Abstract
Along with the rapid development of the scientific and technological revolution, the countries face many opportunities and challenges brought by globalization. Especially with Vietnam, a developing country, challenges are posed in many fields such as policy, infrastructure, labor, human resource education, information technology, finance. Creating high-quality human resources is urgent at present and in the future in Industry 4.0. However, the education of human resources in universities still has some limitations, and management levels have not adequately recognized the relationship between student service expectations about services that higher education institutions have. The study will provide. Therefore, this study will clarify the relationship between the two above problems in the university education environment.
Highlights
At present, many lecturers at universities in the South and across the country still maintain old and outdated teaching methods; mainly "monologue" or "teacher reading, writing students"
Many lecturers have not received Access to modern teaching methods and lack practical knowledge; the number of lecturers trained in regular university education is minimal; most lecturers are taught with training classes granting certificates of pedagogical skills
The structure of expectation plays an essential role in customer assessment of service quality, which is supported and confirmed by many researchers (Gronroos, 1982; Lehtinen and Lehtinen, 1982; Parasuraman, Zeithaml, and Berry, 1985; 1988; Brown and Swartz 1989) supporting the hypothesis related to service expectations impacts service quality
Summary
Many lecturers at universities in the South and across the country still maintain old and outdated teaching methods; mainly "monologue" or "teacher reading, writing students". The application of such teaching methods will not promote students' initiative and activeness in the process of teaching and learning. The quality of the teaching staff in universities is still lacking, not commensurate with the country's socio-economic development in the South, in particular the number of PhDs or the ratio of doctoral / lecturers is very low (Nguyen Thi Thu Huong, 2012). Some lecturers from sectors have not been adequately arranged with their competencies (Nguyen Minh Tuan, 2019)
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