Institutional Autonomy as a Structural Enabler of Curriculum Internationalization: Opportunities and Challenges in Vietnam’s Higher Education

Author Information

Ngoc Nguyen Thi My, Ton Duc Thang University, Vietnam
Gam Luong Thi Hong, Fulbright University Vietnam, Vietnam
Ngoc Nham Thi, Ton Duc Thang University, Vietnam

Abstract

Vietnam’s higher education system is undergoing a significant transformation, driven by national reforms that grant universities greater institutional autonomy. This policy shift has created new opportunities for curriculum internationalization, enabling institutions to respond more flexibly to global academic trends and labor market demands. This paper explores how Vietnamese universities have leveraged this autonomy to implement international curriculum, while also navigating new complexities in policy implementation. Using a qualitative case study approach, the research examines leading public institutions in Vietnam through interviews with academic leaders and analysis of policy documents and curriculum frameworks. The findings reveal a dynamic interplay between national policy, institutional leadership, and curriculum change. The study further highlights how institutional autonomy has enabled universities to design innovative academic programs, diversify international partnerships, enhance students’ learning experiences, foster intercultural competence, and promote graduate employability. However, structural challenges such as, resource limitations, regulatory constraints, and and resistance within traditional academic structures highlight uneven institutional capacity. This study argues that institutional autonomy is not merely a governance reform but a structural enabler of curriculum innovation and strategic internationalization. It concludes by offering policy and practice recommendations to strengthen the role of autonomy in fostering globally competitive higher education in Vietnam.

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