The influence of service value and service quality in higher education on student satisfaction in industrial university ho chi minh city

HighereducationinVietnam

Vietnam boasts 412 universities and colleges, creating a competitive higher education market However, the quality of these institutions varies, and the cost of higher education can be high relative to many people's incomes, making it challenging for students to choose the right university that meets their educational needs The competition between public and private universities to attract students necessitates that they better align with learner expectations, as student satisfaction plays a crucial role in enhancing the institution's reputation and attracting quality students Research has shown that customer satisfaction in education can be measured through factors such as "education service quality" and "education service value," which are essential for universities to consider in their offerings.

Manypeopleagreethatuniversities, withtheguidelinetakelearnertobecorevalue,sh ouldconsiderstudentsasservicecustomerswhoneedtobeconcernedandcared(Hoanh,2003).Forthest udents,manystudentshaveconsiderededucationservicesasacommodity,inthesenseth attheyshouldbeconcernedandserved.Forthosestudents(customers),theyhavetherightto choosef o r t h e m s e l v e s a u n i v e r s i t y s u p p l y i n g g o o d s e r v i c e q u a l i t y a n d p r o v i d i n g v a l u e o f servicestotheirownperception.

Many educational managers view university education as a service and recognize the significance of education services in attracting quality students (Mazzarol, Geoffrey Normal Soutar, 2001) Despite numerous discussions and workshops on the quality of education related to work management and teaching, there has been a lack of official studies examining "education service quality" and "education service value" from the students' perspective To enhance and refine their services and meet the growing educational needs of learners, universities must establish reliable measurements for education service value and quality However, there has yet to be an official study assessing the impact of education service value and quality on student satisfaction levels in Vietnam.

Researchobjectives

Students a t i s f a c t i o n w i l l c o n t r i b u t e t o e n h a n c e t h e u n i v e r s i t y ' s r e p u t a t i o n a n d t h e a b i l i t y t o attractgoodstudents.Moreover, itimprovethegeneralstudentstanda rdofinput inordertoimprovetothequalityof thestudents’ output Thus,whichimportan tfactorswillimpactonstudent satisfaction,andhowtheyaffectsonstudentsatisfactioniswhatthisstu dydiscover.

Basing onthese issuesabove, thepurpose ofthisresearch aimsto developand demonstratetheeffectsoftwofactors(1)thevalueofeducationservicesperceivedbystude nts’experiences,and(2)thequalityofeducationservicescreatethelevelofstudentsatisfactio nwitheducationservicesatthesametime.Indetail,theobjectivesofthisresearcharetodetermine:

Scopeoftheresearch

TheempiricalsettinginthisparticularresearchisthebusinesshighereducationinthecontextofI ndustrialUniversityHoChiMinhCity,Vietnam.Thestudyemploysthedeterminantso fhighereducationservicequalitythroughtheperceivedservicevalue–perceivedservicequality

- toexplaintheimpactsoncustomersatisfactiontowardthetertiaryeducation.Thelastpointn eed s tobementionedisthatthesubjectofstudyandobservationistheunder-graduatefull- timestudentsonly.

Significanceoftheresearch

 TheresearchresultscanhelppeopleworkingineducationmanagementinUniversityofIndust rytheoverviewofthestructureoftheservicevalueandservicequalityperceivedbys t u d e n t s a s a b a s i s t o h e l p s e t t h e d i r e c t i o n a n d p o l i c y d e v e l o p m e n t e d u c a t i o n servicesattheuniversity.TheBoardofManagementandFaculties,relevantfu nctionaldepartmentsoftheUniversityofIndustrycanusethisresulttoconstructdevel opmentp lans, improveoperationsmanagementandeducationbetter.

Organizationofthethesis

Theconceptofstudentsatisfaction

AccordingtoBesterfield(1994),Barsky(1995)andKanjiandMoura(2002),customersatisfactio ni s a c o m p l e x c o n s t r u c t a s i t h a s b e e n a p p r o a c h e d d i f f e r e n t l y A s e x p r e s s e d b y LevesqueandMcDougall(1996),satisfactionisconceptualizedasanoverall,customerattitudetowa rdsa s e r v i c e p r o v i d e r A l s o c u s t o m e r s a t i s f a c t i o n h a s b e e n d e s c r i b e d a s a n a f f e c t i v e response,focusedonproductperformancecomparedtosomeprepurchas estandardduringorafterconsumption(Halsteadetal.,1994).Incontrast,ManoandOliv er(1993)establishthatsatisfactionisanattitudeorevaluativejudgementvaryingalongthehedo niccontinuumfocusedontheproduct,whichisevaluatedafterconsumption.

Theabovetheoriesallowtodevelopthespecificdefinitionswhicharesuitabletoeachcontextofeachst udy.Therefore,tomeettheobjectivesofthisresearch,studentsatisfactionisdefinedasfollowing:

Factorsinfluencingstudentsatisfactiontowardtheperceived educationservicevalueandeducationservicequality

Inmanypreviousstudies,manyresearchershavedescribedcustomers'evaluationofvalueasaf un ct i on ofthemonetaryandnonmonetarycosts,suchasthesacrificesassociatedwithutilizingt h e product/ serviceandthebenefitsorutilityreceivedintradeoffs(Doyle,1984;HauserandUrban,1 986).

Tointerpretanexistingconcept,Zeithaml(1988)presentsfourdefinitionsofcustomerperceivedvalu e,whichis:“valueislowprice,valueiswantsatisfaction,valueisthequalityIgetforthepriceIpay,and valueiswhatIgetforwhatIgive''.Thus,wecanunderstandthatthetradeoffsb e t w e e n c o s t s a n d b e n e f i t s a n d a r i s e s f r o m b o t h q u a l i t y a n d p r i c e V a l u e c a n b e conceptualizeda s t h e o v e r a l l e v a l u a t i o n o f t h e s e r v i c e c o n s u m p t i o n experience( H o l b r o o k , 1 9 8 6 , 1 9

(1991)haveexaminedperceivedservicevalueisthroughthestudyofcollegestudent,theauthorshave identified5fundamentalvalueofeducationservicesincluded:Functionalvalue,socialvalue,emotionalv alue,epistemicvalue,andconditionvalue.

Functionalv a l u e i sr e l a t e d t o e c o n o m i c u t i l i t y , t h e b e n e f i t s a s s o c i a t e d w i t h p o s s e s s i n g t h e product/service (theeconomicperson theory),andunderliesthe performanceofthe objectonaseriesofsalientattributessuchasprice,reliabilityanddurability.

Socialv a l u e c o n c e r n st h e u t i l i t y d e r i v e d f r o m t h e customers'associationw i t h c e r t a i n s o c i a l g r o u p s T h e n o t i c e o f f r i e n d s a n d c u s t o m e r s ' associationw i t h m e m b e r s o f r e f e r e n c e g r o u p s (ParkandLessig,1977)aredeemedto playanimportantrole intheconsu merevaluationofproduct/services.

EpistemicvalueisdefinedbyShethetal.(1991)astheabilityofaproduct/ servicetoprovidenoveltya n d / o r s a t i s f y a d e s i r e f o r k n o w l e d g e E p i s t e m i c v a l u e i s consideredt o b e a k e y fu n cti o n ofvalueandcaninfluencebehaviouralinten- tionsandswitchingbehaviour(Zeithamletal.,1996).

Conditionalvalueisdescribedasthesetofsituationsthatthecustomerfaceswhenmakingac hoice.Inthiscontext,situationalvariablesaredeemedtohaveanimpactuponthecustomer'sassess mentoftheutilityoftheproduct/ service.Forexample,thesizeofabusinessschoolandthep a r e n t s ' v i e w s w i t h r e g a r d t o i t s p r o g r a m s a r e s i t u a t i o n a l vari- a b l e s w h i c h h a v e t h e potentialtoinfluencethevalueoftheeducationalexperience.

Abovetheories o f 5ser vi ceva lu es was t este db y statistics ins tu dy of Le Bla nc andN g u yen (1999).Thistheoryisusedasaresearchfoundationforexploringtheperceivedval ueinthecontextofeducationservicesattheIndustrialUniversityHoChiMinhCity.

Insighto n h o w c u s t o m e r s e v a l u a t e t h e i r v a l u e d u r i n g a c t u a l u s e o f t h e s e r v i c e i s s t i l l a controversiali s s u e i n t h e a c a d e m i c m a j o r I n d e e d , u n d e r s t a n d i n g v a l u e f r o m t h e c u s t o m e r s ' perspectivecanprovideusefulinformationtomanagemen tforallocatingresourcesandd esi gn in g programsthatpromise tosatisfystudents better( Seymour,1992)andforadaptingthebusinessschool'senvironmenttotheneedsofstuden ts(Hampton,1993).Asaresult,thisshouldelicitpositiveemotionalresponses fromstud entswithregardto theirbusinessschool andg e n e r a t e p o s i t i v e w o r d o f m o u t h ( F i t z g e r a l d B o n e , 1 9 9 5 ) T h u s , t h e l a r g e r v a l u e o f t h e servicesprovidedbyuniversityis,themoresa tisfiedstudentsstudyinthatuniversity.Thefirsthypothesisisproposedasfollowing:

Thedefinitionofqualitymayvaryfrompersontopersonandfromsituationtosituation.Themo stimportantcontributionsfromacademictheoryaboutthequalityofservicesincludingthe concepto f p e r c e i v e d q u a l i t y , s a t i s f a c t i o n , e x p e c t a t i o n s a n d p e r c e p t i o n s D e f i n i n g q u a l i t y i s conceptualizedi n t h e t h e o r y i s p e r c e i ve d s e r v i c e q u a l i t y P e r c e i v e d

Q u a l i t y c o m e s f r o m t h e gener al e v a l u a t i o n o f t h e c u s t o m e r s e r v i c e e x p e r i e n c e T h e d i f f e r e n c e s b e t w e e n q u a l i t y a n d satisfactionisthatqualityisthegeneralattitude,whil esatisfactionreferstoaspecifictransaction.Thereisarelationshipbetweentwoconceptsofqualityand satisfaction.

Thes a t i s f a c t i o n t h r o u g h a s e r i e s o f t r a n s a c t i o n s w i l l l e a d t o t h e g o o d p e r c e p t i o n o f q u a l i t y (AldridgeandRowley,1998).AccordingtoGronroos(1988)andParasurama netal.

(1988),thenotionthatqualityevaluationsasperceivedbycustomersstemfromacomparisonof whatthec u s t o m e r s f e e l t h a t t h e o r g a n i s a t i o n s h o u l d o f f e r ( t h a t i s , t h e i r e x p e c t a t i o n ) a n d t h e i r perceptionsoftheperformanceoftheorganisationprovidingtheservice. Furtherdevelopmentsineducationalresearch,Hill(1995)andHarvey(1995)madethelistofsub- qualitytrainingservicesinauniversityusedtoinvestigatestudentperceptionsofqualityofservic esprovidedbytheschool.Table2.1showstypicalstudentsatisfactiontopicsascitedbyHarvey( 1995),andcomparesthesewithasimilarlistdescribedbyHill(1995).Acomparisono f t h e t w o l i s t s d e m o n s t r a t e s t h a t w h i l s t t h e r e a r e s i m i l a r i t i e s , t h e r e a r e a l s o differences,w h i c h a r e , t o s o m e e x t e n t , d e t e r m i n e d b y t h e f a c i l i t i e s o f f e r e d b y t h e s p e c i f i c organisation.Itisalsoimportanttonotethefunction- specificfocusofthesequestionswhichenhancesthepotentialformanagerialrelevance(Rustetal.,

JointconsulationUnivers itybookshopCareerservi ceCounsellingwelfareH ealthserviceStudent’suni onPhysicaleducationTra velagency

Morerecently,themarketingmanagerstriedtounderstandclearlythedynamicsoftherelationsh ipthatexistsbetweensatisfactionandservicequalityandtheirimpactoncustomers'purchaseint entions.Thepurposeofservicequalityimprovementistoattractandtomaintaincustomers.

Q u a l i t y a l w a y s h a s a r e l a t i o n s h i p w i t h s a t i s f a c t i o n b e c a u s e customers a t i s f a c t i o n w i l l leadtorepurchaseintentionandthathelpsorganizationshaveprofit(Galloway,1996).Inth euniversityenvironment,thestudentsbelievethatthemorequalityofservicesprovidedbyt heuniversity,the highersatisfied they are atthatuniversity.Inaddition,ithas alsobeen foundthatc u s t o m e r s ' a s s e s s m e n t s o f s e r v i c e v a l u e a r e p o s i t i v e l y r e l a t e d t o t h e i r a s s e s s m e n t s o f servicequality(Boltonetal.,1991).Thus,itcouldbeexpectedthats ervicevalueunderliethe servicequality.

Researchmodel&hypotheses

H1:Thereispositiverelationshipbetweenservicevalueandstudentsatisfaction.H2:Thereisp ositiverelationshipbetweenservicequalityandstudentsatisfaction.H3:Thereispositiverelatio nshipbetweenservicequalityandservicevalue.

Measurementofvariables

Educationservicevaluescale

0 i t e m s T h e s c a l e o f t h e concepthas30observedvariables,including29variablesassessed servicevaluerelatedtothevariousa s p e c t s o f t h e s e r v i c e s p r o v i d e d b y t h e I n d u s t r i a l U n i v e r s i t y a s t h e f u n c t i o n s e r v i c e value,universityfees,universityimage,theperceivedv alueofadegree,emotionalvalueandsocialvalue,and1variableassessthevalueofoveralleducationse rvices(SeeTable3.1).

Educationservicequalityscale

Educations e r v i c e q u a l i t y s c a l e m e a s u r e d b y a d a p t i n g H i l l ( 1 9 9 5 ) a n d H a r v e y ( 1 9 9 5 ) a n d modifiedthroughqualitativeresearchwith21items.Servicequalityismeasured intheoverallassessment ofstudents'experienceofusingservicesprovidedbytheschool.Thisscaleco nsistso f 20observedvariablesassessingthequalityofdifferentservicessuchaseducationco ntent,teachi ng methods,exam,studentassessment, teachingandlearning facilities,li braryservice,healths e r v i c e , c a r e e r s s e r v i c e , f i n a n c i a l s e r v i c e , p e r s o n a l c o n t a c t w i t h a c a d e m i c s t a f f a n d feedbackfromuniversityleaders.Inaddition,thereis oneobservedvariableusedtoassesstheoverallqualityoftheeducationservices.(SeeTable3.1)

Studentsatisfaction scale

StudentsatisfactionscalemeasuredbyadaptingGieseandCote(2000)andmodifiedthrough qualitativeresearchwith3items.Thestudyincludes3observedvariablesevaluates thestudentsatisfactionwhichstudentsareobtainedinthe courseofstudyattheIndustrialUniversity.(SeeTable3.1)

SV3 Ibelievetha temployersneeds tudent s graduatedf rommy university

SV5 Adegree frommyIUHw il l guaranteefutureemployment.

SV6 Thequalityofeducationreceivedfrommyprofessorsinfluencesthe valueofmydegree SV7 Coursec o n t e n t s i n f l ue nc e t h e v a l u e o f m y e d u c a t i o n

SV8 Theguidancereceivedfrom professorshasaneffectonthevalueofmyeducation. SV9 Thenumberofstudentsinmyclassesinfluencesthevalueofmyeducation.

SV10 Educationenv ironmen t influences the va lueof myeducat ionI received

SV14 Theuniversityimageincommunityprojected i n f l u e n c e onthevalueofmydegree. SV15 IbelievethatIUHcanadapttotheneedsofindustry.

SV16 Ibelievethatemployershave positive things aboutmyuniversity

F5 Functionalvalue ( qu a l i t y c o mpar e dt o t ui t i o nf e e )

SQ1 Universitytrainingprograms tha tare suitable to therequirements of practice.

SQ2 Thecoursecontentis updated,innovated,good tomeettraining re qu i r e me n t s

SQ4 Lecturerwi th d e e p k n o w l e d g e a b o u t th e s u b j e c t u nd er t a ke n

SQ8 Schoolf a c i l i t i e s ( l e c t u r e h a l l s , f u r n i t u r e , a u d i o v i s u a l m e d i a ) m e e t t h e n e e d s o f t r a i n i n g a n d l e a rn i ng SQ9 Computerroommeetstherealneedsofstudents.

SQ10 Libraryfacilitiesgood (quantityandquality ofbooks,andseatingspace).

SQ11 Librarystaffservesgood(style,attitudeofemployees, servicehour s)

SQ13 Medicalservices,health care response to stud ent needs.

SQ16 Socialactivities, movement act ivi ti es a t the I UH s t r o n g l y

SQ17 BeveragesCateringService(Canteen) issuitabletothe needsofstudents.

SQ20 Universityand de pa r t me n t s regul ar ly l i s t e n to and c o l le c t studentopinions.

SamplingMethod

Designtargetedsampleisanimportantsteepinfindingcorrectanswerstoresearchquestion s(Sekarana n d B o u g i e , 2 0 1 1 , p 2 6 2 ) A f t e r c o n d u c t i n g q u a l i t a t i v e r e s e a r c h , t h e s u r v e y v i a questionnaireiscompleted.Thisstudyincludes52variables,inwhich49variablesare independenta n d 0 3 d e p e n d e n t v a r i a b l e s A c c o r d i n g t o H a i r , B l a c k , B a b i n , a n d A n d e r s o n (2010),a g e n e r a l r u l e , t h e s a m p l e s i z e s h o u l d b e 1 0 0 o r g r e a t e r a n d t h e m i n i m u m s a m p l e shouldhaveadesiredratioof5observationspervariable.n>100sample sandn=5k(wherek

2 = 2 6 0 F o r standardmultipleregressionanalysis,TabachnickandFidell(1991)proposed thatthedesiredlevelis: n>50+8m(wherem=numberofindependentvariables).Hence,therequiredsampleis:n>50+8x52 466.Thus,theminimumsamplesizeis466.

Samplesw e r e s e l e c t e d b y q u o t a s a m p l i n g m e t h o d c o m b i n e d w i t h t w o c o n v e n i e n t c r i t e r i a : majorandstudentyears.Preliminarystudywithemailsurveyheldwithatota lof30students,alongw i t h d i s c u s s i o n s o n t h e v a l u e o f b u s i n e s s e d u c a t i o n h e l d w i t h s t u d e n t s i n a s e r v i c e s marketingclassprovidedthebasisfordevelopingthequestionnaire usedinthisstudy.Fortheemailsurvey,participantsfrombothsexeswereselected.Duringtheseinte rviews,participantswerequestionedonvariousaspectsconcerningtheservicesandfacilitiesof feredbyIndustrialUniversity,andonhowtheyevaluatedthevalueoftheireducation.Aftertestingthesur vey,thequestionnairewasmodifiedandpreparedfortheofficialsurvey.

DataAnalysis

Followingprevioussteepsincollectingdataactivities,alltheavailabledatawillbeenteredintotheSPSSan dAMOSsoftwareprogram.Prioranalyzingdata,theauthormakesurethatthereisnomistakeoccurrin ginaccessingdata.Besides,thedistributionofdatafromthesamplewillalsobecheckedtosatisf ythemeasurementtools.

ThepurposeofthischapteristopresentthefindingsofthedataanalysisthroughthestepsofCro nbach‘ salphatest,exploratoryfactoranalysis(EFA),confirmatoryfactoranalysis(CFA), saturatedmodeltest,theoreticalmodeltestbyusingSEMandmulti-groupanalysis.

A total of 734 questionnaires were collected from students at the University of Industry in Ho Chi Minh City, Vietnam Out of these, 25 were incomplete or poorly filled, resulting in 709 valid responses, achieving a feedback ratio of 96% Descriptive statistics of the sample are presented in Table 4.1 The respondents exhibited a diverse range of characteristics, including gender and academic year Among the 709 responses, 49.1% were female, with 29% being first and second-year students, while 71% were third and fourth-year students across various majors The proportion of first-year and second-year students was approximately 15% each, with both groups representing around 35% of the total Notably, 37% of students expressed dissatisfaction with their chosen major.

Table4.1-Adescriptivestatisticsofthesample np9 Frequency Percentage Gender

Thes c a l e s w e r e r e l i a b i l i t y t e s t e d b y E x p l o r a t o r y F a c t o r A n a l y s i s ( E F A ) , C r o n b a c h ̳sA l p h a coefficientandConfirmatoryFactorAnalysis(CFA)beforeusingSEManalysistotestrese archhypotheses.

ScaleAnalysis

ExploratoryFactorAnalysis(EFA)ofeducationservicevalue

(gr eat er thanrequirementof50%).Sixfactorswerepresentedasfollows:

Functional value, which relates to want satisfaction, is closely tied to the qualifications that individuals perceive as realistic This value plays a crucial role in securing future employment and achieving career aspirations.

 Factor 2: “Epistemic value” was related to the abilityof IUH provided quality educationtostudentsviatheknowledgeandguidanceofinstructor.

 Factor4:“Emotionalvalue”,foritspart,wasdescribedasstudentemotionbasedonthefeeling ofstudentsabouttheirmajor.

 Factor5 : “ F u n c t i o n a l v a l u e ( q u a l i t y c o m p a r e d t o t u i t i o n f e e ) ” i n c l u d e d t h e t e r m s o f studentsb e l i e f t h a t w h a t t h e y a c h i e v e c o m p a r e d t o w h a t t h e y p a y ; I t r e l a t e d t o t h e relationshipb e t w e e n t u i t i o n f e e a n d e d u c a t i o n q u a l i t y w h e n studentsc o n s i d e r e d t h e educationvalue.

 Factor6:"Socialvalue"established fromthebenefitsreceivedbystudentswere f romtheirc l a s s m a t e s , t e a m w o r k a n d s o c i a l a c t i v i t i e s w h i c h a d d e d v a l u e f o r t h e i r s t u d y experience.

SV5 Adegree frommyIUHwi ll guaranteefutureemployment

SV8 Theguidance re c e iv ed f rom p r o f e s s o r s hasa nef fec tont hev al u e ofmyeducation 0.744

SV14 Theunive rsi ty image in commun it ypro ject ed i n f l u e n c e ont h e valueofmydegree 0.832

SV18 If ind c o u r s e s in t e r e s t in g 0.723

F5 Functionalvalue ( q ua l i t y co mpa re dt o t ui t i o nf e e ) 5.835 0.764

SV28 Workingingroupshasapositive effectonthe valueof my e d u c a t i o n 0.691

ExploratoryFactorAnalysis(EFA)ofeducationservicequality

(greaterthanrequirementof50%),factorloadingfrom0.702to0.817.AllCronbach’sAlphawasgreat erthan0.7.Threefactorswerepresentedasfollows:

 Factor2:“Universityfacilities” wasrelatedtouniversityinfrastructure ofIUHs ervedfortheteachingandlearning.Forexample,computerlab,libraries,devicesforteachin gandlearning

 Factor3 : “ S u p p o r t s e r v i c e s ” i n c l u d e s a s p e c t s o f s t u d e n t s u p p o r t s e r v i c e s l e a r n e d a t university( E x a m p l e s : c a n t e e n s e r v i c e s , f i n a n c e s e r v i c e , m e d i c a l s e r v i c e , i n v e s t m e n t consultantcareersservice)a n d provisionofservic esofdepartments.

SQ2 Thecoursecontentisupdated,innovated,goodtomee tt r a i n i n g r e q u i r e m e n t s 0.722

SQ4 Lecturerwith de ep knowledge about the sub ject u n d e r t a k e n 0.622

SQ7 Classsize(numberofstudentsinaclass)issuitableto 0.589 acquires u b j e c t s

SQ10 Libraryfacilities good(quantity andqualityof books

SQ11 Librarystaffserves good (style,attitudeof employee s,s e r v i c e h o u r s ) 0.654

SQ13 Medicalservices,health car e response tos tuden tneeds

SQ14 Academica d v i s i n g a c t i v i t i e s , c a r e e r c o u n s e l i n g m e e t t h e n e e d s ofsearching, selection andlea rningo f stude nts.

SQ17 BeveragesCateringService ( Cant een) issuitableto t hen e e d s of s t u d e n t s 0.656

SQ18 DormitoryS e r v i c e m e e t de ma nd o f s t u d e n t s 0.632

SQ20 Universityand depart ment sregu la rly li st ento andcol le ct s t u d en t o p i n i o n s 0.583

ExploratoryFactorAnalysis(EFA)ofstudentsatisfaction

(greaterthanrequirementof50%).CronbachAlpharesultwas0.853.Allfactorloadingsweregre aterthan0.80.Factorwerepresentedasfollows:

SS2 Universityo f In du s t r y l i k e m y p e r f e c t u ni v e rs i t y w h i c h I hope 0.888

ConfirmatoryFactorAnalysis(CFA)result

TheC F A r e s u l t f o r r e s e a r c h m o d e l ( s t a n d a r d i z e d e s t i m a t e s ) f o r s u g g e s t i o n m o d e l w i t h 5 2 degreesoffreedomillustratedthatChisquare/ df4.843,p=.000,NFI=.979,RFI=0.969,IFI= 0 9 8 0 , T L I = 0 9 7 1 a n d C F I = 9 8 0 I t d e m o n s t r a t e d t h a t t h e s e scalesr e c e i v e d a n acceptablefittothedata.However ,threefactorofservicevaluehadstandardizedregressionweightsλwerelessthan.50,theywe reλF2(Epistemic),λF3(Image),λF6(Social).Thus,3factorswerer em o v ed

After,removingthreefactorsF2,F3,F6,adjustedmodelhad25degreesoffreedom.TheCFAresultfo radjustedmodel(standardizedestimates)illustratedthatChisquare/dfe2.566,p.000,NFI=.978,RFI=0.961,IFI=0.979,TLI=0.963andCFI=.979andallthe standardizedr e g r e s s i o n w e r e g r e a t e r t h a n 0 5 a n d s i g n i f i c a n t ( p < 0 5 ) H e n c e , i t c a n b e concludedthatthesescalesweresatisfactorywiththerequirementforconverg entvalidityanddiscriminantvalidityachievement.Furthermore,thesescalesachievedunidimensiona lityduetothecorrelationsamongitemserrorwereabsent.

Researchhypotheses test

TheoreticalmodeltestbyusingSEMapproach

ThetheoreticalmodelwastestedusingSEMapproach.Modelestimationresultsinanaccepta blefitbetweenthemodelanddata:Chisquare/df4.843,p=.000,NFI=.979,RFI

=0.969,IFI=0.980,TLI=0.971andCFI=.980(Figure4.1).Theestimationresultsoftherel ations amongconceptsinmodelwerestatisticalsignificantwith95%confidenceinterval(p

Ther e s u l t s s h o w e d t h a t E d u c a t i o n S e r v i c e Q u a l i t y h a s a s u b s t a n t i a l c o n t r i b u t i o n t o S t u d e n t Satisfaction( β= 4 6 ) E d u c a t i o n S e r v i c e V a l u e a l s o h a s s i g n i f i c a n t d i r e c t e f f e c t o n S t u d e n t Satisfaction(βdirectly=.67).EducationServiceQualityalsohassignifi cantdirecteffectonEducationServiceValue(βdirectly=.54).Itcouldbe,thus,concludedthathypoth esesH1,H2andH3wereallsupportedbythedatasetinthisresearch.Particularly,thehypothe sesareasbelow:

Servicevalue-Satisfaction 0.666 0.158 9.950 0.000 0.728 0.089 12.600 0.000 Servicequality-Satisfaction 0.460 0.040 12.210 0.000 0.422 0.038 11.500 0.000 Servicequality-Servicevalue 0.541 0.143 13.220 0.000 0.450 0.043 11.800 0.000 Note:m:MLestimation;s.e.:StandardError;c.r:Criticalratio;pProbabilitylevel

Inadjustedmodels, hypothesisH1 has apositiverelationshipbetween t he education service valuea n d s a t i s f a c t i o n o f s t u d e n t s a c c e p t e d a t a s i g n i f i c a n c e l e v e l p = 0 0 0 0 ( r = 0 7 3 , s e = 0.089).T h i s m e a n s t h a t t h e h i g h e r v a l u e o f s e r v i c e s s t u d e n t s f e e l t h e a t t h e U n i v e r s i t y o f Industry,themoresatisfiedtheyareinthisuniversity.Moreover,thec orrelationcoefficientofthisrelationshipisalsoveryhigh,indicatingthatthevalueofservicesprovide dbytheunviversityprovides animportantrole forthesatisfied attitude ofstudentsandtheirattachmenttotheschool.

HypothesisH 2 i s a b o u t t h e p o s i t i v e r e l a t i o n s h i p b e t w e e n s e r v i c e q u a l i t y a n d s a t i s f a c t i o n o f studentsa c c e p t e d a t a s i g n i f i c a n c e l e v e l p = 0 0 0 0 ( r = 0 4 2 , s e = 0 0 3 8 ) W h e n s t u d e n t s evaluateh i g h l y t h e q u a l i t y o f s e r v i c e s p r o v i d e d b y t h e s c h o o l , t h e y a r e m o r e s a t i s f i e d w i t h learninga t university.

HypothesisH 3 i s a l s o a b o u t t h e p o s i t i v e r e l a t i o n s h i p b e t w e e n s e r v i c e q u a l i t y a n d e d u c a t i o n servicevalueacceptedatasignificancelevelp=0.000(r=0.54,se=0.143).Whenstu dentsevaluatehighlythequalityofservicesprovidedbytheschool,theyalsoevaluatethevalu eofservicehighly.

RegressionAnalysis

Totesttheimportanroleofthesefactorsinassessingtheoverallvalueandqualityofservicesprov idedbytheUniversityofIndustry,tworegressionmodelswereused.Model1, inwhichthed ependentvariableisthe comprehensiveassessmentofstudentson thevalueofservic esprovidedbytheEconomicandindependentvariablesare6factorsthatvaluesservicer epr esentat iv e M o d e l 2 t h e d e p e n d e n t v a r i a b l e i s t h e o v e r a l l r a t i n g o f t h e q u a l i t y o f t h e studentso f a s c h o o l , a n d t h e i n d e p e n d e n t v a r i a b l e s a r e t h r e e f a c t o r s r e p r e s e n t a measureo f serviceq u a l i t y T a b l e 4 6 a n d T a b l e 4 7 p r e s e n t s t h e r e s u l t s o f t w o r e g r e s s i o n a n a l y z e s a n d expressedo r d e r o f i m p o r t a n c e o f t h e s e f a c t o r s e x p l a i n t h e v a l u e o f s e r v i c e a n d q u a l i t y o f service,basedonstandardizedbetacoefficients.

Note:Dependentfactor:Thegeneralevaluationofstudentsaboutserviceva lue;independentf a c t o r s : S i x f a c t o r s r e p r e s e n t e d f o r s e r v i c e v a l u e

Table4.2showsthevalueofservicesisstartingtotherelationshipbetweenpriceandqualityF 5(β=0.243,p=0.000),apragmaticfactorshaveclose- knitrelationshipwiththepossibilityofuniversityprovideenoughservicestostudentsandmakethembel ievethattheyarereceivingqualityserviceinexchangeforwhattheypaythetuitionfee.Functionalvalue F1(β=0.181,p

=0.000)relatestothefutureearningcapacityofthestudentsandtheircareergoalswhichhavean impact onvalue judgment.Next, tofeel theemotional valuefrom F4(β= 0.172,p

=0.000),whens t u d e n t s h a v e g o o d f e e l i n g s a b o u t t h e U n i v e r s i t y o f I n d u s t r y , t h e y b e l i e v e t h e y a r e gettingvaluefromtheschool.ImagevalueF3(β=0.050,p=0.021)a ndsocialvalueF6(β=0.051,p = 0.018) also have relationship in the perceived value.At the same time,the epistemicvalueF2(β=0.042,p=0.046),the formofqualityteachingandlearning hasim pactedtheperceivedvalue.

Note:Dependentfactor:Thegeneralevaluationofstudentsaboutservicequalit y;Independentfactors:ThreefactorsrepresentedforservicequalityR 2= 30%;

Table4 8 i l l u s t r a t e s t h a t t h r e e m a i n f a c t o r s : t h e e d u c a t i o n a c t i v i t i e s , f a c i l i t i e s a n d s u p p o r t servicesplayanimportant roleinaffectingthequalityof services.Inparticular, factorsthatUniversityfacilitiesF2(β28,p=0.000)isthemostsignificantfa ctorrelatedtostudentsperceivedservicequalityoftheuniversity.

Resultsof Multi-groupanalysis

Testingthemoderatingeffectsofgendervariable (Maleand female)

( 1 ) M a l e g r o u p ( 2 ) Femalegroup Theresultfor multi- groupanalysisofvariance modelinterm oftwotypesof genders,MaleandFemale,exhibit edthat:χ2h7.587;dfP;p=0.000;NFI=0.977,RFI

Theresultformulti-groupanalysisofpartialinvariancemodeldenotedthefitnessindiceswere: χ2i1.218,dfR,p=0.000,NFI=0.977,RFI=0.961,IFI=0.979,TLI=0.963,CFI0.979(Figure4.3).

Theestimation resultsinboth variance andpartial invariance modelsofgenders, fitt odata TheresultofChi- squaretesttocomparebetweentwomodelsindicatedthatadifferencewasfoundtobenotsig nificantbetweenthesetwomodels(p.5%).Thus,thepartialinvariancemodelwasemployed. Resultsindicatethatgenderdoesnotaltertherelationshipbetween:

(2)anassessmentofthequalityoftrainingservicesandthelevel ofsatisfaction heart Inotherwor ds, thereis nosignificant difference between maleandfemale.

Variance χ2h7.587;dfP;p=0.000;NFI=0.977,RFI=0.959,IFI=0.979,TLI=0.962,CFI 0.979.

Partialinvariance χ2i1.218,dfR,p=0.000,NFI=0.977,RFI=0.961,IFI=0.979,TLI=0.963,CFI0.979.

Testingthemoderatingeffectsofmajorfavouritelevel (Likeand Dislike)

( 1 ) L i k e ( 2 ) Dislike.Theresultformulti- groupanalysisofvariancemodelintermoftwotypesofmajorfavouritelevel,Like andDislike,exhibitedthat:χ2c0.528,dfP,p=0.000,NFI=0.979,RFI=0.963,IFI=0.981,TLI=0.966,CFI=0.981(Figure4.4).

Theresultformulti-groupanalysisofpartialinvariancemodeldenotedthefitnessindiceswere: χ2c7.215,dfR,p=0.000,NFI=0.979,RFI=0.963,IFI=0.981,TLI=0.966,CFI0.981(Figure4.4).

Theestimationresultsinbothvarianceandpartialinvariancemodelsofmajorfavouritelevel,fitt o d a t a T h e r e s u l t o f C h i - s q u a r e t e s t t o c o m p a r e b e t w e e n t w o m o d e l s i n d i c a t e d t h a t a differencewasfoun dtobesignificantbetweenthesetwomodels(p=3.5%).Thus,thevariancemodelwasemployed.

( 2 ) a s s e s s t h e q u a l i t y o f educationserviceswithsatisfaction.Inotherwords,thereissign ificantdifferencebetweenthestudentsd o n o t l i k e t h e m a j o r w h i c h t h e y a r e l e a r n i n g a n d s t u d e n t s l i k e t h e m a j o r t o t h e relationshipbetweenservicequality,servicevalueand satisfaction.Forexample,studentswholikemajor,therelationshipbetweenservicequalityan dsatisfactionisstrongerthantheothergroup,correspondingt o m = 0 4 9 c o m p a r e d t o m = 0

Variance: χ2c0.528,dfP,p=0.000,NFI=0.979,RFI=0.963,IFI=0.981,TLI=0.966,CFI0.981

Partialinvariance: χ2c7.215,dfR,p=0.000,NFI=0.979,RFI=0.963,IFI=0.981,TLI=0.966,CFI 0.981.

Thep u r p o s e o f t h i s p a r t i s a s u m m a r y o f k e y f i n d i n g s a n d d i s c u s s t h e i m p l i c a t i o n s o f t h i s researchresults.Twogreatpresentedcontentsare(1)asummaryofthefindings,topresentthe theoryandpracticeofthem,(2)thelimitationsofthestudyanddirectionsforfurtherresearch.

Resultcontributions totheory

Ther e s e a r c h p r o j e c t h a s c o n t r i b u t e d t o r e v a l i d a t e o f t h e i m p a c t o f t h e s e r v i c e v a l u e a n d educationservicequalitytothesatisfactionofcustomers,especially,thestude ntsinUniversityofIndustry.Researchshowsthatstudentsperceivethevalueoftheservicefacto risimportanthow tos e l e c t s c h o o l s a n d m a j o r s t h a t t h e y a r e f a v o r i t e i n t h i s u n i v e r s i t y

T h e s e f a c t o r s correspondtothe valueof qualifications anddesire professional, e p i s t e m i c va lu e, emotional value,f u n c t i o n a l v a l u e h a s o n c e a g a i n b e e n c o n f i r m e d a s t h e m a i n f a c t o r s t o f o r m s e r v i c e value.Inaddition,thefactorsofservicequalityareclarifie dinthisstudy.Educationactivities,facili ti es andservicestosupportteachingandlearningpr ocessarethreebasiccomponentsofservicequalityofauniversity.

Intermsofresearchmethods,thisstudyhasthreeconceptstomeasure,itisworththeperceivededucations e r v i c e v a l u e , e d u c a t i o n s e r v i c e q u a l i t y a n d s t u d e n t s a t i s f a c t i o n T h e s c a l e measurementstudiesconceptshavebeenproposed,designedandtestedinanumberofcountriesa r o u n d t h e w o r l d W h e n p u t t i n g i n t o t h e c o n t e x t o f t h e U n i v e r s i t y o f I n d u s t r y i n Vi et n am market,thescaleofthismeasureisadjustedaccordinglyandhasachievedreliableand usefulv a l u e R e s u l t s o f m e a s u r e m e n t s c a l e c o n s t r u c t i o n o f t h e k e y c o n c e p t s i n t h e f i e l d o f highereducationhavethefollowingmeanings:

This study utilized a realistic scale measurement system to assess the value of educational service, the quality of education services, 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 for universities across Vietnam and globally, facilitating further research on higher education teaching in Vietnam.

Secondly,theresultsofthisstudyemphasizethenecessityoftestingthereliabilityandvalueofthemeasur ementscalewhichusedinthestudy.Inotherwords,whenresearchersmeasuretheabstractc o n c e p t o f l a t e n t v a r i a b l e s n e e d e d t o t e s t t h e r e l i a b i l i t y a n d u s e f u l n e s s o f t h e v a l u e scale

Thirdly,t e c h n i c a l a n a l y s i s s y s t e m s h i e r a r c h i c a l m o d e l s , m u l t i - g r o u p s t r u c t u r a l a n a l y s i s a n d regressionanalysiswereusedinthisstudycontributestocheer foraresearchtrendreachesthehigh confidenceinthe researchcommunityinVietnam,accessingtothe standardsofacademicresearchworld.

Resultcontributionstomanagementpractices

To thrive in today's competitive landscape, universities must enhance their services to address challenges such as reduced state funding, rising tuition costs, and increasing expectations for student services Previous research highlights that perceived value is a crucial metric for assessing customer service This study aims to clarify the structure of value and quality in undergraduate training in economics and business It identifies key factors influencing perceptions of value, service quality, and student satisfaction Researchers propose strategies to enhance value for students, ultimately improving their satisfaction with the learning experience.

Firstly,thestudyresultsshowed asignificantrelationshipbetween theoverallassessm entofthevalueofstudentservicesandthevaluetheyperceivedemotionswhilelearningatIndustrialU niversityofHoChiMinhCity.Valuesexpressedfeelings ofhappiness whenchoosingthe rightschoolstudentstolearn.Universities thatmeettheirinterestsandthey really enj oythespecializedsubjectsinschool.Studentsaremoreinterestedinchoosingtherightscho ol,lovetheir chosenspecialty,themoretheyappreciatethevalueofservicesprovidedb ytheschoolprovides.T h u s i n o r d e r t o c r e a t e a p o s i t i v e r e v i e w b a s e d o n e m o t i o n a l v a l u e s , u n i v e r s i t y leaderss h o u l d a c t i v e l y p a r t i c i p a t e i n t h e implementatio no f v o c a t i o n a l s t u d e n t s f r o m s e n i o r secondaryschooltohelpthemchoosetherightschoolan dindustryconsistentwithabilitiesandtheirinterests.

The study results indicate that the functional value of obtaining a Bachelor of Industry University is closely linked to perceived value University leaders and faculty should consistently inform students about industry needs, employment opportunities, and career progression prospects Engaging businesses in thematic reports on student employment is essential to bridge the gap between theory and practice, enhancing students' learning experiences and helping them accumulate valuable skills through self-study activities Maintaining strong relationships with alumni and businesses benefits both students and the university Additionally, regular workshops hosted by businesses can facilitate effective communication between students and employers, providing insights into career opportunities and training programs for young professionals.

Third,theresultsofthestudyshoweda meaningful relationshipbetweenthe comprehens iveassessmento f t h e v a l u e o f s t u d e n t s e r v i c e p e r c e p t i o n s o n p r i c e ( a s r e l a t i o n s h i p p r i c i n g / quality),areexistenceofIndustrialUniversityofHo

ChiMinhCity.Thus,thefindingssupportthetheoryisworththeprice(BabinandBoles,1998;Rust andOliver,1994;Zeithaml,1988)an d r a i s e s a n i m p o r t a n t h i n t f o r IndustrialU n i v e r s i t y o f H o C h i M i n h C i t y O n e o b v i o u s consequenceofthisfindingisthatmanagingboardmustcontinuallystrivetoprovidequality servicest o s t u d e n t s a n d e n s u r e t h a t t u i t i o n a t a n a c c e p t a b l e l e v e l L o c a t e d i n t h e s y s t e m o f publicuniversitiesinVietnamtoday,IndustrialUniversityofHoChiMinhCitycannotra iseorreducefees,buttheycanimprovethequalityofeducationonaparwitheducationfunding e ducationallocatedbytheMinistryofIndustryandthecontributionofthestudents.Accordingtothedev elopmenttrendofVietnam'seconomy,people'sincomehasincreased.Servicequalityhasbecomeincrea singlyimportantfactorwhenpricesarelowimpactondecisionmaking.Ifservice trainingat

I n d u s t r i a l UniversityofHoChiMinhCityisnotincreased,itwillnegativelyaffectthedecisiontosele cttostudyofstudentsandwealthierstudents,hinderingtheabilitytoacceptfeesofhighereducationfort hefuturewhenthefullfinancialautonomy.

Fourth,t h e q u a l i t y o f education,a c c o r d i n g t o t h e r e s u l t s o f t h i s r e s e a r c h e d u c a t i o n s e r v i c e qu al it y consistsofthreemaincomponents:educationactivities,facilitiesandsuppor tservices,t hevalueofknowledgeintheformofstudentperceptionsofthequalityoftrainin g,receivedfromthefacultyalsobeenfoundtobeanimportantfactorinthevalueoftheservice.Basedo nthef i n d i n g s o f y o u r s e r v i c e , a programo f q u a l i t y m a n a g e m e n t s h o u l d b e c a r r i e d o u t a t IndustrialU n i v e r s i t y o f H o C h i M i n h C i t y A l l u n i v e r s i t y s t a f f s s h o u l d b e e n c o u r a g e d t o providea perfectservice forstudentsonallaspectsof theservice deliverysystem.Alllecturersandstaffsshouldensurethequalityofserviceonacontinuousbasistothe students'perceptionofqualitynotdecreaseovertime.

=0.73,se=0.09).Assuch,educationservicevaluehaveanimportantroleoverthequalityofeducat ionservicesinaffectingstudentsatisfaction.Whenstudentswhoappreciatethevalueofservicesp r o v i d e d b y t h e u n i v e r s i t y , w i l l f e e l m o r e s a t i s f i e d w i t h t h e u n i v e r s i t y A p o s i t i v e relationshipofservicequalityandstudentsatisfactionalsoshowsthatthequalityofservi ces providedbytheuniversityisalsoanimportantfactortobringsatisfactiontostudents,butnothi ghcomparedwithservicevalue(γ=0.42;se=0.04).

The multi-group analysis indicated no significant differences in adjusted models based on gender, suggesting that efforts to enhance service value and improve service quality do not require gender-specific adjustments However, a notable difference emerged between students who liked and disliked their major; dissatisfaction with their major rendered quality improvement efforts ineffective Consequently, university managers should prioritize increasing student satisfaction with their chosen majors To achieve this, it is essential for leaders to recognize and support vocational students early on, even prior to university enrollment Collaboration with various agencies to provide comprehensive information about industries, job prospects, and necessary personal attributes through multiple channels—such as in-person consultations, mail, radio, television, and websites—can aid students in understanding their majors and career paths Additionally, schools should develop specialized education programs that align with current industry requirements, incorporate innovative course content, enhance teaching methods, and effectively link theoretical knowledge with practical application.

Limitationsofthestudyanddirectionsforfurtherresearch

Resultss h o w t h e s t u d e n t s f e e l a b o u t t h e v a l u e a n d q u a l i t y o f s e r v i c e s a n d t h e i r i m p a c t o n studentsatisfactioninaUniversityofIndustry.Theseresultsneedtobeconfirmed byfurtherstudiesinotheruniversities, industriesand o th er sectorsbeforeexpandingt oa ll universities andeducationalorganizationsinVietnam.

Research indicates that price-quality relationships, desire satisfaction, knowledge, and emotional responses are key values in the education business context University quality service is represented by three factors: educational activities, facilities, and support services This study reveals that the structure and quality values are both situational and personal The encouraging results prompt further investigation into the experiences of service users Additionally, the study highlights two main factors that positively influence student satisfaction, while acknowledging other elements, such as university image and community perceptions, that may impact satisfaction but were not covered in this research Furthermore, it addresses the potential for student dissatisfaction in universities and suggests future research directions to identify negative factors and propose solutions.

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UniversityofEconomicsHoChiMinhcity.Iamcurrentlyresearchingthetopic:“Theinfluenceofserv icevalueandservicequalityinh ig hereducationonstudentsatisfaction”.Iwouldhighlyappreciateyo urcooperationincompleting thisquestionnaire.Thereisneitherrightnor wronganswer.Allofyouranswersareusefulforthisresearch.Iwouldcommitallofyourinformatio nwillbekeptconfidentialandonlyusedtoservethepurposeofthestudy.

24 Whenconsideringthe priceIpayfortuition, Ibelievethattheprice/ quality ratioisgoodatmyuniversity 1 2 3 4 5

Verylow Low Neutral High Veryhigh

38 Schoolfacilities(lecturehalls,furniture,audiovisualmedia )meettheneedsof trainingandlearning 1 2 3 4 5

Chào bạn, tôi là Lê Đức Thọ, sinh viên học viện Đào tạo quốc tế ISB và hiện đang làm đề tài luận văn về mức độ hài lòng của bạn về trường đại học Công nghiệp TP HCM để giúp cải thiện chất lượng đào tạo của nhà trường Tất cả các câu trả lời của các bạn sẽ được giữ kín, tôi chỉ công bố kết quả tổng hợp Tôi xin chân thành cảm ơn Sau đây là những phát biểu liên quan đến việc chọn và học tập của bạn tại trường Xin vui lòng trả lời bằng cách khoanh tròn một con số ở từng dòng.

10 Môitrườnghọctập(Khôngkhílớphọc,phươngtiệndạyvàhọc)ảnhhưởng đếngiátrịkiếnthứctôinhậnđược 1 2 3 4 5

Rấtthấp Thấp Trunglập Cao Rấtcao

37 Quymôlớphọc(Sốsinhviêntrong mộtlớp)hợp lýchoviệc tiếpthucácmônhọc

38 Cơsởvậtchấtnhàtrường(giảngđường,bànghế,phươngtiệnnghenhìn…) đápứngtốtnhucầuđạotạovàhọctập 1 2 3 4 5

4 Mứcđộyêuthíchngànhđanghọccủabạn: 1.Th ích 2.Khôngthíchlắm 3.Khôngthích

Bartlett'sTestofSphericity Approx.Chi-Squaredf

Whenc on s i der in g t h ep r i c e I p ay f o r t ui ti on , I b e l i e v et h at myu n i v e r s i t y o f f er s s u f f i c i e n t s e r v i c e s 1.000 769

ScaleMeanI t e m Deleted if ScaleVarianceifI t e m Deleted

Theq u a l i t y o f e d u c a t i o n r e c e i v e d fr om mypr of es s ors i n f l u e n c e s thevalueo fmyd e g r e e

Education environmenti n f l u e n c e s the valueofmye d u c a t i o n Ireceiv

Ther e p u t a t i o n o f myu n i v e r s i t y influencesthev a l u e of mydegree.

Theuniversityimageinc o m m u n i t y projectedi n f l u e n c e onthe v alue of myd e g r e e

Whenc o n s i d e r i n g t h e p r i c e I p a y f o r t u i t i o n , I b e l i e v e t h a t t h e p r i c e / q u a l i t y ratio is good atmyu n i v e r s i t y

Schoolfacilities(lecturehalls,furniture,audiovisualmedia )meettheneedsoftrainingandl e a r n i n g 711

University training programs that are suitable to ther e q u i r e m e n t s ofpractice 9.82 3.395 497 633

Librarystaffservesgood(style,attitudeof employees, s e r v i c e hours) 10.95 9.631 455 742

Total %ofVariance Cumulative% Total %ofVariance Cumulative%

UniversityofIndustrylikemyp e r f e c t un iv er s ity w hi c h I ho pe

SS3 SS2 SS1 EDUCATION FACILITIES SERVICES WANT - - - - - - - SERVICEQU 0.0421 0.0431 0.0458 0.2492 0.2244 0.3177 -0.0234 SERVICEVA 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 - - - - -

Model NPAR CMIN DF P CMIN/DF

Model SMSEA LO90 HI90 PCLOSE

EMOTION< - S er vi ce value 1.136

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	Master of Business
Thể loại	thesis
Năm xuất bản	2014
Thành phố	Ho Chi Minh City

Định dạng
Số trang	92
Dung lượng	3,15 MB