BOOKS:
Tran, L.H.N (2019). Building soft employability skills: The case of Vietnamese universities, New York: Routledge (link: https://www.routledge.com/Building-Soft-Skills-for-Employability-Challenges-and-Practices-in-Vietnam/Nghia/p/book/9780367227036)
Tran, L.H.N, Pham, T., Tomlinson, M, Medica, K. & Thompson (2020. Developing and utilizing employability capitals: Graduates’ strategies across labour markets, Routledge (link: https://www.routledge.com/Developing-and-Utilizing-Employability-Capitals-Graduates-Strategies/Nghia-Pham-Tomlinson-Medica-Thompson/p/book/9780367436285)
Tran, L.H.N & Tran, T. L. (2020). Students’ experience with teaching and learning reforms in Vietnamese higher education, Routledge (link: https://www.routledge.com/Students-Experiences-of-Teaching-and-Learning-Reforms-in-Vietnamese-Higher/Nghia-Tran/p/book/9780367023188).
BOOK CHAPTERS:
Tran, L.H.N, Phuong, H. Y. & Tran, L.K.H. (2019). The contribution of part-time work experience to pre-service teachers’ development of graduate employability. In Gabriele I.E. Strohschen and Kim Lewis “Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education”, IGI Global Book.
Tran, L.H.N& Vo, P. Q. (2019). Towards greater graduate employability: Vietnamese students’ motivation and learning in imported programs, to be published in Coelen, R. & Gribble, C. “Internationalization and Employability in Higher Education”, Routledge
Tran, L. H.N & Le, T. K. (2018). Teacher identity development of non-education-degree individuals: A narrative study. In Mustafa Öztürk “Examining the Teacher Induction Process in Contemporary Education Systems”, IGI Global Book.
PEER-REVIEWED JOURNAL ARTICLES:
Tran, T. L. & Tran, L.H.N. (2020). Leadership in international education: leaders’ professional development needs and tensions, Higher Education, online first: https://link.springer.com/article/10.1007/s10734-019-00494-1
Tran, T.L., Tran, L. H. N, Nguyen, M. & Ngo, M. (2020). ‘Let go of out-of-date values holding us back’: Foreign influences on teaching-learning, research and community engagement in Vietnamese universities, Cambridge Journal of Education, 50(3), 281-301. DOI: https://doi.org/10.1080/0305764X.2019.1693504
Tran, L. H. N. (2019). Motivations for Studying Abroad and Immigration Intentions: The Case of Vietnamese Students, Journal of International Students, 9(3), 758-776. https://doi.org/10.32674/jis.v0i0.731
Ajjawi, R., Tran, L.H.N., Tai, J., Boud, D., Liz, J. & Patrick, C. (2019). Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assessment and Evaluation in Higher Education, 45(2), 304-316
Tran, L.H.N & Huynh, N.T. (2019). Preservice teachers’ experiences with internship-related challenges in regional schools and their career intention: Implications for teacher education programs, Journal of Early Childhood Teacher Education, 40(2), 159-176, DOI: 10.1080/10901027.2018.1536902
Tran, L.H.N, Truong, H.G., & Vo, P.Q. (2019). At-home international education in Vietnamese universities: Impact on graduates’ employability and career prospects, Higher Education, online first, DOI: 10.1007/s10734-019-00372-w
Tran, L.H.N & Nguyen, T.M.D. (2018). Developing and validating a scale for evaluating internship-related learning outcomes, 4 Higher Education, 77(1), 1-18, DOI: 10.1007/s10734-018-0251-4
Tran, L.H.N (2018). The skills gap of Vietnamese graduates and final-year university students, Journal of Education and Work, 31 (7-8), 579-594, DOI: 10.1080/13639080.2018.1559280
Tran, L.H.N (2018). Game of blames: Higher education stakeholders’ perceptions of causes of Vietnamese graduates’ skills gap, International Journal of Educational Development, 62(2018), 302-312, DOI: https://doi.org/10.1016/j.ijedudev.2018.07.005
Tran, T.L., Tran, L.H.N., Khuong, C., & Le, T.T.T. (2018). Language and learning advisors as a valuable but underrecognised workforce in higher education: a Bourdieuian analysis of their professional development in international education, Teaching in Higher Education, 24(6), 755-771, DOI: https://doi.org/10.1080/13562517.2018.1499079
Tran, L.H.N, Phan, T.N.P & Tran, L.K.H (2018). Implementing the student-centred teaching approach in Vietnamese universities: The influence of leadership and management practices on teacher engagement, Educational Studies, 46(2), 188-204, DOI: 10.1080/03055698.2018.1555453
Tran, L.H.N. (2018). Vietnamese students’ learning motivations for Master’s programs: Implications for curriculum development and pedagogical practice, Journal of Further and Higher Education, 43(8), 1021-1037, DOI: 10.1080/0309877X.2018.1444742
Tran, L.H.N. (2017). External stakeholders’ roles and factors influencing their participation in developing generic skills for students in Vietnamese universities, Journal of Education and Work, 31(1), 72-86. DOI: 10.1080/13639080.2017.1386774.
Tran, L.H.N & Nguyen, T.M.D. (2017). Perceived outcomes of internship and influential factors: The case of Vietnamese students of Hospitality and Tourism, Education + Training, 60 (1), 69-81.
Tran, L.H.N & Huynh, N. T. (2017). Preservice teachers’ identity development during the internship, Australian Journal of Teacher Education, 42(8), 1-15.
Tran, L.H.N. 2017. Developing employability skills via extra-curricular activities in Vietnamese universities: Student engagement and inhibitors of their engagement, Journal of Education and Work, 30 (8), 854 – 867, DOI 10.1080/13639080.2017.1349880.
Tran, L.H.N. (2017). It’s complicated: Practices and challenges of generic skills assessment in Vietnamese universities, Educational Studies, 44(2), 230-246. DOI 10.1080/03055698.2017.1347496.
Tran, L.H.N. (2017). What hinders teachers from translating their beliefs into teaching behaviours? The case of teaching generic skills in Vietnamese universities, Teaching and Teacher Education, 64(2017), 105-114.
