In recent decades, there has been increasing pressure for teacher accountability. Additionally, interest in teacher evaluation throughout the field of education has grown. While research has been conducted on multiple factors contributing to student achievement, there is a lack of research in the Vietnamese culture on faculty perceptions of the meaning and interpretation of the faculty performance evaluation. This study addressed faculty perceptions of the evaluation process and overall impact on their teaching performance. The purpose of this qualitative case study was to explore full-time faculty members' perceptions of the performance appraisal (PA) process currently implemented at a local university (i.e., private university in Ho Chi Minh City, Vietnam). Data obtained from individual, semi-structured interviews with 12 full-time faculty was analyzed. After analysis of the data, salient findings were identified regarding the enhancement of teaching quality. Second, substantial factors contributing to the faculty's positive perceptions of the PA process and instructional methods were determined. Leading on from this, this study identified key factors that instructors believe are critical in an effective performance appraisal process. Furthermore, the leadership tools required to make the overall process meet instructors' expectations were met.

This article presents the research findings factors influencing on students’ learning motivation at School of Engineering and Technology, Tra Vinh University. The results show that there are six factors that influence the student’s motivation, in which, the factors of students support, quality of lectures, students’ life skills and training programs have negative correlation whereas the two other factors, facilities and students’ material life have positive correlation. Among the above factors, students support and students’ life skills are two novel factors affecting students’ motivation that not found in previous studies. The results are based on the survey report of 438 students in the mentioned School using SPSS software, version 20, and using Cronbach’s Alpha, Exploratory Factor Analysis and linear regression analysis.

We believe cellphone text messages are commonly used in medical practice whether in rural or urban settings and that clinical photos are often attached to them. Our interest is the use of this technology to provide dermatology service to rural and remote British Columbia. Concern has been expressed about the security of confidential information and adequacy of privacy protection in such an application. We have found little published information about the extent of texting in rural and remote settings (and none in our jurisdiction) or the number and nature of privacy breaches that have actually occurred as a result. To obtain such information, we first set out to survey medical practitioners about their actual use. The results reported here are from medical trainees enrolled with the University of British Columbia who are in both rural and urban settings.

This article analyzes essential conditions for integrating soft skills into teaching specialized knowledge. The data was surveyed on 529 college and university level students from  1st to 4th year of five faculties at Tra Vinh University. The results show that there are 401 students (76%) agreing that the number of a soft skills class with 15 to 25 students is appropriate; Besides, in order to organize students’ interest in learning soft skills and  learning effectively, teachers need to combine many methods and means: lectures, projectors, group activities,  pictures, photos, tables (rate of 46%) and organized outdoor classes account for 47%; teaching methods and teaching equipments relatively meet students’ learning needs.

The paper presents the survey results from 152 students from the first year to the fourth year on the situation of applying soft skills and solutions for integrating soft skills into teaching specialized knowledge at Tra VinhUniversity. The results indicate that students of different training years have different concerns about soft skills. Besides, the survey results also show that the classroom environment is the initial choice of students that needs soft skills (over 60%). In terms of possibility of integrating soft skills, soft skills are gradually accumulated overtime of training since students study from the first to the fourth year. The survey results also present that the integration of soft skills into teaching will create more inspiration, make the class atmosphere more lively, make it easier for students to absorb the course content, give students more opportunities to practice soft skills. The objective of this paper is to provide information on the current situation of applying soft skills and propose some solutions to integrate soft skills into teaching specialized knowledge in order to develop potential, creation, professional skills, capacity in the community and the ability of labor market integration for graduated students.