Abstract: The semiconductor industry is increasingly treated as a strategic sector, and in Vietnam this has brought attention to workforce issues, although the difficulty does not seem to lie only in the number of trained individuals but also in how training connects, or sometimes fails to connect, with technological and investment demands that continue to change. Using data from 265 respondents drawn from students, lecturers, and enterprise representatives, the analysis looks at how different elements within training systems relate to outcomes, rather than treating these elements separately, which makes the relationships less direct than they initially appear. From the data, it becomes noticeable that elements such as industry engagement, program quality, and skill development do not really operate on their own, and this is not entirely unexpected, but they tend to come together through the way the curriculum adjusts to technological change, which in some cases appears to function as a connecting point rather than a distinct component, even though this distinction is not always very clear. This does not look entirely consistent when different groups are compared, and the variation that appears is not always easy to interpret, because in some cases it reflects differences in how outcomes are understood rather than the outcomes themselves, which makes the issue of alignment more complicated than it first seems, or at least less direct. The role attributed to the State shows a similar pattern, where its influence does not always translate into direct effects, and this is not entirely surprising, but seems to depend on how coordination is carried out, which can support the system in some situations while limiting flexibility in others, although these effects are not always clearly separated. Looking across these patterns, improving training effectiveness seems to depend not only on individual elements, but also on how these elements are arranged and connected, and this point appears repeatedly in the analysis, including how competencies are defined and how collaboration is structured, although the way these relationships form does not follow a single or stable pattern.

Keywords: University, Enterprise, Cooperation, Semiconductor, Workforce training, Higher education

Pages: 935-951