Student Participation in Curriculum Governance Across Three Vietnamese Universities

Survey data from 240 students and interviews with 21 students across three Vietnamese universities examine student involvement in curriculum decision-making. The mixed-methods study, drawing on Self-Determination Theory, reconceptualizes participation as a motivationally contingent process shaped by autonomy, competence, and relatedness. It reveals that participation is often procedural, student voice may not translate to influence, and psychological safety affects engagement.

Use Cases

• Analyzing the relationship between psychological needs (autonomy, competence, relatedness) and student engagement in governance.
• Comparing procedural versus substantive student participation in curriculum decision-making processes.
• Investigating the gap between student voice and actual influence in institutional settings.
• Studying the role of psychological safety in shaping willingness to participate in higher education governance.

Strengths

• Dataset size is 154,023 bytes, indicating a structured data file.
• Based on a mixed-methods design combining quantitative survey data (N=240) and qualitative interviews (N=21).
• Explicitly licensed under CC-BY-4.0 for open sharing and reuse.

Limitations

• Column names and specific row count are not provided, limiting understanding of the data structure.
• The dataset appears to be a single, static snapshot from a specific study with no indicated time range for data collection.
• Relies on a single, repeated platform description; lacks independent documentation or a data dictionary.

Provenance

Source

Cuong Le Tan

Collection Method

Mixed-methods study using surveys and interviews.

Time Range

null

Freshness

Last updated on 2026-03-19.

Geography

Three universities in Vietnam.