(LUẬN văn THẠC sĩ) the influence of service value and service quality in higher education on student satisfaction in industrial university ho chi minh city

Higher education in Vietnam

Vietnam's higher education landscape is characterized by a competitive market with 412 universities and colleges However, the quality of these institutions varies, and the cost of higher education can be a significant burden for many families As students face challenges in selecting universities that offer favorable conditions for their studies, both public and private institutions must enhance their appeal to attract prospective learners Student satisfaction plays a crucial role in shaping the reputation of universities, ultimately influencing their ability to draw in quality students and improve educational outcomes Additionally, various studies have examined customer satisfaction and the criteria used by students to evaluate service quality in higher education.

So, factors affecting student satisfaction, there are two major elements: "Education service quality" and "education service value" that the universities offer students

Universities should prioritize students as valued customers, emphasizing their need for care and support (Hoanh, 2003) Many students view education services as a commodity, expecting to be treated with attention and service quality Consequently, these student-customers have the right to select a university that meets their expectations for high-quality service and perceived value.

Many educational managers view university education as a service and recognize its significance in attracting quality students (Mazzarol, Geoffrey Normal Soutar, 2001) Despite numerous discussions, seminars, and workshops focusing on educational quality and management, there remains a lack of official studies examining "education service quality" and "education service value" from the students' perspective To enhance and refine educational services in response to the growing needs of learners, universities must establish reliable metrics for assessing the value and quality of their educational offerings Unfortunately, no comprehensive study has yet been conducted in Vietnam to evaluate the impact of education service value and quality on student satisfaction levels.

Research objectives

Student satisfaction plays a crucial role in enhancing a university's reputation and attracting high-quality students It also elevates the overall standard of student input, leading to improved outcomes This study aims to identify the key factors influencing student satisfaction and their effects Specifically, it will explore two main aspects: (1) the perceived value of educational services based on students' experiences, and (2) the quality of these services in relation to student satisfaction The research objectives focus on understanding how these factors contribute to the overall satisfaction with educational services.

1 To identify the relevant components of service quality and service value in the case of university education service in University of Industry in Vietnam

2 To investigate the impact of service quality on customer satisfaction (direct and indirect via service value).

Scope of the research

This research focuses on the business higher education sector at Industrial University Ho Chi Minh City, Vietnam It examines the factors influencing higher education service quality by analyzing the relationship between perceived service value and perceived service quality.

This article explores the effects of customer satisfaction on tertiary education, specifically focusing on undergraduate full-time students It highlights how various factors influence students' perceptions and experiences within their educational journey, ultimately shaping their overall satisfaction with the institution Understanding these impacts is crucial for enhancing educational quality and fostering a positive learning environment.

Significance of the research

The research make the theory clearly and apply to practice in education managements, faculties and students As following:

The research findings provide valuable insights for education management professionals at the University of Industry, highlighting the perceived service value and quality from students' perspectives This information serves as a foundation for shaping educational service policies and directions Additionally, the Board of Management and relevant faculties can leverage these results to formulate development plans and enhance operational management, ultimately improving the overall educational experience.

• This study raise the importance and the significance of voice students in higher education innovation for people working in education management

• Results of this study also helps students in Industrial University feel themselves a clearer sense of the values that students can benefit

• Faculty and undergraduate students and graduate students can use this project as an example of teaching and learning subjects of scientific research methods

• Lecturer specialized use statistical findings as teaching situations of treatment methods of data analysis for undergraduate students and graduate students

• Results of the study is a good reference for the Board of Management of the other universities in the study of similar problems.

Literature review 2.1 Literature review

The concept of student satisfaction

Customer satisfaction is a multifaceted concept that has been defined in various ways by different researchers Levesque and McDougall (1996) describe it as an overall attitude that customers hold towards a service provider Halstead et al (1994) characterize it as an emotional response that assesses product performance against pre-purchase expectations during or after consumption Conversely, Mano and Oliver (1993) view satisfaction as an evaluative judgment that varies along a hedonic continuum, specifically focused on the product and assessed post-consumption.

Giese and Cote (2000) through his study concluded that satisfaction comprises three main elements including:

• Affective response which varies in intensity

• Satisfaction focus around product choice, purchase and consumption

• Time of determination which varies by situation, but is generally limited in duration

The theories discussed enable the formulation of tailored definitions relevant to the context of each study Consequently, for the purposes of this research, student satisfaction is defined as follows:

• The expectations of students entering the Industrial University compares to what the students have been supplying when they learn at this university

• Standardization of an university compares to university where students are learning

• Satisfaction based on knowledge from experience by evaluating teaching service and learning supports provided by the university.

Factors influencing student satisfaction toward the perceived education service value and education service quality

Numerous studies have highlighted that customers assess value based on both monetary and non-monetary costs, which include the sacrifices made when using a product or service, as well as the benefits or utility gained from these trade-offs (Doyle, 1984; Hauser and Urban, 1986).

Zeithaml (1988) defines customer perceived value through four key perspectives: value as low price, value as want satisfaction, value as the quality received for the price paid, and value as what is gained for what is given This highlights the trade-offs between costs and benefits, emphasizing that value stems from both quality and price Ultimately, value can be viewed as the overall evaluation of the service consumption experience (Holbrook).

1986, 1994); and, like quality and satisfaction, value can be encounter specific or a more enduring global evaluation (Rust and Oliver, 1994)

LeBlanc and Nguyen (1999), along with Sheth et al (1991), conducted studies on perceived service value among college students, identifying five fundamental values of educational services: functional value, social value, emotional value, epistemic value, and conditional value.

Functional value refers to the economic utility and benefits derived from owning a product or service, as outlined by economic person theory It emphasizes the performance of the item based on key attributes like price, reliability, and durability.

Social value refers to the benefits customers gain from their connections with specific social groups According to Park and Lessig (1977), the awareness of friends and the association with reference group members significantly influence how consumers assess products and services.

Emotional value refers to a product or service's capacity to evoke feelings and affective states, assessed through a range of emotions associated with the item.

Epistemic value, as defined by Sheth et al (1991), refers to a product or service's capacity to offer novelty and fulfill a desire for knowledge This concept plays a crucial role in determining value and can significantly impact consumer behavioral intentions and switching behavior, according to Zeithaml et al (1996).

Conditional value refers to the various situations customers encounter when making choices, where situational variables significantly influence their assessment of a product or service's utility For instance, factors such as the size of a business school and parental opinions about its programs can greatly affect the perceived value of the educational experience.

Above theories of 5 service values was tested by statistics in study of LeBlanc and Nguyen

(1999) This theory is used as a research foundation for exploring the perceived value in the context of education services at the Industrial University Ho Chi Minh City

Understanding how customers assess value during service use remains a debated topic in academia Gaining insights into customer perspectives is crucial for management to effectively allocate resources and design programs that enhance student satisfaction (Seymour, 1992) Additionally, adapting the business school environment to meet student needs can foster positive emotional responses and encourage positive word-of-mouth (Hampton, 1993; Fitzgerald Bone, 1995) Consequently, a higher perceived value of university services leads to greater student satisfaction This leads to the first proposed hypothesis:

H1: There is positive relationship between service value and student satisfaction

Quality is a subjective concept that can differ among individuals and contexts, with key academic contributions highlighting perceived quality, satisfaction, expectations, and perceptions Perceived service quality is defined through the overall evaluation of a customer's service experience While quality represents a general attitude towards a service, satisfaction pertains to specific transactions Despite their distinctions, quality and satisfaction are interrelated concepts that influence customer experiences.

Customer satisfaction derived from multiple transactions enhances the perception of quality (Aldridge and Rowley, 1998) Gronroos (1988) and Parasuraman et al (1988) emphasize that quality assessments are influenced by the gap between customer expectations and their actual experiences with the service organization.

In their research, Hill (1995) and Harvey (1995) identified sub-quality training services at universities to assess student perceptions of service quality Table 2.1 illustrates common student satisfaction topics from Harvey (1995) and compares them to Hill's (1995) findings This comparison reveals both similarities and differences, influenced by the specific facilities of each institution Additionally, the function-specific nature of these questions increases their relevance for management decisions (Rust et al., 1995).

Table 2.1 - Comparing topics in student satisfaction surveys

Teaching staff and teaching style

Library service Computing facilities Catering service Accommodation service Course content

Personal contact with academic staff Teaching quality

Student involvement Work experience Financial services Feedback

Joint consulation University bookshop Career service Counselling welfare Health service Student’s union Physical education Travel agency

A questionnaire was developed and presented to assess the sub-quality services in line with the current state of facilities at the Industrial University, based on the application of a theoretical framework.

Recent studies by marketing managers have focused on the intricate relationship between service quality and customer satisfaction, particularly how these factors influence purchase intentions Enhancing service quality is essential for attracting and retaining customers, as higher satisfaction levels often lead to increased repurchase intentions, ultimately benefiting organizational profits (Galloway, 1996) In the university context, students perceive that improved service quality correlates with greater satisfaction Furthermore, research indicates a positive relationship between customers' evaluations of service value and their assessments of service quality (Bolton et al., 1991), suggesting that service value is a fundamental component of perceived service quality.

This leads to the second and the third hypothesises is proposed as following:

H2 : There is positive relationship between service quality and student satisfaction

H3 : There is positive relationship between service quality and service value.

Research method 3.1 Research procedure

Measurement of variables

This study utilizes a scale based on service value theory, focusing on perceived service quality and student satisfaction To measure latent variables, a set of observed variables was developed, tailored specifically for the Vietnamese market due to cultural and economic differences Following expert consultations and a preliminary study with 12 participants, the observed variables were adjusted to align with the target audience's perspectives The preliminary survey aimed to clarify measurement items from the customer's viewpoint and identify any misunderstandings, allowing for necessary modifications to enhance scale effectiveness Additionally, this phase provided opportunities for new ideas and items to improve the research model Participants included undergraduate students from various majors at the University of Industry in Ho Chi Minh City, specifically third and final-year students, ensuring a well-rounded understanding of higher education services The official survey was conducted after revising the questionnaire based on preliminary survey feedback.

The survey utilizes a five-point Likert scale to measure specific variables, with responses ranging from "Strongly Disagree" (1) to "Strongly Agree" (5), and an interval scale for latent variables, with scores from "low/not satisfied" (1) to "high/completely satisfied" (5) The majority of the questions are adapted from established sources, but have been carefully adjusted to suit the Vietnamese context and the research objectives.

The value of education services reflects the balance between what students receive and the costs they incur while studying at university This value is measured using a scale adapted from LeBlanc and Nguyen (1999), which has been refined through qualitative research to include 30 items The scale encompasses 29 variables that evaluate various aspects of service value at the Industrial University, including service quality, tuition fees, university reputation, perceived degree value, emotional impact, and social benefits, along with one variable assessing the overall value of education services.

The education service quality scale, adapted from Hill (1995) and Harvey (1995), comprises 21 items refined through qualitative research It evaluates the overall student experience with school services, featuring 20 observed variables that assess various aspects, including educational content, teaching methods, examinations, student assessments, teaching and learning facilities, library services, health services, career services, financial services, personal interactions with academic staff, and feedback from university leaders Additionally, there is one variable dedicated to assessing the overall quality of educational services.

The student satisfaction scale, adapted from Giese and Cote (2000) and refined through qualitative research, consists of three key items This study examines three observed variables to assess student satisfaction among those enrolled at the Industrial University (Refer to Table 3.1 for details.)

SV1 A degree in IUH will allow me to earn a good salary

SV2 The knowledge I have acquired at my universityl will allow me to get promotions

SV3 I believe that employers need students graduated from my university

SV4 Degree I have from IUH is the good investment for my future

SV5 A degree from my IUH will guarantee future employment

SV6 The quality of education received from my professors influences the value of my degree SV7 Course contents influence the value ofmy education

SV8 The guidance received from professors has an effect on the value of my education

SV9 The number of students in my classes influences the value of my education

SV10 Education environment influences the value of my education I received

SV11 I learn new things in many of my courses

SV12 I learn positive things about my university

SV13 The reputation of my university influences the value of my degree

SV14 The university image in community projected influence on the value of my degree

SV15 I believe that IUH can adapt to the needs of industry

SV16 I believe that employers have positive things about my university

SV17 IUH is a large university and it has an effect on the value of my education

SV19 Courses are suitable to my favourite

SV20 I am happy when I have a right choice

SV21 The value of my education depends on my personal effort

F5 Functional value (quality compared to tuition fee)

SV22 My parents believe that my university offers good programs

SV23 When considering the price I pay for tuition, I believe that my university offers sufficient services

SV24 When considering the price I pay for tuition, I believe that the price/quality ratio is good at my university

SV25 I believe that my university offers quality services

SV26 I am happy when friends are in my classes

SV27 I find courses more interesting when friends are in my classes

SV28 Working in groups has a positive effect on the value of my education

SV29 Social activities at my university make my studies more interesting

SV30 The general assessment of student about the value of overall education services

SQ1 University training programs that are suitable to the requirements of practice

SQ2 The course content is updated, innovated, good to meet training requirements

SQ3 Methods of teaching faculty is suitable to the requirements of each course

SQ4 Lecturer with deep knowledge about the subject undertaken

SQ5 The evaluation and grading of student are fair

SQ6 Organisation of examinations, the examination supervisor are seriously

SQ7 Class size (number of students in a class) is suitable to acquire subjects

SQ8 School facilities (lecture halls, furniture, audiovisual media ) meet the needs of training and learning

SQ9 Computer room meets the real needs of students

SQ10 Library facilities good (quantity and quality of books, and seating space)

SQ11 Library staff serves good (style, attitude of employees, service hours)

SQ12 Canteen serves needs of books and learning materials for students

SQ13 Medical services, health care response to student needs

SQ14 Academic advising activities, career counseling meet the needs of searching, selection and learning of students

SQ15 Financial service supports enought student needs

SQ16 Social activities, movement activities at the IUH strongly

SQ17 Beverages Catering Service (Canteen) is suitable to the needs of students

SQ18 Dormitory Service meet demand of students

SQ19 Secretary Staff, ministry, inspection serve students enthusiastic when needed

SQ20 University and departments regularly listen to and collect student opinions

SQ21 The general assessment of student about the quality of overall education services

SS1 Studying at IUH better than what I expected

SS2 University of Industry like my perfect university which I hope

SS3 I satisfy when I study at IUH

Sampling Method

Designing a targeted sample is crucial for obtaining accurate answers to research questions (Sekaran and Bougie, 2011, p 262) Following qualitative research, a survey was conducted using a questionnaire that encompasses 52 variables, including 49 independent variables and 3 dependent variables, as noted by Hair, Black, Babin, and Anderson.

(2010), a general rule, the sample size should be 100 or greater and the minimum sample should have a desired ratio of 5 observations per variable n > 100 samples and n = 5k (where k

To determine the minimum sample size for standard multiple regression analysis, it is essential to consider the number of independent variables According to Tabachnick and Fidell (1991), the formula for calculating the required sample size is n > 50 + 8m, where m represents the number of independent variables In this case, with 52 independent variables, the calculation yields a minimum sample size of n > 50 + 8 x 52, resulting in a total of 466 participants Therefore, the minimum sample size needed for this analysis is 466.

The study utilized a quota sampling method that considered both students' majors and years of study A preliminary email survey involving 30 students, along with discussions in a services marketing class, informed the development of the final questionnaire Participants of both genders were interviewed about the services and facilities at Industrial University and their perceptions of the value of their education Following the initial testing of the survey, the questionnaire was refined and finalized for the official research.

Research results 4.1 Data statistical analysis

Scale Analysis

Exploratory Factor Analysis (EFA) method and Cronbach’s Alpha coefficient of reliability test were used to assess the consistency of the research’s concepts

To refine the scale, items with an item-total correlation below 0.30 were eliminated, and those with a Cronbach's Alpha coefficient of reliability between 0.6 were selected Items with factor loadings under 0.5 were subsequently removed to ensure variance extracted met the requirements Following this process, 8 items (SV11, SV12, SV15, SV16, SV21, SV22, SV29) related to education service value and 4 items (SQ5, SQ6, SQ12, SQ16) related to education service quality were removed due to not meeting factor loading requirements In contrast, 3 items from student satisfaction met the factor loading requirements, resulting in the final EFA analysis outcome presented in Table 4.2 (Appendix 3).

Secondly, the measures were analyzed by EFA analysis method (Extraction method: Principal Axis Factoring with rotation method: Promax and eigenvalue = 1) and total variance extraction was equal or greater than 0.5

4.2.1 Exploratory Factor Analysis (EFA) of education service value

The EFA indicated that there were 6 factors extracted and total variance extracted was 56.96% (greater than requirement of 50%) Six factors were presented as follows:

The functional value, or want satisfaction, is closely linked to the realistic qualification value, highlighting its significance in securing future employment and fulfilling career aspirations.

• Factor 2: “Epistemic value” was related to the ability of IUH provided quality education to students via the knowledge and guidance of instructor

• Factor 3: “Image value” included students belief that university image was related closely to students qualification

• Factor 4: “Emotional value”, for its part, was described as student emotion based on the feeling of students about their major

Factor 5 emphasizes the "functional value," which reflects students' perceptions of the quality of education in relation to tuition fees This aspect highlights the importance of evaluating the balance between what students pay and the educational outcomes they receive, ultimately influencing their perception of educational value.

• Factor 6: "Social value" established from the benefits received by students were from their classmates, teamwork and social activities which added value for their study experience

Table 4.2 - Illustrated the EFA result for Education Service Value

SV1 A degree in IUH will allow me to earn a good salary 0.672

SV2 The knowledge I have acquired at my universityl will allow me to get promotions 0.641

SV3 I believe that employers need students graduated from my university 0.573

SV4 Degree I have from IUH is the good investment for my future 0.711

SV5 A degree from my IUH will guarantee future employment 0.665

SV6 The quality of education received from my professors influences the value of my degree 0.639

SV7 Course contents influence the value of my education 0.640

SV8 The guidance received from professors has an effect on the value of my education 0.744

SV9 The number of students in my classes influences the value of my education 0.593

SV10 Education environment influences the value of my education I received 0.704

SV13 The reputation of my university influences the value of my degree 0.795

SV14 The university image in community projected influence on the value of my degree 0.832

SV17 IUH is a large university and it has an effect on the value of my education 0.536

SV19 Courses are suitable to my favourite 0.784

SV20 I am happy when I have a right choice 0.671

F5 Functional value (quality compared to tuition fee) 5.835 0.764 SV23 When considering the price I pay for tuition, I believe that my university offers sufficient services 0.867

SV24 When considering the price I pay for tuition, I believe that the price/quality ratio is good at my university 0.841

SV25 I believe that my university offers quality services 0.653

SV26 I am happy when friends are in my classes 0.825

SV27 I find courses more interesting when friends are in my classes 0.864

SV28 Working in groups has a positive effect on the value of my education 0.691

4.2.2 Exploratory Factor Analysis (EFA) of education service quality

The study identified three key factors contributing to the quality of education services, achieving a total variance extraction of 51.09%, surpassing the required threshold of 50% The factor loadings ranged from 0.702 to 0.817, indicating strong correlations, while all Cronbach’s Alpha values exceeded 0.7, confirming the reliability of the factors identified.

• Factor 1: “Education activities” established from education programs, teaching education, organisation of examinations and student evaluation

• Factor 2: “University facilities” was related to university infrastructure of IUH served for the teaching and learning For example, computer lab, libraries, devices for teaching and learning

• Factor 3: “Support services” includes aspects of student support services learned at university (Examples: canteen services, finance service, medical service, investment consultant careers service) and provision of services of departments

Table 4.3 - Illustrated the EFA result for Education Service Quality

SQ1 University training programs that are suitable to the requirements of practice 0.695

SQ2 The course content is updated, innovated, good to meet training requirements 0.722

SQ3 Methods of teaching faculty is suitable to the requirements of each course 0.714

SQ4 Lecturer with deep knowledge about the subject undertaken 0.622

SQ7 Class size (number of students in a class) is suitable to 0.589 acquire subjects

SQ8 School facilities (lecture halls, furniture, audiovisual media ) meet the needs of training and learning 0.711

SQ9 Computer room meets the real needs of students 0.633

SQ10 Library facilities good (quantity and quality of books, and seating space) 0.743

SQ11 Library staff serves good (style, attitude of employees, service hours) 0.654

SQ13 Medical services, health care response to student needs 0.675

SQ14 Academic advising activities, career counseling meet the needs of searching, selection and learning of students 0.746

SQ15 Financial service supports enought student needs 0.756

SQ17 Beverages Catering Service (Canteen) is suitable to the needs of students 0.656

SQ18 Dormitory Service meet demand of students 0.632

SQ19 Secretary Staff, ministry, inspection serve students enthusiastic when needed 0.570

SQ20 University and departments regularly listen to and collect student opinions 0.583

4.2.3 Exploratory Factor Analysis (EFA) of student satisfaction

The Exploratory Factor Analysis (EFA) revealed a single factor was extracted, accounting for a total variance of 77.39%, exceeding the required threshold of 50% The Cronbach's Alpha was 0.853, indicating high internal consistency, and all factor loadings were above 0.80.

Table 4.4 - Illustrated the EFA result for Student Satisfaction

SS1 Studying at IUH better than what I expected 0.890

SS2 University of Industry like my perfect university which I hope 0.888

SS3 I satisfy when I study at IUH 0.861

Confirmatory Factor Analysis (CFA) result

The CFA results for the research model, which included 52 degrees of freedom, indicated a Chi-square/df ratio of 854.843 with a p-value of 000 The model demonstrated strong fit indices: NFI = 979, RFI = 0.969, IFI = 0.980, TLI = 0.971, and CFI = 0.980, confirming the scales' acceptable fit to the data However, three service value factors—Epistemic (λ F2), Image (λ F3), and Social (λ F6)—had standardized regression weights below 50, leading to their removal from the model.

After removing factors F2, F3, and F6, the adjusted model exhibited 25 degrees of freedom The confirmatory factor analysis (CFA) results for the adjusted model revealed a Chi-square/df ratio of 652.566 with a p-value of 000, alongside fit indices including NFI = 978, RFI = 0.961, IFI = 0.979, TLI = 0.963, and CFI = 979 All standardized regression coefficients were above 0.5 and statistically significant (p < 05) Consequently, it can be concluded that the scales met the criteria for both convergent and discriminant validity, while also demonstrating unidimensionality, as there were no correlations among item errors.

Research hypotheses test

4.6.1 Theoretical model test by using SEM approach

The theoretical model was tested using SEM approach Model estimation results in an acceptable fit between the model and data: Chisquare/df = 854.843, p = 000, NFI = 979, RFI

= 0.969, IFI = 0.980, TLI = 0.971 and CFI = 980 (Figure 4.1) The estimation results of the relations among concepts in model were statistical significant with 95% confidence interval (p

< 05) It demonstrated that theoretical model fit to data (Table 4.5)

The study demonstrated that Education Service Quality significantly contributes to Student Satisfaction (β = 46), while Education Service Value has a strong direct impact on Student Satisfaction (β = 67) Additionally, Education Service Quality directly influences Education Service Value (β = 54) Consequently, the findings support all three hypotheses (H1, H2, and H3) established in the research.

H1: There is positive relationship between service value and student satisfaction

H2 : There is positive relationship between service quality and student satisfaction

H3 : There is positive relationship between service quality and service value

Figure 4.1 - CFA for suggestion model

Figure 4.2 - CFA for adjusted model

Table 4.5 - The relations among concepts in suggestion model and adjusted model

Relationship Suggestion Model Adjusted model m s.e c.r p m s.e c.r p

Service value - Satisfaction 0.666 0.158 9.950 0.000 0.728 0.089 12.600 0.000 Service quality - Satisfaction 0.460 0.040 12.210 0.000 0.422 0.038 11.500 0.000 Service quality - Service value 0.541 0.143 13.220 0.000 0.450 0.043 11.800 0.000 Note: m: ML estimation; s.e.: Standard Error; c.r: Critical ratio; p= Probability level

In adjusted models, hypothesis H1 reveals a significant positive relationship between the perceived value of education services and student satisfaction, with a significance level of p = 0.000 (r = 0.73, se 0.089) This indicates that students who perceive higher value in the services offered by the University of Industry report greater satisfaction The high correlation coefficient underscores the crucial role that the quality of services plays in fostering student satisfaction and their overall attachment to the institution.

Hypothesis H2 demonstrates a significant positive correlation between service quality and student satisfaction, with a significance level of p = 0.000 (r = 0.42, se = 0.038) This indicates that when students rate the quality of services offered by their school highly, their overall satisfaction with their university learning experience increases.

Hypothesis H3 indicates a significant positive correlation between service quality and the perceived value of educational services, with a significance level of p = 0.000 (r = 0.54, se = 0.143) This suggests that when students rate the quality of services offered by their school positively, they also tend to view the value of those services favorably.

Regression Analysis

To evaluate the significance of various factors in determining the overall value and quality of services at the University of Industry, two regression models were employed Model 1 assessed the comprehensive evaluation of services from an economic perspective, utilizing six independent variables that represent service value In contrast, Model 2 focused on the overall quality rating given by students, incorporating three independent variables that measure service quality The results, detailed in Tables 4.6 and 4.7, highlight the importance of these factors in explaining service value and quality, as indicated by the standardized beta coefficients.

Table 4.6 - Regression analysis result of service value

F5 Functional value (quality/tuition fee) 0.243 0.000

Note: Dependent factor: The general evaluation of students about service value; independent factors: Six factors represented for service value

Table 4.2 highlights the correlation between price and quality of services, revealing that pragmatic factors (F5, β = 0.243, p = 0.000) significantly influence students' perception of the quality of services provided by universities This relationship underscores the importance of universities offering sufficient services that align with tuition fees, thereby fostering students' belief that they are receiving valuable quality in return for their investment Additionally, functional value (F1, β = 0.181, p) further emphasizes the role of service quality in enhancing student satisfaction.

The future earning potential of students and their career aspirations significantly influence their value judgments (β = 0.000) Positive emotions associated with the University of Industry enhance students' perception of value (β = 0.172, p = 0.000) Additionally, image value (F3) and social value (F6) contribute to perceived value, with coefficients of β = 0.050 (p = 0.021) and β = 0.051 (p = 0.018), respectively Furthermore, epistemic value (F2), reflecting the quality of teaching and learning, also plays a crucial role in shaping perceived value (β = 0.042, p = 0.046).

Table 4.7 - Regression analysis result of service quality

Note: Dependent factor: The general evaluation of students about service quality; Independent factors: Three factors represented for service quality

Table 4.8 highlights that three key factors—educational activities, facilities, and support services—significantly influence the quality of services provided by the university Notably, university facilities (F2) emerge as the most critical factor impacting students' perceived service quality, with a β value of 0.228 and a p-value of 0.000.

Discussion, Implication and Limitations 5.1 The main results

Result contributions to theory

The research project has reaffirmed the significance of service value and education service quality in influencing customer satisfaction, particularly among students at the University of Industry Findings indicate that students prioritize the perceived value of services when choosing their preferred schools and majors Key factors such as qualifications, professional aspirations, epistemic value, emotional value, and functional value have been validated as essential components of service value Furthermore, this study clarifies the elements of service quality, identifying educational activities, facilities, and support services as the three fundamental components that contribute to a university's service quality.

This study explores three key concepts in research methods: perceived education service value, education service quality, and student satisfaction The measurement scales for these concepts have been proposed, designed, and tested globally When applied to the University of Industry in the Vietnamese market, these scales have been appropriately adjusted, yielding reliable and valuable insights The construction of measurement scales for these fundamental concepts in higher education holds significant implications for understanding and enhancing educational experiences.

This study employed a realistic scale measuring system to assess the value of education service, education service quality, and student satisfaction within a typical college setting in Vietnam The findings provide valuable insights for researchers and education managers at the Industrial University of Ho Chi Minh City, as well as other universities in Vietnam and globally, facilitating further research on higher education in Vietnam.

The findings of this study highlight the importance of evaluating the reliability and validity of the measurement scale utilized Specifically, it is crucial for researchers to assess the reliability and effectiveness of the scale when measuring abstract concepts related to latent variables.

This study employs hierarchical models, multi-group structural analysis, and regression analysis in technical analysis systems, highlighting a significant trend in research that gains high confidence within the Vietnamese academic community, aligning with global academic research standards.

Result contributions to management practices

To thrive in today's competitive landscape, universities must enhance the value of their services in response to challenges such as reduced state funding, rising tuition costs, and heightened student expectations Previous research highlights that perceived service value is a crucial measure of customer satisfaction This study aims to clarify the structure of value and quality in undergraduate economics and business education by identifying key factors influencing students' perceptions of value, service quality, and overall satisfaction Researchers propose strategies to enhance student value and satisfaction in the learning experience.

The study revealed a significant correlation between students' overall assessment of university services and their emotional experiences while learning at the Industrial University of Ho Chi Minh City Students expressed feelings of happiness when they felt they had chosen the right school, which aligned with their interests and passions for specialized subjects The more students appreciated their chosen field of study, the greater their valuation of the university's services To foster positive emotional connections and enhance service value, university leaders should proactively engage in guiding high school students to select schools and industries that match their abilities and interests.

The study highlights the importance of functional value derived from obtaining a Bachelor's degree in Industry University, emphasizing the need for university leaders and faculty to regularly communicate industry demands, employment opportunities, and career advancement prospects to students Engaging businesses in thematic employment reports is essential to bridge the gap between theory and practice, enabling students to focus on self-directed learning and gain valuable experience for their future careers Establishing a strong network with alumni and businesses benefits both students and the university Additionally, to enhance communication between students and employers, businesses should conduct regular workshops to inform students about career opportunities and various training programs for emerging professionals.

The study revealed a significant relationship between students' perceptions of service value and pricing at the Industrial University of Ho Chi Minh City, aligning with the value-perceived pricing theory (Babin and Boles, 1998; Rust and Oliver, 1994; Zeithaml, 1988) This finding emphasizes the necessity for the university's management to consistently enhance service quality while maintaining tuition at a reasonable level As a public institution in Vietnam, the university cannot adjust fees but can focus on improving educational quality within the budget provided by the Ministry of Industry and student contributions With the rising income levels in Vietnam, service quality is increasingly pivotal in students' decision-making processes, particularly as lower prices influence their choices Failure to enhance training services may deter prospective students, especially those from wealthier backgrounds, thereby limiting the university's future capacity to implement higher tuition fees when financial autonomy is achieved.

The quality of education at the Industrial University of Ho Chi Minh City is determined by three key components: educational activities, facilities, and support services Research indicates that students' perceptions of the training quality provided by faculty significantly influence the overall value of educational services To enhance service quality, it is essential to implement a comprehensive quality management program across the university All staff members should be motivated to deliver exceptional service in every aspect of the service delivery system, ensuring that the perceived quality of education remains consistently high over time.

Fifth, the adjusted model was accepted, the results showed that the relationship between service value and satisfaction stronger than the relationship between service quality and satisfaction (γ

The value of education services significantly influences student satisfaction, with a strong correlation (γ = 0.73; se = 0.09) Students who recognize the value of the services offered by their university tend to report higher satisfaction levels While service quality also contributes to student satisfaction, its impact is comparatively lower (γ = 0.42; se = 0.04) Overall, understanding the importance of service value is crucial for enhancing the quality of education services and fostering student satisfaction.

The multi-group analysis revealed no gender differences in adjusted models, indicating that enhancing service value and quality does not require gender-specific adjustments However, significant disparities emerged between students who liked and disliked their majors, suggesting that efforts to improve educational service quality are ineffective for those who are dissatisfied Consequently, university managers should prioritize increasing student affinity for their majors This can be achieved by recognizing vocational students' contributions early, even before they enroll in university Collaborating with various agencies to provide comprehensive information about different fields of study through multiple channels—such as personal consultations, mail, radio, television, and websites—will help students better understand their chosen majors, potential career paths, and the personal qualities necessary for success Additionally, universities must develop specialized educational programs that align with industry requirements, innovate course content, enhance teaching methods, and integrate theoretical knowledge with practical application.

Limitations of the study and directions for further research

Data collection was conducted the pressure of the semester examination is weighed These factors can have an impact on student perception

Research indicates that students perceive the value and quality of services significantly influence their satisfaction at a University of Industry However, these findings require validation through additional studies across various universities, industries, and sectors before they can be generalized to all educational institutions in Vietnam.

Research indicates that price-quality, desire satisfaction, knowledge, and emotional reactions are key values in the education sector Quality service at a university is represented by education activities, facilities, and support services However, this study reveals that the perception of structure and quality values is both situational and personal The findings are promising and suggest the need for further investigation into the experiences of service users.

This study emphasizes two key factors that enhance student satisfaction while acknowledging other influences such as the university's image, current career trends, and community perceptions that were not explored Additionally, it highlights the potential for student dissatisfaction and suggests future research directions to identify factors contributing to this discontent, along with proposed solutions.

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My name is Le Duc Tho, a student at the ISB Institute, University of Economics Ho Chi Minh City I am conducting research on "The Influence of Service Value and Service Quality in Higher Education on Student Satisfaction." Your participation in this questionnaire would be greatly appreciated, as there are no right or wrong answers—every response is valuable for my study I assure you that all information will remain confidential and will only be used for research purposes.

Totally disagree Disagree Neutral Agree Totally agree

1 A degree in IUH will allow me to earn a good salary 1 2 3 4 5

2 The knowledge I have acquired at my universityl will allow me to get promotions 1 2 3 4 5

3 I believe that employers need students graduated from my university 1 2 3 4 5

4 Degree I have from IUH is the good investment for my future 1 2 3 4 5

5 A degree from my IUH will guarantee future employment 1 2 3 4 5

6 The quality of education received from my professors influences the value of my degree 1 2 3 4 5

7 Course contents influence the value ofmy education 1 2 3 4 5

8 The guidance received from professors has an effect on the value of my education 1 2 3 4 5

9 The number of students in my classes influences the value of my education 1 2 3 4 5

10 Education environment influences the value of my education I received 1 2 3 4 5

11 I learn new things in many of my courses 1 2 3 4 5

12 I learn positive things about my university 1 2 3 4 5

13 The reputation of my university influences the value of my degree 1 2 3 4 5

14 The university image in community projected influence on the value of my degree 1 2 3 4 5

15 I believe that IUH can adapt to the needs of industry 1 2 3 4 5

16 I believe that employers have positive things about my university 1 2 3 4 5

17 IUH is a large university and it has an effect on the value of my education 1 2 3 4 5

19 Courses are suitable to my favourite 1 2 3 4 5

20 I am happy when I have a right choice 1 2 3 4 5

21 The value of my education depends on my personal effort 1 2 3 4 5

22 My parents believe that my university offers good programs 1 2 3 4 5

23 When considering the price I pay for tuition, I believe that my university offers sufficient services 1 2 3 4 5

24 When considering the price I pay for tuition, I believe that the price/quality ratio is good at my university 1 2 3 4 5

25 I believe that my university offers quality services 1 2 3 4 5

26 I am happy when friends are in my classes 1 2 3 4 5

27 I find courses more interesting when friends are in my classes 1 2 3 4 5

28 Working in groups has a positive effect on the value of my education 1 2 3 4 5

29 Social activities at my university make my studies more interesting 1 2 3 4 5

30 The general assessment of student about the value of overall education services 1 2 3 4 5

Very low Low Neutral High Very high

31 University training programs that are suitable to the requirements of practice 1 2 3 4 5

32 The course content is updated, innovated, good to meet training requirements 1 2 3 4 5

33 Methods of teaching faculty is suitable to the requirements of each course 1 2 3 4 5

34 Lecturer with deep knowledge about the subject undertaken 1 2 3 4 5

35 The evaluation and grading of student are fair 1 2 3 4 5

36 Organisation of examinations, the examination supervisor are seriously 1 2 3 4 5

37 Class size (number of students in a class) is suitable to acquire subjects 1 2 3 4 5

School facilities (lecture halls, furniture, audiovisual media ) meet the needs of training and learning 1 2 3 4 5

39 Computer room meets the real needs of students 1 2 3 4 5

40 Library facilities good (quantity and quality of books, and seating space) 1 2 3 4 5

41 Library staff serves good (style, attitude of employees, service hours) 1 2 3 4 5

42 Canteen serves needs of books and learning materials for students 1 2 3 4 5

43 Medical services, health care response to student needs 1 2 3 4 5

Academic advising activities, career counseling meet the needs of searching, selection and learning of students 1 2 3 4 5

45 Financial service supports enought student needs 1 2 3 4 5

46 Social activities, movement activities at the IUH strongly 1 2 3 4 5

47 Beverages Catering Service (Canteen) is suitable to the needs of students 1 2 3 4 5

48 Dormitory Service meet demand of students 1 2 3 4 5

49 Secretary Staff, ministry, inspection serve students enthusiastic when needed 1 2 3 4 5

50 University and departments regularly listen to and collect student opinions 1 2 3 4 5

51 The general assessment of student about the quality of overall education services 1 2 3 4 5

52 I am happy when friends are in my classes 1 2 3 4 5

53 I find courses more interesting when friends are in my classes 1 2 3 4 5

54 Working in groups has a positive effect on the value of my education 1 2 3 4 5

2 Which year are you studying: _, Class:

3 Which major are you studying? _

4 Your level of major favourite: 1 Like 2 Neutral 3 Dislike

Chào bạn, tôi là Lê Đức Thọ, sinh viên tại học viện Đào tạo quốc tế ISB Hiện tại, tôi đang thực hiện luận văn về mức độ hài lòng của sinh viên đối với trường Đại học Công nghiệp TP.HCM nhằm cải thiện chất lượng đào tạo Tất cả thông tin cá nhân sẽ được bảo mật, và tôi chỉ công bố kết quả tổng hợp Tôi chân thành cảm ơn bạn đã tham gia Dưới đây là những câu hỏi liên quan đến việc chọn lựa và học tập của bạn tại trường Xin vui lòng trả lời bằng cách khoanh tròn một con số ở mỗi dòng.

Rất không đồng ý Không đồng ý Trung lập Đồng ý Rất đ ồng ý

1 Bằng cấp của Đại học Công Nghiệp sẽ giúp tôi kiếm được thu nhập cao sau khi ra trường 1 2 3 4 5

2 Kiến thức từ trường đại học Công Nghiệp sẽ giúp tôi dễ dàng thăng tiến trong nghề nghiệp 1 2 3 4 5

3 Tôi tin rằng các doanh nghiệp rất cần các sinh viên tốt nghiệp từ trường tôi đang học 1 2 3 4 5

4 Bằng cấp có được từ trường đại học Công Nghiệp là sự đầu tư tốt của tôi cho tương lai 1 2 3 4 5

5 Bằng đại học Công nghiệp bảo đảm việc làm trong tương lai 1 2 3 4 5

6 Chất lượng giảng dạy của các giảng viên trong trường ảnh hưởng đến giá trị bằng cấp của tôi 1 2 3 4 5

7 Nội dung của các môn học trong trường ảnh hưởng đến giá trị kiến thức tôi nhận được 1 2 3 4 5

8 Sự dìu dắt hướng dẫn của giảng viên trong trường ảnh hưởng đến giá trị kiến thức tôi nhận được 1 2 3 4 5

9 Số lượng sinh viên trong lớp ảnh hưởng đến giá trị kiến thức tôi nhận được 1 2 3 4 5

10 Môi trường học tập (Không khí lớp học, phương tiện dạy và học) ảnh hưởng đến giá trị kiến thức tôi nhận được 1 2 3 4 5

11 Tôi học được nhiều điều mới mẻ qua các môn học ở trường này 1 2 3 4 5

12 Tôi đã nghe nhiều điều tốt đẹp về trường của tôi 1 2 3 4 5

13 Uy tín của nhà trường ảnh hưởng đến giá trị bằng cấp của tôi 1 2 3 4 5

14 Hình ảnh của nhà trường trong cộng đồng ảnh hưởng đến giá trị bằng cấp của tôi 1 2 3 4 5

15 Tôi tin rằng trường có thể đáp ứng tốt nhu cầu của ngành 1 2 3 4 5

16 Tôi tin rằng các chủ doanh nghiệp có ý niệm tốt về trường của tôi 1 2 3 4 5

17 Đại học Công nghiệp là một trường lớn, điều này có ảnh hưởng tốt đến giá trị bằng cấp của tôi 1 2 3 4 5

18 Tôi thích các môn học của trường này 1 2 3 4 5

19 Các môn học chuyên ngành của trường phù hợp với sở thích của tôi 1 2 3 4 5

20 Tôi hạnh phúc vì tôi đã chọn đúng trường để học 1 2 3 4 5

21 Giá trị kiến thức của tôi phụ thuộc vào những nỗ lực cá nhân của tôi 1 2 3 4 5

22 Cha mẹ tôi tin rằng trường đại học Công nghiệp cung cấp các chương trình học hay 1 2 3 4 5

23 Khi xét đến học phí đã đóng, tôi tin rằng trường đã cung cấp dịch vụ giáo dục đầy đủ 1 2 3 4 5

24 Khi xét đến học phí đã đóng, tôi tin rằng học phí đóng vào tương xứng với chất lượng đào tạo nhận được 1 2 3 4 5

25 Tôi tin rằng trường tôi cung cấp dịch vụ đào tạo có chất lượng 1 2 3 4 5

26 Tôi hạnh phúc khi cùng học với bạn bè trong lớp 1 2 3 4 5

27 Tôi thấy bài học càng thú vị hơn khi có bạn bè trong lớp cùng học 1 2 3 4 5

28 Học nhóm và làm việc theo nhóm có ảnh hưởng tích cực đến giá trị kiến thức của tôi 1 2 3 4 5

29 Các hoạt động phong trào/xã hội ở trường làm cho việc học của tôi thú vị hơn 1 2 3 4 5

30 Đánh giá chung của sinh viên về giá trị dịch vụ đào tạo của trường 1 2 3 4 5

Rất thấp Thấp Trung lập Cao Rất cao

31 Chương trình đào tạo của trường phù hợp tốt với yêu cầu của thực tiễn 1 2 3 4 5

32 Nội dung các môn học được cập nhật, đổi mới, đáp ứng tốt yêu cầu đào tạo 1 2 3 4 5

33 Phương pháp giảng dạy của giảng viên phù hợp với yêu cầu của từng môn học 1 2 3 4 5

34 Giảng viên có kiến thức sâu về môn học đảm trách 1 2 3 4 5

35 Cách đánh giá và cho điểm sinh viên công bằng 1 2 3 4 5

36 Tổ chức thi cử, giám thị coi thi nghiêm túc 1 2 3 4 5

37 Quy mô lớp học (Số sinh viên trong một lớp) hợp lý cho việc tiếp thu các môn học 1 2 3 4 5

38 Cơ sở vật chất nhà trường (giảng đường, bàn ghế, phương tiện nghe nhìn…) đáp ứng tốt nhu cầu đạo tạo và học tập 1 2 3 4 5

39 Phòng máy tính đáp ứng tốt nhu cầu thực hành của sinh viên 1 2 3 4 5

40 Cơ sở vật chất thư viện tốt (Số lượng và chất lượng sách báo, không gian và chỗ ngồi) 1 2 3 4 5

41 Nhân viên thư viện phục vụ tốt (phong cách, thái độ làm việc, giờ phục vụ) 1 2 3 4 5

42 Thư quán phục vụ đầy đủ nhu cầu mua sách vở, tài liệu học tập của sinh viên 1 2 3 4 5

43 Dịch vụ y tế, chăm sóc sức khỏe đáp ứng tốt sinh viên có nhu cầu 1 2 3 4 5

44 Hoạt động tư vấn học tập, tư vấn nghề nghiệp đáp ứng tốt nhu cầu tìm hiểu, chọn lựa và học tập của sinh viên 1 2 3 4 5

45 Dịch vụ tài chính hỗ trợ tốt sinh viên có nhu cầu 1 2 3 4 5

46 Hoạt động xã hội, hoạt động phong trào tại trường rất mạnh 1 2 3 4 5

47 Dịch vụ ăn uống giải khát (Căng-tin) trong trường phù hợp với nhu cầu sinh viên 1 2 3 4 5

48 Dịch vụ ký túc xá đáp ứng tốt sinh viên có nhu cầu 1 2 3 4 5

49 Nhân viên, thư ký, giáo vụ, thanh tra nhiệt tình phục vụ sinh viên khi cần 1 2 3 4 5

50 Nhà trường và khoa thường xuyên lắng nghe và thu nhập ý kiến sinh viên 1 2 3 4 5

51 Đánh giá chung của sinh viên về chất lượng đào tạo của trường 1 2 3 4 5

52 Học tại trường Đại học Công Nghiệp hơn những gì tôi mong đợi 1 2 3 4 5

53 Trường giống như trường ĐH lý tưởng mà tôi hằng mong đợi 1 2 3 4 5

54 Tôi hài lòng khi học tại trường ĐH Công Nghiệp TP.HCM 1 2 3 4 5

1 Xin cho biết giới tính của bạn: 1 Nam 2 Nữ

2 Bạn đang học năm thứ mấy: _, lớp:

3 Bạn đang học ngành nào? _

4 Mức độ yêu thích ngành đang học của bạn: 1 Thích 2 Không thích lắm 3 Không thích

XIN CHÂN THÀNH CẢM ƠN

3.1.1 EFA of education service value factors

Kaiser-Meyer-Olkin Measure of Sampling Adequacy .796

Bartlett's Test of Sphericity Approx Chi-Square 3721.736 df 231

A degree in IUH will allow me to earn a good salary 1.000 494

The knowledge I have acquired at my universityl will allow me to get promotions 1.000 491

I believe that employers need students graduated from my university 1.000 400

Degree I have from IUH is the good investment for my future 1.000 551

A degree from my IUH will guarantee future employment 1.000 459

The quality of education received from my professors influences the value of my degree 1.000 421

Course contents influence the value ofmy education 1.000 478

The guidance received from professors has an effect on the value of my education 1.000 567

The number of students in my classes influences the value of my education 1.000 379

Education environment influences the value of my education I received 1.000 535

The reputation of my university influences the value of my degree 1.000 689

The university image in community projected influence on the value of my degree 1.000 728

IUH is a large university and it has an effect on the value of my education 1.000 430

Courses are suitable to my favourite 1.000 642

I am happy when I have a right choice 1.000 557

When considering the price I pay for tuition, I believe that my university offers sufficient services 1.000 769

When considering the price I pay for tuition, I believe that the price/quality ratio is good at my university 1.000 746

I believe that my university offers quality services 1.000 585

I am happy when friends are in my classes 1.000 712

I find courses more interesting when friends are in my classes 1.000 773

Working in groups has a positive effect on the value of my education 1.000 539

Extraction Method: Principal Axis Factoring

Extraction Sums of Squared Loadings

Rotation Sums of Squared Loadings

A degree in IUH will allow me to earn a good salary .672

The knowledge I have acquired at my universityl will allow me to get promotions .641

I believe that employers need students graduated from my university 573

Degree I have from IUH is the good investment for my future 711

A degree from my IUH will guarantee future employment .665

The quality of education received from my professors influences the value of my degree .639

Course contents influence the value ofmy education .640

The guidance received from professors has an effect on the value of my education .744

The number of students in my classes influences the value of my education .593

Education environment influences the value of my education I received 704

The reputation of my university influences the value of my degree .795

The university image in community projected influence on the value of my degree .832

IUH is a large university and it has an effect on the value of my education .536

Courses are suitable to my favourite 784

I am happy when I have a right choice .671

When considering the price I pay for tuition, I believe that my university offers sufficient services .867

When considering the price I pay for tuition, I believe that the price/quality ratio is good at my university .841

I believe that my university offers quality services .653

I am happy when friends are in my classes .825

I find courses more interesting when friends are in my classes .864

Working in groups has a positive effect on the value of my education .691

Rotation Method: Promax with Kaiser Normalization a Rotation converged in 6 iterations

3.1.2 Reliability analysis of education service value

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

A degree in IUH will allow me to earn a good salary 13.90 5.390 485 642

The knowledge I have acquired at my universityl will allow me to get promotions 13.60 5.633 455 655

I believe that employers need students graduated from my university 13.29 5.906 412 672

Degree I have from IUH is the good investment for my future 13.50 5.276 519 627

A degree from my IUH will guarantee future employment 13.86 5.606 421 670

The quality of education received from my professors influences the value of my degree

Course contents influence the value ofmy education 15.48 6.719 417 651

The guidance received from professors has an effect on the value of my education

The number of students in my classes influences the value of my education

Education environment influences the value of my education I received

The reputation of my university influences the value of my degree

The university image in community projected influence on the value of my degree

IUH is a large university and it has an effect on the value of my education

Courses are suitable to my favourite 6.38 2.216 504 553

I am happy when I have a right choice 6.38 2.286 478 588

3.1.2.5 Functional value (Quality compared to tuition fee)

When considering the price I pay for tuition, I believe that my university offers sufficient services 6.31 2.403 648 622

When considering the price I pay for tuition, I believe that the price/quality ratio is good at my university

I believe that my university offers quality services 6.31 3.186 505 764

I find courses more interesting when friends are in my classes 7.64 1.808 450 403

Working in groups has a positive effect on the value of my education 7.52 1.707 459 382

Social activities at my university make my studies more interesting 8.14 1.867 285 583

3.2.1 EFA of education service quality factors

Extraction Sums of Squared Loadings

Rotation Sums of Squared Loadings

University training programs are designed to align with practical requirements, ensuring that course content is regularly updated and innovative to meet training needs Additionally, the teaching methods employed by faculty are tailored to the specific demands of each course, enhancing the overall educational experience.

Lecturer with deep knowledge about the subject undertaken .622

Class size (number of students in a class) is suitable to acquire subjects .589

School facilities (lecture halls, furniture, audiovisual media ) meet the needs of training and learning .711

Computer room meets the real needs of students .633

Library facilities good (quantity and quality of books, and seating space) .743

Library staff serves good (style, attitude of employees, service hours) .654

Medical services, health care response to student needs .675

Academic advising activities, career counseling meet the needs of searching, selection and learning of students .646

Financial service supports enought student needs .756

Beverages Catering Service (Canteen) is suitable to the needs of students .656

Dormitory Service meet demand of students .632

Secretary Staff, ministry, inspection serve students enthusiastic when needed .570

University and departments regularly listen to and collect student opinions .583

Rotation Method: Promax with Kaiser Normalization

University training programs are designed to align with practical requirements, ensuring that students are well-prepared for their future careers The course content is consistently updated and innovated to meet evolving training needs Additionally, the teaching methods employed by faculty are tailored to suit the specific requirements of each course, enhancing the overall learning experience.

Lecturer with deep knowledge about the subject undertaken .622

Class size (number of students in a class) is suitable to acquire subjects .589

School facilities (lecture halls, furniture, audiovisual media ) meet the needs of training and learning .711

Computer room meets the real needs of students .633

Library facilities good (quantity and quality of books, and seating space) .743

Library staff serves good (style, attitude of employees, service hours) .654

Medical services, health care response to student needs .675

Academic advising activities, career counseling meet the needs of searching, selection and learning of students .646

Financial service supports enought student needs .756

Beverages Catering Service (Canteen) is suitable to the needs of students .656

Dormitory Service meet demand of students .632

Secretary Staff, ministry, inspection serve students enthusiastic when needed .570

University and departments regularly listen to and collect student opinions .583

Rotation Method: Promax with Kaiser Normalization a Rotation converged in 5 iterations

3.2.2 Reliability analysis of education service quality

University training programs that are suitable to the requirements of practice 9.82 3.395 497 633

The course content is updated, innovated, good to meet training requirements 9.82 3.202 537 606

Methods of teaching faculty is suitable to the requirements of each course 9.77 3.379 530 612

Lecturer with deep knowledge about the subject undertaken 9.24 3.805 388 696

Class size (number of students in a class) is suitable to acquire subjects 10.74 9.825 457 740

School facilities (lecture halls, furniture, audiovisual media ) meet the needs of training and learning 10.61 9.263 566 703

Computer room meets the real needs of students 11.04 9.182 568 701

Library facilities good (quantity and quality of books, and seating space) 10.80 9.039 594 692

Library staff serves good (style, attitude of employees, service hours) 10.95 9.631 455 742

Cronbach's Alpha if Item Deleted Medical services, health care response to student needs 16.96 16.592 598 785

Academic advising activities, career counseling meet the needs of searching, selection and learning of students 16.62 16.822 545 794

Financial service supports enought student needs 16.76 16.721 629 781

Beverages Catering Service (Canteen) is suitable to the needs of students 16.66 17.201 478 806

Dormitory Service meet demand of students 16.73 17.589 492 803

Secretary Staff, ministry, inspection serve students enthusiastic when needed 16.99 16.360 567 791

University and departments regularly listen to and collect student opinions 16.75 16.275 590 786

3.3.1 EFA results of student satisfaction

Initial Eigenvalues Extraction Sums of Squared Loadings

Total % of Variance Cumulative % Total % of Variance Cumulative %

Studying at IUH better than what I expected 890

University of Industry like my perfect university which I hope

I satisfy when I study at IUH 861

Extraction Method: Principal Axis Factoring a 1 components extracted

3.3.2 Reliability analysis of student satisfaction

Studying at IUH better than what I expected 6.16 2.189 743 779

University of Industry like my perfect university which I hope 6.29 2.061 737 782

I satisfy when I study at IUH 5.81 2.157 694 823

Appendix 4: CFA RESULTS AND REGRESSION

Probability level = 0.000 aximum Likelihood Estimates

Regression Weights: Estimate S.E C.R Label - - - - - Satisfaction < - Service Value 1.505 0.158 9.534

SS3 SS2 SS1 EDUCATION FACILITIES SERVICES WANT - - - - - - - SERVICE QU 0.0421 0.0431 0.0458 0.2492 0.2244 0.3177 -0.0234 SERVICE VA 0.0399 0.0409 0.0435 -0.0164 -0.0148 -0.0209 0.0938 SATISFACTI 0.2227 0.2280 0.2425 0.0374 0.0337 0.0477 0.0507

EPISTEMIC FUNCTIONAL IMAGE EMOTION SOCIAL - - - - - SERVICE QU 0.0040 -0.0319 -0.0051 -0.0224 -0.0122

Model NPAR CMIN DF P CMIN/DF

Model NFI RFI IFI TLI CFI - - - - - -

Default model 0.979 0.969 0.980 0.971 0.980 Saturated model 1.000 1.000 1.000 Independence model 0.000 0.000 0.000 0.000 0.000

Model SMSEA LO 90 HI 90 PCLOSE - - - - -

Model AIC BCC BIC CAIC - - - - -

Model ECVI LO 90 HI 90 MECVI - - - - -

Probability level = 0.000 aximum Likelihood Estimates

Results for group: Group number 1: Student like major

Results for group: Group number 1: Student dislike major

Results for group: Group number 1: Student like major

Results for group: Group number 1: Student dislike major

Tiêu đề	The Influence of Service Value and Service Quality in Higher Education on Student Satisfaction in Industrial University Ho Chi Minh City
Tác giả	Le Duc Tho
Người hướng dẫn	Associate Professor Nguyen Hau Le
Trường học	University of Economics Ho Chi Minh City
Chuyên ngành	Business
Thể loại	master's thesis
Năm xuất bản	2014
Thành phố	Ho Chi Minh City

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