Relevant bibliographies by topics / Vietnamese higher education

Academic literature on the topic 'Vietnamese higher education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Vietnamese higher education"

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Do, Ngoc Minh. "An overview of strategic responses of Vietnamese higher education institutions." International Journal of Educational Management 34, no. 1 (January 6, 2020): 35–44. http://dx.doi.org/10.1108/ijem-02-2019-0074.

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Purpose The purpose of this paper is to review the strategic management of Vietnamese higher education institutions. Design/methodology/approach The paper examined the external environment of the country’s education system based on the five forces framework by Michael Porter and inspected the strategies of universities and colleges. Findings It was concluded that lack of environmental analysis from both the government and higher education institutions themselves diminishes the intended effectiveness of the reforms; problems of skill shortage in the labor market, staff insufficiency and poor quality are prevalent; and that strategies developed by the institutions are purely responsive to the State’s direction without considering sustainability. Research limitations/implications Lack of literature on Vietnamese higher education limits timely analysis. Practical implications Strategic planning based on a thorough investigation of the environment is imperative to enhance the performance of the education system generally as well as of academic institutions individually. The government plays a key role in developing initiatives to enhance staff capabilities and improve quality of educational outputs. Originality/value There has not been any paper that approached Vietnam’s higher education management under such an analytical framework.
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Wu, Ya-Ling. "Vietnamese Immigrant Women's Learning in Taiwanese Higher Education." Procedia - Social and Behavioral Sciences 106 (December 2013): 3297–302. http://dx.doi.org/10.1016/j.sbspro.2013.12.381.

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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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Trinh, Truong. "The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam." Social and Management Research Journal 7, no. 2 (December 1, 2010): 47. http://dx.doi.org/10.24191/smrj.v7i2.5191.

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This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.
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Vu, Ngoc Tung, and Minh Hai Nguyen Tran. "Synchronous Online Learning in Higher Education: Vietnamese University Students’ Perspectives." Journal of Ethnic and Cultural Studies 9, no. 1 (February 25, 2022): 131. http://dx.doi.org/10.29333/ejecs/970.

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This quantitative study investigated Vietnamese higher education students’ engagement with synchronous online learning (SOL) during a heightened stage of the COVID-19 pandemic. Theoretically, we employed Engeström’s (1987) Cultural-Historical Activity Theory (CHAT) to guide our research theoretically and pedagogically, and to construct reliable methods of data collection instruments responsible for multiple quantifiable variables informed by previous literature and personal goals that best match students’ study and work objectives. Over our 6-month research, we examined 475 Vietnamese college students. Our research showed that when engaged in SOL, the higher education research participants had a positive learning experience, perceived growth, and received learning assistance, in response to our quantitative examination of exploratory factor analysis and our qualitative counterpart of theme-based analysis. In light of this study, it is our hope that, according to the quantitative data, our delivery of initial insights into Vietnamese higher education institutions can provoke institutional leadership and management boards to think more closely about how to advance teaching and learning quality.
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Van Ta, Canh, and Suzanne Zyngier. "Knowledge Sharing Barriers in Vietnamese Higher Education Institutions (HEIS)." International Journal of Knowledge Management 14, no. 1 (January 2018): 51–70. http://dx.doi.org/10.4018/ijkm.2018010104.

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This article explores the barriers for sharing knowledge effectiveness in Vietnamese higher education institutions (HEIs). Data were analyzed and triangulated from interviews, and focus groups from different universities and from government and university websites. Three significant factors were identified: bureaucratic management causing a lack of autonomy in decision-making, poor knowledge management systems, and weak individual absorptive capacity. The results demonstrate these three factors as a significant influence on academic staff to share absorb and create new knowledge measured by journal publication output, and graduate quality. The research findings provide insights on the Vietnamese higher education landscape in the transition from a centralized economy to a market economy.
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Duong, Minh-Quang. "The Factors Influencing Student Satisfaction in Vietnamese Higher Education." International Research in Education 4, no. 1 (November 19, 2015): 27. http://dx.doi.org/10.5296/ire.v4i1.8191.

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Student satisfaction has been considered an important factor in measuring the quality of learning approach and a key factor in the success of learning programs. The main purpose of this study investigated demographic factors affecting student satisfaction in Vietnamese higher education. In the study, I used a questionnaire to survey 618 third-year students of 24 departments and faculties at the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City. The findings of this study showed that students were moderately satisfied with their environment campus. The study also shows that there were significant differences between student satisfaction and mother education dimension.
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SEKIGUCHI, Yohei. "The Parallel Governance System in Vietnamese Higher Education Administration." Comparative Education 2014, no. 49 (2014): 114–35. http://dx.doi.org/10.5998/jces.2014.49_114.

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Chapman, Bruce, and Amy Y. C. Liu. "Repayment burdens of student loans for Vietnamese higher education." Economics of Education Review 37 (December 2013): 298–308. http://dx.doi.org/10.1016/j.econedurev.2013.06.009.

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Ngoc, Do Minh. "Competitive Strategies of Vietnamese Higher Educational Institutions." International Higher Education 94 (June 11, 2018): 33–34. http://dx.doi.org/10.6017/ihe.2018.0.10546.

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The Higher Educational Reform Agenda (HERA) for the period 2006–2020 is an arduous effort of the Vietnamese government to overhaul the country’s centralized higher educational system, which fails to meet the needs of the country’s market economy and lags far behind international standards. For now, the strategies of Vietnamese universities and colleges are mainly driven by government planning. As theAgenda is nearing its end and tertiary institutions have completed a pilot project from 2014 to 2017 as part of HERA, it is time for Vietnamese higher education institutions to start reflecting on competitive strategies to prepare for necessary changes moving forward, ensuring their sustainable development and existence.
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Dissertations / Theses on the topic "Vietnamese higher education"

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Nguyen, Thi Phuong Thu. "The internationalisation of higher education in Vietnamese universities." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/the-internationalisation-of-higher-education-in-vietnamese-universities(cc98be5c-f935-4679-9af1-2beec8f6962e).html.

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This thesis seeks to develop an understanding of internationalisation in functioning universities in Vietnam, which has remained an under-researched area. Of particular interest are how the academics perceive the conceptions and practices of the internationalisation of higher education in Vietnam. Drawing on data from 25 semi-structured interviews, 263 questionnaires,and documentary analysis collected at two typical different universities in Vietnam, the general research findings yield both similarities and discrepancies of internationalisation regarding conceptual understandings, rationales, practices, risks, challenges and future priorities between the two cases from their academics' perspectives. In particular, the findings reveal a wide variation in academic participants' views regarding the conceptualisation of internationalisation. Additionally, a number of rationales for internationalisation of higher education of these two cases are brought to light, in which academic motives are clearly identifiable, economic, social,cultural or political objectives are also important in determining the institutional policy and orientation towards internationalisation. Subsequently, a number of risks and challenges confronting these institutional efforts in internationalisation are explored, mainly related to the absence of systematised strategies, finance, highly qualified academic staff, and infrastructure. While there are various differences in internationalisation practices undertaken between these two universities, the future strategic priorities suggested by their academics are similar. In general, this project contributes to understanding of the conceptualisation and characteristics of the internationalisation in higher education at the grassroots level in Vietnam.
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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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Wilby, Mary Lynn. "Among the missing| The Experience of Vietnamese American Nursing Students." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580874.

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Non-traditional nursing students, including Vietnamese Americans often face challenges that differ from those of their white counterparts. These challenges have significant impact on academic success and contribute to underrepresentation of minorities in nursing. This study explored the lived experience of 12 Vietnamese American undergraduate nursing students and recent graduates through the use of phenomenologically based interviews. Study participants identified challenges similar to those identified in the literature by other ethnic minority nursing students. Participants experienced a variety of challenges including pressure to succeed in school while providing support for immediate and distant family members, financial hardship, language difficulty, cultural insensitivity, difficulty with socializing with other students, and racism in both academic and clinical settings. Despite significant stress experienced during participants' education, they perceived nursing as a rewarding career that could offer many benefits for themselves and their families. Findings from this study can serve as a springboard for additional research which can promote progress in applying transcultural nursing theory in nursing education.

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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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Thai, Will Q. "First generation Vietnamese college students| Importance of incorporating sociocultural values into the career development process." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096063.

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This qualitative research study explored the career-decision making process of first-generation Vietnamese college students. The number of Vietnamese students enrolling in postsecondary education continues to be one the highest among all Asian groups. Yet, the educational attainment and graduation numbers of Vietnamese college students are much lower compared to their Asian peers. The unfamiliarity of the significance of various sociocultural values impedes practitioners to help this group of students achieve their educational goals, specifically during career decision-making process. Findings suggest culture, family, and campus support and resources contributed to first-generation Vietnamese college students’ success and career decision-making process. Implications and recommendations for policy and practice are discussed.

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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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Phan, Thi Thanh Thao. "Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82470/1/Thi%20Thanh%20Thao_Phan_Thesis.pdf.

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This constructivist theory-led case study explored how the term language learner autonomy (LLA) is interpreted and the appropriate pedagogy to foster LLA in the Vietnamese higher education context. Evidence through the exploration of the government policies and the cases of three EFL classes confirms the interpretation that learner autonomy and language acquisition are mutually supported. The study has proposed project work as a potential model while demonstrating the role of the teacher and the use of target language as mediators to enhance LLA in the local context. Findings of the study contribute a theoretical and pedagogical justification for encouraging LLA in Vietnam and other similar contexts.
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Bui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.

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The flipped classroom has been increasingly used in higher education worldwide, and more recently in developing countries. The pedagogy involves a ‘flip’ of direct instruction being conducted online prior to class and learning activities demanding higher order thinking occurring in subsequent, face-to-face classrooms. While the flipped classroom has been well-researched in Western countries such as the USA, the UK and Australia, little is known about the implementation of the flipped classroom in a developing country like Vietnam. Here, the flipped classroom poses challenges to teachers’ and students’ traditional perspectives of teaching and learning, and to levels of infrastructure and training. To date, no studies have examined the perspectives of, and learning experiences in the flipped classroom for Vietnamese English as Foreign Language (EFL) undergraduate students. This study was conducted to address this gap. This study explored undergraduate students’ perspectives, and their learning experiences, in one case study university in Vietnam. The university had mandated the use of the flipped classroom in EFL courses in 2015 and the major aim of this study was to investigate how students were dealing with the pedagogy. Utilising symbolic interactionism as the theoretical perspective, the study employed two data collection methods, interviews, and observations. Semi-structured interviews were conducted with 20 EFL students and five EFL teachers; 30 observations of students’ learning activities occurred in both online learning and face-to-face classes. Data were thematically analysed to explore EFL students’ perspectives and learning experiences within a flipped classroom environment, and to triangulate these with the perspectives of the teachers responsible for carrying out the flipped classroom model. The study revealed five important findings. First, students showed their preferences for surface learning over deep learning in the flipped classroom. Second, higher-achieving students were engaged in deeper learning, but lower-achieving students struggled to move beyond surface learning. Third, students revealed limited understandings of the demands of flipped classroom learning; what was required to engage effectively and its strategic goals in EFL education. Fourth, students expressed a range of beliefs about self-regulated and metacognitive strategies, but these revealed inconsistencies across the cohort. Fifth, there were a range of individual and contextual factors that affected students’ surface learning in the flipped classroom. This study has several implications for Vietnamese higher education institutions wishing to adopt EFL flipped classroom learning. These include raising institutional awareness for preparing the management change agenda, focusing on students’ learning approaches and skills needed for the flipped classroom, and providing ongoing professional development and support for teachers and curriculum designers regarding theories underpinning the flipped classroom.
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Le, Thi Nguyet. "Blended learning in teaching English to Vietnamese university students from EFL lecturers' perspectives." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2574.

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With the rapid growth of Web 2.0 and information technology, blended learning - a combination of face-to-face and online learning - enables university lecturers to extend teaching and learning beyond the confines of their classrooms. The Government of the Socialist Republic of Vietnam recognised the importance of these innovations and mandated the use of information and communication technologies in higher education institutions. This directive overlapped with the Government’s policy to make English the major foreign language in the country in a response to globalisation given the springboard into the global economy English provides. As a result, two simultaneous, parallel movements are occurring in Vietnamese universities: (i) an upsurge in teaching English as a Foreign Language (EFL); and (ii) a focus on using blended learning (BL) for teaching and learning. This study investigated Vietnamese EFL lecturers’ perspectives of how well they were managing their implementation of BL in teaching English to non-English major students in Vietnamese universities. The principal aim of this research was to investigate how these lecturers were dealing with, coping with, or managing the mandated implementation of BL in their teaching. Semi-structured interviews occurred with twenty EFL lecturers from ten different universities in Vietnam. The findings revealed most of the EFL lecturers were not managing their implementation of BL in English teaching effectively while a very small number admitted their effective use of BL. Contributing to the lecturers’ implementation of BL were personal, institutional, and socio-cultural and economic factors. When the two major factors - personal and institutional - were positive, the lecturers could manage their implementation of BL effectively. The contributory socio-cultural and economic factors - especially the Confucian teaching tradition - hindered the quality of the lecturers’ implementation of BL. The study provides a framework for managing the implementation of BL effectively in English language education in Vietnamese universities.
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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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Books on the topic "Vietnamese higher education"

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Nguyen, Nhai Thi, and Ly Thi Tran, eds. Reforming Vietnamese Higher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4.

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Tran, Ly Thi, and Simon Marginson, eds. Internationalisation in Vietnamese Higher Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78492-2.

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Nguyen, Cuong Huu, and Mahsood Shah, eds. Quality Assurance in Vietnamese Higher Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26859-6.

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Lillibridge, G. D. Out of my past: A Chico man's speeches and essays, 1955-1997. [Philadelphia?]: Xlibris, 2001.

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Identity formation of Vietnamese immigrant youth in an American high school. New York: LFB Scholarly Pub., 2004.

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Meyer, Stephenie. Trăng non =: New moon. 6th ed. Thành phố Hồ Chí Minh: Nhà xuất bản Trẻ, 2010.

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Meyer, Stephenie. Nea sele ne. Athe na: Playpous Ekdotike, 2008.

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Meyer, Stephenie. Nový měsíc. V Praze: Egmont, 2006.

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Meyer, Stephenie. Trang non: New Moon. Hà Nội: Nhà xuất b̉an Tr̉e, 2009.

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Meyer, Stephenie. New moon. New York: Little, Brown and Company, 2006.

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Book chapters on the topic "Vietnamese higher education"

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

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Nguyen, Nhai Thi. "Cultural Modalities of Vietnamese Higher Education." In Reforming Vietnamese Higher Education, 17–33. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_2.

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Pham, Anh. "Employers’ Perspectives on Vietnamese Returnee Students." In Higher Education Dynamics, 201–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78492-2_11.

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Nguyen, Nhai Thi, and Ly Thi Tran. "Impacts of Global Forces and Local Demands on Vietnamese Higher Education." In Reforming Vietnamese Higher Education, 1–14. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_1.

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Nguyen, Quy, and Christopher Klopper. "A Comparative Analysis of Vietnamese and Australian Research Capacity, Policies, and Programmes." In Reforming Vietnamese Higher Education, 173–96. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_10.

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Ngo, Mai Tuyet. "Teacher Competence Standardisation Under the Influence of Globalisation: A Study of the National Project 2020 and Its Implications for English Language Teacher Education in Vietnamese Colleges and Universities." In Reforming Vietnamese Higher Education, 199–222. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_11.

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Nguyen, Hoa Thi Mai, and Thu Dinh Nguyen. "Professional Learning for Higher Education Academics: Systematic Tensions." In Reforming Vietnamese Higher Education, 223–44. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_12.

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Le, Linh Thuy, and Leigh Gerrard Dwyer. "Revisiting “Teacher as Moral Guide” in English Language Teacher Education in Contemporary Vietnam." In Reforming Vietnamese Higher Education, 245–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_13.

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Van Dao, Khanh, and Martin Hayden. "Vietnam’s Progress with Policies on University Governance, Management and Quality Assurance." In Reforming Vietnamese Higher Education, 37–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_3.

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Ngo, Mai Tuyet. "University Governance in Vietnam and East Asian Higher Education: Comparative Perspectives." In Reforming Vietnamese Higher Education, 51–74. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_4.

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Conference papers on the topic "Vietnamese higher education"

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De la Poza, Elena, Martijn Rietbergen, and Javier Orozco-Messana. "Designing a programme for Sustainability in Vietnam: Smart Sustainable Vietnamese Cities, SSVC." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8396.

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This work deals with the design and development of the SSVC module, which is organised and implemented by European Higher Education Institutions in partnership with Vietnamese Universities. The reform of the Higher Education in Vietnam requires new pedagogical practices and methods which are used in the SSVC module. In addition, the process of design must include the adjustment of the European content and pedagogical methods into Vietnamese circumstances. Finally, the programme needs to be piloted and assessed.
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Nga, Tran Thi. "ALTERNATIVE EDUCATIONAL ACTIVITIES TO ENHANCE YOUTH’S PARTICIPATION IN SOCIAL INNOVATION IN HIGHER EDUCATION: THE CASE STUDY OF “ACTIVE CITIZENS” PROGRAM BY BRITISH COUNCIL IN A VIETNAMESE UNIVERSITY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end072.

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"The paper will provide the overview and practices of embedding social innovation into higher education through extra-curriculum activities in Vietnamese universities. The paper argues that the educational experiences provided by “Active Citizens” program can provide the youth necessary global skills, mindset and hand-on experiences to engage youth to social innovation through their social action projects. The study also recognizes that most challenging issue in carrying out this kind of program is to sustain students’ engagement and their active investment in their initiatives. The study also sees great potentials for enhanced partnerships among university-community in terms of both professional and financial support for student’s projects. Finally, there are discussions on embedding social innovation into Vietnamese universities to serve for higher education’s third mission."
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Wang, Qian. "A Study of Vietnamese Cross-Border Migration into Guangxi Province, China." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.23.

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Rietbergen, Martijn, and Erlijn Eweg. "Enhancing cooperation between HEIs and Companies in South East Asia to accelerate sustainable business opportunities." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10229.

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This proposed project builds forth on the still ongoing ERASMUS+ capacity building project “Sustainability Alliance of Urban Networks in Asian Cities” (SAUNAC). SAUNAC, amongst others, aimed at designing, implementing and evaluating educational programs on Smart Sustainable Cities at Vietnamese universities. This new proposed project takes SAUNAC to a next level, by further developing the cooperation between Higher Education Institutes on the one hand and Companies active in Vietnam on the other hand. This requires additional efforts to tuning of (degree) programmes with competences required by businesses. The target group of companies / HEIs are active in the field of sustainable development.Funding: Erasmus+ Capacity Building
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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Pham, Huyen, Nhung Huynh, and Hien Nguyen. "Virtual Mobility Adoption: a Study of Factors Affecting Students’ Satisfaction toward an Online English Program at a Young Vietnamese Higher Education Institution." In IC4E 2022: 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3514262.3514282.

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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Trinh Nguyen, Thi Hoai, Viet An Kieu, and Thi Cam Nhung Dao. "THE EFFICIENCY OF PUBLIC HIGHER EDUCATION INVESTMENT ON ECONOMIC GROWTH IN VIETNAM." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.s.p.2020.53.

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The purpose of this article is to evaluate the efficiency of public higher education investment in Vietnam’s economic growth through data reports from the Ministry of Education and Training, Ministry of Finance, the General Statistics Office, and the primary investigation of the authors. The paper focuses on an in-depth analysis of the costs of investing in higher education, such as state budget spending on higher education, the impact of budget expenditure on growth, individual investment (household) investment in public higher education, social costs for higher education public study, and average social cost for one learner. From the above analysis, the authors will present employment status and the impact of the problem on both economic growth and the average income of workers by technical expertise. Besides, the authors will compare the situation of investment in higher education and the economic growth rate of Vietnam to some countries in Southeast Asia. From there, the authors will determine the limitations of this impact process. Based on that, the authors will propose some solutions to improve the efficiency of investment in public higher education for Vietnam’s economic growth.
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Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.

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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
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Wei-Dong, He. "Paper According to China-ASEAN Background China's Guangxi Professional Training of the Vietnamese High-level Sports Study." In 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.119.

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Reports on the topic "Vietnamese higher education"

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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Glewwe, Paul, and Hai-Anh Dang. Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the Past 20 Years and Emerging Challenges. Research on Improving Systems of Education (RISE), December 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/017.

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

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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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