i VIET NAM NATIONAL UNIVERSITY HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Social Sciences and Humanities 2021 VNU HCMC PRESS 2022 ii iii WELCOME SPEECH Dear distinguisted guests, la[.]
VIET NAM NATIONAL UNIVERSITY HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Social Sciences and Humanities 2021 VNU-HCMC PRESS - 2022 -i- -ii- WELCOME SPEECH Dear distinguisted guests, ladies and gentlemen, First of all, I must say that the fact that we’re all here today is itself extraordinary Right now, at this moment, what we’re about to say, to discuss at this conference will not be just limited by geographical boundaries but will be disseminated and shared with delegates from dozens of countries across time zones The ongoing Covid-19 pandemic makes us unable to sit in the same place, but thanks to it, we are now coming even closer, in a very different way The ongoing pandemic sets things in a gloomy colour, yet we must face it as a challenge, which, once overcome, will make us even stronger With that in mind, the theme of our conference today, “Higher Education’s Adaption to Crisis” becomes more timely than ever And this event speaks for itself about adaption during the 4th, the harshest wave of Covid-19 so far, when the University of Social Sciences and Humanities, VNU-HCM (USSH), along with our partners, Association of Vietnamese Scientists and Experts - AVSE Global, and Vietnam Journal of Education, Ministry of Education and Training (VJE) co-host a conference that brings hundreds of scholars and graduate students from different parts of the world and across Vietnam together to learn from each other by exchanging research outcomes and insights on issues in social sciences and humanities, and especially in the field of higher education, in the context of Covid-19 USSH Conference on Social Sciences and Humanities is an annual event of our university which facilitates graduate students’ academic engagement and serves as a proof of USSH’s commitment to promoting international quality research right at graduate trainings This year, we’re pleased to partner with AVSE Global and VJE to organize our annual event in association with Vietnam Education Symposium (VES 2021) This is an opportunity for faculty members and graduate students from our university to gain international academic exposures, and also for international and overseas Vietnamese scholars to have a more diverse insight into Vietnam’s higher education landscapes We truly see today’s conference as a concrete step that may lead to further cooperation with international and domestic partners such as AVSE Global and VJE in the future Before leaving the “screen” for the first keynote speaker, Professor Simon Marginson, a world-renowned higher education scholar, I would like to thank AVSE Global and Professor Nguyễn Đức Khương, VJE and Dr Nguyễn Tiến Trung, members of the organizing team from both VES and USSH for the backstage efforts of today’s conference We wish all the delegates and distinguished guests a fruitful and engaging conference, and wish you good health to overcome the Covid-19 pandemic Thank you Prof Ngô Thị Phương Lan, PhD President, USSH, VNU-HCM -iii- -iv- CONTENTS LINGUISTICS AND LITERATURE A contrast between the Vietnamese lexeme “nắm” indicating hand activities and its English equivalent ones in cognitive linguistic perspective Lê Minh Đạt Language of love - marriage in Vietnamese fairy tales Bùi Thị Phương Lan 15 Semantic analysis of “shall” in the Singapore Companies Act Nguyễn Thị Nhật Linh 26 Some key terms of systemic functional linguistics Bùi Thị Kim Loan 36 Analysing ideology in Vietnamese criminal precedents through Van Dijk’s discourse analysis Phan Tuấn Ly 45 The concept of “bowl” in Vietnamese from a source domain perspective Nguyễn Đình Việt 56 ENGLISH LINGUISTICS AND LITERATURE Edpuzzle - a self-study tool for English listening skills Nguyễn Thị Ngọc Dung 67 Using paraphrasing as a strategy in reading comprehension for EFL learners Huỳnh Lê Mỹ Hạnh, Lưu Mỹ Linh, Nguyễn Thị Thu Thảo 76 Students’ perception on being taught intercultural communication through authentic video watching in English learning Hà Thụy Vân Hy, Lưu Mỹ Linh 86 10 Teachers’ feedback on learners’ speaking performance - A case study at Au Viet Language Center Phạm Quỳnh Mai, Lê Thị Hồng Thủy, Tất Quỳnh Như Hảo 95 11 Common formulaic sequence errors: A pilot analysis Trần Uyên Phương 106 12 Students’ attitudes toward project-based learning in EFL classes: A survey at Phuoc Hoa High School Nguyễn Thị Khả Linh, Vũ Thị Phương, Huỳnh Kim Loan, Nguyễn Thị Linh Chi 115 13 A meta-synthesis: etymological elaboration in idiom acquisition Nguyễn Minh Quân 124 14 Analysis of intonation activities in the textbooks English 10, 11, 12 (MOET Publishing House, 2020) Nguyễn Thị Kim Thoa, Nguyễn Thị Mạnh Hà, Bùi Thị Trúc Linh 134 -v- OTHER DISCIPLINES 15 Online destination image: Korean Tourists’ Photographic Depictions of Ho Chi Minh City Võ Huỳnh Như Hằng 147 16 The role of educating K-12 students on cultural behavior Nguyễn Thị Thanh Hương 157 17 Modernization of education system in Nam Ky in late XIX - early XX century period and experiences for education development in the Southwest of Vietnam in current time Nguyễn Thị Quốc Minh 165 18 Position of Vietnam - Thailand relationship in the regional integration after the Cold War Nguyễn Ngọc Dung 177 19 Việt sử cương giám khảo lược 越史綱鑑考略 by Nguyễn Thông - an important document to affirm Vietnam’s island and maritime sovereignty Đoàn Lê Giang, Nguyễn Thị Phương Thúy 190 20 The economic transformation of Kien Giang province in the international economic integration progress Hoàng Thị Mỹ Nhân 202 21 Preservation of electronic records in the context of administrative reform and the 4th Industrial Revolution Nguyễn Phạm Ngọc Hân 214 22 Increasing people’s participation in state management activities of the commune-level governments in Ho Chi Minh City Trần Bá Hùng 222 23 Developing strategic partnership in Vietnam-United States relations with Wilkins’s strategic partner model Nguyễn Thu Trang 234 24 The effects of using an information literacy model - the Big6 - on English as a foreign language learners’ writing performance Nguyễn Lê Ngọc Anh 244 25 Transformation of school libraries in Vietnam to further the sustainable development goals Nguyễn Tấn Thanh Trúc 255 26 G.W.F Hegel’s thoughts on self-consciousness in the Phenomenology of Spirit Trần Nhựt Khang 266 27 The relationship between the theocratic power and the Neak ta belief of Khmer people in Lộc Khánh commune, Lộc Ninh district, Bình Phước province Phan Anh Tú 275 28 Oriental factors in Southern Vietnamese literary theories and criticism in the first half of the twentieth century Nguyễn Trọng Nhân 280 -vi- 29 Comparison of the type of man in disguise or man married animals in fairy tales of the Stiêng and fairy tales of the Korean Hà Thị Thới 288 30 A proposal of expanding the Theory of Planned Behavior applied in the study of intention to have a child among college students Hà Trọng Nghĩa, Nguyễn Thị Hồng Xoan 299 311 VIETNAM EDUCATION SYMPOSIUM 31 Educational policy in the Meiji Japan: A synthesis review and its implications for Vietnamese education reforms Phan Thị Mai Trâm, Nguyễn Thị Mạnh Hà 313 32 Developing Vietnamese higher education administration in the globalization era Nguyễn Duy Mộng Hà 322 33 Educating students about work ethics at teacher training schools Đặng Thị Thanh Hà 331 34 Innovation culture - A new direction for higher education research in Vietnam Mai Đăng Khoa 342 35 Competencies-based education: A global trend and reference to undergraduate English language program development in Vietnam Nguyễn Quỳnh Thy, Nguyễn Thành Nhân 353 36 Students’ self-directed learning at University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City Nguyễn Văn Tường, Phan Nguyễn Đông Trường 362 37 A case study on using quizizz as a formative assessment tool in English teaching & learning Hồ Trúc Chi, Đỗ Kim Võ Thụy Phương Uyên 371 38 An exploration of tertiary English teachers’ challenges in shifting towards virtual classroom teaching Nguyễn Hữu Ngọc 380 39 The role of higher education in the socio-economic development in Vietnam today Hồ Thị Hà 387 40 Factors affecting the student’s motivation to study at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City Trần Thị Ngọc Nhờ, Vũ Toản 395 41 How female managers in higher education institutions cope with their career obstacles (Case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh 405 -vii- -viii- A contrast between the Vietnamese lexeme “nắm” indicating hand activities and its English equivalent ones in cognitive linguistic perspective LINGUISTICS AND LITERATURE -1- Lê Minh Đạt SOCIAL SCIENCES AND HUMANITIES 2021 ISBN: 978-604-73-8944-5 Frønes, I (2016) “Socialization in Sociological Perspectives” In: The Autonomous Child Springer Briefs in Well-Being and Quality of Life Research Springer, Cham https://doi.org/10.1007/978-3-319-251004_2, 11-35 Gecas, V (1990) “Contexts of Socialization” In M Rosenberg, & R H Turner, Social Psychology Sociological Perspectives (p 35) New York: Routledge, 1st Edition Gietz, C., & McIntosh, K (2014) “Relations Between Student Perceptions of Their School Environment and Academic Achievement” Canadian Journal of School Psychology, 29(3), 161-176 doi:10.1177/0829573514540415 Gottfried, A E., Fleming, J S., & Gottfried, A W (1994) “Role of parental motivational practices in children’s academic intrinsic motivation and achievement” Journal of Educational Psychology, 86(1), 104-113 Green, S B (1991) “How Many Subjects Does It Take To Do A Regression Analysis” Multivariate Behavioral Research, 26(3), 499-510 doi:10.1207/s15327906mbr2603_7 Hamalik, O (2008) “Teaching and Learning Process” Jakarta: PT Earth Script (Indonesian Origin) Hannaford, L (2016) “Motivation in group assessment: a phenomenological approach to post-graduate group assessment” Assessment & Evaluation in Higher Education, 42(5), 823–836 doi:10.1080/02602938.2016.1195787 Hien, L T., Hang, N T., Thuy, L P., Trinh, L T., Nhi, N T., Tram, N T., & Trung, T (2020) “Factors affecting academic performance of first-year university students: A case of a Vietnamese university” International Journal of Education and Practice; 2020 Vol 8, No 2, pp 221-232 Honnekeri, B S., Goel, A., Umate, M., Shah, N., & De Sousa, A (2017) “Social anxiety and Internet socialization in Indian undergraduate students: An exploratory study” Asian Journal of Psychiatry, 27, 115-120 doi:10.1016/j.ajp.2017.02.021 Iyitoğlu, O., & Çelikưz, N (2017) “Exploring the impact of internet addiction on academic achievement” European Journal of Education Studies, European Journal of Education Studies, Vol.3, Issue 5, 38-59; Jefri Kurniawan, Z., Effendi, M., & Dwita, S (2018) “The Effect of School Environment, Family Environment and Learning Motivation on Students’ Learning Performance” Advances in Economics, Business and Management Research, Atlantis Press, Volume 57, https://doi.org/10.2991/piceeba18.2018.6 Junco, R (2012) “Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance” Computers in Human Behavior, 28, 187-198 Karimi, Y., Bashirpur, M., Khabbaz, M., & Hedayati, A A (2014) “Comparison between Perfectionism and Social Support Dimensions and Academic Burnout in Students” Procedia - 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access at 9:45, 21st June 2021 Decision No 711-TTg (2012) https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-711-QD-TTg-nam2012-Chien-luoc-phat-trien-giao-duc-2011-2020-141203.aspx Retrieved from https://thuvienphapluat.vn, access at 9:30, 21st June 2021 Decision of the Prime Minister (2021, 18) https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-711QD-TTg-nam-2012-Chien-luoc-phat-trien-giao-duc-2011-2020-141203.aspx Retrieved from https://thuvienphapluat.vn, access at 10:00, 18th June 2021 Quyet PV, Thanh N.Q (2001) Methodology of Sociology Hanoi: Hanoi National University, p.8 -404- How female managers in higher education institutions cope with their career obstacles (Case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh HOW FEMALE MANAGERS IN HIGHER EDUCATION INSTITUTIONS COPE WITH THEIR CAREER OBSTACLES (A case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh* ABSTRACT Women in top management continue to be marginalized in many fields that are dominated by men Their career roads are often paved with challenges and obstacles However, a number of reports showed that women leaders endeavoured to overcome these difficulties and further helped other women How those female leaders fight their battles may become helpful models as well as inspire other women Lots of research has been done in the field of women and management, nevertheless, minimal research has been conducted on identifying occupational stressors and coping strategies experienced by women in leadership Additionally, so far, studies on women and management seem to focus on business women and female politicians rather than educators/researchers Using both survey and semi structured interviews with female leaders/managers, this paper aims at contributing to filling those aforementioned research gaps by identifying how female managers in higher education institutions cope with their career obstacles with case study at National Taiwan University and Vietnam National University, Ho Chi Minh City The result showed that the most common strategies chosen by female managers to cope with their career obstacles are strategies which focus on themselves to make a balance between work and life, to enhance their ability and prove their competence Keywords: female manager, gender equality, management, career obstacle INTRODUCTION Although the path to gender equality all over the world has gained lots of achievements, some fields remain to be mainly occupied by men, including management and leadership Not only have women had a low share of management positions but they have to cope with lots of obstacles in their managing career Among identified barriers to women’s advancement, gender-based stereotypes, lack of role models, and lack of significant general management or line experience have been considered top (Bernard P 2009) From reviewing previous studies, Haile S., Emmanuel T & Dzathor A (2016) have indicated those below barriers for women in leadership roles: Organizational culture, gender stereotypes, failure to capitalize on the talents of women, differences in national culture, structural factors, male chauvinism, women’s relegation to human resource management positions and differences in pay and political power between men and women Those authors also found the cultural challenges confronting working women written in previous studies with workplace stereotype bias included In the academia, research by Denmark F & Paludi M (2018) pointed out many problems faced by female faculty leaders such as feeling voiceless, family issues, lack of women mentors, inequities regarding motherhood and child-rearing issues, differential expectations based on sex * Assoc Prof PhD, Faculty of Tourism, University of Social Sciences and Humanities, VNU-HCM Email: nguyenthivanhanh@hcmuush.edu.vn -405- SOCIAL SCIENCES AND HUMANITIES 2021 ISBN: 978-604-73-8944-5 Apparently, women in top management still largely disparaged in lots of areas that are controlled by men Their career roads are often paved with difficulties and obstacles However, some studies revealed that many women leaders manage to overcome these challenges and further help other women (Chou, Fosh, and Foster 2005; Hu 2013; Ke 2014 in Cho Y et al., 2015) How those female leaders fight their battles may become helpful models as well as inspire other women For its importance and potential impacts, lots of research has been done in the field of women and management, nevertheless, minimal research has been conducted on identifying occupational stressors and coping strategies experienced by women in leadership (Bernard P 2009) Additionally, so far, studies on women and management seem to focus on business women and female politicians rather than educators/researchers Cross-national comparisons help to avoid over simplistic explanations and ethnocentric biases (Berthoin Antal, 1987 in Schein V 2001) Taiwan comes out on top in Asia for gender equality for its Gender Inequality Index ranks eighth in the world and first in Asia (Drillsma, 2018) However, when it comes to the participation and power in public sphere, there is still a long way to go comparing men and women (Taiwan Women’s Center, 2016) And the same goes for Vietnam In the political sphere, Vietnamese women have advanced in status and position To this point, Vietnam has been among the countries with the highest rate of female parliament members, ranked 43rd of 143 countries in the world and 2nd of the ASEAN countries However, the rate of female participation in general leadership and management positions in Vietnam is growing slowly and unevenly (Nguyen Thi Van Hanh, 2016) Moreover, research gap in the field of gender equality in management exists in both countries For Taiwan, “little research has been conducted on female managers in Taiwan” and “Whilst there have been more studies of Taiwanese female managers since the 1990s, these are an eclectic mix, focusing on disparate aspects of female managers’s traits, attitudes and experiences (Chou et al 2005) In the Vietnam context, “while the representation of women in university leadership has much improved, most of them are appointed at a junior level, and the domination of men and their patriarchy not appear to be challenged much, gender inequalities are normalized” (Do, 2013) And although gender equality issues have attracted a number of Vietnamese scholars in recent years, to date, there is no study published that deals with the interaction of gender, university education and women’s leadership (Do, 2013) All things considered, this paper seeks to address those aforementioned research gaps by investigating how female managers in higher education institutions cope with their career obstacles with a case study at National Taiwan University and Vietnam National University, Ho Chi Minh City METHODOLOGY The target population for this research is defined to include the Taiwanese and Vietnamese female managers/leaders from academic environments (national universities) (head/deputy head of department/faculty/division and higher) A convenience sample was used for selecting the participants The target sample size of this study survey stands at 50 Taiwanese and 50 Vietnamese female managers, giving a total of 100 respondents But due to difficulties in collecting data in Taiwan, the final size is 81 -406- How female managers in higher education institutions cope with their career obstacles (Case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh Structured questionnaire with close-ended questions was used to collect main information As the data collection was taken during the time of the Covid-19 pandemic, online questionnaire was used for the safety of the respondents as well as the interviewer Main method of reaching the respondents was personal contact, mostly by email 10 semi-structured interviews were made (7 for Vietnam and for Taiwan) to gain more insightful information of the topic Data collection of the Vietnam participants was collected in May and June, data collection of the Taiwan participants was collected in September and October, 2020 RESULTS AND DISCUSSION 3.1 Demographics characteristics of participants A total of 81 female managers/leaders NTU and VNU (head/deputy head of department/faculty/division and higher) completed the survey, 50 of whom were from Vietnam and the rest (31) were from Taiwan More than half of the participants (53.1%) were at the age 30-45, 42% were over 45 of age and only 4.9% were younger than 30 Almost all of the participants had a master or doctor degree (40.7 and 58.0 respectively) More than one-third (35.8) of the participants had less than years of seniority, 37.0% had 5-10 years and the rest (27.2) had more than 10 years More than half of the participants (53.1) had two children, 27.2% had one, 3.7 had more than two and 16.0% had none For the qualitative research sample, the description is as below: Table Demographic characteristics of qualitative sample No Position Age Education level Seniority (year) Marital status Number of children President 46 Doctor >10 Married 2 Dean of the faculty 47 Doctor >10 Married Deputy head of the the Division 37 Doctor Married Director of the Center 38 Master 10 Married Vice dean of the faculty 39 Master Married Deputy head of the Division 33 Master Divorced -407- SOCIAL SCIENCES AND HUMANITIES 2021 ISBN: 978-604-73-8944-5 Vice dean of the faculty 36 Doctor Married Associate director of the department 50 Doctor 12 Married Director of a subdivision 46 Master Married 10 Associate Director 38 Master Married 3.2 Kind of obstacles women often encounter in their management performance Women not only experience obstacles and discrimination in approaching leadership positions, but once achieve such status, they would have to confront lots of complex difficulties and threats (Alwahaibi A 2017) The table below shows some kinds of obstacles which female managers in the two universities often encounter in their management performance Table Kind of obstacles women often encounter in their management performance Responses Percent of Cases N Percent Legislation, mechanism, policies 27 12.6% 33.3% Social bias, stereotypes 53 24.8% 65.4% Self-psychological barriers 48 22.4% 59.3% Family burden 73 34.1% 90.1% Others 13 6.1% 16.0% 214 100.0% Total 264.2% Family burden seems to be the biggest obstacle for women as 90.1% of the participants chose it This finding is fully compliant with results from other studies According to Eagly and Carli (2007 in Hryniewicz L & Vianna M 2018), demands of family life is the obstacle most women have to encounter at some point in their career Lockwood (2003 in Martin J 2011) noted that women spend about seventeen years of their lives caring for children and eighteen years caring for one or both parents Accordingly, there is an inclination supposing -408- How female managers in higher education institutions cope with their career obstacles (Case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh women to shoulder more domestic burden than men in almost every society (Fuller, 2015; Smith, 2015; Nguyen, 2012; Al-Abri, 2010 in Alwahaibi A 2017) and women are still responsible for the majority of the household chores and for kin keeping at work and in the home (Martin J 2011) As can be clearly seen, family burden has become a challenge for women taking part in the labor force all over the world Studies have showed that the consequences of a woman’s family responsibilities on her working live is a primary external obstacle discouraging her from working up the career ladder, as well as a considerable cause for those women who subsequently leave their leadership roles (Robinson, 2015; Morrison, 2012 in Alwahaibi A 2017) The second-largest obstacle goes to social bias, stereotypes with about two-thirds chosen Social bias on gender issues or gender bias, gender stereotypes are socially common Much of the discrimination against women and employment can be traced to stereotypes about women (Basow, 2010 in Martin J 2011) Parcheta N et al (2013) stated that in many ways, the lives of women have and continue to be controlled by others Gender stereotypes in management may include (but are not limited to) phenomena such as think managers think male, double bind, glass ceiling, backlash etc In the academic field, the situation is not different As the academy is structured by a traditional and stereotypical masculine culture that, in turn, values and rewards men who exhibit these stereotypical traits more so than women (Denmark & Klara, 2010 in Martin J 2011) Accordingly, women often struggle to find their place within such organizations (Martin J 2011) Self-psychological barriers were chosen by 59.3% of the respondents Being members of the society and are socialized with values and norms including gender stereotypes, women themselves may believe in those social bias too and may believe they can not successfully manage some kinds of social tasks including leadership As stated in O’Neil T & Domingo P (2016) that many women not believe in gender equality or several structural inequities have caused many women not to view themselves as equals (Leslie H 2017), making self barriers for women in any field which is supposed to be dominated by men (like management/leadership) Structural factors such as policies and work practices have been proved to create barriers for women (Haile S., Emmanuel T & Dzathor A 2016) In this study, one-third of the participants chose legislation, mechanism, policies as obstacles for themselves in their managing careers The institutional issues here are the legislation, mechanism, policies as well as regulations related to women during their job operation They may be the gender quota policy, the retirement policy, maternity/ parental leave or any kind of gender-based policy/regulation The report by the European Commission on the participation of men and women in leadership positions recognizes the importance of both political and legislative initiatives to promote the change towards a gender balance (Rincón V; González, M; Barrero, K 2017) Some of the “other options” mentioned are the superiors, the subordinates, low income, less chances of training, less support from the family, less recognition from others The interviews also added some more opinions like lack of time (ten out of ten interviewees got this difficulty), unable to work overtime, male students tend to look for male advisors, male leaders tend to use females as associate leaders, lack of experiences (young female manager) To put it concisely, in addition to their lack of representation in leadership roles, women confront lots of obstacles preventing them from fulfilling their potential -409- SOCIAL SCIENCES AND HUMANITIES 2021 ISBN: 978-604-73-8944-5 3.3 Scoping strategies with career obstacles of female managers Numerous obstacles and difficulties coming from their work and position as a leader may prevent women from successfully managing their tasks as well as enjoying their life As human beings, they themselves have to have their own ways of coping with their problems The table below demonstrates how the female managers in this study found their ways to face with their work obstacles Table Actions taken by female managers/leaders in order to overcome their career obstacles N Range Min Max Mean Continue learning to enhance my ability 81 2 3.67 Prove my competence to gain recognition 81 3.64 Oppose social bias on female managers 80 2.94 Stand for women's rights 80 2.97 Make balance between work and life 81 2 3.74 Find support from superiors 81 3.21 Find support from subordinates 81 3.30 Find support from family and friends 80 3.39 Find support from outside sources (hire domestic workers, tutor for children etc) 80 2.98 The three most chosen actions are “Make balance between work and life”, “Continue learning to enhance my ability” and “Prove my competence to gain recognition” The second group includes finding support from family and friends, form subordinates and from superiors Three last actions cover “Find support from outside sources”, “Stand for women's rights” and “Oppose social bias on female managers” As cited in Bernard P (2009), many researches have pointed out that working outside the home and balancing a family creates conflicts between work and family obligations, which become a leading cause of stress for women For managers/leaders in particular, research has also indicated that those who fail to achieve a suitable balance between work and lives suffer from burnout, poor mental and physical health, regret, weaken relationships etc (Alwahaibi A 2017) Accordingly, family-work balance has a major impact on the progression of women in leadership roles (Alwahaibi A 2017) For women in academe, they are often faced with the dilemma of sacrificing traditional family life in order to achieve leadership positions Many women want to maintain a balance between their professional and family lives, yet such a balance is often difficult to maintain if they desire to advance to top-level leadership positions in institutions of higher education (Denmark F & Paludi M 2018) In this study, making balance between work and life was the most action taken by the respondents in overcoming their career difficulties Vietnamese participants had higher rate of choosing this method (Vietnam 3.90, Taiwan 3.48, p=0.000) Interviewees for qualitative data also mentioned a lot on this strategy -410- How female managers in higher education institutions cope with their career obstacles (Case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh “I try to manage my time to make balance I wake up earlier every day, sleep less, go out less and spend more time for my family Any task at work that can be done by others, I will let them do.” (Interview No 3) “Making balance, that’s what you need to when you have to handle two conflict roles at a time When you are always busy at work, whenever possible, make your family and yourself priority so that your family will not feel they are not important to you and you yourself will not be exhausted” (Interview No 7) Suffering from social bias, women may face the obstacles of being less recognized, their success may be attributed to luck or anything but not their competence and women themselves may feel less confident about their managing skills To cope with such biases, women choose to keep learning and proving their verifiable ability “Learn and practice as much as you can so that you can become more capable and strong” (Interview No 2) “Together with gaining managing experiences, you should enhance and prove your professional competence too Leading a faculty in the academe is quite different from leading an entrepreneur If you not have your academic prestige, you may have to face backlash very often” (Interview No 7) “Learn, so that you can have enough knowledge and skill to handle your tasks and make no mistake, otherwise your subordinates will judge you and not accept or follow you” (Interview No 4) Female managers/leaders from Vietnam (3.86) chose to keep learning more than Taiwanese (3.35) female managers/leaders (p=0.000) The obstacles and difficulties for female managers/leaders derive mostly from outside (even the inside barriers have the root from outside), accordingly, in facing those problems, women’s efforts themselves are not enough, they need more from the outside sources Those sources that women reach out to are their family and friends, their subordinates and their superiors As revealed in the research of Al-Shanfari, 2011 Al-Abri, 2010 (cited in Alwahaibi A 2017), successful female leaders often have support from family members, which empowers them to move forward and chase their career desires Such support mostly comes in the form of delivering childcare and taking care of the household Among those sources, male family members, especially the husbands, play a crucial part in enabling women to progress in their career (Alwahaibi A 2017) For the participants of this study, the support from their spouse was indicated as below: -411- SOCIAL SCIENCES AND HUMANITIES 2021 ISBN: 978-604-73-8944-5 Table Support from spouse N Range Min Max Mean Mentally support 70 3.31 Talk to share about your work 71 3.23 Give advice 72 2.97 Share housework 72 3.07 Share childcare 69 3.22 (1 = Never; 2= Rarely; = Sometimes; = Always) The result showed that female managers/leaders in this study seem to get the support from their spouse quite often Mentally support seems to be the most popular support female managers got from their spouse, followed strictly by work sharing talk and childcare sharing Housework sharing and advices are a little bit less In qualitative data, housework and childcare sharing were mentioned more “My husband cooks the meals, takes care of our children and picks me up from my business trips” (Interview No 1) “My husband cares for me as he thinks I am too emotional to become a leader When I am busy at work, he will help me with housework” (Interview No 2) “My husband understands my work and can help from small things like drawing a chart, drives and picks me up at work” (Interview No 5) “My husband works overseas and travels all the time It's difficult for him to support when he is not around but he helps with the emotional aspects He encourages me and helps me to stay positive” (Interview No 9) A study on the same issue of support from spouses to the female managers in academe conducted by Adusah-Karikari in 2008 revealed that supportive spouses assisted female academics in making appropriate choices relating to the organization of their professional and personal lives and the strongest support received by female academics came from their spouses (Alwahaibi A 2017) Support from superiors is important to any employee The support from superior may be defined as subordinate s’ views concerning the degree to which their supervisors value their contributions and care about their well-being (Eisenberger et al., 1986; Kottke & Sharafinski, 1988 in Mohamed and Ali 2016) In their research, Mohamed and Ali (2016) made a conclusion that supervisor support has greater influence on employees’ affective commitment, motivation and job satisfaction Female managers/leaders in this study also found support and mentoring from their superiors important -412- How female managers in higher education institutions cope with their career obstacles (Case study at National Taiwan University and Vietnam National University, Ho Chi Minh City) Nguyễn Thị Vân Hạnh “I am quite young and have less management experiences, my superior guides me a lot, she always tells me what and how to do” (Interview No 5) “Another main factor is that my supervisor is like a mentor to me I can get some guidance from her and also she inspired me to overcome the obstacles at work” (Interview No 9) “If I ever have any difficulty, I would ask for supports from colleagues or supervisor” (Interview No 10) Being a leader, one needs the recognition from their subordinates so that their power can be used and their voice can be listened to Brun and Biron et al (2003 in Brun JP & Dugas N 2008) revealed that a lack of recognition constitutes the second-largest risk factor for psychological distress in the workplace If the subordinates not recognize the competence, the desert of their superior, there may be some backlash happen Besides the aforementioned close relations, when reaching out for help, women may sometimes lean on the other outside sources like domestic workers or tutors Modern society has lots of supportive services helping women with their housework and family care Although it is not a perfect solution but it can bring more choices for women and does help them at some certain points “When I was a normal lecturer, I could handle all housework but since I took the high position in the faculty, I have had less time and energy, I have rent a domestic worker twice a week to help me clean my house” (Interview No 7) “Previously, I love to cook, clean and décor my house but now I have to leave it for the services” (Interview No 3) The least often actions taken by female managers in this study are opposing social bias on women and standing for women’s rights This result is in agreement with many previous researches which indicated that many women choose to stay silent and can even question their own ability to perform in male-controlled areas (Kyriacou-Savva, 2013; Nguyen, 2012; AlShanfari, 2011 in Alwahaibi A 2017) An appreciable strategy to make a big effect in the chasing of gender equality is to stand for the equal rights of women Women themselves must fight for their own rights otherwise, no one will Women in leadership positions are more expected to this as they have the power and their voice may be listened better Denmark F & Paludi M (2018) stated that it is imperative that females speak up about their beliefs and encourage others to so as well In doing so, it will increase their ability to take control while also maintaining their own views If women not fight for their rights and stand up to discrimination and the unequal division of household chores and childcare, women at the top will remain exceptions and isolated cases of success (Hryniewicz L & Vianna M 2018) -413- SOCIAL SCIENCES AND HUMANITIES 2021 ISBN: 978-604-73-8944-5 CONCLUSION This paper aims at investigating how female managers/leaders in academic environments cope with their career obstacles The result showed that the most common strategies chosen by female managers to cope with their career obstacles are strategies which focus on themselves to make balance between work and life, to enhance their ability and to prove their competence The second choice came to reaching out for help and the support sources included family and friends, superiors and subordinates Raising voices and fighting against gender inequality have not been operated as obstacles coping strategies of those women There have not been much significant differences observed between Vietnamese and Taiwanese participants This work clearly has some limitations Firstly, non – probability sampling may result in lower level of generalization of research findings Secondly, small sample size may question the external validity of the study Discrimination against women continues in educational settings around the world and is particularly apparent when it comes to higher level academic positions for women (Morley, 2006 in Denmark F & Paludi M 2018) When powerful women are still seen as exceptional and/or exhibiting masculine traits, women’s leadership can not have much effect on gender stereotypes and norms (O’Neil T & Domingo P 2016) The number of female managers/leaders in general and in academe in particular need to raise so that gender stereotypes and expectations could change Framing policies that place specific focus on providing opportunities for more females to access leadership positions in the academe would be a step in the right direction Besides, men have society for support, women should band together to support themselves Whether this be a union or a group of women within a department, through this action of uniting and supporting, women will strengthen their power and create more chances for themselves and other women Successful achievement for women is costly but worthy for themselves and for the organizations and the whole society as well REFERENCES Alwahaibi A (2017) Women Educational Leaders in Tertiary Education in Oman: Enablers, Challenges and Coping Strategies Doctor of Philosophy Thesis University of Leicester, UK Bernard P (2009) “The Stressors and Coping 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(Internatinonal Conference on Social Sciences and Humanities 2021) USSH-ICSSH 2021 AUTHORS University of Social Sciences and Humanities, VNU-HCM NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH Trụ sở: Phòng 501, Nhà Điều hành ĐHQG-HCM, Phường Linh Trung, thành phố Thủ Đức, Thành phố Hồ Chí Minh ĐT: 028 62726361 E-mail: vnuhp@vnuhcm.edu.vn Văn phòng đại diện: Tòa nhà K-Trường Đại học Khoa học Xã hội & Nhân văn, số 10-12 Đinh Tiên Hoàng, phường Bến Nghé, Quận 1, Thành phố Hồ Chí Minh ĐT: 028 62726390 Website: www.vnuhcmpress.edu.vn Chịu trách nhiệm xuất nội dung TS ĐỖ VĂN BIÊN Biên tập SIN KẾ DUYÊN Sửa in NHƯ NGỌC Trình bày bìa NGUYỄN THỊ NGỌC HIỀN Đối tác liên kết TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI & NHÂN VĂN, ĐHQG-HCM Xuất lần thứ Số lượng in: 100 cuốn, khổ 20 x 28 cm Số XNĐKXB: 10892022/CXBIPH/3-11/ĐHQGTPHCM QĐXB số: 231/QĐ-NXB cấp ngày 30/8/2022 In tại: Công ty TNHH MTV In Song Nguyên Địa chỉ: 931/10, Hương Lộ 2, Phường Bình Trị Đơng A, Quận Bình Tân, TP.HCM Nộp lưu chiểu: Quý 4/2022 ISBN: 978604-73-8944-5 Bản quyền tác phẩm bảo hộ Luật Xuất Luật Sở hữu trí tuệ Việt Nam Nghiêm cấm hình thức xuất bản, chụp, phát tán nội dung chưa có đồng ý tác giả Nhà xuất ĐỂ CÓ SÁCH HAY, CẦN CHUNG TAY BẢO VỆ TÁC QUYỀN!