seameo regional training center - doe2013 proceedings … · 2013. 6. 24. · seameo regional...

Welcome Remarks

2 | Impacts of Globalization on Quality of Higher Education

Welcome Remarks by Dr. Ho Thanh My Phuong, Director SEAMEO Regional Training Center (SEAMEO RETRAC)

Distinguished Guests,

Ladies and Gentlemen,

It is my great pleasure, on behalf of SEAMEO RETRAC, to welcome all of you to this International Conference on “Impacts of Globalization on Quality in Higher Education”. I am really delighted with the attendance of more than 150 educational leaders, administrators, professors, educational experts, researchers and practitioners from both Vietnamese and international universities, colleges and other educational organizations. You are here to share your expertise, experience, research findings and best practices on three emerging issues (1) Management and Leadership in Higher Education; (2) Teaching and Learning in Higher Education; and (3) Institutional Research Capacity and Application. In view of the major challenges in the era of globalization in the 21st century and the lessons learned during the educational reforms taking place in many countries, these topics are indeed important ones.

It is without a doubt that education quality, particularly of higher education, plays a crucial role in the development of the human resources of a nation. Higher Education provides a strong foundation to uplift the prospects of our people to participate and take full advantage of the opportunities in Southeast Asia and beyond. Along this line, the impact of the globalization in the development of a quality educational system has to be emphasized.

It is becoming increasingly important for global educational experts to get together to identify what should be done to enhance and strengthen the higher education quality, especially in the globalized context. It has become more imperative than ever for higher education to prepare students to meet the dynamic challenges of the globalized world.

The fast and constant changing world plays a pivotal role in determining the quality of an educational system. The 21st century has brought opportunities and new trends for educational leadership and management, teaching and learning as well as the research in higher education, yet at the same time it has posed a great number of challenges. I sincerely hope that this conference will provide an opportunity for the sharing of expertise, information and best practices in viewing the impacts of globalization on the quality of higher education. I hope the conference will promote friendship and cooperation among the conference participants from different countries and institutions. I also trust that this conference will, in one way or another, provide us with some ideas, recommendations, or solutions for the educational challenges we face every day in our own working contexts and situations.

Welcome Remarks

Impacts of Globalization on Quality of Higher Education | 3

Ladies and gentlemen, on behalf of SEAMEO RETRAC, I would like to thank all of the participants for joining this annual conference. My sincere appreciation goes to our keynote and eminent speakers for your hard work in preparing your presentation and arranging your time to be with us at this important event.

My special thanks to the leaders of the Ministry of Education and Training in Vietnam for their presence in this important event and their continued support provided for SEAMEO RETRAC and our work here in Southeast Asia. I also wish to send our deepest appreciation to the diplomatic corps and international organizations for their constant support and attendance. I’d also like to thank the Hong Kong American Center for being the co-organizer of this event. Last but not least, I’d like to thank all those who have contributed to the planning and organization of this event.

I wish all of you a pleasant and productive conference!

Dr. Ho Thanh My Phuong

Director

Introduction of SEAMEO and SEAMEO RETRAC



Southeast Asian Ministers of Education Organization (SEAMEO) SEAMEO Regional Training Center in Vietnam (SEAMEO RETRAC)

BACKGROUND

On 30 November 1965, the Ministers of Education of Southeast Asian countries established the Southeast Asian Ministers of Education Organization (SEAMEO) for the development of the region through regional co-operation in education, science and culture.

SEAMEO consists of:

Eleven Member Countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor Leste and Vietnam

Eight Associate Member Countries: Australia, Canada, France, Germany, the Netherlands, New Zealand, Norway and Spain.

Two Affiliate Members: the International Council for Open and Distance Education (ICDE) and University of Tsukuba (Japan)

One Partner Country: Japan

Vietnam, readmitted as a SEAMEO Member State on February 10, 1992 by the SEAMEO Council, hosts the SEAMEO Regional Training Centre (SEAMEO RETRAC) in Ho Chi Minh City, as one of the 15 SEAMEO Centers in the region.

VISION

Through the pursuit of excellence and the development of expertise, SEAMEO RETRAC aims to become a leading regional centre in the field of education management, serving all SEAMEO Member Countries.

MISSION

To assist SEAMEO Member Countries to identify and address issues of educational management and other educational fields, particularly in teaching and learning, through research, training, consultancy, information dissemination, community service, networking and partnership.

ORGANIZATIONAL PROFILE

The SEAMEO RETRAC Governing Board is the main policy making body of the Centre. The Governing Board comprises one representative from each



of the 11 SEAMEO Member Countries. The Centre is headed by a Vietnamese Director who is nominated by the Ministry of Education and Training of Vietnam, approved by the Governing Board, and officially appointed by the SEAMEO Council President.

The Centre is staffed by qualified professional, administrative and service personnel working in the following divisions and departments:

• Division of Education • Division of Foreign Studies • Division of Technology • Division of Research and Development • Department of International Development and Overseas Studies • Department of Administration and Personnel • Department of Accounting and Finance • Department of Planning and Facility Management • Library and Information Center

In addition, experts from donors, governments, international organizations and exchange programs from affiliated countries complement the permanent staff under partnership agreements.

OPERATIONS

SEAMEO RETRAC assists SEAMEO Member Countries, especially Cambodia, Lao PDR and Vietnam, to identify and tackle problems of leadership and management in education at all levels. SEAMEO RETRAC directs its efforts on educational issues by undertaking innovative, relevant programs through research, training, consultancy, staff exchange and fostering of regional and international partnership, and engaging in other related activities within and outside the region. In addition, SEAMEO RETRAC offers language training, teacher training and other training programs in education.

Functions In cooperation with local, foreign and international organizations, SEAMEO RETRAC conducts:

• Training courses, workshops and conferences • Research, consultancy, project development and information

dissemination • Study tours, personnel and student recruitment & exchange for

educational, scientific and cultural purposes.

Training approaches • Critical thinking and creative problem solving • Interactive, informal and based on experience sharing and practical

learning • Innovative learner-centered • Flexible and cost effective

Conference Program


Conference Program

June 20, 2013

8:00 – 8:30 Registration – International Hall

8:30 – 9:15 Welcome Remarks

Dr. Ho Thanh My Phuong, Director, SEAMEO RETRAC

Opening Remarks

Mr. Tran Ba Viet Dzung, Director General, Department of International Cooperation, Ministry of Education and Training, Vietnam

9:15 – 9:45 Keynote speech

Dr. Witaya Jeradechakul, SEAMEO Secretariat’s Director

Featured speech

Agence Universitaire de la Francophonie in Southeast Asia: 20 Years of Collaboration

Mr. Regis Martin, Head of AUF Representative Office in HCMC

9:45 - 10:00 Tea Break

10:00 – 12:00 Plenary Session 1: Partnership: an Approach to Enhance Educational Capacity in Higher Education

1. Industry-Academe Synergy for Research Enhancement of Business Schools

Ms Eunice Mareth Q. Areola, National President, Entrepreneurship Educators' Association of the Philippines, Inc. (ENEDA)

2. Impact of Implementing Virtual Work Tools in the Globalization of Enterprises

Dr. Morell D. Boone, Eastern Michigan University, U.S.A.

3. Enhancing Teaching and Learning: The Building of Capabilities through the establishment of a University Community of Practice

Dr. Jack Frawley and Dr. Ken Nobin, Australian Catholic University, Australia

4. Action Development Approaches to Bridge, Accelerate and Sustain the Entrepreneurship Outcomes and Program in Higher Education

Ms Maria Luisa Benig-Gatchalian, Miriam College, the Philippines

Q&A - Moderator: Dr. Dennis F. Berg, Hong Kong America Center, China

12:00 – 13:30 Lunch

13:30 – 15:00 Plenary Session 2: The Impact of Global Technology on Education

1. How Can Google Translation Machine (GMT) Assist Vietnamese Learners of English? - A Case Study of Translating Interrogative Sentences and Some Suggestions for Improvement

Dr. Nguyen Thi Chau Anh, Ben Tre College, Vietnam

Conference Program


2. A Case Study on the Teacher Education Curriculum to Promote the Quality Teaching and Learning Utilizing ICT and its Related Technologies

Dr. Fumihiko SHINOHARA, Tokyo Gakugei University, Tokyo, Japan

3. Electronic Literacy Level and Attitude of Teachers at Capiz State University

Dr. Editha L. Magallanes, Dr. Annie V. Reyes and Dr. Braulio A. Reyes, Capiz State University, Roxas Ciy, the Philippines

Q&A - Moderator: Dr. Anita C. Oblina, SEAMEO RETRAC, Vietnam

15:00 – 15:30 Tea break

15:30 – 17:00

Plenary Session 3: Globalization and its Influence on Quality

1. Impacts of Globalization on Professional Development of Lecturers in Higher Education: The Case study in School of Education in Can Tho University, Viet Nam

Ms. Ho Thi Thu Ho, Can Tho University, Viet Nam

2. Regulating quality in transnational higher education: How important is intercultural context?

Mr. Peter McDowell, Charles Darwin University, Australia

3. Has Globalization Really Affected the Quality of Education and Training at Universities in Vietnam?

Dr. Tran Quang Nam, Saigon University (SGU), Vietnam

Q&A - Moderator: Dr. Robert C. Lagueux, City University of Hong Kong, China

June 21, 2013

8:30 – 10:00 Plenary Session 4: Assessment and its Influences in Teaching and Learning Process

1. Theory of Work Performance in Education Setting: A Research Framework

Mr. Sharul Effendy Janudin, University Pendidikan Sultan Idris, Malaysia and Dr. Ruhanita Maelah, University Kebangsaan, Malaysia

2. Higher Education is playing catchup: Case File Japan

Dr. Malcolm Field, Kyorin University, Japan

3. What are the main values, attitudes and assumptions of Vietnamese teachers on student assessment in higher education and what are the main influences upon their teaching? A study at a medium-sized university in the south of Vietnam

Ms. Nguyen Thi Hai Tra, Tra Vinh University, Vietnam

Q&A - Moderator: Dr. Michael Burgess, La Trobe University, Australia

10:00 – 10:30 Tea break

Conference Program


10:30 – 12:00 Plenary Session 5: Curriculum Development in Response to Dynamic Global Changes

1. International Association Programs – A Good Strategy for developing Thang Long University

Ms Nguyen Thi Lan Huong, Researcher, Binh Duong University - Vietnam Association of Private Higher Education Institutes, Vietnam

2. Development of an Entrepreneurship Curriculum Framework And Approaches for Global Competitiveness

Dr. Antonio M. Lopez, Maria Luisa Benig-Gatchalian, Maria Cristina L. Ibanez, Mona Liza Lee-Serrano, Miriam College, the Philippines

3. Restructuring the commerce and business administration degree programs in the midst of the dynamic global changes

Mr. Eric G. Pasquin, Dr. Nancy C. Cabrera Bartolome, University of Santo Tomas Manila, the Philippines

4. Globalization and its affect on Teaching and Learning Intellectual Property subject at University of Science –Ho Chi Minh Viet Nam National University in Viet Nam

Ms Nguyen Thi Huyen, University of Science (Ho Chi Minh Viet Nam National University) and Ms Nguyen Thi Thuy Huong, The Bar Association of Ho Chi Minh City, Vietnam

Q&A - Moderator: Dr. Malcolm H. Field, Kyorin University, Japan

12:00 – 13:30 Lunch

13:30 – 15:00 Plenary Session 6: How Globalization Effects Training Programs

1. Current Issues In Global Development: A Case Study Of Education Commercialization Via Joint-Programs Between Vietnamese And Overseas Universities

Mr. Nguyen Huu Cuong, Ministry of Education and Training; Ms Nhan Thi Thuy, Da Nang Architecture University; Ms Vu Thi Phuong Thao, Vietnam National University, Vietnam

2. Academic challenges for postgraduate students overseas: Insiders' perceptions

Dr. Le Thi Anh Phuong, Nha Trang Education College, Vietnam

3. Impacts of globalization on the quality of higher education in Vietnam: From the practice in the number of training institutions

Dr. Le Ngoc Thach, Ms Le Thi Ngoc Nhan, Institute of Educational Managers Ho Chi Minh City, Vietnam

Q&A - Moderator: Dr. Morell D. Boone, Eastern Michigan University, U.S.A

15:00 – 15:30 Tea break

Conference Program


15:30 – 16:30 Plenary Session 7: Leadership in Global Education Environment

1. Search for Academic Excellence in Public Universities through Multi-level Leadership Practices: Lessons Learnt from East Asia

Ms Ngo Tuyet Mai, University of New South Wales, Sydney, Australia

2. Problems and Solutions to Improve the Quality of Vietnamese Education in Globalization

Mr. Truong Dinh Khiem, Hau Giang Community College, Vietnam

3. Developing Middle Leadership in a Vietnamese University: A Case Study from the Mekong Delta

Ms. Truong Thi My Dung, SEAMEO Regional Training Center, Vietnam

Q&A - Moderator: Dr. Jack Frawley, Australian Catholic University, Australia

16:30 – 17:00 Conference Closing Remarks

Dr. Ho Thanh My Phuong, Director, SEAMEO RETRAC

Abstracts and Biographies


Keynote Speech Dr Witaya Jeradechackul, Director of SEAMEO Secretariat

Good morning ladies and gentlemen. Sawadee krub!

My warmest greetings to my co-educators in this Conference. Before I start, let me first commend SEAMEO Regional Training Centre (SEAMEO RETRAC) for this initiative. I have always believed that providing a regular platform for university professors, educational administrators, scholars and practitioners to exchange knowledge and share practical experiences is the best way to acquire and propagate knowledge. I was once a university professor myself so I know that only in taking advantage of learning opportunities, such as this Conference, that one keeps abreast of and gets more insights on current education trends. So I salute RETRAC for holding this timely event and providing university professors and educators opportunity to learn some more. Quoting a famous Latin proverb: “By learning you will teach, by teaching you will learn”. Ladies and gentlemen, Leaving my university professorship and taking on the role of Secretariat Director of the Southeast Asian Ministers of Education Organization (SEAMEO), I am made even more aware now of changes brought on by globalization that have affecting education, particularly to higher education. Impact of globalization issues are daunting and though while the professor in me believes that the solutions to address many of the globalization-related issues should be seen happening inside the classroom as the ultimate priority for professors/teachers will be to prepare students for a ‘globalized’ work environment; however, my work in SEAMEO taught me that whatever changes or reforms that had to be made; the reforms should integrated and efforts should be done collectively. I believe a strong partnership or collaboration is needed to for the higher education sector to keep up to the increasing pace set by globalization. Ladies and gentlemen. In sharing on today’s theme: Impact of Globalization on Quality of Higher Education, my views will center on: • Key issues, challenges and changes brought by globalization to higher

education;



• Regional and international efforts to address impact of globalization to quality of higher education, including related efforts of SEAMEO in Southeast Asian region;

• The ways to which strategic collaborations may be utilized to raising the level and quality of higher education in the globalization era:

As I discuss on these points, I hope to give you a sense of how strategic collaborations could greatly contribute to not only addressing the impacts of globalization but more so, maximize the opportunities and benefits of globalization to higher education. “Globalization” – all of us somehow have an idea of what ‘globalization’ is – generally, globalization means the integration of societies by removing geographical, legal and political constraints; and globalization is only made possible by the huge advances in communication, transportation and infrastructure technologies.

However, the meaning of globalization or connotation, over time, is evolving and is now an ubiquitous term but however, you defined it; globalization, as well as technological advancements is effecting changes within learning systems across the world – changing ideas, values, knowledge, changing the roles of students and teachers, effecting change on culture, re-shaping of norms and cultural identities. Lastly, globalization is changing the economic environment, dictating new market trends and labor demands.

Globalization has great impact in the context of higher education. Let me only highlight on a few of the key issues, challenges and changes brought on by globalization that I think has significant bearing in relation to higher education: • Globalization is making education even more invaluable to individuals. In

such a competitive global environment, increasingly, individuals recognize that education provides for better chance of employment, which in turn will provide them with higher status in life.

• Globalization is making English Language a requisite education and business tool. With English as “global language”, individuals around the world are now striving to learn English to function on a ‘global scale’. Increasing need for English language teaching and learning poses significant pressure to higher education institutions.

• Globalization is setting global standards on education. Higher education institutions are compelled to examine long-standing policies and practices in the light of international standards and demand for quality education. Traditional classroom delivery mode has now now shifted to a transnational means of provision of higher education service such virtual/e-learning or open universities, consortium arrangement and others. To be able to participate to international exchange programmes



and recognition of qualifications, higher education institutions have to comply to quality assurance standards. Likewise, the need for the higher education institutions to develop internationally comparable curriculum, contents, and delivery system that help students to develop international and intercultural skills.

• Globalization causes ever-changing shift and trends in labor and employment. With globalization comes changing shifting patters on market and labour demands, higher education institutions are made aware that their policies and priorities should constantly align to employment needs. Globalization dynamics requires workforce that can compete internationally. Oftentimes, higher educations fail to meet the needs for the kinds of workers ‘globalized’ economy requires.

• Globalization is posing challenges to cultural values and identity. Apart from knowledge acquisition, higher education is also mandated to facilitate cultural preservation; but as higher education becomes more specialized and curricula were customized to fit the globally recognized standard courses and programs, cultural values, traditions and identity are left out in the process.

There are a lot more scholarly discourse on the issues of globalization and higher education; and possibly, in this Conference, you will get to learn some more of these issues. In academic circle, the impact of globalization to higher education has ensued numerous discussions and debates. I must admit that the issues I cited here are only a fraction of many other dimensions of the impact of globalization on higher education.

In presenting these selected key issues, my intention is not to dig deeper into these issues to add to the existing body of scholarly discourse but instead just to argue the point that globalization is changing the landscape of higher education; and that these changes will continually put pressure to higher education system. Importantly, I want to emphasize that these issues and changes brought by globalization should not necessarily be taken as ‘risks’ or ‘disadvantages’. As I will discuss later, these changes can actually be benefits that education sector should be maximizing. In fact, globalization could be most instrumental in raising the level and quality of higher education.

Numerous initiatives and platforms have been initiated at the international and regional arena in an effort to respond to issues and challenges confronting higher education as a result of globalization. Just to cite a few: • The Bologna Process (a series of ministerial meetings and agreements

between European countries designed to ensure comparability in the standards and quality of higher education qualifications) which created the European Higher Education Area (EHEA) which is meant to ensure more comparable, compatible and coherent systems of higher education in Europe;

• The Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications, launched by UNESCO, aims to provide a platform for dialogue between a wide range of higher education



providers and stakeholders and to link existing frameworks dealing with international issues of quality assurance, accreditation and the recognition of qualifications;

• Global Initiative for Quality Assurance Capacity (GIQAC) by World Bank and UNESCO, is a programme to support higher education institutions in developing countries in enhancing quality assurance systems and building their capacity by sharing information on good practices on Higher education world-wide;

• The ASEAN University Network (AUN) developed the AUN Quality Assurance Guidelines which sets out standards and criteria that are meant to serve as benchmark standards to be used by the universities in ASEAN to see how far they are on track towards quality and quality assurance;

I am pretty sure that all of you are mostly familiar with these initiatives; and there are more ongoing efforts related to quality assurance and harmonization of standards in higher education. I will focus though on what SEAMEO has done so far and is currently doing on upgrading quality of higher education and education in general in the region.

Ladies and gentlemen,

One of the strategic goals of SEAMEO is to strengthen the organizational capability to initiate and manage change and development to meet the challenges of globalization. SEAMEO’s strength lies on its ability to establish and sustain partnerships and collaborations with different international, regional organizations and development partners. EU, UNESCO, AUN and ASEAN Secretariat are major partners of SEAMEO. As such, SEAMEO’s initiatives on higher education are aligned to key efforts of international and regional community.

In addition, SEAMEO banks on its use of foresight methodologies to support the designing of relevant education programmes. SEAMEO works by surveying current trends and gaps; analyze demands and identify future needs; and accordingly, design our education programmes to meet the exact need. SEAMEO’s approach is to look into the multiple aspects of the educational system and use an integrated approach in designing programmes.

The following are some of SEAMEO’s flagship initiatives mainly aimed at making higher education in Southeast Asia at par with global education standards:

• Creating a regional platform, regional system that is adaptive,

innovative and responsive to emerging, trans-boundary regional issues on education through the SEAMEO College:

Creation of an improved and more effective education system (primary, secondary and higher education) will enable the countries in the region to



better respond to the demands of globalization in terms of: (1) producing graduates whose skills and knowledge the demands of the labor market; and (2) in facilitation mobility of students, skilled workers and professionals within Southeast Asia and beyond.

Various reports and documents state that in the Southeast Asian region, the countries face varying problems with regard to mismatch between manpower skills and labor or industry demands. Knowledge and skills of higher education graduates does not meet with the demands and requirements of the labor force. The problem is aggravated by the scarcity of manpower market studies or manpower supply-demand gap studies that would have been able to identify future industry needs in terms of manpower competencies.

SEAMEO intends to contribute towards addressing this issue by its plan to provide a regional platform that will offer human resource development initiatives designed as a result of manpower demand forecasts or labor supply-demand gap studies, foresight exercises and case studies. This regional platform is what we call ‘SEAMEO College’, to be implemented by SEAMEO Centres and coordinated by the SEAMEO Secretariat

• SEAMEO’s Initiatives on Harmonization Process. Since the mid-2007,

SEAMEO, through SEAMEO RIHED has started the project to raise the awareness among key players in higher education sector within the region on the significance of promoting a common space in higher education in Southeast Asia.

o A Structured Framework for Regional Integration in Higher

Education in Southeast Asia: The Road Towards a Common Space” (2008-2014), was initiated with the main objective of raising awareness of policy makers and high ranking officials in SEAMEO Member Countries on the significance of an inter-governmental process leading to a regional framework for higher education integration and harmonization and to help facilitate future establishment of ‘a common space in higher education” in Southeast Asia by 2015;

o Raising Awareness: Exploring the Ideas of Creating Higher Education Common Space in Southeast Asia. With the intention of initiating efforts towards development of a version of Europe Higher Education Area (EHEA) in the Southeast Asian region, SEAMEO RIHED launched a conference series to trigger discussions on the creation of a regional higher education area/space to facilitate and enhance better cooperation among individuals and higher education institutions in Southeast Asia.

• Ensuring the alignment of efforts on basic education and higher

education. Considering the current and future dynamics of globalization



on education, SEAMEO recognizes the significance of ensuring the alignment of basic education sector with higher education. To this end, SEAMEO while focusing on development of higher education likewise gives equal priority to building the national government’s capacities in terms of educational innovation and educational management of basic education system.

Through the SEAMEO Regional Centre for Educational Innovation and Technology (SEAMEO INNOTECH), SEAMEO has been implementing a variety of proven innovations aimed at enhancing the capacities of education leaders and school administrators on education management leadership, school management and curriculum supervision.

• Ensuring that these teaching-learning technologies (both at the

basic education and higher education) integrate and promote preservation of cultural identities and national values.

SEAMEO through SEAMEO Regional Language Centre (RELC) is promoting English language learning to enhance work Competence and facilitate cultural understanding through its English Proficiency Courses for nurses, health workers and government officials. The aim is towards developing oral interaction competencies to facilitate better work performance. The English Communication Skills Course for Cultural Awareness develops competence in oral interaction with people from other cultural backgrounds to promote cultural understanding.


The overarching issue here is how the countries in the region (and in the world) are moving towards addressing the resulting effects of globalization to higher education by mainly creating a common space that will facilitate and enhance better cooperation among individuals and higher education institutions in Southeast Asia.

To quote Prof Dr Supachai Yavaprabhas, former SEAMEO RIHED Director, in his paper SEAMEO RIHED and Higher Education Harmonization: “Many higher education institutions and national governments in many parts of the world have already ventured on to tackle the force of globalisation by reforming their higher institutional structure as well as embarked on regional effort in establishing a common framework for higher education”.

But the concerning issue here is the extent to which the national governments and higher education institutions could adjust themselves to best counter issues brought about by globalization such as with transnational development and cross-border transition. Admittedly, only small number of higher education institutions in the region can offer flexible mobility programmes and mainly, national governments have not put as top priority initiatives related to higher education.

It is pertaining to this specific point that I will now proceed to sharing some



of my ideas on the ways to which strategic collaborations among the national governments, higher education institutions, international and regional institutions, higher education networks and business/industry sector may be utilized to raising the level and quality of higher education in the globalization era: • Inter-governmental discussions and dialogues (such as that of SEAMEO

College) to set out addressing common goals and concerns on higher education, including issues on harmonization across countries;

• Cooperation and knowledge sharing among national governments on higher education policies and strategies;

• Business or employment sector to be engaged in the discussions for policies to be more responsive to labor or manpower resource needs;

• National governments to provide regular platform for an increased interactions and sharing among their higher education institutions; and

• Importantly, efforts to build on mechanisms or initiatives on higher education already developed in other regions/countries (on the areas of standardization, quality assurance, mobility, credit transfer, accreditation) but to made in the context of the region;


My co-educators, professors, administrators, teachers, colleagues, I mentioned early on that amidst issues related to globalization and higher education, the priority goal should be to effectively prepare students for an economic and work environment that is increasingly becoming more complex and competitive. Collaboration, partnership, creation of strategic alliances is the way to pursue this goal. In fact, we can make globalization work towards this end. Collaborations will help facilitate the process of integration and harmonization of efforts on higher education – thus leveling the playing field for the development of higher education; students then will receive similar level and quality of higher education (wherever he/she is in the world); consequently, the students then would graduate having an equal opportunity for success in terms of employment.

Undeniably, globalization and the international integration process alongside it is inevitably re-shaping the landscape of the region, economically, politically, socially and culturally. We can take advantage of this globalization/integration process though to strengthen intercultural understanding among countries.

SEAMEO, as an organization that promotes regional cooperation on education, science and culture, we take pride in the Organization’s flexibility and resilience that has enabled us to meet the challenges posed by the fast changing development in the region. We, in SEAMEO, will be at the frontier, assisting the national governments, collaborating with key partners in the region and initiating concerted efforts to ensure that peoples of Southeast Asia thrive in this age of globalization.

Thank you very much. Khob khun krub!



Dr. Witaya Jeradechakul Director of SEAMEO Secretariat

Witaya Jeradechakul holds a B.Ed (1971) and a M.Ed (1974) in English and Education from Srinakharinwirot University, Bangkok, Thailand. In 1976, he received a Fulbright scholarship for doctoral study at George Peabody College, Vanderbilt University, Nashville, Tennessee, USA where he completed his MS and PhD (English and Education) in 1979. In 1980, he was awarded the Roy A Alcorn Memorial Scholarship for a post doctoral study in management and policy development at the Peabody Center for Educational Policy and at the College of Management. In 1981, he received a visiting post doctoral fellowship from the Department of Curriculum and Teaching, Teachers College, Columbia University.

Mr Jeradechakul combines both academic and administrative expertise in his professional career. During 1982-1991, he taught and worked at Srinakharinwirot University in various functions ranging from head of the language department, associate dean of the faculty of Humanities, and vice-president for international affairs. In 1992, he was executive director and CEO of the Thailand Management Association (TMA), and, in 1995, was appointed director general of the Pacific Basin Economic Council (PBEC). In 2002, Mr Jeradechakul was executive director of the APEC Center for Technology Foresight (APECTF) and, later during 2006-2008, he was senior director in charge of international cooperation affairs for the National Science Technology Development Agency (NSTDA).

As an academic, Mr Jeradechakul is an associate professor teaching in a number of public and private universities in language education, management, and international development. His interest, among others, is the application of foresight and future perspective in management and policy development.

By the approval of the 45th SEAMEO Council Conference’s In-Camera Session, Mr Jeradechakul has been appointed the 19th SEAMEO Director to succeed Dato’ Dr Ahamad bin Sipon.



Agence universitaire de la Francophonie in Southeast Asia: 20 years of collaboration

Author: Regis Martin

Agence universitaire de la Francophonie main goal is to promote solidarity between higher education institutions using French language and contribute to the development of a French speaking scientific community promoting the respect of cultural and linguistic diversity.

Founded in 1961, AUF is the most important higher education and research network in the World with 786 institutions in 98 countries. Towards 2017, AUF will focus on the promotion of international training programs, support for research and modernization of university governance.

In Asia-Pacific, AUF has 73 university members, 43 in Vietnam. The regional headquarters have been located in Hanoi for 20 years. AUF is supporting 84 international training programs in Vietnam, Laos, Cambodia and China.

After 20 years of action in Southeast Asia, thousands of teachers and students have received high quality training in the region and abroad, universities have been able to develop their own innovative and high quality programs in local languages, and have strengthened collaboration with other universities all over the world.

AUF has been working recently with ASEAN University Network. They will certainly tighten their links in the close future, as they have very similar goals, such as mobility of students in the region, improvement of credit transfer systems, and construction of international networks of universities. The concept of mobility of students and the credits transfer system are now well accepted and a partnership between AUF and SEAMEO would be most welcome, as French can also be a language of mobility in the ASEAN region.



Mr. Regis Martin Agence universitaire de la Francophonie (AUF) representative office in Ho Chi Minh City

Mr. Martin is the head of the Agence universitaire de la Francophonie (AUF) representative office in Ho Chi Minh City. He studied Language Sciences at Grenoble University in France and has been teacher for French as a foreign language for few years. He has now 20 years of experience in Africa and Asia, working for French Foreign Ministry as consultant and manager of French cultural centers. In 2005, he joined AUF regional office in Hanoi as consultant for university programs in French, before moving to HCMC in 2011. He is skilled in administration, project management and development of innovative international cooperation programs.



Industry-Academe Partnership for Institutional Research Enhancement of Business Schools

Author: Eunice Mareth Q. Areola, MBA, PhD

Quality education is at the heart of every national development agenda. While a strong business climate induces economic growth, one important barometer of a healthy social climate is still the education landscape of its society. A country will fail to boost its business sector if the human capital that breathes life in it was not a product of a strong educational orientation. At its best, business schools are expected to create the institutional model to attain real, relevant, robust and responsive curricula that is based on a strong partnership with the industry, the catch basin of its graduates. One of the best tools to make this happen is the strengthening of industry academe collaboration in the area of joint research, which is action-oriented, focused, synergistic and value-adding for both schools and business institutions. In a similar vein, it should be clarified that the partnership is not only limited to a single strand, of one school-one business organization. Universities are like-minded in terms of strengthening its institutional research capacity and an alliance of various academic specializations and comparative advantage beyond national boundaries is tantamount to creating a greater impact on the goal of quality education. This paper sought to identify a framework for academe –industry partnership that focuses on institutional research enhancement in aid of quality teaching and learning through the use of a management toolbox.

Keywords: teaching and learning, institutional research capacity, quality education



Dr. Eunice Mareth Q. Areola, MBA President, Entrepreneurship Educators Association of the Philippines Faculty Member, University of Santo Tomas and Manila Tytana Colleges

Assoc. Prof. Eunice Mareth Querol-Areola, is an international speaker, a life-long learning educator, a creativity and innovation mentor and an entrepreneurship guru. She has over twenty years of experience as an administrator and faculty member for reputable higher education institutions in the Philippines prior to her appointment as Executive Director of the Professional Development Center of the Manila Tytana Colleges. She was visiting academic in Malaysia, Singapore and Vietnam, and is a regular visiting lecturer at the Global Business Leadership Executive MBA Program of Institut Teknologi Bandung, Indonesia and Aalto University of Finland. She earned her bachelor’s degree in Economics-Cum Laude and Masters in Business Administration at the Pamantasan ng Lungsod ng Maynila (City University of Manila).

Her awards include, Pamantasan ng Lungsod ng Maynila’s 40 Outstanding Alumnus; the Luis I. Ablaza, Jr. Distinguished Professorial Chair in Entrepreneurship; the Outstanding Educator in Management by the Philippine Council of Deans and Educators in Business and the Commission on Higher Education; and the Gawad ENEDA Outstanding Entrepreneurship Educator by the Entrepreneurship Educators Association of the Philippines, Inc. Her research papers on business education have been presented in various international conferences. She provides training on Entrepreneurship Education, Financial Stewardship, Strategic Management, Cross-cultural Business Ethics and consults on professional education and training, leadership and management and personal finance for private organizations. Assoc. Prof. Areola is a PhD Management candidate at the University of St. Gallen in Switzerland and was recently elected as National President of the Entrepreneurship Educators’ Association of the Philippines, Inc.



Impact of Implementing Virtual Work Tools in the Globalization of Enterprises

Author: Morell D. Boone, Ph.D.

Today’s global work environment is becoming increasingly virtual, driven by the need for increased productivity and supported by advances in information and communications technologies (ICT). Implementing virtual work tools in business processes as applied to higher education requires vigilance in understanding the nature of these tools, how these tools can be used to support business processes, and the management issues associated with managing virtual work groups.

The paper begins with a discussion of the nature of virtual work tools within a higher education enterprise. There will be review of three categories of virtual work tools: communication, conferencing, and collaboration tools. Next, there will be a discussion of virtual work tools implementation issues. Finally, the future trends in virtual work tools and areas for future research will be identified.



Dr. Morell D. Boone Emeritus Professor and Former Dean, College of Technology Eastern Michigan University, Ypsilanti, MI USA

Dr. Morell Boone has been a Professor and a senior administrator at Eastern Michigan University (EMU) for over 32 years. He retired in January 2013 and in February 2013 he was awarded Emeritus status as Professor and former Dean of the College of Technology. His most recent university administrative position was for six years as Dean of the College of Technology and prior to that his major administrative assignment was Dean of Learning Resources and Technologies for 21 years. His Master’s, “ Library and Information Studies” and his Ph.D.,” Instructional Design, Development and Evaluation” are from Syracuse University (N.Y.). In the mid-1990’s he was responsible for the facility program design and the information technology infrastructure design and implementation of the $42m Bruce Halle Library. In 1998 he formed Cybrary Consulting, LLC and was responsible for library and learning center program assessment and design consultancies at eight U.S. universities. Also, he has been a featured speaker at numerous U.S. professional conferences and international venues in China, Taiwan, Brazil, South Africa, India, Germany, Ireland, the U.K. For over ten years he was the architectural columnist for the journal Library Hi Tech. Since 2002, Dr. Boone has made many trips to China in developing student and faculty exchange relationships between EMU and universities in China.

Areas of expertise:

• Information Technology Management • Higher Education Administration • Information Storage and Retrieval • Library and Learning Center Facility Design

Courses taught:

• Emerging Technologies in Information Storage & Retrieval • Contemporary Issues in Technology and Society • Library Administration and Management

Selected Presentations:

• Technologies and Services in Support of Virtual Workplaces • From Library to Cybrary



Enhancing teaching and learning: the building of capabilities through the establishment of a University Community of Practice

Authors: Dr. Jack Frawley

Associate Professor Ken Nobin

Within higher education, the organisational structures and culture of individualism produce a situation where many individuals are often isolated and unaware of the practices of others and of the real worlds of Indigenous students. While initiatives to overcome this individualism within research endeavours, such as research centres and research networks, are well advanced, these are less common in relation to teaching in higher education. The consequences of a lack of formal or informal structures for sharing of learning and teaching practice contributes to a lack of institutional memory regarding teaching and learning innovations, little acknowledgement or recognition of the diversity of good teaching and learning practices outside formal award mechanisms, and little support for individuals in need of mentoring or guidance in reforming, improving, or reflecting on their teaching and learning practices. University Communities of Practice (UCoP) specifically grow, or are fostered, to provide a shared space around shared concerns. Individual members face shared challenges provided by their student cohorts, their institutional context, and the challenges facing the wider higher education sector. These shared challenges provide the basis for a common understanding between members, which can be further strengthened by the collaborative identification of priority issues to be addressed by the group. Establishing and nurturing a shared sense of identity provides the missing element in ensuring the sharing of teaching and learning practices. It also provides a safe place for reflection and experimentation on teaching and learning for individual staff members and students.

The Keeping on Track project, funded through the Australian federal government’s Office of Learning and Teaching, focused on disciplinary and cross-disciplinary leadership to enhance learning and teaching through leadership capacity building with an emphasis on strengthening teacher leader capabilities of lecturers involved in the teaching of Indigenous postgraduate coursework students. Keeping on Track consisted of an Australian Catholic University (ACU) and James Cook University (JCU) consortium, with ACU as the lead institution. UCoP were established at participating universities as part of this project.

Therefore, this workshop will encourage conversation about the critical importance of building intercultural capabilities for lecturers and students in a globalised world and participants will discuss the importance of establishing UCOP within and beyond the university.



Dr. Jack Frawley Centre for Creative & Authentic Leadership, Australian Catholic University

Dr. Jack Frawley is Deputy Director of Australian Catholic University’s Centre for Creative and Authentic Leadership and Senior Research Fellow with the Centre for Indigenous Education and Research. He is an active researcher in several educational leadership projects, and intercultural studies-related projects.

Assoc. Prof. Ken Nobin Centre for Creative & Authentic Leadership, Australian Catholic University

A/Prof. Ken Nobin is a Research Associate currently working at Australian Catholic University on several educational projects. Most of his work in Australia has involved working with Aboriginal parents and students; new arrivals, mainly refugees from the Sudan; and families with multiple systemic disadvantages. Most recently, he was Head of Department of Education at the University of Fiji in Lautoka, Fiji.



Action development approaches to bridge, accelerate and sustain the entrepreneurship outcomes and program in higher education

Author: Maria Luisa Being-Gatchalian

The impact of globalization to education has changed the landscape of teaching and learning, forever. This disruption was ushered in by the information technology, creative innovations and communications, which changed and redefined trade, industries and the way peoples live, think or adapt to these advancements. There too, emerged new and future generation of skills and competencies needed for global competitiveness (Higher Education to 2030, OECD, 2009). One of which is entrepreneurship, which is recognized as one key economic driver. (Schumpeter 1934; Wennekers and Thurik 1999; Baumol 2002; van Stel et al. 2005).

Contextualized in the Philippine setting, this paper presents models of action development approaches based on research: a) the bottom-up development approach (Anderson, 2010; Filev, 2008; Ries & Trout, 1989; Blenker & Rind, 2010; Gatchalian, 2012), which aims to bridge the teaching and learning gaps; b) the triple helix approach to development as government, private organizations and stakeholders start to build an ecosystem with the aim of investing in the new change makers of young aspiring entrepreneurs to help accelerate and sustain venture start-ups (Sison, 2013; Barcelon, 2013; Valencia & Eustaquio, 2013); and c) the cross regional border collaboration (Higher Education to 2030, OECD, 2009)of like-minded institutions with shared mission in the ASEAN region to sustain and grow alongside each other.

These were culled from the results of end-of-course evaluations, and discussions conducted by the author with her entrepreneurship students from 2006-2011; interviews and discussions with co-teachers, school administrators, entrepreneurship graduates, enabling stakeholders in an ecosystem with technology incubation models as interventions for creative innovations; and initiatives for networking and collaboration. The models identified are envisioned to institutionalize, sustain and continuously improve the quality of entrepreneurship education and its development overtime.

Key words: Globalization, entrepreneurship, entrepreneurship competencies, bottom-up development approach, triple-helix approach, and cross-regional border collaboration



Ms. Maria Luisa Being-Gatchalian Miriam College, Philippines

Maria Luisa B. Gatchalian is the elected national president of ENEDA for SY 2011-2013, a faculty member of the Entrepreneurship Department of Miriam College, and a member of the Small Enterprise Research and Development Foundation Inc. As an educator, she finds mix-teaching techniques that are mostly experiential and project-based very engaging, enriching, and appropriate for college teens aspiring to become entrepreneurs. She is very much interested in various research and development projects that promote progressive teaching and student learning. These are: professional teaching competency programs; sustaining ENEDA and its advocacy; a bottom-up development approach to change, local and regional collaboration which aims to institutionalize and sustain the entrepreneurship education and development; and currently, a research-based entrepreneurship teaching guide book for educators in higher education. She strongly believes that “One can only give what one has … and the measure of success is as good as the one who gave it.” The advocacies she now pursues were culled from her experience as the first president of ENEDA NCR chapter from 2007-2009; from 22 years of teaching and coaching in Miriam College; from her past 13 years of work experience in UP ISSI; her technical and entrepreneurship education in RVB Delft, Netherlands (now Maastricht); her entrepreneurial family environment where she learned her creative knacks; and her formation and participation in initiatives and undertakings in the areas of values education, openness to life, and the dignity of work and professionalism.. She finds her purpose and meaning in teaching and in creating impact in teacher and student development. Finally, she dedicates her work to Ernesto, her husband for 36 years and children, Gio, Niko, and Gab; and her 88 year-old mother, Anita, a teacher.



How can Google Translation Machine (GTM) assist Vietnamese learners of English? - A case study of translating interrogative

sentences and some suggestions for improvement

Author: Dr. Nguyen Thi Chau Anh

Polysemy is still a complicated problem not only in a theoretical issue in linguistics but also in a practical issue for Google Translation Machine (GTM) used by Vietnamese learners of English as they suffer limitation from drawbacks in translating interrogative sentences from Vietnamese to English (V-E).

This paper reports the benefits of using GTM as a useful learning aid for Vietnamese learners in studying English to meet the needs of social communication. By different measures and techniques from our trial test in a case study, using simple interrogatives from Vietnamese students in class for V – E translation to test the reliability of GTM, we identify the possible way to deal with the highly polysemous words translated by GTM.

Part 1 deals with the need analysis of using GTM in the perspective of making and translating interrogatives for English study; part 2 describes and explains the case study and proposes the rules and technique called “input code” for disambiguating words, which makes GTM more reliable; part 3 checks the predicted problem yielded by the test results. The findings and suggestions for improvement might prove useful for pedagogical purposes.

We hope that the paper can bring a lot of fun to readers and it can be enriched and developed by helpful and amazing ideas, opinions from interested and experienced teachers, translators, readers, and experts of computer assisted translation. It is also hoped that with the implications, GTM will be re-trained to become good impact for English study worldwide to deserve well of its users for preferences.



Dr. Nguyen Thi Chau Anh Senior Lecturer Department of Social Sciences and Humanities Ben Tre College, Ben Tre Province, Viet Nam

Dr. Nguyen Thi Chau Anh serves as a teacher of English. She has been working as a lecturer and researcher in Ben Tre College, Ben Tre Province for 23 years. Her research interests include English Teaching Methodology and Linguistics. In addition, she has been actively combining theory and practice in education and in linguistics for teaching and supervising students of English at Ben Tre College, attending a lot of national conferences/forums, training courses and workshops at colleges and universities.

Dr. Nguyen Thi Chau Anh earned her Bachelor of Arts in English Language from Can Tho University. During her time of working at Ben Tre College, she received the opportunity to pursue higher education. She received her Master Degree of Arts in Teaching English to Speakers of Other Languages (TESOL) from Vietnam National University Ho Chi Minh City, University of Social Sciences and Humanities in 2005, and from this university she earned Doctorate Degree in Comparative - Contrastive Linguistics in 2012.

Dr. Nguyen Thi Chau Anh is the author of many publications, reports/ research papers concerning teaching English and Vietnamese both domestically and internationally and has been invited to present papers at many conferences in the USA, Thailand, China and Vietnam.



A Case Study on the Teacher Education Curriculum to Promote the Quality Teaching and Learning Utilizing ICT

and its Related Technologies

Author: Dr. Fumihiko SHINOHARA

In response to the globalization the improvement of the quality of higher education has become one of the crucial issues in developed and developing countries, and it is said that six stakeholders such as governments, higher education institutions/providers including academic staff, student bodies, quality assurance and accreditation bodies, academic recognition bodies, and professional bodies divide its responsibility.

The responsibility of the academic staff is to develop syllabus and lesson plan for carrying out the teaching and learning activities in order to meet the curriculum, which is formulated under the framework of government and institutional requirements and regulations.

In this regard, the quality of teaching and learning is, in principle and primarily, depending on the government policy, and on the states of society and students/learners, hence contribution to the building of attitudes represented by the tolerance and value-sharing and to the utilization of ICT and its related technologies, which are essential to academic knowledge as well as, more generally, to national social and economic wealth, is major criteria for the quality of teaching and learning activities.

This paper will discuss and present an innovative practice of ICT related curriculum designed in 2007 by the ‘Rashomon Approach’ to be implemented with ‘Nurture’ strategy in 2012 at the teacher education university in Japan with special emphasis on the training of logical thinking and writing skills, aside from aiming at standardizing it among teacher education and training institutions in Asia and the Pacific region.



Dr. Fumihiko SHINOHARA Tokyo Gakugei University Tokyo, Japan

Dr. Fumihiko SHINOHARA is teaching at the Tokyo Gakugei University, Tokyo Japan. He has been working for UNESCO Bangkok, Thailand, as a Programme Specialist in ICT and Teacher Training from September 1st 2002 till September 1st 2006 as secondment under the agreement between Japanese Government, UNESCO and Tokyo Gakugei University. His research areas are: (1) Sociology and Philosophy of Science, (2) Science Education, (3) Audiovisual Education, (4) Information and Communication Technology, and (5) International Education Cooperation, while his major research agenda are: (1) Research and Development of Multimedia Software and Materials, (2) Empirical Study on the Effects of the Internet and its Related Technologies to Up-grade and Sustain the Motivation of Learning both in Schools and Lifelong Learning Institutions, (3) Research and Development of Pre-service and In-service Teacher Education Curriculum within the Framework of Trans-border Higher Education in the Global Age, and (4) Comparative Study of International Education Cooperation Focusing on the Indigenous Knowledge. He has published several books and research papers, such as 'Improvement of Science and Mathematics Education with the Use of Computer Assisted Instruction (CAI) System, ''Computers in Audiovisual Education (in Japanese),''Current Trends and Prospects of New Information Technologies in Teacher Education in Japan', 'A Short History on the Application of Multimedia in Japanese Education,' 'Handbook on Diplomas, Degrees and Other Certificates in Higher Education in Asia and the Pacific -2nd Edition-.'



Electronic Literacy Level and Attitude of Teachers at Capiz State University, Roxas City

Author: Annie V. Reyes

Braulio A. Reyes Dr. Editha L. Magallanes

The study was conducted to determine the electronic literacy level in terms of computer literacy, information literacy, multimedia literacy, and computer- mediated communication literacy and attitude of the teachers as a whole and when grouped according to their profile and to find out if there is a significant relationship between the attitude of the respondents towards electronic literacy and their level of literacy.

Majority or 52.8 % of the respondents were female, with ages 46-60 years old, with an academic rank of associate professor and mostly married. The respondents as a whole have an average level of electronic literacy and a favorable attitude. The respondents got also an average level in terms of computer and information literacy but got low in multimedia and computer-mediated communication literacy.

When grouped into profile, male and female have an average level of electronic literacy. Younger teachers, aged 30 yrs old and below have high level of electronic literacy. Those with ages 31-45 got an average level of literacy. Respondents beyond 50 years old have low level of literacy. When based on the academic rank of the respondents, Instructors got High level of literacy when compared to Assistant Professors, Associate Professors, and Professors who only got an Average level of literacy. Married and single respondents have the same Average level of literacy rate.

There is no significant relationship between the attitude of the respondents towards electronic literacy and their level of literacy. However, there is a significant relationship in terms of computer-mediated literacy.



Dr. Annie V. Reyes Capiz State University, Roxas Ciy, Philippines

Annie V. Reyes finished her elementary education at Sapian Elementary School and was consistently at the number 1 of her class till she graduated. She took her secondary education at Filamer Christian University and was consistently on the top five of her class until she graduated. She went to Adamson University in Manila for her baccalaureate degree of Bachelor of Science in Chemical Engineering and graduated in 1983. After taking up some educational units from the Philippine Normal University, Manila she went home to her hometown to teach at Sapian National High School, until her transfer to Capiz Institute of Technology now Capiz State University. She finished her Master of Education at Colegio de la Purisima Concepion major in Educational Management in 1992 and her Master’s thesis, an experimental research on the effect of frequent testing on the academic performance of students in Chemistry made her the cum laude of her batch.

At the age of 37, she finished her Doctor of Philosophy in Education from the University of San Agustin, Iloilo, Philippines with her dissertation entitled “Networking in Region 6 Towards Regional Networking Programs”. Her love for studying made her finished her Bachelor of Laws in 2003 at Colegio de la Purisima Concepion, Roxas City. At present, she occupies an academic rank of Professor 1 teaching Methods of Research both in the undergraduate and graduate classes and enjoys doing and conducting social researches and advising students.

Dr. Braulio A. Reyes Capiz State University, Roxas Ciy, Philippines

Braulio A. Reyes graduated his elementary education at Mangoso Pilot Elementary School and his secondary education at Capiz National High School, then Capiz High School in 1973.

He graduated his Bachelor of Science in Mechanical Engineering at the University of the East, Manila in 1979 and passed his Licensure Examination for Mechanical Engineers in 1983. He took his Master of Engineering at Western Institute of Technology (WIT), Iloilo City and finished the degree on 2008.

As for his work experience, he was with the Capiz Electric Cooperative, Inc. (CAPELCO) from 1980 to 1985 as Power Plant Operator, Power Plant Shift Engineer and Power Plant Operation Division Chief while at the same time a part time Instructor at the College of Engineering, Capiz Institute of Technology, now Capiz State University. After resigning from CAPELCO he decided to embrace teaching, hence at present he is an Associate Professor at the College of Engineering of said University.

With his desire to improve himself professionally, he enrolled in the doctoral program of the University with the hope of earning the degree of Doctor of Education major in Industrial Education Management.



Impacts of Globalization on Professional Development of Lecturers in Higher Education

The Case study in School of Education in Can Tho University, Viet Nam

Author: MSc. Ho Thi Thu Ho

Globalization has effected on the quality of higher education in different sides in Viet Nam. This process has developed gradually after 1986 when the “Doi Moi” policy happened in Viet Nam. Located in the central of the Mekong Delta of Viet Nam, Can Tho University (CTU) is one of the places that get a lot of positive impacts from globalization through international collaboration, One of these impacts is the improvements on professional development of lecturers in teaching and researching such as 1/ the improvement and strengthening of knowledge thank to international training and studying; 2/ the improvement of teaching methods basing on educational innovation; 3/the improvement of researching ability in the international learning community. Thank to that, the quality of teaching and researching of lecturers at our university has been improved more and more. This paper will display these three improvements in the case study in School of Education at CTU and clarify how globalization through international collaboration has effected on professional development of lecturers in teaching and researching at higher education with the core discussion on the implementing process of these three improvements.



Ms. Ho Thi Thu Ho Head of Geography Education Department School of Education, Can Tho University, Viet Nam

Ho Thi Thu Ho is a teacher educator/senior lecturer in The Geography Education Department at School of Education, Can Tho University, Vietnam. She holds a Master degree of Science in Dynamics of Science and Technology from University of Amsterdam, Holland from MHO4 project (1998-2000). She is currently a head of Geography Education Department. Her areas of interests include Geography Education, Teaching Methodology, Testing and Assessment. She has good opportunities to participate in many international projects in SoE such as MHO4, CTU-MSU, LG and ALA projects. She had ever been a member of The CTU-MSU project management team since 2001-2009.



Regulating quality in transnational higher education: How important is intercultural context?

Author: Peter McDowell

Adopting an interdisciplinary approach, the paper develops a critique of the type of globalised governance framework typically invoked in the regulation of quality within transnational higher education.

Drawing on recent literature within the cognate field of intercultural communication, the paper identifies a correspondence between, on the one hand, certain characteristics implicit in contemporary higher education audit culture, and, on the other hand, largely superseded theories of cultural interchange.

Specifically, with transnational higher education mostly comprising an assemblage of bilateral arrangements, the regulative environment applying within any particular transnational setting usually involves transposing one of the respective national regulatory systems, and supplementing this with the other, to the extent that the sovereignty of both systems prevails (often as union).

Nevertheless, it is argued that the principal effect of this aggregative approach is to severely restrict the potential for institutionalised, multilateral support for the kinds of negotiated, intercultural settings often desired as a key outcome of transnational higher education, and frequently spoken of in the literature of intercultural communication.

The paper further cautions against conceiving this situation as a technical problem requiring piecemeal reconfiguration of existing bilateral arrangements; replacing them, for example, with overlapping memoranda of cooperation and mutually interchangeable systems of governance.

On the contrary, the paper highlights the integral significance of theoretical debate currently influencing the broader intercultural context, including controversies surrounding the central notions of globalisation, cosmopolitanism, and international language education.

The paper concludes with a recommendation that the entire problematic be recast within a transdisciplinary framework.



Mr. Peter McDowell Charles Darwin University

Peter McDowell is Lecturer in Education at Charles Darwin University, Darwin, Australia. He teaches literacy and numeracy across the curriculum in blended mode to graduate entry pre-service teachers. His research explores the nexus between discipline formation, higher education course design, and transdisciplinary pedagogies.



Has the globalization really impacted the quality of education and training in universities in Vietnam?

Author: Tran Quang Nam

This may be a dump question; nevertheless, in reality, in Vietnam, the globalization seems not to affect the quality of education and training in universities in Vietnam much. Why do I say so? Firstly, the Ministry of Education and Training has not had any specific strategy and solution for integrating the quality of education and training with other countries, especially with ASEAN countries. As a result, it is very difficult for universities in Vietnam to have any preparation to improve their quality to keep up with universities in the ASEAN region. Secondly, in general, the education system in Vietnam heavily takes concentrate on examination. That is why most learners reluctantly study a course to cope with its examination and marks. Then, the Ministry of Education and Training has imposed regulated courses in a training program. Finally, the globalization has not affected much the working conditions, as well as related policies and benefits for university lecturers in Vietnam.

According to me, besides other reasons, 4 main reasons above have not been impacted by the globalization, but that could have a bad effect on the quality of education and training in universities in Vietnam.



Dr. Tran Quang Nam Sai Gon University (SGU)

Tran Quang Nam got Doctoral degree in Business Administration at Business School Lausanne (BSL) in Switzerland. Currently, he is a Dean of Business Administration at Saigon University – a public university. He has experienced in management in education for many years. Regarding globalization, he takes interest in this issue, especially its impact on education and training in Vietnam.



Theory of Work Performance in Education Setting: A Research Framework

Author: Sharul Effendy Janudin

Ruhanita Maelah

Due to the globalization of higher education, world-university rankings have grown in influence in recent years. Classifications used include academic ranking world of universities, world university rankings, global university rankings using bibliometrics and global university rankings using web metrics. The dimensions used by these rankings show that performance of academics contributes 60 to 90 percent of the overall performance of Institutes of Higher Learning (IHLs). Since performance of academics is the key contributor of university excellence, IHLs need to empower its human capital to be competitive and subsequently achieve world-class status. Unfortunately, efforts to conduct research on measuring the performance of higher education institutions has a major setback compared to other industries due to its complex nature and difficulty in measuring its outputs. Furthermore, review of literatures indicate that research conducted in education environment mainly focus on organizational performance rather than work performance. This study fills the gap by providing a research framework focusing on Theory of Work Performance. The theory emphasizes on the interaction between three dimensions; opportunity, capacity and willingness to achieve high work performance. Opportunity is the presence and arrangement of facts in the person's objective environment. Capacity refers to the physiological and cognitive capabilities that enable an individual to perform a task effectively. Willingness is the characteristics that influence the degree to which an individual is inclined to perform a task. This study proposes that interaction between performance measurement system (PMS), skills and psychological capital results in high work performance of academics.



Dr. Sharul Effendy Janudin Universiti Pendidikan Sultan Idris, Malaysia

Sharul Effendy Janudin is a lecturer in Department of Accounting and Finance, Sultan Idris University of Education, Malaysia. Sultan Idris University of Education (UPSI) is a Public Institution of Higher Education which contributes an important part in the history of Malaysian’s education. Currently, he is a postgraduate student (PhD in Accounting) at Universiti Kebangsaan Malaysia (UKM). Sharul Effendy has started his career as lecturer in 2001, teaching accounting specifically on Management Accounting. Due to dynamic changes in education environment and his experience while holding management position in university level, he actively doing research on the application of management accounting tools in higher education institution which focusing on performance measurement system, balanced scorecard and cost management. He is also participating in consultation activities with co-operative movement in Malaysia to promote co-operative business model as major factor in realising economic and social development.

Dr. Ruhanita Maelah Universiti Kebangsaan Malaysia

Ruhanita Maelah (Dr) is an Associate Professor at School of Accounting, Faculty of Economics and Management, Universiti Kebangsaan Malaysia. She holds a BSc (Penn State), an MBA (California State University) and a PhD (Universiti Sains Malaysia). She has more than 18 years of teaching experience, specializing in Costing and Management Accounting. Her current research works include strategic management accounting, accounting outsourcing and comprehensive performance measurement. She also lends her expertise to various organizations including Graduate School of Business, Ministry of Education, Examination Council and National Institute of Entrepreneurship.



Higher Education is Playing Catch-up: Case File Japan

Author: Malcolm H. Field

It is almost a truism to state that higher education (HE) globally is in a state of flux, one that is on par to when HE moved from the realms of the religious and wealthy elite to the masses. Although technology and globalization can easily be attributed as catalysts, they are not solely responsible for the pressure to adapt: research foci, public and private funding agendas, public accountability, rankings and a changing balance in the fiscal and knowledge economies add to the mix. Japan’s HE, traditionally seen as stable and the powerhouse in Asia, is (again) finding that its well-suited policies and practices to create a well educated and well-trained domestic population is struggling to meet the demands of the emerging paradigm. Examples of individual institutions breaking ground bottom-up, such as Waseda University, International Christian University (ICU), Akita International University (AIU) and Sophia University, provide examples of successful practices that should be emulated, and similarly, weaknesses that need to be strengthened. The two elite national universities, Tokyo and Kyoto, provide a different perspective by demonstrating the effectiveness of government support and protection in maintaining both real and perceived quality (THE peer reputation ranking). This paper critiques HE in Japan, evaluates the strengths and weaknesses and outlines an entrepreneurial endeavor that seeks to create a balanced program, one that utilizes the strengths of the Japanese system whilst at the same time limiting its introspective limitations. Through this case study of Japan, parallels and lessons are drawn for the wider HE community.



Dr. Malcolm H. Field Kyorin University, Faculty of Social Sciences

Malcolm Field has continued his doctoral interest of understanding cultural influences on learning and thinking, especially in relation to technology. He is also keenly interested in the internationalization of higher education, particularly its affects on learning and on providing greater opportunities to extend human-focused communities across the globe. He has edited several books on international education.



What are the main values, attitudes and assumptions of Vietnamese teachers on student assessment in higher education

and what are the main influences upon their teaching? A study at a medium-sized university in the south of Vietnam

Author: Nguyen Thi Hai Tra

Student assessment has increasingly been recognized for its importance in determining students’ approaches to learning and for its significant global impacts on the general quality of teaching across universities. However, to date, there has been little systematic investigation of the topic in the context of Vietnam. In order to contribute to literature on student assessment practices in Vietnamese higher education, a qualitative research was conducted to develop insights into the values, attitudes, and assumptions about student assessment that are held by teachers and academic administrators at a medium-size university in the South of Vietnam. Of interest also is the question of how these values, attitudes, and assumptions impact on their teaching practices. The study focused on why, what and how to assess student learning. Research findings indicated that the recent student assessment focusing on formative assessment has had benefits and drawbacks in comparison with typical student assessment practice focusing on summative assessment prior to the introduction of the new policy of student assessment in 2010. The results lead to recommendations about necessary conditions so that real, authentic formative student assessment can occur at the university. The recent study also recommended conducting further research on student assessment fairness.



Ms. Nguyen Thi Hai Tra Teaching and Learning Centre, Tra Vinh University

My full name is Nguyen Thi Hai Tra. I’m now working at Teaching and Learning Centre, Tra Vinh University, Vietnam. My main duties are training teachers/lecturers of Tra Vinh University on learner-centred teaching methods and training students of Tra Vinh University on soft skills.

I graduated with a bachelor degree of Mathematics and Computer from University of Science Ho Chi Minh City, Vietnam in 2002. And, I got a master degree of Education from Southern Cross University, Australia in 2012.



International Association Programs – A Good Strategy for developing Thang Long University

Author: Nguyen Thi Lan Huong

Vietnam Private Higher Education Institutes started their own history in December 1988, when Thang Long Center for People University – the 1st non-public university was established by a decision of Minister of Education.

To date, nearly 25 years of establishment and operation, Thang Long University (“TLU”) is a very widely-known by public and students, not because they are the 1st university in Vietnam, but they are “cool”, with beautiful shape school, high quality of students and always in the list of recommendations for employers.

The same like many other private universities in Vietnam, they have facing with huge difficulties for surviving and developing, especially when they do not know exactly what their future is.

To overcome the difficulties, a story of Thang Long, non-profit university, with strong commitment about teaching and learning quality, focusing on internationalization of programs by students and teachers exchange programs and also for internship programs, should be studied.

For clarification, International Association Program in Vietnam means local university will cooperate with overseas partners to jointly operate study programs for Vietnamese students, in Vietnamese, English or any other foreign language or both. Teacher might be foreign professors or Vietnamese qualified teachers. Students can graduate with foreign degree certificate which is very helpful for them to find out proper jobs. All such programs must be registered and approved by Ministry of Training and Education in Vietnam before they execute.

How and why Thang Long can stick with their mission about internationalization of programs throughout 25 years of operation? What price do they pay for this? This is the story I want to share with SEAMEO and people in my presentation.



Ms. Nguyen Thi Lan Huong Lecturer and researcher at Binh Duong University

Ms. Nguyen Thi Lan Huong is currently working as lecturer and researcher at Binh Duong University. She finished her Bachelor of Law from Hanoi National University in 1994, then she earned her Master of Law from College of Social Sciences and Humanities – Vietnam National University in Hanoi in 1998. Her MBA in International Management Consulting finished in 2008 from Polytechnic University in Ho Chi Minh City. Her practice areas include Legal, Education – Business Development Consultancy and Government Relations. She experiences teaching Vietnam Laws and developing educational international programs for Vietnam market. Additionally, she also has research interests in Legislations/Policies on education, higher education institutes in Vietnam and other countries as well as internalization of HEIs programs.



Development of an Entrepreneurship Curriculum Framework and Approaches for Global Competitiveness

The Philippine Experience

Author: Antonio M. Lopez, Dba,

Maria Luisa B. Gatchalian, Maria Cristina L. Ibañez,

Mona Liza L. Serrano

Globalization has opened new program models in higher education for the human resource capital to be relevant, skilled, professionally competent and competitive. New learning and achievement skills specifically identified “entrepreneurial values and skills” as the new generation skills of the 21st Century (Learning for the 21st Century, 1999; Globalization, 2009). Entrepreneurship program is one of the growing disciplines in higher education that is recognized to do just that (Gatchalian, Lopez, Ibanez, Serrano, 2012). Therefore, the development and progression of the core and specialized subjects should define and embody the necessary set of entrepreneurial skills, competencies, and outcomes (McClelland, nd) this progam aims to achieve.

This paper presents the development of an Entrepreneurship curriculum framework and model as implemented in Miriam College, Philippines. Miriam College is one pioneering and early adapter of the entrepreneurship course when it was introduced in SY1998-1999. Since then, as a running program, it had grown and evolved over the years as it took its shape now. This paper presents the curriculum development process of a Bachelor of Science in Entrepreneurship that considers the following approaches: a) learning needs, entrepreneural competencies an outcomes of young college students aspiring to become entrepreneurs (McClelland, nd); b) guidelines and directives from the government policy agency body (Commission of Higher Education, CMO No. 17, Philippines); c) the niche the school aims to become and be strongly known for (Lopez, 2007); d) globalization and ICT for higher education (Saenz, Smith, Longhinos, 2007; GESCI, UN ICT Task Force, 2003); and, e) collaboration, internationalization and amalgamation to strenghten capabilities for a globally competitive program and productive economies (UNESCO, 1994;; Deloitte and Touche, 2012; Gatchalian et.al. 2012; Maringue and Fosket, 2012).

Keywords: Globalization, curriculum framework, entrepreneurship, higher education, entrepreneurial competencies, collaboration, amalgamation, internationalization



Dr. Antonio M. Lopez Director of Planning and Development Office of Miriam College

Dr. Antonio M. Lopez is the Director of Planning and Development Office of Miriam College. He is one of the key persons behind the creation of the MC Entrepreneurship Department where he served as the first Chair for 9 years. He also developed one of the pioneering entrepreneurship programs in higher education in the Philippines, in Miriam College. He is the elected national president of ENEDA for SY 2008-2009. Twice awarded by 2 different associations as the Best Entrepreneurship Educator of the Philippines. He is presently serving as the Co-Chair of Technical Committee Panel for Business Administration, Entrepreneurship and Office Administration Program of the Commission of Higher Education in the Philippines. Dr. Lopez’s contribution to the future directions of entrepreneurship education in the national level is in terms of mapping and implementing education and program standards. He also served in various leadership capacities in several corporate, and family business organizations. A progressive thinker and results-oriented-person, who wanted to effect change and development in education as a lifelong undertaking.

Ms. Maria Luisa B. Gatchalian Entrepreneurship Department of Miriam College

Maria Luisa B. Gatchalian is the elected national president of the Entrepreneurship Educators’ Association, Inc. (ENEDA), Philippines for SY 2011-2013, a faculty member of the Entrepreneurship Department of Miriam College, Philippines, and a member of the Small Enterprise Research and Development Foundation Inc. (SERDEF). She is very much interested in various research and action-development projects that create impact for progressive teaching and student learning. These are: professional teaching competency programs; sustaining ENEDA and its advocacy; the bottom-up development approach to change, local and regional collaboration which aims to institutionalize and sustain the entrepreneurship education and development; and currently, a research-based entrepreneurship teaching guide book for educators in higher education. She strongly believes that “One can only give what one has … and the measure of success is as good as the one who gave it.” The advocacies she now pursues were culled from her experience as the first president of ENEDA NCR chapter from 2007-2009; from 22 years of teaching and coaching in Miriam College; from her past 13 years of work experience in the University of the Philippines – Institute for Small Scale Industries UP ISSI; her technical and entrepreneurship education in RVB Delft, Netherlands (now Maastricht); her entrepreneurial family environment where she learned her creative knacks; and her formation and participation in initiatives and undertakings in the areas of values education, openness to life, and the dignity of work and professionalism.. She was awarded as the Best Entrepreneurship Educator of the Philippines by ENEDA Philippines for SY 2009-2010. Finally, she dedicates her work to Ernesto, her



husband for 36 years and children, Gio, Niko, and Gab; and her 88 year-old mother, Anita, a teacher.

Ms. Maria Cristina L. Ibanez Planning and Development Office of Miriam College

Maria Cristina L. Ibanez is a full-time program staff of Planning and Development Office of Miriam College. She is one of the first graduates of the BS Entrepreneurship program of Miriam College in 2001, turned entrepreneur and now an educator. She holds a Masters Degree in Human Resources from the same college. She was awarded by the Best Entrepreneurship Educator, SY 2011-2012 by Miriam College, College of Business, Entrepreneurship and Accountancy. She is the national committee chair in the recently concluded ENEDA and YES National Competitions of the Best Enterprise Implementation of Senior Entrepreneurship Students held in Iloilo City, February 8 to 10, 2013. She finds fulfillment in running their family business, raising her daughter Sofia with her husband Carlo and giving back her expertise and knowledge by way of teaching young student-nascent entrepreneurs. She is a rising educator and program development staff for new and emerging allied programs owing from her fresh and creative entrepreneurial dispositions servicing mostly, the President and the Executive Offices of Miriam College under the Planning and Development Office of Dr. Antonio M. Lopez. Teaching and mentoring the youth now is her second nature, first is being mother, wife and an entrepreneur…in that order.

Ms. Mona Liza Lee-Serrano Miriam College

Mona Liza Lee-Serrano is the first graduate of the BS Entrepreneurship program of Miriam College in 2001 with Cum Laude Honors. She also finished her MBA in California, USA. She was only 18 years old when she earned her first million pesos while in college. She is entrepreneur turned educator. She is the youngest Entrepreneurship Department Chair in Miriam College who continued and infused fresh development models where Dr. Lopez took off from SY 2006-2009. She is married to Atty. Art Serrano, whom she helps manage in their various family businesses in shipping, business outsourcing, services, manufacturing, food, real estate and now in education. Mona is busy raising her 2 growing children, Miguel and Marquee and keeping house. She is now the first president of the MC Entrepreneurship Alumni Association. True to her nature, she is behind the new breed of change makers committed to help sustain entrepreneurship education through various support and extension programs. This extends beyond Miriam College where the faculty, students, alumni and the whole academic community benefit from various collaborative undertakings.



Restructuring the Commerce and Business Administration Degree Programs in The Midst of the Dynamic Global Changes

The Royal Pontifical University of Santo Tomas Experience A 400 Year of Unending Grace

Author: Nancy C. Bartolome, Ph.D.

Eric G. Pasquin, MBA

Inevitably, the juggernaut of breaking barriers in trade and commerce has come to the realm of education and human capital development. The traditional terrain of the academe and how it moulds the young minds are now challenged by the encroachment of globalization. The inquiry to sustain the institution’s relevance, importance, and significance to its stakeholders has come to ripe to be reassessed in order to substantiate the degree of its reinvention, and eventually to continue to live the purpose it was established.

Globalization is an economic phenomenon that reaches beyond any possibilities, changes that requires transformation to be abreast to the current times and avoid the state of being anachronistic to the needs of the present era. An academic institution that have lived and breathed 400 years of Catholicism in its mission to educate Filipinos must see to itself to blend with the new dimension being presented by globalization. This paper studies the response of the Royal Pontifical University of Santo Tomas as the pressures of free trade, borderless economies, and regional integration presents itself in the shores of academia. It articulates vividly the strategic decisions of the university’s leaders and managers, as they recognized the prevalent and tremendous demands of global integration. Moreover, the study would define the extent of restructures and innovations to be made in the present curricula, substance and content of the faculty development, current framework of the student development, gist of instructions, improvement on facilities, and equally important bolstering research capabilities. The Philippines oldest Catholic university is now confronted with global ideas that might not conform to Catholic’s dogma.

Keywords: Global integration, curricula framework, restructures, innovation, reinvention, faculty development, student development, instructions, research capabilities



Dr. Nancy Bartolome Faculty Member, University of Santo Tomas

Assoc. Prof. Dr. Nancy C. Cabrera Bartolome was the Chairperson of the Entrepreneurship Department from 2005-2007. She was also elected as the National Treasurer (2009-2010) and Public Relation Officer (2012-213) of Entrepreneurship Educators’ Association of the Philippines, Inc. (ENEDA).

She earned her Bachelor of Science in Business Administration major in Accounting from Pamantasan ng Lungsod ng Maynila and Masters in Business Administration (cum laude); and Doctor of Philosophy major in Commerce (cum laude) both from the University of Santo Tomas. She is currently finishing her second doctorate degree, Doctor of Education major in Curriculum and Instruction, from the same university.

She was also a part-time faculty member of Assumption College, Lyceum of the Philippines and College of the Holy Spirit for two years teaching courses like Direct Marketing, International Marketing, Consumer Behavior and Product Management, Management Information System, Business Finance, Production Management, Human Behavior in Organization, Business Ethics, and International Business. Currently she is a full-time faculty here at the University specifically at the Entrepreneurship Department.

In 2007, she was one of the judges in the national competition of the Students in Free Enterprise (SIFE) Philippines held at Bayview Plaza, and currently the adviser of UST-SIFE Philippines

Assoc. Prof. Bartolome’s career began in 1984 as Shipping and Documentation Assistant in a multi-national company, Manila Glove Manufacturing, Inc., located at Bataan Export Processing Zone, where she handles the processing and documentations of import and export shipments of industrial gloves to their principal company in Chicago, USA. She subsequently moved to Delbros, Inc. (1990), Transportation Company, as a Shipping Coordinator handling shipments of household goods and personal effects, office and house moving; and exhibits. In the year 1994, she joined CPI Transport, Inc., as a Shipping Assistant, and handled the import and export shipments of cargoes; and eventually moved to Acestar Cargo Services (1999) as an Account Manager.

She is married to Cesar, a civil engineering graduate, and blessed with three daughters namely Nezalyn, Czarina and Czaira.

Dr. Eric G. Pasquin, MBA Faculty Member, University of Santo Tomas

Eric G. Pasquin was the former program chair of the Department of Business Management and Entrepreneurship in the College of Arts and Sciences of San Beda College in the Philippines. As a program chair for 8 years (2004-2012), he was at the helm of constantly developing and revising curricula under his authority. He governs the manner instructions are being



delivered in the department and the extent of changes that need to be infused to make it better than the previous. Mr. Pasquin is an MBA degree holder from the Royal Pontifical University of Santo Tomas (UST) and presently in his dissertation phase of his Ph.D. Economics program with the same university. Currently, he is now affiliated with UST as a lecturer in the College of Commerce and Business Administration (CCBA) teaching courses such as, brand management, service management, entrepreneurship, production management, and international business. Mr. Pasquin is currently the newly elected national treasurer of the Entrepreneurship Educators’ Association of the Philippines (ENEDA) but prior to his election, he was the secretary of ENEDA’s National Capital Region Chapter (2008-2010).



Globalization and its affect on Teaching and Learning Intellectual Property subject at University of Science –Ho Chi Minh Viet Nam

National University in Viet Nam

Author: Nguyen Thi Huyen

Nguyen Thi Thuy Huong

Viet Nam joined in WTO on November 2006 and became 150th member of WTO. This event became a big chance and challenge for Viet Nam to develop not only in economy, society, culture but also in higher education getting on global level. Up to now, University of Science has been also making efforts to get on global level by many methods: building new curriculum in Credit base system (2007 – Now), adopting CDIO approach for Information Technology Faculty (2008 – Now), changing teaching and learning methods….

In this paper, the authors would like to share authors' information in organizing IP activities for students and changing on Teaching and Learning IP subject at US in Viet Nam affected by globalization in order to help students improve their competences in IP and forming their behaviors following the Vietnamese law on IP when studying.

In order to help students easy to approach IP knowledge, US has organized a lot of activities, such as: organizing IP contest (year 2008 – 2009), IP Footnote program (year 2008, 2009, 2010), IP seminar program, building and teaching IP syllabus on Biotechnology (year 2011, 2012, 2013). For each of mentioned activities, the discussions and our practical experiences are also expressed.



Ms. Nguyen Thi Huyen University of Science, Ho Chi Minh City, Viet Nam

Nguyen Thi Huyen (Huyen Thi Nguyen in English order) got MSc of Biology in University of Science and Bachelor of Law in Ho Chi Minh City University of Law. She works as a lecturer in Department of Environmental and Molecular Biotechnology. In addition, she is also in the position of Chief Manager of Inspection Legislation and Intellectual Property Department at University of Science. Her current activities in University of Science focus on the Active Teaching and Syllabus Design, Environmental Biotechnology, Intellectual Property Management.

Ms. Nguyen Thi Thuy Huong Nguyen Van Hau and Associates Law Firm – The Bar Association of Ho Chi Minh City

Nguyen Thi Thuy Huong (Huong Thi Thuy Nguyen in English order) got 3 Master degrees as Master of Law in Economic Law major in Ho Chi Minh City University of Law, Master of Business Administration in Columbia Southern University (USA) – and MSc in Communications and Media Management of Stirling University (UK). She is also a lawyer in position of Vice Head of Nguyen Van Hau & Associates Law Firm (The Bar Association of Ho Chi Minh City). Moreover, she is the Vice-Head of Law Propaganda Department of Ho Chi Minh City Lawyers Association. She collaborates regularly as a lecturer with Justice Academy (Viet Nam), University of Technology (Viet Nam) for international programs, Broward College (USA) on many courses such as Lawyer Skills, Economic Law, Copyrights and Related Rights of Copyrights, Intellectual Property. She also works as mentor for Law Program in University of Science. In addition, she has been a host and a guest for many TV programs and radio programs as well relating to law, economic, intellectual property.



Current Issues in Global Development: A Case Study of Education Commercialization

Via Joint-Programs Between Vietnamese and Overseas Universities

Author: Nguyen Huu Cuong

Nhan Thi Thuy Vu Thi Phuong Thao

In the globalization era, higher education has become a cross-border arena for universities to compete and also to collaborate. This paper investigates trans-national joint-programs as a phenomenon of university collaboration in this global setting, with a focus on the case of a developing country like Vietnam. The paper first reviews globalization and transnational higher education as one of its inevitable trends reflected in international agendas and guidelines. It also lays out good practices from Australia and different Asian countries as the framework of case study analysis. Next, from the perspective of both quality assurance manager/policy makers and trans-national programs teacher participants, the authors seek to investigate joint-programs in Vietnamese universities as a case study by elucidating its recent developments and critically reflecting upon major quality assurance issues pertaining to decision-making, partner selection and curriculum. Finally, suggestions of solutions to these issues are made based on the aforementioned framework of effective institutional collaboration in transnational tertiary education. This paper would offer both theoretical and practical views of transnational joint-programs to inform university managers and policy makers in the enhancement of international collaboration in Vietnamese higher education. It also hopes to contribute to a more pluralistic perspective of this international practice to the current research field.

Mr. Nguyen Huu Cuong Division of Higher and Professional Secondary Education Accreditation, General Department of Education Testing and Accreditation (GDETA), Ministry of Education and Training of Vietnam (MOET), Vietnam

Nguyen Huu Cuong is the Deputy Head of Division of Higher and Professional Secondary Education Accreditation, General Department of Education Testing and Accreditation (GDETA), Ministry of Education and Training of Vietnam (MOET). He earned his Master of Assessment and Evaluation at the University of Melbourne, Australia in 2011. His duties in terms of assessment and quality assurance include: studying and translating materials from English into Vietnamese and vice versa; developing, giving comments, and reviewing legal documents relating to evaluation, assessment, accreditation, and quality assurance at all educational levels; reading and commenting on self evaluation reports of institutions; giving lectures about educational assessment, self-evaluation, quality assurance in

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higher education; organising local and international workshops and conferences on evaluation, assessment, accreditation, and quality assurance; participating in organizing national examinations and national educational assessment programs; participating in site-visit teams to conduct external evaluation. He also delivered presentation at a dozens of workshops locally and internationally on assessment, testing and quality assurance. He is also the author and/or co-author of over thirty work books on the English language testing.

Ms. Nhan Thi Thuy Danang Architecture University, Vietnam

Nhan Thi Thuy completed her BA in English Language Teaching Methodology at Hue College of Foreign Languages, Vietnam in 2007 and received her MA in TESOL from The University of Melbourne, Australia in 2011. She has been working as an EFL lecturer at Foreign Language Department, Danang Architecture University for 6 years. Her major interests are second language acquisition, second language assessment and Content and Language Integrated Learning (CLIL). She has been writing extensively in the fields for Journal of Technology and Science of Da Nang Architecture University.

Ms. Vu Thi Phuong Thao Centre for the Study of Higher Education, The University of Melbourne, Australia; Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Vietnam

Vu Thi Phuong Thao is currently a PhD Candidate in the Centre for the Study of Higher Education, the University of Melbourne, Australia. Her research interest is human resource management in higher education and transnational policy borrowing in higher education in the globalization context. Thao has career background in English language education and higher education management in both public university and international university settings in Vietnam. She is keen on exchanging research ideas and practices in human resource management in higher education and indigenising foreign policies in Vietnamese higher education context.



Academic challenges for Vietnamese postgraduate students overseas: Insiders' perceptions

Author: Dr. Le Thi Anh Phuong

Academic troubles faced by international students, including Asians, were well reflected in the empirical findings in previous studies (i.e. Alazzi & Chiodo, 2006; Araujo, 2011; Halic, Greenberg & Paulus, 2009; Kwan & Tang, 1999; Kwon, 1999; Mittal & Wieling, 2006; Sherry, Thomas & Chui, 2010; Warwick, 2006; Yan & Berliner, 2009). In recent years, the number of Vietnamese students doing postgraduate education in Western countries has been increasing so it is necessary to explore the academic problems that these students experience in their studies so that proper measures can be taken to help lessen their difficulties and maximize the quality of their learning. Toward these aims, this paper reports the results of a survey conducted with 24 Vietnamese students doing a Ph. D. or a Masters degree in seven Australian universities to examine their perceptions about academic obstacles they had to face during their studies in these Australian institutions. The findings revealed that their problems could be grouped into three main types of English proficiency, cultural differences in academic settings and research-related skills. These weaknesses affected their various academic activities, such as doing the readings, attending lectures or seminars, giving presentations, interacting with lectures/supervisors, as well as doing essays/dissertations. Students' personal solutions to reduce their problems were reported and recommendations to students, educators, and educational authorities were also provided.



Dr. Le Thi Anh Phuong Nha Trang Education College

Based at Nha Trang Education College for many years, Dr. Phuong has been an educator of TESOL teachers for various projects in Vietnam. She has also taught a variety of courses, including CLT, British and American cultures, intercultural communication, TOEFL and IELTS. Dr. Phuong has published extensively on ESL teaching and teacher education and has given many conference presentations in Vietnam, Australia, USA, Korea, Thailand and Nepal. She is supervising various M.A. theses on ESL teaching, textbook evaluation, material adaptation and contrastive linguistics. Dr. Phuong major research interests include syllabus design, assessment, intercultural communication.



Impacts of globalization on the quality of higher education in Vietnam: from the practice in a number of training institutions

Author: Dr. Le Ngoc Thach Le Thi Ngoc Nhan

Since 1986, the government of Vietnam has carried out Doi Moi policy that led to the appearance of globalization in Vietnam. It is globalization that has strong impact on economic development, culture, science, technology and education especially higher education. Globalization impacts on higher education in two sides: “Bright side and Dark side”, opportunities and challenges. This paper reviews the key impact of globalization on the quality of higher education in Vietnam from the practice in a number of training institutions.

On the dark side, globalization has created many gaps in education policy, programs, structures. Besides, globalization has led to the competition between domestic and international universities. Moreover, globalization may cause "erosion" in traditional role of preserving the culture of higher education. These challenges have been explored in this situation.

On the bright side, globalization is a bridge for international collaboration to develop higher education in many aspects such as: (1) Training staff in short term or long term like the program of master, doctor, post doctor in abroad; (2) Conducting the scientific research through the cooperation projects; (3) Reform of teaching methods in a positive way: Innovation in learning and teaching; and (4) Improving the quality of training educational managers. The development of information technology has made academic exchange relationships between staff in different countries more and more effectively. Many international organizations, non-profit organizations are willing to give a help for the development of Vietnam education.

The article will focus on analyzing the positive and negative impacts of globalization on the quality of higher education in Vietnam.



Dr. Le Ngoc Thach School of Educational Managers Ho Chi Minh City

Le Ngoc Thach got PhD program in Extension Education at the Faculty of Educational Studies, Universiti Putra Malaysia (UPM) in 2008. His scholarship was sponsored by the project 322 QD-TTg. of the Prime Minister “Training of science and technology staff in foreign universities by the state budget”. He is a head, Department of Technology - Science and International Collaboration, Institute of Educational Managers Ho Chi Minh city.

He had more than 30 years studied and worked experience at the Can Tho University. He graduated bachelor degree in agronomy in 1984 and became a junior lecturer at the Faculty of Agronomy, then the College of Agriculture. He graduated Master of Art in Regional Development Planning in 1998. This Masters’ program is a jointly offered program by the University of Dortmund in Germany in the first year and the UP. Diliman - Manila of the Philippines in the last year.

After completing PhD program, he worked at the Mekong Delta Development Research Institute, Can Tho University as a senior lecturer. He was a foundation deputy dean, School of Social Sciences and Humanities of this University from September 2009 to August 2012.

Doctor Le Ngoc Thach has lectured some subjects for both under-graduate and graduate students. The subjects related to his lectures and publications are rural development planning, extension, and social science. Currently, he has jointed to study the field of educational management and human resource development.

Ms. Le Thi Ngoc Nhan School of Educational Managers Ho Chi Minh City

After graduating from the English Faculty of Can Tho University in 1997, I became a teacher of English at a high school in An Giang province. In 2005, I was chosen to serve as a Vice Principal of Chau Phu high school, and then the Director of An Giang Department of Education and Training made a decision to appoint me as the Principal of Chau Phu high school in 2010. I had 2 years to serve as the Principal of this school.

In 2011, I received Master Degree in Educational Management from Ho Chi Minh University of Education. Since August 2012, I have become a lecturer of the Department of Educational Management in the Institute of Educational Managers Ho Chi Minh City. I am also a collaborator of the Center for Educational Evaluation and Accreditation, under the Institute for Educational Research in Ho Chi Minh City. I have been a member of some projects there, especially the project "Building Assessment Criteria of the Quality in High School” (2009-2011) funded by the Vietnam Ministry of Education and Training. My research interests are in the field of Educational Management, Assessment and Accreditation.



Search for Academic Excellence in Public Universities through Multi-level Leadership Practices: Lessons Learnt from East Asia

Author: Ngo Tuyet Mai

Acknowledging the importance of multi-level leadership practices concurrently required for academic excellence in public universities, this study empirically investigated leadership practices at three key levels - macro level (Government levels), meso levels (executive leaders’ levels) and micro levels (departmental leaders’ levels) in China, Hong Kong, Thailand and Vietnam. The purpose of the study is to compare the Vietnamese higher education leadership practices at three key levels with those outside Vietnam in order to draw specific learnable lessons for Vietnam and other similar countries. To achieve that purpose, four cross-national case studies were conducted in four different contexts in East Asia. In each case study, mixed data were collected using three different data collection instruments of governmental/ministerial policy documents and websites, semi-structured interviews with public universities’ executive leaders (Presidents, Vice-Chancellors or Rectors), and questionnaire surveys among departmental leaders. Each of these three data collection instruments focused on its corresponding level of leadership practices. Cross-national mixed data analysis drew specific lessons on leadership practices for particular corresponding levels and these specific lessons were then discussed in light of the Vietnamese public university context. The main findings of the cross-national comparative study suggested a need for a system of more coordinated and collective multi-level leadership actions that altogether can promote incentives for academic excellence in public universities in Vietnam. Empirical evidence from case studies provides insights into such a system as well as practical implications for Vietnam.



Ms. Ngo Tuyet Mai School of Education, The University of New South Wales, Sydney, Australia

Ms. Ngo Tuyet Mai is currently in the last stage of PhD candidature at School of Education, the University of New South Wales, Sydney, Australia, under the sponsorship of the Australian Leadership Award Program funded by the Australian Government. Her research interests are university governance and university leadership using cross-national comparative studies. She was Dean of Foundation Studies Department, Hanoi University from 2005 to 2009. She graduated with a Master of Education from the University of Sydney - Australia in 2000 and Master of Business Administration from Latrobe University - Australia in 2006. She has published a number of articles and made a number of presentations on university leadership in local and international conferences.



Problems and Solutions to Improve the Quality of Vietnamese Education in Globalization

Author: Truong Dinh Khiem

Globalization is helping the Vietnamese educational system to connect global system of education, widen perspective on education, improve the quality of schools, and move forward towards international values and standards. The training goal is to educate students and teach them visionary and cooperative attitude, and internationally valuable skills. Because of globalization, however, the Vietnamese educational system is dealing with many problems. Vietnamese schools are behind in comparison with regional global education system. The main reason is that there are out dated thinking coming from programs, teaching method as well as educational management in schools. In the article, we will discuss the effects of globalization on education in Vietnam and suggest solutions to improve the quality of Vietnamese education.



Mr. Truong Dinh Khiem Hau Giang Community College

Mr. Truong Dinh Khiem received his Master of Computer Science degree from The University of Birmingham in 2012, Bachelor of Information Technology degree from University of Cuu Long in 2008. He works in Hau Giang Community College in April 2013 as an international relations coordinator.



Developing Middle Leadership in a Vietnamese University: A Case Study from the Mekong Delta

Author: Ms. Truong Thi My Dung

The area of educational leadership in higher education is well documented in western literature. However, this area is largely under-researched in Vietnam, and this has inhibited the development of educational leadership in this country. Drawing on the experiences of ten middle leaders of a university in the South of Vietnam, this study explored some important aspects of educational leadership to help provide guidance for improving the quality of leadership work for this university, and more broadly, for other universities throughout the country. This qualitative research was located within the interpretive research paradigm and used a case study method to explore human leadership experiences and perceptions. It adopted two data collection methods, semi-structured interviews and an online questionnaire, and used thematic analysis as the data coding framework. The findings revealed that the particular context of Vietnam with the cultural influences of Confucianism had significant influence upon educational leadership at this university. The study also indicated some tensions between the participants’ perceptions and the literature that deserve consideration for changes to be made. Furthermore, it identified gaps in understanding in this field that necessitated further attention and investigation. In addition, this research disclosed major issues this university faces within its shifting process from a hierarchical bureaucratic model to a more shared distributed one. More broadly, it uncovered the socio-cultural, historical and political complexities of the country’s transitional period. Overcoming these barriers will require effort, and awareness of the wider cultural context and the prevailing socio-political norms of Vietnamese society.



Ms. Truong Thi My Dung Division of Education at SEAMEO Regional Training Center

Ms. Truong Thi My Dung currently works for Division of Education at SEAMEO RETRAC as a research officer. She did her B.A in Teacher Education at An Giang University. In 2012 she got M.Ed. in Educational Leadership at The University of Waikato, New Zealand under the New Zealand Development Scholarship- NZAID. She is also a member of Asia-New Zealand Foundation. Currently, she is coordinating a government study on comparing basic education models among Singapore, Thailand and Vietnam to propose effective strategies for Vietnam. She is highly interested in conducting educational research in Vietnamese context. Her research interests involve professional development, women leadership and cultural influences on leadership.

List of Participants


List of Participants Guest of honor

Full name Mr./Ms

Designation/Post: Working place and address: Country: Tel: Fax: Email:

Tran Ba Viet Dzung

Mr. Director General, International Cooperation Department Ministry of Education and Training

Ministry of Education and Training 49 Dai Co Viet St., Hanoi, Vietnam

Vietnam 04-3869-4883 [email protected] [email protected]

Dalton Sembiring Mr. Acting Consul-General Consulate General of the Republic of Indonesia, Ho Chi Minh City, Vietnam

Consulate General of the Republic of Indonesia, Ho Chi Minh City, Vietnam 18, Phung Khac Khoan St., Dist. 1, Ho Chi Minh City, Vietnam

Indonesia 08-3825-1888 08-3822-3800

08-3829-9494 [email protected]

Helmy Sulai Man Mr. Education Attache Education Malaysia Malaysian Consulate-General in Ho Chi Minh City, Vietnam

Malaysian Consulate-General in Ho Chi Minh City, Vietnam 1208 Me Linh Point Tower No. 2, Ngo Duc Ke St. Ho Chi Minh City, Vietnam

Malaysia 08-3997-6183 08-3829-9027 [email protected]

Nicolas BERGERET

Mr. Attache Co-operation and Culture Activity Office Consulate-General of France in Ho Chi Minh City, Vietnam

Consulate-General of France in Ho Chi Minh City, Vietnam 27, Nguyen Thi Minh Khai St., Dist. 1, Ho Chi Minh City, Vietnam

France 08-3520-6800 08-3520-6819

An T. Le Mr. Consul-General U.S. Consulate General in Ho Chi Minh City, Vietnam

U.S. Consulate General in Ho Chi Minh City, Vietnam 34 Le Duan Blvd., 8 Fl. Diamond Plaza Building Dist. 1, Ho Chi Minh City, Vietnam

USA 08-3520-4200 08-3520-4244 [email protected]



Nguyen Gia Viet Huy

Mr. Assistant to Philippine Honorary Consul General Philippine Consulate-General in Ho Chi Minh City, Vietnam

Philippine Consulate-General in Ho Chi Minh City, Vietnam 40-5 Pham Viet Chanh St., Ward 19 Binh Thanh Dist., Ho Chi Minh City, Vietnam

Philippines 08-3518-0045 08-3518-0047 [email protected]

Trinh Trinh Ms. Education Manager, Austrade Australian Consulate-General in Ho Chi Minh City, Vietnam

Australian Consulate-General in Ho Chi Minh City, Vietnam 20th Floor, Vincom Center, 47 Ly Tu Trong St., District1, Ho Chi Minh City, Vietnam

Australia 08-3521-8100 08-3521-8101 [email protected]



Speakers & Moderators Full name: Title Designation/Post: Working place and

address: Country: Tel: Fax: Email:

Jack Frawley Dr. Centre for Creative & Authentic Leadership, Australian Catholic University

Australian Catholic University 8 -20 Napier Street (Tenison Woods House), Level 18-18.14 PO Box 968 North Sydney NSW 2059 Australia

Australia (+61)-29701-4305 (+61)-29701-4292 [email protected]

Ken Nobin Assoc Prof/Dr.

Centre for Creative & Authentic Leadership, Australian Catholic University

Australian Catholic University 8 -20 Napier Street (Tenison Woods House), Level 18-18.14 PO Box 968 North Sydney NSW 2059 Australia

Australia [email protected]

Michael Burgess

Dr. La Trobe University La Trobe University Melbourne Victoria 3086 Australia

Australia [email protected]

Peter McDowell

Mr. Lecturer School of Education Charles Darwin University

Charles Darwin University Darwin, Northern Territory 0909 Australia CRICOS Provider No. 00300K | RTO Provider No. 0373

Australia (+61)-410-013-716 (+61)-889-467-739

(+61)-889-466-151 [email protected]

Robert C. Lagueux

Mr. Visiting Fulbright Scholar City University of Hong Kong

City University of Hong Kong Tat Chee Avenue, Kowloon, Hong Kong SAR

Hong Kong [email protected]



Fumihiko Shinohara

Prof. Dr. Tokyo Gakugei University Tokyo

Tokyo Gakugei University 4-1-1 Nukui-Kita-machi, Koganei-si, Tokyo 184-8501 Japan

Japan (+81)-33651-1190 (+81)-33651-1190 [email protected]

Malcolm H. Field

Dr. Kyorin University Faculty of Social Sciences 476 Miyashita-cho, Hachioji, Tokyo, 192-8505

Kyorin University Faculty of Social Sciences 476 Miyashita-cho, Hachioji, Tokyo, 192-8505

Japan (+81)-42-691-0011 ext. 2577

(+81)-138-84-1848 [email protected]

Sharul Effendy Janudin

Mr. Universiti Pendidikan Sultan Idris

Universiti Pendidikan Sultan Idris

Malaysia [email protected]

Annie V. Reyes

Dr. Capiz State University

Capiz State University, Roxas Ciy, Philippines

Philippines [email protected]

Antonio M. Lopez

Dr. Director of Planning and Development Office Miriam College

Miriam College Katipunan Road, Loyola Heights, Diliman Quezon City 1100 Philippines

Philippines (+63)-917-810-8262 (+63 2)-433-3929 [email protected]

Editha L. Magallanes

Dr. President Capiz State University

Capiz State University, Roxas Ciy, Philippines

Philippines

Eric G. Pasquin

Mr. Faculty, University of Santo Tomas Manila, Philippines

University of Santo Tomas Manila, Philippines

Philippines (+63)-905-466-1528 (+632)-731-3124 [email protected]



Eunice Mareth Q. Areola

MBA, PhD

President, Entrepreneurship Educators Association of the Philippines Faculty Member, University of Santo Tomas and Manila Tytana Colleges

University of Santo Tomas and Manila Tytana Colleges

Philippines (+63)926-6142-056 [email protected] [email protected]

Maria Cristina L. Ibanez

Ms. Technical Assistant Planning and Development Office Miriam College


Philippines (+63)-915-915-7411 [email protected]

Maria Luisa Benig-Gatchalian

Ms. Faculty member, Entrepreneurship Department - CBEA Miriam College



Mona Liza Lee-Serrano

Ms. Miriam College Miriam College Katipunan Road, Loyola Heights, Diliman Quezon City 1100 Philippines


Nancy C. Cabrera Bartolome

Assoc Prof/Dr.

Public Relation Officer Entrepreneurship Educators’ Association of the Philippines, Inc. (ENEDA)

Entrepreneurship Educators’ Association of the Philippines, Inc. (ENEDA)

Philippines (+63)-917-533-1322 (+632)-731-3124 [email protected]



Witaya Jeradechakul

Dr. Director of SEAMEO Secretariat

SEAMEO Secretariat Mom Luang Pin Malakul Centenary Bldg., 920 Sukhumvit Rd., Bangkok 10110, Thailand

Thailand (+66)-2391-0144 (+66)-2391-0256 (+66)-2391-0554

(+66)-2381-2587

Morell D. Boone

Ph.D Emeritus Professor and Former Dean, College of Technology Eastern Michigan University, Ypsilanti, Michigan, U.S.A.

Eastern Michigan University, Ypsilanti, Michigan, U.S.A. 5774 Pine View Drive, Ypsilanti, MI 48197 U.S.A.

USA Home: 734-484-4384 Mobile: 734-945-1943

[email protected] [email protected]

Ho Thi Thu Ho

MSc. Head of Geography Education Department School of Education, Can Tho University

Can Tho University 3/2 St., Ninh Kieu Dist., Can Tho City, Vietnam

Vietnam 0919-845-760 [email protected]

Le Thi Anh Phuong

Dr. Senior Lecturer Nha Trang Education College

Nha Trang Education College 01 Nguyen Chanh St., Nha Trang City, Khanh Hoa, Vietnam


Le Thi Ngoc Nhan

MA Senior Lecturer School of Educational Managers Ho Chi Minh City

School of Educational Managers Ho Chi Minh City 7-9 Nguyen Binh Khiem St., Dist. 1, HCMC, Vietnam

Vietnam [email protected]

Ngo Tuyet Mai

Ms. Australian Leadership Award (ALA) Holder 2010-2013 PhD candidate,

R.218 - School of Education - Faculty of Arts and Social Science University of New South Wales, Kensington Campus Sydney, Australia

Vietnam Mobile : 0425 714 768 (in Australia); +8491277 1723 (in Vietnam)




Nguyen Thi Chau Anh

Ms/PhD Lecturer Faculty of Social Sciences & Humanities Ben Tre College

Ben Tre College 67C, My An C Hamlet, My Thanh An Commune, Ben Tre City, Ben Tre, Vietnam


Nguyen Thi Hai Tra

Ms. Lecturer Tra Vinh University

Tra Vinh University No. 126 National Road 53, Hamlet 5, Ward 5, Tra Vinh City, Tra Vinh, Vietnam


Nguyen Thi Huyen

Ms. Lecturer/Head, Inspection - Legislation - Intellectual Property Office University of Science - HCMC Vietnam National University

University of Natural Science - HCMC Vietnam National University 227 Nguyen Van Cu St., Dist. 5, HCMC, Vietnam


Nguyen Thi Lan Huong

Ms. Lecturer/Researcher Binh Duong University

Binh Duong University 504 Binh Duong Boulevard, Thu Dau Mot City, Binh Duong Province, Vietnam

Vietnam 0903-000-140 035-121-689 [email protected]

Nguyen Thi Thuy Huong

Master/ Lawyer

Deputy Head The Bar Association of Ho Chi Minh City

The Bar Association of Ho Chi Minh City 203 Xo Viet Nghe Tinh St., Ward 17, Binh Thanh Dist., HCMC

Vietnam 0913-152-757 0916-077-709 08-6258-2274 (Ext: 33)

08-6258-2264 [email protected] [email protected]

Nhan Thi Thuy

Ms. Department of Foreign Languages Danang Architecture University

Danang Architecture University 566 Nui Thanh St., Hai Chau Dist., Da Nang City, Vietnam

Vietnam 0905 158 257 [email protected]



Régis Martin Mr. Head of AUF Representative Office in HCMC

AUF Representative Office in HCMC 1A Hoa Hong St., Phu Nhuan Dist., Ho Chi Minh City, Vietnam

Vietnam (+84-8)-3517-1664 (Ext. 20)

[email protected]

Tran Quang Nam

Dr. Dean of Business Administration Department Saigon University (SGU)

Saigon University (SGU) 105 Ba Huyen Thanh Quan St., District 3, HCMC, Vietnam


Truong Dinh Khiem

Mr. International Relation and Research Office Hau Giang Community College

Hau Giang Community College St. 19/8, Vi Tan Dist., Vi Thanh City, Hau Giang Province, Vietnam


Truong Thi My Dung

Ms. Research Officer Division of Education SEAMEO Regional Training Center

SEAMEO Regional Training Center 35 Le Thanh Ton St., Dist. 1, HCMC, Vietnam


Anita Clapano-Oblina

Dr. Senior Education Specialist SEAMEO RETRAC


Philippines 0121-7858-138 [email protected]

Dennis Berg Dr. Professor Emeritus, Dept. of Sociology California State University Fullerton, California USA Foreign Advisor - Facilitator SEAMEO RETRAC


U.S.A US:714-510-1990

VN: 094-544-3339

[email protected]



Participants Full name: Title: Designation/Post: Working place and

address: Country: Tel: Fax: Email:

Kayode Patrick Abolarin

Mr. Education Program Officer Future Children Foundation

Future Children Foundation 68EO Street 107 BT6, Sangkat Beung Tumpum Phnom Penh, Cambodia, 12000

Nigeria (+855)-977-967-850

(+855)-977-967-851 [email protected]

Waiwoot Boonloy Mr. Doctoral Candidate Planning Division, Thammasat University

Thammasat University Rangsit Campus 99 Moo 11 T.kongnung A.Konglung , Pathumtani Province ,Thailand 10120 Study place : Graduate school Faculty of Education, Srinakharinwirot University, Bangkok, Thailand

Thailand 025-644-4404 (ext 1864) Mobile: 089-670-0332


Bui Dang Hien Assoc Prof/Dr.

Director Center for Training Quality Assurance Hanoi Law University

Hanoi Law University 87 Nguyen Chi Thanh St., Dong Da Dist., Hanoi, Vietnam


Bui Thi Buu Chau Ms Head, Unit of English Linguistic Theory Faculty of Foreign Language Tay Ninh Teacher Training College

Tay Ninh Teacher Training College Ninh Son Commune, Tay Ninh Town, Tay Ninh, Vietnam


Chau Van Don MA Vice-Head Scientific Management and International Co-operation Office Phu Yen University

Phu Yen University 18 Tran Phu St., Ward 7, Tuy Hoa City, Phu Yen, Vietnam

Vietnam 0573-843-122 0914-071-000


Dang Vu Ngoan Assoc Prof/Dr.

President HCMC University of Food Industry

HCMC University of Food Industry 140 Le Trong Tan, Tay




Thanh Ward, Tan Phu Dist., HCMC, Vietnam

Dinh Tuan Dung Mr. Vice Director Advanced Educational Program National Economics University

National Economics University Room 104, Bld. 11 207 Giai Phong St., Hai Ba Trung Dict., Hanoi, Vietnam

Vietnam 0913 034 279 [email protected] [email protected]

Dinh Van Son Prof. Rector Vietnam University of Commerce

Vietnam University of Commerce Mai Dich, Cau Giay, Hanoi, Vietnam

Vietnam Nguyen Manh Hung (04)-3764-3228 0983-991-987

(04)-3764-3228 [email protected]

Do Thi Vien Huong

Ms Vice Rector Ca Mau Community College

Ca Mau Community College 126 3/2 St., Ward 6, Ca Mau City, Ca Mau, Vietnam


Do Van Chung Mr. President Bao Loc College of Technology and Economics

Bao Loc College of Technology and Economics 454 Tran Phu St., Ward II, Bao Loc Town, Lam Dong, Vietnam


Do Van Dung Prof. PhD/Mr.

Vice Rector University of Technical Education

University of Technical Education 01 Vo Van Ngan, Thu Duc District, HCMC, Vietnam


Doan Thi My Ngoc

Ms Research Management and International Relation Office An Giang University

An Giang University 18 Ung Van Khiem St., Long Xuyen City, An Giang, Vietnam

Vietnam Office: 0766-516-102 Mobile: 0943-680-539


Duong Hoang Kiet

Mr. Head of ISO Unit HCMC University of Food Industry

HCMC University of Food Industry 140 Le Trong Tan, Tay Thanh Ward, Tan Phu Dist., HCMC, Vietnam

Vietnam 0906-990-375 08-3816-1673 (Ex.: 125)

[email protected]



Ha Hong Van Mr. Rector Hau Giang Community College

St. 19/8, Vi Tan Dist., Vi Thanh City, Hau Giang Province, Vietnam


Ho Canh Hanh Mr. Rector Ba Ria - Vung Tau Teacher's Training College

Ba Ria - Vung Tau Teacher's Training College 689 Cach Mang Thang Tam St., Long Toan Ward, Ba Ria City, Ba Ria - Vung Tau, Vietnam

Vietnam 0643-828-998 0903-632-604

Ho Canh Phuc Mr. Rector Kien Giang Teachers' Training College

Kien Giang Teachers' Training College 449 Nguyen Chi Thanh St., Rach Soi Ward, Rach Gia City, Kien Giang, Vietnam


Ho Tan Hung Mr. Dean Faculty of Basic Sciences Kien Giang College of Economics and Technology

Kien Giang College of Economics and Technology 425 Mac Cuu St., Vinh Thanh Ward, Rach Gia City, Kien Giang, Vietnam


Hoang Thi Nhat Tam

Ms English Language Teacher Faculty of English Linguistics and Literature University of Social Sciences and Humanities

University of Social Sciences and Humanities 10-12 Dinh Tien Hoang, District 1, HCMC, Vietnam Home: 157 Area 5 Duc Hoa Town, Duc Hoa District, Long An Province, Vietnam


Hoang Tri Mr. Senior Lecturer Faculty of Mechanical Engineering Ho Chi Minh City University of Technical Education

Ho Chi Minh City University of Technical Education 01 Vo Van Ngan St., Thu Duc Dist., Vietnam




Hoang Trong Quyen

Dr. Vice President Thu Dau Mot University

Thu Dau Mot University 06 Tran Van On St., Phu Hoa Ward, Thu Dau Mot City, Binh Duong, Vietnam


Huynh Van Hoa Assoc Prof/Dr.

Head, Quality Assurance Unit HCMC University of Medicine and Pharmacy

HCMC University of Pharmacy 217 Hong Bang St., Dist. 5, HCMC, Vietnam


John Leigh O'Rourke

Mr. Senior ELT Development Manager, British Council, Vietnam

British Council 20 Thuy Khue, Tay Ho, Hanoi, Vietnam

Vietnam 043-843-6780 (ext 1934) Mobile: 0913-233-797


Le Dinh Hieu Mr. Rector - Senior Lecturer Ha Nam College of Education

Ha Nam College of Education Le Hong Phong Ward, Phu Ly City, Ha Nam, Vietnam


Le Duy Phat Dr. Acting Rector Quang Nam University

Quang Nam University 102 Hung Vuong St., Tam Ky City, Quang Nam, Vietnam

Vietnam 0510-381-2932 0913-480-464


Le Phuoc Hao Mr. President PetroVietnam University (PVU)

Petro Vietnam University (PVU) 6th floor, 43, 30/4 St., Ward 9, Vung Tau City, Ba Ria - Vung Tau, Vietnam

Vietnam 0918-098-398 064-3551-966 (Ext: 28)

[email protected]

Le Thi Bang Tam Ms Vice Dean Foreign Language Department Phu Yen University

Phu Yen University 18 Tran Phu, Tuy Hoa City, Phu Yen Province, Vietnam


Le Tram Mr. Rector Lam Dong College of Technology and Economics

Lam Dong College of Technology and Economics 25 Tran Phu St., Ward 4, Da Lat City, Lam Dong, Vietnam

Vietnam 0913-934-878 0663-824-952

Le Van Anh Assoc Prof/Dr.

Deputy Director Hue University

Hue University 03 Le Loi St., Hue City, Thua Thien - Hue,




Vietnam

Le Van Hao Ph.D Director, Department of Quality Assurance & Testing Nha Trang University

Nha Trang University 02 Nguyen Dinh Chieu, Nha Trang City, Khanh Hoa, Vietnam

Vietnam 090-5102-855 058-383-1147 [email protected] [email protected]

Luong Thi Ly Ms Dean, Department of Hospitality and Tourism Management HCMC University of Foreign Languages and Information Technology (HUFLIT)

HCMC University of Foreign Languages and Information Technology (HUFLIT) M4-M7 That Son St., Bac Hai Residence, Ward 15, Dist. 10, HCMC, Vietnam


Ngo Hong Diep Dr. Head of Academic Office Thu Dau Mot University



Ngo Minh Xuan Assoc Prof/Dr.

Vice President Pham Ngoc Thach University of Medicine and Pharmacy

Pham Ngoc Thach University of Medicine and Pharmacy 86/2 Thanh Thai St., Ward 12, Dist. 10, HCMC, Vietnam


Nguyen Binh Dang

Mr. Rector Ca Mau Community College



Nguyen Cong Cuu

Mr. Rector Dong Thap Medical College

Dong Thap Medical College 312 Nguyen Thai Hoc, Ward 4, Cao Lanh City, Dong Thap, Vietnam


Nguyen Duc Danh

Mr. Lecturer Faculty of Psychology

HCMC University of Pedagogy 280 An Duong Vuong St.,

Vietnam 0121-553-2567 08-5429-7687

[email protected]



HCMC University of Pedagogy

Ward 4, Dist. 5, HCMC, Vietnam

Nguyen Hoang Lan

Ms Academic Affairs Manager Fulbright Economics Teaching Program

Fulbright Economics Teaching Program 232/6 Vo Thi Sau, Dist. 3 HCMC, Vietnam

Vietnam 0973-330-370 08-3932 5103


Nguyen Khoa Hong Minh

Ms Staff, Research and International Relations Department HCMC College of Economics

HCMC College of Economics 33 Vinh Vien St., Ward 2, Dist. 10, HCMC, Vietnam

Vietnam 08-3830-6442 0909-534-652


Nguyen Luong Thao

Mr. Head, Academic Office Dong Nai Medical College

Dong Nai Medical College Block 9, Tan Bien Ward, Bien Hoa City, Dong Nai, Vietnam


Nguyen Ngoc Hoa

Prof. Dr. Vice President Hanoi Law University

Hanoi Law University 87 Nguyen Chi Thanh St., Dong Da Dist., Hanoi, Vietnam


Nguyen Quang Sang

Mr. Vice Rector Vinh Long Community College

Vinh Long Community College 112A Dinh Tien Hoang St., Ward 8, Vinh Long City, Vinh Long, Vietnam


Nguyen Thi Chim Lang

Dr./Ms Rector Ba Ria - Vung Tau University

Ba Ria - Vung Tau University 80 Truong Cong Dinh St., Ward 3, Vung Tau City, Ba Ria - Vung Tau, Vietnam


Nguyen Thi Huu Phuoc

Ms English Training Specialist Education and Training School

Education and Training School 170/7 Mac Van, Ward 12, District 8, HCMC, Vietnam


Nguyen Thi Mai Khanh

Ms Acting Head International Relations & Project Stimulation Office

Tra Vinh University No. 126 National Road 53, Hamlet 5, Ward 5, Tra Vinh City, Tra Vinh,




Tra Vinh University Vietnam

Nguyen Thi Minh Hong

Dr. Lecturer/Dean HCMC University of Pedagogy

HCMC University of Pedagogy 280 An Duong Vuong St., Ward 4, Dist. 5, HCMC, Vietnam


Nguyen Thi Ngoc Dung

Prof. Dr. President Pham Ngoc Thach University of Medicine and Pharmacy



Nguyen Thi Phuong Lan

Ms Lecturer Department of Natural Sciences Ca Mau Teacher's Training College

Ca Mau Teacher's Training Collge Nguyen Tat Thanh St., Hamlet 1, Ward 8, Ca Mau City, Ca Mau, Vietnam


Nguyen Thi Thanh Ha

Ms Rector Dong Nai Medical College

Dong Nai Medical College Block 9, Tan Bien Ward, Bien Hoa City, Dong Nai, Vietnam


Nguyen Thi Thu Trang

Ph.D Vice President Phu Yen University

Phu Yen University 18 Tran Phu St., Ward 7, Tuy Hoa City, Phu Yen, Vietnam

Vietnam

Nguyen Tien Dung

Mr. Vice President - Senior Specialist Tra Vinh University



Nguyen Toan Mr. Rector Thu Duc College of Technology

Thu Duc College of Technology 53 Vo Van Ngan St., Linh Chieu Ward, Thu Duc Dist., HCMC, Vietnam


Nguyen Trong Duy

Mr. Deputy Dean Faculty of Technology

Hoa Sen University 93 Cao Thang St., Ward 3, Dist.3, HCMC, Vietnam

Vietnam 08-3925-2227 0918-363-660

08-3925-2227 (Ext:12)

[email protected]



Hoa Sen University

Nguyen Tuan Em Mr. Lecturer Tay Ninh Teacher Training College

Tay Ninh Teacher Training College Ninh Son Commune, Tay Ninh Town, Tay Ninh, Vietnam


Nguyen Van Hiep Dr. President Thu Dau Mot University



Nguyen Van Khanh

Prof. Dr. President University of Social Sciences and Humanities Hanoi National University

University of Social Sciences and Humanities Hanoi National University 336 Nguyen Trai St, Thanh Xuan Dist., Hanoi, Vietnam

Vietnam (04)-3858-4334 (04)-3858-7326 [email protected]

Nguyen Viet Thinh

Mr. Head, Academic Office Tien Giang University

Tien Giang University 119 Ap Bac, My Tho City, Tien Giang, Vietnam


Nguyen Viet Tuan Mr. Vice Rector College of Foreign Economic Relations

College of Foreign Economic Relations 287 Phan Dinh Phung St., Ward 15, Phu Nhuan Dist., HCMC, Vietnam

Vietnam 08-3845-0328 0903-148-917


Nguyen Vu Si Mr. Head Academic Affair Office Kien Giang College of Economics and Technology

Kien Giang College of Economics and Technology 425 Mac Cuu St., Vinh Thanh Ward, Rach Gia City, Kien Giang, Vietnam


Nguyen Xuan Thuy

Mr. Rector Phu Tho Medical College

Phu Tho Medical College Block 5, Truong Thinh Ward, Phu Tho Town, Phu Tho Province, Vietnam


Nguyen Xuan Trach

Mr. Vice President Hanoi University of Agriculture

Hanoi University of Agriculture Trau Quy, Gia Lam,

Vietnam 0904-148-104



Hanoi, Vietnam

Pham Dang Dieu Assoc Prof/Dr.

Vice President Pham Ngoc Thach University of Medicine and Pharmacy



Pham Quang Huynh

Mr. Dean, Department of Testing and Quality Accreditation



Pham Thanh Vinh Mr. College of Foreign Languages - The University of Da Nang

College of Foreign Languages - The University of Da Nang 41 Le Duan St., Da Nang City, Vietnam

Vietnam 0905-187-180 0511-369-9323 [email protected] [email protected]

Pham Thi Thanh Uyen

Ms Deputy Dean, Department of Hospitality and Tourism Management HCMC University of Foreign Languages and Information Technology (HUFLIT)



Pham Trung Tan Mr. Specialist Academic Management and Student Affairs Office HCMC University of Economics

HCMC University of Economics 59C Nguyen Dinh Chieu St., Dist. 3, HCMC, Vietnam

Vietnam 08-3823-0082 0932-093-788


Pham Xuan Duong

Dr. Vice President Vietnam Maritime University

Vietnam Maritime University, 484 Lach Tray Street, Hai Phong, Vietnam




Pham Xuan Phu Mr. An Giang University Department of Rural Development and Natural Resources Management Faculty of Agriculture and Natural Resources, An Giang University

18, Ung Van Khiem St., Dong Xuyen Ward, Long Xuyen City, An Giang Province, Vietnam


Pham Xuan Thanh

Dr. Dean, Finance and Accounting Department College of Foreign Economic Relations

College of Foreign Economic Relations 287 Phan Dinh Phung St., Ward 15, Phu Nhuan Dist., HCMC, Vietnam


Phan Quoc Nghia Mr. Faculty of Technology Tra Vinh University

Tra Vinh University 126 National Road 53, Hamlet 4, Ward 5, Tra Vinh Town, Tra Vinh Province, Vietnam


Phan Thi Tra Khuc

Ms Teacher University of Social Sciences and Humanities

University of Social Sciences and Humanities 10-12 Dinh Tien Hoang, District 1, HCMC, Vietnam Home: 180/3A Hong Lac, Ward 11, Tan Binh District, HCMC, Vietnam


Phan Van Cuong Mr. Lecturer Head, Administration, Inspection and Student Affairs Office Ha Nam College of Education

Ha Nam College of Education Le Hong Phong Ward, Phu Ly City, Ha Nam, Vietnam


Phan Van Tai Mr. Rector - Senior Lecturer Maritime College

Maritime College No. 1 498 Da Nang St., Dong Hai 1 Ward, Hai An Dist.,

Vietnam 0313-766-425 0913-398-720




No. 1 Hai Phong City, Vietnam

Tieu Thanh Thuy Ms Director Center of Teaching and Learning Support Tra Vinh University



Tran Diep Tuan Assoc Prof/Dr.

Vice President HCMC University of Medicine and Pharmacy

HCMC University of Pharmacy 217 Hong Bang St., Dist. 5, HCMC, Vietnam


Tran Do Hung Dr. Deputy Dean Faculty of Convalesce & Medical Technology Can Tho University of Medicine and Pharmacy

Can Tho University of Medicine and Pharmacy 179 Nguyen Van Cu St., An Khanh Ward, Ninh Kieu Dist., Can Tho City, Vietnam


Tran Linh Quan Mr. Rector Ngo Gia Tu Bac Giang College

Ngo Gia Tu Bac Giang College Que Nham Commune, Tan Yen District, Bac Giang, Vietnam

Vietnam 0240-3520-580 0917-325-777


Tran Ngoc Diem My

Ms Lecturer Center for Research and Enhancement of Teaching & Learning Method in Higher Education University of Natural Sciences

University of Natural Sciences - HCMC National University 227 Nguyen Van Cu St., Dist. 5, HCMC, Vietnam


Tran Thanh Tung Mr. Rector Vinh Long Community College

Vinh Long Community College 112A Dinh Tien Hoang St., Ward 8, Vinh Long City, Vinh Long, Vietnam


Tran Thi Phi Ms Senior Lecturer - Deputy Dean, Faculty of Foreign

Ho Chi Minh City University of Economics 59C Nguyen Đinh Chieu,

Vietnam 0918-142-269 0918-120-042

[email protected]



Languages Ho Chi Minh City University of Economics

Dist 3, HCMC, Vietnam

Tran Trung Assoc Prof/Dr.

Rector Hung Yen University of Technology and Education

Hung Yen University of Technology and Education Dan Tien, Khoai Chau, Hung Yen, Vietnam


Tran Viet Nhan Mr. Head, Hospitality and Restaurant Unit Department of Hospitality and Tourism Management HCMC University of Foreign Languages and Information Technology (HUFLIT)



Tran Viet Phu Mr. Vice Rector Ho Chi Minh Vocational College of Technology

Ho Chi Minh Vocational College of Technology 502 Do Xuan Hop St, Phuoc Binh Ward, Dist. 9, HCMC, Vietnam


Trinh Duc Tai Dr. Vice Rector - Senior Lecturer Pedagogical College of Da Lat

Pedagogical College of Da Lat 29 Yersin St., Da Lat City, Lam Dong, Vietnam


Van Cong Khanh Linh

Mr. Dean, Research and International Relations Department HCMC College of Economics

HCMC College of Economics 33 Vinh Vien St., Ward 2, Dist. 10, HCMC, Vietnam

Vietnam 08-3830-6442 0903-776-344


Vo Thanh Khoi Dr. Deputy Head of Unit Ben Tre College

Ben Tre College 67C, My An C Hamlet, My Thanh An Commune, Ben Tre City, Ben Tre, Vietnam




Vu Thi Phuong Anh

Ph.D Director, Department of Quality Assurance & Testing Dean of Research and International Relations Department HCMC University of Economics and Finance

HCMC University of Economics and Finance 08 Tan Thoi Nhat 17 St., Dist. 12, HCMC, Vietnam


Vu Van Dung Mr. Vice Rector - Senior Lecturer Maritime College No. 1

Maritime College No. 1 499 Da Nang St., Dong Hai 1 Ward, Hai An Dist., Hai Phong City, Vietnam

Vietnam 0313-752-412 0913-017-584


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