5.

Research scope: 300 students of the Faculty of Business Administration of HUFLIT in

Cao Thang Campus.
6. Literture review:
6.1. Service quality
According to Parasuraman (1988), "quality of service" refers to the gap between consumers'
expectations and their assessment of service outcomes. Customers, according to Parasuraman,
see service quality as a reflection of their previous interactions with the service provider, which
includes the service provider's words and communication. Intangibility, inseparability,
heterogeneity, and non-viability are all mentioned in the definitions. These qualities make
measuring and evaluating service quality challenging. In order to assess the quality of service,
the author compares the degree of receipt to client expectations. According to Zeithaml and
Bitner (2003), service quality represents the customer's opinion of service aspects such as
dependability, responsiveness, assurance, and empathy.
6.2. Quality of training services
"Services are intangible things, production and consuming processes are interdependent,
including services in the system of Vietnamese products as stipulated by law," according to
Chapter I - Article 4 of the Law on Education (Law No. 11/2012/QH13).
As a result, training services are a collection of activities, processes, and tasks that serve and
support training in order to satisfy the demands of customers (students) and help them
accomplish their goals through the interaction of learners and trainers.
Training, according to Gudlaugsson (2003), is fundamentally an intangible process that cannot
be stored, trademarked, or presented or evaluated in advance. According to this scholar, how
pupils feel during the learning process is vital for education. The issue here is the interaction
with instructors, teachers' and other staff's attitudes, the efficacy of service, and staff willingness
to tackle student concerns. The material quality must also be examined. Throughout the service
delivery process, this adds to the beneficiary's environmental circumstances. In education, this
refers to instructional methods, learning tools, reading materials, and other resources. As a result,
simply graduating with a decent degree is insufficient; how significant it is, and under what
conditions.
6.3. Customer Satisfaction
Customer satisfaction is defined as client feedback on having their requirements addressed.
According to the aforementioned definition, consumer satisfaction with products and services is
attained because the service provider meets the customer's expectations. 
According to Kotler (2012), contentment is a person's sense of satisfaction with a product or
service as compared to his or her expectations. According to Parasuraman (1988), customer
satisfaction is defined as their reaction to the disparity in perception between what they received
and what they expected from products and services. Tough (1982) defines student satisfaction as
their emotions and attitudes regarding training programs, where positive emotions or attitudes
convey satisfaction and negative emotions or attitudes reflect discontent. Zhao (2003) defined
student satisfaction as satisfaction with training programs, professors, administrators, and
services.
Based on the definitions of student happiness and satisfaction with training quality, we believe
Zhao's (2003) definition is fairly thorough, taking into account many variables that exist in the
higher education setting. As a result, we use Zhao's idea of satisfaction to argue that student
satisfaction is the school's capacity to satisfy students' expectations in terms of facilities, faculty,
training programs, serviceability, and other general criteria.
6.4. The connection between the elements of training quality and the satisfaction of
customers (students).
According to various research in Vietnam, training quality parameters have the same influence
on student satisfaction. According to Tra Vinh University author Nguyen Thi Ngoc Xuan,
aspects such as educational services, facilities, educational environment, educational activities,
and educational results all have the similar impact on satisfaction, but the amount of influence
varies. We examine each aspect that influences student happiness from the following angles:
Classrooms, libraries, computer labs, curricula, and other amenities are available.
Lecturers: Credentials, communication skills, and class organization are all important. Training
program: Very current and useful.
Serviceability refers to how administrative administration, administrative employees, and
ministry functions are organized.
7. References:
Case study of Lac Hong University. (2019). Sự hài lòng của sinh viên khoa Quản trị (hệ chính
quy – chất lượng cao) đối với chất đào tạp tại Trường Đại học Kinh Tế TP.HCM.
Châu Phạm (2018). Các nhân tố ảnh hưởng đến sự hài lòng của sinh viên về chất lượng dịch vụ
đào tạo tại khoa Ngoại Ngữ, Trường Đại học Ngoại Ngữ - Tin Học TP.HCM.
Hanh Duong (2021). A study on the satisfaction of students with the training quality:
Kotler, P. and Armstrong, G. Principles of Marketing, 14th Edition, Global Edition, Pearson
Prentice Hall, (2012)
Le Duong, Nguyen Long, Phan Chau, Vu Tuan, & Phan Hien (2021). Factors Affecting Training
Quality and Student Satisfaction: An Empirical Study in Vietnam.
Nitin Seth, S.G. Deshmukh, & Prem Vrat (2004). Service quality models: a review
Nguyễn Thị Ngọc Xuân (2018). “Các yếu tố ảnh hưởng đến sự hài lòng của sinh viên về chất
lượng dịch vụ giáo dục của Trường Đại học Trà Vinh”, Tạp chí Giáo dục, Số đặc  biệt Kì 1 tháng
5/2018, tr 133-137
Parasuraman A., Zeithaml V.A, & Berry L. L. (1988), “Servqual: a multiple-item scale for
measuring consumer perceptions of service quality”. Journal of Retailing, 64(1), 12 –  40
Thorhallur Gudlaugsson (2003). “Service quality and university”, Institute of Business Research
(For internal circulation)
Zhao, F. (2003). “Enhancing the quality of online higher education through measurement”.
Quality Assurance in Education Journal 11, 214-221).