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: E2021.1 Chủ nhiệm đề tài: TS. CAO MINH TRÍ Thành phố Hồ Chí Minh, 02/2022 1 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: E2021.1 Xác nhận của tổ chức chủ trì Chủ nhiệm đề tài (ký, họ tên, đóng dấu) (ký, họ tên) Thành phố Hồ Chí Minh, 02/2022 2 LIST OF MEMBERS 1. Cao Minh Tri 2. Le Thi Kim Khang TABLE OF CONTENTS CHAPTER 1: INTRODUCTION.
Statement of problem:. Purposes of research:. Object and scope of research:. Object of research:.
Scope of the research:. The scientific and practical implications of research. The scientific implications of the research:. The practical implications of the research:.
Structure of research. 16 CHAPTER 2: LITERATURE REVIEW. Definitions related to repurchase intentions of students:. Consumer buying behavior theory:.
Overview of higher education institutions in Vietnam:. Previous related researches:. 33 CHAPTER 3: RESEARCH DESIGN. Qualitative research 1st:.
Qualitative research design:. Result of qualitative research: The official research framework. Adjustment of the research hypothesis:. The scale and quantitative questionnaire:.
Sampling method and sample size:. Data collection method:. Quantitative data processing:. 44 CHAPTER 4: RESEARCH RESULTS AND DISCUSSION.
Descriptive statistics of the survey sample:. Evaluation of measurement model:. Construct reliability and Convergent validity:. Evaluation of structural model:.
R Squared (R2) for dependent constructs:. Effect size value:. Discussing research results:. Factors that impact intention to enroll in another education program:.
The mediating variables test results:. The moderating variables test result:. 59 CHAPTER 5: RESEARCH CONCLUSION AND IMPLICATION OF RESEARCH. Limitations of the study:.
66 Table 14: Summarize the scale according to the group of factors. 90 5 LIST OF FIGURES Figure 1. Conceptual framework of Chandra et al. Conceptual framework of Bakrie et al.
Conceptual framework of Ali et al. Conceptual framework of Kaushal & Ali (2020). Conceptual framework of Aquinia & Soliha (2020). Conceptual framework of Shehzadi et al.
Conceptual framework of P. Conceptual framework of Truong et al. Conceptual framework of Long Pham et al. Conceptual framework of Lai et al.
The proposed conceptual framework. The official framework. 51 LIST OF TABLES Table 1. Descriptive statistics of the survey samples by learners.
Descriptive statistics of the survey samples by majors. Descriptive statistics of the survey sample by universities. Cronbach's Alpha, Composite Reliability, Average Variance Extracted (AVE). Fornell - Larcker criterion.
Heterotrait – Monotrait Ratio (HTMT). Results of Collinearity statistics (VIF). Results of effect size. Results of hypotheses test.
Results of mediation test. Results of moderating test. 55 6 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.
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. 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. 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 7 (Cronin et al., 2000; Petterson and Spreng, 1997, as cited in (Borishade et al. Besides, the education program quality directly influences the student satisfaction of 0. 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. 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.
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. 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.
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.
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. 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. 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. 8 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. 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. 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. 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. 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. 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. 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. 9 Furthermore, the student satisfaction indicator has five separately observed variables which consist of SAS1, SAS2, SAS3, SAS4, and SAS5. Firstly, the SAS1 mentions the learner’s sense of satisfaction when the learner is a student of the university that the learner is attending.
According to the results of the outer loading, the SAS1 has 0.898, which is the highest index in five observed indicators. It means that almost all the respondents feel very satisfied when they become a student in the university. Besides, the SAS2 presents a suitable education program in the university, making the student satisfied with the institution. Moreover, the outer loading index of SAS2 is 0,858, which is lower than the outer loading index of SAS1.
Meanwhile, the SAS3 shows that the learners meet all their expectations in their course. The outer loading index of SAS3 is 0,887, which is only lower than SAS1. Moreover, the fourth observed indicator is SAS4 which represents the learners’ sense of satisfaction about the quality of student support services at the university that they are attending. According to the outer loading results, SAS4 has 0,853 outer loading indicators.
Finally, the SAS5 claims that the learners’ choice about the university they attend is the proper selection. In addition, the outer loading indicator of SAS5 is 0.884, which is under the results of SAS3. According to the study of MULYONO et al. (2020) and (Hassan & Shamsudin, 2019), student satisfaction has a considerable influence on student loyalty.
In this current research, the student satisfaction variables have the significant concern from participants related to university can help the learners have all the expectations before going to the institution (0.