Khóa luận tốt nghiệp: Digital transformation in higher education: a case study in Vnu – university of economics and business

University of Economics and BusinessFaculty of Political Economy GRADUATION THESIS DIGITAL TRANSFORMATION IN HIGHER EDUCATION: A CASE STUDY IN VNU - UNIVERSITY OF ECONOMICS AND BUSINESS

University of Economics and Business

Faculty of Political Economy

AND BUSINESS Intructor : TH.S NGUYEN TH] PHUONG ANH Author : DUONG VIET HOANG

Studen : 20051054

Class : QH2020-E KINH TE CLC 1

Training System : CLC

Hà Nội — Tháng 10 Năm 2023

University of Economics and Business

Faculty of Political Economy

GRADUATION THESIS

DIGITAL TRANSFORMATION IN HIGHER EDUCATION:

A CASE STUDY IN VNU - UNIVERSITY OF ECONOMICS

AND BUSINESS

Intructor : TH.S NGUYEN THI PHUONG ANH

Author : DUONG VIET HOANG

Studen : 20051054

Class : QH2020-E KINH TE CLC 1

Training System : CLC

Hà Nội — Tháng 10 Năm 2023

DECLARATION OF INTEGRITY

I, Duong Viet Hoang, hereby declare that the graduation thesis “DigitalTransformation in Higher Education: A Case Study in VNU - University ofEconomics and Business” has been entirely conducted independently under theguidance of Dr Nguyen Thi Phuong Anh

The data and information in the graduation thesis have clear sources andhave been collected from authoritative sources The results and information in thegraduation thesis are entirely truthful and reflect my independent research work

I take full responsibility for any issues related to the content of the thesis

In order to complete the research endeavor titled "Digitalization in HigherEducation: A Case Study in VNU - University of Economics and Business" Iextend our sincere gratitude to the leadership, collective body of officials, andexperts of the Faculty of Political Economics, University of Economics andBusiness, National University of Hanoi, for their assistance and provision of

favorable infrastructure and instructive information throughout the research

process.

Simultaneously, I wish to express our profound appreciation too - the

supervising lecturer, for her dedicated guidance Dr Nguyén Thi Phuong Anh

-the supervising lecturer, for her dedicated guidance

J also wish to sincerely thank their families, relatives, and friends who haveconsistently provided support, encouragement, and facilitation throughout the

entirety of this research endeavor Lastly, I extend my gratitude to the cooperation

of the survey participants, whose objective data contribution greatly aided in the

completion of this research topic

Acknowledging the limitations in my knowledge and theoretical capabilities,

my research work may still harbor certain imperfections and constraints I humbly

anticipate guidance and contributions from our esteemed mentors to refine and

enhance the completeness of our research project

With gratitude!

TABLE OF CONTENT

Contents

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4.1 The digitalization in University of Economics and Business 58

4.2 Discussion and Implication from the quantitative results 60COMCIUSION 1 ::s:cssrsssssssssesesssssrsssessscesoreosssssssosooessseessssessesovessssssssosesessses 62Limitations and Future Research -. ccccccsccc.c.c OBREPCTENCES sssscsessssesssssesesesssssssessasesesssssnssssasovesnssassensasoseveasssssssasaceseses 64

LIST OF TABLE

Table 3.1: Survey sample statistics

Table 3.2: Name of the factors and symbols

Table 3.3: Cronbach’s Alpha reliability analysis

Table 3.4: KMO and Bartlett’s Test

Table 3.5: Rotated Factor Loadings

Table 3.6: KMO and Bartlett’s Test

Table 3.7: Rotated Factor Loadings

Table 3.8: Factor grouping tables

Table 3.9: KMO and Bartlett’s Test

Table 3.10: Rotated Factor Loadings

55565759596061616263

LIST OF FIGURES

Figure | Digital transformation framework by Google 25

Figure 2 Digital transformation framework by Microsoft

Figure 3 Conceptual model and hypothesis 40Figure 4 Research process

LIST OF ABBREVIATIONSABBREVIATIONS MEANING

DT Digital transformation

HEI Higher education institution

VNU Vietnam National University

UEB University of Economics and Business

MOET Ministry of Education and Training

EFA Exploratory factor analysis

SEM Linear structural equation modeling

CFA Confirmatory factor analysis

KMO Kaiser-Meyer-Olkin

DQA Digital Learning Experience Quality and Assurance

DSC Digital Learning Experience Satisfaction and

Confidence

1 Research rationale

In recent years, HEIs or universities have experienced many revolutionary

changes toward digitalization (Hashim et al.,2022) This outcome can beattributed to various factors, including reduced government support for highereducation, particularly in terms of financial resources, the heightened competitionbrought about by globalization, and the opportunities offered by digitaltechnologies (Littlejohn et al.,2018; Flavin, M 2017; Buchanan et al, 2015).Moreover, due to the impact of the COVID-19 pandemic has presented

unprecedented challenges to education systems Closing schools or universitiesand canceling all face-to-face activities have become a COVID-19 inevitablereality in most parts of the world and have forced higher education institutes to

adopt remote teaching, learning and assessment approaches (Gamage,

However, these revolutionary steps still need to be re-evaluated due to thepotential challenges they may pose, (Gamage, K.A.,2022) which, in many cases,

can have unintended consequences for universities and their students

Traditionally, the progressive steps universities take, such as digitaltransformation, require careful research, planning, testing, and ongoingreassessment throughout the implementation process For success to be achieved,HEIs must integrate technology with strategy in all aspects, which often takes aconsiderable amount of time Accelerating plans originally designed to unfold

over several years in a short time frame can have adverse consequences,significantly affecting both teaching staff and students This is one of the primary

reasons why the author need to reassess our digital transformation processes.Furthermore, (Hrustek et al.,2019) and many other scholars recognize Digital

Transformation as an emerging trend in education, particularly after COVID-19

After researching, the author sees that studies evaluating the digitaltransformation process at HEIs, especially in developing countries with limitedtechnology and resources in the context of post-COVID-19, are still scarce The

study focuses on the specific case of VNU - University of Economics andBusiness (UEB), a leading institution in Vietnam with financial resources or the

capacity to adopt technology are significant compared with other HEIs inVietNam By examining the experiences and outcomes of digitalization at UEB,

by evaluating its impact on the student experience ,the author aim to shed light onthe broader implications of digital transformation in higher education and its

potential to enhance educational quality and accessibility

2 Research objectives

The primary objective of this research is to offer a comprehensive

understanding of digital transformation within HEIs It seeks to provide valuableinsights into the strategies, challenges, and results of the digitization process

within HEIs By doing so, this research aims to contribute to the broader

conversation on the significance of technology in academia Additionally, itendeavors to promote a mindset of Digital Transformation, which can enhancestudent learning and stimulate innovation

3.Scope of the study

- Timeline scope of survey: September 2023 - November 2023

- Sample scope: Student study at UEB

- Subject scope: Study conducts research mainly on students studying at

UEB

4 Research method

The research employs a combined approach of qualitative and quantitative

methods

Qualitative methods involve analyzing previous articles to examine the

challenges, current status, and future trends of digital transformation This aids in

identifying the influencing factors that drive as well as impact digital

transformation

- Quantitative analysis involves processing data through Excel and then

running it on statistical software such as STATA and SPSS The purpose ofquantitative processing is to test the research hypotheses put forth and to examinethe suitability of the research model

5 Contribution

The primary objective of this research is to offer a comprehensive

understanding of digital transformation within higher education institutions

It seeks to provide valuable insights into the strategies, challenges, andresults of the digitization process within higher education institutions By doing

so, this research aims to contribute to the broader conversation on the significance

of technology in academia Additionally, it endeavors to promote a mindset of

digital transformation, which can enhance student learning and stimulateinnovation

6 Structure of the thesis

Apart from the introduction and conclusion, as well as limitations, theresearch is divided into four main chapters as follows

+ Chapter 2: Research Method

+ Chapter 3: Research Result

+ Chapter 4: Discussion and Implications

Chapter 1: Literature review and Theoretical foundation

1.1 Literature research overview and research gap

1.1.1 Literature research overview on digital transformation in HEIs.Recent studies have shown that the use of digital technology has been getting

a lot of attention across various academic fields However, there's a clear lack of

academic investigations specifically in the context of higher education In thisunique context, the shift to digital methods has mostly been looked at in

combination with particular technologies used to make operations more efficientand help higher education institutions stay competitive in a world that's constantly

changing

For example, Alam (2021) looked at how sustainable online technology is as

a solution for higher education institutions in developing countries, checking if

they can keep going even when things get tough Also, Alam and Parvin (2021)tried to understand how teaching online affects students' grades and how prepared

they are for jobs These studies are important because they show how technologycan make a big difference, especially during uncertain times like those caused bythe pandemic Also, Alam and Asimiran (2021) expanded on this by hinting at aplan for how to use technology strategically to help emergency teaching But westill need more research to understand all the complicated ways different parts oforganizations change because of technology

Respected scholars have also been looking at how digital technologies affect

the skills people need for their jobs They've been checking how good educatorsare at using digital tools (Núñãez-Canal et al., 2022; de Obesso et al., 2023) Onthe other hand, some researchers have been focusing on how digital technology

can make teaching better For example, Grijalva et al (2022) suggested that using

game-like methods could make teaching better quality

The research of Mohamed Hashim in 2022, examined the process and thetrends in digital transformation strategy in higher education, during the period

2014 till 2021 The study explored a comprehensive approach that interlinkedsignificant changes, continuous learning, entrepreneurial practices, digitalskillsets, and the advantages derived from digitalization It was evident thatachieving digital transformation necessitates a broad spectrum of advancements,encompassing learning and skill development, technical and procedural

alterations, and cultural shifts, especially when universities focus on vital

components such as Artificial Intelligence, Cloud Computing, and Big Data Thisresearch emphasized the imperative for entire university ecosystems to prioritizethe fundamental objectives of digitalization and how it can enrich the educationalexperience and overall value for students and stakeholders Consequently, there

exists a pressing necessity to formulate higher education models specifically

geared towards examining the impact of these radical digital changes

The research of Mamdouh Alenezi in 2021 attempted to contextualize thedigital transformation in the context of higher educational institutions The study

explored how top companies' maturity models could be used to measure thereadiness of such institutions for digital evolution The paper also introducedframeworks and models from prominent firms like KPMG, Google, and

Microsoft, proposing strategies for the digital transformation of higher educationinstitutions The findings revealed that digital transformation in higher education

lags behind other industries and businesses due to various challenges Theseinclude immediate priorities overshadowing long-term focus, decentralizeddecision-making processes, internal resistance to change, insufficient digital

literacy among faculty exacerbated by the generational gap between digitally

savvy students and faculty, and a limited perspective on Return on Investment(ROD

In 2023, Wang and colleagues conducted research to assess what motivates

the digital transformation of higher education The study presented an MCDM(Multi-Criteria Decision-Making) framework focusing on q-ROFSs and also

introduced an integrated framework, the q-ROF-MEREC-SWARA and CoCoSoapproaches combined, termed q-ROF-MEREC-SWARA-CoCoSo The study

highlighted that while many universities aim to create clear digital strategies to

adapt to significant changes brought about by new technologies, these institutionsstill lack the capacity, vision, or dedication to effectively implement these

technologies

Especially In 2021, Sumi and their team researched the satisfaction oflearners using electronic learning services, employing the SERVQUAL model.The study identified six factors that affect service quality in the realm of digitaltransformation: Learning content, Reliability, Responsiveness, Assurance,Empathy, and Website design The findings indicated that besides theconventional factors, learning content, the quality of the website service

significantly influences how students perceive service quality Giving attention tocontent development and continuous improvement by instructors, teachers, and

administrators can potentially enhance engagement and satisfaction among

learners

In Vietnam there are several research on digital transformation in HEIs,forexample Giang et al Analyze the characteristics of the digital university model todetermine criteria for assessing readiness of the digital transformation process

Lan et al Emphasize the combination of traditional and modern values ineducating young generations to preserve traditional values, good ethics andexercise health through sports games Or Loc et al Determine the information

technology competency framework of teachers including 10 componentcompetency groups indicators and levels according to each manifestation And

finally Nguyen, building a model to predict teachers' technology acceptance by

combining the Technology Acceptance Model (TAM) with TechnologicalPedagogical Content Knowledge (TPACK) and teachers’ innovativeness

1.1.2 Literature research overview on student satisfaction

In general, within the scientific community, there have been numerous

research papers focusing on student satisfaction, most of which utilize theSERVQUAL model to evaluate factors influencing service quality or student

satisfaction For instance, Saliba and colleagues conducted an assessment ofhigher education services in 10 diverse Higher Education Institutions (HEIs)worldwide, encompassing countries like Iran, Brazil, Poland, among others This

study involved both private and public HEIs, utilizing the SERVQUAL model.The research focused on four key factors: Tangibles, Reliability, Responsiveness,and Empathy The findings highlighted that among these factors, Reliability andResponsiveness emerged as the two most crucial elements in evaluating thequality of higher education services

Furthermore, Soares with his college in 2017 conducted an research on morethan 360 students at University of Campinas, Brazill, evaluated administrative

services in this higher education institution using SERVQUAL model The studyfocuses mainly on 5 main dimensions including tangibility, reliability, readiness,safety and empathy The result show that safety and tangibility are two mostimportant factors that HEI need to prioritize

In addition to using the SERVQUAL model to assess student satisfaction,

recent researchers have developed a new model based on the SERVQUAL model,but with a more focused evaluation specifically tailored for higher education

institutions (HEIs) This new model is called HESQUAL(higher educationservice quality) for example Muhammad conducted a research in 2019 usingHESQUAL to measure student satisfaction The study was conducted on 380enrolled students from 28 different higher education institutions (HEIs) inPakistan The collected data was examined with the help of SPSS and AMOS toinvestigate SQ and students satisfaction The factor-analysis and parallel-analysis

were also used for the factorization of data The SEM technique was applied for

the testing of hypotheses The CFI, GFI, RMSEA and SRMR indices were usedfor the model fit By utilizing the HESQUAL model, the authors identified fivefactors that impact student satisfaction which are administrative, supportfacilities, core education, physical environment and transformative.

1.1.3 Research gap

These studies provide valuable perspectives However, while they offer abroader view that might contribute to a more objective understanding of the state

of digital transformation, their utility might be limited due to the wide-ranging

financial and technological resources available in different universities

Moreover, these studies primarily focus on developed countries, lacking insightsfrom developing nations where resources are more limited Especially in the

postCovid-19 era, these countries have been compelled to accelerate their digitaltransformation, a process that ideally should have been carried out over severalyears to adapt to the pandemic After thorough research, I've observed a

significant research gap: the absence of quantitative studies regarding the impact

of digital transformation on student satisfaction, particularly post-COVID

This research aims to reassess the digital transformation in higher education,particularly focusing on a specific university - UEB — which, despite being in a

developing country, possesses certain resources It is hoped that this article willoffer a more diverse perspective on digital transformation in education

1.2 Theoretical foundation

1.2.1 Definition of digital transformation

The study of digital transformation has attracted considerable attention in

recent years (Vial, G ,2019; Bresciani, S et al.,2021), this process is necessaryfor all organizations claiming to be change leaders and competitive in their

relevant domains(Wang et al., 2023) Despite that In the research community,

there is no specific definition of digital transformation (Mergel ,2019), there aremany version of it throughout time for instant (Wang et al., 2023) view that digital

transformation (DT) addresses the transformations within a company's businessmodel brought about by digital technologies, which may result in productmodifications, adjustments to the organizational structure, or the automation ofprocesses After that (Gobble 2018) defined digital transformation as “theprofound transformation of business activities and organizations, processes,

competencies and models, for the maximum transformation of the changes and

opportunities of a technology mix and its accelerated impact on society, in astrategic and prioritized way” However, we find that the definition of (Vial,G.,2019) is the most suitable They view digital transformation as “a process that

aims to improve an entity by triggering significant changes to its propertiesthrough combinations of information, computing, communication, and

connectivity technologies” Digital transformation affects many aspects ofcompanies, such as the acquisition of digital resources, the design of digitalgrowth strategies, the change of internal organizational structure, and thedefinition of proper metrics and goals (Verhoef et al., 2019) Digitaltransformation sometimes can be considered an evolutionary process due to theadoption of digital technologies and capabilities resulting in the development of

advanced, new business models, enhanced operational efficiency, and improvedservice delivery

With the continuous emergence of new technologies, digital transformationhas become crucial in every industry and also the nation To keep up with this

trend, since 2020, The Vietnamese government has approved the "NationalDigitalization" program A program to encourage digital transformation not only

in education but also in all industries Before diving into deep, it's essential to note

that digital transformation involves technological changes not only in certainaspects of society but also across entire communities and sectors Digitaltransformation is crucial for every company and enterprise as it determines their

survival (Li et al ,2018) Digital transformation is often considered costly in both

time and money, It requires careful research, planning, testing, and ongoingreassessment throughout the implementation process However, this processshould be seen as something other than a threat but rather as an opportunity forgrowth and development.

1.2.2 Definition of higher education

In the World Declaration on higher education, the concept of highereducation is defined as “all types of studies, training or research training at thepostsecondary level, provided by universities or other educational establishments

that are approved as institutions of higher education by the competent state

authorities” (Klašnja-Miliéevié et al., 2021) Basically, it covers all activitiesrecognized by a country as higher education, such as those that take place at

contemporary educational institutions, universities, and polytechnics, as well asshort-term training, educational studies, and specialized courses intended for abroad range of student populations

Higher education has a significant contribution to socio-economic

development (Palanithurai, G.,2010) Through the ability to grow and develop

human resources (Ahmad, S., 2012) higher education can have considerableinfluence on the wealth and future of a nation (Das, P.K 2010) And could be

considered as the backbone of a nation

However, higher education institutions all around the world are facingchallenges such as reduced government support for higher education, particularly

in terms of financial resources, the heightened competition brought about by

globalization, and the opportunities offered by digital technologies (Littlejohn etal., 2018; Flavin, M 2017; Buchanan et al., 2015) and also due to the impact of

COVID-19 forced these HEIs to abandon their long year's plan and rush for DT

1.2.3 Digital transformation in higher education

Similar to other industries, DT in higher education is considered crucial anddetermines their survival (Li et al., 2018) It is still mainly about the adoption of

digital technologies in business to enhance operational efficiency and improveservice delivery For more detail, in the context of education, the digitaltransformation in the present time is considered a critical process in which theproduction of knowledge and the processing of information take place throughinformation technologies such as virtual reality, online learning video integration,

gamification, and big data (Orellana et al., 2019) Moreover, the success of this

process is determined by the capability of the institutions to create andappropriately capture information such as student engagement, outcomesattainment, satisfaction, etc (Elmalaika Husain, N 2022) It has the role of

reshaping educational approaches and emphasizing innovation (ElmalaikaHusain, N 2022) through the reduction of workload, the ways students and

teachers communicate, and the ways we receive education but its implementationrequires careful consideration of resource limitations, technological challenges,and the need for relevant educational curricula

In higher education across the world, the digitalization drive is deeplyinfluenced by government policies and institutional development strategies, both

of which play a key role in shaping the digitalization landscape of highereducation (De Freitas et al., 2005; Walker., 2016) in that they aim to “help toshape a vision of future learning, and suggest how the vision can be realized”(Department for Education and Skills ,2003)

Typical types of digital transformation Artificial Intelligence (AI)

Al is defined as the simulation of human intelligence, which is executed bymachines, particularly computer systems (Mohamed Hashim, 2022) It facilitatespersonalized learning pertinent to students’ needs (Nicola & Dalessio, 2019)which is currently influencing learning methods of global education (Rouse,

2019) The primary goal of incorporating artificial intelligence (AI) in education

is to establish a seamless interaction between humans and machines in our dailylives, learning, and professional activities Researchers are advocating for the

integration of AI in education across five critical areas, which encompass

education management, teaching practices, assessment of learning, fosteringskills necessary for life and work in the AI era, and providing lifelong learning

opportunities for all

Cloud computing (CC)

Mell and Grance (2011) describe cloud computing as a versatile model for

computing resources that can be tailored, shared, deployed, and accessed through

various networks In today's world, universities around the globe have embracedcloud computing to enrich students' educational journeys, encourage creativity,

nurture entrepreneurial thinking, and enhance the delivery of education (as noted

by Mohamed Hashim in 2022) The utilization of cloud computing relies on thepower of the Internet, virtualization, and virtual reality, among other technologies

Internet of Things (IoT)

As Furness (2008) explains, the Internet of Things (IoT) creates a world

where objects can connect with computers and also with each other, all for thebenefit of people In simpler terms, IoT enables devices worldwide to link up andshare information, storing it for future use (Gil et al,2016) This transformation

means that students are shifting from traditional paper books to tablets and

laptops, granting them the freedom to learn at their own pace with all thenecessary materials right at their fingertips

Furthermore, IoT empowers educators with technology-based tools that

enhance the teaching process For example, teachers are no longer burdened withmanual grading Instead, they can focus on personalized student learning bygathering performance data and tailoring their teaching methods accordingly

Additionally, through interconnected devices, university administrators can

efficiently manage their students and resources, all at a low cost

Big data

In the realm of higher education, where the pursuit of excellence andinnovation is paramount, institutions are increasingly turning to data for guidance

in their decision-making processes (Menon et al,2014) To achieve this, data is

harnessed from various sources such as social media, online repositories, anddigital libraries This data is growing exponentially in volume, but the cost of

storage has decreased, making it more accessible and amenable to in-depthanalysis, as Daniel noted in 2017

When Big Data is effectively harnessed, it empowers institutions to improve

the learning experience, boost student performance, reduce dropout rates, andincrease graduation rates, as highlighted by Dringus in 2012 Digital

transformation (DT) is viewed as a valuable opportunity for higher educationinstitutions (HEIs) to elevate their delivery and reputation Furthermore, DT hasthe potential to usher in a transformative shift from traditional teaching and

learning methods to innovative and creative approaches This shift requireseducators and researchers to reevaluate their teaching and learning strategies inthe context of DT application

Digital transformation in global higher education

The general consensus supports the notion that digital transformation (DT)serves as a beneficial strategy contributing to the ongoing enhancement of

universities, recognized as a significant competitive advantage DT, involvingtechnological advancements such as artificial intelligence, cloud computing,Internet of things, and big data, plays pivotal roles in the contemporary landscapedominated by the knowledge economy and globalization Artificial Intelligencefunctions through applications and devices geared toward enabling distancelearning, yielding socioeconomic benefits Furthermore, it profoundly influences

the decision-making processes within educational institutions Cloud computingempowers universities to amalgamate a wide array of virtual resources that offer

convenient and cost-effective avenues for teaching, learning, and research It isbelieved to aid universities in effectively disseminating research knowledge The

Internet of Things enables global universities to efficiently deliver programs

remotely, facilitating swift and effective communication with internationalstudents, thereby establishing a competitive edge for these institutions

Additionally, institutions worldwide harness big data to predict student behaviors

and provide timely support (Daniel, 2017)

The digital era creates the demand for a highly skilled workforce with ampleknowledge and skills in technology Therefore, there is a pressing need foruniversities to renovate the curriculum, upgrade infrastructure and transform theroles of learners, teachers, and researchers in more interactive and engagingmanners (Elena, 2017) In order to successfully implement the DT, universities

should refer to the transformation frameworks, taking into account the core value

of higher education institutions namely teaching, learning, research, andcommunity service Many HEIs in the world have followed DT models proposed

by Google and Microsoft as follows:

Culture

Learning

Figure 1 Digital transformation framework by Google

(Source: Google)

Google identifies seven constituting factors namely vision, learning,culture, technology, professional development, funding and community It issuggested that university managers should boost innovative culture and nurturethe risk-taking and failure-overcoming mindset Technology becomes a criticalelement in the DT process, thereby requiring leaders to encourage students and

staff to adopt technology to achieve success Moreover, financial sources should

be taken into consideration to maintain the DT as a strategic development.Notably, it is essential for school administrators to engage all the stakeholderssuch as parents, enterprises, government, and citizens in the process Finally, the

model recommends that training courses should be provided to academics toequip themselves with the necessary skills and knowledge for successful DT

implementation

Ss Student Teachir

Success

Figure 2 Digital transformation framework by Microsoft

(Source: Microsoft)Microsoft has introduced a framework for DT in higher education whichserves as a useful guide for HEIs in establishing a route map in pursuit of theirvisionary objectives The model is composed of four elements namely student

success, teaching and learning, research, and a secure and connected campus.Specifically, student success refers to ways to attract students, meet their needs

and ensure long-standing relationships with them In terms of teaching andlearning, institutions need to maintain a life-long learning culture and continuous

improvement in education The research dimension focuses on offering

researchers essential skills, research-supported resources and competencies sothat they can take the initiative in conducting research In assessing the digital

implementation capability of a university, Rodriguez-Abitia et al (2020) posits

that digital maturity can be evaluated through information technologyinfrastructure for classrooms, laboratories and administrations and how DT isapplied in teaching and learning Rodriguez-Abitia and Bribiesca-Correa (2021)

also state that higher education institutions are behind other businesses andindustries pertaining to DT implementation However, HEIs are making every

effort to offer high-quality education with the application of DT

1.2.4 Digital transformation in the context of Vietnam

In recent years, there has been an increasing number of young people using

smart devices and the Internet in Vietnam which familiarize themselves with thedigital environment Statistically, Vietnam is among the top 10 countriesaccessing the Internet with 68.72 million Internet users, making up 70.3% of thepopulation Additionally, about 73.7% of people use social networks which is also

a favorable condition for Vietnamese people to approach education in the 4.0 era(Phung The Vinh, 2021) Particularly, in June 2020 Government issued Decision

No 131 which highlighted “National digital transformation program to 2025,

with a vision towards 2030”, stressing that education is expected to become one

of the eight priorities in DT (Prime Minister, 2022) In this regard, Vietnam is

expected to apply information technology (IT) and digital transformation in

education with a view to innovating this sector and eventually boosting thedevelopment of digital government and economy

Recognizing the pivotal role of digital transformation, the Ministry of

Education and Training (MOET) has initiated the "Strengthening the Application

of Information Technology and digital transformation in the Education andTraining Domain, 2022-2025, towards 2030" project, submitted for approval in

Decision No 131/QD-TTg on January 25, 2022 The proposed objectives aimed

at the 2025 milestone are delineated as follows:

+ Establish teaching and learning within the digital environment as anintegral, daily educational practice for both educators and students Ensure a

minimum of 50% of qualified students and teachers engage effectively in onlineeducational activities by providing essential media, transmission lines, andsoftware

+ Implement a comprehensive school administration system reliant on data

and digital technology across all educational institutions Facilitate themanagement of learners and teachers through uniform digital records at anationwide level Also, ensure that 80% of educational, training, and research

resources, including facilities and equipment, are managed via digital records

We firmly believe that to effectively address the substantial demands fordigital transformation within the education sector, especially in higher education,

institutions need to take on a pioneering role By assuming this responsibility,they can expedite the innovation process and enhance the quality of education and

training Furthermore, the advancement of DT in higher education institutionsassumes significance not only within the education sector but also reverberates

across all professional fields and domains of the economy and society

1.3 Theoretical framework of student satisfaction and other concepts.1.3.1 Satisfaction

Satisfaction is a feeling of happiness that is obtained when a person fulfillshis or her needs and desires (Saif, N L, 2014) It is a state felt by a person whohas experienced performance or an outcome that fulfilled his or her expectations(Ilyas, M & Arif, S., 2013) Accordingly, satisfaction can be defined as anexperience of fulfillment of an expected outcome Hon, (Hon, w., 2002) A person

will be satisfied when he /she achieves the expectations, hence it is a willfulaccomplishment that results in one’s contentment (Rad, A & Yarmohammadian,M., 2006) Satisfaction refers to the feeling of pleasure or disappointmentresulting from comparing perceived performance in relation to expectations(Kotler et al., 2012) Customers will be satisfied when services fit with their

expectations (Petruzzellis, L et al., 2006) Hence, it is a function of the relativelevel of expectation connecting with people’s perceptions (Mukhtar, U 2015)

When a person perceives that service encountered as good, he would satisfy onthe other hand person will be dissatisfied when his or her perception crashes withthe service expectation Therefore, satisfaction is a perception of the pleasurable

fulfillment of service (Oliver, R., 1997)

1.3.2 Student Satisfaction

Students’ satisfaction is a short-term attitude, resulting from an evaluation

of a student’s educational experiences (Elliott, K & Healy, M., 2001) It is a

positive antecedent of student loyalty (Navarro, M M et al., 2005) and is the resultand outcome of an educational system (Zeithaml, 1988) Again Elliot & Shin(Elliott, K & Shin, D., 2002) define student satisfaction as students’ disposition

by subjective evaluation of educational outcomes and experience Therefore,student satisfaction can be defined as a function of the relative level ofexperiences and perceived performance in educational service (Mukhtar, U et al

.„2015) during the study period, (Carey., et al 2002) By considering all, students’satisfaction can be defined as a short-term attitude resulting from an evaluation of

students’ educational experience, services and facilities

are specific specifications such as length, depth, width, weight, color, and so on,

a service has many intangible or qualitative specifications Also, there is anexpectation of the customer with regard to the service, which can varyconsiderably based on a range of factors such as prior experience, personal needs,and what other people may have told them (Grénroos, 1984)

Quality service is defined as the customers' perceptions of service

performance that meet or exceed their expectations of what the serviceorganization provides Thus, the service quality is to fulfill customer expectations(Pariseau & McDaniel, 1997)

Castleberry and McIntyre (2011) define the perceived quality of service asthe belief in the excellence level of the service (p 75) According to Zeithaml(1998), perceived quality of service is “the judgment of consumers on thesuperiority or the excellence of a product or service” (p 3) Perceived quality ofservice differs from objective quality Perceived quality of service is theconsumers’ perception, which is unequal to satisfaction obtained by comparingconsumers’ expectations from service and performance of the received service(Zeithaml, 1988) Perceived quality of service is an attitude that is related to butdifferent than contentment, and it is attained by comparing the expectations withperceived performance (Parasuraman, Zeithaml, & Berry, 2002)

Service Quality can be use as a way to examinate student satisfaction in the

context of HEI, because students can be seen as costumer of university the servicequality is to fulfill customer expectations this idea have been prove thought manyresearch such as (Onditi, 2017; Hasan, 2009; Ahmed, 2014) Service quality is

a key determinants of student satisfaction in HEI, and its have positiverelationship

1.4 Developing conceptual model and hypotheses

1.4.1 Servqual model

SERVQUAL is the abbreviation used for “Service Quality.” The

SERVQUAL scale was developed based on the ten requisites of quality service

in the “Conceptual Model of Service Quality—PZB Method” (Parasuraman et

al.,1985) In 1988, Parasuraman conducted further research and categorized their

findings into five determinants: Tangibles, Reliability, Responsiveness,Assurance, and Empathy as the SERVQUAL scale Service Quality can be

described as the difference between how customers perceive the services provided

and what they anticipate from the company delivering those services (Bolton &Drew, 1991; Parasuraman, Zeithaml, & Berry, 1988) In the context of higher

education, it refers to the difference between how students perceive the servicesprovided by higher education institutions and what they expect from theinstitution's services (Silva, D.S 2017) SERVQUAL is a well-known and most

acceptable service quality model widely used in higher education for assessingthe quality of education services (Aboubakr and Bayoumy,2022; Sydorov and

Salnikova, 2021; Goumairi et al., 2020; Chandra et al 2019, Prakash, 2018;

Saliba and Zoran, 2018)

1.4.2 Servperf model

Cronin and Taylor (1992) proposed the SERVPERF model which is a

revised version of the SERVQUAL to measure the SQ only from the perceptions

of the customer and ignore the expectations of the customers It includes 5dimensions like Servqual model: tangibles, reliability, responsiveness, empathy,

and assurance The SERVPERF model represents only the performance measures

or service quality measurements focused only on the organizational performance

as perceived by consumers rather than focusing on the difference between theconsumers’ perceptions of performance versus their expectations of service

quality (B Culiberg., 2010) SERVPERF is an effective and important scale indetermining the quality of higher education services (Brochado, A.,2009).

1.4.3 Factors Affecting Student Satisfaction

In accordance with the two models mentioned above, the Servqual modeland the Servperf model, there are 5 main factors that influence Service Quality:

tangibles, reliability, responsiveness, empathy, and assurance (Parasuraman et al.,1985) (Cronin and Taylor, 1992)

Satisfaction comes from the perfection of expectations and actualperformance of products and services (Kotler and Keller, 2021) In the field of

education, students are widely recognized as the central focus (Yusof et al., 2022;DOAN, 2021) The success of a higher educational institution hinges on how

content students are with their experiences (Singh and Jasial, 2021) Student

satisfaction is an enthusiastic response to the services provided by the university(Subrahmanyam, 2017) This satisfaction is born from the students’ evaluation ofthe overall educational environment and their actual experiences When a

student's expectations align well with the performance of an educational

institution, it leads to high levels of satisfaction Given the fierce competition inthe education sector, scholars have increasingly turned their attention to service

quality, recognizing its direct link to student satisfaction (Mulyono, 2020).According to Annamdevula and Bellamkonda (2016), service quality has asubstantial impact on student satisfaction Alsheyadi and Albalushi (2020)

conducted a study using the SERVQUAL model and found that dimensions such

as tangibles, reliability, assurance, responsiveness, and empathy significantly anddirectly influence student satisfaction

However, in the context of digital transformation in higher education, there

will be a new element that could impact service quality which is Website designand Learning Content Tangible will be replaced by Website Design due to the

fact that in digitalization, tangibles are partly covered by the appearance ofwebsites (Udo, G.J et al 2011; Gefen, D ,2002).

Anh the use of e-learning platforms now plays a vital role in highereducation, Since the impact of Covid 19, the university has had to close all faceto-

face activities Until now the legacy of the pandemic still impacts the way HEIsprovide education

Based on that idea we can conclude that there are 6 dimensions that affect

Student Satisfaction: learning content, website design, reliability, responsiveness,empathy, and assurance

of current institutional and pedagogical material has been shown to elicit positive

responses among learners (Khan, M.M., 2021)

Learning content is specifically defined as "educational material that is easilyaccessible, accurate, and delivered to students in a succinct and punctual manner"(Uppal et al, 2017) The processes of assimilating and delivering learning contentwithin the electronic education system hold distinctive and vital roles Learningcontent hosted on websites ensures that learners possess the flexibility to revisitthe educational material at their convenience and at any time they find suitable

In an insightful study by Uppal et al (Uppal et al, 2017), the dimension of

‘learning content’ was explored as an information construct, revealing a favorableinfluence on the perception of e-learners

The quality aspects associated with ‘learning content’ have been recognized

in the scholarly literature and encompass considerations such as structuralorganization (Uppal et al, 2017), the regular updating of learning materials (Khan,

M.M, 2021), and the provision of an ample volume of educational resources(Kumar, P ,2021) These elements collectively contribute to the overall qualityand effectiveness of e-learning experiences

instructors and e-learners take place through the website medium

Crucial factors that shape the e-learning experience and influence perceivedquality encompass web design and layout, the availability of multimediaelements, and the nature of web content (Cao, M ,2005) These attributes of awebsite are closely intertwined with the core evaluation process and have afavorable impact on customer attitudes and their intentions regarding websiteusage (Koernig, 2003)

In alignment with the insights of Iverson and Colky (Iverson, K.; Colky,

2004), an effective e-learning website is one that engenders enjoyment and

engagement, fosters a positive and supportive environment, encouragesinteractivity and collaboration, and is contextual in nature Notably, in the context

of a pandemic, website design should prioritize user-friendly navigation and theprovision of valuable information, aiming to strengthen the relationship betweeninstructors and learners

Reliability

Reliability is defined as “the ability to perform the promised serviceaccurately and dependably in an environment” (Zeithaml et al.,1985) Servicereliability mainly comprises two dimensions: “promises” and “doing it right”(Dabholkar et al.,1996) In the context of higher education, the reliabilitydimension is related to the capacity of the university to deliver guaranteed service

to students dependably and accurately Reliability is focused on an intangible

service that has a significant impact on service performance (Walters & Jones

„2001) And (Mamilla, R et al, 2021) found that reliability is one of the important

dimensions of service quality in higher education Reliability is considered tohave a positive effect on Student Satisfaction (Mamilla, R et al, 2021)

Responsiveness

Responsiveness is defined as the ability to react to a customer’s needs and

wants in a timely manner (Tunc et al.,1993) It also refers to the ability to react to

a customer’s demand immediately (Leong et al.,2015) In higher education, The

responsiveness dimension shows the university's enthusiasm to deliver prompt

education services to the students on time ( Parasuraman et al., 1988) Somepapers collectively suggest that responsiveness positively affects service quality

in the SERVQUAL model in higher education (Munawar, M., et al., 2011) found

a significant relationship between responsiveness and student satisfaction, as well

as a positive correlation between satisfaction and willingness to put more effort

into studies (Green, P.E ,2014) identified responsiveness as one of thedimensions of service quality in a South African university.

Empathy

Empathy is defined as ministering and customized attention to its customers(Zeithaml et al.,1985), In the context of the university, empathy refers to theindividualized caring attitude toward students and assesses university teachers’

and staffs capability to listen, recognize, and solve students’ issues swiftly

(Parasuraman et al., 1988) Empathy is considered as one of the most importantfactors impacting student satisfaction (Hasan, H F A et al., 2008) Anh has a

positive impact on student satisfaction, and this conclusion has been proven inmany cases in other HEIs in the world such as Jordanian universities (Hani, M.B.,

& Abu-Serdaneh, J ,2017), Malaysian private universities (Langroudi, A.C

„2012), and South African universities (Soni, S et al., 2018)

Assurance

Follow (L L Berry et al., 1990) Assurance includes competence, courtesy,credibility and security It is the knowledge and courtesy of employees and theirability to inspire trust and confidence In the context of education, especially thehigher education assurance dimension of service quality measures employees’skills, knowledge, politeness, and capability to encourage trustworthiness,credibility, and uprightness in delivering education services Assurance is

considered as one of the dimensions, which affects student satisfaction(Parasuraman et al., 1985)

1.4.4 Research Hypothesis

Based on many research listed above shows the factors affecting studentsatisfaction The paper will conduct some Hypotheses based on these articles

+ Hypothesis 1:

satisfaction

+ Hypothesis 2:

satisfaction

Learning content has a positive impact on student

Website Design has a positive impact on student

+ Hypothesis 3: Reliability has a positive impact on student satisfaction.+ Hypothesis 4: Responsiveness has a positive impact on studentsatisfaction

+ Hypothesis 5: Empathy has a positive impact on student satisfaction

+ Hypothesis 6: Assurance has a positive impact on student satisfaction

Chapter 2: Research method

2.1 Research process

identify the problem|

of the thesis

Qualitative research

Ỳ

- Collect data through a questionnaire form.

|- Analyze the reliability of the scale

Quantitative (Cronbach's Alpha).

research -Conduct Exploratory Factor Analysis

(EFA).

|-Perform regression analysis.

|

Complete the thesis

Figure 4: Research process

(Source: Author)

The research process is designed to address the questions posed in the thesis Bothqualitative and quantitative methods are integrated into the study Thefundamental assumptions of these two types of research differ significantly

(Pickard, 2013) Qualitative research aims to explore or propose scientific

arguments without using mathematical statistics, econometrics, or tools thatquantify relationships between factors

On the other hand, quantitative research focuses on quantifying therelationships between factors In this thesis, a quantitative method was primarily

used to evaluate the impact of digital transformation to student satisfaction to

student study at UEB

For factor analysis, the number of samples needed depends on the number

of variables included in the analysis According to Hair et al (2006), the minimum

sample size in EFA exploratory factor analysis should be 5 times the number ofobserved variables In EFA, the sample size is determined based on two factors:

the minimum size and the number of measurement variables included in the

analysis Hair et al (2006) suggests that to use EFA, the sample size should be atleast 50, preferably 100, and the observation/measurement ratio is 5:1, meaningthat 1 measure should be at least 5 observations, preferably 10:1 or more (Nguyen

Dinh Tho, 2012)

In the current research model, the number of measured variables is 18 If theobservation/measurement variable is taken as 10:1, the sample size will be 18*10

= 180 The research team conducted a survey with the sample number is 234, so

the number is valid

2.3 Data collection method

Face-to-face interviews and questionnaires The group used a questionnaire

built on Google Form to interview and also sent via email, zalo, facebook ofsurvey forms who study at UEB- University of Economics and Business Afterdata collection, the data will be filtered and processed through Excel, Stata andSPSS

To conduct the best analysis, according to Tabachnick & Fidell (1996),sample size n> 8m + 50 (m is the number of independent variables in the model)

analysis, so the number of samples used in this study is: 50 + 5 *8 = 90

observations

2.4 Data processing method

With quantitative research methods, after collecting, data will be coded,

cleaned and processed on Excel software The data analysis process is conducted

by including Descriptive statistics; Evaluating the reliability of the scale through

Cronbach's Alpha coefficient; and processing by research model; analysis model

2.4.1 Reliability test of the scale

The reliability of the scale is tested by Cronbach's Alpha coefficient

combined with the total variable correlation coefficient Cronbach's Alphacoefficient helps to detect the presence of junk, inappropriate results, diluting

research results or unintentionally creating disturbing pseudo elements, skewing

results These invalid results are only recognized as hidden, because Cronbach'sAlpha only measures the reliability of the scale, not the reliability of eachobserved variable (Nguyen Dinh Tho, 2012), so the system only indicates that the

measured variables have an unusual association or no association withoutspecifying which variable To remove the garbage variable, it is necessary to use

an additional correlation coefficient of the total variable, this coefficient willindicate the degree of association between each variable in the observation with

the remaining variables, and also indicate the contribution of the variable in theoverall research model

Cronbach's Alpha coefficient evaluation criteria

This coefficient has a variable value in the interval [0, 1], the larger the value,the higher the reliability However, in fact, the value of variation that is valid for

research is [0.6; 0.95], specifically:

e If Cronbach's Alpha ø > 0.6, the scale has an acceptable reliability

e The reliability of that scale is highest in the range [0.7, 0.8].

e If the value is too large (0.95; 1], then it is considered that there is

no difference between the variables or completely duplicate, the existence

of one of the duplicated variables is meaningless

Coefficient of correlation of total variables

e This coefficient takes the correlation of the measurement variablewith the sum of the remaining variables of the scale (excluding the variable

under consideration) (Nguyen Dinh Tho, 2012)

e The correlation coefficient of any variable > 0.4 is considered as

satisfactory

e Ifthe correlation coefficient of the total variable is too small (< 0.4),

it is considered as a garbage variable and will be removed

Thus, a reliable scale must satisfy the following conditions:

e@ Cronbach's Alpha coefficient is in the range [0.6:0.9]

e Total variable correlation coefficient 0.4

2.4.2 Reliability test of the scale

Exploratory factor analysis (EFA) is a quantitative analysis method used

to reduce a set of many interdependent measures into a smaller set of variables(called factors) so that they are significant but still contains most of the

information content of the original set of variables (Hair et al., 2009)

The two main goals of an EFA analysis are to determine:

eThe number of factors influencing a set of measurable variables.

eThe strength of the relationship between each factor and each measurementvariable

In economic studies, people often use an index scale that includes a lot ofquestions (measurement variables) to measure concepts in the conceptual model,and EFA will contribute to shortening a set of many measurable variables into a

number of factors