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Factors Influencing Online Professional Skills Training Programs for Lecturers: A Case Study of Vietnam National University, Hanoi, and its Implications on Decision Sciences

Author

Listed:
  • Nghiem Xuan Huy

    (VNU Institute for Education Quality Assurance, Vietnam National University)

  • Ngo Tien Nhat

    (VNU Institute for Education Quality Assurance, Vietnam National University)

  • Nguyen Thi Tuyet Anh

    (VNU Institute for Education Quality Assurance, Vietnam National University; VNU University of Education, Vietnam National University)

  • Luu Quoc Dat

    (VNU University of Economics and Business, Vietnam National University)

  • Luu Huu Van

    (Academy of Policy and Development, Ministry of Planning and Investment)

Abstract

[Purpose] The application of decision science combines qualitative and quantitative frameworks to offer valuable insights into decision-making processes, spanning beyond business, computer science, public health, environmental science, economics, and finance, to include the field of education. Under the impact of the COVID-19 pandemic and digital transformation, online training has become a trend in many universities worldwide. This study aims to develop a new integrated multi-criteria decision-making model to determine the priority levels of factors impacting the effectiveness of online professional skills training programs for lecturers at the Vietnam National University, Hanoi (VNU-Hanoi). [Design/methodology/approach] A novel integrated approach has been developed, which combines the generalized fuzzy Analytic Hierarchy Process (AHP) with the fuzzy Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). This approach effectively determines the priority levels of influencing factors by using the fuzzy TOPSIS method with generalized trapezoidal fuzzy numbers (TrFNs). The data for this study was collected through in-depth interviews with experts and managers at the VNU-Hanoi. [Findings] The research findings indicate that learners and training program content are the most influential factors in the effectiveness of online training courses in enhancing lecturers’ professional competence at the VNU-Hanoi. Drawing on principles from Decision Science, several recommendations have been proposed for the VNU-Hanoi and its member universities and schools: (i) allocate sufficient time and provide resource support to enable lecturers’ participation in training courses; (ii) create comprehensive training content for lecturers, encompassing political ideology, ethics, professional knowledge, modern pedagogical skills, and life skills; (iii) strengthen the utilization of scientific, technological, and information technology skills, along with a digital transformation in management, teaching, and learning processes, to meet the broader development needs of society. The study results also demonstrate the feasibility of the proposed model in addressing practical issues. [Originality/value] This study proposes a novel integrated generalized fuzzy AHP-TOPSIS approach to determine the priority levels of factors influencing the effectiveness of online training courses in enhancing lecturers’ professional competence at the VNU-Hanoi. The study considers 21 sub-factors across five factors, including the policies of higher education institutions, training program content, learners, instructors, and technology for online training. This is new in the literature.

Suggested Citation

  • Nghiem Xuan Huy & Ngo Tien Nhat & Nguyen Thi Tuyet Anh & Luu Quoc Dat & Luu Huu Van, 2023. "Factors Influencing Online Professional Skills Training Programs for Lecturers: A Case Study of Vietnam National University, Hanoi, and its Implications on Decision Sciences," Advances in Decision Sciences, Asia University, Taiwan, vol. 27(2), pages 145-165, June.
    • Handle: RePEc:aag:wpaper:v:27:y:2023:i:2:p:145-165
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    References listed on IDEAS

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    JEL classification:

    • D81 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Criteria for Decision-Making under Risk and Uncertainty
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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