Journal articles: 'Vietnamese university'

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Van, Thuong Nguyen, Michael Tirant, Phuong Pham Thi Minh, Francesca Satolli, Claudio Feliciani, and Torello Lotti. "Vietnamese Dermatology." Open Access Macedonian Journal of Medical Sciences 7, no. 2 (January 28, 2019): 179–80. http://dx.doi.org/10.3889/oamjms.2019.131.

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BACKGROUND: The World Health Academy of Dermatology, the Vitiligo Research Foundation, the University of Parma-Italy and the University of Rome Guglielmo Marconi, Rome-Italy have successfully joined Vietnamese Dermatology Community in the ambitious project of positionìng Vietnam in the Dermatologic Olympus. AIM: The aim of our special issue is to present some pearls of the Vietnamese Dermatology devoted to the description of the national and hopefully international declining of traditional therapies. METHODS: We present 36 contributions from all academic hospitals of Vietnam reflecting the therapeutic strategies and every day's dermato-venereology practice in Vietnam. RESULTS: This special issue show the efficacy and safety of our Vietnamese approach continuously embracing the concept that "old and traditional is beautiful when safe, effective and cheap". CONCLUSION: Vietnamese Dermatology is deeply concerned with any possible marketing orientated lucrative therapies, thus emphasising the risk/benefits ratio of "old-traditional" versus "new" therapeutic strategies.

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Duong, Quang Minh. "University Experiences and Satisfaction of Vietnamese University Students." Journal of Studies in Education 5, no. 4 (September 27, 2015): 90. http://dx.doi.org/10.5296/jse.v5i4.8344.

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Student satisfaction is an important part of the effort to market higher education successfully and learning programs, and an important factor in measuring the quality of learning approach. This study explored the student satisfaction in Vietnamese higher education, and how student satisfaction was affected by personal and university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 departments and faculties at in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The findings of this study show that students were moderately satisfied with their environment on campus. The study also shows that of university experiences had significant positive effects and personal variable had significant negative effects on student satisfaction.

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Vershinina, Valeria V., Nadezhda V. Kolotova, and Nikita S. Kuklin. "The Vietnam cross days between MGIMO University and St Petersburg State University." Russian Journal of Vietnamese Studies 6, no. 2 (July 12, 2022): 90–98. http://dx.doi.org/10.54631/vs.2022.62-109180.

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The article surveys a scientific conference and a scientific-practical student seminar held in Moscow and in St Petersburg in the frameworks of the Vietnam Cross Days that were organized by MGIMO Vietnamese Students Association, the ASEAN Centre in cooperation with the Ho Chi Minh Institute of the Saint-Petersburg State University. Russian and Vietnamese speakers discussed a wide range of issues, including bilateral relations, growth and development of Vietnam, as well as the history, culture and language of this country.

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Hoc, Le Hieu, and Nguyen Duc Trong. "University–Industry Linkages in Promoting Technology Transfer: A Study of Vietnamese Technical and Engineering Universities." Science, Technology and Society 24, no. 1 (January 31, 2019): 73–100. http://dx.doi.org/10.1177/0971721818821796.

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Both university and industry are key actors of the national innovation system (NIS) of any country (OECD (1997) National Innovation Systems, OECD Publishing, Paris). Not only does the university or industry contribute to the knowledge production and transformation in the NIS as an individual actor but also the collaboration between these two institutions is increasingly a critical component of the NIS. This is truly illustrated either in developed countries or in developing ones. This article first reviews the current status of NIS in Vietnam to see the contribution of Vietnamese universities in knowledge transfer. Second, it describes the collaboration between university and industry in Vietnam by presenting the findings of a survey of 570 respondents, who are teaching at five Vietnamese technical and engineering universities to better understand the different types of university-industry (U–I) collaboration and motivations of and barriers to the university and industry linkage in Vietnam. Based on such findings, some recommendations to promote the university and industry linkage in research and technology transfer are proposed for the university, the industry and the government so that the Vietnam’s NIS will have more impact on economic development.

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Dinh, Dr Van Toan. "THE THIRD MISSION OF UNIVERSITIES: CONSTRAINTS AND POLICY RECOMMENDATIONS FOR THE CASE OF VIETNAM." International Journal of Management & Entrepreneurship Research 3, no. 4 (May 17, 2021): 144–53. http://dx.doi.org/10.51594/ijmer.v3i4.222.

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This article researches current practices of several Vietnamese universities to fulfill their third mission. Analyzing results of major activities (such as technology transfer, research commercialization, and entrepreneurship) in 9 universities in the North of Vietnam from 2013 to 2018, the article identifies the limitations and suggests a number of governance policies to support universities in fulfilling their third mission in Vietnam’s current context. Keywords: Third Mission, University, Entrepreneurial University, Technology Transfer, Commercialization.

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Reise, Carsten, and Luan Phan. "Sustainable Manufacturing in Vietnamese Engineering Education – Approaches from the Vietnamese-German University." Procedia CIRP 40 (2016): 341–46. http://dx.doi.org/10.1016/j.procir.2016.01.059.

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Tran, Nhan Thi Mai. "Promoting the effect of presentation skills - group discussion method in teaching Vietnamese literature to foreign students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 160–66. http://dx.doi.org/10.32508/stdj.v16i3.1656.

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Currently, in the training curriculum of Bachelor degree in Vietnamese Studies (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is an interesting subject, but hard for foreign students due to limited language skills nad capacities. Therefore, how to motivate foreign students to excitedly learn Vietnamese Literature and thoroughly understand literary works of Vietnamese literature? This paper raises some experiences in the application of the group discussion method based on the hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature to foreign students, particularly fulltime regular students (in the formal system) studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities – Vietnam National University, Ho Chi Minh City. This method helps teachers to maximize the motto “learnercentered”, and also helps students to make effective use of P.O.W.E.R studying methods (initiated by Professor of Psychology Robert S. Feldman, University of Massachusetts) in order to promote active, positive and creative learning.

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Dao, Mai Thi Ngoc, and Anthony Thorpe. "What factors influence Vietnamese students’ choice of university?" International Journal of Educational Management 29, no. 5 (June 8, 2015): 666–81. http://dx.doi.org/10.1108/ijem-08-2014-0110.

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Purpose – The purpose of this paper is to report the factors that influence Vietnamese students’ choice of university in a little researched context where the effects of globalization and education reform are changing higher education. Design/methodology/approach – A quantitative survey was completed by 1,124 current or recently completed university students in Vietnam. Marketing approaches are drawn upon to inform the exploration and understanding of student choice and decision making. Findings – The factor analysed data showed the nine key factors influencing student decisions, in order of significance, as facilities and services, programme, price, offline information, opinions, online information, ways of communication, programme additions, and advertising. There are significant correlations in the Vietnamese context between the factors of price and facilities, and services and programme, and differences between genders and types of students in choosing a university. Research limitations/implications – Whilst this paper is a starting point, more research is needed in the Vietnamese context with deeper levels of analysis including the differences between types of universities and fields/disciplines, in addition to wider sampling. Practical implications – A greater understanding of the Vietnamese context helps to inform marketing practices in a country experiencing increasing competition in higher education. Social implications – Findings from studies in other contexts many not be directly transferrable to Vietnamese universities suggesting the need for a contextual understanding of these factors and a suitably nuanced marketing response. Originality/value – This paper identifies the need for cultural understanding of little researched contexts and calls for further research which does not assume all cultures and contexts will have the same underlying Vietnamese model of university choice.

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Quynh, Ho Thi Truc. "SOCIAL SUPPORT AMONG VIETNAMESE UNIVERSITY STUDENTS: EVIDENCE OF GENDER DIFFERENCES." Dalat University Journal of Science 12, no. 1 (May 11, 2021): 69. http://dx.doi.org/10.37569/dalatuniversity.12.1.777(2022).

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Social support is considered to be an important element of relationships. Previous studies have provided evidence that low social support is closely related to poor physical and mental health. Gender has an important influence on social support for university students; however, research on the level of social support and differences in social support by gender for Vietnamese university students is still lacking. The current study aims to investigate the level of social support and gender differences in social support for Vietnamese university students. A total of 859 Vietnamese university students have completed the Perceived Social Support Scale (PSSS). The results revealed that Vietnamese university students have a high level of social support and that male students have a lower level of social support than female students. Factors that may contribute to gender differences in social support are discussed. These findings have important implications for the development of interventions to provide gender-based social support.

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Nguyen, Thi Thu Hoai. "Vietnamese studies training programs in Vietnam in the context of international integration: Reality and development orientation." Ministry of Science and Technology, Vietnam 64, no. 3 (December 20, 2022): 105–14. http://dx.doi.org/10.31276/vmostjossh.64(3).105-114.

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Vietnamese studies was launched as a training program in Vietnam in the last decade of the twentieth century at Da Lat University. Since 1994, Vietnamese studies has gradually become established as a highly applicable science in the context of international integration. After nearly 30 years, dozens of international and national seminars on research and training orientation have been organised to evaluate early achievements as well as shortcomings and limitations that need to be addressed. This study is based on an analysis of the development process to find answers to the fundamental problems of Vietnam so it can thereby perform its roles and missions well under the current context of international integration. Vietnamese studies is a subject built on general knowledge about Vietnam's geography, history, literature, people, and culture. This paper is aimed to answer what distinguishes Vietnamese studies from other social sciences and humanities disciplines; how should interdisciplinarity, rather than a mere addition to forming general knowledge, be clearly understood to carry out the true nature; and how should the Vietnamese studies training program organization be designed to meet the new requirements set by the integration context. To achieve the research objectives mentioned above, the historical - documentary method, and observation - interview method were used in this paper.

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Stoller, Fredricka L., and Loc Thi Huynh Nguyen. "Reading habits of Vietnamese University English majors." Journal of English for Academic Purposes 48 (November 2020): 100906. http://dx.doi.org/10.1016/j.jeap.2020.100906.

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Van, Lai Thanh, and Le Hoang Duong. "Exploring Vietnamese university students’ perception of using Mobile Assisted Language Learning (MALL) to study English." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 12, no. 2 (October 18, 2022): 152–63. http://dx.doi.org/10.46223/hcmcoujs.soci.en.12.2.2298.2022.

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As a result of tremendous technological breakthroughs over the past several decades, there has been an unparalleled expansion of portable smart devices and mobile applications, especially for language learning purposes. Despite the amount of research on Mobile Assisted Language Learning (MALL), little is known about non-English major students’ perceptions of the usage of MALL in Vietnamese universities. Using both qualitative and quantitative research approaches, this study explores the perceptions of non-English major university students at a Vietnamese university regarding the usefulness and ease of use of MALL in English learning based on the Technology Acceptance Model (TAM). 219 first- and second-year students were given a questionnaire to collect data, which was then combined with qualitative data acquired from semi-structured interviews and critically examined and analyzed. The results suggest that the majority of students regard MALL to be beneficial in terms of vocabulary acquisition, pronunciation enhancement, and ease of use. Consequently, it is highly suggested that MALL be implemented in the context of English teaching and learning at Vietnam’s higher education institutions.

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Thi Nguyen, Bao Trang, Stephen H. Moore, and Vu Quynh Nhu Nguyen. "Coping strategies of Vietnamese overseas-trained returnees to do research in home university contexts." International Journal of Comparative Education and Development 23, no. 3 (July 15, 2021): 242–59. http://dx.doi.org/10.1108/ijced-10-2020-0072.

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PurposeThis study focuses on Vietnamese international students who returned from their overseas doctoral education to home universities in Vietnam (henceforth Vietnamese overseas-trained returnees). The purpose is to explore the experience of these returnees “doing research” (i.e. being research active) when resuming a lecturing role at a Vietnamese regional university. In the context of research now receiving heightened attention in both the wider global higher education (HE) discourse and the Vietnamese HE sector, this study is timely and provides valuable insights.Design/methodology/approachIn total, 76 Vietnamese overseas-trained returnees from varied disciplinary backgrounds completed a questionnaire on their research motivation and their perceived constraints doing research. Eighteen subsequently took part in semi-structured interviews. The study draws on the notion of human agency from the sociocultural perspective to understand the coping strategies of the Vietnamese overseas-educated returnees in response to the challenges they encountered.FindingsThe results show that the returnees' motivations to conduct research varied, fuelled by passion, but constrained by multiple factors. Time constraints, heavy teaching loads, familial roles and lack of specialized equipment are key inhibiting factors in re-engaging in research for these returnees. Addressing them necessitated a great deal of readaptation, renegotiation and agentive resilience on the part of the returnees in employing different coping strategies to pursue research.Practical implicationsThe paper argues for a subtle understanding of the returnees' experience of re-engaging in research that is both complex and contextual. Implications are drawn for research development in the regional Vietnamese HE context and perhaps in other similar settings.Originality/valueThere is little empirical knowledge about how Vietnamese returned graduates – university lecturers – continue doing research after their return. Also underexplored in global discourse is research on foreign-educated returnees doing research, while they are an important source of human resources. The present study, therefore, fills these research gaps.

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Ho, Thi Truc Quynh, and The Hai Hoang. "SELF-ESTEEM AND DEPRESSION AMONG VIETNAMESE UNIVERSITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 11, no. 1 (June 21, 2021): 113–21. http://dx.doi.org/10.47393/jshe.v11i1.927.

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Research and theories on gender differences in self-esteem and depression as well as the relationship between self-esteem and depression play an important role in the field of psychology. In the current study, we explore these two issues with Vietnamese university students. The levels of self-esteem and depression were assessed with a sample of 859 university students drawn from three universities in central Vietnam. The results showed that Vietnamese university students have moderate self-esteem and most do not suffer from depression. As expected, the male students reported significantly higher self-esteem than theirfemale fellows; however, the female students reported higher levels of depression than the male ones. The results also revealed that self-esteem was negatively correlated with depression. The research contributes to the understanding of the gender differences between the two mental health factors and the relationship between them among Vietnamese university students. These findings are important to the development of intervention strategies that help improve self-esteem and prevent depression in university students.

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Thach, Dan Thi. "THE NEED OF BILINGUAL DICTIONARY: VIETNAMESE-KHMER AND KHMER-VIETNAMESE." Scientific Journal of Tra Vinh University 1, no. 25 (June 19, 2019): 35–39. http://dx.doi.org/10.35382/18594816.1.25.2017.117.

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In the context of globalization today, speaking and using two languages is an advantage to develop yourself and to achieve success. To meet that need, many bilingual dictionaries were developed on a large scale. The bilingual Vietnamese-Khmer, Khmer-Vietnamese dictionary is still very modest in terms of number of words. This has not satisfied the need to study bilingual Khmer - Vietnamese of the large population in Cambodia as well as people in areas with large Khmer ethnic groups such as the Southwest. The bilingual dictionary of Vietnamese - Khmer and Khmer - Vietnamese of Tra Vinh University will be a contribution to the development of the dictionary field, it will effectively support for learning bilingual Khmer - Vietnamese simultaneously. Contributing to preserving and promoting the national cultural identity and performing the political cooperation between Vietnam and Cambodia.

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Ninh Nguyen, Hai, Thi Tra Phuong Nguyen, Thi Dieu Phan, Cam Tu Pham, and Thi Truc Tran. "Addressing the interplay amongst university support, student experience, and university brand image at Vietnamese higher education institutions." Problems and Perspectives in Management 20, no. 2 (May 25, 2022): 311–20. http://dx.doi.org/10.21511/ppm.20(2).2022.26.

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During the last three years, the Covid-19 pandemic has made landmark changes in all aspects of the society and higher education is no exception. The current study examines the interrelationships between university support, student experience, and university brand image. The study used partial least square–structural equation modeling (PLS-SEM) and Smart PLS 3.3.7 to conduct the analysis. Research data were collected by structured questionnaire with 300 students from various studying majors of 12 prominent universities across the nation. The findings firstly suggest that university support has a positive and significant impact on students’ perceived support and overall student experience. Second, the student experience has a noticeable impact on the university image. In addition, the current paper also emphasizes the significant role of student experience in mediating the relationship between university brand image and student perceived support. Practically, universities have been suggested to provide more support for students, including both policies and activities, to improve student perceptions of support and experience. An outstanding student experience is critical to develop and enhance the university brand image. As a result, the findings aid higher education institutions in enhancing their competitiveness in today’s dynamic educational environment.

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Phan, Thao Thi Thanh. "Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University." Vietnam Journal of Education 5, no. 3 (December 30, 2021): 72–83. http://dx.doi.org/10.52296/vje.2021.88.

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This paper aims to explore the role of self-assessment in developing language learner autonomy in the Vietnamese higher education context. Specifically, it focuses on how the assessment for English language learning is currently conducted and how this relates to learner autonomy. Despite the Vietnamese government’s official requirement for learner autonomy, Vietnamese higher education’s language academic context provides presently little space for autonomous learning. The idea of self-assessment is relatively unfamiliar and has, therefore, been little investigated. Based on qualitative data from observations and interviews with 38 university students, this paper presents the understanding of learner autonomy in Vietnamese higher education. In particular, the findings suggest that self-assessment may be a useful operational approach for fostering language learner autonomy in Vietnam and other similar settings. Also, they highlight the demand of promoting self-assessment literacy and the importance of self-assessment principles within the local context.

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Duong, Minh-Quang. "Communication Efficacy and University Experiences of Vietnamese Students." Journal of Education and Training 3, no. 1 (February 16, 2016): 216. http://dx.doi.org/10.5296/jet.v3i1.8904.

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Communication efficacy is important especially during the process of seeking job and is essential to the success of both the student and the teacher in learning environment. This study explored the students’ communication efficacy in Vietnamese higher education, and how students’ communication efficacy was affected by university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 faculties and departments in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The finding of this study presents that students were moderated with their communication efficacy. The study also shows that of university experiences persistently exhibited significant positive effects on students’ communication efficacy. Recommendation of study was discussed.

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Ngoc, Nguyen Anh. "Applying Active Teaching Methods in Teaching for Students of Vietnamese studies in the Department of Linguistics and Literature of Ho Chi Minh City University of Education." Journal of Humanities and Education Development 4, no. 5 (2022): 10–14. http://dx.doi.org/10.22161/jhed.4.5.3.

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The Vietnamese studies major at the Department of Linguistics and Literature, Ho Chi Minh City University of Educationis a Scientology. Thisologyprovides basic, systematic, modern, and practical knowledge about Vietnamese studies…. especially about Vietnam tourism. The training of Vietnamese studies always strives to achieve positive effects to meet the needs of learners and the demand for human resources in society. To achieve these, lecturers have applied active teaching methods in teaching. Visualization, project teaching, and experiential teaching... are typical active teaching methods applied in teaching students of Vietnamese studies at the Department of Linguistics and Literature, Ho Chi Minh City University of Education now. The application of these methods received positive feedback from both lecturers and students. Lecturers are always encouraged to apply active teaching methods in teaching to both improve training quality and increase students' interest and capacity.

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Stur, Heather. "“To Do Nothing Would be to Dig Our Own Graves: Student Activism in the Republic of Vietnam”." Journal of American-East Asian Relations 26, no. 3 (August 27, 2019): 285–317. http://dx.doi.org/10.1163/18765610-02603004.

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During the Vietnam War, South Vietnamese students were some of the most vocal activists asserting multiple visions for Vietnam’s future. Students’ attitudes spanned the political spectrum from staunchly anti-Communist to supportive of the National Liberation Front. Like young people throughout the world in the 1960s, students in South Vietnam embodied the spirit of the global Sixties as a hopeful moment in which the possibility of freedom energized those demanding political change. South Vietnam’s university students staged protests, wrote letters, and drew up plans of action that tried to unite the disparate political interests among the nation’s young people as politicians and generals in Saigon attempted to establish a viable national government. South Vietnamese government officials and U.S. advisors paid close attention to student activism hoping to identify and cultivate sources of support for the Saigon regime. While some students were willing to work with Americans, others argued that foreign intervention of any kind was bad for Vietnam. The Saigon government’s repressive tactics for dealing with political protest drove away students who otherwise might have supported it.

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Tran, Khoa Tien. "University brand name management in Vietnam context: from brand identity viewpoint." Science and Technology Development Journal 16, no. 2 (June 30, 2013): 117–26. http://dx.doi.org/10.32508/stdj.v16i2.1485.

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This study employs qualitative multiple-case study approach to explore the perceptions of university branding and brand managing in Vietnamese universities. The finding shows that three studied universities are applying brand identity approach (Hatch and Schultz, 1997). Among internal stakeholders, students, faculties and alumni play important roles as university administrators in communicating and disseminating university’s image to external stakeholders. In the Vietnamese context, universities are, seemingly, branding by building relationships with some stakeholders rather than by advertising on media.

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Dung, Phung Xuan, and Nguyen Quang Vinh. "A Survey of Dormitory Vietnamese University Students’ Lifestyle." International Journal of Educational Technology and Learning 12, no. 2 (May 6, 2022): 10–15. http://dx.doi.org/10.55217/101.v12i2.518.

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The research is conducted to explore the reality of cultural life of Vietnamese boarding students at a public university in Ho Chi Minh City, Vietnam. Thereby, the authors made recommendations for a proper cultural life in the educational setting, which helped to enhance the living and studying environment for boarders. A 73-item questionnaire for assessing the present state of boarders was delivered to 638 students who were living in a few dormitories in the city. The question items are about learning behaviours (20 items), living habits (22 items), communication habits (21 things), and relationships (10 items). The results indicated that boarding students are serious about obeying school rules, but they are uninterested in studying activities. They are also disciplined and participate well in mandatory activities, but do not actively get involved in community volunteer activities and spend little time on morning exercises. Furthermore, students at boarding schools communicate in ways that are consistent with the social trends, and their romantic relationships are within acceptable bounds. In addition, their family relationships are quite secure; boarders are frequently proud of their parents' profession and adhere to the school's policies. Based on legal foundation, practical basis, norms, consultation with experts, and student feedback, 27 contents have been chosen to establish a cultural life for boarding students.

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Mai, Hanh My, Thanh Minh Vo, Xuan Thi Thanh Nguyen, and Vinh-Long Tran-Chi. "Vietnamese university students' perspective on Peter Pan Syndrome." International Journal of Ayurvedic Medicine 12, no. 3 (September 29, 2021): 576–82. http://dx.doi.org/10.47552/ijam.v12i3.2082.

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An increasing number of people, especially university students, are presenting Peter Pan Syndrome in society. Peter Pan Syndrome is a concept used to characterize the person who refuses to comply with the characteristics of the adult when reaching adulthood. The people with Peter Pan Syndrome are immature in emotion, behavior, and cognition. The main objective is to investigate the perception of Peter Pan Syndrome and the level of Peter Pan Syndrome among university students. Convenience sampling was used to collect data from 400 undergraduate students (186 males and 214 females) from three universities in Vietnam. Descriptive and inferential statistics were used to analyze the data. The results revealed that the manifestations of Peter Pan Syndrome in students in three dimensions of emotion, behavior, and cognition. This study contributes to the general discussion underway about the definition of Peter Pan Syndrome and the symptoms of Peter Pan Syndrome. Future research should carefully consider the potential effects of Peter Pan Syndrome among undergraduate students to assist families and educators in developing appropriate education and coping strategies.

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Thi Mai Phuong, Tran, and Nguyen Thuy Duong. "Developing Collaborative Capacity for Students in Vietnamese University." American Journal of Educational Research 6, no. 5 (April 16, 2018): 443–48. http://dx.doi.org/10.12691/education-6-5-12.

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Diep, Kim Chi, and Diane Nahl. "Information literacy instruction in four Vietnamese university libraries." International Information & Library Review 43, no. 4 (December 2011): 198–206. http://dx.doi.org/10.1080/10572317.2011.10762901.

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Humphreys, G., and M. Wyatt. "Helping Vietnamese university learners to become more autonomous." ELT Journal 68, no. 1 (October 24, 2013): 52–63. http://dx.doi.org/10.1093/elt/cct056.

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Binh, Dao Thanh. "University autonomy and internal control." LAPLAGE EM REVISTA 7, no. 1 (May 18, 2021): 589–601. http://dx.doi.org/10.24115/s2446-6220202171861p.589-601.

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Desk research is conducted to discuss the inevitability of implementing the global trend of university autonomy in Vietnam and the need to strengthen internal controls to minimize university management risks. Comparative analysis is applied to analyze and evaluate the results of piloting university autonomy in different Vietnamese universities to identify the shortcomings and challenges. This study highlights the necessity of applying internal controls in Vietnamese universities to minimize management risks and strengthen accountability, as well as the necessity of completing the legal framework on university autonomy and internal controls to meet the requirements of comprehensive higher education reform in Vietnam. Research on internal control issues in Vietnam are mainly focused on commercial banks and state-owned corporations with only a few such studies in higher education given that the legal requirements for such controls in higher education has only been advanced since 2014. Our research is thus novel currently and offers solutions to the problems of implementation.

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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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Le, Minh Thi Hong. "The reality of Vietnamese language teaching and Vietnamese Studies education in Korea." Science and Technology Development Journal 18, no. 2 (June 30, 2015): 70–80. http://dx.doi.org/10.32508/stdj.v18i2.1194.

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Over 20 years of Korea-Vietnam relationship, Korea has become the biggest investor in Vietnam, and Vietnam the forth on the list of Korea’s most important partners. There are over 135,000 Koreans living in Vietnam and out of 123,000 Vietnamese living and working in Korea, there are 40,000 Vietnamese wives to Korean husbands. Currently, in Korea there are 4 universities that have faculties or departments of the Vietnamese language or of Vietnamese Studies, with a large number of alumni who have successfully found jobs. Demand is higher than supply capacity. Vietnamese proficiency is not only essential to Koreans living and working in Vietnam and Korea-based companies with Vietnamese employees but also will be valuable to children of thousands of Korean-Vietnamese families in the coming years. The Ministry of Education of Korea has just announced a policy stating that the Vietnamese language will be one of the eight second languages in the national university entrance examination, which will bring to Vietnamese language teaching new opportunities and prospects.

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Nguyen, Thai-Huy, and Marybeth Gasman. "Cultural Identity and Allegiance among Vietnamese Students and Their Organizations at the University of California, Irvine: 1980–1990." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (May 2015): 1–22. http://dx.doi.org/10.1177/016146811511700503.

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Background Within the canon of Asian American histories and histories of student activism, little attention is given to the Vietnamese students at the University of California at Irvine, who came together to advocate for the well-being of Vietnamese refugees after the end of the Vietnam War. This study examines this history and discusses the implications for understanding the unique histories that shape the lives of our increasingly diverse student populations. Purpose The objective of this study is to unearth and examine the experiences of Vietnamese students at the University of California at Irvine after the Vietnam War, between 1980 and 1990, and how their student organizations functioned to help them make sense of their personal losses as well as mobilize their efforts to highlight the plight of Vietnamese refugees. Research Design Primary and secondary sources were used to support this historical analysis. Data Collection Archival material came from the University of California at Irvine's Southeast Asian Archive. Conclusions This study pushes back against popular historical narratives that either ignore or blur the distinct experiences, traditions, and political and economic statuses among the U.S. Asian population. We demonstrate how Vietnamese students were active in their pursuit to improve the social and political conditions for their community. Moreover, this history brings forward very critical issues of student organizing and civic engagement and immigration.

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Chu, Giao Thi Quynh, Truc Thi Thanh Nguyen, Duy Thi Minh Nguyen, and Nghia Tuan Nguyen. "Study tour for international students: the reality of organizing the Vietnamese Studies Program for the students of Nanyang technological university (Singapore)." Science and Technology Development Journal 19, no. 4 (December 31, 2016): 136–42. http://dx.doi.org/10.32508/stdj.v19i4.762.

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Based on the reality of organizing the Vietnamese studies program for students of Nanyang Technological University (NTU) in consecutive years, this paper presents one of the most successful models of study tours organized by the Faculty of Vietnamese Studies, University of Social Sciences and Humanities, Vietnam National University - Ho Chi Minh City. In addition, the paper also summarizes the feedback from NTU students who have directly participated in the course in recent years, thereby drawing some experiences in designing and organizing this kind of academic travel for international students in Vietnam currently.

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Le, Huong Hoang. "English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam." JEES (Journal of English Educators Society) 2, no. 2 (October 10, 2017): 91. http://dx.doi.org/10.21070/jees.v2i2.979.

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The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.

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Thuy, Thuy Thanh. "Task-Based Language Teaching and its application in teaching “Business Vietnamese”." Science and Technology Development Journal 18, no. 2 (June 30, 2015): 127–33. http://dx.doi.org/10.32508/stdj.v18i2.1199.

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The field of language teaching has undergone many shifts and trends with various approaches and methods invented. Recently, there has been a widespread interest in taskbased approach. The aim of the paper is to provide an overview of Task-Based Language Teaching, highlighting its advantages and possibility to apply the approach in teaching Business Vietnamese. The first four parts of the paper in turn present the definition of the term “tasks”, the framework for Task-Based Language Teaching and the role of teachers in Task-Based Language Teaching, as well as some tips for applying this approach. The following one introduces the application of Task-Based Language Teaching to teaching Business Vietnamese at the Faculty of Vietnamese Studies, University of Social Sciences and Humanties, Vietnam National University Ho Chi Minh City. An example of how to design tasks for the course is also included. The paper ends with some recommendations for further research on the application of Task-Based Language Teaching in teaching Business Vietnamese.

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Shpakovskaya, Marina A., Tatyana I. Ponka, and Nikita S. Kuklin. "The conference with the theme “Russia – Vietnam cooperation in the context of the current geopolitical situation in East Asia”." Russian Journal of Vietnamese Studies 6, no. 1 (January 15, 2022): 97–101. http://dx.doi.org/10.54631/vs.2022.61-105392.

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The article is a review of the conference with the theme Russia Vietnam Cooperation in the Context of the Current Geopolitical Situation in East Asia, having been held jointly with the Peoples Friendship University of Russia and Vietnam Academy of Social Sciences. Russian and Vietnamese researchers discussed a wide range of issues and interaction perspectives of Russia and Vietnam in the current international situation. Also, the participants considered at length the development of Vietnams relations with other influential worlds actors, including the US and the PRC.

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Nguyen, Khang Tan, and Thach Hue Man. "Communication about Traditional Culture through Music Videos of Young Singers in Vietnam." Jurnal Komunikasi Ikatan Sarjana Komunikasi Indonesia 7, no. 2 (December 1, 2022): 232–42. http://dx.doi.org/10.25008/jkiski.v7i2.714.

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The Vietnamese music market has recently welcomed the phenomenon of young artists using traditional Vietnamese cultural materials to create modern entertainment MV products. In this research, we use qualitative research to identify cultural factors appearing in MVs of two singers Bich Phuong and Hoang Thuy Linh. At the same time, the research team evaluates the effectiveness of integrating Vietnamese cultural elements in the music products of the two singers mentioned above by surveying students of University of Social Sciences and Humanities and Vietnam National University-HCM via a questionnaire. The survey results show that Vietnamese traditional culture is still a topic of interest to many young people. However, instead of learning through traditional channels such as schools and books, the public now has more choices and videos have become one of the most popular approaches thanks to the vivid combination of images and sound. Concurrently, the majority of students said that they regularly follow and watch newly released MVs from artists. The MVs carefully invested in terms of images and skillfully combined folk with modern materials will impress the public and inspire young people to get to know more about conventional values. Traditional culture is expressed through MV. Thereby, it can be seen that the integration of Vietnamese cultural elements into the MV is not only entertaining and educating, improving efficiency in preserving, preserving and spreading diverse and rich cultures, but also imbued with Vietnamese identity.

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Nguyen, Linda, Andrea Chester, Anne Herbert, and Alison Lugg. "First Year Transition Through a Cultural Lens: Face Strategies of Vietnamese Students." Student Success 11, no. 2 (October 16, 2020): 82–90. http://dx.doi.org/10.5204/ssj.1675.

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While Vietnamese students continue to enrol in international branch university campuses in Vietnam, little is known about the Vietnamese first year transition into these institutions, especially from a cultural perspective. This article presents the findings of four case studies that explored the face strategies used by Vietnamese undergraduate business students in transition to an international branch campus based in Vietnam. The use of collectivist and individualist face strategies was examined in three phases: at commencement, mid-way and at the end of the first year of studies. The findings suggest that collectivist face strategies might not be employed as often as expected by Vietnamese first year students in this context even though they transition from a Confucian heritage culture. Understanding face strategies can help anticipate challenges of Vietnamese students studying in English-medium environments and inform culturally sensitive practices in teaching and learning.

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Huong, Pham Thi. "Quality culture of a faculty in a Vietnamese university." SOCIAL SCIENCES 8, no. 2 (June 2, 2020): 34–53. http://dx.doi.org/10.46223/hcmcoujs.soci.en.8.2.281.2018.

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Building a quality culture in each institution has been encouraged by the Ministry of Education and Training (MoET) along with the introduction of new approach to higher education, quality assurance and accreditation nearly 15 years ago. This article attempts to report one case of a multiple case study research that examines quality culture in Vietnamese higher education. Data collection methods include documentation and in-depth interviews with three groups of participants: academic leaders, academics, and quality assurance (QA) staff. Data were analysed for patterns and themes. Fourteen participants from a university volunteered to take part in this research. The findings show that the faculty under investigation traditionally assured higher education quality under a centralist mechanism. As a result, it has limited autonomy and compliant accountability of limited bottom-up engagement with decision-making processes. The faculty was found to have characteristics of a reactive quality culture.

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Nguyen Anh, Thu, and Justine Mercer. "Organisational culture and research ethics in a Vietnamese university." International Journal of Management in Education 16, no. 5 (2022): 507. http://dx.doi.org/10.1504/ijmie.2022.10049943.

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Anh, Thu Nguyen, and Justine Mercer. "Organisational culture and research ethics in a Vietnamese university." International Journal of Management in Education 16, no. 5 (2022): 507. http://dx.doi.org/10.1504/ijmie.2022.125483.

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Gruba, Paul, and Ngoc Bao Chau Nguyen. "Evaluating technology integration in a Vietnamese university language program." Computer Assisted Language Learning 32, no. 5-6 (January 20, 2019): 619–37. http://dx.doi.org/10.1080/09588221.2018.1527365.

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Tran, Linh T., and Pierre G. Walter. "National Unity and Ethnic Identity in a Vietnamese University." Comparative Education Review 54, no. 4 (November 2010): 483–511. http://dx.doi.org/10.1086/654831.

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Lee, Jung Min, and Esther Kim. "Exploring Vietnamese International Students' Experience of “Becoming Learners”: Focusing on the Case of “University A”." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 217–34. http://dx.doi.org/10.22251/jlcci.2022.22.22.217.

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Objectives The purpose of this study is to examine the process of “becoming a learner” for Vietnamese students and explore its educational implications in order to reflect on the lives and experiences of international students as agents of learning. Methods For the purpose, this research conducted in-depth interviews with 7 Vietnamese international students enrolled in A-University in KyungBuk province. This research used ‘becoming a learner’ process and experience that cannot be generalized by using Yin’s ‘explanation’ method with following steps of ‘open coding’, ‘categorization’, and ‘confirm category’. In addition, Deleuze and Guattari's concept of ‘becoming’ was used as the direction of analysis of the interview data. Results As a result of the analysis of the data, the experiences of Vietnamese students ‘becoming a learner’ were confirmed to be those that continuously pursue novelty and were classified in the following forms: ‘escape to Korea,’ ‘experiencing the ‘difference’ and ‘repetition’ of balancing work and study,’ ‘growing up while observing the lives of myself and others,’ ‘the place where I am becomes a place of learning,’ and ‘dreaming a nomadic life different from yesterday.’ Conclusions The insight from the Vietnamese international students' experience in the process of 'becoming a learner' was that the learning was not limited to a place. The process of constantly rearranging the given environment and people through their lives allowed creative creation and transformation to continue, and it could be explained that work and learning were never separated. In this respect, it is necessary to devise educational countermeasures such as community connection and university community vitalization that enable Vietnamese students to maintain their studies based on their understanding of life as learners.

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Tran, Thi. "Research choice: Pragmatism in conducting research about university enterprise collaboration in the Vietnamese context." revista Lusófona de Educação, no. 36 (June 1, 2017): 67–80. http://dx.doi.org/10.24140/issn.1645-7250.rle36.05.

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Phạm Ngọc Thạch. "Team-based collaboration for EFL mobile app development: An investigation At Hanoi University." Tạp chí Khoa học Ngoại ngữ, no. 69 (June 14, 2022): 70–83. http://dx.doi.org/10.56844/tckhnn.vi69.144.

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This article presents the experience of a team in their implementation of a ministerial research project to develop a mobile application for English language learning for Vietnamese teenagers. This study utilizes Berge’s (1997) model of online facilitator roles, and Stark and Luttuca’s (1997) framework on academic plans to analyze secondary materials such as meeting minutes, Zalo messages, and personal experiences of the team members in developing a mobile application for English language learning at A2 and B1 levels (equivalent to levels 2 and 3 of Vietnam’s language proficiency framework). The study results reveal the significance of three factors: team collaboration, coordinator’s role, and initiatives in developing a mobile application for English language learning. This study offers some practical implications for teambased collaboration between the subject matter experts and technical specialists in an interdisciplinary research project.

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Baecker, Daniel, Do Thi Mai Dung, Hai Pham-The, and Nguyen Hai-Nam. "Comparison of the University Pharmacy Education Programs in Germany and Vietnam." Pharmacy 10, no. 6 (November 2, 2022): 146. http://dx.doi.org/10.3390/pharmacy10060146.

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During the global COVID pandemic, the importance of professionals in the health care sector has been put in a new light, including pharmacists. In this context, the focus is also on how pharmacists are trained in different countries. Through an exchange of pharmacy teaching staff from a German to a Vietnamese university, the pharmacy education programs in both countries were compared. Aspects such as access to studies, structure of studies, and further training opportunities were considered. Differences and similarities emerged. In both countries, students first acquire basic knowledge and then delve deeper into pharmaceutical content in main studies. There is, expectedly, a great overlap in the content of the courses. Overall, the education at Vietnamese universities seems to be more practice-oriented due to a large number of placements. This also allows a specialization, which can be pursued in Germany with self-interest after graduation. There, the preparation for everyday work in the community pharmacy is separated from the university by a mandatory practical year. For the future, efforts are being made in both countries to strengthen the importance of clinical pharmacy in the curriculum. To this end, the Vietnamese are taking their inspiration from abroad in many cases, including Germany.

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Huong, Pham Thi Thu, and Tran Thi Ngoc Giau. "The revolution in online learning and implication in Vietnamese universities." SOCIAL SCIENCES 9, no. 1 (June 2, 2020): 70–77. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.1.272.2019.

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Online education has rapidly become popular worldwide in higher education. There are massive open online courses which could be found in Coursera and EDX. These courses ensure the availability and the accessibility of the online learning through videos with subtitles. Online learning not only gives students unprecedented opportunities to learn, but also reduces the cost of higher education. However, online learning presents unit challenges compared to traditional learning, especially in Vietnamese education. In this paper, we present the advantages and disadvantages of online learning. In particular, we will show the advantages and disadvantages of taking online courses of Vietnamese students. We will also share our experience as a tutor of Funix University which is the first online university in Vietnam. In addition, we will give feasible suggestions to improve the quality of online learning in Vietnamese universities, especially the quality of assessment in online learning. These suggestions could be applied in building new online courses in the universities.

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Huong, Le, Fung Kuen Koo, Rodney Arambewela, and Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience." International Journal of Educational Management 31, no. 3 (April 10, 2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.

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Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

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Minh Sang, Nguyen. "Financial well-being of Vietnamese students." Investment Management and Financial Innovations 18, no. 4 (December 14, 2021): 355–65. http://dx.doi.org/10.21511/imfi.18(4).2021.29.

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This study aims to analyze financial well-being as well as the factors affecting the financial well-being of Vietnamese students. The study surveyed 658 students in Vietnam via email and Facebook groups with suitable survey subjects in the period from May to June, 2021. The study also collected demographic information and the status of independence or financial dependence of students participating in the survey in Vietnam. The study analyzes the direct and indirect effects of six groups of independent factors on the financial well-being of Vietnamese students through the PLS-SEM model. Empirical study results show that three factors, such as Financial Attitude, Financial Behavior, and Financial Self-Efficacy, have a direct impact, while two other factors, Financial Knowledge and Financial Skills, have an indirect impact on financial well-being of students in Vietnam. Although there are some limitations in the representative level of students participating in the survey, sampling methods and the number of respondents in the survey, the study achieved its research objectives. This study provides more empirical evidence and insights to the Ministry of Education and Training and economics universities in designing training programs that equip students with knowledge and skills to achieve financial well-being. AcknowledgmentThe author wishes to acknowledge support from the Banking University of Ho Chi Minh City. The author would like to thank all the lecturers and students for their support in sharing the survey, and the students who completed the survey. This study was made possible thanks to all valuable support from relevant stakeholders.

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Nguyen Dong, Phong, Minh Nguyen Dang, Dung Nguyen Thuy, and Toan Nguyen Dang. "Building The Made in Vietnam Management Model for Vietnamese Universities." Journal of Science Educational Science 66, no. 4 (September 2021): 68–79. http://dx.doi.org/10.18173/2354-1075.2021-0110.

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In the journey towards university autonomy, which university management model is appropriate to Vietnam regarding promoting the quintessence of the country and inheriting the world-wide quintessence is always a big research question for theoretical and practical researchers. The authors have proposed to create the Made in Vietnam Lean Management Model for University in line with the current situation of Vietnam based on the Made in Vietnam Lean Management philosophy. This model is not only a useful solution to improve the management efficiency of current universities in training activities, training support and scientific research activities, but also a specific solution to help universities can adjust the training content adapting with the continuous change of practice. Especially, training results of universities will help effectively support Vietnamese businesses and organizations in creating Made in Vietnam products and services. This is a new approach to solve university management problems for enhancing performance of Vietnamese universities.

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Khamkhien, Attapol. "Language Learning Strategies Used by Thai and Vietnamese University Students." MANUSYA 14, no. 2 (2011): 1–23. http://dx.doi.org/10.1163/26659077-01402001.

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Based on several standardized tests, previous studies show that Vietnamese youths have higher proficiency in English than Thai youths in spite of the latter’s social advantages. An explanation for the discrepancy is probably that the two groups use different strategies in learning English. This study reports the results of an investigation into language learning strategies commonly used by Thai and Vietnamese university students, using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews. A comparison of the patterns of language learning strategies used by the two student groups revealed some resemblances and differences, illustrating what teachers and students should know to successfully teach and learn English, respectively. It is hoped that the findings of this study will be of particular benefit to educational planners, methodologists, and classroom teachers; they will not only help them better understand the strategies used by Thai students in learning English, but also facilitate the process of improving English education in Thailand.

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Journal articles on the topic 'Vietnamese university'

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