Overview of a Typical Research-Oriented University in Vietnam

those who are competent enough to do the job and then transfer the entire job to the successor [42].

In Singapore, universities have a dedicated TBM training programme. Typically, this training programme lasts 17 weeks and they are selected to prepare them for the position of department manager. The training programme emphasizes a continuous action-feedback cycle and makes participants aware. The core course covers topics including education policy, leadership, management, curriculum and assessment. Participants must choose 6 electives from over 30 electives (the list of electives is adjusted from time to time). Elective subjects in areas such as English, Mathematics and Science are also offered. In terms of training, a curriculum project is undertaken in a local school in small interdisciplinary project groups. The project enables authentic learning by examining and solving real-life problems that TBMs encounter in the curriculum. The project required each group to develop a 10-week creative curriculum that could be implemented in schools [33].

In fact, paying high salaries is not a measure only in Singapore. The difference is that Singapore has a clear policy to implement, focusing more on comprehensive compensation policies, from salaries, benefits to career development opportunities, flexible working hours, comprehensive health insurance, additional vacation regime, building a cultural environment... balancing work and family life.

2.1.2. American experience

Along with the education and training development strategy, the human resource development strategy for education management, investment in science and technology and policies to attract talent, create a favorable working environment and conditions for managers, lecturers and scientists to operate are three important pillars that create the premise to expand and promote the role and strengths of the teaching staff of American universities to the number one position in the world. American universities also pay great attention to planning managers from the department level and equivalent units, regularly plan training and development, and at the same time create conditions for lecturers to develop themselves so that they can be placed in management positions [32].

The US policy of recruiting educational managers in general and DNTBM in particular does not consider job characteristics or job positions, but through reviewing applications from all over the world, without discrimination and all are interviewed directly. The selection process is public, transparent, recruiting candidates with an open process, based on clear criteria and standards, the decision-making power belongs to competent and prestigious professors and students have the right to participate and give opinions.

TBMs can transfer schools, have academic freedom, and are not subject to any pressure or prejudice. Management positions, including TBMs in American universities, are selected by a completely independent board of directors consisting of senior managers and highly qualified, competent, and reputable lecturers. American universities focus on learners - the customers who need to be cared for better and better. The official TBM position in American universities is very stable and stems from the principle of academic freedom. Once appointed, schools do not have the right to force them to resign [32].

In the US Federal Act, vocational training is defined as a process of providing, creating work capacity and placing them in planned programs and courses, combining fields...

A significant portion of the budget is focused on training educational managers and lecturers. All TBMs are trained and qualified as soon as they apply, in order to attract global talent in management, teaching and scientific research.

The US also has a policy of reducing teaching hours for TBMs so that they can focus on research and management. A common policy for TBMs in universities is to have time off for training or research (can go to any school or institute, regardless of whether it is domestic or foreign).

In the US, the salary increase method based on annual performance evaluation makes lecturers and TBMs more active. In addition, department heads and principals have their own funds to increase salaries for TBMs with many achievements. The conferment of titles and annual evaluation of TBMs are nominated and voted by lecturers and students in the department, not by the faculty council. Academic titles and degrees are clearly decentralized, with foreigners appointed to academic positions (very different from many countries).

2.1.3. Experience in Taiwan, China

The Taiwanese government's view is that university management human resources must be constantly adjusted and planning must be carried out regularly according to the "long-term continuity" strategy. For Taiwan, management human resources need to be continuously trained and developed, so research universities must always develop plans for the development of management staff, divided into different levels. Therefore, planning for university management human resources is also regularly carried out [32].

Since the 1990s, China has initiated a policy of one-time incentives (up to 1 million yuan), promotions, housing subsidies, apartment gifts, transportation support, etc. for educational managers in universities. Using international assessment methods in recruitment and promotion: positions and jobs are publicly advertised and scholars can request promotions and rewards according to their achievements [42].

Most positions, titles, professors, and lecturers are performed under fixed-term contracts and through competition. There is a lifetime employment regime for outstanding professors. Currently, in large institutes and universities in China, only 20% of staff enjoy lifetime tenure. Universities and institutes have decentralized administration to faculties and departments, which have more autonomy in recruiting, developing, and evaluating talented people [42].

In China, policies to respect intellectuals and talents are systematically and synchronously built, so the status and income of lecturers and lecturers are raised. The salary system of management positions is innovated in the direction of remuneration according to tasks and work results. Working positions are based on contracts and are evaluated and reviewed annually. Lecturers who do not meet the requirements must be transferred to a lower position than their training level and receive a salary according to their position. Salary increases are given every two years [42].

2.1.4. Lessons learned for Vietnam

From studying the development activities of some typical countries, the following lessons can be drawn for Vietnam:

- Firstly , all countries have policies to develop a team of managers covering all universities, including research universities. For research universities, the management team is a

very important factor, they are professional managers who directly decide the quality of teaching, scientific research and technology transfer of the school. Therefore, focusing on developing the capacity of TBM is extremely necessary. From the first steps such as planning TBM positions in the school to selection, training... are all carried out very detailed and carefully.

- Second , research universities set quite strict requirements on the capacity of TBMs. Especially in countries with high levels of development of research universities, the capacity standards of TBMs are set to not only ensure the quality of work but also demonstrate prestige in the profession. However, TBMs are often free to choose their work and apply to any school they want, without discrimination, as long as they meet the standards. TBM standards are the leading basis for building the school's TBM.

- Third , improving the professional level of TBM is extremely necessary and must be done regularly through a separate training system and certification at different levels. Many countries have also built separate training programs for TBM to ensure the necessary certifications for them to be qualified enough to meet the job requirements. This is highly specialized and makes it easier for schools to carry out TBM development activities.

- Fourth , TBMs must operate in a highly competitive environment. The contract-based working regime forces TBMs in research universities to always be self-motivated and self-developed. Competition helps TBM development activities always receive attention.

- Fifth , the TBM team is the pioneer for scientific research and organizing scientific research in schools, so they should be given the conditions to fully develop their capacity, while ensuring that this activity is carried out effectively.

2.2. Overview of typical research-oriented universities in Vietnam - Hanoi National University

Currently, there are still very few research universities in Vietnam. Most of the universities that declare to be research-oriented are in the national university system, such as VNU-Hanoi and VNU-Ho Chi Minh City... This shows that research universities in Vietnam are universities with good quality of education and training, and have built a system of

management system, ensuring appropriate quality towards contributing to the development of the country.

VNU is a typical university for research universities in Vietnam, established under Decree No. 97/ND-CP dated December 10, 1993 of the Government, is a center for university training, postgraduate training, research and application of multidisciplinary and multi-field science and technology, high quality, gradually approaching international standards; representing Vietnamese intelligence and culture; playing a pivotal role and leading innovation in the Vietnamese higher education system.

By 2013, the Government increased the autonomy and self-responsibility of VNU according to Decree No. 186/2013/ND-CP dated November 17, 2013; and by 2014, the Prime Minister issued the Regulation on organization and operation of VNU and member higher education institutions together with Decision No. 26/2014/QD-TTg dated March 26, 2014 to clearly demonstrate the Government's viewpoint on innovation and development of VNU.

Accordingly, VNU has a high level of autonomy under the direct direction of the Prime Minister, is a public higher education institution consisting of a complex of member universities and scientific research institutes in different fields of expertise; has a seal with the national emblem and is the focal point assigned with budget and planning targets; is under the state management of the Ministry of Education and Training on Education and Training, of the Ministry of Science and Technology on Science and Technology, of other ministries, branches and the People's Committee of the province where the headquarters is located; is allowed to work directly with ministries, government agencies, People's Committees of provinces and centrally run cities [15; 112].

Currently, VNU has 34 units, including: VNU Agency (Office, 08 functional departments) and 33 member units, affiliated units, including: 07 member universities (University of Natural Sciences, University of Social Sciences and Humanities, University of Foreign Languages, University of Technology, University of Economics, University of Education, Vietnam-Japan University) ; 05 affiliated Faculties and 02 Training Centers, 05 member Research Institutes, 02 affiliated Research Institutes, 12 affiliated service units. VNU has 04 high schools and 01 middle school belonging to 04 member universities.

According to statistics by the end of 2019, VNU had about 4,234 staff, including 2,313 lecturers and researchers (collectively referred to as scientific staff). The number of scientific staff with the title of professor and associate professor was 437 (73 professors and 364 associate professors), accounting for 19%; the number of scientific staff with doctoral and doctor of science degrees was 1,292, accounting for 56%.

2.3. Introduction to the survey organization

2.3.1. Purpose of surveying the current situation

Building a practical basis to correctly assess the current situation of the National Defense Education Program and the development activities of the National Defense Education Program in the University of Science and Technology at VNU.

2.3.2. Survey content

To fully study the issues of the current situation of the National University of Education and the development activities of the National University of Education in the University of Science under VNU, the thesis conducted a survey focusing on:

- Survey on the current status of the capacity and moral qualities of the teachers at the University of Science and Technology under VNU. The thesis chooses to survey the current status of the capacity and moral qualities of the teachers at the University of Science and Technology under VNU.

- Survey on the current status of developing the National Economics University in the University of Science, VNU.

- Survey on factors affecting the development of innovation activities in the University of Science, VNU.

The survey criteria are built closely following the theoretical basis stated in Chapter 1.

2.3.3. Survey methods, subjects and survey tools

- Survey method:

The thesis uses observation methods, questionnaire survey, research of management and expert records, and in-depth interviews.

- Survey subjects:

Board of Directors, department/faculty level managers, lecturers and TBMs in 06 universities of research under VNU (including: University of Natural Sciences, University of Social Sciences and Humanities, University of Foreign Languages, University of Technology, University of Economics, University of Education).

- Survey tools:

The thesis uses 01 set of survey forms including 03 main contents:

+ Survey on the current status of the National University of Social Sciences and Humanities at selected universities;

+ Survey on the current status of developing the National Economics University at selected universities;

+ Survey on factors affecting the development of innovation in science and technology at selected universities.

2.3.4. Evaluation standards

The evaluation criteria are built according to the survey content and evaluation standards that have been built according to the standards stated in Section 1.3.2.3. Each content will have a number of indicators to clarify the issues of the criteria.

In the study evaluating the current status of the National Defense Education System, the type of scale chosen to use is the Likert scale - a scale commonly used to measure the level of opinion. Each point in the scale will indicate the level of good or bad for the judgments about the capacity and quality of the National Defense Education System.

In the study evaluating the current status of DNTBM development, the scale indicates the level of agreement of the evaluators with the development contents, as well as assessing the suitability of policies for DNTBM development activities.

In the study evaluating the current status of factors affecting the development of the National Target Program, the scale indicates the level of influence of factors according to the viewpoint of the survey subjects.

In summary, the questionnaire survey criteria are scored on a 5-point scale with the following rating scale:

Table 2.1: Rating scale

STT

Rating Points	Rating level
1	5	Good / Suitable / Agree / Affect
2	4	Quite / Quite suitable / Quite agree / Quite influential
3	3	Average / Neutral / No opinion
4	2	Weak / Low Relevance / Low Agreement / Low Influence
5	1	Poor / Inappropriate / Disagree / No Impact

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2.3.5. Survey sample and survey area

Due to time and space constraints, the thesis only selected to survey 06 member universities of VNU (which are research universities) mentioned above. The survey sample was taken according to the principle of generality and error.

According to Nguyen Van Ngoc, the size of the research sample is determined according to the following formula [92]:

In which: n - sample size; N - population; - sampling error limit.

According to the statistics of the Personnel Organization Department - VNU mentioned above, by the end of December 2019, VNU had 4,234 civil servants, public employees and workers, including

2,313 lecturers and researchers. In the 6 member universities of VNU mentioned above, there are 52 faculties and 202 departments.

With a total population of 5,000, the recommended sample size of 370 will have a margin of error of 5%. The researcher selected 448 samples > 370 to meet the requirements. Of which, the number of samples belonging to leaders - Board of Directors, school-level managers was almost taken in full; TBM was taken in full at the University of Economics, University of Foreign Languages, University of Education; University of Social Sciences and Humanities, University of Natural Sciences took half of the TBM; the rest were randomly selected lecturers. A detailed description of the sample is shown in Table 2.2.

Table 2.2: Survey sample statistics

School name

Cold Board of Directors	CBQL level school	TBM	Lecture pill	Total
University of Science	3	10	20	35	68
University of Social Sciences and Humanities	3	12	32	40	88
University of Foreign Languages	2	12	20	45	79
University of Technology	3	10	22	40	75
University of Economics	3	12	21	40	76
University of Education	2	5	17	39	62
Total	16	61	132	239	448

2.4. Current status of department heads' capacity in research-oriented universities under Vietnam National University, Hanoi

2.4.1. Structure of department heads according to qualifications and experience

In the 06 universities of research under VNU, Hanoi that have announced their current training missions and objectives, NCS has counted about 202 TBMs. The total number of

Overview of a Typical Research-Oriented University in Vietnam - Vietnam National University, Hanoi

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