RESEARCH THE ATTRACTIVENESS OF INTERNATIONAL UNIVERSITY TO VIETNAMESE STUDENT.

By: VU THANH LONG 1012466

Submission in partial fulfillment of the requirements for the degree of BBA BA BUSINESS STUDIES

University of Bolton Date : May 8th, 2012

BOLTON BUSINESS SCHOOL Business Studies Pathway Module Name and number: Business studies Project Supervisor: Mr. Mathew Shafaghi Assignment Number: one Assignment Lenght: 7,263 Words Assignment Title: RESEARCH THE ATTRACTIVENESS OF INTERNATIONAL UNIVERSITY TO VIETNAMESE STUDENT. Issue Date: October, 2011 Submission Deadline: 8 May, 2012 STUDENT DECLARATION: The Project which I have submitted is my own work and with the exception of quotations( which are clearly marked and referenced), is written in my own words. I acknowledge that the work will be tested using the Turnitin UK software. Signed(student name): Vu Thanh Long Date: 7th May, 2012 Weighting: 80%

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Abstract Global education is becoming more and more popular in the world because of its advance in training, guiding students both in the knowledge, skills, and student characteristic. But the term global education have a lot of different definition in different country that cause the misunderstanding in education target and system for centuries and because of that it is hard to apply in reality. In the early research of Dr. Bliss about global education in 2001, most of the educators have no knowledge in the subject, only a few know a little bit about the term but they have very little information so they define global education in a narrow way. After the successful of the project which give educators a better point of view about global education, in 4 years observation (2001-2004) she continue to face obstacles in the process because teachers refuse to change their old teaching method so the success of integrate global education into school curriculum are very little and it became an ongoing process that needed to be continuously improve over time. In 2006 an educator from Canada, Lyons. T do a review about global education and she also experiment the same problem as Dr. Bliss. Lyons help to extend the definition about global education that appeal to concern more about building students behaviors, characteristic to help them become a better global citizen and increase a sustainable global education system. Global education system arrive in Vietnam and face a lot of problem from the lose control of MOET to the lack of school facilities and the shocking event when MOET force closed down some of the international universities in Vietnam cause students confuse about the real benefit of global education programs.

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Contents
The Project which I have submitted is my own work and with the exception of quotations( which are clearly marked and referenced), is written in my own words. I acknowledge that the work will be tested using the Turnitin UK software. .....................2 Abstract..............................................................................................................................3 Acknowledgement.............................................................................................................5 I)Introduction......................................................................................................................6 II)Literature review.............................................................................................................7 III)Methodology................................................................................................................11 1)Data collection..............................................................................................................11 2)Data analysis................................................................................................................13 3)Scope of the research..................................................................................................13 4)Procedures of the research..........................................................................................13 5)Limitation of the research.............................................................................................14 IV)Data collection and analysis.......................................................................................14 1)Education in Vietnam from 2006 to 2010 ...................................................................14 V)Conclusion...................................................................................................................23 VI)Recommendation........................................................................................................24 Bibliography.....................................................................................................................27 Contribution:....................................................................................................................34

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Acknowledgement Thanks to my friends who work in the Lotus University, student of RMIT, Lincoln University, Bolton University and my family, my brothers who have graduate from International University program for supporting me complete this project. And thank for the help from my teacher in Bolton University to guide me through this project successfully.

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I) Introduction After joining WTO in 2007 Vietnam has the opportunity to attract more investment from others member of WTO that lead to the big increase in Vietnam FDI. But it is also bring bigger risk to the Vietnamese markets, because Vietnam receive too much capital in such a short time so how to use it effectively to growth Vietnamese economy is not a small matter. Since Vietnam become an official member of WTO, Vietnam have to remove all the tax restrain with foreign companies and moving forward to a free market system, With a free market system in charge of the economy then Vietnamese companies will face the swim or sink matter. So how can Vietnamese have the knowledge and skill to ensure the proper growth of the economy, the answer is simple: education! International education program is one of the fastest ways for Vietnamese students to learn from the advance countries like United State, United Kingdom, Japan on how they manage the free market to boost up the economic growth. everything seem so simple at first but actually Vietnam meet a lot of problem with international co-operate education programs, because they bring advance education system from one country to another so there will be some limited and barriers for these programs to be fitted in the local education system like, cultural, history, government policies, tuition fees. Author will analyze the research of Dr. Bliss and the review of Lyons in order to provide reader a clearer meaning of global education (international education). After that author will lead the research to the shocking point happen in Vietnam in 2010 when Vietnam Ministry of Education and Training (MOET) investigate the legislation of international universities whose co-operate with Vietnamese universities and found out a lot of the programs do not have the approval of MOET before opening and a lot of international schools do not meet the requirement about facility, education quality, staff for students to learn. This lead to the shocking event that some of the international universities degrees are rejected by MOET, so student who have spent their time, money in those schools will now have to find another legislation school to learn from the start and it create lack of trust from Vietnamese with the international education. This project main purpose is to find out what global education is and how much attractive do international educations have with Vietnamese students and their expectation from graduate an international university. And author
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recommendation for the improvement of the future international university education programs. II) Literature review First, author will review the research of Dr. Susan Bliss about the globallocal (glocal) education of Australia and the difficulty of applied it in reality. In 335Bc Aristotle has pay his attention to create a persuasive, informative communication in daily used by citizen. These principal are applied by Australia to build global education with the aim to create a preferable peaceful future. The lead of global teacher who have deep knowledge, unbiased, are very important in order to create a successful education system. Even though Australia has valid and solid rhetoric statement about the right of citizen to have global education system as: both a necessity and a right of all citizens and necessary pillar of good education, but the implication of rhetoric in reality is posed to be more difficult because teachers-who decide the success of global education-still have confused, and misunderstanding of global education when apply it in reality. According to a research conducted by Dr. Bliss in 2001 with the sample of 105 social science teachers in secondary and private school , 95% of people who take the survey do not know what is global education, these teacher think that global education is globalization (3 percent), environment education (13 percent) , multicultural education (5 percent), non-government organization like World Vision (17 percent)only 5 percent teachers know the term global education but they have very little information so they interpret international education as study about other countries and cultures. At the very beginning of the research we already see how much the gaps between theory of global education and reality, because teachers who will help and lead student toward global education and become global citizen do not prepare to teach for diversity, understand what is the meaning of global education, so how can they applied it in their teaching. Global education has a wide range of definition because the world are always changing, evolve, and diversify so that make a huge problem not only for Australia education system but also for other countries in how they interpret the word global education. The Council of Europes North-South Centre interprets global education as education that opens peoples eyes and minds to the realities of the world, and awakens them to bring about a world of greater justice, equity and human rights for all.It encompasses Development
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Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education, being the global dimensions of Education for Citizenship (Maastricht, 2002, p2 ). While Merryfield (2004) endorse international education is like a grandfather for global education but global education is focus on the connected of the common recognizing everyone share, the globalization over time and space. It does not stop there because every scholar has a different point of view, definition about global education so it create big confuse for teachers who want to understand about global education. As a result it lead to Selby (1998) the more broaden, complex definition: holistic paradigm of education predicated upon the interconnectedness of communities, lands and peoples, the interrelatedness of all social, cultural and natural phenomena, the interpenetrative nature of past, present and future, and the complementary nature of the cognitive, affective, physical and spiritual dimensions of the human being. It addresses issues of development, equity, peace, social and environmental justice, and environmental sustainability. Its scope encompasses the personal, the local, the national and the planetary. Congruent with its precepts and principles, its pedagogy is experiential, interactive, childrencentred, democratic, convivial, participatory and changeoriented (as cited by Dr. Bliss,2004) After the successful project of Dr. Bliss in 2001 for New South Waless (NSW)secondary education, the participants for the project increase from 2000 in 2001 to more than 10,000 in 2004. Dr. Bliss also use Pike and Selby (1988) literature to point out two important requirement for global teachers: Firstly, an understanding of the diverse, synergistic dimensions to human learning including abstract, concrete, experiential, analytical, rational, intuitive and emotional dimensions. Secondly, development of the whole person with a globalcentric outlook who is: future focused; respects diversity; promotes tolerance; appreciates other perspectives; develops students self-esteem; incorporates different learning-teaching styles; believes in lifelong learning; respects past

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and present cultures; respects students rights and encourages feedback and evaluation. Continuing with the project, Dr. Bliss observe NSW teachers for 4 years (20012004) to see the progress of teachers change from the traditional to progressive teaching method but she only found a few young teacher changed, while the older are hesitate to change their teaching methods as well as using global education knowledge, skills in their lectures. So even though the project NSW in 2001 is a success but it is still not enough to change from rhetoric to reality because the leading portion-the teachers-does not adapt for the change. Dr. Bliss exam the changing process of global education in other countries even though the term global education is not widely used but generally they have the similar frame work like international education in United State, international study in Japan or development and world studies in United Kingdom. In reality, UK have more than 300 organisations and 40 accredited Development Education Centres concentrate in bringing global education to schools and propaganda the change through education programs. In the end, global education is an ongoing process with continuous improvement of teaching methods, skill, and knowledge to lead student from rhetoric to reality. This goal cannot achieve by the contribution of some certain countries like US, UK, Japanbut it require the contribution of every nations in the world. The problems of implication global education in reality is not only happen in Australia but also from other countries, author will review a literature review wrote by Tracy Lyons-Program Manager of The Society for Safe and Caring Schools and Communities-concern about global education in Canada. Lapayese(2003) suggest that the indeterminate of our lead to the fact that rhetorical support for global education is evident, but actual implementation is weak, Tracy also mention: Even as educators, we fail to agree on the what and the how of integrating global education into our classroomsthe result being paralysiswe do nothing for fear of being wrong. it is the same as the research from Dr. Bliss mention above, the reluctant from changing of teachers cause great defect to the global education. Writer sees a chance to change the global education problem when a new social studies programs is implemented in Alberta with the focus on Global Connection (GC), where student can get the benefit from global education.
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Critically examining multiple perspectives and connections among local, national, and global issues develops students understanding of citizenship and identity and the interdependent or conflicting nature of individuals, communities, societies and nations. Exploring this interdependence broadens students global consciousness and empathy with world conditions. Students will also acquire a better comprehension of tensions pertaining to economic relationships, sustainability, and universal human rights. (Alberta Education, Program of Studies, 2005) The content is very clear but the implementation still struggle to fit in reality as LeRoux (2001) mention: global education is not an additional subject to be dumped on an already loaded curriculum. [It] should focus on the practical and logical interrelatedness of things learnedtherefore, prevail and be taught in every classroom and in every subject. According to LeRoux, global education should not be separate into a different course but to integrate in every subject that teach in the classroom, or it will become useless and force student to studies on more theory textbook instead of learning it from reality. Global education will require the transformation of existing education system to be more fit with the non-stop changing world, in order to make students not only think locally but to think globally, aware of their value, their surrounding environment, an emerging awareness of the world goes hand-in-glove with a growing level of self-awareness (Selby 1991). If you wish for global education, you will need good global citizen first, Lyons mention the seven practices of moral education as a widen definition wrote by Joseph and Efron in 2005: _Character education: it is duty for school and family for nurturing and shape good behavior of young people like: self-discipline, compassion, responsibility, friendship, work, courage, perseverance, honesty, loyalty and faith. _Cultural Heritage _Caring Community: in the recent psychology research show that young people who receive love, respective, supportive, from people around them like family, friends, tend to act ethically and generosity. _Peace Education: is the awareness of the independence of everything and the responsibility for the well-being of the world peace as well as humanity.

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_Social Action: Through the sense of justice, caring community, young people will involve themselves to build a better world. _Just community: young people are encouraged to face reality dilemma such as: freedom combined with responsibility, cooperation over competition, and how to balance the needs of individuals with those of the community(as cited by Lyons, p.8) _Ethical Inquiries: Students are promoted to act moral, understanding the viewpoint of others, learning new perspective for their own mature thinking. International education is not simply as bring the world knowledge to local countries but it also mean to help student evolve into a better shape of mind, deliberation, interpersonal communication, responsibility to build a better world in the future. In order to build a successful global education in Vietnam, international universities should have a specific plan for approching require the co-operate of governments and non-government organizations. III) Methodology Through this research author want to investigate the situation of international education program in Vietnam before and after the events in 2010. Based on the research result, author will give some recommend and conclusion about the attractiveness of the international university in Vietnam in general and especially Bolton University. In order to achieve the target, this research will focus on following issues: _Examining the before and after event in Vietnam in 2010 concern about the international education programs co-operate with Vietnam university. _Analyzing the survey and interview point out the desire and demand of students with international education. 1) Data collection Selecting the type of survey is one of the most critical decisions in many social research contexts. These surveys will utilize qualitative data collection tools such as Questionnaires and Semi-structured Interviews to collect substantive and relevant data. By collecting the qualitative data derived from surveys and interviews, author will careful analyze how to improve the image and the strong as well as the weakness of the existing education programs of international universities to attract Vietnamese students.
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Author makes decision to choose survey strategy because they have a lot of advantages as following: _Can be developed in less time compared with other data-collection methods. _Can be administered remotely via internet, mobile devices, mail, e-mail, telephone, etc. _Efficient at collecting information from a large number of respondents. _Statistical techniques can be applied to the survey data to determine validity, reliability, and statistical significance even when analyzing multiple variables. _Many questions can be asked about a given topic giving considerable flexibility to the analysis. But this strategy also has some disadvantages as following and author will try hard to overcome obstacles and difficulties: The reliability of survey data may depend on the following: _Respondents' motivation, honesty and ability to respond: .Respondents may not be motivated to give accurate answers. .Respondents may not be fully aware of their reasons for any given action. _Bias: Because the individuals chosen to participate in the survey is random, errors due to non-response may exist . In this case, the following ways have been recommended for reducing non-response in the survey: Short introduction: Author will start with a short instruction about himself, like name and the institute he is working for, the length of the interview and goal of the interview. Also it can be useful to make clear that you are not selling anything: this has been shown to lead to a slightly higher responding rate. The questions asked must be clear, non-offensive and easy to respond to for the subjects under study. _Question design. Survey question answer-choices could lead to vague data sets because at times they are relative only to a personal abstract notion concerning "strength of choice". For instance the choice "moderately agree" may mean different things to different subjects, and to anyone interpreting the data for correlation.

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Author collect primary data through the students survey concerning about RMIT University, Bolton University, Lincoln University in Vietnam. The student survey is a very important part of this research so author will collect 100-130 samples. Author will ask for permission to have 10 minutes interview with each interviewee and the sample for interview will be around 3 to 5 personal who graduated from international education programs. With the interview method, author chose to use semi-structure interview because along with the research author might find some new information that need to uncover so the question will be added later. Author will also collect secondary data through internet, books, Vietnam newspaper, journal and Bolton library online concern about the meaning of global education and the implementation of it to reality for further comparison and improve the validity of this research. 2) Data analysis After collect all the information from primary and secondary data author will analyze the strong, weakness, opportunities, threats (SWOT analysis), statistical analysis to give reader a clearer picture on how much attractive of the international education program to Vietnamese student . 3) Scope of the research Because the limited time of the research as well as this is the first research in this area made by a individual, author will focus on analyze the education system of Vietnam through the collection of information from newspaper, internet and survey, interview to identified the problem and resolve for Bolton University. 4) Procedures of the research
Author will first review the literature concerning about global education in the world to help reader have a better view of the term global education. After that author will collect secondary information about Vietnam education from 2006 to 2012 through Vietnam newspaper, internet to show the problem of Vietnam education in general. The primary data will be collected through survey from students in RMIT University, Lincoln University and Bolton University with additional of interview 3 graduated students from these school to have a better understanding about the data collect through survey. Based on the above information analysis, author will Page 13

give recommend for Bolton University to improve their school image as well as performance of school in education system.

5) Limitation of the research Due to the limited time and small scope of this research, the finding and recommendation will only be of use for Bolton University and are not be able to apply for any other university in Vietnam. IV) Data collection and analysis

1) Education in Vietnam from 2006 to 2010

Vietnam in 2006-2007 have 139 universities with around 1,1 million students (Runckel. C, 2009) mostly learn in public university which have uncertainty education quality.

Table1: Number of higher education school in Vietnam (Runckel. C, 2009) Even though Vietnam have high number of university but the facility is quite poor only a few university that belong to Vietnam National University have good facility quality like University of Science, NongLam University, University of Social Science and Humanity, with the tuition fees around 15 USD per month or 150 USD per year which is accepted by the majority of population. In 2009, MOET also try to improve the control over the education system by investigation into all Vietnam universities and force them improve their education qualities as well as school facilities, but the result is very shocking when 20 universities that
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belong to the top 20 universities in Vietnam do not have the requirement school facilities acquire by MOET(Hanh. H, 2009). According to Runckel, quality assurance in education is one of the problem for Vietnam education system and this problem has been confirm by Central Education Evaluation Agency (CEEA) in their science article wrote by Ms. My Hanh in 2009. In the article she list the three major flaw in Vietnam education system: the lack of teaching targets, constrain curicullum from VMET, teaching methods. _First the lack or teaching targets had been explained by Dr. Giang-vice president of Vietnam National University in HaNoi-he also list three major target that foreign universities applied and when compare Vietnam universities base on these target he recognize big differents Foreign universities targets First target: is to teach student specialize subject, skills, and knowledge involving to the career student want to follow Second target: is to provide tools, information and guiding student apply the theories into reality in order to close the gap between theories and reality. Third target: is to support student forming their virtue like: deliberate, altruism, responsibility... Vietnam universities compare to the three targets of Foreign universities First target: Vietnamese teachers only teach theories from books and their own expiriences but not involve with the career skills, knowledge that sudent needed. Second target: Vietnamese teachers are slow on updating new informations, skills, knowledge so their lectures are not applicable in reality it will extend the gap between theories and reality. Third target: Universities teachers and professors assume university students already have good virtue, and the education concern about building students characteristic, virtue are duty of lower education level(highschool, secondary education, kindergaden) Table 2: Three major target of education _Second, the constrain curriculum by VMET caused the unbalance between time for training specializing skills, knowledge about the jobs is too little compare to the time spent for learning general konwledge example university students will have to finish 130 credits but 80 to 90 credits are for general knowledge require by MOET, 20 credits for basic skill concern
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about the job specialty only 20 to 30 credits for subject that concern about specializing skills and knowledge for student to work in reality. With this little training student will do not have enough requirement skills and knowledge to work in reality and that lead to the facts more and more graduated students cannot find a job. _The last problem is the traditional teaching methods of Vietnamese teachers are no longer adequate for teaching in university. This make student feel tired and do not want to join in with class, furthermore this teaching method can only help lecturers to follow the curiculum made by MOET but do not give benefit for student because they only receive information as a part to finish their final test not to learn for use in reality because most of the book university student using are outdated and school curriculum pay too much attention on teaching theory from book and lack the practice, example from reality that make graduated student do not have requirement to work in reality. That is also the reason why family who have better financial support and excellent student choose to study overseas-around 60,000 Vietnamese students are studying overseas- and when graduated they will likely have better chance to work for foreign company which offer higher salary, better working conditions and benefits. But to study overseas the cost for tuition and living is very high compare to the living standard of Vietnamese people, recognize high demand of Vietnamese student for a better education but with a lower price hundred organization have come to offer international education system by cooperate with existing Vietnam university so they do not need to build a school but use the existing facility that the co-operate Vietnam university offer. The tuition fees for foreign university is around 500 to 3000 USD per semesterexcept RMIT university in Vietnam- this price is pretty preferable when compare to 15000 USD per year learning overseas. More and more family have their children enroll in one of the international education program and it has gone beyond the control of MOET because the international education program come from many country around the world which have different curriculum from one another and the education quality is not clear. According to Tran Ph, a student of TonDucThang University, enroll in the international education from Holland said the curriculum and teaching staff is not the same as the information that given out by the university, mostly teaching staff is Vietnamese teachers and the facility is poor (journalist Chu Tuoc of BBC vietnamese forum, 2010). Or Mr
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Hai, who has his children learn in Grigg University said he do not know much about the school nor school curriculum the only information he know that Grigg university have foreigner teachers and good facility. In the short period from 2006-2011 Vietnam have increase in number of university and college from 322 in 2006 to more than 440in 2011, but the number of teacher who receive teaching qualification from VMET is almost the same that lead to the education quality is low. As example when compare to Thailand who have little University than Vietnam but they have more than 14,000 Dr, and 35,000 master degree while Vietnam only has 5,600 Dr, and 15,000 master degree. the number of student who have high education degree might not say much about the education quality so we will compare the number of sciences article in national magazine between Thailand and Vietnam, Thailand has over 4,527 science articles while Vietnamese only has 959 science articles (Son. T, 2011).
2) Education in Vietnam from 2010-2012

With the out of control situation, in 2010 Vietnam ministry of education and training (VMET) investigate the legislation of international universities whose co-operate with Vietnamese universities, and a lot of them do not have the approval of Vietnam Ministry of Education and Training before opening school because the lack of teaching facility, teaching staff and not qualify education program, so Vietnam Ministry of Education and Training will not recognize their degrees. Thus students who are learning in those programs will have to find another school since their degree is no longer validity. It affects a lot to the trust, and attractiveness of international Schools/Universities to Vietnamese student.. . After the problem in 2010 student become more careful when choosing school to enroll, especially international university that lead to the fact a lot of non-public and private Vietnam universities have to close some of their majors because there is not enough student sign in the courses, even NongLam University one of the famous university in Vietnam has to consider to close a major because the same reason. With the situation when students do not register in private and non-public university, some of the private university have to use trick to attract more student like Luong The Vinh university in the red river delta province of NamDinh in 2011 announce that they will reward students who pass the university examination a sum of money and the higher the mark the more money student can receive but not stop there, they also give
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commission of $12 USD per student for agency introduce student into their school. This trick force to stop by MOET and MOET also warning other university to use trick to lure student. But with a loose control over the system many other school continue to use trick like Hai Phong private University, Chu Van An University, Hoa Tien Universitybut this is just a temporary solution and these trick still not be able to give them much result in return (Thao.P, 2012). If MOET does not have a strict regulation and tighten the control over the education quality of universities in Vietnam the problem will getting worst and affect to the entire education system in Vietnam. 3) Survey and interview analysis

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1/What is global/international education 2/ How do you know about the school you are enrolling now? 3/ What do you think about your school facility? 4/ Which International University you have heard about? 5/ Why do you choose International University over Vietnamese University? 6/ What make you feel unsatisfied about your school? (choose 2 answers) 7/ What make you feel satisfy about your school? (choose 2 answers) 8/ What do you think International University should improve?

A 80%(76/95)

B 0%

C 5.3%(5/95)

D 14.7%(14/95)

52.6%(50/95 )

15.8%(15/95 )

31.6%(30/95)

27.4%(26/95 ) 100%(475/47 5)

10.5%(10/95 ) 42.1% (200/475)

21%(20/95)

31.6%(30/95)

9.5%(9/95)

48.4%(230/47 5)

42.1%(40/95 )

44.2%(42/95 )

8.4%(8/95)

5.3%(5/95)

63.1%(60/95 )

47.4%(45/95 )

36.8%(35/95)

52.6%(50/95)

45.2%(43/95 )

62.1%(59/95 )

54.7%(52/95)

37.9%(36/95)

60%(285/475 )

20.2%(96/47 5)

72.6%(345/47 5)

27.4%(130/47 5)

Table 3: survey result Author collect all the survey and receive only 95 samples in the total of 130 samples given out, so the result table will be calculated and analyzed base on 95 samples. The first question in the survey is to understand how much the
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student know about the term global education, the result is not much surprisingly when 80% student answer global education is about bringing advance education system, knowledge from developed countries to developing countries like Vietnam, Thailand, Chinaeven author had the same thought before doing this research. This result show that Vietnamese students still not have much information about the term global/international education because the international university/school fail to give them the proper information and explanation about the real meaning of the programs before student take part in the courses. This confirms the problem journalist Tuoc of BBC Vietnamese forum had present above about the lack of school informations when they present it to students. This is not only about the lack of information of international universities but also about marketing problems from international universities because most of the student know about the school is through friends and internet which content very limited real informations about school programs, facilities, teaching staff. Even after the event in 2010 international universities still do not have much reconstruct for their facilities, marketing activities as we can see it in question 3 about the school facilities there are 31.6 percent student said their school facilities is bad and 9.5 percent student said their school facilities are very bad. Author interview with 3 interviewees and ask the same question about their international university, the three of them said their school facilities are quite bad especially library and classroom equipment like computer and projector. Author continue to ask an outside question concern about school facilities before and after 2010, the contestant said there are nothing change even after what happen in 2010 forces many international university to close. The answer from contestants make author confused because author thought the event in 2010 will have heavy impact on the International University and force them to improve but surprisingly that everything seem remain the same. When student came to an International University they expect to receive better education (42.1 percent), better school facilities and a better chance to land a job after graduated (44.2 percent) but with the International University in partnership with a Vietnamese university, it is not a real International University but look more like a Vietnam University which open a new international education department to lure more students into their school.

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Aside from the expectation of student about international university facilities, they also expect the knowledge they learn in school will be better and useful. In question number six author ask about what factor make student feel unsatisfied about their school with the result: 63.1 percent think their school education program is not useful when work in Vietnamese company, 47.4 percent said their lecturers do not have much reality experience about Vietnam, 36.8 percent choose answer (c)-high tuition fees and 52.6 percent complain about their school facilities. Both author and 3 interviewees agreed on the matter that lecturers usually do not have much experience about Vietnam because they come from their school headquarter in a foreign country and this might be their first or second time come to Vietnam but this is not a problem as long as they have adequate skills and knowledge to teach students about their subject. The problem really concern us is that a lot of student complain about their school education program is not useful to apply in reality especially when working in Vietnamese companies. There are 2 conflict opinion about this, all three interviewees say their knowledge learn in their international university program are quite useful in reality meanwhile 63.1 percent of student from the survey think the knowledge they receive in school is not useful when work in Vietnamese companies. The limited of survey now arise because author do not know the exact opinion of contestants about why do they think the education programs are not useful in Vietnam companies. So author will use author own experience as a student from international education program combine with the idea of interviewees to try to explain this in the most scientific way as possible. The education program from international university is forced student to learn by their own and lecturers are only there to help them explain and learn new knowledge. But Vietnamese student who learn 12 years under the constrain of Vietnamese education system where teacher use traditional teaching method teacher lecturing, student write down which is not encourage students to think on their own, and push them into passive learning behavior. So when they go to an international university which has completely different education method which student opinions have high value that lead to the confused in student, some are fast to adapt some are slower. When studying in school, lecturer usually give student home assignment so student can go home and make deeper research about the subject they are learning in class and then make a presentation in front of classmate. This will help student have a deeper
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knowledge as well as the reality experience because they will have to go out to collect data, information that their books do not have. This is when student combine the knowledge and skills they learn in school to analyze a reality situation. An interviewee name Son give an example of his marketing class, his lecturer give group assignment to collect information about one of Vietnamese product selling in the market through survey and analyze the data to give recommendation for company marketing strategy. With this assignment student will have to organize a group, decide which product to be investigate and then make an adequate questionnaire to collect, analyze information. After finishing the assignment, students are already having experience of Vietnamese market in reality and sharpen their skills. With this learning process after graduated student will know how to use their skills and knowledge in reality job situation even though working in a Vietnamese company. Author has examined all three universities: RMIT, Lincoln, Bolton, they use the same teaching method to close the gap between theories from books and work in reality. The only thing different is the working procedure inside a Vietnamese company and the working procedure student learnt in book. So the explanations why 63.1 percent contestant chooses answer (a): _Students are still too passive in their learning. _They are working in a different job position then their specialty. Students who graduated from an international education program will usually have: _Better chance for job because they have better english communication skills than student who graduated from Vietnamese universities. _Better soft skills (presentation skills, communication skills, group working) which make them more self-confidence and appeal with the interviewer. _Better understanding about global business. Question number seven revealing that student are satisfied about their international education program because they are trained to have good soft skills(62.1 percent) that other student from Vietnamese universities do not have, better job opportunity after graduated (54.7 percent) and the knowledge about global business (45.2 percent). Beside bad reputation and facilities there are some thing international education program did good for its student and it need

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to keep improving, once the education quality be confirmed by students then more and more students will be attracted to join in the program. V) Conclusion In general this research has review the term global education system for reader have a better understanding about the term as well as how can it be apply to reality through the research of Dr. Bliss and the review of Lyons. And later the research focus on the information about education system of Vietnam from 2006 to 2012 in additional with the survey and interview to analyze the situation of international education programs in Vietnam. Global education is an interested theory which contents a lot of meaning and confused definition which make it hard to apply in the existing education system. Even though global education has great target but the different in definition of global education create big confused and misunderstanding for lecturers and professor as it lead to a lot of problem. But thanks to the research and the project for NSW secondary school by Dr. Bliss that has put a better foundation for the improvement of global education program to be integrated in education curriculum. But this is an ongoing process that needs to be continuous improvement with the support from governments and nongovernment organizations. Global education is also about the improvement in students mind toward a better understanding of the world around them and how to create a better future for both humanity and the planet itself. Lyons-program manager of The Society for Safe and Caring Schools and Communities- has widen view about global education program, as an educator she extend the meaning of global education to a higher level that show more concern about students development than just pure education program. She use moral practice wrote by Joseph and Efron in 2005 as an example for global education program to pay focus on building student behaviors like self-confidence, altruism, just so they can grow up as a global citizen to develop a sustainable global education in the future and change the world toward a better place. Vietnam education system is too old and insufficient to control the universities education quality with the fast increase in number of universities but the number of professor and lecturer qualify by MOET is still the same lead to the fact that many student who graduated from university cannot work in reality
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because the lack of skills and reality experience. International university was a good solution for this problem because it bring advance education programs from developed countries like United State, Britain, Japan, Australia, Canada which promising to have a lot better education quality that can help Vietnamese student to attain international knowledge as well as skills to work in reality. But the situation soon turning worst when MOET loses control over the system so many unqualified school also can enter Vietnam education market with the brand of international university to lure in student. After a few years student who graduated from international university cannot prove to have better skills or knowledge or even worst, this lead to the event in 2010 when MOET open an investigation into the international university operate in Vietnam. After the investigate MOET came to a shocking result and force many international universities which do not have the qualified to open school from MOET to be closed and all student who graduated from these school will have to find another school to learn from the start because their certificate are no long have validity. MOET also restrain all other Vietnam university to improve their education quality. After the event student become more cautious with the international education programs and with non-public/private university, that explain why many school have to close down some of their major because number of student who sign in these major are too little. The only way for these schools to have student back is that they have to improve their education quality. The three universities that author research through survey is proved to have good education program that can help students to have better education quality but still have some difficulties mostly about school facilities and marketing activities. Because of time limited, this research is limited to the three international universities: RMIT, Bolton University, Lincoln University, author will not have experience about other international university in Vietnam so the conclusion should not be used for any other university. VI) Recommendation Beside the good education programs and services that Bolton University provides to its students there are still a lot of problem that school need to improve: _ For long term investment and strategy Bolton University should consider to invest in their own school facilities to bring the education
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environment from England to Vietnamese students instead of sharing the bad facilities with its Vietnamese partnership. It will help to create a better school image as well as the experience that students can have when learning in a true international university from England. _Students also complain that their professors do not have much experience about reality in Vietnam so their teaching can create gap between theories and reality. It is understandable because most of professors are come from the University headquarter in a foreign country so they do not have much chance to experiment Vietnamese business, regulations, working proceduresThe easiest solution is Bolton University hire tutor from local market to fill in the information, guiding students and give them chances to have better understanding about the working environment in Vietnam so they can be ready when they graduated. _The solution above have big problems because when hiring Vietnamese teachers from other school to become tutor in Bolton University, the different in knowledge, teaching methods and school curriculum so tutors will need time to research and teach for at least one or two semester before they can adjust to the new environment and improve their teaching efficiently. If school aiming for a better result, author suggest Bolton University should open training programs for tutors in which tutor and professors can discuss together about their major, learning from each other so they can back up each other better and give student a better opportunity to have better knowledge about the subject they are learning. _Bolton University also should improve the support for students in the internship semester like introduce companies student can go to and practice in their internship program. In order to achieve the requirement Bolton University should improve their relationship with some major Vietnamese as well as foreign companies in HoChiMinh City and co-operate with their internship program so Bolton University can create a mutual relationships where students and the company have benefit. _Through the research author see Bolton University still do not have much social activities for students to join in, author suggest Bolton University should encourage students to form club like photography club, sport club, speaking club.and organize event for student to compete and enjoy their time in university. Through these activities school can attract attention from
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student in others school, or from high school students, this is also a chance for Bolton University to improve the image and make it well known for Vietnamese students.

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Bibliography Anh. Y (2nd February, 2011) Nam nh thanh lc gio vin ti chc. Available at:< http://nld.com.vn/20111102112710495p0c1017/nam-dinh-thanhloc-giao-vien-tai-chuc.htm>. Accessed 20th March, 2012. Bliss. S (24th January, 2010). Australian Global education: Beyond Rhetoric Toward Reality(online). Available from: http://www.ptc.nsw.edu.au/SiteMedia/w3svc361/Uploads/Documents/30.%20A UST.%20GE%20RHETORIC%20TO%20REALITY.pdf. Accessed 21th October, 2011. Coughlan. S (10th March, 2011) Record numbers of international students(onine). Available at:< http://www.bbc.co.uk/news/business12671198>. Accessed 20th March, 2012 Friedrich-Ebert-Stiftung Vietnam Office: For Social Justice and International Dialogue (online). Available from: < http://www.fesvietnam.org/en/program-areasprogram-areas-43/regional-and-international-integration-program-areas-31.html>. Accessed 21th October, 2011 Hanh, H (15 October, 2009) None of Vietnam university have the quality requirement(online). Available at: http://dantri.com.vn/c25/s25-356179/chuamot-truong-dai-hoc-viet-nam-nao-dat-chat-luong.htm. Accessed 20th March, 2012 Lyons. T (April, 2006) The Society For Safe And Caring School And Communities. Global Education Literature Review: Becoming The Change We Want To See (online). Available from:< http://www.sacsc.ca/PDF %20files/Research%20and%20Evaluation/Global%20Education%20Lit %20Review-Lyons-06.pdf>. Accessed 22th October, 2011 My Hanh, N,T (20th April, 2009) Reality of Vietnam universities education(online). Available at: http://ceea.ier.edu.vn/nghien-cuu-giao-duc/bai-

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bao-khoa-hoc/142-thuc-trang-giao-duc-dao-tao-dai-hoc-viet-nam. Accessed 20th March, 2012. Runckel. C (2009) The Education System in Vietnam(online). Available at:< http://www.business-inasia.com/vietnam/education_system_in_vietnam.html>. Accessed 21th March, 2012 Son, T(15th November, 2011) Cn bnh lm pht i hc Vit Nam?. Available at:<http://www.bbc.co.uk/vietnamese/forum/2011/11/111115_vn_universities_comment. shtml>. Accessed 15th March, 2012. Thao,P (11th April, 2012) Private universities use dubious methods to lure students(online). Available at: http://www.saigongpdaily.com.vn/Education/2012/4/100703/. Accessed 28th April, 2012. Tuoc. C (13th September, 2010) o to i hc quc t ti TP HCM: Cht lng c t l thun vi kinh ph?(online). Available at:< http://ca.cand.com.vn/News/PrintView.aspx?ID=168467>. Accessed 20th March, 2012.

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Age: School: Date: The Attractiveness of International University Program in Vietnam 1. What is global/international education? a. Bring advance education system and knowledge from developed countries to developing countries. b. Global education is to learn about the global environment. c. Global education is not only about knowledge but also shaping student mind, responsibility, compassion, deliberate toward a better world future. d. Global education is learning about others countries and cultures. 2. How do you know about the school you are enrolling now? a. Friends. b. Newspaper. c. Internet. 3. What do you think about your school facilities? a. Very good b. Good c. Normal d. Bad e. Very bad 4. Which International University you have heard about?(in the scale from 1:least famous, to 5: most famous) a/ RMIT University. b/ Lincoln University. c/ Bolton University. 5. Why do you choose the International University over Vietnamese Universities? a. Better education environment. b. Better job opportunity after graduated. Page 29

c. The education programs are more advance and give students reality experiences. d. Other opinion: .. 6. What make you feel unsatisfied with the International University you are learning now? (choose 2 answers) a. Education programs are not useful when work in Vietnamese companies. b. Teachers in International Universities do not have reality experiences about Vietnam. c. High Intuition fees. d. School facilities (library, classroom, computers, projectors). 7. What make you feel satisfied with your International University? (choose 2 answers) a. Give you a better understanding of International business and the trends of business in the world. b. Equip you with useful soft skills (self-confidence, communication skills, English communication skills, team work) c. Great job opportunity after graduated. d. School facilities (library, classroom, computers, projectors). 8. What do you think International University should improve? (in the scale from 1: not important, to 5: very important) a/ Teacher with more experiences about Vietnam. b/ Teaching skills that are more appropriate for Vietnamese student. c/ Better studying facility like classroom and library. d/ Lower tuition fees.

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RESEARCH THE ATTRACTIVENESS OF INTERNATIONAL UNIVERSITY TO VIETNAMESE STUDENT.

By: VU THANH LONG

Submission in partial fulfillment of the requirements for the degree of BBA

University of Bolton Date : October 28th, 2011

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Table of Contents
The Project which I have submitted is my own work and with the exception of quotations( which are clearly marked and referenced), is written in my own words. I acknowledge that the work will be tested using the Turnitin UK software. .....................2 Abstract..............................................................................................................................3 Acknowledgement.............................................................................................................5 I)Introduction......................................................................................................................6 II)Literature review.............................................................................................................7 III)Methodology................................................................................................................11 1)Data collection..............................................................................................................11 2)Data analysis................................................................................................................13 3)Scope of the research..................................................................................................13 4)Procedures of the research..........................................................................................13 5)Limitation of the research.............................................................................................14 IV)Data collection and analysis.......................................................................................14 1)Education in Vietnam from 2006 to 2010 ...................................................................14 V)Conclusion...................................................................................................................23 VI)Recommendation........................................................................................................24 Bibliography.....................................................................................................................27 Contribution:....................................................................................................................34

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Background: Vietnam is a member of ASEAN in 1995, APEC in 1998, and newest a member of WTO in 2007 (Friedrich-Ebert-Stiftung Vietnam Office), has given Vietnam opportunity to attract more and more investment from foreign country create jobs, growth in economic and society. But it requires a lot of effort from Vietnam to be able using this as a chance to growth because in free market if you cannot swim you will be drown. International education is one of the fastest ways to help people from developing country like Vietnam growth faster and have more opportunity to close the gap in knowledge with developed country like, United State, United Kingdom, Japan, Australia...and lead to the growth of local economic. But since the international education program is to bring an advance education system from one country to another countries so there will be some limited and barriers with international education program to be fitted in the local education system like, cultural, history, government policies, tuition fees. Therefore the main objective of this research is to find out how much attractive of international education program to Vietnamese student and student expectations after they graduated, and from the result of this research author will give recommendations for the overall improvement of international education program in Vietnam. Literature review: International education has face with a lot of challenges with the nonstop changing of business in the world with the collapse of banks in United State during the recession in 2008 and lead to the economic crisis all over the world. In 2010 Vietnam ministry of education and training investigate the legislation of international universities whose co-operate with Vietnamese universities, and a lot of them do not have the approval of Vietnam Ministry of Education and Training before opening school, so Vietnam Ministry of Education and Training will not recognize their degrees. Thus students who are learning in those programs will have to find another school since their degree is no longer validity. It affects a lot to the trust, and attractiveness of international Schools/Universities to Vietnamese student.
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The research by Dr. Susan Bliss with the global education in Australia and how to move from rhetoric into the implementation of global education in reality. The idealistic of Global education is very crystal clear but the implementation is weak. an opportunity has surfaced where youth can reap the benefits of global content, global process, and global values (Lyons. T) Research Objectives: I) II) III) The attractiveness of the international education program. Analyze students expectations from the international education Provide information and recommendation for the improvement of

program. international education program. Research Methodology: Author will use positivist approach with combination of inductive method so author will collect primary data through the students survey, interview concerning about RMIT University, Bolton University, Lincoln University in Vietnam. Author will also collect secondary data through internet, books, Vietnam newspaper, journal and Bolton library online for further comparison and improve the validity of this research. The student survey is a very important part of this research so author will collect 100-130 samples plus with 3-5 interviews to gather critical primary data. After collect all the information from primary and secondary data author will analyze the strong, weakness, opportunities, threats (SWOT analysis), statistical analysis to give reader a clearer picture on how much attractive of the international education program to Vietnamese student .

Contribution: This research will contribute for Vietnamese education system, Bolton university education programs, and international education schools/Universities that existed in Vietnam during the time of research.
Timescale:

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Sep. Activities

Oct.

Nov.

Dec.

Jan.

Feb.

March

April

May

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 R. Proposal L. Review R. Design Q. Design Survey Interview Data collection 5 6 7 8 Data analysis Write up Proof Reading Submission

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Reference: Friedrich-Ebert-Stiftung Vietnam Office: For Social Justice and International Dialogue (online). Accessed 21th October, 2011. Available from: < http://www.fesvietnam.org/en/program-areas-program-areas-43/regional-and-internationalintegration-program-areas-31.html> Bliss. S (24th January, 2010). Australian Global education: Beyond Rhetoric Toward Reality(online). Accessed 21th October, 2011. Available from: < http://www.ptc.nsw.edu.au/SiteMedia/w3svc361/Uploads/Documents/30.%20AUST.%20GE %20RHETORIC%20TO%20REALITY.pdf> Lyons. T (April, 2006) The Society For Safe And Caring School And Communities. Global Education Literature Review: Becoming The Change We Want To See (online) Accessed 22th October, 2011. Available from:< http://www.sacsc.ca/PDF %20files/Research%20and%20Evaluation/Global%20Education%20Lit%20Review-Lyons06.pdf>.

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Project log book

Date 23- 29 Sep 2011 Activity Meet with tutor and discussed about project 01-09 Oct, 2011 13 Oct, 2011 proposal Wrote project proposal outline Met tutor to discuss about project proposal outline Topic subject is not clear, rewrite methodology, contribution and timescale. 15 25 Oct, 2011 Search for similar topic subject as sources for 28 Oct, 2011 literature review Submit project proposal in 05 20 Nov, 2011 turnitin Further search for newspaper, concern about Vietnam 27 Dec, 2011 education. Contact Ms Diem from CIC for help with project proposal feedback through 03 Jan, 2012 email. Received email from Ms. Diem about proposal feedback. Asked to go to school Could not go to school. Informed Ms. Diem about the problem and wait for further instruction. Page 37 Ms Diem Did not receive proposal feedback Ask Ms Diem from CIC for help. Most of the articles wrote in Vietnamese Try to find English version of the articles Changed topic subject, clarified methodology, contribution, timescale. Contact Mr. Hieu Problems encounter Resolution of problems

19 Jan, 2012

meet Mr. Matthew Received email from Ms. Diem with the proposal feedback. Construct survey questionnaire Meet with friends for help with the survey Questionnaire. Questionnaire did not cover the needed information for research. Rewrote questionnaire.

25 30 Jan, 2012 05 10 Feb, 2012

15 Feb, 2012

Handed surveys to friends from RMIT University, Lincoln University, Bolton University. Received surveys.

25 Feb, 2012

Only received 95 feedbacks on total 120 handed survey.

05 - 07 Mar, 2012

Started analyze information from survey and newspaper. Wrote introduction, literature review.

10-15 Mar, 2012

Introduction was too distract from research objectives Methodology was too brief.

Rewrote introduction.

17 21 Mar, 2012

Wrote methodology, finding and analysis. Met Tuan, graduated student of RMIT Universityemployee of Vinamilk for interview.

Rewrote methodology when finish other parts.

24 Mar, 2012

Mr. Tuan

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25 Mar, 2012

Met Son, graduated student of Lincoln University-english teacher of Hoasen(Lotus) University for interview Met Phuoc, student of Bolton University for interview. Contacted Son, Tuan and Phuoc for further help with the explanation and advice for the analysis of survey question 6 through yahoo messenger. Wrote conclusion and recommendation for the research

Mr. Son

26 Mar, 2012

Mr. Phuoc

29 Mar, 2012

2 April, 2012

Information and data from finding and analysis did not organize in order.

Reorganized the structure of finding and analysis parts.

3 April, 2012

Contacted Son for help with recommendation through yahoo messenger. Wrote abstract, content, methodology and bibliography. Went to school library to check the research Page 39

05 - 07 April,2012

03 May, 2012

07 May, 2012

structure. Submit research project to turnitin

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