INTRODUCTION
Research background
The relationship between research students and their supervisors is vital for the success of postgraduate theses This process encompasses several key stages, including selecting a research topic, planning the study, identifying necessary resources, managing the project, conducting research, performing a literature review, analyzing data, interpreting results, writing the thesis, and ultimately defending it.
Students' dedication to their studies and their perseverance in following an academic path are crucial factors for successfully completing postgraduate programs.
Postgraduate students typically engage in one of three primary programs: research, coursework, or a combination of both This has led to significant concern regarding non-completion rates and the duration of study, prompting extensive research, particularly in countries like Canada, Australia, and Malaysia Recent studies indicate that postgraduate students often experience high levels of stress and frustration, contributing to alarming attrition rates, which can range from 40% to 70%.
A study conducted by Elga (2003) in Canada reveals that completion rates for graduate programs differ significantly based on the field of study Specifically, the rates range from 45% to 77%, with arts and humanities showing a master's completion rate of 67.9% and a doctoral rate of 44.7% In the social sciences, the master's completion rate is 72.6%, while the doctoral rate stands at 48.5% For natural and applied sciences, the master's completion rate is 74.5%, with doctoral completion at a lower rate.
In Australia, research degree completion rates have significantly improved since the 1980s, reaching between 80% and 90% by the mid-1990s, with life sciences showing completion rates of 77.1% for master's and 70.4% for doctoral programs.
At a public university in Malaysia, the Graduate School of Studies (GSO) reports that graduate students pursuing a Master's degree through thesis (research and coursework) typically complete their studies in an average of 2.69 years, while Ph.D students finish their degrees in approximately 4.84 years, as of 2005 However, both Master's and Ph.D candidates have the potential to complete their programs in a shorter timeframe (Abiddin & Ismail, 2011).
Since the economic liberalization known as "doi moi" in 1986, Vietnam's higher education system has significantly expanded in response to strong household and labor market demand By the early 1990s, there was a remarkable increase in postgraduate enrollment and training, marking a significant leap in Vietnam's postgraduate programs In recent years, the growth of postgraduate training has accelerated, with master’s student enrollment rising by 51.9% per year and doctoral students by 61.1% between 2000 and 2005 By early 2014, Vietnam had over 130 institutions offering doctoral degrees and 150 facilities for master's degrees Both public and private universities with quality assurance are now involved in postgraduate training, contributing to the annual output of 20,000-25,000 master's graduates and thousands of doctoral graduates.
Postgraduate training in Vietnam faces several significant challenges despite some achievements The efficiency and scale of programs do not align with training quality, leading to concerns among experts about the subpar quality of postgraduate education, particularly in thesis and research work, which often fails to meet international standards Additionally, there is a lack of active engagement in research and publications among faculties, limiting students' exposure to scientific research and hindering their self-study and research skill development The World Bank (2008) noted that while there are publications in Vietnam, most are domestic and not featured in international peer-reviewed journals, which are crucial for assessing research quality Furthermore, many research projects at universities are delayed, with approximately 70 percent still awaiting evaluation.
Page | 8 seven years after their stipulated duration completion, as shown in the report (The World Bank,
Numerous studies have identified key factors influencing the timely completion of postgraduate studies, with a significant focus on the research and supervision processes (Hammick & Acker, 1998; Ssegawa & ).
Rwelamila, 2009; Ezebilo, 2012; Sakurai et al., 2012; Ngozi & Kayode, 2014)
Supervision is a complex social interaction that necessitates active engagement between students and supervisors, grounded in professionalism and respect (Ismail et al., 2011) Research by Hammick and Acker (1998) indicates that the gender of the supervisor can influence the dynamics of knowledge exchange and power in the supervisory relationship High postgraduate attrition rates are often attributed to students' deficiencies in research skills, challenges in the research process, and issues related to supervision and departmental support (Ssegawa & Rwelamila, 2009; Ezebilo, 2012; Sakurai et al., 2012) Factors such as supervision schedules, student interest, and access to research resources significantly impact the timely completion of research and theses (Ngozi & Kayode, 2014) Ultimately, the interpersonal relationship between supervisors and students, along with the supervisor's style, is crucial for the success of postgraduate programs (Marsh, Rowe & Martin, 2002; Armstrong, 2004).
Allen, Day & Lentz, 2005; Mainhard, Rijst, Tartwijk & Wubbels, 2009; Ruhani, 2012).
Research gap
In Vietnam, research about the relationship between supervisor’s interpersonal style and postgraduate student’s skill development and research satisfaction is still limited So far, the
Research by Tran (2013) highlights limitations in skill development within higher education in Vietnam, emphasizing the necessity for enhancing soft skills The study points to a centrally controlled curriculum and traditional teaching methods, which contribute to student passivity, as barriers to bridging the gap between academic learning and workplace readiness Additionally, further empirical research by Tran supports these findings.
Swierczek (2009) explored the factors affecting graduate skill development in the workplace, focusing on employer needs and the competencies of graduates from the students' perspective In contrast, Marsh et al (2002) viewed skill development during the supervisory process as the enhancement of generic skills.
Despite numerous global studies examining the factors influencing postgraduate quality, there is a notable lack of research focusing on how a supervisor's interpersonal style affects the development of research skills in postgraduate students This gap highlights the need to explore the implications of supervisory styles on research satisfaction and overall quality of life for students Most existing studies tend to address these concepts in isolation (Marsh et al., 2002; Mainhard et al., 2009; Y.K Lee, Kim, K.H Lee & Li).
The role of students' self-determination and autonomous motivation during their thesis work is often overlooked in the supervisory process, particularly in Vietnam, where research on this topic is limited While studies by Tran (2013) and Tran and Swierczek (2009) indicate that school activities and part-time experiences significantly enhance students' skill development, they primarily focus on the relationship between postgraduate skill development in the workplace and the competencies relevant to the working environment.
The existing research focuses on university students and employers, leaving a gap in understanding the perspectives of postgraduate students It is essential to investigate how these students perceive the development of research skills and their satisfaction with the research outcomes achieved through their postgraduate thesis work.
Research objectives
This study aims to identify key factors influencing student skill development during the supervision process, focusing on the impact of supervisors' interpersonal styles on research skill development, research satisfaction, and quality of life among postgraduate students in Vietnam Additionally, it explores how students' intrinsic motivation moderates the relationship between supervisors' interpersonal styles and skill development.
1 The relationship between research satisfaction and quality of life
2 The relationship between skill development and research satisfaction
3 The relationship between supervisor’s interpersonal style and skill development
4 The relationship between supervisor’s interpersonal style and research satisfaction
5 The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with a low level of intrinsic motivation
Research scope
This thesis focuses on Master's students who are currently working on their postgraduate thesis after completing the MBA program, leveraging their extensive experience in supervisory processes and research completion Ho Chi Minh City, being one of Vietnam's largest cities and a hub for numerous universities and scientific research institutions, serves as the survey location for this study The research primarily targets MBA students from four universities in Ho Chi Minh City, including the University of Economics.
Ho Chi Minh City, University of Economics and Law, Ho Chi Minh City University of
Research significance
This thesis explores the relationship between postgraduate students and their supervisors, focusing on effective supervisory styles that enhance student satisfaction The author aims to provide insights into students' feedback on supervisors' interpersonal styles to improve supervision quality While communication between students and supervisors is often open, this research offers a structured approach to understanding their relationship, revealing insights that may not emerge in informal discussions Additionally, identifying preferred supervisory styles can aid in better matching supervisors with students This study is crucial for universities and research institutions, as it can inform program development and foster an environment where evaluating postgraduate experiences is standard practice Ultimately, understanding the factors that influence student skill development, research satisfaction, and overall happiness can help institutions implement strategies to alleviate tensions in supervisor-student relationships and enhance the quality of postgraduate research supervision.
Research Structure
This thesis includes five chapters:
This chapter presents the research background of this study as well as the research gap, research objectives, research scope, research significance, and research structure
Chapter 2: Literature review and hypotheses
This chapter presents a conceptual model while synthesizing theories from the literature on five key constructs: quality of life, research satisfaction, skill development, supervisors' interpersonal styles, and intrinsic motivation.
Thus, the definition and the literature review of the above constructs are presented, and hypotheses are proposed respectively
This chapter outlines the research design and methodology, detailing the processes involved in testing the hypotheses It emphasizes the implementation of a research procedure that integrates both qualitative and quantitative research approaches.
Chapter 4: Data analysis and results
This chapter is designed to present the data analysis progress and findings of data analysis Accordingly, this chapter includes three main parts: descriptive analysis, measurement assessment, and hypotheses testing
Chapter 5: Conclusions, Implications, and Limitations
The final chapter summarizes key conclusions and discusses the findings and their implications derived from earlier chapters It also highlights the limitations of the study and suggests areas for future research.
LITERATURE REVIEW AND HYPOTHESES
Quality of life and research satisfaction
Quality of life is a complex concept and it has been evaluated in a variety of ways
Veenhoven (as cited in Aydin, 2012) defines overall happiness as the extent to which an individual judges the overall quality of his life as “whole favorably” Further, Khoshnam,
Ghamari and Gendavani (2013) posited that happiness encompasses two key dimensions: social behaviors and inner satisfaction, contributing to a sense of joy They emphasized that happiness plays a crucial role in fostering mental health, enhancing social relationships, and enabling individuals to achieve their personal goals In this study, quality of life is defined as the overall satisfaction with life, as noted by Nguyen and Nguyen (2012).
Likewise, satisfaction has been largely defined and measured in different ways over the years The concept of satisfaction is understood differently in individual relative context
Respectively, job satisfaction is defined as “a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences” (Locke, as cited in Lee et al., 2012)
Learning satisfaction refers to the degree of contentment learners feel regarding their educational experiences and outcomes (Ko, 2012) It generally reflects how well an individual's needs and aspirations are fulfilled (Küskü, 2001) In this study, research satisfaction is defined as the positive emotional state resulting from the development of research skills during the supervisory process, as noted by Lee et al (2012).
Numerous studies have established a link between job satisfaction and overall quality of life (Iverson & Maguire, 2000; Gavin & Mason, 2004) Individuals who find joy in their work often report higher levels of life satisfaction, as their contentment in various life domains, particularly in their professional lives, significantly influences their overall well-being (Sirgy, as cited in Nguyen & Nguyen, 2012).
Research indicates a connection between satisfaction and enduring happiness or quality of life (Khoshnam et al., 2013) Therefore, the author proposes the following hypothesis in this study:
Hypothesis 1: Research satisfaction has a positive impact on quality of life.
Skill development
Skill development has been measured as a part of academic achievement and defined as development of generic skills (Marsh et al., 2002) or soft skills to be efficient for workplace
(Tran & Swierczek, 2009) Actually, there are numerous definitions of skill development
Transferable skills, often referred to as soft skills, core skills, key skills, generic skills, basic skills, cross-curricular skills, or employability skills, play a crucial role in personal and professional development (Tran, 2013; Hager & Holland, 2006) These skills are also commonly known as competencies.
In contemporary life, the terms 'capacities' and 'abilities' are increasingly recognized as essential qualities (Tran, 2013, p 633) This study, following the framework established by Marsh et al (2002), views skill development as a collection of generic skills aimed at enhancing students' research capabilities.
Research indicates that the enhancement of generic skills—such as problem solving, analysis, communication, application, collaboration, and self-regulation—significantly predicts students' reported levels of course satisfaction at university (Lizzio, Wilson &).
Research by Zeng, Webster, and Ginns (2013) indicates that students' perception of skill development during postgraduate supervision significantly contributes to their overall satisfaction with the research experience.
Hypothesis 2: Skill development has a positive impact on research satisfaction.
Supervisor’s interpersonal style
Interpersonal style has been widely studied in education (Frymier & Houser, 2000;
Interpersonal style, rooted in the psychology of interpersonal relationships, is defined as a systems approach to communication (Marsh et al., 2002; Armstrong, 2004; Perry, Fisher & Koul, 2005).
The systems approach to communication emphasizes the pragmatic effects of interactions among individuals (Watzlawick, Beavin & Jackson, as cited in Perry et al., 2005) In educational settings, this perspective highlights how students perceive their teachers' behaviors (Perry et al., 2005), indicating that communication between teachers and students is both relational and focused on content (Frymier & Houser, 2000).
Interpersonal perspective indicates that supervisor behavior not only conveys the content of the words being used, but also implies an intrinsic relationship communication
The concept of supervision is assessed through the dynamics between supervisors and students, highlighting two key features: the communicative systems approach and a model that outlines the relational aspects of supervisory behavior Researchers have utilized Leary’s general model for interpersonal relationships to effectively describe these relational aspects of supervisor behavior (Mainhard et al., 2009; Marsh et al.).
In the context of higher education, the relationship aspect of behavior is described in two dimensions and structured into smaller segments (Perry et al., 2005; Wubbels, Brekelmans, Brok & Tartwijk, 2006) Building on this framework, Mainhard et al (2009) further developed the model to enhance understanding of these dynamics.
Wubbels et al (2006) examine two key dimensions of interpersonal supervisor behavior: Influence and Proximity, highlighting eight distinct types of behavior, which include leadership, helpfulness, friendliness, understanding, granting students freedom and responsibility, uncertainty, dissatisfaction, admonishing, and strictness.
Gatfield (as cited in Mainhard et al., 2009) identifies four supervisory styles based on the dimensions of structure and support, each comprising five key behaviors The laissez-faire style, characterized by low structure and low support, grants students freedom and responsibility The pastoral style, which features high support and low structure, emphasizes understanding and friendliness The contractual style combines high support and high structure, focusing on leadership and helpfulness Lastly, the directorial style, marked by high structure and low support, embodies strict leadership This study adopts Gatfield's framework to explore five behaviors—leadership, helpfulness, understanding, granting freedom and responsibility, and strictness—that significantly influence students' research skill development.
Teachers vary in the interpersonal styles they reply on to teach and motivate students
Kyriakides, Creemers, and Antoniou (2009) found that teachers who use advanced types of behaviour are presented more effective for students’ achievement towards different subjects
A study on the contextual supervision model involving cooperating teachers and their teacher-interns in an extended-practicum program in Western Canada indicates a significant enhancement in the mentorship styles of cooperating teachers, aligning with the skill-specific developmental levels of their teacher-interns.
At the postgraduate level, mentoring relationships significantly enhance students' research skills, collaboration, and shared decision-making on projects Research indicates a strong correlation between skill development and supervisors' interpersonal styles, highlighting the importance of their role in the mentoring process.
Hypothesis 3: Supervisor’s interpersonal style has a positive impact on student’s skill development
Positive associations have been demonstrated between teachers’s interpersonal styles and students’ subject-related attitudes of enjoyment (Henderson, as cited in Perry et al., 2005;
Research indicates that teachers' interpersonal styles significantly influence students' enjoyment in learning environments For instance, Henderson's study on Biology classes in Australia revealed that these styles accounted for 33% of students' enjoyment, either alone or in conjunction with other factors Similarly, Perry et al (2005) found a strong correlation between teachers' interpersonal behavior and students' enjoyment in secondary science classes in India Furthermore, positive interpersonal relationships between supervisors and students are linked to better academic progress and higher student satisfaction, as noted by Ives and Rowley (2005).
Hypothesis 4: Supervisor’s interpersonal style has a positive impact on student’s research satisfaction.
Moderating effect of intrinsic motivation
Motivation plays a crucial role in understanding human behavior According to Ryan and Deci (2000), it can be assessed both quantitatively, reflecting an individual's enthusiasm for a specific task, and qualitatively, based on the beliefs that drive the initiation of that task.
Intrinsic motivation is the inherent human drive to learn and engage, categorized by Vallerand (as cited in Areepattamannil, Freeman & Klinger, 2011) into three types The first, intrinsic motivation to know, involves the desire to engage in activities that are enjoyable and fulfilling while learning or exploring new concepts The second type, intrinsic motivation to accomplish, focuses on the joy derived from creating and achieving new outcomes Lastly, intrinsic motivation to experience emphasizes the pleasurable sensations, both intellectual and physical, that individuals gain from engaging in activities for their own satisfaction This concept is a key component of self-determination theory and has garnered significant attention across various fields, including sports, education, work, and healthcare.
According to Karatepe (2014), intrinsic motivation is a key component of self-determination theory, where individuals who are intrinsically motivated typically possess an internal locus of control, are driven to achieve their goals, and exhibit a strong enthusiasm for learning new concepts.
Actually, advantages of intrinsic motivation have been demonstrated (Gagné & Deci,
2005; Hon, 2012; Khoshnam et al., 2013) For example, Gagné and Deci (2005) found that when individuals are autonomously motivated, they find their work absorbing and delightful
Intrinsically motivated employees voluntarily complete their work and exhibit traits such as open-mindedness, flexibility, and a readiness to adopt new knowledge and innovative decision-making approaches (Hon, 2012) Similarly, intrinsically motivated students achieve higher academic success, as they actively seek challenges and competition in their studies (Komarraju, Karau & Schmeck, 2009) and set creative goals to achieve their objectives (Khoshnam et al., 2013).
Weiss (2000) discovered that high school students who perceive a positive learning climate in physical education classes tend to develop greater self-determination, which in turn enhances their intrinsic motivation, effort, and persistence.
Areepattamannil et al (2011) also found that intrinsic motivation has a positive predictive effect on academic achievement for both the Indian immigrant adolescents in Canada and the
Indian immigrant adolescents in Canada tend to exhibit better school performance than their counterparts in India, primarily due to higher intrinsic motivation This study also posits a hypothesis regarding these differences.
Hypothesis 5: The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with a low level of intrinsic motivation.
Conceptual model
Figure There are total five hypotheses developed for this research:
H1: Research satisfaction has a positive impact on quality of life.
H2: Skill development has a positive impact on research satisfaction.
H3: Supervisor’s interpersonal style has a positive impact on s development
H4: Supervisor’s interpersonal style has a positive impact on student’s research satisfaction
H5: The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with motivation
Figure 2.1 Conceptual model are total five hypotheses developed for this research:
: Research satisfaction has a positive impact on quality of life
: Skill development has a positive impact on research satisfaction
: Supervisor’s interpersonal style has a positive impact on s
: Supervisor’s interpersonal style has a positive impact on student’s research
: The impact of supervisor’s interpersonal style on skill development is stronger for high level of intrinsic motivation than that of group with a low level of intrinsic
: Supervisor’s interpersonal style has a positive impact on student’s skill
: Supervisor’s interpersonal style has a positive impact on student’s research
: The impact of supervisor’s interpersonal style on skill development is stronger for low level of intrinsic
This chapter outlines the theoretical foundations of the model, highlighting the significant influence of a supervisor's interpersonal style on students' skill development and research satisfaction It emphasizes that enhanced skill development leads to greater research satisfaction and improved quality of life for students Additionally, the chapter addresses the moderating effect of intrinsic motivation in the supervisory process Five hypotheses are proposed for this research, with the following chapter focusing on the methodology for data analysis and hypothesis testing.
METHODOLOGY
Research design
This research was conducted in two phases: a qualitative study utilizing in-depth interviews and a quantitative study employing a main survey The entire process is visually represented in Figure 3.1.
The draft questionnaire was developed using established measurement scales, incorporating one second-order construct, which is the supervisor's interpersonal style, along with four first-order constructs: skill development, intrinsic motivation, research satisfaction, and quality of life.
The supervisor's interpersonal style is a second-order construct that includes five key components: leadership, helpfulness/friendliness, understanding, strictness, and student responsibility/freedom This framework is based on items adapted from Mainhard et al (2009) Specifically, six items were utilized to assess the supervisor's leadership from the supervisees' perspective, while the degree of helpfulness and friendliness was measured through items reflecting the support provided by supervisors Additionally, strictness was evaluated using five items that capture the level of understanding demonstrated by the supervisor.
The supervisor's interpersonal style is a second-order construct that includes five key dimensions: leadership, helping/friendly, understanding, strictness, and student responsibility/freedom According to Ainhard et al (2009), this style was assessed using specific items, with six items focused on the supervisor's leadership from the supervisees' perspective Additionally, six items evaluated the level of support provided by supervisors, reflecting the helping/friendly dimension Understanding was measured through various items, while strictness was assessed using five items that indicated the degree of understanding and discipline.
Supervisor’s interpersonal style was a second order construct comprising five leadership, helping/friendly, understanding, strict and student upervisor’s interpersonal style ainhard et al (2009) Specifically, six items addressing the supervisor’s
Six items assessing the level Understanding was measured by four items and strict was measured by five items reflecting the degree of understanding and
Page | 23 strictness of supervisors Lastly, four items referring the free level in decision-making under the perception of supervisees measured student responsibility/freedom
Table 3.1 Scale items of supervisor's interpersonal style
Supervisor's interpersonal style (adopted from Mainhard et al., 2009)
1 My supervisor gives thorough feedback on my research
2 My supervisor always explains comprehensibly when I ask something
3 My supervisor acts confidently when discussing my papers
4 My supervisor acts professionally during our meetings
5 My supervisor gives me a lot of advice
6 My supervisor gives me clear guidance
1 My supervisor anticipates possible misunderstandings between us
2 My supervisor reacts enthusiastically about my initiatives
3 My supervisor is someone I can rely on
4 My supervisor always cooperates, if I want something
1 My supervisor listens to me
2 My supervisor pays attention, if I have something to say
3 My supervisor shares my sense of humor
1 My supervisor is quick to criticize me
2 My supervisor is critical of my research
3 My supervisor demands a lot from me
4 My supervisor immediately corrects me if I do something wrong
5 My supervisor is strict when evaluating my progress
1 My supervisor follows my proposals
2 My supervisor is easily impressed by me
3 My supervisor lets me choose my own direction
4 My supervisor allows me to make my own decisions
Skill development was measured by five items, which was adopted from Marsh et al
(2002) Items of skill development reflect the generic skills to be nourished and achieved during thesis completion of students
Table 3.2 Scale items of skill development
Skill development (adopted from Marsh et al., 2002)
1 My research further developed my problem-solving skills
2 I learned to develop my ideas and present them in my written research
3 My research sharpened my analytical skills
4 Doing my own research helped me to develop my ability to plan my own work
5 As a result of my research, I feel confident about tackling unfamiliar problems
According to Karatepe (2014), intrinsic motivation was assessed using four key items that focused on students' autonomous motivation and their desire to engage in activities with enjoyment and satisfaction while learning and discovering new concepts.
Table 3.3 Scale items of intrinsic motivation
Intrinsic motivation (adopted from Karatepe, 2014)
1 I feel a great sense of personal satisfaction when I do my research well
2 When I perform my research well, it contributes to my personal growth and development
3 My research increases my feeling of self esteem
4 When I do research well, it gives me a feeling of accomplishment
Research satisfaction was adopted from Lee et al (2012) and measured by nine items – that was, to address overall satisfaction and happiness in the research process of the students
Table 3.4 Scale items of research satisfaction
Research satisfaction (adopted from Lee et al., 2012)
1 Most days, I have to force myself to do research
2 Most days, I am enthusiastic about my research
4 My research is pretty interesting
5 I find real enjoyment in my research
7 I am relaxed with my research
8 I feel fairly well-satisfied with my research
9 I am disappointed I ever look research
The quality of life was assessed using three items derived from the research of Nguyen and Nguyen (2012), which gauged respondents' agreement with statements regarding their overall life satisfaction.
Table 3.5 Scale items of quality of life
Quality of life (adopted from Nguyen & Nguyen, 2012)
1 Conditions of my life are excellent
2 I am satisfied with my life
3 I have gotten the important things I want in life
In this study, all these scales were measured by a five-point Likert scale from “1 strongly disagree” to “5 = strongly agree”
Qualitative study
3.2.1 The purpose of qualitative research
This study adapted measurement scales from previous research conducted by foreign authors to ensure their relevance in the context of a developing country like Vietnam Although these scales were previously available, it was crucial to modify them for this specific study.
Cultural and economic differences may create gaps when adapting scales to the Vietnamese context This qualitative research aimed to revise questionnaire items for suitability in Vietnam, ensuring clarity and making necessary adjustments In-depth interviews were conducted to confirm that the official questionnaire would be easily understood by respondents and effectively measure observed variables prior to the main survey launch.
The study involved a sample size of fourteen participants, selected from various postgraduate learning stages, including those currently working on their MBA thesis and those who have completed it within a specific timeframe Additionally, the participants represented different language backgrounds, with programs conducted in both English and Vietnamese.
Eight participants were male and six participants were female of different universities in Ho
Chi Minh City (refer Appendix A: Guidelines for In-depth interview)
3.2.3 The conduct of qualitative research
From June 5 to June 27, 2015, each participant was individually interviewed in various locations, including the schoolyard, library, and coffee shop The in-depth interview process was carried out in three distinct steps.
In the initial phase of the qualitative research, the researcher defined the objectives and identified the necessary information to be gathered Participants were asked, “How long have you done the thesis?” Their responses were recorded immediately to assess their research experience and perceptions This step not only prepared participants for the subsequent content but also enhanced the depth of their experiences, thereby increasing the overall value of the qualitative research.
In the second step, the researcher provided ten participants with the initial draft of the questionnaire, which had been translated from English to Vietnamese Each participant was asked to read the questionnaire and identify any confusing terms Additionally, the author sought to determine the suitability of the selected measurement scale for research in Vietnam All feedback and suggestions were documented to make necessary adjustments for clarity in the final version of the questionnaire.
In the third step, the researcher presented the final scale items to four new target respondents after conducting in-depth interviews in the second step, ensuring that they clearly understood the content.
3.2.4 The outcome of qualitative research
All participants had over three months of research experience, making them well-equipped to discuss their perceptions of the research supervisory process.
In the second step of the qualitative research, the researcher found that there appeared plenty of comments to modify the scales to be clearly understandable in Vietnam context
Certain scales were recommended for elimination due to their redundancy with other items, while some were replaced with more descriptive alternatives Additionally, some content was deemed unsuitable or unrealistic within the context of Vietnamese culture The guidelines for the in-depth interview were established accordingly.
In total, fourteen out of forty-six items from the theoretical measurement scales were eliminated following qualitative research, leaving thirty-two items to effectively measure five factors For detailed information, please refer to Table 3.6 and Appendix B: Final measurement scales.
In the third step of the qualitative research, the researcher provided thirty-two items to four new target respondents, ensuring they understood each item clearly This step was crucial to guarantee that participants in the main survey could comprehend the questionnaire effectively, leading to accurate responses.
No of items Name of items
Supervisor's interpersonal style (adopted from Mainhard et al., 2009)
My supervisor acts confidently when discussing my papers
My supervisor gives me a lot of advice
My supervisor anticipates possible misunderstandings between us
My supervisor is someone I can rely on
My supervisor shares my sense of humor
My supervisor is quick to criticize me
My supervisor lets me choose my own direction
01 Intrinsic motivation (adopted from Karatepe, 2014)
My research increases my feeling of self-esteem
Research satisfaction (adopted from Lee et al., 2012) Most days, I am enthusiastic about my research
I find real enjoyment in my research
I am relaxed with my research
I am disappointed I ever look research Total 14
Quantitative study
Basing on the final measurement scales after qualitative study, the questionnaire was designed in three sections as following (refer Appendix C: Questionnaire - English version and
The initial section of the survey focused on participants' research experiences, beginning with a consent form and a screening question to accurately identify the target audience The consent form detailed the researcher's information, the survey's purpose, the estimated time for responses, the importance of participation, and a commitment to privacy protection To ensure a uniform understanding of "doing research," a clear definition was provided at the start of the questionnaire The screening question asked, "Have you done a postgraduate thesis?" Participants were required to respond to this question before proceeding with the survey, and those who answered "Already complete" were prompted to specify the area of their completed thesis.
Participants were categorized based on their experience with postgraduate theses, with options including: a less than 1 year; b 1-2 years; c more than 2-3 years; and d over 3 years Those who indicated they were currently working on a postgraduate thesis were prompted to specify the duration of their work, with choices of a less than 3 months; b 3-6 months; and c more than 6 months Respondents who stated they had not yet begun their postgraduate thesis were deemed ineligible for the survey and were subsequently excluded from participation.
The second section examined the attitudes and perceptions of respondents during their thesis period To effectively capture the constructs' domain, all model variables were assessed using multiple items developed by previous researchers.
Specifically, supervisor's interpersonal style was measured by five components, totally seventeen items of Mainhard et al (2009) Continuously, five items of Marsh et al (2002),
The study utilized a comprehensive questionnaire consisting of 32 items to assess various constructs, including skill development, intrinsic motivation, research satisfaction, and quality of life Specifically, skill development was evaluated using three items from Karatepe (2014), while intrinsic motivation was measured through three items Research satisfaction was assessed with four items based on Lee et al (2012), and quality of life was gauged using three items from Nguyen and Nguyen (2012) To minimize response bias, the names of the concepts were omitted from the questionnaire.
The third section provided essential background details, including respondents' gender, the language of instruction in their postgraduate programs, their chosen majors, the universities attended, the frequency of meetings with supervisors, and the primary communication methods used with supervisors This information was utilized to categorize and compare different groups of respondents.
3.3.2 The purpose of quantitative research
Following the modification of the questionnaire, the primary survey was executed using the adjusted version to gather data for testing the measurement and hypothesized models The ultimate goal was to generalize findings from the sample to the broader population, allowing for interpretations regarding various characteristics, attitudes, and behaviors within that population.
In Ho Chi Minh City, a convenience sampling approach was utilized, focusing on MBA students who were either in the process of completing their postgraduate thesis or had already finished the MBA program, and who possessed significant experience in supervisory roles The study employed a self-administered survey that measured five factors and 32 variables using a five-point Likert scale, ranging from "strongly disagree" (=1) to "agree" (=4).
To ensure statistical significance, a sufficiently large sample size is essential Hair, Black, Babin, and Anderson (2010) indicate that the minimum sample size required for effective statistical analysis should be at least five.
Page | 31 times of number of variables, but not less than 100 Respectively, the minimum sample size was determined by equation: n2*50 observations
To achieve a sample size exceeding 200 for Structural Equation Modelling (SEM), the author employed both indirect and direct methods for data collection, primarily utilizing electronic mail through Google surveys The International School of Business and the author's MBA classmates from various universities assisted in compiling a list of email addresses for postgraduate students Consequently, 600 questionnaires were distributed via email to MBA students across four universities in Ho Chi Minh City, Vietnam.
University of Economics Ho Chi Minh City, University of Economics and Law, Ho Chi Minh
Participants from City University of Technology and Open University were invited to complete a questionnaire via email A reminder email was sent ten days later to encourage participation and express gratitude to those who had already responded.
Data collection was conducted both weekday and weekend during six weeks from July 17,
2015 to August 24, 2015 Besides, by convenient sampling method, 100 paper questionnaires were delivered to some friends of the researcher and some MBA classes to collect data
The Statistical Package for Social Science version 22 (SPSS 22) and the Analysis of Moment Structures (AMOS 22) were used to analyze the data The Cronbach’s alpha,
Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were utilized to assess the reliability and validity of the measurement model, leading to the removal of any unsatisfactory items due to low fitness The theoretical model was then analyzed using Structural Equation Modeling (SEM), a statistical technique that examines the interrelated relationships among multiple dependent and independent constructs simultaneously Furthermore, the study aimed to investigate the moderating effects within the model.
Page | 32 effect, a multi-group analysis in SEM was conducted to evaluate if values of parameters varied across categorical variable
This study focused on five key constructs: the supervisor's interpersonal style, skill development, intrinsic motivation, research satisfaction, and quality of life Notably, the interpersonal style, along with its components, was identified as an exogenous variable, while the other four constructs were classified as endogenous variables.
This chapter outlines the methodology employed in this study to evaluate the conceptual model, which was structured in two phases: the initial phase involved qualitative research through in-depth interviews, while the subsequent phase focused on quantitative research via a main survey Additionally, the methods for data collection and analysis were detailed The following chapter will present the results derived from the quantitative survey data analysis.
DATA ANALYSIS AND RESULTS
Data collection
A total of 293 responses were collected, resulting in a response rate of approximately 42 percent Out of these, only 234 responses were deemed qualified for data analysis, as 59 responses were excluded—37 because the respondents had not yet completed their postgraduate thesis and 22 due to invalid answers, such as selecting the same option for all questions, missing responses, or providing overlapping answers Ultimately, 234 valid questionnaires were utilized for this research, which meets the minimum sample size requirements outlined in chapter 3.
Table 4.1 Source of data collection
Source Distributed Collected Response rate Eliminated Valid
Sample characteristics
The data analysis was conducted using the SPSS statistical software, incorporating a total of 234 responses The demographic results, summarized in Table 4.2, revealed that 64.1% of supervisees had completed their postgraduate thesis, while 35.9% were still in the process of completing it Additionally, 25.6% of respondents had completed their postgraduate thesis within the last year.
In a recent survey, 15.4% of respondents completed their postgraduate thesis in one to two years, while 9% took two to three years, and 14.1% exceeded three years Among those currently working on their thesis, 18.8% reported being in the process for three to six months, 9.8% for less than three months, and 7.3% for over six months.
The data revealed a nearly even gender distribution among participants, with males representing 56% and females 44% Additionally, the analysis indicated a balanced use of languages in the postgraduate program, with English at 48.3% and Vietnamese closely following.
The equal representation of gender and language in the postgraduate program contributed to minimizing bias in the analysis results Notably, business administration emerged as the predominant major, accounting for 51.7% of the program, while Finance and Accounting comprised 25.2%, with other fields making up the remainder.
23.1% Similar to major in postgraduate program, University of Economics Ho Chi Minh City occupied a half-half ratio (54.3%) and the rest sample distributed unequally for other
A study on the frequency of meetings with supervisors revealed that the majority of respondents, 55.1%, met with their supervisors once a month Additionally, 32.1% reported meeting their supervisors once or twice a month, while 12.8% indicated they met twice a month.
Lastly, primary means of communication with supervisor by email was dominant with 55.6% while by meeting directly occupied 42.7% and by phone ranged at 1.7% of total sample
Table 4.2 Respondents’ characteristics Demographic profile Category Frequency Percent (%)
Have been doing postgraduate thesis
Language used in postgraduate program
University of Economics Ho Chi Minh City 127 54.3
University of Economics and Law 38 16.2
Primary means to communicate with supervisor
Cronbach’s Alpha coefficient of reliability test
A crucial aspect of data analysis is verifying the reliability of items used to measure the research concept To assess and ensure the internal consistency of these measurement items, Cronbach’s Alpha (α) was utilized.
Specifically, Cronbach’s Alpha test helped to remove unstandardized scale items if has The author applied the rule of thumbs from George and Mallery (2003) as the criteria in this research:
Table 4.3 Cronbach’s Alpha Rule of thumb Cronbach's alpha (α) Internal consistency α ≥ 0.9 Excellent
In addition to Cronbach’s alpha, the corrected item-total correlation is a crucial metric for assessing item consistency within a construct This test identifies items that may not align with the overall characteristics of the scale, allowing for the purification of the measure by removing unsatisfactory items before factor analysis An item is considered a strong contributor to the total rating if its correlation with the total of other items exceeds 0.3, as suggested by Nunnally & Bernstein (Nguyen, 2007) Conversely, items with a correlation below 0.3 should be eliminated due to their weak association with the scale Furthermore, the Cronbach's Alpha if Item Deleted metric indicates the effect of removing specific items on the overall reliability, with items being excluded if their removal results in a higher Cronbach’s alpha.
The results of reliability test for each construct in the model was summarized in the table below:
Table 4.4 Cronbach’s Alpha coefficients for each measurement scale – first round
Item Deleted Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted Leadership (L): Cronbach’s Alpha =0.932
Helping/friendly (HF): Cronbach’s Alpha =0.874
Student responsibility/freedom (SR): Cronbach’s Alpha =0.896
Table 4.4 Cronbach’s Alpha coefficients for each measurement scale – first round (continue)
Item Deleted Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted Skill development (SD): Cronbach’s Alpha =0.890
Research satisfaction (RS): Cronbach’s Alpha =0.881
Quality of life (QL): Cronbach’s Alpha =0.848
Intrinsic motivation (IM): Cronbach’s Alpha =0.889
The results on Table 4.4 demonstrated that item STR4 should be deleted because the Cronbach's Alpha if Item Deleted of this item listed above was higher than the Cronbach’s
Alpha After excluding this item, the data was better and the below table shown the re- analyzed result without item STR4
Table 4.5 Cronbach’s Alpha coefficients for each measurement scale – final round
Item Deleted Scale Variance if
Item Deleted Corrected Item-Total
Correlation Cronbach's Alpha if Item Deleted Leadership (L): Cronbach’s Alpha =0.932
Helping/friendly (HF): Cronbach’s Alpha =0.874
Student responsibility/freedom (SR): Cronbach’s Alpha =0.896
Skill development (SD): Cronbach’s Alpha =0.890
Research satisfaction (RS): Cronbach’s Alpha =0.881
Quality of life (QL): Cronbach’s Alpha =0.848
Intrinsic motivation (IM): Cronbach’s Alpha =0.889
The analysis in Table 4.5 reveals that all items exhibit a Cronbach’s alpha greater than 0.8, indicating strong internal consistency Additionally, the Corrected Item-Total Correlation for all observed variables exceeds 0.6, surpassing the standard threshold of 0.3 Therefore, these findings confirm that the scales possess high reliability, and no further items need to be removed to enhance this consistency.
The Cronbach’s alpha value indicates that the scales were well-designed, ensuring that respondents had a clear understanding of the questions This clarity is attributed to the comprehensive qualitative research conducted prior to the main survey.
Exploratory Factor Analysis (EFA)
After conducting the reliability test, Exploratory Factor Analysis (EFA) using principal axis factoring with promax rotation was employed to verify the accuracy of the assumed groupings and to analyze how a substantial set of items clustered together (Leech, Barrett & Morgan, 2005) EFA effectively reduced the number of variables, allowing for their reorganization into relevant groups before proceeding to more in-depth analysis.
Exploratory Factor Analysis (EFA) was performed, with the KMO test indicating applicability when the KMO value ranges from 0.5 to 1 (Nguyễn Đình Thọ, 2013) Additionally, Bartlett’s test revealed a significant level below 0.05, confirming the correlation among the observed variables (Nguyễn Đình Thọ, 2013) The KMO measure of sampling adequacy in this survey suggested that the sample was suitable for factor analysis.
The KMO value of 0.892 and a significant p-value of less than 0.05 confirm the sample's suitability for factor analysis Additionally, the total variance explained was 69.803%, indicating that over half of the variance can be attributed to eight distinct factors.
(refer Appendix E: KMO; Bartlett's Test and Total Variance Explained)
The pattern matrix has achieved perfection, showing no signs of cross-loading The remaining items have been successfully categorized into eight distinct groups, corresponding to the eight factors outlined in the theoretical model, as illustrated in Table 4.6 After rotation, the items within each construct continue to cluster in a single component with strong loadings, maintaining clear separation without mixing.
Page | 41 remained component All factor loadings were higher than acceptable level that is 0.5 (Nguyễn Đình Thọ, 2013) This showed that the items of each construct were very well conceptualized
Extraction Method: Principal Axis Factoring
Rotation Method: Promax with Kaiser Normalization
Confirmatory Factor Analysis (CFA)
Confirmatory Factor Analysis (CFA) was performed using Amos 22 to evaluate the measurement instrument Once the measurement model demonstrated adequate fit to the sample data, confidence in the findings regarding the hypothesized structural model increased Furthermore, the results of the CFA effectively assessed the construct reliability and validity of the measurement instrument.
CFA is an effective method that operates with fewer assumptions and provides significant advantages, such as measuring the overall fitness of a model using the Chi-square goodness of fit test It also evaluates convergent and discriminant validity through the Chi-square difference test, factor loading sizes, and trait correlation estimates Following the exploratory factor analysis (EFA), which investigates the relationships and groupings of factors based on inter-variable correlations, CFA is applied to confirm the extracted factor structure.
The CFA method was utilized to assess the fit of the research model with the data gathered from the questionnaire The author employed specific criteria for model fit analysis, referencing established guidelines from Byrne (2001), Kline (2005), and Hair et al.
Table 4.7 Key goodness-of-fit indices Key indices Level of acceptable fit Chi-square/df (Cmin/df) < 3 good; < 5 sometimes permissible Comparative Fit Index (CFI)
Goodness-Of-Fit Index (GFI) good fit acceptable Root Mean Square Error
The path diagram as Figure 4.5 proposed that the statistic of model fit was satisfied the requirement: Chi-square/df: 1.401 < 3; GFI: 0.873 > 0.8; TLI: 0.964 > 0.9; CFI: 0.968 > 0.9;
RMSEA: 0.041 < 0.05 All standardized factor loadings emerged high (>0.6), exceeding the minimum criterion of 0.4 following Ford et al (as cited in Ryu, Han & Jang, 2010)
Figure 4.5 Confirmatory factor Analysis (Standardized estimates)
According to Hair et al (2010), reliability encompasses two types: internal consistency reliability and construct reliability Internal consistency reliability is assessed using Cronbach’s alpha, which indicated that all items and factors fell within good to excellent ranges Construct reliability, on the other hand, is measured by composite reliability, calculated using the Stats Tools Package in Excel As shown in Table 4.8, the composite reliability values for all constructs ranged from 0.836 to 0.895, meeting the desired standards.
Convergent validity suggests that observed variables are strongly correlated within their respective factors, effectively explaining the latent factor A key measure of this validity is the Average Variance Extracted (AVE), which was calculated using the Stats Tools Package in Excel As shown in Table 4.8, all AVE values exceeded the recommended threshold of 0.5 (Hair et al., 2010), confirming that the constructs achieved convergent validity.
Discriminant validity indicates that variables do not correlate more strongly with those outside their parent factor than with those within it, ensuring that the latent factor is best explained by its own observed variables As demonstrated in Table 4.8, the Average Variance Extracted (AVE) values were typically higher than the shared variance among construct pairs, providing evidence of the construct's discriminant validity (Fornell & Larcker).
Larcher, as cited in Ryu et al., 2010)
Table 4.8 Construct correlations, squared correlations and AVE
Supervisor’s interpersonal style (SIS) AVE Composite reliability (CR)
Note: all correlations were significant at 0.05 level.
Structural Equation Modeling (SEM)
After conducting Confirmatory Factor Analysis (CFA), the final phase of data analysis involved Structural Equation Modelling (SEM) This step aimed to evaluate the validity of the hypotheses outlined in the literature review.
The SEM analysis demonstrated that the theoretical model adequately fit the data The measurement model's fitness is detailed in Table 4.9, while Table 4.10 presents the unstandardized structural coefficients Additionally, Figure 4.6 illustrates the standardized structural coefficients.
Table 4.9 Fitness of conceptualized Model
Key indices Level of acceptable fit Current value Result Chi-square/df (Cmin/df) < 3 good; < 5 sometimes permissible 1.406 Good
Comparative Fit Index (CFI) 0.967 Good
Tucker & Lewis Index (TLI) 0.964 Good
Goodness-Of-Fit Index (GFI) good fit acceptable 0.873 Acceptable
Approximation (RMSEA) < 0.05 good; 0.05 – 0.1 moderate 0.042 Good
Based on the result indicated above, the theoretical model had a good fit to the data
Simultanuosly, there were four good measurements index including Chi and RMSEA while there was one
Figure 4.6 Structural results (standardized estimates)
Based on the result indicated above, the theoretical model had a good fit to the data
Simultanuosly, there were four good measurements index including Chi-square/df , TLI, CFI and RMSEA while there was one index satisfied value which was GFI nstandardized Regression Weights (SEM)
Based on the result indicated above, the theoretical model had a good fit to the data square/df , TLI, CFI
The results supported four hypotheses (hypotheses H1, H2, H3, and H4) According to Unstandarized Regression Weight at Table 4.10, all p-values were less than 0.01 Moreover,
Standardized Regression Weights was used to analyze the strength of each hypothesis
The supervisor's interpersonal style significantly enhances skill development, surpassing other influences Hypothesis 1 (H1) highlights a significant relationship between research satisfaction and quality of life.
The study found strong support for the hypotheses tested Hypothesis 1 (H1) demonstrated a significant relationship with a path coefficient of \$\beta = 0.399\$ (p < 0.001) Hypothesis 2 (H2) revealed a significant connection between skill development and research satisfaction, with a path coefficient of \$\beta = 0.415\$ (p < 0.001) Hypothesis 3 (H3) showed a robust relationship between the supervisor's interpersonal style and skill development, indicated by a path coefficient of \$\beta = 0.580\$ (p < 0.001) Lastly, Hypothesis 4 (H4) confirmed a significant relationship between the supervisor's interpersonal style and research satisfaction, with a path coefficient of \$\beta = 0.281\$ (p < 0.01) A summary of the hypothesis testing results is provided in the table below.
Table 4.11 Summary of hypotheses testing result
Hypotheses Standardized estimate P- value Testing result H1 Research satisfaction has a positive impact on quality of life 0.399 *** Supported
H2 Skill development has a positive impact on research satisfaction 0.415 *** Supported
H3 Supervisor’s interpersonal style has a positive impact on skill development 0.580 *** Supported
H4 Supervisor’s interpersonal style has a positive impact on research satisfaction 0.281 ** Supported
Testing the moderating effect of intrinsic motivation
Multigroup analysis in AMOS was performed to examine the moderating effect of intrinsic motivation and to determine if parameter values differed across categorical variables (Kline, 2005) Two groups based on intrinsic motivation were established: a high intrinsic motivation group, consisting of respondents with scores above the median of 4, and a low intrinsic motivation group, comprising those with scores below the median The median was calculated from three items of intrinsic motivation using descriptive statistics in SPSS.
Two structural models were evaluated to understand the relationship between a supervisor's interpersonal style and skill development Model 1 proposed that this relationship varies between two groups (the variance model), while Model 2 suggested that the relationship remains consistent across both groups (the partial invariance model) In both models, the impact of intrinsic motivation was controlled by applying equality constraints across the subgroups.
The result for multi-group of variance model of high intrinsic motivation and low intrinsic motivation exhibited that, Chi-square = 939.495; df = 682: p-value = 0.000;
CMIN/df = 1.378; CFI = 0.930; TLI = 0.923; RMSEA = 0.040 The result of partial invariance model presented that, Chi-square = 955.320; df = 686: p-value = 0.000; CMIN/df
= 1.393; CFI = 0.927; TLI = 0.920; RMSEA = 0.041 The estimation of both variance and partial invariance models fit the data
Table 4.12 Difference between variance and partial invariance model Comparative model Chi-square Df P-value CMIN/df CFI TLI RMSEA
The chi-square difference test yielded a statistically significant p-value of 0.0033, indicating a notable difference in the effects of supervisors' interpersonal styles on skill development between groups with low and high intrinsic motivation Specifically, the impact on the low intrinsic motivation group was lower (\( \beta = 0.294, p < 0.05 \)) compared to the high intrinsic motivation group (\( \beta = 0.606, p < 0.05 \)) This suggests that intrinsic motivation plays a moderating role in the relationship between supervisors' interpersonal styles and student skill development.
Table 4.13 Estimating for moderating effects of intrinsic motivation
Low intrinsic motivation High Intrinsic motivation Unstandardized estimate P- value Unstandardized estimate P- value Supervisor’s interpersonal style skill development 0.294 *** 0.606 ***
This chapter summarizes the findings from the data analysis conducted during the quantitative phase of the thesis, detailing the demographic characteristics of the sample One measurement scale item was removed after reliability testing Ultimately, both the reliability and validity tests confirmed that the measurement scales were appropriate for assessing each construct.
In addition, convergent and discriminant validity of each construct were also confirmed
The structural model results from the SEM analysis demonstrated a strong fit, confirming the statistical significance of all five hypotheses Notably, intrinsic motivation was identified as a moderating factor in the relationship between a supervisor's interpersonal style and skill development, with a more pronounced impact observed in groups exhibiting high intrinsic motivation compared to those with low intrinsic motivation.
The next chapter would discuss conclusions and discussion of the findings as well as its implications and limitations
CONCLUSION, IMPLICATIONS, AND LIMITATIONS
Conclusions and discussion of the findings
This research explores the interconnectedness of supervisors' interpersonal styles, skill development, research satisfaction, quality of life, and intrinsic motivation While previous international studies have examined these constructs individually, research in Vietnam has primarily focused on skill development as a single determinant of postgraduate quality Notably, earlier studies have highlighted limitations in skill development within Vietnam's higher education system and emphasized the need for better alignment between academic learning and workplace requirements (Tran, 2013) Additionally, factors such as school activities and part-time work experiences have been identified as influential in graduate skill development (Tran & Swierczek, 2009).
Measuring various aspects of postgraduate quality is crucial, and this study examines the overall impact of research completion It builds on previous research by focusing on how a supervisor's interpersonal style influences a student's research skill development, as well as the resulting effects on research satisfaction and quality of life The research objectives were successfully met, with all proposed hypotheses being supported by the findings.
This study consists of two phases: a qualitative phase involving in-depth interviews and a quantitative phase featuring a main survey The qualitative research includes interviews with fourteen participants from the MBA research program, representing various postgraduate learning statuses and languages used in MBA studies This phase aims to assess the clarity of the questionnaire and make necessary adjustments prior to the main survey.
The main survey was launched to ensure the official questionnaire was easily understood by respondents A quantitative study utilized a nonprobability sampling technique, specifically a convenient sampling approach, along with self-administered surveys The author employed both indirect methods via electronic mail using Google surveys and direct methods through hard copies to reach 700 MBA students in Ho Chi Minh City, either currently working on their postgraduate thesis or who have already completed their Master's program The response rate was 42%, resulting in 234 valid questionnaires for the research.
The Statistical Package for Social Science version 22 (SPSS 22) and the Analysis of Moment Structures (AMOS 22) are used to analyze the data The Cronbach’s alpha,
Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) are utilized to assess the reliability and validity of the measurement model, while Structural Equation Modeling (SEM) is applied to evaluate the theoretical model Additionally, a multi-group analysis is conducted to enhance the robustness of the findings.
SEM is also conducted in order to investigate the moderating effect As presented in chapter 4, the result of Structural Equation Modeling (SEM) has supported all hypotheses
H1: Research satisfaction has a positive impact on quality of life
Research satisfaction reflects the positive emotional state resulting from successfully completing a thesis and developing research skills during supervision This study identifies various levels of enjoyment associated with conducting research The findings demonstrate that research satisfaction significantly enhances overall life satisfaction among postgraduate students in Vietnam This aligns with previous studies indicating a connection between job satisfaction and quality of life, suggesting that individuals who find joy in their work experience greater overall life satisfaction.
(Nguyen & Nguyen, 2012) because life satisfaction is impacted by satisfaction with life domains, including work and research
H2: Skill development has a positive impact on research satisfaction
Skill development encompasses the enhancement of essential skills such as problem-solving, idea generation, written research presentation, analytical abilities, work planning, and addressing unfamiliar challenges Research indicates a significant correlation between skill development and research satisfaction, aligning with the findings of Lizzio et al (2002) and Zeng et al.
(2013) Accordingly, most of Vietnamese postgraduate students perceive that the achievement of skill development along with their research degree experiences make them satisfy during doing research or thesis
H3: Supervisor’s interpersonal style has a positive impact on student’s skill development
In this research, supervisor’s interpersonal style is supervisor behavior, which not only indicates the contents of words being used in communication but also an intrinsic relationship
Respectively, supervisor’s interpersonal style is measured by five components including leadership, helping/friendly, understanding, strict and student responsibility/freedom
Leadership styles are evaluated from the perspective of supervisees, focusing on the supervisor's approach Items related to a helping or friendly style measure the support provided by supervisors Additionally, understanding and strictness items gauge the supervisors' level of comprehension and enforcement.
Responsibility and freedom in decision-making are perceived by supervisees as crucial elements in the supervisory process In Vietnam, research indicates that a supervisor's interpersonal style significantly influences the development of students' research skills This aligns with findings from previous studies conducted in similar contexts, such as those by Ralph (2003) and Mainhard et al (2009).
The impact of a supervisor's interpersonal style on the development of research skills among Vietnamese postgraduate students is significant However, their perceptions of the teacher-student relationship differ from those in other countries, as evidenced by the removal of nine out of twenty-five measurement items during qualitative and quantitative studies.
Page | 53 perception might be explained by Vietnamese culture In Western countries, teachers are facilitators of students, and assisting students in establishing their own way of learning In
In Vietnam, the influence of Confucianism creates a hierarchical teacher-student relationship, where teachers are viewed as authoritative figures embodying knowledge This high social status can hinder open communication, making it challenging for teachers to connect with students as friends Consequently, students often feel a mix of respect and nervousness, which can prevent them from forming strong relationships with their teachers.
H4: Supervisor’s interpersonal style has a positive impact on student’s research satisfaction
The SEM results indicate a strong correlation between a supervisor's interpersonal style and graduate students' research satisfaction, aligning with Ives and Rowley's (2009) findings Graduate students often face challenges in their research, highlighting the critical importance of effective supervision When supervisors provide comprehensive feedback, clear guidance, and reasonable strictness, it significantly enhances students' enjoyment and motivation, ultimately leading to successful thesis completion This study underscores the importance of the supervisory relationship and styles in fostering student satisfaction throughout their academic journey.
H5: The impact of supervisor’s interpersonal style on skill development is stronger for group with a high level of intrinsic motivation than that of group with a low level of intrinsic motivation
Intrinsic motivation, a key component of self-determination theory, drives students to achieve and fosters a passion for learning This study identifies three aspects of intrinsic motivation, highlighting that students experience significant personal satisfaction when engaging in their educational pursuits.
Conducting thorough research significantly contributes to personal growth and a sense of accomplishment Autonomously motivated students often achieve higher academic success, as they find research engaging and rewarding Studies indicate that students with higher intrinsic motivation perform better than those with lower motivation levels Furthermore, intrinsic motivation enhances the relationship between a supervisor's interpersonal style and skill development, showing a stronger effect in highly motivated groups This aligns with previous research by Ferrer-Caja and Weiss (2000).
Managerial implications
This study examines the importance of the supervisory process in graduate studies and offers practical recommendations for university faculties The research findings provide valuable insights into effective research and supervision, highlighting their crucial role in successfully completing research projects.
Firstly, supervisors’ interpersonal style has been identified as the effective factor to Vietnam postgraduate students in terms of generic skill development and research satisfaction
Enhancing the supervisory approach can significantly improve the study process and increase graduate completion rates in Vietnam's universities and research institutions To achieve this, it is essential to develop appropriate strategies and activities that alleviate the inherent tension in supervisor-supervisee relationships, thereby elevating the quality of research supervision in postgraduate education Additionally, institutions should clearly define the expectations for effective supervisors and implement training programs that address these practices, ensuring they meet the research and supervision needs of students A preferred interpersonal style for supervisors includes providing thorough feedback and clear guidance.
Effective supervisors should set clear expectations and assess students' needs to foster a strong conceptual framework and research plan They must encourage students to write frequently, maintain regular communication, and provide high-quality feedback Additionally, inspiring and motivating students while closely monitoring the final production and presentation of their research thesis is essential for success.
The development of generic skills is crucial for postgraduate student satisfaction in Vietnam's universities and research institutions Enhancing communication and collaboration between supervisors and students can significantly improve these skills, which include problem-solving, idea development and presentation, analytical abilities, work planning, and addressing unfamiliar challenges An effective supervisor is essential for guiding students through their postgraduate studies.
Research satisfaction significantly enhances overall life satisfaction among postgraduate students in Vietnam The findings reveal that effective supervision directly influences research satisfaction and indirectly impacts the overall life satisfaction of Vietnamese supervisees Consequently, students who experience high levels of satisfaction during their research are more likely to have a positive outlook on life Therefore, universities and research institutes in Vietnam should prioritize this aspect when designing postgraduate programs and selecting supervisors for students.
In Vietnam, higher education has become increasingly accessible to students from diverse backgrounds and societal levels Therefore, it is essential for higher education institutions to consistently enhance their resources This focus on improvement aims to create a more student-oriented environment, enhancing students' perceptions of their educational experience, satisfaction with supervision, and overall research quality.
Page | 56 experience have become increasingly important This approach should be applied in order to enhance the postgraduate research studies.
Limitations and future research
This research remains some limitations for future study
First, the representative of sample is another concern The sample is collected based on nonprobability sampling technique - convenience sampling approach at four key universities in
Future research should utilize a probability sampling technique, specifically a simple random sampling approach, and expand the study to include universities in various cities and provinces across Vietnam This will improve the generalizability of the results, as Ho Chi Minh City alone does not adequately represent the entire population.
This research focuses exclusively on the perspectives of postgraduate students To gain a comprehensive understanding, it is essential to also gather supervisors' views on their own supervisory styles and preferences through a questionnaire Exploring these insights could enable university faculties to organize interactive seminars aimed at enhancing the quality of supervision for both students and supervisors.
The primary majors among respondents in the postgraduate program are business administration, finance, and accounting Future studies should expand the target demographic to include students in the natural sciences to gain deeper insights into their satisfaction with the supervision process during their research period.
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Appendix A: Guidelines for in-depth interview
Supervisor's interpersonal style (adopted from Mainhard et al., 2009)
My supervisor gives thorough feedback on my research
GVHD phản hồi sâu sắc về luận văn của tôi
GVHD thông tin chi tiết những nhận xét của GVHD về nghiên cứu của tôi
Modified: 4/10 respondents suggested to change
Vietnamese words "thorough" to be closer with Vietnamese context and added “supervisors’ comments” as specific feedback to be clearly understandable
My supervisor acts confidently when discussing my papers
GVHD nắm rõ nội dung khi thảo luận về luận văn của tôi Not applicable
Five out of ten respondents indicated that the content was similar to the statements "My supervisor gives thorough feedback on my research" and "My supervisor acts professionally during our meetings," leading to the suggestion for its elimination.
My supervisor acts professionally during our meetings
GVHD thể hiện rất chuyên nghiệp trong các buổi họp thảo luận
Cách hướng dẫn của Giáo viên trong các buổi gặp GVHD khá chuyên nghiệp
Modified: 3/10 respondents advised to revise the wording
“act” in Vietnamese to be more specific and closer with the context of supervisory in Vietnam
My supervisor gives me a lot of advice GVHD cho tôi rất nhiều lời khuyên Not applicable
Four out of ten respondents indicated that the statement "My supervisor gives me clear guidance" was more descriptive than "My supervisor gives me a lot of advice." As a result, the latter item was removed to enhance clarity and engagement.
My supervisor anticipates possible misunderstandings between us
GVHD lường trước được những bất đồng giữa chúng tôi Not applicable
Eliminated: 8/10 respondents stated that this content was not quite suitable and not realistic in Vietnamese culture, especially in the relationship between supervisor and supervisee Accordingly, this item was excluded
My supervisor reacts enthusiastically about my initiatives
GVHD phản ứng khá nhiệt tình với sáng kiến của tôi
GVHD ủng hộ sáng kiến của tôi
Modified: 3/10 respondents recommended to adjust Vietnamese words "reacts enthusiastically" to be closer with Vietnamese context and suitable with the construct
My supervisor is someone I can rely on GVHD là người tôi có thể trông cậy vào Not applicable
Eliminated: 6/10 respondents noted this was not suitable in the dimension
"helping/friendly" and this item had similar meaning to "My supervisor trusts me"
Subsequently, this item was excluded
My supervisor always cooperates, if I want something
Trong quá trình làm nghiên cứu, GVHD luôn hợp tác khi tôi cần
Trong quá trình làm nghiên cứu, GVHD luôn phản hồi khi tôi cần
Modified: 3/10 respondents proposed to adjust the Vietnamese wording to be clearer
My supervisor helps me GVHD giúp đỡ tôi Not applicable
All 10 respondents noted that the verbs "help" and "support" have similar meanings in Vietnamese They unanimously recommended removing the phrase "My supervisor helps me" and retaining "My supervisor supports me" as it provides a more accurate description.
My supervisor shares my sense of humor GVHD cùng hài hước với tôi Not applicable
Six out of ten respondents indicated that the content did not accurately represent the significant role of the supervisory process in Vietnam's postgraduate program and was not aligned with Vietnamese cultural norms, particularly regarding the supervisor-supervisee relationship The majority of participants recommended its removal.
My supervisor is quick to criticize me GVHD nhanh chóng chỉ trích tôi
GVHD góp ý nghiêm túc luận văn của tôi
Eliminated: 7/10 respondents suggested to adjust wording
"quick to criticize me" by
The feedback indicated that the phrase "critically comments on my research" was unclear and difficult to understand Upon revision, respondents noted that it closely resembled the statement "My supervisor is critical of my research," leading to the recommendation for its removal.
My supervisor is critical of my research
GVHD nghiêm túc về nghiên cứu của tôi
GVHD nghiêm túc khi hướng dẫn đề tài nghiên cứu của tôi
Modified: 3/10 respondents recommended to adjust
"critical of my research" by
"critical in guiding my research" to make the item clear in meaning
My supervisor lets me choose my own direction
GVHD để tôi chọn cách làm riêng của mình Not applicable
Seven out of ten respondents indicated that the content overlapped with the statement "My supervisor allows me to make my own decisions," and they suggested that this statement served as a more accurate descriptor.
Hence, the mentioned item was eliminated
Skill development (adopted from Marsh et al., 2002)
Doing my own research helped me to develop my ability to plan my own work
Làm luận văn đã giúp tôi phát triển khả năng của mình để có kế hoạch làm việc của riêng mình
Làm luận văn đã giúp tôi phát triển khả năng lập kế hoạch làm việc của mình
Modified: 5/10 respondents proposed to adjust the Vietnamese translation to be more coherent
As a result of my research, I feel confident about tackling unfamiliar problems
Kết quả từ việc làm luận văn, tôi cảm thấy tự tin khi giải quyết các vấn đề không quen thuộc
Việc làm luận văn giúp tôi tự tin hơn khi xử lý những vấn đề bất thường xảy ra
Modified: 5/10 respondents proposed to adjust the Vietnamese translation to be more coherent
Intrinsic motivation (adopted from Karatepe, 2014)
I feel a great sense of personal satisfaction when I do my research well
Tôi cảm nhận được cảm giác tuyệt vời là bằng lòng với chính mình khi làm luận văn tốt
Tôi cảm thấy bằng lòng với chính mình khi hoàn thành tốt luận văn
Modified: 6/10 participants indicated to revise the Vietnamese wording to be short but appropriate in meaning
My research increases my feeling of self esteem
Luận văn của tôi làm tăng nhận thức của tôi về lòng tự trọng
Eliminated: 8/10 respondents stated that this content was not related to the supervisory process and not suitable in the study context Likewise, the participants suggested to delete
Research satisfaction (adopted from Lee et al., 2012)
Most days, I have to force myself to do research
Hàng ngày, tôi buộc mình phải nghiên cứu
Thường ngày, tôi nhắc nhở mình phải hoàn thành nghiên cứu
Modified: 03/10 respondents advised to adjust the wording
"force myself to do the research" to "remind myself to complete research" instead to be suitable with the context of the study
Most days, I am enthusiastic about my research
Hàng ngày, tôi rất hứng thú làm luận văn Not applicable
The content was deemed inappropriate by 4 out of 10 respondents, particularly for students and individuals not engaged in academic fields As a result, this item lacked popularity among all research participants and was subsequently excluded.
I find great satisfaction in my research, as indicated by the unanimous feedback from respondents who expressed their contentment However, including the same three items in the survey may lead to a sense of repetition, potentially causing boredom among participants.
Consequently, those items were excluded
I consider my research pleasant Tôi vừa ý với luận văn của tôi Not applicable
I am relaxed with my research
Tôi cảm thấy thoải mái với luận văn của tôi Not applicable
I am disappointed I ever look research
Tôi thấy chán nản khi nhìn đến nghiên cứu Not applicable