English-medium instruction and self-governance in higher education: the journey of a Vietnamese university through the institutional autonomy regime

Who controls the board in non-profit organizations? The case of private higher education institutions in Colombia

“…Nguyen et al (2016) and Rungfamai (2016) consider Vietnamese and Thai HEIs, respectively, to study the adoption of strategies responding to contextual factors to improve quality, produce knowledge, enhance institutional competitiveness, attract local and international students, and increase income. Nisar (2015) and Yokoyama (2006) stress the changing views about the role of government funding for HEIs and the promulgation of policies to increase external funding.…”

The inclusion of Slovak Roma pupils in secondary school: contexts of language policy and planning

“…The full model articulates a wide range of LEP policies and is truncated for this study due to the reactive nature of the school language planning situation-there was not the time to work through all stages. Kaplan and Baldauf's LEP has formed the basis for numerous LP studies in a variety of contexts including, more recently: Hamid and Erling's study of Bangladeshi LEP and overview of English curriculum policy (Hamid & Erling, 2016); Nguyen, Hamid and Moni's study of LEP in Vietnamese tertiary education and English as a Medium of Instruction (EMI) reforms (Nguyen, Hamid, & Moni, 2016); Delarue and De Caluwe's study of Flemish LEP in relation to both 'Tussentaal' and Dutch, and Belgian policies of language standardization (Delarue & De Caluwe, 2015); Hult and Compton's research into deaf education policies in Sweden and the US with a focus on implicit versus explicit policies and assimilative versus bilingual policy positions (Hult & Compton, 2012); and Cabau's (2014) study of Swedish LEP with a focus on minority LEP and Mother Tongue Instruction (MTI) in compulsory schools (Cabau, 2014). LEP as conceptualized by Kaplan and Baldauf has been utilized in a wide variety of studies across many polities such as those already referenced, and contexts ranging from primary (e.g.…”

Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

“…However, implementation of English as the language of instruction might not be successful because instructors and students may be less than proficient in English (Doiz, Lasagabaster, & Sierra, 2013;Macaro et al, 2018). Studies from a variety of non-English speaking countries consistently have documented the challenges students and instructors experience when instruction is delivered in English (Bolton, Botha, & Bacon-Shone, 2017;Bradford, 2016;Hu & Lei, 2014;Nguyen, Hamid, & Moni, 2016). Yet, we lack reliable evidence about whether these self-reported challenges translate into actual negative effects on academic outcomes (Macaro et al, 2018).…”