Firstly, the relevant literature was collected and reviewed for the understanding of all variables in factors of destination attractiveness, social support, and communication channels. Then, the conceptual framework, the scope, and hypotheses were created. The survey of this study focuses on Vietnamese students in Taiwan, so it is conducted in Taiwan via online questionnaires. After the responded questionnaires are collected, they are analyzed and the summary is reported.
The research flowchart is shown in the following Figure:
Figure 2-2. The flowchart of this research 1.5 The Structure of this Study
This paper includes six chapters, and the summary for each is as follows:
Chapter one introduces the research background, motivations, objectives and contributions, procedure, and the structure of this study.
Chapter two presents the previous literature related to destination attractiveness, social support, communication channels, and satisfaction. Key variables and their relationships are identified. The relationships between these variable will also be discussed in this part.
Chapter three shows the conceptual framework and the construct measurement, which includes the destination attractiveness, social support, and communication channels and satisfaction. Besides, the construct measurement hypothesis will be explained. At the same time, research design, including the sampling plan, data collection procedures and data analysis techniques are discussed.
Chapter four expresses the descriptive results and purification outputs of this study such as the basic characteristics of respondents, descriptive statistics of research items and factor analysis and reliability test results of research items.
Chapter five presents the research results of several analyses, and discussion.
Chapter six is the summary of the significant finding and conclusion of this study.
Suggestion and practical implications of the results are presented for the future research.
CHAPTER TWO
LITERATURE REVIEW
This chapter will present definitions of destination attractiveness, social support, and communication channels and satisfaction through reviewing the previous researches supporting the necessity of conducting the study. The relationships between constructs are also examined.
Relationship of research factors
1. Choice satisfaction
Choice satisfaction is usually defined as an affective or emotional response toward one’s choice (Kreitner & Kinicki, 2002). In the field of organizational behavior, there are many definitions about satisfaction. Cranny et al. (1992) defined it as a contribution of cognitive and affective reactions to the differential perceptions of what an individual wants to receive compared with what he or she actually receives. From an economic perspective, choice satisfaction is a unitary concept that tends to be explained in purely monetary terms (Lazear, 2000).
There are a number of satisfaction theories in the organizational studies. One of most popular theories is Hezberg’s two factor theory (1966). The theory based on two basic types of needs. The first is the need for psychological growth or motivating factors. And the second is the need to avoid pain or hygiene factors. The motivating factors refer positive elements that contribute towards choice satisfaction and motivation. While hygiene factors are negative elements that could cause dissatisfaction at work.
In addition, study satisfaction is actually a collection of attitudes about specific facets of the study. And at the same time, individuals can satisfy with one element and dissatisfy with the other of the study. The theory proposed by Porter and Lawler (1968) indicated that there should be two dimensions in satisfaction – intrinsic and extrinsic satisfaction. Intrinsic satisfaction is the degree of satisfaction which a student receives from the study itself. However, extrinsic satisfaction expresses the degree of satisfaction a student has with study conditions, policies and praise.
2. Destination attractiveness
The concept of destination attractiveness and its measurement has received much attention from both tourism research and policy makers in recent decades (Formica &
Uysal, 2006; Lee et al., 2010). To derive from those perspectives, destination attractiveness refers to students’ perceptions about a destination of study and its ability to satisfy their needs (Mayo & Jarvis, 1982; Vengesayi, 2003). A destination’s attractiveness factors are crucial for both image formation and memorability of the staged destination experience.
Knowledge and awareness of study destination by Mazzarol and Soutar (2002) further identified four factors influencing the selection of a host country: 1) knowledge and awareness of the host country (reputation), 2) cost issues, 3) Environment of education destination, 4) study programs.
Reputation of education institution
A university’s value is based on its relationship building and service delivery towards international students rather than on its facilities and student revenue (Petruzzellis & Romanazzi, 2010). Student satisfaction (Price et al., 2003; Petruzzellis
& Romanazzi, 2010) is highlighted as an important factor affecting their decision to choose a study destination.
Engelke (2008) identified that there is a link between addressing student’s needs and an institution’s attractiveness. Students’ cultural needs and expectations were important. Students satisfaction towards the education institution helped in building the institution’s reputation when they left the university and act as ambassadors (Engelke, 2008). An institute’s image, in terms of its reputation and perceived education quality (Eder, Smith & Pitts, 2010; Maringe, 2006; Petruzzellis & Romanazzi, 2010; Soo &
Elliott, 2008; Soutar & Turner, 2002) is likely to remain the most important factor influencing study destination choice.
Mazzarol and Soutar (2002) present that international students are more influenced by the following factors when choosing an institute: an institution’s reputation for quality; its links or alliances with other institutions familiar to the students, high-quality staff, alumni base, and the number of students enrolled at the institution and students’ qualifications being recognized. Maringe and Carter (2007) highlight that international recognition is a factor that influences international students’
choices to study.
Hypothesis 1a: Reputation of Taiwan’s education institution will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Environment of education destination
According to Cubillo et al. (2006), a country, a city or an institution’s image influences international students’ decision. There are several aspects that relate to living in the study destination and city such as safety, cultural activities, international experience, university environment, facilities, quality of life, visa application and immigration prospects (Bodycott, 2009; Chen, 2007; Chen & Zimitat, 2006; Chung et al., 2009; Counsell, 2011; Eder et al., 2010; Lee & Morrish, 2011; Maringe & Carter, 2007). A study by Mei and Bray (2007) found that social and cultural experiences are
among other factors that play important role in attracting students from China to choose Macau and Hong Kong as their destination.
Hypothesis 1b: Taiwan’s culture will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 1c: Taiwan’s language will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Cost issues
Maringe (2006) highlights costs that include living expenses and availability of part time job for prospective students. Working part time is one of the ways for them to make their education abroad possible (Mazzarol & Soutar, 2002). Besides, Bodycott (2009) indicates that students consider facilities and accommodation as well as scholarships availability during their decision-making process.
Hypothesis 1d: Cost issues will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Education Programs
Universally, availability of a desired course is the most important for students when selecting a university (Price et al., 2003). However, the costs of going to university are the most influential when selecting between several universities that offer a similar course (Price et al., 2003). Interestingly, Maringe’s (2006) findings suggest that the three top reasons international students choose courses and subjects of study are no longer related to intrinsic motives of interest and love for the subjects of study. They are no longer passive consumers in that they have changed and place more focus on education as a career investment (Maringe, 2006). ‘Value for money’ is a critical issue for students when selecting study abroad (Petruzzellis & Romanazzi, 2010).
Chen’s (2007) analysis shows that students’ motivation and characteristics are the most
important factors that influence them to further study abroad, especially to achieve personal satisfaction for future career. Binsardi and Ekwulugo (2003) point out those students are ‘buying’ the benefits that a degree can provide in terms of employment, status and lifestyle. In other words, career prospect is an important factor (Chen & Zimitat, 2006; Eder et al., 2010; Maringe, 2006; Maringe & Carter, 2007;
Soutar & Turner, 2002).
Hypothesis 1e: Education Programs in Taiwan’s universities will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
3. Social Support
Human beings have a fundamental need to belong, which motivates the establishment of significant interpersonal relationships and frequent contacts with other people (Baumeister & Leary, 1995). Based on Wang’s (2004) ideas, foreign studentsentering a host country will experience deprivation in relation to this need, because they established social networks. Although foreign students can keep in contact with his or her home social network through communication technologies such as telephone, internet, this type of social support becomes unuseful when they stay in long time. Therefore, it is very important for foreign students to take action in many ways to join social networks in local country and then reduce “uncertainty and stress” (Caligiuri & Lazarova, 2002; Wang, 2002).
According to Wesserman & Faust (1994), social network is broadly conceptualized as a finite set or sets of actors that are connected by one or more specific types of relational ties. “Actors” in this definition could be individual persons, groups, corporations, nations or other collectivities. Network “tie” is a linkage between each two actors. Through the
“tie”, foreign students can get social support from the social network. Social support is the providing of resources that the receiver needs (Pattison, 1994) and is the function and
quality of beneficial social relationships (Jeruslem & Mittag, 1995). Simply, social support refers to giving care, love, technical assistance and tangible help, which can be beneficial to individuals’ physical and mental health.
Social support can come from many sources, including support from family and significant others (Ritsner, Modai, & Ponizovsky, 2000) as well as support from organizations (professors, classmates) This study will concentrate on perceived social support which “is likely to be effective only to the extent that it is perceived” (House, 1981). Following Xiaoyun Wang & Sangalang’s (2005) idea, Vietnamese students in Taiwan can get social supports from their family, professors, and friends. Those social supports will affect their choice to select Taiwan to study.
Influences and recommendations from family members, relatives, friends and professors also play an important role in a student’s decision-making process for education abroad (Chen, 2007; Chen & Zimitat, 2006;Eder et al., 2010; Maringe &
Carter, 2007). Mazzarol and Soutar’s (2002) suggested that personal recommendations or word-of-mouth referrals of former alumni are main influences. Even though the final decision to study abroad is mainly decided by students themselves, their family members,relatives and friends influence them significantly by providing information and suggestions (Mazzarol & Soutar, 2002). Pimpa (2003) indicated that the influence of family on the Thai students differed depending on the level of education they planned to study. While the majority of the research investigated family influence from the two categories of ‘recommendation’ and ‘financial support’, Pimpa (2003) expanded this to five categories which include finance, information, expectations, competition and persuasion. Financial and expectations influences were the strongest among Thai students. Further, Mazzarol and Soutar’s (2002) highlighted the strong parental
influence on undergraduate students when deciding on a study destination, especially in Indonesian and Taiwanese students.
Hypothesis 2a,b,c: Social supports from family, professor, and friends will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
4. Communication Channels
In the research of Suh Li Phang (2013) reveals that quality of communication is one important factor that influences student’s decision of study destination, communication factor includes two elements: Online channels and Offline Channel.
Online channels play an important role in the communications between students and the university before and after their arrival at the university. In that case, international students used their own initiative to search engine, and the university; after that, they was attracted by the university‘s website provided sufficient information, interesting programs.
Finally, the application process of international students also must be submitted via the website of university.
The offline communication usually takes place once the students have offline communication with the university before they arrived. One type of offline communication is face-to-face interaction, which occurs when students visit the university or when students visit education fairs and exhibitions in their home country. International students who visited education fairs and exhibitions in their home country suggested that an opportunity to meet with the representative from prospective university in person before they made their decision provides them with good information. This influences them during their decision-making process
Hypothesis 3a,b: Communication (online/offline) channels between Taiwan’s universities and Vietnamese students will significantly impact their choice satisfaction to study in Taiwan.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
This chapter firstly describes the construct measurements of research constructs, including the destination attractiveness, social supports, communication channels, and choice satisfaction. After that, the hypotheses to be tested and the conceptual model of the research are presented. Finally, the research design, including the sampling plan, data collection, and data analysis techniques are also described.
3.1 The Conceptual Model
The purposes of this study are firstly to integrate relevant literature and develop a comprehensive research model, and secondly to test it empirically through conducting survey research. The research model of the study was shown as follow:
Figure 2-1 . The conceptual framework of this study
3.2 Construct Measurement
For this study, the four primary constructs are operationalized: (1) destination attractiveness, (2) social supports, (3) communication channels, and (4) choice satisfaction. The variables of each construct measurements are itemized in this section.
3.2.1 Destination attractiveness
To measure the destination attractiveness, we use the 15 questionnaire items from the adapted scale by Hackman and Oldham (1975; 1980) in order to measure five dimensions:
reputation, culture, language, cost issues, and program.
Part A: Reputation
1. I have a good feeling about Taiwan
2. I admire and respect the Taiwan education 3. I trusted in Taiwan’s universities education.
Part B: Culture
4. Taiwan’s culture is similar to Vietnam’s one.
5. It’s easy for me to adapt with Taiwan’s culture.
6. I feel confortable to explor Taiwan’s culture Part C: Language
7. I don’t face difficulty to study in Taiwan regarding language.
8. I don’t face difficulty to live in Taiwan regarding language.
9. I improve my Chinese here.
Part D: Cost issues
10. The scholarship I received from schools is enough for my expense to study in Taiwan.
11. The scholarship I received from Vietnam/Taiwan government is enough for my expense to study in Taiwan.
12. Living cost in Taiwan is reasonable for me Part E: Programs
13. The programs which are suitable for me are abundant in Taiwan’s universities..
14. The courses taught in English are enough for me to graduate 15. The professors are good enough to provide courses in English.
Seven-point rating scales are developed to evaluate each item because it appears to be more suited to electronic distribution of usability inventories (Finstad, K., 2010).
Respondents are asked to indicate their level of agreement with each statement, which ranges from 1 = extremely disagree to 7= extremely agree.
3.2.2. Social Support
According to discussion in Chapter two, perceived social support can come from three different sources including family, professors, friends. To measure social support factor, we adopt 16 questionnaire items based upon the study of Xiaoyun Wang &
Sangalang (2005). Respondents are asked to indicate how often people belonging to those social support sources do the things as in following items:
1. They listened to you when you needed to talk about your private feelings.
2. They helped you out in a difficult situation at study, even though they are busy.
3. They made you feel that you can totally be yourself.
4. They were concerned about your well-being.
5. They helped you out when too many things needed to get done.
6. They gave you information about how to get things done at study
7. They gave you direct suggestions about how you were handling your problems in Taiwan.
3.2.3 Communication channels
The entire questionnaire items are listed below:
Part A: Online channels
1. It’s easy to contact the school via email or online apps.
2. I received their reply as fast as I needed.
3. The application online system worked well.
4. I prefer the online interactive communication with the school.
Part B: Offline channels
5. I took part in the interview by the university represetative in Vietnam.
6. I feel excited to face to face contact with the school (interview, talks) 7. I feel trustful to face to face contact with the school (interview, talks) 8. I prefer to face-to-face talks with them for my study choice.
Respondents are asked to indicate on a scale from 1 to 7 (1= strongly disagree; 7 = strongly agree) the degree to which they are adjusted or not on those items.
3.2.4 Choice Satisfaction
These items are evaluated on a seven-point Likert scale (1 = strongly disagree and 7
= strongly agree). The questionnaire items are listed as following:
1. Overall, I am satisfied with my choice to study in Taiwan.
2. I feel satisfied with the studying itself that I am currently doing.
3. I am satisfied with the benefit packages from the university.
4. I am satisfied with the supervision that I currently receive.
5. I am satisfied with my classmates.
6. I fell satisfied with the support from supervisors/school offices.
7. I will recommend my friends to study in Taiwan
3.2.5 The Information of Respondents
The questionnaire items which are related with the respondents are included at the last section of the entire questionnaire.
1. Gender of the respondent.
2. Marital status of the respondent.
3. Age of the respondent.
4. Education level of the respondent.
3.3 Hypotheses to be tested
Based on the literature review in Chapter two and the section 3.1, we developed some hypotheses in this study for the following empirical validation:
Hypothesis 1a: Reputation of Taiwan’s education institution will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 1b: Taiwan’s culture will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 1c: Taiwan’s language will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 1b: Cost issues will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 1e: Education Programs in Taiwan’s universities will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 2a,b,c: Social supports from family, professor, and friends will significantly impact Vietnamese student’s choice satisfaction to study in Taiwan.
Hypothesis 3a,b: Communication (online/offline) channels between Taiwan’s universities and Vietnamese students will significantly impact their choice satisfaction to study in Taiwan.
3.4 Questionnaire Design
As we have discussed above, a 37 item survey questionnaire was developed to obtain the responses from Vietnamese students over Taiwan. The questionnaire of this study consists of four constructs: destination attractiveness (15 items), social support (7 items), Communication channels (8 items), choice satisfaction (7 items).
A preliminary version of this questionnaire was designed and discussed with the thesis advisor. Some graduate students who are good at research were conducted to discuss appropriateness of the research questionnaire items. Since the study focuses on Vietnamese students in Taiwan, the questionnaire will be also translated into Vietnamese in case some respondents are not good at English. The questionnaire will be distributed online to respondents, using online survey web. Please refer to Appendixes for the questionnaires.
3.5 Sampling Plan
The study will explore the Vietnamese students’ factors influence their choices to study in Taiwan’s universities where there are Vietnamese students pursuing their studying. A sampling plan was developed to ensure that certain types of respondents were included in this study. Depending on population distribution of Vietnamese students in Taiwan, we planned to select some universities over Taiwan. Our unit analysis for this study will be Vietnamese students (under/graduate students). Respondents are chosen by using random sampling.
3.6 Data Analysis Procedure
In order to achieve the purposes of this research, SPSS 20.0 software are supplied to
In order to achieve the purposes of this research, SPSS 20.0 software are supplied to