Dissertations / Theses on the topic 'Vietnamese university'
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Nguyen, Quy Khanh. "Vietnamese return skilled migrants and their reintegration in Vietnam /." [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18234.pdf.
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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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Hoang, Ngoc Tue. "EFL teachers' perceptions and experiences of blended learning in a Vietnamese university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83945/1/Ngoc%20Tue_Hoang_Thesis.pdf.
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This qualitative study investigates English as Foreign Language (EFL) teachers' perceptions and practices of blended learning in a Vietnamese university and influencing factors. Findings revealed that teachers have limited understandings and use of blended learning due to three primary influential factors: (i) the traditional teacher-centred pedagogy, (ii) institutional management and leadership styles, and (iii) fragmented knowledge of technological, pedagogical, and content knowledge (TPACK) for blended learning. To improve the take up and potential benefits of blended learning in EFL education in Vietnamese universities, this study proposes (i) a systematic understanding of blended learning concepts, (ii) a localised TPACK framework, and (iii) a model of teacher professional development program.
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Le, Minh Thi Vanawipha Pasandhanatorn. "Traditional postpartum practices among Vietnamese mothers : a study in anthi district, Hungyen province /." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd364/4537972.pdf.
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Tran, June [Verfasser]. "Enhancing Graduate employability: The perspectives of Vietnamese university students and graduates / June Tran." München : GRIN Verlag, 2014. http://d-nb.info/1183917937/34.
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Shaw, Jonathan. "Pragmatic dualism : socio-economic change, teachers and knowledge transfer to Vietnamese university curricula." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394255.
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Mai, Hoang Tran. "Associated risk factors in developing cervical cancer among Vietnamese women /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17858.pdf.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.
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Thesis (Ph.D.) -- University of Western Sydney, 2005."A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Chinh, Nguyen Quoc. "The testing process in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24217.pdf.
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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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Nguyen, Nga Ngoc. "An evaluation study of an English for academic purposes program in a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2464.
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English for academic purposes (EAP) pathway programs have boomed in Vietnam following a dramatic increase in English-medium instruction (EMI) university programs. These EAP programs are the pathway, and also the prerequisite, for students who fail to gain direct entry into the EMI programs. However, questions have arisen as to how well such EAP programs prepare students for future EMI study.
This study evaluated an EAP program offered by one Vietnamese public university. It was one of the first EAP programs established in the country and had been adapted from an overseas curriculum package. However, alarming failure rates in the final examination have prompted a need to evaluate the program, which to date has not occurred.
Using Stufflebeam’s (2014) Context, Input, Process and Product (CIPP) model, this study evaluated how well the program met the needs of its students via different aspects of teaching content, teaching materials, assessments, teaching and learning processes, and outcomes. To achieve both depth and breadth in evaluation, a mixed-methods approach was adopted. Quantitative data were collected at the start and the end of the program from two student questionnaires. Qualitative data were collected from documents related to the program; interviews with key participants (students, teachers, administrators) in the EAP program and the subsequent EMI program (students, lecturers).
The study identified four key areas of students’ needs which the program met with varying levels of success. The program generally assisted students to develop their general English proficiency and academic study skills. However, the program failed to meet their requirements for academic English skills, which in turn compromised two other important needs: to pass all examinations, especially the final examination; and to be ready for the EMI program. The study found that the lack of a comprehensive, contextualised investigation of students’ needs and its use of the International English Language Testing System (IELTS) as a driver of the curriculum contributed to its partial failure to meet students’ learning needs.
This study makes several significant contributions to knowledge. First, it is the first attempt to evaluate an EAP program in Vietnam, drawing on Stufflebeam’s (2014) CIPP model. The results in the study showed that this model was clearly an effective evaluation framework, likely to be applicable to other L2 education programs. Second, by conducting a comprehensive evaluation, the study provides evidence that could contribute to the improvement of the EAP program itself and other similar programs in Vietnam. Third, the study extends local and international understandings of EAP education in Vietnam and provides valuable insights for EAP policy makers and practitioners in Vietnam, and those in similar contexts. The study highlights the importance of systematic and comprehensive program evaluation in ensuring quality language education in Vietnam, especially when adopting curriculum from very different educational contexts.
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Troung, Minh Tien Guest Philip. "Impact of mass media exposure on knowledge and use of contraceptive among Vietnamese adolescents and youth /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd393/4838770.pdf.
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Bon, Nguyen Van. "An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030502.140525/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2002."A thesis presented to the University of Western Sydney in fulfilment of the rerquirements for the degree of Doctor of Philosophy" Bibliography : leaves 189-207.
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Hau, Ho Huu. "A teaching innovation to promote authentic science in a physics teaching laboratory in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24155.pdf.
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Nguyen, Thi Ngoc-Thuy. "Students' approaches to learning physics in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/MQ37603.pdf.
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Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.
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Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals.
In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.
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Nguyen, Thi Anh Thu. "Prosodic transfer : the tonal constraints of Vietnamese acquisition of English stress & rhythm /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17668.pdf.
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Vo, Thi Thanh Phuong. "An investigation of the use of concept mapping in teaching and learning cellular respiration in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/MQ37656.pdf.
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Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
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Khong, Regina. "Vietnamese American attitudes toward intercultural and interracial marriage." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/626.
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The purpose of this thesis was to examine the attitudes of Vietnamese Americans towards Vietnamese interracial marriages. It also sought to extend previous research in this field and incorporate insights regarding the literature of Vietnamese, Vietnamese- American, and American culture to the literature that addresses the question of interracial marriage. The research question of this paper was, "What are the attitudes of Vietnamese Americans toward interracial marriage between Vietnamese Americans and other races?"
The methodology used was a self-administered anonymous questionnaire given to a limited group of Vietnamese participants in California to gather their views on this subject. The results suggest that the Vietnamese surveyed are more accepting of interracial marriages than the literature would suggest.
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Minh, Doung Quang. "Teachers' and students' ideas about the use of multiple choice tests in physics, a study in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/MQ37521.pdf.
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Le, Tien Tung. "English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2308.
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English is the global language of business, trade, tourism, technology, science and politics. It is also the official language in many foreign companies (Kam, 2002) and proficiency in English is therefore an advantage for acquiring employment in foreign companies where the working environment is multilingual, professional and highly competitive.
As a dynamic developing country in Southeast Asia, Vietnam has attracted substantial foreign investment since the introduction of Doi Moi or the Renovation policy in 1986. Over the last three decades, a number of foreign companies have established themselves in the country, creating numerous employment opportunities for young Vietnamese people, especially university graduates. These foreign companies originate from a range of countries and English has become the common language for employees who are required to have good communication skills within these workplaces (Roshid & Chowdhury, 2013). While previous studies have investigated employers’ perceptions of graduates’ English proficiency in the fields of manufacturing and engineering in Malaysia and India as well as the employment competencies that business graduates require in Vietnam, little research has investigated the influence of English proficiency on the employability of business graduates from private universities in Vietnam. The aim of this study, therefore, was to explore the influence of English proficiency on the employability of business graduates from private universities in Vietnam who seek employment in foreign companies. To best understand the nature of this phenomenon, qualitative methods were employed to collect data via interviews, focus group discussions and document analysis. Participants included policy makers, private university business undergraduates, business graduates who had sought employment in foreign companies, as well as managers and human resources staff in these companies.
This study found that English proficiency strongly influences the success of business students who graduate from private universities in Vietnam and seek employment in foreign companies. Inconsistent internal triadic relationships between the university course materials, pedagogy and assessment procedures was also found to be an important influence on student success. Finally, the research highlights the external misalignment between student outcomes of English courses at private universities and the requirements of the foreign employers are. Based on the main findings, a number of recommendations have been suggested in relation to policies, universities, language teachers, and future research.
The findings from this study will contribute to understanding the role of English proficiency and its influence on the employability of business graduates from private universities in Vietnam. This information could be used to assist lecturers and other university stakeholders to assess whether English programs in private universities meet the needs of foreign employers and amend them where necessary. Understanding the level of English proficiency required by foreign employers and the methods used to assess graduates’ English proficiency will support private universities and their undergraduate business students to better prepare for future employability in foreign companies. This knowledge will also be valuable for all universities in Vietnam and other Asian countries with a similar culture and English education characteristics. In addition, the findings may inform policies on teaching and learning foreign languages in the Vietnamese national education system.
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Tran, Duong T. "Queensland Health multicultural and language services policy statements and public oral health care for Vietnamese community in the Brisbane South Health Region /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19497.pdf.
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Hoang, Haivan Viet. ""To come together and create a movement" solidarity rhetoric in the Vietnamese American Coalition (VAC) /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086111070.
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Thesis (Ph. D.)--Ohio State University, 2004.Document formatted into pages; contains 269 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 June 1.
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Le, Vo Thi Hong. "A study of the extent to which university English education fulfils workplace requirements for Vietnamese graduates and of the extent to which action research can lead to improvements in university English education." Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/a-study-of-the-extent-to-which-university-english-education-fulfils-workplace-requirements-for-vietnamese-graduates-and-of-the-extent-to-which-action-research-can-lead-to-improvements-in-university-english-education(4e7644d9-e668-4d00-b8e7-17a7be4cf27a).html.
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This study focuses on possible approaches that can be undertaken at university to prepare undergraduate students with English language communicative competence required at the workplace. In exploring how English is taught at a university and whether English education met the needs of business, the main concern of this study is how materials design and teacher education can support learners to develop the skills to communicate effectively in the Vietnamese workplace. The purpose of the study was to (1) learn about the reality of English in the workplace to see what graduates’ needs at the workplace are, (2) undertake observational study at a university to see how needs were being met and (3) explore how minor interventions influence teachers and their English teaching practice. The study employed a qualitative research methodology. The data collection methods employed were observations and interviews and a survey was undertaken. This is also to provide the basis for the reliability of studies and the validation of findings in terms of their accuracy, checking for bias in research methods and the development of research instruments. The data from these three resources was analysed through discourse analysis in order to address the analytic issues and the concern for an ‘in-depth’ focus on people’s activities of a qualitative research. There were two main stages of research in the study. In the companies stage, the results reveal that meaningful conversations that required graduates at the workplace are often absent in language classroom and teaching materials. This raises the importance of achieving balance between transactional and relational talk in language teaching materials. It also raises the importance of communicative language teaching at university that can support in various aspects of discourse. In the university stage of the research, the findings disclose that this was not an environment necessarily conducive to supplying the workplace with suitably communicatively competent graduates. There were various problems identified concerning teacher’s contextual realization, their questioning and their use of CLT activities that did not stimulate communication. By contrast, traditional teaching methods were noted, including the patterns of teacher fronted, form focused practice, with few student-student interactions. Importantly, the analyses of the results indicate that action research can help to bring improvement of teachers’ teaching practice. Though limited in number, considerable positive changes made by the teachers were identified. These changes were primarily in terms of materials adaptation and the number of classroom interactions. The other significant finding was that teachers understanding of the study’s interventions had a positive impact on their practice. They also showed their positive attitude towards the changes and were pleased to engage more students through adopting these changes. Based on the findings of the study, major issues are identified. The study’s findings have implications for materials development, teacher development and school management. The research also reveals the importance of conducting a needs analysis for stakeholders. Finally, the study’s limitations, together with recommendations for further research based on authentic transcripts/materials of workplace talk, or further interventions, observations and feedback in terms of teachers’ process in engaging action research, are discussed.
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Dahlström, Elin, and Viberg Ellinor Funegård. "Knowledge about hepatitis B virus infection and attitudes towards hepatitis B virus vaccination among Vietnamese university students in Ho Chi Minh City : – A quantitative study." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200430.
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Introduktion: Hepatit B är ett virus med hög smittsamhet som är orsak till den vanligaste leversjukdomen globalt. I Vietnam är prevalensen av hepatit B hög.Syfte: Att undersöka vietnamesiska universitetsstudenters kunskap om hepatit B och attityder till hepatit B vaccination, samt att undersöka om det fanns någon skillnad mellan könen.Metod: En kvantitativ tvärsnittsstudie med hjälp av en enkät. Studien genomfördes på University of Medicine and Pharmacy i Ho Chi Minh City. Förstaårsstudenter på sjuksköterske- och medicinsk teknikprogrammet valdes ut och 233 studenter fyllde i enkäten korrekt och inkluderades i studien.Resultat: Majoriteten av studenterna (95,3%) hade hört om hepatit B viruset (HBV) innan studien ägde rum. Fler än hälften av studenterna (55,4%) visste att HBV inte sprids genom att dela mat med en infekterad person, och 58,4% visste att HBV kan orsaka levercancer. Endast 47,6% visste att HBV är sexuellt överförbart och 39,5% visste att HBV kan smitta från mor till barn perinatalt. Fler manliga studenter än kvinnliga visste att HBV kan överföras genom att dela tandborste med en infekterad person (p= 0,026). Majoriteten av studenterna (93,1%) trodde att de skulle vaccineras mot HBV i framtiden.Slutsats: Studenterna visade att de hade kunskap i ämnet, men studien visar också på en viss brist på kunskap, som är allvarlig. Förbättrad utbildning om HBV är nödvändigt för att vietnamesiska universitetsstudenter ska utöka sin kunskap om HBV.Introduction: The hepatitis B virus is highly contagious and causes the world’s most common liver infection. Vietnam is a country where the endemicity of hepatitis B is high.Aim: To investigate Vietnamese university students’ knowledge about hepatitis B infection and attitudes towards hepatitis B virus vaccination and to examine if there is a difference between genders.Method: A cross-sectional study with quantitative method using a questionnaire. The study was carried out at the University of Medicine and Pharmacy in Ho Chi Minh City. First year students from the nursing and medical technician programme were selected and 233 students completed the questionnaire and were included in the study.Result: The majority of the university students (95.3%) had heard about hepatitis B virus (HBV). More than half (55.4%) knew correctly that HBV can not be transmitted by sharing food with an infected person, and 58.4% knew that HBV can cause liver cancer. Only 47.6% knew that HBV can be sexually transmitted and 39.5% knew that HBV can be transmitted from mother to child at birth. More male than female students answered correctly that HBV can be transmitted by sharing a toothbrush with an infected person (p= 0.026). Almost all students (93.1%) thought that they would receive HBV vaccination.Conclusion: The students showed insight into the subject, but the result also showed some gaps of knowledge among the university students considered as serious. Improved education about HBV is necessary for university students to increase their knowledge about HBV.
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Clements, Alice Faith, and alice clements@rmit edu au. "Let's talk (discreetly) about sex. The content generation and design of an online sexual and reproductive health information resource for young Vietnamese: a communications perspective." RMIT University. Applied Communication, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.100012.
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Vietnam is a populous nation experiencing rapid social and economic transition. These changes, in combination with the spread of sexually transmitted infections such as HIV/AIDS, are compromising the reproductive health of young Vietnamese. Access to reliable reproductive health information is limited and social taboos prevent young people from talking openly about this topic. A huge number of young people living in Vietnam thus find themselves without access to relevant, accurate, non-threatening and unbiased information about sexuality and sexual health. The research outlined in this thesis approaches the issue of sexual health information provision for young people living in Vietnam from a participatory action research foundation. A key focus is investigation of the ways in which young people living in Vietnam can be included in the development of online sexual health communication tools by, for and about young Vietnamese. As part of this investigation, this thesis describes research conducted with young Vietnamese in Australia and Vietnam to identify and elucidate their reproductive health information needs, as situated within the contemporary Vietnamese socio-cultural context. The research was undertaken in order to determine how an online resource might meet these needs. This exploratory process involved the utilisation of a range of research methods to determine the website's optimal content, style, features and tone in relation to the Vietnamese context and requirements of its target users. It is hoped that the record of discovery resulting from this research journey will contribute to the existing body of knowledge on online health communication and participatory approaches to the development of context-sensitive health and behaviour-change communication.
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Le, Ngoc Bau. "L'utilisation des connecteurs argumentatifs dans les écrits universitaires des étudiants vietnamiens : le cas du discours géographique : pour une perspective didactique." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENL013.
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La rédaction à l'université constitue une tâche complexe car les scripteur-étudiants ont à gérer, non seulement, leurs idées mais aussi les moyens linguistiques servant à les exprimer. Le travail devient plus difficile lorsqu'on rédige dans une langue étrangère. Une des difficultés majeures des étudiants vietnamiens francophones dans leur rédaction universitaire en français est d'enchaîner leurs idées pour produire des séquences cohérentes et abouties. La recherche menée dans le cadre de cette thèse aborde l'utilisation des connecteurs argumentatifs dans les écrits universitaires des étudiants vietnamiens en vue d'une perspective didactique. Les problèmes de cet emploi (fréquences, erreurs…) sont montrés à travers les analyses quantitatives et qualitatives des connecteurs argumentatifs mobilisés dans les écrits des étudiants de géographie. L'accent est particulièrement mis sur l'analyse des utilisations erronées réparties selon une classification des erreurs et anomalies de ces termes de liaison. Les propositions didactiques issues des résultats obtenus servent à améliorer l'enseignement de ces articulateurs et peuvent être élargies à tous les publics d'étudiants vietnamiens. Le développement d'un enseignement sur la diversité des connecteurs argumentatifs tant, au niveau de la forme, qu'au niveau du sens, des notions de cohésion textuelle et de cohérence argumentative (acte d'argumenter, opération discursive, séquence argumentative) est l'enjeu de cette étude sur le terrainWriting at university is a complex task because the writer-students have to manage not only their ideas but also the linguistic means that are used to express them. The work becomes more difficult when the writing is in a foreign language. A major difficulty of vietnamese students in their academic writing in French is to link their ideas to produce consistent and accomplished sequences. The research conducted in this thesis concerns the use of connectors in argumentative academic writing of Vietnamese students for a didactic perspective. The problems of this use (frequency, errors ...) are shown through quantitative and qualitative analysis of argumentative connectors which are utilized in writings of Geography students. The emphasis is on the analysis of erroneous uses distributed according to a classification of errors and anomalies of these linking terms. From the obtained results, we propose some didactic improvements that are used for teaching of these articulators and can be extended to any vietnamese students public. The development of a teaching, based on the diversity of argumentative connectors, both in the form and at the level of meaning, of notions of textual argumentative cohesion and coherence (act of arguing, operation discursive, argumentative sequence) is the issue of this research on the field
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Nguyen, Phuong-Trinh. "Vietnam's construction of an optimal legal framework for reattracting foreign investment :." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17590.pdf.
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Chien, Bui The, and 斐世戰. "SUBJECTIVE WELL-BEING OF VIETNAMESE UNIVERSITY STUDENTS IN TAIWAN: A COMPARISON BETWEEN VIETNAMESE AND TAIWANESE STUDENTS." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/20729802755552375346.
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碩士明新科技大學
管理研究所
102
In recent years, there has been an increasing globalization in the higher education sectors.For those who study aboard, the life far away from home will surely face many difficulties. They do not only need to “learn” but also need to “live” in the new environment with different culture, without the support of their original social network. Thus, to adequately understand foreign students’ circumstances, to know if they are satisfied with their learning environment may not be enough, it is important to also know their subjective well-being. The main purpose of this study is to investigate Vietnamese students’ subjective well- being in Taiwan.The study will involve two type of survey: subjective well-being (SWB) and day reconstructed method (DRM). The main components of the SWB include students’ satisfaction about many aspects of their life and their daily emotional experiences. Whereas the DRM will allows us to find out the daily activities that associate with their emotional experiences. Further, to better understand the subjective well-being of Vietnamese students, Taiwanese students’ SWB will also be collected and served as a controlled group. The most striking and unexpected results in this study was that Vietnamese students’ subjective well-being was significantly better than Taiwanese students. In particular, all indexes in emotional well-being indicated that Vietnamese students were better than local students. The results are surprising because, as compared to local students, foreign students are facing much more challenge in the need to adapt to new environment and being cut off from their social support system.
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"Vietnamese values: Confucian, Catholic, American." Tulane University, 1987.
Find full textAbstract:
Ethnographic fieldwork was conducted among the Vietnamese refugees of New Orleans from 1983 to 1986. That fieldwork focused on Vietnamese values and community life. The fieldwork was designed to question certain prevailing, rather monolithic understandings of culture and values and to provide an alternative model for the study of culture and values Vietnamese culture, and any culture for that matter, can be fruitfully understood and studied as a 'library' of conflicting values 'texts.' Values are 'texts' for desirable behavior, feeling, thinking, and relating within a culture or community; values are expressions of what a culture thinks it means to be human and what the goal of human life is. Values texts can and do conflict because a culture, far from being a monolithic entity, is historical and in process; a culture is a conversation of texts, a dialogue, as to what it means to be human, not the conclusion of a syllogism The fieldwork revealed that the Vietnamese cultural library contains three significant sets of texts: Confucian, Catholic, and American. The Confucian texts are essentially concerned with proper relationships in the family and community. The Catholic texts are essentially concerned with the proper relationship to the supernatural. And the American texts are more concerned with individual freedom and self-determination. Conflict among sets of texts does exist but, more importantly, conflict exists within each set of texts as well. Vietnamese culture may be understood as a series of conflicts among values associated with the cultural domains of religion, kinship, ethics, aesthetics, gender, and economicsacase@tulane.edu
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Miura, Akiko. "The food habits of Vietnamese college women at Oregon State University." Thesis, 1998. http://hdl.handle.net/1957/27657.
Full textAbstract:
This study reports the food habits of Vietnamese college women in association
with college life and their cultural background. Their food habits, food associated
beliefs, and the influences on their food choices were examined.
Interviews, using semi-structured questionnaire, were conducted with 25
Vietnamese college women at Oregon State University. The questionnaire included
general and particular food consumption, cooking/eating out practices, and food
associated beliefs.
The busy schedules of the Vietnamese college students in college life greatly
influenced their food choices. They preferred eating the same foods as before college,
which were mainly Vietnamese foods. However, they also considered convenience for
their food choices since they did not have enough time and/or skills to prepare and eat
meals. Generally they kept eating Vietnamese foods, such as rice and Vietnamese
flavored dishes; however, they increased eating easy to prepare food, such as pasta,
sandwiches, and fast foods in college life, which were not often eaten with their families
before college. All of them had rice cookers, chopsticks, and fish sauce, that are
substantial for a Vietnamese diet.
Their preference of eating Vietnamese foods led to their unique meal patterns.
They tended to adjust mealtime in order to eat Vietnamese foods at home and avoided
eating meals on campus. Instead, the high frequency of snack consumption was reported.
They had strong beliefs that Vietnamese foods were healthy. The Vietnamese
foods, which consisted of rice, a wide variety of vegetables, and small amount of meat,
tend to be low in fat. It led to avoidance of commercialized low-fat and low-calorie
foods. The Vietnamese diet was also believed to be a balanced diet. This was associated
with the small credibility of a vegetarian diet in spite of the fact that they considered
vegetables played an important role in their diets. Generally they were comfortable to
keep eating Vietnamese foods because of their health concerns, as well as their taste
preferences.
In college life, they consumed some foods that were not Vietnamese and not often
eaten with their families before. However, it could be temporary mainly because of their
busy schedules. They preferred to eat the same foods as before, if their schedule allowed,
and they considered that Vietnamese foods should be eaten as their real meals.Graduation date: 1999
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PHAM, TRINH THUY LINH, and 范鄭瑞綾. "A Narrative Research of a Vietnamese-Language Teacher’s Professional Learning Journey-Taking Vietnamese Language Classes from a University in Taiwan as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bs58f5.
Full textAbstract:
碩士台灣首府大學
教育研究所
106
Abstract This study is a narrative research of the teaching process of a Vietnamese language teacher. Through her own teaching experience, the researcher explores the motivations and disturbances of students in learning Vietnamese, and their influences on students' learning outcomes and learning attitudes. According to the research results, the conclusions of this study are as follows: 1. The motivations for students to take "Vietnamese" is to understand Vietnamese affairs mainly. They hope that they can travel freely in Vietnam in the future and have good grades in school. 2. The learning disturbances of students’ learning Vietnamese are mainly due to the lack of practice environments, followed by difficulties in pronunciation, word expression, character writing, and grammar application. 3. Through the 18-week Vietnamese course, the students have made great progress in learning the Vietnamese language. 4. Through observations and interviews during the teaching process, the researcher found that the stronger the students' motivations for learning, the lower the learning disturbances; the students with positive learning attitudes and higher self-expectations are willing to pay more efforts and their academic performance will naturally be much better. 5. Through the research of the teaching process, it is found that an appropriate teaching design has a positive effect on the students' learning; therefore, the researcher has been constantly reflecting and correcting the teaching methods in the teaching processes to enhance students' learning motivations. Finally, based on the above conclusions, the researcher makes recommendations to the follow-up teachers who are engaged in Vietnamese language teaching and the students who are invested in Vietnamese language learning, as well as the related units, and looks forward to becoming a reference for the future academic researches.
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Nguyen, Thi Xuan Lan. "Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university." Thesis, 2017. http://hdl.handle.net/1959.13/1335841.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)From the sociocultural perspective, as learning is viewed as a process of collaboration, this research investigates how the mediational tool, computer-mediated communication, assists English foreign language students to learn collaboratively. The research emphasises the efficiency of this application in supporting collaborative learning in English foreign language classrooms in Vietnam, in terms of enhancing learning outcomes, and learners’ and teachers’ attitudes towards the application. A multi-case study is conducted with English foreign language teachers and students from different faculties of a university in Ho Chi Minh City, Vietnam; three different treatments, including collaborative learning with computer-mediated communication, face-to-face collaborative learning, and traditional teaching methods, are examined within a semester. A number of data collection instruments including classroom observation, questionnaires, tests, peer reviews, group discussions and interviews, are designed to collect multi-type data from multiple resources. Findings from the research have confirmed the positive impacts of computer-mediated communication on collaborative learning, in which learners participate actively in learning, and become more responsible and autonomous for their own learning. With its unique features, computer-mediated communication is shown to foster learners’ participation and interaction and thus encourage collaboration. Significantly, both learners and teachers have positive attitudes towards this application, and would like to encourage it more in their future classes. Though fewer students participated in learning activities with computer-mediated communication than in face-to-face collaborative learning modes, and more students have positive attitudes towards face-to-face collaborative learning than computer-mediated communication, there is evidence that computer-mediated communication offers English foreign language learners opportunities for learning that are not possible in face-to-face collaborative learning mode or other traditional practices. Practically, computer-mediated communication provides learners more opportunities for communication among peers, to learn outside the classroom and to access authentic sources of knowledge and information on the Internet. However, computer-mediated communication has been found to affect the learning of different students in different ways, as learners from the social sciences and humanities group and business-finance-economics group participated more and have more positive attitudes towards computer-mediated communication practices than those from the technological science group. Furthermore, it cannot accommodate all language skills and thus cannot fulfil all English foreign language learners’ needs. Therefore, computer-mediated communication is suggested, not to replace, but to blend with other face-to-face teaching and learning practices, to ensure all learning demands are met, and teachers and learners are able to enjoy all benefits from both computer-mediated communication and face-to-face collaborative learning.
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Pham, Thach Ngoc. "Interpersonal interaction: a study of an online English language learning environment at a Vietnamese university." Thesis, 2015. https://vuir.vu.edu.au/29786/.
Full textAbstract:
This research is inspired by recent technological development in online language learning
in Vietnam. The main aim of this study was to investigate interpersonal interaction in an
online English language learning environment at a Vietnamese university. The key
aspects of interaction were explored including patterns, influencing factors and the
contribution of facilitated interactions to the learners’ English competence. A mixed
methods design guided the collection of the data. Salmon’s (2003) model of teaching and
learning online was adopted as the main theoretical framework to interpret the study
findings.
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Anh, Nguyen Kim Ngoc, and 阮金玉英. "LEARNING SATISFACTION OF VIETNAMESE STUDENTS PURSUING UNDERGRADUATE PROGRAM IN FINANCE IN A PRIVATE UNIVERSITY IN TAIWAN." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/80990870837808929639.
Full textAbstract:
碩士樹德科技大學
經營管理研究所
101
Due to response to the globalization, internationalization of higher education in terms of attracting international students becomes a key agenda on higher education policies and part of national development plans. Taiwan’s education is admitted an outstanding higher education that provides opportunities for international students to study a wide variety of subjects. With the huge quantity of Vietnamese students studying in Taiwan currently, higher education institutions need to understand well their major customers’ thought to attract more and more Vietnamese students. However, many universities in Taiwan are paying more attention to English programs rather than providing the host country’s language. This study aims to determine the satisfaction levels of five aspects of campus life – curriculum, students, instructors, facilities, administration and finance by Vietnamese students at a private university in Taiwan. The interviews with 16 Vietnamese students are undertaken as data collection. The main findings show that the school has offered good conditions with such positive factors, such as low cost of living and tuition fees, modern facilities and friendly environment. However, the school has not paid enough attention to social programs since the negative factors exist, such as language barriers, the feeling of minority students and dissatisfaction, somewhat cause the students’ dissatisfaction of their studying. Based on the main finding, finally, certain experiences are learned to enhance student’s loyalty in choosing Taiwan higher education in the future toward Vietnamese students.
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CHEN, SHI-SHANG, and 陳氏商. "The Adjustable Problems When Vietnamese Students Studying and Living in Taiwan-A Case Study of Mingshin University." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/v9ghbd.
Full textAbstract:
碩士明新科技大學
管理研究所碩士在職專班
107
Along with the age of continuous development, in recent years, the number of Vietnamese students studying abroad has rapidly grown. In 2017, the amount increased by 64,000, in which the proportion of students coming to Taiwan to study is rising. Taiwan currently ranked 17th in Vietnamese student choice. Because Taiwan hasa developed economy, a comfortable and friendly environment, anhigh quality education system, it is increasingly valued by parents and students. Studying abroad is considered as a wise investment, Vietnamese students hope to learn the bestknowledge in the world through an excellent education system in other countries as a preparation for a better career developmentin the future. This study uses qualitative methods through in-depth interviews and observations to find outthe difficulties that Vietnamese students have to face, such as common lifeissues(food, climate, tenancy problems, traffic, and homesickness), finance, work,culture shock and language barrier as well asstudying pressure. Vietnamese studentsfind it hard to adapt to the new environmentand social support is not enough to solve the problem. According to research results, some suggestions are proposed. Before coming to Taiwan, Vietnamese students firstneed to understand Taiwan's customs, socio-economic, educational environment; then prepare themselves essential life skills and the most important thing, language skills. In addition, Vietnamese students need to plan financial management and self-educateTaiwan’s law to enhance self-protection.
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Duong, Minh-Quang, and 楊明光. "The Effects of Academic Learning on Problem-Solving Efficacy of Vietnamese University Students: A Case Study of VNU-HCM." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/16188489605298347551.
Full textAbstract:
碩士國立暨南國際大學
教育政策與行政學系
99
Problem-solving efficacy is important for students to become effective problem solvers in their profession and for career success. However, the literature indicated that Vietnamese university students are weak in problem-solving efficacy. Despite the elaboration of the importance of problem-solving efficacy to university students in previously stated research, unfortunately, there has not yet been much research into the problem-solving efficacy of Vietnamese university students. Thus, this study was conducted to explore the relationship between academic learning and problem-solving efficacy of Vietnamese university students. This study used a questionnaire survey to gather data. The final survey was conducted with 700 students from five member universities at VNU-HCM. The results of this study showed that Vietnamese university students’ problem-solving efficacy was within the range of “average” to “high” response. There existed significant differences of problem-solving efficacy of students among the five universities. In addition, Vietnamese university students’ problem-solving efficacy is significantly influenced by their backgrounds and academic learning.
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LINH, NGUYEN THI. "A study on the instructional desigh of Vietnamese Pronunciation to the students in National Dong Hwa University in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8gz38r.
Full text
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LINH, NGUYEN THI, and NGUYEN THI LINH. "A study on the instructional desigh of Vietnamese Pronunciation to the students in National Dong Hwa University in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2vunuu.
Full text
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Truong, Bang Cong. "The motivation of Vietnamese university students to learn English: a study using the expectancy-value model of academic motivation." Thesis, 2017. http://hdl.handle.net/1959.13/1333816.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)This study examined the motivation to study English and the English achievement of Vietnamese university students, using the expectancy-value model as a theoretical framework. Given the Vietnamese context, an additional variable was added to the model. This variable measured students’ motivation to study English as a means of pleasing their parents and bringing honour to their family. The investigation used a mixed method approach that included surveys, focus group interviews, and individual interviews. Data were gathered in three universities located in Ho Chi Minh City. Participants were first year university students who were studying non-English majors but who were required to take English classes and lecturers who teach English classes. The quantitative component was a survey completed by 1207 students. The qualitative component was individual interviews with nine lecturers of English and focus group interviews with their 72 male and female students who also completed the survey. The quantitative data were analysed using structural equation modelling (SEM). The results provided support for the expectancy-value model. Students’ expectancy to do well in English predicted students’ achievement in English. Students’ values, particularly the utility value of studying English, predicted students’ willingness to take additional courses in English. The new family variable directly predicted students’ interest in English and their utility value of English and indirectly predicted students’ willingness to take additional courses in English. Students’ sex predicted expectancy to do well, interest in English, utility value of English, willingness to take additional English courses, and achievement in English. The interview data from lecturers and students provided additional insights into students’ motivation to study English and their experiences of English classes. Students and lecturers agreed that most students were motivated to achieve a level of oral competency in English that would help them get desirable jobs after graduation. However, most English classes devoted little time to this aspect of English and the oral competency of most students was low. There were a number of reasons for this situation. The influence of the family, an integral part of a Confucian-based culture, on students’ motivation to study English also was explored in detail. The thesis finishes with a set of recommendations for ways in which the teaching of English, especially the teaching of oral English, in universities in Vietnam might be improved.
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Le, Duy Tran Hoang. "University students’ mental health in Australia and Vietnam: the role of attachment style and social integration." Thesis, 2020. http://hdl.handle.net/1959.13/1438202.
Full textAbstract:
Masters Research - Master of Philosophy (MPhil)Recent changes in Vietnam’s higher education system and challenges at university put Vietnamese students’ mental health at risk. In the psychological literature, social integration and relationship expectancies (attachment styles) are predictive of mental health among Western university students. However, these patterns are unclear for an Asian population, like the Vietnamese, who are thought to have a ‘collective’ or ‘interdependent’ view of the self (interdependent self-construal). The present study aimed to investigate the impact of social integration and attachment insecurities (anxiety and avoidance) on the psychological symptoms of Australian and Vietnamese undergraduates and how their self-construal profiles explain potential differences in results across cultures. Participants were 542 first- and second-year university students (245 Australian and 297 Vietnamese) who completed self-report measures administered online. Data showed cross-cultural measurement invariance only for the mental health concept and poor psychometric properties for the self-construal scale, leading to separate analyses for each cultural group and the exclusion of the self-construal factor from the statistical analyses. Overall, the results emphasised the role of attachment anxiety and the cognitive aspect of social integration in student’s mental health. Specifically, attachment insecurities were predictive of social integration among students, although this effect was less consistent for attachment avoidance. Attachment anxiety influenced student’s mental health both directly and indirectly through social integration. The impact of attachment avoidance on mental health was indirect and only significant for the Vietnamese data. The cognitive aspect of social integration directly predicted psychological symptoms and played the main role in mediating the attachment – mental health link. These roles appeared weaker and less consistent for the behavioural side of social integration. The discussion addresses differences in the mental health profile and the conception of attachment across cultures, possible explanations for variables’ interactions especially in the Vietnamese data, and implications of the current study on mental health services, university policies, and future research.
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Chia-Ling, Hung, and 洪佳伶. "A Research on the Studying Factor and Adjustment of Overseas Students-Example of the Vietnamese Overseas Students at T University." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/p9d8qf.
Full textAbstract:
碩士國立臺東大學
公共與文化事務學系
105
This study is aimed to understand why Vietnamese Overseas Students study in Taiwan . The research also tries to examine the life and study problems which happened during studying in Taiwan. In addition，it wants to exam what supporting systems at eastern T University have to do with foreign students . The in-depth interview method is used in this study. The research interviewed 13 Vietnamese Overseas Students at eastern T University to share their experience in Taiwan. The results of this research are as follows： 1. The major reasons that Vietnamese Overseas Students come to Taiwan to study are：（1） the scholarship offered by T University .（2） the encouragement of their parents, siblings and friends. （3） the strong motivation to go abroad to study. （4） the encouragement of T University.（5）the attraction of high quality education in Taiwan. 2. The life adjustments of Vietnamese Overseas Students are affected by climate and food、traffic and lodging、homesickness、relationship with others and part-time job. 3. The study adjustments of Vietnamese Overseas Students are effected by language barrier、the content of lecturing、presentation and writing test. 4. The supporting system from T University is mainly divided into three catalogues : emotional support、financial support and information support. 5. Suggestions to future research：Enlarge the study to Overseas Students from different countries and other Vietnamese Overseas Students at other universities.
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Nga, Bui Thi, and 裴氏娥. "A Case Study on the Process of Becoming Buddhist of Vietnamese Undergraduate Students – At Hue University of Medicine and Pharmacy." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7kecbg.
Full textAbstract:
碩士國立暨南國際大學
諮商心理與人力資源發展學系終身學習與人力資源發展研究所
106
Abstract This research aims to explore the experiences of Becoming Buddhist among Vietnamese undergraduate students. The cases of Hue University of Medicine and Pharmacy are taken as examples of study, and the qualitative interviewing method is adopted. The interviewees are undergraduates of Hue University of Medicine and Pharmacy who have converted to Buddhism for more than five years and have participated in various Buddhist activities. The researcher has four purposes listed as follows. The first purpose is to explore the reasons and motivations of Vietnamese undergraduates’ Buddhism beliefs. The second is to investigate the process and manner of their Buddhism beliefs. The third is to analyze the problems that Vietnamese undergraduates are faced with in their Buddhism beliefs and the ways they take to deal with the problems. The fourth is to understand the influences of Vietnamese undergraduates’ Buddhism beliefs. By investigating the backgrounds and process of eight Vietnamese undergraduates’ Buddhism beliefs, the researcher analyzes the reasons and motivations, the process and manner, of Vietnamese undergraduates’ Buddhism beliefs, the problems that they are faced with in their Buddhism beliefs and the ways they take to deal with the problems, and the influences of their Buddhism beliefs. Based on the purpose of the research, the analysis and interpretation of the collected data are concluded as follows. 1. The Buddhism beliefs of the undergraduates of Hue University of Medicine and Pharmacy in Vietnam originate from the religious directions and influences of their Buddhist parents, the impact of friends and traditions, or because of the specific event, which arouse these students’ interest and curiosity in Buddhism. 2. The motivations of the Buddhism beliefs of the undergraduates of Hue University of Medicine and Pharmacy are widely diverse, including the intentions to learn to deal with pressure, to promote self understanding, to cultivate compassion and sense of equality, to learn gratitude, to establish relationship, to take social responsibilities, and most important of all, to nurture their body and mind so as to serve the society. 3. The undergraduates of Hue University of Medicine and Pharmacy begin their process of Buddhism beliefs under the influences of families, and continue to set Buddhism beliefs as a goal under the influences of the environment and as a result of self-request of physical and mental growth. After gradually understanding the value of Buddhism in college, they then learn to relieve pressure and become more devout 4. The undergraduates of Hue University of Medicine and Pharmacy practice Buddhism beliefs by reciting the holy names of Amitàbha-Buddha, taking up meditation, following the commandments of vegetarians, and participating in various Buddhist activities. 5. In carrying out their Buddhism beliefs, the undergraduates of Hue University of Medicine and Pharmacy are faced with difficulties in being vegetarians and in participating in practice activities. 6. The way that the undergraduates of Hue University of Medicine and Pharmacy take in their Buddhism beliefs is silent self practice. With dharma always in mind, they try to correct deviation of body and mind, tone of speech, and behavior, and to actively improve their knowledge, thinking, and self-cultivation. They seek to break through difficulties by listening to, thinking about, and practice dharma. 7. The personal influences that Buddhism beliefs have on the undergraduates of Hue University of Medicine and Pharmacy are concluded as follows. Buddhism beliefs help them to improve their concept so as to enhance their physical and mental growth, to improve their behavior so as to refine personal qualities and character, to improve relationships, to feel the goodness of life, and finally, to improve their life so as to influence their family and friends to establish correct concepts of beliefs. 8. The influences that Buddhism beliefs have on the families of the undergraduates of Hue University of Medicine and Pharmacy are concluded as follows. Buddhism beliefs help to continue family attachment, to carry on kinship inheritance, to support and wait upon parents, to promote harmony among siblings, to learn the practice of Buddhism from one another, and to share the experiences in practicing Buddhism education. 9. The influences that the Buddhism beliefs of the undergraduates of Hue University of Medicine and Pharmacy have on the society are concluded as follows. Buddhism beliefs help the students to do their parts, to cultivate the qualities of enthusiasm and dependability, and to direct their friends toward correct belief concepts, and then, to promote social service such as helping others and saving people. Key words: Buddhism, Buddhism belief of Undergraduate students, Hue University of Medicine and Pharmacy
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CHU, CHEN-YUNG, and 朱鎮雍. "The Practice of University-Industry Collaboration in Vietnamese Higher Education – A Case Study of Universities in Ho Chi Minh City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3fa8ft.
Full textAbstract:
碩士國立暨南國際大學
東南亞學系
106
University-Industry Collaboration (UIC) is still a subject worthy of further promotion in Vietnam. Although UIC has been widely implemented in many Vietnamese universities and also been recognized by officials and academia, the collaboration strategy, mode and relationship between university and industry are still needed to be researched. Given that almost all advanced countries have different models of UIC, researcher tries to understand how UIC be practiced in Vietnam, and researcher sets Ho Chi Minh City as the target to research and discuss. Finally, through some examples, reseacher analyses the implementation of Vietnam's UIC and offers some suggestions. It is found some factors such as Vietnam’s UIC policy, the quality and ability of universities, connection between universities and foreign or domestic industries in Vietnam, and the attitude of industry with UIC, all of these are important factors that affect students in process of UIC.
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Nguyen, Hang Thu Le. "Quality assurance in higher education in Vietnam: A case-study." Thesis, 2016. https://vuir.vu.edu.au/33258/.
Full textAbstract:
This research is inspired by the recent adoption of formal quality assurance in higher education in Vietnam. The main aim of the study is to explore the quality assurance systems and mechanisms in Vietnamese higher education, through a case study of a higher education institution with six member universities, each with different disciplines and characteristics. The research uses primarily qualitative research methods.
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ALICE and 陳清秀. "Studying the Impact of Price, Trust, Quality of Products and Service on Vietnamese in Taiwan Consumers Purchase Intention – Minghsin University’s Vietnamese Students as example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/kk74wj.
Full textAbstract:
碩士明新科技大學
管理研究所碩士班
107
In recent years, the Internet has developed continuously. Nowadays, the shopping trend has changed from traditional street shopping to online shopping; the emergence of the Internet not only changes consumers’ shopping habits and method but also changes the stores’ current business model, from Traditional shops to online shops. This study used 301 questionnaires for students from Minghsin University of Science and Technology and used SPSS 19.0 statistical software such as narrative analysis, reliability analysis, correlation analysis and feedback analysis. After checked the data collected to discover prices, reliability and product quality. , service relevance and consumer willingness to purchase online. The results of this study are as follows: 1. Prices have a significant positive impact on consumers' intention to purchase online; 2. Trust has a significant positive impact on consumers' willingness to buy online; 3. Product quality is expected to have a significant positive impact on consumers's willingness to purchase online; 4. The service has a significant positive impact on consumers' intention to purchase online. This study recommends that online stores implement four things: price, trust, quality of products and services, thereby increasing consumer satisfaction and increasing the readiness to buy online.
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Vu, Minh Duc. "The economic impact of international tourism on Vietnam's economy." Thesis, 1995. https://vuir.vu.edu.au/15398/.
Full textAbstract:
The general objective of this study is to measure and analyse the impact of tourism development on Vietnam's economy. The study will concentrate on the activities of the
tourist industry in 1994 in Vietnam as a whole. The measurement will be done by using the latest input-output tables for Vietnam, which were developed for the year 1989. However, during the five-year period it has been assumed that the input-output structures have been unchanged significantly, therefore, the results of the analysis are expected to be applicable to the current situation. Moreover, if they do change, or if the direction of the changes is known, the economic outcomes of the analysis can be interpreted to indicate current conditions.
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Le, Tran Thi Bao. "The psychological contract of temporary employees with a university degree in Vietnam." Master's thesis, 2012. http://hdl.handle.net/1822/19609.
Full textAbstract:
Dissertação de mestrado em Gestão de Recursos HumanosIn Vietnam, graduate employees have entered the labor market with temporary contracts of employment and precarious employment conditions. The psychological contract is currently one of the most interesting research topics; nevertheless this concept is virtually unknown among those responsible for human resources management in Vietnam. Thus, this study was conducted to identify the psychological contract that characterizes the employees with a temporary employment contract, and to describe this reality in the context of Vietnam. The objective of this study is therefore to understand what type of psychological contract is held by Vietnamese employees, with a university degree, working as temporary employees, and to understand how they deal with the broken promises from their employer. The empirical study uses a quantitative methodology. Thus, questionnaire surveys were applied to employees in Ho Chi Minh City, during the month of March 2012. The questionnaire was conducted online and to participate in the research, respondents had to satisfy two criteria: have experience as employees on temporary or short-term contract, and an education level equal or superior to a degree. A total of 106 questionnaires were received. The questionnaire collected information on the expectations held by respondents as to the employment relationship, the degree to which they assessed the fulfillment of these expectations by the employer, and the degree to which they themselves have complied with their obligations, as well as the perception of breach and violation of the psychological contract (PC). The data analysis was performed with the use of the SPSS software program, version 18 (Statistical Package for Social Sciences). The results showed that the graduate employees, with a temporary or short-term employment contract, had a psychological contract (PC) both relational and transactional, and that the two components of the PC were correlated. In addition, respondents also felt a psychological contract breach whenever their employer did not fulfill the promises made to them, and where the break occurred, they experienced a negative emotion, that is, the violation of the PC. The results of this study can be regarded as an initial step to explore the concept of psychological contract in a specific group of employees: the Vietnamese employees with short-term contracts, and with a high educational level.
No Vietname, os trabalhadores licenciados têm entrado no mercado de trabalho com um contrato de trabalho temporário e precário em termos de condições de emprego. Apesar do contrato psicológico ser atualmente um dos tópicos de investigação mais interessantes, este conceito é praticamente desconhecido junto dos responsáveis pela gestão de recursos humanos vietnamitas. Deste modo, este estudo foi conduzido com o objetivo de identificar o contrato psicológico que carateriza o trabalhador com um contrato de trabalho temporário, ou de curto-prazo, e para descrever esta realidade no contexto vietnamita. O objetivo deste estudo é assim o de compreender que tipo de contrato psicológico é detido pelos trabalhadores vietnamitas, com o grau de licenciatura, que trabalham como empregados temporários, e perceber como lidam com as promessas não cumpridas pelo empregador. O estudo empírico utiliza uma metodologia do tipo quantitativo. Assim, foram aplicados inquéritos por questionário a trabalhadores na cidade de Ho Chi Minh, durante o mês de Março de 2012. A aplicação do questionário foi realizada online e para poderem participar na investigação os respondentes tinham que satisfazer dois critérios: possuírem experiência como trabalhadores em regime de contrato de trabalho temporário, ou de curto-prazo, e um nível educacional igual ou superior ao grau de licenciado. Foram recebidos um total de 106 questionários. O questionário recolheu informação relativa às expectativas detidas pelos respondentes quanto à relação laboral, o grau em que eles avaliavam o cumprimento dessas expectativas pelo empregador, e o grau em que eles próprios cumpriam com as suas obrigações, bem como a perceção de quebra e violação do contrato psicológico. O tratamento dos dados recolhidos foi realizado com o recurso ao programa de análise de dados estatísticos SPSS, versão 18 (Statistical Package for the Social Sciences). Os resultados revelaram que os empregados licenciados, com um contrato de trabalho temporário, possuíam um contrato psicológico (CP) quer relacional, quer transacional, sendo que ambas as componentes do CP estavam correlacionadas. Além disso, os respondentes também percecionavam quebra do contrato psicológico quando o empregador não cumpria com as promessas, sendo que sempre que ocorria a quebra, eles experimentavam uma emoção negativa, isto é, a violação do CP. Os resultados deste estudo podem ser perspetivados como um passo inicial para explorar o conceito de contrato psicológico num grupo específico de trabalhadores: os trabalhadores vietnamitas, com um contrato temporário, ou de curto-prazo, e com um elevado nível educacional.