Post choice satisfaction of vietnamese undergraduate students in ho chi minh city

POST-CHOICE SATISFACTION OF VIETNAMESE UNDERGRADUATE STUDENTS IN HO CHI MINH CITY In partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In Marketing By Ms. Ly Thi My Dung ID: MBA03009 International University – Vietnam National University HCMC February 2013 i POST-CHOICE SATISFACTION OF VIETNAMESE UNDERGRADUATE STUDENTS IN HO CHI MINH CITY In Partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In Marketing by Ms. Ly Thi My Dung ID: MBA03009 International University - Vietnam National University HCMC February 2013 Under the guidance and approval of the committee, and approved by all its members, this thesis has been accepted in partial fulfillment of the requirements for the degree. Approved: Chairperson ---------------------------------------------- ---------------------------------------------- Committee member Committee member ---------------------------------------------- --------------------------------------------- Committee member Committee member ---------------------------------------------- --------------------------------------------- i Acknowledge This thesis is my last and most important project in Marketing major of Master program at International University, HCM City. The research could not be done without the support of many individuals. I would like to take this opportunity to thank people who helped me in different ways during my work. Firstly, I respectfully thank my helpful instructor, Prof. Le Nguyen Hau, for his extraordinary support. His unwavering support, invaluable mentorship, and insightful ideas shaped both my thesis and my character. He has been expectations, fair with his constructive criticism, and a great source of information. Secondly, I would like to thank to people who spent time with me on survey and interviews for collecting information. Thirdly, I want to thank my friends in MBA class who share me more useful information. Finally, I really appreciate my professors and lecturers in MBA class who give me a lot of wonderful knowledge in this course. ii Plagiarism Statements I would like to declare that, apart from the acknowledged references, this thesis either does not use language, ideas, or other original material from anyone; or has not been previously submitted to any other educational and research programs or institutions. I fully understand that any writings in this thesis contradicted to the above statement will automatically lead to the rejection from the MBA program at the International University – Vietnam National University Ho Chi Minh City. iii Copyright Statement This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognize that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author‟s prior consent. © Ly Thi My Dung/ MBA03009/2011-2013 iv Table of Contents List of Tables ...................................................................................................................... viii List of Figures ....................................................................................................................... ix Abstract ............................................................................................................................x CHAPTER ONE - INTRODUCTION....................................................................................1 I. BACKGROUND ...........................................................................................................1 II. RATIONALE OF THE STUDY ...................................................................................4 III. RESEARCH OBJECTIVE ............................................................................................5 IV. RESEARCH QUESTION .............................................................................................6 V. RESEARCH METHODOLOGY ..................................................................................6 VI. SCOPE...........................................................................................................................7 VII. SIGNIFICANCE OF THE RESEARCH ..................................................................7 VIII. PROPOSED STRUCTURE ......................................................................................7 CHAPTER TWO - LITERATURE REVIEW ........................................................................9 I. DEFINITION OF EDUCATION ..................................................................................9 II. DEFINITION OF STUDY ............................................................................................9 III. QUALITY IN EDUCATION ......................................................................................10 IV. STUDENT PERCEIVED VALUE .............................................................................10 V. CUSTOMER SATISFACTION ..................................................................................11 VI. THE EUROPEAN CUSTOMER SATISFACTION INDEX MODEL ......................11 1. The evolution of national satisfaction index models ............................................11 2. The European Customer Satisfaction Index model ..............................................12 CHAPTER THREE – CONCEPTUAL FRAMEWORK AND RESEARCH HYPOTHESES ................................................................................................17 I. FACTORS INFLUENCING ON STUDENT SATISFACTION ................................17 1. Image ....................................................................................................................17 2. Perceived quality of teaching and learning ..........................................................18 3. Perceived quality of student support services ......................................................18 4. Perceived quality of facilities and resources ........................................................19 5. Perceived value and sacrifice ...............................................................................19 v II. CONCEPTUAL FRAMEWORK AND HYPOTHESES ...........................................21 CHAPTER FOUR – RESEARCH METHODOLOGY ........................................................23 I. RESEARCH DESIGN ................................................................................................23 II. RESEARCH APPROACH ..........................................................................................24 1. Qualitative research ..............................................................................................25 2. Quantitative research ............................................................................................25 3. Construct measurement ........................................................................................25 III. QUESTIONNAIRE DESIGN .....................................................................................34 IV. PILOT STUDY ...........................................................................................................35 V. DATA COLLECTION METHOD ..............................................................................35 1. Sample ..................................................................................................................35 2. Sample size ...........................................................................................................36 3. Sampling method ..................................................................................................37 VI. Data analysis techniques..............................................................................................37 1. Data analysis techniques ......................................................................................37 2. Coefficient alpha ..................................................................................................37 3. Exploratory factor analysis (EFA) .......................................................................38 4. Regression analysis ..............................................................................................38 5. One-Way ANOVA ...............................................................................................38 CHAPTER FIVE – DATA ANALYSIS AND RESULTS...................................................40 I. SAMPLE DEMOGRAPHICS .....................................................................................40 II. DESCRIPTIVE STATISTICS OF FACTORS OF ECSI ...........................................42 1. Independent variables ...........................................................................................43 2. Dependent variables (Sample of 404 cases) .........................................................46 3. Evaluation reliability of measurement (Cronbach‟s Alpha before EFA) .............46 4. Evaluation of measurement‟s structure (Exploratory Factor Analysis - EFA) ....49 5. Regression and hypotheses testing results of the relationship between independent variables and dependent variable .....................................................56 6. ANOVA Test ........................................................................................................60 vi III. DISCUSSION AND IMPROVEMENT .....................................................................60 1. Student satisfaction among group of student .......................................................60 2. Discussion and suggestion for university managers.............................................61 CHAPTER SIX – CONCLUSION AND RECOMMENDATION ......................................68 I. CONCLUSION ...........................................................................................................68 II. LIMITATION AND RECOMMENDATION FOR FURTHER RESEARCH ..........70 REFERENCES .....................................................................................................................71 APPENDIX ..........................................................................................................................78 vii List of Tables Table 1. List of hypotheses ...............................................................................................21 Table 2. Construct measurement scales .............................................................................32 Table 3. The name of university ........................................................................................40 Table 4. Table of student‟s major ......................................................................................41 Table 5. Demographic characteristics ...............................................................................41 Table 6. Descriptive statistics of independent variables (sample of 404 cases) ................45 Table 7. Descriptive satisfices of dependent variables ......................................................46 Table 8. Cronbach‟s Alpha before EFA ............................................................................48 Table 9. EFA results for independent variables ................................................................52 Table 10. Re-coding for independent variables ................................................................53 Table 11. EFA results for dependent variables ..................................................................54 Table 12. EFA and Cronbach‟s Alpha after EFA of independent variables ......................55 Table 13. Correlations........................................................................................................57 Table 14. Results of the relationship between image, quality, value and satisfaction ......57 Table 15. Coefficients .......................................................................................................58 Table 16. Hypothesis results .............................................................................................59 Table 17. Differences among student groups to CS in each university ............................60 Table 18. Final factors influence on student satisfaction ..................................................69 viii List of Figures Figure 1. The original SCSB (Swedish Customer Satisfaction Barometer) model ...........13 Figure 2. The ACSI (American Customer Satisfaction Index) model ...............................14 Figure 3. The ECSI (European Customer Satisfaction Index) model ................................15 Figure 4. Proposed Research Model .................................................................................21 Figure 5. Research process ................................................................................................24 Figure 6. Revised Research model.....................................................................................60 ix Abstract Nowadays, it is necessary that service providers of school try to develop and offer high quality as well as increase customer satisfaction by service experience. It requires a deeply understanding of the factors, which lead to positive perceptions of schools‟ services. In the current study, the main research subject is students, whose university experience is found out because learning environment may enhance the students experience by encouraging participation. Therefore, this study reviews existing literatures on students satisfaction and measurement, specifically how it affects in education industry. Until now, there are a lot of studies, which have been conducted about this topic and various results have been found in many countries but just only few study about this topic was conducted in Vietnam. That is why this study is done by surveying 404 freshman students, who have studied at six universities in Ho Chi Minh City to examine the relationship between students' overall satisfaction with influential factors, such as image, quality and value. The results of the analysis are based on insight into the satisfaction and service quality constructs in HCMC in Vietnamese higher education sector. The research also provides a conceptual framework for understanding the impact of the dimensions on service quality and the impact of service quality on constructs, which include image, value and satisfaction. Furthermore, this study will assist management of higher education to develop and implement the service strategy in market orientation to achieve the higher service quality as well as the higher education quality to enhance the students‟ satisfaction level. Keywords: The European American Customer Satisfaction Index (ECSI) Model, Higher Education, Perceived Quality, Perceived Value, Students‟ Satisfaction, SPSS. x xi CHAPTER ONE - INTRODUCTION This chapter presented the rationale of the thesis and reason of conduct this research. After the problem formulation, the objective of the thesis was stated, and then followed by research question, delimitation and outline of the thesis. I. BACKGROUND Nowadays, most of university marketers all over the world are interested in understanding and managing the students‟ experience. It has appeared and has been controlled by many challenges, in which the high rate of withdrawal from schools was represented for those challenges. Besides, students have viewed education as a necessity to meet the industry needs as well as the global competitive environment. Furthermore, it required marketers to deeply understand the university experience from students‟ perspective to enhance the level of student satisfaction and loyalty (Mansfield & Warwick, 2006). This issue particularly related to the first year students because this was the year that students expected about their learning environment, the quality of their education and value, which they would perceive from their qualification have established. Therefore, these determinants of student experience became an important subject for higher education institutions (HEIs) for managing purpose as well as retaining students and attracting potential students (Helgesen, 2008). As any organization, HEIs depended on offering high quality to create students‟ satisfaction of service experiences to keep competition in the educational field. Besides, it included the development of higher education services to meet students‟ expectations and provided students an enriching educational experience. The developmental 1 experience could obtain both of inside and outside the classroom, as well as between service providers and students, and between groups of the students themselves. Thus, students were viewed as the center subject that a school needed to clearly know students‟ experience to deliver expectation educational service to them (Thomas & Cunningham, 2009). Therefore, it required that institutions had to understand students‟ assessment processes to develop the high quality experience to meet students‟ needs (Marsfield & Warwick, 2006; Thomas & Cunningham, 2009). Because students were assumed as customers of the institution, the correlation of the student and the institution was considered as process of reciprocal co-production and value exchange (Vargo & Lusch, 2004) and then both of those elements worked together to create the educational experience. Therefore, the institutions should deeply know students‟ need, then provided superior value as well as deliver higher levels of students‟ satisfaction and optimize students‟ learning experience (Kalafatis, Ledden & Samouel, 2007). Moreover, once an institution provided students the higher value than others, he could increase students‟ retention as well as students‟ recommendation and return (LeBlanc & Nguyen, 1999). Nevertheless, perceived value in higher education was known very less and how value was created for increasing perceived value (Alves, 2010). In recently years, educational market in Vietnam has been more interested because most people were aware the importance of education in society. Vietnam has been the 150th member of the World Trade Organization (WTO), thus Vietnam has faced many challenges from the integration. Besides economic challenge, education also needed to be raised to suit with international standard, which required that higher educational institutions had to provide higher service quality to meet the requirements of the commercial environment as well as students‟ demand. It led that the numbers of established public and private universities in Vietnam have been significantly 2 increasing. According to the Ministry of Education and Training‟ statistic, the numbers of universities and colleges in Vietnam were 369 in 2008; 386 in 2010 (Tuong Vi, 2010; Kieu Oanh, 2011). In 2012, the whole country has 419 universities and colleges, in which there were 123 universities and colleges in the South of Vietnam (Tran Quynh, 2012). It meant that there were more choices available for students, who could choice to study at the higher prestigious and higher quality school than others. Therefore, almost educational marketers have considered providing high education quality as well as high service quality to satisfy students to retain the recent students and attract the potential students in the increasing competitive market. Until now, there are various studies, which mention on service quality and consumers‟ satisfaction as well as measurements of service quality have been absolutely examined. Parasuraman and his colleagues (1985) built up a five gap service quality model, which has leaded the main stream of service quality research. But, the recent study just focuses on the determinants of consumer satisfaction more than the quality of service issue. From the above-mentioned problem, this study was conducted. The themes in the theoretical framework of this study were directly related to the research questions, which sought to establish the students‟ satisfaction. The core issue was how to know students perceived their expectation and actual experience, which related to services provided by universities. In this educational context, measuring the impact of the perceived university image, perceived quality, perceived value of students on satisfaction and dissatisfaction became extremely important. The provided literature review indicated that none of Vietnamese researchers that have examined the impact of macro-economic factors on students‟ satisfaction in the educational context. Those factors have established the difference between perceived qualities; perceived value and students‟ satisfaction in the American customer satisfaction index (Fornell et al., 1996) 3 and in the Europe customer satisfaction index (Eklöf, 2000). Therefore, a major contribution of this study was to identify the differences of Vietnamese students‟ perception and its overall impact on satisfaction of the educational and non-educational services in Vietnam. This study has examined the relative importance of perceived university image, and perceived quality within the sector. Besides, it explored students‟ perceptions of education value in the establishment of students‟ satisfaction. The findings of this study would be beneficial in terms of decision-making and contributed to the roles that assisted the HEIs marketers to improve service quality and education quality to maintain current students and attract new potential students. II. RATIONALE OF THE STUDY In the recently years, the number of universities and colleges in Vietnam has been significantly increasing so educational environment has become the competitive sector. Therefore, students and their parents carefully have concerned in the education quality, service quality of those universities as well as outcome quality of students, who have graduated from those universities before making decision whether enter or not enter. For example, student A prefers Information Technology (IT) major; he or she trends to enroll in the famous universities, such as University of Technology, University of Sciences, FPT University, HUFLIT University, etc… If he passed in the university entrance exam, he might choose to study in one of those famous universities, otherwise he might consider to study at another university, which has that IT major. When someone asked him “Why do not you choose International University (IU), which is belong to Vietnam National University – Ho Chi Minh City (VNU-HCM)?” and he may reply that, “Is it Saigon International University?” it means that he may be confused between IU-VNU and Saigon IU. Therefore, a question was raised “How to 4 distinguish between IU and Saigon IU?”, “How to build the specific image of IU as well as increase the reputation of IU in the community?”, “How to improve education quality and service quality to meet consumers‟ expectation as well as understand the levels of student satisfaction?”. In general, this study has focus on surveying freshmen to examine how their perception of service quality and education value of university, where they have studied by applying the European Customer Satisfaction Index (ECSI) Model. Besides, this research has tested whether freshmen satisfy or dissatisfy with service quality of university after they have chosen that university and had real experiences. From the research findings, it identified missing and issues of dissatisfaction, which provided opportunities for university managers to improve overall service quality, education quality and enhance student satisfaction. Furthermore, it served for university managers to improve student advisory services to build a relationship between university and its students to improve its reputation over time. In addition, the major theme of this study was to suggest managers the better opportunity for attracting potential students from their competitions. With the above-mentioned problem, it has leaded to topic, which was needed to study: “POST-CHOICE SATISFACTION OF VIETNAMESE UNDERGRADUATE STUDENTS IN HO CHI MINH CITY”. III. RESEARCH OBJECTIVE The objectives of this research were: - To identify the factors influencing students‟ satisfaction, among factors, which factor is the most and the least important (effectively). - To identify the differences in satisfaction among students of six universities in Ho Chi Minh City. 5 - To propose recommendations to improve the service quality and education quality of universities to increase students‟ satisfaction for retaining students until graduation and then attracting them back. Furthermore, this study will propose suggestions for managers to attract potential students in the educational market. IV. RESEARCH QUESTION To achieve the research objectives, the research study focused the following questions: 1. How to identify the factors influencing on students‟ satisfaction, among these factors, which factor is the most effectively (important)? 2. What are the differences in perception about education quality, service quality, value and sacrifice among students of six universities? V. RESEARCH METHODOLOGY This research has used the qualitative and quantitative method to collect the data in order to study the impact factors to students‟ satisfaction. Direct interview supervisors and lecturers were used to test scales, which were collected from the prior studies to design questionnaire for the current study. Then direct questionnaire were distributed to the respondents, who are the freshman students in HCM City in the South of Viet Nam. The purpose of this study was to test hypotheses and evaluate the research model for understanding correctly the consumers‟ preference when the factors were identified. Data collection method: - Data needs: factors that influence on student satisfaction. - Sampling method: purposive sampling method is selected. - Sample size: 404 samples The more details of research method are presented in Chapter 4. 6 VI. SCOPE The data for this study was mainly collected in six universities in HCM City, such as University of Technology, International University, University of Science, Lotus University (Hoa Sen University), Huflit University and University of Social Science and Humanities. The target group was freshman students of those universities. The reason for that was discussed in Chapter 4 – Research methodology. VII. SIGNIFICANCE OF THE RESEARCH The findings of the research would explain the theoretical contributions and get rich the existing literature. This research had explained further those factors that influenced freshmen‟s perception of service quality and education value. The results of this research would be beneficial to both students (customers) and marketers (service providers) for better future planning and decision-making. Therefore, marketers might gain a better understanding of the educational experience and the impact that has on students‟ satisfaction. Consequently, the research findings might provide opportunities for university managers to improve overall service quality of university and satisfaction of students. Furthermore, it served for managers to improve student advisory services in order to build a long-term relationship between universities and its customers, and to improve its reputation over time. In addition, insights could give them better opportunity for attracting prospective students and staying ahead of their competition. VIII. PROPOSED STRUCTURE The research was included six chapters. Firstly, chapter 1 (Introduction) looked at the general background of the research, research problem, research objectives; brief methodology and scope, which were expected from the research work and gave the overview about the structure of this study. Secondly, chapter 2 (Literature Review) provided the European Customer Satisfaction Index (ECSI) Model. Thirdly, chapter 3 7 (The theoretical framework) was also presented in this chapter as well as hypotheses based on the research questions. Fourthly, chapter 4 (Research Methodology) discussed the research methodology design, research procedures and data analysis. This chapter also gave details of the questionnaire items and the development of the survey. The statistical procedures of the SPSS programs also used in the research were provided and discussed. Next, chapter 5 (Data analysis and Results) would show the results of the analysis of the data collected through the main surveys, including descriptive statistics on the demographics of the respondents. The validity and reliability of the constructs of interest were also assessed, followed by an analysis of the data and the results of the tested proposed model to answer the research question and hypotheses. Furthermore, this chapter would provide the discussion from the findings of this research project, based on the research questions and hypotheses of the research. From that, the improvement for each factor is provided. Finally, chapter 6 (Conclusions and Recommendations) would provide the conclusions based on the findings of this research project and limitations of the research. And the recommendations for further research were provided. 8 CHAPTER TWO - LITERATURE REVIEW After the chapter one stated background and purpose of the thesis, the chapter two would introduce concepts of education, quality in education and models of former relative studies about factors affecting learners’ satisfaction to support assumptions and research model used in this thesis. I. DEFINITION OF EDUCATION Education was defined as (1) the act or process of imparting or acquiring general knowledge, systematically during childhood and adolescence (The World English Dictionary, 2009), (2) the act or process of communicating knowledge, especially at school, college or university. Education was also a process of teaching, training and learning, especially in schools or colleges to improve knowledge and develop skills (Oxford Advance Learner‟s Dictionary). Moreover, it indicated the purpose of education was to develop the powers of reasoning and judgment, and generally preparing oneself or others intellectually for mature life (The Random House Dictionary, 2011). In general, education basically was illustrated as mutual interactions between teacher and learner within the long enough period of acquiring knowledge for the learner‟ development. II. DEFINITION OF STUDY Study was explained as application of the mind to the acquisition of knowledge, as by reading, investigation or reflection (The World English Dictionary, 2009). Besides, it was a personal effort to gain knowledge (The Random House Dictionary, 2011). Study was also defined as the devotion of time and attention to acquiring 9 knowledge on an academic subject, especially by means of books, activity of this type as pursued by one person (The Oxford Dictionaries). Basing on the explanations of key words in the paper by Dictionary about Education and Study, a basic view of the education field could be withdrawn. III. QUALITY IN EDUCATION The term “quality in education” has been defined by various scholars, such as “value addition in education” (Feigenbaum, 1951), “excellence in education” (Peters and Waterman, 1982), “fitness of educational outcome and experience for use” (Juran and Gryna, 1988), and “meeting or exceeding customer‟s expectations of education” (Parasuraman, Zeithaml and Berry, 1985). Therefore, quality in fact was not easy to define and measure, and clearly means different things to various stakeholders and the different interests that they have represented (cited in Sahney, Banwet & Karunes, 2004). IV. STUDENT PERCEIVED VALUE The value perceived by a student was the overall evaluation based upon the perception of that they have received and they have given whereas they have utilized the service (Hermawan, 2001; LeBlanc and Nguyen, 1999; Ledden et al., 2007). However, there were agreement across the literature that the existence of various differences and the adoption of various terms to reflect value, in particular, that perceived value was based upon a comparison between benefits and sacrifices (Zeithaml, 1988; Cronin et al., 2000; Hermawan, 2001 and Ledden et al., 2007). In this study, the value perceived by the student was a broad concept that included more than a trade-off between what was given and what was received and thus includes other components, which might be relevant in higher education (Alves, 2010). 10 V. CUSTOMER SATISFACTION Customer satisfaction was defined as an overview evaluation about performance of a firm or utilization of a service after purchasing (Fornell, 1992). Besides, it was the key point of the CSI framework, which included a system of cause and effect and it ran from the antecedents of customer satisfaction (e.g. expectations, image, perceived quality and value) to the consequences of customer satisfaction (e.g. customer loyalty and customer complaints). In the higher educational context, students‟ satisfaction was defined as a shortterm attitude, which has arisen from students‟ assessment of their educational experience while they have used services. Student satisfaction was an important issue that has not yet been explored. Satisfaction or dissatisfaction of students with a university or faculty did not only affect students‟ performance and the competitive advantage of universities in the competitive environment, but also it affected both the physical and psychological health of students. Therefore, many researchers have identified the levels of satisfaction and behavioral intention of students, when they have satisfied or dissatisfied with a university. The results of the prior studies shown that once students satisfied with a university, they would have positive actions through positive recommendation (Mavondo et al., 2004), revenues increasing and costs decreasing for educational institutions (Shah, 2009) and education continuing (Helgesen & Nesset, 2007). Otherwise, they would have negative attitudes and activities toward a university when they dissatisfy with a university. VI. THE EUROPEAN CUSTOMER SATISFACTION INDEX MODEL 1. The evolution of national satisfaction index models The Swedish Customer Satisfaction Barometer (SCSB) was the first national customer satisfaction index and established in 1989. It has applied for domestically 11 purchasing and consuming products and services (Fornell, 1992) and being the results of the surveying approximately 130 companies from 32 of Sweden‟s largest industries. Then, the American Customer Satisfaction Index (ACSI), which was surveying results from nearly 200 companies from 34 industries and introduced in 1994 (Fornell et al., 1996). Next, the Norwegian Customer Satisfaction Model (NCSI) was introduced in 1996 and reports results for 42 companies in 12 different in 1999 (Andreassen and Lervik, 1999; Andreassen and Lindestad, 1998a). Finally, the European Customer Satisfaction Index (ECSI) was used the most popular because it was the most developing model among the prior models (Eklöf, 2000), cited in Jonhson et al. (2001). 2. The European Customer Satisfaction Index model The SCSB model In this model, there were two primary antecedents of satisfaction. It included customer perceptions of performance experience about utilizing a product (or service) and customer expectation about that performance (Fornell, 1992). Here, perceived performance was viewed as equalization with perceived value, or perceived level of quality received and related to the price (or price paid). Value for each dollar was considered as a figure that consumers used to compare brands with each other (Emery, 1969). Therefore, if perceived value increased, customer satisfaction would increase (Johnson et al., 2001). Moreover, a firm needed to examine whether its product or service met customer expectation or not. This expectation has significantly influenced on customer satisfaction because it was viewed as the core factor in the assessment process (Oliver, 1980). When customer used products or services, they had controlled consumption experience toward a firm‟s products or services as well as advertising and word-ofmouth information. Therefore, expectations had positively related to perceived 12 performance, which it seized customer experience and predict the level of performance they would receive (Johnson et al., 2001). Basing on the theory of exit-voice (Hirschman, 1970), which described that, a client who satisfied or dissatisfied with the products or services that a firm provided, he would have two feedback cases: exit and voice. Thus, the customer can either exit or stop buying products or services from the firm or voice complaint of dissatisfaction with the firm to try to receive compensation if he was dissatisfied with that firm‟s products or services. At that time, increasing customer satisfaction was synonymous with increasing customer loyalty and decreasing customer complaint (Bloemer & Kasper, 1995), which meant that a customer has tended to repurchase a particular product or service. Loyalty was the last dependent variable in the model since its value was a mandate for actual customer retention and profitability. Consequently, the SCSB model included a relationship from complaint behavior to customer loyalty. When the relationship was positive, a firm may be successfully in turning customer complaint into customer loyalty; otherwise (negative), customer was dissatisfied with a firm and complain about firm‟s product or service, who may lead to exit (Johnson et al., 2001). Fig.1 . The original SCSB (Swedish Customer Satisfaction Barometer) model (Fornell, 1992) 13 The ACSI model The ACSI was developed in 1994 based on the SCSB. There were main differences between the SCSB and the ACSI. In ACSI, perceived quality and measures for customer expectations were added (Fornell et al., 1996). In 1996, the ACSI model was extended to describe two types of perceived quality, which were product quality and service quality. In this model, it forecasted that when perceived value and perceived quality increased, customer satisfaction would increase. Furthermore, there were two measures of customer loyalty in this model, which were rating of repurchase likelihood and construction from two survey ratings. The two survey ratings included the ability that a firm could raise its price before the customer certainty did not choose to buy product again or the ability that a firm would have to decrease its price before the customer would choose again in the next time (Johnson et al., 2001). Complaint Behavior Customer Expectations Perceived Value Perceived Quality Customer Satisfaction (ACSI) Customer Loyalty Fig.2. The ACSI (American Customer Satisfaction Index) model (Fornell et al., 1996) The NCSI model The NCSB was build based on the ACSI model, in which it included corporate image and its relationships to customer satisfaction and customer loyalty. Corporate image included customer satisfaction and it affected behavioral intentions such as loyalty. In a study of four companies from different industries, Selnes (1993) hypothesized and documented these effects for brand reputation. In general, a positive 14 correlation between the constructs was found by Andreassen and Linderstad (1998a, b) in two studies related to the impact of corporate image on customer intention (Johnson et al., 2001). The ECSI model The ECSI has represented another change based on the ACSI model (Eklöf, 2000). The ECSI was similar with ACSI, which included the customer expectations, perceived quality, perceived value, customer satisfaction, and customer loyalty. However, there was a distinction between service quality and product quality in a subset of ACSI industries and that was also standard in the ECSI. In this model, loyalty measurement was measured by ability to retain as well as ability to recommend a company (or brand) and whether the amount customers purchased a product or service to be increase or not. Compared ACSI, ECSI had two basic differences. First, ECSI did not include complaint behavior because it was considered as a result of satisfaction. Second, ECSI was incorporated corporate image as a latent variable in the model because it was in keeping with the original NCSB. Corporate image specifically has direct effects on customer expectations, satisfaction and loyalty (Johnson et al., 2001). Image Customer Expectations Perceived Value Customer Satisfaction (ECSI) Customer Loyalty Perceived Quality Fig.3.The ECSI (European Customer Satisfaction Index) model (Eklöf, 2000) 15 In general, this study has just applied the ECSI model because of the following reasons: - The theory has already been successfully applied to measure student satisfaction and student loyalty in higher educational context. - The ECSI model has been applied in determining the antecedents of satisfaction, trust and repurchase intention in the hotel and the postal context. - The ECSI model has been used in identifying consumer loyalty in the setting of the product consumptions, such as food, electricity, car…. 16 CHAPTER THREE – CONCEPTUAL FRAMEWORK AND RESEARCH HYPOTHESES In this session, basing on the literature review and prior studies we would suggest factors in which influence on student satisfaction. From that suggestion, the research model and hypotheses would be introduced in order to answer the study questions. I. FACTORS INFLUENCING ON STUDENT SATISFACTION 1. Image Image has represented the overview impression, which customers or students have about a firm or university (Alves & Raposo, 2010). In a university context, image was viewed as students‟ perception of a university, or in other word, it was what students think of a university based on the stimuli they have received with their senses (Arpan et al., 2003). It was important for marketers to create an appealing university image in order to attract customers from competitors. The key factor was to create an image that matches with the targeted customer expectations. A favorable university image has affected to purchase behavior as well as loyalty and provides the customer with “added value”. Most of students have gone through many experiences and received experiences of learning environment from a university, thus they could draw emotional and personal impressions (Kuo & Ye, 2009). Image was often the first criterion for assessing university, whether it is a key factor in shaping students‟ expectations of studying outcomes and subsequent satisfaction? H1: University image will positively affect students’ satisfaction. 17 2. Perceived quality of teaching and learning In a university, teaching has been considered as a main service and core factor of students‟ university experience (Athiyaman, 2001 and Hill et al., 2003). Good teaching and qualified teaching staff have viewed as key criteria in influencing students‟ perception of education quality (Lizzio et al., 2002; Paddle, 2010). Learning was the result of teaching, which student has learnt for a long time to acquire knowledge to perceive the world and respond to it (Alexander et al., 2009). Consequently, learning also related students to academic staff (Mavondo et al., 2005). The questions would be raised: Whether the current learning environment was able to meet students‟ expectations of studying outcomes and ensured subsequent satisfaction? H2: Quality of teaching and learning will positively affect students’ satisfaction. 3. Perceived quality of student support services In the ACSI model, it has divided “perceived quality” into “perceived product quality” and “perceived service quality” (Fornell et al., 1996). Perceived product quality was assessed by consumption experience of products. Meanwhile, perceived service quality was evaluated by consumption experience related to services, such as customer service, conditions of product display, range of services and products, etc…. Both perceived product quality and perceived service quality had a direct and positive effect on overall customers‟ satisfaction. Perceived product quality has been mentioned in the above paragraph, thus this paragraph has just mentioned on perceived service quality. In perceived service quality, student support services have referred to academic and non-academic assistance provided to students. In his study of Japanese students, Hirano (2000) identified four main areas of student services: (1) economic (tuition fees, loans and scholarships); (2) 18 physical (participation in sports, recreation to maintain health); (3) mental health (psychological tests, vocational aptitude texts and support to raise consciousness toward employment) and (4) habitual (access to information for job opportunities, facilities and student life) (sited in Quintal, 2011). However, the current study has been implemented in Vietnam so it has been just mentioned in two of four items of students support service, such as physical and habitual because they were suitable to Vietnamese students. Consequently, this study would focus on testing impact level of students support service toward student perception of service quality, whether student support service could help students achieve expected study outcomes and subsequent satisfaction? H3: Quality of student support services will positively affect students’ satisfaction. 4. Perceived quality of facilities and resources Facilities and resources of university were physical evidence, that added value to the student experience (Paswan & Ganesh, 2009), in which the classrooms, library, self-study areas, car parks, layout, food outlets, sport recreation, internet facilities and health services were influential in students‟ satisfaction with their university (Douglas et al., 2006; Padlee et al., 2010). Here, the question was raised, whether students have clearly expectations or simply take for granted the facilities that help to deliver their studying outcomes? H4: Quality of facilities and resources will positively affect students’ satisfaction. 5. Perceived value and sacrifice Perceived value has defined as the overview evaluation of customer of the product or service usage upon on perceptions of what was received and what was given (Zeithaml, 1988). In the prior studies, the forms of value could be included functional, 19 social, emotional epistemic and conditional. However, this study has just adapted two first categories, such as functional and social value. Functional value was shown as the service could express its usage purposes. In the university context, it referred to students‟ expectations that they would be able to achieve their career goals after they have got the bachelor degree (LeBlanc & Nguyen, 1999). Besides, they were more likely to follow up the academic activities, which were closely linked with the future career objectives of students (Vekiri & Chronaki, 2008). Furthermore, functional value has been found as the primary determinant of value perceptions in previous studies and especially in the higher education field, where the compromise of price or quality was found to predict students‟ loyalty (LeBlanc & Nguyen, 1999). H5: Functional value will positively affect students’ satisfaction. Social value was considered as the benefits received by interacting with the service providers and groups of customers. Besides, it was also the value, which students perceived from communicating with friends both inside and outside class in the higher education context (LeBlanc & Nguyen, 1999). Moreover, the social aspect of the university experience was considered as important factor in determining students‟ intentions to remain with the institution. In addition, co-operative teaching approaches, which focused on creating the educational experience between students, have been strongly associated to increase in perceived social value (Thomas, 2002). H6: Social value will positively affect students’ satisfaction. However, perceive value has referred to customer assessment of fairness, right, or deserving for the perceived cost of the offering (Bolton & Lemon, 1999). Here, perceived costs included monetary payments and non-monetary sacrifices. Sacrifices included time consumption, energy consumption and stress, which were experienced by 20 consumers. On the contrary, customer-perceived value was the result of an assessment of the relative rewards or sacrifices, which were offered (Yang and Peterson, 2004). In summary, quality and sacrifice were two common antecedents of value (Cronin et al., 2000). H7: Sacrifice will negatively affect students’ satisfaction. II. CONCEPTUAL FRAMEWORK AND HYPOTHESES Image Perceived quality Teaching and learning H1:+ H2:+ Student support service Perceived value Facilities & resources H3(a,b): + Student satisfaction H4:+ H5:+ Functional value H6:+ Social value H7- Sacrifice Fig. 4. Proposed Research Model In order to answer to the above research questions, the hypotheses were summarized as follows: Table 1: List of Hypotheses HYPOTHESIS DESCRIPTION H1 University image will positively affect student satisfaction. H2 Quality of teaching and learning will positively affect student satisfaction. H3 Quality of student support services (a. physical and b. habitual) will positively affect student satisfaction. H4 Quality of facilities and resources will positively affect student 21 satisfaction. H5 Functional value will positively affect satisfaction. H6 Social value will positively affect satisfaction. H7 Sacrifice will negatively affect student satisfaction. 22 CHAPTER FOUR – RESEARCH METHODOLOGY From the research objectives, scope, research methodology, which were mentioned in chapter 1, and literature review was presented in chapter 2, this chapter would particularly present the approach used to conduct the research. I. RESEARCH DESIGN Business research methods could be classified on the basis of either function or technique (Zikmund, 1997). Based on function, there were three types of research including exploratory, descriptive and causal studies. Based on technique, business research could be classified into experiments, surveys and observational studies. As indicated by Zikmund (1997), descriptive research focused on the research question starting with who, what, when, and where with the main purpose of describing characteristics of a population or a phenomenon, while causal studies were concerned with the „why‟ question, about „how‟ one variable affects another (Emory 1985). Consequently, the four research questions of the current study indicated that this study combined both descriptive and causal studies. In terms of research techniques, survey research was chosen to assess the research questions (hypothesis) for current study because of two reasons. Firstly, surveys provided a quick, efficient and accurate means of assessing information about a population, especially in cases where there was lack of secondary data (Zikmund, 1997). Secondly, the survey has been the most popular method, which was used previously to measure service quality. 23 Research process as illustrated as the below figure: Literature review Research Model Questionnaire design & pilot test - Draft questionnaire - Pilot test: 60 students Data collection & processing - Data analysis Sample sixe (n = 404) Descriptive Statistic Realiability analysis Exploratory factor analysis (EFA) ANOVA test Discussion, conclusion, limitations & recommendations Figure 5. Research process II. RESEARCH APPROACH Generally, this research has used both quantitative and qualitative researches to prevent biased subjective opinion as well as assure convincing findings of the study. “Quantitative method was relied on the ability of the researcher to measure the phenomena under investigation and the use of statistics to analyze the raw data” (Cavana, Delahaye & Sekaran, 2001). Meanwhile, “Qualitative research method is aimed at understanding the rich, complex and idiosyncratic nature of human phenomena” (Cavana, Delahaye & Sekaran, 2001). Qualitative research has involved inductive reasoning while quantitative research was based on deductive reasoning. 24 1. Qualitative research The qualitative research has done by in-depth interview five individuals, who are experts and lecturers of IU. The method was used to test whether measure scales drawn from the prior studies suit or not suit in Vietnamese context. From that, semistructure questionnaire has been conducted to have the draft questionnaire. The draft questionnaire was used for the pilot testing the experts to make clearly the content of questionnaire and correct questionnaire. The aim was to confirm, adjust and improve the questionnaire. Finally, the final questionnaire was conducted and used in the quantitative research. 2. Quantitative research This study has also used quantitative and survey method to collect data because it was useful and convenient in surveying a large population. In this method, the questionnaire was developed again as a research instrument in order to test the reliability and validity of research hypothesis and research model. In instrument development stage, the related literature and related studies were searched for building a construct measurement scales. 3. 3.1 Construct measurement Perceived image The perceived image was measured with four statements, which were created and validated in the prior studies. X was repesented as a specific university. These statements were represented as follows: Dimension Sources Modification for the present study 1 I have a good impression about this university. Kao (2007), Wang (2012) I have a good impression about university X. 25 2 I believe that this university Burnett (2008) I believe that X is a strong is a strong academic. academic. 3 I believe that this university has the prestige in the society. 4 I I believe that X has a Phadke & Bhagwat prestige university in the (2011) believe the image is projected by this university 3.2 Sheu (2010); society. Phadke & Bhagwat I believe the image is (2011) projected by X has an has an influence on value of influence on value of degree. degree. Perceived quality of teaching and learning The perceived quality of teaching and learning was measured with eight statements, which were created and validated in the prior studies. These statements were represented as follows: Dimension Sources Modification for the present study 5 Lecturers knowledge have extensive about their Kao (2007); Wang (2012); - subjects. Lecturers of X have extensive - knowledge about their subjects. Parraga, Kara & Cerda-Urrutia (2009) 6 Lecturers deliver theoretical and 7 practical mixed Lecturers of X deliver Wang (2012) subjects. mixed subjects. Instructors‟ empathy and Instructors‟ attention to the students. Vasquez-Parraga, 8 Instructors‟ method Lecturers have Kara & CerdaUrrutia(2009) teaching is flexible. 9 theoretical and practical good communication skills. and attention empathy to the students. Instructors‟ method teaching is flexible. Lecturers of X have Wang (2012) good communication skills. 10 Instructors‟ friendliness - Instructors‟ friendliness 26 towards students. Vasquez-Parraga, of X towards students. Kara & CerdaUrrutia(2009) 11 Lecturers are willing to help Kao (2007); Phadke & Lecturers of X students. willing to help me. Bhagwat (2011); are Wang (2012) 12 Lecturers motivate students Wang (2012) in class. 3.3 My lecturers of X motivate me in class. Perceived quality of student support services Perceived quality of student support services were also measured with ten items, which were created and validated in the previous researches. These items were represented as follows: Dimension Sources Modification for the present study a. Habitual (access to information for job opportunities, facilities and student life) 13 Adminnistration procedure is Adminnistration Sheu (2010) convenient. procedure of X is convenient. 14 Fulfillment commitments of faculty‟s to solve problems. Vasquez-Parraga, Kara & Cerda- Faculty of X is alway fulfills it‟s commitments to solve problems. Urrutia (2009) 15 Faculties usually give me adequate feedback about my Faculties of X usually Sheu (2010) performance. give me feedback adequate about my performance. 16 Canteen is quite hygienic. Pereda, Airey & Canteen of X is quite Bennett (2007); hygienic. Kao (2007) 27 17 Residential accommodation Residential of this university provides accommodation Wang (2012); good living conditions. provides Biodun, Din & 18 Residential accommodation of good X living conditions. Abdullateef (2012) Residential of this university is charged accommodation of X is at reasonable price. charged at reasonable price. 19 University supports students Arambewela & Hall X supports students for for transport (e.g. bus). (2009) 20 Guidance and information on career opportunities at transport (e.g. bus). X supports students the Kao (2007) university. guidance and information on career opportunities. b. Physical (participation in sports, recreation to maintain health) 21 I am offered an opportunity to I participate in a variety of sports and recreational programs. am offered an opportunity to participate Wang (2012) in a variety of sports and recreational programs at X. 22 I am offered extra-curricular I activities. 3.4 am offered extra- curricular activities at X. Perceived quality of facilities and resources Perceived quality of facilities and resources of a university was also measured with five items, which were created and validated in the researches of Parasuraman et al., (1995), Sheu (2010) and Wang (2012). These five items were represented as follows: Dimension Sources Modification for the present study 23 Teaching tools and equipment are up-to-date. Parasuraman, Teaching tools and Zeithaml and equipment of X are up-to- Berry, (1985); date. 28 Sheu (2010) 24 The appearance of the campus The and its buildings are attractive. appearance of the campus and its buildings of X are attractive. 25 Classrooms have quality Wang (2012) equipment. 26 The library extensive Classrooms provides collection X have quality equipment. an The library of X provides an of extensive learning materials. collection of learning materials. 27 The library has an attractive The library of X has an layout and design. 3.5 of attractive layout and design. Perceived functional value Perceived functional value of education was also measured with seven items, which were created and validated in the researches of Biodun, Din & Abdullateef (2012), Bowden and D‟Alessandro (2011). These seven items were represented as follows: Dimension Sources Modification for the present study 28 Higher institutions provides reasonable cost of Abdullateef (2012) education 29 The course Biodun, Din & content Bowden & X provides reasonable cost of education. The course content of X contributes to the high D‟Alessandro (2011); contributes to the high value of my education. Phadke & Bhagwat value of my education. (2011) 30 Compared with the time Compared with the time and effort I had to give up, and effort I had to give up, this university has the Sheu (2010) X has the overall ability to overall ability to satisfy my satisfy wants and needs. needs. my wants and 29 31 A degree will allow me to A degree of X will allow earn a good/better salary. me to earn a good/better Bowden & D‟Alessandro (2011); salary. 32 The knowledge I have Phadke & Bhagwat The knowledge I have acquired at my university will allow me to acquired at X will allow (2011) get me to get promotions. promotions. 33 I believe employers are interested in students I believe employers are Bowden& hiring from my interested D‟Alessandro (2011) in hiring students from X. university. 34 Considering the price I pay for tuition, I believe that my university pay for tuition, I believe D‟Alessandro (2011); offers sufficient services. 3.6 Considering the price I Bowden & that X offers sufficient Phadke & Bhagwat services. (2011) Perceived social value Perceived social value of education was also measured with four statements, which were created and validated in the researches of Bowden and D‟Alessandro (2011). These four statements were represented as follows: Dimension Sources Modification for the present study 35 I learn new things from my I learn new things from my course. course. 36 The value of my education depends on my personal find depends on my personal Bowden & effort. 37 I The value of my education my units more interesting when friends are in my classes. D‟Alessandro (2011) effort. I find my units more interesting when friends are in my classes. 38 Working in groups has a Working in groups has a positive effect on the value of positive effect on the value my education. of my education. 30 3.7 Perceived sacrifice Sheu (2010) developed a scale to measure the perceived sacrifice of education and suggest that there are two perceived sacrifices: Financial / cost sacrifice. Time/convenience sacrifice. Efforts sacrifice. Due to some literature review from prior research, the current study has considered perceived sacrifices of students studying at a university. And the following statements were used: Dimension Sources Modification for the present study 39 I make great effort in I make great effort in attending attending this university. 40 I spend much time attending this university. Bowden & in X. D‟Alessandro (2011) I spend much time in attending X. 41 The tuition is expensive. I may lose money much when attending X. 3.8 Student satisfaction Base on Customer Satisfaction Index, the customer satisfaction was measured by two components including evaluative and emotional (Brady, Cronin and Brand 2002). The evaluative dimension examined such whether the student considered the institution “the right thing to do” or “what they receive”. The emotional dimension included items that measured interest, enjoyment and surprise attitude when studying at a university. Summarize of prior studies about customer satisfaction was listed in the appendix 10. 31 Dimension Sources Modification for the present study 42 I think that I did the right thing in attending this Sheu (2010); Bowden & D‟Alessandro (2011) university. I think that I did the right thing in attending X. 43 Service quality I received Service quality I received from this university is very Méndez et al., (2009); good. from X is very good. 44 I am very happy to belong I am very happy to belong to to this university. Bowden & D‟Alessandro X. (2011) 45 I have had a satisfying experience at this Wang (2012) I have had a satisfying experience at X. university. 46 I am satisfied with this university. Biodun et al. (2012) I am satisfied with the image and prestige of X. 47 I have satisfied with my decision to attend this Bowden & D‟Alessandro (2011) university. I have satisfied with my decision to attend X. 48 General, I am proud to be able to study university. at this Sheu (2010); Phadke & Bhagwat (2011) General, I am proud to be able to study at X. Table 2. Construct measurement scales IMA IMAGE IMA1 I have a good impression about university X. IMA2 I believe that X is a strong academic. IMA3 I believe that X has a prestige university in the society. IMA4 I believe the image is projected by X has an influence on value of degree. TAL PERCEIVED QUALITY OF TEACHING AND LEARNING TAL5 Lecturers of X have extensive knowledge about their subjects. TAL6 Lecturers of X deliver theoretical and practical mixed subjects. 32 TAL7 Instructors‟ empathy and attention to the students. TAL8 Instructors‟ method teaching is flexible. TAL9 Lecturers of X have good communication skills. TAL10 Instructors‟ friendliness of X towards students. TAL11 Lecturers of X are willing to help me. TAL12 My lecturers of X motivate me in class. PERCEIVED QUALTIY OF STUDENT SUPPORT SERVICES SSS a. Habitual (access to information for job opportunities, facilities and student life) SSS13 Adminnistration procedure of X is convenient. SSS14 Faculty of X is alway fulfills it‟s commitments to solve problems. SSS15 Faculties of X usually give me adequate feedback about my performance. SSS16 Canteen of X is quite hygienic. SSS17 Residential accommodation of X provides good living conditions. SSS18 Residential accommodation of X is charged at reasonable price. SSS19 X supports students for transport (e.g. bus). SSS20 X supports students the guidance and information on career opportunities. b. Physical (participation in sports, recreation to maintain health) I am offered an opportunity to participate in a variety of sports and SSS21 recreational programs at X. SSS22 I am offered extra-curricular activities at X. FAR PERCEIVED FACILITIES AND RESOURCES FAR23 Teaching tools and equipment of X are up-to-date. FAR24 The appearance of the campus and its buildings of X are attractive. FAR25 Classrooms of X have quality equipment. FAR26 The library of X provides an extensive collection of learning materials. FAR27 The library of X has an attractive layout and design. FV PERCEIVED FUNCTIONAL VALUE FV28 X provides reasonable cost of education. FV29 The course content of X contributes to the high value of my education. FV30 Compared with the time and effort I had to give up, X has the overall 33 ability to satisfy my wants and needs. FV31 A degree of X will allow me to earn a good/better salary. FV32 The knowledge I have acquired at X will allow me to get promotions. FV33 I believe employers are interested in hiring students from X. Considering the price I pay for tuition, I believe that X offers sufficient FV34 SV services. PERCEIVED SOCIAL VALUE SV35 I learn new things from my classes. SV36 The value of my education depends on my personal effort. SV37 I find my units more interesting when friends are in my course. SV38 Working in groups has a positive effect on the value of my education. PS PERCEIVED SACRIFICE PS39 I make great effort in attending X. PS40 I spend much time in attending X. PS41 I may lose money much when attending X. CS CUSTOMER SATISFACTION – DEPENDENT VARIABLE CS42 I think that I did the right thing in attending X. CS43 Service quality I received from X is very good. CS44 I am very happy to belong to X. CS45 I have had a satisfying experience at X. CS46 I am satisfied with the image and prestige of X. CS47 I have satisfied with my decision to attend X. CS48 General, I am proud to be able to study at X. III. QUESTIONNAIRE DESIGN The Questionnaire consisted of three parts. In part 1 of the questionnaire, survey respondents were asked about general information, whether they were the freshman students or not, which university and which major they have studied. In part 2 of the questionnaire, respondents stated their level of agreement of each statement for eight 34 subscales of ECSI, which measured the University Image, Perceived Quality of Teaching and Learning, Facilities and Resources, Student Support Service, Perceived Value, Student Satisfaction. Each item was measured on a five-point Likert scale with 1 = strongly disagree to 5 = strongly agree; 3 denotes average because Likert scale has been used to assess attitudes towards a behavior or a topic by presenting some conditions about the topic and taking respondents‟ agreement situation of these conditions (Ary et al., 2002). Items were first designed in English and then translated into Vietnamese with exactly meaning basing on the study context. After that, the items were reviewed by advisor for clear understanding and necessary revisions were made. Vietnamese was selected as the language of the survey since it is distributed in Vietnam educational market. In part 3 of questionnaire, demographic and academic backgrounds of respondents were added. IV. PILOT STUDY The initial questionnaire was pretested with a convenience sample of 60 freshman students from six universities in HCM City. The pilot study gave the researcher a chance to check the validity of the questions and the clarity in questionnaire wording. The aim was to make these questions shorter and easier to understand. The final version of the questionnaire was in appendix 2. Finally, the main study was sent directly to respondents (students). V. DATA COLLECTION METHOD 1. Sample According to The Ministry of Education and Training (2012), in Vietnam, there were 204 universities, (149 public universities and 55 private universities) and 215 colleges (187 public colleges and 28 private colleges), in which, there were 42 universities and 25 colleges in HCM City. Therefore, data collection survey would be 35 conduct in HCM City, one of the dominated areas of Vietnam. Hence, this research could not apply in other cities of Vietnam. In this study, the surveying participants were mainly the freshman students of 6 universities in HCM City, such as University of Technology, International University, University of Sciences, University of Social Sciences and Humanities, Lotus University and Huflit University. The study did not strictly based on quota but in which there was a representative of many fields, such as Economic, Technology, Language as well as Public and Private Universities. The purpose was to ensure that there was difference of level of tuition fee, various major and possession (e.g. public and private). 2. Sample size A sample size of 100 or greater was advised in the research because it was sufficiently large enough to produce the more reliable and accurate factors (Hair et al., 2010). In order to estimate the sample size, which was used in exploratory factor analysis, Hair et al. (2010) also mentioned that at least 5 samples should be used to estimate 1 item. In the current study, there were 48 variables so the minimum amount of cases for conducting research was n = 240 (5 x 48). In order to adapt with the sample size criteria of Hair (2010), the sample size research targeted in this research was 404 students in the first year at six universities in HCM City. OBJECT PLACE AMOUNT The first year students University of Technology International University University of Sciences University of Social Sciences and Humanities Lotus University Huflit University 404 36 3. Sampling method Purposive sampling method was selected because it was easiest way to find the subjects for the study. Respondents for the research were easy to approach in the HCMC. VI. Data analysis techniques 1. Data analysis techniques After data collection was completed, the Statistical Package for Social Sciences (SPSS) 19.0 was used to analyze. Firstly, descriptive statistics were conducted to provide an overview of the sample. Secondly, the reliability tests, such as Cronbach's Alpha and EFA (Exploratory Factor Analysis) were applied to the data of the main survey in order to conduct a preliminary test of the validity and reliability of the scales to measure the constructs, to refine the constructs (Churchill, 1979), the refinement was based on reliability and dimensionality. Thirdly, the Regression Analysis and T-test, ANOVA were used to test hypotheses. 2. Coefficient alpha This has been the most commonly used and accepted means for assessing the reliability of a multi-scale measurement scale (Hair, 1995). It was a measure of the degree to which all items were measuring the same thing (DeVellis, 1991). In assessing a multi-item scale, internal consistency reliability assessment was the first step to avoid additional dimensions produced by factor analysis due to garbage item. The coefficient alpha would be high if the scale items were highly correlated (Hair, 1995). If the coefficient alpha was low, it was possible that the measurement scale used did not adequately measure the construct, which it was intended to measure (Churchill 1979). As a standard of reliability, Nunnally (1978) suggests that a coefficient of 0.60 was 37 satisfactory in the early stages of research. A coefficient alpha, which was greater than 0.70, was highly satisfactory for most research purposes (Hair, 1995). 3. Exploratory factor analysis (EFA) Exploratory Factor Analysis (EFA) was used as the next step in the refining procedures to explore the dimensions of each construct. Items with low factor loading ( 0.797 and 0.792 > 0.762. It meant that the reliability and validity of the measurement FAR and PS would increase if we deleted FAR 27 and PS 40. However we did not delete these variables 47 because the content of variables FAR 27 and PS 40 was significant to measure FAR and PS. In conclusion, the reliability of these scales was acceptable because all items have Item-total correlation over 0.3 therefore items in scale were satisfied and retained all for Exploratory Factor Analysis (EFA). Table 8: Cronbach’s Alpha before EFA (Sample of 404 cases) Coding IMA 1 IMA 2 IMA 3 IMA 4 TAL 5 TAL 6 TAL 7 TAL 8 TAL 9 TAL 10 TAL 11 TAL 12 SSS 13 SSS 14 SSS 15 SSS 16 SSS 17 SSS 18 SSS 19 SSS 20 Construct Item-Total Cronbach's Correlation Alpha if Item Deleted INDEPENDENT VARIBLES IMAGE (Cronbach’s Alpha = 0.737) Have a good impression .560 Be a strong academic .600 Has a prestige university in the society .619 Image has an influence on value of degree .368* PERCEIVED QUALITY OF TEACHING AND LEARNING (Cronbach’s Alpha = 0.805) Lecturers' knowledge about their subjects .444 Deliver theoretical and practical mixed subjects .581 Instructors‟ empathy and attention to the students .529 Flexible method teaching .569 Lecturers with good communication skills .556 Instructors‟ friendliness towards students .571 Lecturers' willing to help students .499 Lecturers motivate students in class .385 PERCEIVED QUALITY OF STUDENT SUPPORT SERVICES a. Habitual (Cronbach’s Alpha = 0.797) Convenient administration procedure .377 Fulfillment commitments .471 Give feedback .473 Hygienic canteen .485 Accommodation with good living conditions .634 Accommodation with reasonable price .605 Support students for transfer .578 .427 Support students for information on career opportunities .662 .639 .631 .765 .794 .774 .782 .776 .778 .775 .786 .801 .792 .780 .780 .777 .753 .758 .763 .786 48 SSS 21 SSS 22 FAR 23 FAR 24 FAR 25 FAR 26 FAR 27 FV 28 FV 29 FV 30 FV 31 FV 32 FV 33 FV 34 SV 35 SV 36 SV 37 SV 38 PS 39 PS 40 PS 41 CS 42 CS 43 CS 44 CS 45 CS 46 CS 47 CS 48 4. a. Physical (Cronbach Alpha = 0.721) Participate in a variety of sports and recreational .564 programs Participate extra-curricular activities at X .564 PERCEIVED QUALITY OF FACILITIES AND RESOURCES (Cronbach Alpha = 0.797) Up-to-dated teaching tools and equipment .599 The appearance of the campus and its buildings of X is .672 attractive Classrooms with quality equipment .681 Library with collection of learning materials .621 Library with attractive layout and design .442* PERCEIVED FUNCTIONAL VALUE (Cronbach’s Alpha = 0.795) Reasonable cost of education .453 The course content with high value of education .468 Overall ability to satisfy the wants and needs .624 Earn a good/better salary .573 Get promotions .577 Hiring students .522 Receive sufficient services .535 PERCEIVED SOCIAL VALUE (Cronbach’s Alpha = 0.714) Learn new things from the classes .497 Value of education depends on the personal effort .543 The units more interesting .549 Positive effect of working in groups .419 PERCEIVED SACRIFICE (Cronbach’s Alpha = 0.762) Make great effort .663 Spend much time .499* Lose money .637 CUSTOMER SATISFACTION (Cronbach’s Alpha = 0.889) Did the right thing .655 Good service quality .633 Be happy to belong to X .686 Have satisfying experience .651 Be satisfied with the image and prestige .768 Have satisfied with the decision .704 Be proud to be able to study at X .684 . . .774 .753 .749 .768 .824 .791 .782 .753 .761 .761 .770 .768 .654 .626 .622 .701 .598 .792 .644 .876 .878 .872 .876 .861 .870 .872 Evaluation of measurement’s structure (Exploratory Factor Analysis - EFA) The following section identified the number of underlying factors or dimensions of each construct by presenting the results of the exploratory factor analysis (EFA). The reason for conducting EFA was that the EFA procedure allowed us to drop some 49 invalid items from the scale and group valid items to relevant groups. Promax rotation was applied in this study, which attempted to minimize the number of variables that have high loadings on each factor. These were criteria need to be satisfied in analysis: Score of the KMO (Kaiser-Meyer-Olkin) should be greater than 0.5 to apply factor analysis appropriately (Field, 2005). Total Variance Explained needed to be over 50% (Gerbing and Anderson, 1988). Eigenvalue of each factor above 1 was accepted. Item is distributed in 2 or more dimensions or factors with difference less than 0.3 should be eliminated and item was less than 0.5 should be also eliminated (Kaiser 1970, 1974). 4.1 Independent variables: Using the above mentioned approaches, there were 15 items deleted: TAL 6, TAL 9, FV 30, TAL 11, FV 34, FAR 27, TAL 10, SSS 16, FAR 26, IMA 4, SV 38, SV 37, SSS 20, FV 28, FV 29. The results of factor analysis in 3 steps showed that the KMO measure of sampling adequacy was above 0.6, Bartlett‟s test of Sphericity was significant (Sig.[...]... identify the factors influencing students satisfaction, among factors, which factor is the most and the least important (effectively) - To identify the differences in satisfaction among students of six universities in Ho Chi Minh City 5 - To propose recommendations to improve the service quality and education quality of universities to increase students satisfaction for retaining students until graduation... used in this thesis I DEFINITION OF EDUCATION Education was defined as (1) the act or process of imparting or acquiring general knowledge, systematically during childhood and adolescence (The World English Dictionary, 2009), (2) the act or process of communicating knowledge, especially at school, college or university Education was also a process of teaching, training and learning, especially in schools... students to improve its reputation over time In addition, the major theme of this study was to suggest managers the better opportunity for attracting potential students from their competitions With the above-mentioned problem, it has leaded to topic, which was needed to study: POST- CHOICE SATISFACTION OF VIETNAMESE UNDERGRADUATE STUDENTS IN HO CHI MINH CITY III RESEARCH OBJECTIVE The objectives of. .. Ye, 2009) Image was often the first criterion for assessing university, whether it is a key factor in shaping students expectations of studying outcomes and subsequent satisfaction? H1: University image will positively affect students satisfaction 17 2 Perceived quality of teaching and learning In a university, teaching has been considered as a main service and core factor of students university... six universities in Ho Chi Minh City to examine the relationship between students' overall satisfaction with influential factors, such as image, quality and value The results of the analysis are based on insight into the satisfaction and service quality constructs in HCMC in Vietnamese higher education sector The research also provides a conceptual framework for understanding the impact of the dimensions... within the sector Besides, it explored students perceptions of education value in the establishment of students satisfaction The findings of this study would be beneficial in terms of decision-making and contributed to the roles that assisted the HEIs marketers to improve service quality and education quality to maintain current students and attract new potential students II RATIONALE OF THE STUDY In. .. According to the Ministry of Education and Training‟ statistic, the numbers of universities and colleges in Vietnam were 369 in 2008; 386 in 2010 (Tuong Vi, 2010; Kieu Oanh, 2011) In 2012, the whole country has 419 universities and colleges, in which there were 123 universities and colleges in the South of Vietnam (Tran Quynh, 2012) It meant that there were more choices available for students, who could... education institutions (HEIs) for managing purpose as well as retaining students and attracting potential students (Helgesen, 2008) As any organization, HEIs depended on offering high quality to create students satisfaction of service experiences to keep competition in the educational field Besides, it included the development of higher education services to meet students expectations and provided students. .. perceived value of students on satisfaction and dissatisfaction became extremely important The provided literature review indicated that none of Vietnamese researchers that have examined the impact of macro-economic factors on students satisfaction in the educational context Those factors have established the difference between perceived qualities; perceived value and students satisfaction in the American... customer satisfaction index and established in 1989 It has applied for domestically 11 purchasing and consuming products and services (Fornell, 1992) and being the results of the surveying approximately 130 companies from 32 of Sweden‟s largest industries Then, the American Customer Satisfaction Index (ACSI), which was surveying results from nearly 200 companies from 34 industries and introduced in 1994 .. .POST- CHOICE SATISFACTION OF VIETNAMESE UNDERGRADUATE STUDENTS IN HO CHI MINH CITY In Partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In Marketing... study: POST- CHOICE SATISFACTION OF VIETNAMESE UNDERGRADUATE STUDENTS IN HO CHI MINH CITY III RESEARCH OBJECTIVE The objectives of this research were: - To identify the factors influencing students ... applied in determining the antecedents of satisfaction, trust and repurchase intention in the hotel and the postal context - The ECSI model has been used in identifying consumer loyalty in the setting