an evaluation of the work integrated learning process in tourism training programs

    Internationalising Tourism Education in Vietnam: An Evaluation of the WorkIntegrated Learning Process in Tourism Training Programs A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Khuong Thi Hong Cam B.A (HCMC Uni of Education), M.A (HCMC Open Uni.) School of Global Urban and Social Studies College of Design and Social Context RMIT University January 2015   Declaration I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis/project is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed Khuong Thi Hong Cam th 15 January 2015 Acknowledgements I would like to acknowledge all of the following individuals and groups, without whom my research journey would not have been at all possible My most heart-felt words go to my primary supervisor, Professor Desmond Cahill for his tremendous support, guidance, and encouragement He spent his valuable time and tireless efforts reading my seemingly endless drafts, gave me sound and insightful feedback and questioned me critically to open up my mind Without his devoted supervision, this thesis could not have been completed with pride and satisfaction The second important person in my journey to complete this thesis is Dr Kerry Jane Mullan I particularly appreciate her “track changes” on my papers, which taught me how to write more concisely and I could not other things than “accept all.” She was also an advisor for my personal matters besides my academic issues Her affectionate nature made me feel secured whenever I had something to confide to her My gratitude also goes to the Vietnamese Ministry of Education and Training (MOET), the Vietnam International Education Development (VIED) and RMIT University for sponsoring this project and providing me with an invaluable opportunity to study in Australia I would like to express my gratitude to the board of principals and my colleagues of Vung Tau Tourism Vocational Colleges for their assistance during my absence for this PhD course I sincerely appreciate the contribution of all the participants including the leaders, the lecturing staff and the students of the six tourism training institutions, the managers and the staff in the tourism companies and an RMIT colleague of mine for his assistance in assessing the English proficiency levels of the graduates Their valuable inputs were significant to the completion of this research My special thanks also go to the HDR coordinators: Professor Pavla Miller and Associate Professor Suellen Murray; and the HDR administration team: Brian Walsh, Jenni Morris, and Amaya Alvarez, for their support and encouragement I am also thankful to Associate Professor Roberto Guevara for his critical review of my final chapter Furthermore, my sincere thanks are due to my friends: Tran Thi Hien, Nguyen Thi Hong, Nguyen Thuy Chau Phuong, Doan Thi Thanh Thuy, Tran Nguyen Phuong Linh, Nguyen Mai Nhung, Yuyun Yulia, Pham Thi Ngoc Anh and Nguyen Ho Phuong Chi for sharing with me both joys and sorrows during the program Lastly, my deepest appreciation is reserved for my dearly loved family for their unconditional support in my life and particularly throughout this endeavour I am grateful for my late father who instilled in me the love for learning when he was alive Unfortunately, he passed away without seeing the success of his dear youngest daughter, but I believe he would have been still proud of me My lifelong gratitude goes to my beloved mother who worked hard most of her life to give me good education for a bright future With her persistent love, she accompanied me during my educational journey to babysit my two daughters and to give me both physical care and emotional support My special thanks are due to my dear husband, Pham Thanh Truong, whose love, encouragement, and support gave me an impetus to overcome this challenging yet rewarding research journey Finally, my loving words are for my two little daughters, Sue and Suri who always take pride in me and make me a better person everyday To all of them, I dedicate this thesis Table of Contents Acknowledgements i   Table of Contents iii   List of Figures x   List of Tables xi   List of Abbreviations xiii   Abstract xiv   Chapter 1:   Introduction   1.1   Research background .1   1.1.1   The global travel and tourism industry   1.1.2   Vietnamese tourism industry: opportunities and challenges   1.1.3   Current situation in the Vietnamese education system   1.1.3.1   Governance of tertiary education system   1.1.3.2   Quality of lecturers .6   1.1.3.3   Quality of students   1.1.3.4   Curriculum and issues of practical training   1.1.3.5   Facilities and materials .10   1.1.3.6   Assessment methods 11   1.1.3.7   Foreign language teaching and learning 11   1.2   Statement of problem .13   1.3   Research questions 13   1.4   Research aims and objectives 14   1.5   Significance of study 14   1.6   Thesis organisation 15   Chapter 2:   Work-Integrated Learning: Theory, Principles and Implications in Tourism Training 16   2.1   Introduction 16   2.2   The concept of WIL .16   2.3   Identification of stakeholders of WIL: benefits and challenges 18   2.4   Outcomes of WIL 19   2.4.1   Generic skills 20   2.4.2   Global perspectives .21   2.4.3   Foreign language communicative skills .22   2.5   Strategies to optimise WIL 23   2.5.1   Design of WIL 24   2.5.1.1   Definition of curriculum 25   2.5.1.2   Underlying philosophies in tourism curriculum design 25   2.5.1.3   Principles of designing WIL curricula in tourism discipline 27   2.5.1.4   Internationalising the tourism curriculum 28   2.5.1.5   Tourism subjects to be included in a WIL curriculum .29   2.5.2   Implementation of WIL: Activities to enhance WIL experiences and the roles of the stakeholders .30   2.5.2.1   On-campus WIL activities 30   2.5.2.2   Internships and the roles of each stakeholder 32   2.5.2.2.1   Roles of institutions .33   2.5.2.2.2   Roles of workplaces .36   2.5.2.2.3   Roles of students 37   2.5.3   Assessment of WIL 38   2.6   Chapter summary 40   Chapter 3:   Research Methodology: Philosophy and Strategies 42   3.1   Introduction 42   3.2   Evaluation research and its underpinning epistemology .42   3.3   Evaluation research strategies 45   3.4   Sampling 47   3.5   Data collection methods 48   3.5.1   Semi-structured interviews 49   3.5.2   Document analysis 51   3.5.3   Role plays: Assessment of English Language Proficiency .52   3.5.4   Questionnaire surveys 53   3.6   Analytical framework 54   3.7   Validity and Reliability 55   3.8   Ethical considerations 57   3.9   Researcher’s fieldwork experience 58   3.10   Chapter summary 59   Chapter 4:   Tourism Training Programs in Vietnam: Six Case Studies 60   4.1   Introduction 60   4.2   Tourism Training Institution A: Government tourism vocational training college in a coastal city .60   4.2.1   Introduction .60   4.2.2   Quality of the teaching staff .61   4.2.3   Quality of students and admission issues 64   4.2.4   Design of WIL 65   4.2.4.1   Outcomes of the Tour Guiding program 65   4.2.4.2   Curriculum design 66   4.2.4.3   Evaluation of materials .68   4.2.5   Implementation of WIL 69   4.2.5.1   Delivery of tourism subjects .69   4.2.5.2   On-campus WIL activities 70   4.2.5.3   Evaluation of the internships 71   4.2.5.4   Activities to enhance students’ generic skills 72   4.2.6   Assessment of WIL 72   4.2.7   Summary .73   4.3   Tourism Training Institution B: Government tourism vocational training college in a central province .75   4.3.1   Introduction .75   4.3.2   Quality of the teaching staff .76   4.3.3   Quality of students and admission issues 78   4.3.4   Design of WIL 79   4.3.4.1   Outcomes of the Travel Management and Tour Guiding programs 79   4.3.4.2   Curriculum design 80   4.3.4.3   Evaluation of materials .81   4.3.5   Implementation of WIL 82   4.3.5.1   Delivery of tourism subjects .82   4.3.5.2   On-campus WIL activities 82   4.3.5.3   Off-campus WIL activities .83   4.3.5.4   Activities to enhance students’ generic skills 84   4.3.6   Assessment of WIL 84   4.3.7   Summary .85   4.4   Tourism Training Institution C: Government vocational training college in a coastal city in southern central region of Vietnam .87   4.4.1   Introduction .87   4.4.2   Quality of the teaching staff .87   4.4.3   Quality of students and admission issues 90   4.4.4   Design of WIL 90   4.4.4.1   Outcomes of the Tour Guiding program 91   4.4.4.2   Curriculum design 92   4.4.4.3   Evaluation of materials .92   4.4.5   Implementation of WIL 93   4.4.5.1   Delivery of tourism subjects .93   4.4.5.2   On-campus WIL activities 94   4.4.5.3   Evaluation of the internships 94   4.4.5.4   Activities to enhance students’ generic skills 95   4.4.6   Assessment of WIL 95   4.4.7   Summary .95   4.5   Tourism Training Institution D: Government university in a coastal city in the southern central region of Vietnam 97   4.5.1   Introduction .97   4.5.2   The quality of the teaching staff 98   4.5.3   Quality of students and admission issues 99   4.5.4   Design of WIL 99   4.5.4.1   Outcomes of the Tourism Business Management program 99   4.5.4.2   Curriculum design 100   4.5.4.3   Distribution of teaching tasks 102   4.5.4.4   Evaluation of materials and facilities .102   4.5.5   Implementation of WIL 103   4.5.5.1   Delivery of tourism subjects 103   4.5.5.2   On-campus WIL activities 103   4.5.5.3   Evaluation of the internships 104   4.5.5.4   Activities to enhance students’ generic skills 105   4.5.6   Assessment of WIL 105   4.5.7   Summary 106   4.6   Tourism Training Institution E: People-founded university in a metropolitan city 107   4.6.1   Introduction .107   4.6.2   The quality of teaching staff .108   4.6.3   Quality of students and admission issues 109   4.6.4   Design of WIL 110   4.6.4.1   Outcomes of the Tourism Management Services and Travel program 110   4.6.4.2   Curriculum design 111   4.6.4.3   Evaluation of materials and facilities .112   4.6.5   Implementation of WIL 113   4.6.5.1   On-campus WIL activities 113   4.6.5.2   Evaluation of the internships 114   4.6.5.3   Activities to enhance students’ generic skills 115   4.6.6   Assessment of WIL 116   4.6.7   Summary 116   4.7   Tourism Training Institution F: Private university in a metropolitan city 117   4.7.1   Introduction .117   4.7.2   Quality of the teaching staff .118   4.7.3   Quality of students and admission issues 119   4.7.4   Design of WIL 120   4.7.4.1   Outcomes of the Tourism Management Program 120   4.7.4.2   Curriculum design 122   4.7.4.3   Evaluation of materials and facilities .122   4.7.5   Implementation of WIL 124   4.7.5.1   On-campus WIL activities 124   4.7.5.2   Evaluation of the internship 125   4.7.5.3   Activities to enhance students’ generic skills 125   4.7.6   Assessment of WIL 126   4.7.7   Summary 127   4.8   Chapter summary 128   Chapter 5:   WIL Initiatives in the Selected Tourism Training Programs from the Perspectives of Teaching Staff: Case Study Analysis 129   5.1   Introduction 129   5.2   Overview of the governance of the institutions 129   5.3   Quality of the teaching staff in the selected tourism training institutions 130   5.4   Quality of students and admission issues 133   5.5   Design of WIL .134   5.5.1   Claimed outcomes 134   5.5.2   Curriculum design 134   5.5.3   Evaluation of materials and facilities .137   5.6   Implementation of WIL .138   5.6.1   Delivery of Tourism subjects 138   5.6.2   On-campus WIL activities 138   5.6.3   Evaluation of the internships 140   5.6.4   Activities to enhance students’ generics skills 141   5.7   Assessment of WIL 142   5.8   Chapter summary 143   Chapter 6:   WIL Initiative in the Selected Tourism Training Programs from the Perspectives of Tourism Companies 146   6.1   Introduction 146   6.2   Profiles of HR managers and internship mentors 146   6.3   Tourism programs provided by tourism training institutions 148   6.4   Cooperation between tourism companies and tourism training institutions in WIL activities 149   6.4.1   On-campus WIL activities 150   6.4.2   Internships .151   6.5   Quality of interns and recently graduated staff 160   6.6   Tourism companies’ expectations of tourism graduates 164   6.7   Chapter summary 167   Chapter 7:   WIL Initiatives in the Selected Tourism Training Programs from the Perspectives of Students 169   7.1   Introduction 169   7.2   Quality of lecturers 169   7.3   Program curricula .173   7.4   Evaluation of materials and facilities 177   7.5   Evaluation of the internships .178   7.6   Students’ self-evaluation of generic skills 183   7.7   Assessment of WIL 187   7.8   Chapter summary 189   Chapter 8:   Foreign Language Teaching and Learning in the Six Selected Tourism Training Institutions from the Perspectives of the Stakeholders 192   8.1   Introduction 192   8.2   Influence of Vietnamese laws and regulations on the effectiveness of foreign language teaching and learning 192   8.3   Foreign language teaching and learning from the perspectives of academic staff 193   8.3.1   Tourism Training Institution A: Government tourism vocational training college located in a coastal city 193   8.3.2   Tourism Training Institution B: Government tourism vocational training college in a central province .196   8.3.3   Tourism Training Institution C: Government vocational training college in a coastal city in southern central region of Vietnam 198   8.3.4   Tourism Training Institution D: Government university in a coastal city in the southern central region of Vietnam 199   8.3.5   Tourism Training Institution E: People-founded university in a metropolitan city 201   8.3.6   Tourism Training Institution F: Private university in a metropolitan city 203   8.4   English language teaching and learning from the perspectives of tourism companies205   8.5   Foreign language teaching and learning from the students’ perspectives 207   8.6   An appraisal of tourism recent graduates’ English language proficiency 215   8.7   Chapter summary 218   Chapter 9:   Discussion and Conclusions 222   9.1   Introduction 222   9.2   Influential factors on the quality of tourism programs 224   9.2.1   Laws and governance .224   9.2.2   Quality of lecturing staff 225   9.2.3   Quality of students on entry 227   APPENDIX B EVALUATION CHECKLIST OF THE TOURISM GRADUATES’ ENGLISH PROFICIENCY Graduate’s name: _ Please CIRCLE the number rating the graduate’s English proficiency based on the following criteria Criteria Details • Fluency and Coherence • • • Vocabulary Range and Word Choice Grammatical Range and Accuracy • • • • Pronunciation • Speaks fluently without frequent repeating or making self correction; any hesitation is contentrelated rather than to find words or grammar Speaks coherently with fully appropriate cohesive features Uses a range of connectives with flexibility Uses a wide range of appropriate vocabulary with precise word choice Uses idiomatic language naturally and accurately Uses a wide range of grammatical structures flexibly Produces accurate structures Produces comprehensible pronunciation L1 accent has minimal effect on intelligibility Excellent Good Average Fair Poor 5 5 (Source: modified from IELTS Assessment Criteria) Other comments: Appendices 274 APPENDIX C QUESTIONNAIRES C.1 QUESTIONNAIRES TO STUDENTS C.1.1 ENGLISH VERSION Personal information: Date of birth: Gender: Institution: Major: Please circle the number that you consider best appropriate to you PART I: APPRAISAL OF TOURISM SPECIALISATION A PROGRAM CURRICULUM I found the amount of theoretical and practical parts balanced Strongly agree Agree Not sure Disagree Strongly disagree The program provided me with sufficient knowledge about tourism in general Strongly agree Agree Not sure Disagree Strongly disagree The program provided me with sufficient knowledge about my specialisation Strongly agree Agree Not sure Disagree Strongly disagree The program provided me with sufficient specialisation skills Strongly agree Agree Not sure Disagree Strongly disagree B QUALITY OF LECTURERS My tourism lecturers were competent in their expertise Strongly agree Agree Not sure Disagree Strongly disagree My tourism lecturers were committed to their teaching Strongly agree Agree Not sure Disagree Strongly disagree My tourism lecturers’ teaching methods were interesting Strongly agree Agree Not sure Disagree Strongly disagree Disagree Strongly disagree C MATERIALS AND FACILITIES Materials and facilities were sufficient Strongly agree Agree Not sure D ASSESSMENT The assessments were well designed and implemented Strongly agree Agree Not sure Disagree Strongly disagree E INTERNSHIPS 10 It was easy for me to find a workplace for my internships Strongly agree Appendices Agree Not sure Disagree Strongly disagree 275 11 I was assigned duties relevant to my specialisation Strongly agree Agree Not sure Disagree Strongly disagree Disagree Strongly disagree 12 My mentors were enthusiastic in their supervision Strongly agree Agree Not sure 13 My mentors had good specialisation skills and knowledge Strongly agree Agree Not sure Disagree Strongly disagree 14 I received good support from my academic supervisors Strongly agree Agree Not sure Disagree Strongly disagree F GENERIC SKILLS 15 The program provided me with the following generic skills (Circle ALL the options that are appropriate for you) a Teamwork and cooperation (fosters group facilitation and management, conflict resolution, motivation of others, creating a good workplace climate) b Flexibility (adaptability, perceptual objectivity, staying objective, resilience, behaviour is contingent on the situation) c Relationship building (networking, establish rapport, use of contacts, concern for stakeholders (e.g., clients)) d Computer literacy (able to operate a number of packages and has information management awareness) e Conceptual thinking (pattern recognition, insight, critical thinking, problem definition, can generate hypotheses, linking) f Technical expertise (job related technical knowledge and skills, depth and breadth, acquires expertise, donates expertise) g Organisational awareness (understands organisation, knows constraints, power and political astuteness, cultural knowledge) h Concern for order, quality and accuracy (monitoring, concern for clarity, reduces uncertainty, keeping track of events and issues) i Impact and influence on others (strategic influence, impression management, showmanship, persuasion, collaborative influence) j Initiative (bias for action, decisiveness, strategic orientation, proactive, seizes opportunities, self-motivation, persistence) k Customer service orientation (helping and service orientation, focus on client needs, actively solves client problems) l Developing others (training, developing others, coaching, mentoring, providing support, positive regard) m Directiveness (assertiveness, decisiveness, use of power, taking charge, firmness of standards, group control and discipline) Appendices 276 n Team leadership (being in charge, vision, concern for subordinates, builds a sense of group purpose) o Analytical thinking (thinking for self, reasoning, practical intelligence, planning skills, problem analysing, systematic) p Self-control (stamina, resistance to stress, staying calm, high Emotional Quotient, resists temptation, not impulsive, can calm others) q Organisational commitment (align self and others to organisational needs, businessmindedness, self sacrifice) r Ability and willingness to learn (desire and aptitude for learning, learning as a basis for action) s Interpersonal understanding (empathy, listening, sensitivity to others, diagnostic understanding, awareness of others’ feelings) t Self-confidence (strong self-concept, internal locus of control, independence, positive ego strength, decisive, accepts responsibility) u Personal planning and organisational skills (ability to organise self and others, effective time management, organises and completes tasks effectively and efficiently) v Written communication (relevant skills/appropriate use of emails, internal memos, internal and external reports, letters to clients) w Information seeking (problem definition, diagnostic focus, looking deeper, contextual sensitivity) x Achievement orientation (task accomplishment, seeks results, employs innovation, has competitiveness, seeks impact, aims for standards and efficiency) PART II APPRAISAL OF FOREIGN LANGUAGE TEACHING 16 The program provided me with communicative competence in foreign languages Strongly agree Agree Not sure Disagree Strongly disagree Disagree Strongly disagree 17 My foreign language lecturers were well qualified Strongly agree Agree Not sure 18 The amount of time for foreign language subjects in the curriculum was appropriate Strongly agree Agree Not sure Disagree Strongly disagree 19 I had opportunities to communicate with international customers during my internships Strongly agree Appendices Agree Not sure Disagree Strongly disagree 277 C.1.2 VIETNAMESE VERSION Thông tin cá nhân: Năm sinh ………………………………………………………………………………………………… Giới tính:………………………………………………………………………………………………… Chuyên ngành:…………………………………………………………………………………………… Kết học kỳ vừa qua: ………………………………………………………………………………… Bạn vui lòng khoanh tròn vào chữ số mà bạn cho phù hợp bạn PHẦN I : ĐÁNH GIÁ VỀ CHUYÊN NGÀNH DU LỊCH A CHƯƠNG TRÌNH GIẢNG DẠY Thời lượng lý thuyết thực hành hợp lý Rất đồng ý Đồng ý Không Phản đối Rất phản đối Chương trình cung cấp cho đầy đủ kiến thức du lịch nói chung Rất đồng ý Đồng ý Không Phản đối Rất phản đối Chương trình cung cấp cho kiến thức đầy đủ chuyên môn Rất đồng ý Đồng ý Không Phản đối Rất phản đối Chương trình cung cấp cho kỹ nghiệp vụ chuyên môn Rất đồng ý Đồng ý Không Phản đối Rất phản đối B GIẢNG VIÊN Các giảng viên chuyên ngành giỏi chuyên môn Rất đồng ý Đồng ý Không Phản đối Rất phản đối Các giảng viên chuyên ngành nhiệt tình Rất đồng ý Đồng ý Không Phản đối Rất phản đối Các giảng viên chuyên ngành có phương pháp giảng dạy tốt Rất đồng ý Đồng ý Không Phản đối Rất phản đối Phản đối Rất phản đối C THIẾT BỊ VÀ TÀI LIỆU Thiết bị học tập giảng dạy đầy đủ Rất đồng ý Đồng ý Không D KIỂM TRA ĐÁNH GIÁ Việc kiểm tra đánh giá môn học thiết kế thực tốt Rất đồng ý Đồng ý Không Phản đối Rất phản đối Phản đối Rất phản đối E THỰC TẬP 10 Tôi gặp thuận lợi việc tìm nơi thực tập Rất đồng ý Đồng ý Không 11 Tôi giao nhiệm vụ có liên quan đến chuyên môn tập Rất đồng ý Appendices Đồng ý Không Phản đối Rất phản đối 278 12 Giáo viên hướng dẫn doanh nghiệp nhiệt tình việc bảo Rất đồng ý Đồng ý Không Phản đối Rất phản đối 13 Giáo viên hướng dẫn doanh nghiệp có lực chuyên môn cao Rất đồng ý Đồng ý Không Phản đối Rất phản đối 14 Giảng viên hướng dẫn trường đại học/cao đẳng hỗ trợ nhiều trình thực tập Rất đồng ý Đồng ý Không Phản đối Rất phản đối F KỸ NĂNG MỀM 15 Chương trình cung cấp cho kỹ tổng quát sau (khoanh tròn vào TẤT CẢ ký tự mà bạn cho bạn): a Khả làm việc theo nhóm b Khả thích ứng thay đổi môi trường làm việc: ví dụ thay đổi từ tour sang tour khác chuyển làm từ công ty sang công ty khác…) c Xây dựng mối quan hệ ví dụ với khách hàng, đồng nghiệp, cấp d Biết sử dụng vi tính, có khả quản lý thông tin e Khả tư duy, biết tư mang phê phán f Chuyên môn kỹ thuật (kiến thức kỹ thuật liên quan đến công việc) g Có nhận thức tổ chức (biết hạn chế, thẩm quyền, văn hóa tổ chức mà thành viên) h Quan tâm chất lượng, trật tự xác i Biết tác động ảnh hưởng đến người khác (ảnh hưởng chiến lược quản lý, tạo ấn tượng, thuyết phục, ảnh hưởng đến hợp tác) j Chủ động (biết nắm bắt hội, tự tạo động lực, kiên trì cho dộng lực đó) k Định hướng dịch vụ khách hàng (giúp đỡ định hướng dịch vụ, tập trung vào nhu cầu khách hàng, chủ động giải vấn đề khách hàng) l Phát triển người khác (đào tạo, phát triển người khác, huấn luyện, tư vấn, hỗ trợ) m Khả đoán, biết sử dụng thẩm quyền, phụ trách, kiểm soát nhóm n Khả lãnh đạo nhóm (là chịu trách nhiệm, xây dựng ý thức mục đích nhóm) o Tư phân tích (biết lập luận, có khả phân tích vấn đề mang tính hệ thống) p Khả tự kiểm soát (có sức đề kháng với stress, giữ bình tĩnh, chống lại cám dỗ, không bốc đồng, trấn an người khác) q Gắn bó với tổ chức (biết cân quyền lợi thân với người khác, đặt quyền lợi cầu tổ chức lên trên, có hy sinh cho tổ chức) r Có khả sẵn sàng học hỏi (mong muốn khao khát học hỏi, lấy học tập làm sở cho hành động) s Có hiểu biết cá nhân (đồng cảm, lắng nghe, nhận thức có nhạy cảm cảm xúc Appendices 279 người khác) t Tự tin (tự ý thức thân, tự kiểm soát, định, chấp nhận trách nhiệm) u Lập kế hoạch cá nhân kỹ tổ chức (khả tự tổ chức, quản lý thời gian hiệu quả, hoàn thành nhiệm vụ cách hiệu quả) v Khả giao tiếp văn (biêt sử dụng email, báo cáo, thư từ cho khách hàng) w Biết tìm kiếm thông tin x Có ý thức thành tích (ý thức hoàn thành nhiệm vụ, có sáng tạo, có khả cạnh tranh, tìm cách tác động nhằm mục đích để làm việc hiệu quả) PHẦN II ĐÁNH GIÁ VỀ VIỆC GIẢNG DẠY NGOẠI NGỮ 16 Chương trình cung cấp cho khả giao tiếp tiếng nước Rất đồng ý Đồng ý Không Phản đối Rất phản đối 17 Giáo viên Ngoại Ngữ đủ khả giảng dạy Rất đồng ý Đồng ý Không Phản đối Rất phản đối 18 Thời lượng môn tiếng Anh chương trình hợp lý Rất đồng ý Đồng ý Không Phản đối Rất phản đối 19 Tôi có hội để giao tiếp với khách quốc tế trình thực tập Rất đồng ý Appendices Đồng ý Không Phản đối Rất phản đối 280 C.2 QUESTIONNAIRE ABOUT GENERIC SKILLS TO HR MANAGERS C.2.1 ENGLISH VERSION Below is the list of generic skills which Travel Management and Tour Guiding programs are thought to have provided to students so that they will advantageously get employed by employers Please tick the options that you consider the most appropriate Teamwork and cooperation (fosters group facilitation and management, conflict resolution, motivation of others, creating a good workplace climate) r Excellent r Good r Average r Not good r Poor Flexibility (adaptability, perceptual objectivity, staying objective, resilience, behaviour is contingent on the situation) r Excellent r Good r Average r Not good r Poor Relationship building (networking, establish rapport, use of contacts, concern for stakeholders (e.g., clients)) r Excellent r Good r Average r Not good r Poor Computer literacy (able to operate a number of packages and has information management awareness) r Excellent r Good r Average r Not good r Poor Conceptual thinking (pattern recognition, insight, critical thinking, problem definition, can generate hypotheses, linking) r Excellent r Good r Average r Not good r Poor Technical expertise (job related technical knowledge and skills, depth and breadth, acquires expertise, donates expertise) r Excellent r Good r Average r Not good r Poor Organisational awareness (understands organisation, knows constraints, power and political astuteness, cultural knowledge) r Excellent r Good r Average r Not good r Poor Concern for order, quality and accuracy (monitoring, concern for clarity, reduces uncertainty, keeping track of events and issues) r Excellent r Good r Average r Not good r Poor Impact and influence on others (strategic influence, impression management, showmanship, persuasion, collaborative influence) r Excellent r Good r Average r Not good r Poor 10 Initiative (bias for action, decisiveness, strategic orientation, proactive, seizes opportunities, self-motivation, persistence) r Excellent r Good Appendices r Average r Not good r Poor 281 11 Customer service orientation (helping and service orientation, focus on client needs, actively solves client problems) r Excellent r Good r Average r Not good r Poor 12 Developing others (training, developing others, coaching, mentoring, providing support, positive regard) r Excellent r Good r Average r Not good r Poor 13 Directiveness (assertiveness, decisiveness, use of power, taking charge, firmness of standards, group control and discipline) r Excellent r Good r Average r Not good r Poor 14 Team leadership (being in charge, vision, concern for subordinates, builds a sense of group purpose) r Excellent r Good r Average r Not good r Poor 15 Analytical thinking (thinking for self, reasoning, practical intelligence, planning skills, problem analysing, systematic) r Excellent r Good r Average r Not good r Poor 16 Self-control (stamina, resistance to stress, staying calm, high Emotional Quotient, resists temptation, not impulsive, can calm others) r Excellent r Good r Average r Not good r Poor 17 Organisational commitment (align self and others to organisational needs, business-mindedness, self sacrifice) r Excellent r Good r Average r Not good r Poor 18 Ability and willingness to learn (desire and aptitude for learning, learning as a basis for action) r Excellent r Good r Average r Not good r Poor 19 Interpersonal understanding (empathy, listening, sensitivity to others, diagnostic understanding, awareness of others’ feelings) r Excellent r Good r Average r Not good r Poor 20 Self-confidence (strong self-concept, internal locus of control, independence, positive ego strength, decisive, accepts responsibility) r Excellent r Good r Average r Not good r Poor 21 Personal planning and organisational skills (ability to organise self and others, effective time management, organises and completes tasks effectively and efficiently) r Excellent r Good r Average r Not good r Poor 22 Written communication (relevant skills/appropriate use of emails, internal memos, internal and external reports, letters to clients) r Excellent r Good Appendices r Average r Not good r Poor 282 23 Information seeking (problem definition, diagnostic focus, looking deeper, contextual sensitivity) r Excellent r Good r Average r Not good r Poor 24 Achievement orientation (task accomplishment, seeks results, employs innovation, has competitiveness, seeks impact, aims for standards and efficiency) r Excellent r Good r Average r Not good r Poor Other comments: Appendices 283 C.2.2 VIETNAMESE VERSION Dưới kỹ mềm mà theo quý vị chương trình đào tạo Lữ Hành Hướng Dẫn sở đào tạo trang bị cho sinh viên trường để doanh nghiệp tuyển dụng em có ưu nhận vào làm việc Xin quý vị vui lòng đánh dấu ✔ vào ô lựa chọn mà quý vị cho Làm việc theo nhóm hợp tác (giải xung đột, tạo động lực cho người khác nhóm, tạo môi trường làm việc tốt) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Linh hoạt (khả thích ứng thay đổi môi trường làm việc: ví dụ thay đổi từ tour sang tour khác chuyển làm từ công ty sang công ty khác…) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Xây dựng mối quan hệ (thiết lập mối quan hệ, sử dụng địa liên lạc, mối quan tâm bên liên quan (ví dụ khách hàng)) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Biết sử dụng vi tính, có khả quản lý thông tin r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Khả tư (biết tư mang phê phán, biết định nghĩa khái niệm chuyên ngành, có nhìn sâu sắc việc vật xung quanh) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Chuyên môn kỹ thuật (kiến thức kỹ thuật liên quan đến công việc kỹ năng, độ sâu bề rộng) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Nhận thức tổ chức (hiểu tổ chức, biết hạn chế, thẩm quyền, văn hóa tổ chức mà thành viên) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Quan tâm chất lượng, trật tự xác r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Biết tác động ảnh hưởng đến người khác (ảnh hưởng chiến lược quản lý, tạo ấn tượng, thuyết phục, ảnh hưởng đến hợp tác) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 10 Chủ động (biết nắm bắt hội, tự tạo động lực, kiên trì cho dộng lực đó) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 11 Định hướng dịch vụ khách hàng (giúp đỡ định hướng dịch vụ, tập trung vào nhu cầu khách hàng, chủ động giải vấn đề khách hàng) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 12 Phát triển người khác (đào tạo, phát triển người khác, huấn luyện, tư vấn, hỗ trợ) Appendices 284 r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 13 Khả đoán, biết sử dụng thẩm quyền, phụ trách, kiểm soát nhóm r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 14 Khả lãnh đạo nhóm (là chịu trách nhiệm, xây dựng ý thức mục đích nhóm) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 15 Tư phân tích (biết lập luận, có khả phân tích vấn đề mang tính hệ thống) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 16 Khả tự kiểm soát (có sức chịu đựng, có sức đề kháng với stress, giữ bình tĩnh, chống lại cám dỗ, không bốc đồng, trấn an người khác) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 17 Gắn bó với tổ chức (biết cân quyền lợi thân với người khác, đặt quyền lợi cầu tổ chức lên trên, có hy sinh cho tổ chức) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 18 Có khả sẵn sàng học hỏi (mong muốn khao khát học hỏi, lấy học tập làm sở cho hành động) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 19 Sự hiểu biết cá nhân (đồng cảm, lắng nghe, nhận thức có nhạy cảm cảm xúc người khác) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 20 Tự tin (tự ý thức thân, tự kiểm soát, định, chấp nhận trách nhiệm) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 21 Lập kế hoạch cá nhân kỹ tổ chức (khả tự tổ chức, quản lý thời gian hiệu quả, hoàn thành nhiệm vụ cách hiệu quả) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu 22 Khả giao tiếp văn (biêt sử dụng email, báo cáo, thư từ cho khách hàng) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu r Bình thường r Không tốt r Yếu 23 Biết tìm kiếm thông tin r Rất tốt r Tốt 24 Có ý thức thành tích (ý thức hoàn thành nhiệm vụ, có sáng tạo, có khả cạnh tranh, tìm cách tác động nhằm mục đích để làm việc hiệu quả) r Rất tốt r Tốt r Bình thường r Không tốt r Yếu Ý kiến khác: Appendices 285 APPENDIX D PLAIN LANGUAGE STATEMENT AND CONSENT FORM D.1 PLAIN LANGUAGE STATEMENT PLAIN LANGUAGE STATEMENT I am Khuong Thi Hong Cam, a PhD candidate in the School of Global, Urban and Social Studies at RMIT University, Melbourne, Australia My primary supervisor is Professor Desmond Cahill, an expert in intercultural studies My research topic is “Internationalising Tourism Education in Vietnam: An evaluation of the work-integrated learning process in tourism training programs” The central aim of this research is to examine the effectiveness of the work-integrated learning (WIL) process and foreign language training in tertiary tourism programs in universities and colleges in Vietnam in providing students with employable skills to meet the needs of international tourists from the perspectives of (a) lecturing staff; (b) tourism company managers and internship workplace mentors; and (c) current students and recent graduates To achieve such aim, six tourism training institutions including universities and colleges, government and non-public institutions in four provinces of Vietnam have been selected The interviews will be conducted to the Dean of Tourism Faculty and three tourism teachers from Tourism Faculty and three teachers of foreign languages of each institution A survey will be done with final year students majored in Tour Guiding and Travel Management programs within 10 to 15 minutes in their class time I will also interview some graduates of those programs and role-plays with them in English to evaluate their English proficiency I will invite some HR managers of tourism companies and their staff who work as internship supervisors for interviews as well All personal information of the participants will be kept confidential All data will be securely stored and then will be destroyed after five years A summary of the research findings will be made available for the interested participants upon request after the completion of the thesis The thesis will be submitted to the School of Global, Urban and Social Studies, RMIT University, Melbourne, Australia You will have the following rights in my research: • • • The right to withdraw from participation at any time The right to request that any recording cease The right to have any unprocessed data withdrawn and destroyed, provided it can be reliably identified, and provided that so doing does not increase the risk for the participant Appendices 286 • The right to have any questions answered at any time The project has been approved by the RMIT University Human Research Ethics Committee For further information regarding this research, please feel free to contact me via email at camhongthi.khuong@rmit.edu.au or my primary supervisor at des.cahill@rmit.edu.au or Human Research Ethics Committee RMIT University on +61 99252251 or email at human.ethics@rmit.edu.au Yours sincerely, Khuong Thi Hong Cam Ph.D candidate School of Global, Urban and Social Studies RMIT University Melbourne, Australia If you have any complaints about your participation in this project, please see the complaints procedure at Complaints with respect to participation in research at RMIT [ctrl + click to follow]/ http://www.rmit.edu.au/research/human-research-ethics Appendices 287 D.2 CONSENT FORM RMIT UNIVERSITY CONSENT FORM (MẪU THƯ ĐỒNG Ý CỦA RMIT) I have had the project explained to me, and I have read the information sheet./Tôi giải thích nghiên cứu đọc thông tin nghiên cứu I agree to participate in the research project as described./Tôi đồng ý tham gia vào dự án nghiên cứu mô tả I agree/Tôi đồng ý: ¨ to be interviewed./được vấn ¨ to be observed./được quan sát ¨ that my voice will be audio recorded./rằng giọng nói thu âm I acknowledge that/Tôi biết rằng: (a) (b) (c) (d) I understand that my participation is voluntary and that I am free to withdraw from the project at any time and to withdraw any unprocessed data previously supplied (unless follow-up is needed for safety)./ Việc tham gia tự nguyện có quyền rút ý kiến tham gia lúc rút lại thông tin cung cấp mà chưa xử lý The project is for the purpose of research It may not be of direct benefit to me./ Dự án để nhằm mục đích nghiên cứu lợi ích cá nhân riêng The privacy of the personal information I provide will be safeguarded and only disclosed where I have consented to the disclosure or as required by law./ Sự riêng tư thông tin cá nhân cung cấp bảo mật tiết lộ cho phép luật yêu cầu The security of the research data will be protected during and after completion of the study The data collected during the study may be published in academic journals, and a report of the project outcomes will be provided to RMIT university library and to the investigated institutions Any information which will identify me will not be used./ Tính an toàn liệu bảo đảm sau nghiên cứu hoàn thành Dữ liệu nghiên cứu xuất thành tạp chí khoa học báo cáo kết nghiên cứu cung cấp cho thư viện Đại Học RMIT cho tổ chức tham gia nghiên cứu Participant’s consent/ Sự đồng ý người tham gia Participant’s signature/ Chữ ký người tham gia _ Date/ Ngày tháng năm _ Participants should be given a photocopy of this form after it has been signed./ Người tham gia nghiên cứu giữ mẫu sau ký Appendices 288 [...]... studies in evaluating tourism programs with the embedding of WIL and the teaching and learning of foreign languages This study was thus carried out to bridge the gap by providing a systematic and multifaceted evaluation of the WIL processes and the foreign language teaching and learning in the tourism training programs in six selected colleges and universities in Vietnam The appraisal was conducted from the. .. particularly managing staff and highly skilled employees, in accordance with regional and international standards • Vary the methods of training and encourage on -the- job -training and tailormade training for the demands of tourism enterprises (P M Nguyen, 2011) In line with the opportunities emerging in this era of globalisation and the impetus to achieve the targets set by the government, the Vietnamese tourism. .. competencies of the graduates 3 examine the appraisal of current students and recent graduates of the tourism education programs and the WIL initiatives in the selected tourism training institutions 4 examine how well English and French sequences are designed and taught in tourism training institutions from the perspectives of the stakeholders 5 examine the appraisal of an English native speaker about the recent... governmental and institutional management, quality of lectures and students, design and implementation of curriculum, in assessment and in foreign language teaching and learning 1.1.3.1 Governance of tertiary education system Two key governmental bodies in tertiary training are the Ministry of Education and Training (MOET) and the Ministry of Labour, Invalids, and Social affairs (MOLISA) (Dinh, Mishra, Binh,... system Apart from the Tourism Law that restricts the number of international tour guides and that is being reviewed due to the objection of tourism companies and tour guides (Lien, 2012), the situation of tourism training in Vietnamese institutions requires an investigation in order to eliminate the root of the problem An emerging question is as to whether tourism training programs provide the learners... AIMS AND OBJECTIVES The central aim of this thesis is thus to examine the effectiveness of the WIL process and foreign language training in tertiary tourism programs in selected universities and colleges in Vietnam in providing employable students to meet the needs of international tourists from the perspectives of (a) lecturing staff; (b) managers in tourism companies and internship mentors; and (c)... foreign language training and WIL processes in programs of HE and VET in general, while there is a severe shortage of research on tourism programs, particularly travel and tour guiding This is an impetus to a systematic and multifaceted evaluation of the effectiveness of the foreign language teaching and the current process of WIL that is intended to equip graduates for employment in the tourism industry... Chapter 2: Work- Integrated Learning: Theory, Principles and Implications in Tourism Training 2.1 INTRODUCTION In the fast changing world of business in general and tourism in particular, with high demand and employment competitiveness, people need to acquire new competencies to adapt accordingly However, there seems to be a sizeable gap between what is required in the tourism industry and what can be provided... objectives in training and developing human resources for the tourism industry as follows: • Develop enough qualified tourism employees to meet the requirements of tourism development and integration into the globalised world • Develop a strong network of tourism training institutions equipped with modern technical facilities and standardised quality of teaching staff and curricula • Standardise the workforce... skills and ignorance about the tours they are selling (as cited in Nga, 2013) Chapter 1: Introduction 4 The significant shortfall of qualified tour guides with sufficient knowledge, skills and foreign language proficiency to serve an increasing quantity of international tourists annually while a copious number of tourism training institutions are in operation is a paradox in the Vietnamese tourism training