Biện pháp phát triển đội ngũ giảng viên đáp ứng yêu cầu phát triển thương hiệu: Nghiên cứu tại các trường đại học vùng Đồng bằng sông Cửu Long
Tóm tắt
This sequential explanatory mixed-methods study compared administrators’ and lecturers’ perceptions of seven lecturer-workforce dimensions associated with university brand-development requirements at six non-public universities in Vietnam’s Mekong Delta. The main quantitative sample comprised 203 of 307 valid responses (71 administrators and 132 lecturers); 104 staff responses were excluded from the comparison. Fifteen semi-structured written interviews supplemented the survey. Data were analyzed using descriptive statistics, independent-samples t tests, 95% confidence intervals, Cohen’s d, and thematic coding. Mean ratings ranged from 3.66 to 3.94 among administrators and from 3.75 to 4.21 among lecturers. Significant differences occurred only for workforce size, Welch’s t(134.36) = -2.72, p = .007, d = -0.41, and democratic participation and agency in brand development, t(201) = -3.72, p < .001, d = -0.55. Lecturers rated both dimensions higher; the other five differences were non-significant. Interviews suggested different operational and strategic reference frames and shared concerns about workforce structure, needs-based professional development, research time, and transparent recognition. Five management measures are proposed. Because the study used non-probability, cross-sectional self-report data and did not measure brand outcomes directly, conclusions are limited to perceptions and managerial implications.
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