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Professional Learning for Higher Education Academics: Systematic Tensions

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Reforming Vietnamese Higher Education

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 50))

Abstract

Using activity theory as a theoretical framework, this case study identifies contradictions relating to the professional learning activities of academics in a higher education institute in Vietnam. Data were collected from in-depth interviews with a group of academics in order to gain in-depth understanding about their professional learning experience. The study puts forward implications for the design of a model for academics’ professional development in the context of Vietnam.

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Acknowledgements

This research was supported under Australian Government’s Endeavour Executive Fellowship Awards. We would like to express our appreciation to Associate Professor Susan Goodwin (The University of Sydney) and Dr. Tony Loughland (The University of New South Wales) for their excellent support.

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Authors and Affiliations

  1. School of Education, University of New South Wales, Kensington, NSW, Australia

    Hoa Thi Mai Nguyen

  2. University of Technology and Education, Ho Chi Minh City, Vietnam

    Thu Dinh Nguyen

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  1. Monash College, Clayton, VIC, Australia

    Nhai Thi Nguyen

  2. Deakin University, Burwood, VIC, Australia

    Ly Thi Tran

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Nguyen, H.T.M., Nguyen, T.D. (2019). Professional Learning for Higher Education Academics: Systematic Tensions. In: Nguyen, N.T., Tran, L.T. (eds) Reforming Vietnamese Higher Education. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 50. Springer, Singapore. https://doi.org/10.1007/978-981-13-8918-4_12

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