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VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES PHUNG DINH VINH DEVELOPING LECTURERS MAJOR IN ECONOMICS OF UNIVERSITIES IN HANOI Major: Educational management Code: 9.14.01.14 SUMMARY OF THE DISSERTATION ON EDUCATION MANAGEMENT Ha Noi – 2019 The Thesis Dissertation is done in Graduate Academy of Social Sciences - Vietnam Academy of Social Sciences Instructors: Prof, Dr Vu Dung Dr Nguyen Xuan Long Reviewer 1: Assoc Prof, Dr Tran Huu Hoan Reviewer 2: Assoc Prof, Dr Bui Minh Hien Reviewer 3: Dr Nguyen Tien Hung The dissertation will be presented in the Thesis Committee at Academy level Organization: Graduate Academy of Social Sciences - Vietnam Academy of Social Sciences At , date: 2019 The Dissertation Thesis can be found at the libraries: - Vietnam National Library; - Graduate Academy of Social Sciences Library - Vietnam Academy of Social Sciences LIST OF SCIENTIFIC WORKS RELATED TO THE DISCUSSION THESIS 1 Phung Dinh Vinh (2018), Current status about morality and qualification of university lecturers major in economics, Journal of Social Psychology No 5 (Pages 65 - 74), May 2018 2 Phung Dinh Vinh (2018), Current situation of factors affecting the development of lecturers major in economics of universities, Journal of Social Psychology No 7 (Pages 121 - 126), July 2018 3 PREFACE 1 The urgency of the topic Teaching staff is a factor that determines the quality of education - training and the ability to adapt to the rapid changes of the market economy, ensuring that education and training serve positively for the task of economic development society Therefore, universities of economics need to pay attention to developing lecturing staff to improve the quality of training human resources to meet social needs, making the school's training products always be social accept For universities of economics, one of the requirements to improve the training quality of the schools is to focus on developing the faculty of the economic sector both in quality and quantity, faculty of economic sector is The most important factor helps universities of economics to improve the quality of training and scientific research, helping universities to improve their standards to achieve international standards In fact, in recent years, the economic sector in universities is no longer attractive to students as it was in the past due to the teaching quality of lecturers in economics and textbooks, backward lectures have not kept up with advances in science and technology in the economic sector in the era of knowledge economy Stemming from that practice, there are many projects, many research topics on developing staff members, but the problem of developing university lecturers in economics is not yet mentioned and studied in a comprehensive way and systematic Given the problems raised from that theory and practice, it is necessary to select the topic "Developing the faculty of economics of universities in Hanoi", to actively contribute part of the task of fundamental and comprehensive innovation of education and training for economic universities in the current context 2 Research purposes and tasks 2.1 Research purposes Researching the theory and situation of developing economics lecturers of universities in Hanoi, then proposing solutions and conducting experiments to contribute to the development of economic lectuers of universities in Hanoi today 2.2 Research tasks 1) Overview of domestic and foreign studies on developing economics lecturers in universities 2) Develop a theoretical basis for the development of university lecturers 3) Evaluate the status of faculty development and factors affecting the development of university lecturers in Hanoi 4) Propose solutions to develop lecturers in economics of universities in Hanoi The organization tested a proposed solution 3 Subject and scope of the thesis research 3.1 Objects and objects of research 3.1.1 Research subjects Developing teaching staff of economics universities in Hanoi 3.1.2 Object to study Teaching staff of economics universities in Hanoi 1 3.1.3.Customer survey - Practical survey includes 667 people, including university management staff, lecturers, students and some experts - Customers can test the necessity and feasibility: 190 people - Customer test: 60 people - Total number of surveyed customers: 917 people 3.2 Research scope 3.2.1 Scope of research content Subjects of developing lecturing staff in economics universities in Hanoi: Ministry of Education and Training, Principal for universities, and Directors for Students The coordinating subjects are the Department of Organization and Personnel, Heads of the Faculties of Economics, or the Head of the Department directly under the school Research and develop lecturers according to human resource management including: Planning and recruitment; organizing refresher training; implementing policies and regimes; create a working environment for faculty of economics at universities in Hanoi 3.2.2 The scope of customer surveys is practical Experts; Lecturers; Managers and students of 5 universities in Hanoi have training in economics 3.3.3 Limited to the study area Research conducted at public economics universities in Hanoi includes: National Economics University; University of Commerce; Foreign Trade University; University of Economics - Hanoi National University; Academy of Policy and Development 4 Methodology and research methods of the thesis 4.1 Methodology - Access to human resource management -Access to capacity - Access to the system: 4.2 Scientific hypothesis Developing lecturing staff in the economic sector of universities in Hanoi has achieved certain successes but in this work there are still certain limitations and shortcomings in planning, training, retraining and using lecturing staff Economic sector, creating working environment for this team also has limitations If we propose solutions to approach human resources and approach capacity in a way that is consistent with the training characteristics of universities of economics and requires fundamental and comprehensive innovation of higher education Currently, it will improve the quality of this faculty in universities in Hanoi today 4.3 Research questions How is the development of lecturers in economics of universities in Hanoi? What factors affect the current development of lecturing staff of economics universities in Hanoi? In order to effectively develop lecturing staff of economics universities in Hanoi today what are the basic solutions? 2 4.4 Research Methods Methods of studying documents and documents; Professional solution; Method of investigation by questionnaire; In-depth interview method; Focus group discussion method; Statistical methods and data processing by SPSS software; Test Method 5 New scientific contributions of the thesis The first new contribution of the thesis is to develop the theory of developing economics lecturers at the university based on human resource management approaches and capacity approaches This is a problem that is rarely studied in Vietnam today The thesis has also developed a set of tools and conducted surveys to assess the current situation of developing economics lecturers of universities in Hanoi The dissertation also analyzed and evaluated the factors affecting the development of lecturers in economics of universities in Hanoi The results of this study are new, because the teaching staff of the economics universities in Hanoi today are hardly studied The thesis has proposed building a professional competence framework of university economics lecturers in Hanoi The research results of the dissertation are useful references in the thematic construction for graduate education management students on developing university teaching staff, as well as useful references to develop training materials for economic lecturers for universities in Hanoi 6 The meaning of theory and practice 6.1 Reasoning meaning Research results of the thesis can contribute to supplementing some theoretical issues about the development of teaching staff in general and teaching staff of economic universities in particular 6.2 Practical meaning Research results of the thesis can contribute to helping the surveyed universities improve the quality and effectiveness of management of economic lecturers Research results of the thesis can be a reference for universities in management of economics lecturers in the field of economics training of the university 7 Structure of the thesis In addition to the introduction, conclusions, recommendations, bibliographies and annexes; The content of the thesis is presented in 04 chapters: Chapter 1: Overview of the research situation on developing economics lecturers in the university Chapter 2: Theoretical basis for developing economics lecturers in the university Chapter 3: Current situation of developing economics lecturers of universities in Hanoi Chapter 4: Solutions to develop economics lecturers of universities in Hanoi in the current context 3 CHAPTER 1 OVERVIEW OF RESEARCH SITUATION ON DEVELOPING ECONOMICS LECTURERS IN UNIVERSITIES 1.1 Studies on lecturing staff 1.1.1 Studies on lecturing staff oversea 1.1.2 Studies on lecturing staff in Vietnam 1.2 Studies on developing lecturing staff in universities 1.2.1 Studies on developing lecturing staff in foreign universities 1.2.2 Studies on developing lecturing staff in universities in Vietnam In summary, the research on lecturing staff as well as the development of lecturing staff in universities is quite diverse but can give some comments as follows: - About the approach: historical approach: Indicating the development trend of the era of the economy, politics and society of the country and considering it as a theoretical basis to develop development solutions for lecturing staff; Approaching on the basis of general theories of human resource management, in which lecturers are considered as important human resources, playing a major role in the development of educational career, therefore need to be deeply concerned for sharp and consistent development orientation - About the scope of research: Quite diverse in terms of time and place of study, covering different regions, regions and localities Here, when referring to developing lecturing staff, it is necessary to pay attention to regional characteristics - About the research object: Including different groups of lecturers on gender, professional capacity, different majors However, a complete study of lecturing staff development in universities of economics is hardly mentioned, so our research will contribute to filling this gap Summary of chapter 1 The results of the review of research works of domestic and foreign authors related to research issues of the thesis show the general context of higher education today In general, in the world and in Vietnam, developing lecturing staff receives special attention and requires a rapid and comprehensive change to meet the requirements of economic development - society in the 21st century The researches on lecturing staff all confirm the decisive role of lecturing staff in the process of innovation and development of higher education Many research projects have deepened the requirements of ethical standards, expertise, professional skills, pedagogical methods, and a spirit of enthusiasm and motivation for learners Researches on faculty development have mentioned the characteristics of lecturing staff, problems, ways of assessing lecturing staff, content of lecturing staff development In addition, the researchers also pointed out issues of management and development of lecturing staff in view of human resource development and education development By generalizing the system of reasoning, practical analysis and proposing solutions to develop lecturing staff, the research works are really valuable documents for the thesis to reference and selectively inherit the essays science points, serving the research tasks that the topic offers Based on the research of foreign and domestic authors, the thesis has inherited the characteristics of lecturing staff to build the characteristics of lecturers in the economic sector, the author has also inherited the building of the capacity framework of university lecturers through which the author can build specific expressions on the capacity of lecturing staff of the economic sector The author has also acquired and inherited the factors affecting the development of lecturing staff, thereby building the factors affecting the development of lecturing staff of economics universities 4 CHAPTER 2 RATIONALE FOR DEVELOPING ECONOMIC LECTURERS IN UNIVERSITIES 2.1 Lecturers and economics lecturing staff in universities 2.1.1 Lecturers and economics lecturing staff Lecturers are those who undertake the teaching and scientific research of a certain discipline at the university or college level Economics lecturing staff is a group of people who work in teaching and scientific research in the field of economics at universities, they are organized into a force to implement the training objectives set out at university 2.1.2 Lecturers and economics lecturing staff in universities Economics lecturing staff is a group of people who work in teaching and scientific research in the field of economics at universities, they are organized into a force to implement the training objectives set out at university 2.1.3 Characteristics of economics lecturing staff in higher education institutions - Characteristics of pedagogical labor products of economics lecturers - Characteristics of pedagogical environment of economics lecturers - Characteristics of specialized training: Economics lecturing staff has both the common characteristics of both university lecturers and their distinctive characteristics, thus orienting the development of economics lecturing staff at economic universities 2.1.4 The quality and competence of the economics lecturing staff in universities 2.1.4.1 The quality of the economics lecturing staff in universities - Political and ideological views about the country and the nation; - Exciting attachment to the ideals of the nation, the country, with a passion for the teaching profession; - Having a sense of discipline, collective consciousness and spirit of striving for the interests of the nation and the country; - Devotion, responsibility in work; - Consciousness in learning constantly training to improve professional qualifications and perfect the personality of teachers; - The consciousness of receiving the essence of national culture, promoting the national potential; - Have the spirit of service, integration and sharing with the community; - Have a spirit of cooperation with colleagues 2.1.4.2 Competence of the economics lecturing staff in universities We propose the framework of the economics lecturing staff including the following specific competencies: - Professional competence of the economics lecturing staff - Capacity to develop and implement training programs of the economics lecturing staff - Professional development capacity of the economics lecturing staff 2.2 Developing the economics lecturing staff in universities 2.2.1 Development Development is the process of changing in a positive direction about the quantity and quality of things and phenomena 2.2.2 Concept of developing the economics lecturing staff in universities Development of the economics lecturing staff in universities is to integrate the people who work in teaching and scientific research in the field of economics in universities to change in quantity and quality in the direction of integration extreme, to implement the training objectives set out 5 2.2.3 The content of developing a contingent of the economics lecturing staff in universities follows the approach of human resources Based on the theory of human resource development of Leonard Nader (1984), from this point of view, the thesis determines the content of developing the economics lecturing staff in universities approaching human resource management including the following contents: 1/ planning and recruitment; 2/ training; 3/ implementing policies; 4/ create a working environment and 5/ check and evaluate the economics lecturers in universities 2.2.3.1 Planning to develop a contingent of economics lecturers in universities - Development planning on the number of economics lecturers - Development planning on the quality of economics lecturers The quality of economics lecturers is expressed through three criteria: qualifications, qualities and capabilities 2.2.3.2 Select and use economics lecturers in universities Selecting economics lecturers in universities is the process of using the methods to recruit qualified people to ensure the process of developing lecturers in the economic sector in a sufficient and quantitative direction of high quality, synchronous structure, so it is necessary to pay attention to the recruitment of lecturing staff Using economics lecturers in universities is shown in assigning the right job title, assigning the instructors and help during the probationary period Using lecturers is the arrangement, arrangement and promotion of lecturers in specific tasks and titles in order to maximize the faculty's ability to achieve the school's objectives 2.2.3.3 Organize training and retraining of economics lecturers in universities Training and retraining is both a requirement and a need for university lecturers, including university lecturers in economics Without training and retraining of these lecturers not only quickly outdated compared to the progress of science and technology in general, economic science in particular and even with practicality is also inadequate 2.2.3.4 Implementing policies and working environment for university lecturers Besides the selection and rational use, the continuous focus on training and retraining to improve the qualifications and capacity of this team, the formulation of appropriate regimes and policies and real deployment Well implementing the policies and policies that will in fact allow universities in general and universities of economics in particular to create motivation for the development of faculty staff of the school 2.2.3.5 Inspecting and evaluating the development of economics lecturers in universities First of all, it is to consider the planning of developing lecturing staff according to the contents, then assessing the organization and direction of implementing the plan so that there can be appropriate adjustments Evaluating university lecturers in economics, first of all, to determine the results of the work that these university lecturers conduct during their professional activities Therefore, to fulfill the above requirement, it is necessary to fully describe the work to be done by lecturers of economic universities by specific and explicit criteria Based on the identified criteria, every year, universities of economics need to conduct assessment of university lecturers in economics to guide professional development, their profession 2.3 Factors affecting the development of economic faculty in university 2.3.1 Subjective factors The interest of management subjects for the development of lecturers in the economic sector; Self-study and self-training to improve the quality and competence of the economics lecturers in universities; The policy of attracting and remuneration of economics lecturers in universities; University autonomy on developing economics lecturers; Job position of economics lecturers 6 perspective on the country and the nation" is the second-ranked quality with GPA = 4.41, of which 54.4% of respondents believe that the lecturers perform well, 32.6 % of respondents said that teachers performed quite well and 12.9% said that teachers perform at a moderate level and no one performs at a weak and poor level 3.2.4 Competence of economics lecturers 3.2.4.1 Professional competence of economics lecturers The professional competence of economics lecturers is generally assessed at a quite good level with general GPA = 3.86 3.2.4.2 Teaching competence of economics lecturers Teaching competence of economics lecturers is quite good, with DTBC = 3.82 3.2.4.3 Competence to develop and implement training programs of economics lecturers In general, the competence to develop and implement training programs of economics lecturers is quite good, GPA = 3.81 3.2.4.4 Professional development competence of economics lecturers In general, the professional development competence of economics lecturers is quite good: 6/6, GPA = 3.83) 3.3 Situation of economics lecturers development Developing economics lecturers at universities needs to ensure a reasonable ratio of lecturers among disciplines with the training program in the field of economics, with the scale and training tasks of each subject of economics universities in Hanoi Through the survey, it is possible to synthesize the situation of developing economics lecturing staff by the following chart: 3,8 3,6 3,4 3,2 3 2,8 2,6 Series 1 Development planning of lecturers Lecturer recruiting Lecturer Using Lecturer training Policies for Evaluations lecturer development Figure 3.2 Current situation of developing economics lecturing staff From the results shown in Figure 3.2, it shows that: In general, the development of economics lecturing staff in Hanoi is mostly average The best performed work is the selection of economics lecturers, using economics lecturers, the work is done at the lowest level to implement the regime and policies to create motivations for developing lecturing staff with GPA of only 3.05 3.3.1 Actual development planning of economics lecturers Development planning of economics lecturers is the most important content, ensuring to meet the needs of effective human resources for universities Based on the functions, tasks and forecast of human resource needs of each specific unit, universities 10 conduct development planning for economics lecturers so that it is sufficient in quantity, ensuring the quality and synchronous structure 8,2 14,2 77,6 Yes No Not known Figure 3.3: Planning of lecturing staff development (%) The results shown in Figure 3.3 show that the majority of managers and lecturers surveyed at 5 universities and institutes think that universities of economics are planning to develop economics lecturers of universities with 77.6%, and the idea that universities do not set up the development planning of lecturers is 14.2% and up to 8.2% of respondents do not know whether or not universities plan to develop lecturing staff Table 3.10 Assessing the level of implementing the development planning of economics lecturers Criteria Average mark 1 Analyze the current situation of lecturing staff 2 Forecasting demand for lecturing staff resources 3 Develop a ecturingstaff management plan 4 Disseminate the plan to all staff members of the school 5 Organizing the implementation of the plan 6 Evaluation of plan implementation GPA Marking (%) Mean Poor Weak Average Good Very good 3,08 4 0,0 16,5 60,0 22,4 1,2 3,15 3 0,0 20,6 45,3 32,4 1,8 3,21 1 0,0 12,4 57,6 27,1 2,9 3,02 5 0,0 17,1 67,1 12,9 2,9 3,01 6 0,0 20,6 61,8 14,1 3,5 3,16 2 0,0 14,1 58,2 24,7 2,9 3,10 In which, the content is done at the best level of "Building lecturing staff management plan" with DTB = 3.21 Most of the reviews rated this content at an average level with 57.6%, the rate of comments is quite high at 27.1%, while 2.9% of respondents rated this content as good 3.3.2 Current status of recruitment and use of economics lecturers 3.3.2.1 Current status of selecting economics lecturers 11 Table 3.11 Assess the level of implementation of the selection of economics lecturers Criteria Averag e mark 1 Use open recruitment methods 2 Decentralization of recruitment to faculties and departments 3 Develop teacher recruitment standards 4 Develop a recruitment process for lecturers 5 Organize the recruitment of teachers as planned 6 Number of recruiting trainers according to the lecturer position GPA Marking (%) Rank Unreasonable Partly reasonable Normal Reasonable Very reasonable 3,94 1 0,0 0,6 11,8 80,6 7,1 3,64 3 0,0 4,1 35,9 52,4 7,6 3,39 6 0,0 3,5 60,6 29,4 6,5 3,42 5 0,0 10,6 43,5 38,8 7,1 3,50 4 0,0 11,2 33,5 49,4 5,9 3,65 2 0,0 8,2 27,1 56,5 8,2 3,59 Through table 3.11, the selection of faculty staff in the economic sector is quite good, general GPA = 3.59 The two best-performing fields are: "Using open recruitment methods" ranked first, with GPA = 3.94 The rate of selected universities is very reasonable at 7.1%, reasonable is 80.6%, 11.8% is normal and 0.6% is partly reasonable 3.3.2.2 Current situation of using economics lecturers It is possible to represent the results of implementing the use of economics lecturers using the following chart: 3,6 3,57 3,55 3,5 3,45 3,45 3,4 3,35 3,35 3,29 3,3 3,25 3,2 3,15 Develop and promulgate regulations on assigning lecturers Organize and use for lecturers Appointment rotation for lecturers Evaluate the use of lecturers Figure 3.4 Using economics lecturers Current situation of using economics lecturers is done quite well In which, the content of the use of economics lecturers is best done, that is: "Organization of assigning and assigning staff for lecturing staff" with the GPA is 3.57, ranking 1, in The rate of evaluation of universities in economics sector is very reasonable at 1.8%, most of the opinions are considered to be reasonable (57, 6%) 12 3.3.3 Current situation of training economics lecturers Training a contingent of economics lecturers of universities to develop highquality teaching human resources to meet the process of promoting industrialization and modernization and achieving international standards as master the right policy of economics universities in recent years Table 3.13: Assessing the level of training economics lecturers Criteria 1 Training to improve qualifications for lecturers 2 Develop plans and contents of training programs to develop competencies for lecturers: - Professional competence - Teaching competence - Capacity to develop and implement training programs - Career development competence 3 Managing and evaluating plans, contents, training programs 4 Self-study and self-studying trainers improve their competence 5 Implementing the policy of training and retraining staff GPA Average mark Mean 3,19 Marking (%) Poor Weak Average Good Very good 4 0,0 14,7 54,7 27,1 3,5 3,52 3,58 3,06 2 1 7 0,0 0,0 0,0 6,5 7,1 18,8 37,1 29,4 57,6 54,7 62,4 22,4 1,8 1,2 1,2 3,20 3,03 3 8 0,0 0,0 13,5 15,3 55,3 67,6 28,8 15,9 2,4 1,2 3,09 5 0,0 12,4 67,1 19,4 1,2 3,09 5 0,0 14,7 64,1 18,8 2,4 3,22 The results shown in Table 3.13 above show that, in general, the training and retraining of lecturing staff in the economic sector is at an average level (DTBC = 3.22) In which, the two best-performed contents of universities of economics related to the training and retraining of faculty staff are "Developing plans and contents of refresher program to develop capacity for lecturers on teaching capacity ”with GPA = 3.58 3.3.4 Current status of implementing policies, working environment for economics lecturers Current situation of assessing the implementation of the regimes and policies to create motivation for universities‟ teaching staff is shown in the following table: Table 3.14: Assessing the level of implementing regimes and policies motivation to develop economics lecturers Criteria 1 Building a positive working environment to develop lecturing staff 2 Strengthen conditions to ensure the development of lecturing staff 3 Constructing specific regulations to implement the common policy regime, training the motivation of lecturing staff development 4 Having appropriate policies and mechanisms to attract and build teaching staff GPA Average mark Mean 3,08 Marking (%) Poor Weak Average Good 2 0.0 7,6 77,6 13,5 Very good 1,2 3,20 1 0.0 14,7 51,2 33,5 0,6 2,93 4 0.0 25,3 57,1 17,1 0,6 3,01 3 0.0 18,2 64,1 16,5 1,2 3,05 The results in the above table show that the level of implementation of regimes and policies to create motivation for the development of economics lecturing staff is at an average level with general GPA = 3.03 13 The content is best evaluated on the level of implementing the regime, policies to create motivation for the development of economics lecturing staff as "Strengthening conditions to ensure the development of lecturing staff" with DTB = 3.20 Only 0.5% of respondents said that this content performed well, 33.5% said that this content was quite good, 51.2% said that it was average 3.3.5 Current status of checking and evaluating the development of university economics lecturers a) The status of checking the results of implementing the planning of lecturing staff development of economics universities The status of checking the results of implementing the planning of lecturing staff development of economic universities is shown in the following table: Table 3.15: Current status of checking results planning to develop lecturing staff of economics universities Criteria 1 Plan the overall inspection of lecturing staff development 2 Check recruitment of lecturers 3 Check the assignment of lecturers 4 Check the layout and use of lecturers 5 Check training and retraining of lecturers 6 Check the implementation of policies and policies to motivate staff development GPA Marking (%) Weak Average Good Averag e mark Mea n Poor 3,15 4 0,0 7,6 70,0 22,4 Very good 0,0 3,33 2,98 1 6 0,0 0,0 14,7 20,0 37,6 62,4 47,6 17,6 0,0 0,0 3,18 3 0,6 11,2 58,2 30,0 0,0 3,21 2 0,0 8,8 61,8 29,4 0,0 3,10 5 1,8 11,2 62,4 24,7 0,0 3,16 In general, checking and evaluating the results of implementing the planning of lecturing staff development of economics universities are done at an average level with the overall average scale of 3.16, in which all contents are taken into account No good survey is available (0%) b) The status of assessing university lecturers in economics Current situation of assessing faculty of economic universities is shown in the following table: Table 3.16: Degree of assessing lecturing staff of universities of economics Criteria 1 Develop and implement a system of evaluation criteria according to standards for lecturers of universities 2 Develop and implement the process of assessing faculty staff 3 Use evaluation forms according to the regulations of the State's legal documents 4 Develop and use different assessments together with the general regulations of the State 5 Develop and implement assessment results in classifying, arranging and using lecturing staff Level of implementation Poor Marking (%) Weak Average Good 4 0,0 15,3 66,5 17,6 0,6 3,07 1 0,0 10,6 72,4 16,5 0,6 3,06 2 0,0 16,5 61,8 21,2 0,6 2,94 5 0,0 24,7 57,6 17,1 0,6 3,06 2 0,0 16,5 61,2 21,8 0,6 Average mark Mean 3,04 3,03 14 Very good Comments: The results shown in the above table show that, in general, the evaluation of lecturing staff of economics universities is at an average level, in which the implementation level is not significant GPA = 3.03 (GPA min = 2.94 and GPA max = 3.07) The two “best done” content is: "Building and implementing the evaluation process of lecturing staff" ranked the first rank with the average score of 3.07, of which the majority said that this evaluation content is at an average rate of 72.4%, very good opinion rate is only 0.6% 3.4 Current situation of factors affecting the development of university lecturers in Hanoi 3.4.1 Subjective factors Through the results of table 3.17, the factors that affect the development of economics university lecturers when 4/5 factors are very influential; 1/5 factors are quite influential, GPA = 4.37 (Average min = 1 and Average max = 5) Table 3.17: Assessing the influence of subjective factors No Subjective factors 1 2 3 4 5 The policy of attracting and treating economics lecturers of universities Autonomy of Universities on the development of lecturing staff The interest of management subjects for the development of economics lecturers Self-study and selftraining to improve the quality and competence of economics lecturers Location and employment of lecturers GPA Not influence a bit influence P artly influenc e Quite influence influence a lots Numb Numb Numbe % % Num % Numbe % % er er ber r r Average mark Mean 0 0,0 0 0,00 16 4,71 125 29,07 199 58,53 4,54 1 0 0,0 0 0,00 41 12,06 98 22,79 201 59,12 4,47 3 0 0,0 8 2,35 53 15,59 116 26,98 163 47,94 4,28 4 0 0,0 2 0,59 24 7,06 109 25,35 205 60,29 4,52 2 3 0,9 26 7,65 64 18,82 101 23,49 146 42,94 4,06 5 1 0,18 7 2,12 25,53 183 53,76 4,37 40 11,65 110 The two most influential factors to the development of economics lecturers: Policies of attracting and treating economics universities about lecturers, ranking No 1, GPA = 4.54, high level 3.4.2 Objective factors Through the results of table 3.18, the objective factors affect the development of economics lecturers in universities There are 4 very influential factors and quite influential factor, GPA = 4.33 The objective factor is the most influential: "The impact of the 4.0 revolution to require the development of lecturers of economics universities", GPA = 4.51 (influence a lots: 55%; quite influence: 32.09%, partly influence, 4.41%) This result is not unexpected, as we mentioned above Due to the impact of science and technology revolution, especially information technology; The current revolution has a strong impact on the revolution 4.0, which poses many new requirements for Vietnam in general, especially impact on the development of economics lecturers 15 Table 3.18: Assessing the influence of objective factors No Not influence Objective factors SL a bit Partly influence % SL influence % SL % Quite influence Influence a lots 1 Mea ge n SL % SL % mark Management mechanisms and policies of the state 0 and industry related to lecturing staff Avera 0,0 20 5,88 39 11,47 116 26,98 165 48,53 4,25 2 0,0 0 0,00 15 4,41 138 32,09 187 55,00 4,51 1 0,0 17 5,00 39 11,47 131 30,47 153 45,00 4,24 3 1,5 27 7,94 28 8,24 134 146 42,94 4,14 5 1,8 18 5,29 26 7,65 132 30,70 158 46,47 4,23 4 0,65 16 4,82 29 8,65 47,59 4,27 The impact of the 4.0 2 revolution required the development of 0 lecturers of economics universities Investment 3 The 4 5 in facilities - equipment for teaching for 0 economic universities trend of internationalization and globalization in 5 international economic integration Ranking national key 6 economics universities GPA 2 31,16 130 30,28 162 In summary, by analyzing the influence of objective and subjective factors on the development of lecturers in economics universities, it is shown that subjective and objective weaknesses have great impacts on development of economics lecturers The subjective factors are stronger but the amplitude is not very large (Average = 0.10) Objective factors, although different levels of influence, however affect the development of economics lecturers Therefore, in order to develop economics lecturing staff with sufficient quantity, structure and quality, it is necessary to develop appropriate solutions to limit the undesirable effects of the above factors 3.5 General assessment of the status of developing economics lecturers 3.5.1 Strengths The managers of economics lecturers of universities surveyed are very interested in building and developing economics lecturers The management board of economics universities in Hanoi surveyed has been interested in developing lecturing staff from planning, implementing plans, developing moral qualities, competence for lecturers implementing training programs, professional development competency, recruitment and use of lecturing staff and achieved initial results Economics lecturers have a fairly reasonable structure and a relatively high level to meet the requirements of fundamental and comprehensive innovation of higher education in the current conditions The lecturers of the economics universities have the right attitude, vision, and desire to participate and contribute more to their career Most actively participate in the forms of training, retraining and self-fostering to constantly supplement knowledge, access to the latest state-of-the-art science and technology to meet the requirements of business lecturers in the economic era of the 4.0 industrial revolution The economics universities in Hanoi surveyed evaluated the selection of economics lecturers was done relatively well, in the process of selecting lecturing staff, the universities have built suitable recruitment criteria to recruit good students, especially those who have graduated post-graduate in economics countries with advanced education 16 The use of economics lecturing staff according to survey results is also relatively well done by economics universities in Hanoi, according to our research, economics universities in Hanoi have used lecturing staff.relatively reasonable based on qualifications, working seniority, level of contribution to be able to create the most favorable conditions, ensure fairness as reasonable as possible Managers and lecturers are properly aware of the role of lecturing development activities in economics universities The majority of managers and lecturers correctly and appropriately assess the influence of the factors affecting the development of lecturing staff in universities 3.5.2 The weaknesses The development of lecturing staff of universities of economics in Hanoi today is still quite inadequate, not yet attached and built in accordance with the current conditions The level of foreign language skills, especially the direct communication with foreigners of a part of economics lecturers is still limited This is a barrier in the process of international economic integration, exchange of lecturers with economics universities in countries with advanced higher education The planning of lecturing staff development in economics universities is still at a high level, which needs to be improved in the coming time The implementation of training and retraining of economics lecturing staff according to the results of practical research and our observations show that this work is still not really effective, specialized training The annual subject is often not really focused and formal The quality of economics lecturers in the universities surveyed is not really equal in level The problem of self -study and self-study to improve the qualifications of a lecturing section also has certain limitations Some contents related to pedagogical competence The transfer, job placement for economics lecturers is difficult, many graduates with good graduation do not want to stay at the university as lecturers The phenomenon of brain drain also occurs quite often due to the transfer of the morning unit to private university; some for overseas training do not want to return home Implementing the regime, policies to motivate development of economics lecturers of universities in Hanoi limit many causes, of which the universities we surveyed are public universities should be barrier Most policies are related to salary and bonus regimes Universities have not really been autonomous about building policies to motivate lecturing members, so the universities still base mainly on studying functions, titles, seniority of lecturing staff to pay salaries, bonuses but not yet Based on the position of employment, teaching quality, especially scientific research, it is difficult to have remuneration policy for "talented lecturers" with many works published in prestigious international journals ISI, Scopus 3.5.3 The cause of limitation Due to the limited capacity of some managers and lecturers, some are not really enthusiastic about the job Due to the enormous pressure of society and especially the new requirements of the 4.0 revolution Because the policies and mechanisms of economics universities and subjective ministries are still quite rigid, the pedagogical environment has not been given adequate attention, and has not created the motivation to strive for the economics lecturers Due to the nature of the economic profession, the main source of lecturers in the leaders is good and good students who are retained, so they are not professionally trained in pedagogy, so some teaching teachers are not good Due to the lecturing sector in which the economics lecruring is no longer attractive, the income is not high, and the investment must be much to study, so the recruitment of talents in addition to economics lecturers of universities still reveals shortcomings and limitations 17 Summary of chapter 3 Through surveying managers, lecturers and students of economics universities in terms of directly developing lecturing staff of universities We initially concluded: Through surveying and analyzing the status of developing lecturers in the economics universities, it is shown that: In general, the development of lecturing staff of economics universities in Hanoi is mostly at the average level The best done work is the selection of economics lecturers, using economics lecturers, the work done at the lowest level is to implement regimes and policies to motivate the development of lecturing staff Quality of development of economics lecturers also has some contents that is still quite limited in some aspects of management: Implementing training and retraining economics lecturers; rotation and appointment of economics lecturers; check and evaluate the results of activities; the development and implementation of criteria for formulation and implementation of policies and policies to motivate economics lecturers Subjective and objective factors greatly affect the development of economics lecturers The influence of subjective factors is stronger than objective factors The impact of different factors is different in that the main subjective factor has the greatest impact is the policy of attracting and remuneration of the State, economics university and economics lecturers and objectively, "Impact of the 4.0 revolution to demand the development of lecturers of economics universities” The results of the actual research on the development of economics lecturers of universities in Hanoi are important scientific and practical arguments to help researchers propose solutions to improve development efficiency of economics lecturers in Hanoi in the context of fundamental and comprehensive innovation of higher education today Chapter 4 SOLUTIONS TO DEVELOP ECONOMICS LECTURERS IN UNIVERSITIES IN HANOI 4.1 Principles for proposing solutions to develop economics lecturers Ensure science; Ensure feasibility; Ensuring consistency and system; Ensure efficiency 4.2 Management solutions to develop economics lecturers of universities in Hanoi 4.2.1 Solution 1 Planning to develop a contingent of economics lecturers to ensure sufficient quantities and standards of quality and synchronous structure 4.2.2 Solution 2: Proposing to build the professional competence framework of lecturers 4.2.3 Solution 3: Directing innovation and fostering teaching capacity and scientific research capacity for economics lecturers of universities 4.2.4 Solution 4: Renovate methods to evaluate economics lecturers in universities in Hanoi according to capacity approach 4.2.5 Solution 5: Improving the efficiency of using a rational and scientific economics lecturers, ensuring professional and professional skills 4.2.6 Solution 6: Building a working environment, implementing policies and policies to motivate the development of economics lecturers of universities 4.3 The relationship between solutions to develop economics lecturers In the solutions to develop lecturers of economic universities as mentioned above, each solution has an important position, certain roles impact on the economics lecturers, those elements constitute a complete body to develop a quality economics lecturers in universities, ensuring quantity and responsive structure requires specific development and application tasks to the conditions of each university Therefore, it is not possible to implement individual solutions but to synchronize and coordinate with each other to promote the combined effect of solutions Each solution needs to have the initial conditions of this solution, which is the end of the previous solution and the closed-loop cycle, it adds to each other's shortcomings to help the development of economics lecturers in Hanoi more efficient 18 4.4 Test on the necessity and feasibility of the proposed solutions 4.4.1 Subjects of testing In order to confirm the necessity and feasibility of the proposed solutions to develop the economics lecturers of universities, we conduct surveys and explore the survey subjects including: management experts education, management staff and lecturers of economics universities (03 universities) 4.4.2 Test method Exploratory survey method should follow the following steps - Prepare survey forms - Carry out the survey questionnaire - Collect statistics of survey forms - Analyzing statistics - Result evaluation Consultation on the necessity and feasibility of solutions implemented on 190 people, including: teaching experts in education management, management board, economics lecturers including: National Economics University, Academy of Policy and Development, University of Commerce 4.4.3 Test results on the necessity of solutions to develop economics lecturers of universities The results obtained about the necessity are shown in the following table: Table 4.1: Evaluation of the necessity of proposed solutions to develop university lecturers in Hanoi Necessity No 1 2 3 4 5 6 Solutions Planning to develop a contingent of economic lecturers to ensure sufficient quantities and standards of quality and synchronous structure Proposing to build a professional competence framework of economics lecturers of universities in Hanoi Renovating and improving teaching capacity and scientific research capacity for economics lecturers of universities in Hanoi Renovate methods to evaluate economics lecturers of universities in Hanoi according to competent approach Enhance the efficiency of using a rational and scientific economics lecturers, ensuring professional and professional skills Building environment and regimes, policies to motivate the development of university lecturers Very necessary Necessary SL SL % % Unnecessary Average Rank mark SL % 163 85,79 27 14,21 0 0,00 2,86 2 164 86,32 36 18,95 0 0,00 2,92 1 152 80,00 38 20,00 0 0,00 2,80 6 161 84,74 29 15,26 0 0,00 2,85 3 158 83,16 32 16,84 0 0,00 2,83 4 155 81,58 35 18,42 0 0,00 2,82 5 The results shown in the above table show that, in general, all 6 proposed solutions are considered by experts, managers and lecturers at economics universities to be necessary In which: Solution 2: "Building the competent framework of economic lecturers of universities in Hanoi", ranking No 1 with GPA of 2.92 With 86.32% of opinions, it 19 is necessary The second ranked solution on the necessary level is the solution 2 "Planning the development of economic lecturers to ensure sufficient quantity and quality standards and copper structure "with GPA is 2.86 The third -ranked solution on the necessary level is the solution "Organizing the renewal of methods of assessing the contingent of economics lecturers of universities in Hanoi according to competent approach" with the average of 2.85 4.4.4 Test results on the feasibility of solutions to develop economics lecturers in universities The results of feasibility are shown in the following table: Table 4.2: Testing of the feasibility solutions for developing lecturers Feasibility No Solutions Very feasible SL 1 2 3 4 5 6 Planning to develop a contingent of economic lecturers to ensure sufficient quantities and standards 143 of quality and synchronous structure Proposing to build a professional competence framework of 151 economics lecturers of universities in Hanoi Renovating and improving teaching capacity and scientific research 138 capacity for economics lecturers of universities in Hanoi Renovate methods to evaluate economics lecturers of universities 156 in Hanoi according to competent approach Enhance the efficiency of using a rational and scientific economics 142 lecturers, ensuring professional and professional skills Building environment and regimes, policies to motivate the 133 development of university lecturers Aver Feasible Infeasible age mark Rank % SL % SL % 75,26 47 24,74 0 0,00 2,75 3 79,47 39 20,53 0 0,00 2,79 1 72,63 42 22,11 10 11,11 2,67 5 82,11 26 13,68 8 8,89 2,78 2 74,74 36 18,95 12 13,33 2,68 4 70,00 45 23,68 12 13,33 2,64 6 There are 3 solutions that are most feasible: Solution: "Proposing to build a professional competence framework of economics lecturers of universities in Hanoi" with the GPA of 2.79, of which 79.47% of respondents said that this solution is feasible, 20.53 % of opinions suggest that this solution is feasible The second feasible solution is "Renovate methods to evaluate economics lecturers of universities in Hanoi according to competent approach" with the GPA of 2.78, of which 82.11% is the idea is that this solution is feasible, 13.68% of the opinions are feasible The feasible solution of rank 3 is the solution "Planning to develop a contingent of economic lecturers to ensure sufficient quantities and standards of quality and synchronous structure" with the GPA of 2.75 in which 75.26% of respondents said that it is necessary, 24.74% of the opinions that this solution is feasible The relationship between necessity and feasibility can be expressed through the following: 20 2,95 2,9 2,85 2,8 2,75 Necessity 2,7 Feasibility 2,65 2,6 2,55 2,5 Solution 1 Solution 2 Solution 3 Solution 4 Solution 5 Solution 6 Figure 4.1 The relationship between the solutions of necessity and feasibility to develop university lecturers About the degree of correlation between the necessity and feasibility of solutions to develop the economics lecturers of universities Correlation formula: The result r = 0.9 from which can be concluded between the necessity and feasibility of the six proposed solutions which are positively and very closely correlated, which allows to draw the conclusion that if the measure is necessary, at the same time, to be feasible and feasible in practice in economics universities in Hanoi 4.5 Test results 4.5.1 Test purpose Verifying the effectiveness and impact of solution 2: "Directing innovation to improve teaching capacity for economic lecturers of universities in Hanoi" Due to legal conditions, we only experiment with solution 2 4.5.2 Scientific basis for selecting test solutions - In theory - In practice 4.5.3 Experimental hypothesis If applying the solution of "Directing innovation to improve teaching capacity for economic lecturers of universities" in a comprehensive way, it will contribute to improving the quality of lecturing staff in the economics universities in Hanoi in the current period 4.5.4 Content and evaluation criteria for testing * Test content: Content limitation: The thesis conducts content testing Organizing renovation of training activities for lecturers We conduct the construction and organization of training courses to foster the program "Innovating the training capacity for teaching staff of the economic universities" * Test subject Experiment on 60 teachers of 2 economics universities: National Economics University and Academy of Policy and Development * Evaluation criteria * Test results a) Lecturers‟ competence before testing Before conducting the training class, we conduct the evaluation of lecturers' competencies Results are shown in the following table 21 Table 4.3 Survey results assessing the lecturers' competencies to perform tasks before training Marking Very good Criteria Good Not pass Average Number % Number % Number % Number % Using methods and means for teaching 15 0 25 0 27 27 45 45 0 0 0 0 18 33 30 55 Using pedagogical communication 12 20 15 25 3 5 30 50 Check and evaluate students' learning 9 15 24 40 12 20 15 25 20 25 41,6 5 8,34 15 25 Prepare lesson plans activities language in teaching results Organizing and controlling classes, building a friendly and positive 12 learning environment GPA 15,00 39,32 6,05 39,63 The results of the table above show that all 5 criteria of assessing faculty capacity are not good The level of good assessment averaged 15%; fairly high level is 39.32%; the average of 6.05% and not good accounts for 39.63% In all 5 evaluation criteria, the two best performance criteria are "prepare lesson plans" with a good implementation of 15%, quite 45% and not reaching 30% and "organizing and controlling classes, build a friendly and positive learning environment” Good performance: 20%, quite 41.6%, average 8.34% and weak 25% 4.5.6.2 Competency of trainers after testing Through the results obtained after the test of innovative work that fosters teaching competence for the university's economics lecturers, we see a clear change in positive direction Regarding the average results of all the criteria: good performance is comparable (before testing is 15% and after testing: 44.32%) That is a good result of 3 times increase; the level of performance is slightly reduced (before the test: 39.32 and after the test: 37.32%); The average implementation rate increased insignificantly (before testing: 6.05 and after testing: 8.67%) On the contrary, with a good level of implementation, the level of implementation has not met the requirements of reduction (before testing: 39.63% and after testing: 9.69%) Table 4.4 Results of surveying the teaching capacity of lecturers after participating in training courses for lecturers Marking Very good Criteria Prepare lesson plans Using methods and teaching activities means for Using pedagogical communication language in teaching Check and evaluate students' learning results Organizing and controlling building a friendly and learning environment GPA classes, positive Good Average Not pass Number % Number % Number % Number % 45 6 75 10 15 27 25 45 0 15 0 25 0 12 0 20 21 35 30 50 0 0 9 15 22 36,6 25 41,6 5 8,34 5 8,34 39 65 15 25 6 10 0 0 44,32 22 37,32 8,67 9,69 Summary of chapter 4 On the basis of theory and practical survey, the thesis proposes 6 solutions to develop the economics lecturers of universities in Hanoi: 1 Planning to develop a contingent of economic lecturers to ensure sufficient quantities and standards of quality and synchronous structure 2 Proposing to build a professional competence framework of university economics lecturers in Hanoi 3 Innovation instruction to foster teaching and scientific research capacity for economics lecturers of universities 4 Organizing the renewal of methods to evaluate lecturers of economic universities in Hanoi according to competent approach 5 Enhance the efficiency of using a rational and scientific economics lecturers, ensuring proper professional and professional skills 6 Build environment and regimes, policies to motivate the development of university lecturers Test results show that all 6 proposed solutions are necessary and highly feasible The dissertation has piloted the solution of "Directing innovation for improving teaching capacity for economics lecturers of universities in Hanoi" Experimental results have been evaluated as necessary solutions, improving teaching capacity for economics lecturers and suggesting that the proposed solution is very necessary and highly feasible practical development of economics lecturers of universities in Hanoi CONCLUSION AND RECOMMENDATIONS 1 Conclusion The overview results of the research works of domestic and foreign researchers related to the research problem of the dissertation are new topics that have theoretical and practical significance Developing the economics lecturers of universities is to make the set of people who work in teaching and scientific research in the economic field in universities change in quantity and quality in the direction of positive direction, to implement the training objectives set out The content of developing economics lecturers of universities according to human resource management approach includes: 1) Planning the development of economics lecturers; 2) Selection of economics lecturers; 3) Organize training and retraining activities for economics lecturers; 4) Implementing policies and policies, creating a working environment for university economics lecturers; ) Check and evaluate economics lecturers Through surveying and analyzing the situation of developing economics lecturers of universities, it is shown that in general, the development of economics lecturers of universities in Hanoi reaches the average level Quality of development of economics lecturers is still quite limited in some aspects of management: Implementing training and retraining staff; rotation and appointment of lecturers, checking and evaluating the results of implementing activities; the development and implementation of criteria for building lecturing staff and implementing policies and policies to motivate economics lecturers Subjective and objective factors greatly affect the development of economics lecturers The influence of subjective factors is stronger than objective factors The impact of the factors is different in that the main subjective factor is the most influential "The policy of attracting and treating universities of economics lecturers " and objectively "The impact of revolution 4.0 to request the development of lecturers of economic universities” Based on theoretical and practical surveys, the thesis proposes 6 solutions to develop the economics lecturers of universities in Hanoi Solutions have a close 23 relationship with each other and support each other to achieve the goal of each solution, simultaneously contributing to achieving the goal of developing economics lecturers Experimental results highly appreciate the necessity and feasibility of solutions to develop economics lecturers proposed in the thesis The thesis has tested the solution „„Renovation of the training capacity for teaching economics lecturers of universities' Experimental results confirmed the effectiveness of the solution in developing economics lecturers 2 Recommendations The training and retraining of the economics lecturers at the economics universities is still limited, so the ministries and branches of the economics universities need to enhance the work innovation training and retraining, building new training and retraining programs with the progress of the 4.0 revolution to improve the effectiveness of regular and periodical training and retraining for lecturers Thus, the training and retraining of economic have been carried out better, towards the positive change in economic to help them meet the increasing requirements for the quality of training in the economics universities, meeting the standard output requirements of universities The transfer and appointment of the economic has certain limitations, so the Board of economic universities needs to develop a master plan for university development, identify image of the university in the future, in which need to improve the rotation and appointment of economic to ensure that staff rotation must be truly focused and objective for the common interests of the university, lecturers rotated set feels reassuring and fair Like that, they are assured of their work The appointment of the economic in addition to following the prescribed process, the Board of the universities together with the Organization and Personnel Department built a rigorous process from taking letters of trust to consideration multidimensional approaches to economic from which the staff can be well appointed, ensuring "right people and right jobs" comes from the benefits of the university, including the benefits of each economics lecturers The work of checking and evaluating the results of implementing the activities of developing economics lecturers should be innovated and created Universities with economics lecturers need to build a clear, specific and scientific set of criteria for checking and evaluating, ensuring that the indicators need to be checked and evaluated The implementation of regimes and policies to motivate economics lecturers still have certain limitations, so managers of economics universities need to mobilize and enhance legitimate sources of revenue, legal of the university from teaching training systems from regular universities, masters, doctoral to training systems both learning and learning from afar, remote system via network to increase the source legitimate income for economics lecturers The policy of attracting and treating university lecturers in economic sector has a strong influence on the effectiveness of the development of lecturers in the economic sector so universities of economics need to change policies attract and treat good teachers, especially teachers who have master's degree, wholesale in countries with advanced education Self-study and self-training to improve the quality and competency of the economics lecturers, therefore, universities with this team need to invite prestigious speakers to motivate economics lecturers Thereby helping them to improve their selfstudy and self-fostering ability to improve the quality and competency of this team The impact of the 4.0 revolution on the development of economics lecturers of university is the objective factors affecting the development of economics lecturers of universities It is necessary to take a short and proactive approach to the application of technology in university administration, application of software in university human resource management, in the process of training and retraining 24 ... Minh Hien Reviewer 3: Dr Nguyen Tien Hung The dissertation will be presented in the Thesis Committee at Academy level Organization: Graduate Academy of Social Sciences - Vietnam Academy of Social... for the task of economic development society Therefore, universities of economics need to pay attention to developing lecturing staff to improve the quality of training human resources to meet... international standards In fact, in recent years, the economic sector in universities is no longer attractive to students as it was in the past due to the teaching quality of lecturers in economics