ABSTRACT:
In w88 link mới nhất Industry 4.0, human capital is one of w88 link mới nhất vital components of w88 link mới nhất digital economy. w88 link mới nhất changing global environment calls for developing new capabilities for human resources. This empirical study uses a mixed research method to interview and survey students in different majors studying at different Vietnamese universities. w88 link mới nhất study’s results show that w88 link mới nhất training needs have changed. In w88 link mới nhất study, some recommendations are made about w88 link mới nhất development oftransformative education systembased on w88 link mới nhất shared commitments between w88 link mới nhất government and businesses, and education as a premise forhuman capital developmentstrategy in w88 link mới nhấtdigital economy.
Keywords:human capital development, Vietnamese higher education, learning motivation, transformative education system, digital economy.
1. Introduction
w88 link mới nhất core of w88 link mới nhất Fourth Industrial Revolution (Industry 4.0) is digital transformation. w88 link mới nhất digital economy operates based on vital components including hard and soft infrastructure, telecommunication networks, and human capital. In w88 link mới nhất digital economy, knowledge and creativity decide w88 link mới nhất competitive advantage and global connectivity of a country. w88 link mới nhất World Economic Forum (WEF) and w88 link mới nhất Organization for Economic Cooperation and Development (OECD) reported that future labor would require sustainable job skills and global competency in response to increasingly unpredictable environmental changes (Robertson, 2021; Whiting, 2020). w88 link mới nhất impact of Covid-19 has changed worldwide education. In Vietnam, from 2020 to 2022, w88 link mới nhất Ministry of Education and Training (MOET) focused on ensuring safe learning in w88 link mới nhất Covid-19. w88 link mới nhất Minister of w88 link mới nhất MOET stated that “w88 link mới nhất development of human capital is a critical objective in any condition”.
It is predicted that artificial intelligence replicating w88 link mới nhất human brain will arrive as soon as 2030. w88 link mới nhất digital transformation national strategy of Vietnam until 2025 towards 2030 promotes digitalizing all aspects of w88 link mới nhất economy including digital government, digital business operations, and digital education. w88 link mới nhất future of digital education in Vietnam depends on w88 link mới nhất information technology (IT) infrastructure, w88 link mới nhất collaboration between government and technology and telecommunication network enterprises as well as compatible skills of human resources. w88 link mới nhất present challenge for Vietnamese higher education is w88 link mới nhất disconnection between economic growth and human capital development as well as higher education performance (Parajuli et al, 2021).
Much international and domestic research identified w88 link mới nhất learning motivation of students as a reflection of training quality, learning environment, and self-regulatory (Fajri et al., 2021; Luu Chi Danh et al., 2021; Schunk & DiBenedetto, 2020). As different cultures and contexts require different motivation tools and motivation of students is situated perspective (Pintrich, 2003), recognition of changing training needs for students will help Vietnamese higher education to develop w88 link mới nhất right human capital development strategy. Initially, w88 link mới nhất research aims to identify learning motivation and its determinants in Vietnamese students. Next, w88 link mới nhất research aims to identify changing training needs for w88 link mới nhất new generation of Vietnamese students. Consequently, w88 link mới nhất research expects to gain insight to give recommendations for Vietnamese higher education concerning human capital development strategy in w88 link mới nhất digital economy.
2. Literature review
w88 link mới nhất literature review firstly defined w88 link mới nhất concepts of motivation and learning motivation; secondly identified w88 link mới nhất determinants of learning motivation and thirdly recognized changing training needs of w88 link mới nhất new generation of students. w88 link mới nhất results of w88 link mới nhất literature review identified w88 link mới nhất research gap in w88 link mới nhất topic of learning motivation and human capital development strategy in w88 link mới nhất digital age.
2.1. w88 link mới nhất concepts of motivation and learning motivation
Maslow’s theory of human motivation defined human needs as a hierarchical model consisting of physiological needs, safety needs, love or belonging needs, esteem needs, and self-actualization needs. When people felt satisfied with basic needs, they looked for w88 link mới nhất satisfaction of advanced needs such as confidence, others’ respect, others’ admission to success, and self-fulfillment. w88 link mới nhất social-cognitive theory suggested motivation as a predictor of personal behaviors of choice, effort, persistence, and achievement (Schunk & DiBenedetto, 2020). Environmental surroundings including instruction, standards, feedback, and rewards affect motivation.
Learning motivation included intrinsic and extrinsic motivation (Fajri et al., 2021). Intrinsic motivation included personal goals and consistent behavior to achieve goals. External environments such as teachers, school, and friends influenced extrinsic motivation. Objectives of learning motivation include awareness (understand and solve a problem), self-esteem (obtain social status) and affiliation needs (epistemology) (Fajri et al., 2021).
2.2. Determinants of learning motivation
w88 link mới nhất engagement theory suggested that w88 link mới nhất use of technology and teaching methods (project-based learning, team collaboration) enhanced engagement and interactions (Kearsley & Schneiderman, 1999). w88 link mới nhất engagement theory suggested that computer attributes (usable, aesthetic and sensory, challenging, controllable, responsive) enhanced user engagement (O’Brien & Toms, 2008). w88 link mới nhất self-regulatory theory explained that students’ belief in desirable behaviors adjust their will and actions to achieve goals (Kuyper, Van der Werf & Lubbers, 2000). Students made behaviors depending on their experience and observation of others on how they got rewards for certain behaviors (Chin & Mansori, 2018).
In a traditional classroom, curriculum and training objectives, pedagogy methods and students’ background (personal problems, family, friends, and environment surroundings) affected learning motivation (Fajri et al., 2021). In online learning, w88 link mới nhất curriculum and lecturers were still key motivators, but there was a rising role of w88 link mới nhất IT system and students’ self-efficacy (Krsmanovic, 2021; Luu Chi Danh et al., 2021). w88 link mới nhất IT system provided students with easy and convenient access to w88 link mới nhất learning environment, materials, and feedback. w88 link mới nhất combination of teaching methods, encouragement of social interaction, and suitable use of technology in class enhanced students’ motivation and engagement in a mixed-method learning context (Shi, Tong & Long, 2021).
2.3. Changing training needs of students and implications for human resources development strategy in w88 link mới nhất digital age
Students wanted to study in a safe and comfortable learning environment (Pintrich, 2003) such as satisfactory facilities and adequate learning resources. Students expected more assessment on personal improvement and progress than normal standards (Pintrich, 2003). Design of curriculum and syllabus focused on developing sustainable career skills and global competency for students (Robertson, 2021; Whiting, 2020). Skills such as critical thinking, emotional intelligence, intercultural communication, and lifelong learning differentiated human wisdom from AI. Lecturers applied teaching methods proven by research (project-based learning) (Krsmanovic, 2021) so students participated in w88 link mới nhất project with experts and developed project management skills (collaboration, conflict management, presentation). Group discussion on local and global topics increased global awareness (Robertson, 2021). New technology and Internet platforms added more choice and control over studies such as academic credit systems and recent trends of distant learning, online learning, and massive open online courses. w88 link mới nhất connection between academic and social results enhanced students’ self-efficacy and training values (Krsmanovic, 2021; Pintrich, 2003).
In response to w88 link mới nhất changing environment, business and education share responsibilities in w88 link mới nhất development of a transformative education system to develop capable human resources in w88 link mới nhất digital age (OECD, 2021; Parajuli et al., 2021; Whiting, 2020). At w88 link mới nhất user level, curriculum design and pedagogy reflect w88 link mới nhất implementation of updated learning resources and teaching methods (Krsmanovic, 2021; Whiting, 2020). At w88 link mới nhất management level, universities align with w88 link mới nhất business to design, develop and evaluate w88 link mới nhất digital learning infrastructure periodically to accommodate learning needs (OECD, 2021). At w88 link mới nhất strategic management level, w88 link mới nhất government supports w88 link mới nhất education system with a legal and regulatory framework, orientation of w88 link mới nhất MOET, financial autonomy, national quality assurance framework, and funding (Parajuli et al., 2021).
Previous studies explored w88 link mới nhất influence of personal motives (assessment on personal progress and improvement, attainment of academic and social results) and environment stimuli (training objectives of curriculum and syllabus, teaching methods, safe and comfortable learning environment, convenient and attractive attributes of IT system) on learning motivation in both traditional and modern learning contexts. However, there is yet any empirical research on w88 link mới nhất recognition of changing training needs of students in Vietnamese higher education with a comparison between before and during w88 link mới nhất Covid-19 context and its recommendations for w88 link mới nhất development of a transformative education system in w88 link mới nhất digital age.
3. Methodology
w88 link mới nhất research applied a mixed method. For w88 link mới nhất qualitative method, a focus group was conducted on Microsoft Teams in September 2021 for convenience in w88 link mới nhất social distance period. Informants included 10 students currently studying in economics, social science, and natural science fields at different Vietnamese universities. An interview guide included questions such as “What is your learning motivation?”, “What factors influence your learning motivation?”, “Does w88 link mới nhất learning environment influence your learning motivation?”, “How about training quality?”, “How about teaching methods?”, “Do you think self-efficacy influences learning motivation? Why?”, “What is w88 link mới nhất difference in learning motivation before and during w88 link mới nhất Covid-19?”, “Do you have any other ideas?”. Results were recorded on Microsoft Teams software and analyzed by w88 link mới nhất researcher. w88 link mới nhất answers were grouped by themes (w88 link mới nhất university, family and peers, personal factors), categories (training quality, quality of lecturers, learning environment; family and friend relationships; learning objectives and plans; effectiveness of teaching method, learning environment, and self-regulatory in online learning) and quotes. w88 link mới nhất research model was developed based on a literature review and qualitative results.
For w88 link mới nhất quantitative method, 250 students completed an online survey on Google Form from October to December 2021. After data cleaning, 200 valid responses were input to Excel software, and performed descriptive statistics for analysis. w88 link mới nhất survey questionnaire used a nominal scale for measuring personal factors (sex, major, academic year), an interval scale for comparing learning needs before and during w88 link mới nhất Covid-19 (Shi, Tong & Long, 2021), and a proportion scale (5-level Likert scale: 1 - Totally disagree, 2 - Disagree, 3 - No opinion, 4 - Agree, 5 - Totally agree) for measuring personal factors (learning objectives and plans) and students’ perception about training quality (Krsmanovic, 2021), quality of lecturers (Shi, Tong & Long, 2021) and learning environment (Luu Chi Danh et al., 2021). Results were compared with literature review and qualitative results to explain w88 link mới nhất research results.
4. Results and Discussion
4.1. Learning motivations of Vietnamese students in w88 link mới nhất digital age
Students defined motivation as w88 link mới nhất “desire to accomplish excellent achievement”, “display self-values”, “obtain scholarships or rewards”, “make w88 link mới nhất family proud” and “accumulate knowledge”. Students thought that positive motivation helped students to “have w88 link mới nhất will to overcome challenges”, while negative motives made students “fail when facing difficulties”. Students defined intrinsic motivation as “students’ joy” to put w88 link mới nhất effort into achieving goals and academic awards, while extrinsic motivation was learning to “get rewards” or “follow lecturer’s requirements”.
Students confirmed “personal”, “family and friends”, “teaching method of lecturers”, “curriculum”, “learning environment”, “facility”, “student support” and “tuition” as learning motivators. 86% of students agreed that learning motivation consisted of pedagogy methods, curriculum, lecturers, learning environment, material condition, family and friends, and self-regulatory.
w88 link mới nhất research results aligned with previous studies’ results, but there was a concern about tuition fees and student support. Because of w88 link mới nhất peak social distance period in Vietnam from July to September 2021, students developed stronger needs for social interactions and tuition support from w88 link mới nhất University. Universities had financial support (delay or reduce tuition fees) for students during w88 link mới nhất Covid-19 would enhance learning motivation, gain positive word-of-mouth and increase w88 link mới nhất reputation of w88 link mới nhất university. Universities implemented an online platform for prompt response to students’ requests would support students better.
4.2. Determinants of learning motivation of Vietnamese students in w88 link mới nhất digital age
For personal characteristics, 35.7% of students were male and 64.3% were female. Among w88 link mới nhất students, w88 link mới nhất sophomore had w88 link mới nhất highest number (60.7%), followed by freshmen (17.9%), juniors (10.7%), and seniors (10.7%). Among w88 link mới nhất majors, Business Administration had w88 link mới nhất highest (28.5%), followed by International Relations (16.3%), English (14.3%), and others (3% to 7%). For learning objectives plans, students knew about w88 link mới nhất training program through friends, followed by social media (10%) and career orientation activities (4%). Students cared about a good job (72%), followed by accumulation of knowledge and skills (64%), good and excellent degrees (40%), and scholarship (40%). 89% of students had short-term and long-term objectives and plans in addition to 72% of students chose a major based on their dream and hobby.
For training quality, students agreed with clear outcomes (65%), w88 link mới nhất reality (68%), and w88 link mới nhất ability to integrate internationally (63%) of w88 link mới nhất curriculum. For w88 link mới nhất quality of lecturers, students perceived w88 link mới nhất delivery of lectures is easy to understand (83%), w88 link mới nhất interaction between lecturers and students (88%), and w88 link mới nhất friendliness and sociability of lecturers (49%). 75% of students agreed that lecturers gave rewards in classes and students’ participation during reward time. Students thought that group discussion enhanced “competition with friends” and encouraged students to “prepare lessons” and “do advanced research”. 49% of students agreed with w88 link mới nhất frequency of technology application in lectures.
For relationships with family and friends, 90% of students thought that emotions with family influenced learning motivation and they wanted to study to change their personal and family situations (84%). Half of w88 link mới nhất students experienced negative friend relationships including isolation from friends (25%), school bullying (7%), and sexual abuse (7%). For w88 link mới nhất learning environment, students agreed with w88 link mới nhất impact of w88 link mới nhất modern facility for learning and living (90%) and student support (53%) on learning motivation. w88 link mới nhất dissatisfaction of students with w88 link mới nhất learning environment included “elevator jams”, “full parking” and “weak wifi”, which led to students’ “lack of knowledge” and “difficulty to find learning materials and practice”. There was declining care for university activities among a group of sophomores, juniors, and seniors. 84% of students agreed with w88 link mới nhất tuition support policy of w88 link mới nhất university during w88 link mới nhất Covid-19.
About w88 link mới nhất occurrence of Vietnamese students learning online during w88 link mới nhất Covid-19, 53% of students were attentive at w88 link mới nhất beginning of w88 link mới nhất lesson because of “fear of lecturer calling their name” or “feeling responsible”. During lessons, students wholly focused on studying (14%) and did private activities such as sleeping or using social media (48%). 28% of students felt sleepy, bored, and hard to understand lessons due to ineffective delivery of lecturers. Students had a private learning environment (83%) and were not disturbed in studying (79%). Students shared that “family support” of “both physical and mental conditions” ensured their focus on learning better.
w88 link mới nhất qualitative and quantitative results confirmed key motivators of learning motivation of Vietnamese students in w88 link mới nhất digital age including training quality, quality of lecturers, learning environment, and self-regulatory. Most of w88 link mới nhất students had w88 link mới nhất opportunity to study in a modern learning environment and received tuition support from w88 link mới nhất university during w88 link mới nhất Covid-19. Most of w88 link mới nhất students had clear learning objectives and plans. Lecturers played a vital role in w88 link mới nhất delivery of lectures and encouragement in classes. However, w88 link mới nhất effectiveness of delivery of online lectures fell by 50%, which resulted in less than one-third of students’ concentration in online classes. w88 link mới nhất frequency of technology application did not adequately satisfy half of w88 link mới nhất students.
Although family and friends had special roles in learning motivation, students experienced a high rate of negative friend relationships, which presented an alarming call for w88 link mới nhất university administrators to take action for immediate resolution. Both training quality and student support were ineffective as older students cared less about w88 link mới nhất university’s activities. w88 link mới nhất clarity, international integration, and connection with careers of w88 link mới nhất curriculum were not persuasive for more than one-third of w88 link mới nhất students. w88 link mới nhất insights from w88 link mới nhất research ask for w88 link mới nhất consideration of Vietnamese higher education on w88 link mới nhất improvement of training quality, teaching method, technology application, and negative friend relationships. Vietnamese universities had strengths including a high degree of students’ self-regulatory, modern facilities, and social responsibility.
5. Conclusions
w88 link mới nhất research on w88 link mới nhất learning motivation of Vietnamese students in w88 link mới nhất digital age contributed to w88 link mới nhất theories of social-cognitive, engagement, and self-regulatory. w88 link mới nhất research results expanded world knowledge about practices of Vietnamese higher education. w88 link mới nhất recognition of changing training needs of Vietnamese students before and during w88 link mới nhất Covid-19 presented strengths (facility, pedagogy methods, self-regulatory, family support, social responsibility) and challenges (teaching methods, w88 link mới nhất application of teaching methods, university activities, curriculum objectives, and negative friendship experience) for Vietnamese higher education. Therefore, government, education, and business collaborate to develop a transformative education system as a foundation for an effective human capital development strategy (OECD, 2021; Parajuli et al., 2020; Whiting, 2020).
w88 link mới nhất government provides a legal and regulatory framework, national quality assurance assessment, and national economic development strategy focused on human capital development in w88 link mới nhất digital economy as “Talent is w88 link mới nhất national resource” (Parajuli et al., 2020). Government and business provide essential funding for potential projects such as w88 link mới nhất digital learning system (a collaboration between university and business to design and develop a digital provision of learning resources for all students and conjoin for evaluation) (OECD, 2021). Businesses are increasingly involved in career orientation through mentorship and scholarships (Kuyper, Van der Werf & Lubbers, 2000). w88 link mới nhất university pioneers redesigning w88 link mới nhất curriculum and syllabus focused on developing career skills and global awareness for students (Krsmanovic, 2021). Lecturers are equipped with IT skills to effectively apply technology in class (Shi, Tong & Long, 2021). w88 link mới nhất university pays more attention to sex education and mental health care for students (Chin & Mansori, 2018). w88 link mới nhất university increasingly organizes career orientation workshops and academic competitions for local, nationwide and international students (Pintrich, 2003). Consequently, w88 link mới nhất shared commitment between government, education, and business in effective human capital development expects to boost strengths and embrace w88 link mới nhất challenges of Vietnamese higher education in w88 link mới nhất digital economy.
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Vai trò của giáo dục đại học Việt Nam đối với phát triển nguồn nhân lực trong nền Công nghiệp 4.0
ThS. Trương Hồng Chuyên
Khoa Kinh tế - Quản trị, Trường Đại học Quốc tế Hồng Bàng
TÓM TẮT:
Trong nền Công nghiệp 4.0, vốn con người là một trong những thành phần quan trọng của nền kinh tế số. Môi trường toàn cầu đang thay đổi, đòi hỏi phải phát triển các khả năng mới cho nguồn nhân lực. Nghiên cứu thực nghiệm này áp dụng phương pháp nghiên cứu hỗn hợp để phỏng vấn và khảo sát nhiều sinh viên thuộc các chuyên ngành khác nhau tại các trường đại học ở Việt Nam. Kết quả nghiên cứu cho thấy nhu cầu đào tạo đang thay đổi. Nghiên cứu đưa ra một số khuyến nghị đề xuất một hệ thống giáo dục chuyển đổi dựa trên cam kết chung giữa chính phủ, doanh nghiệp và giáo dục, làm tiền đề cho chiến lược phát triển nguồn nhân lực trong nền kinh tế kỹ thuật số.
Từ khóa:phát triển vốn con người, giáo dục đại học Việt Nam, động lực học tập, hệ thống giáo dục chuyển đổi, kinh tế số.
[Tạp chí Công Thương - Các kết quả nghiên cứu khoa học và ứng dụng công nghệ, Số 9, tháng 5 năm 2022]
