Determinants of Student Satisfaction in Teacher Competencies

in the International Studies Bachelor Programme

at the Faculty of International Studies, Hanoi University

Authors
Hoang Anh Q. Nguyen, Assistant to Deputy Resident Representative, UNDP in Viet Nam
Dung T. Do, English Tutor, GLN International Education
Hai Phuong D. Cao, Bachelor in International Studies, Hanoi University
Thao Anh Pham, Admissions Officer Collaborator, VinUniversity
Phuong Anh Doan, Coordinator for International Relations, Research Institute of Creative Education (RICE)
Lan Huong Nguyen, Bachelor in International Studies, Hanoi University
Hoang Anh Q. Nguyen
Occupation: Assistant to the Deputy Resident
Representative, UNDP Viet Nam

Education: Bachelor in International Studies,

Hanoi University (HANU)

Contact: nguyenquanghoanganh@yahoo.com
Portfolio
Nguyễn, H. A. Q., Nguyễn, T. T., & Nguyễn, N. C. T. (2023). The Belt and Road Initiative in Mainland Southeast Asia: A
Geo-Economic and Critical Geopolitical Analysis. In F. Morady (Ed.), The Power Dilemma: Order, Development &
Governance (1st ed., pp. 169–196). IJOPEC Publications.
https://blog.westminster.ac.uk/den/wp-content/uploads/sites/25/2023/02/DEN_2023.pdf

Nguyễn Quang Hoàng Anh. (2022). The Role of Emerging Industrialized Economies in the Indo-Pacific Region in
Combating Climate Change. In Vietnamese Academic Network in Japan Conference 2022 - Abstract Book (3rd ed., pp.
72–73). Vietnamese Academic Network in Japan (VANJ). www.bit.ly/VANJ_2022_Abstracts

Nguyễn Quang Hoàng Anh. (2022). A Defensive Neorealist Approach to Japan's Free and Open Indo-Pacific Strategy (Tạ
Thị Oanh, Ad.). Proceedings of the Faculty of International Studies’ Student Academic Conference 2021–2022, 12(1), pp.
4–25. www.bit.ly/A_Defensive_Neorealist

Nguyễn Quang Hoàng Anh. (2022). Impacts of Hydropower Plant extension project on community health and safety in
project sites - A baseline research (Nguyễn Thị Minh Tiến, Ad.). Proceedings of the Faculty of International Studies’
Student Academic Conference 2021–2022, 12(2), pp. 26–39. www.bit.ly/Impacts_of_Hydropower

Đào Đức Trung, Đỗ Anh Thư, & Nguyễn Quang Hoàng Anh. (2022). Preliminary Study on the Perception of Mường Labour
Migrations in Lương Sơn District, Hoà Bình Province in the Context of the COVID-19 pandemic (Hoàng Hà Yến,
Ad.). Proceedings of the Faculty of International Studies’ Student Academic Conference 2021–2022, 12(8), pp. 111–138.
www.bit.ly/Preliminary_research_Perception
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Opening questions

1. During your university studies did you have a particular teacher that you liked?

2. Was there a teacher who was particularly influential in your academic career?

3. How different would your academic career be if you did not meet this teacher?
Authors

Hoang Anh Q. Nguyen

Occupation: Assistant to the Deputy Resident Representative, UNDP Viet Nam
Education: Bachelor in International Studies, Hanoi University (HANU)

Dung T. Do
Occupation: English Tutor, GLN International Education
Education: Bachelor in International Studies, Hanoi University (HANU)

Hai Phuong D. Cao

Occupation: Redacted
Education: Bachelor in International Studies, Hanoi University (HANU)
Authors

Thao Anh Pham

Occupation: Admissions Officer Collaborator, VinUniversity
Education: Bachelor in International Studies, Hanoi University (HANU)

Phuong Anh Doan

Occupation: Coordinator for International Relations, Research Institute of Creative Education
Education: Bachelor in International Studies, Hanoi University (HANU)

Lan Huong Nguyen

Occupation: Redacted
Education: Bachelor in International Studies, Hanoi University (HANU)
Introduction
Faculty of International Studies, Hanoi University

Faculty of International Studies, Hanoi University was established in 2002.

After 20 years of establishment and development, the Faculty of International Studies now has:

A. 2 Undergraduate Programmes:
1. International Studies:
- International Relations
- Research & Development
- International Economics
- Public Policy
2. Research & Development

B. 1 Postgraduate Programmme:
3. Public Policy
Faculty of International Studies, Hanoi University

The Faculty has had 19 graduate courses with more than 1,000 alumni, contributing high-quality
human resources to the domestic and international labor market.

93% of the Faculty's students after graduation have jobs, the rest continue to study at higher levels.

Every year, many students of the Faculty are sent to study exchange for one semester or one year at
foreign universities.

The Faculty has partnerships with University College Dublin & the University of Westminster which
fund multiple student-led field research programmes.
Faculty of International Studies, Hanoi University

Pecha Kucha Debate

20th Anniversary Youth Union Field Trips

Our Research
Faculty of International Studies, Hanoi University

During the 2021-2022 period, at the height of COVID-19:

● 37.50% of Faculty Staff resigned/went absent due to various reasons

● Shortage of lecturers increasing the student-lecturer ratio from 30:1 to 55:1

● A widespread perception that the educational quality at the Faculty was going down

Fortunately, after 2022, the Faculty was able to recuperate its losses quickly:

● 100% increase of new staff, returning to the pre-COVID-19 numbers

● Student-lecturer ratio went back to 30:1
Faculty of International Studies, Hanoi University

● The Faculty is relatively small, with

only 16 staff (14 lecturers, 2
administrative)

● During 2022 there were 446 enrolled

students of all levels in the Faculty.

● It is not uncommon for 1 lecturer to

take on 3-4 different subjects.

● Many students were very accustomed

to specific lecturers, with lecturer
preference playing a key role in module
& specialisation selection.
Abstract

In this study, we examine the main determinants of student satisfaction in teaching competencies in
the International Studies Bachelor Programme of the Faculty of International Studies at Hanoi
University utilizing the Higher Education PERFormance‐only (HEdPERF) model. We analysed the
provided education quality from the general perspective of enrollers with a focus on teacher
competency. We hope the methodologies provided here can used as a template to evaluate tertiary
education services to better enhance the student satisfaction. We have found that while the student
satisfaction score in teaching competencies was relatively positive, there still exist some issues with
quality in specific aspects.
Purpose of study

● The study did not go into the causes of

staff reduction during COVID-19

● We understood that the group most

impacted by this shift were students

● Our focus was on the perception of

education quality through the lenses of
students

● We also wanted to introduce a new

indicator of educational quality
“Adaptation to new lecturers”
Background

● Universities have a vested interest in maintaining and improving teaching standards and
academic provisions.

● Academic quality is a key metric to evaluate a university's scholastic professionalism.

● Academic quality refers to the availability of learning opportunities and their effectiveness in
higher education.

● It focuses on ensuring appropriate teaching methods, staff, assessment, and learning

opportunities for students.

● Upholding academic quality helps universities create an enhanced learning environment and
maintain their reputation.
Background

● There is a lack of studies on measurement and

evaluation in education in Vietnam,
particularly regarding higher education
quality.

● Previous studies in Vietnam have used

methods like gathering student opinions on
perception of rank, reviewing the curriculum,
self-assessment by lecturers and evaluation
by administrators.

● The findings of this research can serve as a

valuable reference for individuals considering
the International Studies Bachelor
Programme as well as serve as a format to
conduct similar studies in other programmes
Conceptual Framework

● The Higher Education PERFormance‐only

(HEdPERF) model was developed as an
alternative to other quality education
measurement systems.

● The model focuses on service quality and

was experimentally assessed for reliability
and validity.

● The HEdPERF dimensions showed higher

Cronbach's Alpha compared to another
model called SERVPERF.

Source: Karavasilis et al., 2016, p. 70

Conceptual Framework

● The research aims to use the HEdPERF model to score student satisfaction, specifically
focusing on the academic aspect.

● Three dimensions from the HEdPERF model were tested:

1. Academic knowledge
2. Pedagogical skills
3. Lecturer's attitude.

● An additional dimension called Student-lecturer relationships was also included due to

factors like teacher turnover and class size.

● Three hypotheses were formulated based on student experience, literature, and the HEdPERF
model.
Findings
Findings

To ensure the data collected was reliable we focused:

● Find Cronbach’s Alpha (α)
● Conduct an Exploratory Factor Analysis (EFA)
Findings
Findings
Findings
Findings

Academic knowledge:

● Average score: 4.58/5.0

● Variance: 0.39
● Standard deviation: 0.63
● Z-score: 0.32
● The lecturer is knowledgeable enough to answer students' questions related to the subject: 4.5/5.0
● Lecturers have high and professional qualifications: 4.65/5.0
Findings

Pedagogical skills:

● Average score: 4.13/5.0

● Variance: 0.74
● Standard deviation: 0.87
● Z-score: -0.16
● Lecturers have good pedagogical and teaching skills: 4.15/5.0
● Lecturers accurately assess student learning results 4.15/5.0
● Lecturers objectively assess student learning results: 4.08/5.0
Findings

Lecturer's attitude:

● Average score: 4.60/5.0

● Variance: 0.47
● Standard deviation: 0.69
● Z-score: 0.35
● Lecturers are attentive, courteous and polite to students: 4.68/5.0
● Lecturers have a positive working attitude towards students: 4.70/5.0
● Instructors are always ready to answer students' questions: 4.73/5.0
● When students have difficulties in their studies, lecturers are always willing to assist them: 4.55/5.0
● Lecturers take appropriate time to advise students on issues related to their specializations: 4.35/5.0
Findings

Student-teacher relationships (graded):

● Average score: 3.67/5.0

● Variance: 1.39
● Standard deviation: 1.18
● Z-score: -0.64
● Relationships with lecturers affect student learning: 3.48/5.0
● Students are adjusting to new lecturers: 3.70/5.0
● Constant changing of lecturers is affecting student performance: 3.83/5.0
Findings

Student-teacher relationships (multiple choice):

● For multiple-choice How does the change of lecturers affect you in a POSITIVE way?, the positive
aspect chosen the most was "Approaching the subjects from a variety of perspectives"
(55.56%).

● The aspects "Learning with more lecturers" (12.70%) and "Excitement in the subject due to
new teaching style" (1.59%) were least chosen, indicating a lack of enthusiasm for learning with
new lecturers and adapting to new styles.

● Approximately 11.11% of responses claimed to be unaffected by the changes.

Findings

Student-teacher relationships (multiple choice):

● For multiple-choice How does the change of lecturers affect you in a NEGATIVE way?, there was no
majority response.

● The most common answers were:

"Affecting student performance" (26.98%)

"Getting used to the old lecturer's way of teaching" (25.40%)

"New lecturers do not have enough teaching experience" (20.63%)

"Students have difficulty in communicating with new lecturers" (17.46%).

● Around 6.35% of responses claimed to be unaffected by the changes.

Conclusions
Conclusions

● The student satisfaction score for the International Studies Bachelor Program is 4.58/5.0,
indicating a relatively positive result, but there are variances in how quality is perceived
depending on the issue.

● The results show that the faculty's lecturers have sufficient academic knowledge, teaching
attitudes, and pedagogical skills.

● Positive perception of a lecturer's academic knowledge and attitude towards students are key
determinants of student satisfaction.
Conclusions

● Academic knowledge and Lecturer’s attitude had higher positive results compared to Pedagogical
skills and graded Student lecturer relationships, indicating potential areas for improvement.

● Pedagogical skills suggests minor issues with the pedagogical skills of lecturers, while graded
Student lecturer relationships shows the most underperformance, particularly in the transition
and inclusion of new lecturers.

● The responses to How does the change of lecturers affect you in a POSITIVE way? indicates that
approaching subjects from a variety of perspectives is the most positive aspect of bringing new
lecturers into the program.

● The responses to How does the change of lecturers affect you in a NEGATIVE way? shows diverse
responses, implying complex reasons why students can be negatively affected by new lecturers,
potentially due to the close relationships developed with current teachers.
Recommendations

● There could be a correlation between student-teacher relationships and student

satisfaction, which requires further study.

● The Faculty of International Studies should focus on a more comprehensive transition

process between old and new lecturers, potentially dividing classes and gradually introducing
new lecturers to minimize negative impacts on students.

● Rapid transitioning of new lecturers should be reduced to address student concerns and
improve satisfaction.
References

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Karavasilis, G., Kyranakis, D., Paschaloudis, D., & Vrana, V. (2016). Measuring service quality in higher education: the Experience of
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