This article explores the barriers for sharing knowledge effectiveness in Vietnamese higher education institutions (HEIs). Data were analyzed and triangulated from interviews, and focus groups from different universities and from government and university websites. Three significant factors were identified: bureaucratic management causing a lack of autonomy in decision-making, poor knowledge management systems, and weak individual absorptive capacity. The results demonstrate these three factors as a significant influence on academic staff to share absorb and create new knowledge measured by journal publication output, and graduate quality. The research findings provide insights on the Vietnamese higher education landscape in the transition from a centralized economy to a market economy.
This chapter provides a direct view of the higher education environment in a transition economy. It reports research findings on barriers to sharing knowledge among Vietnamese academic and managerial colleagues, focusing on three factors: time, capital, and management capacity. It draws on data from focus groups and from in-depth interviews of Vietnamese members of faculty from six major universities. A key finding of this study is that work-overload leaves little time for collaborative research. Together with insufficient English skills and bureaucratic management, it contributes to measurable levels of cheating and corruption in education that in turn lead to low quality and quantity of international academic publications and of patents. This finding indicates that there is a strong link with both Existence, Relatedness, and Growth (ERG) theory and Maslow’s theory of need with both the quality and quantity of international publications produced by Vietnamese academics.
This chapter provides a direct view of the higher education environment in a transition economy. It reports research findings on barriers to sharing knowledge among Vietnamese academic and managerial colleagues, focusing on three factors: time, capital, and management capacity. It draws on data from focus groups and from in-depth interviews of Vietnamese members of faculty from six major universities. A key finding of this study is that work-overload leaves little time for collaborative research. Together with insufficient English skills and bureaucratic management, it contributes to measurable levels of cheating and corruption in education that in turn lead to low quality and quantity of international academic publications and of patents. This finding indicates that there is a strong link with both Existence, Relatedness, and Growth (ERG) theory and Maslow's theory of need with both the quality and quantity of international publications produced by Vietnamese academics.
This chapter provides a direct view of the higher education environment in a transition economy. It reports research findings on barriers to sharing knowledge among Vietnamese academic and managerial colleagues, focusing on three factors: time, capital, and management capacity. It draws on data from focus groups and from in-depth interviews of Vietnamese members of faculty from six major universities. A key finding of this study is that work-overload leaves little time for collaborative research. Together with insufficient English skills and bureaucratic management, it contributes to measurable levels of cheating and corruption in education that in turn lead to low quality and quantity of international academic publications and of patents. This finding indicates that there is a strong link with both Existence, Relatedness, and Growth (ERG) theory and Maslow's theory of need with both the quality and quantity of international publications produced by Vietnamese academics.
This research reveals the Vietnamese higher education institution (HEI) environment to examine knowledge sharing issues in developing countries. It compares knowledge management (KM) governance mechanisms in HEIs in a developing country with KM governance mechanisms used widely in developed countries. The authors position this research in the contextual of management capacity, infrastructure, and training issues. This chapter considers how strategies to develop and implement knowledge transfer are both led and governed in Vietnamese HEIs. Data were analyzed and triangulated from interviews, focus groups from different universities, and government and university websites in Vietnam. Four significant factors are identified in the KM process—bureaucratic management, hierarchical governance patterns, lack of autonomy, and underdeveloped KM systems—as contributory factors. The results are compared with extant KM governance literature and finds that knowledge is managed through bureaucratic mechanisms. Vietnamese academics rarely share their knowledge critical to research and research-led teaching.
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