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Summary of Criteria Affecting the Development of the National Highway Traffic Safety Administration

Table 2.33: Summary of criteria affecting the development of the DNTM



STT


Content

Strong influence

Quite influential

Little impact

No effect

SL

%

SL

%

SL

%

SL

%

I

External factors








1

Globalization and the knowledge economy


246

54.91

%


175

39.06

%


25

5.58

%


2

0.45

%


2


Economic environment


255

56.92

%


161

35.94

%


28

6.25

%


4

0.89

%


3

Party and State's guidelines, policies, laws


278


62.05

%


157


35.04

%


13


2.90

%


0


0.00

%


4


Science and technology


228

50.89

%


166

37.05

%


45

10.04

%


9

2.01

%


5


Culture, society


179

39.96

%


228

50.89

%


41

9.15

%


0

0.00

%

II

Internal factors








1

School's perspective on developing the National Target Program


300

66.96

%


139

31.03

%


9

2.01

%


0

0.00

%


2

School cultural environment


251

56.03

%


179

39.96

%


16

3.57

%


2

0.45

%


3

School financial potential


255

56.92

%


183

40.85

%


10

2.23

%


0

0.00

%


4


Technological capabilities


215

47.99

%


175

39.06

%


53

11.83

%


5

1.12

%

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Summary of Criteria Affecting the Development of the National Highway Traffic Safety Administration

Source: NCS Survey 2018


Among the external factors, the most influential factor is the Party and State's guidelines and policies on managers in higher education and the clear determination of the position and role of TBM in schools, with 62.05% of respondents saying that this factor has a strong influence; 35.04% saying that it has quite an influence; only 2.9% giving their opinion that it has little influence and no opinion that it has no influence. The least influential factor among the external factors is cultural and social factors, with 39.96% of survey participants saying that it has a strong influence, but only 9.15% answering that it has little influence and no one affirming that it has no influence.

The internal factors have a very high rate of strong influence, mostly over 50% with the highest criterion being the remuneration and the lowest being the school's technological capacity. The "quite influential" assessment is also high, all above 25%, only 1-3% of respondents said it had little influence and almost no one rated it as having no influence. The criterion with the weakest level of influence is technological capacity.

In general, there are many factors affecting the development of the National Science and Technology Initiative in the University of Science and Technology, but the level of influence is assessed very differently. The survey results also show that managers need to pay attention to the factors that have strong influence so that when adjusting them, they will have an impact to quickly increase the success of the measures to develop the National Science and Technology Initiative.

2.7. General assessment of the current status of department head development in research-oriented universities at Vietnam National University, Hanoi

2.7.1. Advantages

From the analysis of the current situation of the National University of Social Sciences and Humanities as well as the development activities of the National University of Social Sciences in the VNU, we can see the following advantages:

- Firstly , the TBM in the University of Science and Technology has been constantly developed in both quantity and quality. Most of the TBM have strong political will, good moral qualities, and exemplary lifestyles; most of them have high professional qualifications and pedagogical skills, have experience in leadership, management, and strict implementation of the Party's guidelines and policies, the State's policies and laws and the school's policies on education and training; some TBM have innovative thinking, are dynamic, creative, and dedicated to the cause of higher education. Most of the TBM are aware of training and improving their political qualities, ethics, and lifestyles, and have a spirit of service for the success of learners and the school. Over the years, the TBM has actively and effectively advised the school's leaders on the innovation of training programs as well as specialized issues that the department is responsible for.

- Second , the work of developing the TBM has been gradually focused on, the universities have applied some basic measures to develop the TBM and have also achieved certain results. Therefore, the awareness of the position and role of the TBM in the school as well as the need to develop this team has been significantly improved. The TBMs have also recognized their rights and obligations in performing important tasks.

important, especially more active in advising school leaders on innovations related to the department. This helps to improve the quality of teaching and scientific research of lecturers and students in the department. Other people in the school also have a different perspective on the Department of Foreign Languages ​​and create conditions for the Department of Foreign Languages ​​to perform its tasks as well as develop itself.

- Third , the selection and appointment of TBMs in the University of Science and Technology is carried out in accordance with the correct procedures, ensuring that all necessary requirements set by the State and the school are fully met. This helps the professional capacity of the TBMs to be quite uniform and achieve a certain reputation in the department.

- Fourthly , the training and development work for the Youth Union has also been implemented quite extensively and effectively in most universities. Youth Union members are encouraged to participate in training and development classes to improve their professional qualifications. In addition, the school also organizes classes on management skills, political awareness, etc. This helps the Youth Union members ensure quality, meet the requirements of the school as well as the regulations of the State in the innovation of higher education. These measures have initially had positive impacts in improving quality, perfecting knowledge, methods and professional skills for the Youth Union members in the Youth Union.

Reason :

- Firstly , most of the TBMs are nominated from the Party Committee with high professional qualifications and skills. They are also experienced and prestigious in the department, so they have met certain requirements of the school. In addition, the selection of TBMs according to the process is also the right person, the right job, so they are people who always have the will to strive and develop themselves. This helps the work of developing TBMs to increase efficiency.

- Second , in recent times, the Party and the State have developed and implemented many policies and strategies to develop the teaching staff and educational managers in general, and the TBM in particular. Workshops have been held in many schools to clearly define the position and role of the TBM in the development of the field of study and the school. This has created favorable conditions for the development of the TBM in the University of Science.

- Third , universities and research institutes highly value the professional qualifications of lecturers in general and managers in particular. For universities and research institutes, the reputation of lecturers is very important.

Management, teaching ability and scientific research are put on top, which has made the policies for training and development of lecturers always receive attention. This is also a condition that helps TBM regularly participate in training and development activities to improve their own capacity.

2.7.2. Existence and limitations

In addition to the successes of the development of the National Defense and Security Council, there are still many limitations that prevent this team from fully promoting their abilities and efforts to contribute to their work. Although the National Defense and Security Council has ensured professional and technical competence, it still has limitations in leadership and management capacity, which are reflected in: Forecasting and analysis capacity; vision building; design and implementation orientation capacity; decisiveness and innovation capacity. Management level and capacity, especially goal management skills, attitude management, activity management; change leadership skills; conflict management skills... Most of them perform management tasks based on experience, have not been trained and educated in standard management knowledge and skills, so they lack management methods and knowledge, have not been regularly updated with modern management practices, lack knowledge of human resource and financial management, and are therefore confused in direction and operation; the ability to use IT and foreign languages ​​is still weak; The dual role of a manager as both a professional manager and a leader has not been fully recognized. In addition, other capacities such as social activities or international cooperation have not been given attention and development, so they are still lacking and weak for the TBMs. The number of TBMs capable of negotiating, signing, and cooperating with universities in the region and internationally on training, academic exchange, scientific research, and capacity building for lecturers is still small. Many TBMs are still limited in applying IT to management, and their proficiency in foreign languages ​​in their expertise, management, and international cooperation has not met the requirements of higher education innovation. This result is due to the limitations of the development of IT in universities and research institutes today, specifically:

- Firstly , universities and research institutes have not yet thoroughly researched a complete competency framework system specifically for TBM. This has led to many limitations in other related TBM development activities. Because the current competency framework for TBM in universities mainly focuses on professional and technical competencies, TBM lacks many other skills such as leadership, social activities, and international cooperation. The lack of a competency framework also makes TBM have no basis to strive and develop themselves.

themselves. When performing tasks, they do not fully identify their functions and tasks, ignore many advisory activities for leaders at all levels and consider it the work of higher levels.

- Second , the planning and development planning of the TBM has not been carried out thoroughly and deeply. In some schools, the planning has not been given due attention, so it is not based on reality, and is not even approved by the faculty or the teaching staff. The planning is also a formality in some schools. The schools have not yet conducted basic surveys to develop the TBM plan. The planning work is not yet strategic, long-term and regular, and is not linked to the work of training and development, and the arrangement and use of staff.

- Third , the work of selecting and using TBM is not very effective. The promotion of TBM in schools is sometimes passive. Schools use TBM with quite simple responsibilities such as assigning teaching schedules in the department without paying attention to the advisory work that this team can do to develop education and training activities, scientific research as well as improve the training quality of the school.

- Fourth , the work of inspecting and evaluating the DNTBM has not received due attention; inspection and evaluation according to standards have not been carried out, and the evaluation of TBM is still heavy on qualitative and light on quantitative. The evaluation criteria are quite simple, mostly similar to the DNNGV. In addition, the evaluation is often self-assessment and has comments from the head of the department, so there is a mentality of favoritism and helping to not reduce income, but it is not meaningful to gain experience and serve as a basis for self-development for TBM.

- Fifth , the working mechanism and policies to motivate the development of the DNTBM in the University of Science and Technology have not been completed and lack consistency. Although the motivational policies exist, they are not clear to the DNTBM. The benefits are still quite limited, so the DNTBM does not have much motivation to focus on management. They only try to fulfill their assigned responsibilities and spend time to increase their personal income through professional work.

Reason:

The shortcomings and limitations of the development of the National University of Science and Technology in Vietnam National University, Hanoi come from the following reasons:

- Firstly , those who work on human resource development have not focused on researching thoroughly to build a competency framework for TBM, making the standards and job descriptions sketchy and lacking a basis for development work.

- Second , many TBMs in handling work still rely on experience, are slow to innovate, and are affected by the old centralized administrative mechanism. Many TBMs, to be "safe", learn from the methods of their "predecessors" but rarely learn management experience from the international education and training environment, so they cannot update modern work methods.

- Third , many departments only have 2-3 people, including the TBM, making it very difficult to select and promote the TBM. This also creates a mentality that there is no need to plan or develop a plan for the development of the TBM.


Chapter 2 Conclusion:

In Chapter 2, the development of the National Research Council in the VNU-HCMC is studied in practice by conducting a survey of 448 samples of managers at all levels, National Research Council and lecturers at 06 VNU-HCMC universities.

The reality shows that universities have carried out many activities to develop the TBM such as raising awareness of the position and role of TBM in the school, planning TBM, appointing, using TBM, evaluating, training and developing as well as implementing measures to motivate TBM, but the effectiveness is not really high. The activities of developing TBM are not yet synchronous, unified and focused. Some of the contents of staff development of the schools are assessed as quite effective such as raising awareness of the role of TBM or training and developing, but many other contents have not received attention. In addition, the activities of developing TBM have not been carried out in a "methodical" manner, especially there is no system of standards and capacities specifically for TBM, which makes other activities limited, inspection and evaluation are still loose. As a result, the current capacity of the TBM in the University of Science and Technology is not highly evaluated, although it has met the necessary requirements of the school as well as the State's regulations for the position of TBM. Therefore, to meet the cause of fundamental and comprehensive innovation in higher education, the TBM needs to continue to improve its political capacity, comprehensive knowledge, leadership and management methods and skills...

There are many factors affecting the development of the National University of Science and Technology at VNU. Among them, the Party and State's guidelines, viewpoints and policies on the development of educational management staff; the requirements for fundamental and comprehensive innovation in education and training; economic, cultural and traditional factors; the interest of the management entity in the development of the National University of Science and Technology, the organizational cultural environment or the financial potential of the school are issues that need to be considered when developing solutions for the development of the National University of Science and Technology at VNU.

Chapter 2 analyzed the current status of developing the research topic in the University of Science and Technology under VNU in each content. From there, it assessed and pointed out the advantages, limitations, shortcomings as well as its causes. This is the basis for managers to identify effective solutions to improve the development of the research topic in order to overcome the limitations, and at the same time improve the quality of the research topic in the University of Science and Technology in the coming time.

CHAPTER 3:

SOLUTIONS FOR DEVELOPING DEPARTMENT LEADERS

IN RESEARCH ORIENTED UNIVERSITIES IN VIETNAM


3.1. Orientation for developing department heads in research-oriented universities in Vietnam

The documents of the 12th National Congress of the Party determined: "Fundamental and comprehensive innovation of education and training in the direction of openness, integration, and building a learning society..." [30]. Developing the ideas of previous Party congresses and resolutions on education and training, the 12th National Congress of the Party continued to affirm: "Education is the top national policy" [30]. Innovation of education and training is the top policy and guideline of the Party and State of Vietnam. "Fundamental and comprehensive innovation of higher education, creating fundamental changes in quality, efficiency and scale, meeting the requirements of the country's industrialization and modernization, international economic integration and people's learning needs. By 2020, Vietnam's higher education will reach the advanced level in the region and approach the advanced level in the world; have high competitiveness, adapt to the socialist-oriented market mechanism" [14].

The promulgated regulations and rules on research universities reflect the change in awareness and gradual improvement of the State's policies towards this type of university. In particular, Article 3 of Decree No. 73/2015/ND-CP dated September 8, 2015 of the Government regulating standards for research-oriented higher education institutions has created a new mechanism for universities to develop in accordance with the context of the socialist-oriented market mechanism in Vietnam, developing the country in the context of international integration, the 4.0 industrial revolution [16].

Along with the transformation of the country's economy, there is an urgent need for higher education institutions to develop human resources and develop human resources to train high-quality labor force for the country. The development of socio-economics along with the impacts of international integration and the 4.0 industrial revolution has set out directions for each university to develop human resources and human resources. Specifically:

- Firstly , the process of developing the National University of Social Sciences and Humanities needs to pay special attention to thoroughly understanding the contents related to the new requirements of development tasks.

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