Experiences in Higher Education Reform for Science, Technology & Economy Development in Korea and Application in Vietnam

The main purpose of this paper is to introduce Korea’s process of education reform and achievements at university level, human resource training for the development of science, technology and economics and lessons that can be applied to Vietnam’s education. Firstly, the paper would like to generally assess periods of education at university level, in which some matters related to education reform. Secondly, the paper values achievements in Korea’s higher education linking to the development of science, technology and economic growth. Thirdly, the paper refers to Korean national policies and programs for higher education to reveal how they effectively affect to the development of university level education, science and technology. Finally, the authors give the opinions on the possibility of applying some experiences from Korea to Vietnam.Int. J. Soc. Sci. Manage. Vol-2, issue-4: 348-356

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Academic Course Evaluation

European Psychologist ◽

10.1027/1016-9040.14.4.297 ◽

2009 ◽

Vol 14 (4) ◽

pp. 297-306 ◽

Cited By ~ 25

Author(s):

Edith Braun ◽

Bernhard Leidner

Keyword(s):

Higher Education ◽

Education Reform ◽

Bologna Process ◽

Course Evaluation ◽

Higher Education Reform ◽

Teaching Behavior ◽

Personal Benefit ◽

Quality Of Higher Education ◽

Confirmatory Factor ◽

The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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