INTRODUCTION
Problems statement
In every society, organizations and businesses must mobilize essential resources to operate effectively, which typically include land, labor, and capital Among these, the labor force is the most critical factor influencing the success or failure of an organization, business, or even a nation Human resources drive creativity and innovation, playing a pivotal role in determining organizational performance It is through human effort that material wealth is generated, leading to advancements in technology across various sectors such as the economy, environment, health, and education Ultimately, no organization can achieve its objectives without a strong and effective human resource.
Natural resources remain inert and unproductive without human intervention, serving merely as tools to fulfill various needs Humans play a crucial role in transforming labor from manual to mechanical and intellectual forms Today, the rapid advancement of science and technology empowers individuals to create modern working materials and utilize them efficiently for optimal resource exploitation.
In today's development landscape, human resources are increasingly acknowledged as a crucial factor alongside capital and technology, significantly impacting economic growth Consequently, for Vietnam to effectively integrate into both regional and global economies, the enhancement of its human resources is essential.
Human resources play a crucial role in driving economic and social growth, as highlighted by endogenous growth theory Key researchers such as Romer (1986), Lucas (1988), Schultz (1999), and Bassanini & Scarpetta (2001) have identified human resources as essential factors in promoting economic growth and reducing poverty.
Since the mid-twentieth century, the integration of the human element into growth paradigms has gained traction among scientists Investment in education and health has significantly enhanced human resources, making it a crucial factor in promoting economic growth, which is a central theme in endogenous growth theory.
Human resources are crucial for an organization's success and a nation's growth Effectively leveraging this resource can generate significant material wealth for society, meeting the rising demands of individuals.
To develop robust human resources, managers worldwide must invest significantly in education and healthcare services, as education is crucial for economic and social development.
Nelson Mandela famously stated that “Education is the most powerful weapon which you can use to change the world.” In today's knowledge economy, the significance of higher education has intensified, as highlighted by Đonlagi and Fazli (2015) The effects of globalization, the shift from a commodity-based economy to a knowledge-driven one, and advancements in information technology and communication have created new roles for education, making it a crucial force in driving the knowledge economy and establishing a knowledge society These transformations exert pressure on the education system to evolve in line with modern societal needs Higher education institutions that fail to adapt to these changes risk falling behind and may struggle to attract new students.
To adapt to evolving social and economic demands, higher education institutions must prioritize the enhancement of education and training quality This improvement is a shared goal among education providers and practitioners globally, driven by factors such as competitive advantages, compliance with government standards, and the need to meet societal expectations Consequently, the quality of service in higher education is crucial for the success of an institution (Landrum et al., 2007).
Lovelock (2001) classifies higher education as a service characterized by intangible actions aimed at shaping individuals' minds through ongoing collaboration between institutions and students Despite the high level of personal interaction, customization remains limited Consequently, higher education institutions must strive to meet and surpass the expectations and needs of stakeholders, going beyond mere compliance with legal requirements to ensure a high standard of quality.
The Communist Party and State of Vietnam have emphasized that the country's economy is a socialist-oriented market economy, particularly as it transitions towards an intellectual economy In this evolving landscape, the knowledge embedded in commodity products is increasingly significant, making dynamic and creative human resources, along with mental activities, vital assets in society.
The Communist Party and State of Vietnam acknowledge the crucial role of human resources in national development and are committed to researching and implementing effective policies aimed at cultivating a high-quality workforce that aligns with the demands of international development and integration.
The XII Party Congress of the Communist Party of Vietnam emphasizes that education is the foremost national policy, aiming to enhance intellectual standards, develop human resources, and nurture talents It advocates for a shift from a knowledge-centric approach to a focus on the comprehensive development of learners' capabilities and qualities, linking education and training with socio-economic development, national defense, and scientific advancement The goals for the coming years include significant improvements in the quality and effectiveness of education, with a target for Vietnam's education system to reach a regional advanced level by 2030 Recognizing that the quality of human resources is contingent upon the training quality of higher education institutions, the Party, State, and society have prioritized this issue To enhance training quality in universities and colleges, a resolution for fundamental and comprehensive reform of Vietnamese higher education was established for the period 2006-2020.
Vietnam's higher education has made significant strides, playing a vital role in the country's industrialization, modernization, and development during the "Đổi Mới" period and international integration The education system comprises approximately 376 universities and colleges, employing around 61,150 lecturers, including 6,217 doctors and 2,286 professors The involvement of numerous foreign educational institutions has intensified competition within the education sector.
To enhance education quality, Vietnamese universities are implementing effective change strategies, including partnerships with renowned international institutions, increased financial investment, and a focus on high-quality human resources As a result, Hanoi University of Science & Technology and Vietnam National University Hanoi have achieved notable rankings of 1285th and 1450th, respectively, in the World University Rankings (Webometrics, 2018) However, universities with poor management and insufficient financial support continue to struggle, resulting in low training and education quality.
Objectives
1.2.1 General objective of the study
The study aims to evaluate the quality of education and training offered by TNU members, while also examining the factors that influence stakeholders' assessments of this quality Additionally, it seeks to propose solutions for enhancing the education and training standards at TNU.
To accomplish the main objective of the thesis, the author will implement the following specific contents:
1 To systematize theories regarding education and training quality of universities, satisfaction of stakeholder with education and training quality of universities and its relationship with education and training quality, factors that affect on assessing education and training quality of universities of stakeholders
2 To assess the situation of education and training quality at TNU through assessing satisfaction of stakeholder with education and training quality at TNU
3 Analyze factors affecting assessing the satisfaction of stakeholders with the quality of education and training at TNU
4 To recommend some solutions to promote the quality of education and training at TNU; thereby, helping the members of TNU develop a plan to improve the quality of their education and training, ensuring that the output of human resources can best meet the increasing requirements of society.
Research Hypotheses
Based on reviewing the literature review, the following hypotheses will be tested:
Hypotheses 1 to 5: Five demensions (tangibles, reliability, responsiveness, assurance and empathy) of SERVQUAL model have positive effect on students’ satisfaction with quality of education and training of TNU;
Hypotheses 6 to 10: Five demensions (tangibles, reliability, responsiveness, assurance and empathy) of SERVQUAL model have positive effect on employers’ satisfaction with quality of education and training of TNU;
Hypotheses 11: There is significant difference in assessing the satisfaction with quality of education and training provided by TNU when respondents are divided into groups of type of respondents
Hypotheses 12: There is significant difference in assessing the satisfaction with quality of education and training provided by TNU of students by sex and year in university;
Hypotheses 13: There is significant difference in assessing the assessing the satisfaction with quality of education and training provided by TNU of employers by legal status of organization and field of organization.
Theoretical framework
This study is grounded in Parasuraman's theory of service quality, which posits that the SERVQUAL model encompasses five key components: tangibles, reliability, responsiveness, security, and empathy (Parasuraman et al., 1990).
The SERVQUAL scale model, developed by Parasuraman and colleagues in the 1980s, remains a pivotal framework for measuring service quality Initially, it included ten key dimensions, such as Reliability, Responsiveness, and Competence, which have significantly influenced service quality metrics over the years.
4 Access; 5 Courtesy; 6 Communication; 7 Credibility; 8 Security; 9 Understanding the customer; and 10 Tangibles
Three years later, in 1988, Parasuraman and his team reduced them to five categories: Reliability, Assurance, Tangibles, Empathy and Responsiveness (RATER) (Figure 1.1)
Service quality assessment is determined by the gap between customer expectations for service quality and their actual evaluation of a specific service provider's performance.
Figure 1.1: Five dimensions of Perceived service Quality
This assessment is not simple because service quality is a multi-dimensional structure with five components: tangibles, reliability, responsiveness, assurance, and empathy defined as follows:
Tangibility refers to the visible aspects of physical facilities, equipment, staff, and communication materials The state of the physical environment serves as clear evidence of the service provider's commitment to quality and attention to detail Additionally, this dimension can be influenced by the behavior of other customers, such as disruptive guests in nearby hotel rooms.
Reliability is the capacity to deliver consistent and dependable services, meeting customer expectations by ensuring timely and error-free performance For instance, many individuals value receiving their mail at the same time daily This concept of reliability also applies to back-office operations, where accuracy in billing and record-keeping is essential.
Responsiveness is the readiness to assist clients and deliver services promptly, as unnecessary delays can lead to negative perceptions of service quality In cases of service failures or interruptions, a service provider's ability to recover swiftly and professionally can foster positive customer experiences.
Assurance perceptions of quality For serving complimentary drinks on a delayed flight can turn a potentially poor customer experience into one that is remembered favourably
Assurance in customer service encompasses the knowledge, politeness, and confidence of employees, highlighting their competence, respect, and effective communication with customers It reflects a genuine attitude that prioritizes the customer's best interests Conversely, empathy involves the caring and individualized attention provided by customer service staff, characterized by approachability, a sense of security, and a commitment to understanding customer needs.
Empathy in customer service involves attentive and personalized care from staff, ensuring approachability and a sense of security It emphasizes the importance of understanding and addressing customers' needs effectively.
Parasuraman's model evaluates service quality subjectively by measuring the gap between customer expectations and their perceptions of actual service quality High service quality is achieved when customer expectations are met or surpassed across five key dimensions.
Numerous studies have utilized the SERVQUAL instrument to assess quality in higher education Analyzing overall satisfaction and the factors influencing it through the SERVQUAL model can assist education institution managers in enhancing education and training quality By focusing on the specific factors within the model, institutions can tailor improvements based on their unique circumstances.
This study recommends that Thai Nguyen University (TNU) enhance its services for various stakeholders, including staff, students, alumni, industry, and the public, in accordance with Decree No 31/CP from April 4, 1994 This decree facilitated the restructuring of four universities and one technical school under the Ministry of Education and Training in Thai Nguyen province The institutions involved are Viet Bac University of Education, Bac Thai University of Agriculture 3, Bac Thai University of Medicine, Thai Nguyen University of Technology, and Viet Bac Mechanic School To ensure high-quality service delivery, the study evaluates stakeholder satisfaction across five key dimensions: tangibles, reliability, responsiveness, assurance, and empathy.
The findings of this study can be used as a basis for improving service quality to ensure high quality education.
Conceptual Framework
This dissertation will utilize the model illustrated in Figure 1.2 to assess stakeholder satisfaction regarding the quality of education and training at TNU, building on the findings of previous research.
The independent variable in this study is the Level of stakeholders‟ overall satisfaction with quality of education and training at TNU
This study examines stakeholder satisfaction with the education and training quality at TNU, focusing on key aspects such as tangibles, reliability, responsiveness, assurance, and empathy.
Antecedent variables Independent variables Dependent variable
Figure 1.2: Outline illustrating the hypothesis of the declared variables
Previous studies indicate that the five dimensions of SERVQUAL influence stakeholder satisfaction in various ways This research anticipates a positive relationship between these five dimensions and stakeholder satisfaction.
Stakeholder satisfaction regarding the quality of education and training at universities varies based on several antecedent variables, including personal profiles such as gender, respondent type, college or department affiliation, length of stay at the university, as well as the legal status and field of the organizations involved.
So that, this research also predicts that there is statistic difference between mean of satisfaction level: of two Type of Respondents (students and employers); of students in
Level of stakeholders’ satisfaction with education and training quality
Field of organization other Gender (Male and Female) and years in university (Time stay at the University); of employers in different Legal status and Field of organization.
Definition and measurement of variables
The following key terms used in this study are well defined to ensure a clear understanding:
Service quality: refers to the satisfaction of stakeholders on the quality of services under their perceptions of tangibles, reliability, responsiveness, assurance, and empathy
Stakeholders' satisfaction is an overall assessment of a company's services following the purchase or use of those services (Fornell, 1992) The satisfaction levels of stakeholders regarding the quality of education and training at TNU will be evaluated using a 5-level Likert scale.
In this study, satisfaction was assessed using three items on a 5-point Likert scale, as detailed in Table 3.1, with the mean score of these factors serving as the measure of overall satisfaction.
Tangibles refer to respondents' perceptions of stakeholder satisfaction with the quality of education and training at TNU, focusing on facilities, equipment, personnel, and media materials The functional components associated with tangibles are easily identifiable and measurable In this study, tangibles were assessed using ten items on a 5-point Likert scale, with the mean score of these factors serving as the measurement for tangible elements.
Reliability indicates how satisfied stakeholders are with the quality of education and training offered by TNU, particularly regarding the institution's ability to deliver promised services consistently and accurately In this study, reliability was assessed using ten items on a 5-point Likert scale, and the mean score of these items was utilized to evaluate overall reliability.
Responsiveness reflects respondents' perceptions of stakeholder satisfaction with the education and training quality offered by TNU, particularly regarding their willingness to assist customers and deliver prompt services In this study, responsiveness was assessed using ten items on a 5-point Likert scale, and the mean score of these items was utilized to evaluate overall responsiveness.
The assurance aspect of this study focuses on respondents' perceptions of stakeholder satisfaction with the quality of education and training provided by TNU It evaluates the knowledge and support of staff, as well as their ability to foster trust and confidence Assurance was assessed through ten items on a 5-point Likert scale, with the mean score of these factors serving as the measurement for assurance.
Sympathy reflects the respondents' views on stakeholder satisfaction with the quality of education and training offered by TNU in relation to personal care for customers In this study, empathy was assessed using nine specific items (refer to Table 3.1).
5 levels on the Likert scale and the mean score of these factors would be used to measure empathy
Thai Nguyen University is one of the four major regional universities in Vietnam, serving as a key center for training human resources for local provinces, universities, colleges, and vocational schools It also engages in scientific research and technology transfer, significantly contributing to the socio-economic development of the Northern midland and mountainous regions, which are home to many ethnic minorities This area boasts a strong tradition of revolutionary struggle, abundant potential, and strategically important terrain for national defense, security, and foreign affairs.
The duration of time spent at the university is measured by the number of years students have been enrolled, extending from their initial enrollment to graduation Additionally, it reflects the length of service that staff members have dedicated to TNU.
Legal of status of employers: defines type of employers into: Limited Company;
Joint-stock Company; State owner enterprises; State organization; Private; Foreign enterprise; and Others
Field of organization: defines type of employers into: Business and commercial; Education; Health care; Agriculture and environment; Architecture and Building; Society and culture; Technology; State management; Sciences; Others.
Research significance
The findings of this study will bring significant benefits to the following subjects:
The research findings and recommendations will assist TNU managers and members in developing programs aimed at enhancing education and training quality This is crucial for the growth and sustainability of TNU member schools amid current international integration and competition By improving training quality, TNU can elevate its reputation for supplying high-quality labor resources to society.
The research will greatly benefit the teaching and office staff at TNU by providing empirical data that can serve as a feedback mechanism aimed at enhancing service quality and improving educational standards Additionally, teachers are encouraged to actively pursue further studies and enhance their professional qualifications to meet the demands of high-quality training.
TNU students represent the future workforce, poised to gain significantly from this study The research recommendations will inform the development of training programs that align with regional and global trends, ensuring high-quality education This approach will enable students to seamlessly transition into practical working environments in both domestic and international labor markets upon graduation.
Parents of TNU students will gain reassurance from this study, as enrolling their children at TNU significantly enhances their prospects for employment post-graduation This ensures that graduates will secure suitable jobs with competitive incomes, validating the effectiveness of parental investment in their education.
Employers stand to gain significantly from this research, as its implementation will ensure that graduates possess strong professional qualifications and skills The alignment of graduates' knowledge, skills, and attitudes with employer requirements will enhance organizational productivity, ultimately leading to sustainable profit growth.
The Government emphasizes that "Education is the top national policy," highlighting the importance of investing in education to develop high-quality human resources This research aims to provide empirical evidence on how human resources influence economic growth in Vietnam By fostering high-quality human resources, the country can significantly enhance its economic growth and achieve its development goals.
Researchers in the future: Researchers will benefit from this study because the findings presented can be used as their basis for carrying out related research in the future.
Research scope and limit
This research evaluates the quality of education and training at TNU by measuring the satisfaction levels of key stakeholders, specifically employers and students It aims to identify the factors influencing their satisfaction with the university's educational offerings and training programs.
Research indicates that various factors influence stakeholder satisfaction regarding the quality of educational training at five key members of TNU: the University of Education, University of Technology, University of Medicine, University of Agriculture and Forestry, and the University of Economics and Business Administration.
- Research period: The research evaluates the factors affecting assessing the satisfaction level of stakeholders with the quality of education training at TNU in 2017 –
The research on assessing the satisfaction level of stakeholders includes:
This article evaluates the satisfaction levels of students utilizing regular education services across five universities under TNU: the University of Technology, University of Education, University of Medicine, University of Economics and Business Administration, and University of Agriculture and Forestry.
- Assessing the satisfaction of those utilizing the results of service provided, employers, interviewing employers of organizations using the human resources trained at TNU
Despite thorough efforts throughout the study, certain limitations remain First, measuring psychometrics, such as satisfaction, is inherently subjective, as individual responses can be influenced by the organizational environment Second, the proposed solutions require careful scheduling and financial planning to be effectively implemented Lastly, TNU managers should conduct further assessments of stakeholder satisfaction to improve the overall quality of the university.
Nevertheless, it also opens up potential areas for further study.
LITERATURE REVIEW
Introduction
This chapter summarizes and analyzes studies on the quality of education and training, focusing on stakeholder satisfaction with higher education quality both globally and in Vietnam The objectives of this chapter are to highlight key findings and insights related to educational quality.
1 Clarifying the basic concepts of higher education quality, satisfaction of stakeholders based on previous studies
2 Summarizing the models for assessing the satisfaction of stakeholders on higher education quality
3 Analyzing studies related to the satisfaction of stakeholders regarding higher education quality in the world and in Vietnam; the successes and limitations of previous studies and then finding the research space for studying this dissertation.
Related literature
2.2.1 The concept and content of higher education
2.2.1.1 Education and training in higher education
Higher education, encompassing advanced studies at colleges and universities, plays a crucial role in developing highly qualified human resources capable of innovative thinking It involves the enhancement of curricula, teaching methods, and accreditation systems while fostering integration within the global higher education community As a vital component of economic and societal development, universities today face challenges and opportunities stemming from globalization, leading to trends in commercialization and internationalization With many governments reducing funding for public universities, institutions are increasingly pursuing income-generating activities The private sector's growth in higher education has been significant, and universities' research and community engagement efforts are essential for local and national development, making capacity building a priority for governments and donors in low- and middle-income countries.
Higher education institutions play a vital role in society by contributing to human resources and advancing research through two primary activities: education and training, and research The significance of each activity is influenced by the evolution of the education system and the strategic objectives of universities during different developmental phases.
The Law on Higher Education in Vietnam aims to enhance human resources, elevate knowledge, and nurture talent It emphasizes the importance of scientific research and technology in generating knowledge and innovative products that align with the needs of socio-economic development, national defense, security, and international integration (Vietnam National Assembly, 2013).
Higher education plays a crucial role in shaping individuals by systematically imparting knowledge, skills, and techniques necessary for life and societal contribution It involves a coordinated effort between teachers and learners, ensuring a harmonious relationship within educational institutions This process is governed by specific objectives, programs, content, methods, and evaluation criteria, all aimed at fostering the development and maintenance of human civilization (Le Quang Son, 2010).
2.2.1.2 Content of education and training in higher education
Higher education plays a crucial role in universities by integrating scientific research and community service, facilitating the systematic transfer of knowledge, skills, and professional techniques It cultivates essential moral qualities, preparing individuals to work independently and contribute to national development and protection The process of transferring professional capacity involves structured elements such as objectives, content, programs, methods, and training organization This collaborative effort between teachers and students occurs within a defined university environment, enhancing the overall educational experience.
From this perspective, higher education consists of the following elements: 1) teaching activities of teachers; 2) students‟ activities; and 3) the training environment (physical, mental, and cultural environment)
Higher education encompasses several key functions, including the assessment of needs, the development of training programs, the establishment of conditions necessary for effective training activities, and the enrollment of students.
2) Training activities: teaching, internship, education, scientific research, etc; and 3) Outputs: examination and evaluation of educational results, recognition of graduation, issuing diplomas, certificates, accreditation and quality assurance (Le Quang Son, 2010) According to Lovelock (2001), education and training of higher education is classified as a service with intangible actions, directed towards the minds of people, with continuous delivery, conducted through a partnership between the service organization and its client, and although it provides high personal contact, there is low customization Therefore, higher education institutions must work to achieve a standard of quality that exceeds stakeholders‟ expectations and needs, extrapolating the assessments from legal demands
2.2.2 The concept of education and training quality and its relationship with the satisfaction of learners and employers
For decades, researchers have emphasized the importance of viewing service quality from the customer's perspective, as it encompasses varying values, assessment methods, and contexts (Crosby, 1996; Juran, 2001) According to Parasuraman, Zeithaml, and Berry (1990), service quality is defined as an objective evaluation based on customers' experiences with the services they have consumed.
Grünroos (2007) conducted a study on service quality, introducing a model that compares customer expectations with their past service experiences, termed "total service quality perceived." He highlights that service quality is determined by two key aspects: what customers seek and how they evaluate their experiences.
Technical quality pertains to the outcome of a service, focusing on what the customer receives, while functional quality relates to how the service is delivered Both aspects significantly influence a company's image and the perception of quality According to the total service quality model, service quality is evaluated not only through the direct experience of these quality aspects but also through the perceived quality and the overall evaluation process.
In the research demonstrated by Grửnroos (1983), 10 determinants of service quality have been identified:
Reliability is linked to consistency between performance and reliability Here, it is determined if the company provides customers with services exactly for first time and keeps their promises
Responsiveness refers to how readily employees are willing to deliver services, which includes promptly mailing business receipts, quickly returning customer calls, and efficiently providing assistance.
Capability: is assessed through the knowledge and skills of the transaction and support staff (also research capability) necessary for the service provided
Accessibility: This factor is assessed by the ability to access services, such as convenient operation times, convenient location of facilities, short waiting time and also easy access by phone
Politeness: This factor is related to the politeness, respect, care, friendliness of the transaction staff (including receptionist, telephone service provider, etc.)
Communication: Keeping regular contact with customers and listening to them in a language they can understand The company may have to make some adjustments to suit the foreign customers
Credibility encompasses trust and honesty, reflecting the level of trust a company holds in the minds of its customers Key factors influencing a company's prestige include its name, reputation, the personal characteristics of its staff, and the degree of connection and interaction between sales personnel and customers.
Security: helps avoid danger, risk or uncertainty These factors include: physical safety, financial security, and confidentiality
Understanding clients: Attempts to understand customers involve learning about specific requirements, providing individual attention and identifying regular clients
Tangibles: These include the physical aspects of services such as facilities, the appearance of employees, tools or equipment used to provide services, representatives or other customers in service establishments
Grünroos identifies three key conclusions from the study on service quality Firstly, service quality is shaped by customer perceptions, which arise from comparing their pre-service expectations with the actual experience received; satisfaction occurs when expectations are met, and high satisfaction is achieved when perceived quality exceeds expectations Secondly, the assessment of service quality is influenced by both the service process and the outcome Lastly, there are two distinct types of service quality: one that reflects the frequency of service delivery meeting expectations, and another that addresses issues requiring resolution.
2.2.2.2 Service quality of education and training
Quality in higher education is a multi-dimensional concept that encompasses various perspectives and expectations of stakeholders It is not limited to academic quality alone but is influenced by the evolving needs of society over time As highlighted by Nguyen Phuong Nga (2011), the understanding of education quality is dynamic and reflects the historical context and development of the educational landscape.
Harvey & Green (1993), Green (1994) proposed five aspects of training quality, closely related to each other:
- Quality is excellence, which means high standards
- Quality is perfection, which means there is no mistake in the training process Training processes and standards must be met
Quality must align with its intended purpose, indicating that its significance is derived from the specific goals of the product In the context of higher education, this perspective emphasizes the necessity of fulfilling the expectations of various stakeholders, including learners, employers, and the state (Akao et al., 1996).
- Quality is the correspondence with value, i.e the quality of higher education corresponds to the cost of training
Overall assessment and research gaps
With many researches in both theoretical and experimental studies, these contents have been mentioned and clarified:
The quality of education and training is viewed from various perspectives, particularly regarding stakeholder satisfaction, which includes both students and employers who directly consume training services and benefit from the outcomes Understanding the relationship between university training quality and stakeholder satisfaction is crucial, as it highlights the importance of aligning educational programs with the needs and expectations of both students and the job market.
- Models to assess the satisfaction of stakeholders with the quality of education and training of university and the advantage and disadvantage of each model
SERVQUAL is a widely utilized model among researchers for evaluating stakeholder satisfaction regarding the quality of education and training in universities.
The satisfaction of stakeholders plays a crucial role in enhancing the training quality at the university Each stakeholder group, including students and employers, evaluates their satisfaction differently This research aims to explore these differences in satisfaction assessments at TNU, identifying strengths that contribute to stakeholder satisfaction and weaknesses that lead to low satisfaction levels Based on these findings, the study will propose targeted solutions to effectively address the needs of each stakeholder group, ultimately promoting overall satisfaction.