Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)

Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)Quản trị nguồn nhân lực trường đại học địa phương ở miền Trung Việt Nam Thực trạng và Giải pháp (LA tiến sĩ)

LOCAL UNIVERSITIES OF CENTRAL REGION

OF VIET NAM: REALITY AND SOLUTIONS

A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with Thai Nguyen University

Socialist Republic of Vietnam

In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Education Management

CHAU VAN LUONG - (MONEY)

March 2014

APPROVAL SHEET

In partial fulfillment of the requirements for the degree Doctor of philosophy in Educational Management, this research entitled “Management of Human Resources at the local Universities of central region of Vietnam: reality and solutions” has been submitted by Chau Van Luong - Money, and is hereby recommended for oral examination

DR LEONISA O.BERNARDO

Research Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam

DR DR

DÑ: :::::::::c222:22czcgcootee SUSANA A SALVACION, Ph.D

Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam

WALBERTO A MACARAAN, Ed D Vice President, Academic Affairs Date.

ACKNOWLEDGEMENT

I would like to express my sincere thanks to Republic of the Philippines Southern Luzon State Universityb Lucban, Quezon and teachers, Tutors for the invaluable support during the course of the study and particularly for guidance in preparation of this thesis:

Dr Cecilia N Gascon, President of the Southern Luzon State University, Republic

of the Philippines;

Dr Dang Kim Vui, President of Thai Nguyen University;

Prof Nordelina (Nordy) B Ilano, Director, Office of International and Alumni Affairs (OIAA) Southern Luzon State University (SLSU) Lucban, Quezon, Philippines;

I special thanks also Dr Leonisa O Bernardo for her supervision, enthusiastic support, invaluable guidance, suggestions and comments during preparation and completion of this research;

Dr Tran Thanh Van, head of postgraduate, Thai Nguyen University and Prof Dr Hing, director of International training center

I express gratitude would be given to the International Relations Center of Agriculture and Forestry University, which created the opportunity for me to undertake the PhD’s course on Educational Management and expand my knowledge in various aspects

of educational management

My thanks also express to leaders, oficcers, teachers and administrational staffs of local Universities which include Hong Duc University, Ha Tinh University, Quang Binh University, Quang Nam University, Phu Yen University and Pham Van Dong University which co-operate and support me during the study time and universities’ Reality survey time

Last but not least, the special thanks are given to my lovely family with my deceased day, my mom my wife and my children, who strongly support and encourage author to complete the course

Thank you,

Chau Van Luong — (Money)

TABLE OF CONTENTS

Page LETLB PAGE: ssssesccsvesseesansvasmeraennaarsnenen mem auanceensmsien aaa i

Ậ EPROXVAAL,SHHEIESitccsiiiisisg50G001611640S0R580SĐ4EEASIELIEEESSSESRIREREGIEGSESSI445EXS3SESS ii AGCKNOWLEDGEMEN TD vsissvessaessversssverescaussissereescresimeven cneavernarnrereroseesiestesanaers 11

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Background of the Study .ccececeseeseeseeecseeseeeesceseeeesecaeeaeeessesaeeaeeeseesaeeeeeneaeeateeeaeeaes 2 Objectives Of the StUdy: - Ăn HT Hàn TH nh HH rệt 4 Research hypOtÏ€s1s + 2+ St TY nàn TH TT TH nh HH rệt 5 Significance Of the StidYy csi8sy58160160106 100183: HANGGSSNGSEHESSEXSESSERSNNDLRNGGREIEGGGESERRNEINRINEGESTEA 5 Scope and limitations of the SfUdy: :.:: :::s :-: :2:2-22226-2022220225062621258215602020216122123 5 Definitions 0E TETITSE s:z.¿:s:sseyzyz3:21051617014015510ISGREGXAEIS4GSSDQSEHSEIAIERRYEĐSĐVSĐSSGSiXE3daN3 6 Chapter II: REVIEW OE LITERATURE AND STUDIES 9 Conceptual FrameWOTK - c1 TT Tàn TT Hàn nh HH 9 Research ParadiBðIm -.- -c- + 1xx vn TT HT TH TT nh HH nh như 34 Chapter .METHODILOQGY” cougiirtstiiii00001010L0011GBSNNSSENG144853113GRIBNISSNSEGUMEĐS 35 Localites:of te SHỦY: ¿;sz in 2052608166260A505660203653163010013969430618350235831ã5G lay xe 3Sss22 35 Research: D6SÏET: ssgzzsessnssnati0osiBLGODIEIEGAIEVISIEHARDVIGEEISBEDXSAEEEESHONSEEEESSESSHE Population and Sampling

Research Instrumentation

Data gathering DFOC€UT€S - S13 vn nh n nh Hàn nh ri 36 StA4IHISLIG4ÍTTEATHTTIETIE 6zzzx5ï10851 06696000 DDRLIGN HỘ GHIYGGHHGGINGHEWAORGGEUIGSSHENNQWSSAIWR- 38 Chapter IV: RESULTS AND DISSCUSSION . c-cSccccscecce+ 42 Chapter V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

NHI HT Wễ caucescaebeeniikskiioohguiunE0E008641660684009008106806660900806.00906456034606./0085u8090901023846/0005602200068 52 FAndin gs: oe <Ö 52 COMCIUSIONS 217 53 RecommendatiOIS: + 111911 1 1 vn nh nh nh nh nh nh ng Hư 53 BIBLIOGRAPHY

APPENDICEE sen nong T3 1A 013315143141515111481145115EA88X811300518481513045:3185XE1911E

Table Page

1 Team managers, lecturer and staff year 2008-2012 . - 28

2;„Äđmissions year 2Ä sczsassssrsesnssvo555915109618914113464539465831599589455635616155838888 29

3 List the Local Ủniversitles of central region of Viet Nam 35

4 Erequency, Percentage and Distribution of the Respondents 36

5 General statistics on the objects of survey participants: Gender, Position,

Qualifications, Working tiMe cece eseeseeeeseeseeeeseeseeeesesseeaeecaecaeesseeeaeeneeeseeeaeenss 40

6 Mean Deviation of variants Reality . -«cscsxsksskeksekrerreee 43

7 Mean Deviation Of VarlanfS I€C€SSIVY óc St sseresrrrrrexee 44

8 Mean Deviation of variants Feasible feasible_ 44

10 The Reality of human resources management: Perception' 48

11 The Reality of human resources management: Function of Recruitment and

SE ÏEEÍÏOTLiybysszsssxscix050109051ĐSEDSESDUESEHDEGESDHADSHREEGEIEEEAETBREOSUAIEGHIGYEEOEEIRSSDERR 48

12 The Reality of human resources management: Functional of training and AevelopMent oo eee sseesceeeseeseesceecsesseeecsecseeeesecsenaceessecaeseseasaesaeeesetseteseeeseeneeated 49 13 The Reality of human resources management: Function of retention

14 The need of the perfect solution HRM .- 55c sseereree

15 The feasibility of the solutions to improve HRM - ‹- 52

LIST OF FIGURES

THÌDUTC:8t01767200150001110080141005ẸEBHSIMIREIGSRSSGISIEEGISIISGXIRIRSIIRIGERSISIISEXSHIEASSIEQE34ãSãiSRE Page

1 The HRM FrameWOFK ¿- + 26563 1EE St E329 91 1 1 171 1 111g grêc 14

2: Eunclion:of HRM sssssnxiazsessssg4405005010004800554G1G01346301310151040488858110801990463180/0388 17

3 Diagram organizational StTUCfUT€ .-¿- ¿+ 52525 S*S*S*S**Eersrrrrrrrerrrre 27

4 Diagram representing independent variables and dependent variables and results of the

LIST OF APPENDICES

1 Appendix "A", The Tables cccceceeesscescseeneeseeeeecseesesesseeeeeeesesaeseceesseeaseeeeetaeeees 59

2 Appendix "B", Question survey questions reality, the necessity and feasibility of a complefesolnfon HRM siscczseisgtcei11114306G070035004548513348130613581955305GG1313901514301503338885 114

3 Appendix "C", Established Decision 6 Local UnIVerSItY -«-s«-<x++ 118

4 Appendix "D”, Mechanisms, policies of HRM of the local university 119

5 Appendix "E", Confirmation of the universifies surveyed . - - 120

REALITY AND SOLUTIONS

CHAU VAN LUONG — (MONEY)

Doctor of Philosophy in Educational Management

Southern Luzon State University

Graduate School Lucban, Quezon

April 2014

Dr LEONISA O BERNARDO

ABSTRACT

The main purpose of this study is to analyze the management of human resources

of local universities in central Vietnam through three main functions: functions Recruitment and Selection, functions Training and Developing, and functions retention

Thereby offering solutions to improve the management of human resources of the local

university in Central Vietnam

This study used the descriptive design of the correlation analysis of the variables investigated, measuring the administrative functions of human resources limit the use of the questionnaire and the results of operations of the local universities in recent years Questionnaires were used to collect data through surveys at six local universities, the three subjects: of management staff, faculty and administrative staff of the school Nearly 450 peoples answered in this study

Data was analyzed by SPSS software Thereby, there is no significant distinction of three subjects answered the questionnaire, the unanimously proposed solutions are given The solution proposed management is necessary and feasible to improve the management of human resources local university in Central Vietnam in the coming years

INTRODUCTION

There are 14 coastal provinces in the central region of Vietnam, running from Thanh

Hoa to Binh Thuan Province’ The total area of this region is 90.790 km7, accounting for 28%

of the total natural area of the country The central region is bordered in the North by the Red River Delta and the Northern mountainous areas, in the South by the Southern region, in the East by the East Sea, and in the West by the Central Highland The Central region of Vietnam

is surrounded by ranges of mountains, running from the West to the coastal line in the East This region has very extreme weather conditions However, it is very rich in natural resources With a coast line of around 1,000 km, it has great potential for marine economic development This central region has many beautiful landscapes which are well-known in the country Social conditions: This region has a population of 18,994,709 people, accounting for 21.7% of the population of the country Economic conditions: Economic growth of this central region is still slow Education and training: People in this region are known to be studious There are many cultural celebrities and heroes in the protection, and development of the country Tertiary education: There are two regional universities, including Hue University and Danang University In addition, there are several other universities under the management of the ministries There have also been 8 local universities formed under the management of the provincial authorities since 1997 in the central region This accounts for 8/22 universities in the country’

In the 21“ century, education and training in general and tertiary education in particular

is facing many challenges of the intellectual economy, globalization, expansion of

information technology, and harsh competition of high quality human resources, Tertiary

'There are 14 coastal provinces in the central region of Vietnam: Thanh Hoa, Nghe an, Ha Tinh, Quang Binh, Quang Tri, Thua -Thien- Hue, Da Nang , Quang Nam, Quang Ngai, Binh Dinh, Phu Yen, Khanh Hoa, Ninh Thuan va Binh Thuan

? See Table Al, Appendix "A"

education in Vietnam nowadays plays an important role The Resolution NO: 14/2005/NQ-CP

confirms that’: "Reform of higher education is the cause of the people under the leadership of the Party and the State's management The State increases investment in higher education, and to promote socialization, creating favorable conditions in policies for organizations, individuals and the whole society to participate in the development of higher education” During the past few years, higher education in Vitnam has been developing in terms of both

quantity and training scale Since 1997, the education system in Vietnam has established local

universities to meet the demands of human resources for the localities alongside national universities, regional universities and universities under the management of ministries

In the process of formation and development, besides the advantages, local universities are facing many challenges, especially in human resource management To basically and comprehensively renovate the Vietnam education in the period 2011-2020, it is necessary and urgent to conduct a study and to propose appropriate and effective solutions HRM of local

universities since it will make a decision upon the existence and development of these

universities at the current time Thus, I choose the topic this study “Management of Human Resources at the local Universities of central region of Vietnam: reality and solutions” Background of the study

After 25 years of renovation and 10 years implementation of the 2001-2010 Education Development Strategy, tertiary education of Vietnam has developed significantly in terms of the scales, the varieties of universities, and the training forms Social resources have been mobilized more and more and have had great achievements, providing labor forces for the socio-economic development, industrialization, modernization, and international integration

> [19]: Resolution On substantial and comprehensive renewal of Vietnam’s tertiary education in the 2006-2020 period of The Government No: 14/2005/NQ-CP

+119]: Resolution NO: 14/2005/NQ-CP, On substantial and comprehensive renewal of Vietnam’s tertiary

education in the 2006-2020 period

Formation of local universities is based on the demands for socio-economic development, especially the needs for training human resources for the localities and the region

During the past few years, local universities in particular and higher education in

Vietnam in general have got many favourable conditions and have gained many achievements

as evaluated in the 2011-2020 Education Development Strategy

In addition to the advantages mentioned, there are still many disadvantages and weakness in the education of Vietnam: the national education system is not consistant; quality

of education is still very low as compared to the demands for development of the country in this new period and the education level of the countries which have well-developed education system in the region and in the world; The relation between growth in number and enhanced quality has not been clarified; The professional skills of the graduates do not meet the requirements of workplaces; there are signs of misled behaviour and lifestyle of parts of students; there are still inadequate points in education management Education management is still subsidised, duplicated and fragmented; professional responsibility and authority donot go together with the financial and human resource management responsibility and authority Legal system and education policies are not consistent They are not amended and modified in the timely manner Policies for mobilisation and allocation of resources for education are not relevant; resources are not used efficiently Investment of the Government in education does

not concentrate on priority objectives; expenditure on professional activities is still low There

are not sufficient and practical regulations on the self-reliance and social responsibilities of education institutions; parts of teachers and education managers do not the requirements and

duties of education in the new period Teaching staff is redundant, yet insufficient and

inconsistent in professional structure at the same time Rate of teachers with post-graduate degrees is still very low; the percentage of students per lecturer does not meet the set target in

the 2001-2010 Education Development Strategy There is still a small part of teachers and

education managers who show their lack of responsibility and dedication to their profession

They violate the moral values and lifestyles of teachers, which has negative impacts upon the reputation of teachers in the society Capacity of parts of teachers and education managers is

low Policies for teachers and education managers, especially those related to salaries and

allowances are not adequate and do not encourage talented people to work in education In addition, the policies have not given a driving force for teachers and managers to strive in

their professional activities Training and retraining of teachers do not meet the requirements

of education ronovation

Thus, during the past ten years, education of our country has gained many achievements, contributing significantly to improved intellectual standards of people, human resources development, talent fostering, and security ensuring This facilitates the country in the world integration process Education in Vietnam in general and especially of local universities need to take careful, thorough and serious consideration in order to have adequate and effective solutions Management in general and HRM

Objectives of the study:

This study acmod to fuid out the management of human resources at the local uni at central Vietnam with an end view of solutions HRM, complete recommendations for this following school year The study focused on the following objectives:

- Activity human resource management focuses on the following 3 functions:

+ Function of Recruitment and Selection

+ Functional of training and development

+ Function of retention (maintain)

- Recommendations complete Solutions to HRM from the above variables:

+ Cognitive Solutions HRM

+ Completes Group solution HRM:

++ Function of Recruitment and Selection

++ Function of retention (maintain)

To achieve this goal, we rely on the evaluation of the 3 subjects in the university: management, Lecturer and administrative staff

Research hypothesis

There was no significant difference the perceptions (assessment) of the 3 groups of

respondent as to the management of human resource functions

Significance of the study

This study is aimed at proposing Solutions for human resource management at the local universities of central region of Vietnam Benefits of these solutions will be as follows:

This study is aimed at proposing Solutions for human resource management at local universities in Vietnam Benefits of these solutions will be as follows:

As for the university managers: improve capacity of management, direction, and organization in accordance with the regulations and in a scientific and effective way

As for Lecturer: Provide favorable conditions so as to promote teaching capacity and to improve the quality of teaching and scientific research Contribute to improving the quantity

as well as the quality of Lecturer

As for administrative staff: Carry out their work in accordance with the regulations and enhance the quality of their performance, contributing to improving quality of teaching,

learning, and conducting researches of teachers and students

As for schools and society: Improve quality of education and provide prestige and a brand name for the university Society trust and have confidence in the university

As for local policy makers: Refer these policies to develop and finalise Solutions HRM

of their schools in an appropriate and effective manner

Scope and limitations of the study:

This study will propose Solutions on effective human resource management at local

universities in central Vietnam As a baseline study, we will select 6 local universities in the

central region, including: Hong Duc, Ha Tinh, Quang Binh, Quang Nam, Pham Van Dong,

and Phu Yen universities The number of participants in the survey will be about 450 people

There will be 75 participants from each university, including 25 manager, 30 Lecturer, 20 administrative staff

Research on human resource management local universities range, this thesis would

have access to the basic content related to improvement of human resources management, namely Recruitment and Selection, training-development and retention of human resources The author wishes to contribute to the development of local universities in Central Vietnam Timing:

The thesis mainly focuses on the status of local universities in central Vietnam in the year 2013

Definitions of terms:

Human Resources: Human resources include all knowledge, skills, experiences, capacity, and creativeness of human which are related to the development of each individual and of the country

Human Resources in Education: This indicates human resources in education In universities, human resources include managers, teachers and administrative staff

Policy: is a set of policy guidelines, the incentives depends on the object in order to achieve the policy goals of the policy holder

Education policy and training: are the policy and measures of the Party and the state

to foster and develop the qualities and capabilities to every citizen the ideological, moral,

scientific, health and career

Management/Governance: management is the targeted impacts of the managing

objects on the managed objects in order to achieve the best results with predetermined targets

Human Resources Management: The design and implementation of policies and activities to make the field for people to contribute the most effective value for the

organization; namely Recruitment and Selection, training and development, and retention;

including areas such as human resource planning, analysis and design work, recruiting and

selection, performance evaluation, training and development, compensation, health and safety personnel, and labor relation,

Local Universities: are public universities which provide multi-level and multi-sectoral

trainings; these universities are under the management of the provincial people’s committees and under the state and professional management of the Ministry of Education and Training

A manager is a person who is responsible for allocating manpower and other resources and directing the operation of one part or the whole of an institution so that the institution operates effectively and achieves its objectives According to “management level”, managers include top level and intermediate managers

Intermediate managers: Intermediate managers are people who receive large scale and comprehensive policies and strategies from top (senior) managers and turn them into specific and separate objectives and plans for their staff to implement

Top/senior managers: Top managers are people who are responsible for giving instructions and directions for operation of the whole organization Top managers need to prepare and identify objectives, policies and strategies for their institutions The objectives set

by top managers in the hierarchical order in the institution need to be transferred to each

member Top managers usually represent the organization in community activities such as trading and negotiation They spend time to discuss with other senior managers in the

organization or with other related people in other organizations

In public universities, top managers are chairpersons of the university board, rectors

and vice-rectors; Intermediate managers are heads and deputy-heads of the departments.; other people do not keep management positions such as lecturers, administration staff

> [13]: See Decision issuing "university charter" of prime minister no 58/2010/QD-TTg

REVIEW OF LITERA TURE AND STUDIES

This Chapter presents the theoretical background on human resources management (HRM) in general and at local universities in particular and other related issues In addition, some diagrams and definitions of related concepts will be given to help readers have a better

understanding of the concerned issues

Management /Governance:

According to Gallagher (2002:2), “governance is the framework of relationships which bring about the aggregation, policy entrustment, planning and decision making, taking responsibility to the university, community, and learners for the confidence, compatibility and effectiveness of management fee; planning of policies and making decision on big

investments.”

On the other hand,

- According to Mary Parker Follett: Management is the art of achieving goals through others

- Koontz and O 'Donnel: Management through its tasks means that "designing and maintaining an environment in which individuals work together in groups in order to

complete the defined mission and goals.”

- James Stoner and Stephen Robbin: Management is the process of planning, organizing, leading and controlling the activities of the members of the organization and using all the resources of the organization in order to achieve the goals proposed

Thus, we can understand that management is the targeted impacts of the managing

objects on the managed objects in order to achieve the best results with predetermined

targets

- Hoe (2012) defines manager as a person who is responsible for the fulfilling of the

goals and objectives of the organisation while taking the role of managing the employees in

the organisation Manager is also supported by the followers who will report and help the managers with relevant task (Huselid, 1995)

- Dessler (2009) states that manager confronts the managing function through 4 perspectives namely planning, organizing, leading, and controlling It is also determined as the managing process that is often conducted and carried by the managers of the organisation

Currently for public universities in Vietnam, the concept of governance (governance) can be understood as management (management)

Manpower resources/Human resources (HR):

According to the United Nations: “Human resources include all knowledge, skills,

experiences, capacity, and creativeness of human which are related to the development of each individual and of the country.”

According to the World Bank: ” HR are all human possessions, including physical strength, intellectual power, professional skills, etc of each individual”

Staffing/HR: refers to the process of recruiting and evaluating performance of the employees and overall subordinate performance that are based on the performance standards set by the agreement between managers and employees / subordinates (Dessler, 2009) According to ILO, “Human resources of a nation are all people within a range of age who are able to work”

Since the mid-1980’s Human Resource Management has gained acceptance in both academic and commercial circles HRM is a multidisciplinary organizational function that draws theories and ideas from various fields such as management, psychology, sociology and economics

There are countless definitions of what HRM is or should be and there is not one definition that can define what HRM exactly is

There is no “best way” to manage people and no manager has formulated how people can be best managed because managing people is not a straightforward thing People are complex beings that have complex needs Effective HRM very much depends on the causes and conditions that an organisational setting would provide

Although the nature of people at work and their complexities make their management

a difficult task, it provides a unique opportunity for academic (e.g universities) and professional bodies to investigate HR related issues and continuously aim to develop HRM practices and improve the way human resources are managed in organisations

Human Resources in education:

Are the resources in education In universities, human resources include managers, lecturers, and administration staff

A Managers: Is an individual who is in charge of a certain group of tasks, or a certain subset of a Organisation A manager often has a staff of people who report to him or her

Lecturers and administrators staff: Healthfield (2012) defined Lecturers and administrators staff play critical roles in transferring learning context to those who were received the trainings Baldwin and Ford (1988) asserted that Lecturers and learning activities had its polar whether the positive training transfer was formed if the employees could apply successfully the training contents into specific situations and vice versa During the time, there were many previous studies written about the relationship between Lecturers

and administrators staff and human resource training satisfaction in which these previous

studies considered human resource training satisfaction (Zumrah, 2012) Noe and Schmitt (1986) found transfer of training was significantly related to educator performance improvement including their fiscal management and relationships with the community Governance/Management of Human Resources:

Is the management of people within an institution and bringing people into an institution to help them do the work, paying them for their work, and addressing emerging issues More specifically, it includes all activities of an institution to attract, deliver training, develop, and maintain a workforce appropriate with the requirements of the institution in terms of the quantity, quality, and structure (quantity, structure, training level, qualification and capacity)

According to Wikipedia, the free encyclopedia: Governance of human resources (HRM or HR) is management of workforce of an institution- human resources It involves attracting, recruiting, training, evaluating, and offering preferential policies to workers In addition, it supervises the operation, and ensures to comply with labor law

Theo Zorlu Senyucel in Managing the Human Resource in the 21st Century’:

The purpose of HRM is to ensure that the employees of an organization are used in such a way that the employer obtains the greatest possible benefit from their abilities and the employees obtain both material and psychological rewards from their work (Graham, 1978)

“HRM is a distinctive approach to employment management which seeks to achieve competitive advantage through the strategic deployment of a highly committed and capable

workforce, using an array of cultural, structural and personnel techniques.” Storey (1995: 5)

“HRM is a managerial perspective which argues the need to establish an integrated series of personnel policies to support organizational strategy.” Buchanan and Huczynski

(2004: 679)

® [39]: Managing the Human Resource in the 21st Century

“HRM is a strategic approach to managing employment relations which emphasizes that leveraging people’s capabilities is critical to achieving competitive advantage, this being achieved through a distinctive set of integrated employment policies, programmes and practices.” Bratton and Gold (2007: 7)

In essence, the concept of integrated HRM stated above, we can agree to understand:

"Human resource management policies are designed and implemented operational areas to

make people play most effectively contribute value to the organization, including areas such

as human resource planning, analysis and design tasks, recruiting and selection, performance evaluation, training and development, remuneration, health and safety personnel, and labor

relation, "

Targets of HRM:

Is laborers as individuals, staff in an institution and issues relating to them such as work and their rights and responsibilities and those of their employers

Objectives and significance:

The objective of HR in education is to provide schools and education and training facilities with a pool of staff, teachers, and employees as required and to make the best use of these staff

Significance of HRM:

As we all know that people form the institution, make it operate, and make a decision upon its success or failure HR is an inevitable source of an institution As a result, HRM is a very important area of leaders in an institution On the other hand, all governance activities are done by human and via human Therefore, activities in an institution will not be effective

if it does not have good governance of HR

HRM Policy Choices

Employee influence

Human resource flow

Reward and work systems

U

HRM Outcomes Commitment Competence Congruence Cost-effectiveness

ũ

Long-term consequences

Individual well-being Organisational effectiveness Societal well-being systems

Figure 1: The HRM framework (adapted from Beer et al 1984: 16)”

Governance of HR is an integral part of social governance in general and institutional governance in particular

Governance of HR in an institution is actually the treatment of that institution to its

employees In other words, governance of HR is to bring people to an institution, helping

them performing their work, making payment for their work and addressing emerging issues

Economic returns of all activities in an institution depend on many factors, including its people Therefore, managers need to pay special attention to recruitment, arrangement, and

mobilisation of people in that institution

7{ 7]: See Zorlu Senyucel, Managing the Human Resource in the 21st Century, 2009.

Origins of HRM

Any management idea that is used to help managers understand the complexities of people at work is always based on what is already known anv d what has been a success or a

failure due to certain causes and conditions in an organisational context

Just like today’s managers, those in 3000 BC faced resource problems: how to find skilled people for the right tasks, how to make sure people do what they should be doing, how

to keep people going when the times are tough, etc In terms of management challenges not

much has changed However, as our social, cultural, economic and political systems have changed the way we work and our working conditions also changed tremendously

Only responsibly for getting the job done but also responsible for finding the right people for the right job, getting the job done on time, save costs, liaise with various stakeholders, develop and retain existing staff, keep staff morale high, increase staff productivity, etc

In 3000 BC the most important managerial task was to finish the project at all costs; in 21st Century, however, we are trying to create a healthy balance where organisational targets are achieved and individual needs are met as much as possible

The roots of people management can be traced all the way back to Stonehenge, but people management as we know it today probably stems from the Institute of Personnel Management (IPM); established in 1946 main aim of which was to meet the increasing need

for labour and personnel specialists

Between 1950 and 1970 the UK government passed legislations in which employment

laws were created to improve conditions at work, meet employee’s health and safety needs,

increase employees’ rights, keep employment records (start date, pay, holiday entitlement, etc.) and introduce personnel specialist in the workplace In 1960s, management thinkers Maslow, Argyris and Herzberg placed greater emphasis on human resources and draw

attention to the importance of issues such as motivation, commitment, learning and

development In 1970, new legislations promoting employment standards and sexual equality

at work sealed the importance of the personnel management function at work

In the 1980s and 1990s the traditional personnel management function was under heavy criticism both from the academic and commercial institutions It was argued that the traditional personnel management functions were not adequate and sophisticated enough to cope with the uncertainties of the environment, people and changing nature of work Thus,

Human Resource Management was born out of the debate that a more sophisticated model of

people management is needed to cope with these uncertainties, not only on the operational level but also on the strategic level to achieve competitive advantage

Functions of HRM

It includes the response to the changes of the environment to socio-economic and political changes; the continuous changes of labor markets or quality of staff, changes of the law on labor HRM therefore can be divided into three main groups of function as follows: Recruitment and Selection, Training and Developing and Retention of HRM

Recruitment and Selection of HRM

These are activities which are aimed at ensuring sufficient quantity and quality of managers and staff appropriate with the vision, mission, objectives, and values of the institution Activities consist of:

- Analysis and design of work: This process involves identifying, reviewing and surveying tasks and responsibilities related to each specific work in order to develop

functions, responsibilities and technical requirements of the work These will be the grounds for recruiting, selecting, training and _ satisfactorily address remuneration of employees

- Selection of HR: this process involves attracting qualified and competent people and properly putting them at different positions needed in the institution

Funtion Training and Developing of HRM

This group of function is to enhance the capacity of managers and staff in an

institution to ensure that they have sufficient qualifications and required skills to fulfill their assigned tasks It also involves facilitating managers and staff in developing their own

- Evaluation and Remuneration:

+ Evaluate managers and teachers in accordance with the criteria for each group with

a focus on the efficiency and effectiveness of their work;

+ Develop and manage system of regulations regarding remuneration for each individual in the institution;

+ Establish and apply policies, benefits, allowances, social insurance

- Maintain and develop good working relationships in order to form the institutional culture and to create a healthy social atmosphere At the same time, it helps people satisfy with their work This function consists of:

+ Sign labor contracts and establish collective labor agreements;

+ Resolve disputes and discontents at work and address issues relating to labor discipline;

+ Improve working conditions, healthcare, insurance, and labor safety;

Duties of HRM

Recruitment and Selection: Job Design (JD), Job Analysis, Human Resource

Planning (HRP), Recruitment, Selection, Hiring

Training and Development

Retention: Induction, Performance Evaluation, Compensation Management, Employee Movements, Welfare Administration, Health and safety Administration, Discipline Administration, Grievance Handling, Labour Relations

Job Design (JD)

JD can be defined as the function of arranging tasks duties and responsibilities in to

an organizational unit of work for the purpose of accomplishing a certain objective

Job Analysis

This includes the systematic analysis of the job and the characteristics of the desired

job holders The information collected through a Job Analysis is of two forms; Job

Description: Describes the job, its tasks, responsibilities and service conditions of a job Job Specification: Describes the requirements of the person for the job, including abilities,

educational qualifications, special physical and mental skills, training, experience etc

Human Resource Planning (HRP)

HRP can be identifies as the strategy forecasting the organizations future requirements for different types of workers, their acquisitions, utilization, improvement, employee cost control, retention and supply to meet these needs

Recruitment

This is the initial attraction and screening of the supply of prospective Human Resources available to fill a given position/s In other words, it is the process of involving

the attraction of suitable candidates to vacant positions from both internal and external

sources of the organization

Selection

This is a systematic process of selecting the most appropriate and suitable person to a particular job In other words, Selection is choosing an individual to hire from all those who have been recruited/ attracted Application Evaluation: This involves choosing the most appropriate person through evaluating the applications sent by the candidates Interviews: this is to face a meeting with a member/s of the management One of te most commonly used methods of selection but it requires careful planning

Hiring:

This is the process of appointing the person selected for a particular job In this process, letters of appointments will be prepared, employment contracts will be signed and the new employee will be sent in for a probationary period

(Probationary period: the time period where the newly appointed employee will have

to work till he/she is made permanent)

Induction

This is concerned with introducing an employee to the company, job and staff in a systematic way There are two components of induction, Introducing the employee to the

organization and the organization’s culture

Introducing the employee to his/her job

Performance Evaluation

This is a regular systematic assessment of an employee’s performance in order to review whether his/her performance matches the expected performance levels Performance

evaluations are an analysis of an employee’s recent successes and failures, personal strengths

and weaknesses, and suitability for promotion or further training It is also the judgment of

an employee’s performance in a job based on considerations other than productivity alone Compensation Management

The main objective of the function is to develop and maintain a good salaried and wages system which is reasonable both internally and externally

Factors affecting Salaries and Wages: Cost of living, Supply and demand of labor, Government requirements (minimum wage rates), Competitor wage scales, Trade Union influences, Labor productivity

Training and Development

Training is the process by which the employees are taught skills and given the necessary knowledge to carry out their responsibilities to the required standard In other words, it is the improvement of the performance to carry out the current job

Development is concerned with the giving the individual necessary knowledge, skills, attitude and experience to enable an employee to undertake greater and more demanding roles and responsibilities in the future Development is concerned with the long

term prospects of a career succession plan

Methods of training and development: Apprenticing, On the job training, Off the job training, Simulations, Role playing, Case studies

Employee Movements

The movements of employees take place in three methods,

Promotions:

This is the re-assignment of an employee to a higher ranked job in terms of responsibility, respect and salaries Promotions are usually based on seniority, competency and merit

Transfers: this is the movement of an employee from one job to another on the same occupational level and at the same level of wage or salary

Lay off: This is the temporary stoppage or suspension of the service of the employee

Discipline Administration

It is important to control the performance and behavior of the employees according to the rules and regulations of the organization For this very reason it is important to develop, implement and maintain an appropriate disciplinary system

Importance of a discipline administration: To reduce conflicts and confusions, To

control the employees in an orderly manner, To ensure employees behavior in accordance with performance standards, rules and regulations of the organization

Grievance Handling

A grievance can be identified as a situation where the employee is in metal distress, dissatisfies or has a bad attitude, due to a work related unreasonable or unjust situation.

A grievance could take place for various reasons: Job related reasons, Work services

related reasons, Employee management related reasons, Service conditions related reasons, Employee behavior related reasons

Labour Relations

The continues relationship between the labour force and the management Since labour forces are organized as Trade Unions, it is actually a relationship between Trade

union representative and the management However the Government is also an involved as a

third party in order to regulate this relationship by ways of laws

This relationship is also more commonly known as a tri-partite relationship

If in case there is a dispute between the employees and the management, the most common way of dispute resolution is through negotiations or Collective Bargaining and when the two parties reach to an agreement it’s known as Collective Agreement

Collective Bargaining: this can be identified as the negotiation that takes place between the management and the Trade unions during a particular time period regarding labour/Industrial issues

Collective Agreement: The agreements which the management and the Trade unions get into after a collective Bargain

The Philosophy the HR

The study of the administration understands that human philosophy and behavior of

staff management in a very strong influence in the collective atmosphere, the ability to work

of employees and efficient management treatment

There is theory X, theory Y, theory A and theory Z:

If the views of employees:

Theory X:

- Human beings are lazy

- They are always trying to shirk responsibility and no ambition

- Most people are less likely to create

- People do not want to and always resist change and renewal

- Their motivation is only physical factors

- They are not reliable

Theory Y:

- People always hard

- They prefer more responsibilities

- Many people have the ability to creatively solve problems

- People that promotes innovation

- Motivation to work is not only physical problems but more importantly spiritual values

- They are reliable

If swine point management system :

- Reward and motivate employees

- Perform autonomous mode

- According to the theory of A (U.S.): short-term job, to catch fast advancement, narrow specialization, specialized training, strict test, taking personal decisions, personal responsibility and character Luong special

- According to the theory Z (Japan): Recruit life, to catch slow advancement, Specialization wide, multi-skills training, and broad is the default test, collective decisions,

collective responsibility Wages and bring the balance

An overview of local university

Local universities are called to indicate universities which belong to the provinces or cities The university is an education institution in Vietnam's education system which

delivers training and multi-disciplinary research, including multi-level faculties,

departments, research centers, service centers and other units The university is capable of delivering professional and vocational certificates and technical high school, college,

university, and post graduate degree It is a training institution which delivers training in

place and favorable conditions for local children, especially the poor to get access to higher education

The mission of local universities*:

Local universities have missions to train and provide manpower to meet the demands for social and economic development - on the basis of optimizing learning conditions for students and a part of the population in local area to help them become effective workers and adapt to the new challenges of the local socio-economic development Local universities also help prople to find employment and work in a complicated and changing environment throughout the life of the employee

The function of local universities:

Training for local human qualities politics, ethics, consciously serving the local

community with the knowledge, skills and professional capability in the implementation of different levels, conscious discipline, the style industry, to create health for students after

graduation have the ability to create a job, find a job or continue to improve their learning professional services to meet the requirements of economic development - social, national defense, local security, contributing in the construction of Vietnam socialist civilization, mighty and rich strong

Duties of local universities:

® Prof, Dr Vu Ngoc Hai —Workshop on Local University Models in Vietnam, 12-2008

First, the training of human resources to meet the requirements of economic development - social and labor market for local level with various levels including primary, secondary, colleges and universities

Second, transition training under vertical and horizontal inter-system can help learners

learn more or switch industries easily without having to repeat what has been learned in the previous level

Third, continuous training towards continuing education degree and do not have a

degree, depending on the aspirations of the school in accordance with local social needs

Fourth, scientific research and technology transfer to meet the socio-economic development of local service of the accelerated industrialization and modernization and international integration in the globalization trend

Fifth, implementation services and training and science and technology

Characteristics of local universities:

- Everyone is going to school and lifelong learning;

- Maintain goal: improving people's knowledge, personnel training and fostering talent Education tied to economic development - local society, associated with scientific research - technology development, production, tied to domestic competition, step by step towards the competitive regional and international;

- Perform structural national education system open to open the school with local

development practices, open society, with nearby neighbors with international human

resource training system learner centers, ensuring that each learner wants to learn something, learn how, where school are met;

- System training to diverse human forms, dynamic, flexible, plastic blanket, orderly, healthy, quality assurance and interoperability across national education system Knowledge and professional skills in the classroom, grade or degree must be recognized in front of the

class, grade, school grades later All roads lead to any level of education, professional careers

are democracy, openness, equality, equity and quality assurance with the best conditions can

be brought to the school, for every member of society can develop all the talent, capacity and quality of their social needs; personnel training system to ensure traditional, advanced,

modern, strive to develop a par with the Central University and other universities in the

country and abroad to be able to actively integrate in the trend of globalization; system personnel training of the university local needs harmony and structure is relatively stable,

easy to decentralization, improving the autonomy and responsibility to the community and the

school and society; personnel training system ventilation can receive all the local resources and policies to receive all possible resources from within and outside the country, from every individual, social and economic organization Appreciate the effectiveness of any investment for human resource training

- Personnel training system to ensure effective balance between training, employment and development

In the training of human resources with the above principles, the most important factor

is how to ensure the balance and harmony of the human structure to the best use of human resources to be trained so that reasonable most

Formation and development of local universities in Vietnam

In 1997, the local school was first established Hong Duc University, Thanh Hoa province To date, there have been 22 cases: Northern Region 5 University, 8 University the central and southern regions have 9 University

Thanh Hoa Province has Hong Duc University (10/1997) and Thanh Hoa Cutural- Sport-Tourism University (7/2011); Nghe An Province has Vinh Medical University (7/2010); Ha Tinh Province has Ha Tinh University (3/2007); Quang Binh Province has Quang Binh University (10/2006); Quang Nam Province has Quang Nam University (6/2007); Quang Ngai Province has Pham Van Dong University (9/2007) and Phu Yen Province has Phu Yen University (1/2007)

Communist Party of Vietnam Ì

Advisory Council <+—> | Administrat «— The mass and social

organizations a? *-,

Administrative unit Training unit units

- Organization of the Communist Party of Vietnam

- School Board: Chairman of the Council, Secretary of the Council and membership School Council

- Administrat: Rector, Vice Rector

- The mass and social organizations: trade union, Communist Youth Union of Ho Chi

Minh,

- Advisory Council: Board of Education, Council emulation,

- Administrative unit: advisory function rooms

- Training unit units: training units, centers, institutes,

Formation and development of local universities in the central region of Vietnam

In 1997, the Hong Duc University in Thanh Hoa Province was established During

the past 15 years, 8 local universities have been founded

Level Team managers, lecturers and staff:

See Table 1, Year 2012,

Total: 1627, Professor / Associate Professor: 05 (0,3%); Doctor: 104 (6,4%); Master:

The Reality of HRM at local universities

In terms of the system:

See Table A2, in Appendix "A": Report of the fields 2061/BDGDT-GDDH, 03/29/2013 day of the survey, university statistics,

- Human resources: Total number of faculty, staff management, scientific staff, technical instructors practice / experiment, organic personnel (payroll and list some insurance for public schools) have 2146 staffs, including whole-time lecturers is 1562 (72,79%); level: The number of organic lecturers have doctoral degrees 114 (7,3%), The number of organic lecturers have master's degrees 848 (54,29%), University: 684 (42,1%)

- Regarding seniority: number of lecturers who has PhD qualified majority is over 50 years old Management experiency in higher education is limited, most of them are inh erited from college level

- Organisational structures: Forms of organisation and assignment of powers:

comply with university regulations issued by Goverment;

- Policies: implement general policies of state as well as local policies, especially on

recruitment, training, fostering and attracting talent policies

Number of teachers are trained doctoral degree less and slowly (Hong Duc uni has

45 doctors from 2007 to 2010, other uni has 1-2 doctor in each year doctors (8-10 years after established), althought uni has seperate mechanism it has not met demand

Comparison of 2010, all universities have 25% of faculty doctoral qualifications, the local university in Central Vietnam was only 5.16%; for a master's degree, the local universities reached 47.95%, the country is 40% According to the national vision 2020 reached 75% doctoral degrees, 90% master's degree.(see Table 1 and Table A18 in Appendices "A")

Table 2: Admissions year 2013

- Retaining HR: evaluation, reward, insurance, benifits, workplace culture, labor relations, :

Scale training and trades training:

Regarding training, the training school multilevel, multisectoral Particularly Hong Duc University has been training since 2007 Master (see Table 2)

Review on the HRM situation of local universities in the central region of Vietnam:

The local university in central New largely formed on the basis of upgrading from teachers colleges, community colleges, so are the local priorities for investment funds, manpower But besides the advantages and opportunities, the challenges are many schools, the following difficulties:

- Development of Socio- Economic difficulties, most schools only rely on funding from the local level, where local is very limited, asynchronous;

- A new unit should establish the management mechanism is still insufficient, inappropriate management in a combination of state of the Ministry of Education and Training and PPC;

- The management of staff and management of the teaching faculty are not satisfied with the requirements to ensure quality education, faculty members have a doctoral degree is largely lacking (with the number of the Dr just under 5 % of the total faculty - see Table 1);

- Facilities, equipment, experiment, practice did not meet the training, poor and backward, especially the group specialized in engineering and technology

- Source limited annual enrollment (see Table 2)

- The Managers: Old, lack of professional;

- The Lecturers: Few ammount and not meet the training scale (30-40 student/Lecturer); Quality: experience level do not meet requirements (less than 10% and 40% nationally); low-level language skill (not sufficient to be used in teaching, scientific

research), knowledge of the information technology do not applied for the job; (See Table

Al in Appendices “A”’)

- Too much teaching hours (up 2-3 times the standard, even up to 7-8 times the standard in some cases ), only few scientific researches being conducted and can not be fully applied

- The working environment is not very good

- Satisfaction of lecturer with the HRM system is low

Administrative staff: not professional, low wages

- The management and administration of the univeristy:

+ Univeristy council hasnt been set up

+ The current process is outdated and not asynchronous ;

+ Lacking of application of modern information technology

+ Management of the univerity is not professional

+ Not really active and irresponsible in reporting

+ Finance is not practical to meet for practical training

+ Lack of Funding, therefore it doesn’t meet the practical need for training

+ Strategic staff resource training are not specific, not continuous and systematic, doesn’t meet the needs of integration and the development of education ; training fee is limited and can not meet the needs for staff developmetn of the university

+ Policy to attract the new recruits doesnt meet requirement The university can only

recruited fresh graduate, but not lecturers with doctoral qualifications (only 1-2 people in more than 5 years) This is partly due to impratical head hunter (See Appendic “C”)

+ The school has motivated employees, but not balance, in some case it is not practical - The role of trade unions is not active , limited in participation in HRM

+ Weak in conducting Scientific research and international cooperation

+ School dont conduct assessment and improve HRM on a regular basis