Статті в журналах: "Vietnamese higher education"

1

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

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Purpose The purpose of this paper is to review the strategic management of Vietnamese higher education institutions. Design/methodology/approach The paper examined the external environment of the country’s education system based on the five forces framework by Michael Porter and inspected the strategies of universities and colleges. Findings It was concluded that lack of environmental analysis from both the government and higher education institutions themselves diminishes the intended effectiveness of the reforms; problems of skill shortage in the labor market, staff insufficiency and poor quality are prevalent; and that strategies developed by the institutions are purely responsive to the State’s direction without considering sustainability. Research limitations/implications Lack of literature on Vietnamese higher education limits timely analysis. Practical implications Strategic planning based on a thorough investigation of the environment is imperative to enhance the performance of the education system generally as well as of academic institutions individually. The government plays a key role in developing initiatives to enhance staff capabilities and improve quality of educational outputs. Originality/value There has not been any paper that approached Vietnam’s higher education management under such an analytical framework.

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2

Wu, Ya-Ling. "Vietnamese Immigrant Women's Learning in Taiwanese Higher Education." Procedia - Social and Behavioral Sciences 106 (December 2013): 3297–302. http://dx.doi.org/10.1016/j.sbspro.2013.12.381.

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3

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

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

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4

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

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This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

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5

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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6

Van Ta, Canh, and Suzanne Zyngier. "Knowledge Sharing Barriers in Vietnamese Higher Education Institutions (HEIS)." International Journal of Knowledge Management 14, no. 1 (January 2018): 51–70. http://dx.doi.org/10.4018/ijkm.2018010104.

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This article explores the barriers for sharing knowledge effectiveness in Vietnamese higher education institutions (HEIs). Data were analyzed and triangulated from interviews, and focus groups from different universities and from government and university websites. Three significant factors were identified: bureaucratic management causing a lack of autonomy in decision-making, poor knowledge management systems, and weak individual absorptive capacity. The results demonstrate these three factors as a significant influence on academic staff to share absorb and create new knowledge measured by journal publication output, and graduate quality. The research findings provide insights on the Vietnamese higher education landscape in the transition from a centralized economy to a market economy.

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7

Duong, Minh-Quang. "The Factors Influencing Student Satisfaction in Vietnamese Higher Education." International Research in Education 4, no. 1 (November 19, 2015): 27. http://dx.doi.org/10.5296/ire.v4i1.8191.

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Student satisfaction has been considered an important factor in measuring the quality of learning approach and a key factor in the success of learning programs. The main purpose of this study investigated demographic factors affecting student satisfaction in Vietnamese higher education. In the study, I used a questionnaire to survey 618 third-year students of 24 departments and faculties at the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City. The findings of this study showed that students were moderately satisfied with their environment campus. The study also shows that there were significant differences between student satisfaction and mother education dimension.

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8

SEKIGUCHI, Yohei. "The Parallel Governance System in Vietnamese Higher Education Administration." Comparative Education 2014, no. 49 (2014): 114–35. http://dx.doi.org/10.5998/jces.2014.49_114.

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9

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

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10

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

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

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Ngoc, Do Minh. "Competitive Strategies of Vietnamese Higher Educational Institutions." International Higher Education 94 (June 11, 2018): 33. http://dx.doi.org/10.6017/ihe.2018.94.10532.

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

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12

Nguyen, Thi-Huyen-Trang, Trung Tran, The-Tung Dau, Thi-Song-Ha Nguyen, Thanh-Hung Nguyen, and Manh-Toan Ho. "How scientific research changes the Vietnamese higher education landscape: Evidence from social sciences and humanities between 2008 and 2019." F1000Research 9 (February 26, 2020): 152. http://dx.doi.org/10.12688/f1000research.21790.1.

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Background: In the context of globalization, Vietnamese universities, whose primary function is teaching, there is a need to improve research performance. Methods: Based on SSHPA data, an exclusive database of Vietnamese social sciences and humanities researchers’ productivity, between 2008 and 2019 period, this study analyzes the research output of Vietnamese universities in the field of social sciences and humanities. Results: Vietnamese universities have been steadily producing a high volume of publications in the 2008-2019 period, with a peak of 598 articles in 2019. Moreover, many private universities and institutions are also joining the publication race, pushing competitiveness in the country. Conclusions: Solutions to improve both quantity and quality of Vietnamese universities’ research practice in the context of the industrial revolution 4.0 could be applying international criteria in Vietnamese higher education, developing scientific and critical thinking for general and STEM education, and promoting science communication.

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13

Phuong, Tam T., and Dae Seok Chai. "Talent Development for Faculty: The Case of Vietnam." Advances in Developing Human Resources 20, no. 4 (October 3, 2018): 428–43. http://dx.doi.org/10.1177/1523422318803086.

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The Problem With the rise of a globalized knowledge-based economy, the Vietnamese government has demonstrated a determination to build world-class universities by making higher education development one of the top national priorities. The Vietnamese higher education system is an interesting case of a latecomer’s development in an emerging market economy regulated by a single-party socialist state espousing communism. Although they have invested in higher education for decades, the system is still in a trial phase. For example, only two national universities cracked the top 150 in the Asian region, not in the world. Although the faculty talent pool can significantly help achieve the goals of the Vietnamese higher education system, the quality of Vietnamese faculty members is a key limitation. Furthermore, literature on talent development (TD) for faculty in the Vietnamese context is rare. The Solution This study aims to explore faculty TD trends and issues in the Vietnamese higher education system. This comprehensive review of the literature (a) provides an overview of the Vietnamese higher education system; (b) presents findings on the scope, foci, activities, and outcomes of faculty TD activities, and (c) provides implications for policy, practice, and further research on TD for faculty in Vietnam. As few published reviews of faculty TD in Vietnamese universities are available, the current comprehensive literature review can set the foundation for more effective practices and further research on TD and human resources development (HRD) for faculty in Vietnam. The Stakeholders The recommendations provided from this study will help HRD practitioners, institutional and ministerial decision makers, and faculty members in Vietnam.

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14

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

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

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15

Quyen, Do Thi Ngoc. "Contact hours in Dutch and Vietnamese higher education: a comparison." Higher Education 57, no. 6 (September 23, 2008): 757–67. http://dx.doi.org/10.1007/s10734-008-9174-9.

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16

Tran, June. "Vietnamese higher education and the issue of enhancing graduate employability." Journal of Teaching and Learning for Graduate Employability 3, no. 1 (September 13, 2012): 2–16. http://dx.doi.org/10.21153/jtlge2012vol3no1art554.

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The rapid change in the graduate labour market in the globalizing era calls for responsiveness from the higher education systems all over the world. Enhancing graduate employability has become a topic of both concern and debate in higher education worldwide. However, the issue is somehow different in Western developed countries and in Eastern developing countries in terms of the way higher education teaching staff perceive the issues, the way universities approach the issues and also the way university practices have been designed to enhance graduate employability. This article aims to illustrate the differences by addressing the issue of enhancing graduate employability in Vietnam compared with that in the literature from developed countries such as US, UK, Australia and New Zealand. It is suggested that while not all academics in Western higher education systems support the idea of accepting enhancing graduate employability as one of the university missions, their teaching practices, in general, support the development of graduate generic attributes, which are claimed to be essential and necessary for graduates to enter the labour market, to succeed at work and in life. By contrast, in the Vietnamese higher education system, where the main mission for universities is still limited to producing an educated labour force for the industry, however, the traditional teaching and learning method and the lack of connections between university, research institutions and the internal industry all hinder the effort of the whole system in preparing students with the necessary skills and knowledge required by the contemporary labour market.

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17

Nguyen, Kim Dung, and Craig Mcinnis. "The Possibility of Using Student Evaluations in Vietnamese Higher Education." Quality in Higher Education 8, no. 2 (July 2002): 151–58. http://dx.doi.org/10.1080/1353832022000004340.

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18

Wu, Ya-Ling, and Hsing-Chen Wu. "Higher Education Learning Experiences Among Vietnamese Immigrant Women in Taiwan." Adult Education Quarterly 65, no. 2 (January 20, 2015): 133–51. http://dx.doi.org/10.1177/0741713614566673.

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19

Tri, Le Dinh Minh, Tran Thi Hoang Lam, and Nguyen Quang Trang. "Service quality in higher education: Applying HEdPERF scale in Vietnamese universities." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 11, no. 1 (June 29, 2021): 101–15. http://dx.doi.org/10.46223/hcmcoujs.soci.en.11.1.1905.2021.

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As the higher education sector is more competitive and globalized, service quality and student satisfaction are increasingly essential and attract more attention. However, research on this topic usually employed general service models applied for the higher education context. This paper investigates the service quality in higher education by combining the HEdPERF model and the popular two-dimensional service quality model to link the general and context-focused perspective. Data were obtained from 335 respondents who are students in Vietnamese universities. Findings indicate the effects of functional and technical service quality on student satisfaction and determine each HEdPERF dimension’s relationships on the two dimensions of service quality. This study contributes to understanding the path from service performance in the higher education sector, service quality dimensions, and satisfaction. This also provides suggestions for Vietnamese universities in improving their performance and services.

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20

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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21

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

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22

Thien, Nguyen Hoang. "Revealing the Pictures of Research Culture In Vietnamese Higher Education Institutions." Journal of International and Comparative Education 10, no. 1 (2021): 51–70. http://dx.doi.org/10.14425/jice.2021.10.1.0612.

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23

Hoang, Minh, Massoud Moslehpour, and Victoria Seitz. "Decision Making Model of Vietnamese Students Studying Higher Education in England." IAFOR Journal of Education 7, no. 2 (December 1, 2019): 131–48. http://dx.doi.org/10.22492/ije.7.2.07.

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24

Nguyen Huu, Hoang, and Csaba Fogarassy. "The Transition of Vietnamese Higher Education System Adaptingto 4th Industrial Revolution." Zeszyty Naukowe Politechniki Częstochowskiej Zarządzanie 35, no. 1 (September 2019): 43–51. http://dx.doi.org/10.17512/znpcz.2019.3.04.

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25

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

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

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26

Phan, Thi Thu Hoai, Tuan Khanh Cao, Thu Hang Hoang, Phuong Anh Vu, and The Ninh Nguyen. "Promoting the Purchase of Textbooks in the Vietnamese Higher Education Sector." Publishing Research Quarterly 34, no. 1 (November 17, 2017): 89–95. http://dx.doi.org/10.1007/s12109-017-9560-1.

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27

Tran, Carolyn-Dung T. T., and Renato A. Villano. "An empirical analysis of the performance of Vietnamese higher education institutions." Journal of Further and Higher Education 41, no. 4 (March 4, 2016): 530–44. http://dx.doi.org/10.1080/0309877x.2015.1135886.

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28

Nguyen, Phong Thanh, Quyen Le Hoang Thuy To Nguyen, Luan Thanh Nguyen, and Vy Dang Bich Huynh. "Factors Affecting Vietnamese Higher Education Quality in the Context of Industry 4.0." Vietnam Journal of Education 6, no. 3 (December 26, 2022): 225–37. http://dx.doi.org/10.52296/vje.2022.223.

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Industry 4.0 has challenged the quality of higher education by demanding more employability besides the academic and vocational skills of undergraduate laborers. Previous studies have addressed this issue unidimensionally. This study explores the measurement model of higher education quality multidimensionally under this circumstance by (1) Confirming the factors to measure higher education quality functionally and technically and (2) Ranking the factors in the quality measurement model. The qualitative Delphi method based on twenty in-depth interviews was conducted to fulfill the study’s objectives. The findings show that both the functional and technical dimensions of education quality have been integrated into the Vietnamese Higher Education Institution (HEIs) quality model including: (1) output; (2) critical thinking and problem-solving; (3) organizing and managing ability; (4) adaptability; (5) lifelong learning; (6) teaching process; (7) creativity and innovation; (8) expertise and digitalization; (9) administrative process; (10) learning process; (11) foreign language; and (12) input. The priority of output and learners’ competencies over input and education process in the model highlights the need for proper policies to effectively improve Vietnamese HEIs quality.

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Hoang Le, Giang Nguyen. "Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 145–55. http://dx.doi.org/10.1386/tjtm_00004_1.

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Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of ETP education in Vietnam and the various nuances that help unpack the realities of this situation. This reflective article intends to picture the inequities in Vietnamese higher education internationalization that both Vietnamese students and teachers encounter and to pave the road for further discussions to construct future scholarship and research.

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Pham-Thai, Nguyen T., Adela J. McMurray, Nuttawuth Muenjohn, and Michael Muchiri. "Job engagement in higher education." Personnel Review 47, no. 4 (June 4, 2018): 951–67. http://dx.doi.org/10.1108/pr-07-2017-0221.

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Purpose Employees’ job engagement is a key driver for organizational success and competitive advantage. Based on Kahn’s engagement theory and social exchange theory, the purpose of this paper is to examine the relationships between job engagement, transformational leadership, high-performance human resource (HR) practices, climate for innovation, and contextual performance. Design/methodology/approach A questionnaire survey, conducted at two different points in time, was employed to collect data from 394 pairs of Vietnamese university academics and their leaders. Data were analyzed by structural equation modeling (SEM) and multilevel SEM using the Statistical Package for Social Science Version 24 and Mplus Version 7.4. Findings The findings indicated that transformational leadership and high-performance HR practices were key drivers of employees’ job engagement. A climate for innovation contributed effectively to mediate the effect of transformational leadership on employees’ job engagement. Further, employees’ job engagement was positively and significantly related to contextual performance. Research limitations/implications The short time lag between the two data collection phases might limit the ability to reach definite causal conclusions. Future research using a longitudinal design is needed to provide stronger validation for the underlying model. Originality/value This study is a rare attempt that investigates the process from which employees’ job engagement is generated and contributes to improve contextual performance in the higher education sector.

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Ho, Tien Thi Hanh, and Ly Thi Tran. "Appropriation of foreign approaches for sustainable development and transformational changes in Vietnamese vocational education." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 527–43. http://dx.doi.org/10.1108/heswbl-04-2018-0053.

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Purpose Vietnam’s 11th National Party Congress prioritised integration, modernisation and industrialisation as the new key orientations for Vietnam. It outlined Vietnam’s integration with the world, not only economically, but also in terms of the social, cultural, educational, scientific and technological areas that can support social and economic development and sustainability. Vocational education has been recognised as pivotal to the nation’s sustainable workforce development and transformational changes. The purpose of this paper is to analyse how foreign approaches and practices have been filtered and appropriated to bring about sustainable development and transformational changes for Vietnamese vocational education. Design/methodology/approach The paper is derived from a study that involves documentary analysis, observation and semi-structured interviews with vocational learners and staff across three different vocational education and training (VET) sites in Vietnam. The overall study includes three vocational education providers and 22 participants altogether, but this paper involves observation and semi-structured interviews with eight participants, including one leader, two teachers and five students. It focusses on a Germany-funded vocational college in the northern central area of Vietnam that came under the management of the Ministry of Labour, Invalids and Social Affairs, and the local province where the college located. Findings The findings of the study show a critical need to develop a new “Vietnamese VET pedagogy” that filters international influences and flexibly and creatively combines them with the existing local pedagogy. To meet the local and global demands and bring transnational changes for Vietnamese vocational education, new VET pedagogies need to align with both Vietnamese historical and political situations, especially the emergent demands of the open market socialist economy and to capitalise on international influences – Confucian, French, Soviet and Western. Such a balance will ensure Vietnam makes use of both international forces and local strengths for sustainable development and transformational changes rather than passive dependence on foreign practices. Research limitations/implications The research provides valuable insights into the appropriation of foreign practices and principles in Vietnamese vocational education. However, it focusses only on three vocational education sites in central Vietnam. Further studies with larger scale of participants and across a variety of vocational education settings including public and private institutions, community centres and family workshops will offer broader findings related to this important topic. Practical implications The study suggests practical implications for institutions to deal with the challenges associated with the adaptation of international forces into the vocational education context in Vietnam. It outlines the transformational changes in pedagogical practices related to the increased requirement to move from the traditional didactic teaching to more self-directed learning, to meet the requirements of a modern vocational education system. Originality/value This study provides unique insights into the practices and challenges of filtering foreign VET practices and principles to bring about transformational changes in Vietnamese vocational education. It, therefore, responds to the paucity of literature in this area. In addition, it examines internationalisation in Vietnamese VET, an under-researched area in the field of internationalisation of education as most of the literature in this field concentrates on the higher education sector.

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Pham, Thuan Van, Thanh Thi Nghiem, Loc My Thi Nguyen, Thanh Xuan Mai, and Trung Tran. "Exploring Key Competencies of Mid-Level Academic Managers in Higher Education in Vietnam." Sustainability 11, no. 23 (December 1, 2019): 6818. http://dx.doi.org/10.3390/su11236818.

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Vietnamese higher education has been subjected to constant pressures and major changes in the last few decades so as to meet the country’s needs for socio-economic development and to better prepare graduates for employment and personal growth. There has been greater recognition for the role of mid-level academic managers as key contributors to effective institutional performance and success. However, an understanding of what constitutes a competent mid-level academic manager, who are heads of faculties, departments, academic offices and specialized centers, for the context of Vietnam is limited. This study employs an exploratory and mixed-method approach to identify the core competencies required for mid-level academic managers at Vietnamese higher education institutions. Findings from focus group discussions and a survey conclude five professional domains for effective mid-level academic management and sustainable development yet, in the meantime, reveal the gap between institutional expectations and the actual competencies of academic heads as perceived by academic heads themselves, their supervisors and their team members.

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Le, Duc-Long, Thien-Vu Giang*, and Dieu-Khuon Ho. "The Impact of the COVID-19 Pandemic on Online Learning in Higher Education: A Vietnamese Case." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1683–95. http://dx.doi.org/10.12973/eu-jer.10.4.1683.

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<p style="text-align: justify;">The article mentions the impact of the Coronavirus disease (COVID-19) pandemic on online learning in Vietnamese higher education in 2020. This is a qualitative case study, by using in-depth interviews to explore the changes in the perception, methods, and orientation of online learning of students and lecturers at a key pedagogical university when experiencing the three COVID-19 outbreaks in Vietnam. The findings show that the COVID-19 pandemic has a positive impact on the developmental orientation of online learning at the Vietnamese higher education level. Even though at the time of an outbreak, opposition and dissatisfaction with online learning occurred; but through the three outbreaks, together with the efforts of lecturers and students, online learning in Vietnam has recorded remarkable achievements. This is a prerequisite for the development of online education and the innovation of digital technology in education.</p>

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Lee, Sunmin, Shumenghui Zhai, Guo (Yolanda) Zhang, Xiang S. Ma, Xiaoxiao Lu, Yin Tan, Philip Siu, Brenda Seals, and Grace X. Ma. "Factors Associated with Hepatitis C Knowledge before and after an Educational Intervention among Vietnamese Americans." Clinical Medicine Insights: Gastroenterology 8 (January 2015): CGast.S24737. http://dx.doi.org/10.4137/cgast.s24737.

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Background Hepatitis C virus (HCV) is a major cause of chronic liver disease and cancer. Vietnamese Americans are at high risk of HCV infection, with men having the highest US incidence of liver cancer. This study examines an intervention to improve HCV knowledge among Vietnamese Americans. Study Seven Vietnamese community-based organizations in Pennsylvania and New Jersey recruited a total of 306 Vietnamese participants from 2010 to 2011. Results Average knowledge scores for pretest and posttest were 3.32 and 5.88, respectively (maximum 10). After adjusting for confounding variables, age and higher education were positively associated with higher pretest scores and having a physician who spoke English or Vietnamese was negatively associated with higher pretest scores. Additionally, after adjusting for confounding variables, household income, education, and having an HCV-infected family member significantly increased knowledge scores. Conclusions Promotion and development of HCV educational programs can increase HCV knowledge among race and ethnic groups, such as Vietnamese Americans. Giving timely information to at-risk groups provides the opportunity to correct misconceptions, decrease HCV risk behaviors, and encourage testing that might improve timely HCV diagnosis and treatment.

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Hiep, Nguyen Van, and Pham Ngoc Tram. "Innovation in Vietnamese Higher Education Teaching Methods - Approach from Rational Choice Theory." Universal Journal of Educational Research 8, no. 12A (December 2020): 7949–56. http://dx.doi.org/10.13189/ujer.2020.082583.

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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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Khoa Le, Huan, Narumon Sriratanaviriyakul, Mathews Nkhoma, and Hung Xuan Vo. "Ho Chi Minh City Open University: IT Governance in Vietnamese Higher Education." Journal of Information Technology Education: Discussion Cases 3 (2014): 03. http://dx.doi.org/10.28945/2055.

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Duong, Quang Minh. "Administrative Support, Remuneration Policy and Faculty Teaching Efficacy in Vietnamese Higher Education." International Journal of Learning and Development 7, no. 4 (October 7, 2017): 1. http://dx.doi.org/10.5296/ijld.v7i4.11876.

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The study aims to analyze the efficiency of training programme at POWERGRID Corporation of India Limited with a special reference to academic parameters, and to find out if there is any improvement required to make the training programme more effective. Descriptive research design has been used in the study. The sample size is 127. A survey was carried out to obtain the feedback of the trainees. About 93.70% of the respondents are of the view that initial class room training is sufficient. About 96.06% of them are of the view that the post On Job Training (OJT) is constructive and indispensable. About 89.76% of the respondents said that the rotational OJT is valuable. The findings show that the trainees were satisfied up to a large extent with the training programme. To improve the training programme; module should be updated on yearly basis, period of training should be less than one year and there should be more industry visits on time to time basis.

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Pham, Lam Tra, and Thoa Kim Thi Dau. "Online learning readiness and online learning system success in Vietnamese higher education." International Journal of Information and Learning Technology 39, no. 2 (February 24, 2022): 147–65. http://dx.doi.org/10.1108/ijilt-03-2021-0044.

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PurposeThe article aims examine an integrated model of the technology acceptance model (TAM), the unified theory of acceptance and use of technology (UTAUT) and DeLone and McLean information systems (D&M IS) success model to determine the effects of online learning readiness (OLR) on learners' online learning system (OLS) usage and their satisfaction. The authors also investigate the relationship between performance expectancy, effort expectancy, social influence and OLR of students. Moreover, this work examines the mediate role of learner satisfaction in the linking of OLS usage and performance in Vietnamese higher education.Design/methodology/approachA total of 558 valid questionnaires were collected from students at five large universities in Vietnam to test the fit of proposed model, measurement model and structural relationships between constructs by using partial least squares (PLS) path analytics.FindingsPerformance expectancy, effort expectancy and social influence have significant positive effects on OLR of students in online learning context. OLR has a positive impact on both learner satisfaction and OLS usage. The learner performance is significantly influenced by satisfaction while it is indirectly affected by OLS usage via satisfaction. In addition, OLS usage plays as a partial mediation variable in the relationship between OLR and satisfaction. The path model could explain 56% of variance of the learner performance.Research limitations/implicationsThis study has a few limitations. First, this study is cross-sectional, which allows the elaboration of correlations between variables but lacks confidence in causality exploration. Second, the self-reported data are inherently subjective, which might generate biased results in measuring learner performance.Practical implicationsThis research has implications for instructors and higher education organizations. The findings provide insights for instructors to manage efficiently the OLS adoption of students. Higher education organizations should understand and identify factors in terms of OLR, OLS usage, learner satisfaction and learner performance when OLSs are implemented in university. Performance expectancy, effort expectancy and social influence have been criticized for considering OLR.Originality/valueThis is the first empirical study to determine relationship between performance expectancy, effort expectancy, social influence, OLR, OLS usage, satisfaction and performance in the context of online learning environment in Vietnam.

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Pham, Thach Ngoc, and Diem Thi Duong. "USING KAHOOT! IN VOCABULARY LEARNING: EVIDENCE FROM A VIETNAMESE HIGHER EDUCATION CONTEXT." VNU Journal of Foreign Studies 38, no. 3 (June 30, 2022): 138. http://dx.doi.org/10.25073/2525-2445/vnufs.4849.

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This study aims to find out how undergraduate English students at a Vietnamese institution felt about utilizing Kahoot to learn vocabulary. Using a sequential explanatory mixed-methods design, the study collected and analyzed quantitative and qualitative data from 53 first-year English major students. The participants in the study regarded the game to be enjoyable, although their involvement was not consistent throughout the trial. Interaction, engagement, focus, competition, and motivation were also essential characteristics that contributed to students' pleasant learning experiences and helped them enhance their vocabulary learning, particularly in terms of retention. Based on these important findings, certain recommendations have been made addressing the necessity to incorporate more digital-game-based activities into classroom education in order to motivate students better and maintain classroom engagement.

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Hasanen, Kirsi. "“Glocal” Transnational Higher Education: A Case Study of a Finnish-Vietnamese Collaboration." International Journal of Learning, Teaching and Educational Research 19, no. 2 (February 2020): 305–17. http://dx.doi.org/10.26803/ijlter.19.2.19.

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Chen, Tim, and J. C. ‐Y Chen. "An empirical study of computer science majors’ intentions in Vietnamese higher education." Computer Applications in Engineering Education 27, no. 4 (March 18, 2019): 814–20. http://dx.doi.org/10.1002/cae.22090.

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Pham, Nhung Thi Tuyet, Cuong Huu Nguyen, Huong Thi Pham, and Hien Thi Thu Ta. "Internal Quality Assurance of Academic Programs: A Case Study in Vietnamese Higher Education." SAGE Open 12, no. 4 (October 2022): 215824402211444. http://dx.doi.org/10.1177/21582440221144419.

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Quality assurance of higher education has been carried out across the world in the past few decades. Therefore, setting up an effective internal quality assurance (IQA) system that fosters improvement in teaching and learning is of great significance. This research examined whether the IQA system was associated with the continuous improvement in the quality of academic programs in Vietnamese higher education institutions (HEIs). The study looked into the IQA system’s infrastructure, its instruments and its efforts at program improvement across different types of HEIs including infrastructure, instruments, and continuous quality improvement efforts in academic programs that are implemented across the different types of institutions. A total of 715 responses from the survey and 46 interviews were analyzed for this paper. The findings demonstrated that the IQA of academic programs in Vietnamese higher education built the fundamental infrastructure and used indirect instruments but did not frequently use the IQA results to continuously improve educational quality. On the basis of these findings, recommendations are made to improve the IQA system of academic programs.

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Thi Mai Phuong, Tran. "DEVIANT BEHAVIORSIN HIGHER EDUCATION AND PREVENTION AND INTERVENTION MODELS." International Journal of Advanced Research 10, no. 06 (June 30, 2022): 160–65. http://dx.doi.org/10.21474/ijar01/14869.

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A large percentage of college students with deviant behaviors, especially concerning learning and social relationshas been reported by many studies. This article reviewed the current situation of deviant behaviors among college students through studies conducted in Vietnam and the world, including common behavioral patterns and their prevalence. In addition, the article pointed out certain factors affecting students deviant behaviors, including the motivating factors as well as the inhibiting factors through the reward and cost mechanism, the learning mechanism, and learning engagement. Amid such situation, the article also introduced some direct and indirect prevention and intervention models for students deviant behaviors through learning from the experience of universities around the world, selecting those feasible and highly applicable to the Vietnamese environment.

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

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

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

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

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

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

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Le Thi Phuong, Anh, and Huyen K. Pham. "Research promotion in Vietnamese higher education: how to enhance research activities at a young and dynamic university." SHS Web of Conferences 124 (2021): 06003. http://dx.doi.org/10.1051/shsconf/202112406003.

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The purpose of this paper is to analyze the development of research on higher education in Vietnam. A case study research approach was utilized to examine the quality growth of a private Vietnamese university in terms of research for the past six years. The number of international publications and researchers are analyzed in order to evaluate the effectiveness of the university's research-enhancing activities. The results will contribute to improving the quality of training and further contribute to the vision of bringing Vietnamese universities upon the world's educational ranking. Although this research is limited from the perspective of Vietnam, it provides a good illustration of sustainable development of quality in higher educational systems, especially for young universities in developing countries.

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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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