Governance and Compliance in Accounting Education in Vietnam--Case of a Public University

Autor/inn/en	Bui, Binh; Hoang, Hien; Phan, Duc P. T.; Yapa, P. W. Senarath
Titel	Governance and Compliance in Accounting Education in Vietnam--Case of a Public University
Quelle	In: Accounting Education, 26 (2017) 3, S.265-290 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2017.1286603
Schlagwörter	Governance; Compliance (Psychology); Educational Change; Educational Quality; Accounting; Decision Making; Curriculum Development; Higher Education; Foreign Countries; Institutional Autonomy; Government Role; College Faculty; Business Administration Education; Public Colleges; Stakeholders; Competition; Guidance; Vietnam + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Quality of education; Bildungsqualität; Abrechnung; Buchführung; Buchhaltung; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Institutionelle Autonomie; Fakultät; Wettkampf; Beratung
Abstract	Prior research suggests that despite the mass development of higher education in Vietnam recently, the quality of higher education is declining. This study aims to understand the impact of the education reform on the quality of university accounting education by investigating the involvement of different stakeholders in accounting education within one leading university in Vietnam. The findings from the interviews of key stakeholders suggest that accounting education in Vietnam is driven by reduced state control, growing institutional autonomy and increasing external guidance. This has come at the expense of reduced academic self-governance as lecturers have discretion in curriculum delivery at the individual course level, but little input into the decision-making at the school or university level and minimal participation in the curriculum development process. The findings enable regulators and decision-makers to better understand the dynamics between stakeholders in accounting education to enhance accounting graduates' competencies and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01