Research the Attractiveness of International University to Vietnamese Student

7/31/2019 Research the Attractiveness of International University to Vietnamese Student

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RESEARCH THE ATTRACTIVENESS OF INTERNATIONAL UNIVERSITY

TO VIETNAMESE STUDENT.

By:

VU THANH LONG

1012466

Submission in partial fulfillment of the requirements for the degree of BBA

BA BUSINESS STUDIES

University of Bolton

Date : May 8th, 2012


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BOLTON BUSINESS SCHOOL

Business Studies Pathway

Module Name and number: Business studies Project

Supervisor: Mr. Mathew Shafaghi

Assignment Number: one Weighting: 80%

Assignment Lenght: 7,263 Words

Assignment Title: RESEARCH THE ATTRACTIVENESS OF INTERNATIONAL

UNIVERSITY TO VIETNAMESE STUDENT.

Issue Date: October, 2011

Submission Deadline: 8 May, 2012

STUDENT DECLARATION:

The Project which I have submitted is my own work and

with the exception of quotations( which are clearly

marked and referenced), is written in my own

words. I acknowledge that the work will be tested

using the Turnitin UK software.

Signed(student name): Vu Thanh Long

Date: 7th May, 2012

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Abstract

Global education is becoming more and more popular in the world

because of its advance in training, guiding students both in the knowledge,

skills, and student characteristic. But the term global education have a lot ofdifferent definition in different country that cause the misunderstanding in

education target and system for centuries and because of that it is hard to apply

in reality. In the early research of Dr. Bliss about global education in 2001, most

of the educators have no knowledge in the subject, only a few know a little bit

about the term but they have very little information so they define global

education in a narrow way. After the successful of the project which give

educators a better point of view about global education, in 4 years observation(2001-2004) she continue to face obstacles in the process because teachers

refuse to change their old teaching method so the success of integrate global

education into school curriculum are very little and it became an ongoing

process that needed to be continuously improve over time. In 2006 an educator

from Canada, Lyons. T do a review about global education and she also

experiment the same problem as Dr. Bliss. Lyons help to extend the definition

about global education that appeal to concern more about building students

behaviors, characteristic to help them become a better global citizen and

increase a sustainable global education system. Global education system arrive

in Vietnam and face a lot of problem from the lose control of MOET to the lack

of school facilities and the shocking event when MOET force closed down some

of the international universities in Vietnam cause students confuse about the

real benefit of global education programs.

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Contents

The Project which I have submitted is my own work and with the exception ofquotations( which are clearly marked and referenced), is written in my own words. Iacknowledge that the work will be tested using the Turnitin UK software. .....................2

Abstract..............................................................................................................................3

Acknowledgement.............................................................................................................5

I)Introduction......................................................................................................................6

II)Literature review.............................................................................................................7

III)Methodology................................................................................................................11

1)Data collection..............................................................................................................11

2)Data analysis................................................................................................................13

3)Scope of the research..................................................................................................13

4)Procedures of the research..........................................................................................13

5)Limitation of the research.............................................................................................14

IV)Data collection and analysis.......................................................................................14

1)Education in Vietnam from 2006 to 2010 ...................................................................14

V)Conclusion...................................................................................................................23

VI)Recommendation........................................................................................................24

Bibliography.....................................................................................................................27

Contribution:....................................................................................................................34

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Acknowledgement

Thanks to my friends who work in the Lotus University, student of RMIT, Lincoln

University, Bolton University and my family, my brothers who have graduate

from International University program for supporting me complete this project.And thank for the help from my teacher in Bolton University to guide me through

this project successfully.

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I) Introduction

After joining WTO in 2007 Vietnam has the opportunity to attract more

investment from others member of WTO that lead to the big increase in Vietnam

FDI. But it is also bring bigger risk to the Vietnamese markets, because Vietnamreceive too much capital in such a short time so how to use it effectively to

growth Vietnamese economy is not a small matter. Since Vietnam become an

official member of WTO, Vietnam have to remove all the tax restrain with

foreign companies and moving forward to a free market system, With a free

market system in charge of the economy then Vietnamese companies will face

the swim or sink matter. So how can Vietnamese have the knowledge and skill

to ensure the proper growth of the economy, the answer is simple: education!International education program is one of the fastest ways for Vietnamese

students to learn from the advance countries like United State, United Kingdom,

Japan on how they manage the free market to boost up the economic growth.

everything seem so simple at first but actually Vietnam meet a lot of problem

with international co-operate education programs, because they bring advance

education system from one country to another so there will be some limited and

barriers for these programs to be fitted in the local education system like,

cultural, history, government policies, tuition fees.

Author will analyze the research of Dr. Bliss and the review of Lyons in

order to provide reader a clearer meaning of global education (international

education). After that author will lead the research to the shocking point happen

in Vietnam in 2010 when Vietnam Ministry of Education and Training (MOET)

investigate the legislation of international universities whose co-operate with

Vietnamese universities and found out a lot of the programs do not have the

approval of MOET before opening and a lot of international schools do not meet

the requirement about facility, education quality, staff for students to learn.

This lead to the shocking event that some of the international universities

degrees are rejected by MOET, so student who have spent their time, money in

those schools will now have to find another legislation school to learn from the

start and it create lack of trust from Vietnamese with the international education.

This project main purpose is to find out what global education is and how

much attractive do international educations have with Vietnamese students and

their expectation from graduate an international university. And author

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recommendation for the improvement of the future international university

education programs.

II) Literature review

First, author will review the research of Dr. Susan Bliss about the global-

local (glocal) education of Australia and the difficulty of applied it in reality. In335Bc Aristotle has pay his attention to create a persuasive, informative

communication in daily used by citizen. These principal are applied by Australia

to build global education with the aim to create a preferable peaceful future. The

lead of global teacher who have deep knowledge, unbiased, are very important

in order to create a successful education system. Even though Australia has

valid and solid rhetoric statement about the right of citizen to have global

education system as: both a necessity and a right of all citizens andnecessary pillar of good education, but the implication of rhetoric in reality is

posed to be more difficult because teachers-who decide the success of global

education-still have confused, and misunderstanding of global education when

apply it in reality. According to a research conducted by Dr. Bliss in 2001 with

the sample of 105 social science teachers in secondary and private school ,

95% of people who take the survey do not know what is global education, these

teacher think that global education is globalization (3 percent), environment

education (13 percent) , multicultural education (5 percent), non-government

organization like World Vision (17 percent)only 5 percent teachers know the

term global education but they have very little information so they interpret

international education as study about other countries and cultures. At the

very beginning of the research we already see how much the gaps between

theory of global education and reality, because teachers who will help and lead

student toward global education and become global citizen do not prepare to

teach for diversity, understand what is the meaning of global education, so how

can they applied it in their teaching. Global education has a wide range of

definition because the world are always changing, evolve, and diversify so that

make a huge problem not only for Australia education system but also for other

countries in how they interpret the word global education. The Council of

Europes North-South Centre interprets global education as

education that opens peoples eyes and minds to the realities of the

world, and awakens them to bring about a world of greater justice,

equity and human rights for all.It encompasses Development

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Education, Human Rights Education, Education for Sustainability,

Education for Peace and Conflict Prevention and Intercultural

Education, being the global dimensions of Education for Citizenship

(Maastricht, 2002, p2 ).

While Merryfield (2004) endorse international education is like a grandfather forglobal education but global education is focus on the connected of the common

recognizing everyone share, the globalization over time and space. It does not

stop there because every scholar has a different point of view, definition about

global education so it create big confuse for teachers who want to understand

about global education. As a result it lead to Selby (1998) the more broaden,

complex definition:

holistic paradigm of education predicated upon theinterconnectedness of communities, lands and peoples, the

interrelatedness of all social, cultural and natural phenomena, the

interpenetrative nature of past, present and future, and the

complementary nature of the cognitive, affective, physical and

spiritual dimensions of the human being. It addresses issues of

development, equity, peace, social and environmental justice, and

environmental sustainability. Its scope encompasses the personal,

the local, the national and the planetary. Congruent with its precepts

and principles, its pedagogy is experiential, interactive,

childrencentred, democratic, convivial, participatory and change-

oriented (as cited by Dr. Bliss,2004)

After the successful project of Dr. Bliss in 2001 for New South Waless

(NSW)secondary education, the participants for the project increase from 2000

in 2001 to more than 10,000 in 2004. Dr. Bliss also use Pike and Selby (1988)

literature to point out two important requirement for global teachers:

Firstly, an understanding of the diverse, synergistic dimensions to

human learning including abstract, concrete, experiential, analytical,

rational, intuitive and emotional dimensions. Secondly, development

of the whole person with a globalcentric outlook who is: future

focused; respects diversity; promotes tolerance; appreciates other

perspectives; develops students self-esteem; incorporates different

learning-teaching styles; believes in lifelong learning; respects past

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and present cultures; respects students rights and encourages

feedback and evaluation.

Continuing with the project, Dr. Bliss observe NSW teachers for 4 years (2001-

2004) to see the progress of teachers change from the traditional to progressive

teaching method but she only found a few young teacher changed, while theolder are hesitate to change their teaching methods as well as using global

education knowledge, skills in their lectures. So even though the project NSW in

2001 is a success but it is still not enough to change from rhetoric to reality

because the leading portion-the teachers-does not adapt for the change. Dr.

Bliss exam the changing process of global education in other countries even

though the term global education is not widely used but generally they have

the similar frame work like international education in United State, internationalstudy in Japan or development and world studies in United Kingdom. In reality,

UK have more than 300 organisations and 40 accredited Development

Education Centres concentrate in bringing global education to schools and

propaganda the change through education programs. In the end, global

education is an ongoing process with continuous improvement of teaching

methods, skill, and knowledge to lead student from rhetoric to reality. This goal

cannot achieve by the contribution of some certain countries like US, UK,

Japanbut it require the contribution of every nations in the world.

The problems of implication global education in reality is not only

happen in Australia but also from other countries, author will review a literature

review wrote by Tracy Lyons-Program Manager ofThe Society for Safe andCaring Schools and Communities-concern about global education in Canada.

Lapayese(2003) suggest that the indeterminate of our lead to the fact that

rhetorical support for global education is evident, but actual implementation is

weak, Tracy also mention: Even as educators, we fail to agree on the what

and the how of integrating global education into our classroomsthe result

being paralysiswe do nothing for fear of being wrong. it is the same as the

research from Dr. Bliss mention above, the reluctant from changing of teachers

cause great defect to the global education. Writer sees a chance to change the

global education problem when a new social studies programs is implemented

in Alberta with the focus on Global Connection (GC), where student can get the

benefit from global education.

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Critically examining multiple perspectives and connections

among local, national, and global issues develops students

understanding of citizenship and identity and the interdependent or

conflicting nature of individuals, communities, societies and nations.

Exploring this interdependence broadens students global consciousnessand empathy with world conditions. Students will also acquire a better

comprehension of tensions pertaining to economic relationships,

sustainability, and universal human rights.

(Alberta Education, Program of Studies, 2005)

The content is very clear but the implementation still struggle to fit in reality as

LeRoux (2001) mention: global education is not an additional subject to be

dumped on an already loaded curriculum. [It] should focus on the practical andlogical interrelatedness of things learnedtherefore, prevail and be taught in

every classroom and in every subject. According to LeRoux, global education

should not be separate into a different course but to integrate in every subject

that teach in the classroom, or it will become useless and force student to

studies on more theory textbook instead of learning it from reality. Global

education will require the transformation of existing education system to be

more fit with the non-stop changing world, in order to make students not only

think locally but to think globally, aware of their value, their surrounding

environment, an emerging awareness of the world goes hand-in-glove with a

growing level of self-awareness (Selby 1991). If you wish for global education,

you will need good global citizen first, Lyons mention the seven practices of

moral education as a widen definition wrote by Joseph and Efron in 2005:

_Character education: it is duty for school and family for nurturing and

shape good behavior of young people like: self-discipline, compassion,

responsibility, friendship, work, courage, perseverance, honesty, loyalty and

faith.

_Cultural Heritage

_Caring Community: in the recent psychology research show that young

people who receive love, respective, supportive, from people around them like

family, friends, tend to act ethically and generosity.

_Peace Education: is the awareness of the independence of everything

and the responsibility for the well-being of the world peace as well as humanity.

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_Social Action: Through the sense of justice, caring community, young

people will involve themselves to build a better world.

_Just community: young people are encouraged to face reality dilemma

such as: freedom combined with responsibility, cooperation over competition,

and how to balance the needs of individuals with those of the community(ascited by Lyons, p.8)

_Ethical Inquiries: Students are promoted to act moral, understanding the

viewpoint of others, learning new perspective for their own mature thinking.

International education is not simply as bring the world knowledge to

local countries but it also mean to help student evolve into a better shape of

mind, deliberation, interpersonal communication, responsibility to build a better

world in the future.In order to build a successful global education in Vietnam, international

universities should have a specific plan for approching require the co-operate of

governments and non-government organizations.

III) Methodology

Through this research author want to investigate the situation of

international education program in Vietnam before and after the events in 2010.

Based on the research result, author will give some recommend and conclusion

about the attractiveness of the international university in Vietnam in general and

especially Bolton University. In order to achieve the target, this research will

focus on following issues:

_Examining the before and after event in Vietnam in 2010 concern about

the international education programs co-operate with Vietnam university.

_Analyzing the survey and interview point out the desire and demand of

students with international education.

1) Data collection

Selecting the type of survey is one of the most critical decisions in many

social research contexts. These surveys will utilize qualitative data collection

tools such as Questionnaires and Semi-structured Interviews to collect

substantive and relevant data. By collecting the qualitative data derived from

surveys and interviews, author will careful analyze how to improve the image

and the strong as well as the weakness of the existing education programs

of international universities to attract Vietnamese students.

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Author makes decision to choose survey strategy because they have a lot of

advantages as following:

_Can be developed in less time compared with other data-collection

methods.

_Can be administered remotely via internet, mobile devices, mail, e-mail,telephone, etc.

_Efficient at collecting information from a large number of respondents.

_Statistical techniques can be applied to the survey data to determine

validity, reliability, and statistical significance even when analyzing multiple

variables.

_Many questions can be asked about a given topic giving considerable

flexibility to the analysis.But this strategy also has some disadvantages as following and author will try

hard to overcome obstacles and difficulties:

The reliability of survey data may depend on the following:

_Respondents' motivation, honesty and ability to respond:

.Respondents may not be motivated to give accurate answers.

.Respondents may not be fully aware of their reasons for any given

action.

_Bias: Because the individuals chosen to participate in the survey is

random, errors due to non-response may exist . In this case, the following

ways have been recommended for reducing non-response in the survey:

Short introduction: Author will start with a short instruction about

himself, like name and the institute he is working for, the length of

the interview and goal of the interview. Also it can be useful to

make clear that you are not selling anything: this has been shown

to lead to a slightly higher responding rate.

The questions asked must be clear, non-offensive and easy to

respond to for the subjects under study.

_Question design. Survey question answer-choices could lead to vague data

sets because at times they are relative only to a personal abstract notion

concerning "strength of choice". For instance the choice "moderately agree"

may mean different things to different subjects, and to anyone interpreting

the data for correlation.

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Author collect primary data through the students survey concerning

about RMIT University, Bolton University, Lincoln University in Vietnam. The

student survey is a very important part of this research so author will collect

100-130 samples. Author will ask for permission to have 10 minutes

interview with each interviewee and the sample for interview will be around 3to 5 personal who graduated from international education programs. With

the interview method, author chose to use semi-structure interview because

along with the research author might find some new information that need to

uncover so the question will be added later.

Author will also collect secondary data through internet, books, Vietnam

newspaper, journal and Bolton library online concern about the meaning of

global education and the implementation of it to reality for furthercomparison and improve the validity of this research.

2) Data analysis

After collect all the information from primary and secondary data author

will analyze the strong, weakness, opportunities, threats (SWOT analysis),

statistical analysis to give reader a clearer picture on how much attractive of

the international education program to Vietnamese student .

3) Scope of the research

Because the limited time of the research as well as this is the first

research in this area made by a individual, author will focus on analyze the

education system of Vietnam through the collection of information from

newspaper, internet and survey, interview to identified the problem and

resolve for Bolton University.

4) Procedures of the research

Author will first review the literature concerning about global education in theworld to help reader have a better view of the term global education. After thatauthor will collect secondary information about Vietnam education from 2006 to2012 through Vietnam newspaper, internet to show the problem of Vietnameducation in general.

The primary data will be collected through survey from students in RMIT

University, Lincoln University and Bolton University with additional of interview 3graduated students from these school to have a better understanding about thedata collect through survey. Based on the above information analysis, author will

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give recommend for Bolton University to improve their school image as well asperformance of school in education system.

5) Limitation of the research

Due to the limited time and small scope of this research, the finding and

recommendation will only be of use for Bolton University and are not beable to apply for any other university in Vietnam.

IV) Data collection and analysis

1) Education in Vietnam from 2006 to 2010

Vietnam in 2006-2007 have 139 universities with around 1,1

million students (Runckel. C, 2009) mostly learn in public university

which have uncertainty education quality.

Table1: Number of higher education school in Vietnam (Runckel.

C, 2009)

Even though Vietnam have high number of university but the

facility is quite poor only a few university that belong to Vietnam National

University have good facility quality like University of Science, NongLam

University, University of Social Science and Humanity, with the tuition

fees around 15 USD per month or 150 USD per year which is accepted

by the majority of population. In 2009, MOET also try to improve the

control over the education system by investigation into all Vietnam

universities and force them improve their education qualities as well as

school facilities, but the result is very shocking when 20 universities that

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belong to the top 20 universities in Vietnam do not have the requirement

school facilities acquire by MOET(Hanh. H, 2009). According to Runckel,

quality assurance in education is one of the problem for Vietnam

education system and this problem has been confirm by Central

Education Evaluation Agency (CEEA) in their science article wrote byMs. My Hanh in 2009. In the article she list the three major flaw in

Vietnam education system: the lack of teaching targets, constrain

curicullum from VMET, teaching methods.

_First the lack or teaching targets had been explained by

Dr. Giang-vice president of Vietnam National University in HaNoi-he also

list three major target that foreign universities applied and when compare

Vietnam universities base on these target he recognize big differentsForeign universities targets

First target: is to teach student specialize subject, skills, and knowledge

involving to the career student want to follow

Second target: is to provide tools, information and guiding student apply the

theories into reality in order to close the gap between theories and reality.

Third target: is to support student forming their virtue like: deliberate, altruism,

responsibility...

Vietnam universities compare to the three targets of Foreign universities

First target: Vietnamese teachers only teach theories from books and their own

expiriences but not involve with the career skills, knowledge that sudent

needed.

Second target: Vietnamese teachers are slow on updating new informations,

skills, knowledge so their lectures are not applicable in reality it will extend the

gap between theories and reality.

Third target: Universities teachers and professors assume university studentsalready have good virtue, and the education concern about building students

characteristic, virtue are duty of lower education level(highschool, secondary

education, kindergaden)Table 2: Three major target of education

_Second, the constrain curriculum by VMET caused the

unbalance between time for training specializing skills, knowledge about the

jobs is too little compare to the time spent for learning general konwledgeexample university students will have to finish 130 credits but 80 to 90 credits

are for general knowledge require by MOET, 20 credits for basic skill concern

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about the job specialty only 20 to 30 credits for subject that concern about

specializing skills and knowledge for student to work in reality. With this little

training student will do not have enough requirement skills and knowledge to

work in reality and that lead to the facts more and more graduated students

cannot find a job._The last problem is the traditional teaching methods of

Vietnamese teachers are no longer adequate for teaching in university. This

make student feel tired and do not want to join in with class, furthermore this

teaching method can only help lecturers to follow the curiculum made by MOET

but do not give benefit for student because they only receive information as a

part to finish their final test not to learn for use in reality because most of the

book university student using are outdated and school curriculum pay too muchattention on teaching theory from book and lack the practice, example from

reality that make graduated student do not have requirement to work in reality.

That is also the reason why family who have better financial support and

excellent student choose to study overseas-around 60,000 Vietnamese

students are studying overseas- and when graduated they will likely have better

chance to work for foreign company which offer higher salary, better working

conditions and benefits. But to study overseas the cost for tuition and living is

very high compare to the living standard of Vietnamese people, recognize high

demand of Vietnamese student for a better education but with a lower price

hundred organization have come to offer international education system by co-

operate with existing Vietnam university so they do not need to build a school

but use the existing facility that the co-operate Vietnam university offer. The

tuition fees for foreign university is around 500 to 3000 USD per semester-

except RMIT university in Vietnam- this price is pretty preferable when compare

to 15000 USD per year learning overseas. More and more family have their

children enroll in one of the international education program and it has gone

beyond the control of MOET because the international education program come

from many country around the world which have different curriculum from one

another and the education quality is not clear. According to Tran Ph, a student

of TonDucThang University, enroll in the international education from Holland

said the curriculum and teaching staff is not the same as the information that

given out by the university, mostly teaching staff is Vietnamese teachers and

the facility is poor (journalist Chu Tuoc of BBC vietnamese forum, 2010). Or Mr

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Hai, who has his children learn in Grigg University said he do not know much

about the school nor school curriculum the only information he know that Grigg

university have foreigner teachers and good facility. In the short period from

2006-2011 Vietnam have increase in number of university and college from 322

in 2006 to more than 440in 2011, but the number of teacher who receiveteaching qualification from VMET is almost the same that lead to the education

quality is low. As example when compare to Thailand who have little University

than Vietnam but they have more than 14,000 Dr, and 35,000 master degree

while Vietnam only has 5,600 Dr, and 15,000 master degree. the number of

student who have high education degree might not say much about the

education quality so we will compare the number of sciences article in national

magazine between Thailand and Vietnam, Thailand has over 4,527 sciencearticles while Vietnamese only has 959 science articles (Son. T, 2011).

2) Education in Vietnam from 2010-2012

With the out of control situation, in 2010 Vietnam ministry of education

and training (VMET) investigate the legislation of international universities

whose co-operate with Vietnamese universities, and a lot of them do not have

the approval of Vietnam Ministry of Education and Training before opening

school because the lack of teaching facility, teaching staff and not qualify

education program, so Vietnam Ministry of Education and Training will not

recognize their degrees. Thus students who are learning in those programs will

have to find another school since their degree is no longer validity. It affects a

lot to the trust, and attractiveness of international Schools/Universities to

Vietnamese student.. . After the problem in 2010 student become more careful

when choosing school to enroll, especially international university that lead to

the fact a lot of non-public and private Vietnam universities have to close some

of their majors because there is not enough student sign in the courses, even

NongLam University one of the famous university in Vietnam has to consider to

close a major because the same reason. With the situation when students do

not register in private and non-public university, some of the private university

have to use trick to attract more student like Luong The Vinh university in the

red river delta province of NamDinh in 2011 announce that they will reward

students who pass the university examination a sum of money and the higherthe mark the more money student can receive but not stop there, they also give

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commission of $12 USD per student for agency introduce student into their

school. This trick force to stop by MOET and MOET also warning other

university to use trick to lure student. But with a loose control over the system

many other school continue to use trick like Hai Phong private University, Chu

Van An University, Hoa Tien Universitybut this is just a temporary solutionand these trick still not be able to give them much result in return (Thao.P,

2012). If MOET does not have a strict regulation and tighten the control over the

education quality of universities in Vietnam the problem will getting worst and

affect to the entire education system in Vietnam.

3) Survey and interview analysis

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A B C D E1/What is

global/international

education

80%(76/95) 0% 5.3%(5/95) 14.7%(14/95)

2/ How do youknow about the

school you are

enrolling now?

52.6%(50/95)

15.8%(15/95)

31.6%(30/95)

3/ What do you

think about your

school facility?

27.4%(26/95

)

10.5%(10/95

)

21%(20/95) 31.6%(30/95) 9.5%(9/95)

4/ Which

International

University you

have heard about?

100%(475/47

5)

42.1%

(200/475)

48.4%(230/47

5)

5/ Why do you

choose

International

University over

Vietnamese

University?

42.1%(40/95

)

44.2%(42/95

)

8.4%(8/95) 5.3%(5/95)

6/ What make youfeel unsatisfied

about your school?

(choose 2

answers)

63.1%(60/95)

47.4%(45/95)

36.8%(35/95) 52.6%(50/95)

7/ What make you

feel satisfy about

your school?

(choose 2answers)

45.2%(43/95

)

62.1%(59/95

)

54.7%(52/95) 37.9%(36/95)

8/ What do you

think International

University should

improve?

60%(285/475

)

20.2%(96/47

5)

72.6%(345/47

5)

27.4%(130/47

5)

Table 3: survey result

Author collect all the survey and receive only 95 samples in the total of 130

samples given out, so the result table will be calculated and analyzed base on95 samples. The first question in the survey is to understand how much the

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student know about the term global education, the result is not much

surprisingly when 80% student answer global education is about bringing

advance education system, knowledge from developed countries to developing

countries like Vietnam, Thailand, Chinaeven author had the same thought

before doing this research. This result show that Vietnamese students still nothave much information about the term global/international education because

the international university/school fail to give them the proper information and

explanation about the real meaning of the programs before student take part in

the courses. This confirms the problem journalist Tuoc of BBC Vietnamese

forum had present above about the lack of school informations when they

present it to students. This is not only about the lack of information of

international universities but also about marketing problems from internationaluniversities because most of the student know about the school is through

friends and internet which content very limited real informations about school

programs, facilities, teaching staff. Even after the event in 2010 international

universities still do not have much reconstruct for their facilities, marketing

activities as we can see it in question 3 about the school facilities there are 31.6

percent student said their school facilities is bad and 9.5 percent student said

their school facilities are very bad. Author interview with 3 interviewees and ask

the same question about their international university, the three of them said

their school facilities are quite bad especially library and classroom equipment

like computer and projector. Author continue to ask an outside question concern

about school facilities before and after 2010, the contestant said there are

nothing change even after what happen in 2010 forces many international

university to close. The answer from contestants make author confused

because author thought the event in 2010 will have heavy impact on the

International University and force them to improve but surprisingly that

everything seem remain the same. When student came to an International

University they expect to receive better education (42.1 percent), better school

facilities and a better chance to land a job after graduated (44.2 percent) but

with the International University in partnership with a Vietnamese university, it is

not a real International University but look more like a Vietnam University which

open a new international education department to lure more students into their

school.

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Aside from the expectation of student about international university

facilities, they also expect the knowledge they learn in school will be better and

useful. In question number six author ask about what factor make student feel

unsatisfied about their school with the result: 63.1 percent think their school

education program is not useful when work in Vietnamese company, 47.4percent said their lecturers do not have much reality experience about Vietnam,

36.8 percent choose answer (c)-high tuition fees and 52.6 percent complain

about their school facilities. Both author and 3 interviewees agreed on the

matter that lecturers usually do not have much experience about Vietnam

because they come from their school headquarter in a foreign country and this

might be their first or second time come to Vietnam but this is not a problem as

long as they have adequate skills and knowledge to teach students about theirsubject. The problem really concern us is that a lot of student complain about

their school education program is not useful to apply in reality especially when

working in Vietnamese companies. There are 2 conflict opinion about this, all

three interviewees say their knowledge learn in their international university

program are quite useful in reality meanwhile 63.1 percent of student from the

survey think the knowledge they receive in school is not useful when work in

Vietnamese companies. The limited of survey now arise because author do not

know the exact opinion of contestants about why do they think the education

programs are not useful in Vietnam companies. So author will use author own

experience as a student from international education program combine with the

idea of interviewees to try to explain this in the most scientific way as possible.

The education program from international university is forced student to learn by

their own and lecturers are only there to help them explain and learn new

knowledge. But Vietnamese student who learn 12 years under the constrain of

Vietnamese education system where teacher use traditional teaching method

teacher lecturing, student write down which is not encourage students to think

on their own, and push them into passive learning behavior. So when they go to

an international university which has completely different education method

which student opinions have high value that lead to the confused in student,

some are fast to adapt some are slower. When studying in school, lecturer

usually give student home assignment so student can go home and make

deeper research about the subject they are learning in class and then make a

presentation in front of classmate. This will help student have a deeper

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knowledge as well as the reality experience because they will have to go out to

collect data, information that their books do not have. This is when student

combine the knowledge and skills they learn in school to analyze a reality

situation. An interviewee name Son give an example of his marketing class, his

lecturer give group assignment to collect information about one of Vietnameseproduct selling in the market through survey and analyze the data to give

recommendation for company marketing strategy. With this assignment student

will have to organize a group, decide which product to be investigate and then

make an adequate questionnaire to collect, analyze information. After finishing

the assignment, students are already having experience of Vietnamese market

in reality and sharpen their skills. With this learning process after graduated

student will know how to use their skills and knowledge in reality job situationeven though working in a Vietnamese company. Author has examined all three

universities: RMIT, Lincoln, Bolton, they use the same teaching method to close

the gap between theories from books and work in reality. The only thing

different is the working procedure inside a Vietnamese company and the

working procedure student learnt in book. So the explanations why 63.1 percent

contestant chooses answer (a):

_Students are still too passive in their learning.

_They are working in a different job position then their specialty.

Students who graduated from an international education program will usually

have:

_Better chance for job because they have better english communication

skills than student who graduated from Vietnamese universities.

_Better soft skills (presentation skills, communication skills, group

working) which make them more self-confidence and appeal with the

interviewer.

_Better understanding about global business.

Question number seven revealing that student are satisfied about their

international education program because they are trained to have good soft

skills(62.1 percent) that other student from Vietnamese universities do not have,

better job opportunity after graduated (54.7 percent) and the knowledge about

global business (45.2 percent). Beside bad reputation and facilities there are

some thing international education program did good for its student and it need

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to keep improving, once the education quality be confirmed by students then

more and more students will be attracted to join in the program.

V) Conclusion

In general this research has review the term global education system forreader have a better understanding about the term as well as how can it be

apply to reality through the research of Dr. Bliss and the review of Lyons. And

later the research focus on the information about education system of Vietnam

from 2006 to 2012 in additional with the survey and interview to analyze the

situation of international education programs in Vietnam.

Global education is an interested theory which contents a lot of meaning and

confused definition which make it hard to apply in the existing educationsystem. Even though global education has great target but the different in

definition of global education create big confused and misunderstanding for

lecturers and professor as it lead to a lot of problem. But thanks to the research

and the project for NSW secondary school by Dr. Bliss that has put a better

foundation for the improvement of global education program to be integrated in

education curriculum. But this is an ongoing process that needs to be

continuous improvement with the support from governments and non-

government organizations.

Global education is also about the improvement in students mind toward a

better understanding of the world around them and how to create a better future

for both humanity and the planet itself. Lyons-program manager of The Society

for Safe and Caring Schools and Communities- has widen view about global

education program, as an educator she extend the meaning of global education

to a higher level that show more concern about students development than just

pure education program. She use moral practice wrote by Joseph and Efron in

2005 as an example for global education program to pay focus on building

student behaviors like self-confidence, altruism, just so they can grow up as a

global citizen to develop a sustainable global education in the future and

change the world toward a better place.

Vietnam education system is too old and insufficient to control the

universities education quality with the fast increase in number of universities but

the number of professor and lecturer qualify by MOET is still the same lead to

the fact that many student who graduated from university cannot work in reality

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because the lack of skills and reality experience. International university was a

good solution for this problem because it bring advance education programs

from developed countries like United State, Britain, Japan, Australia, Canada

which promising to have a lot better education quality that can help Vietnamese

student to attain international knowledge as well as skills to work in reality. Butthe situation soon turning worst when MOET loses control over the system so

many unqualified school also can enter Vietnam education market with the

brand of international university to lure in student. After a few years student who

graduated from international university cannot prove to have better skills or

knowledge or even worst, this lead to the event in 2010 when MOET open an

investigation into the international university operate in Vietnam. After the

investigate MOET came to a shocking result and force many internationaluniversities which do not have the qualified to open school from MOET to be

closed and all student who graduated from these school will have to find

another school to learn from the start because their certificate are no long have

validity. MOET also restrain all other Vietnam university to improve their

education quality. After the event student become more cautious with the

international education programs and with non-public/private university, that

explain why many school have to close down some of their major because

number of student who sign in these major are too little. The only way for these

schools to have student back is that they have to improve their education

quality. The three universities that author research through survey is proved to

have good education program that can help students to have better education

quality but still have some difficulties mostly about school facilities and

marketing activities. Because of time limited, this research is limited to the three

international universities: RMIT, Bolton University, Lincoln University, author will

not have experience about other international university in Vietnam so the

conclusion should not be used for any other university.

VI) Recommendation

Beside the good education programs and services that Bolton University

provides to its students there are still a lot of problem that school need to

improve:

_ For long term investment and strategy Bolton University should

consider to invest in their own school facilities to bring the education

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environment from England to Vietnamese students instead of sharing the

bad facilities with its Vietnamese partnership. It will help to create a better

school image as well as the experience that students can have when

learning in a true international university from England.

_Students also complain that their professors do not have muchexperience about reality in Vietnam so their teaching can create gap

between theories and reality. It is understandable because most of

professors are come from the University headquarter in a foreign country so

they do not have much chance to experiment Vietnamese business,

regulations, working proceduresThe easiest solution is Bolton University

hire tutor from local market to fill in the information, guiding students and

give them chances to have better understanding about the workingenvironment in Vietnam so they can be ready when they graduated.

_The solution above have big problems because when hiring

Vietnamese teachers from other school to become tutor in Bolton University,

the different in knowledge, teaching methods and school curriculum so

tutors will need time to research and teach for at least one or two semester

before they can adjust to the new environment and improve their teaching

efficiently. If school aiming for a better result, author suggest Bolton

University should open training programs for tutors in which tutor and

professors can discuss together about their major, learning from each other

so they can back up each other better and give student a better opportunity

to have better knowledge about the subject they are learning.

_Bolton University also should improve the support for students in the

internship semester like introduce companies student can go to and practice

in their internship program. In order to achieve the requirement Bolton

University should improve their relationship with some major Vietnamese as

well as foreign companies in HoChiMinh City and co-operate with their

internship program so Bolton University can create a mutual relationships

where students and the company have benefit.

_Through the research author see Bolton University still do not have

much social activities for students to join in, author suggest Bolton University

should encourage students to form club like photography club, sport club,

speaking club.and organize event for student to compete and enjoy their

time in university. Through these activities school can attract attention from

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student in others school, or from high school students, this is also a chance

for Bolton University to improve the image and make it well known for

Vietnamese students.

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Bibliography

Anh. Y (2nd February, 2011) Nam nh thanh lc gio vin ti chc.

Available at:< http://nld.com.vn/20111102112710495p0c1017/nam-dinh-thanh-

loc-giao-vien-tai-chuc.htm>. Accessed 20th

March, 2012.

Bliss. S (24th January, 2010). Australian Global education: Beyond

Rhetoric Toward Reality(online). Available from:

http://www.ptc.nsw.edu.au/SiteMedia/w3svc361/Uploads/Documents/30.%20A

UST.%20GE%20RHETORIC%20TO%20REALITY.pdf. Accessed 21th October,

2011.

Coughlan. S (10th March, 2011) Record numbers of international

students(onine). Available at:. Accessed 20th March, 2012

Friedrich-Ebert-Stiftung Vietnam Office: For Social Justice and International

Dialogue (online). Available from: < http://www.fesvietnam.org/en/program-areas-

program-areas-43/regional-and-international-integration-program-areas-31.html>.

Accessed 21th October, 2011

Hanh, H (15 October, 2009) None of Vietnam university have the quality

requirement(online). Available at: http://dantri.com.vn/c25/s25-356179/chua-

mot-truong-dai-hoc-viet-nam-nao-dat-chat-luong.htm. Accessed 20th March,

2012

Lyons. T (April, 2006) The Society For Safe And Caring School And

Communities. Global Education Literature Review: Becoming The Change We

Want To See (online). Available from:< http://www.sacsc.ca/PDF

%20files/Research%20and%20Evaluation/Global%20Education%20Lit

%20Review-Lyons-06.pdf>. Accessed 22th October, 2011

My Hanh, N,T (20th April, 2009) Reality of Vietnam universities

education(online). Available at: http://ceea.ier.edu.vn/nghien-cuu-giao-duc/bai-

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bao-khoa-hoc/142-thuc-trang-giao-duc-dao-tao-dai-hoc-viet-nam. Accessed 20th

March, 2012.

Runckel. C (2009) The Education System in Vietnam(online). Available

at:< http://www.business-in-asia.com/vietnam/education_system_in_vietnam.html>. Accessed 21th March,

2012

Son, T(15th November, 2011) Cn bnh lm pht i hc Vit Nam?. Available

at:. Accessed 15th March, 2012.

Thao,P (11th April, 2012) Private universities use dubious methods to lure

students(online). Available at: http://www.saigon-

gpdaily.com.vn/Education/2012/4/100703/. Accessed 28th April, 2012.

Tuoc. C (13th September, 2010) o to i hc quc t ti TP HCM:

Cht lng c t l thun vi kinh ph?(online). Available at:. Accessed 20th March,

2012.

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Age:

School:

Date:

The Attractiveness of International University Program in Vietnam

1. What is global/international education?

a. Bring advance education system and knowledge from developed

countries to developing countries.

b. Global education is to learn about the global environment.

c. Global education is not only about knowledge but also shaping student

mind, responsibility, compassion, deliberate toward a better world future.

d. Global education is learning about others countries and cultures.

2. How do you know about the school you are enrolling now?a. Friends.

b. Newspaper.

c. Internet.

3. What do you think about your school facilities?

a. Very good

b. Good

c. Normal

d. Bade. Very bad

4. Which International University you have heard about?(in the scale from 1:least

famous, to 5: most famous)

a/ RMIT University.b/ Lincoln University.c/ Bolton University.

5. Why do you choose the International University over Vietnamese Universities?

a. Better education environment.

b. Better job opportunity after graduated.

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c. The education programs are more advance and give students reality

experiences.

d. Other opinion: ..

6. What make you feel unsatisfied with the International University you are

learning now? (choose 2 answers)

a. Education programs are not useful when work in Vietnamese

companies.

b. Teachers in International Universities do not have reality experiences

about Vietnam.

c. High Intuition fees.

d. School facilities (library, classroom, computers, projectors).

7. What make you feel satisfied with your International University? (choose 2

answers)

a. Give you a better understanding of International business and the trends

of business in the world.

b. Equip you with useful soft skills (self-confidence, communication skills,

English communication skills, team work)

c. Great job opportunity after graduated.

d. School facilities (library, classroom, computers, projectors).

8. What do you think International University should improve? (in the scale from 1:not important, to 5: very important)

a/ Teacher with more experiences about

Vietnam.b/ Teaching skills that are more appropriate for

Vietnamese student.c/ Better studying facility like classroom and

library.d/ Lower tuition fees.

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RESEARCH THE ATTRACTIVENESS OF INTERNATIONAL UNIVERSITY TO

VIETNAMESE STUDENT.

By:

VU THANH LONG

Submission in partial fulfillment of the requirements for the degree of BBA

University of Bolton

Date : October 28th, 2011

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Table of Contents

The Project which I have submitted is my own work and with the exception ofquotations( which are clearly marked and referenced), is written in my own words. Iacknowledge that the work will be tested using the Turnitin UK software. .....................2

Abstract..............................................................................................................................3

Acknowledgement.............................................................................................................5

I)Introduction......................................................................................................................6

II)Literature review.............................................................................................................7

III)Methodology................................................................................................................11

1)Data collection..............................................................................................................11

2)Data analysis................................................................................................................13

3)Scope of the research..................................................................................................13

4)Procedures of the research..........................................................................................13

5)Limitation of the research.............................................................................................14

IV)Data collection and analysis.......................................................................................14

1)Education in Vietnam from 2006 to 2010 ...................................................................14

V)Conclusion...................................................................................................................23

VI)Recommendation........................................................................................................24

Bibliography.....................................................................................................................27

Contribution:....................................................................................................................34

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Background:

Vietnam is a member of ASEAN in 1995, APEC in 1998, and newest a

member of WTO in 2007 (Friedrich-Ebert-Stiftung Vietnam Office), has given

Vietnam opportunity to attract more and more investment from foreign country

create jobs, growth in economic and society. But it requires a lot of effort from

Vietnam to be able using this as a chance to growth because in free market if

you cannot swim you will be drown. International education is one of the fastest

ways to help people from developing country like Vietnam growth faster and

have more opportunity to close the gap in knowledge with developed country

like, United State, United Kingdom, Japan, Australia...and lead to the growth of

local economic. But since the international education program is to bring an

advance education system from one country to another countries so there will

be some limited and barriers with international education program to be fitted in

the local education system like, cultural, history, government policies, tuition

fees.

Therefore the main objective of this research is to find out how much

attractive of international education program to Vietnamese student and student

expectations after they graduated, and from the result of this research author

will give recommendations for the overall improvement of international

education program in Vietnam.

Literature review:

International education has face with a lot of challenges with the non-

stop changing of business in the world with the collapse of banks in United

State during the recession in 2008 and lead to the economic crisis all over the

world.

In 2010 Vietnam ministry of education and training investigate the

legislation of international universities whose co-operate with Vietnamese

universities, and a lot of them do not have the approval of Vietnam Ministry of

Education and Training before opening school, so Vietnam Ministry of

Education and Training will not recognize their degrees. Thus students who are

learning in those programs will have to find another school since their degree is

no longer validity. It affects a lot to the trust, and attractiveness of international

Schools/Universities to Vietnamese student.

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The research by Dr. Susan Bliss with the global education in Australia

and how to move from rhetoric into the implementation of global education in

reality.

The idealistic of Global education is very crystal clear but the

implementation is weak. an opportunity has surfaced where youth can reap the

benefits of global content, global process, and global values (Lyons. T)

Research Objectives:

I) The attractiveness of the international education program.

II) Analyze students expectations from the international education

program.

III) Provide information and recommendation for the improvement of

international education program.

Research Methodology:

Author will use positivist approach with combination of inductive method

so author will collect primary data through the students survey, interview

concerning about RMIT University, Bolton University, Lincoln University in

Vietnam. Author will also collect secondary data through internet, books,

Vietnam newspaper, journal and Bolton library online for further comparison and

improve the validity of this research.

The student survey is a very important part of this research so author will

collect 100-130 samples plus with 3-5 interviews to gather critical primary data.

After collect all the information from primary and secondary data author will

analyze the strong, weakness, opportunities, threats (SWOT analysis),

statistical analysis to give reader a clearer picture on how much attractive of theinternational education program to Vietnamese student .

Contribution:

This research will contribute for Vietnamese education system, Bolton

university education programs, and international education schools/Universities

that existed in Vietnam during the time of research.

Timescale:

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Activities

Sep. Oct. Nov. Dec. Jan. Feb. March April May

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 R. Proposal

2 L. Review

3 R. Design

4 Q. Design

Survey

Interview

Data collection

5 Data analysis6 Write up

7 Proof Reading

8 Submission

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Reference:

Friedrich-Ebert-Stiftung Vietnam Office: For Social Justice and International

Dialogue (online). Accessed 21th October, 2011. Available from:

Bliss. S (24th January, 2010). Australian Global education: Beyond Rhetoric

Toward Reality(online). Accessed 21th October, 2011. Available from:

Lyons. T (April, 2006) The Society For Safe And Caring School And

Communities. Global Education Literature Review: Becoming The Change We Want To See

(online) Accessed 22th October, 2011. Available from:< http://www.sacsc.ca/PDF

%20files/Research%20and%20Evaluation/Global%20Education%20Lit%20Review-Lyons-

06.pdf>.

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Project log book

Date Activity Contact Problems

encounter

Resolution of

problems23- 29 Sep

2011

Meet with tutor

and discussed

about project

proposal

Mr. Hieu

01-09 Oct,

2011

Wrote project

proposal outline13 Oct, 2011 Met tutor to

discuss about

project proposal

outline

Topic subject is

not clear,

rewrite

methodology,

contribution

and timescale.

Changed topic

subject,

clarified

methodology,

contribution,

timescale.15 25 Oct,

2011

Search for similar

topic subject as

sources for

literature review

28 Oct, 2011 Submit projectproposal in

turnitin05 20 Nov,

2011

Further search for

newspaper,

concern about

Vietnam

education.

Most of the

articles wrote

in Vietnamese

Try to find

English version

of the articles

27 Dec, 2011 Contact Ms Diem

from CIC for help

with project

proposal

feedback through

email.

Ms Diem Did not receive

proposal

feedback

Ask Ms Diem

from CIC for

help.

03 Jan, 2012 Received email

from Ms. Diem

about proposal

feedback. Asked

to go to school

Could not go to

school.

Informed Ms.

Diem about the

problem and

wait for further

instruction.

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meet Mr. Matthew19 Jan, 2012 Received email

from Ms. Diem

with the proposal

feedback.

25 30 Jan,2012

Construct surveyquestionnaire

05 10 Feb,

2012

Meet with friends

for help with the

survey

Questionnaire.

Questionnaire

did not cover

the needed

information for

research.

Rewrote

questionnaire.

15 Feb, 2012 Handed surveys

to friends from

RMIT University,

Lincoln University,

Bolton University.25 Feb, 2012 Received

surveys.

Only received

95 feedbacks

on total 120

handed survey.05 - 07 Mar,

2012

Started analyze

information fromsurvey and

newspaper.10-15 Mar,

2012

Wrote

introduction,

literature review.

Introduction

was too

distract from

research

objectives

Rewrote

introduction.

17 21 Mar,

2012

Wrote

methodology,

finding and

analysis.

Methodology

was too brief.

Rewrote

methodology

when finish

other parts.24 Mar, 2012 Met Tuan,

graduated student

of RMIT

University-

employee of

Vinamilk for

interview.

Mr. Tuan

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25 Mar, 2012 Met Son,

graduated student

of Lincoln

University-english

teacher of

Hoasen(Lotus)

University for

interview

Mr. Son

26 Mar, 2012 Met Phuoc,

student of Bolton

University for

interview.

Mr. Phuoc

29 Mar, 2012 Contacted Son,

Tuan and Phuocfor further help

with the

explanation and

advice for the

analysis of survey

question 6

through yahoo

messenger.2 April, 2012 Wrote conclusion

and

recommendation

for the research

Information

and data from

finding and

analysis did not

organize in

order.

Reorganized

the structure of

finding and

analysis parts.

3 April, 2012 Contacted Son for

help withrecommendation

through yahoo

messenger.05 - 07

April,2012

Wrote abstract,

content,

methodology and

bibliography.03 May, 2012 Went to school

library to check

the research

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structure.07 May, 2012 Submit research

project to turnitin