Abstract
Globalization is one of the most significant phenomena of the 21st century, affecting many aspects of human society. In the wave of this influence, higher education institutions in many countries have adjusted themselves in order to prepare their students to be global citizens. However, research shows a need to evaluate whether the integration of global citizenship education is effective among different institutions and contexts. Many scholars are in favor of measuring students' perspectives as a solution. Additionally, although many organizations, such as UNESCO, and other researchers have investigated this issue, the measurement model is mainly designed for large-scale research. Therefore, this study aimed to validate a scale for measuring student perspectives toward global citizenship in a particular context of a university. Notably, the adopted scale measures global citizenship perspectives via three components: social responsibility, global competence, and global civic activism. In the study, each component was measured separately via three smaller measurement models. All the models were validated by using the PLS-SEM approach. The data for validating were collected from 171 students at a private university in Vietnam through an online survey. The result of data analysis suggested that the original scale (which was designed for the context of developed countries) could be employed in the context of developing countries. Nevertheless, some adjustments should be made in term of social responsibility and global competence.
Highlights
1.1 Why Higher Education is Vital for VietnamThe link between higher education and socioeconomic development is well recognized
Rapid technological advances and the rise of the knowledge economy increase the demand for advanced cognitive, digital, and socio-emotional skills required for high-value jobs; the rise of the middle class, urbanization, and aging population may enhance higher education aspirations of Vietnamese students and their families; and risks associated with climate change and health pandemic vulnerabilities call for adaptation and mitigation measures which require greater use of knowledge and research, as demonstrated by the ongoing COVID-19 pandemic
The disconnect between the basic education output and the higher education output for Vietnam is clearly evident from the results shown in Figure ES.1 when Vietnam stands as an outlier when benchmarked against regional and global comparators
Summary
1.1 Why Higher Education is Vital for VietnamThe link between higher education and socioeconomic development is well recognized. 1.1 Why Higher Education is Vital for Vietnam. Higher education supports economic growth and poverty reduction by (a) training a qualified and adaptable labor force, (b) generating new knowledge through basic and applied research, and (c) fostering innovation through application of generated and adopted knowledge and technology (Salmi 2017). The progress of East Asian economies in recent years illustrates a strong symbiotic relationship among higher education, innovation, and growth through the production of research and skills (World Bank 2012). Higher education has a significant positive effect on household poverty and long-term earnings. Among all educational subgroups in Vietnam, higher education graduates today have the best labor market outcomes in terms of labor force participation, type of jobs, and wage earnings. The returns to higher education are around 15 percent which are significantly higher than the regional average, one of the highest in the World (Patrinos, Thang, and Thanh 2017)
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