Research on factors affecting the student’s satisfaction: a case study at the Da Nang University of economics, in Vietnam.

Research on factors affecting the student’s satisfaction: a case study at the Da Nang University of economics, in Vietnam.

Research on factors affecting the student’s

satisfaction: a case study at the Da Nang University

of economics, in Vietnam.

Student : Duong Thi Thu DieuClass : SD-MBA1

ID : 11752303Advisor : Dr Chiang- Yuan HuangCo-Advisor: Nguyen Hiep

Nowadays, in a competitive marketplace where businesses compete for customers, customer satisfaction is considered as a key differentiator and increasingly has become a key element of business strategy Thus, all corporations have tried to improve their ability

to meet potential and target customer expectation as well as make them satisfied In order to explore key factors that affect customer satisfaction, real surveys are necessary There is no doubt that real surveys are one of the most efficient ways to have proper information and accurate data This is mainly because they are designed to target customers and processes Surveying program is widely used in different fields Most

of worldwide universities use this method to determine student satisfaction on their services Then, basing on the surveying results, proper action plants are taken to improve current educational service quality Another beneficial aspect of this method is to enhance their brand name through this activity.

Keywords: Service quality, SEVRQUAL , Student’s satisfaction, Higher education, DUE

In all, Universities should objectively recognize and self-evaluate their current service quality basing on customer needs and expectations Also, efficient and strategic solutions should be built on practical research The study “Research

on factors affecting the student’s satisfaction: a case study at the Da Nang University of economics” is carried out and formed basing on argument above

RESEARCH BACKGROUND

§ Alridge and Rowley (2001) in particular suggested that the perceived service quality of students is an antecedent to student satisfaction

§ Hoffman and Bateson (1997) defined SERVQUAL as an attitude that is

established by a long-term assessment on overall performance Service

quality is about delivery of excellent or high rate of service relative to

customer or exceeds their expectations (Tahar, 2008)

§ Parasuraman et al., (1985) defined service quality as a form of attitude that

is related to customers‟ expectations and perceptions

§ According to Lassar, Manolis and Winsor (2000), two most prevalent and widely accepted perspectives on service quality include the SERVQUAL

model and the Technical/Functional Quality framework

RESEARCH BACKGROUND

§ Parasuraman, Zeithaml and Berry (1985) however listed ten

determinants of service quality that can be generalized to any type

of service:

- The ten dimensions include tangibility, reliability, responsiveness, competence, access, courtesy, communication, credibility, security and understanding

- In addition, these ten dimensions were then regrouped in the known five dimensions in the SERVQUAL model (Parasuraman et al., 1990) which include assurance, empathy, reliability, responsiveness and tangibility.

well-RESEARCH PURPOSE

v The overall objective of the research is to recognize the underlying factors of service quality of Danang university of economics (DUE)

q To examine the relationship between service quality dimensions

(tangibility, responsiveness, reliability, assurance, empathy and overall service quality) and students satisfaction

LITERATURE REVIEWS

q This section reviews the relevant literature on satisfaction and service quality, service quality dimensions, and relationship among them

q Service quality

§ Service quality is a crucial concept in the contemporary marketing

§ Service quality in the field of higher education can be defined as the difference between student expectation and perception against actual their actual

LITERATURE REVIEWS

§ According to Lassar, Manolis and Winsor (2000), two most prevalent and widely accepted perspectives on service quality include the SERVQUAL model and the Technical/Functional Quality framework

§ Gronroos (1984) held that service quality is made up of three dimensions "the technical quality of the outcome", "the functional quality of the encounter" and

“the company corporate image” He argued that in examining the determinants

of quality, it is necessary to differentiate between quality associated with the process of service delivery and quality associated with the outcome of service, judged by the consumer after the service is performed

§ Parasuraman, Zeithaml and Berry (1985) however listed ten determinants

of service quality that can be generalized to any type of service The ten

dimensions include tangibility, reliability, responsiveness, competence, access, courtesy, communication, credibility, security and understanding In addition, these ten dimensions were then regrouped in the well-known five dimensions

in the SERVQUAL model (Parasuraman et al., 1990) which include assurance, empathy, reliability, responsiveness and tangibility

LITERATURE REVIEWS

q Service Quality Dimensions

v Parasuraman, et al., (1985) found 10 dimensions of service quality, that include - tangibles, reliability, courtesy, responsiveness, security, competency, access, communication, credibility, and understanding Later in 1988, they

summarized these ten dimensions to five; tangibles, assurance, reliability,

responsiveness, and empathy:

• Tangibles refer to the appearance of physical factors such as equipment,

facilities used by a service based company as well as to the appearance of

service employees

• Empathy refers to caring and individualized attention that the firm provides to its customers

• Assurance includes competence, courtesy, credibility and security This

dimension involves capabilities such as delivering services with respect, polite, and effective communication

• Reliability can be defined as the ability to perform the service in an accurate and dependable manner

• The responsiveness Dimension relates to the willingness of the company to

assist its customers in providing them with a good, quality and fast service

LITERATURE REVIEWS

§ Student Satisfaction

• Satisfaction is a function of relative level of expectations and perceives

performance

• Most student satisfaction study focus on the perspective of customer,

researchers is facing a problem of creating a standard definition for student

satisfaction thus providing a need of customer satisfaction theory to be selected and modified so that it can explain the meaning of student satisfaction (Hom, 2002)

• According to Sapri et al., (2009) mentioned that students’ satisfaction is a term attitude that results from evaluation of their experience on education services that they had received

short-• Kotler and Clarke (1987) define satisfaction as a state felt by a person who has experience performance or an outcome that fulfill his or her expectation

§ Many researches on students satisfaction that concerned with quality of courses and teaching (Mavondo, & Zaman, 2000, & Sapri, et al, 2009)

LITERATURE REVIEWS

§ Service Quality and Students Satisfaction

• Service quality and customer satisfaction are basically two different issues but can be highly interrelated

• According to Gao & Wei,2004,the key to sustainable competitive advantage lays

in delivering high quality of service that in turn result to customer

• Satisfaction is a function of relative level of expectations and perceives

performance The expectation may go as far as before the students even enter the higher education, suggesting that it is important to the researchers to

determine first what the students expect before entering the university (Palacio, Meneses & Perez, 2002)

• According to the study by Kanji, Abdul Malek and Wallace (1999) do give

some insights on the real situation of the Higher Education Institutions in

Malaysia Most institutions do give a great deal of importance to meeting customers' expectations which is similar to business organization, but they

still lack customer awareness among the staff, and it has become a common

drawback for many institutions

LITERATURE REVIEWS

Program content class structure Responsiveness Assurance Empathy

Responsiveness Assurance Empathy University Guidance

Robert J Angell, Troy W Heffernan

and Phil Megicks, 2008

Leisure Industry links Cost

LITERATURE REVIEWS

John B Ford, Mathew Joseph, Beatriz

Joseph, 2009

Modified IPA Academic reputation Career

opportunities Programme issues Cost/time Physical aspects

Location Other

(Babar Zaheer Butt and Kashif ur

RESEARCH METHODS

q This study will be adopted from Parasuraman’s SERVQUAL dimensions

§ The dependent variable in this study is overall student satisfaction

§ The independent variable in this study is service quality at Danang

University of economics that measures the level of satisfaction with service performance

§ The dimensions included in this variable are tangibility, assurance,

responsiveness, reliability, and empathy

• Tangibles: physical facilities, equipment and appearance of personnel

• Reliability: ability to perform the promised service dependably and accurately

• Responsiveness: willingness to help customers and provide prompt service

• Assurance.: knowledge and courtesy of employees and their ability to inspire trust and confidence

• Empathy: caring individualized attention the firm provides its

customers

Ø which can affect the student satisfaction with the quality of education offered

by Danang university of economics

RESEARCH METHODS

Tangibles Reliability Career Guidance

Reasearch model: The conceptual framework of student satisfaction with different educational services is presented here

(by Parasuraman’s SERVQUAL dimensions)

Reliability

H1

H5 H4 H2 H3

RESEARCH METHODS

Hypothesis:

H1: Tangibility has positive relationship with Student satisfaction.

H2: Reliability has positive relationship with Student satisfaction

H3: Responsiveness has positive relationship with Student satisfaction.

H4: Assurance has positive relationship with Student satisfaction.

H5: Empathy has positive relationship with Student satisfaction.

Measureming instrument

This study use quantitative method.

Measurement of components in research model.

Questionaire design will be based on this measurement

This variables will use 5-point Likert scale, within: (1) strongly disagree to (5) strongly agree.

There are three sections in the questionnaire:

Section A: Demographic factor (gender, age and semester of study)

Section B: Measurement of Service Quality at Danang University of Economics(tangibility, assurance, reliability, responsiveness and empathy)

Section C: Measurement of Student Satisfaction.

RESEARCH METHODS

qSample selection

The population of this study is the student of Danang University of

economics In this study, minimum size of sample is about 250 After

survey, questionaires with many blanks, not have unification in answer trend… will be extracted Valid questionaires will be coded and input data

to SPSS software

qData analysis

The data analysis for this study will be conducted through SPSS software

CONCLUDING REMARKS

Expected Results and Contributions

q Theoretical significance

Results of this research could demonstrate and give more supporting

ideas to support to theories of customer satisfaction More importantly, they emphasize the necessity of putting research patterns into practice in educational field, especially in under-graduated education

q Practical significance

Basing on the result of study “Research on factors affecting the student’s satisfaction: a case study at the Da Nang University of economics”,

verification is definitely important because it will be a foundation to help

Da Nang Economics of University improve its management ability as

well as efficiently apply a great deal of solutions for investing in Human Resources, upgrading and improving current service quality

REFERENCES (1)

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Higher Education Management and Policy, 16(2), 109-122.

2 Aldridge, S and Rowely, J (1998), “Measuring customer satisfaction in higher education”, Quality

Assurance in Education, 6(4), 197-204

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Journal of Educational Management, 19(2), 28-139.

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Prentice Hall.

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continuous quality improvement in higher education Quality Assurance Education

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REFERENCES (2)

9 Mai, L (2005), “A Comparative Study between UK and US: The Student Satisfaction in Higher Education and its Influential Factors, Journal of Marketing Management , 21, 859-878.

10 Gatfield, T (2000) A Scale for Measuring Student Perception of Quality: an Australian

11 Gronroos, C (1984) A Service Quality Model and its Marketing Implications European Journal of Marketing.

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13 Harvey, L., Burrows, A., & Green, D (1992) Criteria for quality in higher education Report of the QHE Project, The University of Central England, Birmingham.

14 Hom, W (2002) Applying Customer Satisfaction Theory to Community College Planning of of Student Services

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16 Palacio, A B., Meneses, G D & Perez, P J P (2002).The configuration of the university image and its relationship with the satisfaction of students Journal of Educational Administration.

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Management, 12(3), 234-250.