Implementation of on-campus work-integrated learning activities in Vietnamese universities: ‘don’t rely on lecturers’

Ha, Nguyen Thi Ngoc

doi:10.1080/0309877x.2023.2217648

Journal of Further and Higher Education

2023

DOI: 10.1080/0309877x.2023.2217648

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Implementation of on-campus work-integrated learning activities in Vietnamese universities: ‘don’t rely on lecturers’

Nguyen Thi Ngoc Ha

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2024

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Cited by 4 publications

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Micro-credentials through the eyes of employers: benefits, challenges and enablers of effectiveness

Thi Ngoc Ha,

Van Dyke,

Spittle

et al. 2024

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Purpose This study explores the perceptions of Australian employers regarding the benefits and challenges of micro-credentials within higher education and enablers of their effectiveness.Design/methodology/approach A qualitative approach that included 11 semi-structured interviews with employers affiliated with an Australian university was used. A deductive thematic approach was employed to analyse the data.Findings Micro-credentials were generally seen to be beneficial for an array of people, including employees, employers, customers and communities – stakeholders in all environmental layers of micro-credentials’ ecological system. Findings also indicated that both challenges of micro-credentials and enablers of their effectiveness depended heavily on attributes of learners, employers and higher education providers. The conclusion is that, based on the evidence of this study, micro-credentials within higher education are worth trialling.Originality/value Although research interest in micro-credentials is growing, few empirical studies have investigated micro-credentials’ benefits, challenges and enablers of effectiveness, especially from the perspective of employers. The study carries practical and policy implications for those involved with micro-credential research and development.

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Micro-credentials through the eyes of employers: benefits, challenges and enablers of effectiveness

Thi Ngoc Ha,

Van Dyke,

Spittle

et al. 2024

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Exploring university-industry collaboration in Vietnam: An in-depth review of types and influencing factors

Bui,

Takuro

2024

Industry and Higher Education

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This paper presents a comprehensive literature review on University-Industry Collaboration (UIC) in Vietnam, marking the first systematic examination of practice-based studies within the country. Our review aims to identify key forms and factors influencing UIC implementation in Vietnam, recommending future directions and highlighting key facilitators. Following the PRISMA 2009 guidelines, we identified 256 research papers across four databases (Web of Science, ERIC, ProQuest, and Google Scholar), ultimately selecting 25 papers after applying inclusion and exclusion criteria and conducting duplicate removal. Thematic and inductive qualitative content analysis methods were employed to address the review question, revealing observed forms of UIC in Vietnam, including sponsorship, internships, licensing, knowledge transfer, and cooperative recruitment. Influencing factors encompass 10 elements. Our review identifies deficiencies in UIC implementation and suggests potential areas for future development. These findings pave the way for exploring innovative UIC strategies amidst industrialization and globalization.

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Conducting tracer studies to assess work-integrated learning programs

van der Waldt,

Fourie,

Malan

2024

CGOBR

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Tracer studies are research investigations that are designed to track the outcomes and experiences of participants in learning programs. In the case of work-integrated learning (WIL) programmes, tracer studies can be used to probe the perception of learners who have completed the programs (Dela Cruz, 2022; Winborg & Hägg, 2023). Following a qualitative research design using a questionnaire as a data collection method, a cohort of learners (n = 179) who have completed Energy and Water Sector Education and Training Authority (EWSETA) WIL programmes were used to gauge the perceived strengths and weaknesses of these programs, including the skills and knowledge they gained, the quality of the training, and the overall impact of the programs on their career development. It was established that WIL programmes generally lead to benefits such as increased employability, gaining of work-related skills, greater job retention, career advancement, continuous learning, and improved self-esteem. WIL programs are, however, hampered by employer-related factors such as limited mentorship and career guidance, financial limitations, and poor working conditions.

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Implementation of on-campus work-integrated learning activities in Vietnamese universities: ‘don’t rely on lecturers’

Cited by 4 publications

References 36 publications

Micro-credentials through the eyes of employers: benefits, challenges and enablers of effectiveness

Micro-credentials through the eyes of employers: benefits, challenges and enablers of effectiveness

Exploring university-industry collaboration in Vietnam: An in-depth review of types and influencing factors

Conducting tracer studies to assess work-integrated learning programs

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