2023 HKC2 Thursday Class Group 5

MINISTRY OF EDUCATION AND TRAINING
UNIVERSITY OF ECONOMICS HO CHI MINH CITY

SCHOOL OF INTERNATIONAL BUSINESS-MARKETING
TOPIC: The factors affecting students’ intention to
‘f
join international exchange programs
Instructor : Mas. Hoang Trong

Class : MRF001
List of members : Le Hoang Minh Khang
Van Thuy Duong
Phan Huynh Hai Ngoc
1
ROSTER
Number Member Student Contribution

code
1 Lê Hoàng Minh Khang 31231023812 100%
2 Văn Thuỳ Dương 31231021277 100%
3 Phan Huỳnh Hải Ngọc 31231022349 100%
Table of Contents
ABSTRACT.........................................................................................................................................3
CHAPTER 1: INTRODUCTION.......................................................................................................4
1.1 Reason (Problem statement)...................................................................................................4
1.2 Aim of the research..................................................................................................................4
1.3 Research sample and scope.....................................................................................................4
1.3.1 Research sample................................................................................................................4
1.3.2 Research scope...................................................................................................................4
CHAPTER II : THEORETICAL BASIS...........................................................................................5
2.1 Related research.......................................................................................................................5
2.2 Literature..................................................................................................................................6
2.2.1 Exchange study program..................................................................................................6
2.2.2 Expenses.............................................................................................................................6
2.2.3 Financial aid.......................................................................................................................6
2.2.4 Reputation and ranking of the university.......................................................................7
2.2.5 Compatibility of the exchange program..........................................................................7
2.2.6 Exchange country’s culture..............................................................................................7
2.2.7 Prerequisites for the exchange study program...............................................................7
2.2.8. Influences of other people................................................................................................7
2.3 Hypothesis.................................................................................................................................8
2.4 Proposed research model.........................................................................................................8
CHAPTER III : THE METHODOLOGY.........................................................................................9
3.1 Research process......................................................................................................................9
3.2 Qualitative research and quantitative research....................................................................9
3.2.1 Data analysis method......................................................................................................10
3.2.2 Data collection method....................................................................................................10
3.3. Cronbach’s Alpha Reliability Test......................................................................................10
3.4. EFA - Exploratory Factor Analysis.....................................................................................10
2
3.5. Pearson Correlation Analysis...............................................................................................11
3.6. Multi-variable Regression Analysis.....................................................................................11
CHAPTER IV : RESEARCH RESULT...........................................................................................11
4.1. Descriptive statistics of the survey sample..........................................................................11
4.1.1 Gender..............................................................................................................................11
4.1.2 Batch of Students.............................................................................................................12
4.1.3 Student’s major...............................................................................................................13
4.2. Analytical data from key questions.....................................................................................13
4.2.1. Reliability test: Cronbach Alpha..................................................................................13
4.2.2. EFA - exploratory factor analysis.................................................................................22
4.3 Pearson Correlation...............................................................................................................32
4.4 Regression Analysis................................................................................................................33
CHAPTER V: CONCLUSION AND RECOMMENDATION.......................................................39
5.1. Conclusion..............................................................................................................................39
5.2 Recommendations..................................................................................................................39
5.3. Limitation and Development................................................................................................39
Preferences Materials..................................................................................................................40
APPENDIX...................................................................................................................................41
ABSTRACT
In education, numerous strategies have been developed to support students in experiencing and
exchanging knowledge with other students around the world. International exchange programs are
one of new strategies for students to broaden their horizons about the world and study abroad for
just a short term. However, there is a dearth of understanding about this type of program among
many students. Therefore, to help more students understand clearly about international exchange
programs, the authors have conducted a study on the topic “ The factors affecting students’
intention to join international exchange programs”. From this topic, factors that most affect students
in the choice of joining exchange programs and some suggestions are represented in this essay.
The topic is based on the theoretical bases given by the authors with the key influencing factors as
expense, financial aid, reputation and ranking of the universities, compatibility of the exchange
programs, exchange country’s culture, prerequisites of the program, influences of other people.
With the data obtained from a sample of 196 UEH students from course 49,48,47, the research
result showed that … The remaining factors are not considered to have a significant impact on the
intentions of students.
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CHAPTER 1: INTRODUCTION
1.1 Reason (Problem statement)
Studying abroad is a precious chance to enhance education level, widen the world view, experience
a completely new culture and language with new friends. However, before then, students who want
to study overseas only have few opportunities due to financial burden. Nowadays, besides
participating in a long-term studying abroad program, there are more opportunities for students such
as international exchange programs and transnational education programs. These programs help
students to widen their horizons and experience new cultures more economically. Therefore, UEH
is always willing to create conditions for students and encourage them to join international
exchange with prestigious universities in the world. UEH believes that every individual has
capacity and hidden talents to rise and shine. The university also supposes that every student needs
to promote their ability fearlessly through international exchange programs.
With the strategy of becoming a multidisciplinary and sustainable university, based on prestige,
quality and promoting international curriculum, University of Economics Ho Chi Minh City (UEH)
currently implements international exchange programs in developed countries (United States,
France, Australia. Switzerland, Italy, Netherlands, German, New Zealand, Korea,…) in order to
bring on diverse choices and opportunities for national students to partake in global integration.
Therefore, we decided to do research on the topic: Factors affecting UEH students’ intention to join
an international exchange program.
1.2 Aim of the research

- Identify factors that influence UEH students’ decision to join exchange programs in other
countries.
- Determine the level of influence of each statistically significant factor on the UEH student’s
decision to join the exchange program.
- From those research results, propose solutions to increase the number of UEH students
participating in the exchange program.
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1.3 Research sample and scope
1.3.1 Research sample
- Students of UEH university
1.3.2 Research scope
- Time: Our group carries out the project before the final exam in the first semester of 2023.
- Space : conduct surveys with UEH students by filling the survey form.
- Main plot : focus on the tendency of UEH students deciding to have an exchange program, then
analyze the factors which influence students’ decision to join and suggest some relevant methods
for UEH university.
CHAPTER II : THEORETICAL BASIS

2.1 Related research
No Name of research Method/Scale of research Content of the research
1 International The empirical part contains researches To gain knowledge about the
student exchange – conducted using the CAWI motives and the benefits of
motives, benefits (Computer-Assisted Web Interview) students who participate in
and barriers of tool on a sample of 125 students of international education
participation Polish and foreign universities exchange, and to diversify the
participants with regard to the
gender
Method: reviewing literature relating Give insight into the

2 to the factors influencing the decision determinants of participating
Determinants of to study abroad, a model derived from in a student exchange
participating in Morgan (2003, cited in Sussex Centre program
Australian for Migration Research and Centre for
university student Applied Population Research [Sussex
exchange Centres], 2004) will be developed
programs outlining the factors influencing the
decision to participate in an exchange
program and the choice of host
destination
5
Participation in This paper reports on a study
3 Data were collected by means of a
tertiary study that investigates factors that
survey questionnaire. The respondents influence Australian students'
abroad programs:
The role of were second/third year students propensity to engage in
completing a degree in international exchange programs
personality
trade at a large government university
in Australia. The student exchange
program has been operating at this
university for many years and the
university actively encourages students
to apply for such programs.
International trade students were
selected because, given their course
preference, they would more likely be
interested in and realise the benefits of
an exchange program
4 Exploring Factors the study conducted a systematic and Extends the previous
Influencing intensive review of the literature to researches on
International explore the factors influencing factors influencing the choice
Students' Choice students’ choice of international of international education and
education give some recommendations
5 Why to join the For this research, the minimum This paper has identified four
ASEAN-Korea random sample size should be 200 factors affecting the intention
online exchange observations. to participate in ASEAN-
program? The case Korea online exchange
The survey targeted Vietnamese
of Vietnam programs
students between 15 and 24 years old
students as they are the leading group
participating in exchange programs
2.2 Literature
2.2.1 Exchange study program
Exchange study programs refer to arrangements between partner universities that allow students to
study abroad for a semester or academic year while still being enrolled at their home university.
Through reciprocal partnerships, students can immerse themselves in a different culture, language,
and education system temporarily. The curriculum is designed to ensure credits can transfer back,
so students gain global perspectives and experiences without extending their degree time or paying
tuition at the host university. By facilitating international student mobility between partner
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institutions, exchange programs promote cultural integration and diversity on campuses. They
provide students with a more affordable option to gain foreign academic exposure compared to an
entire degree abroad. The benefits exchange programs offer students include becoming globally
fluent, building independence, and expanding career horizons. These programs thus deliver
immense value by enabling students to internationalize their outlook and skillset.
2.2.2 Expenses
Budget is a factor that affects UEH students' decision to participate in an international student
exchange program. Students participating need to have a financial fund suitable for the exchange
program. Therefore, the choice of school must be consistent with each student's financial budget
when participating in the exchange program. Part-time jobs can also be one of the options for
students to solve this cost problem
2.2.3 Financial aid
Financial burden is an important factor in UEH students' decision to participate in a student
exchange program. Students with low incomes or limited financial aid are less likely to participate
in student exchange programs .Therefore, financial aid such as scholarships, fellowships, and
government financial aid can be a remedy for financial barriers and the motivation to persuade UEH
students to take interest in exchange programs that UEH offers annually
2.2.4 Reputation and ranking of the university
The main purpose of many universities is to enhance the reputation of the university and have a
positive influence on university ranking. Millions of dollars are spent by universities to get a better
rank (1). Specifically, factor “Reputation and ranking of the university” determined by (2) the first
variable is the university’s organization structure including dean’s committee, teaching staff,..The
second variable is the facilities. The third variable is the security in class, on campus. When UEH
students have an intention to engage in international exchange programs, they consider the
reputation and ranking carefully. The satisfaction of deciding to join an international exchange
program is positively influenced by the ranking and reputation of the university.
2.2.5 Compatibility of the exchange program.
When deciding to join the exchange program, students tend to consider the major in which the
exchange programs provide. Because the purpose of students is to get more knowledge about what
they have learned in other countries, they tend to find an exchange program which is compatible
with their major at their current university.
Apart from the compatibility of majors, students tend to consider the compatibility of the host
countries they want to study in. They will evaluate the culture of the host countries, if it they really
match, students will have a decision to engage in exchange programs
2.2.6 Exchange country’s culture
Some students prefer to study and experience in countries with similar cultures to their current
country, however there is also a large proportion of students who want to experience a different
cultural environment in another country (Emma W. 2014) In addition, according to Llewellyn-
Smith & McCabe (2008) students want to experience socio-cultural differences in the host country.
This is one of the most important aspects when deciding to participate in TTQT programs because
7
students see this as an opportunity for entertainment and social activities. The cultural similarity
between the exchange country and the student's current country plays an important role in attracting
international students to choose to participate in TEAMs in that country, the majority of students
from countries in the region. Asians choose China as the ideal destination to study abroad or
participate in international exchange programs because of the cultural similarities between their
country and China
2.2.7 Prerequisites for the exchange study program
Each university has different admission requirements depending on the course that the student want
to engage in . The requirements include : admission criteria ( UEH students who have finished all
required credits and subjects of the first two years and acquire GPA from 7.0/10 upwards.) , english
requirements ( Admitted students must obtain the required English proficiency level of IELTS 6.5 or
equivalent ) , and modules registered for exchange study are modules in the list of recognized
equivalent modules between UEH and foreign host university and are included in the student's main
training program.
2.2.8. Influences of other people
Paus and Robinson (2008) present a clear connection between parent’s influences on their student’s
study abroad decisions in their article, “Increasing Study Abroad Participation: The Faculty Makes
the Difference”. They found that parents and friends are one of the largest contributors to student’s
decision to study abroad, outpacing faculty and college administrators ( (3) However, another study
by Stroud in 2010, students choose to study abroad not because of parental support or parental
convinces, but because of their own self-motivation to broaden their knowledge and expand
international networking.
2.3 Hypothesis
H1: Cost-related issues have a negative influence on UEH students' decisions to participate in
international educational exchange programs.
H2: Financial aid has a positive influence on UEH students' decisions to participate in international
educational exchange programs.
H3: The reputation and ranking of the university affect positively on the decision of UEH students
to join an international exchange program.
H4: When intending to join the international exchange program, UEH students consider the
compatibility of major and host countries before making a decision.
H5 : Cultural factors affect the decision to participate in the international student exchange program of
UEH students
H6: Prerequisite for the exchange study program affect negatively on the decision of UEH’s student
to join the exchange program
H7: The influences of other people have a positive impact on the intention of UEH students’ to join
an international exchange program.
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2.4 Proposed research model
CHAPTER III : THE METHODOLOGY
3.1 Research process
Figure 3.1 Research process
9
3.2 Qualitative research and quantitative research
Qualitative research: through previous research and topics

With the same trend as the research problem, the group has built the following preliminary scale
That is through direct exchange and discussion with student groups and lecturers
guidance to find the practicality of the topic. Through that, we have adjusted,
Complete comments on the questionnaire to serve quantitative research.
- Quantitative research: Collect, process and analyze survey data to define factors that affect UEH
undergraduate students’ decisions on engaging in exchange study programs. In this kind of
research, we carry out a survey of 194 UEH undergraduate students (consisting of 149 female
students and 47 male students engaging in the survey, accounting for 76% and 24%, respectively)
3.2.1 Data analysis method
Summary: descriptive statistics with percentage frequency distribution tables and crosstabulations
Data analysis part: check reliability with Cronbach alpha, check the validity of the scale with EFA,
test the hypotheses of the research model with multiple regression .
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3.2.2 Data collection method
To ensure a survey of 196 UEH undergraduate students, including 149 women and 47 men, is
collected, the authors will share the questionnaire on UEH students’ Facebook groups and group
class. After attaining enough students with the desired rate of gender, the authors will close the
Google Form.
3.3. Cronbach’s Alpha Reliability Test
Cronbach’s Alpha: The coefficient used to check the reliability of the scale and
remove the observed variables that do not ensure reliability based on the
following criteria:
- Using Cronbach’s alpha to test the variability of each measurement scale.
- Cronbach's Alpha coefficient of the scale greater than 0.6 is accepted.
- In case the Cronbach’s Alpha is less than 0.6, then we need to remove the
variables. In order to help the Cronbach's Alpha or Cronbach's Alpha If Item
Deleted coefficient of the variable to be the largest and continue to run until
the Cronbach's Alpha coefficient of the scale is qualified from 0.6
- Remove the variables with the total correlation coefficient or Corrected Item -
Total Correlation less than 0.3.
3.4. EFA - Exploratory Factor Analysis

After testing reliability and removing unqualified variables, the authors continue to do the EFA to
check the variability of measurement scales. EFA will reduce the number of observed variables and
group observed variables into factors based on the following criteria:
- KMO coefficient (Kaiser-Meyer-Olkin) is used to consider the suitability of the factor. The KMO
coefficient must have a value of 0.5 or more.
- Bartlett's test of sphericity is used to examine the correlation between the observed variables in a
factor and has Bartlett's Test sig coefficient < 0.05 (statistically significant).
- Eigenvalue is used to determine the number of factors in EFA analysis. With this criterion, only
factors with Eigenvalue ≥ 1 are kept in the model.
- Total Variance Explained ≥ 50% shows that the EFA model is suitable. Considering the variation
is 100%, this value shows how much % of the extracted factors are condensed and how many % of
the observed variables are lost.
- Factor Loading, also known as the factor weight, represents the correlation relationship between
the observed variable and the factor. The higher the factor loading coefficient, the greater the
correlation between that observed variable and the factor and vice versa. And the authors take the
load factor 0.4 as the standard level (with N = 196) so that the observed variable has good statistical
significance.
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3.5. Pearson Correlation Analysis
When completing the EFA test, the authors create representative factors of each group of observed
variables and use data of representative factors to continue doing Pearson Correlation analysis to
consider the correlation between independent variables and dependent variable, and identify some
cases where dynamic collinearity may occur based on the following criteria: - The Sig value
is less than 0.05 and the absolute value of the Pearson correlation
coefficient is greater than 0, the authors will conclude that there is a
correlation between the independent variable and the dependent
variable and vice versa.
- In addition, question the phenomenon of multicollinearity between

independent variables if the Sig value is less than 0.05 and high Pearson
correlation coefficient.
3.6. Multi-variable Regression Analysis

After concluding the correlation between the independent variables and
the group dependent variable, the authors continue to do a multivariable
regression analysis to clarify this correlation. Testing the hypothesis of
the model proposed by the authors, and making a conclusion about the
multicollinearity question includes the following steps:
- Testing the appropriation of the model through the adjusted R-squared
coefficient (taking 0.5 as a landmark to distinguish between the good
model and the bad model). At the same time, the sig value in the ANOVA
table is less than 0.05 (with statistical significance).
- Residual normal distribution test based on Histogram, Normal P-P Plot.
- The conclusion of the multicollinearity question is based on the VIF
coefficient (less than 10).
- Provide the regression equations (standardized and unstandardized)
based on the obtained results to evaluate the influence of the factors on
the dependent variable.
CHAPTER IV : RESEARCH RESULT

4.1. Descriptive statistics of the survey sample
We have conducted a survey asking 196 UEH students... through Google Forms questionnaire
survey. At the end of the survey, the research team checked and eliminated unsatisfactory or
duplicate answer samples, finally we obtained 180 complete answer samples of 196 UEH students.
Our team's statistical results are displayed in charts with the following details:
12
4.1.1 Gender
Figure 4.1 Gender
24 %
76%
(Source: Authors’ compilation)
Regarding to gender , there are 196 students participated in the survey which are 47 male and 149
female ( accounting for 24% and 76% respectively) .The large disparity between the male and
female ratio is due to the characteristics of the survey location (The University of Economics Ho
Chi Minh City has a high proportion of female students).
4.1.2 Batch of Students

Figure 4.2 Batch of students
Figure 4.2 shows information about the batch of UEH students who have participated in our survey.
Freshmen accounted for the highest proportion with 69.90% (137 students) while seniors only
13
accounted for 0.51% (1 student) of the total 197 answers. The percentage of sophomore and junior
students who answered the survey questions are 16.84% (33 students) and 12.76% (25 students),
respectively.
4.1.3 Student’s major
Figure 4.3 Student’s major
Figure 4.3 represents different majors of the respondents in UEH university. School of International
Business and Marketing achieves the highest proportion with 43.37%. The percentage of School of
Management is 13.78% which means it is in second place. The institute of CTD, institute of Smart
City & Management and Institute of Innovation is 6.12% and 6.63% respectively. Other schools
and institutes account for just a small percentage.
4.2. Analytical data from key questions
4.2.1. Reliability test: Cronbach Alpha

Table 4.1. Table of results to evaluate the reliability of the “Expenses”
Reliability Statistics
Cronbach's Alpha N of Items

14
.912 8
Item-Total Statistics
Scale Mean Scale Corrected Item- Cronbach's
if Item Variance if Total Alpha if Item
Deleted Item Deleted Correlation Deleted
E1 I am concerned about the 26.95 35.700 .591 .911
cost of applying for the visa
E2 I am concerned about 26.74 34.922 .712 .901
airfare costs when moving to
the exchange country
accommodation costs in the
exchange country
cost of food and beverage in
insurance cost in the
exchange country
transportation expense in the
exchange country
medical expenses in the
exchange country
expenditure on recreation in
(Source: The results of the data analysis of the research group)
15
The result of Cronbach’s Alpha of the scale is 0.912>0.6. The corrected item-total correlation
coefficients of the observable variables are all greater than 0.3. Therefore, all observable variables
are accepted and will be used in the next factor analysis.
Table 4.2. Table of results to evaluate the reliability of the “ Financial Aid”
.508 3
Scale
Mean if Scale Corrected Cronbach's
Item Variance if Item-Total Alpha if Item
FA1 My family will cover my 7.89 2.921 .283 .480

cost of living
FA2 A scholarship that the 6.45 3.244 .368 .357

exchange university awards me
persuade me to partake in the
exchange program
FA3 If I don’t have a 7.21 2.679 .335 .391

scholarship, I will not partake
in the exchange program
If the scale has a Cronbach's Alpha coefficient below 0.6, we should not conclude that the scale is
unreliable. The FA1 variable has corrected Item-Total Correlation is below 0.3, so FA1 is deleted
and our group analyzes again without FA1.
.480 2
16
Scale
FA2 A scholarship that the 3.57 1.365 .324 .

exchange program
FA3 If I don’t have a 4.32 .855 .324 .

However, Cronbach’s Alpha is still below 0.6 after deleting FA1. Therefore, the scale is not
reliable.
Table 4.3. Table of results to evaluate the reliability of the “ Reputation and Ranking of the
university”
.871 5
Scale Scale Corrected Cronbach's

Mean if Variance if Item-Total Alpha if Item
17
Item
RK1 I often check the rank of 15.98 10.241 .635 .859

university when looking at the
exchange program brochure
RK2 I am concerned about the 15.98 9.794 .754 .829

well-qualified teachers when
joining international exchange
program

facilities ( classes, modern
equipments for students

security of the university when
joining the international
exchange program

extracurricular activities of the
university
The result of Cronbach’s Alpha of the scale is 0.871>0.6. The corrected item-total correlation
Table 4.4. Table of results to evaluate the reliability of the “Exchange country’s culture”
.850 5

18
CC1 I have affection for 15.28 9.300 .648 .823
the exchange country’s
scenery

cuisine

the climate in the
exchange country
CC4 I can meet people 15.25 9.460 .647 .823

from many other
countries in the exchange
country

people in the exchange
country
The result of Cronbach’s Alpha of the scale is 0.850 >0.6. The corrected item-total correlation
Table 4.5. Table of results to evaluate the reliability of the “Compatibility of the exchange
program”

.888 4

CP1 I can transfer credits 11.51 7.010 .715 .871

between UEH and the
19
exchange university
CP2 My current major is 11.41 6.654 .754 .857

the exchange university’s
strength

instructed at the exchange
semester
CP4 I can transfer my 11.47 6.538 .775 .849

course points between the
exchange university and
UEH
The result of Cronbach’s Alpha of the scale is 0.888 > 0.6. The corrected item-total correlation
Table 4.6. Table of results to evaluate the reliability of the “Prerequisite of the exchange
program”
.798 3

P1 I am confident that my 6.96 3.019 .665 .700

English level meets the
program requirements
20
P2 My GPA meets the 6.92 3.394 .695 .688
P3 I have a lot of 7.19 2.926 .590 .794

experience in
extracurricular and social
activities
Table 4.7. Table of results to evaluate the reliability of the “Influences of other people”
.873 6

IP1 I am encouraged to 19.16 14.045 .763 .836

join the exchange program
by my parents

by my siblings

by my relatives
21
by my teachers at UEH

by my friends
IP6 UEH offers me a lot of 19.15 16.059 .472 .885

useful information about
the exchange program
Table 4.8. Table of results to evaluate the reliability of the “Intentions to join an international
exchange program of UEH students”
.839 3

I1 I want to join the 7.29 3.610 .726 .760

international exchange
program
22
I2 I will register for an 7.40 3.318 .737 .742
program when I can.
I3 I will prioritize joining 7.80 3.179 .657 .830

compared to other
intentions.
4.2.2. EFA - exploratory factor analysis

4.2.2.1. Factor Analysis Results for Independent Variable Scale
After analyzing the Cronbach's Alpha reliability coefficient, the scales were next evaluated by the
method of exploratory factor analysis (EFA). The results of Cronbach's Alpha show that there are
31 observable variables of 6 components measuring the factors affecting UEH students’ intention to
join the international exchange program, meeting the requirements of reliability. Therefore, 31
observable variables of this scale continue to be evaluated by EFA. Using the method of factor
extraction Principal Component Analysis with Varimax rotation when analyzing factors for 31
observed variables.
The standard of the factor analysis method is that the KMO index must be greater than 0.5 (Garson,
2003) and Bartlett's test has sig. < 0.05 to show that the data used for factor analysis is appropriate
and are correlated with each other. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy
(KMO) value = 0.931. The results of factor analysis show that the KMO index is 0.931 > 0.5, which
proves that the data used for factor analysis is completely appropriate. Bartlett's test result is
4034.468 with Sig. = 0.001 < 0.05. Thus, the variables are correlated with each other and satisfy the
conditions of factor analysis.
Table 4.9 Results of KMO and Bartlett tests of independent variables (1)
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .931
Bartlett's Test of Sphericity Approx. Chi-Square 4034.468
23 df 465
Sig. <.001
Table 4.10 Result of EFA (1)
Rotated Component Matrixa
Component
1 2 3 4 5 6
E1 I am concerned about the cost of applying for the visa .588
E2 I am concerned about airfare costs when moving to the .700

exchange country
E3 I am concerned about accommodation costs in the .776

exchange country
E4 I am concerned about the cost of food and beverage in the .806

exchange country
E5 I am concerned about the insurance cost in the exchange .757

country
E6 I am concerned about the transportation expense in the .782

exchange country
E7 I am concerned about medical expenses in the exchange .793

country
E8 I am concerned about the expenditure on recreation in the .649

exchange country
IP3 I am encouraged to join the exchange program by my .799

relatives

parents

siblings

friends

24
teachers at UEH
IP6 UEH offers me a lot of useful information about the .531

exchange program
CC1 I have affection for the exchange country’s scenery
CP4 I can transfer my course points between the exchange .739

university and UEH
CP1 I can transfer credits between UEH and the exchange .706
university
CP2 My current major is the exchange university’s strength .632
CP3 My current major is instructed at the exchange semester .617
CC4 I can meet people from many other countries in the

exchange country
RK3 I am concerned about the facilities (classes, modern .723

equipments for students)
RK2 I am concerned about the well-qualified teachers when .715

joining international exchange program
RK4 I am concerned about the security of the university when .696

joining the international exchange program.
RK5 I am concerned about the extracurricular activities of the .568

university
RK1 I often check the rank of university when looking at the .545
P3 I have a lot of experience in extracurricular and social .739

activities
P2 I am confident that my GPA meets the program .731

requirements
P1 I am confident that my English level meets the program .692

requirements
CC2 I have affection for the exchange country’s cuisine .609
25
CC3 I have affection for the climate in the exchange country .599
CC5 I have affection for people in the exchange country .540
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 8 iterations.
According to the Rotated Component Matrixa , we can see that there are two observable variables
that are considered inappropriate. Those are CC1 and CC4. CC1 and CC4 are eliminated because
they are not highly discriminant. The proof is that CC1 and CC4 both have no value. We decided to
remove two observable variables CC1 and CC4 and then rerun the EFA analysis with 29 remaining
variables. The results of testing KMO, Bartlett, and the Factor loadings of 29 observable variables
are presented in the tables below
df 406
Sig. <.001
The KMO = 0.927 after removing 2 variables CC1 and CC4 > 0.5, which proves that the data used
for factor analysis is completely appropriate. Bartlett's test result is 3726.349 with Sig. <0.001 <
0.05. Thus, the variables are correlated with each other and satisfy the conditions of factor analysis
4.2.2.2. Factor Analysis Results for Dependent Variable Scales
Table 4.10. Results of KMO and Bartlett tests of dependent variables
Table 4.11. Result of EFA
26
Component
1 2 3 4 5 6

exchange country
E3 I am concerned about accommodation costs in the .789

exchange country
E7 I am concerned about medical expenses in the exchange .785

country
E6 I am concerned about the transportation expense in the .773

exchange country
E5 I am concerned about the insurance cost in the exchange .763

country
E2 I am concerned about airfare costs when moving to the .725

exchange country
E8 I am concerned about the expenditure on recreation in the .618 .519

exchange country

relatives

parents

siblings

friends

teachers at UEH
IP6 UEH offers me a lot of useful information about the .571

exchange program

university and UEH
27
CP1 I can transfer credits between UEH and the exchange .680
university
CC5 I have affection for people in the exchange country

RK2 I am concerned about the well-qualified teachers when .719

joining international exchange program


university.
P2 I am confident that my GPA meets the program .748

requirements

requirements
P3 I have a lot of experience in extracurricular and social .723

activities
CC3 I have affection for the climate in the exchange country .504
CC2 I have affection for the exchange country’s cuisine
According to the Rotated Component Matrixa after rerunning 29 variables, we can see that there are
three observable variables that are considered inappropriate. Those are E8, CC2 and CC5. E8, CC2
and CC5 are eliminated because they are not highly discriminant. The proof is that CC2 and CC5
28
both have no value while E8 has 2 different values, showing on columns 1 and 6. We decided to
remove three observable variables E8, CC2 and CC5 and then rerun the EFA analysis with 26
remaining variables. The results of testing KMO, Bartlett, and the Factor loadings of 26 observable
variables are presented in the tables below
df 325
Sig. <.001
The KMO value after continuing to remove three variables E8, CC2 and CC5 is 0.923 > 0.5, which
proves that the data used for factor analysis is completely appropriate. Bartlett's test result is
3330.037 with Sig. <0.001 < 0.05. Thus, the variables are correlated with each other and satisfy the
conditions of factor analysis
Component
1 2 3 4 5

exchange country
E7 I am concerned about medical expenses in the exchange country .810
E3 I am concerned about accommodation costs in the exchange .807

country
E6 I am concerned about the transportation expense in the exchange .784

country
E5 I am concerned about the insurance cost in the exchange country .777
E2 I am concerned about airfare costs when moving to the exchange .701

country
IP3 I am encouraged to join the exchange program by my relatives .802
29
IP1 I am encouraged to join the exchange program by my parents .736
IP2 I am encouraged to join the exchange program by my siblings .711
IP5 I am encouraged to join the exchange program by my friends .705
IP4 I am encouraged to join the exchange program by my teachers at .588

UEH
IP6 UEH offers me a lot of useful information about the exchange .563
program

university and UEH
CP1 I can transfer credits between UEH and the exchange university .660
CC3 I have affection for the climate in the exchange country

RK2 I am concerned about the well-qualified teachers when joining .723

international exchange program


university.
P2 I am confident that my GPA meets the program requirements .758

requirements
P3 I have a lot of experience in extracurricular and social activities .734
30
According to the Rotated Component Matrixa after rerunning 26 variables, we can see that there is
an observable variable that is considered inappropriate. That is CC3. CC3 is eliminated because it is
not highly discriminant. The proof is that CC3 has no value. We decided to remove that observable
variable and then rerun the EFA analysis with 25 remaining variables. The results of testing KMO,
Bartlett, and the Factor loadings of 25 observable variables are presented in the tables below
df 300
Sig. <.001
The KMO value after continuing to remove the variable CC3 is 0.919 > 0.5, which proves that the
data used for factor analysis is completely appropriate. Bartlett's test result is 3213.692 with Sig.
<0.001 < 0.05. Thus, the variables are correlated with each other and satisfy the conditions of factor
analysis
Component
1 2 3 4 5

exchange country
E7 I am concerned about medical expenses in the exchange country .811
E3 I am concerned about accommodation costs in the exchange .808

country
E6 I am concerned about the transportation expense in the exchange .786

country
E5 I am concerned about the insurance cost in the exchange country .778
E2 I am concerned about airfare costs when moving to the exchange .702

country
31
IP3 I am encouraged to join the exchange program by my relatives .807
IP1 I am encouraged to join the exchange program by my parents .740
IP2 I am encouraged to join the exchange program by my siblings .714
IP5 I am encouraged to join the exchange program by my friends .705
IP4 I am encouraged to join the exchange program by my teachers at .590

UEH
IP6 UEH offers me a lot of useful information about the exchange .558
program

RK2 I am concerned about the well-qualified teachers when joining .725

international exchange program

joining the international exchange program

university.

university and UEH
CP1 I can transfer credits between UEH and the exchange university .664
P2 I am confident that my GPA meets the program requirements .761

requirements
P3 I have a lot of experience in extracurricular and social activities .734

32
The 25 observable variables are grouped into 5 groups. Value of total variance explained =68.848 >
50%: satisfactory; then it can be said that these five factors explain 68.848% of the variation in the
data. The Eigenvalues of the factors are all high (>1). The factor loading coefficients of the
observable variables are all greater than 0.5. Finally, the 25 observable variables obtained after
analysis all met the requirements for convergence and discriminant. They were used in running
correlation and regression analysis
4.3 Pearson Correlation
4.3.1. The correlation between Intentions to join an international exchange program of UEH
students and Expenses
By observing the results of analyzing Pearson correlation: the Pearson correlation coefficient r =
0.385 and sig < 0.001 (having statistical meaning). The authors, hence, conclude that there is a
positive correlation between Expenses and Intentions to join an international exchange program of
UEH students
33
4.3.2 The correlation between Intentions to join an international exchange program of UEH
student and Financial aid
positive correlation between Financial aid and Intentions to join an international exchange program
of UEH students
students and Reputation and ranking of the university
positive correlation betweenReputation and ranking of the university and Intentions to join an
international exchange program of UEH students
students and Compatibility of the exchange program
positive correlation betweenCompatibility of the exchange program and Intentions to join an
students and Exchange country’s culture
positive correlation betweenExchange country’s culture and Intentions to join an international
exchange program of UEH students
students and Prerequisite of the exchange program
positive correlation between Prerequisite of the exchange program and Intentions to join an
students and Influence of other people
34
positive correlation betweenInfluence of other people and Intentions to join an international
exchange program of UEH students
4.4 Regression Analysis

After contemplating the linear correlation between the 7 different independent variables and the
dependent variable Intention to join an international exchange program of UEH students, the
authors continue to perform a regression analysis to draw conclusions about the influence of 7
independent variables on the dependent variable Intentions to join an international exchange
program of UEH students.
To test the suitability of the regression model, we conducted multivariable regression analysis data
on SPSS between the independent variables: Expenses (E), Financial aids (FA), Reputation and
ranking of university (RK), Exchange country’s culture (CC), Compatibility with the exchange
program (CP), Prerequisites for the exchange program (P) and the dependent variable: Intention to
join an international exchange program of UEH students (I).
4.4.1 Check the model fit
Table 4.13. Model Fit Table
Model Summaryb
Model R R square Adjusted R Std. Error of the Durbin-

square Estimate Watson
1 0.726a 0.556 0.539 0.59918 2.026
a. Predictors (Constant), Expenses, Financial aid, Reputation and ranking of the

university, Exchange country’s culture, Compatibility with the exchange program,
Prerequisites for the exchange program, Influence of other people
b. Dependent variable: Intention to join an international exchange program of UEH

students
(Source: The results of the data analysis of authors)
As can be seen from the model summary table above, the R square and the adjusted R square are
0.556 and 0.539, respectively. The adjusted R square of 0.539 indicates that 53.9% of the variance
in the intention to join an international exchange program of UEH students can be predicted from
dependent variables. We use adjusted R square to measure the goodness of fit of the multiple
35
regression because it helps us avoid overestimating the impact of adding more independent
variables.
Additionally, the Durbin Watson value given by the table above is utilized to evaluate the first-order
serial correlation. The value DW=2.026, which is in the range of 1.5 - 2.5, suggests that there is no
first-order serial correlation (Yahua Qiao, 2011).
Table 4.14. Analysis Of Variance Table (ANOVA)
ANOVAa
Model Sum of Squares df Mean Square F Sig
1 Regression 84.476 7 12.068 33.614 < 0.001b
Residual 67.494 188 0.359
Total 151.970 195
a. Dependent Variable: Intention to join an international exchange program of UEH students
b. Predictors: (Constant), Expenses, Financial aid, Reputation and ranking of the university,
Exchange country’s culture, Compatibility with the exchange program, Prerequisites for
the exchange program, Influence of other people
As can be seen in the ANOVA table, the sig value of the F test is < 0.001, which shows that the
regression model is built with statistical significance.
4.4.2. Normality testing for residuals
Figure 4.6. Normalized Residual Frequency chart Histogram
36
The histogram shows that the mean is 1.40E-15 and the standard deviation is 0.982, which is close
to 1. Additionally, this diagram has a bell-shaped distribution, which is an approximately normal
distribution diagram, assuming that the normal distribution of the residuals is not violated.
Figure 4.7. Normalized Residual Frequency chart Normal P-P Plot
37
Most of the residual data points are distributed around the diagonal. Therefore, the residuals have an
approximately normal distribution, assuming that the normal distribution of the residuals is not
violated.
Figure 4.8. Normalized Residual Frequency chart Scatterplot
The data points are distributed around the vertical axis 0 and are likely to form a straight line,
assuming that the linear relationship is not violated.
4.4.4. Hypothesis Testing
Table 4.15. Regression Table
Coefficientsa
Model Unstandardized Standard t Sig. Collinearity

coefficients coefficients Statistics
B Std. Beta Tolerance VIF

Error
1 Constant 0.027 0.275 0.097 0.923
Expenses -0.065 0.072 -0.061 - 0.370 0.513 1.949

38
0.898
Financial aid -0.053 0.070 -0.046 - 0.452 0.628 1.592

0.754
Reputation and 0.177 0.091 0.156 1.939 0.054 0.366 2.734

ranking of the
university
Exchange country’s 0.311 0.097 0.265 3.209 0.002 0.347 2.884

culture
Compatibility with 0.138 0.082 0.132 1.685 0.094 0.383 2.609

the exchange
program
Prerequisites for the 0.161 0.066 0.153 2.419 0.017 0.591 1.692
exchange program
Influence of other 0.303 0.083 0.259 3.628 < 0.462 2.164

people 0.001
a. Dependent Variable: Intention to join an international exchange program
The variables Expenses (E), Financial aid (FA), Reputation and ranking of the university (RK),
Compatibility with the exchange program (CP) have sig values of 0.370, 0.452, 0.054 and 0.094,
respectively. These sig values are greater than 0.05, so these variables are not momentous in the
regression model. In other words, these variables have negligible impact on the dependent variable
Intention to join an international exchange program of UEH students (I). The remaining variables
consisting of Exchange country’s culture (CC), Prerequisites for the exchange program (P) and
Influence of other people (IP) all have sig values less than 0.05, so these variables are statistically
important and can affect the dependent variable Intention to join an ỉnternational exchange program
of UEH students (I).
From the table above, we can infer that the variable that has the most significant impact on the
dependent variable Intention to join an international exchange program of UEH students (I) is
Influence of other people (IP).
The variance exaggeration factor (VIF) is an indicator of collinearity in a regression model. The
small VIF indicates that there is less likelihood of multicollinearity. If VIF > 2, there is likelihood
of multicollinearity which can falsify regression estimates (Nguyen Dinh Tho, 2010). The variables
39
Expenses (E), Financial aid (FA), Prerequisites for the exchange program (P) have the VIF values
of 1.949, 1.592, 1.692, respectively, which are greater than 2, may distort the regression estimates.
By contrast, the remaining variables including Reputation and ranking of the university (RK),
Exchange country’s culture (CC), Compatibility with the exchange program (CP) and Influence of
other people (IP) have the VIF values that are less than 2. Thus, we can conclude that the
assumption of multicollinearity is not violated.
CHAPTER V: CONCLUSION AND RECOMMENDATION
5.1. Conclusion
From the result of the data analysis, the research team has come to the conclusion: There are 3
factors that affect the intention of UEH students to join international exchange programs including
The exchange country’s culture(CC), Prerequisites for the exchange program(P), Influences of other
people(IP). Other factors have no impact on UEH students’ intention. That means when they have
an intention to join international exchange programs, UEH students worry about these three factors
most.
The research also found that UEH students find out information about the country's culture ( the
scenery, the cuisine,climate,..) when intending to join international exchange programs. Apart from
that, comments and advice from other people around UEH students affect the students’ intention.
Positive comments about the exchange programs can help UEH students be more confident in the
decision. UEH students also worry about the prerequisites of the exchange program. Some students
pay interest in international exchange programs but they can not meet the requirements of the
exchange program.
5.2 Recommendations
Based on the above conclusion, the authors propose some recommendations for UEH university to
improve the participation of UEH students in international exchange programs. Below are the
recommendations the group made:
-Convey more information about the international exchange programs in UEH by seminars or talk
shows. Particularly, these seminars and talkshow should not coincide with the exam time or other
major events.
-Support UEH students by providing detailed information about the prerequisites of the exchange
programs earlier.
-Provide different kinds of international exchange programs to different cultures and level to suit
the students situation
40
-Provide and convey detailed information and the benefits of exchange programs for the relatives of
UEH students ( parents, siblings,...).
-Apart from these recommendations, our group also recommends for UEH students to have a
detailed preparation from cost to necessary knowledge especially language skills to meet the
requirement of the exchange program.
5.3. Limitation and Development
5.3.1. Limitation
In the process of conducting this survey to obtain research results, access to audience segments is
still limited. Geographic distance makes it difficult to reach a wide audience, so survey respondents
are often familiar with and tend to be in the same environment (for example, our group reaches a
wide range of respondents from school of International Business-Marketing because this is also our
group’s faculty.)Therefore, the possibility that these people share the same experience is very large
and survey samples tend to be duplicated in the way they respond. In addition, the sample from K49
students is mainly, so it is not possible to cover all students of UEH, especially K46. Therefore,
these samples do not reflect the population leading to limitations in the study known as "sampling
bias". In this case, the respondents to the survey questions may not actually be a random sample
Besides, there are cases where students who responded to the survey did not answer honestly,
instead they just randomly selected the answer without carefully considering before answering,
leading to the errors that affect the objectivity of the research results
Finally, the research paper is only within the scope of UEH, so there is no comprehensive coverage
of other university students’ intentions to join the international exchange program. But other
universities can also consult and develop further research to apply appropriate solutions in
persuading their students to join the exchange program.
5.3.2 Development
With the desire to inherit and develop the topic more, we propose the following development
direction
Instead of collecting answers in online channels ( Google Forms), surveys can be collected by
asking directly to students to receive the accurate results.
Expanding the scale of the survey not only in UEH university but in other universities and high
schools in VietNam to explore deeply the factors that affect students’ intention to engage in
international exchange programs. From there, detailed recommendations and the best measurements
can be provided.
Exploiting and researching more with a larger scale to discover the observed variables that our
research has not mentioned in the research paper. From that base, inherit and develop to create new
41
more models and suggest more factors that affect the intention of students to join international
exchange programs.
Preferences Materials
1. International student exchange – motives, benefits and barriers of participation
(https://www.researchgate.net/publication/
337254884_INTERNATIONAL_STUDENT_EXCHANGE_-
_MOTIVES_BENEFITS_AND_BARRIERS_OF_PARTICIPATION)
2. Exploring Factors Influencing International Students' Choice

-https://www.researchgate.net/publication/344513679_Exploring_Factors_Influencing_Internationa
l_Students%27_Choice
3. Factors that influence American Indian student’s attitude toward Study abroad
( https://www.su.se/polopoly_fs/1.404843.1538747763!/menu/standard/file/Emma%20Thesis.pdf )
4. International student exchange – motives, benefits and barriers of participation

(https://www.researchgate.net/publication/337254884_INTERNATIONAL_STUDENT_EXCHAN
GE_-_MOTIVES_BENEFITS_AND_BARRIERS_OF_PARTICIPATION )
5. University image and its relationship to student satisfaction- case of the Middle Eastern private
business schools
( https://www.sciencedirect.com/science/article/pii/S2306774814000076 )
6. Why to join ASEAN-Korea online exchange program? The case of Vietnam students
( http://stdjelm.scienceandtechnology.com.vn/index.php/stdjelm/article/view/1012 )
7. What is the attraction for exchange students: the host destination or host university? Empirical
evidence from a study of an Australian university
( https://onlinelibrary.wiley.com/doi/abs/10.1002/jtr.692 )
APPENDIX
Appendix 1: The content of the survey
Xin chào anh/chị và tất cả các bạn, chúng mình là sinh viên K49 lớp MRF001 thuộc Khoa Kinh
doanh quốc tế - Marketing. Hiện tại, chúng mình đang thực hiện một khảo sát về "Các nhân tố ảnh
hưởng đế
42
ý định tham gia các chương trình trao đổi quốc tế của sinh viên UEH" để phục vụ cho dự án cuối kì
môn Thống kê. Câu trả lời thành thật của mọi người sẽ là một sự đóng góp rất lớn trong bài nghiên
cứu này của nhóm chúng mình.
THÔNG TIN CÁ NHÂN:
Giới tính:
Nam
Nữ
Bạn hiện là sinh viên:*
Năm 1
Năm 2
Năm 3
Năm 4
Bạn là sinh viên của khoa:*

43

Khoa Kinh doanh quốc tế - Marketing
Khoa Quản trị
Khoa Tài chính
Khoa Ngân hàng
Khoa Kế toán
Khoa Du lịch
Khoa Kinh tế
Khoa Tài chính công
44

Khoa Luật
Khoa Quản lý nhà nước
Khoa Toán - Thống kê
Khoa Công nghệ thông tin kinh doanh
Khoa Lý luận chính trị
Khoa Ngoại ngữ
Mục khác:
Một số phát biểu về ý định tham gia chương trình trao đổi của sinh viên UEH:
1. Chi phí:
Sau đây là một vài phát biểu về CHI PHÍ. Vui lòng cho ý kiến về các phát biểu sau theo thang đo:
1. Hoàn toàn không đồng ý
45
2. Không đồng ý
3. Bình thường
4. Đồng ý
5. Hoàn toàn đồng ý
E1 Tôi lo lắng về chi phí xin visa của quốc gia trao đổi
E2 Tôi lo lắng về chi phí máy bay khi di chuyển đến quốc gia trao đổi
E3 Tôi lo lắng về chi phí chỗ ở tại quốc gia trao đổi
E4 Tôi lo lắng về chi phí ăn uống ở quốc gia trao đổi
E5 Tôi lo lắng về chi phí bảo hiểm ở quốc gia trao đổi
E6 Tôi lo lắng về chi phí đi lại ở quốc gia trao đổi
E7 Tôi lo lắng về chi phí y tế ở quốc gia trao đổi
E8 Tôi lo lắng về chi phí giải trí ở quốc gia trao đổi
2. Hỗ trợ tài chính
Sau đây là một vài phát biểu về HỖ TRỢ TÀI CHÍNH.Vui lòng cho ý kiến về các phát biểu sau
theo thang đo:
3. Bình thường
46
4. Đồng ý
FA Gia đình tôi sẽ chi trả toàn bộ chi phí sinh hoạt trong quá trình tôi đi trao đổi
1
FA Học bổng sẽ giúp tôi có động lực tham gia trình trao đổi
2
FA Nếu tôi không có học bổng, tôi sẽ không tham gia chương trình trao đổi
3
3. Danh tiếng và thứ hạng của trường
Sau đây là một vài phát biểu về DANH TIẾNG VÀ THỨ HẠNG CỦA TRƯỜNG. Vui lòng cho ý
kiến về các phát biểu sau theo thang đo:
3. Bình thường
4. Đồng ý
RK1 Tôi thường tra cứu xếp hạng của trường tôi muốn đi trao đổi
RK2 Tôi quan tâm đến giảng viên có trình độ cao khi tham gia trao đổi
RK3 Tôi quan tâm đến cơ sở vật chất của trường tôi muốn đi trao đổi
RK4 Tôi quan tâm đến an ninh của trường tôi sẽ đi trao đổ
47
RK5 Tôi quan tâm về các hoạt động ngoại khóa của trường tôi sẽ trao đổi
4. Sau đây là một vài phát biểu về VĂN HÓA CỦA QUỐC GIA TRAO ĐỔI. Vui lòng cho ý
kiến về các phát biểu sau theo thang đo:
3. Bình thường
4. Đồng ý
CC1 Tôi thích cảnh quan của quốc gia trao đổi
CC2 Tôi thích ẩm thực của quốc gia trao đổi
CC3 Tôi thích thời tiết của quốc gia trao đổi
CC4 Tôi sẽ gặp được những người bạn đến từ các quốc khác nhau ở quốc gia trao đổi
CC5 Tôi thích con người ở quốc gia trao đổi
5. Sau đây là một vài phát biểu về SỰ TƯƠNG THÍCH VỚI CHƯƠNG TRÌNH TRAO ĐỔI.
Vui lòng cho ý kiến về các phát biểu sau theo thang đo:
3. Bình thường
4. Đồng ý
48
CP1 Tôi có thể chuyển đổi tín chỉ với trường trao đổi
CP2 Ngành học tôi đang học là thế mạnh của trường trao đổi
CP3 Ngành học tôi đang học được đào tạo đúng vào kì học trao đổi
CP4 Tôi sẽ được tính điểm các môn học trong kì học trao đổi
6. Sau đây là một vài phát biểu về ĐIỀU KIỆN ĐẦU VÀO. Vui lòng cho ý kiến về các phát
biểu sau theo thang đo:
3. Bình thường
4. Đồng ý
P Tôi tự tin trình độ Tiếng Anh của tôi đáp ứng tiêu chí của chương trình
1
P Tôi tự tin GPA của tôi đáp ứng tiêu chí của chương trình
2
P Tôi đã có nhiều kinh nghiệm tham gia hoạt động ngoại khóa
3
7. Sau đây là một vài phát biểu về ẢNH HƯỞNG CỦA MỌI NGƯỜI. Vui lòng cho ý kiến về
các phát biểu sau theo thang đo:
49
3. Bình thường
4. Đồng ý
IP1 Ba mẹ ủng hộ tôi tham gia chương trình trao đổi
IP2 Anh chị ủng hộ tôi tham gia chương trình trao đổi
IP3 Họ hàng ủng hộ tôi tham gia chương trình trao đổi
IP4 Giáo viên ở UEH ủng hộ tôi tham gia chương trình trao đổi
IP5 Bạn bè ủng hộ tôi tham gia chương trình trao đổi
IP6 UEH cung cấp cho tôi rất nhiều thông tin bổ ích về chương trình trao đổi
8. Ý định tham gia
Sau đây là một vài phát biểu về Ý ĐỊNH THAM GIA. Vui lòng cho ý kiến về các phát biểu sau
theo thang đo:
3. Bình thường
4. Đồng ý
I Tôi muốn tham gia chương trình trao đổi quốc tế

1
50
I Tôi sẽ đăng kí tham gia chương trình trao đổi quốc tế khi tôi có thể
2
I Tôi sẽ ưu tiên tham gia chương trình trao đổi quốc tế hơn những ý định khá
3
APPENDIX 2 : RESULT OF CRONBACH ALPHA

Scale : Expenses
.912 8
cost of applying for the visa
airfare costs when moving to
accommodation costs in the
exchange country
cost of food and beverage in
insurance cost in the
exchange country
transportation expense in the
51
exchange country
medical expenses in the
exchange country
expenditure on recreation in
Scale : Financial aid
.508 3
Scale
FA1 My family will cover my 7.89 2.921 .283 .480

cost of living
FA2 A scholarship that the 6.45 3.244 .368 .357

exchange program
FA3 If I don’t have a 7.21 2.679 .335 .391

Scale : Reputation and Ranking of the university
.871 5
52
Scale
RK1 I often check the rank of 15.98 10.241 .635 .859

university when looking at the

well-qualified teachers when
joining international exchange
program

facilities ( classes, modern
equipments for students

security of the university when
joining the international
exchange program

extracurricular activities of the
university
Scale :Exchange country’s culture
.850 5
53

scenery

cuisine

the climate in the
exchange country
CC4 I can meet people 15.25 9.460 .647 .823

from many other
countries in the exchange
country

people in the exchange
country
Scale : Compatibility of the exchange program

.888 4

CP1 I can transfer credits 11.51 7.010 .715 .871

between UEH and the
exchange university
54
the exchange university’s
strength

instructed at the exchange
semester
CP4 I can transfer my 11.47 6.538 .775 .849

course points between the
exchange university and
UEH
Scale : Prerequisite of the exchange program
.798 3

P1 I am confident that my 6.96 3.019 .665 .700

English level meets the
P2 My GPA meets the 6.92 3.394 .695 .688

P3 I have a lot of 7.19 2.926 .590 .794

experience in
extracurricular and social
activities
55
Scale :Influences of other people
.873 6


by my parents

by my siblings

by my relatives

by my teachers at UEH

by my friends
IP6 UEH offers me a lot of 19.15 16.059 .472 .885

useful information about
Scale : Intentions to join an international exchange program of UEH students
56
.839 3

I1 I want to join the 7.29 3.610 .726 .760

program
I2 I will register for an 7.40 3.318 .737 .742

program when I can.
I3 I will prioritize joining 7.80 3.179 .657 .830

compared to other
intentions.
57

2023 HKC2 Thursday Class Group 5

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MINISTRY OF EDUCATION AND TRAINING

UNIVERSITY OF ECONOMICS HO CHI MINH CITY

TOPIC: The factors affecting students’ intention to

Instructor : Mas. Hoang Trong

Number Member Student Contribution

1 Lê Hoàng Minh Khang 31231023812 100%

2 Văn Thuỳ Dương 31231021277 100%

3 Phan Huỳnh Hải Ngọc 31231022349 100%

1.2 Aim of the research

CHAPTER II : THEORETICAL BASIS

No Name of research Method/Scale of research Content of the research

Method: reviewing literature relating Give insight into the

CHAPTER III : THE METHODOLOGY

3.1 Research process

Figure 3.1 Research process

Qualitative research: through previous research and topics

- Using Cronbach’s alpha to test the variability of each measurement scale.

- Cronbach's Alpha coefficient of the scale greater than 0.6 is accepted.

3.4. EFA - Exploratory Factor Analysis

- In addition, question the phenomenon of multicollinearity between

3.6. Multi-variable Regression Analysis

CHAPTER IV : RESEARCH RESULT

(Source: Authors’ compilation)

4.1.2 Batch of Students

(Source: Authors’ compilation)

4.1.3 Student’s major

Figure 4.3 Student’s major

(Source: Authors’ compilation)

4.2. Analytical data from key questions

4.2.1. Reliability test: Cronbach Alpha

Cronbach's Alpha N of Items

(Source: The results of the data analysis of the research group)

Cronbach's Alpha N of Items

FA1 My family will cover my 7.89 2.921 .283 .480

FA2 A scholarship that the 6.45 3.244 .368 .357

FA3 If I don’t have a 7.21 2.679 .335 .391

(Source: The results of the data analysis of the research group)

Cronbach's Alpha N of Items

FA2 A scholarship that the 3.57 1.365 .324 .

FA3 If I don’t have a 4.32 .855 .324 .

(Source: The results of the data analysis of the research group)

Cronbach's Alpha N of Items

Scale Scale Corrected Cronbach's

RK1 I often check the rank of 15.98 10.241 .635 .859

RK2 I am concerned about the 15.98 9.794 .754 .829

RK3 I am concerned about the 16.00 9.969 .736 .834

RK4 I am concerned about the 15.81 10.044 .736 .834

RK5 I am concerned about the 16.21 10.043 .631 .861

(Source: The results of the data analysis of the research group)

Cronbach's Alpha N of Items

Scale Mean Scale Corrected Item- Cronbach's

CC2 I have affection for 15.36 9.371 .680 .815

CC3 I have affection for 15.50 9.277 .680 .815

CC4 I can meet people 15.25 9.460 .647 .823

CC5 I have affection for 15.57 9.437 .649 .823

(Source: The results of the data analysis of the research group)

Cronbach's Alpha N of Items

Scale Mean Scale Corrected Item- Cronbach's

CP1 I can transfer credits 11.51 7.010 .715 .871

CP2 My current major is 11.41 6.654 .754 .857