Abstract
The purpose of this study was to explore the effectiveness of the Basic English curriculum design and delivery at two selected Vietnamese non-language major universities specialising in Finance and Accounting. Research indicates that the curriculum framework in Vietnamese universities which is promulgated by the Ministry of Education and Training (MoET) results in heavy workloads for academic staff. This negatively affects their wellbeing and may reduce their effectiveness as teachers and researchers. This study which is part of a research study on the role of leadership in promoting and supporting the Basic English curriculum (BEC) design and delivery in two selected Vietnamese universities examined perceptions of graduates about the effectiveness of the Basic English curriculum design and delivery. The findings provide insights into graduates’ perspectives about the Basic English curriculum in two selected universities. Recommendations are offered to university leaders, curriculum developers and lecturers about redesigning curriculum to accommodate more communicative skills for graduates to meet the requirements of the workplace.
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Acknowledgements
I would like to thank the Faculty of Education at Victoria University of Wellington for providing me with grants to attend and present at the INCULT international conference 2014. I especially owe profound gratitude to my first supervisor, Dr Kate Thornton and my secondary supervisor, Associate Professor Catherine Manathunga for their valuable direction and inputs which make this paper coherent and cohesive.
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Thuy Tran, T.T.B. (2016). Perceived Effectiveness of the Basic English Curriculum: Vietnamese University Graduates’ Perspectives. In: Fook, C., Sidhu, G., Narasuman, S., Fong, L., Abdul Rahman, S. (eds) 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-287-664-5_9
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