Students’ Experiences of Teaching and Learning Reforms in Vietnamese Higher Education

The changing landscape of higher education and the quest for teaching-learning reformsMassification of HEDiversification of student cohortChanges in labor market needsStudent entitlementsTechnological changes and students’ modern way of lifePolitical pressureTeaching and learning reforms in response to the challengesStudent experience as a valuable resource to understand and inform higher education reformsFocus and structure of the bookNoteReferencesHigher education reforms in Vietnam: context, foci, and challengesIntroductionOverview of Vietnamese higher educationPolicy documents on Vietnamese HE reformsConditioners of the teaching and learning reforms in Vietnamese higher educationThe impacts of Doi Mod policyHigher education autonomy and governanceCurriculum, teaching, learning, and assessmentInternationalizationChallenges of the higher education reformsFinanceLeadership and managementTeaching, learning, and assessmentStudents’ learning habitsQuality’ of faculty’ConclusionReferencesBuilding a favourable learning environment for students at Vietnamese universitiesIntroductionThe importance of learning environment to students’ learning achievementsPhysical environmentServicing environmentAcademic environmentEffort to build a favourable learning environment in Vietnamese higher education institutionsPhysical environmentServicing environmentAcademic environmentThe present studyStudents’ experiences with physical environment of their institutionsStudents’ experiences with servicing environment of their institutionsStudents’ experiences with academic environments in their institutionsDiscussion and conclusionReferencesFacilitating the transition of first-year students into the university: a case studyIntroductionLiterature reviewThe first year as a challenging transitionInitiatives to facilitate first-year students’ transition into the universifyPreparation for first-year students in Vietnamese universitiesThe present studyFindingsStudents’ motivations to choose their study programStudents’ goals for their whole academic programsStudents’ experience with the orientation activitiesDifficulties experienced by first-year studentsStudents’ experience with institutional supportDiscussion and conclusionThe diversity of first-year student cohortEffectiveness in facilitating first-year studentsConclusionNoteReferencesStudent experiences with the use of credit-based training systemIntroductionLiterature reviewCredit-based training system: what and why?Credit-based training system: benefits and challenges for students ’ learningContext of the implementation of the credit-based training system in VietnamMethodsFindingsLearning-related benefits of the credit-based training systemStudents’ experience with the implementation of the credit-based training systemQuantitative resultsQualitative resultsDiscussion and conclusionReferencesStudent-centred teaching: current practices and obstaclesIntroductionLiterature reviewStudent-centred teaching approach and challenges for the implementationContext of implementing student-centred teaching in Vietnamese universitiesThe present studyFindingsSTA implementation at the institutional levelSTA implementation at the classroom levelDiscussion and conclusionReferencesThe use of ICT in teaching and learning in Vietnamese universitiesIntroductionLiterature reviewThe impact of ICT in higher educationICT use in Vietnamese universitiesThe present studyFindingsAvailability of ICT facilitiesSupport of ICT staffLecturers’ behaviors related to using ICT in their teaching-related activitiesStudents’ behaviors related to using ICT in their teaching-related activitiesDisparity in students’ experienceDiscussion and conclusionNoteReferencesAt-home international education in Vietnamese universities: impact on graduates’ employability and career prospectsIntroductionLiterature reviewEmployability: concepts and componentsAt-home internationalization: complexities and impact on graduates employabilityContext of advanced-program implementation in VietnamThe present studyHow do advanced programs contribute to graduate employability and career development?FindingsThe contribution of two advanced programs to students’ employabilityHuman capitalSocial, cultural, and mobility capitalPersonal adaptabilityCareer identityAdvanced-program graduates’ learning outcomes, employment outcomes, and career advancementDiscussion and conclusion: the way forward for advanced program implementationNotesReferencesCurrent assessment practices and the washback effect on students’ learningIntroductionLiterature reviewThe importance of assessment in driving students’ learningCore principles of effective assessmentAssessment practices in Vietnamese HEThe current studyFindingsTeachers’ assessment practicesStudents’ behaviours related to assessmentDiscussion and conclusionReferencesCurrent work placement practices and challengesIntroductionLiterature reviewInternship learning outcomesFactors influencing interns’ work performanceInternship programs in VietnamThe present studyFindingsStudents’ experience with the internshipFactors influencing the effectiveness of the internshipDiscussions and conclusionReferencesExtra-curricular activities as informal learning: facilitators and inhibitorsIntroductionThe contribution of extra-curricular activities to employability skills development and inhibitorsDeveloping employability skills via extra-curricular activities in Vietnamese universitiesThe present studyFindingsStudents’ experience with the organization of ECAs in their institutionsStudent participation in ECAsThe influence of factors on students’ non-participation in extracurricular activitiesStudents’ experience with the contribution of ECAs to their employability skills developmentDiscussion and conclusionReferencesThe value of undertaking university education in VietnamIntroductionLiterature reviewThe purposes, missions, and benefits of higher educationThe purpose of Vietnamese higher educationThe current studyFindingsThe focus of Vietnamese higher education in students ’ experiencesThe benefits of Vietnamese higher educationStudents’ satisfaction with activities in their higher education institutionsDiscussion and conclusionReferencesTeaching and learning reforms in Vietnamese universities: the way forwardIntroductionTeaching and learning reforms in Vietnamese higher education viewed from students’ experiencesPositive student experiences, but obstacles remainedDisparity in student experience and implications for the future of teaching-learning reformsMajor remaining obstaclesInstitutional leaders and managersToward a comprehensive model for improving teaching-learning reforms and student experienceCurriculum-related factorsLeadership, management, and support servicesTeacher-related factorsStudent-related factorsInfrastructure, facilities, and learning resourcesNon-curriculum activitiesExternal stakeholdersConclusion: a comprehensive framework for teaching-learning reformsReferences
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