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MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES - TRAN NAM TU MANAGEMENT OF TRANSFERRING SCIENTIFIC RESEARCH RESULTS INTO TRAINING AT AGRICULTURE AND FORESTRY UNIVERSITIES IN THE CURRENT CONTEXT Major: Education Management Code: 14 01 14 SUMMARY OF DOCTORAL THESIS OF SCIENCE EDUCATION Supervisors: Prof Dr Tran Cong Phong Dr Trinh Thi Anh Hoa Hà Nội, 2020 This thesis is completed at the Vietnam National Institute of Educational Sciences Supervisers: Prof Dr Tran Cong Phong Dr Trinh Thi Anh Hoa Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended by the author before the Thesis Assessment Board of Vietnam National Institute of Educational Sciences, at 101 Tran Hung Dao Street, Hanoi, Vietnam At , date month year The thesis can be found at: - The National Library of Vietnam - The Library of Vietnam National Institute of Educational Sciences INTRODUCTION Rationale Transferring scientific research results (TSRR) into training is a purposeful process The process of TSRR into training is activities of subjects and management objects to unify a certain structure in order to achieve proposed goals of management by performing functions and applying appropriate solutions, principles and tools in management However, scientific research activities in universities also reveal many limitations such as mechanisms, policies to support for development of scientific research activities; management of transfer of research results into training in higher education institutions in general and universities in the agriculture and forestry universities in particular has not been comprehensively evaluated Criteria and standards for measuring research results in training programs and quality have not been systematically formed so far Previous studies have been only concerned on relationship between research and training, between lecturers and learners Meanwhile, there are not studies which are focusing on in-depth analysis of factors/manifestations of TSRR into training, serving of scientific research management and improving quality of training in universities Therefore, research on management of transferring scientific research results into training is very necessary in terms of both theory and practice Research objective Research objectives are to develop a theoretical framework for the management of transferring scientific research results into training in universities in the current context; assess current situation and propose appropriate solutions to manage TSRR into training at universities of agriculture and forestry Object and subject of the research 3.1 Research object: Activities of transferring scientific research results into training at universities of agriculture and forestry 3.2 Research subjects: Management of transferring scientific research results into training at universities of agriculture and forestry Scientific hypothesis Although the linking between scientific research and training activities, especially the transfer of scientific research results into training is an objective requirement in higher education institutions in general However, in reality, the transfer and management of transferring scientific research results into training at agriculture and forestry universities, besides some achievements, still have many limitations and shortcomings and has not yet met requirements of higher education innovation If awareness innovation, applying the PDCA diagram of quality improvement with the goal of TSRR into training are as management content, a system of necessary, feasible and appropriate solutions will be established in order to improve quality of training and scientific research of agriculture and forestry universities in the current context Research contents 5.1 Research on literature review of TSRR management into training at universities In order to develop a theoretical framework for managing TSRS into training at the universities of agriculture and forestry 5.2 Research on the current status of TSRR into training at at the universities of agriculture and forestry 5.3 Research on the current status of management of TSRR into training at the universities of agriculture and forestry 5.4 Propose solutions for TSRR management into training at agriculture and forestry universities 5.5 Test the necessity and feasibility of the proposed solutions 5.6 Test the necessity and feasibility of one proposed solution Research scope 6.1 Research content: Research on the current status of transfer, transfer management and solutions for transfer management of TSRR into training at the universities of agriculture and forestry 6.2 Object of investigation, survey: Research conducted a survey and data collection from subjects that are administrators of universities, faculty, department and lecturers at 03 universities of ariculture and forestry 6.3 Research area: A survey at 03 universities including: Nong Lam University of Ho Chi Minh City, Thai Nguyen University of Agriculture and Forestry and Hue University of Agriculture and Forestry 6.4 Experiment: Hue University of Agriculture and Forestry Approaches and research methods 7.1 Approaches 7.1.1 Approach based on CIPO model Research on process of TSRR into training at universities based on the CIPO model by UNESCO to identify the basic manifestations of TSRR into training at universities on the basis elements such as Input, Process and Output in the specified Context 7.1.2 Approach based on PDCA management model This is the main approach of the dissertation that used to conduct research on managing TSRR into training Process management model according to PDCA cycle shows through 04 basic elements: Plan, Do, Check and Act Therefore, the PDCA cycle approach allows the applied research in management to transfer scientific research results into training at agriculture and forestry universities more effectively 7.1.3 Practical Approach 7.2 Methods 7.2.1 Theoretical bases: Collect, analyze and synthesize information and findings of the thesis; Clarify the concepts of core tools, theoretical issues of the thesis; Clarify the characteristics and specific requirements management to transfer scientific research results into training at agriculture and forestry universities 7.2.2 Practical bases: Investigation method; Interview Method; Data analysis method; statistic analysis 7.2.3 Professional Solution The Professional Solution is based on creative activities, practical experience of experts related to the research problem Research has used expert method through providing necessary content about the problem to be studied and questionnaire about the manifestations of TSRR into training for experts to choose In this thesis, the author solicits the opinions of experienced experts on criteria (manifestations) to transfer research results into training and opinions of experts on proposed management solutions on TSRR into training at ariculture and forestry universities Defending points of the thesis - Management solutions on TSRR into training at ariculture and forestry universities should be developed based on scientific theories of scientific research, management of scientific research link with training activities and TSRR into training through specific standards (manifestations) - Management of TSRR into training has to require solutions to promote the strengthes and overcome the current limitations and shortcomings in management of TSRR and training at agriculture and foresty universities - Management of TSRR into training needs to develop a system of standards, criteria and indicators as good as an evaluation process in order to receive feedback from relevant stakeholders Basically, making is timely adjustments and supplements for continuous improvement according to AP-D-C-A model - Based on the results of theoretical research, current status and proposed solutions, conclusions and recommendations that need to be carry out to manage TSRR into training at agriculture and forestry universities, contributing to improve efficiency of scientific research results and training quality at universities Contributions of the thesis 9.1 Theory - Based on theories of scientific research, training, knowledge transfer, linking scientific research and training, the thesis has developed theoretical framework on transferring and management of TSRR into training - The thesis has identified the criteria (manifestations) of TSRR into training at agriculture and forestry universities 9.2 Practice - Surveying, analyzing and evaluating the current status transferring and management of TSRR into training at agriculture and forestry universities - Proposing major solutions to manage TSRR into training at agriculture and forestry universities, contributing to strengthening linking scientific research and training, innovating awareness, management thinking and improving quality of teaching and learning at universities - Analysing the correlation of necessary and feasibility of each solution with standard (manifestation) of TSRR into training in order to choose suitable and effective solutions for each transfer management content - Testing proposed solution of a system of stantdards, criteria and indocators to evaluate the effectiveness of managemen of TSRR into training at agriculture and forestry in the current context 10 Structure of the thesis In addtion to the parts of Introduction, Conclusions and Recommendations, References and Appendices, the thesis consists of 03 Chapters: - Chapter 1: Literature review - Chapter 2: The current state of management of TSRR into training at agiruclture and forestry universities in the current context - Chapter 3: Solutions for management of TSRR into training at agiruclture and forestry universities in the current context Chapter 1: Literature review on management of TSRR into training at universities 1.1 Overview 1.1.1 Scietific research and its management Scientific research activities will contribute to improving teaching and learning quality of lecturers and learners Scientific research and scientific research management are basic tasks of universities, it not only contributes to improve the quality of lecturers, scientists and learners, but also universities perform mission to create knowledge, propagate and apply in teaching as good as requires development of science, technology, economy and society 1.1.2 Issue of TSRR into training Scientific research of universities is placed in an organic relationship with the training process The training process generally covers elements such as training objectives, training subjects, training program contents, training methods, training conditions It can be seen that, TSRR into training helps both activities of research and training to meet goals and management methods, knowledge process is always created and disseminated continuously and systematically 1.2.3 Issue of TSRR management into training Linking research and teaching becomes more effective that managing scientific research activities of lecturers is concerned This management not only creates benefit for learners but also both lecturers and university Thereby, new ideas, new research results, and new training programs are improved and developed 1.2 Concepts 1.2.1 Cencpet of scientific research and scientific research results Many authors have introduced the concepts of scientific research Accordingly, scientific research is a purposeful activity, searching, discovering new understandings of the nature of things, finding new laws, new knowledge and applying it to life The nature of scientific research results is information about laws of things, technological solutions, organization and management, and samples with technically valuable parameters They are represented in reports, publications, tapes, discs and samples In this thesis, scientific research results are understood as information and knowledge that generated from scientific research activities of lecturers and scientists related to their expertise and training fields 1.2.2 Training, training elements and training management Training is the process of affecting to a person to make him or her systematically perceive and acquire knowledge and skills for prepare to adapt with working and living environment after learning completion According to the CIPO approach, the elements of training can be determined based on quality of education system that includes the following factors: Context, Input, Process, Output Accordingly, the elements of training include input activities, process activities, output activities associated with the university, local and national context Training management is essentially managing the training process in training institutions, that is, through the management functions to influence the elements of training process to achieve goals, bring efficiency and education quality 1.2.3 TSRR into training In this thesis, TSRR into training is understood as a process of transferring knowledge from research results of an entity (scientist, lecturer) into the training process through adjusting objectives, content of training programs, adjusting subject structure, subject content, creating new subjects, developing learning materials for teaching, innovating teaching methods, evaluation methods of lecturers, learning methods of student 1.2.4 Management of TSRR into training The process of TSRR into training is activities of management subjects and objects that there are unified in a certain structure in order to achieve proposed objectives of management by performing functions and applying appropriate solutions, principles and tools in management In this thesis, management of TSRR into training is understood as a process from planning, organizing, implementing, checking, evaluating and adjustmenting to create benefits both of learners and lecturers 1.3 TSRR into training at universities 1.3.1 Applying CIPO model to identify manifestations of TSRR into training Research applied CIPO model of UNESCO to determine the manifestation of TSRR into training 1.3.2 Identifying the manifestations of TSRR into training by professional solution Based on theoretical research, the thesis has proposed 11 manifestations of TSRR into training for consulting expert opinion Accordingly, 07 main manifestations (with approval rate of 70% or more of 40 experts) show the results of TSRR into training as a important basis for theoretical research TSRR into training at universities of agriculture forestry, including: 1) Adjusting the objectives and learning outcomes of the training program; 2) Adjusting module structure of training program; 3) Adjusting the module contents of the training program; 4) Creating a new module in training program; 5) Developing the teaching materials of modules in training program; 6) Innovating methods, forms of teaching, examining and evaluating of lecturers; and 7) Changing learning method of students 1.3.2.1 Adjusting the objectives and learning outcomes in training program Adjusting objectives and learning outcomes based on scientific research results is to archieve requirements of ability to update knowledge, absorb research results for learning process and improve qualification, creativity of students after graduating 1.3.2.2 Adjusting module structure of training program Adjusting module structure of training program based on scientific research results should have an overall combination in training program Some authors showed that it is necessary to use mapping tools for giving an overview of module structure, especially for new modules creation from scientific research results in training program 1.3.2.3 Adjusting the module contents of the training program Adjusting the module content of the training program plays an important role to provide new knowledge for learners The success of training must ensure tranferring knowledge from educational environment to 11 1.4.2.3 Management of TSRR in adjusting module contents in training program Research results are a basic prerequisite in the process of managing module content adjustments The role of lecturers has an important meaning to participate in managing additional knowledge of module contents This helps lecturers to change their roles in rational decisions based on research results At the same time, it helps lecturers developing an understandingoriented attitude and autonomy in research 1.4.2.4 Management of TSRR in creating a new module in training program The nature of knowledge production in society has changed Knowledge, scientific research, innovation and expertise are becoming increasingly important Many authors have proved that scientific research results have paved formating for new modules 1.4.2.5 Management of TSRR in developing the teaching materials of modules in the training program If management activities of university are seen as a system of directed and planned impacts of the management subject to the managed object, in order to mobilize maximum resources for quality and effective implementation of training objectives, the materials for training is an important resource of this system 1.4.2.6 Management of TSRR in innovating methods, forms of teaching, examining and evaluating of lecturers Management of innovating teaching methods and forms is to use more effective forms and methods to improve the quality of teaching, promote positivity, self-reliance and creativity, and competencies 1.4.2.7 Management of TSRR in changing learing methods of students Management of changing learning methods of students is a part of training management Actually, there is to manage synchronous implementation of elements: objectives, contents, programs, teaching methods and learning methods in training activity management 12 1.5 Affecting factors to management of TSRR into training at universities 1.5.1 External factors a) Impacts of globalization and international integration b) Scientific and technological progresses c) Mechanisms and policies for science and technology development link with training d) Working conditions and environment 1.5.2 Internal factors a) Awareness of administrative staff and lecturers b) Management tools Conclusion of Chapter The relationship between scientific research and teaching activities in universities has been studied by many domestic and foreign authors in terms of different aspects However, the theoretical and practical researches on transferring and managing TSRR into training have not been implemented methodically There was not clear analyzed, evaluated and proposed solutions to manage TSRR in training at universities, especially universities of agriculture and forestry Based on CIPO theory and expert solution, the thesis selected and analyzed 07 manifestation of TSRR as follows: i) adjusting the objectives and learning outcomes of the training program; ii) adjusting the module structure of the training program; iii) adjusting the module contents of the training program; iv) form a new module; v) development of teaching materials; vi) innovating teaching methods, evaluating for student; and vii) changing learning methods of students Management of TSRR in training can be developed based on the process management model of PDCA cycle Management of TSRR in training is influenced by internal factors (perception, management tools) and external factors (globalization and international integration, mechanisms, policies and working environment) The internal factors belong to awareness of 13 adminitrative staff and leturers With above theories, the author proposes an APDCA management model of TSRR in training These theoretical issues are basic foundation for conducting survey, current assessment of management status, proposing management solutions to transfer scientific research results into training in agriculture and forestry universities Chapter 2: The current state of management of TSRR into training at agiruclture and forestry universities in the current context 2.1 Overview of agriculture and forestry universities 2.1.1 Mission The mission of the universities of agriculture and forestry is the experimental results of the functions and tasks assigned by the State in education and training Agriculture and forestry universities have identified their mission that is to train high-quality scientific and technical human resources, scientific research and technology transfer to create valuable scientific products to provide sevice for industrialization, modernization and international integration 2.1.2 Human resources for training and research Human resources for training and science and technology of agroforestry schools have a relatively large scale There are a core scientific force in research activities, human resource training and transfer of research results 2.2 Introduction to survey 2.2.1 Survey purpose Research conducted surveys of actual state, synthesize, analyze to evaluate the current status of TSRR in training and management of TSRR in training at agriculture and forestry universities 2.2.2 Survey contents - Survey, evaluate the current status of TSRR in training through criteria (07 manifestations) - Survey, evaluate the management status of TSRR in training of criteria (7 manifestations) according to APDCA model 14 2.2.3 Methods - Professional solution - Questionnaires 2.2.4 Object and scope of survey The research conducted the survey of experts, adminitrative staff and leturers at the research universities with a total of 576 people, in which there were 40 experts in the field of educational management, agricultural science, 2.1.5 Survey tools and result analysis - Used the questionnaire for experts - Designed and used questionnaires to survey three levels (very common, common and uncommon) for the criteria of assessing the status of TSRR in training - Used a 4-level rating scale: weak, medium, fair and good Scores for levels are 1, 2, and respectively (min = 1.0, max = 4.0) Meaning score ( X ) with different levels: Weak 1≤ X ≤1.74; Average 1.75≤ X ≤2.49; Fair 2.5≤ X ≤3.24; Good 3.25≤ X ≤4.00 - Statistic into the number tables 2.3 Training and scientific research at agriculture and forestry universities 2.3.1 Training activities Universities have diversified flexibale and appopriate forms of training to create favorable conditions for learners 2.3.1 Research activities During 2011-2016 period, 03 research universities of agriculture and forestry have been implemented 777 researches at different levels, in which 36 (4,6%) of State level, 64 (8,2%) of ministry level, 138 (17,8%) of provincial level and 539 (69,4%) of university level 2.4 The current state of TSSR into training at agriculture and forestry universities in the current context 2.4.1 Adjusting the objectives and learning outcomes of training program The sesult showed that more 55% of administrative and lecturers evaluated adjusting the objectives and learning outcomes based on research results is common level However, level of very common is about one third and uncommon is very low 15 2.4.2 Adjusting the module structure of training program The result showed that, more ½ the number of respondents reated at common level; accounting for nearly one-third that TSRR in adjusting the module structure of training program is very common and only on-fifth rated as uncommon level 2.4.3 Adjusting the module contents of training program The assessed rate at very common and common level accounts for nearly 90% of the surveyed respondents, which shows that most of the module contents have used research results from different sources for adjusting the module contents Only 11,2% of administrative staff and lecturers responded that adjusting module contents have not used research results 2.4.4 Creating new modules in training program Forming a new module based on research results is one of the criteria that is highly appreciated by administrative staff and lecturers Survey results show that the very common level is 60 respondents, accounting for 27,9%; common level is 120 respondents, accounting for 55.8% and uncommon level is 35 respondents, accounting for 16.3% 2.4.5 Developing teaching materials in training program Development of teaching materials in the curriculum is the most obvious criterion of TSRR in training The rate of common or very common is 57,2% and 33,5% respectively The level of uncommon evaluation of this manifestation accounted for the lowest percentage (9.3%) 2.4.6 Innovating methods, forms of teaching, examining and evaluating of lecturers According to the survey data, out of 215 administrative staff and lecturers of 03 agriculture and forestry universities, 67 respondents (accounting for 31.2%) evaluated that lecturers had changed the method and form of teaching based on research results is very common The number of respondents accounted for a large proportion, 54.9%, at common level However, 14% (30 respondents) said that the lecturers did not change the teaching method and form from TSRR 16 2.4.7 Changing learning methods of students According to the survey data, more than 50% of surveyed adminstrative staff and lecturers said that the results of scientific research have changed learning methods of students Nearly 20% of respondents said that this change is uncommon level In contrast, a rate of nearly 30% is very common 2.5 The current state of management of TSRR into training at agiruclture and forestry universities in the current context 2.5.1 Management of TSRR in adjusting the objectives and learning outcomes in training program The survey results show that among 21 elements of TSRR management in adjustment of objectives and learning outcomes in training program, there are 10 elements that are evaluated at good level The remaining 11 elements are evaluated quite well level None of the elements are rated at the satisfactory and weak level It can be seen that the elements of the 3-element group are rated “best” in terms of awareness and planning function Meanwhile, the elements of the 3-element group rated "weakest" belong to the function of checking and adjusting function 2.5.2 Management of TSRR in adjusting module structure of training program Among 21 elements of management of TSRR in adjusting module structure are rated, 03 elements at a good level (3,25≤ X ≤4), 18 elements at quite well level and no elements ranked at average and weak level The results show that the elements are assessed as "weakest" in the functional group of checking, monitoring and adjusting The elements rated as "best" belong to the functional group of awareness and planning 2.5.3 Management of TSRR in adjusting module contents in training program The results show that among 21 elements of management of TSRR in adjusting module contents are rated, 06 elements at a good level (3,25≤X≤4), 15 elements at quite well level and no elements rated at average and weak level 17 Out of the 06 elements rated at a good level, there is one element of the awareness group, two elements of the planning group, one element of the doing group and two elements of the checking group Thus, it can be seen that none of the elements of the acting group were assessed as good level Out of 03 elements rated as "weakest", 02 elements are in the acting group and 01 element is in the checking group The above analysis results show that many elements that are considered "best" belong to the planning, checking group The elements rated "weakest" belong to the functional group of acting 2.5.4 Management of TSRR in creating a new module in training program The results show that 09 of 21 elements are rated at a good level (3,25≤X≤4), the remaining 12 elements are rated at a quite well level Out of the 09 elements rated at a good level, 2/2 elements are in the awareness group, 5/8 are in the planning group and 2/5 are in the doing group None of the elements of checking and acting group were rated as good level 2.5.5 Management of TSRR in developing the teaching materials of modules in the training program The results show that among 21 elements of management of TSRR in adjusting module contents are rated, 09 elements is at a good level (3,25≤X≤4), the remaining elements at quite well level and no elements rated at average and weak level The elements are assessed as "weakest" belonging to the group of doing, checking and acting Therefore, solutions are needed to improve the elements of these groups of management functions 2.5.6 Management of TSRR in innovating methods, forms of teaching, examining and evaluating of lecturers Among 21 elements of management of TSRR in adjusting module contents are rated, 05 elements is at a good level (3,25≤X≤4), 16 elements at quite well level and no elements rated at average and weak level The analysis results show that many elements are assessed as "weak" in the group of planning, doing and checking Therefore, it is necessary to have solutions to improve the management of TSRR in innovating methods, forms of teaching, examining and evaluating of lecturers in universities 2.5.7 Management of TSRR in changing learing methods of students 18 The results show that among 21 elements of management of TSRR in adjusting module contents are rated, 08 elements is at a good level (3,25≤X≤4), the remaining elements at quite well level and no elements rated at average and weak level Out of 08 elements rated at a good level, there is one element in the awareness group, 06 elements in the planning group and 01 element of the doing group The above analysis results show that the elements that are considered to be "weakest" belonging to the group of doing, checking and acting Therefore, solutions are needed to improve the elements of these groups of management functions 2.4.8 Overall assessment of the current state of management of TSRR into training Standard is rated as good level (mean = 3,25), the remaining standards are rated as quite well, there are not standrads of average or weak assessment It means that management of TSRR is quite well at agriculture and forestry universities Conclusion of Chapter - Assessing the current state of transferring scientific research results into training at agriculture and forestry universities based on 07 basic standards The results show that most of the standards of TSRR in training are evaluated at common level (from 55% to 60%) and very common (from 24% to nearly 35%), only about 10-18 % rated at uncommon - The current state of TSRR into training at agriculture and forestry universities in the current context is evaluated according to basic standards (manifestations) Each standards includes 21 elements, including awareness (A) and functions of PDCA model The results show that, many elements are well rated group of awareness and planning rather than group of doing, checking and acting Therefore, besides promoting the strengths of awareness and planning function, it is necessary to have solutions to improve the elements of these groups of management functions - The results of analyzing the current status of management of TSRR in training in the universities of agroforestry are important basis for proposing management solutions 19 Chương 3: Solutions for management of TSRR into training at agiruclture and forestry universities in the current context 3.1 Viewpoint, direction and objective 3.1.1 Viewpoint Closely linking between training and scientific research, between research and scientific product development, and technology transfer in order to make a breakthrough in the fundamental and comprehensive innovation strategy of education, training and human resource development, especially high-quality human resources to suit the trend of higher education development in the world 3.1.2 Direction Research and summarize the theory of the trends in higher education, science and technology development in the world is important significant to increase awareness of administrative staff, lecturers, scientists and students Basically, mechanisms, policies, tasks, plans on TSRR into training of agriculture and forestry will be building and perfecting; Management of TSRR into training in universities must be ensured practicality, efficiency, consistency and specificity of agriculture and forestry sector 3.1.3 Objective The objectives of the research on management of TSRR into training in agriculture and forestry universities should focus on contents such as: Increasing awareness and responsibility of the administrative staff, lecturers in training and scientific research; increasing ability to apply research products to teaching and real life; forming a system of suitable standards, criteria and indicators to functions and tasks of universities in order to promote management, checking, evaluation, and improvement of quality of human resource training through scientific research and research result transfer; promoting effectiveness and positivity of solutions for awareness and planning 3.2 Principle of proposing solutions The proposed solutions must ensure the feasibility, efficiency, systematic/synchronous, scientific, strategic, practical and developmental properties 20 3.3 Solutions to manage TSRR into training at agriculture and forestry universities There are 05 proposed solutions: (1) Organize to increase awareness about management of TSRR in training (2) Develop a "strategic" long-term plan for management of TSRR in training (3) Decentralization of management of TSRR in training (4) Innovate checking, evaluation and feedback of information on the management of TSRR into training (5) Develop a system of standards, criteria, indicators for evaluating the management of TSRR in training 3.4 Relationship between solutions The proposed solutions have an interdependent relationship each other to facilitate a management system of TSRR into training in universities 3.5 Test necessity and feasibility of the solutions 3.5.1 Objective Organizing a testing is to collect assessment information, test necessity and feasibility of TSRR management solutions in training to meet management of the university 3.5.2 Content 1) Are the proposed solutions really necessary for the management of TSRR in training at agriculture and forestry universities? 2) How feasible are the proposed solutions for the management of TSRR in training at agriculture and forestry universities? 3.5.3 Method The research used questionnaire method to collect opinions and information related to testing contents with 05 levels 3.5.4 Test object In order to find out the necessity and feasibility of the proposed solutions, the thesis has conducted a survey of groups including: 90 administrative staff and 231 teachers at 03 agriculture and forestry universities 21 3.5.5 Data analysis method 5-level scale 3.5.6 Findings The results show that the mean score of all solutions is greater than 4,00 It can be seen that the proposed solutions of the management of science TSRR into training in agricutlture and forestry universities are assessed at a necessary and feasibility level or higher Mean of all solutions is greater than necessary and feasibility Thus, the proposed solutions to improve the management of TSRR into training in agriculture and forestry universities are assessed as necessary/feasible and very necessary/feasible 3.5.7 Correlation between the necessity and the feasibility of management solutions to TSRR in training in agriculture and forestry universities Using Specman's rank correlation coefficient to analyze the correlation between the necessary and feasibility of the proposed solutions The correlation coefficient R = 0,917, it shows that the necessity and the feasibility of the proposed solutions are positively correlated, meaning that the proposed solutions are highly necessary and feasibility The research used multivariate linear regression analysis to determine the level of contribution between necessary and feasibility of solutions to management of TSRR in training according to the identified standards y =  + 1GP1 + 2GP2 + 3GP3 + 4GP4 + 5GP5 GP1: Necessary/feasiblity of organizing to increase awareness about management of TSRR in training; GP2: Necessary/feasiblity of developing a "strategic" long-term plan for management of TSRR in training GP3: Necessary/feasiblity of decentralization of management of TSRR in training GP4: Necessary/feasiblity of innovating checking, evaluation and feedback of information on the manage GP5: Necessary/feasiblity of developing a system of standards, criteria, indicators for evaluating the management of TSRR in training 22 3.6 Experiment a system of standards, criteria, indicators for evaluating the management of TSRR in training at agirulture and forestry university 3.6.7 Test results 07 standards have been assessed by administrative staff and lecturers as “highly necessary and feasibility” in a range of 27,5% – 34,3% These standards have been rated as “necessary and feasibility”, accounting for a lager proportion, from 42,0 to 47,3 In which, standard has rated as “necessary and feasibility”, nearly 80% Standard has a rating of “necessary and feasibility” as the lowest, 71,6% The remaining standards have assessed at the same level, from 73,3% to 76,8% Mean value of standards has a range from 3,41 to 4,20 (necessary and feasibility” Mean value of standard and standard was the highest compared with the remaining standards, 4,10 and 4,07 respectively Mean value of standard was the lowest, 3,93 The results of testing the system of 07 standards, 35 criteria, 147 indicators for management TSRR into training have been assessed by administrative staff and lecturers at the level of "necessary and feasible” From the results of testing, the thesis proposes 20 indicators of 07 standards that must be adjusted contents or take out of the system of standards, criteria and indicators Therefore, a system of standards, criteria and indicators of managing TSRR in training at agriculture and forestry universities includes 07 standards, 35 criteria and 127 indicators (20 indicator decreased compared to before testing) This system can be adjusted and supplemented to help the University of Agriculture and Forestry management in order to achieve development goals of each stage Conclusion of Chapter Based on theoretical basics and current state of tranfer and management of TSRR in training, the thesis has been proposed 05 solutions The solutions have an interdependent relationship and highly necessary and feasibility 23 The realationship between 05 proposed solutions and each standards (manifestations) of managing TSRR into training has different influence Each standard (manifestation) has directly and inversely proportional to proposed solutions depending on correlation between necessary and feasibility of that standard Management of TSRR into training at agriculture and forestry universities should be regularly checked and evaluated efficiency through a system standards, criteria and indicators to promptly make appropriate adjutments in management of the university CONCLUSION AND RECOMMENDATION Conclusion Management of TSRR in training at agriculture and forestry universities performs not only the mission, but also it solves many problems related to social development such as creating new knowledge, providing human resources, transferring technical science for agriculral, forestry and fishery production At the same time, it also gradual improves the quality of training program This research has contributed to clarify some basic concepts between scientific research and training The manifestations of TSRR in training are very diverse from adjusting objectives, learning outcome, developing new modules, training curriculum to innovating teaching and learning methods The research has also carried out of 07 manifestations based on theoretical framework and expert opinions, including: i) adjusting the objectives and learning outcomes of the training program; ii) adjusting the module structure of the training program; iii) adjusting the module contents of the training program; iv) form a new module; v) development of teaching materials; vi) innovating teaching methods, evaluating for student; and vii) changing learning methods of students Each manifestation has been assessed differently by administrative staff and lecturers It can be seen that administrative staff and lecturers have recognized manifestations of TSRR into training The research proposed 05 solutions of managing TSRR into training at agriculture and forestry universities Each proposed solution has demonstrated its function of management at universities 24 Recommendation 2.1 For Ministry of Education and Training - Directing scientific research activities in association with training activities in universities, in which elements of management cycle are considerred to apply regulations of quality accreditation in universities attached to the Circular No 12/2017/TT-BGDDT of the Minister of Education and Training - Developing regulations on training curriculum standards associated with scientific research - Directing science and technology planning in association with training activities at universities - Building legal documents on management of TSRR in training to meet development of training profession; strengthening inspection of the implementation linking science and technology activities with training activities in universities 2.2 For Universities - University leadership needs to thoroughly grasp to administrative staff, lecturers, scientists and students about the role and meaning of TSRR in training - Issuing relevant documents to manage TSRR in training at the university - Promulgating a system of standards, criteria and indicators to measure and evaluate management of TSRR in training - Developing a long-term plan for science and technology development in association with training development plan at university - Attract stakeholders inside and outside university to participate in TSRR in training activities PUBLICATIONS Tran Nam Tu, Scientific research and manifestations of tranfferring its results in training at universities of agriculture and forestry, Journal of Educational Science, Vietnam Institute of Educational Sciences, Vol 11 (2018), pp 17-21 Tran Nam Tu, Current situation on management of transferring scientific research results in training at agriculture and forestry universities, Journal of Educational Science, Vietnam Institute of Educational Sciences, Vol 27 (2020), pp 42-47 Tran Nam Tu, Current situation of management of transferring scientific research results into innovation of teaching and learning methods at agriculture and forestry universities, Journal of Science, Hanoi National University of Education, Vol 4/2020 (2020), pp 99-107 ... are considerred to apply regulations of quality accreditation in universities attached to the Circular No 12/2017 /TT- BGDDT of the Minister of Education and Training - Developing regulations on... students receive information from scientific research results, therefore, their perceptions and attitudes about changing learning methods are more positive changed It can be seen that, many arguments... based on research results At the same time, it helps lecturers developing an understandingoriented attitude and autonomy in research 1.4.2.4 Management of TSRR in creating a new module in training