DOCSLIB.ORG

The Need for Academic Reform in Vietnamese Higher Education (VHE) to Align with Employers’ Expectations

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Need for Academic Reform in Vietnamese Higher Education (VHE) to Align with Employers’ Expectations University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 5-2019 The Need For Academic Reform In Vietnamese Higher Education (VHE) To Align With Employers’ Expectations Hoang-Yen (Maya) T. Dang University of New England Follow this and additional works at: https://dune.une.edu/theses Part of the Educational Assessment, Evaluation, and Research Commons, and the Educational Leadership Commons © Hoang-Yen T. Dang Preferred Citation Dang, Hoang-Yen (Maya) T., "The Need For Academic Reform In Vietnamese Higher Education (VHE) To Align With Employers’ Expectations" (2019). All Theses And Dissertations. 210. https://dune.une.edu/theses/210 This Dissertation is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE. It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact [email protected]. THE NEED FOR ACADEMIC REFORM IN VIETNAMESE HIGHER EDUCATION (VHE) TO ALIGN WITH EMPLOYERS’ EXPECTATIONS By Hoang-Yen T. Dang (aka Maya Dang) A DISSERTATION Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England Submitted in Partial Fulfillment of Requirements For the degree of Doctor of Education Portland & Biddeford, Maine April 20, 2019 Hoang-Yen T. Dang (aka Maya Dang) © 2019 ii Hoang-Yen T. Dang (aka Maya Dang) April 20, 2019 Educational Leadership THE NEED FOR ACADEMIC REFORM IN VIETNAMESE HIGHER EDUCATION (VHE) TO ALIGN WITH EMPLOYERS’ EXPECTATIONS Abstract The effort to comprehensively reform Vietnamese higher education (VHE) in order to produce an educated workforce better able to contribute to economic development is a major concern not only of educators and the Vietnamese government but also of employers, workers, and the general populace. Successful implementation of VHE’s “Vision 2020” relies on legal change together with macro-policies to support these educational initiatives. For the purposes of this study, however, the author focused on the current state of VHE in providing employable graduates to meet the needs of Vietnam’s knowledge economy in the 21st century. In particular, through an analysis of the advanced training programs (ATPs), the author argues that the wider use and expansion of ATPs is the key to the academic reform necessary to meet the expectations of Vietnamese employers in the 21st century. iii University of New England Doctor of Education Educational Leadership This dissertation was presented by Hoang-Yen T. Dang (aka Maya Dang) It was presented on April 10, 2019 and approved by: Leslie Hitch, Ed.D. Lead Advisor Northeastern University Laura Bertonazzi, Ed.D. Secondary Advisor University New England Rick Arrowood, Ph.D Affiliate Committee Member Northeastern University Michelle Collay, Ph.D. Affiliate Committee Member University New England iv ACKOWLEDGEMENTS My father used to say: “I have nothing to give you. I can only try my best to give you an education. Only knowledge can change your life.” I promised myself that once I achieved success as an entrepreneur, I would devote myself to higher education in Vietnam, my country of birth, in order to give Vietnamese youth a chance to widen their perspective and reach out to the world. I am grateful that the U.S. has given me an opportunity to grow these past years. This thesis is only the beginning of my life-long project to bring American pedagogical standards to Vietnam. On this day of my graduation, I would like to thank my professors, particularly Dr. Hitch, Dr. Betonazzi, Dr. Collay, and Dr. Arrowood, who have been instrumental in my journey so far. I want to thank my three daughters and lastly, my late husband. Thank you all for your encouragement and support. v TABLE OF CONTENTS CHAPTER 1 INTRODUCTION ............................................................................................. 1 Statement of the Problem ..................................................................................................... 3 Purpose of the Study ............................................................................................................ 4 Research Questions .............................................................................................................. 5 Conceptual Framework ........................................................................................................ 5 Assumptions and Limitations ............................................................................................... 6 Significance ......................................................................................................................... 7 CHAPTER 2 LITERATURE REVIEW .................................................................................. 9 The Impact of Vietnam’s Cultural and Historical Legacy ................................................... 10 Milestones of Vietnamese Higher Education Reform ......................................................... 11 The Birth of Non-Public Universities .......................................................................... 14 The goal of establishing private higher educational institutions ............................ 14 Implementation of diversifying the VHE system .................................................. 15 Current state of private higher educational institutions ......................................... 16 Legislative Reforms ...................................................................................... 19 Governance of Vietnamese higher education ........................................................ 22 Academic Reforms ...................................................................................................... 23 Curricular Reforms ..................................................................................................... 26 Pilot programs of the Advanced Training Program (Cuong Trinnh Tiên Tiến) ...... 30 Assessing the 10-year implementation of the advanced training programs ............ 31 Textbook and teaching materials .......................................................................... 31 Development of facilities and the learning conditions of the students ................... 31 vi Development of faculty and managers of the ATPs .............................................. 32 Achievement of graduates .................................................................................... 32 Publication and research on the advanced training programs (ATPs) .................... 34 Conclusion .................................................................................................................. 34 Difficulties expanding the Advanced Training Program ....................................... 35 Current State of Vietnamese Higher Education after Primary Reforms ............................... 36 Increasing Unemployment of Graduates ...................................................................... 37 The Poor Quality of the Educated Workforce .............................................................. 40 Limited Publications ................................................................................................... 40 Substandard Intellectual Property ................................................................................ 41 Faltering Innovation .................................................................................................... 42 VHE’s Disconnect from its mission ...................................................................... 43 Employers’ lack of connection with the classroom ............................................... 43 Graduates’ soft skills do not meet employers’ expectations .................................. 47 Vietnamese higher education depends on state universities ................................... 48 Official Language in Higher Educational Institutes ..................................................... 49 The Potential of Vietnamese Higher Education .................................................................. 49 Budget for National Education .................................................................................... 50 Strong Digital Potential ............................................................................................... 51 Conclusion ......................................................................................................................... 52 Conceptual Framework ...................................................................................................... 52 CHAPTER 3 METHODOLOGY AND DATA COLLECTION ........................................... 54 Setting ............................................................................................................................... 55 Site, Participants, and Sample ............................................................................................ 55 vii Data Collection Methods .................................................................................................... 55 Analysis ............................................................................................................................. 60 Ethics and Potential Limitations ......................................................................................... 61 CHAPTER 4 ............................................................................................................................ 62 CONTENT ANALYSES AND FINDINGS ...........................................................................
Load more

Recommended publications
  • Vietnam's Extraordinary Performance in the PISA Assessment
    DISCUSSION PAPER SERIES IZA DP No. 13066 Vietnam’s Extraordinary Performance in the PISA Assessment: A Cultural Explanation of an Education Paradox M Niaz Asadullah Liyanage Devangi Perera Saizi Xiao MARCH 2020 DISCUSSION PAPER SERIES IZA DP No. 13066 Vietnam’s Extraordinary Performance in the PISA Assessment: A Cultural Explanation of an Education Paradox M Niaz Asadullah University of Malaya, University of Reading, SKOPE and IZA Liyanage Devangi Perera Monash University Saizi Xiao University of Malaya MARCH 2020 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ISSN: 2365-9793 IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No.
    [Show full text]
  • Ethnic Disparities in Education in Vietnam
    The Pennsylvania State University The Graduate School The Department of Human Development and Family Studies ETHNIC DISPARITIES IN EDUCATION IN VIETNAM A Dissertation in Human Development and Family Studies and Demography by Quang Thanh Trieu @2018 Quang Thanh Trieu Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2018 The dissertation of Quang T. Trieu was reviewed and approved* by the following: Rukmalie Jayakody Associate Professor of Human Development and Family Studies and Sociology Dissertation Advisor Chair of Committee Scott D. Gest Professor of Human Development and Family Studies Professor-in-Charge of the Human Development and Family Studies Undergraduate Program Leif Jensen Distinguished Professor of Rural Sociology and Demography David M. Post Professor of Education (Educational Theory & Policy and Comparative & International Education) and Senior Scientist Lisa Gatzke-Kopp, Ph.D. Associate Professor of Human Development and Family Studies Professor in Charge- Graduate Program *Signatures are on file in the Graduate School ii Abstract Education plays an important role in determining individuals’ socioeconomic attainment and a nation’s competitiveness on the global stage. Thus, educational disparities not only prevent vulnerable populations from gaining access to a better life but also hinder a nation’s development. Theoretically, economic growth provides more resources for education. However, initial observations in many developing countries show that economic growth does not bring the same educational benefits to everyone. Vietnam offers an interesting context in which to study ethnic educational disparities in a developing country transforming from a centrally planned to a market-driven economy. After socioeconomic transformations, Vietnam has achieved significant progress, including economic and educational growth.
    [Show full text]
  • Issues in the Implementation of Bilingual Education in Vietnam
    TESOL Working Paper Series Issues in the Implementation of Bilingual Education in Vietnam Do-Na Chi* An Giang University, Vietnam Abstract This paper explores the implementation of bilingual education at a private institution in Vietnam, with a focus on its successes and challenges. Despite long-term English education as a compulsory subject at grade levels 3 to 12, there is still a need for Vietnamese learners of English to improve their language profciency beyond the national curriculum. For that reason, many institutions have been established to make English a more important part of the curriculum, not simply a subject but a means of communication and a medium of instruction. In other words, the aim is to make those learners reach bilingualism. However, training learners to be bilingual is not an easy mission, since it has numerous requirements. Observing how bilingual education was implemented at a private institution in Vietnam, this paper reveals some positive effects on learners’ language development along with challenges regarding teaching materials, qualifed staff, and negative infuences of the national curriculum. Introduction While English is a mandatory subject in Vietnam, the focus is still on grammar and vocabulary, not communicative competence (Denham, 1992; Nunan, 2003). To develop English language profciency of future generations of Vietnamese students, the Ministry of Education and Training (MOET) proposed the use of English as the medium of instruction at high school and college levels nationwide (MOET, 2008). As stated by MOET in Directive 1400, the national curriculum embarked on a project entitled “Teaching and Learning in English in the National Education System 2008-2020,” or “Project 2020” for short.
    [Show full text]
  • Moral Education in a Non-Traditional Setting in Vietnam
    BENDING BAMBOO: MORAL EDUCATION IN A NON-TRADITIONAL SETTING IN VIETNAM Eric J. Buetikofer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of The requirements for the degree of MASTER OF ARTS August 2009 Committee: Patricia Kubow, Advisor Christopher Frey William Wiseman ii © 2009 Eric Buetikofer All Rights Reserved iii ABSTRACT Patricia Kubow, Advisor Vietnam is a country rich with culture and tradition. This thesis examines the cultural practice of teaching morality in a non-traditional school in Vietnam. This qualitative case study took place in a non-traditional school located in central Vietnam that caters to street children. Findings from the participant interviews are discussed through the use of vignettes. The vignette themes include morality, citizenship, philosophical association, gender and one’s ability to be moral, bending bamboo and morality, morality and role playing, street children and moral education, learning and importance of language, learning English as a Second Language in the school, and debates and learning good citizenship. Each vignette is discussed using information from participant interviews and Western and Eastern moral education practices. Research for this paper has been completed utilizing educational and psychological theoretical literature concerning moral education and moral philosophy in conjunction with empirical studies conducted in Vietnam. iv This thesis is dedicated to my wife Jessica Turos and my mother Kathy Buetikofer, who have been supportive in all of my educational endeavors. v ACKNOWLEDGMENTS I would like to thank my Thesis committee, Dr. Kubow, Dr. Frey, and Dr. Wiseman, for all of their guidance. I could not have completed this formidable project without you.
    [Show full text]
  • Linguistic Minority Learners in Mainstream Education in Vietnam: an Ethnographic Case Study of Muong Pupils in Their Early Years
    Linguistic minority learners in mainstream education in Vietnam: an ethnographic case study of Muong pupils in their early years Chung Pham Submitted in accordance with the requirements for the degree of PhD (Doctor of Philosophy) The University of Leeds School of Education September 2016 - ii - I confirm that the work submitted is my own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Chung Pham to be identified as Author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. © <2016> The University of Leeds and <Chung Pham> - iii - Acknowledgements First of all, I would like to thank my first supervisor, Dr Jean Conteh, and my second supervisor, Dr Mary Chambers, for their extensive and invaluable guidance and endless encouragement in helping me progress through this study as smoothly as possible. The tireless academic support they have provided me throughout my time in Leeds has been amazing and their patience and empathy when tolerating my lagging behind the timeline due to personal issues has been no less remarkable. Their knowledge of when to give me a bit of a push and when to offer some space on this challenging journey has been tremendously appreciated and has been a great source of motivation for the completion of the study. Secondly I would like to thank the participants: the head teacher, the Deputy Head, all the teachers, the children and their families, for allowing me to carry out my research in the way that I did.
    [Show full text]
  • The Current Situation and Issues of the Teaching of English in Vietnam
    The Current Situation and Issues of the Teaching of English in Vietnam HOANG Van Van Introduction This paper is concerned with the current situation and issues of the teaching of English in Vietnam. As a way of start, I will first provide a brief history of English language teaching in Vietnam. Then I will examine in some depth the current situation of English language teaching in Vietnam, looking specifically at English language teaching both inside and outside the formal educational system. The final section is devoted to a discussion of some of the problems we have been experiencing in the teaching of English in Vietnam in the context of integration and globalization. 1. A Brief History of English Language Teaching in Vietnam The history of English language teaching in Vietnam can be roughly divided into two periods: (i) English in Vietnam before 1986 and (ii) English in Vietnam from 1986 up to the present. The reason for this way of division is that 1986 was the year when the Vietnamese Communist Party initiated its overall economic reform, exercising the open-door policy, and thus marking the emergence of English as the number 1 foreign language in Vietnam. 1.1 English in Vietnam before 1986 English in Vietnam before 1986 had a chequered history. Chronologically, the teaching of English in Vietnam can be subdivided into three periods: the first period extends from the beginning of the French invasion of Vietnam up to 1954; the second period, from 1954 to 1975; and the third period, from 1975 to 1986. Each of the periods will be examined in some depth in the sections that follow.
    [Show full text]
  • Overview of Vietnam's Legal Framework for Foreign Education Providers
    OVERVIEW OF THE LEGAL FRAMEWORK AFFECTING THE PROVISION OF FOREIGN EDUCATION IN VIETNAM This overview provides information on laws and associated regulations relevant to the provision of foreign education in Vietnam. Disclaimer This overview provides general information on the laws that affect the provision of foreign education in Vietnam. Care should be taken when interpreting Vietnam’s legal framework, as: - it is undergoing continual revision and reform; - the structure and expression of Vietnamese legal instruments can be quite general or extremely precise; - English translations of Vietnamese legal instruments are often contested and seldom definitive; and - local interpretation and enforcement of the legal framework can vary. The Australian Government assumes no responsibility for any reliance on information contained in this overview. In addition to doing their own market research and due diligence, foreign education providers seeking to operate in Vietnam should seek independent professional legal and other advice. I Vietnam’s legal framework 1 The legal framework of the Socialist Republic of Vietnam is significantly different to that of Australia. While the National Assembly is the highest authority under the Constitution, Government Ministries are responsible for drafting and implementing legislation. These Ministries can effect changes in the legal framework quickly and with little notice. Consequently, the views of relevant Ministries hold significant weight in the Vietnamese legal framework. The main types of legal instrument
    [Show full text]
  • The EC-Vietnam Country Strategy Paper 2002-2006 & National
    (&9,(71$0 &28175<675$7(*<3$3(5 ± WKH(&9LHWQDP1$7,21$/,1',&$7,9(352*5$00(LVDWWDFKHG 7$%/(2)&217(176 9,(71$0$7$*/$1&(«««««««««««««««, /,672)$%%5(9,$7,216«««««««««««««««,, 6800$5< (8523($1&20081,7<&223(5$7,212%-(&7,9(6 7+(32/,&<$*(1'$2)9,(71$0 &28175<$1$/<6,6 3ROLWLFDOVLWXDWLRQ (FRQRPLFDQGVRFLDOVLWXDWLRQ 6WUXFWXUHDQGSHUIRUPDQFH 6RFLDO'HYHORSPHQWV 7KHUHIRUPSURFHVV 3XEOLFILQDQFHDQGVHFWRUDOSROLFLHV ([WHUQDOHQYLURQPHQW 6XVWDLQDELOLW\RIFXUUHQWSROLFLHV 0HGLXP7HUP&KDOOHQJHV 29(59,(:2)3$67$1'21*2,1*(&&223(5$7,21 2YHUYLHZ 3DVWDQG2QJRLQJ(&&RRSHUDWLRQ/HVVRQVOHDUQHG (80HPEHU6WDWHV¶DQGRWKHUGRQRUV¶SURJUDPPHV 7+((&5(63216(675$7(*< 0DLQDUHDVRIFRQFHQWUDWLRQ )RFDOSRLQW,PSURYHPHQWRIKXPDQGHYHORSPHQW )RFDOSRLQW,QWHJUDWLRQLQWRWKHLQWHUQDWLRQDOHFRQRP\ &URVVFXWWLQJWKHPHV &RKHUHQFHDQGFRPSOHPHQWDULW\ 9LHWQDP0DS $11(;'(9(/230(17,1',&$7256 $11(;$1,//8675$7,212)7+(85%$1585$/63/,7 $11(;21*2,1*(&&223(5$7,21352-(&76 $11(;(8'HYHORSPHQW&RRSHUDWLRQZLWK9LHWQDPE\0HPEHU6WDWH $11(;&RXQWU\(QYLURQPHQWDO%ULHI 2 9,(71$0$7$*/$1&( 3RSXODWLRQ 78.5 million (2000) DQQXDOSRSXODWLRQJURZWK 1.3% (2000) 3UHVLGHQW: Mr. Tran Duc Luong 3ULPH0LQLVWHU: Mr. Phan Van Khai &396HFUHWDU\*HQHUDO: Mr. Nong Duc Manh. 1H[WQDWLRQDOHOHFWLRQ: April 2002 6HOHFWHGHFRQRPLFLQGLFDWRUV GDP per capita: 419 ¼ GDP growth rate: 5.5% (2000) Rate of inflation: minus 1.7% (2000) Gross reserves: 3.2 billion ¼HTXLYDOHQWWRPRQWKVRILPSRUWV 6HOHFWHGVRFLDOLQGLFDWRUV Life expectancy at birth: 69 years (1999) Infant mortality rate: 36.7 per thousand births (1999) Child malnutrition:
    [Show full text]
  • Contributions to the Political Economy of Learning Jonathan D
    RISE Working Paper 21/062 February 2021 Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning Jonathan D. London Abstract Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of
    [Show full text]
  • Education System Vietnam
    The education system of V ietnam described and compared with the Dutch system Education system | Evaluation chart Education system Vietnam This document contains information on the education system in Vietnam. We explain the Dutch equivalent of the most common qualifications from Vietnam for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Vietnam | Nuffic | 2nd edition, January 2011 | version 2, January 2015 2 Education system | Evaluation chart Education system Vietnam Education system Vietnam Bang Tien si (Doctor) L8 2-4 Bang Thac si (Master) L7 (university education) postgraduate 2 Bang Tot Nghiep Dai Hoc (Cu Nhan) (Bachelor) L6 Bang Tot Nghiep Cao Dang Cu Nhan Cao Dang L5 (university education) (Associate Degree) (college education) 4-5 3 undergraduate Entrance examinations L4 Bang Tot Nghiep Pho Thong Trung Hoc L4 Bang (Tot Nghiep) Trung Hoc Chuyen L3 (secondary school education) (secondary vocational education) 3 3-4 Trung Hoc Co So L2 (basic secondary education) 4 Tieu Hoc L1 (primary education) 5 0 Duration of education Education system Vietnam | Nuffic | 2nd edition, January 2011 | version 2, January 2015 3 Education system | Evaluation chart Education system Vietnam Evaluation chart The left-hand column in the table below lists the most common foreign qualifications applicable to admission to higher education.
    [Show full text]
  • The Vietnamese Values System: a Blend of Oriental, Western and Socialist Values
    International Education Studies; Vol. 9, No. 12; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The Vietnamese Values System: A Blend of Oriental, Western and Socialist Values Quynh Thi Nhu Nguyen1 1 Faculty of Education, Monash University, Victoria, Australia Correspondence: Quynh Thi Nhu Nguyen, Faculty of Education, Monash University, Clayton VIC 3800, Australia. Tel: 61-401-008-931. E-mail: [email protected] Received: May 17, 2016 Accepted: July 6, 2016 Online Published: November 24, 2016 doi:10.5539/ies.v9n12p32 URL: http://dx.doi.org/10.5539/ies.v9n12p32 Abstract Values education has been discussed extensively in many parts of the world in the context of the dramatic changes associated with globalization which directly affects the set of human values. Vietnam is a developing country with an intermixture of cultural heritage and social-economic transformation. In order to achieve the goal of becoming a modernized and industrialized country, the Vietnamese government is setting the development of human resources as priority. In line with the enhancement of advanced industrial knowledge and skills, Vietnamese should be fulfilled with value codes to meet the requirements of the international labour market, to keep the specific ‘Vietnamese’ characters and to develop sustainably. The content of values education should be addressed to be promoted in families, schools and society. It is thus the aim of this paper to explore the Vietnamese values system. The first section of this paper discusses the notions of values and values education. The following section presents a brief outline of the Vietnamese cultural and historical context.
    [Show full text]
  • A New Approach to Explain Policy Reforms in Vietnam During Ðổi Mới by Developing and Validating a Major Policy Change Model for Vietnam
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Winter 2-12-2013 A New Approach to Explain Policy Reforms in Vietnam during Ðổi Mới by Developing and Validating a Major Policy Change Model for Vietnam Huan Van Dang Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Higher Education Commons Let us know how access to this document benefits ou.y Recommended Citation Dang, Huan Van, "A New Approach to Explain Policy Reforms in Vietnam during Ðổi Mới by Developing and Validating a Major Policy Change Model for Vietnam" (2013). Dissertations and Theses. Paper 611. https://doi.org/10.15760/etd.611 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. A New Approach to Explain Policy Reforms in Vietnam during ðổi M ới by Developing and Validating a Major Policy Change Model for Vietnam by Huan Van Dang A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Affairs and Policy Dissertation Committee: Craig Shinn, Chair Douglas Morgan Marcus Ingle Bruce Gilley John Gallup Portland State University 2013 Copyright © 2012 Huan Van Dang Abstract The Renovation Program - ðổi M ới in Vietnam since 1986 have posed a puzzling policy question: why have some policy areas experienced radical changes while others have experienced only limited and incremental changes? This policy puzzle provided the focus for this dissertation in which a model of major policy change was developed to provide a new way of explaining the policy reforms in Vietnam over the past two decades.
    [Show full text]