The research was a qualitative study using a narrative inquiry research design as a means to elicit the lived experience of some respected female education leaders in VNU. However, a higher number of male leaders than female ones still fills senior management roles in Vietnamese higher study explores of perspective the leadership styles of women leaders who want to positions of leadership in higher education. | . Huy et al. / VNU Journal of Science: Education Research, Vol. 33, No. 4 (2017) 60-65 60 Roles of female leaders of education in Vietnam National University Nguyen Duc Huy, Nguyen Huu Chung*, Nguyen Trung Kien VNU University of Education, 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam Received 30 November 2017 Revised 15 December 2017; Accepted 25 December 2017 Abstract: In order to understanding the increasing number of women as leaders in Vietnamese higher education. The research was a qualitative study using a narrative inquiry research design as a means to elicit the lived experience of some respected female education leaders in VNU. However, a higher number of male leaders than female ones still fills senior management roles in Vietnamese higher study explores of perspective the leadership styles of women leaders who want to positions of leadership in higher education. Most all of the female leaders have not leadership training at any school, so their leadership and management by identification of important factors effect on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Vietnamese higher education. Research will focus on interview as method for exploring thestories offemale educational leaders in Vietnam National University, Hanoi (VNU). The role of female leaders in changing, developing and perfecting valuable structures. Exploring these stories will demonstrate and can be understood the leadership styles of female leader in at VNU. Keywords: leadership; female education leader; highereducation. 1. Introduction * The goal of Vietnam is to become an industrialized and modernized country by 2020. In order to achieve this goal,Vietnamese highereducation has changed in responseto a varietyof educational, political, economic and structural challenges. The national education system of Vietnam includes 4 levels of education and training in the .
