Aims of the research: On the basis of theoretical and practical research, solutions to develop faculty leaders of pedagogical universities or faculties according to competence-based approach are proposed to improve the quality of teacher training meeting the demand for educational innovation.
Trang 1MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
LA THANH TRUNG
GOVERNANCE OF PUBLIC UNIVERSITIES
IN THE PRESENT CONTEXT
Major: Aducation Management
Code: 9140114
DEVELOPING THE FACULTY LEADERS OF PEDAGOGICAL
FACULTIES OR UNIVERSITIES ACCORDING TO
COMPETENCE - BASED APPROACH
NGHE AN - 2020
Trang 2THE DISSERTATION WAS COMPLETED AT VINH UNIVERSITY
Dissertation advisor: Prof Dr Thái Văn Thành
The dissertation can be found at:
- Vietnam National Library
- Nguyen Thuc Hao Center for information and library, Vinh University
Trang 3INTRODUCTION
1 RATIONALE
In the digital era, the education sector has to change rapidly from a knowledge-based education to an education that develops competencies, promotes innovation and creativity for learners In order to adapt to this innovation, Vietnam's higher education inevitably needs educational administrators with professional qualifications, skills, and real capacity to
do their duties effectively This raises requirements in which capacity factor should be front and center in building and developing the educational management staff It becomes a thread throughout the entire organizational system, from planning to recruiting, organizing performing, rewarding, and disciplining
The Deans of Faculties or Institutions of Education are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities In order to perform such tasks, it is necessary that faculty leaders have many important qualities and competencies especially in the context of pedagogical training facing many difficulties at present
However, in the past few years, the appointment of the deans at the universities or faculties of Education has still many shortcomings For example, the deans of faculties have been appointed mainly according to age, qualifications, majors In other words, they have been named as the deans because of the factor of seniority rather than competences.In the context where capacity factors are essential, the development of the faculty leaders of educational faculties or universities has not focused on the competency corresponding with the task yet
Therefore, we have carried out the research on “Developing the faculty leaders of
pedagogical faculties or universities according to competence-based approach with the
aim of overcoming limitations on developing the faculty heads of pedagogical faculties or universities to meet the new requirements and contribute to improving the training quality of pedagogical institutions in the new context
2 Aims of the research
On the basis of theoretical and practical research, solutions to develop faculty leaders of pedagogical universities or faculties according to competence-based approach are proposed to improve the quality of teacher training meeting the demand for educational innovation
3 Research population and subjects
Trang 46 Scope of the research
- In terms of content: The dissertation only focuses on researching issues related to the development of faculty heads of pedagogical faculties or universities according to competence-based approach
- In terms of space: the survey was conducted in a number of pedagogical universities and universities which have pedagogical faculties
- In terms of time: from May 2018 to May 2019
7 Methodology and Research Methods
7.1 Approach point of view
The system-structure approach; Operational point of view; Practical point of view; Capacity access perspective; Human resources development approach
7.2 Research Methods
7.2.1 Theoretical research methods: Analysis and generalization of theoretical research documents; resolutions of the Party, State; regulations of the education and training sector related to the topic; policies and guidelines for pedagogical training and developing the educational administrators; human resource management according to competence-based approach
7.2.2 Practical research methods:
Investigation method through opinion forms; Conversation method, expert method; Experimental method; Experience summary method:
7.2.3 Mathematical statistical methods
Analysing statistics and processing the collected data in order to make general conclusions
8 Theses
8.1 The development of faculty heads in pedagogical universities or faculties is an objective and urgent requirement in order to improve the quality of teacher training, meeting the requirements of fundamental and comprehensive innovation of education
8.2 Dean of faculties at pedagogical universities / faculties still have shortcomings, limitations in management and leadership capacity, which have not yet met the requirements
of fundamental and comprehensive renovation of higher education in the current context This hinders the improvement of management effectiveness in pedagogical faculties in universities
8.3 In order to develop deans of pedagogical universities or faculties according to competence-based approach, it is essential to have a set of competency standards of deans of pedagogic universities or faculties based on job titles Moreover, this set of standards must
be transformed into the content, operational processes of the development of faculty leaders
of pedagogical universities / faculties
9 New contributions of the dissertation
10 The organisation of the dissertation
In addition to the Introduction, Conclusion, References, Appendices, the dissertation includes 03 chapters
Trang 5CHAPTER 1 THEORETICAL BACKGROUND OF DEVELOPING FACULTY LEADERS
OF PEDAGOGICAL FACULTIES OR UNIVERSITIES ACCORDING TO
COMPETENCY-BASED APPROACH
1.1 Literature review
1.1.1 In the world
- Research on the development of school administrators
- Research on developing faculty leaders in universities
1.1.2 In Vietnam
- Research on the development of university administrators
- Research on developing faculty leaders in universities
Up to now, there have not been many researches on the development of faculty leaders
in universities in the world as well as in Vietnam The authors have found out several
researches related to the topic such as Managing foreign language teaching activities of the
Dean at Hai Duong University of Economics and Technology in the context of international integration by Dinh Thi Hong Van (2012); Documents for Fostering faculty / department managers for universities and colleges (2014) (in the Program for Fostering faculty /
department managers for universities and colleges)
1.1.3 General assessment
1.1.3.1 The studied issues
- Researchers have affirmed that the educational administrators in general and heads of faculties of pedagogical faculties or universities in particular have a very important role and directly influence the effectiveness of leadership, administration and the quality of pedagogical training in the universities
- In recent years, the management approach based on the capacity of the management staff has been focused, considering it a scientific and effective direction to best promote the capacity
of the staff which corresponds to the job position assigned
1.1.3.2 The unstudied issues
- Up to present, there has not been any research which focuses on the development of the faculty heads of pedagogical faculties or universities
- There has not been any research which clarifies the position, role, characteristics of labor, personality model, and proposes competency framework of the faculty heads of pedagogical faculties or universities to meet the job position in the current innovation context -There has been no research proposing solutions to develop the faculty heads of pedagogical faculties or universities according to competency-based approach
1.1.3.3 Issues need studying
- In order to develop the faculty heads of pedagogical faculties or universities according to competency-based approach, it is necessary to focus on innovative solutions to planning, training, evaluating, applying the remuneration policy, creating a favorable environment for faculty heads to promote their capabilities, improving work efficiency
- It is also crucial to clarify roles and labor characteristics, personality models, competency frameworks and build standards for faculty leaders of pedagogical faculties or universities in the context of fundamental innovation of education and international integration
1.2 Basic concepts
1.2.1 Deans of pedagogical faculties or universities
The Deans of of pedagogical faculties or universities are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities The Deans are responsible to the Principals for comprehensive management of the faculty according to the educational institutions’ decentralization regulations
1.2.2 Competence
"Competence" is mentioned in the research is the capacity to perform work
"Competence" in this sense is the characteristics that individuals have and use appropriately and consistently to achieve results as desired Competency-based human resource management is always associated with defining competencies, building a competency
Trang 6framework and using that framework as a basis for recruiting, managing, and developing employees as well as other activities of human resource management
1.2.3 Developing the faculty leaders of pedagogical faculties or universities according to competence-based approach
Competency approach is a standardized method integrating knowledge, skills and attitudes into a standard professional competency system Developing the faculty leaders of pedagogical faculties or universities according to competence-based approach is a combination of the purposeful effects of the management subjects at all levels through policies and solutions to make the staff of faculty leaders develop their capacity in management and profession, achieve efficiency in job performance, meets the requirements
of the management of the training department in the current educational innovation context
1.3 Faculty heads of pedagogical universities or faculties in current context
1.3.1 Roles of faculty heads of pedagogical universities or faculties
- Position of Deans:
Deans of Faculties are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities
Thirdly, their managerial labor is highly practical
1.3.3 The current context poses competency requirements for deans of pedagogical faculties or universities
In the current educational innovation roadmap, pedagogical universities in particular and the pedagogical school system in general have to meet the requirement of compulsory renovation of all aspects
Facing such challenges, the deans themselves and the university leaders need to have solutions to help the faculty heads to overcome their limitations, improve their quality and capacity, which helps them to assume responsibilities for managing pedagogical universities
or faculties in the current period, contributing to improving the quality of management and training pedagogical human resources in the new context
1.4 The issues of developing the faculty heads of pedagogical faculties or universities according to competene-based approach
1.4.1 The need to develop the faculty heads of pedagogical faculties or universities
The need to develop the faculty heads of pedagogical faculties or universities derives from:
- The urgent need to renovate higher education in general and to renovate pedagogical training in Vietnam in particular
- The position and important role of the leaders in pedagogic faculties or universities
- The limitations and shortcomings in the development of educational administrators in general and faculty heads at pedagogical faculties or universities in particular in recent years
1.4.2 The content of developing the faculty heads of pedagogical faculties or universities according to competene-based approach
1.4.2.1 Building a professional competency framework for the position of the deans Competency framework for the position of deans (or professional competency system)
is a system of fundamental and core competencies to perform the roles of educators, scientific researchers and education administrators
1.4.2.2 Planing and developing the faculty heads of pedagogical faculties or universities
It is to help university leaders perform well the human resource management, recruit high-quality faculty leaders, create synchronous and inherit the development between generations of department heads
Trang 71.4.2.3 Selecting, appointing and using faculty leaders of pedagogical faculties or universities Selecting, appointing appropriate deans is an important basis for the effective direction
of educational activities in schools In order to select and appoint the appropriate deans, principals need to receive lots of information which is from faculty members, pedagogic boards and students
1.4.2.4 Training and retraining faculty heads of pedagogical faculties or universities Retraining the quality and capacity of faculty leaders is the principals’ key task in improving the quality of human resources Developing faculty leaders is one of the positive solutions that enhances the university's adaptability to environmental changes and the advancement of science and technology
1.4.2.5 Evaluating faculty heads of pedagogical faculties or universities
Inspecting and evaluating are very necessary activities to help the school board grasp advantages, limitations and difficulties of the faculty leaders then find out the causes and solutions to overcome
1.4.2.6 Creating motivation for faculty heads of pedagogical faculties or universities Motivating to encourage the deans to work hard, increasing the quality of education
1.4.3 The management subjects of the development of faculty heads
The subjects administering the development of faculty heads of pedagogical faculties
or universities according to competene-based approach are the Party Committee, the administrators of universities, especially rectots of universities
1.4.4 Factors affecting the development of faculty heads of pedagogical faculties
or universities according to competene-based approach
1.4.4.1 Objective factors
- The Party and State's policies on developing education managers
- The context of international integration in higher education: globalization trends, knowledge economy requirements
- The renewal process of pedagogical faculties or universities in Vietnam today
1.4.4.2 Subjective factors
- Solutions for developing faculty heads of pedagogical faculties or universities
- Faculty heads of pedagogical faculties or universities
Conclusion
The Deans of of pedagogical faculties or universities are key figures in the faculties holding leadership roles in professional knowledge, academic programs, scientific research, technology transfer and other activities of the colleges/universities In the current challenging context of pedagogical training, in order to perform such tasks, it is necessary for the faculty leaders to have many important qualities and competencies, which requires a strategy to develop faculty leaders based on competencies
A competency-based human resource management system focuses on identifying the competencies needed to achieve effective performance and develop those competencies in the workforce In particular, the capacity thinking becomes a thread throughout the entire organizational system, including planning, recruiting, implementing, rewarding, and disciplining In higher education, the management of human development - including faculty and education administrators towards competency-based approach is an inevitable consequence Developing heads of faculties in pedagogical faculties or universities according to competency-based approach is to synthesize the purposeful effects of the management subjects at all levels via policies and solutions to make the leaders sufficient in quantity, reasonable in structure and standard in quality Moreover, it is vital to focus on improving knowledge and skills in management of the educational process, creating a comprehensive transformation of the faculty heads according to competency standards to meet requirements and tasks of educational development in the new era
Trang 8Chapter 2 THE REALITY OF DEVELOPING FACULTY LEADERS OF
PEDAGOGICAL FACULTIES OR UNIVERSITIES ACCORDING TO
2.1.2 Survey content
The survey was carried out to investigate the current status and evaluate the development
of faculty heads of pedagogical faculties or universities according to competency-based approach It also evaluated influential factors on the development of faculty heads of pedagogical faculties or universities according to competency-based approach
2.1.3 Respondents
Objects of the survey are the Rector Boards, department administrators, faculty leaders, lecturers and education specialists
2.1.4 Survey method and process
- Research method: questionnaires consisting of 3 samples were used to investigate and the experts were interviewed
- Practical research process:
Specifying content, purpose, method, object of the study; Using research methods to investigate and collect data; Processing and analyzing data; and Concluding
2.2 An overview of the pedagogical faculties or universities
- Functions and responsibilities
- Size of the universities or faculties
- Educational activities
- The staff and lecturers
2.3 The reality of faculty heads of pedagogical faculties or universities
2.3.1 Political qualities and professional ethics
- In terms of political qualities:
Most of the leaders respond at the Good level (73.5%) The Fair level accounts for a negligible level (14.3%) However, there are still some repondents that only meet the average requirements (7.6%) or even do not meet the requirements (4.6%) This shows that the political qualities of the faculty leaders have basically met the requirements, but it is not
at a high level
- In terms of professional ethics:
The criteria rated at Good are quite high (81.6%) Fair and Moderate level are not significant (12.5% and 4.6% respectively) The rating is unsatisfactory, only 1.3% This shows that the faculty leaders have a very good sense of professional ethics, a working spirit They are also dedicated to their tasks, and treat others fairly, which helps them be supported by majority of staff and lecturers
- In terms of lifestyle:
This criterion in the team of faculty leaders also received a very high rating, 96.9% rated at Good and only 3.1% rated at Fair There are no Moderate or Unsatisfactory ratings
In general, the faculty leaders have a healthy, exemplary lifestyle
- In terms of working style:
This criterion has not been received the satisfaction of the repondents because only 69.8% rated Good in scientific and pedagogical working style of the faculty leaders; 25.4% rated at Fair level; 2.8% rated at Average and 2.0% rated it was not satisfactory
- In terms of communication and behavior:
Trang 986.9% of the respondents rated the criteria for having a proper and effective way of communicating and behaviors of the faculty leaders; 10.8% rated at Fair level, 2.0% rated at Average level and 0.3% rated at Fair level
2.3.2 Qualifications
- Most of the deans have PhD degrees while 3.3% of the Deans have Master's degrees and they are taking PhD course, meeting the qualification requirements according to the title regulations Many of them are Associate Professor, Professor - especially in key pedagogical universities
- Level of Informatics and Foreign Language:
In general, the IT and foreign language proficiency of the faculty heads of pedagogical faculties or universities has met the basic criteria of the job title 46.6% of repondents have a foreign language level of B1, 30.0% have a B2 level and 16.7% have a C1 level.Besides, 40.0% of repondents have advanced informatics degree, 36.7% have basic informatics degree and 13.3% have bachelor degree
- In regard to knowledge of State management: although 100% of the faculty leaders have State administrative qualifications and knowledge of political theory, they have not applied the knowldege effectively in practice Most of them still perform management tasks according to experience and habits
2.3.3 Professional competence and pedagogy
- The rate of evaluation comments on the professional and pedagogical competence of the faculty heads is mainly at Good level Average and Unsatisfactory level are not significant
- In the criteria of pedagogical profession, the criteria of Professional qualification and Understanding of pedagogical education program are rated the highest (all over 90.0%)
- Pedagogical skill criteria shown in the ability to organize and effectively implement active teaching methods is also highly appreciated (87.6% rated at Good level; 10.6% rated
at Fair level and only 1.8% rated at Average) There are no repondents assessing the deans have not met the requirements
- Self-study and creativity criteria were also rated at the 4th highest of criteria (84.0% rated as Good; 12.7% rated at Fair level; only 3.3% of the respondents rated this criterion as Average; none of the respondents rated this criterion as unsatisfactory)
2.3.4 Scientific research capacity
- Rate of scientific research ability of faculty leaders at Good level accounts for the highest Most criteria have average score above 3.28 However, there are still opinions assessing this capacity is only average, even unsatisfactory
- Among specific scientific research skills of the head of a department, writing and
defending the research is the highest (81.9% rated as Good); Making scientific outline skills
is rated the second (80.5% of respondents rated Good); Research skills are rated as the third highest (70.3% of respondents rated at Good)
However, the skills that demonstrate scientific acumen, creativity and discovering new things of the deans are underestimated such as: identifying and selecting research problems (66.4% rated at Good level); Skills of developing scientific activities rated as Good account for 59.4% Besides, scientific research activities of faculty leaders are not specialized and they have not had much large-scale research
2.3.5 Leadership and management capacity of schools and faculties
- Management capacity, leadership of faculty heads of pedagogical schools / faculties are rated at Good with 3.28 % 4.2% of the opinions rated the management capacity at average and unsatisfactory, 1.3% of which rated unqualified
- Competence of Analysis and Forecasting: This competency is rated at Good with
83.5% and only 1.1% rated at unsatisfactory level Criteria 1 and 2 including understanding
of economic, political, social and educational situation are assessed at a very high level
- In terms of strategic vision: This competency is rated at Good as 81.0%; Fair level is 14.5%; The average rate is 3.5% and only 1.1% rated it unsatisfactory In particular, the evaluation results of the criteria such as the propaganda and promotion of the faculty values, the publicity of the objectives are quite good Only 0.3% of repondents rated average and no one rated unsatisfactory
- Regarding capacity of design and implementation orientation: 79.2% of the
Trang 10respondents rated at Good; 16.6% rated at Fair; 3.5% at Average and only 0.7% of respondents rated at Unsatisfactory However, this capacity requires the ability to organize and connect all members, knowledge, understanding of education and skills to gather forces This competency standard must therefore be gradually evolved
- In terms of assertiveness and innovation: Only 66.8% rated this capacity as Good, 29.6% rated it at Fair, 2.4% at average and 1.2% of the respondents rated at unsatisfactory The results show that the deans have not really dared to break out of the habits and experience They still expect and rely on the mechanisms and policies of the universities
- Concerning capacity of planning: Only 187 people, corresponding to 56.5% of repondents, rated this capacity at Good; up to 32.4% rated at Fair level; up to 11.1% of the respondents rated this capacity at moderate or unsatisfactory
- About the capacity of Organizational structure and team development: 80.1% of the respondents rated this capacity at good; 12.6% at Fair; 7.3% at Average and Unsatisfactory Thus, it can be seen that this capacity considered as the basic competency determining the effectiveness of all activities in the faculty is also highly appreciated in the team of faculty leaders
- About the capacity of administering teaching activities: 78.3% of the respondents rated at Good; 15.3% at Fair; 5.0% at Average and only 1.4% rated at unsatisfactory
- About the ability to manage finance and school assets
In terms of financial and asset management in general, the faculty leaders have a number
of limitations 2.1% of respondents said that the faculty leaders have no experience in gathering, using financial resources for educational activities of the universities effectively; facilitating the disclosure of the faculty in accordance with regulations and managing the effective use of faculty assets serving pedagogical training 6.5% of the respondents rated this ability at Average, 13.1% at Fair level and 78.3% at Good
- About the capacity to develop educational environment
Most of the respondents said that the faculty leaders have not really met the requirements of building an educational environment: only 68.8% of them rated this capacity at Good; 22.8% at Fair; 6.2% at Average and 2.3% at unsatisfactory This ratio shows that the opinions of rating at Average and Fair still account for a high rate while the opinion evaluating this capacity at Good level still accounts for the basic rate
- In terms of administrative management capacity
Administrative management is one of the duties of clerical staff, so the heads of the faculties assign them tasks Therefore, the majority of the respondents rated this capacity as Good with 83.6% 11.7% rated at Fair, 3.8% at Fair and 0.9% rated at unsatisfactory
- About the capacity in management of emulation and commendation
81.2% of the respondents rated this ability at Good, 15.4% of the respondents were Fair, 2.6% of the respondents were Average, and 0.9% were rated at Unsatisfactory
- About the capacity of building information systems
This competency is rated relatively good because 80.1% of the respondents rated this ability as Good, 12.5% as Fair, 6.6% as Average, 0.8% as Unsatisfactory
- About the capacity of Examination and Evaluation
The criteria in this capacity of the dean is highly appreciated: 89.3% rated at Good, 9.0% rated at Fair, 1.5% rated at Average and 0.3% rated at Unsatisfactory level
2.4 Reality of the development of the deans of faculties or pedagogical universities according to competency-based approach
2.4.1 Awareness of development of the deans of faculties or pedagogical universities according to competency-based approach
All subjects are aware of the importance, roles and meaning of faculty heads The key
contents in the process of developing faculty leaders according to competency-based
approach have been identified as planning, use, appointing, training, retraining They will be the basis for us to build solutions to develop the quality of faculty leaders
2.4.2 Actual situations of planning and developing faculty heads of faculties or
pedagogical universities according to competency-based approach
We realize that the building and planning deans is the right policy of the universities 78.5% rated all stages in the planning as effective; 21.5% of respondents rated at
Trang 11Ineffective; No one claimed that the universities have not made the planning yet This shows that all objects are aware of the role of planning element and have done this quite well
2.4.3 Current situation of selecting,appointing and using faculty heads of faculties or pedagogical universities according to competency-based approach
We found that the answers of questionaires reflected the respondents' perceptions about the appointment of the deans 64.4% of respondents claimed that it the appointment of the deans were made effectively; 35.6% rated at the level Done but not effective; There are
no comments rated as Not yet implemented 35.6% of them stated that the appointment of the deans had been conducted ineffectively and no one claimed that the universities have not conducted the training yet
With the use of faculty leaders, 60.1% of the respondents rated it as effective 39.9% rated at the level Done but not effective while there are no comments rated as Not yet implemented
2.4.4 Realities of training and retraining faculty heads of faculties or pedagogical
universities according to competency-based approach
Although the need for training of Deans of the Faculties or Institutions of Education according to competence-based approach is great, assessment of the satisfaction of survey participants from training for Deans showed that 64.0% of respondents rated this work to
be implemented effectively; 30.2% of them stated that the training had been conducted ineffectively and 5.7% claimed that the universities have not conducted the training yet
2.4.5 The status of examining and evaluating faculty heads of faculties or
pedagogical universities according to competency-based approach
Compared with the past, the assessment of the deans has been increasingly renovated, with many changes in content and methods which gradually contributes to the building of a management officials at faculty and university levels and better meets the requirements and tasks of the educational innovation career
2.4.6 Current status of implementation of incentive policies, remuneration, building environment and creating motivation for faculty heads of faculties or pedagogical universities according to competency-based approach
We found that for in terms of policy regimes for the faculty heads of pedagogical faculties or universities, only 61.9% of the repondents rated it at effective 38.1% rated at in effective and there are no comments rated as Not yet implemented
For Motivating and building a favorable working environment for faculty heads of pedagogical faculties or universities, only 55.0% of the repondents rated it as effective 38.7% rated at the level Done but not effective while still 6.3% rated it as Not yet implemented
2.5 Actual degree of impact of factors affecting the development of faculty heads
- In general, factors are assessed at a high degree of influence (average score is above 3.28), except for factors such as globalization trend, knowledge economy, market economy, decentralization of management Educational teachings are assessed at the level of Influence The policies of the Party and the State on the development of state management cadres
on education; Request a fundamental and comprehensive renovation of education; The training program implementation following CDIO approach; Content and form of training and fostering managers; Policy regime for management staff; The capacity of the dean itself are the six most highly appreciated factors in terms of the influence level on the development of faculty heads of faculties or pedagogical universities according to competency-based approach (the degree of influence is over 90.0 %) In which, the elements Content, form of training for managers (75.5% of respondents rated at a very high level of influence) and Competence of the deans themselves (77.3% of respondents rated at the level
of Great influence) are two factors that are assessed to have a strong, direct impact on the development of the faculty team according to the capacity approach
2.6 An overall assessment of the current status of development of faculty heads of faculties or pedagogical universities
2.6.1 Advantages
Most of the faculty members have strong political qualities, good ethical qualities, exemplary lifestyle They also have high professional qualifications, pedagogical skills and experience in management
Trang 12The development of the team of faculty leaders has received the attention and direction
of the committees, the Rector Board and departments which are clearly aware of the importance of the development of the management leadership to the development of the organization The staff in faculties also create favorable conditions and mechanisms for faculty heads in particular and administrators in general to work
2.6.2 The drawback of the situation
- The new standards have been only applied to principals and teachers at all levels but has not had a standard for deans in general and deans in pedagogic universities in particular
- The deans at pedagogical schools / faculties still has many shortcomings For example, the deans of faculties have been appointed mainly according to age, qualifications, majors In other words, they have been named as the deans because of the factor of seniority rather than competences
- Besides, when examining and evaluating the work efficiency of faculty leaders, universities do not have specific bases that are quantified as evaluation criteria, but mainly follow the vote at meetings This shows the need to have a team development strategy based
on actual competency standards
- The solutions to develop faculty leaders of universities applied are only inclined to approach activities, approach personality, but they have not paid attention to approaching capacity
Therefore, the development of faculty heads of pedagogical faculties or universities according to competence-based approach is an indispensable and necessary job to be able to innovate and improve the quality of higher education, in harmony with world higher education
2.6.3 The causes of the limitations
Firstly, because the perception of the dean position is not close to the nature of operating a pedagogical administrative unit in a university in the context of integration Secondly, the State's policy regime and management mechanism in general of the universities in particular have not fully mobilized the capacities of the contingent of managers in general and deans in particular
Thirdly, there are no standards and procedures for assessing the completion of tasks for the position of dean, so it is difficult to accurately assess the capacity of a dean and use the assessment results is not a lever for advancement
Fourthly, the planning work for the team of faculties has not been done well, and has not done the basic surveys to develop the staff planning The planning for the position of the Dean has not had a long-term strategy, is not done regularly, has not been associated with the training, retraining and employment of staff, and in some places it is heavily local
Fifthly, the system of training and retraining programs is mainly focus on theory, not close to reality, not taking the practice of management and the capacity of the head of the department as the center
Conclusion
In chapter 2, through the actual situation survey, we find that the development of the heads of pedagogical faculties or universities over the past years has obtained remarkable results: the number of department heads; undertaking solutions to planning, appointing, dismissing, using science on the basis of capacity; strengthening the training, fostering and capacity building of faculty heads; inspect, supervise and apply preferential policies and regimes to encourage the dean to successfully fulfill the assigned tasks,etc All members who are aware of the importance of developing faculty leaders of faculties or pedagogical universities according to competency-based approach and agree that this is a especially important task if you want to make a breakthrough in educational management
However, at present, the dean of pedagogical faculties or universities are still planned, appointed, examined, evaluated or encouraged, motivated in the same way as the institutions used to do in the past in terms of form, degree and age Available influential solutions to improve the quality of the team have not yet applied effectively in practice The capacity of the Deans has not been focused and developed, so it does not create high efficiency at work Therefore, it is necessary to propose scientific and practical solutions to be able to develop heads of faculties of pedagogic faculties or universities based on competency to create a premise for the comprehensive innovation of education