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Located within the global changing contexts of higher education in
the 21st century, this book examines the reform of the teaching and
learning practices in Vietnamese universities under the Higher
Education Reform Agenda and the influence of internationalization
on the higher education sector. Specifically, it analyses the
motives, current implementation, effectiveness, and challenges of
these reforms, especially from student perspectives. Analyzing
approximately 4300 survey responses and interviews with students,
the book covers a range of key issues related to teaching and
learning in higher education which have attracted attention in
recent years, including: The learning environment Student support
and first-year transition Student-centred teaching The use of
credit-based curricula The use of information and communication
technology At-home internationalization of higher education
Assessment and feedback Work placements Informal learning via extra
curricular activities Students' perception of the values of
university education.
Graduate employability is a significant concern for most higher
education institutions worldwide. During the last two decades,
universities have attempted to implement their employability
agendas to support their students to enhance employment outcomes.
However, within today's globalized labour markets, employability
has gone far beyond the notion of obtaining stable and permanent
employment. This book explores graduates' experiences in developing
and utilizing employability capitals for career development and
success in different labour markets. In the chapters, the graduate
contributors narrate and discuss how they negotiated their
employability on the transitions across jobs, occupational sectors
and labour markets. The chapters address key issues, including how
employability is understood by graduates of different disciplines,
at different career stages and in different contexts; how they
develop and utilise such capitals along with strategies to
negotiate their employability; and what can be done to move the
higher education employability agenda forward. The book presents
international insights and perspectives into transitions from
education to work and career development across the labour markets,
as well as calls for improving the graduate employability agenda.
It is an invaluable resource for researchers and academics,
university leaders, policymakers and students who are concerned
about graduate employability.
This book is among the first of its kind to comprehensively examine
the implementation of soft skills in universities in the developing
country, Vietnam. The context is unique as the implementation is
taking place within the distinctive socio-economic, cultural and
political characteristics of the country, amidst several
simultaneously-executed educational reforms. Tran lays down the
foundation for discussion by providing readers with a comprehensive
review of how soft skills implementation has come into existence in
higher education across the globe, before diving into the
implementation of soft skills in Vietnamese universities. He goes
on to highlight the interesting differences in the
conceptualization of soft skills between Vietnamese universities
and those in the West. The book depicts and compares how university
leaders and managers tackle contextual factors, submit to
constraints enforced by political forces, and how they use
institutional advantages available for implementation. It goes
further to examine how personal and contextual factors affect
teachers' and students' engagement with the implementation, and
highlights the role of work-integrated learning and
extra-curricular activities in developing soft skills for students.
Finally, the book investigates the contribution of external
stakeholders, such as alumni, employers, skills experts, and local
authorities, to the implementation and obstacles that prevent their
participation. This book will be a valuable reference for the
implementation of soft skills in higher education around the world.
Located within the global changing contexts of higher education in
the 21st century, this book examines the reform of the teaching and
learning practices in Vietnamese universities under the Higher
Education Reform Agenda and the influence of internationalization
on the higher education sector. Specifically, it analyses the
motives, current implementation, effectiveness, and challenges of
these reforms, especially from student perspectives. Analyzing
approximately 4300 survey responses and interviews with students,
the book covers a range of key issues related to teaching and
learning in higher education which have attracted attention in
recent years, including: The learning environment Student support
and first-year transition Student-centred teaching The use of
credit-based curricula The use of information and communication
technology At-home internationalization of higher education
Assessment and feedback Work placements Informal learning via extra
curricular activities Students' perception of the values of
university education.
This book is among the first of its kind to comprehensively examine
the implementation of soft skills in universities in the developing
country, Vietnam. The context is unique as the implementation is
taking place within the distinctive socio-economic, cultural and
political characteristics of the country, amidst several
simultaneously-executed educational reforms. Tran lays down the
foundation for discussion by providing readers with a comprehensive
review of how soft skills implementation has come into existence in
higher education across the globe, before diving into the
implementation of soft skills in Vietnamese universities. He goes
on to highlight the interesting differences in the
conceptualization of soft skills between Vietnamese universities
and those in the West. The book depicts and compares how university
leaders and managers tackle contextual factors, submit to
constraints enforced by political forces, and how they use
institutional advantages available for implementation. It goes
further to examine how personal and contextual factors affect
teachers' and students' engagement with the implementation, and
highlights the role of work-integrated learning and
extra-curricular activities in developing soft skills for students.
Finally, the book investigates the contribution of external
stakeholders, such as alumni, employers, skills experts, and local
authorities, to the implementation and obstacles that prevent their
participation. This book will be a valuable reference for the
implementation of soft skills in higher education around the world.
This open access book examines the teaching and learning of English
for employability in Vietnamese higher education. Its content is
framed within one country to better examine the research issues
within the influence of contextual factors. This book investigates
how English can contribute to the development of students'
employability capitals, particularly in the aspects of human
capital, social capital, cultural capital, identity capital, and
psychological capital. It presents employers' and employees’
perspectives of how and why English is increasingly important for
career development. This book is a collection of discussions and
viewpoints from teachers, students, and other stakeholders like
employers, graduates, and course coordinators on current practices
and their proposed improvements to prepare students for their
future education, work and life. Based on empirical evidence, this
book calls for repositioning English language education within the
employability agenda to elevate its status and increase
stakeholders' engagement. This book contributes to current debates
on advancing the effectiveness of English language education in
non-English speaking countries, as a response to
internationalization and globalization.
This open access book examines the teaching and learning of English
for employability in Vietnamese higher education. Its content is
framed within one country to better examine the research issues
within the influence of contextual factors. This book investigates
how English can contribute to the development of students'
employability capitals, particularly in the aspects of human
capital, social capital, cultural capital, identity capital, and
psychological capital. It presents employers' and employees’
perspectives of how and why English is increasingly important for
career development. This book is a collection of discussions and
viewpoints from teachers, students, and other stakeholders like
employers, graduates, and course coordinators on current practices
and their proposed improvements to prepare students for their
future education, work and life. Based on empirical evidence, this
book calls for repositioning English language education within the
employability agenda to elevate its status and increase
stakeholders' engagement. This book contributes to current debates
on advancing the effectiveness of English language education in
non-English speaking countries, as a response to
internationalization and globalization.
Graduate employability is a significant concern for most higher
education institutions worldwide. During the last two decades,
universities have attempted to implement their employability
agendas to support their students to enhance employment outcomes.
However, within today's globalized labour markets, employability
has gone far beyond the notion of obtaining stable and permanent
employment. This book explores graduates' experiences in developing
and utilizing employability capitals for career development and
success in different labour markets. In the chapters, the graduate
contributors narrate and discuss how they negotiated their
employability on the transitions across jobs, occupational sectors
and labour markets. The chapters address key issues, including how
employability is understood by graduates of different disciplines,
at different career stages and in different contexts; how they
develop and utilise such capitals along with strategies to
negotiate their employability; and what can be done to move the
higher education employability agenda forward. The book presents
international insights and perspectives into transitions from
education to work and career development across the labour markets,
as well as calls for improving the graduate employability agenda.
It is an invaluable resource for researchers and academics,
university leaders, policymakers and students who are concerned
about graduate employability.
This book explores stakeholders' perspectives, their practices, and
engagement with enacting the employability agenda in the context of
a rapidly changing world. It explains the need for developing
graduate employability under socioeconomic, cultural, and political
pressure exposed to the higher education sector. Largely framed
within Bourdieu's concepts of social field, habitus, and capital,
it explores international stakeholders' perspectives and
experiences with graduate employability agenda in different
contexts, which serves as a point of reference for the adoption of
such initiatives. Based on empirical evidence, the authors develop
a new graduate employability framework seeing it as a lifelong
process, denote the relationships between types of employability
capital, and shed light on the consequences of different strategies
to translate employability capital to employment and career
outcomes. Overall, this book generates both theoretical and
practical insights which help to advance employability programs,
better prepare the future workforce, and anticipate turbulence in
the labour markets.
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