Phát triển đội ngũ giảng viên ngành kinh tế các trường đại học ở hà nội tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

PHUNG DINH VINH

DEVELOPING LECTURERS MAJOR IN
ECONOMICS OF UNIVERSITIES IN HANOI
Major: Educational management
Code: 9.14.01.14

SUMMARY OF THE DISSERTATION ON EDUCATION
MANAGEMENT

Ha Noi – 2019


The Thesis Dissertation is done in Graduate Academy of Social Sciences
- Vietnam Academy of Social Sciences
Instructors:
Prof, Dr. Vu Dung
Dr. Nguyen Xuan Long

Reviewer 1: Assoc Prof, Dr. Tran Huu Hoan
Reviewer 2: Assoc Prof, Dr. Bui Minh Hien
Reviewer 3: Dr. Nguyen Tien Hung

The dissertation will be presented in the Thesis Committee at Academy
level
Organization: Graduate Academy of Social Sciences - Vietnam
Academy of Social Sciences
At.................................. , date:..............2019

The Dissertation Thesis can be found at the libraries:
- Vietnam National Library;
- Graduate Academy of Social Sciences Library - Vietnam Academy
of Social Sciences


LIST OF SCIENTIFIC WORKS RELATED
TO THE DISCUSSION THESIS
1. Phung Dinh Vinh (2018), Current status about morality and
qualification of university lecturers major in economics, Journal of
Social Psychology No. 5 (Pages 65 - 74), May 2018.
2. Phung Dinh Vinh (2018), Current situation of factors affecting the
development of lecturers major in economics of universities, Journal of
Social Psychology No. 7 (Pages 121 - 126), July 2018


3.


PREFACE
1. The urgency of the topic
Teaching staff is a factor that determines the quality of education - training and
the ability to adapt to the rapid changes of the market economy, ensuring that
education and training serve positively for the task of economic development society. Therefore, universities of economics need to pay attention to developing
lecturing staff to improve the quality of training human resources to meet social
needs, making the school's training products always be social accept.
For universities of economics, one of the requirements to improve the training
quality of the schools is to focus on developing the faculty of the economic sector
both in quality and quantity, faculty of economic sector is The most important factor

helps universities of economics to improve the quality of training and scientific
research, helping universities to improve their standards to achieve international
standards.
In fact, in recent years, the economic sector in universities is no longer
attractive to students as it was in the past due to the teaching quality of lecturers in
economics and textbooks, backward lectures have not kept up with advances in
science and technology in the economic sector in the era of knowledge economy.
Stemming from that practice, there are many projects, many research topics on
developing staff members, but the problem of developing university lecturers in
economics is not yet mentioned and studied in a comprehensive way and systematic.
Given the problems raised from that theory and practice, it is necessary to select the
topic "Developing the faculty of economics of universities in Hanoi", to actively
contribute part of the task of fundamental and comprehensive innovation of education
and training for economic universities in the current context.
2. Research purposes and tasks
2.1. Research purposes
Researching the theory and situation of developing economics lecturers of
universities in Hanoi, then proposing solutions and conducting experiments to
contribute to the development of economic lectuers of universities in Hanoi today.
2.2. Research tasks
1) Overview of domestic and foreign studies on developing economics
lecturers in universities.
2) Develop a theoretical basis for the development of university lecturers.
3) Evaluate the status of faculty development and factors affecting the
development of university lecturers in Hanoi.
4) Propose solutions to develop lecturers in economics of universities in Hanoi.
The organization tested a proposed solution.
3. Subject and scope of the thesis research
3.1. Objects and objects of research
3.1.1. Research subjects

Developing teaching staff of economics universities in Hanoi
3.1.2. Object to study
Teaching staff of economics universities in Hanoi
1


3.1.3.Customer survey
- Practical survey includes 667 people, including university management staff,
lecturers, students and some experts.
- Customers can test the necessity and feasibility: 190 people
- Customer test: 60 people
- Total number of surveyed customers: 917 people
3.2. Research scope
3.2.1. Scope of research content
Subjects of developing lecturing staff in economics universities in Hanoi: Ministry of
Education and Training, Principal for universities, and Directors for Students.

The coordinating subjects are the Department of Organization and Personnel,
Heads of the Faculties of Economics, or the Head of the Department directly under
the school.
Research and develop lecturers according to human resource management
including: Planning and recruitment; organizing refresher training; implementing
policies and regimes; create a working environment for faculty of economics at
universities in Hanoi
3.2.2. The scope of customer surveys is practical
Experts; Lecturers; Managers and students of 5 universities in Hanoi have
training in economics.
3.3.3. Limited to the study area
Research conducted at public economics universities in Hanoi includes:
National Economics University; University of Commerce; Foreign Trade University;

University of Economics - Hanoi National University; Academy of Policy and
Development.
4. Methodology and research methods of the thesis
4.1. Methodology
- Access to human resource
management -Access to capacity
- Access to the system:
4.2. Scientific hypothesis
Developing lecturing staff in the economic sector of universities in Hanoi has
achieved certain successes but in this work there are still certain limitations and
shortcomings in planning, training, retraining and using lecturing staff. Economic
sector, creating working environment for this team also has limitations. If we propose
solutions to approach human resources and approach capacity in a way that is
consistent with the training characteristics of universities of economics and requires
fundamental and comprehensive innovation of higher education. Currently, it will
improve the quality of this faculty in universities in Hanoi today.
4.3. Research questions
How is the development of lecturers in economics of universities in Hanoi?
What factors affect the current development of lecturing staff of economics
universities in Hanoi?
In order to effectively develop lecturing staff of economics universities in
Hanoi today what are the basic solutions?
2


4.4. Research Methods
Methods of studying documents and documents; Professional solution; Method
of investigation by questionnaire; In-depth interview method; Focus group discussion
method; Statistical methods and data processing by SPSS software; Test Method.
5. New scientific contributions of the thesis

The first new contribution of the thesis is to develop the theory of developing
economics lecturers at the university based on human resource management
approaches and capacity approaches. This is a problem that is rarely studied in
Vietnam today.
The thesis has also developed a set of tools and conducted surveys to assess the
current situation of developing economics lecturers of universities in Hanoi.
The dissertation also analyzed and evaluated the factors affecting the development of
lecturers in economics of universities in Hanoi. The results of this study are new,
because the teaching staff of the economics universities in Hanoi today are hardly
studied.
The thesis has proposed building a professional competence framework of
university economics lecturers in Hanoi.
The research results of the dissertation are useful references in the thematic
construction for graduate education management students on developing university
teaching staff, as well as useful references to develop training materials for economic
lecturers for universities in Hanoi.
6. The meaning of theory and practice
6.1. Reasoning meaning
Research results of the thesis can contribute to supplementing some theoretical
issues about the development of teaching staff in general and teaching staff of
economic universities in particular.
6.2. Practical meaning
Research results of the thesis can contribute to helping the surveyed
universities improve the quality and effectiveness of management of economic
lecturers. Research results of the thesis can be a reference for universities in
management of economics lecturers in the field of economics training of the
university.
7. Structure of the thesis
In addition to the introduction, conclusions, recommendations, bibliographies
and annexes; The content of the thesis is presented in 04 chapters:

Chapter 1: Overview of the research situation on developing economics
lecturers in the university
Chapter 2: Theoretical basis for developing economics lecturers in the
university
Chapter 3: Current situation of developing economics lecturers of universities
in Hanoi
Chapter 4: Solutions to develop economics lecturers of universities in Hanoi in
the current context.

3


CHAPTER 1
OVERVIEW OF RESEARCH SITUATION ON DEVELOPING ECONOMICS
LECTURERS IN UNIVERSITIES
1.1. Studies on lecturing staff
1.1.1. Studies on lecturing staff oversea
1.1.2. Studies on lecturing staff in Vietnam
1.2. Studies on developing lecturing staff in universities
1.2.1. Studies on developing lecturing staff in foreign universities
1.2.2. Studies on developing lecturing staff in universities in Vietnam
In summary, the research on lecturing staff as well as the development of
lecturing staff in universities is quite diverse but can give some comments as follows:
- About the approach: historical approach: Indicating the development trend of
the era of the economy, politics and society of the country and considering it as a
theoretical basis to develop development solutions for lecturing staff; Approaching on
the basis of general theories of human resource management, in which lecturers are
considered as important human resources, playing a major role in the development of
educational career, therefore need to be deeply concerned for sharp and consistent
development orientation.

- About the scope of research: Quite diverse in terms of time and place of
study, covering different regions, regions and localities. Here, when referring to
developing lecturing staff, it is necessary to pay attention to regional characteristics.
- About the research object: Including different groups of lecturers on gender,
professional capacity, different majors.
However, a complete study of lecturing staff development in universities of
economics is hardly mentioned, so our research will contribute to filling this gap.
Summary of chapter 1
The results of the review of research works of domestic and foreign authors
related to research issues of the thesis show the general context of higher education
today. In general, in the world and in Vietnam, developing lecturing staff receives
special attention and requires a rapid and comprehensive change to meet the
requirements of economic development. - society in the 21st century.
The researches on lecturing staff all confirm the decisive role of lecturing staff
in the process of innovation and development of higher education. Many research
projects have deepened the requirements of ethical standards, expertise, professional
skills, pedagogical methods, and a spirit of enthusiasm and motivation for learners.
Researches on faculty development have mentioned the characteristics of lecturing
staff, problems, ways of assessing lecturing staff, content of lecturing staff
development. In addition, the researchers also pointed out issues of management and
development of lecturing staff in view of human resource development and education
development. By generalizing the system of reasoning, practical analysis and
proposing solutions to develop lecturing staff, the research works are really valuable
documents for the thesis to reference and selectively inherit the essays science points,
serving the research tasks that the topic offers.
Based on the research of foreign and domestic authors, the thesis has inherited
the characteristics of lecturing staff to build the characteristics of lecturers in the
economic sector, the author has also inherited the building of the capacity framework
of university lecturers through which the author can build specific expressions on the
capacity of lecturing staff of the economic sector. The author has also acquired and

inherited the factors affecting the development of lecturing staff, thereby building the
factors affecting the development of lecturing staff of economics universities.
4


CHAPTER 2
RATIONALE FOR DEVELOPING ECONOMIC LECTURERS
IN UNIVERSITIES
2.1. Lecturers and economics lecturing staff in universities
2.1.1. Lecturers and economics lecturing staff
Lecturers are those who undertake the teaching and scientific research of a
certain discipline at the university or college level
Economics lecturing staff is a group of people who work in teaching and
scientific research in the field of economics at universities, they are organized into a
force to implement the training objectives set out at university.
2.1.2. Lecturers and economics lecturing staff in universities
Economics lecturing staff is a group of people who work in teaching and
scientific research in the field of economics at universities, they are organized into a
force to implement the training objectives set out at university.
2.1.3. Characteristics of economics lecturing staff in higher education institutions
- Characteristics of pedagogical labor products of economics lecturers
- Characteristics of pedagogical environment of economics lecturers
- Characteristics of specialized training:
Economics lecturing staff has both the common characteristics of both
university lecturers and their distinctive characteristics, thus orienting the
development of economics lecturing staff at economic universities.
2.1.4. The quality and competence of the economics lecturing staff in universities
2.1.4.1. The quality of the economics lecturing staff in universities
- Political and ideological views about the country and the nation;
- Exciting attachment to the ideals of the nation, the country, with a passion

for the teaching profession;
- Having a sense of discipline, collective consciousness and spirit of striving
for the interests of the nation and the country;
- Devotion, responsibility in work;
- Consciousness in learning constantly training to improve professional
qualifications and perfect the personality of teachers;
- The consciousness of receiving the essence of national culture, promoting the
national potential;
- Have the spirit of service, integration and sharing with the community;
- Have a spirit of cooperation with colleagues.
2.1.4.2. Competence of the economics lecturing staff in universities
We propose the framework of the economics lecturing staff including the
following specific competencies:
- Professional competence of the economics lecturing staff
- Capacity to develop and implement training programs of the economics
lecturing staff
- Professional development capacity of the economics lecturing staff
2.2. Developing the economics lecturing staff in universities
2.2.1. Development
Development is the process of changing in a positive direction about the
quantity and quality of things and phenomena.
2.2.2. Concept of developing the economics lecturing staff in universities
Development of the economics lecturing staff in universities is to integrate the
people who work in teaching and scientific research in the field of economics in
universities to change in quantity and quality in the direction of integration extreme,
to implement the training objectives set out.
5


2.2.3. The content of developing a contingent of the economics lecturing staff in

universities follows the approach of human resources
Based on the theory of human resource development of Leonard Nader (1984),
from this point of view, the thesis determines the content of developing the
economics lecturing staff in universities approaching human resource management
including the following contents: 1/ planning and recruitment; 2/ training; 3/
implementing policies; 4/ create a working environment and 5/ check and evaluate
the economics lecturers in universities.
2.2.3.1. Planning to develop a contingent of economics lecturers in universities
- Development planning on the number of economics lecturers
- Development planning on the quality of economics lecturers
The quality of economics lecturers is expressed through three criteria:
qualifications, qualities and capabilities.
2.2.3.2. Select and use economics lecturers in universities
Selecting economics lecturers in universities is the process of using the methods
to recruit qualified people to ensure the process of developing lecturers in the economic
sector in a sufficient and quantitative direction of high quality, synchronous structure, so
it is necessary to pay attention to the recruitment of lecturing staff.
Using economics lecturers in universities is shown in assigning the right job
title, assigning the instructors and help during the probationary period. Using
lecturers is the arrangement, arrangement and promotion of lecturers in specific tasks
and titles in order to maximize the faculty's ability to achieve the school's objectives.
2.2.3.3. Organize training and retraining of economics lecturers in universities Training
and retraining is both a requirement and a need for university lecturers,
including university lecturers in economics. Without training and retraining of these
lecturers not only quickly outdated compared to the progress of science and technology
in general, economic science in particular and even with practicality is also inadequate.
2.2.3.4. Implementing policies and working environment for university lecturers
Besides the selection and rational use, the continuous focus on training and
retraining to improve the qualifications and capacity of this team, the formulation of
appropriate regimes and policies and real deployment. Well implementing the policies

and policies that will in fact allow universities in general and universities of economics
in particular to create motivation for the development of faculty staff of the school.
2.2.3.5. Inspecting and evaluating the development of economics lecturers in universities
First of all, it is to consider the planning of developing lecturing staff according to the
contents, then assessing the organization and direction of implementing the
plan so that there can be appropriate adjustments.
Evaluating university lecturers in economics, first of all, to determine the
results of the work that these university lecturers conduct during their professional
activities. Therefore, to fulfill the above requirement, it is necessary to fully describe
the work to be done by lecturers of economic universities by specific and explicit
criteria. Based on the identified criteria, every year, universities of economics need to
conduct assessment of university lecturers in economics to guide professional
development, their profession.
2.3. Factors affecting the development of economic faculty in university
2.3.1. Subjective factors
The interest of management subjects for the development of lecturers in the
economic sector; Self-study and self-training to improve the quality and competence
of the economics lecturers in universities; The policy of attracting and remuneration
of economics lecturers in universities; University autonomy on developing
economics lecturers; Job position of economics lecturers.
6


2.3.2. Objective factors
The objective factors affecting the development of lecturing staff are defined as
factors derived from conditions, socio-economic circumstances, mechanisms and
policies, particular regions, regions and localities that have impact on images, directly
or indirectly enjoying the development of economics lecturers. These impact factors
are mentioned in particular:
Management mechanisms and policies of the state and industry related to

teaching staff; The impact of the 4.0 revolution required the development of
economics lecturers; Investment in facilities - equipment for teaching for economics
lecturers; The trend of internationalization and globalization in international
economic integration; Ranking national key university in economics.
Research theoretical framework of the thesis

Developing economics lecturers in universities

Approach of human resource management theory

Planning
development of
lecturing staff
- Development
planning on the
number of
economics
lecturers
- Development
planning on the
quality of
economics
lecturers

Select and use
lecturers
- Using open
recruitment;
- Recruitment
decentralization

to faculties and
departments;
- Developing

recruitment
standards;
Building
recruitment
process
- Organizing
recruitment as
planned;

Organize
training and
retraining of
lecturers

- Training to
improve

qualifications
- Develop
plans and
contents of
training

programs
- Manage and
adjust plans,

contents,
training and

retraining
programs.

Implement policies,
create a working
environment
- Building a positive
working
environment to
develop lecturers;
- Strengthening
conditions to ensure

staff development;
- Building specific
regulations
- Having appropriate
policies and
mechanisms to
attract and build
teaching staff

Evaluation
- Check the
planning
Evaluating
lecturers

Factors affecting
1. Subjective factors
- The interest of management subjects for the development of economics lecturers;
- Self-study and self-training to improve the quality and competence of the economics lecturers;
- The policy of attracting and remuneration of universities for economics lecturers;
- University autonomy on developing economics lecturers;
- Job position of economics lecturers.
2. Objective factors
- Management mechanisms and policies of the state and industry related to lecturers
- The impact of the 4.0 revolution to demand the development of economics lecturers
- Investment in facilities - equipment for teaching for economics lecturers
- The trend of internationalization and globalization in international economic integration
- Ranking national key universities in economics

7


Summary of chapter 2
Developing economics lecturers is to make this team change in quantity and
quality in a positive direction to meet the requirements of the training task in
universities.
The content of developing the economics lecturers in universities according
to the human resource management approach includes: 1) Planning the development
of economics lecturers; 2) Recruitment of economics lecturers; 3) Organize
training and retraining activities for economics lecturers; 4) Implementing policies
and policies, creating a working environment for economic lecturers in universities;
5) Check and evaluate the development of economics lecturers in universities.
At the same time, the thesis also points out the subjective factors (The interest
of management subjects for the development of economics lecturers; Self-study and

self-fostering to improve the quality and competence of economics lecturers itself,
policy of attracting and remuneration of economics lecturers in universities,
university autonomy on developing economics lecturers; job placement of
economics lecturers) and objective factors (Regulatory mechanisms and policies of
the state and industry related to lecturers; the impact of the 4.0 revolution to love
demand for developing economics lecturers, investment in facilities - equipment for
economics lecturers; trend of internationalization, the globalization of international
economic integration; Rated university national key economic).
That is the basis, is an important prerequisite for deepening the assessment of
the situation of developing economics lecturers; thereby proposing solutions to
overcome difficulties and challenges, exploiting advantages, and seizing
opportunities to develop economics lecturers in terms of quantity, quality assurance
and reasonable structure to meet meeting the competency requirements at each job
position, fulfilling the strategic objectives of economics universities in each stage.
CHAPTER 3
CURRENT SITUATION OF DEVELOPING ECONOMICS LECTURERS
IN UNIVERSITIES IN HANOI
3.1. Research organization and research methods
3.1.1. Research organization
3.1.1.1. Surveyed subjects and study sites
a. Surveyed subjects
- Total number of surveyed subjects: 917 people
- Practice surveyed subjects (surveyed by questionnaire, in-depth interview,
experts) including 667 people who are managers of universities, lecturers, students
and some experts.
- Surveyed subjects of the necessity and feasibility: 190 people
- Test surveyed subjects: 60 people.
b. Study sites
The study was conducted at five public universities and institutes of economics
in Hanoi, including: National Economics University; University of Commerce;

Foreign Trade University; University of Economics - Hanoi National University;
Academy of Policy and Development
3.1.1.2. Research stages
Phase 1 - Design toolkit
8


Phase 2 - Practical survey
Phase 3 - Quantitative and qualitative data processing
3.1.1.3. Scale
Table 3.2: Scale and scoring method

No
1
2
3
4
5

Criteria
Very good
Good
Average
Weak
Poor

Very reasonable
Reasonable
Normal
Partly normal

Unreasonable

Mark
Very necessary
Necessary
Normal
Partly necessary
Unnecessary

5
4
3
2
1

Average
mark
4,21-5,00
3,41-4,20
2,61-3,40
1,81-2,60
1,00-1,80

3.1.2. Research Methods
To carry out the research tasks of the thesis, we coordinate the following
research methods: Methods of studying documents and documentary; experts
method; questionnaire method; In-depth interview method; group discussion method;
Statistical methods and data processing by SPSS software; test Method
3.2. Current situation of economics lecturers in universities in Hanoi
3.2.1. Structure of economics lecturers

a. Structure of age
The percentage of experienced lecturers accounted for 87.1%, young lecturers
accounted for only 12.9%. The above results, in the short term, are favorable for the
implementation of training contents, achieving the desired results.
b. Structure of gender
Ensure the appropriate ratio between male and female teachers in the subject,
faculties and training majors in accordance with the characteristics of the subjects,
faculties, and universities. Results of survey of Table 3.1 show that male and female
lecturer rates are not much different; Men lecturers make up 48.2% and women
lecturers are 51.8%.
3.2.2. Structure of professional qualifications of economics lecturers
Economic lecturers with a doctorate degree in universities in Hanoi account for
45.36%, of which the National Economics University has doctorate rate with the
highest proportion (75.86%); Masters level: 53.44%; The number of lecturers has
bachelor, accounting for a very small proportion. In pedagogical profession, most
lecturers have a pedagogical certificate, accounting for 99.72%. The above results
show that qualifications are qualified at the request of the Ministry of Education and
Training. This allows universities to be proactive in implementing the tasks of
education and training, meeting the requirements of society.
3.2.3. Actual quality and competence of economics lecturers
3.2.2.1. The quality of economics lecturers in universities
In general, the quality of economics lecturers of universities is high, with the
overall GPA = 4.19. In which, the three most appreciated contents of that quality are:
Quality "attaching to the ideal of the nation, the country, the enthusiasm of the
teaching profession "ranked highest with the average score of 4.66, of which 65.9%
said that the lecturers are at a good level, that is the real dedication, attachment to the
ideals of the nation and the country, with a passion for teaching. "Thoughtful political
9

perspective on the country and the nation" is the second-ranked quality with GPA =
4.41, of which 54.4% of respondents believe that the lecturers perform well, 32.6 %
of respondents said that teachers performed quite well and 12.9% said that teachers
perform at a moderate level and no one performs at a weak and poor level.
3.2.4. Competence of economics lecturers
3.2.4.1. Professional competence of economics lecturers
The professional competence of economics lecturers is generally assessed at a
quite good level with general GPA = 3.86.
3.2.4.2. Teaching competence of economics lecturers
Teaching competence of economics lecturers is quite good, with DTBC = 3.82.
3.2.4.3. Competence to develop and implement training programs of economics
lecturers
In general, the competence to develop and implement training programs of
economics lecturers is quite good, GPA = 3.81.
3.2.4.4. Professional development competence of economics lecturers
In general, the professional development competence of economics lecturers is
quite good: 6/6, GPA = 3.83).
3.3. Situation of economics lecturers development
Developing economics lecturers at universities needs to ensure a reasonable
ratio of lecturers among disciplines with the training program in the field of
economics, with the scale and training tasks of each subject of economics universities
in Hanoi. Through the survey, it is possible to synthesize the situation of developing
economics lecturing staff by the following chart:
3,8

3,6
3,4
3,2
3
2,8

2,6

Series 1
Development
planning of
lecturers

Lecturer
recruiting

Lecturer
Using

Lecturer
training

Policies for Evaluations
lecturer
development

Figure 3.2. Current situation of developing economics lecturing staff
From the results shown in Figure 3.2, it shows that: In general, the development of
economics lecturing staff in Hanoi is mostly average.
The best performed work is the selection of economics lecturers, using economics
lecturers, the work is done at the lowest level to implement the regime and policies to
create motivations for developing lecturing staff with GPA of only 3.05.
3.3.1. Actual development planning of economics lecturers
Development planning of economics lecturers is the most important content,
ensuring to meet the needs of effective human resources for universities. Based on the
functions, tasks and forecast of human resource needs of each specific unit, universities

10


conduct development planning for economics lecturers so that it is sufficient in
quantity, ensuring the quality and synchronous structure.

8,2

14,2

77,6

Yes

No Not known

Figure 3.3: Planning of lecturing staff development (%)
The results shown in Figure 3.3 show that the majority of managers and
lecturers surveyed at 5 universities and institutes think that universities of economics
are planning to develop economics lecturers of universities with 77.6%, and the idea
that universities do not set up the development planning of lecturers is 14.2% and up
to 8.2% of respondents do not know whether or not universities plan to develop
lecturing staff.
Table 3.10. Assessing the level of implementing the development planning of
economics lecturers
Criteria

Average
mark

1. Analyze the current situation
of lecturing staff
2. Forecasting demand
for
lecturing staff resources
3.
Develop a
ecturingstaff
management plan
4. Disseminate the plan to all
staff members of the school
5. Organizing the implementation
of the plan
6.
Evaluation
of
plan
implementation
GPA

Marking (%)

Mean
Poor

Weak

Average

Good

Very
good

3,08

4

0,0

16,5

60,0

22,4

1,2

3,15

3

0,0

20,6

45,3

32,4

1,8

3,21

1

0,0

12,4

57,6

27,1

2,9

3,02

5

0,0

17,1

67,1

12,9

2,9

3,01

6

0,0

20,6

61,8

14,1

3,5

3,16

2

0,0

14,1

58,2

24,7

2,9

3,10

In which, the content is done at the best level of "Building lecturing staff
management plan" with DTB = 3.21. Most of the reviews rated this content at an
average level with 57.6%, the rate of comments is quite high at 27.1%, while 2.9% of
respondents rated this content as good.
3.3.2. Current status of recruitment and use of economics lecturers
3.3.2.1. Current status of selecting economics lecturers

11


Table 3.11. Assess the level of implementation of the selection of economics
lecturers
Criteria

Averag
e mark

1. Use open
recruitment
methods
2. Decentralization
of
recruitment
to faculties
and departments
3.
Develop
teacher
recruitment standards

4. Develop a recruitment
process for lecturers
5. Organize the recruitment
of teachers as planned
6. Number of recruiting
trainers according to the
lecturer position
GPA

Marking (%)

Rank
Unreasonable

Partly
reasonable

Normal

Reasonable

Very
reasonable

3,94

1

0,0

0,6

11,8

80,6

7,1

3,64

3

0,0

4,1

35,9

52,4

7,6

3,39

6

0,0

3,5

60,6

29,4

6,5

3,42

5

0,0

10,6

43,5

38,8

7,1

3,50

4

0,0

11,2

33,5

49,4

5,9

3,65

2

0,0

8,2

27,1

56,5

8,2

3,59

Through table 3.11, the selection of faculty staff in the economic sector is quite
good, general GPA = 3.59. The two best-performing fields are: "Using open recruitment
methods" ranked first, with GPA = 3.94. The rate of selected universities is very
reasonable at 7.1%, reasonable is 80.6%, 11.8% is normal and 0.6% is partly reasonable.
3.3.2.2. Current situation of using economics lecturers
It is possible to represent the results of implementing the use of economics
lecturers using the following chart:
3,6

3,57

3,55
3,5
3,45

3,45

3,4
3,35

3,35
3,29

3,3
3,25
3,2
3,15
Develop and promulgate
regulations on assigning
lecturers

Organize and use for
lecturers

Appointment rotation
for lecturers

Evaluate the use of
lecturers

Figure 3.4. Using economics lecturers
Current situation of using economics lecturers is done quite well. In which, the
content of the use of economics lecturers is best done, that is: "Organization of
assigning and assigning staff for lecturing staff" with the GPA is 3.57, ranking 1, in
The rate of evaluation of universities in economics sector is very reasonable at 1.8%,
most of the opinions are considered to be reasonable (57, 6%).
12


3.3.3. Current situation of training economics lecturers
Training a contingent of economics lecturers of universities to develop highquality teaching human resources to meet the process of promoting industrialization
and modernization and achieving international standards as master the right policy of
economics universities in recent years.
Table 3.13: Assessing the level of training economics lecturers
Criteria

1.
Training
to
improve
qualifications for lecturers
2. Develop plans and contents of
training programs to
develop
competencies for lecturers:
- Professional competence
- Teaching competence
- Capacity to develop
and
implement training programs

- Career development competence
3. Managing and evaluating plans,
contents, training programs
4. Self-study and self-studying
trainers improve their competence
5. Implementing the policy
of
training and retraining staff
GPA

Average
mark

Mean

3,19

Marking (%)

Poor

Weak

Average

Good

Very
good

4

0,0

14,7

54,7

27,1

3,5

3,52
3,58
3,06

2
1
7

0,0
0,0
0,0

6,5
7,1
18,8

37,1
29,4

57,6

54,7
62,4
22,4

1,8
1,2
1,2

3,20
3,03

3
8

0,0
0,0

13,5
15,3

55,3
67,6

28,8
15,9

2,4
1,2

3,09

5

0,0

12,4

67,1

19,4

1,2

3,09

5

0,0

14,7

64,1

18,8

2,4

3,22

The results shown in Table 3.13 above show that, in general, the training and
retraining of lecturing staff in the economic sector is at an average level (DTBC = 3.22).
In which, the two best-performed contents of universities of economics related to the
training and retraining of faculty staff are "Developing plans and contents of refresher
program to develop capacity for lecturers on teaching capacity ”with GPA = 3.58.
3.3.4. Current status of implementing policies, working environment for economics lecturers
Current situation of assessing the implementation of the regimes and policies

to create motivation for universities‟ teaching staff is shown in the following table:
Table 3.14: Assessing the level of implementing regimes and policies
motivation to develop economics lecturers
Criteria
1. Building a positive working
environment to develop lecturing staff
2. Strengthen conditions to ensure
the development of lecturing staff
3. Constructing specific regulations
to implement the common policy
regime, training the motivation of
lecturing staff development
4. Having appropriate policies and
mechanisms to attract and build
teaching staff
GPA

Average
mark

Mean

3,08

Marking (%)
Poor

Weak

Average

Good

2

0.0

7,6

77,6

13,5

Very
good
1,2

3,20

1

0.0

14,7

51,2

33,5

0,6

2,93

4

0.0

25,3

57,1

17,1

0,6

3,01

3

0.0

18,2

64,1

16,5

1,2

3,05

The results in the above table show that the level of implementation of regimes
and policies to create motivation for the development of economics lecturing staff is
at an average level with general GPA = 3.03.
13


The content is best evaluated on the level of implementing the regime, policies
to create motivation for the development of economics lecturing staff as
"Strengthening conditions to ensure the development of lecturing staff" with DTB =
3.20. Only 0.5% of respondents said that this content performed well, 33.5% said that
this content was quite good, 51.2% said that it was average.
3.3.5. Current status of checking and evaluating the development of university
economics lecturers
a) The status of checking the results of implementing the planning of lecturing
staff development of economics universities
The status of checking the results of implementing the planning of lecturing
staff development of economic universities is shown in the following table:
Table 3.15: Current status of checking results planning to develop
lecturing staff of economics universities
Criteria

1. Plan the overall inspection of
lecturing staff development
2. Check recruitment of lecturers
3. Check the assignment of
lecturers
4. Check the layout and use of
lecturers
5. Check training and retraining
of lecturers
6. Check the implementation of
policies and policies to motivate
staff development
GPA

Marking (%)
Weak Average
Good

Averag
e mark

Mea
n

Poor

3,15

4

0,0

7,6

70,0

22,4

Very
good
0,0

3,33
2,98

1
6

0,0
0,0

14,7
20,0

37,6
62,4

47,6
17,6

0,0
0,0

3,18

3

0,6

11,2

58,2

30,0

0,0

3,21

2

0,0

8,8

61,8

29,4

0,0

3,10

5

1,8

11,2

62,4

24,7

0,0

3,16

In general, checking and evaluating the results of implementing the planning of
lecturing staff development of economics universities are done at an average level
with the overall average scale of 3.16, in which all contents are taken into account.
No good survey is available (0%).
b) The status of assessing university lecturers in economics
Current situation of assessing faculty of economic universities is shown in the
following table:
Table 3.16: Degree of assessing lecturing staff of universities of economics

Criteria
1. Develop and implement a system
of evaluation
criteria according to

standards
for
lecturers
of
universities
2. Develop and implement the
process of assessing faculty staff
3. Use evaluation forms according
to the regulations of the State's
legal documents
4. Develop and use
different
assessments together with
the
general regulations of the State
5.
Develop
and
implement
assessment results in classifying,
arranging and using lecturing staff
Level of implementation

Poor

Marking (%)
Weak
Average
Good

4

0,0

15,3

66,5

17,6

0,6

3,07

1

0,0

10,6

72,4

16,5

0,6

3,06

2

0,0

16,5

61,8

21,2

0,6

2,94

5

0,0

24,7

57,6

17,1

0,6

3,06

2

0,0

16,5

61,2

21,8

0,6

Average
mark

Mean

3,04

3,03

14

Very
good


Comments:
The results shown in the above table show that, in general, the evaluation of lecturing
staff of economics universities is at an average level, in which the implementation level is
not significant. GPA = 3.03 (GPA min = 2.94 and GPA max = 3.07)

The two “best done” content is:
"Building and implementing the evaluation process of lecturing staff" ranked the

first rank with the average score of 3.07, of which the majority said that this evaluation
content is at an average rate of 72.4%, very good opinion rate is only 0.6%.
3.4. Current situation of factors affecting the development of university lecturers
in Hanoi
3.4.1. Subjective factors
Through the results of table 3.17, the factors that affect the development of
economics university lecturers when 4/5 factors are very influential; 1/5 factors are
quite influential, GPA = 4.37 (Average min = 1 and Average max = 5).
Table 3.17: Assessing the influence of subjective factors
No
Subjective factors

1
2

3

4
5

The policy of attracting
and treating economics
lecturers of universities
Autonomy of
Universities on the
development of
lecturing staff
The interest of
management subjects
for the development of

economics lecturers
Self-study and selftraining to improve the
quality and competence
of economics lecturers
Location and
employment of lecturers
GPA

Not influence a bit influence P artly influenc e Quite influence influence a lots
Numb
Numb
Numbe
%
% Num
% Numbe %
%
er
er
ber
r
r

Average
mark

Mean

0

0,0

0

0,00 16 4,71

125

29,07

199

58,53

4,54

1

0

0,0

0

0,00 41 12,06 98

22,79

201

59,12

4,47

3

0

0,0

8

2,35 53 15,59 116

26,98

163

47,94

4,28

4

0

0,0

2

0,59 24 7,06

109

25,35

205

60,29

4,52

2

3

0,9

26

7,65 64 18,82 101

23,49

146

42,94

4,06

5

1

0,18

7

2,12

25,53

183

53,76

4,37

40

11,65

110

The two most influential factors to the development of economics lecturers:
Policies of attracting and treating economics universities about lecturers, ranking No.
1, GPA = 4.54, high level.
3.4.2. Objective factors
Through the results of table 3.18, the objective factors affect the development
of economics lecturers in universities. There are 4 very influential factors and quite
influential factor, GPA = 4.33.

The objective factor is the most influential: "The impact of the 4.0 revolution
to require the development of lecturers of economics universities", GPA = 4.51
(influence a lots: 55%; quite influence: 32.09%, partly influence, 4.41%). This result
is not unexpected, as we mentioned above. Due to the impact of science and
technology revolution, especially information technology; The current revolution has
a strong impact on the revolution 4.0, which poses many new requirements for
Vietnam in general, especially impact on the development of economics lecturers.
15


Table 3.18: Assessing the influence of objective factors
No

Not

influence

Objective factors

SL

a bit

Partly

influence

% SL

influence

% SL

%

Quite influence

Influence a lots

1

Mea

ge

n

SL

%

SL

%

mark

Management

mechanisms

and
policies of
the state 0
and industry related to
lecturing staff

Avera

0,0

20

5,88

39 11,47 116

26,98

165

48,53

4,25

2

0,0

0

0,00

15

4,41 138

32,09

187

55,00

4,51

1

0,0

17

5,00

39 11,47 131 30,47 153

45,00

4,24

3

1,5

27

7,94

28

8,24 134

146

42,94

4,14

5

1,8

18

5,29

26

7,65 132 30,70 158

46,47

4,23

4

0,65

16

4,82

29

8,65

47,59

4,27

The impact of the 4.0

2

revolution
required
the development of 0
lecturers of economics
universities
Investment

3

The

4
5

in

facilities - equipment
for
teaching
for 0
economic universities
trend

of

internationalization
and globalization in 5
international
economic integration
Ranking national
key 6
economics universities
GPA
2

31,16

130 30,28 162

In summary, by analyzing the influence of objective and subjective factors on
the development of lecturers in economics universities, it is shown that subjective
and objective weaknesses have great impacts on development of economics lecturers.
The subjective factors are stronger but the amplitude is not very large (Average =
0.10). Objective factors, although different levels of influence, however affect the
development of economics lecturers. Therefore, in order to develop economics
lecturing staff with sufficient quantity, structure and quality, it is necessary to develop
appropriate solutions to limit the undesirable effects of the above factors.
3.5. General assessment of the status of developing economics lecturers
3.5.1. Strengths
The managers of economics lecturers of universities surveyed are very
interested in building and developing economics lecturers.
The management board of economics universities in Hanoi surveyed has been
interested in developing lecturing staff from planning, implementing plans,
developing moral qualities, competence for lecturers implementing training
programs, professional development competency, recruitment and use of lecturing
staff and achieved initial results.

Economics lecturers have a fairly reasonable structure and a relatively high level to
meet the requirements of fundamental and comprehensive innovation of higher education in
the current conditions. The lecturers of the economics universities have the right attitude,
vision, and desire to participate and contribute more to their career. Most actively participate
in the forms of training, retraining and self-fostering to constantly supplement knowledge,
access to the latest state-of-the-art science and technology to meet the requirements of
business lecturers in the economic era of the 4.0 industrial revolution.
The economics universities in Hanoi surveyed evaluated the selection of economics
lecturers was done relatively well, in the process of selecting lecturing staff, the universities
have built suitable recruitment criteria to recruit good students, especially those who have
graduated post-graduate in economics countries with advanced education

16


The use of economics lecturing staff according to survey results is also
relatively well done by economics universities in Hanoi, according to our research,
economics universities in Hanoi have used lecturing staff.relatively reasonable based
on qualifications, working seniority, level of contribution to be able to create the most
favorable conditions, ensure fairness as reasonable as possible.
Managers and lecturers are properly aware of the role of lecturing development
activities in economics universities. The majority of managers and lecturers correctly
and appropriately assess the influence of the factors affecting the development of
lecturing staff in universities.
3.5.2. The weaknesses
The development of lecturing staff of universities of economics in Hanoi today
is still quite inadequate, not yet attached and built in accordance with the current
conditions.
The level of foreign language skills, especially the direct communication with
foreigners of a part of economics lecturers is still limited. This is a barrier in the
process of international economic integration, exchange of lecturers with economics
universities in countries with advanced higher education.
The planning of lecturing staff development in economics universities is still at
a high level, which needs to be improved in the coming time.
The implementation of training and retraining of economics lecturing staff
according to the results of practical research and our observations show that this work
is still not really effective, specialized training. The annual subject is often not really
focused and formal.
The quality of economics lecturers in the universities surveyed is not really
equal in level. The problem of self -study and self-study to improve the qualifications
of a lecturing section also has certain limitations. Some contents related to

pedagogical competence.
The transfer, job placement for economics lecturers is difficult, many graduates
with good graduation do not want to stay at the university as lecturers. The
phenomenon of brain drain also occurs quite often due to the transfer of the morning
unit to private university; some for overseas training do not want to return home.
Implementing the regime, policies to motivate development of economics
lecturers of universities in Hanoi limit many causes, of which the universities we
surveyed are public universities should be barrier. Most policies are related to salary
and bonus regimes. Universities have not really been autonomous about building
policies to motivate lecturing members, so the universities still base mainly on
studying functions, titles, seniority of lecturing staff to pay salaries, bonuses but not
yet. Based on the position of employment, teaching quality, especially scientific
research, it is difficult to have remuneration policy for "talented lecturers" with many
works published in prestigious international journals ISI, Scopus...
3.5.3. The cause of limitation
Due to the limited capacity of some managers and lecturers, some are not
really enthusiastic about the job.
Due to the enormous pressure of society and especially the new requirements
of the 4.0 revolution.
Because the policies and mechanisms of economics universities and subjective
ministries are still quite rigid, the pedagogical environment has not been given adequate
attention, and has not created the motivation to strive for the economics lecturers.
Due to the nature of the economic profession, the main source of lecturers in
the leaders is good and good students who are retained, so they are not professionally
trained in pedagogy, so some teaching teachers are not good. .
Due to the lecturing sector in which the economics lecruring is no longer
attractive, the income is not high, and the investment must be much to study, so the
recruitment of talents in addition to economics lecturers of universities still reveals
shortcomings and limitations.
17

Summary of chapter 3
Through surveying managers, lecturers and students of economics universities
in terms of directly developing lecturing staff of universities. We initially concluded:

Through surveying and analyzing the status of developing lecturers in the economics
universities, it is shown that: In general, the development of lecturing staff of economics
universities in Hanoi is mostly at the average level. The best done work is the selection of
economics lecturers, using economics lecturers, the work done at the lowest level is to
implement regimes and policies to motivate the development of lecturing staff.

Quality of development of economics lecturers also has some contents that is
still quite limited in some aspects of management: Implementing training and
retraining economics lecturers; rotation and appointment of economics lecturers;
check and evaluate the results of activities; the development and implementation of
criteria for formulation and implementation of policies and policies to motivate
economics lecturers.
Subjective and objective factors greatly affect the development of economics
lecturers. The influence of subjective factors is stronger than objective factors. The
impact of different factors is different in that the main subjective factor has the
greatest impact is the policy of attracting and remuneration of the State, economics
university and economics lecturers and objectively, "Impact of the 4.0 revolution to
demand the development of lecturers of economics universities”.
The results of the actual research on the development of economics lecturers of
universities in Hanoi are important scientific and practical arguments to help
researchers propose solutions to improve development efficiency of economics
lecturers in Hanoi in the context of fundamental and comprehensive innovation of
higher education today.
Chapter 4

SOLUTIONS TO DEVELOP ECONOMICS LECTURERS IN
UNIVERSITIES IN HANOI
4.1. Principles for proposing solutions to develop economics lecturers
Ensure science; Ensure feasibility; Ensuring consistency and system; Ensure
efficiency
4.2. Management solutions to develop economics lecturers of universities in Hanoi
4.2.1. Solution 1. Planning to develop a contingent of economics lecturers to
ensure sufficient quantities and standards of quality and synchronous structure
4.2.2. Solution 2: Proposing to build the professional competence framework
of lecturers
4.2.3. Solution 3: Directing innovation and fostering teaching capacity and
scientific research capacity for economics lecturers of universities.
4.2.4. Solution 4: Renovate methods to evaluate economics lecturers in
universities in Hanoi according to capacity approach
4.2.5. Solution 5: Improving the efficiency of using a rational and scientific
economics lecturers, ensuring professional and professional skills
4.2.6. Solution 6: Building a working environment, implementing policies and
policies to motivate the development of economics lecturers of universities
4.3. The relationship between solutions to develop economics lecturers
In the solutions to develop lecturers of economic universities as mentioned
above, each solution has an important position, certain roles impact on the economics
lecturers, those elements constitute a complete body to develop a quality economics
lecturers in universities, ensuring quantity and responsive structure requires specific
development and application tasks to the conditions of each university.
Therefore, it is not possible to implement individual solutions but to synchronize
and coordinate with each other to promote the combined effect of solutions. Each
solution needs to have the initial conditions of this solution, which is the end of the
previous solution and the closed-loop cycle, it adds to each other's shortcomings to help
the development of economics lecturers in Hanoi more efficient.
18

4.4. Test on the necessity and feasibility of the proposed solutions
4.4.1. Subjects of testing
In order to confirm the necessity and feasibility of the proposed solutions to
develop the economics lecturers of universities, we conduct surveys and explore the
survey subjects including: management experts education, management staff and
lecturers of economics universities (03 universities).
4.4.2. Test method
Exploratory survey method should follow the following steps
- Prepare survey forms
- Carry out the survey questionnaire
- Collect statistics of survey forms
- Analyzing statistics
- Result evaluation
Consultation on the necessity and feasibility of solutions implemented on 190
people, including: teaching experts in education management, management board,
economics lecturers including: National Economics University, Academy of Policy
and Development, University of Commerce.
4.4.3. Test results on the necessity of solutions to develop economics lecturers of
universities
The results obtained about the necessity are shown in the following table:
Table 4.1: Evaluation of the necessity of proposed solutions to develop
university lecturers in Hanoi
Necessity

No

1

2
3

4

5

6

Solutions

Planning to develop a contingent of
economic lecturers to ensure sufficient
quantities and standards of quality and
synchronous structure
Proposing to build a professional
competence framework of economics
lecturers of universities in Hanoi
Renovating and improving teaching
capacity and
scientific
research
capacity for economics lecturers of
universities in Hanoi
Renovate
methods to
evaluate
economics lecturers of universities in
Hanoi
according to

competent
approach
Enhance the efficiency of using a
rational and
scientific economics
lecturers,
ensuring professional and
professional skills
Building environment and regimes,
policies to motivate the development
of university lecturers

Very necessary

Necessary

SL

SL

%

%

Unnecessary Average Rank
mark
SL
%

163

85,79 27 14,21

0

0,00

2,86

2

164

86,32 36 18,95

0

0,00

2,92

1

152

80,00 38 20,00

0

0,00

2,80

6

161

84,74 29 15,26

0

0,00

2,85

3

158

83,16 32 16,84

0

0,00

2,83

4

155

81,58 35 18,42

0

0,00

2,82

5

The results shown in the above table show that, in general, all 6 proposed
solutions are considered by experts, managers and lecturers at economics universities
to be necessary. In which:
Solution 2: "Building the competent framework of economic lecturers of
universities in Hanoi", ranking No. 1 with GPA of 2.92. With 86.32% of opinions, it
19


is necessary. The second ranked solution on the necessary level is the solution 2
"Planning the development of economic lecturers to ensure sufficient quantity and
quality standards and copper structure "with GPA is 2.86. The third -ranked solution
on the necessary level is the solution "Organizing the renewal of methods of
assessing the contingent of economics lecturers of universities in Hanoi according to
competent approach" with the average of 2.85.
4.4.4. Test results on the feasibility of solutions to develop economics lecturers in
universities
The results of feasibility are shown in the following table:
Table 4.2: Testing of the feasibility solutions for developing lecturers

Feasibility
No

Solutions

Very feasible

SL
1

2

3

4

5

6

Planning to develop a contingent of
economic lecturers to
ensure
sufficient quantities and standards 143
of quality and
synchronous
structure
Proposing to build a professional
competence
framework

of 151
economics lecturers of universities
in Hanoi
Renovating and improving teaching
capacity and scientific research 138
capacity for economics lecturers of
universities in Hanoi
Renovate methods to
evaluate
economics lecturers of universities 156
in Hanoi according to competent
approach
Enhance the efficiency of using a
rational and
scientific economics 142
lecturers, ensuring professional and
professional skills
Building environment and regimes,
policies
to
motivate
the 133
development of university lecturers

Aver

Feasible

Infeasible

age
mark

Rank

%

SL

%

SL

%

75,26

47

24,74

0

0,00

2,75

3

79,47

39

20,53

0

0,00

2,79

1

72,63

42

22,11

10

11,11

2,67

5

82,11

26

13,68

8

8,89

2,78

2

74,74

36

18,95

12

13,33

2,68

4

70,00

45

23,68

12

13,33

2,64

6

There are 3 solutions that are most feasible:
Solution: "Proposing to build a professional competence framework of
economics lecturers of universities in Hanoi" with the GPA of 2.79, of which 79.47%
of respondents said that this solution is feasible, 20.53 % of opinions suggest that this
solution is feasible.
The second feasible solution is "Renovate methods to evaluate economics
lecturers of universities in Hanoi according to competent approach" with the GPA of
2.78, of which 82.11% is the idea is that this solution is feasible, 13.68% of the
opinions are feasible.
The feasible solution of rank 3 is the solution "Planning to develop a contingent of
economic lecturers to ensure sufficient quantities and standards of quality and
synchronous structure" with the GPA of 2.75 in which 75.26% of respondents said that it
is necessary, 24.74% of the opinions that this solution is feasible.
The relationship between necessity and feasibility can be expressed through
the following:
20


2,95
2,9
2,85

2,8
2,75

Necessity

2,7

Feasibility

2,65
2,6
2,55
2,5
Solution 1

Solution 2

Solution 3

Solution 4

Solution 5

Solution 6

Figure 4.1. The relationship between the solutions of necessity and
feasibility to develop university lecturers
About the degree of correlation between the necessity and feasibility of
solutions to develop the economics lecturers of universities
Correlation formula:

The result r = 0.9 from which can be concluded between the necessity and
feasibility of the six proposed solutions which are positively and very closely correlated,
which allows to draw the conclusion that if the measure is necessary, at the same time, to
be feasible and feasible in practice in economics universities in Hanoi.
4.5. Test results
4.5.1. Test purpose
Verifying the effectiveness and impact of solution 2: "Directing innovation to
improve teaching capacity for economic lecturers of universities in Hanoi". Due to
legal conditions, we only experiment with solution 2.
4.5.2. Scientific basis for selecting test solutions
- In theory
- In practice
4.5.3. Experimental hypothesis
If applying the solution of "Directing innovation to improve teaching capacity
for economic lecturers of universities" in a comprehensive way, it will contribute to
improving the quality of lecturing staff in the economics universities in Hanoi in the
current period.
4.5.4. Content and evaluation criteria for
testing * Test content:
Content limitation: The thesis conducts content testing. Organizing renovation
of training activities for lecturers. We conduct the construction and organization of
training courses to foster the program "Innovating the training capacity for teaching
staff of the economic universities"
* Test subject
Experiment on 60 teachers of 2 economics universities: National Economics
University and Academy of Policy and Development
* Evaluation criteria
* Test results
a) Lecturers‟ competence before testing
Before conducting the training class, we conduct the evaluation of lecturers'

competencies. Results are shown in the following table.
21