Journal articles: 'Higher education, Vietnam'

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

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

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Nguyen, Thi Kim Quy. "Globalization and Higher Education in Vietnam." Journal of Interdisciplinary Studies 23, no. 1 (2011): 117–36. http://dx.doi.org/10.5840/jis2011231/27.

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With the triumph of the current neo-liberal discourse, many university leaders worldwide have embraced an entrepreneurial model as the answer for change, turning the university from a public good into a commodity. Vietnam, a developing country in Southeast Asia, has become an active participant in this trend. This essay explores how neo-liberal discourse has shaped higher education in both developed and developing countries, with a focus on Vietnam. The expansion in Vietnam of private universities, the introduction of tuition fees, and the corporatization of higher education are all developments associated with trends toward marketization. Given the pervasiveness of globalization and the neo-liberal agenda, serious consequences will follow if the traditional role of the university is sacrificed to the invisible hand of the market. This is confirmed by ongoing trends and outcomes of university reform agendas in different parts of the world, including Vietnam. There is a need to recover the idea of the university as a public good, focusing on academic freedom, autonomy, and human development

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Hoa, Nguyen Tai. "Autonomy in higher education in Vietnam." International journal of business, economics & management 5, no. 4 (December 21, 2022): 470–77. http://dx.doi.org/10.21744/ijbem.v5n4.2047.

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Currently, the education and training in Vietnam sector has had specific policies and actions in which to attach importance to the renewal of the management mechanism for universities in the direction that universities are more and more autonomous in their mission implementation, improve the quality of education. International experience shows that one of the solutions to improve the quality of public universities is to gradually increase autonomy for universities in the following areas: autonomy in program and education plan; autonomy in using finance and facilities; autonomy in recruitment, human resource management; autonomy in educational goals and quality. The paper presents the research on the model of autonomous public universities in Vietnam in the context of the implementation of the Education Law 2019.

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Ryu, Jung Hyun, and Anh Thuy Nguyen. "Internationalization of higher education in Vietnam: current situations, policies, and challenges." International Journal of Comparative Education and Development 23, no. 3 (July 14, 2021): 227–41. http://dx.doi.org/10.1108/ijced-10-2020-0074.

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PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.

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Duong, Minh-Quang. "Job satisfaction among academic members of higher education in Vietnam." International Journal of Academic Research 5, no. 5 (October 15, 2013): 346–50. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.53.

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

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This paper, which aims to explore (i) what digital transformation means in the higher education context, (ii) what knowledge should faculty members equip themselves with in response to the forthcoming digitalization in their institutions, and (iii) what HEIs should bear in mind in designing professional development programs to support their faculty’s preparation. Based on an exhaustive review of literature, the paper has significant implications for HEIs in getting ready for their imminent digitalization.

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Curry, Robert L., David Sloper, and Le Thac Can. "Higher Education in Vietnam: Change and Response." Pacific Affairs 68, no. 4 (1995): 616. http://dx.doi.org/10.2307/2761306.

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

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

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

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Thi, Thanh Tu Nguyen. "Vietnam-Japan Higher Education Cooperation in the First Two Decades of the 21st Century." International Journal of East Asian Studies 11, no. 1 (March 31, 2022): 23–33. http://dx.doi.org/10.22452/ijeas.vol11no1.3.

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Since diplomatic relations between Vietnam and Japan were officially established in September 1973, the relationship between the two countries has increasingly expanded and achieved outstanding achievements in many aspects of economy, socio-culture, science and technology, especially in the fields of education and training. At the higher education level, the two governments have been promoting cooperation programs and projects such as transnational education, exchange of students and lecturers. Additionally, every year, Japan offers more than one hundred scholarships to Vietnamese undergraduate, graduate, and doctoral students to study and research in Japan. These projects have significantly contributed to improving the quality of Vietnam’s higher education, helping Vietnam to train high-quality human resources for the country’s industrialization and modernization. In order to further stimulate higher education cooperation between the two countries, however, it is necessary to examine what has been accomplished so far and what problems remain, so as to propose recommendations that might enhance education cooperation between Vietnam and Japan in the coming years. The objective of this study is to briefly introduce the basis of higher education cooperation between Vietnam and Japan. It also seeks to analyze and assess the current situation and policy as well as achievements and challenges of higher education cooperation between the two countries over the past 20 years. Thenceforth, it proposes a number of recommendations for further strengthening higher education cooperation between Vietnam and Japan in the coming years.

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Hung, Bui Quang, Pham Quang Huy, Luong Duc Thuan, Vu Minh Ha, and Dao Thi Minh Huyen. "The current situation and solutions of effective university governance in Vietnamese public higher education institutionsThe current situation and solutions of effective university governance in Vietnamese public higher education institutions." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - ECONOMICS AND BUSINESS ADMINISTRATION 12, no. 1 (February 22, 2022): 36–50. http://dx.doi.org/10.46223/hcmcoujs.econ.en.12.1.1900.2022.

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The main research objective of this paper is to study the current situation and solutions of effective university governance in public Higher Education Institutions (PHEIs) in Vietnam in the direction of autonomy. The paper uses a method that combines qualitative and quantitative research to analyze theoretical basis and related background theories and assess the current state of university governance in Vietnam. With quantitative research, method is done in the form of online surveys through questionnaires. The topic of the questionnaire focuses on collecting comments on governance activities being carried out at the PHEIs of Vietnam in an autonomous direction. The research results have shown quite clearly the contents related to the issues of governance and administration in the PHEIs, the way of managing and evaluating the performance of the PHEIs. Since then, the authors have proposed a number of groups of solutions for effective university governance at Vietnam’s PHEIs in the direction of autonomy. The solutions and proposals will be the necessary and important practical foundation to innovate and develop policies to promote university autonomy for sustainable and efficient development.

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Tung, Mai Son, and Ha Minh Tri. "Transformative education as an orientation for sustainable development of higher education in Vietnam: An exploratory study." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 12, no. 2 (July 28, 2022): 46–58. http://dx.doi.org/10.46223/hcmcoujs.soci.en.12.2.2254.2022.

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Transformative education is recognized as a relevant theory for educational development in many countries. Scholars have noted that transformative education can help learners to become more critical, responsible, and autonomous. However, there is no such empirical evidence available in Vietnam to date. There is also a gap between theoretical construct and practical application of transformative education in Vietnam. This study aims to explore the current understanding of transformative education and clarify its impact on learners. To address the gap, the authors assess the status of higher education in Vietnam and propose why transformative education can be a solution to improve the quality of higher education. Our study used a qualitative approach to explore the knowledge and experience of respondents related to transformative education. Data collection used Focus Group Discussion (FGD) and In-Depth Interview (IDI). Two FGDs were performed with students and alumni from universities in Binh Duong Province and Ho Chi Minh City exploring the learning experience in class. Three IDIs were implemented with experts in higher education management and quality assurance exploring the consistency and application of transformative education in Vietnam. The findings indicate that learning activities at several universities in Vietnam are still heavy on theory, and students lack experimental activities. Respondents also reported that transformative education is consistent with the sustainable development of higher education in Vietnam. Our study also provides several suggestions regarding to how to apply transformative education in Vietnam in the long term.

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Yeonsik Jeong and Bae Yang-Soo. "Higher Education in Vietnam: Its History and Structure." Southeast Asian Review 22, no. 3 (October 2012): 111–55. http://dx.doi.org/10.21652/kaseas.22.3.201210.111.

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Tran, Hue Thi Thanh. "Promoting Service Learning in Higher Education in Vietnam." International Journal of Advanced Scientific Research and Management 6, no. 6 (June 1, 2021): 1. http://dx.doi.org/10.36282/ijasrm/6.6.2021.1812.

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Le, Anh H., Christine V. McDonald, and Helen Klieve. "Hospitality higher education in Vietnam: Voices from stakeholders." Tourism Management Perspectives 27 (July 2018): 68–82. http://dx.doi.org/10.1016/j.tmp.2018.05.002.

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Thu, Nguyen Xuan. "Higher education in Vietnam: key areas need assistance." Higher Education Policy 10, no. 2 (June 1997): 137–43. http://dx.doi.org/10.1016/s0952-8733(97)00006-8.

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Doan, Tinh, and Philip Stevens. "Labour Market Returns to Higher Education in Vietnam." Economics: The Open-Access, Open-Assessment E-Journal 5, no. 2011-12 (2011): 1. http://dx.doi.org/10.5018/economics-ejournal.ja.2011-12.

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Phan, Thach N., Mandy Lupton, and James J. Watters. "Understandings of the higher education curriculum in Vietnam." Higher Education Research & Development 35, no. 6 (March 8, 2016): 1256–68. http://dx.doi.org/10.1080/07294360.2016.1149693.

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Chi, Nguyen. "Factors Affecting Student Satisfaction with Higher Education Service Quality in Vietnam." European Journal of Educational Research 11, no. 1 (January 15, 2022): 339–51. http://dx.doi.org/10.12973/eu-jer.11.1.339.

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<p style="text-align: justify;">Higher education plays an important role in providing students with knowledge and skills to enter the labor market. The quality of higher education, the satisfaction of the quality of higher education has been concerned by many individuals and organizations. The study aims to explore the factors affecting student satisfaction with the quality of higher education services in Vietnam. Research data was collected from survey results by questionnaires from 396 students of An Giang University, Vietnam National University Ho Chi Minh City, Vietnam. SPSS 20, AMOS 24 software is used for analysis and evaluation of scales through Cronbach's Alpha reliability coefficient; exploratory factor analysis EFA; CFA confirmatory factor; SEM linear regression analysis to test the hypotheses. The results of the SEM model study show that there are six factors affecting student satisfaction with the quality of higher education services in Vietnam, including teaching staff; facilities and teaching facilities; ability to serve; educational activities; student support activities; education programs. From the research results, discussions on educational administration are proposed to improve student satisfaction with the quality of higher education services in Vietnam.</p>

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Nguyễn Văn Hiệp. "Quality assurance in Vietnam’s higher education: Insights into past and present challenges." International Journal on Integrated Education 3, no. 8 (August 9, 2020): 36–42. http://dx.doi.org/10.31149/ijie.v3i8.532.

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Vietnam higher education has attempted innovations in increased efforts to integrate well into the world’s education. One of the most prominent innovative activities is quality assurance. Adopting a historical approach, this paper presents the Vietnam higher education quality assurance renovating process including three phases: the centrally planned economy period (1954–1986), the reform period (1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the perspective, the system, the mechanism, and the achievements of Vietnam higher education quality assurance. By taking a historical stance, the paper presented the continued advance of higher education management, the role and significance of quality assurance as an integration commitment of Vietnam education in the context of globalization.

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Nguyễn Văn Hiệp,. "Quality assurance in Vietnam’s higher education: Insights into past and present challenges." International Journal on Integrated Education 3, no. 8 (August 15, 2020): 98–106. http://dx.doi.org/10.31149/ijie.v3i8.541.

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Vietnam higher education has attempted innovations in increased efforts to integrate well into the world’s education. One of the most prominent innovative activities is quality assurance. Adopting a historical approach, this paper presents the Vietnam higher education quality assurance renovating process including three phases: the centrally planned economy period (1954–1986), the reform period (1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the perspective, the system, the mechanism, and the achievements of Vietnam higher education quality assurance. By taking a historical stance, the paper presented the continued advance of higher education management, the role and significance of quality assurance as an integration commitment of Vietnam education in the context of globalization.

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Hai, Pham Thi Thanh. "Master plan for Vietnam’s higher education system - the status of education planning at Vietnam National University." Tạp chí Khoa học 15, no. 5b (September 20, 2019): 117. http://dx.doi.org/10.54607/hcmue.js.15.5b.120(2018).

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Master plan of Higher education (HE) plays an important role which should be based on the model of university governance in each country. Vietnam has undergone a major renovation of higher education since 2009. Reorganizing and rearranging the system of universities and colleges is one of the solutions for the development of higher education. The status of training plan has changed in line with the international trends. This paper analyzes the policy of curriculum development of undergraduate, master and doctoral training fields promulgated by the Ministry of Education and Training and by Vietnam National University (VNU). The national university model has been given a high level of autonomy in the curriculum development. VNU develops cutting-edge scientific disciplines, adjusting training programs to meet the diverse and increasingly demands of domestic and international labor markets

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Pham, Huong Thi, and Louise Starkey. "Perceptions of higher education quality at three universities in Vietnam." Quality Assurance in Education 24, no. 3 (July 4, 2016): 369–93. http://dx.doi.org/10.1108/qae-07-2014-0037.

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Purpose Vietnam is experiencing rapid expansion in the provision of higher education that requires quality assurance appropriate for the Vietnamese-centralised Confucian cultural context. This paper aims to examine the concept of quality from the perspectives of academic leaders, quality assurance members and academics at three higher education institutions in Vietnam. Design/methodology/approach Based on an interpretative study, semi-structured interviews were used as a major research instrument augmented with document analysis across three case studies. Interviews were conducted with 35 participants from three groups of stakeholders. Findings The concept of quality was found to be under-conceptualised in this Vietnamese context. Quality was conceptualised as meeting societal needs across the case studies underpinned by the belief that the purpose of higher education is to prepare graduates for employment. Research limitations/implications The study was conducted in similar disciplines at three state-owned universities in Vietnam in 2011. This provides insight within this context and timeframe that may not be generalised. It is suggested to extend this research to other disciplines, the private sector and other groups of stakeholders. Practical implications The paper discusses the necessity of revisiting the philosophy of higher education and re-conceptualising quality in Vietnam that informs quality assurance processes that are relevant to the cultural context. Originality/value This paper provides a centralised Confucian perspective to the literature on quality assurance in higher education. How quality is perceived by academic leaders, quality assurance members and, in particular, academic staff can be used to inform policy. In a centralised country such as Vietnam, academic leaders and quality assurance members may indicate their “obedient” attitudes to policies, leading to the same view with what is centrally enacted, while the academic staff have a different perception of quality.

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Hong Thanh, Pham Thi. "Doi Moi (Renovation) and Higher Education Reform in Vietnam." International Journal of Educational Reform 20, no. 3 (July 2011): 210–25. http://dx.doi.org/10.1177/105678791102000302.

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Berlie, Jean. "Higher Education in Vietnam: Historical Background, Policy and Prospects." Higher Education Policy 6, no. 2 (June 1993): 42–45. http://dx.doi.org/10.1057/hep.1993.23.

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Vu, Tri Dung, Thuy Linh Le, Thi Thu Phuong Hoang, and Thị Phi HoàiĐỗ. "Measuring Brand Equity for Higher Education: a Case Study of CFVG in Vietnam." Journal of Advanced Research in Dynamical and Control Systems 11, no. 0009-SPECIAL ISSUE (September 25, 2019): 189–97. http://dx.doi.org/10.5373/jardcs/v11/20192554.

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Tran, Carolyn. "THE REFORM PROCESS OF HIGHER EDUCATION IN VIETNAM: PERFORMANCE EFFICIENCY AND ACCOUNTABILITY TRANSPARENCY." Review of Educational Theory 1, no. 4 (December 4, 2018): 121. http://dx.doi.org/10.30564/ret.v1i4.42.

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After more than three decades of implementing the Doi Moi policy, Vietnam’s higher education has achieved significant progress, in terms of policies of national reform and strategies of international cooperation. However, the role and position of higher education institutions in the world’s education market are still blurry. Although a number of researchers have highlighted a range of impediments to its development, realistic solutions have not been devised to help Vietnam accelerate its progress in education. The main objectives of this paper are to review reform in government policies pertaining to the development of the higher education sector, discuss the performance efficiency of higher education institutions using statistical analyses based on the findings from recent studies, and propose possible solutions for enhancing performance efficiency and accountability transparency of higher education institutions in the process of the comprehensive renovation of the Vietnamese higher education system

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Lo, Van Pang. "The challenges of Rural Students in Vietnam towards higher education." International Journal of TESOL & Education 2, no. 1 (January 28, 2022): 225–37. http://dx.doi.org/10.54855/ijte.222114.

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This study aims to explore the challenges and difficulties that rural students experience when they transition to Higher Education in Vietnam to pursue their higher studies. This study was carried out at a local University in Vietnam. It is a qualitative research study, and data were collected through semi-structured interviews with 10 participants. The participants were all first-year students, including males and females. The interviews involved answering semi-structured questions. Multiple interviews were carried out with each participant. The study discovered that rural students experience many difficulties at university in relation to their relationships with teachers and peers, getting support, overcoming prejudice, online learning, and economic hardship.

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Wang, Tien-Chin, Binh Ngoc Phan, and Thuy Thi Thu Nguyen. "Evaluating Operation Performance in Higher Education: The Case of Vietnam Public Universities." Sustainability 13, no. 7 (April 6, 2021): 4082. http://dx.doi.org/10.3390/su13074082.

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The system of public universities plays an important role in the socioeconomic development of each country. In Vietnam, public universities perform a leading role in the national higher education system’s operation and development. Therefore, public universities are assigned funds, assets, and facilities to implement goals and prioritize investment policies in the country’s education and training. However, to appropriately allocate funding, the state must reconsider the performance of the public education system. This paper presents a methodology to evaluate the operating performance of public higher education in Vietnam. The research design model includes cluster analysis and ANOVA, and Duncan post hoc tests have been used to provide an overview of public universities’ current state in Vietnam and to identify each of the strengths and weaknesses in cluster-specific groups. Based on this study’s results, educational administrators can develop a reasonable financial budget allocation plan for each university cluster.

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Pham, Duy. "Vietnam: New Legislation." International Higher Education, no. 74 (April 7, 2014): 27–28. http://dx.doi.org/10.6017/ihe.2014.74.5475.

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Hanh, Nguyen Duc, Vu Quynh Loan, and Nguyen My Viet. "Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria." Higher Education Studies 10, no. 2 (April 6, 2020): 133. http://dx.doi.org/10.5539/hes.v10n2p133.

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The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.

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Do Ba, Khang, Khai Do Ba, Quoc Dung Lam, Dao Thanh Binh An Le, Phuong Lien Nguyen, Phuong Quynh Nguyen, and Quoc Loc Pham. "Student plagiarism in higher education in Vietnam: an empirical study." Higher Education Research & Development 36, no. 5 (December 6, 2016): 934–46. http://dx.doi.org/10.1080/07294360.2016.1263829.

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Thang, Pham Dinh, and Hoang Nguyen Phong. "Digital transformation in branding building for Vietnam higher education industry." International research journal of engineering, IT & scientific research 8, no. 4 (July 27, 2022): 139–43. http://dx.doi.org/10.21744/irjeis.v8n4.2153.

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Any industry or any field that wants to be well known they need a right branding and PR strategy. Especially in the era of IT boom and globalization today, branding and communication are becoming more important than ever. It is considered a vital issue that determines the survival of any business. Education is a specific area and brand advertising needs its own strategy. In the context of today’s powerful digital transformation, Vietnam’s universities are making specific plans to begin their own transformations. We assert that digital communication in school brand communication is an important aspect of the digital transformation process at universities. Federating the on-campus digital data is fundamental to planning and executing brand communication programs for universities. Digital transformation plays an important part in improving the quality and efficiency of universities’ operation and their brand communication, whose mission is to showcase their educational achievements, establish competitive advantages and maintain social reputation.

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Linh, Phạm Thị Tuấn, and Lê Quốc Thanh. "INDUSTRY LINKS FOR HIGHER EDUCATION IN VIETNAM: DISCUSSION FOR SOLUTIONS." TNU Journal of Science and Technology 227, no. 04 (March 25, 2022): 76–83. http://dx.doi.org/10.34238/tnu-jst.5588.

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Liên kết doanh nghiệp là tiêu chí quan trọng đánh giá chất lượng chương trình đào tạo của trường đại học. Trong khi đó, doanh nghiệp cần hợp tác với trường đại học để đưa yêu cầu thực tế vào chương trình đào tạo, đảm bảo người học tốt nghiệp có thể đáp ứng tốt các yêu cầu đó. Vì vậy, hợp tác trường đại học – doanh nghiệp là một điều cần thiết mang lại lợi ích cho cả hai bên. Nghiên cứu nhằm thảo luận một số vấn đề liên quan và đề xuất giải pháp phát triển liên kết doanh nghiệp tại các trường đại học tại Việt Nam. Phương pháp nghiên cứu thứ cấp được sử dụng để tổng hợp các vấn đề về liên kết doanh nghiệp, phương pháp chuyên gia được sử dụng để phân tích kinh nghiệm đẩy mạnh liên kết doanh nghiệp của một số trường đại học trên thế giới và tại Việt Nam. Nghiên cứu đề xuất các giải pháp như đa dạng nguồn lực giảng viên, triển khai mô hình đào tạo thạc sĩ/tiến sĩ theo hướng đào tạo nghề nghiệp, tạo hành lang pháp lý để trường đại học liên doanh với doanh nghiệp, xây dựng chính sách yêu cầu doanh nghiệp triển khai các chương trình thực tập hưởng lương. Các giải pháp được triển khai sẽ đẩy mạnh liên kết doanh nghiệp, từ đó nâng cao hiệu quả của giáo dục đại học tại Việt Nam.

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Linh, Phạm Thị Tuấn, and Lê Quốc Thanh. "INDUSTRY LINKS FOR HIGHER EDUCATION IN VIETNAM: DISCUSSION FOR SOLUTIONS." TNU Journal of Science and Technology 227, no. 04 (March 25, 2022): 76–83. http://dx.doi.org/10.34238/tnu-jst.5588.

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Liên kết doanh nghiệp là tiêu chí quan trọng đánh giá chất lượng chương trình đào tạo của trường đại học. Trong khi đó, doanh nghiệp cần hợp tác với trường đại học để đưa yêu cầu thực tế vào chương trình đào tạo, đảm bảo người học tốt nghiệp có thể đáp ứng tốt các yêu cầu đó. Vì vậy, hợp tác trường đại học – doanh nghiệp là một điều cần thiết mang lại lợi ích cho cả hai bên. Nghiên cứu nhằm thảo luận một số vấn đề liên quan và đề xuất giải pháp phát triển liên kết doanh nghiệp tại các trường đại học tại Việt Nam. Phương pháp nghiên cứu thứ cấp được sử dụng để tổng hợp các vấn đề về liên kết doanh nghiệp, phương pháp chuyên gia được sử dụng để phân tích kinh nghiệm đẩy mạnh liên kết doanh nghiệp của một số trường đại học trên thế giới và tại Việt Nam. Nghiên cứu đề xuất các giải pháp như đa dạng nguồn lực giảng viên, triển khai mô hình đào tạo thạc sĩ/tiến sĩ theo hướng đào tạo nghề nghiệp, tạo hành lang pháp lý để trường đại học liên doanh với doanh nghiệp, xây dựng chính sách yêu cầu doanh nghiệp triển khai các chương trình thực tập hưởng lương. Các giải pháp được triển khai sẽ đẩy mạnh liên kết doanh nghiệp, từ đó nâng cao hiệu quả của giáo dục đại học tại Việt Nam.

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Anh, Nguyen Thi Quynh, Nguyen Van Hieu, Do Hoang Nam, Nguyen Thi Ngoc Anh, Vu Huyen Trang, Nguyen Thu Trang, Pham Minh Thuy, et al. "Determinants of Mobility Management in Higher Education: Evidence from Vietnam." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 19 (March 24, 2022): 962–76. http://dx.doi.org/10.37394/23207.2022.19.84.

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Academic mobility is a popular phenomenon at universities, particularly for promoting knowledge exchange, attracts the attention scientific community in recent years, especially in the context of integration and The Fourth Industrial Revolution (FIR). Indeed, FIR is place convergency many dimensions that make mobility flows at universities more advantageous with unlimited connection and interactions, including virtual space and digital tools for mobility. The paper aims at exploring the key determinants of mobility management in higher education to respond to the impacts of FIR. The conceptual model of this study emphasizes mobility management of high-quality human resources following their contribution process: attraction/recruitment, contribution onsite, and return. The model also shows that both individuals and universities have common and unique interests in enhancing mobility flows while creating knowledge transfer regions. It is important to combine these benefits to create active mobility flows. By analyzing some typical mobility flows in a Vietnam national university Hanoi case study, we emphasized that the current philosophy of Vietnamese universities is mostly to focus on solving the lost mobility flows (brain drain) instead of going hand-in-hand with managing the value of high-quality human resource mobility and connecting networks to make to promote knowledge exchange. Thus, it requires Vietnamese universities should change for adapt to FIR’s impacts with academic mobility and manage mobility of human resources follow all their contribution process. This study explores these topics for their impact on FIR to manage mobility flows of high-quality human resources using assessment data which collected snowball methods. Finally, the paper proposes the policy framework supporting mobility management and priority solutions for promoting the knowledge interactions zones and developing smart platforms for university governance and human resource management adapting with the context of the FIR.

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Nguyen, Dao T. H. "Private Higher Education in Vietnam: Issues of Governance and Policy." International Higher Education, no. 87 (September 1, 2016): 22–24. http://dx.doi.org/10.6017/ihe.2016.87.9509.

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Among many issues facing private higher education (PHE) in Vietnam, governance tensions and irrelevant government policy are widely considered as the most pressing ones. They are impediments to survival and development of private universities. In order to provide most reliable and viable recommendations, the researcher conducted a qualitative multi-site case study with the instrumentation of in-depth semi-structured interviews and document analysis to explore each issue and trace the fundamental causes from legislation. The internal governance tension emerged from conflicting viewpoints among members of the board of directors and president about whether to run their institutions as not-for-profit or for-profit. Misleading legislation has resulted in this tension and confusion in the conceptions of the two categories in practice. The external governance tension was found in the relationship between the government and individual institutions. There have been many complaints about impractical, irrational, inconsistent, and fluctuating legislation governing private institutions. Educational policy was also problematic with its limited resources and unequal treatment toward PHE.

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Anh, Le Thi Kim, and Martin Hayden. "The Road Ahead for the Higher Education Sector in Vietnam." Journal of International and Comparative Education 6, no. 2 (2017): 77–89. http://dx.doi.org/10.14425/jice.2017.6.2.77.

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Duc, Nguyen Van, and Luu Van Hieu. "Students’ Acceptance of E-learning Adoption in Higher Education: An Empirical Study in Vietnam." WSEAS TRANSACTIONS ON INFORMATION SCIENCE AND APPLICATIONS 20 (January 31, 2023): 34–41. http://dx.doi.org/10.37394/23209.2023.20.5.

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E-learning models have been dramatically spreading during the COVID-19 outbreak. The study's objective is to investigate students’ acceptance of E-learning in the context of Vietnam's higher education. UTAUT model was adopted to evaluate the acceptance and use of the E-learning method. The analyzed data were collected from 531 undergraduate students in Vietnam, who currently use E-learning environments. The findings indicated that social influence had a significant impact on behavioral intention. The behavioral intention and facilitating conditions were two factors affecting the acceptability of E-learning for university students. Also, those findings have enriched students' understanding of adopting E-learning. They provide suggestions and implications for educators and institutions in the continuing implementation of e-learning at Vietnamese higher education institutions.

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Tien, Nguyen Hoang, Nguyen Minh Ngoc, Tran Thi Thuy Trang, Le Doan Minh Duc, and Nguyen Phuong Mai. "Sustainable Development of Higher Education Institutions in Developing Countries: Comparative Analysis of Poland and Vietnam." Contemporary Economics 16, no. 2 (June 2022): 195–210. http://dx.doi.org/10.5709/ce.1897-9254.477.

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This paper discusses sustainable development issues in the higher education sector from the value chain perspective. An adapted value chain is proposed for developing countries that would reflect the specific context of the higher education sector of Poland and Vietnam. Secondary data were collected from two universities in Poland and Vietnam to do a comparative analysis of how sustainability is integrated into the educational value chain. Our analysis shows that the two cases of Poland and Vietnam are quite different in most of the supporting and primary activities when integrating sustainability issues in the educational value chain, except for training. Then recommendations of value co-creation activities in the value chain for higher education institutions in both countries are raised towards achieving sustainable development.

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Pham, Huong Thi. "Assuring quality in higher education in a Confucian collectivist culture: the Vietnamese experience." Journal of Contemporary Educational Research 2, no. 4 (September 3, 2018): 10–19. http://dx.doi.org/10.26689/jcer.v2i4.405.

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Quality assurance has been introduced and developed into Vietnam for almost 15 years. The importation of such a concept from other countries with different cultures may result in resistance in some ways. This study explores quality assurance arrangements at three institutions of higher education in Vietnam, a Confucian heritage country, as perceived by academic leaders, quality assurance practitioners, and academics to respond to quality assurance policies from the government. The methodological approach taken in this research is a multiple case study. A qualitative approach was used to explore quality assurance practices at three institutions. Data collected from documentation and in-depth interviews were analysed for patterns and themes. It was found that centralism and large power distance of a Confucian collectivist country such as Vietnam significantly influenced the government's attempts to reform higher education for quality improvement. Culturally appropriate measures from the bottom level with long-term strategies should be considered to assure and improve quality, including the shift to decentralisation in higher education.

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Duong, Quang Minh, An Thuy Nguyen, and Phan Hong Nguyen. "Demography Factors and Faculty Members’ Teaching Efficacy in Vietnamese Higher Education." Journal of Studies in Education 7, no. 1 (December 20, 2016): 17. http://dx.doi.org/10.5296/jse.v7i1.10397.

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Faculty members’ perceptions of teaching efficacy have a positive influence on teaching performance and students’ learning achievement. Even less is known about university faculty teaching efficacy in the countries like Vietnam. This study was to investigate university faculties’ perceptions of teaching efficacy in Vietnamese higher education and their relation to faculty members’ demography. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy. Different factors of demography have different influences towards teaching efficacy. Almost demography factors, except length of employment factor, of gender, marital status, age groups, academic rank, and educational attainment were significant differences in faculty teaching efficacy. The study’s implications for university management are also discussed.

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Van Vu, Hung. "The Impact of Education on Household Income in Rural Vietnam." International Journal of Financial Studies 8, no. 1 (February 18, 2020): 11. http://dx.doi.org/10.3390/ijfs8010011.

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Using data from the 2018 Vietnam Household Living Standard Survey, our study investigates the impact of education on household income in rural Vietnam. Both mean and quantile regression analyses were employed to analyze the impact of education. We found that education has a positive effect on the household income after controlling for various factors in the models. However, quantile regression analysis reveals that the effect of schooling years increases with quantiles, suggesting that education bring higher returns for richer households. We also found that households with the heads having higher qualifications or vocational education tend to earn higher income levels. Combined together, these findings imply that while education was found to increase household income, it increases income inequality in rural Vietnam. Our research findings suggest that improving the access of poor households to better education is expected to increase their income and reduce inequality in rural Vietnam.

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Duong, Minh-Quang. "Internationalization of the curriculum in Vietnamese higher education: evidence from Vietnam National University of Hanoi." Journal of Education and Sociology 4, no. 2 (October 15, 2013): 132–36. http://dx.doi.org/10.7813/jes.2013/4-2/21.

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Van, Assoc Prof Vu Thi Hong, Pham Thanh Nga, and Kieu Thi Thuy Linh. "Legal policies on E-learning at higher-education level in Vietnam." International Journal of Scientific and Management Research 05, no. 05 (2022): 138–44. http://dx.doi.org/10.37502/ijsmr.2022.5513.

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E-learning with many outstanding advantages in training has drastically changed the self-study process due to the ability to personalize and effectively meet the learning activities of learners. E-learning and building an e-learning environment are currently paying attention and being deployed in many universities in Vietnam with different scope and levels. Especially in the current period, when science and technology are developing, many applications of technology and technology products have been applied in the field of education, changing the way of teaching and learning activities, the practice of both lecturers and students. Big Data and Artificial Intelligence (AI) technologies have replaced people not only for manual labour but also for intellectual labour, including the teaching of teachers. In this article, the authors will give some analysis, evaluation of the current legal policies for eLearning at higher-education level in Vietnam. Then, the authors will propose some solutions to improve the quality of online training in the future.

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Pham, Duc Huu. "The Professional Development of Academic Staff in Higher Education Institution." Journal of Teacher Education for Sustainability 23, no. 1 (June 1, 2021): 115–31. http://dx.doi.org/10.2478/jtes-2021-0009.

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Abstract Higher education is given increasing recognition by national governments and international agencies throughout the world to become a crucial incentive for sustainable development goals. In the national development of intellectual force at present, the Vietnam policy of education and training, which is of great importance, is the decisive factor for the economic growth and social development as set out by the government. Therefore, the educational development is the responsibility of both the government and the society. It is now clear that the academic staff in higher education institutions is the core force, playing a decisive role in ensuring the quality of higher education as in the case of the International University – Vietnam National University Ho Chi Minh City. The paper investigated the research studies by the university academic staff through their annual publications and the number of lecturers with Doctoral degrees and professorship. The results showed their research studies contributed to the development of the institution in particular, and at the same time predicted how much the stakeholders benefited from this in general. This study may contribute to developing the quality of higher education institutions regarding the promotion of international publications by the higher education faculties.

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Hoang, Lan. "Twin Privatization in Vietnam Higher Education: The Emergence of Private Higher Education and Partial Privatization of Public Universities." Higher Education Policy 32, no. 3 (March 6, 2018): 359–80. http://dx.doi.org/10.1057/s41307-018-0086-8.

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Pham, Huong Thi. "Impacts of higher education quality accreditation: a case study in Vietnam." Quality in Higher Education 24, no. 2 (May 4, 2018): 168–85. http://dx.doi.org/10.1080/13538322.2018.1491787.

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Tran, Thi Tuyet. "Limitation on the development of skills in higher education in Vietnam." Higher Education 65, no. 5 (February 20, 2013): 631–44. http://dx.doi.org/10.1007/s10734-012-9567-7.

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Journal articles on the topic 'Higher education, Vietnam'

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