Pathways to improvement for public universities in Vietnam: An exploratory inquiry into the adoption of Performance Based Accountability policies (PBA)
Author(s):
Chau My Tran (presenting / submitting)
Conference:
ECER 2016
Network:
Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES G 05, Policies and Education

Paper Session

Time:
2016-08-23
09:00-10:30
Room:
OB-H2.12
Chair:
Olena Fimyar

Contribution

General description (591/600)

This study analyses the adoption of performance based accountability policies (PBA) in higher education (HE) and suggest the implications for the Vietnamese higher education system. PBA policies, that is, the consideration of outcomes in relation to education institutions and their activities, have been widely adopted in higher education management systems across the world (Shin, 2009). With globalization and the information revolution there has been a growth in institutional autonomy whereby accountability is becoming one of the most critical policies of governments in order to monitor results, outputs, and outcomes of public universities (World Bank, 2008;). Therefore PBA are often considered to be support systems for national government assessing and suggesting solutions to improve quality and efficiency in higher education institutions (Nicoline, 2011; McKeown-Moak & Mullin, 2014).

Some studies found that PBA contributed efficiently to institutional performance in HE, however other research considering higher education accountability has demonstrated no significant rise in their comparative case studies on PBA and identified that improved institutional performance did not always occur (Volkwein and Tandberg, 2008, Huisman and Currie, 2004; Shin, 2004, 2009). Consequently, discussion of issues related to PBA in higher education is increasing and literature now encompasses measuring and reporting the results of educational programs for theoretical and managerial use.

Although the adoption of PBA in HE has proven successful in many developed countries (USA, UK, Australia, and Canada), Schiller and Liefner (2007) suggested that developing countries such as Vietnam have different political, social and economic situations, therefore they should develop policies that are adaptable to the country’s development.  Vietnam has been attracted to the adoption of PBA within public higher educational institutions in order to become globally competitive (MOET, 2012). However there has yet to be any in-depth research regarding the function and systems already in existence. An exploratory inquiry into the adoption of PBA policies in Vietnamese higher education will enable the construction and exploration of a conceptual framework within the field.

 

The Objective of the study

This study seeks to explore the influences that elicit the adoption of a PBA policy within HE in Vietnam. This research study will serve three main purposes. First, to contribute to a richer understanding of PBA in the Vietnamese HE context. Second, to provide an understanding of the conceptual frameworks for educational policy makers and higher educational practitioners that seek to adopt the policies of other international higher education institutions.

 

The research questions:

  1. What factors influence adoption of performance based accountability policies in public higher education institutions in Vietnam?
  2. What is the evidence of how these factors have influenced adoption performance based accountability policies in public higher education institutions in Vietnam?
  3. What have been the academic implications/consequences of adoption of performance based accountability policies for public higher education institutions in Vietnam?

 Theoretical framework:

The study of the factors that influence state adoption of PBA policies in HE can be identified in existing theoretical framings. McLendon et al., (2006) focused on PBA within the USA context through the hypothesis and found the influence of ten factors into PBA adoption in HE. In addition, they suggested that other prospective factors (such as policy entrepreneurship) could be influencing the PBA policies and therefore should be considered in future research projects (McLendon, Hearn & Deaton, 2006). This study considered dynamics and influences that differ greatly to emerging economies such as Vietnam. Given developing priorities a proposed framework including seven factors such as Governance, Undergraduate Tuition Levels, Undergraduate Enrolment Levels, Educational Attainment, Economic Conditions, State Legislature and The Role of Entrepreneurship policy will be examined. 

Method

This research involves a mixed methods approach by utilising a combination of qualitative and quantitative data collection strategies in order to understand issues regarding the adoption of PBA policies within higher education in Vietnam. The purpose of this method involves the procedure of first gathering qualitative data through interviews to initially explore views and the factors influencing the adoption of PBA policies, and then collecting quantitative data via a survey to explain relationships found in the qualitative data (Creswell, 2012). The study comprised of two phases. A qualitative approach has been employed to answer the first question in order to gain an in-depth understanding in the research field. In the qualitative, first phase of this study, in-depth interviews have been carried out with nine Vietnamese internal and external stakeholders who have varying perspectives on higher education. Through such in-depth interviews, experiences and understandings have been examined to gain deep insights into each PBA policy implemented into higher education considering the various settings (government, universities and support location agencies) in order to recommend academic activities and policies connected to PBA public universities in Vietnam. To collect data, open-ended questions have been asked in the interview. Based on the interview, the data collected has been analysing by using thematic codes which will enable textual collation and analysis of associations with thematic concepts. Findings will then be presented based on the research questions and compared to the existing literature. In order to answer the second, a quantitative phase of study has been approached. A large sample questionnaire survey (N=153) has been conducted in Vietnamese public universities to collect extensive data which has been examined the influence of the factors on state adoption of PBA policies. This addressed how factors influence the adoption of PBA policies into public higher education institutions in Vietnam. After a questionnaire was constructed, pilot tests of the questions were conducted in three public universities. Currently, the questionnaires have been sent via an online survey to all Vietnamese public universities. The influence hypothesises have been created based on previous research and level-of-processing theory. Then a multivariate analysis of variance will be conducted to evaluate the influence of adopting PBA policies in higher education. The quantitative data from the questionnaire survey will be implemented in a computerised file for statistical analysis using SPSS. Consequently the results and discussion will enable all three research questions posed to be answered.

Expected Outcomes

Expected outcomes (293/300 words) The findings of this research are expected firstly to contribute to knowledge related to the relationship between the factors identified and the adoption of PBA policies in public higher education institutions in a Vietnamese. An exploratory inquiry into the adoption of PBA policies in Vietnam higher education will enable the construction and exploration of a conceptual framework within the field. Furthermore, from the theoretical perspective, analysts need to examine as well as explore new issues or various factors that influence adoption of public policies. This study will examine the influence of another prospective factor (policy entrepreneurship) into PBA policy adoption in higher education and therefore they should be considered as an emerging issue in this research project. Secondly, this research provides an evaluation of the effectiveness and efficiency of adopting PBA policies to facilitate the priorities of government objectives in public higher education, particularly in transitioning and economically emerging countries. From the practical context, a better understanding of policy helps Vietnamese Government design more effective and sustainable policies in higher education. Finally, this study uses empirical data through both qualitative and quantitative methods including questionnaire and in-depth interview. The mix-methods approach will be used to support fully the validity of the research findings, which is useful for investigating issues of higher education finance. The majority of previous research on PBA policies adoption has been conducted by approaching quantitative methods (McLendon et al, 2006, Shin & Milton, 2004; Shin, 2009; Gorbunov, 2013). From the practical context, a better understanding of policy will help the Vietnamese Government Agencies design more effective and sustainable policies in higher education. This partial qualitative research approach leads to the development of research instruments conducted in the Vietnamese public universities and contributes to academic knowledge in the Vietnamese university system.

References

Creswell, J.W., (2012). Education Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Dobbins, M., Knill, C., (2009). Higher education Policies in Central and Eastern Europe: Convergence toward a Common Model? Gorbunov, A.V., (2013). Performance funding in public Higher Education: Determinants of Policy shifts. Doctoral dissertation. Huisman, J., & Currie, J. (2004). Accountability in higher education: Bridge over troubled water? Higher Education, 48, 529–551. Jongbloed, B. (2008). Funding higher education: a view from Europe McKeown-Moak, M.P., Mullin, C.M. (2014). Higher Education Finance Research Policy, Politics, and Practice. A Volume in Conducting Research in Education Finance: Methods, Measurement, and Policy Perspectives. McLendon, M. K. (2003). State governance reform of higher education: Patterns, trends, and theories of the public policy process. In J. Smart (Ed.), Higher education: Handbook of theory and research. (Vol. XVIII) (pp. 57–143). London: Kluwer. McLendon, M. K., Hearn, J. C., & Deaton, R. (2006).Called to account: Analysing the origins and spread of state performance-accountability policies for higher education. Educational Evaluation and Policy Analysis, 28(1), 1–24. Ministry of Education and Training (MOET), (2008) Vietnam: Higher Education and Skill for Growth. Ministry of Education and Training (MOET), (2012) Master Plan for Vietnam’s Higher Education system. Ministry of Education and Training (MOET), (2013) Educational and Training statistics2013. Retrieved from http://www.moet.gov.vn/?page=11.10&view=5251 assessed on 16/10/2013. Nicoline, F. (2011)."Multi - Layered Accountability. Performance-based Funding of Universities " Public administration 89(3): 19-38. Schiller, D. & Liefner, I. (2007) Higher Educaion funding reform and university – industry links in developing countries: The case of Thailand. Shin, J. C., & Milton, S. (2004). The Effects of Performance Budgeting and Funding Programs on Graduation Rate in Public Four-Year Colleges and Universities Education Policy Analysis Archives 12/22Volume 12 Number 22. Shin, J.C, (2009) Impacts of performance-based accountability on institutional performance in the U.S. Higher Education 60: 47–68. World Bank (2008).Vietnam: Higher Education and Skills for Growth. Volkwein, J.F., and Tandberg, D.A., (2008). Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance. Research in Higher Education, Volume 49, Issue 2, pp 180-197.

Author Information

Chau My Tran (presenting / submitting)
University of Northampton
School of Education
Hanoi

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