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Factors Affecting the Quality of University Lecturers - A Research Conducted Within the Context of Vietnam Society
Ngo Sy Trung,
Ta Quang Tuan,
Do Thi Thu Huyen,
Tran Thi Ngan Ha,
Ho Thi Mong Tuyen,
Nguyen Thi To Loan
Issue:
Volume 6, Issue 3, June 2021
Pages:
58-62
Received:
14 April 2021
Accepted:
10 May 2021
Published:
21 May 2021
Abstract: There are many factors affecting the quality of faculty that numerous researchers mentioned, analyzed and pointed out the different degrees of influence. The paper studies external factors affecting the quality of faculty such as Political regime, Management mechanism and Salary regime. These three factors have been existing in each country and make a different impact on the quality of faculty creating the unique characteristics of each country. The author builds a theoretical framework for research on the above-mentioned three ones and conduct a direct survey of 400 lecturers from 10 universities in Hanoi - the capital city of Vietnam. The survey is selectively done, in which its surveyed subjects are lecturers with doctorate or higher and their working time from 5 years or more. Through secondary data collected from published documents combined with those gained from direct investigations and surveys, the author contributes to clarifying the impact of the above-mentioned factors on the quality of Vietnamese faculty. From that result, he proposes a number of workable solutions on the policies with the hope of providing leaders and managers with scientific arguments so that they have more sound bases to appropriately adjust their policies to satisfy the essential needs of lecturers, which helps them have more opportunities to create and maximize their capacity. That also contributes to completing the policies on developing a team of high-quality Vietnamese faculty meeting the requirements of higher education in the modern and integrated social context.
Abstract: There are many factors affecting the quality of faculty that numerous researchers mentioned, analyzed and pointed out the different degrees of influence. The paper studies external factors affecting the quality of faculty such as Political regime, Management mechanism and Salary regime. These three factors have been existing in each country and mak...
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Feedback on Indian NEP (National Education Policy) to Ensure Faculty Parity, Devolution of Power, Function with Manageable Units and Achieve Global Eminence
Adhikarla Suryanarayana Rao
Issue:
Volume 6, Issue 3, June 2021
Pages:
63-71
Received:
26 April 2021
Accepted:
13 May 2021
Published:
21 May 2021
Abstract: To appraise a bulky official document with numerous reforms and huge agenda in a single article is bound to have limitations. Further, in a vast and diverse population differences of opinion are natural. Hence, readers are advised to go through critically the first three references to understand the gargantuan task involved. Subsequently, readers may go through the various responses on different aspects which were appearing in various links given. The present article appraises the issues from overlooked and / or less emphasized angles and suggests regional/central governments and faculty and students friendly approaches to be ultimately successful. Each goal can have a different time dimension. Some useful reforms which can be immediately and easily implemented have been highlighted. Some additional strategies have been suggested for achieving the goals mentioned in the NEP. Lastly, but not the least, author whole heartedly acknowledges the caliber and commitment of all the persons associated in the framing and drafting of NEP. It has been recommended to reflect on the lack of uniformity in power, pay and perks among the various categories of faculty and concurrent and parallel system of education in state and central governments. A mention has been made aobut the various categories of educational institutions, population of India, increasing mandatory working days and hours and resource limitations.
Abstract: To appraise a bulky official document with numerous reforms and huge agenda in a single article is bound to have limitations. Further, in a vast and diverse population differences of opinion are natural. Hence, readers are advised to go through critically the first three references to understand the gargantuan task involved. Subsequently, readers m...
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Reflecting on a Personal Doctoral Study Experience: A Journey to Academic and Professional Maturity
Issue:
Volume 6, Issue 3, June 2021
Pages:
72-77
Received:
23 April 2021
Accepted:
10 May 2021
Published:
26 May 2021
Abstract: Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This study explored the author’s experience during the proposal writing stage of his doctoral study at the University of Dar es Salaam, Tanzania, drawing mainly on how the author was an active participant in doctoral learning. It addressed the question: how do doctoral students experience their supervisors’ involvement in supervision during the proposal stage of their doctoral programmes? Quantity and quality of supervision significantly impact the doctoral experience. Information that was used to discuss and draw conclusions about the studied issue came from the author’s recounting experience and from a critical review of various sources. It was found that supervisors were not involved in selecting students they supervised, which resulted to possibilities of a misfit between supervisors’ expertise in the students’ learning content area as well as methodology. It also led to supervisors’ power relation conflicts based on seniority and methodological mismatch, to the learner’s drawback and liminality. The learner’s negotiation of the supervisors’ relation led to a successful crossing of the threshold, contributing to the learner’s academic and professional maturity. An efficient communication between doctoral students and their supervisors form an important facet to the triumphant and well-timed completion ofa doctoral journey.
Abstract: Doctoral students across African Universities encounter negative and positive experiences in their interaction with their supervisors during the whole doctoral learning process. The doctoral students’ well-being, competence attainment and studies timely completion depend on supervisors’ active engagement and students’ adaptability levels. This stud...
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