National University Hanoi (VNU Hanoi), which were autonomy in document development and submission for

approval of and report to VNU, autonomy in implementing staff development strategies, autonomy in mechanism

and organization, and authority of the Rector. A survey of 106 lecturers of University of Education shows that

staffing autonomy has positive impacts on academic staff development. Based on the findings, the research shed

light on the relationships between factors in staffing autonomy and academic staff development, which contributes

to making plans and strategies for efficiency enhancement of the university.

Key-Words: - University autonomy, staff development, staffing autonomy, university, lecturer, lecturers’ standards.

Received: September 14, 2022. Revised: November 1, 2022. Accepted: November 10, 2022. Published: November 14, 2022.

autonomy. However, university autonomy is often

considered in four aspects including academic,

staffing, organizational and financial autonomy, [1],

[2], [3]. As one of the four aspects of university

autonomy, staffing autonomy is demonstrated

through the following criteria: recruitment

procedures for senior academic and administrative

staff, salaries of senior academic and administrative

staff, dismissal of senior academic and administrative

staff, and promotion procedures for senior academic

management towards greater autonomy and higher

affecting the development of the academic staff is a

serious scientific issue with high practical value.

section gave an overview of the current situation of

university autonomy enforcement in VNU Hanoi in

general, and University of Education in particular.

Section two introduced the theoretical framework to

assess staffing autonomy in university autonomy.

Section three presented the methodology of the

research. Section four offered the empirical results of

2.1 University Autonomy

University autonomy has been proved to play a vital

role in the development of universities. It is

considered a prerequisite condition allowing

academic freedom in universities, [8], [9] .

University autonomy also helps universities to

perform better in the market economy, especially to

experiment with developing public policies, [9], [10].

University autonomy models around the world differ

introduced the first version of university autonomy

tools, which were amended in 2011 and 2017, [1],

[2], [3], including four key areas: academic,

organization, staff and finance. The tools not only

aim to evaluate the level of autonomy of public

universities in EU member states, but also act as

criteria for the governments and universities to

develop and adjust their policies for tertiary

education development in Europe. Moreover,

system of Laws and legal documents. Initially, the

State (represented by MOET) applied the state-

control model, which means tertiary education

control in all aspects (organization, apparatus,

academic fields, finances, etc.), [24]. However, the

five-level State’s intervention in Vietnam’s tertiary

education system including those with strong

intervention, fairly strong intervention, intervention

A previous study presented six elements in university

autonomy, one of which was staffing autonomy, [12].

With staffing autonomy, universities have the right to

make decisions on employment conditions, salaries,

In the current situation, there must be breakthroughs

in academic staff development regarding quantity

and quality, [28]. To be more specific, lecturers must

be serious in all aspects, have a high level of

expertise, actively do scientific research, have

practical understanding, effectively protect the

Party’s ideologies and master active teaching

methods. To achieve the goal of academic staff

development in the new period, universities must

simultaneously apply several measures, such as

including autonomy in document development,

submission for approval and report to VNU Hanoi,

autonomy in implementing academic staff

development strategies, autonomy in mechanism and

organization and authority of the rector. The

questionnaire also explored the academic staff

development from two aspects: quantity and structure

of the academic staff, and quality and standards of

the academic staff.

research, 92/106 respondents (accounting for

86.79%), have already had doctoral degrees but have

5.1 Results of Academic Staff Development

in University of Education

In the 2017-2021 period, the staff in University of

Education was of proper structure and met the

standards and requirements to implement the

fulfill the needs in conducting training activities,

scientific research and public services. During

2017-2021, the university carried out manpower

need analysis with the view to fulfilling the

research university in educational science by 2025

with a vision to 2035, aiming at administrative

streamlining of no more than 30% and high-quality

academic staff. As a result, the university had an

overall review of the staff to set up and adjust the

programs and the objective to meet the scientific

research needs in some new areas of education

quality and education technology administration,

etc. University of Education also developed and

updated its working position scheme in accordance

scheme offered detailed description for each

working position including administrative staff,

departments, faculties or centers. On the basis of

the scales all exceeded 0.3 (to be more specific,

0.686-0.911), which meant that the scales had high

item deleted were lower than the corrected item-total