Luận văn thạc sĩ Nghiên cứu mối quan hệ giữa các yếu tố hình ảnh và sự thỏa mãn của sinh viên đến lòng trung thành của sinh viên ở các trường đại học trên địa bàn TPHCM

B O I H C KINH T TP H NG H U M I QUAN H GI A TH Y UT IH LU TP H 8/2012 B GIÁO D O I H C KINH T TP H CHÍ MINH NG H U PHÚC NGHIÊN C U M I QUAN H GI A CÁC Y U T HÌNH NH VÀ S TH A MÃN C A SINH VIÊN N LÒNG TRUNG THÀNH SINH VIÊN IH A BÀN TP.HCM Chuyên ngành: Qu n tr kinh doanh Mã s : 60.34.05 LU GI NG VIÊN NG D N KHOA H C: TS TR N HÀ MINH QUÂN TP H Chí Minh 8/2012 L IC c tiên, xin chân thành g i l i c Qu n Tr Kinh Doanh c n Quý Th y Cô khoa i h c Kinh t Thành ph H trang b cho nhi u ki n th c quý báu th i gian qua Tôi xin chân thành g i l i c ng d n p c n th c ti n, phát hi khoa h c c a lu Tr n Hà Minh Qn n ng d n tơi hồn thành lu Sau cùng, xin chân thành c nghi n nh i b n, nh n tình h tr ng tơi su t th i gian h c t p nghiên c u Xin g i l i c nt tc m i! Tác gi : ng H u Phúc M CL C 1: T NG QUAN 1.1 GI I THI U 1.2 M C TIÊU NGHIÊN C U .3 1.3 NG NGHIÊN C U, NG KH O SÁT, PH M VI NGHIÊN C U LÝ THUY T VÀ MƠ HÌNH NGHIÊN C U 2.1 GI I THI U 2.2 KHÁI NI M NGHIÊN C U 2.2.1 Lòng trung thành sinh viên 2.2.2 S th a mãn sinh viên 2.2.3 Các y u t hình nh .9 2.2.4 v t ch t 14 2.2.5 Ch ng d ch v 17 2.3 MƠ HÌNH NGHIÊN C U 22 3: 24 3.1 24 3.2 24 3.2.1 24 3.3 26 26 27 27 3.3.3 27 3.3.4 28 28 3.3.6 Lòng trung thành sinh viên: 29 29 29 30 30 4: K T QU NGHIÊN C U 32 4.1 GI I THI U 32 32 4.3 33 34 35 4.4 KI NG CFA 37 ng d ch v 37 v t ch t 38 4.4.3 Nh khác 39 NG T I H N 39 4.5.1 Ki nh giá tr phân bi t gi a khái ni m nghiên c u 40 4.5.2 Ki nh giá tr h i t 42 4.5.3 Ki tin c y t ng h 4.6 KI 4.7 KI 43 NH MÔ HÌNH C U TRÚC TUY N TÍNH 45 c ng mơ hình nghiên c u b ng Bootstrap 47 NH CÁC GI THUY T NGHIÊN C U 48 4.8 PHÂN TÍCH C 54 4.8.1 Ki nh s khác bi t theo gi i tính 55 4.8.2 Ki nh s khác bi t theo h kh 4.8.3 Ki nh s khác bi t theo h ng trú 57 o 59 5: K T LU N VÀ KI N NGH 61 5.1 GI I THI U 61 5.2 K T LU N 61 5.3 KI N NGH 62 5.4 H N CH C A NGHIÊN C U 64 DANH SÁCH B NG BI U Danh sách hình nh Hình 2.1 ng cách c a Parasuraman: 18 Hình 2.2 Mơ hình nghiên c u: 23 nh 3.1: : 26 : 32 : 33 Hình 4.3 K t qu ki nh CFA v ng d ch v : 38 Hình 4.4 K t qu ki nh CFA v v t ch t: 39 Hình 4.5: K t qu CFA chu n hóa: 40 Hình 4.6 Ki nh SEM mơ hình nghiên c u (chu n hóa): 46 Hình 4.7: K t qu SEM cho mơ hình kh bi n b t bi n t ng ph n theo gi i tính: 56 Hình 4.8: K t qu SEM cho mơ hình kh bi n b t bi n t ng ph n theo h kh u ng trú: 58 Hình 4.9: K t qu SEM cho mơ hình kh bi n b t bi n t ng ph n theo h o: 60 Danh sách b ng bi u B ng 2.1 T ng h p gi thuy t: 23 B ng 4.1 K t qu ki tin c : 34 36 : 37 B ng 4.4: M i quan h gi a khái ni m nghiên c u: 41 B ng 4.5: Ch s th n c a bi n quan sát khái ni m nghiên c u: 43 B ng 4.6: Tóm t t k t qu ki m B ng 4.7: K t qu ki : 44 nh m i quan h nhân qu gi a khái ni m mơ hình nghiên c u (chu n hóa): 45 B ng 4.8 K t qu ki nh Bootstrap th hi n b ng sau: 48 B ng 4.9: t ng h p ki nh gi thuy t: 52 B ng 4.10: T ng h p ng gi a khái ni m mơ hình nghiên c u: 53 B ng 4.11 M i quan h gi a khái ni B ng 4.12: M i quan h gi a khái ni n hóa) theo gi i tính: 55 n hóa) theo h kh ng trú : 57 B ng 4.13: M i quan h gi a khái ni n hóa) theo h o 59 1: T NG QUAN 1.1 GI I THI U N n kinh t Vi t Nam ngày phát tri Nam th c hi n sách kinh t im n Vi t u ngành ngh c ph quan tâm nghi c bi nh m , thu hút không ch doanh c mà cịn có nhi u doanh nghi ngành ngh c c tham gia Trong không nh c giáo d c h t s c quan tr ng công cu c th i k o m t im lên ch sung phát tri cb n giáo d o v i phát tri n khoa h c công ngh qu giáo d (tuyengiao.vn) Theo GS.TS Mai Tr ng Nhu n i cho r có th giáo d ih c phát tri n, ph n vinh c a m i qu c gia, dân t c (gdtd.vn) Chính t m quan tr th k i u th k XXI ch ng ki n s nh m cho giáo d c t t c t nh, thành ph , vùng mi n c giáo d c Trong lu t ih nh c n ih Thi - Ch nhi m Tr ng c, Thanh thi c a Qu c h -2004, t d ng ng (chi m 12% t i h c g n 18.000 t -2009, chi cho giáo d c bi t nh c cho giáo ih n g n 33.000 t gi ng u d án cho n n giáo d c Vi t Nam v i t Chính t nh Vi n mà th n m nh m (http://ceea.ier.edu.vn) ng giáo d c Th ng phát tri n s c nh tranh gay g u không th tránh kh i Khơng n m ngồi quy lu t chung c a th i h c hi n ng Vi t Nam ngày xu t hi n nhi u vi c c nh tranh ng kê hi n nay, c ih ng H ng Bên c nh nh ch ho t ng m ng 100 c thành l ng ng c m ch ng, h y b nhi u ngành ngh a không o ho c bu c ph i c t ngành d ch v c lòng trung thành c a i h c hi n b ngành d ch v c thù này, không ph i sinh viên ch s d ng d ch v vào h c) m t l n mà h cịn có th n nh ng khóa h ng Lòng trung thành c a nh ng c nh t quan tr i h c Khi sinh viên trung thành v h c, h s ng ti p t c ch n nh h ct Bên c b u quan tâm Trong i thân v i iv i ng mà h ng cho nh n ng sinh viên cịn có th qu ng bá cho n o (Helgesen Nesset, 2007) Chính th nghiên c u v lòng trung thành c a sinh viên m t công vi c h t s c c n thi t cho nh chi i h c hi n nh m có nh ng gi c Marketing cho vi c phát tri n c a t ch c Có nhi u y u t t o nên lòng trung thành c a khách hàng d ch v v t ch t, s th a mãn, danh ti ng, hình ng giáo d c, u tài nghiên c u v lòng trung thành sinh viên (Hennig-Thurau, 2001; Jose´ I Arturo Z, 2009) tài ng ng m ng c a y u t hình trung thành sinh viên ng giáo d c nhi u ng h n lòng xem xét m i quan h gi a y u t môi Vi t Nam, tác gi c hi n tài u m i quan h gi a y u t hình nh s th a mãn c thành sinh viên c ng n lòng trung ih Trong ph m vi tài, tác gi t p trung vào y u t v hình nh bao g m hình ng h c, hình c y u t s th ng n lòng trung thành sinh viên 1.2 M C TIÊU NGHIÊN C U tài nghiên c c th c hi n nh m gi i quy t nh ng m c tiêu c th sau: ng m th a mãn Ki 1.3 ng c a y u t hình nh, m n lòng trung thành c a sinh viên nh s khác bi t c a mơ hình NG NGHIÊN C m cá nhân NG KH O SÁT, PH M VI NGHIÊN C U ng nghiên c u: ph tài xem xét nghiên c u ng sau: y u t v hình nh bao g m hình i ng h c, hình c; s th a mãn sinh viên; lòng trung thành sinh viên ng kh o sát: tài nh ng sinh viên h quy i h c Do nh ng sinh viên m quan v ng ng h c t tr l i b ng câu h i kh o sát Chính th , tác gi ch ti n hành kh i v i sinh i h c Ph m vi nghiên c u: Nghiên c u th ng ih c a bàn TPHCM c th c hi n t i 65 th c hi n nghiên c u m i quan h gi a y u t hình nh v i s th a mãn c a sinh viên Nh hi n ki m tra nh ng m i quan h nh s ng gi a y u t tài nghiên c u ti p theo có th th c c nhìn tồn di Ahmed, I., Nawaz, M M., Ahmad, Z., Ahmad, Z., Shaukat, M Z., Usman, A., Wasim-ul-Rehman & Ahmed, N (2010) Institutes of Higher Learning," African Journal of Business Management, (12) 2527-2533 Alridge, S & Rowley, J (2001) Conducting a withdrawal survey Quality in Higher Education, 7(1), 55-63 Alves, H & Raposo M (2010) International Journal of Educational Management 24 (1): 73-85 Anderson, E., et al (1994) Customer satisfaction, Market share, and Profitability: Findings from Sweden Journal of Marketing, 58, 53-66 Athiyaman, A (1997) Linking Student Satisfaction and Service Quality Perceptions: the case of university education European Journal of Marketing, 31, 528-540 Bagozzi, R P., &Foxall, G R (1996) International Journal of Research in Marketing, 13, 201 213 Barnett, M L L., Jermier, J M and Lafferty, B A (2006) Corporate Reputation: The Definitional Landscape Corporate Reputation Review, 9(1), 26 38, DOI: 10.1057/palgrave.crr.1550012 Blagojevich, R.R., Illinios Capital Development Board, & Illinois State Board of Education (2006) Illinois resource guide for health, high performing school buildings IL, Healthy Schools Campaign Bourke, A (1997) The Internationalisation of Higher Education Higher Education Quarterly, 51, 325-346 10 Brown, T J et al (2006), Suggested Terminology, Identity, Intended Image, Construed Image, and Reputation: An Interdisciplinary Framework Journal of the Academy of Marketing Science, 34(99), 99-106 DOI: 10.1177/0092070305284969 11 Browne , B A , Kaldenberg , D O , Browne , W G and Brown , D J ( 1998 ) Student as customer: Factors affecting satisfaction and assessm , Journal of Marketing for Higher Education , (3) , 14 12 Bush , V , Ferrell , O C and Thomas Jr , J L ( 1998 ) Marketing the business school: An , Journal of Marketing Education , 20 (1) , 16 23 13 Cash, C S (1993) Building condition and student achievement and behavior Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA 14 Cassel & Eklöf (2001) Modelling customer satisfaction and loyalty on aggregate levels: Experience from the ECSI pilot study Total Quality Management v12 834-841 15 Chan, L K., Hui, Y V., Lo, H P., Tse, S K., Tso, G K F and Wu, M L ( 2003 ) Consumer satisfaction index: new p , European Journal of Marketing , 37 (5/6) , 872 909 16 Chan, T C (1996) Environmental impact on student learning Valdosta, GA: Valdosta State College, School of Education (ERIC Document Reproduction Service No ED 406 722) 17 Chaudhuri, A., (1999) Does Brand Loyalty Mediate Brand Equity Outcomes? 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mãn, lòng trung thành c a khách hàng siêu th t , T p chí phát tri n KH&CN, t p 9, s 10 -2006 Website 104 http://ceea.ier.edu.vn/nghien-cuu-giao-duc/bai-bao-khoa-hoc/142-thuc-trang-giao-duc-dao-taodai-hoc-viet-nam 105 http://huc.edu.vn/chi-tiet/1120/Phai-dong-cua-cac-truong-dai-hoc-kem-chat-luong.html 106 http://tuoitre.vn/Tuoi-tre-cuoi-tuan/Chuyen-de/411904/Co-so-vat-chat-cac-truong-dai-hoc-caodang.html 107 http://www.gdtd.vn/channel/3005/201202/Doi-moi-giao-duc-DH-o-Viet-Nam-thuc-trang-vagiai-phap-1958475/ 108 http://www.tuyengiao.vn/Home/nghi-quyet-dai-hoi-dang/2012/2/39043.aspx Nghiên c u m i quan h gi a nhân t hình nh s th a mãn c ih n lòng trung thành sinh viên a bàn TP.HCM l ? Tôi th a mãn v Tôi th a mãn v c n Tơi th a mãn v i v trí c a gi ng viên Tơi th a mãn v i phịng h c nhóm Tơi th a mãn v i v sinh Tơi th a mãn v i nhi phịng Tơi th a mãn v c ih c b n bè bi n ih cm n ih c nh ng c i bi c b n bè bi ng bi n cm is d n i bi c nh ng Th a mãn v ng h c m t cách t ng quát Th a mãn v ng h c so v Th a mãn v ng h c so v i m is d i ng ng bi n n V Lịng trung thành Kh Tơi s gi i thi ng cho b i thân Tôi v n s ch ng n c l i Tơi s tham gia nh ng khóa h ng có nhu c u Nghiên c u m i quan h gi a nhân t hình nh s th a mãn c n lòng trung thành sinh viên a bàn TP.HCM Kính mong Anh/ch dành chút th h t c ý ki n c a Anh/ch i h c/cao tr l i cho chúng tơi m t s câu u có giá tr cho nghiên c u c m b o m i thông tin c a Anh/ch cung c p s c gi bí m t ch s d ng cho m a nghiên c u Chúng chân thành c h p tác c a Anh/ch cho nghiên c u c a chúng tôi! Ngày th c hi n PH N I: Anh/ch vui lòng cho bi t m t s thông tin cá nhân sau b u vào thích h p: A Gi i tính: Nam N B C p b o: ng ih c C H kh ng trú: T nh TP.HCM PH N II: t s nh c Vui lòng cho bi t m cho t ng nh 12ng ý 3- Trung dung 4ng ý 5ng ý mt n 5: ng ý Xin khoanh tròn ch m t s thích h p nh t cho m i nh nh sau: phù h p Mã hóa DV1 DV2 DV3 DV4 DV5 VC1 10 VC2 VC3 VC4 VC5 11 TH1 12 CÁC NH TH2 ih i bi TH3 c b n bè n CT2 c m 20 21 22 TM1 TM2 TM3 TT1 TT2 TT3 ng bi Tôi th a mãn v Tôi th a mãn v Tôi th a mãn v ng i c nh ng CT3 s d 17 18 19 n n bi 16 c ng bi CT1 bi 15 c n ih is d nh ng 14 M t ki n th c c a gi ng viên d hi u Nh ng ph n h i t gi ng viên phù h p Gi ng viên tr l i th ng câu h i c a Vi a gi ng viên khách quan Tài li u h c t p phù h p v t ch t nhu c u h c t p c a H th ng âm phòng h c phù h p M ánh sáng phòng h c phù h p S nhu c u h c t p V ng s ch s Hình ng h c ih c b n bè bi n m 13 NH i n ng h c m t cách t ng quát ng h c so v i ng h c so v i m ng lý Lòng trung thành sinh viên Tôi s gi i thi ng cho b i thân Tôi v n s ch ng n c l i Tôi s tham gia nh ng khóa h ng có nhu c u M T L N N A, CHÂN THÀNH C NG Ý 1 1 2 2 3 3 4 4 5 5 5 1 2 3 4 5 5 5 5 1 2 3 4 5 1 2 3 4 5 H P TÁC C A ANH/CH ! KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Test of Approx Chi-Square Sphericity df Sig .874 2085.540 153 000 Total Variance Explained Extraction Sums of Squared Loadings Initial Eigenvalues % of Cumulati Factor Total Variance ve % Total % of Cumulative Variance % Rotation Sums of Squared Loadingsa Total 7.177 39.873 39.873 6.806 37.809 37.809 5.222 1.845 10.250 50.123 1.523 8.461 46.270 5.029 1.537 8.540 58.663 1.208 6.709 52.980 3.653 1.437 7.983 66.647 1.058 5.876 58.856 3.653 1.073 5.958 72.605 711 3.953 62.809 4.579 700 3.887 76.492 571 3.173 79.665 517 2.870 82.536 450 2.503 85.038 10 416 2.309 87.348 11 380 2.111 89.458 12 367 2.037 91.495 13 341 1.896 93.391 14 299 1.661 95.052 15 278 1.546 96.598 16 223 1.240 97.838 17 204 1.136 98.974 18 185 1.026 100.000 Extraction Method: Principal Axis Factoring PH L C 3b: Ki nh EFA cho khái ni m trung thành (TT) KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Test of Approx Chi-Square Sphericity df Sig .707 190.507 000 Total Variance Explained Initial Eigenvalues Factor Total % of Variance Extraction Sums of Squared Loadings Cumulative % 2.124 70.792 469 15.617 70.792 408 13.591 1.689 Cumulative % 86.409 Total % of Variance 56.293 56.293 100.000 Extraction Method: Principal Axis Factoring PH L C 4: K t qu CT CT TM TH TM TH TH TT TT TT DV5 DV4 DV3 DV2 DV1 TM1 < < < < < < < < < < < < < < < < - DV VC DV DV VC VC CT TH TM CT DV DV DV DV DV TM ng mơ hình lý thuy 292 205 242 176 339 439 198 374 560 099 1.000 876 895 668 931 1.000 ML S.E C.R .101 2.891 099 2.076 097 2.501 089 1.988 098 3.454 092 4.787 073 2.728 091 4.120 093 6.047 076 1.306 P 004 038 012 047 *** *** 006 *** *** 192 081 10.770 *** 076 11.742 *** 073 9.131 *** 079 11.851 *** n hóa) BOOTSTRAP SE SE-SE Mean Bias SE-Bias 127 003 295 003 004 125 003 199 -.006 004 114 003 244 002 004 115 003 184 008 004 111 002 333 -.006 004 113 003 436 -.003 004 095 002 194 -.004 003 108 002 374 000 003 105 002 568 008 003 084 002 089 -.010 003 000 000 1.000 000 000 094 002 881 005 003 082 002 904 009 003 094 002 677 009 003 090 002 939 009 003 000 000 1.000 000 000 TM2 TM3 VC5 VC3 VC2 VC1 TH1 TH2 TH3 CT1 CT2 CT3 TT1 TT2 TT3 < < < < < < < < < < < < < < < - TM TM VC VC VC VC TH TH TH CT CT CT TT TT TT ML S.E C.R 1.114 118 9.422 1.166 121 9.614 1.000 874 089 9.816 1.037 082 12.649 1.079 091 11.802 1.000 1.029 097 10.642 1.097 103 10.604 1.000 941 070 13.385 915 070 13.116 1.000 1.079 110 9.819 1.063 104 10.245 P *** *** *** *** *** *** *** *** *** *** *** SE 121 142 000 086 098 116 000 108 107 000 085 074 000 131 140 BOOTSTRAP SE-SE Mean Bias SE-Bias 003 1.125 011 004 003 1.181 015 005 000 1.000 000 000 002 878 003 003 002 1.048 011 003 003 1.091 013 004 000 1.000 000 000 002 1.041 012 003 002 1.107 011 003 000 1.000 000 000 002 943 002 003 002 918 002 002 000 1.000 000 000 003 1.086 008 004 003 1.077 013 004 ... trung thành sinh viên C m nh n c a sinh viên v hình c có nh n c m nh n c a sinh viên v hình nh c ng i h c C m nh n c a sinh viên v hình nh c có nh n lịng trung thành sinh viên C m nh n c a sinh viên. .. Trong nghiên c u c a mình, Helgesen Nesset (2007 a hình kh nh m i quan h ng h c lòng trung thành sinh viên Hình nh c a c ch liên quan gián ti p t i lòng trung thành sinh viên (thơng qua hình nh... u ng sau: y u t v hình nh bao g m hình i ng h c, hình c; s th a mãn sinh viên; lòng trung thành sinh viên ng kh o sát: tài nh ng sinh viên h quy i h c Do nh ng sinh viên m quan v ng ng h c t