MEIHO UNIVERSITY Graduate Institute of Business and Management MASTERS THESIS Improving Teaching Staff Recruitment Efficiency at the Transportation III College in Ho Chi Minh City In partial fulfillment of the requirements for the degree of Masters of Business Administration Advisor: Dr Ron Chuen Yeh Co-advisor: Dr Nguyen Van Hoa Graduate Student: Ngo Thi Kim Oanh December, 2010 ACKNOWLEDGMENTS Firstly, I wish to express my profound gratitude to my supervisor Dr Ron Chuen Yeh, and Dr Nguyen Van Hoa for their sound advices and whole-hearted guidance for the development and completion of this study I am further indebted to the cooperation of College teachers who have participated in the research, especially those who attended in-depth interviews with me I also want to sincerely thank all my professors, officials and fellows of the Graduate Institute of Business and Management at Meiho University in the process of research and study in Taiwan, where I learned academic knowledge and Taiwanese culture Special thanks to all my friends for their continuous encouragement I am also grateful to my professors at Vietnam and my classmates in the EMBA together to share knowledge in the learning process Finally, I would like to thank all members of my family for their love and encouragement for hanging in there until the end I Improving Teaching Staff Recruitment Efficiency at the Transportation III College in Ho Chi Minh City ABSTRACT The recruitment process of teachers potentially affects the quality of education delivered to students Thus, recruitment in educational institutions is very important The aim of this research is to determine the factors most important in influencing the recruitment process at Transportation III College in Ho Chi Minh City Interviews with experienced human resource staffs were done at all the colleges in the Ho Chi Minh City area in order to find the most efficient and appropriate recruitment processes Also, a survey was done on all the teaching staff of the Transportation III College to see what they thought about the most important factors in recruitment The research findings concluded that in order to boost the quality of teaching in colleges at Transportation III College, greater attention needs to go towards improving the reward system, working environment and self development opportunities Keywords: Recruitment, Human Resources, Compensations, Training & Promotion, Working Environment, Teaching Quality II Improving Teaching Staff Recruitment Efficiency at the Transportation III College in Ho Chi Minh City Contents ACKNOWLEDGMENTS I ABSTRACT II Contents III Tables V Figures VI Chapter1 Introduction 1.1 Background and Motivation 1.2 Case College Description 1.3 Research Purposes and Research Questions 1.4 Definition of Terms 1.4.1 Recruitment 1.4.2 Teaching quality Chapter Literature Review 10 2.1 Human Resource Management in School 10 2.2 Factors Influencing Recruitment 12 2.3 Recruitment and Teaching Quality 14 Chapter Research Methodology 17 3.1 Research Procedure 17 3.2 Research Methods 18 3.3 Sampling 19 3.4 Interviewing Information and Questions 20 3.4.1 The detail information of interviewed Persons 20 3.4.2 Interviewing questions 22 3.4.3 Questionnaire use to ask teachers in College Transportation III 22 3.5 Validity and Reliability 23 3.6 Data Collection 25 Chapter Research Results and Analysis 26 4.1 Descriptive Statistics 26 III 4.2 Pearson Correlation 27 4.3 Regression Analysis 28 Chapter Implications, Conclusions and Recommendations 31 5.1 Conclusions 31 5.2 Suggestions 31 References 34 Attachment 36 IV Tables Table 3-1 Interviewed Person 20 Table 3-2 Cronbach’s for Research Variables 24 Table 4-1 Descriptive Statistics 26 Table 4-2: Correlation Matrix (n = 91)a .27 Table 4-3 Regression Analysis (1) 28 Table4-4 Regression Analysis (2) 29 Table 4-5 Summary of Results on Hypotheses 30 V Figures Figure 2-1 Research Framework 16 Figure 3-1 Research Process Flow 18 VI Improving Teaching Staff Recruitment Efficiency at the Transportation III College in Ho Chi Minh City Chapter1 Introduction 1.1 Background and Motivation After more than two decades of development, Vietnam’s economy has gained remarkable achievements Yet it still does not meet the practical requirements of society, especially in the context that region has been growing rapidly There is still a widen gap between Vietnam and first world countries To shorten the distance, Vietnam has identified education and training as the most important national policy to serve the industrialization and modernization of the country As Vietnam enters the process of industrialization and modernization, many countries have passed this era and are coming into the information age, building economic and social knowledge The gap in the level of economy, science and technology between Vietnam and other developed countries continue to increase, with Vietnam even falling behind some developing countries in the South East Asia region One important reason is because of the intellectual quality, creative ability and technical skills that have not been updated The World Economic Forum (WEF) in 2005 ranked the quality of educated workers in Vietnam as 53rd of 59 countries surveyed The Human Development Report of the United Nations (UNDP: united nations development programme) evaluated Vietnam’s education system as lagging behind China by 10 years, Thailand by 15 years, Malaysia by 20 years, Korea by 25 years, Singapore by 35 years and Japan by 40 years The knowledge revolution presents challenges with the process of globalization and international integration, especially as Vietnam has officially become the 150th member of the World Trade Organization (WTO) The lag in scientific technology is not a problem unique to Vietnam Therefore, there is a driving force to develop technology, and foreign investment is encouraged as it imports higher technology into the country In the face of this demand, quality of educated workers is matters of interest to social and economic development The advancement of technology requires businesses to quickly retrain their technical staff These are issues that need to be trained earlier in the reliability coefficient as it has been proved that the maximum validity coefficient equals the square-root of the reliability coefficient In order to develop questionnaires, after getting expert consultants, a pilot survey of teachers was conducted in the case school The pilot survey helps to uncover the real situation of college schools and to identify possible irrelevant questions Based on the pilot survey, the irrelevant questions were eliminated or modified and some new questions were added Thus, the research applied Cronbach’s Alpha coefficient to measure whether the internal consistency of the responses is similar across items and how they represent the variable The higher the Cronbach’s alpha values are, the higher the reliability of the variables data collection Using SPSS 18.0 for calculating Cronbach’s alpha of the whole items in this research as shown in table 3-2 The number indicated that the items form a scale that has very good internal consistency or they were regarded as ‘high” reliability or that items were measuring the same underlying construct Cronbach's alpha is used to test the reliability of variables, when the value great than 0.7, it means the data can effectively reflect the real phenomenon of variables The Cronbach's alpha of Training & Promotion and Recruitment, Teaching quality and Working Environment are more then 0.7 that means these for variables has good reliability and Compensations and have near good reliability Table 3-2 Cronbach’s for Research Variables Cronbach's Alpha N of Items Compensations 668 Training & Promotion 875 Working Environment 896 Recruitment 992 Teaching Quality 924 Variables 24 3.6 Data Collection The responded questionnaires were received from teachers of case college in Ho Chi Minh city, Vietnam The questionnaires were sent out to 150 teachers in referred school above; all of the participants’ questions relating to the questionnaire which were clarify via interviewing Each participant will be asked to fill out a questionnaire indicating his or her agreement or disagreement with each statement on a 5-point Likert scale (“1”= very disagree; “2”= disagree; “3”= normal; “4”= agree; “5” = very agree) I already assign 150 teachers in at the Transportation III College, but return 91, the response rate is about 60% There are teachers who belong to 12 departments: Construction of road and bridges, civil and industrial construction, technology of construction materials, Business Accounting, Banking and Finance, Engineering Construction Management, Business Management, basic subjects, Mining and Transport, Automotive Engineering, metal cutting, Telecommunication and Network Management There age average about 35, 10% teach in school more than 20 year, 45% teach in school more than 10 year, 15% teach in school more than year, 30% teach in school under year 25 Chapter Research Results and Analysis 4.1 Descriptive Statistics Table 4-1 presents descriptive statistics of variables It shows the basic information of research data, including each variable’s sample number, the greatest and smallest value, the mean value, and standard deviation Table 4-1 Descriptive Statistics Variables N Minimum Maximum Mean Std Deviation Compensation 91 1.25 4.50 3.02 71 Training & Promotion 91 1.00 4.67 2.64 1.03 Work Environment 91 1.00 4.33 2.73 65 Recruitment 91 1.80 4.60 2.92 74 Teaching Quality 91 1.00 4.50 3.02 81 Minimum, maximum, mean and stand deviation of Compensation are 1.25, 4.50, 3.0220, 0.71, and minimum, maximum, mean and stand deviation of Work Environment are 1.00, 4.33, 2.73, 0.65, and minimum, maximum, mean and stand deviation of Recruitment are 1.8, 4.60, 2.92, 0.74, and minimum, maximum, mean and stand deviation of Teaching Quality are 1.00, 4.50, 3.02, 0.818, they are not much agreed, but minimum, maximum, mean and stand deviation of Training & Promotion are 1.00 , 4.67, 2.64, 1.03, and minimum, maximum, mean and stand deviation, more agree with deviation among variables I already assigned 150 teachers, but returned 91; the response rate was about 60% From the mean of variables, because Compensation and Teaching Quality are over 3, which shows the respondents are more agreed the questions on these two variables 26 4.2 Pearson Correlation Table 4-2 presents the correlation between two variables As the table shows, each pair variables has positive and significant (p < 0.01 or p < 0.05) correlation Table 4-2: Correlation Matrix (n = 91)a Compensations Compensations Training & Promotion Working Environment Recruitment Training Working Recruitment Teaching & Environment Quality Promotion 765** 627** 715** 680** 783** 676** Teaching 670** 467** Quality Note: a two-tailed test was adopted **p < 0.01 * p < 0.05 .436** 568** Compensations and training & promotion has significant relationship, because the correlation coefficient between them is 765 , compensation and Working Environment has significant relationship, because the correlation coefficient between them is 627, compensation and Recruitment has significant relationship, because the correlation coefficient between them is 680, compensation and Teaching Quality has significant relationship, because the correlation coefficient between them is 670 Training & promotion and Working Environment have significant relationship, because the correlation coefficient between them is 715, training & promotion and recruitment has significant relationship, because the correlation coefficient between them is 783, training & promotion and teaching quality has significant relationship, because the correlation coefficient between them is 467 Working Environment and Recruitment has significant relationship, because the correlation coefficient between them is 676 Working Environment and Teaching Quality has significant relationship, because the correlation coefficient between them is 436 Recruitment and Teaching Quality has significant relationship, because the correlation coefficient between them is 568 27 4.3 Regression Analysis Table 4-3 presents the results of regression analysis describing the possible impact of Compensation, Training & Promotion, and Working Environment and on Recruitment In addition to the F value of the regression model is significant (p < 0.01) The values of R square and adjusted R square are 0.752 and 0.687 respectively that shows good explanation of independent variable on dependent variable Because the standardized coefficients of compensations, training & promotion, and working environment to recruitment are all significant (p < 0.05), therefore, the research data support H1, H2 and H3 R square and adjusted R square is 0.693 and 0.687, respectively The means the explain power of compensation, training & promotion and working environment for recruitment are much high These numbers show the explaining power of compensation, training & promotion and working environment for recruitment to be pretty high F: 49.312** it means the whole model to be significant (p