Дисертації з теми "Vietnamese higher education"
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Nguyen, Thi Phuong Thu. "The internationalisation of higher education in Vietnamese universities." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/the-internationalisation-of-higher-education-in-vietnamese-universities(cc98be5c-f935-4679-9af1-2beec8f6962e).html.
Повний текст джерелаPham, Thu Dinh Xuan. "Leadership to support quality improvement in Vietnamese higher education." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95787/13/Dinh%20Xuan%20Thu_Pham_Thesis.pdf.
Повний текст джерелаWilby, Mary Lynn. "Among the missing| The Experience of Vietnamese American Nursing Students." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580874.
Повний текст джерелаNon-traditional nursing students, including Vietnamese Americans often face challenges that differ from those of their white counterparts. These challenges have significant impact on academic success and contribute to underrepresentation of minorities in nursing. This study explored the lived experience of 12 Vietnamese American undergraduate nursing students and recent graduates through the use of phenomenologically based interviews. Study participants identified challenges similar to those identified in the literature by other ethnic minority nursing students. Participants experienced a variety of challenges including pressure to succeed in school while providing support for immediate and distant family members, financial hardship, language difficulty, cultural insensitivity, difficulty with socializing with other students, and racism in both academic and clinical settings. Despite significant stress experienced during participants' education, they perceived nursing as a rewarding career that could offer many benefits for themselves and their families. Findings from this study can serve as a springboard for additional research which can promote progress in applying transcultural nursing theory in nursing education.
Phan, Ngoc Thach. "Approaches to curriculum development in Vietnamese higher education: A case study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84906/1/Ngoc%20Thach_Phan_Thesis.pdf.
Повний текст джерелаThai, Will Q. "First generation Vietnamese college students| Importance of incorporating sociocultural values into the career development process." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096063.
Повний текст джерелаThis qualitative research study explored the career-decision making process of first-generation Vietnamese college students. The number of Vietnamese students enrolling in postsecondary education continues to be one the highest among all Asian groups. Yet, the educational attainment and graduation numbers of Vietnamese college students are much lower compared to their Asian peers. The unfamiliarity of the significance of various sociocultural values impedes practitioners to help this group of students achieve their educational goals, specifically during career decision-making process. Findings suggest culture, family, and campus support and resources contributed to first-generation Vietnamese college students’ success and career decision-making process. Implications and recommendations for policy and practice are discussed.
Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.
Повний текст джерелаPhan, Thi Thanh Thao. "Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82470/1/Thi%20Thanh%20Thao_Phan_Thesis.pdf.
Повний текст джерелаBui, 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.
Повний текст джерелаLe, 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.
Повний текст джерелаMiller, Randy Scott. "Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115122/.
Повний текст джерелаDang, Thi Minh Tam. "The rhetoric and reality of teaching English for multilingual and multicultural communication in Vietnamese higher education." Thesis, Dang, Thi Minh Tam (2021) The rhetoric and reality of teaching English for multilingual and multicultural communication in Vietnamese higher education. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/64402/.
Повний текст джерелаHoang, Thinh Quoc. "Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2423.
Повний текст джерелаLe, Thi Thanh H. (Hien). "Understanding the development of intercultural sensitivity through study abroad:a narrative study of Vietnamese students in Finnish higher education." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022381.
Повний текст джерелаTa, Betty Tram. ""Persistence, determination, and hard work are crucial ingredients for life"| A narrative inquiry into the lives of first-generation Vietnamese American students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703043.
Повний текст джерелаAsian Americans are often regarded as the “model minority,” applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated.
Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach.
Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students’ ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants.
Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.
Ngo, Thu Huong. "An investigation into students' motivation to learn English in higher education in Vietnam." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84470/1/Thu%20Huong_Ngo_Thesis.pdf.
Повний текст джерелаPhuong, Nguyen H. "Engineering education for sustainable development in Vietnamese universities : building culturally appropriate strategies for transforming the engineering curriculum towards sustainable development." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/2038/.
Повний текст джерелаLe, 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.
Повний текст джерелаEvans, Michelle J. "Writing in English as a foreign language within higher education in Vietnam : an investigation of the genres, writing processes and perceptions of ten Vietnamese students." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/103502/.
Повний текст джерелаHo, Thi Nhat. "An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91545/1/Thi%20Nhat_Ho_Thesis.pdf.
Повний текст джерелаHoang, Thi Ngoc Diem. "An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2460.
Повний текст джерелаLe, Thi Thuy Chinh. "A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2488.
Повний текст джерелаTran, Thi Duyen. "An exploratory study of the current assessment practices for improving the learning of English as a foreign language (EFL) in two Vietnamese universities." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84622/1/Thi%20Duyen_Tran_Thesis.pdf.
Повний текст джерелаNguyen, 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.
Повний текст джерелаNguyen, 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.
Повний текст джерелаLe, Lan Phuong. "Aligning specialist English language curriculum in higher education with development imperatives and workplace communication needs in Vietnam : a case study of the Vietnamese petroleum industry." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103848/1/Lan%20Phuong_Le_Thesis.pdf.
Повний текст джерелаNguyen, Song Huyen Chau. "Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206449/1/Song%20Huyen%20Chau_Nguyen_Thesis.pdf.
Повний текст джерелаMai, Thi Thuy Dung. "Promoting gender equality in education in Vietnamese high schools." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4485/.
Повний текст джерелаTran, Minh Van. "The Schooling of Vietnamese-American High School Students in Oregon: Their Perspectives." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1314.
Повний текст джерелаNguyen, Ngoc-Diep Thi. "The process of bilingual tutoring and its relationship to the perceived needs of limited-English-proficient Vietnamese junior high school students /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245901575.
Повний текст джерелаNguyen, Dung Thi Thuy. "Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3664.
Повний текст джерелаNguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.
Повний текст джерелаTang, Thi Thuy, and 曾氏垂. "A STUDY ON QUALITY ASSURANCE SYSTEM IN VIETNAMESE HIGHER EDUCATION." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36176343252703071521.
Повний текст джерела國立暨南國際大學
國際文教與比較教育學系
100
During the last decade, the number of universities in Vietnam increased dramatically that significantly expanded the higher education sector. How to keep and maintain their quality have become the highlights in Vietnamese higher education. In recent years, the government has tried to establish a quality assurance system which includes external quality assurance (EQA) and internal quality assurance (IQA) with a key goal to promote the higher education institutions to certain level. The major purpose of this study is to explore thequality assurance system in Vietnamese higher educationincluding its development, mechanism, process, effectiveness, problems, and potential solution. Qualitative research method was employed. A case study for IQA was conducted to see how the system worked at practice. The case was a university located in the south of Vietnam and 13 participants was invited - ten lecturers and three administrators. In addition, the documentanalysis was utilized and official documents, books and journals related to quality assurance and accreditation of Vietnamese higher educationwere integrated to support the findings. The results showed that the current system of quality assurance in higher education faces the challenges of deficientdesign of the mechanism, lack of the resources (including both manpower and funding) for QA, and shortage of sufficientinformation system of QA. For IQA in the case study, the problems come fromself-evaluation activities at both institutional and program levels. The IQA strategies, like student feedback and peer review were inadequate in implementation. Base on the findings, the study provided recommendations to HEIs aboutcompleting the IQA system with improved activities. As for MOET, the suggestions were to establishthe independent agencies and completelegal regulations for quality assurance and accreditation to enhance the quality of higher education in Vietnam.
Pham, Thi Mau Ly, and 範氏母離. "Student Engagement, Student Gains, and Student Satisfaction in Vietnamese Higher Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4t3ae7.
Повний текст джерела國立暨南國際大學
教育政策與行政學系
106
Vietnamese higher education has developed rapidly over the years, meeting the needs of national renewal and development as well as the learning needs of the people. However, university degree in Vietnam is increasingly devalued and university experience is a pressing issue requiring investigation. This study examines Vietnamese university student engagement, gains, and satisfaction based on National Survey of Student Engagement (NSSE). The sample was 1,236 students from four public universities and two private universities in Ho Chi Minh City, Vietnam. The results reveal that Vietnamese university students in general have a high level of student engagement and student satisfaction with their university experiences. For student gains, while “personal and social development” showed no significant effect, “general education and practical competence” demonstrates benefits for student satisfaction of both male and female as well as the freshmen, but not senior. With NSSE, this study provides an opportunity to compare Vietnamese university students’ experiences with those of their peers’ around the globe. The results also serve as valuable references for higher education policy makers and practitioners in Vietnam
Be, Thi Tuyet. "Developing Students’ Employability in Internationalised Curriculum Programs in Vietnamese Higher Education." Thesis, 2020. https://vuir.vu.edu.au/42243/.
Повний текст джерелаTri, Hoang Dang. "English-medium instruction in Vietnamese higher education: ideologies, management, and practices." Thesis, 2020. http://hdl.handle.net/1959.13/1427161.
Повний текст джерелаThe past few decades have witnessed exponential growth in English-medium instruction (EMI) programmes at the tertiary level where English is used as a vehicle for content subject matter teaching and learning across the globe. Despite the strong interest in EMI implementation and delivery and the growing body of related research, there remain quite substantial gaps in our understanding of what an effective EMI programme is and how it is best implemented. There is indeed little research evidence concerning EMI implementation as well as the factors affecting its effectiveness from a language planning and policy (LPP) perspective. This research study sought to fill this gap by conducting a comprehensive examination of EMI implementation in the tertiary sector in Vietnam and on that basis to propose guiding principles which can improve the effectiveness of EMI implementation and delivery in this country (and more broadly). To that end, the study was based on Spolsky’s (2004, 2009) language policy framework and Ricento and Hornberger’s (1996) LPP model to investigate EMI ideology/beliefs, management, and practices among relevant stakeholders, including university administrators, content lecturers, and students at the national, institutional, and interpersonal levels. Delving into these multilayered dimensions of EMI enabled the researcher to gain a thorough understanding of the strengths and weaknesses of EMI implementation and delivery in Vietnam and to make recommendations for their improvement in the future. The study addressed four key research questions: 1. What ideological beliefs are embedded in EMI implementation and delivery at the national, institutional, and interpersonal levels? 2. How are policy mechanisms nationally and institutionally enacted to manage currently delivered EMI courses or programmes in the Vietnamese tertiary education context? 3. What are the current EMI practices as they are actually conducted in the classroom setting? 4. What are various stakeholders’ perceptions of effective EMI practices? To answer these research questions, the study employed a convergent parallel mixed methods research design for quantitative and qualitative data collection with a total of 412 participants (30 university administrators, 96 content lecturers, and 286 students) from ten universities in Vietnam. A variety of data sources were collected to uncover multilayered EMI implementation in Vietnamese higher education (HE). Specifically, the national level involved national policies and/or directives. The institutional level entailed university-level documentation and university administrators’ (Faculty/Department Deans/Heads) questionnaires and interviews, and the interpersonal level involved content lecturers and students’ questionnaires, interviews, and observations in the classroom setting. The overall findings revealed intricate and dynamic relationships of language ideology, language management, and language practices manifested in each of the levels or layers, affecting the formation of EMI policy in Vietnam. Ideological beliefs converging at the three levels embraced EMI as being nationally, institutionally, and personally beneficial. Such ideological values deeply ingrained in EMI shaped the adoption of EMI and led to the formulation of policy efforts to regulate and manage EMI practices. One unexpected consequence of the wide-ranging adoption of EMI was the emergence of a divide between EMI and Vietnamese-taught programmes, with the former being superior to the latter, inevitably engendering educational inequity as a result. The findings indicated that EMI implementation was not always a smooth process. Rather, EMI processes were complicated by tensions or contradictions between EMI implementation directives, as stipulated in management policies, and actual implementation practices within and between the levels/layers. It was pointed out that inconsistencies in practice resulted from policies enacted at the national level without adequately addressing or considering issues facing universities, content lecturers, and students at the institutional and interpersonal levels. Drawing on the research findings, the study has formulated a set of guiding principles designed to improve EMI implementation and delivery; these principles have specifically been conceived for the needs of the university sector in Vietnam, but they could also be used as a reference framework for other contexts. More generally, this study’s data and findings provide a valuable contribution to a growing body of research on EMI implementation as a dynamic and complex network of different agents/actors who clearly have a stake in EMI – from the national/macro to the interpersonal/micro-level.
Ngo, Van Giang. "Towards an effective integration of ICT in an EFL setting in a Vietnamese higher education context." Thesis, 2016. http://hdl.handle.net/2440/103499.
Повний текст джерелаThesis (D.Ed.) -- University of Adelaide, School of Education, 2016.
Hong, Bach Thi, and 白氏紅. "The Factor Affecting Vietnamese Students’ Decision inSelecting Taiwan for Their Higher Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10092712771217266844.
Повний текст джерела國立高雄應用科技大學
資通產品研發與生產碩士外國學生專班
101
This thesis attempts to identify the main factors of affecting Vietnamese students’ decision in selecting Taiwan for their higher education. In this thesis, with a study on literature review and the conducting of survey with Vietnamese students, five factors have been identified. Totally 180 pieces of questionnaires were delivered to Vietnamese students who living and studying in three university in Taiwan, including National Kaohsiung University of Applied Science (KUAS), Chaoyang University of Technology (CYUT), and National Cheng Kung University (NCKU). This essay uses SPSS software to analyze the collected data. Three main analysis methods are used in this study, including exploratory analysis, reliability analysis, and regression analysis. Then, the analytic process was employed to evaluate the level of importance of each factor. The study found that scholarships, programs study, level of economic development of host country, easy entry requirements, facilities for physical exercise, parents influence decisions, opportunities for part-time jobs (FAC1), places, high academic reputation, recommendations, transport system, services, accommodation, and teachers (FAC2) and relationship between two countries, major, living environment (FAC3) are the most important factors which influences overall Vietnamese students' decision in selecting Taiwan for their higher education. In addition, this thesis also shows satisfaction level on each factor of Vietnamese students. Several strengths and weaknesses of the current Taiwan universities as well as the reasons that make the Vietnamese students unsatisfied are clearly pointed out. Some feasible solutions are also suggested in order to help Taiwan universities improve their policies in attracting Vietnamese students to come to Taiwan for their higher education. Therefore, this thesis is a good reference source for a variety of Taiwan education centers, institutions and universities
Nguyen, Anh-Tuan, and 阮英俊. "Innovation Search Map and Service Dominant Logic: An Application to Vietnamese Higher Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36266170828952315618.
Повний текст джерела元智大學
國際企業學系
98
Innovation in education is not merely put education out of the past but more importantly to make it meet the demands of the future. The purpose of this thesis is to find out the challenges of Vietnamese higher education in innovation perspective. This thesis reviews existing literature on innovation search map and service-dominant logic and co-creation. By applying these theories, suggestion for solving the challenges of Vietnamese higher education is mentioned. The findings indicate that Vietnamese higher education has challenge about quality of training and it does not meet with social requirement and teaching methods is passive and monologue. Furthermore, the documents also indicate other issues in higher education that (1) lectures shortage; (2) out of date of programs of higher education and facilities; and (3) inefficient management of education.
Le, Thi Thuy Nhung. "Exploring students' experiences of English medium instruction in Vietnamese universities." Thesis, 2017. http://hdl.handle.net/1959.13/1335817.
Повний текст джерелаEnglish medium instruction (EMI) has gathered momentum in higher education in non-dominant English speaking countries in Asia and Europe. Proponents of EMI argue that it produces graduates who are proficient not only in a discipline area but also in English. To date, little is known about how EMI has been adopted in Vietnamese universities. What are the perceptions of Vietnamese students enrolled in EMI programs and the lecturers who teach them? What do they see as the strengths of EMI? What do they see as its weaknesses? This study investigates the experiences reported by students enrolled in EMI courses and programs in Business and Management studies at the university level in Vietnam. The study used a mixed method approach to data collection, consisting of a quantitative survey to 1,415 students, on-site focus group interviews with nine groups of students, and in-depth interviews with 22 lecturers involved in EMI courses and programs at two public universities and two private universities in Vietnam. The analysis of the data showed that both students and lecturers held positive attitudes towards EMI. Students and lecturers thought that an EMI program of study would result in desirable and well-paying jobs for graduates. Differences in reported experiences emerged between students at the two public universities and students at the two private universities. The public universities attracted students who did well in high school subjects (including English) and in university admission tests. They generally had more resources for running high quality EMI programs, including lecturing staff with high levels of English proficiency. The private universities attracted students who did less well in high school subjects (including English) and in university admission tests. They generally had fewer resources to run their EMI programs. Students who reported that they struggled in EMI courses and programs indicated that their English was not sufficient to understand in lectures, to read in English, and to write in English. In addition to these language problems, students reported that they lacked the academic skills to complete the assessment tasks in EMI courses. However, for most of these students, their confidence did rise as they progressed through their programs. Some lecturers reported difficulties in conducting EMI classes. They lacked confidence in their oral English skills, they lacked the pedagogical skills appropriate for EMI teaching, they had limited experience teaching at the university level, and they lacked the resources to improve their EMI delivery. For some students and lecturers in the current study, the reality of EMI programs in universities in Vietnam fell short of their expectations. The current study provides a set of recommendations (for students, lecturing staff, and university administrators) whose implementation should improve the experience of students and lecturers in EMI programs in universities in Vietnam. The current study offers a large and robust set of data about the experiences of students and lecturers in EMI programs in public and private universities in Vietnam. The study should be of use to policy makers and practitioners who are planning expansion of EMI programs in Vietnam.
Truong, Hoa T. "Vietnamese young women from the third wave of immigration: Their struggle for higher education." 2001. https://scholarworks.umass.edu/dissertations/AAI3027265.
Повний текст джерелаMinh, Duong, and 陽明心. "A Study on the Product Strategy for Internationalization of Taiwan Higher Education towards Vietnamese Market." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/uw3b6x.
Повний текст джерела國立中山大學
企業管理學系研究所
96
This study drew light on educational product constituents, discussed students’ needs in higher education and attempted to find out the connection between Taiwan’s educational supply and Vietnamese demands in terms of products in education. The final purpose of this research is to contribute to Taiwan’s foreign student recruitment strategy in the midst of globalization. A questionnaire survey was conducted on Vietnamese students (experienced and inexperienced) who are the most dominant group of foreign students in Taiwan. The study produced four major findings: 1. The common core need of Vietnamese students in the pursuit of overseas higher education was to gain foreign degree for a better career prospects. 2. Fourteen factors were ranked in importance in which Availability of appropriate faculty, Quality of lecturers, Quality of teaching methods, Recognition of the qualifications in Vietnam, Curriculum, Cost of living, Tuition fee, Quality of academic facilities and Financial aids were on top of the list, followed by Cost of transportation between Taiwan and Vietnam, Required language for study medium, Quality of students, Campus environment and Religious facilities. 3. Among the fourteen factors above, only three of them were assessed as strongly satisfactory by experienced students (students who have experienced Taiwan higher education). They were Quality of academic facilities, Quality of lecturers and Campus environment. Seven of them were rated between satisfactory and neutral: Required language for study medium, Quality of teaching methods, Availability of appropriate faculty, Curriculum, Cost of living, Financial aids and Tuition fee. The remaining four factors which were Recognition of the qualifications in Vietnam, Quality of students, Religious facilities and Cost of transportation between Taiwan and Vietnam, were evaluated to be between neutral and dissatisfactory. 4. Students who were using Chinese as language medium in Taiwan were found to be more satisfied than those using English as the medium.
PHAM, THUY LINH, and PHAM THUY LINH. "Using silence as a learning strategy in Vietnamese EFL higher education from a student perspective." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gat42w.
Повний текст джерела文藻外語大學
英國語文系碩士班
106
Silent situations occur frequently in many EFL (English as a foreign language) classrooms in Vietnamese higher education. Most of researchers and teachers viewed such silences as a negative behavior because they appear to show a lack of cognitive engagement and active participation in the lessons. However, it is argued that students can benefit from these silent episodes because in spite of silence they can nevertheless be engaged in learning. This study explores the use of silence as a deliberate or a conscious learning strategy by Vietnamese undergraduate students and goes into some details about the different types of silences and how each one is exploited by the students depending on various factors including their particular personalities. The research primarily focuses on what students' think about instances of “their own” silent behaviors inside the classroom and the ways they use silence to enhance their learning of English. In addition, the study also aims at understanding the correlation between students’ silent behavior and their final tests scores. Instances of silent behaviors by the students were analyzed using Bruneau’s (1973) theoretical framework. The data were collected via silence self-assessment survey, observations and individual interviews with the ten participants. Qualitative methods were used for data analysis. The findings revealed that the participants often used silence as a learning strategy and the students who participated in this study considered silence as both good and bad behaviors depending on the ways silence was used. For example, silence as a learning strategy to listen, concentrate in order to think, and to control extreme feelings and emotions. The least use of silence as learning strategy was ‘exerting control and drawing inferences’. Lastly, it appears that there is no necessary correlation between the students’ scores in English tests and their silent behaviors in the classroom. Hopefully this research will contribute to the theoretical underpinnings and improved methodology to deal with students’ silent behavior in the classroom. This study also suggests pedagogical implications for English language teachers in Vietnam. The limitations of this study and suggestions for future research are also identified.
Vu, Phuong Anh. "The construction and reconstruction of Vietnamese national culture: a study of higher education policy under Doi Moi." Thesis, 2018. http://hdl.handle.net/1959.13/1389054.
Повний текст джерелаIn 1986, the Vietnamese government embarked on an extensive national reform initiative, known as Doi Moi (Renovation). The reform centred on opening the national economy to global market forces. Higher education policy was a key instrument for social policy reforms that accompanied Doi Moi. Over more than 30 years, the Vietnamese government carried out wide-ranging reforms in the provision, funding, and content of higher education. In keeping with the historical functions of mass modern education, the Doi Moi reforms continued to serve both economic and social functions for the Communist state. Universities were called upon to produce skilled workers who could compete in the global economy. Higher education was also positioned as a key site for protection and promotion of a uniquely Vietnamese blend of Confucian and socialist values, presented as traditional national culture. This thesis explores changes and continuities in higher education policy between 1986 and 2012 with a focus on the ways in which university education was used to both advance the goals of Doi Moi as well as reconcile the tensions and contradictions engendered by this national reform. Four crosscutting themes emerged through the analysis of three key national education laws, and associated materials, in relation to the expansion and funding of higher education through privatisation initiatives; the central role of languages and ideological education in university curriculum and state-mandated roles and responsibilities for university students and educators.
Wu, Hsing-chen, and 吳幸真. "Examining the Learning Experiences of Vietnamese Marriage Immigrant Women in Taiwanese Higher Education based on the Sociocultural Approach." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/98353490761806024361.
Повний текст джерела國立屏東科技大學
技職教育研究所
101
This study aims to investigate the learning experiences of the Vietnamese immigrant women in Taiwanese higher education based on the sociocultural approach to adult learning. The study utilized life-story interviews with 4 Vietnamese marriage immigrant women who had graduated from or had been studying in undergraduate or graduate programs. Data were analyzed by the thematic method. The findings are as follows: 1.With Taiwanese families’ supports and encouragement, these immigrant women pursued Taiwanese higher education in order to fulfill their parental expectation and the personal desire for learning , to combat Taiwanese discrimination, and to obtain employment of better salary. 2.In the learning process, the immigrant women tried their best to adapt to the learning cultures and interrelationship in class; furthermore, they put a lot of efforts to review after class. These women continuously negotiated their cultural identity. Initially, they were silent learners and then they tried their best to improve their Vietnamese cultural visibility in class. These women played the roles of mothers and learners, which them. Additionally, their work, their family, and the Vietnamese community had great impacts on the women’s learning. These women insisted on completing learning although they faced a lot of difficulties. 3. After receiving the Taiwanese higher education for a period of time, these immigrant women obtained the positive feelings of self-worth, better qualify of family life, and economic independence. Meanwhile, they became the role models of their immigrant community. Additionally, these immigrant women identified more with their homeland and host country cultures. 4. The early learning experience and the homeland cultures as well as the life experiences in Taiwan affected the learning of higher education among these immigrant women. Finally, some recommendations are presented for the future studies.
Tran, Ha Thi Ngoc. "English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice." Thesis, 2019. http://hdl.handle.net/2440/123107.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2019
Nguyen, Hang Thu Le. "Quality assurance in higher education in Vietnam: A case-study." Thesis, 2016. https://vuir.vu.edu.au/33258/.
Повний текст джерелаCHU, 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.
Повний текст джерела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.
Davis, Kay Mathews. "Language and learning : a case study of a Vietnamese unaccompanied minor in a post secondary setting." Thesis, 1995. http://hdl.handle.net/1957/34590.
Повний текст джерелаGraduation date: 1996
Tran, Thi Hoai Thu. "Policy and practices in English as a Medium of Instruction in Vietnamese tertiary EFL contexts." Thesis, 2020. http://hdl.handle.net/1959.13/1421381.
Повний текст джерелаEnglish as a Medium of Instruction (EMI) has become a global phenomenon in higher education in non-native English-speaking countries. However, the successful implementation of EMI often depends on the degree of alignment between this approach to language instruction, the educational expectations and the infrastructure of local contexts: EMI may be welcomed, or it may be rejected or adapted to local socio-political and cultural contexts. Although EMI has been deployed in some selected Vietnamese universities since the 1990s, there is little research on its implementation. This study was conducted to seek an understanding of policy and practices in EMI in Vietnam through explanatory sequential mixed methods research, including policy document analysis, surveys and interviews. Nine current national policy documents were analysed to find out the extent to which issues regarding the implementation of EMI have been addressed in policy documents. Surveys of 360 students and 30 content lecturers, interviews with 12 content lecturers, and focus groups with 30 students at 6 selected Vietnamese universities helped to investigate local practices and perceptions. The findings of the policy analysis indicated that foreign language teaching (FLT) is a major focus of the Vietnamese government’s educational reform, and that EMI is considered as a way to achieve both its educational and non-educational goals in the global age. EMI is encouraged, but not compulsory, in some selected Higher Education Institutions who meet the government requirements for EMI programs. However, explicit discussions of issues regarding the implementation of EMI in the context of Vietnamese higher education are notably absent from policy documents. The present investigation of student and lecturer perceptions revealed mostly positive attitudes towards EMI. Both lecturers and students suggested that EMI would bring students great opportunities for both accessing current scientific knowledge and future employment, with positive impacts on students’ language proficiency, especially students’ reading skills, listening skills and knowledge of technical terms. Lecturers and students reported that EMI provided varied challenges for Vietnamese higher education. Lecturers were apparently most challenged by students’ lack of English language proficiency, whereas students indicated that they felt most pressured by final exams in which they had to perform their content-area knowledge in English. Students acknowledged their own lack of English language ability, recognising difficulties arising from the unavailability of textbooks, dense curriculum, time allocation and lecturers’ teaching methods. Lecturers identified the extra workload created by EMI as a chief obstacle in EMI courses. The findings of my study provide insight into the range of learning and teaching strategies that lecturers and students apply within their EMI courses and practical suggestions for improving EMI instruction. Overall, lecturers and students were positive about the adoption of EMI in Vietnamese tertiary EFL contexts, notwithstanding the challenges they faced. However, the strategic implementation of EMI in Vietnam seems to require adjustments at all levels of institutional and government policy to ensure that the voices of practitioners and students are heard. The findings of this study provide relevant insights for policymakers, higher education institutions, lecturers, and students of EMI programs in Vietnam and other countries.
Hoang, Thi Thu Thuy. "The enablers and barriers to professional development for in-service teachers of English as a Foreign Language (EFL) in the Vietnamese higher education context." Thesis, 2020. http://hdl.handle.net/2440/126628.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2020