Factors influencing the making decision of parents in choosing international schools system in ho chi minh city

RESEARCH PROJECT FACTORS INFLUENCING THE MAKING DECISION OF PARENTS IN CHOOSING INTERNATIONAL SCHOOLS SYSTEM IN HO CHI MINH CITY STUDENT FULL NAME: NGUYEN TRAN THIEN LY STUDENT ID: CGS00018490 INTAKE: SEPTEMBER 2014 ADVISOR NAME AND TITLE: Dr NGUYEN PHAN Ho Chi Minh City December, 2015 RESEARCH PROJECT FATCTORS INFLUENCING THE MAKING DECISION OF PARENTS IN CHOOSING INTERNATIONAL SCHOOLS SYSTEM IN HO CHI MINH CITY Ho Chi Minh City 2015 -2106 ACKNOWLEDGEMENTS This reseacrh could not have been done without the contributions and support of many individuals That means the success and final outcome tody of this project required a lot of guidance and assistance from many people and I extremely fortunate to have got this all along the completion of my research project work Whatever I have done is only due to such guidance and assistance and I would not forget to thanke them It is my proud privilege to release the feelings of my respect to several organizations and individuals who helped me directly or indirectly to conduct my final research project for my MBA Program 2014-2016 In the thesis done time, I received the help and guidance devotedly of lectures of HUTECH International Training Institue, Business Administration Department of Hutech University, Open University of Malaysia, Executive Boards and emplyees of International schools system in Vietnam I am very appriciated the help of everyone has helped me fulfill my thesis Besides that, I am using this opportunity to express my gratitude to everyone who supported me throughout the course of this MBA Research Project I am thankful for their aspiring guidance, invaluably constructive criticism and friendly advice during the project work I am sincerely grateful to them for sharing their truthful and illuminating views on a number of issues related to the project First of all, I would like to express my deeply special thanks of gratitude to my profeesor, Dr Phan Dinh Nguyen, as well as our professional prefessor profoundly – the instructor guides directly for me in the process to implement the research He gave me the golden opportunity to this wonderful project on the topic: “Fators influencing the making decision of parents in choosing international schools system in Ho Chi Minh City” which also helped me in doing a lot of Research and I came to know about so many things I am really thankful to him During the making of the research, he has carefully guided me the necessary knowledge so that I can fulfill my research The knowledge I learned from him not only helpful for my thesis but also very usedful for my career in the near future With the guidance of dedicated lecturer, I did completed my research well and on time I would also like to thank Executive Board and employees of International School System in Vietnam has guidedlines and gives me the neccessarry documents about the business situation of the International Schools System I express my warm thanks to all the people who privided me with the facilities being required and conductive conditions for my MBA Reasearch Project Finally, I would like to thank all customers, students, parents and individuals helped me answer the questions in the survey Thanks to the answer of everybody that I had accurate data for research I could complete the research project “Fators influencing the making decision of parents in choosing international schools system in Ho Chi Minh City” which depends on the enthusiastic response from everyone I also thank all my freidns who have more or less contributed to the preparation of this project report, I will be always indebted to them The study has indeed helped me to explore more knowledgeable avenues related to any topocs and I am sure it will help me in my future Kind Regards, NGUYEN Tran Thien Ly MBA Program Advisor’s assesment Advisor’s Signature - ABSTRACT My research topic: “Factors influencing the making decision of parents in choosing international schools system in Vietnam” was conducted survey: The place: Ho Chi Minh City The time: From 09th October 2015 to 09th December 2015 The objects: International Schools System The needs and the wants of parents and children A Objectives of the study: Identify the needs and wants of parents and children in education forwards the international schools system today in Vietnam Develop research models to measrue tend to put children into the international schools in Ho Chi Minh City based on finding out the differences between the International Schools System and Public State Schools System Evaluate the trend of choosing the school in particular and in education in general of parents today in Ho Chi Minh City Propose some measures to attracts parents and children enroll into the international schools system in Ho Chi Minh City B Research Methods: To understand the use of statistics, one needs to know a little bit about experimental design or how a researcher conducts investigations A little knowledge about methodology will provide us with a place to hang our statistics In other words, statistics are not numbers that just appear out of nowhere Rather, the numbers (data) are generated out of research Statistics are merely a tool to help us answer research questions As such, an understanding of methodology will facilitate our understanding of basic statistics Using mainly two methods: Qualitative research: A method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research, in business, and other contexts including service demonstrations by non-profits Including: Data collection, analysis and field research design, discussion, interviews, edit scale and model Quantitative research: Quantitative research is the systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques Including: a The generation of models, theories and hypotheses b The development of instruments and methods for measurement c Experimental control and manipulation of variables d Collection of empirical data e Modeling and analysis of data C Limitation of the topic Research objects indicates that those who have intended to let children enroll into the international schools system in Ho Chi Minh City The scope of research is limited to the area of Ho Chi Minh City should not be evaluated extensive customer groups in the other provinces and potential customers ever know about information of international schools CONTENTS ACKNOWLEDGEMENTS Page ABSTRACT Page CHAPTER INTRODUCTION 1.1 Rationale Page 1.2 Research Objectives Page 10 1.3 The importance of research problem Page 11 1.4 Object and scope of research Page 11 1.5 The structure of research Page 12 CHAPTER LITERATURE REVIEW 2.1 International education Page 13 2.2 The international school process system Page 15 2.3 Theory of consumer behavior Page 15 2.4 Model of consumer behavior Page 19 CHAPTER RESEACRH METHODOLOGY 3.1 The reason Page 31 3.2 The scope and limitation of study Page 32 3.3 Population and sample Page 32 3.4 Module and variables Page 34 CHAPTER DATA ANALYSIS AND DICUSSION 4.1 Cronbach’s Alpha Page 48 4.2 KMO and Barlett’s Test Page 57 4.3 Correlations analysis Page 61 4.4 Regression analysis Page 63 4.5 Descriptives analysis Page 66 CHAPTER CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions Page 68 5.2 Suggestions Page 69 5.3 The choice is yours Page 69 5.4 Limitations of research Page 70 REFERENCES Page 71 APPENDIX Page 73 10 CHAPTER INTRODUCTION 1.1 Rationale Nowadays, we have to mention about the development of international schools system which come in many different shapes and sizes and the term itself, includes a variety of schools systems encompassing a wide variety of formats and curricula, with some being more international than others In order to be considered an actual international school, it is widely agreed that a school generally follows a national or international curriculum different from that of the host country, especially in Vietnam Talking about the rapid growth, in general, the international school market has experienced explosive growth over the past 10 years in with the number of international schools more than doubling across the globe This past year alone, 345 new schools were added to the network of thousands of international schools worldwide According to ISC Research, a UK-based organization dedicated to analyzing, researching and tracking developments in the international school market, calculates that there are currently over 2.8 million students enrolled in international schools around the world In particular, in Vietnam, in 1990s, at that time, there are not many international schools, or even just only one or two schools for foreigner children living in Vietnam to study The basic reason is that most of Vietnamese people at that time not have enough condition to let children study in one high quality environment However, along with the development of social life and integration of countries over the world such as America, French, Australia, United Kingdom, Korea and so on, at this time, educational concern is heeded carefully All Vietnamese people realize that we have to start with a good education background so we can change our life better in the future Education, on the other hand, is defined in Wikipedia as any act or experience that forms the mind, character or physical ability of an individual Education is helping someone learn how to think and how to solve problems by themselves Most education would be transferable and you will climb the corporate ladder a lot faster Achieving the education peek is just not a paper certificate, also mention about the knowledge and investment How can we can education is a good investment? In the same way we would save money to buy something special – we have to plan and invest money or time to get that dream job or reach our goals In uncertain 63 Pearson Correlation Sig (2-tailed) X4.Protection 528 ** 481 ** 494 ** 000 000 000 28.556 22.892 30.792 Covariance 192 154 N 150 150 546 ** 485 ** 500 ** 000 000 000 52.008 26.384 23.472 30.342 207 349 177 158 204 150 150 150 150 150 ** Sum of Squares and Cross-products Pearson Correlation Sig (2-tailed) X5.Abroad 299 ** 475 ** 487 ** 546 000 000 000 000 15.029 21.028 28.186 26.384 Covariance 101 141 189 N 150 150 150 386 ** 270 ** 000 001 44.908 17.354 15.254 177 301 116 102 150 150 150 150 ** Sum of Squares and Cross-products Pearson Correlation Sig (2-tailed) X6.Missing 846 ** 496 ** 317 ** 485 ** 386 621 ** 000 000 000 000 000 000 42.585 21.981 18.406 23.472 17.354 45.063 35.077 Covariance 286 148 124 158 116 302 235 N 150 150 150 150 150 150 150 ** Sum of Squares and Cross-products Pearson Correlation Sig (2-tailed) Y.Factor 910 ** 455 ** 348 ** 500 ** 270 ** 621 000 000 000 000 001 000 57.434 25.303 25.273 30.342 15.254 35.077 70.847 Covariance 385 170 170 204 102 235 475 N 150 150 150 150 150 150 150 Sum of Squares and Cross-products ** Correlation is significant at the 0.01 level (2-tailed) Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 64 D REGRESSION ANALYSIS Variables Entered/Removed Model Variables Variables Entered Removed a Method X6.Missing, X3.Teachers, X5.Abroad, Enter X4.Protection, X2.Facilities, X1.Education b a Dependent Variable: Y.Factor b All requested variables entered Model Summary Model R 956 R Square a b Adjusted R Std Error of the Square Estimate 914 910 20671 a Predictors: (Constant), X6.Missing, X3.Teachers, X5.Abroad, X4.Protection, X2.Facilities, X1.Education b Dependent Variable: Y.Factor ANOVA Model Sum of Squares Regression Residual Total a df Mean Square 64.736 10.789 6.110 143 043 70.847 149 F Sig 252.498 a Dependent Variable: Y.Factor b Predictors: (Constant), X6.Missing, X3.Teachers, X5.Abroad, X4.Protection, X2.Facilities, X1.Education 000 b 65 Coefficients Model Unstandardized Standardized Coefficients Coefficients B (Constant) a Std Error t Sig Beta 95.0% Confidence Interval for B Lower Bound 001 113 008 X1.Education 1.519 055 1.352 X2.Facilities 027 043 061 X3.Teachers 719 060 X4.Protection 016 X5.Abroad X6.Missing Upper Bound 049 222 224 000 1.409 1.628 627 032 059 113 567 027 008 064 062 040 014 402 038 062 094 084 041 047 2.083 039 004 165 001 032 001 000 830 591 27.39 11.74 a Dependent Variable: Y.Factor Y= B0 + 1.352xA best education + 0.061xFacilties and services + 0.567xTeachers + 0.014xA protection from culture shock + 0.047xHome abroad and study abroad + 0.001xMissing the host culture Comments: ! Education We can not refuse the most important factors in education is the quality of curriculum so the international schools have to improve the best education with the practical programs, the quality of certificates, the chance for students to open the world and especially caring about the development of the future job in each educational program We posed the question, “Why is education important?”, to SNHU President/CEO Paul LeBlanc In response, LeBlanc shares his own journey in education and why education is important to society Education is the great enabler and equalizer, the force that allows individuals to reach their potential, to dream bigger dreams and to be more fully engaged with a much bigger world It is also the engine of social mobility, the avenue to better and more meaningful work and thus opportunity for one’s family and community We know that people with college degrees vote more, divorce less, smoke less and the list goes on Take the two together – personal development and social mobility – and education is Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 66 an incredible force for good In many ways, it is critical to the American narrative of selfimprovement, merit and mobility ! Teachers The next factor is teacher and teaching quality That means all teachers quality can be trained and tested usually by competent authority For relationships to be motivating and therefore to work best academically, the student needs to be convinced 'my teacher likes me and I like my teacher.’ A teacher's attention can be a powerful reward, and a serious motivator Educators frequently share that teaching is the most difficult job that anyone can have—and the most rewarding Teachers are our nation builders—the strength of every profession in our country grows out of the knowledge and skills that teachers help to instill in our children And, as a nation, we must much, much more to fully appreciate and support their work With the transition to more rigorous achievement standards and better student assessments, a focus on data to drive instruction, and the use of technology to personalize learning, teachers are carrying an incredible amount of responsibility It’s because of the teachers across the country who I’ve seen stepping up to the challenge that I am more optimistic about the state of the teaching profession than ever ! Home abroad and studying abroad The difference between international school and public schools is having a clearly investigation about study abroad in the future as well as the preparation of missing the host culture The most concerned question here is that what is studying abroad and which benefits does it bring We need to identify and find out the clear answer so that we can open own small business about it Studying abroad may be one of the most beneficial experiences for a college student By studying abroad, students have the opportunity to study in a foreign nation and take in the allure and culture of a new language The world is truly massive and contains billions of people in thousands of unique and distinct cultures How are we supposed to learn about all of these people? Sadly, we'll never have enough time to experience them all, but with a study abroad program we can have the chance to learn with and about a unique culture by diving in and getting hands-on Study abroad programs can provide college students with a life-changing experience to immerse themselves into a different culture, learn a new language and expand their world views 67 E DESCRIPTIVES ANALYSIS Descriptive Statistics N Range Minimum Maximum Statistic Statistic Statistic Statistic Mean Statistic Std Std Deviation Variance Statistic Statistic Error EDU01 150 2.45 082 1.007 1.015 EDU02 150 2.89 090 1.102 1.215 EDU03 150 1.84 086 1.050 1.102 EDU04 150 2.94 085 1.038 1.077 EDU05 150 2.91 090 1.101 1.213 EDU06 150 3.25 083 1.011 1.023 EDU07 150 2.81 093 1.139 1.298 EDU08 150 2.53 095 1.163 1.352 EDU09 150 3.72 077 942 888 EDU10 150 3.71 084 1.027 1.054 FAC01 150 1.95 094 1.157 1.339 FAC02 150 2.30 086 1.054 1.111 FAC03 150 2.90 085 1.041 1.084 FAC04 150 3.73 074 911 831 FAC05 150 3.45 084 1.027 1.055 FAC06 150 2.18 075 920 847 FAC07 150 2.93 082 1.008 1.016 FAC08 150 3.09 074 904 818 FAC09 150 2.36 076 936 876 FACTOR01 150 2.91 090 1.101 1.213 FACTOR02 150 3.25 083 1.011 1.023 FACTOR03 150 2.81 093 1.139 1.298 FACTOR04 150 2.53 095 1.163 1.352 FACTOR05 150 3.72 077 942 888 HOME01 150 3.48 079 967 936 HOME02 150 3.06 064 779 607 HOME03 150 2.67 087 1.060 1.123 HOME04 150 2.47 067 817 667 HOME05 150 2.75 063 770 593 MISS01 150 2.82 078 956 914 MISS02 150 1 1.71 037 457 209 MISS03 150 2.45 082 1.007 1.015 MISS04 150 2.89 090 1.102 1.215 MISS05 150 1.84 086 1.050 1.102 MISS06 150 2.94 085 1.038 1.077 PRO01 150 2.53 074 910 828 Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 68 PRO02 150 3.42 078 957 916 PRO03 150 2.27 080 981 962 PRO04 150 3.37 084 1.033 1.068 PRO05 150 3.60 078 955 913 PRO06 150 3.59 081 991 982 T01 150 3.61 070 858 737 T02 150 2.72 096 1.177 1.384 T03 150 3.25 089 1.094 1.197 T04 150 3.27 095 1.170 1.368 T05 150 2.43 083 1.019 1.039 Valid N (listwise) 150 69 CHAPTER CONCLUSION AND SUGGESTION 5.1 Conclusion MAKING a choice on which school your children should attend is a critical decision and it is no doubt that it can be challenging as it will affect their future More often than not, parents would grapple at the multitude of factors that influence these decisions, as it is crucial to determine what kind of educational environment and experience you would want for your children, as well as your long-term educational goals for them Whether in the early years, or at the primary or secondary school level, the choices can be perplexing, especially with an array of private, international to vernacular and public schools available in the country Just like our diverse cultural and ethnic landscape, the Malaysian education platform provides parents with an indeed tougher and wider range of options And speaking of options, the paradigm has now also been shifted from the norm − where parents once opted to send their children to national schools, it has now become a common scenario where more parents send their children to international schools This is proven with the rise in the numbers of student enrolment in international schools each year According to the statistics provided by the Ministry of Education, 20,000 students were enrolled in international schools in 2013, compared to 15,000 the year before, as reported by iMoney.my Surprising, or not, this fact makes us question: Why are these numbers escalating? Have parents really lost confidence in our national education system? Is our national education system really poor in quality, resulting to the poor performance of local students as according to the Program For International Student Assessment (PISA)'s ranking where Malaysia is languishing in a dismal position at 52 out of 72 countries, previously reported by Malaysian Digest? While it is an undeniable fact that both national and international schools in the country have done the inevitable to offer the most effective and highest quality education system in the nation's bid to produce a more all-rounded generation, efforts of the former seem to fall short as Malaysians now prefer sending their children to international schools which offer English-medium education instead Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 70 5.2 Suggestion “Most international schools in Malaysia, if not all, are comprised of students from around the world as they have diverse student bodies compared to public schools I strongly believe this would expose the students to a culturally diverse environment, and simultaneously help them broaden their horizons “While I don’t deny the fact that public schools provide quality education, but in international schools, you would get better quality teachers They are just more qualified and experienced, also passionate about their profession since most of them are hired through international job fairs,” said the father of two On whether it is worth the money to send children to international schools, Woong admits that, “It is undeniable that international school fees can be hefty, but you have to look at the bigger picture In Malaysia, although curriculum in both public and international schools are praiseworthy, there is a distinguish difference between those offered in the international schools.” “At international schools, the obvious difference you will find is the use of the English language, as it is a big focus It’s one of the most important languages in the world and no one can deny its importance in our daily lives Hence, exposing your children to the language at a young age definitely gives a competitive edge “Besides, the low student-teacher ratio in international schools, help students focus better as they get more attention in an environment that permits a more reasonable equation Being in a smaller classroom definitely enables teachers to focus better on every student “Parents can also expect a healthier communication between teacher and student, as opposed to public schools which its system is often perceived as less personal,” he explained 5.3 The choice is yours While the debate is ongoing, the price still keeps increasing – so, is sending your child to an international school really worth every penny? Every family is different and the answer to this oft-mentioned question is simple – it depends Before making a decision, factors such as your family’s financial situation, cultural background and the school’s curriculum are certainly important points to consider In an age where competitive education becomes a prerequisite for a better future to see your child advance with flying colours in universities and colleges, it is also wise not to forget that 71 later on in life, education alone may not always guarantee a profession in this current challenging job market, regardless international school or not And although some parents feel that children who have been to international schools have better personalities and exposure to the world, at the end of the day, a child’s personality may develop not only within the school’s environment but through friends, their home surroundings and other external factors, which may create an even more wholesome personality Quoting Walker, who shared: “When I was leading the United Nations International School in New York, I was invited by the Asia Pacific Forum to work with industry leaders and universities on the education required in today’s society CEOs of some of the top companies in the U.S all said the same things While schools and universities were providing a good education, it was not what the companies needed “When they were recruiting, they did not worry about the university the applicant went to They did not worry about the content either because that could be taught on the job Instead, the focus was drawn on their ability to solve problems, through effective communication, and working in teams are also critical.” “The demands upon the young people who accept the mantle of leadership will be many and varied The ability to embrace ambiguity in today’s constantly changing environment is of utmost importance,” he concluded 5.4 Limitations of research Research objects indicates that those who have intended to let children enroll into international schools in the last months Therefore not rate the market potential of international schools The scope of research is limited to the area of Ho Chi Minh City should not be evaluated extensive customer groups in the other provinces and potential customers and students ever let children enroll into international schools Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 72 REFERENCES Maslow, A.H (1943) "Pyschological Review - A theory of human motivation" Mittelman, W (1991) "Maslow's study of self-actualization: A reinterpretation" Journal of Humanistic Psychology Kremer, William Kremer; Hammond, Claudia (31 August 2013) "Abraham Maslow and the pyramid that beguiled business" BBC news magazine Retrieved September 2013 Goble, F (1970).The third force: The psychology of Abraham Maslow Richmond, CA: Maurice Bassett Publishing Maslow, A (1954) Motivation and personality New York, NY: Harper A.H Maslow, "Critique of self-actualization theory", in: E Hoffman (Ed.), Future visions: The unpublished papers of Abraham Maslow (Thousand Oaks, CA: Sage, 1996 Lynn R Kahle, Angeline G Close (2011) Consumer Behavior Knowledge for Effective Sports and Event Marketing New York: Routledge Elizabeth A Minton, Lynn R Khale (2014) Belief Systems, Religion, and Behavioral Economics New York: Business Expert Press LLC J Scott Armstrong (1991) "Prediction of Consumer Behavior by Experts and Novices" (PDF) Journal of Consumer Research (Journal of Consumer Research Inc 10 Engel, James F., Kollat, David T and Blackwell, Rodger D (1968) Consumer Behavior, 1st ed New York: Holt, Rinehart and Winston 1968 11 Foxall, G (2005.) Understanding Consumer Choice Basingstoke Palgrave Macmillan 73 12 Hirsh, J B., Kang, S K., & Bodenhausen, G V (2012) Personalized persuasion: Tailoring persuasive appeals to recipient personality traits 13 Allport, Gordon (1935) "Attitudes," in A Handbook of Social Psychology, ed C Murchison Worcester, MA: Clark University 14 Wood, W (2000) "Attitude Change: Persuasion and Social Influence" 15 Vogel, T., Bohner, G., & Wanke, M (2014) Attitudes and attitude change 16 M J Rosenberg and C I Hovland, "Cognitive, Affective and Behavioral Components of Attitudes." In M J Rosenberg, C I Hovland (eds.), Attitude Organization and Change: An Analysis of Consistency Among Attitude Components New Haven: Yale University Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 74 APPENDIX SURVEY FORM Dear all, My name is Nguyen Tran Thien Ly I am conducting a survey on “Factors influencing the making decision of parents in choosing international schools system in Ho Chi Minh City” for my MBA thesis I would like you will spend precious time to share your experiences as well as your individual opinions about factors influencing the making decision of parents in choosing International Schools System in Ho Chi Minh City Your answers, comments and contributions are meaningful and useful to me in order to complete my survey I certainly guarantee all of your personal information is completely protected Do you agree with the factors affecting the trend letting children enroll into international schools system in Ho Chi Minh City are listed below? Please circle one of the numbers from to Complete disagree Disagree Normal Agree Totally agree 75 Questions Criteria Grade PART A: EDUCATION Q1 Q2 Q3 Q4 The best education program The combination between MOET educational program and International educational program Focus on MOET educational program Focus on International educational program with international certificates after graduation 5 5 Q5 The chance to communicate English Q6 The standard development of English 5 5 Q7 Q8 Q9 Q10 Students not need to attend extra-time class after school Have no any pressure in study and examination The students impartially improve with life-skills classes and outside activities Have a great career in future PART B: FACILITIES AND SERVICES Q11 The modern and convenient facilities in school Q12 There are many life-skills classes Q13 There are many functional classes including gym halls, 5 studio, piano class, swimming pools, football yards, basketball yards and so on Q14 All class and another facilities are guaranteed to be modern, convenient, suitable and especially safety Q15 The best services in schools Q16 The guaranteed security for students in school Q17 The enthusiasm for students in school Q18 The best quality about cuisine for students in school 5 Q19 The best quality about social issues for students in school PART C: TEACHER Q20 The quality in teaching Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 76 Q21 The enthusiasm for students Q22 The ability of expressing ideas Q23 The ability of creation in studying Q24 The responsibility in teaching and taking care of student 5 5 5 5 5 5 5 PART D: A PROTECTION FROM CULTURE SHOCK Q25 The chance to meet some different culture from many international students from another countries Q26 The chance to communicate with the difference of culture as young as possible Q27 The chance to integration the difference of culture as young as possible Q28 The chance to adaption the difference of culture as young as possible Q29 The chance to learn skill worth building and developing about the difference of culture Q30 The chance to practice and improve ability of language PART E: HOME ABROAD AND STUDY ABROAD Q30 Study in international schools at young as home abroad Q31 Create the integration and adaption with study abroad as young as possible by letting children into international schools in home country Q32 The chance to learn and improve international skills at home country Q33 The chance to learn and improve international educational knowledge Q34 The preparation for the studying abroad plan in future PART F: MISSING OUT ON THE HOST CULTURE Q35 The comparison with public school’s students Q36 The culture gaps about public schools’ students and international schools’ students Q37 Almost students get lost the host culture at even their 77 home country Q38 There happens some bad behaviors and characteristics of international schools’ students Q39 The students become overly stressed out by small problems and fell helpless and frustrated Q40 Stereotypes and prejudices about students studying international schools at home country 5 The factors affecting the trend letting children enroll into international schools system in Ho Chi Minh City Q41 The educational orientation in the future Q42 The quality of education at international schools Q43 The reasonable tuition fee is offered by international 5 schools Q44 The economic status in the host country as well as the foreign countries Q45 The referrals from predecessors Thank you for your contributions THE END ... schools system To find out the factors influencing the making decision of parents in choosing international schools system in Ho Chi Minh City 12 To suggest the best solutions some parents who... Nguyen Tran Thien Ly – MBAK15 Ho Chi Minh City – 2015 48 CHAPTER DATA ANALYSIS AND DISCUSSION A THE FACTORS INFLEUNCING THE MAKING DECISION OF PARENTS IN CHOOSING INTERNATIONAL SCHOOLS SYSTEM IN HO CHI MINH CITY EDUCATION...2 RESEARCH PROJECT FATCTORS INFLUENCING THE MAKING DECISION OF PARENTS IN CHOOSING INTERNATIONAL SCHOOLS SYSTEM IN HO CHI MINH CITY Ho Chi Minh City 2015 -2106 ACKNOWLEDGEMENTS This