International Journal of Management and Organizational Research www.themanagementjournal.com
40 | P a g e
International Journal of Management and
Organizational Research
Factors affecting students' intention to start a business: Faculty of business administration,
Ho Chi Minh City University of Economics
Khoa Quoc Bui 1, Toai Van Nguyen 2*
1 Van Lang University, Vietnam
2 Ho Chi Minh City University of Industry and Trade, Vietnam
* Corresponding Author: Toai Van Nguyen
Article Info
ISSN (online): 2583-6641
Volume: 03
Issue: 02
March-April 2024
Received: 01-02-2024;
Accepted: 15-03-2024
Page No: 40-50
Abstract
The purpose of the article is to determine the factors affecting the startup intention of
students at the University of Economics, Ho Chi Minh City. HCM. Research data is
based on a survey of 200 students of the school combined with related research to
build a proposed research model including seven factors affecting entrepreneurial
intention. Cronbach's Alpha testing methods, exploratory factor analysis (EFA) and
multivariate linear regression methods were used in this study. Research results show
that there are 4 factors that influence students' entrepreneurial intention, arranged in
descending order of influence: (1) attitude and passion, (2) entrepreneurial education,
(3) experience, (4) subjective norms. Among them, attitude and passion have the
strongest impact on business administration students' intention to start a business. The
research hopes to actively contribute to improving educational programs at the
university level and consider incorporating the subject of entrepreneurship into the
official curriculum to improve students' entrepreneurial attitudes and skills.
Keywords: Startup, students, faculty of business administration, Ho Chi Minh City University of Economics
1. Introduction
In any era, young people are always active, enthusiastic and creative. They believe that life must always be new and not accept
stereotypes or impositions. Young people today know more than what young people of the same age 10 years ago knew because
they have many information channels to access and the information sharing speed of young people is greater because of the
participation of media. The convenient way to connect is the internet, thanks to the development of science and information
technology and the 4.0 industrial revolution. Therefore, the startup ideas of young people in general and students in particular
are very new and creative, and in fact, many young people have successfully started their own businesses. However, many
students do not intend to start a business or do not want to start a business, or do not start a business properly due to many
influencing factors around them.
According to a survey by the Vietnam Confederation of Commerce and Industry (VCCI) in 2017, up to 66.6% of Vietnamese
students currently have never known about startup activities. The number of students who know about startup programs is only
33.4% and in fact the number of students participating in startup programs initiated by VCCI every year is only 0.016%. Up to
62% of students surveyed said that current startup activities are trendy and not really effective. However, when asked about
business ability, up to 89% of students think they have business ability and 80 % of students intend to participate in business
activities after graduation. The opportunity for students to start a business today is up to 61% comes from family, 21% from
friends and 18% comes from other places. Research on entrepreneurship has received a lot of attention not only from macro
policy makers but also from academic researchers around the world.
However, there is currently no research on the impact of these factors on start-up intention among students of the Faculty of
Business Administration at the University of Economics, so discovering and measuring the factors affecting entrepreneurial
intention has laid a scientific basis for planning policies to create a startup environment. Career, proposing solutions to promote
the entrepreneurial spirit of students in the current context.
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Therefore, in order to clearly understand the factors that
impact students, my group chose the topic "Factors affecting
students' entrepreneurial intentions" to research. Specifically,
research and analyze factors affecting the intention to start a
business of students of the Faculty of Business
Administration at the University of Economics.
2. Theoretical basis and research model
Entrepreneurial intention can be defined as an individual's
preparation to start a business (Souitaris, Zerbinati, & Al -
Laham, 2007); points out that planning and creating a
business is a process (Gupta & Bhawe, 2007). To create their
own business, individuals must start by recognizing
opportunities and taking advantage of available resources
(Kuckertz & Wagner, 2010). According to Schwarz,
Wdowiak, Almer‐Jarz, and Breitenecker (2009), students'
business start-up intentions come from students' ideas and are
properly oriented from educational programs and trainers. In
this study, students' intention to start a business is the premise
and their willingness to carry out intentional entrepreneurial
behavior with the desire to create valuable products and
services to meet their needs. society's demand.
According to Nguyen Thi Yen (2011), business readiness,
personal personality and passion for business are personal
factors that impact the entrepreneurial intention of students at
National University of Ho Chi Minh City. Ho Chi Minh.
Besides, the factor of capital also contributes to influence,
however, reality shows that after graduating, students have
many difficulties in mobilizing capital and do not dare to
borrow capital to start a business, so they are weak. Capital
factors have a profound impact on students' intention to start
a business. The case of female MBA students in Ho Chi Minh
City. Ho Chi Minh City's research by Hoang Thi Phuong
Thao (2013) shows that personal characteristics are the
factors that have the strongest impact on this subject's
intention to start a business. In addition, capital sources for
starting a business, push motivation, family support, pull
motivation and family barriers also affect the intention to start
a business . According to Zahariah Mohd Zain, et al (2010),
factors: participation in business courses, influence from
family members' business traditions, and personal
characteristics all affect the intention to start a business of
economics students in Malaysia. For economics students in
Pakistan, the intention to start a business is influenced by
demographic factors such as gender, age, experience,
educational background and family work; Behavioral factors
such as Professional Attraction, business ability, social
evaluation, experience, business knowledge, and business
education have a great influence on entrepreneurship. Among
them, professional attraction has the strongest impact on
entrepreneurship (Abdullah Azhar, 2010). In addition,
research by Wenjun Wang (2011) has shown that
entrepreneurial desire, business readiness and work
experience have a direct impact on students' entrepreneurial
intentions in China and the US. At the same time, the family's
business background and business ethics also have an indirect
influence on this subject's intention to start a business.
According to Perera K. H (2011), the study "Determining
factors affecting business intentions of students at Sri Lankan
universities" has shown that social factors, psychological
factors, Economic factors and political and legal factors are
prominent factors leading to the path to becoming an
entrepreneur. In addition, research also shows that students
pay little attention to starting a business while paying more
attention to other jobs because they do not want to bear many
risks and financial problems. Research by Francisco Liñán
(2011) also concluded that the five main factors influencing
students' intention to start a business are business readiness
(positive perception); personal attitude; Planifi cation,
alliances and formation for employees; Growth as a key
feature for success; Preference for useful jobs (Preference for
remunerative jobs) are factors affecting the intention to start
a business among university students in Spain. Research by
Kolvereid and Moen (1997) concluded that students who
participate in many entrepreneurship training programs often
have higher entrepreneurial intentions than students who do
not participate. Koe's (2016) study with a sample of 176
university students confirms the importance of participating
in entrepreneurship training programs for the formation and
development of students' entrepreneurial intentions. Nguyen
Xuan Hiep and colleagues (2019) used research data
collected from 430 final-year students majoring in economics
from 10 universities in Ho Chi Minh City with a high rate of
students starting businesses after graduation. Karma. The
results show that the factors have the same influence on the
intention to start a business of economics students at
universities in Ho Chi Minh City with the level of impact
arranged in order from high to low including: Business
education, subjective norms, startup environment,
personality traits, perceived feasibility. Fatoki's (2010)
research results on the motivations and obstacles for students'
intention to start a business in South Africa show that 5
motivations leading to students' intention to start a business
are: employment, autonomy, creativity, economics and
capital; Obstacles for graduates' business goals are: capital,
skills, support.
After conducting a review of domestic and foreign
documents, the authors proposed a research model to identify
factors affecting the intention to start a business of students
majoring in Business Administration at the University of
Economics, Ho Chi Minh City. HCM through factors: (1)
attitude, (2) subjective norms, (3) education, (4) work
experience, (5) business passion, (6) readiness business and
(7) capital sources.
Table 1: Interpretation of variables in the research model
Encode
Observed variables
Encode
Collect
Attitude
(TD)
TD1
If I have the opportunity and resources, I want to start a business
Likert 1 – 5
Amran Md Rasli et al., 2013;
Davidsson P., 1995.
TD2
My career goal is to start my own business
Likert 1 – 5
TD3
I have seriously thought about starting my own business in the
future
Likert 1 – 5
Subjective norms
(CQ)
CQ1
If I decide to start a business, my family members will support
me
Likert 1 – 5
Pham Quoc Tung et al., 2012;
Zahariah Mohd Zain et al., 2010.
CQ2
If I decide to start a business, my friends will support me
Likert 1 – 5
Education
(GD)
GD1
The main curriculum at school equips me to start a business
Likert 1 – 5
Wang & Wong, 2004; Galloway &
Brown, 2002; Liñán, 2010.
GD2
The school developed my skills and business abilities
Likert 1 – 5
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Experience (KN)
KN1
Experience as an employee
Likert 1 – 5
Wenjun Wang et al, 2011; Dyke et
al., 1992.
KN2
Management experience
Likert 1 – 5
KN3
Business experience
Likert 1 – 5
Business passion
(HM)
HM1
I tend to open my own business after graduation
Likert 1 – 5
Wenjun Wang et al, 2011; Nguyen
Thi Yen et al., 2011.
HM2
KSDN is attractive to me
Likert 1 – 5
HM3
I am a person with many business ambitions
Likert 1 – 5
Business
Readiness (SS)
SS1
I am confident in my ability to start a business
Likert 1 – 5
Wenjun Wang et al, 2011; Nguyen
Thi Yen et al., 2011.
SS2
I have many social relationships
Likert 1 – 5
SS3
My relationships can help my startup
Likert 1 – 5
SS4
I am not afraid of risks in business
Likert 1 – 5
Capital source
(NV)
NV1
I can borrow money from friends and relatives to do business
Likert 1 – 5
Nguyen Thi Yen et al., 2011; Perera
KH et al., 2011; Fatoki, et al, 2010.
NV2
I have the ability to accumulate capital (thanks to saving
expenses, working part-time...)
Likert 1 – 5
NV3
I can raise capital from other capital sources (banks, credit
funds,...)
Likert 1 – 5
3. Research Methods
The research methods used are qualitative research and
quantitative research.
Qualitative research: aims to test and determine the
relationship between variables in the initial theoretical model.
This is a preliminary research stage, carried out to recalibrate
the previously used quantitative scales to suit the practical
conditions and basis of the research.
Quantitative research: The purpose of this research step is to
measure the impact of 7 factors on students' entrepreneurial
intention.
According to Hoang Trong and Chu Nguyen Mong Ngoc, in
factor analysis, the number of observed variables (sample
size) must be at least 4 or 5 times the number of research
variables. In this research model, there are 7 independent
variables, including 20 observed variables and 1 dependent
variable with 2 observed variables, so the total number of
observed variables is 22 variables, the minimum number of
samples required is 22 x 5. = 110 samples. To ensure the
reliability of the research process, the authors must choose a
minimum number of samples of 110 samples. Therefore, the
authors decided to distribute 200 face-to-face surveys and
conduct an online survey. After checking and eliminating
invalid votes, 110 votes remained. Thus, the collected data
ensures good implementation of the research model.
Collected data were cleaned and processed using SPSS 20.0
software. During the quantitative analysis process, the
authors used methods to evaluate the reliability of the scale
using Cronbach's Alpha coefficient, EFA exploratory factor
analysis method, regression testing and T-test.
4. Research results and Discussion
To determine the factors that affect the intention to start a
business and the importance of each factor to the intention to
start a business of students of the Faculty of Business
Administration, the authors used SPSS 20.0 software to
support analysis and results. Estimating the research model
step by step is presented as follows:
Step 1: Test the reliability of the scale
Conducting a reliability test of the scale of factors affecting
the intention to start a business of students of the Faculty of
Business Administration at the University of Economics, Ho
Chi Minh City. HCM with 22 variables, the result was
Crobach's Alpha coefficient = 0.847 (> 0.7). During the
testing process, 2 variables were eliminated from the research
model because they had a smaller total correlation
coefficient. 0.3 (Nunnally, 1978; Peterson, 1994; Slater,
1995). Thus, the remaining 20 variables were used in the next
exploratory factor analysis.
Table 2: Results of testing the reliability of the scale
Symbol
Criteria
Adjustment variable
– total correlation
Crommbach's Alpha if
the variable is eliminated
TD1
If I have the opportunity and resources, I want to start a business
0.384
0.842
TD2
My career goal is to start my own business
0.426
0.844
TD3
I have seriously thought about starting my own business in the future
0.502
0.837
CQ1
If I decide to start a business, my family members will support me
0.376
0.842
CQ2
If I decide to start a business, my friends will support me
0.367
0.843
GD1
The main curriculum at school equips me to start a business
0.324
0.844
GD2
The school developed my skills and business abilities
0.324
0.844
KN1
Experience as an employee
0.370
0.844
KN2
Management experience
0.375
0.844
KN3
Business experience
0.377
0.844
HM1
I tend to open my own business after graduation
0.516
0.836
HM2
KSDN is attractive to me
0.597
0.834
HM3
I am a person with many business ambitions
0.491
0.838
SS1
I am confident in my ability to start a business
0.579
0.835
SS2
I have many social relationships
0.482
0.839
SS3
My relationships can help my startup
0.467
0.839
SS4
I am not afraid of risks in business
0.444
0.840
NV1
I can borrow money from friends and relatives to do business
0.396
0.842
NV2
I have the ability to accumulate capital (thanks to saving expenses, working part-
time...)
0.413
0.841
NV3
I can raise capital from other capital sources (banks, credit funds,...)
0.477
0.838
Cronbach's Alpha = 0.847
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In addition to testing the reliability of criteria affecting the
entrepreneurial intention of students of the Faculty of
Business Administration, the authors tested the reliability of
the scale measuring students' entrepreneurial intention. The
test results show that the Crobach's Alpha coefficient has a
value of 0.863 (> 0.7), proving that the scale is meaningful
and the factors are reliable in measuring the entrepreneurial
intention of students of the Faculty of Business
Administration.
Table 3: Results of testing the reliability of the entrepreneurial intention scale
Symbol
Criteria
Adjustment variable – total
correlation
Crommbach's Alpha if the
variable is eliminated
YD1
I tend to open a business in the future
0.742
0.808
YD2
I have strong intentions to start a business
0.750
0.798
Cronbach's Alpha = 0.863
Step 2: Exploratory factor analysis (EFA)
When conducting exploratory factor analysis, right from the
first round, the test values are guaranteed: coefficient 0.5 <
KMO = 0.825 < 1.0; Bartlett's test on the correlation of
observed variables (Sig. = 0.00 < 0.05) proves that the
variables are closely related to each other; total variance
extracted = 60.396% (> 50%) meets the requirements and
shows that 6 groups of factors explain 60.396% of the
variation of the data. This shows that the EFA analysis results
are completely appropriate.
Table 4: Results of factor rotation matrix analysis
Symbol
Factor rotation matrix
F1
F2
F3
F4
F5
F6
TD1
0.741
TD3
0.695
HM1
0.578
HM2
0.719
HM3
0.690
KN1
0.730
KN2
0.850
KN3
0.747
SS1
0.536
SS2
0.824
SS3
0.729
CQ1
0.781
CQ2
0.843
NV1
0.811
NV2
0.706
GD1
0.825
GD2
0.825
Through analysis results, 6 new factor groups were formed
(F1, F2, F3, F4, F5, F6), factor group F1 includes 5
component variables related to attitudes towards
entrepreneurship and career development. Passion for
business, so this factor was given a new name "Attitude and
passion for business", the variables are TD2: My career goal
is to start my own business, TD3: I have been thinking serious
about starting my own business in the future, HM1: I tend to
open my own business after graduating, HM2: Starting a
business is attractive to me, HM3: I am a person with many
ambitions business. For the remaining factors, there is no
disturbance between the component variables in the factors
according to the proposed model, so the new factors still
retain their names, which are: factor F2: Work experience,
F3: Business readiness, F4: Subjective norms, F5: Capital
resources and F6: Education. From the results of factor
analysis, the research model was calibrated with 6 groups of
factors affecting the intention to start a business of students
of the Faculty of Business Administration of the University
of Economics, Ho Chi Minh City. HCM includes: F1:
Attitude and passion for business, F2: Work experience, F3:
Business readiness, F4: Subjective norms, F5: Capital
resources and F6: Education.
Step 3: Multivariate linear regression analysis
According to the linear regression results, the significance
level of the model is very small (Sig = 0.000) compared to
the 5% significance level, so the regression model is set
appropriately, adjusted R2 value = 0.519 which means 51.9%
of the variation in entrepreneurial intention is explained by
factors included in the model, the remaining factors are other
factors that have not been researched. The Durbin - Watson
coefficient and VIF coefficient of the model show that there
is no autocorrelation phenomenon (Hoang Trong and Chu
Nguyen Mong Ngoc, 2008) and multicollinearity
phenomenon is negligible (Mai Van Nam, 2008).
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Table 5: Results of factor rotation matrix analysis
Criteria
Symbol
Coefficient (B)
Beta coefficient
Sig coefficient.
VIF
Constant
-0.043
0.848
-
Attitude and passion
F1
0.657
0.556
0.000
1,470
Work experience
F2
0.026
0.031
0.426
1,164
Business readiness
F3
0.143
0.114
0.011
1,518
Subjective norms
F4
0.136
0.112
0.002
1,197
Capital
F5
0.011
0.011
0.790
1,262
Education
F6
0.116
0.108
0.005
1,136
Adjusted R2 coefficient
1,519
Durbin-Watson coefficient
1,804
Significance level (Sig.F)
0.000
Source: Results of regression analysis from survey data, 2013
Based on the statistical significance of each variable and the
results of estimating the impact coefficient of each factor, it
shows that there are 4 statistically significant variables and
all 4 variables are positively correlated with students'
intention to start a business. member of the Department of
Business Administration. Specifically, for factor F1: Attitude
and passion, when assessed by students by 1 point, the
intention to start a business will increase by 0.657 points.
Besides, when factor F3: Business readiness is assessed to
increase by 1 point, the startup intention score increases by
0.143 points. On the other hand, when evaluating factor F4:
An increase of 1 point in subjective norms will lead to an
increase of 0.136 points in the intention to start a business.
Similarly, if factor F6: Education is evaluated to increase by
1 point, it will increase the intention to start a business of
students of the Faculty of Business Administration by 0.166
points. According to the standardized impact coefficient
(Beta coefficient), factor F1: Attitude and passion has the
strongest impact on the entrepreneurial intention of students
of the Faculty of Business Administration.
5. Conclusions and Recommendations
The study has identified the factors and the level of influence
of the factors on the intention to start a business of students
of the Faculty of Business Administration at the University
of Economics, Ho Chi Minh City. At the same time, also
analyze and evaluate the differences between male and
female student groups, the differences between first-year,
second-year, third-year and fourth-year student groups
regarding the research problem. Through analysis, there are
4 independent factors affecting students' entrepreneurial
intention as follows: (1) attitude and passion, (2)
entrepreneurial education, (3) experience, (4) subjective
norms. Among them, the Attitude and passion factor has the
strongest impact on the startup intention of students of the
Faculty of Business Administration at the University of
Economics, Ho Chi Minh City. The research results also
found that there were differences between male and female
student groups in the variables entrepreneurial intention,
environment for entrepreneurship, and perceived behavioral
control. When comparing the differences in factors affecting
entrepreneurial intention and entrepreneurial intention
between groups of first-year, second-year, third-year and
fourth-year students of the Faculty of Business
Administration, most factors have differences. differences
between these groups of students.
From the results of this research, I would like to propose some
recommendations for schools, start-up support organizations,
and macro management agencies in establishing solutions to
enhance students' entrepreneurial intentions, as a premise for
promoting entrepreneurial actions of students after
graduating as follows:
To increase students' entrepreneurial intention, it is necessary
to actively innovate training programs, encouraging students
to learn about business, start a business and improve their
capacity.
It is necessary to guide students on business start-up skills so
that they can create their own jobs by combining and using
their expertise to start a business in the industry or field in
which they specialize.
The school needs to establish groups and start-up support
centers at the school and at specialized faculties to improve
the attitude of each student and each group of students
towards startup ideas.
To create interest in career, "thinking of being an owner
instead of working for hire" is always the motto for students
who want to change their future. Therefore, to arouse
attitudes towards entrepreneurial behavior, schools need to
increase the introduction of successful entrepreneurial
examples and typical entrepreneurial models from Vietnam
as well as the world to arouse the desire to do business. joint.
Help students proactively and actively participate in practical
business experience activities organized by the school, clubs,
organizations and entrepreneurship seminars for students.
Thereby helping students take ownership, self-manage, come
up with business ideas while still in school, expand
relationships, learn experiences from friends and relatives to
establish businesses., to share experiences from people with
a lot of practical experience, anticipating difficulties and
challenges when doing business.
Equipping yourself to improve the necessary knowledge and
skills about starting a business, in addition to a foundation of
scientific and technological knowledge, enhancing self-study
and learning about successful business models will help
Increase students' perceived ability to improve their intention
to start a business.
Extracurricular activities related to entrepreneurship and
business need to be built into the training program by the
school, which will be the foundation for students to develop
their skills and increase their intention to start a business.
Startups need creativity and acumen to be able to innovate in
design, features, quality, price and even marketing methods
to bring products and services to new consumers. can hope to
start a successful business.
Create opportunities for students to practice the necessary
qualities for an administrator such as: bravery, confidence,
dynamism, creativity, and the art of organization,
management, and administration. Thereby, leadership
capacity is cultivated, which is the driving force to develop
entrepreneurial intentions.
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45 | P a g e
The school needs to create conditions for students to actively
participate in scientific research activities and accumulate
business experience in society if possible.
For each individual student, to become an entrepreneur, it is
necessary to actively study, cultivate professional knowledge
and skills, and accumulate capital as well as participate in
finding sources of support to be able to start a business in the
near future.
Improve students' ability to perceive control, create
motivation, and stimulate students to create ideas and act with
the spirit of "self-starting" confidence.
Universities in general, and business administration training
units in particular, need to regularly organize seminars,
business discussions, and create playgrounds to develop
startup ideas; Business administration training should
develop training programs in the direction of approaching
and interacting with practical business activities, and at the
same time adding training modules on entrepreneurship to the
training program framework in the "oriented direction".
open".
Propaganda activities or conducting seminars to set examples
of successful entrepreneurs will help startups become more
widely known and understood more properly, thereby
gaining people's support for startups. karma will increase.
The school and family have a close connection regarding
information and methods to support student startups. You can
connect through online information forums or invite parents
to participate in student start-up activities organized by the
school.
The school needs to coordinate with start-up support
organizations or start-up investment units to act as a bridge
for students intending to start a business so that units can
sponsor capital for students to start a business, and increase
support. Financial support for start-up activities through
sponsors, start-up investment funds, and business incubators
to actively support the training process and promote start-up
intentions.
At the same time, equip them with personal financial
management and corporate financial management knowledge
so they know how to manage mobilized and accumulated
capital sources.
Improve business conditions, reduce complex administrative
procedures, make policies transparent, and create favorable
conditions for business people to access information and
assistance.
Schools need to attach importance to the development of
training programs, basic business knowledge and
hypothetical situations encountered in business.
Program materials should be available on the e-learning
application to best serve students even when they do not have
time to go to class.
Extracurricular activities related to entrepreneurship and
business need to be built into the training program by the
school, creating a foundation for students to develop their
skills and increase their intention to start a business. Startups
need creativity and acumen to be able to innovate in design,
features, quality, price and even marketing methods to bring
products and services to new consumers. can hope to start a
successful business.
In particular, it is necessary to create opportunities for students
to practice the necessary qualities for an administrator such
as: bravery, confidence, dynamism, creativity, the art of
organization, management, administration Through this,
leadership capacity is cultivated, which is the driving force to
develop entrepreneurial intentions.
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12. Nguyen TH. Management by objectives in Vietnamese
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13. Nguyen TH. Factors affecting the decision to study
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14. Nguyen TH. Practices of high quality human resource
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15. Nguyen TH. Enhancing social entrepreneurial
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20. Duc LDM. Enhancing Auditor Independence in
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21. Mai NP. Social Entrepreneurship and Corporate
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23. Ka YC. Exploration of Green Energy and Consumption
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24. Ngoc NM. Solutions for Development of High Quality
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25. Huong LTM. Factors Impacting State Tax Revenue in
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26. Ngoc NM. Impact of Accreditation Policy on Quality
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27. Ngoc NM. Quality of Scientific Research and World
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28. Viet PQ. Sustainability of Tourism Development in
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29. Anh DBH. Sustainable Development of Social
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30. Mai NP. Green Entrepreneurship - a Game Changer in
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31. Ngoc NM. Enhancing efficiency of real estate brokerage
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32. Ngoc NM. Factors affecting the selling price of luxury
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33. Mai NP. Enhancing Sustainability in the Contemporary
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34. Nguyen TH. Comparative analysis of product hygiene
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35. Nguyen TH. Comparative analysis of warehouse
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36. Nguyen TH. Comparative analysis of warehouse
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37. Nguyen TH. Comparative analysis of information
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38. Nguyen TH. Comparative analysis of information
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39. Nguyen TH. Comparative analysis of customer care
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40. Nguyen TH. Factors affecting sustainable development
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41. Nguyen TH. The impact of data analytics on audit firms'
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42. Nguyen TH. The purchase behaviour via e-commerce
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43. Ngoc NM. Sustainable Integration in Vietnam’s Tourism
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44. Ngoc NM. The relevance of factors affecting real estate
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45. Massoud M. Impact of non-renewable energy and
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46. Hieu VM. Socially Sustainable Entrepreneurship of
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47. Ngoc NM. Factors affecting the willingness to pay for
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48. Toan TT. Opportunities and challenges for quality of
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49. Lan TTN. Market development strategy of renewable
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50. Huong LTM. Assessment of green economic growth in
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51. Lan TTN. A global trend of sustainable development of
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52. Vinh PT. Global performance of Vietnamese small
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53. Tuan LHA. The entrepreneurial pathway of Vietnamese
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54. Hai DH. The influence of global climate change on
economic growth in Vietnam. International Journal of
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55. Quyet TN. Factors affecting Vietnamese agricultural
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56. Quan NM. Assessing innovation capacity in public
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57. Jiang QH. The current situation of information
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58. Jiang QH. Current status of internal control at FLC
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59. Nguyen TH. Analyzing the recruitment strategy of ILA
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60. Nguy H. Price policy comparison for FamilyMart and
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61. Nguy H. Product policy comparison for FamilyMart and
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62. Nguy H. Distribution policy comparison for Familymart
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63. Nguy H. Promotion policy comparison for FamilyMart
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64. Nguy H. Product and market development potential of
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65. Nguy H. VinFast’s International marketing strategy in a
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66. Nguy H. Monopolistic business strategy of EVN in
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67. Nguy H. Monopolistic business strategy of EVN in
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68. Nguyen TH. Managing information security in the
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69. Nguyen TH. KPIs-based work performance
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70. Nguyen TH. Remuneration systems and policies in the
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71. Nguyen TH. Participation of IT components in
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72. Nguyen TH. Training high-quality laborers with a social
responsibility orientation in the banking industry in post-
covid-19 Vietnam. 2024.
73. Nguy H. Comparative analysis of customer care strategy
of Viettel and VNPT. 2024.
74. Nguy H. Leadership and management in Vietnamese
enterprises: a case of tourism industry. 2024.
75. Nguy H. Professionalization of Management in Tertiary
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76. Nguy H. Cultural tourism resources of Ninh Thuan
province: Current situation and solutions to improve the
exploitation performance. 2024.
77. Nguy H. Business process management in Vietnamese
and foreign companies: a case of tourism industry. 2024.
78. Nguy H. Comparative analysis of Big4 brand strategy of
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79. Yi Tau H. Factors affecting the abroad entrepreneurial
opportunity of business administration students at the
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80. Yi Tau H. Fintech strategy of Vietnamese commercial
banks: the case of Sacombank. 2024.
81. Yi Tau H. Organizational culture change at logistics and
construction companies of post-Covid-19 era in
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82. Hai DH. Factors impacting human resource development
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83. Duc LDM. The impact of audit committee on financial
reporting quality: a case of Vietnam listed public
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84. Anh DBH. The role of public and private partnership to
develop green logistics systems. A case of SMEs in Ho
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85. Ngoc NM. Practices of Human Resource Development
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86. Nguyen TH. The influence of global climate change on
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87. Nguyen TH. Conflict management in Vietnamese and
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88. Nguyen TH. Factors impacting business decision
making in foreign companies operating in Vietnam.
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89. Nguyen TH. Global performance of Vietnamese small
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90. Nguyen TH. Global business context of the world
economy after Covid-19 pandemic: A case of tourism
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91. Nguyen TH. Managing organizational changes in
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tourism industry. 2024.
92. Huong LTM. Factors affecting customers’ satisfaction
on public Internet service quality in Vietnam.
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93. Mai NTT. Cultural tourism resources: state policy and
solutions for SMEs in tourism industry. International
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94. Hai DH. Enhancing social entrepreneurial performance
of tourism service and resort real estate SMEs in
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95. Diem PT. The impact of Covid-19 on Vietnam macro-
economy and implications for SMEs performance: A
lesson for the future. International Journal of
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96. Kiet TV. SMEs’ business performance due to CSR
practices: Evidence from Vietnam. International Journal
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97. Quyet TN. The purchase behaviour via E-commerce
platform: A case of SMEs and households in Vietnam.
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98. Tinh NH. Agribusiness sustainability due to social
entrepreneurship in Vietnam. International Journal of
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99. Tinh NH. Knowledge transfer and succession process in
small family businesses. International Journal of
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100. Trai DV. The impact of data analytics on audit firms'
value creation: Implications for small and medium
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101. Trai DV. The impact of digital transformation on tourism
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102. Trai DV. Joint logistics development: a driver of
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103. Tung NV. The impact of strategic management
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104. Nguy H. The role of Information Technology in
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105. Nguy H. Information Technology in distribution systems
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106. Nguy H. Introducing ICT-based innovations in
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107. Nguy H. Teamwork in Vietnamese private tourism
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108. Nguy H. Factors affecting the quality of
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109. Yi Tau H. Business process management in Vietnamese
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110. Yi Tau H. Controlling in state own companies in
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111. Yi Tau H. Communication management in Vietnamese
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112. Yi Tau H. Motivation in state own tourism companies in
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113. Tien NH. The role of logistics development policy in
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114. Hoang NT. Factors affecting career opportunities abroad
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the HCMC University of Food Industry. 2024.
115. Hoang NT. Factors affecting the opportunities to study
broad of students of the faculty of Business
Administration of Ho Chi Minh City University of Food
Industry. 2024.
116. Hoang NT. Factors affecting career development
opportunities Teacher of business administration
department at University of Economics in Ho Chi Minh
City. 2024.
117. Hoang NT. Factors affecting lecturers' satisfaction:
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118. Hoang NT. Factors affecting career opportunities abroad
for students of the Faculty of Business Administration at
Hoa Sen University. 2024.
119. Hoang NT. Factors affecting online learning satisfaction
of students of the Faculty of Business Administration at
Van Hien University in HCMC. 2024.
120. Hoang NT. Factors affecting education quality: Faculty
of Business Administration, University of Industry in
HCMC. 2024.
121. Hoang NT. Factors affecting lecturers' intention to start
a business: Faculty of Business Administration,
University of Economics, HCMC. 2024.
122. Hoang NT. Factors affecting students' intention to start a
business: Faculty of Business Administration, Ho Chi
Minh City University of Economics. 2024.
123. Hoang NT. Factors affecting the career development
opportunities of lecturers of the Faculty of Business
Administration at the HCM University of Industry and
Trade. 2024.
124. Hoang NT. Factors affecting job satisfaction of lecturers
of the Faculty of Business Administration at Ho Chi
Minh City University of Industry and Trade. 2024.
125. Hoang NT. État actuel et solutions pour la
transformation numérique dans le secteur de l'éducation
au Vietnam. 2024.
126. Hoang NT. Factors affecting career opportunities abroad
for students of the faculty of Business Administration of
the HCMC University of Food Industry. 2024.
127. Hoang NT. Factors affecting the opportunities to study
broad of students of the faculty of Business
Administration of Ho Chi Minh City University of Food
Industry. 2024.
128. Nguyen TH. Factors affecting the satisfaction of online
learning of the students of faculty of Business
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2024.
129. Nguyen TH. Factors affecting the quality of teaching in
the Faculty of Business Administration at Ho Chi Minh
City University of Food Industry. 2024.
130. Nguyen TH. Factors affecting the entrepreneurial
opportunities of lecturers of the Faculty of Business
Administration at Ton Duc Thang University. 2024.
131. Nguyen TH. The purchase behaviour via e-commerce
platform: a case of SMEs and households in Vietnam.
2024.
132. Nguyen TH. Customer satisfaction at Agribank –
strategy and policy for maintaining. 2024.
133. Nguyen TH. The effects of extensive reading through e-
books on university Vietnamese student’s reading
attitude, reading comprehension, and vocabulary. 2024.
134. Nguyen TH. The role of the diamond quartet in curbing
China's rise. 2024.
135. Nguyen TH. Comparative analysis of military
development and security strategies of the United States
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136. Nguyen TH. The role of linkages for international
economic development and integration. 2024.
137. Guang TH. Analyzing and comparing the price policy of
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138. Guang TH. Comparative analysis of product policy of
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139. Guang TH. Analyzing and comparing distribution
policies of Samsung and Huawei in Vietnam. 2024.
140. Guang TH. Oppo and Apple's international marketing
strategy. 2024.
141. Guang TH. Impact of digital transformation on the
decision-making process in logistics and construction
enterprises in Vietnam. 2024.
142. Nguyen TH. Analysis of the business environment of the
logistics and the construction industry in Vietnam after
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143. Nguyen TH. New competencies and qualities of logistics
and construction industry managers in Vietnam after
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144. Nguyen TH. Changing organizational culture towards
social responsibility at Big4 banking groups after Covid-
19 in Vietnam. 2024.
145. Nguyen TH. Socially responsible banking management
strategy in the Big4 banking group in Vietnam. 2024.
146. Nguyen TH. Social responsibility in recruitment in
banking industry in Vietnam after Covid-19. 2024.
147. Nguyen TH. Training high quality workers in logistics
and construction industry in Vietnam after Covid-19.
2024.
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148. Nguyen TH. Comparative analysis of some managers at
leading logistics and construction enterprises in
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149. Nguyen TH. Teamwork in management and operation of
logistics and construction enterprises in Vietnam –
challenges and limitations. 2024.
150. Nguyen TH. Applying teaching and assessment methods
for business courses in math and natural sciences. 2024.
151. Lee H. Comparative analysis of promotion strategies of
Samsung and Huawei in Vietnam. 2024.
152. Lee H. Comparative analysis of market and product
development potential of Apple and Samsung. 2024.
153. Lee H. Policies to support the development of small
family businesses in Vietnam. 2024.
154. Lee H. Analysis and comparison of online fashion
service business models in Vietnam. 2024.
155. Lee H. Family businesses’ scale and development in
Vietnam. 2024.
156. Lee H. Comparative analysis of online fashion business
models in Vietnam. 2024.
157. Lee H. Comparison of the impact of different teaching
styles on students’ learning activity. 2024.
158. Lee H. Building relationship between faculty leaders and
faculty members to enhance teaching and research
competency at the universities. 2024.
159. Nguyen TH. Opportunities and threats for small
commercial and service business forms. 2024.
160. Nguyen TH. Street and sidewalk business in Vietnam.
Should be limited or maintained to develop? 2024.
161. Nguyen TH. The impact of CSR on organizational
performance: cases of SMEs in Ho Chi Minh City. 2024.
162. Nguyen TH. Impact of digital transformation on
financial decision making at Big4 banks in Vietnam.
2024.
163. Nguyen TH. Analyzing the business environment of
Big4 banks in Vietnam after Covid-19 pandemic. 2024.
164. Nguyen TH. The competencies and qualities of the
managers of the Big4 banking group in Vietnam’s post-
Covid-19 era. 2024.
165. Nguyen TH. Culture organisationnelle basée sur la
responsabilité sociale dans le secteur bancaire
vietnamien. 2024.
166. Nguyen TH. Digital marketing strategy of Dien May
Xanh supermarket. 2024.
167. Nguyen TH. Strategy of VIN University to attract talent
in the northern market of Vietnam. 2024.
168. Nguyen TH. Green Finance strategy of Vietnamese
commercial banks: a case of ACB bank. 2024.
169. Nguyen TH. Digital marketing strategy of Vietnamese
electronics supermarkets – the case of Dien May Xanh.
2024.
170. Nguyen TH. The applicability of global management
accounting practices in Poland. 2024.
171. Nguyen TH. Unintended consequences of management
accounting practices harmonization in transitional
economies – a case of Central Europe. 2024.
172. Yi Tau H. Risk Management in Vietnamese tourism
Enterprises. 2024.
173. Yi Tau H. Risk management in Vietnamese government
institutions: case of tourism industry. 2024.
174. Yi Tau H. Comparative analysis of the brand strategy of
Big4 of retail supermarkets in Vietnam. 2024.
175. Yi Tau H. Comparative analysis of the brand strategy of
Big4 logistics companies in Vietnam. 2024.
176. Yi Tau H. Comparative analysis of the brand strategy of
Big4 5 star hotels in Vietnam. 2024.
177. Yi Tau H. Brand strategy of the Big4 tourism companies
in Vietnam. 2024.
178. Yi Tau H. Changing Organizational Culture towards
Social Responsibility at Big4 banking groups after
Covid-19 in Vietnam. 2024.
179. Yi Tau H. Remuneration policy for Vietnamese overseas
working in hotel industry in Vietnam. 2024.
180. Nguyen TH. Recruitment of logistics and construction
industry workers in Vietnam post-Covid-19 era. 2024.
181. Nguyen TH. Current situation of students’ start-up
activities of the National Economics University, Hanoi
and University of Economics Ho Chi Minh City. 2024.
182. Nguy H. Strategic planning of state own companies in
Vietnam. 2024.
183. Nguy H. Managing cultural change in Vietnamese
enterprises after Covid-19 pandemic. 2024.
184. Nguy H. Managing organizational changes in
Vietnamese enterprises after Covid-19 pandemic. 2024.
185. Nguy H. Factors affecting the entrepreneurial intention
of lecturers of University of Economics, Ho Chi Minh
City. 2024.
186. Nguy H. Factors affecting the entrepreneurial intention
of BBA students of HUTECH University. 2024.
187. Nguyen TH. Current status of strategic planning of FLC
Group in Vietnam. 2024.
188. Jiang QH. The actual situation of building the
organizational structure of FLC Group in Vietnam. 2024.
189. Nguyen TH. Factors affecting entrepreneurial intentions
of students of the faculty of Business Administration in
Ho Chi Minh City University of Industry and Trade.
2024.
190. Nguyen TH. Comparative analysis of information
security policies at Big 4 logistics companies in the
world. 2024.
191. Nguyen TH. Comparative analysis of information
security policies at Big 4 Vietnamese logistics
companies. 2024.
192. Nguyen TH. Comparative analysis of Big4 brand
strategy of Vietnamese banks. 2024.
193. Nguyen TH. Factors affecting the training quality of the
Faculty of Business Administration, University of
Economics, HCMC. 2024.
194. Nguyen TH. Comparative analysis of quality assurance
policies for the supply chain of Big 4 fast food
restaurants in the world. 2024.
195. Nguyen TH. Methodology for research on B2B
relationship quality: a case of public environmental
services in Vietnam. 2024.
196. Nguyen TH. Entrepreneurial capacity of FMCG
companies in Vietnam's post-Covid-19 era. 2024.
197. Nguyen TH. Assessment of green economic growth in
the current specific socio-economic context of Vietnam.
2024.
198. Nguyen TH. A global trend of sustainable development
of agribusiness in Vietnam. 2024.
199. Nguyen TH. Sustainable integration in Vietnam's
tourism industry. 2024.
200. Nguyen TH. Impact of non-renewable energy and
natural resources on economic recovery: Empirical
evidence from selected developing economies. 2024.
201. Nguyen TH. Market development strategy of renewable
energy industry in Vietnam. 2024.
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50 | P a g e
202. Nguyen TH. The entrepreneurial pathway of Vietnamese
super-rich: the sources of their successful business
performance. 2024.
203. Nguyen TH. Managing cultural in Vietnamese
enterprises after Covid-19 pandemic: A case of tourism
industry. 2024.
204. Nguyen TH. SMEs' business performance due to CSR
practices: a fresh evidence from Vietnam. 2024.
205. Nguyen TH. Job satisfaction of lecturers teaching
entrepreneurship at Nguyen Tat Thanh University in Ho
Chi Minh City. 2024.
206. Jiang QH. The current situation of management and
personnel mobilization at FLC Group of Vietnam. 2024.
207. Jiang QH. Managing cyber-threat and cyber-attack in
world luxury hotels. 2024.
208. Jiang QH. Analysis and implementation of the concept
of MBO and MBP at FLC Group in Vietnam. 2024.
209. Jiang QH. Social responsibility in recruitment of banking
industry in Vietnam after Covid-19. 2024.
210. Jiang QH. Building organizational culture at FLC Group
Vietnam. 2024.
