Summary of doctoral thesis: Exploring the measurement scale of higher education quality of business and administration sector based on student’s perspective in Ho Chi Minh city

MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF ECONOMICS HO CHI MINH CITY
_____________________

DAM TRI CUONG

EXPLORING

THE

MEASUREMENT

SCALE

OF

HIGHER EDUCATION QUALITY OF BUSINESS AND
ADMINISTRATION SECTOR BASED ON STUDENT’S
PERSPECTIVE IN HO CHI MINH CITY

Major: Business and Administration
Code: 62340102

SUMMARY OF DOCTORAL THESIS

Scientific instructor:
1. Assoc.Prof.PhD. VO THI QUY
2. Assoc.Prof.PhD. PHAM XUAN LAN

Ho Chi Minh City – 2016

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CHAPTER 1: OVERVIEW OF THE THESIS
1.1. The necessity of the research problem
The trend of international integration, the education integration issue and the
interface between the education system in the world is going on is very popular.
Chen et al (2009) suggested that when international competition is becoming
increasingly fierce, many countries to increase investment in higher education in an
effort to improve their competitiveness. To accommodate the huge competition
from around the world, there is an important and immediate required improvement
to the quality of higher education to meet international academic trend and increase
general academic standards and education quality. On the other hand, Lawrence and
McCollough (2001) suggested that in response to growing concerns from
stakeholders about the poor quality or inconsistent, institutions of higher education
are increasingly seeking ways to improve education quality.
Besides, the opening of the Vietnam government in which has open policy to
the education market leads to the entry of foreign universities. In addition, the
process of education socialization leads to the introduction of the non-public
universities. Otherwise, now the government is extending financial autonomy for
public universities. Moreover, students viewed as customer in the competition
education market. Students must pay for their education as well as they seek
universities have high education quality as a reference basis for school choice.
These problems make to pressure competition takes place between
universities to attract students. Thus, students choose the university will create a
budget for the university and as a basis for the university development. Therefore,
improving the quality of education is an urgent requirement today for Vietnam
universities to serve and attract students. So, having the measurement scale of
higher education quality on student’s perspective becomes extremely urgent now,
because in addition to its contribution to the development of national economy, it

still relevant the existence of national education system. Moreover, the study
measurement scale of higher education quality on student’s perspective is essential
because it helps higher education managers have the correct view of the
measurement scale (or dimensions) make up the quality of higher education on
student’s perspective. Based on that, they set the reasonable management ways to
improve the quality of higher education on student’s perspective.


2

Based on the approach to higher education is a type of service, viewing
schools as service providers and students who use the service. Higher education is
understood as a type of service and the quality of higher education that the author
used in the thesis is implied that the service quality of higher education. On the
other hand, in this study the author's thesis do not approach to evaluate the quality
of school, do not approach to evaluate the quality of training programs, but here the
approach of the author only evaluate the perceived quality of students (service
users) about the service quality of higher education that they use are provided by
schools.
Currently, the quality of higher education has many different approaches: (1)
Providers (e.g. funding bodies and community at large); (2) Users of products
(courseware) (e.g. students); (3) Users of outputs (graduates) (e.g. employers); (4)
The employees of the sector (e.g. academics and administrators) (Harvey and
Green, 1993; Srikanthan and Dalrymple, 2003, 2007). At the same point of view,
AUN-QA (ASEAN University Network Quality Assurance) (2006) said that the
quality of higher education are also many different approaches such as (1) Students;
(2) The employer/Social; (3) Government; (4) The managers of university; and (5)
Employees (faculty, support staff ...). In this study, the thesis is limited approach on
student’s perspective to explore the components, the measurement scale of the
components that make up the quality of higher education. The approach on

student’s perspective has chosen because it has four main reasons. Frist, in the
context of higher education has a decline in funding from the government. Second,
the universities are increasing. Third, student must bear the complete expenditure of
education, so the quality of higher education becomes a competitive weapon for
universities to serve and attract students. Fourth, student considered as primary
customers of higher education (Hill, 1995; Owlia and Aspinwall, 1996;
Senthilkumar and Arulraj, 2011; Sumaedi et al, 2012). The other potential
customers as former student, parents, employers, employees, industry and society
considered secondary customers (Owlia and Aspinwall, 1996). The other hand,
universities are recognizing the importance of the student-centered (Sahney, 2012).
Therefore, improving the quality of higher education, trying to define the concept
and measurement scale of higher education quality on student’s perspective as key
areas and are being educational policy planners, and the administrators resolve
current (Sahney, 2012).


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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


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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


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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


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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

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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;


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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.


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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

1

Joseph
and
Joseph
(1997a)

2

LeBlanc
and
Nguyen
(1997)

Research
market

Components

(1) Physical aspects; (2) Cost/time; (3)

Academic reputation (reputable degree,
excellent instructors, excellent academic
New Zealand
facilities); (4) Program issues; (5) Career
opportunities; (6) Location; (7) Other: Word of
mouth; Family and peers.
(1) Faculty; (2) Reputation; (3) Physical
evidence; (4) Administration; (5) Curriculum;
Canada
(6) Responsiveness; (7) Access to facilities.

3

Hill et al
(2003)

United
Kingdom

4

Lagrosen
et al
(2004)

Sweden and
Austria

5

Tsinidou
et al
(2010)

Greece

Source: Synthetic author

(1) Quality of the lecturer; (2) Student
engagement with learning (curriculum); (3)
Social/emotional
support
systems;
(4)
Resources of library and IT
(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.
(1) Academic staff; (2) Administration
services; (3) Library services; (4) Curriculum;
(5) Location; (6) Infrastructure; (7) Carrier
prospects.


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Table 2.2: Summary of the components of higher education quality on
student’s perspective in Asia
No

Author

1

Kwan and
Ng (1999)

2

Firdaus
(2006)

Research
market
Hong
Kong

4

5

Samah
(2006)

(1) Course content; (2) Concern for student; (3)
Facilities; (4) Assessment; (5) Instruction

medium; (6) Social activities; (7) People.
(1) Non-academic aspects; (2) Academic

Malaysia

Peng and
3

Components

Malaysia

aspects; (3) Reputation; (4) Access; (5)
Programs issues; và (6) Understanding.
(1) Course content; (2) Facilities; (3) Lecturer
& Faculty; (4) Social activities; (5) Concern for
student; (6) Assessment; (7) Instruction
medium.

Chen et al
(2007)

(1) Curriculum and extra-curriculum activities;
Campuchia (2) Teaching faculty; (3) Budget; (4) Facilities;
(5) Interactive network

Gamage et
al (2008)

(1) Academic aspect: quality of academic staff,

quality of programs, and university reputation;
(2) Non-academic aspect: financial assistance
and tuition fees, cng 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

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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.


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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.


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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. Chisquare= 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

Satisfaction
(unidirectional,

Composite

Average
variance

Testing

number

convergence and
discrimination)

reliability

CTDT

3

Satisfy

.873

.6345

Satisfy

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

Curriculum
Teaching skills of
faculty

Source: Results of survey data processing

extracted

result


20

.49

e1

VAR1
.70

.72

e3

VAR3
.51

e4

CTDT

.85
.72

VAR4
.22

.63

e5

VAR5

.79

.79

e6

.89

VAR6
.55

e7

.14

GD

.74

VAR7
.21

.53
.56

e9

VAR9

.75

.77

e10

.88

VAR10
.64

e11

VAR11

e12

VAR12

e13

VAR13

TTSV
.50

.80

.24
.56

.41

.59

.75
.34

.18

.77
.48

e14

.69

VAR14
.48

e16

CSVC

.69

.33

VAR16
.43

.64

.32
.30

e18

VAR18

.54
.64

HDNK
.83

e20

VAR20

.91
.90

.81

e21

VAR21
.51

.68

e23

VAR23

.82
.93

e24

.96

VAR24
.83

e25

VAR25

HTSV

.91

Chi-square= 1344.652 ; df=137 ; P= .000 ;
GFI= .948; TLI= .948; CFI = .958 ;
RMSEA = .057

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
Additional new
demand.

VAR3

Course contents help students develop skills that Gamage
can apply in the real world.
(2008)

VAR4

The knowledge and skills gained in the courses
Additional new
help students find suitable work.

et

al

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
Nguyen Thi Mai
Trang et al (2008)

VAR9

Faculty encourages students discuss in class.

VAR10

Faculty creates opportunities for students to ask Nguyen Thi Mai
questions in class.
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
Gamage
(2008)

et

VAR12

Classrooms are clean, spacious and airy.

VAR13

Teaching facilities (projector, microphone ...) can
Chen et al (2007)
apply modern teaching.

VAR14

Library adequately provides
research materials for students.

VAR16

Electronic databases (learning materials, research
Additional new
data ...) serve good for learning and research.

learning

and Gamage
(2008)

Source: Author explores and compares with previous studies

et

al

al


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 Jain et al (2013)
enterprise.

VAR20

School has extracurricular activities (including
Chen et al (2007)
clubs and social events) useful for students.

VAR21

Students gain useful
extracurricular activities.

life

skills

from Gamage
(2008)

et

al

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
scientific way.

staffs

VAR24

Faculty/Department/Division
dedicated with students.

VAR25

Faculty/Department/Division staffs are friendly
Additional new
with students.

staffs

work

a

work

Source: Author explores and compares with previous studies

Additional new
Additional new


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.