Student Intention in Doing An Internship at AEON

Graduation Project 2018
FACTORS INFLUENCING STUDENT’S DECISION IN APPLY FOR
INTERNSHIP PROGRAM AT AEON VIETNAM CO., LTD – TAN PHU BRANCH
BY
LE THI BICH TRAM
Graduation Project Submitted to the Department of Business Studies,
HELP University, in Partial Fulfillment of the Requirements for
the Degree of Bachelor of Business (International Business) Hons
JULY 2017
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DECLARATION
I hereby declare that the graduation project is based on my original work except for quotations
and citations which have been duly acknowledged. I also declare that it has not been previously
or concurrently submitted for any other course/degree at HELP University or other institutions.
The word count is
LE THI BICH TRAM
Date: 30/07/2018
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ABTRACT
Internships have become a necessity for mass communication students making the transition
from college to career. Researchers note this necessity: Kosicki and Becker (1995) report that 80
percent of journalism and mass communication undergraduates serve as interns. Rowland (1994)
found that an internship is the "deciding factor" for most entry-level jobs, and Horowitz (1997)
found that students' assessments of internship quality are significant predictors of future job
satisfaction. The Accrediting Council on Education in Journalism and Mass Communications
(ACEJMC) recognizes the legitimacy of internship credit, allowing credit for up to 10 percent of
a student's course work (ACEJMC, 1997).
However, not all students want to be interns and the decision to apply for a program or
organization depending on a variety of factors. To provide organizations with an interest in the
internship program with elements those influence the student's decision to choose an internship.
This study refers to such evidence. Its purpose is to evaluate the relationship between two sets of
variables related to linearity: the determinants and student’s decision. This study seeks to identify
the factors that influence students in the decision making process. Predictions Five factors that
influence the decisions of students are important in the literature. These include: (1) Financial,
(2) Non-Financial, (3) Career Development Opportunity, (4) Branding, and (5) External Factors.
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ACKNOWLEDGMENTS
I would like to take this opportunity to acknowledge several individuals who have helped me to
complete my thesis.
Firstly, I would like to send my sincere thanks to Dr. Tran Nguyen Ngoc Anh Thu, Director of
Center for International Cooperation was established this professional and interesting program.
Especially, I need to thanks Ms. Nguyen Thi Tuyet Trinh, Admission Counselor at Center for
International Cooperation - University of Finance and Marketing for her supported in
information about graduation project as well as reminded about the progress of implementation.
Thanks for your professional and patience.
Secondly, I must make a special acknowledgement to my thesis advisor, Hoang Thu Hang. Not
only has she spent countless hours assisting me with my study, but she has been a guiding force
for me as I journeyed through this program. I am indebted to you for your time, patience and
encouragement. Thank you for helping me to achieve my goal.
The researcher’s heartfelt thanks!
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TABLE OF CONTENTS
DECLARATION .......................................................................................................................... 2
ABTRACT ..................................................................................................................................... 3
ACKNOWLEDGMENTS ............................................................................................................ 4
TABLE OF CONTENTS ............................................................................................................. 5
LIST OF FIGURES AND TABLES............................................................................................ 8
I. INTRODUCTION ................................................................................................................. 9
1.1. Background ...................................................................................................................... 9
1.2. The purpose of the study ................................................................................................ 12
1.2.1. Research Objectives ................................................................................................ 12
1.2.2. Research Questions ................................................................................................. 12
1.3. The scope of studies ....................................................................................................... 13
1.4. The relevance of study ................................................................................................... 13
II. LITERATURE REVIEW ................................................................................................... 14
2.1. Related concepts ............................................................................................................. 14
2.1.1. Definitions of Internship ......................................................................................... 14
2.1.2. Types of Internship ................................................................................................. 14
2.1.3. Motivation Defined ................................................................................................. 15
2.2. Related Theories ............................................................................................................. 16
2.2.1. Related Motivation Theories................................................................................... 16
2.2.1.1. Maslow’s Hierarchy of Needs Theory............................................................. 17
2.2.1.2. The Motivator-Hygiene Theory....................................................................... 18
2.2.1.3. Expectancy theory ........................................................................................... 18
2.3. The previous research related to student decision to choose the internship program. ... 19
2.4. Factors affecting student decision to choose the internship program ............................ 21
2.4.1. Financial .................................................................................................................. 21
2.4.2. Non-Financial ......................................................................................................... 22
2.4.3. Career Development Opportunity ........................................................................... 22
2.4.4. Branding .................................................................................................................. 23
2.4.5. External factors ....................................................................................................... 23
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2.5. Research Model .............................................................................................................. 24

2.6. Hypothesis of research ................................................................................................... 26
III. METHODOLOGY .............................................................................................................. 28
3.1. Research Design ............................................................................................................. 28
3.1.1. Qualitative methods ................................................................................................ 28
3.1.2. Quantitative methods .............................................................................................. 29
3.1.3. Research Process ..................................................................................................... 30
3.2. Types of Research .......................................................................................................... 31
3.3. Research Data ................................................................................................................. 31
3.3.1. Primary data ............................................................................................................ 31
3.3.2. Secondary data ........................................................................................................ 32
3.4. Research Method ............................................................................................................ 32
3.5. Research Tool ................................................................................................................. 33
3.5.1. Questionnaire .......................................................................................................... 33
3.5.2. Preparation of the multi-item scale ......................................................................... 35
3.6. Sampling......................................................................................................................... 36
3.6.1. Sample Population .................................................................................................. 36
3.6.2. Sample Frame ......................................................................................................... 37
3.6.3. Sampling size .......................................................................................................... 37
3.6.4. Sample technique .................................................................................................... 38
3.7. Data analysis .................................................................................................................. 39
3.7.1. Evaluating the reliability of the scale...................................................................... 40
3.7.2. EFA Analysis .......................................................................................................... 41
3.7.2.1. Factor Loading ................................................................................................. 41
3.7.2.2. The KMO (Kaiser-Meyer-Olkin) coefficient .................................................. 42
3.7.2.3. Barlett's test of sphericity ................................................................................ 42
3.7.2.4. Eigenvalue and Total Variance Explained ...................................................... 43
3.7.3. Pearson correlation Analysis................................................................................... 43
3.7.4. Linear Regression Analysis .................................................................................... 44
IV. ANALYSIS ........................................................................................................................... 45
4.1. Introduction .................................................................................................................... 45
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4.2. Descriptive Analysis ...................................................................................................... 45

4.3. Crosstabs Analysis ......................................................................................................... 48
4.4. Independent Sample T-Test and ANOVA Analysis ...................................................... 49
4.4.1. Sex Variable ............................................................................................................ 49
4.4.2. Current school year Variable .................................................................................. 50
4.4.3. Department Variable ............................................................................................... 51
4.5. Cronbach’s Alpha Analysis............................................................................................ 52
4.6. EFA Analysis ................................................................................................................. 57
4.6.1. Independent Variables ............................................................................................ 57
4.6.2. Dependent Variable ................................................................................................ 60
4.7. Pearson correlation Analysis .......................................................................................... 61
4.8. Linear Regression Analysis ............................................................................................ 62
4.9. Hypothesis Testing ......................................................................................................... 66
V. RECOMMENDATIONS AND CONCLUSION .............................................................. 68
5.1. Summary of Key Findings ............................................................................................. 69
5.2. Research Limitations and Future Efforts ....................................................................... 71
5.3. Practical Implications and Recommendations ............................................................... 73
APPENDIX A .............................................................................................................................. 75
APPENDIX B .............................................................................................................................. 80
REFERENCES............................................................................................................................ 87
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LIST OF FIGURES AND TABLES
Figure II.1 - Maslow’s Hierarchy of Needs .................................................................................. 17

Figure II.2 - Proposal research model ........................................................................................... 26
Figure II.3 - Research Hypothesis Model ..................................................................................... 27
Figure III.1 - The formal research process.................................................................................... 30
Figure IV.1 - The information of Sex ........................................................................................... 46
Figure IV.2 - The information of Current School Year ................................................................ 46
Figure IV.3 - The information of Department wants to apply for ................................................ 47
Figure IV.4 - The difference decision between the students in each year .................................... 50
Table IV.2 - Chi-Square Tests (Sex and Department want to apply for) ..................................... 48
Table IV.3 - Independent Sample Test (Sex Variable) ................................................................. 49
Table IV.4 - Test of Homogeneity of Variances and ANOVA (Current school year Variable) .. 50
Table IV.5 - Test of Homogeneity of Variances and ANOVA (Department Variable) ............... 51
Table IV.6 - Cronbach’s alpha coefficient of the scale of student decision aspects ..................... 53
Table IV.11 - Pearson Correlations Coefficient ........................................................................... 61
Table IV.12 - Model Summaryb.................................................................................................... 62
Table IV.13 - ANOVAa ................................................................................................................ 63
Table IV.14 - Coefficientsa ........................................................................................................... 65
Table IV.7 - KMO and Bartlett's Test – Toal Variance Explaned - Rotated Component Matrixa
(EFA test in the first time) ............................................................................................................ 80
(Removed NONFIN9) (EFA test in the second time) .................................................................. 82
(Removed EXTER25) ................................................................................................................... 84
....................................................................................................................................................... 86
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I. INTRODUCTION
1.1. Background
In today’s hyper competitive job market, internships are becoming a must-have on almost every
job applicant. Students who completed internships as part of their university degree are better at
making career decisions and are more satisfied with their career choices, research from the UK
and Australia shows. University students had completed an internship as part of their business
degree that spent a longer time in industry felt they were more likely to gain employment and
were better positioned than those on shorter internships. Besides, students who had completed an
internship, when compared with those who did not, were better at making effective career
decisions. The study found this is because students figured out their own personal priorities and
how this affects their career decisions. Insight into the realities of a profession helped them learn
whether it aligned with their personal values and sometimes the internship told them quite clearly
which career pathway not to take. Also because of the internship, students received feedback
from other professionals on what skills are needed and where they needed to improve. The
recruitment process into the internship, usually resume screening and an interview, also helped
them understand what employers are looking for. Internships have been a significant part of the
undergraduate education in management for decades (Sutton, 1989) and remain an essential
component of curriculum in the majority of programs in North America (Eagleman & McNary,
2010). Academic internships also represent an intersection between industry and academia,
leading both educators and practitioners to acknowledge the importance of the internship within
the management curriculum (Foster & Dollar, 2010; King, 2009). It is common for academic
programs to position the internship as the culminating experience of a degree plan to have
students apply what they have learned and help transition them into the next stage of their career.
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Previous research has highlighted the benefits derived by students from internships, including
but not limited to the opportunity for students to market themselves, gain practical experience,
network with professionals, and clarify their career choices (D’Abate, Youndt, & Wenzel, 2009;
Gault, Leach, & Duey, 2010; Gault, Redington, & Schlager, 2000; Neapolitan, 1992; Verner,
1993).
The study "Factors influencing student decision in apply for internship program at AEON
Vietnam Co., Ltd - Tan Phu Branch" was conducted to understand the factors that affected the
decision of student when they decide to apply for AEON internship program. AEON is now one
of the largest retailing groups in the world with over 179 member companies both inside and
outside Japan, joining the Vietnamese market in 2009. AEON not only focused on serving clients
but also expressing deep humanitarian values constantly interested and facilitated to support each
employee of the company has the opportunity to develop the best career. However, AEON
Vietnam in the past few years has not really applied the above spirit as well as serious
investment in attract potential talent and constantly face problems need to recruit new for their
internship program. This leads to serious problems of long-term commitment to the organization,
which has a negative impact on the quality of service as well as the operation of the company. So
how to become an internship program to gather and promote all human resources, where it can
create motivation to actively promote the development of individual workers collectively to
achieve the goals and strategies of the organization, contributing to the sustainable development
of the business. And another equally important thing is that businesses need to maintain stable
human resources, attract young people who are competent in the areas the company needs,
especially the talent people. In fact, some foreign companies operating in Vietnam such as
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Unilever, Pepsi and other enterprises in the field of information technology, finance and banking
have been relatively successful in attracting and using. There are several reasons for this success:
factors such as encouraging innovation and creativity, promoting personal ability, appreciating
teamwork, recognizing employees’ contributions for the organization, create funds for training
and development, publicly announce plans for employee development, and are determined to
implement a fair mechanism. All of these factors are aimed not only to create the best working
environment; it also attracts the interest of those who are aspiring to develop careers in the same
field. These positive elements are maintained, continuously improved and shared with the
members of the organization, thus gradually forming cultural values that positively affect the
attitudes and emotions of the external environment to organization. Currently, along with the
trend of equalization and private economic development in Vietnam in general and Ho Chi Minh
City in particular, the role of these factors is increasingly appreciated. Therefore, the writer
wishing for this research will provide more information for managers to better understand the
relationship between factors can lead to the development of an effective internship program and
to build a strong employer branding in the future. This is the reason for the formation of the
subject "Factors influencing student decision in apply for internship program at AEON Vietnam
Co., Ltd - Tan Phu Branch."
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1.2. The purpose of the study
1.2.1. Research Objectives
The thesis has three main objectives:
Firstly, identify the factors that influence the student decision in applies for the internship
program at AEON Vietnam Co., Ltd - Tan Phu Branch.
Secondly, evaluate the impact of the factors affecting the student decision in apply for the
internship program at AEON Vietnam Co., Ltd - Tan Phu Branch.
Thirdly, appraise the relationship between the factors and define the factor that has the most
affecting the decision of student to apply for the internship program at AEON Vietnam Co., Ltd -
Tan Phu Branch.
1.2.2. Research Questions
• What is making student decide to apply for an internship program?
• What is the factor affect the decision of student to apply for an internship program most?
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1.3. The scope of studies
• AEON Vietnam at Tan Phu Branch is one of the largest branches in Vietnam, where hiring
intern for AEON Vietnam, especially for headquarter (Tan Phu Branch).
• The subjects are interns of all departments in AEON Vietnam at Tan Phu Branch in recent
years.
1.4. The relevance of study
In fact, this study will provide some basic contributions. First, the findings of the study will
provide more insight into the importance and impact of student decision in particular. Secondly,
the findings on the correlation between factors affect on decision of students. Again the most
potential answers to the questions related to the field of employer branding. Third, through
research results, it can help managers who are working in human resources and the board of
directors can develop plans and make appropriate decisions to attract and recruit intern for the
internship program. Finally, this research will be the basis for future research.
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II. LITERATURE REVIEW
2.1. Related concepts
2.1.1. Definitions of Internship
An internship is a form of experiential education that integrates knowledge and theory learned in
the classroom, with practical application and skill development in a professional, work setting.
Interns are generally the college or university students who are standing on the threshold of
getting their bachelors or masters degree. Internship is one further step in their education and
offers them opportunities to get off hand experience in their chosen field. It further gives them a
chance to evaluate themselves as to whether they like and can perform in the field they have
chosen. This many times opens the doors of employment to some students in the same company
with which they have done the internship.
2.1.2. Types of Internship
Typical Internship. A typical internship will last for more than six weeks and less than twelve
weeks. Main objective of typical internship is to earn college credit for particular semester if
interns are still being educated.
Compensated and Non Compensated Internships. Private or large size company has adequate
amount of capital so paid internships are more popular in large service sector or in private sector.
They provide monetary incentives in the form of stipend to interns. Most of interns prefer to go
for paid internship.
Summer Internships. Many interns go for internship programmed during their summer break,
such kind of internship often referred as summer internship. It is normally last for one and half or
two months. Summer internship offers a real insight of working situations into what it’s actually
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going to work in a particular job or career field. Many interns got credit for its semester if they
undergone for summer internship.
2.1.3. Motivation Defined
Many contemporary authors have also defined the concept of motivation. Motivation has been
defined as: the psychological process that gives behavior purpose and direction (Kreitner, 1995);
a predisposition to behave in a purposive manner to achieve specific, unmet needs (Buford,
Bedeian, & Lindner, 1995); an internal drive to satisfy an unsatisfied need (Higgins, 1994); and
the will to achieve (Bedeian, 1993). For this paper, motivation is operationally defined as the
inner force that drives students choose the internship program.
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2.2. Related Theories
2.2.1. Related Motivation Theories
To make any decision, people need clear and convincing motivation. Motivation represents
“those psychological processes that cause the arousal, direction, and persistence of voluntary
actions that are goal oriented (Mitchell, 1982, p.81). Motivation as defined by Robbins (1993) is
the “willingness to exert high levels of effort toward future goals, conditioned by the effort’s
ability to satisfy some individual need.” The inference is that motivated students are in a state of
tension and to relieve this tension, they exert effort to make decision. Motivational theorists
differ on where the energy is derived and on the particular needs that a person is attempting to
make decision, but most would agree that motivation requires a desire to know, an ability to act,
and having an objective. Understanding what motivated employees and how they were motivated
was the focus of many researchers following the publication of the Hawthorne Study results
(Terpstra, 1979). Three major approaches that have led to our understanding of motivation are
Maslow's need-hierarchy theory, Herzberg's two- factor theory, and Vroom's expectancy theory.
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2.2.1.1. Maslow’s Hierarchy of Needs Theory
According to Maslow, employees have five levels of needs (Maslow, 1943): physiological,
safety, social, ego, and self- actualizing. Maslow argued that lower level needs had to be satisfied
before the next higher level need would motivate employees. This theory indicated that, to
motivate student's decision, the manager needs to know which the level of needs they are in.
Thence, the manager will provide reasonable solutions to meet the needs of students and at the
same time ensure organizational goals to be achieved. Therefore, the manager should constantly
inspect to see what kind of the need will contribute to motivate students and how to make them
interest in the program. However, to know what kind of the needs can meet these issues of
students is not an easy matter.
Figure II.1 - Maslow’s Hierarchy of Needs
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2.2.1.2. The Motivator-Hygiene Theory
One of the earliest researchers in the area of job redesign as it affected motivation was Frederick
Herzberg (Herzberg, 1959). Herzberg's work categorized motivation into two factors: motivators
and hygienes (Herzberg, Mausner, & Snyderman, 1959). Motivator or intrinsic factors, such as
achievement and recognition, produce job satisfaction. Hygiene or extrinsic factors, such as pay
and job security, produce job dissatisfaction. Based on his survey, Herzberg discovered that
decision (and motivation) would occur only as a result of the use of motivators. The implications
of this model of motivation are clear: Motivation can be increased through basic changes in the
nature of a program (Steers, 1983). Thus, program should be redesigned to allow for increased
opportunities for advancement, and personal growth, and recognition. In essence, there are more
to a manager’s role in motivating employees other than financial, good working conditions, and
similar factors.
2.2.1.3. Expectancy theory
Vroom's theory is based on the belief that employee effort will lead to performance and
performance will lead to rewards (Vroom, 1964). Rewards may be either positive or negative.
The more positive the reward the more likely the employee will be highly motivated.
Conversely, the more negative the reward the less likely the employee will be motivated.
Consequently, this will lead to significant and suitable decision for people’ personal goals.
Applying this theory into the research topic, we can see that in order to students have a
motivation toward a certain decision, and this decision must connect closely to program's
objectives, the necessary thing is to create awareness to students that their decision will bring the
benefits as they desire. Hence, managers need to create the interesting in the internship program
of the interns currently with a view to bring the highest attraction for them.
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2.3. The previous research related to decision of the student to choose the
internship program.
Kinnunen (2003) conducted a research that was supported by both CIMO and OTUS on the
students’ integration into Finnish society. In this research Kinnunen also examines the factors
that motivate students to apply to Finland and the reasons for selecting a certain tertiary
internship program. Financial are also discussed as a part of the research.
Non-Financial factors like good working conditions include a safe environment, adequate tools
to work, reasonable work hours, fun workplace, occupational health, risk-free, full equipment
necessary and well-organized labor protection. Good working conditions will have a positive
impact on employee decision and motivation to choose job (Kennett S.Kovach, 1987).
According to Stanton and Crossleey (2000), promotion is about perceptions of employees about
opportunities for training, development of personal competencies and promotion opportunities in
the organization. It requires the company to provide opportunities for advancement within to
provide opportunities for training and development of skills for new employees to improve their
working skills both in the internal or external labor market (Hall and Moss, 1998).
According to Luddy (2005), promotion opportunities are closely related to decision of employees
or candidates. This view is supported by the study by Ellickson and Logsdon (2001) when
investigating municipal government officials that promotion opportunities are thought to have a
positive effect on decision. However, Kreitner and Kinicki (2007) argue that the positive
relationship between developmental opportunities and student decision depends on the cognitive
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fairness. In Vietnam, research by Tran Kim Dung (2011) shows that promotion opportunities
have a positive effect on candidates’ decision.
Program evaluation is conceptualized as the attitudes that the prospective students hold toward
their targeted programs (Peng et al. 2000). Previous studies show that the program suitability is
of overwhelming importance in internship selection (Hooley and Lynch, 1981). Other aspects of
the program evaluation include, for instance, recognition, brand, and availability of financial aid
(Bourke 2000; Maringe 2006; Cubillo et al 2006). According to Peng et al. (2000) the brand
image of a study program is more important than the institution image in product evaluation and
job decision and therefore marketing efforts should be focused on building a strong brand image
for the program.
Cubillo-Pinilla at al. (2009) conducted a study to analyze the factors that influence the decision-
making process of students, by focusing particularly on the influence of the company and
program brand on the evaluation of the academic program. Their study shows a positive
relationship between the prospective students’ perception of company and program image on
how they evaluate academic programs. Company image in international tertiary education was
also researched by Gnoth and Srikatanyoo (2002). The most important attributes that influence
the students’ decision-making process were examined by Cubillo et al. (2006). Their research
proposed a theoretical model of integrating the external factors which determine the students’
choice. The five groups of factors were personal reasons, company image, program image,
institution image, and program evaluation.
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2.4. Factors affecting the decision of the student to choose the internship
program
The author selected a number of factors that match the characteristics of the internship program:
Financial, Non-Financial, Career Development Opportunity, Branding, and External Factors. It
can be seen that these are the factors that affect the student decision in apply for the internship at
Aeon Vietnam that the author will use in theoretical model.
2.4.1. Financial
Financial are reflected in the physiological and safety needs of Maslow's (1943) need theory,
which is the most important factor for employees in Simons & Enz (1995). The rescue of Artz
(2008) welfare plays an important role in decision to choose job. Wage is the amount of money
that workers receive when they work, which will be used to pay for living, compensating and
reproducing their labor and ensuring the well-being of their families. According to Molander
(1996), wages can also break down negative attitudes toward the workplace. Crewson (1997);
Marc Buelens (2007) reiterates that the economic benefits, which in particular are wages, are the
most important factor for private sector workers. Salaries, bonuses are always an important
factor to attract potential candidates. Another study by Oshagbemi (2000) that shows there is a
relationship between wages and student decision with statistical analysis. On the other hand,
under conditions in developing countries such as Vietnam, wages or incomes remain an
important factor affecting decision to choose job (Tran Kim Dung, 2011).
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2.4.2. Non-Financial
According to Robbins et al. (2013), Non-Financial are the working condition and benefit in
which not pay by money. Employees always want a safe, comfortable working environment to
get motivated to do their job well. Most people want to work in clean infrastructure with
appropriate equipment, with all necessary labor protection equipment. Good working conditions
include a safe environment, adequate tools to work, reasonable work hours, fun workplace,
occupational health, risk-free, full equipment necessary and well-organized labor protection.
Non-Financial will have a positive impact on decision to apply a job (Kennett S.Kovach, 1987).
According to (Herzberg, 1959) the working condition of the second group is the working
environment. This factor will prevent employee dissatisfaction and contribute indirectly to
increased candidates decision to choose job among organizations.
2.4.3. Career Development Opportunity
Promotion opportunities are opportunities for advancement in the level and status of each
individual. According to Stanton and Crossleey (2000), promotion is about perceptions of
employees about opportunities for training, development of personal competencies and
promotion opportunities in the organization. Employees or interns wish to know about the
company's promotion conditions and policies, opportunities for development. A company that
wants to increase its value with employees needs to invest in the development of employees or
interns. It requires the company to provide opportunities for advancement within the company
and to provide opportunities for training and development of skills for employees to improve
their working skills both in the internal or external labor market (Hall and Moss, 1998).
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2.4.4. Branding
The student job seekers in campus face similar situations. Many of the students do not have any
prior work experience, while others have a few years of work experience. For inexperienced job
seekers, it is difficult to compare the available options on the basis of true attributes of the job
and company, and many attributes may not be known to them. They may rely upon employer
brand image for guidance in the decision-making. The two dimensions of employer brand image
(attitudes and perceived job attributes) have been found to be positively related to application
intentions, and mediate the relationship between early recruitment practices and the application
intentions and decisions (Collins and Stevens, 2002). Cable and Turban (2003) have found that
job seekers’ reputation perceptions impact job pursuits because reputation is used as a signal
about job attributes and influence what job seekers expect from organizational membership.
2.4.5. External factors
In addition to the usual factors, the external factors are also considered by students when
deciding to apply for a trainee program. These factors may include distance from home to work
because most students want to work near their home. There are also factors such as company
culture or the perceived value of the trainees on the internship program at the company. And one
factor to consider is the seal that confirms the internship that a student has gone through at the
company because it will be needed for the job application process. A credited internship is a
position in a company or organization that provides you with a professional-level educational or
training experience while earning academic credit.
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2.5. Research Model
Within the scope of this research, the scale is based on the theories and research, there are five
groups of factors affecting the decision of students to apply for internship program at Aeon
Vietnam Co., Ltd, Tan Phu brand are:
(1) Financial factor and (2) Non-Financial factor are based on James R. Lindner's
"Understanding Employee Motivation" report in The Extension Journal, June 1998, "The
rated motivating factors were: (a) interesting work, (b) good wages, (c) full appreciation
of work done, (d) job security, (e) good working conditions, (f) promotions and growth in
the organization, (g) feeling of being in things, (h) personal loyalty to employees, (j)
sympathetic help with personal problems." The author chooses this theoretical basis
because the paper identifies many factors related to the theoretical research and reasoning
is also convincing. Most importantly, the results of the journal have many observational
variables that are consistent with this paper.
(3) Career development opportunity factor: Based on the article “Internship Experiences
Contribute to Confident Career Decision Making for Doctoral Students in the Life
Sciences” published on LSE (CBE – Life Sciences Education) by Kenneth Gibbs, 2018.
"Our results provide evidence that internship programs modeled can significantly develop
participants capacity to make career decisions." The article also proves that "purports that
career decisions stem from the interaction of an individual’s inward assessment of
interests, potential, and desirability and that this assessment is influenced by dynamic
social contexts." The results of this article highlight the impact of the trainee program on
the career of the participating students. This proves that the career development factor has
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a great influence on the decision of the student in apply for an internship program. The
author selected the article as a theoretical basis for the Career Development Opportunity
factor because the research results of the article perfectly fit to the hypothesis of the
author.
(4) Branding factor: Based on the article “Effect of employer brand image on application
intentions of B-School Undergraduates” of Rakesh Kumar Agrawal and Pragati Swaroop,
July 2009. “Two aspects of brand image are important: (a) attitudes, or general affective
responses associated with the brand (Wilke, 1986), and (b) perceived attributes, or beliefs
about the brand’s specific features that are relevant to the applicant decision (Keller,
1993). As in Collins and Stevens (2002), we define employer brand image as potential
applicant’s attitudes and perceived attributes about the job or organisation.” The author
chooses this article as the theoretical basis for the Brand factor because the subject and
content of the article are closely related to this study. In addition, article authors and
author share the same hypothesis that "the brand would be positively related to
application intentions."
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(5) External factors: In this study, External factors are elements that have no theoretical
basis or previous studies prove. This is considered a new factor by the author based on
the experience of observation and the process of collecting information. The purpose of
the author in putting External factors into this research is to verify the impact of this new
element in the decision of the student.
Figure II.2 - Proposal research model
2.6. Hypothesis of research
After reviewing theories concerning student decision, the authors propose a model for the
following hypotheses:
H1: There is correlation between Financial and Student’s Decision.
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H2: There is a correlation between Non-Financial and Student’s Decision.
H3: There is a correlation between Career Development Opportunity and Student’s Decision.
H4: There is a correlation between Branding and Student’s Decision.
H5: There is a correlation between External Factors and Student’s Decision.
H6: There is correlation Sex and Department want to apply for.
H7: There is difference in the student’s decision between the different Sex groups.
H8: There is difference in the student’s decision between the different Current school year
groups.
H9: There is difference in the student’s decision between the different Department groups.
Figure II.3 - Research Hypothesis Model
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III. METHODOLOGY
3.1. Research Design
This study combines qualitative and quantitative methods. Qualitative method was conducted
through individual interview techniques to detect, adjust and supplement observational variables
used to measure research concepts. Formal research using quantitative method is conduct
through answer on forms of survey questionnaires were printed and sent questionnaires by email
in order to assess the scale and test theoretical models of topic.
3.1.1. Qualitative methods
The word qualitative implies an emphasis on the qualities of entities and on processes and
meanings that are not experimentally examined or measured [if measured at all] in terms of
quantity, amount, intensity, or frequency. Qualitative researchers stress the socially constructed
nature of reality, the intimate relationship between the researcher and what is studied, and the
situational constraints that shape inquiry. Such researchers emphasize the value-laden nature of
inquiry. They seek answers to questions that stress how social experience is created and given
meaning. In contrast, quantitative studies emphasize the measurement and analysis of causal
relationships between variables, not processes. Qualitative forms of inquiry are considered by
many social and behavioral scientists to be as much a perspective on how to approach
investigating a research problem as it is a method (Norman K. Denzin and Yvonna S. Lincoln,
2011).
The purpose of this qualitative study is to eradicate the key factors influencing the student's
decision to apply for internship program at Aeon Vietnam Ltd, Tan Phu Branch. Study subjects
are the groups that influence the decision to choose internship program at Aeon Vietnam Co.,
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Ltd, Tan Phu branch. The method of collecting information was used in the form of a direct
personal interview following the outline. The sample size was 3 persons, including HR
Executive, HR Officer and HR Intern who are working at Aeon Vietnam Co., Ltd, Tan Phu
Branch.
3.1.2. Quantitative methods
Quantitative methods emphasize objective measurements and the statistical, mathematical, or
numerical analysis of data collected through polls, questionnaires, and surveys, or by
manipulating pre-existing statistical data using computational techniques. Quantitative research
focuses on gathering numerical data and generalizing it across groups of people or to explain a
particular phenomenon. (Babbie Earl R, 2010; Muijs Daniel, 2010).
The purpose of quantitative research in this study is to measure scales, test the theoretical model
of the groups of factors affecting the decision of the student to apply for the internship program
at the Company. Aeon Vietnam, Tan Phu branch has set out. This study was conducted through a
sample of emails sent to trainees at Aeon Vietnam, Tan Phu Branch. Formal study of a sample
size of 587, the main purpose of this study was to:
• Identify factors affecting the decision of the student to apply for internship program at
Aeon Vietnam Company, Tan Phu branch.
• Developing a scale for measuring the above factors.
• Developing the regression model among groups of factors.
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3.1.3. Research Process
Figure III.1 - The formal research process
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3.2. Types of Research
There is a large amount of information and data available on the analysis of the factors affecting
this topic, so descriptive study is suitable. Descriptive research is either quantitative or
qualitative in nature. In this study, the author uses a quantitative approach to assess employee job
satisfaction through variables. In addition, the author also wants to demonstrate whether the
correlation holds the variables together in a negative or positive direction.
3.3. Research Data
Data is made up from pieces of information. Research data refers to information that was
collected, observed and analyzed to validate research findings (Boston University Libraries,
n.d.). Data is important for researchers to analyze and evaluate the accuracy of research
findings. Also, data collected will strongly affect the results of research. Hence, it is crucial to
ensure accuracy in data collection process (Patil & Nageswara Yogi, 2011, p. 263).
3.3.1. Primary data
Primary data are original data that was first collected and analyze by a researcher for specific
research purpose (Hox & Boeije, 2005, p. 593). In other words, it is not available in the internet
or elsewhere because no one has done the same research. Qualitative research and quantitative
research are the two types of primary data. To conduct this research, researcher has used
quantitative research as researcher is trying to find the results of the research topic rather than the
basic understanding of the topic. The main source of primary data collection method that was
used in this research paper was survey research. The reason was because this method is less time
consuming as survey questionnaire can be distributed. Carry out surveys of students' perception
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of the employer branding of the company and the factors affect the candidate decision to apply
for an internship program.
3.3.2. Secondary data
Secondary data was used in this research because it can be easily access, gather quickly, and also
cheap (Malhotra, 2007, p. 133). The reason was because all those data has already published, so
researcher will not have to spend extra time in collecting data. Instead, they can search and use
those data easily in a short period of time. For example, secondary data can download from
website for free. Secondary information is a source of reference information related to corporate
culture topics; organizational behavior of researchers and scholars around the world and mainly
collected through Internet. The main source of secondary data used to conduct this research
paper is SHRM - Society for Human Resource Management. The author also provides
information from academic articles, academic journals and academic papers related to trainee
and human resources. That journal were used because they provide more relevant and specific
information of the factors that impact to the decision in human resources management field as
compared to others source that are available on the internet.
3.4. Research Method
The only research method used in this study was survey. The survey was chosen as it could be
considered as the easiest way to gather primary data since other methods take more time than
this. Surveys will be conducted through interviews (interview surveys) and emailing to students.
The salient advantage of the survey methodology is that it provides a simple interdisciplinary
approach to studying the behavior, attitudes, values, beliefs and motivations of the subject.
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Surveys are often adjustable so that it is possible to collect generalizable information from most
of the research population. Another advantage of the survey methodology is that it allows for a
large amount of data to be collected. However, data collection by surveying is not having
unlimitation. The data collected from the survey method is more susceptible to the characteristics
of respondents (such as memory, knowledge, experience, motivation and personality). Another
limited is the survey is by email, the response rate is relatively low. Finally, there may be
ambiguity or misunderstanding of the survey question, the data collected may no longer be true
(Robson, 2002). To report people surveyed attitudes and behaviors correctly, the author should
carefully consider the above issues and prepare the necessary support measures.
3.5. Research Tool
To determine the factors and to accurately reflect the extent to which the student's decision is
made, the survey method is performed with a questionnaire.
3.5.1. Questionnaire
The questionnaire was adjusted from previous reports and research in this field. The author also
consulted with a Human Resources Officer and two colleagues in the field of human resources.
The information collected shows that there is a difference in the decision to choose a trainee
program among different groups of students. As a result, part one of the questionnaire contains
questions that describe Gender, Current School Year, and the Department that the student wants
to apply for. In addition, from the results of the preliminary research and information collected
from the journals in the field of traineeship, the author selects five groups of factors that
influence the decision of the student as follows:
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Scale for Financial factors (FIN):
FIN4: Clear salary policy clear and transparent.
FIN5: Wages are determined by the fruits of labor.
FIN6: Salary is higher than that of other companies in the same industry.
FIN7: Good allowance and allowance (travel expenses, social insurance).
Scale for Non-Financial factors (NONFIN):
NONFIN9: Good working time.
NONFIN10: Have a health care plan.
NONFIN11: Shuttle bus available.
NONFIN12: Workspace feels comfortable.
Scale for Career Development Opportunities factors (CAREER):
CAREER14: The promotion policy is clear and transparent.
CAREER15: Be involved in training and skills development.
CAREER16: Create opportunities to promote the capacity in the process of work.
CAREER17: Be guided clear and specific before being assigned work.
Scale for Branding factors (BRAND):
BRAND19: The company is a multinational company.
BRAND20: The company is a Japanese company.
BRAND21: The company is well known.
BRAND22: The company is a group of leading companies in the field of business.
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Scale for External Facotors (EXTER):
EXTER24: Company near your home.
EXTER25: Company has a Japanese culture.
EXTER26: Company has confirmed in your graduation thesis.
EXTER27: Friends practice and give a good review of the company.
Scale for Decision factors (DECISION):
DECISION1: In general, how does Financial Factor affect you?
DECISION2: In general, how does the financial factor affect you?
DECISION3: Generally, what is the chance of career advancement for you?
DECISION4: In general, how does Branding affect you?
DECISION5: In general, how do External Factors affect you?
3.5.2. Preparation of the multi-item scale
In the questionnaire, the first section was about variables to understand basic information of each
respondent. The nominal was the scale of measurement that was used in this section, where
numbers are assigned to different categories for respondents to choose from. Besides, non-
comparative scaling technique that was used to conduct the research was Likert scale, which falls
under the category of itemized rating scales. In Likert scale, respondents are required to specify
their (1) Very unimportant, (2) Not important, (3) Have no ideas, (4) Important, and (5) Very
important of different statements based on the number assigned to each category ranging from
strongly unimportant to strongly important (Malhotra, 2007, p. 308). The second section of this
questionnaire measured factors that influenced student decision of employee in terms of five
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aspects, which consist of Financial, Non-Finacial, Career Development Opportunity, Branding,
and External Factors. This section provides results in understanding reasons for student decision.
In terms of pre-test, grammar was checked once before it is distributed out to respondents to
involve in the survey. The scales used in the questionnaire were also checked to ensure the use of
scales were correct. The reliability test was carried out to measure whether the questionnaire was
good enough. A questionnaire that is considered good are the one that achieved more than or
equal to 0.5 of Cronbach’s Alpha. Next, the author analyzes the factors using the EFA test. In
this section, variables with a small load factor will be excluded and concurrently check the
variable deviation of the variables. Finally, the author runs a regression analysis to test the
relevance of the research model.
3.6. Sampling
A sample is refers to data collected from a part of representative of the population to use as
research information (Latham, 2007). A part of representative are a group of respondents
selected from a large population to conduct survey. Fridah (2002) posits that sampling can be
defined as the process of choosing the right sample or representative of population to determine
the characteristics of the whole population. Sampling is crucial because it serves the purpose of
drawing conclusions about the populations based on samples.
3.6.1. Sample Population
Population is a group of individuals or items in which samples are collected from a part of them
to use as measurement such as students, workers or books (Fridah, 2002). The population that
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was chosen for this research was students who have been applied for internship program at
AEON Vietnam Ltd., Tan Phu Brand.
3.6.2. Sample Frame
Because of many applicants apply for internship programs at different ages and levels, the author
narrows the population down to the number of students who are in the study. Therefore,
questions answered by non-student candidates will be rejected. That way, research will be
limited and focused on a group of subjects.
3.6.3. Sampling size
According to Hair & ctg (2006), minimum sample size to analyze EFA is 100 and ratio of
measurement variable is 5: 1, 1 measurement variable must minimum 5 observations. Number of
observation understands just simple as valid survey questionnaire requires; measurement variable
is a measurement question in the questionnaire. In this research, the questionnaire has 25
questions, apply rate 5: 1, minimum sample size for EFA will be 25 * 5 = 125. This size is larger
than minimum size (100), therefore need a minimum sample size to perform EFA analysis is 125
observations.
According to Tabachnick & Fidell (2007), the minimum sample size for the Multivariable
regression model is calculating by the formula: N = 8 * var + 50 (N is the sample size; var is the
independent variables in the model. In this study, regression model has 6 independent variables
so the minimum sample size will be 8 * 6 + 50 = 98.
This research used EFA and Regression analysis. The sample size for EFA is 125 and Regression
is 98, in order to satisfy both conditions, the author selected sample size is 600. Selected sample
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size is larger than the minimum sample size required for redundancy for losses occurring during
the survey.
3.6.4. Sample technique
In this study, the sample was chosen according to the Non-probability sampling method, this
technique that cannot calculate the percentage of variance of any member selected for a sample.
In addition, probabilistic sampling involving random selection, while sampling without
probability, was not based on the subjective assessment of the researcher. The odds are not the
same for a method that is considered non-probable sampling. The reason for choosing a non-
probability sample is because "the scale of a research concept consists of a set of observations.
This variable is actually a sample selected by the sampling method from a multitude of
observational variables that measure the concept of research that, in theory, should be selected
according to the probability of representation for the crowd but we cannot do this "(Nguyen Dinh
Tho (2013), p. 302). In addition, due to time constraints and costs, this method is appropriate.
Disadvantages of non-probability sampling are that it’s impossible to know how well you are
representing the population. Lower level of generalization of research findings compared to
probability sampling. Plus, estimating sampling variability and identifying are possible bias.
However, this technique has major advantages with non-probability sampling are possibility to
reflect the descriptive comments about the sample; it’s low cost and time-effective.
Convenience sampling was selected in this study. The author chooses this technique because the
samples selected from the population are available to the researcher. In addition, this is the most
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common non-probable sampling technique, because of the speed, cost effectiveness and
availability of the sample. Researchers can send surveys to students and they will act as
templates in this situation. Disadvantages of Convenience Sampling are high possibility of a
sampling error and results cannot be generalized. Beside this technique also has advantage the
relative cost and time required to carry out a convenience sample are small in comparison to
probability sampling techniques. This enables to achieve the sample size you want in a relatively
fast and inexpensive way.
3.7. Data analysis
The sequence of data analysis is as follows:
Step 1 - Data preparation: Collect responses, conduct data cleaning, encrypt the data required
in the questionnaire into SPSS 22;
Step 2 - Statistics: conduct statistics describing the data collected;
Step 3 - Reliability Analysis: Conduct a scale rating with Cronbach's Alpha;
Step 4 - Analyze the EFA Discovery Factor;
Step 5 - Pearson correlation analysis;
Step 6 - Multiple Regression Analysis;
Step 7 - Model Test & Hypothesis Testing;
Step 8 - Test the difference according to the demographic characteristics.
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3.7.1. Evaluating the reliability of the scale
Cronbach’s Alpha coefficient was used to check the reliability and exclude inappropriate
variables. The reliability of the scale was evaluated by the internal consistency method using the
Cronbach's Alpha coefficient. The larger the Cronbach's Alpha then the higher the internal
consistency. Using the Cronbach's Alpha method before analyzing the EFA discovery factor to
exclude inappropriate variables as these variables may produce dummy factors (Nguyen Dinh
Tho & Nguyen Thi Mai Trang, 2011). The confidence factor only indicates whether the variables
are linked, but do not indicate which variable to discard and what variable to keep.
Consequently, the combined use of coefficients of total variables to exclude variables does not
contribute much to the concept of measurement (Hoang Trong & Chu Nguyen Mong Ngoc,
2008). Evaluation criteria:
• Cronbach's Alpha coefficient > 0.8 is a good measurement scale; 0.7 to 0.8 is usable
(Hoang Trong & Chu Nguyen Mong Ngoc, 2008);
• Correlation coefficients - sums: Variables with variable correlations - small sums (<0.3)
are considered rubbish variables are excluded and scale is accepted when Cronbach's
Alpha reliability coefficient is reached.
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3.7.2. EFA Analysis
The EFA Exploratory Factor Analysis (EFA) method allows us to evaluate two important values
of the scale as convergence value and discriminant value. Authors Mayers, L.S., Gamst, G.,
Guarino A.J. (2000) mentions that: In factor analysis, the extraction method of Pricipal
Components Analysis coupled with Varimax rotation is the most commonly used method. After
measuring reliability by Cronbach's Alpha analysis, the student decision scale was measured
using 25 observer variables for the six components of the scale. Factor analysis is used to
evaluate the degree of convergence of observable variables by components.
3.7.2.1. Factor Loading
Factor Loading also known as factor weighting, indicates the correlation between the observed
variable and the factor. The higher loading factor, the greater the correlation between the
observation variable and the factor and vice versa. Hair & Ctg (1998, 111) recommends that if
you choose Factor Loading > 0.3, the sample size should be at least 350. According to Hair &Ctg
(1998, 111), Multivariate Data Analysis, Prentice-Hall International, Factor Loading is the norm
to ensure the level of practical significance of EFA:
• Factor loading > 0.3 is considered to be the minimum
• Factor loading > 0.4 is considered important
• Factor loading > 0.5 is considered to be practical
Difference Factor Loading factor of a factorial observation factor must be ≥ 0.3 to ensure the
distinction between factors. Thus, in the rotary matrix, a variable load factor for both factors with
a load factor difference less than 0.3, the variable is rejected (Jabnoun & Al-Tamimi "Measuring
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perceived service quality at UAE commercial banks", International Journal of Quality and
Reliability Management, 2003, 4).
3.7.2.2. The KMO (Kaiser-Meyer-Olkin) coefficient
The KMO (Kaiser-Meyer-Olkin) coefficient is an index used to determine the suitability of
factor analysis. According to Hoang Trong & Chu Nguyen Mong Ngoc, Research data analysis
with SPSS, Volume 2, p. 31 - In 2008, Hong Duc Publishing House, the value of KMO must be
0.5 or higher (0.5 ≤ KMO ≤ 1), which is sufficient for the factor analysis to be appropriate. If the
value is less than 0.5, the factor analysis is likely to be unsuitable for the research dataset.
3.7.2.3. Barlett's test of sphericity
Barlett's test of sphericity is a statistical quantity used to consider the hypotheses of unrelated
variables in general. If this test is less than or equal to 0.05, the test is statistically significant,
using the results of EFA analysis (Hoang Trong & Chu Nguyen Mong Ngoc, Research data
analysis with SPSS - Volume 2, Hong Duc Publishing House, 2008). The condition for applying
factor analysis is that the observed variables reflect different aspects of the same factor that must
be correlated. This point concerns the convergence value in the EFA analysis mentioned above.
Therefore, if the test is not statistically significant, the factor analysis for the variables under
review should not be applied.
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3.7.2.4. Eigenvalue and Total Variance Explained
Eigenvalue is a commonly used criterion for determining the number of factors in an EFA
analysis. The results of factor analysis are accepted when the total deviation is > 50% and the
Eigenvalue is greater than 1 (Gerbing & Anderson, "An Update Paradigm for Scale
Development Incorporation Unidimensionality and Its Assessments," Journal of Marketing
Research, Vol. 1998, 186-192).
The Total Variance Explained ≥ 50% indicates that the EFA model is appropriate. Considering
the variation of 100%, this value shows how many factors are extracted and how many percent
of the observed variables are lost.
3.7.3. Pearson correlation Analysis
The purpose of running Pearson correlation is to test the linear correlation between the dependent
variable and the independent variable, as the condition for regression is first to correlate. The
Pearson Correlation Moment Correction (Pearson Correlation) is r. The first factor to consider is
the value of sig. If the sig value is less than 0.05, then the correlation coefficient r is statistically
significant, sig value greater than 0.05 means that r is large or small, nothing related, because it
does not make sense, or In other words there is no correlation between these two variables. The
more correlated Pearson correlation coefficient is the stronger correlation coefficient.
Conversely, this factor is closer to zero, the weaker the correlation.
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3.7.4. Linear Regression Analysis
In a research paper or essay, the SPSS regression run for quantitative research is extremely
important. It helps to identify which factors contribute more or less or not to contribute to the
change of dependent variable, in order to provide the most economical and necessary solutions.
• Adjusted R Square (or R Square) and Durbin-Watson. Adjusted R Square, also known as
the squared R, reflects the degree of influence of independent variables on the dependent
variable.
• Having completed a linear regression model, the first concern should be to consider the
suitability of the model for the data set through the Adjusted R Square (or R Square). In fact, it is
not possible to survey the whole, so often in the study, only a limited sample is selected to
conduct the investigation, thus inferring the general nature of the whole. The purpose of the F
test in the ANOVA table is to test whether the linear regression model is generalized and
applicable to the whole.
• Followed by VIF, this value is used to check for multi-collinearity. According to many
writing theories, VIF <10 will not have multi-collinearity. In reality, however, with the research
subjects having models combined with questionnaires using the Likert scale, VIF <2 would not
have multiple collinearity, in which case the coefficient is greater than or equal to 2, high
probability There is a multidimensional association between independent variables.
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IV. ANALYSIS
4.1. Introduction
Chapter three presents methods for conducting research and designing questionnaires. The
purpose of this chapter is to present the results obtained through analysis and testing of the
research model. The content of this chapter is divided into three main sections: sample
description and response rate are presented first, followed by analysis of measurement and
measurement, and finally hypothesis testing.
4.2. Descriptive Analysis
According to the sampling plan in the study, sample size is 587 samples with a total of 1000
questionnaires corresponding to the expected response rate of 59%. In fact, with 1000
questionnaires emanating, 635 samples were collected, corresponding to a response rate of 64%.
Out of 635 collected samples, 48 were invalid due to lack of information; As a result, there are
587 valid samples used as data for the study. Sample is students who have applied for internship
program at Aeon Vietnam Co., Ltd, Tan Phu Branch.
Figure IV.1, IV.2, and IV.3 below describes the overall information of respondents who
participated in the study based on percentage value. The overall variables used in the study were
Sex, Current school year, and Department to apply for internship.
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Male Female
41%
59%
Figure IV.1 - The information of Sex
5th year student or above 2.6
4th year student 47.2
3rd year student 34.4
2nd year student 10.7
1st year student 5.1
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0
Percent
Figure IV.2 - The information of Current School Year
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30.0
26.9
25.0
20.0
15.5 15.3
15.0 13.6 12.9
9.2
10.0
6.5
5.0
0.0
Percent
Figure IV.3 - The information of Department wants to apply for
As shown in Figure IV.1, the current sample allocation of 587 respondents was 41.4% male,
58.6% male. Next, Figure IV.2 shows that candidate is a student in 4th with 47.2% accounted for
the most, followed by students in 3rd and 2nd respectively ranked second and third, 34.4% and
10.7%; First and fifth year students account for less than 10% of the 587 samples. Lastly, Figure
IV.3 shows that the number of students who want to apply for the most positions is Marketing
26.9%, followed by Legal, Admin and Merchandising respectively, second, third and fourth
respectively, 15.5%, 15.3% and 13.6%; E-Commerce and Supply Chain have 12.9% and 9.2%
fewer candidates respectively. Among divisions, Human Resource has a minimum of 6.5%
candidates.
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4.3. Crosstabs Analysis
As shown above, chi-square test is used in each statement. The use of chi-square test is to check
the relationship of the statement, so that researcher will know whether the hypothesis is accepted
or rejected. This can be done by looking at the ‘asymptotic significance (2-sided)’ in the chi-
square test table. A statement that has significance level of less than 0.05, it will be accepted,
while statement that has significance level more than 0.05 will be rejected. A hypothesis will be
accepted if most of the statements are accepted, and the opposite applies too.
Crosstabs analysis to determine the correlation between two variables Sex and Department want
to apply for.
Table IV.1 - Chi-Square Tests (Sex and Department want to apply for)
Based on Table IV.2, the significance level of this first statement is 0.706, which is higher than
the acceptance level of 0.05. Thus, this statement is rejected, which means that Sex is less likely
to Department want to apply for. Reject H6: There is correlation between Sex and Department.
At the bottom of the Chi-Square tests table, the SPSS gives a message indicating % of the cells
with an expected frequency of less than 5. Chi-square tests are meaningful only when the number
of observations is large. Cross-table with theoretical frequency less than 5, then chi-squared
value is no longer reliable. The results of the analysis in Table IV.2 show that a = 0.0%, so the
above results are reliable.
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4.4. Independent Sample T-Test and ANOVA Analysis
The significance of verifying the average difference in an essay is to help us determine whether
there is a quantitative difference in the quantitative variable of a qualitative variable. Independent
Sample T-Test we will apply the average difference test with two variable values. ANOVA
solves the problem of the Independent Sample T-Test. This method compares the mean of the
three groups. ANOVA has three methods: 1-dimensional ANOVA, 2-dimensional ANOVA and
MANOVA. However, within this document, the writer refers only to the One-Way ANOVA
method.
4.4.1. Sex Variable
Table IV.2 - Independent Sample Test (Sex Variable)
Table IV.3 shows that Levene's Test Sig. is 0.925 > 0.05. Use the result of the t-test for Equal
variances assumed. T-test Sig. was 0.726 > 0.05, so there was no difference in the decision
between the different sex groups. Reject H7: There is difference in the student’s decision
between the different sex groups.
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4.4.2. Current school year Variable
Table IV.3 - Test of Homogeneity of Variances and ANOVA (Current school year Variable)
Table IV.4 shows that Levene's Test Sig. is 0.158> 0.05. Use the test result F in the ANOVA
table. Based on ANOVA table, F Test Sig. is 0.005 <0.05, so there is a significant difference
between the students in each year. The chart (Figure IV.1) shows that students in years 3 and 4
intend to make higher decisions. Accept H8: There is difference in the student’s decision
between the different Current school year groups.
Figure IV.4 - The difference decision between the students in each year
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4.4.3. Department Variable
Table IV.4 - Test of Homogeneity of Variances and ANOVA (Department Variable)
Table IV.5 shows that Levene's Test Sig. is 0.322> 0.05. Use the test result F in the ANOVA
table. Based on ANOVA table, F Test Sig. is 0.685 < 0.05, so there is no discernible difference
between the students select the different practice department. Reject H9: There is difference in
the student’s decision between the different Department groups.
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4.5. Cronbach’s Alpha Analysis
According to the research model, the decision of students is determined on six dimensions and is
measured as follows: (1) Financial is measured by four observable variables, symbols from FIN4
to FIN7; (2) Non-Financial was measured by four observable variables, denoted by NONFIN9 to
NONFIN12, (3) Career Development was measured by four observation variables, symbolized
from CAREER14 to CAREER17, (4) Branding is measured by four observable variables,
notations BRAND19 to BRAND22, (5) External Factors is measured by four observable
variables, symbols from EXTER24 to EXTER27, and (6) Decision is measured by five
observable variables, notations DECISION1 to DECISION5.
The reliability analysis was conducted by calculating the Cronbach’s α. Use Cronbach's Alpha to
test the reliability of the observation variables in the dataset for each set of factors in the model
for the purpose of finding the correlation coefficient between the variables and the correlation
between the total score and the variables. For a set of observation variables, only retain variables
that strongly correlate with the total score and remove variables that do not guarantee reliability
in the scale. According to Nunnally & Burnstein "Pschy Chometric Theory", 3rd edition ,
McGraw Hill, 1994, observing variables with an aggregate Item-Total Correlation of less than
0.3 will be rejected and the scale will ensure reliability when the Cronbach Alpha coefficient is
greater than 0.6.
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The results of Cronbach's Alpha analysis of student decision presented in Table IV.6 with the
results are as follows:
Table IV.5 - Cronbach’s alpha coefficient of the scale of student decision aspects
Item-Total Statistics
Scale Corrected Cronbach's

Scale Mean if
Variance if Item-Total Alpha if Item
Item Deleted
Item Deleted Correlation Deleted
Cronbach’s Alpha = .806

Financial
N of Items = 4
FIN4 (Clear salary policy clear and transparent.) 9.69 4.437 .729 .705
FIN5 (Wages are determined by the fruits of labor.) 9.89 5.207 .500 .811
FIN6 (Salary is higher than that of other
9.95 4.559 .616 .759
companies in the same industry.)
FIN7 (Good allowance and allowance (travel
9.71 4.433 .649 .743
expenses, social insurance))
Non-Financial
N of Items = 4
NONFIN9 (Good working time.) 10.30 3.947 .587 .677
NONFIN10 (Have a health care plan.) 10.26 4.147 .639 .649
NONFIN11 (Shuttle bus available.) 10.30 4.180 .619 .660
NONFIN12 (Workspace feels comfortable.) 9.95 4.890 .376 .786
Career Development Opportunity
N of Items = 4
CAREER14 (The promotion policy is clear and
9.85 3.095 .447 .568
transparent.)
CAREER15 (Be involved in training and skills
9.78 2.759 .559 .485
development.)
CAREER16 (Create opportunities to promote the
9.70 2.978 .504 .530
capacity in the process of work.)
CAREER17 (Be guided clear and specific before
9.76 3.273 .245 .717
being assigned work.)
Cronbach’s Alpha = .717 Career Development Opportunity
N of Items = 3 (Eliminated CAREER17 variable)
CAREER14 (The promotion policy is clear and
6.58 1.777 .477 .698
transparent.)
CAREER15 (Be involved in training and skills
6.51 1.503 .608 .535
development.)
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CAREER16 (Create opportunities to promote the

6.43 1.703 .529 .637
capacity in the process of work.)
Branding
N of Items = 4
BRAND19 (The company is a multinational
9.46 4.270 .569 .776
company.)
BRAND20 (The company is a Japanese
9.42 4.227 .685 .717
company.)
BRAND21 (The company is well known.) 9.40 4.466 .608 .754
BRAND22 (The company is a group of leading
9.49 4.438 .602 .757
companies in the field of business.)
External Factors
N of Items = 4
EXTER24 (Company near your home.) 11.55 3.177 .592 .718
EXTER25 (The company has a Japanese culture.) 11.04 4.234 .608 .723
EXTER26 (The company has confirmed in your
10.44 3.507 .590 .711
graduation thesis.)
EXTER27 (Friends practice and give a good
10.35 3.627 .569 .722
review of the company.)
Decision
N of Items = 5
DECISION1 (In general, how does Financial
13.82 3.049 .542 .678
Factor affect you?)
DECISION2 (In general, how does the financial
13.88 3.029 .571 .667
factor affect you?)
DECISION3 (Generally, what is the chance of
13.97 3.265 .466 .707
career advancement for you?)
DECISION4 (In general, how does Branding affect
14.00 3.195 .437 .720
you?)
DECISION5 (In general, how do External Factors
13.80 3.261 .498 .696
affect you?)
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Fiancial factor has the Cronbach’s α coefficient very high (0.806); the observed variables in this
component have a Corrected Item – Total Correlation that is greater than 0.5, so this scale is
acceptable. Therefore, this scale is pretty good.
Non-Financial factor has the Cronbach’s α coefficient pretty high (0.754); observing variables
NONFIN9, NONFIN10, NONFIN11 have a Corrected Item – Total Correlation that is over 0.5;
except for NONFIN12, the correlation was lower (0.376) but acceptable.
Career Development Opportunity factor has the Cronbach’s α coefficient at acceptable level
(0.648); observing variables CAREER15 and CAREER16 have a Corrected Item – Total
Correlation that is greater than 0.6; variable CAREER14, the correlation was lower (0.447) but
still accept; except for CAREER14, the correlation was significantly lower (0.245), eliminate the
CAREER17 variable because the total variable is less than 0.3. Rerun the second time: Career
Development Opportunity factor has the Cronbach’s α coefficient pretty high (0.717); observing
variable CAREER15 has a Corrected Item – Total Correlation that is greater than 0.6; variable
CAREER16 has the correlation slightly lower (0.529) and variable CAREER14 has the
correlation lower (0.477) but both are still accept.
Branding factor has the Cronbach’s α coefficient high (0.801); the observed variables in this
component have a Corrected Item – Total Correlation that is greater than 0.5, so this scale is
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External factor has the Cronbach’s α coefficient pretty high (0.773); the observed variables in
this component have a Corrected Item – Total Correlation that is greater than 0.5, so this scale is
Decision factor has the Cronbach’s α coefficient pretty high (0.739); observing variables
DECISION1 and DECISION2 have a Corrected Item – Total Correlation that is slightly lower
respectively 0.542 and 0.571; variable DECISION3, DECISION4, and DECISION5, the
correlation was slightly lower (less than 0.5); but still accept all variables.
The results after Cronbach’s α coefficient analysis of student decision scales were measured by
25 observation variables and has 1 variable were eliminated. Conclusion, Cronbach’s α
coefficient of the aspects from 0.648 to 0.806; the reliability level is (> 0.6) and the scale meets
the criteria for use in the study. The measurements of this study are acceptable in reliability.
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4.6. EFA Analysis
Before evaluating scientific theory, it is necessary to evaluate the reliability and value of the
scale. The Cronbach Alpha method is used to evaluate the reliability of the scale. Also, the EFA
Exploratory Factor Analysis (EFA) method allows us to evaluate two important values of the
scale as convergence value and discriminant value. Authors Mayers, L.S., Gamst, G., Guarino
A.J. (2000) mentions that: In factor analysis, the extraction method of Pricipal Components
Analysis coupled with Varimax rotation is the most commonly used method. After measuring
reliability by Cronbach's Alpha analysis, the student decision scale was measured using 19
observer variables for the five components of the scale. Factor analysis is used to evaluate the
degree of convergence of observable variables by components.
4.6.1. Independent Variables
Factor Loading, also known as factor weighting, indicates the correlation between the observed
variable and the factor. The higher loading factor, the greater the correlation between the
observation variable and the factor and vice versa. Hair & Ctg (1998, 111) recommends that if
you choose Factor Loading > 0.3, the sample size should be at least 350. According to Hair &
Ctg (1998, 111), Multivariate Data Analysis, Prentice-Hall International, Factor Loading is the
norm to ensure the level of practical significance of EFA:
• Factor loading > 0.3 is considered to be the minimum
• Factor loading > 0.4 is considered important
• Factor loading > 0.5 is considered to be practical
Difference Factor Loading factor of a factorial observation factor must be ≥ 0.3 to ensure the
distinction between factors. Thus, in the rotary matrix, a variable load factor for both factors with
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a load factor difference less than 0.3, the variable is rejected (Jabnoun & Al-Tamimi "Measuring
perceived service quality at UAE commercial banks", International Journal of Quality and
Reliability Management, 2003, 4).
The result of EFA test in the first time, the variables NONFIN10, NONFIN9, EXTER25, and
NONFIN11 are the same two uploads, so we will consider removing the variable. The NONFIN9
variable has the maximum loading factor of 0.548, the smallest of all variables, thus removing
the NONFIN9 variable first (Table IV.7). Rerun the second EFA: same as the EFA test in the
first time, the variables NONFIN10, EXTER25, NONFIN11 are the same two uploads, so we
will consider removing the variable. The EXTER25 variable has the maximum load factor of
0.563, the smallest of all variables, thus removing the EXTER25 variable next (Table IV.8).
Rerun the third EFA also as the final EFA test.
The KMO (Kaiser-Meyer-Olkin) coefficient is an index used to determine the suitability of factor
analysis. According to Hoang Trong & Chu Nguyen Mong Ngoc, Research data analysis with
SPSS, Volume 2, p. 31 - In 2008, Hong Duc Publishing House, the value of KMO must be 0.5 or
higher (0.5 ≤ KMO ≤ 1), which is sufficient for the factor analysis to be appropriate. If the value
is less than 0.5, the factor analysis is likely to be unsuitable for the research dataset.
Barlett's test of sphericity is a statistical quantity used to consider the hypotheses of unrelated
variables in general. If this test is less than or equal to 0.05, the test is statistically significant,
using the results of EFA analysis (Hoang Trong & Chu Nguyen Mong Ngoc, Research data
analysis with SPSS - Volume 2, Hong Duc Publishing House, 2008). The condition for applying
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factor analysis is that the observed variables reflect different aspects of the same factor that must
be correlated. This point concerns the convergence value in the EFA analysis mentioned above.
Therefore, if the test is not statistically significant, the factor analysis for the variables under
review should not be applied.
With the H0 hypothesis set out in this analysis, there is no correlation between the 17 observed
variables in the whole. KMO and Bartlett's Test in factor analysis revealed this hypothesis was
rejected (Sig. = 0.000); the KMO coefficient is 0.820 (> 0.5). This result indicates that the
observed variables in the whole are correlated and the factor analysis (EFA) is appropriate (Table
IV.9).
Eigenvalue is a commonly used criterion for determining the number of factors in an EFA
analysis. The results of factor analysis are accepted when the total deviation is > 50% and the
Eigenvalue is greater than 1 (Gerbing & Anderson, "An Update Paradigm for Scale
Development Incorporation Unidimensionality and Its Assessments," Journal of Marketing
Research, Vol. 1998, 186-192). The results of the EFA analysis show that at the Eigenvalue =
1.366 > 1 represents the variation explained by each factor, the factor that summarizes the best
information (Table IV.9).
The Total Variance Explained ≥ 50% indicates that the EFA model is appropriate. Considering
the variation of 100%, this value shows how many factors are extracted and how many percent
of the observed variables are lost. Rotation Sums of Squared Loadings (Cumulative %) =
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59.297% > 50%. This indicates that 59.297% of the variance of the data is explained by four
factors (Table IV.9).
After the EFA analysis, FIN and NONFIN variables were pooled into one factor, named
FN. Accordingly, the two hypotheses representing the FIN and NONFIN variables are H1
and H2 respectively will also be pooled into the H12 variable that representing the FN
variable.
H12: There is a positive relationship between FN (Financial and Non-Financial) and Student
Decision.
4.6.2. Dependent Variable
KMO and Bartlett's Test in factor analysis revealed this hypothesis was rejected (Sig. = 0.000);
the KMO coefficient is 0.757 (> 0.5). This result indicates that the observed variables in the
whole are correlated and the factor analysis (EFA) is appropriate (Table IV.10).
The results of the EFA analysis show that at the Eigenvalue = 2.561 > 1 represents the variation
explained by each factor, the factor that summarizes the best information (Table IV.10).
Rotation Sums of Squared Loadings (Cumulative %) = 51.216% > 50%. This indicates that
51.216% of the variance of the data is explained (Table IV.10).
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4.7. Pearson correlation Analysis
The purpose of running Pearson correlation is to test the linear correlation between the dependent
variable and the independent variable, as the condition for regression is first to correlate. The
Pearson Correlation Correlation is r. The first factor to consider is the value of sig. If the sig
value is less than 0.05, then the correlation coefficient r is statistically significant, sig value
greater than 0.05 means that r is large or small, nothing related, because it does not make sense,
or In other words there is no correlation between these two variables. The more correlated
Pearson correlation coefficient is the stronger correlation coefficient. Conversely, this factor is
closer to zero, the weaker the correlation. Table IV.11 shows that no correlation coefficient was
observed because the sig between each variable independently and the dependent variable was
less than 0.05. Thus, all independent variables have a linear correlation with the dependent
variable.
Table IV.6 - Pearson Correlations Coefficient
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4.8. Linear Regression Analysis
In a research paper or essay, the SPSS regression run for quantitative research is extremely
important. It helps to identify which factors contribute more or less or not to contribute to the
change of dependent variable, in order to provide the most economical and necessary solutions.
In Table IV.12, consider two values: Adjusted R Square (or R Square) and Durbin-Watson.
Adjusted R Square, also known as the squared R, reflects the degree of influence of independent
variables on the dependent variable. Specifically in this case, the R squared correlation is 0.596 =
59.6%. Thus, 4 independent variables introduced to regression affect 59.6% of the variance of
the remaining dependent variable 40.4% due to extrinsic variables and random errors.
Table IV.7 - Model Summaryb
Having completed a linear regression model, the first concern should be to consider the
suitability of the model for the data set through the Adjusted R Square (or R Square) as described
in the Model Summary. In fact, it is not possible to survey the whole, so often in the study, only
a limited sample is selected to conduct the investigation, thus inferring the general nature of the
whole. The purpose of the F test in the ANOVA table is to test whether the linear regression
model is generalized and applicable to the whole. Specifically in this case, Table IV.13 shows
that the sig value of F test is 0.000 <0.05. Thus, the linear regression model constructed is
consistent with the overall and significant.
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Table IV.8 - ANOVAa
In the form of a research topic with a model in combination with a questionnaire using the Likert
scale and running a SPSS quantitative analysis, the author uses a standardized regression
equation. In statistics, Standardized Coefficients, also called beta coefficients or beta weights,
are the estimates resulting from a regression analysis that have been standardized so that the
variances of dependent and independent variables are 1. Therefore, standardized coefficients
refer to how many standard deviations a dependent variable will change, per standard deviation
increase in the predictor variable. For simple linear regression, the absolute value of the
unstandardized regression coefficient equals the correlation between the independent and
dependent variables. Standardization of the coefficient is usually done to answer the question of
which of the independent variables have greater effects on the dependent variable in a multiple
regression analysis, when the variables are measured in different units of measurement.
The advantage of Standard coefficients is that the coefficients ignore the independent variable's
scale of units, which makes comparisons easy. However, critics voice concerns that such
standardization can be misleading. Since standardizing a variable removes the unit of
measurement from its value, a standardized coefficient for a given relationship only represents its
strength relative to the variation in the distributions.
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The normalized regression equation we usually write is in the form of: Y = B1X1 + B2X2 + B3X3
+ BnXn (Y is the dependent variable, X is the independent variable, and B is the beta
standardized). The standardized regression coefficient, Beta, in all regression coefficients, the
independent variable with the largest Beta, the variable that most affects the variance of the
dependent variable (Analysis of research data with SPSS - Volume 1, Hoang Trong & Chu
Nguyen Mong Ngoc, Hong Duc Publishing House, p. 241). For this equation, the regression
coefficients reflect the degree and order of their influence on the dependent variable. From the
standardized regression equation, the author will know which variable X strongly or negatively
affects the Y variable based on normalized regression coefficients, the larger the coefficient, the
greater the importance of the variable for Y.
Standardized regression equation in this study takes the following form: DECISION = 0.344*FN
+ 0.276*BRAND + 0.067*CAREER + 0.448*EXTER. That means DECISION represents the
Student decision, the FN variable represents the Finance and Non-financial variable, the BRAND
variable represents the Branding variable, the CAREER variable is the Career Development
Opportunity variable, and the EXTER variable is variable External factors. From the
standardized regression equation, it is seen that External factors are the most influential factor in
the Student decision. The second most influential factor to Student decision is Financial and
Non-financial. The weakest factor affecting Student Decision is Career Development
Opportunity (Table IV.13).
The first is the value of the t test for each independent variable, sig is less than or equal to 0.05,
meaning that the variable is significant in the model, whereas sig is greater than 0.05, the
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independent variable needs to be eliminated. In this case, no regression was performed because
the t-test sig of each independent variable was less than 0.05 (Table IV.14).
Followed by VIF, this value is used to check for multi-collinearity. According to many writing
theories, VIF <10 will not have multi-collinearity. In reality, however, with the research subjects
having models combined with questionnaires using the Likert scale, VIF <2 would not have
multiple collinearity, in which case the coefficient is greater than or equal to 2, high probability
There is a multidimensional association between independent variables. Table IV.14 shows the
VIF coefficient less than 2 so there is no multi-collinearity.
Table IV.9 - Coefficientsa
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4.9. Hypothesis Testing
From the results of the analysis presented in the above contents, it is concluded that the
hypotheses of the H1, H2, H3, H4, H5 models are accepted. This means that the Financial, Non-
Financial, Career Development Opportunity, Branding, and External Factors have a positive
influence on the student decision.
External Factors: This is the factor that has the strongest impact on the student's decision to
choose an internship program. To explain this finding, the author argues that due to the growing
social development, the object is not only concerned with Financial and Branding but an also
issue of External Factors such as organization culture, people evaluate and especially is
certificate. In the course of this study, combined with experience and observation, the author
finds that the views of current Vietnamese students tend to go against western students. While
students from other countries are practicing mainly because of their work experience, in recent
years, Vietnamese students are increasingly focusing on certification. Some students need a seal
for their graduation thesis; others need a certificate for their future job application. Because most
students apply for the internship program, this is the case and in many cases this is the main
factor that determines a student who chooses to apply.
Financial and Non-Financial Factor: This is the second most important factor influencing the
student's decision to choose an internship. In this group, the most influential factors for a
student's decision are the wages that are determined by the fruits of labor, the workspace feels
comfortable, and the salary is higher than that of other companies in the same industry. In
addition, students also pay attention to a number of factors, including: clear salary policy, clear
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and transparent policy, good allowance and allowance (travel insurance, social insurance), and
shuttle bus available. However, in this group, there are also two factors that students are less
interested in: a healthy care plan and a good working time.
Branding Factor: Branding is one of the less important factors in deciding on a student's
internship program. However, studies show that students are more interested in Japanese
companies. In addition, the remaining elements such as the company is a multinational company,
the company is well known, and the company is a group of leading companies in the field of
business also affect the decision of the students but not too high.
Career Development Opportunity Factor: This is the surprise factor for the lowest impact to
the decisions of students. Factors like the promotion policy is clear and transparent, be involved
in training and skills development, create opportunities to promote the capacity in the process of
work, and specially be guided clear and specific before being assigned work are not appreciated
by students.
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The following table summarized all hypothesis above:
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V. RECOMMENDATIONS AND CONCLUSION
5.1. Summary of Key Findings
Crosstabs analysis to determine the correlation between two variables Sex and
Department want to apply for. The significance level of this first statement is 0.706, which is
higher than the acceptance level of 0.05. Thus, this statement is rejected, which means that Sex
is less likely to Department want to apply for.
The result of Independent Sample T-Test and ANOVA as follow:
Sex: Levene's Test Sig. is 0.925 > 0.05 and T-test Sig. was 0.726 > 0.05, so there was no
difference in the decision between the different Sex groups.
Current School Year: Levene's Test Sig. is 0.158> 0.05 and F Test Sig. is 0.005 <0.05, so there
is a significant difference between the students in each year. Students in years 3 and 4 intend to
make higher decisions.
Department: Levene's Test Sig. is 0.322> 0.05 and F Test Sig. is 0.685 < 0.05, so there is no
discernible difference between the students select the different practice department.
The results of the reliability test for the six-factor scale have a coefficient greater than
0.6, eliminating any factor. In 25 observable variables, one variable was removed from the study
model because of the correlation between variables smaller than 0.3, the remaining 24 variables
observed satisfactory.
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Results of EFA analysis of total 6 factors with 24 observation variables are as follows:
After three rounds of analyzes, 24 observation variables removed 2 variables because Factor
Loading factor was not satisfactory. The coefficient of KMO in the final analysis is 0.820> 0.50
for sample compatibility, with Bartlett's test for sig = 0.000 <0.05, indicating the significance of
the test result; Total Variance Explained: 59.297% greater than 50%; The results of factor
analysis using the Pricipal Components Analysis method were combined with the Varimax
rotation, which showed that all the weights of the matrix were greater than 0.5. After the EFA
analysis, FIN and NONFIN variables were pooled into one factor, named FN.
The result of Pearson correlation analysis shows that no correlation coefficient was
observed because the sig between each variable independently of the dependent variable was less
than 0.05. Thus, all independent variables have a linear correlation with the dependent variable.
The linear regression model has R squared correlation is 59.6% and sig value < 0.05
indicates that the suitability of the model is quite high and 59.297% of the variance of the data is
explained by four factors. VIF coefficient less than 2 so there is no multi-collinearity.
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5.2. Research Limitations and Future Efforts
This study, as with any study, had several limitations. The first limitation was the pretty low
response rate (59%). The limited response rate may render some of the findings suspect and limit
the generalize ability of the results.
Another limitation of this study relates to the survey instrument. This tool was created by a
researcher who derived results from previous studies and it was reviewed by a team of experts to
determine if it was consistent with the type of study conducted by the researcher or is not.
However, not all of the elements have a clear result; some of the factors in the scale used by the
author in this study are without precedent. Therefore, these factors do not have the theoretical
basis to justify. Also, because there have not been many research studies on this subject before,
this tool was not tested before being administered to the participants in this study, so there is no
statistic for reliability. It is possible that the tool will not accurately measure the influence of
factors in the student's selection process over time and population. The measure instrument was
perhaps the biggest limitation to the study.
An additional limitation for this study is the timeframe for collecting data from participants.
Survey data of this study has existed about two years ago and the data has been updated
continuously until now. During that time, the internship program may have changes related to the
survey elements. For example, the influence of factors on the candidate's decision two years ago
when the newly established internship program is different from that of a candidate who has just
applied at the time of the program has many innovations. Respondents may have a different
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opinion about the factors that affect them attending at their respective times. Their opinions may
have been affected by the time elapsed between when they actually entered the program and
when the data was collected. If this happens, the results may have been affected.
The final limitation to the study was the fact that the survey tool did not include all the factors
that participants might have considered when making the decision to choose a trainee program.
The survey only specifies 25 items that may affect the respondent's decision. There are an
infinite number of factors that can affect a student's decision and this tool does not allow
respondents to point out other factors that they may have considered when selecting a trainee
program. If the specified items cannot solve the above problem, the result may have been
affected.
Despite these limitations, however, the results of the study provided some interesting insights
into the decision to choose a trainee program for Vietnamese students. Results show that external
factors such as the seal of affirmation or corporate culture are important for Vietnamese students,
while the fact that experience factors seem to be more important to the testicles All students in
Western countries. Vietnamese students do not seem to care about brand elements. These
findings suggest that employers in Vietnam need to adopt recruitment policies appropriate to the
culture and attitudes of current Vietnamese students. If the human resources department of
AEON Vietnam understands what is important to prospective students, they may be more
successful in recruiting them to attend their internship program. To achieve that goal, it is
important to increase the knowledge available and constantly updated about the factors affecting
the decision of Vietnamese students when applying for a trainee program.
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5.3. Practical Implications and Recommendations
Some recommendations may be drawn from the findings of the study:
1. The Aeon Vietnam Human Resources Department should actively support trainees in
certifying and supporting stamps for student essays. Combining the research results and the
observation experience of the author shows that the certification after the internship end or seal
of the company into the graduation thesis is a factor extremely considered by students in
Vietnam. Most new graduates will not have much work experience so certification of internships
is a great testimony when students apply for a job. In addition, many universities in Vietnam
require students to complete a thesis with the seal of the internship company. Therefore,
employers should consider this condition if they do not want to lose potential interns.
2. Provide information on salary policy and benefits clearly for candidates to refer.
Employers should provide a clear salary on the recruitment notice to attract applicants for their
traineeship. A company with a clear salary policy is always promoted by potential candidates. In
addition, good welfare will also dominate the hiring market because students are not only
concerned with financial issues but also non-financial factors. Generally, to successfully build a
trainee program, employers should pay special attention to their salary and bonus policies that
match the needs of current students.
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3. Organize periodical evaluations and surveys of intern trainees about the internship
program of the company. Undergraduate students expect and appreciate clear direction
regarding what is expected of them and frequent feedback concerning what and how they have
done. (In their academic environment, clear direction and periodic feedback is the way of life.) It
is also most important that the interns perceive their work is making a useful contribution to the
sponsoring organization.
4. Build a brand image of the prestigious employer in the eyes of students. In order to attract
the right people, brand today need to create a positive ‘customer’ experience for candidates
throughout the recruitment process. If candidates are treated in a way that makes them feel
valued, the employer will benefit in a number of ways. For instance, candidates often spread the
word about their experience to their peer group, and the quality of their experience and the
opinion they form of an employer will determine whether or not they will recommend a
company further.
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APPENDIX A
The questionnaire
SURVEY ON FACTORS INFLUENCING THE STUDENT DECISION IN APPY FOR
THE INTERNSHIP PROGRAM AT AEON VIETNAM CO., LTD - TAN PHU BRANCH
Hello!
I am a last year student at University of Finance - Marketing (Associate Degree Program with
HELP University - Malaysia). I am currently studying the topic: "Factors influencing student
decision in applying for internship program at Aeon Vietnam Co., Ltd - Tan Phu Branch".
Please take some time to answer some of the survey questions below. I committed to the
information you provide solely for research purposes. Look forward to your cooperation!
The questionnaire consists of 28 questions and is divided into two parts:
I. General information
II. Impact factor assessment
(Note: If you are not a student, you do not need to do this survey.)
Special thanks!
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I – GENERAL INFORMATION
(Please select the most appropriate answer.)
1. What year are you in?
A. 1st year student
B. 2nd year student
C. 3rd year student
D. 4th year student
E. 5th year student or above
2. What is your gender?
A. Male
B. Female
C. Other
3. Which department do you want to practice at Aeon Vietnam?
A. Human Resources
B. Supply Chain
C. Marketing
D. Legal
E. Admin
F. Merchandising
G. E-Commerce
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II – ASSESSMENT ON THE IMPACT OF FACTORS
Please indicate the importance of the following statements for you, in ascending order from 1
to 5 with the following convention:
Very unimportant Not important Have no ideas Important Very important
1 2 3 4 5
1 2 3 4 5
FINANCIAL
4 Clear salary policy clear and transparent.
5 Wages are determined by the fruits of labor.
Salary is higher than that of other companies

6
in the same industry.
Good allowance and allowance (travel
7
expenses, social insurance).
1 2 3 4 5
NON-FINANCIAL
8 Good working time.
9 Have a health care plan.
10 Shuttle bus available.
11 Workspace feels comfortable.
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CAREER DEVELOPMENT 1 2 3 4 5
OPPORTUNITY
The promotion policy is clear and

12
transparent.
Be involved in training and skills
13
development.
Create opportunities to promote the capacity
14
in the process of work.
Be guided clear and specific before being
15
assigned work.
1 2 3 4 5
BRANDING
16 The company is a multinational company.
17 The company is a Japanese company.
18 The company is well known.
The company is a group of leading

19
companies in the field of business.
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1 2 3 4 5
EXTERNAL FACTORS
20 Company near your home.
21 The company has a Japanese culture.
The company has confirmed in your

22
graduation thesis.
Friends practice and give a good review of
23
the company.
1 2 3 4 5
DECISION
In general, how does Financial Factor affect

24
you?
In general, how does the financial factor
25
affect you?
Generally, what is the chance of career
26
advancement for you?
27 In general, how does Branding affect you?
In general, how do External Factors affect

28
you?
Sincerely thank you for your cooperation in this survey!
Page 79
APPENDIX B
Table 0.1 - KMO and Bartlett's Test – Toal Variance Explaned - Rotated Component Matrixa
(EFA test in the first time)
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .836

Bartlett's Test of Sphericity Approx. Chi-Square 4294.345
df 171
Sig. .000
Total Variance Explained
Compone Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings
nt Total % of Cumulative Total % of Cumulative Total % of Cumulative
Variance % Variance % Variance %
1 4.896 25.770 25.770 4.896 25.770 25.770 3.512 18.485 18.485
2 3.288 17.307 43.077 3.288 17.307 43.077 2.866 15.086 33.571
3 1.611 8.477 51.554 1.611 8.477 51.554 2.239 11.783 45.353
4 1.373 7.225 58.779 1.373 7.225 58.779 2.015 10.607 55.961

5 1.037 5.458 64.237 1.037 5.458 64.237 1.572 8.276 64.237
6 .838 4.409 68.646
7 .758 3.988 72.634
8 .673 3.540 76.173
9 .602 3.169 79.342
10 .556 2.927 82.269

11 .492 2.587 84.856
12 .472 2.483 87.339
13 .445 2.342 89.681
14 .404 2.128 91.809
15 .380 2.001 93.810

16 .338 1.781 95.591
17 .308 1.624 97.215
18 .301 1.587 98.801
19 .228 1.199 100.000
Extraction Method: Principal Component Analysis.
Page 80
Rotated Component Matrixa
Component
1 2 3 4 5
FIN4 .846
FIN7 .789
FIN6 .770
FIN5 .698
NONFIN10 .672 .480
NONFIN9 .548 .539
BRAND20 .819
BRAND21 .763
BRAND19 .754
BRAND22 .754
EXTER25 .565 .545 .310
EXTER27 .793
EXTER26 .786
EXTER24 .750
CAREER15 .834
CAREER16 .789
CAREER14 .709
NONFIN12 .785
NONFIN11 .543 .566

Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 5 iterations.
Page 81
(Removed NONFIN9) (EFA test in the second time)

Approx. Chi-Square 3947.811
Bartlett's Test of Sphericity df 153
Sig. .000
1 4.689 26.053 26.053 4.689 26.053 26.053 3.398 18.877 18.877
2 3.064 17.022 43.074 3.064 17.022 43.074 2.865 15.918 34.795
3 1.605 8.914 51.988 1.605 8.914 51.988 2.240 12.442 47.237
4 1.372 7.624 59.613 1.372 7.624 59.613 2.015 11.197 58.434
5 1.002 5.565 65.178 1.002 5.565 65.178 1.214 6.744 65.178
6 .791 4.392 69.570
7 .725 4.026 73.596
8 .655 3.637 77.232
9 .586 3.258 80.490
10 .545 3.027 83.518
11 .472 2.624 86.142
12 .469 2.608 88.750
13 .433 2.407 91.157
14 .400 2.221 93.378
15 .353 1.961 95.340
16 .309 1.717 97.057
17 .302 1.675 98.732
18 .228 1.268 100.000

Component
1 2 3 4 5
FIN4 .850
FIN7 .800
FIN6 .784
NONFIN10 .727 .439
Page 82
FIN5 .675
NONFIN11 .607 .403
BRAND20 .818
BRAND21 .764
BRAND22 .756
BRAND19 .752
EXTER25 .563 .548 .315
EXTER27 .788
EXTER26 .786
EXTER24 .755
CAREER15 .837
CAREER16 .788
CAREER14 .710
NONFIN12 .872

Page 83
(Removed EXTER25)

Sig. .000
1 4.285 25.208 25.208 4.285 25.208 25.208 3.595 21.149 21.149

2 2.826 16.625 41.832 2.826 16.625 41.832 2.564 15.082 36.231
3 1.603 9.428 51.261 1.603 9.428 51.261 1.980 11.649 47.880
4 1.366 8.037 59.297 1.366 8.037 59.297 1.941 11.417 59.297
5 .998 5.868 65.165
6 .770 4.532 69.697
7 .714 4.197 73.894
8 .636 3.743 77.638
9 .553 3.255 80.893
10 .543 3.197 84.090
11 .472 2.774 86.863
12 .446 2.621 89.484
13 .427 2.511 91.995
14 .398 2.343 94.339
15 .352 2.072 96.411
16 .309 1.816 98.226
17 .301 1.774 100.000

Component
1 2 3 4
FIN4 .831
NONFIN10 .810
FIN7 .796
FIN6 .775
Page 84
NONFIN11 .688
FIN5 .601
NONFIN12 .348
BRAND20 .813
BRAND22 .765
BRAND21 .764
BRAND19 .754
EXTER27 .805
EXTER26 .800
EXTER24 .726
CAREER15 .839
CAREER16 .785
CAREER14 .712

Page 85

Sig. .000
Component Initial Eigenvalues Extraction Sums of Squared Loadings
Total % of Variance Cumulative % Total % of Variance Cumulative %
1 2.561 51.216 51.216 2.561 51.216 51.216

2 .840 16.801 68.017
3 .620 12.406 80.423
4 .570 11.409 91.832
5 .408 8.168 100.000

Component Matrixa
Component
DECISION2 .765
DECISION1 .746
DECISION3 .697
DECISION5 .693
DECISION4 .673
Extraction Method: Principal

Component Analysis.
a. 1 components extracted.
Page 86
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Student Intention in Doing An Internship at AEON

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Graduation Project 2018

FACTORS INFLUENCING STUDENT’S DECISION IN APPLY FOR

INTERNSHIP PROGRAM AT AEON VIETNAM CO., LTD – TAN PHU BRANCH

LE THI BICH TRAM

Graduation Project Submitted to the Department of Business Studies,

HELP University, in Partial Fulfillment of the Requirements for

the Degree of Bachelor of Business (International Business) Hons

The word count is

LE THI BICH TRAM

satisfaction. The Accrediting Council on Education in Journalism and Mass Communications

a student's course work (ACEJMC, 1997).

organization depending on a variety of factors. To provide organizations with an interest in the

International Cooperation - University of Finance and Marketing for her supported in

Thanks for your professional and patience.

encouragement. Thank you for helping me to achieve my goal.

The researcher’s heartfelt thanks!

2.5. Research Model .............................................................................................................. 24

4.2. Descriptive Analysis ...................................................................................................... 45

LIST OF FIGURES AND TABLES

Figure II.1 - Maslow’s Hierarchy of Needs .................................................................................. 17

create motivation to actively promote the development of individual workers collectively to

Co., Ltd - Tan Phu Branch."

1.2. The purpose of the study

1.2.1. Research Objectives

The thesis has three main objectives:

program at AEON Vietnam Co., Ltd - Tan Phu Branch.

internship program at AEON Vietnam Co., Ltd - Tan Phu Branch.

Tan Phu Branch.

1.2.2. Research Questions

• What is making student decide to apply for an internship program?

1.3. The scope of studies

1.4. The relevance of study

II. LITERATURE REVIEW

2.1. Related concepts

2.1.1. Definitions of Internship

with which they have done the internship.

2.1.2. Types of Internship

interns are still being educated.

for paid internship.

undergone for summer internship.

2.1.3. Motivation Defined

a predisposition to behave in a purposive manner to achieve specific, unmet needs (Buford,

inner force that drives students choose the internship program.

2.2. Related Theories

2.2.1. Related Motivation Theories

2.2.1.1. Maslow’s Hierarchy of Needs Theory

students is not an easy matter.

Figure II.1 - Maslow’s Hierarchy of Needs

2.2.1.2. The Motivator-Hygiene Theory

2.2.1.3. Expectancy theory

internship program. Financial are also discussed as a part of the research.

opportunities for training, development of personal competencies and promotion opportunities in

have a positive effect on candidates’ decision.

for the program.

institution image, and program evaluation.

Financial, Non-Financial, Career Development Opportunity, Branding, and External Factors. It

Aeon Vietnam that the author will use in theoretical model.

under conditions in developing countries such as Vietnam, wages or incomes remain an

increased candidates decision to choose job among organizations.

2.4.3. Career Development Opportunity

individual. According to Stanton and Crossleey (2000), promotion is about perceptions of

employees about opportunities for training, development of personal competencies and

2.4.5. External factors