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Skills development in higher education in Vietnam

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  • Tran Quang Trung
  • Fredric William Swierczek

Abstract

The purpose of this study is to explore the status quo of skills development in universities in Vietnam, and to identify the factors that have impacts on skills development. A survey of 251 department managers was carried out to explore employers' needs. Two other surveys including 717 final-year students and 1838 students in other years from four universities were conducted to analyze graduate competencies and skill delivery in every particular course. Skill delivery and graduate competencies are generally below standard, especially interpersonal skills for effective teamwork. Skills could be effectively developed through group assignments and learning approaches such as case studies, group discussions, and software practice. Understanding course objectives and course contents can also positively elaborate skill delivery. In addition to school activities, part-time experiences have been shown to enhance graduate competencies.

Suggested Citation

  • Tran Quang Trung & Fredric William Swierczek, 2008. "Skills development in higher education in Vietnam," Asia Pacific Business Review, Taylor & Francis Journals, vol. 15(4), pages 565-586, July.
    • Handle: RePEc:taf:apbizr:v:15:y:2008:i:4:p:565-586
    DOI: 10.1080/13602380802364175
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    References listed on IDEAS

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    1. Gordon Boyce & Sarah Williams & Andrea Kelly & Helen Yee, 2001. "Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 37-60.
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    3. Christina Hartshorn & Leigh Sear, 2005. "Employability and Enterprise: Evidence from the North East," Urban Studies, Urban Studies Journal Limited, vol. 42(2), pages 271-283, February.
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