INTRODUCTION
Research background
The success of a postgraduate thesis heavily depends on the relationship between research students and their supervisors This process encompasses several key stages, including selecting a research topic, planning the study, identifying necessary resources, managing the project, conducting research, performing a literature review, analyzing and interpreting data, writing the thesis, and ultimately defending it.
Students' dedication to their studies and their perseverance in following an academic path are crucial factors for successfully completing postgraduate programs (Sakurai, Pyhọltử & Lindblom-Ylọnne, 2012).
Postgraduate students typically enroll in one of three primary programs: research, coursework, or a combination of both Concerns regarding non-completion rates and the duration of postgraduate studies have prompted extensive research, particularly in countries like Canada, Australia, and Malaysia Recent findings indicate that postgraduate students face significant stress and frustration, leading to alarming attrition rates, with reports showing that between 40% and 70% of students abandon their programs (Gardner).
Completion rates for graduate degrees vary significantly across different regions and fields of study In Canada, research by Elga (2003) shows completion rates ranging from 45% to 77%, with specific figures indicating that Arts and Humanities have a master's completion rate of 67.9% and a doctoral rate of 44.7%, while Life Sciences report 77.1% for master's and 70.4% for doctoral degrees Conversely, Australia has seen a remarkable increase in completion rates for research degrees, rising to between 80% and 90% by the mid-1990s (Colebatch, as cited in Ismail et al., 2011) Additionally, data from the Graduate School of Studies (GSO) at a public university in Malaysia reveals that, as of 2005, master's students typically complete their degrees in an average of 2.69 years, while Ph.D candidates finish in about 4.84 years, with potential for earlier completion (Abiddin & Ismail, 2011).
Since the economic liberalization known as "doi moi" in 1986, Vietnam's higher education system has significantly expanded in response to increasing household and labor market demands By the early 1990s, there was a notable surge in postgraduate enrollment, marking a pivotal growth in Vietnam's postgraduate programs Between 2000 and 2005, the number of master's students rose by 51.9% annually, while doctoral student enrollment increased by 61.1% per year By early 2014, over 130 institutions offered doctoral degrees and 150 provided master's training This expansion includes not only public universities and research institutions but also private universities with quality assurance, contributing to the annual output of 20,000-25,000 master's graduates and thousands of doctoral candidates.
Postgraduate training in Vietnam faces significant challenges despite some achieved results The efficiency and scale of programs do not align with training quality, leading experts to express concerns over the low quality of theses and research, which often fall short of international standards in content, reference, and data analysis Moreover, students struggle with independent research capabilities and are not keeping pace with advancements in science and technology Additionally, there is a notable lack of faculty engagement in research and publications, limiting students' exposure to scientific inquiry and self-development The World Bank highlights that while there are some publications, most are domestic rather than in international peer-reviewed journals, which are crucial for assessing research quality Furthermore, many research projects at universities are delayed, with approximately 70 percent remaining unevaluated one to seven years after their intended completion.
Numerous studies highlight various factors influencing the timely completion of postgraduate studies, particularly focusing on the research and supervision process (Hammick & Acker, 1998; Ssegawa & Rwelamila, 2009) Supervision is a complex, interactive relationship that necessitates professionalism and respect between students and supervisors (Ismail et al., 2011) Research indicates that the gender of the supervisor can significantly impact knowledge flow and power dynamics (Hammick & Acker, 1998) High attrition rates in postgraduate programs are often attributed to students' deficiencies in research skills, challenges in presenting research, and issues related to supervision and departmental support (Ssegawa & Rwelamila, 2009; Ezebilo, 2012; Sakurai et al., 2012) Additionally, factors such as supervision schedules, students' interest in research, and access to resources are critical in delaying thesis completion (Ngozi & Kayode, 2014) Ultimately, the interpersonal relationship between supervisors and students, along with the supervisor's style, plays a crucial role in the success of postgraduate programs (Marsh et al., 2002; Armstrong, 2004; Allen et al., 2005).
Research gap
In Vietnam, research about the relationship between supervisor’s interpersonal style and postgraduate student’s skill development and research satisfaction is still limited So far, the
Research by Tran (2013) highlights significant limitations in skill development within Vietnam's higher education system, emphasizing the urgent need for soft skills training The study points to a centrally controlled curriculum, traditional teaching methods, and a prevalent student passivity as barriers to bridging the gap between academic learning and workplace requirements Additionally, Tran and Swierczek (2009) explored factors affecting graduate skill development from both employer needs and student competencies perspectives Similarly, Marsh et al (2002) viewed skill development during supervision as the enhancement of generic skills.
Despite numerous global studies on postgraduate quality, there is a lack of research specifically examining how a supervisor's interpersonal style influences postgraduate students' research skill development, research satisfaction, and overall quality of life Most existing studies treat these concepts in isolation (Marsh et al., 2002; Mainhard et al., 2009; Y.K Lee et al., 2012; Nguyen & Nguyen, 2012), while the importance of students' self-determination and autonomous motivation during thesis work is often neglected In Vietnam, research on this topic is limited, with studies by Tran (2013) and Tran and Swierczek (2009) focusing on the impact of school activities and part-time work on skill development, but not addressing the specific needs of postgraduate students Furthermore, previous research primarily involves university students and employers, leaving a gap in understanding how postgraduate students perceive their research skill development and satisfaction throughout their thesis experience.
Research objectives
This study aims to identify key factors influencing skill development among postgraduate students in Vietnam, focusing on the impact of supervisors' interpersonal styles on research skills, research satisfaction, and quality of life Additionally, it explores how students' intrinsic motivation moderates the relationship between supervisors' interpersonal styles and skill development.
1 The relationship between research satisfaction and quality of life
2 The relationship between skill development and research satisfaction
3 The relationship between supervisor’s interpersonal style and skill development
4 The relationship between supervisor’s interpersonal style and research satisfaction
5 The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with a low level of intrinsic motivation
Research scope
This thesis focuses on Master's students who are currently completing their postgraduate thesis after finishing their MBA program, leveraging their extensive experience in supervisory processes and research The study is conducted in Ho Chi Minh City, a major hub for universities and research institutions in Vietnam The survey targets MBA students from four prominent universities in Ho Chi Minh City, including the University of Economics.
Ho Chi Minh City, University of Economics and Law, Ho Chi Minh City University of Technology and Open University
Research significance
This thesis explores the relationship between postgraduate students and their supervisors, focusing on effective supervisory styles that enhance student satisfaction during their learning journey The author aims to provide insights into students' feedback regarding supervisors' interpersonal styles to improve supervision quality While communication between research students and supervisors is often open, this research offers a structured approach to discuss their relationship, revealing insights that may not emerge in informal discussions Additionally, understanding postgraduate students' preferred supervisory styles and supervisors' ideals can facilitate better matching between them This study is crucial for universities and research institutions specializing in postgraduate training, as it can inform future program development and foster an environment where evaluating student experiences is standard practice Ultimately, by identifying factors that influence student skill development, research satisfaction, and overall happiness, institutions can implement strategies to alleviate tensions in supervisor-supervisee relationships and enhance the quality of postgraduate research supervision.
Research Structure
This thesis includes five chapters:
This chapter presents the research background of this study as well as the research gap, research objectives, research scope, research significance, and research structure
Chapter 2: Literature review and hypotheses
This chapter outlines a conceptual model and synthesizes existing theories related to five key constructs: quality of life, research satisfaction, skill development, supervisors' interpersonal styles, and intrinsic motivation It provides definitions and a comprehensive literature review for each construct, followed by the formulation of relevant hypotheses.
This chapter outlines the research design and methodology used to test the hypotheses, detailing the processes involved in conducting the research It emphasizes the integration of both qualitative and quantitative research approaches to implement the research procedure effectively Chapter 4 focuses on data analysis and the presentation of results.
This chapter is designed to present the data analysis progress and findings of data analysis Accordingly, this chapter includes three main parts: descriptive analysis, measurement assessment, and hypotheses testing
Chapter 5: Conclusions, Implications, and Limitations
The final chapter summarizes key conclusions and discusses the findings and their implications derived from earlier sections It also highlights the limitations of the study, offering recommendations for future research opportunities.
LITERATURE REVIEW AND HYPOTHESES
Quality of life and research satisfaction
Quality of life is a multifaceted concept that can be assessed in various ways According to Veenhoven (as cited in Aydin, 2012), overall happiness is defined as an individual's favorable evaluation of their life as a whole Khoshnam, Ghamari, and Gendavani (2013) emphasize that happiness encompasses positive emotions, which include social behaviors and inner satisfaction, contributing to mental health and success in social relationships and personal goals In this study, quality of life is characterized as overall life satisfaction (Nguyen & Nguyen, 2012).
Satisfaction has been defined and measured in various ways over the years, with its meaning often varying based on individual contexts Job satisfaction is described as a pleasurable emotional state resulting from one's job experiences (Locke, as cited in Lee et al., 2012) In contrast, learning satisfaction refers to learners' contentment with the learning process and their performance outcomes (Ko, 2012) Overall, satisfaction reflects the degree to which an individual's needs and aspirations are fulfilled (Küskü, 2001) In this study, research satisfaction is viewed as the positive emotional state stemming from the development of research skills during the supervisory process, following the framework established by Lee et al (2012).
Numerous studies have established a connection between job satisfaction and overall quality of life (Iverson & Maguire, 2000; Gavin & Mason, 2004) Individuals who find enjoyment in their work are more likely to experience higher levels of life satisfaction, as various life domains, including employment, significantly influence overall well-being (Sirgy, as cited in Nguyen & Nguyen, 2012).
Research indicates a connection between satisfaction and enduring happiness or quality of life (Khoshnam et al., 2013) Therefore, the author proposes the following hypothesis within the framework of this study.
Hypothesis 1: Research satisfaction has a positive impact on quality of life.
Skill development
Skill development is a crucial aspect of academic achievement, encompassing the enhancement of generic or soft skills essential for workplace efficiency (Marsh et al., 2002; Tran & Swierczek, 2009) Various definitions exist for skill development, highlighting its multifaceted nature (Tran, 2013) These skills are often referred to by several terms, including transferable skills, core skills, key skills, and employability skills (Hager & Holland, 2006) Furthermore, skills are commonly recognized as 'competencies,' underscoring their importance in both education and professional contexts.
In contemporary life, the terms "capacities" and "abilities" are often preferred over "skills," as they encompass a broader range of essential qualities (Tran, 2013, p 633) This study, aligning with Marsh et al (2002), views skill development as a collection of generic skills aimed at enhancing students' research capabilities.
Research indicates that the development of generic skills—such as problem solving, analysis, communication, application, collaboration, and self-regulation—significantly predicts students' satisfaction with their university courses (Lizzio, Wilson & Simons, 2002) Additionally, Zeng, Webster, and Ginns (2013) found that students who perceive their skill development positively, alongside their experiences during postgraduate supervision, tend to report higher overall satisfaction in their research endeavors.
Hypothesis 2: Skill development has a positive impact on research satisfaction.
Supervisor’s interpersonal style
Interpersonal style, extensively researched in education, is rooted in the psychology of interpersonal relationships and is defined as a systems approach to communication This approach emphasizes the pragmatic effects of communication among individuals In educational settings, it focuses on how students perceive their teachers' behaviors, highlighting that the interactions between teachers and students are both relational and content-driven.
The interpersonal perspective on supervision highlights that supervisor behavior conveys not only the literal meaning of words but also reflects the intrinsic relationship dynamics between supervisors and students (Mainhard et al., 2009) This approach emphasizes two key features: the communicative systems framework and a model that articulates the relational aspects of supervisory behavior Researchers have utilized Leary’s general model for interpersonal relationships to analyze these dimensions within higher education, categorizing supervisor behavior into two main dimensions and further segmenting them Building on Wubbels et al.'s (2006) model, Mainhard et al (2009) identify two critical dimensions of interpersonal supervisor behavior: Influence and Proximity, which encompass eight distinct behaviors: leadership, helpfulness, understanding, granting freedom and responsibility to students, uncertainty, dissatisfaction, admonition, and strictness.
Gatfield (as cited in Mainhard et al., 2009) identifies four supervisory styles based on the dimensions of structure and support, each comprising five key behaviors that influence student research skill development The laissez-faire style, characterized by low structure and low support, grants students freedom and responsibility In contrast, the pastoral style provides high support with low structure, emphasizing understanding and friendliness The contractual style combines high support and high structure, focusing on leadership and helpfulness, while Gatfield's directorial type features high structure and low support, reflecting a strict leadership approach This study adopts these five behavioral types—leadership, helpfulness, understanding, freedom and responsibility, and strictness—as essential elements impacting students' research skills.
Teachers employ various interpersonal styles to engage and motivate students effectively Research by Kyriakides, Creemers, and Antoniou (2009) indicates that educators who adopt advanced behavioral approaches significantly enhance student achievement across diverse subjects Additionally, a study on the contextual supervision model involving cooperating teachers and teacher-interns in an extended practicum program in Western Canada highlights a notable improvement in the mentorship styles of cooperating teachers, correlating positively with the skill-specific developmental levels of their supervisees.
At the postgraduate level, mentoring relationships significantly enhance students' research skills, foster collaboration, and promote shared decision-making in research projects Studies indicate a strong correlation between skill development and the interpersonal styles of supervisors, highlighting the importance of these relationships in academic growth Thus, effective mentoring is crucial for postgraduate success.
Hypothesis 3: Supervisor’s interpersonal style has a positive impact on student’s skill development
Research has shown a positive correlation between teachers' interpersonal styles and students' enjoyment of subjects For instance, a study on Biology classes in Australia revealed that teachers' interpersonal styles accounted for 33% of students' enjoyment, either independently or alongside other learning environment factors Similarly, findings from India indicated that teachers' interpersonal behavior significantly influences students' enjoyment in secondary science Furthermore, strong interpersonal relationships between supervisors and students are linked to better academic progress and higher student satisfaction.
Hypothesis 4: Supervisor’s interpersonal style has a positive impact on student’s research satisfaction.
Moderating effect of intrinsic motivation
Motivation plays a crucial role in understanding human behavior, as outlined by Ryan and Deci (2000), who suggest that it can be assessed both quantitatively, through enthusiasm for tasks, and qualitatively, through the beliefs driving those tasks Intrinsic motivation, the inherent human desire to learn and engage, is categorized by Vallerand (as cited in Areepattamannil, Freeman & Klinger, 2011) into three types: the motivation to know, which involves the enjoyment derived from learning and exploration; the motivation to accomplish, which focuses on the satisfaction gained from creating new things; and the motivation to experience, which pertains to the pleasurable sensations associated with an activity This concept of intrinsic motivation is a key component of self-determination theory and has garnered significant attention across various fields, including sports, education, work, and healthcare.
According to Karatepe (2014), intrinsic motivation, a key aspect of self-determination theory, is characterized by individuals who possess an internal locus of control, exhibit a strong drive for achievement, and demonstrate enthusiasm for acquiring new knowledge and skills.
Research has shown that intrinsic motivation offers significant benefits (Gagné & Deci, 2005; Hon, 2012; Khoshnam et al., 2013) Specifically, Gagné and Deci (2005) discovered that when individuals are motivated from within, they experience their work as engaging and enjoyable.
Intrinsic motivation plays a crucial role in enhancing work completion and academic success Employees who are intrinsically motivated exhibit greater flexibility, openness to new ideas, and a willingness to innovate in decision-making (Hon, 2012) Similarly, intrinsically motivated students demonstrate higher academic achievement as they actively seek challenges and set creative goals in their studies (Komarraju, Karau & Schmeck, 2009; Khoshnam et al., 2013) Research by Ferrer-Caja and Weiss (2000) indicates that a positive learning climate in high school physical education fosters self-determination, which in turn boosts intrinsic motivation, effort, and persistence Furthermore, Areepattamannil et al (2011) found that intrinsic motivation positively predicts academic achievement among Indian immigrant adolescents in Canada, who tend to outperform their peers in India due to higher levels of intrinsic motivation.
Hypothesis 5: The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with a low level of intrinsic motivation.
Conceptual model
Figure There are total five hypotheses developed for this research:
H1: Research satisfaction has a positive impact on quality of life.
H2: Skill development has a positive impact on research satisfaction.
H3: Supervisor’s interpersonal style has a positive impact on s development
H4: Supervisor’s interpersonal style has a positive impact on student’s research satisfaction
H5: The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with motivation
Figure 2.1 Conceptual model are total five hypotheses developed for this research:
: Research satisfaction has a positive impact on quality of life
: Skill development has a positive impact on research satisfaction
: Supervisor’s interpersonal style has a positive impact on s
: Supervisor’s interpersonal style has a positive impact on student’s research
: The impact of supervisor’s interpersonal style on skill development is stronger for high level of intrinsic motivation than that of group with a low level of intrinsic
: Supervisor’s interpersonal style has a positive impact on student’s skill
: Supervisor’s interpersonal style has a positive impact on student’s research
: The impact of supervisor’s interpersonal style on skill development is stronger for low level of intrinsic
This chapter provides the theoretical foundation for each construct in the model, highlighting the significant influence of a supervisor's interpersonal style on students' skill development and research satisfaction It establishes that enhanced skill development leads to increased research satisfaction and improved quality of life for students Additionally, the chapter considers the moderating effect of intrinsic motivation in the supervisory process In total, five hypotheses are proposed for this research, with the following chapter focusing on the methodology for data analysis and hypothesis testing.
METHODOLOGY
Research design
The research comprised two phases: a qualitative study utilizing in-depth interviews and a quantitative study conducted through a main survey The entire process is visually represented in Figure 3.1.
The draft questionnaire was developed using established measurement scales, incorporating one second-order construct—supervisor's interpersonal style—and four first-order constructs: skill development, intrinsic motivation, research satisfaction, and quality of life.
The supervisor's interpersonal style is a complex construct consisting of five key components: leadership, helpfulness, understanding, strictness, and student responsibility/freedom This framework is based on items adapted from Mainhard et al (2009), where six specific items evaluate the supervisor's leadership from the supervisees' perspective Additionally, the supportive nature of supervisors is assessed through items reflecting their helpful and friendly demeanor, while strictness is measured by five items that gauge the level of understanding exhibited by the supervisor.
The supervisor's interpersonal style is a complex construct that includes five key dimensions: leadership, helping/friendly, understanding, strictness, and student responsibility/freedom According to Ainhard et al (2009), this style was assessed using specific items designed to capture each dimension Leadership was evaluated through six items focusing on the supervisor’s guidance from the supervisees' perspective Similarly, helping/friendly was measured by six items that reflect the level of support provided by supervisors Understanding was gauged through a series of items, while strictness was assessed with five items that indicate the degree of oversight and discipline present in the supervisory relationship.
Supervisor’s interpersonal style was a second order construct comprising five leadership, helping/friendly, understanding, strict and student upervisor’s interpersonal style ainhard et al (2009) Specifically, six items addressing the supervisor’s
Six items assessing the level Understanding was measured by four items and strict was measured by five items reflecting the degree of understanding and
Page | 23 strictness of supervisors Lastly, four items referring the free level in decision-making under the perception of supervisees measured student responsibility/freedom
Table 3.1 Scale items of supervisor's interpersonal style
Supervisor's interpersonal style (adopted from Mainhard et al., 2009)
1 My supervisor gives thorough feedback on my research
2 My supervisor always explains comprehensibly when I ask something
3 My supervisor acts confidently when discussing my papers
4 My supervisor acts professionally during our meetings
5 My supervisor gives me a lot of advice
6 My supervisor gives me clear guidance
1 My supervisor anticipates possible misunderstandings between us
2 My supervisor reacts enthusiastically about my initiatives
3 My supervisor is someone I can rely on
4 My supervisor always cooperates, if I want something
1 My supervisor listens to me
2 My supervisor pays attention, if I have something to say
3 My supervisor shares my sense of humor
1 My supervisor is quick to criticize me
2 My supervisor is critical of my research
3 My supervisor demands a lot from me
4 My supervisor immediately corrects me if I do something wrong
5 My supervisor is strict when evaluating my progress
1 My supervisor follows my proposals
2 My supervisor is easily impressed by me
3 My supervisor lets me choose my own direction
4 My supervisor allows me to make my own decisions
Skill development was measured by five items, which was adopted from Marsh et al
(2002) Items of skill development reflect the generic skills to be nourished and achieved during thesis completion of students
Table 3.2 Scale items of skill development
Skill development (adopted from Marsh et al., 2002)
1 My research further developed my problem-solving skills
2 I learned to develop my ideas and present them in my written research
3 My research sharpened my analytical skills
4 Doing my own research helped me to develop my ability to plan my own work
5 As a result of my research, I feel confident about tackling unfamiliar problems
According to Karatepe (2014), four items were utilized to assess intrinsic motivation, focusing on students' autonomous motivation and their desire to engage in activities that bring pleasure and satisfaction while learning and discovering new experiences.
Table 3.3 Scale items of intrinsic motivation
Intrinsic motivation (adopted from Karatepe, 2014)
1 I feel a great sense of personal satisfaction when I do my research well
2 When I perform my research well, it contributes to my personal growth and development
3 My research increases my feeling of self esteem
4 When I do research well, it gives me a feeling of accomplishment
Research satisfaction was adopted from Lee et al (2012) and measured by nine items – that was, to address overall satisfaction and happiness in the research process of the students
Table 3.4 Scale items of research satisfaction
Research satisfaction (adopted from Lee et al., 2012)
1 Most days, I have to force myself to do research
2 Most days, I am enthusiastic about my research
4 My research is pretty interesting
5 I find real enjoyment in my research
7 I am relaxed with my research
8 I feel fairly well-satisfied with my research
9 I am disappointed I ever look research
The quality of life was assessed using three items derived from the research of Nguyen and Nguyen (2012), which gauged respondents' satisfaction with their lives based on their level of agreement with specific statements.
Table 3.5 Scale items of quality of life
Quality of life (adopted from Nguyen & Nguyen, 2012)
1 Conditions of my life are excellent
2 I am satisfied with my life
3 I have gotten the important things I want in life
In this study, all these scales were measured by a five-point Likert scale from “1 strongly disagree” to “5 = strongly agree”.
Qualitative study
3.2.1 The purpose of qualitative research
This study aimed to adapt existing measurement scales for use in Vietnam, a developing country, recognizing that prior scales may not fully align with local cultural and economic contexts While these scales were previously tested in other nations, differences in Vietnam necessitated qualitative research to revise and ensure clarity in the questionnaire items Through in-depth interviews, the research sought to confirm that the official questionnaire would be easily understood by respondents and effectively measure the intended variables before the main survey was conducted.
The study involved fourteen participants selected from various postgraduate learning stages, including those currently working on their MBA thesis and those who have completed it within a specific timeframe The participants represented different language backgrounds, with programs conducted in both English and Vietnamese Among the participants, eight were male and six were female, hailing from diverse universities in Ho Chi Minh City (see Appendix A: Guidelines for In-depth Interview).
3.2.3 The conduct of qualitative research
From June 5 to June 27, 2015, each participant was individually interviewed in various locations, including the schoolyard, library, and coffee shop The in-depth interview process was structured into three distinct steps.
In the initial phase of the qualitative research, the researcher defined the objectives to determine the necessary information to collect Participants were asked, “How long have you done the thesis?” Their responses were recorded immediately, allowing the researcher to assess their research experience and perceptions This step was crucial for preparing participants for subsequent discussions, as their in-depth experiences significantly enhance the value of the qualitative study.
In the second step of the research process, ten participants reviewed the first draft of a Vietnamese-translated questionnaire derived from the measurement scales outlined in section 3.1.2 Each respondent identified any confusing terms while reading the questionnaire Additionally, the author assessed the appropriateness of the selected measurement scale for conducting research in Vietnam All feedback and suggestions were documented to make necessary adjustments for clarity in the final version of the questionnaire.
In the third step, the researcher presented the finalized scale items to four new target respondents for evaluation, ensuring they comprehended the content clearly following the in-depth interviews conducted in the second step.
3.2.4 The outcome of qualitative research
All participants had over three months of research experience, making them well-equipped to provide insights into their perceptions of the supervisory process in research.
In the second phase of qualitative research, the researcher identified numerous comments suggesting modifications to the scales for better clarity in the Vietnamese context Specifically, some scales were recommended for removal due to their redundancy, while others were deemed more descriptive or unsuitable for Vietnamese culture Following this analysis, a total of fourteen out of forty-six items from the theoretical measurement scales were eliminated, resulting in thirty-two remaining items that effectively measure five factors Detailed guidelines for the in-depth interviews can be found in Appendix A, with the final measurement scales listed in Appendix B.
In the third step of the qualitative research, the researcher provided thirty-two items to four new target respondents, ensuring they fully understood each one This step was crucial to guarantee that participants in the main survey could comprehend the questionnaire effectively, leading to accurate and meaningful responses.
No of items Name of items
Supervisor's interpersonal style (adopted from Mainhard et al., 2009)
My supervisor acts confidently when discussing my papers
My supervisor gives me a lot of advice
My supervisor anticipates possible misunderstandings between us
My supervisor is someone I can rely on
My supervisor shares my sense of humor
My supervisor is quick to criticize me
My supervisor lets me choose my own direction
01 Intrinsic motivation (adopted from Karatepe, 2014)
My research increases my feeling of self-esteem
Research satisfaction (adopted from Lee et al., 2012) Most days, I am enthusiastic about my research
I find real enjoyment in my research
I am relaxed with my research
I am disappointed I ever look research Total 14
Quantitative study
Basing on the final measurement scales after qualitative study, the questionnaire was designed in three sections as following (refer Appendix C: Questionnaire - English version and Appendix D: Questionnaire - Vietnamese version):
The initial section of the survey focused on participants' research experiences, beginning with a consent form and a screening question to accurately identify the target audience The consent form provided detailed information about the researcher, the survey's purpose, the estimated time commitment for respondents, the importance of their participation, and assurances regarding privacy protection To ensure a uniform understanding of "doing research," a clear definition was included at the beginning of the questionnaire The screening question asked, "Have you done a postgraduate thesis?" Respondents were required to answer this question before proceeding; those who indicated they had completed their thesis were then prompted to specify the subject of their work.
Participants in the survey were categorized based on their experience with postgraduate theses, with options ranging from less than one year to over three years Those who indicated they were currently working on a postgraduate thesis were further asked to specify the duration of their work, with choices including less than three months, three to six months, or more than six months Respondents who had not yet begun their postgraduate thesis were identified as outside the target demographic for the survey and were therefore excluded from further participation.
The second section examined respondents' attitudes and perceptions during their thesis period, utilizing a model with multiple items developed by previous researchers to accurately assess the constructs involved Supervisor's interpersonal style was evaluated through five components, encompassing a total of seventeen items from Mainhard et al (2009) Additionally, skill development was measured with five items from Marsh et al (2002), while intrinsic motivation was assessed using three items from Karatepe (2014) Research satisfaction was gauged through four items from Lee et al (2012), and quality of life was measured with three items from Nguyen and Nguyen (2012) To mitigate response bias, the names of all concepts were omitted from the questionnaire, resulting in a total of 32 questions presented in a single table.
The third section provided essential background information, including respondents' gender, the language of instruction in their postgraduate programs, their chosen majors, the universities they attended, the frequency of meetings with their supervisors, and the primary modes of communication with their supervisors This data was utilized to categorize and compare different groups of respondents effectively.
3.3.2 The purpose of quantitative research
Following the modification of the questionnaire, the main survey was executed using the adjusted version to gather data for testing the measurement and hypothesized models The ultimate goal was to generalize findings from the sample to the broader population, enabling interpretations about various characteristics, attitudes, and behaviors within that population.
In Ho Chi Minh City, a nonprobability convenience sampling technique was utilized to gather data from MBA students engaged in or having completed their postgraduate thesis, all of whom possessed significant supervisory experience A self-administered survey was conducted, incorporating five factors and 32 variables measured on a five-point Likert scale ranging from "strongly disagree" (1) to "strongly agree" (5) To ensure statistical significance, a sufficiently large sample size was essential, with a minimum recommended by Hair et al (2010) being at least five times the number of variables analyzed.
Page | 31 times of number of variables, but not less than 100 Respectively, the minimum sample size was determined by equation: n2*50 observations
To achieve a sample size exceeding 200 for Structural Equation Modelling (SEM), the author employed both indirect and direct methods for data collection, primarily utilizing electronic mail and Google surveys The International School of Business and MBA colleagues assisted in compiling a list of email addresses for postgraduate students A total of 600 questionnaires were distributed via email to MBA students across four universities in Ho Chi Minh City, Vietnam, including the University of Economics Ho Chi Minh City, University of Economics and Law, Ho Chi Minh City University of Technology, and Open University Respondents accessed the questionnaire link through their emails, and a reminder was sent ten days later to encourage participation and express gratitude to those who had already completed it Data collection took place over six weeks, from July 17, on both weekdays and weekends.
2015 to August 24, 2015 Besides, by convenient sampling method, 100 paper questionnaires were delivered to some friends of the researcher and some MBA classes to collect data
Data analysis was conducted using the Statistical Package for Social Science version 22 (SPSS 22) and Analysis of Moment Structures (AMOS 22) To ensure the reliability and validity of the measurement model, Cronbach’s alpha, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA) were utilized, leading to the removal of poorly fitting measurement items The theoretical model was then assessed using Structural Equation Modeling (SEM), a statistical technique that allows for the simultaneous examination of interrelated relationships among multiple dependent and independent constructs Furthermore, a multi-group analysis within SEM was performed to explore the moderating effects and determine if parameter values differed across categorical variables.
This study examined five key constructs: supervisor's interpersonal style, skill development, intrinsic motivation, research satisfaction, and quality of life Notably, the supervisor's interpersonal style was identified as an exogenous variable, while skill development, intrinsic motivation, research satisfaction, and quality of life were classified as endogenous variables.
This chapter outlines the methodology employed in this study to evaluate the conceptual model, which was executed in two distinct phases The first phase involved qualitative research through in-depth interviews, while the second phase focused on quantitative analysis via a main survey Additionally, the methods for data collection and analysis were detailed The subsequent chapter will present the findings from the quantitative survey data analysis.
DATA ANALYSIS AND RESULTS
Data collection
A total of 293 responses were collected, yielding a response rate of approximately 42% Out of these, only 234 responses were deemed valid for data analysis after excluding 59 invalid questionnaires Specifically, 37 responses were discarded because the respondents had not yet completed their postgraduate thesis, while 22 were eliminated due to issues such as selecting a single option for all questions, missing answers, or providing overlapping responses Ultimately, the 234 valid questionnaires met the minimum sample size requirements outlined in Chapter 3, ensuring a satisfactory data set for this research.
Table 4.1 Source of data collection
Source Distributed Collected Response rate Eliminated Valid
Sample characteristics
The data analysis utilized the SPSS statistical software, with a total of 234 responses evaluated The demographic findings, summarized in Table 4.2, revealed that 64.1% of supervisees had completed their postgraduate thesis, while 35.9% were still in the process Notably, 25.6% of respondents finished their thesis within one year, 15.4% within one to two years, 9% within two to three years, and 14.1% took over three years Among those currently working on their thesis, 18.8% were between three to six months into the process, 9.8% were under three months, and 7.3% had been working on it for over six months.
The data revealed a nearly equal gender distribution among participants, with males at 56% and females at 44% Additionally, the language used in the postgraduate program was balanced, with 48.3% using English and 51.7% using Vietnamese This equality in gender and language contributed to an unbiased analysis of the results Business administration emerged as the predominant major, comprising 51.7% of the program, while Finance & Accounting accounted for 25.2%, and other fields made up 23.1% Similarly, the University of Economics Ho Chi Minh City represented a balanced sample, with 54.3%, while other universities showed an unequal distribution.
A study on the frequency of supervisor meetings revealed that 55.1% of respondents met with their supervisors once a month, while 32.1% met once or twice a month, and 12.8% met twice a month Additionally, email emerged as the primary means of communication, utilized by 55.6% of respondents, followed by direct meetings at 42.7%, and phone communication at 1.7%.
Table 4.2 Respondents’ characteristics Demographic profile Category Frequency Percent (%)
Have been doing postgraduate thesis
Language used in postgraduate program
University of Economics Ho Chi Minh City 127 54.3
University of Economics and Law 38 16.2
Primary means to communicate with supervisor
Cronbach’s Alpha coefficient of reliability test
A crucial aspect of data analysis is confirming the reliability of items in measuring the relevant research concept To achieve this, Cronbach’s Alpha (α) was utilized to assess the internal consistency of the measurement items This test facilitated the identification and removal of any unstandardized scale items The author followed the criteria established by George and Mallery (2003) as a guideline for this research.
Table 4.3 Cronbach’s Alpha Rule of thumb Cronbach's alpha (α) Internal consistency α ≥ 0.9 Excellent
In addition to Cronbach’s alpha, the corrected item-total correlation is a crucial metric for assessing the consistency of items within a construct This test identifies any items that may not align with the overall characteristics of the other items, allowing for refinement of the measure by removing unsatisfactory items before factor analysis According to Nunnally & Bernstein (as cited in Nguyen, 2007), an item with a correlation greater than 0.3 is likely well-associated with the other items and contributes positively to the overall rating Conversely, items with a correlation below 0.3 should be eliminated due to their weak relationship with the scale Furthermore, the Cronbach's Alpha if Item Deleted metric indicates the effect of excluding specific items; if this value exceeds the overall Cronbach’s alpha, the item should be considered for removal.
The results of reliability test for each construct in the model was summarized in the table below:
Table 4.4 Cronbach’s Alpha coefficients for each measurement scale – first round
Item Deleted Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted Leadership (L): Cronbach’s Alpha =0.932
Helping/friendly (HF): Cronbach’s Alpha =0.874
Student responsibility/freedom (SR): Cronbach’s Alpha =0.896
Table 4.4 Cronbach’s Alpha coefficients for each measurement scale – first round (continue)
Item Deleted Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted Skill development (SD): Cronbach’s Alpha =0.890
Research satisfaction (RS): Cronbach’s Alpha =0.881
Quality of life (QL): Cronbach’s Alpha =0.848
Intrinsic motivation (IM): Cronbach’s Alpha =0.889
The analysis presented in Table 4.4 indicates that item STR4 should be removed, as its deletion resulted in a higher Cronbach's Alpha than the overall measure Following the exclusion of this item, the data quality improved, as reflected in the re-analyzed results displayed in the subsequent table.
Table 4.5 Cronbach’s Alpha coefficients for each measurement scale – final round
Item Deleted Scale Variance if
Item Deleted Corrected Item-Total
Correlation Cronbach's Alpha if Item Deleted Leadership (L): Cronbach’s Alpha =0.932
Helping/friendly (HF): Cronbach’s Alpha =0.874
Student responsibility/freedom (SR): Cronbach’s Alpha =0.896
Skill development (SD): Cronbach’s Alpha =0.890
Research satisfaction (RS): Cronbach’s Alpha =0.881
Quality of life (QL): Cronbach’s Alpha =0.848
Intrinsic motivation (IM): Cronbach’s Alpha =0.889
The analysis in Table 4.5 reveals that all items achieved a Cronbach’s alpha greater than 0.8, and the Corrected Item-Total Correlation for all observed variables exceeded 0.6, significantly surpassing the standard threshold of 0.3 This indicates that the scales demonstrate high internal consistency reliability, and there is no need to eliminate any items to enhance the Cronbach’s alpha for any factor Consequently, the scales are well-designed, and respondents clearly understood the questions, a result attributed to the comprehensive qualitative research conducted prior to the main survey.
Exploratory Factor Analysis (EFA)
After conducting a reliability test, Exploratory Factor Analysis (EFA) using principal axis factoring with promax rotation was performed to validate the proposed groupings and assess how a substantial set of items clustered together (Leech, Barrett & Morgan, 2005) EFA effectively reduced numerous variables, allowing for their reorganization into meaningful groups before proceeding with more in-depth analysis.
Exploratory Factor Analysis (EFA) was performed, revealing a KMO measure of sampling adequacy at 0.892, indicating that the sample was suitable for factor analysis According to the KMO test, values between 0.5 and 1 confirm EFA applicability (Nguyễn Đình Thọ, 2013) Additionally, Bartlett’s test showed a significant level of p