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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 20212346 Huyền Nguyễn Việt Anh 20214013 Nguyễn Huyền Trang 20213715 Lớp DC.BM.12.10 1 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 Giảng viên Lê Thu Hạnh Nhóm/Họ tên SV Trịnh Bá Chuẩn 20211259 Đặng Kim Oanh 20211385 Nguyễn Thị Khánh 20212346 Huyền Nguyễn Việt Anh 20214013 Nguyễn Huyền Trang 20213715 Lớp DC.BM.12.10 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) 2 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 3
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. 4 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, Scope and Sampling Method of report
- 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 5
- 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 6
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. 7
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. 8
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. 9
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) 10
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, 11
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. 12
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 13
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 50 14
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: 15 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 16
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 The curriculum is intertwined Likert CT1 with both theory and practice 1-5 The school has a variety of Likert CT2 majors, suitable to interests 1-5
There are joint study programs, Likert Tran Van Qui and Cao Training program exchanges with universities CT3 1-5 Hao Thi (2009) around the world Allows students to switch Likert CT4 majors 1-5 Intensive and advanced study Likert CT5 program 1-5 Job Opportunities Have the opportunity to find a Tran Van Qui and Cao Likert job according to the training CH1 1-5 Hao Thi (2009) specialty after graduation
High graduate job opportunities CH2 Likert 17 1-5 The school provides Likert counseling, career guidance CH3 1-5 and job placement for students The school has the opportunity Likert CH4 for students to work part-time 1-5 Create conditions for students Likert CH5 to work right at the school 1-5 Facilities are now fully Likert CS1 equipped for learning 1-5 There is a rest, living and
recreational space for students Likert (canteen, sports ground, CS2 1-5 gym ,...) Chapman (1981), M. J. The school is in a convenient Burn (2006) and Luu Infrastructure geographical location, easy to Likert CS3 Ngoc Liem (2010) + find (on major roads, central 1-5 proposed authors areas,...) An environment that Likert encourages learning, inspires CS4 students 1-5 Dormitories to meet student Likert CS5 needs 1-5 Likert
Highly qualified teaching staff GV1 1-5 Likert Experienced lecturers GV2 1-5 Chapman (1981), M. J. Teaching staff Lecturers are close, Burn (2006) and Liu Likert enthusiastic and understand GV3 Yuliem (2010) 1-5 student psychology New and interesting teaching Likert GV4 methods 1-5 Organize activities to improve Likert HD1 soft skills 1-5 Extracurricular Vibrant and diverse youth Likert Do Thi Thu Trang HD2 activities league movement 1-5 (2021)
Rich extracurricular activities Likert HD3 (field trips,...) 1-5 Tuition fees are suitable for Likert CP1 economics 1-5 Likert Costs, support policies Good living cost support CP2 Tran Van Qui (2008)
policies (dormitory, canteen,...) 1-5 Financial support policies Likert CP3 (scholarships, grants, ,..) 1-5 18 The school has a reputation, Likert DT1 The reputation of the recognition and high regard 1-5 Chapman (1981) M. J. school
Quality training program, clear Burn (2006) DT2 outcome standards Provide full information about Likert the school through the media QB1 (website, facebook, ...) 1-5 There are timely and timely Likert communication and admissions QB2 1-5 (Chapman, 2008; Tran and career guidance activities Promotional outreach Van Quí & Cao Hao Thi, Organize campus tours to the Likert QB3 2009 school 1-5 Good and quality counseling Likert QB4 and enrollment activities 1-5
Build an impressive, attractive Likert QB5 field image 1-5 Likert Parents' wishes YK1 1-5 Likert Advice from siblings YK2 1-5 Advice of homeroom teachers, Likert YK3 high school instructors 1-5 People's opinions Tran Minh Duc (2015) Likert Tips from friends YK4 1-5 Opinions of previous class Likert YK5 brothers and sisters 1-5 Advice from the School Likert YK6 Admissions Officer 1-5 Likert
Study with friends and relatives YD1 1-5 The school has training majors Likert Marvin (2006), Nguyen YD2 My intentions
suitable to their personalities 1-5 Thi Kim Chi (2018) The University's entrance Likert benchmarks are tailored to YD3 1-5 individual competencies I will recommend the school to Likert others (suggested by the QD1 1-5 Decision to choose research team) Nguyen Thi Kim Chi East Asia University
I decided to definitely study at Likert (2018) + proposed QD2 of Technology the School 1-5 authors
I have no intention of changing Likert QD3 my choice of university 1-5 19
Chapter 3: Results and DiscussionFinding 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. 20
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. 21
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. Scale Reliability (Cronbach’s Alpha)
Table 1.2: Results of Cronbach’s Alpha Test Scale Scale Corrected Cronbach's 22 Mean Variance if if Item Item-Total Alpha if Item Item Delete Correlation Deleted Deleted d CT Cronbach’s Alpha = ,877 CT1 15,13 10,262 ,646 ,865 CT2 15,21 10,044 ,743 ,843 CT3 15,11 9,844 ,733 ,844 CT4 15,07 10,314 ,684 ,856 CT5 15,15 9,597 ,735 ,844 CH Cronbach’s Alpha = ,905 CH1 15,090 9,924 ,692 ,900 CH2 15,050 10,125 ,806 ,875 CH3 14,970 9,919 ,793 ,877 CH4 14,930 10,264 ,727 ,891 CH5 14,970 9,898 ,800 ,875 CS Cronbach’s Alpha = ,893 CS1 14,840 11,410 ,647 ,890 CS2 14,890 10,888 ,755 ,865 CS3 14,810 11,616 ,711 ,875 CS4 14,880 10,885 ,826 ,850 CS5 14,840 11,102 ,755 ,865 GV Cronbach’s Alpha = ,885 GV1 11,360 5,695 ,727 ,861 GV2 11,360 5,829 ,807 ,831 GV3 11,350 5,772 ,753 ,850 GV4 11,310 6,015 ,714 ,865 HD Cronbach’s Alpha = ,862 HD1 7,360 3,400 ,709 ,835 HD2 7,430 3,321 ,751 ,796 23 HD3 7,470 3,258 ,757 ,789 CP Cronbach’s Alpha = ,861 CP1 7,330 3,000 ,763 ,782 CP2 7,440 3,147 ,772 ,772 CP3 7,250 3,623 ,684 ,854 TT Cronbach’s Alpha = ,930 TT1 14,460 11,727 ,802 ,917 TT2 14,470 11,419 ,850 ,908 TT3 14,620 11,727 ,734 ,931 TT4 14,500 11,527 ,894 ,900 TT5 14,480 11,755 ,809 ,915 YK Cronbach’s Alpha = ,955 YK1 17,140 24,685 ,803 ,953 YK2 17,190 24,005 ,887 ,943 YK3 17,190 23,889 ,894 ,942 YK4 17,170 24,650 ,879 ,945 YK5 17,230 23,613 ,873 ,945 YK6 17,150 24,292 ,823 ,950 YD Cronbach’s Alpha = ,830 YD1 7,250 2,781 ,678 ,777 YD2 7,230 3,026 ,648 ,803 YD3 7,130 2,809 ,743 ,711 QD Cronbach’s Alpha = ,879 QD1 7,460 2,599 ,746 ,848 QD2 7,440 2,758 ,755 ,839 QD3 7,460 2,559 ,800 ,798
3. Exploratory Factor Analysis (EFA)
2.1 KMO and Barlett’s Test
Factor analysis for the dependent variable: 24
Three observed variables of the concept of “Decision to choose East Asian University of
Technology” are analyzed by Principal components method with Varimax rotation.
Variables with factor loading coefficient < 0.3 that are not guaranteed to converge with the
remaining variables in the scale will be removed.
Table 2.1: KMO and Barlett’s Test of dependent variables KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling ,907 Adequacy. Approx. Chi-Square 1694,394 Bartlett's Test of Sphericity df 78 Sig. ,000
KMO coefficient = 0.9071>0.5: Factor analysis is suitable with research data.
The result of Barlett's test is 1694,394 with the significance level sig = 0.000 < 0.05,
(rejecting the hypothesis Ho: The observed variables are not correlated with each other in
the population), so the hypothesis of the factor model is inappropriate and will be rejected,
which proves that the data used for factor analysis is completely appropriate.
a. Fartor Rotation Results
Table 2.2: Total Variance Explained of dependent variables
The results show that the 3 observed variables are initially grouped into 1 group
- Total value of variance extracted = 80.417% > 50%: Satisfied; then it can be said that this 1
factor explains 80.417% of the variation in the data.
- Eigenvalues of the factor is greater than 1. 25
Table 2.3: Factor rotation matrix of indepent variables Rotated Component Matrixa Component 1 2 3 YK 5 ,859 YK 2 ,852 YK 3 ,850 YK 1 ,830 YK 6 ,774 ,343 TT 2 ,845 TT 1 ,835 TT 4 ,834 ,317 TT 5 ,322 ,821 CH 5 ,808 CH 3 ,302 ,808 CT 5 ,315 ,793 CT 4 ,786
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.a
a. Rotation converged in 5 iterations.
4. Regression results and model
The adjustment model in the above section includes 1 dependent variable DV - Satisfaction
and certainty with the decision to choose a school and 3 independent variables: CT dao tao
va CH viec lam (CH_CT), TT quang ba (TT), Y kien cua moi nguoi (YK).
QD= 𝛽0 +𝛽1*CH_CT + 𝛽2*TT+𝛽3*YK
Where: β0, β1, β2 and β3 are two unknown constants representing the regression rate. 26
Table 3.1: Model Summary
In order to identify, measure and evaluate the influence of 6 groups of independent factors,
we conducted multivariable linear regression analysis using SPSS software. From the
results of the evaluation of the fit of the multivariable regression model, we see that the
adjusted R-squared coefficient of R Square is 0.534. That is, 53% of the variation of the
dependent variable QD "Satisfaction and certainty with the decision" is explained by 3
independent factors, and 47% is due to out-of-model variables and random error. This
shows that this linear regression model fits the sample's data set at 53%, the independent
variables explain 53% of the variation of the dependent variable QD. Therefore, it can be
seen that the relevance of the model is enough.
Table 3.2: ANOVA Analysis
From the results of the table to test the hypothesis about the overall fit of the model. To test
the regression model fit, we hypothesize H0: R^2 = 0. The F test is used to test this
hypothesis. The test results show that: with the value F=55,833 with Sig < 0.05 (specifically
0.00 < 0.05) → Reject hypothesis H0, that is, R^2 ≠ 0 statistically significant, linear
regression model construction is consistent with the overall.
Table 3.3: Regression result 27
Coefficients (Coefficients):
There are three coefficients of the regression model
The unstandardized coefficient (B) for each independent variable is: YK = 0.165, TT = 0.061, CH_CT = 0.533.
Standardized Coefficients:
The standardized coefficient (Beta) for each independent variable is: YK = 0.208, TT = 0.066, CH_CT = 0.546. t-Scores (T-Score):
The t value for each independent variable is: YK = 2.734, TT = 0.873, CH_CT = 7.432.
If the t value is greater than 1.96 (with a significance level of 0.05), it can be considered that
the estimated coefficient is statistically significant.
Sig. (Significance - Statistical significance):
YK and CH_CT have sig values below the threshold of 0.05 - statistically significant, while
TT have sig values greater than 0.05 - not statistically significant
When the sig value is below the threshold, we can assume that the corresponding estimator is statistically significant.
Collinearity Statistics (Multicollinearity Statistics):
The Tolerance and VIF values for the independent variables are in the acceptable ranges
(Tolerance > 0.1, VIF < 10), indicating no serious multicollinearity problem.
Finally, the dependent variable of the regression model is QUYETDINH, and the model
also includes a constant coefficient (Constant) with value 0.921 and statistical reliability. 28 5. Discussion
Bổ sung phân tích các yếu tố tác động theo mô hình đã được kiểm định ở bảng 3.3
After the EAUT Student data collection process, we have obtained 150 valid questionnaires.
We proceed to do Cronbach' alpha; EFA and the regression function obtained 3 variables that
have a very strong impact on students' decision to choose EAUT, which are People's Advice
(YK) criteria, Training program criteria, and Job opportunity criteria. do. However, we have
combined 2 criteria Training program and job opportunity 1 with the name: CT&CH.
According to the above analysis, we can see that the Program & Opportunity factor has a
higher average rating, ranging from 3.77 to 3.84 ( Table 1)
- It can be seen that the training program factor is one of the factors that play an important role in
the student's decision to choose a university because it is directly related to what students will learn,
how education, and career development after graduation. Students are interested in how they can
learn the knowledge and skills needed to succeed in their desired field. High-quality training is
capable of providing a solid foundation for students' personal and professional development. If the
school has a diverse and flexible curriculum, it will be able to attract students with diverse interests
and learning goals, ensuring that the program offers in-depth knowledge and related subjects. to
their professional development. In addition, training programs can provide practical opportunities to
apply knowledge in practice and can help students develop strong skills and experience in the
desired field, as well as reflect quality. and the reputation of the university. The factor of job
opportunities also has a strong impact on students' decision to choose a university because it is
directly related to career prospects and success after graduation. Students often expect to have good
and stable career opportunities after graduation. Therefore, when choosing a university, they often
consider information about graduate employment rates, average salaries, promotion opportunities
and similar indicators to ensure that the university can meet their professional needs. Students often
prioritize schools that have strong links to the industry they are interested in, and have close
relationships with businesses because this increases the likelihood of finding a job after graduation.
The university provides an environment to socialize and meet students from a variety of professions.
Through participation in clubs, social activities and events, students can build networks and create
relationships. Connecting with people with similar interests and career goals, creating job
opportunities through information, support and connection with the community. Therefore, CT&CH
is the factor that EAUT students are most interested in. 29
Ranked 2nd behind CT&CH is People's Advice, with an average score of 3.39 to 3.47 (table 2). This
is also considered as one of the factors that strongly influence EAUT students' decision to choose a
university. People around are usually more experienced in choosing a university and may have gone
through similar cases. They can provide useful information about the quality of teaching, career
opportunities and other aspects of different universities. With this knowledge, they are able to
provide objective advice and help students have a clearer view of their choices. Choosing a
university not only affects a student's personal life, but also has a great impact on society. As a
result, family, relatives and friends may have an interest in which school a student chooses and
expect them to make a positive contribution to society in the future. Advice from these people is
often given with good intentions, to ensure that students choose a school that aligns with their
personal goals and values, as well as what society needs and expects from other people. In addition,
approval and encouragement from those around can create a certain pressure and make students feel
more secure about their choice. Conversely, objections or disagreements can also cause doubt and
uncertainty in the minds of students. Therefore, this factor has a strong impact on students' decisions
but will not affect them directly, but only give advice to make them more sure of their decisions.
In the scale, there are many factor variables, but they do not seem to have much influence on the
choice decision of EAUT students. However, the survey shows that students are also quite
interested in the school's outreach factor. In the era of 4.0 development, the internet is more and
more popular, so it is extremely common for students to view and learn information online.
Publicity is an important means for students to learn about universities and study programs in a
complete and fairly detailed manner. Through promotional activities, universities can
comprehensively showcase their sciences, training programs, financial aid, and special 30
extracurricular activities, helping students gain Get an overview of the school and decide which
option is right for your needs. 6. Recommendation.
After analyzing the factors that determine the students' choice of schools, we found that there are a
few factors that greatly affect the students' choice of schools such as: Training program,
opportunities people's jobs and advice. In addition, the factor of access to advertising is also a factor
that students are quite interested in. Therefore, in order to attract students, EAUT needs to develop a
stronger communication strategy, as well as develop a more complete educational program. Here
are a few solutions to help EAUT attract more students in the future:
First, develop a comprehensive communication strategy: First, the school should develop a
comprehensive communication strategy, including both online and offline communication. This
includes the use of communication channels such as the school website, social media, Internet
advertising, email marketing, newsletters, flyers, educational fairs and other events to create brand
awareness. Powerful and engaging information about the school.
Second, build an attractive and professional website: The school website should have a friendly
interface, easy to use and make a good impression on visitors. The content on the website should
provide detailed information about the study program, facilities, extracurricular activities,
scholarship information, and student advice. Photos, videos, and testimonials from current students
should also be used to convey real-world experiences and engage potential students. Currently,
some information posted on the school's website is not carefully selected and does not attract
students, so sometimes the information is ignored or students do not pay attention.
Third, promote online advertising: Currently, East Asia University of Technology has been doing
very well in communication, but in the process of implementation, there are still some mistakes.
Therefore. Schools should invest in online, professional and attractive advertising to reach the right
potential students. This may include advertising on education-related websites, blogs or apps, using
Google AdWords or Facebook Ads to place placement ads, or partnering with online channels like
YouTube to create High quality video content about the school and the curriculum. The College can
share news, events, student achievements, scholarship information, and provide an interactive
platform for students and interested people.
Fourth, Direct interaction with students: In order to attract students, the school should organize
tours, enrollment days and seminars for students to have the opportunity to meet and chat with
lecturers and students. current staff and consultants. In addition, the school can also organize online
events such as discussion sessions and webinars to attract the interest of students who cannot attend in person.
Fifth, Cooperate with student ambassadors: Schools can create a Student Ambassador program,
inviting famous or outstanding students to become ambassadors for the school. This not only creates
pride in the student community, but also helps promote the school brand to a large number of people
in the network of ambassadors. Moreover, when students hear the sharing from students with
excellent achievements, they will also feel more motivated in learning, can listen to and absorb the
knowledge and experience of their predecessors to develop. develop and improve yourself.
Sixth, perfecting and developing multi-disciplinary and professional training programs, creating
more choices for students. Ensure that the university offers a diverse range of study programs to
meet the needs and interests of students. By having diverse and flexible disciplines, the university is
able to attract students from a wide range of fields and provide them with the opportunity to pursue their individual interests.
Seventh is the issue of scholarships: Providing scholarships to excellent students is an effective way
to attract talent and increase competition among universities. Scholarships may be offered based on 31
academic merit, exceptional competence in the arts, sports, science, engineering, or research
projects. Scholarships can also be funded from organizations, companies and individuals with an interest in education.
Eighth, modern facilities: Investment in facilities is an important factor to attract students. The
university may upgrade and expand classrooms, laboratories, libraries, sports areas, dormitories and
other recreational facilities to provide reliable and convenient learning and living conditions. for
students. Currently, the school environment is good, but there is no football field for students, so the
school needs to consider the issue of opening more football fields for students.
Ninth, about international exchange programs: Establishing student exchange programs with
international universities is a great way to attract international students and create a multicultural
learning environment. By allowing students to experience studying and living abroad, the university
facilitates personal growth and broadens the horizons of students.
And finally, support and advice from the school for students: Provide significant financial support
such as low tuition loans, part-time work programs, post-graduation employment support, or offer
study programs that can accompany work to help students reduce their financial burden and ensure
access to higher education. Furthermore, the school must ensure that students receive the right
support and advice from the university which is an important factor in attracting and retaining
students. Academic counseling services, career counseling, foreign student support and other
personal support programs can help students feel cared for and supported throughout their studies. . 6. Conclusion
After the research process, we took the following steps: collecting secondary data, making survey
forms, statistical data via SPSS software and analyzing the results. Research results have identified
two factors that have the greatest influence on EAUT students' decision to choose a university:
people's opinions, training programs, and job opportunities. These two factors have a very strong
impact on the decision-making of students, so if the school wants to develop further, it is necessary
to rely on these factors to modify and improve the process. training, facilities and training sectors,...
We also offer suggestions for solutions for East Asia University of Technology to make it more and
more developed, attract more students and build more reputation for the school. Hopefully, after this
report, East Asia University of Technology will improve and develop further in the future.
However, due to limited knowledge and ability to absorb reality, it is difficult to avoid shortcomings
and many inaccuracies. Suggestions to make our essay better. Sincerely thank you! References
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