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Official development assistance (ODA) education projects have played a crucial role in improving education and training fields in developing countries, but are often facing several considerable challenges (e.g. long implementation time). Thus, this study aims to identify critical success factors (CSFs) in ODA education projects and investigate the influences of CSFs on ODA project performance measured by 11 nonprofit outcomes (NPOs).

A comprehensive literature review and expert interviews were conducted to compile a list of 35 potential success factors for ODA education projects. Using a survey questionnaire, 143 valid responses were collected from practitioners joining ODA projects in Vietnam. Various statistical methods (e.g. mean score method, Spearman rank correlation test, analysis of variance test, factor analysis and regression analysis) were used to analyze the collected data.

This research identified seven CSFs for ODA education projects in Vietnam: comprehensive project management competency (C1), clarity and compliance in project execution (C2), transparency and committed funding (C3), external context conditions (C4), well-controlled design and project management procedures (C5), preparations in equipment and complexity insight (C6) and punctual site delivery (C7). Furthermore, the results of regression analysis indicated that comprehensive project management competency (C1) and transparency and committed funding (C3) could significantly affect various NPOs.

This study offers significant insights for practitioners (e.g. project managers) to improve ODA projects’ performance and effectiveness in the education and training sector of a developing country context (like Vietnam).

This study aims to develop a strategic framework for the success of coastal urban projects in Vietnam, which is one of the Asia Pacific countries significantly affected by climate change.

A questionnaire was used to collect data from practitioners in Vietnam. Principal component analysis (PCA) technique was used to identify critical success factors (CSFs) of coastal urban projects. A strategy map for the success of coastal urban projects was also proposed using the balanced scorecard (BSC) method.

This study identified 41 project success factors that could contribute to project success, and thence, extracted 11 CSFs for coastal urban projects using the PCA technique. In addition, 11 key performance indicators (KPIs) for coastal urban projects were listed and their linking with project success factors and CSFs was explored. Furthermore, a strategy map for the success of coastal urban projects was proposed using the BSC method. The strategy map included five perspectives: learning and growth, internal processes, social and environmental performance, financial performance, and stakeholders' satisfaction.

This study identified 11 CSFs for coastal urban projects and proposed a strategy map for the success of coastal urban projects.

This research aims to explore the influence of expat teachers' attitude about local policies, and their subjective norms of social engagement during COVID-19 over their intention to leave the current country, due to COVID-19.

This study uses analysis of variance (ANOVA) and structural equation model (SEM) to examine the perception of crisis and the intention to leave among 307 expat teachers in Southeast Asia during COVID-19 and highlights the importance of policy responses and social engagement toward the minimum teacher turnover rate.

The study reveals that, the higher perceived policy responses and community engagement the teachers acknowledge, the lower chance they will move to another country. Also, this paper presents the differences in expat teachers' perceptions and intentions among demographic factors such as teaching qualification, their current country of teaching, experience at the current country, income before, during and expected income after COVID-19.

The paper justifies a conceptual framework which provides a hypothetical explanation about the influence of perceived policy responses and community engagement over expat teachers' intention to leave.

This research study aims to capture the movement of research focus and to highlight notable authors, journals and documents on teachers' satisfaction from 1956 to 2022.

This paper analyzed the bibliographic metadata associated with 720 Clarivate Web of Science indexed articles on this topic, using descriptive, co-occurrence and thematic analyses.

The study first identified the growth trajectory of literature on this topic over time and found a steady increasement since 2016. The findings also revealed four sub-topics that scholars often investigate when studying teachers' satisfaction, which are: leadership, engagement, self-efficacy and retention, as well as the scholars' research focus on those sub-topics across different periods. In recent years, scholars have been paying more attention to exploring the influence of various leadership styles and teachers' professional identities on job satisfaction.

This paper is the first bibliometric review on this topic. The results of this study showed that there was little collaboration between authors across countries and territories. Therefore, there is a considerable demand for comparative studies on this topic, which can expose untapped insights from various cultures and societies. Finally, by featuring the most influential authors, documents and journals on teachers' satisfaction, this work might serve as an introduction for scholars who are new to this topic.