scholarly journals Vietnamese Academics' Research Capacity in Tertiary Contexts

2021 ◽  
Author(s):  
◽  
Tien Huynh
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Ecological Model ◽  
Geographical Location ◽  
National Development ◽  
Research Capacity ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Research Engagement ◽  
Different Levels

<p>Research carried out by academics at higher education institutions (HEIs) has substantially contributed to nations’ development, particularly in a time of globalisation and internationalisation of higher education (HE). A range of studies on academics’ research have been undertaken in western contexts. Those studies can be classified into studies of academics’ research perceptions and studies of factors affecting academics’ research productivity. However, there has been a very limited number of studies on academics’ research capacity and HEIs’ research capacities in Vietnam. Meanwhile, the Vietnamese Government has attempted to develop its HE system to contribute to the success of its national development. Over the past ten years, the Vietnamese Government has issued a series of research related policies and has had a greater investment into the development of its HE system. However, the research capacity of Vietnamese HEIs has been lower than that of its neighbouring countries in the region. Therefore, this study was conducted with the hope that it might provide an in-depth understanding of the research capacities of Vietnamese HEIs and their academics and how they can be better fostered in the Vietnamese HE system.  The study was conducted in three public HEIs at different levels in southern Vietnam: provincial, regional, and national. The study employed an interpretive case study approach with a lens of historical and sociocultural theory. Three key tools used for data collecting were surveys, individual semi-structured interviews, and document analysis. The research participants were purposefully selected from the three institutions. For data analysis, the study utilised a combined framework adapted from the predictive model department research productivity of Bland, Center, Finstad, Risbey, and Staples (2005), the model of factors affecting academics’ research productivity of Chen, Gupta, and Hoshower (2006), and Moore’s (2015) social-ecological model: Looking beyond the individual. The study’s findings indicated that the research capacities of Vietnamese HEIs and their academics were influenced by various factors at different levels. At societal level, they include socioeconomic, sociocultural, and political factors. At community level, they comprise resources, research orientation, research networks, professional development practices. At institutional level, they consist of establishment history, geographical location, and organisation. Additionally, the study identified that institutional contexts affected the academics’ research motivation and research engagement at this level. Finally, this study suggested some recommendations for both academic leaders and academics from the three HEIs and Vietnamese HE policy makers to consider so that they may find ways to enhance the research capacities of the Vietnamese HEIs and their academics’ research engagement.</p>

scholarly journals Vietnamese Academics' Research Capacity in Tertiary Contexts

2021 ◽  
Author(s):  
◽  
Tien Huynh
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Ecological Model ◽  
Geographical Location ◽  
National Development ◽  
Research Capacity ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Research Engagement ◽  
Different Levels

<p>Research carried out by academics at higher education institutions (HEIs) has substantially contributed to nations’ development, particularly in a time of globalisation and internationalisation of higher education (HE). A range of studies on academics’ research have been undertaken in western contexts. Those studies can be classified into studies of academics’ research perceptions and studies of factors affecting academics’ research productivity. However, there has been a very limited number of studies on academics’ research capacity and HEIs’ research capacities in Vietnam. Meanwhile, the Vietnamese Government has attempted to develop its HE system to contribute to the success of its national development. Over the past ten years, the Vietnamese Government has issued a series of research related policies and has had a greater investment into the development of its HE system. However, the research capacity of Vietnamese HEIs has been lower than that of its neighbouring countries in the region. Therefore, this study was conducted with the hope that it might provide an in-depth understanding of the research capacities of Vietnamese HEIs and their academics and how they can be better fostered in the Vietnamese HE system.  The study was conducted in three public HEIs at different levels in southern Vietnam: provincial, regional, and national. The study employed an interpretive case study approach with a lens of historical and sociocultural theory. Three key tools used for data collecting were surveys, individual semi-structured interviews, and document analysis. The research participants were purposefully selected from the three institutions. For data analysis, the study utilised a combined framework adapted from the predictive model department research productivity of Bland, Center, Finstad, Risbey, and Staples (2005), the model of factors affecting academics’ research productivity of Chen, Gupta, and Hoshower (2006), and Moore’s (2015) social-ecological model: Looking beyond the individual. The study’s findings indicated that the research capacities of Vietnamese HEIs and their academics were influenced by various factors at different levels. At societal level, they include socioeconomic, sociocultural, and political factors. At community level, they comprise resources, research orientation, research networks, professional development practices. At institutional level, they consist of establishment history, geographical location, and organisation. Additionally, the study identified that institutional contexts affected the academics’ research motivation and research engagement at this level. Finally, this study suggested some recommendations for both academic leaders and academics from the three HEIs and Vietnamese HE policy makers to consider so that they may find ways to enhance the research capacities of the Vietnamese HEIs and their academics’ research engagement.</p>

scholarly journals Factors contributing towards research productivity in higher education

2020 ◽  
Vol 9 (1) ◽  
pp. 203
Author(s):  
Caroline Henry ◽  
Nor Azura Md Ghani ◽  
Umi Marshida Abd Hamid ◽  
Ahmad Naqiyuddin Bakar
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Academic Staff ◽  
Student Perception ◽  
Primary Data ◽  
Factors Affecting ◽  
Age Cohort ◽  
Role Of Principal ◽  
Behavioural Factors ◽  
Conducting Research

<span>Research Productivity (RP) is the key element in the establishment of ranking and rating system in the Higher Education (HE) sector. Despite of the many initiatives taken to enliven the research culture among academic staff, there are still constraints and resistance towards conducting research. Therefore, this study attempts to identify the factors affecting RP and develop an appropriate model to determine the RP of an academic staff in Universiti Teknologi MARA (UiTM). In this study, 5 research related indicators were used in the determination of RP. Since the population size of UiTM is large, the primary data was collected by using questionnaire survey and stratified random sampling. The variables that were found to be significant in determining RP of an academic staff were age cohort, highest qualification, cluster and track emphasis. Satisfaction towards annual KPI, UiTM current policy and monthly income were also found to influence the RP of an academic staff. In addition, perceiving the role of principal investigator as a chore and burden and supervising and graduating a PhD student perception as burden and pleasure were also found to be affecting RP. Using these variables, Logistic Regression Model was used to determine the RP of an academic staff in UiTM. In conclusion, personal, environmental and behavioural factors were found to have influence on the RP among academic staff of UiTM. Therefore, generally it is possible to maximize the RP of academic staff by identifying the factors influencing RP followed by strategic management and proper monitoring system.</span>

Conceptualising quality following conflict: Afghanistan’s higher education policy

2019 ◽  
Vol 9 (4) ◽  
pp. 441-451
Author(s):  
Daniel Couch
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Quality Assurance ◽  
Education Policy ◽  
Low Income ◽  
Higher Education Policy ◽  
National Development ◽  
Structured Interviews ◽  
Content Type ◽  
Critical Conversation

Purpose The purpose of this paper is to examine the dominant conceptualisation of quality in Afghanistan’s higher education strategic planning and policies, and consider the implications a broader conceptualisation of quality might have within Afghanistan’s conflict-affected context. Design/methodology/approach Drawing on data from document analysis and semi-structured interviews, the author identifies the dominant policy conceptualisation of quality. Findings The dominant conceptualisation of quality in Afghanistan’s higher education policy documents aligns with the sector’s primary policy purpose of promoting economic growth. However, quality assurance processes were developed with significant input from international actors, and replicate global norms for quality assurance. Whilst this is important for validity and legitimacy, at the same time it can be delegitimising for local stakeholders, and can limit opportunities for conceptualisations of quality which genuinely engage with the particularities of Afghanistan’s broader conflict-affected social context. Research limitations/implications Introducing conceptualisations of quality in Afghanistan’s higher education policy which de-centre economic growth, and rather re-position social goals of cohesion and political sustainability as a central understanding of quality higher education, opens possibilities for the sector’s contribution towards national development. Originality/value There is limited published research into conceptualisations of quality within low-income and conflict-affected higher education contexts in general, and Afghanistan in particular. This paper intends to extend a critical conversation about the non-economic dividends a quality higher education sector can offer in such contexts.

scholarly journals Evaluating a research capacity strengthening program for Aboriginal community-controlled health organisations

2019 ◽  
Vol 25 (1) ◽  
pp. 72
Author(s):  
Janet Stajic ◽  
Stephen Harfield ◽  
Alex Brown ◽  
Anna Dawson ◽  
Carol Davy ◽  
...  
Keyword(s):  
Impact Evaluation ◽  
Online Survey ◽  
Research Evaluation ◽  
Research Training ◽  
Research Capacity ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Aboriginal Community ◽  
Research Engagement ◽  
The Impact

A Masterclass Program was developed to strengthen the research capacity of staff within Aboriginal Community-Controlled Health Organisations (ACCHOs) and featured three Masterclasses delivered across Australia, including Understanding Research, Undertaking Research and Research Evaluation. A mixed-method process and impact evaluation of the Masterclass Program was undertaken. The process evaluation examined the reach of the Program and the impact evaluation comprised an online survey (n=45) and semi-structured interviews (n=21) with Masterclass participants. During 2014–17, 27 Masterclasses were delivered to 260 people, including predominantly ACCHO personnel but also Indigenous doctors and research institute staff who work closely with the ACCHO sector. Most survey respondents felt the Masterclasses improved their understanding of research and their willingness to participate in and undertake research. The qualitative analysis confirmed this and suggested that Masterclasses were implemented in a supportive learning environment which led to increased research capacity (increased research awareness, changed perceptions, increased understanding, critical thinking and new confidence) and ultimately enhanced research engagement (willingness to participate, motivating others, empowered critique of research partners and proposals, interest in further research training). Barriers to research engagement and areas for improvement of the Masterclass Program before, during and after Masterclasses were also identified.

Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study

2021 ◽  
Vol 11 (1) ◽  
pp. 93-113
Author(s):  
Ephraim Viernes Domingo
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Language Socialization ◽  
Vital Role ◽  
Academic Socialization ◽  
Structured Interviews ◽  
Education Students ◽  
Academic Task ◽  
Different Levels

Abstract Higher education students are increasingly becoming aware of the importance of being successful in oral academic presentations (OAP) in their academic endeavors. For English as a second language students in English-medium institutions, it also provides them with opportunities for language socialization. However, succeeding in the delivery of an OAP comes with various challenges emerging from linguistic and psychological factors. This small-case study explores OAPs as an oral academic socialization activity by documenting the strategies that 13 international undergraduate students in a large private Philippine university use to cope with the difficulties facing them in preparing and presenting an OAP. Using language socialization as the theoretical framework and semi-structured interviews to gather data, it identifies and explains eight personal strategies (six still employed and two no longer used) and discusses various factors that play a vital role in applying these strategies. The three most commonly used strategies are adopted to ensure a successful and acceptable OAP, typically a graded task. The two least frequently used ones are yet to be employed successfully. In applying these strategies, students not only perform the required academic task but are also engaged in different levels and frequencies of language socialization before and during the delivery of an OAP. Pedagogical implications in the use of OAPs as an academic task for language socialization in higher education are also discussed.

Differential Entry of First and Non-first-generation Students in Higher Education with Reference to India

2018 ◽  
Vol 5 (2) ◽  
pp. 142-161
Author(s):  
Rashim Wadhwa
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Educational Inequality ◽  
Family Influence ◽  
First Generation Students ◽  
Structured Interviews ◽  
Jammu And Kashmir ◽  
First Year Students ◽  
Factors Affecting ◽  
Inequality In Education

In India, the inequality in education from the perspective of first-generation learners has drawn little attention. So there is an urgent need to pay attention on the issue of how robust is the effect of first generation in causing educational inequality as the first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in the cultural and social capital. In this context, the purpose of the present study is to investigate the rationale behind first- and non-first-generation students’ entry into higher education and factors which influence their decision. Methodology of the present study involves a mixed method approach, and data have been collected from the sample of 400 first-year students from Jammu and Kashmir State of India which comprises 200 first- and 200 non-first-generation students. Self-structured questionnaire and semi-structured interviews have been used for data collection. Factor analysis and independent sample t-test have been used for analysis purpose. Findings of study highlight that perceived family influence, relative functionalism, self-efficacy and significant others to be less powerful factors affecting their pursuit of higher education than non-first-generation students.

scholarly journals Success Factors for the Implementation of Community Renewable Energy in Thailand

Energies ◽  
2021 ◽  
Vol 14 (14) ◽  
pp. 4203
Author(s):  
Nilubon Luangchosiri ◽  
Takaya Ogawa ◽  
Hideyuki Okumura ◽  
Keiichi N. Ishihara
Keyword(s):  
Renewable Energy ◽  
Success Factors ◽  
Geographical Location ◽  
Formal Structure ◽  
External Support ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Legal Structure ◽  
Internal And External Factors ◽  
Developed Nations

Community renewable energy (CRE) has recently been proposed as one of the effective policy tools to make a community sustainable and to strengthen this association. CRE is, however, not widespread yet in Thailand, and evidence-based research on CRE in the country is rather scarce. This paper aims to investigate the characteristics of CRE in Thailand to identify the key factors affecting its implementation. Data were collected through semi-structured interviews and document analysis for 26 active CRE projects in Thailand. Results show that the characteristics of CRE in Thailand are rooted in the geographical location of a community. A legal structure was created from a pre-existing group to implement a CRE project. The primary motivation for implementing CRE is sustainable development of a community. We examined essential factors separated into two groups—internal and external factors—in reference to CRE in developed nations. We highlight several issues concerning the further development of CRE in Thailand. First, a strong group leader and a formal structure are essential to drive and manage a project. Second, networks of CRE projects and long-term revolving funds are crucial external support to implement CRE.

scholarly journals Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study

2021 ◽  
Author(s):  
Loc Thi My Nguyen ◽  
Trung Tran ◽  
Thuan Van Pham ◽  
Tien-Trung Nguyen ◽  
Hien Thi Thu Le ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Internal Quality ◽  
Successful Implementation ◽  
University Management ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Higher Education System ◽  
Research Activities ◽  
Teaching Learning

Quality assurance and accreditation was officially introduced into the higher education system in Vietnam over ten years ago. It is evident that quality assurance has resulted in positive impacts on university management, teaching, learning and research activities. This paper aims to explore factors that aid the successful implementation of higher education quality assurance and accreditation in Vietnam. Through semi-structured interviews with 32 participants, this study identified a number of factors that contributed to quality assurance processes, including awareness of the importance of quality assurance, better institutional manager leadership, support of university lecturers, staff, and students, and the vital responsibility of internal quality assurance staff. These confirm that internal stakeholders play an important role in undertaking quality assurance programmes and activities.

scholarly journals Aspirations for Higher Education: Evidence from Youth Living in Kenneth Gardens Municipal Housing Estate (Durban)

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Ndwakhulu Stephen Tshishonga ◽  
Zethembe Mseleku
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Young People ◽  
Career Guidance ◽  
Participant Observation ◽  
National Development ◽  
Access To Higher Education ◽  
Structured Interviews ◽  
Poor Access ◽  
Entry Requirements

This paper explores the obstacles that prevent young people from accessing higher education. Inadequate and unequal access to higher education internationally and in South Africa, in particular, has undermined young people’s potential to contribute to national development. In South Africa, limited access to higher education for the majority remains a major problem. Hence, young people are underdeveloped socially, economically and academically. Thus, lack of educational opportunities relegates young people to the periphery of the mainstream socio-economic development. This paper uses Kenneth Gardens as a case study to interrogate a lack of access to higher education and its implications for youth vulnerability and non-participation in their own development. The research was qualitative in nature. The imperial data were solicited from semi-structured interviews with Kenneth Gardens youth. In addition, participant observation was used as a research instrument. The major findings from the research were the lack of aspirations as one of the major obstacles that hinder youth from accessing higher education, and the research also found that lack of funding, lack of awareness and inability to meet the minimum university entry requirements were underlying factors. Additionally, a lack of career guidance in schools and unemployed graduates were found to be fundamental for poor access to higher education.

scholarly journals Building Research Capacity in BRICS and Beyond: Lessons from the International Community

2020 ◽  
Vol 7 (5) ◽  
pp. 23-37
Author(s):  
Ewelina Kinga Niemczyk
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Comparative Education ◽  
Research Productivity ◽  
Research Impact ◽  
Research Capacity ◽  
University Graduates ◽  
Research Capacity Building ◽  
Brics Countries ◽  
Comparative Education Society

Research capacity building and research productivity are essential to the economic flourishing of any nation. Over the past decade, innovation and investment in research and development in BRICS countries – especially India and China – have strongly contributed to their economic growth. The scholarly literature shows that the five-member states have high numbers of (a) university graduates – especially in the fields of engineering and computer science – and (b) research outputs – mainly quantitative. The issue, however, is that the quality of BRICS graduates is sometimes questionable, and the nations are not considered as relevant global players when it comes to the research impact factor. To that end, it is essential to align quantity with quality in BRICS’ higher education institutions. As growing economies, BRICS need to increase their investment in higher education and research capacity building to maximise their economic prosperity. Researchers who are knowledge producers and innovators can be considered the foremost role players in transferring university research to society. Therefore, investing in quality development and support is of the essence. This article is based on the voices of 32 international scholars affiliated with the Comparative Education Society in Europe. The respondents shared their views via an open-ended survey about: (a) the development of globally competent researchers; (b) the expectations placed on present-day researchers; and (c) the demands researchers face in terms of research productivity. The findings indicate that, regardless of the context, researchers are confronted with similar demands, namely: to secure funding; engage in international and interdisciplinary research projects; and produce tangible outputs. It is also evident that research capacity building at respondents’ respective institutions needs enhancement in order to align with the current research demands.

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