Education service quality factors as determinants w88 đăng nhập student satisfaction in private universities in Ho Chi Minh City

ABSTRACT:

This paper aims to examine the dimensions w88 đăng nhập education service quality in private universities in Ho Chi Minh City that affects student satisfaction. The quantitative methods are employed in this study with the primary data collected through five dimensions w88 đăng nhập education service quality. The sample w88 đăng nhập 393 students studying in these universities is selected for analysis in 2018. The previous researches are canvassed thoroughly using for theoretical foundations. This research uses five variables to measure the education service quality in private universities including organizing and administrating, qualification w88 đăng nhập lecturer, training and teaching program, physical facilities and equipment, extracurricular activities. The results w88 đăng nhập study pinpoint that there is not a substantial correlation between administrating and the student satisfaction. However, the rest w88 đăng nhập variables have positive and statistical significant influence on student satisfaction.

Keywords:Satisfaction, primary data, private university, multiple regression analysis.

1. Introduction

Nowadays, higher education is considered a marketing perspective in which learners are customers. Many universities always provide services that respond to the needs w88 đăng nhập the markets especially needs w88 đăng nhập learners. The universities provide services, the students as the main service receiver who may provide good feedback on their service. Student satisfaction is considered as one w88 đăng nhập the important conditions in service marketing. It is also the prerequisite fact to attract students at the beginning w88 đăng nhập the school year. In addition, It plays a vital role in the success w88 đăng nhập private universities.

Therefore, the purpose w88 đăng nhập this study is to investigate the relationship w88 đăng nhập dimensions w88 đăng nhập education service quality in private universities in Ho Chi Minh City that affects student satisfaction. Also, there are more useful and reliable suggestion can be given to the educational managers, the policy-makers to formulate effective policies to run the university.

2. Review w88 đăng nhập related literature

2.1. Student satisfaction

There are different definitions w88 đăng nhập satisfaction in services and consumer marketing literature. In this regard, Oliver (1997) clarifies satisfaction as completely affording satisfaction, which means consumers perceive that consumption fulfills some w88 đăng nhập their need, desire and goal. Satisfaction can be described as consumer sense w88 đăng nhập outcomes. Today, this definition has been extended to the context w88 đăng nhập higher education. A lot w88 đăng nhập empirical studies have been studied about the determinants w88 đăng nhập student satisfaction. The study realized that universities needed to know whether their students satisfied with the campus learning environment.

2.2.Organizing and administrating

Organizing and administrating is considered the quality w88 đăng nhập supervision and feedback from academic staff. Successful universities realize that academic staff is very important to newcomers who may be received many good advices for curriculum, dormitory. Considering this view, Harvey (1995) believes that good organizing and administrating positively contribute to student satisfaction.

2.3.Qualification w88 đăng nhập lecturer

The qualification w88 đăng nhập the lecturer is the vital roles in student satisfaction. It may be influence student’s choice w88 đăng nhập university and student satisfaction. According to Dill, D. D. (2007), good university teachers may be provided more useful knowledge, skills, class notes and reading the materials, depth w88 đăng nhập lecture and teacher feedback on their work. Also, they can create a pleasant atmosphere which makes students more satisfied. Similarly, this view is supported by Nadiri (2011) and Gardner (1985).

2.4.Training and teaching program

A Training and teaching program is defined as the basic component w88 đăng nhập an academic program. In terms w88 đăng nhập this, Marshall (1987) realized that good training and teaching programs enhance student learning. Also, these should be meaningful, valuable, and beneficial to learner career prospect. Likewise, Gordon (2005) and Elliott (2003) are supported this perspective.

2.5.Physical facilities and equipment

Sohail and Shaikh (2004) confirmed that physical facilities and equipment such as layout, lighting, classrooms, appearance w88 đăng nhập buildings and the overall cleanliness which were significantly participate to students’ concepts w88 đăng nhập quality service. Modern educational facilities such as library, textbooks, learning and living environments are reliable equipment to support and sustain teaching and learning quality (Mavondo et al., 2000).

2.6. Extracurricular activities

Extracurricular activities provide a setting that maintains student involvement and allows them to develop additional skills and gain recognition (Feldman and Matjasko, 2005). When students are attended in extracurricular activities, they tend more positive self-concept than students do not visit to this activities. Moreover,  Duque and Weeks (2010) demonstrate  that student satisfaction is positively influence by this factor.

3. Research methodology

3.1. Research hypothesis

Based on the literature review, there is the relationship between the organizing and administrating, qualification w88 đăng nhập lecturer, training and teaching program, physical facilities and equipment, extracurricular activities and student satisfaction. Considering the reasons stated in the previous empirical studies, this study is supposing that the five dimensions w88 đăng nhập education service quality which impact student satisfaction w88 đăng nhập private universities in Ho Chi Minh City. Thus, these assumptions lead to the following alternative-hypotheses

Figure 1. Hypotheses test

3.2. Sample

A convenience sampling method is employed in this study. The private universities in Ho Chi Minh City are considered the population for the research. In 2018, a total w88 đăng nhập 1,280 questionnaires were contributed to the students and 420 questionnaires were answered, accounting for 32.82%. There were 393 questionnaires for further analysis after review.

3.3. Instrument

The main goal w88 đăng nhập this study is to investigate the dimensions that influence student satisfaction. Thus, this research uses quantitative methods. To measure the effect w88 đăng nhập the 5 dimensions on student satisfaction, the questionnaires consisted w88 đăng nhập two parts: demographic information and education quality service. The questionnaires were measured using a 5-point Likert scale that ranged from strongly disagreed (1) to strongly agreed (5). It means that each questionnaire which consisted w88 đăng nhập 6 sections.

Table 1. Education service variables

3.4. Validity and reliability

To test whether the instrument was to be consistent and reliable to measure the variables w88 đăng nhập the study. De Vellis (2003) confirmed that the data has been analyzed in terms w88 đăng nhập internal consistency and correlation.

Table 2.Results w88 đăng nhập reliability statistics

Sources: The output w88 đăng nhập SPSS 21

The results w88 đăng nhập reliability statistics in the Table 2 show that Cronbach's Alpha values are more than 0.7. It means that instrument is to be consistent and reliable to measure the variables.

4. Results and discussion

4.1. Descriptive statistics

The results w88 đăng nhập the Table 3 indicate that in the survey samples male students accounted for the majority (56.23%) compared to female students (43.77%).

Table 3. Sample Descriptive Statistics

Sources: The output w88 đăng nhập SPSS 21

On the other hand, the number w88 đăng nhập students surveyed from the Faculty w88 đăng nhập Business Administration was 154. It occupied 39.19%, the Faculty w88 đăng nhập I.T with 30.53%, the Faculty w88 đăng nhập Finance and Banking with 24.17%, the Faculty w88 đăng nhập Tourism & Hospitality with 3.31%, and other departments is 2.80%.

4.2. Correlation analysis

Table 4. Results w88 đăng nhập correlation matrix

Sources: The output w88 đăng nhập SPSS 21,(***, **) are statistically significant at 1%, 5%.

Table 4 shows that independent variables do not correlate with one another, meaning that the model does not occur in multi-collinear. But most independent variables have linear correlations with dependent variables.

4.3. Regression analysis

A multiple regression analysis is used to examine whether independent variables statistically significance to dependent variable. Student satisfaction is used as dependent variable.

Table 5. Results w88 đăng nhập multiple regression analysis

Source: Results from SPSS 21, *** (***, **) are statistically significant at 1%, 5%.

The results w88 đăng nhập multiple regression analysis indicate that the model is fit and exhibits positive and statistically significant relationship through F statistics. The R²indicates that various dimensions explain 47.9% w88 đăng nhập variance in determining student satisfaction.

Table 6. Research hypotheses

Table 6 outlines the results w88 đăng nhập study in which the qualification w88 đăng nhập lecturer, training and teaching program, physical facilities and equipment, extracurricular activities have significant positive effect on student satisfaction whereas organizing and administrating is not influence w88 đăng nhập the student satisfaction.

5. Conclusion and policy implications

The results w88 đăng nhập multiple regression analysis indicate that student satisfaction is impacted by the qualification w88 đăng nhập lecturer, training and teaching program, physical facilities and equipment, extracurricular activities, but not organizing and administrating. Determining which factors affect student satisfaction is ver`y important for an educational manager.  Since, this helps them make better decisions to improve the quality w88 đăng nhập education in the university.

REFERENCES:

1. Dill, D. D. (2007). Will Market Competition Assure Academic Quality? Quality Assurance in Higher Education. Higher Education Dynamics, 20(3), 47-72.
2. Duque, L. C., & Weeks, J. R. (2010). Towards a model and methodology for assessing student learning outcomesand satisfaction. Quality Assurance in Education, 18(2), pp. 84-105.
3. Elliott, K. M. (2003). Key determinants w88 đăng nhập student satisfaction. Journal w88 đăng nhập College Student Retention, 4(3), 271-279.
4. Feldman, A. and Matjasko, J. (2005) The Role w88 đăng nhập School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions. Review w88 đăng nhập Educational Research, 75(4), 159-210.
5. Gardner, M. P. (1985). Mood states and consumer behavior: A critical review. Journal w88 đăng nhập Consumer Research, 12(1), pp. 281-300.
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9. Harvey, L. (1995). Student satisfaction. The New Review w88 đăng nhập Academic Librarianship,1(2), pp. 161-73.
10. Law, D. C. S., & Meyer, J. H. F. (2011). Adaptation and validation w88 đăng nhập the Course Experience Questionnaire in the context w88 đăng nhập post-secondary education in Hong Kong. Quality Assurance in Education, 19(1), pp. 50-66.
11. Marshall, H. H. (1987). Motivational strategies w88 đăng nhập three fifth-grade teachers. The Elementary School Journal, 88(2), pp. 135-50.
12. Mavondo, F., Zaman, M., & Abubakar, B. (2000). Student satisfaction with tertiary institution and recommending it to prospective students. Paper presented at the Australia, New Zealand Management Academy Conference 2000: Visionary Marketing for the 21st Century: Facing the Challenge.
13. Nadiri, H. (2011). Strategic Issue in Higher Education Marketing: How University Students' Perceive Higher Education Services. Asian Journal on Quality, 7(2), pp. 125-140.
14. Oliver, R. L. (1997). Satisfaction: A Behavioural Perspective on the Consumer. McGraw-Hill, New York, NY.
15. Sohail, M. S., & Shaikh, N. M. (2004). Quest for excellence in business education: A study w88 đăng nhập student impressions w88 đăng nhập service quality. Journal w88 đăng nhập College Student Retention, 6(3), pp. 71-80.

CÁC YẾU TỐ QUYẾT ĐỊNH SỰ HÀI LÒNG CỦA SINH VIÊN ĐỐI VỚI CHẤT LƯỢNG DỊCH VỤ CỦA CÁC TRƯỜNG ĐẠI HỌC TƯ THỤC TẠI THÀNH PHỐ HỒ CHÍ MINH

ThS.NGUYỄN BÁ THANH

Trường Đại học Tài chính Marketing

TÓM TẮT:

Mục đích của bài viết này xem xét mối quan hệ của sự hài lòng của sinh viên đối với chất lượng dịch vụ của các trường đại học tư thục tại thành phố Hồ Chí Minh. Nghiên cứu sử dụng phương pháp định lượng, phân tích trên dữ liệu sơ cấp với mẫu khảo sát gồm 393 sinh viên trong năm 2018. Cơ sở lý thuyết dựa vào một số nghiên cứu trước. Chất lượng dịch vụ được đo bằng 5 biến, gồm: tổ chức quản lý, chất lượng giảng viên, chương trình đào tạo, cơ sở vật chất và hoạt động ngoại khóa. Kết quả nghiên cứu cho thấy, không tồn tại mối quan hệ giữa biến tổ chức quản lý và sự hài lòng của sinh viên. Tuy nhiên, những biến còn lại có ảnh hưởng tích cực đến sự hài lòng.

Từ khóa:Sự hài lòng, dữ liệu sơ cấp, trường đại học tư thục, phân tích hồi quy bội.