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02438348033 Reality of Accessing 10 Rules of Moral Conduct among Media Students and Recommendations
The Code of Conduct issued by the Executive Committee of the Vietnam Journalists’ Association (here after referred to as the 2016 code) became effective since 1st January 2017 together with the Press Law. The 400-word code demonstrates our view about the mission of the media and the responsibility and behaviors of the media practitioners. This is an important development of Vietnam media in the context of the market economy and international integration. This article is based on the questionnaire with 500 media students from May to August 2018 with 136 students from the Academy of Journalism and Communication; 135 students from Hue University; 114 students from Hanoi University of Social Sciences and Humanities and 115 students from Ho Chi Minh City University of Social Sciences and Humanities.
Source: Journal of Political Theory and Communications, no 4 (2019).
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An investigation into how Vietnamese university students in Hanoi experience cyberbullying on social media
Abstract: This dissertation presents a mixed-methods investigation into the nature, consequences, and coping strategies related to cyberbullying among Vietnamese university students in Hanoi. Addressing a significant gap in research, this study adopted a sequential explanatory design, utilizing a quantitative survey (N=226) to assess prevalence and trends, followed by in-depth qualitative interviews (N=8) to provide nuanced contextual understanding. The research was theoretically grounded in the Social-Ecological Model and General Strain Theory. The findings establish cyberbullying as a pervasive phenomenon, with the most common forms being verbal harassment (57.2%) and reputational harm (51.8%). Lived experiences were critically shaped by the digital context, with anonymity, public visibility, and power imbalances (rooted in social influence) significantly amplifying victims’ distress. The study reveals that the perceived consequences are severe and holistic, extending beyond psychological impacts (chronic anxiety, insomnia) to significant academic disruption (decline in performance, withdrawal from studies) and social isolation. In response, students primarily relied on informal social support and avoidance strategies. A key finding, however, is the perceived ineffectiveness of these coping mechanisms, which provided emotional relief but failed to secure tangible solutions or accountability. This highlights a critical deficit in formal institutional support. In conclusion, this research provides empirical evidence that cyberbullying acts as a serious systemic stressor in the Vietnamese higher education context. The findings underscore an urgent need for universities and policymakers to implement formal accountability measures, alongside culturally sensitive support and prevention programs, to safeguard the well-being and academic success of students.
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