Introduction
Center of Science and Technology development for Youth
The Center of Science and Technology Development for Youth (TST) operates under the Ho Chi Minh City Communist Youth Union and was established on August 3, 1989, by the People's Committee of Ho Chi Minh City TST's mission is to mobilize and enhance the scientific and technical activities, as well as the creative potential of the youth The center organizes several key programs, including the Euréka Student Scientific Research Prize and the International Students Science Forum.
Euréka Student Scientific Research Award
The Euréka Award is a prestigious national prize recognizing the scientific research and creativity of university and college students Established in 1999, it has quickly become the sole award from the Youth Union dedicated to students passionate about scientific research.
Table 1 Euréka Award data from 1999 to 2019
Source: Euréka Award’s announcement from 1999 to 2019
The purpose of Euréka Award is to discover and foster the creative ideas of students, promote the scientific research movement among students of universities,
Euréka award data from 1999 to 2019
The article discusses the number of subjects, schools, and participants involved in a specific educational program It highlights the importance of downloading the latest thesis materials and provides contact information for further inquiries.
Six colleges and institutes are focused on development, emphasizing high-quality research Additionally, the awards enhance training quality and motivate students to harness their potential in research and innovation.
Moreover, Euréka Award is also contribute to the application of science and technology into production, business and life
The Euréka Award has seen significant growth in both the number of participating schools and topics, as shown in Table 1 Initially held only in Ho Chi Minh City until 2014, the award expanded its reach to the southern region in 2015 and became a nationwide initiative in 2016.
The Prize includes 12 fields, which presentative Chemical Engineering, Food Technology, Information Technology, Biotechnology and Biomedical Engineering, Training and Education, Law and Legal, Economics, General Engineering, Agriculture
- Forestry - Fishery, Urban Planning – Architecture – Construction, Resources and Environment Management, Social Sciences and Humanities.
Problem Finding Process
In order to find out the problem of Center of Science and Technology Development for Youth, the process will be conducted:
- Collecting the data from Euréka Award’s annual report and Projects’ collection announcements of Euréka Award from 2014 to 2019
- Referring the feedback from contestants on December 2017
- Conducting in-depth interview with contestants, employees, representatives of participating schools, and science council’s members
- Conducting the survey for contestants and representatives of participating schools
- Reviewing literature related to problem
- Conducting second in-depth interview with the manager to determine existed problem
The article emphasizes the significance of reviewing theoretical frameworks to validate the importance of the problem at hand It highlights the necessity of thorough research and analysis to support the findings and conclusions drawn in the study.
Symptom
The findings from the TST survey conducted in December 2017, along with in-depth interviews with two students who were contestants in the Euréka Award—one winning First Prize and the other Third Prize—provide valuable insights (see Appendix B).
In my research for the Euréka Award, I developed a questionnaire based on findings from a survey and in-depth interviews (see appendix I) to gather insights from participants Data was collected via an email survey sent to approximately 500 contestants in early September 2018, yielding 100 responses The results revealed that only seven respondents learned about the Euréka Award through the website, while 60% were informed by their schools This indicates a limited use of social media for disseminating prize information, as details about the Euréka Awards are primarily communicated through official documents and announcements from the Ho Chi Minh City Youth Union to the School Youth Union Consequently, students' access to information about the prize is largely dependent on school implementation.
I conducted in-depth interviews with two employees who have been with the center for over six years The interviews focused on evaluating the Euréka Award from 2014 to 2019, particularly investigating the significant decline in project submissions in 2016, despite the award's national expansion during that period The employees noted that the rapid expansion may have contributed to the low awareness and limited reach of the Euréka Award They emphasized the crucial role of schools in encouraging students to engage in research activities, particularly in participating in the Euréka Student Scientific Research Award.
Table 2 Proportion of top 4th university dominate Euréka award
Ho Chi Minh City University of Technology
Vietnam National University Ho Chi Minh
Vietnam National University Ho Chi Minh
Ho Chi Minh City Open University (d) 46 56 35 46 54 37
Ho Chi Minh city’ Number of projects
Source: Euréka Award’s announcement from 2014 to 2019
From 2014 to 2019, the Euréka Award statistics (appendix A) revealed that four universities in Ho Chi Minh City—Ho Chi Minh City University of Technology, Vietnam National University Ho Chi Minh City – University of Sciences, Vietnam National University Ho Chi Minh City – University of Technology, and Ho Chi Minh City Open University—dominated the awards These institutions accounted for over 40% of the total projects submitted, leaving only 60% for the remaining 44 schools This indicates an uneven development of the scientific research movement among universities in Ho Chi Minh City.
Table 3 The number of school have low performance
Average number of project per school 12.92 15.2 11.65 14.82 14.31 13.24
The number of schools with project less than the average
Source: Euréka Award’s announcement from 2014 to 2019
In 2019, the average number of projects per school participating in the Euréka award was 13 Notably, 33 schools, representing 67% of the total, had fewer than 13 projects.
Many schools exhibit low participation rates in the Euréka Award, highlighting a need for increased engagement and support in academic competitions.
Problem justification
Initial Identification of Problem
To identify the underlying issues associated with the symptoms, in-depth interviews were conducted with various individuals, both internal and external to the organization, who may have relevant insights The profiles of the informants are detailed below.
- Mrs Vo The Hanh, Chief of Office and Accountant of Center of Science and Technology development for Youth, 6 years’ experience
- Ms Ngo Thi Tu Trinh, Head of Department of Creative Movement Development, Center of Science and Technology Development for Youth, 10 years’ experience
- Mr Nguyen Thanh Luan, Manager of External Communication and Science Technology Services, 7 years’ experience
- Prof Thai Van Nam, Deputy Director of Applied Sciences Institute, Ho Chi Minh City University of Technology, 20 years working at school
- Ms Le Thi Ngoc Tram, employee at Science and Technology department, Ho Chi Minh City University of Technology
Huynh Tan Long, a fourth-year student at Ho Chi Minh City University of Technology, achieved third place in the 2017 Euréka Award with his project in the Urban Planning, Architecture, and Construction field.
Nguyen Thanh An, a student from Vietnam National University Ho Chi Minh City - University of Sciences, won first place in the 2017 Euréka Award with his project in the Information Technology field He participated in the prestigious award in 2017, showcasing his innovative contributions to technology.
The report on the 20th Euréka Student Scientific Research Award Seminar highlights significant achievements and contributions from students in scientific research This event showcases innovative projects and encourages academic excellence among participants For more information, interested individuals can download the latest thesis documents and research papers.
The study identifies key factors contributing to low student participation in research activities, as revealed by interviewee Ms Tu Trinh She noted that the focus on credit training and graduation exams leads students to prioritize coursework over scientific research, creating significant barriers to engagement This focus results in both a low quantity and quality of research output Additionally, the dissemination of prize information is heavily reliant on the relationships between the Science Department and the Youth Union, limiting TST's ability to ensure that relevant information reaches interested students Consequently, schools play a crucial role in supporting and encouraging student involvement in research initiatives.
Ms Tu Trinh and Mrs The Hanh both concur that TST continues to use ineffective communication methods, such as mail, posters, banners, and phone calls, to disseminate prize information However, Mrs The Hanh points out that media plays only a minor role in shaping students' awareness Additionally, the absence of guidance from supervisors poses a significant challenge for students engaging in scientific research.
Mrs The Hanh noted that the council's evaluation of project quality remains stable, although some fields did not receive the First Prize or Special Prize As an accountant at TST, she believes the media budget is insufficient to effectively communicate the prize, resulting in a lack of innovative communication among employees.
Mr Thanh Luan admit that the communication budget is not enough for apply communication methods Although External Communications and Science
The Technology Services Department is actively seeking sponsorship to support its communication budget, but faces challenges in meeting sponsors' demands for visibility and benefits Sponsors prefer to fund television programs, game shows, entertainment, or environmental initiatives, showing little interest in social or educational projects They seek exposure through media outlets like television and newspapers, yet the current sponsorship offerings do not align with their expectations This mismatch has resulted in short-term sponsorships, such as the Euréka Award, which could not be sustained over the long term.
Prof Thai Van Nam acknowledges that young students today face limitations in engaging with scientific research, often prioritizing quick graduation and employment over research participation Many perceive research as time-consuming and detrimental to their studies, leading to reluctance in involvement Financial constraints, particularly in experimental fields, further hinder research opportunities Prof Thai Van Nam describes the dual role of supervisors as both "pull" and "push" influences; the "pull" aspect involves guiding students through project orientation and clear goal-setting, while the "push" aspect focuses on providing personalized feedback based on individual student choices and competencies Additionally, Ms Tram echoes these sentiments, highlighting the significant financial resources required for research, which often must be self-funded due to limited school support Furthermore, students' low awareness and misconceptions about the impact of research on their academic performance contribute to their hesitance in pursuing scientific inquiry.
Huynh Tan Long, who secured third place in the 2017 Euréka Award with a project in Urban Planning, emphasized the importance of in-depth study, independent and group work, and knowledge acquisition gained through participation He noted that the guidance from instructors significantly motivated him throughout the process In contrast, Nguyen Thanh An, the first-place winner in the Information Technology category, highlighted the valuable experience of developing and operating real-world projects, which allowed him to apply and explore theoretical research However, he faced challenges in balancing work progress under time constraints and pressure.
However, his supervisor plays an important role in term of support during the implementation process
Being gather all the interviews’ result, the initial cause-effect map come up with:
School’s scientific research activities limitation
Limiting the ability of scientific research
Lack of doing research’s benefit awareness
Low performance at some school
Lack of self – research funding and time Low self-efficacy
Financial funding Lack of enthusiasms
Limited in deployment of school
Factors affecting students' scientific research activities
Figure 1 Initial Cause - Effect Map
Lack of mechanism of commendation and reward
U neven research activities in schools tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
The Existence problem
Figure 1 presents a summary of interviews conducted with senior staff, instructors, students, and university science management personnel, highlighting the key factors that contribute to the limited scientific research activities in universities, which in turn results in uneven research engagement across different schools.
Scientific research is a crucial component of students' learning experiences, with numerous studies demonstrating its significant impact on enhancing academic performance Engaging in scientific research activities not only fosters critical thinking but also contributes to achieving higher quality academic results for students.
The Regulation No.08/2000/QD-BGDDT, issued on March 30th, 2000, by the Minister of Education and Training, emphasizes that the primary goal of scientific research for students in universities and colleges is to enhance training quality and facilitate the application of scientific research methods to address various scientific and practical issues Research is defined as a systematic and methodical inquiry aimed at increasing knowledge, requiring researchers to employ appropriate methods for data collection and analysis rigorously The overarching aim of academic research is to explore specific research questions to generate new knowledge, providing both undergraduate and postgraduate students the chance to independently identify and investigate research problems under the supervision of a mentor.
This research highlights the benefits of developing student skills, including the ability to review and synthesize existing knowledge, investigate problems, provide solutions, analyze broader issues, create new procedures, explain phenomena, and generate new knowledge Additionally, it emphasizes the significance of university research in producing disciplinary knowledge and the importance of recognition within academic institutions.
While all educational institutions acknowledge the significance of scientific research, not all actively support or promote it Variations in the execution, organization, mechanisms, and policies governing research activities across universities lead to differing levels of engagement in research initiatives.
15 this gap, typically can be seen through the number of annual scientific research projects attended in the Eureka Award (appendix A)
In an in-depth interview with Mr Duc Su, Vice Director of the Center for Science and Technology Development for Youth, insights were gained regarding student research activities Over the past year, these activities have seen significant growth in both quantity and quality Notably, public universities have outperformed private institutions, colleges, and institutes, as evidenced by their participation in the Euréka Award.
The development of a seminar on creative thinking and scientific research methods in HCMC schools highlights the necessity of understanding students' perceptions of scientific research activities Many students remain confused about the significance and benefits of scientific research, indicating a lack of awareness When faced with challenges in selecting relevant topics and formulating research objectives, students express difficulties in navigating the research process These cognitive limitations stem from organizational constraints and insufficient educational support from schools and faculty Current academic activities fail to ignite students' passion for research, and lecturers, burdened with teaching responsibilities, have limited capacity to guide and motivate students effectively Consequently, some students abandon their projects, while others produce work of subpar quality The success of research projects heavily relies on student competence and institutional support, and the absence of recognition and reward systems further exacerbates the challenges faced by both students and lecturers.
Prof Thai Van Nam emphasized that students cannot independently engage in scientific research or develop a passion for it Instead, their enthusiasm for research is ignited and cultivated through inspiring lectures and active university initiatives Many students focus on quickly graduating to enter the workforce.
Sixteen students believe that scientific research consumes their time and negatively impacts their studies, leading them to decline participation To shift students' perceptions regarding scientific research projects, the university must establish clear policies that encourage both lecturers and students to engage in research activities.
Supervisors play dual roles in education: the pull and push approaches In the pull role, teachers guide students by orienting projects based on specific topics, breaking them down into manageable sub-topics, and setting clear goals for student success This approach often necessitates a research project to facilitate student engagement Conversely, in the push role, teachers offer feedback shaped by their unique perspectives and judgments, encouraging students to express their ideas and leverage their individual competencies This dual approach fosters student motivation to engage in scientific research activities and cultivates a passion for learning.
Cause validation
An enormous number of factor that can inspire or impede the research activity
Factors influencing research productivity can be categorized into demographics, self-knowledge, individual competencies, and the work environment Chen et al identified key elements such as promotion and financial research support that impact research output The study utilized Equity theory and Expectancy theory to elucidate individual motivation Expectancy theory specifically addresses human behavior in relation to the appeal of research rewards, considering the value of rewards, the probability of receiving them, and the likelihood of achieving desired outcomes through individual efforts The primary objective of the research is to gain a clear understanding of the behavioral intentions and motivations driving dedication to research.
The limitations in students' scientific research activities can be categorized into three primary groups: school support, faculty support, and student limitations.
- School supports tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
The deployment of scientific research activities in schools is crucial for fostering student participation, with enthusiastic leadership from the Dean playing a key role in organizing these initiatives In addition to school-level activities, it is essential to implement research efforts at the city or national level, as exemplified by the Euréka award, which utilizes the Youth Union system to disseminate information effectively Coordination between organizers and the school's Department of Scientific Management and Youth Union is vital for ensuring that students receive award information Furthermore, the absence of a commendation and reward mechanism can hinder motivation; as noted by Bandura, rewards serve as informative and motivating factors Schunk's research highlights that students learn from their successes and failures, and the anticipation of positive outcomes encourages persistence, making it important for rewards to be linked to students' achievements to enhance their learning progress.
Rewards symbolize progress, with Schunk identifying two types: performance-contingent and task-contingent rewards Recognizing efforts in scientific research is crucial, and schools should implement mechanisms to award points for participation and achievements in these activities This approach not only motivates students to engage but also fosters a vibrant scientific research culture, enhancing the school's reputation Commendations inspire other students by showcasing exemplary achievements, promoting a scientific research movement that encourages all students to pursue knowledge and follow successful examples Through this, students gain insights into their own abilities by observing the performance of their peers.
Observing the success of others can inspire observers to believe in their own potential for achievement.
Motivating students to engage in tasks is crucial, as observed failures can diminish their sense of efficacy and discourage participation Research by Schunk indicates that students benefit more from observing multiple models rather than a single one, as this increases the likelihood of identifying with at least one model Additionally, financial support is vital for project implementation, particularly for specialized groups, where costs for chemicals and laboratory equipment are significant Repeated experiments due to unsatisfactory results can further escalate expenses Therefore, leveraging university scientific research funds is an effective strategy to enhance student research activities.
Teachers play a crucial role in the learning process, going beyond merely disseminating information Research highlights that a fundamental task for educators is to actively engage students in learning activities to achieve desired outcomes.
Biggs emphasized that a student's actions are influenced by their perceptions, interpretations, and intentions, highlighting the crucial role instructors play in fostering student participation in scientific research For students lacking knowledge and skills, lecturers not only guide research projects but also impart essential knowledge, methods, and techniques To encourage faculty enthusiasm, schools must implement specific mechanisms and policies for support While instructors are required to maintain a certain number of lecture hours, guiding students in research projects can limit their teaching capacity Therefore, adjusting lecture hours to accommodate group research instruction can yield better outcomes Since few students naturally engage in self-directed research activities, it is the lecturers who inspire curiosity and motivate research among students Additionally, when lecturers break down large research projects into manageable segments for students, it creates a significant advantage for their learning experience.
Setting goals for students is crucial for their success in scientific research, as it fosters motivation and achievement The effectiveness of goal setting largely depends on the lecturer's skills in defining appropriate and meaningful objectives Previous studies have suggested that goal setting is a significant cognitive process that influences student motivation.
(33) This demonstrate that student, who with goals or goals set by teachers, able to experience the initial feeling of their own ability to achieve it Research of Bandura &
Cervone provided that student who receive feedback on goal progress will raise self- efficacy, contribute to maintain motivation and improves skill development (34)
Schunk emphasizes that the motivational benefits of goals are influenced by their properties: proximity, specificity, and difficulty Proximal goals, which are close-at-hand, enhance self-efficacy and motivation more effectively than distant goals This is particularly true for young children, who find it easier to gauge progress toward proximal goals, thereby increasing their motivation Additionally, specific goals, which include clear performance standards, further boost motivation and self-efficacy by making it easier to measure progress and understand the effort required for success.
Goal difficulty significantly impacts the effort learners put into achieving their objectives According to Schunk, when individuals possess the necessary skills, they tend to exert more effort to reach challenging goals compared to easier ones Although learners may initially question their ability to achieve these difficult goals, the process of striving for them ultimately enhances their self-efficacy.
According to Schunk's later study, setting easier goals can boost efficacy and motivation in the initial phases of skill acquisition However, as skills progress, challenging goals become more beneficial as they provide greater insights into one's capabilities.
(28) Besides that, allowing students to set goals may enhance goal commitment
Schunk emphasized that self-set goals enhance self-efficacy, highlighting the importance of personal goal-setting in boosting confidence and motivation.
Providing feedback at every stage of scientific research is crucial for students to assess their progress and successfully complete their projects Bandura highlighted that attributional feedback significantly influences both efficacy and motivation Specifically, feedback regarding effort and prior successes enhances students' perceptions of their advancement, maintains their motivation, and boosts their learning efficacy.
The timing of feedback plays a crucial role in the learning process Early successes indicate a strong learning ability, and providing feedback during these initial achievements can significantly boost learning effectiveness Additionally, when students exert considerable effort to achieve early successes, the feedback they receive becomes more credible and impactful.
Solution for Solving Problem
School
The systematic implementation of academic activities is coordinated by the School Board and Departments, with specific targets set for each faculty Collaboration among the Student Union, Youth Union, and the Department of Science Management facilitates academic contests and seminars, fostering a passion for scientific research tailored to students' varying levels Students gain an understanding of the significance of research projects, recognizing scientific inquiry as a vital component of their education Annually, the school organizes seminars on research methodologies and reviews student projects for selection at the Faculty, School, City, and National levels.
U neven research activities in schools
Factors affecting students’ scientific research activities
Limiting in Students' Scientific research activities
Figure 2 Final Cause - Effect Map tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
Schools that offer awards for scientific research at the school level tend to produce a higher quantity and quality of projects, particularly when competing in the Eureka Award This trend is evident when comparing these schools to others, such as the University of Economics, University of Science - Vietnam National University, and Ho Chi Minh City University of Technology.
The school should implement a commendation and reward system for students who achieve recognition at city, national, and international levels, as this will motivate both them and their peers to engage in scientific research Additionally, the university must establish a mechanism to award learning or training points to students who undertake scientific research projects at the school level or who win accolades in national or city competitions.
- Mechanisms for Lecturers: Setting out for lecturers that guiding students to conduct scientific research is a criterion for emulation evaluation and classification
Lecturers have the flexibility to swap lecture hours while guiding students on scientific research projects Furthermore, the institution should implement a reward system for lecturers whose students achieve national or state awards for their topics.
To enhance scientific research activities, it is essential to recognize that while funding is not the sole motivator, it significantly encourages student participation Therefore, universities should establish a structured mechanism for financing scientific research projects that receive approval at both the faculty and school levels.
Lectures
Many university and college lecturers currently prioritize teaching over engaging in scientific research or publishing internationally This lack of research involvement limits their ability to effectively guide students in scientific inquiry, as passionate and capable lecturers are essential for fostering student research Consequently, it is crucial for lecturers to enhance their scientific research skills.
- Besides, the skill of suggesting new issues, orienting topics, giving students access to resources is the strength that creates the advantage in being a topic guide
Setting achievable goals for students is crucial for their success.
24 objectives should be specific, authentic and achievable At the same time, lecturers give feedback at the appropriate time as a way to motivate students to conduct and complete scientific research.
Students
Students must recognize that scientific research is an integral component of their university education While many view it as a voluntary pursuit driven by passion rather than a requirement, opportunities to cultivate this passion abound Engaging in school activities, participating in academic competitions, attending conferences, and receiving encouragement from teachers and peers can all inspire students to explore the world of scientific research.
Students enhance their individual competence by gaining knowledge through school subjects and self-study using library resources Participation in forums and academic activities fosters an environment for knowledge exchange and access to new information This involvement not only deepens their professional knowledge but also provides opportunities for personal development By engaging in these academic activities, students can observe the successes of their peers, using these examples as motivation for their own achievements.
Students should develop essential soft skills, including teamwork, interview techniques, and problem-solving abilities, by participating in extracurricular activities and professional courses offered by their schools.
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Appendix Appendix A: Statistics of the number of projects involved Euréka Award from 2014 to 2019
1 Ho Chi Minh City University of Technology 46 65 56 97 137 97
Vietnam National University Ho Chi Minh
3 Vietnam National University Ho Chi Minh
4 Ho Chi Minh City Open University 46 56 35 46 54 37
6 Ho Chi Minh City University of Law 22 27 26 21 28 25
7 Ho Chi Minh City University of Medicine and
Vietnam National University Ho Chi Minh City - University of Social Sciences and Humanities
9 University of Economics Ho Chi Minh City 26 22 17 16 16 20
10 Banking University Ho Chi Minh City 19 18 10 26 7 18
11 Foreign Trade University– Ho Chi Minh
Vietnam National University Ho Chi Minh City - University of Economics and Law 19 16 15 20 15 30
14 Ho Chi Minh City University of Pedagogy 10 15 13 12 20 25
16 Ho Chi Minh City University of Industry 16 12 11 17 11 10
17 University of Architecture Ho Chi Minh City 7 12 2 10 7 7
Vietnam National University Ho Chi Minh City - University of Information Technology 3 10 8 7 2 5
20 University of Economics and Finance Ho Chi
21 National Academy of Public Administration -
Ho Chi Minh City Campus 0 7 3 2 0 0
24 Ho Chi Minh City University of Technology and Education 8 7 4 17 20 24
25 Van Hien University 6 7 8 9 8 3 tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
29 Ho Chi Minh City University of Sport 0 4 4 3 6 1
30 Ho Chi Minh City Industry and Trade College 5 3 0 1 2 2
31 College Of Foreign Economic Relations 4 3 0 2 0 0
32 The National College of Education Ho Chi
34 Vietnam National University Ho Chi Minh
35 University of Transport and Communications
Ho Chi Minh City Campus 2 3 2 1 6 19
36 Ho Chi Minh City University of Foreign
39 University of Transport and Communications
40 University of Labor and Social Affair 0 1 3 1 1 2
42 Ho Chi Minh City Technical and Economic
43 Ho Chi Minh City University of Food Industry 0 0 3 36 24 16
45 Ho Chi Minh City University of Physical
46 Pham Ngoc Thach University of Medicine 0 0 1 1 1 2
47 Ho Chi Minh City University of Natural
49 Thu Duc College of Technology 0 0 0 0 5 1
50 Ho Chi Minh City College of Construction
51 Ho Chi Minh Cadre Academy 0 0 0 0 1 0
52 The Central College of Transport No IV 0 0 0 0 1 0
53 University of Transport and Communications
54 Vietnam National University Ho Chi Minh
55 Posts and Telecommunications Institute of
Technology - Ho Chi Minh City Facility 0 0 0 0 0 2
56 Ho Chi Minh City Maritime Vocational
College (Maritime College II) 0 0 0 0 0 1 tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
57 Saigon Ginseng and Medicinal Center 0 0 0 0 0 1
58 Ho Chi Minh City University of Culture 0 0 0 0 1 1
65 Mien Tay Construction University (Vinh
66 Petro Vietnam University (Vung Tau) 0 0 1 0 5 3
69 Cuu Long University (Vinh Long) 0 0 0 1 1 6
70 Vinh Long University of Technology
73 Dong Nai Mechanical and Irrigation College 0 0 0 0 1 0
76 Ba Ria Vung Tau University 0 0 0 0 0 1
77 Dong Nai University of Technology 0 0 0 0 0 1
78 Tay Do University (Can Tho) 0 0 0 0 4 2
80 The University of Danang – University of
83 The University of Danang – Kontum Campus 0 0 3 0 1 1
84 The University of Danang – University of
Mien Trung University of Civil Engineering
87 Quang Binh University 0 0 2 2 3 0 tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
88 The University of Danang – University of
91 Pham Van Dong University (Quang Ngai) 0 0 0 12 3 0
94 University of Finance and Accountancy
95 Danang University of Sports and Physical
98 The University of Da Nang - University of
99 The Hue University - University of Education 0 0 0 1 0 0
101 Faculty of Tourism – Hue University 0 0 0 0 1 0
103 Medical and Pharmaceutical University – Hue
104 University of Agriculture and Forestry – Hue
109 University of Mining and Geology (Hanoi) 0 0 9 0 2 1
110 Hanoi University of Education 2 (Vinh Phuc) 0 0 9 9 7 7
116 Academy of Journalism and Propaganda
118 Vietnam National University, Hanoi - Faculty of Law 0 0 1 3 0 0
Hanoi University of Science and Technology offers a range of resources for students, including access to the latest thesis downloads For those pursuing a master's degree, comprehensive support is available to assist with academic requirements.
121 Vietnam National University, Hanoi - Faculty of Medicine and Pharmacy 0 0 1 9 3 2
122 Tay Bac University (Son La) 0 0 1 0 0 0
129 Vietnam University of Fine Arts (Hanoi) 0 0 0 1 1 1
130 Vietnam National University, Hanoi - University of Social Sciences and Humanities 0 0 0 2 5 11
132 University of Information Technology and
University of Agriculture and Forestry - Thai
136 University of Science - Thai Nguyen
137 Hong Duc University (Thanh Hoa) 0 0 0 0 1 0
138 University of Technology - VNU Hanoi 0 0 0 0 1 0
139 Vietnam Center for Sustainable Development
143 Hung Vuong University (Phu Tho) 0 0 0 0 0 5
The Institute of Policy and Development in Hanoi offers various resources, including the latest downloadable thesis materials For inquiries or access to full documents, please contact via the provided email.
147 Hanoi University of Natural Resources and
153 University of Science - VNU Hanoi 0 0 0 0 0 6
Time of conducting: December 2017 Number of respondents: 10 respondent who participated Euréka Award in 2017,
Questions Answers Initial coding framework Category Quote Question 1: Could you introduce about yourself?
My name is Do Thi Ngoc Ha, a student at the Hanoi University of Foreign Trade In 2017, I participated in the Euréka Award and won a Consolation Prize for my project in the field of economics.
Nguyen Thuy Tien is a student at the University of Technology, Vietnam National University Ho Chi Minh City, specializing in Chemical Technology In 2017, she participated in the prestigious Euréka Award.
Hello, my name is Nguyen Duc Phuc, I am student of the University of Information Technology and Communication - Thai Nguyen University, I am a candidate, who participate Euréka Award in 2017, I win
The article discusses the importance of training and education in various fields, emphasizing the value of obtaining qualifications and certifications It highlights the availability of resources for downloading the latest thesis and academic materials, which can aid in achieving educational goals Additionally, it mentions the significance of pursuing advanced degrees, such as a master's, to enhance professional development and career opportunities.
Consolation prize with the Training and Education field project
My name is Le Kha Han, and I am a student at the Vietnam National University Ho Chi Minh City, specializing in Chemical Technology I participated in the Euréka Award in 2017.
Hello, my name is Nguyen Phat Tai, I am student of the Vietnam National University Ho Chi Minh City - University of Sciences, I am a candidate, who participate Euréka Award in
2017, I am from Information Technology field,
Hello, my name is Giang Phi Yen; I am student of Ho Chi Minh City University of Natural Resources and Environment, I am a candidate, who participate Euréka Award in
2017, I win Second prize with the Resources and Environment Management filed project,
Resources and Environment Management filed
Hello, my name is Nguyen Huu Minh, I am a candidate, who participate Euréka Award in
2017, I am student of The Hue University - University of Education, I win Consolation prize with the Social Sciences and Humanities filed project,
Social Sciences and Humanities filed Consolation prize
My name is My Duyen, a student at Van Hien University In 2017, I participated in the Euréka Award, where I was honored with a Consolation Prize for my project in the Social Sciences and Humanities field.
Social Sciences and Humanities filed Consolation prize
Hello, my name is Xuan Viet, I am student of
Ho Chi Minh City University of Technology, I am a candidate, who participate Euréka Award in 2017, I am contestant of Agriculture -
Fishery filed tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
Hello, my name is Hoang Thi Nhi, I am student of University of Security, I am a candidate, who participate Euréka Award in
2017, I am contestant of Law and Legal filed project
Question 2: Could you please give us your comments about organization of Euréka Award in 2017?
Professional organization, the Organizing Committee is very enthusiastic to help the candidates, especially the candidates from far away
The organization is very good, However, volunteers do not actively support candidates,
Professional organization Not actively volunteers
The organizational work for the contestants very attentive, enthusiastic and active volunteers
Professional organization, the Organizing Committee is enthusiastic to help the contestants, especially the candidates from far away, Enthusiastic and active volunteers
The Organization should be public the comment of the teachers for the strengths and weaknesses of project, which can help candidate improve for the next year competition
Public the Sciences Council’s comment tot nghiep down load thyj uyi pl aluan van full moi nhat z z vbhtj mk gmail.com Luan van retey thac si cdeg jg hg
In the initial two nights, there were no opportunities for participants to connect or exchange ideas, despite being in the same field and location I hope that in the future, all candidates and volunteers from various fields can be taught together to foster collaboration and networking.