Relevant bibliographies by topics / Higher education, Vietnam

Academic literature on the topic 'Higher education, Vietnam'

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Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "Higher education, Vietnam"

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Nguyen, Dong Phong, Margaret Vickers, Thi Minh Chau Ly, and Mai Dong Tran. "Internationalizing Higher Education (HE) in Vietnam." Education + Training 58, no. 2 (February 8, 2016): 193–208. http://dx.doi.org/10.1108/et-08-2015-0072.

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Purpose – The purpose of this paper is to increase knowledge of the key drivers, and challenges, of the internationalization of Higher Education (HE), especially in the transitioning economy of Vietnam. Design/methodology/approach – An exploratory qualitative research design used semi-structured interviews. Nine senior institutional leaders from five Vietnamese universities were interviewed. Thematic analysis, informed by the literature, was undertaken on English-translated transcripts. Findings – The findings shared senior HE leader perspectives on how internationalization of HE in Vietnam was being conceptualized and operationalized, as well as insights as to how these processes might be improved. Further research to monitor the success of internationalization processes in Vietnam, and beyond, is recommended. Research limitations/implications – This was an exploratory qualitative study including nine interviews with senior HE leaders from Vietnamese Universities. Exploratory findings only are shared. Originality/value – No previous studies exploring internationalization of HE in Vietnam have been located. Vietnam is a nation in economic transition from a state-based to market-driven economy, and is different culturally, economically and socially, to its Asian neighbors. Internationalizing HE is considered essential to the global integration and development of Vietnam.
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Nguyen, Thi Kim Quy. "Globalization and Higher Education in Vietnam." Journal of Interdisciplinary Studies 23, no. 1 (2011): 117–36. http://dx.doi.org/10.5840/jis2011231/27.

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With the triumph of the current neo-liberal discourse, many university leaders worldwide have embraced an entrepreneurial model as the answer for change, turning the university from a public good into a commodity. Vietnam, a developing country in Southeast Asia, has become an active participant in this trend. This essay explores how neo-liberal discourse has shaped higher education in both developed and developing countries, with a focus on Vietnam. The expansion in Vietnam of private universities, the introduction of tuition fees, and the corporatization of higher education are all developments associated with trends toward marketization. Given the pervasiveness of globalization and the neo-liberal agenda, serious consequences will follow if the traditional role of the university is sacrificed to the invisible hand of the market. This is confirmed by ongoing trends and outcomes of university reform agendas in different parts of the world, including Vietnam. There is a need to recover the idea of the university as a public good, focusing on academic freedom, autonomy, and human development
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Hoa, Nguyen Tai. "Autonomy in higher education in Vietnam." International journal of business, economics & management 5, no. 4 (December 21, 2022): 470–77. http://dx.doi.org/10.21744/ijbem.v5n4.2047.

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Currently, the education and training in Vietnam sector has had specific policies and actions in which to attach importance to the renewal of the management mechanism for universities in the direction that universities are more and more autonomous in their mission implementation, improve the quality of education. International experience shows that one of the solutions to improve the quality of public universities is to gradually increase autonomy for universities in the following areas: autonomy in program and education plan; autonomy in using finance and facilities; autonomy in recruitment, human resource management; autonomy in educational goals and quality. The paper presents the research on the model of autonomous public universities in Vietnam in the context of the implementation of the Education Law 2019.
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Ryu, Jung Hyun, and Anh Thuy Nguyen. "Internationalization of higher education in Vietnam: current situations, policies, and challenges." International Journal of Comparative Education and Development 23, no. 3 (July 14, 2021): 227–41. http://dx.doi.org/10.1108/ijced-10-2020-0074.

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PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.
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Duong, Minh-Quang. "Job satisfaction among academic members of higher education in Vietnam." International Journal of Academic Research 5, no. 5 (October 15, 2013): 346–50. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.53.

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Hai, To Xuan. "Digital transformation in higher education in Vietnam." International research journal of engineering, IT & scientific research 8, no. 4 (July 29, 2022): 152–58. http://dx.doi.org/10.21744/irjeis.v8n4.2157.

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This paper, which aims to explore (i) what digital transformation means in the higher education context, (ii) what knowledge should faculty members equip themselves with in response to the forthcoming digitalization in their institutions, and (iii) what HEIs should bear in mind in designing professional development programs to support their faculty’s preparation. Based on an exhaustive review of literature, the paper has significant implications for HEIs in getting ready for their imminent digitalization.
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Curry, Robert L., David Sloper, and Le Thac Can. "Higher Education in Vietnam: Change and Response." Pacific Affairs 68, no. 4 (1995): 616. http://dx.doi.org/10.2307/2761306.

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Trung, Tran Quang, and Fredric William Swierczek. "Skills development in higher education in Vietnam." Asia Pacific Business Review 15, no. 4 (October 2009): 565–86. http://dx.doi.org/10.1080/13602380802364175.

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Hayden, Martin, and Lam Quang Thiep. "Institutional autonomy for higher education in Vietnam." Higher Education Research & Development 26, no. 1 (March 2007): 73–85. http://dx.doi.org/10.1080/07294360601166828.

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马, 晋芳. "Research on China-Vietnam Higher Education Cooperation." Advances in Social Sciences 12, no. 01 (2023): 403–7. http://dx.doi.org/10.12677/ass.2023.121056.

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Dissertations / Theses on the topic "Higher education, Vietnam"

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Do, Thi Hoai Thu. "Curriculum planning management in higher education in Vietnam: The perspective of higher education institutions." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1769.

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This study examined the extent to which the views, beliefs and attitudes of Vietnamese educators in the higher education sector are reflected in the practices associated with the current approach to curriculum planning management. The mixed-methods study, which focused on three universities in Vietnam, obtained data from documents, written questionnaires and semi-structured interviews. Findings from the study indicate a need to improve institutional autonomy and accountability in order to promote the effectiveness of curriculum planning management.
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Dang, Huan Van. "A New Approach to Explain Policy Reforms in Vietnam during Ðổi Mới by Developing and Validating a Major Policy Change Model for Vietnam." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/611.

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The Renovation Program - Ðổi Mới in Vietnam since 1986 have posed a puzzling policy question: why have some policy areas experienced radical changes while others have experienced only limited and incremental changes? This policy puzzle provided the focus for this dissertation in which a model of major policy change was developed to provide a new way of explaining the policy reforms in Vietnam over the past two decades. The model was developed based on three bodies of literature: (1) the most well-developed theories and models of policy change process created in the U.S and their application to the non-U.S policy contexts; (2) the Policy-elite model as an alternative to explain the policy reforms in developing countries; (3) critical and unique regime characteristics of Vietnam that play an important role in shaping the policy contexts for the policy processes and outcomes in Vietnam. Taken together, these bodies of literature provided the basic concepts and suggested potential causal mechanism of major policy change for a conceptual framework to build a major policy change model for Vietnam. The proposed policy model identifies four policy factors (stressor, leadership predisposition, change in policy image and consensus on the political priority) that need to occur at different stages of the policy process in Vietnam to make radical change happen. Owning to the unique regime characteristics of Vietnam, the model differs from other policy process theories and models in the way that it strongly emphasizes the role of the Communist Party and the predisposition to reform embraced by the policy elites in the process of major policy change. It also reflects the collective and consensus-based policy making style of the Vietnamese Communist Party and government in the transitional period of the country. The explanatory capacity of the proposed policy model was validated by four policy case studies in higher education, international trade liberalization, state economic sector, and legal reform in foreign investment in Vietnam. The empirical evidence drawn from the case studies has affirmed the usefulness and relevance of the policy factors and the causal flow embedded in the proposed model. Concretely, the two cases with radical policy changes witnessed the presence of all four policy factors and the processes of change followed the causal arguments of the model. Whereas, in the two cases without radical changes, the legacy of a Socialist state in Vietnam has impeded the significant changes in the policy image of the policy elites in respective policy domains. As the result, no innovative policy change alternative has been advanced to the agendas of the Vietnamese government, which in turn prohibited radical policy changes in the areas of higher education and state-owned enterprise over the past two decades. In the last chapter, the cross-case comparison has found that in all four cases, there have been strong stressors and the leaders of the Vietnamese Communist Party and government have felt great pressure to reform. The Party has shown the predisposition to reform in various guiding resolutions in the four policy sectors. Yet, in the cases of higher education policy on institutional autonomy and state-owned enterprise management policy, the lack of significant change in the policy image of the leaders has been the main reason for the absence of innovative policy change. In contrast, in the cases of international trade liberalization and legal reform in setting the level playing field for enterprises of all economic sectors, all the policy factors have occurred to produce radical policy changes in these two areas.
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Le, Anh Hai. "Tertiary Hospitality Education in Vietnam: An Exploratory Study." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365951.

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The travel and tourism sector has become an increasingly important driver of growth and prosperity for many countries, with a reported contribution of around 9% of the World’s GDP and employment in 2013 (Crotti & Misrahi, 2015). In Vietnam this sector accounted for over $US 7 billion, or around 4.6% of 2013 GDP. While this is a significant contribution to the economy, it is markedly less than the contribution of the sector in neighbouring Thailand, with a contribution of $US 35 billion, or 9% of GDP. Given the comparatively low contribution of the tourism sector to the economy, a more in-depth exploration of aspects of the industry are worthy of further consideration. One such aspect is the human resources, the key factor exerting a major impact on the services delivered by the industry. This study focuses on the preparation of such resources through tertiary education. The aim of the study was to explore factors influencing effective tertiary hospitality higher education (HE) in Vietnam that supports the on-going development of the industry through the availability of quality human resources. In addition, the study assesses the alignment between the knowledge and skills developed in education institutions, and those required by industry professionals.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Luong, Thi Phuong. "Internationalisation of higher education curriculum : a case study in Vietnam." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/172109.

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This thesis investigated how the process of internationalisation of the curriculum (IoC) was perceived as taking place at a non-western university, namely Foreign Trade University (FTU) in Vietnam, through the development and offering of a number of jointly run programs, labelled Foreign Undergraduate Programs (FUPs). Two specific programs were examined, both of which were developed in partnership with two western universities – Colorado State University (FTU-CSU program) and London Metropolitan University (FTU-LMET program). These programs provide a range of opportunities for Vietnamese university students to experience an education that aims to reflect an international and therefore ‘broader’ context. The relationship between globalisation and internationalisation is explored and linked with the development of curriculum in higher education and internationalisation trends and strategies. Internationalisation of the curriculum, which is one of the internationalisation strategies employed by educational institutions, is investigated in terms of its interrelationship with student learning, the disciplines and academics. Engeström’s (2001) third generation Activity Theory was used as the theoretical lens for analysis of the data, which was collected via a mainly qualitative case study. Two cohorts of participants provided data through 24 interviews (seven including a joint one with program leaders/course coordinators, and 17 with academics) and 34 surveys completed by academics. The interviews/survey investigated participants’ perceptions about internationalisation and particularly IoC in relation to the two programs. Part of the significance of this study lies in the use of a number of conceptual and theoretical frameworks to extend the current body of literature beyond the main context of western higher education. An innovation in this study was the evaluation of the level of curriculum internationalisation at FTU, which was conducted using the model of curriculum internationalisation proposed by Huang (2017). Findings suggested that program managers and course coordinators worked collaboratively with their western partners to provide programs that they perceived as worthwhile in meeting the needs of the institution and the Vietnamese government agenda for internationalisation. However, academics were not generally well informed about the broader goals relating to IoC and found it challenging to accommodate the expectations with limited resources and lack of appropriate training.
Doctor of Philosophy
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Tran, Linh Thuy. "Contested imagined communities : higher education for ethnic minority students in Vietnam." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31285.

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As a country with 54 ethnic groups, including 53 officially designated "ethnic minority groups," Vietnam has recognized the importance of enhancing education for ethnic minorities. However, despite the government's efforts to increase educational opportunities for ethnic minority students, the latter often do not have access to the same education as their counterparts of the major ethnic group, the Kinh. In this study, the concept of "imagined communities" (Anderson 1991) is applied to analyze national governmental policies on ethnic minorities, curricular structure in the Department of Ethnic Minority Cultures at the Hanoi University of Culture, Vietnam, and the perspectives of professors and students in the department. Three months of field research were conducted in Vietnam, and included: (a) an analysis of national and institutional policy documents, (b) observation at the university, and (c) interviews with professors and ethnic minority students enrolled in the program. The findings of this study show that imagined communities envisioned for ethnic minority students by the government, professors and students themselves are diverse and contested. The contestation of imagined communities on higher education for ethnic minority students in Vietnam shows a clear intersection between power and knowledge. Through education, the government, with its power, has great influence on educational activities which affect the identities of ethnic minority students. Educational settings, in some sense, become the place of social and cultural reproduction where "organic" knowledge of ethnic minority students is discounted. Finally, this study gives a description of my personal transformation after conducting this research. It shows how this research has changed my own mindset and thinking about ethnic minority cultures in general and higher education for ethnic minority students in Vietnam in particular.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.

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Ngo, Thu Huong. "An investigation into students' motivation to learn English in higher education in Vietnam." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84470/1/Thu%20Huong_Ngo_Thesis.pdf.

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This mixed-methods research explored students' motivation to learn English in an attempt to enhance the quality of teaching and learning English in Vietnamese higher education. An intricate picture of students' motivation was revealed: motivation to learn English to gain pragmatic benefits, to satisfy internal aspirations, and in response to external pressures. Students expressed that feeling connected with significant people (lecturers, peers and parents) enhanced their motivation to learn English. This research has significance at both practical and theoretical levels as it provides important insights into the teaching and learning English in Vietnamese higher education and the literature of second language learning motivation.
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Miller, Randy Scott. "Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115122/.

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This research describes what motivates Vietnamese students to come to the U.S. to study for a degree, what outcomes they expect, and what they experience academically and culturally while studying in the U.S. Currently the surge of international students from Vietnam has reached an all time high of 13,112 students to the U.S. This moves the relatively small South East Asian nation to the ranking of ninth among all nations for the number of international students sent to the U.S. in depth interviews were conducted fall semester 2011 with 11 students enrolled in two large public universities in the Dallas-Fort Worth-Denton Metro area. the participants were students from Vietnam holding J-1 or F-1 visas who were in their sophomore year or beyond. Interviews were conducted with these undergraduate and graduate students on the campus where each was enrolled. Interview transcripts were provided to participants for their review and comments. Ethnograph qualitative research software was used to analyze and code the data. These students reported that the increased number of students coming to study in the U.S. is because of the reputation of higher education in the U.S., relatives living in the U.S. who create a support system, and economic growth in Vietnam which has made education abroad more accessible. More students are coming to the U.S. for study because of the respect that these students families and friends have for the educational system and potential of opportunity that a U.S. degree brings. Meaningful relationships with other students provide a better and broader educational experience for Vietnamese international students. Vietnamese international students desire not only gainful employment from their degree but also a balanced growth experience that includes friendships, immersion in the culture, and being responsible members of the host society. These students made strategic use of the community college to enhance their higher education experience. the findings indicate that universities and colleges interested in attracting students from Vietnam should forge partnerships between community colleges and universities and with local Vietnamese communities to promote recruitment, affordability, retention, and graduation.
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Pham, Thu Dinh Xuan. "Leadership to support quality improvement in Vietnamese higher education." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95787/13/Dinh%20Xuan%20Thu_Pham_Thesis.pdf.

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The study was situated within the higher education (HE) reform agenda of the Vietnamese Ministry of Education and Training (MOET). It investigated how leadership styles and selected demographic variables impacted on Vietnamese HE leaders and their support for the 8 quality improvement principles proposed by MOET. The findings indicated that majority of HE leaders were willing to embrace transformational leadership style that aligns with MOET's reform objective. The leaders showed mixed understanding of MOETs quality improvement principles. The findings suggests provision of continued support for HE leaders to successfully implement the reform.
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Nguyen, Thi Ngoc Bich. "Gender equity in the higher education of Vietnam : a case study of women faculty at Vietnam National University (VNU)-Ha Noi /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-196). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.
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Books on the topic "Higher education, Vietnam"

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Trần, Lý Thị, Simon Marginson, Hoàng Minh Đỗ, Quyên Thị Ngọc Đỗ, Trúc Thị Thanh Lê, Nhài Thị Nguyễn, Thảo Thị Phương Vũ, Thạch Ngọc Phạm, Hương Thị Lan Nguyễn, and Tiên Thị Hạnh Hồ. Higher Education in Vietnam. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481.

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Harman, Grant, Martin Hayden, and Pham Thanh Nghi, eds. Reforming Higher Education in Vietnam. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3694-0.

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W, Sloper D., Lê Thạc Cán, and Institute of Southeast Asian Studies., eds. Higher education in Vietnam: Change and response. New York: St. Martin's Press, 1995.

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Department, World Bank East Asia and Pacific Regional Office Human Development. Vietnam: Higher education and skills for growth. [Hanoi?]: Human Development Department, East Asia and Pacific Region, The World Bank, 2008.

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Laukaitis, John J., ed. Denominational Higher Education During the Vietnam War. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98653-7.

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Le Ha, Phan, and Doan Ba Ngoc, eds. Higher Education in Market-Oriented Socialist Vietnam. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46912-2.

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Harman, Grant Stewart. Reforming higher education in Vietnam: Challenges and priorities. Dordrecht: Springer, 2010.

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Tran, Ly Thi. Higher education in Vietnam: Flexibility, mobility and practicality in the global knowledge economy. London: Palgrave Macmillan, 2014.

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Fahey, Stephanie. Australian university activity in Vietnam and mechanisms for co-operation. Canberra: Australian Govt. Pub. Service, 1996.

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The campus and a nation in crisis: From the American Revolution to Vietnam. Madison [NJ]: Fairleigh Dickinson University Press, 1996.

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Book chapters on the topic "Higher education, Vietnam"

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Tran, Ly Thi, and Thu Thi Quy Do. "Higher Education in Vietnam." In International Handbook on Education in South East Asia, 1–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8136-3_40-1.

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Hayden, Martin, and Dao Van Khanh. "Private Higher Education in Vietnam." In Higher Education Dynamics, 215–25. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3694-0_15.

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Hồ, Tiên Thị Hạnh. "Vocational Education and Training." In Higher Education in Vietnam, 208–26. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_10.

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Trần, Lý Thị, and Simon Marginson. "Education for Flexibility, Practicality and Mobility." In Higher Education in Vietnam, 3–25. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_1.

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Đỗ, Hoàng Minh, and Quyên Thị Ngọc Đỗ. "Higher and Tertiary Education in Vietnam." In Higher Education in Vietnam, 29–53. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_2.

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Marginson, Simon, Lý Thị Trần, and Hoàng Minh Đỗ. "Modernization with Vietnamese Characteristics." In Higher Education in Vietnam, 229–36. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_11.

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Đỗ, Hoàng Minh. "Towards more Flexible Organization." In Higher Education in Vietnam, 54–85. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_3.

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Trần, Lý Thị, Trúc Thị Thanh Lê, and Nhài Thị Nguyễn. "Curriculum and Pedagogy." In Higher Education in Vietnam, 86–107. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_4.

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Nguyễn, Nhài Thị, and Lý Thị Trần. "The Student Self." In Higher Education in Vietnam, 108–24. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_5.

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Trần, Lý Thị, Simon Marginson, and Nhài Thị Nguyễn. "Internationalization." In Higher Education in Vietnam, 127–51. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_6.

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Conference papers on the topic "Higher education, Vietnam"

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Trinh Nguyen, Thi Hoai, Viet An Kieu, and Thi Cam Nhung Dao. "THE EFFICIENCY OF PUBLIC HIGHER EDUCATION INVESTMENT ON ECONOMIC GROWTH IN VIETNAM." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.s.p.2020.53.

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The purpose of this article is to evaluate the efficiency of public higher education investment in Vietnam’s economic growth through data reports from the Ministry of Education and Training, Ministry of Finance, the General Statistics Office, and the primary investigation of the authors. The paper focuses on an in-depth analysis of the costs of investing in higher education, such as state budget spending on higher education, the impact of budget expenditure on growth, individual investment (household) investment in public higher education, social costs for higher education public study, and average social cost for one learner. From the above analysis, the authors will present employment status and the impact of the problem on both economic growth and the average income of workers by technical expertise. Besides, the authors will compare the situation of investment in higher education and the economic growth rate of Vietnam to some countries in Southeast Asia. From there, the authors will determine the limitations of this impact process. Based on that, the authors will propose some solutions to improve the efficiency of investment in public higher education for Vietnam’s economic growth.
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De la Poza, Elena, Martijn Rietbergen, and Javier Orozco-Messana. "Designing a programme for Sustainability in Vietnam: Smart Sustainable Vietnamese Cities, SSVC." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8396.

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This work deals with the design and development of the SSVC module, which is organised and implemented by European Higher Education Institutions in partnership with Vietnamese Universities. The reform of the Higher Education in Vietnam requires new pedagogical practices and methods which are used in the SSVC module. In addition, the process of design must include the adjustment of the European content and pedagogical methods into Vietnamese circumstances. Finally, the programme needs to be piloted and assessed.
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Forthun, Gracie, and Sydney Freeman Jr. "Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3673.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background: This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology : Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.
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Wang, Wei. "The 2010-2011 China-Vietnam Inter-party Relations." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.156.

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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.

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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Shorb, Patrick. "Recent Trends in Quality Assurance in Asian Higher Education: Comparing the Cases of Japan, China, Vietnam and Indonesia, 2000-2020." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.008.

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Abstract As Asian higher education systems distinguish themselves by various international metrics –be it in overall student numbers, budget sizes or their presence on ranking tables—the pressure to formalize and enhance mechanisms of educational quality has only become more urgent. Indeed, over the last twenty years, all major Asian university systems have undertaken significant reforms to enhance the performance of their academic activities and organizational operations. This fits in with larger global trends, such as in the United States and the United Kingdom, that have been seeking to make higher education more accountable through an increased focus on student learning outcomes. Focusing on four of the largest and most prominent higher education systems on the continent --Japan, China, Indonesia and Vietnam-- this study will examine how recent policy initiatives and educational practices have advanced this global goal within specific national contexts. Drawing upon the latest work of scholars of different national systems, as well as conducting a detailed analysis of specific quality policies and practices themselves, this interpretative work will explore the ongoing balancing act that these Asian systems have engaged in as they seek to enforce basic standards of quality for all higher education provisions, while also allowing individual institutions a latitude of action to ensure learning innovation. Although, the presentation will focus primarily on the era of higher education “liberalization” (2000-2019), it will conclude by exploring the possible ways that global pandemic has both undercut and enhanced earlier trends. Keywords: higher education, quality assurance, Asia, education trends
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Tran, Nhi. "CHALLENGES TO HIGHER EDUCATION QUALITY ASSURANCE IN DEVELOPING COUNTRIES – THE CASE OF VIETNAM." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1279.

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He, Xiaobo. "Social Recognition Research in Foreign Marriage for Transnational Groups in China-Vietnam Border." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.103.

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Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

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Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
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N Schrage, Burkhard. "Natural Catastrophes and Sovereign Bond Prices." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3784.

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Aim/Purpose: This study investigates effects of natural catastrophes on the cost of sovereign debt in developing countries and discusses MNC financing strategies. Background: Over the last decades, natural disasters have increased in both number and severity. The combination of higher event frequency and intensity, coupled with fragile economic conditions in emerging market countries, may affect sovereign bond prices—particularly in developing countries—and consequently may have effects on the financing strategy of MNCs Methodology: Parametric and non-parametric analyses and event study method. Contribution: The current literature in International Business research has overlooked natural catastrophes as a source of heterogeneity across countries for investment decisions. We develop the theory and demonstrate empirically that both researchers and practitioners should take into account natural disasters when making internationalization decisions. Findings: We find that natural disasters have a material impact on the bond returns issued by developing country governments and consequently on MNCs’ host-country financing costs. Recommendations for Practitioners: Practitioners may consider the likelihood of natural disasters when making investment decisions in foreign countries. Recommendation for Researchers: Researchers may consider including natural disasters when in internationalization research; our research adds in particular a new dimension to the location choice literature. Impact on Society: Governments—in particular those in emerging markets—may rethink their strategies of how to “insure” themselves against natural disasters. Not being insured against these disasters result in negative secondary effects on economic development through higher cost of capital, and possible through lower FDI activities. Future Research: Future research can be done. There are several avenues: using our insights and applying them to governmental reinsurance strategies would be a worthwhile topic. On a different level, one could also investigate further the contingencies of our findings and extend the theoretical framework towards developed markets.
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Reports on the topic "Higher education, Vietnam"

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London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.

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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Glewwe, Paul, and Hai-Anh Dang. Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the Past 20 Years and Emerging Challenges. Research on Improving Systems of Education (RISE), December 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/017.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Expanding workplace HIV/AIDS prevention activities for a highly mobile population: Construction workers in Ho Chi Minh City. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1013.

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In Ho Chi Minh City, the locus of the HIV epidemic in Vietnam, efforts have been under way for several years to implement prevention efforts for migrant worker populations. The main activity has been volunteer health communicators (HCs) visiting workplaces and conducting HIV education activities. These efforts have reached only a small number of the intended audience, and the impact is unclear. Local authorities want to scale up their efforts but need information on the most effective and least costly activities, and their potential for scale up. The Horizons Program, the Population Council/Vietnam, and partners compared two programs for highly mobile construction workers: the existing HC workplace program, where social work students deliver HIV-prevention education, and a new peer-education program. Concerns exist about the turnover of health communicators in the HC program and whether social work students, about half of whom are female, are the most effective HIV-prevention educators for a largely male construction worker population. The new program uses construction worker peer educators to promote HIV risk reduction. Findings noted in this report indicate that the peer-educator program reached a higher proportion of workers than the health-communicator program.
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Expanding workplace HIV prevention programs for a highly mobile population in Ho Chi Minh City. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1014.

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As HIV prevalence in Vietnam increases, promoting prevention behavior among vulnerable populations, such as migrant workers, becomes more critical. In Ho Chi Minh City, efforts by the local government have been in place for several years to focus prevention activities on migrant workers. The principal activity uses volunteer health communicators to conduct HIV education activities at workplaces. Yet these prevention efforts have reached only a minority of migrant workers, and the effectiveness of the approach remains unclear. Local authorities want to expand their efforts but need more information about which activities are the most effective and least costly, as well as their potential for scale-up. The Horizons Program, the Population Council/Vietnam, and partners compared the existing workplace HIV-prevention program for highly mobile construction workers with a new peer-education (PE) program. As stated in this brief, while both the PE and HC programs had a positive impact on workers, the PE program has a number of advantages over the HC program for this type of work environment.
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