Table 4.11
Testing the goodness of fit of the total linear regression model body | 66 | |
Table 4.12 | Regression coefficient results and multicollinearity statistics | 66 |
Table 4.13 | Test results of the difference in student satisfaction with training quality between two groups of male and female students | 71 |
Table 4.14 | Test for equality of variances between groups | 72 |
Table 4.15 | Analysis of variance | 73 |
Table 4.16 | Descriptive statistics for each group | 73 |
Table 4.17 | Table comparing mean values by pairs of qualitative variables (Post Hoc Tests) | 74 |
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LIST OF IMAGES
Model Number
Image name | Page | |
Figure 2.1 | Gronroos's (1984) service quality model | 14 |
Figure 2.2 | SERVQUAL model of Parasuraman et al. (1991) | 15 |
Figure 2.3 | Cronin and Taylor's (1992) SERVPERF model | 15 |
Figure 2.4 | Gi – Du Kang and Jeffrey James (2004) | 16 |
Figure 2.5 | Abdullah's HEdPERF model (2006) | 17 |
Figure 2.6 | Author's proposed research model | 26 |
Figure 3.1 | Research process diagram | 31 |
Figure 3.2 | Analytical framework of the thesis | 31 |
Figure 3.3 | Formal research models and scales | 45 |
Figure 4.1 | Histogram of Standardized Residual Scatter | 68 |
Figure 4.2 | PP Plot of Regression Standardized Residuals | 68 |
Figure 4.3 | Scatter plot of residuals and predicted values of linear regression model | 69 |
Figure 4.4 | Calibration research model | 70 |
INDEX
CHAPTER 1 1
OVERVIEW OF THE STUDY 1
1.1 Introduction 1
1.1.1 Problem statement 1
1.1.2 Urgency of topic 2
1.2 Research objectives 4
1.2.1 General Objective 4
1.2.2 Specific objectives 4
1.3 Research Question 4
1.4 Research subjects and survey subjects 4
1.5 Scope of research 5
1.6 Research methods 5
1.6.1 Qualitative research methods 5
1.6.2 Quantitative research methods 5
1.7 Scientific and practical significance of topic 6
1.7.1 Scientific significance 6
1.7.2 Practical significance 6
1.8 Structure of the thesis 6
Chapter 1 8 Summary
CHAPTER 2 9
THEORETICAL BASIS AND RESEARCH MODEL 9
2.1 Concepts related to research problem 9
2.1.1 Service quality 9
2.1.2 Quality of training services 11
2.1.3 Student satisfaction 12
2.1.4 The relationship between student satisfaction and training service quality 13
2.2 Overview of the research field 14
2.2.1 Research situation in the world 14
2.2.2 Research situation in Vietnam 20
2.3 Proposed research model 22
2.3.1 Summary of research models 22
2.3.2 Proposed research model 23
2.3.3 Definition of factors 24
2.3.4 Hypotheses for the research model 26
Chapter 2 Summary 27
CHAPTER 3 28
RESEARCH METHODS 28
3.1 Research process 28
3.2 Research method and scale construction 30
3.2.1 Qualitative research 30
3.3.2 Quantitative research 30
3.3.3 Building the scale 31
3.3.3.1 Inheritance and adjustment of the scale 31
3.3.3.2 Scale proposed by the author 32
3.4 Research Phases 32
3.4.1 Preliminary research 32
3.4.1.1 Interview with academic experts 32
3.4.1.2 Preliminary quantitative research 35
3.4.1.3 Formal research model and scale 43
3.4.1.4 Hypotheses for the formal research model 43
3.4.2 Official research 44
3.4.2.1 Survey subjects 44
3.4.2.2 Questionnaire design 44
3.5 Determining sample size 44
3.6 Data analysis methods 45
3.6.1 Cronbach's alpha and Corrected Item – Total Correlation 45
3.6.2 Exploratory Factor Analysis (EFA) 46
3.6.3 Multiple regression analysis and hypothesis testing 48
3.6.4 Testing for differences by T-Test and ANOVA analysis 49
Chapter 3 Summary 50
CHAPTER 4 51
RESEARCH RESULTS AND DISCUSSION 51
4.1 Descriptive statistical results 51
4.1.1 Sample descriptive statistics results according to duplicate data 51
4.1.2 Sample descriptive statistics by gender 52
4.1.3 Descriptive statistics results of the sample by school year 52
4.1.4 Statistical results describing the general satisfaction with the quality of training services of students 52
4.2 Analysis of scale reliability using Cronbach's alpha coefficient 53
4.3 Exploratory factor analysis EFA 55
4.3.1 Exploratory factor analysis EFA for independent variables 55
4.3.2 Exploratory factor analysis EFA for dependent variable 58
4.3.3 Summary of factors and observed variables after EFA 59
4.4 Multiple regression analysis 59
4.4.1 Testing the correlation between independent variables and dependent variables 59
4.4.2 Linear regression analysis 61
4.4.3 Detecting violations of necessary assumptions in linear regression 64
4.4.4 Testing the hypotheses of the formal research model 66
4.5 Testing the difference in student satisfaction with the quality of training services at the Faculty of Tourism, Ho Chi Minh City University of Food Industry 67
4.5.1 Testing for gender differences 67
4.5.2 Testing for differences by school year group 69
Chapter 4 Summary 73
CHAPTER 5 74
CONCLUSION AND MANAGEMENT IMPLICATIONS 74
5.1. General conclusion on satisfaction with the quality of training services of students at the Faculty of Tourism, Ho Chi Minh City University of Food Industry 74
5.2. Some managerial implications contribute to improving student satisfaction with the quality of training services at the Faculty of Tourism in particular and Ho Chi Minh City University of Food Industry in general. 75
5.2.1 The first is the group of factors “Academic aspects” 76
5.2.2 The second is the group of factors “Non-academic aspects” 77
5.2.3 The third is the factor group “Training program” 78
5.2.4 The fourth is the group of factors “Reputation” 79
5.3 Contribution of topic 81
5.4 Limitations of the topic 81
5.5 Further research directions of topic 81
Chapter 5 Summary 82
CHAPTER 1
OVERVIEW OF THE STUDY
1.1 Introduction
1.1.1 Problem statement
As society develops, the market economy following the globalization trend will inevitably lead to fierce competition between businesses to protect and gain market share. To compete in the "red ocean", most businesses must reconsider the issue of "quality" to strive to achieve customer satisfaction in order to "attract" them to use their products. Many studies in the world have also paid great attention to studying service quality models (SQ). Specifically, Gronroos (1984) proposed the technical quality model (TSQ - Technical Service quality) and the functional quality model (FSQ - Functional Service Quality); Parasuraman et al. (1988) proposed the SERVQUAL model; Cronin and Taylor (1992) proposed the SERVPERF model; and many other studies... In today's turbulent environment, higher education institutions are also facing economic, technological and cultural changes to increase competitiveness. Students are the driving force in the changes and the main customers in higher education, therefore higher education institutions must strive to understand and meet or exceed their expectations to succeed in the competitive higher education environment.
Vietnam is no exception to that trend. Over the past ten years, the trend of studying abroad or studying at international schools in Vietnam has tended to develop strongly. According to UNESCO statistics, as of December 2007, Vietnam had a significant number of 63,703 Vietnamese students pursuing undergraduate and graduate programs around the world, of which the largest number were in the United States, Australia, Japan, France and the United Kingdom, with annual spending by Vietnamese students being about 3-4 billion USD/year. This shows that more and more Vietnamese people have the opportunity to access advanced education systems in the world.
world. However, it is also necessary to reconsider the trend of studying abroad, which means that a large amount of money is transferred abroad. In addition, the "new wave", which is the massive growth of international schools, this form is called "studying abroad on the spot" also attracts a large number of students to study abroad. And once again, the domestic education and training system faces many difficulties when struggling in a "red ocean".
To compete in that “red ocean”, the Vietnamese education system also needs to review and reconsider the “quality” factor in educational activities. Many domestic and foreign studies show that the success and survival of universities depend on the quality of training services (QTS) and the school’s awareness of improving the satisfaction of the “student” customer group in QTS. Up to now, there have been many researchers in the world on this issue, typically Abdullah (2005) who introduced the HEdPERF model; in Vietnam, some studies in this field are mentioned as the study of Phuoc Minh Hiep and Vo Danh Thin (2017) on “Student satisfaction with QTS at Binh Duong University”; Research by Vo Van Viet (2017) on “Factors affecting satisfaction with the quality of educational services: A study from alumni of Ho Chi Minh City University of Agriculture and Forestry”; Research by Nguyen Thi Ngoc Xuan (2018) on “Factors affecting student satisfaction with the quality of educational services of Tra Vinh University”;…
All of the above studies show that research on CLDVĐT at universities plays an important role and is a process that needs to be carried out continuously.
1.1.2 Urgency of the topic
According to newly published research results from Oxford Economics, Ho Chi Minh City is forecast to rank 2nd among 30 Asian cities with the strongest GDP growth rate in the period 2017 - 2021 (http://cafef.vn/thanh-pho-ho-chi-