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Article
Publication date: 26 March 2024

Duc-Anh Le, Chau Ngoc Dang, Long Le-Hoai and Viet Quoc Hoang

Official development assistance (ODA) education projects have played a crucial role in improving education and training fields in developing countries, but are often facing…

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Abstract

Purpose

Official development assistance (ODA) education projects have played a crucial role in improving education and training fields in developing countries, but are often facing several considerable challenges (e.g. long implementation time). Thus, this study aims to identify critical success factors (CSFs) in ODA education projects and investigate the influences of CSFs on ODA project performance measured by 11 nonprofit outcomes (NPOs).

Design/methodology/approach

A comprehensive literature review and expert interviews were conducted to compile a list of 35 potential success factors for ODA education projects. Using a survey questionnaire, 143 valid responses were collected from practitioners joining ODA projects in Vietnam. Various statistical methods (e.g. mean score method, Spearman rank correlation test, analysis of variance test, factor analysis and regression analysis) were used to analyze the collected data.

Findings

This research identified seven CSFs for ODA education projects in Vietnam: comprehensive project management competency (C1), clarity and compliance in project execution (C2), transparency and committed funding (C3), external context conditions (C4), well-controlled design and project management procedures (C5), preparations in equipment and complexity insight (C6) and punctual site delivery (C7). Furthermore, the results of regression analysis indicated that comprehensive project management competency (C1) and transparency and committed funding (C3) could significantly affect various NPOs.

Originality/value

This study offers significant insights for practitioners (e.g. project managers) to improve ODA projects’ performance and effectiveness in the education and training sector of a developing country context (like Vietnam).

Details

Journal of Engineering, Design and Technology , vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1726-0531

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Article
Publication date: 16 July 2024

Liem Viet Ngo, Duc Anh La, Jiraporn Surachartkumtonkun, Thu Ha Nguyen, Duc Thanh Vo and Minh-Thu Thi Phan

Frontline employees frequently experience tension at work. Based on paradox theory, this study investigates why and when tension can result in positive performance outcomes and…

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Abstract

Purpose

Frontline employees frequently experience tension at work. Based on paradox theory, this study investigates why and when tension can result in positive performance outcomes and for whom tension can enhance creativity.

Design/methodology/approach

We employed a time-lagged survey design to collect data in two waves with a four-week interval between waves. The questionnaire was distributed to frontline employees (i.e. doctors and nurses) serving in one public hospital in Ho Chi Minh City. The final sample included 216 front-line employees.

Findings

The study found that tension can promote employee performance through creativity. Employees with high paradox mindset levels especially tend to be more creative when experiencing tension. However, our findings did not support the idea that frontline employees who have been psychologically empowered tend to turn creative ideas into real practices and result in better employee performance.

Originality/value

The study advanced knowledge of the effect tension has on employee performance by investigating the mechanism through which experiencing tension can ultimately promote employee performance.

Details

Journal of Service Theory and Practice, vol. 34 no. 6
Type: Research Article
ISSN: 2055-6225

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