Reinforcing The Advisory Role Of Functional Departments In Digital Transformation At Universities To...

REINFORCING THE ADVISORY ROLE OF FUNCTIONAL DEPARTMENTS IN DIGITAL TRANSFORMATION AT UNIVERSITIES TODAY Pham Duy Vu (Academy of Politics) Pham Minh Phong (Political Officer) Abstract On the basis of Directive No 16/CT TTg on strengthening access to the 4th Industrial Revolution, and the National Digital Transformation Program with provision for 2025 and with orientation to 2030 according to Decision No 749/QD TTg signed on June 3, 2020 by the Prime Minister, higher education is undergoing positi[.]

IN DIGITAL TRANSFORMATION AT UNIVERSITIES TODAY

Pham Duy Vu

(Academy of Politics)

Pham Minh Phong

(Political Officer)

Abstract: On the basis of Directive No 16/CT-TTg on strengthening access to the 4th Industrial Revolution,

and the National Digital Transformation Program with provision for 2025 and with orientation to 2030 according

to Decision No 749/QD-TTg signed on June 3, 2020 by the Prime Minister, higher education is undergoing positive changes thanks to digital transformation However, “digital transformation” in Vietnam higher education there still are shortcomings, especially the ability to apply information technology in teaching, database operation, education management system, ability to Digital data mining and psychological barriers for both lecturers and learners One of the reasons for this situation is the advisory role of the functional bodies at colleges and universities The discussion focuses on researching, assessing the current situation of this issue, and proposing solutions to improve the advisory role of relevant departments in “digital transformation” at universities, in order

to make the ends meet i.e tertiary education can answer the requirements of the Industrial Revolution 4.0.

Keywords: enhance the advisory role; the authorities; colleges; universities; digital transformation.

CONTENTS

1 OVERVIEW

In recent years, the term “digital transformation” has been mentioned in every walk of life, including education Currently, there are many conceptions of “digital transformation” According to Mai Ngoc Tan, digital transformation “is to move our activities from the real world to the virtual world

on the network”1 Consequently, in the network environment, educational institutions will manage and create interaction between teachers and learners, and at the same time, both teachers and learners can access to information more easily and quickly, and efficiently in comparison with traditional methods The tendency of digital transformation in tertiary education, which is facing up to globalization and international integration, especially, 4th Industrial Revolution, has become more and more commonplace not only amongst universities but worldwide as well

1 Mai Ngoc Tan (2020), “The importance of digital transformation for education and training in the current period”;, http:// truongnoivu-csmn.edu.vn/khoa-khoa-hoc-co-ban-chinh-tri-hoc/tam-quan-in-court-chuyen-doi-so-doi-elephant-Giao-duc-dao-tao-in-death-doan-hien-nay.html

According to Dr To Hong Nam, digital transformation plays an important role in education and training innovation as “Digital transformation will support educational and training innovation in the direction of reducing mentoring and transferring knowledge to boosting learners’ ability, stimulate self-study, create learning opportunities anytime, anywhere, personalize learning process, contribute

to creating a learning society and lifelong learning The explosion of technology platforms, such as, IoT, Big Data, AI, SMAC (social network – mobile network - big data analysis - cloud computing) is forming the digital education infrastructure”1 Especially, the consequences of the Covid-19 pandemic have promoted the trend of digital transformation to an urgent need of education in general, and higher education in particular However, it is a challenging problem, which has not had a suitable answer for Vietnamese colleges and univeresities in the digital transformation process to ensure quality or enhance the teaching quality The most urgent thing for effective digital transformation lies in possible and scientific action plans of every college and university And, to achieve this, it is necessary to enhance the advisory role of the functional units in each educational institution Because, divisions, such as: Science and Technology Department, Information Administration Department, Library & Information Center, Personnel Organization Department, General Department, Rector bureau (Director office) are not proactive, active and creative in proposing, recommending and giving suggestions to the Board of Directors (Directorate), the School Board of Directors on the plans for digital transformation at their schools, it can be impossible for this trend to be put into practice Therefore, studying the current situation and proposing some solutions to improve the advisory role of relevant agencies in digital transformation

at universities in Vietnam is of significant importance

2 BASIC FEATURES IN DIGITAL TRANSFORMATION AT UNIVERSITIES IN VIETNAM TODAY

Looking back at the digital transformation process at universities in Vietnam through reports and analysis by the Ministry of Education and Training as well as some scientists and experts, some outstanding features can be drawn

Firstly, the digital learners It is clear that digital transformation at universities in Vietnam is always learner-centered Therefore, learners need to actively adapt well to digital transformation with knowledge

of digital transformation, and skills in mastering information technology, being able to exploit and use software, digital data system

Secondly, the digital teachers This is a characteristic that clearly reflects the process of “digital transformation” in higher education Because, the teacher and the learner are still the two central factors of the teaching process In today’s higher education, teachers need to have knowledge, skills, experiences, and creativity to apply and use the huge benefits of “digital transformation” in teaching and research Especially, the digital teachers need to have skills in using simulation software and multimedia environment to improve teaching quality

Thirdly, the digital learning data The trend of digital transformation in higher education requires each university to create a digital learning data to meet the needs of teachers and learners Therefore, each university needs to have a good information infrastructure and a team of good technicians and staff

to design and build a digital learning system

1 To Hong Nam (2020), “Digital transformation in the field of education and training: Current situation and solutions”,

Journal of Information and Electronic Communication, accessed on 10/8/2021 at

https://ictvietnam.vn/chuyen-doi-so-trong-linh-vuc-Giao-duc-va-dao-tao-thuc-trang-va-giai-phap-20200522150010574.htm

Finally, the smart learning environment This is a characteristic that reflects the difference of digital transformation in higher education today It is an environment created synchronously between the way

of management and operation in all stages of the educational process It’s also the environmentan that encourages dynamism, sensitivity, adapts to new and breakthroughs and creates the best opportunities for both teachers, learners and management staff Moreover, it’s also an environment that emphasizes the application of research to the practice of social life However, in reality, the current higher education environment in Vietnam has not basically met this characteristic In fact, there are a lot of training institutions which have revealed limitations in terms of prestige, resources, and slow promotionm digital transformation” Therefore, a lot of universities in Vietnam should not create the ability to attract talented lecturers and scientists and be less attractive in options for learners

3 THE REALITY OF THE ADVISORY ROLE OF FUNCTIONAL DEPARTMENTS IN DIGITAL

Currently, digital transformation in universities in Vietnam is taking place with various nuances, levels and characteristics For technical universities, this process is generally more favorable This, first of all, is explained by the nature of their technical training progammes, which have been updated, digitized, and new technology has been applied to the teaching process right from the Scientific and Technological Revolution 3.0 Therefore, this is a golden opportunity for technical schools to promote and boost the digitalization in all their education and training activities And at technical schools, functional agencies, such as, Department of Science and Technology, Department of Information Administration, Library & Information Center have actively advised, proposed and recommended to apply successfully the outcomes of science and technology in education and training Thus, technical schools, such as, Hanoi University of Science and Technology, Ho Chi Minh City University of Technology, Hanoi University of Industry, etc., have shown their interests in digital transformation and push this trend into their education and training process, and a result, primary achievements have been gained thanks

to the peak efficiency of the learning management system (LMS), database for lecturers, database for students, tools integrated in the system such as cliqr (student feedback system), Bubbler (microblog tool) or Meetings (online workshops) are operated relatively smoothly by lecturers, students, and educational management agencies on software (software), and platforms This achievement comes from the initiative of the Science and Technology Department and the Information Management Department

in advising on digital transformation projects, plans and routes More importantly, these schools have drawn up thouroughly detailed and scientific plans in organizing the implementation, especially, training and equipping all officers, lecturers, staff and students with technical skills, as well as ability to use and operate softwares, datas, and learning management system (LMS) The process of digitalization in engineering schools continues to be strong, with many breakthroughs, with the application of intelligent technology (IOT), artificial intelligence (AI), and software applications with simulation technology

In contrast to promising results, reflecting the efficiency and quality of the digital transformation process in technical and engineering schools, the digital transformation in the colleges of social sciences and humanities studies, for instance, colleges of laws, languages, is still left behind In these schools, functional agencies, such as, Science and Technology Department, Information Administration Department, Library & Information Center passively and reluctantly perform their advisory role and they are sometimes underactive to propose projects, plans, and implementation routes Therefore, many officials, lecturers, staff, and even students initially expressed their confusion and were afraid

to renew their way of thinking in accessing modern technology such as, LMS, other useful tools and

software, including Database for lecturers, databse for students, tools integrated in the system such

as cliqr (students feedback system), Bubbler (microblog) or Meetings (online workshops); There are still stumbling blocks in the exploitation and application This is not only reflection of the challenges

in terms of obsolete facilities poorly equipped technical and technological infrastructure, the lack of highly qualified IT technicians, not keeping up with the pace of the 4th Industrial Revolution, but, primarily, it is also the elevation of the advisory organisations especially the Department of Science and Technology, the Department of Information Administration, The Library & Information Center

in recommendations, proposals, plan-making and implementation routes Accordingly, the tasks of proposing and recommending projects, developing plans and implementing progress fullfiled by the relevant agencie do not bring about real effectiveness Moreover, those tasks have shown passiveness, particularly when all onsite teaching activities are interrupted, as a result, replaced with online lessons because of Covid-19 pandemic Despite designed training, retraining and implementation procedures, the outcome have not as good as expected There still are lecturers who have not been fluent in student management skills via online teaching softwares, accessment and monitoring as well as online testing skills, which impinge on teaching quality This has proved that the digital transformation at a number

of universities is still fragmented and has not synchronized Digital transformation still lies in the slogan and does not really work, hence, the results do not reveal the nature of the trend, namely, digital transformation is at slower pace compared to skyrocketing development in science and technologies

In fact, the reality of “digital transformation” conducted by most universities in Vietnam has a common convergence in the aspect of teachers’ and students’ awareness of the usefulness provided

by online tools, regardless of being engineering or humanitarian studies, such as laws, languages etc colleges and universities A survey conducted by Do Thi Ngoc Quyen and her research team on “the readiness for online learning” among lecturers and undergradutes has shown that learners are of much lower readiness to learn online than teachers More than 76% of student-participants (in various industries and different provinces and cities) were not prepared for online learning for many reasons Apart from technical reasons, such as, equipment and telecommunications infrastructure, there are concerns about the teaching methods and techniques of the lecturers, which were not convincing”1

4 SOLUTIONS TO HIGHLIGHT THE ADVISORY ROLE OF RELEVANT DEPARTMENTS IN DIGITAL TRANSFORMATION AT COLLEGES AND UNIVERSITIES IN VIETNAM TODAY

From the above mentioned issues, it can be seen that the process of “digital transformation” of universities in our country today is still coping with a series of hardships and challenges, and there are also plenty of potential risks of being left behind due to lack of synchronic technical facilities, in addition, the process of transformation is passive due to low likelihood of a feasible plan and route In other words, if the role of advisory department is not upheld drastically, effectively, proactively and creatively, it is hard for the digital transformation process at universities to come to the end Thus,

to eliminate challanges, Vietnamese colleges and universities should improve the advisory role of functional departments in realising “digital transformation” based on the following solutions:

First and foremost, raising the awareness and responsibility of the preferrable units in the process

of “digital transformation”.

1 Do Thi Ngoc Quyen (2021), “Transferring arguments in education: Challenges and risks”, Electronic Beam Magazine,

on February 5, 2021, at https://tiasang.com.vn/-Giao-duc/Chuyen-doi-so-trong-Giao-duc-Nhung-thach-thuc-va-nguy-co-26836

This is a radical solution, which is a prerequisite for other upcoming solutions since it directly affects the enhancement of the advisory role and responsibilities of the assigned departments in “digital transformation” Furthermore, it has been proved both theoretically and practically that all human activities are rooted deeply in perception and awareness to form a basis for right actions On the contrary, ambiguous concepts, or shallow awareness of Science and Technology Department, Information Administration Department, Library & Information Center leads to their responsibility in carrying out Minnnistry of Training and Education’s “digital transformation” policy This ends up to the fact that advisory tasks become incomplete, mechanical, and dreamy when it comes to digital transformation steps at tertiary level In regard of evaluation of the pivotal role of awareness in the National Digital Transformation Program toward 2025, with a vision to 2030, the Government has clearly stated its number one viewpoint: “Consciousness is a decisive factor in digital transformation” Besides, raising awareness for functional agencies in digital transformation at universities today is a purposeful, proactive and self-conscious activity of all officials, lecturers, employees, staff, and students, and different beholders working for each school, therefore, it must be based on accurate and scientific perception

In order to raise awareness and responsibility of the nominated departments in digital transformation pathway at universities today, it is essential to focus on launching the following measures:

In the first place, leaders of functional agencies have to be fully aware of their responsibility about

the importance of awareness and responsibility of authorities in digital transformation at higher education Accordingly, leaders of assigned agencies including Science and Technology Department, Information Administration Department, Library & Information Center must comprehend the trend and policy of digital transformation in higher education today; master the guiding viewpoints by the Directorates As

a result, these leaders constantly uphold the role model in both awareness and their actions; they are to regularly study, exchange and discuss within the agency in pursuing single-mindedness and determination among officials This is followed by the effectiveness of approaching recommendations

Secondly, it is useful to launch a propaganda and education campaign in forming proper awareness

among officials and employees in the agencies of their departments’ advisory role, which helps university rectors to successfully implement the digital transformation policy Therefore, all officials and employees of the departments, including Science and Technology Department, Information Administration Department, Library & Information Center must be conscious and well-prepared to perform their advisory tasks, which consist of steps and measures of digital transformation policy

Thirdly, raise awareness about the situation and tasks of digital transformation in higher education

is unavoidable Accordingly, heads of functional agencies and all working staff need to be well-informed about initial achievements in digital transformation, the effectiveness of the agencies They need to have

an insight into the limitations, shortcomings and barriers in implementation, as well as their culprits Thence, awareness will undergoes changes, determination to implement the plan will surely be made and digital transformation policy is on the way Moreover, lazy thoughts will be eradicated

The second measure is strengthening the leadership and direction of Party Committees (Standing Committees), Boards of Directors (Managing Boards) of universities to enhance the advisory role of relevant departments in “digital transformation”

Strengthening the leadership and direction of Party Committees (Standing Committees), Boards of Directors (Managing Boards) of universities is a steady basis for promoting the power of departments

concerned in “digital transformation” in each university In response to the current task of implementing

“digital transformation” in education defined in the Government’s National Digital Transformation Program to 2025, with orientation to 2030: “Developing a teaching support and distance learning foundation, digitalizing documents and textbooks; lay a foundation to share teaching and learning resources in both face-to-face and online forms Developing technology is for education, and towards individualized training programmes

100% of educational institutions implement distance learning and teaching, including testing programs, which allow students to study online at least 20% of the content Applying digital technology

to assign homework and check students’ preparation before class”1

Accordingly, strengthening the leadership and direction of Party committees (Standing Committes), Boards of Directors (Managing Boards) of colleges and universities to enhance the advisory role

of departments concerned is a content which needs to be conducted regularly, and in specific forms and measures including strengthen leadership and direction by thematic resolutions; by assigning party members (members of standing committees) of colleges’ party committees to monitor and take reponsibility; by the leadership and direction of Party Committees (standing committes), Directors (Principals) with the task of “digital transformation” of each college, summarizing results of the implementation of “digital transformation” task corresponding to each stage defined in plans and routes submitted by relevant departments; by setting examples of the collective of Party committees (standing committes), Directors (Principals or rectors) of universities in the process of leading and directing the implementation of “digital transformation”, especially in terms of the advisory role of departments: Science and Technology Department, Information Administration Department, Library &Information Center

Regularly strengthening organizations, and cultivate and improve the quality of technical human resources is considered the third solution.

This has become a really crucial solution to enhance the advisory role of relevant departments in implementing the policy of “digital transformation” at universities these days This is becauseregular reconstructure and improvement of the quality of technical human resources is significantly important and necessary in order to improve the advisory role of each department,particularly of Science and Technology Department, Information Administration Department, Library &Information Center Accordingly, colleges need to do well in these following contents:

First, regularly strengthening structure ofrelevant departments, especially of highly qualified

technicians posts Universities need to instruct Human Resources Departments to review and advise Party Committees (standing committees), Directors (Principals) on the possible measures It is encouraged

to propose and recommend to recruit highly qualified technicians graduated from Hanoi University

of Science and Technology, Academy of Posts and Telecommunications Technology, FPT University, etc., or technicians with good qualifications, experience in designing, applying and managing database systems, software, digital platforms, etc

Second, relevant departments need to proactively recommend and send staffs to domestic and

overseas training courses specializing in providing them with knowledge and skills to set up, apply

1 Prime Minister (2020), Decree number 749/QĐ-TTg June 3, 2020 on National Digital Transformation Programme approval towrd 2025, orientating to 2030, Hà Nội, access at http://www2.chinhphu.vn/portal/page/portal/chinhphu/noidungchuongtrinhquocgiakhac?_

and manage, operate database, learning management software, interactsoftware in teaching, mining information and learning resources on digital platforms

Third, nominated agencies, particulary Science and Technology Department, annually need to consult

withcollege leadersinlaunching training workshops, which help applyskills, exploit information technology

on digital platforms In reference to the quality and effectiveness of implementing “digital transformation” after each academic year, the Science and Technology Department acts as the central one to coordinate with the Information Administration Department, the Library &Information Center, General Department, Principal’s office (Director) to plan, propose and conductworkshops for all staffs, lecturers and students

on how to gain knowledge and skills to master information technology, educational management systems, teaching software, methods to collect data, learning resources, etc., latest applications and software to improve the quality of implementation of “digital transformation” in each university

The fourth measure is providing mechanisms and policies to encourage and motivate departments

at colleges and universities to enhance the advisory role in putting “digital transformation” into full play.

This is an important answer, contributing to promoting the effectiveness of the advisory role in triggering

“digital transformation” by departments at universities nowadays Therefore, colleges and universities ought

to investigate and promulgate rules and regulations to encourage and motivate departments to enhance their advisory roles on the basis of regulations stated in legal documents of the Ministry of Education and Training, Government and National Assembly on “digital transformation”, “autonomy” in education Mechanisms and policies of each university need to create a driving force to promote determination and motivation of officials and staffs of relevant departments, making them dedicated to research, be proactive and creative in consulting, proposing and recommending optimal solutions tofullfiling the policy of

“digital transformation” in tertiary education Simutaneously, it is crucial to have a favorable mechanism for finance and human resources to conduct research, assessment, and proposals on upgrading information technology infrastructure, digital platforms, and technology in educational management, etc for relevant departments; eradicate all lack of interest, or negligencetoward departments’ recommendations

5 CONCLUSION

“Digital transformation” in Vietnam higher education today turns out to be not only a trend but also an objective necessity, which is in line with the development of educational practice impacted

by the Revolution Industry 4.0; standpoints, goals and solutions in the Government’s National Digital Transformation Program towards 2025, orientating to 2030 Although the process of “digital transformation” in higher education still faces many difficulties and challenges, the advisory role of the authorities, the effectiveness will be increased when the universities pay more attention to those The quality of this trend will respond to the movement and development trend of higher education practice, which is under the impact of the Industrial Revolution 4.0 Therefore, each college or university needs

to improve its role of autonomy and self-responsibility, and it is necessary to synchronously implement the above mentioned solutions to enhance the advisory role of relevant units in “digital transformation”

1 Government of the Socialist Republic of Vietnam, Government Resolution No 26/NQ-CP dated

April 15, 2015 promulgating the Action Program to implement Resolution No 36-NQ/TW dated 01// 7/2014 by the Politburo on promoting IT application and development to meet the requirements of sustainable development and international integration; 17/NQ-CP dated March

7, 2019 on a number of key tasks and solutions for the development of e-Government in the period of 2019 - 2020, with a vision to 2025

2 Government of the Socialist Republic of Vietnam, Decision No 117/QD-TTg dated January

25, 2017 approving the Project “Strengthening IT application in management and supporting teaching-learning activities, Scientific research contributes to improving the quality of education and training in the period 2016-2020, with an orientation to 2025”, Hanoi

3 Government of the Socialist Republic of Vietnam, Directive 16 of the Prime Minister, dated May

4, 2017 on strengthening accessibility to the 4th Industrial Revolution, Hanoi

4 Communist Party of Vietnam, Resolution 52-NQ/TW dated September 27, 2019 of the Politburo

on a number of guidelines and policies to actively participate in the 4th Industrial Revolution

5 To Hong Nam (2020), “Digital transformation in the field of education and training: Current

situation and solutions”, Journal of Information and Electronic Communication, available at https://ictvietnam.vn/

6 Do Thi Ngoc Quyen (2021), “digital transformation in education: Challenges and risks”,

Electronic Spark Magazine, February 5, 2021, accessible at https://tiasang.com vn

7 Mai Ngoc Tan (2020), “The importance of digital transformation for education and training in

the current period”, visithttp://truongnoivu-csmn.edu.vn

8 Prime Minister (2020), Decision No 749/QD-TTg dated June 3, 2020 on approving the National

Digital Transformation Program to 2025, with orientation to 2030, Hanoi, accessed at http:// www2.chinhphu.vn