Year: 2026 | Month: May | Volume: 13 | Issue: 5 | Pages: 420-433
DOI: https://doi.org/10.52403/ijrr.20260538
The Impact of Training Quality on Job Application Confidence: The Case of Students in the Faculty of Business Administration and Marketing, Hung Vuong University of Ho Chi Minh City
Thai Tri Dung1, Ho Xuan Vinh2, Lai Doan Anh Tuan3, Lam Pham Nhu An4, Nguyen Phuc Khanh5
1,2,3,4,5Faculty of Business Administration & Marketing, Hung Vuong University of Ho Chi Minh City, Vietnam
Corresponding Author: Thai Tri Dung
ABSTRACT
This study examines the effects of training-quality dimensions that can be directly managed by the university on students' confidence in applying for jobs among Business Administration and Marketing students at Hung Vuong University of Ho Chi Minh City. Following a qualitative stage designed to standardize scale content and reduce conceptual overlap, the final model retained eight independent variables: a practice-oriented curriculum, activity-based teaching methods, academic feedback, lecturer-student relationship, facilities, learning resources and learning experience, soft skills, and technology skills. Internship opportunities were removed because they did not fully belong to the domain of program components that the faculty could comprehensively coordinate. The quantitative phase used a survey with 221 observations, assessed reliability using Cronbach's alpha, validated structure through exploratory factor analysis, and estimated effects using multiple linear regression. All scales achieved good reliability, with alpha values ranging from 0.785 to 0.926. Exploratory factor analysis extracted eight factors with eigenvalues greater than 1, explaining 71.798% of cumulative variance. The regression model showed that all eight training-quality dimensions had positive and statistically significant effects on job application confidence, with facilities as well as learning resources and learning experience showing the strongest effects. The model yielded R = 0.799, R² = 0.638, and adjusted R² = 0.625; the F-test was significant and statistical assumptions were satisfied. The findings reinforce the argument that pedagogical levers, learning resources, and infrastructure designed by the university are central drivers of students' job application confidence and provide empirical evidence for investment and improvement priorities at the faculty level.
Keywords: facilities; practice-oriented curriculum; technology skills; academic feedback; job application confidence.
[PDF Full Text]