Pub Date : 2022-05-18DOI: 10.25073/2588-1159/vnuer.4570
Trần Quang Huy, Pham Quoc Khanh, Khuc Thi Van Anh, Nguyen Duc Thong, T. Hieu, Le Khac Quynh, Nguyen Ngoc Tuan, Nguyen Van Thu
In this paper, we propose a new STEM topic in the automation field for upper-secondary school students, which is the topic "Traffic signal lights". This STEM education is designed to be relevant to the current general education curriculum in subjects as Physics, Technology, and Informatics. Based on the 6E learning model, the teaching process is built for this topic, in which two factors of technical design and practice (programming and assembly of circuits) are emphasized in STEM-oriented teaching for upper-secondary school students.
{"title":"Designing Teaching Process for Stem Topic �Traffic Signal Lights� for Upper-secondary School Students","authors":"Trần Quang Huy, Pham Quoc Khanh, Khuc Thi Van Anh, Nguyen Duc Thong, T. Hieu, Le Khac Quynh, Nguyen Ngoc Tuan, Nguyen Van Thu","doi":"10.25073/2588-1159/vnuer.4570","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4570","url":null,"abstract":"In this paper, we propose a new STEM topic in the automation field for upper-secondary school students, which is the topic \"Traffic signal lights\". This STEM education is designed to be relevant to the current general education curriculum in subjects as Physics, Technology, and Informatics. Based on the 6E learning model, the teaching process is built for this topic, in which two factors of technical design and practice (programming and assembly of circuits) are emphasized in STEM-oriented teaching for upper-secondary school students.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132080891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.25073/2588-1159/vnuer.4648
Nguyen Ngoc Anh, Bui Thi Thanh Huong, Hoang Gia Trang
Noise pollution in the school environment is creating significant effects on the mental health of teachers and students, indirectly reducing the quality of education. By integrating IoT technique and GIS, the results of the project on investigating the situation of noise pollution at 362 schools in Hanoi (Primary, Secondary, High schools) for 2 years (2019-2021) showed four noise pollutions regions: high pollution, medium pollution, low pollution, and no pollution. At the same time, the study pointed out that the school sites have a high risk of noise pollution. The data collected before COVID 19 and in COVID 19 showed that noise pollution reduced 20 - 30dB. From the status of the noise pollution at schools in Hanoi, the research group has recommended some measurements to reduce noise pollution in schools in Hanoi city.
{"title":"Noise Pollution in Schools of Hanoi City: Status and Sollutions","authors":"Nguyen Ngoc Anh, Bui Thi Thanh Huong, Hoang Gia Trang","doi":"10.25073/2588-1159/vnuer.4648","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4648","url":null,"abstract":"Noise pollution in the school environment is creating significant effects on the mental health of teachers and students, indirectly reducing the quality of education. By integrating IoT technique and GIS, the results of the project on investigating the situation of noise pollution at 362 schools in Hanoi (Primary, Secondary, High schools) for 2 years (2019-2021) showed four noise pollutions regions: high pollution, medium pollution, low pollution, and no pollution. At the same time, the study pointed out that the school sites have a high risk of noise pollution. The data collected before COVID 19 and in COVID 19 showed that noise pollution reduced 20 - 30dB. From the status of the noise pollution at schools in Hanoi, the research group has recommended some measurements to reduce noise pollution in schools in Hanoi city.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132671974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.25073/2588-1159/vnuer.4596
Dang Thi Thanh Thuy
This study aimed to develop a valid and reliable instrument to diagnose students’ attitudes, abilities and personality characteristics, necessary for self-directed learning among undergraduate students in Vietnam. The study was undergone into two stages including developing and testing the questionaire. Besides desk study, expert interview was utilized to 05 experts and 30 undergaraduate students in educational measurement to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness in the questionaire. At the same time, the software of SPSS 26.0 was utilized to ensure the validity and reliability of the scale after the testing stage with a sample 1200 students who are studying education science and natural science & technology. The research result showed that, Cronbach's alpha coefficients was above 0.8 and 42/42 questions have a total variable correlation of over 0.03, ensuring the reliability of the scale. That is expected to allow educators to assess and diagnose their students’ learning needs and their readiness for learning, thereby supporting the educators to implement teaching strategies that will best suit the students. Furthermore, the development of this scale will provide valuable data for curriculum development at the higher education institutions.
{"title":"Development of Self-Directed Learning Readiness Scale for Vietnamese Undergraduates","authors":"Dang Thi Thanh Thuy","doi":"10.25073/2588-1159/vnuer.4596","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4596","url":null,"abstract":"This study aimed to develop a valid and reliable instrument to diagnose students’ attitudes, abilities and personality characteristics, necessary for self-directed learning among undergraduate students in Vietnam. The study was undergone into two stages including developing and testing the questionaire. Besides desk study, expert interview was utilized to 05 experts and 30 undergaraduate students in educational measurement to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness in the questionaire. At the same time, the software of SPSS 26.0 was utilized to ensure the validity and reliability of the scale after the testing stage with a sample 1200 students who are studying education science and natural science & technology. The research result showed that, Cronbach's alpha coefficients was above 0.8 and 42/42 questions have a total variable correlation of over 0.03, ensuring the reliability of the scale. That is expected to allow educators to assess and diagnose their students’ learning needs and their readiness for learning, thereby supporting the educators to implement teaching strategies that will best suit the students. Furthermore, the development of this scale will provide valuable data for curriculum development at the higher education institutions. \u0000","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133471604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-18DOI: 10.25073/2588-1159/vnuer.4660
Ta Thi Thu Hien, M. T. Nhuan, N. Hương, Vu Minh Phuong, Nguyen Cong Uoc
Along with the mechanism of quality assurance and accreditation that higher education system in Vietnam has been operating, university autonomy is a crucial factor in university governance, creating flexibility and dynamism for higher education institutions (HEIs), and increasing competitiveness among HEIs in the process of creating knowledge and leading the society to develop. The article clarifies the essence of university autonomy, the relationship between quality assurance, accreditation and university autonomy in Vietnam, thereby proposing solutions to promote autonomy for institutions to improve the efficiency and quality of higher education.
{"title":"Higher Education Quality Assurance and Accreditation and University Autonomy Implementation in Vietnam","authors":"Ta Thi Thu Hien, M. T. Nhuan, N. Hương, Vu Minh Phuong, Nguyen Cong Uoc","doi":"10.25073/2588-1159/vnuer.4660","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4660","url":null,"abstract":"Along with the mechanism of quality assurance and accreditation that higher education system in Vietnam has been operating, university autonomy is a crucial factor in university governance, creating flexibility and dynamism for higher education institutions (HEIs), and increasing competitiveness among HEIs in the process of creating knowledge and leading the society to develop. The article clarifies the essence of university autonomy, the relationship between quality assurance, accreditation and university autonomy in Vietnam, thereby proposing solutions to promote autonomy for institutions to improve the efficiency and quality of higher education.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134407671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.25073/2588-1159/vnuer.4638
L. T. Hưng, L. Ha, Nguyễn Thị Phương Vy
Classroom assessment has been recognized as an inseparable component of teaching. Nowadays, besides the function of measuring the level of mastering learning objectives of students, educators and researchers are paying more attention on the benefits of facilitating learning that classroom assessment can bring about. This study was conducted basing on a survey on the school teachers� perspectives, beliefs and practice of classroom assessment, particularly focusing on formative assessment strategies. The survey questionnaire was responded by over 500 primary and secondary teachers throughout the country. Assessment strategies which were investigated include: clarifying and sharing learning objectives, collecting learning evidences, giving feedback, making students to be the owners of learning. Besides descriptive statistics results, the findings show a relationship between teachers� perspectives and beliefs and their practice of classroom assessment.
{"title":"Assessment for Learning: Perspectives, Beliefs and Practice of School Teachers in Vietnam","authors":"L. T. Hưng, L. Ha, Nguyễn Thị Phương Vy","doi":"10.25073/2588-1159/vnuer.4638","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4638","url":null,"abstract":"Classroom assessment has been recognized as an inseparable component of teaching. Nowadays, besides the function of measuring the level of mastering learning objectives of students, educators and researchers are paying more attention on the benefits of facilitating learning that classroom assessment can bring about. This study was conducted basing on a survey on the school teachers� perspectives, beliefs and practice of classroom assessment, particularly focusing on formative assessment strategies. The survey questionnaire was responded by over 500 primary and secondary teachers throughout the country. Assessment strategies which were investigated include: clarifying and sharing learning objectives, collecting learning evidences, giving feedback, making students to be the owners of learning. Besides descriptive statistics results, the findings show a relationship between teachers� perspectives and beliefs and their practice of classroom assessment.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124817054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-20DOI: 10.25073/2588-1159/vnuer.4595
P. Duy, Pham Cong Hiep
This research aims to evaluate learners’ experience of online presence (i.e., teaching, social, cognitive presence) on learning needs, outcomes and challenges in meeting those expectations at a Vietnam university, which offered an entire curriculum online during 2020 and 2021 in response to a strict social distancing mandate. This study provides the following contributions. First, it helps educational institutions understand online learners’ pressing needs using a well-studied framework and create a high-level, engaging online learning environment. Second, it complements other studies that examine the Community of Inquiry framework in the context of a university in Vietnam during COVID-19, whose findings can be generalizable to other institutions. Finally, it puts forward further challenges that educational institutions should consider balancing online learners’ needs and operational constraints to advance the effectiveness of online learning. The study shows that the students highly regarded teaching presence from the instructors and institution, which included online infrastructure, learning management system, and various online teaching modes. Lively online lectures, recorded sessions, and the use of social media made the learning experience satisfactory. However, cognitive and social presence was not found strongly present in students’ learning. Class sizes, workload, and lack of personal contacts were found to be the main reasons for instructors not promoting such aspects of the learning.
{"title":"Online Classrooms in the Digital Era - Online Presence Through Learners’ Perception","authors":"P. Duy, Pham Cong Hiep","doi":"10.25073/2588-1159/vnuer.4595","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4595","url":null,"abstract":"This research aims to evaluate learners’ experience of online presence (i.e., teaching, social, cognitive presence) on learning needs, outcomes and challenges in meeting those expectations at a Vietnam university, which offered an entire curriculum online during 2020 and 2021 in response to a strict social distancing mandate. This study provides the following contributions. First, it helps educational institutions understand online learners’ pressing needs using a well-studied framework and create a high-level, engaging online learning environment. Second, it complements other studies that examine the Community of Inquiry framework in the context of a university in Vietnam during COVID-19, whose findings can be generalizable to other institutions. Finally, it puts forward further challenges that educational institutions should consider balancing online learners’ needs and operational constraints to advance the effectiveness of online learning. The study shows that the students highly regarded teaching presence from the instructors and institution, which included online infrastructure, learning management system, and various online teaching modes. Lively online lectures, recorded sessions, and the use of social media made the learning experience satisfactory. However, cognitive and social presence was not found strongly present in students’ learning. Class sizes, workload, and lack of personal contacts were found to be the main reasons for instructors not promoting such aspects of the learning.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123968282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-12DOI: 10.25073/2588-1159/vnuer.4637
Van Thi Minh Tu, Chu Thi Hong Nhung, Nguyen Thu Huong
Literature has great significance in early childhood education. Introducing children to literary works plays an important role in the preschool education program. Integrating STEAM education in preschool activities in teaching literary works is considered an effective method of educational improvement, in line with the innovation requirements in teaching specific subjects. This teaching approach brings many practical values not only for learners but also for teachers. Through studying the theoretical and practical basis of STEAM education in preschool education, the article explains the suitability of integrating STEAM education in teaching literary works, thereby proposing a practical process. The current paper proposes the integration of STEAM education in organizing activities to familiarize children with literary works in preschool.
{"title":"Intergrating STEAM Education in Organization of Activities for Children to be Confidental with Literature Works in Kindly School","authors":"Van Thi Minh Tu, Chu Thi Hong Nhung, Nguyen Thu Huong","doi":"10.25073/2588-1159/vnuer.4637","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4637","url":null,"abstract":"Literature has great significance in early childhood education. Introducing children to literary works plays an important role in the preschool education program. Integrating STEAM education in preschool activities in teaching literary works is considered an effective method of educational improvement, in line with the innovation requirements in teaching specific subjects. This teaching approach brings many practical values not only for learners but also for teachers. Through studying the theoretical and practical basis of STEAM education in preschool education, the article explains the suitability of integrating STEAM education in teaching literary works, thereby proposing a practical process. The current paper proposes the integration of STEAM education in organizing activities to familiarize children with literary works in preschool.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126165872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.25073/2588-1159/vnuer.4560
Nguyen Chi
The need for writing is undoubtedly pervasive in our lives, especially in modern societies of the 21st century. When examining the everyday world, one finds people engaged in many varieties of writing such as sending a text message, writing a covering letter or a scholarship application form, composing a research paper, etc. In short, writing not only is an integral part of our social and professional activities but also determines our life chances. The growth of English as a lingua franca makes English writing more important than ever before, which results in more attention paid to teaching English writing in non-English speaking contexts. This paper reports on part of the findings of a study that investigated practices of teaching English writing at the lower secondary level in Ba Ria-Vung Tau, Vietnam. The research employed a qualitative, multi-case study approach. The findings revealed a significant gap between the English education policies of the Vietnamese government and classroom practice. The teaching of secondary English writing did not prepare learners well for the 21st century language skills as expected.
{"title":"Teaching English Writing at the Secondary Level in Vietnam: Policy Intentions and Classroom Practice","authors":"Nguyen Chi","doi":"10.25073/2588-1159/vnuer.4560","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4560","url":null,"abstract":"The need for writing is undoubtedly pervasive in our lives, especially in modern societies of the 21st century. When examining the everyday world, one finds people engaged in many varieties of writing such as sending a text message, writing a covering letter or a scholarship application form, composing a research paper, etc. In short, writing not only is an integral part of our social and professional activities but also determines our life chances. The growth of English as a lingua franca makes English writing more important than ever before, which results in more attention paid to teaching English writing in non-English speaking contexts. This paper reports on part of the findings of a study that investigated practices of teaching English writing at the lower secondary level in Ba Ria-Vung Tau, Vietnam. The research employed a qualitative, multi-case study approach. The findings revealed a significant gap between the English education policies of the Vietnamese government and classroom practice. The teaching of secondary English writing did not prepare learners well for the 21st century language skills as expected. \u0000 ","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128779685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.25073/2588-1159/vnuer.4598
Vu Minh Trang
The socio-economic development of Vietnam in the context of international integration has set new requirements for education in training dynamic and flexible human resources. Therefore, the general education program needs to be reformed to ensure integration, approach the achievements of modern science, and develop thinking ability, creative logic, and train the ability to apply knowledge into real life. The objectives of the paper are: 1) analyzing the theory of project-based learning, 2) Building evaluation criteria for the ability to apply knowledge into practice, 3) Designing and experimentally organizing two learning projects in Chemistry "Electric batteries and electrolysis" in order to develop the ability to apply knowledge into practice for high school students. The study evaluates the feasibility of two projects for capacity development in experimental and control classes (80 students) of grade 12 of a High school in Hanoi. The results of pedagogical experiment findings show that teaching based on the two projects designed has achieved the teaching objectives. Teaching operated by project- based learning not only helps students acquire knowledge but also develops student`s ability to apply knowledge into practice, contributing to improve the quality of chemistry teaching in high school.
{"title":"Career Orientation for Students Through Teaching STEM Topics of Aldehyde - Carboxylic Acid","authors":"Vu Minh Trang","doi":"10.25073/2588-1159/vnuer.4598","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4598","url":null,"abstract":"The socio-economic development of Vietnam in the context of international integration has set new requirements for education in training dynamic and flexible human resources. Therefore, the general education program needs to be reformed to ensure integration, approach the achievements of modern science, and develop thinking ability, creative logic, and train the ability to apply knowledge into real life. The objectives of the paper are: 1) analyzing the theory of project-based learning, 2) Building evaluation criteria for the ability to apply knowledge into practice, 3) Designing and experimentally organizing two learning projects in Chemistry \"Electric batteries and electrolysis\" in order to develop the ability to apply knowledge into practice for high school students. The study evaluates the feasibility of two projects for capacity development in experimental and control classes (80 students) of grade 12 of a High school in Hanoi. The results of pedagogical experiment findings show that teaching based on the two projects designed has achieved the teaching objectives. Teaching operated by project- based learning not only helps students acquire knowledge but also develops student`s ability to apply knowledge into practice, contributing to improve the quality of chemistry teaching in high school.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123663115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.25073/2588-1159/vnuer.4613
Nguyen Huu Thanh Chung, T. Hải, L. Dat, N. Duc
In the 4th industrial revolution era, instead of following the entrepreneurial approach of traditional third-generation universities, nowadays, a university is redefined as an ecosystem that innovates not only "for itself" but also "for others". Thus, university transformation is described with three key characteristics: radical mindset changes, holistic innovation facilitation, and ecological and social norm encouragement. It responds well to the demands of entrepreneurial spirit, innovative approaches, digital transformation, personalized education, and ecological and social norm promotion. The responsiveness to this university model can be assessed by the criteria and indicators of the new rating system of the University Performance Metrics (UPM). Practically, UPM has been applied to benchmark the universities of Vietnam and Thailand. The results indicate that while facilitating the research quality focus, higher education institutions need to develop the innovation-driven university model, supporting the universities' autonomy in implementing their activities.
{"title":"Innovation Approaches in Vietnam and Thailand Higher Education Institutions","authors":"Nguyen Huu Thanh Chung, T. Hải, L. Dat, N. Duc","doi":"10.25073/2588-1159/vnuer.4613","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4613","url":null,"abstract":"In the 4th industrial revolution era, instead of following the entrepreneurial approach of traditional third-generation universities, nowadays, a university is redefined as an ecosystem that innovates not only \"for itself\" but also \"for others\". Thus, university transformation is described with three key characteristics: radical mindset changes, holistic innovation facilitation, and ecological and social norm encouragement. It responds well to the demands of entrepreneurial spirit, innovative approaches, digital transformation, personalized education, and ecological and social norm promotion. The responsiveness to this university model can be assessed by the criteria and indicators of the new rating system of the University Performance Metrics (UPM). Practically, UPM has been applied to benchmark the universities of Vietnam and Thailand. The results indicate that while facilitating the research quality focus, higher education institutions need to develop the innovation-driven university model, supporting the universities' autonomy in implementing their activities.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115571844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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