Chiến lược phát triển trung tâm ngoại ngữ học viện tài chính aof giai đoạn 2013 2017

THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam SOUTHERN LUZON STATE UNIVERSITY Republic of the Philippines STRATEGIC PLAN OF THE ACADEMY OF FINANCE (AOF) CENTER FOR FOREIGN LANGUAGES, HANOI, VIET NAM FOR THE YEARS 2013-2017 A RESEARCH PROPOSAL PRESENTED TO THE FACULTY OF GRADUATE SCHOOL SOUTHERN LUZON STATE UNIVERSITY LUCBAN, QUEZON, PHILIPPINESTHAI NGUYEN UNIVERSITY S.R VIETNAM IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTORS IN BUSINESS ADMINISTRATION Name: Nguyen ThiThuyTrang Thai Nguyen, 2013 ACKNOWLEDGMENT  I would like to express my most sincere thanks to the Management Board of the Southern Luzon State University, Thai Nguyen University, teachers of the school have helped me facilitate the learning process throughout I would like to express sincere gratitude and profound Dr.Walberto A Macaraan, enthusiastic teacher who has dedicated guidance, encouragement, spending time and exchange orientation for me during this research I sincerely thank the Board of Academy of Finance (AOF), colleagues in AOF, classmates DBA1, especially Mr Ngo Anh Cuong, facilitated enthusiastic help and share experience to help complete the thesis Finally, I would like to thank my best friends who have encouraged me to complete my thesis   Contents  STRATEGIC PLAN OF THE ACADEMY OF FINANCE (AOF) CENTER FOR FOREIGN LANGUAGES, HANOI, VIET NAM FOR THE YEARS 2013-2017 1  IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTORS IN BUSINESS ADMINISTRATION 1  ACKNOWLEDGMENT 2  ABSTRACT .5  List of tables .7  CHAPTER I: INTRODUCTION .8  1.1 Background of the study 11  1.2 Statement of the problem .12  1.3 Significance of the study 15  1.4 Scope and limitation of the study: 15  1.5 Terms: 16  CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 19  2.1 Requirement of English proficiency 19  2.2 Establishment of a language center in a business educational institution .19  2.3 General environment in Vietnam 21  2.3.1 Natural environment .21  2.3.2 Historical and political situation .21  2.3.3 Socio-cultural factors 22  2.3.4 Economic profile 24  2.4 Education Industry 28  2.4.1 General Education System in Vietnam 28  2.4.2 Viewpoint on education development 30  2.4.3 Demand and Supply Analysis .31  2.4.4 Competitor Analysis .36  2.4.5 Introduction of Best Practices .48  2.5 Opportunities and Threats 51  CHAPTER III: METHODOLOGY 56  3.1 Research design .56  3.2 Determination of sample size .58  3.3 Sampling design and techniques 59  3.4 Research instrument .61  3.5 Data gathering procedure .61  3.6 Data processing method .61  Chapter IV: Company study, data analysis and findings .63  4.1 Brief history of AOF and CFL .63  4.2 Overall performance 63  4.3 Institutional Activities 64  4.3.1 Major activities 64  4.3.1.1 Logistics .64  4.3.1.2 Operations 74  4.3.1.3 Marketing and sales .78  4.3.2 Support activities 86  Chapter V: Strategic Plan – Conclusions and Recommendations 96  5.1 CFL’s Vision, Mission, Objectives and Key Result Areas 96  5.2  Current strategy .100  5.2.1 Organizational Strategy 100  5.2.2 HRM strategy 100  5.2.3 Operating strategy .101  5.2.4 Marketing strategy 102  5.2.5 Financial strategy 102  5.3 Recommended strategic plan .102  5.4 Comparison with the current strategy 104  5.5 Management of changes 105  5.5.1 Organizational Strategy 106  5.5.2 HRM Strategy .106  5.5.3 Operations Strategy .112  5.5.4 Financial Strategy 116  APPENDICIES 118  REFERENCES: .134  BIBLIOGRAPHY 137  ABSTRACT  Academy of Finance is one of very few nationally recognized State-owned universities in Vietnam and has provided the economy with highly appreciated graduates in banking, finance and accounting However, in recent years, with higher requirement of English proficiency from employers, Academy of Finance graduates have faced competition from other universities’ graduates whose majors of banking, finance or accounting are said to be less appreciated The tendency of English proficiency requirement can be seen in many job advertisements found in various job sites such as Vietnamworks.com, vieclam.com, dulieuvieclam.com, timviecnhanh.com,… According to Ministry of Education and Training, students can graduate from university only when they reach a certain proficiency of English Also, the ministry requires each university to set its own requirement of English proficiency Accordingly, Academy of Finance requires 450 TOEIC for graduation This is compulsory for the 48th batch and batches later To better meet job requirements and able to graduate, undergraduates plan to get prepared with English during their university They are free to choose an English center as long as they can obtain some certain certificates such as IELTS, TOEFL, TOEIC Some universities provide their undergraduates with another choice of their own language centers and learners are free to choose to sit in an exam for an international certificate or certificates issued by universities Academy of Finance could not increase the in-class time of English lessons, so out-of-school time programs were recommended In fact, Academy of Finance set up its own language center in 2010 to serve firstly its own students and then other interests It is a kind of out of school time program for students CFL was established by the Director of Academy of Finance in 2010 with the aim of providing AOF students with English proficiency to better meet the market’s needs CFL focuses on English while other OST programs are topic-specific and focus on categories like the arts, sports, theatre, math or science CFL is a not for profit organization under the direct control of Academy of Finance It is different from other commercial language centers in the market and also differs from other college’s/university’s centers that are directly controlled by Faculty of Foreign Languages of the college/university   List of tables  Table Pages Population growth rate in 1990 – 2010 Gross domestic product at constant 1994 prices by economic sector Gross domestic product at current prices by economic sector Enterprises in Vietnam are classified by capital sources and ownership 15 16 17 18 Retail sales of goods and services at current prices by kind of economic activity 18 Structure of employed population at 15 years of age and above as of annual July by kinds of economic activity 20                     CHAPTER I: INTRODUCTION  Today Vietnam has involved in the global integration both vertically and horizontally This has led to the requirement of English proficiency from employers toward job seekers In this context, Vietnam’s public schools are serving their students under increasing pressure to improve academic performance The inexorable drive to reach continuously higher levels of student achievement was spurred by the Ministry of Education and Training – MOET’s requirements in English proficiency The current economic recession has only exacerbated the stress on educators at all levels, as they are expected to push students’ achievement scores higher than ever before (while also closing achievement gaps between different sub-groups of students), despite diminishing resources that have resulted in staffing cuts, larger class sizes, and fewer support services for many of the nation’s students The increased emphasis on student achievement in general and student’s English proficiency, as measured by large-scale, state-mandated summative assessments, has resulted in school leaders and education policymakers embracing the notion that teachers can no longer afford to work in isolation if they seek to improve the performance of their students This trend is apparent in the current literature on professional development, where one can find an abundance of articles and books extolling the virtues of teacher learning teams, collaborative learning teams, communities of continuous inquiry, professional learning communities, and other configurations of collaborative work arrangements among teachers In reality, educational researchers and advocates for educational reform have been writing about various forms of teacher collaboration as a means to improve educational outcomes since the early 1990’s (Hord, 2004; Pounder, 1998) As Saunders, Goldenberg, and Gallimore (2009) indicated, there is “an intuitively appealing logic that underlies PLC [professional learning communities] and learning team programs” (p 1009) Yet, despite the significant body of literature regarding the importance of teacher collaboration in the effort to improve schools and the “intuitive logic” of such an approach, there is a dearth of empirical research that ties collaborative processes to improved teacher practice and improved student learning (Gallimore, Ermeling, Saunders, & Goldenberg, 2009; Goddard, Goddard, &TschannenMoran, 2007; InPraxis Group, Inc., 2006; Pounder, 1998; Saunders et al., 2009; Vescio, Ross, & Adams, 2008) The following quote from InPraxis Group, Inc (2006) captures the current body of literature and contemporary wisdom regarding the value of teacher collaboration and PLC-like approaches: Although there is little empirical research that links collaborative processes directly with student learning and achievement, there is a relatively consistent recommendation emerging from the literature on professional development – those who share the same concerns and challenges will learn more effectively if they work together in a professional development experience and teacher quality can be positively affected (p 33) The relative paucity of empirical research supporting the effectiveness of professional learning communities (PLCs) begs the following question: In schools that have implemented PLCs, to what extent have teacher practice and student achievement improved? This is the key question driving the establishment of out-of-school time programs while schools have to follow MOET’s rules of limited in-class time Although a number of studies have documented evidence regarding the various benefits of PLCs, for example, enhanced teacher learning (Little, 2003; Grossman, Wineberg, & Woolworth, 2001), improved school culture (Supovitz, 2002), and changes in classroom practice (Brownell, Adams, Sindelar, Waldron, &Vanhover, 2006), the most valuable aspect of PLCs lies in their potential to impact student achievement in a positive manner As Brownell et al (2006) argued, “Ultimately, professional collaborative efforts are important only if they help teachers change in ways that promote student learning” (p 184) Academy of Finance is one of very few nationally recognized State-owned universities in Vietnam and has provided the economy with highly appreciated graduates in banking, finance and accounting However, in recent years, with higher requirement of English proficiency from employers, Academy of Finance graduates have faced competition from other universities’ graduates whose majors of banking, finance or accounting are said to be less appreciated The tendency of English proficiency requirement can be seen in many job advertisements found in various job sites such as Vietnamworks.com, vieclam.com, dulieuvieclam.com, timviecnhanh.com,… According to Ministry of Education and Training, students can graduate from university only when they reach a certain proficiency of English Also, the ministry requires each university to set its own requirement of English proficiency Accordingly, Academy of Finance requires 450 TOEIC for graduation This is compulsory for the 48th batch and batches later To better meet job requirements and able to graduate, undergraduates plan to get prepared with English during their university They are free to choose an English center as long as they can obtain some certain certificates such as IELTS, TOEFL, TOEIC Some universities provide their undergraduates with another choice of their own language centers and learners are free to choose to sit in an exam for an international certificate or certificates issued by universities Academy of Finance could not increase the in-class time of English lessons, so out-of-school time programs were recommended In fact, Academy of Finance set up its own language center in 2010 to serve firstly its own students and then other interests It is a kind of out of school time program for students Out of School Time (OST) is a general term that describes any structured programs outside of the normal school day hours "The National Institute on Out-of-School Time defines out-ofschool time programs as encompassing a wide range of program offerings for young people that take place before school, after school, on weekends, and during the summer and other 10 Total expenses On HR On facilities Others Income-exp difference 2.160000 54.5% 36.9% 8.6% 2.14920 62.7% 29.4% 7.9% 4.058664 71.4% 23.5% 5.1% No data 0.010000 0.01880 0.026366 No data 1st scenario: tuition fees test fee Rate 1,850,000 CFL learners 100,000 350 35,000,000 others 350,000 23 8,050,000 Quantity 375 total Unit: VND 693,750,000 736,800,000 2nd Scenario unit: VND rate quantity tuition fees test fee 1,850,000 550 1,017,500,000 CFL learners 100,000 510 51,000,000 others 350,000 23 8,050,000 total expenses rate quantity teachers salary 500,000 528 test observers 300,000 44 test markers 50,000 533 admin 30,000 44 certificate issuance 40,000 533 advertising facilities maintenance No data 1,076,550,000 details 22 classes * 24 sessions 22 classes * observers 264,000,000 13,200,000 26,650,000 22 classes * shifts 1,320,000 21,320,000 255,000,000 50,000 528 155,000,000 online activities 50,000,000 books and materials 50,000,000 836,490,000 126 staff salary rate/month as of 31th Dec 2012 number of months director 3,520,321 30 105,609,630 vice director 4,562,215 30 136,866,450 staff 3,850,000 30 115,500,000 staff 3,157,000 30 94,710,000 staff 3,157,000 30 94,710,000 staff 3,503,500 30 105,105,000 total 652,501,080 staff salary rate/month number of months director 3,520,321 12 42,243,852 vice director 4,562,215 12 54,746,580 staff 3,850,000 12 46,200,000 staff 3,157,000 12 37,884,000 staff 3,157,000 12 37,884,000 staff 3,503,500 12 42,042,000 total 261,000,432 Questionnaire Questionnaire for students Class: ………………… Class Code 1,3,5: by teachers from outside AOF; Class Code 2,4,6,8:by teachers from AOF 127 Question 1: How you know about CFL? From teachers of English from AOF From CFL website 3.From CFL advertising leaflets 4.From CFL banners From friends and relatives Others Question 2: Why did you choose to study in CFL? Tong Because CFL is near my residence Because of my favourite AOF teachers' influence Because I want to learn with teachers from outside AOF Because of my friends' and relatives' influence Tuition fees are reasonable Others Question 3: How you describe listening lessons? Tong 86, 87 For learners in ODD CLASSES Very interesting Interesting Not very interesting Boring Very boring Question 3.1: How you describe listening lessons? For learners in EVEN CLASSES 1.Very interesting Interesting Not very interesting Boring Very boring Question 4: What you like most in listening lessons? For learners in ODD CLASSES 1.Teacher's accent and pronunciation 26 15 Teacher's interaction and encouragement 20 25 Volume of listening exercises 10 10 Volume of business vocabularies 20 Their TOEIC orientation 25 17 Others Question 4.1: What you like most in listening lessons? Tong 86, 87 For learners in EVEN CLASSES Teacher's accent and pronunciation Teacher's interaction and encouragement Volume of listening exercises Volume of business vocabularies Their TOEIC orientation Others Question 5: How you describe reading lessons? For learners in ODD CLASSES 1.Very interesting 128 Interesting Not very interesting Boring Very boring Question 5.1: How you describe reading lessons? For learners in EVEN CLASSES 1.Very interesting Interesting Not very interesting Boring Very boring Question 6: What you like most in reading lessons? For learners in ODD CLASSES 1.Teacher's accent and pronunciation Teacher's interaction and encouragement Volume of reading exercises Volume of business vocabularies Their TOEIC orientation Others Question 6.1: What you like most in reading lessons? For learners in EVEN CLASSES 1.Teacher's accent and pronunciation Teacher's interaction and encouragement Volume of reading exercises Volume of business vocabularies Their TOEIC orientation Others Question 7: How you describe online exercises provided by CFL? Highly sufficient Sufficient Not very sufficient not sufficient at all Question 8: How you describe CFL staff? Very helpful Helpful Not very helpful Not helpful at all Question 9: How you describe tuition fees? Very low Low Reasonable High Very high Question 10: How you describe CFL's responses to feedbacks? Very fast Fast 129 Acceptable Slow Very slow Question 11: How you describe classroom facilities? Highly sufficient Sufficient Not very sufficient Not sufficient at all Question 12: How you describe the classroom? Very big Big Normal Small Very small Question 13: How you describe the class size of 25? Very big Big Normal Small Very small Question 14: How often your teachers present different information from the other during class and after class? Always Often Sometimes Rarely Never Questionnaire for teachers Name: Employer: AOF/ outside AOF Question 1: How you know about CFL? From Faculty and AOF colleagues From CFL website 130 From CFL advertising leaflets From CFL banners From friends and relatives Others Question 2: How often you get training courses and/ workshops from CFL in the period of months? Once Twice Three times 4.More than three times Never Question 3: How often you attend official academic meetings held by CFL in the period of months? Once Twice Three times 4.More than three times Never Question 4: How you describe CFL academic curriculum? For teachers at CFL 1.Very efficient Efficient Not very efficient Not efficient at all Question 5: How often you meet CFL teachers for discussion in the period of months? Once Twice 3.Three times 4.More than three times Never Question 6: How you collaborate with other teachers who share classes with you in the period of months? For teachers from outside FFL Telephone/ email/ meet each other very often Telephone/ email/ meet each other once Telephone/ email/ meet each other twice Telephone/ email/ meet each other more than twice Never contact others Question 6.1: How you collaborate with other teachers who share classes with you in the period of months? For teachers from FFL Telephone/ email/ meet each other very often Telephone/ email/ meet each other once Telephone/ email/ meet each other twice Telephone/ email/ meet each other more than twice Never contact others 131 Question 7: How you describe online exercises provided by CFL? Highly sufficient Sufficient 3.Not very sufficient Not sufficient at all Question 8: How you describe CFL staff? Very helpful Helpful 3.Not very helpful Not helpful at all Question 9: How you describe CFL's responses to feedbacks? Very fast Fast 3.Acceptable Slow Very slow Question 10: How you describe the pay by CFL? Very high High 3.Normal 4.Low Very low Question 11: How you describe learning materials for class time at CFL? Highly sufficient Sufficient 3.Not very sufficient Not sufficient at all Question 12: How you describe supplementary materials at CFL? Highly sufficient Sufficient 3.Not very sufficient Not sufficient at all Question 13: How you describe classroom facilities at CFL? Highly sufficient Sufficient 3.Not very sufficient Not sufficient at all Question 14: How you describe the classroom at CFL? Very big Big 3.Normal 4.Small Very small Question 15: How you describe the class size of 25 at CFL? Very big Big 132 3.Normal 4.Small Very small Teachers from outside AOF don’t have to answer the following questions Question 16: How often you get training courses and/ workshops from AOF in a semester? Once Twice 3.Three times 4.More than three times Never Question 17: How often you attend official academic meetings held by FFL in a semester? Once Twice 3.Three times 4.More than three times Never Question 18: How willing are you to teach at CFL? Highly willing Willing Not very willing Not willing at all Interview Q1: who are your major customers/ learners for TOEIC preparation courses? 133 Q2: how much you spend on advertising each year? What percentage over total expenses? Q3: which means of advertising you think is the most suitable for your target customers for TOEIC preparation courses? Q4: what is the hiring process at your center? No fixed term, teachers need to provide demonstration class Q5: what training you provide your teachers with? Q6: how satisfactory your teachers feel about payment? Q7: what is the turnover of teachers? Q8: what you think about the advantage of the center location in hiring excellent teachers? Q9: how you describe an ideal class size and facilities for a language class? Q10: who should involve in the academic development? REFERENCES:  134 Goldenberg, C (2004) Successful School Change: Creating Settings to Improve Teaching and Learning New York: Teachers College Press Goldenberg, C & Coleman, R (2010) Promoting academic achievement among English learners: A guide to the research Thousand Oaks, CA: Corwin Press Durgunoglu, A & Goldenberg, C (Eds.) (2011) Language and literacy development in bilingual settings New York: Guilford Saunders, W., Patthey-Chavez, G.& Goldenberg, C (1997) Reflections on the relationship between language, curriculum content and instruction.Language, Culture and Curriculum,10 (1) The five dimensions of professional learning communities, Phillip Jeffrey Blacklock, B.S., M.Ed, 2009 Perceived collective teacher efficacy: A little idea with big impact, Tschannen-Moran and Woolfolk Hoy, 2007:944 Vu Thi Phuong Anh& Nguyen BichHanh, Employment for Business Graduates, 2004 Chris Harvey - CEO of VietnamWorks, Employment opportunities, 2006 Le QuangXuan - socio-economics specialist,Vietnam: opportunities and threats from WTO, published in Vietnam Economics Review 25th June 2007 10 www.edu.net.vn/Data/thongke/dubao.htm 11 PM Nguyen Tan Dung’s talk in Vietnam Embassy in Manila, Philippines, 10th August 2012 135 12 www.MOET.gov.vn on 12th September 2011 13 Dr ChucAnhTu, CFL Performance Report, 2012 14 Anderson, G., &Nihlen, A (1994) Studying your own school: An educator’s guide to qualitative practitioner research Thousand Oaks, CA: Corwin Press 15 Darling-Hammond, L (2005) Educating the new educator: Teacher education and the future of democracy New Educator, 1(1), 1–18 16 Dilworth, M (1992) Diversity in teacher education San Francisco: Jossey-Bass 17 Fine, M., Weis, L., Weseen, S., & Wong, L (2000) For whom? Qualitative research, representations, and social responsibilities In N Denzin& Y Lincoln (Eds.), Handbook of qualitative research (pp 107–131) Thousand Oaks, CA: Sage Publications.  136 BIBLIOGRAPHY  CURRICULUM VITAE I PERSONAL INFORMATION Name : NGUYEN THI THUY TRANG Birthday : 22 April 1979 Birthplace : Yen bai Civil Status : Married Father : Nguyen DinhLuu, retired, born in 1942 Mother : Pham ThiDuc, retired, born in 1952 Spouse : Duong Quy Nam, born in 1972, officer of Ministry of Affairs Son : Duong Tuan Minh, born in 2006, : Duong QuyTrung, born in 2008 II EDUCATION 137 1994-1997 : Yenbai Gifted High School, Yenbai city, Yenbai province Majors: Mathematics and English Achievements : 4th position in National English Competition for Excellent Students in 1997; Best scorers (56/60) of High School Exit Exams for provincial high school students 1997-2001 : College of Foreign Language, Hanoi National University Majors: English and Pedagogy Achievements : Excellent student in 3rd year, excellent leader of more than 450 4th year students in English Department Degree Bachelor of Art 2002-2005 : Hanoi Academy of Finance Major: Finance and Banking Achievement : Excellent graduate Degree Bachelor of Economics 2007-2008 : W Sycip Graduate School of Business, Asian Institute of Management, the Philippines Major: Management Achievement : ADB scholar Degree Master of Corporate Management 2009-present : Southern Luzon University (the Philippines) and Thainguyen University Joint International Program Major: Business Administration PROFESSIONAL QUALIFICATIONS 138 Certifications : Tertiary Scientific Research Workshop, TOEIC-oriented training Workshop, Faculty professional Workshops Computer Skills : familiar with Microsoft Other skills : excellent interpersonal skills, excellent teamwork skills, excellent task-oriented working skills PUBLICATIONS : ACCOUNTING AND AUDITING for students majoring in English for Finance and Accounting (editor); ACCOUNTING AND FINANCE for students non-majoring in English (writer); BUSINESS ENGLISH for Academy of Finance students; and many writings for in-house issues IV EMPLOYMENT HISTORY Sept 2001 – May 2007: worked as a full-time teacher of English for students nonmajoring in English, Academy of Finance, Hanoi Oct 2007 – April 2008: organizer of Vietnamese classes, manager of Vietnamese Language Center in Manila, the Philippines; together with some ADB-club members, organized the Vietnamese class for ADB staff, taught Vietnamese for ADB staff; organized a free-of-charge Vietnamese class for children in Baclaran, Metro Manila, Philippines, prepared teaching materials, guided groups of instructors, and taught the children; acted as a contact between the Embassy and the Vietnamese community in Baclaran August 2008 – present: working as a full-time teacher of English for Accounting and Finance for students majoring in English for Accounting and Finance, Academy of Finance, Hanoi; Teaching Fundamental Accounting; key 139 person in organizing TOEIC classes in the Academy, assisting the Dean in organizing academic meetings, … Since Sept 2010 been working as Vice Head of English for Accounting and Finance Division, (Associate Dean since May 2012), Academy of Finance: in charge of academic issues (designed syllabus, organized professional conferences, initiated and leading the task force, …); cooperating with CFL, AOF in preparing teaching materials and teaching English; … Working as a part-time researcher and assistant analyst under the direct supervision of Mr Thai Viet Le, Head of Economic Institution Division, CIEM - Center Institute of Economic Management, Ministry of Planning and Investment: independently doing some well-defined researches on economic management, assisting the Head of Division in collecting and processing documents Working as a guest lecturer of Accounting and Marketing in SunderlandNguyen Trai International Program, Nguyen Trai University 140 ... thesis   Contents  STRATEGIC PLAN OF THE ACADEMY OF FINANCE (AOF) CENTER FOR FOREIGN LANGUAGES, HANOI, VIET NAM FOR THE YEARS 2013- 2017 1  IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE... teachers of English at AOF However, it is still a common knowledge that AOF graduates with low proficiency of English are mainly due to non-English majoring teachers of English at AOF It is also believed... reason for not many AOF students to come to enroll in CFL The study of Strategic Plan for CFL would bring benefits to AOF when CFL’s success would change the society’s perception on AOF? ??s students