Applying Andragogy to Enhance Research Project Management among Vietnamese PhD Students

Abstract

Doctoral research projects require not only methodological expertise but also project management competencies that enable timely and effective progress. This study applies Andragogy to examine how Vietnamese PhD students conceptualize, apply, and experience challenges in developing research project management skills. A two phase qualitative design was employed, including systematic document analysis and semi-structured interviews with 15 Vietnamese doctoral students at universities in the southern Vietnam. The findings reveal that students typically acquire project management competencies reactively after encountering delays and that autonomy alone is insufficient without structured guidance. Prior professional experience supports adaptation, but a lack of mentorship, heavy workloads, and overly theoretical training remain barriers. Students consistently reported greater engagement when exposed to experiential and problem based approaches aligned with Andragogical principles. This study contributes by bridging adult learning theory and project management in doctoral education, an intersection rarely explored. It offers three practical implications: the need for early orientation, structured yet flexible supervisory frameworks, and milestone-based training tailored to research stages. These insights inform ongoing doctoral reforms in Vietnam and extend international debates on strengthening research capacity through Andragogical approaches.