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30
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Introduction
Thai Vu is a Casual Research Fellow at Deakin University, Australia. Thai's research encompasses workforce preparation, employability, study-to-work transition, work-integrated learning, student equity and success, and international students.
• Doctoral thesis: https://hdl.handle.net/20.500.11937/92902
• All publications: https://drive.google.com/file/d/1-6kJ63u11Uzsy766wNVdHO6Iz-l6hb7l/view?usp=sharing
Current institution
Publications
Publications (30)
The presentation highlights international student participants’ cognitive, attitudinal, and behavioural engagement in complicated agency–structure dynamics across three sensemaking stages: identifying knowledge and skills gaps, bridging them, and self-reflecting to strategise for the next steps. It then shares three new models for fostering (intern...
The presentation discusses findings from an empirical study that reveals how international students strategically engage in a cyclical perception–response process to ‘socialize the personal’ and ‘personalize the social’ during self-sourced, unstructured work placements. These insights were synthesized into a Perception–Response Model of Organizatio...
The piece highlights information-seeking as a crucial graduate capability for successful study-to-work transition and effective lifelong learning. It addresses the following questions: WHY is information-seeking an important graduate capability? WHAT factors influence workplace information-seeking? HOW can educational institutions equip students wi...
This presentation introduces a 5-S Model of Agentic Sensemaking (Vu, 2023) and discusses its applicability in work-integrated learning (WIL) research and practice, particularly in equipping and empowering students to enhance employability building and lifelong learning. The Model was distilled from salient findings of a doctoral research study (Vu,...
Work placement is an important aspect of higher education studies and career preparation. Effective preparation is crucial for students to succeed in placements, yet little is known about international students' placement preparation, particularly regarding their sensemaking. This qualitative study, guided by an integrative theoretical framework, e...
Some degree programs require students to complete self-sourced work placements as a condition for graduation, which is challenging for many international students as they face significant contextual constraints. The literature has indicated typical contextual challenges international students face while attempting to strengthen organizational socia...
The doctoral research examined how international students make sense of and tackle challenges when securing in-person placements, preparing for placements, and enhancing organisational socialisation during placements in a host country. It comprised six interconnected studies reported in peer-reviewed journal articles. Significant outcomes include a...
This article introduces a dynamic model of workplace learning, suggesting how educational institutions can support (international) students in preparing for placements and part-time work. The model also proposes how to empower new employees to strengthen their workplace adaptation.
The article introduces a Perception–Planning–Performing (3-P) Model of student engagement in securing placements. The Model can inform institutional strategies to support (international) students in building the essential capacities for effective placement/job seeking and study-to-work transition.
Work-integrated learning (WIL), particularly workplace-based WIL, provides international students with opportunities to be exposed to authentic working contexts, consequently enhancing student employability development. However, the literature indicates that many international students struggle in WIL despite continuous efforts by higher education i...
This webinar is for parents and carers seeking to support their young people to prepare for a successful transition into work and lifelong learning.
This webinar is for teachers and career practitioners across Australia and internationally. Two interlinked models are introduced which can be used together to support upper secondary students to prepare for a successful transition into work and lifelong learning. The webinar was commissioned by myfuture–Education Services Australia (owned by the s...
Research indicates that many onshore international students struggle to secure and/or maximise work-integrated learning (WIL) placements. Despite this, little is known about how they navigate such challenges, which informed this four-year research project comprising of six interlinked studies reported in six journal articles. The project focussed o...
This is a virtual presentation to the Strategic Reference Group of myfuture–Education Services Australia (including key influential representatives from the educational jurisdictions across Australia). The presentation focusses on potential strategies to prepare upper secondary students for a successful transition into work and lifelong learning.
This paper proposes two interlinked models to support students’ preparation for study-to-work transition and lifelong learning: a 4-GAP model for transition and a 4-S model of dynamics in workplace learning and adaptation.
Learning in the workplace involves complex cognitive and behavioural engagement in agency-structure dynamics. This engagement influences the workplace learning outcomes of workplace newcomers including new recruits and students in work-integrated learning (WIL) placements. Though extensively discussed in the literature on organisational behaviour,...
Globalisation has enhanced cross-border employment opportunities, resulting in a more competitive labour market for graduates. In response, the number of students pursuing overseas study as a way of gaining a competitive advantage is increasing. Integral to this pursuit are opportunities for exposure to the host country’s work contexts to gain glob...
This presentation describes an application of transition theory (Anderson et al., 2012; Schlossberg, 1995) in work-integrated learning (WIL) research. The theory provides a four-component framework for researching individuals’ engagement in a transition: Situation, Self, Support, and Strategies (4S). Specifically, the presentation describes how Vu...
This review paper seeks to establish key determinants of customer expectations of service and discusses implications for strategies in enhancing customer satisfaction. Three salient aspects of the literature were synthesized: (i) features of service and service quality, (ii) concepts and types of customer expectation of service, and (iii) implicati...
The presentation discusses the concept of higher education quality conveyed in advertisements by Vietnamese private institutions in recent years. The discussion is based on what education quality should be and how those institutions conceptualize it.
