THE IMPACT OF TRAINING SERVICE QUALITY ON POSTGRADUATE STUDENT SATISFACTION: A CASE STUDY OF A PUBLIC UNIVERSITY FROM

Purpose: This study examines important characteristics that affect student satisfaction with the graduate training services of the University of Commerce. Theoretical framework: Research models are developed based on service quality measurement models based on customers' desires and perceptions, such as models using the SERVQUAL scale. Research method: the author uses qualitative methods combined with quantitative methods using a non-probability stratified sampling survey method to analyze 216 postgraduate students of the University of Commerce. Results and discussion: According to research results, while most components of the University of Commerce's graduate training services are highly appreciated by students, other elements need to be maintained and improved. more good. Research results have identified a key factor (Trust & Quality of the training program) that affects the satisfaction of graduate students at the University of Commerce . Research Implications: The research results serve as a foundation for making a variety of proposals and recommendations to support the long-term development of postgraduate training services in emerging countries. Originality/value: Research results have identified a key factor: Trust & Quality of the training program that has the greatest impact on the satisfaction of graduate students at the University of Commerce.


INTRODUCTION
In the statement on the development strategy for 2030, and vision to 2040, Thuongmai University has determined the mission of training high-quality, highly qualified human resources with entrepreneurship and innovation capabilities, being able to compete in the domestic and international labor market; academic research, policy consulting, knowledge transfer in the field of modern economics and trade, contributing to the prosperous development and enhancement of Vietnam's position.Thuongmai University's Institute of Postgraduate Training has produced 400 PhDs and more than 12,000 masters in Vietnam over the last 30 years, with many of them going on to become experts and senior management in enterprises.Thuongmai University's Institute of Postgraduate Training consistently upholds its reputation and affirms its high-quality brand in postgraduate education in Vietnam.
However, postgraduate training is presently a service market with significant rivalry from both Vietnamese and foreign rivals.In that context, Thuongmai University has always determined that improving the quality of postgraduate training services is an important and sustainable way to constantly improve postgraduate student satisfaction, thereby maintaining training scale, with the goal of diversifying postgraduate training types and methods to approach international quality standards and better meet postgraduate students' needs and aspirations.

LITERATURE REVIEW AND THEORETICAL FRAMEWORK
In terms of the strategy for addressing the sustainable development of postgraduate training service provision activities, all major theories believe that solving the needs of each customer segment, creating and providing values from the customer's perspective will ensure customer satisfaction and loyalty, ensuring the success of service delivery organizations (Arambewela & Hall, 2018).
To measure and evaluate service quality in the field of training, research models are developed on the basis of models measuring service quality based on customers' wishes and perceptions, such as the model using the SERVQUAL scale (Parasuraman & ctg, 1998) to measure service quality, which includes ten components: Reliability, Responsiveness, Competence, Access, Courtesy, Communication, Credibility, Security, Knowing the customer and Tangibles.The SERVQUAL scale set was later recommended to be replaced by the SERVPERF scale (Cronin & Taylor, 1992), which affirms "service quality = perceived level" and solves the constraints of the SERVQUAL scale with a simplified model containing five components: Trust, Response, Warranty, Empathy, and Tangible.
Because postgraduate training differs significantly from other types of services, training service quality measurement models frequently include observable variables that differ from models like SERVQUAL or SERVPERF.
Education is the process of assisting students in the acquisition of knowledge, skills, values, and beliefs.College environmental education allows students to understand the complex systems that make up the environment of college, as well as the impact that students' and teachers' actions have on this (Bayaer & Cui, 2023).When measuring the quality of postgraduate training services, important factors often mentioned include "Facilities and equipment for training" (Rasli et al., 2011); "Trust in training institutions"(Martínez-Argüelles & Batalla-Busquets, 2016) (Sadiq Sohail & Shaikh, 2004); "Training program" (Abdullah, 2006); "Lecturer quality" (Stukalina, 2014) (Abdullah, 2006).
To investigate graduate student satisfaction, the focus should be given to survey data collected by questionnaires, descriptive statistical analysis approaches, and multivariate linear regression (Badrudin et al., 2024).

RESEARCH MODEL
Based on the results of group discussions and in-depth interviews with postgraduate students, the preliminary research model is recommended as follows:   The study uses a 7-point Likert scale, which includes fully agree, agree, slightly agree, neutral, disagree, and completely disagree.

RESEARCH RESULTS AND DISCUSSION
The survey included 216 postgraduate students from four different majors: policy economics, finance-banking, accounting, and business administration.The graphic below depicts the structure of the survey sample by major among postgraduate students.

Structure of the survey sample divided by training major
Source: Results of survey data processing

Finance -Banking 23%
The  The results of descriptive analysis show that all 20 observed variables receive a high average value, with the highest score is 7, of which 4 observed variables receive an average value within the highest score range of The scale (from 6.14 to 7) shows that respondents completely agree with the statements about "Lecturers follow the school's regulations for teaching and assessment" (LTR3); "Lecturers have a polite attitude and nice style with their students" (LTR5); "When working with postgraduate students, supporting staff maintain a pleasant and friendly manner" (SST3) and "Supporting staff always listens and gladly helps postgraduate students" (SST4).
In particular, the observed variables LTR5 and SST4 have the lowest scores of 4 and 3, respectively, indicating that postgraduate students highly value the teaching and supporting staff at Thuongmai University in terms of style, friendliness, respectful attitude, and willingness to listen and fully assist students.
However, up to 15/20 observed variables obtained the lowest possible rating of 1 or 2 points.The findings of in-depth interviews with postgraduate students who took part in the survey provide a more thorough picture of the elements that require improvement from the perspective of postgraduate students.
Most postgraduate students wish to have access to a more comprehensive and up-todate electronic learning material system that includes more practical information and real-world business scenarios.Postgraduate students also prefer that core professional courses connected 8 with the major have a lengthier study period than additional courses.Furthermore, postgraduate students demand greater renovations to canteens, rest areas, and parking spots.

EXPLORATORY FACTOR ANALYSIS (EFA) AND REGRESSION
The number of measured variables in the 5-factor groups in the original research model is all greater than or equal to 3, so it satisfies the requirements to perform EFA (Yong & Pearce, 2013).The survey sample size is 216, which meets the minimum requirement of 50 observations.Furthermore, 216 replies meet the sample size criterion of at least four times the number of observed variables (Taherdoost et al., n.d.).9 We have a KMO of 0.929, which is extremely good, thus applying EFA is acceptable.
The Bartlett test findings indicate that Sig.= 0.000 < 0.05, rejecting the hypothesis that the correlation matrix is an identity matrix.This implies that the variables are connected, allowing for EFA.Thus, the test findings indicate that the collected data is appropriate for doing EFA on the study model.
The study was carried out with the option of not displaying factor loadings below 0.49.
The rotating factor matrix table has three groups of factors derived from 20 observed variables, all of which have factor loading coefficients larger than 0.5.Table 5 shows the findings of the analysis.The factor loading values indicate that all of the observed factors have practical significance when examining the impact on postgraduate student satisfaction at Thuongmai University.The findings indicate that all three components, including the 20 observed variables, are statistically significant and reliable enough to be used in subsequent analyses.
Figure 1Proposed research model

The
Impact of Training Service Quality on Postgraduate Student Satisfaction: a Case Study of a Public University from Vietnam ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.9 | p.1-13 | e06661 | 2024.

Figure 3
Figure 3Adjusted research model after EFA

Table 1
Description of observed variables

Table 2
The Impact of Training Service Quality on Postgraduate Student Satisfaction: a Case Study of a Public University from Vietnam ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.9 | p.1-13 | e06661 | 2024.6 Dependent variable scale

Table 3
Results of descriptive analysis

Table 4
KMO and Bartlett's Test

Table 5
Rotated Component MatrixSource: Results of survey data processing The Impact of Training Service Quality on Postgraduate Student Satisfaction: a Case Study of a Public University from Vietnam ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.9 | p.1-13 | e06661 | 2024.

Table 4
Item-Total Statistics

student satisfaction Lecturers & Supporting staff Facilities & services F2 F3 Trust & Quality of training program F1=
The Impact of Training Service Quality on Postgraduate Student Satisfaction: a Case Study of a Public University from Vietnam ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.9 | p.1-13 | e06661 | 2024.

Table 5
Component Score Coefficient Matrix