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RELEVANCE OF INFORMATION TECHNOLOGY GRADUATES’
COMPETENCIES TO THE INDUSTRY NEEDS

A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
In Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy in Educational Management

Bui Ngoc Tuan (Future)
April, 2014
i

Chairman
Accepted in partial fulfillment of the requirements for the degree of Doctor of
Philosophy in Educational Management offered by Southern Luzon State University, Republic
of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Viet
Nam

APOLONIA A. ESPINOSA, Ph.D. WALBERTO A. MACARAAN, Ed .D
Dean, Graduate School Vice President, Academic Affairs
Date___________________ ii

ACKNOWLEDGEMENT
Sincerest appreciation is extended to the following individuals who in their own special
ways have made this dissertation a reality:
Hon. Dr. Cecilia Gascon, President of Southern Luzon State University, Republic of
the Philippines, for her immeasurable contribution in the development of the joint program of
Doctor of Philosophy in Educational Management between Southern Luzon State University
and Thai Nguyen University;
Prof. Dr. Dang Kim Vui, President of Thai Nguyen University, the Socialist Republic
of Vietnam for his approval in the offering of Doctor of Philosophy in Educational
Management program in cooperation with the Southern Luzon State University, Philippines;
Prof. Dr. Tran Van Dien, Rector of Thai Nguyen University of Agriculture and
Forestry, for his invaluable assistance in the establishment of the Doctor of Philosophy in
Educational Management program in cooperation with the Southern Luzon State University,
Philippines;

ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES viii
ABSTRACT Error! Bookmark not defined.
CHAPTER
I INTRODUCTION
Background of the Study 5
Objectives of the study 8
Hypothesis 8
Significance of the study 8
Scope and limitations 9
Definition of terms 10
II REVIEW OF RELATED LITERATURE AND STUDIES
Research paradigm 35
Relevance and satisfaction 35
III RESEARCH METHODOLOGY
Locale of the Study 37
Research Design 39
Population and sampling 39
Research instrumentation 41
Data gathering procedure 41
Statistical Treatment 41
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Descriptive interpretation of the scale 43
IV RESULTS AND DISCUSSIONS
V SUMMARY, FINDING, CONCLUSION AND RECOMMENDATION
Summary 69
Conclusions 70

Table 15: Correlations
Table 16: The Mean and Standard Deviation
Table 17: Correlations
Table 18: Level of competency and satisfaction of IT graduates and the training needs
of the industry (Skill and qualities- knowledge)
Table 19: Level of competency and satisfaction of IT graduates and the training needs
of the industry (Professional capacity - knowledge)
Table 20: Level of competency and satisfaction of IT graduates and the training needs
of the industry (Work ability - Attitude)
Table B 1.1 Reliability Statistics Cronbach's Alpha of Skill and qualities -
Professional capacity - Work ability
Table B.1.2 : Frequency, percentage and Distribution of the Respondents
Table B 1.3: The IT curriculum of Thai Nguyen University.
Table B 1.4 : Questionnaire for employer survey
48
49
50
52
53
54
54
55
56
58
58
58
59
60

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Table B 1.21:The Mean and Standard Deviation
Table B 1.22: Correlations
Table B 1.23: level of competency and satisfaction of IT graduates and the training
needs
Table B 1.24: level of competency and satisfaction of IT graduates and the training
needs
Table B 1.25: level of competency and satisfaction of IT graduates and the training
Table B 1.25: Da ta industry’s need
Table 126: Data graduates need

89
92
98

104

105
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107
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108
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109
111
111
112
112
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INTRODUCTION
According to international assesment agencies on Information Technology and
Communication, Vietnam has informantion technology and communication
development index (IDI) ranking at 86 out of 161 nations and rank 4
th
position in
Southern East Asia (2012). Networked Readiness Index (NRI) of Vietnam ranked at 84
out of 144 nations and 5
th
position in Southern East Asia in 2012. Regarding to
information technology industry, Vietnam ranked at 8
th
worldwide on software
processing activities (according to Tholon Corporation, 2011), stays on top ten nations
in Pacific Asia and top thirty worldwide (according to report of Gartner Corporation in
2012). Vietnam has been highly considered on public service and application of

meeting to enterprise’s demand and to find out gap between training education quality
and real requirements. The findings of this study will be scientific evidences for policy-
makers, educational institutions, educators, and students in improving education
program and efficiency.

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CHAPTER I
GENERAL INTRODUCTION
Education in its general sense is a form of learning in which the knowledge,
skills, and habits of a group of people are transferred from one generation to the next
through teaching, training, or research. It is essential for everyone and the level of
education helps people earn respect and recognition. It is a fact that the importance of
education is undeniable for every single person. It goes without saying that education
has a positive effect on human life. All people need to access to education. Only with

meeting to discuss and draw the resolutions on
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building project “Fully and fundamentally innovate the education and training in the
market economy which is oriented to the socialist and international integration; and on
building project “Develop science and technology to support the industrialization and
modernization in the market economy which is oriented to the socialist and
international integrations.”
The steering committee of the party identified that for a secured leading of the
party and for the consideration of the whole nation as well as the efforts of the
teachers, managers and scientist communities are the reasons that the science and
technology of the nation obtained important achievements on the quantity and quality
of the education in all levels, including management, scientific research and
applications, market and services for the science and technology, and international
collaboration.
Developing Viet Nam ICT brand name Products and service
On September 22nd, 2010, the Prime Minister promulgated the Decision No.
1755/QD-TTg approving the National Strategy on “Transforming Viet Nam into an
advanced ICT country”, which defines strategic missions to accelerate the IT industry
of Viet Nam. Some of the important missions are to improve the capacity and
competitiveness of Vietnamese enterprises, and to develop Viet Nam’s ICT brand-
name products and services. To accomplish these missions and implement the
campaign, “Vietnamese people prefer Vietnamese products” of the Politburo of the
Communist Party of Viet Nam and the Government’s Resolution No. 11/NQ-CP dated
February 24th, 2011 regarding measures to control inflation, stabilize the macro-
economy and ensure social welfare. In this regard, the Ministry of Information and
Communications launched the Program in Promoting the development of Viet Nam
ICT brand-name products and services (VIBrand) in 2011.
VIBrand 2011 leverages the nation’s patriotism in encouraging domestic
consumers to choose Viet Nam ICT brand-name products and services, thereby

Together with the VIBrand, the Ministry of Information and Communications is
conducting several related activities, namely: periodically updating a list of IT
products suitable for government-funded organizations and agencies; developing and
publishing the “Catalogue of Viet Nam IT products”; implementing the “National
Brand” program in cooperation with Ministry of Industry and Trade; and promoting
youth innovation in the IT sector in cooperation with Ho Chi Minh Communist Youth
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Union. These activities will contribute substantially to the development of the IT
industry and operationalize the National Strategy on “Transforming Viet Nam into an
advanced ICT country”.
In recent years, under the leadership of the Party and the Government, the ICT
sector of Viet Nam has been continuously moving forward, fostering the development
of infrastructure system, and contributing positively to the socio-economic growth. In
2011, although the Vietnamese economy still faced many challenges due to the
negative effects of the global economic crisis, this sector maintained its growth and
continuously gained many important achievements.
The telecommunication infrastructure was modernized to cover the whole
country with and had met international standards in providing good quality services
and improving customer satisfaction. IT application in government agencies has been
adopted widely and contributed to a significant extent to public administration reform
efforts.
The educational system on ICT human resource was scaled up both in volume
and form. In view of this, 290 universities and colleges had ICT faculties or
departments (only 13 compared with 2010) and the quota of ICT-related student’s
enrolment was 64,796 students (only 4,000 students compared with 2010). In 2011,
there were 41,908 students graduating in different ICT majors; 173,107 studying in
ICT faculties or departments; and 55,197 ICT students enrolled to these institutions.
The policy and regulatory environment for ICT development was gradually
improved in order to assure the transparency and clarity to facilitate procedures and to

(Decision No. 05/2007/QĐ-BTTTT dated Oct 26, 2007).
The strategy in the development of information and communication technology of
Viet Nam to 2010 and orientations toward 2020 (Prime Minister’s Decision No.
246/2005/QD-TTg dated Oct 6, 2005), includes the following:
(1) National strategy on development of posts and telecommunications of Viet Nam
to 2010, Orientations towards 2020 (Prime Minister’s Decision No.
158/2001/QD-TTg dated Oct 18, 2001).
(2) National Programs and Projects on ICT
2.1 IT industry, posts and telecommunications
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Project on improvement of computer usage and public Internet access ability in
Viet Nam (BMGF), with the Ministry of Information and Communications,
implementation duration: 2011 – 2016 as implementing agency.
2.2 Information technology application/E-Government
(3) National program on information technology application in state agencies’
operations during the period 2011 - 2015 (Prime Minister’s Decision No. 1605/QD-
TTg dated Aug 27, 2010).
(4) Project on national authentication with the Ministry of Information and
Communications, as implementing agency, implementation duration: 2011 – 2015;
and
(5) Project on investment in devices for information technology application in state
agencies with the Ministry of Information and Communications, as implmenting
agency, implementation duration: 2011 - 2015.
The industry’s success is determined much by the skills of its workforce. This
requires focusing on how human resource development activities can be used in
ensuring the workforce to be equipped with skills and to successfully meet the
challenges. The ICT industry of Viet Nam faces challenges that are complex, and new
dimensions, such as the increasing workforce diversity and the rate of technological
change make it difficult to ensure human resource development efforts to succeed

well as on the training entities.
Non-technical skills lack in greater proportions across the industry of which
effective communication skills in the English language is highlighted Industrial
standardization and accreditation of the courses and course curriculums, evaluation
mechanisms with the participation of the training institutes and the industry is
recommended for skill standardization.
Career and transitory trends of individuals identified as seeking greater exposure for
building high profiles for future progression rather than titles that require deployment
of faster, economical training methods with the increasing demand for value-added
services that require higher competencies in both modern technical and non-technical
areas.
Potential need to incorporate industrial placements to IT related degrees and
professional qualifications to give individuals prior exposure to fast-pace the work
environment.
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Information Technology was noted at TNU, The University is mandated to pursue
training high quality human resource, conducting researches on scientific technologies
and management, verifying and proposing solutions and sustainable development
policies, and contributing to the socio-economic development of the region towards
industrialization and modernization. It is the vision of TNU to become a world class
University within Vietnam and the Southeast Asia in providing higher education in the
fields of agriculture and forestry, teacher education, technology, economics, business
administration, medicine and pharmacy, information and communication technology,
foreign languages, among others.
Based on the situation above, the researcher decided to conduct a study on
Relevance of Information Technology graduates’ competencies to the industry need.
Objectives of the study
The study was conducted in order to identify the level of competency, satisfaction,
and training needs of Information Technology graduates for the industry need.

findings will bring understanding and learning-oriented, harmonious relationship
between the school, students and employers.
Future Researchers: This study can provide a reference for researchers of Thai
Nguyen University in making decision on curriculum development oriented
information technology, communication skills, and personal qualities, as the most
important competencies, but suggests that the workplace context determines their
relative importance.
SCOPE AND LIMITATIONS
The main purpose of this study was to investigate the Relevance of Information
Technology graduates’ competencies to the industry need at Thai Nguyen University,
where training in the field of information technology. Of the 1089 students who have
graduated from the faculty of information technology, only 146 respondents were
included in the study.
Workforce development in the Viet Nam suggested that Thai Nguyen
University has to play the role in addressing them by partnering with employers to
align college curricula with workplace needs. This in brief describes partnership
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efforts between Thai Nguyen University and employers in exploring models by way of
promoting curricular change and innovation will to help narrow that gap.
The study also investigated the level of importance that employers place on
work experience for Information Technology graduates. A ‘competency gap’ between
importance and performance was identified from these findings and the impact these
findings have for training process in Thai Nguyen University was discussed.
The duration of the study was from September 2012 to September 2013.
DEFINITION OF TERMS
For clarity and better understanding of the study, the following terminologies
are defined both conceptually and operationally:
Graduate attributes: is the expected result, the knowledge, attitudes and skills of
students after graduation from the learning outcomes of a course.

continuity with other educational programs.
Curriculum is a collection of all the activities associated with each other in order to
achieve the educational goals of the school, including the inputs to implement
training programs and training objectives on the basis of outputs of the training
process, to develop the ability of trained people, to help them acquire knowledge
and skills as well as improve the thinking capacity in performing job requirements
at the level of the training.
Student satisfaction is the mood or feeling of the students about a school when
their expectations are met or exceeded in response throughout the learning process
and to meet the requirements of employers. Students will gain satisfaction loyalty
and continuing contact with the school to enhance learning and have a useful
contribution to the school. 12

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual/ theoretical framework which bear
significance and similarities in this study. This also includes the paradigm of the study
that could help the readers to fully understand the context of the study.
Adaptability: according to Andresen and Gronau, adaptive ability in the field
of management organization is defined as ability to change something or self-change

employers and students. Occupational skill certification programs and awarding of a
credential applicable to several employers across an industry sector, for example, can
provide a uniform way for businesses to communicate the skills required for specific
jobs and for community colleges to standardize their training (Martinson 2010)
This approach also ensures that college curricula remain relevant to
employers’ needs and can adapt to quickly shifting workplace realities. According to
Carnevale and Desrochers (2001, 26), “By integrating their Community colleges need
and value various types of employer involvement. Current and predicted changes in
the economy and workforce demands, however, argue for even closer, more
substantive collaboration between the two to develop curriculum and training
programs.
Competencies: Competencies is defined as an aggregated characteristic of
individuals to ensure successful activities fitting with specialization of given cases.
Capacity is derived from natural human basis and educational process. Capacity is not
only formed naturally, but also it mainly comes from education and training process.
Spencer and Spencer view competency as a characteristic of an individual, that
is causally related to job performance (1993). Competencies can be accumulated
within an individual and represent a capacity to perform at some future point (Boam &
Sparrow, 1992; Page, Wilson & Kolb, 1993). Essentially, these definitions relate to
enduring characteristics possessed by an individual that, under normal.
Joseph (1997), in a survey of 280 New Zealand graduate employers, found the
top ranked competencies in descending order were: willingness to learn; having a
positive attitude; being motivated; having good communication skills; and, possessing
the ability to work independently.
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Hence, the literature suggest that employers of graduates now place major
emphasis on generic, behavioral competencies, both in the recruitment of graduates for
employment, as well as their performance on the job (Raymond, McNabb & Matthaei,
1993; Weisz, 1999). As a consequence, undergraduate courses must seek to develop