Empowering Educators in Vietnamese Universities During the Era of Educational Internationalization: A Social Exchange Theory Perspective

Abstract

This study explores faculty development programs aimed at promoting internationalization within Vietnamese higher education institutions. It identifies existing programs, analyzes their characteristics, and highlights key gaps in their implementation. Using Social Exchange Theory (SET) as a theoretical framework, the study examines faculty members' motivations and engagement, focusing on the balance of perceived rewards and costs. Through a combination of qualitative data from focus-group discussions and semi-structured interviews, the research provides insights into the benefits and challenges associated with these programs. The findings suggest the need for more tailored initiatives that align with global best practices while addressing the unique context of Vietnam. Recommendations for enhancing faculty development programs are proposed, emphasizing the importance of institutional support and professional recognition. This study contributes to the discourse on internationalization in higher education and offers practical guidance for program improvement.