Vietnamese Students' Learning Motivations for Master's Programmes: Implications for Curriculum Development and Pedagogical Practice

Autor/in	Nghia, Tran Le Huu
Titel	Vietnamese Students' Learning Motivations for Master's Programmes: Implications for Curriculum Development and Pedagogical Practice
Quelle	In: Journal of Further and Higher Education, 43 (2019) 8, S.1021-1037 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nghia, Tran Le Huu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1444742
Schlagwörter	Foreign Countries; Graduate Students; Masters Programs; Student Attitudes; Learning Motivation; Curriculum Development; Educational Practices; Confucianism; Age Differences; Work Experience; Financial Support; Cultural Influences; Social Values; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Schülerverhalten; Motivation for studies; Lernmotivation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Konfuzianismus; Age; Difference; Age difference; Altersunterschied; Employment experience; Job experience; Occupational experience; Berufserfahrung; Finanzielle Förderung; Cultural influence; Kultureinfluss; Sozialer Wert
Abstract	The number of students who enrol in Master's programmes has significantly increased in recent years; however, their learning motivations have not been adequately investigated, especially those from developing countries. This article reports a two-phased study that investigated Vietnamese students' learning motivations for attending Master's programmes. Qualitative content analysis of 10 open-ended questionnaires as well as exploratory factor analysis of 202 survey responses showed that students were inspired by 14 learning motivations related to employment, knowledge and skills, new adventure and some miscellaneous motivations. Independent samples T-tests results indicated significant differences in the learning motivations between student groups with different age ranges, work experience, nature of their work, targeted Master's programme (local or international) and sources of funding of their studies. The study also found that their learning motivations were closely related to the Confucian educational and cultural values. This article discusses implications for curriculum development and pedagogical practice for effective Master's programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01