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For a long time, higher education (HE) institutions have preferred to focus on their
internal academic needs rather than to view students as their main clients. This viewpoint has
served them well as long as the demand was greater than the supply. In modern competitive
environments, service quality is more importance in the competitive formula of both
organizations and countries. Education sector is becoming services for people in which global
and local levels combine, thus a standardized offer is modified by local specificities. Service
quality has been put forward as a critical determinant of competitiveness (Lewis, 1989).
Currently, people often hear about poor client service experience than good client service one,
and negative word - of - mouth can have a devastating effect on an organization’s efforts to
attract new clients. Clients who have experienced poor service will often reveal their
experience to other people, therefore this may lead to a reduction in potential and permanent
clients. Thus, a good service quality will be more likely to attract new clients as well as to
maintain regular clients.
In colleges, students are considered as the “short-duration clients” and they are the
clients of education service. They play an active role in helping the college identify the
providers and improve the service quality. Hence, identifying the determinants of service
quality from the perception of students being considered as the primary clients is important,
and one of a primary goal of HE should be done is to develop the satisfaction of clients
Besides, during the last over two decades, measuring service quality in HE has
become increasingly important for attracting and retaining tuition-based returns (Angell et al.,
2008). Therefore, it is vital for HE institutions to actively monitor the service quality and
safeguard the interests of stakeholders through the fulfilment of their real needs and wants.
(Zeshan, 2010; Al-alak, 2009). In order to attract students, serve their needs and retain them,
service providers and researchers are actively involved in understanding students’
expectations and perceptions of service quality.
In the current economic climate, education field is expanding rapidly all over the
world. HE is being driven toward commercial competition by the development of global
education markets. Many HE institutions are giving serious thought to the issue of service and
performing some identifications of the service quality of education that provided to students,
as well as the assessment of students’ satisfaction. This has come about two reasons, the first
is the expansion phase in HE has ended and there will be a real competition for students. As a
result, the service quality experience in HE becomes an important factor in client’s decision
making, the buyer. The word - of - mouth recommendation plays a big role in students’
choices of HE. The second reason is the university/college’s quality assurance systems place
emphasis on the student experience as one of the assessment criteria. Because of this
importance, to examine which factors/dimensions determine students’ satisfaction are
Besides that, universities/colleges are increasingly involved in ranking criteria or a
world class institution, and external ranking instruments include some measure of students’
satisfaction as well as student’s attributes. University/College rankings are increasingly
disseminated with great detail about the different components of the overall score, and the
issues that frequently accompany the presentation of the overall position of an institution
often refer to the general climate on campus and to the level of students’ satisfaction.
In the context of Vietnam, Vietnam HE institutions cover undergraduate and
postgraduate studies (Vietnamese Education Law, 2012). Undergraduate studies can lead to
diploma or bachelor degrees while postgraduate studies can lead to master and doctorate
degrees. The system of Vietnam HE institution includes: Colleges, Universities and Research
Thai Nguyen university (TNU), one of the leading regional university systems in
Vietnam, is strategically located in Thai Nguyen City. The university system was established
in 1994, basically a conglomeration of colleges reflecting the long tradition of existence as
HE institutions which are situated in Thai Nguyen province. They are the College of
Engineering and Technology was founded in 1965; the College of Education was founded in
1966; the College of Medicine and Pharmacy was founded in 1968; the College of
Agriculture and Forestry was founded in 1970; the College of Economics and Techniques
was founded in 1974. For over 20 years of development, TNU has been experiencing growth
in qualitative and quantitative aspects in instruction, research and technology transfer,
production, and management, among others. Hence, as it continues its journey towards the
future, it displays with dynamism its commitment toward the pursuit of excellence in this
noble undertaking. With this, TNU system has been recognized as one of the leading national
universities in Vietnam. In its development, TNU has established five other college and
faculty members. They are the College of Information and Communication Technology
founded in 2001; the College of Economic and Business Administration founded in 2004; the
College of Sciences and Humanity founded in 2008; the Faculty of Foreign Languages
founded in 2008 and the International School founded in 2011.
TNU is mandated to to pursue the following: Training high quality human resource,
conducting researches on scientific technologies and management, verifying and proposing
solutions and sustainable development policies, and contributing to the socio-economic
development of the region towards industrialization and modernization. To become a world
class university within Vietnam and the Southeast Asia in providing HE in the fields of
agriculture and forestry, teacher education, technology, economics, business administration,
medicine and pharmacy, information and communication technology, foreign languages,
among others.
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