Strategy development for higher education in vietnam

National Cheng Kung University Institute of International Management Master’s Thesis Strategy Development for Higher Education in Vietnam Student: Dao Kim Nguyen Thuy Hang RA6967011 Advisor: Chinho Lin June, 2009 ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks and appreciation to Professor Chinho Lin, my advisor for giving me valuable directions My thesis would not have been completed without his guidance It is impossible to forget his efforts on a lot of methodological comments and analytical guidance I would also like to express my gratitude to my professor, committee members, Dr Jeng-Chung (Victor) Chen, Dr Don Jyh-Fu Cheng, Dr Pei-Hsuan Hsieh for their positive, constructive and useful comments, acceptance, and support Huge thanks must go to Professor Dr Richard Lynch at Middlesex University London and Professor Dr Paul Baines at Cranfield University in UK for their help and spend countless hours discussing ideas and advising me on various aspects My sincere thanks and appreciation go to Professor and President Dr Phan Thanh Binh, Associate Professor and Vice President Dr Huynh Thanh Dat of Vietnam National University-Ho Chi Minh City (VNU-HCM) and all of the professors, directors, vice directors, managers, experts, and staffs in VNU-HCM and many universities in Vietnam for their unique and amazing friendship and support, whose contributions of time and talent to my study I would also like to express my gratitude to all of the professors in the IMBA program, IMBA staffs as well I owe a debt of thanks to all those mentioned here, as well as to the many other friends who have encouraged me on this venture I couldn‘t have done it without you I hope you think it worthwhile I Finally, thanks to my family for bringing me up and supporting me all along Special, I would like to extend my heartfelt gratitude to my mother who supports a living for me nearly 30 years II ABSTRACT Keywords: Resource based view (RBV), Funding, Higher education performance, Strategy This study intends to determine the relationship among RBV (reputation, architecture, innovation capability, core competencies, and knowledge based advantages) and funding and higher education performance The moderating effects of psychological contract fulfillment and reward orientation on the relationship between funding and higher education performance were also examined In order to avoid the bias, the way to distribute the questionnaire survey was mostly to contact directly, via phone or email to distribute all questionnaire sheets to all members, managers, experts, directors, vice directors, presidents and vice presidents And based on the results of this empirical study, the findings show that there is a strong relationship among RBV (reputation, architecture, innovation capability, core competencies and knowledge based advantages) and funding and higher education performance Thus, we employ the RBV of strategy development to explore the strength and the weakness of higher education in Vietnam The paper also explores whether or not universities in Vietnam can apply, improve or learn more the RBV concepts Then, the next step is to examine how funding and higher education performance are related to the university‘s mission and objectives, so as to influence the government policy III TABLE OF CONTENTS ACKNOWLEDGEMENTS I ABSTRACT III TABLE OF CONTENTS .IV LIST OF TABLES VII LIST OF FIGURES .IX CHAPTER ONE INTRODUCTION 1.1 Research Background and Motivation 1.2 Research Objectives 1.3 Research Flow and The Structure of This Study 1.3.1 Research Flow 1.3.2 The Structure of This Study CHAPTER TWO LITERATURE REVIEW 2.1 Definition of Constructs 2.1.1 Resource Based View 2.1.2 Funding 17 2.1.3 Higher Education Performance (HE Performance) 20 2.2 Relationships between Constructs 22 2.2.1 RBV and Funding 22 2.2.2 RBV and Higher Education Performance 24 2.2.3 Funding and HE Performance 25 CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 29 IV 3.1 The Conceptual Model 30 3.2 Questionnaire Design Procedures 30 3.3 Hypotheses to be Tested 33 3.4 Sampling Plan 34 3.5 Data Analysis Procedures 35 3.5.1 Descriptive Statistic Analysis 36 3.5.2 Factor Analysis and Reliability Test 36 3.5.3 T-test and One Way Anova (F-test) 37 3.5.4 Multiple Regression Analysis 38 CHAPTER FOUR DATA ANALYSIS AND MEASUREMENTS 39 4.1 Sample and Data Collection Procedures 39 4.2 Characteristics of Respondents 40 4.3 Descriptive Statistics 42 4.4 Factor Analysis and Reliability 46 4.5 Independent Sample T-test and One Way ANOVA (F-test) 49 4.5.1 Independent Sample T -test 49 4.5.2 One Way ANOVA (F-test) 50 4.6 Relationships Among Constructs – Multiple Regression Analysis 53 4.6.1 The Influences of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Funding 53 4.6.2 The Influences of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Higher Education Performance 54 4.6.3 The Influences of Funding on Higher Education Performance 56 V CHAPTER FIVE CONCLUSION AND SUGGESTIONS 57 5.1 Research Findings Implications 57 5.2 Research Contribution 59 5.3 Limitation and Future Research 60 REFERENCES 64 APPENDICES 69 Appendix 1: Questionnaire 69 Appendix 2: Vietnamese Questionnaire 73 VI LIST OF TABLES Table 3-1 Measurements for Reputation Construct 31 Table 3-2 Measurements for Architecture Construct 31 Table 3-3 Measurements for Innovation Capability Construct 32 Table 3-4 Measurements for Core Competencies Construct 32 Table 3-5 Measurements for Knowledge Based Advantages Construct 33 Table 3-6 Measurements for Funding Construct 33 Table 3-7 Measurements for HE Performance Construct 33 Table 4-1 Characteristics of Respondents 41 Table 4-2 Descriptive Statistics of the Constructs and Items 44 Table 4-3 Factor Analysis and Reliability 48 Table 4-4 Result of Independent SampleT-test 49 Table 4-5 Result of One Way Anova for Age 50 Table 4-6 Result of One Way Anova for Education Background 51 Table 4-7 Result of One Way Anova for Highest Level of Education Attained 51 Table 4-8 Result of One Way Anova for Income/Per Month 52 Table 4-9 Result of One Way Anova for Number of Years in Experience as University Manager 52 Table 4-10 The Influence of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Funding 54 VII distribute the questionnaire survey to their subordinates This procedure caused incorrect and misunderstand of circling the 5-point Likert scale Further research should directly distribute the questionnaire survey and explain clearly to respondents Moreover, the questionnaires were sent directly to the respondents through email or meeting instead of survey online, for that reason, respondent might be afraid of filling out the questionnaires Overall, those above mention shortcomings should be considered in the future research and new research direction should be applied to enrich the number of research conducting on the strategy development for higher education in Vietnam The next step is to examine this further and, in addition, to couple this with further consideration of how funding and higher education performance relate to the university‘s mission and objectives and to changes in government policy In addition, it will also be useful to examine whether or not those universities that have failed to develop their resource base in such areas as relationships/partnerships (architecture), innovation (teaching, research and third-core funding), reputation, or their knowledge base (research and teaching technologies, particularly distance and e-learning) or a particular core competence, will continue to be supported by the Vietnam government Further, the extent to which the RBV can be used to develop strategy within other international contexts depends on the bundles of resources available to those universities in Vietnam In other words, there are strong indications that national government policy is often the prime shaper of the market context for any countries university sector, with a concomitant impact upon strategy development Further research is required in individual country contexts to determine to what extent this factor impacts upon the development of funding 62 The next phase of research should evaluate funding sources and higher education performance available to all universities in the Vietnam with a view to determining the breakdown of teaching, research, commercial and third-core activity for individual or strategic groups of, universities Such analysis could provide insights into which areas of activity different universities should seek to develop and, by extension, which competitive resources of individual universities might underpin this development in the future This study hypothesize that more reputable universities have developed distinct capabilities and competencies 63 REFERENCES Aiken, L S., & West, 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7= “Strongly Agree”) Benefits to global and local universities reputation are advantage for HE performance in Vietnam Our universities‘ ability to initiate and lead societal change if they become famous Universities‘ well-known is competitive advantage for their self Our responsibility as a model for individuals‘ and institutions‘ illustriousness Good students are a resource even if it is rather transient and to a high extent a result of the reputation Overall, reputation always brings advantages for our university for making performance Listed below are statements to describe Innovation Level of Agreement capability related to Funding and HE performance Strongly Disagree Please circle the number of your level of agreement Agree (1=“Strongly Disagree”; 7= “Strongly Agree”) Compared with others countries universities, our student‘s modifications and innovations have a better market response Others countries universities have more success with their student‘s innovations (reverse scored) We have very modern students than those of others countries universities Overall, innovative capability is particularly important for the long-term success of a university through the development, for example, of new courses and research patents Listed below are statements to describe Architecture related Level of Agreement to Funding and HE performance Strongly Disagree Please circle the number of your level of agreement (1= Agree “Strongly Disagree”; 7= “Strongly Agree”) Our universities in Vietnam has relationships developed with other higher and further education institutions, local government, funding bodies, research councils, and partners The network of relationships, contracts, and alliances of our university is good Recruitment of students onto courses (teaching), research (e.g funding councils) and outreach/commercialization (e.g licensing agreements) are parameter of architecture of our university If our university‘s principle objective is to develop its international student base, it must focus principally on its architecture f our university Listed below are statements to describe Core competencies Level of Agreement related to Funding and HE performance Strongly Disagree Please circle the number of your level of agreement (1= Agree 70 Strongly 7 7 7 Strongly 7 7 Strongly 7 7 Strongly “Strongly Disagree”; 7= “Strongly Agree”) We try to make competence to ensure that our university provides a particular benefit to customer We try applying theory to practical problems (vocation) for either the development of teaching/consultancy or research purposes We try applying theory to practical problems (vocation) for either the development of student placement or final destination placement We try applying theory to practical problems (vocation) for either the development of fund-raising and/or alumni relations Core competencies are a number of areas: the processes underpinning teaching, learning and assessment strategies for our university Overall, core competencies are good for HE performance and making funding for university Listed below are statements to describe Knowledge based Level of Agreement advantages related to Funding and HE performance Strongly Disagree Please circle the number of your level of agreement (1= Agree “Strongly Disagree”; 7= “Strongly Agree”) Human resources are vital for universities that rely primarily on people and their skills The tacit and explicit proprietary knowledge helps universities that possess it to achieve excellence in education and research Knowledge based advantages are developed capabilities and competencies for university in our country 7 7 7 Strongly 7 Section 2: Funding Listed below are statements to be considered funding to Level of Agreement related to HE performance (Do you think most universities can Strongly Strongly afford to make performance today without financial aid, not?) Agree Disagree Please circle the number of your level of agreement (1= “Strongly Disagree”; 7= “Strongly Agree”) Our funding is enough to afford to the performance University costs are rising at a rate which will put universities out of the reach of most performance Competition for funding is not so violent that we can not get the enough funding The funding we obtain can help our university the adequacy and benefits of their higher education system 71 Section 3: HE performance Listed below are statements to be considered HE Level of Agreement performance Strongly Strongly Please circle the number of your level of agreement Agree Disagree (1=“Strongly Disagree”; 7= “Strongly Agree”) If HE performance is good: 1) Anticipate students needs, 2) Build universities‘ reputation, 3) Improve forecast accuracy, 4) Create students loyalty, 5) Enhance management ability 6) Evaluate efficiency options Section Personal Information You have finished filling the questionnaire I sincerely appreciate your time and efforts to answer the above questions All information will be kept confidently and only viewed by the conductor For more information, would you please indicate the following information □Male Gender □ Female □ Below 25 □ 26-30 Age □ 36-40 Education Background □ 41-45 □ 31-35 □ 45-50 □ Above 50 □ Business/Economics □ Medicine □ Engineering □ Foreign Languages □ Politics □ International Relations □ Arts □ Other Highest level of education attained: □ PhD □ Postdoctoral □ Master □ Bachelor □ Other Income/per month: □ < 3,000,000 VND □ 3,000,000->,5000,000VND □ 5,000,000VND->7,000,000 □ 7,000,000->10,000,000VND Position in the University/institute: □ Manager/Chief □ Vice-Director □ Director □ Vice President □ President □>10,000,000VND □ Expert □ Other Number of experience years as university manager: □ Below years □ 2->5years □ 6->10years 72 □ Above 10 years Appendix 2: Vietnamese Questionnaire 國立成功大學管理學院國際經營管理研究所 National Cheng Kung University, Institute of International Management Viện Quản lý Quốc tế, Trường Đại học Quốc lập Thành Công Đài Loan Tel: (886) 6-2757575 ext 53011, Fax: (886) 6-2751175 BẢN CÂU HỎI Kính gửi quý thầy/cô/anh/chị: Em tên Hằng sinh viên thạc sĩ ngành Quản lý kinh doanh quốc tế Viện nghiên cứu Quản lý quốc tế Trường Đại học Quốc lập Thành Công Đài Loan Bản câu hỏi nhằm mục đích nghiên cứu ảnh hưởng nguồn lực tác động ngân sách hoạt động giáo dục đại học (ĐH) dựa khái niệm nguồn lực Kính mong quý thầy/cô/anh/chị dành chút thời gian quý báu giúp em trả lời câu hỏi nhằm phục vụ cho đề tài luận văn tốt nghiệp thạc sĩ liên quan đến chiến lược phát triển giáo dục đại học Sự giúp đỡ q thầy/cơ/anh/chị đóng vai trị lớn thành công đề tài nghiên cứu Mong thầy/cơ/anh/chị vui lịng đọc kỹ đánh dấu theo mức độ đồng ý tăng dần từ đến Xin lưu ý, tất thông tin thầy/cô/anh/chị cung cấp hoàn toàn giữ bảo mật phục vụ cho nghiên cứu Xin chân thành cảm ơn giúp đỡ quý thầy/cô/anh/chị! Thân ái, Chinho Lin Giáo sư ưu tú, Tổng biên tập Tạp chí phát triển quản lý & doanh nghiệp quốc tế Khoa Quản lý & Công nghệ Thông tin Viện Quản lý Thông tin Trường Đại học Quốc lập Thành Công Đài Loan Đào Kim Nguyễn Thụy Hằng Sinh viên Thạc sĩ ĐT: +886.910572094 Email:dknthang@vnuhcm.edu.vn ra696701@mail.ncku.edu.tw 73 Phần 1: Nguồn lực Phần (Danh tiếng): Vui lòng đọc kỹ đánh dấu theo mức Mức độ đồng ý độ đồng ý từ đến Hoàn toàn Hoàn tồn (1= “Hồn tồn khơng đồng ý”; 7= “Hồn tồn đồng không đồng ý đồng ý ý”) Danh tiếng trường đại học (ĐH) khu vực quốc tế có tác động tích cực đến hoạt động giáo dục đại học Việt Nam Khả khởi xướng dẫn đầu thay đổi mang tính xã hội trường ĐH có danh tiếng Danh tiếng nhà trường lợi cạnh tranh trường Trách nhiệm nhà quản lý tạo hình mẫu cho phát triển cá nhân trường Sinh viên giỏi nguồn lực mang lại danh tiếng thân trường Nhìn chung, danh tiếng lợi mang lại giá trị cho hoạt động giáo duc Phần (Sáng tạo): Vui lòng đọc kỹ đánh dấu theo mức Mức độ đồng ý Hoàn toàn Hoàn tồn độ đồng ý từ đến khơng đồng ý đồng ý 7 7 7 (1= “Hồn tồn khơng đồng ý”; 7= “Hồn tồn đồng ý”) So với trường ĐH nước khác, sáng tạo đổi sinh viên (SV) nước ta đáp ứng thị trường (lao động) tốt Các trường ĐH nước khác đạt nhiều thành công sáng tạo SV mang lại Nước ta có nhiều SV tiên tiến so với trường ĐH nước khác Nhìn chung lực sáng tạo đặc biệt quan trọng cho thành công lâu dài trường ĐH thơng qua phát triển (ví dụ) khóa học mới, sáng chế nghiên cứu Phần (cấu trúc): Vui lòng đọc kỹ đánh dấu theo mức độ Mức độ đồng ý đồng ý từ đến Hoàn toàn Hoàn toàn (1= “Hoàn toàn khơng đồng ý”; 7= “Hồn tồn đồng khơng đồng ý đồng ý ý”) Các trường ĐH Việt Nam ngày thúc đẩy mối quan hệ với học viện, phủ, ban ngân sách, hội đồng nghiên cứu, trường bạn giới Mạng lưới mối quan hệ, hợp đồng quan hệ đối tác trường nước ta tốt Tuyển sinh vào khóa học, nghiên cứu thương nghiệp hóa tuyển sinh (ví dụ đào tạo theo hợp đồng) có tác dụng xác định cấu trúc đào tạo trường ĐH nước ta Nếu mục tiêu trường ĐH nước ta phát triển sở sinh viên quốc tế phải tập trung chủ yếu vào hệ thống cấu trúc trường 74 7 7 7 7 Phần (Khả cốt lõi): Vui lòng đọc kỹ đánh dấu Mức độ đồng ý theo mức độ đồng ý từ đến Hoàn toàn Hoàn tồn (1= “Hồn tồn khơng đồng ý”; 7= “Hồn tồn đồng không đồng ý đồng ý ý”) Các trường nước ta cố gắng tạo lực nhằm đảm bảo cung cấp lợi ích riêng biệt cho sinh viên Các trường nước ta áp dụng lý thuyết vào thực hành cho mục tiêu phát triển giảng dạy/tư vấn nghiên cứu Các trường nước ta áp dụng lý thuyết vào thực hành việc nâng cao vị trí sinh viên phát triển mục tiêu cuối trường Các trường nước ta áp dụng lý thuyết vào thực hành việc phát triển kế hoạch tăng ngân sách và/hoặc mối quan hệ với cựu SV Khả cốt lõi cạnh tranh trường ĐH nước ta thể lĩnh vực như: trình giảng dạy, học tập đánh giá Nhìn chung, khả cốt lõi cạnh tranh trường ĐH nước ta có tác dụng thúc đẩy hoạt động giáo dục ĐH tạo quỹ cho trường Phần (Lợi tri thức): Vui lòng đọc kỹ đánh dấu Mức độ đồng ý theo mức độ đồng ý từ đến Hoàn tồn Hồn tồn (1= “Hồn tồn khơng đồng ý”; 7= “Hồn tồn đồng khơng đồng ý đồng ý ý”) Nguồn nhân lực có tầm quan trọng sống cịn cho trường ĐH trường ĐH nước ta dựa chủ yếu vào yếu tố ‗con người‘ ‗kĩ năng‘ Kiến thức giúp người đạt thành cao giáo dục nghiên cứu trường ĐH Lợi tri thức tiềm lực cốt lõi cho phát triển trường ĐH nước ta 7 7 7 7 Phần 2: Ngân sách Vui lòng đọc kỹ đánh dấu theo mức độ đồng ý từ Mức độ đồng ý đến Hoàn toàn Hoàn toàn (1= “Hoàn tồn khơng đồng ý”; 7= “Hồn tồn khơng đồng ý đồng ý đồng ý”) Ngân sách trường ĐH nước ta có bao gồm nguồn tài trợ người cho hoạt động trường Việc tăng nhanh chi phí ĐH làm hạn chế hoạt động trường ĐH Cạnh tranh thu hút ngân sách buộc trường ĐH nước ta cố gắng thể lực hoạt động hiệu Tiêu chuẩn mà dựa sở hiệu nguồn tài trợ/ngân quỹ giúp trường ĐH có đầy đủ lợi cho hệ thống giáo dục bậc cao 75 7 7 Phần 3: Sự thể giáo dục ĐH Vui lòng đọc kỹ đánh dấu theo mức độ đồng ý từ Mức độ đồng ý đến Hoàn tồn Hồn tồn khơng đồng ý đồng ý (1= “Hồn tồn khơng đồng ý”; 7= “Hồn tồn đồng ý”) Nếu việc thực thi giáo dục ĐH Việt Nam tốt sẽ: 1) Dự báo nhu cầu SV, 2) Xây dựng danh tiếng trường, 3) Dự báo xác cải tiến, 4) Tạo lòng trung thành SV, 5) Tăng cường khả quản lý 6) Đánh giá lựa chọn hiệu 1 1 2 2 3 3 4 4 5 5 6 6 7 7 Phần 4: Thông tin cá nhân Xin chân thành cảm ơn giúp đỡ quý thầy/cô/anh/chị Mong quý thầy/cô/anh/chị tiếp tục điền thông tin cá nhân Những thông tin quý thầy/cô/anh/chị cung cấp hoàn toàn bảo mật phục vụ cho mục đích nghiên cứu Giới tính □ Nam □ Nữ Độ tuổi □ Dưới 25 □ 26-30 □ 36-40 □ 41-45 □ 46-50 Nền tảng giáo dục (chuyên môn) □ Y dược/ y khoa □ Kỹ thuật □ 31-35 □ Trên 50 □ Kinh tế/kinh doanh □ Kinh tế trị □ Văn học □ Quan hệ quốc tế □ Khác Trình độ: □ Tiến sỹ □ Thạc sỹ □ Nghiên cứu sinh □ Đại học □ Khác Thu nhập hàng tháng: □ < 3.000.000 VNĐ □ 3.000.000->5.000.000VNĐ □ 5.000.000->7.000.000 VNĐ □ 7.000.000->10.000.000VNĐ Vị trí: □ Quản lý □ Chuyên gia trưởng ban □ Ngoại ngữ □ Phó Hiệu trưởng □ Hiệu trưởng □ Phó Giám đốc □ Giám đốc □ >10.000.000VNĐ □ Trưởng ban □ Khác Kinh nghiệm làm việc/quản lý anh/chị trường khỏang bao lâu: □ Dưới năm □ 2->5 năm □ 6->10 năm □ Trên 10 năm 76 □ Phó ... funding and higher education performance to propose strategy for HEU and education in Vietnam This means that people in higher education has to pays attention to funding, higher education performance... strategy for enhancing the quality of Vietnam? ??s higher education And through this make competitive advantage for higher education universities in Vietnam in specific and higher education in Vietnam. .. performance indicators in an indirect way In PB2, performance information (i.e a quite long list of performance indicators) 25 is used in a loose and indirect way to shape the total budgets for