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Tiểu luận môn Ra quyết định kinh doanh | Đại học Công nghệ Đông Á

61 31 lượt tải Tải xuống

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐÔNG Á

TIỂU LUẬN

MÔN HỌC: Ra quyết định kinh doanh

Chủ đề: Các yếu tố ảnh hưởng đến quyết định lựa chọn trường đại học của sinh viên Đại học

Công nghệ Đông Á

Giảng viên Lê Thu Hạnh

Nhóm/Họ tên sinh viên Trịnh Bá Chuẩn 20211259

Đặng Kim Oanh 20211385

Nguyễn Thị Khánh

Huyền

20212346

Nguyễn Việt Anh 20214013

Nguyễn Huyền Trang 20213715

Lớp DC.BM.12.10

Bắc Ninh - Năm 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐÔNG Á

TIỂU LUẬN

MÔN HỌC: Ra quyết định kinh doanh

Chủ đề: Các yếu tố ảnh hưởng đến quyết định lựa chọn trường đại học của sinh viên Đại học

Công nghệ Đông Á

Điểm thi Bằng số:.......... Bằng chữ:...........

Cán bộ chấm thi 1 Cán bộ chấm thi 2

(Ký và ghi rõ họ tên) (Ký và ghi rõ họ tên)

Giảng viên Lê Thu Hạnh

Nhóm/Họ tên SV Trịnh Bá Chuẩn 20211259

Đặng Kim Oanh 20211385

Nguyễn Thị Khánh

Huyền

20212346

Nguyễn Việt Anh 20214013

Nguyễn Huyền Trang 20213715

Lớp DC.BM.12.10

Contents

INTRODUCTION..............................................................................................................................4

I. Report Purpose.......................................................................................................................... 5

1. General Objectives................................................................................................................5

2. Specific Objectives................................................................................................................5

II. Object and Scope of The Report...............................................................................................5

III. Research Question....................................................................................................................6

IV. Structure of Report................................................................................................................6

Chapter 1: Theoretical Basis...............................................................................................................6

1. Overview of East Asia University of Technology.....................................................................6

2. Theories of Behavior.................................................................................................................9

2.1 Theory of Rational Action (TRA)......................................................................................9

Figure 1.1 Theory of Rational Action (TRA)............................................................................9

2.2 Theory of Planned Behavior (TPB)..................................................................................10

Figure 1.2: Theory of Planned Behavior (TPB)......................................................................11

3. Theories of Scale Reliability (Cronbach’s Alpha)..................................................................11

4. Theories of EFA......................................................................................................................11

5. Theories of Regression Analysis.............................................................................................12

Chapter 2: Methodology...................................................................................................................12

1. Research Process.....................................................................................................................12

Figure 2.1: Research process.........................................................................................................12

2. Proposed Research Model.......................................................................................................13

Figure 2.2: Proposed research model.............................................................................................14

3. Measurement Scale.................................................................................................................15

Table 1.1: Interpretation of observed variables in the research model...................................15

Chapter 3: Results and Discussion....................................................................................................21

1. Scale Reliability (Cronbach’s Alpha).....................................................................................21

Table 1.2: Results of Cronbach’s Alpha Test.................................................................................21

2. Exploratory Factor Analysis (EFA)........................................................................................23

2.1 KMO and Barlett’s Test........................................................................................................23

Table 2.1: KMO and Barlett’s Test of dependent variables..................................................23

2.2 Fartor Rotation Results.....................................................................................................23

Table 2.2: Total Variance Explained of dependent variables................................................24

Table 2.3: Factor rotation matrix of indepent variables........................................................24

3. Regression results and model..................................................................................................25

Table 3.1: Model Summary...........................................................................................................26

Table 3.6: ANOVA Analysis.........................................................................................................27

Table 3.7: Regression result...........................................................................................................28

4. Recommendation....................................................................................................................30

5. Conclusion..............................................................................................................................31

INTRODUCTION

“Education is the most powerful weapon a person can use to change the world.” – N. Mandela

In an increasingly developed world, the pursuit of higher education is an extremely necessary and

important thing. College is not the shortest path to success, but it is the surest and easiest path. As

everyone's academic needs increase, more universities are opening up to make it easier for students

to find institutions that offer a unique combination of academic rigor, cultural diversity, and cutting-

edge innovation. Among many famous schools scattered in global education, East Asia University

of Technology (EAUT) has been asserting its position, attracting the attention of students across the

country.

EAUT is a testament to the region's unwavering commitment to technological advancement,

academic differentiation, learning with practice, hands-on experience, and personal development.

As a 15-year-old university, but relentless in its pursuit of educational excellence, the university has

won domestic recognition for its exceptional programs, state-of-the-art facilities, and more. and is

committed to nurturing future leaders in a variety of fields.

At the core of EAUT's educational philosophy is a commitment to fostering the combined

development of both theory and practice in students. The university prides itself on its elite faculty,

renowned experts in their respective fields. This combination of theoretical expertise and practical

experience ensures that students receive a well-rounded education that prepares them for challenges

and opportunities in an ever-evolving global landscape.

One of the highlights of EAUT is its diversity and inclusion in industries from healthcare,

engineering, business and technology, to food. This hands-on, multidisciplinary environment fosters

cross-cultural understanding, equipping students with the invaluable skills needed to thrive in a

connected world. EAUT's state-of-the-art facilities and technologically advanced infrastructure give

students access to the latest advances in their chosen fields of study.

By choosing EAUT, students embark on a transformative journey of intellectual discovery, personal

growth and cultural enrichment, while immersing themselves in the dynamic and progressive East

Asian academic scene.

In this report, we delve into the reasons why students choose EAUT to study, listen to their parents'

opinions, or follow the trend of their friends. Moreover, through the research paper, we wish to

contribute a part to the development of EAUT in order to create prestige and trust among students,

so that the University can grasp the factors affecting influence students' choice of majors, from

which appropriate solutions can be given to further improve the quality of training and attract more

students to study.

I. Report Research Purposeobjective

1. General Objectives.

This study aims to determine the factors affecting students' decision to choose East Asia

University of Technology in Ha Noi, Vietnam. From there, some positive-oriented solutions

are proposed to develop the learning environment..

2. Specific Objectives.

In order to achieve the overall research objective, the study needs to achieve a number of

specific objectives as follows:

- Systematize theory and Ttheoretical framework on factors affecting East Asia University of

Technology choice

- Find out the factors affecting the choice of East Asia University of Technology of

Vietnamese students;

- Calculating the influence of each factor on choosing East Asia University of Technology in

Vietnam;

- Provide solutions and recommendations that can be implemented to attract students and

develop the learning environment..

II. Research Objective, reseach s, S of reportcope and Sampling Method

- The content:Focus: the topic focuses on studying the factors influencing students' decision

to choose East Asia University of Technology in Vietnam

- Space: Due to the limitation of time and resources, the data was collected mainly in

universities in Ha Noithe North of Vietnam

- The time frame: 2021-202303-04/2023

- The sampling method: cluster sampling

III. Research Question

We respond to the question to interpret the impact of the factors affecting the student’s

university choice:- What are factors affecting students' decision to choose East Asia

University of Technology in Vietnam?

- How to enhance students' decision to choose East Asia University of Technology in

Vietnam?

IV. Structure of Report.

Chapter 1: Theoretical Basisbackground

Chapter 2: Research Methodology

Chapter 3: Results and Discussion Finding

Chapter 4: Recommendations

Chapter 1: Theoretical BasisBackground

1. Overview of East Asia University of Technology

East Asia University of Technology (EAUT for short).

Address: East Asia University of Technology Building, Trinh Van Bo Street, Xuan Phuong,

Nam Tu Liem, Hanoi.

The school was established by the Prime Minister on December 9, 2008. East Asia

University of Technology is a multidisciplinary university located in the national education

system. The school's educational philosophy "Study must have a job", EAUT affirms that it

is a university that trains students to develop comprehensive professional knowledge and

professional skills, dynamism - bravery - confidence to integrate. with the international

community, doing well in a multi-disciplinary and multi-cultural environment.

The school provides training at all levels: University, Associate, Master's. The school

offers 15 majors with 3 basic disciplines: Engineering, Economics, and Medicine. Master's

degree training includes 2 majors: Master of Business Administration and Master of

Accounting.

With the goal of becoming one of the leading universities in Vietnam and in the

region, East Asia University of Technology has gathered a large team of enthusiastic,

experienced and well-educated teaching staff. positions, high degrees, are leading

professors in teaching and scientific research. Many Professors, Associate Professors,

Doctor of Science, Doctorate have been teaching at many big universities at home and

abroad. Currently, the University has 376 staff, including 109 permanent staff; there are 7

Professors; 17 Associate Professor; 15 Doctor of Science and Ph.

The university is implementing training cooperation with a number of prestigious

universities and research institutes in some countries around the world to exchange teachers

and curricula, towards the training of students both at home and abroad. and abroad, as well

as granting international degrees for a number of specialities. International training liHDs

for programs 1+3, 2+2, 3+1, pre-university and study abroad in many countries around the

world.

With the goal of training highly qualified professionals to meet the actual needs of

businesses. East Asia University of Technology has been implementing a teaching method

in the direction of "ACTIVE LEARNING" with applied practice combining advanced

textbooks currently used in the country and in industrialized countries around the world.

The students get paid for practical internships right from the first year.

The outstanding strength of EAUT is the sponsorship and development by POLYCO

Group. With the strength of more than 20 years of experience in the field of mechanical

engineering technology and supporting industries, POLYCO Group contributes a significant

part in terms of facilities, finance and human resources to create favourable conditions for

teachers and students. The role at EAUT teaches and learns the best. In addition, students

can practice directly at leading enterprises that are partners of Polyco Group such as

Sabeco, Vinamilk, Siemens, CMC, Rockwell, Viettel, Vinfast, Google...

The East Asia University of Technology Hanoi campus is located at the POLYCO

building, Trinh Van Bo street, Nam Tu Liem, Hanoi. This is a prime location located in the

city centre, convenient transportation, 4km from My Dinh bus station, 3km from My Dinh

stadium, with many commercial centre buildings to facilitate students' study. and develop.

East Asia University of Technology Bac Ninh campus in University Village, Vo

Cuong Ward - Bac Ninh City - Bac Ninh Province. The school built items on the campus of

8 hectares, and an area of 6,000 m2 was put into use. The school has a dormitory to serve

students who are far away in need.

East Asia University of Technology wishes to receive the cooperation of the whole

society to carry out the noble mission of training high-quality and comprehensive human

resources, with good ethical qualities and professional qualifications to meet the needs of

society.

High quality training program at the East Asia University of Technology: Currently,

there are 2 majors with high quality system: accounting - auditing and business

administration. Exclusive benefits for high-quality students:

● Study and research 100% in English.

● 100% of lecturers are trained and trained in the world's leading educational institutions such

as the UK, USA, Australia, and Japan.

● In year 2 and year 3, students have the opportunity to study abroad and transfer to the UK.

For international students who transfer to the UK, they will receive an international

bachelor's degree, certified by UK universities.

● Just received the school's scholarships, and received the scholarships of the Institute of

Training and International Cooperation under the school.

Study Abroad Program at the East Asia University of Technology: ESA Institute for

Training and International Cooperation is the department in charge of student exchange

programs, study abroad, and paid internships. Currently, the Institute is implementing 5

international cooperation programs in the UK, Australia, USA, Canada, Germany, Japan

and Korea. Including:

● Study abroad for bachelor's and master's degrees

● Transfer study abroad

● Vocational study abroad

● Vocational training to convert

● Japanese Engineer

This is an opportunity for students to have the opportunity to acquire specialized

knowledge and deeper social knowledge. Especially, the degree is more valuable, there are

opportunities to practice in more professional environments. Students should study hard to

get good academic results, especially with international language certificates (IELTS,

TOEFL). Because every year, the school always offers hundreds of scholarships worth from

1000 - 4000 USD for these excellent students.

Students of East Asia the University of Technology come from all over the country of

Vietnam, from the central region to the south. Not only that, in the faculty of training and

international cooperation, there are also mixed-race people from abroad registered to study

here. This proves that the East Asian University of Technology has such a large stature that

many people know it.

2. Theories of Behavior

2.1 Theory of Rational Action (TRA)

The Theory of Rational Action (TRA) proposes that behavioral intention is the most direct

predictor of behavior. Behavioral intention is the degree to which a person plans or intends

to perform a behavior, and it is influenced by two main factors: attitude and subjective

norm.

Attitude refers to the individual's overall evaluation of the behavior in question. It reflects

the person's beliefs about the positive and negative consequences of the behavior, and the

person's evaluation of those consequences (Fishbein & Ajzen, 1975).

Subjective norm refers to the social pressures or influences that affect a person's intention to

perform a behavior. It reflects the individual's beliefs about what significant others thiHD

they should do, and the person's motivation to comply with those beliefs. For example, a

consumer's subjective norm regarding buying organic food may be influenced by the

opinions of family, friends, and other reference groups.

Perceived behavioral control is another factor that affects behavioral intention. It refers to

the individual's belief in their ability to perform the behavior, and the perceived ease or

difficulty of performing the behavior.

The TRA model suggests that by understanding a consumer's attitude, subjective norm, and

perceived behavioral control, marketers and researchers can develop effective strategies to

influence their behavior.

Figure 1.1 Theory of Rational Action (TRA)

Overall, the TRA model proposes that the best predictors of behavior are behavioral

intention, attitude, subjective norm, and perceived behavioral control. By understanding

these factors, marketers and researchers can develop effective strategies to influence

consumer behavior.

2.2 Theory of Planned Behavior (TPB)

The Theory of Planned Behavior (TPB) (Ajzen, 1991), developed from the theory of

rational action (TRA; Ajzen & Fishbein, 1975), assumes that a behavior can be predicted or

explained by behavioral tendencies to perform that behavior.

Behavioral tendencies are assumed to include motivational factors that influence behavior,

and are defined as the degree of effort with which people exert themselves to perform the

behavior (Ajzen, 1991).

Behavioral propensity is again a function of three factors. First, attitudes are conceptualized

as positive or negative evaluations of performance behavior. The second factor is social

influence which refers to the perceived social pressure to perform or not to perform the

behavior. Finally, the theory of planned behavior TPB (Theory of Planned Behavior) was

built by Ajzen by adding the perceived behavioral control factor to the TRA model.

The perceived behavioral control component reflects the ease or difficulty of performing the

behavior; This depends on the availability of resources and opportunities to perform the

behavior. Ajzen suggested that behavioral control factors directly affect the tendency to

perform the behavior, and that if the person is accurate in his perception of the degree of

control, then behavioral control also predicts the behavior. .

Some concepts used in the model:

- Attitude to behavior: is a good or bad assessment of a person's performance of a particular

behavior. Attitude reflects how a person feels about a behavior or performing a certain

behavior. Attitudes towards behavior are determined through expected outcomes. If the

expected outcome is something favorable, then people will have a positive attitude towards

the behavior, increasing the likelihood of performing that behavior and vice versa.

Basically, a person's behavioral attitude will focus on whether that behavior is favorable or

unfavorable.

- Subjective norm: is the perception that influencers will thiHD that the individual should or

should not perform the behavior. Subjective norms can be described as the individual's

perception of societal pressures to perform or not to perform a behavior.

According to TRA theory (Fishbein & Ajzen, 1975), subjective norms can be formed

through perceived normative beliefs from people or social factors that influence consumers

(such as family, friends, colleagues, media, etc.).

Cognitive behavioral control: is an individual's perception of how easy or difficult it is to

perform a behavior (Ajzen, 2001). It denotes the degree of control over the performance of

the behavior rather than the outcome of the behavior. In the context of green consumption,

behavioral control describes the consumer's perception of the availability of needed

resources, barriers, ease of implementation of green consumption.

- Behavioral Intent: implies an individual's willingness to perform a given behaviour. It is

assumed to be the intermediate antecedent of behavior (Ajzen, 2002).

- Actual behavior: is an individual's response to a certain situation.

Figure 1.2: Theory of Planned Behavior (TPB)

(Source: Ajzen, 1991)

3. Theories of Scale Reliability (Cronbach’s Alpha)

Cronbach's alpha is a way of assessing reliability by comparing the amount of shared

variance, or covariance, among the items making up an instrument to the amount of overall

variance. The idea is that if the instrument is reliable, there should be a great deal of

covariance among the items relative to the variance.

4. Theories of EFA

It is argued that EFA should be understood as an abductive method of theory generation that

exploits an important precept of scientific inference known as the principle of the common

cause. This characterization of the inferential nature of EFA coheres well with its

interpretation as a latent variable method. The second half of the article outlines a broad

theory of scientific method in which abductive reasoning figures prominently. It then

discusses a number of methodological features of EFA in the light of that method.

Specifically, it is argued that EFA helps researchers generate theories with genuine

explanatory merit; that factor indeterminacy is a methodological challenge for both EFA

and confirmatory factor analysis, but that the challenge can be satisfactorily met in each

case; and, that EFA, as a useful method of theory generation, can be profitably employed in

tandem with confirmatory factor analysis and other methods of theory evaluation.

5. Theories of Regression Analysis

Regression analysis is a statistical technique used to study the relationship between a

dependent variable and one or more independent variables. It involves fitting a line or curve

to the data points to estimate the best-fitting model. Some key theories and concepts

associated with regression analysis include linear regression, ordinary least squares (OLS),

multiple regression, and the minimization of squared differences between observed and

predicted values. These theories provide a framework for analyzing and interpreting the

relationships between variables and making predictions based on the regression model.

2.3. Research Model

Based on the theoretical foundations and the selection of outstanding factors from previous

literature, the author proposes a research model for the topic “Factors affecting students’

decision on choosing EAUT’s university: An empirical study from Vietnam as follows:

Figure 2.2: Research model

Souce: Authors’ research

Chapter 2: Research Methodology

1. Research Process

Ve lai quy trinh nghien cuu, thuc te chi co cac buoc nhu co chua o duoi

Figure 2.1: Research process

(Source: Suggested by authors,2023)

The research process consists of these basic steps following:

Step 1: The research process began with the topic selection.

Step 2: The researchers identified research objectives and theoretical framework.

Step 3: Preliminary research is carried out through a qualitative method by the technique of

in- depth interviews with 15 university stakeholders who are administrators or experts in the

fields of education and marketing and 15 university students. The results help the author

find out more problems and discoveries to re-adjust the questions before deploying the

official quantitative research.

Step 4: The researchers had adjustment and refined scale by testing a reliability scale with

Cronbach's Alpha coefficient and exploratory factor analysis. The researchers pre-surveyed

students studying at universities in the North of Vietnam. The test results help to

adjusting questionnaire for quantitative research.

- The questionnaire was created using a 5-level Likert scale to assess the factors influencing

students' decisions.

- The official questionnaire included 51 scales that corresponded to the research model's 3

independent variables: 1) School-related factors, 2) Individual factors, 3) Reference factors,

and 1 Dependent variables.

Step 53: The researchers surveyed 350 students by questionnaires and tested a reliability

scale with Cronbach's Alpha coefficient and exploratory factor analysis.

Step 64: All data collected from the questionnaire are coded and processed by SPSS.

EFA's next step is to test if there is a prior theoretical model that underlies a set of

observations. When developing confirm factor analysis, the observed variables are also

indicator variables in the measurement model.

Step 75: The researchers specified the number of factors required in the data and which

measured variable is related to which latent variable.

Step 68: The researchers tested the multivariate model based on the results of step 6.

Step 97: The researchers had official model of research and the researchers had conclusions

and recommendations

2. Research Model

Based on the theoretical foundations and the selection of outstanding factors from previous

literature, the author proposes a research model for the topic “Factors affecting students’

decision on choosing EAUT’s university: An empirical study from Vietnam as follows:

Figure 2.2: Research model

The questionnaire was built using a 5-level Likert scale to assess the factors affecting

students' decisions. The official questionnaire includes 51 observed variables corresponding

to 4 independent variables of the research model: 1) School-related factors, 2) Personal

factors, 3) Reference factors and one variable. dependent. In which, school-related factors

(SRF) include 7 main observations: Program, Job opportunities, Facilities, Teaching staff,

Extracurricular activities, Support policies and List Language and personal factors include

two main observations: People's Opinions and Personal Intentions.

The Program concept is denoted CT and measured by five observations, the Job

Opportunity concept is denoted CH and measured by five observations. The Facility

concept is represented by CS and measured by five observations. The concept of Teaching

Staff is denoted by GV and is measured by four observations. The concept Extracurricular

activity is denoted HD and measured by three observations. The concept of Support Policy

is denoted by CP and is measured by three observations. The concept of Reputation is

denoted DT and is measured by two observations. The concept of People's Opinion is

denoted by YK and measured by six observations, the concept of Self-Intention is denoted

by YD and measured by three observations. The concept of Broadcast Reach is denoted by

QB and measured by five observations. The concept of dependent variable is denoted by

QD and is measured by three observations.

3. Measurement Scale

The questionnaire was built using a 5-level Likert scale to assess the factors affecting students' decisions. The official

questionnaire includes 51 observed variables corresponding to 4 independent variables of the research model: 1) School-related

factors, 2) Personal factors, 3) Reference factors and one variable. dependent. In which, school-related factors (SRF) include 7

main observations: Program, Job opportunities, Facilities, Teaching staff, Extracurricular activities, Support policies and List

Language and personal factors include two main observations: People's Opinions and Personal Intentions.

The Program concept is denoted CT and measured by five observations, the Job Opportunity concept is denoted CH and

measured by five observations. The Facility concept is represented by CS and measured by five observations. The concept of

Teaching Staff is denoted by GV and is measured by four observations. The concept Extracurricular activity is denoted HD and

measured by three observations. The concept of Support Policy is denoted by CP and is measured by three observations. The

concept of Reputation is denoted DT and is measured by two observations. The concept of People's Opinion is denoted by YK

and measured by six observations, the concept of Self-Intention is denoted by YD and measured by three observations. The

concept of Broadcast Reach is denoted by QB and measured by five observations. The concept of dependent variable is denoted

by QD and is measured by three observations.

The basic principle to build the scale is based on related theories and researches. The 5-

interval Likert scale is used in this study to measure the respondents’ views corresponding to

the conceptual framework.

Table 1.1: Interpretation of observed variables in the research model

Notion Observed variable names Symbols Scale Sources

Training program

The curriculum is intertwined

with both theory and practice

CT1

Likert

1-5

Tran Van Qui and Cao

Hao Thi (2009)

The school has a variety of

majors, suitable to interests

CT2

Likert

1-5

There are joint study programs,

exchanges with universities

around the world

CT3

Likert

1-5

Allows students to switch

majors

CT4

Likert

1-5

Intensive and advanced study

program

CT5

Likert

1-5

Job Opportunities Have the opportunity to find a

job according to the training

specialty after graduation

CH1

Likert

1-5

Tran Van Qui and Cao

Hao Thi (2009)

High graduate job opportunities CH2 Likert

1-5

The school provides

counseling, career guidance

and job placement for students

CH3

Likert

1-5

The school has the opportunity

for students to work part-time

CH4

Likert

1-5

Create conditions for students

to work right at the school

CH5

Likert

1-5

Infrastructure

Facilities are now fully

equipped for learning

CS1

Likert

1-5

Chapman (1981), M. J.

Burn (2006) and Luu

Ngoc Liem (2010) +

proposed authors

There is a rest, living and

recreational space for students

(canteen, sports ground,

gym ,...)

CS2

Likert

1-5

The school is in a convenient

geographical location, easy to

find (on major roads, central

areas,...)

CS3

Likert

1-5

An environment that

encourages learning, inspires

students

CS4

Likert

1-5

Dormitories to meet student

needs

CS5

Likert

1-5

Teaching staff

Highly qualified teaching staff GV1

Likert

1-5

Chapman (1981), M. J.

Burn (2006) and Liu

Yuliem (2010)

Experienced lecturers GV2

Likert

1-5

Lecturers are close,

enthusiastic and understand

student psychology

GV3

Likert

1-5

New and interesting teaching

methods

GV4

Likert

1-5

Extracurricular

activities

Organize activities to improve

soft skills

HD1

Likert

1-5

Do Thi Thu Trang

(2021)

Vibrant and diverse youth

league movement

HD2

Likert

1-5

Rich extracurricular activities

(field trips,...)

HD3

Likert

1-5

Costs, support policies

Tuition fees are suitable for

economics

CP1

Likert

1-5

Tran Van Qui (2008)

Good living cost support

policies (dormitory, canteen,...)

CP2

Likert

1-5

Financial support policies

(scholarships, grants, ,..)

CP3

Likert

1-5

The reputation of the

school

The school has a reputation,

recognition and high regard

DT1

Likert

1-5

Chapman (1981) M. J.

Burn (2006)

Quality training program, clear

outcome standards

DT2

Promotional outreach

Provide full information about

the school through the media

(website, facebook, ...)

QB1

Likert

1-5

(Chapman, 2008; Tran

Van Quí & Cao Hao Thi,

2009

There are timely and timely

communication and admissions

and career guidance activities

QB2

Likert

1-5

Organize campus tours to the

school

QB3

Likert

1-5

Good and quality counseling

and enrollment activities

QB4

Likert

1-5

Build an impressive, attractive

field image

QB5

Likert

1-5

People's opinions

Parents' wishes YK1

Likert

1-5

Tran Minh Duc (2015)

Advice from siblings YK2

Likert

1-5

Advice of homeroom teachers,

high school instructors

YK3

Likert

1-5

Tips from friends YK4

Likert

1-5

Opinions of previous class

brothers and sisters

YK5

Likert

1-5

Advice from the School

Admissions Officer

YK6

Likert

1-5

My intentions

Study with friends and relatives YD1

Likert

1-5

Marvin (2006), Nguyen

Thi Kim

Chi (2018)

The school has training majors

suitable to their personalities

YD2

Likert

1-5

The University's entrance

benchmarks are tailored to

individual competencies

YD3

Likert

1-5

Decision to choose

East Asia University

of Technology

I will recommend the school to

others (suggested by the

research team)

QD1

Likert

1-5

Nguyen Thi Kim Chi

(2018) + proposed

authors

I decided to definitely study at

the School

QD2

Likert

1-5

I have no intention of changing

my choice of university

QD3

Likert

1-5

Chapter 3: Results and DiscussionFinding