Introduction
Center of Science and Technology development for Youth
Center of Science and Technology development for Youth (known as TST) is a unit directly under Ho Chi Minh City Communist Youth Union TST was found in
August 03 th 1989 by People's Committee of Ho Chi Minh City Our mission are mobilize and promote the movement of scientific and technical activities and creative capacity of the youth There are several programs that Center being as organizer such as Euréka Student Scientific Research Prize, International Students Science Forum, etc.
Euréka Student Scientific Research Award
Student Scientific Research Award (known as Euréka Award) is the national wide prize for scientific research and creativity of students from universities and colleges
It was established in 1999 and fasten become the only prize of Youth Union for student who have passion in term of scientific research.
Table 1 Euréka Award data from 1999 to 2019
Source: Euréka Award’s announcement from 1999 to 2019
The Euréka Award aims to uncover and nurture the creative ideas of students while promoting scientific research across universities, colleges, and institutes By emphasizing high-quality research, the award enhances training quality and encourages students to harness their potential in research and innovation Additionally, the Euréka Award plays a vital role in applying science and technology to production, business, and everyday life.
The Euréka Award has seen significant growth in both the number of participating schools and topics, as illustrated in Table 1 Initially held only in Ho Chi Minh City until 2014, the award expanded its reach to the southern region in 2015 and became a nationwide initiative in 2016.
The Prize includes 12 fields, which presentative Chemical Engineering, Food Technology, Information Technology, Biotechnology and Biomedical Engineering, Training and Education, Law and Legal, Economics, General Engineering,
- Forestry - Fishery, Urban Planning – Architecture – Construction, Resources and Environment Management, Social Sciences and Humanities.
Problem Finding Process
In order to find out the problem of Center of Science and Technology
Development for Youth, the process will be conducted:
- Collecting the data from Euréka Award’s annual report and Projects’ collection announcements of Euréka Award from 2014 to 2019.
- Referring the feedback from contestants on December 2017
- Conducting in-depth interview with contestants, employees, representatives of participating schools, and science council’s members.
- Conducting the survey for contestants and representatives of participating schools.
- Reviewing literature related to problem.
- Conducting second in-depth interview with the manager to determine existed problem.
- Reviewing some theory framework to validate the problem importance.
Symptom
In December 2017, I utilized the findings from a survey conducted by TST, along with in-depth interviews with two students who participated in the Euréka Award, where one secured the First Prize and the other the Third Prize.
In a study conducted for the Euréka Award, a questionnaire was developed based on survey findings and in-depth interviews to gain insights into participants' awareness and symptoms related to the award Data was collected via an email survey sent to approximately 500 contestants in early September 2018, yielding 100 responses The results revealed that only seven respondents learned about the Euréka Award through its website, while 60% were informed through school deployments This indicates a limited use of social media for disseminating prize information, as most details are communicated directly from the Ho Chi Minh City Youth Union to School Youth Unions, highlighting that students' access to information about the prize is largely dependent on school implementation.
I conducted in-depth interviews with two employees who have been with the center for over six years, focusing on the evaluation of the Euréka Award from 2014 to 2019 The interviews aimed to uncover the reasons behind the significant decrease in project submissions in 2016, despite the award's expansion nationwide Both employees noted that the rapid expansion may have contributed to the low awareness and limited outreach of the Euréka Award They emphasized the crucial role schools play in encouraging students to engage in research activities, particularly in participating in the Euréka Student Scientific Research Award.
Table 2 Proportion of top 4th university dominate Euréka award
Ho Chi Minh City University of Technology
Vietnam National University Ho Chi Minh
Vietnam National University Ho Chi Minh
Ho Chi Minh City Open University (d) 46 56 35 46 54 37
Ho Chi Minh city’ Number of projects
Source: Euréka Award’s announcement from 2014 to 2019
From 2014 to 2019, the Euréka Award statistics indicated the participation of four universities, including Ho Chi Minh City University of Technology and Vietnam National University Ho Chi Minh City.
The University of Sciences, Vietnam National University Ho Chi Minh City, University of Technology, and Ho Chi Minh City Open University have significantly excelled in awards, collectively representing over 40% of the total projects submitted from Ho Chi Minh City In contrast, the remaining 44 universities contribute only 60% of the projects, highlighting an uneven development in the scientific research movement among institutions in the region.
Table 3 The number of school have low performance
Average number of project per school 12.92 15.2 11.65 14.82 14.31 13.24
The number of schools with project less than the average
Source: Euréka Award’s announcement from 2014 to 2019
In 2019, the average number of projects submitted by schools participating in the Euréka Award was 13 Notably, 67% of the schools, totaling 33 institutions, had fewer than 13 projects, indicating a general trend of low participation and performance in the Euréka Award among most schools.
Problem justification
Initial Identification of Problem
To identify the underlying issues associated with the symptoms, in-depth interviews were conducted with various relevant individuals both internally and externally Below is a list of the profiles of the informants involved in this study.
- Mrs Vo The Hanh, Chief of Office and Accountant of Center of Science and Technology development for Youth, 6 years’ experience
- Ms Ngo Thi Tu Trinh, Head of Department of Creative Movement
Development, Center of Science and Technology Development for Youth, 10 years’ experience.
- Mr Nguyen Thanh Luan, Manager of External Communication and Science Technology Services, 7 years’ experience
- Prof Thai Van Nam, Deputy Director of Applied Sciences Institute, Ho Chi Minh City University of Technology, 20 years working at school.
- Ms Le Thi Ngoc Tram, employee at Science and Technology department, Ho Chi Minh City University of Technology.
Huynh Tan Long, a fourth-year student at Ho Chi Minh City University of Technology, secured third place in the 2017 Euréka Award with his project in the Urban Planning, Architecture, and Construction field.
Nguyen Thanh An, a student from the University of Sciences at Vietnam National University Ho Chi Minh City, won first place at the 2017 Euréka Award with his project in the Information Technology field.
- The report of the 20th years Euréka Student Scientific Research Award
The study identified several factors contributing to the lack of student engagement in research activities Ms Tu Trinh noted that the emphasis on credit training and graduation exams often leads students to focus solely on coursework, neglecting scientific research This focus creates significant barriers to student participation in research, resulting in both low quantity and quality of research output Additionally, the dissemination of prize information is heavily reliant on the direct connections between the Science Department and the Youth Union at schools, leaving TST unable to ensure that relevant information reaches interested students Consequently, schools play a crucial role in fostering and encouraging student involvement in research initiatives.
Ms Tu Trinh and Mrs The Hanh both highlighted that TST's communication methods for disseminating prize information are largely ineffective, relying on traditional channels like mail, posters, and phone calls Mrs The Hanh pointed out that media plays a minor role in shaping students' awareness, and the lack of guidance from supervisors poses challenges for students engaging in scientific research She also noted that the council's evaluation of project quality remains consistent, though several fields did not receive the First or Special Prizes As an accountant at TST, Mrs The Hanh expressed concerns about the low media budget, which fails to meet the demands of effective prize communication, and indicated that employees have not made significant advancements in their communication strategies.
Mr Thanh Luan admit that the communication budget is not enough for apply communication methods Although External Communications and Science
The Technology Services Department is actively seeking sponsorship to support its communication budget, but meeting sponsor demands proves challenging Sponsors prefer visibility through television programs, gameshows, and entertainment or environmental initiatives, often showing reluctance to fund social or educational projects They seek prominent exposure in media such as television and newspapers, yet the current sponsorship benefits fail to align with their expectations As a result, while sponsors have contributed to the Euréka Award, their commitment has been short-lived, lasting only a year rather than establishing long-term support.
Prof Thai Van Nam acknowledges that young students today face limitations in engaging with scientific research, often prioritizing quick graduation and employment over in-depth study Many perceive research as time-consuming and detrimental to their academic progress, leading to reluctance in participation, compounded by financial constraints, particularly in experimental fields He emphasizes the dual role of supervisors, likening it to "pull" and "push" metaphors In the "pull" role, supervisors guide students by dividing larger projects into manageable sub-topics, ensuring clarity in goals and tasks Conversely, the "push" role involves providing personalized feedback that fosters student initiative and individual competencies Prof Thai Van Nam advocates for enhanced institutional support to encourage student involvement in scientific research.
Ms Tram emphasized that scientific research requires substantial funding, which the school struggles to provide, leading many projects to rely on self-funding Additionally, students often have a low awareness of the importance of research, perceiving it as time-consuming and potentially detrimental to their academic performance.
Huynh Tan Long, who secured third place in the 2017 Euréka Award for his project in Urban Planning, emphasized that participating in the award fostered in-depth subject study, independent and collaborative work skills, and enhanced knowledge He credited the guidance from his instructor as a significant motivation for his involvement and project completion Conversely, Nguyen Thanh An, the first-place winner in the Information Technology category, gained valuable insights into the development and operation of real-world projects, effectively applying theoretical research However, he encountered challenges in balancing work progress under tight deadlines and pressure.
Limited in deployment of school
Factors affecting students' scientific research activities
Lack of mechanism of commendation and reward
School supports School’s scientific research activities limitation
U neven research activities in schools Restrict ideas and orientations Low performance at some school
Limiting the ability of scientific research
Potential Central Problems Lack of doing research’s benefit awareness
Student limitations Low self-efficacy
Lack of self – research funding and time
However, his supervisor plays an important role in term of support during the implementation process.
Being gather all the interviews’ result, the initial cause-effect map come up with:
Figure 1 Initial Cause - Effect Map
The Existence problem
Figure 1 presents a summary of interviews conducted with senior staff, instructors, students, and university science management personnel, highlighting the key factors that contribute to the limited scientific research activities within universities This overview reveals the underlying reasons for the disparities in research engagement across different institutions.
Scientific research is a crucial component of students' learning experiences, significantly enhancing the quality of their academic outcomes Numerous studies demonstrate that engaging in scientific research activities fosters critical thinking and problem-solving skills, ultimately leading to improved educational performance.
The No.08/2000/QD-BGDDT regulation, established on March 30, 2000, by the Minister of Education and Training, emphasizes that scientific research among university and college students aims to enhance training quality, facilitate the application of research methods, and address real-world scientific and practical issues Research is defined as a systematic and methodical inquiry aimed at expanding knowledge, requiring researchers to employ appropriate methods for data collection and analysis rigorously The overarching goal of academic research is to explore specific questions to generate new insights, providing both undergraduate and postgraduate students the chance to independently identify, select, and investigate research problems under the supervision of a mentor.
This research highlights the benefits of developing skills in students, including the ability to review and synthesize existing knowledge, investigate problems, provide solutions, analyze broader issues, create new procedures, explain phenomena, and generate new knowledge Additionally, it emphasizes the significance of university research in producing disciplinary knowledge and the recognition of universities in this process.
While all educational institutions acknowledge the significance of scientific research, not all actively promote or engage in it Variations in the execution, organization, mechanisms, and policies regarding research activities among universities contribute to this disparity, which is often reflected in the number of annual scientific research projects submitted for the Eureka Award.
In an insightful interview with Mr Duc Su, Vice Director of the Center for Science and Technology Development for Youth, it was revealed that student research activities have significantly improved in both quantity and quality over the past year However, public universities tend to excel compared to private institutions and colleges, a trend that is notably reflected in their participation in the Euréka Award.
The development of a seminar on creative thinking and scientific research methods in HCMC schools highlights the necessity of understanding students' perceptions of scientific research activities Many students remain confused about the significance and advantages of engaging in scientific research, indicating a lack of awareness When inquiring about challenges in selecting research topics, students expressed difficulties in choosing scientifically relevant and practical subjects, formulating research objectives, and establishing hypotheses These cognitive limitations stem from organizational constraints and inadequate educational guidance from schools and faculty Furthermore, the current academic environment fails to ignite students' passion for research, as lecturers often prioritize teaching over mentoring, resulting in students either abandoning projects or producing subpar work The success of research initiatives heavily relies on student capabilities and institutional support, while the absence of recognition and reward systems further hampers motivation for both students and lecturers.
Prof Thai Van Nam emphasized that students cannot independently engage in scientific research or develop a passion for it without external inspiration He believes that the excitement for scientific inquiry is ignited and fostered through the dynamic energy conveyed in lectures and the university environment.
16 movement activities The students tend to learn quickly to graduate and go to work Many
Seventeen students believe that engaging in scientific research consumes significant time, negatively impacting their studies, leading them to consider declining participation To shift students' perceptions regarding the importance of scientific research projects, the university must establish targeted policies that promote and incentivize both lecturers and students to actively engage in research activities.
Supervisors play dual roles of pull and push in education In the pull role, teachers guide projects by orienting students on topics, breaking them down into manageable sub-topics, and ensuring clear goals for student success This structured approach often necessitates a research project, as it can be challenging for students to navigate independently Conversely, in the push role, teachers offer personalized feedback based on their insights and students' choices, fostering individual competencies This method encourages student motivation and engagement in scientific research activities, ultimately nurturing their passion for learning.
Cause validation
Numerous factors can influence research activity, categorized into demographics, self-knowledge, individual competencies, and work environment Research by Chen et al identifies key elements affecting research productivity, including promotion and financial support The study utilizes Equity and Expectancy theories to elucidate individual motivation, with Expectancy theory focusing on the appeal of research rewards, which encompasses the value of rewards, the probability of achieving them, and the likelihood of success through effort The primary objective of the research is to gain a clear understanding of the behavioral intentions and motivations that drive individuals to engage in research.
The limitations in students' scientific research activities can be attributed to three primary factors: inadequate school support, insufficient faculty assistance, and the personal limitations of the students themselves.
The deployment of scientific research activities in schools is crucial for fostering student engagement, with university deans playing a key role in proposing and organizing these initiatives Effective coordination between organizers and schools, such as the Youth Union system, is essential for disseminating information about opportunities like the Euréka award Additionally, the absence of a commendation and reward mechanism hampers motivation; as Bandura notes, rewards serve as informative and motivating tools Schunk's research highlights that understanding which actions lead to success encourages persistence, and rewards linked to accomplishments symbolize progress, distinguishing between performance-contingent and task-contingent rewards.
To foster a thriving scientific research culture in schools, it is essential to implement a commendation mechanism that recognizes students' participation and achievements in scientific research activities This not only serves as external motivation, encouraging more students to engage in research, but also enhances the school's reputation and popularity By celebrating exemplary students, the commendation process ignites passion for scientific inquiry and inspires others to pursue similar projects Furthermore, it instills good habits among students, encouraging those without research projects to learn from their peers' successes, ultimately enriching their understanding of their own capabilities.
Observing the success of others can inspire individuals to believe in their own capabilities and encourage them to engage in tasks, while witnessing failures may diminish their self-efficacy and deter them from participation Research by Schunk indicates that viewing multiple role models is more effective than a single model, as it enhances the likelihood that students will identify with at least one of the models Additionally, financial support is crucial for project implementation, particularly for specialized groups, as a significant portion of funding is allocated for purchasing chemicals and laboratory equipment The necessity for repeated experiments can further increase these costs, especially if initial results are unsatisfactory.
Therefore, the support from the university's scientific research funds is an effective solution to promote increased research activities of students.
Teachers play a crucial role in the learning process, going beyond mere information dissemination to actively engage students in meaningful learning activities Research highlights that a teacher's fundamental task is to foster student engagement to achieve desired outcomes According to Biggs, a student's actions are influenced by their perceptions and intentions, underscoring the importance of instructors in facilitating scientific research participation For students lacking knowledge and skills, lecturers must not only guide research projects but also impart essential knowledge and techniques To cultivate enthusiastic faculty, schools should implement specific mechanisms and policies for support While instructors are required to manage classroom lectures, guiding student research projects may limit their teaching capacity Therefore, reallocating lecture hours for student research can yield better results However, since few students naturally pursue self-directed research, it is the lecturers who inspire curiosity and a passion for inquiry By breaking down larger research projects into manageable components for students, lecturers can enhance the research experience and outcomes.
Setting goals for students is crucial for their success in scientific research, and the effectiveness of these goals largely depends on the lecturer's skills Previous studies suggest that goal setting is a significant cognitive process that influences motivation When students have goals, whether self-set or assigned by teachers, they begin to recognize their capabilities in achieving them Research by Bandura and Cervone indicates that students who receive feedback on their goal progress experience increased self-efficacy, which helps sustain motivation and enhances skill development.
Schunk emphasized that the motivational advantages of goals are influenced by their characteristics: proximity, specificity, and difficulty Proximal goals, which are close at hand, enhance self-efficacy and motivation more effectively than distant goals Additionally, goals that include specific performance standards significantly boost efficacy and motivation compared to general goals.
Research by Schunk indicates that proximal goals enhance motivation more effectively than distant goals This is because individuals can more easily measure their progress toward proximal goals, which in turn boosts their self-efficacy Proximal goals are particularly impactful for young children, as they struggle to conceptualize distant outcomes.
Research by Schunk highlights that specific goals enhance performance by clearly outlining the effort needed for success and the anticipated self-satisfaction These defined objectives also foster self-efficacy, as they allow individuals to easily measure their progress.
Goal difficulty significantly impacts the effort learners invest in achieving their objectives, as noted by Schunk, who argues that individuals are likely to exert more effort toward challenging goals when they possess the necessary skills Although learners may initially question their ability to meet these difficult goals, the process of striving for them ultimately fosters self-efficacy Schunk's later research indicates that while easier goals can boost motivation and efficacy in the early stages of skill development, challenging goals become more beneficial as skills progress, providing deeper insights into one’s capabilities Furthermore, allowing students to set their own goals can increase their commitment to achieving them.
Schunk concluded, “Self-set goals also promote self-efficacy”.
Providing feedback at every stage of scientific research is crucial for students to assess their progress and successfully complete their projects Bandura emphasized that attributional feedback significantly influences both efficacy and motivation Specifically, feedback highlighting prior successes reinforces students' perceptions of their advancement, maintains their motivation, and enhances their learning efficacy.
The timing of feedback is crucial for enhancing learning outcomes, as early successes indicate a student's high learning ability and can significantly boost learning efficacy Schunk emphasizes that effort feedback is particularly credible during the initial stages of learning when students must exert considerable effort to achieve success However, as students develop their skills, they should experience success with less effort, making ability feedback more credible Prolonged reliance on effort feedback may diminish self-efficacy, as students may question why they still need to work hard despite becoming more skilled Regular assessments of students' skills, self-efficacy, and their interpretations of feedback can provide valuable insights into the most effective feedback sequences for improving achievement outcomes.
Students often face limitations in engaging with scientific research due to a lack of awareness regarding its benefits When students misunderstand the value of research, they may refuse to explore certain topics Conversely, those who recognize the advantages are more likely to pursue research, which not only enhances their knowledge but also develops essential soft skills such as teamwork, critical thinking, and problem-solving—skills that are often not acquired through passive classroom learning Additionally, low self-efficacy significantly impacts students' willingness to engage in research activities Self-efficacy, defined as an individual's belief in their ability to accomplish specific tasks, can be undermined by negative performance feedback, leading to decreased effort and increased discouragement Research indicates that enhancing self-efficacy perceptions may improve student participation in activities, as those with higher self-efficacy are more likely to engage in and persist with challenging tasks, unlike their peers with lower self-efficacy who may shy away from difficulties.
High self-efficacy in students leads to greater effort and persistence in learning, resulting in increased knowledge and skill development When students are satisfied with their achievements, they feel empowered to enhance their skills and set new challenging goals, highlighting the significance of self-efficacy in scientific research However, challenges such as lack of self-funding and time constraints can hinder participation in research projects In addition to school funding, students may need to secure additional financial resources, and those without economic means may opt out of research activities Furthermore, balancing part-time jobs to cover tuition can limit the time available for scientific research, although this study will not delve deeply into this aspect, as it varies based on individual circumstances.
Final Cause-Effect Map
Figure 2 Final Cause - Effect Map
Solution for Solving Problem
School
The systematic implementation of academic activities is essential, requiring effective coordination between the School Board and various Departments Specific targets must be established for each faculty, ensuring alignment with the overall educational goals Collaboration with the Student Union and Youth Union further enhances these efforts, promoting a cohesive approach to achieving academic excellence.
The Department of Science Management organizes academic contests and seminars to ignite passion and motivate scientific research among students at various educational levels These initiatives help students recognize the significance and advantages of engaging in research projects, which are integral to the learning process Annually, the school hosts seminars on scientific research methods and reviews student projects, selecting the best for further evaluation at faculty, school, city, and national levels Additionally, the school awards outstanding scientific research students, demonstrating that those recognized at the school level tend to produce higher quality projects, as evidenced by their success in competitions like the Eureka Award compared to other institutions such as the University of Economics and the University of Science - Vietnam National University.
To foster motivation among students engaged in scientific research, the school must implement a commendation and reward system for those who achieve recognition at the city, national, and international levels Additionally, the university should establish a framework that grants learning or training points to students who undertake scientific research projects or receive accolades at the school or national levels.
Lecturers play a crucial role in guiding students through scientific research, which is a key criterion for their evaluation and classification They have the flexibility to exchange lecture hours to facilitate student research projects Additionally, the institution should implement a reward policy for lecturers whose students achieve national or state awards for their research topics.
To enhance scientific research activities, universities should focus on creating a motivating environment rather than solely relying on funding Implementing a structured mechanism for financing approved research projects at both the faculty and school levels can significantly increase student engagement in scientific research.
Lectures
Many university and college lecturers currently prioritize teaching over engaging in scientific research or publishing internationally, which limits their ability to effectively guide students in research activities To foster a more research-oriented environment, it is essential for lecturers to enhance their scientific research skills and passion, enabling them to better mentor students in their academic pursuits.
The ability to suggest new issues, guide topics, and provide students with access to resources is a significant advantage of being a topic guide Additionally, setting achievable goals for students is crucial for their success.
26 objectives should be specific, authentic and achievable At the same time,lecturers give feedback at the appropriate time as a way to motivate students to conduct and complete scientific research.
Students
Students must recognize that scientific research plays a crucial role in their university education While many view research as a non-mandatory pursuit, it often stems from a genuine passion This enthusiasm for scientific inquiry can be cultivated through various school activities, academic competitions, conferences, and the encouragement of teachers and peers.
Students enhance their individual competence by gaining knowledge through school subjects and self-directed learning with library resources Engaging in forums and academic activities fosters an environment for knowledge exchange and access to new information This participation not only enriches their professional expertise but also provides opportunities for personal development By observing successful peers during these academic events, students find valuable examples to inspire their own efforts and achievements.
Students should enhance their soft skills, including teamwork, interview techniques, and problem-solving abilities, by participating in extracurricular activities and professional courses offered by their schools.
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Appendix A: Statistics of the number of projects involved Euréka Award from 2014 to 2019
1 Ho Chi Minh City University of Technology 46 65 56 97 137 97
2 Vietnam National University Ho Chi Minh
3 Vietnam National University Ho Chi Minh
4 Ho Chi Minh City Open University 46 56 35 46 54 37
6 Ho Chi Minh City University of Law 22 27 26 21 28 25
7 Ho Chi Minh City University of Medicine and
8 Vietnam National University Ho Chi Minh
City - University of Social Sciences and
9 University of Economics Ho Chi Minh City 26 22 17 16 16 20
10 Banking University Ho Chi Minh City 19 18 10 26 7 18
11 Foreign Trade University– Ho Chi Minh
13 Vietnam National University Ho Chi Minh
City - University of Economics and Law 19 16 15 20 15 30
14 Ho Chi Minh City University of Pedagogy 10 15 13 12 20 25
16 Ho Chi Minh City University of Industry 16 12 11 17 11 10
17 University of Architecture Ho Chi Minh City 7 12 2 10 7 7
18 Vietnam National University Ho Chi Minh
City - University of Information Technology 3 10 8 7 2 5
20 University of Economics and Finance Ho Chi
21 National Academy of Public Administration -
Ho Chi Minh City Campus 0 7 3 2 0 0
24 Ho Chi Minh City University of Technology and Education 8 7 4 17 20 24
29 Ho Chi Minh City University of Sport 0 4 4 3 6 1
30 Ho Chi Minh City Industry and Trade College 5 3 0 1 2 2
31 College Of Foreign Economic Relations 4 3 0 2 0 0
32 The National College of Education Ho Chi
34 Vietnam National University Ho Chi Minh
35 University of Transport and Communications
Ho Chi Minh City Campus 2 3 2 1 6 19
36 Ho Chi Minh City University of Foreign
39 University of Transport and Communications
40 University of Labor and Social Affair 0 1 3 1 1 2
42 Ho Chi Minh City Technical and Economic
43 Ho Chi Minh City University of Food Industry 0 0 3 36 24 16
45 Ho Chi Minh City University of Physical
46 Pham Ngoc Thach University of Medicine 0 0 1 1 1 2
47 Ho Chi Minh City University of Natural
49 Thu Duc College of Technology 0 0 0 0 5 1
50 Ho Chi Minh City College of Construction
51 Ho Chi Minh Cadre Academy 0 0 0 0 1 0
52 The Central College of Transport No IV 0 0 0 0 1 0
53 University of Transport and Communications
54 Vietnam National University Ho Chi Minh
55 Posts and Telecommunications Institute of
Technology - Ho Chi Minh City Facility 0 0 0 0 0 2
56 Ho Chi Minh City Maritime Vocational
57 Saigon Ginseng and Medicinal Center 0 0 0 0 0 1
58 Ho Chi Minh City University of Culture 0 0 0 0 1 1
65 Mien Tay Construction University (Vinh
66 Petro Vietnam University (Vung Tau) 0 0 1 0 5 3
69 Cuu Long University (Vinh Long) 0 0 0 1 1 6
70 Vinh Long University of Technology
73 Dong Nai Mechanical and Irrigation College 0 0 0 0 1 0
76 Ba Ria Vung Tau University 0 0 0 0 0 1
77 Dong Nai University of Technology 0 0 0 0 0 1
78 Tay Do University (Can Tho) 0 0 0 0 4 2
80 The University of Danang – University of
83 The University of Danang – Kontum Campus 0 0 3 0 1 1
84 The University of Danang – University of
86 Mien Trung University of Civil Engineering
88 The University of Danang – University of
91 Pham Van Dong University (Quang Ngai) 0 0 0 12 3 0
94 University of Finance and Accountancy
95 Danang University of Sports and Physical
98 The University of Da Nang - University of
99 The Hue University - University of Education 0 0 0 1 0 0
101 Faculty of Tourism – Hue University 0 0 0 0 1 0
103 Medical and Pharmaceutical University – Hue
104 University of Agriculture and Forestry – Hue
109 University of Mining and Geology (Hanoi) 0 0 9 0 2 1
110 Hanoi University of Education 2 (Vinh Phuc) 0 0 9 9 7 7
116 Academy of Journalism and Propaganda
118 Vietnam National University, Hanoi - Faculty of Law 0 0 1 3 0 0
119 Hanoi University of Science and Technology 0 0 1 0 2 0
121 Vietnam National University, Hanoi - Faculty of Medicine and Pharmacy 0 0 1 9 3 2
122 Tay Bac University (Son La) 0 0 1 0 0 0
129 Vietnam University of Fine Arts (Hanoi) 0 0 0 1 1 1
University of Social Sciences and Humanities 0 0 0 2 5 11
132 University of Information Technology and
135 University of Agriculture and Forestry - Thai
136 University of Science - Thai Nguyen
137 Hong Duc University (Thanh Hoa) 0 0 0 0 1 0
138 University of Technology - VNU Hanoi 0 0 0 0 1 0
139 Vietnam Center for Sustainable Development
143 Hung Vuong University (Phu Tho) 0 0 0 0 0 5
146 Institute of Policy and Development (Hanoi) 0 0 0 0 0 3
147 Hanoi University of Natural Resources and
153 University of Science - VNU Hanoi 0 0 0 0 0 6
Number of respondents: 10 respondent who participated Euréka Award in 2017,
Questions Answers Initial coding framework Category Quote Question 1: Could you introduce about yourself?
Hello, my name is Do Thi Ngoc Ha, I am student of the Hanoi University of Foreign
Trade, I take part and win Consolation prize in
Euréka Award in 2017 with the Economic field project,
Hello, my name is Nguyen Thuy Tien, I am student of the Vietnam National University Ho
Chi Minh City - University of Technology, I am a candidate from Chemical Technology filed, I participated Euréka Award in 2017,
Hello, my name is Nguyen Duc Phuc, I am student of the University of Information
Nguyen University, I am a candidate, who participate Euréka Award in 2017, I win
Training and Education field Consolation prize
Consolation prize with the Training and
Hello, my name is Le Kha Han, I am student of the Vietnam National University Ho Chi
Minh City - University of Sciences, I am a
Chemical Technology field’s candidate, who participate Euréka Award in 2017,
Hello, my name is Nguyen Phat Tai, I am student of the Vietnam National University Ho
Chi Minh City - University of Sciences, I am a candidate, who participate Euréka Award in
2017, I am from Information Technology field,
Hello, my name is Giang Phi Yen; I am student of Ho Chi Minh City University of
Natural Resources and Environment, I am a candidate, who participate Euréka Award in
2017, I win Second prize with the Resources and Environment Management filed project,
Resources and Environment Management filed
Hello, my name is Nguyen Huu Minh, I am a candidate, who participate Euréka Award in
2017, I am student of The Hue University -
University of Education, I win Consolation prize with the Social Sciences and Humanities filed project,
Social Sciences and Humanities filed Consolation prize
Hello, my name is My Duyen, I am student of
Van Hien University, I am a candidate, who participate Euréka Award in 2017, I win
Consolation prize with the Social Sciences and
Social Sciences and Humanities filed Consolation prize
Hello, my name is Xuan Viet, I am student of
Ho Chi Minh City University of Technology, I am a candidate, who participate Euréka Award in 2017, I am contestant of Agriculture -
Hello, my name is Hoang Thi Nhi, I am student of University of Security, I am a candidate, who participate Euréka Award in
2017, I am contestant of Law and Legal filed project.
Question 2: Could you please give us your comments about organization of Euréka Award in 2017?
Committee is very enthusiastic to help the candidates, especially the candidates from far away.
The organization is very good, However, volunteers do not actively support candidates,
Professional organization Not actively volunteers
The organizational work for the contestants very attentive, enthusiastic and active volunteers.
Professional organization, the Organizing Professional
Committee is enthusiastic to help the organization
Han contestants, especially the candidates from far Enthusiastic away, Enthusiastic and active volunteers volunteers,
The Organization should be public the comment of the teachers for the strengths and weaknesses of project, which can help candidate improve for the next year competition.
Public theSciences Council’s comment
During the initial two nights, there was no program for networking or collaboration among participants, despite being in the same field and location I hope that in the future, all candidates and volunteers from various fields can be brought together for collective learning and engagement.
The second is the photo shoot after the closing ceremony, I think the organizers should assign photography to the whole field after giving
Prizes to people, not the resolution and then dispersed,
The third is the certificate issuance, You should assign the field of work will help you wait in line and block the way,
In addition, everything else is great: The program is meaningful; the organization is very good, enthusiastic volunteers, contestants too good, everyone is happy,
Program lack of exchanging between candidates Professional organization enthusiastic volunteers
The 2017 Euréka Award organization was well-structured and provided a valuable experience for students across the country It served as a platform for networking and expanding friendships The reception by the volunteers was warm and supportive, enhancing the overall experience Additionally, the venue and food offered were satisfactory While the activities at the competition's side events were engaging, they felt rushed, with limited opportunities for meaningful interaction among students from various schools Moreover, the time allocated for museum visits was insufficient.
Chi tunnels is so far away and traffic jams, it takes too much time for both travel and return,
Not suitable activity Biased for home team Sooner spread prize
In general, four days passed very "hustle",
Some projects that win awards in specific categories may not always be justified, as the evaluation of novelty and problem-solving presented by referees can be somewhat biased towards local entries It is hoped that in future years, the organizers will broaden the reach of this prize to include more universities, thereby improving the selection process for contest candidates.
Overall, I feel this year's Euréka Award are quite successful and smooth, The field managers and volunteers are very enthusiastic, cute, However, I would like to comment on the following issues:
1)About the Scientific Council evaluating the topic: I am a contestant in the field of social science, Sociology, However, the Board of
Assessment and Feedback of the project is not specialized in Sociology but specializes in other fields such as Culture, Anthropology ,,,
In the Council there is 01 person is PhD in
Sociology, However, the problem is that he is not the person assigned to evaluate my topic,
Therefore, the presentation and answer the questions from the Council is a little surprised, not what I expect, In addition, the results are not as good as the score,
The poster incorrectly displays the author's name and the project topic, which the field manager attributes to an error by the printing department.
He only manages 11 topics, not all topics, The mistake in printing is not too serious because
Last year, I participated in the final round of a competition, but my project was marred by a misprint of school information on Prize Day That evening, the field manager shared a message in our Facebook group addressing the issue, which made me realize the seriousness of the situation However, I chose to communicate with him privately rather than publicly, as I felt it was not worth escalating the matter further.
After the topic report was completed, the instructor raised several concerns about the Council's feedback to the scientific research department Subsequently, she collaborated with a long-time employee on research and information sharing That evening, I communicated with the individual responsible for candidate living fees, who expressed doubts about the Council's qualifications to evaluate my topic Initially shocked by his message, I realized the school's lack of objectivity and patience Following our conversation and further discussions with the school, I felt disheartened by the field manager's comments As a contestant, I felt powerless to seek justice, yet the messaging representative assured me they would discuss my situation with the Council and urged me to "read the words carefully." This left me anxious, as I awaited the outcome of an unsettling situation where I felt like a mere intermediary Ultimately, I managed only two hours of sleep that night, and the next day, I participated in activities while grappling with discomfort and panic.
While the event was visually impressive, the finale ceremony left much to be desired in terms of organization Although the organizers efficiently numbered the candidates for the awards and recognized deserving winners, the lack of suspense diminished the overall excitement for the contestants With one side guaranteed to win and the other not, the thrill of competition was lost It is hoped that next year's organization will implement a more engaging arrangement to enhance the experience.
The activities were thoughtfully organized, showcasing the enthusiasm and charm of both the organizers and volunteers Although the visit to the Cu Chi tunnels was slightly affected by traffic congestion, we are truly grateful for the warm hospitality extended by the organizers We hope that the prize will attract many students.
Not suitable activity Enthusiastic organization and volunteers
Appendix C: Interview Guide for employees
1 Would you please introduce some information of yourself? (Name, position, experience,…)
2 General assessment of students' scientific research activities,
3 General assessment of the status of students participating in the Euréka Awards from
2014 - 2017, How does the quality of the project? (The number of projects, the overall quality of the program, and the popularity of the program…)
4 In 2016, Euréka expanded nationwide for the first time, but the total number of topics will be reduced from 648 (2015) to 612 (2016), What are the reasons why the number of projects in the HCM City area significantly reduced in 2016?
5 Is the expansion of the national Prize so fast? Does the expansion program too fast make it difficult to organize? Why and why not?
6 What do you think about the current number of staff who are responsible for implementing, monitoring, supporting, and encouraging schools?
7 What difficulties do you face when developing information on prizes? (Does the school not support? Does the deployment period is short? Does the school have scientific research activities? ,,,)
8 What is the communication method that you use to deliver the Prize information to schools? How do you evaluate the effectiveness of this method of media? Does the use of ineffective media methods indirectly influence the decline in the number of participants?
9 The projects in the fields are uneven, some fields have the proportion of projects participating over the years accounted for high proportion such as Economics (24%), Chemical Engineering (10%), General Engineering (11%), while Urban Planning – Architecture – Construction and Agriculture, Forestry and Fisheries is only about 4%, Why there are differences in the number of projects involved between the fields?
10 What are the advantages and disadvantages of mobilizing and contacting universities and colleges (especially, for schools outside HCM area)?
11 What is the most outstanding difference when organizing this Prize program in the HCM area and the whole country?