Factors affecting academic staff development in the context of university autonomy through the lens of stakeholders: a case study from Tay Nguyen University, Vietnam

Purpose - This paper aims at identifying perceived factors and measuring opinions about the factors' impact on academic staff development (ASD) at Tay Nguyen University (TNU), Dak Lak, Vietnam. Design/methodology/approach - The research used the exploratory factor analysis (EFA) method, the multiple regression model (ordinary least squares (OLS)) and a five-point Likert scale questionnaire. A sample of 70 managerial staff, 374 lecturers and 512 students of TNU was surveyed to obtain data. Findings - The EFA showed that opinions concerning university autonomy (UA) and university social responsibility (USR) were positively correlated. With the above two factors united as responsible autonomy (RA), the OLS indicated perceptions that RA and internal driving factor (IF) had significant and positive impacts on the ASD, while external driving factor (EF) was found to have a perceived negative influence on ASD. Research limitations/implications - The results indicated that there appears to be a close relationship between UA and USR, and these can be considered as a factor that has apparent impacts on the ASD of the university. Practical implications - The degree of UA and USR of TNU should be enhanced through awareness of the university's academic staff, the application of a suitable evaluation system and the efficiency of university's regulations. In addition, efforts should be made to improve internal factors such as the dissemination of educational philosophy, the suitability of strategic plans, the development of key performance indicators KPIs and the building of organizational culture - all of which will help to heighten the university's ASD. At the same time, TNU should endeavor to quickly transform aspects of administration and management to meet the shifting requirements of the autonomous environment and competitive features of the market economy. In particular, there is a need for the academic staff themselves to have increased capacity to adapt to these changes. Social implications - The authors' results have a broader application to not only the case of TNU but to other situations in developing countries where universities are in transitional stages as governments assign increasing autonomy and responsibility to them. Originality/value - This paper suggests that the academic staff of TNU should be provided with both professional autonomy and adaptive capacity to foster research and educational innovation in the market-based higher education system of Vietnam. More generally, if true, the paper suggests that an increase in the degree of UA and USR should be combined with the efforts to improve the internal environments such as disseminating educational philosophy, mission, vision and strategies and building organizational culture.