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Open Educational Resource Adoption in Vietnamese Universities, An Institutional Model

Institutional institutionalization of open pedagogical resources serves as a vital pathway for modernizing tertiary curricula and reducing student cost barriers in higher education. Systemic adoption across Vietnamese universities remains constrained by legal ambiguities, limited organizational incentive frameworks, and infrastructural fragmentation. Establishing a holistic institutional model harmonizes policy governance, faculty capacity building, and collaborative repository management to ensure long-term sustainability.

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PhD Dissertation

Degree:
Open Educational Resource Adoption in Vietnamese Universities, An Institutional Model

Author:

Group

First M. Last

Advisor:

Dr. First Last

City, 2026

Contents

Introduction
Chapter 1. Theoretical Foundations of Open Educational Resource Diffusion in Higher Education
1.1 Conceptualizing Open Educational Resources and Institutional Boundary Objects
1.2 Theoretical Frameworks of Innovation Adoption and Technology Acceptance in Academia
1.3 Organizational Governance, Open Licensing, and Legal Frameworks in Tertiary Education
1.4 Global Models of Institutionalizing Open Pedagogical Materials
Chapter 2. Contextual Environment and Evolution of Higher Education in Vietnam
2.1 National Policy Directives and Digital Transformation Mandates in Vietnamese Universities
2.2 Institutional Autonomy, Resource Allocation, and Infrastructural Readiness
2.3 Current State and Structural Challenges of Open Courseware Initiatives in Vietnam
2.4 Faculty and Student Perceptions Regarding Open Pedagogical Resources
Chapter 3. Methodological Architecture for Developing an Institutional Adoption Model
3.1 Epistemological Framework and Mixed-Method Synthesis Design
Analysis
3.3 Criteria for Cross-Institutional Comparative Evaluation
3.4 Methodological Validity, Reliability, and Contextual Limitations
Analysis
4.1 Technological Readiness and Infrastructure Determinants Across Academic Disciplines
4.2 Institutional Incentive Systems and Faculty Engagement Dynamics
4.3 Academic Integrity, Quality Assurance, and Open Licensing Constraints
4.4 Student Expectancy Determinants and Peer-Lecturer Influence Vectors
Chapter 5. The Institutional Model for Open Educational Resource Integration in Vietnam
5.1 Structural Components and Strategic Pillars of the Proposed Institutional Model
5.2 Multi-Stakeholder Collaboration: Governance, Libraries, and Academic Departments
5.3 Sustainable Funding, Incentive Mechanisms, and Professional Development Pathways
5.4 Continuous Quality Monitoring and Open Authoring Lifecycle Protocols
Chapter 6. Implementation Strategies, Policy Recommendations, and Risk Mitigation
6.1 Actionable Roadmap for Institutionalizing Open Resources in Vietnamese Universities
6.2 Ministerial Policy Alignments and Cross-University Consortia Frameworks
6.3 Risk Assessment and Sustainability Management in Resource-Constrained Contexts
Conclusion
Bibliography

Introduction

Institutional integration of open educational resources represents a transformative vector for expanding educational access, reducing student expenditures, and enhancing pedagogical equity across modern higher education ecosystems [1][6]. While open educational practices have matured extensively across high-income economies, universities in developing higher education landscapes face unique structural, cultural, and organizational conditions that determine how openly licensed materials are integrated into formal curricula [1][5].

Within Vietnamese tertiary education, national digital transformation mandates highlight the strategic value of open educational assets, yet institutional uptake remains inconsistent and fragmented [3][6]. Tertiary institutions encounter substantial friction arising from ambiguous copyright licensing, inadequate institutional incentives, disparate technological infrastructure, and low levels of faculty awareness regarding open authoring and curation workflows [1][4][6]. Consequently, individual initiatives struggle to attain long-term sustainability without formalized institutional support structures [4].

Existing scholarship demonstrates that user adoption depends heavily on performance expectancy, effort expectancy, and social influences, yet current literature lacks an integrated organizational framework specifically tailored to Vietnamese academic governance [2][3]. Establishing an institutional model requires harmonizing multi-tier administrative mechanisms, academic reward architectures, quality assurance benchmarks, and continuous digital support networks [1][4][7].

This dissertation develops a comprehensive institutional model to guide the sustainable adoption, adaptation, and creation of open educational resources across Vietnamese universities [3][6]. By synthesizing institutional theory, technology acceptance principles, and secondary policy evidence, the study establishes strategic mechanisms that empower higher education leadership to overcome operational bottlenecks, align stakeholder incentives, and optimize national educational transformation [1][4].

3.1 Epistemological Framework and Mixed-Method Synthesis Design

The methodological architecture for evaluating institutional Open Educational Resource (OER) adoption across Vietnamese tertiary institutions operates through an integrated socio-technical and boundary-object epistemological framework. Because educational resources serve as collaborative boundary objects bridging academic departments, administrative governing boards, and library units (crossref-10-1016-j-lisr-2022-101154, 2022), evaluating their institutionalization requires a comprehensive mixed-method synthesis capable of capturing macro-level governance policies alongside micro-level stakeholder behaviors. The research design operationalizes multi-level analytical dimensions to address systemic integration barriers and optimization avenues in the Vietnamese tertiary sector (W4312215966, 2022). Quantitative measurement instruments measure user-level adoption intentions, expectancy dynamics, and institutional perception vectors among university cohorts (W3013221206, 2020). Simultaneously, qualitative documentary analyses evaluate institutional regulatory guidelines, intellectual property frameworks, infrastructure readiness, and departmental incentive structures across diverse university contexts. Triangulating quantitative behavioral determinants with qualitative institutional diagnostics resolves common methodological biases inherent in single-paradigm educational research, thereby ensuring construct validity across differentiated disciplinary environments. Consequently, this methodological convergence establishes a rigorous empirical foundation for formulating a sustainable, context-sensitive institutional OER adoption model tailored to national higher education digital transformation agendas.

References

  1. Adoption and Diffusion of Open Educational Resources (OER) in Education
    Daniel Otto
    Liên kết DOI
  2. Crossing the boundaries through OER adoption: Considering open educational resources (OER) as boundary objects in higher education
    Mark McBride, Sam Abramovich
    Liên kết DOI
  3. Factors Influencing the Intention to Use Open Educational Resources of Students at Universities in Economics and Business Administration in Vietnam
    Quang Minh Doan, Thiên My Dao
    Liên kết DOI
  4. Sustaining Open Educational Resources (OER) initiatives in higher education: practices, successes, and challenges
    Grace Zhou Seo
  5. Designing an OER Outreach Program for Tribal Colleges and Universities with Fall 2024 Commercial Book Adoption Data
    Amy Hildreth Chen
  6. Recommendations to Optimize the Use of Open Educational Resources in Vietnamese Higher Education Context
    Anh Tram Huong Nguyen, Anh Thuy Truong, Giang Hong Nguyen
  7. Community-Based, Open Source, Continuous OER Authoring (COCOA): A Novel Model for Open Educational Resources
    Steven Clontz, Drew Lewis
  8. Review of "Open Educational Resources Funding: Opening Higher Education in South Africa through OER Small Grants"
    Ion Valentin Ciocioc

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