The case of students from three programs withdifferent degree of english in classes from neu

NATIONAL ECONOMICS UNIVERSITY School of advanced educational programs - *** - Research topic A study on the effect of the use of English as a medium for instruction in university programs on the issue of brain drain: The case of students from three programs with different degree of English in classes from NEU Students Hồ Hải Phong Nguyễn Việt Anh - 11220508 Trịnh Hà Phương - 11225322 Trần Phạm Cẩm Tú - 11226679 Instructor: Ph.D Nguyễn Thị Th Hanoi, List of abbreviations NEU – National Economics University AG – Advanced program group EG – Excellent program group STG – Standard program group This is a preview Do you access? List of want tablesfull and figur Go Premium and unlock all 25 pages Figure The desired types of destination countries for education .13 Access to all documents Figure The percentage of respondents who plan to live in foreign countries 14 Figure The percentage of students who want to live abroad 15 Get Unlimited Downloads Figure Do you regard financial background as an influencing factor for decision of studying and living abroad? .16 Improve your grades Y Table Level of wanting to study abroad .11 Table When have students wanted to study abroad? 12 Upload Share your documents to unlock Free Trial Get 30 days of free Premium Already Premium? Log in Table of contents RESEARCH PROPOSAL 1.1 Rationale and purpose 1.2 Research questions 1.3 a, b, c, d, Research methodology Overview of the approach .3 Population and sample Data collection Data analysis 1.4 Report organization LITERATURE REVIEW 2.1 The brain drain phenomenon a, Origin of the term and its definition .5 b, The determinants of the brain drain 2.2 Brain drain phenomenon in Vietnam a, Quantitative evidence for the issue of brain drain in Vietnam .7 b, The main academic reason and government's current solution to the phenomena of brain drain .7 2.3 The trend of studying abroad of students in developing countries and in Vietnam 2.4 The relationship between English-prioritized curriculum and students’ increased preference for studying abroad DATA ANALYSES AND FINDINGS 10 3.1 The relationship between NEU students’ trend of studying abroad and the degree of English usage in their educational program .10 a, The level of wanting to study abroad 11 b, The period students form their wanting to study abroad 12 c, Students’ preference for educational environments 13 3.2 The preferred destinations for immigration among different groups of student 13 3.3 Findings and solutions 16 CONCLUSIONS 18 This is a preview Do you want full access? Go Premium and unlock all 25 pages Access to all documents Research proposal Introduction Get Unlimited Downloads Studying abroad is not an unfamiliar term to students all over the world Improve your grades Back in the 1900s in Vietnam, scholars would go overseas studying to find a way to help their own countries from colonizers Nowadays, studying in developed countries promises better studying conditions and a mesmerizing future career for those in developing countries According to UNESCO, on 15th September 2021, there were 126,509 international students from Vietnam Moreover, the Uploadstated in early 2022 that the number of International Cooperation Department Shareisyour to unlockWealthy people choose Vietnamese overseas students up documents to over 190,000 studying abroad as their children’s top priority, people with profoundly educated family backgrounds try their best to win scholarships from world top ranking schools Being able to receive education from developed countries is considered something admirable and a trend in Vietnam particularly Nonetheless, many studies shown that studying abroad induces brain Freehave Trial drain, which is fatal to Vietnamese society as it is only a developing country While Get 30 days of free Premium spending time overseas, students might get used to the concept of living abroad and desire to have a life there, not going back to Vietnam Regarding the destination countries, the United of America, the United Kingdom, Australia, and other English-spoken countries are at the top of the most attractive nations [ CITATION Tra22 \l 1033 ] One of the reasons behind this trend Already Premium? Log in is that good English proficiency is a key element for success in future careers To adapt to the foreign education environment, students are required to have English ability at a particular level As a result, education programs with English as the primary language for academic purposes have been preferred Therefore, with a view to attracting students, a lot of universities in Vietnam have had education programs in which English is used as a medium for instruction However, there is a question: Does the increased English usage in university education programs promote more students to choose international education migration, which has been stated as a cause of brain drain? 1.1.Rationale and purpose Owing to the above analyses, our group has done this research to investigate the plausibility of the assumption that the appearance of university programs with English as a medium for instruction worsens the brain drain degree in Vietnam Specifically, the research focuses on how the difference in the level of English that students have been exposed to while attending classes affects their decision to migrate for educational purposes and living Scope To fulfill the research’s rationale and purpose, we chose to study the difference in the desire and decision to study as well as to live abroad among various student groups from NEU In detail, these students are undergraduates, and their level of English exposure in class is distinctive 1.2.Research questions The research aims at answering the following enquiries:  Is the increasing appearance of university programs in which English is used as a language for teaching activities promote students’ tendency to study abroad?  Is there any link between increased English usage in the university curricula and an increased rate of brain drain?  If English-focused curriculum worsens the problem of brain drain, what approaches should be done to remedy this situation? 1.3.Research methodology a, Overview of the approach A survey was selected as the primary research to collect quantitative data, which is then analyzed to shed light on the mentioned questions The survey was conducted through an online questionnaire The detailed description about research’s population and sample as well as how the data is collected and analyzed are mentioned as follows b, Population and sample There were 158 NEU students answering the questionnaire in total Not given this sample was small in comparison with the total number of NEU students, it was the best choice that we had in the situation that the study was undertook with the lack of modern research equipment Moreover, the research questions have been answered through investigating this sample It is because NEU students are sorted into three groups, which is based on the extent English is used as the medium for instruction in programs: (1) students of the standard program with Vietnamese as the medium of instruction (STG), (2) students of excellent educational programs in which over 30% of the content is taught in English (EG), (3) students of advanced educational programs (over 90% of the content is taught in English (AG) It is noted that 158 respondents also included above three student groups In detail, there were 55 AG participants, 50 EG participants and 53 STG participants c, Data collection The survey was first designed online through Google Form The survey is anonymous and voluntary After that, it was delivered to different classes’ online group chat on Messenger, which allowed it to be approached and joined by target student groups As a result, 158 answers were collected About the content of the questionnaire, it consists of three sets of multiple choice questions for three participant groups The questionnaire aims at collecting data about the factors influencing the degree of brain drain which are participants’ level of wanting to study overseas and to immigrate to foreign countries These factors are: degree of wanting to study abroad and immigrate to foreign countries, level of having preference to foreign education environment and program (See the full questionnaire in the Appendix) d, Data analysis When it comes to the way data is analyzed, the responses of questions were worked out through percentage calculation The data is presented in various graphs After that, any unique traits were noted down and were investigated to draw any possible conclusions on the trend of study abroad and the magnitude of having preference towards international migration or having intention to immigrate to foreign countries 1.4.Report organization The research report is comprised of four main parts, which are: Research proposal, Literature review, Data analysis, and Conclusion In detail: First, the research proposal provides information about research background, the study’s rational, purpose and objectives, and the research methodology Second, the literature review previews the previous related researches’ findings and conclusions on the understandings of the phenomenon of brain drain, brain drain situation in Vietnam, the tendency of studying abroad in Vietnam, and This is a preview linkyou between program with increased and usageunlock of English students’ Do wantuniversity full access? Go Premium alland 25the pages decision to study abroad Third, the data analysis focuses interpreting quantitative data to draw Access to allon documents possible conclusions on research questions Get Unlimited Downloads Finally, the conclusion first summarizes the answers to research questions and then points out any limitations of the research Improve your grades Literature review Prior to our data analysis and conclusion, this section is going to review various former literature which is related to our research The first point is about important Upload understandings of the phenomenon of brain drain In addition, reliable statistics and observation of Vietnam’s academic emigration and to brain drain degree are looked at Share your documents unlock Next, the tendency of studying abroad in Vietnam is focused before taking into consideration the former literature on the link between university educational environments with increased usage of English and the students’ decision to study abroad Free Trial 2.1 The brain drain Get 30 days of free Premium phenomenon Origin of the term and its definition International emigration has been a form of population distribution across countries Nevertheless, it was not until the 1950s and early 1960 when a movement of a significantly high stock of professional Already Premium? Log in researchers from other nations to the United State and Canada was observed, the so-called brain drain was officially coined by the Royal Society (Kwok & Leland, 1982) When it comes to the term definition, various researchers have defined it in their literature on different aspects of brain drains (Oğuzkan, 1976); (Kwok & Leland, 1982); (Aytaỗ & Gỹlen, 2019) Basically, brain drain is indicated to refer to the large–scale international skilled emigration or be terminologically known as human capital flight (Trang, 2022) It occurs when a huge number of highly skilled inhabitants migrate from their home countries (sending countries) to foreign countries (immigration countries) due to various incentives a, The determinants of the brain drain It is obvious that highly skilled human capital is a key motivation for economic development; therefore, sending countries with a high ratio of intellectual emigration are claimed to experience a detrimental impact of brain drain To b, identify which nation groups are vulnerable to brain drain, several researchers have dug deeper into not only micro but also macro determinants of brain drain level The micro factors of brain drain have been pointed out to closely link to the highly skilled individuals’ pursuit of higher life quality which is strongly decided by available short-term and long-term job opportunities as well as the probability of income gain (Gibson & McKenzie, 2011); (Trang, 2022) (Docquier & Marfouk, International migration by education attainment, 2006) Noteworthily, accessing the determinants of brain drain in three small Pacific countries, namely New Zealand, Tonga, and Papua New Guinea, Gibson & McKenzie (2011) claimed that political reference has a minor impact on the skilled emigration level When it comes to the macro determinants of brain drain, some researchers have taken advantage of the empirical database on the global brain drain level, constructed by Docquier & Marfouk (2006) to conduct their analyses To be more specific, the mentioned data set objectively shows the waste of highly educated countries of all population sizes, income levels, and geographic areas The database was built from countries’ emigration rates and the percentage of skilled emigrants among the labor force of both sending and receiving countries Various subsequent researchers whose accesses are based on the database of Docquier & Marfouk (2006) claimed that the country size, development level, and the choice of migration countries are macro determinants of brain drain (Beine, Docquier, & Schiff, 2008); (Docquier, Lohest, & Marfouk, Brain drain in developing countries, 2007) As given by these researchers, small developing countries whose population stock is below 1,5 million1 are the most vulnerable to brain drain However, our research emphasizes the brain drain in Vietnam which is a large low-income country The government’s policy to attract talented workers is considered to determine the difference in brain drain rate among countries (Docquier, Lohest, & Marfouk, 2007); (Trang, 2022) According to (Docquier, Lohest, & Marfouk, 2007), skilled emigrants’ target country affects the intensity level of brain drain of the sending country, which is explained by the effectiveness of receiving countries’ policies to improve skilled human capital As for (Trang, 2022), brain drain is stated to be a possible risk for all countries worldwide The author argues that governors would worsen the negative effect of brain drain if their human capital In (Docquier & Marfouk, International migration by education attainment, 2006), countries whose population stock is below 2.5 million are defined as small countries In the fifth section of (Docquier & Marfouk, International migration by education attainment, 2006), Vietnam is classified as a large, low-income country 10 policies are not as effective as those of other countries, which implies that the government’s policy to attract highly educated workers is an important determinant of brain drain 2.2 Brain drain phenomenon in Vietnam Quantitative evidence for the issue of brain drain in Vietnam According to records from theglobaleconomy.com, Vietnam is rated 108th in the world for brain drain out of 177 countries While most elite intellectuals educated overseas have no desire to return home, many Vietnamese are looking for opportunities to advance their careers as well as education abroad, contributing to the country's growing brain drain phenomenon Scientists have studied the phenomenon of brain drain for the last 50 years; recently, this field of study has expanded, and the problem is being studied in a variety of fields A journal written by Tran Thi Tuyet on internationalization of higher education concluded some figures about the migration related to brain drain In 2005, the number of Vietnamese students going overseas to study was 25000, and within years, the figure reached 100000 which was four times larger than it used to be It was also pointed out by the author that over 90 percent of the overseas students chose to pay tuition fees without any scholarships Tran's statistics raised awareness of the risk of brain drain, demonstrating the ongoing trend of the phenomenon during the period In addition, the Human Flight and Brain Drain Index Indicator considers the financial impact of human displacement (for either political or economic reasons) as well as potential effects on a nation's growth The higher the index, the greater the human displacement The Fragile States Index indicated in an article about brain drain (Khuc et al., 2022) that the situation of brain drain in Viet Nam improved in 2021 and the number for human flight and brain drain index decreased, with an overall fragility rank of 114th Although the phenomenon has shown positive change, there is no guarantee that the country ‘s problem will maintain its status or find a remedy in the future a, The main academic reason and government's current solution to the phenomena of brain drain In order to give a clear illustration of brain drain in terms of the academic field, Nguyen (2006) mentioned two types of students studying abroad in recent times The first is students, researchers, and university professors who self-finance their education and those who get state scholarships or other forms of foreign help to study abroad The other includes researchers in state agencies and university graduates working in locally based, foreign-invested companies These are the two main reasons for academic migration, which result in the rising internal brain drain b, 11 This is a preview phenomenon nation has a lot of effort searching for solutions Do you wantYet, fullthe access? GoputPremium andinto unlock all 25 pages in response to the problem of brain drain As the economics of the country require some turbulent economic times to be ready for international integration, Vietnam should, therefore, developAccess policiestoto the outflow (Gribble, 2011) The all curb documents government promotes the universities to reform entry procedures, academic atmosphere, poor qualifiedGet faculty and provide students with better curriculum Unlimited Downloads design and research associated with foreign programs It was also suggested by Gribble that with the introduction of international cooperation as well as Improve your grades Australia's RMIT University integration, the first foreign-owned institution, opening its Vietnam campus in 2003, the landscape of higher education in Vietnam has undergone a significant transformation Furthermore, the National Economics University and La Trobe University, Hanoi University and Troy International University, FPT University and Greenwich University of England, have Upload partnerships with several foreign universities This option has the potential to deter yourandocuments unlock while also attracting Vietnamese students from Share seeking overseas to education international learners and researchers 2.3 The trend of studying Free Trial abroad of students in developing countries and Get 30 days of free Premium in Vietnam Students in Vietnam have shown an upward trend in studying abroad since the last decade The International Cooperation Department reported that 190,000 Vietnamese citizens were studying overseas in 2021 However, back in 2015, there were only 120,000 Vietnamese Already international Premium?students Log in Given the data, it can be understood that the Vietnamese have always loved studying abroad with a gradual increase of about 10,000 emigrated citizens each year In addition, according to globalvisas.com, Vietnam is ranked 8th in the countries with the most international students Many foreign embassies in Vietnam such as the US Embassy & Consulate in Vietnam, or the Australian Embassy in Vietnam stated to have Vietnam in the top largest groups of foreign students in their countries Despite causing an uproar in the Vietnamese community, putting suspicions over the country’s education system, and raising questions about brain drain, overseas students from Vietnam proved to have a deeper sense of patriotism than the social community thought The land of the “Ascending Dragon” is nowhere to be seen on the list of top countries with brain drain problems as reported by The Global Economy On the contrary, other developing countries such as China, and India keep incredibly low brain drain index points despite being the largest countries of origin of mobile students Their ranks in capital flight are lower than Vietnam’s in terms of human capital flight 12 The Chinese government has always been encouraging and giving out very attractive scholarships for students lacking financial ability Top students are always taken with extra special care, support, and perks More than a century has passed since China first started sending its students and academics to study overseas The underlying principle has not altered over time, despite changes in research numbers and types Many Chinese were already studying overseas before China was founded to return home with information that would aid in the development of a more powerful nation The central government chose to send students and scholars to the former Soviet Union and other communist nations to study cutting-edge science, technology, and management after the creation of the new China The central government made changes to its policy about sending students and academics abroad starting in the 1960s as a result of the shifting nature of world politics Deng Xiaoping made the crucial choice to increase the scope of study abroad in 1978 More and more students started studying overseas, albeit the number was still modest It was not until 2001 did the numbers rapidly grow (National Bureau of Statistics of China, China Statistical Yearbook, 2011) Similar cases with Vietnam and China can be listed as India, Indonesia, Malaysia, etc They are all developing countries with humans eager to find better jobs and conditions For more advanced education programs, students are more likely to travel overseas Not that every emigrated student contributes to human capital flight, but brain drain is inevitable 2.4 The relationship between English-prioritized curriculum and students’ increased preference for studying abroad Though there are scant studies in the past that had focused on the specific link between increased promotion of foreign language study in academic settings and the positive shift in preference for continued life overseas by the students who are subjected to such a system, to the extent of what few studies had examined this proposal we can still attest to the fact that this phenomenon at the very least exists, though likely insignificant As John Gibson and David McKenzie observed in a 2010 study, capable students can and often opt to pursue available foreign language and cultural courses in lieu of specialized education for their future careers to be better equipped for competing for the same jobs abroad Thus, making these courses not only available but a fundamental part of the average study program will 13 most likely exacerbate the brain drain phenomenon, as students are now explicitly encouraged to take their talents to more developed nations Notwithstading the limited amount of research pointing out the link between increased usage of English in teaching academic subjects and the brain drain level, the necessity to access this link in the case of Vietnam can be claimed through the findings of several studies Like other developing countries Vietnam has a high degree of international educational emigration As stated by Trang (2022), Vietnam is the eighth country with the highest stock of students choosing to study abroad This situation could be explained by analyzing the push and pull factors of international educational migration which have been investigated by Mazzarol and Soutar (2002) The effect of opinions about the abroad educational environment, host countries’ culture, politics, and lifestyle of inhabitants from people who have experienced abroad studies on the decision of studying abroad has been mentioned as a pull factor of the decision on educational migration by some researchers (Lam, Arifin & Ahmad, 2011), (Diana & Ana, 2016) When it comes to the case of Vietnamese students taking university programs in which EMI (English as a medium of instruction) is applied, this pull factor should be emphasized because most of the lecturers of these programs have studied abroad As stated by (Trang, 2022), brain drain is a consequence of international migration In a lot of developing countries including Vietnam, an increased level of students chooses educational migration Based on the data from the Department of International Cooperation, Ministry of Education and Training, the UK, the US, and Australia are the top attractive host countries for international students from Vietnam It is likely that this point accounts for the issue of brain drain in Vietnam because the choice of host countries determines the degree of brain drain (Docquier & Marfouk, 2006) The choice of hosting countries is determined by different factors which have been claimed by Mazzarol, Kemp and Savery (1997) Conclusion Researchers have not investigated much about the impact of increased usage of English in university curricula on stimulating the degree of educational migration among students However, when taking the case of Vietnam into consideration, this link should not be taken for granted Our research focuses on examining the level of preference for studying abroad among this group of students, which provides us with evidence to assess the effect of the appearance of this type of university program on the intensity of brain drain in Vietnam 14 This is a preview DATA AND FINDINGS Do you wantANALYSES full access? Go Premium and unlock all 25 pages 3.1 The relationship Access to all documents between NEU students’ trend of studying abroad Get Unlimited Downloads and the degree of English usage in their educational program Improve your grades When it comes to the trend of studying abroad of different groups of students in NEU, the level of wanting to study overseas among the three chosen student groups, the education period when students started to desire to study abroad and their choice of destination countries are investigated in this research Upload Share your documents to unlock Free Trial Get 30 days of free Premium Already Premium? Log in 15 a, The level of wanting to study abroad Table Level of wanting to study abroad Group AG Number of participants 55 (100%) Level of wanting to study abroad (%) Yes No 37 (67,3 %) 18 (32,7%) To prefer foreign educational environment to Vietnamese one (%) foreign 23 (41,8%) VN (16.4%) The same 23 (41,8 %) EG 50 (100%) 24 (48 %) 26 (52%) 18 (36%) 15 (30%) 17 (34%) STG 53 (100%) 22 (41,5%) 31 (58,5%) 17 (32,1%) 18 (34%) 18 (34%) The level of wanting to study overseas among the three chosen students is first studied As indicated in table 1, there is a clear difference in the degree of preference toward educational migration among the three NEU participant groups (STG, AG, and EG) In detail, while over 67% of surveyed students from AG want to study abroad, the figures of participants from EG and STG are less than half, which are 48% and 41,5%, respectively As for the percentage of participants having a preference toward the abroad educational environment, AG makes up around 41% although EG has 36% and the data of STG is 32,1% Based on these data, it can be observed that groups whose participants have a higher level of exposure to English in educational programs account for a higher degree of wanting to study abroad Moreover, these participants have a stronger preference for oversea educational environments Therefore, it is likely that students from university programs in which most of the academic subjects are taught in English are much more inclined to choose international education migration, and their bias toward destination countries’ educational environment is maybe a determinant for the former trend Interestingly, this claim agrees with the 16 finding of Mazzarol and Soutar (2002), who have pointed out that the bias toward foreign educational environment promotes the student’s decision to study abroad b, The period students form their wanting to study abroad Table When have students wanted to study abroad? Group Number of participants preferring studying abroad When have they wanted to study abroad? Primary Secondary/Highschool University/College AG 37 (100%) 16 (43.2%) 21 (56.8%) EG 24 (100%) (4,1%) (37.5%) 14 (58.3%) STG 22 (100%) (4.5%) 10 (45%) 11 (50%) In regard to the educational period that participants prefer studying abroad is observed, it is found that more than half of the participants who express an interest in migrating to foreign countries for education of all groups, have this wanting when they join the university’s educational program To be more specific, 50% of participants from STG have wanted to study abroad since they became university students while those of AG and EG groups are 58% and 57%, in order More to the point, it is noteworthy that the percentage of participants who want to study abroad when they are university students of AG and EG is 7%-8% higher than that of STG According to the data, it could be implied that the level of English usage in university’s educational program is an influencing factor of students’ preference toward studying abroad It is likely to be explained by joining programs in which English is used as a medium for instruction, students have a chance to access information about host countries as well as courses of distinctive overseas institutions whose qualification is recognized by their lectures This assumption is based on the research of Mazzarol and Soutar (2002) who concluded that students’ decision to study overseas is affected by the availability of information about destination nations, institutions abroad and the qualification recognition of abroad courses in source countries 17 This is a preview Do you want full access? Go Premium and unlock all 25 pages c, Students’ preference for educational environments Access to all documents Get Unlimited Downloads Improve your grades Upload Share your documents to unlock Figure The desired types of destination countries for education Judging from the diagrams, it can be seen that whether it's AG or EG, the number of people with intentions of Free studying Trial abroad or hope to so always exceeds that of people who not Although the fact can imply that English has nothing to Get 30 days of freea Premium with the decision of receiving education from foreign country, each group all have “English-speaking countries” as the largest population This data has pointed out to what extent students have been affected by English 3.2.The preferred Already Premium? Log in destinations for immigration among different groups of student The aforementioned evidence is not solid enough to conclude that increased English contributes to brain drain phenomenon in Vietnam The below data which demonstrates the percentage of attendants who want to live and have decision of immigrating to foreign countries could give evidence on that the increased English usage is one of the brain drain factors 18 Figure The percentage of respondents who plan to live in foreign countries In regard to more reliable affirmation, specific statistics are gathered to show the number of respondents with plan to settle in foreign countries in order to discover accurate results on students' propensity to live abroad in the future The AG and EG accounted for the highest proportion of students intending to migrate to other countries which is 49,1 % and 40% respectively It is also observed that most students from standard program make up 22,6% in the same category Therefore, it is likely that more English in students' syllabus is directly proportional to the tendency of choosing to immigrate to overseas nations All of the above can confirm that the theory “increased English leads to brain drain in Vietnam” is accurate 19 Figure The percentage of students who want to live abroad As for the data related to the desire to immigrate to overseas nations, it is easily observed that with all groups, the percentage of respondents who prefer living abroad to living in Vietnam is greater than that of respondents who plan to settle in other countries In detail, while there is 52,7% of AG respondents have preference to international settlement, 49,1% of them has intention of living overseas The gap between preference and intention is also shown in the data of EG (42% for preference and 40% for intention) STG (24.5% for preference and 22.6% for intention) Whereas the two terms “preference” and “intention” in this context ostensibly serve the same purpose, the recorded responses pointed to a conclusion that college students in general, regardless of their current study program’s purported proximity with foreign languages and their respective cultures, find their “preference” for this lifestyle outweighs their “intention” to pursue it This discrepancy may appear counterintuitive at first, were we not to also take into account another previously posed question: whether the student’s financial situation is the main factor determining their future courses both academic and career-wise The figure indicates the data on whether students of three groups regard financial background as an influencing factor for choosing to study and live abroad It is noteworthy that the majority of respondents of all groups believe that financial background is an important factor for the decision of studying and living abroad 20 This is a preview Do you want full access? Go Premium and unlock all 25 pages Access to all documents Get Unlimited Downloads Improve your grades Upload Share your documents to unlock Figure Do you regard financial background as an influencing factor for decision of studying and living abroad? On the basis of the above analysis, it is possible to claim that the increase in the level of English as a medium for instruction in university curriculum leads to Free Trial more students either desire to or plan to study and live in other countries However, 30 days of free Premium that one reason for the gap Get between preference and intention implies that the high degree of exposure to English in university education environment does not completely determine students’ decision of studying and living abroad In spite of this, it is impossible to deny the link increased English usage in university curriculum and the upward trend of the number of international students and Premium? in immigrants, which is a Already reason behind brain drainLog issue 3.3.Findings and solutions Based on all above analyses, several findings on the relationship between the how much English is used in class and brain drain issue First, many students from programs that have used English in the curriculum as a medium for instruction intend to study or live abroad, according to the research using specific questions from the poll Second, it is possible to conclude that students who are used to using English in the classroom are more likely to decide to study in countries that use English as their primary language of communication In this regard, it is possible to argue that western nations are the most preferred places to study abroad, not to mention their superior educational systems and job prospects after graduating globally It is also striking that while having approximate 21 This is a preview values are full similar to thoseGo in AG (see figure the EG and STGpages still have Do youthat want access? Premium and1),unlock all 25 lower values The cause of the phenomena may be due to the fact that programs with 40% English instruction are not considerably different from ordinary programs in terms of content as English is a required module in STG In general, the degree Access to all documents of English used in learning environment influence the level of students choosing to study and settle abroad as Get wellUnlimited as their decision of destinations for education and Downloads settlement which are English-spoken countries From a negative perspective, this conclusion supports the relationship between increased English usage in university Improve curriculum and the brain drain issue your grades When we examine the statistics of collected responses for these two questions, the influence of the level of rigor involved in foreign language studies as well as the level of competence expected of the students, over their inclination to Upload contribute to the overall brain drain phenomenon through providing future labor to foreign countries is made evidently clear Share your documents to unlock It can be seen that adding extra English into university curriculum can lead to brain drain As alarming as the consequences sound, English is still a supportive tool to access to knowledge from global in general Hence, measures need to be taken up against this concerning Making English not obligatory in high Freematter Trial school is a suggested approach to deal with this English-dependent problem This Get 30 days of free Premium method has already been applied to Vietnamese 10 th grade students People predict this education policy would be applied with the next generation of high school students If this solution gets Vietnamese high school students better result in overall, English could become not compulsory in the whole Vietnamese underAlready Premium? Log in pupils can choose to study university system, which means primary and secondary English or not Because the solution has just begun, it is hard to say if that English become a optional subjects with under-university students is actually better for students However, it is highly likely that it would lessen the importance of English in Vietnamese education Therefore, possibly, universities will open less education program in which English is used as a primary language for academic purposes, which would help to subsidy the brain drain phenomenon in Vietnam in a particular level Conclusions Although human capital flight is an immensely nuanced and multi-faceted issue; it is possible to infer chief contributing factors through analysis of relevant 22 This is a preview subjects’ prevalent preferences preferences and theirall salience may be Do you want full access? GoThese Premium and unlock 25 pages accounted for through observation of trends that materialize in a strictly controlled environment, such as the one presented in our research Access to all documents The factor subjected by our group to scrutiny, in particular, is the academic episteme of contemporary Viet Nam in all its manifestation That this overcaching Get Unlimited Downloads academic framework encourages young students and highly skilled labors to depart for foreign countries in stead of their original nations can be nationalized testing Improve your grades material and grading criteria, which demand an advanced level of proficiency in the English language, systemically promoted academic environments that is possibly perceived as Western-oriented both in a cultural and literal sense, and an overall lack of incentives for alternative options for one’s future life and career We believe in the objectivity of the conclusion for a number of reasons: Upload your documents to unlock First of which is theShare broad scope of studies that were referenced This ensured that we could engage with and acknowledge the scientific consensus on the issue at hand We incorporated a variety of opinions from established scholars and researchers in the field, notably extacting only their conclusions and pertinent data points as well as conducting experiments for confirmation of sufficient data Freeopposite Trialconjecture or conclusion to our own are Studies that present an ostensibly also examined and all if anyGet disputes found are Premium represented with potential solutions 30 days of free Additionally, we limited our survey to the students from NEU as the environment is roughly typical model for most universities in Viet Nam employing English as major part of educating system The second of which is the scientific process indicating how we approached Already Premium? Log in data collecting We choose to organize a more selective number of participants based on their relevance and proximity to the quandary and their collective contrast to each other in ways that are meaningful to our research because we recognize the impossibility of going for an approach that requires an appropriately vast pool of participants who would serve to prove or disprove our conjecture Finally, to ensure academic integrity to the optimal extent, we analyzed the data acquired in its entirety without bias toward the subparts, which corroborated with our anticipated conclusions And to reiterate, the conclusion we drew after such research processes, which includes both investigations of relevant literature and a field research process within the National Economics University, is that the brain drain phenomenon as is seen in the present is inextricably linked to the current academic environment that is ubiquitously adopted in Viet Nam 23 This is a preview wefull propose as a rational solution toand this unlock issue is toall reduce the overall Do youWhat want access? Go Premium 25 pages importance of English as a subject in general Vietnamese curricula, especially in higher and tertiary levels of education We came to this solution by observing that the bulk of the participants who to confirm an intention or merely a preference Access all documents towards behaviors and courses of action that will perpetuate human capital flight also asserts that these preferences becameDownloads ingrained if not surfaced during their Get Unlimited time in high school and/or college Seeing how these institutions are the only ones currently demanding a high level of English comprehension to participate in, not to mention thrive in; it’s onlyImprove logical to your followgrades that the practical method to hamper the brain drain phenomenon is to lighten these expectations set upon students and allow other no less relevant subjects take its place – either through a set program created by the department of education or left for individual students to choose for themselves Naturally, this means scaling down the level of English comprehension Upload expected to pass essential tests and inversely upping the ante on other academic your documents to unlock subjects This ensures thatShare students perceive their education as gearing them towards a specific career path, not a specific destination for their future lives References Free Trial Get 30 days of free Premium Aytaỗ, S., & Gỹlen, G C (2019) Analysis of the effects of pull and push factors on brain drain Journal of Social Economics Research, 2, page 74-84 doi:10.18488/journal.35.2019.62.74.84 Beine, M., Docquier, F., & Schiff, M (2008) Brain drain and its determinants: a major issue for small states.Premium? IZA Discussion Papers Already Log in Docquier, F., & Marfouk, A (2006) International migration by education attainment Trong International migration, remittances and the brain drain (page 151-199) The International Bank for Reconstruction and Development Docquier, F., Lohest, O., & Marfouk, A (2007) Brain drain in developing countries The World Bank Economics, 2, page 193-218 doi:10.1093/wber/lhm008 Gibson, J., & McKenzie, D (2011) The microeconomic determinants of emigration Journal of Development Economics, 1, page 18-29 Kwok, V., & Leland, H (1982) An Economic Model of Brain Drain American Economic Review, 1, page 91-100 Oğuzkan, T (1976) The scope and nature of the Turkish Brain Drain Turkish Workers in Europe 1960-1975, page 74-103 doi:10.1163/9789004492844_006 24 This is a preview Trang, M full (2022) Educational migration and in Vietnam: and new Do you N want access? Go Premium unlockChallenges all 25 pages opportunities Demographic Research, 1, page 127-141 doi:10.19181/demis.2022.2.1.10 UNESCO Office BangkokAccess and Regional Bureau for Education in Asia and the to all documents Pacific “The International Mobility of Students in Asia and the Pacific.”Unesco.org,2013,unesdoc.unesco.org/ark:/48223/pf0000226219 Get Unlimited Downloads “What Is the Profile of Internationally Mobile Students? | Education at a Glance 2019 : OECD Indicators | OECD ILibrary.” Www.oecd-Ilibrary.org, Improve your grades www.oecd-ilibrary.org/sites/17d19cd9-en/index.html? itemId=/content/component/17d19cd9-en https://www.theglobaleconomy.com/rankings/human_flight_brain_drain_index/ Mazarrol, T., Kemp, S & Savery, L (1997) International students who choose not to study in Australia:Upload An examination of Taiwan and Indonesia Australian Share your documents to unlock International Education Foundation, Canberra Education and Training // International Trade Administration [site] 15.09.2021 URL: https:// www.trade.gov/country-commercial-guides/vietnameducation-and-training (accessed on 15.11.2021) Appendix Free Trial Get 30 days of free Premium Already Premium? 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