Factors affecting scientific research activities of students case study of euréka student science research award

UNIVERSITY OF ECONOMICS HO CHI MINH CITYInternational School of Business ---Nguyen Thi Ai Truc FACTORS AFFECTING SCIENTIFIC RESEARCH ACTIVITIES OF STUDENTS.. UNIVERSITY OF ECONOMICS HO

UNIVERSITY OF ECONOMICS HO CHI MINH CITY

International School of Business

-Nguyen Thi Ai Truc

FACTORS AFFECTING SCIENTIFIC RESEARCH ACTIVITIES

OF STUDENTS CASE STUDY OF "EURÉKA STUDENT SCIENCE

RESEARCH AWARD"

MASTER OF BUSINESS ADMINISTRATION

UNIVERSITY OF ECONOMICS HO CHI MINH CITY

International School of Business

-Nguyen Thi Ai Truc

FACTORS AFFECTING SCIENTIFIC RESEARCH ACTIVITIES

OF STUDENTS CASE STUDY OF "EURÉKA STUDENT SCIENCE

RESEARCH AWARD"

MASTER OF BUSINESS ADMINISTRATION

SUPERVISOR: PROF TRAN HA MINH QUAN

APPENDIX SUPERVISOR’S REPORT ON THE FINAL THESIS SUBMITTED

FOR THE DEGREE OF MASTER of BUSINESS ADMINISTRATION

Final thesis title: FACTORS AFFECTING SCIENTIFIC

RESEARCH ACTIVITIES OF STUDENTS CASE STUDY OF

"EURÉKA STUDENT SCIENCE RESEARCH AWARD"

Student name: Nguyen Thi Ai Truc

1 General comments:

„ Remarks on the student’s attitude:

„ Remarks on the assignment’s academic quality:

2 Overall assessment:

„ Meet requirement for submitting

„ Not meet requirement for submitting

Executive summary 4

1 Introduction 5

1.1 Center of Science and Technology development for Youth 5

1.2 Euréka Student Scientific Research Award 5

1.3 Problem Finding Process 6

1.4 Symptom 7

2 Problem justification 10

2.1 Initial Identification of Problem 10

2.2 The Existence problem 14

2.3 Cause validation 16

2.4 Final Cause-Effect Map 22

3 Solution for Solving Problem 22

3.1 School 22

3.2 Lectures 23

3.3 Students 24

Appendix 28

Executive summary

This thesis examines the factors affecting students' scientific research activities at universities in Ho Chi Minh City The topic is made based on data from the Euréka Scientific Research Student Award With the criterion of the award is to promote the scientific research movement of students, the award has been gathered by nearly 50 ofuniversities, colleges and institutes in Ho Chi Minh City However, the level of participation of many schools is limited This study will explore the factors affecting students' scientific research activities at universities in Ho Chi Minh City, thereby proposing solutions to promote this activity in universities which limited

1 Introduction

1.1 Center of Science and Technology development for Youth

Center of Science and Technology development for Youth (known as TST) is a

unit directly under Ho Chi Minh City Communist Youth Union TST was found in

August 03th 1989 by People's Committee of Ho Chi Minh City Our mission are

mobilize and promote the movement of scientific and technical activities and creativecapacity of the youth There are several programs that Center being as organizer such

as Euréka Student Scientific Research Prize, International Students Science Forum, etc

1.2 Euréka Student Scientific Research Award

Student Scientific Research Award (known as Euréka Award) is the national wide prize for scientific research and creativity of students from universities and colleges Itwas established in 1999 and fasten become the only prize of Youth Union for student who have passion in term of scientific research

Table 1 Euréka Award data from 1999 to 2019

Euréka award data from 1999 to 2019

2263

2069 1758

Number of Subjects Number of Schools Number of participants

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,

colleges and institutes in the direction of development, with the high scale and quality

of research works Besides that, the prize contribute to improving the quality of training, encouraging students to develop 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 table 1 illustrate that Euréka Award is develop in terms of the number of participating schools as well as the number of topics From the beginning until 2014,Euréka Award organized only in Ho Chi Minh City The award officially deployed widely in 2015 in the southern region and expanded nationwide 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

1.3 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

representatives of participating schools, and science council’s members

- Conducting the survey for contestants and representatives of

participating schools

- Reviewing literature related to problem

problem

1.4 Symptom

I used the result from the survey that TST conduct on December 2017 (see

appendix B) and also conducted depth interview with two students, who are contestantEuréka Award in 2017 and received the First prize and the Third Prize (see appendix

G and H) I used finding from the survey and depth interview to create questionnaire (see appendix I) for participants who took part in Euréka Award The purpose for this action is to have an overview and find out the symptoms I collected data for this research through email survey in the early of September 2018 by sent for about 500 contestants and received 100 responses The result illustrated that only seven

respondents know about Euréka Award through website and 60% of participants knowabout the Euréka Award by school deployment The application of social media in implementing prize information is limited The information about Euréka Awards is directly transmitted in the form of issuing documents and announcements from Ho ChiMinh City Youth Union to the School Youth Union This shows that the access to Prize’s information of the student depends heavily on the implementation of the school

In addition, I created depth interviews with two employees, who have been

working in the center over 6 years The interview guide (see appendix C) was about evaluation of the Euréka Award from 2014 to 2019, especially to explored the reason why the number of project in 2016 is dramatically decrease although the Prize was expanded national wide at that time They believed that the expansion is quite fast, andthe Euréka Award’s awareness is still low and lack of widespread The schools play animportant role in term of encouraging student take part in research activities;

especially participate in Euréka Student Scientific Research Award

Table 2 Proportion of top 4th university dominate Euréka award

Ho Chi Minh City Open University (d) 46 56 35 46 54 37

Ho Chi Minh city’ Number of projects 517 608 466 593 687 649(2)

Proportion (3)=(1)/(2)*100% 42% 40% 39% 45% 46% 40%

Source: Euréka Award’s announcement from 2014 to 2019

The Statistics of the number of projects involved Euréka Award from 2014 to 2019(appendix A) showed that there are four universities included Ho Chi Minh City University off Technology, Vietnam National University Ho Chi Minh City –

University of Sciences, Vietnam National University Ho Chi Minh City – University

of Technology , Ho Chi Minh City Open University dominated the prize The total number of projects participating in awards from these four universities is high in Ho Chi Minh City, accounting for over 40% This means that the total number of projects for the remaining 44 schools is only 60% The development of students' scientific research movement is uneven across schools in Ho Chi Minh City

Table 3 The number of school have low performance

The number of schools

the average

Source: Euréka Award’s announcement from 2014 to 2019

The table 3 above illustrations that the average number of project in each schoolparticipating in the Euréka award is 13 projects in 2019 However, that up to 33

schools (accounting for 67%) have a lower number of projects less than 13 projects.Most school have low performance in term of participating the Euréka Award

2 Problem justification

Part 1 presented background information about the Euréka Student Science

Research Prize as well as how to find symptoms Part 2 will describe the use in-depthinterview and literature review to find potential problems causes of this symptom, which includes identification problems, problem exist, and problem importance

2.1 Initial Identification of Problem

In order to find the problems for the symptom, the in-depth interviews were

conducted with several characters that may be symptom related from inside and

outside The informants ‘profiles be listed as below:

- Mrs Vo The Hanh, Chief of Office and Accountant of Center of Science andTechnology 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,

- Nguyen Thanh An, candidate participated in Euréka Award in 2017, student atVietnam National University Ho Chi Minh City - University of Sciences, the First place in 2017 Euréka Award with the project belong to Information Technology filed

- The report of the 20th years Euréka Student Scientific Research Award

Seminar

To be find out the causes of symptom, the study gather several results from the interviewees Ms Tu Trinh admitted that the trend of credit training and graduation exam is a reason that lead students just concentrated on leaning to complete and

disregard science research activities This creates many obstacles in encouraging students participate in research activities at the school That also lead to the quantity and quality of research is low Besides, the deployment of prize information depends heavily on the direct relationship with the Science Department and Youth Union of theschools TST cannot control does the Science Department or Youth Union of School deployed the information to students, who actually concern about doing Science Research Therefore, the Schools play an important role to support and encourage student do research

Both of Ms Tu Trinh and Mrs The Hanh agreed that TST still apply ineffective communication method to spread out the prize information, such as sending

announcements by mail, poster, banner, telephone However, Mrs The Hanh notice that media is only a small part of the impact on students’ awareness The lack of instructed by supervisors is a difficulty for student to undertake science research Besides that, according to Mrs The Hanh, the council’s evaluation the quality of projects is stable There are several filed did not have The First Prize as well as The Special Prize As an accountant of TST, Mrs The Hanh believe the media budget is quite low, and cannot meet the demand of the prize communication and the

employees do not have breakthrough in communication

Mr Thanh Luan admit that the communication budget is not enough for apply communication methods Although External Communications and Science

Technology Services Department efforts to find sponsorship to ensure communication budget However, it is not easy to meet sponsors demand because they demand

benefits and images to appear more Sponsors refer to sponsoring television programs, gameshow, entertainment area or environmental protection activities They mostly do not like to fund social or educational activities Donors desire to have images on television, newspapers, etc The current sponsorship benefit do not meet the demand ofsponsors This led to sponsors sponsoring the Euréka Award but only for a year and could not maintain in the long term

In term of being supervisor, who guide many student, Prof Thai Van Nam admitted that implementation of scientific research is limited for the young today The students tend to learn quickly to graduate and go to work Many students think that scientific research takes them time, influencing their study, and they are willing to refuse to

participate In addition, financial deficits are also one of the causes, especially for some areas where experiments are required Moreover, Prof Thai Van Nam believe that

supervisors play two roles in two metaphors, which are pull and push In the image of pull, the teacher plays the role of orienting the project to students The teacher based on the topics and projects that he is implementing and then divided into sub-topics for

students to implement The goals were clear and the main task was student pass it In this case, the teacher required having a research project but otherwise it would be very

difficult for the student to do it In the image of push, teachers provide feedback based on their individual perspective, vision, judgment, and how the implementation is based on student choice Students need to have an idea as well as individual competencies Further,the school’s support encouraging student in scientific research In the same view as Prof Thai Van Nam, Ms Tram also said that scientific research need a large amount of money

to implement while the school still has limitation in financial support Most of the fundingfor the project is from themselves Besides that, students’ awareness about doing research still low and they think that doing scientific research is take time and influence to their study result

In term of contestant, Huynh Tan Long, who win the Third place in 2017 Euréka Award with the project belong to Urban Planning – Architecture – Construction filed admitted the meaningful of participate Euréka Award are having in-depth study of

subject, ability to work independently and work in groups, acquire more knowledge In addition, instructive guidance of instructor is a great motivation for him to participate Euréka Award as well as complete the project Having different thought about Euréka Award’s benefit, Nguyen Thanh An, who win the First place in 2017 Euréka Award with the project belong to Information Technology filed, learned a great deal about the

development and operation of real-world project, applying and exploring the value of theoretical research However, Nguyen Thanh An also faced obstacles, which are balance and ensure the progress of work in a limited of time and work 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:

Schoolsupports

Limiting the ability ofscientific research

Lack of doing research’sbenefit awareness

StudentLow self-efficacy

limitations

Lack of self – researchfunding and time

Low performance

at some school

Symptom

Figure 1 Initial Cause - Effect Map

2.2 The Existence problem

The figure 1 summarizes the results of interviews with subjects such as senior staff,instructors, students, and university science management personnel It is a general picture of the factors leading to limited scientific research activities of universities leading to uneven research activities in schools

Scientific research is an essential activity in the learning process of students Thereare several evidence prove that the scientific research activities play an important role contribute to quality academic result for student Based on the Decision No.08/2000/QD-BGDDT of March 30th, 2000 of the Minister of Education and Training, which isenclosed with the Regulation on scientific studies of students in universities and colleges, indicates that the purpose of scientific research for student is contributed to improving the quality of training, access to and application of scientific research methods, solving some problems of science and practice (16) With the same point of view, “Research is a systematic and methodical process of inquiry and investigation with a view of increasing knowledge As far as the nature of research is concerned, the above definition tells us that researchers need to use appropriate methods for collecting and analyzing research data, and that they need to apply them rigorously The general purpose of academic research is to investigate a research question with a view to generating knowledge A research project offers both undergraduate and postgraduate students an opportunity to identify and select a research problem and investigate it independently under the guidance of a supervisor” (17) Besides that, this research also define the research benefit is that contribute to develop skill for student, such as “to review and synthesize existing knowledge; to investigate some existing situation or problem; to provide solutions to a problem; to explore and

analyze more general issues; to construct or create a new procedure or system; to explain a new phenomenon; to generate new knowledge; a combination of any of the above” (17) In the other study emphasizes that university research is “the production

of disciplinary knowledge and the importance of university recognition” (18)

Although all schools recognize that scientific research is important, not all schools areinterested and promote this activity Differences in the implementation, organization, mechanism, and policy of research activities among universities create

this gap, typically can be seen through the number of annual scientific

research projects attended in the Eureka Award (appendix A)

Underwent in-depth interview with Mr Duc Su, who is Vice Director of Center of Science and Technology development for Youth and have over 10 years associated with the research activities of students, clarified many point of views In the recent year, student research activity has develop in term of quantity and quality However, some public universities are more prominent than private universities as well as

colleges and institutes This is partially visible through participation in Euréka Award

In addition, through the process of developing a seminar on creative thinking and scientific research methods at schools in the HCMC area, Students' perceptions of scientific research activities are necessary However, when asked about the meaning and benefits of this, the students were still confused This shows that the majority of students are not fully aware of the meaning and benefits of scientific research When asked about the difficulties in implementing the topic, he received answers like “how

to choose a topic that is both scientific and practical, select topics, determine research purposes, build scientific hypotheses and implementation methods, etc.” The cognitivelimitations of students' scientific research skills are thought to come from

organizational constraints, orientation, and education from schools and faculty The academic activities of the school are not enough to stimulate students' passion for research Besides, lecturers spend a lot of time on teaching, so the attention,

monitoring and urging in the process of guiding students to implement the topic are limited As a result, some students dropped out halfway through, or the project was completed but the quality was not high The implementation of research projects depends a lot on student competence as well as support from school and lecture The lack of commendation and reward policies also leads to limitations of both lecturers and students

In addition, in the interview of Prof Thai Van Nam, he acknowledged that it would be impossible for students to do scientific research or to be passionate about theactivity themselves Students' passion for scientific research is stimulated and nurturedthrough the great fire transmitted from the lectures and university’s movement

activities The students tend to learn quickly to graduate and go to work Many

students think that scientific research takes them time, influencing their study, and theyare willing to refuse to participate In order to change students' awareness of the

implementation of scientific research projects, the university needs to have specific policies to encourage lecturers and students in scientific research activities

Supervisors need to show well into two roles, which are pull and push In the image of pull, the teacher plays the role of orienting the project to students The teacher based

on the topics and projects that he is implementing and then divided into sub-topics for students to implement The goals were clear and the main task was student pass it In this case, the teacher required having a research project but otherwise it would be very difficult for the student to do it In the image of push, teachers provide feedback based

on their individual perspective, vision, judgment, and how the implementation is based

on student choice Students need to have an idea as well as individual competencies Inthis way, students will be motivated to participate in scientific research activities and

to enhance this passion

2.3 Cause validation

An enormous number of factor that can inspire or impede the research activity Those factors can be divided into several group such as demographics, self-knowledgeand individual competencies, work environment (10) According to Chen et al., the research pointed out factors influencing research productivity such as promotion, financial research support This study also applied two theories to explain individual motivation, which are Equity theory (11) and Expectancy theory (12) The Expectancytheory explained human behavior base on the attractiveness of research rewards, such

as “the values of the rewards from the outcomes, the likelihood that rewards will resultfrom these outcomes, and the likelihood of attaining these outcome through their actions and efforts” The research objectives is to clearly understanding about

behavioral intention or motivation of dedication to do research (13)

Referring to the factors that cause limitations in students' scientific research

activities, the initial cause – effect map has classified into three main difference groupsincluding school support, faculty support, and student’s limitation

- School supports

o Limited in deployment of school: The deployment of scientific research activities by schools plays an important role in encouraging students to participate In term of personnel, the Dean of the University, who enthusiastic about scientific

research, will propose and organize activities for students Beside to organizing research activities at the school, implementing research activities at the city or countrylevel is necessary For example, the Euréka award applies the method of deploying information in documents through Youth Union system so to ensure that award

information is delivered to students, there is a need for coordination between the organizers and the school, which is directly Department of Scientific Management and School’s Youth Union

o Lack of mechanism of commendation and reward: According to

Bandura, rewards are informative and motivating (20) The study of Schunk

mentioned, “As students work at tasks, they learn which actions lead to success and which to failure Such information guides actions Anticipation of desirable outcomes motivates students to persist Rewards enhance efficacy when they are linked with a student's accomplishments and convey that the student has guide progress in learning Receipt of the reward also symbolizes progress Rewards offered for task participation

do not convey the same type of progress information.” In that study, Schunk declare two kind of reward, which are performance-contingent reward and task-contingent reward (26) In recognition of efforts to participate in scientific research, mechanism

of commendation are necessary In addition, the organization of scientific research activities at the school is essential and there should be a mechanism to add points in studying process if students participate in or achieve high awards in scientific researchactivities This is not only an external motivation to encourage more students to participate but also creates a thriving scientific research movement As a result, the school's popularity and reputation were enhanced In addition, the commendation alsospreads the passion and inspires other students through typical examples Promoting the scientific research movement at the school and praising students with good

achievements also creates habits and is a good example for students who do not have scientific research projects to study and follow Students get a lot of information abouttheir abilities from knowledge about how others perform Schunk found that

“Observing others succeed can convey to observers that they too are capable and can

motivate them to attempt the task Conversely, observed failures may lower students' sense of efficacy and dissuade them from working on the task” (28) Schunk tested on student and stated “observing multiple models is better than observing a single model because it increases the likelihood that students will view themselves similar to at leastone model” (37).

o Financial support: Funding for the implementation of the project is

essential, especially for the natural specialized group, when the funding for the purchase

of chemicals and laboratory equipment accounts for a large proportion Some experimentsare done if the results are not good and need to be done many times, this expense is more Therefore, the support from the university's scientific research funds is an effective solution to promote increased research activities of students

- Faculty supports

The teacher place an important role in learning process of student and not just do dissemination of information The research also emphasize the fundamental task for teacher is engage student in learning activities in order to achieve the outcomes (14) Base on above statement, Biggs aimed, “What the student does depends on what the student perceives, interprets, and intends to do” (15) Therefore, instructors play an extremely important role in Students’ scientific research participation For students who do not have the knowledge and skills, the lecturer not only plays a role as directs research projects but also conveys the knowledge, methods and techniques necessary for implementation However, in order to have enthusiastic faculties, the school needs specific mechanisms and policies to support Each instructor has a requirement

to ensure the number of lecture in class However, if instructing a group of students tocarry out a research project, this may limit the teaching of lecturers Therefore, the conversion of lecture hours when instructing groups of students can achieve better results If it requires that students participate in research activities that are self-

conscious, very few students have this hobby Therefore, lecturers are the ones who inspire and have direct effects to stimulate curiosity and research among students In case lecturers have researched a big project and divided it into small branches for research students, it is an advantage

Besides, setting goals for students to accomplish and complete also contributes to support for students' success in scientific research But how to set goals and the nature

of the goals depends very much on the skills of the lecturer The previous studies was hypothesized goal setting is an important cognitive process affecting motivation (32) (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 pointed out “The motivational benefits of goals depend on their properties: proximity, specificity, and difficulty” Next, the definitions of those properties are alsomentioned in that study “Proximal (close-at-hand) goals promote self-efficacy and motivation better than distant goals” while “goals that incorporate specific

performance standards raise efficacy and motivation better than general goals” (26)

In addition, the earlier study of Schunk supported, “Proximal goals result in greater motivation than distant goals It is easier to gauge progress toward a proximal goal, and the perception of progress raises self-efficacy Proximal goals are especially influential with young children, who do not represent distant outcomes in thought” In the research of Schunk also stated, “Specific goals boost performance by greater specification of the amount of effort required for success and the self-satisfaction anticipated “Specific goals promote self-efficacy because progress is easy to gauge”

In term of difficulty goal setting, Schunk stated that “Goal difficulty, or the level of task proficiency required as assessed against a standard, influences the effort learners expend to attain a goal Assuming requisite skills, individuals expend greater effort to attain difficult goals than when standards are lower Learners initially may doubt whether they can attain difficult goals, but working toward them builds self-efficacy” The later study of Schunk claimed, “Pursuing easier goals may enhance efficacy and motivation during the early stages of skill acquisition, but difficult goals are more effective as skills develop because they offer more information about capabilities” (28) Besides that, allowing students to set goals may enhance goal commitment Schunk concluded, “Self-set goals also promote self-efficacy”

In addtition, giving feedback in each stage of conducting scientific research is also one of the essential factors for students to evaluate the process and complete their research projects Bandura admitted attributional feedback have important effects on efficacy and motivation (20) “Effort feedback for prior successes supports students' perceptions of their progress, sustains motivation, and increases efficacy for learning” (31) “The timing of feedback also is important Early successes signal high learning ability; feedback for early successes can enhance learning efficacy Effort feedback forearly successes should be more credible when students have to work hard to succeed”.Schunk claim “Effort feedback may be credible in the early stages of learning when students need to expend effort to succeed As skills develop, they ought to succeed with less effort; thus, ability feedback may become more credible Effort feedback over an extended period might actually lower self-efficacy, because as students

become more skillful they might wonder why they still have to work hard to succeed Periodic assessments of students' skills, efficacy, and interpretations of feedback couldyield information about feedback sequences that optimally affect achievement

outcomes” (26)

- Student’s limitations

o Lack of doing research’s benefit awareness: Once the students are ownedincorrect assessment of the benefits of conducting scientific research, the refusal of a topic is an obvious result In the contrast, the students will be interested in doing and achieving good results Doing research not only accumulates a certain amount of knowledge but also contribute to practice soft skills such as teamwork, self-research and understanding a problem, problem solving, critical thinking , creative

thinking but these things may not be learned if passively learning in class

o Low self-efficacy: “Self-efficacy refers to the individual’s perception ofhis/her ability in accomplishing learning task” and “self-efficacy is defined in terms of individuals' perceived capabilities to attain designated types of performances and achieve specific results” (19) Another self-efficacy definition mentioned is “People's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (20) Gist pointed, “Low self-efficacy may beinduced by negative performance appraisals If so, low self-efficacy may inhibit effort

even when skill is present, and it may lead to easy discouragement Research is needed to determine if performance can be improved by enhancing efficacy perceptions; it also is needed to develop efficient mechanisms for enhancing efficacy perceptions in

conjunction with performance appraisals” (21) In the previous research of Bandura hypothesized self-efficacy influence the choice of student to participate activities The student who have high self-efficacy join the activities and keep continue doing task while avoid task like student who have low self-efficacy when facing difficult Moreover, whichthe high self-efficacy student, they expend more effort to persist learning or doing task Therefore, they will gain more knowledge and become more skillful In addition, when student satisfy with their achievement, they feel capable to improve skills and contribute

to set a new challenging goal (27) Therefore, self-efficacy is also one of the important factors affecting scientific research

o Lack of self-funding and time: It can be said that to carry out a researchproject, in addition to the school's supported funding, students may have to pay an additional amount of funding Therefore, if an individual does not have economic conditions, it may be a factor leading to the refusal to participate in this activity Besides, the implementation of the project also requires spending a certain amount oftime In the assumption that you have to work part-time jobs to pay for tuition, the time to do scientific research is limited However, this factor will not be analyzed in depth in this study, so it is an objective condition and depends on the individual's condition

It can be seen whether the research activity of a school is strong or not dependsvery much on the mechanism and features of each school If the school has

mechanisms to promote scientific research, faculty and students will be able to

participate more in quantity and thereby improve quality

2.4 Final Cause-Effect Map

Validated Causes

activities in research

activities

- Student’s limitation

Figure 2 Final Cause - Effect Map

3 Solution for Solving Problem

To promote scientific research activities of students to develop, this study proposes

a system of solutions related to three target groups including schools, lecturers andstudents

3.1 School

- Deploying activities: Ensuring the systematic work in implementing academic activities from the School Board to the Departments, setting specific targets for the faculties There is a coordination between the Student Union, the Youth Union, the Department of Science Management to organize academic contests, seminars, and scientific seminars to promote passion and create scientific research motivation

suitable for each student's level of study over the years In addition, students will also understand the importance and benefits of conducting research projects and found scientific research as an important part of the school's learning process Specifically, every year, the school holds seminars on scientific research methods In addition, there are reviews of students' research projects to select faculties of the Faculty level

school can also hold awards for scientific research students at the school level

Practice demonstrations that the schools that have awards for scientific research students at the school level, the number and quality of projects when participating in the Eureka Award are better than the common ground of other schools (for example, University of Economics, University of Science - Vietnam National University, Ho Chi Minh City University of Technology, )

- The school should have a mechanism of commendation and reward for studentswho win prizes at the City levels, national and international level, so that it can

motivate them and others when participating in scientific research In addition, the University also needs a mechanism to add learning or training points for students, whohave a scientific research topic at the school level or won prizes at the national or city awards

- Mechanisms for Lecturers: Setting out for lecturers that guiding students to

conduct scientific research is a criterion for emulation evaluation and classification Besides, lecturers are allowed to exchange lecture hours when instructing students to carry out scientific research projects In addition, the school should set out a reward policy for lecturers if the student's topic they teach is winning national or state awards

- Financial policy: To promote scientific research activities, the funding factor

is not important but it creates more motivation and binds students to participate in scientific research The University should have a mechanism for funding scientific research projects that are approved by the Faculty and school levels

3.2 Lectures

- At present, a large number of lecturers at universities and colleges focus on teaching without scientific research works or internationally published works This is also one of the reasons leading to the limitation of guiding students in scientific

research because it is the lecturer who must be passionate about scientific research and

be capable of scientific research in order to guide students to do this Therefore, lecturers need to improve their own scientific research capabilities

- Besides, the skill of suggesting new issues, orienting topics, giving studentsaccess to resources is the strength that creates the advantage in being a topic guide.Moreover, the skill to set goals for students to achieve is also very important The

objectives should be specific, authentic and achievable At the same time, lecturersgive feedback at the appropriate time as a way to motivate students to conduct andcomplete scientific research.

3.3 Students

- Students need to have proper awareness that scientific research is a part of the university education process Most students realize that scientific research is not a mandatory activity, but mainly comes from passion Students can find a passion for scientific research through school activities, academic competitions, conferences, andguidance and inspiration from teachers and friends

- Besides that, students improve their individual competence by acquiring

knowledge of the subjects at the school and self-learning new knowledge by self-studymethods and reference materials from the library Students also need to participate in forums, academic activities to create an environment for exchanging, studying and accessing new sources of knowledge From there, the students can also improve their professional knowledge, and have an additional environment to train themselves In the process of participating in academic activities or scientific forums, students are also able to observe other students succeed, and see it as a learning example to strive for implementation

- Moreover, the students also need to equip themselves with soft skills such as teamwork, interview skills, problem solving skills, through extra-curricular subjects

at the school, or professional subjects which are organized by schools

(1) de Kluyver C,A,, Pessemier EA, Benefits of a Marketing Budgeting Model: Two Case Studies, Sloan Management Review (1986-1998) 1986 Fall;28(1):27

Mix, Int J Advert 1991;10(1):35

Sponsorship Effect on Consumer Brand Choice in the Carbonated Soft Drink

Market Using Household Scanner Data, International Journal of Sport Finance

2011 11;6(4):335-353

and corporate image: An empirical investigation, Journal of Advertising 1994

12;23(4):47

(5) Chebat, J,, & Daoud, F, (2003), Effects of F1 Grand Prix sponsorship by cigarette brands on adolescents' cognitive and behavioral responses, InternationalJournal of Sports Marketing & Sponsorship, 4, 93-104

Driver-Sponsor Congruence and its Impact on Sponsorship Effectiveness Outcomes, Sport Marketing Quarterly 2010 03;19(1):25-35

Sports' Official Sponsorship Announcements and the Stock Prices of Sponsoring Firms, Journal of the Academy of Marketing Science 2005 Fall;33(4):401-412

(8) Howard, D, R,, & Crompton, J, L, Financing sport: Second

edition, Morgantown, WV: Fitness Information Technology 2004

Management 2009 May;18(3):10

(10) Azad, A, N,, & Seyyed, F, J, FACTORS INFLUENCING FACULTY

RESEARCH PRODUCTIVITY: EVIDENCE FROM AACSB ACCREDITED SCHOOLS IN THE GCC COUNTRIES, Journal of International Business

Research, 2007, 6(1), 91-112

(11) Adams, J, S, Toward an understanding of inequity, Journal of Abnormal and Social Psychology, 1963, 67(3), 422–436

(12) Vroom, V, C, Work and motivation, New York: Wiley, 1964

(13) Chen, Y,, Gupta, A,, & Hoshower, L, Factors that motivate business faculty toconduct research: An expectancy theory analysis, Journal of Education for Business, 2006,81(4), 179-189

(14) Shuell TJ, Cognitive Conceptions of Learning, Review of Educational

Research 1986 Winter; 56(4):411

(15) Biggs, J B From theory to practice: A cognitive systems approach Highereducation research and development, 1993, 12(1), 73-85.

(16) Bộ Giáo Dục Và Đào Tạo, QUYẾT ĐỊNH CỦA BỘ TRƯỞNG BỘ GIÁO DỤC VÀ ĐÀO TẠO SỐ 08/2000/QĐ-BGD&ĐT NGÀY 30 THÁNG 03 NĂM 2000

VỀ VIỆC BAN HÀNH QUY CHẾ VỀ NGHIÊN CỨU KHOA HỌC CỦA SINHVIÊN TRONG CÁC TRƯỜNG ĐẠI HỌC VÀ CAO ĐẲNG, Hà Nội, ngày 30 tháng 3 năm 2000

(17) Collis, J,, & Hussey, R, Business research: A practical guide for undergraduateand postgraduate students, Macmillan International Higher Education 2013

(18) Benner, M,, & Sandstrom, U, (2000), Institutionalizing the triple helix:

Research funding and norms in the academic system, Research Policy, 29(2), 291-301.(19) Pajares, F Self-efficacy beliefs in academic settings Review of EducationalResearch, 1996, 66,543–578

(20) Bandura, A, Social foundations of thought and action: A social cognitive

theory, Englewood ClifFs, NJ: Prentice-Hall,1986

(21) Gist, M, E, Self-Efficacy: Implications for Organizational Behavior and Human Resource Management, Academy of Management Review, 1987, 12(3), 472–485

(22) Pintrich, P.R., & Schunk, D.H Motivation in education: Theory, research and applications (2nd ed.) Englewood Cliffs, NJ: Merrill Company, 1996

(23) Linnenbrink, E, A,, & Pintrich, P, R, (2003), The role of self-efficacy beliefs instudent engagement and learning in the class room, Reading &Writing Quarterly,

psychologist, 1991, 26(3-4), 207-231

(27) Bandura, A, Social foundations of thought and action: A social cognitive

theory, Englewood ClifFs, NJ: Prentice-Hall, 1986

(28) Schunk, D, H, Goal setting and self-efficacy during self-regulated learning,Educational psychologist, 1990, 25(1), 71-86

(29) Margolis, H,, & McCabe, P, P, (2006), Improving self-efficacy and motivation: What to do, what to say, Intervention in school and clinic, 41(4), 218-227,

26

(31) Strecher, V, J,, McEvoy DeVellis, B,, Becker, M, H,, & Rosenstock, I, M,(1986), The Role of Self-Efficacy in Achieving Health Behavior Change,

Health Education Quarterly, 1986, 13(1), 73–92

(32) Bandura, A, Self-regulation of motivation and action through goal systems,

In V, Hamilton, G, H Bower, & N, H, Frijda (Eds,), Cognitive perspectives onemotion and motivation, 1988, (pp, 37-61), Dordrecht, the Netherlands: Kluwer.(33) Schunk, D, H, , Self-efficacy and achievement behaviors,

Educational Psychology Review, 1989a, 1, 173-208

(34) Bandura, A,, & Cervone, D, Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems, Journal of Personality and

(37) Schunk, D, H, Peer models and children's behavioral change, Review of

Appendix A: Statistics of the number of projects involved Euréka Award from 2014 to 2019

School’s name 2014 2015 2016 2017 2018 2019

1 Ho Chi Minh City University of Technology 46 65 56 97 137 97

2 Vietnam National University Ho Chi Minh 76 65 49 82 62 67City - University of Sciences

3 Vietnam National University Ho Chi Minh 48 58 44 41 60 60City - University of Technology

4 Ho Chi Minh City Open University 46 56 35 46 54 37

5 Ton Duc Thang University 20 37 22 18 21 13

6 Ho Chi Minh City University of Law 22 27 26 21 28 25

7 Ho Chi Minh City University of Medicine and 4 25 25 11 22 19Pharmacy

Vietnam National University Ho Chi Minh

8 City - University of Social Sciences and 20 23 21 6 10 9Humanities

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 18 14 8 17 18Campus

13 Vietnam National University Ho Chi Minh 19 16 15 20 15 30City - University of Economics and Law

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 3 10 8 7 2 5City - University of Information Technology

19 University of Finance - Marketing 4 10 6 10 11 9

20 University of Economics and Finance Ho Chi 0 8 4 4 7 9Minh City

21 National Academy of Public Administration - 0 7 3 2 0 0

Ho Chi Minh City Campus

22 Nguyen Tat Thanh University 0 7 12 3 26 24

23 Hong Bang University International 21 7 3 4 2 0

24 Ho Chi Minh City University of Technology 8 7 4 17 20 24and Education

28

26 Van Lang University 7 6 0 9 10 8

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 4 3 3 5 6 2Minh City

33 The People's Police University 4 3 2 3 0 3

34 Vietnam National University Ho Chi Minh 1 3 0 0 4 3City – International University

35 University of Transport and Communications 2 3 2 1 6 19

Ho Chi Minh City Campus

36 Ho Chi Minh City University of Foreign 0 3 2 0 3 2Language – Information Technology

39 University of Transport and Communications 3 2 2 1 0 0– Campus II

40 University of Labor and Social Affair 0 1 3 1 1 2

41 Sai Gon Technology University 2 0 0 0 2 1

42 Ho Chi Minh City Technical and Economic 1 0 0 0 1 1College

43 Ho Chi Minh City University of Food Industry 0 0 3 36 24 16

45 Ho Chi Minh City University of Physical 1 0 1 0 1 2Education and Sport

46 Pham Ngoc Thach University of Medicine 0 0 1 1 1 2

47 Ho Chi Minh City University of Natural 0 0 0 2 3 1Resources and Environment

49 Thu Duc College of Technology 0 0 0 0 5 1

50 Ho Chi Minh City College of Construction 0 0 0 0 2 0No2

52 The Central College of Transport No IV 0 0 0 0 1 0

53 University of Transport and Communications 0 0 0 0 1 4Campus Ho Chi Minh

54 Vietnam National University Ho Chi Minh 0 0 0 0 0 2City - School of Medicine

55 Posts and Telecommunications Institute of 0 0 0 0 0 2Technology - Ho Chi Minh City Facility

56 Ho Chi Minh City Maritime Vocational 0 0 0 0 0 1College (Maritime College II)

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 0 0 4 1 1 1Long)

66 Petro Vietnam University (Vung Tau) 0 0 1 0 5 3

67 Vietnamese - German University 0 0 0 1 0 0

69 Cuu Long University (Vinh Long) 0 0 0 1 1 6

70 Vinh Long University of Technology 0 0 0 1 4 3Education

73 Dong Nai Mechanical and Irrigation College 0 0 0 0 1 0

77 Dong Nai University of Technology 0 0 0 0 0 1

79 Duy Tan University (Danang) 0 0 7 3 10 6

80 The University of Danang – University of 0 0 7 5 7 6Economics

83 The University of Danang – Kontum Campus 0 0 3 0 1 1

84 The University of Danang – University of 0 0 3 0 0 0Foreign Language Studies

86 Mien Trung University of Civil Engineering 0 0 2 0 2 0(Phu Yen)

30