The higher education responding to the fourth industrial revolution (referred as "university 4.0") in this study is identified as a model of innovation – driven smart university. Here, the innovation is the philosophy, object as well as solutions for growing university’s values; while the concept of smart means the infostructure and technical conditions for running the teaching and learning activities based on advancements of 4.0 technologies. The core features of the innovation - driven smart university are described in the so-called "543" model, which consists of: entrepreneurial education (model “5 in 1”); innovation – driven academic researches; innovative ecosystem (model “4 in 1”); smart university; operating mechanism (model “3 in 1”); int  ernationalization and community responsibilities. The framework with criteria for the "university 4.0" model in accordance with quality assurance and university ranking approaches has been developed. Indicators for meeting these criteria can be used by universities for benchmarking themselves to QS 4-star standards or Top 200 universities in QS Asia university ranking table. Keywords: University 4.0, smart university, innovation-driven university, innovative ecosystem, start-up, entrepreneurial spirit, cyber - physical system.

In the 4th industrial revolution era, instead of following the entrepreneurial approach of traditional third-generation universities, nowadays, a university is redefined as an ecosystem that innovates not only "for itself" but also "for others". Thus, university transformation is described with three key characteristics: radical mindset changes, holistic innovation facilitation, and ecological and social norm encouragement. It responds well to the demands of entrepreneurial spirit, innovative approaches, digital transformation, personalized education, and ecological and social norm promotion. The responsiveness to this university model can be assessed by the criteria and indicators of the new rating system of the University Performance Metrics (UPM). Practically, UPM has been applied to benchmark the universities of Vietnam and Thailand. The results indicate that while facilitating the research quality focus, higher education institutions need to develop the innovation-driven university model, supporting the universities' autonomy in implementing their activities.

This study develops integration of the WoS and Scopus articles of Vietnamese authors into the Vietnam Citation Gateway system of Vietnam National University Hanoi; sets up a merging tool to filter the duplication for these two databases and establishes their bibliometric and citation index. Based on this integrated database, the reality of international publications of Vietnam and Vietnamese universities in the period of 2014-2018 was analyzed, benchmarked and discussed. For the first time, a completed data on WoS & Scopus publications has been established. Accordingly, in 2018, the annual productivity of international publications in Vietnam has almost reached the number of 10,000 articles, of which higher education institutions contribute up to 70%. The rate of increase in WoS & Scopus articles has strongly increased every year (34.7% for the Vietnam, in general, and 41.6% for higher education institutions, in particular). The growth of research productivity was also described for young universities such as Ton Duc Thang University and Duy Tan University. In terms of research quality, Vietnam has an average citation index of 9.2, which is comparable to that of Asian higher education institutions. This analysis allows classifying research-oriented universities and high impact research fields for Vietnam. Specially, this work also emphasizes the relation between university autonomy and the improvement of research productivity and quality.

No abstract

In the globalization context, Vietnamese higher education institutions need to fufill the functions of the third generation university as well as the challenges of the fourth industrial revolution. In this case, the innovation-driven smart university, namely SMARTI model, was proposed. By the approach of the university ecosystem, SMARTI model has been described with 5 core values: digital skills and entrepreneurship; flexibility and connectivity; research and innovation; internationalization; and promotion of social norms. The SMARTI can be governed and benchmarked through the criteria of the university performance metrics (UPM). Priminary implementations were employed for Vietnam's leading institutions. The results show that these universities have achieved a 5-star standard equivalent to excellent universities in the top 300 in Asia.