Students perspectives on improving the quality of vending machines at solbridge international school of business

TERM PROJECT ASSIGNMENT Students' perspectives on improving the quality of vending machines at SolBridge International School of Business Course: Statistical Analysis Professor: Onur Özsoy, Ph.D Student Name: Le Hong Hai (201905041) Nguyen Thi Kieu Khanh (201905032) MS Program Daejeon, September 17th, 2019 Table of Contents Abstract Part One: Introduction Background Purposes Research questions Research hypotheses Testable hypotheses Literature review Part Two: Methods Research approach and sampling method Questionnaire development and data collection Part Three: Discussions and Results Analysis Demographic characteristics of respondents Behavioral characteristics of respondents Results analysis 11 Part Four: Conclusions 14 Acknowledgements 15 Appendix 16 References 19 Table of Figures Table 1: Demographics characteristics of respondents Table 2: Behavior characteristics of respondents Table 3: Reliability Statistics of level of customer satisfaction and students‘ perspectives Table 4: The value of one-way ANOVA between characteristics of students and their perspectives on using vending machine Table 5: The result of Crosstab test between characteristics of students and their perspectives on using vending machine Table 6: The result of descriptive value in characteristics of students Table 7: The result of Correlations test between characteristics of students and Students satisfaction on using vending machine Figure 1: Reasons not to buy beverages at campus vending machines (percentage) Figure 2: The percentages of the nationalities of the students Abbreviations VMs Vending machines Solbridge Solbridge International School of Business Abstract Objectives: To investigate the perspectives of students on university vending machines, and to identify how satisfied Solbridge’s students in beverage choices from vending machines aimed to improve the quality of campus vending machines at Solbridge Methods: A survey was conducted with 60 university students (n=60) within randomly method from Solbridge International School of Business Fifteen questions explored vending machine use, attitudes towards beverage products and price, the satisfaction of students to university vending machines, and criteria to improve the quality of university vending machines Results: Based the SPSS, the authors detected the value of Normality test, Reliability test, ANOVA, Crosstab and Correlation coefficient From these analyses, the authors could understand and finalize which are the major factors that influencing in students’ satisfaction and the relationship between students’ perspectives and characteristics of students Conclusion: Almost of all Solbridge students lack of knowledge in using university vending machines Thus, one of the important factors to improve students’ satisfaction is the quality of price and convenience in vending machines Keywords: vending machine, Solbridge International School of Business, students’ perspectives Part One: Introduction Background In recent decades, there has been a considerable increase in the development of the vending machine industry Also, people are more concern on fast and convenience than before; thus, vending machines have become one of the most critical and popular elements in the modern life1 According to a recent research report by KBV Research, vending machine market growth rate is expected to accelerate to 17.6% in the Asia Pacific region during the forecast period of 2017 - 20232 Along with that, vending machines are rising significantly these days in South Korea3 In details, the proportion of food vending machine sales in 2017 was 39.17 thousand in South Korea4 Furthermore, at college and university campuses, vending machines are big investments which are the most easily reachable food sources Therefore, it is essential to point out the perspectives of college students on vending machines as the relationship between their beverage choices and the quality of campus vending machines Even though college students use a significant amount of their time on campus, few studies have been investigated on university vending machines to date5 Also, researches examining the demand of college students and the quality of vending machines from campus vending machines in countries, especially in South Korea are currently lacking Thus, this issue is important in South Korea because of major shifts in healthy eating habits in schools in recent years6 In this study, the authors mainly focus on current students from Solbridge International School of Business, locating in Daejeon, South Korea as our target In details, Solbridge International School of Business is a private school established by Woosong University in 20077 In addition, Solbridge’s students include 18 BBA (Bachelor of Business Administration), MBA (Master of Business Administration) and MS (Master of Science) class, with the total population of 1600 students in the academic year 2019-2020, pursuing their learnings in 14 floors at Solbridge campus To address the issue, there is a considerable number of campus vending machines at Solbridge International School of Business, which are accessible and widely available However, there are some other popular choices of beverage supplement sources (such as cafeteria, Emart, etc.) which competes directly with vending machines at Solbridge Also, the crucial factors on beverage choices of Solbridge students at campus-based vending machines are not understood clearly Purposes Thus, it is vital for this study to investigate the students’ perspectives on campus vending machines Also, it is essential to find out the important factors affecting students’ perspectives on using university vending machines Then, these aim to summarize current situations and to come up with suggestions on improving the efficiency of vending machines at Solbridge campus Research questions With these purposes, the authors decide to have two main research questions: (1) What are Solbridge students’ perspectives on the usage of university vending machines? and (2) How satisfied Solbridge’s students in beverage choices from vending machines? Research hypotheses How satisfied Solbridge students are with the usage of vending machine, and what are the most important factors influencing students’ perspectives on using university vending machines? Testable hypotheses Is there a significant relationship between students’ age, gender, years of study and monthly budget and their level of satisfaction with the device? Is there a significant relationship between students’ age, gender, years of study and monthly budget and their perspectives on using campus vending machines? Literature review Definitions of terminology Vending machine Vending or electronic machine is a coin-operated machine that requires some methods of payments (coins, cash or credit cards), from which consumers can buy small things such as drinks and sweets and pressing a button8 Invented in 1883 by Percival Everitt, the first vending machines were introduced to purchase postcards, envelopes, and notepaper at post offices and railway stations in London, England Then, years later, the United States installed the very first vending machines by the Thomas Adams Gum Company Also, beverage vending machines in the first time were displayed in Paris, France and allowed people to purchase beer, wine and liquor9 And until now, beverages are among the most favored and profitable items sold through vending machines10 Previous researches on factors influencing students’ perspectives on vending machines Before this study is carried out, there were a number of authors studied about this field yet from various perspectives According to Grech, A., & Allman-Farinelli, M (2015), vending machines (VMs) would be environmental components which contribute to the rising availability of nutrient-poor and energy-dense items purchased, being healthy choices hardly offered or totally absent 11 Moreover, VMs are the main and most easily accessible source of foods for people working long hours12, due to time constraint Followed by Larson, N., Story, M (2010), the density of vending machine is commonly high at high schools and universities: approximately 75% to 80% of institutions sell foods and beverages at campus vending machines in the United States13 Otherwise, Shanthi Bavani and Choo Yen Peng (2016) stated that most of students prefer purchasing foods via vending machines, instead of going to canteen or cafeteria in Japan Also, vending machine is a creative and innovative technology which is helpful for young people to fill their hungers when they are in a hurry14 Callaghan, C et al (2010) argued that product price is described as a relevant variable influencing consumer purchasing behaviors and displays a possible barrier to buy healthy items15 Furthermore, tasty, convenient, and inexpensive high-calorie foods are quite abundant16, which consumers in many countries feel struggled to manage their calorie intake and beverage drinking habits17 Also, Melissa Matthews (2014) suggested that several main variables were found out as essential to accurately research the vending machine environment, such as price, accessibility, availability, healthfulness criteria18 Meanwhile, Caruso ML et al (2018) pointed out that young people are influenced by several remarkable factors influencing on driven the by most purchases hunger (42%) sold and from convenience vending (41%) machine vs taste are (10%) and cost (1%)19 Furthermore, another study pointed that one of the most important factors influencing in food choices among college students was convenience20 The same as Brown (2012)’s opinion, he suggested “convenience-time” was one of the key reasons makes students purchase products via vending machine21, whereas Klaphekw and Brwon (2012) stated that college students are more intend to have items purchased via vending machine mostly due to thirst and hunger22 Part Two: Methods Research approach and sampling method The total population of this study included all students enrolled in first, second, third and fourth years of undergraduate, master and exchange programs at Solbridge International school of Business According to data obtained from Departments of Student Affairs, there are approximately 1600 students enrolled which separated for 53 countries from 18 to over 30 years old Due to the limitation of time, we collected by random sampling techniques within the sample size was 60 (18 Male – 42 Female) Questionnaire development and data collection 60 questionnaires (English version of questionnaire will be introduced in Appendix), each of which consists of 14 questions were distributed to Solbridge students The authors received 60 answers, 42 (27 females and 15 males) confirmed they have used university vending machines Moreover, Solbridge students were asked to complete the survey online or by paper version at Solbridge campus The questions in the online and hard copies were identical and both took to minutes to complete Demographic information consisted of participants’ age, gender, nationality, and years of study Participants were approached at the learning workplace and cafeteria by the two authors, who notified them about the purpose of this research and provided them with full information Also, all participants are volunteers, and data collected was anonymous Part Three: Discussions and Results Analysis Demographic characteristics of respondents Illustrated with Table 1, a total of 60 participants, including 42 females (70%) and 18 males (30%) completed the survey Moreover, participants comprised freshman (12.7%), sophomore (11.3%), junior (1.4%), senior (2.8%), master students (29.6%), and exchange/transfer students (26.8%) The majority of participants were aged from 23 to 25 years old (39.4%), and 32.4% of the students were aged between 18 to 22 years, along with 9.9% aged 26 to 30 years and only 2.8% aged above 30 years Demographics Gender Female Male Years of study Freshman Sophomore Junior Senior Master students Exchange/Transfer students Age 18 – 22 23 – 25 26 -30 Over 30 Frequency Percentage (%) 42 18 59.2 25.4 21 19 12.7 11.3 1.4 2.8 29.6 26.8 23 28 32.4 39.4 9.9 2.8 Table 1: Demographics characteristics of respondents Behavioral characteristics of respondents Nearly forty percentage of participants (36.6%) used vending machines less than once a week Also, there was approximately 11% spent once a week and 8.5% two to four days a week for purchasing at university vending machines, displayed in the Table as below In addition, only 17.2% purchased beverage products from vending machines, besides Café shop (first floor) and Emart 24 (third floor) at Solbridge campus Behavior characteristics Frequency Percentage (%) The average number of using vending machines Less than once a week 26 36.6 Once a week 11.3 – days a week 8.5 - days a week 1.4 Once a day 1.4 Monthly average budget on beverage products Less than 10,000 won (100$) 12.7 Table 2: Behavior characteristics of respondents In addition, nearly 27% of students spent their budgets of 11,000 – 30,000 won (around 11 – 30 dollar) per month on beverage items purchased The most frequently purchased beverage product was pure water (48.8%), followed by soft drinks (41.5%) and coffee, milk coffee (41.5%) Moreover, Solbridge students thought the cost of beverage items in vending machines was relatively considerable (with 80.5%), compared to beverages sold in café shop and Emart 24 The authors also asked the participants that whether they have used or have not used university vending machines at Solbridge 70 percentage of Solbridge’s students answered they have used campus vending machines, whereas the rest said no Reasons not to buy beverages at campus vending machines (percentage) 7 5,6 5,6 2,8 2,8 I not know where I not know how to I not have any I not refer to use I not find my to find the vending use vending pence (coins or small low interactive favorable beverage machines machines value money) device choices Figure 1: Reasons not to buy beverages at campus vending machines (percentage) After collecting the survey, the authors found that almost of all students not know how to use vending machines and not find their favorite beverage choices from vending machines at Solbridge campus, illustrated in the Figure Furthermore, the authors tried to expand the percentage of nationalities for the survey, and received the majority of Vietnamese students (50 percent) and Chinese students (18 percent), along with some other countries such as Brazil, German, Nigeria, and India, showed in Figure in the following 10 The percentage of nationalities in the survey Vietnam China Brazil German India Kazakhsta Malaysia Myanmar Nigeria Russia Thailand Uzbekista South Korea 2% 2% 5% 2% 2% 6% 3% 2% 50% 3% 2% 3% 18% Figure 2: The percentages of nationalities of respondents Results analysis Normality test and Reliability test Following the procedure of using SPSS to calculate the p-value of Normality test with the Null Hypothesis (H0= Normal Distribution), the p-value result in normality test is approximately or nearly Compared with theory formula within Normality test, when P-value is lower than 0.05, that means the variable was not normally distributed and the authors have to use nonparametric testable method to calculate Thus, all variables were not normality distribution In the reliability test, the Cronbach’s Alpha is used to detect the level of reliability of our test The value of Cronbach's alpha will normally rise as the intercorrelations among test items go up Hence, it is known as an internal consistency estimate of reliability of test scores Therefore, the authors can observe and conclude that our test could be graded as the good test with the range (0.7 to 0.8) Reliability statistics of level of satisfaction Cronbach's Alpha Cronbach's Alpha Based on N of Items Standardized Items 865 868 Table 3: Reliability Statistics of level of customer satisfaction and students‘ perspectives 11 Nonparametric One-way ANOVA Detected the result from previous Normality test, the authors cannot apply parametric test as normal In this case, the authors have to use the Krusal Wallet test, its purpose is to test the hypothesis related to the distribution of student perspectives (Taste, price, thirsty, etc.) are not significantly different with characteristics of respondents The Kruskal-Wallis H test (also named as the "one-way ANOVA on ranks") is a rank-based nonparametric test that can be used to determine if there are statistically significant differences between two or more groups of an independent variable on a continuous or ordinal dependent variable It is considered the nonparametric alternative to the one-way ANOVA, and an extension of the Mann-Whitney U test to allow the comparison of more than two independent groups Displayed in Table 4, the authors can detect that the distribution of student perspectives are same across categories of the characteristics of respondents Also, the result with p-value was higher than 0.05 which means it retained the null hypothesis Age Gender Taste 0.363 0.224 Study Years 0.732 of Budget Price 0.163 0.220 0.379 0.818 Thirsty 0.340 0.967 0.531 0.164 Convenience 0.258 0.729 0.686 0.168 Healthfulness 0.164 0.362 0.588 0.864 Safety 0.249 0.795 0.684 0.195 Accessibility 0.234 0.193 0.536 0.210 Availability of food and 0.640 beverage 0.161 0.395 0.213 0.431 Table 4: The value of one-way ANOVA between characteristics of students and their perspectives on using vending machine Crosstab Test A crosstab is a table showing the relationship between two or more variables In which, it only shows the relationship between two categorical variables, also known as a contingency table Hence, followed by the result of Table 5, the authors can illustrate the relationship based on the value of P It means if P was higher than 0.05, there would not be enough significant evidence to conclude an association between students’ perspectives and characteristics of respondents 12 Table 5: The result of Crosstab test between characteristics of students and their perspectives on using vending machine Correlation and Descriptive Mean Due to the evaluation of normality test, the authors will use the Spearman’s rank correlation coefficient as our major tool First, the Spearman correlation between two variables is the same as the Pearson correlation between the rank values of those two variables While Pearson's correlation assesses linear relationships followed by the parametric value, Spearman's correlation assesses monotonic relationships (whether it is linear or not) If there are no repeated data values, a perfect Spearman correlation of +1 or −1 occurs when each of the variables is a perfect monotone function to another, and the authors could consider about their correlations are positive or negative All of the data results analysis were positive; hence, we can understand the satisfaction related with the student perspectives in positive tendency The authors could also observe from the table of mean value, which showed us the mean value of each student perspective After ranked out all the values, the authors can make conclusion about the important aspect based on the combination between the correlation coefficience and descriptive mean For instance, Price received the mean (M=4.12) as the highest average within the correlation is 0.186 (positive trend), so the authors can choose this aspect as the key important value, the same as Convenience and Accessibility 13 Table 6: The result of descriptive value in characteristics of students Table 7: The result of Correlations test between characteristics of students and Students satisfaction on using vending machine Part Four: Conclusions Conclusion Illustrated by Figure 1, the main reason of rejection of using campus vending machines is mostly not know how to use at Solbridge Thus, this should be carried out to improve and increase the proportion of using vending machine Moreover, this one could be improved in the near future due to the tendency of modern technology Also, the improvement could strengthen the efficiency vending machines at universities and colleges In addition, there was no significantly difference in distribution between characteristics of Solbridge students and their perspectives on using vending machine based on the value of ANOVA test (answering the first hypothesis) This illustrated that it was not a challenge when there was significant unbalanced size in randomize technique 14 Based on the value on Table and Table 7, the authors could observe the correlation between satisfaction level and characteristics of students are highest in Price and Convenience (0.186 & 0.172) These showed that Price and Convenience were strong and positive in correlation Also, these combined with the mean value of evaluation in Price and Convenience (M=4.12 & M=3.95) Thus, Price and Convenience could be considered as the major factors that could improve the quality of vending machines Reflected from previous researches, the authors realised our results are the same as other researchers with the factors in Convenience and Price influencing in using campus vending machines Limitation of the study After the research, there was insignificant value due to the size of the sample Also, due to the limitation of time, the authors had the sample size of 60, which is too low compared to the population of 1600 The actual minimum sample size should be n= 𝑛0 1+(𝑛0−1)/𝑁 = 310 Acknowledgements The two authors would like to express our gratitude to kind support and help of many individuals and Solbridge International School of Business Most importantly, we are indebted to Professor Onur Ozsoy, Ph.D, who instructed and guided us in Statistical Analysis course at Solbridge International School of Business this Fall semester Moreover, the great contributions and assistance of Solbridge students are sincerely appreciated to complete the survey during a short period of time Last but not least, we are grateful to our parents and members of MS class for their kind cooperations and encouragement which help us in completion of this report 15 Appendix Questionnaire Students' perspectives on improving the quality of vending machines at SolBridge International School of Business Vending machines are ubiquitous However, there are other choices of beverage supplement sources (such as grocery store, cafeteria, etc.) which compete directly with the vending machines at Solbridge International School of Business Thus, this study identified the proportion of beverage choices and frequency of using vending machines at Solbridge school and investigated the satisfaction of university students on using vending machines To us, your contributions are important and useful, which will be confidential and sincerely Please check the appropriate box or, where relevant, specify your answer Your age 18 – 22 23 - 25 26 - 30 Above 30 Your gender Male Female Other Your years of study Freshman Sophomore Junior Senior Master students Exchange/Transfer students Your nationality: Your monthly budget for food purchases (Choose only one answer) ⬜ Less than 10,000 won (< 10 dollar) ⬜ 11,000 - 30,000 won (11-30 dollar) ⬜ 31,000 - 50,000 won (31 - 50 dollar) ⬜ 51,000 - 100,000 won (51 - 100 dollar) ⬜ More than 100,000 won (100 dollar) 16 Which types of sources that you usually refer to buy daily food at SolBridge? (You can choose more than one) Cafe shop (1st floor) Emart 24 (3rd floor) Vending machines Others Have you ever used vending machines? Yes No If your answer to Question is No, please answering this question below Why don’t you buy beverage products at vending machines? (Please choose more than one answer) ⬜ I not know where to find the vending machines ⬜ I not know how to use vending machines ⬜ I not have any pence (coins or small value money) ⬜ I not refer to use low interactive devices ⬜ I not find my favorable beverage choices Do you intend to use university vending machines in the future? Yes No Maybe II Additional questions for the answer to Question is Yes Please continue with these questions in the following 10 Your frequency of vending machine purchasing at university vending machines ੦ Less than once a week ੦ Once a week ੦ - days a week ੦ - days a week ੦ Once a day ੦ More than once a day 17 11 Reasons to choose vending machine at Solbridge (Please choose more than one answer) ⬜ I only use when I feel thirsty ⬜ I not have much time to go to Emart (3rd floor) or cafe shop (1st floor) to buy beverage products ⬜ It is easy for me to purchase beverage options on every floor inside the building without human interaction ⬜ This vending machine sells my favorite beverage that I want to drink ⬜ The price of beverage products at vending machines is as affordable as that at Emart and cafe shop ⬜ I only use when there are no other options 11 Which purchased beverages you usually buy at university vending machines? (Please choose more than one answer) ⬜ Soft drinks (Coca, Pepsi, Welchs, ) ⬜ Energy drinks (Pocari) ⬜ Coffee, Milk Coffee ⬜ Milk Tea, Tea ⬜ Pure Water 12 How you think about the price of beverage products at vending machines? Cheap Considerable Expensive 13 Please give your opinions with these statements in the following (5= Strongly agree, 4= Somewhat agree, 3= Neither agree or disagree, 2= Somewhat disagree, 1= Strongly disagree) Please tick the answer that best applies to you I am comfortable to use vending machines at university For me, it is easy to use vending machines at university I am good when using cash/credit card payment at vending machines 18 I feel satisfied with available products at vending machines I am satisfied with the energy and calories of items purchased 14 Please rank the importance of these factors to your beverage choices from university vending machines, from to in the following (1: less important to 5: very important) Taste Price Thirsty Convenience Healthfulness Safety Accessibility Availability of food and beverage choices Do you have any recommendations for this survey? Thank you for your time and cooperation! 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Questionnaire Students' perspectives on improving the quality of vending machines at SolBridge International School of Business Vending machines are ubiquitous However, there are other choices of. .. campus vending machines (percentage) Figure 2: The percentages of the nationalities of the students Abbreviations VMs Vending machines Solbridge Solbridge International School of Business Abstract... with the vending machines at Solbridge International School of Business Thus, this study identified the proportion of beverage choices and frequency of using vending machines at Solbridge school