Research methods and sampling
The study employed a comprehensive mixed-methods approach, combining quantitative and qualitative research methodologies, to gain a holistic understanding of green finance education within Vietnamese universities. The primary objective was to assess the current state of green finance education, identify gaps and challenges, and explore opportunities for enhancement.
The quantitative portion of the research was conducted through a structured survey administered to a diverse group of university students and educators in Vietnam. The survey aimed to gauge the level of awareness, understanding, and interest in green finance among the respondents. The questionnaire covered various aspects, including familiarity with green finance concepts, perceived importance of green finance education, and the current inclusion of green finance topics in university curricula.
A stratified random sampling technique was utilized to select participants, ensuring representation across different universities, disciplines, and levels of study. The sample size was determined based on the total population of students and faculty members in the targeted universities. In total, the survey garnered responses from more over 300 students and 15 educators from three different universities in Hanoi, Vietnam. A purposive sampling method was used to select interview and focus group participants, ensuring a comprehensive range of perspectives. Interviews were conducted with 15 educators known for their expertise or interest in green finance.
The qualitative research component consisted of semi-structured interviews and focus group discussions with key stakeholders, including educators, students, industry experts, and policymakers involved in green finance. These discussions aimed to delve deeper into the qualitative aspects of green finance education, exploring participants’ experiences, perceptions, and suggestions for improvement.
Qualitative data from interviews and focus groups were transcribed and analyzed using thematic analysis. This involved coding the data into categories and identifying recurring themes and patterns. The qualitative analysis helped to contextualize the quantitative findings and provided deeper insights into the attitudes, experiences, and challenges associated with green finance education in Vietnam.
The study adhered to ethical research standards, ensuring confidentiality and anonymity for all participants. Informed consent was obtained from all respondents prior to their participation in the study. Additionally, the research was conducted with the approval of the respective university ethics committees to ensure compliance with academic and ethical guidelines.
The study’s limitations include the potential for response bias in the survey data and the subjective nature of qualitative data interpretation. Additionally, while the sample was designed to be representative, the findings may not be generalizable to all universities in Vietnam due to regional and institutional differences.
This mixed-methods approach, combining quantitative surveys with qualitative interviews and focus groups, provided a comprehensive understanding of the current state and potential future directions for green finance education in Vietnamese universities.
