Symptom
Based on the December 2017 survey conducted by TST (see Appendix B), insights were gathered regarding student experiences and perceptions To deepen the understanding, in-depth interviews were also conducted with two distinguished students who participated in the Euréka Award 2017, successfully securing First and Third prizes (see Appendix) These combined methods provided a comprehensive view of student achievements and the factors contributing to their success.
The survey and in-depth interviews were used to develop a questionnaire (see Appendix I) for participants of the Euréka Award, aiming to gain an overview of awareness and identify common symptoms Data collection was conducted via email surveys in September 2018, targeting approximately 500 contestants, with 100 responses received Results showed that only seven respondents were aware of the Euréka Award through the website, while 60% learned about the award through school dissemination The use of social media for promoting prize information is limited, as the dissemination mainly involves official documents and announcements from the Ho Chi Minh City Youth Union to the School Youth Union This indicates that students' access to information about the prize heavily depends on the school's communication efforts.
I conducted in-depth interviews with two employees who have been working at the center for over six years to evaluate the Euréka Award from 2014 to 2019 They highlighted that, despite the expansion of the award nationwide in 2016, there was a significant decrease in the number of projects that year They believe the rapid expansion led to low awareness and limited recognition of the Euréka Award Additionally, schools play a crucial role in encouraging students to participate in research activities, especially in the Euréka Student Scientific Research Award, which is vital for fostering student engagement in scientific research.
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
Between 2014 and 2019, data from the Euréka Award (Appendix A) shows that four universities—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 award participation These four institutions accounted for over 40% of the total projects, highlighting their strong engagement in scientific research In contrast, the remaining 44 schools contributed only 60% of the projects, indicating an uneven development of students' scientific research activities across Ho Chi Minh City’s universities This disparity suggests that research involvement varies significantly among institutions, reflecting differing levels of support and resources.
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
Table 3 indicates that, on average, each school participating in the Euréka Award in 2019 had 13 projects However, 67% of the participating schools, totaling 33 schools, contributed fewer than 13 projects, highlighting a significant variation in project engagement levels among schools.
Most schools demonstrate low participation rates in the Euréka Award, highlighting the need for increased engagement and support to boost student involvement in this prestigious competition.
Problem justification
Initial Identification of Problem
To identify the underlying issues related to the symptoms, in-depth interviews were conducted with various individuals who may be connected to the symptoms, both internally and externally The profiles of the informants are listed below, providing valuable insights into the potential causes and contributing factors.
- 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, gained recognition as a contestant in the 2017 Euréka Award With his innovative project in the Urban Planning, Architecture, and Construction field, he secured third place at the prestigious competition, showcasing his talent and dedication in the discipline.
Nguyen Thanh An, a student at Vietnam National University Ho Chi Minh City - University of Sciences, participated in the 2017 Euréka Award and secured first place with an innovative project in the Information Technology field.
The 20th Euréka Student Scientific Research Award Seminar showcased outstanding student research achievements over the past two decades, highlighting significant academic contributions This prestigious event continues to promote scientific inquiry among students, fostering innovation and excellence in research Attendees had the opportunity to download the latest thesis submissions, including master's theses, which reflect the high level of academic rigor and dedication The seminar underscores the importance of nurturing young researchers and supporting their paths toward scientific discovery and career development.
The study identifies several key factors contributing to low student engagement in scientific research activities Ms Tu Trinh highlights that the increasing focus on credit training and graduation exams causes students to prioritize coursework over research, leading to reduced participation and lower-quality research outputs Additionally, the dissemination of research prize information relies heavily on direct relationships with the Science Department and Youth Union, limiting broader outreach As TST cannot control how these departments communicate with students, schools themselves play a crucial role in supporting and motivating students to engage in research activities.
Ms Tu Trinh and Mrs The Hanh concur that TST continues to rely on ineffective communication methods, such as mailed announcements, posters, banners, and phone calls, to disseminate prize information However, Mrs The Hanh emphasizes that media channels represent only a small portion of influencing students’ awareness Additionally, the absence of guidance from supervisors poses a significant challenge for students engaged in scientific research.
According to Mrs The Hanh, the council’s evaluation indicates that the quality of projects remains stable, although some submissions did not receive The First Prize or The Special Prize As an accountant at TST, she believes that the media budget is insufficient to effectively promote the prizes and meet communication demands Additionally, Mrs The Hanh notes that employees have yet to achieve significant breakthroughs in their communication efforts.
Mr Thanh Luan acknowledged that the current communication budget is insufficient to effectively implement various communication strategies Despite efforts by the External Communications and Science Technology Services Department to secure sponsorships, meeting sponsors' demands remains challenging, as they primarily seek benefits that enhance their visibility and image Sponsors prefer funding television programs, game shows, entertainment events, or environmental protection activities, while showing less interest in supporting social or educational initiatives They aim for prominent exposure in media outlets such as television and newspapers The existing sponsorship benefits do not fully align with sponsors' expectations, which has resulted in short-term sponsorships, like those for the Euréka Award, that are not sustainable long-term.
Professor Thai Van Nam noted that young students face challenges in engaging with scientific research due to time constraints, financial limitations, and a focus on quickly graduating to join the workforce He describes supervisors as playing dual roles: “pull,” where teachers guide students through structured projects, and “push,” where they offer feedback based on their perspectives, encouraging student independence and individual competencies Despite the importance of research funding, schools often lack sufficient financial support, leaving students to fund projects themselves Additionally, students' low awareness and perception that research is time-consuming and detrimental to their academic results hinder their active participation in scientific research.
Huynh Tan Long, who secured third place in the 2017 Euréka Award with a project in Urban Planning, Architecture, and Construction, emphasizes that participating in the Euréka Award fosters in-depth subject knowledge, enhances independent and group work skills, and broadens academic understanding He also credits the guidance from his instructor as a key motivation for his participation and project completion Conversely, Nguyen Thanh An, who won first place in 2017 with a project in Information Technology, values the experience for providing insights into real-world project development and applying theoretical research However, he encountered challenges such as managing work progress within tight deadlines and handling work pressure Overall, the Euréka Award offers students valuable opportunities for practical learning, skill development, and overcoming real-world obstacles.
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 summarizes the results of interviews with senior staff, instructors, students, and university science management personnel, providing a comprehensive overview of the factors contributing to the limited scientific research activities within universities The data highlights how these constraints lead to uneven research productivity across different schools, impacting the overall scientific development of higher education institutions.
Scientific research is a vital component of students’ learning processes, significantly contributing to academic success Multiple studies demonstrate that engaging in scientific research activities enhances students’ understanding, critical thinking, and problem-solving skills Incorporating research into education not only improves academic performance but also prepares students for future scientific and professional endeavors.
According to No.08/2000/QD-BGDDT issued by the Minister of Education and Training, the primary goal of student scientific research is to improve training quality, enhance access to scientific methods, and solve practical problems Research is defined as a systematic and methodical process aimed at increasing knowledge through inquiry and investigation, requiring the use of appropriate data collection and analysis methods applied rigorously The main purpose of academic research is to explore specific questions to generate new knowledge, offering both undergraduate and postgraduate students the opportunity to identify, select, and investigate research problems independently under supervision, thereby fostering critical scientific skills.
This research highlights the benefits of student research, including developing skills such as reviewing and synthesizing existing knowledge, investigating current issues, providing solutions, exploring broader topics, creating new procedures or systems, explaining new phenomena, and generating new knowledge Additionally, university research is emphasized as vital for producing disciplinary knowledge and gaining recognition within academic communities.
While all schools acknowledge the importance of scientific research, there is variability in their interest and promotion of these activities Differences in implementation, organization, mechanisms, and policies among universities contribute to this gap This disparity is often reflected in the number of annual scientific research projects, such as those participating in the Eureka Award.
I recently conducted an in-depth interview with Mr Duc Su, Vice Director of the Center of Science and Technology Development for Youth, who has over 10 years of experience in student research activities He highlighted that in recent years, student research projects have significantly advanced in both quantity and quality However, public universities tend to be more prominent than private universities, colleges, and institutes, as evidenced by their higher participation and success rates in the prestigious Euréka Award.
Developing seminars on creative thinking and scientific research methods among students in Ho Chi Minh City highlights a significant gap in students' understanding of the importance and benefits of scientific research Many students remain confused about the meaning and advantages of research activities, indicating a lack of awareness Students face challenges such as choosing practical and scientific topics, defining research objectives, developing hypotheses, and designing implementation methods, often due to organizational constraints and limited guidance from schools and faculty Current academic activities do not sufficiently inspire students' passion for research, partly because lecturers' focus on teaching leaves little time for supervision and motivation, resulting in incomplete or low-quality research projects The success of student research relies heavily on individual competence and institutional support, but the absence of recognition and reward policies hampers motivation among both students and lecturers, limiting overall research development.
Prof Thai Van Nam emphasized in an interview that students often find it challenging to develop a passion for scientific research on their own, as this passion is typically fostered through university lectures and extracurricular activities Many students prioritize graduating and entering the workforce quickly, perceiving scientific research as time-consuming and thus reluctant to participate To change this mindset, universities should implement targeted policies that encourage both lecturers and students to engage actively in scientific research activities, thereby cultivating a stronger research culture among students.
Effective supervision in education requires teachers to embody both pull and push roles In the pull approach, teachers guide students by clearly orienting projects and breaking down topics into manageable sub-tasks, ensuring students understand the goals and focus on successfully passing the project Conversely, the push approach involves teachers providing personalized feedback based on their judgment and perspective, encouraging student initiative and individual competencies By balancing these roles, teachers motivate students to engage actively in scientific research and foster a passion for learning Incorporating both pull and push strategies enhances student participation, critical thinking, and overall research skills.
Cause validation
An enormous number of factor that can inspire or impede the research activity
Research productivity is influenced by various factors categorized into demographics, self-knowledge, individual competencies, and work environment According to Chen et al., key factors such as promotion opportunities and financial research support significantly impact research output The study applies Equity Theory and Expectancy Theory to explain individual motivation, with the latter emphasizing that motivation depends on the perceived value of research rewards, the likelihood of achieving these rewards, and the probability of attaining desired outcomes through effort Understanding these motivational factors aims to clarify researchers' behavioral intentions and commitment to conducting research, ultimately enhancing research productivity.
The limitations in students' scientific research activities are primarily influenced by three main factors: school support, faculty support, and student-related limitations These factors collectively impact students' ability to engage effectively in research, with inadequate institutional resources and guidance, limited mentorship from faculty members, and students' own skills and motivation playing significant roles Addressing these areas is crucial to enhance students' research capabilities and overall academic success.
The effective deployment of scientific research activities by schools is crucial in motivating student participation and fostering a research-oriented environment Leadership, such as university deans enthusiastic about research, plays a key role in proposing and organizing these activities at both campus and broader levels, including city or national competitions like the Euréka Award, which relies on coordinated efforts between the Youth Union and scientific management departments However, a significant challenge remains the lack of a robust mechanism for commendation and rewards; according to Bandura, rewards serve as important motivators and inform students about their progress, while Schunk emphasizes that recognition linked to student achievements enhances self-efficacy and persistence in learning efforts.
Receiving rewards signifies progress; however, rewards for task participation do not necessarily reflect actual advancement, as noted by Schunk who identified performance-contingent and task-contingent rewards Recognizing students' efforts in scientific research through formal commendations is essential in motivating participation Implementing a point system that rewards participation and achievement in scientific activities enhances external motivation, encourages increased involvement, and fosters a vibrant research culture within the school Such recognition not only boosts the school's reputation but also inspires other students by showcasing successful examples, creating positive habits and setting a standard for those without ongoing research projects Additionally, learning about peer achievements provides students with valuable insights into their own capabilities, further motivating continued scientific engagement.
Observing others succeed can boost students' confidence and motivation, encouraging them to attempt challenging tasks, while witnessing failure may diminish their self-efficacy and deter effort Schunk's research indicates that observing multiple models is more effective than viewing a single model, as it increases the likelihood that students will see themselves reflected in at least one model, enhancing learning outcomes Additionally, financial support is crucial for the successful implementation of research projects, especially for specialized groups, as expenses for chemicals, laboratory equipment, and repeated experiments can be significant Support from university scientific research funds plays a vital role in fostering increased research activities and enhancing students' practical learning experiences.
Teachers play a crucial role in the learning process, extending beyond simply disseminating information Research emphasizes that a fundamental task for teachers is to actively engage students in learning activities, which is essential for achieving desired educational outcomes.
Instructors play a crucial role in motivating students to participate in scientific research, as students' perceptions, interpretations, and intentions influence their actions (Biggs, 15) When students lack the necessary knowledge and skills, lecturers are responsible for guiding research projects and conveying essential methods and techniques, which requires institutional support through specific policies and mechanisms While faculty members are often required to fulfill lecture quotas, dedicating time to supervise group research projects can enhance educational outcomes, as research participation fosters curiosity and active engagement Since few students naturally show interest in research, lecturers must actively inspire and stimulate their curiosity, especially by breaking down large projects into manageable research areas, thus encouraging student involvement and fostering a research-oriented mindset.
Setting clear and achievable goals for students is essential for supporting their success in scientific research Effective goal-setting enhances motivation and provides direction for students' learning and research activities However, the way goals are established and their nature heavily depend on the lecturer's skills and expertise Previous studies suggest that goal setting is a crucial cognitive process that significantly influences students' motivation and engagement in research activities.
(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 emphasized that the motivational benefits of goals depend on their properties—proximity, specificity, and difficulty Proximal (close-at-hand) goals enhance self-efficacy and motivation more effectively than distant goals, as they make progress easier to gauge and increase motivation through perceived achievement Specific goals, which incorporate clear performance standards, further boost efficacy and motivation by clarifying the effort required and facilitating self-satisfaction Notably, proximal goals are particularly influential for young children, who find it easier to perceive progress toward immediate objectives Overall, setting specific and proximal goals leads to higher motivation and better performance by making progress measurable and providing a sense of accomplishment.
According to Schunk, goal difficulty significantly impacts learner effort, as more challenging tasks require greater effort to achieve When individuals possess the necessary skills, they tend to invest more effort into reaching difficult goals compared to easier ones Although learners may initially doubt their ability to attain such goals, striving toward difficult objectives ultimately enhances their self-efficacy and confidence.
Schunk's later study emphasizes that pursuing easier goals can boost motivation and confidence during the initial stages of skill development However, as skills advance, setting more challenging goals becomes more effective because they provide valuable feedback about one’s true capabilities, leading to greater growth and mastery.
(28) Besides that, allowing students to set goals may enhance goal commitment
Schunk emphasizes that setting personal goals enhances self-efficacy, motivating individuals to achieve their objectives This connection between goal-setting and increased confidence plays a crucial role in personal development and academic success By establishing clear, self-directed goals, learners can boost their belief in their abilities and improve their overall performance.
Providing feedback at each stage of scientific research is crucial for students to evaluate their progress and successfully complete their projects Bandura emphasized that attributional feedback significantly impacts self-efficacy and motivation, with effort-based feedback on prior successes helping students perceive their advancements, sustain motivation, and boost confidence in their learning abilities.
Providing timely feedback is crucial, as early successes indicate high learning ability and can boost motivation Delivering effective feedback on these early achievements enhances overall learning outcomes When students achieve success through substantial effort, feedback should emphasize their hard work to ensure it is perceived as credible and reinforcing.
Schunk emphasizes that effort feedback is particularly credible during the early stages of learning, as students initially need to exert significant effort to succeed As skills improve, students tend to succeed with less effort, making ability feedback more relevant and trustworthy However, prolonged reliance on effort feedback can potentially undermine self-efficacy, as more skilled students may start questioning why they still need to work hard to achieve success.
Periodic assessments of students' skills, efficacy, and interpretations of feedback could yield information about feedback sequences that optimally affect achievement outcomes” (26)
Solution for Solving Problem
School
Effective deployment of academic activities involves coordinated efforts from the School Board down to individual Departments, with clear targets set for faculty members Collaborations between the Student Union, Youth Union, and Department of Science Management organize contests, seminars, and scientific events aimed at inspiring students and fostering a passion for research These initiatives emphasize the importance and benefits of scientific projects, integrating research as a vital part of the learning process Annually, the school hosts seminars on scientific research methods and reviews student research projects at various levels—from faculty and school to city and national competitions—to promote continuous academic development.
U neven research activities in schools
Factors affecting students’ scientific research activities
Limiting in Students' Scientific research activities
Schools that hold awards for scientific research students at the school level tend to produce higher quality projects, resulting in better performance when participating in the Eureka Award For example, institutions such as the University of Economics, University of Science - Vietnam National University, and Ho Chi Minh City University of Technology demonstrate a strong track record of successful student projects, highlighting the positive impact of local recognition programs on scientific research excellence.
Implementing a recognition and reward system for students who achieve prizes at city, national, or international levels is essential to motivate them and encourage broader participation in scientific research Additionally, universities should establish mechanisms to award learning or training credits to students engaged in scientific research projects or those who have earned recognition through awards, fostering a culture of academic excellence and continuous development.
- Mechanisms for Lecturers: Setting out for lecturers that guiding students to conduct scientific research is a criterion for emulation evaluation and classification
Lecturers are permitted to exchange lecture hours when guiding students through scientific research projects, promoting flexibility in teaching schedules Additionally, the school should implement a reward policy to recognize and incentivize lecturers whose students' research topics win national or state awards, encouraging excellence in academic mentorship.
Implementing effective financial policies is essential to foster scientific research activities While funding amounts are not the primary focus, providing appropriate financial support enhances motivation and encourages student participation in research projects Universities should establish a robust funding mechanism for scientific research, ensuring that projects are approved and supported at both faculty and school levels to promote a thriving research environment.
Lectures
Many university and college lecturers today focus primarily on teaching, often neglecting scientific research and international publications This limits their ability to effectively guide students in scientific research, as passion and expertise in research are essential for mentorship Therefore, enhancing lecturers' scientific research capabilities is crucial to improve the quality of student guidance and foster a culture of academic excellence.
- 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 clear, specific, authentic, and achievable goals is crucial for guiding students effectively in their scientific research Educators play a vital role by providing timely feedback, which serves as motivation for students to stay focused and successfully complete their research projects.
Students
Students should recognize that scientific research is an integral part of university education, fostering their academic growth While research is often driven by passion rather than obligation, engaging in school activities, academic competitions, and conferences can ignite their interest Additionally, guidance and inspiration from teachers and peers play a vital role in cultivating a genuine passion for scientific research, enhancing students' educational experience and future career prospects.
Students enhance their individual competencies by acquiring subject knowledge through school coursework and self-study using library resources Participating in forums and academic activities creates a dynamic environment for knowledge exchange, professional development, and continuous learning Engaging in these activities allows students to access new sources of information, improve their expertise, and develop self-discipline Additionally, observing peers' success in academic and scientific forums serves as motivation and provides valuable learning examples to emulate.
Students should develop essential soft skills such as teamwork, interview techniques, and problem-solving abilities through extracurricular activities and specialized professional courses organized by schools These skills are vital for their overall personal and professional growth and can be effectively cultivated through a combination of school-based programs and additional training opportunities.
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Alderman (2004) explores motivation for achievement and discusses effective strategies for teaching and learning His work emphasizes the importance of understanding learners' motivational factors to enhance educational outcomes The book provides insights into designing instructional methods that foster motivation and facilitate academic success This resource is valuable for educators seeking to improve student engagement and achievement across various educational settings.
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
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
13 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
18 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
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
86 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 comprehensive resources for students, including the latest thesis downloads and academic materials Students can access full master's thesis documents to support their research and educational goals The university's website provides convenient links for downloading recent graduate theses, aiding students in their academic pursuits For inquiries and further assistance, students are encouraged to contact via email at vbhtj@gmail.com.
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
Vietnam National University, Hanoi - University of Social Sciences and Humanities 0 0 0 2 5 11
132 University of Information Technology and
135 University of Agriculture and Forestry - Thai
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 146 Institute of Policy and Development in Hanoi offers comprehensive resources for students, including the latest thesis downloads and academic guides Their platform provides access to up-to-date Master's and Bachelor's theses, supporting students in their research and academic success By utilizing these resources, students can enhance their knowledge and achieve their educational goals efficiently.
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?
Hello, my name is Do Thi Ngoc Ha, and I am a student at Hanoi University of Foreign Trade In 2017, I participated in the Euréka Award with a project in the Economic field and was awarded the Consolation Prize, highlighting my academic achievements and dedication to economic research.
Hello, my name is Nguyen Thuy Tien, a student at Vietnam National University Ho Chi Minh City - University of Technology, specializing in Chemical Technology I am passionate about my field and have actively participated in prestigious competitions such as the Euréka Award in 2017, demonstrating my commitment to academic excellence and innovation.
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
Discover comprehensive training and educational resources to enhance your skills and knowledge Download the latest graduation consolation prizes and thesis papers easily from our platform at thyj uyi pl aluan van full Stay updated with recent academic submissions and connect with specialists via email at vbhtj mk gmail.com for expert guidance on master's theses and research projects.
Consolation prize with the Training and Education field project
Hello, my name is Le Kha Han, and I am a student at Vietnam National University Ho Chi Minh City - University of Sciences, majoring in Chemical Technology As a dedicated student in this field, I participated in the prestigious Euréka Award in 2017, highlighting my commitment to academic excellence and innovative research in chemical sciences.
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
Hello, my name is My Duyen, and I am a student at Van Hien University In 2017, I participated in the Euréka Award competition and was awarded the 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
During the first two nights, there is no opportunity for candidates and volunteers in the same field and location to connect or exchange ideas It is hoped that in future events, all participants across different fields will be brought together for collaborative learning and networking, fostering better communication and community building.