Ý định học tiếp chương trình đào tạo khác cùng trường đại học của thế hệ Z

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BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH

BÁO CÁO TỔNG KẾT

ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP CƠ SỞ

Ý ĐỊNH HỌC TIẾP CHƯƠNG TRÌNH ĐÀO TẠO KHÁC CÙNG TRƯỜNG ĐẠI HỌC

CỦA THẾ HỆ Z

Mã số: E2021.13.1

Chủ nhiệm đề tài: TS. GVC. CAO MINH TRÍ

Thành phố Hồ Chí Minh, 02/2022

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BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH

BÁO CÁO TỔNG KẾT

ĐỀ TÀI KHOA HỌC VÀ CÔNG NGHỆ CẤP CƠ SỞ

Ý ĐỊNH HỌC TIẾP CHƯƠNG TRÌNH ĐÀO TẠO KHÁC CÙNG TRƯỜNG ĐẠI

HỌC CỦA THẾ HỆ Z

Mã số: E2021.13.1

Xác nhận của tổ chức chủ trì

(ký, họ tên, đóng dấu)

Chủ nhiệm đề tài

(ký, họ tên)

Thành phố Hồ Chí Minh, 02/2022

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LIST OF MEMBERS

1. Chairman: Dr. Cao Minh Tri

2. Member: MBA. Le Thi Kim Khang

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION ...................................................................................... 7

1.1. Statement of problem:...........................................................................................13

1.2. Purposes of research: ............................................................................................14

1.3. Research questions:...............................................................................................15

1.4. Object and scope of research:...............................................................................15

1.4.1. Object of research:...........................................................................................15

1.4.2. Scope of the research:......................................................................................15

1.5. Research methods:.................................................................................................15

1.6. The scientific and practical implications of research.........................................16

1.6.1. The scientific implications of the research:.....................................................16

1.6.2. The practical implications of the research:......................................................16

1.7. Structure of research.............................................................................................16

CHAPTER 2: LITERATURE REVIEW.......................................................................... 18

2.1. Definitions: ..................................................................................................................18

2.1.1. Definitions related to repurchase intentions of students:.......................................18

2.2. Consumer buying behavior theory: ..........................................................................22

2.3. Overview of higher education institutions in Vietnam:............................................22

2.4. Previous related researches:......................................................................................24

2.5. Research synthesis:..............................................................................................31

2.6. Suggestion model: ...............................................................................................32

2.7. Research hypotheses:...........................................................................................33

CHAPTER 3: RESEARCH DESIGN .............................................................................. 36

3.1. Research process: .......................................................................................................36

3.2. Qualitative research 1st: ............................................................................................37

3.2.1. Qualitative research design:.............................................................................37

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3.2.2. Result of qualitative research: The official research framework.....................37

3.3. Adjustment of the research hypothesis: ..............................................................37

3.4. The scale and quantitative questionnaire:...........................................................38

3.4.1. The scale:.........................................................................................................38

3.4.2. Quantiative questionnaire:...............................................................................42

3.5. Sampling method and sample size:......................................................................42

3.6. Data collection method:.........................................................................................44

3.7. Quantitative data processing:...............................................................................44

CHAPTER 4: RESEARCH RESULTS AND DISCUSSION............................................ 46

4.1. Descriptive statistics of the survey sample:..............................................................46

4.2. Evaluation of measurement model: .....................................................................47

4.2.1. Construct reliability and Convergent validity: ................................................47

4.2.2. Outer loadings: ................................................................................................48

4.2.3. Discriminant validity:......................................................................................49

4.3. Evaluation of structural model: ...........................................................................50

4.3.2. R Squared (R2

) for dependent constructs: .......................................................52

4.3.3. Effect size value: .............................................................................................52

4.3.4. Hypotheses tests: .............................................................................................53

4.3.5. Mediation test: .................................................................................................53

4.3.6. Moderating test:...............................................................................................55

4.4. Discussing research results:..................................................................................55

4.4.1. Factors that impact intention to enroll in another education program:............55

4.4.2. The mediating variables test results: ...............................................................59

4.4.3. The moderating variables test result:...............................................................59

CHAPTER 5: RESEARCH CONCLUSION AND IMPLICATION OF RESEARCH ...... 61

5.1. Research conclusion:.............................................................................................61

5.2. Practical implications:...........................................................................................61

5.2.1. University image: ............................................................................................62

5.2.2. ICT:..................................................................................................................62

5.2.3. Student satisfaction:.........................................................................................63

5.2.4. Student loyalty:................................................................................................64

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5.3. Limitations of the study:.......................................................................................64

REFERENCES............................................................................................................... 66

Table 14: Summarize the scale according to the group of factors..................................... 90

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LIST OF FIGURES

Figure 1. Conceptual framework of Chandra et al. (2019).....................................................24

Figure 2. Conceptual framework of Bakrie et al. (2019).........................................................25

Figure 3. Conceptual framework of Ali et al. (2016)..............................................................26

Figure 4. Conceptual framework of Kaushal & Ali (2020).....................................................27

Figure 5. Conceptual framework of Aquinia & Soliha (2020)................................................28

Figure 6. Conceptual framework of Shehzadi et al. (2020).....................................................28

Figure 7. Conceptual framework of P. Chen & Cousins (2017) .............................................29

Figure 8. Conceptual framework of Truong et al. (2016) .......................................................30

Figure 9. Conceptual framework of Long Pham et al. (2019).................................................30

Figure 10. Conceptual framework of Lai et al. (2019)............................................................31

Figure 11. The proposed conceptual framework.....................................................................33

Figure 12. Research process....................................................................................................36

Figure 13. The official framework ..........................................................................................37

Figure 14. Structural model.....................................................................................................51

LIST OF TABLES

Table 1. Descriptive statistics of the survey samples by learners. ..........................................46

Table 2. Descriptive statistics of the survey samples by majors. ............................................47

Table 3. Descriptive statistics of the survey sample by universities. ......................................47

Table 4. Cronbach's Alpha, Composite Reliability, Average Variance Extracted (AVE)......48

Table 5. Fornell - Larcker criterion .........................................................................................49

Table 6. Heterotrait – Monotrait Ratio (HTMT).....................................................................50

Table 7. Results of Collinearity statistics (VIF)......................................................................51

Table 8. Results of R2 ..............................................................................................................52

Table 9. Results of effect size..................................................................................................52

Table 10. Results of hypotheses test........................................................................................53

Table 11. Results of mediation test .........................................................................................54

Table 12. Results of moderating test .......................................................................................55

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INFORMATION ON RESEARCH RESULTS

1. General information:

Project title: Factors impact the intention to enroll in another education program in the similar

universities of Generation Z

Code number: E.2021.13.1

Coordinator: Dr. Cao Minh Tri

Implementing institution: Faculty of Business Administration

Duration: from 12/2021 to 01/2022

2. Objective(s):

- Determining factors and assessing the impact of these factors on continuing learning

programs other education at universities (public and private) learners' Generation Z.

- Proposing governance implications for universities to have strategies to increase the

intention to continue studying in other training programs of Generation Z learners.

3. Creativeness and innovativeness:

The mediation of ICT on the relationship between student loyalty and intention to enroll

in another education program is supported. It means that the higher of ICT quality, the more of

student study impact to the intention to enroll in another education program in the similar of

Generation Z. Specially, the Gen Z were born in the high-tech era, so the influence of ICT is higher

than other generations.

4. Research results:

After analyzing the data, the authors conducted qualitative research for the second time to

find out the most observed variables which support the determination of the indicators exert

influence on the intention to enroll in another education program of Gen Z in the same

university.

Factors that impact intention to enroll in another education program:

Education program quality factor:

In the first hypothesis, the education program quality has a relationship with student

satisfaction. After the multiple regression test, the results indicate that the education program

quality is an independent variable that has a positive relationship with student satisfaction,

known as a dependent variable. In addition, the service quality in the higher education sector is

the initial indicator that supports student satisfaction, and the final result is student loyalty

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(Cronin et al., 2000; Petterson and Spreng, 1997, as cited in (Borishade et al., 2021). Besides, the

education program quality directly influences the student satisfaction of 0.457.

Moreover, the education program quality variable has six observed variables, which are

EPQ1, EPQ2, EPQ3, EPQ4, EPQ5, and EPQ6. In five observed variables, the first EPQ is the

observed variable and represents that the training program is designed based on the output

standards of the discipline. Moreover, the outer loading of EPQ1 is 0.850. In addition, the second

observed variable is EPQ2, and presents for the quality of learning materials such as outlines,

lectures, and so on are compiled in detail and updated. The EPQ2 has outer loading coefficient,

which was 0.853. The EPQ3 shows that the lecturers understand quickly and have a good

interaction with the learners in the following observed variables.

Moreover, the outer loading of the third observed variable is 0.826. While the EPQ4

represents that the administrative staff of the faculty or center is ready to assist the learners in

solving their problems. Besides, the outer loading of the EPQ4 is 0.806. It means that the EPQ4

is the observed variable which is the slightest influence on student satisfaction. Therefore, the

assistance of the administrative staff of faculty or center is not the critical item that leads to

student satisfaction. Next, the EPQ5 claims that the methods of assessing learning outcomes are

diverse, ensuring validity, reliability, and fairness. Besides, the EPQ5 has the outer loading

index, which is 0.858. According to the outer loading, the EPQ5 has the most considerable value.

It represents the meaning that most students pay attention to assessing the outcomes, and it

affects student satisfaction.

Moreover, the assessment of outcomes is seen as the most critical thing supported for the

influence of education program quality on student satisfaction. The finally observed variable is

EPQ6 which represents the university that the learners are attending, with many good quality

majors to choose to study. In addition, the outer loading of EPQ6 is 0.828.

Hassan & Shamsudin (2019) stated that service quality is a significant indicator of

student satisfaction. Besides, the service quality combines several observed indicators, one of the

indicators related to evaluating student’s outcome and effects student satisfaction (Annamdevula

& Bellamkonda, 2016). Moreover, according to Ali et al. (2016), the students of Malaysian

public universities feel that the service qualities are academic fields and program points that

affect students' satisfaction. In the present study, the students concentrate on the two main issues

related to the program's quality (0.853) and how to assess the student’s performance (0.858).

While the learners do not think that the interaction between the instructor and learners (0.826),

the assistance of non-academic staff in each faculty (0.806) is essential to the education program

quality.

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University image factor:

The second hypothesis mentions the relationship between university image and student

satisfaction. In addition, the university image is known as another independent indicator and

impacts the student satisfaction variable. According to the result of the hypotheses test, the

university image directly influences students' satisfaction of 0.437.

Besides, the university image indicator has five observed variables, which are IMA1,

IMA2, IMA3, IMA4, and IMA5. The first observed indicator is IMA1 which represents the

image of the university that helps students easily find a job in the right field after graduation. The

outer loading coefficient of IMA1 is 0.861. In addition, IMA2 is the second observed variable

and presents that the university has a good impression in the mind of the learners. The outer

loading index is 0.877, the highest value in the five observed indicators. Besides, according to

the outer loading value of IMA2, the learners attending the current university have a good

reaction to the university. They have the most significant influence on the satisfaction of

students. At the same time, the third observed indicator is IMA3, which shows that the university

is widely known as a reputable training organization in the specialized field in Vietnam. The

IMA3 has an outer loading value which is 0.075.

Furthermore, the fourth variable is IMA4 and defined as the university is widely known

as an organization with many socially responsible activities, which has 0.843 of outer loading

value. As the result of the outer loading value’s IMA4, when the university is recognized as an

institution with many socially responsible activities, that is the minor effect of university image

on student satisfaction. The final observed indicator is IMA5 and described as the university

image is widely communicated through family, friends, or colleagues. In this situation, the value

of outer loading is 0.854.

In addition, only the service quality is not enough to evaluate student satisfaction (Calma

& Dickson-Deane, 2020). Hassan & Shamsudin (2019) research confirmed that corporate image

supports student satisfaction. Besides, the university image significantly affects student

gratification in higher education institutions (Chandra et al., 2019). As stated by this results’

present research, the students are the respondents who mostly pay attention to the image of

higher educational institutions, which can help the students find a suitable job after graduation

(0.861) and have a great feeling in the learners’ minds (0.877).

Student satisfaction factor:

In the following hypothesis, student satisfaction has a relationship with student loyalty.

Student satisfaction is a dependent variable and receives the effect of two independent indicators.

In addition, ent satisfaction has positively directly influenced student loyalty of 0.788.