Prof. Dr. Nguyễn Xuân Yêm
Institute Director, Senior Lecturer
Professor Dr. Nguyễn Xuân Yêm is a Lieutenant General and former Director of the People's Police Academy. He was awarded the title Hero of the People's Armed Forces by the State in 2012 and 2018. He was appointed by the Prime Minister as a member of the State Council for Professor Titles for the terms 2009-2014 and 2014-2019, and simultaneously appointed as Chairman of the Council for Professor Titles in the field of Security Science under the Ministry of Public Security for the terms 2009-2014 and 2014-2019. After completing two terms as Director of the People's Police Academy, Ministry of Public Security, in November 2019, he was invited by VNU to serve as Director of the Institute for Non-Traditional Security, affiliated with the School of Business and Management. This is the first research unit for Non-Traditional Security Management in Vietnam, contributing to enhancing the standing of Vietnam National University, Hanoi (VNU), the School of Business and Management (HSB), as well as the field of Non-Traditional Security Management in Vietnam.
Research Interests
Publications(4)
- Book ChapterScopus2026The Impact of Social Media on Information Security and Mental Health in University Students: A Case Study from Hanoi
Nguyen Xuan Yem, Hoang Anh Tuan*, Pham Tuan Dung, Le Minh Duc, Le Thien Nhi, Duc Binh Trinh
Lecture Notes in Networks and Systems, pp. 544-553
DOI: https://doi.org/10.1007/978-3-032-18162-6_56 - Journal Article2025Transnational Crimes in Vietnam: A Non-traditional Security Cooperation Approach
Nguyen Xuan Yem*, Do Canh Thin, Bui Minh Thanh, Do Khac Hai, Le Van Duong, Nguyen Binh Minh, Tran Manh Hung, Nguyen Viet Linh, Vu Van Thuan, Pham Ngoc Anh Hoang
International Journal of Justice and Police Sciences
DOI: 10.5281/zenodo.15605262 - Journal ArticleQ3Scopus2022Knowledge management in higher education: evidence from an interdisciplinary postgraduate program
Hoang Dinh Phi, Nguyen Ngoc Thang*, Nguyen Xuan Yem, Hoang Anh Tuan
International Journal of Knowledge and Learning, vol. 15(3), pp. 292
DOI: https://doi.org/10.1504/IJKL.2022.123963
