(Luận văn) antecedents of students intention to study abroad higher education, an empirical research in viet nam

t to ng UNIVERSITY OF ECONOMICS HO CHI MINH CITY hi ep International School of Business w n lo ad ju y th yi pl Lê Thị Hồng An n ua al n va ll fu oi m ANTECEDENTS OF STUDENTS’ INTENTION TO STUDY at nh ABROAD IN HIGHER EDUCATION: z AN EMPIRICAL RESEARCH IN VIETNAM z k jm ht vb om l.c gm MASTER OF BUSINESS (Honours) n a Lu n va y te re th Ho Chi Minh City – Year 2014 t to ng UNIVERSITY OF ECONOMICS HO CHI MINH CITY hi ep International School of Business w n lo ad ju y th yi pl Lê Thị Hồng An n ua al va n ANTECEDENTS OF STUDENTS’ INTENTION TO STUDY fu ll ABROAD IN HIGHER EDUCATION: m oi AN EMPIRICAL RESEARCH IN VIETNAM at nh z z k jm ht vb ID: 22120041 om SUPPERVISOR: DR LE NGUYEN HAU l.c gm MASTER OF BUSINESS (Honours) n a Lu n va y te re th Ho Chi Minh City – Year 2014 t to ng Acknowledgements hi ep I would like to express my gratitude to my supervisor - Dr Le Nguyen Hau, who has w given me great guidance, valuable advice, suggestions that helping me in n lo implementing this study ad ju y th I would also like to express my sincere thanks to ISB Research Council who gave yi valuable recommendations throughout my thesis’s periods as well as all professors, pl tutors and officers of ISB - MBus Program for academic knowledge and assistance n ua al throughout the program at International School of Business va Last but not least, I am grateful to Principals, Vice Principals and teachers at Saigon n International College, Nguyen Thuong Hien high school, Le Quy Don high school and fu ll Gia Dinh high school for their advice and support in collecting the information m oi Without their support, I could not complete my thesis at nh Thank you, z z k jm ht vb Le Thi Hong An om l.c gm n a Lu n va y te re th i t to ng Table of content hi ep List of Tables iv List of Figures v w ABBREVIATIONS vi n lo ABSTRACT ad RESEARCH BACKGROUND ju 1.1 y th CHAPTER 1: INTRODUCTION yi 1.1.1 Studying abroad in higher education in Vietnam 1.1.2 Existing studies about factors that impact on study oversea intention 1.2 RESEARCH OBJECTIVE pl ua al SCOPE OF THE RESEARCH 1.4 SIGNIFICANCE OF THE STUDY 1.5 THESIS’S ORGANIZATION n 1.3 n va ll fu LITERATURES REVIEW nh 2.1 oi m CHAPTER 2: LITERATURES REVIEW AND HYPOTHESES at 2.1.1 An overview about the Theory of Planned Behavior 2.1.2 Intention 11 2.1.3 Attitude toward the behavior 12 2.1.4 Subjective norm 13 2.1.5 Perceived behavioral control 14 2.2 RESEARCH MODEL 15 z z jm ht vb HYPOTHESES 16 2.4 SUMMARY 16 k 2.3 l.c gm CHAPTER 3: RESEARCH METHOD 17 om RESEARCH PROCEDURE 17 3.2 RESEARCH DESIGN 19 n a Lu 3.1 th ii y Sampling and sample 24 Data analysis 25 te re 3.3.1 3.3.2 n va 3.2.1 Measurement Scales 19 3.2.2 Selection of Method Research 22 3.2.3 Measurement Refinement 23 3.2.4 Questionnaire Design 24 3.3 MAIN STUDY AND DATA COLLECTION 24 t to ng CHAPTER 4: DATA ANALYSIS AND RESULTS 27 hi ep 4.1 DATA STATISTICAL ANALYSIS 27 4.2 MEASUREMENT SCALES ASSESSMENT 28 w n 4.2.1 Reliability Test 28 4.2.2 Exploratory Factor Analysis (EFA) 31 4.2.3 Correlation 35 4.2.4 Adjusted Model And Hypotheses 37 4.3 HYPOTHESES TESTING 38 lo ad y th ju 4.3.1 Assumption of Multiple Regression 38 4.3.2 Hypotheses testing 39 4.4 DISCUSSION 42 yi pl al SUMMARY 43 ua 4.5 n CHAPTER 5: CONCLUSIONS AND LIMITATIONS 45 va MAIN FINDINGS 45 5.2 IMPLICATIONS 46 n 5.1 ll fu m oi 5.2.1 Managerial implication 46 5.2.2 Theoretical implications 47 5.3 LIMITATIONS 47 at nh CONCLUSION 48 z 5.4 z vb REFERENCES 49 jm ht APPENDICES 52 k Appendix A: Questionnaire (Vietnamese Version) 52 gm Appendix B: Questionnaire (English Version) 55 l.c Appendix C: KMO and Bartlett's Test for Independent variables 58 om Appendix D: Cronbach’s alpha Test for AIPI construct 58 a Lu Appendix E: Cronbach’s alpha Test for AIPP construct 59 n Appendix F: KMO and Bartlett's Test for dependent variable 59 n va y te re th iii t to ng List of Tables hi ep Table 3.2: Measurement scales 20 Table 4-1: Data descriptive statistics 27 w n Table 4-2: Cronbach’s Alpha coefficients for each measurement scale 29 lo ad Table 4-3: Cronbach’ Alpha results after excluding unsatisfactory items 30 y th Table 4-4: Rotated Component Matrixa 32 ju yi Table: 4-5: Total Variance Explained of independent variables 33 pl ua al Table 4-6: Total Variance Explained of dependent variable 34 n Table 4-7: Representative variables 35 va n Table 4-8: Correlations between variables 36 fu ll Table 4-9: Hypotheses testing result (Model Summary, ANOVA, Coefficients) 39 oi m at nh z z k jm ht vb om l.c gm n a Lu n va y te re th iv t to ng List of Figures hi ep Figure 2.1: The theory of planned behavior (Ajzen, 1991) 11 Figure 2.2: Research model 16 w n Figure 3.2: Research procedure 18 lo ad Figure 4.6: Adjusted model 37 ju y th yi pl n ua al n va ll fu oi m at nh z z k jm ht vb om l.c gm n a Lu n va y te re th v t to ng ABBREVIATIONS hi ep English Language Intensive Courses for Overseas Students VET: Vocational Education and Training w ELICOS: n lo ad TPB: y th Theory of Reasoned Action ju TRA: Theory of Planned Behavior yi Analysis Of Variance EFA: Explored Factor Analysis KMO: Kaiser-Meyer-Olkin SPSS: Statistical Package for Social Science pl ANOVA: n ua al n va ll fu oi m at nh z z k jm ht vb om l.c gm n a Lu n va y te re th vi t to ng ABSTRACT hi ep Higher education has become an increasingly competitive sector for developed w foreign education The number of countries that are actively involved in n lo international student recruitment has grown considerably It is important to gain a ad better understanding of the factors that influencing on intention to study overseas y th The purpose of this paper is to examine the impact of key antecedents on intention ju pl Vietnam yi of studying abroad in tertiary education of high school students in the context of ua al After pilot study, a quantitative research was utilized with a sample of 289 students n n va in some high schools in Ho Chi Minh City The Theory of Planned Behavior (TPB) ll fu was used as a framework to understand the intention to study abroad m oi Results indicate that the influences of attitude toward foreign education, advices of nh influential people and perceive behavioral control play significant role in predicting at intention to study abroad of high school students z z ht vb Overall, the results of this study may help foreign education institutions develop a k studying in English – speaking countries jm good understanding of Vietnamese students’ behavior in selecting an institution for gm Keywords: intention, theory of planned behavior, study abroad, higher education, om l.c Vietnamese students n a Lu n va y te re th t to ng CHAPTER 1: INTRODUCTION hi ep Chapter I introduces a background and an overview of studying abroad in higher education in Vietnam as well as existing studies about factors that impact on study w n oversea intention The Introduction also specifies the research objectives, scope of lo ad this study and significance of the research Chapter I also provides an overview of ju y th all chapters that will be presented in this paper yi 1.1 RESEARCH BACKGROUND pl 1.1.1 Studying abroad in higher education in Vietnam ua al n According to the Ministry of Education and Training (MoET), over 100,000 va Vietnamese students are studying abroad in 47 countries and territories Among n ll fu them, about 90% is self-funded study Viet Nam has become a productive market oi m for international institutions (Vietnamnet, 2013) nh International education is a growing export industry for many developed countries at z The US’ Open Doors 2011 report showed that the number of Vietnamese students z in the country increased by 14% during the 2010-2011 academic year Vietnam vb jm ht ranks eighth among countries and territories sending students to the US, a considerable increase compared to the 20th place five years ago and around 72.1% k gm of Vietnamese students in the US pursued tertiary education More and more Vietnamese apply for studying at the schools in the United States, Australia, New l.c a Lu countries for Vietnamese students has been expanded (Dantri, 2012) om Zealand, the United Kingdom, Singapore and so on The list of the destination n A report of Australian Education International (2014) stated that following China y te re proportion of higher education sector is high with 44% n for Australia Among the higher education, ELICOS, VET and school sectors, the va and India, Vietnam is currently the third largest international student source market th t to ng CHAPTER 5: CONCLUSIONS AND LIMITATIONS hi ep 5.1 MAIN FINDINGS w Finding 1: All of the prediction variables comprising Attitude toward the foreign n lo education, Advice of influential people (Subjective Norm), and Perceived ad Behavioral Control were found to be positive predictors of intention study abroad y th and statistically significant at varying strengths This supports past researches about ju yi the same topic such as Bobbitt & Akers (2013) indicated that approximately 54% of pl the variance in intent to study abroad in the sample can be accounted for by the al ua linear combination of TPB constructs; the research of Li et al., (2009) found that n this study has found that TPB could be well applied in China to predict potential va n students’ enrollment intention towards an offshore program although the effect of ll fu the three predictive components on intention is contingent on which country the oi m offshore program is from ; Chen & Zimitat (2006) state that Attitude, Subjective nh Norm and PBC were predictors of Taiwanese students’ intention to study in English at speaking such as Australia, USA However the greatest predictors of the intention to z z study are different in each country vb jm ht Finding 2: Subjective norm divided into two groups: advice of important people (parents, relative and teachers) and friends (peers and Alumni) In which k gm standardised beta weight of advice of important people (β=.243) bigger than peers (β=.237) This means role of parents is essential This finding did not perform in the om l.c previous researches a Lu Finding 3: Among of the three independent variables, the Perceived behavioral n control construct had a strongest relationship with the Intention (β=.237) This is an 45 th most important linear predictor of their intention to study abroad A research of y (2009) in China found that the students’ attitude toward studying abroad was the te re Sciences and Natural Resources at Texas Tech University and a study of Li et al., n Akers (2013) did a study with undergraduates in the College of Agricultural va interesting finding compared to some previously research As detailed, Bobbitt & t to ng Chen & Zimitat (2006) with Taiwanese students showed that greatest predictor of hi intention study abroad to Australia is Attitude and the most important predictor of ep intention study abroad to USA is Subjective Norm w n Finding 4: With the R square =.465 (≠ 0) and Adjusted R square =.454 and p = 000 lo ad the model-fit of this study is acceptable y th ju 5.2 IMPLICATIONS yi 5.2.1 Managerial implication pl ua al This study applies the Theory of Planned Behavior to better understand the role of n antecedents leading to intention to study oversea In managerial implication aspect, va from the findings, the study had a positive contribution in practice this study may n ll fu help foreign education institutions in English – speaking countries develop a good oi m understanding of Vietnamese students’ behavior in selection an institute Hence, at nh these institutes can improve their business performance in Vietnam market z First, Vietnamese students study abroad because they believe that foreign education z in English - speaking is developed, thus the foreign degrees are valuable worldwide vb jm ht From the view, institutes need emphasize on their academic achievements such as the ranking, the benefits of opening new career opportunities (Bobbitt & Akers, k gm 2013) om l.c Second, the advice of parents, teachers play significant roles, marketing and communication strategy should focus on parents as well as approach high schools a Lu Besides, developing a strong alumni network could be a valuable source of referral n 46 th behavior, they are likely to form a strong intention Therefore, supports of the y intention This means if students have sufficient resources to undertake particular te re And last, perceived behavioral control has an important play in predicting the n va for institutes with consideration family and friends’ recommendation t to ng government in financial aid such as partial scholarships for outstanding students, hi part-time jobs policies will attract Vietnamese students ep 5.2.2 Theoretical implications w n lo The study has contributed a scientific literature in the study abroad industry The ad construction of a theoretical model describes the impact of attitude toward foreign y th ju education, advice of influential people and perceived behavior control on intention yi to study abroad in Vietnam market The study has explored some different in the pl measurement scales from previous research The theoretical model has also adjusted al n ua for the context of Vietnam n va 5.3 LIMITATIONS fu ll While contributing valuable information in predicting the intention study abroad of m oi Vietnamese high school student in higher education, this study has a number of at nh limitations z z First, this study applied the TPB completely as Knabe (2012) identified that one of vb these limitations may lie in the Theory of Planned Behavior itself When used as ht jm conceptualized by Ajzen, the Theory of Planned Behavior does not factor in k personality, emotions and demographic variables Ajzen (1988) says these variables gm can be accounted for in the theory if (and only if) they influence the underlying om l.c beliefs that determine the Attitude toward and Subjective Norms a Lu This study used measurement scales from prior research These scales were used in n many countries, but not in Vietnam They were tested and modified before using th 47 y Perceived Subject Norms, Perceived Behavioral Control and Behavioral Intention te re modifications were not generalized Another is the actual measures of Attitude, n very small; the author just implemented the interview with interviewees Thus, the va them to examine empirical study However, the sample for qualitative research is t to ng These measures are indirect because actual observations of these behaviors are not hi feasible ep As the sample size for main survey is small and mainly focusing on students in Ho w n Chi Minh city with convenient sampling, the findings may not be represented whole lo ad students in Vietnam who intention to study oversea y th ju There is a limitation in data collection, because the information was collected only yi from high schools This is small number in comparison with appropriate 200 high pl schools in Ho Chi Minh City Thence, the study did not put the impact of income al n va examined n ua and occupation into the model; the influences of these antecedents were not ll fu Because of lack of experience in EFA analyzing, the author tested independent oi m variables and dependent variable separately Thus, the validity of scales cannot be at nh done in the correlation between independent and dependent variables z And the last limitation, although Theory of Planned Behavior constructs predict z behavioral intention, there are many factors that should be explored to fully vb k 5.4 CONCLUSION jm ht understand the intention to study abroad of Vietnamese students gm l.c This study explores the impact of theory of planned behavior constructs in om predicting behavioral intention The findings indicate four groups of factors that a Lu influencing on intention to study abroad comprising attitude toward foreign n education; advice of parents, relative, teachers, and peers and perceived behavior 48 th intention behavioral in study abroad industry in emerging market such as Vietnam y studies and may help foreign institutes in English-speaking counties to understand te re important people The findings may contribute a theoretical model for further n impact on study broad intention; following is Advice of influential people- va control The research also explored perceived behavioral control plays significant t to ng REFERENCES hi ep AEI (2014) Exhibition inforamtion Kit Ho Chi Minh City: AEI Vietnam w n Ajzen, I (1991) The Theory of Planned Behavior Organizational Behavior and Human Decision Processes, 179-211 lo ad ju y th Ajzen, I (2006) Constructing A Theory Of Planned Behavior Questionnaire Retrieved May 2014, from http://people.umass.edu/aizen/pdf/tpb.measurement.pdf yi pl n ua al BaileyShea, C (2010) Factors that affect American college students' participation in study abroad UMI Dissertations Publishing Retrieved May 2014, from http://search.proquest.com/docview/89198123?accountid=63189 va n Bhatia, A., & Anderson, R (2012) Factors Influencing Indian Student’S Choice Of Overseas Study Destination Procedia - Social and Behavioral Sciences, 46, 1706-1713 Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042812014942 ll fu oi m nh at Bobbitt, R., & Akers, C (2013) Going Global: Study Abroad Intentions of Agriculture and Natural Resource Students NACTA Journal, 57(3a), 21-27 Retrieved May 2014, from http://search.proquest.com/docview/1445180862?accountid=63189 z z ht vb k jm Chapman, D W (1981) A Model of Student College Choice The Journal of Higher Education, 52(5), 490-505 Retrieved May 2014, from http://www.jstor.org/stable/1981837 gm om l.c Chen, C.-H., & Zimitat, C (2006) Understanding Taiwanese students' decisionmaking factors regarding Australian international higher education The International Journal of Educational Management, 20(2), 91-100 Retrieved from http://search.proquest.com/docview/229109549?accountid=63189 n a Lu n va Creswell, J W (2003) Research Design: qualitative, quantitative, and mixed methoad approaches (2 ed.) Sage Publishcations, Inc y th 49 te re Dantri (2012, January 16) Rising numbers of Vietnamese study abroad Vietnam Retrieved May http://www.dtinews.vn/en/news/020/20449/rising-numbersof-vietnamese-study-abroad.html, 2014 t to ng hi ep w Daud, D., Wong, D., Ho, W K., & Lau, J (2012) Curriculum, Administrative Easiness, Educational Pricing for the Programme Enrollment Intention: A Case from a Private Higher Education Institution in Malaysia Economia Seria Management, 15(2) Retrieved from http://www.management.ase.ro/reveconomia/2012-2/15.pdf n lo Davis, L., Ajzen, I., Saunders, J., & Williams, a T (2002) The Decision of African American Students to Complete High School: An Application of the Theory of Planned Behavior Journal of Educational Psychology ad ju y th yi Knabe, A (2012) Applying Ajzen's Theory of Planned Behavior to a Study of Online Course Adoption in Public Relations Education Dissertations Marquette University Retrieved from http://epublications.marquette.edu/dissertations_mu/186 pl n ua al n va L.Leech, N., Barrett, K C., & Morgan, a G (2005) SPSS for Intermediate Statistic: Use and Interpretation (2nd ed.) London: Lawrence Erlbaum Associates, Inc ll fu m oi Li, J., Mizerski, D., Lee, A., & Liu, F (2009) The relationship between attitude and behavior: an empirical study in China Asia Pacific Journal of Marketing, 21, 232-242 doi:10.1108/13555850910950059 at nh z z Mathew, J., & Joseph, B (1998) Identifying needs of potential students in tertiary education for strategy Identifying needs of potential students in tertiary education for strategy Quality Assurance in Education, 6(2), 90-96 Retrieved May 2014, from http://search.proquest.com/docview/213732495?accountid=63189 k jm ht vb gm om l.c Naffziger, D W., Bott, J P., & Mueller, a C (2008) Factors Influencing Study Abroad Decisions Among College Of Business Students International Business: Research Teaching and Practice, 2(1) Retrieved from http://www.aibse.org/wpcontent/uploads/2012/02/NaffzigerBottMueller2008.pdf n a Lu va n Pallant, J F (2005) SPSS survival manual : a step by step guide to data analysis using SPSS Crows Nest, NSW 2065, Australia: Allen & Unwin te re y Phang, S L (2013) Factors influencing international students’ study destination decision abroad University of Gothenburg, Department of Applied th 50 t to ng Information Technology Retrieved from https://gupea.ub.gu.se/bitstream/2077/32136/1/gupea_2077_32136_1.pdf hi ep w n Sideli, K., Dollinger, M., & Doyle, S (2003) Successful Recruitment Of Business Students For Study Abroad Through Program Development, Curricular Integration And Marketing Advances in International Marketing, 37-57 lo ad Tho, N D (2011) Research Method in Business Ho Chi Minh City: Nha xuat ban Lao Dong Xa Hoi ju y th yi Thom, N T (2007) Seafood Consumption in Vietnam Master Thesis, University of Tromsø, Norway Retrieved from http://munin.uit.no/bitstream/handle/10037/1001/thesis.pdf pl ua al n Unit, I R (2014) International student enrolments by nationality in 2013 Department of Education Retrieved from https://aei.gov.au/research/Research-Snapshots/Pages/default.aspx n va fu ll Vietnamnet (2013, December 17) Bùng nổ du học tự túc, thị trường mầu mỡ Vietnam Retrieved May 2014, from http://vietnamnet.vn/vn/giaoduc/154111/bung-no-du-hoc-tu-tuc thi-truong-mau-mo.html oi m at nh z Zhang, Y L., Sun, J., & Hagedorn, L S (2013) Studying Overseas: Factors Impacting Intention of Female Students in Mainland Journal of International Students, 3(2), 140-154 Retrieved May 2014, from http://search.proquest.com/docview/1458797890?accountid=63189 z jm ht vb k Zwart, J (2013) Study Abroad Choices of Chinese Students : Factors , Influences and Motivations Quarterly Journal of Chinese Studies, 2(2), 68-90 Retrieved May 2014, from http://search.proquest.com/docview/1517926775?accountid=63189 om l.c gm n a Lu n va y te re th 51 t to ng APPENDICES hi ep Appendix A: Questionnaire (Vietnamese Version) w PHIẾU KHẢO SÁT n lo ad Chào bạn, y th ju Tôi tên Lê Thị Hồng An, làm Luận văn cho khóa học Cao Học trường Đại yi học Kinh tế Tp.HCM với đề tài “Các nhân tố tác động đến ý định du học pl ua al bậc Đại Học quốc gia nói tiếng Anh học sinh Việt Nam” n Rất mong bạn dành khoảng phút để nói lên quan điểm va n phát biểu đề cập Phiếu khảo sát Ý kiến bạn đóng góp vai trị quan ll fu trọng cho thành công nghiên cứu Phiếu khảo sát dựa tinh thần tự oi m nguyện thơng tin cá nhân bạn giữ bí mật hồn tồn nh Chú thích: Trong phạm vi nghiên cứu này, cụm từ “các quốc gia nói tiếng at z Anh” đề cập để quốc gia sử dụng tiếng Anh ngôn ngữ mẹ đẻ z ht vb Anh, Úc, Mỹ k jm PHẦN A gm Phần thể phát biểu liên quan đến việc học tập đại học nước ngồi l.c Vui lịng cho biết mức độ đồng ý bạn với phát biểu sau cách 2-Khơng đồng ý 3-Khơng có ý kiến n a Lu 1-Hồn tồn khơng đồng ý om đánh dấu vào ô tương ứng, với: va 5-Hoàn toàn đồng ý te re Mức độ đồng ý 1- Hồn tồn khơng đồng ý 5- Hoàn toàn đồng ý y th Xin vui lịng cho biết mức độ đồng ý/ khơng đồng ý bạn phát biểu việc học tập Đại học quốc gia nói tiếng Anh n 4-Đồng ý 52 t to hi ep w n 5 5 5 5 5 5 lo ht ng Học tập quốc gia nói tiếng Anh nâng cao khả Anh ngữ Danh tiếng học thuật trường Đại học quốc gia nói tiếng Anh cao so với trường ĐH Việt Nam Bằng cấp quốc gia nói tiếng Anh có giá trị so với cấp Việt Nam Thành tựu cao nghiên cứu khoa học quốc gia nói tiếng Anh yếu tố thu hút quan tâm Học tập quốc gia nói tiếng Anh, tơi có hội làm việc nước sau tốt nghiệp Bằng cấp quốc tế mở rộng hội nghề nghiệp tôi trở Việt Nam Bằng cấp quốc tế giúp tơi có công việc với mức lương cao Ảnh hưởng người xung quanh đến ý định du học bạn (trong phạm vi chọn trường, chọn quốc gia để du học) Ba mẹ tơi có ảnh hưởng lớn đến việc học đại học đâu Các thành viên khác gia đình (anh, chị…) có ảnh hưởng lớn việc tơi học đại học đâu 10 Lời khuyên giáo viên trường THPT có ảnh hưởng việc tơi học đại học đâu 11 Ý kiến bạn bè tơi có ảnh hưởng việc học đại học đâu 12 Nhận xét cựu du học sinh việc du học trường ảnh hưởng việc tơi học đại học đâu 13 Có thể học trường nơi mà bạn bè/người thân học (hoặc học) Khả kiểm soát yếu tố ảnh hưởng đến ý định du học 14 Học phí yếu tố quan trọng chọn trường đại học để du học 15 Sinh hoạt phí yếu tố quan trọng chọn nơi để du học 16 Độ dài khóa học yếu tố quan trọng chọn trường để du học (Chú thích: Ở nước có giáo dục phát triển Anh, Mỹ, Úc, chương trình ĐH năm năm tùy theo trường ) ad ju y th yi pl n ua al n va ll fu oi m at nh z z vb k jm gm 3 5 l.c om n a Lu n va y te re th 53 t to ng hi ep w n lo 17 Yếu tố thuận tiện việc trì liên hệ thường xuyên với người thân quan trọng du học nước ngoài.( du học sinh học quốc gia gần Việt Nam thuận lợi việc thăm gia đình gia đình dễ dàng thăm du học sinh) 18 Tôi nghĩ gặp khó khăn giao tiếp khác biệt ngôn ngữ du học 19 Việc thi tuyển vào ĐH uy tín/danh tiếng Việt Nam cạnh tranh nên tơi muốn du học (Chú thích: Đa số ngành học trường ĐH quốc gia Anh, Mỹ, Úc thường xét tuyển, không thi tuyển) Đánh giá mức độ ý định du học 20 Tôi xem xét việc du học 21 Việc xin du học điều quan tâm 22 Tôi mong đợi du học 23 Tôi cố gắng để du học tương lai 24 Tôi dự định du học 25 Gia đình bắt buộc du học ad 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 ju y th yi pl n ua al n va ll fu oi m at nh PHẦN B – Thông tin cá nhân z Các bạn vui lòng cung cấp số thông tin sau để phục vụ cho việc phân loại so sách z Giới tính (của người tham gia khảo sát) Nam; jm ht vb nhóm đối tượng khảo sát: Nữ k gm Lĩnh vực làm việc ba mẹ (người tạo thu nhập cho gia đình): l.c Tổ chức/Cơ quan Nhà nước Tổ chức/Doanh nghiệp tư nhân om n Hộ kinh doanh Khác y te re nhập cho gia đình) n Thu nhập (TN) trung bình ba mẹ (triệu đồng/tháng) (người tạo thu va Chủ doanh nghiệp a Lu Tổ Chức/Doanh nghiệp đầu tư nước ngoài/ Liên doanh 20≤ TN