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1. 1 2 the solutions need to be considered is that to put OER into use in INTRODUCTION universities, because of its benefit and international integration. In 2019, 56% of US colleges and universities used free textbooks from OpenStax in at least one course and saved $ 200 million. However, at 1. Rationale present, in Vietnam, there is no university that uses OER as an official The world is at the beginning stage of the Fourth Industrial Revolution. resource for teaching and learning. Activities related to OER in Vietnam just Accessing to information and knowledge is highly necessary, and scholars' stop at building a website to develop OER namely VOER funded by the interest in finding, using, creating and disseminating knowledge is constantly Vietnam Foundation, along with conducting conferences and seminars on increasing. In such context, education in general and higher education in OER. This fact shows that universities in Vietnam have not taken advantage particular are always a priority issue of concern in each country, but not of the benefits brought by OER while spending a large amount of money for always the government budgets can meet. The problem is, how to reduce the buying teaching and learning materials. cost but still ensure the development of high-quality education, this thesis From the above reasons, it can be seen that using OER as an official mentions one of the solutions that the world is aiming for, which is the Open resource at universities in Vietnam is an inevitable trend. The question is that Educational Resources (OER). UNESCO has also recommended countries to how can OER be used effectively at universities in Vietnam in general, as implement solutions for the development and use Open Educational well as at universities in the Economics and Business Administration Resources, because of the characteristics that OER can bring to education. (VNEUs) sector in particular? What factors are likely to affect students' Vietnam has policies aimed at reforming and developing education in a intention to use OER resources? Up to now, these are still unanswered comprehensive and sustainable manner, in the Party's resolution No. 29-NQ / questions. Stemming from this fact, the topic: "Factors Influencing the TW on educational innovation, stating: “The task of system renewal Intention to Use Open Educational Resources of Students at Universities in education in an open, flexible direction between education levels and modes Economics and Business Administration in Vietnam" was selected to of education and training, creating conditions for everyone to have the identify and evaluate the impact of these factors on the intention to use OER opportunity to learn regularly, throughout their lives in different forms”. resources of students of VNEUs, from which there are recommendations for With this policy, it shows that the deployment of OER in Vietnam is very the application and management of OER at universities in Vietnam in general appropriate. and at VNEUs in particular. Hopefully, the thesis will bring a number of Currently, universities in Vietnam are developing in the trend of significant contributions to academic field in terms of theory and practice, autonomy and international integration. This means that universities need to especially for the development of policies to deploy OER application be ready to innovate, help learners increase their readiness to use new solution for universities in Vietnam. educational technologies and find the best solutions to innovate and develop 2. Research Overview educational technology in school. There are many proposed solutions, one of Many studies in the world on factors affecting the intention to adopt and use technology in general as well as OER in particular were done by
2. 3 4 Venkatesh et al (2003); Dulle and Minishi-Majanja (2011); Huang et al recommending solutions for implementing OER at universities. (2011); Percy and Van Belle (2012); Mtebe and Raisamo (2014); Fischer et Therefore, this is a research gap that needs to be addressed, in order to al (2015); Coleman-Prisco (2017); Cox and Trotter (2017); Colvard et al contribute to promoting the use of OER at universities in Vietnam. (2018); Padhi (2018), etc. These studies have also identified key factors 3. Research Objectives influencing students' intention to use OER at universities including: (i) Overall objectives “Performance Expectancy"; (ii) “Effort Expectancy”; (iii) "Social Influence"; Identify and evaluate the influence of factors on the intention to use (iv) and "Facilitating Conditions". In the research results, there is a difference OER resources of students at universities in Economics and Business in the importance of factors affecting students' intention to use OER, Administration in Vietnam. depending on the perception level of the research object and the context of Specific objective study. In particular, the factor "Social Influence" always has a close - Systematize the theoretical basis of OER, thereby finding the connection with the context of each study. In the context that the study's benefits that OER brings to higher education. subjects are students studying at the VNEUs, the concretization of the Social Influence factor as well as the assessment of the impact of this factor on the - Synthesize and analyze previous research models of intent to use intention to use OER of the students is essential. technology in general and OER in particular, thereby selecting and proposing suitable research model for the research topic. In Vietnam, there are not many in-depth studies on OER, most of the studies are in the form of an overview highlighting the importance of OER - Verify the appropriateness of the proposed research model and to education, which are presented at national or international scientific evaluate the impact of the factors on the student's intention to use OER. conferences on OER in Vietnam, such as “Open Educational Resources - - Determine the role of these factors in proposing the development of Building an Open Educational Resources foundation for higher education in OER management model at the universities in Economics and Business Vietnam” (2016); "Copyright and open licenses for OER" (2017); "The Administration in Vietnam. open education system in the context of education autonomy and 4. Scope of the Research international integration" (2018) or "Building and Exploiting Open The aim of the study is to examine the impact of factors on the intention to Education Resources" (2019), etc. Among those studies, the research use Open Educational Resources of students at universities in the Economics namely "Survey Report on Open Educational Resources in Vietnam's and Business Administration in Vietnam. The following is the scope of the Higher Education" conducted by Do Van Hung et al. (2019) also mentioned study: the use OER at universities in Vietnam. However, the research results just + In terms of content : The study focuses on identifying and evaluating highlighted the statistical numbers related to teacher and student the influence of factors on the intention to use Open Educational Resources perceptions, usage levels, constructivism and policy formulation for using of students at universities in Economics and Business Administration in OER. There are no scientific studies that have researched comprehensively, Vietnam. investigating the factors affecting students' intention to use OER, and then
3. 5 6 + In terms of space : At universities in Economics and general was conducted. The next step is to deploy qualitative research to Business Administration in Vietnam. concretize the factors that can affect the intention to use Open Educational + In terms of time : Secondary data was collected from 2015 to 2019, Resources of VNEUs students, thereby proposing the research model and primary data was collected from April 2019 to August 2019. research hypotheses. Finally, the quantitative analysis was performed to test the hypotheses and report the research results according to the process shown 5. Research Method in Figure 2. RESEARCH FIELDS Research Subjects Research Methods Overview of factors (1) affecting the intention to - The role of OER in - Methods of analyzing Set questions / Build research higher education and synthesizing use OER and the model goals - Factors affecting the information for OER management information system at (2) intention to use OER of - Combination of university students qualitative and universities - OER management model quantitative analysis Synthesize factors, research RESEARCH (6) at universities methods model of student's intention RESULTS to use OER / Propose a - Research model for Thesis report writing research model of the thesis factors affecting students' intention to (5) use OER RESEARCH IMPLEMENTATION (3) - The degree of impact Theoretical basis Data analysis (4) of factors affecting the Data collection -Theoretical basis of OER Research Design - Expert interview student's intention to and analysis - Management - Using SPSS software: use OER information systems * Reliability analysis - - Proposing OER - Theoretical model of Cronbach's Alpha management model at intention to adopt and use * Exploratory factor universities of VNEUs Figure 2. Research process of the thesis technology analysis - EFA 6. New Contributions of the Thesis - Statistical analysis * Regression analysis * Analysis of variance (1) Unlike previous studies, the thesis has developed a research model suitable to the context of higher education in Vietnam by proposing three Figure 1. Research framework new factors that influence the intention to use Open Educational Resources The research method used in this study is the combination of qualitative (OER) of students at universities, including: Lecturer Influence; Friend and quantitative research methods. Firstly, an overview study on the factors Influence; and School Influence instead of Social Influence factor in the affecting the intention to use OER of university students in the world in unified theory of acceptance and use of technology (UTAUT) formulated by
4. 7 8 Venkatesh et al. (2003). The results of the thesis have also demonstrated that basing on the UTAUT model to study the factors influencing students' CHAPTER 1 intention to use OER at universities in economics and business THEORETICAL BASIS AND CURRENT SITUATION OF OPEN administration in Vietnam is really appropriate, however it needs adjustments EDUCATIONAL RESOURCES and supplements accordingly. (2) The results of the thesis show that all six factors in the research 1.1. Theoretical basis of Open Educational Resources model have a positive relationship with the students' intention to use OER 1.1.1. Open knowledge with the influence from the order of high to low as follows: (1) Effort Expectancy; (2) Performance Expectancy; (3) Lecturer Influence; (4) Friend Open knowledge is a knowledge source that can be used, reused and Influence; (5) School Influence; and (6) Facilitating Conditions. This result redistributed without any legal, social or technological restrictions. There are has significantly contribution to the theory of factors influencing students' principles and methods related to open knowledge publishing and sharing. intention to use OER at universities. Open concepts in open knowledge include open source, open education, open access and Open Educational Resources. 7. Thesis Structure 1.1.2. Open education The thesis consists of introduction, conclusion and 3 chapters as follows: 1.1.2.1. Conceptual Chapter 1. Theoretical basis and current situation of OER. Open education is an aggregate concept indicating a type of education or nature of an education. The term open education describes an educational Chapter 2. Building research model and surveying data on factors model designed to extend the access to learning compared to regular formal influencing the intention to use OER of VNEUs students. education, by means of a variety of measures, which a particular emphasis on Chapter 3. The results of the research on factors influencing the the development of educational resources open in all learning environments. intention to use Open Educational Resources of students at universities in 1.1.2.2. Orientation for open education development Economics and Business Administration in Vietnam. 1.1.3. Open educational resources 1.1.3.1. Conceptual Open Educational Resources are teaching, learning and research materials in any digital medium or other medium in the public domain that has been released under an open license, without restriction on access by others, to be used, modified and distributed for free (UNESCO, 2019). 1.1.3.2. History and development of OER 1.1.3.3. Lifecycle and competence of OER
5. 9 10 1.1.3.4. The OER principle Facilitating conditions. Theoretical basis and overview of these factors is 1.1.3.5. Copyright license for OER a prerequisite for conducting empirical survey to determine and evaluate the impact of these factors on the intention to use OER of students at universities 1.1.3.6. OER benefits for higher education in Economics and Business Administration in Vietnam. 1.1.3.7. OER management information systems at universities 1.2. The actual use of open educational resources 1.2.1. Using OER in the world Synthesis of OER development activities in the world, especially in Asia, CHAPTER 2 shows that the policy of sharing and using OER is still not very clear. BUIDING RESEARCH MODEL AND SURVEYING DATA ON 1.2.2. Using OER in Vietnam FACTORS INFLUENCING THE INTENTION TO USE OER OF The use of OER in Vietnam is still very limited. No university has VNEUS STUDENTS considered OER as an official resource for teaching and learning. 1.3. Synthesis of researches on factors influencing intention to use OER 2.1. Research Models related to Intention to Use OER at Universities 1.3.1. Researches in the world Through analyzing various typical research models in the world with Synthesis of studies on factors influencing students' intention to use different aspects, thereby synthesizing the factors that influence the intention OER at universities in the world shows that there are many factors to use OER of students. Specifically, the perspectives such as (i) Students' influencing the intention to use OER of university students. These factors are perception of OER at universities, (ii) Barriers affecting the use of OER at categorized into four main groups of factors, including: Performance universities, (iii) Creation and use of OER in higher education learning, and Expectancy; Effort Expectancy; Social Influence and Facilitating conditions . (iv) The influence of OER in education system. 1.3.2. Researches in Vietnam 2.1.1. Factors influencing the intention to use OER in higher education In Vietnam, there are not many in-depth studies on OER, mainly 2.1.1.1. Factors influencing the intention to use OER through research on emphasizing the need to raise awareness of users as well as the need to students’ perception of OER at universities develop OER in Vietnam. There is no comprehensive scientific research on 2.1.1.2. Factors influencing intention to use OER through research on the factors influencing students' intention to use OER at universities. barriers to use of OER at universities 1.4. Conclusion of Chapter 1 2.1.1.3. Factors influencing intention to use OER through research on the Chapter 1 has generalized the most common theoretical issues about creation and use of OER in higher education OER, synthesizing the main factors affecting students' intention to use OER 2.1.1.4. Factors influencing intention to use OER through research on the at universities through the research results in the world, including: influence of OER in education system Performance Expectancy; Effort Expectancy; Social Influence, and
6. 11 12 2.1.1.5.Synthesize factors influencing students' intention to use OER According to a survey conducted by Venkatesh et al. 2.1.2. Research models related to intention to use OER at universities (2016), in 10 years, from 2004 to 2014, there are 1267 studies using UTAUT 2.1.3. Proposing research model and hypotheses model. Of which, 654 studies were published in the Journal of the Association for Information Systems (AIS), the rest with 613 studies were 2.1.3.1. Theories relate to the Unified Theory of Acceptance and Use of published in other Journals related to information systems. Therefore, the Technology UTAUT model can be considered as one of the classic models of the a) Theory of Reasoned Action (TRA) intention to adopt and use technology and has been widely recognized by b) Theory of Planned Behavior (TPB) researchers. Because of that, the UTAUT model has been chosen, and then it c) Technology Acceptance Model (TAM) has been adjusted and developed to become the theoretical research model of d) Unified Theory of Acceptance and Use of Technology (UTAUT) this thesis. The Unified Theory of Acceptance and Use of Technology (the 2.1.3.2. Proposing research model for the thesis UTAUT model) proposed by Venkatesh et al. (2003) is essentially the unification and synthesis of theories and models has been mentioned above Based on the UTAUT model, along with the concretization of the (TRA, TPB, TAM). The UTAUT model showed factors influencing users' Social Influence variable with three new variables, namely School Influence, intentions and usage behavior for technology products. This model focuses Lecturer Influence, and Friend Influence, the research model has been on four main factors: Performance Expectancy, Effort Expectancy, Social proposed as follows: Influence and Facilitating Conditions. Besides, there are control variables Intention related to Gender, Age, Experience, and Volunteering. to use OER H1 H3 Performance Performance School Expectancy Influence Expectancy H2 H4 Effort Expectancy Behavioral Use Intention Behavior Effort Lecturer Expectancy Influence Social Influence H6 H5 Friend Facilitating Facilitating Conditions Conditions Influence Age Gend Experie Volunt Gender Age Experience Voluntariness nce ariness of use er of use Figure 2.11. The Unified model of Acceptance and Use of Technology Figure 2.13. The proposed research model
7. 13 14 Table 2.16. Effort Expectancy Variable (EE) Hypotheses: Item Item Description Sources H1 : Performance expectancy has a positive impact on students' The OER use's interface is clearly EE1 intention to use OER. designed The knowledge provided by OER is easy Venkatesh et al. H2: Effort expectancy has a positive impact on students' intention to EE2 use OER. to understand (2003); (Coleman- The knowledge provided by OER has a Prisco, 2017) H3: School Influence has a positive impact on student's intention to use EE3 similarity with that in class OER. EE4 Learning to use OER is easy H4 : Lecturer Influence has a positive impact on students' intention to use OER. H5 : Friend Influence has a positive impact on students' intention to use Table 2.17. Friend Influence Variable (FI) OER. Item Item Description Sources Friends said that OER should be used for H6 : Facilitating conditions have a positive impact on the student's FI1 intention to use OER. studying Venkatesh et al. (2003); (Coleman- 2.2. Qualitative Research Design FI2 Friends willing to help using OER Prisco, 2017) 2.2.1. Develop questionnaires FI3 Friends have appreciated OER usage Using the 5-point Likert scale, the variables of the research model are determined as follows: Table 2.18. Lecturer Influence Variable (LI) Table 2.15. Performance Expectancy Variable (PE) Item Item Description Sources Item Item description Sources Lecturers always encourage students using LI1 PE1 Using OER will be very helpful OER for learning The use of OER for learning is always Using OER will help to access study LI2 PE2 Venkatesh et al. recognized by the lecturers Venkatesh et al. materials faster (2003); (Coleman- Using the materials from OER for learning (2003); (Coleman- Using OER will help access more LI3 PE3 Prisco, 2017) purpose is compulsory Prisco, 2017) resources Lecturers consider the ability to use OER as PE4 Using OER will result in better learning LI4 one of the criteria for evaluating students' learning ability
8. 15 16 Table 2.19. School Influence Variable (SI) 2.2.2. Preliminary assessment of the proposed research model and Item Item Description Sources questionnaires Using materials from OER for learning 2.3. Quantitative Research Design SI1 is the school's policy 2.3.1. Sample size and data collection The school always encourages the use of SI2 2.3.2. Data analysis OER Venkatesh et al. 2.4. Conclusion of Chapter 2 The school always supports the using of (2003); (Coleman- SI3 By synthesizing and analyzing studies in the world in different OER Prisco, 2017) perspectives, Chapter 2 has summarized the factors that affect the intention The school always has a timely reward to use OER in higher education in general, at universities in particular. On SI4 mechanism for students who are actively using OER the basis of concretizing the Social Influence variable in the UTAUT model with three new variables, namely School Influence, Lecturer Influence, and Table 2.20. Facilitating Conditions Variable (FC) Friend Influence, the research model and hypotheses have been proposed. Through qualitative analysis together with taking from previous studies, the Item Item Description Sources items of the variables of the research model have been determined as a basis Students are fully provided the FC1 for building questionnaires for conducting a survey and collecting data for prerequisites for accessing OER using in quantitative analysis. The technicians are always ready to help Venkatesh et al. FC2 students using OER (2003); (Coleman- OER system access speed is always FC3 Prisco, 2017) maintained stably FC4 Students can access Internet for free Table 2.21. Intention to Use OER (IU) Item Item Description Sources You have intend to use OER in the IU1 future Venkatesh et al. IU2 You are surely using OER in the future (2003); (Coleman- Prisco, 2017) IU3 You have plan to use OER one day
9. 17 18 3.2.4.1. EFA analysis with independent variables CHAPTER 3 The results of EFA analysis showed that the independent variables were THE RESULTS OF RESEARCH ON FACTORS INFLUENCING THE formed in separate groups according to the theoretical model and used for INTENTION TO USE OPEN EDUCATIONAL RESOURCES OF subsequent regression analysis. VNEUS STUDENTS 3.2.4.2. EFA analysis with dependent variable 3.1. Experimental Data Analysis 3.2.5. Multiple linear regression analysis 3.1.1. Results of validating the items of the variables 3.2.5.1. Explaining the influencing factors 3.1.2. Conclusion on the items of the variables 3.2.5.2. Correlation coefficient analysis The results show that the items of the variables of the proposed research model 3.2.5.3. Estimation and argumentation the sample regression model are appropriate. a. Estimate sample regression model 3.2. Official Data Analysis The following is multivariate linear regression model: 3.2.1. Sampling plan IU = β0 + β1PE + β2EE + β3FI + β4LI + β5SI + β6FC - The sample are students studying at universities in the Economics and In which the variables are formed by the method of averaging of the Business Administration in Vietnam, including: National Economics items. University, University of Economics Ho Chi Minh City, Foreign Trade b. Argumentation of the unstandardized regression coefficient University, Vietnam University of Commerce, Banking Academy, University The results of the unstandardized regression coefficient (Table 3.29) are of Economics - Thai Nguyen University, University of Economics – The presented as follows: University of Danang, and Nguyen Tat Thanh University. IU = -1.343 + 0.243 * PE + 0.344 * EE + 0.2 * FI + 0.252 * LI + 0.214 * - Because of time and budget constraints, the sample size was SI + 0.204 * FC determined by the judgment method. The 640 questionnaires were sent to c. Hypothesis testing students studying at 08 universities. The survey carried out in five months, d. Evaluate the suitability of the research model from the beginning of April to the end of August 2019. Consequently, 526 usable responses were received. The response rate was 82.2%. e. Testing the violation of regression assumptions 3.2.2. Verify the mean differences of student group with moderator variables The test results show that the values in the linear regression model are not violated. Therefore, it is possible to confirm that the proposed research model is 3.2.3. Evaluate the reliability of the items appropriate and all the hypotheses H1, H2, H3, H4, H5, and H6 are supported. The results show that the item scales of the variables are appropriate to 3.3. Discussions on the Research Results implement exploratory factor analysis (EFA). 3.3.1. Discussions on the item scale 3.2.4. Exploratory Factor Analysis (EFA)
10. 19 20 3.3.2. Discussions on Exploratory Factor Analysis (EFA) 3.3.3. Hypothesis Review 3.3.4. Discussions on the research model The research model consists of six independent variables including D5 - Sharing Facilitating OER Performance Expectancy, Effort Expectancy, Lecturer Influence, Friend Conditions Influence, School Influence, Facilitating Conditions and one dependent School Influence School D4 - Creating variable namely Intention to use OER of students. board OER 3.3.5. Discussions on the importance of the variables in the research model Friend Influence 3.3.6. Discussions on the students' intention to use OER D3 - Using Training and OER research units 3.3.7. Discussions on the differences between university systems Lecturer Influence Faculties and 3.4. Solutions and Recommendations to Improve the Ability to Use OER Institutes of School D2- Searching for OER of VNEUs's Students Performance Training support units Expectancy 3.4.1. Lessons learned from research results Library, IT Center Effort D1- Becoming The thesis provides an overview of the factors affecting students' familiar with Expectancy OER intention to use OER at universities as well as related research models, based on that the theoretical research model is proposed. The research results are Figure 3.4. The model of OER management levels at universities the basis for proposing the model of OER management levels at universities in the Economics and Business Administration in Vietnam. 3.4.3. Recommendations 3.4.2. Proposed solutions Through an overview of the current situation of using OER in the world as well as in Vietnam together with the evaluation and analysis of data In order to promote the development as well as improve the efficiency on factors affecting the intention to use OER of VNEUs students have of using OER at universities of the VNEUs, the model of OER management showed that the Ministry of Education and Training and universities should levels is proposed as follows: have a clear strategy for using OER, focusing on a number of issues as follows: Firstly, the Ministry of Education and Training should actively consult with the Government to develop a national policy related to OER, as a basis for universities, businesses and individuals to participate in the process of OER development in Vietnam.
11. 21 22 Secondly, there is a need to establish a National Committee for Finally, universities need to reinforce the stability of the wireless OER development, with the mandate to promote and bring OER into real life network helping students can access OER 24/7. through policy making, seminars and guidance for implementing OER at 3.5. Conclusion of Chapter 3 universities and research organizations. Chapter 3 has performed the pilot test with data collected from Thirdly, it is necessary to create an OER ecosystem for Vietnamese students studying at the National Economics University. The results universities including: development and user communities, open source showed that the item scales of the variables are appropriate, allowing the materials/ content, services and products, distribution channels/ information sample size can be expanded to students studying at 08 universities in providers. This ecosystem is a symbiosis between content providers Economics and Business Administration in Vietnam. (universities, faculty both domestically and internationally), technology The official analysis results once again confirmed that the research solution providers (technology companies), and users. This ecosystem will model is appropriate. The results showed that all 06 independent variables help students having more conditions in exchanging and using OER. in the research model have a positive relationship with the dependent Fourthly, the authorities need to apply Creative Commons license variable (Intention to use OER) with the influence from the order of high system in Vietnam, which is one of the prerequisites for creating OER, to low as follows: (1) Effort Expectancy ; (2) Performance Expectancy ; (3) because the application of this licensing system for OER is obligatory. Lecturer Influence ; (4) Friend Influence ; (5) School Influence ; and (6) Fifthly, universities need to promote raising awareness of OER for Facilitating Conditions . This is the basis for recommendations to increase students and lecturers through training classes from the school's library, students' intention to use OER at universities in Economics and Business bringing to lecturers and students an endless store of open knowledge and the Administration in Vietnam. correct way to use this resource. This will raise students' expectations of the effectiveness of OER in learning. Sixthly, libraries need to strengthen the guidance of students to use OER in many forms such as opening free offline classes, posting instructional materials on library website. Seventhly, the school's Youth Union needs to have some activities for encouraging students learning and using OER. Eighthly, faculties need to have a regulation that requires lecturers using OER as official materials in teaching, as well as for doing researches. Ninthly, a specialized department should be established for managing and developing OER at university.
12. 23 24 Influence; Friend Influence; School Influence, thereby contributing to CONCLUSION improving research models, increases the relevance of research models with the context of higher education in Vietnam. Along with the development of Information Technology, the use of OER is increasing and has become an inevitable trend of education, (4) The thesis proposes an OER management model to enhance the especially in higher education. This trend is occurring not only in developed efficiency of OER application deployment at universities of the VNEUs. countries but also in developing and underdeveloped countries. The (5) Based on the research results, the thesis also proposes 10 enormous benefits brought by OER can help these countries rapidly moving recommendations to contribute to the successful implementation of OER at on and accessing to advanced education in the world. universities of the VNEUs. In Vietnam, the development and use of OER are still at the beginning Besides the above-mentioned contributions, the thesis still reveals a stage. Currently, there is no university using OER as an official resource for number of shortcomings. For example, the method of sampling the survey is teaching and learning. Therefore, it is essential to determine and evaluate the not really randomized due to time and budget constraints, so the sample may impact of factors on the intention to use OER resources of students at have not really represent all students currently enrolled at universities in universities in Economics and Business Administration in Vietnam. Economics and Business Administration in Vietnam. In addition, the OER Specifically, the thesis has made significant contributions in both theory and management model is only at the proposed level because there are currently practice as follows: no universities using OER as an official resource for supporting teaching and (1) The thesis systematized and enriched the theory of the intention to learning. Hopefully, these limitations will be thoroughly overcome when use OER of users in general and students at universities in particular. In further researches are conducted in the future. addition, on the basis of synthesis of research models, the influencing factors have been indicated in previous studies, from which the thesis has adjusted, supplemented and proposed a theoretical research model suitable to the context of higher education in Vietnam. (2) The thesis has surveyed and evaluated comprehensively the factors affecting the intention to use OER of students at universities in Economics and Business Administration in Vietnam. The results show that all 06 factors in the research model have a positive relationship with the students' intention to use OER with the influence from the order of high to low as follows: (1) Effort Expectancy ; (2) Performance Expectancy ; (3) Lecturer Influence ; (4) Friend Influence ; (5) School Influence ; and (6) Facilitating Conditions. (3) The thesis has proposed to add three new factors including: Lecturer