NATIONAL ECONOMICS UNIVERSITY

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Course Projects
SERVICE QUALITY AT THE PHAM VAN DONG LIBRARY OF
THE NATIONAL ECONOMICS UNIVERSITY

Students : Nguyễn Khánh Linh - 11192906

Bùi Quốc Duy - 11191310
Major : Business Administration
Intake : 61
Class : Management of quality and innovation E-MQI
Supervisor : Truong Tuan Anh

Ha Noi, 09/2021

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Table of Contents
INTRODUCTION............................................................................................................4
1. Research question:...................................................................................................5
2. Purpose:...................................................................................................................5
3. Methodology:...........................................................................................................5
4. Research process:....................................................................................................6
5. Research limitations.................................................................................................6
6. Keywords.................................................................................................................6
CHAPTER 1.....................................................................................................................7
LITERATURE REVIEW AND HYPOTHESIS DEVELOPMENT............................7
1. Literature review....................................................................................................7
1.1. Service quality...................................................................................................7
1.2. Library service quality......................................................................................8
1.3. Student satisfaction............................................................................................9
2. Hypothesis development......................................................................................10
2.1. Information resources.....................................................................................10
2.2. Service capacity...............................................................................................11
2.3. Library space...................................................................................................11
2.4. Student satisfaction..........................................................................................12
2.5. Proposed research model................................................................................12
CHAPTER 2...................................................................................................................12
RESEARCH METHOD................................................................................................13
2.1 Sample and data collection.....................................................................................13
2.2 Measures................................................................................................................. 13
2.3 Data analysis...........................................................................................................14
CHAPTER 3...................................................................................................................14
RESULTS....................................................................................................................... 14
3.1 Descriptive statistics of the study variables.............................................................14
3.2 Results of hypothesis testing...................................................................................15
CHAPTER 4...................................................................................................................17
DISCUSSIONS...............................................................................................................17
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 4.1 Summary of findings...............................................................................................17
4.2 Limitations..............................................................................................................18
4.3 Future research........................................................................................................18
CHAPTER 5...................................................................................................................19
CONCLUSION...............................................................................................................19
REFERENCES...............................................................................................................21

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 INTRODUCTION
Education reform, training quality improvement and training quality accreditation
at universities are among the top concerns of the Ministry of Education and Training and
universities now. In response to the requirements of educational innovation, universities
are renovating their goals, improving the content of training programs, teaching, and
learning methods, improving the quality of the teaching staff, and increasing investment
in facilities. materials and equipment for teaching and learning. Moreover, to meet the
needs of learning in the form of credit, the first thing is that students must have resources
to study and research before participating in class lessons. It is this that requires the
library of National Economics University to have enough resources to ensure that
students' learning is highly effective. In addition to the rich source of materials, the
service style and service quality of the library must also be improved, not only to meet
the needs of students but also to meet the needs of society. Therefore, library information
activities are one of the activities that universities are interested in developing because
this is one of the important criteria for evaluation in university quality accreditation.
(Ministry of Education and Training, 2007, Article 12, Standard 9).

It can be said that the quality of teaching and learning of a university is closely
related to the quality of library services. Previous studies have shown that there is a
correlation between library service quality and student learning outcomes. Universities
with good library service quality have higher student learning outcomes than universities
with poor library service quality. (Alharbi and Middleton, 2012; Onuoha & cs., 2013)
There has been a lot of research on substances. The amount of library services as
researched by Andaleeb and Simmonds (1998), Somaratna and Peiris (2011). The results
of the studies show that, although the research papers are reliable enough to measure the
quality of library services, the components of the model are not kept the same in each
specific case study and do not cover all the information. elements that are considered
important to library users.

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 For that reason, we conduct this research with a main topic: "Service quality
management at Pham Van Dong library of The National Economic University". This
study is conducted with the aim of determining the level of impact of the components that
make up the quality of library services on student satisfaction. On that basis, the study
can propose solutions to improve the quality of library services in Viet Nam in the
coming time, specifically at Pham Van Dong library of the University of Economics.
Citizen. Since then, the education system in Vietnam has one more reliable tool to
measure, evaluate and compare library service quality.

1. Research question:

- What factors affect student satisfaction with the quality of service at Pham Van
Dong library?
- Is there any correlation between service quality at the library and student
learning ability?

2. Purpose:

This research focuses on the influencing factors of service quality in Pham Van
Dong library on student satisfaction of National Economics University.

3. Methodology:

Primary data:

- Collect data by interviewing students who have used the services of the library of
National Economics University through questionnaires.

4. Research process:

- The research consists of two main steps:

(1) preliminary research and (2) formal research. Preliminary research using
qualitative research method through direct interview technique with 100 NEU 3rd and 4th

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year students regularly use the library. These factors are added to the scale and used in
the formal research.

5. Research limitations:

Additional research is needed in other countries as the scope of this study is

limited to the quality of education of a university in one country. The poll is being
conducted during a time of economic uncertainty because of the boom. To assess the
generality of the findings, the survey should be repeated in a financial cage. Structure of
the report.

6. Keywords: Library, information services, services quality, satisfaction

The following chapters will go over the specifics of the research:

• Chapter 1 describes the literature review and hypothesis studies quality

management at the library of the National Economic University and research model.
• Chapter 2 introduces the research method including sample and data collection,
the measures and data analysis used in this research.

• Chapter 3 provides results of the descriptive statistics and result of hypothesis

testing.

• Chapter 4 provides a summary and the discussions about the results.

• Chapter 5 concludes the report.

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 CHAPTER 1

LITERATURE REVIEW AND HYPOTHESIS DEVELOPMENT

1. Literature review
1.1. Service quality.
Services are a distinct type of intangible economic good from tangible items.
Currently, there are a variety of perspectives on the service. Services, according to
(Wilson et al., 2016) are acts, procedures, and methods of completing a task in order to
provide value to consumers and meet their requirements and expectations. A service,
according to (Somaratna & Peiris, 2011a) is any intangible activity or benefit that a
company can deliver to a customer that does not result in ownership of anything.

There are numerous definitions of service quality based on various viewpoints on

service. For example, Lehtinen and Lehtinen (1991) propose that service quality should
be assessed in two ways: (1) the service delivery process, and (2) the service's output.
Grönroos (1984) proposed two aspects of service quality: (1) technical quality, which
refers to what the client receives, and (2) functional quality, which interprets the service
supplied. how. When it comes to service quality, however, we cannot overlook
(Parasuraman et al., 1993)'s contribution. “The degree of discrepancy between
consumers' expectations of a service and their assessment of service outcomes,”
according to this study. These authors developed and tested a scale of service quality
components through qualitative and quantitative research (called SERVPERF scale). For
many several types of services, the SERVPERF scale is adjusted and tested.

In summary, service quality is determined by consumers' perceptions of service

outcomes, or in other words, the same degree of service quality may be seen differently
by various users, and even the same user may have different sentiments at separate times.
This is a subjective category that is determined by the requirements and expectations of
users or service users.

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 1.2. Library service quality

According to traditional definitions of library, a library has been considered as a

repository of documents, the main service of the library is to borrow and return to provide
materials for readers. Thus, the service quality of a library has traditionally been
measured by the library's storage size, the number of document collections and user
statistics (Sahu, 2007). Due to the current trend of library modernization, documents have
been digitized into online collections, which frees up storage space and narrows the
geographical distance between the library and its readers. By using search tools, readers
can easily exploit the resources at the library via the Internet. Besides, with the current
explosion of information, readers have many difficulties in selecting and assessing the
reliability of information sources. The role of libraries is not only to provide documents
but also to guide them for readers to exploit and use information effectively. Therefore,
the traditional assessment method does not consider the information needs of users as
well as the ability to meet the needs of library users. Also, from the point of view of
service quality in general, library service quality must be assessed from users.

Currently, there are many studies measuring library service quality, (for e.g.: Bùi,
2016; Asemi et al., 2010; Somaratna & Peiris, 2011b; Cook & Thompson, 2000;
Andaleeb & Simmonds, 1998; Shoeb, 2011; Ngô & Nguyễn, 2017; Trần & Hương, 2010.
Most studies use SERVQUAL, SERVPERF and LibQUAL +TM scale to measure library
service quality. Among them, the SERVPERF scale is easier to use comparing to
SERVQUAL and LibQUAL models.

The SERVQUAL model was first published in 1985 by A. Parasuraman, Valarie A.

Zeithaml and Leonard L. Berry for measuring and managing service quality across a wide
range of service types. The authors of this model defined service quality as “the
difference between expected quality and perceived quality” [11]. Taking the theoretical
ideas in a service quality model (Grönroos, 1984a), (Asubonteng et al., 1996) built a
mixed measurement tool, called SERVQUAL, used to measure perceived service quality.

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The SERVQUAL scale set contains 22 pairs of Likert scale items to separately measure
customers' actual expectations and perceptions of service quality.

SERVPERF is a variant of the SERVQUAL model first identified by (Cronin Jr &

Taylor, 1992). On the SERVQUAL scale, customer satisfaction is measured by both
customer expectations and perceptions (Service quality = Perceived level - Expected
value). However, in the SERVPERF scale, the quality of the service is only measured by
the customer's perception (Service quality = Perceived level). The SERVPERF scale set
also uses 22 questions like the question about customer feelings in the SERVQUAL
model. However, SERVPERF omits the question about expectations. (Cronin Jr &
Taylor, 1992) said that the SERVQUAL model of (Parasuraman et al., 1988) easily
causes confusion between customer satisfaction and attitude. After comparing the
SERVQUAL and SERVPERF models, we decided to choose SERVPERF model for our
research methodology.

1.3. Student satisfaction

Satisfaction is defined in a variety of ways. Customer satisfaction, according to

(Parasuraman et al., 1993) is "their response to the perceived gap between known
experience and expectations." Satisfaction, according to (Principles of Marketing (3rd
Edition), Frances Brassington and Stephen Pettitt : Book Review | MFSA Journal of
Marketing, n.d.), is a person's level of state or feeling generated from a comparison of
results obtained during the product consuming process with their expectations. According
to (Wilson et al., 2016) satisfaction is "the customer's evaluation of a product or service
that has met their needs and expectations". Thus, customer satisfaction is formed based
on experiences, especially accumulated when purchasing and using products or services.

According to some authors, service quality and customer happiness are comparable
enough that they can be used interchangeably. Although service quality and customer
happiness are intricately linked, there are some variances. Because service quality is an
objective, evaluative, and cognitive notion, there is a distinction. Satisfaction, on the

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other hand, is a collection of subjective factors depending on the user's sentiments and
emotions. Although they are two distinct ideas, service quality and satisfaction are tightly
linked in service research (Parasuraman et al., 1993). They believe that, between service
quality and customer satisfaction, there are some differences, of which the basic
difference is the issue of "cause and effect". Many studies also show that service quality
is the cause of satisfaction (Cronin & Taylor, 1992).

Students serve as consumers in university libraries. Students frequently express their

expectations for what the library can provide. Students will be satisfied with the quality
of library services if their expectations are met. "Student happiness is a symbol of service
quality in education in general and library services in particular," to put it another way
(Nguyen Thi Mai Trang & Tran Xuan Thu Huong, 2010, p. 65 ). Furthermore, according
to (Pedramnia et al., 2012), university libraries must now monitor users' expectation and
perception to assess quality in the context of quality reflecting customer satisfaction in
order to assess service quality. Therefore, the following hypotheses are proposed:

2. Hypothesis development.
2.1. Information resources.

Information resources, according to (Service Quality in Academic Libraries, n.d.)

are grouping of documents (also known as learning resources) that library users have
(including print and electronic versions), such as curriculum structure, materials reference
books, broadsheets, journals, digital resources, and the extent to which users can self-
direct and access the material collections to which they are supplied: Is the material
arrangement convenient enough for users to exploit it themselves, and does the library
have utility tools (websites, computer networks) for users to access resources regardless
matter not it is done remotely (from home or the school).

Previous research on library service quality (Andaleeb & Simmonds, 1998;

Somaratna & Peiris, 2011a) has shown that information resources are one of the most
essential aspects. has the same tendency when it comes to student happiness, therefore:

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H1: There is a relationship in the same direction between information resources and
student satisfaction.

2.2. Service capacity.

The reader's view of the librarian's ability and readiness to assist is characterized
as service capacity (Miller, 2008). This notion considers the human aspects of library
service quality, such as whether library personnel is concerned about and understands
students' requirements, is always polite and willing to assist students, and has the
technical competence to answer students' queries ((Morales et al., 2011).

Previous research has found that responsiveness, service capacity, service attitude
- including assurance and understanding (Andaleeb & Simmonds, 1998)); service
reliability or efficiency and service capacity (Cook & Thompson, 2000); service capacity
- service organization and staff ability to respond (Parasuraman et al., 1993), all have a
positive impact on student satisfaction, therefore:

H2: There is a relationship in the same direction between service capacity and student
satisfaction.

2.3. Library space.

The term "library space" refers to the facilities and environment of a library that
are designed to support learning and research (self-study space, group study area) (Miller,
2008).

Students now visit the library for a variety of reasons, including information
resources and space for self-study, self-study, and group discussion. As a result, the
library's position is handy, easy to find, easy to identify, and easy to organize quiet places
suited for self-study, self-study, or a spacious and comfortable study space. Student
happiness is influenced by discussions and group studies (Morales et al., 2011).

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 Previous research has found that library space has a favorable impact on student
happiness due to similar factors: tactile media (Andaleeb & Simmonds, 1998; Cook &
Thompson, 2000). as well as infrastructure issues (Somaratna & Peiris, 2011a), therefore:

H3: There is a relationship in the same direction between the library space and student
satisfaction.

2.4. Student satisfaction.

The SERVPERF model involves two elements in determining student satisfaction

with the quality of library services: overall satisfaction with the services and information
literacy outcomes. As a result of using the library's services, pupils receive.

2.5. Proposed research model

Information resources H1 (+)

Service capacity H2(+)

Student
H3 (+) satisfaction.
Library space

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 CHAPTER 2

RESEARCH METHOD

2.1 Sample and data collection

We conducted a survey on undergraduate business students in National Economics

University in Hanoi, Vietnam to collect data for analysis. The targeted students were
studying towards a bachelor’s degree. We used the convenient sampling technique to
approach and distributed the surveys to the targeted respondents.

We used online survey all of them have the same questions. We received 130 responses,
of which 102 were fully answered. The remaining 28 responses did not satisfy the data
analysis results. So, we use those 112 full responses for data analysis for the best results.

2.2 Measures

We adapted scales available in the literature for the study variables. All items were
rated on Likert 5-point scale (1 = disagree to 5 = very agree). The scales adapted for this
present study are included in Appendix.

Service Capacities was measured by five items from our survey. Sample items are
“(1) Library staff show enthusiasm, care to help me when I have difficulties; (2) Library
staff have enough knowledge to answer me; (3) Library staff should dress neatly, suitable
for the library atmosphere; (4) I feel satisfied when using library services; (5) Library
operating hours are convenient for me to borrow, return books and perform other
services”. This scale shows an exemplary reliability (α= .711)

Information Resources was measured by three items from our survey. Sample
items are “(1) The facilities of the library are spacious, airy, and bright; (2) Library
equipment is very modern, safe, and easy to use; (3) The materials and textbooks in the

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library are remarkably diverse and rich”. This scale shows an exemplary reliability
(α= .640)

Library Space was measured by five items adapted from our survey. Sample items are
“(1) The library's space is quiet and easy for self-study; (2) Quality of self-study room
fulfils my requirements; (3) Library operating hours are convenient for me to borrow,
return books and perform other services; (4) I can easily search for documents and
information in the library”. This scale shows an exemplary reliability (α= .730)

Student Satisfaction was measured by four items adapted from our survey. Sample
items are “(1) I feel satisfied and will continue to use library services in the near future;
(2) I will recommend and invite friends to use the library service; (3) When choosing a
place to rest and study for exams, (4) I will choose the first Pham Van Dong library”.
This scale shows an exemplary reliability (α= .908)

2.3 Data analysis

We tested hypotheses by using linear regression in SPSS and the following

models: Control variable + TPB variables.

CHAPTER 3

RESULTS

3.1 Descriptive statistics of the study variables

Table 3-1 shows that most respondents have high opinions about Service capacities
(M=20.706; SD=2.2629), Student satisfaction (M=13.078; SD=1.2640), Information
resources (M=12.529, SD=1.6633) and Library space (M=12.480, 1.706).

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The table 3-1 also shows that Information resources was significant related to Service
capacities (r= .860, p < 0.001), Library space (r= .560, p < 0.001), and Student
satisfaction (r= .462, p < 0.001).

Table 3.1. Descriptive statistics of the study variables

Information Service
Variable Mean SD Library space
resources capacity
Information
12.529 1.6633 1
resources
Service
20.706 2.2629 .860** 1
capacities
Library
12.480 1.706 .560** .621** 1
space
Student
13.078 1.2640 .462** .482** .607*
Satisfaction
N = 102; M: mean; SD: standard deviation; *** p < .001

3.2 Results of hypothesis testing

Table 3.2 shows the linear regression results. The results reveal that:

The regression coefficient of Information resources is 0.095 > 0, and p-value =

0.394> 0.05. Thus, there is not enough evidence to prove H1: “There is a relationship in
the same direction between information resources and student satisfaction”. In
conclusion, the hypothesis 1 is not supported.

The regression coefficient of Service capacities is 0.052 > 0, and p-value =0.711 >
0.05. Thus, there is not enough evidence to prove H2: “There is a relationship in the
same direction between service capacity and student satisfaction”. In conclusion, the
hypothesis 2 is not supported.

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 The regression coefficient of Library space is 0.052 > 0, and p-value =0 < 0.05.
Thus, there is enough evidence to prove H3: “There is a relationship in the same
direction between the library space and student satisfaction”. In conclusion, the
hypothesis 3 is supported.

Table 3.1. Results from hypothesis testing

B SE

Constant 2.221 .293

Information .095 .111
resources
Service .052 .139
capability
Library space .367 .075
R² .391
Adjusted R² .373
R² change .391
F statistic 21.008
N = 102; ** p < .01 ***p < .001.

Proposed research model

Information resources 0.095(ns)

Service capacity 0.052(ns)

Student
0.367 satisfaction.
Library space

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 CHAPTER 4

DISCUSSIONS
In this chapter, the findings and results of the research are presented in a
summarized form. Limitations for future research and recommendations for students with
an entrepreneurial mindset will also be discussed in this study.

4.1 Summary of findings

This research paper aims to show the influencing factors of service quality in
Pham Van Dong library on student satisfaction of National Economics University,
including Information resources, Service capacity, Library space. 
After examining the collected data, we found that all three factors of service
quality in the library directly influence student satisfaction. It means that students at
National Economics University have a positive attitude towards improving the quality of
library services in schools. When we compared our results with the results of other
studies, we found some similarities and differences between our study and others.
In terms of similarity, (AGU n.d.) shows that the factors of library space, service
capacity, information resources, and access to information all impact student satisfaction.
This study uses the LibQUAL+TM model, but the research results suggest that the library
space factor has the most impact. This factor needs to be paid attention to most of the
universities to create the best quality for students.

In terms of difference, (Tòng 2016) has shown that the impact of the factors of
Service, Tangible Media, and Digital Library has the most influence on the quality of
school library services. We believe this may be because differences in each school's
sample sizes and cultural contexts produce different results.

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 In conclusion, our research found a significant relationship between three
influencing factors of library service quality and student satisfaction (see Table 4.1).
Regular assessment of service quality will help library work become more and more
effective, and libraries can perform their role in improving the quality of higher
education.

Table 4.1 Results of hypothesis testing

Hypothesis Result
H1: Information resource => student satisfaction Not supported
H2: Service capacity => student satisfaction Not supported
H3: Library space => student satisfaction Supported

4.2 Limitations.
The limitation of this study is that it surveys students at National Economics
University and only focuses on students. Further research needs to deploy the quantity
larger and more available sample for other subjects (officers, lecturers, graduate
students).

SERVPERF tool is often used for online surveys, but this study uses a direct
sampling method (distributed to students using the library), so the sample range is
narrower.

4.3 Future research

Further research should use the online survey method to get more accurate results
when evaluating, comparing with the original scale. This study only measures students'
perceptions instead of measuring the gap between expectations and feelings as the
original model of students. Further research needs to implement both methods
simultaneously and compare the results to find the best way to measure the quality of
university library services in Vietnam.

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CHAPTER 5

CONCLUSION
The research results show that the factors of library space, service capacity,
information sources, and access to information all have little or no impact on student
satisfaction. Therefore, to improve service quality, university libraries need to be in a
convenient location and have flexible spaces, suitable light, and temperature to inspire
learning and research. In addition to quiet rooms ideal for self-study and self-study, the
library should have comfortable rooms for group discussions and arrange an area to keep
a safe bag to create peace of mind for users.

The service capacity factor has a high impact on student satisfaction with the
quality of university library services. In addition to the need for a space to study and
research, students desperately need the support of librarians. Besides being friendly,
polite, thoughtful, and enthusiastic about supporting students, Librarians need to be able
to communicate well and understand readers' needs and psychology. In addition,
librarians also need to have in-depth professional knowledge, be knowledgeable in many
fields, have information skills to thoroughly answer students' questions, and guide
students to access, effectively exploit, and use information resources. Therefore,
managers need to raise awareness of the roles and responsibilities of librarians and should
have a plan to foster and train librarians to meet the standards of librarians. Information
in the new era, primarily focusing on teaching specialized knowledge, information
technology skills, communication skills, marketing knowledge, professional
qualifications.

Research results also show that information resources are still one of the essential
factors affecting student satisfaction. To improve the quality of library services,
universities need to pay attention to supplementing and updating the source materials

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(both printed and electronic) and have the policy to require lecturers to correct the
textbooks—teaching document regularly. In addition, libraries need to link and share
source materials with other libraries to help make the library's collection of documents
more complete and more prosperous, students' research and learning needs.

Although access to information has a low impact on student satisfaction, it is also

a factor that needs to be considered to improve the quality of library services. With the
results of the innovation of teaching and learning methods and the development of the
information technology industry, students become more active in self-study and self-
research.

According to the research results of (Thư, 2008), students from the first to the
fourth year surveyed shared the same opinion: among the factors that make up the active
learning method, the self-study factor. Self-study, self-study of documents is the most
important. Therefore, understanding and being able to search and exploit library
resources by themselves is essential for students. Therefore, libraries need to arrange help
scientifically and systematically and equip them with search tools (networked computer
system; wireless network system in classrooms and lectures). resources: library websites,
information search tools) so that students can access and exploit resources effectively.

In summary, the study results are consistent with the hypothesis research theory and show
the reliability and relevance of the SERVPERF model in assessing the quality of
university library services in Vietnam. Libraries can use this tool to self-assess service
quality or register to use the online SERVPERF tool for a more comprehensive and
comprehensive assessment of library service quality. Can compare its library service
quality with libraries around the world. Regular evaluation of service quality will help
library work be increasingly influential, and libraries can perform their role in improving
the quality of higher education.

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