MỤC LỤC
H1: There is a positive correlation between students‟ characteristics and satisfaction from students‟ choice in higher education universities. H2: There is a positive correlation between the influences of significant persons and satisfaction from students‟ choice in higher education universities. H3: There is a positive correlation between career opportunities after graduation and satisfaction from students‟ choice in higher education universities.
H4: There is a positive correlation between higher education universities‟ characteristics and satisfaction from students‟ choice in higher education universities. H5: There is a positive correlation between higher education universities‟ efforts to communicate with prospect students and satisfaction from students‟ choice in higher education universities. This chapter has summarized the previous related theories and research, as well as has offered the hypotheses and proposes the conceptual model.
The research model have five hypotheses, it means that there are five factors affecting satisfaction from students‟ choice in higher education: students‟ characteristics, the influence of significant people, the career expectation, the fixed characteristics of the higher education universities and efforts of the own universities to communicate with prospect students.
In order to archive the research objective, both qualitative and quantitative data collection was used to collect primary data in this study. Qualitative research: According to Kirk and Miler (1986), qualitative research could access in-depth phenomenon which is not yet explored or pointed out the novel ideas for which are already known. Therefore, in this research, the qualitative research was used to explore the respondents‟ satisfaction from their choice in higher education universities.
In this research, the questionnaire conducted from the literature review aims to test factors that influences on students‟ choice in higher education. It also is used scales of measurement to evaluate the influence of these factors: individual determinants, environment determinants, higher education university‟s and high-school characteristics on students‟ choice. Based on the research process, primary data was collected from interviewing opened questions (qualitative research) and questionare survey (quantitative research).
The interviewees had chances to show their deep thinking about the factors affect to students‟ satisfaction from their choice in higher education universities. All of them concerned about some factors such as the effect of students‟ characteristics, the influence of significant people and the fixed characteristics of the higher education universities when answering the factors effect to satisfaction from their choice in higher education universities. Some of them also showed the uncertain thinking about the career opportunities and universities‟ efforts of the own universities to communicate with prospect students.
The research used related information from many sources, such as: existing literature, books, international business journals, articles and professional newspapers. Normally, if the Cronbach‟s alpha value is greater than 0.7, the result will be acceptable in this method (Nunnaly, 1978; George and Mallery, 2003). Thirdly, to determine the number of the factors affecting the measures and the strength of the relationship between each factor and each observed measure, this study applied Exploratory Factor Analysis test (EFA).
It aims to summarize the information contained in a large number of variables and reduce them into a smaller number of factors (Hair et al. (2010), here are the requirements of items which are kept: Highest factor loading of an item must be greater than 0.5, Eigenvalues is greater than 1, cumulative of explained variance must be greater than 50% and KMO is greater than 0.5, the Bartlett test must be significant (Sig. Finally, Multiple Linear Regression method was used to test the research model and hypotheses. Hair et al. 156) claims that there is the difference between the actual and predicted values of dependent variable. This chapter gives brief description of research methodology: research process, research design, sample selection, data source, data analysis method and measurement scales.
All the values of Cronbach‟s alpha were in range from 0.703 to 0.756, with the highest value was belongs to Satisfaction of students‟ choice, and the lowest value was the influences of significant persons. Other items such as Students‟ characteristics, Career opportunities after graduation, Higher education universities‟ characteristics and Higher education universities‟. ISP02 ISP04 ISP05 Social occupational structure after graduation (SOS) CO01 CO02 Career expectation after graduation (CE) CO03 CO04 Higher education universities’ characteristics (HEUC) HEUC01.
After EFA, the CE group (Career expectation) was divided into two detail group: Social occupational structure (SOS, including CO01 and CO02) and Career expectation (CE, including CO03 and CO04). The ISP group (Influences of significant persons) and the HEUE group (Higher education universities‟ efforts to communicate with prospect students) was deleted one item of each group (ISP03 in ISP and HEUE05 in HEUE). H6: There is a positive correlation between higher education universities‟ efforts to communicate with prospect students and satisfaction from students‟ choice in higher education universities.
Here is the formula to estimate the satisfaction of students‟ choice (SSC) from the independent factors: students‟ characteristics (SC), the influence of significant persons (ISP), the social occupation structure (SOS), the career expectation (CE), the fixed characteristics of the higher education universities (HEUC) and efforts of the own universities to communicate with prospect students (HEUE). The hypotheses of the dependent variables (satisfaction) were developed from the multiple linear regression analysis which is used to test the hypothesis of this model. Thus, it can be deducted that all the independent variables had significant correlation with the dependent variable with the confidence of 95%, (exclude HEUE, this factor is deleted from model because it does not play impacts to satisfaction of students‟ choice).
The Standard regression coefficients beta of the influences from significant persons (ISP) on satisfaction from the influence of significant persons (ISP) was 0.123, t-value was 2.148 and the Sig. Therefore, H2 was supported for the research model and showed that the influences of significant persons impacted positively satisfaction from students‟ choice in higher education universities. The Standard regression coefficients beta of social occupational structure (SOS) on satisfaction from students‟ choice (SSC) was 0.151, t-value was 2.625 and the Sig.
Thus, H3 was confirmed from data analysis and showed that the influences of significant persons impacted positively satisfaction from students‟ choice in higher education universities. The Standard regression coefficients beta of career expectation after graduation (CE) on satisfaction from students‟ choice (SSC) was 0.295, t-value was 5.153 and the Sig. It also supported for the research model and showed that higher education universities‟ characteristics impacted positively satisfaction from students‟ choice in higher education universities.
H6: There is a positive correlation between higher education universities’ efforts to communicate with prospect students and satisfaction from students’ choice in higher education universities. The Standard regression coefficients beta of higher education universities‟ efforts to communicate with prospect students (HEUE) on satisfaction from students‟ choice (SSC) was 0.048, t-value was 0.841 and the Sig.
The factor “the career expectation” is divided into two new factors: social occupational structure after graduation and career expectation after graduation. Generally, the research has archived the objective to explore the factors affecting satisfaction from students‟ choice in higher education. Based on the results of analyzing data collected from students in Ho Chi Minh City, there are five factors affecting satisfaction from students‟ choice in higher education: students‟ characteristics, the influence of significant people, the social occupation structure, the career expectation and the fixed characteristics of the higher education universities.
In which, the factor makes the greatest impact to satisfaction from students‟ choice is the career expectation. The evidence for data analysis suggest that five factors impact positive on satisfaction from students‟ choice with many levels at most with b=0.295 and at least b=0.123. From this result, the manager from higher education universities can pay more attention on these factors to increase the satisfaction of students who choose the higher education universities to continue their study.
Especially, the career expectation after graduation makes the most influence to the satisfaction, so the manager should consider these factors related to career expectation and have the right strategy to improve the satisfaction. During the studying period, students will have more satisfaction when they have more opportunies in career path in. So, the universities can cooperate with the enterprises to create long-term relationship with the entrepreneurs to help students have career opportunities after graduation through some activities such: internship or management trainee.
Besides that, universities could review the programs to make sure they satisfy with the requirement from the labor maket, to help students have good preparation in the future. To increase the satisfaction, there is a requirement that students must evaluate carefully before choosing higher education. Besides that, high school, family and higher education universities as well as students must pay more attention in education orientation activities before students choose higher education to continue their study.
For example, next research can compare the effect from each of different factors on students from various kinds of universities. Factors influencing the college choice of african-american students admitted to the college of agriculture, food and natural resources. In this part, students were asked to provide their personal information such as: name, age, universities, the program they are studying.
Part 2: Factors effect to satisfaction from students’ choice in higher education universities
SURVEY Dear respondents,
Does your university match your expectation? (Circle your choice) 1. Very satisfied
Whether did these factors affect to satisfaction of your choice in higher education universities or not? (Tick in suitable choice)
Please provide some information 1. What kind is your university?
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