This result with the research results of author Tran Xuan Kien, "Assessing student satisfaction with training quality at the University of Economics and Business Administration - Thai Nguyen University" shows that there is a significant difference in the influence of demographic variables on student satisfaction. The results of this study show that the level of student satisfaction at the University of Economics and Business Administration does not differ by year, faculty and academic performance but differs by gender. This shows that the research results are also different for different subjects and regions. Therefore, in the research process, it is necessary to pay attention to the demographic characteristics of students in order to draw accurate conclusions and appropriate solutions for each subject to create increasingly higher satisfaction with the training activities at the school in particular and the training quality of the school in general.
From the factor analysis method, we can determine that student satisfaction depends on 13 factors according to table 4.32.
Table 4.32: Student satisfaction across 13 factors
Factor
Content | Medium | Meaning | |
1 | General skills | 3.65 | High |
2 | Qualification and dedication of the Instructor | 3.82 | High |
3 | Relevance and Responsiveness of the Training Program | 3.41 | High |
4 | Teaching and testing methods | 3.32 | High |
5 | Library | 3.44 | High |
6 | Learning facilities | 3.47 | High |
7 | Learning conditions | 3.18 | High |
8 | Course | 3.51 | High |
9 | Inspection and evaluation work | 3.74 | High |
10 | Training information | 3.68 | High |
11 | Suitability in training organization | 3.45 | High |
12 | Responsiveness | 3.31 | High |
14 | Curriculum content and student training | 3.65 | High |
13 | Student satisfaction | 3.68 | High |
Maybe you are interested!
-
Factors Affecting Student Satisfaction -
Factors affecting student satisfaction with the quality of training services at the Faculty of Tourism, Ho Chi Minh City University of Food Industry - 2 -
Factors affecting student satisfaction with the quality of training services at the Faculty of Tourism, Ho Chi Minh City University of Food Industry - 21 -
Testing Factors Affecting Customer Satisfaction With Savings Deposit Services At Dong A Bank -
Factors affecting job satisfaction of bank credit officers in Ho Chi Minh City - 13
The analysis results show that students are highly satisfied with training activities at the University of Science, VNU-HCM.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
Based on an overview of teaching activities at Ho Chi Minh City University of Science, the study focused on developing a questionnaire and conducting a survey of 800 students from 5 majors: Information Technology, Mathematics - Informatics, Physics, Environmental Science and Biotechnology, and conducting in-depth interviews with 12 students from the above 5 majors. The survey results allow to draw some conclusions as follows:
Students have high satisfaction with the school's training activities (average = 3.51). The results of regression analysis show that this satisfaction depends on 6 factors in decreasing order of influence as follows: first is the Suitability and responsiveness of the training program (beta = 0.265), then the Qualification and dedication of the lecturers (beta = 0.185), General skills that students achieve after the course (beta = 0.148), Responsiveness from the school (beta = 0.126), and finally Learning facilities (beta = 0.076) and Learning conditions (beta = 0.072). In addition, student satisfaction also depends on other factors such as Assessment and evaluation, Teaching and testing methods of lecturers, Training information, Training program content and student training, Library, Curriculum and Suitability in training organization. The analysis results also show that students are highly satisfied with these factors.
Using the Chi-Squre test method to test some hypotheses shows that the satisfaction level is different according to the major, year of study, gender, academic ability and there are different satisfaction levels according to the permanent residence of students before entering the school. Another analysis shows that students who are satisfied with the training activities of the school will choose the major they studied again and have a high level of confidence in their ability to find a job after graduation. In particular, the choice of the major studied by students is different according to each major and the level of confidence in the ability to find a job after graduation of students is related to the level of compatibility between theory and practice of the major that students have studied.
However, this study only surveyed a number of students representing 5/11 training majors in the regular university system of the school, so the generalizability of the results is not high. Further studies on the whole school and in-depth interviews with more students are needed to have a representative result for all students of the school.
Achieving certain achievements to satisfy students is a difficult and long-term task, but to protect those achievements is an even more difficult task. In the era of continuous development of science and technology, the amount of new knowledge is constantly increasing and the integration into the World Trade Organization (WTO) increasingly poses many new requirements and new challenges that the school must face and overcome. To affirm the position and brand of the University of Science in the international arena requires not only the Board of Directors of the School, the Board of Directors of the Faculties/Departments, but also all staff and students in the school to make efforts to contribute to the activities of improving the training quality of the school.
2. Recommendations
Through the analysis of the survey results on student satisfaction with training activities at the University of Natural Sciences, we can see that students are highly satisfied. However, in addition to the achievements that have been made, there are still some shortcomings that need to be overcome and adjusted so that the school's training activities can be increasingly improved, meet the new needs of students and affirm its position in the context of integration into the world economy. Through some opinions recorded from student expectations and survey results, I propose some recommendations as follows:
For training program
Balance the distribution ratio between theory and practice in the training program of each major and subject. Just sitting in school cramming theoretical subjects while the time for practice and field trips is too little has made students too bored, passive and unable to develop creative thinking. To improve quality, the training program must be suitable to the requirements of learners, meet
meet the labor market and social requirements. Through the opinions obtained from in-depth interviews, we see that students have certain expectations and requirements for the training program, so the school needs to design and balance the theoretical and practical time in the training program. Once there is more practice time, students can apply the learned theory into practice and better develop their creative thinking ability.
In addition, the school needs to build close relationships with outside companies, creating conditions for students to visit, intern, and be exposed to the real environment. Besides, this relationship also helps the school grasp the needs of labor use and design the curriculum close to the actual requirements of the companies. Only then will the training program be regularly renewed, suitable for the human resource needs of society and meet the learning and research needs of students.
For the teaching staff
Improve the quality of the teaching staff by creating favorable conditions for lecturers to have opportunities to study and conduct professional research at home and abroad. Encourage and support lecturers to attend specialized scientific conferences as presenters or participants so that lecturers can be exposed to and exchange new knowledge.
Creating the best conditions for students to acquire new knowledge in a favorable way and to form and develop the ability to self-study and self-research is the most important issue for lecturers today. To achieve that goal, lecturers must change their teaching methods to suit the nature and goals of each subject and each student group. Instead of using the boring lecture method to impart knowledge to students, lecturers can use the conversational method to guide, suggest and lead students to new knowledge. In this case, the lecturer is not the one who imparts knowledge but only the one who guides students to learn and research by themselves to explain the problems. Then knowledge will be automatically formed.
in students in a natural way, without forcing, without cramming and helping students remember longer. In addition, lecturers should also combine the group work method with letting students do and present seminars and scientific topics themselves to enhance their self-study and research abilities. By this method, the necessary knowledge and skills for students will be formed and developed comprehensively such as: self-study and research abilities; teamwork skills; communication skills; problem-solving abilities, systematic thinking abilities, creative thinking, etc.
Innovation in assessment methods: traditional teaching methods only focus on summative assessment without focusing on progress assessment. This method leads to a limitation of not promptly detecting gaps in students' knowledge so that they can promptly fill in or change methods to facilitate the formation of students' knowledge. Therefore, lecturers should assess students' learning outcomes throughout the learning process using various forms of assessment to accurately assess students' true abilities. In addition, right from the beginning of a new course, lecturers must provide students with a complete course outline as well as assessment criteria so that students can see that this assessment is fair and accurate.
In addition to extensive professional knowledge and effective teaching methods, lecturers also need to be friendly, enthusiastic and dedicated to their profession . Normally, a lecturer has to teach too many hours but the salary is low, leading to a situation where a number of lecturers have to teach outside. Therefore, they lack the necessary time to improve their teaching skills, subject content, training programs and scientific research ability. In addition, the school does not encourage lecturers to improve their teaching skills, subject quality, training programs and research ability because promotions and salary increases are often based on teaching volume and seniority, not on achievements, abilities or research achievements.
research. Therefore, there are some cases where highly qualified lecturers, trained abroad, leave public schools and join private schools or international schools. To overcome this problem, lecturers need a lot of support from the school's leadership, specifically:
o Reduce and standardize the teaching load and increase research time for lecturers by: Paying lecturers enough to support them to work at the university for 40 hours a week, focusing on teaching, research and participating in university activities; adjusting the allowance system so that lecturers do not have to work outside the university and therefore the number of teaching hours will be independent of salary/income; and changing the reward and promotion system so that lecturers' salaries and bonuses are calculated based on research work and other activities outside of teaching.
o Set targets and provide administrative and financial support for faculty who demonstrate innovation in teaching, learning and research.
o Establish programs to develop and evaluate faculty as a basis for promotion, in which the dean conducts annual evaluations of teaching performance and increases salary based on performance. Ideally, the program uses criteria related to student learning outcomes, student course evaluations, number of publications, conference presentations, course development, research funding, effective engagement with industry, and participation in activities that serve the department and the university.
o Create a favorable working environment to attract and retain ambitious, dedicated and internationally trained lecturers. Select lecturers from among the school's outstanding students.
The above proposals may cause some financial difficulties for the school, however once they are resolved, the lecturers will be able to wholeheartedly serve the educational cause of the school.
For training organization and management activities
The school needs to invest in upgrading and expanding facilities and equipment : classrooms must be spacious and airy, ensuring the learning needs of a large number of students; practice rooms must be fully equipped with necessary tools; laboratories must be fully equipped with modern machinery to meet research needs; libraries must be large in quantity and diverse in specialized fields to satisfy the needs of students for reference, study and research.
Improve the school's responsiveness : The school's leadership/Faculty Board needs to take practical actions to improve the training quality of a particular program and of a university in general. Designing a suitable program framework, modern knowledge and suitable for social needs is one of the most important factors to meet students' expectations. Next is to have forms of support for lecturers so that they have the opportunity to improve their professional qualifications, promote the strengths of scientific knowledge in all fields to enhance the position of the school domestically, in the region as well as in the world. In fact, many lecturers of the school have made great achievements and contributions to the treasure of human knowledge that are recognized and acknowledged by the world. The success of lecturers not only brings honor to them personally but also contributes significantly to enhancing the reputation of the school in the world. Therefore, this factor needs to be focused on and promoted further.
In addition, understanding the expectations and feelings of the subjects you are serving is an indispensable activity in the process of improving the training quality of the school. To achieve this, the school needs to periodically collect students' opinions, understand their expectations and respond in the most effective way so that the level of student satisfaction is increasingly improved. This is a good opportunity for the school to look back at itself through the students' perspective, thereby promoting its strengths as well as boldly changing and adjusting inappropriate factors in a positive direction to improve the quality.
quality and affirm the school's brand. Understanding students' expectations and feelings about the school also helps managers understand better and find ways to best meet the audience they are serving. In addition, the activity of collecting opinions not only gives students confidence in the quality of training and services of the school they are studying at, but also increases student satisfaction because they feel that they are being focused on, cared for and especially they are directly contributing to the success of the school they are studying at. Once the brand of the University of Science is affirmed, graduates from the school will have a safe ticket to a good job, and how high they can stay and climb on the ladder of success depends on the performance of each student.
Building a quality assurance system in the school : there will be a specialized unit responsible for evaluating and monitoring the quality of graduating students, evaluating and monitoring the quality of teaching, collecting student opinions on the school's training activities, conducting self-assessment of all school activities... To establish such a unit, the school needs to have specialized staff in the fields of Educational Management, Measurement and Evaluation...