Archive for June 2010

“Get a Ph.D. in America Without Knowing English!”

24/06/2010

This is the title of a June 16th article about U.S.-based rogue providers (unaccredited schools) operating in Vietnam (Làm tiến sĩ ở Mỹ nhưng không biết tiếng Anh!).  The English translation of the article, entitled Director Questioned About Dubious US Doctoral Degree, was published on 6/23 by VietnamNet.   

 The “university” in question is Southern Pacific University, which has two “accredited centers” in Vietnam.  SPU also has agents in China, Hong Kong, India, Malaysia, Pakistan, Taiwan, Thailand, and the UK. 

In this case, the director of the department of culture, sports and tourism in Phú Thọ in northern Vietnam “earned” an online Ph.D. from February 2007 to September 2009.  The academic work, such as it was, was in translation, including the “dissertation defense.” 

And the cost of a “Ph.D.” from SPU? 8k cash or 9k on the installment plan.  (That’s about a 12% interest rate, in case you were wondering.)

DOCTORAL DEGREE PROGRAMS (Ph.D)  
Cash Payment Plan : $8000.00
Installment Payment Plan : $9000.00
Payable in 9 equal payments of $1000.00

I came across a LinkedIn profile of a Vietnamese man who is “head of sales” for a multinational telecommunications company.  Under education he (proudly, unknowingly?) lists “Southern Pacific University – State of Delaware – USA.”

Here are two other U.S.-based rogue providers that were recently in the Vietnamese and English news here:  Southwest American University (CA) and Adam International University (GA)

A couple of my favorite quotes from the English article about Southwest American University:

A student only identified as T. said “I’ve paid so I have to attend classes so I don’t regret spending my money. But I don’t understand anything. Most of the time, I search for information on the Internet for my thesis.”

“You simply go to the Internet and search for the information in Vietnamese, then cut and paste it into a complete thesis and have it translated by Google into English,” she said.

Another student, who asked not to be identified, joked “after the course, you will be a master of cut and paste.”

This 10-month program is a real cash cow for the organizers:  $120k gross revenue.  Money, of course, is what it’s all about: 1) the potential to earn lots of it by partnering with the bottom feeders of U.S. higher education; and 2) the willingness of some Vietnamese of means to pay a lot for an overseas and, preferably, a U.S. higher education credential.  Admissions criteria?  Money and some “seat time.”

In case you’re interested in seeing SAU’s “campus” in beautiful Buena Park, California, check out this Google Maps photo.  It’s   right next to the Islamic Relief Center, Belinda’s Authentic Mexican, Del Taco, Firestone Complete Auto Care, Subway Sandwiches and Jack in the Box. 

Below is an excerpt from a forthcoming article of mine about rogue providers in Vietnam.

 This issue is a quietly ticking time bomb that will explode not all at once but over an extended period of time, slowly, insidiously, invisibly for the most part but nevertheless destructively.  The cumulative effect of “US higher education institutions” cheating students and parents will tarnish the luster, damage the reputation and dilute the integrity of accredited US colleges and universities.  Thus, we will be doing ourselves and foreign countries a favor by taking the issue of learner protection seriously and taking the necessary steps to rein in, or at least expose, unaccredited schools. 

It is an issue that should also concern the US State Department because part of its work is directly related to public diplomacy and the United States’ image in the eyes of the Vietnamese and people of other nationalities. 

Qualitatively and in many other respects rogue providers are worlds apart from accredited institutions.  However, there is one common distinguishing characteristic:  they are perceived as US American institutions of higher education.  It matters not that one was created in a few months at a cost of several thousand dollars and received state approval (maybe) while the other was established 50 years ago, has a budget in hundreds of millions and is regionally accredited.  The end result is the same – guilt by association.   Ultimately, there is the very real risk that we will all be tarred with the same tawdry brush in the court of public opinion in Vietnam and elsewhere.  Reversing the damage would not be an easy undertaking. 

From the standpoint of someone who has worked with regionally accredited US higher education in Vietnam, it is exceedingly difficult to explain to Vietnamese why US-based rogue providers are allowed to exist and why the US permits such a substandard service to be exported (not unlike the dumping of certain products in “Third World” countries that don’t happen to meet US standards).  Making money surely places a distant second to ensuring quality education and training for US and international students.

VietAbroader Study Abroad Conference 2010

23/06/2010

Vietabroader Conference, first launched in 2005, has been one of the most indispensable educational events in promoting higher education in the United States among Vietnamese students.  Not only will high school students be provided with information regarding college applications, they will also benefit from a high level of interaction with current college students in the US during the conference’s college fair in the afternoon.  In 2009, over 400 students (after a rigorous application process) attended the conference, in addition to more than 1000 participants in the college fair.

  • Ho Chi Minh City (HCMC):  July 16th
  • Hanoi:  July 17th

“Vietnam, the Country”

17/06/2010

During a recent trip to the U.S., which took me to five (5) states in the East, South and Midwest, and in which I logged over 11,000 miles (18,000+ kilometers), I had the opportunity to speak to students, faculty and staff at Mississippi State University (MSU) about Vietnam, the country. 

By way of introduction, I spent some time talking about overcoming the past (in the U.S.) and the legacy of the “American War,” as it’s known in Vietnam. 

I always enjoy speaking to my fellow U.S. Americans about Vietnam.  In my travels I’ve found that many are interested but most know little to nothing about the country.  What they do know is usually related to a war that ended 35 years ago. 

In a word association exercise at the beginning of my talk I asked audience members to jot down a few words and phrases that come to mind when they hear the word ”Vietnam.”  Their responses are presented here in no particular order:  war, refugee, poverty, disease, small Asian country, rice, Communist, industrious,  friendly and resilient people, major exporter of farmed seafood, orphans, culture, diversity, opportunity, home (from a Vietnamese student).

(Jun 10, 2010 – Photo by Megan Bean, MSU)

I concluded with a look ahead, including one of the main reasons I am generally optimistic about Vietnam’s future:  its younger generation.  Before leaving for the U.S., I had asked some young people what I should tell U.S. Americans about their country.  Below is a quote from a Vietnamese woman studying in Canada:

Vietnamese young people are no less intelligent, dynamic and committed than youth in any other countries, be it in earning income or in working as an environmental activist. They just need more access to resources and better training to go from being good to being great.

Thanks to Stephen and his colleagues for making the MSU trip possible.

Trends in Global Higher Education: Tracking an Academic Revolution

16/06/2010

Authors:  Philip G. Altbach, Liz Reisberg and Laura E. Rumbley

Excerpted from the Executive Summary:

An academic revolution has taken place in higher education in the past half century marked by transformations unprecedented in scope and diversity. Comprehending this ongoing and dynamic process while being in the midst of it is not an easy task. 

Arguably, the developments of the recent past are at least as dramatic as those in the 19th century when the research university evolved, first in Germany and then elsewhere, and fundamentally redesigned the nature of the university worldwide. The academic changes of the late 20th and early 21st centuries are more extensive due to their global nature and the number of institutions and people they affect.

This report is especially devoted to examining the changes that have taken place since the 1998 UNESCO World Conference on Higher Education. While many trends included in this report were discussed in 1998, they have intensified in the past decade. Here we examine the main engines of change and their impact on higher education.

Much of this report is concerned with the ways in which higher education has responded to the challenge of massification. The “logic” of massification is inevitable and includes greater social mobility for a growing segment of the population, new patterns of funding higher education, increasingly diversified higher education systems in most countries, generally an overall lowering of academic standards, and other tendencies. Like many of the trends addressed in this report, while massification is not a new phase, at this “deeper stage” of ongoing revolution in higher education it must be considered in different ways. At the first stage, higher education systems struggled just to cope with demand, the need for expanded infrastructure and a larger teaching corps. During the past decade systems have begun to wrestle with the implications of diversity and to consider which subgroups are still not being included and appropriately served.

In the early 21st century, higher education has become a competitive enterprise. In many countries students must compete for scarce places in universities and in all countries admission to the top institutions has become more difficult. Universities compete for status and ranking, and generally for funding from governmental or private sources. While competition has always been a force in academe and can help produce excellence, it can also contribute to a decline in a sense of academic community, mission and traditional values.

Table of Contents

Executive Summary

Preface

Abbreviations 

1. Introduction

2. Globalization and Internationalization

3. Access and Equity

4. Quality Assurance, Accountability, and Qualification Frameworks

5. Financing Higher Education

6. Private Higher Education and Privatization

7. The Centrality and Crisis of the Academic Profession

8. The Student Experience

9. Teaching, Learning, and Assessment

10. Information and Communications Technologies and Distance Education

11. Research

12. University-Industry Linkages

13. Future Trends

References

Appendix: Statistical Tables

About the Authors

About the Contributors

Executive Summary – 22 pp. (PDF, 674 kb)/Report - 278 pp.  (PDF, 1.59 mb)

NAFSA 2010: The Intercultural Competence/Global Citizenship Nexus: What International Educators Should Know

02/06/2010

As it turned out, this session was well-attended in spite of the early hour and the stormy weather.  That probably had something to do with the topic and my distinguished colleagues.  Presentations and notes are available at gs029.wordpress.com.   

Title: GS029: The Intercultural Competence/Global Citizenship Nexus: What International Educators Should Know
Begin Time: Wednesday, 6/2 – 8:00 AM
Audience: Teaching Learning and Scholarship
Description: Intercultural competence (ICC) and global citizenship are gaining prominence in international education. Participants explore key aspects of intercultural competence and its development as well as its role in global citizenship. Join ICC experts in reflecting on these relationships for better practice in international education.
Chair: Darla K. Deardorff, EdD, Association of International Education Administrators
All Presenters:
     
Mark A. Ashwill, PhD  Capstone Vietnam Hanoi, Vietnam
Janet M. Bennett, PhD Intercultural Communication Institute (ICI) Portland
Darla K. Deardorff, EdD Association of International Education Administrators Durham
Michael Paige, PhD University of Minnesota-Twin Cities Minneapolis
Margaret D. Pusch   Portland

 

“Consumers driving Vietnam into ‘golden age’”

02/06/2010

Vietnam’s major exports include its famed coffee beans and minor ones like tea, but from scooter maker Piaggio to prominent local businessmen, investors are making their biggest bets on the Vietnamese consumer.

At the heart of this gamble is a demographic shift in Vietnam that could mirror the economic transformation of mid-sized countries such as South Korea, driven by both rapid industrialisation and new entrants into the work force who will help power output as well as consumption.

Of Vietnam’s population of around 87 million people, nearly half is in the labour force. The median age of 28.5 years makes it a young crowd, and one that is increasingly moving from rural areas to bustling cities such as Ho Chi Minh City as part of government plans to turn Vietnam into a middle income country.

There are a couple of issues related to the demand for quality education and training both in-country and overseas.  First, the overall median age is 27.4 years (compared with 36.8 in the U.S. and 44.3 in Germany).  Secondly, because of cultural and economic reasons, education is and will remain a high priority investment for the foreseeable future.  As mentioned in a previous post, of the $40 billion in cash in Vietnam, $10 billion is in the hands (and safes) of individuals. 

Click here to read the rest of this article.


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