híng dÉn ®äc toµn v¨n b¸o c¸o KQNC ! B¹n muèn ®äc nhanh nh÷ng th«ng tin cÇn thiÕt ? ! H∙y ®äc qua Môc lôc bªn tay tr¸i b¹n tríc khi ®äc b¸o c¸o ( víi Acrobat 4.0 trë lªn, cho trá chuét vµo mçi ®Ò môc ®Ó ®äc toµn bé dßng bÞ che khuÊt ) ! Chän ®Ò môc muèn ®äc vµ nh¸y chuét vµo ®ã ! B¹n muèn phãng to hay thu nhá trang b¸o c¸o trªn mµn h×nh ? ! Chän, nh¸y chuét vµo 1 trong 3 kÝch th thíc cã s½n trªn thanh Menu , hoÆc ! Më View trªn thanh Menu, Chän Zoom to ! Chän tû lÖ cã s½n trong hép kÝch th thíc muèn,, NhÊn OK hoÆc tù ®iÒn tû lÖ theo ý muèn Chóc b¹n hµi lßng víi nh÷ng th«ng tin ®®îc cung cÊp National Cheng Kung University Institute of International Management Master’s Thesis Strategy Development for Higher Education in Vietnam Student: Dao Kim Nguyen Thuy Hang RA6967011 Advisor: Chinho Lin June, 2009 ACKNOWLEDGEMENTS First of all, I would like to express my sincere thanks and appreciation to Professor Chinho Lin, my advisor for giving me valuable directions. My thesis would not have been completed without his guidance. It is impossible to forget his efforts on a lot of methodological comments and analytical guidance. I would also like to express my gratitude to my professor, committee members, Dr.
Jeng-Chung (Victor) Chen, Dr. Don Jyh-Fu Cheng, Dr. Pei-Hsuan Hsieh for their positive, constructive and useful comments, acceptance, and support. Huge thanks must go to Professor Dr.
Richard Lynch at Middlesex University London and Professor Dr. Paul Baines at Cranfield University in UK for their help and spend countless hours discussing ideas and advising me on various aspects. My sincere thanks and appreciation go to Professor and President Dr. Phan Thanh Binh, Associate Professor and Vice President Dr.
Huynh Thanh Dat of Vietnam National University-Ho Chi Minh City (VNU-HCM) and all of the professors, directors, vice directors, managers, experts, and staffs in VNU-HCM and many universities in Vietnam for their unique and amazing friendship and support, whose contributions of time and talent to my study. I would also like to express my gratitude to all of the professors in the IMBA program, IMBA staffs as well. I owe a debt of thanks to all those mentioned here, as well as to the many other friends who have encouraged me on this venture. I couldn‘t have done it without you.
I hope you think it worthwhile. I Finally, thanks to my family for bringing me up and supporting me all along. Special, I would like to extend my heartfelt gratitude to my mother who supports a living for me nearly 30 years. II ABSTRACT Keywords: Resource based view (RBV), Funding, Higher education performance, Strategy.
This study intends to determine the relationship among RBV (reputation, architecture, innovation capability, core competencies, and knowledge based advantages) and funding and higher education performance. The moderating effects of psychological contract fulfillment and reward orientation on the relationship between funding and higher education performance were also examined. In order to avoid the bias, the way to distribute the questionnaire survey was mostly to contact directly, via phone or email to distribute all questionnaire sheets to all members, managers, experts, directors, vice directors, presidents and vice presidents. And based on the results of this empirical study, the findings show that there is a strong relationship among RBV (reputation, architecture, innovation capability, core competencies and knowledge based advantages) and funding and higher education performance.
Thus, we employ the RBV of strategy development to explore the strength and the weakness of higher education in Vietnam. The paper also explores whether or not universities in Vietnam can apply, improve or learn more the RBV concepts. Then, the next step is to examine how funding and higher education performance are related to the university‘s mission and objectives, so as to influence the government policy. III TABLE OF CONTENTS ACKNOWLEDGEMENTS.
III TABLE OF CONTENTS .IV LIST OF TABLES. VII LIST OF FIGURES .IX CHAPTER ONE INTRODUCTION .1 Research Background and Motivation.3 Research Flow and The Structure of This Study.2 The Structure of This Study. 7 CHAPTER TWO LITERATURE REVIEW .1 Definition of Constructs.1 Resource Based View.3 Higher Education Performance (HE Performance).2 Relationships between Constructs.1 RBV and Funding.2 RBV and Higher Education Performance.3 Funding and HE Performance. 25 CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY .1 The Conceptual Model.2 Questionnaire Design Procedures.3 Hypotheses to be Tested.5 Data Analysis Procedures.1 Descriptive Statistic Analysis.2 Factor Analysis and Reliability Test.3 T-test and One Way Anova (F-test).4 Multiple Regression Analysis.
38 CHAPTER FOUR DATA ANALYSIS AND MEASUREMENTS .1 Sample and Data Collection Procedures.2 Characteristics of Respondents.4 Factor Analysis and Reliability.5 Independent Sample T-test and One Way ANOVA (F-test).1 Independent Sample T -test.2 One Way ANOVA (F-test).6 Relationships Among Constructs – Multiple Regression Analysis.1 The Influences of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Funding.2 The Influences of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Higher Education Performance.3 The Influences of Funding on Higher Education Performance. 56 V CHAPTER FIVE CONCLUSION AND SUGGESTIONS .1 Research Findings Implications.3 Limitation and Future Research. 69 Appendix 2: Vietnamese Questionnaire. 73 VI LIST OF TABLES Table 3-1 Measurements for Reputation Construct.
31 Table 3-2 Measurements for Architecture Construct. 31 Table 3-3 Measurements for Innovation Capability Construct. 32 Table 3-4 Measurements for Core Competencies Construct. 32 Table 3-5 Measurements for Knowledge Based Advantages Construct.
33 Table 3-6 Measurements for Funding Construct. 33 Table 3-7 Measurements for HE Performance Construct. 33 Table 4-1 Characteristics of Respondents. 41 Table 4-2 Descriptive Statistics of the Constructs and Items.
44 Table 4-3 Factor Analysis and Reliability. 48 Table 4-4 Result of Independent SampleT-test. 49 Table 4-5 Result of One Way Anova for Age. 50 Table 4-6 Result of One Way Anova for Education Background.
51 Table 4-7 Result of One Way Anova for Highest Level of Education Attained. 51 Table 4-8 Result of One Way Anova for Income/Per Month. 52 Table 4-9 Result of One Way Anova for Number of Years in Experience as University Manager. 52 Table 4-10 The Influence of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Funding.
54 VII Table 4-11 The Influence of RBV (Reputation, Innovation Capability, Architecture, Core Competencies, and Knowledge Based Advantages) on Higher Education Performance. 55 Table 4-12 The Influence of Funding on Higher Education Performance. 56 Table 5-1 Hypotheses Results. 58 VIII LIST OF FIGURES Figure 1-1.
The flow chart of this study. The conceptual model. 30 IX CHAPTER ONE INTRODUCTION 1.1 Research Background and Motivation. Nowadays, the whole world has recognized that resource based view is very vital to get things done successfully in the most effective way.
With the resource-based view (RBV) concept, researchers assumed that the firm is a pool of hard-to-copy resources and capabilities (Connor, 1991) and those discrepancies in size distribution and competitiveness of firms occur from their distinctive capabilities to build up, expand, and organize those resources and capabilities to create and apply value-enhancing strategies (Amit & Schoemaker, 1993; Barney, 1991; Peteraf, 1993). According to Powers and McDougall (2005), although the resource-based view of the firm was largely developed from studies of the for-profit sector, its application in higher education is useful for sharpening the understanding of organizational phenomenon such as spin-off activity that occurs there, arguing that certain resources and capabilities may provide a university with advantages in technology transfer performance. The resource-based view of the firm dominates the strategic management literature and has also found use in the management information systems (MIS) literature (Priem & Butler, 2001). It was developed to explain how organizations achieve sustainable competitive advantages.
Advocates of the resource-based view have tried to explain why firms differ and how it matters (Barney, 1991; Hoopes, Madsen, & Walker, 2003). 1 And the resource-based view (RBV) of the firm defines a strategic asset as one that is rare, valuable, imperfectly imitable and non-substitutable (Halawi, Aronson, & McCarthy, 2005). Applying the resource-based view at universities, they have tested the influence of five bundles of resources and capabilities on spin-off activity rates as well as on the performance of new spin-offs in a sample of seven European universities. These five bundles are: technology transfer policies and strategies; human capital; stock of technology; resources and capabilities of technology transfer offices; and support measures for academic entrepreneurship (Gras, Lapera, Solves, Jover, & Azuar, 2008).
In other way, Lynch and Baines (2004) argues that the insights of the RBV will always identify such opportunities and therefore suggest that other strategy processes- perhaps market based or experimental – are needed in addition to the RBV. Further, the extent to which the RBV can be used to develop strategy within other international contexts depends on the bundles of resources available to those institutions. In other words, there are strong indications that national government policy is often the prime shaper of the market context for any country‘s university sector, with a concomitant impact upon strategy development. And these scholars also indicated that ―in higher education, a resource-based perspective could provide new and valuable insights for strategy development at UK universities and that these same principles can be applied in other parts of the world‖ (p.
Like the rest of the world, Vietnam was already to enter the new century with many opportunities but, at the same time, it will have to face possible new challenges in many fields. The increasing complexity of Vietnam‘s economic activities, together with a growing number of graduates, is creating substantial social demand for a better-educated workforce beyond the Vietnamese primary school, secondary education, and high school. While primary education, secondary education, and high 2 school provides basic cognitive skills, a foundation for producing a flexible, productive and globally competitive workforce to sustain high economic growth, higher education provides high quality human resources in line with the socio-economic structure of the industrialization and modernization of the nation; enhance the competitiveness in fair co-operation for Vietnam in its international economic integration; to facilitate the expansion of post secondary education through diversification of educational programs on the basis of a path-way system that is suitable for the structure of development, careers and employment, local and regional human resource needs and the training capacities of education institutions; to increase the appropriateness of the training to the employment needs of the society, the ability to create jobs for oneself and for others (MOET, 2008). Accordingly, higher education enrollments have increased significantly from 893,754 students in 1999 to 1,540,201 students in 2007 for an average annual enrollment growth rate of about 10 percent.
Enrollment is projected by the Vietnamese government to reach 1,694,000 students in 2008. This rapid expansion has resulted in deteriorating quality of higher education, which is aggravated by double and triple scheduling of classes in schools to accommodate such rapid expansion. The poor quality of higher education is caused mainly by unsuitable curriculum and shortages of physical and human resources (including textbooks, instructional materials, and qualified teachers). In 1999, with 30,309 teachers, almost 20 percent of higher education teachers remained under-qualified.
The lack of adequately trained teachers to meet the demand of a modern curriculum and to deliver teaching effectively is a major cause of internal inefficiency in higher education (MOET, 2008). The goals of higher education are set as follows: To train the human resources with political and moral qualifications ready to serve the people; knowledge; with 3 practical knowledge, good health and abilities to contribute to the development and the defense of the country (MOET, 2008). The economists were exploring the principle that resources were important in bestowing competitive advantage on a firm. Other early strategy writers also identified the significance of resources on strategy performance and the general management capabilities that might deliver superior performance.