Bao Cao NCKH 2

MINISTRY OF EDUCATION AND TRAINING
LAC HONG UNIVERSITY

FACULTY OF FOREIGN LANGUAGE
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POPULARIZING
LAC HONG UNIVESITY’S
TRADEMARK
Researcher : DOAN PHAM NGU CHAU

Class : 05AV3
DECEMBER 2009
MINISTRY OF EDUCATION AND TRAINING
LAC HONG UNIVERSITY
FACULTY OF FOREIGN LANGUAGE
––µ——
POPULARIZING
LAC HONG UNIVESITY’S
TRADEMARK
Instructor : TRAN DINH HAN, M.A

Researcher : DOAN PHAM NGU CHAU
Class : 05AV3
DECEMBER 2009
Popularizing Lac Hong University’s Trademark December 2009
EXAMINER’S COMMENTS
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Doan Pham Ngu Chau -1-

ACKNOWLEDGEMENT
In processing this study, I have owed many people a debt of gratitude.
Firstly, I’d like to thank Tran Hanh - Ph.D – Rector of Lac Hong University
as well as Lam Thanh Hien - M.A, Vice – Chancellor of Lac Hong University
for supporting good conditions as well as full information so that I can fulfill this
research.
Secondly, I deeply express my very special thanks to Tran Đinh Han -
M.A who has delivered very hard care, kindly instructions and best materials to
my research. It is an honor for me to have him as study’s instructor.
Thirdly, I am, at the bottom of my heart, grateful for all the teachers in
the Faculty of English and all those who had taught me in the last 9 terms.
I respectfully reserve my thanks to all participants who enthusiastically
had contributed their collaborations to the success of my research. They are
Headmasters and 60 students of Phan Boi Chau (Gia Lai), Nguyen Van Troi
(Nha Trang - Khanh Hoa), Phan Boi Chau (Phan Thiet - Binh Thuan), Nam
Ha (Bien Hoa – Dong Nai), Ngo Quyen (Bien Hoa – Dong Nai) and Vinh
Cuu (Vinh Cuu – Dong Nai) high schools as well as 60 parents in the same
areas.
Finally, I faithfully say thank to my family and all of my friends who
have supported and encouraged me during the time of performing this study.

ABBREVIATIONS AND SYMBOLS

EMPLOYED IN THE PAPER
- LHU : Lac Hong University

- WTO : World Trade Organization
- MOET : Ministry of Education and Training
- TOEIC : Test of English International Communication
- Ph.d : Doctor of Philosophy
- M.A : Master-of-Arts

ABSTRACT
This research has been carried out at Lac Hong University (LHU) in 12 months.
The study aims to search for some problems in the marketing strategy of LHU from 2003
to 2009 and how much effectiveness the current marketing strategies have brought to
LHU. In addition, certain valuable findings or suggestions of improving LHU’s marketing
strategy were stated in this research as well. For the survey of the research, there were 120
students and 120 parents in provinces in the Middle and South of Viet Nam including Gia
Lai city (Gia Lai province), Nha Trang city (Khanh Hoa province), Phan Thiet city (Binh
Thuan province), Bien Hoa city ( Đong Nai province), Vinh Cuu suburban district (Dong
Nai province) who would assist by marking in the questionnaire. In addition, interview
was also one of the decisive parts of this research. To process the investigation of the
research paper, the researcher continuously had to move from this province to the others
to conduct for the enquiry. Through the result obtained, the problems from which the
researcher found out that the expansion of LHU’s trademark is still insignificant. Most of
the participants (both students and parents) taking part in the investigation ambiguously
knew LHU. Moreover, there were not many advertising programs, which touched their
mind. Besides, through the enquiry, the research had summed up that all the marketing
plans which LHU have applied were effective to leave everyone impression; however,
there were still many people who had no idea of LHU and it has brought an insignificant
effect.
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INDEXES
EXAMINER’S COMMENTS ................................................................................. 1
ACKNOWLEDGEMENT ....................................................................................... 2
ABBREVIATIONS USED IN THE RESEARCH ............................................... 3
ABSTRACT ............................................................................................................... 4
INDEXES .................................................................................................................... 5
CHAPTER 1: INTRODUCTION ............................................................................ 7
1.1 BACKGROUND............................................................................................. 8
1.2. AIMS OF THE RESEARCH ...................................................................... 9
1.3. STATEMENT OF PROBLEMS ................................................................ 9
1.4. RESEARCH QUESTION ........................................................................... 9
1.5. HYPOTHESIS .............................................................................................. 9
1.6. ORGANIZATION ....................................................................................... 9
CHAPTER 2: LHU OVERVIEW AND
MARKETING ARGUMENTATIVENESS ......................................................... 11
2.1. OVERVIEW OF LHU................................................................................ 12
2.2. MAKRETING ARGUMENTATIVENESS ............................................ 14
2.2.1 Definitions on Marketing ................................................................... 14
2.2.2 Functions of Marketingg .................................................................... 14
2.3. THE STATUS OF LHU’S MARKETING STRATEGIES
COUNTED FROM 2003 TO 2009 .................................................................. 16
2.3.1. Market and customer situation of LHU ......................................... 16
2.3.2. Current markets of LHU .................................................................. 17
2.4. CURRENT DIFFICULTIES IN
MARKETING STRATEGIES OF LHU ........................................................ 17
CHAPTER 3: METHODOLOGY ............................................................................ 18
3.1 INSTRUMENTS........................................................................................... 19
3.1.1. Questionnaire ...................................................................................... 19
3.1.2. Interview .............................................................................................. 19
3.2. PARTICIPANTS ......................................................................................... 19

3.3. PILOT STUDY ............................................................................................ 19
3.4. PROCEDURE.............................................................................................. 20
CHAPTER 4: FINDINGS AND DISCUSSION .................................................. 21
4.1. DATA ANALYSES AND DISCUSSION ................................................ 22
4.2. FINDINGS.................................................................................................... 63
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ....................... 65
5.1. SUMMARY .................................................................................................. 66
5.2. LIMITATION AND RECOMMENDATION ........................................ 66
5.3. CONCLUSION ............................................................................................ 66
5.4. RECOMMENDATIONS ........................................................................... 67
5.4.1. Available marketing plans ................................................................ 67
5.4.2. Suggested extra recommendations .................................................. 67
REFERENCE ........................................................................................................... 68
APPENDIX 1 ........................................................................................................... 69
APPENDIX 2 ............................................................................................................ 71
APPENDIX 3 ............................................................................................................ 72
APPENDIX 4 ............................................................................................................ 73
APPENDIX 5 ............................................................................................................ 76
APPENDIX 6 ............................................................................................................ 79
APPENDIX 7 ............................................................................................................ 82
APPENDIX 8 ............................................................................................................ 85
APPENDIX 9 ............................................................................................................ 92
APPENDIX 10 .......................................................................................................... 99

CHAPTER 1
INTRODUCTION

1.1 BACKGROUND
“Marketing is a significant aspect of any business in today’s highly competitive IT
milieu.”
(Kamioner, 2003:1)
From the old days, people have applied marketing strategies into their
business to advertise and to sell their products. Nowadays, marketing plays a very
important role in not only business but also in education because education is also a
business. Currently, private schools and universities are developing thanks to the
development of the society; therefore, how to stretch a university’s trademark
successfully is still a big problem of most investors. LHU’s circumstance is one of
them.
Lac Hong University where the research had been carrying out totally has 4
campuses with around 20 thousands of students of all ologies. The registered numbers
of students yearly is gradually increasing in comparing with other previous years. It is
evident that LHU’s marketing strategies are virtually reaching its success.
Below is the comparison of the registered numbers of students of Lac Hong University
counted from 2003 to 2009.
Source: From Information and Materials Center (LHU)
Year 2003 2004 2005 2006 2007 2008 2009
Number of
3040 4100 4030 5200 7300 9100 9200
students
Registered numbers of students yearly of LHU
However, the problem is that there are still many people (parents and
students) who have no knowledge of LHU from the investigated result. The question
was made to make clear if LHU’s current marketing policies are developing
thoroughly enough to touch everyone’s mind. From those points, the researcher has
aimed these problems to be the main topic of this research paper. Due to this study, the
researcher hopes to seek for other problems, which still exist in the marketing plans of

LHU. Moreover, this is also a project with many extra potential suggestions to
upgrade the popularization strategies of LHU.
1.2. AIMS OF THE RESEARCH

The research paper aims:
Ø to survey and specify how well parents and students have known LHU
Ø to analyze and to identify the ineffective problems in defining the yearly
marketing of LHU from 2003 to 2009
Ø to recommend useful suggestions in order to upgrade the marketing strategies
of LHU
1.3. STATEMENT OF PROBLEMS

The researcher first wants to emphasize the importance of marketing to all
businesses in the developing society. Then, weaknesses in Lac Hong University’s
marketing strategies will be pointed out and certain valuable suggestions are going to
be stated to solve those weak points in this study. The researcher processes this
research paper with the hope of somewhat improving the marketing status of Lac
Hong University.
1.4. RESEARCH QUESTION

To what extent have parents and high school students known LHU’s
trademark?
1.5. HYPOTHESIS
As processing the research paper, it may be expected that all the sought
problems as well as the recommended potential suggestions will be able to contribute
to the marketing improvements of LHU.
1.6. ORGANIZATION
Firstly, all of the introduction and aims of the research are found in Chapter
1. Reasons of processing this research paper, the scope of the study as well as the
assumption of the research are included in Chapter 1 either. Secondly, in Chapter 2 it

can easily get both marketing argumentative and all information of the overview of
LHU. In addition, the discussion of the status of LHU’s marketing strategies counted
from 2003 to 2009 is also one of the main point in this chapter.
Doan Pham Ngu Chau - 10 -

CHAPTER 2
LHU OVERVIEW
AND
MARKETING
ARGUMENTATIVENESS

2.1. OVERVIEW OF LHU

Situated in the fundamental economic triangle of Binh Duong, Ho Chi Minh
and Ba Ria – Vung Tau, Dong Nai has been a potential labor market in the South of
Viet Nam. This therefore accounts for the establishment of LHU so as to meet the
need of domestic human resource supply and to contribute to the modernization and
industrialization task of Viet Nam.
Lac Hong University had been established for over ten years and kept
always upgrading the operating motto so that it can serve students as thoughful as
possible. Lac Hong university (LHU) was established on November, 13 th 1997
following Prime Minister’s Decision No. 790/TTG (Sep 24 th 1997), and it is operating
according to the decision of Minister of MOET No. 3678/GD- ĐT(Nov 13th 1997).
From the day it was established, LHU has always placed the mission of training
human and financial resources for the country as the leading position. LHU is
operating with the motto “Truly training, truly learning, truly exam taking”, and it
aims students to be the main subjects of their target service.
LHU has regularly maintained all of its facilities in order to create better
condition to students’ study. It is very convenient for students to go to LHU because
its 4 buildings are all located in Bien Hoa city. In each building, there are about 20
classrooms supplying the facilities for all students’ learning. Moreover, a standard
library with full kinds of books supplies students with good and trustful sources of
reference. As well, labs for languages, computers and experiments are modern and
ready for use for major subjects such as listening periods of the Faculty of English and
Oriental, computing practices of IT or computing classes and chemist tests of the
Chemistry Department. In addition, a clean dorm is closely lodged right in the
university, conveniently creates good living conditions for students.
In term of training programs, LHU has had totally 10 faculties including 21
major training programs so far. LHU creates more and more study branches as well as
options for students to choose. The chart below is showing the diversified training

programs in LHU. All information of the diversified training programs was stated in
Appendix 1.
Out of these training programs, LHU has many multiform training levels so
that students can choose a suitable level for themselves; for example, they are regular
university hierarchy, junior college, intermediate hierarchy, successive study from
intermediate hierarchy to junior college and university, regular university hierarchy –
second degree, university hierarchy of learning while working.
To supply many more standard human resources for labor market, LHU
requires every student to have a 400 TOEIC score for their legal graduation so that
they can easily meet the recruiters’ demands and get good jobs. That can help upgrade
the standard of training in LHU.
Besides creating good training programs as well as standard facilities, LHU
incessantly improve and update new information to renew itself by connecting with
the international universities to serve students. LHU has associated with many foreign
universities to look for the new chances of studying abroad or working abroad for
students through “Student exchange” programs. Those foreign partners are all well-
known and best ranking in Taiwan, Korea and Germany. All information of the
International Associations was stated in Appendix 2.
To encourage students to try and to get good result in study, LHU every
year has organized to give many scholarships to distinguished students or needy
students. Moreover, LHU not only delivers these scholarships to university students
but also to high school ones in some provinces such as Dong Nai, Phan Thiet (Binh
Thuan), Vung Tau (Ba Ria-Vung Tau) and so on. This practical and meaningful action
has built students’ dream of continuing their universities.
LHU constantly associates with many domestic as well as foreign
companies in order to seek for the potential labor market for students after their
graduation. The International Relationship Department connects graduated students to
companies for jobs.

With the available convenient location and popular reputation combined

with good facilities, LHU promises to bring positive contribution of new and well-
qualified human resources to the future success and prosperity of Dong Nai province
and of Vietnam as well.
2.2. MAKRETING ARGUMENTATIVENESS
2.2.1 Definitions on Marketing
Marketing is an English term which means “to market” as in literal sense
(Vu, 1996:5). It includes five elements, which closely combine - people, production,
promotion, price and place. Marketing really had its beginning in the years of 1900s,
and it has gradually been in used and developed until now. During the time of
formation and development, marketing was defined in various ways relying on
people’s thoughts and social economic circumstances. As Kotler (2000) holds,
marketing is the process of surveying and finding which helps analyze or identify the
consumers’ need in order to meet their inquiries; or marketing, in the point of
Westwood (1996:8), is “a strategy of learning about customers’ requirements or
expectations, then offering them suitable products and later obtaining profit”. In
addition, Groroos (1990) has noted, marketing is a strategy that satisfies the
customers’ need and upgrade the relationship between sellers and buyers so that both
can get benefits. Or in the point of Christ (2009: 2), “Marketing consists of the
strategies and tactics used to identify, create and maintain satisfying relationships with
customers that result in value for both the customer and the marketer”. Actually,
whatever marketing was defined, that absolutely is “meeting human’s demands”.
2.2.2 Functions of Marketing
In the marketing book of Nguyen (2007:10), he also states, “Marketing is an
intermediate bridge which combines the company’s activities with market’s
activities”. Indeed, the more our society is developed, the more marketing’s role is
important. The reason is that marketing plays an important and indispensable part in
transferring products to consumers and that marketing holds a decisive role in a
company’s success or failure. Marketing is also a valuable modality for a company to

“rival” with their competitors, to satisfy “customers’ need” and to get “long-lasting
profit” (Quach, Dinh, Nguyen, Dao and Nguyen, 2007: 20).
In addition, in companies or businesses, marketing often unites with other
functions such as Financial – Accounting Administration, Personnel Administration,
Production Administration, Marketing Management or Research and Development
Administration to create a general power. These five functions are the steps to decide
the success of marketing. Simultaneously, Nguyen (2007: 11) found that marketing
has not only its own independent function but also its combination with the other
functions to execute and to achieve the proposed objects.
In the findings of marketing’s function, (Group, 2007) obviously pointed
out eight definite functions to assert more the necessary of marketing.
Ø Environment Analyses and Marketing Research: examining and to

identifying the environmental influences to the possibility of the company’s
success, then coming to the final decision for the marketing plan
Ø Operating Scale Enlargement: investigating and looking for new chances in a
new potential market
Ø Consumer Analyses: specifying consumers’ need to define the marketing’s
goals
Ø Product Determination: maintaining and developing products, image, brand,
and inventing or producing new product
Ø Distributing Determination: conserving good relationship with the
dealers, and creating and expanding the cooperation with new dealers
Ø Promoting Determination: making the acquaintance of customers and easily
leaving a strong impression of the products or brand in consumers’ mind
though multimedia such as TV, radio, magazines or through promotion
programs
Ø Price Determination: exposing and stabilizing price, adjusting price to suit the
current market economy

Ø Controlling and Evaluating Marketing Execution: concentrating on managing

and deciding the success or failure possibility due to each decision of the
marketing plan
2.3. THE STATUS OF LHU’S MARKETING STRATEGIES COUNTED FROM
2003 TO 2009
Lac Hong University which has 4 buildings located in Bien Hoa city is the
only university in Dong Nai province. It is a potential university with good conditions
created to meet students’ need of study.
2.3.1. Market and customer situation of LHU
The main markets of LHU are local areas in Dong Nai as well as its
neighboring provinces. These are the first aimed markets of LHU since it was
established. LHU has been advertising its trademark through advertisings on
multimedia such as TV, radio, newspaper and banners, etc. Additionally, direct
enrolling and consulting campaigns has been held yearly from February to September
to approach high school students’ informative requirements. Besides, the form of
delivering leaflets in high school has been using. With the long-term reputation, LHU
has gradually established its prestige in the general market and in students’ hearts.
This point is specifically manifested through the chart below.
Source: From the Information and Material Center
Year 2003 2004 2005 2006 2007 2008 2009

Numbers of
3040 4100 4030 5200 7300 9100 9200
students
Numbers of input students of LHU from 2003 to 2009

10000 9100 9200

9000
8000 7300
7000 Registered
6000 5200 numbers of
5000 4100 4030 students
yearly of LHU
4000 3040
3000
2000
1000
0
2003 2004 2005 2006 2007 2008 2009
Numbers of registered students of LHU from 2003 to 2009
Through the chart, it is obvious to recognize that the amount of registered

students of LHU has been increasing significantly. In 2003, the total quantity of
students registering in LHU is 3040. This number has increased year by year until
2009 is 9200. This makes a big breakthrough in the marketing policies of LHU.
2.3.2. Current markets of LHU
Thanks to the information from which the researcher has got from LHU’s Training
Bureau, it is interpreted that 60% of students are local residents in Dong Nai province;
and the rest – 40% of them is from other provinces in either the neighboring provinces
with Dong Nai or mostly in Central area such as Binh Duong, Ba Ria – Vung Tau,
Binh Dinh, Phu Yen, Gia Lai, Binh Thuan, etc.
2.4. CURRENT DIFFICULTIES IN MARKETING STRATEGIES OF LHU
The most difficult problem of LHU now is that there is not any marketing team
who mainly work for those marketing projects. Almost marketing plans has been handling
by the Bureau of Administrative. This point leads to many troubles then. There was no
one majoring in defining the marketing plans. Moreover, there were less flexible projects
to apply in the different markets. On the other hand, seminars and direct consulting
campaigns for parents have not popularly applied yet. All in all, the marketing strategies
of LHU still need to be improved in order to get full strength to popularize its trademark.

CHAPTER 3
METHODOLOGY

3.1 INSTRUMENTS
3.1.1. Questionnaire
In order to collect full of necessary and in-depth information and exact
figures, one of the main instruments used in this paper is questionnaire.
Questionnaire is a tool, which is defined by Kumar (1996: 110) that this is a well-
prepared and ordered series of questions with available answers on it. Based on the
obtained figures, the research was easy to be analyzed all with the data and to infer
accurate arguments.
3.1.2. Interview
Interview, in the point of Kumar, is “a commonly used method of collecting
information from people” (1996: 109).
On the other hand, to examine if all the figures got from the investigation
were accurate; hence, interview was used to make the researcher’s arguments more
obvious.
Altogether, both questionnaire and interview are considered to be the
cheapest and most trustful methods in a paper process. There were two
questionnaires used in this paper that served for the investigation of parents and
students.
3.2. PARTICIPANTS
At random, the research survey would be processed on 120 students at grade
twelfth in high schools and 120 parents in Central and Southern Vietnam including
Phan Thiet city (Binh Thuan province), Nha Trang city (Khanh Hoa province), Pleiku
city (Gia Lai province), Bien Hoa city (Dong Nai province) and Vinh Cuu district
(Dong Nai province). After gaining the survey result from the questionnaires,
interviews would have been applying to get clearer information.
3.3. PILOT STUDY
Before delivery, two students and two parents chosen at random in Bien
Hoa (Dong Nai) had piloted the questionnaires all on August 24, 2009 to examine if

there were no difficulties or ambiguous points in those questionnaires which were

officially applied in the survey on August 31 2009.
3.4. PROCEDURE
On August 31, 2009, the researcher conducted the questionnaires to 10 twelfth-
graders in Phan Boi Chau high school and 10 parents in in Pleiku city (Gia Lai province).
Then the researcher chose 1 student and 1 parent to be the candidates for the interview.
Thence, these conductions had been repeated over and over again for the same numbers
of candidates for the next destinations in Nguyen Van Troi high school in Nha Trang city
(Khanh Hoa province) (from September 1, 2009 to September 3, 2009), Phan Boi Chau
high school in Phan Thiet city (Binh Thuan province) (September 4, 2009). After
finishing all the surveys in the Central of Vietnam, the writer moved back to Southern
Vietnam and continued to make the investigation in Nam Ha high school (September 10,
2009) and Vinh Cuu high school in Vinh Cuu (September 16, 2009), Chu Van An high
school (September 30, 2009) in Bien Hoa city (Dong Nai province). Finally, the
researcher had obtained all the needed figures and information on September 30, 2009.
The Appendix 3 would provide an insight view of the researcher’s journey in
processing the research paper.

CHAPTER 4
FINDINGS
AND
DISCUSSION

Question 1: Do you know Lac Hong University?

Candidates: Students
36%
Yes
No
64%
Students' grasp of LHU in both Central and

Southern Viet Nam
Chart 1.a
Comparison:
100%
100.00%
71.66%
80.00%
60.00%
Central
28.33% Vietnam
40.00%
Southern
20.00% 0% Vietnam
0.00%
Yes No
Comparison of Students' grasp of LHU in Central with ones' in Southern
Viet Nam
Chart 1.b
Chart 1.a shows the numbers of students in both Central and Southern Viet Nam
knowing LHU. As the chart displays, the numbers of students in both Central and
Southern Viet Nam who know about LHU occupies up to 64%. This number can prove
that LHU’s trademark has been expanding significantly. However, the numbers of
students who have no knowledge of LHU are still high, 36%. It is more evident as

having a look on chart 1.b – the comparison of students’ grasp of LHU in the Central
with ones’ in Southern Vietnam. Up to 100% of students in the South know LHU while
only 28.33% of those who are in the Central have ideas of LHU. At the level of
knowing nothing about LHU, numbers of students in the Central mostly occupies on the
chart. Also, being asked in the interview, one in the Central said that she did not know
about LHU, even for its name and that it was the first time she heard of it. The problem
here is that LHU’s trademark has been popular in the South area; and LHU’s marketing
strategies are not powerful enough to cover all the Central area. This affects on the
spread capacity of LHU’s trademark.
Candidates: Parents
47%
Yes
53%
No
Parents' grasp of LHU in both Central and Southern

Vietnam
Chart 1.c
100% 86.66%
80%
80%
60% Central
Vietnam
40% 20%
13.33% Southern
20% Vietnam
0%
Yes No
Comparison of Parents' grasp of LHU in the Central with ones'

in the South
Chart 1.d

The statistics on chart 1.c shows that with the whole numbers of parents in
both Central and Southern Viet Nam, the disparity is not very obvious. The numbers of
all who know LHU are 53% and it is fairly higher than the numbers of ones who have
no knowledge of LHU. This fact defines an issue that the current marketing plans of
LHU are somewhat effective. Nevertheless, there are still many parents who do not
know about the university may urge LHU to have a look back on their marketing status.
As chart 1.d showing, it is easy to recognize the serious influence of the remote areas to
LHU’s popularizing plans in which Central Vietnam is a typical instance. Due to the
distance from LHU, this leads to the fact that many parents in the Central do not have
many chances to approach the university which they want to choose for their offspring.
There is evidence that up to 80% of them do not know LHU. Even for those who are in
the South – in the area near where LHU is located, a certain number of them still do not
know LHU. The main fact got from the interview that there is not very much advertising
campaigns, which aim parents to be the main target.

Question 2: Whom and where do you mainly get the information of Lac Hong
University from if you have known Lac Hong University?
80.00% 71.66%
70.00%
60.00%
50.00% Students in both
40.00% Central and
Southern Viet
30.00%
18.33% Nam
20.00% 13.33%
8.33%
10.00% 1.66%
1.66%
0.00%
a b c d e f
Diagram shows how Students in both Central and Southern Viet Nam
know the information of LHU
Chart 2.a
Comparison:
90%
100%
80% Students in
53.33% Central Viet Nam
60%
30% Students in
40% 13.33%
6.66% 13.33% 10% Southern Viet
20% 3.33% 0% 6.66% 3.33% Nam
0%
0%
a b c d e f
Comparison of Students' ways of approaching LHU's information in

Central Viet Nam with Students in Southern Viet Nam
Chart 2.b
NOTE:
a. Multimedia: TV, website d. Relatives and friends
b. Seminars e. Leaflets
c. Enrolling campaigns f. Others: …………………

Everyone knows that it is now a society of science and technology and that
multimedia is the fastest tool, which brings necessary information to people; however,
the display is in contrast to these ideas on chart 2.a. Students who know LHU through
multimedia are still limited. It stops at the rate of 18.33%. On chart 2.a, the numbers of
students choosing seminars, enrolling campaigns and leaflets as their effective means of
knowing LHU hold 1.66% (seminars), 8.33% (enrolling campaigns) and 13.33%
(leaflets) in turn. Among them, seminars keep the lowest rate (1.66%). Also according
to the display on chart 2.a, 71.66% of the students in both Central and South Viet Nam
know LHU through their relatives and friends. It indicates that “word of mouth” is the
most effective way, which makes students know LHU’s reputation. In the interview,
students all said they had their siblings or friends studying in LHU; therefore, they knew
it. Besides, there was 1.66% (tantamount to 1 person) of students having his own idea
that LHU is a university in Bien Hoa where he is living. Generally, “relatives and
friends” is the most effective way, which connects students and LHU.
The comparison on chart 2.b shows us the clearer result of students’ ways of
knowing LHU in Central with ones’ in Southern Viet Nam. As seeing on the diagram,
the quantities of students knowing LHU’s information are mainly from their relatives
and friends as well (53.33% in the Central and up to 90% in the South). Multimedia,
enrolling campaigns and leaflets keep an average rate from 6.66% to 30% while
seminars are the lowest (0% in Central and 3.33% in South). Unlike other universities,
LHU do not aim seminars as the main operation in their marketing plan. That is the
reason why we can see the obvious difference on the diagram. In general, knowing LHU
is still the most convenient mean.
Doan Pham Ngu Chau page 26

Candidates: Parents
30.00% 26.66%
23.33%
25.00%
18.33%
20.00%
Parents in both
15.00% Central and
10.00% 6.66% Southern Viet
5%
Nam
5.00% 1.66%
0.00%
a b c d e f
Diagram shows how Parents in both Central and Southern Viet

Nam know the information of LHU
Chart 2.c
30% 30%
26.66%
30.00%
23.33%
25.00%
Parents in
16.66% Central Viet
20.00%
Nam
15.00% 10% 10%
6.66%
Parents in
10.00% Southern Viet
3.33% 3.33% 3.33%
5.00% Nam
0%
0.00%
a b c d e f
Comparison of Parents' ways of approaching LHU's information in Central
Viet Nam with Parents in Southern Viet Nam
Chart 2.d
Note:
a. Multimedia: TV, website d. Relatives and friends
b. Seminars e. Leaflets
c. Enrolling campaigns f. Others:………………
With the same question, let’s see how this situation happens on parents in
both Central and Southern Viet Nam (chart 2.c). Similarly, parents who know LHU
through seminars are rare (1.66% = only 1 person). Still, multimedia and relatives keep
the highest rate on the diagram (23.33% - 26.66%). Three other parents (5%) expressed
their own ideas that they have known LHU because their children and nephews have
been studying there and that they used to pass by LHU. The quotable interview in
Appendix 10 is the proof of this idea.
Let’s compare parents’ choice in Central with those who are in Southern
Viet Nam. In the Central of Viet Nam, parents know LHU through the listed means in
the questionnaire (Appendix 4, question 2) are inferior in number with parents in South
Viet Nam. No one in Central knows LHU through seminars (0%). This is indicative that
LHU has not attached special importance to seminars as their one of the popular
campaigns in the marketing plans yet. Since the quality of each area’s living condition,
people have their own ways of approaching with information differently. As the chart
shows, those parents in Central Viet Nam only communicate or exchange information
with the outside world through multimedia (TV, website). Back to the result of parents
in Southern Vietnam, they have got better living condition than those in Central;
therefore, it is easier for them to keep up with the age and to update new information. It
is understood that the information of LHU they got is much and faster than those in
Central.

Question 3: Which ways of marketing bring you much more information about the
university that you want to register?
76.66%
80%
70%
60% 55%
50% Students in both

40% Central and South
40% 31.66% Viet Nam
30% 21.66% 23.33%
20% 10% 13.33%
10% 1.66%
0%
a b c d e f g h i
Diagram displays choices of Students in both Central and South Viet Nam for
the effective means of information supply
Chart 3.a
Comparison:
90.00% 83.33%
80.00% 70%
70.00% Students in
56.66%
60.00% 53.33% 53.33% Central Viet
50.00% 43.33% Nam
Students in
40.00% 30%
33.33%
26.66% South Viet
30.00% 23.33% 23.33% Nam
20% 13.33%
20.00% 13.33% 13.33%
10.00% 6.66% 3.33%
0%
0.00%
a b c d e f g h i
Comparison of choices of Students in Central Viet Nam with Ones in South Viet
Nam for the effective means of information supply
Chart 3.b
Note:
a.TV advertisings, radio f.Seminars
b.The Internet g.Direct enrolling campaigns
c.Newspaper advertisings h.Talk show
d.Leaflets i.Others:………
e.E-mail

In this question, it is easy to see the obvious figures, which are showing the
various choices of students in both Central and South Viet Nam. Being asked of
which form of the marketing strategies can be their most effective ways of
achieving LHU’s information, 76.66% of students choosing Internet as the most
effective tool that brings them necessary data they need (see chart 3.a, answer b). In
addition, direct enrolling campaigns are also their favorite choices, and there is
evidence that this occupies 55% on the diagram. Moreover, students just consider
TV-radio, newspapers, leaflets and talk shows as minor means that help them know
LHU. However, among the listed answers of question 6, e-mail and seminars are the
two ways in which students are not interested (10% and 13.33%). Because LHU
does not use seminars as the main strategy to advertise its trademark; and e-mail
seems to be very unpopular in their marketing. Nevertheless, e-mail and seminars
now are two of the most effective ways for universities or companies to develop
themselves. There are many evidences but the typical ones are Webster University
(England) and VUS English Center (Vietnamese USA Society).
Looking on chart 3.b, it can help to have a close-up of the students’ ideas in
Central Viet Nam and South Viet Nam about the effective means in getting the
university’s information. Still, Internet is also the tool, which students trust to get the
essential information of the university that they want to register. 70% of students in
South Viet Nam chose answer b (Internet), and 83.33% of students in Central chose
Internet as the most effective mean. Then, the advertisings on TV or radio occupy
53.33% with the choices of students in Central while just 26.66% of the students in
the South have the same answer. With the answer (g) (Direct enrolling campaigns),
those choices of students in both Central and South is not so unequal. It just
fluctuates between 53.33% and 56.66%, and the disparity is approximately 3.33% of
them. Besides, talk shows are the ones that students in Southern Viet Nam concern
as well. 43.33% of them chose talk shows to be one of their good ways in
approaching the information while the ones in the Central care less about these
(23.33%). Moreover, there is 3.33% of students (only 1 student) in South Viet Nam

had his own opinion that he wanted the teachers or students of LHU to come and
give direct consultancies. This idea also coincides with the direct enrolling
campaigns that the researcher has suggested on answer (g). Anyhow, “all forms of
communications can bring students necessary information much or less”, one said.
Candidates: Parents
50.00% 48.33%
45.00%
40.00% 36.66%
35.00% 31.66% 30%

30.00%
Parents in both
25.00% 21.66%
Cental and
18.33% 18.33%
20.00% South Viet Nam
15.00%
10.00% 6.66%
5.00% 0%
0.00%
a b c d e f g h i
Diagram displays choices of Parents in both Central and South Viet Nam for the
effectiv e means of information supply
Chart 3.c
Comparison :
60.00% 53.33%
50.00% 43.33%
40.00% 36.66% 36.66% 36.66% Parents in Central

33.33% Viet Nam
26.66%
30.00% 26.66% 26.66% 26.66% 26.66%
Parents in South
20.00% 16.66%
Viet Nam
10% 10% 10%
10.00%
3.33%
0% 0%
0.00%
a b c d e f g h i
Comparison of choices of Parents in Central Viet Nam with Ones in South Viet
Nam for the effective means of information supply
Chart 3.d

Note:
a.TV advertisings, radio f.Seminars
b.The Internet g.Direct enrolling campaigns
c.Newspaper advertisings h.Talk show
d.Leaflets i.Others:……………………
e.E-mail
All parents in both Central and Southern Viet Nam have shared their ideas
that because they spent much time on watching TV rather than other kinds of
multimedia, they chose TV or radio advertisings (48.33%) to be their most effective
and trustful means to get the information of the outside world. In addition, direct
enrolling campaigns are also the one they really concern (36.66%); they, however,
showed that there were not any direct enrolling campaigns that they were attended
because most of those campaigns focused on students only. To those who regularly
use Internet as their easy way to approach the information world, answer b (Internet)
is the choice of 31.66% of parents. Most parents who usually use Internet have
agreed that this is the real tool, which brings lively images and real information to
them, and that it can be easy for them to get essential information by only a key
word. On the other hand, some thought talk shows on TV or radio were the means to
provide much clearer about a university, and this keep 30% of choices on the chart
(chart 3.c). In the interview one said, “Through talk shows on TV or radio, I can
make questions by a phone call; then I can mange all the information that I need to
know for my offspring’s university to-be”. At current life, people usually spend
much time on their performance in work so that they can get higher position in the
society or at least they can earn much money to support their family. Therefore, only
21.66% of parents chose newspaper advertisings as their fastest way of approaching
the needed information because the limitation of time. Besides, leaflets (18.33%)
and seminars (18.33%) just occupy the same low rate on the diagram because of its
unpopular expansion. Nowadays, many universities or even a very small center, they
keep using leaflets delivery as their most effective way to touch the customers’

interests and if there are seminars, which they can hold, is so much the better. At
last, due to the fact that e-mail did not appear in the marketing strategies of LHU;
therefore, it is not popular as expecting. Most parents do not know about
advertisings through e-mail. This influences to the gained results as seeing on the
diagram (6.66%).
As comparing parents’ choices in the Central with ones’ in the South of Viet
Nam, it is obvious to see the disparity among their opinions. Parents in Central seem
to concern much about the available means including TV or radio advertisings
(53.33%), Internet (36.66%) and direct enrolling campaigns (36.66%). These
statistics of parents in the Central are compared to ones’ in Southern Viet Nam
orderly 43.33% for TV or radio ads, 26.66% for Internet and 36.66% for direct
enrolling campaigns. Furthermore, newspaper, leaflets and seminars keep the same
rate with the choices of parents in Central (26.66%) while parents in South less
notice them as their effective means of approaching information (orderly 16.66%,
10% and 10%). Additionally, e-mail still gets the lowest rate to their trust of useful
tool for getting useful information. To parents in the Central, the rate of this choice
is just 10%; even for those who are in Southern Viet Nam only occupy 3.33%
(equivalent to 1 person only). As discussed above, there are not many parents can
use Internet; therefore, they were not interested in e-mail. Based on this analyze, it
goes without saying that multimedia keep the most definite position in the marketing
policies.

Question 4: Do your ever sign up in the website of Lac Hong University?

11%
Yes
No
89%
The chart displays students' interests of LHU's website
Chart 4.a
Comparison:
100.00% 93.33% 85%
80.00%
60.00%
Central
40.00%
20.00% 6.66%
15% South
0.00%
Yes No
Comparison of students' interests LHU's web in the Central
with ones' in the South
Chart 4.b
In the era of science and technology, advertising through the internet can be
considered as the most effective and convenient tool in advertising. All information can
be transferred to the searcher only by a click of key words. LHU has also applied this
form into its marketing policies by designing a private websites. However, there are not
many customers knowing this web. In the total numbers, only 10% of students have

ever signed up in LHU’s web while up to 89% of them have never visited to the
university’s web address. The reason is not that they do not know how to use Internet
but they do not know LHU’s website. This may be a problem need to be solved as soon
as possible. As seeing on chart 4.d - the comparison among students’ interest of visiting
LHU’s website in the Central with ones’ in the South, it is much more obvious that the
quantity of students sign up in LHU’s web is extremely low, 6.66% in the Central and
15% in the South. This indicates that the university has not focused on issuing their web
address thoroughly to other people.
Candidates: Parents
4%
Yes
No
96%
Chart display of parents' interests of LHU's website in both
Central and Southern Vietnam
Chart 4.c
Comparison:
98%
93%
100.00%
80.00%
60.00%
Central
40.00%
20.00% 6.66% South

1.66%
0.00%
Yes No
Comaprison of parents' visit at LHU's web in the Central
Chart 4.d
According to the result on chart 4.c, the numbers of parents signing up in

LHU’s website is even lower than the numbers of students. Only 4% of all parents in
both Central and Southern Viet Nam know LHU’s web and sign on it. Other remained
figures show the numbers of parents have never visited the web even once at least. On
chart 4.d, only 1.66% (1 person only) used to pay a visit to LHU’s website; even for
those who are in the South where they can get most information of the university, the
highest rate occupies only 6.66% on the chart (equivalent to 4 people). The season that
explains for this status is also that they all do not know LHU’s web address.

Question 5: What difficulties do you usually find in looking for the information of LHU
on its Website?
100%
100%
76%
90%
80% 69%
70%
60% Students in
50% both Central
30%
40% and Southern
30% Viet Nam
20%
10%
0%
a b c e
Students' difficulties of looking for LHU's information on its

we b in both Centra l and Southe rn Viet Nam
Chart 5.a
Comparison:
100% 100% 100%

100% 88%
75%
80%
55%
60% 50%
44% Central
40% South
20%
0%
a b c d
Comparison of Students' difficulties in looking LHU's

information on its web in the Central
Chart 5.b
Note:
a. Too many words without illustration c. Overloaded information
b. Untidy website d. Others: …………
For all who have ever signed on LHU’s website, they show their ideas in the
questionnaire that they found it difficult to get the information they need because of the
website organization. There are too many words on it without illustrations (100%)
which make them confused whenever signing on LHU’s web. Besides, they mostly
focus on other problems such as the web is untidy (76%) and the information is
displayed disorderly (69%). On another hand, 30% of them showed their own idea that
they usually got in trouble with the access of the website that they do not know the
reasons and that they could not get the necessary information they need.
Candidates: Parents
100%
100%
80%
60%
Parents in
60% both Central
40%
and Southern
40% 20% Viet Nam
20%
0%
a b c d
Parents' disfficulties of looking for LHU's information on its
web in both Central and Southern Viet Nam
Chart 5.c
Comparison:
100% 100% 100% 100%
100%
75% 75%
80%
Central
60%
South
40% 25%
20% 0%
0%
a b c d
Comparison of Parents' difficulties in looking LHU's
information on its web in the Central
Chart 5.d

Note:
e. Too many words without illustration g. Overloaded information
f. Untidy website h. Others: …………
The basic differences between parents and students are that parents do not
pay much attention on looking for the university’s information website and that they
rarely use Internet as their major tool of approaching the outside world’s information.
Therefore, that they do not sign up LHU’s website is the certain reason. Through the
obtained result from the questionnaire, there are only 5 parents in both Central and
Southern Vietnam visiting LHU’s web (stated in question 4). Among them, 100% of
all totally agree that the website is overloaded with full of gross information. And other
ideas also influence to their searching e.g. untidy website (40%) or a website with too
many words without illustration (60%). Besides, parents also brought out their own
ideas that they could not generally get direct access to the web because of some
invisible reason. As in the comparison on chart 5.d, the disparity between parents’
choices in the Central and ones’ in the South is not so significant. They approximately
fluctuate. The general idea for this question is that all parents have much or less found
some problem, which obstructs them to touch the LHU’s website.

Question 6: What information do you expect to see once signing up in Lac Hong
University's website? (Over 1 choice is possible)
60.00% 56.66%
48.33% 48.33%
50.00% 46.66% 46.66%
41.66%
38.33%
40.00% Students in both
Central and
30.00% Southern Viet Nam
18.33%
20.00% 16.66%
10.00%
1.66%
0.00%
a b c d e f g h i j
Diagram displays Students' information need in both Central and South Viet Nam
Chart 6.a
Comparison:
60% 60%
60.00% 53.33%
53.33% 50% 46.66%
50%
50.00% 46.66% 46.66% 43.33%
43.33% 43.33%
40% Students in
30.00% Students in
23.33%
20%
Southern Viet
20.00% 16.66%
13.33% 13.33%
10.00% 3.33%
0%
0.00%
a b c d e f g h i j
Comparison of Students' information need in Central Viet Nam with Ones' in South
Viet Nam
Chart 6.b
Note:
a. Real picture or video clips of students’ activities
b. Main information about the university: The name of the university, the establishment, the development, the
variety of departments
c. Information organized with a logical order with 3 different tabs for Visitors – Students - Staffs

d. Providing sufficient information: Information about students’ inquiry, training schedule of each Department
e. The outcome of the training or program
f. Support policies for provincial students: Good accommodation
g. The training staffs: The human resources
h. The variety of program: University programs, training programs of languages and training program for
postgraduates
i. Requirements of recruiters
j. Others: …………………
The information that people need is unlimited; therefore, to know how to
supply necessary information to the right objectives requires the researcher to make a
clear investigation to get true statistic or status of their current informative requirements.
For the question of students’ requirements of which information of LHU that they are
expecting to see on its website, 56.66% of them (the highest rate) focused on “Real
pictures or video clips of students’ activities” (Chart 5.a). In addition, many other parts
of the information are also the ones which students are interested in such as
b. Main information about the university: The name of the university, the establishment, the
development, the variety of departments(46.66%)
c. Information organized with a logical order with 3 different tabs for Visitors – Students - Staffs
(18.33%)
d. Providing sufficient information: Information about students’ inquiry, training schedule of each
Department (48.33%)
e. The outcome of the training programs(46.66%)
f. Support policies for provincial students: Good accommodation(38.33%)
g. The training staffs: The human resources(16.66%)

h. The variety of program: University programs, training programs of languages and training program
for postgraduates (48.33%)
i. Requirements of recruiters (41.66%)
j. Others: ………………………. (1.66%)
Among them, answer (c) - a logical order as three tabs for visitors – students
– staffs and answer (g) – the training staffs occupies lowest rates (18.33% and 16.66%).

The students in both Central and Southern Viet Nam seem care less about a website
with logical order and the training staffs cannot get their concern. On the other hand,
1.66% of them (1 person) needed to know if he could get good job after graduation or
not. Due to the statistic on chart 6.a, we can assume that most students in both Central
and South Viet Nam pay attention to the standard as well as the good conditions of both
training program and facilities; and the possible outcome of the program is also
indispensable.
The comparison on chart 6.b may show us how different students’
informative needs in two different areas – Central Viet Nam and Southern Viet Nam. In
general, students all concern about the suggested information in the questionnaire.
People living in each area have their own informative requirements. In Central area,
students care about “support policies for provincial students” (60%) while those who are
living in South concern about “real pictures or video clips of students’ activities” (60%)
and that their care of support policies is just 16.66%. That is because all who are in the
South, they do not live far away from their family; therefore, they care much about other
kinds of information instead of support policies for provincial students. Among the rates
of all the suggested answer on the diagram, we can see students in either Central or
Southern area less care about the logical order website and the training staffs. Since
most students in specific and teenagers in general in Viet Nam are online for their
purposes of playing games and chatting with friends but not for searching the
information of their universities-to be, they do not take chances to have a look at the
diversification of universities’ websites. Hence, they do not have much experience in
examining or comparing those websites together. To conclude, all information of LHU
is extremely necessary to students if it is fully posted on its web.

Candidates: Parents
60.00%
51.66%
50.00% 46.66% 45%
41.66% 40%
40.00% 36.66%
31.66%
30.00%
23.33%
Parents in both
20.00% 18.33%
Central and
South Viet
10.00%
0%
0.00%
a b c d e f g h i j
Diagram displays the information of LHU that Parents in both Central and
South Viet Nam are expecting
Chart 6.c
Comparison:
70%
70.00% 63.33% 63.33%
60%
56.66%
60.00% 53.33%
50.00% Parents in Central Viet

40% Nam
36.66%
40.00% 33.33% 33.33% Parents in South Viet
30% Nam
26.66%
30.00% 23.33%
20% 20% 20%
20.00%
10% 10%
10.00%
0% 0%
0.00%
a b c d e f g h i j
Comparison of Parents' information need in Central Viet Nam with Ones' in South Viet Nam
Chart 6.d
Note:
k. Real picture or video clips of students’ activities
l. Main information about the university: The name of the university, the establishment, the development, the
variety of departments
m. Information organized with a logical order with 3 different tabs for Visitors – Students - Staffs
n. Providing sufficient information: Information about students’ inquiry, training schedule of each Department

o. The outcome of the training or program

p. Support policies for provincial students: Good accommodation
q. The training staffs: The human resources
r. The variety of program: University programs, training programs of languages and training program for
postgraduates
s. Requirements of recruiters
t. Others: …………………
All parents in Central and Southern Viet Nam were asked with the same
question; however; their answers then, shown on the diagram (chart 6.c), were quite
different from those of students. The outcome of the training program tends to be their
most concern and it occupies around 51.66% on the chart. As we discussed in question
1, since parents do not notice to choose a university to-be for their offspring and they
give their children full power to make their own decision, their interests of a university’s
information are less than students’. They also pay attention to the sufficient information
of students’ inquiry or the training schedule of each department (46.66%) and the
support policies for provincial students (45%). Besides, it is more effective if LHU’s
website has posted some kinds of information such as real pictures or video clips of
students’ activities, the overview of LHU, the training staffs and the various training
programs. As in the interview, both students and parents want to see a website with full
and real information as if they can see with their own eyes. A neat and well-decorated
website is an extremely tool which decides the success of a university in the science –
technology era. Moreover, many parents concentrate on their offspring’s future after
graduation if they can get good jobs or not. Therefore, the information of recruiters’
requirements is the necessary one for them at current.
In the comparison on chart 6.d, it may be observed and interpreted the
disparity of parents’ informative inquiry in Central and in South of Viet Nam. In the
Central parents seem to need much more information than ones in the South do. This is
because they are living quite far away from LHU, they need to get as much information
as possible about LHU so that they can examine if this is a good university for their
offspring. Parents in Central Viet Nam are mostly interested in the information of the
training staffs in LHU, and this holds almost 70% of the statistic. As for parents in

Southern Vietnam, due to the fact that they are living near LHU; therefore, they thought
they all knew about LHU and they did not need to spend much time for requiring its
information. That is the reason why we would recognize the difference of their
informative need on chart 6.d.
80% 75%
70% 61.66%
58.33%
60%
45% 46.66% Students in both
50% 43.33%
Central and
40% Southern
30%
30% Vietnam
20%
10%
10% 0%
0%
a b c d e f g h i
Students' interests in both Central and Southern Vietnam in choosing a
university
Chart 7.a
Comparison:
76.66%
80% 73.33%
70%
70% 60%
60% 53.33% 53.33% 56.66%
50% 46.66% Students in Central
50% 46.66% 43.33% Vietnam
40%
40% 33.33%
Students in
30% Southern Vietnam
16.66%
20% 10% 10%
10% 0% 0%
0%
a b c d e f g h i
Comparison of Students' interests in Central Viet Nam with Ones' in Southern
Vietnam in choosing a University
Chart 7.b

Note:
a. The university’s reputation f. Living condition
b. Location g. Facilities
c. Tuition h. Profession training
d. Training staffs i. Others: ……………
e. Number of students in each class
As choosing a university to pull strings to their future, students seem to care

much about many things such as the university’s reputation, facilities or profession
training, etc. Among them, the criterion that students concern most is the profession
training (up to 75%, chart 7.a). They tend to choose a university with the variety of the
training programs. Over the others, tuition (c - 61.66%) and facilities (g – 58.33%) are
also the standards that they take interests in. In the interview, the interviewee said that
they usually compared the tuition of this university with the others to search for the
possible one with reasonable school fee; and that a university with good facilities was
their leading concern. In addition, the university’s reputation, location and the training
staffs have the approximate rate 45% - 43.33% - 46.66%. These criterions attract the
students’ interests as well. Meanwhile, number of students in each class and living
condition did not catch their sight because they believed that those two criterions could
not influence to their study at all.
In the comparison on chart 7.b show the different interests between students
in the Central and ones in Southern Viet Nam. Students also concern about the
profession training (choice h) of their university to-be. The evidence shows that this
choice mostly occupies on the chart and keeps the record rate 73.33% (in the South) and
76.66% (in the Central). Additionally, tuition (choice c) is the criterion that students
interest as well. However, students in Central concern about this (70%) rather than ones
in South Viet Nam (53.33%). Most students in Central, their living is still difficult;
therefore, they are interested in this criterion much more than others. The difference
between students’ interests (in the Central and ones’ in the South of Viet Nam) in
choosing a university obviously shows in the choices of location and living condition.
The university’s location, students in Southern Viet Nam pay much
attention on this criterion (53.33%) while ones in Central just around 33.33%. Both the
interviewees in Central and South said, “We want a university with good location so
that we can find it convenient for our travel”. As for the choice of the living condition of
the place where LHU is located, this, vice versa, cannot catch the students’ interests in
South either. Only 6.66% of them concern on this criterion while in Central students
care much about this up to 43.33%. Contrary to the other choices, the criterion of
number of students in each class (choice e) still keeps the lowest rate on the diagram.
The figures of this choice have the same rate (10%) for students in both Central and
South Viet Nam. As discussed in the interview above, most of the interviewees showed
their ideas that this was just a very small factor and it could not trouble their study at all.

Candidates: Parents
60% 55% 53.33%

50%
50% 43.33%
40%
40% 31.66% Parents in both
30% 23.33% Central and
20% Southern Vietnam
20%
10% 1.66%
0%
a b c d e f g h i
Diagram displays Parents' interests in both Central and Southern Vietnam in

chosing a University for their offspring
Chart 7.c
Comparison:
70%
70% 63.33% 63.33%
60%
60% 56.66%
53.33% 53.33%
50% 43.33% Parents in Central
40% 33.33% Vietnam
30% 30%
30% 23.33% Parents in
20%
20% 13.33% Southern Vietnam
10% 10%
10% 3.33%
0%
0%
a b c d e f g h i
Comparison of Parents' interests in Central Viet Nam with Ones' in
Southern Vietnam in choosing a university for their offspring
Chart 7.d
Note:
a. The university’s reputation f. Living condition
b. Location g. Facilities
c. Tuition h. Profession training
d. Training staffs i. Others: ……………
e. Number of students in each class

As choosing a standard university for their offspring, any parents want to

choose the best one to pull strings to their children’s future. Among the suggested
criterions, most parents in both Central and South Viet Nam chose tuition, training staffs
and facilities to be their most concern. These criterions have the approximate rate
(orderly 55% - 53.33% - 50%). For the university’s reputation (choice a) and its
profession trainings (choice h), 40% and 43.33% of parents in South and Central have
concerned on them. Still, parents in both Central and South tend not to concern much
about the university’s location and the numbers of students in each class. According to
their ideas in the interview, they just need good training staffs and the standard of their
training so that their offspring can get good jobs after the graduation. On the other hand,
one parent claimed that he paid much attention on the outcome of the training programs.
As anyone knows, getting a good job in the future is the main purpose of people’s whole
life; therefore, it is reasonable for most parents to care about this.
On examining how different between parents’ interests in the Central with
ones’ in South in choosing a university to-be for their offspring, it is necessary to have a
look on chart 7.d. Parents need to examine how standard of a university is before
recommending their offspring’s study to its care. To those who are in the South, they
think that they live near LHU; therefore, they need not care much of these criterions.
Nevertheless, to those who are living far away from LHU (in Central) they think they
must carefully choose the best university by examining and making the right choices.
As the auxiliary chart below, it is easier to see the disparity of those criterions between
parents in Central and those in South. They are orderly:

SOUTH
CENTRAL
CRITERIONS VIET
VIET NAM
NAM
a The university’s reputation 60 % 20 %
b Location 33.33 % 13.33 %
c Tuition 53.33 % 56.66 %
d Training staffs 63.33 % 43.33 %
e Number of students in each class 30 % 10 %
f Living condition 53.33 % 10 %
g Facilities 70 % 30 %
h Profession trainings 63.33 % 23.33 %
i Others: ……………… 0% 3.33 %
Auxiliary chart
There is one parent in Southern Viet Nam having his own idea that he pays much
his attention on the outcome of the training program (as discussed on chart 7.c).

Question 8: As the information got of LHU, do you think Lac Hong University’s tuition
is higher, lower than or as equal as other non-state universities’?
23%
Higher
13% Lower
64%
Equal
Students' ideas of LHU's fee in both Central and Souhtern

Vietnam
Chart 8.a
Comparison:
66.66%
70.00% 63.33%
60.00%
50.00%
40.00%
25%
30.00% 16.66% 20% In the Central
20.00% 8.33%
In the South
10.00%
0.00%
Highe r Lowe r Equal
Comparison of Students' thoughts of LHU's tuition in the

Ce ntral with one s' in the South
Chart 8.b
Thanks to the development of the society, there are more and more foreign
private universities or domestic non-state universities establishing in Vietnam to meet
the requirements of the educational market. The more universities appear, the higher the
competitive environment is. Among the competitive forms, competition of tuition level

is the most simple and attractive. At current, LHU owns the lowest tuition level in
comparing with other non-state universities in Vietnam (Appendix ). Yet, many
students still do not have a thorough grasp of this issue. Many others keep
understanding ambiguously about the current tuition level of LHU that it is much higher
than other non-state universities (64%) or at least is equal with other universities. A few
students think that LHU’s tuition stays at the lowest rate (13%). In the comparison on
chart 8.b, parents in the Central and ones in the South have the approximate ideas that
LHU’s tuition is much higher than others (fluctuates from 63.33% to 66.66%). It is
obvious to see that LHU, however, has applied many possible marketing projects
thoroughly, the new information of LHU has not been updated as soon as possible yet.
This may affect on the input quantity yearly of LHU.

Candidates: Parents
38%
Higher
Lower
52%
Equal
10%
Parents' ideas of LHU's tuition in both Central and Souhte rn

Vie tnam
Chart 8.c
Comparison:
55%
60% 50%
50% 41.66%
33.33%
40%
30% In the
Central
20% 8.33% 11.66% In the
10% South
0%
Higher Lower Equal
Comparison of parents' thoughts of LHU's tuition in the

Central with ones' in the South
Chart 8.d
Being questioned with the same idea (chart 8.c), parents also think that
LHU’s tuition is much higher than other non-state universities (52%) while only 10% of
them think it is lower. In the comparison on chart 8.d, parents’ thoughts in the Central is
a bit different from the others in Southern Vietnam. 41.66% of them have believed that
the tuition of LHU is equal with other universities while only 33.33% of those in the

South have believed in that. Although anything, most parents in Central and Southern
Vietnam keep their mind that the rate of LHU’s tuition is much higher than other non-
state universities. The general reason is that LHU has not updated enough new
information into the advertising campaigns.
Question 9: How many percentages do you think that students of LHU can get jobs
after the graduation?
18%
41% Over 90%
50% - 80%
Under 50%
41%
Students' thoughts of the possible outcome of LHU's training

programs in both Central and Southern Viet Nam
Chart 9.a
Comparison:
80% 71.66%
65%
70%
60% In the
Central
50%
In the
40% 25% South
30% 16.66%
10% 11.66%
20%
10%
0%
Over 90% 50% - 80% Under 50%
Comparison of students' grasp of the possible outcome of

LHU's training programs in the Central with ones' in the South
Chart 9.b

Candidates: Parents
22%
31%
Over 90%
50% - 80%
Under 50%
47%
Parents' thoughts of the possible outcome of LHU's
training programs in both Central and Southern Viet
Nam
Chart 9.c
Comparison:
60.00% 53.33%
50.00% 41.66%
35%
40.00% 31.66%
26.66% In the
30.00% Central
20.00% 11.66% In the

South
10.00%
0.00%
Over 90% 50% - 80% Under 50%
Comparison of parents' grasp of the possible outcome of LHU's
training programs in the Central with ones' in the South
Chart 9.d
As the thorough announcement on multimedia that LHU students will get
good jobs after the graduation, there are still many high school students have not known
about this outstanding fact yet (chart 9.a). The evidence shows that only 41% of them
know that over 90% of students can get good jobs after the training programs of LHU.
And the remained others do not get the exact information of this. They think that only
around 50% - 80% of students at LHU can get good job or even under 50%. Chart 9.b

will state clearer the Central students’ ideas with ones’ in the South. As examining on
the chart, it is obvious to recognize that the spread strength is not powerful enough to
reach students’ mind in the Central. Only few students in the Central (10%) know that
LHU has always supported and created best conditions for over 90% of their students to
get good jobs after their graduation. Meanwhile, 71.66% of Southern students know
fairly know about this.
As investigating on parents, it can be recognized that parents are the ones
who have less knowledge about LHU’s information than students. Only 22% of them
know the exact information that over 90% of students get god jobs after graduating
(chart 9.c). Achieved from the survey’s result, it is inferred that parents in the Central
less know about LHU because they are living far away from where LHU is located.
That is why the amount of LHU’s information they have got is not very much and clear
in comparison with those who are in the South. Chart 9.d shows us the obvious
difference in parents’ grasp of LHU’s information between the two various area. Most
of the information which parents in the Central know are completely wrong. Up to
53.33% of them think that only 50% - 80% of LHU students can get good jobs after
graduation; nevertheless, it is generally different from the exact fact that is over 90%.
Altogether, because of the long distance between LHU with the Central area, it is why
LHU need to continuously speed up the current advertising campaigns as much as
possible.

Question 10: Do you know all information of the total numbers of major training
programs of Lac Hong University?
6%
Yes
No
94%
Students' grasp of LHU's training program s in both

Central and Southern Vie tnam
Chart 10.a
Comparison:
96.66%
91.66%
100.00%
80.00%
60.00% Students in
the Central
40.00%
Students in
20.00% 3.33% 8.33% the South
0.00%
Yes No
Comparison of students' grasp of LHU's training programs in
the Central with ones' in the South
Chart 10.b

Candidates: Parents
2%
Yes
No
98%
Parents in both Central and Southern Vietnam
Chart 10.c
Comparison:
100% 96.66%
100%
80%
Parents in the
60%
Central
40% Parents in the
South
20% 0% 3.33%
0%
Yes No
Comparison of parents' grasp of LHU's training programs in the
Central with ones' in the South
Chart 10.d
Every year, LHU applies many marketing strategies to popularize the
university’s trademark. And the content of each campaigns is to bring students as much
enrolling information as possible. Among them, the introduction of multi training
programs is the most important. However, there is not many students know about this. It
occupies a very small rate on chart 10.a, 6% while up to 94% do not know anything of
LHU’s training programs. Let’s have a look on chart 10.b, it will be more different in

students’ choices in the Central with ones’ in South . The number of students in the
Central knowing all the training programs of LHU is only 3.33%; even for those who
live in the South, 8.33%. In contrast, numbers of students do not know about LHU’s
training programs occupies a very big figure (96.66% in the Central and 91.66% in the
South). This indicates that there are many students do not have a thorough grasp of
LHU’s trainings.
As for the role of parents, only 2% of all parents know LHU’s training
programs. Their reason is that they rarely concern of looking for the university’s
information. Back to chart 10.c, up to 98% of parents do not know LHU’s website. The
possible reason is inferred is that there are not many advertising campaigns for parents.
On chart 10.d, none of parents in the South know LHU’s training programs; and parents
in Southern Vietnam just occupies at the rate of 3.33%.
From the obtained figures, it is the right time to make the conclusion is that
LHU’s marketing is quite effective now. However, there are still some negligence in
updating new information.

Question 11: Do you think it is important to take a visit tour at Lac Hong University
before applying for your study? And Why?
0%
0% Strongly agree
48.33% Agree
51.66% Disagree
Strongly disagree
Diagram displays Students' wish of visiting LHU before registering in

both Central and South Viet Nam
Chart 11.a
Comparison:
60%
56.66%
60.00%
50.00% 43.33%
40%
40.00% Students in
20.00% Students in South

Viet Nam
10.00% 0% 0% 0% 0%
0.00%
Strongly agree Agree Disagree Strongly
disagree
Comparison of Students' wish of visiting LHU before registering in Central

Viet Nam with Ones' in South Viet Nam
Chart 11.b
Nowadays, many universities have applied the form of arranging tours for
parents or students to pay a visit to the university so that they can have an overall view
at the real status of them. One of the typical pioneers is RMIT University Branch (in

Viet Nam), and there are many students have approved of this activity. In this question,
the researcher also focuses on this operation as well. According to the obtained result on
chart 11.a, there is no one disagree with the idea of visiting LHU before registration.
48.33% to 51.66% of students agreed on this. When being asked the reason why they
agreed on this suggestion, students all said, “We want to make sure if LHU is a standard
university; then we can make a right choice”.
In the comparison of students’ choices in Central Viet Nam with ones’ in
Southern Viet Nam on chart 11.b, 56.66% of students in the Central strongly agreed
with this suggestion while others in South just occupy around 40%. Meanwhile, 60% of
students from Southern Viet Nam really want to visit to LHU while 43.33% of students
from the Central prefer to do so. Whatever the result is, students in both Central and
South Viet Nam all have the same opinion that taking a visit to the university to-be
before registration is a great idea.

Candidates: Parents
1.66% Strongly agree

5%
Agree
46.66%
Disagree
46.66%
Strongly
disagree
Diagram displays Parents' wish of visiting LHU before choosing

a University in both Central and South Viet Nam
Chart 11.c
Comparison :
70.00% 63.33%
60%
60.00%
50.00% Parents in Central
40.00% 33.33% Viet Nam
30%
30.00%
Parents in South
20.00% 10% Viet Nam
10.00% 3.33%
0% 0%
0.00%
Strongly Agree Disagree Strongly
agree disagree
Comparison of Parents' wish of visiting LHU before choosing in Central

Viet Nam with Ones' in South Viet Nam
Chart 11.d
To consider parents’ idea of taking a visit to the future selected university,
Most parents in both Central and South Viet Nam strongly agreed either choice (a) or

(choice b) accurately occupying the same rate on chart 11.c (around 46.66%). They
want to have a real look at the university to-be of their offspring and that they can see
the university’s scale. Additionally, the interview 4 in Appendix 10 is making this idea
much more obvious.
However, there are still small number of parents disagreed or strongly
disagreed on this. 1.66% to 5% of parents showed their disagreement through the point
that “I disagree on this idea because I am not sure if all what I will see about LHU is
true or not” and that “This activity is good; however, I strongly disagree on it because I
have to work all day, so I do not have much time to take a visit to LHU”.
In the comparison on chart 11.d, the number of parents have approved the
idea of visiting LHU before registering for their offspring still keeps the record rate.
However, there are a few differences that 63.33% of parents in Central have strongly
agreed on this idea while ones in Southern Viet Nam occupy only 30%. In contrast, the
rate of parents in Southern Viet Nam fairy like to pay a visit to LHU is much higher
than ones in the Central (33.33%). Their ideas are much more obvious in the interview
4, Appendix 10.
Actually, taking a visit to the university to-be is really important; but some
of parents do not have time to join. Anyway, visiting LHU before registering still attract
most parents’ concern.
4.2. FINDINGS
Getting through the discussion in part 4.1 – Chapter 4, all the figures have
showed that the current problems of LHU’s marketing strategies are availably effective.
However, there are still many problems need to be focused on.
Firstly, there are still many students and parents having no idea of LHU. As
for the students, up to 36.66% of them do not know any information of LHU. As for the
parents, the figure shows the number of them having no idea of LHU is 47%. The
analyses have shown the urgent problems in popularizing LHU’s trademark, which need
to be solved as soon as possible.

Secondly, through the analyses, the researcher has searched out many
potential means of approaching parents and students’ interests. To those who have
known LHU mainly get its information through their relatives and friends as well as
multimedia.
23.33% of parents and 71.66% of students know LHU by their relatives and friends.
Other 18.33% of students and 26.66% of parents know LHU by TV and radio. These
statistics have pointed out other problems in the marketing policies of LHU through
other communicative means including seminars, enrolling campaigns and leaflets.
Thirdly, most parents and students do not know LHU’s website or even for
its name. Some others have signed in LHU’s website, then found certain difficulties in
looking for its information. Most students have focused on the web that is covered with
too many words but lack of real pictures or video clips of students’ activities (100%).
Additionally, untidy website occupies 75% or overloaded information is 20%. One other
idea is that many of them could not get the access to the website (15%). Generally,
LHU’s website is illogical in its decoration and display.
Fourthly, many parents and students wish to attend in many advertising
campaigns as well as tours to LHU to get LHU’s information themselves directly so that
they can make sure in making the best choice of choosing a standard university.
Over the others, late updating new information in the marketing campaigns importantly
needs to be concerned.
In conclusion, based on the information in which all parents and students
provided and all figures obtaining from the data analysis section, it is enough
|evidences to conclude that LHU’s current marketing strategies are availably effective
but not powerful enough to popularize its trademark successfully and to bring full
information to parents and students thoroughly in many other areas.

CHAPTER 5
CONCLUSION
AND
RECOMMENDATIONS

5.1. SUMMARY
The research paper on how to popularize LHU’s trademark is managed in three
main parts. In the first part, the researcher would mention the marketing argumentative
including diversified definitions and its functions. Additionally, certain problems in the
marketing strategies of LHU were stated in this part as well. To get the accurate
information in examining how effective LHU’s current marketing plans are, in could be
easily found in the data analyses of the second part. Finally, possible recommendation to
current marketing improvements of LHU would be recognized in the third part.
5.2. LIMITATION AND RECOMMENDATION

Due to the limited time of processing this research paper, it does not have the
perfect result yet. However, this will be a good chance for other prospective researches to
develop. The researcher would like to recommend the next headings for new studies that
it can get the other areas such as in Northern Viet Nam after obtaining the result from the
strategies which the researcher has suggested through this paper.
5.3. CONCLUSION
Marketing now plays a very important role in the current social circumstance;
especially, at the time of Viet Nam had been joining in WTO. The more the society
develops, the higher the competitive environment is. L ac Hong University, however,
is in the education branch it is still a business. The researcher processed this research
paper with the hope of searching out the shortcoming problems in the marketing
strategies which LHU has been encountering after getting the survey’s result. Then,
the potential suggestions of improvement would be contributed in this study as well.
This aimed to develop a LHU long-term and powerful trademark in prospect.

5.4. RECOMMENDATIONS
LHU is now having an effective marketing policies to stretch its trademark in the market.
However, the researcher have found some findings through the research’s investigation
which somewhat will influence to the current marketing status of LHU then. Therefore,
from the available marketing projects, the research would like to suggest certain potential
recommendations that are thought to be useful in the future.
5.4.1. Available marketing plans:
Ø It is necessary to hold major seminars and direct consulting campaigns for not only
students but also parents so that they can know LHU’s trademark.
Ø Speeding up advertising programs on multimedia such as TV, radio or newspaper
repeatedly can catch their sights everyday.
Ø Preparing video clips of LHU in other languages which are available in the
university’s training programs such as English, Japanese, Korean and Chinese.
This can attract foreign customers to LHU.
Ø Asking students to wear a certain kind of uniform to university all week is one of
the effective marketing, which many big company used.
5.4.2. Suggested extra recommendations:
Ø LHU urges to establish a marketing team with the powerful marketing staffs who
create many other new advertising plans and mainly work on the potential projects.
Ø LHU should reorder the website in a logical ways of three obvious tabs for
Students of LHU, for Staffs and for visitors. From that improvement, the searchers
will not be confused in looking for LHU’s information.
Ø LHU should design an automatic e-mail, which automatically sends all information
to customers.
Ø Besides, it is meaningful to organize flexible tours to LHU for potential customers
so that they can have an overall look at the standard as well as the university’s
facilities.
Ø Last but not least, establishing the customer service department to take care of the
customers.

REFERENCE
Ø Christ, P. 2009, Know This: Marketing Basics, Philadelphia, Know This Media.
http://www.amazon.com/Basic-Marketing-w-Student-CD/dp/0073324043
Ø Dupont, L. 2009, 1001 Advertising Tips , Ho Chi Minh, Tre Publisher.
Ø Kamioner, D. 2003, The Importance of Marketing

http://www.dynamicnet.net/news/articles/importance_of_marketing.html
Ø Kumar, R. 1996, Research Methodology , Malaysia, Longman Malaysia Publisher.
Ø Nguyen Thuong Thai, 2007. Basic Marketing, Ha Noi, Ha Noi Press.
Ø Philip Kotler, 2000. Marketing Management Millennium Edition (10 th ed.), Englewood
Cliffs, Prentice – Hall Inc.
Ø Quach, C., Đinh, M., Nguyen, D., Đao, N. and Nguyen, T. 2007, Basic Marketing, Ho
Chi Minh, Labor Press.
Ø Vu, P. 1996, Basic Marketing, Ho Chi Minh, Natural Sciences University.
Ø Vu, P. 1998, Marketing Management, Education Press.
Ø Westwood, J. 2008, How to Write a Marketing Plan (Vietnamese ed.), Ho Chi Minh,
Ho Chi Minh General Press.

APPENDIX 1
THE DIVERSIFICATION OF LHU’S TRAINING PROGRAMS
Names of disciplines
Disciplines Examination’
’ code s group
1 Computing (IT, Electronic business engineering) 101 A, D1
Electronics – Telecommunications
2 102 A
Industrial Electricity
3 103 A
Electronic mechanics
4 104 A
Industrial and civil constructions

5 105 A
Civil constructions
6 106 A
Tailoring techniques
7 107 A, D1
Automatic technology
8 108 A
Electronic – power engineering

9 109 A
Chemical engineering
10 201 A, B
Food technology
11 202 A, B
12 Environmental science 300 A, B

Agriculture
13 301 A, B
Biology (Biological technology)

14 302 A, B
Business Administration (Business management,

Tourism management, Electronic business
15 401 A, D1
management, Business law)
Finance – Banking
16 402 A, D1
Accounting – Auditing
17 403 A, D1
Foreign trade
18 404 A, D1
Oriental studies
19 (Japanese, Chinese, Korean) 600 C, D1
Vietnamese studies (Tour guide)

20 601 C, D1
English studies
21 701 D1

APPENDIX 2
INTERNATIONAL ASSOCIATIONS OF LHU
UNIVERSITY COUNTRIES
1 NATIONAL KAOHSIUNG FIRST UNIVERSITY OF
TAIWAN
SCIENCE AND TECHNOLOGY
2 NATIONAL KAOHSIUNG UNIVERSITY OF APPLIED
TAIWAN
SCIENCES
3 CHEN KUNG UNIVERSITY TAIWAN
4 YOUNGSAN UNIVERSITY REPUBLIC OF KOREA
5 ASIA UNIVERSITY REPUBLIC OF KOREA
6 CHOSUN UNIVERSITY REPUBLIC OF KOREA
7 PEOPLES’ REPUBLIC OF
NGÔ CHÂU UNIVERSITY IN QUẢNG TÂY
CHINA
8 INSTITUTE FUR INTERNATIONALE
BILDUNGSKOOPERATION AN DER HOSCHULE GERMANY
MERSEBURG E.V. UNIVERSITY OF APPLIED SCIENCES
9 DONG EUI UNIVERSITY REPUBLIC OF KOREA
10 KWANG JU WOMEN KOREA
11 INTERNATIONAL UNIVERSITY OF KOREA KOREA
12 I-SOU UNIVERSITY TAIWAN TAIWAN
13 UNIVERSITY OF APPLIED SCIENCES GERMANY

APPENDIX 3
PROCEDURE
Work Contents Process Duration Location
Requesting instruction from the
th
1 April 10 2009 Rector of LHU for getting LHU’s Lac Hong University
information
June 1st 2009 to June 30 th Bien Hoa city, Dong Nai
2 Collecting data
2009 province
st th
July 1 2009 to July 30 Bien Hoa city, Dong Nai
3 Questionnaire preparation
2009 province
Requesting for Rector’s

th
4 July 4 2009 recommendation letter to Lac Hong University
provincial high schools
- Nam Ha high school

th
August 24 2009 (Bien Hoa city, Dong Nai
5 to Piloting all questionnaires province
August 30th 2009 - Bien Hoa city, Dong Nai
province
+ In Pleiku city, Gia Lai
6 August 31st 2009 Processing survey
province
st
September 1 2009 + In Nha Trang city,
7 Processing survey
to September 3rd 2009 Khanh Hoa province
September 4th 2009 + In Phan Thiet city ,
8 Processing survey
to September 6th 2009 Binh Thuan province
September 7th 2009 to + In Bien Hoa city, Dong
9 Processing survey
September 30th2009 Nai province
Interviewing Vice-Director of
10 September 17th 2009 Lac Hong University
LHU to get LHU’s information
Analyzing data
11 October 1st 2009 + Bien Hoa, Dong Nai
and processing the research
12 December 1st 2009 Submitting the research paper Lac Hong University

APPENDIX 4
STUDENTS’ QUESTIONAIRE FOR THE PILOT STUDY
Kính thưa quý Phụ huynh!
Tôi là Đoàn Phạm Ngũ Châu, sinh viên khoa Ngoại ngữ, trường Đại học Lạc Hồng. Hiện
tại tôi đang trong quá trình thực hiện một đề tài nghiên cứu mang tên “Quảng bá thương hiệu
trường Đại học Lạc Hồng”. Cùng với mục đích làm rõ hơn các chiến lược quảng bá do trường
Đại học Lạc Hồng đề ra mang tính hiệu quả như thế nào và danh tiếng của trường được mở rộng
đến đâu, tôi đã đưa ra một bảng câu hỏi để khảo sát chung cho bài nghiên cứu này. Tôi vô cùng
biết ơn nếu quí Phụ huynh có thể cộng tác với tôi trong bài nghiên cứu này bằng cách hoàn tất
bảng khảo sát dưới đây.
Xin chân thành cảm ơn.
Đoàn Phạm Ngũ Châu
Hướng dẫn: Qúi vị có thể đánh dấu (P) vào những đáp án mà bạn đã chọn.
_____ ___________________________________________
1. Bạn có biết đến trường Đại học Lạc Hồng không?
£ Có £ Không
2. Nếu đã biết về trường Đại học Lạc Hồng, vậy bạn biết được thông tin về trường từ đâu và từ
ai?
£ Phương tiện thông tin đại chúng như: Ti-vi, trang web
£ Các cuộc hội thảo
£ Các chiến dịch tư vấn tuyển sinh
£ Người thân và bạn bè
£ Tờ rơi
£ Cách khác: ………………………………………………………………………………….
3. Những cách nào sau đây mang đến cho bạn nhiều thông tin cần thiết về trường Đại học mà bạn
muốn chọn? (Có thể chọn hơn 1 đáp án)
£ Quảng cáo trên ti-vi, đài phát thanh

£ Internet
£ Quảng cáo trên báo chí
£ Tờ rơi
£ E-mail
£ Các chiến dịch tư vấn tuyển sinh trực tiếp
£ Các chương trình trò chuyện trên ti-vi
£ Cách khác: ……………………………………………………………………………….

4. Bạn có bao giờ đăng nhập vào Website của trường Đại học Lạc Hồng không?
£ Có £ Không
Nếu không thì tại sao?…………………………………………………………………………….
5. Nếu có, những khó khăn nào bạn thường gặp phải khi đăng nhập vào website của trường ĐH
Lạc Hồng?
£ Qúa nhiều chữ, ít hình minh hoạ

£ Cách bày trí website chưa gọn
£ Qúa tải về thông tin
£ Không tìm được thông tin như mong muốn
£ Khó khăn khác: …………………………………………………………………………………
6. Thông tin nào bạn mong đợi được thấy khi đăng nhập vào trang Web trường Đại học Lạc
Hồng? (Có thể chọn
hơn 1 đáp án)
£ Hình ảnh thực và các video clip về các hoạt động của sinh viên
£ Các thông tin chính về trường như: Tên trường, quá trình thành lập, phát triển và các
chuyên ngành đào tạo khác nhau.
£ Các thông tin được tổ chức theo trật tự một cách lô-gic với 3 mảng dành cho: Khách thăm
viếng – Sinh viên đang theo học tại trường – Nhân viên
£ Cung cấp đầy đủ thông tin như: Thông tin về nhu cầu của sinh viên, lịch học (đào tạo) của
các Khoa
£ Đầu ra của các chương trình đào tạo
£ Các chính sách hỗ trợ cho sinh viên Tỉnh (ở xa) như: điều kiện ăn ở v.v…
£ Đội ngũ giảng dạy: Phòng nhân sự
£ Các chương trình đào tạo khác nhau như: chương trình đào tạo Đại học, các chương trình
đào tạo ngoại ngữ,chương trình đào tạo sau Đại học.
£ Yêu cầu của các nhà tuyển dụng
£ Thông tin khác: ………………………………………………………………………….
7. Khi chọn lựa một trường Đại học, bạn quan tâm đến những tiêu chuẩn nào?
(Có thể chọn hơn 1 đáp án)
£ Danh tiếng của trường
£ Địa điểm
£ Học phí
£ Đội ngũ giảng dạy
£ Số lượng sinh viên trong mỗi lớp

£ Điều kiện sống
£ Cơ sở vật chất
£ Chương trình đào tạo các ngành nghề
£ Tiêu chuẩn khác: ……………………………………………………………………………
8. Theo bạn được biết thì mức học phí trường Đại học Lạc Hồng thấp, cao hay bằng so với các
trường Đại học ngoài công lập khác?
£ Thấp £ Cao £ Bằng
9. Theo những thông tin hiện có, bạn biết được có khoảng bao nhiều phần trăm sinh viên của
trường có việc làm sau khi tốt nghiệp?
£ Trên 90% £ 50% đến 80% £ Dưới 50%
10. Bạn có biết hiện tại trường Đại học Lạc Hồng có tất cả bao nhiêu ngành nghề trong chương
trình đào tạo không?
£ Có £ Không
11. Bạn có nghĩ rằng việc tham quan ngôi trường mà bạn lựa chọn cho con em mình trước khi
đăng ký học là rất quan trọng? Tại sao?
£ Hoàn toàn đồng ý £ Đồng ý £ Không đồng ý £ Hoàn toàn không đồng ý
.....................................................................................................................................................
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cccccccccc CHÂN THÀNH CẢM ƠN! dddddddddd

APPENDIX 5
PARENTS’ QUESTIONAIRE FOR THE PILOT STUDY
_____ ___________________________________________
1. Quý vị có biết đến trường Đại học Lạc Hồng không?
£ Có £ Không
2. Nếu đã biết về trường Đại học Lạc Hồng, vậy Qúi vị biết được thông tin về trường từ đâu và từ
ai?
£ Tờ rơi
£ Cách khác: ………………………………………………………………………………….
3. Những cách nào sau đây mang đến cho Qúi vị nhiều thông tin cần thiết về trường Đại học mà
Qúi vị muốn lựa chọn cho con em mình? (Có thể chọn hơn 1 đáp án)
£ Internet
£ Tờ rơi
£ E-mail
£ Cách khác: ……………………………………………………………………………….

4. Quý vị có bao giờ đăng nhập vào Website của trường Đại học Lạc Hồng không?
£ Có £ Không
Nếu không thì tại sao?…………………………………………………………………....................
5. Nếu có, những khó khăn nào quý vị thường gặp phải khi đăng nhập vào website của trường
ĐH Lạc Hồng?

£ Khó khăn khác: ………………………………………..………………………………………
6. Thông tin nào Qúi vị mong đợi được thấy khi đăng nhập vào trang Web trường Đại học Lạc
Hồng? (Có thể chọn hơn 1 đáp án)
các Khoa
£ Thông tin khác: ………………………………………………………………………….
7. Khi chọn lựa một trường Đại học cho con em mình, Qúi vị quan tâm đến những tiêu chuẩn
nào? (Có thể chọn hơn 1 đáp án)
£ Địa điểm
£ Học phí

£ Tiêu chuẩn khác: ……………………………………………………………………………
8. Theo Quý vị được biết thì mức học phí trường Đại học Lạc Hồng thấp, cao hay bằng so với các
9. Theo những thông tin hiện có, Quý vị biết được có khoảng bao nhiều phần trăm sinh viên của
£ Trên 90% £ 50% đến 80% £ Dưới 50%
10. Quý vị có biết hiện tại trường Đại học Lạc Hồng có tất cả bao nhiêu ngành nghề trong
chương trình đào tạo không?
£ Có £ Không
11. Qúi phụ huynh có nghĩ rằng việc tham quan ngôi trường mà Qúi vị lựa chọn cho con em
mình trước khi đăng ký học là rất quan trọng? Tại sao?
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................

APPENDIX 6
STUDENTS’ QUESTIONAIRE
_____ ___________________________________________
1. Bạn có biết đến trường Đại học Lạc Hồng không?
£ Có £ Không
2. Nếu đã biết về trường Đại học Lạc Hồng, vậy bạn biết được thông tin về trường từ đâu và từ
ai?
£ Tờ rơi
£ Cách khác: ………………………………………………………………………………….
3. Những cách nào sau đây mang đến cho bạn nhiều thông tin cần thiết về trường Đại học mà bạn
muốn chọn? (Có thể chọn hơn 1 đáp án)

£ Internet
£ Tờ rơi
£ E-mail

£ Cách khác: ……………………………………………………………………………….
4. Bạn có bao giờ đăng nhập vào Website của trường Đại học Lạc Hồng không?
£ Có £ Không
Nếu không thì tại sao?…………………………………………………………………....................
5. Nếu có, những khó khăn nào bạn thường gặp phải khi đăng nhập vào website của trường ĐH
Lạc Hồng?

£ Khó khăn khác: …………………………………………………………………………………
6. Thông tin nào bạn mong đợi được thấy khi đăng nhập vào trang Web trường Đại học Lạc
các Khoa
£ Thông tin khác: ………………………………………………………………………….
7. Khi chọn lựa một trường Đại học, bạn quan tâm đến những tiêu chuẩn nào? (Có thể chọn hơn 1
đáp án)
£ Địa điểm
£ Học phí

£ Tiêu chuẩn khác: ……………………………………………………………………………
8. Theo bạn được biết thì mức học phí trường Đại học Lạc Hồng thấp, cao hay bằng so với các
9. Theo những thông tin hiện có, bạn biết được có khoảng bao nhiều phần trăm sinh viên của
£ Trên 90% £ 50% đến 80% £ Dưới 50%
10. Bạn có biết hiện tại trường Đại học Lạc Hồng có tất cả bao nhiêu ngành nghề trong chương
trình đào tạo không?
£ Có £ Không
11. Bạn có nghĩ rằng việc tham quan ngôi trường mà bạn lựa chọn cho con em mình trước khi
đăng ký học là rất quan trọng? Tại sao?
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................

APPENDIX 7
PARENTS’ QUESTIONAIRE
_____ ___________________________________________
1. Quý vị có biết đến trường Đại học Lạc Hồng không?
£ Có £ Không
2. Nếu đã biết về trường Đại học Lạc Hồng, vậy Qúi vị biết được thông tin về trường từ đâu và từ
ai?
£ Tờ rơi
£ Cách khác: ………………………………………………………………………………….
3. Những cách nào sau đây mang đến cho Qúi vị nhiều thông tin cần thiết về trường Đại học mà
Qúi vị muốn lựa chọn cho con em mình? (Có thể chọn hơn 1 đáp án)
£ Internet
£ Tờ rơi
£ E-mail
£ Cách khác: ……………………………………………………………………………….

4. Quý vị có bao giờ đăng nhập vào Website của trường Đại học Lạc Hồng không?
£ Có £ Không
Nếu không thì tại sao?………………………………………………………………....................
5. Nếu có, những khó khăn nào quý vị thường gặp phải khi đăng nhập vào website của trường
ĐH Lạc Hồng?

£ Khó khăn khác: …………………………………………………………………………………
6. Thông tin nào Qúi vị mong đợi được thấy khi đăng nhập vào trang Web trường Đại học Lạc
các Khoa
£ Thông tin khác: ………………………………………………………………………….
7. Khi chọn lựa một trường Đại học cho con em mình, Qúi vị quan tâm đến những tiêu chuẩn
nào? (Có thể chọn hơn 1 đáp án)
£ Địa điểm
£ Học phí

£ Tiêu chuẩn khác: ……………………………………………………………………………
8. Theo Quý vị được biết thì mức học phí trường Đại học Lạc Hồng thấp, cao hay bằng so với các
9. Theo những thông tin hiện có, Quý vị biết được có khoảng bao nhiều phần trăm sinh viên của
£ Trên 90% £ 50% đến 80% £ Dưới 50%
10. Quý vị có biết hiện tại trường Đại học Lạc Hồng có tất cả bao nhiêu ngành nghề trong
chương trình đào tạo không?
£ Có £ Không
11. Qúi phụ huynh có nghĩ rằng việc tham quan ngôi trường mà Qúi vị lựa chọn cho con em
mình trước khi đăng ký học là rất quan trọng? Tại sao?
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................

APPENDIX 8
RESULT OF STUDENTS’ QUESTIONNAIRE
£ Yes £ No
Yes No
Both Central & 77 43
South 64.16% 35.83%
Comparison:
CENTRAL SOUTH
Yes 17 28.33% 60 100%
No 43 71.66% 0 0%
Question 2: Whom and where do you mainly get the information of Lac Hong University
from if you have known Lac Hong University?
a. Multimedia: TV, website
b. Seminars
c. Enrolling campaigns
d. Relatives and friends
e. Leaflets
f. Others: …………
a b c d e f
Both Central & 22 2 16 86 10 2
South 18.33% 1.66% 13.33% 71.66% 8.33% 1.66%

Comparison:
CENTRAL SOUTH
a 18 30 % 4 6.66 %
b 2 3.33 % 0 0%
c 8 13.33 % 8 13.33 %
d 32 53.33 % 54 90 %
e 4 6.66 % 6 10 %
f 0 0% 2 3.33 %
Question 3: Which ways of marketing below do you think will bring you necessary
information of the university which you want to register?
£ TV advertisings, radio
£ The Internet
£ Newspaper advertisings
£ Leaflets
£ E-mail
£ Seminars
£ Direct enrolling campaigns
£ Talk show
£ Others: ……………………………………………………………………………………
Comparison:
Both Central & South CENTRAL SOUTH

a 48 40% a 32 53.33 % 16 26.66 %
b 92 76.66% b 50 83.33 % 42 70 %
c 38 31.66% c 18 30 % 20 33.33 %
d 26 21.66% d 12 20 % 14 23.33 %
e 12 10% e 4 6.66 % 8 13.33 %
f 16 13.33% f 8 13.33 % 8 13.33 %
g 66 55% g 32 53.33 % 34 56.66 %
h 14 23.33% h 14 23.33 % 26 43.33 %
i 2 1.66% i 0 0% 2 3.33 %

£ Yes £ No
Yes No
South 10.83% 89.16%
Comparison:
CENTRAL SOUTH
Yes 4 6.66% 9 15%
No 56 93.33% 51 85%
on its Website?
i. Too many words without illustration
j. Untidy website
k. Overloaded information
l. Others: …………
a b c d
Both Central 13 10 9 4
and South 100% 76% 69% 30%
Comparison:
CENTRAL SOUTH
a 4 100% 9 100%
b 3 75% 5 55%
c 4 100% 8 88%
d 2 50% 4 44 %

u. Real picture or video clips of students’ activities
v. Main information about the university: The name of the university, the
establishment, the development, the variety of departments
w. Information organized with a logical order with 3 different tabs for Visitors –
Students - Staffs
x. Providing sufficient information: Information about students’ inquiry, training
schedule of each Department
y. The outcome of the training or program
z. Support policies for provincial students: Good accommodation
aa. The training staffs: The human resources
bb. The variety of program: University programs, training programs of languages and
training program for postgraduates
cc. Requirements of recruiters
dd. Others: …………………
Comparison:

a 68 56.66% a 32 53.33 % 36 60 %
b 56 46.66% b 30 50 % 26 43.33 %
c 22 18.33% c 8 13.33 % 14 23.33 %
d 58 48.33% d 28 46.66 % 30 50 %
e 56 46.66% e 28 46.66 % 28 46.66 %
f 46 38.33% f 36 60 % 10 16.66 %
g 20 16.66% g 8 13.33 % 12 20 %
h 58 48.33% h 32 53.33 % 26 43.33 %
i 50 41.66% i 26 43.33 % 24 40 %
j 2 1.66% j 0 0% 2 3.33 %

Question 7: As choosing a university, what criterions are you interested in? (Over 1
choice is possible)
j. The university’s reputation
k. Location
l. Tuition
m. Training staffs
n. Number of students in each class
o. Living condition
p. Facilities
q. Profession training
r. Others: ……………
Comparison:

a 54 45%
a 30 50 % 24 40 %
b 52 43.33%
b 20 33.33 % 32 53.33 %
c 74 61.66%
c 42 70 % 32 53.33 %
d 56 46.66%
d 28 46.66 % 28 46.66 %
e 12 10% e 6 10 % 6 10 %
f 36 30% f 26 43.33 % 10 16.66 %
g 70 58.33% g 34 56.66 % 36 60 %
h 90 75% h 46 76.66 % 44 73.33 %
i 0 0% i 0 0% 0 0%

£ Higher £ Lower £ Equal
Higher Lower Equal
Both Central & 78 15 27
South 65% 12.5% 22.5%
Comparison:
CENTRAL SOUTH
Higher 38 63.33% 40 66.66%
Lower 10 16.66% 5 8.33%
Equal 12 20% 15 25%
Question 9: How many percentages do you think that students of LHU can get jobs
after the graduation?
£ Over 90% £ 50% - 80% £ Under 50%
Over 90% 50% - 80% Under 50%
South 40.83% 40.83% 18.33%
Comparison:
CENTRAL SOUTH
Over 90% 6 10% 43 71.66%
50% - 80% 39 65% 10 16.66%
Under 50% 15 25% 7 11.66%

£ Yes £ No
Yes No
7 113
Both Central & South
5.83% 94.16%
Comparison:
CENTRAL SOUTH
Yes 2 3.33% 5 8.33%
No 58 96.66% 55 91.66%
a. Strongly agree b. Agree c. Disagree d. Strongly disagree
a b c d
Both Central & 58 62 0 0
South 48.33% 51.66% 0% 0%
Comparison:
CENTRAL SOUTH
a 34 56.66 % 24 40 %
b 26 43.33 % 36 60 %
c 0 0% 0 0%
d 0 0% 0 0%

APPENDIX 9
RESULT OF PARENTS’ QUESTIONNAIRE
£ Yes £ No
Yes No
64 56
53.33% 46.66%
Comparison:
CENTRAL SOUTH
Yes 12 20% 52 86.66%
No 48 80% 8 13.33%
Question 2: Whom and where do you mainly get the information of Lac Hong University
from if you have known Lac Hong University?
g. Multimedia: TV, website j. Relatives and friends
a b c D e f
Both Central & 32 2 22 28 8 6
South 26.66% 1.66% 18.33% 23.33% 6.66% 5%
h. Seminars k. Leaflets
i. Enrolling campaigns l. Others: …………

Comparison:
CENTRAL SOUTH
a 14 23.33 % 18 30 %
b 0 0% 2 3.33 %
c 6 10 % 16 26.66 %
d 10 16.66 % 18 30 %
e 2 3.33 % 6 10 %
f 2 3.33 % 4 6.66 %
Question 3: Which ways below do you think will bring you necessary information of
the university which you want to register?
£ TV advertisings, radio
£ The Internet
£ Newspaper advertisings
£ Leaflets
£ E-mail
£ Seminars
£ Direct enrolling campaigns
£ Talk show
£ Others: ……………………………………………………………………………………
Comparison:
a 58 48.33% a 32 53.33 % 26 43.33 %
b 38 31.66% b 22 36.66 % 16 26.66 %
c 26 21.66% c 16 26.66 % 10 16.66 %
d 22 18.33% d 16 26.66 % 6 10 %
e 8 6.66% e 6 10 % 2 3.33 %
f 22 18.33% f 16 26.66 % 6 10 %
g 44 36.66% g 22 36.66 % 22 36.66 %
h 36 30% h 16 26.66 % 20 33.33 %
i 0 0% i 0 0% 0 0%


£ Yes £ No
Yes No
South 4.16% 95.83%
Comparison:
CENTRAL SOUTH
Yes 1 1.66% 4 6.66%
No 59 98.33% 56 93.33%
on its Website?
m. Too many words without illustration
n. Untidy website
o. Overloaded information
p. Others: …………
a b c d
Both Central 3 2 5 1
and South 60% 40% 100% 20%
Comparison:
CENTRAL SOUTH
a 1 100% 3 75%
b 1 100% 4 100%
c 1 100% 3 75%
d 0 0% 1 25%

a. Real picture or video clips of students’ activities
b. Main information about the university: The name of the university, the
establishment, the development, the variety of departments
c. Information organized with a logical order with 3 different tabs for Visitors –
Students - Staffs
d. Providing sufficient information: Information about students’ inquiry, training
schedule of each Department
e. The outcome of the training or program
f. Support policies for provincial students: Good accommodation
g. The training staffs: The human resources
h. The variety of program: University programs, training programs of languages and
training program for postgraduates
i. Requirements of recruiters
j. Others: …………………
Comparison:

a 38 31.66% a 20 33.33 % 18 30 %
b 50 41.66% b 38 63.33 % 12 20 %
c 22 18.33% c 16 26.66 % 6 10 %
d 56 46.66% d 36 60 % 20 33.33 %
e 62 51.66% e 38 63.33 % 24 40 %
f 54 45% f 42 70 % 12 20 %
g 48 40% g 34 56.66 % 14 23.33 %
h 44 36.66% h 32 53.33 % 12 20 %
i 28 23.33% i 22 36.66 % 6 10 %
j 0 0% j 0 0% 0 0%

Question 7: As choosing a university, what criterions are you interested in? (Over 1
choice is possible)
s. The university’s reputation
t. Location
u. Tuition
v. Training staffs
w. Number of students in each class
x. Living condition
y. Facilities
z. Profession training
aa. Others: ……………
Comparison:

a 48 40%
a 36 60 % 12 20 %
b 28 23.33%
b 20 33.33 % 8 13.33 %
c 66 55%
c 32 53.33 % 34 56.66 %
d 64 53.33%
d 38 63.33 % 26 43.33 %
e 24 20% e 18 30 % 6 10 %
f 38 31.66% f 32 53.33 % 6 10 %
g 60 50% g 42 70 % 18 30 %
h 52 43.33% h 38 63.33 % 7 23.33 %
i 2 1.66% i 0 0% 2 3.33 %

£ Higher £ Lower £ Equal
Higher Lower Equal
South 52.5% 10% 37.5%
Comparison:
CENTRAL SOUTH
Higher 30 50% 33 55%
Lower 5 8.33% 7 11.66%
Equal 25 41.66% 20 33.33%
Question 9: How many percent do you think that students of LHU can get jobs after
the graduation?
£ Over 90% £ 50% - 80% £ Under 50%
Over 90% 50% - 80% Under 50%
South 21.66% 47.5% 30.83%
Comparison:
CENTRAL SOUTH
Over 90% 7 11.66% 19 31.66%
50% - 80% 32 53.33% 25 41.66%
Under 50% 21 35% 16 26.66%

£ Yes £ No
Yes No
2 118
1.66% 98.33%
Comparison:
CENTRAL SOUTH
Yes 0 0% 2 3,33%
No 60 100% 58 96.66%
a. Strongly agree b. Agree c. Disagree d. Strongly disagree
a b c d
Both Central & 56 56 6 2
South 46.66% 46.66% 5% 1.66%
Comparison:
CENTRAL SOUTH
a 38 63.33 % 18 30 %
b 20 33.33 % 36 60 %
c 0 0% 6 10 % [
d 2 3.33 % 0 0%

APPENDIX 10
INTERVIEWS OF PARENTS AND STUDENTS
Interview 1:
Researcher: “How well do youknow LHU?”
Student 1: “I do not know. I have never heard of Lac Hong University
even for its name.”
Interview 2:
Researcher: “Do you know any information of Lac Hong University?”
Parent 1: “I do not know and I do not care much about that because it
is my children’s choices. However, I have not seen or heard
of LHU through TV, newspaper or magazines, etc”.
Interview 3:
Researcher: “Do you know any information of Lac Hong University?”
Parent 1: “I do not know and I do not care much about that because it
is my children’s choices. However, I have not seen or heard of LHU
through TV, newspaper or magazines, etc”.
Interview 4:
The interviewer: “Do you think it is important to have a tour to the university before
making a decision of registering for your offspring?”
The interviewee: “I strongly agree with this idea because I myself can examine
how standard this university is and if all facilities in this
university are well enough to serve for all students’ study in
general and for my children’s in specific. Then I can make sure
if all information I have known of LHU is true or false. From that
point, it is much easier for me to make my decision”.

Interview 5:
The researcher: “Why do you strongly agree on taking a visit to LHU before
choosing it to be your offspring’s university to-be”.
The interviewee 1: “I strongly agree on this activity because I can easily observe the
real status of LHU. All what I care is my offspring’s future”.
The researcher: “Why do you choose to agree instead of strongly agree on this
question?”
The interviewee 2: “Well, because I have no much time to take part in this visit, I do
not care much of this”.

Bao Cao NCKH 2

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Bao Cao NCKH 2

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MINISTRY OF EDUCATION AND TRAINING

LAC HONG UNIVERSITY

LAC HONG UNIVESITY’S

Researcher : DOAN PHAM NGU CHAU

LAC HONG UNIVESITY’S

Instructor : TRAN DINH HAN, M.A

Doan Pham Ngu Chau -1-

In processing this study, I have owed many people a debt of gratitude.

Secondly, I deeply express my very special thanks to Tran Đinh Han -

my research. It is an honor for me to have him as study’s instructor.

I respectfully reserve my thanks to all participants who enthusiastically

had contributed their collaborations to the success of my research. They are

Finally, I faithfully say thank to my family and all of my friends who

Doan Pham Ngu Chau -2-

ABBREVIATIONS AND SYMBOLS

- LHU : Lac Hong University

Doan Pham Ngu Chau -3-

Doan Pham Ngu Chau -4-

3.2. PARTICIPANTS ......................................................................................... 19

Doan Pham Ngu Chau -6-

Doan Pham Ngu Chau -7-

Doan Pham Ngu Chau -8-

1.2. AIMS OF THE RESEARCH

1.3. STATEMENT OF PROBLEMS

1.4. RESEARCH QUESTION

Doan Pham Ngu Chau -9-

Doan Pham Ngu Chau - 10 -

Doan Pham Ngu Chau - 11 -

2.1. OVERVIEW OF LHU

Doan Pham Ngu Chau - 12 -

Doan Pham Ngu Chau - 13 -

With the available convenient location and popular reputation combined

Doan Pham Ngu Chau - 14 -

Ø Environment Analyses and Marketing Research: examining and to

Doan Pham Ngu Chau - 15 -

Ø Controlling and Evaluating Marketing Execution: concentrating on managing

Year 2003 2004 2005 2006 2007 2008 2009

Numbers of input students of LHU from 2003 to 2009

Doan Pham Ngu Chau - 16 -

10000 9100 9200

Numbers of registered students of LHU from 2003 to 2009

Through the chart, it is obvious to recognize that the amount of registered

Doan Pham Ngu Chau - 17 -

Doan Pham Ngu Chau - 18 -

Doan Pham Ngu Chau - 19 -

there were no difficulties or ambiguous points in those questionnaires which were

Doan Pham Ngu Chau - 20 -

Doan Pham Ngu Chau - 21 -

Question 1: Do you know Lac Hong University?

Students' grasp of LHU in both Central and

Doan Pham Ngu Chau - 22 -

Parents' grasp of LHU in both Central and Southern

Comparison of Parents' grasp of LHU in the Central with ones'

Doan Pham Ngu Chau - 23 -

Doan Pham Ngu Chau - 24 -

Comparison of Students' ways of approaching LHU's information in

Doan Pham Ngu Chau - 25 -

Doan Pham Ngu Chau page 26

Diagram shows how Parents in both Central and Southern Viet

Doan Pham Ngu Chau page 28

50% Students in both

Doan Pham Ngu Chau page 29

Doan Pham Ngu Chau page 30