Universities As Drivers Of The Urban Economies In Asia : The Case Of Vietnam

Abstract

This study looks at the contribution of the university system in Vietnam to the socioeconomic development in general, and their relationship with firms, dynamic actors of the economy in particular. The study uses different methods of research, from reliance on secondary data to interviews with universities and survey of firms. Several case studies of the key universities in four regions have been undertaken: Hanoi in the north, Danang in the center, and Ho Chi Minh City and Cantho in the south of Vietnam. The findings show that the role of Vietnamese universities in research is much weaker than teaching, and that their contribution to the socioeconomic development of the country is limited to the production of an educated labor force rather than innovation. However, in selected universities, innovation did take place to a certain extent and brought benefits for both the universities and firms they served. This situation is explained by both the inheritance of the previous build up of the university system in Vietnam and its shift in behavior in the context of economic renovation and globalization.

Is graduate employability the ‘whole-of-higher-education-issue’?

“…The interviews with students and graduates also revealed that the traditional teaching method of transmitting knowledge from teachers to students, the exam-oriented learning style, assessments based on exams designed for repeating the knowledge provided in class, all hindered efforts to assist students in developing their critical knowledge and skills to manage the actual interactions at work and in life outside the university. This finding supports popular arguments in the literature about the weak capability of the Vietnamese HES in preparing students for employment (Truong 2006;Tran 2006;Tran and Swierczek 2009).…”

“…As indicated above, much contemporary research in Vietnam has stated that the major purpose of higher education is to prepare students for work (Tran 2006;Pham 2008;St. George 2010).…”

“…This required the internal economy to change to respond to the international competitive market. Instead of requiring loyalty, hardwork and obedience within the centrally planned economy, employers now require graduates to understand a foreign language (especially English), to have good communication skills, teamwork and personal skills, and to demonstrate such characteristics as taking initiative and being proactive (Tran 2006;Tran and Swierczek 2009;Ketels et al 2010).…”

“…Since the central task of Vietnamese higher education is to provide an educated labour force for the industry (Tran 2006;Pham 2008;St. George 2010), it has received massive criticism when its graduates do not seem to satisfy employers' need.…”

“…The Vietnamese people are used to viewing the university as having this responsibility. The focus on work preparation and supplying a skilled workforce for the development of the country is often considered the main mission of higher education in Vietnam (Tran 2006). St.…”