Đang tải... (xem toàn văn)
khóa luận, luận văn, thạc sĩ, tiến sĩ, cao học, đề tài
THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam SOUTHERN LUZON STATE UNIVERSITY Republic of the Philippines STRATEGIC PLAN OF THE ACADEMY OF FINANCE (AOF) CENTER FOR FOREIGN LANGUAGES, HANOI, VIET NAM FOR THE YEARS 2013-2017 A RESEARCH PROPOSAL PRESENTED TO THE FACULTY OF GRADUATE SCHOOL SOUTHERN LUZON STATE UNIVERSITY LUCBAN, QUEZON, PHILIPPINESTHAI NGUYEN UNIVERSITY S.R VIETNAM IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTORS IN BUSINESS ADMINISTRATION Name: Nguyen ThiThuyTrang Thai Nguyen, 2013 ACKNOWLEDGMENT I would like to express my most sincere thanks to the Management Board of the Southern Luzon State University, Thai Nguyen University, teachers of the school have helped me facilitate the learning process throughout I would like to express sincere gratitude and profound Dr.Walberto A Macaraan, enthusiastic teacher who has dedicated guidance, encouragement, spending time and exchange orientation for me during this research I sincerely thank the Board of Academy of Finance (AOF), colleagues in AOF, classmates DBA1, especially Mr Ngo Anh Cuong, facilitated enthusiastic help and share experience to help complete the thesis Finally, I would like to thank my best friends who have encouraged me to complete my thesis Contents STRATEGIC PLAN OF THE ACADEMY OF FINANCE (AOF) CENTER FOR FOREIGN LANGUAGES, HANOI, VIET NAM FOR THE YEARS 2013-2017 1 IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTORS IN BUSINESS ADMINISTRATION 1 ACKNOWLEDGMENT 2 ABSTRACT .5 List of tables .7 CHAPTER I: INTRODUCTION .8 1.1 Background of the study 11 1.2 Statement of the problem .12 1.3 Significance of the study 15 1.4 Scope and limitation of the study: 15 1.5 Terms: 16 CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 19 2.1 Requirement of English proficiency 19 2.2 Establishment of a language center in a business educational institution .19 2.3 General environment in Vietnam 21 2.3.1 Natural environment .21 2.3.2 Historical and political situation .21 2.3.3 Socio-cultural factors 22 2.3.4 Economic profile 24 2.4 Education Industry 28 2.4.1 General Education System in Vietnam 28 2.4.2 Viewpoint on education development 30 2.4.3 Demand and Supply Analysis .31 2.4.4 Competitor Analysis .36 2.4.5 Introduction of Best Practices .48 2.5 Opportunities and Threats 51 CHAPTER III: METHODOLOGY 56 3.1 Research design .56 3.2 Determination of sample size .58 3.3 Sampling design and techniques 59 3.4 Research instrument .61 3.5 Data gathering procedure .61 3.6 Data processing method .61 Chapter IV: Company study, data analysis and findings .63 4.1 Brief history of AOF and CFL .63 4.2 Overall performance 63 4.3 Institutional Activities 64 4.3.1 Major activities 64 4.3.1.1 Logistics .64 4.3.1.2 Operations 74 4.3.1.3 Marketing and sales .78 4.3.2 Support activities 86 Chapter V: Strategic Plan – Conclusions and Recommendations 96 5.1 CFL’s Vision, Mission, Objectives and Key Result Areas 96 5.2 Current strategy .100 5.2.1 Organizational Strategy 100 5.2.2 HRM strategy 100 5.2.3 Operating strategy .101 5.2.4 Marketing strategy 102 5.2.5 Financial strategy 102 5.3 Recommended strategic plan .102 5.4 Comparison with the current strategy 104 5.5 Management of changes 105 5.5.1 Organizational Strategy 106 5.5.2 HRM Strategy .106 5.5.3 Operations Strategy .112 5.5.4 Financial Strategy 116 APPENDICIES 118 REFERENCES: .134 BIBLIOGRAPHY 137 ABSTRACT Academy of Finance is one of very few nationally recognized State-owned universities in Vietnam and has provided the economy with highly appreciated graduates in banking, finance and accounting However, in recent years, with higher requirement of English proficiency from employers, Academy of Finance graduates have faced competition from other universities’ graduates whose majors of banking, finance or accounting are said to be less appreciated The tendency of English proficiency requirement can be seen in many job advertisements found in various job sites such as Vietnamworks.com, vieclam.com, dulieuvieclam.com, timviecnhanh.com,… According to Ministry of Education and Training, students can graduate from university only when they reach a certain proficiency of English Also, the ministry requires each university to set its own requirement of English proficiency Accordingly, Academy of Finance requires 450 TOEIC for graduation This is compulsory for the 48th batch and batches later To better meet job requirements and able to graduate, undergraduates plan to get prepared with English during their university They are free to choose an English center as long as they can obtain some certain certificates such as IELTS, TOEFL, TOEIC Some universities provide their undergraduates with another choice of their own language centers and learners are free to choose to sit in an exam for an international certificate or certificates issued by universities Academy of Finance could not increase the in-class time of English lessons, so out-of-school time programs were recommended In fact, Academy of Finance set up its own language center in 2010 to serve firstly its own students and then other interests It is a kind of out of school time program for students CFL was established by the Director of Academy of Finance in 2010 with the aim of providing AOF students with English proficiency to better meet the market’s needs CFL focuses on English while other OST programs are topic-specific and focus on categories like the arts, sports, theatre, math or science CFL is a not for profit organization under the direct control of Academy of Finance It is different from other commercial language centers in the market and also differs from other college’s/university’s centers that are directly controlled by Faculty of Foreign Languages of the college/university List of tables Table Pages Population growth rate in 1990 – 2010 Gross domestic product at constant 1994 prices by economic sector Gross domestic product at current prices by economic sector Enterprises in Vietnam are classified by capital sources and ownership 15 16 17 18 Retail sales of goods and services at current prices by kind of economic activity 18 Structure of employed population at 15 years of age and above as of annual July by kinds of economic activity 20 CHAPTER I: INTRODUCTION Today Vietnam has involved in the global integration both vertically and horizontally This has led to the requirement of English proficiency from employers toward job seekers In this context, Vietnam’s public schools are serving their students under increasing pressure to improve academic performance The inexorable drive to reach continuously higher levels of student achievement was spurred by the Ministry of Education and Training – MOET’s requirements in English proficiency The current economic recession has only exacerbated the stress on educators at all levels, as they are expected to push students’ achievement scores higher than ever before (while also closing achievement gaps between different sub-groups of students), despite diminishing resources that have resulted in staffing cuts, larger class sizes, and fewer support services for many of the nation’s students The increased emphasis on student achievement in general and student’s English proficiency, as measured by large-scale, state-mandated summative assessments, has resulted in school leaders and education policymakers embracing the notion that teachers can no longer afford to work in isolation if they seek to improve the performance of their students This trend is apparent in the current literature on professional development, where one can find an abundance of articles and books extolling the virtues of teacher learning teams, collaborative learning teams, communities of continuous inquiry, professional learning communities, and other configurations of collaborative work arrangements among teachers In reality, educational researchers and advocates for educational reform have been writing about various forms of teacher collaboration as a means to improve educational outcomes since the early 1990’s (Hord, 2004; Pounder, 1998) As Saunders, Goldenberg, and Gallimore (2009) indicated, there is “an intuitively appealing logic that underlies PLC [professional learning communities] and learning team programs” (p 1009) Yet, despite the significant body of literature regarding the importance of teacher collaboration in the effort to improve schools and the “intuitive logic” of such an approach, there is a dearth of empirical research that ties collaborative processes to improved teacher practice and improved student learning (Gallimore, Ermeling, Saunders, & Goldenberg, 2009; Goddard, Goddard, &TschannenMoran, 2007; InPraxis Group, Inc., 2006; Pounder, 1998; Saunders et al., 2009; Vescio, Ross, & Adams, 2008) The following quote from InPraxis Group, Inc (2006) captures the current body of literature and contemporary wisdom regarding the value of teacher collaboration and PLC-like approaches: Although there is little empirical research that links collaborative processes directly with student learning and achievement, there is a relatively consistent recommendation emerging from the literature on professional development – those who share the same concerns and challenges will learn more effectively if they work together in a professional development experience and teacher quality can be positively affected (p 33) The relative paucity of empirical research supporting the effectiveness of professional learning communities (PLCs) begs the following question: In schools that have implemented PLCs, to what extent have teacher practice and student achievement improved? This is the key question driving the establishment of out-of-school time programs while schools have to follow MOET’s rules of limited in-class time Although a number of studies have documented evidence regarding the various benefits of PLCs, for example, enhanced teacher learning (Little, 2003; Grossman, Wineberg, & Woolworth, 2001), improved school culture (Supovitz, 2002), and changes in classroom practice (Brownell, Adams, Sindelar, Waldron, &Vanhover, 2006), the most valuable aspect of PLCs lies in their potential to impact student achievement in a positive manner As Brownell et al (2006) argued, “Ultimately, professional collaborative efforts are important only if they help teachers change in ways that promote student learning” (p 184) Academy of Finance is one of very few nationally recognized State-owned universities in Vietnam and has provided the economy with highly appreciated graduates in banking, finance and accounting However, in recent years, with higher requirement of English proficiency from employers, Academy of Finance graduates have faced competition from other universities’ graduates whose majors of banking, finance or accounting are said to be less appreciated The tendency of English proficiency requirement can be seen in many job advertisements found in various job sites such as Vietnamworks.com, vieclam.com, dulieuvieclam.com, timviecnhanh.com,… According to Ministry of Education and Training, students can graduate from university only when they reach a certain proficiency of English Also, the ministry requires each university to set its own requirement of English proficiency Accordingly, Academy of Finance requires 450 TOEIC for graduation This is compulsory for the 48th batch and batches later To better meet job requirements and able to graduate, undergraduates plan to get prepared with English during their university They are free to choose an English center as long as they can obtain some certain certificates such as IELTS, TOEFL, TOEIC Some universities provide their undergraduates with another choice of their own language centers and learners are free to choose to sit in an exam for an international certificate or certificates issued by universities Academy of Finance could not increase the in-class time of English lessons, so out-of-school time programs were recommended In fact, Academy of Finance set up its own language center in 2010 to serve firstly its own students and then other interests It is a kind of out of school time program for students Out of School Time (OST) is a general term that describes any structured programs outside of the normal school day hours "The National Institute on Out-of-School Time defines out-ofschool time programs as encompassing a wide range of program offerings for young people that take place before school, after school, on weekends, and during the summer and other 10 ... thesis Contents STRATEGIC PLAN OF THE ACADEMY OF FINANCE (AOF) CENTER FOR FOREIGN LANGUAGES, HANOI, VIET NAM FOR THE YEARS 2013- 2017 1 IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE... exchange orientation for me during this research I sincerely thank the Board of Academy of Finance (AOF), colleagues in AOF, classmates DBA1, especially Mr Ngo Anh Cuong, facilitated enthusiastic