Introduction
Center of Science and Technology development for Youth
Center of Science and Technology development for Youth (known as TST) is a unit directly under Ho Chi Minh City Communist Youth Union TST was found in
August 03 th 1989 by People's Committee of Ho Chi Minh City Our mission are mobilize and promote the movement of scientific and technical activities and creative capacity of the youth There are several programs that Center being as organizer such as Euréka Student Scientific Research Prize, International Students Science Forum, etc.
Euréka Student Scientific Research Award
The Euréka Award, established in 1999, is a national prize recognizing the scientific research and creativity of university and college students in Vietnam This prestigious award, organized by the Youth Union, aims to encourage students with a passion for scientific inquiry and innovation.
Table 1 Euréka Award data from 1999 to 2019
Source: Euréka Award’s announcement from 1999 to 2019
The purpose of Euréka Award is to discover and foster the creative ideas of students, promote the scientific research movement among students of universities,
Euréka award data from 1999 to 2019
The Euréka Award recognizes a significant number of subjects and schools, engaging numerous participants from colleges and institutes focused on high-quality research and development This prestigious award enhances training quality and motivates students to explore their potential in research and innovation Additionally, the Euréka Award promotes the application of science and technology in various sectors, including production, business, and everyday life.
The Euréka Award has experienced significant growth in both the number of participating schools and topics over the years Initially held exclusively in Ho Chi Minh City until 2014, the award expanded its reach in 2015 to cover the southern region and achieved nationwide recognition in 2016.
The Prize includes 12 fields, which presentative Chemical Engineering, Food Technology, Information Technology, Biotechnology and Biomedical Engineering, Training and Education, Law and Legal, Economics, General Engineering, Agriculture
- Forestry - Fishery, Urban Planning – Architecture – Construction, Resources and Environment Management, Social Sciences and Humanities.
Problem Finding Process
In order to find out the problem of Center of Science and Technology Development for Youth, the process will be conducted:
- Collecting the data from Euréka Award’s annual report and Projects’ collection announcements of Euréka Award from 2014 to 2019
- Referring the feedback from contestants on December 2017
- Conducting in-depth interview with contestants, employees, representatives of participating schools, and science council’s members
- Conducting the survey for contestants and representatives of participating schools
- Reviewing literature related to problem
- Conducting second in-depth interview with the manager to determine existed problem
- Reviewing some theory framework to validate the problem importance.
Symptom
In December 2017, I utilized the findings from a survey conducted by TST, along with in-depth interviews with two students who participated in the Euréka Award competition, where they achieved First and Third Prizes, respectively.
In September 2018, I conducted a survey via email targeting approximately 500 contestants of the Euréka Award, receiving 100 responses The findings revealed that only seven participants learned about the award through the website, while 60% were informed through school initiatives This indicates a limited use of social media for disseminating prize information, as details about the Euréka Awards are primarily communicated through official documents and announcements from the Ho Chi Minh City Youth Union to the School Youth Union Consequently, students' access to information about the award largely depends on their school's implementation efforts.
In-depth interviews were conducted with two employees who have worked at the center for over six years, focusing on the evaluation of the Euréka Award from 2014 to 2019 The interviews aimed to understand the significant decline in project submissions in 2016, despite the award's national expansion The employees noted that the rapid expansion may have contributed to the low awareness of the Euréka Award They emphasized the crucial role of schools in encouraging student participation in research activities, particularly in the Euréka Student Scientific Research Award.
Table 2 Proportion of top 4th university dominate Euréka award
Ho Chi Minh City University of Technology
Vietnam National University Ho Chi Minh
Vietnam National University Ho Chi Minh
Ho Chi Minh City Open University (d) 46 56 35 46 54 37
Ho Chi Minh city’ Number of projects
Source: Euréka Award’s announcement from 2014 to 2019
The Statistics of the number of projects involved Euréka Award from 2014 to 2019 (appendix A) showed that there are four universities included Ho Chi Minh City
University off Technology, Vietnam National University Ho Chi Minh City –
The University of Sciences, Vietnam National University Ho Chi Minh City, University of Technology, and Ho Chi Minh City Open University excelled in the recent awards, collectively contributing over 40% of the total projects submitted In contrast, the remaining 44 universities in Ho Chi Minh City accounted for only 60% of the submissions, indicating an uneven development of the scientific research movement among these institutions.
Table 3 The number of school have low performance
Average number of project per school 12.92 15.2 11.65 14.82 14.31 13.24
The number of schools with project less than the average
Source: Euréka Award’s announcement from 2014 to 2019
In 2019, the average number of projects per school participating in the Euréka award was 13 Notably, 33 schools, representing 67% of the total, had fewer than 13 projects.
Most school have low performance in term of participating the Euréka Award.
Problem justification
Initial Identification of Problem
To identify the underlying issues associated with the symptoms, in-depth interviews were conducted with various individuals both inside and outside the organization The profiles of the informants are outlined below.
- Mrs Vo The Hanh, Chief of Office and Accountant of Center of Science and Technology development for Youth, 6 years’ experience
- Ms Ngo Thi Tu Trinh, Head of Department of Creative Movement
Development, Center of Science and Technology Development for Youth, 10 years’ experience
- Mr Nguyen Thanh Luan, Manager of External Communication and Science Technology Services, 7 years’ experience
- Prof Thai Van Nam, Deputy Director of Applied Sciences Institute, Ho Chi Minh City University of Technology, 20 years working at school
- Ms Le Thi Ngoc Tram, employee at Science and Technology department, Ho Chi Minh City University of Technology
Huynh Tan Long, a fourth-year student at Ho Chi Minh City University of Technology, earned third place in the 2017 Euréka Award competition with his project in the Urban Planning, Architecture, and Construction field.
Nguyen Thanh An, a student at Vietnam National University Ho Chi Minh City - University of Sciences, achieved first place in the 2017 Euréka Award with his project in the field of Information Technology His participation in the prestigious award highlights his innovative contributions and academic excellence.
- The report of the 20th years Euréka Student Scientific Research Award
The study identified several factors contributing to the low participation of students in research activities Ms Tu Trinh highlighted that the focus on credit training and graduation exams leads students to prioritize coursework over scientific research, creating significant barriers to engagement This trend results in both a low quantity and quality of research output Additionally, the dissemination of prize information relies heavily on the direct connections between the Science Department and the Youth Union, limiting TST's ability to ensure that students interested in science receive relevant information.
Research Therefore, the Schools play an important role to support and encourage student do research
Ms Tu Trinh and Mrs The Hanh both agree that TST's current communication methods for disseminating prize information, such as mail, posters, banners, and telephone calls, are ineffective Mrs The Hanh points out that media plays a minor role in shaping students' awareness, and the lack of guidance from supervisors poses challenges for students engaging in scientific research Additionally, she notes that the council's evaluation of project quality remains stable, yet some fields did not receive the First Prize or Special Prize As an accountant at TST, Mrs The Hanh believes the media budget is insufficient to effectively communicate prize information, and there is a lack of innovative approaches in their communication strategies.
Mr Thanh Luan admit that the communication budget is not enough for apply communication methods Although External Communications and Science
The Technology Services Department is actively seeking sponsorship to secure its communication budget, but attracting sponsors proves challenging due to their demands for prominent visibility and benefits Sponsors prefer to invest in television programs, game shows, entertainment events, or environmental initiatives, showing little interest in funding social or educational projects They seek exposure through television and newspapers, yet the current sponsorship offerings do not align with their expectations As a result, while some sponsors have supported the Euréka Award, their involvement has been short-lived, lasting only a year without the potential for long-term commitment.
Prof Thai Van Nam highlights the challenges faced by students in engaging with scientific research, noting that many prioritize quick graduation and employment over research involvement This reluctance is often due to the perception that research is time-consuming and may negatively impact their studies, compounded by financial constraints, especially in experimental fields He emphasizes the dual role of supervisors as both "pull" and "push" influences; they guide students by breaking down research projects into manageable sub-topics while also providing personalized feedback to foster individual initiative and competencies Additionally, Ms Tram echoes these concerns, pointing out that the financial burden of research often falls on students themselves, and stresses the need for greater awareness and encouragement from educational institutions to promote scientific inquiry among students.
Huynh Tan Long, who secured third place in the 2017 Euréka Award with his project in Urban Planning, emphasized that participating in the award fosters in-depth subject knowledge, independent and group work skills, and overall knowledge enhancement He also noted that the guidance from instructors significantly motivated him throughout the process In contrast, Nguyen Thanh An, the first-place winner in the Information Technology category, highlighted the benefits of understanding real-world project development and the application of theoretical research Despite his success, he encountered challenges in balancing work progress within tight deadlines and managing work pressure.
However, his supervisor plays an important role in term of support during the implementation process
Being gather all the interviews’ result, the initial cause-effect map come up with:
School’s scientific research activities limitation
Limiting the ability of scientific research
Lack of doing research’s benefit awareness
Low performance at some school
Lack of self – research funding and time Low self-efficacy
Financial funding Lack of enthusiasms
Limited in deployment of school
Factors affecting students' scientific research activities
Figure 1 Initial Cause - Effect Map
Lack of mechanism of commendation and reward
U neven research activities in schools
The Existence problem
Figure 1 presents a summary of interviews conducted with senior staff, instructors, students, and university science management personnel, highlighting the key factors that contribute to the limited scientific research activities within universities This overview illustrates the disparities in research engagement across different institutions.
Scientific research is a crucial component of student learning, as numerous studies demonstrate its significant impact on enhancing academic performance Engaging in scientific research activities not only fosters critical thinking but also contributes to the overall quality of education for students.
No.08/2000/QD-BGDDT of March 30th, 2000 of the Minister of Education and
Training regulations for scientific studies in universities and colleges emphasize that the primary goal of student research is to enhance the quality of education and facilitate the application of scientific research methods to address various scientific and practical issues Research is defined as a systematic and methodical inquiry aimed at expanding knowledge, requiring researchers to employ suitable methods for data collection and analysis rigorously The overarching aim of academic research is to explore a specific research question to generate new knowledge, allowing both undergraduate and postgraduate students to independently identify and investigate research problems under the supervision of a mentor.
This research highlights the benefits of developing student skills, including the ability to review and synthesize existing knowledge, investigate problems, provide solutions, analyze broader issues, create new systems, explain phenomena, and generate new knowledge Additionally, it emphasizes the significance of university research in producing disciplinary knowledge and the importance of university recognition in this process.
While all educational institutions acknowledge the significance of scientific research, not all actively promote or engage in it Variations in the execution, organization, and policies surrounding research activities across universities contribute to this disparity, as evidenced by the differing number of annual scientific research projects submitted for the Eureka Award.
In an insightful interview with Mr Duc Su, Vice Director of the Center for Science and Technology Development for Youth, it was revealed that student research activities have significantly improved in both quantity and quality over the past year However, public universities tend to excel more than private universities, colleges, and institutes, as evidenced by their participation in the Euréka Award.
The development of a seminar on creative thinking and scientific research methods in HCMC schools highlights a significant gap in students' understanding of scientific research activities Many students express confusion regarding the meaning and benefits of scientific research, indicating a lack of awareness Challenges such as selecting practical and scientific topics, defining research purposes, and formulating hypotheses further complicate their engagement These cognitive limitations are attributed to organizational constraints and insufficient educational orientation from schools and faculty Additionally, the current academic environment fails to ignite students' passion for research, as lecturers often focus primarily on teaching, which limits their ability to guide and support students effectively Consequently, some students abandon their projects, while others complete them with subpar quality The success of research projects heavily relies on student competence and institutional support, and the absence of reward systems diminishes motivation for both students and lecturers.
Prof Thai Van Nam emphasizes that students' passion for scientific research is ignited through engaging lectures and university activities, rather than stemming from their own initiative Many students prioritize quick graduation and employment, viewing scientific research as a time-consuming distraction To shift this mindset, the university must implement specific policies that encourage both lecturers and students to actively participate in scientific research projects.
Supervisors play a dual role in education, acting as both a pull and push force In the pull role, teachers guide students by orienting projects and breaking them down into manageable sub-topics, ensuring clear goals and facilitating student success This approach often necessitates a research project to help students navigate their tasks effectively Conversely, in the push role, teachers offer personalized feedback based on their insights and the choices made by students, fostering individual competencies and ideas This method motivates students to engage in scientific research activities and nurtures their passion for learning.
Cause validation
Numerous factors can significantly influence research activity, categorized into demographics, self-knowledge, individual competencies, and work environment Chen et al identified key elements affecting research productivity, including promotion and financial support for research Their study utilized Equity theory and Expectancy theory to elucidate individual motivation The Expectancy theory posits that human behavior is driven by the perceived value of research rewards, the probability of receiving those rewards, and the likelihood of achieving desired outcomes through individual effort The primary objective of this research is to gain a deeper understanding of the behavioral intentions and motivations that drive dedication to research.
The limitations in students' scientific research activities can be attributed to three primary factors: inadequate school support, insufficient faculty guidance, and the inherent limitations faced by students themselves.
The deployment of scientific research activities in schools is crucial for fostering student participation, with enthusiastic leadership from the Dean playing a key role in organizing these initiatives Effective coordination between the Department of Scientific Management and the school's Youth Union is essential for disseminating information about opportunities, such as the Euréka award, to students Furthermore, a lack of commendation and reward mechanisms can hinder motivation; as noted by Bandura and Schunk, rewards are vital for informing and motivating students, guiding them towards success Implementing a system of recognition for participation and achievements in scientific research not only encourages student involvement but also enhances the school's reputation and cultivates a vibrant research culture By celebrating accomplishments, schools can inspire other students to engage in scientific endeavors, fostering a community where knowledge and ambition thrive.
Observing the successes of others can inspire individuals to believe in their own capabilities and motivate them to take on challenges In contrast, witnessing failures can diminish students' self-efficacy and discourage them from engaging in tasks Research by Schunk indicates that observing multiple role models is more beneficial than focusing on a single model, as it increases the chances that students will identify with at least one of the models Additionally, adequate financial support is crucial for project implementation, particularly for specialized groups, as a significant portion of funding is allocated for purchasing chemicals and laboratory equipment Repeated experiments, especially those requiring multiple trials to achieve valid results, can escalate costs Therefore, securing support from university research funds is an effective strategy to enhance student research activities.
Teachers play a crucial role in the learning process, going beyond mere information dissemination to actively engage students in meaningful learning activities Research highlights that effective student engagement is fundamental for achieving educational outcomes As noted by Biggs, a student's actions are influenced by their perceptions and intentions, underscoring the importance of instructors in fostering scientific research participation For students lacking knowledge and skills, lecturers not only guide research projects but also impart essential knowledge, methods, and techniques To cultivate enthusiastic faculty, schools must implement supportive mechanisms and policies While instructors are required to maintain a certain number of lectures, guiding student research projects may limit their teaching effectiveness Therefore, adjusting lecture hours to accommodate group research can lead to better results Moreover, since few students naturally engage in self-directed research, it is the lecturers who inspire curiosity and a passion for inquiry When lecturers break down large research projects into manageable components for students, it creates significant advantages for their learning experience.
Setting achievable goals for students is crucial for their success in scientific research, as it enhances motivation and fosters accomplishment The effectiveness of goal setting largely depends on the lecturer's skills in establishing appropriate and meaningful objectives Previous studies have suggested that goal setting is a vital cognitive process that significantly influences student motivation.
Research indicates that students who set goals, particularly those defined by teachers, experience an increased sense of self-efficacy and motivation Bandura and Cervone found that receiving feedback on goal progress enhances self-efficacy, which in turn fosters motivation and skill development Schunk emphasizes that the effectiveness of goals is influenced by their proximity, specificity, and difficulty Proximal goals, being more immediate, enhance self-efficacy and motivation more effectively than distant goals Additionally, specific performance standards in goals lead to higher motivation compared to general goals Schunk's earlier studies support that proximal goals are particularly beneficial for young children, as they can easily track their progress, which boosts their self-efficacy Overall, specific goals clarify the effort needed for success and enhance the anticipated self-satisfaction, making progress easier to measure and promoting self-efficacy.
Goal difficulty significantly impacts the effort learners invest in achieving their objectives According to Schunk, individuals are likely to exert more effort towards challenging goals, provided they possess the necessary skills, compared to easier standards While learners may initially doubt their ability to reach difficult goals, striving for them ultimately boosts self-efficacy Schunk's later research indicates that while pursuing simpler goals can enhance motivation and confidence in the early stages of skill development, challenging goals become more beneficial as skills progress, as they provide deeper insights into one's capabilities.
(28) Besides that, allowing students to set goals may enhance goal commitment Schunk concluded, “Self-set goals also promote self-efficacy”
Providing feedback at every stage of scientific research is crucial for students to assess their progress and successfully complete their projects Bandura emphasized that attributional feedback significantly influences both efficacy and motivation Specifically, feedback on effort related to past successes enhances students' awareness of their progress, bolsters their motivation, and improves their confidence in learning.
The timing and type of feedback are crucial for enhancing student learning Early successes can indicate a high learning ability, and providing effort feedback during this phase can significantly boost learning efficacy According to Schunk, effort feedback is particularly valuable when students are initially required to exert substantial effort to achieve success As students develop their skills, they should find success with less effort, making ability feedback more credible However, if effort feedback continues over time, it may diminish self-efficacy, as students may question why they still need to work hard despite becoming more skilled Regular assessments of students' skills and their interpretations of feedback can provide insights into the most effective feedback sequences for optimizing achievement outcomes.
Students often face limitations in engaging with scientific research due to a lack of awareness about its benefits, which can lead to the rejection of research topics When students understand the value of research, they are more likely to be motivated and achieve positive outcomes Engaging in research not only enhances knowledge but also fosters essential soft skills such as teamwork, critical thinking, and problem-solving, skills that may not be developed through passive classroom learning Additionally, low self-efficacy, defined as an individual’s belief in their ability to accomplish tasks, can hinder students' participation in research activities Negative performance evaluations can diminish self-efficacy, leading to decreased effort and increased discouragement Research indicates that students with high self-efficacy are more likely to engage in activities and persist in tasks, while those with low self-efficacy tend to avoid challenges Therefore, enhancing self-efficacy perceptions may improve student participation in research endeavors.
Students with high self-efficacy tend to invest greater effort in their learning and tasks, leading to increased knowledge and skill development When they feel satisfied with their achievements, they become more confident in improving their skills and setting new challenging goals This sense of self-efficacy significantly influences scientific research participation However, a lack of self-funding and time can hinder students from engaging in research projects, as they may need to supplement school funding with their own financial resources Consequently, insufficient economic conditions can deter individuals from participating in research activities.
The project's implementation necessitates a significant time investment, which can be challenging for those balancing part-time jobs to cover tuition costs Consequently, this limits the time available for scientific research However, this study will not delve deeply into this aspect, acknowledging it as an objective condition influenced by individual circumstances.
The strength of a school's research activity largely hinges on its specific mechanisms and features When schools implement effective strategies to promote scientific research, both faculty and students can engage more extensively, leading to increased participation and enhanced research quality.
Solution for Solving Problem
School
The implementation of academic activities is systematically managed by the School Board and Departments, with specific targets set for each faculty Coordination among the Student Union, Youth Union, and the Department of Science Management facilitates academic contests, seminars, and scientific events that ignite students' passion and foster motivation for research tailored to their academic levels Students gain insight into the significance of research projects, recognizing scientific inquiry as a vital component of their educational journey Annually, the school organizes seminars on research methodologies and conducts reviews of student projects, advancing successful proposals from the faculty level to higher tiers, including School, City, and National levels.
U neven research activities in schools
Factors affecting students’ scientific research activities
Limiting in Students' Scientific research activities
Schools that recognize and reward scientific research among students tend to produce higher quality projects for competitions like the Eureka Award This trend is evident when comparing participating schools, such as the University of Economics, University of Science at Vietnam National University, and Ho Chi Minh City University of Technology, with those that do not have similar awards in place.
The school should implement a commendation and reward system for students who achieve success in competitions at the city, national, and international levels, as this will motivate both them and their peers to engage in scientific research Additionally, the university needs to establish a mechanism to award learning or training points to students who undertake scientific research projects at the school level or win accolades in national or city competitions.
Lecturers play a crucial role in guiding students through scientific research, which is an essential criterion for evaluation and classification They have the flexibility to exchange lecture hours to facilitate student research projects Additionally, implementing a reward policy for lecturers whose students achieve national or state awards can further incentivize effective teaching and mentorship in scientific inquiry.
To enhance scientific research activities, it is essential for universities to implement effective funding mechanisms that motivate student participation While financial support plays a role, fostering a sense of commitment among students is crucial Therefore, universities should establish a structured approach to fund scientific research projects that receive approval at both the Faculty and school levels.
Lectures
Many university and college lecturers prioritize teaching over engaging in scientific research or producing internationally published work This lack of research involvement limits their ability to effectively guide students in scientific inquiry, as passionate and capable lecturers are essential for fostering student research initiatives Consequently, it is crucial for lecturers to enhance their scientific research skills to better support and mentor their students in this area.
The ability to introduce new topics, guide discussions, and provide students with valuable resources is a key strength of an effective topic guide Additionally, setting specific, authentic, and achievable goals for students is crucial for their success Timely feedback from lecturers serves as a motivating factor, encouraging students to engage in and complete their scientific research projects.
Students
Students must recognize that scientific research is integral to their university education, often driven by passion rather than obligation They can discover this passion through various avenues, including school activities, academic competitions, conferences, and the encouragement of teachers and peers.
Students enhance their individual competence by gaining knowledge through school subjects and self-study using library resources Participation in forums and academic activities fosters an environment for knowledge exchange and access to new information, allowing students to deepen their professional expertise Engaging in these academic settings also provides opportunities to observe successful peers, serving as inspiration for their own academic and professional growth.
Students should enhance their soft skills, including teamwork, interview techniques, and problem-solving abilities, by participating in extracurricular activities and specialized courses offered by their schools.
(1) de Kluyver C,A,, Pessemier EA, Benefits of a Marketing Budgeting Model: Two Case Studies, Sloan Management Review (1986-1998) 1986 Fall;28(1):27
(2) Meenaghan T, The Role of Sponsorship in the Marketing Communications Mix, Int J Advert 1991;10(1):35
(3) Cho S, Lee M, Yoon T, Rhodes C, An Analysis of the Olympic Sponsorship Effect on Consumer Brand Choice in the Carbonated Soft Drink Market Using
Household Scanner Data, International Journal of Sport Finance 2011 11;6(4):335-
(4) Javalgi RG, Traylor MB, Gross AC, Lampman E, Awareness of sponsorship and corporate image: An empirical investigation, Journal of Advertising 1994
(5) Chebat, J,, & Daoud, F, (2003), Effects of F1 Grand Prix sponsorship by cigarette brands on adolescents' cognitive and behavioral responses, International Journal of Sports Marketing & Sponsorship, 4, 93-104
(6) Dees W, Bennett G, Ferreira M, Personality Fit in NASCAR: An Evaluation of Driver-Sponsor Congruence and its Impact on Sponsorship Effectiveness Outcomes, Sport Marketing Quarterly 2010 03;19(1):25-35
The study by Cornwell et al (2005) examines the impact of official sponsorship announcements in major league sports on the stock prices of sponsoring companies The research, published in the Journal of the Academy of Marketing Science, highlights a significant correlation between these announcements and stock market performance, suggesting that strategic partnerships in sports can influence investor perception and financial outcomes for firms.
(8) Howard, D, R,, & Crompton, J, L, Financing sport: Second edition,
Morgantown, WV: Fitness Information Technology 2004
(9) Crosby LA, Getting Serious About Marketing ROI, Marketing Management
(10) Azad, A, N,, & Seyyed, F, J, FACTORS INFLUENCING FACULTY
RESEARCH PRODUCTIVITY: EVIDENCE FROM AACSB ACCREDITED
SCHOOLS IN THE GCC COUNTRIES, Journal of International Business Research,
(11) Adams, J, S, Toward an understanding of inequity, Journal of Abnormal and Social Psychology, 1963, 67(3), 422–436
(12) Vroom, V, C, Work and motivation, New York: Wiley, 1964
(13) Chen, Y,, Gupta, A,, & Hoshower, L, Factors that motivate business faculty to conduct research: An expectancy theory analysis, Journal of Education for Business, 2006,81(4), 179-189
(14) Shuell TJ, Cognitive Conceptions of Learning, Review of Educational Research
(15) Biggs, J B From theory to practice: A cognitive systems approach Higher education research and development, 1993, 12(1), 73-85
(16) Bộ Giáo Dục Và Đào Tạo, QUYẾT ĐỊNH CỦA BỘ TRƯỞNG BỘ GIÁO DỤC VÀ ĐÀO TẠO SỐ 08/2000/QĐ-BGD&ĐT NGÀY 30 THÁNG 03 NĂM 2000
VỀ VIỆC BAN HÀNH QUY CHẾ VỀ NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN TRONG CÁC TRƯỜNG ĐẠI HỌC VÀ CAO ĐẲNG, Hà Nội, ngày 30 tháng 3 năm 2000
(17) Collis, J,, & Hussey, R, Business research: A practical guide for undergraduate and postgraduate students, Macmillan International Higher Education 2013
(18) Benner, M,, & Sandstrom, U, (2000), Institutionalizing the triple helix:
Research funding and norms in the academic system, Research Policy, 29(2), 291-301
(19) Pajares, F Self-efficacy beliefs in academic settings Review of Educational Research, 1996, 66,543–578
(20) Bandura, A, Social foundations of thought and action: A social cognitive theory, Englewood ClifFs, NJ: Prentice-Hall,1986
(21) Gist, M, E, Self-Efficacy: Implications for Organizational Behavior and Human Resource Management, Academy of Management Review, 1987, 12(3), 472–485
(22) Pintrich, P.R., & Schunk, D.H Motivation in education: Theory, research and applications (2nd ed.) Englewood Cliffs, NJ: Merrill Company, 1996
(23) Linnenbrink, E, A,, & Pintrich, P, R, (2003), The role of self-efficacy beliefs in student engagement and learning in the class room, Reading &Writing Quarterly,
(24) Bandura, A Self‐efficacy The Corsini encyclopedia of psychology, 2010, 1-3
(25) Sela-Shayovitz, R, Dealing with school violence: The effect of school violence prevention training on teachers’ perceived self-efficacy in dealing with violent events, Teaching and Teacher Education, 2009, 25(8), 1061–1066
(26) Schunk, D, H, Self-efficacy and academic motivation, Educational psychologist, 1991, 26(3-4), 207-231
(27) Bandura, A, Social foundations of thought and action: A social cognitive theory, Englewood ClifFs, NJ: Prentice-Hall, 1986
(28) Schunk, D, H, Goal setting and self-efficacy during self-regulated learning, Educational psychologist, 1990, 25(1), 71-86
(29) Margolis, H,, & McCabe, P, P, (2006), Improving self-efficacy and motivation: What to do, what to say, Intervention in school and clinic, 41(4), 218-227,
(30) Pressley, M,, Dolezal, S, E,, Raphael, L, M,, Mohan, L,, Roehrig, A, D,, & Bogner, K, Motivating primary-grade students, New York: Guilford, 2003
(31) Strecher, V, J,, McEvoy DeVellis, B,, Becker, M, H,, & Rosenstock, I, M,
(1986), The Role of Self-Efficacy in Achieving Health Behavior Change, Health Education Quarterly, 1986, 13(1), 73–92
(32) Bandura, A, Self-regulation of motivation and action through goal systems, In
V, Hamilton, G, H Bower, & N, H, Frijda (Eds,), Cognitive perspectives on emotion and motivation, 1988, (pp, 37-61), Dordrecht, the Netherlands: Kluwer
(33) Schunk, D, H, , Self-efficacy and achievement behaviors, Educational
(34) Bandura, A,, & Cervone, D, Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems, Journal of Personality and Social Psychology, 1983, 45, 1017-1028
(35) Schunk, D, H, (1985), Participation in goal setting: Effects on self-efficacy and skills of learning disabled children, Journal of Special Education, 19, 307-317
(36) Schunk, D, H, Self-efficacy and cognitive skill learning, In C, Ames & R, Ames (Eds,), Research on motivation in education: Vol, 3, Goals and cognitions, 1989b (pp, 13-44), San Diego: Academic
(37) Schunk, D, H, Peer models and children's behavioral change, Review of
(38) Pintrich, P, R,, & Schunk, D, H, Motivation in education: Theory, research and applications (2nd ed,), Englewood Cliffs, NJ: Prentice Hall Merrill, 2002
(39) Alderman, M, K, Motivation for achievement: Possibilities for teaching and learning (2nd ed,), Mahwah, NJ: Erlbaum, 2004
Appendix A: Statistics of the number of projects involved Euréka Award from 2014 to 2019
1 Ho Chi Minh City University of Technology 46 65 56 97 137 97
Vietnam National University Ho Chi Minh
3 Vietnam National University Ho Chi Minh
4 Ho Chi Minh City Open University 46 56 35 46 54 37
6 Ho Chi Minh City University of Law 22 27 26 21 28 25
7 Ho Chi Minh City University of Medicine and
Vietnam National University Ho Chi Minh
City - University of Social Sciences and
9 University of Economics Ho Chi Minh City 26 22 17 16 16 20
10 Banking University Ho Chi Minh City 19 18 10 26 7 18
11 Foreign Trade University– Ho Chi Minh
Vietnam National University Ho Chi Minh
City - University of Economics and Law 19 16 15 20 15 30
14 Ho Chi Minh City University of Pedagogy 10 15 13 12 20 25
16 Ho Chi Minh City University of Industry 16 12 11 17 11 10
17 University of Architecture Ho Chi Minh City 7 12 2 10 7 7
Vietnam National University Ho Chi Minh
City - University of Information Technology 3 10 8 7 2 5
20 University of Economics and Finance Ho Chi
21 National Academy of Public Administration -
Ho Chi Minh City Campus 0 7 3 2 0 0
24 Ho Chi Minh City University of Technology and Education 8 7 4 17 20 24
29 Ho Chi Minh City University of Sport 0 4 4 3 6 1
30 Ho Chi Minh City Industry and Trade College 5 3 0 1 2 2
31 College Of Foreign Economic Relations 4 3 0 2 0 0
32 The National College of Education Ho Chi
34 Vietnam National University Ho Chi Minh
35 University of Transport and Communications
Ho Chi Minh City Campus 2 3 2 1 6 19
36 Ho Chi Minh City University of Foreign
39 University of Transport and Communications
40 University of Labor and Social Affair 0 1 3 1 1 2
42 Ho Chi Minh City Technical and Economic
43 Ho Chi Minh City University of Food Industry 0 0 3 36 24 16
45 Ho Chi Minh City University of Physical
46 Pham Ngoc Thach University of Medicine 0 0 1 1 1 2
47 Ho Chi Minh City University of Natural
49 Thu Duc College of Technology 0 0 0 0 5 1
50 Ho Chi Minh City College of Construction
51 Ho Chi Minh Cadre Academy 0 0 0 0 1 0
52 The Central College of Transport No IV 0 0 0 0 1 0
53 University of Transport and Communications
54 Vietnam National University Ho Chi Minh
55 Posts and Telecommunications Institute of
Technology - Ho Chi Minh City Facility 0 0 0 0 0 2
56 Ho Chi Minh City Maritime Vocational
57 Saigon Ginseng and Medicinal Center 0 0 0 0 0 1
58 Ho Chi Minh City University of Culture 0 0 0 0 1 1
65 Mien Tay Construction University (Vinh
66 Petro Vietnam University (Vung Tau) 0 0 1 0 5 3
69 Cuu Long University (Vinh Long) 0 0 0 1 1 6
70 Vinh Long University of Technology
73 Dong Nai Mechanical and Irrigation College 0 0 0 0 1 0
76 Ba Ria Vung Tau University 0 0 0 0 0 1
77 Dong Nai University of Technology 0 0 0 0 0 1
78 Tay Do University (Can Tho) 0 0 0 0 4 2
80 The University of Danang – University of
83 The University of Danang – Kontum Campus 0 0 3 0 1 1
84 The University of Danang – University of
Mien Trung University of Civil Engineering
88 The University of Danang – University of
91 Pham Van Dong University (Quang Ngai) 0 0 0 12 3 0
94 University of Finance and Accountancy
95 Danang University of Sports and Physical
98 The University of Da Nang - University of
99 The Hue University - University of Education 0 0 0 1 0 0
101 Faculty of Tourism – Hue University 0 0 0 0 1 0
103 Medical and Pharmaceutical University – Hue
104 University of Agriculture and Forestry – Hue
109 University of Mining and Geology (Hanoi) 0 0 9 0 2 1
110 Hanoi University of Education 2 (Vinh Phuc) 0 0 9 9 7 7
116 Academy of Journalism and Propaganda
118 Vietnam National University, Hanoi - Faculty of Law 0 0 1 3 0 0
119 Hanoi University of Science and Technology 0 0 1 0 2 0
121 Vietnam National University, Hanoi - Faculty of Medicine and Pharmacy 0 0 1 9 3 2
122 Tay Bac University (Son La) 0 0 1 0 0 0
129 Vietnam University of Fine Arts (Hanoi) 0 0 0 1 1 1
University of Social Sciences and Humanities 0 0 0 2 5 11
132 University of Information Technology and
University of Agriculture and Forestry - Thai
136 University of Science - Thai Nguyen
137 Hong Duc University (Thanh Hoa) 0 0 0 0 1 0
138 University of Technology - VNU Hanoi 0 0 0 0 1 0
139 Vietnam Center for Sustainable Development
143 Hung Vuong University (Phu Tho) 0 0 0 0 0 5
146 Institute of Policy and Development (Hanoi) 0 0 0 0 0 3
147 Hanoi University of Natural Resources and
153 University of Science - VNU Hanoi 0 0 0 0 0 6
Number of respondents: 10 respondent who participated Euréka Award in 2017,
Questions Answers Initial coding framework Category Quote Question 1: Could you introduce about yourself?
My name is Do Thi Ngoc Ha, and I am a student at the Hanoi University of Foreign Trade In 2017, I participated in the Euréka Award and received a Consolation Prize for my project in the economic field.
Nguyen Thuy Tien is a student at the University of Technology, Vietnam National University Ho Chi Minh City, specializing in Chemical Technology In 2017, she participated in the prestigious Euréka Award, showcasing her dedication and talent in her field.
Hello, my name is Nguyen Duc Phuc, I am student of the University of Information Technology and Communication - Thai Nguyen University, I am a candidate, who participate Euréka Award in 2017, I win
Training and Education field Consolation prize
Consolation prize with the Training and Education field project
My name is Le Kha Han, and I am a student at the University of Sciences, Vietnam National University Ho Chi Minh City, specializing in Chemical Technology I participated in the Euréka Award in 2017.
Hello, my name is Nguyen Phat Tai, I am student of the Vietnam National University Ho Chi Minh City - University of Sciences, I am a candidate, who participate Euréka Award in
2017, I am from Information Technology field,
Hello, my name is Giang Phi Yen; I am student of Ho Chi Minh City University of Natural Resources and Environment, I am a candidate, who participate Euréka Award in
2017, I win Second prize with the Resources and Environment Management filed project,
Resources and Environment Management filed
Hello, my name is Nguyen Huu Minh, I am a candidate, who participate Euréka Award in
2017, I am student of The Hue University - University of Education, I win Consolation prize with the Social Sciences and Humanities filed project,
Social Sciences and Humanities filed Consolation prize
My name is My Duyen, and I am a student at Van Hien University In 2017, I participated in the Euréka Award competition, where I was honored to receive a Consolation Prize for my project in the field of Social Sciences and Humanities.
Social Sciences and Humanities filed Consolation prize
Hello, my name is Xuan Viet, I am student of
Ho Chi Minh City University of Technology, I am a candidate, who participate Euréka Award in 2017, I am contestant of Agriculture -
Hello, my name is Hoang Thi Nhi, I am student of University of Security, I am a candidate, who participate Euréka Award in
2017, I am contestant of Law and Legal filed project
Question 2: Could you please give us your comments about organization of Euréka Award in 2017?
Professional organization, the Organizing Committee is very enthusiastic to help the candidates, especially the candidates from far away
The organization is very good, However, volunteers do not actively support candidates,
Professional organization Not actively volunteers
The organizational work for the contestants very attentive, enthusiastic and active volunteers
Professional organization, the Organizing Committee is enthusiastic to help the contestants, especially the candidates from far away, Enthusiastic and active volunteers
The Organization should be public the comment of the teachers for the strengths and weaknesses of project, which can help candidate improve for the next year competition
Public the Sciences Council’s comment
In the initial two nights, there was a lack of opportunities for participants to connect and engage with each other, despite being in the same field and location I hope that in future events, all candidates and volunteers across various fields can be brought together for a collaborative learning experience.
The organizers should ensure a dedicated photo shoot takes place after the closing ceremony, capturing the moments of award recipients before the event concludes and attendees disperse.
The third is the certificate issuance, You should assign the field of work will help you wait in line and block the way,
In addition, everything else is great: The program is meaningful; the organization is very good, enthusiastic volunteers, contestants too good, everyone is happy,
Program lack of exchanging between candidates Professional organization enthusiastic volunteers
The 2017 Euréka Award was well-organized, providing a valuable platform for students across the country to connect and expand their understanding The reception and support from the student volunteers were notably kind and attentive Additionally, the venue and food offered were satisfactory While the activities at the competition's side events were engaging, the schedule felt rushed, limiting interactions to just one meeting with a handful of students per school or field Furthermore, the time allocated for visiting the museum was insufficient, compounded by the lengthy travel time to the Cu Chi tunnels, which created delays due to traffic congestion.
Not suitable activity Biased for home team Sooner spread prize
Over the course of four busy days, the competition highlighted some inconsistencies in project evaluations, particularly regarding novelty and problem-solving aspects, which appeared to favor local entries It is hoped that in future years, the organizers will broaden the prize's reach to include more universities, thereby enhancing the selection process for contestants.
Overall, I feel this year's Euréka Award are quite successful and smooth, The field managers and volunteers are very enthusiastic, cute, However, I would like to comment on the following issues:
1) About the Scientific Council evaluating the topic: I am a contestant in the field of social science, Sociology, However, the Board of Assessment and Feedback of the project is not specialized in Sociology but specializes in other fields such as Culture, Anthropology ,,,
The Council includes a PhD in Sociology, but unfortunately, he is not the evaluator for my topic As a result, the presentation and the responses to the Council's questions were unexpected, leading to outcomes that did not align with my anticipated scores.
The poster displaying the author's name and project topic contains errors, which the field manager attributes to a mistake made by the printing department.
He only manages 11 topics, not all topics, The mistake in printing is not too serious because