Approaches to curriculum development in vietnamese higher education a case study

APPROACHES TO CURRICULUM DEVELOPMENT IN VIETNAMESE HIGHER EDUCATION: A CASE STUDY Thach Ngoc Phan B.A (DTHU) Dip.Ed (HCMUP) M.L.I (QUT) Submitted in fulfilment of the requirements for the degree of Doctor of Education Centre for Learning Innovation Faculty of Education Queensland University of Technology June 2015 i Keywords Curriculum approaches, curriculum, curriculum development, EFL curriculum, higher education curriculum, higher education in Vietnam, model of curriculum development, case study ii Abstract Vietnam has a long tradition of education: its first university, Văn Miếu, was established nearly a thousand years ago Since that time, the education system has been shaped and reshaped by numerous influences related to history, culture, politics, and management Until recently, the management of university education in Vietnam has been highly centralised The Ministry of Education and Training has been responsible, not only, for managing Vietnam's system of education and training, but also, for developing curriculum and producing materials for teaching Though autonomy has recently been granted to universities, they have had very little preparation for developing their own curriculum A top-down management approach of higher education curriculum has resulted in the reduction of academic freedom at universities and colleges, limited participation and contribution by staff, and exclusion of other stakeholders, for example, students and employers from the process of curriculum development Stakeholders' limited understandings of curriculum development and a highly centralised management approach are challenging higher education innovation in Vietnam While curriculum and curriculum development are well-researched topics in Western literature, few studies have considered how curriculum is understood, how higher education curriculum development has been shaped over time, and what processes of curriculum development are employed in the Vietnamese context This research project examined approaches to curriculum development at a Vietnamese university For ethical reasons the name of the university has been withheld It is referred to throughout the thesis as the University The study includes understandings of curriculum held by the University's senior administrators, English as a Foreign iii Language (EFL) academics and EFL students, and the processes of curriculum development at the University The research used a qualitative case study design to reveal the previously unheard voices of senior administrators, EFL teachers and EFL students of the University, to show a complete picture of how a curriculum is developed in that particular context Face-to face interviews were used for senior administrators, and teaching staff, and focus group interviews for students Thematic analysis was employed to identify emerging themes from data The findings revealed participants’ understandings of higher education curriculum and its development in the Vietnamese context, the processes of curriculum development, and the dilemma the University is facing as a result of new directives Accordingly, understandings of curriculum are diverse and sometimes conflicting among stakeholders interviewed, and the curriculum is developed in a top-down hierarchical manner Furthermore, more than one approach to curriculum development was identified The findings indicate some problems the University is facing, for example, a mismatch between the traditional view of knowledge versus the contemporary purposes of curriculum, recently-approved institutional autonomy versus stakeholders' competencies, and innovative ideas versus traditional values To ensure all voices are raised and heard, and stakeholders of all levels have a part in the process, this study proposes a participatory model for curriculum development Recommendations are made for effective practices of curriculum development at different levels in the Vietnamese context iv Table of Contents Keywords ii Abstract iii Table of Contents v List of Figures ix List of Tables xi List of Abbreviations xii Statement of Original Authorship xiii Dedication xiv Acknowledgements xv CHAPTER 1: INTRODUCTION 1.1 Specifying the Terms 1.1.1 Approaches to Curriculum Development 1.1.2 Varied Understandings of Curriculum and Curriculum Development .3 1.2 Background 1.2.1 Historical Features 1.2.2 Higher Education in Vietnam 1.2.3 Higher Education Curriculum Development in Vietnam 1.2.4 From My Own Experience 11 1.3 Rationale 12 1.3.1 Issues and recent changes 12 1.3.2 Aims 13 1.3.3 Research Questions 13 1.4 Research Design 14 1.5 Significance 14 1.6 Thesis Outline 15 CHAPTER 2: LITERATURE REVIEW 19 2.1 Introduction 19 2.2 School Curriculum Theories 20 2.2.1 Curriculum Theories and Their Propositions 20 2.2.2 Curriculum Theories Reviewed 22 2.3 Approaches to Curriculum Development 28 2.3.1 What Is an Approach to Curriculum Development? 28 2.3.2 Approaches to Curriculum Development 30 2.3.3 Curriculum Understandings 48 2.3.4 Dimensions of Curriculum 55 2.3.5 Curriculum Development 56 2.4 Empirically-based Curriculum Understandings in Higher Education 64 2.5 Curriculum Development in Language Teaching 71 2.6 Curriculum Development in the Non-Western Context 76 2.7 Conceptual Framework 77 CHAPTER 3: THE VIETNAMESE CONTEXT 81 3.1 Historical Influences 81 v 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 Feudalism and Chinese Domination 82 French Colonialism 83 Democratic Republic of Vietnam and the Indochina War 85 The Vietnam - American War 86 Post War 88 The Doi Moi Period 89 3.2 Cultural Influences 93 3.2.1 Buddhism 93 3.2.2 Confucianism 96 3.3 Managerial Issues 100 3.3.1 Political Influences 101 3.3.2 Higher Education Management 102 3.3.3 Institutional Autonomy 104 3.3.4 The Purposes of Higher Education 106 3.3.5 Curriculum and Curriculum Development 108 3.4 Summary 112 CHAPTER 4: METHODOLOGY 115 4.1 Introduction 115 4.2 Qualitative Paradigm 116 4.3 Case Study 117 4.3.1 The Rationale for a Single Case Study 118 4.3.2 Defining the Case and Selecting the Research Site 119 4.3.3 Participants 121 4.4 Methods 123 4.4.1 Data Collection 124 4.4.2 Validation of Interview Data 124 4.4.3 The Pilot Study 125 4.4.4 Conducting the Interviews 127 4.4.5 Follow-up Interviews 131 4.4.6 Documents 132 4.4.7 Data Analysis 133 4.5 Ensuring Rigour 147 4.6 Ethics 151 4.7 Summary 153 CHAPTER 5: VIEWS ABOUT CURRICULUM 155 5.1 Introduction 155 5.2 Group 1: Teachers 155 5.2.1 Understandings of Curriculum 155 5.2.2 Purposes of Curriculum 168 5.3 Group 2: Administrators 178 5.3.1 Understandings of Curriculum 178 5.3.2 Purposes of Curriculum 182 5.4 Group 3: Students 187 5.4.1 Understandings of Curriculum 187 5.4.2 Purposes of Curriculum 192 5.5 Summary 197 CHAPTER 6: PROCESSES OF CURRICULUM DEVELOPMENT 199 6.1 Introduction 199 6.2 Group 1: Teachers 199 6.2.1 Understandings of Curriculum Development 200 vi 6.2.2 The Process of Curriculum Development 211 6.3 Group 2: Administrators 226 6.3.1 Understandings of Curriculum Development 226 6.3.2 The Process of Curriculum Development 229 6.4 Summary 237 CHAPTER 7: DISCUSSION 239 7.1 Introduction 239 7.2 Comparing and Contrasting among Three Groups 240 7.2.1 Diversity of Understandings of Curriculum 240 7.2.2 Diverse Purposes for Curriculum 247 7.2.3 Roles of Curriculum Development 249 7.3 Through the Lens of the Vietnamese Context 252 7.3.1 Curriculum as Cultural Permeation 252 7.3.2 Curriculum as a Social Manifestation 257 7.3.3 Curriculum as a Reflection of History and Politics 259 7.4 Through the Lens of the Western Literature 261 7.4.1 Understandings of Curriculum 261 7.4.2 Curriculum Development 265 7.4.3 Approaches to Curriculum Development 266 7.5 On the Horns of a Dilemma 272 7.5.1 View of Knowledge and the Purposes of Curriculum 272 7.5.2 Institutional Autonomy and Competencies 273 7.5.3 Innovation and Traditional Values 275 7.6 Summary 276 CHAPTER 8: TOWARD A PARTICIPATORY MODEL 279 8.1 Introduction 279 8.2 Principles of the Recommended Participatory Model 280 8.3 Stages of the Participatory Model 282 8.3.1 Preliminary Stage 284 8.3.2 Stage 1: Getting Information 285 8.3.3 Stage 2: Specifying Objectives/Learning Outcomes 292 8.3.4 Stage 3: Planning and Piloting 293 8.3.5 Stage 4: Implementing and Adapting 294 8.3.6 Stage 5: Re-evaluating 295 8.3.7 Stage 6: Replanning 295 8.4 Challenges in Implementing the participatory model 296 8.5 Summary 297 CHAPTER 9: CONCLUSION 299 9.1 Overview 299 9.2 Addressing the Research Question 301 9.3 Theoretical Contribution 303 9.3.1 Significance of This Research Study 303 9.3.2 Significance of the Conceptual Framework Used 307 9.4 Practical Implications 307 9.4.1 Suggestions for Policy 308 9.4.2 Recommendations for Higher Education Institutions 309 9.4.3 Recommendations for Teaching Staff 310 9.4.4 Recommendations for Students 311 9.5 Limitations 312 vii 9.6 Suggestions for Future Research 313 9.7 Final Reflection: Lessons Learnt and Experiences Drawn by the Researcher 315 REFERENCES 319 APPENDICES 337 APPENDIX A - DEMOGRAPHIC INFORMATION & SUB-GROUPS 337 APPENDIX B - MILESTONES FOR THE STUDY 338 APPENDIX C - LETTER OF PERMISSION 339 APPENDIX D - MEMBER CHECK & FOLLOW-UP INTERVIEWS 340 APPENDIX E - BACK TRANSLATION 346 APPENDIX F - OVERVIEW OF DATA COLLECTION DESIGN 349 APPENDIX G - A REPORT/ PROFILE 350 APPENDIX H - INITIAL CODES 352 APPENDIX I - ETHICAL CLEARANCE DOCUMENTS 353 APPENDIX J - LISTS OF PSEUDONYMS 364 APPENDIX K - LISTS OF DOCUMENTS AS SECONDARY DATA 365 viii List of Figures Figure 1.1 The procedures of developing higher education curriculum in Vietnam Figure 1.2 Concept map outlining the thesis 17 Figure 2.1 The chart outlining the structure of the literature review 20 Figure 2.2 A logical approach to curriculum development 29 Figure 2.3 The product model for curriculum development adapted from Tyler's work 58 Figure 2.4 Principles of the process model of curriculum development (adapted from Stenhouse's work) 60 Figure 2.5 Cowan and colleagues' logical model for curriculum development (Cowan et al., 2004) 62 Figure 2.6 Conceptual framework 79 Figure 3.1 Flowchart guiding the analysis of management issues 101 Figure 3.2 Levels of curriculum 109 Figure 4.1 Management at the University (adapted from the University Students' Handbook, 2012) 120 Figure 4.2 Participant pool and actual interviewees 122 Figure 4.3 A streamlined codes-to-themes model 137 Figure 4.4 Nvivo coding summary 141 Figure 4.5 Convergence of evidence 149 Figure 5.1 Teachers' understandings of curriculum 156 Figure 5.2 Purposes of curriculum identified by teachers 169 Figure 5.3 Social needs identified by teachers 173 Figure 5.4 Administrators' understandings of curriculum 178 Figure 5.5 Purposes of curriculum by identified administrators 182 Figure 5.6 Students' understandings of curriculum 187 Figure 5.7 Purposes of curriculum identified by students 193 Figure 6.1 Teachers' understandings of curriculum development 200 Figure 6.2 The process of curriculum development at the University described by teachers 212 Figure 6.3 Teachers' ideal model of curriculum development 220 Figure 6.4 Understandings of curriculum development by administrators 226 Figure 6.5 The process of curriculum development at the University by administrators 230 Figure 6.6 Administrators' ideal model of curriculum development 235 Figure 7.1 Links among curriculum understandings 242 Figure 7.2 Variations among understandings of curriculum 244 Figure 7.3 Relationship between experience and the understandings of curriculum development 250 Figure 8.1 Participatory model for curriculum development 283 Figure 8.2 Getting information 285 Figure 8.3 Components of needs analysis 287 ix Figure 8.4 Context analysis 289 x students This collides with the stages of Needs analysis and Situational analysis in curriculum development in language teaching (Richards, 2001) In terms of knowledge and learning, she sometimes labelled knowledge is what teachers know, and can be transmitted to students When explaining about the procedure of curriculum development she stated that: "not every teacher is involved in curriculum development" but experienced teachers This can be understood that the procedure of curriculum development is very hierarchical In terms of her involvement, she used her personal knowledge and experiences through another case (marketing course) as an explanation for the change she made Questions for further information What are the criteria to evaluate the curriculum? What is her views of learning? and How does she assess her students? 351 Appendix H - Initial codes 352 Appendix I - Ethical clearance documents INVITATION FOR PARTICIPATION IN THE INTERVIEW Dear teachers and students I am Ngoc Thach Phan, a lecturer at Faculty of Foreign Languages I am pursuing PhD at Queensland University of Technology (QUT), Brisbane, Australia I am doing a research study investigating approaches to curriculum development at the University I would like to invite you to participate in the study The time commitment will be 60-90 minutes I will visit the university to conduct interviews whenever it is convenient for you The research will document the understandings of curriculum, the processes of curriculum development, and to develop an evidence-based theoretical framework to inform curriculum development in the Vietnamese context, and propose recommendations for future innovation The findings from this study will be shared with the university after it is completed Subject Title: Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study In case of any breach of research ethics or inconveniences caused due to the research, you may contact ethicscontact@qut.edu.au Many thanks for your consideration of this request If you are interested in participating in this research, please email me at n.phan@student.qut.edu.au Please be advised that your participation is entirely voluntary Mr Ngoc Thach Phan Researcher 353 PARTICIPANT INFORMATION FOR QUT RESEARCH PROJECT (Interview – Academic staff) Approaches to Curriculum Development in Vietnamese Higher Education: A case study QUT Ethics Approval Number: 1300000268 RESEARCH TEAM Principal Researcher: Associate Researchers: Mr Ngoc Thach Phan, PhD student, Queensland University of Technology (QUT) Dr Mandy Lupton and Associate Professor Jim Watters, QUT DESCRIPTION The purpose of this project is to investigate the approaches to curriculum development at the University I would like to invite you to participate in this project as you are a teacher who is involved in curriculum development process PARTICIPATION Your participation will involve a face-to-face audio recorded interview that will take approximately 60-90 minutes of your time Questions will include: What is the curriculum? Or what does the term curriculum mean to you? What does curriculum development entail? Or what does the term curriculum development mean to you? Can you describe a typical curriculum you’ve developed? What are the goals of the curriculum? What procedures have been applied? How have you evaluated the curriculum developed? Have you got any difficulties/ problems in developing curriculum? What are they (if any)? What lessons have you learnt from this process of curriculum development? What are your roles? What are your students’ roles? 10 How you assess your students? 11 What you think can help improve the existing curriculum? Your participation in this project is entirely voluntary Moreover, you can withdraw from the project without comment or penalty Your participation or non-participation will in no way impact your current or future relationship with QUT or with your university EXPECTED BENEFITS It is not anticipated that you will benefit directly from the research However, this project will bring to light the understandings of curriculum and curriculum development from staff and students' perspectives This project will also benefit the University by building the knowledge of curriculum development for the staff, enabling the University to institute effective curriculum adopting practices, and opening avenues for curriculum development in the future RISKS There are no risks beyond normal day-to-day living associated with your participation in this project You may at times hesitate to share your views on your own curriculum development understanding However, there is no right or wrong answer You may also be concerned about your professional reputation However, interviews are private and confidential and the comments of individuals will not be shared with other staff You will have 354 opportunities to review transcripts of your interviews and suggest any amendments Furthermore, you will be de-identified in the study PRIVACY AND CONFIDENTIALITY All comments and responses will be treated confidentially A pseudonym is used for the name of the university where you are working The names of individual persons are not required in any of the responses You or any individuals you mention and any identifying features will be omitted from the transcript Codes or pseudonyms will be used in the project report and publications The audio recording will be destroyed after transcription CONSENT TO PARTICIPATE You are asked to sign a written consent form (enclosed) to confirm your agreement to participate QUESTIONS / FURTHER INFORMATION ABOUT THE PROJECT If you have any questions or require any further information please contact me Mr Ngoc Thach Phan +84 989 606 999 n.phan@student.qut.edu.au Dr Mandy Lupton mandy.lupton@qut.edu.au A/Prof Jim Watters j.watters@qut.edu.au CONCERNS / COMPLAINTS REGARDING THE CONDUCT OF THE PROJECT QUT is committed to research integrity and the ethical conduct of research projects However, if you have any concerns or complaints about the ethical conduct of the project you may contact the QUT research unit at ethicscontact@qut.edu.au which can facilitate a resolution to your concern in an impartial manner Thank you for helping with this research project Please keep this sheet for your information 355 CONSENT FORM FOR QUT RESEARCH PROJECT (Interview – Academic staff) Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study QUT Ethics Approval Number: 1300000268 RESEARCH TEAM CONTACTS Mr Ngoc Thach Phan +84 989 606 999 n.phan@student.qut.edu.au Dr Mandy Lupton mandy.lupton@qut.edu.au A/Prof Jim Watters j.watters@qut.edu.au STATEMENT OF CONSENT By signing below, you are indicating that you:  Have read and understood the information document regarding this project  Have had any questions answered to your satisfaction  Understand that if you have any additional questions you can contact the research team  Understand that you are free to withdraw at any time, without comment or penalty  Understand that you can contact the Research Ethics Unit on ethicscontact@qut.edu.au if you have concerns about the ethical conduct of the project  Understand that the project will include an audio recording  Agree to participate in the project Please tick the relevant box below: I agree to participate in the project If agree, please provide your contact details: Name Signature Email Date Please return this sheet to the investigator 356 PARTICIPANT INFORMATION FOR QUT RESEARCH PROJECT (Interview – Administrative Staff) Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study QUT Ethics Approval Number: 1300000268 RESEARCH TEAM Principal Researcher: Associate Researchers: Mr Ngoc Thach Phan, PhD student, Queensland University of Technology (QUT) Dr Mandy Lupton and Associate Professor Jim Watters, QUT DESCRIPTION The purpose of this project is to investigate the approaches to curriculum development at the University I would like to invite you to participate in this project as you are a leader who is responsible for curriculum development in the university PARTICIPATION Your participation will involve a face-to-face audio recorded interview that will take approximately 60-90 minutes of your time Questions will include: What is the curriculum? Or what does the term curriculum mean to you? What does curriculum development entail? Or what does the term curriculum development mean to you? Who can decide the curriculum? What’s the process of curriculum development at the University? Who’s involved in curriculum development? What you think are the strengths and limitations of such a process? What you think can help improve the existing curriculum? Your participation in this project is entirely voluntary Moreover, you can withdraw from the project without comment or penalty Your participation or non-participation will in no way impact your current or future relationship with QUT or your university EXPECTED BENEFITS It is not anticipated that you will benefit directly from the research However, this project will bring to light the understandings of curriculum and curriculum development from staff and students' perspectives This project will also benefit the University by building the knowledge of curriculum development for the staff, enabling the University to institute effective curriculum adopting practices, and opening avenues for curriculum development in the future RISKS There are no risks beyond normal day-to-day living associated with your participation in this project You may at times hesitate to share your views on your own curriculum development understanding However, there is no right or wrong answer You may also be concerned about your professional reputation However, interviews are private and confidential and the comments of individuals will not be shared with other staff You will have opportunities to review transcripts of your interviews and suggest any amendments Furthermore, you will be de-identified in the study PRIVACY AND CONFIDENTIALITY All comments and responses will be treated confidentially A pseudonym is used for the name of the university where you are working The names of individual persons are not required in any of the responses You or any individuals you mention and any identifying features will be omitted from the transcript Codes or pseudonyms will be used in the project report and publications The audio recording will be destroyed after transcription 357 CONSENT TO PARTICIPATE You are asked to sign a written consent form (enclosed) to confirm your agreement to participate QUESTIONS / FURTHER INFORMATION ABOUT THE PROJECT If you have any questions or require any further information please contact me Mr Ngoc Thach Phan +84 989 606 999 n.phan@student.qut.edu.au Dr Mandy Lupton mandy.lupton@qut.edu.au A/Prof Jim Watters j.watters@qut.edu.au CONCERNS / COMPLAINTS REGARDING THE CONDUCT OF THE PROJECT QUT is committed to research integrity and the ethical conduct of research projects However, if you have any concerns or complaints about the ethical conduct of the project you may contact the QUT research ethics unit at ethicscontact@qut.edu.au which can facilitate a resolution to your concern in an impartial manner Thank you for helping with this research project Please keep this sheet for your information 358 CONSENT FORM FOR QUT RESEARCH PROJECT (Interview – Administrative Staff) Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study QUT Ethics Approval Number: 1300000268 RESEARCH TEAM CONTACTS Mr Ngoc Thach Phan +84 989 606 999 n.phan@student.qut.edu.au Dr Mandy Lupton mandy.lupton@qut.edu.au A/Prof Jim Watters j.watters@qut.edu.au STATEMENT OF CONSENT By signing below, you are indicating that you:  Have read and understood the information document regarding this project  Have had any questions answered to your satisfaction  Understand that if you have any additional questions you can contact the research team  Understand that you are free to withdraw at any time, without comment or penalty  Understand that you can contact the Research Ethics Unit on ethicscontact@qut.edu.au if you have concerns about the ethical conduct of the project  Understand that the project will include an audio recording  Agree to participate in the project Please tick the relevant box below: I agree to participate in the project If you agree, please provide your contact details: Name Signature Postal address Email Phone Date Please return this sheet to the investigator 359 PARTICIPANT INFORMATION FOR QUT RESEARCH PROJECT (Focus Group – Students) Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study QUT Ethics Approval Number: 1300000268 RESEARCH TEAM Principal Researcher: Associate Researchers: Mr Ngoc Thach Phan, PhD student, Queensland University of Technology (QUT) Dr Mandy Lupton and Associate Professor Jim Watters, QUT DESCRIPTION The purpose of this project is to investigate the approaches to curriculum development at the University I would like to invite you to participate in this project as you are one of the students who experience EFL curriculum PARTICIPATION Your participation will involve an audio recorded focus group interview at the University or other agreed location that will take approximately 60-90 minutes of your time Questions will include: What is the curriculum? Or what does the term curriculum mean to you? Can you describe a curriculum which you think is the most effective? Have you got any problems in studying with the existing curriculum? What are they (if any)? What are you required to in a unit? How are you assessed? What are the goals of the curriculum? What you think can help improve the existing curriculum? Your participation in this project is entirely voluntary Moreover, you can withdraw from the project without comment or penalty Your participation or non-participation will in no way impact your current or future relationship with QUT and with your university EXPECTED BENEFITS It is not anticipated that you will benefit directly from the research However, this project will bring to light the understandings of curriculum and curriculum development from staff and students' perspectives This project will also benefit the University by building the knowledge of curriculum development for the staff, enabling the University to institute effective curriculum adoption practices, and opening avenues for curriculum development in the future RISKS There are no risks beyond normal day-to-day living associated with your participation in this project You may at times hesitate to share your views on your own curriculum development However, there is no right or wrong answer The interviews are private and confidential and the comments of individuals will not be shared with your teachers You will have opportunities to review transcript of your interview and suggest any amendments Furthermore, you will be de-identified in the study PRIVACY AND CONFIDENTIALITY All comments and responses will be treated confidentially A pseudonym is used for the name of the university and staff and students The names of individual persons are not 360 required in any of the responses You or any individuals you mention and any identifying features will be omitted from the transcript Codes or pseudonyms will be used in the project report and publications The audio recording will be destroyed after transcription CONSENT TO PARTICIPATE You are asked to sign a written consent form (enclosed) to confirm your agreement to participate QUESTIONS / FURTHER INFORMATION ABOUT THE PROJECT If you have any questions or require any further information please contact me Mr Ngoc Thach Phan +84 989 606 999 n.phan@student.qut.edu.au Dr Mandy Lupton mandy.lupton@qut.edu.au A/Prof Jim Watters j.watters@qut.edu.au CONCERNS / COMPLAINTS REGARDING THE CONDUCT OF THE PROJECT QUT is committed to research integrity and the ethical conduct of research projects However, if you have any concerns or complaints about the ethical conduct of the project you may contact the QUT research unit at ethicscontact@qut.edu.au which can facilitate a resolution to your concern in an impartial manner Thank you for helping with this research project Please keep this sheet for your information 361 CONSENT FORM FOR QUT RESEARCH PROJECT (Focus Group – Students) Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study QUT Ethics Approval Number: 1300000268 RESEARCH TEAM CONTACTS Mr Ngoc Thach Phan +84 989 606 999 n.phan@student.qut.edu.au Dr Mandy Lupton mandy.lupton@qut.edu.au A/Prof Jim Watters j.watters@qut.edu.au STATEMENT OF CONSENT By signing below, you are indicating that you:  Have read and understood the information document regarding this project  Have had any questions answered to your satisfaction  Understand that if you have any additional questions you can contact the research team  Understand that you are free to withdraw at any time, without comment or penalty  Understand that you can contact the Research Ethics Unit on ethicscontact@qut.edu.au if you have concerns about the ethical conduct of the project  Understand that the project will include an audio recording  Agree to participate in the project Please tick the relevant box below: I agree to participate in the project If agree, please provide your contact details: Name Signature Email Date Please return this sheet to the investigator 362 AGREEMENT TRANSLATOR FOR QUT RESEARCH PROJECT Approaches to Curriculum Development in Vietnamese Higher Education: A Case Study QUT Ethics Approval Number 1300000268 RESEARCH TEAM CONTACTS Mr Ngoc Thach Phan Researcher Phone: (+84) 989 606 999 Email: n.phan@student.qut.edu au Dr Mandy Lupton Principal Supervisor Phone: (+61) 73138 3283 Email: mandy.lupton@qut.edu.au A/Prof Jim Watters Associate Supervisor Phone: (+61) 3138 3639 Email: j.watters@qut.au THE AGREEMENT As this research involves questioning individuals about their views in curriculum development practices, I the Principal Researcher in this project, require you to sign this translator confidentiality agreement As the translator for this project you must:  Keep all information related to this project secret and confidential  Not disclose to any person or make known in any manner any part of the project’s information  Keep the project’s information in a secure place so as to ensure that unauthorised persons not have access to it SIGNATURES This Agreement shall be effective when signed and dated by all parties Translator Name Signature Date Witness Name Signature Date 363 Appendix J - Lists of pseudonyms Teachers Students Nhi Cẩm Nguyệt Châu Quỳnh Hoa Hoàng Đông Minh Hưng Xuân Hân Tiến Phước Tú Thành Yến Vy 10 Nhàn 10 Ngọc 11 Hồng 11 Hà 12 Trung 12 Tuấn 13 Thắm 13 Kiều 14 Thùy 14 Tuyết 15 Vân 15 Lợi Senior Administrators 16 Lan Nhân 17 Nguyên Hải 18 Như Đăng 19 Huỳnh 20 Sang 21 Lam 364 Appendix K - Lists of documents as secondary data Higher Education Reform Agenda, Resolution 14/2005/NQ-CP) dated November 2005 Vietnamese Education Law 2005 Resolution 14/2005/NQ-CP) dated November 2005 Directive No 296/CT-TTg, on Renovating Higher Education management for the period of 2010 - 2012 Circular No 10/2011/TT-BGDĐT on Regulations of post-graduating training Higher Education Law 2012 Regulation No 43/2007/QĐ-BGD&ĐT on training and educating at tertiary education in credit-based system Document No 5633/BGDĐT-KTKĐCLGD dated on 10th October, 2014 on Foreign Languages in the 2015 exam of high school certificate MoET's curriculum frameworks 10 The University Students' Handbooks, 2012 11 Unit Outlines of Cross-cultural Studies, and Pragmatics, 2011 365 ... analysis, situational analysis, planning learning outcomes, course organization, selecting and preparing teaching materials, providing for effective teaching, and evaluation (p 41) Approaches to curriculum. .. quality for higher "Training" is officially used in Vietnamese legal document to refer to "educating" in higher education institutions education institutions in Vietnam and argued that it is too... personal and professional matters xvi Chapter 1: Introduction The aim of this study is to examine the approaches to curriculum development in Vietnamese higher education English as a Foreign Language