Determination of Factors Affecting the Study Decision of Students at
University of Education, Vietnam National University Hanoi
NGUYEN ANH TUAN1, AU QUANG HIEU1, BUI THI THANH HUONG2,
HA THI THANH THUY1, MAI THI KHUYEN1
1University of Education, Vietnam National University, Cau Giay, Hanoi, VIETNAM
2School of Interdisciplinary Study, Vietnam National University, Cau Giay, Hanoi, VIETNAM
Abstract: - This research aims to determine and evaluate factors influencing the choice of university of students
at University of Education, Vietnam National University, Hanoi (UEd, VNU). In this study, the author used
exploratory factor analysis and linear regression methods with survey data of 316 freshmen who are currently
studying at the UEd, VNU. The results indicated four important factors affecting students' decision to choose a
university, which are 1) quality factor; 2) brand/employment factor; 3) information-promotion factor; 4)
consultation factor. The findings of the research provided reference for UEd, VNU to develop appropriate
enrollment plans and strategies and improve its effectiveness in the coming time.
Key-words: - Student, high school, admissions, decide to choose a university, university selection model,
VNU-University of Education.
Received: July 7, 2022. Revised: September 21, 2022. Accepted: October 22, 2022. Available online: November 24, 2022.
1 Introduction
In recent years, enrollment plays an important role
for all universities because good enrollment
strategies likely help universities select high-
quality students with knowledge, skills and
qualifications in line with the training goals of the
university. Amid the orientation of socialization in
education in Vietnam, many universities have been
established, leading to greater competition for
enrollment and admission of new students in [9].
According to the data of the Ministry of Education
and Training, as of May 13, 2022, the total number
of students registering for the high school
graduation exam was 1,001,011. In detail, the
number of candidates registering for the online
exam was 934,186 (accounting for 93.32%); while
the number of candidates registering for the direct
exam was 66,827 (accounting for 6.68%). In
addition, the total number of freelance candidates
who were not in the lists of any high school was
58,797 (accounting for 5.87%). There were two
groups of candidates: those who took the exam for
high school graduation certification and those
taking the exam for university admission, which
respectively accounted for 3.81% (38,108
candidates) and 85.87% (859,531 candidates) in
[22]. The authors in [1] strongly agreed that
from an institutional management viewpoint, any
difference between expectations and reality, one
example of which was the management of
institutions, could possibly lead to students’ loss of
interest or higher dropout rates. For example, more
and more graduates are now working in fields that
are not in line with their majors in university [22],
[26], or even facing unemployment. Besides, there
are more high-school students taking up jobs which
do not require university degrees. It is not unusual
that a lot of graduates are now working as factory
workers or doing jobs that do not require a
university degree in [20]. As a result, students’
intentions to enroll in a university after high school
have changed, leading to the fact that several
universities cannot enroll enough students. The
question posed to both educators and parents now
is to orient their students and children to choose the
proper path in line with their capabilities; and if
they want to attend university, which institution
and major they should follow.
Higher education institutions around the world
are experiencing greater autonomy, and Vietnam is
not an exception. Hence, higher education
institutions inevitably face more complicated
challenges in [13]. In recent years, sufficient
enrollment has become a common issue faced by
most universities in Vietnam, especially under the
Decree 99/2019/ND-CP (Prime Minister) on
autonomy mechanisms in universities in [24]. In
order to create favorable conditions for universities
to implement and extend their autonomy, the
Government has issued Decision No. 26/2014/QD-
TTg, promulgating regulations on the organization
and operation of VNU and its member institutions
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in [23]. University of Education has been assigned
to implement autonomy in a specific plan by VNU,
in which autonomy of enrollment is one of the
earliest to be implemented and currently showing
positive results.
Since then, with the autonomy of enrollment,
along with an open training model towards the
connection and association in multi-disciplinary,
multi-field, high-quality universities, more high
school students have chosen to apply for University
of Education as their place for study and research;
and the number is increasing year by year. In
education, determining the factors affecting the
decision to choose a university is of great
importance, which requires more efforts from the
managers who are seeking long term effectiveness
in the enrollment strategy of the institution.
However, exploring factors affecting a student's
choice of a higher education institution is a difficult
and complex task in [3].
2 Theory Basis
2.1 Researching the Decision to Choose a
University
The decision to choose a university is defined as a
complex and multi-stage process in which an
individual develops aspirations to continue
attending college after high school, followed by the
decision to choose a particular university, college
or training program such as an advanced vocational
institution in [13]. The decision to choose a
university of high school students is also
understood as the ability or intention to make the
decision to choose a university. The decision to
choose a university is made when a student intends
to choose a certain university for enrollment in
[19].
According to the author in [19], a student's
decision to choose a university refers to the result
after he has weighed all requirements, options and
considered different sources of information. Before
graduation, grade-12 students are often consulted
by their schools, families and relatives in choosing
schools and majors that are suitable for their
academic abilities and career goals. After choosing
a major of interest based on criteria such as
personal capacity, benchmarks, social needs,
employment possibilities and geographical
locations, students determine the appropriate level
of education and the institutions they would like to
apply for according to their abilities and the
enrollment criteria. Finally, they complete the
registration procedures for the exam. In the study
of the scholar in [17], the concept of deciding to
choose a university (or an academy) is the act of
registering for the entrance exam and applying for a
university after graduating from high school.
Studies by the authors in [2], [10], [1]
identified variables that influence the decision-
making process to enter higher education,
However, the factors influencing students' choice
of institution vary from country to country due to
cultural differences. The authors in [14] stated that
"there are many factors that students consider when
choosing a university, but these factors have
different levels of importance for each country". In
addition, the decision-making process of students'
university choice is also characterized by two
factors of motivation and attraction in [15].
Motivational factors are expressed by the students'
needs and desires, [11]. Attraction factors include
external influences through language, reputation,
scale, etc., in [27].
The scholars in [12] continued to point out that
many studies have tried to find out the factors
affecting students in the decision to choose a
university to study and these studies are mainly
based on the theoretical model of customer choice
behavior. This is like a customer's behavior in
terms of the process of identifying needs, finding
information, evaluating options, choosing and,
finally, evaluating the product in [20].
2.2 Theory of Research Model
In the context of competitive admissions among
universities, the factor of choosing a university is
one of the topics of interest to all universities. In
the world and in Vietnam, there have been many
studies on the decision to choose a university,
which helps the enrollment and admissions team in
higher education institutions to develop an effective
plan to attract students.
Research results on institutional factors
affecting students' decision to choose a university
in Malaysia by the author in [16] emphasized and
clarified a group of external factors in Chapman's
model (in 1981). Student’s decisions are influenced
by "universal fixed features" such as geographical
location, education program, academic reputation,
infrastructure, tuition fees, financial support, and
job opportunities. "Student engagement efforts"
include promotion, enrollment representative,
exchange from high schools, and university
campus. In the proposed model, the determinants of
university decision by the authors in [2], [12]
include: (1) individuals (students and personal
attributes) (2) environment (public policy and
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media influences), (3) school characteristics (e.g.
quality), and (4) HEI (characteristics and actions).
The scholars in [4] found that it is the school's
reputation, along with its highly qualified teaching
staff, that influences students' decision to choose a
school. In addition, the "ratio" of input and the
school's benchmark are factors that affect the
decision to choose a school. Adapted from
Chapman’s model, the scholars in [5] studied a
three-stage model of university selection. To be
more specific, Cabrera and La Nasa highlighted
how students' future job expectations influence
their college decisions in [5]. The author in [9]
confirmed that in addition to the strong influence of
parents, friends also greatly impact a student’s
decision to choose a school. Furthermore, besides
parents, siblings and friends, those who work at the
student’s high school, such as his teachers, also
have remarkable effects on his decision to choose a
university.
Concerning the topic "Factors affecting the
decision to choose a university of high school
students" in Vietnam, the authors in [25] proposed
a model with 7 factors including the factors of
personal charges, university characteristics, factor
about the individual students themselves,
opportunities for further learning in the future,
future employment opportunities, efforts to
communicate with students, and gender-specific
factors in [25]. Research by the scholars in [21]
showed four important factors affecting the
decision to choose a university with decreasing
magnitude, naming information and advertising
factor, reputation and employment factor, student's
own factors and tuition and facilities.
Synthesis of theories on customer choice
behavior, research model of the authors in [16], [5],
[18], [19] proposed a research model of five factors
affecting the decision to choose a university which
are suitable for the context of higher education in
Vietnam, which are learning conditions,
university’s reputation, communication activities,
students’ own factors, and influential individuals,
In general, there are many different factors that
affect students' decision to choose a school for each
country and region. However, to suit the purposes
of this particular study, the authors have developed
an experimental research model by selecting,
adjusting and synthesizing from previous models.
3 Research Methods
3.1 Research Hypothesis
Based on the theoretical basis of the research
models in the world and Vietnam, with
consideration to the appropriate development and
completion of the actual context in the country, the
authors proposed 5 hypotheses about the factors
affecting students' decision to choose a university,
which are presented in Table 1 as follows:
Table 1. Hypotheses proposed in the study based on theories
Hypotheses
Contents
References
H1
Students tend to choose a university with highly
appreciated characteristics that meet the needs of
learners.
[4]; [16], [19]
H2
If the training program and admission score are in
line with their abilities and interests, students tend to
choose that university.
[4], [6], [12], [25]
H3
The decision to choose a university is formed based
on the University's efforts to give and promote
information to make a good impression on students.
[6], [16], [21]
H4
The tendency of students to choose a university is
greatly influenced by the advice and orientation of
those around them.
[6], [9], [25]
H5
A student's future job expectations have a great
influence on the decision to choose a university.
[5], [25]
Source: Author's compilation
3.2 Research Model and Scale
On the basis of theoretical models and empirical
research hypotheses, the author proposes a model
to study the factors affecting the decision to choose
a university that adheres to the sustainable
development goals. In the actual setting of the
research which was carried out in the University of
Education, the developed model consists of 5
factors (1) characteristics of the university, (2)
characteristics of students themselves, (3) students’
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ability to access to and the university’s promotion
of information, (4) advice from people around, and
(5) opportunities for future careers. These factors
are assessed using a scale representing students’
level of satisfaction and certainty in their decision
to choose a university (Figure 1) with 27 observed
variables. The factors that are found to be
appropriate in the current educational context in
Vietnam are as follows:
Fig. 1: Model of factors affecting the decision to choose a university
Source: Author's compilation
The School characteristics (SC) factor included
seven observed variables:
• (SC1) The school is located near the living area,
convenient for commuting
• (SC2) Modern infrastructure and equipment to
meet learning and research needs
• (SC3) Highly qualified and experienced teaching
staff
• (SC4) Diversified, attractive and high-quality
training courses, meeting the needs of high
school students
• (SC5) Tuition fee that is suitable for students’
family's economic condition
• (SC6) Scholarship and support policies for
students
• (SC7) Prestige, an academic reputation, and a
brand in Vietnam
Student's personal characteristics (ST) consist of
four observed variables:
• (ST1) Admission criteria are suitable for student's
ability, high chances of admission
• (ST2) The training program is in line with his/her
interests and aspirations
• (ST3) The school has a graduate training program
that is developed on the basis of the
undergraduate level
• (ST4) Desire to become a teacher or a working
officer in the Education industry
Factors of access to and promotion of the
university’s information (SI) involves three
observed variables:
• (SI1) The school strives to providing complete
and detailed information which are easily
accessible through the media (school website,
social network, internet)
• (SI2) The school organizes school tours for high
school students and its exchange students
• (SI3) The school has good recruitment counseling
and career guidance activities in different
methods
Factors of advice from people around (AA)
includes five observed variables:
• (AA1) Influenced by parents' opinions
• (AA2) Influenced by the advice of the principal
teacher of the high school
• (AA3) Influenced by siblings who have been and
are studying at the school
• (AA4) Influenced by/according to the advice of
university officers who are in charge of
admission and enrollment consultation
• (AA5) Influenced by friends, close friends in
class/high school
Factor of future career opportunities (CO) consists
of five observed variables:
• (CO1) The good opportunity to find a job after
graduation
• (CO2) Hope to find a job with high income
• (CO3) Opportunity to find a job in the right
industry/suitable with his/her training program
• (CO4) Being recruited into high positions in
organizations, agencies and enterprises
• (CO5) Teaching profession which is admired by
society
The level of satisfaction and certainty (SL) with the
decision to choose a school includes three
observed variables:
• (SL1) I am satisfied with the university I have
chosen and am attending.
• (SL2) I would not change my mind if I had to
choose a school again
• (SL3) I will recommend this school to a relative
who is preparing to take the college entrance
exam this year
H1+
+
STUDENT’S PERSONALITY
H2+
+
H3+
H4+
H5+
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3.3 Data Collection
The research team conducted a survey to gather
data from May to June 2022. Online/online,
random and convenient survey methods were used.
A total of 316 students participated in the survey,
including 116 students in Hanoi and 200 students
outside of Hanoi (Figure 2). The survey
questionnaire was divided into two main parts:
respondents’ general information and the survey
content. The study used a 5-point Likert scale to
measure the perception of survey subjects: 1)
Completely disagree, 2) Disagree, 3) Neutral, 4)
Agree, and 5) Completely agree. The SPSS 2.5
software, as well as factor discovery analysis and
regression analysis were used to characterize and
analyze the data collected from the survey.
Fig. 2: Distribution of survey subjects
Source: Author's compilation
3.4 Factor Exploratory Analysis
The purpose of factor exploratory analysis was to
identify the important and reliable variables to
determine the factors for the later analysis, which is
the regression one. According to Dinh Phi Ho in
[8] factor exploratory analysis must consider and
satisfy the following criteria:
- Evaluate the reliability of the scales
(Cronbach's Alpha coefficient > 0.6)
- Reliability of observed variables (Factor
loading > 0.5)
- Check the suitability of the model (0.5 <
KMO < 1)
- Bartlett test on correlation of observed
variables (Sig. < 0.05)
- Test of cumulative variance (Cumulative
variance > 50%)
3.5 Adjusting the Scale System
After removing 4 unsuitable observed variables, the
research team performed factor analysis with 20
observed variables. The detailed variables and
symbols were rearranged and presented in Table 2
as follows:
Table 2. Question system after the test
Explain factors (independent variable)
Code
Factor 1
School quality
X1
Modern infrastructure and equipment to meet learning and research needs
SC2
Highly qualified and experienced teaching staff
SC3
Diversified, attractive and high-quality training disciplines; Meeting the needs of high school
students
SC4
The school has a tuition fee that is suitable for your family's economic condition
SC5
The school has a very good scholarship and support policy for students to study
SC6
The school has prestige, academic reputation, brand in Vietnam
SC7
Admission standards are in line with ability, high chances of admission
ST1
The school has a graduate training program that continues from the undergraduate level
ST3
Factor 2
Brand – Job
X2
Good opportunity to find a job after graduation
CO1
Hope to find a job with high income
CO2
Opportunity to find a job in the right industry / occupation
CO3
Being recruited into high employment positions in organizations, agencies and enterprises
CO4
200/316 Students
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Teaching profession is always respected by society
CO5
Factor 3
Consulting advice
X3
Influenced by the advice of the high school teacher
AA2
Influenced by brothers and sisters who have been and are studying at the school
AA3
Influenced by/according to the advice of university admission teachers
AA4
Influenced by friends, close friends in class/high school
AA5
Factor 4
Information – Marketing
X4
The school strives to provide complete and detailed information that is easily accessible through
the media (school website, social network, internet).
SI1
The school organizes school tours for high school students and exchange students
SI2
The school has good recruitment counseling and career guidance activities, diverse in methods
SI3
Source: Author's compilation
3.6 Regression Analysis
Cooper and Schindler in [7] regression analysis and
hypothesis testing were used to test and explain the
causal theory. The factors and observed variables in
the general regression model were adjusted after
the factor discovery analysis. The model came in
the following form below:
DEC = (X1, X2, X3, X4)
To be more specific, DEC was the dependent
variable; X1, X2, X3, X4 were the independent
variables.
The empirical model (linear regression) of the
factors affecting the overall satisfaction had the
following form:
DEC = β0 + β1X1 + β2X2 + β3X3 + β4X4
To be more specific, the variables included in
the regression analysis were determined by the
scoring of the factors.
The variables in the linear regression model
were explained in Table 3. There were five scales
of independent factors (20 observed variables) and
one scale of dependent factors (3 observed
variables).
Table 3. Explanation of variables in the model
Name of factors
Code
The observed variables of the factors
Expectation
sign
Deciding to choose a university
DEC
SL1, SL2, SL3
School quality
X1
SC2, SC3, SC4, SC5, SC6, SC7,
ST1, ST3
+
Brand – job
X2
CO1, CO2, CO3, CO4, CO5
+
Consulting opinion
X3
AA2, AA3, AA4, AA5
+
Information – promote
X4
SI1, SI2, SI3
+
Source: Author's compilation
4 Research Results
4.1 Survey Sample Characteristics
The research team used a stratified, random method
to select the survey sample. The survey respondents
were first-year students in the University of
Education - Vietnam National University, Hanoi.
The survey results showed that 83.55% of survey
participants were female students, and 16.45%
were male students. The percentage of students
choosing a school in grade 12 accounted for a
major percentage of 52.22%. Most students studied
in non-specialized schools, which accounted for
92.09% (n=291). Only 7.91% of students graduated
from specialized schools (n=25). The details were
shown in Table 4 below.
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Table 4. Students’ characteristics in the interview sample
Type
Inside Hanoi area
Outside Hanoi area
Total
Student
%
Student
%
Student
%
1. Gender
Male
19
6.01
33
10.44
52
16.45
Femal
97
30.70
167
52.85
264
83.55
2. High school groups
Gifted high school
9
2.85
16
5.06
25
7.91
Normal high school
107
33.86
184
58.23
291
92.09
3. Major in admission
Group A
41
12.97
49
15.50
90
28.47
Group B
5
1.58
9
2.85
14
4.43
Group C
26
8.23
74
23.42
100
31.65
Group D
43
13.61
64
20.25
107
33.86
Talent major
1
0.32
4
1.27
5
1.59
4. Major that the student is studying
Educational major GD1
35
11.08
49
15.51
84
26.59
Educational major GD2
5
1.58
35
11.08
40
12.66
Educational major GD3
67
21.20
53
16.76
120
37.96
Educational major GD4
4
1.27
43
13.61
47
14.88
Educational major GD5
5
1.58
20
6.33
25
7.91
5. Student belong to groups
Full time
110
34.81
196
62.03
306
96.84
Part-time
6
1.90
4
1.26
10
3.16
6. When to start choosing a university
Grade 10
4
1.27
24
7.59
28
8.86
Grade 11
11
3.48
17
5.38
28
8.86
Grade 12
67
21.20
98
31.02
165
52.22
After high school exam
34
10.76
61
19.30
95
30.06
Total
116
100
200
100
316
100
Source: Author's compilation
4.2 Exploratory Factor Analysis of Elements
The results of the EFA test for the scales were
shown in the following table:
Table 5. Exploratory Factor Analysis (EFA) results of the components
Observed
variables
Factor (elements)
1
2
3
4
SC5
.817
SC3
.728
SC6
.714
SC2
.688
SC4
.686
ST1
.657
SC7
.603
ST3
.507
CO4
.834
CO3
.832
CO2
.814
CO5
.696
CO1
.663
AA4
.884
AA5
.865
AA2
.837
AA3
.809
SI2
.855
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SI3
.675
SI1
.570
KMO coefficient
0.918
Bartlett's test
Chi-Square
3733.951
Df
190
Sig.
.000
Change
Eigen value
Extracted Variance
Cronbach’s Alpha
X1
8
8.235
41.173
0.891
X2
5
2.680
54.571
0.888
X3
4
1.611
62.629
0.887
X4
3
1.038
67.816
0.818
Source: Author's compilation
First, all Factor Loading factors were above 0.5,
which ensured convergence and discriminant
validity of the data when EFA was conducted.
Next, the coefficient KMO was 0.964 (0.5 < KMO
< 1), which was appropriate for the actual data. In
Table 5, we saw Bartlett's test at Sig level of 0.000,
which was well below 0.05, which showed that the
observed variables had a linear correlation with the
representative factor. Next, Eigenvalues were all
greater than 1, showing that they were all
significant and retained. The total variance
extracted was 67.816%, which exceeded 50%,
proving that the four factors extracted could
explain the 67.816% of the variability of the data of
20 participating observed variables and EFA.
Analyzing the results of Cronbach's Alpha test, the
components of all the scales were satisfactory with
Cronbach's Alpha in the range of 0.818 to 0.891,
which meant the scale was at a good level.
4.3 Factors Affecting Students' Decision to
Choose a University
Multivariable linear regression model analysis to
identify important factors affecting the satisfaction
and certainty of university choice of VNU
University of Education students was used. Then,
the normalization coefficient in the regression
model to determine the proportion of each factor's
contribution to the satisfaction level of students'
college choice was used. The detailed results of
regression model analysis and the results of
calculating the importance of each factor in the
model in turn were presented in Table 6 as follows.
Table 6. Summary of results of the regression model
Independent
variables
Unnormalized
regression coefficient
(B)
Value t
Statistical
significance level
(Sig.)
VIF
Normalized
Regression
(Beta)
Absolute
Value of
Beta
Contribution of
variables (%)
The importance
of variables
(Constant)
2.17E-15
0.896
X1
0.491
6.375***
0.000
2.219
0.370
0.370
40.5
1
X2
0.252
4.469***
0.000
1.737
0.230
0.230
25.2
2
X3
0.127
3.587***
0.000
1.135
0.149
0.149
16.3
4
X4
0.174
2.997**
0.003
1.968
0.164
0.164
18.0
3
Total
0.913
100.0
Dependent variable: DEC - University choice decision
Observation sample capacity
316
F
86.742***
coefficient 𝑹𝟐
0.527
Corrected coefficient R^2
0.521
Durbin Watson
1.826
Note: *** p < 0.01; ** p < 0.05; * p < 0.1
Source: Author's compilation
The results were shown in Table 6 with Sig level.
of the F test under 0.01. This indicated that in the
regression model, there was always a 99%
confidence level. The level of statistical
significance (Sig.) showed that except for the
variable X4 "Information - promotion" < 0.05, all
factors from X1 to X3 had an influence on students'
decision to choose a university with 95% of
confidence.
Analysis of the correction coefficient reached
the value of 0.521. 52.1% of the changes in the
student's decision to choose a university were
directly explained by the independent variables in
the model and the model was consistent with the
data. VIF coefficients (variance magnification
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DOI: 10.37394/23207.2023.20.22
Nguyen Anh Tuan, Au Quang Hieu,
Bui Thi Thanh Huong,
Ha Thi Thanh Thuy, Mai Thi Khuyen
E-ISSN: 2224-2899
232
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factor) were all < 10, meaning that the regression
model did not have multicollinearity. Durbin
Watson coefficient 1 < d = 1.826 < 3, so the
regression model did not have autocorrelation.
The normalized regression coefficient
illustrated the influence of the independent
variables in a percentage. The results indicated that
variable X1 had the strongest impact (40.5%),
followed by X2 (25.2%), X4 (18.0%), X3 (16.3%)
respectively. As expected of the research
hypothesis, the groups of factors affecting students'
decision to choose a university in the level of
influence were school quality, reputation –
employment, information-promotion, and advisory
opinion.
4.4 Satisfaction Level of Selected Students
Questionnaire to explore the satisfaction level of
the students about their choice of university was
used to collect the needed information. The
findings were presented in Table 7 as follows:
Table 7. Satisfaction with university choice of students
Location
Rate of satisfaction rating with the choice in
Current university by level (%)
Average
Satisfaction
level
1
2
3
4
5
Inside Hanoi
1.7
2.6
28.4
42.2
25.0
3.86
Satisfied
Outside Hanoi
1.5
4.0
16.0
42.5
36.0
4.08
Total
1.6
3.5
20.5
42.3
31.9
4.0
Source: Author's compilation
Table 7 showed that 31.9% of the respondents felt
very satisfied with their decision to choose
university, 42.3% of the students were satisfied,
20.5% had neutral feelings towards their university
choice, 3.5% were not satisfied and only 1.6 %
were totally unsatisfied. In short, the majority of
the surveyed students were satisfied with their
choice of university.
4.5 Discussion
The study of factors affecting the decision to
choose to study at the University of Education,
VNU, Hanoi was of great importance to create a
basis for the University's policy-making in the
future. Although the study still had some
limitations due to the small sample size, the
research subjects were only first-year students, but
the research has built a theoretical model for
exploring the factors affecting students’ choice of a
university (which is University of Education, VNU
in this research). The study identified four factors
affecting the decision to choose a university
including quality of the university, reputation -
employment, information - promotion and
consulting. The analysis results showed that
students were satisfied (4.0 /5.0 points) with their
decision to choose the university. More
importantly, their decision to choose the university
depended largely on its comprehensive quality.
This was also consistent with the research results of
Tran Van Qui & Cao Hao Thi in [25], and the
research of Nguyen Thi Minh Huong in [19]. The
quality of the school was reflected in many
different aspects, but it was always the first factor
that the students considered when choosing a
university because they thought this would affect
the quality of their output.
Reputation and future job opportunities were
also attractive factors for students to make
university choices, which was also confirmed in the
study of Burn in [4], and Tran Van Qui & Cao Hao
Thi in [25]. The purpose of learners was to look for
good job opportunities in the future. The school's
reputation as well as the high employment rate of
graduates were the patronage of learners' goals.
The results of this study were similar to those of
the aforementioned studies.
Although the information – promotion factor
did not have as great an impact as the above two
factors, they still had a positive relationship with
the students’ decision to choose the University of
Education, VNU. This study did not contradict the
research results of Quy, K. V., Linh, L. T, M in
[21] and Ming, J. S. K. in [16].
Consultation helped students better understand
the university, the field of study and other
necessary information necessary for them. This was
also a factor that has been determined to have a
positive impact on the decision to choose a
university, which was similar to the research in [5],
[25].
Although the world has overcome the shock of
the COVID-19 pandemic, in order for universities
to return to normal operations, it is necessary to
keep pace with the general recovery of society.
The findings of the research have shown that
the strategy to promote school quality to attract
learners is of great significance. For the social
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Ha Thi Thanh Thuy, Mai Thi Khuyen
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community, the research has provided a lot of
valuable information on the university selection
criteria in general, and the University of Education
in particular, helping students to choose suitable
universities and improve their satisfaction of the
institution they have chosen. Although the
influences of surrounding factors are not large, the
people around them can still act as a reliable
reference.
5 Conclusion
Based on the results of the study, the author would
like to emphasize the significance of the research
for universities, especially for the University of
Education. To be more specific, the research
findings can provide a reliable reference for
universities to plan and make better activities to
attract students. The following are some
recommendations from the authors.
Firstly, develop a plan to develop school
quality in specific stages of short-term, medium-
term and long-term visions in order to effectively
implement the fundamental and comprehensive
reform of education and training. Develop support
policies, scholarship regimes and determine tuition
fees appropriate to students’ socio-economic
conditions. Human resources development focuses
on training high-quality staff and successfully
realizing the educational and training development
goals of the industry. Improve infrastructure and
equipment to meet training needs. At the same
time, diversifying forms of admission to attract
learners to study and research.
Second, the university needs to continue
focusing on creating opportunities for students to
find jobs after graduation. In addition to ensuring
the school's input, make sure that the graduates can
find jobs in the industry in line with their majors.
Graduates get jobs that not only create an effective
output but also affirm the school's reputation to the
society.
Third, developing a team of professional and
sensitive admissions and career counselors as they
play a very important role and directly affect the
enrollment results. In addition, it is also necessary
to regularly organize support counseling sessions at
high schools according to thematic, career
orientation topics and foster these skills for both
teachers at the grassroots.
Fourth, focus on developing the school's
website/page with a variety of information. Use a
variety of methods on admissions and career
counseling activities such as integrating school
news into ads on YouTube, Facebook videos.
Encouraging students to like and share articles on
the school's page is advised. Promote field trips for
students to experience on campus disciplines and
promote international student exchange.
Within the limitations of this study, this paper
points out four factors influencing the decision to
choose to study at the University of Education,
VNU, with the particularity that the field of study
does not have to be tuition free in Vietnam.
However, the next research direction will be
extended to different universities, and other factors
such as financial factors (tuition fees), physical
facilities or learning conditions.
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DOI: 10.37394/23207.2023.20.22
Nguyen Anh Tuan, Au Quang Hieu,
Bui Thi Thanh Huong,
Ha Thi Thanh Thuy, Mai Thi Khuyen
E-ISSN: 2224-2899
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Creation of a Scientific Article (Ghostwriting
Policy)
The authors equally contributed in the present
research, at all stages from the formulation of the
problem to the final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflicts of interest to declare
that are relevant to the content of this article.
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