STUDENTS’ SATISFACTION ON THE SERVICE QUALITY PROVIDED BY
COLLEGES OF THAI NGUYEN UNIVERSITY:
A PROPOSED FORMATION PROGRAM A Dissertation Outline
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
in Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam


Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the
Degree of Doctor of Philosophy in Educational Management
offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai
Nguyen University, Socialist Republic of Vietnam.
(NAME OF PROFESSOR) (NAME OF PROFESSOR)
Member Member

(NAME OF PROFESSOR) (NAME OF PROFESSOR)
Member Member

(NAME OF PROFESSOR)
Chairman

Accepted in partial fulfilment of the requirements for the Degree of
Doctor of Philosophy in Educational Management
offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai
Nguyen University, Socialist Republic of Vietnam.

APOLONIA AESPINOSA, Ph.D. WALBERTO A. MACARAAN, Ed .D
Dean, Graduate School Vice President, Academic Affairs Date___________________ ACKNOWLEDGEMENT iii


iv
Prof. ………………………………… for their invaluable comments, suggestions
and recommendations to enhance the thesis manuscript of the author of this study;
Dr. Ricaryl Catherine P. Cruz for her adviser, dedication, enduring patience and
concern, guidance, sincere hopes and encouragement for the researcher to finish the
manuscript;
Dr. Teresita V. De La Cruz and Dr. Apolonia.A.Espinosa professors of method of
research and advanced statistics for their patience and support;
The visiting Professors including Dr.Arivalan, Dr. Balakrishnan, Dr. Walberto A.
Macaraan, Dr. Lee Kar Ling, Dr. W.Johnson and other professors for their lectures;
The Learning Resource Center of Thai Nguyen University, for the valuable sources of
books and references;
The authors and researchers of books and unpublished graduate theses and
dissertations that served as reliable source of data and information;
The college members of Thai Nguyen University, for the approval of the researcher’s
request to conduct the study;
The student respondents of the study, for their active involvement, without their
cooperation, the result of this dissertation could not have been possible;
His loving classmates and colleagues, for the endless support and friendship which
inspire the researcher to put his best in finishing the study;
His wife, daughter, son, parents and siblings, for their encouragement, financial, moral
and spiritual supports for continuously believing that he can finish the task to the best of his
abilities.
To you all, THANK YOU VERY MUCH!
NGUYEN TAT THANG (VICTOR)
Service Quality in Higher Education
Student Satisfaction
The Relationship of the Service Quality and Student Satisfaction
Research Paradigm

Chapter III. METHODOLOGY
Time and Locale of the Study
Research Design
Population and Sampling
Instrumentation
Validation of the Instrument
Data Gathering Procedures
Statistical Treatment

Chapter IV. RESULTS AND DISSCUSSIONS

Chapter V. SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary
Findings
Conclusions
Recommendations

BIBLIOGRAPHY……………………………………………………
APPENDICES……………………………………………………… ….
RESEARCHER’S PROFILE
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LIST OF TABLES
Table Page
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3 4

Distribution of the Respondent by colleges

Percent distribution of the respondents about Gender, Age, Origin,
Family income

Factor Analysis of Perceived Service Quality

Result for the EDUSERVQUAL Items for the Students’

Correlation of the Responses on Intructional Service with Profile of
Respondents

Correlation of the Responses on Auxiliary Service with Profile of
Respondents

Correlation of the Responses on Ancillary Service with Profile of
Respondents

Correlation of the Responses on Learning Support Facilities with Profile
of Respondents

Correlation of the Responses on Tangible with Profile of Respondents

Correlation of the Responses on Responsiveness with Profile of
Respondents

Correlation of the Responses on Reliability with Profile of Respondents

Correlation of the Responses on Assurance with Profile of Respondents


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LIST OF FIGURES
Figure Page

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106 viii
satisfaction and showed that the following dimensions: instructional service, followed by
empathy, reliability, auxiliary service, ancillary service, and learning support facilities were
the 6 most important dimensions and had significant positive relationship with students’
satisfaction level. Furthermore, the study also find the following factors: “the wifi network
and the internet service quality”; followed by the item “soft skills are equiped for students”;
“the college’s audio visual/media center functions well”; “when you have a problem, college
shows sincere interest in solving it”; “college gives you individual attention”; “food services ix
are available and guaranteed by food safety standards”; “book store and market are available”;
“when college promises to do something by a certain time, it does so” had significant positive
relationship with students’ satisfaction level.
In terms of respondent profile (gender, origin, monthly family income and collge
inrolled), 15 out of the 43 items (factors) in EDUSERVQUAL tool is significant correlated
with college inrolled, and 12 out of the 43 items (factors) is significant correlated with
monthly family income. The finding of this study showed that the college enrolled seems the
strongest and had significant positive relationship with EDUSERVQUAL dimensions,
followed by monthly family income. Gender and origin were less importance with the former
significantly predicting. Finally, to propose some suggestions program that could further
enhance students’ satisfaction on the service quality.
They may adapt the formation program proposed by the researcher.1
safeguard the interests of stakeholders through the fulfilment of their real needs and wants.
(Zeshan, 2010; Al-alak, 2009). In order to attract students, serve their needs and retain them, 2 service providers and researchers are actively involved in understanding students’
expectations and perceptions of service quality.
In the current economic climate, education field is expanding rapidly all over the
world. HE is being driven toward commercial competition by the development of global
education markets. Many HE institutions are giving serious thought to the issue of service and
performing some identifications of the service quality of education that provided to students,
as well as the assessment of students’ satisfaction. This has come about two reasons, the first
is the expansion phase in HE has ended and there will be a real competition for students. As a
result, the service quality experience in HE becomes an important factor in client’s decision
making, the buyer. The word - of - mouth recommendation plays a big role in students’
choices of HE. The second reason is the university/college’s quality assurance systems place
emphasis on the student experience as one of the assessment criteria. Because of this
importance, to examine which factors/dimensions determine students’ satisfaction are
necessary.
Besides that, universities/colleges are increasingly involved in ranking criteria or a
world class institution, and external ranking instruments include some measure of students’
satisfaction as well as student’s attributes. University/College rankings are increasingly

noble undertaking. With this, TNU system has been recognized as one of the leading national
universities in Vietnam. In its development, TNU has established five other college and
faculty members. They are the College of Information and Communication Technology
founded in 2001; the College of Economic and Business Administration founded in 2004; the
College of Sciences and Humanity founded in 2008; the Faculty of Foreign Languages
founded in 2008 and the International School founded in 2011.
TNU is mandated to to pursue the following: Training high quality human resource,
conducting researches on scientific technologies and management, verifying and proposing
solutions and sustainable development policies, and contributing to the socio-economic
development of the region towards industrialization and modernization. To become a world
class university within Vietnam and the Southeast Asia in providing HE in the fields of
agriculture and forestry, teacher education, technology, economics, business administration,
medicine and pharmacy, information and communication technology, foreign languages,
among others. 4 Presently, TNU has over 3,800 full time faculty and professional researchers. The total
enrolment is 49,517 full time students on colleges, of which 44,420 at undergraduate level,
5,097 at master and doctoral level, and over 250 international students. (source: TNU
statistics, 2012).
This study focused only on the 3rd students who are studying at 109 different


is higher than the supply and the customers dictate quality) has intensified the competition
amongst HE institutions.
Beside that, the competition for enrolled students has become more and more
challenging. In light of the varied alternatives, the students are become more and more
assertive and critical, and therefore the HE institutions have to address the increasing
dissatisfaction with the performance of HE systems by improving them (Mizikaci, 2006).
Both the students and their parents are looking for added value for their money and the HE
have to deliver quality that is compatible with the students’ expectations and needs (Smith et
al., 2007).
In order to improve the service quality, HE in many countries around the world have
created surveys to obtain students’ satisfaction. Through these surveys, they can receive
students’ information about their feedback, the teaching effectiveness, teaching facilities,
relevance of coursework, curriculum and the general learning environment of the
universities/colleges which are used to benchmark themselves against others and can be
valuable information for decision-makers about how to improve the quality of the institutions
and training programs.
However, in Vietnam there still are many barriers on the education development:
The lack of financial resources. The level of government funding for HE is small, only
0.41% of GDP in 2002 out of a total of 4.22% of GDP for all levels of education. In terms of
expenditure on higher education, Vietnam compares poorly to the rest of the region and the
rest of the world (average is 1.22%). (World Bank, 2007a). Furthermore, management is
characterized by a very high level of centralization. Ministries wield significant power over
HE and determine matters as varied and as detailed as the curriculum, student enrolment,
academic assessment, awarding of degrees, staff appointments, budget decisions,
infrastructure and facility maintenance (MOET, 2005:42; Hayden, 2005a; Ngo, 2006). 6


new programs so that purpose and missions and vision of colleges of TNU can be served.
The study of students’ satisfaction on the servive quality provided by colleges of TNU
will help provide valuable information to present and future students can assist students and 7 administrators in determining where to study and how to improve the service quality in their
colleges. The lack of student feedback survey yearly suggests that the colleges are less
concerned with responding to student needs. At colleges of TNU, an annual overall statistical
analysis of student performance and satisfaction is seldom done, and no tool was developed to
determine what student perceptions were a range of service quality provided. The main
factors can affect the level of students’ satisfaction are students’ expectation and needs on
learning and teaching, support facilities for teaching and learning such as (libraries, computer
and lab facilities), learning environment (rooms of lectures, laboratories, social space),
support facilities (health facilities, refectories, student accommodation, student services) and
external aspects of being a student (such as finance, transportation). It has become necessary
to invest in a tool that will be able to measure the total of students’ learning experience in
order to measure and maintain the service quality provision in the colleges, to attract and
sustain good students and to enhance the commitment and reputation of the colleges.
Base on the mentioned current situation, the researcher conducted a study entitled
“Students’ satisfaction on the service quality provided by colleges of Thai Nguyen University:
A proposed formation program”.

3.1. Tangibles;
3.2. Responsiveness;
3.3. Reliability;
3.4. Assurance; and
3.5. Empathy.
4. Find out if there is significant difference on the perception of students profile of
different colleges of TNU as to the service quality.
5. Ascertain which of the service quality dimensions predict students’ satisfaction in
different colleges of TNU.
6. Propose a formation program to improve the service quality.

NULL HYPOTHESIS
H1. There is no significant difference between students’ expectations and perception
in respondent on the service quality provided by different colleges of TNU.
H2. Students’ demographic profile does not make significant difference as to the
service quality.
9 SIGNIFICANCE OF THE STUDY
This study attempting to know the influence of students’ satisfaction on the service
10 enhance safe and orderly environments. Students would have knowledge, skills, attitudes and
other soft skills during their study and be able to find a stable job, ensuring their own future
life.
Parents.

The study could make parents know more about the colleges where their
children are studying or will choose and enrol in the future. The trust of parents with the
college could be improved through the college’s reputation.
Government could change the education policy to meet and fit the requirements and
expectations of the learners and society.
Future Reseach
Using EDUSERVQUAL tool to investigate the perceptions and expectations held by
administrative staff, faculty, students’ families in colleges of Thai Nguyen University.
Formulating social policies, encouraging individuals and organizations to invest and
support the training process in colleges.

SCOPE AND LIMITATIONS OF THE STUDY
The primary intent of this study will be further to investigate the influence of the
students’ satisfaction on the service quality provided by different colleges of TNU year 2012 -

For the clarity and better understanding of the study, the following terminologies are
defined both conceptually and operationally.
Age refers to the effect of time on a person. (Wikipedia, the free encyclopedia).
Assurance is defined as the employees’ knowledge and courtesy and the ability of the
firm and its employees to inspire trust and confidence. The university seeks to build trust and
loyalty between its employees and individual students (Parasuraman et al., 1988).
Empathy is defined as caring, individualized attention that the firm provides to its
customers. The customers need to feel understood by, and important to, firms that provide
service for them (Parasuraman et al., 1988).
Family income is generally considered a primary measure of a nation's financial
prosperity. For instance, total compensation received by all family members age 15 or older
living in the same household. Compensation may include wages, social security, child
support, pensions capital gains, and dividends. (Wikipedia, the free encyclopedia).
Formation Program is a type of activity like seminar and workshop or prototype for
further uplift of the service quality of college administrators, faculty and staff. It would be the
material/program to be produced based on the result of the study to improve the service 12 quality in colleges of TNU.
Gender is the range of physical, mental, and behavioral characteristics pertaining to,
and differentiating between, masculinity and femininity. Depending on the context, the term 1988).
Satisfaction is a consumer’s post purchase evaluation of the overall service
experience (process and outcome). It is an affective (emotion) state of feeling reaction in
which the consume’s needs desires and expectations during the course of the service
experiences have been met or exceeded” (Hunt, 1977). Zeithaml et al. (1990) defined
satisfaction as an overall judgment, perception or attitude on the superiority of service. The
judgment is based on the discrepancy between expectations and actual experiences of
customer.
Service is defined as “The production of an essentially intangible benefit, either in its
own right or as a significant element of a tangibles product, which through some form of
exchange, satisfies an identified need.” (Palmer, 2011, p. 2)
Service Quality: The extent to which the service, the service process and the service
organization can satisfy the expectations of the user (Kasper et al., 1999).
Student Satisfaction: Student satisfaction is a short-term attitude, derived from the
evaluation of the received education service (Elloit and Healy, 2001).
Tangibles are defined as the appearance of physical evidence of service (e.g. physical
facilities, appearance of personnel, or tool or equipment used to provide service).
(Parasuraman et al., 1988).
and difficult task (Parasuraman et al., 1985, 1988, 1991; Carman, 1990). The service quality
construction is measured either as a gap expectation/perception of service or just as a
perceived performace alone (Hurley and Estalami, 1998). Furthermore, the service quality
dimensions are seen as the criteria to assess service quality (Parasuraman et al., 1985).
The SERVQUAL scale is a principal instrument in service marketing literature for
assessing quality (Parasuraman et al., 1988, 1991). This instrument has been widely used by
both managers (Parasuraman et al., 1991) and academics (Babakus and Boller, 1992; Carman,
1990; Crompton and MacKa 1989; Cronin and Taylor, 1992; Webster, 1989) to assess 15 customer perceptions of service quality for a variety of services (e.g. banks, credit card
companies, repair and maintenance companies, ).
The original SERVQUAL comprised of ten service dimensions which following
extensive statistical analysis in 1988 revealed significant correlations between several of the
factors as ten service factors collapsed into five (Parasuraman et al., 1988). The followings
are five well-known service quality dimensions :
1.Tangibles;
2. Responsiveness;
3. Reliability;
4. Assurance, and
5. Empathy.

number of problems concerning perceptual and operational definitions of expectation.
Perceived service quality Gronroos (1984) introduced the concept of perceived service quality
in the development of his widely cited model of service quality. Babakus and Boller (1992)
have found that service quality, as measured in the SERVQUAL scale, relies more
significantly on the perceptions score than on the expectations, while Kasper et al. (1999) saw
the disadvantage of the SERVQUAL scale as that the questionnaire is too lengthy. Kilbourne
et al. (2004:529) have argued that “the SERVQUAL has potential as a reliable measurement
instrument and the perception sub scale as a robust measure of service quality”. In the same
vein, Bennett and Barkensjo (2005:102) stated that “the SERVQUAL instrument, although
without an expectation dimension generated reasonably robust outcomes”.
A study by O’Neill et al. (2001) indicated some benefits of using the SERVQUAL
approach such as its ability to make a clear indication of how well the company performs to
meet the customer’s requirement according to the customer’s perception. Besides,
SERVQUAL also helps the company to priority customer needs, wants and expectations
based on customer’s opinion. Furthermore, SERVQUAL allows the organization to make the
standards that can meet the quality requirement issued by clients and other stakeholders.
LaBay and Comm (2003) developed a number of measures to evaluate student
expectations and perceptions concerning their tutor using a sample of undergraduate and
distance learning students. Similarly, Slade et al. (2000) adapted the SERVQUAL to assess
and compare the perceptions of service quality of undergraduate students who leave their
university before completing their studies and those who remain in the educational system.