Linear coefficients of independent variables in regression analysis 12 Trang 4 This study aims to assess how customer satisfaction, service quality, and employeesatisfaction interact in
FOREIGN TRADE UNIVERSITY FACULTY OF BANKING AND FINANCE _*** _ HUMAN RESOURCE MANAGEMENT Comparison Analysis between Lecturer Satisfaction and Student Satisfaction: The Case of FTU Group members: Le Duy Minh – 2013380015 Vu Hoang Long - 2013380013 Hoang Trong Quan - 2012380031 Trieu Minh Đang - 2013380006 Vu Duc Thien – 2012380037 Course code: QTRE403 & QTR403E Instructor: PhD Duong Thi Hoai Nhung Ha Noi – December 2022 TABLE OF CONTENTS ABSTRACT INTRODUCTION LITERATURE REVIEW AND HYPOTHESIS DEVELOPMENT 2.1 Employee satisfaction 2.2 Service quality 2.3 Student satisfaction 2.4 The interrelationship of faculty satisfaction, service quality and student satisfaction 2.5 Research framework and hypothesis 2.6 Salary and fringe benefits 2.7 Recognition 2.8 Relationship with supervisors 2.9 Relationship with colleagues 2.10 Operating procedures 2.11 Communication 2.12 Reliability (Reliability depends on handling customers' services problems) 2.13 Assurance 2.14 Tangibles 2.15 Responsiveness METHODOLOGY 4 5 8 8 9 9 RESULTS AND DISCUSSION 10 IMPLICATION AND SUGGESTION 13 CONCLUSION 15 ACKNOWLEDGEMENTS 16 REFERENCES 17 LIST OF TABLES Table Dimensions of job satisfaction and service quality based on Spector (1997) [22] and Parasuraman (1985) Table Cronbach's Alpha coefficient of dimensions in the research framework 11 Table Linear coefficients of independent variables in regression analysis 12 Table Linear coefficients of independent variables in regression analysis 12 Table Testing results 13 ABSTRACT This study aims to assess how customer satisfaction, service quality, and employee satisfaction interact inside an educational organization This study specifically examines three key relationships: (1) faculty satisfaction and service quality, (2) faculty satisfaction and customer satisfaction, and (3) service quality and customer contentment The study makes use of the 167 responses to the survey that provided the data In turn, service quality has a favorable impact on student satisfaction As a result, there is a positive association between employee satisfaction and service quality In the linear regression analysis, three out of six factors that are related to job happiness—including salary and fringe benefits, recognition, and communion—have significant relationships with lecturer job satisfaction The study also makes some suggestions for how the school might develop its policies and working conditions to improve service quality, student satisfaction levels, and lecturer job satisfaction INTRODUCTION One of every company's top priorities is raising customer happiness The benefits to the firm will increase as more customers express satisfaction with the service or product According to Harter, Schmidt, and Hayes (2002), 7,855 articles examining the subject of job satisfaction were published between 1976 and 2000 Research on the connection between service quality and employee satisfaction, or the connection between service quality and customer satisfaction across various industries, including the pharmaceutical and financial sectors service industry, etc (Hafeez, 2012) Additionally, numerous models of consumer satisfaction are being established through theoretical studies These studies discuss factors like price, customer expectations, brand image, customer features, etc that affect consumer satisfaction In these theoretical investigations, one of the most frequently emphasized aspects is that staff satisfaction affects consumer satisfaction However, there aren't many studies that examine the connections between customer happiness, service quality, and employee satisfaction, particularly in higher education Such a study calls for many surveys to be conducted on the subjects of customers and employees A further challenge in doing research is matching the data of such two subjects Through an empirical study at the Foreign Trade University, Hanoi, this research seeks to assess how customer satisfaction, service quality, and employee satisfaction interact inside an educational organization LITERATURE REVIEW AND HYPOTHESIS DEVELOPMENT 2.1 Employee satisfaction The term "job satisfaction" or "employee contentment" can mean many different things The word used to describe employee happiness is whether employees are comfortable, fulfilled, and meeting their needs and wants at work Numerous surveys claim that employee satisfaction plays a role in motivating employees, helping them achieve their goals, and fostering a positive work environment In general, the affective feeling an employee has toward their job is covered by most definitions This could refer to their attitudes regarding their employment in general or toward particular components of it, such as their coworkers, pay, or working circumstances The general psychological condition and attitude of employees toward their employment is referred to in this study as "job satisfaction" or "employee contentment." 2.2 Service quality Due to the challenges in defining and evaluating the concept of service quality, and the lack of a general consensus on either, this idea has generated a lot of interest and controversy in the academic literature The term "service quality" has a variety of "definitions" that might be used One often used definition states that the degree to which a service satisfies a customer's demands or expectations Thus, the gap between what customers expect from a service and what they actually receive can be characterized as service quality Customers become dissatisfied if perceived quality is subpar and expectations are higher than actual performance Quality in a service organization is a measure of the range to which the service delivered meets the customer’s expectations Grönroos (1984) held that service quality is made up of three dimensions "the technical quality of the outcome", "the functional quality of the encounter" and “the company corporate image”.Parasuraman et al (1985) defined perceived service quality as a form of attitude, related to but not equivalent to satisfaction, resulting from a comparison of expectations with perceptions of performance 2.3 Student satisfaction Consumer satisfaction is the term used to describe how a customer feels about a service's overall performance A consumer can develop a devoted following after expectations are met or surpassed, although this always depends on the individual's experience and perception of quality When a person experiences a performance or an event that meets his or her expectations, that person may feel satisfied The relative degree of expectations and perceived achievement are two factors that influence satisfaction The students may be excited even before they start college, so it is important for the researchers to find out what the students are looking forward to before they start college The primary target audience for educational institutions should be students, who should also be the center of attention As a result, service firms' top priority is almost always customer happiness Consumers who attend universities always have expectations, and when those expectations are met, those customers become more satisfied and devoted to the institution 2.4 The interrelationship of faculty satisfaction, service quality and student satisfaction Since the client's experience during a specific service encounter has been thought to be the basis for measuring customer satisfaction, it is consistent with the idea that customer happiness is influenced by factors such as service quality, which is determined by the results of services provided by service providers in organizations Customer and staff happiness are positively correlated, according to studies The serviceprofit chain suggests that giving employees a superior internal working environment would result in content employees who are loyal to the company and capable of giving consumers a first-rate service experience, which will lead to satisfied customers The orientation and happiness of the internal consumer are always prerequisites to those of the external customer Kuei discovered that there is additional data to justify a connection between higher employee satisfaction, better product quality, and higher customer satisfaction This is because customer retention, staff happiness, and internal service quality are all positively correlated According to Massad, Heckman, and Crowston (2006), employees' customer service can improve relationships with clients and, in some situations, boost client loyalty It takes satisfied faculty members to help students see the value of their education and make them happy with their overall experience A study that looked at what aspects of the educational system affect students' satisfaction the most found that lecturers and professors have a big impact If teachers are happy in their jobs, they will be efficient and competent in delivering the required learning results Students are more likely to become immersed in their studies and greater work when they are happy with their professor and institution According to Deming (1986) [20], most people form their opinions based on the people that they see, and they are either dissatisfied or delighted, or some other point on the continuum in between In order to provide students with high-quality services, universities must oversee every aspect of the student's connection with all of their service offerings, especially those involving their personnel Services are provided to individuals, and the crucial times People are given services, and the important times can make or break the reputation of a university.ching or administration, or non-contact personnel in management or administrative jobs, all workers of a university should uphold the principles of outstanding customer service in order to achieve complete student satisfaction Customers who are satisfied with a product or service are loyal, and satisfied students are more likely to choose to enroll in another course or attend another lecture by the same lecturer The lecturer's performance in the classroom, how they gave feedback to students throughout class and on their tasks, and how they interacted with them were all key themes 2.5 Research framework and hypothesis Based on the literature review, this study looks at job satisfaction based on the following six criteria: pay and benefits, supervision, operational processes, coworkers, communication, and promotions and other possible incentives These measurements were acquired from Spector (1997) [22], but some changes were made to make them more suitable for the FTU environment Document continues below Discover more HR from: management Trường Đại học… 5 documents Go to course 15 HRM Group Final Report HR management None Table Dimensions of job satisfaction and service quality based on Spector (1997) [22] and Parasuraman (1985) HRM-final-1 - final Dimensions Definition Salaries and Fringe benefits Salary, raise, and monetary and nonmonetary fringe perksHR satisfaction 10 Promotion and Contingent rewards (recognition) Satisfaction with possibilities for advancement, gratitude, recognition, and prizes for excellent performance None management Supervision BẢN CHẤT Gratitude for the individual's direct supervision CỦA THU HÚT NHÂN TÀI VÀ… Operating procedures Gratitude for the5functioning principles and HR practices Co-workers Coworker satisfaction None management Communication Satisfaction with internal communications Reliability Ability to deliver the Tình promised service hình nguồn precisely and dependably Assurance Knowledge, politeness, and the capacity to inspire confidence in the HRclient toward the service provider nhân lực None management Tangibles Physical infrastructure, machinery, people, and communication materials' appearance Empathy Providing consumers with compassionate, personalized attentionĐề cương môn Responsiveness commitment to assist clients and quick 24 response time Khoa học quản lý quản lí hành chín… 100% (1) 2.6 Salary and fringe benefits Even though the majority of people place a high value on money, research has shown that just because someone earns more money doesn't imply they are definitely content with their Đề cương Logistics career [23] A high salary is crucial, but it's even more crucial that incomes are allocated Mangaement properly because this is connected to work satisfaction and employee motivation Spector 25 (1997) [22] divides fringe benefits into monetary and non-monetary advantages Increased quản lý dự 100% (1) attention-grabbing intrinsic and extrinsic fringe benefits may enhance employee performance án and boost loyalty to the company [24] In Vietnam, wages and benefits are combined since it appears that employees are more concerned with the overall package than simply the money This is especially true for people who work at public educational institutions 2.7 Recognition People's conduct and responses to work are influenced by their beliefs of fairness [23] According to Martins and Coetzee (2007) [25], an employee's motivation and the culture of the organization depend on how effectively their desires and objectives mesh with those of the company Promotions provide chances for growth personally, new responsibilities, and more social status [26] People are more likely to be happy when they feel their promotional possibilities are fair [22, 26] If workers feel their job isn't valued or if they don't believe their incentives are appropriate, fair, or connected to their performance, they may be dissatisfied [26] According to the reinforcement theory of motivation, rewarding behavior-related activities encourages people to carry them out more frequently [23] Conditional incentives are in favor of this notion These two concepts are combined into one concept in this study called "recognition." 2.8 Relationship with supervisors The activities of a direct supervisor have an impact on job satisfaction as well [22] When a direct supervisor is considerate, polite, recognizes good work, pays attention to employees' suggestions, and takes an interest in them, employee satisfaction increases [26] The third theory is presented 2.9 Relationship with colleagues Having supportive and amiable peers increases job satisfaction [26] How content someone is at work may depend on the people they work with, the groups they belong to, and the culture they are exposed to 2.10 Operating procedures All regulations, rules, processes, and requirements in the workplace with which employees must comply are included in operational procedures The more clear and uncomplicated the work, the happier the workers [22] 2.11 Communication People may be motivated to work hard and communicate with one another by setting clear goals, receiving feedback on how effectively those goals are being accomplished, and rewarding desired behavior Employees will be more content with their work when there are fewer errors, ambiguities, and inconsistencies in internal communications [26] After researching the relationships between impact variables and faculty satisfaction to find out what the link is between total faculty satisfaction and service quality, the following hypothesis is made: 2.12 Reliability (Reliability depends on handling customers' services problems) Handling customer service problems, doing services right the first time, doing services on time, and keeping a record that is free of mistakes are all ways to be reliable Furthermore, they claimed that the most crucial component of traditional service is reliability Accurate order fulfillment, an accurate record; correct estimate; accurate invoicing; accurate commission calculation; and keeping services promises are all examples of reliability He also stated that the most crucial component in banking services is dependability [27] 2.13 Assurance According to Parasuraman et al (1985) [8,] assurance is defined as workers' expertise and civility, as well as their capacity to inspire trust and confidence According to Saad Andaleeb and Conway (2006) [28], assurance may be less relevant in businesses where the risk is larger and the consequence of utilizing the service is unpredictable Assurance denotes the courteous 2.14 Tangibles Tangibility was described by Parasuraman et al (1985) [9] as the look of physical facilities, equipment, staff, and textual documents Tangibility was defined as modern-looking equipment, a physical facility, well-dressed workers, and aesthetically appealing contents 2.15 Responsiveness "Responsiveness" is defined as "a readiness to assist clients and deliver quick service" [29] This dimension is focused on responding to client requests, queries, and complaints in a timely and responsive manner It also entails understanding customers' requirements and desires, flexible working hours, personalized attention given by personnel, responsiveness to difficulties, and customers' safety in their transaction [30] METHODOLOGY Based on Spector's (1997) study of the determinants of job satisfaction and SERVQUAL aspects of service quality, two questionnaires were created, each with minor adjustments to make them appropriate for the Vietnamese education sector The two questionnaire surveys are divided into three sections: Part with demographic data, Part with job happiness for lecturers, Part with faculty involvement and survey expectations, and Part with demographic data, Part with student satisfaction, Part with student experiences and survey expectations Items in the questionnaire created for this study were measured using a fivepoint Likert-type scale The lecturer survey questionnaire consists of 37 items, of which are related to salary and fringe benefits, of which are about recognition, of which are about relationships with coworkers and supervisors, of which are about operating procedures, and of which are about communication There are also items that ask about overall job satisfaction for lecturers At Foreign Trade University of Hanoi, the SERVQUAL questionnaire is used to measure students' expectations and perceptions of service quality It has five items that measure overall satisfaction with service quality and 26 items that represent the service quality dimensions of dependability (4 items), assurance (6 items), tangibles (7 items), empathy (5 items), and responsiveness (4 items) The case study's quantitative data collection process was anticipated to involve a sample of 130 students, as well as 70 faculty members and staff In the end, 98 responses from students (including 81 online responses and 17 printed responses) and 52 responses from faculty (including 38 online responses and 14 printed responses) were received, corresponding to response rates of approximately 75% and 60%, respectively, for each subject RESULTS AND DISCUSSION It is important to evaluate the validity and reliability of the scale before conducting any hypothesis testing As a result, we use the Exploratory Factor Analysis method to demonstrate the precision and dependability of the service quality and job satisfaction measures (EFA for short) For additional analysis, items with factor loadings greater than 0.5 will be preserved It is found that variables for each factor of job satisfaction and service quality have correlation in the entire scale (0.5 0), this indicates that the impact of independent variables on student satisfaction is favorable The finding of an adjusted R-square value of 65 implies that six variables, including compensation and fringe benefits, recognition, supervision, operating procedures, coworkers, and communication, can explain 65% of the variance in lecturer satisfaction Table displays the three factors with p values less than 0.05 that significantly affect work satisfaction These components have beta coefficients of 0.246, 0.571, and 0.515, respectively, and suitable values for Tolerance (> 0.0001) and VIF (10) They are Salary and Fringe Benefits, Recognition, and Communication Relationships with coworkers, operating procedures, and relationships with supervisors did not significantly affect how satisfied lecturers were with their jobs (with p values bigger than 0.05) Table Linear coefficients of independent variables in regression analysis Beta Sig Tolerance VIF RELIABILITY 0.126 0.021 0.316 1.451 RESPONSIVENESS 0.071 0.000 0.385 1.864 ASSURANCE 0.124 0.000 0.341 2.344 EMPATHY 0.201 0.101 0.286 1.792 TANGIBLE 0.576 0.025 0.497 1.456 Table Linear coefficients of independent variables in regression analysis Beta Sig Tolerance VIF Salary and Fringe benefits 0.246 0.018 0.301 1.261 Recognition 0.570 0.001 0.425 1.657 Relationship with supervisors 0.131 0.129 0.271 2.136 Operating procedures 0.160 0.071 0.302 1.642 Relationship with Co-workers 0.143 0.081 0.308 1.020 Communication 0.562 0.016 0.512 1.334 The findings of the regression analysis for work satisfaction and service quality confirmed hypothesis 12 Table provides a summary of the regression findings Three more hypotheses, H3, H4, and H5, are not supported by the data, but nine hypotheses, H1, H2, and 12 H6, H7, H8, H9, H10, H11, and H12 are Table Testing results Hypothesis Content Result H1 There is a positive relationship between Salary and fringe benefits and lecturer job satisfaction Supported H2 There is a positive relationship between recognition and lecturer job satisfaction Supported H3 There is a positive relationship between Relationship with Supervisors and lecturer job satisfaction Not Supported H4 There is a positive relationship between Relationship with co-workers and lecturer job satisfaction Not Supported H5 There is a positive relationship between operating procedures and lecturer job satisfaction Not Supported H6 There is a positive relationship between communication and lecturer job satisfaction Supported H7 There is a positive relationship between Reliability and student satisfaction Supported H8 There is a positive relationship between Assurance and student satisfaction Supported H9 There is a positive relationship between Tangibles and student satisfaction Supported H10 There is a positive relationship between Empathy and student satisfaction Supported H11 There is a positive relationship between Responsiveness and student satisfaction Supported H12 There is a positive relationship between faculty satisfaction and service quality Supported IMPLICATION AND SUGGESTION Table shows that the data only supports three of the five hypotheses on work satisfaction Recognition (H2) has the most beneficial influence on lecturer job satisfaction This dimension includes dependent incentives and advancement chances The merit-based incentive system and opportunities for growth have a considerable influence on the retention of lecturers in the profession This conclusion is consistent with the findings of other studies, as described in the preceding section As a result, institutions should create a transparent performance evaluation system in order to boost the Recognition factor Two of the most 13 important aspects in achieving lecturer job satisfaction are obviousness and fairness Furthermore, the merit incentive should be as clear as feasible When an employee's voice is appreciated and heard, he or she is inspired to offer more to the business Employees feel more secure when they are recognized by their peers or bosses Giving praises or compliments, as well as how leaders it, have an impact on faculty job satisfaction Every incentive and promotion activity has an influence on faculty work satisfaction How to treat employees fairly and make them happy with the organization's culture and rules is a skill in human resource management Furthermore, communication (H6) has a significant impact on lecturer job satisfaction In this area, 54.24% of professors say their ideas are appreciated and listened to at work Furthermore, 73.33% believe they understand their job responsibilities/duties as well as the performance expectations for their roles Furthermore, the majority of them (54.24%) say they receive appropriate training to execute their professions It demonstrates the importance of information exchange in the academic workplace Another element influencing lecturer job satisfaction is Salary and Fringe benefits (H1) This means that compensation and other fringe benefits like insurance, yearly leave, maternity leave, and so on are critical for lecturers to be satisfied with their jobs The other three characteristics, including relationships with supervisors and coworkers as well as Operating procedures had no statistically significant link with lecturer job satisfaction This study's conclusions contradict prior studies on work satisfaction The explanation might be because education is quite particular and distinct from other areas In an academic context, instructors operate somewhat independently of their colleagues As a result, their relationships with coworkers have no substantial influence on their job happiness Furthermore, lecturers have so much independence in academic employment that their connection with supervisors has little impact on their job For the analysis of student satisfaction, the Tangibles factor (H9) has an incredibly strong correlation with student satisfaction This approach is founded on what students have personally observed about the learning environments and physical support they receive in class A significant portion of students (44.76%) disagree that academic facilities are sufficient for meeting professionals and practices Accordingly, 45.71% of visitors not think that campus amenities (such as Wi-Fi and the elevator) are of good quality As a result, 35.24% of them express dissatisfaction with the preparation and organization of the classes (facilities, learning materials) However, 36.19% appreciate the school's effort in providing pupils with necessary reading in English, such as books, journals, magazines, newspapers, and so on In general, students are dissatisfied with the campus amenities To attain increased student satisfaction, this area must first be improved Furthermore, assurance and reliability factors (H8 and H7) have a beneficial impact on student satisfaction These criteria include students' perspectives on lecturers' credentials, the dependability of academic programs, and the school's and lecturers' capacity to keep their commitments to students The majority of students (60.95%) believe that lecturers are wellversed in their disciplines Furthermore, just 26.92% of students believe that the school curriculum meets their future professional development needs Though developing a practical 14 curriculum at the university level is a difficult endeavor, it is critical to establish student trust The more delighted they are with their institutions, the more confident they are in their future schooling The last characteristic associated with student satisfaction is Responsiveness (H11) This reflects students' perceptions of intangible characteristics such as faculty attitudes and timeliness in assisting students, as well as institutional norms A considerable percentage (46.15%) demonstrates that academic faculties answer students' difficulties on time Furthermore, 47.63% of students believe that academic faculty members have a constructive approach toward resolving student difficulties In general, student satisfaction with this dimension is satisfactory (Mean = 3.1619) Despite the fact that all three relevant elements have satisfactory mean indices (> 3.0), student satisfaction is low (Mean = 2.8183) According to the data processing, just a fifth (25.71%) of students are content with their decisions to study at the school, while 35.24% are unsatisfied with their enrollment at the school and 39.43% would not recommend the school to friends or family members With this level of student happiness, the school should focus more on improving these five variables related to training service quality in order to boost the degree of satisfaction Additionally, the H8 and H7 assurance and reliability variables also have favorable effects on student satisfaction These considerations include students' opinions of lecturers' credentials, the validity of the academic program, and the potential for the school and lecturers to fulfill their commitments to students Students generally agree that lecturers are well-versed in their fields (60.95%) Furthermore, just 26.92% of students say that the curriculum at their school meets their needs for future professional growth Although creating a realistic university curriculum is a difficult endeavor, it is crucial to establish a student's trust Students are more confident in their future education as they become more happy with their schools CONCLUSION This article investigates the elements that influence lecturer job satisfaction and student satisfaction with the quality of training services at FTU The linear regression analysis of data acquired from questionnaire surveys with 167 responses revealed that three of six factors linked to job satisfaction (including salary and fringe benefits, recognition, and communication) had an influential association with lecturer satisfaction The school should improve its policies and working environment in relation to these three variables in order to increase lecturer job satisfaction, with emphasis given to elements that have a greater impact on lecturer job satisfaction As a result, the first three variables to consider should be recognition, communication, and salary and fringe benefits The following three variables should be considered to improve lecturer job satisfaction: Relationships with supervisors, Relationships with coworkers and Operating procedures Furthermore, the three criteria of training service quality (tangibles, reliability, and responsiveness) have an impact on student satisfaction The school should improve its training quality to increase student satisfaction by focusing on the three elements that have 15 the greatest impact on student satisfaction As a result, the first two variables to enhance should be Tangibles and Reliability To increase student happiness, the school should focus more on enhancing its facilities such as the lecture hall, campus, internet, instructional materials, and library, among others The following three elements should be considered in the following order: Reliability, Assurance, and Responsiveness ACKNOWLEDGEMENTS The authors gratefully acknowledge the contribution of PhD Duong Thi Hoai Nhung for supporting group to complete this article 16 REFERENCES [1] Harter, J., Schmidt, F and Hayes, T (2002) Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis Journal of Applied Psychology, 87(2), pp.268-279 [2] Hafeez, S (2012), The Impact of Service Quality, Customer Satisfaction and Loyalty Programs on Customer’s Loyalty: Evidence from Banking Sector of 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Update, 8(1), pp.8-9 [15] Cronin, J and Taylor, S (1992) Measuring Service Quality: A Reexamination and Extension Journal of Marketing, 56(3), p.55 [16] Spinelli, M and Canavos, G (2000) Investigating the Relationhip between Employee Satisfaction and Guest Satisfaction Cornell Hotel and Restaurant Administration Quarterly, 41(6), pp.29-33 18 More from: HR management Trường Đại học… 5 documents Go to course 15 HRM Group Final Report HR management None HRM-final-1 - final 10 HR management None BẢN CHẤT CỦA THU HÚT NHÂN TÀI VÀ… HR management None Tình hình nguồn nhân lực HR management More from: Minh Ngọc 999+ None