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Article
Publication date: 12 December 2023

Nguyen Sinh My, Long T.V. Nguyen and Hiep Cong Pham

Property developers identify the vital role of social media brand engagement (SMBE) in sustaining their businesses in competitive marketplaces, but it remains underexplored. This…

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Abstract

Purpose

Property developers identify the vital role of social media brand engagement (SMBE) in sustaining their businesses in competitive marketplaces, but it remains underexplored. This paper examines how SMBE mediates the effects of firm-generated content (FGC) and user-generated content (UGC) on brand trust, considering the moderating effects of social media influencer endorsement (SMIE) and self-image congruence (SIC) for luxury residential properties (LRPs).

Design/methodology/approach

Around 516 high-income homebuyers in Vietnam who shared information about LRP on social media were targeted to test the research model empirically. The primary data collected from paper-based surveys were analysed using SPSS 26 and AMOS 24.

Findings

Results indicate that FGC and UGC positively impact SMBE and consequently significantly affect brand trust. Further, results confirm the moderating roles of SMIE and SIC in the effects of FGC and UGC on SMBE.

Research limitations/implications

Data and sample size were limited to meet the generalisation from different nations and cross cultures.

Practical implications

The authors' findings suggest that marketers should apply the authors' integrated SMBE model to strengthen brand–consumer interactions and increase their sales revenue.

Originality/value

This study is the first in its application of the uses and gratifications theory and self-congruence theory to investigate how SMBE mediates the relationship between FGC and brand trust as well as between UGC and brand trust. Noticeably, this study makes a novel contribution as the first to quantitatively explore the moderating effects of SMIE and SIC in the authors' research model.

Details

Asia Pacific Journal of Marketing and Logistics, vol. 36 no. 5
Type: Research Article
ISSN: 1355-5855

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Article
Publication date: 11 July 2024

Heather Markham Kim, Jungsun (Sunny) Kim, Kyuhyeon Joo and Jinsoo Hwang

This study investigated the impacts of the technology acceptance model (TAM) determinants and image congruence on attitude and, in turn, behavioral intentions. In addition, the…

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Abstract

Purpose

This study investigated the impacts of the technology acceptance model (TAM) determinants and image congruence on attitude and, in turn, behavioral intentions. In addition, the differences between the US and Korean consumers in terms of the predictors of attitude were assessed.

Design/methodology/approach

The data were collected via an online survey from 342 South Korean and 353 American consumers who patronized a restaurant within a three-month timeframe.

Findings

The findings revealed that two dimensions of TAM and three sub-factors of self-image congruence positively affected customer attitude toward face recognition (FR) payment. Customer attitude also significantly influenced behavioral intentions toward FR payment. Lastly, the cultural differences between the Korean and American consumers played significant moderating roles in the relationships between perceived usefulness and attitude as well as between actual self-image congruence and attitude.

Originality/value

No prior empirical research has incorporated cultural differences into the FR payment acceptance model. Unlike previous research, the current study included cultural differences as a moderator of the relationships between the five predictors (i.e. two predictors from TAM and three dimensions of self-image congruence) and attitude toward FR payment in the research model.

Details

Asia Pacific Journal of Marketing and Logistics, vol. 37 no. 1
Type: Research Article
ISSN: 1355-5855

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Article
Publication date: 14 June 2024

Thi Kim Thoa Ninh and Hong Sinh Nguyen

This article aims to identify and analyze the factors influencing lecturers’ need to develop their competencies in the field of Library and Information Science (LIS), with a…

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Abstract

Purpose

This article aims to identify and analyze the factors influencing lecturers’ need to develop their competencies in the field of Library and Information Science (LIS), with a specific focus on the University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City (USSH, VNU-HCM).

Design/methodology/approach

The study employs an interview method to collect data from lecturers on LIS at USSH, VNU-HCM. Interviews were transcribed verbatim and analyzed according to the qualitative methodology of content analysis.

Findings

The results indicate that individual, organizational, disciplinary and professional factors significantly impact the competence development of LIS lecturers. Detailed information about the components of each factor, particularly the roles of professional awareness, career goals, motivation and time management skills is also provided.

Research limitations/implications

This article is limited by a restricted interview participant pool and a sole focus on one university. The study recommends expanding the inclusion of participants to ensure a more diverse perspective and enhance the applicability of the findings.

Practical implications

The research findings offer valuable insights for designing policies, training programs and work environments for lecturers within educational and training institutions in the LIS field.

Originality/value

This study provides a fresh perspective on the challenges and opportunities for developing human resources in the LIS sector in Vietnam.

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Book part
Publication date: 26 November 2024

Le-Nguyen Duc Chinh and Martin Hayden

Vietnam is firmly committed to attaining the Sustainable Development Goals articulated in the United Nations 2030 Sustainable Development Agenda. Goal 4 concerns quality…

Abstract

Vietnam is firmly committed to attaining the Sustainable Development Goals articulated in the United Nations 2030 Sustainable Development Agenda. Goal 4 concerns quality education, and target 4.3 refers to ensuring access by all men and women to quality and affordable technical, vocational and tertiary education, including university education. In 2017, the Prime Minister issued a directive that included five actions to be taken by Vietnam’s Ministry of Education and Training to achieve target 4.3 in the context of the higher education sector. This chapter provides an opportunity to review some challenges the Ministry faces in implementing the five actions specified.

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Book part
Publication date: 1 September 2022

Thiện Nguyễn Hoàng

This chapter provides information on the development of Vietnamese education under the influence of global forces based on the analysis of relevant education research and policies

Abstract

This chapter provides information on the development of Vietnamese education under the influence of global forces based on the analysis of relevant education research and policies using Wolhuter’s frameworks. In the process of coming up with ways to develop education in the face of different influences of globalization, besides having reactions with patterns commonly found in countries around the world, Vietnam also has responses that reflect its own political, sociocultural and economic characteristics. The state still plays a controlling role in education at all levels and many culture-related features that have existed throughout the country’s history have hardly changed, namely aspects related to teachers, learners and teaching and learning methods. To sustain its education in the globalized era, Vietnam must make more efforts in various aspects such as the link between education and employment, the logic of education objectives, the feasibility and appropriateness of curricula, quality of education, especially of higher education and equality in education for underprivileged groups.

Details

World Education Patterns in the Global South: The Ebb of Global Forces and the Flow of Contextual Imperatives
Type: Book
ISBN: 978-1-80382-681-3

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Article
Publication date: 7 October 2024

Tho Huu-Hoang Nguyen, Tri Minh Ha, Cuong H. Nguyen Dinh and Sinh Duc Hoang

This study explores the dynamics of companies’ green knowledge sharing (GKS) within the tourism sector, focusing on its influence on green electronic word-of-mouth (eWOM…

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Abstract

Purpose

This study explores the dynamics of companies’ green knowledge sharing (GKS) within the tourism sector, focusing on its influence on green electronic word-of-mouth (eWOM) intention via the mediation of tourists’ green engagement behaviour. Additionally, the study considers the moderating effects of green destination psychological ownership and perceived injunctive norms of green self-expression online on the pathway from green knowledge sharing to tourists’ green engagement behaviour to green eWOM.

Design/methodology/approach

The primary dataset, consisting of 902 valid responses obtained through time-lagged surveys administered to environmentally conscious tourists, was analysed using structural equation modelling (SEM) by PROCESS package for R.

Findings

Findings indicate that green destination psychological ownership enhances the mediation effect of tourists’ green engagement behaviour on green eWOM intention, reinforcing the sense of personal investment and belonging among tourists. Conversely, perceived injunctive norms of green self-expression online moderate this pathway by shaping the social norms and acceptability of green behaviours online.

Practical implications

To effectively spread green knowledge, tourism businesses should focus on enhancing tourists' psychological ownership of green destinations and align their communications with the perceived norms of green expression online. This strategy not only deepens tourists' environmental commitment but also stimulates active participation in spreading sustainable practices.

Originality/value

This study contributes to the green marketing literature by revealing how intrinsic and extrinsic motivational factors interact to influence green engagement and eWOM intention in the tourism industry, aiding marketers in strategically fostering green value co-creation and enhancing sustainable practices through targeted green knowledge sharing.

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Book part
Publication date: 18 January 2014

Hai-Anh Dang

Building on my earlier work (Dang, 2007, 2008), this chapter provides an updated review of the private tutoring phenomenon in Vietnam including the reasons, scale, intensity…

Abstract

Purpose

Building on my earlier work (Dang, 2007, 2008), this chapter provides an updated review of the private tutoring phenomenon in Vietnam including the reasons, scale, intensity, form, cost, and legality of these classes. In particular, this chapter offers a comparative analysis of the trends in private tutoring between 1998 and 2006 using all available data.

Design/methodology/approach

This chapter analyzes data from different sources, including (i) the 2006 Vietnam Household Living Standards Measurement Survey (VHLSS), (ii) the 1997–1998 Vietnam Living Standards Measurement Survey (VLSS), (iii) the 2008 Vietnam Household Testing Survey (VHTS), and (iv) local press in Vietnam. Quantitative methods are used.

Findings

Several (micro-)correlates are examined that are found to be strongly correlated with student attendance at tutoring, including household income, household heads’ education and residence areas, student current grade level, ethnicity, and household sizes. In particular, I focus on the last three variables that received little attention in the previous literature on the determinants of tutoring.

Originality/value

This chapter provides an updated and systematic review of the private tutoring phenomenon in Vietnam. Findings are highly relevant to the ongoing debates on private tutoring among all stakeholders in Vietnam, as well as policymakers/researchers in other countries. Suggestions are proposed on current gaps in the literature for future research.

Details

Out of the Shadows: The Global Intensification of Supplementary Education
Type: Book
ISBN: 978-1-78190-816-7

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Article
Publication date: 25 October 2011

Nguyen Hong Sinh, Daniel G. Dorner and G.E. Gorman

This paper aims to examine and then discuss the positive and negative influences of library manager styles on the engagement of Vietnamese university library staff in continuing…

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Abstract

Purpose

This paper aims to examine and then discuss the positive and negative influences of library manager styles on the engagement of Vietnamese university library staff in continuing education (CE) activities to improve their work performance.

Design/methodology/approach

Based on the relevant literature, a preliminary contextual model of factors affecting CE for university library practitioners in Vietnam was developed. Using the model as a framework to guide the data gathering, 17 focus group interviews were held with operational staff and ten individual semi‐structured interviews were conducted with library managers at ten public university libraries across Vietnam.

Findings

Three main managerial styles were identified, i.e. directive, decisive and formalistic styles, each of which affected academic library staff CE in different ways. These styles were reflected in the ways the managers operated their libraries and assessed their staff, as well as in the ways they dealt with and coordinated CE activities.

Research limitations/implications

This research focused only on public university library staff and managers in Vietnam.

Originality/value

The paper demonstrates that different managerial styles influence the engagement of Vietnamese university library staff in CE activities in different ways, and recommendations are provided to help academic library managers, regardless of their location, establish strategies to support the development of their staff through participation in CE activities.

Details

Library Management, vol. 32 no. 8/9
Type: Research Article
ISSN: 0143-5124

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Article
Publication date: 11 August 2023

Thi Kim Thoa Ninh, Thi Huyen Ngo and Hong Sinh Nguyen

The aim of this paper is to investigate the needs of lecturers and learners for digital scholarship services (DSS) and to suggest recommendations for the development of DSS at…

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Abstract

Purpose

The aim of this paper is to investigate the needs of lecturers and learners for digital scholarship services (DSS) and to suggest recommendations for the development of DSS at Vietnam National University Ho Chi Minh City (VNU-HCM).

Design/methodology/approach

The research employed a mixed method approach, comprising a paper questionnaire with 360 respondents to collect quantitative data and in-depth interviews with 18 participants, including lecturers (L), postgraduate students (P), and undergraduate students (U), to gather qualitative data.

Findings

The findings indicate that lecturers and students have diverse needs for various DSS services, with digital information resources and institutional repositories being the most common, followed by new and workable digital technology infrastructure, training courses in using digital tools and methods, and ongoing advice and support at different stages of the research process.

Research limitations/implications

The limitations of this study indicate that further research is necessary to obtain a more comprehensive understanding of the DSS needs in higher education institutions in Vietnam of various sizes and characteristics.

Practical implications

This research provides a practical basis for the development and provision of appropriate support to the development of DSS at VNU-HCM.

Originality/value

The originality of this paper and its value lies in the contribution to the understanding of the needs of DSS in a context of the digital transformation and the improvement of the quality of education and research in the higher education sector in Vietnam.

Details

Library Management, vol. 44 no. 8/9
Type: Research Article
ISSN: 0143-5124

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Article
Publication date: 10 April 2017

Philip Hallinger, Allan Walker, Dao Thi Hong Nguyen, Thang Truong and Thi Thinh Nguyen

Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western…

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Abstract

Purpose

Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context.

Design/methodology/approach

This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model.

Findings

The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society.

Research limitations/implications

Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders.

Originality/value

This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.

Details

Journal of Educational Administration, vol. 55 no. 2
Type: Research Article
ISSN: 0957-8234

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