Research on Factors Affecting Scientific Research Activities of
Lecturers at Vietnam National University, Hanoi in the Context of
University Autonomy
NGUYEN ANH TUAN
University of Education Vietnam National University,
144 Xuan Thuy Street, Cau Giay, Hanoi,
VIETNAM
NGUYEN NGOC TRANG
Nguyen Tat Thanh University,
300A – Nguyen Tat Thanh, Ward 13, District 4, City. Ho Chi Minh,
VIETNAM
NGUYEN BA NGOC
University of Education Vietnam National University,
144 Xuan Thuy Street, Cau Giay, Hanoi,
VIETNAM
NGUYEN THI HUE
University of Education Vietnam National University,
144 Xuan Thuy Street, Cau Giay, Hanoi,
VIETNAM
LE DINH BINH
School of Business Administration,
University of Economic and Business, Vietnam, National University,
144 Xuan Thuy Street, Cau Giay, Hanoi,
VIETNAM
Abstract: This research aims to assess the factors affecting the scientific research activities of lecturers
currently working at Vietnam National University, Hanoi (VNU) in the context of university autonomy
implementation. Despite several challenges in lecturers’ scientific research activities (such as high pressure
due to research requirements or lower research costs), university autonomy also creates certain advantages
such as better research support policies or implementation of more academic autonomy policies. The
research used partial least squares structural equation modelling (PLS-SEM) to analyse the collected data by
assessing the measurement models and structural models. The research findings showed that the scientific
research activities of VNU lecturers are affected by five factors, among which two factors, Scientific
research experience and skills, and Scientific research motivation, have a direct influence in the same
manner. The other three factors with indirect influence, in the same manner, included Procedures and
funding for scientific research, Research collaboration, Attitude, and awareness of the importance of
scientific research. Such research findings can act as references for VNU leaders in making and
implementing science and technology development policies in line with the university’s situation in the
current period to further improve the efficiency of scientific research activities of its lecturers, contributing
to the enhancement in the training quality and reputation of VNU.
Keywords: Scientific Research Activities, Influencing Factors, VNU, PLS-SEM, Research motivation.
Received: September 2, 2022. Revised: January 11, 2023. Accepted: February 13, 2023. Published: March 7, 2023.
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1 Introduction
In the context of globalisation and the development
trend of the fourth industrial revolution, Vietnam’s
Communist Party and State have agreed that the
country's development must be made by and based on
science and technology and regarded the development
of science and technology as the leading national
policy amid the socio-economic development of the
country. In terms of education in general, and higher
education in particular, universities and research
institutes are scholarly and academic institutions in
charge of providing resources for the general
development of the country through scientific
research activities in the growing trend of university
autonomy implementation, [1].
Scientific research not only makes an important
contribution to the innovation and improvement of
training quality but also helps to establish a
university's reputation. When a university’s reputation
and accreditation improve, it can attract and enrol a
large number of students; on such a basis, the
university possibly receives a higher revenue for
development, [2]. Scientific research activities are
identified as one of the basic duties of university
lecturers, especially in research-oriented universities
with a high degree of autonomy like VNU, [3].
According to [4], the Ministry of Education and
Training stipulates that “Lecturers are required to
spend at least one-third of their total working time in
the academic year, which is equivalent to 586
administrative hours, on carrying out scientific
research tasks”.
Numerous factors are motivating the
implementation of scientific research, among which
the human factor, or in other words the researchers, is
the most important for obtaining a good scientific
research project. Although lecturers are aware of the
important role of scientific research in teaching and
learning, the capacity to conduct scientific research of
the majority of the lecturers at universities in Vietnam
is generally limited. The question is what factors
affect the scientific research activities of lecturers at
higher education institutions. Many domestic and
international researchers have been interested in
finding the answer to the above problem and each
research project discovered a group of factors that are
not exactly the same because these studies were
carried out at training institutions in different
countries with different economic, social, and
educational features.
To the best of the authors’ knowledge up to the
present, there have not been any researchers
conducting research on this field to explore, identify
and analyse factors affecting the scientific research
activities of lecturers in VNU within the context of
university autonomy implementation. In addition,
the relationships between this context and the
lecturers’ scientific research activities have not
been assessed by any researcher as well.
Therefore, the authors of this research aimed to
narrow this research gap.
This research used the PLS-SEM analysis
technique to assess the factors affecting the
scientific research activities of VNU lecturers.
With the data collected from the sample survey
and through processing and analysing the
statistical data, this research was expected to
provide university administrators with a deeper
insight into the factors that can have an impact on
the lecturer's scientific research activities, which
helps them to obtain and provide appropriate
orientations and policies to encourage lecturers to
do scientific research.
2 Theoretical basis
2.1 Scientific Research
Research is an investigation to be performed in a
rigorous and systematic way to discover
previously unknown phenomena, develop theories,
and apply them to interpret new situations and
develop important intellectual foundations, [5].
According to [6] scientific research means the
way that people systematically find out about
scientific phenomena and the process of applying
ideas and principles to find new knowledge to
explain things and phenomena.
According to the Law on Science and
Technology, scientific research refers to the
activity of discovering, finding, and understanding
the nature and laws of things, natural, social, and
thinking phenomena, and creating solutions to
apply in practice, [7].
According to Circular 15/2014/TT-BKHCN
on June 13, 2014, by the Ministry of Science and
Technology, scientific research findings are
presented in the form of scientific reports, tapes, or
disks including videos or audio and experimental
artifacts. Scientific research findings are
information to prove the nature of an event or
phenomenon through the research process.
Assessing scientific research findings is the
assessment of any information included. These
circulars point out that universities that organise
any scientific and technological activity using the
state budget or financed by the scientific and
technological support fund under the law can
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cooperate with scientific and technological
organizations, manufacturing plants, domestic
businesses, and foreign and international
organisations. The universities are responsible for
making and establishing the plan for annual scientific
and technological research. They are allowed to
publish and issue journals, magazines, scientific
publications, coursebooks, and study materials for
scientific and technological training. This is also
considered a scientific and technological activity of
the universities.
2.2 Scientific Research Activities of Lecturers
Any scholarly activity produced by a lecturer
contributing to the creation of new knowledge or the
laws of phenomena is regarded as a scientific research
activity of lecturers, [8].
The scientific research activities of lecturers often
include conducting scientific research on specific
topics, publishing research works, creating useful
inventions or products, compiling books and
textbooks, and instructing students to do scientific
research, [9].
Currently, scientific research in university
training in Vietnam is considered an important "link"
which contributes to the training quality improvement
and provides the society with high human resources
to satisfy the demands during international
integration. Therefore, scientific research is
considered the basic function and activity of a lecturer
apart from teaching and training at the university.
According to [10] the active participation of
lecturers in scientific research will bring such benefits
to the lecturers themselves in particular, and to VNU
and the society in general as follows.
(i) Scientific research helps lecturers acquire
more professional knowledge;
(ii) Scientific research helps lecturers develop
thinking, creative capacity, and ability to work
independently, cultivate their knowledge and apply
scientific cognitive methods;
(iii) Scientific research helps lecturers
themselves update their information and knowledge
effectively;
(iv) through scientific research, lecturers will
obtain more understanding of their majors,
contributing to the formation and fostering of
professionalism for lecturers.;
(v) Scientific research is a good chance for
lecturers to have an environment and opportunity to
foster scientific research capacity. This is also a
necessary basis for innovating the teaching contents
and methods, contributing to training quality
improvement;
(vi) Scientific research also creates a good
opportunity for lecturers to assert themselves and
follow their passion for discovering new
knowledge;
(vii) The effectiveness of scientific
research activities will make an important
contribution to improving the prestige and status
of the university in the country and around the
world.
2.3 University Autonomy
University autonomy is a widely discussed topic in
the world of education science and management
and has received special attention from the public
in recent years. University autonomy
implementation is likely to facilitate universities to
organise scientific research activities more
effectively compared to that previously, [3].
Among the aspects of university autonomy
(autonomy in organisation and personnel, finance
and assets, and academics), academic autonomy
which involves scientific research activities is
regarded as one of the basic and important
contents of a university. University is regarded as
a place to create new knowledge. According to [3]
the higher education system of Vietnam can be
divided into five groups based on five levels of
autonomy. In the case of VNU, this institution is
assessed as being at the highest level of autonomy.
The levels of state intervention were also
measured and classified into five levels: strong
intervention; fairly strong intervention, moderate
intervention, little intervention, and no
intervention. In addition, [3] also pointed out the
law of university autonomy in Vietnam, which is
the non-correlation (inverse correlation) between
the level of state intervention and the level of
autonomy of the universities. Besides, among the
aspects of university autonomy, academic
autonomy, especially the autonomy in lecturers’
scientific research activities, is a major factor
affecting the publication of scientific research
findings, scientific staff, and strategic orientations
for training (including objectives, contents,
methods, and formats, etc.) and scientific research
in universities.
2.4 The Importance of Research Productivity
and Measuring Research Productivity
2.4.1 Research productivity indexes
Research productivity is the output of a research
process or the findings of scientific research
activities. It can be measured by various
publications such as peer-reviewed journal
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articles, theses, and books/chapters in books and
patents, [11]. Research productivity can also be
measured through reporting at research conferences
and seminars; and the number of research funding
schemes, [12]. Among the types of measurement of
scientific research findings, the number of published
scientific research works is commonly used as a
measure to assess the research productivity of
scholars and researchers around the world. Published
scientific research works are extremely important
because they are the main channel to publish
intellectual products and disseminate knowledge to
the public.
Currently, research productivity, especially the
results of published scientific research works, is the
most important criterion for ranking universities in
the world in such ranking systems as Times Higher
Education, QS World Ranking Universities, and
Academic Ranking of World University. In general,
research productivity is an important factor in
determining the career development of researchers,
and at the same time, enhancing the prestige and
reputation of a university in Vietnam and around the
world.
2.4.2 Measuring Research Productivity
It is possible to measure research productivity
qualitatively or quantitatively. Whereas qualitative
measurement assesses the influence or impacts of a
published scientific work by taking into consideration
the total number of references cited by researchers
globally, quantitative measurement focuses on the
number of published scientific research works by the
researcher in a given period of time. The two
measurements are used by various global ranking
systems to rank universities annually.
The number of citations is an important
figure reflecting the quality of a published
scientific research work. There is a positive
correlation between the number of citations of an
article and its quality. Therefore, the citation index
is the most prominent of the 13 currently used in
Times Higher Education's annual assessment and
ranking for research universities around the world.
It is believed that based on the number of citations
from publications by scientists, it is possible to
predict who will win the Nobel Prize in certain
fields, [13].
However, many researchers can contribute
to a single article, which is a limitation of citation.
In this case, it will not provide us with the
creditworthiness of each author for such an article.
Therefore, quantitative measures have been used
more widely than qualitative ones to assess the
research productivity of scholars and researchers
at most universities around the world.
3 Research Method
3.1 Methods
This research used mixed research methods, or in
other words, it combined quantitative and
qualitative research methods in the steps of data
collection and analysis. The research used partial
least squares structural equation modelling (PLS-
SEM) to analyse data by assessing the
measurement models and structural models.
3.2 Research Model
The recommended research model is presented in
Figure 1.
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Fig. 1: Recommended research model
3.3 Research Sample
3.3.1 Qualitative Research Sample
Stage 1: Interview six lecturers to discover
more factors affecting scientific research activities.
Stage 2: Interview eight experts and lecturers
to calibrate the scale, and complete the questionnaire
for preliminary quantitative assessment.
3.3.2. Quantitative research sample
When preparing a research model using
structural equation modelling (SEM), the sample size
is an important consideration, [14]. The sample size
used in the structural equation modelling (SEM) has
three types: small sample ≤ 100, medium sample 100-
200, and large sample ≥ 200, [15].
The number to be considered valid for
observation in this research was 219, which met the
requirements of the analytical method.
3.4 Data Collection
The data was collected in two ways, which were
administering the questionnaires in person and via the
internet (via Email, Zalo, or Facebook).
3.5 Data Processing
The collected data was analysed using Smarts
3.3.9 software to test the model and the research
hypotheses.
4 Research Findings
4.1 Testing the Measurement Model
4.1.1. Testing the Reliability and Convergent
Validity of Factors
Reliability is a concept that refers to the
accuracy or consistency of the scales. The
reliability measurement indicators include
individual item reliability and internal reliability
(the degree of a close correlation between
observed variables in the same scale). To be
more specific, the individual item reliability is
tested by the outer loading; Internal reliability
(Internal consistency/local consistency) is
determined by the Composite Reliability (CR)
and Cronbach's alpha. According to [16], the
outer loading of the observed variables should
Procedures and funding for
carrying out scientific researches
(TTKP)
Policies and mechanisms
supporting scientific researches
(CCCS)
Professional documents,
facilities-equipment for
scientific researches
(CSVC)
Research cooperation
(HTNC)
Attitudes and awareness for
the importance of scientific
research (TDNT)
Experience and skills in
scientific research (KNKN)
SCIENTIFIC RESEARCH
FINDINGS (KQNC)
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be greater than or equal to 0.7; In addition, research
data must ensure reliability when the Cronbach's
Alpha and Composite Reliability (CR) are also
greater than or equal to 0.7.
To assess the convergent validity of the scale, we
relied on the average variance extracted (AVE). Such
an index is defined as the mean sum of the squares of
normalised load factors of the observed variables in a
latent variable. A scale reaches convergence if the
AVE is 0.5 or higher. Such a level of 0.5 (50%)
means that the latent variable may explain at least
50% of the variation of each of its observed variables,
[17].
The analysis of the results in Table 1 and
Table 2 showed that the outer loading of all
observed variables was greater than 0.7, meeting
the testing standards. The model included seven
groups of factors from N1-N7 as initially built
by the authors (Figure 2). The Cronbach's Alpha
and CR values of all scales were also greater
than 0.7, indicating good reliability and internal
consistency. The AVE value of each scale was
greater than 0.5, indicating a good convergence
value.
Table 1. Result of outer loading analysis
Observed
variables
Group of factors
N1
N2
N3
N4
N5
N6
N7
Mechanisms and policies supporting scientific research
CCCS2
0.855
CCCS3
0.848
CCCS6
0.838
CCCS7
0.756
CCCS9
0.809
Professional documents, facilities-equipment serving scientific researches
CSVC1
0.857
CSVC2
0.883
CSVC3
0.892
CSVC4
0.899
CSVC5
0.793
Research collaboration
HTNC1
0.801
HTNC2
0.875
HTNC3
0.916
HTNC4
0.854
HTNC5
0.800
HTNC6
0.740
HTNC7
0.795
Experience and skills in scientific research
KNKN1
0.895
KNKN2
0.912
KNKN3
0.920
KNKN4
0.904
Procedures and funding for carrying out scientific researches
TTKP1
0.726
TTKP2
0.839
TTKP3
0.849
TTKP4
0.870
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TTKP5
0.803
Attitudes and awareness of the importance of scientific research
TDNT1
0.796
TDNT 2
0.869
TDNT 3
0.934
TDNT 4
0.943
TDNT5
0.916
Motivation for carrying out scientific research
DCNC1
0.810
DCNC2
0.709
DCNC3
0.850
DCNC4
0.801
DCNC6
0.817
Table 2. Coefficients for determining the reliability and convergence of the analysed data
Symbol
Cronbach's Alpha
rho_A
Composite Reliability
Average Variance Extracted
(AVE)
CCCS
0.884
0.920
0.912
0.676
CSVC
0.917
0.934
0.937
0.750
HTNC
0.923
0.929
0.938
0.685
KNKN
0.929
0.929
0.949
0.824
TTKP
0.877
0.891
0.910
0.671
TDNT
0.937
0.949
0.952
0.798
DCNC
0.859
0.876
0.898
0.638
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Fig. 2: Research model and data processing results
4.1.2 Testing the Discriminant Validity of Factors
Discriminant validity shows the level of difference of
structures in the same model. The traditional
approach to assess the discriminant validity of each
scale is to use the square root of AVE. To be more
specific, discriminant validity is guaranteed when the
square root of AVE for each latent variable is higher
than all correlations among the latent variables. In
addition, discriminant validity can be assessed
through the HTMT index and the threshold to assess
the discriminant value HTMT ≤ 0.85.
The results in Table 3 showed that all square
root values of AVE (the series of bolded
values lying on the diagonal of the table) were
larger than the corresponding correlation
coefficient values in the matrix. In addition,
all HTMT values were much smaller than the
threshold of 0.85 (Table 4), which indicated
that the model had good discriminant validity.
Table 3. Discriminant value according to the Fornell-Larcker criterion
Symbol
CCCS
CSVC
HTNC
KNKN
KQNC
TTKP
TDNT
DCNC
CCCS
0.822
CSVC
0.558
0.866
HTNC
0.346
0.470
0.828
KNKN
0.178
0.231
0.483
0.908
KQNC
0.049
0.065
0.254
0.380
0.797
TTKP
0.503
0.580
0.344
0.303
0.137
0.819
TDNT
0.412
0.254
0.386
0.406
0.170
0.133
0.893
DCNC
0.400
0.356
0.613
0.521
0.331
0.408
0.559
0.798
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Table 4. Heterotrait-monotrait (HTMT) discriminant value
Symbol
CCCS
CSVC
HTNC
KNKN
KQNC
TTKP
TDNT
DCNC
CCCS
CSVC
0.635
HTNC
0.379
0.511
KNKN
0.171
0.248
0.520
KQNC
0.172
0.116
0.380
0.591
TTKP
0.560
0.653
0.387
0.321
0.210
TDNT
0.461
0.272
0.397
0.416
0.239
0.145
DCNC
0.428
0.392
0.667
0.565
0.525
0.463
0.581
4.1.3 Testing the Multicollinearity Violation
Assumption
To assess the phenomenon of multicollinearity
between latent variables, the researchers used the
Inner VIF Values coefficient in the Collinearity
Statistics test (VIF). According to [18], if VIF is from
5 onwards, the model has a very high probability of
appearing multicollinearity. The results in
Table 5 illustrated that the VIF value of the
factors in this research was all below 5,
ranging from 1.504 to 2.295, therefore,
multicollinearity did not appear in the
research model.
Table 5. Variance Inflation Factor (VIF)
Symbol
KQNC
DCNC
CCCS
1.839
1.833
CSVC
1.963
1.945
HTNC
1.934
1.641
KNKN
1.570
1.511
TTKP
1.882
1.774
TDNT
1.750
1.504
DCNC
2.295
2.295
4.1.4 Coefficient of Determination R2 and
Bootstrapping Test
In the PLS-SEM analysis, the coefficient R2
(coefficient of determination) and the structural path
are used to assess the explanatory power or
conformity of the model, [17]. R2 value ranges from 0
to 1; The higher the R2, the stronger the relationship
between independent and dependent variables, or in
other words, the higher the R2 value, the greater the
explanatory level of independent variables in the
model for dependent variables. According to [19], R-
Square values are recommended at 0.67, 0.33, and
0.19, corresponding to the level of “strong”,
“medium” and “weak”.
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Table 6 showed that the model had an R2 value of
17.9% for the variable KQNC and 56.4% for the
variable DCNC. Thus, the independent variables
DCNC and KNKN could explain 17.9% of the
variation (variance) of the dependent variable KQNC.
The independent variables KNKN, HTNC, TDNT,
and TTKP could explain 56.4% of the variation of the
dependent variable DCNC. The remaining was
explained by other factors outside the model
and random error. In addition, the statistical
values T-Value greater than 1.96, and P-
Value below 0.05 was completely consistent
with the research model. These figures
indicated that the significance of the research
model was affirmed.
Table 6. Explanatory degree of independent variables for dependency (R2)
R Square
T Statistic
P Value
DCNC ->KQNC
KNKN -> DCNC
0.179
2.587
2.425
0.010
0.016
HTNC ->DCNC
KNKN->DCNC
TTKP ->DCNC
TDNT ->DCNC
0.564
5.450
2.425
3.241
4.498
0.000
0.016
0.001
0.000
4.2 Testing Hypotheses
In order to assess the impact relation among the
variables in the SEM model, the Path Coefficients
results of the Bootstrap analysis were used in the
research.
The results of parameter estimation were
presented in Table 7 and Table 8. First, Experience
and skills in scientific research were the most
important factor that directly and positively affected
Research Motivation and Findings. This finding is
consistent with previous studies such as, [20], [21],
[22], [23], [24], which found that Experience and
skills in scientific research had the most influence on
the motivation and ability to carry out scientific
research of lecturers. It cannot be denied that KNKN
is the most important factor that determines the
scientific activity capacity of lecturers of the
University, because, if the lecturers are capable of
independent scientific research, they will be self-
conscious to take initiative in exploring and
discovering new theoretical and practical knowledge.
Only when obtaining sufficient capacity, experience,
and skills in scientific research, can lecturers find
their passion in this activity and be willing to devote
their time and energy. However, these factors are not
obtained naturally; instead, each person is required to
experience the process of self-study, self-training, and
self-improvement of their ability to write, observe,
judge, analyse, assess, and handle a problem. In
summary, if a lecturer obtains good professional
knowledge in the field of research but lacks research
experience and skills, the motivation and
achievements of scientific research will be limited.
This shows that it is very necessary to focus on
developing scientific research skills for lecturers
in order to improve their scientific research
capacity.
As a result, universities have to provide
regular and continuous training for the teaching
staff and issue and implement certain policies to
train and develop a team of lecturers with
scientific research skills.
Second, Research motivation had a direct
and positive impact on the Research findings,
which was consistent with such previous studies
as, [20], [21], [25], [26], [27], [28], [29], [30].
When lecturers are motivated to do research,
they will, in essence, overcome all challenges to
complete their tasks because they have a high
determination to realize their own research goals
and fulfill their commitments to the university.
Many lecturers are passionate about scientific
research, they put all of their enthusiasm, time,
effort, and even finance to make contributions to
their research in order to satisfy their curiosity
and inquiry, [30]. Therefore, lecturers with
Research Motivation, especially strong internal
motivation, will be more determined in
achieving research goals, which leads to high
research productivity.
This shows that universities need to place
more focus on training and improving the
lecturers’ work motivation, sense of
responsibility and dedication, and professional
attitudes.
Third, the analysis results show that the
direct relation between Research Collaboration
and Research Findings has no statistical
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significance. This finding contradicted the research
findings of [26], [27]. On the other hand, it was
consistent with the findings of [29], in which research
collaboration was proved to fail to contribute to
predicting the total number of scientific research
works of lecturers, especially international articles.
The reason for this is that for scientific research work
to be published in international journals, the research
collaboration is not sufficient; instead, it requires
regular investment in research activities from
lecturers. Therefore, it is not surprising that the
research findings reject the hypothesis that Research
Collaboration has a direct positive influence on
Research Findings. However, Research Collaboration
has a direct positive influence on Research
Motivation and from which it also indirectly affects
the Research Findings of lecturers. According to [20],
a research environment with collaboration is
extremely important and has a profound influence on
the motivation for scientific research. Especially for
young lecturers lacking scientific research experience,
the collaboration and support from their colleagues
and experienced lecturers will motivate them to be
more confident in carrying out scientific research.
As a result, universities have to proactively widen
their connections with top experts and scientists,
develop cooperative projects for lecturers to join,
experience and acquire scientific research skills and
widen and transfer their knowledge.
Fourth, Attitude - Awareness has no direct
influence but indirectly affects Research Findings
through a positive relationship with Research
Motivation. The research findings also showed that
the influence level of Attitude - Awareness on the
lecturer's scientific research activities is insignificant.
This finding is also similar to the research of [20],
[27], [28], which figured out that the lecturers'
scientific research activities are regulated by
regulations of the Ministry of Education and Training
and VNU's science and technology development
policy, thus, most of the lecturers have a good
awareness of the importance of scientific research
activities. Therefore, this factor is less volatile over
time and cannot be influenced by factors related to the
lecturers themselves, thereby becoming a factor that
does not have a strong influence on the motivation or
findings of the scientific research of lecturers.
Generally, universities need to improve the
lecturers’ awareness, dedication, and professional
scientific attitudes, and use these as criteria for
employing, promoting, or paying the teaching staff.
Fifth, similar to Attitude-Awareness, Procedures -
Funding has no direct impact but indirectly affects the
Research Findings through a positive
relationship with Research Motivation. The
detailed analysis displayed that the assessment
of lecturers for the research funding provided by
the university and related payment procedures is
mostly average. However, Procedures-Funding
has no large influence on the Research
Motivation and Research Findings of VNU
lecturers. While some other studies show that
the research funding factor has a strong
correlation with the motivation, satisfaction, and
scientific research productivity of lecturers, [15],
[25]. The fact from qualitative research findings
shows that many lecturers have little interest or
almost no dependence on funding from VNU,
they can mobilise funding from enterprises or
finance their family and themselves to serve
their scientific research activities.
Sixth, there has had no evidence that
Mechanisms and policies supporting scientific
research and Professional documents, Facilities,
and equipment for scientific research have a
positive impact on the lecturers' scientific
research. This shows that the scientific research
activities of VNU lecturers are not affected by
Mechanisms and Policies supporting scientific
research and Professional documents, Facilities,
and equipment for scientific research. This
finding contradicts many domestic and foreign
studies believing that these two factors are
positively correlated with the lecturers' scientific
research activities, [20], [22], [25]. Detailed
analysis showed that the majority of lecturers
were satisfied with the University's current
Mechanism and policies supporting scientific
research; Professional documents, Facilities, and
equipment for scientific research also satisfy the
demands of lecturers relatively well.
Specifically, VNU currently creates favourable
conditions and offers policies and regimes to
encourage officials and lecturers to engage in
scientific research, and reward collectives and
individuals with achievements in scientific
research. The university has also made efforts to
mobilise resources from the State budget, from
localities and other units and entities along with
VNU's budget for the science and technology
activities of lecturers.
In short, universities need to issue
proper policies to attract resources and used
them effectively for the lecturers’ scientific
research activities.
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Table 7. Results of determining significance level and direct impact of factors
Hypothe
ses
Relations among
variables
Impact
factor
Level of
significance (P –
Values)
Results
H1a
TTKP -> KQNC
0.021
0.811
Rejected
H1b
TTKP -> DCNC
0.217
0.001
Accepted
H2a
CCCS -> KQNC
-0.059
0.468
Rejected
H2b
CCCS -> DCNC
0.053
0.350
Rejected
H3a
CSVC -> KQNC
-0.067
0.412
Rejected
H3b
CSVC -> DCNC
-0.088
0.145
Rejected
H4a
HTNC -> KQNC
0.044
0.605
Rejected
H4b
HTNC -> DCNC
0.358
0.000
Accepted
H5a
TDNT -> KQNC
-0.047
0.566
Rejected
H5b
TDNT -> DCNC
0.327
0.000
Accepted
H6a
KNKN -> KQNC
0.281
0.000
Accepted
H6b
KNKN -> DCNC
0.161
0.016
Accepted
H7
DCNC -> KQNC
0.223
0.010
Accepted
Table 8. Results of determining the significance level and indirect impact of factors
Hypot
heses
Relations among variables
Impact
factor
Level of
significance
(P – Values)
Results
H8
TTKP -> DCNC -> KQNC
0.048
0.028
Accepted
H9
CCCS -> DCNC -> KQNC
0.012
0.449
Rejected
H10
CSVC -> DCNC -> KQNC
-0.020
0.196
Rejected
H11
HTNC -> DCNC -> KQNC
0.080
0.035
Accepted
H12
TDNT -> DCNC -> KQNC
0.073
0.018
Accepted
H13
KNKN -> DCNC -> KQNC
0.036
0.104
Rejected
5 Conclusion
This research was conducted to assess the factors
affecting the scientific research activities of lecturers
currently working at VNU in the context of university
autonomy. At the same time, the research also shows
the degree of influence of each factor on the scientific
research findings of lecturers.
The research has comprehensively assessed the
direct and indirect impacts of the factors in the
research model on scientific research activities. Based
on the research findings, the scientific research
activities of VNU lecturers are affected by five
factors, of which two factors have a direct
influence in the same direction, including: (1)
Experience and skills in scientific research, (2)
Scientific research motivation and three factors
that indirectly affect in the same direction,
including, (3) Procedures and funding for
conducting scientific researches, (4) Research
collaboration, (5) Attitude, awareness for the
importance of scientific research. According to
the normalisation factor (Beta), the degree of
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.16
Nguyen Anh Tuan, Nguyen Ngoc Trang,
Nguyen Ba Ngoc, Nguyen Thi Hue,
Le Dinh Binh
E-ISSN: 2224-3496
194
Volume 19, 2023
impact of the above factors on the lecturers' scientific
research productivity gradually decreases as follows:
Experience and skills in scientific research (ß =
0.281) > Scientific research motivation (ß = 0.223) >
Research collaboration (ß = 0.080) > Attitude,
awareness for the importance of scientific research (ß
= 0.073) > Procedures and funding for conducting
scientific researches (ß = 0.048). The remaining two
factors according to the initially recommended model
are Mechanisms and policies supporting scientific
research and Professional documents, Facilities-
equipment for scientific research does not influence
the scientific research activities of VNU lecturers.
This research finding can be a reference for
VNU's Leaders in coming up with breakthrough
solutions to attract and promote scientific research
activities in the context of university autonomy; S&T
development policies must be suitable with the
current university autonomy context in order to
further improve the efficiency of scientific research
activities of lecturers, contributing to improving the
training quality and brand reputation of VNU. This
research can be referred to by other universities so
that they can make proper policies within the current
context of university autonomy implementation to
improve the effectiveness and quality of scientific
research. Additionally, the findings in this research
are valuable references for agencies in charge of
planning macro policies and higher education
management. Last but not least, university students,
post-graduate students, and master students can refer
to this research for their scientific research purposes.
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Le Dinh Binh
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WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.16
Nguyen Anh Tuan, Nguyen Ngoc Trang,
Nguyen Ba Ngoc, Nguyen Thi Hue,
Le Dinh Binh
E-ISSN: 2224-3496
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The authors equally contributed in the present
research, at all stages from the formulation of the
problem to the final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflicts of interest to declare
that are relevant to the content of this article.
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