The readiness of international school in facing pandemic covid 19 assessment findings and recommendation for future quick reaction

VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT The Readiness of International School in facing pandemic NCOVI-19 Assessment, Findings, and Recommendation for future quick reaction Student’s name: Nguyen Ngoc Tu Anh Hanoi - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT The Readiness of International School in facing pandemic NCOVI-19 Assessment, Findings, and Recommendation for future quick reaction STUDENT: Nguyen Ngoc Tu Anh SUPERVISOR: Hung P Nguyen (PhD) STUDENT ID: 16071003 COHORT: IB2016C MAJOR: International Business Hanoi - 2020 LETTER OF DECLARATION I hereby declare that the Graduation Project “The Readiness of International School in facing pandemic NCOVI-19 - Assessment, Findings, and Recommendation for future quick reaction” is the consequences of my own study and has never been published in any other works All references in this paper are transparently cited according to rules I take full responsibility for the fidelity of all data and contents of this research paper Hanoi, 23rd May 2020 Nguyen Ngoc Tu Anh i ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude my parents and other family members have supported and created favorable conditions for me during the past time and especially during my graduation project The second, I would like to express my gratitude and sincere thanks to Hung P Nguyen, the person who directly guides the dissertation, dedicated and instructed me to find the direction of research, practical approach, document search, data processing and analysis, problem solving, then I can complete my graduate thesis In addition, during the process of studying, researching and carrying out the topic, I also received a lot of attention, suggestions and valuable support from teachers, colleagues, friends and relatives I would like to express my deep gratitude to International School teachers has conveyed to me the useful knowledge during the past four school years, to my friends and colleagues always encourage and support me in the process of studying and researching, and the students of the International School has enthusiastically participated in answering research interviews for the topic Sincerely, Nguyen Ngoc Tu Anh ii TABLE OF CONTENTS LETTER OF DECLARATION i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABBREVIATION viii ABSTRACT ix CHAPTER 1: INTRODUCTION 1.1 Background of the case study 1.2 Research objective 1.3 Research questions 1.4 Structure of thesis CHAPTER 2: LITERATURE REVIEW 2.1 University reactions toward Pandemic worldwide 2.2 Issues and challenges of delivering courses online 2.2.1 A model for using E-learning in Education 10 2.2.2 Pros and cons of online learning 12 2.3 Modeling the framework for assessment of online learning effectiveness 14 2.3.1 The needs of facilities requirement 14 2.3.2 Social Presence 16 2.3.3 Cognitive Presence 16 iii 2.3.4 Teaching Presence 17 2.4 The application of an Enterprise Risk Management system to manage against risk 18 2.4.1 Concept and definition 18 2.4.2 How ERM affect organization performance 19 2.4.3 ERM in University Environment 20 2.5 Lessons of successes and failures 21 CHAPTER 3: METHODOLOGIES AND DATA 23 3.1 Research procedures 23 3.2 Survey questionnaire 24 3.3 Data 31 CHAPTER 4: 4.1 ANALYSIS AND RESULTS 32 The business context of the International School 32 4.1.1 International School background 32 4.1.2 Current Strategy of the IS 33 4.1.3 The positioning strategy 34 4.2 The impacts of pandemic to schools and universities in Vietnam and Worldwide 37 4.2.1 The pandemic aftermath 37 4.2.2 COVID-19 change schools in the long run 38 4.2.3 Immediate damage 40 4.3 Key issues of International School in dealing with the pandemic 41 4.4 Results of Survey on the readiness of offices 41 4.5 Results of survey on current remote teaching methods, tools, and performance 43 4.6 Results of Survey on the Educational experience 49 iv 4.7 Summary of findings and implications 49 CHAPTER 5: 5.1 RECOMMENDATIONS AND CONCLUSIONS 55 Recommendations for the IS to increase its readiness against future crises 55 5.1.1 Opportunities arising from the Covid-19 pandemic 55 5.1.2 General solutions to alleviate difficulties for universities and school 56 5.1.3 How should International School posit itself in the market? 57 5.1.4 Protect workplace 60 5.1.5 Creating a broad Shock Plan during crisis 63 5.1.6 Communication with students and their families 67 5.1.7 Create remote teaching as fast as possible 67 5.1.8 Establishing an Enterprise Risk Management system 68 5.2 Limitation and further research 69 5.3 Conclusions 70 LIST OF REFERENCES 72 APPENDIX 80 v LIST OF TABLES Table 2-1: Pandemic Response Plan by Alert Period Table 3-1: Questionnaires of Student’s Satisfaction 26 Table 3-2: Questionnaires of Educational Experience 29 Table 4-1: The assessment of students regarding the readiness of units of Internatio nal School during the pandemic 42 Table 4-2: The assessment of students regarding aspects of Online teaching 44 Table 4-3: The satisfaction of students regarding Teaching quality 45 Table 4-4: The satisfaction of students regarding Supporting packages 47 Table 4-5: The satisfaction of students regarding infrastructure 48 Table 4-6: Satisfied with the responsiveness of the School to student’s complaints and requests 48 Table 4-7: Total statistics 49 Table 5-1: Business Analysis of International School 58 Table 5-2: Opportunity and Threats of the International School 59 vi LIST OF FIGURES Figure 2-1: Four stages of Pandemic Figure 2-2: E-Learning Model 11 Figure 3-1: Research Procedures 24 Figure 3-2: Questionnaire to ask students about their assessment of IS’ readiness 25 Figure 3-3: Conceptual Framework 25 Figure 3-4: Education Experience framework 28 vii LIST OF ABBREVIATION VNU Vietnam National University IS International School ERM Enterprise Risk Management F2F Face to Face MS Teams Microsoft Teams viii ranging from University reaction, Teaching quality, Online learning to Supporting essential activities This inclusive range contains statistically errors, as interviewers (students) will have different attitudes toward each components, thus, it likely erodes the precision of scale measurement Future studies should focus on discovering relevant facets of University’s responses which contribute directly to the effectiveness of Online learning of the satisfaction to the reaction of school Moreover, to retain a high level of practical significant, researchers should venture in to a single particular sector only, in order to reject statistical errors, protect reliability and relevance of data 5.3 Conclusions The purpose of this study is to investigate the effects of the actions that the international department has taken and detect the effects of online learning on the quality of learning as well as the level of student satisfaction with these actions The results of the study clearly state that each of the department's actions has a positive impact on students' online learning To so, this study builds a model of seven theoretically relevant variables, including (i) University reaction, (ii) Teaching quality, (iii) Online learning, (iv) Supporting packages (v) Social Presence, (vi) Teaching Presence, and (vii) Cognitive Presence The results drawn from the regression analysis show that a key direction for future research on readiness measures other than school closure relates to their effectiveness in decreasing transmission in International Schools Inquire about conducted as portion of our bigger study will show results on the feasibility of and barriers to each individual school practice recognized in the literature so that effectiveness studies can follow This research added cross-cutting considerations specific to school settings, comprising challenges in reconciling different opinions about the role of schools in protecting public health, concerns about student safety and the situation of Online learning at home of all International School’s students This research had several limitations which must be mentioned was we did not implement the survey for the perspective of parents While parents are an important stakeholder group 70 to engage in future work, this study only focused on the perspectives of students who contributed directly to the effectiveness of the International School’s activities We conducted the results from the main characters who were suffered the most to clarify accurately and clearly the impacts of International School’s activities, whereby the assessment and conclusions also become more honest If the readiness of International School is determined to be effective following further evaluation, addressing the crosscutting considerations described in this study can increase the likelihood that these practices will be feasible and acceptable to school stake holders 71 LIST OF REFERENCES Akkoyuklu, B & Soylu, M Y (2006) A study 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were sought I conducted to access and recommend candidate for interviews in order to answer the objectivity of research All observed variables were measured using Likert scale consisting of levels, with “1” indicating very unsatisfied and “5” indicating very satisfied for every specific question Give your assessment of IS readiness for the following aspects [Student affairs activities and performance] Give your assessment of IS readiness for the following aspects [Academic affairs activities and performance] Give your assessment of IS readiness for the following aspects [Teaching operations activities and performance] Give your assessment of IS readiness for the following aspects [Operations supporting extra activities] Give your assessment of IS readiness for the following aspects [Online -teaching activities and performance] To what extent you satisfied with the quality of teaching through EST (online learning): The easiness of approaching lessons delivered online To what extent you satisfied with the quality of teaching through EST (online learning): The comfortability of using MS Teams 80 To what extent you satisfied with the quality of teaching through EST (online learning): The easiness to express arguments and ideas in MS Teams Teaching quality: Interaction level of teachers when teaching online 10 Teaching quality: Quality of knowledge delivered in lectures 11 Teaching quality: Quality of expression and teaching activities of lecturers 12 Teaching quality: Quality of sound and image 13 Teaching quality: Teaching Quality in the regular classroom after studying online 14 To what extent are you satisfied with student supporting packages: Data 15 To what extent are you satisfied with student supporting packages: Tuition fee reduction 16 To what extent are you satisfied with student supporting packages: Airpods 17 To what extent are you satisfied with student supporting packages: Webcam 18 To what extent are you satisfied with student supporting packages: Masks 19 To what extent you satisfied with infrastructure: Internet connection 20 To what extent you satisfied with infrastructure: Lecture videos 21 To what extent you satisfied with infrastructure: MS Team Questionnaire of survey on the Educational Experience Hello, I am Nguyen Ngoc Tu Anh, a student of IB2016C class, study at International School, Vietnam Nation University For the purpose of understanding the Educational Experience for the relationship of three components: Social Presence, Cognitive Presence, and Teaching Presence and put them into appraisal model During months of online learning at home, international students have different experiences in new teaching methods through MS Team as well as the supporting facilities that the International School has provided, thoughtful description and reflection were sought I conducted to access and recommend candidate for interviews in order to answer the objectivity of research All observed variables were measured using Likert scale consisting of levels, with “1” indicating very disagreed and “5” indicating very agreed for every specific question 81 Variables Question Educational Online In General, you satisfy with the method of teaching experiences leaning and received knowledge Face to Face Social Presence Online I was able to form distinct individual impressions leaning of Face to Face some course participants Open Online I felt comfortable introducing myself in the course communication leaning I felt comfortable conversing with other Face to Face participants in class Online I felt comfortable interacting with other participants leaning in the course Face to Face I felt that my point of view was acknowledged by Group Cohesion other participants in the course Cognitive Online I can approach new problems, grow in Presence leaning understanding, and convey it to their learning Face to Face Exploration community Online The content of class is that I usually want to learn I leaning think I can understand content of class good Face to Face enough and not need to research after class I can reorganize or summarize what I learned my class Integration Online leaning 82 Variables Question Face to Face I feel it easy to connect my lectures to actual situation and easy to give example about what I have learn I can link information through class and discover the differences of an information in each subject I have learn and I know the reason why Revolution Online I can solve some problems happen to me or around leaning me based on knowledge my lecturers have provided Face to Face I can share the information I attained to people around me and help them deal with some problems if I can Teaching Online I was able to sense the effectiveness of Instructor’s Presence leaning presence in terms of facilitating education Face to Face Instructional Online Instructor actions reinforced the development of a design and leaning cohesive community among course participants organization Face to Face Direct instruction Online leaning The instructor provided clear instructions on how to participate in course learning activities Face to Face Facilitating Online The instructor was helpful in guiding the class Discourse leaning towards understanding course topics in a way that Face to Face helped me clarify my thinking 83 Variables Question The instructor was helpful in identifying areas of agreement and disagreement on discussed topics that helped me to learn 84 ... UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT The Readiness of International School in facing pandemic NCOVI -19 Assessment, Findings, and Recommendation for future quick reaction STUDENT:... objective This thesis is to (i) assess the readiness of the International School in facing with the current pandemic and other shocks in the future, and (ii) assess the effectiveness of delivering classes... stages of Pandemic That was Pre -pandemic, Pandemic Alert, Pandemic and Recovery Figure 2-1: Four stages of Pandemic Pre -pandemic Pandemic Alert Pandemic The results has been shown in the following