The development of a contextualised set of evaluation criteria for studying internationalisation at a Vietnamese public university : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand

The aim of this thesis is to explore the development of a contextualised set of evaluation criteria for studying internationalisation at a Vietnamese public university. The literature on internationalisation has so far paid little attention to Vietnam, a context which is at an early stage in conceptualising a plan for its internationalisation. This thesis, therefore, will assist Vietnamese universities in this effort in order to become a part of the global higher education system. Having access to a set of relevant evaluation criteria will not only enable them to better understand their current level of internationalisation but also inform their future internationalisation strategy. The research process was supported by two conceptual frameworks: practical participation evaluation and utilization-focused evaluation approaches. A mixture of qualitative and quantitative research methods was employed to conduct the three-phase development of the contextualised set of evaluation criteria. A collaborative partnership was also developed with the institutional stakeholders from a key university for which the set of criteria was contextualised for evaluating the internationalisation process. The findings from this study indicated that the development of a contextualised set of evaluation criteria for internationalisation at a Vietnamese public university was informed by a complexity of contextual factors. In particular, the domestic-focused nature of institutional internationalisation was found to be shaped not only by national economic and political rationales but also the institutional structure of single focus on teaching. The complexity was further expanded to (national) cultural relevance, institutional purposes for the evaluation, and the institutional mono-disciplinary structure when it came to the evaluation of that internationalisation. As a result of the study, a modelling process for developing a contextualised set of criteria for internationalisation at Vietnamese public universities was established. Insights into the complexity of the process for contextualising a set of evaluation criteria to study internationalisation at a Vietnam university also led to implications and recommendations for institutional stakeholders at the key university in the study (policy implementers and senior leaders), other universities, and policy makers

Was the Higgs boson discovered?

The standard model has postulated the existence of a scalar boson, named the Higgs boson. This boson plays a central role in a symmetry breaking scheme called the Brout-Englert-Higgs mechanism (or the Brout-Englert-Higgs-Guralnik-Hagen-Kibble mechanism, for completeness) making the standard model realistic. However, until recently at least, the 50-year-long-sought Higgs boson had remained the only particle in the standard model not yet discovered experimentally. It is the last but very important missing ingredient of the standard model. Therefore, searching for the Higgs boson is a crucial task and an important mission of particle physics. For this purpose, many theoretical works have been done and different experiments have been organized. It may be said in particular that to search for the Higgs boson has been one of the ultimate goals of building and running the LHC, the world's largest and most powerful particle accelerator, at CERN, which is a great combination of science and technology. Recently, in the summer of 2012, ATLAS and CMS, the two biggest and general-purpose LHC collaborations, announced the discovery of a new boson with a mass around 125 GeV. Since then, for over two years, ATLAS, CMS and other collaborations have carried out intensive investigations on the newly discovered boson to confirm that this new boson is really the Higgs boson (of the standard model). It is a triumph of science and technology and international cooperation. Here, we will review the main results of these investigations following a brief introduction to the Higgs boson within the theoretical framework of the standard model and Brout-Englert-Higgs mechanism as well as a theoretical and experimental background of its search. This paper may attract interest of not only particle physicists but also a broader audience.Comment: LateX, 23 pages, 01 table, 9 figures. To appear in Commun. Phys. Version 2: Minor changes, two references adde

森林生態系サービスと地域資源の生業改善に資する潜在的有用性の検討-ベトナム・バックマー国立公園とその緩衝地域における事例

京都大学0048新制・課程博士博士(地球環境学)甲第22816号地環博第203号新制||地環||39(附属図書館)京都大学大学院地球環境学舎地球環境学専攻(主査)教授 西前 出, 教授 柴田 昌三, 准教授 落合 知帆学位規則第4条第1項該当Doctor of Global Environmental StudiesKyoto UniversityDFA

EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES

This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.  Article visualizations

Does exchange rate policy matter for economic growth? Vietnam evidence from a co-integration approach

Both economic growth and exchange rate theories suggest that the exchange rate regime could have consequences for the medium-term growth of a country, directly, through its effects on the adjustment to shocks, and indirectly, through its impact on the important determinants of growth. It is, however, surprising that there was little empirical work investigating the indirect relationship between the exchange rate policy and economics growth in the case of a specific country. In a co-integration framework, our research attempts to fill the gap by econometrically investigating the possible impacts of exchange rate regime on economic growth through two main channels - Foreign direct investment (FDI) and Exports - in the case of Vietnam - a successful example of a transitional economy.Exports, Exchange Rate, FDI, Growth, Co-integration

Mediating Effect of Social Commerce Continuance Use Intention on the Relationship Between Perceived Values and Brand Loyalty

The purpose of this paper is to examine the mediating effect of social commerce continuance use intention on the relationship between perceived values and brand loyalty in the social commerce context. The data was collected from 176 members of the Apple Watch Social Commerce site in Vietnam via an online questionnaire. Applying the structural equation modelling method, we found that social commerce continuance use intention has mediating effects on the relationship between perceived values and brand loyalty. Keywords: Perceived values, continuance use intention, brand loyalty, social commerce, Vietnam DOI: 10.7176/EJBM/12-11-07 Publication date: April 30th 202