Fifteen Years of Accreditation in Vietnam

Tran, Nhi; Vu, Phuong Anh

doi:10.1007/978-3-030-26859-6_5

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Another research in China hospitals showed that when the system was overloaded, patients became upset due to long waiting times. 23 However, as Lanctôt and Guay 24 have highlighted, it is important to reframe what counts as justification for aggression in the workplace setting. This is partly because the legislation does not adequately protect healthcare workers and students.…”

Section: Discussionmentioning

confidence: 99%

Professional Preparedness Implications of Workplace Violence against Medical Students in Hospitals: A Cross-Sectional Study

Vu,

Nguyen Hoang,

Le Vu Ngoc

et al. 2023

INQUIRY

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Workplace violence is an increasing public health concern around the world. In Vietnam, attacks on healthcare workers have become a huge issue in recent years. Our study aims to shed more light on the issue and look at what variables affect acts of violence toward healthcare workers. We conducted this cross-sectional study by surveying 550 medical students from 3 universities in Vietnam. Following this survey on SurveyMonkey’s platform (surveymonkey.com), the participants were suggested to invite their associates who met the selection criteria to join in this online survey. The structured questionnaire included demographics and details on the violence. There were 90.5% of respondents were medical students, the mean age was 23.3, and verbal abuse had a prevalence rate of 29.3%. Women respondents are less likely to suffer from violent experiences than men (OR = 0.48, 95% CI = 0.28-0.84), and those specializing in nurse and technician also faced a lower rate of acts of aggression (physical violence: OR = 0.35; 95% CI = 0.19-0.63, sexual harassment: OR = 0.36; 95% CI = 0.15-0.87, and any type of violence: OR = 0.55, 95% CI = 0.37-0.82). Medical students working in Ho Chi Minh City (OR = 0.55; 95% CI = 0.34-0.89), and other regions (OR = 0.40; 95% CI = 0.19-0.85) were significantly less likely to face verbal abuse than those working in Hanoi. The workplace culture needs to be changed to make sure that people feel comfortable reporting, especially those who are younger. Protecting medical students also ensures patient safety since victims of assault in the workplace can have severe aftereffects affecting their ability to provide good patient care. Hence, policies need to be implemented at both the government and hospital administration levels to keep health workers safe.

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Section: Discussionmentioning

confidence: 99%

Professional Preparedness Implications of Workplace Violence against Medical Students in Hospitals: A Cross-Sectional Study

Vu,

Nguyen Hoang,

Le Vu Ngoc

et al. 2023

INQUIRY

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“…If this is to happen, QA policies and practices are expected to get involved in feedback mechanisms at an institutional level. In Vietnam, QA is seen as a ‘ritualistic activity’ carried out in HEIs to fulfil requirements set by GoV’s regulations ( Tran and Vu, 2019 : 115), sometimes the discourse only exists between universities’ leaders and their QA staff. The role of students in QA processes is restricted to surveys on teaching quality, programs, libraries and services offered at the institutions.…”

Section: Methodsmentioning

confidence: 99%

COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the ‘new normal’ in post-crisis era

Ngo

Phan

2022

Policy Futures in Education

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COVID-19 has spawned a critical shift in the landscape of higher education (HE) worldwide, entailing transformations of practices across the field, in which quality assurance (QA) for HE has also evolved to both reflect and stay adaptive to the ‘new normal’ formed during and beyond the pandemic. Against the COVID-19 context, this paper retells some of the existing debates for Vietnamese QA and accreditation activities, as well as identifies emerging challenges in QA practices in the post-pandemic era. Theoretically, the paper contributes a conceptual tool to examine the QA of the Vietnamese HE system, embracing three dimensions of teaching and learning, inputs and outputs. This further underpins our inquiry for QA practices in the Vietnamese HE context which has been scaffolded and developed accordingly. Drawn from a critical review and analysis of emerging policies and existing literature, practical implications and projections for the directions of Vietnamese QA in the future will be provided. This paper presents a timely insight for the process of policy-making and the implementation process of QA in Vietnamese HE during a time of uncertainties and looks towards building resilience to future crises.

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“…Second, the Vietnamese MoET has developed a nationwide quality-assurance system that oversees a range of QA activities (C. H. Nguyen & Shah, 2019). The QA system has many signs of growth in scope, from establishing the first accreditation unit in 2002 to developing legal accreditation documents and a framework with 700 accreditors by 2017 (N. T. Tran & Vu, 2019). There have been 217 out of 235 universities completing self-evaluation reports, with 124 HEIs being nationally accredited and six HEIs being internationally accredited by 2019 (MoET, 2019; N.…”

Section: Vietnamese Higher Education Contextmentioning

confidence: 99%

“…T. Tran & Vu, 2019). Various practices have been introduced at the institutional levels, ranging from accreditation of training programmes to surveying stakeholders' opinions, such as SET (N. T. Tran & Vu, 2019).…”

Section: Vietnamese Higher Education Contextmentioning

confidence: 99%

“…Tran & Vu, 2019). Various practices have been introduced at the institutional levels, ranging from accreditation of training programmes to surveying stakeholders' opinions, such as SET (N. T. Tran & Vu, 2019). These QA instruments are expected to display HEIs' accountability towards the governing bodies and the public and be used to improve teaching and curricula (T. L. Pham, 2012).…”

Section: Vietnamese Higher Education Contextmentioning

confidence: 99%

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Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Nguyen¹

2022

Preprint

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The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics.

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Fifteen Years of Accreditation in Vietnam

Cited by 8 publications

References 9 publications

Professional Preparedness Implications of Workplace Violence against Medical Students in Hospitals: A Cross-Sectional Study

Professional Preparedness Implications of Workplace Violence against Medical Students in Hospitals: A Cross-Sectional Study

COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the ‘new normal’ in post-crisis era

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

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