Research topic a study on the effect of universities’ emi programs on the ongoing issueof brain drain in vietnam

INTRODUCTION

Rationale and purpose

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This research examines the impact of university programs that use English as the medium of instruction on the brain drain in Vietnam It specifically investigates how varying levels of English exposure among students influence their decisions to migrate for education and residency.

This study aims to explore the differences in the desire and decision to study and live abroad among diverse undergraduate student groups at NEU, focusing on their varying levels of English exposure in the classroom.

Research questions

The research aims at answering the following enquiries:

 Does the increasing appearance of EMI programs in university promote students’ tendency to study abroad?

 Is there any link between increased English usage in the university curricula and an increased rate of brain drain?

 If EMI programs in university worsen the problem of brain drain, what approaches should be done to remedy this situation?

Research methodology

A survey was chosen as the main research method to gather quantitative data, which was subsequently analyzed to address the research questions The survey utilized an online questionnaire for data collection Detailed information regarding the research population, sample selection, and the data collection and analysis processes is provided below.

A total of 158 students from NEU participated in the questionnaire, categorized into three groups based on the extent of English used as the medium of instruction The groups include: (1) students enrolled in the standard program where Vietnamese is the primary medium of instruction (STG), and (2) students in excellent educational programs that incorporate over 30% of content taught in English.

In a study involving 158 respondents, students from advanced educational programs were categorized into three groups: 55 participants were from English (AG) programs, 50 from English (EG) programs, and 53 from Student Training Groups (STG) Notably, over 90% of the content in these programs is delivered in English.

Despite the small sample size relative to the total number of NEU students, it was the most viable option given the limitations of modern research equipment Additionally, the research questions can be effectively addressed by examining this specific sample.

Many universities in Vietnam, such as Hanoi University of Science and Technology, Foreign Trade University, and the Diplomatic Academy of Vietnam, have implemented both Vietnamese-language education programs and English Medium Instruction (EMI) courses Consequently, the findings from the case study of NEU students can be generalized to apply to students at other universities across Vietnam.

The online survey, created using Google Forms, was conducted anonymously and voluntarily It was shared in various class group chats on Messenger, facilitating access for the targeted student demographics Ultimately, a total of 158 responses were gathered.

The questionnaire comprises three sets of nine multiple-choice questions tailored for three distinct participant groups Its primary objective is to gather data on the factors influencing brain drain, specifically focusing on participants' aspirations to study abroad and immigrate to foreign countries Key factors examined include the degree of interest in pursuing education overseas and the desire to relocate internationally.

1 Read the description of education programs at the official website of Hanoi University of Science and Technology’s: https://ts.hust.edu.vn/training-cate/nganh-dao-tao-dai-hoc

2 Read the description of education programs at the official website of Foreign Trade University: https://ftu.edu.vn/%C4%91%C3%A0o-t%E1%BA%A1o/%C4%91%C3%A0o-t%E1%BA%A1o-%C4%91%E1%BA

%A1i-h%E1%BB%8Dc-h%E1%BB%87-ch%C3%ADnh-quy/ch%C6%B0%C6%A1ng-tr%C3%ACnh-

I don't know!

Data analysis involved calculating responses through percentage metrics, with results illustrated in various graphs Unique traits were identified and examined to uncover trends related to studying abroad and the inclination toward international migration or immigration intentions.

Report organization

The research report consists of four main parts, which are: Research proposal, Literature review, Data analysis, and Conclusion In detail:

First, the research proposal provides information about research background, the study’s rational, purpose and objectives, and the research methodology.

The literature review examines previous research findings on brain drain, specifically focusing on the situation in Vietnam, the growing trend of studying abroad among Vietnamese students, and the correlation between university programs that enhance English proficiency and students' decisions to pursue education overseas.

Third, the data analysis focuses on interpreting quantitative data to draw possible conclusions on research questions.

Finally, the conclusion first summarizes the answers to research questions and then points out any limitations of the research

LITERATURE REVIEW

The brain drain phenomenon

2.1.1 Origin of the term and its definition

International emigration has historically influenced population distribution, but the notable movement of skilled researchers to the United States and Canada, termed "brain drain," emerged in the 1950s and 1960s, a term popularized by the Royal Society Various scholars have explored different facets of brain drain in their research, contributing to its multifaceted definition.

1033 ]; [ CITATION Kwo82 \l 1033 ]; [ CITATION Ayt19 \l 1033 ] Basically, brain drain is indicated to refer to the large–scale international skilled emigration or be terminologically known as human capital flight [ CITATION Tra22 \l

1033 ] It occurs when a huge number of highly skilled inhabitants migrate from their home countries (sending countries) to foreign countries (immigration countries) due to various incentives

2.1.2 The determinants of the brain drain

Highly skilled human capital is essential for economic development, and countries with high rates of intellectual emigration often suffer negative effects from brain drain Researchers have explored both micro and macro factors to identify which nations are most vulnerable to this phenomenon.

The micro factors driving brain drain are closely associated with the desire of highly skilled individuals to improve their quality of life This pursuit is significantly influenced by the availability of both short-term and long-term job opportunities, as well as the potential for income growth.

Gibson and colleagues (2011) examined the factors influencing brain drain in New Zealand, Tonga, and Papua New Guinea, finding that political conditions have a minimal effect on the emigration of skilled workers in these small Pacific nations.

Researchers have utilized the empirical database on global brain drain created by Docquier & Marfouk (2006) to analyze macro determinants of this phenomenon This dataset highlights the loss of highly educated individuals across various countries, regardless of their population size, income level, or geographic location It was developed using emigration rates and the proportion of skilled emigrants within the labor forces of both sending and receiving nations Subsequent studies have indicated that factors such as country size, development level, and the choice of migration destinations significantly influence brain drain Notably, small developing nations with populations under 1.5 million are particularly susceptible to this issue However, our research focuses on brain drain in Vietnam, a large low-income country Additionally, government policies aimed at attracting skilled workers play a crucial role in explaining the variations in brain drain rates among different countries.

The destination country for skilled emigrants significantly influences the intensity of brain drain experienced by the sending country, as this is largely determined by the effectiveness of the receiving country's policies aimed at enhancing skilled human capital.

2022), brain drain is stated to be a possible risk for all countries worldwide The

4 In (Docquier & Marfouk, International migration by education attainment,

2006), countries whose population stock is below 2.5 million are defined as small countries

According to Docquier & Marfouk (2006), Vietnam is categorized as a large, low-income nation, highlighting the critical role of effective human capital policies in mitigating brain drain The authors suggest that if Vietnamese governors fail to implement competitive policies to attract highly educated workers, the negative impacts of brain drain could be exacerbated Thus, government strategies aimed at retaining and attracting skilled professionals are essential for addressing this issue.

Human capital flight in Vietnam

2.2.1 Quantitative evidence for the issue of brain drain in Vietnam According to records from theglobaleconomy.com, Vietnam is rated 108th in the world for brain drain out of 177 countries While most elite intellectuals educated overseas have no desire to return home, many Vietnamese are looking for opportunities to advance their careers as well as education abroad, contributing to the country's growing brain drain phenomenon Scientists have studied the phenomenon of brain drain for the last 50 years; recently, this field of study has expanded, and the problem is being studied in a variety of fields A journal written by [CITATION Tuy14 \l 1033 ] concluded some figures about the migration related to brain drain In 2005, the number of Vietnamese students going overseas to study was 25000, and within 7 years, the figure reached

In recent years, the number of overseas students has surged to 100,000, a fourfold increase, with over 90 percent opting to pay tuition fees without scholarships This trend highlights the concerning risk of brain drain, as illustrated by the Human Flight and Brain Drain Index, which measures the financial implications of human displacement for political or economic reasons and its potential impact on national growth A decrease in the index indicates improvements in Vietnam's brain drain situation, with the Fragile States Index ranking the country 114th in overall fragility in 2021 Despite these positive developments, the future stability of the situation remains uncertain, and there are no guarantees that the country will maintain its progress or find effective solutions to address the issue.

2.2.2 The main academic reason and government's current solution to the phenomena of brain drain

Brain drain in the academic field can be exemplified by two categories of students studying abroad The first category includes self-financed students, researchers, and university professors, as well as those receiving state scholarships or foreign assistance The second category consists of researchers from state agencies and university graduates employed in local foreign institutions.

Vietnam faces significant challenges with academic migration, contributing to internal brain drain In response, the government is actively seeking solutions to retain talent, emphasizing the need for policies that address this outflow To enhance international integration, Vietnam is reforming university entry procedures, improving academic environments, and upgrading faculty qualifications Additionally, the introduction of international partnerships, highlighted by Australia's RMIT University opening a campus in Vietnam, aims to enrich curriculum design and research opportunities for students.

Since 2003, higher education in Vietnam has experienced significant changes, with institutions like the National Economics University and La Trobe University, Hanoi University and Troy International University, as well as FPT University and Greenwich University of England forming partnerships with various foreign universities These collaborations may reduce the number of Vietnamese students pursuing education abroad while simultaneously drawing international students and researchers to Vietnam.

The trend of studying abroad of students in developing countries and

In recent years, there has been a significant increase in the number of Vietnamese students studying abroad, with 190,000 citizens enrolled overseas in 2021, up from 120,000 in 2015, reflecting an annual growth of approximately 10,000 students Vietnam ranks 8th globally for international students, with many foreign embassies noting it as one of the top five sources of foreign students in countries like the US and Australia Despite concerns about the Vietnamese education system and potential brain drain, overseas Vietnamese students demonstrate a strong sense of patriotism, and Vietnam is not listed among countries facing severe brain drain issues In fact, countries like China and India, despite having the highest numbers of mobile students, exhibit lower indices of human capital flight compared to Vietnam.

The Chinese government has long promoted attractive scholarships for financially disadvantaged students, providing special support for top performers Over a century ago, China began sending students abroad to acquire knowledge for national development Even before the establishment of the People's Republic of China, many sought education overseas Following its founding, the government sent scholars to the Soviet Union and other communist countries to learn advanced science and technology In the 1960s, policy shifts in response to global politics led to changes in the study abroad approach A significant turning point occurred in 1978 when Deng Xiaoping expanded opportunities for students to study overseas, resulting in a gradual increase in numbers that surged dramatically by 2001.

Countries like India, Indonesia, and Malaysia, similar to Vietnam and China, are developing nations where individuals seek improved job opportunities and living conditions As students pursue advanced education, many are inclined to study abroad While not all emigrating students lead to a loss of human capital, the phenomenon of brain drain remains an unavoidable reality.

2.4 The relationship between EMI programs and students’ increased preference for studying abroad

While research on the connection between promoting foreign language studies in academic settings and students' desire to live abroad is limited, existing studies suggest that this trend does exist, albeit possibly on a small scale As noted in a 2010 study by [CITATION Gib111 \l 1033], capable students often choose foreign language and cultural courses over specialized education to enhance their competitiveness for jobs overseas Therefore, integrating these courses into standard curricula may inadvertently contribute to the brain drain phenomenon, as students are increasingly encouraged to leverage their skills in more developed countries.

Despite the limited research on the connection between the increased use of English in academic teaching and brain drain, several studies indicate the importance of exploring this relationship in the context of Vietnam.

Vietnam ranks eighth globally in the number of students studying abroad, reflecting a significant trend of international educational emigration common in developing countries (Trang, 2022) This phenomenon can be further understood through various analytical frameworks.

Research indicates that perceptions of the educational environment, cultural dynamics, political climate, and lifestyle of host countries significantly influence the decision to study abroad, particularly among Vietnamese students enrolled in English Medium Instruction (EMI) programs This pull factor is especially relevant, as many lecturers in these programs have international study experience, enhancing the appeal of pursuing education overseas.

Brain drain, as highlighted by Trang (2022), is a significant outcome of international migration, particularly evident in developing nations like Vietnam, where a growing number of students pursue educational opportunities abroad According to the Department of International Cooperation, Ministry of Education and Training, the UK, US, and Australia emerge as the most sought-after destinations for Vietnamese international students This trend contributes to the brain drain issue in Vietnam, as the selection of host countries directly influences the extent of this phenomenon (Docquier & Marfouk, 2006) Various factors shape the choice of these host countries, as noted by previous research.

Despite limited research on the influence of English Medium Instruction (EMI) programs on educational migration and international immigration among students, the case of Vietnam highlights the importance of this connection Our study aims to explore the preferences of Vietnamese students for studying abroad, offering valuable insights into how EMI programs may impact the brain drain phenomenon in the country.

The relationship between English-prioritized curriculum and students’

3.1 The relationship between NEU students’ trend of studying abroad and the degree of English usage in their educational program

This research investigates the study abroad trends among three student groups at NEU, focusing on their desire to study overseas, the educational period when this aspiration began, and their preferred destination countries.

3.1.1 The percentage of students who want to study abroad

Table 3-1 The percentage of students who have desire to study abroad

Level of wanting to study abroad (%)

To prefer foreign educational environment to Vietnamese one (%)

Yes No Foreign VN The same

A significant disparity exists among the three NEU participant groups regarding the desire to study abroad, with over 67% of students from the AG group expressing this interest In contrast, only 48% of EG participants and 41.5% of STG participants share the same aspiration, highlighting the varying levels of enthusiasm for international study opportunities among these groups.

DATA ANALYSES AND FINDINGS

Students’ preference for educational environments

Figure 3-1 Students' prefered destinations for education

The diagrams indicate that both AG and EG groups show a higher number of individuals intending to study abroad compared to those who do not This trend suggests that the decision to pursue education in a foreign country may not be significantly influenced by English proficiency.

Foreign non English- spoken countries

Foreign non English- speaking countries

Log in each group all have “English-speaking countries” as the largest population This data has pointed out to what extent students have been affected by English.

The preferred destinations for immigration among different groups of student

The evidence presented does not definitively establish that the rise in English proficiency is a primary cause of the brain drain phenomenon in Vietnam However, data indicating the percentage of individuals expressing a desire to emigrate suggests that increased English usage may be a contributing factor to this trend.

Figure 3-2 The percentage of respondents who plan to live in foreign countries

Recent statistics reveal that a significant number of students plan to settle abroad, indicating a strong inclination to migrate Notably, students from the AG and EG groups represent the highest percentages of intended migration at 49.1% and 40%, respectively, while those in the standard program account for 22.6% This trend suggests that an increased emphasis on English in students' curricula correlates with a greater likelihood of choosing to immigrate These findings support the theory that "increased English leads to brain drain in Vietnam."

Figure 3-3 The percentage of students who want to live abroad

Data on immigration preferences reveal that a higher percentage of respondents express a desire to live abroad compared to those intending to settle in other countries Specifically, 52.7% of AG respondents prefer international settlement, while only 49.1% plan to live overseas This indicates a notable gap between the desire for migration and the actual intention to relocate.

A study revealed that college students showed a significant preference for an international lifestyle, with 42% indicating a preference and 40% expressing intention to pursue it In contrast, students affiliated with specific study programs related to foreign languages and cultures demonstrated lower percentages, with 24.5% for preference and 22.6% for intention This suggests that, despite the academic focus, students generally prioritize their preference for an international lifestyle over their actual intention to engage in it.

The perception of financial background as a significant factor in choosing to study and live abroad is evident among students from all three groups, as shown in Figure 4 Despite initial assumptions, it is crucial to consider the impact of a student's financial situation on their academic and career choices The majority of respondents across these groups acknowledge that financial circumstances play a vital role in their decision-making process regarding international education and living arrangements.

The rise of English as a medium of instruction in university curricula significantly influences students' aspirations to study and live abroad However, this correlation highlights that while exposure to English enhances students' preferences, it does not fully dictate their actual intentions to pursue education and life overseas.

The growing emphasis on English in university curricula correlates with the rising number of international students and immigrants, highlighting a significant factor contributing to the brain drain phenomenon.

Figure 3-4 The percentage of students who regard financial background as an influencing factor for decision of studying and living abroad

Findings and solutions

Based on all above analyses, several findings on the relationship between the how much English is used in class and brain drain issue

Research indicates that many students in EMI programs aspire to study or live abroad, particularly in English-speaking countries, which are favored for their superior educational systems and job prospects Students accustomed to using English in the classroom are more inclined to choose these destinations However, programs with only 40% English instruction show similar outcomes to traditional programs, suggesting that the content is not significantly different This highlights how the degree of English used in the learning environment influences students' decisions to study and settle in English-speaking countries, while also raising concerns about the brain drain phenomenon linked to increased English usage in university curricula.

Analysis of the collected responses reveals a clear connection between the rigor of foreign language studies and the expected competence of students, highlighting their impact on the propensity to contribute to the brain drain phenomenon by seeking employment abroad.

CONCLUSIONS

Research indicates that the growing prevalence of English Medium Instruction (EMI) programs in Vietnamese universities may exacerbate human capital flight by increasing the number of international students and immigrants Students enrolled in EMI programs are more likely to pursue education abroad and consider immigration However, it's important to note that exposure to English is not the sole factor influencing students' decisions to study or migrate internationally; financial background also plays a significant role in these choices.

Integrating excessive English into university curricula may contribute to brain drain, despite English serving as a valuable tool for accessing global knowledge To address this issue, it is essential to reconsider the role of English in Vietnamese education A practical solution is to diminish the emphasis on English in higher education, particularly by making it non-mandatory in high school This approach has already been implemented in Vietnam, offering a potential pathway to mitigate the negative consequences associated with English language requirements.

The recent educational policy for 10th grade students in Vietnam aims to adjust English comprehension expectations while enhancing other academic subjects, aligning education with specific career paths rather than a singular future destination This initiative is anticipated to impact the next generation of high school students, potentially leading to English becoming optional in the Vietnamese under-university system While it remains uncertain if this shift will benefit students, there is concern that it may diminish the role of English in education, resulting in fewer university programs utilizing English as the primary language for academic purposes.

The phenomenon of brain drain in Vietnam highlights the need for educational reform To address this issue, curriculum developers should analyze programs from prestigious foreign universities to identify beneficial practices that can be integrated into local curricula By enhancing the use of English as the primary language for academic purposes and aligning educational offerings with international standards, universities can increase student interest in domestic programs, ultimately encouraging them to pursue their studies in Vietnam rather than abroad.

This study is reportedly the first to address a topic with limited prior research However, its findings should be approached with caution due to the small sample size and the absence of analysis regarding other factors in English Medium Instruction (EMI) programs that may influence students' choices to study and immigrate abroad.

Future research should investigate how various characteristics of English Medium Instruction (EMI) programs impact students' decisions regarding their educational and living destinations This exploration could enhance our understanding of the influence of EMI programs on students and address broader issues such as brain drain in different countries.

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The survey’s questionnaire The questionnaire includes 3 sets of questions for 3 student groups, in detail:

1 Which educational environment do you prefer, Vietnamese one or foreign one? o Foreign educational environment o Vietnamese educational environment o The same

The desire to study abroad can emerge at various stages of education, whether during primary school, secondary or high school, or even as a university student Some individuals may find that they do not have a desire to pursue studies overseas at all.

3 Which is your destination country for education? o English-speaking countries (the USA, the UK, Canada,

Australia, ) o Foreign non-speaking countries (Japan, China, Korea, …) o Vietnam

4 Do you regard financial background as an influencing factor for your decision of studying overseas? o Yes o No

5 Do you think that your decision to study abroad changes if you were more exposed to English in school syllabus? o Yes o No

6 Do you think being fluent in English is one of the mandatory requirements to be successful in career? o Yes

7 Do you think that there are more career development opportunities in foreign countries than that in Vietnam? o Yes o No

8 Do you want to immigrate to a foreign country? o Yes o No

9 Do you have intention to live and work in a foreign country? o Yes o No

The desire to study abroad can emerge at various stages of education, whether during primary school, secondary/high school, or university Some individuals may find themselves inspired to pursue international studies early on, while others may develop this aspiration later in their academic journey Conversely, there are those who do not feel a desire to study abroad at all.

3 Which is your destination country for education? o English-speaking countries (the USA, the UK, Canada,

Australia, ) o Foreign non-speaking countries (Japan, China, Korea, …) o Vietnam

4 Do you regard financial background as an influencing factor for your decision of studying overseas? o Yes o No

5 Do you think that your decision to study abroad changes if you were more or less exposed to English in school syllabus? o Yes o No

6 Do you think being fluent in English is one of the mandatory requirements to be successful in career? o Yes o No

7 Do you think that there are more career development opportunities in foreign countries than that in Vietnam? o Yes o No

8 Do you want to immigrate to a foreign country? o Yes o No

9 Do you have intention to live and work in a foreign country? o Yes o No

The desire to study abroad can emerge at various stages of education, whether during primary school, secondary or high school, or even as a university student Some individuals may find that they do not have the desire to pursue studies overseas at all.

3 Which is your destination country for education?

Tiêu đề	A study on the effect of universities’ emi programs on the ongoing issue of brain drain in Vietnam
Tác giả	Hồ Hải Phong, Nguyễn Việt Anh, Trịnh Hà Phương, Trần Phạm Cẩm Tú
Người hướng dẫn	Ph.D Nguyễn Thị Thanh Huyền
Trường học	National Economics University
Thể loại	Luận văn
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	31
Dung lượng	2,96 MB