Tóm tắt tiếng anh: Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.

Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.Phát triển đội ngũ cố vấn học tập trường đại học sư phạm kĩ thuật theo tiếp cận năng lực.

VINH UNIVERSITY

PHAM THI NGOC LAN

DEVELOPING ACADEMIC ADVISORS AT UNIVERSITIES OF EDUCATION TECHNOLOGY ACCORDING TO A COMPETENCY-BASED

The thesis was completed at Vinh University

Academic Supervisor:

1 Assoc Prof Dr Hoang Thi Minh Phuong

2 Prof Dr Thai Van Thanh

Thesis reviewer 1:

Thesis reviewer 2:

Thesis reviewer 3:

The thesis shall be defended before the School-level Thesis Evaluation

Committee at Vinh University

at: o'clock day year 2022

The thesis can be found at:

- Vietnam National Library;

- Nguyen Thuc Hao Library, Vinh University

INTRODUCTION

1 Rationale

Credit system-based training is an inevitable trend of universities worldwide to improve the autonomy of education and create favourable conditions for learners In Vietnam, after the decision 43/2007/QD-BGDDD issued together with the regulations: "Formal university and college training system according to the credit system", and circular 57/2012/TT-BGDDT dated 27/12/2012 "amending and supplementing several articles of the regulation on formal university and college training system following the credit system issued together with the decision 43/2007/QD-BGDDT of the Minister of Education and Training"; regulations on university level training (issued together with the Circular No 08/2021/TT-BGDT dated March 18, 2021, of the Minister of Education and Training); universities and colleges across the country have gradually moved to the credit system, and universities of technology education (UTE) also do not fall outside the general orientation of the above development Along with applying credit training, the UTE has formed a team of academic advisors (AA) to support students throughout their studies This team plays a significant role in training under the credit system to help students achieve their learning and career goals

However, the AA at the UTE are not qualified to meet the requirements of work tasks, especially the requirements and duties set in the context of innovation

of higher education and vocational education AA' development has achieved specific results However, there are still many shortcomings and limitations leading

to low quality of AA and ineffective consulting activities, such as: not focusing on developing the team's capacity There are no policies to manage AA The recruitment and use of AA are not effective The inspection, evaluation, and screening of AA have not been paid enough attention The training of AA is not adequately concerned The quality of AA and the effectiveness of consulting activities will directly impact the learning outcomes of students in particular and the quality of university education in general Thus, the development of AA that ensures there are enough of them and there are enough qualified AA will contribute

to improving the quality of training of UTE

The competency-based approach is a new trend effective in human resources management in the current universities AA' development at UTE according to a competency-based approach for AA in the direction of standardization, meeting the job requirements, improving the quality of AA at UTE in particular, and the quality

of UTE's training in general

For the above reasons, "Developing academic advisors according to

competency-based approach at Universities of Technology Education" has been

selected by the author

2 Research objectives

Based on theoretical and practical research, the thesis proposes solutions to develop AA of UTE using a competency-based approach to improve AA of UTE and contribute to improving the quality of human resources and training quality in UTE

3 Subjects of the study

3.1 Subjects of research

AA at UTE

3.2 Objects of the research

The issue of developing AA at UTE under a competency-based approach

4 Scientific hypothesis

If the thesis follows the approach of capacity and human resources, develop the appropriate AA competency framework, propose and implement the solutions synchronously to develop AA at UTE from the stages: recruitment, appointment, training, fostering, evaluation of AA according to the AA standards at Ute; develop policies, conditions to ensure motivation and favourable working environment; then the development of AA of UTE can meet the requirements of training innovation, contributing to improving the quality of training in UTE

5 Research missions and scope of research

5.1 Research missions

5.1.1 Research on the theoretical basis of the development of AA in UTE

according to the competency approach

5.1.2 Surveying the situation of developing AA at UTE according to the

competency-based approach

5.1.3 Proposing solutions to develop AA at UTE under the competency approach Explore the necessity and feasibility of proposed solutions and test a solution

5.2 Scopes of the research

5.2.1 The scope of research objectives

Survey of managers, AA and students of UTE from June - September 12/2020

5.2.2 The study area

The survey was conducted in 4 universities representing the region, including Hưng Yên UTE, Vinh UTE, Vinh Long UTE, and HCMC UTE The pilot solution was performed at Vinh UTE and Nam Dinh UTE

6 Research Approach and Methodology

6.1 Research approach

The thesis uses the following approaches: systematic approach, human resource management approach; practical approach; capacity approach; job position approach

6.2 Research methodology

6.2.1 Theoretical research methods

- This group of methods aims to collect theoretical information to build the theoretical basis of the topic

6.2.2 Empirical research methods

This group of methods aims to collect practical information to build the experimental basis of the topic

6.2.3 Mathematical statistical methods

Use statistical formulas to process the data obtained, compare and give the research results of the thesis

7 Theses to defend

7.1 Professional competence of AA in UTE pertain to some unique characteristics Identifying the capacity framework of AA at UTE in the context of university and career education innovation will be the basis for the development of

AA at UTE to improve the quality of the team and the quality of training at UTE

7.2 AA in current UTE pertain some limitations in a professional capacity and the content of developing AA (planning, selection, use; fostering; evaluating; ensuring the environment, creating motivation to work for AA) leading to limitations

in the quality of counselling, supporting students in the learning process and the quality of training under the credit system at UTE

7.3 Developing AA at the UTE according to the competency approach, from the development of the specific AA at the Ute competency framework, and applying the defined competency framework to the recruitment, use, screening, evaluation, and fostering of AA will improve the quality of this team, meeting the quality requirements of training in UTE in the new context

8 New contributions to the thesis

8.1 New contribution with respect to learning and theory

Develop a theoretical framework on AA' development UTE according to a competency-based approach, aiming to "standardize" to meet the requirements of education quality innovation

8.2 Practical contributions

Assessing the current situation of AA at UTE and the state of AA' development

at UTE, pointing out the limitations and inadequacies of AA at UTE in the current period Identify factors that affect AA' development at UTE

Provide solutions to develop AA at UTEs follow the competency-based approach to meet the training requirements of high-quality human resources of UTEs The set of criteria for AA at Utes is developed

9 Thesis Structure

In addition to the introduction, conclusions and recommendations, bibliography, and research references, the thesis consists of 3 chapters:

Chapter 1: The rationale for developing academic advisors of the universities

of technology education according to the competency approach Chapter 2: The situation of developing academic advisors at universities of

technology education according to the competency-based approach Chapter 3: Solutions to develop academic advisors at universities of technology

education according to the competency-based approach

CHAPTER 1 THE RATIONALE FOR THE DEVELOPM ENT OF ACADEM IC ADVISI OR S AT UNIVE RSITY OF EDUCATI ON TECHNOLOGY ACCORDING TO A COM PETENCY-BASED APPROACH

1.1 Literature review

Research on the development of AA and how to develop AA according to competency-based approaches in the world are of little interest There have been no in-depth studies or monographs on AA, AA' development, and student advisor's development at Ute following the competency approach However, indirectly, scholars worldwide have related research and mentioned these issues

1.1.1 Study on academic advisors

Habley.Wr, Barbara Oertel, Habley and Morales, Drake & Add, Crookston, Lowenstein, Upcraft and Kramer, Hemwall and Trachte, and Tran Thi Minh Duc, Nguyen Van Van, Vo Xuan Dan, Vo Thi Ngoc Lan have some studies related to AA These works address the issues of the organizational structure of AA, AA' approach to consulting activities, and AA' quality

1.1.2 Research on developing academic advisors

Celeste F Pardee, Scott Gabbert and Mary Jean Lynch, Virgiana N Gordon, Wesley R Habley, Thomas J Grites and Ssociates, Kathy J Davis; Chalmer, LC; Habley; Mcclellan, JL; King, Joe Cuseo In Vietnam, there are studies by Vo Xuan Dan, Tran Thi Minh Duc and, Le Thi Thu Thuy, Vo Thi Ngoc Lan, Nguyen Van Van, Nguyen Duy Mong Ha which discuss the development of AA and are interested

in developing study counselling programs; recruiting student advisor training and fostering AA; evaluating student advisor

According to the competency-based approach, there has not been a single domestic

or foreign study on the development of AA, as well as developing AA at UTES

1.2 Some fundamental concepts

1.2.1 Academic advisors

1.2.1.1 Advisors

A advisor is someone who has experience in a particular field and is asked for guidance and assistance by others In other words, the advisor is the one who gives advice, helps the respondent to be more aware of their problem, and finds the solution

to the problem and the appropriate direction

In the world, with the modern approach, the understanding of the term

"advisor" has been generalized The advisors can proactively provide information, help, and support even when not asked or asked, always focus on the strengths and

feelings of the students and consider the respondent to be the centre of the conversation The term advisor in the thesis is understood in this way

1.2.1.2 Academic Advisors

Student advisor is a title appointed by the principal, is a member of the university's faculties/institutes, and has the task of advising and assisting students in the process of training in the credit system so that students adapt to the course and achieve academic and career goals

1.2.2 Team of academic advisors

1.2.2.1 A team

In the field of education, the term "team" or "staff" is also used to refer to groups of people who are functionally distinguished from each other in the education system, such as teaching staff, management staff, department staff, student work, staff of the training department, student management team, etc

In this thesis, we consider that: the team is a collection of a large number of

people with the same functions and tasks who share the same purpose

1.2.2.2 Team of academic advisors

AA are a collective of members of the university's faculties/institutes, organized into a force tasked with assisting students in the training process so that students adapt to the course and achieve their academic and professional goals

1.2.3 Developing a team of academic advisors

1.2.3.1 Development

The concept of development here is understood as creating an increase in the number, quality of human resources, and reasonable human resource structure

1.2.3.2 Developing a team of academic advisors

AA development is the synchronous use of solutions that impact AA, creating

a change in this team positively in terms of quantity and quality to improve the quality of AA, meeting the requirements of work tasks to help students achieve their academic and professional goals, and improve the quality of training according to the credit system in universities

1.2.4 Developing academic advisors at universities of technology education

according to a competency-based approach

1.2.4.1 Capacity

Capacity is a combination of the psychological attributes of the individual formed and developed in a particular field of activity The concept of competency used in our thesis is understood as the ability to perform, which is the possession of the knowledge, experiences, attitude and personality characteristics that a person needs to meet the requirements of a particular task

From the above analysis, we can understand that the competency of AA, the ability to perform, the knowledge, skills, attitudes, and personality traits that AA have

to meet the requirements of advising and supporting students in training under the credit system

1.2.4.2 Developing academic advisors at universities of technology education according to a competency-based approach

Student advisor's development according to the competency-based approach is

a competency-based approach in which, on the basis of the defined AA competency framework, require managers to synchronously implement management solutions that impact AA to create a change and improvement in the quality of the team According to the competency-based approach, AA' development is necessary to develop the theoretical framework of AA' competence Based on the mission of AA, identifying the employment and competencies required to perform the task of AA, thereby building AA' capacity frameworks Implementing management impacts based

on student advisor's competency framework, including planning, recruiting, using, fostering, evaluating, rewarding, and working conditions for AA, to improve the quality of the staff and the work efficiency of AA is also the improvement of the quality of credit-based training

1.3 Some issues with the student advisor team at the universities of technology education

1.3.1 Some characteristics of the universities of technology education

In this part, the thesis presents the following contents: universities of technology education, characteristics of students of UTEs, and features of training activities at the university of technology education

1.3.2 Position and role of academic advisors at universities of technology education

AA at UTE take on advisory positions that support students during their studies

at the university, work in the professional department and are subject to professional management by the student working department

AA at UTE play an important role in credit training as an insurer for the credit training machine to be operational and smooth; they greatly affect the success of students in learning and training and career goals orientation for students; they are the bridge between students and universities and businesses, the labour market In the era

of digitalization, and the 4.0 revolution, as a companion to support students in UTEs throughout their studies, AA need to foster new competencies to perform their tasks well, helping them achieve their academic and professional goals, contributing to improving the quality of training at UTE in the new context

1.3.3 Functions and tasks of the academic advisors at universities of technology education

AA at UTE have the following tasks: (1) academic advice: to provide information

to students about the training program, disciplines, regulations, and policy regimes

related to students; guide students to develop a study roadmap, select subjects, confirm the volume of registered credits of students; teach students how to apply for the part, adjust the study plan to suit the capacity and conditions of the students; guide students on learning methods, scientific research, track results and remind students when learning status declines; guide students in the use and exploitation of academic and research supporting materials and materials; instruct students to check the graduation conditions; teach students to study 2 disciplines, two universities; advising students to solve learning problems, and difficulties in students' lives; career orientation, job counselling for students (2) student class management: organizing student classes; timely dissemination to students documents, directives, notices, rules, and regulations ; urging students in the class to perform well the requirements, and tasks, participate in the movements of the department and the university; manage their operations

1.3.4 Characteristics of academic advisors at universities of technology education

The work of the AA UTE is the process of influencing the perception of students UTE with all their qualities and knowledge, they have the following characteristics:

(1) The combination of the characteristics of the teacher and the AA (2) AA' activity is an activity that supports students in terms of learning and related issues throughout the course, including information delivery, sharing, orientation and

leadership activities (3) The combination of mental labour and manual labour

Thus, with its labour characteristics, AA at UTE are a pedagogue, advisors, and social activists, in which the capacity to consult UTE is a distinct characteristic distinct from the competence of the teacher and with other labor characteristics

1.3.5 Competency framework of academic advisors at universities of technology educati on

The thesis proposes a general competency framework of AA at UTE consisting

of 7 components as follows: (1) political qualities, ethics and professional development; (2) professional competence and capacity to teach professional techniques; (3) consulting professional capacity; (4) scientific research capacity and guidance of students to conduct scientific research (5) capacity to apply information technology and foreign languages; (6) student class management capacity; (7) capacity to develop social relations

1.4 The development of academic advisors at universities of technology education

according to a competency-based approach

1.4.1 Argument on developing academic advisors at universities of technology education according to a competency-based approach

1.4.1.1 Competency-based approach

Competency-based approach is an approach in that problems are considered

and solved from a competency perspective In the thesis, the issue of a based approach is evaluated in terms of human resource development This approach

competency-is based on the requirements, charactercompetency-istics, and expressions of the employee's capacity in each job position, specifically the AA at the UTE

1.4.1.2 HR management approach

The management of the human resources approach is the management based human resource approach Management of human resources consists of 3 categories: 1) managing the training and retraining of human resources - including education, training, fostering and self-training; 2) reasonable use of human resources - including recruitment, use, appointment, screening in a reasonable way to meet the development requirements of the organization; 3) create a favourable environment for human resources to develop -including creating a favourable working environment, a healthy living environment (physically and mentally), as well as developing appropriate policies and legal environments for human resources to develop

1.4.2 The significance and importance of developing academic advisors at universities of technology education according to a competency-based approach

Developing AA at UTEs according to a competency-based approach to meet the requirements of a total and comprehensive renovation of teachers; help

AA at UTE to be aware of the competencies required to meet the needs and tasks

of the job; be mindful of the state of the competencies, and the extent of weaknesses and lacks to supplement, to improve professional and professional capacity for AA at UTE; help managers to make effective use of AA; enhance the quality of the training of universities

1.4.3 The way to develop academic advisors at universities of technology education according to a competency-based approach

The development of AA at UTE should be based on the following orientations: the goal of developing AA is the development of important resources in improving the quality of training of the university in the form of credit training; based on the actual needs and resources available at the UTE; AA at UTE must be comprehensive; must create cohesion and synchronization between planning, selection, use, training and training and ensuring eligibility for the team to operate and develop

1.4.4 Contents of development of academic advisors at universities of technology education according to a competency-based approach

The product of AA at UTE development includes the following contents: raising awareness of the need and importance of developing AA for the managers, teachers and AA team; setting standards for AA at UTE according to the competency approach; drawing a development plan for AA at UTE according to the capacity

approach; select, appoint, use and dismiss AA at UTE according to capacity approach; foster AA at UTE according to competency approach; assessment of AA at UTE according to competency approach; building an environment and motivating work for AA at UTE

1.4.4 Managers of development of academic advisors at universities of technology education according to a competency-based approach

Participating in the development of AA at UTE according to the capacity approach has many subjects, each with a different role The thesis presents five subjects that have a direct influence on the development of AA at UTE, including the head, the chairperson of the AA, the dean and the head of the student affairs department, the head of the training department, in which, the head of the student affairs department, the direct subject is; and the main subject that plays a decisive role is the university principal

1.5 Factors affecting the development of academic advisors at universities of technology education according to a competency-based approach

Objective factors: policies and policies of ministries and sectors on the development of AA at UTE; the trend of globalization, international integration, and the Industrial Revolution 4.0; market economy; requirements for the fundamental and comprehensive renovation of vocational education And subjective factors: the capacity of AA at UTE; policy for AA at UTE; the AA' self-affirmation needs at UTE; the working environment of AA at UTE

CONCLUSION OF CHAPTER 1

From the studies in Chapter 1, the following conclusions can be drawn:

1 AA at UTE have a certain role position

2 The competency framework reflects the quality and competence requirements of

AA at UTE for the job tasks they undertake in the university

3 The development of AA at UTE is an urgent issue, necessarily based on specific orientations and content

CHAPTER 2 THE SITUATION OF THE DEVELOPMENT OF ACADEMIC ADVISORS

AT UTES ACCORDING TO A COMPETENCY-BASED APPROACH

2.1 Overview of universities of technology education

In this part, the thesis presented the general situation of the development history of UTE, training activities in UTE, and AA at UTE

2.2 Organizing a survey of the situation

2.2.1 Survey purposes

To clarify the current situation of AA and how to develop AA at UTEs according to

a competency-based approach to establish the practical basis for the thesis

2.2.2 Content of the survey

1) AA survey At Hung Yen UTE; Vinh UTE; Vinh Long UTE, Ho Chi Minh City UTE; 2) Survey the development of AA at Hung Yen UTE; Vinh UTE; Vinh Long UTE,

Ho Chi Minh City UTE; 3) Survey the current situation of factors affecting the development of

AA at Hung Yen UTE; Vinh UTE; Vinh Long UTE, Ho Chi Minh City UTE

- Build a set of questionnaires including:

+ questionnaires to collect opinions on the situation of the team and the state of AA' development at UTE

+ In-depth interview for managers, AA and students

+ statistical reports for UTE

2.2.4.2 Survey method

- Direct managers, AA, and students of 04 UTE to fill out the questionnaires

- Carry out in-depth interviews with AA and managers of UTE to support questionnaire investigation methods

- Collect and process data

2.2.5 Survey area and time

We conducted a survey of 4/6 representative UTEs, including the following universities: Hung Yen UTE, Vinh UTE, Vinh Long UTE, and Ho Chi Minh City UTE Period to conduct a survey from 6/2020 to April 12/2020

2.2.6 Method to process data and rating scale

2.2.6.1 Method to process data

The data collected from the research is processed by mathematical and