LIST OF ABBREVIATIONSAcronym Meaning BA Business Administration FBA Business Administration Faculty SMP Strategic Mission Program — _ UEB Economic and Business University s VND Vietnam D
Purpose of customer satisfaction measurem€n( ‹-‹‹ s+<+++ 12 1.6, Customer Satisfaction ri€ỏsuretiiehit HO ẽisssoesssosgssiisoiosivessassosssss 12 J¿6:1s¿ SERVOUAGL H06 ẽsosugzootattiettdligigilltqS GVOIEGIOSGasftesaois 12 1.6.2 The implication of SERVQUAL model in higher education
The implication of SERVQUAL model in Vietnam
In 2005, Dr Nguyen Phuong Nga and Dr Bui Trung Kien conducted a study on the quality of education across six subjects and two majors, surveying 800 students based on five quality factors: facilities, course content, teaching methods, assessment, and student ability The findings revealed that course content and teaching methods significantly influence students' perceptions of educational quality, while the role of facilities is also important This research provides educational managers with a fresh perspective on evaluating educational quality.
A study conducted by Nguyen Thi Thanh Thoan and Nguyen Thuy Quynh Loan in 2005 evaluated the quality of education from the perspective of alumni at IICMC University of Technology The research focused on five key aspects: the training program, the quality of lectures, available facilities, and training outcomes The study surveyed 479 alumni across six faculties, including Electrical Engineering.
Alumni from various fields, including Electronics, Civil Engineering, Chemical Engineering, Mechanical Engineering, High Technology, and Industrial Management, completed questionnaires revealing their satisfaction levels with training programs and faculty, both averaging 3.28 They expressed contentment with the facilities, averaging 3.12, and rated the training results higher at 3.49 Notably, alumni highly valued the structure of the training program.
Despite the positive experiences of alumni with LZ and lectures, several factors contributed to their dissatisfaction Specifically, the training program emphasized theory excessively, employed monotonous teaching methods, and undervalued learners' feedback In light of these findings, the authors proposed several solutions aimed at enhancing the quality of the training program.
In 2006, Nguyen Thanh Long applied the SERVPEREF model, a variant of SERVQUAL, to evaluate the quality of education at An Giang University, treating students as customers and education as a service The study, which involved a sample of 650 students—41% second-year, 41% third-year, and 18% fourth-year—identified three key factors influencing educational quality: lectures, facilities, and student belief The findings highlighted that teachers are the most critical element affecting student satisfaction, with students also perceiving lectures as comprehensive Additionally, facilities and student belief significantly impacted the overall educational experience The authors advocate for further research utilizing the SERVPERF model to validate its effectiveness in assessing university education quality.
Research Model and ScaÌe - HH ng kg ey Ly 1 RemearGh MO c ueonsusonnniennnnoeniiiniarooiaitndLiaaioOIGAGIESGHIAEUREOOIE.EIASSIGKSME 17 LiF, HY POtheSes? css cscesszesssscenaennaraunssnarnaenecacmnnnienens 18
The SERVQUAL scale, developed by Parasuraman in 1998, has been widely tested and utilized by researchers globally to assess service quality It comprises five key dimensions: Tangibles, Responsiveness, Reliability, Empathy, and Assurance While the SERVQUAL scale effectively addresses various aspects of service quality, each specific sector possesses distinct characteristics that necessitate modifications and additions to the scale This adaptability is exemplified in the project by Dr Nguyen Phuong Nga and Dr Bui Xuan Kien, which analyzes the unique conditions of the education sector.
18 in ULB and Strategic Mission program, research model is developed includes four main component: Lectures, Facilities, Program System, and Student Support.
Relationship between 4 components of quality with student satisfaction
- II; There is positive relationship between Facilities with student satisfaction
- [12: There is positive relationship between Lectures with student satisfaction
- HH3: There is positive relationship between Program system with student satisfaction
- Il4: There is positive relationship between Student support with student salistaction
RESEARCH CONTEXT AND METHODOLOGY
The University of Economics and Business (UEB) at Vietnam National University, Hanoi, was founded in 2007 following Prime Minister’s decision No 290/QD-TTg UEB has evolved from the Political Economy Faculty of Hanoi Synthetic University to its current status as a prominent institution within Vietnam National University.
- 11/1974: Political Economy Faculty of Hanoi Synthetic University
- 9/1995: Economics Faculty of University of Social Sciences and Humanities -
- 7/1999: Economics Faculty of Vietnam National University.
- 3/2007: University of Economic and Business — Vietnam National University.
The University of Economic and Business (UEB) has conducted a thorough assessment and standardization of its existing training programs, while also expanding into new areas such as high-quality training, International Standard programs (16 + 23), and foreign higher education initiatives These efforts have significantly enhanced the overall quality of education at UEB.
In 2009, the central Organizing Committee and VNU decided to collaborate with Uppsala University in Sweden to offer a Master's program in Management This initiative aims to enhance the leadership capabilities of Vietnam's government under Project 165, which focuses on resource support for developing effective leaders.
UEB has established a prominent reputation in Vietnam and globally for its scientific research The university's research activities are characterized by a strong connection to training, a blend of basic and applied research, and an integration of quantitative and qualitative methodologies.
The Economics and Business university focuses on enhancing research support for quality education management and improvement It addresses practical and policy-related issues, exploring economic and social enterprise research, interdisciplinary challenges, and urgent problems arising from the broader economic landscape and the specific operations of the UEB - VNU.
The University of Economic and Business (UEB) has established collaborations with over 30 prestigious universities and research institutes across more than 12 countries and territories Notable partners include renowned institutions such as the Haas School of Business at the University of California, Berkeley, Princeton University, Uppsala University, and Waseda University Additionally, UEB has developed a strategic network of partnerships with major corporations and organizations, including Petro Vietnam, Bao Son, Gami Group, Doji Group, and Lienviet Post Bank, further enhancing its global academic and business connections.
Through nearly 40 years of construction and development, with these achievements, UEB was awarded Third Class-Labor Medal by Vietnam Government
(1997) Two class-Labor Medal (2004) and many commendations, certificates and other awards from Ministry of education and training and Vietnam National
2.1.2 Faculty of Business Administration laculty of Business Administration is one of the faculties of the University of
|['conomics and Business, Vietnam National University Business Administration Faculty focuses on providing talented entrepreneurs and researching theory of business management to consist with each period of development of Vietnam.
** Vision: In 2020, becoming the leader unit in Vietnam and high rank in Asia for training and research business management.
- Providing high quality human resources in the field of corporate governance in order to fit requirements of international integration and the development of the country.
- Transferring research results, theories and new perception of business administration to corporation.
- Providing high quality management consulting service. s Core Value: Charm + Class + Quality s* lecture: Faculty of Business Administration has high quality lecture includes
Our esteemed faculty members, including Professors, Associate Professors, and Ph.D holders, possess exceptional expertise and have received their training from renowned universities across the globe, including the USA, UK, Australia, Belgium, Russia, South Korea, Japan, Thailand, and Taiwan.
Faculty Lectures have many working experiences in corporations, joint ventures, enterprises in Vietnam and abroad. s* ‘Training Program:
- International Standard Business Administrator program: Base on Hass School of
Business (University of California-Berkeley, USA) high quality BusinessAdministrator training program, FBA developed and deployed its own training
22 program in order to training high quality staff for enterprises of all economic sectors, companies, banks, financial institutions in Vietnam and abroad.
The Master's Program is crafted based on the foundational curricula of renowned global institutions like Harvard University and the University of California, Berkeley This program is continually updated to enhance cultural knowledge and skills, enabling learners to swiftly adapt to the evolving business landscape and effectively apply their expertise to tackle real-world challenges.
- Master of Technology and Entrepreneurship Development Training Program: is equal to the international program in Vietnam, which was granted by VNU.
- Ph.D Training Program in Business Administration: is deployed since 2009, the majority of graduate students are leaders, entrepreneurs, university lecturer.
The Faculty of Business Administration conducts applied research projects to address the needs of enterprises and society The outcomes of these projects are published in reputable scientific journals, both domestically and internationally As a result, ULB has established itself as a key player in the business administration research network, connecting local and global initiatives.
- Global production value chain improvement
Corporate consulting programs aim to introduce modern business management techniques to Vietnamese enterprises Leveraging scientific knowledge and practical experience tailored to Vietnam's economic landscape, I! BA is dedicated to delivering reliable, valuable, and effective consulting services to businesses.
2.1.3 Strategic Mission Program of UEB
- Name of Sector: Business Administration
- [Level of Training: International level
- Student Recruitment: Candidates meet the admission requirements of Vietnam
National University, Economic and Business University and Business
Training Bachelor who reach the international qualification in Business Administration sector.
The training of Bachelor's degree students equips them with the skills to operate, trade, analyze, evaluate, and research within the field of business administration Graduates are prepared to work in local and international enterprises, including joint ventures, foreign companies, and multinational corporations, as well as in higher education institutions and research organizations This program fosters self-directed learning and encourages further education, enabling students to develop into successful entrepreneurs, leaders, and senior professionals in business administration.
Reputed and Qualified Training Program: The course content is developed base on program of Hass Business School Furthermore, Lectures, material and facilities quality also reach the international standard
Low tuition fee: Each student is supported 30 million VND per year so they only have to pay 46$ per month.
Students study English for a year and must achieve a minimum IELTS score of 5.5 after their first year to continue their studies Additionally, to graduate, they are required to obtain a score of 6.0 on the II-UTS exam.
Scholarship: each year, there are many scholarship form VNU, UEB, enterprise or even foreign university Students have a lot of change to get scholarship
Future Jobs: Faculty help student in internship activities in order to raise more change for student to get future job.
Questionnaire was designed divided into two main parts
- Part l: asking students about their basic information.
- Part Il: collecting student perception of quality of Strategic Mission Program and their satisfaction level.
Part II of the study encompasses a total of 38 variables, with 36 dedicated to evaluating student perceptions of the quality of the Strategic Mission Program, and 2 focused on measuring student satisfaction Each variable is assessed across five evaluation areas, ranging from strongly disagree to strongly agree.
(1) Disagree (2), Neutral (3), Agree (4), and strongly agree (5).
- Class room is spacious, airy and clean
- Class room has good tools such as air conditioning, projector and ete
- l,Ibrary is spacious, airy and clean
- Library has large amount of books includes textbooks, reference books, enhance book.
- |Jormitory is spacious, airy and clean
- Pormitory satisfy student basis requirement such as electrical, water and etc
- Number of Other facilities is enough to reach student requirements
- (Quality of Other facilities is enough to reach student requirements
- Xespect and listen to student opinion
- lhe enthusiasm of lectures met student’s expectations
- | lfective Teaching Method (to help students grasp knowledge)
Creativity in Teaching (interesting, and attract student)
Lectures updates and imparts new theories, knowledge and economic news l.cctures are willingness to share experiences in the classroom. lest scores are reasonable & fair lest fit the curriculum
The total number of credits in a term courses is suitable
Providing Interesting subjects and effective applied knowledge
The contents of the courses match with training sector.
Providing Quality textbooks and reference materials l'asy access to textbooks & materials
Scientific research help student apply their knowledge.
Lecture support enthusiastically students in scientific research
Information is always updated quickly on websites
Diverse, useful content and information
Registering on Portal easily and quickly
Student information and scores are updated regularly and accurately
[he staff always enthusiast and respect students
[he questions/ complaints from students are always solved quickly and reasonably
Paving tuition fee easily and quickly
Coordinator to provide information trustfully, quickly and updated
Ilelping student in Internship activities
Organizing outdoor activities such as picnic, field trip and international seminar
- Students are satisfied with Strategic mission program (16+23) at Economic and
- Student will introduce Strategic Mission Program to their acquaintances
The study identifies four key components influencing students' perceptions of the Quality of the Strategic Mission Program: Facilities, Lectures, Program System, and Student Support To assess student satisfaction, a total of 36 observed variables across these four independent variables were utilized The Facilities component is evaluated through eight variables, including study rooms, libraries, and dormitories The Lectures component comprises ten variables, while the Program System includes eight variables, and the Student Support component is measured by ten variables Each of these variables is assessed using five evaluation criteria.
Method to collect data was conducting surveys with students who study in Business Administration Faculty of Economic and Business University, Hanoi.
Questionnaires were provided through Google doc and all of students studied in FBA were cncouraged to answer survey questions Survey process was carried out from
The scale is grounded in the theoretical framework of service quality, specifically the SERVQUAL scale developed by Parasuraman and colleagues in 1998, along with the theory of customer satisfaction However, due to the unique characteristics of various service sectors and the differing research contexts, it is essential to adapt this scale to align with real-world conditions.
RESEARCH ANALYSIS AND RESULT
Demographic characteristics of research s.c.cccssscsccisnsisscessvssvsiesnessneves 36 3:3; Cronbach: Alpna T€SÍiooinssgagtiioGEOGIOGGDUGOOMEGOiQOASiUENSaso 38 33,1, Lectures CGIHIDOHHE sudơnggdaadaiapoatitoilAGSCGGGAGIGQSUAGASERIA@GsỏA 38 3:3:2: Program S7š5f6m/GGIIBGHEfsocssoscsisviitiaogbdiallt@@ossaeasisa 39 3.3.3 Student SUDPửFE COMPONENT co-recssccsenoneenncsnncosaeisnnesnactonsssnsaeiic’ 40 Dot, SARUM CN REL, ereeeeseeebensEnsenddieieslsdekenasskososfsksiaerSSlE 4] 3.3.5 Student Satisfaction Scale ccc cccesceeseeeseeseeeseeeeeeseeeeetseesseeeenes 42 3.4 Exploratory Factor Analysis cv HH re 44 3.4.1 Exploratory factor analysis of Quality of Strategic Mission Program ẹ CD èệ:525054505355846615E4IGSSSSUABRSENGSISQGRGEHBSI48G3G503EAGGHEIGBIBAGIESSIGIAWSBARiGMUGE 44 3.4.2 Exploratory factor analysis of Student Satisfaction Scale
A random sample of 120 students from the Faculty of Business Administration at Economic and Business University participated in the survey Initially, 150 votes were submitted, but after data screening, only 128 votes were collected, with 120 deemed valid Some responses were excluded due to insufficient information, uniform ratings across all evaluation criteria, or incomplete surveys.
First Year Second Year Third Year Fourth Year
| Student Student Student | Student Total
The data indicates that 27.5%, 25%, and 25% of respondents were first, fourth, and second-year students, respectively First-year and fourth-year students show a heightened concern for the quality of the Strategic Mission Program This is likely due to first-year students having high expectations for their university experience, while fourth-year students possess a more objective understanding of educational quality after navigating the training process In contrast, third-year students may struggle to evaluate educational quality due to their demanding schedules and challenging coursework, which divert their focus away from quality assessment.
With 65 percent of responders sex are female and only 35 percent of responders are mien it seems that woman who is more patience and meticulous than man is more likely to do the complicate research
[he tables described that the lectures component reliability scores was very high which was 0.877 The corrected item — total correlation of all items are higher than 0.3.
The lowest is LEC3 with 0.373 point while the highest is LEC4 with 0.790 point All items of lectures component are accepted and will be analyzed in next steps.
Table 3.3: Cronbach Alpha Test of Lectures Component
Scale Mean Scale Corrected | Cronbach's if Item Variance if | Item-Total Alpha if
In conclusion, after making reliability test, the lecture component still remain 1] items: form LEC] to LEC 10.
The program system component demonstrates a reliability score of 0.764, surpassing the acceptable threshold of 0.6 Furthermore, all items exhibit a corrected item-total correlation exceeding 0.3, with PRO2 achieving the highest correlation at 0.661 and PRO8 the lowest at 0.328 These findings indicate that the data from these eight items are valid and will proceed to further analysis.
In conclusion, after making reliability test, Study room factor still remain 8 variables: from PROI to PROS.
Table 3.4: Cronbach Alpha Test of Program System Components
Scale Mean Scale Corrected | Cronbach's if Item Variance if | Item-Total Alpha if
The student support component includes 10 items: from SUPT to SUP 10 As the analysis result shows, the student support component reliability score is higher than
0.6 with the value 0.829, respectively The corrected Item- total correlation of all items are higher than 0.3 SUP 7 gets the highest corrected item — total correlation value of
0.789 while SUP 5 gets the lowest one value of 0.359 It means that all items of student support component are accepted and will be analyzed in next steps.
Table 3.5: Cronbach Alpha Test of Student Support Component
Scale Mean Scale Corrected | Cronbach's if Item Variance if | Item-Total Alpha if
In conclusion, after marking reliability test the Student Support component includes 10 items: from SUPT to SUP 10.
The facilities component consists of eight items, labeled F1 to F8, with a Cronbach alpha reliability score of 0.752, indicating good reliability since it exceeds the threshold of 0.6 However, item F1 has a corrected item-total correlation of only 0.275, which is below the acceptable level of 0.3, leading to its rejection from further analysis Conversely, the remaining seven items have corrected item-total correlations above 0.3, with item F4 showing the highest value at 0.574 and item F5 the lowest at 0.374, confirming their acceptance for subsequent analysis.
Table 3.6: Cronbach Alpha Test of Facilities Component ae ae)
Scale Mean Scale Corrected | Cronbach's if Item Variance if | Item-Total Alpha if Deleted Item Correlation Item
25.8750 26.1500 items: from F 2 to F7 The item FT is rejected.
Bartlett's Test of Sphericity di 595
SÚP10 408 |.424 |.491 003 |-.172 0039| 286| -.272| 083 I4 248 |155 |225 |745 |.239 -143| 066| 158| 120 F3 367 |-030 |247 |.704 |.139 173| 142| -106| 164 LEC 177 |-252 |076 |.645 |.294 244| 066| 284| -.269 Lec? 603 |.178 |.015 |.622 | 125 115{ -117| 223| 047 PROI 013 |.031 |-022 |.081 |.895 -024| 093| 072| 219 PROG 167 |.141 |.074 |.168 |.861 -037| -.024| -.035| 019
Table 3.7: Cronbach Alpha Test of Student Satisfaction Scale
Scale Mean Scale Corrected | Cronbach's if Item Variance if | Item-Total Alpha if
The analysis reveals that the Cronbach’s alpha reliability of the Student Satisfaction Scale is 0.755, exceeding the acceptable threshold of 0.6 Additionally, the corrected item-total correlations for both items are above 0.3, indicating their validity for further analysis Consequently, after conducting the reliability test, one item (F1) has been rejected, resulting in a revised scale that now consists of 35 observable variables, down from the original 36.
3.4.1 Exploratory factor analysis of Quality of Strategic Mission Program scale
Table 3.8: Exploratory factor analysis for Quality of Strategic Mission Program scale
The Strategic Mission Program scale originally comprised 36 variables, but after a reliability analysis, one item was excluded, leaving a total of 35 observed variables An exploratory factor analysis was then performed on these 35 variables to assess their convergence with the identified components.
In KMO and Bartlett's Test, KMO value which measure sampling adequacy equals to 0.321 which is less than 0.5 with Sig is 000 It means that the data is still not valid.
Using Principal Component Analysis with the Varimax rotation method and Kaiser Normalization, all components exhibit eigenvalues greater than 1 The analysis reveals a cumulative variance of 78.475%, indicating that these nine components account for 78.475% of the variance in service quality According to Table 3.8, the first component is characterized by items derived from lecture scales.
In the analysis of the Learning Environment Construct (LEC), item LEC 5 was rejected due to its factor loading being below 0.5 The second component comprises items related to Lecture, Facilities, and Student Support, with item SUP9 exhibiting a factor loading of 0.517 in component 2, indicating a marginal contribution.
In the analysis, item SUP9 was rejected due to a factor loading of 0.487, which is less than the required threshold of 0.5 Similarly, item SUP10 was also excluded with a factor loading of 0.491 The fourth component comprised four items from the facilities and lecture scale, while the fifth component included three items from the Program System and one from the facilities component; however, item F5 was rejected due to its ambiguous factor loadings of 0.503 and 0.450 across different components The sixth component was characterized by three items from the Program System scale and one from the Facilities scale, leading to the rejection of item J8, which had a factor loading of 0.491 Lastly, the seventh component included three items from the Student Support component, with item SUP6 being rejected for its factor loading of 0.491, again below the 0.5 threshold.
The sixth component is characterized by two elements from the Student Support and Program System Scale, while the ninth component is represented by two items solely from the Program System Scale In summary, the initial exploratory factor analysis identified four factors and excluded six items: SUP 10, SUP 9, SUP 6, LEC 5, F5, and F8.
The Quality of Strategic Mission Program scale now includes 29 observed variables, divided into 4 components namely Facilities, Lecture, Student Support,
This data will be conducted factor analysis at the second time Results of these analyses are as in Table 3.9.
Table 3.9: Exploratory factor analysis for Quality of Strategic Mission Program
Table 3.9 illustrates that the KMO value in the KMO and Bartlett's Test is 0.6, exceeding the threshold of 0.5, with a significance level of 000, confirming the validity of the data Utilizing Principal Component Analysis and the Varimax rotation method with Kaiser Normalization, all components show eigenvalues greater than 1 The cumulative variance explained by these four components is 82.293%, indicating a strong representation of service quality variance, with the lecture component identified as the most significant, accounting for at least 14.966% of the variance.
All component factor loadings for each item exceed 0.5, indicating that no items have been excluded from the data set Consequently, all items will be included in the subsequent regression analysis.
3.4.2 ]¿xploratory factor analysis of Student Satisfaction Scale
‘Table 3.10: Exploratory factor analysis for student satisfaction scale
Approx Chi-Square 19.062 df | Sig 000
Student satisfaction scale includes two items In KMO and Bartlett's Test, KMO value measuring the sampling adequacy equals to 0.5 with Sig is 000 It means that the data is valid.
The analysis extracts 1 component which has eigenvalues of 1.467 (greater than
Both customer satisfaction items associated with this component have factor loadings exceeding 0.5, each valued at 1.467 This component accounts for 73.348% of the variance in student satisfaction, indicating its significant impact on overall satisfaction levels.
Reliability test of Quality of Strategic Mission Program scale
The educational scale encompasses 29 observable variables categorized into four key components: Lectures, Facilities, Program System, and Student Support To assess the reliability of the Quality of Strategic Mission Program scale, the average of the observable variables within each component will be calculated Specifically, the Lectures component (LEC) plays a crucial role in this evaluation.
49 component will equal to the average of 9 items includes from LEC1 to LEC4 and from
1.1-C6 to LECI0 while Facilities (F) will equal to the average of 5 items includes E2.
The Student Support (SUP) component is calculated as the average of seven items, specifically SUP1 through SUP5, SUP7, and SUP8 Meanwhile, the Program System (PRO) component is determined by the average of eight items, ranging from PRO1 to PRO8.
Table 3.11: Cronbach Alpha Test of Quality of Strategic Mission Program scale
The analysis indicates that the Quality of Strategic Mission Program scale demonstrates a reliability score of 0.752, exceeding the acceptable threshold of 0.6, thus confirming its validity Additionally, all components show corrected item-total correlations above 0.3, with values of 0.529, 0.529, 0.459, and 0.752 Notably, the Facility component (F) has the highest correlation at 0.752, while the Student Support component (SUP) has the lowest at 0.459 All components are deemed valid and will be further analyzed in subsequent steps.
[Control Variables LEC | PRO | sup [_F_ | SAT | mm 1.000 453 322 628 670
LEC Significance (2-tailed) -} 000 047) 000 000 df 0 78 78 78 78 Correlation 453| 1.000 325) s15 628 PRO Significance (2-tailed) 000 003|_ 000 000 df 78 0 78 78 78 Correlation 2322| 322 1.000] 542 sf27 weasel? SUP Significance (2-tailed) 047} 003 : 000 000 df 78 78 0 78 78
Correlation 628| 515 542} 1.000 883 lô Significance (2-tailed) 000{_ 000 000 i 000 df 78 78 78 0 78 SAT Correlation 670] 628 727| 883 1.000
The analysis reveals positive Pearson correlations between Student Satisfaction (SAT) and the four components: Lecture (LEC), Student Support (SUP), Program System (PRO), and Facilities (F) This indicates a strong positive relationship between the dependent variable (SAT) and the independent variables, with all correlation values exceeding 0.3 Consequently, this data is deemed acceptable for further regression analysis.
The analysis presented in Table 3.13 indicates a strong correlation between the variables in the model, with an R value of 0.968 The R Square value of 0.938 signifies that 93.8% of the variability in student satisfaction is accounted for by the four components: Lecture, Student Support, Facilities, and Program System Furthermore, the Adjusted R Square of 0.935 (or 93.5%) provides a more accurate reflection of the model's overall suitability, confirming the existence of a regression relationship between student satisfaction and the four independent components.
Total 26.831 a Dependent Variable: SAT b Predictors: (Constant), F, PRO, SUP, LEC ANOVA Analysis of variance shows that the significant of I’ values equal to
0.000 (less than 0.05), it means that regression model consistent with collected data.
The statistical analysis yielded an F value of 432.470 and a P-value less than 0.05, indicating that the slopes of the four independent variables—Lecture, Student Support, Facilities, and Program System—are significantly different from zero Consequently, these independent components have a meaningful relationship with the dependent variable, Student Satisfaction.
Table 3.15 shows the VIF values for four components, which are 1.786, 1.429, 1.480, and 2.441 These values are all significantly lower than the threshold of 10, indicating that multi-collinearity is not a concern Consequently, the regression model can confidently incorporate these variables.
Analytical results indicate that all components have a significance level of 0.000, which is below the 0.05 threshold, confirming that the four independent variables significantly influence student satisfaction The unstandardized coefficients for these components are all positive, demonstrating their positive impact on student satisfaction The standardized coefficients for the independent variables—Lectures, Student Support, Program System, and Facilities—are 0.231, 0.170, 0.394, and 0.437, respectively, highlighting their varying degrees of influence.
Aller making regression analysis, hypothesis HI, H2, H3 and H4 are all supported Therefore, the regression function is as following:
According to the HS formula, 93.5% of the variance in Student Satisfaction (SET) is attributed to four key independent variables: Lecture quality, Student Support, Program System, and Facilities The remaining 6.5% of Student Satisfaction is influenced by other factors not included in this model.
3.7 Hypothesis test resuit and research model
As the analysis result shows, the model applied in Economic and Business
University is valid All components are accepted as a part of model The model now remain | dependent variables (Student satisfaction) and 4 independent variables (lecture, Facilities, Student Support and Program System)
Table 3.16 indicates that Hypotheses H1, H2, H3, and H4 are supported, as the enhancement of these factors correlates with higher levels of student satisfaction In essence, as students' evaluations of these four components improve, their overall satisfaction also rises.
—— Hypothesis Test Result — lil: There is positive relationship between Facilities with student satisfaction The higher/lower Facilities student evaluate, the higher/lower satisfaction they feel.
112: There is positive relationship between Lectures with Supported student satisfaction The higher/lower Lecture student evaluate, the higher/lower satisfaction they feel
113: There is positive relationship between Program System Supported
| with student satisfaction The higher/lower Program System
| student evaluate, the higher/lower satisfaction they feel { ơ "
CII: There is positive relationship between Student Support Supported with student satisfaction The higher/lower Student Support student evaluate, the higher/lower satisfaction they feel.
FINDINGS AND RECOMMENDATIOND
4.1.1 Assessment Student’s perception of quality of Strategic Mission Program
The quality of the Strategic Mission Program will be evaluated through SERVQUAL scores, which assess key components such as Lecture, Student Support, Program System, and Facilities Higher perceptions from students indicate a greater quality of the Strategic Mission Program.
Table 4.1: Perception of Quality of Strategic Mission Program in UEB
Descriptive Statistics Minimum | Maximu Mean ơ iation m
LEC 4.89 49314 PRO 3 5.00} 4 46782 SUP 2 : 4.001 2.92 2/192 là 2 : 5.00] 3.685 67794 Valid N
As the analysis result shows, the components scores come from 2.9358 to4.1888, which means that students assesse the quality of Strategic mission program quite high.
55 có _| _ PROI The total number of credits in a
| : ams tearei ys 4.2250 term courses is suitable
| PRO3 Providing Interesting subjects and ”
| PRO The contents of the courses match
_ System PROS Providing Quality textbooks and |
PRO6 Easy access to textbooks & ee 4.2000 materials
PRO7 Scientific research help student | apply their knowledge 4.3000
: mm 4.0500 students in scientific research
In detail, Program System gets the highest score with the value 4.1888 respectively, which is greater than 4,0, It means that student assess SUP component very high.
According to Table 4.2, students rated all aspects of the program system highly, particularly items PRO3 and PRO7, confirming the Business Administration Faculty's beliefs The integration of the Haas School of Business program with faculty adjustments received excellent evaluations Additionally, scientific research, which had been a significant concern in recent years, is increasingly attracting student interest After hosting numerous seminars on scientific research, students now appreciate its value in broadening their perspectives and enhancing their knowledge and skills.
In recent years, the Business Administration Faculty has increasingly supported students, leading to a greater sense of respect and recognition for their research contributions Students have also positively assessed the quality of textbooks and reference materials, indicating that the faculty is effectively addressing previous concerns about textbook quality and pricing, which had negatively impacted its reputation This year, the faculty's improved policies have significantly enhanced student perceptions, fostering a more favorable view among the student body.
SUPI Information is always updated quickly on websites 3.3750 |
SUP2 The staff always enthusiast and respect students 3.2000
SUP3 Helping student ¡in Internship
| Student SUP4 Student information and scores
Support are updated regularly and | 2 3000
SUPS5 Diverse, useful content and | information 3.0000
| The questions/ complaints from students are always solved | 9 5759) quickly and reasonably
SUP8 trustfully, quickly and updated
The analysis reveals that the student support component received a low evaluation score of 2.9358, indicating it is considered below average Students expressed their dissatisfaction with specific items, such as SUP 4, SUP 7, and SUP 8, scoring them at 2.3, 2.5750, and 2.7250, respectively They feel that the Business Administration Faculty fails to update information and scores regularly and accurately, possibly due to reliance on the training department Additionally, students criticize the information delivery method, citing slow and outdated communication from coordinators, although they acknowledge the coordinators' heavy workload and recent improvements in reducing mistakes Despite these challenges, 47.5% of students rated their experience positively, showing some sympathy towards the coordinators However, a significant concern remains regarding the slow and unsatisfactory resolution of student complaints, particularly related to final test scores, which has led to ongoing dissatisfaction among students.
| LEC | Lectures expertise are excellent 4.0750
| LEC3 Respect and listen to student | |
LECH The enthusiasm of lectures met
Lectures | LEC6 | Creativity in Teaching q
(LEC) (interesting, and attract student) 3.8250 ^ 5
| LEC 8 Lectures are willingness to share
LEG? Lectures updates and imparts new theories, knowledge and} 4 9759
The evaluations for the LEC 9 and LEC 10 tests indicate that students find the scores to be reasonable and fair, with ratings of 3.9250 and 3.9000, respectively The lectures received an impressive score of 4.0277, highlighting the high expertise and enthusiasm of the lecturers, which contributed to student satisfaction ratings of 4.075 and 4.225 Students feel respected and heard, as lecturers actively share their experiences and provide up-to-date theories and economic news, enhancing the subject's appeal Additionally, students express satisfaction with the content and fairness of tests and exams, reinforcing their belief that these assessments align well with the curriculum Notably, all lecturers are graduates of reputable foreign universities, contributing to their strong English language skills In conclusion, both the program and lecture components receive high evaluations from students, suggesting that the Business Administration Faculty should maintain its current lecture policies.
F2 Library has large amount of | books includes textbooks, | 3 3250 reference books, enhance book.
F3 Class room is spacious, airy and
: 4.0500 clean l4 Class room has good tools such
Facilities (F) as air conditioning, projector and | 3 o7s0 etc
PS Dormitory is spacious, airy and
| Fo Dormitory satisfy student basis requirement such as electrical, | 3 6000 water and etc
F7 Number of Other facilities is
F8 Quality of Other facilities 15 enough to reach student require 3.4250 |
The facilities component received a score of 3.6850, indicating a high level of satisfaction among students, particularly regarding the study room and dormitory Students appreciate the spacious, airy, and clean study rooms, equipped with good-quality tools, thanks to the Business Administration Faculty's commitment to providing high-quality study spaces at the Vietnam-Australia School and I4 building Additionally, the dormitory is regularly maintained and upgraded, contributing to student satisfaction However, there are some drawbacks, as other facilities and the library received lower evaluations, primarily due to the limited number of books and the overall quality of these resources.
4.1.2 Impact of Quality of Strategic Mission Program on Student Satisfaction
The Quality of Strategic Mission Program in Economic and University are classified into Lecture, Student support, Facilities and Program System.
[he regression function is as following:
The regression analysis reveals that an increase in facilities points correlates with a 0.306 rise in student satisfaction, while a rise in lecture points leads to a 0.222 increase Additionally, improvements in program system points result in a 0.173 boost in satisfaction, and an increase in student support points corresponds to a 0.261 rise The standardized coefficients indicate that facilities have the most significant impact on student satisfaction at 43.7%, followed by student support at 39.4%, lectures at 23.1%, and program systems at 17% This suggests that facilities and student support are crucial for enhancing student satisfaction, with lectures also playing a vital role, while the impact of program systems appears to be underestimated.
The analysis indicates that the quality of student support is currently the lowest-rated component To enhance student evaluations, the Business Administration Faculty must implement new policies aimed at improving this aspect of their services.
To enhance coordinator effectiveness, faculty should prioritize training programs that improve their skills and abilities Additionally, increasing the coordinator's salary is essential, as the current compensation does not reflect the high workload and pressure they face, which can lead to decreased motivation and enthusiasm over time Furthermore, collaboration among departments is crucial to alleviate work pressure and enable coordinators to perform their tasks more efficiently and accurately.
The portal, managed by the Economic and Business University, requires close coordination between the Business Administration Faculty, the training department, lecturers, and students to enhance the information updating process By fostering collaboration among these stakeholders, the transfer of exam results can be expedited Additionally, it is essential for students to actively update their background information to support this initiative.
Addressing student questions and complaints is a critical issue that has persisted despite various policies implemented by faculty in recent years Unfortunately, these measures have not effectively resolved student dissatisfaction, leading to ongoing grievances To improve this situation, faculty should leverage the lecture component by establishing a subcommittee comprised of respected and reputable lecturers and staff This dedicated subcommittee would focus on addressing student inquiries and resolving complaints, ultimately fostering trust and confidence among students through its esteemed reputation.
Moreover, I also believe that with high quality human resources, this subcommittee can solve even the hardest problems.
Despite the high evaluation of the facilities component, there are still notable drawbacks that need to be addressed Consequently, the Business Administration Faculty should consider implementing new policies aimed at enhancing the quality of this component.
The Faculty, while not directly managing the facilities and dormitories, is responsible for addressing transfer student complaints to the facilities manager Additionally, the Faculty can collaborate with the Economic and Business University to seek solutions for these issues It is also important for the Faculty to communicate the situation and its limited authority to students, helping them gain a clearer and more accurate understanding of the circumstances.
The primary issue facing the library is the shortage of textbooks and reference materials Faculty members can seek funding from UEB and VNU to address this challenge Additionally, they can collaborate with bookstores and enterprises that offer free books to gain borrowing rights While these approaches provide long-term solutions, immediate actions are also necessary Establishing a faculty bookcase and encouraging student contributions can effectively utilize existing resources while meeting student needs.
Besides 4 main components includes Lecture, Student Support, Program System and Facilities, in order to improving quality of Strategic Mission Program improving
Quality of Student Activities factor also is good solution.
The Business Administration Faculty established the Business Administration Plus club last year in collaboration with students to enhance their knowledge and skills Initially, the faculty provided support through funding and assigning tasks, but recently, their involvement has diminished While the faculty may believe that the club can thrive independently, it still requires their backing—not just financially, but also in terms of reputation Such support would enable the club to execute its plans and programs more effectively, ultimately increasing student satisfaction and demonstrating the faculty's commitment to their success.