Tóm tắt Luận án Exploring the measurement scale of higher education quality of business and administration sector based on student’s perspective in Ho Chi Minh city

d are being educational policy planners, and the administrators resolve current (Sahney, 2012). 3 In Vietnam, on the issue of measurement scale of higher education quality, then until 2004, the Ministry of Education and Training has no measurement scale of the quality of higher education in a scientific basis and practicality (Ministry of Education and Training, 2009). By 2004, the Ministry of Education and Training issued temporary regulations for quality accreditation of universities, of these, 10 standards and 53 criteria (Ministry of Education and Training, 2004). These standards have been assessed trials for the first 20 universities and through a number of workshops to draw experiences, have received many comments and was conducted editing to prepare official issued the standards measurement of the quality of higher education (Nguyen Kim Dung, 2007). At present, there are some authors or research organizations related to education and the quality of higher education: (1) the standards evaluate the quality in higher education of Ministry of Education and Training (2007). However, these assessment standards are standards management of education rather than the standards of the quality in higher education (Nguyen Van Tuan, 2011). (2) The standards assured the quality in higher education of AUN - QA (2011). However, the AUN-QA standards (2011) are the standards standpoint educational managers include many different perspectives that is the view of the university managers, staff (lecturers, support staff ...), students, employers/social and government. (3) The study of Nguyen Thi Mai Trang et al (2008) on “The main factors that affect the knowledge obtained of business students in Ho Chi Minh City”. This study only purpose is to explore the impact directly and indirectly - through learning motivation of students – of the faculty capacity to obtained knowledge of undergraduate students of economics sector (economics, business and administration) at a number of universities in Ho Chi Minh City. (4) The study of Nguyen Van Tuan (2011) about “The standards of higher education quality”, however, this study was limited to proposing the components that make up the quality of tertiary education, but no conducted empirical research. (5) Moreover, at present there is a number of the measurement scale of service quality in higher education to assess student satisfaction. However, these studies have inherited the existing scale of previous studies in different countries. For example, Hoang Trong and Hoang Thi Phuong Thao (2007) studied on "The value and service quality in higher education from the perspective of student – A study at Economics of University". However, in this study, the authors based on the study of the Hill (1995) and Harvey (1995) for a list of service quality components to investigate the perceptions of student about service quality. Diep Quoc Bao and Nguyen Dong 4 Phong (2014) studied on "Service quality, perceived value and customer satisfaction in higher education - A comparison between public and non - public universities in Vietnam", however, this study to employ the determinants of service quality in higher education through HEdPERF scale of Firdaus (2006) to explain customer satisfaction. Therefore, in Vietnam until the present time, in the field of research on exploring the measurement scale of higher education quality on student’s perspective has no publish similar. Thus, there should be research on the measurement scale of higher education quality on student’s perspective. In the world, over the years the problem of the measurement scale (or components) of higher education quality has been some research authors with many different views. Following the introduction of relevant previous studies of the measurement scale (or components) of higher education quality in terms of theory, research methods and research results of the components those make up the quality of higher education on student’s perspective. First, in terms of the theory: The previous study based on the theory to determine the components of higher education quality as service quality theory (Owlia and Aspinwall, 1996; Lagrosen et al, 2004), quality theory, higher education quality theory (Lagrosen et al, 2004; Chen et al, 2007), total quality management theory (Ardi et al, 2012). Second, in terms of research methods: The majority of the studies used as statistical described method (Chen et al, 2007; Ullah et al, 2013); qualitative methods with techniques GT (Grounded Theory) – here the theory building method based on process of collecting and analyzing data in a systematically (Nguyen Dinh Tho, 2011). The main objective of the GT method creates a new theory (Hill et al, 2003); quantitative method (Gamage et al, 2008; Tsinidou et al, 2010; Ardi et al, 2012); qualitative and quantitative method (Kwan and Ng, 1999; Peng and Samah, 2006). Third, in terms of the results of the study of components those make up the quality of higher education on student’s perspective: Although there are many studies in this field (such as Joseph and Joseph, 1997a; LeBlanc and Nguyen, 1997; Firdaus, 2006; Jain et al, 2013 ....). However, these studies have not been thoroughly addressed the components that make up the quality of higher education (Jain et al, 2010). Specifically, first, to study in Europe, such as Joseph and Joseph (1997a); LeBlanc and Nguyen (1997); Lagrosen et al (2004); Tsinidou et al (2010) ... findings suggested that the studies have different on the components that make up the quality of higher education (different in number and content components). On 5 the other hand, the majority of the studies in Europe, the researchers referred to the common components such as curriculum, faculty, facilities and university-industry interaction. Second, to study in Asia such as Kwan and Ng (1999); Firdaus (2006); Chen et al (2007); Gamage et al (2008); Jain et al (2013) ... findings suggested that these study may also differ about the components that make up the quality of higher education (different in number and content components). Besides, the majority of the studies in Asia, the researchers mentioned the common components such as curriculum, faculty, facilities, university-industry interaction, and extracurricular activities. In general, although there are many studies of the components that make up the quality of higher education on student’s perspective have done in the world. However, based on research findings about the components that make up the quality of higher education, these studies have no uniformity about the components that make up the quality of higher education. Due to differences in the components that make up the quality of higher education, so also differences the measurement scale of the quality of higher education. Therefore, the research problem of the measurement scale (or components) of the quality of higher education on student’s perspective is still being studied worldwide in various markets. So in Vietnam, what is the measurement scale of the quality of higher education on student’s perspective? In summary, as mentioned above, based on the approach to higher education is a type of service, viewing schools as service providers and student who use the service, then the study of the measurement scale of the quality of higher education on student’s perspective has done in the world. However, these studies have not been thoroughly addressed the components that make up the quality of higher education (Jain et al, 2010). Besides, various studies for the various market research, the measurement scale (or components) the quality of higher education is also different (different in number and content components). Thus, the present studies have no consistency between markets on the measurement scale (or components) of the quality of higher education on student’s perspective. This issue is still being studied in the world between the different markets. Moreover, in Vietnam until the present time, in the field of research on exploring the measurement scale of higher education quality on student’s perspective has no publish similar. Therefore, this study strives to the specification measurement scale of higher education quality of business and administration sector on student’s 6 perspective in Ho Chi Minh City. Moreover, this study has only to explore the measurement scale of higher education quality of business and administration sector on student’s perspective, rather than study the relationship (for example: the relationship between the measurement scale of higher education quality with student satisfaction or student loyalty ...). 1.2. Research objectives This study aims to explore the measurement scale of higher education quality of business and administration sector on student’s perspective. More specifically, this study was conducted to achieve the following key objectives: - Identify the components that make up the quality of higher education of business and administration sector on student’s perspective. - Exploring and testing the measurement scale of the components those make up the quality of higher education of business and administration sector on student’s perspective. - Proposing some implied suggestions from research findings to improve the quality of higher education on student’s perspective. 1.3. The scope of the study and research subject The scope of the study: to be limited access as a person in business and administrator sector, exploring the measurement scale of higher education quality of business and administration sector on student’s perspective (perspective of the learner - service user - feeling about the services quality of higher education) in Ho Chi Minh City, as described in section 1.2. On the other hand, this study has only to exploring the measurement scale of higher education quality of business and administration sector on student’s perspective, rather than study the relationship (for example: the relationship between the measurement scale of higher education quality with student satisfaction or student loyalty ...) as described in section 1.1. Research subject: The components that make up the quality of higher education of business and administration sector on student’s perspective. 1.4. Research Methodology This study combined (1) qualitative research and (2) quantitative research. (1) Qualitative research was conducted by focus group method with university students (e.g. particularly students of University of Economics Ho Chi Minh city, Open University Ho Chi Minh City, Ton Duc Thang University, Industrial University Ho Chi Minh City, Van Lang University, and Saigon Technology University). This study aimed to explore the components that make up 7 the quality of higher education of business and administration sector, exploring, adjust and supplement the measurement scale of higher education quality of business and administration sector on student’s perspective to suit the conditions of universities in Vietnam. (2) Quantitative research was conducted by a preliminary qualitative research and official quantitative research. Preliminary quantitative study is done by directly interviewing students of University of Economics Ho Chi Minh City through detailed questionnaire, means the author directly went the classes of business and administration sector to interview students after guided the questionnaire answering. Samples for this quantitative research has size n = 121. The data collected from this study was used to assess the measurement scale preliminary of the study concepts of the value scale and reliability coefficients before proceeding formal study. Two methods are used as Exploratory Factor Analysis – EFA method and Cronbach alpha reliability coefficient method. Quantitative research was officially done by directly interviewing students of the universities through detailed questionnaire (Appendix 2). Specifically, the universities are University of Economics Ho Chi Minh City, Open University Ho Chi Minh City and Van Lang University. The sample size of this study is 2713 students. The objective of this study was to retest the measurement scales through Confirmatory Factor Analysis - CFA method. The measurement scale of the components is retested unidimensionality, convergent validity, discriminant validity, composite reliability and average variance extracted. 1.5. Contribution of the thesis 1.5.1. Contributions in science First, this study systematically synthesized higher education quality theory from the previous studies in the world and in Vietnam. In the theory synthesized of the quality of higher education identified a student support services quality element is the element belonging to the theoretical basis. However, until now, no study to mention the student support services quality element. Second, this research explored and tested the measurement scale of components that make up the quality of higher education of business and administration sector on the student's perspective. The measurement scale of higher education quality of business and administration sector based on student's perspective is composed of 6 components: (1) Curriculum, (2) Teaching skills of faculty, (3) Faculty-student interaction, (4) Facilities, (5) Extracurricular activities, and (6) Student support services quality. The scale of the components above were 8 tested by confirmatory factor analysis (CFA) showed that these scales meet the requirements of reliability and validity (unidimensionality, convergent validity, discriminant validity, composite reliability and average variance extracted). Therefore, this study added to the measurement scale of higher education quality of business and administration sector on the student's perspective. Specifically, firstly, in six components that make up the quality of higher education on student’s perspective above, this study added new component is student support services quality; secondly, this study added to the measurement scale of components such as curriculum, teaching skills of faculty, facilities, and student support services quality. This, to help academic and applying researchers in the field of higher education quality in Vietnam and in the world get the measurement scale system to adjust, supplement and used for their research in Vietnam market. 1.5.2. Contributions in practice First, the findings help to managers of higher education have a correct view of the measurement scale (or components) of higher education quality of business and administration sector on student’s perspective. Second, the findings are a good reference for educational managers if they want to have a basis for improving the quality of higher education of business and administration sector on student’s perspective. Third, in today's competitive environment, the managers of higher education are always looking for ways to improve and enhance the quality of higher education. The research results help the managers of higher education know the most important components that make up the quality of education of business and administration sector on student’s perspective. These components are the components determining the quality of higher education of business and administration. Based on that, they can set appropriate management ways in the field of higher education to improve the quality of higher education of business and administration. 1.6. Structure of the thesis The thesis is presented in chapter 5. Chapter 1: Overview of the study; Chapter 2: Literature review; Chapter 3: Exploring the components, the measurement scale and preliminary assessment; Chapter 4: Testing the measurement scale and discussion of research results; Chapter 5: Conclusion, implications and limitations of the subject; 9 CHAPTER 2: LITERATURE REVIEW 2.1. Service quality theory 2.1.1. Service quality definition Now there are many different views of academic researchers in the world for service quality definition. However, there are two commonly definitions researchers mentioned that the definition of Parasuraman et al (1988); and Cronin and Taylor (1992). Parasuraman et al (1988) suggested that service quality is the gap between customer service expectations and performance perceptions. Cronin and Taylor (1992) suggested that service quality is only performance perceptions. 2.1.2. Service quality components Since there is no consensus among the researchers concerning service quality concept, so that will exist different views concerning service quality scale (Yildiz and Kara, 2009). Gilmore and McMullan (2009) suggested that there are two common scales that SERVQUAL of Parasuraman et al (1988) and SERVPERF of Cronin and Taylor (1992) commonly applied to service quality measurement in a specific industry. The service quality components of the authors are as follows: Parasuraman et al (1988) suggested that service quality components include: (1) reliability, (2) responsiveness, (3) assurance, (4) empathy, (5) tangibles (called SERVQUAL scale). SERVQUAL consists of two parts: the first to determine the customer service expectations and the second to determine their perceptions of service outcomes. Cronin and Taylor (1992) suggested that service quality components include: (1) reliability, (2) responsiveness, (3) assurance, (4) empathy, (5) tangibles. Five components similar to asking about customer perception of performance of SERVQUAL and these researchers called SERVPERF scale. 2.2. Higher education quality theory 2.2.1. Approach to higher education as a service According to Zeithaml et al (2006), Fisk et al (2007) said that in service marketing theory, higher education often cited as a key example of a service with limited tangible outputs. Higher education is classified as a service with its primary outputs being the mental development, knowledge, skills and graduate outcomes 10 rather than the ownership of an object such as the degree certificate that represents tangible evidence of the education service (Dann, 2008). Moreover, Yeo (2008) also suggested that education is a type of service. Higher education is considered a part of the service sector as the key focus of the university is to provide a quality learning experience for students. The process of education in the form of lesson delivery, advising and project supervision can be regarded a type service provided to student who assume the role of customers. The service quality of each learning experience, particularly in higher education, is unique as it is largely determined by the expectation of the student, also the individual customer (Yeo, 2008). Cuthbert (1996) said that higher education represents all the characteristics of a service provider. It is intangible and heterogeneous, meets the criterion inseparability by produced and consumed simultaneously, satisfying the perishability criteria and can consider students as customers who undergo the higher education service experience. At the same point of view, other authors also support the view that the higher education institutions are service organizations (see e.g. Joseph and Joseph, 1997a; Hennig-Thurau et al, 2001; Yildiz and Kara, 2009; Sultan and Wong, 2010; Kotler and Keller, 2012). In conclusion, the views of the authors mentioned above support for higher education that is a service, viewing schools as service providers and students who use the service. Therefore, in this study, the quality of higher education implied that the service quality of higher education. 2.2.2. Defining quality of higher education Defining quality of higher education has proved to be a challenging task and no consistent definition (Cheng và Tam, 1997; Nguyen Van Tuan, 2011). Academic researchers in the world offer different perspectives on the definition of quality of higher education. In this study, the definition of higher education quality of O'Neill and Palmer (2004) was used as it relates to the student's perception of the quality of higher education. O'Neill and Palmer (2004) suggested that the quality of higher education as the difference between what a student expects to receive and his/her perceptions of actual delivery. 11 In summary, the quality of higher education is a complex and multidirectional concept and a single appropriate definition of higher education quality is still lacking (Harvey and Green, 1993). 2.2.3. The components of higher education quality of previous studies related Currently, there is no consensus on the definition of higher education quality, so the components of higher education quality still no consensus (Voss et al, 2007). Following the components synthetic presentation of higher education quality of previous studies related. Table 2.1: Summary of the components of higher education quality on student’s perspective in Europe No Author Research market Components 1 Joseph and Joseph (1997a) New Zealand (1) Physical aspects; (2) Cost/time; (3) Academic reputation (reputable degree, excellent instructors, excellent academic facilities); (4) Program issues; (5) Career opportunities; (6) Location; (7) Other: Word of mouth; Family and peers. 2 LeBlanc and Nguyen (1997) Canada (1) Faculty; (2) Reputation; (3) Physical evidence; (4) Administration; (5) Curriculum; (6) Responsiveness; (7) Access to facilities. 3 Hill et al (2003) United Kingdom (1) Quality of the lecturer; (2) Student engagement with learning (curriculum); (3) Social/emotional support systems; (4) Resources of library and IT 4 Lagrosen et al (2004) Sweden and Austria (1) Corporate collaboration; (2) Information and responsiveness; (3) Courses offered; (4) Campus facilities; (5) Teaching practices; (6) Internal evaluations; (7) External evaluations; (8) Computer facilities; (9) Collaboration and comparisons; (10) Post-study factors; (11) Library resources. 5 Tsinidou et al (2010) Greece (1) Academic staff; (2) Administration services; (3) Library services; (4) Curriculum; (5) Location; (6) Infrastructure; (7) Carrier prospects. Source: Synthetic author 12 Table 2.2: Summary of the components of higher education quality on student’s perspective in Asia No Author Research market Components 1 Kwan and Ng (1999) Hong Kong (1) Course content; (2) Concern for student; (3) Facilities; (4) Assessment; (5) Instruction medium; (6) Social activities; (7) People. 2 Firdaus (2006) Malaysia (1) Non-academic aspects; (2) Academic aspects; (3) Reputation; (4) Access; (5) Programs issues; và (6) Understanding. 3 Peng and Samah (2006) Malaysia (1) Course content; (2) Facilities; (3) Lecturer & Faculty; (4) Social activities; (5) Concern for student; (6) Assessment; (7) Instruction medium. 4 Chen et al (2007) Campuchia (1) Curriculum and extra-curriculum activities; (2) Teaching faculty; (3) Budget; (4) Facilities; (5) Interactive network 5 Gamage et al (2008) Thailand and Japan (1) Academic aspect: quality of academic staff, quality of programs, and university reputation; (2) Non-academic aspect: financial assistance and tuition fees, counseling and support services, job placement services, and grievance procedures; (3) Facilities aspect: physical plants and facilities, library and computing facilities, and student organizations. 6 Vanniarajan et al (2011) India (1) Programming issues; (2) Physical aspects; (3) Academic reputation; (4) Location; (5) Career opportunities; (6) Promotion; và (7) Cost. 7 Jain et al (2013) India (1) Input quality; (2) Curriculum; (3) Facilities; (4) Industry interaction; (5) Interaction quality; (6) Support facilities; và (7) Non-academic processes. Source: Synthetic author 13 Table 2.3: Summary of the components of higher education quality on student’s perspective in Vietnam No Author Components 1 Hoang Trong and Hoang Thi Phuong Thao (2007) (1) Curriculum, (2) Facilities, và (3) Support services. 2 Nguyen Thi Mai Trang et al (2008) Instructor (consist 3 components: (1) Teaching capability; (2) Course organization; (3) Student- instructor interaction). 3 Diep Quoc Bao and Nguyen Dong Phong (2014) (1) Non-academic aspects; (2) Academic aspects; (3) Reputation; (4) Access; (5) Programs issues; và (6) Understanding. Source: Synthetic author 2.2.1. Research gap in theoretical research on higher education quality As mentioned above, although there are much studies on the measurement scale (or components) of higher education quality is done in the world and in Vietnam. However, according to research results on the measurement scale (or components) of higher education quality on student’s perspective, the present studies have the following problems: First, in the theory synthesized of the quality of higher education identified a student support services quality element is the element belonging to the theoretical basis. However, until now, no study to mention the student support services quality element. Second, in the world, these studies have not been thoroughly addressed the components that make up the quality of higher education (Jain et al, 2010). Besides, various studies for the various market research, the measurement scale (or components) of higher education quality are also different (different in number and content components). Thus, these studies have no consistency between markets on the measurement scale (or components) of higher education quality on student’s perspective. This issue is still being studied in the world between the different markets. Third, in Vietnam, these studies only used the measurement scale (adjusted) of other authors such as Hill (1995); Firdaus (2006) ... to put into research in this 14 market (for example, Hoang Trong and Hoang Thi Phuong Thao, 2007; Diep Quoc Bao and Nguyen Dong Phong, 2014). Therefore, in Vietnam until the moment that no study has been published or made similar on exploring the measurement scale of higher education quality of business and administration sector on student’s perspective. These problems are the research gap in the theory of the measurement scale (or components) of higher education quality of business and administration sector on student’s perspective. CHAPTER 3: EXPLORING THE COMPONENTS, THE MEASUREMENT SCALE AND PRELIMINARY ASSESSMENT 3.1. Exploring the components and measurement scale Exploring the components and measurement scale that make up the quality of higher education of business and administration sector on student’s perspective was based on qualitative research method through focus group. 3.1.1. The result of exploring the components those make up the quality of higher education on student’s perspective The result of three focus groups showed that the majority of students participate in the discussion agreed that the quality of higher education represented by six components: (1) Curriculum (2) Faculty (3) Facilities (4) University-industry interaction (5) Extracurricular activities (6) Student support services quality 3.1.2. The result of exploring the measurement scale of the components those make up the quality of higher education on student’s perspective The result of exploring the measurement scale of the components that make up the quality of higher education on student’s perspective is shown in Table 3.2. 15 Table 3.2: Summary of the measurement scale of the components that make up the quality of higher education on student’s perspective Symbol Item VAR1 School knowledge equips students to meet actual demand. VAR2 School explains objectives of programs to students. VAR3 Course contents help students develop skills that can apply in the real world. VAR4 The knowledge and skills gained in the courses help students find suitable work. VAR5 Faculty teaches easy to understand VAR6 Faculty clearly communicates teaching content. VAR7 Faculty carefully prepares lesson. VAR8 Faculty effectively uses teaching devices VAR9 Faculty encourages students discuss in class. VAR10 Faculty creates opportunities for students to ask questions in class. VAR11 Faculty encourages students to speak in class VAR12 Classrooms are clean, spacious and airy. VAR13 Teaching facilities (projector, microphone ...) can apply modern teaching. VAR14 Library adequately provides learning and research materials for students. VAR15 Students can access internet anywhere on campus. VAR16 Electronic databases (learning materials, research data ...) serve good for learning and research. VAR17 School organizes reality trips for students at company. VAR18 School invites speakers from enterprises to exchange and share the real situation in enterprise. VAR19 School introduces practicing unit for students. VAR20 School has extracurricular activities (including clubs and social events) useful for students. VAR21 Students gain useful life skills from extracurricular activities. VAR22 Extracurricular activities make learning of student more interesting. VAR23 Faculty/Department/Division staffs work a scientific way. VAR24 Faculty/Department/Division staffs work dedicated with students. VAR25 Faculty/Department/Division staffs are friendly with students. Source: Exploring author through focus group 16 3.2. Preliminary assessment the measurement scale of research concepts 3.2.1. Scale validity assessment result - EFA result EFA result the measurement scale of unidirectional and multidirectional concepts showed that seven factors were extracted at eigenvalue = 1.037 > 1 and total variance extracted 73.368% > 50%. Items in the measurement scale have factor loadings ranging from .539 to .915, > .50. Moreover, factor loading bias between items in factor and other factors > .30. Therefore, the measurement scale validity of these concepts is qualified. However, faculty scale about theory and through three focus groups is multidirectional scale include 2 components are teaching skills of faculty and faculty-student interaction, but EFA result showed components of faculty scale become unidirectional scales. Therefore, confirmatory factor analysis (CFA) will retest this result. 3.2.2. Reliability assessment results of research concepts scale Scale Cronbach alpha Curriculum α = .885 Teaching skills for faculty α = .772 Faculty-student interaction α = .794 Facilities α = .828 University-industry interaction α = .773 Extracurricular activities α = .795 Student support services quality α = .921 Source: Results of survey data processing 3.3. Conclusion of preliminary quantitative study Through preliminary quantitative research showed that items in the measurement scale are qualified. Therefore, the items of these scales were used official quantitative research. 17 CHAPTER 4: TESTING THE MEASUREMENT SCALE AND DISCUSSION OF RESEARCH RESULTS 4.1. The description of sample (1) Gender Table 4.6: The gender at three universities Gender Number of students Ratio (%) Male 747 27,5 Female 1966 72,5 Total 2713 100 Source: Results of survey data processing through direct interviews with 2713 students in 3 schools in HCM City in 2014 (2) The type of school Table 4.7: The type of school at three universities The type of school Number of students Ratio (%) Full-time 2042 75,3 Part-time 671 24,7 Total 2713 100 Source: Results of survey data processing through direct interviews with 2713 students in 3 schools in HCM City in 2014 4.2. EFA analysis and reliability assessment result at three universities 4.2.1. EFA analysis result at three universities EFA result the measurement scale of the concepts at three universities (University of Economics Ho Chi Minh City, Open University Ho Chi Minh City and Van Lang University) showed that six factors were extracted at eigenvalue = 1.136 > 1 and total variance extracted 66.635% > 50%. Items in the measurement scale have factor loadings ranging from .510 to .876 > .50. Moreover, factor loading bias between items in factor and other factors > .30. Therefore, the measurement scale validity of these concepts is qualified. 18 4.2.2. Reliability assessment result at three universities Scale Cronbach alpha Curriculum α = .772 Teaching skills for faculty α = .846 Faculty-student interaction α = .847 Facilities α = .823 Extracurricular activities α = .823 Student support services quality α = .924 Source: Results of survey data processing 4.2.3. Conclusion of EFA analysis and reliability assessment result at three universities EFA analysis and reliability assessment result at three universities in HCM City showed that have eliminated the items inappropriate in the measurement scale. Therefore, the items of these scales were used to test the measurement scales. 4.3. The measurement scale testing results by confirmatory factor analysis - CFA CFA model after adjustment is shown in Figure 4.1. CFA results showed that the research model satisfied with market data. Chi- square= 2811.434; df= 231; p= .000; GFI= .948; TLI= .948; CFI= .958; RMSEA= .057. Because the sample size is large (specifically, in this study, the sample size is 2713), then if one model receives the value GFI, TLI and CFI from .90 to 1; and RMSEA ≤ .08, the model is considered satisfied with market data (Nguyen Dinh Tho and Nguyen Thi Mai Trang, 2008; Nguyen Thi Mai Trang et al, 2008). Thus, the CFA model (Figure 4.1) satisfied with market data. Table 4.11 presents summary the results of testing the measurement scale of the concepts. 19 Table 4.11: Summary the results of testing the measurement scale of the concepts Concept Symbol Item number Satisfaction (unidirectional, convergence and discrimination) Composite reliability Average variance extracted Testing result Curriculum CTDT 3 Satisfy .873 .6345 Satisfy Teaching skills of faculty GD 3 Satisfy .911 .6414 Satisfy Faculty-student interaction TTSV 3 Satisfy .911 .6420 Satisfy Facilities CSVC 4 Satisfy .884 .6324 Satisfy Extracurricular activities HDNK 3 Satisfy .895 .6228 Satisfy Student support services quality HTSV 3 Satisfy .960 .6511 Satisfy Source: Results of survey data processing 20 CTDT .51 VAR4e4 .72 .72 VAR3e3 .85 .49 VAR1e1 .70 CSVC .48 VAR14e14 .59 VAR13e13 .56 VAR12e12 .69 .77 .75 .48 VAR16e16 .69 HDNK .30 VAR18e18 .81 VAR21e21 .83 VAR20e20 HTSV .83 VAR25e25 .93 VAR24e24 .68 VAR23e23 .91 .96 .82 Chi-square= 1344.652 ; df=137 ; P= .000 ; GFI= .948; TLI= .948; CFI = .958 ; RMSEA = .057 GD.55 VAR7e7 .63 VAR5e5 .79 VAR6e6 .74 .79 .89 TTSV .64 VAR11e11 .77 VAR10e10 .56 VAR9e9 .80 .88 .75 .22 .14 .21 .24 .18 .53 .50 .34 .43 .41 .33 .32 .64 .64 .51 .54 .91 .90 Figure 4.1: The CFA results (standardized) Source: Results of survey data processing 21 4.4. Discussion of research results 4.4.1. Discuss the results of qualitative research First, the components that make up the quality of higher education on student’s perspective in Europe, most of the research in Europe were mentioned components are curriculum, faculty, facilities, and university-industry interaction. Particularly, university-industry interaction component is the only one author mentioned is Lagrosen et al (2004). However, these studies in Europe have not mentioned extracurricular activities component and student support services quality component. Second, the components that make up the quality of higher education on student’s perspective in Asia, most of the research in Asia were mentioned components are curriculum, faculty, facilities, university-industry interaction, and extracurricular activities. Particularly university-industry interaction component is the only one author mentioned is Jain et al (2013). However, these studies in Asia have not to mention the component of student support services quality. Third, the components that make up the quality of higher education in the perspective of students in Vietnam. These studies in Vietnam has 1 study refers to two components as curriculum and facilities, 1 study refers to one component is faculty, and one of Diep Quoc Bao study Nguyen Dong Phong and based on the HEdPERF scale of Firdaus (2006) consists of 4 components as curriculum, faculty, facilities and extracurricular activities. However, these studies have not mentioned two components: (1) university-industry interaction, (2) student support services quality. Particularly exploring of the author's thesis - explored through focus group (2013), the author explored 6 components are curriculum, faculty, facilities, university-industry interaction, extracurricular activities, and the quality of student support services. In summary, there are the differences of the components that make up the quality of higher education on student’s perspective among the study in Europe, in Asia and in Vietnam. That may be explained by the different cultures, the level of development of each country, and the conditions of the universities in each different country, so students in each country feel differently about the components that make up the quality of higher education. Therefore, the findings of the thesis author, the author explored a new component is the quality of student support services. On the 22 other hand, the author’s thesis also shows that no studies that simultaneously refers to 6 components. 4.4.2. Discuss the measurement scales were tested satisfactory with previous studies (1) Curriculum scale The curriculum scale was tested satisfactory including 3 items. And is presented in Table 4.13 Table 4.13: The curriculum scale Symbol Item Similar/New scale VAR1 School knowledge equips students to meet actual demand. Additional new VAR3 Course contents help students develop skills that can apply in the real world. Gamage et al (2008) VAR4 The knowledge and skills gained in the courses help students find suitable work. Additional new Source: Author explores and compares with previous studies Thus, in Table 4.13 showed that the curriculum scale consists of 3 items. In which, there are 2 items are the added new scales and 1 item is the similar scale with the scale of Gamage et al (2008). (2) The scale of teaching skills of faculty The scale of teaching skills of faculty was tested satisfactory including 3 items. And is presented in Table 4.14 Table 4.14: The scale of teaching skills of faculty Symbol Item Similar/New scale VAR5 Faculty teaches easy to understand Nguyen Thi Mai Trang et al (2008) VAR6 Faculty clearly communicates teaching content. Additional new VAR7 Faculty carefully prepares lesson. Nguyen Thi Mai Trang et al (2008) Source: Author explores and compares with previous studies 23 Thus, in Table 4.14 showed that the scale of teaching skills of faculty consists of 3 items. In which, there are 1 item is the added new scale and 2 items are the similar scales with the scale of Nguyen Thi Mai Trang et al (2008). (3) Faculty-student interaction scale The faculty-student interaction scale was tested satisfactory including 3 items. And is presented in Table 4.15 Table 4.15: The faculty-student interaction scale Symbol Item Similar/New scale VAR9 Faculty encourages students discuss in class. Nguyen Thi Mai Trang et al (2008) VAR10 Faculty creates opportunities for students to ask questions in class. Nguyen Thi Mai Trang et al (2008) VAR11 Faculty encourages students to speak in class Nguyen Thi Mai Trang et al (2008) Source: Author explores and compares with previous studies Thus, in Table 4.15 showed that the faculty-student interaction scale consists of 3 items. These items of this scale are similar to the scale of Nguyen Thi Mai Trang et al (2008). (4) Facilities scale The facilities scale was tested satisfactory including 3 items. And is presented in Table 4.16 Table 4.16: The facilities scale Symbol Item Similar/New scale VAR12 Classrooms are clean, spacious and airy. Gamage et al (2008) VAR13 Teaching facilities (projector, microphone ...) can apply modern teaching. Chen et al (2007) VAR14 Library adequately provides learning and research materials for students. Gamage et al (2008) VAR16 Electronic databases (learning materials, research data ...) serve good for learning and research. Additional new Source: Author explores and compares with previous studies 24 Thus, in Table 4.16 showed that the facilities scale consists of 4 items. In which, there are 1 items is the added new scale, 2 items are the similar scales with the scale of Nguyen Thi Mai Trang et al (2008). (5) Extracurricular activities scale The extracurricular activities scale was tested satisfactory including 3 items. And is presented in Table 4.17 Table 4.17: The extracurricular activities scale Symbol Item Similar/New scale VAR18 School invites speakers from enterprises to exchange and share the real situation in enterprise. Jain et al (2013) VAR20 School has extracurricular activities (including clubs and social events) useful for students. Chen et al (2007) VAR21 Students gain useful life skills from extracurricular activities. Gamage et al (2008) Source: Author explores and compares with previous studies Thus, in Table 4.17 showed that the extracurricular activities scale consists of 3 items. In which, there are 1 item of this scale is the similar to the scale of Jain et al (2013), 1 item of this scale is the similar to the scale of Chen et al (2007), and 1 item of this scale is the similar to the scale of Gamage et al (2008). (6) Student support services quality scale The scale of student support services quality was tested satisfactory including 3 items. And is presented in Table 4.18 Table 4.18: The scale of student support services quality Symbol Item Similar/New scale VAR23 Faculty/Department/Division staffs work a scientific way. Additional new VAR24 Faculty/Department/Division staffs work dedicated with students. Additional new VAR25 Faculty/Department/Division staffs are friendly with students. Additional new Source: Author explores and compares with previous studies 25 Thus, in Table 4.18 showed that the scale of student support services quality consists of 3 items. These items of this scale were explored through qualitative research using focus group method. CHAPTER 5: CONCLUSION, IMPLICATIONS AND LIMITATIONS OF THE SUBJECT 5.1. The contribution of research 5.1.1. Contributing the synthesis of higher education quality theory As mentioned in section 1.5. This study systematically synthesized higher education quality theory from the previous studies in the world and in Vietnam. In the theory synthesized of the quality of higher education identified a student support services quality element is the element belonging to the theoretical basis. However, until now, no study to mention the student support services quality element 5.1.2. Contributing the measurement scale of higher education quality Explored and tested the measurement scale of higher education quality of business and administration sector on student’s perspective comprehensively. According to the research results, the measurement scale of higher education quality of business and administration sector based on student's perspective is composed of 6 components: (1) Curriculum, (2) Teaching skills of faculty, (3) Faculty-student interaction, (4) Facilities, (5) Extracurricular activities, and (6) Student support services quality. The scale of the components above were tested by confirmatory factor analysis (CFA) showed that these scales meet the requirements of reliability and validity (unidimensionality, convergent validity, discriminant validity, composite reliability and average variance extracted). In the six components that make up the quality of higher education above, the component of student support services quality as a new component. The author explored this component through qualitative research using focus group method and were tested by factor analysis confirmed CFA satisfied. 26 5.2. Research implications for researchers and administrators The study results in chapter 4 for us some implications are as follows: - Theoretically, this research will contribute to enriching the measurement scale of higher education quality. On the other hand, the discovery of one new component is the quality of student support services, so this study added on the components that make up the quality of higher education on student’s perspective. Simultaneously, the study added to the scale quality tertiary education student perspective. Specifically, this study added to the measurement scale of components of concepts such as curriculum, teaching skills of faculty, facilities and student support services quality. This, to help academic and applying researchers in the field of higher education quality in Vietnam and in the world get the measurement scale system to adjust, supplement and used for their research in Vietnam market. - Practically, these measurement scales help for for higher education managers concerning to use and adjust to student assesses the quality of higher education at universities of Vietnam. On the other hand, these results help the managers of higher education knowing the most important component of creating the quality of higher education of business and administration sector on student’s perspective are: (1) Curriculum, (2) Teaching skills of faculty, 3) Faculty-student interaction, (4) Facilities, (5) Extracurricular activities, and (6) Student support services quality. These components are the components determining the quality of higher education of business and administration sector. Based on that, they set the reasonable management ways to improve the quality of higher education on student’s perspective. In addition, the discovery of a new component is the quality of student support services and this component is statistically significant. This will help managers of higher education more attention to this component aims to improve the quality of higher education on student’s perspective. 5.3. Limitations and further research directions Besides these results achieved, this study also has limitations as follows: First, this study only to explore the components, the measurement scale of the components that make up the quality of higher education of business and administration sector. Therefore, for other sectors, the result of the components that make of the quality of higher education will be different. This issue opens the next research direction. 27 Second, this study only refers to the main components make up the quality of higher education of business and administration sector on student’s perspective. There are also other perspectives on the quality of higher education as government, manager, faculty, employer.... The different perspectives of the quality of higher education will have different results about the components make up the quality of higher education. This issue opens the next research direction. Third, this study only approach as a person in business and administration sector. There are also other approaches such as a person in education sector ... will have different results on the components make up the quality of higher education. This issue opens the next research direction. Fourth, this study has only to explore the measurement scale of higher education quality of business and administration sector on student’s perspective, rather than study the relationship (for example: the relationship between the measurement scale of higher education quality with student satisfaction or student loyalty ...). This issue opens the next research direction. 28 LIST OF PUBLICATIONS RELATED TO THE THESIS 1. Dam Tri Cuong and Vo Thi Quy (2015). Exploring the dimensions of higher education quality on the student’s perspective: A study in Vietnam. Journal of Economics & Development, 215(II), pp.133-39. 2. Vo Thi Quy, Pham Xuan Lan and Dam Tri Cuong (2015). Testing the measurement scale of higher education quality from students' perspective: A study in Ho Chi Minh City, Vietnam. Journal of Science, 4(43), pp.89-102. 3. Dam Tri Cuong (2015). Components model of higher education quality and its implications for today higher education in Vietnam. Journal of Educational Management science, 02(06), pp.30-37. 4. Dam Tri Cuong (2015). Scale testing of higher education quality based on the student’s perspective at Van Lang University. Journal of Economics – Technology, 10, pp.51-58.