Nghiên cứu thực trạng môi trường khuyến tri thức tại các công ty tư nhân thuộc lĩnh vực giáo dục ở Việt Nam cơ sở để tăng cường và nâng cao quản trị tri thức

Nghiên cứu thực trạng môi trường khuyến tri thức tại các công ty tư nhân thuộc lĩnh vực giáo dục ở Việt Nam cơ sở để tăng cường và nâng cao quản trị tri thức

i STATUS OF KNOWLEDGE ENABLING ENVIRONMENT IN PRIVATE EDUCATIONAL COMPANIES IN VIETNAM: BASIS FOR ENHANCEMENT PROGRAM OF KNOWLEDGE MANAGEMENT A Dissertation presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Educational Management MS LE THU HANG (MOON) April, 2014 ii APPROVAL SHEET In partial fulfillment of the requirements for the degree Doctor in Education Management, this research study entitled “Status of knowledge enabling environment in private educational companies in Vietnam: basis for enhancement program of knowledge management” has been submitted by Ms LE THU HANG (MOON), and is hereby recommended for oral examination PROF DR CECILIA N GASCON Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor in Education Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam DR WALBERTO A MACARAAN DR TERESITA V DELA CRUZ Member Member DR APOLONIA A ESPINOSA DR BELLA R MUELLO Member Member DR NORDELINA ILANO Member DR CECILIAN N GASCON Chairman iii Accepted in partial fulfillment of the requirements for the degree Doctor in Education Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam DR TERESITA V DELA CRUZ DR WALBERTO A MACARAAN Dean, Graduate School Vice President for Academic Affairs Date _ iv ACKNOWLEDGEMENT First of all, I am most grateful to my adviser, Prof Dr Cecilia N Gascon, for her valuable academic and moral support, which I shall never forget, during the doctoral program in education management of Southern Luzon State University of the Philippines I highly appreciate very helpful suggestions made by Prof Dr Dang Quoc Bao about the research at an early stage in its development I wish to record my particular thanks to Dr Teresita V Dela Cruz, Dr Apolonia A Espinosa and Dr Walberto A Macaraan, Dr Bella R Muello, Southern Luzon State University, for their constructive and useful advice to improve the dissertation While collecting data for this research, I was lucky enough to receive support from a number of colleagues and friends of EduTrust and Vietnam Chamber of Commerce and Industry in Hanoi and Ho Chi Minh City At the EduTrust, thanks are due to colleagues of the office of the Chairman Vietnam Chamber of Commerce and Industry, special thanks go to Le Thuy, Project Director In addition, I am indebted to leaders and staff of Thai Nguyen University, of ITC for their enthusiastic supports during the program as well as to Dr Judith Narrow and Dr Bertil Olsson, Dalarna University, Sweden, for their moral support at the most difficult moments Also, I would like to express my gratitude to all interviewees and group discussants who took the time to share their lives and thinking with me and thus enriched my understanding of the problems to which this dissertation addresses itself Last but not least, I dedicate this work to my family members, with thanks for all they have done for me over the years Le Thu Hang (Moon) v TABLE OF CONTENTS TITLE PAGE i APPROVAL SHEET ii-iii ACKNOWLEDGMENT iv TABLE OF CONTENTS v-vi LIST OF TABLES vii LIST OF FIGURES viii LIST OF APPENDICES ix ABTRACT xiii Chapter INTRODUCTIOIN Background of the Study Statement of the Problem Hypothesis Significance of the Study Research scope, paradigm and limitations Definition of Terms Chapter REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK Review of Literature 12 Conceptual Framework 22 vi Chapter RESEARCH METHODOLOGY Locale of the Study 39 Research Design 39 Population and Sampling 41 Research Instrumentation and Data Gathering 42 Statistical Treatment 47 Chapter ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA Chapter SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary of findings 75 Conclusions 80 Recommendations 81 BIBLIOGRAPHY 82 APPENDICES 89 RESEARCHER’S PROFILE 143 vii LIST OF TABLE Table No Page Table Summary of the aspects within human resources and its management 23 Table Summary of the aspects within the communication activities of the company 29 Table Summary of the aspects within the information technology infrastructure 31 Table Summary of the aspects of the learning arenas Table Summary of the aspects of the use of knowledge 37 Table Number of employees per company and contract arrangements 51 Table Knowledge enabling constructs scales binary recoded through the median split method by company 63 Table Bivariate Pearson correlation between construct scales and effective measurements 66 Table Bivariate Pearson correlations of the knowledge creating indicators 69 Table 10 Knowledge creation indicators binary recoded through the median 70 33-34 split method by company and sector Table 11 Bivariate Pearson correlation between knowledge enabling 71 constructs and knowledge creation indicators Table 12 Pearson correlation among knowledge creation and effectiveness indicators 73 viii LIST OF FIGURES Figure No Page Figure Research paradigm Figure Knowledge management and lifelong learning 13 Figure Knowledge management activities 20 Figure Conceptual framework for knowledge management in SMEs 22 ix LIST OF APPENDICES Appendix Page Appendix A Communication letters 90 Appendix B Interview, questionnaire and document data 92 Appendix C Descriptive Statistics 108 Table Number of employees per company and contract arrangements Table Number of employees per company and type of professional role (professional, supports or leaders) Table Number of employees per company and contract arrangements Table Number of respondents by educational attainment as a percentage of all respondents Table Number of tiers and work organization Table Recruitment and selection aspects Table 6a Frequency of the methods for advertising available positions Table 6b Frequency of the method of selecting employees Table 6c Frequency of the different selection criteria Table Aspects related with new recruitments Table 7a Policy for new employees Table 7b Having a mentor Table 7c Policy for newly employed Table Aspects within employee turnover Table Criteria to determine salaries Table 10 Companies salary level x Table 11 Bonus system Table 12 Aspects within the communication activities Table 12a Number of companies by frequency of the general information meetings by sector Table 12b Number of companies by scheduled meetings of professional workers and sectors Table 12c Companies with newsletter by sector Table 12d Number of companies by person in the gatekeeper position and sector Table 13 Number of hour formal and informal meetings (cells refers to percentage of respondents) Table 14 Respondent’s perceived usefulness of formal and informal meetings Table 15 Distribution of information (cells refer to percentage of respondents) Table 16 Information technology infrastructure Additional tables Table Workforce stability indicators Table Bivariate Pearson correlations of the binary recoded indicators of the stability construct in the selected companies (above 0.4) Table Workforce experience indicators Table Professionalism indicators Table Bivariate Pearson correlation of the binary recoded indicators of the professionalism construct in the selected companies (above 0.3) Table Recruitment policy indicators Table Company monetary reward system indicators Table Bivariate Pearson correlation of the binary recoded indicators of the monetary reward aspect construct in the selected companies (above 0.4) 130 Table 6: Recruitment policy indicators Methods for advertising available positions Consultancy 58 87 94 98 110 11 49 82 83 106 24 Education 26 71 33 30 55 68 All companies Unemployment office Unemployment office Through contacts Through contacts Through contacts Unemployment office Through contacts Specialized papers Through contacts Specialized papers Through contacts Specialized papers Unemployment office Unemployment office Unemployment office Unemployment office Method of selecting employees Criteria for personnel selection: Social skills Criteria for personnel selection: Fitting into the company Having a mentor for new employees 0.73* No Yes No Yes Yes Yes No Yes Yes Yes Yes 0.80* No Yes Yes Yes Yes 0.75* 0.82* yes Yes yes no yes yes Yes no Yes Yes Yes 0.00* no no no no no 0.56* 0.45* no no yes No yes yes yes yes no no no 0.5* no yes yes no 0.47* Policy for newly employed No special program No special program No special program No special program Standardized program Standardized program No special program No special program No special program No special program Standardized program Have a hand book Standardized program No special program Have a hand book No special program 131 Table 7: Company monetary reward system indicators Salaries determined in individual basis Consultancy 58 87 94 98 110 11 49 82 83 106 24 Education 26 71 33 30 55 68 All companies Average salary per employee Std dev With bonus system in place 0.70* yes yes 175 251 238 196 140 172 119 158 129 171 143 112 134 211 143 116 164 46 130 79 35 49 22 40 27 40 16 51 0.82* yes yes yes no yes yes no yes yes yes yes 0.33* yes yes no no no no 0.65* yes yes yes yes yes 0.67* yes yes yes Yes 0.69* 46 19 21 45 132 Table 8: Bivariate Pearson correlation of the binary recoded indicators of the monetary reward aspect construct in the selected companies (above 0.4) Salary level Salary level Salary determination individually Bonus within the company Salary determination individually Bonus within the company 1.00 1.00 -0.58 1.00 133 Table 9: Communication patterns indicators by company Id comp Consultancy 58 87 94 98 110 11 49 82 83 106 24 Education 26 71 33 30 55 68 All companies N 101 11 12 15 15 5 59 12 16 160 Frequency of general information meetings (per month) Frequency of meetings among professional workers (per month) 4 4 4 4 0 0 0 0 4 0 0 Attending more than …formal … informal meetings meetings per week per week 20 0 0 23 17 40 25 29 38 20 13 47 13 60 40 28 43 13 23 0 38 25 0 13 50 17 0 Percentage of respondents Receiving more than …writing …emails …telephone or more from calls from documents colleagues colleagues a year a day per day 25 82 20 33 20 25 47 0 15 0 25 11 31 21 22 40 25 14 0 13 67 33 40 25 0 13 16 36 40 50 25 33 38 67 20 43 27 29 25 60 38 50 75 25 43 27 37 …reading or more written materials per week 36 40 50 25 33 38 67 20 43 27 29 25 60 38 50 75 25 43 27 37 134 Table 10: Information technology infrastructure indicators by company Idcomp ISIC Consultancy 58 87 94 98 49 106 24 110 11 82 83 741 741 741 742 744 744 745 742 742 743 744 744 Education 26 71 30 55 68 33 801 801 804 804 804 802 All Number of computers per employee Investment in IT in the year 2012 IT cost as a proportion of the total monetary turnover IT investment per employee 1.03 1.25 1.00 1.00 1.33 1.20 1.00 1.15 1.00 0.75 1.00 0.72 0.92 0.19 0.10 0.92 2.40 0.60 1.33 0.99 1672 0.012 0.008 0.008 0.004 0.014 0.043 0.004 0.000 0.019 0.006 0.030 0.004 0.004 0.023 0.110 0.008 0.018 10460 8333 7407 3571 13889 30000 3000 2500 15118 13889 6897 8917 889 4167 15120 17742 6667 9946 100 200 100 125 300 90 50 257 250 200 2047 19 50 378 1100 500 3719 135 Table 11: Bivariate Pearson correlation of the binary recoded indicators of the information technology investment binary indicators (above 0.40) Median Number of computers per employee Number of computers per employee 1.00 1.00 Investment in IT per employee in 2012 7407 1.00 Investment in IT as a percentage of the total monetary turnover, 2011 1.00 1.00 Investment in IT as a percentage of the total monetary turnover, 2012 0.86 0.77 1.00 Investment in IT as a percentage of the total monetary turnover, 2013 0.65 0.75 0.41 0.58 Investment in IT per employee in 2012 Investment in IT as a percentage of the total monetary turnover, 2011 Investment in IT as a percentage of the total monetary turnover, 2012 Investment in IT as a percentage of the total monetary turnover, 2013 1.00 136 Table 12: ANOVA of course length by sector (consultancy and education) Between groups Within groups Total Sum of squares 396373.059 10824357.224 11220730.282 df 348 349 Mean square 396373.059 31104.475 F Sig 12.743 000 Table 13: ANOVA of course training cost by sector (consultancy and education) Sum of squares Total training cost per hour (trt/trctal) Total training cost per hour (trt/trctal) Total training cost per hour (trt/trctal) Total training cost per hour (trt/trctal) Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total Between groups Within groups Total df Mean square F Sig 9618424.402 84668558.131 94286982.533 3274263.168 71550893.288 74825156.456 102868.780 1518576.885 1621445.666 51766.946 2804150.945 2855917.890 311 312 254 255 299 300 345 346 9618424.402 272246.168 35.330 000 3274263.168 281696.430 11.623 001 102868.780 5078.852 20.254 000 51766.946 8127.974 6.369 021 137 Table 14: Number of training events and yearly estimated training time by purpose of training and company ID % of pro Consultancy 58 78% 87 83% 94 78% 90% 98 93% 110 88% 11 69% 49 89% 82 83% 83 100% 106 90% 24 87% Education 26 95% 71 80% 33 70% 30 92% 55 71% 68 59% All Customer Capital f f% h h% f ESF plan f% h 14 1 1 10 2 24 14 0 0 1 0 12 1 20 4% 0% 0% 0% 0% 0% 3% 0% 6% 0% 0% 0% 39% 4% 0% 4% 0% 6% 7% 0% 4% 4% 8% 0% 2% 4% 0% 3% 0% 6% 14% 4% 0% 6% 6% 8% 0% 20% 6% 4% 12% 5% 558 0 150 3% 0% 0% 5% 96 80 0% 8% 0% 8% 232 796 44 360 16 56 320 1354 0% 10% 4% 1% 0% 11% 2% 2% 7% 4% h% 1202 0 7% 0% 0% 0% 360 288 0% 29% 0% 28% 554 1998 906 388 704 3200 0% 24% 11% 0% 29% 0% 43% 22% 0% 9% Leadership training f f% h h% f 42 3 1 1 16 5 58 18 0 0 2 0 0 20 13% 14% 36% 20% 4% 19% 9% 15% 6% 5% 4% 7% 16% 10% 13% 20% 0% 6% 5% 12% 12% 3679 96 1372 576 22% 23% 54% 19% 312 218 216 23 19% 17% 8% 2% 162 704 1638 758 469 64 257 90 5317 10% 30% 9% 23% 15% 0% 7% 8% 2% 15% Other training activities f% h h% 5% 14% 18% 11% 4% 0% 0% 0% 0% 0% 7% 0% 3% 1% 6% 0% 0% 0% 0% 0% 4% 1061 125 312 464 6% 29% 12% 15% 0 0 0% 0% 0% 0% 160 40 40 0 0 1101 0% 7% 0% 1% 0% 0% 0% 0% 0% 3% 138 Table 14a: (Cont’d) Number of training events and yearly estimated training time by purpose of training and company ID % of pro Consultancy 58 78% 87 83% 94 78% 90% 98 93% 110 88% 11 69% 49 89% 82 83% 83 100% 106 90% 24 87% Education 26 95% 71 80% 33 70% 30 92% 55 71% 68 59% All Work improvement condition f f% h h% 14 4% 558 3% 8% 0% 0% 0% 2% 150 5% 4% 0% 0% 3% 96 8% 0% 0% 6% 80 8% 14% 4% 0% 0% 6% 232 10% 10 6% 796 4% 8% 44 1% 0% 0% 20% 360 11% 6% 16 2% 4% 56 2% 12% 320 7% 24 5% 1354 4% f 0 0 0 1 0 12 1 20 Professional training f% h h% 0% 1202 7% 0% 0% 0% 0% 0% 0% 0% 0% 0% 3% 360 29% 0% 0% 6% 288 28% 0% 0% 0% 0% 39% 554 24% 4% 1998 11% 0% 0% 4% 906 29% 0% 0% 6% 388 43% 7% 704 22% 0% 0% 4% 3200 9% f 42 3 1 1 16 5 58 Support training f% h 13% 3679 14% 96 36% 1372 20% 576 4% 19% 312 9% 218 15% 216 6% 23 5% 4% 7% 162 16% 704 10% 1638 13% 758 20% 469 0% 6% 64 5% 257 12% 90 12% 5317 All h% 22% 23% 54% 19% 19% 17% 8% 2% 10% 30% 9% 23% 15% 0% 7% 8% 2% 15% f 18 0 0 2 0 0 20 h 1061 125 312 464 0 0 0 40 40 0 0 1101 139 Table 15: Average scores and standard deviations of the informal learning items by company Idcompany ID Consultancy 58 741 87 741 94 741 742 98 742 110 742 11 743 49 744 82 744 83 744 106 744 24 745 Education 26 801 71 801 33 802 30 804 55 804 68 804 All Companies ISIC N of employees N of valid questionn aires N of responde nts as a % of total n of employees d1: Read manuals, reference books, journals or other written materials but not as part of a course Mean Std dev d2: Went on guided tours at a museum, art, gallery or other such cultural facilities Mean Std dev d3: Used media assisted products to learn such as computers, video, television, tapes that were NOT part of a course Mean Std dev 243 27 12 27 20 28 17 16 18 29 10 30 215 21 20 75 12 25 62 106 12 13 15 15 5 59 13 16 0.44 0.44 0.42 0.48 0.35 0.54 0.41 0.31 1.00 0383 0.28 0.50 0.17 0.27 0.43 0.40 0.17 0.42 0.36 0.26 3.66 3.00 4.40 3.92 3.14 3.57 3.71 3.60 3.11 3.67 3.63 4.40 3.80 3.94 3.38 4.00 3.92 4.00 4.33 4.00 3.66 3.00 4.40 3.92 3.14 3.57 3.71 3.60 3.11 3.67 3.63 4.40 3.80 3.94 3.38 4.00 3.92 4.00 4.33 4.00 0.45 1.28 0.89 1.12 0.90 1.02 1.25 1.14 1.05 0.62 0.74 0.55 0.45 0.31 1.06 0.53 1.04 0.71 0.87 1.07 2.68 2.42 2.40 2.23 2.29 3.13 2.57 2.00 2.78 3.07 3.25 3.00 3.00 2.82 1.89 3.13 2.69 2.80 3.67 2.73 0.41 1.24 1.34 1.17 1.11 0.92 1.27 1.41 1.48 1.16 0.89 1.00 1.00 0.58 0.93 0.83 1.60 1.48 1.00 1.33 2.86 2.91 3.80 2.38 2.43 2.93 2.57 3.00 2.56 3.47 2.88 2.60 2.80 3.50 3.00 2.63 3.46 3.60 4.22 4.07 0.42 1.30 0.84 1.61 1.40 1.39 0.98 1.41 1.42 0.99 1.36 0.89 1.10 0.61 1.50 0.92 1.13 0.89 1.09 1.10 458 165 0.36 3.75 3.75 0.42 2.73 0.46 3.07 0.56 140 Table 15a: (Cont’d) Average scores and standard deviations of the informal learning items by company d4: Asked my colleagues for help when I have a problem in my work d5: Learnt by watching, getting help or advice from others – but NOT from course instructors d6: Learnt by myself trying things for practice, trying different approaches to things d7: Learnt by reading job-related news on the internet d17: Average of all the informal learning activities Mean Consultancy 58 741 87 741 94 741 742 98 742 110 742 11 743 49 744 82 744 83 744 106 744 24 745 Education 26 801 71 801 33 802 30 804 55 804 68 804 All companies Std dev Mean Std dev Mean Std dev Mean Std dev Mean Std dev 3.68 3.75 3.00 4.08 3.86 3.60 3.86 3.00 3.44 3.80 4.13 3.60 4.00 3.74 3.78 3.50 4.00 3.60 4.11 3.47 3.70 0.37 0.75 1.22 0.76 0.38 0.99 0.69 0.71 1.13 0.56 0.64 1.14 0.71 0.27 0.44 0.53 0.71 0.89 0.93 1.13 0.34 3.41 3.33 3.00 3.23 3.00 3.07 3.57 3.20 3.50 3.47 3.75 3.80 4.00 3.38 3.50 3.13 3.23 4.00 3.33 3.07 3.40 0.33 1.07 0.71 1.30 0.82 1.07 0.79 0.84 1.20 0.83 0.89 0.84 0.71 0.34 0.53 1.25 1.01 1.00 0.87 1.21 0.32 3.84 3.92 3.80 3.69 2.86 3.50 4.29 3.00 3.89 3.87 4.63 4.20 4.40 4.24 3.88 4.38 4.00 4.60 4.50 4.07 3.97 0.53 0.67 0.45 1.11 0.90 0.85 0.49 1.22 0.78 0.52 0.52 1.10 0.55 0.29 0.64 0.52 0.82 0.55 0.84 0.59 0.49 3.07 2.92 4.00 2.92 3.14 2.60 3.29 2.20 2.67 3.40 2.50 3.40 3.80 2.67 1.11 1.50 3.15 3.80 2.67 3.80 2.94 0.54 1.51 1.00 1.38 1.07 1.35 1.70 0.84 1.12 0.91 1.20 1.14 1.64 1.15 0.33 0.53 1.14 1.30 1.00 0.94 0.78 3.31 3.10 3.49 3.21 2.96 3.10 3.41 2.86 3.13 3.53 3.54 3.57 3.69 3.47 2.89 3.18 3.49 3.77 3.83 3.54 3.37 0.26 0.67 0.36 0.81 0.47 0.76 0.64 0.47 0.65 0.38 0.56 0.60 0.49 0.35 0.48 0.36 0.68 0.56 0.40 0.80 0.29 141 Table 16: Total variance explained by the factor analysis of the knowledge creation indicators Component Initial Eigenvalues Total % of Cumulative Variance % 2.60 1.85 1.58 0.39 0.30 0.26 0.01 37.20 26.48 22.57 5.62 4.29 3.73 0.11 37.20 63.68 86.25 91.87 96.16 99.89 100.00 Extraction Sums of Squared Loadings Total % of Cumulative Variance % 2.60 1.85 1.58 37.20 26.48 22.57 37.20 63.68 86.25 Rotation Sums of Squared Loadings Total % of Cumulative % Variance 2.60 1.82 1.62 37.16 25.97 23.12 37.16 63.13 86.25 Table 17: Rotated component matrix from the factor analysis of the knowledge creation Yearly training time per employees (trTemp) Training cost per employee (trCTemp) Budgeted training cost per employee (trAcTemp) Training budgeted as a proportion of the total estimated cost in the relevant year(s) (trActPer) Total training cost per hour (trctT) Number of training places per employee (trPemp) d17 1.00 0.89 0.91 0.90 0.31 Component 2.00 0.32 -0.38 0.01 0.84 3.00 -0.09 -0.05 0.12 0.09 0.30 0.04 0.03 -0.89 0.21 0.14 0.02 0.88 -0.90 142 Table 18: Bivariate Pearson correlation between knowledge enabling construct and knowledge creation indicators in each service SIZEBSB STABSB EXPBSB PROBSB RESB SALBSB COBSB ITBSB KIS all CCIB Consultancy trTemp -0.35 0.35 Education trTemp -0.55 0.48 0.40 0.32 0.35 -0.35 Consultancy trPemp -0.25 0.31 -0.37 0.00 0.50 -0.37 0.00 0.00 -0.17 -0.17 Education trPemp -0.71 1.00 Consultancy trCTemp -0.41 Education trCTemp Consultancy trAcTemp 0.50 0.63 -0.10 -0.33 0.71 0.63 -0.50 0.00 -0.32 -0.50 0.00 -0.50 -0.71 -0.71 0.71 -0.41 0.80 0.17 0.25 0.00 0.00 0.79 -0.32 0.16 -0.16 Education trAcTemp 0.41 -0.33 0.61 1.00 -0.41 -0.48 0.61 0.41 0.40 -0.48 Table 18: (Cont’d) Bivariate Pearson correlation between knowledge enabling construct and knowledge-creation indicators in each service SIZEBSB STABSB EXPBSB PROBSB RESB SALBSB COBSB ITBSB KIS all CCIB Consultancy trActPer -0.77 Education trActPer 0.67 -0.58 Consultancy trctT 0.45 -0.48 -0.45 Education trctT -0.45 -0.33 -0.45 -0.33 -0.66 0.63 -0.45 -0.32 -0.45 -0.45 -0.45 Consultancy d17 -0.37 Education d17 0.71 -1.00 0.27 -0.17 -0.17 0.32 0.50 0.32 0.00 0.71 0.70 -0.71 0.61 0.58 0.00 0.50 0.50 0.00 0.17 1.00 0.67 0.67 -0.67 -0.45 0.45 143 RESEARCHER’S PROFILE A PERSONAL DATA Name : Le Thu Hang Marriage status : married with two children Date of Birth : September 22nd, 1974 Place of birth : Hanoi, Vietnam Address : So 30, ngo 55, Do Quang, Hanoi, Vietnam Phone/ Mobile : (84) (0) 967 670 874 Father : Le Van Thu (dead) Mother : Nguyen Thi Em B EDUCATIONAL ATTAINMENT Degree School Year Graduated Master of Educational Leadership and Management Dalarna University Falun, Sweden 2009 Bacherlor of Law University of Social Science & Humanity, Hanoi, Vietnam 1997 Bacherlor of Linguistics (German) Hanoi University of Foreign Studies, Hanoi, Vietnam 1995 Bacherlor of Linguistics (English) Hanoi Pedagogical University of Foreign Languages, Hanoi, Vietnam 1994 High school Hanoi – Amsterdam Gifted High School Hanoi, Vietnam 1991 144 C WORKING EXPERIENCE Position Office Working year Education Consulting Project Director EDUTRUST VINSCHOOL Hanoi, Vietnam 2013 to now Education Consulting Project Director VINGROUP Hanoi, Vietnam 2010 - 2013 Education Consulting Freelance Projects in Vietnam Dalarna University, Falun, Sweden 2006 - 2012 Senior Officer in charge of Culture and Education Embassy of the Republic of Austria Hanoi, Vietnam 2001 - 2006 Senior Officer Assistant to the Representative East Pacific Association of Economics Hanoi, Vietnam 1997 - 2001 Project Coordinator Tourism project of the National Department of Tourism Hanoi, Vietnam 1995 - 1997 ... knowledge; and (3) quality and quantity of knowledge used The quantity and quality of knowledge used has an influence on the business objectives in that they separate typical management objectives... Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam DR TERESITA V DELA CRUZ DR WALBERTO A MACARAAN... friends of EduTrust and Vietnam Chamber of Commerce and Industry in Hanoi and Ho Chi Minh City At the EduTrust, thanks are due to colleagues of the office of the Chairman Vietnam Chamber of Commerce