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This paper aims to examine the nexus among cloud-based accounting (CBA), employee job performance (EJP) and operational performance (OPP) in the circumstances of Vietnam, an emerging nation. In which the authors examine EJP as a mediator variable inside the research model. Furthermore, the employee digital skills (EDS) factor is examined as a moderating variable for the CBA-EJP nexus and the CBA-OPP nexus, respectively.

The study’s sample was acquired through extensive screening methods. This study used email surveys to acquire data. The survey was sent to 1,200 chief financial officers of Vietnamese firms. For analysis, the ending pattern of 401 e-surveys was used.

By using partial least squares structural equation modeling, the results imply that the CBA has a favorable effect on EJP and OPP. Furthermore, EJP favorably mediates the linkage between CBA and OPP, whereas EDS play a significant moderator role in the CBA-EJP nexus and CBA-OPP nexus, respectively.

This study highlights the crucial role of human factors (i.e. EDS and EJP) for the internal modern applying behaviors (i.e. CBA) and firm value (i.e. OPP) of firms in emerging markets. Therefore, managers should scrutinize the performance of human factors in an essential interval to improve modern applied behaviors and make them more powerful, thus improving the OPP of their firms. Substantially, firm managers should focus on employing the EDS, which enhances the CBA-EJP nexus and the CBA-OPP nexus, respectively.

This study enlarges the OPP documentation by detailing the beneficial effects of human factors as well as the CBA. Furthermore, the study recognizes the effectiveness of EDS as a moderator variable in the context of developing economies. Finally, this work has been regarded as earlier empirical research that integrates all of the aforementioned components into a single model in emerging economies, particularly Vietnam.

This study examined psychometric properties of the ten-item Connor–Davidson resilience scale (CD-RISC-10) among university undergraduate students in Vietnam.

The study followed a cross-sectional design using a sample of 414 students from multiple universities in Southern Vietnam. Three bilingual experts back-translated the provided scale to verify its content. Factor analyses were used to explore and confirm the scale structure, and item response theory (IRT) model for polytomous responses was selected to further examine individual items and the entire scale.

Factor analyses confirmed a single-dimensional structure of the CD-RISC-10. IRT analysis demonstrated that individual items and the entire scale reliably measured resilience. However, probabilities to endorse the lowest category were particularly low for most of the items, suggesting a potential to modify the number of the response categories. The overall results indicated that the CD-RISC-10 in Vietnamese was a reliable and accurate tool to measure a range of university students' resilience levels.

Convenience sampling method, the use of self-reported survey and the inclusion of only university students were limitations of the study. However, using IRT to thoroughly examine the CD-RISC-10 was an important contribution to the work of validating research instruments.

The CD-RISC-10 could be a valid, reliable and convenient assessment tool for school psychologists and psychiatrists to use in trainings, counseling services or resilience intervention programs.

While many studies have investigated psychometric properties of the CD-RISC-10 in other languages, none has been conducted in Vietnamese.

This paper aims to investigate the extent of personal privacy concerns expressed by university students in Vietnam while using TikTok, the influence of peer interactions and social norms on privacy attitudes and behaviors and the strategies used by university students in Vietnam to mitigate privacy risks on TikTok.

A qualitative approach using semi-structured interviews was used to gather data on the following: the degree to which Vietnamese university students express concerns about their personal privacy while using TikTok; how peer interactions and social norms influence privacy attitudes and behaviors; and the strategies these students use to mitigate privacy risks on the platform.

Findings indicate that although university students exhibit a relatively low level of concern regarding their personal privacy on TikTok, peer influences and societal norms significantly shape their attitudes and behaviors on the platform. Moreover, students use several strategies to mitigate privacy risks, such as selective content sharing and refraining from engaging with unknown links.

These insights provide valuable implications for the development of targeted interventions and educational initiatives aimed at fostering a more privacy-conscious TikTok user community among university students in Vietnam.

This research fills a critical gap in the existing literature by focusing on the influence of social norms and peer influences on privacy attitudes and behaviors on social media platforms. While prior studies have explored various factors impacting privacy concerns on social media, the role of social dynamics has been understudied. Moreover, the research specifically addresses the lack of investigation into privacy concerns on TikTok, a platform rapidly gaining popularity among younger demographics.

The purpose of this paper is to review both international and domestic (i.e. Vietnamese language) journal articles and graduate theses and dissertations on educational leadership in Vietnam. The review addresses two specific goals: first, to describe and critically assess the nature of the formal knowledge base on principal leadership in Vietnam, second, to synthesize findings from the existing literature on principal leadership in Vietnam.

The paper employed a method for conducting systematic reviews of research. The authors conducted a detailed, exhaustive search for international and “local” papers from Vietnam, yielding 120 research sources. Information from these papers was extracted and evaluated prior to analysis. Data analysis included both quantitative description of the “review database” as well as critical synthesis of substantive findings.

The review supports and extends an earlier review which found that the practice of educational leadership in Vietnam remains largely “invisible” to the international community of scholars. The review also yielded a highly critical assessment of research perspectives and methods used in the “local” Vietnamese studies which comprised the bulk of the authors’ database. Synthesis of substantive findings highlighted the manner by which organizational, political, and socio-cultural forces in the Vietnamese context shapes the practice of school leadership.

First, qualitative studies are recommended that seek to describe, in-depth, the enactment of leadership in the Vietnamese context. Second, broad-scale surveys of characteristics, attitudes, and beliefs of school leaders across Vietnam are warranted. Third, the authors encourage graduate students and scholars studying school leadership in Vietnam to undertake a new generation of theory-informed studies that connect with the global literature.

Due to the relatively weak nature of the existing knowledge base, the authors were unable to identify specific implications for leadership practice. However, practical implications are identified for developing the research capacity needed to improve research quality in Vietnam’s universities.

This review is the first systematic review of educational leadership and management conducted of the Vietnamese literature. Moreover, the authors suggest that the review is original in its comprehensive coverage of both the local and international literature on educational leadership in Vietnam.