An Education Pedagogy for Vietnam

1. 'Một nền giáo dục sư phạm cho Việt Nam An Education Pedagogy for Vietnam Michael Burgess & Mike Turner

2. About The Authors • Michael Burgess & Mike Turner Consultant Lecturers & Business Consultants • • In Australia & Vietnam • PhD Candidates • Research Areas Michael: The Vietnam Economy / Education • • Mike: Entrepreneurship in Vietnam / Mongolia Burgess & Turner : An Education Pedagogy for Vietnam

3. Vietnam: An Overview • A Vibrant People & Internationalising Economy • A Culturally Rich and Diverse Nation • A transforming economy faced with old and new institutional demands • 150th member of the WTO • Is higher education in Vietnam commensurate with its economic and other needs? Burgess & Turner : An Education Pedagogy for Vietnam

4. Vietnam: An Overview • Global Competitive Index is low • Education • Primary: ranked 71 • Secondary: ranked 102 • Tertiary: ranked 109 • 140 universities • 300,000 university graduates annually • No representation in the world’s top 200 Burgess & Turner : An Education Pedagogy for Vietnam

5. Vietnam: An Overview • Global Competitive Index (continued) • Business • Procedures: ranked 110 • Processing time: ranked 118 • Regulation: ranked 120 • Accountability: ranked 120 • Investor protection: ranked 133 Burgess & Turner : An Education Pedagogy for Vietnam

6. People and Change • People are ‘Knowledgeable Agents’ • They have the capacity to transform situations • They are not merely passive adherents to institutional or structural arrangements • Knowledgeable Agents can • Control the present • Direct organic growth in organisations towards a model of coherence • Subjectively alter for the future Burgess & Turner : An Education Pedagogy for Vietnam

7. Management Education • Derived from a specific set of understandings developed in a particular context The American System of Manufactures Accepted as universality of how to manage • • • Does not address differences of organisational forms, and of different cultures Like Bureaucracy it generally works, but is the model being applied, actually being understood? • Burgess & Turner : An Education Pedagogy for Vietnam

8. Structure of the Observed Learning Outcome • Students operate at the uni-structural level of SOLO • Simple and obvious connections without grasping the significance. Works in the west where immersion in the cultural construct provides context But what about in Vietnam? • • • A surface approach without deep learning • Outcomes reflected in the Global Competitive Index Burgess & Turner : An Education Pedagogy for Vietnam

9. Enhancing The Experience • A Lecture Room is an Organisation • ANOMIE will prevail • Management in the Lecture Room • A regard for the Human Factor • Clear communication • Clear understanding Burgess & Turner : An Education Pedagogy for Vietnam

10. Enhancing The Experience • Lectures designed to include prominent Vietnamese (both historical and modern) • Shows commonality of management thought between Vietnam and the west A range of models and discussion developed on how organisations might be appropriately managed in the Vietnam context Heeds the rapidly changing business landscape in Vietnam and other influences (eg cultural overlays) • • Burgess & Turner : An Education Pedagogy for Vietnam

11. “ Power is placed where the knowledge is ” Mintzberg Burgess & Turner : An Education Pedagogy for Vietnam

12. Nguyễn Trãi (1380 – 1442) • An adviser to Lê Lợi (Emperor Lê Thái Tổ ) • A wise intellectual, a skilled politician, a diplomat and a master tactician • The principles of networking for business outcomes (James Mooney) • Attention to both firmness and tact • An understanding of formal and informal structures in the organisation (Elton Mayo) Nguyễn Trãi Burgess & Turner : An Education Pedagogy for Vietnam

13. Nguyễn Trãi • The Organisational Environment • A thorough understanding of the ‘organisation’ and its competencies (Chester Barnard) The art of communication to ensure the survival of the organisation (Chester Barnard) Be magnanimous in victory (resolving conflict) to seek to avoid future conflict (Mary Parker Follet) • • • Heroism and humanism: • The personal factor in management Burgess & Turner : An Education Pedagogy for Vietnam

14. Nguyễn Trường Tộ (1830 – 1871) • An adviser to Emperor Tự Đức • A wise intellectual and strategist seeking to address the problems of the time • Wrote at least 58 manuscripts • Understood that successful organisational strategy requires appropriately interfacing with the landscape Michael Porter et al. • Nguyễn Trường Tộ Burgess & Turner : An Education Pedagogy for Vietnam

15. Nguyễn Trường Tộ • External Environment • Understood the threat posed by French Colonialism • Saw that advantage can be drawn by differences of opinion between countries • Internal Environment • Tự Đức not able to define a consistent policy • Factions • Reformist Vs Conservative • Confrontational Vs Co-operational Burgess & Turner : An Education Pedagogy for Vietnam

16. Nguyễn Trường Tộ • Concepts Sought to make Vietnam an advanced and self-reliant nation • Foreigners welcome as guests / Vietnamese people are their hosts Advocated a flexible relationship with France and establishment of diplomatic relations with other countries • • • eg Britain and Spain • Recommended training interpreters for international relations Burgess & Turner : An Education Pedagogy for Vietnam

17. Nguyễn Trường Tộ • Travelled to France • Procured tools and textbooks • Hired teachers • Trainers of scientific and technological subjects • The Result? • Tự Đức • Excellent knowledge of literature • Inability to understand the situation of the time • Prevented the efforts of Nguyễn Trường Tộ Burgess & Turner : An Education Pedagogy for Vietnam

18. HR Based Concepts • General Võ Nguyên Giáp (born 1911) • “...power is not the decisive factor…Human beings! Human beings are the decisive factor! ” • Trần Hưng Đạo (1228 – 1300) • “ People should be treated with humanity so we can guarantee deep roots and durable bases. ” • Phan Huy Chú (1782 – 1840) • “ The country (organisation) takes people as its roots. ” Burgess & Turner : An Education Pedagogy for Vietnam

19. Conclusion • Learning and understanding helps develop deep learning processes • Adding Vietnamese context to western theories and concepts Provides students with a rich tapestry of knowledge to contextualise their studies • • Creates a deeper understanding of the role of management • A process of maintaining equilibrium with environments and people Burgess & Turner : An Education Pedagogy for Vietnam

20. Conclusion • This concept better equips Vietnamese managers (or any other non-western culture) to more readily identify and deal with organisational efficiencies A move from command driven to demand driven organisations • • A re-inforcement and appreciation of the role of inherent cultural values, and in a business context • For Vietnam • Increases in Vietnam’s Global Competitive Index can be expected Burgess & Turner : An Education Pedagogy for Vietnam

21. Thank You And a special ‘Thank You’ to all of our students, some of whom appeared in this presentation Burgess & Turner : An Education Pedagogy for Vietnam