Skills policy for growth and development: The merits of local approaches in Vietnam

Mori, Junichi; Stroud, Dean

doi:10.1016/j.ijedudev.2021.102386

Cited by 11 publications

(8 citation statements)

References 38 publications

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“…Nevertheless, policymakers have tended to overlook the critical steps of upskilling and reskilling the workforce via workplace learning (Mori, 2021); instead, the Government has focused on skill formation by heavily investing in education (Mori & Stroud, 2021; SRV, 2021; Valiente, 2014; World Bank, 2020). Similar to the Government, research and practice in Vietnam have shown that capacity improvement in the workplace through learning organizations (LOs) has not received appropriate attention.…”

Section: Introductionmentioning

confidence: 99%

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Nguyen-Duc

Phuong

et al. 2022

TLO

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Purpose The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs). Design/methodology/approach Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning. Research limitations/implications There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration. Originality/value Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

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Section: Introductionmentioning

confidence: 99%

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Nguyen-Duc

Phuong

et al. 2022

TLO

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“…In parallel, the government apparently plans to restructure TVET institutions by grouping some schools, to reduce the overall number of schools, and upgrade some colleges and vocational schools to universities (Mori, 2019, p. 258). The general rational of this policy direction is the apparent skill deficit perceived by policymakers (Mori and Stroud, 2021), which as will be discussed from our research is a perception that educators seems to share.…”

Section: Vietnamese Tvet Policies and Underlying Assumptionsmentioning

confidence: 83%

“…But, current evidence suggests that such perspectives only find agreement with employers' views (i.e. demand) in very limited ways (see Mori, 2021;Mori and Stroud, 2021).…”

Section: General Perceptions Of Educators On Skill Mismatchmentioning

confidence: 99%

“…Becker 1993) and assumes that simply expanding skill supply will create its own demand (see Wolf, 2004). There has also been encouragement for Vietnam to improve the quality of its education and training, particularly its technical and vocational education and training (TVET) programmes, by adopting, or borrowing, unsuitable policy solutions originally formed in developed countries (Mori and Stroud, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Education, Vocational Training, and Labor Markets in Vietnam: Mutual Distrust and the Supply-Side Approach

Mori

Stroud

2022

International Handbook on Education Development in Asia-Pacific

Self Cite

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Programme (SfP-SEA) -Malaysia, the International Labour Organization (ILO). He currently works in Kuala Lumpur, Malaysia. This chapter was written based on his PhD research and the views expressed here are those of the author and do not necessarily reflect the views of the ILO. He acquired a PhD in social sciences from Cardiff University in the UK and an MA in international relations from the Fletcher School, Tufts University in USA. His research and professional work focus on skill development and industrialisation in developing countries, in particular in the Southeast Asian region.

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“…Kết quả tương tự được tìm thấy với HCI với điểm số là 0,69 (năm 2020) so với 0,64 (năm 2012). Tuy nhiên, các nhà tuyển dụng cho rằng có sự thiếu hụt nghiêm trọng về kỹ năng của người lao động Việt Nam (Mori & Stroud, 2021). Báo cáo PCI 2021 cũng nêu lên mối quan tâm của các nhà tuyển dụng FDI trong việc tuyển dụng kỹ thuật viên và lao động đã qua đào tạo nghề (Malesky và Mosley, 2021).…”

Section: Phương Pháp Nghiên Cứuunclassified

Áp dụng ma trận phân tích tầm quan trọng-hiệu quả (IPMA) trong xây dựng mô hình thu hút đầu tư cho Thành phố Hồ Chí Minh

Huỳnh,

Lê,

Lê

2023

VHUJSVN

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Thu hút đầu tư đóng vai trò cực kỳ quan trọng đối với mỗi địa phương vì môi trường thân thiện với doanh nghiệp tạo ra cơ hội việc làm, giảm tỷ lệ thất nghiệp, tăng mức thu nhập và phúc lợi cho người dân địa phương, từ đó quyết định sự tăng trưởng và phát triển kinh tế. Nghiên cứu đã tiến hành khảo sát 100 doanh nghiệp tại Thành phố Hồ Chí Minh (TP.HCM). Mô hình cấu trúc bình phương nhỏ nhất từng phần (PLS-SEM) được thực hiện để đánh giá đồng thời mô hình đo lường và mô hình cấu trúc. Ma trận tầm quan trọng - hiệu quả (IPMA) cũng được phân tích. Kết quả nghiên cứu đã khẳng định vai trò truyền thống của cơ sở hạ tầng và nguồn nhân lực đối với việc thu hút đầu tư vào địa phương. Ngoài ra, nghiên cứu cũng cung cấp bằng chứng thực nghiệm cho thấy chính sách và dịch vụ công, môi trường làm việc và thu hút xuất khẩu không có tác động có ý nghĩa thống kê đến việc thu hút đầu tư vào TP.HCM. Bên cạnh đó, kết quả phân tích IPMA cho thấy hiệu quả thực hiện của cơ sở hạ tầng và nguồn nhân lực ở TP.HCM chỉ ở mức 50 -75%. Điều này làm cơ sở để đề xuất các hàm ý chính sách cho việc ưu tiên phát triển hơn nữa hai yếu tố: cơ sở hạ tầng và nguồn nhân lực tại TP.HCM.

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Skills policy for growth and development: The merits of local approaches in Vietnam

Cited by 11 publications

References 38 publications

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Education, Vocational Training, and Labor Markets in Vietnam: Mutual Distrust and the Supply-Side Approach

Áp dụng ma trận phân tích tầm quan trọng-hiệu quả (IPMA) trong xây dựng mô hình thu hút đầu tư cho Thành phố Hồ Chí Minh

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