I.

Introduction

Today when people's lives are improved in terms of quality, it is accompanied by the
development of education. All jobs require increasing levels of knowledge, so the development of
education is more and more concerned by people around the globe. In order to have a sufficient level of
knowledge to meet the requirements of the jobs, the completion of a specialized program at the
university has automatically become an indispensable certificate for all high quality workers. Since then,
many university systems around the world have been built with the goal of creating highly qualified and
specialized workers. Especially in Vietnam, when the trend of studying abroad in the country is
becoming the leading trend of the education industry, and the importance of the value of qualifications
issued by foreign organizations has created a great competition among universities. The more
universities are built and the competition between universities becomes stronger, the competitive
aspects of universities include: quality of training, image of the university, extracurricular activities,
benefits of students while studying and the like. However, in the end, all of these are aimed at a big goal
of building a school reputation that makes students feel proud to be a university student. At the same
time create attention with businesses and employers to help students after graduation will have good
career opportunities. As a school research group, my team members also see this as an important issue
that Greenwich University Vietnam is very interested in and always try to achieve. This is also one of the
goals that every school wants to be the top school. For a project to create a good reputation and to have
the pride of all the students in the school, a lot of planning and change is needed. To avoid wasting
resources that can be used to devise a specific vision for change is essential. For FPT Greenwich, our
team defines a vision to make a difference for the university's reputation and student pride as "Co-
creating FPT Greenwich brand and students with personal brand name".

II. Background and problem of project formation.

Greenwich University was formed on the basis of a link between University of Greenwich and
FPT Education Organization since 2009. Although there is a very quality training curriculum and will
receive a certificate issued from the University of Greenwich in the kingdom. brother. However, when
the research project on student pride with the university was implemented, the results showed that
reality was not as expected of the school. The results were obtained by conducting an interview with a
group of 28 students, of which 19 students said that they did not feel proud of the University of
Greenwich Vietnam, accounting for 67.9% of the participants. Based on the results of the interview, this
is a very big problem that needs to be identified and given solutions to solve it, and the first important
thing to do is to identify the cause at creation. out that problem. With the current situation at FPT
Greenwich University, the reasons for not receiving much pride from students include 4 main reasons:
The first reason is that the university was established under the association of Greenwich University and
FPT Education Organization, so the majority of students of the University of Greenwich Vietnam are
often confused with FPT students. The second reason is the social prejudice against the University of
Greenwich, because this is a private university with high tuition costs. The third reason is false rumors
about the school. The last reason is the identity of the school, because in Vietnam Greenwich University
Vietnam is not considered a legal university.

III. The effects of the stakeholder involved in the project.

To create a change in society's stereotypes about the school and improve the pride and morale
of its students. Two plans have been implemented by our research team: Building a Culture and
establishing an Alumni Association. From the above-mentioned plans, the research team identified the
stakeholders involved in the plan including three main stakeholders: School Department; Alumni;
Students.

First of all, the school department's stakeholders include: Director; Marketing director and
marketing employees; Business Relations employees; Head of student affairs department and
employees of this department; Teachers. These are all major district divisions in the school's operating
apparatus. At the same time, stakeholders play the most important role in implementing the plan of
building a learning culture at the University of Greenwich Vietnam. These departments are responsible
for assisting the research team in finalizing plans, disseminating new learning culture and organizing
activities to help the plan meet the requirements set out. In this plan, the research team has the role of
contributing to the plan and coordinating with the departments to implement the plan successfully. The
leadership style chosen by the project team to implement the project is Supporting. The followership
style of project stakeholders is Pro-active.

The second stakeholder is the alumni association, which is the most important stakeholder in
the second plan. Because of this plan, it aims to build a connection between current students and
alumni so that it can be passed through alumni to make a positive impact on the current students and
help current students gain experience from previous students. From school alumni can also rely on their
success to improve the image and increase the reputation of the school. For this stakeholder, they are
alumni who have graduated and have had a stable job, so the project team not only supports the ideas
but also encourages alumni feel more supported and contributed towards good results for the project.
The most appropriate leadership style is applied by the management team in this project is
transformational leadership style.The followership style of project stakeholders is Active and Passive.

The final stakeholder in both of these projects is the Student, all the projects brought and
implemented by the project team have the same main purpose of improving the student experience at
Greenwich University Vietnam.Whether plans and projects achieve the expected success depends on
the degree of response and attitudes of students. If students participate in activities developed by the
project team and other stakeholders in a constructive, cooperative manner, the project will succeed or
vice versa. Because of that, the project team, the school departments and alumni need to pay great
attention to the students through regular exchange and thorough guidance of project requirements.
Without attention and guidance, it is easy for students to neglect or participate in the project but do not
contribute to the project's success. Therefore, the most appropriate leadership style chosen for students
is Coaching. The followership style of project stakeholders is Passive and Active.

IV. Contribute to building the project according to individual opinions.

4.1 Stakeholders most affected on the project.

To address the overall vision of the project and help the project achieve success, all of the listed
stakeholders have a certain important role for the project. However, as a member who has been
involved in the project for a long time, I have made an assessment of the stakeholders. Finally, draw
conclusions and realize that students are the most important stakeholder in the entire plan. There are
many reasons to make the assessment, but the most obvious reason is the role of students in the school
and in the proposed projects. Although the project development team and school departments are the
ones who directly project ideas and implement the project, however the purpose and results of the
project after successful implementation are aimed at helping to improve responsibilities of students at
school and make students more proud of the school. The next reason, although research projects and
plans are good, if students do not participate or participate in a superficial attitude, the plan will never
achieve success. This can result in a lengthy implementation of the plan, which can be costly and may be
canceled. Finally, the values that students can bring to the school in the future when projects achieve
success are: The quality of the university's training is better improved and the reputation and prestige of
the school will be more widely known.

4.2 New barriers and impacts from stakeholders.

In addition to the barriers and difficulties raised by the project team during the project
implementation with Students such as: Pressure on new knowledge and lack of cooperation. The project
team lacks one of the most important factors in deciding whether a student is actively involved in the
project and that is the emotional factor. It is this emotional factor that will determine whether students
are proud of Greenwich University Vietnam or not, if project implementers do not grasp this element of
students, the project will definitely not succeed. In addition, the plans do not include students with
emotional problems or life events that make it difficult for them to absorb and change according to the
new requirements that the project team makes suggest. To clarify this issue, first we need to understand
the concept of emotion, emotional intelligence and how it affects students in university. First, emotion is
a response to important internal and external events[ CITATION Dan11 \l 1033 ]. Next, Emotional
intelligence refers the capacity to reason about emotions, and of emotions to enhance
thinking[ CITATION May99 \l 1033 ].

4.3 Solution.

From seeing the influence of emotions on student experience at school and the pride of
students in school. A plan that can encourage students to remain motivated and feel happy is essential
and will become a long-term development strategy of the school. The new plan presented by me and
the project management team is called "Happiness to Success". This plan will focus on developing a
curriculum related to emotional intelligence to help students manage their emotions well, build student
survey boxes and be the place Students can share questions and difficulties in life. In addition, it is
necessary to establish student community groups and platforms on social networks or clubs so that
students can share their stories with people and receive sympathy or support. Instructors will need to
pay more attention to students with poor academic results, connect with those students to find out the
reasons for the results and give advice to them. School clubs need to connect with the student affairs
department to create events that help students become more connected and raise awareness about the
impact of emotions on academic performance.

When this project is implemented, the school will gradually become one of the strong spiritual
supports for students, from which students will treat the university as their second home. When the
project is successful, the positive influences that will affect students at the school include: improving
emotional intelligence and reducing emotional and behavioral problems that may hinder the learning
process, bringing about Higher scores in tests for students[ CITATION Van06 \l 1033 ]. Another personal
benefit after graduation is that students with a high level of self-knowledge are more likely to make wise
career choices and avoid mental health issues such as depression and anxiety[ CITATION Van06 \l 1033 ].
In addition, when Greenwich University Vietnam builds a system of training and emotional support for
students, the school will become a leader in the psychological interest of students in Vietnam. This will
greatly improve the reputation and reputation of the school. In order for the project to be successful,
the management team needs to set up detailed project implementation plans and must use appropriate
leadership style. In this project, the most appropriate leadership style applied by the project
management team is the transformational leadership style. Transformation leadership theory has
mentioned that: "Transformational leadership is based on the personal values, beliefs, and qualities of
the leader rather than on an exchange process between leaders and followers"[ CITATION Ric14 \l
1033 ].

Applying the theory in practice the project can be seen as a difficult project with a student-
related party, no knowledge of emotional intelligence and lack of experience in emotional management.
Therefore, project leaders must be well-versed in industry, energetic, enthusiastic and passionate about
the project, not afraid of difficulties in project implementation. As a project related to each person's
own emotional issues, leaders must not only be directly involved in project implementation, but leaders
also need to focus on helping the Students achieve project goals. At the same time, the leaders of the
project must be excellent individuals who always believe in students, become inspirational, create
motivation to motivate students to become better.

V. Conclusion

After identifying the vision and the task that needs to be done to arouse student pride for the
school, it has identified leadership styles that the project team will use, including: Supporting;
Transformational; Coaching. Based on the plans and each leadership style applied, the first is a plan that
is difficult to implement and requires a lot of resources, support from the school and stakeholders.
However, the leadership style that the project team can only use is Support, because the project team is
limited in power and resources. So project 1 is the most unfeasible project. In contrast to the two
leadership styles Transformational and Coaching, these two styles are the two styles that give the
project team the power to directly implement the project. However, in the specific plan consistent with
the overall vision of the project, these two leadership styles can only be applied to small plans with small
impact, but easy to bring about success
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