Ý định học tiếp chương trình đào tạo khác cùng trường đại học của thế hệ z

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH BÁO CÁO TỔNG KẾT ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP CƠ SỞ Ý ĐỊNH HỌC TIẾP CHƯƠNG TRÌNH ĐÀO TẠO KHÁC CÙNG TRƯỜNG ĐẠI HỌC CỦA THẾ HỆ Z Mã số: E2021.13.1 Chủ nhiệm đề tài: TS GVC CAO MINH TRÍ Thành phố Hồ Chí Minh, 02/2022 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH BÁO CÁO TỔNG KẾT ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP CƠ SỞ Ý ĐỊNH HỌC TIẾP CHƯƠNG TRÌNH ĐÀO TẠO KHÁC CÙNG TRƯỜNG ĐẠI HỌC CỦA THẾ HỆ Z Mã số: E2021.13.1 Xác nhận tổ chức chủ trì Chủ nhiệm đề tài (ký, họ tên, đóng dấu) (ký, họ tên) Thành phố Hồ Chí Minh, 02/2022 LIST OF MEMBERS Chairman: Dr Cao Minh Tri Member: MBA Le Thi Kim Khang TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Statement of problem: 13 1.2 Purposes of research: 14 1.3 Research questions: 15 1.4 Object and scope of research: 15 1.4.1 Object of research: 15 1.4.2 Scope of the research: 15 1.5 Research methods: 15 1.6 The scientific and practical implications of research 16 1.6.1 The scientific implications of the research: 16 1.6.2 The practical implications of the research: 16 1.7 Structure of research 16 CHAPTER 2: LITERATURE REVIEW 18 2.1 Definitions: 18 2.1.1 Definitions related to repurchase intentions of students: 18 2.2 Consumer buying behavior theory: 22 2.3 Overview of higher education institutions in Vietnam: 22 2.4 Previous related researches: 24 2.5 Research synthesis: 31 2.6 Suggestion model: 32 2.7 Research hypotheses: 33 CHAPTER 3: RESEARCH DESIGN 36 3.1 Research process: 36 3.2 Qualitative research 1st: 37 3.2.1 Qualitative research design: 37 3.2.2 Result of qualitative research: The official research framework 37 3.3 Adjustment of the research hypothesis: 37 3.4 The scale and quantitative questionnaire: 38 3.4.1 The scale: 38 3.4.2 Quantiative questionnaire: 42 3.5 Sampling method and sample size: 42 3.6 Data collection method: 44 3.7 Quantitative data processing: 44 CHAPTER 4: RESEARCH RESULTS AND DISCUSSION 46 4.1 Descriptive statistics of the survey sample: 46 4.2 Evaluation of measurement model: 47 4.2.1 Construct reliability and Convergent validity: 47 4.2.2 Outer loadings: 48 4.2.3 Discriminant validity: 49 4.3 Evaluation of structural model: 50 4.3.2 R Squared (R2) for dependent constructs: 52 4.3.3 Effect size value: 52 4.3.4 Hypotheses tests: 53 4.3.5 Mediation test: 53 4.3.6 Moderating test: 55 4.4 Discussing research results: 55 4.4.1 Factors that impact intention to enroll in another education program: 55 4.4.2 The mediating variables test results: 59 4.4.3 The moderating variables test result: 59 CHAPTER 5: RESEARCH CONCLUSION AND IMPLICATION OF RESEARCH 61 5.1 Research conclusion: 61 5.2 Practical implications: 61 5.2.1 University image: 62 5.2.2 ICT: 62 5.2.3 Student satisfaction: 63 5.2.4 Student loyalty: 64 5.3 Limitations of the study: 64 REFERENCES 66 Table 14: Summarize the scale according to the group of factors 90 LIST OF FIGURES Figure Conceptual framework of Chandra et al (2019) 24 Figure Conceptual framework of Bakrie et al (2019) 25 Figure Conceptual framework of Ali et al (2016) 26 Figure Conceptual framework of Kaushal & Ali (2020) 27 Figure Conceptual framework of Aquinia & Soliha (2020) 28 Figure Conceptual framework of Shehzadi et al (2020) 28 Figure Conceptual framework of P Chen & Cousins (2017) 29 Figure Conceptual framework of Truong et al (2016) 30 Figure Conceptual framework of Long Pham et al (2019) 30 Figure 10 Conceptual framework of Lai et al (2019) 31 Figure 11 The proposed conceptual framework 33 Figure 12 Research process 36 Figure 13 The official framework 37 Figure 14 Structural model 51 LIST OF TABLES Table Descriptive statistics of the survey samples by learners 46 Table Descriptive statistics of the survey samples by majors 47 Table Descriptive statistics of the survey sample by universities 47 Table Cronbach's Alpha, Composite Reliability, Average Variance Extracted (AVE) 48 Table Fornell - Larcker criterion 49 Table Heterotrait – Monotrait Ratio (HTMT) 50 Table Results of Collinearity statistics (VIF) 51 Table Results of R2 52 Table Results of effect size 52 Table 10 Results of hypotheses test 53 Table 11 Results of mediation test 54 Table 12 Results of moderating test 55 INFORMATION ON RESEARCH RESULTS General information: Project title: Factors impact the intention to enroll in another education program in the similar universities of Generation Z Code number: E.2021.13.1 Coordinator: Dr Cao Minh Tri Implementing institution: Faculty of Business Administration Duration: from 12/2021 to 01/2022 Objective(s): - Determining factors and assessing the impact of these factors on continuing learning programs other education at universities (public and private) learners' Generation Z - Proposing governance implications for universities to have strategies to increase the intention to continue studying in other training programs of Generation Z learners Creativeness and innovativeness: The mediation of ICT on the relationship between student loyalty and intention to enroll in another education program is supported It means that the higher of ICT quality, the more of student study impact to the intention to enroll in another education program in the similar of Generation Z Specially, the Gen Z were born in the high-tech era, so the influence of ICT is higher than other generations Research results: After analyzing the data, the authors conducted qualitative research for the second time to find out the most observed variables which support the determination of the indicators exert influence on the intention to enroll in another education program of Gen Z in the same university Factors that impact intention to enroll in another education program: Education program quality factor: In the first hypothesis, the education program quality has a relationship with student satisfaction After the multiple regression test, the results indicate that the education program quality is an independent variable that has a positive relationship with student satisfaction, known as a dependent variable In addition, the service quality in the higher education sector is the initial indicator that supports student satisfaction, and the final result is student loyalty (Cronin et al., 2000; Petterson and Spreng, 1997, as cited in (Borishade et al., 2021) Besides, the education program quality directly influences the student satisfaction of 0.457 Moreover, the education program quality variable has six observed variables, which are EPQ1, EPQ2, EPQ3, EPQ4, EPQ5, and EPQ6 In five observed variables, the first EPQ is the observed variable and represents that the training program is designed based on the output standards of the discipline Moreover, the outer loading of EPQ1 is 0.850 In addition, the second observed variable is EPQ2, and presents for the quality of learning materials such as outlines, lectures, and so on are compiled in detail and updated The EPQ2 has outer loading coefficient, which was 0.853 The EPQ3 shows that the lecturers understand quickly and have a good interaction with the learners in the following observed variables Moreover, the outer loading of the third observed variable is 0.826 While the EPQ4 represents that the administrative staff of the faculty or center is ready to assist the learners in solving their problems Besides, the outer loading of the EPQ4 is 0.806 It means that the EPQ4 is the observed variable which is the slightest influence on student satisfaction Therefore, the assistance of the administrative staff of faculty or center is not the critical item that leads to student satisfaction Next, the EPQ5 claims that the methods of assessing learning outcomes are diverse, ensuring validity, reliability, and fairness Besides, the EPQ5 has the outer loading index, which is 0.858 According to the outer loading, the EPQ5 has the most considerable value It represents the meaning that most students pay attention to assessing the outcomes, and it affects student satisfaction Moreover, the assessment of outcomes is seen as the most critical thing supported for the influence of education program quality on student satisfaction The finally observed variable is EPQ6 which represents the university that the learners are attending, with many good quality majors to choose to study In addition, the outer loading of EPQ6 is 0.828 Hassan & Shamsudin (2019) stated that service quality is a significant indicator of student satisfaction Besides, the service quality combines several observed indicators, one of the indicators related to evaluating student’s outcome and effects student satisfaction (Annamdevula & Bellamkonda, 2016) Moreover, according to Ali et al (2016), the students of Malaysian public universities feel that the service qualities are academic fields and program points that affect students' satisfaction In the present study, the students concentrate on the two main issues related to the program's quality (0.853) and how to assess the student’s performance (0.858) While the learners not think that the interaction between the instructor and learners (0.826), the assistance of non-academic staff in each faculty (0.806) is essential to the education program quality University image factor: The second hypothesis mentions the relationship between university image and student satisfaction In addition, the university image is known as another independent indicator and impacts the student satisfaction variable According to the result of the hypotheses test, the university image directly influences students' satisfaction of 0.437 Besides, the university image indicator has five observed variables, which are IMA1, IMA2, IMA3, IMA4, and IMA5 The first observed indicator is IMA1 which represents the image of the university that helps students easily find a job in the right field after graduation The outer loading coefficient of IMA1 is 0.861 In addition, IMA2 is the second observed variable and presents that the university has a good impression in the mind of the learners The outer loading index is 0.877, the highest value in the five observed indicators Besides, according to the outer loading value of IMA2, the learners attending the current university have a good reaction to the university They have the most significant influence on the satisfaction of students At the same time, the third observed indicator is IMA3, which shows that the university is widely known as a reputable training organization in the specialized field in Vietnam The IMA3 has an outer loading value which is 0.075 Furthermore, the fourth variable is IMA4 and defined as the university is widely known as an organization with many socially responsible activities, which has 0.843 of outer loading value As the result of the outer loading value’s IMA4, when the university is recognized as an institution with many socially responsible activities, that is the minor effect of university image on student satisfaction The final observed indicator is IMA5 and described as the university image is widely communicated through family, friends, or colleagues In this situation, the value of outer loading is 0.854 In addition, only the service quality is not enough to evaluate student satisfaction (Calma & Dickson-Deane, 2020) Hassan & Shamsudin (2019) research confirmed that corporate image supports student satisfaction Besides, the university image significantly affects student gratification in higher education institutions (Chandra et al., 2019) As stated by this results’ present research, the students are the respondents who mostly pay attention to the image of higher educational institutions, which can help the students find a suitable job after graduation (0.861) and have a great feeling in the learners’ minds (0.877) Student satisfaction factor: In the following hypothesis, student satisfaction has a relationship with student loyalty Student satisfaction is a dependent variable and receives the effect of two independent indicators In addition, ent satisfaction has positively directly influenced student loyalty of 0.788 Furthermore, the student satisfaction indicator has five separately observed variables which consist of SAS1, SAS2, SAS3, SAS4, and SAS5 Firstly, the SAS1 mentions the learner’s sense of satisfaction when the learner is a student of the university that the learner is attending According to the results of the outer loading, the SAS1 has 0.898, which is the highest index in five observed indicators It means that almost all the respondents feel very satisfied when they become a student in the university Besides, the SAS2 presents a suitable education program in the university, making the student satisfied with the institution Moreover, the outer loading index of SAS2 is 0,858, which is lower than the outer loading index of SAS1 Meanwhile, the SAS3 shows that the learners meet all their expectations in their course The outer loading index of SAS3 is 0,887, which is only lower than SAS1 Moreover, the fourth observed indicator is SAS4 which represents the learners’ sense of satisfaction about the quality of student support services at the university that they are attending According to the outer loading results, SAS4 has 0,853 outer loading indicators Finally, the SAS5 claims that the learners’ choice about the university they attend is the proper selection In addition, the outer loading indicator of SAS5 is 0.884, which is under the results of SAS3 According to the study of MULYONO et al (2020) and (Hassan & Shamsudin, 2019), student satisfaction has a considerable influence on student loyalty In this current research, the student satisfaction variables have the significant concern from participants related to university can help the learners have all the expectations before going to the institution (0.887) This higher education institution is the student’s proper selection (0.884) Student loyalty factor: The following hypothesis is the relationship between student loyalty and intention to reenroll in another education program Furthermore, student loyalty is the mediating variable between student satisfaction and intention to re-enroll in another education program in a similar university Besides, student loyalty directly impacts the intention to re-enroll in another education program in the same university of 0.620 Apart from the fourth hypothesis, student loyalty has five specific observed variables, which are LOY1, LOY2, LOY3, LOY4, and LOY5 First, the LOY1 claims that the respondents are willing to choose another education program to study parallel with the program Besides, the outer loading indicator of LOY1 is 0.796 While the LOY2 shows that if they can develop their study path, they are willing to choose a similar university with 0.796 of outer loading index Moreover, the outer loading index of LOY3 is greater than LOY2, which is 0.850 In comparison, the LOY4 represents how the participants feel proud to be students at the university in which they are studying The LOY4 has the outer loading indicator, which is 0.868, and the most significant outer loading index of five distinctive observed variables The last 10 E-Service quality àE-Learning of students àStudents' 12 satisfaction E-Information quality E-Learning of students 13 àStudents' satisfaction E-Learning of students E-Word of mouth 14 University brand image E-Learning of students Student's satisfaction 15 University brand image 0.083 1.851 -0.06 1.568 0.187 6.269 0.338 7.088 Table 7: Ranking of influencing factors in the study of Chen et al (2017): No Hypotheses Linear regression Sig Student expectation Image 0.759 0.000 Perceived quality Student expectation 0.891 0.000 Perceived value Student expectation 0.346 0.000 Perceived value Perceived quality 0.554 0.000 Student satisfaction àImage 0.121 0.016 Student satisfaction àPerceived value 0.753 0.000 Table 8: Ranking of influencing factors in the study of Truong et al (2016): No Hypotheses Critical Path coefficient level Tangibles Student satisfaction 0.413 Empathy Student satisfaction 0.396 Responsiveness Student satisfaction 0.392 Reliability Student satisfaction 0.159 Assurance Student satisfaction 0.156 Table 9: Ranking of influencing factors in the study of Long Pham et al (2019): No Hypothesis T statistics Overall E-learning service qualityà E-learning system quality 132.74 Overall E-learning service quality E-learning instructor and course materials quality Overall E-learning service quality E-learning administrative and support service quality 79 123.292 91.074 Overall E-learning service quality E-learning student 39.420 satisfaction E-learning student satisfaction E-learning student loyalty 35.152 Notes: p < 0.01 Table 10: Ranking of influencing factors in the study of Lai et al (2019): No Hypotheses Path coefficient T statistics Disconfirmation Satisfaction 0.61 15.56*** SatisfactionàAttitudinal loyalty 0.28 4.30*** Satisfaction Behavioral loyalty 0.07 1.00 Switching costàAttitudinal loyalty 0.00 0.01 Switching cost Behavioral loyalty 0.19 2.82** Disconfirmation Attitudinal loyalty 0.34 5.25** Notes: **p < 0.01; ***p < 0.001 APPENDIX 02: SUMMARY OF FACTORS AFFECTING THE INTENTION TO ENROLL IN ANOTHER EDUCATION PROGRAMS Table 11: Summary of factors influencing the intention to enroll in another education program Bakri Chandr e et a et al al (2019) (2019 ) Ali et al (2016) : (Kausha l & Ali, 2020): (Aquini a & Soliha, 2020b) Chen Long et al (Truon Pham (2017 g et al et al ) 2016) (2019 ) Lai et al (2019 ) EPQ àSA X X X X S IMA X X X SAS SAS X X X X LOY SAS IMA X X 80 X IMA X X LOY LOY X IE APPENDIX 03: THE 1ST QUALITATIVE STUDY DESIGN According to Mishra (2016), the size of the interview group plays an essential role in qualitative research The optimal group size is between six and eight members, including the author group In addition, the small interview group encountered many limitations and difficulties in the discussion process On the other hand, large groups are easily distracted, the moderators have difficulty regulating the interview, and interviewees have little opportunity to speak their minds According to Morgan (1988), cited by Freitas et al (1998), the author should focus on the population to provide relevant and valuable information for the study In addition, when conducting the interview, the interviewee should be a stranger because the interviewee is familiar It will be challenging to focus on the topic, and they are also affected during the interview process cognitive performance (Freitas et al., 1998) The authors surveyed students and experts to determine the factors affecting the intention to enroll in another education program at the university of students and graduate students studying at Ho Chi Minh City Open University In addition, experts are teachers with experience in education and training The author group will discuss in groups of 10 students and 03 lectures Group discussion will be carried out parallel with in-depth interviews to help the research have more diverse and accurate perspectives The expected group discussion time is 120 minutes and will be conducted online through the Google Meet app because the group interview took place during social distancing due to the COVID-19 epidemic The content of the group discussion consists of main parts: - Introduce the reason, purpose, and scope to be discussed - Conduct discussions according to pre-designed content The author group made openended questions to guide the discussion During the debate, the authors start from general questions and then move to questions that go into the heart of the problem to be explored with essential questions, training questions, direct, indirect, interpretive, etc Content and questions refer to the proposed research model's scales, concepts, relationships, and hypotheses - Summarize the opinions of the participants in the interview 81 THE 1ST GROUP INTERVIEW / DISCUSSION Part 1: Introduction Part 2: Discussion content A Concepts and relationships between factors in the model: Education program quality: I want to read aloud the statements about the Training program, Teaching staff, Administrative staff, facilities, assessment of results, course content Would you say you understand the comments clearly? Why? In your opinion, can the above factors be combined into one element, "Education program quality"? Why? Student satisfaction: I want to read aloud the education program quality and University image statements In your opinion, Should student satisfaction make up of Education program quality and University image, is it enough? Do you need to add or remove any other factors? Why? The relationship between Student Satisfaction, Student Loyalty, Information and Communication Technology, and Intent to enroll in another education program in the similar university I read aloud the statements about Student satisfaction, Student Loyalty, Information and Communication Technology, and Intent to enroll in another education program at the university In your opinion, does student satisfaction create students' loyalty to the university they are attending? Why? Does student loyalty create an intention to enroll in another education program at the university they attend? In addition, when you intend to study another education program, you think about the university you are attending first? Suppose you not want to return to continue your education at the university you are attending Why you not intend to enroll in another education program at the school? B Adjust research model According to you, the factors mentioned above affect the intention to enroll in another education program at the university you are attending, and what factors directly or indirectly affect the intent to enroll in another education program? RESULTS OF THE 1ST GROUP DISCUSSION The results of the group discussion of students and experts on the factors affecting the intention to enroll in another education program at the same university are as follows: Firstly, students and experts agree with the factors affecting the intention to enroll in other education programs at the same university as in the proposed model 82 Secondly, students and experts have contributed ideas and adjusted factors to clarify the formal research model suitable to the higher education environment in Vietnam As follows: • Education program quality presented in the main study of Chandra et al (2019) is confirmed by experts and students as an essential factor affecting the intention to enroll in an additional education program in another education at the same university In addition, to make a difference in the quality of education programs in the higher education market in Vietnam, the universities pay attention to factors such as the qualifications of the lecturers, the quality of administrative staff - office, enrich learning materials, student learning outcomes are evaluated in a diverse, fair and reliable manner, which will make learners satisfied and become loyal customers of higher education institutions Then, student loyalty will increase the likelihood of intending to enroll in another education program in the university that the interviewee is attending • University image is one of the factors included in most of the previous studies According to Ali et al (2016), university image affects student satisfaction, but the higher education market in Vietnam is still limited Students and experts believe that the university's vision also creates student satisfaction In addition, when the university successfully builds its image through factors such as brand, activities related to student activities, or social work, it will build student satisfaction • Student satisfaction is wholly agreed upon by graduate students and experts about its impact on loyalty However, student satisfaction can be an intermediate variable between education program quality, university image, and student loyalty Therefore, when determining and analyzing the role of this factor, one should also pay attention to its mediating nature • Intention to enroll in another education program formed by the loyalty and moderating of the Information and Communication Technology factor is entirely relevant Experts believe that the role of the regulatory variable Information and communication technology is one of the factors that universities should pay attention to during the current pandemic In addition, in the future, when universities apply the Blended method, the factor of Information and Communication Technology plays a significant role in the relationship between the impact of loyalty and the intention to enroll in another education program APPENDIX 04: QUESTIONNAIRE CHƯƠNG TRÌNH ĐÀO TẠO KHÁC TẠI TRƯỜNG ĐẠI HỌC ĐANG HỌC Xin chào Anh/ Chị: 83 Nhóm tác giả thực khảo sát ý kiến người học hệ Z trường đại học phục vụ cho mục đích nghiên cứu Câu trả lời Anh/ Chị khơng mang tính chất hay sai có giá trị cho đề tài nghiên cứu Vì vậy, nhóm tác giả mong nhận ý kiến đánh giá trung thực Anh/ Chị PHẦN I – THÔNG TIN CÁ NHÂN: Anh/ Chị sinh năm: Từ năm 1996 trở sau Từ năm 1995 trở trước Xin dừng khảo sát Xin cám ơn Anh/Chị! Anh/ Chị là: Sinh viên đại học từ năm Học viên cao học Khác Xin dừng khảo sát Xin cám ơn Anh/Chị! Anh/ Chị theo học ngành nào? …………………… Anh/ Chị học trường nào? …………………… PHẦN II – CÂU HỎI KHẢO SÁT Anh/ Chị vui lòng chọn MỘT câu trả lời mà Anh/ Chị cảm thấy thích hợp cho phát biểu – Hồn tồn khơng đồng ý; – Khơng đồng ý; – Bình thường; – Đồng ý; – Hồn tồn đồng ý 84 Chất lượng chương trình đào tạo mà Anh/ Chị theo học Mã EPQ1 EPQ2 EPQ3 EPQ4 EPQ5 EPQ6 Thành phần 5 Chương trình đào tạo thiết kế dựa chuẩn đầu ngành học Chất lượng học liệu (đề cương, giảng) biên soạn chi tiết, cập nhật Giảng viên giảng dạy dễ hiểu, có tương tác tốt với người học Nhân viên hành khoa – trung tâm sẵn sàng hỗ trợ giải vấn đề Anh/ Chị Phương pháp đánh giá kết học tập đa dạng, đảm bảo độ giá trị, tin cậy công Trường đại học mà Anh/ Chị theo học có nhiều ngành học chất lượng tốt để dễ dàng lựa chọn học tiếp Hình ảnh trường đại học mà Anh/ Chị theo học Mã Thành phần Hình ảnh trường đại học mà Anh/ Chị theo học giúp IMA1 người học sau tốt nghiệp dễ dàng tìm kiếm việc làm ngành học IMA2 Trường đại học mà Anh/ Chị theo học có ấn tượng tốt tâm trí người học Trường đại học mà Anh/ Chị theo học nhiều người IMA3 biết đến tổ chức đào tạo có danh tiếng lĩnh vực chuyên ngành Việt Nam IMA4 Trường đại học mà Anh/ Chị theo học nhiều người biết đến tổ chức có nhiều hoạt động trách nhiệm với xã hội Hình ảnh trường đại học mà Anh/ Chị theo học IMA5 truyền thông rộng rãi thơng qua gia đình, bạn bè đồng nghiệp Công nghệ thông tin trường đại học mà Anh/ Chị theo học Mã ICT1 Thành phần Hệ thống LMS trường mà Anh/ Chị theo học dễ dàng sử dụng 85 ICT2 Trường đại học mà Anh/ Chị theo học có nhiều ứng dụng cơng nghệ hỗ trợ phục vụ dạy học Trường đại học mà Anh/ Chị theo học có nhiều ứng dụng ICT3 cơng nghệ phục vụ dịch vụ khác (đăng ký môn học, thư viện, cấp bảng điểm, hỗ trợ việc làm….) ICT4 ICT5 Anh/Chị tạo điều kiện trải nghiệm hoạt động nhà trường tảng công nghệ cao Trường đại học mà Anh/ Chị theo học có hệ sinh thái công nghệ thông tin tiên tiến kết hợp sử dụng hợp lý Sự hài lòng Anh/ Chị trường đại học mà Anh/ Chị theo học Mã Thành phần SAS1 Anh/ Chị cảm thấy hài lòng người học trường đại học mà Anh/ Chị theo học SAS2 Trường đại học mà Anh/ Chị theo học cung cấp chương trình đào tạo phù hợp nhu cầu xã hội SAS3 Khoá học trường đại học mà Anh/ Chị theo học đáp ứng kì vọng Anh/ Chị SAS4 Anh/ Chị hài lòng với chất lượng dịch vụ hỗ trợ sinh viên trường đại học mà Anh/ Chị theo học SAS5 Trường đại học mà Anh/ Chị theo học lựa chọn đắn Anh/ Chị 86 Sự trung thành Anh/ Chị trường đại học mà Anh/ Chị theo học Mã Thành phần LOY1 Anh/ Chị sẵn sàng chọn thêm chương trình đào tạo khác để học song song với chương trình mà Anh/ Chị học trường LOY2 Anh/ Chị sẵn sàng chọn trường đại học mà Anh/ Chị theo học có hội học cao LOY3 Anh/ Chị sẵn sàng cung cấp thông tin tốt cần thiết trường đại học mà Anh/ Chị theo học cho người xung quanh LOY4 Anh/ Chị tự hào trở thành người học trường đại học mà Anh/ Chị theo học LOY5 Anh/ Chị sẵn sàng có hành động bảo vệ danh tiếng trường có thông tin tiêu cực trường Ý định học tiếp chương trình đào tạo khác trường đại học mà Anh/ Chị theo học Mã Thành phần IE1 Anh/ Chị có ý định đăng ký học tiếp chương trình đào tạo khác trường đại học mà Anh/ Chị theo học IE2 Anh/ Chị có ý định đăng ký học tiếp chương trình đào tạo khác trường đại học mà Anh/ Chị theo học trường khác có chương trình hỗ trợ hấp dẫn (ví dụ học bổng, miễn giảm học phí) IE3 Anh/ Chị có ý định đăng ký học tiếp chương trình đào tạo khác trường đại học mà Anh/ Chị theo học người thân, bạn bè đề nghị trường khác IE4 Anh/ Chị có ý định đăng ký học tiếp chương trình đào tạo khác trường đại học mà Anh/ Chị theo học trường có thơng tin tiêu cực IE5 Anh/ Chị có ý định đăng ký học tiếp chương trình đào tạo khác trường đại học mà Anh/ Chị theo học điều kiện thu nhập thời gian Anh/ Chị chưa cho phép Cám ơn Anh/ Chị dành thời gian để hoàn thành phiếu khảo sát *** 87 APPENDIX 05: RESULTS OF QUALITATIVE ANALYSIS Table 11 Results of a survey by universities No 10 11 12 13 14 15 16 17 18 19 20 21 22 Universities Ho Chi Minh City Open University University of Economics & Finance University of Law Ho Chi Minh City University of Laboratory & Social Affairs II University of Finance - Marketing Hoa Sen University Tay Nguyen University Binh Duong University Foreign Trade University II Can Tho University National Economics University University of Economics - The University of Danang Vinh University Nha Trang University Thu Dau Mot University Vietnam Trade Union University Hanoi University of Industry Dalat University Lac Hong University Qui Nhon University Hong Bang International University Others Amount 1396 717 474 422 151 263 149 129 119 119 109 Percentage 21,64% 11,11% 7,35% 6,54% 2,34% 4,08% 2,31% 2,00% 1,84% 1,84% 1,69% 107 1,66% 103 1,60% 101 1,57% 101 1,57% 100 1,55% 100 1,55% 100 1,55% 100 1,55% 100 1,55% 100 1,55% 1222 18,94% Source: Authors’ analysis (2021) Table 12 Outer loading EPQ EPQ1 0,85 EPQ2 0,853 EPQ3 0,826 EPQ4 0,806 IMA ICT 88 SAS LOY IE EPQ5 0,858 EPQ6 0,828 IMA1 0,861 IMA2 0,877 IMA3 0,875 IMA4 0,843 IMA5 0,854 ICT1 0,838 ICT2 0,892 ICT3 0,874 ICT4 0,893 ICT5 0,883 SAS1 0,898 SAS2 0,858 SAS3 0,887 SAS4 0,853 SAS5 0,884 LOY1 0,796 LOY2 0,842 LOY3 0,85 LOY4 0,868 LOY5 0,838 IE1 0,885 IE2 0,912 IE3 0,922 IE4 0,9 IE5 0,864 Source: Authors’ analysis (2021) Table 13 Cross-loading EPQ1 EPQ2 EPQ3 EPQ4 EPQ5 EPQ ICT IE IMA LOY 0,850 0,853 0,826 0,806 0,858 0,617 0,629 0,596 0,632 0,655 0,408 0,415 0,389 0,430 0,428 0,646 0,633 0,613 0,609 0,653 0,600 0,581 0,560 0,562 0,596 89 Moderating Effect -0,293 -0,276 -0,279 -0,238 -0,266 SAS 0,666 0,654 0,635 0,640 0,682 EPQ6 0,828 ICT1 0,654 ICT2 0,674 ICT3 0,662 ICT4 0,661 ICT5 0,651 IE1 0,455 IE2 0,440 IE3 0,463 IE4 0,438 IE5 0,426 IMA1 0,679 IMA2 0,687 IMA3 0,628 IMA4 0,659 IMA5 0,621 LOY * -0,329 ICT LOY1 0,512 LOY2 0,542 LOY3 0,619 LOY4 0,645 LOY5 0,614 SAS1 0,708 SAS2 0,696 SAS3 0,695 SAS4 0,681 SAS5 0,676 0,652 0,838 0,892 0,874 0,893 0,883 0,490 0,481 0,489 0,476 0,464 0,627 0,652 0,595 0,638 0,620 -0,287 0,419 0,423 0,465 0,447 0,503 0,499 0,885 0,912 0,922 0,900 0,864 0,470 0,498 0,484 0,479 0,475 -0,109 0,662 0,601 0,633 0,616 0,661 0,668 0,510 0,501 0,509 0,491 0,492 0,861 0,877 0,875 0,843 0,854 -0,266 0,537 0,553 0,595 0,635 0,588 0,699 0,673 0,685 0,702 0,666 0,655 0,645 0,490 0,563 0,507 0,510 0,478 0,536 0,507 0,517 0,542 0,564 0,586 0,677 0,589 0,705 0,675 0,699 0,657 0,698 0,610 0,587 0,617 0,608 0,612 0,615 0,644 0,633 0,639 0,587 0,552 0,604 0,646 0,601 0,607 0,584 -0,266 -0,298 -0,261 -0,264 -0,268 -0,238 -0,234 -0,124 -0,100 -0,104 -0,075 -0,080 -0,242 -0,244 -0,216 -0,238 -0,207 1,000 0,683 0,661 0,688 0,675 0,697 0,700 0,534 0,528 0,536 0,511 0,497 0,690 0,724 0,654 0,658 0,649 0,296 0,796 -0,149 0,574 0,842 -0,174 0,617 0,850 -0,275 0,683 0,868 -0,251 0,750 0,838 -0,268 0,676 0,724 -0,284 0,898 0,682 -0,267 0,858 0,677 -0,242 0,887 0,661 -0,245 0,853 0,706 -0,259 0,884 Source: Authors’ analysis (2021) APPENDIX 06: SUMMARY OF SIZE BY GROUP OF FACTORS Table 14: Summarize the scale according to the group of factors Item code EPQ5 Indicators Education program quality Criteria Outer loadings Methods of assessing learning outcomes are diverse, ensuring validity, reliability, and fairness 90 0,858 The quality of learning materials (outlines, EPQ2 lectures) are compiled in detail and updated The training program is designed based on the EPQ1 output standards of the discipline The university has many good-quality majors to EPQ6 choose to continue studying Lecturers teach quickly to understand and have EPQ3 good interaction with learners The administrative staff of the faculty or center EPQ4 is ready to assist you in solving your problems 0,853 0,85 0,828 0,826 0,806 The university is allowed to experience ICT4 activities in the university on a high-tech 0,893 platform The ICT2 university has many technology applications to support teaching and learning 0,892 The university has an advanced information ICT5 ICT technology ecosystem combined and used 0,883 appropriately The ICT3 university has applications for registration, library, many other technology services transcript (subject issue, job 0.874 support) The LMS system of the school you are attending ICT1 is easy to use The university has a good impression on the IMA2 minds of learners 0.838 0,877 The university is widely known as a reputable IMA3 University image training organization in the specialized field in 0,875 Vietnam IMA1 The university's image helps students easily find a job in the right field after graduation 91 0,861 The university image is widely communicated IMA5 through family, friends, or colleagues 0,854 The university you are attending is widely IMA4 known as an organization with many socially 0,843 responsible activities SAS1 I feel satisfied to be a university student 0,898 SAS3 I meet all my expectations in my course 0,887 SAS5 The university is a suitable choice 0,885 SAS2 The Student satisfaction provides suitable higher education programs Be satisfied with the quality of student support SAS4 services at the university LOY4 Be very proud to be a student at the university Be ready to provide excellent and necessary LOY3 LOY2 university information about the university Student loyalty Be willing to choose the same university when there is a chance to study further Be willing to protect the school's reputation LOY5 when negative information about the school Be willing to choose another training program to LOY1 study in parallel with the program 0,858 0,853 0,868 0,85 0,842 0,838 0,796 Intend to enroll in another training program at IE3 the university even though relatives and friends 0,922 suggest another school Intention to enroll in IE2 another education program Intend to enroll in another training program at the university even though other schools have more attractive support programs (e.g., 0,912 scholarships, tuition waivers) Intend to enroll in another training program at IE4 the university even though the school has negative information 92 0,9 IE1 Intend to enroll in another training program at the university 0,885 Intend to enroll in another training program at IE5 the university even though income and time conditions not allow it 93 0,864 ... 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