‘The role of leadership in knowledge sharing of the university teachers: A case study ai the Nguyen Trai University 1, Summary of the results Tn the cducational crvirommont, the issu
Overview of Nguyen Trai University
Structure and cultural characteristics
Scientific research Office of General Administration
Admissions office Marcom office Student Management Office
Financial and Accounting, Equipment and Facilities management Educational Quality Assurance and
Services Student Association Architectural Club Art Club
Employment counseling and business co- operation
Digram 2.1 Organizational Structure of Nguyen Trai University
Our institution aspires to be a multidisciplinary center of higher and postgraduate education, renowned for high quality and recognized as one of the leading universities in Vietnam Complying with international standards, our university has made significant contributions to the development of Vietnam's knowledge economy.
Organize taining in close association with onlorprises, link training with pmictives Creale dynamic people with, foreign language skills, teamwork skills and other personal skills,
‘have competitive abilities in the job market in Vietnam and in the region
NIU is committed to providing high-quality training services that meet regional and international standards, ensuring excellence in the training process, teaching methodology, and graduate outcomes Delivering high-quality education is the core criterion and driving force behind all activities of the university's staff and lecturers Their primary goal is to equip students with the knowledge and skills required by today’s employers, preparing them effectively for the job market.
NTU fosters a creative environment that encourages innovative ideas, renovation, and groundbreaking solutions The university actively supports and promotes creativity across all activities related to management, teaching methods, and learning strategies, making it an ideal place for cultivating new approaches and continuous improvement.
28 of students Students are learning in ant experiential environment, developing self-control and soft skills and become a dynamic and active person
At NTU, all members—lecturers, students, managers, and officers—share a strong social responsibility to cultivate students who are responsible for themselves, their families, and society Emphasizing self-responsibility across all activities fosters a culture where accountability in both work and mindset is central, highlighting a distinctive value of NIU NTU is a nurturing environment for those committed to dedicating themselves to educating and training the future generation.
‘The foundation for the sustainable development of the NIU! 13 a combination of basic contents including’ NTT environment and cullure, soeicty, economy and development policy Expanding intemational cooperation, technology transfer (in
30 education and training) is always respected, contributing to improving the quality of NTU training
The action slogan "Learning and experience for destiny change " of the Board of
Management (together with the entire faculties, staffs and students) of NTU is striving continuously for the goal of developing the NTU
Nguyen Trai University, as a newly established institution, is committed to providing highly applicable products and services reflected in all its activities Knowledge sharing is a core component of the university's development strategy, with a strong emphasis on fostering a culture of collaboration and continuous learning Although efforts have been made to promote knowledge sharing, various factors have limited its full potential Moving forward, Nguyen Trai University should focus on enhancing and expanding knowledge sharing activities to strengthen its academic community and organizational growth.
Scale of training and the quality of training these years cB
Nguyen Trai University was established on February 5, 2008, under Decision No 183/QD-Ttg signed by the Prime Minister Over nine years of operation from 2009 to 2016, as a non-public university with financial autonomy, it has successfully implemented its training programs The university emphasizes self-responsibility in all activities, including enrollment and management During this period, Nguyen Trai University has enrolled students across eight academic programs, demonstrating its growth and commitment to higher education excellence.
Architecture, Graphic Design, Interior Design, Banking & Finance, Business Administration,
Accounting, Public Relations Specific results are as follows:
Table 2.1 Scale of the training
Associate Total | Total | standardized | standard
No| Faculty | Professor | Doctor | Master | Bachelor | Lecturers | students rate regulation) Finance and
At the end of 2016, Nguyen Trai University had a total enrollment of 898 students and employed 49 lecturers The Faculty of Architecture had the largest student body, with 319 students, followed by the Business faculty This data highlights the university's diverse academic offerings and student distribution across faculties.
In 2016, the NTU conducts training in 9 basic majors: Environmental Engineer;
Financial and Banking; Accountant, Business Administration, Public Relations,
The university offers programs in Architecture, Interior Design, Graphic Design, and Construction Engineering; however, four faculties—Public Relations, Architecture, Interior Design, and Graphic Design—are experiencing a shortage of faculty members, falling below the prescribed staffing levels This staffing deficiency is caused by two primary reasons, impacting the quality and availability of education in these departments Addressing these staffing gaps is essential for maintaining program standards and enhancing student learning outcomes.
The university faces a shortage of qualified faculty members, particularly in key academic subjects, as visiting lecturers are not affiliated with the institution This insufficient staffing results from poor management decisions, including the lack of proper arrangements for hiring enough qualified lecturers Additionally, the limited university budget hampers the implementation of effective recruitment and retention policies, leading to an inadequate number of instructors to meet the growing student population.
Despite the expansion of Nguyen Trai University's training scale, there remains a lack of strong cohesion between teachers and the institution, which significantly hampers knowledge sharing among lecturers Strengthening collaboration within NTU is essential to enhance overall educational quality and professional development Improving the connection between faculty members can lead to more effective communication and a more unified academic community.
Nguyen Trai University prioritizes the student-centric approach by fostering a learning environment centered on discipline, international standards, and humanities The university actively invests in and enhances its teaching facilities and equipment to meet international benchmarks It promotes international cooperation, updates training programs and teaching methods, and focuses on recruiting passionate teachers committed to the university's mission.
The Nguyen Trai University has 2 training affiliates:
‘The first at 266 Doi Can Street, Hanoi;
The second; at 36A Pham Van Dong, Hanoi
The total construction area is 7,192 m2, in which the total area of lecture hall and classrooms is 5,906 m2; Total area of liabrarry (multipurpose gymnasium) is 1,088 m2, shown in the chart below:
“mo sito dae s6 siển sea
Chart 2.1 Areas of NTU Thus, the classrooms (lecture hall) occupies the majority of construction area of
Nguyen Trai University, occupying 5.906 m² which accounts for 83% of its total construction area, boasts modern, fully equipped classrooms featuring high-end media facilities, synchronized computer systems, and advanced language labs The campus infrastructure includes state-of-the-art projectors, air conditioning, sound systems, and lighting equipment, all of which significantly enhance the quality of education and training at NTU This comprehensive, modern infrastructure system plays a crucial role in maintaining and improving the university's high standards of academic excellence.
NTU has embraced the trend of international integration across Vietnam's economic, cultural, and educational sectors by developing an application-oriented training model This innovative approach focuses on practical skills and real-world experience, aligning education with global standards to better prepare students for the evolving job market The model emphasizes collaboration with international partners, fostering innovation and competitiveness, and ensuring graduates are equipped with relevant expertise for success in a globalized economy.
Since 2016, the Nguyen Trai University officially applied the application - oriented model into the training program This is a training model of convergence of many advantages of the developed education models such as the Netherlands, USA, UK
With this model, students just spend 30% of time for studying theories, 70% of the time be used for practical training, applying to the actual job (work) at the enterprises
Starting from the second year, students participate in an enterprise training program that combines studying and working in the field This innovative model at Nguyen Trai University equips graduate students with relevant knowledge and skills aligned with their majors, fostering a strong connection between academia, students, and businesses Consequently, this approach helps reduce graduate unemployment rates and enhances the quality of practical training, ensuring students are better prepared for the workforce.
With the increase in the training quality, the increase of graduate rate at Nguyen Trai University is indispensable In recent years, the graduate rate was as follows:
Chart 2.3 Graduation rate The graduates of the NTU was not only assured of the quantity but also the quality The graduates are rich-equipped with professional skills, foreign languages, soft skills and practical career skills, meeting the requirements of employers (both domestic and international)
Thus, the application of the application-oriented training model has brought the
Nguyen Trai university students many advantages since the second year in the training
At Nguyen Trai University, 100% of students are required to complete practical training at enterprises during their course, enabling them to gain valuable work experience and develop essential professional skills This mandatory internship component sets the university apart and demonstrates its commitment to high-quality training Graduates benefit from this hands-on experience, providing them with a competitive edge in today’s dynamic labor market.
2.1.4 Characteristics of the leadership and lecturers of the university
NTU prides itself on the high quality of its lecturers, who excel both in academic research and practical knowledge Most NTU lecturers hold master's degrees or higher qualifications, demonstrating their strong academic backgrounds (see Table 2.1.3) Additionally, NTU's faculty members are continually advancing their teaching skills through diverse methods and extensive experience gained from training at universities and research institutions both in Vietnam and internationally.
Many lecturers at NTU have graduated from prestigious universities in countries like France, England, Russia, and China, enhancing the institution's academic excellence Additionally, NTU consistently implements preferential policies to attract leading experts and establish top-tier research teams, strengthening its research capabilities and global reputation.
Nguyen Trai University actively collaborates with both domestic and international universities to enhance faculty quality through training partnerships and financial support Each year, NTU sends staff and trainers to Korea and Taiwan to improve their teaching skills and exchange experiences, while regularly hosting volunteers from Germany and Australia as English trainers for students Since 2012, approximately 30 lecturers have participated in short-term training courses ranging from 0.5 to 3 months in Korea, Taiwan, and Japan, significantly contributing to the university’s academic development.
The role of the lcadcrslip to sharc knowlcdgc in the lecturers of Nguycn Trai University
Design scales -
Using scales from previous studies and incorporating feedback from experts and senior leaders at NTU, the author developed a tailored scale specifically for this research This newly designed scale ensures relevance and accuracy in measuring the intended variables, aligning with established research standards and expert insights.
Table 2.2 Code and study scales content
Nr] | Pears Fegulrly consult the employees (eetarers) for professional work in the meetings her | Pesdess often encourage stalls (leeturers) to propose innovation to increase the teaching quality
Leaders have implemented many solutions based on
— suggestions of employees (lecturers and officers) aia Lecturers and officers believe that the leaders will understand their problems (trouble, living conditions )
NTS Lecturers are always supported by the leadership in professional work (or conflict in knowledge and work)
NT6 The reward system is fair, clear evidence, not confliction
MQH 1 | Open and friendly communication with the leaders
Leaders always listen to the lecturer's explanation when they
MQH3 | There are regular exchanges between leaders and lecturers
Leader - Gd There is no pressure in doing work and exchanging
Follower professional knowledge between lecturers and the leaders relationship MQH 5 ‘The leaders are always pioneered (promote) in the movement of sports, entertainment, tourism
MQH 6 ‘The leaders build a close relationship with the lecturers and their families
MQH7 _ | The leaders always respect the views (opinions) of each
HVLD1 | The leaders often make accurate and clear decisions
HVLD 2 | The leaders often organize and assign jobs very reasonable
Financial management is transparency, the leaders always HVLD 3 support (finance) lecturers
Leader HIVLp 4 _ | Te Headets are expert in specialized knowledge, always behavior promote the contribution of the collective (group)
VERS The leader is always pioneering in innovative teaching methods, update professional knowledge and relevant policies
Leaders are ready to receive and implement innovation in
HVLĐ6 teaching and improving professional knowledge
Factor CODE Questions (identification) extn 1 am always interested in and fully participate in professional activities (seminars) of the faculty, department
Talways expect to contribute ideas, knowledge in professional
CSTT2 pee PIN activities and scientific research
I feel honored (and be respected) when contributing and
- sharing information with colleagues sharing
We often exchange information with other lecturers (Gin the
CSTT 4 | faculty and other faculties) about the way (method) of completing the tasks
Knowledge and information (that be shared) often are igh CSTT 5 application value and are widely supported by most people
This research model includes scales that measure key concepts such as the role of leaders in promoting knowledge sharing and the overall concept of knowledge sharing itself These scales will be evaluated for reliability and validity through analysis of survey data collected from NTU lecturers Ensuring the accuracy and consistency of these measures is essential for the study's success in understanding knowledge sharing dynamics.
Adjustment and test the suitability of the scale
+ Test the reliability of the scales
Table 2.3 Test the realiability of the scales on factor "Trust in Leaders"
Seale Scale Mean 5 ri Corrected Cronbach's
Elements Mean 1fItem ủ Item-Total Alpha if
Deleted lem Correlation | Item Deleted
The test results indicate that the "trust in leader" scale demonstrates high reliability, with a Cronbach-alpha coefficient of 0.920 The observational variables within the scale are strongly correlated with the overall measure, and since the Corrected Item-Total Correlation exceeds the required threshold of 0.6, no items need to be removed from the scale.
Table 2.4 Test the realiability of the scales on factor "Leader - Follower relationship"
Mean if Item N Ttem-Total Alpha if
Deleted em Correlation | Item Deleted
This scale demonstrates excellent reliability with a Cronbach's alpha coefficient of 0.908 All seven observation variables exhibit Corrected Item-Total Correlation coefficients exceeding 0.6, confirming their consistency and suitability for inclusion.
Table 2.5 Test the realiability of the scales on factor "Leader behavior"
Mean if Item the Item-Total | Alpha if Item
The scale demonstrated high reliability with a Cronbach-alpha coefficient of 0.897, indicating excellent internal consistency All observation variables showed Corrected Item-Total Correlation coefficients exceeding 0.6, further supporting the scale's reliability Based on these results, the six observation variables are deemed acceptable for inclusion in the measurement model.
Table 2.6 Test the realiability of the scales on factor " Knowledge sharing "
Mean ifltem th Ttem-Total Alpha if
Deleted fem Correlation | Item Deleted
The scale demonstrates high reliability, evidenced by a Cronbach's alpha coefficient of 0.899 Additionally, all observation variables exhibit Corrected Item-Total Correlation coefficients exceeding 0.6, confirming their consistency and relevance Consequently, the scale is deemed reliable, with all five observation variables accepted for further analysis.
The scales ensure high reliability, suitable for further analysis
B Test the convergence level of the scale
Table 2.7 Test on factor " Independent variables"
Kaiser-Meyer-Olkin Measure of
Bartlett's Test me ae T of Sphericity -
The analysis demonstrates a high level of confidence in the independent variables, evidenced by a Kaiser-Meyer-Olkin (KMO) measure of 0.838, well above the minimum threshold of 0.5, indicating sampling adequacy Additionally, Bartlett's test of sphericity yielded a significant p-value of 0.000, confirming that the observed variables are sufficiently correlated in the population for factor analysis.
The Eigenvalues of the third factor equals 3.135, means a high convergence level shown by the three factors extracted from the analysis These three factors can account for
(explain for) 68.07% of the variation in the original data
Table 2.8 Matrix rotation of independent variables
Factor analysis reveals that the independent variables are derived from observation variables aligned with theoretical scales, ensuring measurement accuracy These scales demonstrate high convergence, effectively representing the research variables and enhancing the validity of the study.
Table 2.9 Test on factor " Dependent variables"
Kaiser-Meyer-Olkin Measure of ae
The main results in EFA of dependent variables show that:
- KMO coefficient = 0.847 > 0.5; this imply that the survey data that be used in
EFA is consistency, reliable and suitable;
= Bartlet test give out the Sig = 0,000 < 0.05 imply that, at level of significant, the analysis results are reliable and, the observed variables are correlated in the population
- Cumulative of Variance Extracted = 71.382 (%) > 50 (%) thus, 71.382 % the variation of initial data will be explained by the variability of the selected factors
- The Eigenvalues of 3.569 >1 means the high level of convergence
Table 2.10 Matrix rotation of "dependent variables"
The analysis indicates that the observed variables on the scale effectively represent the dependent variable, as demonstrated by high loading factors exceeding 0.8 This confirms the scale's reliability and its strong capability to measure knowledge sharing accurately.
Some basic statistics 4
+ Statistics on demographic characteristics of respondents (interviewees)
Table 2.11 Statistics on characteristics of respondents
The tolal murnber of questionnaire respondents is 16, of which 60 are fernale and
36 are male, with the age trom 30-40 is common, accounting for 36.2% of the total sample
Uncame level: he two common income levels are: below 8 million and between 8-
10 rniltion, These are popular income level af the lecturers of the Nguyen Trai Universily
A significant portion of new lecturers at NTU lack extensive work experience, with 35.3% having less than two years of teaching at the university This emerging cohort of educators is primarily focused on supporting NTU's development strategy, highlighting the university's emphasis on nurturing new talent to achieve its long-term goals.
Professional cqualification Most of lecturers have the master depree, accounting for
74.1% At the same time, there are 11 lecturers have the doctoral degree, among them professors and assoviale professors are 02
Working position (contract fypes): There is a high proportion of lecturers who arc visiting lecturers, accounting for 62.9%, while the formal lecturers account for 37.1% of the folal survey participants (surveyees)
The NTU lecturer team is relatively young, with less than three years of experience, which presents numerous opportunities for knowledge sharing Despite their limited experience, young lecturers are more open-minded than senior faculty members They also have a strong ability to acquire and learn new knowledge quickly Additionally, their lack of experience encourages them to actively engage with colleagues through collaboration and knowledge exchange, fostering stronger professional relationships.
However, the number of senior lecturers (with doctoral degrees and higher) in the NTU still be limited This is a disadvantage for improving the quality of knowledge that be shared
+ Suunmarize the lecturer's assessment on the elements of the research model
+ The factor of “Trust in leader”
Trust in leadership is a crucial factor that facilitates knowledge sharing within organizations When employees have higher trust in their leaders, they are more inclined to openly share and accept knowledge, believing it to be beneficial for their growth This dynamic fosters a collaborative environment, ultimately enhancing organizational performance For example, assessments of NTU lecturers demonstrate that strong leader-employee trust positively impacts knowledge exchange and organizational effectiveness.
Table 2.12 Evaluation of " Trust in Leaders"
Ni Leaders regularly engage with employees, including lecturers, through meetings such as seminars, workshops, and debates to facilitate professional collaboration and development Additionally, eH Leaders actively encourage staff members, particularly lecturers, to propose innovations aimed at enhancing teaching quality, fostering a culture of continuous improvement.
—ơ Leaders have implemented many solutions based on suggestions of employees (lecturers and officers) 3.47
Wfa Lecturers and officers believe that the leaders will understand their problems (trouble, living conditions ) 3.41
G6 Lecturers are always supported by the leadership in professional work (or conflict in knowledge and work) 3.62
HKG The reward system is fair, clear evidences, not conflict (between lecturers) 3.39
The evaluation principle involves categorizing choices for each question into five levels: Completely Disagree (1 point), Disagree (2 points), Medium (3 points), Agree (4 points), and Strongly Agree (5 points) A higher assessment score indicates a stronger level of agreement or support This scoring system helps quantify respondents’ opinions, providing a clear and measurable understanding of their perceptions.
The survey results indicate a low level of trust in leaders among NTU lecturers, with average ratings remaining modest across related questions Specifically, all items assessing this indicator received low average scores, ranging from 3.27 to 3.62 points, highlighting a need for improvement in leadership credibility and trust within the institution.
The question of "Leaders often encourage staffs (lecturers) in proposing the innovations to increase the teaching quality” got the lowest score (3.27) and the content
"Leaders regularly consult the employees (lecturers) for professional work in the meetings
(seminars, workshop, debate)" also reached only 3.37 points
Many lecturers at NTU are young and have limited teaching experience, which impacts the overall teaching quality The more experienced lecturers are typically visiting professors who often hesitate to share their insights, as they are not core members of NTU Conversely, the input from inexperienced young lecturers may be undervalued by leadership due to their limited experience and perceived lower authority.
46 of qualifiaction Due to these reasons, the sharing of knowledge in the NYU is limited and the lecturers low trust in leader
Lecturers' lack of trust in leaders may stem from concerns about the effectiveness of NYU's reward system Currently, NTU's annual performance evaluation includes student assessments, but many lecturers criticize the process as inefficient, unfair, and inaccurate.
Normally, the evaluation, classification and ranking the performance quality of the iccturcrs basc on voting (and questionnaires) The voting results are not analyzed
(compared) and published, so many teachers do not trust the results Evaluation criteria is not specific, difficull to measure (or compare) In addition, the leaders did nol huild the
NTU's own reward system and apply the principle of Ministry of Education and Training
(MOET) which is the public regime Therefore, the lecturers evaluated the factor of “Zhe reward system ix fair, clear evidences, not confliction” only ai 3.39 points
Lecturers and officers generally perceive that leaders have implemented solutions based on employee suggestions, with an average score of 3.47 They also believe that leaders understand their problems related to living conditions and work environment, scoring an average of 3.41 Notably, the highest-rated statement was that "Lecturers are always supported by the leaders in their professional work or conflicts," with a score of 3.62 This indicates that, despite moderate trust in leaders, lecturers have confidence in their leaders’ professional knowledge and conflict resolution skills.
Limited management practices among NTU leaders contribute to a low level of trust in leadership, which hampers effective knowledge sharing among lecturers and between lecturers and leaders Building trust is essential for fostering a collaborative academic environment Enhancing leadership management could significantly improve communication and knowledge exchange within the institution.
‘Yo measure the relationship between lecturers and leaders (and assess the knowledge sharing) at Nguyon Trai University, the author conducted the survey with the following contents:
Table 2.13 Evaluation of Leader - Follower relationship
MQH | | Open and friendly communication with the leaders 3.25
MQH2 Leaders always listen to the lecturer's explanation when they make a mistake 3.42
MQH 3 | There are regular exchanges between leaders and lecturers 3.44
MQH4 There is no pressure in doing work and exchanging professional knowledge between lecturers and the leaders 3.27
MQHs The leaders are always pioneered (promote) in the movement of sports, entertainment, tourism 3.16
MQH 6 The leaders build a close relationship with the lecturers and their families 3.49
— The leaders always respect the views (opinions) of each individual in the faculty 3.18
In general, there are many limitations in the relationship between lecturers and leaders of Nguyen Trai University
Lecturers generally do not fully agree with the '5th factor' that states leaders are always pioneers in sports, entertainment, and tourism, which received an average rating of only 3.16 points Currently, faculty leaders show varying perspectives on this aspect, indicating a need for further exploration of their roles in promoting these sectors.
NTU mainly are over working age who had retired at public educational organizations
Leaders with high working age characteristics tend to avoid participation in sports, entertainment, and tourism activities, which are crucial for fostering knowledge sharing Consequently, this results in lower engagement and reduced overall effectiveness in knowledge dissemination within organizations Promoting active involvement in these areas can enhance collaboration and improve information exchange among team members.
The factor "Leaders always respect the views of each individual in the faculty" received a low score of 3.18 points, indicating concerns about the lack of open communication Visiting lecturers rarely share their opinions due to the theoretically oriented teaching methods, while many young formal lecturers feel that their comments go unrecognized and are not respected by leadership This suggests a need to foster a more inclusive environment that encourages feedback and values input from all faculty members.
Therefore, the lecturers do not agree with the statement that "The leaders always respect the views (opinions) of each individual in the faculty”
The observation variables "Open and friendly communication with leaders" and "No pressure in work and knowledge exchange between lecturers and leaders" received relatively low average ratings of 3.25 and 3.27, respectively This discrepancy is primarily due to the age, perspective, and professional qualification gaps between the predominantly elderly, highly qualified leaders and the younger, less experienced, and lower-qualified lecturers These differences contribute to perceived barriers in effective communication and collaboration within the organization.
Many lecturers feel that leaders do not sufficiently demonstrate their ability to support and address issues when lecturers encounter problems or make mistakes Additionally, opportunities for regular communication and exchange between leaders and lecturers are infrequent, which impacts their collaborative relationship Consequently, the observation variable “Leaders always listen to the lecturer’s explanation when they make a mistake” received a moderate score of 3.42, indicating room for improvement in leader-lecturer interactions.
OLS regression analysis -
Verification of the suitability of the regression model
Model R 8 R of the Hate e atson'
1 878° 0.77 0.764 | 0.2936596 2.23 a Predictors: (Constant), Leader behavior, Leader — follower relationship, Trust in leader b Dependent Variable: The knowledge sharing,
The regression analysis results demonstrate a high adjusted R-squared value of 0.764, indicating that over 76% of the variation in the dependent variable is explained by the independent variables, and confirming the model's strong explanatory power Additionally, the Durbin-Watson statistic of 2.230 suggests there is no autocorrelation among the independent variables, confirming their suitability for regression analysis.
Table 2.17 Variance testing of the model
Total 42.022 Hỗ a Dependent Variable: Knowledge sharing b, Predictors: (Constant), Leader behavior, Leader — follower relationship,
The ANOVA analysis revealed a significant F-value of 125.097 with a p-value (Sig) of 0.000, indicating that the model is statistically valid and reliably represents the data This confirms that the model effectively demonstrates the relationship between the knowledge sharing factor and the role of the leader.
Hypothesis test and the meaning
The initial hypotheses are the positive relationships between the variables of Trust in leader, Leader — follower relationship, and Leaders behavior and the dependent variable of “Knowledge sharing” These hypotheses were confirmed by the regression results when all the coefficients in the model are positive and, at the same time, statistically significant (Sig = 0.000) Thus, the hypotheses are accepted
In addition, the table above shows that the VIF coefficients of the independent variables are low (close to the value 1), indicating that there is no multicollinearity in the model and, then the regression coefficient are good reliable
From this result, the regression equation express the influence of independent variables on the knowledge sharing of NTU lecturers as follows:
Knowledge sharing = 0.547 * (Trust in leader) + 0.421 * (Leader — follwer relationship) + 0.491 * (Leaders behavior)
Trust in leadership has the most significant positive impact on knowledge sharing, with a standardized coefficient of 0.547 When lecturers trust their leaders, they are more open and willing to share their knowledge effectively This strong relationship highlights the importance of building trust to foster a collaborative knowledge-sharing environment. -🌸 **Ad** 🌸Boost team trust and knowledge sharing with [Claude](https://pollinations.ai/redirect/claude)—the AI assistant built for collaborative leaders.
The second influenced factor, with coefficient 0.491, is the "Leaders behavior"
Fairness, decisiveness, and consistency in management positively influence lecturers' knowledge sharing by fostering a strong sense of compliance This supportive environment makes it easier for lecturers to share their knowledge effectively.
The "Leader-follower relationship" significantly enhances knowledge sharing, with a positive coefficient of 0.421, highlighting its vital role in organizational development Leaders who demonstrate openness and genuine concern foster a supportive environment that encourages lecturers to freely share their knowledge This strong leader-follower dynamic creates a comfortable atmosphere, boosting the willingness of team members to contribute to the organization's growth through knowledge exchange Promoting effective leader-follower relationships is essential for cultivating a collaborative culture that drives continuous learning and organizational success.
Group of promoting and inhibiting factors to the role of leaders to the knowledge
The promoting factors and canscs 34
At Nguyen Trai University, leadership plays a crucial role in promoting knowledge sharing among lecturers Support from leadership in professional tasks and conflict resolution fosters an environment conducive to sharing knowledge Additionally, proactive leaders who pioneer innovative teaching methods, regularly update their professional knowledge, and stay informed about relevant policies significantly encourage knowledge exchange within the university.
‘The reasons for these promoting factors are:
NTU is a pioneer in implementing an application-oriented training approach, emphasizing 30% theoretical instruction and 70% practical experience Guided by the principle that "creativity and innovation are essential for breakthroughs and outstanding achievements," NTU's leadership continually innovates its teaching methods to enhance educational effectiveness Additionally, NTU leaders focus on strengthening organizational structures and staffing arrangements to support the university's innovative training initiatives.
The expertise of each unit, along with the specific characteristics and professional qualifications of the lecturers, plays a crucial role in effectively assigning tasks and work positions This approach ensures rationality in task allocation, leading to high appreciation and recognition of the lecturers' professionalism and competencies.
The inhibiting factors and eauses
While various factors promote knowledge sharing, several inhibitors hinder this activity Leaders often fail to sufficiently appreciate the opinions and suggestions of lecturers, undermining their engagement Additionally, lecturers may lack full trust in leaders’ ability to address individual issues effectively The annual emulation and commendation activities at NTU are perceived as unfair, leading to conflicts and poor treatment among staff Furthermore, miscommunication arises when leaders do not listen to lecturers’ explanations during issues or mistakes, creating disagreements and reducing collaboration.
Leaders do not participate in the movement of sports, entertainment, tourism
Family relationships between lecturers and faculty members are generally not established, which impacts team cohesion Leadership decisions are often made arbitrarily, leading to concerns about fairness and consistency Additionally, there is a lack of transparency in financial management, resulting in dissatisfaction with compensation and remuneration policies among staff.
* Normally, the evaluation, classification and ranking the performance quality of the lecturers base on voting (and questionnaires), The voting results are not analyzed
(compared) and published, so many teachers do not trust the results Evaluation criteria is not specific, difficult to measure (or compare) In addition, the leaders did not build the
NTU's own reward system and apply the principle of Ministry of Education and Training
The Memorandum of Educational Objectives (MOET) operates under a public regime that influences teaching practices Visiting lecturers typically refrain from sharing their opinions, as the teaching approach tends to be highly theoretical Most formal lecturers are young and lack extensive experience in teaching skills, research, and educational activities, which affects their confidence in contributing ideas Consequently, both visiting and formal lecturers often feel that their comments may not be acknowledged or respected by institutional leaders, impacting their engagement and professional development.
The lack of cohesion among leaders at NTU is primarily due to an inadequate remuneration policy, with most faculty members earning less than 8 million VND per month, which has hindered strong relationships between lecturers and administration Additionally, lecturers are dissatisfied with the financial management and outdated regulations regarding remuneration, teaching hours, allowances, and overtime payments, leading to decreased motivation and willingness to share knowledge Addressing these issues is essential to foster better collaboration and improve overall organizational harmony.
SOLUTION TO PROMOTE KNOWLEDGE SHARING OF TIE
Declaration of mission, vision and development orientations of Nguyen Trai University - - ST
Our goal is for the university to become a leading institution in Vietnam and the region by adopting advanced educational models from around the world, aiming to achieve world-class status We strive to be a center for training and developing high-quality human resources aligned with international standards Additionally, we focus on building and fostering a strong academic and honest culture, making significant contributions to Vietnam’s education system and international integration efforts.
The core values are "Honesty - International - Humanities", with the philosophy of
"Talents and Virtues are the nation's sap"
The training goal: "developing (training) the comprehensive, intellectual, healthy, and professional students, good capacity of international integrating"
NTU offers comprehensive training programs that utilize advanced teaching materials from leading global universities, ensuring high-quality education in knowledge, skills, and behavior Students have the flexibility to transfer seamlessly from college to university and pursue postgraduate studies, fostering continuous academic growth.
At NTU, the student-centered approach ensures learners receive top-quality services for both living and studying The university employs a flexible, credit-based training system that allows students to design personalized learning plans tailored to their abilities and academic needs.
A leading university in Vietnam and internationally is committed to enhancing the quality of education by providing seamless pathways for students to transfer and progress continuously through different levels Its integrated, multi-sector approach is designed to meet the evolving demands of the market and society, ensuring graduates are well-equipped for future challenges.
In the development orientations strategy that was proposed by the Board of
Directors, the orientation development of NTU till 2020 focus on the human resource development
The NTU's development orientation emphasizes on: Continuing to perfect the development strategy of NTU that in line with the new period; develop the new training
Solutions to promote Imowlcdge sharing among the lccturcrs of Nguyen Trai University _-
Our training program emphasizes the integration of international and domestic best practices, continuously improving methods of administration, management, and the application of information technology We focus on enhancing foreign language skills and promoting emulation movements to boost training quality Our goal is to ensure that graduates possess professional qualifications and practical abilities, meeting the evolving needs of society and the labor market.
NTU prioritizes the development of its teaching staff as a core component of its management policies, recognizing that qualified lecturers are essential to achieving strategic goals and enhancing training quality The university’s strategic mission focuses on expanding and strengthening its team of educators by increasing both the quantity and quality of lecturers With a commitment to fostering professional knowledge and skills, NTU aims to ensure academic excellence and continuous improvement in its educational offerings.
3.2 Solutions to promote knowledge sharing among the lecturers of Nguyen Trai
3.2.1 The basis for the proposed solution
The solutions to promote knowledge sharing among the lecturers of the NTU on the role of leaders based on the following reasons:
Table 3.1 Basis for the proposed solution
Limitation of the icnerwtangeienactag Causes Proposed solutions
Effective leadership is crucial for implementing policies that attract talented lecturers The National University of Technology (NUT) values input from educators to improve its recruitment strategies Many lecturers are young and lack extensive teaching experience, which poses challenges to their development To address this, NUT emphasizes providing reasonable workload arrangements and opportunities for research and professional growth Aligning educational activities with strategic plans ensures a cohesive approach to faculty development, ultimately enhancing the quality of education.
Visiting lecturers do not often | resources Constantly giving out their opinions, | training the professional teaching method is | knowledge, teaching theoretically oriented methods and practical experience for the lecturers
‘The decisions of the leaders are usually arbitrary and mandatory
The amma emulation and commendation activities of
NTU are not fair, there any confliction and the
Normally, the evaluation, classification and ranking the performance quality of the lecturers base on voting (and questionnaires) The voting resulls are nol anilyzed
(compare many teachers do not trust the results Evaluation criteria is
Develop a good evaluation and reward mechanism for the
NTU’s principles emphasize fairness and realism, yet recent evaluation results indicate significant issues with transparency and clarity in the assessment process The evaluations are often nonspecific and difficult to compare, which undermines the credibility of the results Additionally, leaders have not provided adequate recommendations or commendations to improve the system There is a need for NTU to develop its own reward system and align it with the public regime standards set by MOET to ensure fairness and accountability.
Disagreements in between leaders and communication between lecturers, regularly leaders and Taclurors onganiving and because the Izaders do not The Icctwers have low trust participating in movement
Tisicn, lo lecturers’ | in the leaders ach ơ the explanations when they arc colicsion between Icaders in trouble or made a and lecturers (and their mistake, families), improving
Management quality of the leaders
Relationships between | jetumers with tho francial | Stenpthen the inspection family of the lecturers and the faculty are not formed
Not transparency in the financial Tranagcmerrl, the and unsatisfied with compensation
Recent changes in remuneration policies and management by university leaders have been driven by updated financial regulations, leading to modifications in lecturer compensation, including minimum teaching hours, overtime pay, and allowances Effective financial management supervision within faculties is essential to ensure proper allocation of funds Developing an incentive system for remuneration can motivate employee dedication and improve performance Transparency and publicity of financial expenses are crucial to maintaining accountability and trust within academic institutions.
This article analyzes the current state of knowledge sharing at NUT and employs a regression model to examine how various factors influence knowledge sharing among lecturers The regression results provide insights into key determinants affecting knowledge sharing practices within the institution.
Knowledge sharing = 0.547 * (Trust in leader) + 0.421 * (Leader — follwer relationship) + 0.491 * (Leaders behavior)
The analysis indicates that Trust in Leadership has a significant positive impact on knowledge sharing, with a strong coefficient of 0.547 Additionally, leader behavior plays a crucial role, demonstrating a substantial influence with a coefficient of 0.491 The quality of leader-follower relationships also contributes positively, reflected by a coefficient of 0.421, underscoring the importance of effective leadership dynamics in enhancing knowledge sharing within organizations.
Enhancing lecturers' trust in the leader, strengthening the relationship between them, and fostering positive behavioral changes in the leader are crucial factors that significantly promote knowledge sharing among faculty members.
3.2.2 Solutions for enhancing the role of the leader in the knowledge sharing
312.2 1 Solution to improve the trust in leaders of lecturers at Nguyen Trai University:
Building and completing the policies for attracting talent lecturers that in line with the development strategy of NTU
To develop criteria for selecting, recruiting and arranging jobs to meet the development orientation of NTU,
Improve the quality of contributions and recommendations to the leaders to promote knowledge sharing
~ Public the criteria, standards for recruiting lecturers,
- Specify the criteria based on professional qualifications, capacity, quality that appropriate with the training major and working positions,
~ Building a special culture of NTU, recruited lecturers have the pride of NTU and long-term commitment, dedication to the development of the university, maximize the capacity, willingness to devote;
The first: Choose qualified lecturers from other universities, institutes, organizations who wish to work at NTU (or become the visiting lecturer)
‘The second: Recruit excellent graduates from reputation universities who suitable for the training majors of NTU, continue training (or recruit the outstanding students of NTU),
‘The third: Recruit graduates from overseas universities, have priority policies to attract them to long-term working at NTU
NTU is expanding its initiative to recruit experienced business leaders with proven expertise as lecturers, offering students valuable practical knowledge These industry-leading instructors help students gain real-world insights, ensuring they are well-prepared to transition seamlessly into the workforce after graduation.
The selection and recruitment of lecturers must strictly adhere to established criteria and standards to ensure quality Recruited individuals are required to undergo comprehensive professional training, beginning with a probationary period, followed by apprenticeship and assistant lecturer roles, culminating in the position of formal trainer.
No exception for any case
NTU’s recruitment strategy is based on development orientation, considering personnel planning, student numbers, and other key factors to ensure effective annual hiring The university aims to maintain a transparent and professional recruiting team to prevent negative impacts during the recruitment process Additionally, NTU repositions its existing lecturers to leverage individual strengths and mitigate conflicts within the team, fostering a more cohesive and productive academic environment.
Strengthening the professional activities, organizing seminars and conferences on subjects to mprove the capacity of lecturers
To increase the trust among lecturers, reduce the disagreements in communication between the leaders and the lecturers Thus enhancing the knowledge sharing within the organization
Regular held the seminars, workshop, professional conferences, This solution has both a practical effect in knowledge sharing and contributes positively to the cohesion between the lecturers and leaders
Establishing a professional calendar of seminars and conferences across individual units and the entire university fosters a culture of continuous learning and experience sharing Regularly scheduled events promote consistent professional development for lecturers and enhance collaborative knowledge exchange Implementing a well-organized seminar and conference calendar supports habit formation among educators and encourages a vibrant academic community dedicated to ongoing growth.
At scientific meetings, NTU faculty should invite highly experienced experts to participate, as their insights can significantly influence faculty members' perceptions of knowledge sharing’s importance Beyond scientific activities, promoting cultural, sports, and entertainment events can strengthen lecturer cohesion, thereby enhancing the effectiveness of knowledge sharing within the university.
The Union organization plays a vital role in supporting movement activities at NTU by regularly attending to the needs of lecturers and staff, especially during challenging times It fosters a sense of cohesion and unity among all educators and staff members, strengthening the community within the university.
Stabilizing the senior management team to create a good working environment (and stable development)
Develop the appropriate compensation and reward policies
Increase the motivation of employees, attract good quality lecturers from the sources outside the NUT
Enhancing living conditions for lecturers and improving their overall satisfaction are key priorities Strengthening the connections between lecturers, their families, and NTU faculties fosters a supportive community and encourages faculty retention These efforts contribute significantly to the development and growth of NTU, aligning with its mission to nurture a dedicated and engaged academic staff.
Ensuring transparency in financial management, increasing the trust of trainers in leadership, enhancing the role of leaders in knowledge sharing
Recommendations
3.3.1 Recommendation to the Government and Ministry of Education and Training
The Government should quickly adopt appropriate mechanisms and policies to promote autonomy regimes and enhance the responsibility of universities for the development of education
Issue the supporting policies for non-public university (incentives for investment in facilities construction, enrollment quotas, diversification of disciplines)
The Ministry of Education and Training should standardize the criteria for evaluating lecturers to ensure fairness across both private and public universities This will promote a level playing field, encouraging healthy competition among institutions to enhance training quality Establishing clear and consistent evaluation standards is essential for improving overall educational standards and fostering academic excellence nationwide.
3.3.2 Recommendation for the BOD of the NTU
On the side of the NTU, the BOD of the Nguyen Trai University needs pay more attention on developing the training quality than the financial efficiency It is necessary to raise the awareness of all the lecturers and leaders about the role of knowledge sharing In particular, the BOD should consider the task of promoting knowledge sharing as the main mission of unit leaders
To enhance academic quality, it is essential to raise lecturer awareness of their responsibilities and develop a comprehensive strategic plan for their professional growth Establishing clear evaluation criteria and proposing effective policies will ensure continuous development of lecturer qualifications, ultimately contributing to improved teaching standards and institutional excellence.
The Board of Directors should prioritize fostering a culture that encourages knowledge sharing among lecturers Strengthening leadership roles is essential to promote open communication and collaboration between lecturers and leaders, ultimately enhancing the overall sharing of knowledge within the institution.
Implement the more attractive policy that encourages lecturers to volunteer in the knowledge sharing, improve their professional qualifications and knowledge
CONCLUSIONS, CONTRIBUTIONS AND LIMITATIONS OF RESEARCH
Research on the role of leaders with the knowledge sharing among lecturers of the
Nguyen Trai University (NTU) faces urgent challenges that significantly impact its development Promoting knowledge sharing among lecturers is essential for building a competent teaching team that aligns with the university's growth objectives To address this, the researcher conducted a study to identify the key factors influencing knowledge sharing activities among NTU lecturers Enhancing knowledge exchange can foster a collaborative academic environment, ultimately supporting NTU's strategic development goals.
University (base on the importance of the leadership),
This article provides a clear overview of key concepts such as knowledge and knowledge sharing, along with the factors that influence effective knowledge transfer Building on previous research, the author synthesizes a comprehensive research model that highlights the role of leadership in promoting knowledge sharing within organizations.
This article examines the vital role of leadership in promoting knowledge sharing among NTU lecturers through various research methods, including surveys, statistical analysis, expert interviews, direct interviews, exploratory analysis, and regression analysis The study identifies key factors that inhibit or facilitate knowledge sharing, providing valuable insights into the current dynamics within NTU Based on these findings, the author proposes targeted solutions to enhance knowledge sharing activities, ultimately fostering a more collaborative and innovative academic environment.
Based on theory and practice, the role of leaders in the knowledge sharing at
Nguyen Trai University, the results help to solve the research questions by providing important solutions close to the conditions of the NTU
‘The solutions are: ® Building and completing the policies for attracting talent lecturers that in line with the development strategy of the NUT
Solutions to enhance the trust of the lecturers on leaders © Develop the appropriate compensation and reward policies © Develop the criteria for assessing the performance of lecturers
If these above solutions be applied uniformly, it will create a strong impact to the knowledge sharing activities in Nguyen Trai University in the coming time
The research highlights the crucial role of leaders in promoting knowledge sharing among NTU lecturers, evidenced by the positive impact of leadership, trust, leader-follower relationships, and leaders’ behaviors Despite some limitations, the study underscores the importance of these factors in fostering an effective knowledge-sharing culture Additionally, an evaluation of lecturers reveals key disadvantages and inhibiting factors, providing a solid foundation for developing targeted solutions to strengthen leadership roles and improve knowledge sharing activities within the academic community.
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THE NGUYEN TRAI UNIVERSITY No01/K§
About the knowledge sharing of the lecturers in the faculty
Belonging to the series of research activities in order to increase the capacity of the lecturers of Nguyen Trai university (NTU), and gathering the information for research, the
Economic Faculty of NTU conducts this survey Your feedback information is very valued to our research team
This survey explores the crucial role of leadership in fostering effective knowledge sharing among lecturers The findings will help enhance the quality of knowledge exchange and improve the qualifications of teaching staff in research and education Participants are encouraged to provide accurate and objective responses in Section IV, which contains detailed questions Rest assured, all personal information is securely protected to ensure your privacy and confidentiality.
We are very appreciate your respondent and cooperation
‘Trust in leaders: Reflects your evaluation (assessement) on the level of trustworthiness,
Leadership behavior: Reflects your evaluation (assessment) on the action, expression
(emotion, communication), decision of your leaders w Leader-follower relationship: Reflects your evaluation (assessment) on the relationship between you and your leaders and between your leader and your colleagues
| Knowledge sharing: Reflects all the activities (including intentions) to share the knowledge, materials and information of teaching, research, performance or ˆ professional activities to other colleages
Leaders: The highest managers of your faculty including the 2 levels: (1) Faculty and (2)
= Your main đulsstasks in = your
‘Your qualification al Number of working years
“4 Your contracl type sa[ œ ‘Your monthy income (all the income sources)
How offen do you do the science research?
10 Number of rescarch works, arficles published in magazines (domestic and foreign)
See the guidances in the annex 2
Choices (evaluate, sclect the point) for cach question be categorized in 5 levels
The assessment scale ranges from "Completely Disagree" (1 point) to "Strongly Agree" (5 points), where higher scores indicate a greater level of agreement or support A higher evaluation point reflects stronger endorsement of the statement being assessed Conversely, a score of "Completely Disagree" signifies a strong rejection, and it is important to articulate detailed reasons when this is the case Providing specific explanations helps clarify the basis for disagreement and enhances the understanding of the respondent’s perspective This structured approach ensures accurate measurement of attitudes and opinions while adhering to best practices in survey design and SEO principles.
Dismiss |, | sm pointy} pom) | pom) | — @ ` point)
ATL Leaders regularly consult the employees (lecturers) for professional work in the meetings
(lecturers) to propose innovation to increase the teaching quality
Toadars have iruplomentod many solutions bascd on suggestions of employees (lecturers and officers)
Lecturers and officers believe vụ; | thst the tenders wall
Lecturers are always supported by the leadership in professional work (or conflict in knowledge and work) The reward system is fair, clear evidence, not coniliction
4.2 Leaders followers relationship Please show your evaluation (assessment) on the relationship between you and your Tendets and between your loader and your collzagues according lo the following questions
Leaders always listen to the
MQH 5 Heoturer's explanation when they make a mistake There arc r2gular exchanges MQH 3 between leaders and lecturers
There 1s no pressure in doing, work and exchanging
Professional Inowledge between lecturers and the Teaders
MQH pioneered (promote) in the
5 movement of sports, entertainment, tourism
MQH 4g Tlationship with the lecturers and their families
- the views (opinions) of cach
TIVLD | The feaders oflen make
HVLD nw and assign jobs very reasonable
Financial management is transparency, the leaders always suppor! (finance) lecturers
"The leaders are expert in specialized knawledge, always promote the contribution of the collective
‘he leader is always pioneering in innovalive teaching methods, update professional knowledge and relevant policies
Leaders are ready to receive and implement innovation in teaching and improving professional knowledge
Tam always interested in and fully participate in professional activities (seminars) of the faculty, department
CSTT T always expect to contribute ideas, knowledge in professional aclivities and scientific research
1 feel honored (and be CSI | respected) when contributing
3 | and sharing information wilh colleagues
We offen exchange information with other lecturers (in the
4 | fiulty and other fetes) about the way (method) of completing the tasks
Knowledge and information CSTT | (thal be shared’) aflen are high
5 | application value and are widely supported by most people
We greatly appreciate your response and cooperation The research team will share the analysis results and key conclusions with the teacher's reference All personal information is securely protected, ensuring the privacy rights of all participants.
The main function of your
Adm inistr ative supp ont
1 | sory | trainin manage depar | Boar |g ment tmen | d_ | (inters ts hip)
Your main duties/tasks in your
Number of working | Under | 2 - 3]3-4]Over 4 years 2years | years | years | years
How often do you do Quite | Frequen
Never | Rarely the science research? often | tly
Number of research works, articles › published in | Not yet | 20 magazines (domestic and foreign)
Item Statistics ltem-T otal Statistics
Scale Mean if) Seals Corrected | Cronbach's
Ttem-Total | Alpha if Item ltem Deleted | Correlation Deleted
Scale Mean if Seale Corrected Cronbach's
Ttern Deleted | Variance if | Tem-Total [Alpha if lem
Scale Mean if Scale Corrected | Cronbach's item Deleted | Varianceif | Htem-Total [Alpha if Item
Scale Mean if Scale Corrected Cronbach's Ticrn Deleted | Variance if | Item-Totat | Alpha if tem
KMO and Bartlett's Test siser-Moyr-Ollin Monsmo of Samping
Zompo | Initial Rigenvalnes Tixtraction Sums of | Rotation Sums of Squared nent Squared Loadings Loadings
Towa] Yeof |Cummdai| Toral | %of [Cumulati|Total | %of |Cumulai
|Variance | ve % [Variance | ve % [Variance | ve %
Extracion Method: Prìndipml Comionơnl Amdysis
Extaction Method: Principal Component Analysis a, 3 comporimts extracted a4
Extraction Method Principal Component Analysis
Rotation Mothod: Varimax with Katser
Nonmalization a Rotation converged in 4 iterations
KMO and Bartlett's Fest aiser-Meyer-Olkin Measme of Sampling
Approx Chi-Square Test of af
Somponenl Tnitial Rigenvalucs Extraction Sums of Squared Loadings
Total %ứf | Cumalative | Total %ar | Cumufative
Extraction Mcthod: Principal Component Analysis
Knowledge sharing Trust in leaders Leaders follower relationship
‘Trust in leaders Leaders follower relationship Leaders behavior Knowledge sharing Trust in leadars Leaders, follower relationship Leaders, behavior
Knowledge sharing 1.900 644 566 000 333 000 000 116 116 116 116 Trust in lcaders 1.000 -046 644 236 000 312 0S 116 116 116 116 T.eaders - follower lrelationship
R | R |Adjusied] Std Change Statistics DmBin-
Ic Squar JR Square | Error of [R Square] F do | d@ | Sig F | Watson e the | Change |Chang Change
1 8781| 770 764 [2936596 770 Ps ° 3| 112 000 2.230 a, Predictors: (Constant), Leaders behavior, Leaders - follower relationship, Trustan leaders , Dependent Variable: Knowledge sharing
Model jam of Mean Square juares Regression
Total a Dependent Variable; Knowledge sharing b Predictors: (Constant), Leaders behavior, Leaders - follower relationship, Trust in lenders
‘behavier a Dependent Variable: Knowledge sharing