This book deepens readers’ conceptual understanding of and provides practical insights into Vietnam’s higher education reforms. Globalisation has had profound impacts on higher education worldwide, creating transnational linkages and junctures, as well as disjunctures. At the same time, it has generated fluidities, hybridities and mobilities. Within the postcolonial context of Vietnam, it is imperative to identify the unique global traits that characterise the Vietnamese higher education system.
The book focuses specifically on key aspects of culture and values that are decisive to the reform of Vietnamese higher education under the forces of globalisation. It critically examines how global forces have shaped and reshaped Vietnam’s higher education landscape. At the same time, the book explores local demands on Vietnamese higher education, and deciphers how higher education institutions are responding to globalisation, internationalisation and local demands. Based on empirical research, theoretical approaches and the experiences of researchers from Vietnam and overseas, it addresses critical perspectives on the aspects fundamental to the reform of Vietnamese higher education and outlines viable paths for the future.
Содержание
1 Global forces and local demands in the Vietnamese higher education.- Part 1: Context for reform.- 2 Cultural modalities of Vietnamese higher education.- Part 2: HE structure and governance.- 3 Vietnam’s progress with policies on university governacne, management and quality assurance.- 4 University governance in Vietname and East Asian higher education: Comparative perspectives.- 5 Financing Vietnamese higher education: From a wholly government-subsidised to a cost-sharing mechanism.- Part 3: Curriculum, equity and quality assurance.- 6 Graduate employability: Critical perspectives.- 7 Work-integrated learning for enhancing graduate employability: Moving from the periphery to the centre of the curriculum.- 8 Accreditation, ranking and classification in Vietnmaese higher education: The localization of foreign-born QA models and methods.- 9 Access and equity in higher education in light of Bourdieu’s theories: A case of minority students in the Northwest Vietnam.- Part 4: HE Research.- 10 A comparative analysis of Vietnamese and Australian research capacity, policies, and programs.- Part 5: HE professional development.- 11 Teacher competence standardization under the influence of globalisation: A study of the National Project 2020.- 12 Professional learning for higher education academics: Systematic tensions.- 13 Revisiting ‘teacher as moral guide’ in English language teacher education in contemporary Vietnam.
Об авторе
Nhai Thi Nguyen (Ph D) is a Unit Leader for the Educational Studies stream at Monash College, Australia. She has woven her 17 years of research, teaching and industry experiences into the design, development and delivery of Higher Education, Cultural Studies and Teacher Education. She has won a number of awards and fellowships including an Australian Leadership Award, Comparative and International Education Society (CIES) 2016 International Travel Award for Distinguished Service in Educational Reforms in Canada, and the CIES 2018 International Travel Award for Emergent Scholars.
Ly Thi Tran (Ph D) is an Associate Professor at the School of Education, Deakin University, Australia and an Australian Research Council Future Fellow. She has published extensively in the field of Vietnamese higher education, graduate employability, student mobility and international education and is frequently invited to speak at conferences, symposiums and workshops. Her books, “Teaching international students in vocational education: New pedagogical approaches” and “International Student Connectedness and Identity: Transnational Perspectives”, won the International Education Association of Australia Excellence Award for Best Practice/Innovation in International Education, and third place in the 2019 Best Book Award category from the Comparative International Education Society Study Abroad & International Students SIG, respectively.
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