Lien Pham is a Lecturer in the Graduate Research School. Her research interests are international education and development, political participation in non-democracies, language and identity, and Vietnam studies. She has collaborated in research projects about political participation in non-democracies, and international education practices in Australia. She has also consulted for various NSW government agencies in public policies research and evaluations, and multilateral organisations including UNESCO Bangkok on educational policy reforms.
Lien has published widely in the areas of sociology of education, education and development, returning graduates’ experiences, identity and representation, and community development. She is currently writing a book about the experiences of Vietnamese international graduates in the local economies, universities and communities upon returning to Vietnam.
In her current role at the Graduate Research School, Lien teaches epistemology and foundational issues in qualitative research, research designs and qualitative data analysis. She has presented seminars and facilitated research methodology workshops in Vietnamese and Malaysian universities. Lien also provides consultations on survey design and analysis, and economic evaluation in public policies and health.
- Guest editor for the journal Policy Futures in Education
- Journal reviewer for Higher Education and Journal of Research in International Education
- Chaired and presented a panel discussion on: The “Arbitrariness” of Agency in the Capability Approach: Real or Imagined Freedom. Panel participants - Suryapratim Roy (The University of the Netherlands), Ance Kaleja (University of Heidelberg, Lien Pham (Macquarie University and Ly Nguyen (Red Cross International Vietnam)
- Invited seminar presentation on qualitative research: “Constructing narratives for enquiry: An etic account and personal reflections from the field” for Hoa Sen University Research Seminar (January 2014)
- Invited workshops facilitation in Qualitative analysis using NVivo, and academic writing for journal articles for University of Sabah (September 2017)
- Invited discussant for Wiley-Blackwell online conference: Migration in a Changing World: Where Do We Go Now (2012)
- Postgraduate Research Grant with Vice-Chancellor (Research) Commendation (2015)
- Travelling scholarship to attend Human Development and Capability Approach Conference – Human Development and Capability Association (2015, 2014)
- Research scholarship to attend British Association of International and Comparative Education 2014 Conference in Bath, UK – British Association of International and Comparative Education (2014)
- Australian Postgraduate Award (APA) – Macquarie University (2011-2015)
- Postgraduate Research Support Scheme – The University of Sydney (2011)
Can supervise: YES
- International education and development
- Development in South East Asia
- Social justice in education
- Political participation and politics
- Language and identity of diaspora
- Vietnam studies
- International and comparative education
- Economic sociology
- Political sociology
- Sociology of education
- Postcolonialism and Southern theories
- Quantiative and qualitative data analysis using NVivo and SPSS
Pham, L 2018, 'Capital and capabilities in education: Re-examining Australia's 2015 PISA performance and context assessment framework', Policy Futures in Education.View/Download from: Publisher's site
© The Author(s) 2018. This paper offers a conceptual framework that combines Sen's concept of capability and Bourdieu's forms of capital to understand the generative mechanisms of educational advantage or disadvantage. The paper illustrates some ways that the Sen–Bourdieu framework can be applied to understand the Programme for International Student Assessment 2015 results and measures of educational contexts for Australia. The Programme for International Student Assessment 2015 results indicated that students' socioeconomic background and student-level and school-level factors affect their educational performance. Guided by the proposed framework, the paper explains some of these effects and the contexts in which they occur. It suggests educational disadvantages are attributable to economic capital and other forms of capital within broader structural, representational and relational contexts of schooling practices. The implications for improving equity in education are to recognise forms of capital that enable or limit students' educational capabilities, identify contexts and schooling practices in which such enablers or limitations occur, and improve opportunities as well as processes in schools in ways that secure students' differences and uniqueness.
Ly, TT & Lien, P 2016, 'International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community', COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION, vol. 46, no. 4, pp. 560-581.View/Download from: Publisher's site
Tran, LT & Pham, LT 2016, 'International students as intercultural agents: Engagement with domestic students, institutions and the wider community', Compare: A Journal of Comparative and International Education, vol. 46, no. 4, pp. 560-581.
Pham, L & Tran, L 2015, 'Understanding the symbolic capital of intercultural interactions: a case study of international students in Australia', International Studies in Sociology of Education, vol. 25, no. 3, pp. 204-224.View/Download from: Publisher's site
Pham, LT 2015, 'Rethinking international education through the concept of Capabilities: a bridge to development in Asia's emergent knowledge societies', Confero: Critical Essays in Philosophy and, Education, vol. 3, no. 1, pp. 1-36.
Pham, LT 2013, 'Social structures in the economics of international education: Perspectives from Vietnamese tertiary students in Australia', Globalisation, Societies and Education, vol. 11, no. 1, pp. 39-60.View/Download from: Publisher's site
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship.
Pham, LT & Saltmarsh, D 2013, 'International students' social identities in a globalised world: Narratives from Vietnam.', International Journal of Educational Research, vol. 12, no. 2, pp. 129-141.
Pham, LT 2017, 'Aspirations of Vietnamese overseas-trained graduates in their homeland' in Tran, LT & Marginson, S (eds), Internationalisation of Vietnamese Higher Education, Springer.
Tran, LT & Pham, LT 2016, 'International students' connectedness in Australian vocational and training colleges: Insights from Teachers.' in International Student Connectedness and Identity Transnational Perspectives, Springer.
Teachers. and. Peers: Insights. from. Teachers. Ly Thi Tran and Lien Pham
Abstract The mobility processes associated with ... and reshape international
students' connectedness with teachers, peers, families, institutions and the
broader community. ... and social connectedness of international students in
vocational education and training (VET) from teachers' perspectives. ... with
international students and staff as well as fieldwork in Australian dualsector
universities and VET colleges.
Pham, LT & Nguyen, L 2015, 'Understanding the culture of communication in shaping value, equality and process of agency: A case study of community activities in Vietnam', Human Development and Capabilities 2016, Georgetown University, Washington DC.
Pham, LT 2014, 'Social networks, commitment, and agency in community work participation in Vietnam: Civil society reconsidered', Human Development and Capabilities Association 2014, Athens, Greece.
Pham, LT 2013, 'Reimagining the ideology of international education and development: from human capital theory to perspectives of freedom and capability - A case study of Vietnamese students in Australia', Reimagining the ideology of international education and development: from human capital theory to perspectives of freedom and capability - A case study of Vietnamese students in Australia, 6th Vietnamese Economist Annual Meeting, DEPOCEN, Hue, Vietnam.
Pham, LT 2012, 'Evaluating the transformative impact of international education: a case for operationalizing the capability approach using Bourdieuian theory', Human Development and Capabilities Association 2012, Jakarta, Indonesia.
Pham, LT 2011, 'Social structures in the economics of international education: Perspectives from Vietnamese tertiary students in Australia', Social structures in the economics of international education: Perspectives from Vietnamese tertiary students in Australia, Australian Association for Research in Education, AARE, Hobart, Australia, pp. 1-20.View/Download from: UTS OPUS
Based on the findings from in-depth interviews with Vietnamese international students
studying at Australian universities, this paper presents insights into the sociological
influences that stem from international students social networks, at home and abroad, and
how they impact students aspirations and behaviours. Informed by Bourdieus (1986)
social capital framework this paper argues that investment in human capital must take into
account the role of social and cultural networks in influencing dispositions of students
towards and hence their participation in international education. It critically challenges
human capital theory for its assumptions of individualism and utilitarian function of
education as economic goals. Understanding the sociological factors that influence
international students will reveal how they engage with their learning, and present
opportunities for universities to deliver programs that encourage students to participate in
activities with local students and communities to improve their overseas educational
experience. This paper presents a case for viewing social capital and human capital as
mutual development of productive factors for human development in a globalised
Pham, LT 2011, 'The sociocultural dimensions of human capital theory: Re-imagining the ideology of international education', Human Development and Capabilities Association 2011, The Hague, the Netherlands.
Pham, LT 2010, 'Beyond human capital theory: Social relations and networks in Vietnamese students' experience of Australian tertiary education', Society of Research into Higher Education (SHRE) 2010, Wales, the United Kingdom.
Djonov, E, Pham, LT & Torr, J 2016, Early Literacy in NSW Public Libraries: A survey of library staff involved in early literacy initiatives, Sydney, Australia.
Pham, LT 2016, Customer Service Improvement Plan (Initial Report). A report to the NSW Customer Service Council Meeting for the Premier Priority 12, Sydney, Australia.
Pham, LT 2012, Migration and its implications for education policies. June 2012. Paper for UNESCO-KEDI Policy Seminar: Education policy-making in the age of migration in Asia and the Pacific, Bangkok, Thailand.
Pham, LT UNESCO Bangkok 2012, Towards Quality Learning for All in Asia and the Pacific'. Report of the 2011 UNESCO-KEDI Regional Policy Seminar, Thailand, Bangkok.
Pham, LT 2012, Understanding emergent development trends in the Asia-Pacific region and their implications for a new vision of education, UNESCO Bangkok Regional Experts Meeting: Towards EFA 2015 and Beyond - Shaping a new Vision of Education, Bangkok, Thailand.
Pham, LT 2012, 'Towards Aid Effectiveness: The Importance of Mutual Accountability', UNESCO Bangkok.