Understanding postgraduate study intentions among Vietnamese Gen Z employees: a motivational perspective

Purpose This study aims to examine the motivations and drivers affecting Gen Z Vietnamese employees’ intentions to pursue a master’s degree. Design/methodology/approach Drawing from the three sources of motivation framework and expectancy-value theory of motivation, this study combines both qualitative and quantitative research methods to develop and test a conceptual model linking motivations, individual and contextual factors that could shape such motivations, and the intention to pursue a master’s degree. Data collected from a survey of 396 Vietnamese Gen Z employees are analyzed by partial least squares structural equation modeling using SmartPLS 4.0. Findings The results show that process-based motivations, including cognitive interest and escape motivation, are more significant than professional advancement and external expectations in predicting the intention to pursue a master’s degree among Gen Z employees. These motivations also transmit the effects of perceived wellness and satisfaction with educational services at the bachelor’s degree level. Practical implications The findings suggest that educational policymakers and university administrators should encourage the workforce to engage in lifelong learning by activating and satisfying their intrinsic motivations. Originality/value This study adds a new theoretical perspective on the role of psychological factors in the context of higher education.