‘Let go of out-of-date values holding us back’: Foreign influences on teaching-learning, research and community engagement in Vietnamese universities

Trần, Lý Thị; Nghia, Tran Le Huu; Nguyen, Minh Nguyet; Ngo, M.T.

doi:10.1080/0305764x.2019.1693504

Cited by 18 publications

(21 citation statements)

References 20 publications

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“…The teaching mission describes the knowledge transfer used to improve the student's skills, enabling them to enter the labor market (Arias-Coello et al , 2020). The aim of the teaching mission is to disseminate knowledge from generation to generation (Tran et al , 2019). Meanwhile, the research mission related to scientific activities in order to expand the boundary of understanding through creating new knowledge (Tran et al , 2019; Scott, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The aim of the teaching mission is to disseminate knowledge from generation to generation (Tran et al , 2019). Meanwhile, the research mission related to scientific activities in order to expand the boundary of understanding through creating new knowledge (Tran et al , 2019; Scott, 2006). The third mission, service to society, includes the contributions of higher education to both the economy and society (Sánchez-Barrioluengo et al , 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Discomfort and organizational change as a part of becoming a world-class university

Nadia

Sukoco

Susanto

et al. 2020

IJEM

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PurposeThis study examined organizational change in universities as it relates to discomfort among the organization's members.Design/methodology/approachUsing the critical incident technique (CIT), data was collected from the informants in an Indonesian public university that had been mandated by the government to enter the top 500 world university ranking. This would make it a “World-Class” university.FindingsThe findings describe the causes, courses and consequences of the discomfort felt in response to the organizational change in the university context. The causes of discomfort were categorized as a fear of loss, organizational culture, systems and policies, work overload and a lack of resources. Discomfort can manifest through negative affective, cognition and behavioral tendencies. Meanwhile, the consequences result in active and passive participation in the process of the organizational change itself.Originality/valueDiscomfort with organizational change is a new variable that has rarely been explored, thus it requires testing and validation using different methods and contexts, as offered by this study. We have also shown that in the initial stage of organizational change (unfreezing), discomfort will always emerge that must be immediately managed in order not to trigger resistance to change. Furthermore, this study exhibits the use of the critical incident technique in the context of organizational change. Finally, we offer comprehensive views by exhibiting the causes, the reactions shown and the consequences of discomfort with the change.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Discomfort and organizational change as a part of becoming a world-class university

Nadia

Sukoco

Susanto

et al. 2020

IJEM

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“…The National Foreign Language 2020 Project aims at turning the acquisition of foreign languages into strengths of Vietnamese people for national industrialization and modernization. The governmental efforts and the reforms aforementioned entail the fact that the teacher-centeredness prevalent in traditional teaching methods needs to be changed into student-centeredness, which allows students to be responsible for learning and participate in the learning process actively (Lak & Soleimani, 2017;L. Tran, N. Tran, Nguyen, & Ngo, 2019).…”

Section: Problem Statementmentioning

confidence: 99%

Non-English-Major Students’ Perceptions of Learner Autonomy and Factors Influencing Learner Autonomy in Vietnam

Nguyen

Habók

2020

Relay

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The present paper reports on some stages of an ongoing research project which investigates how Vietnamese non-English-major university students perceive learner autonomy (LA) and which factors, from their perspective, influence the promotion of LA. Data was collected using questionnaires administered to more than 1,500 university undergraduates from different higher education institutions in Hanoi, Vietnam, and 13 students participated in semi-structured interviews. The initial stage of the project, detailed here, was to validate the questionnaire on the basis of reliability and Messick’s (1995) framework of validity. The results revealed that reliability and most aspects of validity investigated in this research were adequately fulfilled, except for the relative goodness indices, which needed improvement. Currently, both quantitative data and qualitative data are being analyzed to reach conclusions. The research results are expected to help the research team to provide suggestions on how to foster LA in English tertiary education. Accordingly, those results will be of interest to language educators in Vietnam in particular, scholars who are researching LA, and those who are interested in the promotion of LA.

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“…Systemic weaknesses included low teaching quality, poor qualifications of academic staff, students being ill-prepared for market needs, limited resources, and inflexible curricular. Recently, positive changes in university practices, such as the adoption of practice-based and student-centred teaching, growing emphasis on research and university-industry links have been noted (L. T. Tran, Nghia, Nguyen, & Ngo, 2019). However, such improvements are not observed across all institutions and the Vietnamese higher education is still struggling with the identified problems (N. T. .…”

Section: Teaching and Learning In The Vietnamese Higher Educationmentioning

confidence: 99%

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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‘Let go of out-of-date values holding us back’: Foreign influences on teaching-learning, research and community engagement in Vietnamese universities

Cited by 18 publications

References 20 publications

Discomfort and organizational change as a part of becoming a world-class university

Discomfort and organizational change as a part of becoming a world-class university

Non-English-Major Students’ Perceptions of Learner Autonomy and Factors Influencing Learner Autonomy in Vietnam

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

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