Dissertations / Theses on the topic 'Higher education, Vietnam'
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1
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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Kieu, Hieu Thi. "Globalisation and reforming higher education in Vietnam : policy aspirations, public institutional changes and reform imaginaries." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34642/.
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This thesis analyses the mediation of globalisation on higher education in Vietnam (VHE) in policy (the Agenda of reforming VHE 2006-2020–the Agenda), the universities (public institutional changes), and individual practitioners (reform imaginaries). Using the critical interpretive paradigm, it draws on Appadurai’s (2001) vernacular globalisation, Ball’s (1993) textual and discursive sides of policy, Gale’s (2003) the “who” in realising policy, Rizvi and Lingard’s (2010) globalising education policy, and Weaver-Hightower’s (2010) policy ecology. It was designed in two parts: the analysis of the Agenda and the comparative case studies of three public universities. Data include policy documents, 22 semi-structured interviews with three groups of university leaders and retired senior policy-makers, and fieldwork notes. This thesis argues for the indirect but significant influence of globalisation on the Agenda’s reform aspirations, public institutional changes, and individual perspectives. It demonstrates changes and transformations of VHE from an inward to an outward system; from the State-controlled system to the State-supervised system; from the State-owned system to the multiple-owned system; and lastly from national to global and back. Despite the Agenda’s great expectations, it is unknown to leaders of three public universities. Thus, its reform solutions remain policy aspirations whilst institutional changes are ongoing without their direct link to the Agenda. These public universities are at the threshold of transformation marked by their beginning of being autonomous institutions. If the Agenda focuses on the VHE’s future scenarios, reform imaginaries generate insight into the present unsettled practices. This study contributes to the discussion of globalisation and higher education in Vietnam where what is global about reforming VHE is present but less powerful than what is national about it. The country’s historical consequences, cultural traditions, and ideological commitments alter the nature and method of global influences that are manifested in policy and institutional changes.
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Nguyen, Thi Thu Lan. "Using ICT to foster collaborative writing for EFL university students in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2212.
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The development of Information and Communications Technology (ICT) has changed most aspects of life, and its diffusion into education was inevitable. Vietnam is a developing country where English and ICT are highly valued as two of the most important instruments of industrialisation and modernisation. These instruments help facilitate the country’s integration into the globalised world. Thus, the use of ICT in English language teaching and learning has received much attention from both policy makers and researchers.
In this study, the possibilities of using ICT in fostering English as a Foreign Language (EFL) university students’ collaborative writing in a Vietnamese context were examined. Teachers’ and students’ readiness for ICT-supported collaborative writing as well as their attitudes and perceptions toward this learning mode were investigated. Pedagogical implications for ICT-supported collaborative writing are also discussed.
A case study methodology using both quantitative and qualitative data was employed. The study consisted of two phases. Phase 1 was a preliminary investigation in which online surveys were distributed to 16 English language teachers and 315 first year students at FPT University. The results of the surveys suggested that it was feasible to implement ICT-supported collaborative writing in this university and that the most suitable ICT applications to use were Facebook and Google Docs. In Phase 2, an intervention, in which Facebook and Google Docs were used as ICT platforms for collaborative writing was conducted with three EFL classes of three English levels: elementary, pre-intermediate and intermediate. During Phase 2, methods of data collection such as observations, focus group interviews and experience-of-change interviews were employed.
This study found that successful ICT integration in English language teaching and learning required not only the readiness of teachers and students to engage with technology, but also the pedagogy to use that technology informed by an understanding of the cultural characteristics of the learners. Based on the main findings, a number of recommendations have been suggested in relation to policies, teacher training, curriculum design, and future research.
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Pham, Thi Lan Phuong [Verfasser]. "Higher Education Governance in Vietnam: University Action, the State and Changing Relationships / Thi Lan Phuong Pham." Kassel : Universitätsbibliothek Kassel, 2013. http://d-nb.info/1044442298/34.
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Phan, Ngoc Thach. "Approaches to curriculum development in Vietnamese higher education: A case study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84906/1/Ngoc%20Thach_Phan_Thesis.pdf.
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This research used a case study approach to examine curriculum understandings and the processes of curriculum development at a Vietnamese university. The study proposes a participatory model for curriculum development contextualized for Vietnamese higher education. The study found that the curriculum is understood in diverse and sometimes conflicting ways by students, academics and administrative staff, and is developed in a hierarchical manner. Hence, the participatory model incorporates recommendations for effective practices of curriculum development at different levels within Vietnamese universities.
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Evans, Michelle J. "Writing in English as a foreign language within higher education in Vietnam : an investigation of the genres, writing processes and perceptions of ten Vietnamese students." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/103502/.
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Increasing numbers of Vietnamese students write in English as a foreign language for university and employment purposes. This research study explored the writing of ten higher education students in Hanoi and Ho Chi Minh City. In the first of its kind in Vietnam, the study establishes the types of writing or genres, in English, that participants had undertaken over their life course. Although participants reported a significant standardisation of genres at lower levels of education, they had been expected to produce a wider range of genres at either undergraduate or MA level, or for employment purposes. This included the need to write for research, science and business purposes. Participants were generally ill-prepared to take on these writing challenges. The findings indicate that a form of genre needs-analysis and genre pedagogy at undergraduate level could be implemented to support English language teachers and students to scaffold writing activities and to help prepare graduates for the type of writing expected of them within MA-level courses and employment. The participants valued assignments and writing that helped them to develop their thinking; they appreciated learning to write in a way that would be useful for employment and academic study and were motivated by gaining high scores and receiving positive feedback from teachers. Having the opportunity to write about familiar topics in a more creative way was also highly regarded. Participants felt they had experienced challenges when they first engaged in critical thinking, when they had to brainstorm for ideas and when they wrote introductions. During writing activities, participants positioned themselves and their arguments as Vietnamese citizens with a sense of pride and loyalty to their national identity. Participants were audience aware and used only material that would be deemed socially and politically correct within Vietnam. Many features of the sociocultural context played a role in the genres participants had written, the writing processes they engaged in and their perceptions of writing activities. The prevalence of English as a lingua franca and international research-writing conventions were evident. Traditional teaching approaches and grammar-based assessment and testing practices within Vietnam also featured significantly in participant’s experiences of writing in English. These structural forces, as well as other historical, cultural and political realities presented themselves more evidently than personal or idiographic in the writing experiences and writing processes of the participants.
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Vu, Thi Bich Hiep. "Digital representation for assessment of spoken EFL at university level: A case study in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2412.
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Assessing the speaking performance of students who are studying English as a Foreign Language (EFL) has mainly been conducted with face-to-face speaking tests. While such tests are undoubtedly interactive and authentic, they have been criticised for subjective scoring, as well as lacking an effective test delivery method and recordings for later review.
Technology has increasingly been integrated into speaking tests over the last decade and become known as computer-assisted or computer-based assessment of speaking. Although this method is widely acknowledged to measure certain aspects of language speaking effectively, such as pronunciation and grammar, it has not yet proved to be a successful option for assessing interactive skills. An effective testing method is deemed to maintain the interactivity and authenticity of live speaking tests, able to deliver tests quickly and efficiently, and provide recordings of performances for multiple marking and review.
This study investigated digital representation of EFL speaking performance as a viable form of student assessment. The feasibility of digital representation has previously been examined in relation to authenticity and reliability in assessment of different subjects in Western Australia, including Italian, Applied Information Technology, Engineering Studies, and Physical Education Studies. However, as far as the researcher is aware, no studies have yet assessed EFL speaking performance using digital representation. In an attempt to bridge this gap, this study explored the feasibility of digital representation for assessing EFL speaking performance in a university in Vietnam, the researcher’s home country.
Data collection was undertaken in two phases using a mixed methods approach. In Phase 1, data related to English teachers’ and students’ perceptions of Computer- Assisted English Speaking Assessment (CAESA) were collected. Their perceptions were analysed in relation to the outcomes of a digital speaking assessment trial using the Oral Video Assessment Application (DMOVA). In Phase 2, student participants took an English speaking test while being videoed and audio recorded. English teachers invigilated and marked the trial test using the current method, followed by the digital method. Data were collected via Qualtrics surveys, interviews, observations and databases of student performance results. The feasibility of digital representation in assessing EFL speaking performance was analysed according to the Feasibility Analysis Framework developed by Kimbell, Wheeler, Miller, and Pollitt (2007).
The findings from Phase 1 indicated that both teachers and students had positive attitudes towards computer-assisted assessment (CAA). They were confident with computer-assisted English assessment (CAEA) and preferred this testing method to the current paper-and-pencil process. Both cohorts believed that CAEA enhanced the precision and fairness of assessments and was efficient in terms of resources. However, some participants were sceptical about the authenticity of computer-assisted EFL speaking tests because it failed to foster conversations and interactions in the same way as face-to-face assessments. In spite of their scepticism, teachers and students indicated their willingness to trial DMOVA.
Phase 2 identified the feasibility dimensions of DMOVA. This method of digital assessment was perceived to enhance fairness, reliability and validity, with some correlations between the live interview and digital tests. Teachers found it easy to manage the speaking tests with DMOVA and recognised the logistical advantages it offered. DMOVA was also credited with generating positive washback effects on learning, teaching and assessment of spoken English. In addition, the digital technology was compatible with the existing facilities at the university and required no support or advanced ICT knowledge. Overall, the benefits of the new testing method were perceived to outweigh the limitations.
The study confirmed that digital representation of EFL speaking performances for assessment would be beneficial for Vietnam for the following reasons: (a) it has potential to enhance the reliability and accuracy of the current English speaking assessment method, (b) it retains evidence of students’ performance for later assessment and review, and (c) it facilitates marking and administration. These changes could boost EFL teaching, learning, and assessment, as witnessed in the trial, leading to increased motivation of teachers and students, and ultimately, enhancement of students’ English communication skills. The findings of the study also have implications for English speaking assessment policies and practices in Vietnam and other similar contexts where English is taught, spoken and assessed as a foreign language.
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Vu, Mai Trang. "Logics and politics of professionalism : the case of university English language teachers in Vietnam." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130569.
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Set against a changing backdrop of reforms in higher education and English language teaching (ELT), the thesis explores the notion of professionalism for university English teachers in Vietnam: What is defined as professionalism in this particular period of time? How is professionalism constructed in this context? The research approaches professionalism as a critical concept: A list of aspired traits and features are always value-laden and concern the question of power. From this premise, the thesis discusses a “kaleidoscope” relationship between different actors in the making of professionalism. Using Freidson’s (2001) ideas on the contingencies of professionalism, the study views the notion as a process rather than a product. Professionalism has its own logic that needs to be respected, but this logic is also incidental to other logics for its establishment and development. The study uses embedded case study to address its research questions. Defining the case as professionalism for university ELT teachers in contemporary Vietnam higher education, the thesis studies the notion as articulated at national, institutional, and individual levels. The primary data sources include five national policies, institutional policies and management practices at a university and its foreign languages department, and interviews with six academic managers and eleven ELT lecturers. The data were analysed using thematic analysis approach within constructivist, interpretive traditions. The results show that professionalism for ELT lecturers in Vietnam can largely be characterised as a professionalism of entrepreneurship, measurability and functionality. ELT is largely considered as a tool for international integration. Each type of professionalism project involves several actors (the state, expert groups, the institution, and ELT academics) with their own logic, but they interrelate in responding to the imperatives of the knowledge-based economy and globalisation. How the meaning of professionalism is established and argued for by the different actors in this study reveals that it is not easy to conceptualise the notion in a binary system of “from above” professionalism versus “from within” professionalism; and “organisational” professionalism versus “occupational” professionalism. The complexities of the logics of professionalism – with an ”s”, affect whether a professionalisation project can be perceived as being positive or negative – Is it professionalisation or is it deprofessionalisation? The relativity of “from above” and “from within” reflects the contingencies of professionalism, and also suggests authority power is plural, shifting, and fluid, rather than single, normative, and static. Meanwhile, it means human’s individual power is not of an ultimate freedom but dependent on external conditions. With these considerations, the study proposes interpreting professionalism as a ”social contract”. This helps not only recognise a mutual relationship between the state, the institution, and academics, but also illuminate how each party enables, maintains, and contributes to this relationship.
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Bui, Trang Huong. "La réforme des universités vietnamiennes (1986-2016) : un double bricolage ministériel et local." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20064.
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Durant ces vingt dernières années, les réformes universitaires s’imposent partout dans le monde. L’enseignement supérieur du Vietnam ne peut pas s’isoler. Il est obligé de changer pour adapter à l’intégration et à la globalisation. Pourtant, dans le contexte d’un pays en développement, lorsque la loi sur l'enseignement supérieur n’a été promulguée qu’en 2012 et modifiée récemment en 2018, on peut affirmer que l'éducation en général et l'enseignement supérieur en particulier au Vietnam présentent encore de nombreux inconvénients. Se basant sur une méthode compréhensive – à travers des entretiens ciblés, de l’observation directe et de l’analyse de documents de référence – cette thèse répond à la question de savoir comment les universités vietnamiennes se transforment depuis 1986 à présent, ainsi quel pilotage vis-à-vis cette transformation. La thèse distingue alors trois degrés différents de transformation des universités vietnamiennes dans le processus d’intégration: les transformations limitées, les transformations débutantes et les transformations profondes. En conséquence, la thèse a montré une logique de fonctionnement différente entre les universités publiques et privées et une grande distance entre les domaines des sciences sociales et humaines et des sciences « dures » dans l’enseignement supérieur. Il faut dès lors l’implication des acteurs concernés pour que l’enseignement supérieur du Vietnam puisse se rapprocher du niveau avancé de l’enseignement supérieur mondialOver the past two decades, university reforms have been known around the world. Vietnam's higher education cannot isolate itself. It is obliged to change to adapt to a globalisation and integration. Yet, in the context of a developing country, when the law on higher education was promulgated only in 2012 and recently amended in 2018, it can be said that education in general and higher education in particular in Vietnam still has many defects.Based on a comprehensive method - through targeted interviews, direct observation and analysis of reference documents - this thesis answered the question of how Vietnamese universities are transforming since 1986, and what is the leadership for this transformation. The thesis then distinguished three different degrees of transformation of Vietnamese universities in the process of integration: limited transformations, beginner transformations and profound transformations.As a result, the thesis has shown a different operating logic between public and private universities and a large distance between the fields of social sciences and humanities and natural sciences in higher education. It is therefore necessary to involve the actors concerned so that higher education in Vietnam can come closer to the advanced level of the world’s higher education
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Nguyen, Song Huyen Chau. "Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206449/1/Song%20Huyen%20Chau_Nguyen_Thesis.pdf.
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This research examined how EFL students may enhance their EFL learning by developing cognitive skills through digital game-based learning in a Vietnamese higher education context. The research adopted a qualitative approach involving a cognitive task analysis approach with a pre- and post-test design. The findings indicated that the adoption of digital game-based learning in EFL learning might have had a positive impact on the participants’ cognitive skills development and learning outcomes. The findings of this study contribute to further understanding of the interrelationship between digital game-based learning and cognitive skills in enhancing teaching and learning in the EFL discipline.
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Dang, Xuan Huy [Verfasser], Philipp [Akademischer Betreuer] Pohlenz, and Michael [Gutachter] Hoelscher. "Tuition fee Policy for Public Higher Education Institutions in Vietnam: Development Orientations and Recommendations : Lessons from case studies in Germany, China, the United Kingdom and Vietnam / Xuan Huy Dang ; Gutachter: Michael Hoelscher ; Betreuer: Philipp Pohlenz." Speyer : Deutsche Universität für Verwaltungswissenschaften, 2021. http://d-nb.info/1237688256/34.
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Le, Thi Thuy Chinh. "A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2488.
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Teacher identity has become a topic of considerable research interest for at least two decades. Realising that teachers are more than technicians instructing through evidence based methodologies, researchers have investigated the importance of identity as a critical factor in the making and performance of a teacher. The term ‘teacher’ in this research has covered a range of professionals from early-childhood practitioners to university lecturers. Among these, attention has also been paid to teachers’ subject specialisms and their educational and geographical contexts.
The research reported in this thesis focuses on a distinctive cohort: Vietnamese nationals who are teaching English as a Foreign Language (EFL) in that country’s rapidly developing universities. The burgeoning research literature examining the professional identity of higher education (HE) language teachers more generally acknowledges that teacher professional identity is a fundamental aspect in understanding how HE teachers adjust to a variety of simultaneously occurring challenges and changes, and the decisions that they make with regard to their professional career. As yet, there is a relative absence of studies examining the identity of HE teachers in Vietnam, and specifically, EFL teachers. This thesis reports on a study that examined how Vietnamese teachers of EFL constructed their professional identities in the rapidly changing HE context, situated within a highly globalised Vietnam. In response to global impacts on their economy, National Government policies have made English the most important foreign language, and virtually mandatory in university study, to the extent that it is now regarded as a passport to professional employment. At the same time, government policies have also determined that Vietnamese universities compete in the global higher education system. Both sets of forces have led to considerable changes to the professional lives and identities of Vietnamese HE teachers of EFL.
This project employed grounded theory (Strauss & Corbin, 1990) to investigate how Vietnamese HE Teachers of EFL constructed their identities in this current environment. A purposive, theoretical sample of 16 EFL lecturers were interviewed across four iterative cycles; specifically, participants were interviewed once in a group of four teachers. After each cycle of interviews, data were transcribed, and grounded theory coding processes conducted. Data analysis also involved constant comparison and constant interrogation. From open coding, thirteen categories emerged; these were refined into four main categories which were then classified into two major categories: (i) Vietnamese otherwise referred to as local and (ii) global. The core outcome of the current research was a grounded theory: that these teachers see themselves as conflicted, glocalised, Vietnamese higher education teachers of English as a Foreign Language.
The theory and related findings shed light on how Vietnamese HE teachers of EFL have constructed their identities in the current climate. As well as significance for lecturers in Vietnam, the outcomes have significance for lecturers in non-native English-speaking countries as they go about their role expectations and respond to demands within increasingly globalised university systems. There are implications for university leadership, and for educational policymakers in HE contexts as well, especially in developing countries seeking to integrate English as the language of their globalised economies and educational systems.
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Le, Lan Phuong. "Aligning specialist English language curriculum in higher education with development imperatives and workplace communication needs in Vietnam : a case study of the Vietnamese petroleum industry." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103848/1/Lan%20Phuong_Le_Thesis.pdf.
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The research investigated the alignment between English language communication in multinational joint ventures in the petroleum industry in Vietnam and a university-based English for Specific Purposes (ESP) course for petroleum engineering students. The study identified the types of knowledge necessary for professional workplace communication and the extent to which these knowledge types are currently taught in the university course. The study found levels of misalignment between the two especially in the contextual knowledge needed by petroleum engineers to communicate competently and appropriately in the workplace. Contextually-appropriate communication requires knowledge of participants, the organisation and social norms of interaction. The findings will improve recognition of the features of successful workplace communication and contribute to innovations in ESP course design and teaching.
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Trương, Thuỳ Dung Verfasser], and Thomas [Akademischer Betreuer] [Engelbert. "The American Influences on the Higher Education of the Second Republic of Vietnam : The Case of the National Universities / Thuỳ Dung Trương ; Betreuer: Jörg Thomas Engelbert." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://nbn-resolving.de/urn:nbn:de:gbv:18-106090.
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Trương, Thuỳ Dung [Verfasser], and Jörg Thomas [Akademischer Betreuer] Engelbert. "The American Influences on the Higher Education of the Second Republic of Vietnam : The Case of the National Universities / Thuỳ Dung Trương ; Betreuer: Jörg Thomas Engelbert." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://d-nb.info/1215840411/34.
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Jackson, Brian D. "Island of Tranquility: Rhetoric and Identification at Brigham Young University During the Vietnam Era." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/4819.
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The author argues that beyond religious beliefs and conservative politics, rhetorical identification played an important role in the relative calmness of the BYU campus during the turbulent Sixties. Using Bitzer's rhetorical situation theory and Burke's identification theory, the author shows that BYU's calm campus can be explained as a result of communal identification with a conservative ethos. He also shows that apparent epistemological shortcomings of Bitzer's model can be resolved by considering the power of identification to create salience and knowledge in rhetorical situations. During the Sixties, BYU administration developed policies on physical appearance that invited students to take on a conservative identity, and therefore a conservative behavior. Relationships of power and hierarchy at BYU can be understood not as quantitative and oppressive matrices, but as rhetorical choices of students to identify with the character of school president, Ernest Wilkinson, and the administration. Power, then, is as Foucault envisioned it—as a field wherein identity and discourse are negotiated. This thesis argues for a more broad understanding of identification, ethos, and power for explaining rhetorical behavior in communal situations.
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Le, Tien Tung. "English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2308.
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English is the global language of business, trade, tourism, technology, science and politics. It is also the official language in many foreign companies (Kam, 2002) and proficiency in English is therefore an advantage for acquiring employment in foreign companies where the working environment is multilingual, professional and highly competitive.
As a dynamic developing country in Southeast Asia, Vietnam has attracted substantial foreign investment since the introduction of Doi Moi or the Renovation policy in 1986. Over the last three decades, a number of foreign companies have established themselves in the country, creating numerous employment opportunities for young Vietnamese people, especially university graduates. These foreign companies originate from a range of countries and English has become the common language for employees who are required to have good communication skills within these workplaces (Roshid & Chowdhury, 2013). While previous studies have investigated employers’ perceptions of graduates’ English proficiency in the fields of manufacturing and engineering in Malaysia and India as well as the employment competencies that business graduates require in Vietnam, little research has investigated the influence of English proficiency on the employability of business graduates from private universities in Vietnam. The aim of this study, therefore, was to explore the influence of English proficiency on the employability of business graduates from private universities in Vietnam who seek employment in foreign companies. To best understand the nature of this phenomenon, qualitative methods were employed to collect data via interviews, focus group discussions and document analysis. Participants included policy makers, private university business undergraduates, business graduates who had sought employment in foreign companies, as well as managers and human resources staff in these companies.
This study found that English proficiency strongly influences the success of business students who graduate from private universities in Vietnam and seek employment in foreign companies. Inconsistent internal triadic relationships between the university course materials, pedagogy and assessment procedures was also found to be an important influence on student success. Finally, the research highlights the external misalignment between student outcomes of English courses at private universities and the requirements of the foreign employers are. Based on the main findings, a number of recommendations have been suggested in relation to policies, universities, language teachers, and future research.
The findings from this study will contribute to understanding the role of English proficiency and its influence on the employability of business graduates from private universities in Vietnam. This information could be used to assist lecturers and other university stakeholders to assess whether English programs in private universities meet the needs of foreign employers and amend them where necessary. Understanding the level of English proficiency required by foreign employers and the methods used to assess graduates’ English proficiency will support private universities and their undergraduate business students to better prepare for future employability in foreign companies. This knowledge will also be valuable for all universities in Vietnam and other Asian countries with a similar culture and English education characteristics. In addition, the findings may inform policies on teaching and learning foreign languages in the Vietnamese national education system.
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Christy, Rebecca A. "Voices from the Border: Conservative Students and a Decade of Protest." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272311564.
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Hoang, Thinh Quoc. "Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2423.
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Learner motivation is recognised as a crucial determinant of successful second language (L2) learning. However, to date, little research has been directed into the motivational dimensions of L2 learning in Vietnam, where English has currently become the most popular foreign language with millions of learners nationwide. Further, there is a limited amount of research internationally that explores the motivational levels and development of L2 students at the transition from school level to higher education.
This study aimed to develop a profile of the motivation and learning experiences of a cohort of Vietnamese first-year English-major students over one academic year. As an attempt to integrate the L2 research field with mainstream educational psychology, the study drew theoretically from Eccles et al.’s expectancy-value theory (EVT). This framework, though recognised as one of the most influential motivation theories, has received limited attention in the L2 field. Specifically, the research explored: the EVT constructs of attainment value (personal importance), intrinsic value, utility value, cost, perceived competence, and expectancies for success; their variations across the cohort over one year; their correlations; and their impacts on motivational indicators of English-major choice, English learning effort and willingness to communicate. The study also offers explanations for those variations.
Informed by critical realist perspectives, the study adopted a longitudinal, explanatory mixed-methods design. A cohort of 149 first-year English-major students at one Vietnamese university were surveyed three times over one academic year. Drawing on the results of the first survey, a sample of 15 participants exhibiting a range of motivational profiles were recruited to take part in three rounds of individual interviews over the same year.
Results demonstrated various explanatory powers that the EVT constructs had in understanding Vietnamese English-major students’ motivated behaviours. For example, while personal importance and utility value linked to English seemed to be more potent reasons for participants enrolling in an English major, their L2 learning engagement and willingness to communicate in English were linked more strongly to intrinsic value and expectancies for success.
The study further revealed different developmental trajectories of student values and beliefs. While the students maintained relatively stable levels of personal importance and utility value, studying English became slightly less interesting to them. Regarding cost dimensions, the participants reported an increase in opportunity cost they perceived from iv studying English while becoming less anxious about speaking the language. For the two competence-related beliefs, while the students perceived an improvement in their English proficiency, they reported decreasing levels of expectancies for success and became more realistic about the potential to improve their English. The participants also reported a lower investment in learning effort and less willingness to communicate in English, which paralleled the declines in intrinsic value and expectancy beliefs. Interviews with participants revealed the impacts of different contextual and individual factors, especially those of teaching and learning activities on their L2 motivation.
Overall, the findings of this study suggested that expectancy-value model provided a fresh but effective theoretical approach to understanding the motivational patterns of Vietnamese first-year English-major students and is potentially applicable to inquiry into L2 motivation in other contexts. Moreover, this study’s findings also contribute to extending current understandings of the EVT constructs. Finally, the findings from this study provide valuable insights and suggestions to better support English language learners in Vietnamese tertiary institutions and similar contexts.
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Nguyen, Tien Dung. "Integration of ICT in teaching English as a foreign language at a private university in southeast Vietnam." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231914/1/Tien%20Dung_Nguyen_Thesis.pdf.
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This qualitative case study investigated EFL teachers’ perceptions of knowledge and skills concerning integration of technologies into teaching of English at a university in Vietnam. It explored how EFL teachers integrate technologies in their daily teaching practices. A Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills, and in how they use technologies productively in teaching practices. The study suggests that to support meaningful integration, EFL teachers need to develop three key knowledge types: content, pedagogical and technological.
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Hoang, Van tuan. "L'enseignement supérieur en Indochine (1902-1945)." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV048.
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Titre : L’enseignement supérieur en Indochine (1902-1945) Mots clefs : Enseignement, Enseignement supérieur, université indochinoise, université de Hanoi, Ecoles supérieures, Vietnam, Indochine. Résume : L’enseignement supérieur en Indochine à l’époque coloniale française fut marqué notamment par la création de l’Ecole de Médecine de Hanoi en 1902, puis par la création d’une université indochinoise en 1906 qui était une mesure. Cette décision fut avant tout politique, ce fut celle de Paul Beau pour faire à face aux changements en Extrême-Orient et aux exigences du peuple indigène. A partir de la réforme d’Albert Sarraut en 1917, l’enseignement supérieur devint une partie officielle du système de l’enseignement en Indochine. L’université indochinoise fut réorganisée et plusieurs écoles supérieures furent créées et formèrent à presque tous les domaines nécessaires au développement du pays : la médecine, le droit, les beaux-arts, le commerce, l’agriculture et la sylviculture, les travaux publics et la pédagogie. Jusqu’en 1945, le système d’enseignement supérieur en Indochine fut très complet et très bien organisé et Hanoi devint un centre éducatif dans tout l’empire colonial français. L’université indochinoise, bien que comportant des limites quant à la quantité et la qualité des enseignements propos, a participé au développement des pays de la péninsule indochinoise, pendant la période coloniale et après l’indépendance des trois pays. Elle était la seule université consacrée aux étudiants indigènes dans tout l’empire colonial français. L’université indochinoise est considérée comme une des plus importantes œuvres du colonialisme français en IndochineTitle : Higher education in Indochina (1902-1945) Keywords: Education, higher education, Indochinese university, university of Hanoi, colleges, Vietnam, Indochina. Abstract : The higher education in Indochina in the French colonial period was highlighted by the creation of the School of Medecine of Hanoi in 1902 and by the creation of an Indochinese university in 1906. It was a temporary mesure as well as a political. Paul Beau created the Indochinese university in response to changing situation in the Far East and to match the requirement of indigenous people. From Albert Sarraut’s reform in 1917 onward, the higher education became an official part of the system of education in Indochina. The Indochinese university was reorganized and several colleges were created and trained people in almost every domains to meet the development of the country: the medicine, the law, the fine arts, the business, the agriculture and the forestry, the public works and the pedagogy. Until 1945, the system of higher education in Indochina was very well organized and offered a rather complete. Hanoi became an educational center in the whole French colonial empire. The Indochinese university, despite its limits about the quantity and the quality of lessons proposed, participated in the development of the Indochinese peninsula’s countries, during the colonial era and after independence the three countries. It was the only university dedicated to the native students in all the French colonial empire. The Indochinese university is considered as one of the most important works of the French colonialism in Indochina
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Nguyen, Nga Ngoc. "An evaluation study of an English for academic purposes program in a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2464.
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English for academic purposes (EAP) pathway programs have boomed in Vietnam following a dramatic increase in English-medium instruction (EMI) university programs. These EAP programs are the pathway, and also the prerequisite, for students who fail to gain direct entry into the EMI programs. However, questions have arisen as to how well such EAP programs prepare students for future EMI study.
This study evaluated an EAP program offered by one Vietnamese public university. It was one of the first EAP programs established in the country and had been adapted from an overseas curriculum package. However, alarming failure rates in the final examination have prompted a need to evaluate the program, which to date has not occurred.
Using Stufflebeam’s (2014) Context, Input, Process and Product (CIPP) model, this study evaluated how well the program met the needs of its students via different aspects of teaching content, teaching materials, assessments, teaching and learning processes, and outcomes. To achieve both depth and breadth in evaluation, a mixed-methods approach was adopted. Quantitative data were collected at the start and the end of the program from two student questionnaires. Qualitative data were collected from documents related to the program; interviews with key participants (students, teachers, administrators) in the EAP program and the subsequent EMI program (students, lecturers).
The study identified four key areas of students’ needs which the program met with varying levels of success. The program generally assisted students to develop their general English proficiency and academic study skills. However, the program failed to meet their requirements for academic English skills, which in turn compromised two other important needs: to pass all examinations, especially the final examination; and to be ready for the EMI program. The study found that the lack of a comprehensive, contextualised investigation of students’ needs and its use of the International English Language Testing System (IELTS) as a driver of the curriculum contributed to its partial failure to meet students’ learning needs.
This study makes several significant contributions to knowledge. First, it is the first attempt to evaluate an EAP program in Vietnam, drawing on Stufflebeam’s (2014) CIPP model. The results in the study showed that this model was clearly an effective evaluation framework, likely to be applicable to other L2 education programs. Second, by conducting a comprehensive evaluation, the study provides evidence that could contribute to the improvement of the EAP program itself and other similar programs in Vietnam. Third, the study extends local and international understandings of EAP education in Vietnam and provides valuable insights for EAP policy makers and practitioners in Vietnam, and those in similar contexts. The study highlights the importance of systematic and comprehensive program evaluation in ensuring quality language education in Vietnam, especially when adopting curriculum from very different educational contexts.
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Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
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Dao, Thi Hong. "Quel dispositif d'évaluation de la performance pour les universités vietnamiennes ?" Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0507.
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Cette recherche a pour objet l'étude de la problématique de la mise en œuvre d'une démarche d'évaluer la performance dans le contexte des établissements d'enseignement supérieur au Vietnam. La performance est le fer de lance de la stratégie de développement de l'éducation nationale contribuant au développement économique et social du pays d'une part, à la compétitivité de l'enseignement supérieur vietnamien plus spécifiquement d'autre part. En fait, la performance des universités est un sujet complexe et d’actualité. Elle se situe au centre des débats de l’heure au Vietnam, mais aussi ailleurs. Cette complexité résulte, d’une part, de la nature systémique des établissements universitaires et, d’autre part, de l’absence d’un consensus sur une définition précise de leur performance : l’évaluation de la performance de ces institutions s’avère ainsi difficile à réaliser. Il est important d’identifier comment examiner l’évaluation des performances des universités et les moyens d’améliorer. Le problème le plus difficile dans l’élaboration d’un modèle d’évaluation de la performance généralisable qui reflètent une évaluation pondérée de toutes les différentes dimensions. Le modèle d’évaluation que nous formulons permettre de clarifier des dimensions de la performance globale d’une université et la prise en compte des attentes des parties prenantes. Nous avons fourni aussi des dispositifs pour l’évaluation de la performance des universités vietnamiennes pour que les établissements d’enseignement supérieur puissent contrôler et gérer facilement un processus d’évaluation de la performance la plus complexe et d’évaluer des établissements d’enseignement supérieurThe aim of this research is to study the issue of the implementation of a performance evaluation approach in the context of higher education institutions in Vietnam. Performance is the spearhead of the development strategy of national education contributing to the economic and social development of the country on the one hand and the competitiveness of Vietnamese higher education more specifically on the other hand. In fact, the performance of universities is a challenging and timely theme. It is at the center of the debates of the hour in Vietnam, but also elsewhere. This complexity results, on the one hand, from the systemic nature of the academic institutions and, on the other, from the lack of consensus on a precise definition of their performance: It is difficult to assess the performance of these institutions. It is important to identify how to review the performance evaluation of universities and how to improve. The most difficult problem in developing a generalizable performance assessment model that reflects a weighted assessment of all the different dimensions. The evaluation model that we formulate can clarify the dimensions of a university's overall performance and take into account the expectations of stakeholders on each of the decoupled dimensions. We have also provided mechanisms for evaluating the performance of Vietnamese universities so that higher education institutions can easily monitor and manage a more complex performance appraisal process and evaluate institutions of higher learning in all aspects
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Carlock, Robert Michael. "A New (Bowling Green State) University: Educational Activism, Social Change, and Campus Protest in the Long Sixties." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555087986990235.
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Firmin, Titus L. "'Geaux Guard' and the Shift to the All-Volunteer Force: The Economics of the Louisiana Army National Guard, 1973-1991." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2461.
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After the Vietnam War, increased defense funds assigned to the Army National Guard stimulated and supported small communities in Louisiana. Recruits from economically depressed regions lined up to join the Guard because of the competitive pay and the generous education benefits it offered. In the mid-1980s, when a state budgetary shortfall threatened to limit the stream of federal funds and close local armories, communities in Louisiana rallied to keep the doors of their armories open. This paper examines how the readiness efforts of the Louisiana Army National Guard affected the economies of small communities as defense dollars increased following the shift from a draft army to an all-volunteer force and the implementation of Total Force Policy.
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Nguyễn, Thụy Phương. "L’école française au Vietnam de 1945 à 1975 : de la mission civilisatrice à la diplomatie culturelle." Thesis, Paris 5, 2013. http://www.theses.fr/2013PA05H009/document.
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Ce travail de recherche historique retrace l’évolution de l’école française au Vietnam de 1945 à 1975, en s’appuyant à la fois sur les archives et sur les témoignages d’anciens élèves et professeurs. Dans l’Indochine coloniale, sous couvert de la « mission civilisatrice », les Français instaurent un système éducatif destiné à produire des subalternes, leur crainte étant de créer des « déclassés » menaçants pour l’ordre colonial. Pourtant, en dépit des résistances officielles, les élites vietnamiennes font entrer leurs enfants dans les lycées français réservés en principe aux Européens, s’appropriant en partie ces établissements.Après la Seconde Guerre mondiale, le Vietnam s’engage dans la voie de l’indépendance, obligeant les Français à repenser leur doctrine scolaire, qui, après avoir cru un moment que la France resterait « l’éducatrice de l’Indochine », se résolvent à un rôle d’accompagnement via la création d’une mission culturelle. Il n’est plus question de limiter l’accès des Vietnamiens aux lycées français mais au contraire de leur ouvrir les portes pour leur proposer un enseignement de haut niveau. La défaite française de Ði?n Biên Ph? en 1954, qui voit la France se désengager du Vietnam, accélère la mutation de l’ancien système éducatif colonial. En passant sous la tutelle des Affaires étrangères, l’enseignement français au Vietnam devient un instrument de la diplomatie culturelle. Les Français espèrent qu’une présence culturelle assurée notamment par leurs prestigieux lycées leur garantira une influence déterminante. Au Nord, dans la République Démocratique du Vietnam pro-soviétique, le Lycée Albert-Sarraut devient la seule école occidentale à fonctionner dans un État du bloc communiste, et permet aux Français de conserver en pleine Guerre froide un lien privilégié avec un pays considéré en Occident comme un ennemi. Cette expérience unique s’achève en 1965 faute d’entente entre Français et Nord-Vietnamiens sur la nature du lycée. Au Sud, dans la République du Vietnam nationaliste et pro-américaine, la situation reste plus longtemps favorable aux Français. Les élites vietnamiennes se pressent aux portes des lycées français, gages d’un enseignement de qualité et d’un meilleur avenir pour leurs enfants dans un pays en guerre. Pour les Français, cette attirance pour leurs écoles et pour la culture française leur permet de contrer l’influence grandissante des États-Unis, qui investissent lourdement dans la réforme de l’État sud-vietnamien et notamment dans celle du système éducatif. Cependant, les gouvernements sud-vietnamiens, pour des raisons politiques, décrètent à la fin des années 1960 la nationalisation progressive de ces écoles. Après la réunification en avril 1975, tous les établissements français sont rendus au Vietnam. Telle qu’il est raconté par l’histoire « officielle » des archives, le parcours du système d’enseignement français au Vietnam se termine donc par un échec. Au Nord comme au Sud, les satisfactions qu’en retirent les dirigeants français sont minimales. Les élites vietnamiennes ne se sont pas ralliées aux positions françaises. Culturellement, la francophonie au Vietnam régresse dès les années 1950.En revanche, pour la centaine d’anciens élèves que nous avons interrogés sur cette période de leur vie, le système d’enseignement français est décrit comme un véritable succès, en dépit de parcours familiaux et scolaires particulièrement tourmentés. Leur perception de l’école française est unanimement positive. Ils ont étudié au sein de ces établissements dans une ambiance pacifique, studieuse et égalitaireThis historical research traces the evolution of the French schools in Vietnam from 1945 to 1975, drawing from archives and interviews with former students and teachers. In colonial Indochina, under the guise of the "civilizing mission", the French established an educational system designed to produce only subordinates, as they feared that a better education would create individuals likely to threaten the colonial order. Yet, in spite of the resistance of colonial authorities, Vietnamese elites always managed to send their children to the local French schools that were, in principle, open only to Europeans.After World War II, Vietnam embarked on the path of independence, forcing the French to rethink their educational policy in a country that was no longer a colony. After believing for a while that France would remain "the educator of Indochina", the French accepted to play a supporting role in Vietnamese education through the creation of a cultural mission. There was no longer question of limiting access to French schools: rather, those schools opened their doors wide to Vietnamese students to offer them a high-quality education. The French defeat of Ði?n Bien Phu in 1954, which resulted in France’s political withdrawal from Vietnam, accelerated the transformation of the former colonial education system. Passing under the tutelage of Foreign Affairs, the French schools in Vietnam became an instrument of cultural diplomacy. The French hoped that their continuing cultural presence, and particularly their prestigious lycées, would grant them a decisive influence in Vietnamese affairs. In the North, in the pro-Soviet Democratic Republic of Vietnam, the Lycée Albert-Sarraut became the only western school to operate in a communist nation, allowing the French to maintain a special relationship with a country that the West considered as an enemy. This unique experience was terminated in 1965 due to lack of agreement between the French and the North Vietnamese on the nature of the school. In the South, in the nationalist, pro-American Republic of Vietnam, the situation remained favorable to the French. Vietnamese elites rushed the gates of French schools, which promise them a quality education and a better future for their children in a war-torn country. For the French, the attractiveness of their schools and of French culture allowed them to counter the growing influence of the United States, who were then pushing ahead with reform, especially in the Vietnamese educational system. Nevertheless, the South Vietnamese government, for political reasons, decreed in the late 1960s the gradual nationalization of the French school system. After the Reunification of April 1975, all French schools were returned to the Vietnamese state. As told by the "official" history described in the archives, the story of the French educational system in Vietnam ends in failure. In both North and South Vietnam, French efforts in cultural diplomacy in Vietnam came to naught. Not only the Vietnamese elites did not concur with the French political positions, but the prominence of French language and culture actually decreased in Vietnam from the 1950s onwards.However, the hundred or so alumni we have interviewed about this period of their lives have described the French school system as a success
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Tran, Nhat-Tan, and 陳日新. "Higher Education Reform in Vietnam." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/88261477942721932891.
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碩士義守大學
管理學院管理碩士班
99
Education system plays a very important role in the development of any country. Higher education is of key importance because it may provide high quality human resources which may then contribute to the economic and social development of a country. Vietnamese government policies have given universities more autonomy and made them more accountable to the society. In the case of many countries, their recent development in economy, science and technology may be attributed to the implementation of excellent educational and training solutions. And other fields such as politics have been positively affected, too. In the case of Vietnam, there has been an ongoing reform of universities, but it is actually not being implemented smoothly and does not seem to make significant changes in the universities. The goal of the research is to introduce the education system of Vietnam; to analyze the reformation systems of higher education through eras; to identify the weak points of the process; and to provide different opinions and views of experts in the field of higher education in Vietnam. It also presents national education systems of other countries in order to compare them with the policies introduced in Vietnam and provide recommendations for the authorities of Vietnam. The method applied in this research is qualitative. Individual extensive interviewing was conducted in order to deepen and widen knowledge. Data were collected from ten individuals, mainly experts on higher education in Vietnam, interviewed from January to March 2011. The study seeks to find the reasons why Vietnam''s tertiary higher education is in its present state. Furthermore, the study strives to provide solutions for the improvement of Vietnamese higher education system in the near future.
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Kim-Nguyen-Thuy-Hang, Dao, and 金茹媛. "Strategy Development for Higher Education in Vietnam." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02372143271789491068.
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碩士國立成功大學
國際管理碩士在職專班
97
This study intends to determine the relationship among RBV (reputation, architecture, innovation capability, core competencies, and knowledge based advantages) and funding and higher education performance. The moderating effects of psychological contract fulfillment and reward orientation on the relationship between funding and higher education performance were also examined. In order to avoid the bias, the way to distribute the questionnaire survey was mostly to contact directly, via phone or email to distribute all questionnaire sheets to all members, managers, experts, directors, vice directors, presidents and vice presidents. And based on the results of this empirical study, the findings show that there is a strong relationship among RBV (reputation, architecture, innovation capability, core competencies and knowledge based advantages) and funding and higher education performance. Thus, we employ the RBV of strategy development to explore the strength and the weakness of higher education in Vietnam. The paper also explores whether or not universities in Vietnam can apply, improve or learn more the RBV concepts. Then, the next step is to examine how funding and higher education performance are related to the university’s mission and objectives, so as to influence the government policy.
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Huang, Yi-Rong, and 黃郁容. "The research of higher education system in Vietnam." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01580531921559314556.
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碩士淡江大學
東南亞研究所碩士班
96
A country can effectively improve its whole economic productivity if it is devoted to higher educational development, because higher education is the most direct channel that influences the knowledge output. And just because of this, various countries attach great importance to the development of higher education, hoping with development in higher education then improve the national knowledge level. By global market demand view, those countries in South East Asia possess quite plentiful economic development strength, and no matter in economy, politics or geographical reason, etc., the tight relation with Taiwan is simple in various countries of South East Asia. However, research of domestic higher education in the past mostly overweight such advanced countries as America and Europe and Japan, it is less likely to study the high educational development in developing countries. But in recent years, because the economic importance has appeared and fixed one''s eyes on by the whole world gradually in the country in South East Asia, our government to propose the “South to” policy, and even more, Taiwanese trader actively investment in Vietnam already leap to the first place, under situation that bilateral trading is increasingly important, how to help the Taiwanese trader to obtain the necessary talents within the territory of Vietnam, for a more localized development, it is even more important for the research of Vietnam''s high educational development. This research aims at finding out about gradual progress and development of Vietnam''s higher education system, research purpose include: (1) Find out about the development background of Vietnamese higher education; (2) Probe into the current situation of Vietnam''s ordinary higher education; (3) Probe into the current situation of Vietnam''s higher normal education system; (4) Probe into the problem and challenge faced in Vietnamese higher education. As Vietnamese civil war being constant, bring up the diversification of education, this research will do a summary review in the historical development of Vietnamese higher education: how is Vietnam in the influence of such countries as China, France, Soviet Union, U.S.A., etc., to develop its own high education system under the circumstances that different culture and history interlock. Finally, probe into the problem and challenge faced in Vietnamese higher education through the analysis in comparing the current general education and normal education separately. This research adopts the analysis of documents and interview, the main result of study found that Vietnamese education history can roughly divide into four stages: '' feudalism period '', '' colonial of France period '', '' Vietnam War period'' and '' united period ''. In feudalism period, mostly transplant the structure of education of China, pay attention to political consciousness. French colonial period regards education as a kind of governance tool; it is unwilling to develop higher education. When the Vietnam War happens, it was influenced deeper by the Soviet in the north, so pay attention to the specialty and branch education; influenced deeper by U.S.A. in the south, adopt the American educational system, relatively pay attention to the theory and practice application. The Vietnam War was over, the whole country influenced by socialism first, pay attention to the specialty and branch education, but later because of the change of the domestic economic policy, Vietnam changed from planned economy to the free economy, its higher education begins to grow vigorously and begin to move towards market too. This research puts forward the suggestion studied and improving in the future according to the result of study.
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Nguyen, Hang Thu Le. "Quality assurance in higher education in Vietnam: A case-study." Thesis, 2016. https://vuir.vu.edu.au/33258/.
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This research is inspired by the recent adoption of formal quality assurance in higher education in Vietnam. The main aim of the study is to explore the quality assurance systems and mechanisms in Vietnamese higher education, through a case study of a higher education institution with six member universities, each with different disciplines and characteristics. The research uses primarily qualitative research methods.
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St, George Elizabeth. "Government policy and changes to higher education in Vietnam, 1986-1998 : education in transition for development?" Phd thesis, 2003. http://hdl.handle.net/1885/12879.
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In the late 1980s the Vietnamese higher education sector was facing a crisis in terms of financing, relevance to the wider community, and its future direction. Not only did the government have insufficient finance to maintain the current system, the system itself no longer appeared to meet the needs of the country, and
its employment needs in particular. In light of the difficulties facing higher education at this time, this thesis examines the changes to Vietnamese higher education and higher education policy between 1986 and 1998, and argues that
the Vietnamese government began to place a new emphasis on the education sector as a means to achieving government development goals. In light of this new emphasis the government showed a definite trend towards the decentralisation of responsibilities away from the central government, in matters of finance, administration and curriculum, and in favour of the universities themselves. Universities themselves were also keen to take up new
opportunities offered by the new openness in the country and initiated a number of their own innovations, with differing degrees of acceptance by the government. In summary, this thesis attempts to do three things. First, it seeks to document the changes that have taken place in higher education in Vietnam between 1986 and 1998, focussing particularly on the changes to government policy. Second, it seeks to examine those changes in the light of international thinking about the relationship between higher education and development, and
particularly the state-centric and neo-liberal models of higher education. Finally, it
evaluates the relevance of the state-society dichotomy for understanding the changes that have taken place in higher education and particularly higher education policy, and concludes that an alternative approach to the subject may yield a more comprehensive analytical framework within which to understand
higher education and development in Vietnam.
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Hoang, Thi Huyen Trang, and 黃氏玄妝. "A Study of Cross-border Higher Education between Vietnam and Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65744921855330910061.
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碩士國立中山大學
教育研究所
103
Cross-border Higher Education has started to be popupar since the late 20th century, and has become one of the important strategies of higher education institutions to enhance their internationalization under the force of globalization. However, its rapid development has also caused some of problems for developing countries. In the light of this situation, this study refers to discuss the development of cross-border higher education between Vietnam and Taiwan, particularly focus more on Vietnam as a received country from Taiwan and other sending countries. The aims of this study are to explore the trend of Vietnam cross-border higher education since the late 20th century, consist of the development of cross-border higher educational co-operation between Vietnam and Taiwan, and to explore the current issues, effects and problems of Vietnam cross-border higher education from the governmental level, higher education institutional level, and student level. In order to achieve the aims of this study, the researcher adopted document analysis and interviews as research methods. Participants were three administrators from Taiwan higher education institutions, eight from Vietnam higher education institutions, and fifteenth Vietnamese students who took or have taken the courses co-operated between Taiwan and Vietnam. The results of this study: 1. Cross-border higher education courses in Vietnam have increased rapidly since the late 20th century, most of them are twinning programs which offered by traditional higher education institutions；Co-operation between Vietnam and Taiwan has just started for some years, but they both have tried to expand their partnership, diversify the mode and the major of cross-border courses； 2. Taiwan and Vietnam higher education institutions have the same opinions that the Vietnamese government has changed gradually from deregulation to strict management mechanism. The policies should be more oriented and more practical, and the mode of cross-border educational exchange should be more various；3. Both higher education institutions of Vietnam and Taiwan showed their strong attentions at course comparability and faculty development, however, still they need to put more effort on building up the comprehensive mechanism of quality ensurance, as well as alliances；Students recruiting and related factors are their main difficulties；Vietnam higher education instittutions pointed out that cross-border higher education has helped a lot with getting more external resources, but has caused some issues of its quality. 4. From the perspective of Vietnamese students, the considerable distance between planning and practicing of the twinning programs were pointed out, the problems related to information supply and courses’ quality were also found. Finally, this study gave some suggestions to the governments and higher education institutions of Vietnam and Taiwan, as well as some suggestions for Vietnamese students and future research.
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Lam, Thi Loan. "Negotiating the labyrinth: female executives in higher education leadership in Vietnam and Australia." Thesis, 2019. http://hdl.handle.net/1959.13/1397795.
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Research Doctorate - Doctor of Philosophy (PhD)Women are under-represented in leadership roles in higher education, especially at senior levels, although they represent the majority of those who study and complete higher education degrees across the world (Berman & West, 2008; Black, 2015; Eagly & Carly, 2007; UNESCO, 2014, p. 6). Despite the fact that the number of females in executive leadership positions has increased over the last decade, there are still fewer women than men in these roles. In contrast to their male counterparts, women who have been successful in securing senior leadership roles in tertiary education continue to face a number of barriers to maintaining their employment status (D. R. Davis & Cecilia, 2015). Given these discrepancies, I investigated the strategies used by women who have successfully negotiated the “labyrinth”, a metaphor which implies the complicated set of obstacles that women face. What confronts women seeking career equity is not just a single “glass ceiling” that they need to break through once, but a maze-like journey through a series of different barriers which are often more obscure than obvious. In light of the inequities confronting women, and the labyrinthine nature of their career journeys, my aim was to determine the extent to which women’s acquisition of leadership skills is an essential factor in overcoming the confronting challenges and covert barriers which impede their success. This research focused on the extent to which participants’ leadership styles and competencies have empowered them, allowing them to acquire executive leadership positions in tertiary education which would otherwise have been reserved for men. This research also explored the extent to which leadership strategies need to be continuously developed by successful women to maintain their current career trajectories, in spite of the many barriers they face. I used complementary Mixed-Methods, online and paper survey questionnaires and semi-structured face-to-face interviews, which I conducted in the higher education sector in Vietnam and Australia. My respondents included 380 current executive female leaders who took the online survey, and included 24 current women senior-executives who agreed to participate in a follow-up interview. My analysis of the findings reveals that leadership strategies, opportunities and leadership training are the three most significant areas enabling or preventing women from attaining executive positions.
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Nguyen, Thi Hoang Khuyen, and 阮氏黃鵑. "A Comparison of Taiwan, Thailand & Vietnam Knowledge Transfer Views on Higher Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46131149623231795023.
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碩士樹德科技大學
資訊管理系碩士班
98
The expansions of higher education, as well as the increasing commitments to human resource development nowadays have attracted more and more academics to do research in various issues about knowledge management. In education institute, knowledge transfer is the primary activity to effective teaching and learning, which contributes to improve students’ professional development. This research examine the factors influencing knowledge transfer process from teachers to students, and compare the effective teaching among 3 countries, Thailand, Vietnam and Taiwan. By surveying undergraduate students in Introduction to Computer Concepts Courses in Taiwan, Thailand and Vietnam, the research highlights specific factors and differences in factors that affecting knowledge transfer in different countries.
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Vu, Phuong Anh. "The construction and reconstruction of Vietnamese national culture: a study of higher education policy under Doi Moi." Thesis, 2018. http://hdl.handle.net/1959.13/1389054.
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Research Doctorate - Doctor of Philosophy (PhD)In 1986, the Vietnamese government embarked on an extensive national reform initiative, known as Doi Moi (Renovation). The reform centred on opening the national economy to global market forces. Higher education policy was a key instrument for social policy reforms that accompanied Doi Moi. Over more than 30 years, the Vietnamese government carried out wide-ranging reforms in the provision, funding, and content of higher education. In keeping with the historical functions of mass modern education, the Doi Moi reforms continued to serve both economic and social functions for the Communist state. Universities were called upon to produce skilled workers who could compete in the global economy. Higher education was also positioned as a key site for protection and promotion of a uniquely Vietnamese blend of Confucian and socialist values, presented as traditional national culture. This thesis explores changes and continuities in higher education policy between 1986 and 2012 with a focus on the ways in which university education was used to both advance the goals of Doi Moi as well as reconcile the tensions and contradictions engendered by this national reform. Four crosscutting themes emerged through the analysis of three key national education laws, and associated materials, in relation to the expansion and funding of higher education through privatisation initiatives; the central role of languages and ideological education in university curriculum and state-mandated roles and responsibilities for university students and educators.
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Ho, Sy Hung, and 胡士雄. "A study on the approach to massification, marketization and internationalization of higher education in Vietnam." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/94346309984572168232.
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碩士國立政治大學
教育研究所
97
The purposes of this study is to explore the reform trends of higher education; to analyze the reforms of higher education in Vietnam and its problems and then to offer some suggestions to the Vietnamese educational administration as a reference. Based on the basic theory of massification, marketization and internationalization of higher education, analyze the reforms of Vietnamese higher education and its problems through the document analysis and interview methods. The study has following findings: 1.Massification, marketization and internationalization are the trends of higher education reform in the world. 2.Vietnamese higher education system has undergone several periods of reform and every period has its features. 3.Low quality is the most serious problem of Vietnamese higher education. 4.The needs of manpower for national development and the learning need of society have resulted in accelerating the massification of higher education in Vietnam. 5.Innovation of the management system, promotion of the educational socialization and industry-academy cooperation are the resolutions to face with the marketization of higher education in Vietnam. 6.In order to improve the quality of higher education and to integrate into the world’s level, Vietnamese government has promoted the internationalization of higher education by the policies of teachers and student mobility, academy exchange and inter-cooperation. 7.The massification of higher education in Vietnam has resulted in the imbalance between quality and quantity and many problems from the amalgamation and the non-public higher education institutions system. 8.Education market has not completely shaped, the problems of management system and educational socialization policy are resulted from the marketization of higher education in Vietnam. 9.Brain drain, pressure from the directly competitiveness with foreign universities and lack of finance are the problems of Vietnamese higher education system in internationalization process.
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Truong, Thi My Dung. "Australian transnational education in Vietnam: a golden or missed opportunity? A case study of two postgraduate programs." Thesis, 2018. https://vuir.vu.edu.au/39511/.
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The last few decades have seen the expansion of Western education into Asian countries including Vietnam. Australia is one of the pioneers of transnational higher education. However, the area of Australian transnational education in Vietnam is under-researched.
This study explores the transnational learning and teaching experiences of students and lecturers involved in two Australian transnational programs in Vietnam. The research design is conceptualised within a pragmatic paradigm, mixed methods research, and case study approach. Data collection methods consisted of a questionnaire for Vietnamese students, focus group discussions with Vietnamese students, and individual interviews with Australian/Western transnational lecturers.
The findings of my research serve as reference points for Australian universities and Vietnamese institutions, highlighting the ways they deliver Australian transnational higher education programs in Vietnam. Specifically, outcomes reveal why a particular group of Vietnamese students chose to study with the two selected Australian transnational programs, and what they and their lecturers perceived to be the key characteristics desired of transnational lecturers. My research identifies a number of similarities and tensions between student and lecturer perceptions. These may provide some guidance when preparing lecturers for transnational teaching, and students for learning in a transnational context. My research also indicates that students enjoyed and appreciated this transnational experience, but failed to maximise the benefits of this golden opportunity. Finally, my research highlights a shift from a traditional cross-cultural perspective to an intercultural perspective, which challenges the traditional East-West dichotomy and brings Vietnam and Australia closer to each other.
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Be, Thi Tuyet. "Developing Students’ Employability in Internationalised Curriculum Programs in Vietnamese Higher Education." Thesis, 2020. https://vuir.vu.edu.au/42243/.
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With the increasing trend towards internationalisation of curriculum (IoC) in higher education, questions about quality and outcomes of students’ future employment are under-researched in Vietnam. This study contributed to the scarce information on understanding employability skills and how these skills are developed in IoC programs in Vietnam.
Designed as quantitative and qualitative mixed methods, this research employed two methods of data collection: a questionnaire and semi-structured interviews with three stakeholder groups. A total of 375 final year students in their final year in four public universities participated in the survey. Twenty-six interviews were conducted with students, graduates and employers of IoC employees. The study engaged with the dimensions of employability skills adopted from Assessment and Teaching of 21st Century Skills (ATC21S) combined with the Knowledge, Skills, Attitudes, Values and Ethics (KSAVE) model of Binkley et al. (2012).
The findings of this research identify variability in the employability skills IoC programs are developing for their business students. The results show that IoC programs could help students develop ways of thinking and working, equip them with tools for working, enrich cultural understanding, enhance career identity and improve personal attributes but that there is no one systematic approach. This research highlights strategies to enhance students’ skills development, which may provide some guidance for IoC educational providers, academic staff and IoC students. My research also indicates several problems related to IoC programs reported by the above mentioned stakeholders. These require reviewing and resolving where possible. Finally, my research proposed a practical employability skills framework, developed and validated from a Western model, to suit the context of IoC program institutions in Vietnam.
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Quyen, Nguyen Thi Thu, and 阮氏秋娟. "Research on the implementation of school year system and credit system in Higher Education in Vietnam after 1986." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62032304427344314240.
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碩士國立暨南國際大學
教育政策與行政學系
98
Abstract The research " Research on the implementation of school year system and credit system in Higher Education in Vietnam after 1986" utilized literature analysis, historical research and interviews to get the following results and then to propose suggestions. I. Some features of the implementation of the school year system and the credit system in Vietnam’s Higher Education after 1986: 1. The school year system is solid while the credit system is more flexible. 2. In Vietnam’s Higher Education, to measure a student’s learning load the school year system bases on program units, while the credit system uses credit units. 3. A curriculum of the school year system adopts solid and uniform arrangement and does not provide space for selecting subjects. On the other hand, in the credit based system, the students study at least 14 credits per semester but the selection of subjects according to students’ interest is still limited 4. Both systems’ teaching methods comprise of theory, practice and discussion. The difference between two systems is that one uses program units and another uses credit for conversion. 5. Teaching and learning methods and habits of staffs and students are still similar in both the school year and credit system in Vietnam higher education. 6. The evaluation methods of learning performance of both systems are similar. However, the school year system mainly bases on final exams while another one has begun to use tests or quizzes during a semester. 7. The implementation of the credit system has increased the workload on training departments and at the same time put more burdens of schools’ infrastructures and teaching facilities on Vietnam’s higher education. II. Suggestion from the research on the current credit system of Vietnam’s higher education: 1. Suggestions on a curriculum: a, Vietnam Government should allow schools to design curricula according to their characteristic. b, Universitys should design optional course with more flexibility. c, Among universities, they should develop a connected training mechanism and accept credits from each other. d, For better implementation of credit system, each university should have sufficient time to prepare 2. Suggestions on teaching: a, Establish an effective learning consultant system b, Use of in-service training to enhance the ability of lecturers and staffs c, Encourage lecturers and staffs to prepare sufficient teaching materials 3. Suggestions on assessment mechanism a, Innovate the current way of examination system b, Apply multi-ways of assessment c, Implement the evaluation of lecturers and staffs 4. Suggestions on administrative management: a, Recommend that the government should provide a complete management software b, Research and develop specific and practical methods for managing student activities c, Train and provide highly professional advisors and supporters in implementation of the credit system
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Bui, Thi Nhung. "Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam." Thesis, 2017. http://hdl.handle.net/1959.13/1342355.
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Research Doctorate - Doctor of Philosophy (PhD)In language learning, students’ competence can be improved if they reflect on their learning processes and become more autonomous in their behaviour. A dilemma facing educational reformers in Vietnam, as in other Asian contexts, is how to encourage students to become more independent in their studies. Since 2005, the Ministry of Education and Training of Vietnam has included students’ ability to learn independently as one of its national education objectives. While there has been a considerable focus on foreign language learners and ways in which they can become more autonomous, there has been less attention on the teachers of foreign language students. Given that teachers play a central role in helping their students to be more autonomous, especially in a Confucian heritage culture like Vietnam, teachers’ attitudes towards learner autonomy should be investigated. This study investigates Vietnamese lecturers’ attitudes towards learner autonomy in the context of English as a Foreign Language (EFL). The study used a mixed method approach to data collection, consisting of a quantitative survey of 262 EFL lecturers, individual interviews with 28 English lecturers, and classroom observations of 20 lecturers in five universities in Hanoi, Vietnam. The study was designed to examine how lecturers perceived the concept of learner autonomy, their attitudes towards learner autonomy, and the extent to which they encouraged learner autonomy in their classrooms. The analysis of the data indicated that lecturers held generally positive attitudes towards learner autonomy. Most agreed that it was their responsibility to develop autonomy in their students. However, little evidence of learner autonomy emerged during the classroom observation phase. Lecturers pointed to a number of factors that restricted the level of learner autonomy in their classes. These factors included the physical impediments of large classes, heavy teaching workloads, and inadequate resources. There were psychological factors at work as well, particularly a cultural context in which teachers are revered and students defer to them. The study finishes with a set of recommendations for Vietnamese policymakers, higher education institutions, EFL lecturing staff, university students, and schools for ways to enhance learner autonomy in English language classrooms.