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Developing Middle Leadership in a Vietnamese University
Trương Thị Mỹ DungDivision of Education
SEAMEO RETRAC, Vietnam
International ConferenceImpacts of Globalization on Quality in Higher EducationSEAMEO RETRAC, Ho Chi Minh City, June 20-21-2013
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1. Significance of the study2. Research design3. Findings 4. Recommendations5. Reflections
Outline of the presentation
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To the institution being researched
To other Vietnamese universities
To the public awareness of educational leadership in Vietnam
Significance of the study
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Theoretical framework- The interpretive research paradigm- Qualitative research methods
Research methods: the case study method
Data collection: interviews and survey online (SurveyGizmo)
Research design
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Professional learning- Modeling and mentoring- Pre-service and in-service professional learning opportunities- Professional reading- Engagement with the Vietnam Youth Union activities
Findings
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Modelling
Mentoring- In the literature, modelling and mentoring as mutually inclusive concepts- Poor knowledge of mentoring
Modelling and mentoring
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Pre-service learning opportunities
In-service learning opportunities
Short-term non-degree/ longer-term courses with degree in leadership
Pre-service and in-service professional learning opportunities
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Professional focused reading practices
Application of knowledge and insights to the actual practices of leadership
Professional Reading
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Vietnam Youth Union- a social political organisation of vietnamese youth.
Leadership development in self-confidence, communication, and organisation skills
Engagement with Vietnam Youth Union activities
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Perceptions of effective leadership: Tầm and Tâm- Tầm: vision- task accomplishment and abilities
+ a clear sense of vision: vision development and vision sharing
+ knowledge: profound knowledge base, informal knowledge, a thirst for further knowledge
+ effective communication skills- Tâm: heart- consideration and relationships
+ collegiality+ integrity+ equity
Findings (cont.)
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Salient challenges to leadership work- Lack of collaboration across the university- Female leaders’ dilemmas: + Women’s inferior status + Double burden of work and family- Lack of autonomy: + financial control and staffing decisions+ an indicator of lack of distributed leadership
Findings (cont.)
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Gaps in knowledge: distributed leadership and mentoring- Raise awareness: professional reading and workshop organising- Actual implementation: requires further efforts from ministerial authority and a dramatic change in the culture
Leadership training- Preparatory leadership training: preparatory leadership courses as an induction program- In-service leadership training: actively seek opportunities
Recommendations
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Disparity between the participants’ preferences and the literature: - short-term non-degree training (one-shot training) and longer-term degree programmes
Recommendations (cont.)
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Lack of collaboration:- Forced collaboration (an act of collaboration) across the university not tenable- Holding informal relaxed meetings
Gender inequity: - Establish a support network for female leaders- Initiate formal policies specifying gender equity and clarifying the important role of women’s presentation- A change from Vietnamese society
Lack of autonomy: distribution of authority down to lower levels
Recommendations (cont.)
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Main points learned from the study:- the influences of socio-cultural factors on educational leadership in Vietnam- Leadership work is challenging.- Vietnam in its shifting process from a hierarchical bureaucratic model to a more shared distributed one requires concerted efforts from every echelon of Vietnamese society.
Reflections
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THANK YOU FOR YOUR KIND ATTENTION!
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Q & A