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Higher education's responses to economic development: Vietnam
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Content
HIGHER EDUCATION'S RESPONSES TO ECONOMIC
DEVELOPMENT: VIETNAM
by
My Pfauong Thanh Ho
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment o f the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2004
Copyright 2004 My Phuong Thanh Ho
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UMI Number: 3145210
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ii
ACKNOWLEDGEMENTS
My three years at the University of Southern California has been the most
impressing and precious time in my life and I’d like to use this occasion to express
my thanks to all the persons who have helped me fulfill my academic dream and
achieve success in my study.
I would like to express my deepest thanks to Ford Foundation International
Fellowship Program, Ms. Minh Kauffman- the Executive Director of CEEVN, and
An Giang University Rector Board for offering me this incredible chance to pursue
my graduate program in the United States, making my long- nurtured dream become
true.
I would like to thank all of my professors at USC Rossier School of
Education for their valuable teaching and assistance which have made my academic
time at USC very interesting and worthwhile. I would like to express my heartfelt
gratitude and deepest respect to Dr. Linda Serra Hagedom, my academic advisor and
also my dissertation committee Chair person, for her insightful knowledge, unlimited
guidance, tremendous support, and constant encouragement during my study at USC
and especially through out the long process of my dissertation proposal, research and
writing. Dr. Hagedom has been an excellent example of a dynamic, hard working
and devoted female professor from whom I have learned how to work and live a
meaningful life. I am especially thankful to Dr. William Rideout who has given me a
lot of helpful advice from my very first days at USC as an international student I
highly appreciate his wholehearted assistance in both my study and my life at USC.
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iii
My most sincere thanks are to Dr. William Maxwell, whose knowledge and
way of teaching I am very impressed and whose encouragement and assistance have
been especially helpful for me. Also, I want to thank all the staff members at the
Rossier School of Education, among them are Mrs. Linda Pace, Mrs. Mary Orduno,
Debbie Chang for being very friendly and always willing to help me whenever I am
in need.
I especially acknowledge Dr. Dennis Berg from CSUF who has given me
endless assistance and whole-hearted care since the time I came to the US. He has
helped me with a lot of helpful advice for my study and has been working very hard
to review and edit my dissertation. I am very thankful to Dr. Do Huy Thinh - the
Director of SEAMEO- who has given me wonderful support in my scholarship
application and has provided me with lots of precious advice as a USC alumna and a
great friend. I would like to express my most special thanks to Mr. Le Minh Tung,
the Vice Rector of An Giang University for his constant encouragement and valuable
support from the early time of my scholarship application throughout the three years
of my study. Also, I would like to thank all of my friends in the U.S, among them are
Tam Pham, Hung Tran, Aaron Hagedom, Mike MacCallum and his wife, Ruobing
Li and her husband, who have given me great assistance, have warmly treated me as
a family member, and have made my stay in the U.S less challenging but more
enjoyable.
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Finally I wish to acknowledge my family members in Vietnam for their
tremendous encouragement and support. I wish to thank my husband for working
hard at home to take very good care of my little daughter so that I can have time to
accomplish my academic goals.
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V
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ii
LIST OF TABLES viii
LIST OF FIGURES x
ABSTRACT xi
CHAPTER 1 : THE SETTING OF THE STUDY 1
Background of the Problem 3
Purpose of the Study 4
Research Questions 4
Significance of the Study 5
Methodology 5
Assumptions 6
Limitations 7
Delimitations 7
Definition of Ternis 8
Organization of the Study 9
CHAPTER 2: REVIEW OF THE LITERATURE 11
Higher Education and Economic Development 12
The Economic Development of Vietnam 18
Brief History Leading to the Economic Development of Vietnam 18
Current Economic Development Efforts in Vietnam 21
Higher Education in Vietnam 24
Brief History of Development 24
Current Higher Educational System of Vietnam 33
Admission Policy and Policy Changes affecting Higher
Education 40
Curriculum Changes in Higher Education in Vietnam 42
The Relationship of Higher Education and Economic Development
in Vietnam 48
Conclusions 52
Implications 53
CHAPTER 3: RESEARCH METHODOLOGY 54
Research Questions 55
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vi
Research Design 55
Population and Sample 56
Instrumentation 58
Data Collection 61
Data Analysis 62
CHAPTER 4: FINDINGS 66
Findings from Employer Surveys 66
Demographics 67
Employers’ Satisfaction about Their Current Employees 72
Demands for University Graduates 75
Demands for Training Course 78
Findings from Student Surveys 81
Demographics 82
Students’ Preferred Working Place 87
Students’ Satisfaction with An Giang University 90
Important Factors Perceived by Students 92
Level of Training Received at AGU Rated by Students 95
Comparisons 98
Level of Importance and the Training Level Rated By Student 98
Level of Importance Rated by Employers When Recruiting
Employees Holding University Degrees 100
Level of Importance rated by Students vs. Level of Importance
Placed by Employers When Deciding to Hire University
Trained Employees 101
Level of Importance Rated by Employers vs. Training
Level Received by Students 104
Focused Interviews 106
Establishing New Majors at An Giang University 106
University - Community Interactions 109
Student - Employer Interactions 113
Curricula and Course Design 114
Professional Development 117
University Goals and Objectives 120
Findings from An Giang Province 123
Demographic 123
Tendency for Economic Development of An Giang Province 124
Summary 124
CHAPTER 5: DISCUSSION, CONCLUSSIONS, AND
RECOMMENDATIONS 126
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vii
Discussion 127
Conclusions 140
Limitations 142
Recommendations 143
REFERENCES 151
APPENDICES 155
Appendix A: English Version of the Student Survey 155
Appendix B: Vietnamese Version of the Student Survey 165
Appendix C: English Version of the Employer Survey 175
Appendix D: Vietnamese Version of the Employer Survey 182
Appendix E: English Version of the Interview Questions 190
Appendix F: Vietnamese Version of the Interview Questions 192
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LIST OF TABLES
Table 1: Types of Employers Responding 67
Table 2: Numbers of Employees in Organizations That Will Hire Students
from a Specific Faculty
68
Table 3: Percentage of Employees with Bachelor Degrees in Organizations
across the Four Sections 69
Table 4: Percentage of Employees with Graduate Degrees
(Masters or Doctors) in Organizations across the Four Sections 71
Table 5: Changes in the Number of Employees with University Degrees
in the Past Three Years at High Schools or Enterprises
Participating in the Survey 72
Table 6: Employers’ Satisfaction across Different Sectors 74
Table 7: Demands for Employees with Bachelor Degree in the Future 76
Table 8: Demands for Employees with Graduate Degree 78
Table 9: Demands for Training Courses for Employees from Employers
of all Sections 79
Table 10: Preferred Training Duration of Time for Your Employees 79
Table 11: Preferred Training Type for Employees 80
Tablel2: Students Preferring to Work in City Areas or in the Countryside 89
Table 13: Students’ Satisfaction 91
Table 14: Level of Importance Rated by Students 93
Table 15: Training Level Rated by Students 95
Table 16: Mean Differences between Level of Importance and Training
Level Rated By Students 98
Table 17: Level of Importance rated by Employers 101
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Table 18: Mean Difference between Important Level Rated by
Employers and by Students
Table 19: Mean Difference between the Level of Importance Rated
by Employers and the Training Level Received by Students
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LIST OF FIGURES
Figure 1: Study Instruments 60
Figure 2: Demands for Employees with Bachelor's Degrees 77
Figure 3: Distribution of Students by Faculty 82
Figure 4: Gender among Students by Different Faculties 83
Figure 5: Students' Home Province 84
Figure 6: Students' Home Province by Faculties 85
Figure 7: Students from Rural or City Areas 86
Figure 8: Students from Rural or City Areas by Faculties 87
Figure 9: Students’ Planning to Work in AG or not in AG Province 88
Figure 10: Students Preferring to Work in City or Rural Areas 90
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xi
ABSTRACT
Higher education plays a very important role in the training of a skilled labor
force capable of working successfully in the various fields of a developing economy
(Tangian, 2001). Higher education is supposed to have a close relation with the
economy of a nation, since it trains the professionals who enter the workforce
directly after their graduation. During the last fifteen years, higher education in
Vietnam has developed rapidly in number o f both institutions and students (Pham,
2002). The system of higher education in Vietnam has been experimenting with a
variety of institutional forms in its efforts to meet development needs. Whether the
Vietnamese system of higher education is doing a good job in preparing students to
achieve success at work after graduation is still in question and has yet to be fully
investigated.
The purpose of this dissertation is to investigate the responsiveness of a new
type of institution called a provincial university to the labor force demands driven by
the goals of economic development. A combination of surveys of students attending
An Giang University, a provincial university in the MeKong Delta, and of the
employers in a variety of economic sectors, including high schools, in the
University’s service area of An Giang Province are used to explore the research
questions posed. Additional information was obtained using focused interviews with
the university administrators and through the review of related provincial and
university documents. The central question under investigation was an examination
of the extent to which An Giang University responds, through its academic
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xii
programs, training, and community services and ties, to the economic development
needs of An Giang Province.
The research findings indicate a clear commitment on the part of An Giang
University to support the efforts of economic development in An Giang Province
through the setting of need driven goals and objectives, the flexibility in designing
curricula and courses and the close connection maintained with the community in its
operation. The findings, however, also identify specific gaps in the training level at
the university on required factors set by employers in several economic sectors of An
Giang Province.
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1
CHAPTER 1
THE SETTING OF THE STUDY
Economic changes in a nation generally lead to related changes in the
demand for the various skill categories of the working population (Tangian, 2001).
Education, particularly higher education, plays a very important role in training the
skilled labor force of a nation; a labor force capable of working successfully in the
various fields of the developing economy. Higher education is supposed to have a
close relation with the economy of a nation since it trains the professionals who
enter the workforce directly after their graduation (Pham, 1998). Higher education
also provides the intellectual environment where a significant amount of scientific
research is conducted to directly serve the struggle for economic growth (Kuh & Hu,
2001).
Economic development, on the other hand, influences and promotes the
development of higher education in both quantity and quality (Hare & Lugachev,
1999). It stimulates the need for higher education among the people. It also initiates
the changes in the structure of the curriculum in higher education and thus influences
the outcomes of higher education.
During the last decade, Vietnam has experienced a period of dramatic
development of higher education while at the same time the country evolved its
current implementation of the national economic reforms (Sauvageau, 1996) known
as “Doi Moi.” According to Nguyen (2002), the external efficiency of higher
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2
education in Vietnam remains low due to a variety of reasons, among which are the
inflexibility of the process of developing curriculum irresponsive to the
requirements of the economy and the low quality of the training offered at the
existing institutions of higher education. To improve this situation, in 1998 the
World Bank initiated a project, with a total anticipated investment of $103.8 million
US, to improve Vietnam’s quality of higher education and to improve the system’s
responsiveness to the market economy (WB, 1998).
Among the changes was a new model of postsecondary education in
Vietnam. A new kind of university was established to meet the urgent demands for
human resources to serve the more localized, as compared to national, economic
development (Kelly, 2000). This model of post secondary education, called
provincial universities, are less centralized in comparison to the other universities in
Vietnam as they are funded predominantly by the provincial government and the
local community. The main function of provincial universities is to train the human
resources needed in the localities served by the institutions; responding directly to
the economic development of the area. Therefore, the curricula of provincial
universities are likely to be more locally oriented.
The first provincial university was established in 1997 in Thanh Hoa
Province. Since then three universities of this model have been established in
different provinces throughout Vietnam, including An Giang University.
An Giang University was established in 1999 and it is located in An Giang
Province, one of the twelve provinces in the Mekong Delta in the southern part of
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Vietnam. Prior to its establishment, there was only one university serving the
Mekong Delta region - Can Tho Univeristy in Can Tfao City even though the
population of the Delta constitutes 21 percent of the entire country. An Giang
University was established to meet the increasing demand for skilled human
resources in response to the economic development of the Mekong Delta and mainly
of An Giang Province (An Giang University, 2000).
Background o f the Problem
The principle function of provincial Vietnamese universities is to train people
at different levels to serve the economic development needs of the province (Tran,
2003). Whether provincial universities are able to achieve such a goal or even how it
might go about the job of training the human resources capable of serving the
provincial needs for economic development, are questions that have yet to be
answered. To date, there are no research findings that speak to the extent to which or
how well provincial universities and the economic development of the region they
serve interact. Additional information is needed on whether provincial universities
have been flexible in their curriculum development and the inclusion of training
majors to meet the needs of the provincial economic changes. Research is needed to
explore to what extent provincial universities can meet the needs for well-trained
labor force serving the economic growth of the province. In other words, it is
important to determine if student preparation matches the expectations of employers
in the economic sectors where graduates will work.
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Purpose o f the Study
This study explored the relationship between An Giang University, which is
one of the four provincial universities in Vietnam, and the economic development
currently taking place in An Giang Province. The study aimed at determining
whether the goals of the university clearly address the human resource needs of the
economic sectors of the province. This study also evaluated the extent to which the
university interacts with the economic sectors of the province and whether or not
there is a reasonable degree of flexibility and responsiveness in the curriculum
development at the university to the needs of the province. On a more specific scale,
this study is interested in identifying if there is a match between what students are
prepared and what the economic sectors in the province where they will possibly
work after graduation expect and require.
Research Questions
There are a number of related questions of interest to this project. These
include:
1. In what ways do the goals and objectives for An Giang University intertwine
with the demands for economic development for An Giang Province? Where
and how do they differ?
2. In what ways does the training for An Giang University students intertwine
with the working requirements set by employers of An Giang Province? Where
and how do they differ?
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3. How is the curriculum at An Giang University designed? In what ways does
the curriculum meet employer demands for person-power, training knowledge,
and skills in An Giang Province?
4. What is the extent of interaction between An Giang University and economic
sectors of An Giang Province?
Significance of the Problem
The results of this study may assist provincial universities in their efforts to
support the economic development of Vietnam. It can help both the central
government and local governments to understand the importance of provincial
universities in training human resources to serve the economic sectors of the
province and thus provide the foundation for encouraging reasonable investment in
higher education at provincial universities. More importantly, this study can make
provincial university leaders more aware of the role their institutions play in the
economic development of their provinces so that they will always be concerned with
quality of training, the responsiveness of their institutions to provincial needs, and
the external efficiency of the education delivered by their Institutions to meet the
demands of the skilled labor force for the provincial economy.
Methodology
This study employed both qualitative and quantitative approaches by: (a)
conducting interviews with focused groups of administrators at An Giang University,
(b) administering surveys to managers of enterprises representing various economic
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sectors and high school principals in An Giang Province and ; (c) administering
surveys to all An Giang University 4-year college students who will graduate in June
2004 and third year students in two other faculties; and (d) review and synthesize
secondary data including administrative documents concerning the economic
strategies and development of An Giang Province, as well as documents and reports
related to university goals, objectives, training programs, working operational
strategies, and proposals through the year 2010.
Assumptions
The study was based on the following assumptions:
1. The managers at targeted economic sectors and the administrators at An
Giang University were very knowledgeable of the issues being studied. Their
responses to the interviews or surveys provided both valid and reliable details
concerning the research questions that had been proposed.
2. The targeted students provided honest and accurate responses to the survey
instrument.
3. Targeted students will not radically change their ideas about job
expectations during their forth year of study or after they have finish their program
of study.
4. Those interviewed represented the views of the population and will be
cooperative and supportive of the study.
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Limitations
The validity of this study is limited to the honesty of the subjects’ responses
to the interview questions or to the questionnaires, something that limits all such
studies. Also, the study is limited to the degree of interest and the availability of time
given by the interviewees.
Students are from diverse social economic statuses. This study does not
provide in-depth analyses of class differences even though it is acknowledged that
the differences in social economic status may influence satisfaction with the program
and student decisions regarding future plans to work in the province after graduation.
The study is limited to students who have not yet graduated from An Giang
University. At the time of this writing, the University will not have 4-year programs
graduates until June 2004. Therefore, the study measured, from the point of view of
students, how well these senior students have been prepared to meet the job
requirements for the economic sectors in the province.
Delimitations
This study did include all students but rather focus on the last year students who
already have spent three years of program time at the university. Also, not all
university administrators were interviewed. Instead, the rector board, representatives
of each department and each school were the targeted group. In An Giang Province,
the study will be delimitated to major economic sectors that determine the main
economic development taking place in the province.
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Since An Giang University was established in December 1999, the first 4-
year program students will graduate in June 2004. This study therefore was
delimitated to students who are expected to graduate, and subsequently hold a jobs in
the province. Outputs from short-term training programs were also studied which
have the potential for providing information on actual behaviors following the
academic program.
Definition o f Terms
- Doi Moi: translated directly the words doi moi mean “renovation.” It is the term
used to identify the 1986 economic reform program that shifted Vietnam’s economic
system from one that was centrally planned and highly controlled to one that is
multi-sectored and market-driven.
- Provincial People’s Committee: an authoritative organization which represents all
of the people in the province and which controls the policies, strategies and plans for
the development of the province
- Provincial University: a public university funded by the provincial government and
the comihunity, whose mission is to serve the demands for trained human resources
*
in the province so that it might develop economically, socially and culturally.
Provincial universities must and do comply with the regulations for other institutions
of higher education as established by the Ministry of Education and Training
(MOET).
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- Regional universities: regional universities were established by consolidating a
number of mono-disciplinary universities and colleges from the same region. There
are 3 regional universities in Vietnam so far.
- Specialized university: (also called mono-disciplinary universities) these
universities train a major or a group of majors such as technology, agriculture,
economics, medical, foreign trade, forestry, etc.
- Junior colleges: offer two or three year programs of post secondary education, (see
more in chapter 2
Organization o f the Study
Chapter one presents the introduction, the background of the problem, the
purpose of the study, the questions to be answered, the significance of the study, a
summary of the methodology to be used, the assumptions, limitations, delimitations,
the definition of terms, and organization of the study.
Chapter Two is a review of the recent literature. It addresses the following
topics: higher education and economic development relationships, the Higher
Education system in Vietnam, economic development efforts in Vietnam, and how
the Vietnamese economy interacts and relates to higher education.
Chapter Three presents the more detailed methodology used in the study,
including a description and rationale for sampling, the survey instruments, the data
collection procedures, and the methods of analysis of the data.
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Chapter 4 presents the results of the study.
Chapter 5 discusses and analyzes the results, culminating in conclusions and
recommendations.
References and appendixes conclude the present study proposal.
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CHAPTER 2
REVIEW OF THE LITERATURE
During the last three decades one of the most striking attributes of advanced
economies has been a strong growth in demand for university graduates and
university research (Davenport, 2001). Research indicates that there is a relationship
between higher education and economic development (OECD, 1999; Proenza, 2002).
Training disciplines at universities and colleges reflect the extent to which higher
education meets the economic development needs of a country. Also, criteria and
objectives for designing and restructuring higher education curricula (Doyon, 2001)
and the teaching quality at universities and colleges strongly affect the ability of
university graduates who will directly serve the development of the economy
(Nguyen, 2001). In other words, the extent to which universities prepare students to
meet the requirements ofjobs in the economy plays an important role in the
economic development of community. How well the universities can respond to the
economic needs largely depends on the effectiveness of their products: the graduates.
With regard to higher education in Vietnam specifically, the limited research
available indicates the simultaneous development of both the economy and higher
education and also suggests patterns of interactions between the two (Duggan, 2001;
Kelly, 2000; Nguyen, 2001; Pham, 1998; Sauvageau, 1996).
Findings concerning the extent to which higher education development has
contributed to economic development will help universities and colleges become
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more aware of their role in the development of the country (Pham, 1998). This
awareness will stimulate universities and colleges to improve their training
efficiency and flexibility in order to be more responsive to the demands of the
economy for a well-trained labor force, serving the economic development of the
country (Tangian, 2001).
The purpose of this literature review is to accumulate and evaluate what is
known about the relationship between higher education development and economic
development occurring in different countries of the world. More importantly, the
review will focus on how higher education and the economy of Vietnam have been
changing throughout history. The recognition of how higher education should be
developed to meet the economic development will help universities and colleges
improve their efficiency (Hare & Lugachev, 1999). The awareness of the relationship
between higher education and economic development will possibly affect
educational policy makers (Fields, 1999), university and college leaders, curriculum
designers, faculty members and even students in their work to reach the same
purpose of improving the development of their country (Tangian, 2001). In addition,
an overview of the research about the economic development and evolution of higher
education in Vietnam will help determine the relationship between these two factors.
Higher Education and Economic Development
A number of research efforts have demonstrated that there is a clear
relationship between higher education and economic development. Proenza (2002),
for example, found that higher education contributes to local and regional economic
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development in four principle ways: (1) in workforce development, (2) as a basic
revenue generating industry, (3) as an engine for the creation, distribution and
application of knowledge, and (4) the increasingly important role of research
universities in intellectual property transfer, in the commercialization of new
technology, and in the new venture creation. The most widely understood economic
development role in higher education is in workforce development. Indeed,
successful economic development, first and foremost requires successful workforce
development (Proenza, 2002).
Training students at universities in the fields and majors of high demand in
the economy respond to the economic development needs of a country. In
conjunction with the concerns for the field of major, criteria and objectives for
designing and restructuring higher education curricula (Doyon, 2001), and the
quality of teaching at universities and colleges also strongly affect the ability of
university graduates who will directly serve in the process of developing the
economy (OECD, 1999).
The recognition of how higher education should be developed to meet the
economic development of a nation will help universities and colleges improve their
efficiency (Hare & Lugachev, 1999). Fields (1999) claims that the awareness of the
relationship between higher education and economic development will affect
educational policy makers in shaping their focus on policies which can improve the
responsiveness of higher education to economic development.
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According to Poovey (2001), over the coming years there is almost certain to
be an increase in the level of interaction between the institutions of higher
educational and industry. While the interaction between higher educational
institutions is clear, what is less clear is what makes for effective interactions
between an institution of higher education and the industrial community (Johnson &
Tilley, 1999).
The assumption that learning is linked to economic performance and
competitiveness at the levels of both the national economy and within individual
organizations has been central to the recent changes in education and training
policies in many countries (Antonacopoulou, 2000). In the UK for example, the main
concern of the UK government is to ensure a "better educated, better trained, more
adaptable workforce," while individual employers are primarily concerned with
"improving the capacity of existing employees to perform a reasonably well defined
set of activities." (p.259). Therefore, organizations are more willing to invest in
training, which is specific to their needs, rather than general training
(Antonacopoulou, 2000).
According to Hasan and Tuijnman (1996), the school-leaving age has risen in
all OECD countries since the 1960s; yet in many countries, 15-20% of students leave
schools when they have not yet obtained useful qualifications or knowledge or skills
directly useful for jobs. Therefore Hasan and Tuijnman indicated that an important
issue is how initial continuing and vocational education can be better linked with
work, especially in the framework of a fluid relationship between education and the
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labor market and as features of each individual's progress through life. The best-
known example of work-based vocational education is the ’ dual1 system practiced in
Germany, Austria and Switzerland, and its variants in Denmark and the Netherlands
(Hasan & Tuijnman, 1996). In those countries, apprentices who have completed
lower-secondary general education are recruited and paid by employers but continue
to spend one or two days a week in vocational schools and the remainder of the time
with the firm, learning a trade. This system appears to have had a number of
advantages over vocational learning in schools: lower drop-out rates, direct access by
students to the latest technology and methods used in the real world, direct
experience by employers of the aptitude and motivation of students, learners'
becoming accustomed to working behavior and employers' expectations, and
possible advantages related to the total cost of providing such training (Hasan &
Tuijnman, 1996). In a word, this kind of training is closely related to the real needs
from employers, directly responding to the economic development o f the country.
According to Comford (1999), over the past few years, lifelong learning has
re-emerged as an important issue in education with a degree of urgency. In addition,
Skinner and Cartwright (1998) note that the impact of computerization, and
information technologies in particular, has resulted in changes in the nature of work,
knowledge and skills, making new requirements for higher education (Comford,
1999).
When discussing higher education in the twenty-first century, Tangian (2001)
mentioned that the face of the twenty-first century will be determined by the activity
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of those getting, or who will soon receive, their education in institutions of higher
learning. He also indicated that the scientific research being conducted within these
educational institutions must provide the basis for a substantial number o f the
inventions that will foster the development of the economy. Higher education will
face the task of getting ready to meet the needs and requirements of society in the
twenty-first century, where the key role will be played by knowledge, information,
and education (Tangian, 2001). Johnson and Tilley (1999) also indicated that in this
era of modernization and change, the traditional relationships between universities
and industries are being reconsidered in light of the demand for more competitive
economies, more highly educated workforces and the needs of life-long learning for
all.
Education, especially at the university level, is usually associated with
research, discovery, and invention, which are increasingly considered by economists
as the main engine of output growth, especially in developed countries (Proenza,
2002). Research findings can be regarded as investments in aggregate knowledge.
Research at universities in advanced countries often results in new products,
production or organizational methods. These improvements may increase social
welfare and accelerate economic growth (Tran, 2003). It is from research that new
companies are bom; new jobs are created; new wealth is created and the economy
expands (Proenza, 2002). Technology transfer does not typically happen without a
strong research base. In addition, universities are powerful engines that drive
economic development because of their role in new knowledge creation and the
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17
innovation that it brings (Proenza, 2002). The fact that research carried out at
universities plays an important role in the economic development of the country and
that the quality and quantity of research being conducted can predict the extent to
which higher education can interact with the economic development was emphasized
in the work of Kuh and Hu (2001).
In a number of countries, Higher education has taken the initiative to institute
partnerships with enterprises and other institutions and societal agencies to organize
training in response to specific social, economic, and cultural needs (Tangian, 2001).
Tangian notes that the diversification and flexibility of higher education, which are
issues that are linked closely together, constitute an important aspect and advantage
of continuous education (Tangian, 2001). According to him, flexibility also refers to
the ability of educational institutions to respond rapidly to new needs and even to
anticipate them, to create structures that are flexible and responsive to changes, and
to change the criteria for access to education in such a manner that working life
experience is taken into account (Tangian, 2001). Educational development and
reform in many developing countries has focused on curriculum development to
serve human resource development to meet the needs of social, economic and
political development of the country (Ahmad & Haji, 1998).
In summary, when discussing the relationship of higher education and the
economy of a country, researchers and authors often mention that it is very urgent for
the institutions of higher education to be conscious of the changing social, cultural
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18
and economic contexts. Work-based training, life-long learning and a variety of
models of training to provide the labor force with sound knowledge and skills to
succeed in their work, have greatly stimulated the attention and investment of both
economic organizations and higher educational institutions. The clear, positive
impact of research on economic development embellishes on the role of higher
education in the economic development of a nation. Finally, the challenges faced by
the institutions of higher education in developing curricula and training programs
that are effective and motivational, have been made very clear by a number of works
cited above.
The Economic Development o f Vietnam
Brief History Leading to the Current Economy in Vietnam
After the unification of the country in 1975, Vietnam was a country with a
low level of development and heavily damaged by the war (UNDP, 2001). Both its
economy and its society were dominated by traditional agriculture. The country had
grounded its development policies on the principles of central planning and
collective ownership. By the early 1980s, the weaknesses in the central planning
model began to be manifest. Economic growth stagnated, inflation rose rapidly, and
public finance derailed (UNDP, 2001). During those years, even though rice was the
main product of the economy, Vietnam did not even produce enough rice to feed its
people but was forced to import rice from abroad. The economy was in a dire
situation. People had very limited opportunities to enjoy meaningful jobs and to
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earn decent incomes (Sauvageau, 1996). In light of the emerging crisis, the
government implemented some market-oriented reforms, mostly at a micro-level, in
order to ease the ties of the mechanism between central planning, subsidization and
bureaucracy (Tran, 2003). Although the economic growth was stimulated, persistent
macro-economic instability prevailed, with inflation well into triple digits (UNDP,
2001).
In December 1986, the Sixth Party Congress officially endorsed the
Renovation program called “Doi Moi.” The major components of Doi Moi included
the transition from central planning to a market economy with a socialist orientation
and the implementation of an open-door policy to facilitate Vietnam’s active but
gradual integration into regional and global communities (UNDP, 2001). “Opening
up” and economic integration have further helped to broaden the market for
agricultural products and ease farmers’ access to agricultural inputs and to new
sources of capital, technology and managerial skills (Tran, 2003). From being a net
importer of rice in the eighties, Vietnam is now the second largest rice exporter in
the world (UNDP, 2001).
The economic reforms also facilitated more diversified production. Whereas
rural development had been dominated by the rice mono crop production in the past,
many agricultural activities based on national advantages of each region have been
flourishing throughout Vietnam in the 1990s. Good examples are the substantial
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growth of aquaculture breeding in coastal areas, coffee and rubber planting, and
cashew production in the Central Highland and the South East (UNDP, 2001).
Reforming the State sector by giving more autonomy to enterprises,
encouraging the autonomy of enterprises, encouraging foreign investment and
providing better access to foreign markets have resulted in a new economic structure
and a more efficient human resource allocation (Nguyen & Sloper, 1995). Before the
Doi Moi, employment meant a job assigned in a governmental organization or in a
state owned enterprise and a position in a state office was understood to be
permanent (Nguyen, 2002). During Doi Moi, more jobs were created than in the past,
private enterprises were established and survived and employees could freely choose
jobs (Nguyen, 2002). Even though citizens have been able to choose jobs freely,
they have continued to encounter problems. During the time of the State’s
subsidization of the economic system, the labor market was not very competitive.
College or university graduates were assigned jobs by the government (Tran, Vu, &
Sloper, 1995). Although they might not feel happy with the job assigned, they were
ensured of employment (Nguyen, 2002). When the job placement for graduates by
the universities or colleges was abolished, graduates are expected to find the job by
themselves. A task that is not very easy in the competitive economic market place
that now exists. And while at times many good jobs are available especially in
foreign companies operating in Vietnam (Nguyen, 2002), the number of Vietnamese
university graduates recruited is very few due to the inability to meet the working
requirements. According to the Human Development Report by UNDP (2001),
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unemployment and underemployment have been and still remain severe problems in
Vietnam.
Current Economic Development Efforts of Vietnam
The structure of the Vietnamese economy has changed dramatically in recent
years as a result of the Government’s market liberalization policies and opening up
the economy to the world. Over the last ten years, GDP has doubled, while inflation
has dropped to low single digit figures (UNDP, 2002). The GDP per capital in 2002
is US $441 with the real growth of 7.04%. That rate of GDP growth represents a
noticeable improvement over the previous years. The core reasons for faster GDP
growth, according to World Bank (2002), are the macroeconomic stability and the
adoption of the economic structural reform, together with the confidence in the
economy. According to a report from the World Bank (2002), after a slowdown
period during the East Asian crisis, the Vietnam economy is “again growing quite
strongly” and this improvement is partly due to “a series of policy measures that put
the economy on an enhanced medium-term growth path” (p. 1). New private
businesses are currently being established at a rate of 1,600 per month, and in the
early 2002 the Party Central Committee gave the strongest endorsement of the
private sector ever (WB, 2002).
The structure change of the economy has been clearly seen in the growth
rates in services and industry and a relative decline of agriculture’s share in GDP.
The share in GDP of the agricultural sector (including forestry and fishing) declined
from 42 percent in 1986 to 25 percent in 2000 while the share of the industrial sector,
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on the contrary, increased from 23 percent in 1990 to nearly 37 percent in 2000
(UNDP, 2002). Agricultural production has also become increasingly diversified in
recent years. Products for exports such as coffee, peanuts, rubber, cashew and tea
have become important in some regions. Animal husbandry, fishing, aquaculture
breeding and forestry, are also significant sources of output and employment
(UNDP, 2002).
In Vietnam, the major industries are mining, chemicals, fertilizers, steel,
cement, construction materials, foodstuff processing, textile and garments, wood
products, and mechanical equipment (UNDP, 2002). The industrial sector has grown
rapidly during the last ten years. The average annual growth rate of the whole sector
is 13.6 percent with cement, steel, chemical and crude oil in the top list.
Manufacturing now accounts for 80 percent of total industry output and new
industries such as electrical appliances, telecommunication and Information
technology equipment emerged and experienced rapid growth (UNDP, 2002).
In addition, processing industries for export have been developed as well.
More and more industrial zones have been established in many provinces of the
country. To date 60 industrial zones of which 56 industrial zones (IZ), three exports
processing zones (EPZ) and one high-tech zone (HTZ) have been established
throughout the country (Le, 1998). To facilitate and attract foreign investment to
these industrial zones, the newly revised Law on Foreign Investment in Vietnam and
the Government Decree No. 36/CP provided legal basis and offer a wide range of
incentives for foreign investors investing in industrial zones (Le, 1998).
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Vietnam’s exports have been increasing in recent years, too. There is also
clearly more potential to expand the economy’s trade with the rest of the world.
Exports and imports have grown rapidly in recent years, and the product composition
and direction of trade have shifted considerably (UNDP, 2002). In the year 2002, the
top export items include garments (13 percent), seafood (10 percent), rice (10
percent), foot ware (5 percent), and coffee (4 percent). The share of manufactured
commodities stays at around 40 percent (UNDP, 2002). With the US-Vietnam
Bilateral Trade Agreement that went into effect in 2001, Vietnam’s trade surplus
with the US in 2002 was almost four times larger than that of 2000 (Special report,
April 2003). Deputy Prime Minister Vu Khan recently emphasized the nation’s
export sector as the main driving force o f the economy (Special report, April 2003).
There are now three main economic sectors which are state enterprises,
private sectors and foreign investment. The state sector still plays a significant role in
industry, accounting for 42 percent of total industrial output, down from 58 percent
in 1990 (UNDP, 2002). Investment has also been an important source of growth in
2002, suggesting that the recovery after the East Asia crisis is sustainable. Many new
enterprises started up and brought the number of new business registrations to nearly
50,000 over a two-year period. By July 2002, capital formation from these new
enterprises had increased 45 percent compared to the same period in the previous
year (WB, 2002). The non-state domestic sector continues to lead the growth
process. Manufacturing thrives, with the private domestic and foreign invested
sectors recording annual output growth rates of 19 and 15 percent respectively (WB,
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24
2002). Even the state sector still plays a significant role in the economy, the private
sector has outperformed state-owned enterprises since at least 1997 (WB, 2002). The
foreign-invested sector which became a significant player in the industry accounts
for more than one-third of the total output. However, the state sector still holds its
dominant position in some key areas such as oils and gas, mining, electricity
generation, textile, and sugar refinery, producing more than three quarters of the
output. The private sector holds the best record on employment creation, employing
more than 60 percent labor force (UNDP, 2002).
Higher Education in Vietnam
Brief History of Development
Vietnam is a country with long history of struggling against different foreign
invaders such as the Chinese imperial domination, French colonialists, and American
forces (Pham, 2002). Long periods of war had negative impacts on both the economy
and education of the country. Vietnam continued to keep her identity, and though
being poor steadily developed,. A brief historical description of Vietnamese
education, particularly Higher education, follows.
During the Chinese imperial domination (Pre 928AD)
From 111 BC to 928 AD the Chinese emperor dominated Vietnam. During
this period, both public and private schools were established by the Chinese
administrators, mainly for their sons, to become functionaries o f the state
administrative machinery (Le & Sloper, 1995). With the continuation of this system
for some centuries, a number of Vietnamese from high social classes were permitted
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to enter Chinese schools. No material with details of the educational system of
Vietnam during this period exists. The Vietnamese educational system of that time
imitated the Chinese system consisting of primary education (under fifteen years of
age) and higher education (above fifteen years of age) (Le & Sloper, 1995).
Period of national independence: (938-1850)
In 938 Ngo Quyen won a victory over the Southern Han troops and put an
end to the Chinese imperial domination which had lasted over 1,000 years. In this
period, many dynasties reigned. When the Ly dynasty (1009-1225) began, more
attention was given to education. In 1076 the Royal College was built in the Temple
of Literature, (still standing today in Hanoi) in which the sons of high dignitaries
received moral education and training. In 1253 the Tran dynasty also established in
the Temple of Literature the National Institute of Learning (Le & Sloper, 1995). The
Royal College and the National Institute are believed to be the first public schools in
Vietnam (Pham, 2002). The Royal College existed in Thang Long (Hanoi) from the
eleventh century to the end of the eighteenth century. Then it was moved to Hue, the
capital of the Nguyen dynasty and continued there until the beginning of the
twentieth century (Le & Sloper, 1995).
In 1397 the Ho dynasty proclaimed the establishment of public school
divisions and in the fifteen century the Le dynasty established public schools in the
provinces and districts for the sons of commoners. Generally, there were three types
of schools in this period, i.e., the Royal College in the capital under the direct
management of the king; a small number of provincial schools in the provinces and
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districts; and many private schools established by the people (Le & Sloper, 1995).
The notion of public and private schools were different from what we use these
words nowadays. Public institutions were those organized according to certain
regulations from the Court and set up in the capital, or provinces or districts. Private
schools, on the other hand, did not follow any regulations and could be established
anywhere. Classes were taught by retired mandarins or scholars who wanted to
impart knowledge to younger generations. Private schools were customarily situated
in the teacher’s house or sometimes in wealthy family (Tran, 1998).
All of the teaching materials during this period were written in a type of
Chineses characters known as chu nho. From about the thirteen century a
Vietnamese system of writing, chu m m , was developed. Both writing systems
continued until the twentieth century. Chu nho was used for official business and
scholarship, while chu nom was used for popular literature (Le & Sloper, 1995).
The essential feature of education in this period was selective, being for the
privileged classes. It was a structured system with a focus on examinations and
formal awards. High status was awarded graduates through the involvement of the
court and the king and they entered government service (Le & Sloper, 1995).
Period of French colonialism
In 1847 a French naval squadron attacked Da Nang and in 1853 a joint
military force of fourteen ships from France and the Spanish colony of the
Philippines stormed Da Nang seizing Saigon in 1859 (Le & Sloper, 1995). In the
first stage of colonialism, the French maintained the feudal system of education.
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After 1917 the Chinese script was not taught in schools. From that time the
educational system of Vietnam imitated the French system. Elementary schools were
established in villages and they consisted of one or two grades of primary education.
In some towns and districts there were primary schools with six school years. In
some large cities such as Hanoi, Hai Phong, Hue, Qui Nhon, Saigon, there were
schools of lower and upper secondary education (Le & Sloper, 1995).
Higher education in the French colonialism aimed at producing local elites
assisting the government to achieve its colonial ambitions and thus it was not
extended to the majority of Vietnamese people (Tran, 1998). In 1907 a group of
prominent Vietnamese reformers set up their own school named Dong Kinh Free
School in spite of French suspicions and obstacles. This school offered education
free of charge to students of all ages, including women. Through the use of materials
translated from Chinese as well as the new teaching methods such as group
discussions and lectures on current affairs, the Dong Kinh Free School attempted to
find its own way to modernize education in Vietnam (Tran, 1998). The supporters of
the schools believed that only through rapidly modernizing the old elitist education,
and making it reach out to the mass, could Vietnam eventually win over the French
and these reformers were convinced that “ a knowledge of science, original thinking
and creative spirit would be the way for their country to advance” (Tran, 1998, p51).
While Dong Kinh Free School was crowded with students and it gave much delight
to the Vietnamese, it became a thorn in French eyes. The French considered Dong
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Kinh Free School “anti-colonial” and under the decision of the French Military
Council, the School was closed down at the end of its first year (Tran, 1998).
The French realized that they could use education institutions as a vehicle to
influence people and to “ weed out any lingering anti-French sentiment”(Tran5 1998,
p.52), they started to spend up to 15 percent of the colonial budget on education and
in this context, the School of Medicine was founded in 1902 and the Indochinese
University came into being in Hanoi in 1907 (Tran, 1998). From then a network of
French style higher education institution was put in place and they offered education
in technical subjects, the humanities, and even fine arts (Tran, 1998). One of the new
colleges was the School of Pedagogy established in 1917. The French realized that
they had to set up the School of Pedagogy to provide the type of teachers their
schools and curriculum required and these teachers would be a unique source trained
in the French way to mould the mind of the younger generation (Le & Nguyen,
1985).
In 1924 the Department for Public Education and the Department of Higher
Education launched a tertiary education reform program which affected all colleges
in Vietnam. The reform aimed at improving both the quality and the image of French
institutions of Higher education by making admission criteria stricter, lengthening
the study in colleges by one more year, raising the standard of teaching programs and
increasing the number of faculty with graduate qualifications (Le & Nguyen, 1985).
The first enrollment for full training for physician or doctor of medicine was
begun in 1923. The enrollment at degree level began in the College of Law in 1941,
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the College of Agriculture in 1942, and the College of Civil Engineering in 1944 (Le
& Sloper, 1995).
Period after the August revolution (1945-1975)
After the victory of the August Revolution of 1945, the Democratic Republic
o f Vietnam was founded, the people’s democratic regime was established and the era
of independence began. On September 2, the independence of the country was
declared at Ba Dinh Square by President Ho Chi Mink But then on 23 September
1945 the French colonialist returned and stationed occupying troops in Saigon on
December 19,1946, provoking a war of aggression (Le & Sloper, 1995). This came
to an end with the notable victory at Dien Bien Phu on May 9,1954 (Pham, 1998).
However, at that time the country was divided into North and South Vietnam at the
17t h parallel. In the south, the Saigon regime established the Republic of Vietnam
with the assistance of the United States. On April 30, 1975 the Saigon regime
collapsed and Vietnam attained reunification, independence and peace (Le & Sloper,
1995).
In the North, from 1945-1954 the educational system took shape and
developed at all levels from pre-school education to higher education. This was the
first time that the educational system was widened with the goals of improving the
quality of people’s lives, with the guidelines that education belongs to the people and
the purpose of education was to produce competent citizens for the fixture (Pham,
2002). The Vietnamese government paid attention to the development of colleges or
classes at university level in the liberated areas such as: two classes of general
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mathematics at the province ofNghe An, the College of Foreign Languages began in
1947, the College of Law begun in 1948, the College of Civil Engineering begun in
1947, the College of Fine Arts begun in 1949, and the College of Medicine and
Pharmacy was developed in the early 1950s (Le & Sloper, 1995; Pham, 2002).
Because of the situation of war, many of these institutions had to operate on a
reduced scale. Many colleges had to subdivide and operate in different locations to
make it easier for students to go to school at the time that bombing storms were
dropped constantly by the US forces. The Teacher Training College of Hanoi was
divided into the Teacher Training College Hanoi 1, the Teacher Training College
Hanoi 2, and the Teacher Training College of Foreign Languages. The University of
Technology of Hanoi was divided into some technical colleges such as the College
of Civil Engineering, the College of Mining and Geology, and the College of Light
Industry. Some higher education institutions were established in cities in Thai
Nguyen, Vinh and Thai Binh Provinces such as Viet Bac Teacher Training College,
Vinh Teacher Training College, Viet Bac College of Medicine, Thai Binh College of
Medicine, Bac Thai College of Mechanical and Electrical Engineering (Le & Sloper,
1995). Those were Vietnam’s first universities and colleges in which Vietnamese
was the only language of teaching (Pham, 2002). During the 1974-75 academic year
there were thirty institutions of higher education with 8,400 faculty members and
56,000 students in North Vietnam (Pham, 2002).
In the South of Vietnam, during academic year 1974-1975 there were four
public multi-disciplinary universities located in Saigon, Hue, Can Tho, and Thu Due.
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The University of Saigon was the most comprehensive institution, sharing the
greatest part of the student population and had eight schools: Letters, Science, Law,
Medicine, Dentistry, Pharmacy, Pedagogy, and Architecture. The University of Can
Tho was the newest in the list, was established in 1966 in the rich and populated
Mekong Delta. The University of Can Tho blended technical studies and academic
disciplines. It started with four faculties namely Science, Letters, Law and Social
Science, and Pedagogy. The faculty of Agriculture was soon developed to serve the
needs of the Mekong Delta (Do, 1970). During 1971-1975, three community
colleges were established in My Tho, Nha Trang, and Da Nang as a response to the
need for practical knowledge which could hardly be obtained from universities due
to their “impracticability of their programs of study” and the “bookish education”
emphasis (Vo, 1974, p.82). There were eleven private tertiary education institutions
mostly organized by religious organizations in various locations. The total
enrollment of higher education in the South of Vietnam in the school year 1974-1975
was about 166,000 students (Pham, 2002).
Higher education in Vietnam after 1975
After the reunification o f the country in 1975, all colleges and universities in
Vietnam were united into one national system during 1975-1979 (Pham, 1998). For
historical reasons, the higher educational system in Vietnam adopted the model of
the former Soviet Union, which had only a few multi-disciplinary universities and
the dominant pattern was mono-disciplinary institutions (Kelly, 2000). The most
obvious characteristics were its centralized bureaucratic tendencies, state sponsorship
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for part of the budget of nearly all public institutions and control of their curricula,
gearing of educational outputs toward the needs of the state bureaucracy and “heavy
ideological loading” for all students (Sauvageau, 1996). These characteristics were
applied for almost two decades. Prior to the 1990s, if students passed the entrance
exam and were admitted to the university, their education was subsidized and they
were given small stipends. When they were awarded their degrees, they were also
assured of jobs (Kelly, 2000). Later the number of fellowships made available was
sharply reduced. Except for the Teacher Training schools, in which subsidization is
still maintained to encourage more students to be teachers, other schools require
students to pay tuition (Kelly, 2000; Sauvageau, 1996).
Many institutions that offered two or three year programs, mainly Teacher
Training, were established in many provinces throughout the country after the
reunification of the country in 1975. These less than four-year institutions were
termed junior colleges. Until the academic year 1989-1990, in the whole country
there were 85 universities and colleges with 17,300 teaching staffs and 146,000
students. Also, there were 33 junior colleges of which 24 were Teacher Training
Colleges (Pham, 2002).
Before 1987, three agencies shared responsibility for the provision of
educational services in Vietnam: the Ministry of Education, The General Department
for Vocational Training, and the Ministry of Higher and Secondary Technical
Education (Kelly, 2000; Le & Sloper, 1995). In 1987, the two latter bodies merged to
form the Ministry of Higher, Technical and Vocational Education, and in 1990, a
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single ministry - the Ministry of Education and Training (MOET) - assumed the
responsibility for education and training at the national level (Kelly, 2000). MOET
has the majority of the responsibility for planning and directing Vietnam’s system of
education and training as well as for many aspects of curriculum development
(Kelly, 2000; Pham, 1998). However, MOET does not yet have a system of
evaluating each institution for accrediting purposes. All degrees granted by
Vietnamese institutions are officially approved and signed by the MOET (Pham,
1998). As more private institutions develop and more joint-programs are offered by
non-Vietnamese institutions, MOET recognizes the need for and creation of
accreditation procedures (Kelly, 2000).
According to Tran (2003), the higher educational system of Vietnam was
characterized by a large number of small and scattered institutions with poor
facilities and narrowly specialized programs that did not trained students for
available jobs. The mono-disciplinary model limited the capacity to organize training
on a wide scale and to associate research and social service comprehensively (Pham,
2002). In respond to this situation, some big multi-disciplinary universities were
established by merging a certain amount of former small higher education
institutions.
Current Higher Educational System in Vietnam
The current higher educational system in Vietnam can be described as
follows:
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- Junior college level: the program is from 2 year to 3 years and a graduation
exam is required at the end of the program before students are awarded an associate
diploma.
- University level: the program varies from four years to seven years
depending on the major of study. Except for the medical program which requires six
to seven years, the technical majors which require five years, most of other
university programs require students to spend four years to complete the program.
- Post-graduate level: post-graduate programs in Vietnam include masters and
doctoral programs. It takes students who have a bachelor degree from two to three
years to complete a master program and four years to finish a doctoral program.
Students who hold a master degree need two years to earn a doctoral degree. Both
master and doctoral programs require an entrance exam before the admission is
processed. This exam is given by the universities which are eligible for offering
I
master or doctoral program . Applicants have to take three tests which are
philosophy, foreign language and a specialized subject of their proposed major of
study. However, this exam is less competitive than the college entrance exam for
undergraduate programs.
In Vietnam today there are two broad types of universities: (1) “specialized
universities” which focuses on a single area of study, such as economics,
1 According to the arrangement of the MOET, national universities are eligible for offering
doctoral and master programs, regional universities and other specialized universities are eligible for
offering master programs. Before a post-graduate program is offered, there must be the approval from
the M OET.
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35
engineering, fine arts, or law; and (2) the “multidisciplinary universities” which have
many faculties in one university (Kelly, 2000; Le & Sloper, 1995). There are
currently 6 different models of public higher education in Vietnam: national
universities, regional universities, specialized universities, provincial universities,
junior colleges, and community colleges (Pham, 2002).
There are 2 national universities, and 3 regional universities. National
universities and regional universities were established by consolidating a number of
mono-disciplinary universities and colleges from the same region. The two national
universities are in Hanoi and Ho Chi Minh City. The Vietnamese National
University of Hanoi was established in 1993 and it was the combination of Hanoi
University, Hanoi Pedagogic University and Hanoi University for Teacher of
Foreign Languages. These institutions have been reorganized into five colleges:
General Education, Natural Sciences, Social Science and Humanities, Pedagogy and
Foreign Languages (Kelly, 2000). The Vietnamese National University of Ho Chi
Minh City was established in 1995 from nine institutions: Ho Chi Minh City
University, Ho Chi Minh City Polytechnic University, University of Economics,
University of Education, Teachers’ Technical Training College, University of
Architecture, University ofFinance and Accounting, University of Agriculture and
Forestry, and the School of Law (Dang, 2003; Kelly, 2000). In 2001, following the
suggestions of the MOET, the Prime Minister signed a decision to make some
rearrangements within the two national universities (MOET, 2001). The National
University of Hanoi now consists of the College ofNatural Science, the College of
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Social Science and Humanities, the College of Foreign Languages, the Informatics
Industry Institute, related faculties under the direct administration of the University
such as the Faculty of Law, the Faculty of Business Administration, the Faculty of
Technology, The Faculty of Economics, the Faculty of Teaches Training and the
faculty of Graduate Education, and related scientific and technology research centers
(Dang, 2003; MOET, 2001). The National University of Ho Chi Minh City consists
of the College of Polytechnic, the College of Natural Science, The College of Social
Science and Humanity, the Institute of Environment and Natural Resources, Faculty
of Economics, and related scientific and technology research centers (Dang, 2003;
MOET, 2001).
The three regional universities are Da Nang University, Hue University and
Thai Nguyen University. Da Nang University was established in 1994 from four
institutions: Da Nang University of Polytechnic, Da Nang University of Economics,
Da Nang Teachers Training College, and the Nguyen Van Troi Secondary Technical
School for Technical Workers (Pham, 2002). Hue University was also founded in
1994 from five institutions: The University of Hue, The University of Hue Teachers
College, Hue University of Agriculture and Forestry, Hue University of Medicine,
and Hue College of Fine Arts (Pham, 2002). Thai Nguyen University was
established in 1994 from five institutions: Viet Bac Teachers College, Bac Thai
College of Agriculture No 3, Thai Nguyen College of Industry, Bac Thai College of
Medicine, and Viet Bac Secondary Technical School for Mechanical and Electrical
Workers. Thai Nguyen University is responsible for providing higher education for
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37
students from all provinces in Vietnam North of Hanoi (Dang, 2003; Kelly, 2000;
MOET, 2001).
There are also some other multi-disciplinary universities such as Can Tho
University, Da Lat University, Vinh University, and Qui Nhon University. However,
these universities do not belong to the national university or regional university
systems, though they really serve a region (Pham, 2002).
Mono-disciplinary universities, which are also called “specialized
universities,” are in the big cities such as Hanoi, Ho Chi Minh City, Hai Phong,
Vinh, Hue, Nha Trang, etc. These universities train a major or a group of majors
such as technology, agriculture, economics, medical, foreign trade, forestry, etc. (Le
& Sloper, 1995; Pham, 2002).
The Provincial university is a new model of higher education started in 1998
(Kelly, 2000; Pham, 2002). The most distinctive characteristic of this model is that it
is mainly funded by the provincial government instead of by the central government
as other public universities. It’s a new type of post secondary education, which is
“multi-disciplinary and multi-level.” To date there have been three universities of
this type established in Thanh Hoa, Hai Phong and An Giang Province. Provincial
universities are public universities which are supposed to meet the urgent needs for
training and retraining the labor force for the provinces where they serve.
Open universities were established in Ha Noi and Ho Chi Minh City and this
model is considered as “semi-public higher education institution” (Pham, 2002,
pi 89). The construction of campuses and facilities was invested by the government
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38
like other public institutions, but students pay tuition and fees and the institution
manages the financial arrangements for its operational costs without the
subsidization from the government (Kelly, 2000; Pham, 2002). This model was to
serve the needs for higher education of students who can not compete into public
institutions and who are willing to pay for their tuition and fees. Open universities
offer a range of specialties designed for intellectual enrichment, rather than
professional development (Kelly, 2000). They offer full time, part-time and even
distance education programs (Pham, 2002).
Private universities were established as a response to the market oriented
economy. They are so called “people founded universities” and were first established
in early 1990s (Kelly, 2000; Pham, 2002). A private university is established by a
social organization, self-controlled in terms of finance but academically supervised
by the MOET and other related ministries. Presently there are 16 universities of this
kind in many cities such as Hanoi, Da Nang, Ho Chi Minh City, Hai Phong, Vinh
Long, etc. (MOET, 2003; Pham, 2002).
There are 102 junior colleges of which the majority are teachers training
colleges (65) (MOET, 2003). The rest are medical colleges, technical colleges, and a
fine art college. Most junior colleges are in big cities or provinces. Junior colleges
are under the administration of the provincial or city government where they operate
(Pham, 2002). In addition, there are 9 junior colleges belonging to the central
government such as Kindergarten junior colleges, Music and Painting junior colleges
and Athletics junior colleges (Pham, 2002).
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39
Before 1975 there were 3 community colleges in the South of Vietnam. In the
rearrangement of the higher educational system after the reunification of the country,
these community colleges no longer functioned. Recently, a few community colleges
were established in some provinces by the government and some foreign
organizations. Now there are 9 community colleges which are located in Tra Vinh,
Dong Thap, Vinh Long, Kien Giang, Tien Giang, Vung Tau, Hai Phong, Ha Tay,
and Quang Ngai (MOET, 2003).
Pre-universities are post secondary institutions which enroll ethnic minority2,
socially-favored students (students whose parents are invalids or martyrs), and
disadvantaged students (students from poor families or from remote rural areas) who
did not pass the university entrance exams. These universities prepare them in one
year to be able to be freshmen at a university. Now there are three universities of this
kind in Phu Tho, Nha Trang and Ho Chi Minh City (Pham, 2002).
Continuing educational centers are operated in many provinces. These
centers enroll in-service students and also students who did not pass the entrance
exams from other universities (Dang, 2003; Pham, 2002). These centers admit a
large number of students each year and the teaching faculty members are often
invited from public universities. These centers mostly do the administrative work,
while a public university invited to cooperate performs the academy. Unlike public
universities that offer traditional class time, these centers offer flexible schedules
2 There are 54 ethnicities in Vietnam, among them Kinh occupies 87% of the country
population while the rest 53 occupy 13% and they are considered ethnic minority groups (Le, 1997).
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40
including evenings and weekends. The diplomas, particularly bachelor degrees
awarded, are not often from these centers but from a public university which perform
the academy. The diplomas awarded are in-service diplomas that are not as well
recognized as regular diplomas by many employers (Kelly, 2000). In addition, these
centers offer short-term courses such as foreign languages, basic computer,
accounting, etc. (Dang, 2003).
Admission Policy and Policy Changes That Have Affected Higher Education
To be admitted into a university or college in Vietnam, students have to sit in
an entrance exam organized in about July every year. To be eligible to sit in the
entrance exam, students have to first pass a high school graduation exam that takes
place in June every year (MOET, 2002). High school graduation exam is a national
achievement exam and the rate of students who pass this exam is usually high with
the national average of 90 percent in the year 2002 (MOET, 2003).
College entrance exams are divided into four main categories according to
the fields of study applied for. The four main categories are called group A, group B,
group C and group D. Depending on the major of study which students apply for,
they are required to take one of the four main groups. Group A test the knowledge of
mathematics, chemistry and physics, group B tests the knowledge of mathematics,
chemistry and biology, group C tests the knowledge of Vietnamese literature, history
and geography, and group D tests the knowledge of mathematics, Vietnamese
literature and foreign language (MOET, 2002). The standard scores for admission
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vary from each institution depending on the competitiveness of the institution and
the lowest scores for admission must be approved by the MOET.
Admission policies pay attention to ethnic minority students, socially-favor
students (students whose parents are invalids or martyrs), disadvantaged students
(students from poor families and from remote rural areas) by giving them some
priority in the selection procedure (MOET, 2002).
The number of students admitted into each university or college is suggested
by the Rector of each institution and approved by the MOET. The current teaching
and learning resources of the institution such as teaching staff and teaching facilities
often decide this number. In addition, at many institutions, the number of students
admitted into a certain major at a university depends on the person-power demands
of that particular major.
The College Entrance Exam is very competitive and its competitiveness
varies for each institution and major of study. During the 2002 college entrance
exam process throughout the country, a total of 174,509 (14.53%) out of the
1,339,298 students who were tested were admitted to an institution of higher
education (MOET, 2003). The most competitive institutions and major of study
slightly differ by year, but they often fall into the College of Medicine, College of
Polytechnic, or computer science major since graduates from those universities are
often more recognized by the society and there are likely more chances for well-paid
jobs.
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42
Curriculum Changes in Higher Education in Vietnam
Curriculum development in institutions of higher education in Vietnam has
been changing as the result of influences from several areas; i.e., the changes in the
political policies and economic policies, changes in job requirements in the job
market, and the globalization tendency.
The curriculum of higher education in Vietnam has changed significantly
over the past three decades and its changes have been reflected by the addition of
new models of institutions of higher education within Vietnam (Pham, 2002).
Curriculum changes have also been responsible for changes in the way of designing
and administrating the curriculum (Le, 2002) as well as changes in the type of
training, and in the components of the curriculum and the training disciplines
(MOET, 2001). Changes in the curriculum can also be seen in the changes of the
teaching methods and the facility allocation at higher educational institutions (Kelly,
2000).
In the 1990s the single model of higher education, mono-disciplinary
institutions, which had been prevalent in Vietnam since unification in 1975, was
augmented with the introduction and establishment of multidisciplinary institutions.
Though mono-disciplinary institutions still exist, the number of multidisciplinary
institutions has been increasing over the past decade (Pham, 2002). The prominent
changes in the basic model of higher education can be clearly seen in the
establishment of two national universities and three regional universities in the
1990’s. These new institutional structures were created by combining various mono-
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43
disciplinary universities and colleges (Pham, 2002). Additional changes in the model
of higher education institutions in Vietnam can also been seen in the establishment of
provincial universities, open universities, private universities and community
colleges. As of March 2003, in the whole country there are two open universities, 16
private universities, 3 provincial universities and 9 community colleges (MOET,
2003). These models did not exist in the 1980s and early 1990s.
The ways of designing and administering the curriculum also experienced a
large number of changes. In the late 1980s, the curricula of higher education was
designed and controlled by the central government. The Ministry of Higher,
Technical and Vocational Education3 established a curriculum committee to design
the curricula for all universities and colleges in Vietnam. The Ministry of Higher,
Technical and Vocational Education controlled the implementation of higher
educational curricula. This task was not very successful since it was not supported
by a number of higher educational institutions due to the fact that the curriculum
committee did not represent all universities and colleges in Vietnam (Le, 2002). In
the middle of the 1990s, the Ministry of Education and Training (MOET) made some
changes in the curriculum administration. With the tendency to give more power to
universities and colleges, the MOET designed a curriculum framework which
included the training program structures and the minimum of course work required.
3 Before 1987, three agencies shared responsibility for the provision of educational services
in Vietnam: the Ministry of Education, The General Department for Vocational Training, and the
Ministry of Higher and Secondary Technical Education. Then in 1987, the two latter bodies merged to
form the Ministry of Higher, Technical and Vocational Education, and in 1990, a single ministry - the
Ministry of Education and Training (MOET) (Kelly, 2000; Le & Sloper, 1995)
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44
Universities and colleges followed this curriculum framework to design their own
curricula for training programs at their institutions and the curricula designed had to
then be approved by the MOET before implementing (Le, 2002). To facilitate this
procedure, the MOET sent curriculum samples to universities and colleges for
reference. In general, this way has been supported by many higher educational
institutions and has been implemented in the most recent years. At the end of 1998
after the new Educational Law was passed, the structure of higher educational
administration was somewhat adjusted by the MOET (Le, 2002). Since then the
MOET designed the core curriculum for higher education including the content of
courses, duration, the ratio between general courses and specialized courses and
between theory and practice (Le, 2002). The curriculum designed by the MOET is
not a complete curriculum for a certain training program at higher education (Le,
2002); therefore each institution is responsible for designing the remaining elective
courses.
A university follows the core curricula and designs elective courses based on
the particular situation of the institution; i.e., such as instructors, students, teaching
and learning resources. In some universities, the elective courses are also based on
the particular geographic, cultural and socio-economic demands of their service
areas. The choice of elective courses at higher educational institutions in Vietnam
has only been applied in some institutions, though it has been encouraged by the
MOET for all institutions. Generally, the whole curriculum for a training program,
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45
including required and elective courses, is arranged by the institution. Students have
to follow that arrangement with very little choice of their own.
In July 2001 the MOET made a decision to conduct a pilot application of
counting credits in the training programs at higher education and letting students
choose elective courses of their preference. However, only higher educational
institutions which meet all the requirements4 set by the MOET are eligible for using
such a credit system at their institution. Otherwise, universities and colleges continue
to operate with fixed training programs and students follow the program without any
choice in elective courses (MOET, 2001).
In the 1990s, the MOET also passed many documents setting the structure of the
curriculum at higher education. According to the MOET (2001), to adjust to the
changes in the economic structures, the outputs of higher education needed to have a
general knowledge (known in the U.S. as General Education requirements) to be able
to adapt to the changes in the economy and being able to study at higher degree
levels. Learners in institutions of higher education need to be trained at broader scale
to increase their general knowledge and to provide more time for the practice of
specialized knowledge so that graduates could adjust well to the changes in the labor
market and the rapid development of science and technology (Dang, 2003). Based on
4 There are five conditions set by the MOET to apply the credits system at a certain higher
educational institution: (1) Having a complete designate of the training programs with a variety of
elective courses; (2) having sufficient and detailed guidance about the training programs, numbers of
credits required, detailed training programs with required courses and elective courses; (3) having
enough qualified instructors to teach all the designed courses;(4) having enough instructors to be
students’ advisors; and (5) having sufficient learning resources and materials (MOET, 2001).
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46
this perception, a structure of two phases in the training at higher education came
into being. The first phase is to train students with general knowledge while the
second phase is for specialized courses of a certain major (MOET, 2001). This is a
change in the structure of the curriculum of higher education which did not exist in
the 1980s.
Curriculum changes in higher education can also be seen in the changes of
disciplines taught (Dang, 2003). More new programs of study such as in the
biological industry, agriculture business administration, and others, which were not
offered or developed before 1990, are now being taught. Computer science, which
was unknown to most students in the 1980’s, is offered in almost every university
now. Russian language instruction, which emerged and dominated foreign languages
in the 1970’s and 1980’s, has been replaced mostly by English in the 1990s.
Another change in the curriculum which can be clearly seen at institutions of
higher education is the variety of the training types such as full-time, part-time, in-
service training, adult education, and distance education. In the early 1990s, beside
full-time programs, most of higher educational institutions started to offer part-time
and in-service training (Kelly, 2000). Adult education has become popular in many
higher educational institutions in the form of in-service training, seminars and
workshops. These programs are not regular programs and they are often offered at
the request of a certain organization. Distance education is offered by the open
universities through radio and television and class meetings are only organized for a
review before the mid-term or final exams (Kelly, 2000; Pham, 2002).
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47
In addition, on November 11, 1993 in the 90/CP decree signed by the Prime
Minister, continuing education was included in the educational system of the country
(Dang, 2003). Continuing education is of many forms such as part-time programs,
in-service training, and distant education. These kinds of programs aim at providing
people at all ages and at different levels with chances to continue their learning
throughout their careers, meeting the demands for development of the socio
economic, science, technology and culture of the country (Dang, 2003). More and
more continuing educational centers were established in provinces, towns and
districts throughout the country and these centers have offered in-service training
courses at the college level, as well as a variety of vocational training programs for
local officials and people (Dang, 2003; Kelly, 2000). According to Dang (2003), the
continuing educational system has actively contributed to meet the various demands
of lots of learners who want to improve their knowledge, strengthen their working
ability, update their learning, and find a better job (Dang, 2003).
The organization at universities also changed with the addition of a separate
international relations office since international cooperation has become one
important activity at many universities. More international exchange programs have
been designed and applied at many universities to bring more opportunities for
faculty and staff development (Dang, 2003; Kelly, 2000). Teaching and learning
facilities also change to respond to the requirements of new training programs and
the improvement of teaching methods (Pham, 2002).
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48
At the classroom level, changes in the curriculum can be recognized in the
efforts to improve teaching methods by the instructors. Even though the lecture
based method is still the dominant way of teaching, instructors include, to the extent
possible, the use of teaching aids to vary their teaching method. A trend o f moving
from 100% lecture to allowing more discussions in the classroom can also be seen in
classes at universities and colleges (Kelly, 2000). Before 1990, teaching aids such as
overhead projectors, video tapes, and computers were hardly used at higher
educational institutions, while they are currently widely used for teaching at many
universities and colleges (Pham, 2002).
In conclusion, the curriculum in higher education in Vietnam has experienced
lots of changes in the past decade and in the early years of the twenty first century.
Higher education curriculum has changed as a result of changes in the model of the
system, the structure of the training program, the curricula administration, the types
of training programs and the method of teaching.
The Relationship o f Higher Education and Economic Development
in Vietnam
In 1986 the 6th Congress of the Communist Party of Vietnam passed an
innovation policy called Doi Moi consisting of new socio-economic policies
(Sauvageau, 1996; Tran, 2003; Tran et al., 1995). New socio-economic policies have
been changed fundamentally to move from a centrally planed economy to a market
oriented economy. In responding to this change of socio-economic policy, the system
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49
of higher education in Vietnam has been changing quite drastically. In 1980, the
national system of higher education consisted of 85 universities and colleges to train
the skilled labor for the economic, cultural and social development of the country
after the long period of war (Pham, 1998). In the course of the Doi Moi process, new
forms of education and training were developed. Before the Doi Moi, there were
only public schools. But since the early 1990s, new systems have been put in place
such as private, people-founded and open universities. Several dozen universities and
colleges of these kinds have been established through out the country (Kelly, 2000).
The higher education reform aimed at making the system of higher education
more responsive to the demands of the market economy and meeting the demands
of the labor force for more professional expertise serving the social - economic
development in the age of globalization (Duggan, 2001). Several important changes
have occurred since the introduction of this policy. The government spending on
education and training has increased, and a decentralized tendency in terms of
educational administration has been developed (Le & Sloper, 1995). Another major
change during the 1990s has been the eliminating of many regulations restricting the
private sector’s role in education and training (Kelly, 2000). Besides, after 1986 the
number of higher education institutions has been increasing rapidly. There were 85
universities and colleges in 1980; 105 universities and colleges in 1990; and 126
higher education institutions in 1998 (110 public and 16 private, not including the
system of military and security higher education institutions) (Pham, 1998) and 202
in 2003 (MOET, 2003). The increasing number of institutions of higher education
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50
reflects the increasing needs for higher education among the people, not only from
urban areas, but from rural and mountainous areas as well, to support the effort to
integrate into the industrialization and modernization of the country (Dang, 2003;
Pham, 1998). This increase in the number of institutions also aims to respond to the
skilled labor force demands for economic development of the country.
Teaching and learning were to be combined with production, scientific
experimentation and research leading to the application of technology (Le & Sloper,
1995). This was to further the Seventh Congress’ objective to more closely associate
education with their socio-economic development plans locally and nationwide.
Higher education in Vietnam is expected by the government and other bodies
within Vietnam and also external agencies, to play a crucial and national role in
economic development of the country (Le & Sloper, 1995). Training qualified
manpower is to be considered a first priority objective for higher education. Higher
education now must respond to new demands for different competencies and
increased quality set out by needs in the market-based economy (Tran et al., 1995).
According to Nguyen (2002), much more than ever, employment requires
laborers with academic degrees and higher training standards. Unfortunately, the
quality of higher education has not always successfully met the requirements for
well-trained experts and laborers working in the fast changing economy. Moreover,
Nguyen (2001) mentioned that from 1992 to 1998, the number of undergraduate
students increased 33% each year while the training quality decreased. He
indicated that the existing problems are the low training quality, shortage of teaching
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51
equipment, shortage of new subject majors and especially the low academic response
to the needs o f the market economy (Nguyen, 2001), The unemployment among
university graduates has been more serious because the curriculum and methods of
teaching are out of date, which makes it difficult for graduates to catch up with
occupational requirements stimulated by innovation and fast changes in the economy
(Nguyen, 2001; Tran, 2003). Moreover, Vietnam has specific local problems arising
from varied geographic and demographic factors. Different provinces and regions
have adjusted to socio-economic changes at different rates; and universities and
colleges in various locations have responded to local needs and changing national
policies in different ways (Le & Sloper, 1995).
As higher education currently tries to better serve the social economic context
in which it is located, the expectation and demands placed upon it multiply and come
from a widening range of constituencies (Nguyen, 2001). At the same time, there is a
relative constriction in funding rate for its operation (Le & Sloper, 1995). Higher
education must make more efficient and more effective use of resources that are
currently available (Le & Sloper). Education reform, like any other reform, requires
clear and appropriate policy (Duggan, 2001). In terms of resources, it is necessary to
encourage private sector-contributions, both at home and abroad, especially in
courses which are relevant to a market economy (Tran, 2003). The government
should also work closely with the business community, voluntary organization, but
also to listen to their recommendations about organization, management, curriculum
and teaching methods (Tran, 2003).
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52
Conclusions
It is clear within the literature that there is a direct relationship between
higher education and economic development. The stronger the system o f higher
education, the more likely the prospect of economic development becomes (Tran,
2003). Based on what has been reviewed, it will be assumed that education and
economic development form a relationship that requires the maintenance of some
level of balance. Education requires investment that in turn allows it to respond to
the needs of the economic structure.
It is also clear from the literature that the current economy in Vietnam greatly
influences the Vietnamese system of higher education. Changes in the economic
structure from a state-own economy to a multi-sector economy with the
encouragement for development of private and foreign invested enterprises
stimulated new requirements in the higher educational systems. In addition, the
tendency to industrialize and modernize the economy made changes in the economic
structure, changing it from the dominantly agriculture economy to the economy with
the emphasis on industry and service sectors. These changes are greatly related to
higher educational system, pushing it to make a lot of changes in the past decade.
Not surprising, the system of higher education within Vietnam has been in
flux since 1975 after the reunification of the country. While it has made tremendous
progress in its evolution it has struggled to overcome a lack of resources,
philosophical differences regarding the appropriate model and a general lack of
trained managers. The system of higher education continues to be centrally managed
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53
and rigid in its ability to rapidly adapt to the changing needs of the community and
country it serves.
Implications
Determining the role of provincial universities in the economic development
of Vietnam can help the central and local governments to understand the importance
of provincial universities in training human resources to serve the economic
development of the province and in supporting a reasonable investment in higher
education at provincial universities. In addition, provincial university leaders can see
the role their institutions play in the economic development of their provinces so that
they will always be concerned about the training quality, the responsiveness of their
institutions, and the external efficiency of the education delivered by their
institutions to meet the demands of the skilled labor force for the provincial
economy. However, there are still no research studies about the extent to which or
how well provincial universities connect the economic development of the region
they serve. In other words, we do not know if provincial universities have been
flexible in their curriculum development and the training disciplines to meet the
needs of the provincial economic changes. Also, there are still no studies about the
extent to which provincial universities prepare students for their future jobs. Such
problems and questions will be addressed in this research effort.
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54
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the methodology used in this study, including a
description and rationale of the sample, the data collection procedures, survey
instruments, and the methods of analysis of the data. A combination of qualitative
and quantitative research approaches was used. The study was conducted in An
Giang Province and at An Giang University in Vietnam from December 2003 to
February 2004. Data collection tools consisted of two sets of surveys, interviews, and
secondary data in the form of administrative documents. Surveys and interviews
were conducted in Vietnamese, the native language of the subjects. Economic
enterprises and high schools in An Giang Province which have hired university
graduate employees and have at least 10 employees or more were chosen for the
survey. The survey was completed by the personnel directors of the economic sectors
or the principals of high schools. The second set of survey was completed by all An
Giang University 4-year college students from the two faculties (Teacher Training
and Economic & Business Administration; and 3-year college students from two
faculties (Agriculture and Natural Resources; Science, Technology and
Environment). Those students have spent almost four year or three years studying at
An Giang University and 4-year students will graduate in June 2004. Semi-structured
interviews were conducted individually with ten administrators at An Giang
University. The analysis of secondary information in the form of university
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55
documents was also used in this study to evaluate historical and contemporary
administrative data concerning university goals, objectives, plans, strategies and
training programs. Also, documents related to the economic development of An
Giang Province were reviewed in an effort to document any apparent connection
between the development of An Giang University and the economic development
that has occurred in An Giang Province over the past several years.
Research Questions
This research project will focus on the following set of research questions:
1. In what ways do the goals and objectives for An Giang University intertwine
with the demands for economic development for An Giang Province? Where
and how do they differ?
2. In what way ways does the training for An Giang University students
intertwine with the working requirements set by employers of An Giang
Province? Where and how do they differ?
3. How is curriculum at An Giang University designed? In what ways does the
curriculum meet employer demands for person-power, training knowledge,
and skills in An Giang Province?
4. What is the extent of interaction between An Giang University and economic
sectors of An Giang Province?
Research Design
The basic overall research design being employed in this study can best be
described as a case study of a new developing model for institutions of higher
education (i.e., provincial universities) in Vietnam. The primary goal of this effort is
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to attempt to determine if there is a relationship between An Giang University and
the economic development of the province which it serves. Data collection was
accomplished through the administration of questionnaires, conducting face to face
interviews, and reviewing secondary information in the form of university literature
and administrative documents. Pilot tests were used to test the validity and reliability
of the questionnaires and interview forms. All interviews and surveys were
conducted in Vietnamese and translated into English as part of the analysis. Note
taking was used to record the results of the interviews.
Population and Sample
In order to determine the extent to which An Giang University has prepared
students to meet the requirements of economic sectors in the province, major
economic enterprises located in An Giang province which employ university
graduates were surveyed. All branches of the major economic sectors were included.
They are Agriculture, Husbandry, Aquiculture, Food Processing Industry, Trade,
Tourism, and Education. Therefore, the “sample” for this survey included all
economic organizations, particularly all of the agriculture enterprises, husbandry and
aquiculture organizations, food processing corporations, banking and trade
companies, and technology firms, which have 10 or more total employees and who
hire or need to hire university graduates. Also, since one of the important faculties
(schools) at An Giang University is the school of Teacher Training, the survey
attempted to reach all high schools in An Giang Province where most of the teachers
are university graduates.
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Data collection among the student body currently studying at An Giang
University included surveying all four-year degree program students who are
expected to graduate in M y 2004 in two first established faculties and third year
students in the other two faculties. This was 810 students. These students have
experienced the most years of university training as compared to the younger
students on the campus with only one or two years of university experience. The
purpose of this survey was to determine the extent to which An Giang University has
prepared the students to succeed at work after their graduation. In addition, due to
the fact that the students are going to graduate very soon, their knowledge of job
requirements and the fit between those requirements and their training are among the
most important concerns in this study.
A sample of administrators from different levels of administration in the
university was interviewed. Those to be included were all three members of the
Rectorate Board, the three Department Directors (Academic Affairs, Student
Services and Personnel), and all four Faculty Deans. According to Miler and
Huserman (1994), qualitative samples tend to be purposive rather than random, and
in sampling for a qualitative research project, boundaries need to be set so that
researcher can study within “the limits of time and means that connect directly to
research questions” ( p. 27). These interviewees met the study purpose of
determining the goals and objectives of the university, its plans and development
scale, the diversity and availability of the curricula, and the extent to which the
university interacts with economic sectors of An Giang Province.
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Instrumentation
Two sets of questions (see appendix A & B) were designed for the two
different surveys; i.e., one for students at An Giang University and the other for
personnel directors of economic sectors and high school principals. The
questionnaires included demographic questions to collect background information
about the subjects participating in the study. Detailed questions were asked in an
attempt to determine the extent to which the university has prepared students to meet
the working requirements of the economic sectors in the province. In other words,
the survey of the students and the economic sectors at An Giang Province was to find
out if there is a match between what employers require and what students at An
Giang University think they have been prepared for. In addition, the survey of the
students at An Giang University aimed at finding out how the students feel about
their program of study, whether they are confident to enter the job market and
whether they are willing to work in the province after graduation.
A pilot test of both questionnaires will be completed. The student survey was
pre-tested on a comparable group of 30 undergraduate Vietnamese students who are
in their second year of college at An Giang University. The second, the survey of the
participants in the economic sector, was pre-tested with a small group (about 10
members) of business, agricultural people, and high school principals in Can Tho
City. The purpose of these pilot test was to assess the validity and clarity of the
questions asked in the questionnaire.
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59
Interviews with the University administrators were ail conducted following a
common set of protocols (see appendix C). Interview questions focused on the goals
and plans for the development of the University through the year 2010. Interview
questions also attempted to ascertain opinions concerning the responsiveness of the
curriculum toward the provincial trends in economic development to date as well as
perceptions of the trajectory of efforts to improve the curriculum. Also included in
the university administrator interviews was the extent to which the University
interacts with economic sectors of the Province. Each interview took place
individually and lasted from 30 minutes to an hour and notes were taken for later
analysis.
Document review was completed continuously as a supplement to the data
collected from surveys and interviews. Publications, reports about the economic
development of An Giang Province in recent history, An Giang university annual
reports, plans and strategies, policies and regulations, proposals and other university
documents related to school missions, goals and objectives, administrative data, etc.
were all reviewed and notes were taken concerning their relevance toward the
answering of the research questions addressed in this project.
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60
The instruments for this study may be seen in Figure 1
Figure 1. Study instruments.
Survey on the students at
AGU
Interviews with AGU
administrators.
Document Reviews
(from both AGUand An
Giang Province)
Surveys on enterprise
directors and high school
principals in An Giang
Province
To compare and understand the
extent to which AGU has
prepared coming graduating
students to meet job requirements
in An Giang Province.
To determine whether there is a
relationship between AGU’s
goals, objectives, curriculum
development, development plans,
etc. and the economic
development of An Giang
Province.
ECONOMIC DEVELOPMENT OF AN GIANG
PROVINCE
THE EXTENT TO WHICH AN GIANG
UNIVERSITY RESPONDS TO THE PERSON-
POWER TRAINING DEMAND FOR
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61
Data Collection
The data collection tool included surveys through questionnaires, semi-
structure interviews and document reviews. There are two sets of questionnaires, one
for students and the other for personnel directors from economic sectors and
principals at high schools in An Giang Province. Schedules of class meetings of
students in the targeted group were considered and contacts were made in advance
with instructors for permission to go into their classrooms to do the survey on
students. After a brief introduction about the survey, questionnaires were delivered
and students answered the questionnaires right in the class. An estimation of 15 to 20
minutes were needed for students to finish all the questions in the questionnaire. A
research assistant was hired to deliver and collect the questionnaires and clarify the
questions when necessary. Doing the survey right in the classroom was believed to
be the best way to get the highest rate of return and to clarify students’ questions at
anytime needed.
The survey on the economic sectors and high schools was slightly different.
The questionnaire with a cover letter was sent to the targeted subjects by mail. A
returned envelop with a stamp on it were included. Survey on this targeted group was
not done face to face as in the survey on students because their locations were
scattered through out the province and their working schedule was also very various.
The returned mail was checked frequently and the second questionnaire was sent
again to the subjects who failed to return to questionnaire after 10 days.
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62
Interviews on administrators at An Giang University were arranged by phone.
Each interview took place from 30 minutes to an hour. Interview questions were
mainly the questions prepared in the interview protocol. However, depending on the
specialized field of each interviewee, more detailed questions were added to achieve
the greatest possible extent of the interview objectives.
Document and secondary data were also used as an important data collection
tool in the study. At An Giang University, sources of document and secondary data
were be from offices of the Rector Board, Academic Office, Students Service Office,
Personnel Office and the university libraries. In An Giang Province, necessary
document was searched from the provincial publishing house, the Information
Storage Office in the Provincial Hall or from related offices in the province.
In general, lots of efforts were invested in the data collection so that
necessary data was collected at the greatest possible extent for the study.
Data Analysis
This study employed both qualitative and quantitative approaches, so there
was a combination of analytical tools used on the data collected. Descriptive
statistics was used to describe in detail the demographics of the samples. Responses
from the survey from the economic sectors and high schools were analyzed to
determine the job requirements as well as expectations from these employers. The
data collected from the survey on An Giang University students was analyzed to see
what and how well those students have been prepared for their jobs after their
graduation.
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63
A comparison of what the employers require and what AGU students have
been prepared for depicted the extent to which An Giang University has prepared its
students to meet the working requirements from the economic sectors of An Giang
Province. T-test was employed to test the statistically significant difference between
employers and students responses; cross-tabulations and Chi-square were used to
compare among the four groups of students and to test the statistically significant
difference among them. Rank order statistical technique was applied to determine
the level of importance of each different job requirement from the perspective of
employers. Also, the extent to which students are prepared for those job
requirements was also ranked from the students’ perspective. Then tables were
constructed to allow for the comparison across the groups.
In both cases, the responses from the economic sector and those from the
students were subjected to factor analysis to identify any underlying simple
dimensions of job needs and requirements. The results of this analysis could lead to
the construction of additional scales of interest.
Responses from interviews with university administrators were transcribed
and coded. The summary was built around the planned structure of the interviews.
These summaries involved paraphrasing responses and were sometimes be
accompanied by transcriptions of relevant quotations.
Raw data collected from interviews were coded into categories and sub
categories. Inductive coding was employed in the study. Matrices were used to
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64
determine the relationship between categories. Then content analysis was applied to
analyze the data collected from all interviews and documents.
Historical analysis from primary and secondary sources about the economic
development of An Giang Province and the development of An Giang University
was closely performed in this study as well. According to Yin (1994), one analytic
strategy for case study data is to develop a descriptive framework for organizing the
case study. Therefore, in this study, codes linked to the framework of the research
questions were developed. Data collected from the document reviews were also
synthesized, coded into categories, and fit into patterns. The synthesized data relating
to the research question were presented sequentially, and interpretive material was
presented separately. The impacts of simple demographic variables such as gender
and home residence were also be explored.
In short, this study employed both qualitative and quantitative research
methods. The primary data collection tools were questionnaires, interviews, and
document reviews. After the data collection step was finished, data were synthesized
and analyzed in an effort to address the research questions. The reliability and
validity of the information collected and the study design were assessed. This was
accomplished through the documentation of the steps followed in choosing the
samples for the study, the pilot testing of the questionnaires and interview questions,
evaluating response rates and subject cooperation and the full identification of the
sources of the documentation that was reviewed for use in this study.
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65
Analytical tools included the basic descriptive measures of central tendency
and dispersion, the use of factor analysis to evaluated the multiple items used in
assessing job qualifications, the use of contingency tables to present findings in an
understandable manner, the application of appropriate tests of significance such as t-
test and chi-square test to identify areas of differences deserving of attention,
discussion and elaboration. Of course, content analysis of the more qualitative data
was accomplished, codifying such data to the extent possible in an effort to evaluate
it with as strong of an analytic tool as possible.
Data were stored in SPSS file format and the SPSS program was used to do
the majority of the analysis for this project. The graphing and table construction tools
within SPSS added an appropriate level of professional support for completing the
presentation of the findings resulting from this study.
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66
CHAPTER 4
FINDINGS
This study was conducted in An Giang Province, the Socialist Republic of
Vietnam. Participants in the study included major employers located in An Giang
Province, students from An Giang University and administrators o f An Giang
University. Data collection occurred in Vietnam between December 2003 and
February 2004. The data collection tools that were used consisted o f two sets of
structured surveys, a set of more opened ended interviews with University
Administrators, and secondary data in the form of university administrative
documents. Both the surveys and interviews were conducted in Vietnamese, the
native language of the respondents.
This chapter includes the findings from the analyses of all sets of data
collected. The findings related to employer surveys are presented first, followed by
findings related to the student surveys. The chapter then presents the results from
administrator interviews and concludes with findings from the review of the
collected university documents.
Findings from Employer Surveys
This set of surveys was completed by the employers of the economic sectors
o f An Giang Province which hires graduates from 4 year university programs,
including the secondary education system. The survey was mailed to 110 major
employers in An Giang Province, including the Principal of each High School and
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67
the Director or Vice Director of each enterprise in An Giang Province, both state-
owned and private, which employed university (degree holding) graduates. The first
mailing was followed by a second mailing after two weeks. The total length of time
from the first mailing to the end of data collection was five weeks.
Of the 110 enterprises and high schools that were identified to be included in the
sample in the employer surveys, 83 responded. This represented an overall response
rate of 75% and included 53 enterprises and 30 High Schools. See Table 1.
Tablet.
Types of Employers Responding
Type of Number Percent of Response
Employer Surveyed Respondents Responses Rate
Enterprises 72 53 63.9 73.6%
High Schools 38 30 36.1 78.9%
Total 110 83 100.0 75.0%
Demographics
Employers were classified into four categories based on the faculty (degree
programs) at An Giang University from which they said they would hire graduating
students. The four categories were Teacher Training, Economics, Agriculture, and
Science. There were some organizations which said that they would hire graduating
students from more than one faculty at the university. Data from these employers
were included in each of the small data sets that were created for each category,
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68
based on which faculty they said they would hire graduates from. These smaller data
sets served as the basis for the analysis to follow.
Average Number of Employees. The average number of employees in each
organization is described in Table 2. High schools reported an average of 48.26
teachers per high school. This is the smallest average of the four categories of
employers.
For those enterprises saying they would hire students from the Economics
Faculty, the average number of employees per enterprise was 205.0. As can be seen
in Table 2, the standard deviation within each of the categories is rather high,
suggesting a large variation in the number of employees across all reporting
agencies.
Agriculture section has the second largest average number of employees
(M=210.40) and the Science section has the third largest (M=199.36).
Table 2.
Numbers O f Employees In Organizations That Will Hire Students From A Specific
Faculty (Teacher training, Economics, Agriculture, Science)
Type of Agency Number Mean SD Low High Range
Teacher 27 48.3 34.6 7 118 111
Economic 46 205.0 362.7 6 2000 1994
Agriculture 20 210.4 456.5 6 2000 1994
Science 33 199.4 264.3 6 1070 1064
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69
Degree holders among employees. Each of the participating agencies was
asked to report the percent of their employees holding a bachelor’s degree. The
survey instrument allowed seven categories of responses: i.e., None, Less than 10%,
10-30%, 31 - 50%, 51 - 70%, 71 - 90% and over 90%.
Table 3 reports the percentage of employees in each section that have earned
at least a bachelor’s degree. Also reported is the average percent with a bachelor
degree across all enterprises that replied to the survey.
Table 3
Percentage of Employees with Bachelor Degrees in Organizations across the Four
Sections
BA
Teacher Economic Agriculture Science
Degree
N % N % N % N
%
None 0 0.00 3 6.4 3 15.0 1
2.9
Less than
10% 0 0.00 8 17.0 3 15.0 3 8.8
10% -
30% 5 16.1 15 31.9 6 30.0 13
38.2
31%-
50% 7 22.6 6 12.8 4 20.0 5
14.7
51%-
70% 5 16.1 7 14.9 1 5.0 3
8.8
71% -
90% 7 22.6 6 12.8 2 10.0 5
14.7
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Table 3 (continued)
Percentage of Employees with Bachelor Degrees in Organizations across the Four
Sections
over 90%
7 22.6 2 4.3 1 5.0 4
11.8
Total
31 100.0 47
100.
0
20
100.
0
34
100.0
Table 3 indicates that the four sectors employ different types of employees
including staff, professional, and semi-professional. The High School section has
more degree holders than in other sectors and obviously other sectors have more
workers or staff with no degrees.
Also, each of the participating agencies was asked to report the percent of
their employees holding a graduate degree (Master or doctorate). The survey
instrument also allowed seven categories of responses: i.e., None, Less than 10% ,
10-30%, 31 - 50%, 51 - 70%, 71 - 90% and over 90%.
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71
Table 4.
Percentage of employees with Graduate Degrees (Masters or Doctors) in
Organizations across the Four Sections
Graduate Degree Teacher Economic Agriculture Science
N % N % N % N %
None 24 80 28 59.6 14 70 20 58.8
< 10% 6 20 17 36.2 6 30 13 38.2
10%-30% 0 0 2 4.3 0 0 1 2.9
31%-50% 0 0 0 0 0 0 0 0
51%-70% 0 0 0 0 0 0 0 0
71% - 90% 0 0 0 0 0 0 0 0
Over 90% 0 0 0 0 0 0 0 0
Totals 30 100 47 100 20 100 34 100
Table 4 provides information regarding graduate degree holders among
employees across four sections. Unlike with the Bachelor degree, there are more
graduate degree holders in Economics, Agriculture and Science than in High Schools
as presented in Table 3. However, when the degree is increased to the graduate
level, it is obvious that few enterprises or schools have large numbers of employees
with graduate level training.
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72
The survey also attempted to identify whether the number o f university
trained employees in the past three years has increased, decreased or stayed the same
at the high schools and enterprises participating in the survey. The results are
presented in table 5 below
Table 5
Changes in the Number of Employees with University Degrees in the Past Three
Years at High Schools or Enterprises Participating in the Survey
Teacher Economic Agriculture Science
Change _________________________________________________
N % N % N % N %
Increase 23 74.2 38 86.4 13 76.5 28 87.5
Decrease
Stay
1 3.2 2 4.5 1 5.9 1 3.1
Same
7 22.6 4 9.1 3 17.6 3 9.4
In general, the majority reported that the number of employees with
university degrees in their schools or enterprises had increased in the past three
years. Science enterprises lead the list with 87.5 percent out of 32 enterprises
reporting increases, followed closely by Economic s with 86.4% o f 44 enterprises
reporting increases of employees holding university degrees.
Employers ’ Satisfaction about Their Current Employees
Using factor analysis, a set of scales were developed from the items
contained in question 7 which asked employers about their degree of satisfaction
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73
with their employees in a number of areas; e.g., working manners, research ability,
professional skills, and international and business skill.
A satisfaction with working manners scale was created by scaling the
following factors: public speaking skills, ability to work with others, ability to accept
criticism, being flexible at work, and ability to think and work independently. The
Alpha is .826
The satisfaction with research ability scale was created by scaling the
following factors: Understanding scientific theory, knowledge of math and statistics,
knowledge of social science, ability to do scientific research, leadership qualities,
and creative thinking. The Alpha is .874
The satisfaction with professional skills scale was created by scaling skill and
techniques directly applicable to a job, work experience, academic performance and
apprentice record. The Alpha is .788
And finally, the satisfaction with international and business skills scale was
created by scaling the ability to use computer and ability to communicate in English.
The Alpha is .661
Responses were classified into five levels from very dissatisfied, satisfied,
not sure, satisfied, very satisfied. Higher values of the mean indicate more
satisfaction from the employers.
In general, the mean of satisfaction in all scales across the four sections is not
very high. While the maximum is five in all scales, the highest value of a mean is
4.01. Employers were least satisfied with international and business skills with the
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mean average of 3.2. Professional skills had the most satisfaction among employers
across the four sections with the mean average of 3.9.
Table 6.
Employers ’ Satisfaction across Different Sectors
Teacher
N=30
Economics
N=45
Agriculture
N=20
Science
N=30
Mean 3.5533 3.5993 3.6600 3.4063
SB .88775 .74109 .73728 .74398
Working
Range 3.00 3.00 2.60 3.00
Manner
Minimum 2.00 2.00 2.00 2.00
Maximum 5.00 5.00 4.60 5.00
Mean 3.3622 3.3643 .5417 3.2563
SB .81517 .86239 .87003 .97633
Research
Range 3.00 2.83 2.67 3.00
Ability
Minimum 2.00 2.00 2.00 2.00
Maximum 5.00 4.83 4.67 5.00
Mean 4.0167 3.8587 3.9250 3.7576
SB .88555 .86707 .84721 .93643
Professional
Range 3.50 3.00 3.00 3.00
Skills
Minimum 1.50 2.00 2.00 2.00
Maximum 5.00 5.00 5.00 5.00
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Table 6. (continued)
Employers ’ Satisfaction across Different Sectors
75
Mean 2.9333 3.3222 3.4500 3.1250
SD 1.19434 .88649 .91623 1.02391
International and
Mange 4.00 3.50 3.00 3.50
Business Skills
Minimum 1.00 1.50 2.00 1.50
Maximum 5.00 5.00 5.00 5.00
Demands for University Graduates
The anticipated demand among these enterprises was among key pieces
of information to be developed in this survey. Each enterprise was asked the
question “What kind of demand do you expect for future employees with
Bachelor Degrees?” The response categories allowed were a total number in: a.
one more year, b. two more years, c. three more years, d. five more years, and e.
seven more years.
The demands by employers, for employees with Bachelor Degree, as
expressed by the 83 employers that responded to the survey is reported in Table 7.
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Table 7.
Demands for Employees with Bachelor Degree in the Future
76
Future
Teacher
(N=30)
Economic
(N— 47)
Agriculture
(N=20)
Science
(N = 34)
Mean SD Mean SD Mean SD Mean SD
1 Year 7.25 5.654 5.85 4.980 5.33 4.697 5.96 4.171
2 Years 10.50 9.008 8.80 9.026 7.36 9.080 8.29 7.172
3 Years 14.33 13.852 13.33 15.775 8.64 10.847 12.09 13.281
5 Years 17.74 15.569 15.13 18.049 13.18 16.756 14.15 15.066
7 Years 20.27 17.766 24.23 30.182 23.09 30.947 22.48 28.960
As can be seen in Table 7, the highest expected demand for employees with a
bachelors degree, within the next year is for high school teachers (X = 7.25). All of
the other sectors average between 5.33 and 5.96 in average demand within a year.
The expressed demand for 5 years from now sees a similar pattern. While the
average number has risen to the mid-teens, the demand by sector varies along a
similar pattern found for one year out. High Schools estimated the need for an
average of 17.7 graduates; economics expressed the need for 15.1 graduates, science
for 14.15 graduates and agriculture for 13.18 graduates.
The pattern changes for the seven years estimates with economics expressing
the greatest demand (X = 24.23) followed by Agriculture (X = 23.09) followed by
Science (X = 22.48) and finally education (X = 20.27).
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Figure one presents a graphic of the demands for graduates by sector through
the seven year estimates. As was noted, there is a continual increase in demands for
employees with Bachelor Degrees expressed by all sectors through the years.
Figure 2. Demands for employees with Bachelor's Degrees.
30
__ _
1 Y < 2 Years 3 Years 7 Years 5 Years
j ’ SS Teachers "‘-A " ” Economics — » « Agriculture Sciences
Demand for employees with Graduate Degrees was also investigated (Table
8). Though the percentage of employees with graduate degree in the agencies that
responded is low, there is very little expressed demand for employees with graduate
degrees in the future.
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Table 8.
Demands for Employees with Graduate Degree
78
Future Teacher Economic Agriculture Science
Demands Mean SD Mean SD Mean SD Mean SD
1 more
year
2 more
year
3 more
years
5 more
years
7 more
years
1.50 1.539 1.58 1.316 1.88 .991 1.65 1.335
2.43 2.293 2.25 2.027 3.00 1.927 2.36 1.891
3.00 2.753 3.44 2.615 4.00 3.041 3.09 2.543
3.78 3.541 3.96 2.850 4.20 2.821 3.50 2.
5.23 4.810 5.33 4.896 5.20 5.594 4.32 4.571
Demands for Training Courses
To explore the demands for training courses from High schools and
enterprises, the survey included a question asking whether or not there was any
demand for training courses for their employees between now and 2010. Results
from their responses indicated that the demand for training courses for employees:
very high. A hundred percent of all agencies in all sectors reported they !
demands for training courses for employees (Table 9).
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79
Table 9.
Demands for Training Courses for Employees from Employers of all Sections
Teacher Economics Agriculture Science
N % N % N % N %
31 100.0 47 100.0 20 100.0 34 100.0
The employers were also asked how long they think the training courses
should last and their responses were classified into different categories as under 1
month, 1-3 months, 3-6 months, 6 months - one year, or more than one year.
Table 10.
Preferred Training Duration of Time for Your Employees
Teacher Economic Agriculture Science
N % N % N % N %
< 1 Month 17 54.8 22 47.8 7 36.8 14 45.2
1-3 Months 10 32.3 9 19.6 8 42.1 9 29.0
3-6 Months 1 3.2 3 6.5 0 0.0 3 9.7
6-12 Months 0 0.0 5 10.9 0 0.0 1 3.2
> 1 Year 3 9.7 7 15.2 4 21.1 4 12.9
The majority of employers preferred short term instruction for their
employees (Table 10). A total of 87.1 percent of employers in the Teaching section
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80
wanted the training courses to last three months or shorter, 76.4 percent of employers
in Economics section wanted the training courses to last three months or shorter,
78.9 percent of employers in Agriculture wanted the training courses to last three
months or shorter, and 74.2 percent of employers in Science wanted the training
courses to last three months or shorter.
The employers were also asked about their preferred training type for their
employees and their responses were categorized into full-time, part-time and other
specified type. The preferred training type for employees was reported to be part-
time training which is 80.6 percent in Teaching section, 82.6 percent in Economics,
75.0 percent in Agriculture and 78.1 percent in Science (Table 11).
Table 11.
Preferred Training Type for Employees
Teacher Economic Agriculture Science
%
N % N % N % N
Full Time 5 16.1 6 13.0 4 20.0 5 15.6
Part-Time 25 80.6 38 82.6 15 75.0 25 78.1
Others 1 3.2 2 4.3 1 5.0 2 6.3
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81
Findings from Student Surveys
The second set of data was collected by administering a survey instrument to
802 students currently enrolled in An Giang University. The respondents include 541
fourth year students from the faculty of Teacher Training and the faculty of
Economic & Business Administration, and 261 third year students from the Faculty
of Agriculture & Natural Resources and the Faculty of Technology and
Environment. Both of these latter two programs have only been in existence long
enough to have third year students; next year will be their first forth year class. On
the other hand, Education and Economics were among the first programs established
on campus and therefore now have a forth year class of students
Among student surveys, the rate of return was 99.4% i.e., 797 of 802 students
successfully completed their survey instruments. This number included 538 fourth
year and 259 third year students. The distribution of students in the survey across the
faculties is reported in Figure 3 below.
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82
Figure 3. Distribution of students by faculties.
Economics Agriculture Science
Demographics
Student gender. The distribution of students by gender is reported in Chart 3.
Among the 797 students participating in the survey, 426 (53.6%) were male and 369
(46.4%) were female. As might be expected, the gender distribution across the four
faculties (Teacher Training, Economic and Business Administration, Agriculture and
Natural Resources, Science Technology and Environment) was found to be
statistically significantly different from each other, (p < .001)
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Figure 4. Gender among students by different faculties.
83
Teacher Economics Agriculture Science
□ Male ■ Female
Place of Residence. The majority of students were from An Giang Province
(74.3%). The balance were from Kien Giang Province, Dong Thap Province, or from
some other provinces in the Mekong Delta. (Figure 5)
There is a statistically significant difference in the students’ home province
across the four faculties, p<.001. The faculty which has the highest percentage of
students from An Giang province is the Faculty of Science, Technology and
Environment. The faculty which has the smallest percentage of student from An
Giang Province is the Faculty of Teacher Training. (Figure 6)
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84
Figure 5. Students’ home province.
i
i
!
12.95%
6.54%
6.16%
74.30%
0 An Giang □ Dong Thap a Kien Giang □ Others
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85
Figure 6. Students' home province by faculties.
100
90
80
70
60
o 50
40
30
20
10
0
®
CL
80.9 886
71.9
64.9
r i
135.1
28.1
19.1
I
H A
Teacher Economics Agriculture Science
□ From An Giang ■ Not from An Giang
Students participating in the survey are either from a city area or from the
countryside. More students are from the countryside than from a city area (See
Figure 7)
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86
Figure 7. Students from rural or city areas.
Students from the countryside or city areas are statistically different across
the four faculties at the university, p<.001
The highest percentage o f students from the countryside falls into the
faculty of Teacher Training while the highest percentage of students from a city
area (not countryside) falls into the faculty of Science, Technology and
Environment ( See Figure 8)
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87
Figure 8. Students from rural or city areas by faculties.
Teacher Economics Agriculture Science
m Rural areas ■ City areas
Students ’ ethnicity. There are ethnic minority students at An Giang
University and among the survey sample, there are 32 students (4.0%) belonging
to the ethnic minority groups such as Cham, Chinese, and Khmer. The majority
of students (96%) are Kinh people which are also the majority people in Vietnam
(Chart 8)
The difference in student ethnic minority among the four faculty is not
statistically significant, p=.523 which is > .05
Students ’ Preferred Working Place
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88
The provincial locational preferences after graduation of the students was
also investigated in the survey. The result indicated that 78.4 percent planned to
work in An Giang Province while 21.6 percent planned to work in other
provinces. Provincial locational preferences for working after graduation across
the four faculties was not statistically significant, p >.05. (Figure 9)
Figure 9. Students’ planning to work in AG or not in AG Province.
100
90
80
70
■ £ 60
g 50
c l 40
30
20
10
0
88.2
77.3 79.7 74.9
_
_
— ;
j
22.7 25.1
20.3
jii.8 "
■ r
.. -------
Teacher Economics Agriculture Science
□ In An Giang ■ In other provinces
While 58.5 percent of students come from the countryside, the percentage
of students who prefer to work in the countryside was only 25.3%. (Table 12)
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89
Tablel2.
Students Preferring to Work in City Areas or in the Countryside
Location Preference Frequency Percent
City areas 581 74.7
In the countryside 197 25.3
Total 778 100.0
Preferences for working in the countryside versus in city areas by
students across the four faculties is statistically different, p K .O O L While 42.4%
students in the faculty of Teacher Training prefer to work in the countryside,
only 2.9% students in the faculty of Science prefer to work in the countryside
after graduation. High percentages of students preferring to work in city areas
were expressed by students from the Science Faculty (97.1%) and the Economics
Faculty (91.7%) (See Figure 10)
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Figure 10. Students preferring to work in city or rural areas.
90
100
90
80
70
c
60
s
50
©
a
40
30
20
10
91.7 97.1
0
73.2
57.6
r i 42.4
26.8
8.3
2.9
.... ....
L -
Teacher Economics Agriculture Science
□ City areas ■ Rural ares
Students ’ Satisfaction with An Giang University
A set of questions was used in the survey to determine students’
satisfaction. These items consist of rating their academic experience, the teaching
methods, evaluation of their academic performance, social experience, cultural
experience, professional experience, and the preparation for job hunting that they
received at An Giang University. The responses were measured in five levels varying
from very dissatisfied, dissatisfied, not sure, satisfied, very satisfied. Then recoding
technique was used to group satisfied and very satisfied into one group in order to
determine the percentage of students who reported to be satisfied with the factors
asked in the question. The results of the students’ satisfaction ratings are presented in
table 13 below
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91
Table 13.
Students ’ Satisfaction
Teaching Economics Agriculture Sciences
N % N % N % N %
Academic Satisfaction
111 36 70 30.7 73 39.5 16 22.5
Satisfaction with Teaching Method
186 60.2 66 28.7 79 42.9 31 43.7
Satisfaction with Evaluation Method
157 51.5 109 48.7 113 63.5 38 58.5
Satisfaction with Social Experience
154 50.8 86 38.7 90 52 26 37.1
Satisfaction with Cultural Experience
109 35.6 79 34.3 86 47 28 40
Satisfaction with Professional Experience
155 50.7 45 19.6 60 32.8 15 21.4
Satisfaction about Job Hunting
172 55.8 112 48.9 106 57.3 20 28.2
Academic training had the lowest level of satisfaction from students across
all four faculties. Also, a below average percentage of students in 3 faculties
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92
consisting of Economics, Agriculture and Science reported that they were satisfied
with Professional experience.
On the contrary, an average or above average percentage of students in all
faculties reported that they are satisfied with the evaluation method (grading, testing)
at AGU. Social experiences was reported to be satisfied by 50.8% students in
Teacher Training, 52% students in Agriculture, but only 38.7% students in Economic
and 37.1 % students in Science faculty.
Cultural experiences were reported to be satisfied by about average
percentage of students in Agriculture and Science faculty, but below average
percentage by students in Teacher Training and Economic faculty.
Job hunting experience was reported to be satisfied by about average
percentage of students in all faculties except for Science faculty from which the
percentage of students who satisfied with job hunting experience received at AGU is
below average.
In a word, the percentage of students reporting their satisfaction throughout
the above mentioned factors is just about average or below average. Students from
Teacher Training faculty composed the highest percentage of students who satisfied
while the lowest percentage of students reporting their satisfaction fell into the
faculty of Economics.
Important Factors Perceived by Students
In the survey, students were asked to rate the level of importance of 23
factors (Q4) to their success in finding a job after their graduation. Their responses
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93
were measured using five response categories; i.e., very unimportant, unimportant,
not sure, important, very important. The responses were coded from 1 to 5 in which
1 is very unimportant and 5 is very important.
Table 14.
Level of Important Rated by Students
Group 1: Working Manner (Alpha = .714)
Mean 4.2196
Ability to think independently. Median 4.2000
Being flexible Mode 4.00
Ability to work with others SD 0.56545
Public speaking skills Range 3.80
Minimum 1.20
Maximum 5.00
Group 2: Research Ability (Alpha = .760)
Ability to do scientific research Mean 3.8694
Understand scientific theory &
experimentation
Median 4.0000
Knowledge of math & statistics Mode 4.00
Leadership qualities SD 0.57601
Creative thinking Range 3.50
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94
Table 14. (continued)
Level of Important Rated by Students
Knowledge & understanding of social
Minimum 1.50
sciences
Maximum 5.00
Group 3: Professional Work Skills (Alpha = .513)
Mean 4.0854
Skill & techniques directly applicable to a job Median 4.2500
Work experience Mode 4.25
Academic performance (grades) SD 0.58987
Apprentice record Range 3.75
Minimum 1.25
Maximum 5.00
Group 4: International and Business Skills (Alpha = .688)
Mean 4.2122
Ability to use computers Median 4.0000
Ability to communicate in English Mode 4.00
SD 0.77435
Range 4.00
Minimum 1.00
Maximum 5.00
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95
Factor analysis and reliability analysis were applied to group the responses
into factors. Four factors were identified, namely working manner, research ability,
professional skills and international and business skills (Tablel4).
Results from table 14 shows that in all groups of questions, the level of
importance was rated 4 or greater which indicates that the students considered all of
these factors as important to very important.
Level of Training Received at AGU Rated by Students
Table 15.
Training Level Rated by Students
Group 1: Working Manner (Alpha = .805)
Ability to think independently.
Being flexible
Ability to work with others
Public speaking skills
Group 2s Research Ability (Alpha = .76®)
Ability to do scientific research
Understand scientific theory &
experimentation
Mean 2.8625
Median 3.0000
Mode 3.00
SD 0.72369
Range 4.00
Minimum 1.00
Maximum 5.00
Mean 2.7445
Median 2.6667
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Table 15. (Continued)
Training Level Rated by Students
96
Knowledge of math & statistics Mode 2.50
0.6517
Leadership qualities SD 4
Creative thinking Range 3.67
Knowledge and understanding of social
sciences Minimum 1.00
Maximum 4.67
Group 3t Professional Work Skills (Alpha = .715)
Mean 2.8848
Skill & techniques directly applicable to a
job Median 3.0000
Work experience Mode 3.00
0.6999
Academic performance (grades) SD 2
Apprentice record Range 4.00
M inimum 1.00
Maximum 5.00
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Table 15. (Continued)
Training Level Rated by Students
97
Group 4 % International and Business Skills (Alphai - .687)
Mean 3.2261
Ability to use computers Median 3.0000
Ability to communicate in English Mode 3.00
SD 0.81185
Range 4.00
Minimum 1.00
Maximum 5.00
^Trained Level: 1 = None to 5 = Very Much
In the survey, students were also asked to judge the level of training they
received at An Giang University (Q5). This was to allow for an assessment of how
much AGU has helped them in the development of these skills. Their responses were
also measured on a five point scale which varied from None, little, some, much, very
much. The responses were coded from 1 to 5 where 1 is equal to none and 5 is very
much.
Factor analysis and reliability analysis were applied to group the items into
factors. Four factors were created; namely working manner training, research ability
training, professional skills training and international and business skills training (see
Table 15 above).
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98
Results from table 15 shows that for all of the factors, the amount of training
was rated around 3, which indicated that the students received SOME training for
these factors.
Comparisons
Comparison between the Level of Importance and the Training Level Rated By
Students
Table 16 below displays the mean difference between the level of importance and the
training level rated by students in the four faculties.
Table 16.
Mean Differences between Level of Importance and Training Level Rated By
Students
All Teachers Economics Agriculture Science
Working Manner
Mean dif. 1.3607 1.3158 1.363 1.3554 1.5814
(SD) -0.90543 -0.80858 -0.93487 -0.9669 1.0235
t 42.292 28.605 22.063 18.963 12.927
df 791 308 228 182 69
Sig. .000*** .000*** .000*** .000*** .000***
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99
Table 16. (Continued)
Mean Differences between Level of Importance and Training Level Rated By
Students
Research Ability
Mean dif. 1.1255 1.0159 1.167 1.2172 1.239
(SD) -0.78603 -0.72696 -0.75966 -0.83096 0.94712
t 40.349 24.564 23.298 19.87 10.945
df 793 308 228 183 69
Sig. .000*** .000*** .000*** .000*** .000***
Professional Work Skills
Mean dif. 1.2015 0.9453 1.2486 1.4624 1.5048
(SD) -0.90732 -0.85978 -0.84594 -0.93195 0.94109
t 37.289 19.297 22.384 21.286 13.378
df 792 307 229 183 69
Sig. .000*** .000*** .000*** .000*** .000***
International and Business Skills
Mean dif. 0.9874 0.9253 1.1157 0.8478 1.2214
(SD) -0.97236 -0.989 -0.99491 -0.92399 0.87076
t 28.577 16.42 16.97 12.446 11.736
df 791 307 228 183 69
Sig.
.000*** .000*** .000*** .000*** .000***
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100
Table 16 presented the mean differences between the level of importance and
the amount training for each of the four factors by each of the four faculty. Results
from tables 16 show that the difference between the level of importance judged by
students and the amount training experienced is statistically significant among
students in all four faculties at AGU (p<.001) and the training level in all scales were
lower than the level of importance perceived by students.
Level of Importance Rated by Employers When Recruiting Employees Holding
University Degrees
To determine if employers have the same perception concerning the factors
considered as important by AGU students, the same question was asked in the
employer surveys (Q6), i.e. Employers were asked to rate the level of importance of
23 items (Q6) when hiring university trained employees. Their responses were also
measured on a five scales which varied from very unimportant, unimportant, not
sure, important, very important. The responses were coded from 1 to 5 in which 1 is
very unimportant and 5 is very important.
Four factors were created; namely Working manner, Research ability,
Professional skills and International and business skills as in the student surveys. The
mean of importance for each factor for each Faculty is presented in table 17.
Results from table 17 indicate that the mean level of importance is rated at about
4 across all four faculties. These results mean that employers of the four sectors
consider working manner, research ability, professional work skills and international
& business skills as important when they decide to hire a university trained
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101
employee. Employers in the Teacher Training sector consider international and
business skills are of a little bit less importance than employers in other sections do.
Table 17.
Level of Importance rated by Employers
Factors Statistics Teacher Economics Agriculture Science
Working Mean 4.1710 4.1721 4.2300 4.2788
Manner (SD) (.59732) (.42123) (.41180) (.42994)
Research Mean 3.9968 3.9611 3.9912 4.0479
Ability (SD) (.49802) (.45630) (.37873) (.43667)
Professional Mean 4.2661 4.1862 4.1375 4.2721
Work Skills (SD) (.48036) (.45881) (.42515) (.46208)
International
and Business
Skills
Mean
(SD)
3.7742
(.84497)
4.0778
(.49949)
4.1316
(.54879)
4.0000
(.62217)
Level ofImportance rated by Students vs. Level of Importance Placed by Employers
When Deciding to Hire University Trained Employees
The mean of importance rated by employers was compared with the mean of
importance rated by students. The T-test was employed to test the significance of
mean different. The results are displayed in Table 18 below.
Results from Table 18 indicate that there is a statistically significant difference in
importance assigned to professional work skills and international & business skills
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102
by students as compared to the ratings given by the employers across the four
sectors. In most cases employers rated professional work skills to be more important
than students did. On the contrary, students rated intemational& business skills to be
more important than employers did.
Table 18.
Mean Difference between Important Level Rated by Employers and by Students
Teacher
training
Economics Agriculture Science
Working Manner
Employer’s
mean
4.171 4.1721 4.23 4.2788
Students’ mean 4.2436 4.2098 4.1999 4.2007
t 2.526 0.952 0.669 1.117
df 308 228 183 70
Sig. .012* 0.342 0.504 0.268
Research Ability
Employer’s
mean
3.9968 3.9611 3.9912 4.0479
Students’ mean 3.795 3.9146 3.9659 3.7981
t 6.258 1.249 0.608 3.297
df 308 229 184 70
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103
Table IB. (Continued)
Mean Difference between Important Level Rated by Employers and by Students
Sig. .000*** 0.213 0.544 .002**
Professional Work Skills
Employer’s
4.2661 4.1862 4.1375 4.2721
mean
Students’ mean 4.0601 4.012 4.2396 4.0329
t 6.021 4.667 2.533 3.056
df 308 229 184 70
Sig. .000*** .000*** .012* .003**
International and Business Skills
Employer’s
3.7742 4.0778 4.1316 4
mean
Students’ mean 3.9434 4.3734 4.3587 4.4859
t 3.435 6.372 5.456 5.671
df 308 228 183 70
Sig. .001** .000*** .000*** .000***
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104
Level of Importance Rated by Employers vs. Training Level Received by Students
The mean of importance rated by employers was compared with the training
level students have received at An Giang University. The T-test was employed to test
significance of the mean different. The results are displayed in Table 19 below.
Table 19.
Mean Difference between the Level of Importance Rated by Employers and the
Training Level Received by Students
Teacher
Training
Economics Agriculture Science
Working Manner
Employer’s 4.171 4.1721 4.23 4.2788
Students’ 2.9313 2.8453 2.8573 2.615
t 32.97 27.876 23.175 19.206
df 309 229 183 69
Sig.
.000*** .000*** .000*** .000***
Research Ability
Employer’s 3.9968 3.9611 3.9912 4.0479
Students’ 2.7815 2.7476 2.7512 2.549
t 32.487 30.551 24.591 18.613
i f 309 229 183 69
Sig. .000*** .000*** .000*** .000***
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Table 19. (Continued)
Mean Difference between the Level of Importance Rated by Employers and the
Training Level Received by Students
Professional Work Skills
Employer’s 4.2661 4.1862 4.1375 4.2721
Students’ 3.1187 2.7634 2.7758 2.5214
t 32.001 32.793 24.614 21.864
df 308 229 183 69
Sig. .000*** .000*** 000*** ooo***
ernationa! and Business Skills
Employer’s 3.7742 4.0778 4.1316 4
Students’ 3.0146 3.2565 3.5189 3.2714
t 16.55 15.66 11.128 7.561
df 307 229 184 69
Sig. .000*** .000*** .000*** .000***
Results from table 19 show that there is a statistically significant difference
between the level of importance considered by the employers when hiring university
trained employees and the training level students received from An Giang
University. In all cases, the level of importance was rated higher than the training
level. While the employers rated 4+ which means “more than important”, the level
trained was rated about 3 which mean just “some” training.
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106
Focused Interviews
In support of the information collected from the two surveys, a set of focused
interviews were conducted with decision making members of the University
Community. These included members of the Rector Board, the four Deans of the
four academic units currently offering four year degrees at An Giang University, and
Directors of Academic Affairs, Personnel and Student Services.
Establishing New Majors at An Giang University
The first area of interest had to do with the actual criteria that are used when
establishing a new major on campus. The interest was in how majors were chosen
and how the decision is made to move forward with such an idea. The specific
questions asked were:
What are the criteria used to establish training majors? Why or how were
those majors chosen?
Survey of person power. When talking to the members of the Rector Board
there was a clear indication that the decisions to select and implement given majors
was based on the findings of a provincial survey on the person power demands of An
Giang Province and other neighboring provinces conducted in the year 2000.
This response was supported by similar responses from the interviews
conducted within the faculties of the University. Faculty from the Teacher Training
program agreed with the Rector Board in that selections of new majors within their
faculty had to correspond to demands for teachers in certain majors at high schools
as identified by the Educational & Training Department of An Giang Province. And
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107
that this evidence was also supported by survey results on the demands for teachers
in the three provinces An Giang, Kien Giang, and Dong Thap.
The Dean of the Economics faculty also indicated that one of the reasons for
the selection and implementation of a new major was based on the findings of the
survey on the person power demands of An Giang Province and other neighboring
provinces. They elaborated on this answer by specifying that such decisions were
based on the labor market in An Giang Province and the neighboring provinces. This
same response was found among the interviews from the faculties of Agriculture and
Science and Technology.
University goals. A second response of the Rector Board members was that
majors were selected consistent with the goals for the development of the university.
This criterion was only mentioned in one other set of interviews. The Faculty of
Science and Technology said that the selection of a new major depended on the plan
for opening new majors at the university.
Economic development. While the interviews with the Rector Board did not
identify the economic development of the Province directly, at least three of the
interviews within the faculties identified this as a source for identifying new majors.
The faculty of economics, for example, said that new majors were based on the
tendency for economic development of An Giang Province and the neighboring
provinces. This same response was echoed by the Faculty of Agriculture and the
Faculty of Science and Technology.
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108
Teaching resources. The appropriate level of availability of teaching reaching
resources was identified in a number of the interviews that were conducted. The
Rector Board said that the proposal to offer a new major had to be based on the
availability of teaching resources including on-site instructors and of the visiting
instructors, and of course available places for practical training. This was also true
from the Faculty of Economics. That response said that new majors must be based on
the teaching resources including on-site instructors and the availability of visiting
instructors; i.e., 50% instructors in Economics are short-term contracted instructors
from other universities. The Faculty of Agriculture and Science and Technology both
said about the same thing, with the Faculty of Agriculture adding the need to have
available places for practical training.
Procedural requirements. The other responses to this question were from the
Rector Board members, which were more procedural. It was noted that the selected
degree program had to correspond to the approval for opening new majors from the
MOET (The Ministry of Education and Training). And that such selection would
also have to have the recommendation from the faculties of the University.
Synthesis of Question One. There were four clear criteria mentioned when
asking about the selection and approval of a new major. The survey of person-power
needs of the province, the university goals and objectives, the level and character of
the economic development of the province and the pre-requisite of instructional
resources at or available to the University. The fifth category of responses, the
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109
procedural requirements, are really more appropriate responses to another question
asked during the interviews.
University - Community Interactions
Among the interests most central to this study, is the development of an
understanding how a university might relate to the community that it serves. This, of
course, should be of interest to all institutions of higher education. Of specific
concern here is the ability of a Provincial University in a developing country with
limited resources, to respond to the community in such a manner as to support the
long term goal of economic development.
With this in mind, one of the interview questions asked was as follows:
How closely does An Giang University interact with the provincial
government and employers?
The consensus of the answers to this question was that there was considerable
contact between An Giang University administrators - provincial government and
employers. While the expression of these relationships was virtually unanimous by
all sectors of the university interviewed, the specific mechanisms for maintaining
such channels of discourse were varied.
University consultative committee. The Rector Board, personnel
administrator and the academic affairs administrator all indicated that the central
point of this action was through the consultant committee at the university. This
committee consists of provincial government members from the People’s Committee
of An Giang Province (which mainly funds the operation of the university),
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110
employers from some of the Provincial enterprises, Directors from some provincial
government departments and university administrators. This committee meets
frequently to discuss the current selection and condition of the training programs
available on campus and the demands for employees in terms of training quality.
This mechanism for university - community interaction is augmented by the fact that
the Vice Rector of the University serves as a member of the provincial Party
committee so that the university has a close connection with and support of the
provincial government.
Short term training programs. Another highly visible means of maintaining
interaction between the university and government and business in the community is
through preparing and offering of short-term training courses. Short- term training
programs for employees of many enterprises from An Giang Province as well as
neighboring provinces are often contracted for through administrators from the
university. Also, the university invites guest speakers and instructors from different
enterprises and educational institutions to provided specially targeted training.
Survey data. The Rector Board members said that members of the
university’s administrative team often conducted surveys at many of the enterprises
in the province and neighboring provinces concerning the perception and evaluation
o f the An Giang University students being placed in those enterprises to complete
internships and training practice, the perception was clearly that the interaction
between the university administrators and enterprises was always engaged and well
developed. This response was supported by the Personnel administrator, Academic
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I ll
Affairs administrator, and Students Services administrator who were often involved
in the surveys conducted.
Arranging training practice and activities for students. All the various
university administrators that were interviewed said that they always maintained
close contacts with enterprises and high schools as a result of the fact that often had
to make arrangements to send students out for training practice or other social
activities. The Dean of the Teacher Training faculty and the Academic Affairs
Administrator said that they send students to high schools for teaching observation
and teaching practice every year. These activities resulted in a close relationship
between high schools and the administrators at An Giang University. The Deans of
Economics, Agriculture and Science faculties also said that they have good
relationships with provincial enterprises and research institutes, as well as with those
in neighboring provinces, so that they could arrange training practice trips for
students of their faculties.
The close relationship between An Giang University and provincial
enterprises is evident from the continuous and increasing funding, in the forms of
scholarships, for students at the university each year. The Director o f the Student
Service who monitors and co-ordinates the scholarship funding from enterprises said
“nowadays more and more enterprises know An Giang University through a variety
of student activities performed in their enterprises ...” His idea was re-enforced by
the Vice Rector of Academic Affairs who said that “the more arrangements we made
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112
for students’ training practice trips, the better our contacts with enterprises and high
schools were engaged and extended.”
Teaching contracts. A fifth activity that was identified, that helps keep the
university administration in close interaction with the elements of the province, has
to do with the increasing number of contracts signed for short term training courses
for current employees. In other words, the ability to provide staff development
activities has re-enforced the community — university interactions in other areas. A
Vice Rector said that the university has signed an increasing number of contracts
every year to offer short term training courses both on campus and at various work
sites. These courses, according to him are “basic internet usage at work, collective
farm administration, accounting and finance,.Moreover, the Dean of the Teacher
Training emphasized that the Educational and Training Department o f An Giang
Province and administrators of An Giang University, particularly from the Teacher
Training faculty, work together to arrange professional enhancement workshops for
current high school teachers. These interactions are also used as the basis for
developing and assisting in the development and offering of credential or degree
programs for current high school teachers in the province.
In summary, five major areas were identified leading to establishing and
maintaining patterns of interaction between the university and the community:
1. Memberships on the University Consultative committee
2. Developing and offering short term training programs to develop labor
force
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113
3. Analysis of Survey Data aimed at evaluating AGU students
4. The network developed for providing internships and practical training
5. Teaching contracts for providing in-service training for current
employees
Student - Employer Interactions
In addition to the efforts to find out the interaction between AGU and the
community through enterprises, high schools, provincial government, departments
and offices in the province is the investigation of the interaction between employers
and students at An Giang University. Findings were achieved by the raising of the
following question:
How do AGU students and the economic sectors in the province interact?
Answers to this question were similar among all of the administrators that
were interviewed. All four Deans of the four faculties said that arranged student and
employer interactions had been increasing every year through a variety of academic
activities.
All four faculty Deans indicated that they tried to find places to send their
students out for practical training and for close exposure to the employers and a real
working environment.
The Dean of the Economic faculty said that students are required to do an
internship in a certain enterprise and to write a report of their work in order to be
eligible for the graduation examination. This requirement is the same for students in
the Teacher Training Faculty. These students must successfully finish three month
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114
teaching practice at a high school to meet the criteria for sitting in the graduation
exam.
In addition, the administrator of the Student Services said that “we often
arrange activities for employers and students to interact with each other on campus
or at their working sites”. Through these experiences, he continued, students know
more about the requirements for job hunting and employers have a good opportunity
to find good candidates for their employee recruitment.
Curricula and Course Design
Among the key issues of interest to this investigation were questions
concerning the extent of flexibility in curriculum design and usage at An Giang
University. As mentioned in Chapter 3, An Giang University is a provincial
university which is mainly funded by the provincial government and mandated to
server the community. The administrative style of An Giang University is less
centralized, and so the degree of flexibility in curriculum design and usage enjoyed
by the University is a central question to this study. Is AGU able to adjust its course
and degree offerings in such a way so as to match the needs of the community In
order to explore this portion of the research question, University administrators were
asked the following questions:
Does AGU apply the core curricula designed by the Ministry of Education
and Training (MOET)? How are curricula and courses designed? What are the
criteria for curriculum design and application?
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Using the core curriculum designed by the MOET. All four faculty Deans
said that they use the core curriculum designed by MOET. The Vice Rector of
Academic affairs confirmed this fact by displaying a hard copy of the core
curriculum in some of the training majors which were designed and recently sent to
the University. However, he said that he had just been back from a conference
discussing the effectiveness of the core curriculum and he depicted that the core
curriculum only served as a guide for newly established universities and each school
would be allowed to make changes to fit the specific conditions of their institution.
Changes to the core curriculum. The expression of the magnitude of degree
of flexibility enjoyed in curriculum design and usage varied from faculty to faculty at
An Giang University. While the faculty of Teacher Training rigidly applied the
curriculum designed by MOET, the faculty of Economics and Agriculture invited
consultants from foreign universities to help design some of their courses which
meet the demands for their major training serving the locality.
The Dean of Agriculture said that his faculty had newly designed courses
used for the Rural Development major and that these courses were designed by the
hard work of his faculty members. This included the development and
implementation of needs assessment survey and its analysis, leading to the
construction of course items, completed with the guidance of a consultant from the
Royal University of Agriculture from the UK. Similarly, the faculty Dean of
Economics said that they used the core curriculum from MOET but with a lot of
changes. He clearly stated that the curriculum committee in the faculty designed the
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“soft” part of the curriculum and makes modification to the core curriculum to fit the
specific demands of knowledge and skills in the locality.
Slightly different from other faculties, the Dean of the Faculty of Science and
Technology indicated that they also used the curriculum designed by some big
universities, especially for the courses they needed to invite instructors from other
universities. This happened to more than 50 percent of courses offered since the
second year of training. The faculty has had to invite from 50 to 80 percent of its
instructors from other universities. The Dean of the Economics Faculty shared the
same idea, however, in his faculty, in addition to instructors invited from other
universities; employers with graduate degrees at some enterprises in the province
were also invited to teach some certain courses at the university. For those
instructors, the curriculum was mainly decided by the faculty and the instruction was
performed following the teaching contracts.
The Dean of the Economic Faculty also said that the curriculum committee of
the faculty made changes in the core curriculum based on the the demands for
economic development in the locality and the tendency to reduce theory and increase
practice. He said “we have cut some unnecessary courses in the curriculum and
increased the time for students in “independent study.”
The Agriculture Faculty shared similar views as the Faculty of Economics.
The Dean of the Agriculture said “we have made a lot of changes in both the content
and the time of instruction.” When being asked about the foundation for changes, he
said that changes were based on the demands for agricultural development of the
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locality, the suggestions from specialized divisions of the faculty, the requirements
set for agricultural engineers in terms of quality by employers, and ideas from
curriculum consultants.
All of the three Rector Board members provided responses similar to those
articulated above. They indicated that they encouraged and supported all kinds of
research to improve the current curricula, making them a best fit to the specific
demands for degree graduate students in terms of quality. They all mentioned that
they requested instructors to apply technology in teaching and to use innovate
teaching methods, making lessons more interesting and practical and engaging
students in “creative thinking.” In addition, the Rector was very eager when talking
about his intention to improve the school library, making it an e-library, so that both
students and alumni can use it as a useful learning resource.
Professional Development
Because the quality of higher education is central to the question concerning
the degree to which An Giang University is able to meet the needs of a community
engaged in struggle for economic development, the extent to which the instructional
staff at the university themselves received support in their career development was
important to this research. As such, one of the interview questions asked of the
university administrators probed the activities used to encourage improved teaching
and learning.
Question: What does AGU do to encourage the improvement of teaching and
learning quality?
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Master or doctoral programs. Most of the university administrators
interviewed identified as their first response to this question, that sending as many
faculty members as possible, to pursue graduate programs either domestically or in a
foreign country. A Vice Rector said “We recently sent out 69 faculty members for
graduate programs, either Masters or Doctorates, and among them 11 are studying
abroad.” He added that the university will send out anywhere from 20 to 30 faculty
members during the next year for graduate programs domestically or abroad.
The University Rector said that even though the university faculty members
are working very hard and the university has to invite many instructors from outside
due to the absence from work of many regular faculty members who are doing
graduate degree programs, “we will have a really good force of instructors in some
more years.” said.he of this process in a very optimistic maimer.
The personnel Director said that there will be 50 percent of the faculty
members possessing graduate degrees by the year 2010. All four Deans of the four
faculties shared the same response as that voiced by the Rector Board members and
the Personnel Director; i.e., many instructors in their faculties are pursuing graduate
programs either domestically or in a foreign country. The Dean of the faculty of
Science said that more than 50 percent of the instructors of his faculty are away
pursuing graduate studies.
Seminars and workshops. A second strong response evident in the answers to
this question related to professional development activities at the university itself.
The Deans of all four faculties said that they often send faculty members out to
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attend professional workshops or seminars whenever available. Besides this, as
mentioned by the Dean of Economic Faculty and also the Dean of Agriculture
Faculty, faculty members who were sent out to attend professional workshops and
seminars are asked to make presentations, reports or give workshop among the
faculty members who were not sent out. The Dean of the Economic Faculty said that
this allows us to “extend the effectiveness” of sending instructors out for seminars
and workshop to the instructors who did not have a chance to go.
In addition, organizing regular workshops and seminars aiming at
professional enhancement including teaching methods improvement among the
faculty members of the faculty or divisions was sighted as an additional way for
professional development which was indicated by all four Deans of the four
faculties. This response was emphasized by the Rector Board members as well. “We
often organize professional seminars presented by foreign professors from different
universities in the world for faculty members and staff at the university” said a Vice
Rector of the university.
Doing research. Support in conducting research was a third category of
response to this interview question regarding professional development All three
Rector Board members said that they always encourage instructors to do research
serving to improve the teaching quality and also help guide the economic
development of the province. A Vice Rector said that the university has invested an
increasing large amount of the budget every year to support instructors to do
research. There are currently two major research centers functioning on the campus;
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i.e., the Research Center for Social Science and Humanities and the Research Center
for Rural Development. These were both established recently as part of the effort to
support faculty research efforts.
The Deans of Agriculture Faculty and Economic Faculty shared the same
response that they had contracted several research projects with different
organizations and this activity gave faculty members chances to improve their ability
in doing research.
Teaching observation. In all four faculties, inviting instructors from other
universities coming to teach certain courses is a must since the university does not
have enough regular instructors to satisfy the workload demands. This activity,
according to the Rector Board members, “benefits both students and new recruited
instructors at the university.”
Also, the Deans of the four faculties came up with the same response that
when instructors from other institutions are invited to AGU, instructors of the related
majors are requested to observe classes for more experience. This activity, as
mentioned by the Dean of Economics Faculty, gives newly recruited instructors who
are young and have little teaching experience an idea of how a course at university
level should be taught.
University Goals and Objectives
One of the research questions in this study is regarding the goals and
objectives of An Giang University for the period through the year 2010. Findings to
answer this research question were mainly obtained by interviews with the Rector
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121
Board members and from the review of the university documents. The specific
question that was asked of the Rector Board members was:
What are the university goals and objectives until 2010?
Through focused interviews with the Rector Board members and the reviews
of An Giang University documents, the following findings were obtained:
- The university is to perform the task set by the An Giang Province
government at the Seventh Provincial Party Conference which is to make An Giang
University an intitution for “training person-power force, preparing for talented
persons and transferring technology” (Nguyen et al., 2003).
- The total number of students (in November, 2003) was 5,995 full time and
2,230 part time or in-service training. The total number of students was 8,255 which
was 1,114 students more than the number of students in the previous school year (Le,
2003b). In the school year (2004-2005), An Giang University will recruit 2,550 new
students including 1,350 students in four year programs for Bachelor degrees, 700
students for three year programs for Associate degrees, and 500 students for
kindergarten teacher training programs (Le, 2003b). During the last two years (2002
and 2003), the university with the approval of An Giang Peoples’ Committee, passed
a new policy which exempt the tuition for students in the Faculty of Agriculture who
signed a contract with the university that they would go to the countryside to work
after their graduation (Le, 2003a). The university proposed to have 10,000 full time
students in the year 2010 (Le, 2003b).
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- This school year (2003-2004) the university offers 15 majors in four year
programs, 9 in three year programs and kindergarten training program. The
university will enlarge the training scale including fall time and part time training,
vocational training serving the demands of skill labor force in the province and the
neighboring provinces in coming years (Le, 2003a). Graduate programs will be
offered from the year 2006. By 2010, the university will have at least 25 four-year
undergraduate programs including: Education, Food Technology, Biotechnology,
Information Technology, Computer Engineering, Fisheries, Civil Engineering,
Construction Materials Engineering, Environment Engineering, Mechanical
Engineering, Electronic Engineering, Foreign Trade, Agribusiness, Tourist
Economics, Environment-natural Resources Management, etc. (Le, 2003a). In
addition, the university will develop community college model for occupational
training, remedial education and life long learning (Le, 2003a).
- The currently total number of instructors and staff members is 406 in which
87% are instructor. By 2010, the total number will increase to 600 (Le, 2003b). New
recruitments will mainly be for instructors especially candidates holding graduate
degrees. The university with the approval of the provincial government has applied a
special policy which financially supports Instructors holding graduate degrees from
other provinces to apply into An Giang University (Le, 2003b).
- Since the date of establishment An Giang University has set a concentration
on helping current instructors earn higher academic degrees. The university has
financially supported faculty members to pursue graduate programs either inside or
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outside the country. In addition, the government of An Giang Province is
implementing a project of sending people in An Giang province including in An
Giang University to foreign countries for graduate programs, using the provincial
budget (N. Nguyen, 2002). Currently at An Giang University there are 69 (19%)
faculty members holding graduate degrees, another 69 faculty members (19%) are
being sent out for graduate programs, either a Master or a Doctorate, and among
them, 11 members are pursuing their graduate programs outside the country. The
university proposed to have at least 50% of faculty members holding graduate degree
by the year 2010 (Le, 2003b).
- The university is trying to improve teaching quality and enhancing doing
research among faculty members and students. In the year 2003 two research centers
which are the Research Center for Social Science and Humanity and the Research
Center for Rural Development were established at the university (Le, 2003b). Budget
allocated for faculty members and students doing research was reported to be
increasing dramatically every year (Le, 2003b).
Findings from An Giang Province
Demographics
An Giang Province is among the twelve provinces in the Delta of Mekong
River in the South West of Vietnam. The province shares its border of about 300
kilometers with Cambodia in the Northwest, with Kien Giang Province in the South
and Southwest, with Can Tho City in the Southeast. The area of the province is 3,406
km2. The province had the population of 2,122,539 2002 {Statisticalyearbook, April
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124
2003). There has been an increasing in the labor force which is 49% in the total
population in 1990 and 71% in 2000. The labor quantity in An Giang Province is
plenty while the labor quality is still low and there is a serious shortage o f well
trained labor force (Nguyen et al., 2003). In 2000, the trained labor force was 12%
and the unemployment rate was 8.9% (Le, 2000).
Tendency for economic development of An Giang Province
An Giang has proposed for economic development in a variety of areas such
as agriculture, husbandry, forestry, aquaculture, industry, services, education,
construction, etc.(Nguyen et al., 2003). Agriculture is invested into the improvement
of agricultural producing methods, and product quality. The province planned to
increase the total forestry area to 20% in 2000. Aquaculture is a strong economic
focus in An Giang Province and the province proposed to increase the producing
capacity to 25% in 2005 and 30% in 2010 (Nguyen et al., 2003). Industry in An
Giang Province focuses on food processing industry, natural resources mining,
constructive material industry, mechanic industry, garment industry and mechanical
industry (Nguyen et al., 2003). Services in An Giang Province focus on world trade
and export, tourism, transportation, banking, irrigation. Each of the above economic
areas has proposed for increasing their products, using a certain target number for
development until 2010.
Summary
This chapter described the research findings obtained from an integration of
three data collection tools consisting of surveys on students at An Giang University
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and on employers of all economic sectors and high schools in An Giang Province,
focused interviews with An Giang University administrator and reviews of
documents from An Giang Province and An Giang University. Research findings
were analyzed; results were compared with an attempt to provide answers to the
research questions raised in this study. In other words, this chapter displayed,
analyzed and synthesized all the research findings in order to determine the
relationship between An Giang University and the economic development of An
Giang Province.
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CHAPTER 5
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
The purpose of this study was to investigate the relationship between higher
education and the economic development in Vietnam. More specifically, this study
attempted to investigate the level of responsiveness of a provincial university to the
demands generated by the desire for economic development of the provinces that the
university is mandated to serve. The findings of this study are intended to inform
policy makers, decision makers, and higher educational leaders concerning the role
that provincial universities play in the efforts toward economic development of the
locality. In particular, these research findings will help An Giang University, the
focus of this project, to improve the training areas and quality so as to improve its
responsiveness to the requirements necessary for the success of its students entering
the labor force.
The research questions which this study attempted to answer consisted of the
following:
1. In what ways do the goals and objectives for An Giang University intertwine
with the demands for economic development for An Giang Province? Where
and how do they differ?
2. In what ways does the training for An Giang University students intertwine
with the working requirements set by employers of An Giang Province?
Where and how do they differ?
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3. How is the curriculum at An Giang University designed? In what ways does
the curriculum meet employer demands for person-power, training
knowledge, and skills in An Giang Province?
4. What is the extent of interaction between An Giang University and economic
sectors of An Giang Province?
This chapter will present a discussion of the research findings reported in
Chapter 4. The aim of the discussion is to summarize and review the answers to the
above four research questions. This chapter will then draw conclusions resulting
from this discussion of the research findings. Some of the limitations of the research
will also be addressed so as to place the conclusions in methodological perspective.
Finally, the chapter will describe the implications and recommendations for policy
changes and improvements for provincial universities, including An Giang
University.
Discussion
University and Community Goals and Objectives
The first research question posed for this project was, “In what ways do the
goals and objectives for An Giang University intertwine with the demands for
economic development for An Giang Province? Where and how do they differ?”
The findings from the focused interviews with the Rector Board and from the
review of the university documents that were collected and analyzed, would suggest
that there is explicit agreement between the goals and objectives of An Giang
University and the goals and objectives implicit in the desire for economic
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development on the part of An Giang Province. Comparing the plans for economic
development of An Giang Province until 2010 with the academic majors proposed in
the university, it was clear that the goals and objectives of An Giang University
match the demands being generated by the process of economic development in An
Giang Province. The movement towards economic development in An Giang
Province focuses on a variety of areas that could make positive contributions toward
the province’s efforts, i.e., as the improvement of agricultural producing methods,
and product quality, increasing forestry areas, aquaculture products, food processing
industry, natural resources mining, constructive material industry, mechanic
industry, garment industry and mechanical industry, world trade and export, tourism,
transportation, and banking (Nguyen et al., 2003). At An Giang University, the
university has proposed to develop at least 25 four-year undergraduate programs by
2010 including Education, Food Technology, Biotechnology, Information
Technology, Computer Engineering, Fisheries, Civil Engineering, Construction
Materials Engineering, Environment Engineering, Mechanical Engineering,
Electronic Engineering, Foreign Trade, Agribusiness, Tourist Economics, and
Environment-Natural Resources Management (Le, 2003a). The almost perfect match
between the labor force needs projected as a result of the planning for economic
development in An Giang Province and the projected training programs at An Giang
University indicated that the goals and objectives for An Giang University are well
intertwined with the demands for economic development for An Giang Province.
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While the overall size of the labor force in An Giang Province is sufficient,
the percentage of trained labor force personnel is still low (only 12% of the labor
force with university degrees) resulting is a serious shortage of people to match the
current demands (Nguyen et al., 2003). The increasing number of recruitments at An
Giang University in all majors of study and the passing of policies to encourage
graduating students to work in the rural areas play an essential role in attempting to
meet the demands for well-trained labor force in the province. The projected 10,000
M l time students in the year 2010 (Le, 2003b) could make a big contribution to the
economic development efforts of An Giang Province. In other words, the number of
students projected in the goals of the university through the year 2010 (Le, 2003b)
also matches closely the requirements in the quantity of the trained labor force
needed to serve the provincial needs (Nguyen et al., 2003).
The criteria for deciding the selection of the training majors offered at An
Giang University have an obvious link to the demands and needs produced by the
process of economic development taking place in An Giang Province. Focused
interviews with the university administrators indicated that two of the four criteria
mentioned for the selection and approval of a new major are findings from the
survey of person-power needs of the province and the level and character of the
economic development of the province. In addition, it should be mentioned that the
university was found with the goal of using the provincial development plans as a
guide for proposing training majors at the university (Le, 2003b). The university
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goals and objectives therefore closely match the process o f economic development
taking place in An Giang Province and other neighboring provinces.
Since there is regular communication between the provincial governments,
economic enterprises in the provinces and the university administrators (Le, 2003b),
current training majors and proposed training programs support the demands for
economic development of An Giang Province and neighboring provinces in the
region. All of the training majors are to serve the economic as well as educational
development of the province.
The goals and objectives of An Giang University contain the intention of the
campus to offer a variety of different curriculum and training programs consisting of
full time, part time, four year programs for bachelor degrees, two or three years
programs for associate degrees and even one year or less for credentials or
certificates (Le, 2003a; Vo, 2002). As found from the focus interviews with the
Reactor Board, this variety of offered training programs is intended to serve the
urgent needs for a skilled labor force at different levels of training to assist the
economic development of An Giang Province and neighboring provinces.
In addition, the establishment of two new research centers which are the
Research Center for Social Science and Humanities and the Research Center for
Rural Development (Le, 2003b) represent an effort on the part of the university to
perform the task set by the An Giang Provincal government which is to make An
Giang University an institution for “training person-power force, preparing for
talented persons and transferring technology”(Nguyen et al., 2003).
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However, achieving the goals and objectives held by the university
community, is not easy (Le, 2003b). The reality is there are limited teaching
resources available, such as classrooms, an adequate library, experimental labs, well
trained faculty, teaching aids, etc. The university has to work very hard to constantly
search for additional funding and other resources because the regular funds from the
province are limited and insufficient (Vo, 2002). In order to achieve its goals and
objectives the university is trying to appeal for financial contributions from
neighboring provinces which have students studying at An Giang University. This
takes the form of requests for funds from the central provincial governments and also
from organizations outside of the country (Le, 2003b). As stated by a Vice Rector,
“ the university badly needs more funds to build more classrooms and experimental
labs, to improve the school libraries, to hire and train new faculty as well as to
improve the ability of the current faculty in order to serve the achievement of the
university’s goals and objectives.”
The university has proposed building a new campus of 40 ha in order to
better serve the man power demands for economic development of the province and
neighboring provinces (Le, 2003b; Vo, 2003), yet there is still a shortage of funds to
allow for the implementation of that proposal (Le, 2003b). This fact may lead to the
uncertainty o f the achievement of the goals and objectives set by An Giang
University.
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Addressing Work Requirements
The second question addressed for this study is “In what ways does the
training for An Giang University students intertwine with the working requirements
set by employers of An Giang Province? Where and how do they differ?”
Findings from Chapter 4 indicated that the training for An Giang University
students intertwines with the working requirements set by employers of An Giang
Province in some ways and differs in some other ways.
Students at An Giang University were trained to be conscious of the
importance of factors required by employers in An Giang Province in order to find a
job and to be successful at work. Those factors are working manners, research
ability, professional skills and international and business skills. The level of
importance on these factors rated by them (the students) is fairly high, with the mean
of about 4.0 (see Table 4). Among these factors, working manners consisting of
ability to think independently, being flexible, ability to work with others, and public
speaking skills are perceived by students from three of the four faculties at An Giang
University to be as important as the employers of An Giang Province do (see Table
18). Only the students from the teaching section perceived the importance of these
characteristics differently than they were perceived by people in the economic sector.
This finding suggested that most students at An Giang University, preparing to work
in the economic sectors, are felly aware of the importance of learning working
manners in their studies and this will make them better prepared for their jobs after
graduation.
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The level of importance of Research ability perceived by students in the
Economic and Agriculture Faculties was found to be not statistically different from
that set by employers. In other words, the level of importance rated for this factor by
these two groups of students is the same between students and employers. This
indicates that students in these two faculties are highly aware of the requirements set
by employers concerning research abilities.
Findings from Chapter 4 also indicated that the factors which students and
employers rated at the same level of importance are more in number among students
of Economics and Agriculture and less among students of Teacher Training and
Science Faculties. In other words, there is more consistency between student and
employers in the areas of economics and agriculture and less consistency between
students and employers in the areas of teacher training and science. This finding
would suggest that students in Economic and Agriculture are more aware of
requirements set by employers than students in the other two faculties.
The majority of students (78.4%) are committed to An Giang Province and
plan to work in An Giang Province after their graduation. This is very important
since the training at An Giang University will only be efficient if its products stay
and work for An Giang Province (Nguyen, 2002).
The research findings do indicated, however, that the level of preparation for
students at An Giang University differs from the level of importance set by students
and by the employers of An Giang Province. Students in all four faculties rated the
training level they have received at An Giang University for working manners,
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research ability, professional skills and business and international skills lower than
the level of importance that were assigned to these factors by the same students.
While they considered those factors to be important, they rated the level of training
they recevied as only “some.” This finding suggested that the students expect to be
trained more than the training level they have received. This is positive in terms of
the students’ thirst for knowledge and skills and also of their enthusiastic behavior to
learn more at the university. This fact also gives the university administrators and
faculty members some directions in setting the goals and objectives for their
academic work at An Giang University.
Another gap indicated from the findings in Chapter 4 is the difference in the
perception of students of some of the factors as compared to the level set by
employers. The importance of some of the factors were rated lower by the students
than by the employers. Students from the Teacher Training Faculty considered
working manner, research ability and professional skills less important than did the
employers. Similarly, students from the Science Faculty rated research ability and
professional skills less important than they were rated by employers. These results
indicate that there is a gap in the students’ awareness of the level of importance of
those working requirements. On the contrary, students considered English and
computer skills more important than the employers. This finding is reasonable since
employers and enterprises in An Giang Province are more localized, while students
are trained to have a borader view of the challenges of economic development.
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The findings clearly indicate a gap between the training level the students
said they have received and the level of importance set by employers. On all four
factors, the level the students rated their training was lower than the level of
importance expressed by the employers. The mean difference in ratings was about
1.0 or above in all four faculties at AnGiang University. The biggest gap recorded
was in the area of working manner. In other words, factors such as the ability to
think independently, being flexible, ability to work with others, and public speaking
skills are not considered to be taught as much as they were required by employers.
Also, except for students from the Teacher Training faculty, students in the other
three faculties are not trained in professional skills as adequately as expected by
employers in their importance ratings. This finding is a warning for administrators
and faculty members at An Giang University concerning the training level on these
different factors which are felt to be key to preparing their students to be successful
at work after graduation.
The Students’ general level of satisfaction with An Giang University can only
only be characterized as about “average.” This refers to the expressions of students
satisfaction with their academic training, evaluation methods, social and cultural
experience, and job hunting experience that they received at An Giang University.
This is somewhat understandable since students always have high expectations.
However, this finding serves as real feedback from the students for the university
administrators at all levels and also faculty members concerning their attempts to
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improve the training quality and better prepare their students for success at work
after graduation.
More students prefer to work in the city than in rural areas even though they
are from the countryside. This trend will negatively affect the external efficiency of
An Giang University which may result in a shortage of university trained person
power in rural areas and an excess of this person power in urban areas. This
challenge is a general challenge faced by a developing nation experiencing strong
currents of rural to urban migration in an effort to improve ones lot in life.
Curriculum and Course Design
The third research question of this study is “How is the curriculum at An
Giang University designed? In what ways does the curriculum meet employer
demands for person-power, training knowledge, and skills in An Giang Province?”
Findings from focused interviews with faculty Deans and other university
administrators indicated that there is a certain degree of flexibility in curriculum and
course design at An Giang University, helping to meet the employer demands for
person power, training knowledge and skills in An Giang Province. The degree of
flexibility varied from faculty and Economics Faculty and Agriculture Faculty were
found to be more flexible in curriculum and course design than the other two
faculties.
A very impressive fact about An Giang University is related to the criteria
they use to establish training majors. The decision to establish new degree programs
is not dependent on top-down decision making but rather is built on a number of
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criteria such as the actual survey of person power needs in the province and the
region, the university goals and objectives, the plans for economic development of
An Giang Province and neighboring provinces, and the teaching resources at the
university. This fact improves An Giang University’s ability to respond to economic
development demands of An Giang Province since the training majors offered at the
university play an important role in the external efficiency of the university.
In curriculum design, all of the faculties at An Giang University use the core
curriculum designed by the MOET as a guide for curriculum development. The
MOET standards have but modified to make the curriculum of their faculties fit the
demands for economic development of An Giang Province and neighboring
provinces. The degree of changes varies from faculty to faculty but the reasons for
the changes are almost always the same; i.e., to meet the demands for economic
development in terms of person power needs and to prepare students for success at
work after graduation.
In addition to the flexibility in curriculum design and usage, An Giang
University places a strong emphasis on faculty’s professional development (Le,
2003a). With the effort to improve the professional ability of the current faculty
members, the university has invested in sending faculty out for graduate degrees as
well as for professional workshops and conferences (Le, 2003b). Professional
activities are also encouraged and organized very frequently in all faculties at the
university. The university has a very impressive policy of giving generous benefits to
people with high degrees applying to work for An Giang University (Vo, 2002). All
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138
of these facts strongly contribute to the development of An Giang University,
making it a better higher educational institution, serving the economic development
of An Giang Province and neighboring provinces.
Community - University Activities
The last research question posed in this study is “What is the extent of
interaction between An Giang University and economic sectors of An Giang
Province?”
Findings from focused interviews as well as from university reports indicated
that there is a close interaction between An Giang University and the economic
sectors of An Giang Province and this interaction has been developed through a
variety of activities. The interaction can be seen between An Giang University
administrators and An Giang Province government, economic sectors, departments
or offices or high schools in the provinces. This interaction is often initiated and
performed through certain activities between the two parties such as coming to
meetings of the university consultative committee, developing and offering short
term training programs for current employees, conducting surveys and analysis of
data performed in the province, arranging internship or field trips for students,
signing teaching contracts, etc.
Due to the rising needs for recruiting well-trained employees and for
improving employees’ working ability by training courses for employees, more and
more employers from economic sectors developed relationship with An Giang
University. In the meanwhile, the number of students at An Giang University is
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139
increasing every year (Le, 2003b), so the number of economic enterprises and
schools the university and faculty members need to contact for students’ training
practice is obviously increasing. This fact resulted in the stronger interaction
between An Giang University and economic sectors of An Giang Province. In other
words, in an effort to improve students’ ability at work after graduation, the
interaction between the university administrators and the community among which
are the economic sectors in the province is getting closer and closer. This kind of
interaction certainly benefits both parties. It can give university administrators and
faculty helpful ideas of the requirement and environment their students are going to
work at after finishing their study program at the university. Therefore, interaction
with economic sectors can possibly make An Giang University administrators adjust
their operation and faculty members improve their teaching to better prepare their
students to fit the working requirements set by employers. The closer the interaction
Is, the better An Giang University can prepare students for success at work after
graduation and consequently meet the demands for person power resources that can
successfully contribute to the economic development of the province.
The interaction between An Giang University and the community, including
economic sectors, high schools, and local government has been seen in a variety of
student activities. These activities consist of training practice trips in which students
go to work in enterprises or schools, or festivals when employers come to the
university to meet with students and introduce the students to their businesses. This
interaction has become closer after each year and more activities of different kinds
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140
between employers and students have been arranged more frequently on campus or
at employers’ working sites (Vo, 2003). This kind of relationship benefits both
students and the community. Thanks to this close interaction students have a better
understanding of the job requirements from employers so that they can get
themselves better prepared for their success at job hunting as well as at their work
after graduation. For employers, the close interaction between them and students at
the university helps them find a potential well-trained labor force which will
contribute to the development of their businesses.
In addition, An Giang University often arranged community activities for
students to go to work with the community. These activities aimed at helping people
in rural areas to improve their life by a number of campaigns called “anti-illiteracy”,
“purifying drinking water”, “rural development”, etc. (Vo, 2003). Thanks to those
activities, students got closer to the real world they are going to enter and work after
their graduation from the university.
In a word, the research findings presented here indicate that there is a close
interaction between employers in An Giang Province and An Giang University. This
interaction is becoming closer and closer with the development of An Giang
University and the development of different economic sectors in An Giang Province.
This close interaction is one of the prominent features of a provincial university
whose mission Is to serve the urgent needs for development of the community.
Conclusions
Discussion of the research findings leads to the following conclusions:
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141
1. The goals and objectives of An Giang University match the planning for
economic development of An Giang Province, which aims to serve the urgent needs
for well trained labor force of the province.
2. To achieve the goals and objectives, An Giang University has to try very
hard to find additional funding resources from different sources beside the regular
funds from An Giang Province.
3. Students at An Giang University are aware of the importance of job
requirements set by employers; however, there is still a slight gap in their perception
about the level of importance of some major job requirements when compared with
the level required by employers in An Giang Province.
4. An Giang University has trained students in all the necessary factors
required by the employers in the province such as working manners, research ability,
professional working skills, and international and business skills. However, the level
of training is still rated lower than the level required by employers in economic
sectors and schools in An Giang Province.
5. The percentage of students who feel satisfied with their academic training,
evaluation methods, cultural and social experience and the job hunting experience
they have received at An Giang University is not very high.
6. The majority of students at An Giang University plan to stay and work in
An Giang Province. However, more students prefer to work in city areas to rural
areas.
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142
7. Though An Giang University uses the core curriculum designed by the
MOET as a guide, there is a certain degree of flexibility and even a place for some
dramatic changes in curriculum and course design at the University. The main reason
for these changes is to match the demands generated as a result of the process of
economic development of An Giang Province and the neighboring provinces.
8. Professional development is one of the concentrations of An Giang
University until 2010. The university is trying to improve the ability of the current
faculty and to recruit new faculty with high degrees in order to ensure the training
quality of the university, achieving the university’s goals and objectives.
9. There is a close relationship between An Giang University and the
economic sectors of An Giang Province through a variety of activities either on
campus or at working sites. This interaction is becoming more various and frequent
after each year with the economic development in An Giang Province and the fast
increasing in the number of students at An Giang University. .
Limitations
This study is limited by the fact that it focused on the students, businesses
and provincial university located in one province in Vietnam. An Giang University is
similar to other provincial universities in Vietnam and the research findings might be
useful to other provincial universities. This study, however, has the specific flavor
reflected by An Giang University and An Giang Province. Therefore, any effort to
generalize the information presented here to a larger set o f institutions of higher
education in Vietnam would be ill advised.
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143
This study is also limited by the honesty of the subjects’ responses to the
interview questions or to the questionnaires and also to the ability of the
measurement tools. While every effort was taken to encourage honest participation, a
word of caution is always appropriate.
The employers who participated in this study were only from An Giang
Province while a certain amount of students from An Giang University may go to
work in some of the other neighboring provinces. The practicalities of working in
Provinces made it impractical to expand the employer sector of this study at this
time.
The study is also limited by the fact that the responses are from four year
program students and from the four main faculties of the university, even though the
university has shorter time programs and some academic divisions outside the four
faculties investigated. Again, in the interest of limiting this research so that the tasks
were manageable, these restrictions were imposed by design. They need to be
considered by anyone wishing to generalize beyond the bounds of these parameters.
Recommendations
1. Beside the funds allocated by provincial government which are never
adequate, there should be regular funds from the central government of Vietnam to
support provincial universities to achieve their goals and objectives. Also, to increase
the budget for operation at provincial universities, it is very useful to call for
assistance from foreign organizations through grant projects, joint research
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144
programs, investing proposals, etc. Provincial universities should pass clear policies
which can attract foreign investment into the development of provincial universities.
Also, at the university level, policies which can encourage faculty members and staff
to involve in finding funds through grant projects or research proposals should be
considered by the university policy makers.
2. Actual surveys which help shape the provincial universities in setting their
goals and objectives should be regularly repeated so that changing demands from
employers are always known by policy makers, administrators and faculty members
at provincial universities. This kind of awareness will positively affect the operation
of provincial universities, making them better meet the changing demands for well
trained person power source, serving the economic development of the provinces
those universities are mandated to serve.
3. An Giang University should find more ways to make students more
satisfied with their study at the university. New policies aiming to improve academic
training and evaluation methods should be in the mind of policy makers at the
university. The university should have more efficient policies to stimulate and
encourage the innovation of teaching methods and teaching activities among faculty
members so as to improve the training quality at the university, making students
more satisfied with academic training at the university. Evaluation methods at An
Giang University also generate low levels of satisfaction from students at An Giang
University. There should not be a routine in evaluation methods but each faculty,
each academic division and each faculty member should find the best evaluation
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145
methods for their teaching courses. Students’ achievement should be accurately
assessed and evaluation methods should be able to measure the objectives of the
teaching courses being offered. The university should give more power to the faculty
members to decide the best evaluation methods for their teaching courses and
programs. In addition, more social and cultural activities need to be arranged and
introduced to students by different ways. They can be integrated to the lessons in the
classroom, outside classroom activities, field trips, etc. Also, job hunting techniques
should be trained for students when they come close to their graduation. Those
techniques should include searching for job wanted, making a job application,
writing a good resume, preparing for a successful job interview, etc.
4. The trend for working in urban area of students at An Giang University is
an issue which needs effective solutions. The university has already passed a policy
which exempts the school tuition to students in the faculty of Agriculture who agree
to sign a contract confirming that they will go to work in the countryside after their
graduation. However, some additional policies to help students settle their lives and
work in the countryside need to be considered in order to attract students coming to
work in rural areas and also to help those contracted students perform their
commitment of working in the countryside after graduation.
5. Some certain ways to inform students at An Giang University of job
requirement criteria set by employers at economic sectors in An Giang Province
should be considered by the university administrators. Students need to be well
conscious of those criteria early in their study program at the university. To do this,
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146
there needs to be a co-operation from economic sectors in the province as well. More
opportunities should be arranged in which employers from a certain economic sector
will come to have talks and discussions with students in that particular faculty about
their expectations in job applicants as well as in employees working in their
enterprises.
6. An Giang University needs to find ways to improve the training level of
factors required set by employers such as working manners, research ability,
professional work skills and international and business skills in order to better
prepare students for success at job hunting and at work after graduation. In specific
terms, the following should be considered
a. The ability to think independently, ability to work with others,
ability to speak in public and the ability to be flexible at work should be integrated in
academic training. This task can not be done without the constant efforts from each
faculty member and it should be among faculty members’ objectives. In addition,
more outside classroom activities should be arranged so that students have more
experiences in being trained those abilities.
b. Research ability should be among the concentration for training at
An Giang University. Policies to encourage students’ doing research should be
passed and more budgets for students’ research should be allocated. Beside lectures
on research method, faculty members should have students work with them in their
research or assign them more actual research so that students’ research ability can be
trained and improve.
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147
c. It is necessary that An Giang University should increase the
training level of skills and techniques directly applicable to a job. To achieve this,
teaching materials should be frequently updated and practical training should be
arranged in a way that it can reach its best efficiency. The university should pass a
policy which requires the frequently updated teaching materials from instructors and
academic monitoring should be regularly performed.
d. Computer and English training have been concentrated by An
Giang University, however, the actual efficiency of this activity should be seriously
considered by related administrators. The teaching content and the skills trained
should match the requirements for English and computer skills students need to meet
when they enter the labor market after their graduation.
7. There is a visible flexibility in curriculum and course design at An Giang
University and it helps the university operate close to the actual needs of the
province. However, to ensure the quality of the curriculum and teaching courses, the
university curriculum committee needs to work very hard on guiding, revising and
approving the products before being used. It is very useful to have the regular
participation of employers in curriculum design and the university should consider
employers’ ideas in this task. Also, policies which articulate the criteria for course
design should be well known by every faculty member. Faculty members should
upgrade their teaching materials frequently and actively apply new teaching methods
into their teaching. Students’ feedbacks are also very necessary but this procedure
has not been applied at the university so far. Therefore the university should consider
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148
some possible ways to collect students’ feedbacks after each semester. The flexibility
of curriculum and course design can only be effective when the quality of the
curricula and courses is well controlled.
8. The great investment in the professional development at An Giang
University is a worthwhile investment since capacity building is always needed in
the development of any institutions especially a newly established institution like An
Giang University. However, it is very useful for the university to develop to the
greatest extent the benefits achieved from professional work. In other words, the
university should have policies which encourage the application of knowledge and
skills faculty member have achieved from professional activities. Faculty members
who earn higher degrees, or come back from a certain professional training course
should have access to fully use their knowledge and skills being trained. The
university should recognize in time achievements obtained by faculty members in
their professional development.
9. The interaction between An Giang University and the community has
generally been initiated and gradually developed through a variety o f activities
mentioned above. Though this interaction has benefited both parties, it occurred
randomly when there is some need from either party. This leads to the fact that not
all economic sectors have close relationship with An Giang University. Instead, only
enterprises or schools which the university needs to send students to for their
practical training or which want to sign some contracts for training courses with the
university developed a relationship. When the work is done, the relationship will be
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149
fainted. Therefore, to better prepare students for success at work, the relationship
between An Giang University and employers in An Giang Province should be closer
and fully developed. The university can establish some kind of associations such as
employers-students association, or some other organizations of similar kind in order
to maintain and develop the relationship between two parties. Regulations and
working programs for this kind of organization should be established and seriously
followed in an effort to tighten the relationship between the university and employers
in the province, which consequently benefits both party, contributing to the
economic development of the province.
Recommendations for Further Studies
Due to the time constrain and limited funds of this study, the research is
designed in a small scale of An Giang Province. Further study which can reach
beyond An Giang Province to other provinces in the Mekong Delta would certainly
provide a fuller view of the requirements set by employers in economic sectors in the
Mekong Delta.
The data set collected for this study is bigger than needed to answer the
research questions designed for this study. The date set, therefore could be used by
other researchers who want to investigate the development of An Giang University
or to conduct an evaluation of the first graduates of An Giang University.
Follow-up research would be very necessary to be conducted about one year
after students graduated. The extent to which An Giang University has really
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150
prepared for students to enter life and to be successful at work would be more clearly
reflected at least one year after students finish their degree programs at An Giang
University.
Research which can generate this model of higher education though out
Vietnam would be very essential. Therefore, to any researchers who are interested in
provincial university model, further study which has the research population o f all
provincial universities in Vietnam would be highly recommended. Research findings
then would be more convincing to the central government and the MOET, to any
responsible educational policy makers, or to any other researchers or readers who are
concerned with the effectiveness of this new model of higher education in Vietnam.
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151
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APPENDICES
APPENDIX A: ENGLISH VERSION OF STUDENT SURVEY
QUESTIONNAIRE
Thinking about all the classes you’ve taken at An Giang University (AGU), please indicate how
much you agree or disagree with each statement. Mark one option.
Strongly
disagree
Disagree
N o t sure
Agree
i
S tr o n g ly
agree
a. The methods of instruction help me to understand the course
content
O O O O O
b. I have a clear understanding of the methods of eval uation in
my courses
O O O O O
c. The methods of evaluation accurately reflect what is taught
and expected
O O O O O
d. Lecture is the teaching method used most of the time in my
classes
O O O O O
e. My instructors encourage student participation and/or
discussion
O O O O O
f. My instructors are enthusiastic about the courses they teach
o O O O O
g. My instructors encourage me to think rather than memorize
facts
o O O O O
h. My instructors are accessible
o O O O O
i. 1 receive encouragement and support in my classes
o O O O O
j. I socialize with my classmates outside of class
o O O O o
k. I am receiving a good education at AGU
o O O O o
1.1 would recommend AGU to my friends
o O O O o
m. I frequently discuss subjects not related to course work with
my instructors
o o O O o
n. AGU has prepared me for a job in my major
o o O O o
o. AGU has prepared me for graduate or professional study in
my field
o o O O o
2. To date, how many times have you (Mark one option)
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156
None
Once
Twice
T h ere or
more
a. participated in AGU research project or program?
O O O O
b. participated in social activities organized by AGU
O O O O
b. participated in an AGU performance/ public
presentation? (e.g., gallery show, recital, music performance,
lecture, etc.)?
o O o o
3. How often during your time at AGU have you discussed course work or assignments with a
facility member outside of class?
a. Once a week ........ O
b. Every few weeks............... O
c. A few times a semester.................. O
d. Once a semester or less ....... O
e. N ever............................................... O
4. In your opinion, how important will each of the following items be to your success in finding
a job after graduation? (Mark one for each sentence)
5
n
O
a
g
3
£-1
> 3 i
o
&
8 .
M
- o
f c * s -
> .§
a. Skill & techniques directly applicable to a job
o o o o o
b. Work experience
o o o o o
c. Academic performance (grades)
o o o o o
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157
d. Apprentice record
O o o o o
e. Teacher’s recommendation
O o o o o
f. Ability to write clearly, correctly, and effectively
O o o o o
g. Appreciation of art, music, & drama
O o o o o
h. Understand scientific theory & experimentation
O o o o o
i. Ability to withhold judgment, raise questions, & examine
contrary views
O o o o o
j. Appreciation community& civic involvement
O o o o o
k. Ability to use computers
O o o o o'
1 . Ability to communicate in English
O o o o o
m. Public speaking skills
O o o o o
n. Knowledge of math& statistics
O o 0 o o
o. Knowledge and understanding of social sciences
O o o o o
p. Ability to do scientific research
O o o o o
q. Ability to work with others
O o o o o
r. Ability to accept criticism
O o o o o
s. Being flexible
o o o o o
t. Ability to think independently
o o o o o
u. Teaching expertise
o o o o o
v. Leadership qualities
o o o o o
w. Creative thinking
o o o o o
5. Rate how much AGU has helped you in the development of the following skills and
knowledge? (Mark one for each sentence)
u
a
o
Z
3
3
§
| M u ch
V e r y m u ch
a. Skill & techniques directly applicable to a job
o O o o O
b. Work experience
o O o o o
c. Academic performance (grades)
o o o o o
d. Apprentice record
o o o o o
e. Ability to write clearly, correctly, and effectively
o o o o o
f. Appreciation of art, music, & drama
o o o o o
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158
g. Understand scientific theory & experimentation
O o o o o
h. Ability to withhold judgment, raise questions, &
examine contrary views
O o o o o
i. Appreciation community& civic involvement
O o o o o
j. Ability to use computers
O o o o o
k. Ability to communicate in English
O o o o o
1 . Public speaking skills
O o o o o
m. Knowledge of math& statistics
O o o o o
n. Knowledge and understanding of social sciences
O o o o o
o. Ability to do scientific research
O o o o o
p. Ability to work with others
O o o o o
q. Ability to accept criticism
O o o o o
r. Being flexible
O o o o o
s. Ability to think independently
O o o o o
t. Teaching expertise
o o o o o
u. Leadership qualities
o o o o o
v. Creative thinking
o o o o o
6. Does your major require a practician or internship?
a. Y e s............ O
b. N o .....................O
7. Rank your academic program, compare to other universities?
a. Among the best................. O
b. Better than most O
c. About average....................O
d. Not as good as most O
e. Among the worst O
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159
f. Unsure/ don’t know O
8. How satisfied were you with each of the following at AGU? (Mark one for each statement)
Very
dissatisfied
Dissatisfied
N o idea
Satisfied
Very
satisfied
a. Academic experiences (courses, professors)
O O O O O
b. Teaching methods
O O o o O
c. Evaluation of academic performance (Scores,
grades)
O o o o o
d. Social experience
O o o o o
e. Cultural experience
O o o o o
f. Professional experience
O o o o o
g. The preparation for job hunting you received
in your major field of study
O o o o o
9. To what extent has your course work emphasized the following mental activities? (mark
one for each statement)
V ery little
Some
Much
V e r y much
a. Reading before class meetings
O O o O
b. Memorizing facts, ideas from your course so you can repeat
them
O o o o
c. Class discussion
o o o o
d. In class presentation
o o o o
e. Synthesizing and organizing ideas, information or
experiences
o o o o
f. Assignments and exams
o o o o
g. Applying theories or concepts to practical problems or in
new situations
o o o o
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1 6 0
10. During the past three years, about how many hours have you spent in average in a week
doing each of the following? (mark one for each statement)
Zero
9
6 -1 0
1 1 -1 5
1 6 -2 0
2 1 -2 5
2 6 -3 0
over 3 0
a. Preparing for class?
O o o o O 0 O O
b. Study in the library
O o o o o o O o
c. Study in groups with classmates
o o o o o o O o
d. Participate in outside class activities
o o o o o o O o
e. using a computer on course- related
work outside of class
o o o o o o O o
f. Relaxing (watching TV, exercising,
playing games, etc.)
o o o o o o O o
g. Providing care for dependents
o o o o o o O o
h. Working for pay
o o o o o o O o
11. How do you want to work after graduation? (Mark one option)
a. Running your own business O
b. Working for a state- owned or private employer. Q
c. Both a&b O
d. Not sure O
12. One year after graduating from AGU, how likely are the following: (Mark one option)
£
r*
► J
a. I will be a full- time student in a graduate or professional program
O o o
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161
b. I will be a part-time student in a graduate or professional program
O O o
c. I will be employed full-time
O o o
BACK GROUND INFORMATION
13. What’s your gender?
a. Male O
b. Female
O
14. Are you married?
a. Yes
O
b. No
15. Where is your home?
a. An Giang Province
b. Kien Giang Province
c. Dong Tfaap Province
d. Other province What province?
16. Where did you graduate from high school?
a. In An Giang Province . O
b. In Dong Thap Province O
c. In Kien Giang Province O
d. In another province What province?_
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162
17. Axe you from
a. A city?
O
b. A suburb?
c. The countryside? O
18. How old are you of this year (2003)?
a. 21 or under O
b. 22
c. 23
d. 24 or over
O
19. What’s your ethnicity?
a. Kinh
b. Khomer
c. Cham
d. Chinese
e. Others What?
20. From where is your stipend? (Mark ALL that apply)
a. the university only O
b. Your family (parents, relatives, spouse, siblings, etc) O
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163
c. Working part-time . O
d. Others O ( Please specify )
21. From what faculty (department) will you be graduating ?
a. Teacher Training O Major:
b. Economic and Business Administration O M ajor:.......
c. Agriculture and Natural Resources O Major: .......
d. Science, Technology and Environment O Major:..............
22. While enrolled at AGU, did you take a course at a college or university other than AGU?
Yes O
No O
If Yes, what is (are) the course(s)?_____________________
23. Where do you plan to work after graduation?
a. in An Giang Province O
b. in Dong Thap Province O
c. in Kien Giang Province . O
c. somewhere else O Where
24. After graduation, do you prefer to work in ....... (mark one option)
a. a city or a town O
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164
b. a suburb O
c. rural area O
d. not sure O
25. Is there anything you would like to express regarding your training at AGU?
Thank you for taking the time to complete the survey.
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165
A PPEN D IX B: V IE T N A M E SE V E R SIO N O F ST U D E N T SU R V E Y
bA m g c a u h o i
1. Hay suy nghi ve cac mon hoc b$n da hoc d DHAG, ban cho biet m O rc do dong y cua ban
d6i vdi cac cau sau day. (Hay to den vao mot o trong thich hop).
I ' l
i f
J
so
a
•o
3 s* K hfingbilt
s > *
6 0
4
6 0
a
.< o
- a
•a
a. Phuong phap giing dgy cua cac giao vien giup
ban hilu dirge ngi dung mon hoc.
o o o o o
b. Ban hieu ro each thuc danh gia ket qua hoc tap
cua cac mon hoc.
o o o o o
c. Cach thiic danh gia cac mon hoc phan anh
chinh xac ket qua hoc tap va giang day.
o o o o o
d. Thuyet trinh la phucmg phap sir dung chu ylu
trong lop hoc.
o o 0 o o
e. Cac thay co giao co khuyen khich sinh vien
tham gia thao lu|n.
o o o o o
f. Cac thfiy co giao nhiet tinh vdi cac mon hoc
dang dgy.
o o o o o
g. Cac thay co giao thurdng khuyen khich ban to
duy sang tao hem la hoc thuoc long.
o o o o o
h. Cac thay co giao cua ban thircmg de tim khi
bpn can din hg.
o o o o o
i. Bpn luon co dirge sir giup da va dong vien cua
thay co giao trong Idp hoc.
o o o o o
j. B$n da co the hoa nhap dirge vdi cac b§n trong
lop ngoai gid hoc.
o o o o o
k. Ban da va dang dirge dao t$o tot d tnrong
DHAG.
o o o o o
1 . Ban se gidi thigu tnrcmg DHAG vdi ban be. o o o o o
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166
m. Ban da thuong xuyen too doi nhung van de
khong lien quan den mon hoc ved cac thay co.
o o o o o
n. Truong DHAG da va dang chuan bi tot cac ky
nang cln thiet cho vigc lam cua ban trong tucrng
lai.
o o o o o
o. Truong DHAG da va dang chuan bi tot cac ky
n&ng can thiet cho viec tiep tuc hoc tap len nua
cua ban.
o o o o o
2. Tfnh den then diem nay b§n da tham gia dugc bao nhieu lan cac boat dong sau day (Hay to
den vao mot 6 trong thich hgp)
i
S i
4
s.
s H a i tin
3 l l n hay
n h ilu hon
a. Tham gia vao mgt dg an hay chuong trinh nghien cuu
cua DHAG.
o o o o
b. Tham gia vao cac hoat dong xa hgi do DHAG to churc
o o o o
c. Tham gia vao mot chuong trinh bi6u dien hay hostt dgng
nghe thuat
o o o o
3. Ban co thucrng tham gia thao luan chuong trinh hoc hay bai tap vdi cac thiy co giao ngoai
gia hgc khong? (Hay to den vao mot 6 trong phu hgp)
a. M6i tuan mot lan o
b. Vai tuan mot lan o
c. Vai lan trong mgt hgc ky o
d. Mot lfin trong mot hoc ky o
e. Chira bao gia o
4. Be thanh cong trong vigc tim vigc lam trong tuong lai, bgn nghi the nao ve mac dg quan
trong cua cac yeu cau sau day (Hay to den vao mot 6 trong thich hgp)
5 1
§
J S 3
£ 0
a
i f g ?
s S t
cr
Iff
X i
< o
g
f ff
u & ■as
a. Cac ky nang ung dung trgc tiep cho cong
vifc
o o o o o
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167
b. Kinh nghiem iam vipc
o o o o o
c. K it qua hoc tap
o o o o o
d. Ket qua thuc tap o o o o o
e. Sir g i< 3 d thieu cua trudng o o o o o
f. Kha nang vilt lach chinh xac, hipu qua. o o o o o
g. Kha nang cam thy hpi hoa, am nhac o o o o o
h. Kien thuc ve cac hoc thuyet va nghien curu
khoa hpc
o o o o o
i. Kha ndng danh gia, dat cau hoi, ket lufn o o o o o
j. Y thde quan tam den cpng dong o o o o o
k. Kha nang sur dyng may vi tinh o o o o o
1 . Kha nSng giao tiep bang tieng Anh o o o o o
m. Kha nang n6i tnxdc dam dong o o o o o
n. Kien thuc ve toan hpc va thong ke o o o o o
o. Hilu bilt ve khoa hpc xa hpi o o o o o
p. Kha nang lam nghien curu khoa hpc o o o o o
q. KM nang lam viec vdi ngum khac o o o o o
r. Kha nang chap nhan su phe bmh o o o o o
s. Kha nang uyen chuyln, linh dpng trong cong
vipc
o o o o o
t. Kha nang suy nghi doc !|p o o o o o
u. Ky nang giang dyy o o o o o
v. Nang lyre lanh dao o o o o o
w. Nang lyre tu duy sang tao o o o o o
5. Theo bpi trtrang DHAG da trang bi cho byn hoyc giup bym phat trien cac dac diem sau day
a muc dp nao. (Hay to den vao mpt 6 tr6ng thich hpp)
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168
^ s >
a a
S 3
M C
« >
s
3
z
3
1
P i
a. Cac ky nang ting dung true tiep cho cong
vifc
o o o o o
b. Kinh nghiem lam vifc o o o o o
c. KSt qua hpc tap (diem s6) o o o o o
d. Ket qua thirc tap o o o o o
f. Kha nang viet lach chinh xac, hieu qua. o o o o o
g. KM nang cam thp hoi hoa, am nhac o o o o o
h. Kien thuc ve cac hpc thuyet va nghien cuu
khoa hoc
o o o o o
i. Kha nsing danh gia, d& t cau hoi, ket luan o o o o o
j. Y thuc quan tam den cong d6ng o o o o o
k. Kha nang su dung may vi tinh o o o o o
1 . Kha nang giao tiep bSng tlSng Anh o o o o o
m. Kha nang noi trade dam dong o o o o o
n. Kien thuc ve toan hpc va thong ke o o o o o
o. Hieu biet ve khoa hpc xa hpi o o o o o
p. KM nang lam nghien cuu khoa hpc o o o o o
q. Kha nang lam viec vdi ngucri Idiac o o o o o
r. Kha nang chap nhan sir pfae binh o o o o o
s. Kha nang uyen chuyen o o o o o
t. Kha nang suy nghi dpc lap o o o o o
u. Ky nang giang day o o o o o
v. Nang luc lanh dao o o o o o
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169
w. Nang lye to duy sang tao
o o o o o
6. Chuong trinh hoc cua bpi co yeu cau di thgc tip khong?
a. Co o
b. Khong o
7. Hay xep hang chuong trinh hoc cua ban cr tnrcmg DHAG so vai cac dtai hpc khac m l ban
biet (Hay to den vao mpt o trong thich hgp)
a. La mpt trong nhung truang tot nhat o
b. Tdt han hau het cac truang khac o
c. Trung binh o
d. Khong tot blng hau het cac truang khac o
e. Thuoc trong so cac truang te nhlt o
f. Khong biet o
8. Ban cho biet muc dp hai long cua ban ve cac d|c diem sau day cua trucmg DHAG? (Hay to
den vao mpt 6 tr6ng thich hgp)
k h fin g Mi
lo n g chut
Mo
K h fin g Mi
long
I
g p
< 3
X R S t M i long
a. Viec dao tao cua truang (cac mon hpc) o o o o o
b. Phuang phap giang day cua giao vien o o o o o
c. Cach thuc danh gia ket qua hoc t|p o o o o o
d. Kinh nghiem xa hpi do truang cung cap o o o 0 o
e. Nhung hieu biet ve van hoa cua dia phuang
do truang cung clp
o o o o o
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170
f. Kinh nghif m ve nghe nghi^p do truang cung
cap
o o o o o
g. Sue chuin bi cho ban trong viec tim viec lam
sau khi tot nghlep nhu gi6i thieu cac co hbi tim
viec lam, cung cap thong tin ve viec lam, to
chuc giao luu vdi cac doanh nghigp, w .
o o o o o
9. Chuong trinh hpc cua b§n da nhSn mpih den cac fao$t dong sau day d mfc do nao (hay to
den vao mot 6 trong thich hgp)
* < 0 3
at M§tit
3
2
Z
-S
■ §
a. Doc tai lieu trade khi vao lop.
o o o o
b. Ghi chep va hoc thuoc long nh&ng gi da hoc.
o o o o
c. Thao luan trong gib hoc theo nhdm. o o o o
d. Trinh bay trade Idp ve nhftng noi dung da
chuan bi trade.
0 o o o
e. Tong hop, sip xep va trinh bay cac noi dung
cua bai hgc
o o o o
£ Lam bai tfp, bai kilm tra o o o o
g. Urig dung cac ly thuyet va noi dung bai hoc
vao cac van de thgc tien
o o o o
10. Trong cac nam hoc vira qua, bpi da str dung trung binh bao nhieu gicr trong mot tuan de
lam cac vifc sau: (hay to den vao mot o trong thich hop)
^ 5
& " 5 b
r5 w ■ S b m * H b o
" 5 b
o in o
in
©
V O 2 V O
< §
O V O n c * H
a. Chuln bi bai hoc O O O o o O O O
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171
b. Bpc sach, tai lieu trong thu vipn o o o o o o o o
c. Hpc nhom vdi bpi be o o o o o o o o
d. Tham gia cac hoat dong ngoai ldp hpc o o o o o o o o
e. Sir dpig mhy vi tinh cho nhung vipc
co lien den vif c hpc.
o o o o o o o o
f. Giai tri (xem TV, tap luyen the due, tro
chcri, w )
o o o o o o o o
g. Phu giup cong vifc gia dinh o o o o o o o o
h. Lam viec kiem tien o o o o o o o o
11. Ban mudn lam gi sau khi tot nghiep dai hoc hoac sau dai hoc? (Hay to den vao mpt 6
trdng thich hpp)
a. Co vipc lam doc lap nhu trd thanh chu doanh nghifp, trang tr$i,
hay chu mpt ca sd san xuat o
b. Ban muon di lam thue cho nha nude hoac hr nhan o
c. Ca hai (a & b) o
d. Khong biet o
12. Ban nghi thl nao ve cac vific sau day mpt nam sau khi bsm t6t nghipp? (hay to den vao
mpt 6 trdng thich hpp)
■ 8 g >
s i C6kha
nftng
“ 8 M
•Si
a. Ban sS theo hpc sau dai hpc dmg tap trang o o o
b. B$n se theo hpc sau dai hpc theo hinh thuc tai chuc(vira
hpc vira lam)
o o o
c. Bpi se co viec lam o o o
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172
CAC THONG TIN CA NHAN
13. Bsp thugc gioi tinh nao? (hay to den vao mpt 6 trong thich hgp)
a. Nam o
b. Nil o
14. B^n da co gia dinh chira? (hay to den vao mot 6 trong thich hgp)
a. Co o
b. Chira o
Xin cho biet tinh nao? .
(hay to den vao mgt 6 trong thich hgp)
15. Ban din tir tinh nao? (hay to den vao mgt o trdng thich hgp)
a. Tinh An Giang. o
b. Tinh Kien Giang o
c. Tinh Dong Thap o
d. Tinh khac o
16. Ban tot nghiep trung hoc a dau?
a. Tinh An Giang o
b. Tinh Kien Giang o
c. Tinh Dong Thap o
d. Tinh khac o
17. Bpi den tir (hay td den vao mot o trong thich hgp)
a. Thanh pho hay thj xa o
b. Vimg ngoai thanh o
c. Vimg nong tfaon o
Xin cho biet tinh nao? ,
18. Nam nay (2003) bgn dirge bao nhieu tuoi? (My to den vao mgt 6 trong thich hgp)
a. 21 tuoi hoac nho hon
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173
b. 22 tu6i o
c. 23 o
d. 24 tuoi hoac km horn o
19. Ban thugc dan tgc gi? (hay to den vao mgt 6 trong thich hop)
a. Kinh °
b. Khomer o
c. Cham °
d. Hoa o
e. Dan toe khac o Xin cho bilt dan toe gi:...........................
20. Sinh hoat phi cua b$n co tir nguon nao? (Hay to den vao tit ca cac 6 phis hop)
a. Hoc bdng cua trucmg o
b. Tir gia dinh (cha me, ho hang, vg (chong), anh chi em, vv) o
c. Di lam them o
d. Tir nguon khac o Xin cho biet tir dau ............
21. Ban se tot nghiep tir khoa nao? (hay to den vao mgt o trdng thich hgp)
a. Khoa Sir pham o Nganh:............
b. Khoa Kinh te, Quan trj kinh doanh o Nganh:............
c. Khoa Nong nghipp va Tai nguyen thien nhien o Nganh:............
d. Khoa Ky thuat, Cong nghe, Moi trucmg o Nganh: ...........
22. Trong khi dang hoc d DHAG ban co dang theo hoc a ncri nao khac nua khong?
a. Co o
b. Khong o
Nlu co, do la nhung khoa hoc gi? ..... .
23. Bgn dinh lam viec a dau sau khi tot nghigp? (hay to den vao mpt 6 trong thich hgp)
a. Tinh An Giang o
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174
b. Tinh Bong Thap o ■
c. Tinh Kien Giang o
d. Mot nori khac o Xin cho biet ncri dau:...................
24. Sau khi tot nghiep ban co nguyen vong lam viec a : (hay to den vao mot 6 trdng thich hop)
a. Thanh ph6 hoac thi xa o
b. Vung ngoai thanh o
c. Vung nong thon o
25. Xin cho biet nh&ng de xuat cua ban vdi DHAG neu co.
Cam On Sir Cong Tac Cua Ban
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175
APPENDIX C: ENGLISH VERSION OF EMPLOYER SURVEY
QUESTIONNAIRE
1. In what year did you start operations at your current location?___________
2. How many people does your establishment currently employ? (not including part-time
employees)_____________
3. Approximately what percent of the people employed in your establishment have bachelor
degree?
a. None ............... ....o
b. less then 10% o
b. 10% -30% o
c. 31%- 50% o
d. 51%-70%.......................... ...o
e. 71%- 90%
e. over 90% .... o
4. Approximately what percent of the people employed in your establishment have Master or
Doctoral degrees? (Mark one option)
a. N one .................. .....o
b. less then 10% ..................o
b. 10% -30% o
c. 31%- 50% ....o
d. 51 %-70%....................... o
e. 71% - 90%
e. over 90% ...... o
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176
5. From which of the following faculties (departments) do you want to hire your university
graduate employees from An Giang University? (Mark all which appy).
a. Teacher Training ............. o
b. Economic and Business Administration ................. o
c. Agriculture and Natural Resources ................. o
d. Science, Technology and Environment.................. o
6. Please rate the importance of the following items when considering the hiring of a new
university trained employee. (Mark one for each sentence)
Very
unimportant
unimportant
N ot sure
Important
very
important
a. Skill & techniques directly applicable to
a job
o o o o o
b. Work experience
o o o o o
c. Academic performance (grades)
o o o o o
d. Apprentice record
o o o o o
e. Teacher’s recommendation o o o o o
f. Ability to write clearly, correctly, and
effectively
o o o o o
g. Appreciation of art, music, & drama o o o o o
h. Understand scientific theory &
experimentation
o o o o o
i. Ability to withhold judgment, raise
questions, & examine contrary views
o o o o o
j. Appreciation community& civic
involvement
o o o o o
k. Ability to use computers
o o o o o
1 . Ability to communicate in English o o o o 0
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177
m. Public speaking skills o o o o o
n. Knowledge of math& statistics
o o o o o
o. Knowledge and understanding of social
sciences
o o o o o
p. Ability to do scientific research o o o o o
q. Ability to work with others o o o o o
r. Ability to accept criticism o o o o o
s. Being flexible
o o o o o
t. Ability to think independently o o o o o
u. Teaching expertise o 0 o o o
v. Leadership qualities o o o o o
w. Creative thinking o o o o o
7. For each of the following items, rate your satisfaction with the university graduates that you
have hired. (Mark one for each sentence)
Very
dissatisfied
Dissatisfied
N ot sure
Satisfied
Very
satisfied
a. Skill & techniques directly applicable to
a job
o o o o o
b. Work experience o o o o o
c. Ability to write clearly, correctly, and
effectively
o o o o o
d. Appreciation of art, music, & drama o o o o o
e. Understand scientific theory &
experimentation
o o o o o
f. Ability to withhold judgment, raise
questions, & examine contrary views
o o o o o
g. Appreciation community& civic
involvement
o o o o o
h. Ability to use computers o o o o 0
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178
i. Ability to communicate in English
o o o o o
j. Public speaking skills
o o o o o
k. Knowledge of math& statistics
o o o o o
1 . Knowledge and understanding of social
sciences
o o o o o
m. Ability to do scientific research o o o o o
n. Ability to work with others
o o o o o
o. Ability to accept criticism
o o 0 o o
p. Being flexible
o o o o o
q. Ability to think independently o o o o o
r. Teaching expertise o o o o o
s. Leadership qualities
o o o o o
t. Creative thinking
o o o o o
8.Estimate the approximate proportion of time that university trained employees must perform
the following activities. (Mark one for each statement)
None
> 20%
20%-40%
61%-80%
o v e r 80%
a. use computers in their job o o o O o o
b. use English in their job o o o o o o
c. do scientific research o o o o o o
d. work and interact with other o o o o o o
employees
e. Interact with the public o o o o o o
f. Think and work o o o o o o
independently
g. Work in a group o o o o o o
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179
9. In the past three years, has the number of university trained employees at your establishment
increased, decreased or stayed the same?
a. Increased..................... o
b. Decreased.................. o
c. Stayed the same .......o
10. What kind of demand do you expect for future employees with Bachelor degree? (Estimated
guesses are fine)
a .. Total number in one more year_____________
b. Total number in two more years_____________
c. Total number in three more years_____________
d. Total number in five more years_____________
e. Total number in seven more year_____________
11. What kind of demand do you expect for future employees with Master or Doctoral degree?
(Estimated guesses are fine)
a .. Total number in one more year_____________
b. Total number in two more years_____________
c. Total number in three more years_____________
d. Total number in five more years_____________
e. Total number in seven more year_____________
12. Until 2010, do you have demands for training courses for your employees?
a. Y es................................... o
b. No ........................... o
If Yes, please answer question 13,14,15
13. What major of training courses will you need? Mark all which applied,
a. Teacher Training .... o
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b. Educational administration ........................o
c. Food technology ................................o
d. Bio-technology ..............................o
e. Rural development ........................................o
f. Informatics technology.........................................o
g. Collective farm administration ....................o
h. Aquaculture product processing .................o
i. Corporate Finance ....... ...o
j. Corporate Accounting...........................................o
k. Agribusiness....................... o
1 . Agri-mechanic ................... o
m. civil construction................................... .o
n. Mechanic ............................... o
o. Construction materials .................................... o
p. Environment & Natural Resources Management ...o
q. Other major ........... o
Please specify ......................... .
14. How long should these training courses last?
a. under 1 month ......... ..o
b. 1 -3 months.......................................................o
c. 3-6 months .........................o
d. 6 months - one year............... ....o
e. More than one year ........ o
15. Which is your preferred training type for your employees?
a. Full-time......................................... o
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181
b. Part-time (in-service) ............... o
c. O th ers ........................................ o
Please specify ...............
15. What are your other suggestions to An Giang University about the human power training to
serve the socio-economic development of An Giang Province?
Thank you very much for your co-operation
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182
APPENDIX D: VIETNAMESE VERSION OF EMPLOYER SURVEY
b An g c a u h o i
1. Co quan cua anh /chi diigc thanh lap tir nam nao?...................
2. Co quan cua anh/chi hien nay co tat ca bao nhieu can bo, nMn vien (khong ke hop
dong theo thoi vu)? ............. .
3. Khoang bao nhieu phan trSm can bo, nhan vien trong co quan cua anh/chi tot nghiep
dai hoc? Xin hay to den vao mot 6 trong thich hgp.
a. chira c o ............ O
b. dudi 10% O
c. 10% - 30%....... O
d. 31 %-50%......... O
e. 51%-70% ........0
f. 71% - 90%......... O
g. tren 90% ...........O
4. Khoang bao nhieu phan tram can bo, nhan vien trong co quan cua anh/chi co trinh do
sau dai hoc (Thac si hoac Tiln si) ? Xin hay to den vao mot o trong thich hgp
a. chua c o O
b. dudi 10% ........O
c. 10% - 30% ......O
d.31%-50% ........0
e. 51%-70% O
f.71%-90%.........0
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183
g. tren90% .........O
5. N6u thu nhan them can bo, nhan vien tot nghiep d?i hoc, anh/chi se thu nhan sinh vien
tot nghiep dai hoc tir nhftng khoa nao trong cac khoa sau day cua trucmg Dai hoc An
Giang? Xin hay to den vao tit ca cac 6 trong thich hgp, co the chon nhieu khoa nlu co
yeu cau.
a. KhoaSuPhpn1.............. .......O
b. Khoa Kinh te, Quan tri kinh doanh 2 .......... . .0
c. KhoaNongnghiep, TainguySnthiennhien .................O
d. Khoa Ky thuat, Cong nghe Moi trucmg4 O
6. Xin cho biet muc do quan trong cua cac yeu to duoi day khi anh/chi tuyen can bo,
nhan vien co trinh do dai hoc. Hay to den vao mot 6 trong thich hop trong moi cau sau.
I f
£ *
2 §
£ § •
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K h 6ng quan
trpng
'fS
a
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Q u a n trpng
R lt q u a n trong
a. Nang Itxc chuyen mon va cac ky
nang ting dung true tiep cho cong vif c
o o o o o
b. Kinh ngfaiem lam viec
o o o o o
c. Thanh rich hoc tip a trucmg dai hoc
o o o o o
1 Khoa Sir Pfapn: d & o tao giio viSn trang hpc phi thbng a cic b O m6n.
2 Khoa Kinh tl, Quin tri kinh doanh : dio tao c & c nganh Tii chrnh doanh nghiep, K# toan doanh nghiep,
Kinh doanh nong nghiep, Ngoai thucrng, Kinh te du iich.
3 Khoa Nong nghifp, Tii nguyen thien nhien: dao tpo cdc ngdnh PMt triln nong th6n, Cong ngh# thuc
pMm,Cdng ngh# sinh hpc, chi biln thuy san.
4 Khoa Ky tfauit, Cong ngh# Moi tnrfm g: < M o tao die chuydn ng& nh C6ng ngh# thbng tin, Ca khi ndng
nghi#p, Quan ly tai nguydn vi moi tnrfmg, Ky sir din dung, Ky su chi tao v#t li#u xiy dpig, Ky su ca khi,
Ky su di#n 14.
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d. Ket qua thuc tfp
O o o o o
e. Sy gidi tfaieu cua truang dai hoc
o o o o o
f. Kha nSng vilt lach chinh xac, hieu
qua.
o o o o o
g. Kha nang hoi hoa, am nhac
o o o o o
fa . Kiln thuc ve cac IMi v\rc khoa hoc
o o o o o
i. KM nang pMn ticfa va long hop
o o o o o
j. Y thuc quan tam den cong ddng
o o o o o
k. Kha nang sir dung may vi tinh
o o o o o
1 . KM nang giao tiep bang tilng A nfa
o o o o o
m. Kha nang noi trade dam dong
o o o o o
n. Kiln th u r c vk to & n hoc va thing ke
o o o o o
o. Hieu biet ve khoa hoc xa hoi
o o o o o
p. Kha nang lam nghien cuu khoa hoc
o o o 0 o
q. Kha nang lam viec vdi ngudi khac
o o o 0 o
r. Kha nang chip nhan sy phe binh
o o o o o
s. Kha nang uyen chuyln, linh dong
trong cong viec
o o o o o
t. KM nang suy nghi va lam viec doc
Up
o o o o o
u. Ky nang giang day
o o o o o
v. Nang lye lanfa dao
o o o o o
w. Nang lyc to duy sang tao
o o o o o
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
185
7. Xin cho biet m u r e do Mi long cua anh/chi ve cac ky nang neu dudi day cha cac can
bo, nhan vien co trinh do dai hoc a ca quan anti/ chi. Xin hay to den vao mdt 6 trong
thich hop trong moi cau sau.
4 3 3 *
o s ^ 2
< o g3 a
3 &
M g >
< § £
4 3
J o
6 0
a
« o
3
0 0
a
&
' S S
3 5
J S g >
- 3 3 : S
o i
a. Nang luc chuyen mon va cac ky
nang ling dung true tiep cho cong
viec
o o o o o
b. Kinh nghiem lam vipc
o o o o o
c. Kha nang viet lach chinh xac, hieu
qua.
o o o o o
d. Kha nang hpi hoa, am nhac
o o o o o
e. Kidn thuc ve cac linh vuc khoa hoc
o o o o o
f. Kha n5ng phan tich va tong hpp
o o o o o
g. Y thurc quan tarn den cong dong
o o o o o
h. Kha nang su dung may vi tinh
o o o o o
i. KM nang giao tiep bang tieng Anh
o o o o o
j. Kha nang noi trade dam dong
o o o o o
k. KiSn thuc vd toan hoc va thdng ke
o o o o o
1 . Hidu biet ve khoa hpc xft hpi
o o o o o
m. Kha nang lam nghien cuu khoa
hoc
o o o o o
n. KM nang lam viec vdd nguoi khac
o o o o o
o. Kha nang chap nhin su phe binh
o o o 0 o
p. KM nSng uySn chuy&i, linh dong
trong cong viec
o o o o o
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
186
q. Kha nang suy nghi va lam viec doc
lap
O o o o o
r. Ky nang giang day
o o o o o
s. N3ng luc ISnh dao
o o o o o
t. N3ng luc to duy sang tao
o o o o o
8. Nhin chimg ddi vdi can bo, nhan vien co trinh do dai hoc trong ca quan, anh/chi
yeu cau ho danh thdi gian cho nhftng viec sau day d mdc do nao? Xin hay to den vao
mot trong nhftng 6 trong thich hgp cho timg cau sau.
r G
o
! o
3*3
- s p
&
€ N
%
20%-40%
£
£
o
0 0
© v
s t r f i n 80%
i
a. Su dung vi tinh
o o o o o o
b. Sir dqng ti&ig Anh trong cong
viec
o 0 o o o o
c. Lam nghien cuu khoa hoc
o o o o o o
d. Tiep xuc vdi cac can bo nhan vien
khac
o o o o o o
e. Tiep xuc vdi khach hang hay cong
chung
o o o o o o
f. Suy nghi va lam viec doc lap
o o o o o o
g. Lam viec theo nhdm
o o o o o o
9. Trong ba nam gSn day so lugng can bo, nhan vien co trinh do dai hoc a ca quan
anh/chi gia tang, giam, hay van gift nguyen? Xin hay to den vao mdt trong nhftng 6
trong thich hop cho timg cau sau.
a. Gia tang o
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b. Giatn................... o
c. Yin gift nguyen o
187
10. Ca quan anh/chi cin bao nhieu can bo, nhan vien tot nghiep dai hpc trong thdi
gian tai (co the phong doan) Xin cho bilt so krpng.
a. Trong mot nam nfta: ........
b. Tronghainamnfta : ..... .
c. Trong banam nfta..........................
d. Trong nam nam nfta ........ ......
e. Trong bay nam nfta : ........
11. Ca quan anh/chi can bao nhieu can bo, nhan vien tot nghiep sau dai hoc (Thac si
hoac Tien si) trong thdi gian tdi (co the phong doan) Xin cho biet so hrgng.
a. Trong mot nam nfta: ....................
b. Trong hai nam nfta : .............
c. Trong ba nam nfta .....
d. Trong nam nSm nfta ......... ...........
e. Trong bay nam nfta : .....
12. Tit day din nam 2010, ca quan anh/chi co nhu cau boi dirdng cho can bp, nhan
vien khong?
a. Co o
b. Khong o
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188
Nlu co yen ctu bdi duomg cho cac bo, iM n vien trong teong lai, xin anh/chi tra led
cac can 13,14, 15 duoi day.
13. Co quan anh/chi co yen c & u bdi duong cho can bo, nhan vien a nhfing Ilhh w c
nao. Xin My to den vao tat ca nhfim g 6 trong phii hop.
a. Sn pham bdi diiong giao vien...... O
b. Quan ly giao due.........................O
c. Cong nghe thuc pham. ............. O
d. Cong nghe sinh hoc.. O
e. Phattriennongthon. ......... O
f. Cong nghe thong tin ......... O
g. Quan ly hop tac xanong nghiep ...O
h. Che bienthuy san ........... ..O
i. Tai chinh doanh nghiep............O
j. Kl loan doanh ngfaifp.................O
k. Kinh doanh nong nghiep O
1 . Co khi nong nghiep. .... O
m. Xay dimg dan dpig..................O
n. Co khi ....... .......O
o. Vat lieu xay dung O
p. Quan ly tai nguyen va bao ve moi trubng......... O
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189
n. Llnfa vackhac O
Xin cho bill Enh vuc gi ....................
14. Lirong then gian thuan tien cho cac khoa boi duong cho can bo, nhan vien trong
co quan anh/chi Id :
a. dixoi 1 thang ...... O
b. 1-3 thang ......... O
c. 3-6 thang.... .......... O
d. 6 thang- mpt nam ...... O
e. honmotndm .O
15. Hinh thuc boi duong thuan tiqn cho can bo, nhSn vien a co quan anh/ chi la:
a. Boi duong tap trung ..... ....O
b. Boi duong tai chccc O
c. Hinh thuc khac .........O
Xin cho biet cuthl ....................
16. Xin anh/chi cho biet nhung de xuat khac (neu co) voi truong Dai hoc An Giang
ve viec dao tao nguon nhan ly r e phuc vu cho su phat trien kinh te, van hod xa hoi cua
tinh An Giang cung nhu cac tinh Ian can.
XIN CAM ON
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190
A P P E N D IX E: E N G L ISH V E R S IO N OF IN T E R V IE W Q U E STIO N S
INTERVIEW QUESTIONS
1. How many students are there at An Giang University (AGU) this year? Among
them how many students are newly admitted? How many students are going to
graduate this school year?
2. Does AGU increase the number of students admitted every year? What is the
approximate rate of increase? What are the projections and goals for the next 10
years?
3. Are there any plans to increase the number of faculties (schools) in the future? If
yes, by how many? When? And what type of faculty?
4. How many disciplines are there at AGU this year? What are they?
5. What are the criteria used to establish disciplines? What new disciplines are
planned in the near future until 2010? Why or how were those disciplined
chosen?
6. Does AGU apply the core curricula designed by the Ministry of Education and
Training (MOET)? How are curricula and courses designed? Does AGU include
employers from economic sectors in the curriculum committee?
7. What is the level of autonomy granted to AGU with respect to curriculum
development?
8. Is a needs analysis conducted before a new discipline is open? If yes, describe the
process.
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191
9. How closely does AGU interact with the provincial government? Please give me an
example.
10. How does AGU and the economic sectors in the province interact? What are
some major affairs that the economic sectors and AGU share?
11. How important do you think the relationship between AGU and economic sector
play? Why do you think so?
12. Does AGU have any activities for students to contact the economic sectors related
to their training disciplines? What are the activities? How are they arranged and
operated?
13. What opportunities exist for businesses in the province to contact AGU
students? Describe in detail their purposes and the effectiveness of their efforts.
14. What does AGU do to encourage the improvement of teaching and learning
quality among instructors and students? How do you evaluate those activities?
15. If you were in charge of the university, what changes would you implement to
increase the economy of An Giang Province?
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192
A PPEN D IX F: V IE T N A M E SE V E R S IO N O F IN T E R V IE W Q U E STIO N S
Cac Can Hoi Phong Van
1. Dai hoc An Giang Men co bao nMeu sinh vien? Trong sd do, bao nMeu sinh vien
vita mdi dugc tuyen vao? Bao nMeu sinh vien sip tdt ngMep cuoi nam nay?
2. Dai hoc An Giang tang so sinh vien tuyen vao hang nam pfaai khong? Ty le tang
la bao nMeu phln tram? Ke ho^ch va muc tieu cua trudng den nam 2010 la gi?
3. Truong co ke hoach mo them khoa moi khong? Neu co, bao nMeu khoa? Nganh
gi? khoa gi?
4. Nam nay trudng co tat ca la bao nMeu nganh dao tao? La nhftng nganh nao?
5. Co so de thanh lap cac nganh dao t^o la gi? Nhling nganh dao tao nao du kiln se
thanh lap den nam 2010? Vi sao trudng chon nfattng nganh dao t$o nay?
6. Dai hoc An Giang co su dpng chuong trinh khung do Bo GDDT Met ke khong?
K M tMet ke chuong trinh dao tao, trudng co lay y kien tir cac sd ban ngM i
khong?
7. Trudng co duoc tu phat trien giao trinh giang day khong?
8. Trudng co tien hanh dilu tra nhu can cua dia phuong trudc luc Met ke chuong
trinh giang day khong? Neu co, trudng da tiln hanh nhu the nao?
9. Xin cho mot vi du ve su hop tac giua trudng va cac co quan ban nganh cua Tinh.
10. DM hoc AG quan he vdi cac ban nganh trong tinh nhu the nao? Xin cho biet mot
so vln de ma hai ben da timg thao iuan vdi nhau.
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193
11. Ong/ ba nghi thl nao ve mdi quan he cua trudng vdi cac co quan ban nginh trong
tinh?
12. BHAG / Khoa co to chftc cac boat dong cho sinh vien tilp xiic vdi cac co quan
ban nganh, cac doanh nghiep co lien quan den nganh dang dugc dao tao khong?
Nhftng cuqc gap gd nhu the dugc sap xep nhu the nao?
13. Cac co quan, ban nganh, doanh nghiep thudng tilp xiic vdi sinh vien qua nhftng
co hoi nao? Xin cho bidt chi tiet.
14. BHAG da lam gi dk khuyen Much phat trien kha nang chuyen mon cua can bp
giao vien trong trudng? Anh/chi danh gia viec nay the nao?
15. Vditu each la ngudi lanh dao trudng (Khoa), anh/chi se thuc Men nhftng thay ddi
gi de giup phat trien nen kinh te cua Tinh nha?
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Asset Metadata
Creator
Ho, My Phuong Thanh
(author)
Core Title
Higher education's responses to economic development: Vietnam
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education, curriculum and instruction,Education, higher,OAI-PMH Harvest
Language
English
Contributor
Digitized by ProQuest
(provenance)
Advisor
Hagedorn, Linda Serra (
committee chair
), Maxwell, William (
committee member
), Rideout, William M. (
committee member
)
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https://doi.org/10.25549/usctheses-c16-404398
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Ho, My Phuong Thanh
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(contributing entity),
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