Overcoming potential negative consequences of customer orientation in higher education: closing the ideological gap     

Adam Nguyen  Joseph Rosetti 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):155-174

Substantial discussion has been going on surrounding the potential negative consequences of a customer orientation in college education. A major concern stems from the ideological gap – the perceived differentiation between what the students want and the educators' view of what is in the best interests of the students. A key aspect of the ideological gap pertains to students' short-term wants (pleasure) versus educators' long-term-oriented interests (learning). Inspired by the societal marketing concept, we examine the possibility of closing this gap by means of a desirable educational model that aligns the interests of students and educators. Empirically, an open-ended survey explores student perceptions of a desirable educational model in the context of the marketing discipline. Then, two quantitative surveys show that students prefer desirable over pleasing and salutary models, and that academic motivation moderates their preference.  相似文献   

Connecting Marginal Rice Farmers to Agricultural Knowledge and Information Systems in Vietnam Uplands     

Jean-Christophe Castella  Joep Slaats  Dang Dinh Quang  François Geay  Nguyen Van Linh  Pham Thi Hanh Tho 《The Journal of Agricultural Education and Extension》2013,19(2):109-125

Abstract

In Vietnam, agricultural extension has contributed to rural development and poverty alleviation over the past two decades of agricultural decollectivization, but it was not very effective in reducing disparities within farmer communities. The study examined how better interactions of extension services with other agencies and information sources may help marginal farmers in catching up with the general improvement of living conditions in a mountainous area in northern Vietnam. It combined three complementary viewpoints on this issue: that of the agricultural extension staff, that of farmers and that of development experts with a long working experience in the mountains of Vietnam. The analysis of existing structures and functions of the extension system revealed a number of obstacles to the participation of marginal farmers in extension programmes and helped to identify relevant domains of intervention.  相似文献   

New results on reachable sets bounding for delayed positive singular systems with bounded disturbances     

Nguyen Huu Sau  Dinh Cong Huong  Mai Viet Thuan 《Journal of The Franklin Institute》2021,358(1):1044-1069

This paper addresses the reachable sets bounding problem for time-delay positive singular systems subject to bounded disturbances. The time delays in the considered systems are assumed to be time-varying. Both invariant and time-varying singular systems are investigated in this paper. Existence conditions of componentwise ultimate bounds of the state vector of considered systems are derived and given in terms of the spectral abscissa of the system matrices, which are easy to be checked. The obtained results are demonstrated by two numerical examples.  相似文献   

Continuing professional development for RMIT International University Vietnam library staff: Adding value through an international partnership: A case study     

Julia Leong  Loc Huu Nguyen 《International Information and Library Review》2011,43(3):169-175

The aim of this study was to explore the effectiveness of blended learning – the fusion of face-to-face and online learning experiences – to implement an effective and culturally sensitive program of professional development in an Australian university working in a developing country. It sought insight into pertinent pedagogical approaches for staff development across multiple locations including across national boundaries. The project demonstrated how learners can develop new capabilities and approaches by building on existing skills and knowledge as they interact in communities of practice. The immediate purpose was to design and deliver a continuing professional education program to meet the needs of librarians working at RMIT International University Vietnam in the context of the demands of the academic community and in the light of the challenge library staff experienced in seeking to meet explicit and tacit expectations. The project ran from late January to mid December 2010. The research questions were: ‘Is blended learning effective as an approach to continuing professional development when working across cultures in a multinational organization?’ and ‘What contribution do face-to-face and online components make to learning outcomes?’ The methodology used was an action learning approach. A 2009 consultant’s report into the RMIT Vietnam Library established professional developmental needs which were further detailed in February 2010 by the project leader from RMIT University, Melbourne using a skills audit. Workshops in Vietnam, visits to Melbourne by several Vietnam staff members, and an online forum were then delivered. Reflective practice and ongoing input from staff were utilized to form a feedback loop to modify the project timing and approaches as needed. Evaluation included participant feedback on workshops, tracking changes in Library services, a customer survey, a project-end survey of participants’ behavioral changes against learning topics as self-reported, and discussion with participants. The authors were actively involved in the project: Julia Leong as project leader and Loc Nguyen as project champion at the Saigon South Campus. Blended learning was found to be effective in meeting continuing professional developmental needs and in promoting positive changes in library service provision. Online discussions were effective for extending existing knowledge, gaining practical hints, and examining attitudes. Face-to-face workshops and visits were more effective for learning new material in a systematic way. It is recommended that consideration be given to applying the blended learning model used in this project to continuing professional developmental work in similar contexts.  相似文献   

What Will I Like Best When I'm All Grown Up? Preschoolers' Understanding of Future Preferences     

Michèle J. Bélanger  Cristina M. Atance  Anisha L. Varghese  Victoria Nguyen  Corrie Vendetti 《Child development》2014,85(6):2419-2431

Three experiments investigated 3‐, 4‐, and 5‐year‐olds' (N = 240) understanding that their future or “grown‐up” preferences may differ from their current ones (self‐future condition). This understanding was compared to children's understanding of the preferences of a grown‐up (adult‐now condition) or the grown‐up preferences of a same‐aged peer (peer‐future condition). Children's performance across all three conditions improved significantly with age. Moreover, children found it significantly more difficult to reason about their own future preferences than they did to reason either about an adult's preferences or the future preferences of a peer. These results have important implications for theories about future thinking and perspective‐taking abilities, more broadly.  相似文献   

Visuospatial anatomy comprehension: The role of spatial visualization ability and problem‐solving strategies          下载免费PDF全文

Ngan Nguyen  Ali Mulla  Andrew J. Nelson  Timothy D. Wilson 《Anatomical sciences education》2014,7(4):280-288

The present study explored the problem‐solving strategies of high‐ and low‐spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among learners beyond the classification of spatial visualization ability alone, and help elucidate what, if anything, high‐ and low‐spatial visualization ability learners do differently while solving spatial anatomy task problems. Forty‐two students completed a standardized measure of spatial visualization ability, a novel spatial anatomy task, and a questionnaire involving personal self‐analysis of the processes and strategies used while performing the spatial anatomy task. Strategy reports revealed that there were different ways students approached answering the spatial anatomy task problems. However, chi‐square test analyses established that differences in problem‐solving strategies did not contribute to differences in task performance. Therefore, underlying spatial visualization ability is the main source of variation in spatial anatomy task performance, irrespective of strategy. In addition to scoring higher and spending less time on the anatomy task, participants with high spatial visualization ability were also more accurate when solving the task problems. Anat Sci Educ 7: 280–288. © 2013 American Association of Anatomists.  相似文献   

Barriers to and facilitators of female Deans’ career advancement in higher education: an exploratory study in Vietnam     

Thi Lan Huong Nguyen 《Higher Education》2013,66(1):123-138

Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers’ career advancement in developing countries like Vietnam. This paper reports on an exploratory study of a research project funded by the Cambridge—Viet Nam Women Leadership Programme, which aims to advance an understanding of the status of, and identify strategies to empower, female academic managers in Vietnamese higher education. The focus of this paper is on university leaders and female Deans’ perceptions of the barriers to female academic Deanship and female Deans’ reflections on the facilitators for their career advancement. The study found that the main barriers are strong family obligations, negative gender stereotypes regarding females as leaders, and female academics’ unwillingness to take management positions. The major facilitators of female Deans’ career advancement are self-effort, strong family support, and, what is perceived to be, a favourable or ‘lucky’ selection context. The paper provides empirical evidence to support the view that family support is a crucial factor for female academic career advancement in Vietnam. Women are both an agent and an object of change in empowering female academic leadership.  相似文献   

Middle-level Academic Management: A case study on the roles of the Heads of Department at a Vietnamese university     

Nguyen  Thi Lan Huong 《Tertiary Education and Management》2013,19(1):1-17

Although information technology is increasingly used to deliver distance and conventional courses, there have been few studies of the effect of technology‐enhanced education on the organization and purposes of academics’ instructional work. I explore this issue in undergraduate and masters level education through the vehicle of case analyses of technology‐rich classes taught in a public research university in the United States. What the cases illustrate is an emergent pattern of what I am calling ‘Mode III’ instructional production, in which the production of a course involves a matrix of non‐faculty support personnel, and may be oriented to commercial purposes reflective of an increasingly embedded academic capitalism in the new economy.  相似文献   

Deconstructing Education for All: discourse,power and the politics of inclusion     

Thi Xuan Thuy Nguyen 《International Journal of Inclusive Education》2013,17(4):341-355

The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context.  相似文献   

Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms     

Niral Shah  Julie A. Christensen  Nickolaus A. Ortiz  Ai-Khanh Nguyen  Sunghwan Byun  David Stroupe 《Computer Science Education》2020,30(3):254-278

ABSTRACT