INTRODUCTION
Background
Lifelong learning and high-quality education significantly impact personal and professional development, as well as the overall quality of life and sustainable growth in society As a result, lifelong learning has transitioned from being a competitive edge to an essential requirement for businesses With the evolving workforce and an aging population, there is an urgent need to develop innovative educational approaches and management strategies for leaders.
To achieve modernization and sustainable growth, the government must reform its labor market by implementing lifelong learning initiatives and ensuring universal access to Technical and Vocational Education and Training (TVET) and higher education Additionally, labor market institutions should be equipped to adapt to evolving conditions Executive Education (EE) programs, which are customizable, open, and optional for management and business leaders, lead to valuable certifications or degrees These courses are available at various universities and business schools globally, catering to diverse educational needs.
Critics of Non-Degree Education (NDEE) in Vietnam highlight several key issues: the lack of recognition for programs offered by private education providers, the ineffectiveness of state universities in delivering practical information, and the presence of unregulated market providers offering NDEE without legitimacy Historical criticisms of education entrepreneurship (EE) reveal that early initiatives often failed to align with real-world business needs, resulting in a disconnect between talent management requirements and academic offerings As a result, the quality and accountability of EE and NDEE in Vietnam remain under scrutiny This study aims to conduct further research on the policies and institutions of the Ministry of Labor, Invalids, and Social Affairs (MOLISA) to provide a clearer understanding of the current educational landscape in Vietnam.
How EE and NDEE link to SD8 and SDG4
Quality education is a cornerstone of the UN's Sustainable Development Goals (SDGs) for 2030, particularly SDG 4, which promotes lifelong learning It enhances employment opportunities, social mobility, and personal development Access to lifelong learning programs is facilitated through both formal education (EE) and non-degree education (NDEE), ensuring equitable quality education for everyone, including those not pursuing traditional degrees By improving the quality of EE and NDEE programs, we can elevate the tertiary education process and unlock human potential.
SDG 8 encourages long-term, inclusive, and sustainable economic growth, as well as full and productive employment and decent work for everyone Increase the number of adolescents and adults with appropriate skills, including technical and vocational abilities, for employment, good jobs, and entrepreneurship by a significant amount (UN, 2017) Enhance knowledge and intensive skills, resulting in greater experience for the student and a lower barrier to achieving higher professional goals Those who do not have a college diploma but have acquired non-degree qualifications report higher earnings and satisfaction with their educational pathways than those who do not have credentials (Strada Education Network and Lumina Foundation, 2019) Non-degree credentials have a lot of value and are well positioned to help people advance in their careers Therefore, EE and NDEE can help people reach those sustainable goals by offering insights and useful knowledge that allows them to conduct things differently Furthermore, it aids in the attainment of better levels of economic productivity through diversification, technical advancement, and innovation in the educational process, as well as an emphasis on high-value-added industries (UN, 2021)
Vietnam has made notable strides towards achieving the Sustainable Development Goals (SDGs) alongside its economic growth, ranking in the top quarter of emerging market economies for SDG performance The Vietnamese government is committed to the 2030 Agenda, integrating the SDGs into various development and economic programs, with a focus on social issues like poverty, health, gender equality, and climate change adaptation Since the Doi Moi reforms in 1986, education has been prioritized, yet there are inefficiencies in aligning skills development with market needs, leading to a mismatch between graduates and job requirements As industries face rapid changes, it is crucial for executive education programs to be market-driven and responsive to the needs of participants This highlights the necessity for a comprehensive literature review to address the challenges of non-degree executive education in developing countries.
Research motivation
The rapid pace of globalization and technological advancements necessitates that modern education programs adapt to foster speed and flexibility in product development, innovation, service delivery, and organizational change.
Vietnamese companies view Executive Education (EE) and Non-Degree Executive Education (NDEE) as essential tools for developing future managers by enhancing decision-making skills, knowledge transfer, and overall performance This shift highlights the urgent need to bridge the skills gap within the workforce Rather than focusing solely on individual talent, EE and NDEE aim to deliver value to organizations by aligning educational initiatives with the needs of both companies and employees seeking a balance between work and learning These programs provide practical academic insights and immediate feedback on newly acquired skills, fostering ongoing education Mid-level managers, particularly vulnerable during economic downturns like the 2008 financial crisis and the COVID-19 pandemic, face increased job insecurity due to rising business closures and layoffs Thus, equipping managers with the necessary knowledge and skills to navigate crises and adapt to evolving trends is crucial, warranting attention from stakeholders who benefit from these educational formats.
NDEE remains undervalued in Vietnam's educational system due to a societal preference for higher education and degrees, compounded by the recent transfer of vocational education oversight from the Ministry of Education and Training to the Ministry of Labor, Invalids, and Social Affairs This shift has resulted in a lack of research on NDEE, leading to its neglect within the educational framework Many perceive NDEE as costly and challenging to implement widely, but its impact on learning outcomes has not been thoroughly examined A comprehensive global literature review is necessary to address the specific challenges of non-degree executive education in developing countries While executive education has gained traction in Vietnam since the early 2000s, there is a notable absence of literature evaluating its effectiveness, especially for non-degree programs aimed at mid-level managers Additionally, existing studies predominantly focus on degree-granting programs, leaving a gap in understanding the comparative performance of degree-holders versus certificate earners (Takase et al, 2014).
Operationalization
Executive Education and Non-degree Executive Education
Executive education (EE) is the management training designed for individuals in or aspiring to executive roles, as noted by Ballou, Boyatzis, and Kolb (1999) Unlike MBA programs, non-degree management development is typically shorter and focuses on enhancing reflective skills within corporate settings (Burgoyne & Reynolds, 1997) Both EE and non-degree executive education (NDEE) identify essential competencies needed for future success and create educational solutions to help employees develop the necessary skills and knowledge (Brophy, 2005).
The United Nations adopted the Sustainable Development Goals (SDGs) in 2015 as a global call to action to eradicate poverty, conserve the environment, and ensure that by
2030, everyone enjoys peace and prosperity Progress must balance social, economic, and environmental sustainability (UNDP, 2018)
High-quality education is crucial for fostering a sustainable future (Lloyd & Newkirk, 2011) Education for sustainable development equips individuals with the knowledge, skills, values, and behaviors necessary for building a sustainable world, while also supporting sustainable economic growth (UNESCO, 2020).
Motivation energizes, directs, and sustains behavior, playing a crucial role in achieving desired outcomes (Porter et al., 2003; Bandura, 1997) It is essential in socio-economic analysis, often implicitly influencing decisions In a business context, managerial motivation is vital and requires thorough examination within the economic system to ensure organizational success.
Person’s estimation that a certain behavior will produce a resulting outcome (Bandura, 1997) - A belief about the consequences of a behaviour (Hackett & Betz, 1981)
Middle managers (MMs) play a crucial role in corporate structures, serving as the link between top management and operational teams According to Uyterhoeven (1989), they are responsible for specific business units, while Mintzberg (1978) identifies them as pivotal figures in the organizational hierarchy.
LITERATURE REVIEW
The development of EE in the world
Executive education (EE) has a rich history of over a century, originating in the United States and grounded in scientific management principles, primarily targeting the core competencies of managers and executives, especially engineering graduates (Khurana, 2007) This innovative approach to education has significantly influenced the trajectory of executive education, with early adopters paving the way for future developments (Andrews, 1959; Stopper, 1998) Additionally, non-degree executive education (NDEE) emerged as a pioneer, offering short courses at prestigious institutions like Harvard and MIT, which were initially designed to enhance war production skills during World War II (Crotty & Soule, 1997).
The EE program has been recognized since its inception as a unique educational experiment in history (Crisp, Brown, & Hardcastle, 2012), gaining significant popularity in the aftermath of World War II During this time, several prestigious American business schools, such as Harvard Business School (HBS) in 1945 and Columbia Business School, began to adopt similar educational models.
In 1951, institutions like Harvard Business School and Northwestern's Kellogg School of Management began offering non-degree business education programs, a trend that gained momentum during and after WWII Harvard's Executive Education (EE) program provided essential 15-week training for senior managers transitioning from civilian roles to military positions, highlighting a shift towards non-degree education as a prevalent recruiting strategy within corporate structures, devoid of traditional grading and rewards From the 1950s to the 1980s, numerous companies initiated EE programs to facilitate necessary functional, managerial, and organizational changes, leading to the integration of tailored EE programs into university curricula This evolution was primarily driven by a growing disconnect between academic business education and the practical skills demanded by the business world.
Top international institutions, including MIT Sloan, Harvard Business School, Stanford Graduate School of Business, Wharton School of Business, Kellogg School of Management, and Columbia Business School, are recognized leaders in Executive Education (EE) programs (Moldoveanu & Narayandas, 2016) Notable offerings include Harvard's five-week MBA selections from the 1920s and its Advanced Management Program established in 1945 The 1980s and 1990s witnessed a rapid globalization of business dynamics, significantly driving the expansion of EE and lifelong learning opportunities worldwide (Ken Research, 2018).
The International University Consortium for Executive Education (UNICON) is a global network of premier business institutions dedicated to enhancing executive education through conferences, networking, and research Recognized as the "global federation of executive education groups," UNICON serves as a vital resource for professional development Executive education (EE) has emerged as a significant global phenomenon, providing flexible learning options without stringent degree requirements, allowing institutions and participants to tailor programs to their needs As part of lifelong learning, EE focuses on business management courses that facilitate the growth of corporate leaders and managers, fostering a unique classroom environment distinct from traditional MBA programs These non-degree programs emphasize practical experience, covering topics like leadership development and strategic awareness, while adapting to the complexities of the global business landscape Increasingly, EE courses prioritize multidisciplinary approaches, self-awareness, and creativity, equipping leaders to navigate change effectively.
The U.S training market is valued at approximately $51 billion, as reported by Training Magazine in 2003 Within this market, CEOs are allocated 14% of the training budget, managers receive 23%, non-managers get 27%, and non-exempt (hourly) employees are allocated 37% Notably, executive education and training contribute significantly to this sector.
In the 2002–2003 period, open-enrollment programs generated $662 million in income, with non-degree corporate education contributing an average of $5 million to organizational earnings Leading organizations prioritize leadership training, managerial development, and the engagement of external management coaches and training programs On average, major organizations invest approximately $8,000 per employee in these developmental initiatives.
According to ASTD data from 2000, the U.S leads in training expenditures per employee, while European firms allocate the highest percentage of their payroll to training In contrast, Asian firms invest the least in employee training both in absolute terms and as a percentage of total payroll However, future prospects for executive education and corporate training programs in Asia appear promising (Delahoussaye, 2001; Winsor, Liu, Yu, & Huynh-Willis, 2013).
The development of EE in Asia since the 2000s
This study aims to enhance the understanding of Energy Efficiency (EE) and Non-Distributed Energy Efficiency (NDEE) by examining case studies from ASEAN member countries, specifically Singapore, Thailand, and Vietnam, to identify the distinct challenges associated with NDEE in Vietnam.
The Singapore executive education industry is projected to surpass SGD 250 million by 2023, driven by a growing demand for industry-specific tailored courses among business executives Factors contributing to this growth include rapid changes in the educational landscape, an increase in the workforce, a wider array of specialized programs, and significant salary boosts post-course completion Revenue for the market is anticipated to grow at a positive CAGR of 1.1% from 2018 to 2023, with a particular focus on Management Development Programs (MDPs) in strategy and leadership, digital innovation, and cybersecurity.
Thailand is actively engaging in educational export initiatives, while Singapore and Malaysia have yet to make GATS commitments in education, focusing instead on promoting bilateral free trade agreements and attracting foreign university investments In Africa, several low-income governments are committed to attracting international investment in education, yet many developing countries, including Vietnam, adopt a cautious "wait-and-see" approach towards liberalizing educational services trade.
"proactive" one, similar to that of China and Thailand However, the situation described above is unlikely to be replicated in Vietnam.
Vietnam context and the development of EE and NDEE in the 2000s
Vietnam has been selected as a case study for its significant integration potential within global and regional educational and economic frameworks Transitioning from one of the world's poorest nations to a lower-middle-income country, Vietnam has emerged as one of East Asia's most dynamic economies Despite its low per capita national income and a historical reliance on centralized planning from its agricultural past, Vietnam is striving to establish a globally competitive system (World Bank, 2017).
Figure 2.1 Employment by Sector in ASEAN, 2000-2015
Source: World Bank, World Development Indicator June, 2017, p.15
As Vietnam's economy evolves, experiential education (EE) has emerged as a vital learning approach to meet the growing need for skilled managers Since joining the World Trade Organization (WTO) in 2007, Vietnam has gained numerous opportunities for market expansion and global business learning, facilitating its integration into the global economy The internationalization of education and cross-border educational initiatives have become key components of Vietnam's policy framework post-WTO accession, fostering innovative educational programs, diverse teaching methodologies, research collaborations, and cross-cultural partnerships The WTO recognizes education as one of the twelve essential sectors for development, highlighting its significance in Vietnam's economic strategy.
The liberalization of "tradeable services" in the education sector allows international providers to compete in Vietnam's education market, creating both opportunities and challenges To achieve long-term development goals, a balanced approach to policy and procedures is essential While foreign investment enhances educational quality, fosters innovation, and boosts competitiveness, it also poses risks such as reduced state funding for education, challenges in monitoring quality, and increased educational inequality.
Vietnam has undergone significant political, social, and economic transformations over the past thirty years, as noted by Briesen (2020) To foster authentic social and economic mobility in the era of globalization, a fundamental shift in the education system is essential to support these advancements.
Vietnam's higher education (HE) sector has rapidly evolved over the past two decades, aligning with the country's rehabilitation efforts and significantly narrowing the educational gaps within Southeast Asia The nation has made substantial strides in educational integration through both non-profit and for-profit channels, spurred by reforms initiated in 1993 that fostered competition between state-owned and private educational institutions Despite these advancements, Vietnam faces challenges in labor productivity, particularly as it transitions from agriculture to industry and services The Thailand Development Research Institute (TDRI) highlights that many Vietnamese workers possess only medium or low levels of essential soft skills, such as collaboration and professional abilities Furthermore, a study by the Foreign Trade University reveals a critical shortage of high-quality human resources needed to support the growth of key economic sectors The World Bank notes a significant lack of skilled employees and high-level technical personnel, exacerbated by low foreign language proficiency among workers, which hampers their integration into the global market Additionally, research from the Institute of Science, Labor, and Social Affairs (2016) indicates that workers in sectors like electronics and textiles show limited adaptability to technological advancements Consequently, foreign direct investment (FDI) firms in Vietnam struggle to find qualified professionals, with the country ranking 87th out of 119 in the 2018 Global Talent Competitiveness Index for its ability to attract, develop, and retain talent.
Vietnam faces challenges in technological infrastructure, R&D funding, and vocational skills, prompting government initiatives to enhance vocational training In March 2018, Decree No 49/2018/ND-CP was enacted to regulate vocational education accreditation in sectors such as tourism, IT, and construction Research indicates that a shortage of skilled managers hampers private training institutions in Hanoi and Ho Chi Minh City Additionally, Vietnam's regionalism, influenced by cultural and socioeconomic differences, contributes to a strong demand for higher education.
In Vietnam, there is a growing imbalance between the pursuit of university degrees and the demand for vocational training, leading to a significant shortage of skilled teachers and workers While graduates possess strong academic knowledge, they often lack practical skills and adaptability needed in today's competitive job market, particularly in technology-driven fields Many students are unprepared for the specific requirements of the labor market, especially in areas that demand technological expertise The International Labour Organization (2016) notes that popular majors among Vietnamese students, such as business, commerce, and finance, reflect a shift towards service industries; however, this shift has not yet translated into substantial economic value Furthermore, Hofstede Insights categorizes Vietnam as a Feminine society, where managers prioritize consensus and individuals value equality and quality in their work, indicating a need for a more competitive and achievement-oriented mindset to enhance organizational success.
Since the 2000s, NDEE has emerged as a crucial strategic priority for Vietnamese firms aiming to train future managers and enhance employee commitment, particularly attracting those unable to complete degree programs As Vietnam approaches an "aging society," significant challenges for national social policy arise (Pham, 2020) Organizations recognize employee education (EE) as essential for developing decision-making skills and improving overall performance, yet the quality of undergraduate courses remains inadequate, leaving graduates lacking practical skills and relevant training Numerous EE providers, including Fulbright University, Foreign Trade University, and IBM Institute, offer diverse business training programs, catering to thousands of managers annually Public-sector training is primarily entry-level and cost-effective, while private training firms deliver tailored programs, increasingly favored by Vietnamese businesses over government options.
To ensure future economic development, Vietnam must enhance its value-added sectors, foster innovation, and cultivate a more skilled workforce This necessitates a focus on improving technical and vocational education and training (TVET) and higher education institutions, as businesses increasingly seek highly trained professionals Recent reforms in the tertiary education system, driven by the new Higher Education Law, grant greater autonomy to universities and colleges in areas such as program development and financial management, while university councils enhance accountability Vocational institutes are now allowed to tailor up to 35% of their curriculum and initiate new programs with permission from the Ministry of Labor, Invalids and Social Affairs (MOLISA) A well-educated labor force is crucial for the economy, as improved skills lead to better job opportunities However, productivity growth in Vietnam faces challenges, particularly related to the size of businesses, as larger companies typically have more resources to invest in skill development, making it harder for smaller firms to keep pace.
The advantages and disadvantages of EE and NDEE
EE could be called in another word as management education formerly for people who are older than 35 and not enroll in degree-granting programs (Ballou, Boyatzis, & Kolb,
Executive Education (EE) is a globally recognized, accredited program designed for executives, corporate leaders, and functional managers, offered by graduate-level management schools Unlike traditional academic programs, EE does not require examinations or confer degrees, focusing instead on enhancing leadership and management skills (Mc Nally, 2017).
This article seeks to equip business and industry professionals with the latest insights and foundational knowledge essential for driving transformative change Unlike traditional academic settings, it fosters adaptability and innovation, addressing the challenges faced by managers and executives (Ballou et al., 1999).
Engaging in entrepreneurship education (EE) fosters self-confidence and helps individuals recognize their potential, while also nurturing their knowledge and talents EE emphasizes diversity, honesty, and social responsibility, equipping participants with essential skills for effective business leadership Through these programs, professionals with varied corporate experiences interact and collaborate, addressing the economic, social, cultural, technological, and political aspects of business, along with the ethical challenges of management.
In the evolving landscape of education, experiential education (EE) and non-degree executive education (NDEE) programs, whether in-house or outsourced, offer practical courses in areas such as Finance, Strategy, Innovation, and Digital Business These programs emphasize real-world applications over traditional academic research, bridging the gap between business education and practice By integrating academic knowledge with hands-on experience through business case studies, EE and NDEE enhance leadership competencies and decision-making agility They prepare participants for the complexities of the modern business environment, fostering skills in risk management and sustainability across social, economic, and environmental dimensions.
Executive education (EE) has emerged as a vital tool for aligning organizations with strategic goals across various sectors, providing significant benefits for both individuals and companies Recognized as a pathway to career advancement, EE is essential in the global professional landscape, where it serves as a critical lever for facilitating strategic transitions The primary objective of EE is to enhance leadership and change management while addressing strategic issues As organizational transformation increasingly requires the involvement of senior management, the focus has shifted from individual executives to top management teams, fostering collaboration to implement change initiatives This evolution in EE is being driven by early adopters and their innovative approaches, shaping the future of executive education To support Vietnam's dynamic labor market and stimulate economic growth, a balanced coexistence of degree and non-degree programs is necessary, bridging the gap between research and practical application.
Executive education (EE) and non-degree executive education (NDEE) offer numerous benefits, yet they come with challenges such as high costs and implementation difficulties The impact of these programs on learning outcomes and their validity remains underexplored Executives engage in these programs for various reasons, including personal development, professional growth, industry knowledge, career advancement, and a deeper understanding of corporate strategic issues (Farris, Haskins, & Yemen, 2003) Additionally, a significant motivation for both businesses and employees to participate in executive education is to bridge skill gaps and enhance organizational effectiveness.
"corporate education security gap" (Goodwin & Fulmer, 1995, p 10).
The mid-level managers and NDEE
Management (MM) plays a vital role in developing a strong workforce, necessitating adaptations to generational differences, openness to new communication styles, and proficiency in essential management skills for success (Conger, 2000) This study investigates how cultural, social, and economic factors influence MM motivation, specifically analyzing the disparity between the anticipated and actual outcomes of graduates from the NDEE program MM encompasses individuals in organizations who serve as functional directors—such as in Sales, Marketing, Administration, Human Resources, Finance, Production, and Technical roles—or those currently holding positions as Heads or Deputy Heads of Departments and Divisions.
An MM's competency comprises both "professional competence" and
Effective administrative competence is essential for company leaders, such as financial and production directors, who must not only possess expertise in their fields but also excel in managing their teams and operations The cornerstone of this competence lies in effective people management and efficient leadership Managers must understand their tasks, align with the board of management's objectives, and devise strategic plans for the organization Additionally, they should foster a positive departmental culture while being attuned to the overall organizational culture Clear communication of the board's vision to employees is vital, as is the ability to address departmental challenges in line with the company's goals.
Floyd and Wooldridge (1990) developed a theoretical model highlighting the crucial role of middle management (MM) in organizational strategy Positioned between top-level and lower-level management, mid-level managers significantly influence organizations through their diverse roles These roles encompass strategic planning, administrative tasks, decision-making, leadership, and effective communication and cooperation, all of which are essential for organizational success.
MM exemplifies a blend of transformational and transactional leadership by effectively motivating and managing their subordinates, ensuring support through performance-based rewards Middle managers play a crucial role in amplifying the influence of senior leaders on lower-level staff, while also setting rules and standards for these employees Their responsibilities include maintaining stability and improving current services and policies, which are essential for organizational success.
Mid-level managers play a crucial role in guiding and motivating employees to meet organizational goals (Fisher, 2009) They serve as a vital link between senior management and lower-level employees (Wooldridge et al., 2008), facilitating mutual benefits through effective communication of perspectives, attitudes, and behaviors To succeed, mid-level managers must cultivate strong interpersonal skills in communication, motivation, leadership, and mentorship.
Figure 2.2 Mid-level managers’ involvement in organizational strategy, implementation and outcome of process Source: Wooldridge & Floyd, 1990, p 29
Personal success hinges on motivation, commitment, dedication, and continuous learning Motivation energizes and directs behavior, acting as a psychological force that fuels goal-oriented actions An individual's expected outcome is shaped by their beliefs regarding their performance in specific behaviors Various motivational factors for educational managers have been explored, highlighting the importance of understanding these elements for fostering success.
Figure 2.3 Mid-level manager and their motivation for continuing learning
Motivations and outcome of EE for mid-level managers
Mid-level managers play a crucial role in coordinating and managing the demands from superiors, colleagues, and external stakeholders, which can lead to increased stress and workload (Floyd, 2000) Factors such as status, educational background, and tenure can help mitigate conflict and enhance organizational commitment (Jackson & Schuler, 1985) Edutainment, a blend of education and entertainment, aims to reinvigorate participants and enhance their engagement (Büchel & Antunes, 2007) However, the effectiveness of employee engagement programs can be challenging to evaluate post-delivery (Conger, 2000) As mid-level managers navigate their responsibilities, including human resources management and task delegation, they face heightened stress while striving for collective success over personal achievements Understanding both personal and organizational values is essential for middle managers, as aligning skills with incentives fosters motivation and cohesion, ultimately driving the company’s objectives forward.
When forced to perform too many tasks while retaining low levels of authority, an
Middle managers often experience stress and mental distress while being responsible for the outcomes of a business without having the authority to shape its long-term strategy They are crucial to the organization, possessing a deep understanding of the company's core values and their supervisors' visions, while continually developing their own ideas Improved workplace flexibility and communication with leadership can create new opportunities for growth When selecting educational programs, individuals should consider the accreditation from recognized global educational organizations, the institution's reputation and ranking in prestigious publications, and the value of the degree, whether domestic or international Additionally, feedback from alumni and relevant managerial work experience are important factors in the application process for many programs.
RESEARCH DESIGN
Conceptual framework
This study aims to explore the phenomena of Non-Degree Education Enrollment (NDEE) in Vietnam, focusing on mid-level managers as the primary subjects A conceptual framework is established to illustrate the relationships between key variables, specifically examining how social/cultural and economic motivations influence these managers' decisions to enroll in NDEE programs Additionally, the study identifies the factors that attract mid-level managers to participate in these educational opportunities Finally, it analyzes the discrepancies between expected and actual outcomes experienced by mid-level managers involved in non-degree education Figure 3.1 illustrates the various factors influencing NDEE, emphasizing the role of mid-level managers.
Research questions
1 What are the key motivations of mid-level managers to join NDEE?
1.1 What are the cultural/social motivations of mid-level managers to join NDEE? 1.2 What are the economic motivations of mid-level managers to join NDEE?
2 What are the differences of expected and actual outcomes?
2.1 What are the learning expected outcomes of MMs before joining NDEE?
2.2 What are the learning actual outcomes of MMs after joining NDEE?
Research objectives
This study aims to conduct a preliminary examination of Non-Degree Education (NDEE) in Vietnam, focusing on the development of mid-level managers (MM) It has three primary objectives: first, to assess the cognitive, emotional, and behavioral complexities of NDEE participants, particularly MM, categorizing them into cultural/social and economic complexities while explaining the differences between expected and actual outcomes Second, it seeks to explore mid-level managers' perspectives on NDEE, emphasizing motivation and outcomes within Vietnam's unique socioeconomic context Third, the study will analyze the discrepancies between expected and actual outcomes from the viewpoint of non-degree EE participants, revealing their actual motives and results Finally, it aims to highlight the necessity for NDEE among Vietnamese mid-level managers and suggest improvements to educational quality, ultimately providing relevant implications for NDEE policies and practices in Vietnam.
Significance
This research project addresses a significant gap in literature regarding essential design aspects of non-degree education (EE) in Vietnam, utilizing a multi-case study approach It aims to contribute to the limited existing studies by developing a conceptual framework that influences teaching and learning orientations, reassesses training curricula, and supports learner development Additionally, the project seeks to inform future researchers about existing gaps, encouraging further exploration into quality assurance mechanisms for non-degree EE Finally, it situates this study within the context of Sustainable Development Goal (SDG) 8, while considering its potential expansion to SDG 4.
Expected outcome of the research
The literature review on Non-Degree Executive Education (NDEE) indicates that it significantly enhances the knowledge and skills of mid-level managers in developing countries, contributing to sustainable economic growth Additionally, social and cultural motivations play a crucial role in influencing mid-level managers' decisions to enroll in NDEE courses, while economic factors are also a key consideration in their pursuit of further learning.
Analytical framework
The analytical framework focuses on motivating factor and outcome evaluation for
The study examines the perceptions and notions surrounding MM before and after attending NDEE, which are crucial for understanding the study's objectives and questions Measuring the efficacy of NDEE immediately after delivery poses challenges (Conger, 2000) To address this, a comprehensive analytical methodology is presented in Table 3.1 The contributions of EE and NDEE are linked to sustainable development aspects, including sustainable economic growth, decent work, productive employment, quality education, and lifelong learning The author specifically explores how NDEE can enhance quality education and decent employment, enabling employees to achieve their aspirations related to income, rights, voice, recognition, family stability, and personal development without discrimination (UNESCO-UNEVOC, 2017, p 05).
Table 3.1 Authors’ illustration, adapted from UN Sustainable Development Goals, Part of the 2030 Agenda for Sustainable Development
Sustained, inclusive and sustainable economic growth
Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Full and productive employment and decent work for all
Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour- intensive sectors
Lifelong learning Facilitate the personal development and enhances their employability, social mobility and capacity
Table 3.2 Analytical framework created by the author for evaluation of outcomes
Awareness Level of knowingness & achievement
List out the name of courses & gained certificates
Anticipation of Social/Culture Motivation and evaluation criteria
Five-point interval scale to rate the significance of each motivation factor Five-point Likert scale
Anticipation of Economic Motivation and evaluation criteria
Five-point interval scale to rate the significance of each motivation factor
Expected Outcome Capture planned action Reaction & planned action of participants Commitment of education providers
Actual outcome Learning experience Measure change in knowledge, skill, information and experience
Measure change in behavior & performance
Business impact Measure change in business outcome Return on investment (ROI) Compare program benefits to expenditure
Survey respondents and interviewees often struggle to differentiate between subjective and objective motivations, which coexist alongside social, cultural, and economic factors To address this challenge, the author's analytical framework effectively organizes and conceptualizes the various data sets and indicators.
METHODOLOGY
This research aims to investigate mid-level managers' perspectives on non-degree executive education (EE) in Vietnam, focusing on motivation and outcomes Employing a mixed-methods approach, the study consists of three phases: first, a review of NDEE documents and Vietnam's national reports; second, an electronic survey to assess social, cultural, and economic motivations while comparing expected and actual outcomes of EE for mid-level managers; and third, interviews with selected mid-level managers from the private sector who have completed EE programs The findings will be analyzed in relation to the research questions, ensuring adherence to ethical standards and transparency throughout the research process.
This quantitative analysis focuses on Vietnamese individuals in mid-level managerial roles who are involved in NDEE within Vietnam Utilizing a non-probability sampling method, specifically purposive and snowball sampling, the research began with known mid-level managers who have participated in NDEE Participants were then encouraged to refer others from the target group, following Goodman’s (1961) snowball sampling technique For data collection, the questionnaire was translated from English to Vietnamese, revised by supervisors, and distributed through email and instant messaging to gather valid responses.
To enhance the reliability of target respondents, several screening questions were incorporated, such as "Are you currently a mid-level manager?" and "Have you participated in any NDEE in the past?" These questions aimed to select individuals actively working in remote project teams rather than those with general experience Additionally, occupation-related questions were included to ensure respondents were exclusively from an organizational context Ultimately, the author gathered 212 survey responses through an online survey, resulting in 207 valid responses for data analysis after the screening process.
In the initial phase of the research, gaps identified through a literature review led to the creation of a database of marketing management (MM) contacts for survey and interview sampling This process ensured the selection of suitable participants for the study An online survey, consisting of an introduction and 24 questions, was distributed to gather insights, with a goal of obtaining 200 valid responses within approximately 8 minutes The survey featured both multiple-choice and open-ended questions, allowing respondents to express their thoughts freely Following data collection, the researcher cleaned and analyzed the results to pinpoint shortcomings, subsequently refining the questions for the next phase This was followed by in-depth interviews with 20 managers from both public and private organizations.
To collect detailed perspectives for the study, establishing rapport with participants was essential (Creswell, 1998) Participants in the online survey and telephone interviews were required to provide consent and were informed of their right to withdraw at any time Prior to the second phase, the researcher contacted interviewees to build rapport and schedule interviews The study aimed to conduct 24 valid, qualified interviews through telephone and online in-depth discussions with NDEE participants An interview guideline was shared with MM for review, and all interviews were conducted in Vietnamese, the native language of both the interviewer and interviewees To adhere to ethical standards (Flick, 2009), all interviews were documented in writing, ensuring the study's accuracy, reliability, and trustworthiness.
In the final phase of the study, researchers conducted online class observations to assess the learning environment, teaching curriculum, and class interactions They employed descriptive statistics for quantitative analysis of demographic variables, including learning experience, gender, and educational background Additionally, thematic and narrative analysis was utilized to interpret interview results derived from recorded notes throughout the process, as outlined by Braun & Clarke.
Thematic analysis, as described by Braun and Clarke (2006), is a reliable method for identifying and reporting themes within a data set, yielding insightful findings To enhance the richness of data descriptions, the author integrates interview interpretations with narrative quotes Despite adhering to a standardized interview guide with open-ended questions, spontaneous insights often emerge during the process After recording and transcribing the interviews, the content is compiled into a data set, with interviewee and firm names anonymized to maintain privacy and accountability.
FINDINGS AND DISCUSSION
Data presentation
A study involving 207 Vietnamese mid-level managers, who have participated in the NDEE program either in Vietnam or internationally through online or offline classes, reveals insights into motivational variables and the demographic characteristics of the respondents.
The difference in motivation variables was describe in following detailed tables As seen in Figure 5.1, almost half of the respondents (44.3 percent) chose NDEE programs that provide "Team leadership" and "Skills and Ideology or Self-Management" As shown in Figure 5.2 below, the majority of attendees (43.9 percent) chose the private sector as NDEE providers
Figure 5.1 NDEE programs that participants attended
1 Skills and Ideolody or Self-Management
5 Risk management or Internal system Management
6 Human resources Managenment or Training…
9 Marketing & Communication Management or Public…
According to Figures 5.3 and 5.4, the primary reasons for selecting the NDEE program over other degree-grade options include the "suitable objective or curriculum of the courses," cited by 60.4 percent of respondents, and "suitable time and duration," preferred by 41.5 percent.
Figure 5.3 Objective factors impact the decision to attend NDEE programs
Participants are motivated to pursue NDEE primarily for self-improvement (70.3%) and a desire for refreshment (48.1%) Additionally, the psychological aspect of insecurity regarding MM presents an intriguing area for further exploration.
3 Suitable objectives or curriculum of the courses
4 Reputation of teacher or program provider
5 Motivation from friends or upper managers
Figure 5.4 Subjective factors that impact the decision to attend NDEE programs
According to Figure 5.5, 45.8 percent of respondents recognize the significance of NDEE, with 29.2 percent considering it very important Meanwhile, 23.6 percent remain neutral, and 14 percent view it as either very low in importance or not important at all.
Figure 5.5 Level of importance of these NDEE towards participants
1- Challenge or impove self-competency
2- Seek refreshment 3- Develop persoanl identity or profile
4- Get self-fulfullment 5- Insecure feeling in keeping current position
1- Not important at all 2 - Low important 3- Neutral 4- Important 5- Very important
Figure 5.6 Level of agreement on the statement
" Before attending the NDEE courses, I believed that these courses meet my expectations"
Figure 5.6 illustrates that most participants hold positive expectations and beliefs about the NDEE courses, anticipating favorable outcomes Notably, 91 percent of them express a willingness to recommend the NDEE to others after completing the courses, indicating a high level of satisfaction with the results.
1 - Strongly Disagree 2 - Disagree 3 - Neither Agree nor
The analysis reveals that there is no significant difference in participation rates between male and female respondents in the NDEE, with most participants residing in Hanoi However, the author notes that the NDEE and EE programs are more favored in Ho Chi Minh City, attributed to cultural openness and differing perceptions regarding degree requirements Additionally, the data indicates that the majority of participants are married, suggesting that the NDEE agenda is better suited for individuals who already have families.
Figure 5.9 Respondents' current residential location
According to Figure 5.11, a significant 65.6 percent of NDEE attendants are employed in the service industry, highlighting its dynamic nature This sector demands a greater emphasis on soft skills and management abilities compared to manufacturing, trading, and other industries.
Figure 5.11 Participants' company business segment
The data reveals that the majority of respondents are aged between 33 and 44 years, with 76.9% holding a Bachelor's degree, suggesting that individuals typically attain an MM position approximately ten years after graduating from university Furthermore, a significant portion of respondents, 34.4%, reported an average monthly income ranging from 21 to 40 million Vietnam Dong in 2021 Additionally, the notable number of MM professionals with Bachelor's degrees attending NDEE raises questions about the motivations behind this trend.
Figure 5.13 Participants' education and qualifications
1 Vocational/High school 2 College 3 Bachelor 4 Master degree 5 Doctorate degree
Descriptive Analysis
The research focuses on identifying the social, cultural, and economic motivations behind individuals' participation in NDEE According to Table 5.12, over half of the respondents, specifically 51.9%, are driven by the desire to enhance teamwork effectiveness, while 44.3% seek personal prestige Interestingly, a small percentage of participants express an interest in pursuing further academic degrees.
Figure 5.15 Social/cultural motivation before joining NDEE
1 Recognition of upper managers or subordinates…
3 Social status or personal influence enhancement
7 Surpass colleagues or other degreed candidates
8 Preparation for next degreed programs
Figure 5.16 Economic motivation before joining NDEE
According to Table 5.16, a significant 63.7% of respondents wish to attend NDEE primarily to save money, while 57.5% aim to save time, and 46.2% seek to enhance productivity Figure 5.1 illustrates the comparison of these motivational factors Additionally, the author found that social and cultural motivations play a considerably more vital role than economic motivations, as indicated by responses to the questionnaire's "Other" option.
Table 5.1 Compare the effect of Cultural/Social Motivation and Economic Motivation
Source: Created by the author
Survey results presented in Figures 5.17 and 5.18 indicate a consistent level of satisfaction between expected and actual outcomes Notably, 61.8% of participants reported an improvement in their problem-solving abilities, while 57.5% experienced an enhancement in their knowledge, and 50.5% noted other benefits.
2 Promotion, bonus, salary, more oppotunity
7 Other ( ) percent improve their leadership competencies, and 45.8 percent improve their communication skills Future leaders will require all of these abilities
Figure 5.18 Satisfaction level of the actual outcome in comparison with expected outcome
Figure 5.19 Improvements after NDEE participation
Courses play a crucial role in enhancing knowledge, skills, and job experience, highlighting the gap between expectations and actual achievements While the "Other" option, allowing for personal opinions, garnered only 3 to 15 percent of responses, it still contributed valuable insights Respondents cited motivations such as personal growth, building effective teams, career preparedness, self-confidence, teaching others, and starting training services Additionally, they expressed incentives like improving competencies, pursuing scholarships, pushing personal boundaries, and gaining knowledge in areas of deficiency.
The survey may uncover gaps due to the author's unanticipated alternatives or the learner's skepticism regarding outcomes Consequently, various methodologies have been created to evaluate the quality of NDEE training To address these gaps and focus on outcomes, the author conducted interviews with NDEE's MM and their employers, who serve as the labor "end-users," ensuring these limitations are considered.
Interview interpretation
Interviews with 20 MMs were streamlined for clarity, focusing on essential insights while minimizing casual conversation The findings reveal that 71.42% of participants prioritize social and cultural factors over economic considerations in NDEE participation Key factors highlighted by interviewees have been summarized below.
MM is drawn to courses that focus on enhancing cognitive and behavioral skills, including problem-solving, teamwork, and leadership, which are crucial for aspiring middle-level managers However, potential students often hesitate to pursue a degree due to concerns about time commitment and self-efficacy This uncertainty has led to heightened emotional and psychological sensitivity towards the specialized content of NDEE advertisements For instance, interviewee TO05 candidly shared his challenges as a mid-level manager and his desire to further his education.
The rapidly evolving landscape of technology and innovation means that knowledge can quickly become outdated, presenting a significant challenge for managers striving to advance their organizations in a competitive environment Balancing the demands of full-time work and family life makes it difficult for individuals to commit to lengthy one- or two-year courses, which require substantial time and effort.
Line managers play a crucial role in supporting their employees, fostering optimal working conditions to enhance performance Participants were initially drawn in by the engaging course title, followed by the compelling overview of the course material.
Most interviewees prioritize improving their management skills over focusing on earning or investing outside their expertise Interviewee TO05 emphasized the significance of engaging content that captivates participants.
Effective management requires current and practical strategies, along with diverse models and skills that can be adapted to enhance leadership In corporate settings, the most successful leaders are those who excel at managing their responsibilities rather than attempting to do everything themselves.
In Vietnam, the legitimacy of educational courses is often assessed through the brand profile, prestige, and alumni reviews, which are crucial for ensuring quality education Both governmental and private organizations contribute to the provision of non-degree educational experiences (NDEE), with many local suppliers sourcing training materials and facilities from developed countries like the US, Japan, and Singapore, thereby enhancing their appeal to prospective participants.
My professors, who are distinguished figures from esteemed educational institutions and former CEOs of prominent companies, provided us with a global perspective and fostered a growth mindset essential for effective problem-solving in management Additionally, each participant offered valuable insights and constructive criticism, helping me tackle my challenges.
The baby boomer generation has undergone significant professional and life transitions, leading many to seek education and personal growth This shift has resulted in changes in occupations and social status, with some individuals feeling insecurity due to the perceived superiority of their subordinates Interviewee S7, who was born during a socioeconomic transition, noted the challenges faced by low-income households in accessing quality education Consequently, despite having practical experience, she feels a lack of theoretical knowledge, which drives her motivation to enroll in NDEE programs for self-improvement.
Facing external pressure from both subordinates and supervisors at work has heightened my anxiety about performance evaluations This stress, however, has also fueled my motivation to enhance my skills To address my knowledge gaps, I have decided to enroll in evening management classes As a middle-aged individual, I find it particularly challenging to balance university studies with other responsibilities, but I am committed to personal and professional growth.
Regionalism and cultural differences are intriguing push and pull factors for
Vietnamese MMs will participate in the NDEE, highlighting regional differences in personal identification requirements across the country In Northern Vietnam, degrees are necessary for identification, while the South exhibits more flexibility due to its greater integration and globalization, influenced by regional history and culture The South, being more urbanized and aligned with Western trends, adapts more swiftly to new developments The NDEE originated in the South before expanding to the North and beyond MMs from both regions emphasize societal and cultural motivations in their choices, seeking nondiscrimination in admissions and educational programs for individuals from diverse socioeconomic backgrounds These motivations and evaluations of outcomes are shaped by various factors, including habits, culture, age, and employment.
Career advancement is essential for meeting organizational needs and enhancing managerial effectiveness in the business environment Participants aim to become more impactful managers, advance their careers, or secure new job opportunities, demonstrating their willingness to invest in acquiring advanced knowledge and skills Interviewee S3 candidly reflected on the confusion experienced prior to enrolling in NDEE courses, highlighting the importance of informed decision-making in the pursuit of professional growth.
As the top seller in my company, I excel in sales but lack leadership skills Despite the absence of formal training, I have been promoted to a sales team leader role, necessitating self-study Through NDEE programs, I have learned to harness collective strengths and effectively address the challenges of underperformance within the sales team.
If you want to be a higher-level or top manager, or if you already have a promotion plan in place, this is the place to be
Mid-level managers are primarily motivated by a desire for emotional freshness, fulfillment, and success, which drives their pursuit of self-actualization through continuous education and personal growth Despite their significant role in decision-making, they often face high levels of stress and lack the supportive feedback they need from employers As a result, they actively seek opportunities for improvement by generating innovative ideas and refreshing their skills within the corporate hierarchy For instance, interviewee M3 highlighted their commitment to enrolling in non-degree programs every six months to enhance their performance.
Success for mid-level managers relies not only on IQ (Intelligence Quotient) but also on EQ (Emotional Quotient) and AQ (Adversity Quotient) While higher-level executives often communicate directives and pressure, they rarely offer supportive or motivational feedback As a mid-level manager, it is essential for me to consistently inspire and motivate my team to maintain their focus and drive.