HIGH-QUALITY TRAINING AT ECONOMIC UNIVERSITIES:  PERSPECTIVE OF GRADUATES’ AND EMPLOYERS’ SATISFACTION

Luong Thu Ha

Luong Thu Ha	haluongthu@neu.edu.vn	National Economics University 207 Giai Phong street, Hai Ba Trung district, Hanoi, Vietnam

Summary:

In the context of comprehensive innovation and international integration in the field of education and training, many universities in Vietnam have focused on expanding training portfolios, improving training quality, developing and implementing high-quality programs, and accessing programs of prestigious universities in developed countries to meet international standards. On that basis, this study aims to evaluate graduates’ and employers’ satisfaction with high-quality programs in economics universities. They are considered crucial factors to evaluate and improve training quality. Despite many implemented high-quality programs, their training quality and form are still inequality. Therefore, satisfaction evaluation and improvement are necessary to create the most suitable choice for learners, thereby improving the quality of training and meeting the needs of employers.

View file

Keywords:

higher education

high-quality training

graduates’ satisfaction

employers’ satisfaction

education program.

Refers:

[1] Andrews, J., & Higson, H, (2008), Graduate Employability, “Soft Skills” versus “Hard” Business Knowledge: a European Study, Higher Education in Europe, 33(4), 411-422.

[2] Bộ Giáo dục và Đào tạo, (18/7/2014), Thông tư 23/2014/ TT-BGDĐT ban hành Quy định về đào tạo chất lượng cao trình độ đại học.

[3] Bloom, B, (1956), Taxonomy of Educational Objectives: The Classification of Educational goals. Handbook 1, Cognitive Domain. Longman

[4] Spencer, L. M., & Spencer, S. M, (1993), Competence at work: models for superior performance, John Wiley

[5] Hosain, M. S., Mustafi, M. A. A., & Parvin, T, (2021), Factors affecting the employability of private university graduates: an exploratory study on Bangladeshi employers, PSU Research Review, ahead-of-print(ahead-of-print), https://doi.org/10.1108/prr-01-2021 -0005.

[6] Saket Jeswani, (2016), Assessment of Employability Skills among Fresh Engineering Graduates: A Structural Equation Modeling Approach, The IUP Journal of Soft Skills, 10(2), 7.

[7] Lưu Tiến Dũng, (2013), Phân tích các nhân tố ảnh hưởng đến sự hài lòng của doanh nghiệp đối với cử nhân các ngành Khoa học xã hội và nhân văn, VNU Journal Of Science: Education Research, 29(2), Retrieved from https://js.vnu.edu.vn/ER/article/view/494

[8] Trần Kiều Nga - Phan Ngọc Bảo Anh, (2019), Nghiên cứu sự hài lòng của doanh nghiệp về chất lượng đào tạo ngành Tài chính - Ngân hàng, Tạp Chí Nghiên cứu khoa học và Phát triển kinh tế, 7, tr.43–58.

[9] Lê Việt Hà, (2021), Mô hình đánh giá mức độ hài lòng của doanh nghiệp đối với chất lượng đào tạo ngành: Ngành Hệ thống thông tin quản lí, Tạp chí Khoa học Thương mại, 156, 1859-3666.

[10] NGUYEN, H., NGUYEN, L. T. B., NGUYEN, H. N., & DO, D. T, (2020), Critical Factors Affecting Employers’ Satisfaction with Accounting Graduates in Hanoi, The Journal of Asian Finance, Economics and Business, 7(8), 613–623, https://doi.org/10.13106/jafeb.2020. vol7.no8.613.

[11] Uddin, M., Ali, K., & Mohammad Monirujjaman Khan, (2018), Impact of service quality (SQ) on student satisfaction: empirical evidence in the higher education context of emerging economy: Kesan Kualiti Perkhidmatan ke atas Kepuasan Pelajar: Bukti Empirikal di Institusi Pengajian Tinggi di dalam Konteks Ekonomi Baru, Journal of Educational Evaluation for Development, 16(2), 31–67, https://doi. org/10.33102/abqari.vol16no1.8.

[12] Ali, F., Zhou, Y., Hussain, K., Nair, P. K., & Ragavan, N. A, (2016), Does higher education service quality effect student satisfaction, image and loyalty?, Quality Assurance in Education, 24(1), 70–94, https://doi. org/10.1108/qae-02-2014-0008.

[13] Marzo Navarro, M., Pedraja Iglesias, M., & Rivera Torres, P, (2005), A new management element for universities: satisfaction with the offered courses, International Journal of Educational Management, 19(6), 505–526, https://doi.org/10.1108/09513540510617454.

[14] Weerasinghe, I. M. S., & Fernando, R. L. S, (2018), Critical factors affecting students’ satisfaction with higher education in Sri Lanka, Quality Assurance in Education, 26(1), 115–130, https://doi.org/10.1108/qae04-2017-0014.

[15] Sharabati, A.-A. A., Alhileh, M. M., & Abusaimeh, H, (2019), Effect of service quality on graduates’ satisfaction, Quality Assurance in Education, 27(3), 320–337, https://doi.org/10.1108/qae-04-2018-0035.

[16] Phạm Thị Liên, (2016), Chất lượng dịch vụ đào tạo và sự hài lòng của người học trường hợp Trường Ðại học Kinh tế, Ðại học Quốc gia Hà Nội, Tạp chí Khoa học, Ðại học Quốc gia Hà Nội, 32(4), 81–89.

[17] Trần Quang Bách, (2020), Ảnh hưởng của chất lượng dịch vụ đào tạo đến mức độ hài lòng và gắn kết của sinh viên Trường Đại học Vinh, Tạp chí Khoa học, Trường Ðại học Vinh, 48(4B), 5–18.

[18] Clemes, M. D., Gan, C. E. C., & Kao, T.-H, (2008), University Student Satisfaction: An Empirical Analysis, Journal of Marketing for Higher Education, 17(2), 292– 325, https://doi.org/10.1080/08841240801912831.

[19] Parahoo, S. K., Santally, M. I., Rajabalee, Y., & Harvey, H. L, (2015), Designing a predictive model of student satisfaction in online learning, Journal of Marketing for Higher Education, 26(1), 1–19. https://doi.org/10.1080/ 08841241.2015.1083511.

[20] Adnan, A.-R., Mohamed, A.-F., Tarek, A., Mun, S., & Hosny, H, (2016), Measuring Student Satisfaction with Performance Enhancement Activities: Evidence from Business Education, International Journal of Information and Education Technology, 6(10), 741– 753, https://doi.org/10.7763/ijiet.2016.v6.786.

[21] Thuong, D. H., & Hong, N. T. P, (2019), Researching the factors influencing the satisfaction of master students at VNU School of Interdisciplinary Studies, VNU Journal of Science: Economics and Business, 35(3), https://doi. org/10.25073/2588-1108/vnueab.4257.

Journal:

No. 4, April 2024

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

HIGH-QUALITY TRAINING AT ECONOMIC UNIVERSITIES: PERSPECTIVE OF GRADUATES’ AND EMPLOYERS’ SATISFACTION