Kỷ yếu hội thảo quốc tế dành cho các nhà khoa học trẻ khối trường kinh tế và kinh doanh năm 2021 (volume 4)

KỶ YẾU HỘI THẢO QUỐC TẾ DÀNH CHO CÁC NHÀ KHOA HỌC TRẺ KHỐI TRƯỜNG KINH TẾ VÀ KINH DOANH NĂM 2021 PROCEEDINGS INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS AND BUSINESS ICYREB 2021 Volume NHÀ XUẤT BẢN LAO ĐỘNG LABOUR PUBLISHING HOUSE HỌC VIỆN NGÂN HÀNG BANKING ACADEMY OF VIETNAM Address: Telephone: Fax: Website: 12 Chua Boc, Dong Da, Hanoi, Vietnam (+84) 24 3852 1305 (+84) 24 3852 5024 hvnh.edu.vn NGÂN HÀNG NHÀ NƯỚC VIỆT NAM HỌC VIỆN NGÂN HÀNG KỶ YẾU HỘI THẢO QUỐC TẾ DÀNH CHO CÁC NHÀ KHOA HỌC TRẺ KHỐI TRƯỜNG KINH TẾ VÀ KINH DOANH NĂM 2021 INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS AND BUSINESS ICYREB 2021 Volume NHÀ XUẤT BẢN LAO ĐỘNG LABOUR PUBLISHING HOUSE CONFERENCE STEERING COMMITTEE No Full name (Title) Assoc.Prof., Dr Do Thi Kim Hao Assoc.Prof., Dr Le Van Luyen Assoc.Prof., Dr Mai Thanh Que Assoc.Prof., Dr Bui Huy Nhuong Assoc.Prof., Dr Nguyen Trong Co Assoc.Prof., Dr Dao Ngoc Tien Assoc.Prof., Dr Phan Thi Bich Nguyet Assoc.Prof., Dr Nguyen Thi Bich Loan Assoc.Prof., Dr Nguyen Anh Thu 10 Assoc.Prof., Dr Vo Thi Thuy Anh 11 Assoc.Prof., Dr Truong Tan Quan 12 13 Assoc.Prof., Dr Hoang Cong Gia Khanh Assoc.Prof., Dr Pham Thi Hoang Anh 14 Assoc.Prof., Dr To Trung Thanh 15 Assoc.Prof., Dr Ngo Thanh Hoang 16 Assoc.Prof., Dr Vu Hoang Nam 17 Dr Pham Duong Phuong Thao 18 Dr Tran Viet Thao 19 Nguyen Duc Lam, MSc 20 Assoc.Prof., Dr Dang Huu Man 21 Dr Pham Xuan Hung 22 Assoc.Prof., Dr Trinh Quoc Trung Organization Vice President in charge Banking Academy of Vietnam Vice President Banking Academy of Vietnam Vice President Banking Academy of Vietnam Vice President National Economics University President Academy of Finance Vice President Foreign Trade University Chair, Advisory Council University of Economics HCMC Vice Rector Thuongmai University Vice Rector University of Economics & Business, VNU Hanoi Vice Rector University of Economics, University of Danang Vice Rector Hue College of Economics, Hue University Vice Rector University of Economics & Law, VNU HCMC Director, Research Institute for Banking Banking Academy of Vietnam Head, Department of Scientific Management National Economics University Head, Department of Scientific Management Academy of Finance Head, Department of Scientific Management Foreign Trade University Vice Head, Department of Scientific Management & International Cooperation University of Economics HCMC Vice Head, Department of Scientific Management Thuongmai University Vice Head, Office of Research & Partnership Development University of Economics & Business, VNU Hanoi Head, Department of Research & International Cooperation University of Economics, University of Danang Head, Department of Science-Technology & International Cooperation Hue College of Economics, Hue University Head, Department of Postgraduate Studies & Science-Technology University of Economics & Law, VNU HCMC In charge Chair Vice Chair Vice Chair Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member CONFERENCE SCIENTIFIC COMMITTEE No Full name (Title) Assoc.Prof., Dr Do Thi Kim Hao Assoc.Prof., Dr Pham Thi Hoang Anh Prof., Dr Le Quoc Hoi Assoc.Prof., Dr Tran Manh Dzung Assoc.Prof., Dr Truong Thi Thuy Assoc.Prof., Dr Ngo Thanh Hoang Assoc.Prof., Dr Tu Thuy Anh Dr Vu Thi Hanh Prof., Dr Nguyen Trong Hoai 10 Assoc.Prof., Dr Nguyen Phong Nguyen 11 Dr Tran Viet Thao 12 Dinh Thi Viet Ha, MSc 13 Dr Luu Quoc Dat 14 Dr Vu Thanh Huong 15 Prof., Dr Nguyen Truong Son 16 Dr Vo Thi Quynh Nga 17 Assoc.Prof., Dr Bui Duc Tinh 18 Dr Hoang Trong Hung 19 Assoc.Prof., Dr Nguyen Anh Phong 20 Dr Tran Thi Hong Lien 21 Dr Trinh Hoang Hong Hue Organization Vice President in charge Banking Academy of Vietnam Director, Research Institute for Banking Banking Academy of Vietnam Editor-in-chief, Journal of Economics & Development National Economics University Associate Editor, Journal of Economics & Development National Economics University Vice President Academy of Finance Head, Department of Scientific Management Academy of Finance Editor-in-chief, Journal of International Economics & Management Foreign Trade University School of Economics & International Business Foreign Trade University Editor-in-chief, Journal of Asian Business & Economic Studies University of Economics HCMC Vice Head, Department of Research Administration & International Relations University of Economics HCMC Vice Head, Department of Scientific Management Thuongmai University Department of Scientific Management Thuongmai University Vice Dean, Faculty of Development Economics University of Economics & Business, VNU Hanoi Vice Dean, Faculty of International Business & Economics University of Economics & Business, VNU Hanoi Dean, Faculty of Business Administration University of Economics, University of Danang Dean, Faculty of Tourism University of Economics, University of Danang Dean, Faculty of Economics & Development Studies Hue College of Economics, Hue University Vice Dean, Faculty of Business Administration Hue College of Economics, Hue University Dean, Faculty of Finance & Banking University of Economics & Law, VNU HCMC Vice Dean, Faculty of Business Administration University of Economics & Law, VNU HCMC Faculty of Economics University of Economics & Law, VNU HCMC In charge Chair Vice Chair Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member CONFERENCE ORGANIZING COMMITTEE No Full name (Title) Assoc.Prof., Dr Do Thi Kim Hao Assoc.Prof., Dr Pham Thi Hoang Anh Assoc.Prof., Dr To Trung Thanh Assoc.Prof., Dr Vu Hoang Nam Assoc.Prof., Dr Ngo Thanh Hoang Assoc.Prof., Dr Trinh Quoc Trung Assoc.Prof., Dr Dang Huu Man Dr Phan Anh Dr Pham Xuan Hung 10 Dr Pham Duong Phuong Thao 11 Dr Tran Viet Thao 12 Nguyen Duc Lam, MSc 13 Pham My Linh, MA 14 Bui Doan Mai Phuong, MSc 15 Phan Thi Kim Oanh 16 Nguyen Le Thao Huong Organization Vice President in charge Banking Academy of Vietnam Director, Research Institute for Banking Banking Academy of Vietnam Head, Department of Scientific Management National Economics University Head, Department of Scientific Management Foreign Trade University Head, Department of Scientific Management Academy of Finance Head, Department of Postgraduate Studies & Science-Technology University of Economics & Law, VNU HCMC Head, Department of Research & International Cooperation University of Economics, University of Danang Head, Department of Scientific Management Banking Academy of Vietnam Head, Department of Science-Technology & International Cooperation Hue College of Economics, Hue University Vice Head, Department of Scientific Management & International Cooperation University of Economics HCMC Vice Head, Department of Scientific Management Thuongmai University Vice Head, Office of Research & Partnership Development University of Economics & Business, VNU Hanoi Vice Head, Department of Scientific Management Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam In charge Chair Vice Chair Member Member Member Member Member Member Member Member Member Member Member Member Member Member CONFERENCE EDITORIAL BOARD No Full name (Title) Assoc.Prof., Dr Le Van Luyen Assoc.Prof., Dr Pham Thi Hoang Anh Prof., Dr Le Quoc Hoi Prof., Dr Nguyen Trong Hoai Prof., Dr Nguyen Truong Son Assoc.Prof., Dr Tu Thuy Anh Assoc.Prof., Dr Ngo Thanh Hoang Assoc.Prof., Dr Nguyen Anh Phong Assoc.Prof., Dr Bui Duc Tinh 10 Dr Chu Khanh Lan 11 Dr Luu Quoc Dat 12 Dr Pham Manh Hung 13 Dr Tran Viet Thao 14 Dr Pham Duc Anh 15 Truong Hoang Diep Huong, MSc 16 Dao Bich Ngoc, MSc 17 Nguyen Nhat Minh 18 Le Thi Huong Tra Organization Vice President Banking Academy of Vietnam Director, Research Institute for Banking Banking Academy of Vietnam Editor-in-chief, Journal of Economics & Development National Economics University Editor-in-chief, Journal of Asian Business & Economic Studies University of Economics HCMC Dean, Faculty of Business Administration University of Economics, University of Danang Editor-in-chief, Journal of International Economics & Management Foreign Trade University Head, Department of Scientific Management Academy of Finance Dean, Faculty of Finance & Banking University of Economics & Law, VNU HCMC Dean, Faculty of Economics & Development Studies Hue College of Economics, Hue University Vice Director, Research Institute for Banking Banking Academy of Vietnam Vice Dean, Faculty of Development Economics University of Economics & Business, VNU Hanoi Head, Department of Research & Consultancy Banking Academy of Vietnam Vice Head, Department of Scientific Management Thuongmai University Research Institute for Banking Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam Research Institute for Banking Banking Academy of Vietnam In charge Chair Vice Chair Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member TABLE OF CONTENTS – VOLUME No Paper Title – Authors Page THEME 2B: BUSINESS ADMINISTRATION AND INNOVATIVE START-UP THE IMPACT OF INFLUENCER MARKETING ON CONSUMERS’ BRAND ADMIRATION AND PURCHASE INTENTIONS Vu Thi Mai Anh - Do Duc Anh - Le Thi Hong Nhung Nguyen Minh Thuy - Van Thi Phuong Thanh National Economics University THE IMPACT OF ELECTRIC WORD OF MOUTH THROUGH SOCIAL NETWORKING PLATFORMS ON PURCHASE INTENTION OF VIETNAMESE CUSTOMERS IN COSMETICS INDUSTRY 15 Tran Thi Tam Chau - Ngo Thi Sa Ly Le Bach Giang - Doan Gia Dung Dong A University WHICH FACTOR MAKES THE CRISIS TIMING STRATEGY MORE EFFECTIVE? INVESTIGATING THE CONCEPT OF INVOLVEMENT 35 Dang Thi Hong Dan - Dang Thi To Nhu University of Economics, The University of Danang APPLICATION OF MEANS-END CHAIN THEORY IN EXPLORING CONSUMERS’ MOTIVATION TOWARDS ORGANIC FOOD 47 Nguyen Thi Thuy Dat - Nguyen Thi Phuong Thao University of Economics, Hue University STRATEGIC MARKET MANAGEMENT OF COMMERCIAL BUSINESSES: A CASE STUDY AT HAPROMART CHAIN 65 Dao Le Duc - Phan Dinh Quyet Thuongmai University ORGANIZATIONAL CULTURE AND EMPLOYEES’ LOYALTY: THE ANALYSIS OF VIETNAMESE ENTERPRISES APPLYING JAPANESE ORGANIZATIONAL CULTURE 79 Hoang Anh Duy - Le Thi Ngoc Lan Foreign Trade University THE IMPACT OF INTERNET BANKING SERVICE QUALITY ON CUSTOMER SATISFACTION: AN EMPIRICAL STUDY IN BIDV Hoang Anh Duy - Le Thi Nha Vi Foreign Trade University 95 No Paper Title – Authors FACTORS INFLUENCING GREEN CONSUMPTION BEHAVIOR OF GENERATION Z IN VIETNAM Page 111 Mai Huong Giang - Nguyen Thi Nhu Quynh Luu Thu Ha - Nguyen Thuy Nga - Nguyen Thanh Huyen Banking Academy of Vietnam THEME 3: FINANCE - BANKING - ACCOUNTING 125 INTENTION TO SWITCH FROM TRADITIONAL BANKING TO DIGITAL BANKING BY INDIVIDUAL CUSTOMERS IN VIETNAM 127 Tran Ngoc Anh Hanoi Open University 10 VALIDITY OF THE APT IN EMERGING MARKETS IN THE WAKE OF US - CHINA TRADE WAR: EMPIRICAL EVIDENCE FROM VIETNAM 145 Le Thuy Duong Thuongmai University 11 REALITY OF APPLYING RESPONSIBILITY ACCOUNTING IN AUTOMOBILE MANUFACTURING ENTERPRISES IN VIETNAM 161 Pham Duc Hieu - Chu Thi Huyen Thuongmai University 12 THE AUDIT EXPECTATION GAP: A REVIEW OF THE ACADEMIC LITERATURE 175 Pham Duc Hieu - Nguyen Thu Hoai Thuongmai University 13 VIETNAMESE WORKERS' INTENTION TO PARTICIPATE IN VOLUNTARY SOCIAL INSURANCE: A CASE STUDY IN BAC NINH PROVINCE 189 Phung Thi Thu Huong - Le Vu Minh Quang University of Economics and Business, VNU Hanoi 14 IMPACT OF CHARACTERISTICS OF THE AUDIT COMMITTEE ON TAX AVOIDANCE: THE CASE OF VIETNAM Quang Khai Nguyen Ho Chi Minh City Industry and Trade College Van Cuong Dang University of Economics Ho Chi Minh City 205 618 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues autonomous in order to meet market requirements and also reduce pressure on the state budget; (3) the enrolment method of Vietnamese universities as well as in some other countries in East Asia is based on entrance test scores Thanks to this problem, public schools are attracting a big number of good students (with high entrance test scores or high-grade point average) But it is a fact that the rise of many private and financially autonomous universities indirectly competing with public universities causes pressure to reform It is precisely because of the status and importance of higher education autonomy in Vietnam, this study will first focus on the autonomy status of Vietnamese universities, clarify the main aspects of autonomy, point out the current issues of higher education autonomy and then, propose solutions Therefore, the structure of the next sections of the article includes: Section 2- Theoretical basis and literature review; Section 3- Methodology; Section 4situation of autonomy in Vietnamese universities The last one will offer implications to promote university autonomy Theoretical basis and literature review 2.1 Literature review There are many previous studies on university autonomy However, these works mainly refer to the theories and concepts of university autonomy, and the situations of universities in the US (Taira, 2014), China (Pan, 2016), Malaysia (Chan, 2017), or make the comparison between countries in Europe, Asia, UK-US (Johnson, 2003) However, in the study of Hauptman (2007), the author used the "Four models of growth", showing the higher education institutions’ the dependence in higher education autonomy in terms of finance on government Then, Thomas et al (2010) reported on university autonomy in 22 different European countries, analyzed the similarities and differences in university autonomy among these countries in the term of organizational autonomy, financial autonomy, academic autonomy and human resouces autonomy In Vietnam, there are some studies on this topic such as Tran Van Nhung (2013), Banh Tien Long (2015), Tran Khanh Duc and Nguyen Manh Hung (2016), Tran Khanh Duc (2016) These studies have raised theoretical and empirical issues in the management of education and training However, the content of university autonomy has not been paid much attention in the research scope of this topic Research by Le Thi Kim Dung (2016) has made in-depth research on university autonomy However, the issue of university autonomy has only been analyzed to a certain extent in the measures to improve the law on higher education in Vietnam Therefore, in this study, inheriting the concepts and theoretical basis of the previous ones, the authors will analyse deeply Vietnam's higher education autonomy in the context of integration, based on the model of 4-factors in university autonomy 2.2 Theoretical basis Higher education is a process by which learners are trained, given chances to practice, and fostered with knowledge, skills, autonomy and responsibility This process helps learners achieve the output goals of quality and competence according to the curriculum framework ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues 619 and national university degree Besides, it also creates conditions for learners to perfect themselves as well as contributes to the process of developing the society and country University autonomy is the right of a higher education institution to decide on its mission and operating program, the ways and means of carrying out that mission and operation program In addition, these institutions have right to choose to be accountable to the public and the law for all its decisions and activities This form of governance is suitable for organizations that not belong to the administrative system (the system has superiors and subordinates; subordinates are appointed by superiors and must follow the decisions of their superiors) For university autonomy, previous studies often divided into major autonomy factors In this study, the authors will use these major autonomy aspects to build a research, analysis and evaluate model Organisational autonomy: means to decide on their own organizational structure and decision-making process (Serger et al, 2015; Liu, 2017) Organizational autonomy is mentioned a lot in (old) socialist countries and countries with economies in transition, where the Party organization (of the Communist Party) is higher than other organizations in terms of government Organizational autonomy usually refers to the head; board of directors; training, scientific research, service and administrative units; for-profit/not-for-profit nature of school Financial autonomy: means to independently operate and allocate its own funds (Pruvot and Estermann, 2017; Pruvot and Estermann, 2018) For financial autonomy, there are usually sub-factors: Duration of a public funding round, type of public funding; Borrowing and maintaining a surplus; The operation of facilities; Tuition fees for domestic and foreign students, graduate students, and graduate students Roness et al (2008), Liu (2017), Pruvot and Estermann (2018) argue that for universities in countries with economies in transition, the issue of financial autonomy will have to be conducted first When financial autonomy is achieved, it will reduce dependence on state funding, thereby becoming autonomous in terms of operation, staff and academics Human resource autonomy: that is to decide on the recruitment and management of human resources in accordance with their own interests (Cristi, 2014; Enora, 2017) Human resources are the most important resource in universities After being financially autonomous, the recruitment requirements for the teaching and research units (for lecturers) and the supporting units (for officers) are set even higher to achieve the common goal of the university In addition to autonomy in terms of recruitment, the above studies also mentioned two other issues: autonomy in job placement and salary; self-promotion, dismissal Liu (2017), Enora (2017) assesses that when a university is autonomous in terms of human resouces, that is, it is able to recruit many lecturers to meet the increasing requirements of society (increasing the image of the university in , increasing applicability to teaching problems for students) 620 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues Academic autonomy: is self-management of their own training and scientific research (Budi, 2018) For some studies publishing in China, academic autonomy is only related to the number of enrollments, enrollment options, subject schemes and study programs (Liu, 2017) Other issues related to academic autonomy, whose focus is on political autonomy, are not addressed This study uses Liu (2017)'s point of view as a basis for evaluation Research methodology The main research methodologies used in this study include a systematic review of the scientific literature, subjective knowledge, inductive methods and logical inference from secondary data At the same time, the authors also collect primary data through desk-research (in-depth interviews) and surveys to analyze and evaluate the status of higher education in Vietnam in the context of integration For desk study, reseachers assess the autonomy of Vietnamese universities through published documents Reseacher chose the qualitative research method as in-depth interviews with a group of lecturers and managers in universities Due to the pandemic, reseacher conducted online interviews on the following issues: (1) What is your opinion about university autonomy; (2) Your views on the issue of autonomy in the operation, financial autonomy, HR autonomy and academic autonomy; (3) views on factors affecting university autonomy; (4) other issues related to factors affecting university autonomy In in-depth interviews, reseacher usually interview from 25 - 40 minutes, after asking the interviewer's permission, the recording can be saved These recordings are un-recorded within day The total number of interviewees is 14 lecturers who are teaching at economics universities For survey, the questionnaire was sent directly to university representatives The scale uses a 5-level Likert format, where is completely absent, is low, is average, is high and is very high Specifically, the Autonomy Scale (TCBM) - 03 indicators; financial autonomy scale (TCC) - 05 indicators; human resource autonomy scale (TCNS) - 04 indicators; Academic autonomy scale (TCHT) - 04 indicators A total of 200 votes were distributed, but only 172 votes were collected Out of 172 votes, 11 were rejected due to typing the same answer or not answering the entire questionnaire Thus, the total number of satisfactory votes is 161 votes Data processing: through the stage of collecting and synthesizing survey samples, the results collected from the questionnaire will be cleaned, entered into the database and encrypted based on Excel 2016 The situation of Vietnamese higher education 4.1 Higher education institutions in Vietnam Regarding the management structure of the higher education system, in 2019, there were 236 higher education institutions nationwide For more detail, universities, 90 universities are under ministries and ministerial-level agencies (excluding institutions of higher education such as academies, universities under the government, universities under the military and police system); 22 public universities are managed by the province; 65 non- ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues 621 public higher education institutions in which there are a number of institutions with 100% foreign investment such as RMIT University, Fulbright University, British University in Vietnam, Tokyo Medical University Thus, Vietnam has fulfilled early the target of Decision 37 (Table 1) Table 1: Status of the system of higher education institutions in Vietnam up to 2018 Unit: Institutions School year of 2017 - 2018 Total Public Nonpublic 236 171 65 Universities Universities under ministries and ministerial-level agencies 90 Provincial public-higher-education institutions 22 Higher education institutions The target of Decision 37 224 Source: Mai (2019) The distribution of higher education institutions by region and territory in Vietnam shows that, except for the Northern Midlands and Mountains, the Central Highlands and the Mekong River Delta, the basic development indicators of higher education has been completed in all remaining economic zones under the standard of Decision 37 In which, the Red River Delta and the Southeast are the two regions with the largest number of higher education institutions nationwide The Central Highlands is the economic region with the lowest number of higher education institutions Although the number of newly established educational institutions in the Red River Delta region is the highest in term of comparing the present time with the target to be achieved in 2020 of Decision No 121/2007/QD- TTG, however, the North Central and Central Coast regions have the highest growth rates of higher education institutions In these two regions, the current number of higher education institutions is times higher than the number of higher education institutions operating in 2004 (which is the period before the setting of higher education development goals to 2020 according to Decision No 121/2007/QD-TTG) For developing training sector, the objectives of developing training derived from HERA and Decision 37 have been adjusted According to Circular 06/2018/TT-BGDĐT, seven new training majors are established on the basis of merging and supplementing previously issued training disciplines Among majors at universities in Vietnam currently, the third and fifth majors have the highest number and percentage of students Many “most favourite” international training programs have been researched and put into teaching in Vietnam in the context of the development of the industrial revolution 4.0 in addition to 622 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues popular training programs in economics, business, management and law in most Vietnamese higher education institutions Table 2: Results of the implementing the target on distribution of university networks in Vietnam Unit: Higher education institutions Economic zones Goals to 2020 (Decision No 121/2007/QĐ-TTG) Goals to 2020 (Decision 37) Present Northern Midlands and Mountains 15 14 Economic zones Northwest region Northeast region 10 Red River Delta Region 125 (61 universities and 43 colleges in 2004) Red River Delta Region 91 103 North Central 45 (11 universities and 11 colleges in 2004) 38 43 South Central Coast 60 (10 universities and 21 colleges in 2004) North Central Region and Central Coast the Central Highlands 15 (4 universities and colleges in 2004) Central Highlands 105 (47 universities and 43 colleges in 2004) Southeast region 55 55 70 (6 universities and 18 colleges in 2004) Mekong Delta Region 20 17 Southeast region Mekong Delta Region Source: Mai (2019) 4.2 Necessity of higher education autonomy in Vietnam One problem with Vietnamese universities is that tuition fees are relatively low, compared to other countries in the world, but they are high compared to people's incomes (Mai, 2019) Although there are 237 universities, by 2020, Vietnam has only educational universities ranked in the top 500 leading educational universities in Asia, and of which are public education institutions, and the left one is a private higher education institution Also according to the QS ranking, by 2020 Vietnam will have higher education institutions in the top 1000 universities in the world, which is less than the ranking of THE (with the addition of University of Science and Technology) According to the rankings of Shanghai Jiaotong University, there can also be Ton Duc Thang University of Vietnam in the top 1000 most prestigious universities in the world (QS world ranking 2020) Studies on university autonomy in Vietnam such as Anh et al (2020), Vo and Laking (2020) show that: if ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues 623 universities could be autonomous, at least financially, they would have ability to promote their own capacity in finding funding sources, developing training programs as well as improving the ability to publish internationally Relying on the state budget in too long time can reduce the capacity of schools, affect training development in the country, and also cause a waste of resources for society Therefore, the government issued Decision 77/NQ-CP on the issue of university autonomy Since Resolution No 77/NQ-CP was issued, up to now, there are 23 public higher education institutions under ministries and state department that have been approved by the Prime Minister for prolonging the project of renovating the school's operation mechanism under Resolution 117/NQ-CP at the regular Government meeting in October 2017 Resolution 117/NQ-CP affirms that the institutions Higher education and vocational education institutions that have been assigned to pilot implementation according to Resolution No 77/NQ-CP dated October 24, 2014 of the Government will continue to implement until the Government Decree on regulations which define the autonomy mechanism of public higher education institutions and the Government's Decree providing for the autonomy of vocational education institutions takes effect Participating in the pilot under Resolution No 77/NQ-CP, the piloted higher education institutions are empowered to proactively associate with foreign universities, or use international training programs to build new universities, integration training program International curricula are taught with the participation of domestic and foreign lecturers… without consulting the governing agens These higher education institutions have made great efforts to innovate the methods of school management and administration in order to increase savings, strengthen control over expenditures, implement accountability, Besides, the social responsibility of higher education institutions is maintained through such contents as tuition fee exemption and reduction for policy beneficiaries; guarantee scholarships to students with excellent academic achievements 4.3 Issues of higher education autonomy in Vietnam Operational autonomy Before the Law amending and supplementing a number of articles of the Higher Education Law officially took effect, the School Council was not completely established at all public higher education institutions participating in the autonomy pilot universities For higher education institutions that already have a school council, the number of members of the school council is five in the prescribed number, with a minimum of 15 people and a maximum of 25 people School Board members are established in a relatively modest number and proportion of women Because there is no school council, the establishment of faculties, institutes, centers or departments depends on the decision of a few people At the moment, the structure of the schools is still decided by themselves, not influenced by the higher authorities 624 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues Table 3: Results on the issue of operational autonomy in universities Questions Means The degree of autonomy in the establishment, separation and merger of service units under the school 3.57 The degree of autonomy in the establishment, separation and merger of faculty units, institutes and subjects participating in training in the university 3.12 The degree of autonomy in the establishment, separation and merger of 4.27 administrative units of the school Note: - completely absent, - low, - average, – high, and - very high Source: Authors’ reseach Among the answers, the most obvious of the reviews is that it is easy to set up units at universities, because the governing unit does not intervene, but merger or dissolution is not easy Although there is a certain degree of autonomy, respondents all think that public universities are quite cumbersome, and that re-entry is not much of a problem from the government side, but there are obstacles from within Policy on operation also does not have an appropriate assessment of the capacity of lecturers and researchers, so there is a phenomenon of job transfer of lecturers with good research ability Therefore, this question only received 3.12/5 points, which is the lowest level of the questions Other questions, especially administrative issues, received a high rating, up to 4.27/5 points, because they are often not related to teaching, and can be outsourced Financial autonomy Participating in the exercise of autonomy according to NQ77/NQ-CP dated October 24, 2014, public universities have the right to decide the average tuition fee of the mass program but not exceed the tuition fee ceiling set by the State and recurrent expenditures from the State budget on average for each public student in the whole country Accordingly, public universities have the right to decide on specific tuition rates for each discipline, training program according to learners' needs and training quality, and to decide on tuition fees for advanced and high quality training programs and specific programs; to publicize tuition rates for learners before enrolment along with conditions to ensure training quality in the 2014-2017 period such as: facilities, teaching staff, output standards and services which are included in the tuition fees that learners are entitled to The ceiling of tuition fees for training systems are following: Master's degree is 1.5 times; Doctorate degree is 2.5 times; non-formal training systems are 1.5 times higher than the average tuition fee of the regular university training system of the mass program (Table 4) ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues 625 Table 4: Average monthly tuition fees of learners according to mass training programs at various types of public higher education institutions The average tuition fee of the school's mass formal training programs that have not yet participated in the autonomy (thousand VND/month/student) 6101070 8101300 8101300 Average tuition fee of the school's mass regular training programs participating in the autonomous pilot (thousand VND/month/student) 17504400 18504600 20505050 Source: Mai (2019) In general, most of the revenue of higher education institutions in Vietnam today comes from tuition fees (students' contributions) In which, the schools participating in the autonomous pilot will not receive training funding from the State budget, while the schools that have not participated in autonomy will have a part of the training funding of learners supported by the state Schools participating in the autonomy pilot are still receiving budget investment until the projects and programs that support the state for schools in the previous period end While in addition to revenue from tuition fees, higher education institutions that have not yet participated in the university autonomy pilot are supported by the state budget to ensure investment and development expenditures of the university The revenues from services or science and technology are still very modest whether the school is participating or not participating in the autonomy pilot Table 5: financial autonomy in universities Questions Means The degree of autonomy in budget allocation allocated by the state 3.62 The degree of autonomy in the distribution of residual income of the school 3.87 The degree of autonomy in accessing credit of the school 2.65 The degree of autonomy in using public property for business of the school 2.77 Degree of autonomy in determining tuition fees for training programs 4.15 Note: - completely absent, - low, - average, – high, and - very high Source: Authors’ reseach Among the questions about financial autonomy, it can be seen that the problem encountered by most (public) universities is that they are not fully autonomous or not yet able to access credit, and then using public property for business of the school These schools are usually quite specific schools (pedagogical, or not very famous, or in provinces rather than central cities) Therefore, the interview results show that although schools have achieved a 626 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues certain degree of autonomy in tuition fees (to some extent), they still rely on the state budget The situation of self-generating is still not much This is a hot issue right now Human resources autonomy Human resources of universities are often recruited by the schools themselves The governing bodies not intervene and this problem However, respondents said that at this time, because many schools are not financially self-sufficient, they cannot be autonomous in having a mechanism for recruiting highly qualified people with good international publication ability (The average score is 3.15/5 points) And because of that, the appointment and promotion are also difficult (the score is 3.67/5 points) (see Table 6) Other self-control issues are relatively high, above points The reason is that most of the respondents believe that the officers are not directly involved in the training process, so recruitment is quite easy This is also the question with the highest score among the questions Table 6: Survey response results on human resource autonomy in universities Questions Means The degree of autonomy in recruiting lecturers 3.15 The degree of autonomy in recruiting officers 4.65 The degree of autonomy in reward and promotion with lecturers 4.12 The degree of autonomy in salary payment and income of lecturers 3.67 Note: - completely absent, - low, - average, – high, and - very high Source: Authors’ reseach Academic autonomy In order to develop in the context of integration and especially requirements of recruitment in the labor market, higher education institutions, whether participating in the autonomy pilot or not participating in the autonomy pilot, all strive to build, develop the suitable training programs to the HR needs of the labor market The number of majors/programs in universities is therefore constantly increasing over the years at most of the public higher education institutions, whether affiliated to the ministry, or to the government, to the central government or to local governments, whether it is a single major or a multidisciplinary school In addition to developing training programs in Vietnamese, higher education institutions have cooperation with foreign partners in implementing joint training programs in various forms That is the affiliate program with fully trained in Vietnam; or with a haft-time in Vietnam, a haft-time abroad Therefore, the degrees awarded to learners are also very diverse, depending on the signing and training funding built up during the program's formation (Table 7) ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues 627 Table 7: Growth of post-graduate training in some higher education institutions in Vietnam No Higher education institution Number of majors/undergraduate training programs over the years 2016 2017 2018 2019 National Economics University 25 26 39 46 University of Commerce 15 17 24 26 Hanoi University of Science and 35 34 53 53 - - 134 141 42 49 51 54 - - 43 44 Technology Thai Nguyen university Vinh university Agricultural Academy Hanoi Medical University 10 11 10 10 National University of Civil 19 19 18 23 Engineering Source: Mai (2019) So, academic autonomy allows schools to be autonomous in terms of training programs and enrollment advice Most of the questions agreed that universities have a high degree of autonomy, but because of limited funding, it is difficult to recruit personnel, then, it is difficult to develop new fields This are often difficult to wait for major universities to develop to follow Table shows that the answers are all above 4, but also shows that one of the weaknesses is that the school has an enrollment plan, but has not given an idea of how to enroll students or develop the program Table 8: Survey response results on academic autonomy in universities Questions Means The degree of autonomy in the number of enrollments 4.28 The degree of autonomy in having the school's own enrollment plan 4.16 Degree of autonomy in opening new programs 4.23 The degree of autonomy in developing training programs 4.31 Note: - completely absent, - low, - average, – high, and - very high Source: Authors’ reseach 628 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues Implications to autonomy in higher education in Vietnam Operational autonomy Operational autonomy has a positive impact on university autonomy from an overall perspective Thus, the results of this study are similar to previous studies This shows that, to be able to develop universities in a competitive way, universities need to be able to independently establish units within the university (such as faculties, institutes, centers) or other units, training support staff (usually departments, functional departments) In the current conditions, the problem of the apparatus is also a big problem when public universities are quite cumbersome, and functional units are quite numerous Therefore, authors have some recommendations for schools as follows: Firstly, it is necessary to narrow down the administrative apparatus in universities It is recommended to establish a one-stop department but not to recruit more staff, but to transfer human resources from other departments to this department to serve the school's public administration In addition, staff or training support specialists also need to be reduced because schools are building electronic portals, providing online services Secondly, it needs to have appropriate policies for teaching or research units within the university Some faculties may merge to increase specialization, especially for universities of a specialized nature (e.g economics or engineering only) and thus to be specialized in the field of study which the school has strengths or aims to Financial autonomy Financial autonomy is the factor that has the strongest impact on university autonomy in general This is consistent with the publishes of Roness et al (2008), Liu (2017), Pruvot and Estermann (2018) When the ability to operate on their own, universities can meet the requirements of input sources (mobilize capital for investment activities of the university), expand training programs and pay salaries to employees This is also a general trend in the process of reforming Vietnam's higher education The authors suggest that: Firstly, universities need the right to decide on the specific tuition rates of each field, training programs according to learners' needs and training quality; decide the tuition rates for high-quality training programs, advanced and specific programs They should publicize tuition fees for learners before enroling along with conditions to ensure training quality such as: facilities; teaching staff; output standards and services which are included in the tuition fees that learners are entitled to Secondly, it should expand the issue of creating resources for schools, including accessing financial resources from outside such as borrowing from banks This can be done through the signing of strategic cooperation agreements between the parties: the university provides human resources; the banks provide capital In addition, the expansion of resources from remote or semi-distance training (such as graduate teaching in the provinces) should also be considered ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues 629 Human resources autonomy It seems that the recruitment process of lecturers, researchers and experts in Vietnamese university has not been appreciated Rewarding, disciplining, appointing or promoting lecturers is also not a major concern of the leader or the respondents This is a problem that needs to be resolved in the near future for universities - especially public universities - in Vietnam The authors make some policy implications as follows: First, there is a policy to attract lecturers who are able to research or publish well in international journals Universities can call for and use an incentive mechanism so that foreign and domestic lecturers and researchers, even though they are not full-time staff of the university When they post international articles, put their school's name as one of the university's names, where the author has worked on the system Or schools can implement incentive mechanisms, form strong research groups and provide financial support for international publication registration, or use incentives for members of the university who have articles in reputable journals belonging to ISI/Scopus system It is the financial incentives that have increased the number of research papers published in these journals Second, there is a policy to narrow the apparatus of specialists, officers, dismissing lecturers who not have much research ability or have problems arising This can be done through requesting international publication, or receiving feedback from students But the implementation needs a large and long roadmap, especially for public universities Academic autonomy Academic autonomy in this study mainly refers to the development of fields and programs, not to the issue of political dissent The authors believe that in order to develop in the context of integration and especially from the requirements of recruitment in the labor market, higher education institutions efforts to build and develop training programs suitable to the human needs of the labor market Schools should consider increasing the number of majors in line with market needs and the 4.0 era At the same time, it needs to cooperate with foreign partners to deploy, build and implement high quality programs to meet the increasing needs of learners 630 ICYREB 2021 | Theme 4: Financial Technology and Other Relating Issues References Bennetot, E and Estermann, T (2017), ‘University Autonomy in Europe III: The Scorecard 2017’, Brussels: European University Association Estermann, T (2015), University autonomy in Europe Graycar, A (1975), ‘Autonomy in higher education: some research findings’, Journal of Educational Administration Hsu, A.Y.C., Morse, R and Yueh-jen, E.S (2012), ‘Is there a gap between students’ preference and university presidents’ concern over college ranking indicators?: A case study of “College Navigator in Taiwan”’, Higher education, 64(6), 767-787 Iftene, C (2014), ‘Educational systems’ autonomy Facts and analysis’, Procedia-Social and Behavioral Sciences, 142, pp.47-53 Kyriakides, L., Georgiou, M.P., Creemers, B.P., Panayiotou, A and Reynolds, D (2018), ‘The impact of national educational policies on student achievement: A European study’, School Effectiveness and School Improvement, 29(2), pp.171-203 Maassen, P., Gornitzka, Å and Fumasoli, T (2017), ‘University reform and institutional autonomy: A framework for analysing the living autonomy’, Higher Education Quarterly, 71(3), pp.239-250 Maggetti, M and Verhoest, K (2014), ‘Unexplored aspects of bureaucratic autonomy: a state of the field and ways forward’, International review of administrative sciences, 80(2), pp.239-256 Mai, A.N., Do, H.T.H., Mai, C.N and Nguyen, N.D (2019), ‘Models of university autonomy and their relevance to Vietnam’, Journal of Asian Public Policy, pp.1-17 Ritzen, J (2016), ‘University autonomy: Improving educational output’, IZA World of Labor Trinh, T.A.H (2014), Evaluation of poor people's ability to access education services in the northern mountainous provinces in terms of socialization of educational activities in Vietnam (in Vietnamese) Vlasova, I (2018), ‘Autonomy of higher education institutions: analysis of the key European and International documents’, International Scientific Journal of Universities and Leadership, 5, pp.62-71 Vo, M.T.H and Laking, R (2020), ‘An institutional study of autonomisation of public universities in Vietnam’, Higher Education, 79(6), pp.1079-1097 Waluyo, B (2018), ‘Balancing financial autonomy and control in agencification: Issues emerging from the Indonesian higher education’, International Journal of Public Sector Management PROCEEDINGS INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS AND BUSINESS (ICYREB 2021) Volume Labour Publishing House No 175 Giang Vo - Ba Dinh - Hanoi Telephone: 024 38515380 - Fax: 024 38515381 Email: nxblaodong@vnn.vn Website: www.nxblaodong.com.vn Branch in the South No 85 Cach Mang Thang Tam - District - Ho Chi Minh City Telephone: 028 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