INTRODUCTION
In the context of globalisation in higher education, the role of university academics in research is crucial for emerging economies like Vietnam, as their scientific contributions can drive socioeconomic development According to Marsh and Hattie (2002), academics are expected to fulfill multiple roles, including teaching, research, administration, and community service, with a particular emphasis on their research responsibilities The National Science Board (2004) highlights that many nations acknowledge the vital impact of academic research on national development Kearney (2009) asserts that university research is essential for knowledge and innovation transfer at various levels, while Johnson (2012) emphasizes that research is integral not only to societal economic and social progress but also to the core mission of universities.
The Vietnamese Government has been implementing the Higher Education Reform Agenda (HERA) through Resolution 14/2005 for nearly a decade, aiming to establish a higher education system that is internationally recognized and competitive within a socialist-oriented market A key objective of HERA is to enhance the research capacity of Vietnamese universities to meet regional and international standards by 2020 The reform emphasizes boosting science and technology activities in universities, transforming key higher education institutions into major scientific centers, and increasing revenue from these activities to represent at least 15% of total higher education income by 2010 and 25% by 2020.
& Ngoc, 2010) In 2012, the Ministry of Science and Technology (MOST) proposed the strategy for S&T development during the period 2011-2020:
The advancement of science and technology (S&T), alongside education and training, stands as a fundamental national policy that drives rapid and sustainable development in the country S&T is essential for achieving significant breakthroughs in productivity, innovating growth models, boosting economic competitiveness, and accelerating the processes of industrialization and modernization.
The strategy is recognized as a catalyst for advancing research and science and technology (S&T) across all sectors in Vietnam, emphasizing enhanced collaboration between higher education institutions (HEIs) and industry to foster national development from 2011 to 2020 Since 2006, the Government has undertaken various initiatives to achieve the Higher Education Reform Agenda (HERA) goals, including increasing the number of qualified university academics, boosting the state budget for university research, implementing legal frameworks for S&T development, and promoting international collaborations in higher education Key projects, such as the National Foreign Languages (NFL) Project and the initiative for training Vietnamese scientific and technical personnel abroad, have been pivotal in enhancing the quality of academics.
The Vietnamese government initiated Project 911 to train university lecturers for PhD degrees by 2020, aiming to send 20,000 academics abroad, particularly to English-speaking countries Additionally, the NFL Project focused on enhancing the foreign language skills of Vietnamese citizens to facilitate international integration Despite these efforts and various national research policies in place, the research capacity of Vietnamese higher education institutions (HEIs) remains limited, with few studies conducted on their research productivity and capacity.
Research productivity and research capacity
Research productivity refers to the total research output generated by academics in universities and similar settings over a specific timeframe In contrast, research capacity encompasses the resources, skills, and infrastructure that enable these institutions to conduct research effectively Understanding both concepts is crucial for evaluating the performance and potential of academic research environments.
Research productivity in Vietnamese higher education institutions (HEIs) is notably low, with limited publications in English-language scientific journals, as highlighted by Hardre et al (2011) Despite recent government attention, the research experience and competence of Vietnamese academics remain inadequate, leading to a scarcity of refereed journal articles, academic books, and conference proceedings Consequently, the research output of Vietnamese HEIs falls short compared to universities in developed nations and affluent ASEAN countries like Singapore, Malaysia, and Thailand.
Research capacity, as defined by the Swedish International Development Cooperation Agency (SIDA), encompasses various dimensions including regional, national, institutional, and individual capacities This study focuses specifically on the institutional and individual aspects of research capacity Institutional capacity involves the ability to mobilize resources, access research, train researchers, and provide essential infrastructure such as laboratories and libraries In contrast, individual research capacity pertains to the skills needed to identify, conduct, and present research effectively Therefore, this study aims to investigate the research capacity of Vietnamese higher education institutions (HEIs) and the research engagement of their academics, rather than solely focusing on research productivity.
Vietnam in a context of the ASEAN community
The Association of Southeast Asian Nations, or ASEAN, was established on 8 August
In 1967, the ASEAN Declaration, also known as the Bangkok Declaration, was signed in Bangkok, Thailand, by the five founding member states: Indonesia, Malaysia, the Philippines, Singapore, and Thailand Brunei Darussalam later joined on January 7, 1984, followed by Vietnam.
On 28 July 1995, Lao PDR joined ASEAN, followed by Myanmar on 23 July 1997 and Cambodia on 30 April 1999, culminating in the current ten Member States of the Association of Southeast Asian Nations (ASEAN) During the 9th ASEAN Summit in 2003, leaders committed to the establishment of an ASEAN Community, further solidified at the 12th ASEAN Summit in January.
In 2007, ASEAN leaders committed to expediting the establishment of an ASEAN Community by 2015, formalized through the Cebu Declaration This community is built on three interconnected pillars: the ASEAN Political-Security Community (APSC), the ASEAN Economic Community (AEC), and the ASEAN Socio-Cultural Community (ASCC), all aimed at fostering enduring peace, stability, and shared prosperity in the region Each pillar is guided by its own Blueprint, and in conjunction with the Initiative for ASEAN Integration (IAI) Strategic Framework and IAI Work Plan Phase II (2009-2015), they collectively outline the Roadmap for the ASEAN Community from 2009 to 2015.
The AEC Blueprint outlines ASEAN's commitment to achieving harmonisation and standardisation by 2015 to promote the free flow of services within the region Key actions are being implemented to facilitate this movement among member countries.
- Enhance cooperation among ASEAN University Network (AUN) members to increase mobility for both students and staff within the region;
- Develop core competences and qualifications for job/occupational and trainers skills;
- Strengthen the research capabilities of each ASEAN Member Country in terms of skills, job placements, and developing labour market information networks among ASEAN Member Countries
(Association of Southeast Asian Nations, 2008, p 16)
Over the past two decades, several ASEAN countries have implemented significant reforms in higher education (HE) to foster economic and social development, enhance international trade, and adapt to regional and global integration Common themes in these reforms include marketisation, privatisation, changes in governance, improved student access, modern curricula, and a strong focus on science and technology (S&T) Vietnam has also restructured its HE system, introducing new curricula and teaching methods, while strengthening university research through closer ties with business and industry The country is actively developing its faculty and HE managers to enhance training quality and has seen three of its institutions—Vietnam National University, Hanoi, Vietnam National University, Ho Chi Minh City, and Can Tho University—join the ASEAN University Network (AUN), preparing for future integration into the ASEAN Economic Community.
Government policies supporting research at HEIs in ASEAN nations
While Western governments have frequently utilized policy instruments to enhance research and S&T activities in universities (Dill & Vught, 2010), Meek and Suwanwela (2006) noted that Asian developing countries have seldom adopted such measures They identified two main reasons: the primary mission of universities in these nations is centered on teaching and addressing fundamental issues like equity and access, and the prevailing academic culture often lacks a focus on research Nevertheless, some ASEAN countries, including Indonesia, Malaysia, the Philippines, and Thailand, have implemented various strategies to bolster research and S&T initiatives at higher education institutions.
In the mid-1990s, the Indonesian government initiated measures to foster a research culture by establishing competitive research grant schemes and disseminating findings The University Research for Graduation Education program was launched to enhance research and training activities, focusing on improving graduate courses, increasing competitive funding, refining grant selection processes, integrating university research with graduate training, and attracting highly qualified candidates These initiatives have played a crucial role in significantly enhancing institutional research capacity (Koswara & Tadjudin, 2006).
LITERATURE REVIEW
This chapter is structured into several key sections, starting with a review of research conducted in higher education institutions (HEIs) It then explores academics' perceptions of research, followed by a comparison of research-led teaching and research-informed teaching The chapter also examines factors influencing academics' research productivity and engagement A summary of studies on research engagement among academics in the Vietnamese tertiary context is provided, alongside discussions addressing literature gaps in research perceptions and productivity The chapter concludes with a comprehensive summary.
Research conducted at Higher Education Institutions (HEIs) is crucial for a nation's socioeconomic development, as highlighted by Etzkowitz, Webster, and Gebhardt (2000), along with Abbott and Doucouliagos (2004) It serves as a primary source of knowledge generation, fostering national prosperity and enhancing citizens' well-being while establishing a country's standing in the knowledge-based economy Furthermore, Abbott and Doucouliagos emphasize that research addresses practical challenges, leads to advancements through high-tech innovations, and offers valuable insights that deepen our understanding of various social, economic, and cultural dynamics.
In the 19th century, Ben-David (1984) argued that scientific research should have become a core mission of higher education institutions (HEIs), alongside teaching and training Atkinson and Blanpied (2008) noted that it was during this period that German universities mandated their faculty to both produce and disseminate knowledge The emergence of technology-driven industries in the 1870s highlighted the importance of research academics as valuable contributors to Germany's industrial growth, paralleling the establishment of the first American universities.
14 on the German research university models and American university academics were expected to engage in research in the aftermath of the Civil War (Atkinson & Blanpied,
University research has been recognized as vital to society for over two centuries, playing a significant role in socioeconomic development Scholars such as Etzkowitz et al (2000) and Mowery (2005) emphasize that research conducted at higher education institutions (HEIs) drives national economic prosperity Jenkins, Healey, and Zetter (2007) highlight the importance of applying HE research and transferring technology to businesses, addressing social needs Varghese (2008) notes that HE research enhances theoretical knowledge while tackling practical issues through research training Kearney (2009) suggests that HE research fosters knowledge and innovation on national, regional, and international scales Recent studies increasingly focus on the practical applications of HE research and innovation, aiming to strengthen the knowledge-production link in a knowledge-based society to better serve societal needs.
Research and innovation are essential components of innovation systems at national and regional levels, linking firms with their collaborators (Coombs & Georghiou, 2002) The European Commission (2007) emphasizes the importance of fostering a reciprocal relationship between industry and research institutions, where companies view public research as a strategic asset To maximize research outcomes, academic researchers must actively engage with industry, identifying and managing knowledge resources with commercial potential This involves effectively bringing new ideas to market, securing necessary resources, and ensuring stakeholder buy-in The European Commission acknowledges that involving businesses in the governance of research institutions can better align research and education with societal needs, enhancing the interaction between industry and research entities.
15 intersectoral mobility, namely through temporary staff exchanges as well as through the hiring of young graduates by industry
Numerous studies have highlighted the significance of research generated in higher education institutions (HEIs), yet there is a notable lack of research in the ASEAN region, particularly in Vietnam To address this gap, it is crucial to conduct more studies focused on the research landscape in this area Such investigations can offer valuable insights into the academic research activities at HEIs and identify strategies to enhance their research capacity.
Research-led teaching and research-informed teaching
Higher Education Institutions (HEIs) are increasingly focusing on connecting teaching with research to boost research productivity The concepts of research-led teaching and research-informed teaching are frequently discussed in the literature to illustrate this relationship Numerous studies have examined the link between research and teaching, sparking debates among scholars For example, Hattie and Marsh (1996, p 529) contended that the widely held belief in the inseparable connection between teaching and research is a persistent myth.
Research by Prosser et al (2005) indicates that lecturers who view their research as part of an ongoing dialogue within their discipline and see their teaching as a means to facilitate student conceptual change are more likely to integrate their teaching and research effectively Conversely, those who separate their research from their teaching, focusing solely on information transmission, tend to find weaker connections between the two Recognizing the significance of this relationship for the advancement of higher education institutions (HEIs), many universities in the UK, Australia, and New Zealand have started to promote research-led teaching approaches However, the interpretation of research-led teaching varies based on disciplinary context and student backgrounds (Holbrook & Devonshire, 2005) Brew (2003) categorizes research-led teaching into three main types.
Research-led teaching encompasses three key elements: discipline-based research, the development of student research skills, and the investigation of learning activities and student outcomes Brew's classification of research-led teaching is further refined by Holbrook and Devonshire, who categorize it into research-informed teaching, research-skills teaching, and research-inquiry teaching Harman defines research-led teaching as instruction that aligns with the lecturer’s research expertise Trowler and Wareham emphasize that this approach leverages the teacher’s disciplinary research to enhance student learning and improve educational outcomes.
Griffiths (2004) developed a framework that categorizes the connections between research and teaching into three types: research-led, research-oriented, and research-based In research-led teaching, students focus on research findings, with the curriculum reflecting faculty research interests and emphasizing information transmission Research-oriented teaching involves students learning about research processes, highlighting the methods of knowledge production alongside the knowledge itself, while fostering a research ethos among staff In research-based teaching, students engage as researchers through inquiry-based activities, minimizing the distinction between teacher and student roles This framework has been influential in the UK education sector, as adopted by Healey (2005) and Jenkins et al (2007), with Healey illustrating these distinctions through a diagram featuring two axes.
Figure 2-1 Curriculum design and the research-teaching nexus (Healey, 2005, p 70)
The classification of approaches to the relationship between research and teaching is represented on two axes The vertical axis distinguishes between teacher-focused methods, where students are viewed as the audience, and student-focused methods, which engage students as active participants Meanwhile, the horizontal axis differentiates approaches based on their emphasis on research content versus research processes and problems.
Research-informed teaching is defined by Harman (2005) as research carried out on pedagogy and teaching methodology Research-informed teaching is interpreted by Staffordshire University (2016) as follows:
Understanding how to link teaching and research and highlight innovative ways of demonstrating and promoting research informed teaching activity at its institutional context,
Developing student appreciation of research in the discipline and research skills in addition to other disciplinary and generic skills,
Incorporating teaching and learning methods that emulate research processes enhances student engagement by providing firsthand experience in research-based consultancy Assignments designed with research elements allow students to actively participate in the learning journey, while integrating data and findings from faculty research into the curriculum enriches the educational experience.
Research- tutored: Curriculum emphasises learning focused on students writing and discussing papers or essays
Research- based: Curriculum emphasises students undertaking inquiry-based learning
Research-led: Curriculum is structured around teaching subject content
Research- oriented: Curriculum emphasises teaching processes of knowledge construction in the subject
Emphasis on research processes and problem
Students as audience Teacher-focused Student-focused Students as participants
The limited use of research-led teaching approaches in Vietnamese higher education institutions (HEIs) can be attributed to several factors, including low-quality training and a lack of highly qualified academic staff (Harman & Bich, 2010) Many HEIs prioritize teaching over research, resulting in insufficient attention to research activities and limited resources (Vietnam Ministry of Education and Training, 2005) The persistence of the Soviet model, which separates research from teaching, further exacerbates this issue, as it isolates researchers from the practical demands of society and the economy Additionally, Vietnamese academics often lack the necessary research training and face heavy teaching loads, leaving them with little time for research (Lam, 2005; Hayden & Lam, 2007) Consequently, the overall research capacity of Vietnamese HEIs remains limited, highlighting the need for a shift towards integrating research-led and research-informed teaching methodologies in their educational practices.
Research on higher education (HE) has extensively explored academics’ perceptions of research over the past two decades, providing valuable insights and recommendations for leaders of higher education institutions (HEIs) to enhance their research development In the context of globalization and the international integration of HE, it is crucial for HEI leaders to understand their academics' research perceptions to effectively build institutional research capacity Establishing strong relationships and trust between leaders and academics is essential, as these elements foster positive research perceptions among faculty members.
Research engagement is viewed by academics as a multifaceted endeavor encompassing knowledge discovery, knowledge development, problem-solving, career advancement, community recognition, and contributions to societal needs These perceptions highlight the diverse motivations that drive academic research, underscoring its significance in both personal and communal contexts.