Development Of An International Curriculum Model In Education Management For Vietnam Higher Education Institutions

Abstract

The purposes of this research are (1) to investigate the current state and the need for internationalization of curriculum of Master Degree in Education Management for Vietnam higher education institutions (2) to analyze good practices for the internationalization of curriculum of Master Degree in Education Management in international universities, (3) to develop an international curriculum management model for Vietnam higher education institutions. The samples include (1) seven policy makers at national and institutional level (2) five administrators at faculty level (3) 67 faculty members, and (4) 217 students from five Vietnamese higher education institutions offering Master Degree in Education Management. The research instruments include the content analysis forms, interview forms, questionnaires and form for validation of the draft international curriculum model. The content analysis, frequency, percentage, mean, standard deviation, and priority need index are used in the data analysis. The research results can be summarized as follows: 1. The results from the document analysis, and the interviews of policy makers, and administrators show that the importance of internationalization of the curriculum is clearly recognized. To develop the new international curriculum, the university and faculty should strive for a distinctive, interdisciplinary and competency – based curriculum, which focuses on students’ knowledge, skills, and attitudes. In addition, the international curriculum needs to meet regional and international standards, and be appropriate to the local culture and national conditions. However, the limitations of the current state show a lack of qualified instructors, especially with international language, skills, limited facilities, and infrastructure. From the instructors’ survey, the current state is found to be at a moderate level, but the need is at a high level. The instructors prioritize the need to focus on developing strategy, program evaluation, investment in student services and learning resources respectively. Meanwhile, the student’s opinions show that students’ need is at a high level, especially on vision, mission, goals, attitudes, knowledge, and skills provided by an international curriculum. 2. The Master Degree in Education Management of international universities highly focuses on developing student’s international and intercultural competencies, organizational leadership skills, and practical knowledge with a global perspective. The graduates are expected to become educational reformers, leaders, and entrepreneurs in education. 3. The developed international curriculum management model in Education Management comprises the rationale and objectives of the model; program goal, objectives, and strategies; and five dimensions as follows (1) leadership in internationalization of the curriculum, (2) developing international curriculum for Master Degree in Education Management, (3) general management and support services, (4) administrative services and management, (5) and quality management. They are altogether 22 elements.