Factors affecting the intention to choose university of high school students in Vietnam
Nguyen Thi Kim Chi, Pham Thi Huyen/ MICA 2018 Proceedings
International Conference on Marketing in the Connected Age (MICA-2018), October 6th, 2018
Danang City, Vietnam
Factors Affecting the Intention to Choose University of High
School Students in Vietnam
Nguyen Thi Kim Chia*, Pham Thi Huyenb
aHa Noi University of Bussiness and Techonology, Vietnam
bNational Economics University, Hanoi, Vietnam
A B S T R A C T
The research applies rational behavior theory and adds factors which are relevant to the context of higher
education in Vietnam to re-test the hypotheses and identify factor affecting the intention of choosing a
university for high school students. The results show that four factors that influence most to the purpose of
high school students’ choice are in the order of (1) university reputation (2) perceptions of the program, (3)
perceptions of costs, (4) subjective norm. Based on the results of the study, the author proposes some
recommendations for policymakers and university managers in Vietnam to improve their competitiveness in
enrollment as well as implement effective recruitment solutions to attract high school students.
Keywords: Intention; university decision; high school; student
1.
Introduction
In the context of globalization and extensive international integration, education and training in general
and Vietnam higher education, in particular, must be comprehensive. The most noticeable change is that
higher education has shifted towards popularization, reducing the role of governments, and moving gradually
toward autonomy. The universities have been given strong independence, in which the universities have been
active and creative in selecting and attracting qualified candidates who have aspirations for study and research
at university; at the same time, have implemented publicity and transparency of the conditions to ensure the
quality of enrollment and have been accountable to the society (especially parents and students).
Actually, in recent years, the universities have faced a series of difficulties. Firstly, the change in the
"enrollment market," when the supply side is the universities established massively, the demand side is high
school students dropped because of many more attractive other choices such as studying abroad, having a job,
apprenticeship... Thus, enrollment pressure may have shifted from candidate to university. Secondly, the
universities want to attract high-school students who have capacity and love of the chosen field of study,
while high school students choose the university according to their feelings, lack of understanding of selected
professions leads to discouragement and waste during the training. Thirdly, although the universities have
focused more resources on communication campaigns to provide potential students with the necessary
information and improve their position in society. But not all efforts to spread the message to attract students
of the universities have been deployed in the right direction and effectively.
To address these challenges, each university needs to define its role and mission and has solutions to
improve its enrollment strategy. A university without students will hardly exist, attracting good students will
be the foundation for long-term development. So, the critical issue must be to identify who your potential
* Corresponding author. E-mail address: [email protected]
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students are, what they want, what factors affect their decision to choose a university. Among the elements,
which element plays an important role and which factor is less critical? How do those factors affect? Enrollment
competition is the story of all universities, from prestigious universities to fledgling ones that are difficult to
enroll. Exploring these issues will be the basis for universities to adjust and supplement the rational solutions,
to focus resources on deploying recruitment solutions that have a direct, productive and positive impact on the
main factors having a positive influence on the students’ choice of university and attracting them to enroll in
university. From this practice, the author recognizes the need for in-depth studies around the topic on the
choice of universities of high school students in Vietnam.
In theory, according to the author's limited statistics, the decision to choose a university has been
approached by foreign and domestic authors from different perspectives from marketing, socio-economic,
economic and sociological perspectives. The view is quite rich and multi-dimensional from the objects such as
high school students - potential students, students, parents to the university. Chapman (1981), Kotler & Fox
(1995), Joseph and Joseph (1998, 2000), Karl Wagner and et al (2009), Joseph Kee Ming Sia (2013)... are
authors presenting the approach from high school students. The research is more or less based on the theory of
choice, the customers’ behavior of choice. The results of this study have clarified the key factors influencing the
choice of university, including the perception of costs, perception of the program, perceptions of facilities and
resources, the reputation of the university, others’ advice, information that students receive from the university.
These studies are approached based on behavioral intention theory, from the perspective of "consumers" as high
school students, but these empirical studies are mainly about applying theoretical models to the realities and
verifying the results, without specific and scientific arguments of using and adapting the conceptual model of
behavioral intention in the context of research.
In Vietnam, researches on the intention to choose a university are limited. Some studies by Tran Van Qui and
Cao Hao Thi (2009), Nguyen Minh Ha and partner (2011), Mai Thi Ngoc Dao and Anthony Thorpe (2015), Do
Thi Hong Lien and partner are just in the form of articles, scientific research papers, dissertations of bachelor
and masters. Most research is directed at high school students in Viet Nam. Studies of behavioral intention and
impact factors are topics of interest to many researchers in the field of economics. The reviews are conducted in
a variety of areas with many different administrative implications. The results are diverse and highly dependent
on the research context (field of study, research area ...). Agreeing with this point of view, the author concludes
that the results of previous studies in Vietnam have more or less changed in the context of new enrollment
policy. The decision of choosing a university for high school students is relatively new in the context of
Vietnam.
Based on the above reasons, the author selects the topic of “Factors affecting the intention to choose
university of high school students in Viet Nam”.
2.
Literature review
2.1. TRA Model
In this study, the author uses the definition of Fishbein and Ajzen in 1975, which defines that "The intention
to choose is the plan or ability of the high school students to perform the selective behavior in the university in a
certain context."
The theory of reasoned action (TRA) is one of the three classic models of persuasion. The method is also
used in communication discourse as a theory of understanding. The method of reasoned action was developed by
Martin Fishbein and Icek Ajzen in 1967 and was derived from previous research that began with the way of
attitude. The approach aims to explain the relationship between attitudes and behaviors within human activity.
TRA is used to predict how individuals will behave based on their pre-existing beliefs and behavioral intentions.
The authors argue that behavioral plan is the driving force behind behaviors and intentions determined by
individual attitudes toward behavior and the impact of subjective norms on the conduct of such actions. In it, the
view is a positive or negative feeling of the individual about performing a specific behavior. The subjective norm
is the perception of the person showing that leads to a particular action. The subjective standard is the human
perception of how to behave by the requirements of the society. This is an individual's belief in how others will
think about their actions. It represents an individual's self-awareness that those critical to their decision-making
desire to perform or fail to achieve a particular behavior.
In the field of higher education, the application of the TRA models to research the intention to choose a
university of potential students is insufficient, especially in the context of Vietnam. In this study, the author
wishes to use the rational behavioral theory (TRA) as a theoretical basis and to test a part of the conceptual
framework within the context of higher education in Vietnam.
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2.2. Overview of research on intention to choose a university
Currently, research on student’s behavioral plan to select a university, in general, is in different directions.
But, the author summarizes the four main approaches, including a proposal from an economic point of view, a
plan from a sociological perspective, an integrated approach, a marketing approach. With the marketing
approach, the surveyed subjects are mainly 12 - grade students, high school students, and university students. It
can be concluded as follows: Firstly, most studies use and apply behavioral theory (especially TRA model)
many empirical studies have succeeded in separating and neglecting the mediating relationship of the root
element of the rational behavioral model to the dimension factors (Chapman, 1981; Joshep and Joshep, 1998,
2000; Karl Wagner et al., 2009; Joshep Ming Sia, 2013). Secondly, the results of these studies show that
considering the perspective of high school students, many factors affect their decision to choose a university.
However, studies in Vietnam do not have systematic theoretical research, which refers to a clear conceptual
framework and does not explicitly apply the behavioral theoretical model to the study of this problem. Thirdly,
studies tend to use quantitative methods and consider this a superior manner, an excellent way to collect data.
However, not much research in Vietnam can use quantitative methods, especially using the SEM model.
The TRA theory is widely used by researchers and in different contexts to predict customer behavior. The
research findings are often specific to the context of the case study. The high school students’ intention to choose a
university is also a situation where it is possible to apply the TRA theory. These factors can be divided into two
groups. First, Attitudes forward behavior will include Perceptions of costs, Perceptions of the program, Perceptions
of facilities and resources, University Reputation, Information that students receive from the university. Secondly,
Norms includes Subjective norms and Others’ advice.
2.3. Factors affecting the intention to choose university
Perceptions of costs
Costs include various aspects related to expenses such as tuition, scholarships, grants, living expenses of
students during the school year. Perceptions of the costs to the intention to choose the university are in favor of
the direction. However, the degree of influence is not quite the same. Joshep and Joshep (1998, 2000) concluded
that cost perception is the third influential factor in high school students' decision-making in New Zealand
(1998) and Indonesia (2000). Karl Wagner (2009) and Joseph Sia Kee Ming (2011) conducted that the cost
perception is the most active and most influential factor in the choice of university for Malaysian high school
students. The study by Mai Thi Ngoc Dao and Anthony Thorpe (2015) also argues that cost perception is the
third strongest factor influencing the choice of university for high school students in Vietnam. Thus, the
perception of costs is an important variable influencing the choice of university for high school students. In the
context of Vietnam, the authors hypothesizes that:
H1: The higher perception of cost that students have to pay for a particular university, the more likely she/ he
will choose that university
Perceptions of the program
The curriculum is a vital issue for the university, as well as high school students who are interested in
choosing a college or university. Krampt and Heinlein (1981) suggested that high school students tend to
compare different learning programs to the best study program. Joshep and Joshep (1998, 2000) concluded that
with high school students, the feel of the curriculum is the second and fourth most important factor in their
decision to choose a university in New Zealand and Indonesia. Karl Wagner et al. (2009) also agreed that the feel
of the curriculum was an essential factor that ranked the third and had a positive impact on the choice of
university for high school students in Malaysia. In 2011, Joseph Kee Ming Sia conducted a study in Malaysia
and ranked Perceptions of the program as the most influential factor (Mean = 3.79) and positively influenced the
high school students' intention to choose the university. Consistent with the views of the previous authors
mentioned above, the author argues that high school students' perception of the curriculum is important and a
positive impact on the student's choice of university. Thus, the authors hypothesizes that:
H2: The more positive the perception of the program of a high school student about a university, the higher
his or her intention to choose this university and vice versa.
Perceptions of facilities and resources
Facilities and resources include all elements such as facilities, location, extracurricular activities, the
environment, and lectures to support the operations. Joshep and Joshep (1998,2000) identified that the
environmental and resource sensitivities are essential factors in secondary and tertiary determinants of university
choice of high school students in Indonesia and New Zealand. Another study conducted in Malaysia by Karl
Wagner et al. (2009) pointed out that there exists the positive relationship between perceptions of facilities and
resources and the intention of selecting university of high school students. In 2012, Koe and Sarings concluded
that the facilities perceptions was essential and influenced by the college's intention to choose university of high
school students.
In Vietnam, Mai Thi Ngoc Dao and Anthony Thorpe (2015) found that perception of facilities and resources
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was the most critical factor (Mean = 3,823) of high school students in selecting a university. Based on previous
research findings, the author argued that in the current context of Vietnam. Thus, we asummed that
H3: Perceptions of facilities and resources has a positive influence on intention to choose a university of high
school students and vice versa
University Reputation
When discussing the relationship between university reputation and the choice of university for high school
students, some scholars argue that status is not essential (Foskett, 1999). However, most researchers believe that
university fame plays an important role when they perceive and evaluate the reputation of the school while
making decisions (Murphy, 1981). The study by Joseph and Joseph (1998, 2000) in New Zealand and Indonesia
concludes that university reputation is a significant factor affecting the choice of university for high school
students (ranking respectively first and second). Karl Wagner et al (2009) further concluded that for high school
students in Malaysia, university reputation had a positive impact on the choice of university, meaning that
students will prefer universities with an excellent reputation for studying. By agreeing with Joshep and Joshep
(1998, 2000) and Karl Wagner et al (2009), the author argues that in Viet Nam, according to the annual record,
high school students see the reputation of the university as a significant factor and them proud to be enrolled at a
prestigious university. Universities have better reputation attract more students.
As discussed above, previous studies have shown conflicting results on the impact of university reputation on
predicting university choice for high school students. Thus, the potential for regulatory modification has not
been taken into account in previous studies. Observing the way universities are selected each year in Vietnam
shows that students are more likely to choose universities with a clear academic record. High school students
have good academic performance; high school entrance exam results are often intended to select prestigious
universities. Therefore, the author hypothesized that academic record would be a modifying factor in the
relationship between university reputation and the choice of high school students.
H4: University reputation has a positive influence on intention to choose a university of high school students
Information that students receive from the university
During the selection process, students often search and evaluate the data collected to minimize the risk of
making a decision. Although there are many sources of information affecting students, information provided by
universities is still more important (James et al., 1999), especially information on courses and information about
career prospects (Soutar and Turner, 2002). In the study by Joshep and Joshep (2000), the information received
from the university is the strongest determinants of the university choice for high school students in Indonesia.
Karl Wagner et al. (2009) concurred that this factor positively influenced university decision-making of high
school students in Malaysia, but this was the least important factor among the elements. In the context of the
information explosion and the school's efforts to provide information on admissions to students, the author
believes that the information the school offers to students has a substantial impact on the student's intentions of
choosing their universities.
H5: Information that students receive from the university has a positive influence on intention to choose a
university of high school student
Others' advice
In the study by Karl Wagner et al (2009) and Koe and Sarings (2012), it was concluded that influential
individuals (parents, siblings, friends, etc.) did not have the positive impact on the university decision making of
high school students. However, many researchers find that parents play an important role in determining the
choice of a student's university. Manski & Wise (1983) argue that the choice of peers is strongly influenced.
Joshep and Joshep (1998, 2000) both point that the advice of others (parents, friends, siblings) significantly
influenced the high school students' intention to select a university. In Vietnam, the author also found the
evidence from the researches of Tran Van Qui and Cao Hao Thi (2009), Nguyen Minh Ha et al (2011), and the
study of Mai Thi Ngoc Dao and Anthony Thorpe (2015) which concluded that advice of others has positive
impact on the choice of university for high school students. The authors argue that the decision to choose a
university is essential for every student as well as for their family. Therefore, the advice of others will motivate
students to select a particular university.
H6: Others' advice (parents, friends, classmates...) has a positive impact on intention to choose a university of high
school students.
Subjective norms
The subjective norms have been shown to be the factor that affects the behavioral intentions of university
selecting for high school students (Ajzen, 1991). Previous studies have concluded that there are conflicting
results between subjective norms and intentions of university deciding because the research subjects are
different, there are limitations on time and studied. In this study, the author argues that those around them
influence the decision to choose a university, but the "penetration" of ideas/advice and the formation of their
choice seemingly different. When high school students decide to choose a college, they will also be interested in
how other people's feelings. In this study, the impact of subjective norms on the choice of high school students
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should be assessed.
In summary, by domestic and international research review, based on rational behavior theory and an analysis
of Joseph and Joseph (1998, 2000), Karl Wagner et al. 2009, Joseph Kee Ming Sia (2011), as well as from the
context of higher education in Vietnam, which has many similarities with Indonesia and Malaysia, the authors
inherit previous studies to propose a model of research with 7 independent variables such as perceptions of costs,
perceptions of the program, perceptions of facilities and resources, university reputation, subjective norms,
information received from the university, and others' advice.
H7: Subjective norm has a positive impact on intention to choose a university of high school students.
A proposed model and measurement scale
Perceptions of costs
Perceptions of the program
Perceptions of facilities and resources
University Reputation
Intention
to choose
a
university
Information that students receive from the
university
Others' advice
Subjective norms
Fig. 1. Study model
Table 1: Measurement scale
Items
Code
CCHP1
Reasonable tuition policy
Suitable cost of living
Financial aid policies (scholarships, grants, concessional loans ...)
Flexible tuition collection (tuition fees ...)
Perceptions of costs
Joshep Kee
Ming Sia
(2013)
CCHP2
CCHP3
CCHP4
Courses/subjects with diversity of contents and structure for students’ choice
Has flexible entry requirements
Has specialised programmes of study available
University has practical components in degree programme
Flexible conditions for registering a study program/subject
Has a range of degree
CCH1
CCH2
CCH3
CCH4
CCH5
CCH6
CCH7
Joshep Kee
Ming Sia
(2013)
Has the availability programme of required degree
Perceptions of the program
Ideal location
CSVC1
Joseph and
Joseph
(1998,
Environment conductive to learning for student
Superb recreation and other faculities
Good social life on campus
Necessary resources avaiable
Clean and safe environment
CSVC2
CSVC3
CSVC4
CSVC5
CSVC6
CSVC7
2000).
Good faculty
Perceptions of facilities and resources
Institutions with academic reputation
Institutions with prestige training programs
DT1
DT2
DT3
Joseph and
Joseph
(1998,2000)
Institutions with accredited academic programs/ highly-valued academic merit
University Reputation
Institutions with information on career opportunities
Institutions with information on the student's study/research field
Institutions with information on post graduate or higher education courses
Information that students receive from the university
Advice from parents
TTT1
TTT2
TTT3
Karl Wagner
et al (2009
CNAH1
Karld
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Advice from peers
Advice from classmate
Advice from alumnis
Advice from high school teachers
Advice from admission counselor
CNAH2
CNAH3
CNAH4
CNAH5
CNAH6
CNAH7
Wagner et al
(2009) and
Joseph Kee
Ming Sia
(2011)
Advice from student who have been studying in university
Advice’s others
Most people who are important to me think that it is a good university to choose
Most of people who I refer, support me to choose university X
Subjective norm
CCQ1
CCQ2
Pavlou and
Fygenson
(2006)
I plan to study in university X in near future
I intent to choose university X to study
University X is my choice
QD1
QD2
QD3
Ajzen (1975)
Intention to choose a university
Source: Summarized by the author
3. Methodology
This research is carried out by a quantitative method, mainly with two steps: a preliminary qualitative study
of 113 high school students and formal quantitative survey of 361 high school students in Hanoi. The
questionnaire was completed with three main parts: introduction, statistical information section, and main
content: including speeches designed according to the model and scales were studied. The scale used for
measuring the observed variables in the model which is a 5-point Likert scale. For other classifiers such as sex,
type of field, location ... are measured by nominal or hierarchical scales depending on the nature of the data that
reflects them.
This study uses two main quantitative steps, including factor analysis and regression analysis. In this study,
the authors selected 361 high school students (the good sample size is 300 according to Comrey & Lee, 1992).
The author uses both an online form and a live ticket in the way of a snowball with 500 votes. As a result, 361
valid questionnaires were used for formal analysis. The sample description is as follows:
In term of sex: Among the 361 students surveyed, the proportion of males and females was quite balanced
with 53% females (191 respondents) and 47% males (170 respondents).
In term of academic strength: The highest proportion of students with excellent academic qualifications is
58%, with 208 students, good students are followed, by 32% (114 students), average students are 9%, and weak
students consist of 1 percent (Figure 4.4).
Classification of schools by region: Results show that 52% of attended students come from inner city schools
(186 pupils) and 48% of pupils in suburban schools (175 pupils).
Classification according to the method of application: The enrollment rate for a university with entrance
exams is 84 percent, five times higher than that of enrollment with academic records, only 16 percent.
Regarding the reason for choosing a college to study: The average score is 3.9, mainly because of the "hot"
majors (4.51), the high possibility of applying for a job after graduation (4.34), high ability to pass (4.26), proud
of living in that school (3.94), and the less important reason is the near distance from home (3.91).
4.
Research results
4.1.
Assess the reliability of the scales by the Cronbach's Alpha coefficient
The reliability of the preliminary quantitative study was evaluated by the Cronbach Alpha coefficients which
are greater than 0.7 and the correlation coefficients which are greater than 0.3. The results of the observed
variables are as follows:
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Table 2: Summarizing the observation variables which was excluded from the preliminary quantitative study
results
Number of
observations
Variables
Observed variables discarded
Perceptions of costs
4
7
7
3
No
Perceptions of the program
Perceptions of facilities and resources
University Reputation
CCH6, CCH7
CSVC3, CSVC6
No
Information that students receive from the university
Others' advice
Subjective norm
3
7
2
3
No
CNAH6 and CNAH7
No
No
The decision to choose a university
Source: Summarized by the author
The results from the reliability tests of the scales have a variable correlation coefficient - the sum of observed
variables with scales is relatively high, which is higher than 0.4. This shows that the observed variables correlate
reasonably well with the overall scale. The Cronbach's alpha coefficients are over 0.7, so the official survey scale
ensures the reliability. No observation variable is removed to increase the reliability of the scale. Therefore, all
the scales are highly reliable, which satisfies the condition for further analyzes.
Table 3: Observation variables which were excluded from the testing results
Items
Code
Cronbach alpha
0.859
Perceptions of costs
Perceptions of the program
CCHP1,CCHP2,CCHP3
CCH1,CCH2,CCH3,CCH4,CCH5
0.797
Perceptions of facilities and resources CSVC1,CSVC2,CSVC4, CSVC5, CSVC7
0.708
University reputation
DT1,DT2,DT3
TT1,TT2,TT3
0.856
0.829
Information that students receive
from the university
Others' advice
CNAH,CNAH2,CNAH3, CNAH4, CNAH5 0.873
Subjective norm
CCQ1,CCQ2
0.814
Intention to choose a university
QD1,QD2
0.873
Source: Summarized by the author
4.2. Analyzing the EFA
4.2.1. Analyzing the EFA independent variable
The results of analyzing factor discovery with independent variables in the model after the exclusion of the
observation variables with small factor loadings showed that the results were quite good, analyzing factor
discovery using with research data is appropriate. In which the KMO coefficient = 0.888, the Bartlett test is
statistically significant at 5%, the total of explained variance is greater than 50% (67,380%), the coefficient of
factor loading is greater than 0.5. Observational variables form the seven main factors as theoretical models.
4.2.2. Analyzing the EFA dependent variable
For dependent variables, the results of factor analysis with three observation variables were converged on one
factor, with the test coefficient KMO = 0.742, Sig = 0.000, variance reaching 79,92%, this shows the
convergence and good performances of the observation variables in the scale.
4.3. Confirmatory factor analysis (CFA)
From the results of the CFA analysis with the critical model, the author compiles the analysis coefficients in
the table 3. After CFA analysis shows that the components of the scale have convergence values, discriminative
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values and meets the requirements of value as well as reliability. Finally, 07 independent variables are
perceptions of costs, perceptions of the program, perceptions of facilities and resources, information students
receive from the university, university reputation, subjective norm, others’ advice, and 01 dependent variables of
intention to choose a university are accepted.
Table 4: Summary of CFA model coefficients of the scale
Model of the decision of choosing a university
Synthetic
reliability
0.795
Total of
variance
50%
Variables
Perceptions of costs
Targets
Chi-square/df = 2.131
CFI = 0.929
TLI = 0.917
IFI = 0.930
RMSEA = 0.056
Perceptions of the program
Perceptions of facilities and resources
University Reputation
Others' advice
Information that students receive from the
university
0.863
0.880
0.709
0.813
56%
71%
45%
47%
0.859
0.838
0.874
67%
72%
70%
Subjective norm
The decision to choose a university
Source: Analysis results with the support of AMOS software
4.4. Analysis results by SEM and hypotheses testing
4.4.1. Testing TRA model
The results of the structural equation modeling analysis after adjusting some possible correlations between
the observed variables show that the value of Chi-sql/df is 2,131, less than 3, CFI = 0.929, TLI = 0.917, IFI =
0.930 that are greater than 0.9, RMSEA = 0.056 that is less than 0.08 (Figure 3). Therefore, the model is
compatible with the actual data.
Fig. 3. SEM model analysis (standardized)
Source: Analysis results with the support of AMOS software
The impact level of the factors affecting student's choice is also different. The most influential factor is
"university reputation" (standardized β = 0.271), followed by the "program perception" (standardized β = 0.152),
then is the factor of " receive " (standardized β = 0.138) and finally is "Subjective norms" (Standardized β =
0.128).
4.4.2. Verify the reliability of the model with the Bootstrap method
To assess the robustness of the model, the author uses the bootstrap analysis with a sample size of 1000. The
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results show that the estimated mean of the samples generated by the bootstrap is very small (Bias and SE -
Bias), which shows that the results from the data are reliable and can be used to inference for the population.
4.4.3. Hypothesis testing results in a theoretical model
As the results of the theoretical and bootstrap model estimation in the structural equation modeling (SEM)
presented above, the hypothesized relationships in P-value varied from 0.000 to 0.1 (or 90% level of
confidence). The results show that the test of the factors affecting the high school students' decision to choose
universities is highly reliable. This means that the hypotheses H1, H2, H4, H7 are accepted. The remaining
hypotheses H3, H5, H6 are rejected.
4.4. Evaluation results were analyzed by a Structural equation modeling (SEM) and test research
hypotheses
4.4.1. Theoretical model consolidation
The results analyzed by using the linear structure model after adjusting some possible correlations between
the errors of the observation variables in the factors that show: Chi-square/df = 2.131 is smaller than 3, CFI =
0.929, TLI = 0.917, IFI = 0.930 is greater than 0.9, RMSEA = 0.056 is smaller than0.08. This shows that the
model is compatible with the actual data (market).
Fig. 4. SEM model analysis (standardized)
Source: Author's calculations with the help of AMOS software
The level of the factors’ influence on the students’ decision of choosing a university is also different. In which, the
biggest influence belongs to the factor "reputation of the university" (β=0.271), next is the factor "perceptions of the
program" (β= 0.152), “perceptions of costs” (β= 0.138) and the last is “subjective standards” (β = 0.128).
4.4.2. Verifying the reliability of the model with the Bootstrap method
To assess the robustness of this thesis model, the author uses bootstrap analysis with a refundable sample size of
1000. The results show that the estimated difference of the original sample with the estimated mean of the bootstrap
models is small (Bias and SE - Bias are tiny), This shows that the results from data analysis are reliable and can be
used to deduce the whole.
4.4.3. Hypothesis testing results in a theoretical model
As the results of the theoretical and bootstrap model estimation in the linear-structure model (SEM) presented
above, the hypothesized relationships in the theoretical model with the mean of P-value varying from 0.000 to
0.1 achieves the required level (90% reliability). The results show that the test of the factors’ influence on the
decision of choosing a university for high-school students is highly reliable. This confirms the original
hypotheses H1, H2, H4, H7 are accepted. The remaining hypotheses H3, H5, H6 are rejected.
5. Discussion and recommendations
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In this study, the author concerns in seven factors affecting the intention to choose university of high school
students in Ha Noi, such as perceptions of costs, perceptions of the program, perceptions of facilities and
resources, university reputation, information that students receive from university, other people's advice, and
subjective norms. The results show that four factors have a positive impact on the intention to choose university
of high school students, including the university reputation, perceptions of the program, perceptions of cost, and
subjective norms, respectively.
Firstly, university reputation has a positive influence on the choice of high school students, meaning that high
school students feel that the better university’s reputation, the more they decide to choose that university. The
university reputation factor has a coefficient of standardized β = 0.271, the most substantial impact on the
decision of selecting a university. In fact, most high school students tend to favor high-profile universities.
Nowadays, the reputation of universities is very important, and students place this criterion as a top priority.
Therefore, universities with a good reputation will attract more students and less subjected to difficult
enrollment.
Secondly, perceptions of the program that are positively correlated with high school students' decision to
choose a university, which means that the perceptions from the university are consistent with students'
expectations of its training programs. In this study, the perception of the curriculums or training programs was
the second factor (standardized β = 0.152) which impacts the choice of university for high school students.
Thirdly, cost perception has a positive influence on the decision to choose a university. This is a factor that is
ranked in the third order of the effect degree with the value of standardized β = 0.138. This means that students
feel that the higher the cost of from a university, the more likely they are to choose the university. In fact, given
the relationship between the customer and the supply chain, high school students tend to prioritize universities
where they perceive the costs are reasonable and appropriate for their budget.
Lastly, subjective norms have a positive impact on high school students' decision to choose a university. The
explanation is as follows: Students in Vietnam are conscious and tend to act according to social norms, and
people around them. Their relatives or essential people tend to encourage them a lot. High school students often
make decision mainly depends on the encouragement and suggestions of people around. This decision is not
only crucial for the students themselves but for the people around them such as grandparents, their parents, their
siblings too.
The results of the study also deny the hypotheses concerning the positive relationship between independent
variables such as the perceptions about the facilities and resources, the information that students receive from the
university, and the other’s advice and the intention to choose university of high school students. Based on the
results, the author recommends some solutions to increase the intention in selecting a university of high school
students, including improving the reputation of the university, the quality of training programs for different
groups of students; choose appropriate pricing policies, and enhancing the strategies on group of relatives such
as students' parents, friends that indirectly affects on the choice of high school students.
This research, however, there are some limitations which are following: Firstly, the study selected only Hanoi
as the site of the survey, it will suggest more comprehensive results if the sample is widened in more other cities.
Secondly, the study did not show the difference between the factors affecting the decision of the student before
and after attending the school, the satisfaction of the student about his choice of school. This study requires a
significant amount of sequence, time and data, therefore, if there is a chance, the author will conduct further
research about this objective in the future. Thirdly, past studies have outlined some factors that influence the
choice of a student. However, this study does not adequately explain the much factors that affect the outcome.
The researcher's follow-up approach will overcome these limitations.
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