Factors influencing the research productivity of academics at the research oriented university in vietnam

Introduction

Rationale for the Study

Vietnamese Higher Education (VHE) has been influenced by the development of higher education systems in other countries in an era of rapid globalisation

Particularly, it is influenced by the global model of the research university in developed countries such as the United States of America (the USA) and Australia

Research universities are pivotal in generating and disseminating knowledge through their research outputs, as highlighted by Brew and Lucas (2009) and Faust (2013) They not only supply a highly qualified workforce to meet the demands of industrialization and modernization but also conduct research that addresses various societal roles (Altbach, 2007) By maintaining strong connections with local and international communities, research universities play a crucial role in tackling urgent global issues, including diseases, financial crises, and natural disasters.

1 This anonymous name has been created to protect the identity of the investigated university and is used throughout this study

Research universities are increasingly being established in both developed and developing countries, enabling these nations to integrate into the global knowledge society This shift is crucial for competing in the advanced knowledge economies of the twenty-first century (Altbach, 2013).

316) The existence of the research university in a country has, therefore, generally been regarded as a sign that a country has a high-quality and high-ranking higher education sector

In attempting to integrate in the global trend of higher education, Vietnam launched a fundamental and comprehensive reform of the higher education sector in

2005 called the Higher Education Reform Agenda (HERA) One of the core missions of HERA was the plan to develop a few key universities, including the

Research-Oriented University, into becoming research universities by 2020 The

Government of Vietnam, the Ministry of Education and Training (MOET), and the key and targeted universities, have all considered implementation of the plan an extremely important mission

Since 2005, to implement the Government’s plan, the university leaders of the

Research-Oriented Universities (ROUs) aim to enhance their research capabilities, performance, and productivity among academics, while also prioritizing technology transfer and postgraduate training The overarching goal of ROU is to achieve the status of a research university by 2020, in alignment with government aspirations.

University leaders understand that research productivity, especially through publishing, is essential for sharing new knowledge and is a fundamental aspect of a research university's identity (ROU, 2011).

In order to achieve its challenging goal, ROU has requested its academics to be actively engaged in research activities in order to increase their research productivity

Despite ongoing demands from ROU leaders for increased publications and the enforcement of a punitive policy requiring at least one publication per year, including domestic refereed journal articles, many individuals continue to struggle with meeting these expectations.

ROU’s academics have not engaged in research and consequently not published Their

At ROU, academics are mandated to produce at least one refereed paper or an equivalent output annually, which can be published in the Journal of Science and Technology of ROU or other recognized institutions across the country This publication is deemed a result of the 300 hours dedicated to research each year Failure to meet this requirement will incur a fine of approximately AUD 200, which will be directly deducted from the academic's salary.

3 research productivity is regarded as significantly low in terms of this requirement

(ROU, 2011) According to C Nguyen (2011), only about 30% of ROU’s academics conduct research, while the other 70% of academics focus intensively on teaching

Furthermore, most of the publications that have been produced have been written in

Vietnamese academics primarily publish in national refereed journals, with a notable lack of English manuscript submissions to international journals The publication output from ROU’s academics is significantly low, encompassing both refereed articles and other publication types Data from 2001 to 2011 indicates a slight increase in research outputs following the implementation of HERA in 2005, contrasting with the low output observed in the five years prior.

The Research Productivity of ROU’s Academics from 2001 to 2011 4

Year Textbook Domestic refereed journal article

Conference presentation (national and international)

Information in Table 1.1 reflects that only a small number of academics, compared with the total number of academics working for ROU (1,449 academics as

3 2011 is the year in which I started a doctoral program to conduct this study

4 The data was provided by ROU’s Department of Science, Technology, and Environmental

5 All articles which were declared as international refereed journal articles were counted, despite the origin of the journal in which a paper was published This is just a tentative record

4 of June 2013), have conducted research and produced subsequent publications

The volume of domestic refereed journal articles published significantly exceeds that of other categories; however, to achieve the goal of transforming ROU into a research university by 2020, it is essential for ROU's academics to enhance their international publication output.

The roles of academics in higher education are increasingly complex, with greater responsibilities in teaching, research, and service (Krause, 2009) These roles and identities are multifaceted, shaped by various factors including individual characteristics, departmental dynamics, and the overarching university environment.

To address the low research productivity among academics at ROU, it is crucial for leadership to understand the factors affecting this issue and the motivators that can encourage faculty engagement in research Conducting a study on the influences of research productivity within ROU is both timely and necessary While extensive research exists on academic productivity globally, particularly in Western countries, there is a significant lack of scholarly resources focusing on this topic within the context of Vietnamese Higher Education.

Currently, there is a lack of scholarly publications that systematically examine the factors affecting research productivity among academics in Vietnamese Higher Education institutions To date, only two edited volumes addressing this topic have been published: "Reforming Higher Education in Vietnam: Challenges and Priorities."

(Harman, Hayden, & Pham, 2010) and Higher Education in Vietnam: Flexibility,

In their 2014 work, "Mobility and Practicality in The Global Knowledge Economy," Tran, Marginson, Do, et al provide a concise overview of the research environment and policies within the higher education sector However, the study overlooks the motivations and barriers that influence academics' research endeavors Specifically, at ROU University, despite leadership acknowledging the low research productivity among faculty and expressing a desire for improvement, there has been no targeted research addressing this issue to date.

The topic of this research project has grown out of my personal interest and experience over the past 12 years of working for ROU Being a staff member in the

As a member of the Department of Personnel, my key responsibilities include participating in academic recruitment and organizing professional development programs for faculty A crucial aspect of my role is to assist ROU's leadership in developing and implementing a research policy aimed at enhancing the research productivity of our academics Recognizing that most of ROU's faculty primarily focus on teaching, with only a few engaged in research, I initiated the study titled "Factors Influencing the Research Productivity of Academics at the Research-Oriented University in Vietnam." This research seeks to provide ROU's leaders with evidence-based insights to revise existing research management documents and create an effective research policy and strategic professional development programs that foster academic research productivity.

Background to the Study

Research universities play a crucial role in a nation's development, prompting many countries to establish at least one to foster knowledge, development, and sustainability (Altbach, 2011a) In the United States, nearly 300 research universities have been established, highlighting their importance in advancing education and innovation (The Carnegie Foundation for the Advancement of Teaching).

2010) Another example of the building of a research university is the establishment of the King Abdullah University of Science and Technology in Saudi Arab

The Kingdom has invested approximately ten billion dollars in developing a new university, aiming to establish it as a leading global research institution Similarly, Asian nations like China, Singapore, and South Korea have dedicated substantial resources to enhance their higher education systems, focusing on the creation of research universities that promote collaboration with esteemed institutions worldwide (Altbach, 2011b).

The increasing competitiveness in the global higher education landscape has posed significant challenges for universities striving to enhance academic research productivity This competitive pressure is largely due to a decline in research funding from federal and state governments across many nations, including developed countries like the USA As a result, universities, particularly research institutions, must engage in fierce competition to boost their research output.

6 receive the competitive funding from the government and sponsorship from non- university sources such as industry and non-government organisations

In Vietnam, prior to the 2000s, research was not conducted by academics at universities Since Vietnam early on adopted the educational model of the National

For many years, research in Vietnam has been primarily conducted by institutes affiliated with two national research academies: the Vietnam Academy of Social Sciences and the Vietnam Academy of Science and Technology.

Academy of Science and Technology Furthermore, the research institutes belong to ministries, in order to serve the specific purposes of the ministries (H T L Nguyen,

As of 2014, Vietnam has more than 24,000 doctorate holders, yet only 9,562 are employed in colleges and universities, with the remainder working in research institutes or other organizations Additionally, the country's annual expenditure on research and development (R&D) constitutes just 2% of the total state budget.

Only 2% of the stage budget is designated for research and development (R&D), with approximately 60% of this amount actually utilized for research purposes The remainder is distributed by the Ministry of Planning and Investment among various ministries and provinces for developmental investments A significant portion of the research funding, primarily allocated to over 60,000 employees in state-owned research institutes, is used for salaries Consequently, merely 10% of the total R&D budget is directed towards actual research projects at local and national levels.

Although research has not been a traditional practice of academics at

Since the implementation of HERA in 2005, Vietnamese universities have recognized research as a mandatory activity for academics alongside teaching, as emphasized by the Ministry of Education and Training (MOET) Educational leaders in Vietnam understand that research enhances disciplinary knowledge and improves teaching quality, a view supported by Lincoln (1998) and Lindsay, Breen, and Jenkins (2002) The integration of teaching and research not only validates the university's academic authority but also stimulates students' intellectual curiosity, as noted by Scott (2004).

Ramsden (1998a) agree that even with standard workload conditions, it is difficult

Academics face significant challenges in balancing teaching and research responsibilities, which can hinder their research productivity Factors such as a heavy teaching load, limited funding for research, insufficient scholarly resources, and inadequate research infrastructure contribute to these difficulties.

In order to design appropriate strategies and policies to enhance research capability and promote the research productivity of academics, all leaders of the

The Ministry of Education and Training, along with universities, must thoroughly understand the current expectations of academics in Vietnam, assess their research capabilities, identify barriers to research engagement, and explore potential motivators for increased participation in research activities This examination is essential for enhancing the research landscape within Vietnamese higher education.

Education in general, and in that of the Research-Oriented University in particular.

Aim and Objectives of the Study

To investigate the factors that influence the research productivity of academics at the Research-Oriented University, Vietnam

In order to achieve the study aim, six study objectives have been considered

1 To explore whether or not ROU’s academics recognise the importance of research to their teaching, knowledge development, and career

2 To explore the reasons as to why ROU’s academics have had low research productivity despite the University’s continual encouragement and requests for them to undertake research

3 To examine if the current research policy of ROU creates satisfaction among its academics

4 To examine whether or not ROU provides sufficient support for its academics to do research

5 To identify the factors that motivate ROU’s academics to engage in research and increase their research productivity

6 To acquire empirical evidence as to how to improve the research productivity of ROU’s academics for the university’s leaders.

Research Question of the Study

To address the study aim, the following overarching research question has been formulated:

What are the factors that influence the research productivity of academics at the Research-Oriented University in Vietnam?

Based on the conceptual framework of this study (see Chapter 3), the following sub-research questions (hereafter called research questions) are derived from the overarching research question:

1 What are the individual and institutional factors that impact the research motivation of academics at the Research-Oriented University in

2 What are the research motivational factors that impact the research behaviours of academics at the Research-Oriented University in

3 What are the research behavioural factors that impacted the publishing outputs from 2009 to 2013 of academics at the Research-Oriented

Each research question has been tabulated against the specific objectives in

Table 1.2 to ensure that the aim of this research has been met and that the research questions have been aligned to the aim of the research.

Tabulation of Addressing Research Questions by Objectives

1 To explore whether or not ROU’s academics recognise the importance of research to their teaching, knowledge development, and career

2 To explore the reasons as to why ROU’s academics have had low research productivity despite the University’s continual encouragement and requests for them to undertake research

3 To examine if the current research policy of

ROU creates satisfaction among its academics

4 To examine whether or not ROU provides sufficient support for its academics to do research

5 To identify the factors that motivate ROU’s academics to engage in research and increase their research productivity

6 To acquire empirical evidence as to how to improve the research productivity of ROU’s academics for the university’s leaders

Research Design and Methodology of the Study

To address the three research questions, a case study design was employed, executed in two distinct stages utilizing a mixed-method approach The initial stage focused on qualitative methodology, followed by a quantitative methodology in the second stage Figure 1.1 illustrates the research design and methodology utilized in this study.

Significance of the Study

In 2020, the Research-Oriented University (ROU) transitioned to a research university model to align with global higher education trends However, a significant number of academics at ROU have yet to fulfill the established minimum research requirements, despite ongoing encouragement and requests from the institution.

This study explores how ROU's academics can enhance their research productivity and the ways in which ROU can support this improvement By addressing these critical questions, the research aims to fill existing gaps in knowledge within the field.

Higher Education in Vietnam as well as to the university in terms of policy and practice development

This study represents a valuable addition to the limited scholarly resources on research productivity among academics in Vietnam, marking the first original contribution to this field within the context of the ROU Its findings offer empirical insights into the sequential dynamics of research output, enhancing our understanding of academic performance in this region.

Research Methodology QUANTITATIVE RESEARCH Stage 2

Figure 1.1 Research design and methodology

Understanding the relationships between job satisfaction, commitment to university research goals, and academic motivation is crucial for enhancing the research behaviors and productivity of academics This knowledge is essential for educational leaders, including those at the Ministry of Education, as it informs strategies to foster a supportive environment that encourages effective research practices.

Training and research-oriented understanding (ROU) are essential for fostering research behaviors among academics This knowledge is instrumental in revising existing policies and institutional frameworks, as well as in developing new policies that effectively guide research practices.

Academics require robust support from their universities to effectively engage in research, rather than facing pressures such as punitive policies or empty rhetoric.

Regarding the significance of policy, the findings of this study will inform

ROU’s leaders should consider effective strategies for enhancing academic research productivity through a well-structured research policy To create a supportive environment for researchers, it is essential to identify their challenges, understand their expectations, and address their needs Additionally, the implementation of this policy requires careful planning and a phased approach, recognizing that successful execution will take time and cannot be achieved instantly.

This study serves as a valuable reference for Vietnamese universities transitioning from teaching-intensive to research-focused models It offers insights for leaders in the Ministry of Education and Training, as well as the Government of Vietnam, on necessary support measures for key universities identified in the HERA plan, aiming to achieve educational reform by 2020.

This study highlights the importance of practice in enhancing educational knowledge and presents a "formula" aimed at boosting research productivity among academics The findings deepen our understanding of key factors influencing academics, including their commitment to research, motivation for conducting research, and overall satisfaction with their research endeavors.

In line with the study's conceptual framework, ROU's leaders can leverage the findings to enhance the research motivation and behaviors of their academics By fostering a motivated research environment, characterized by positive attitudes and effective research practices, the overall research productivity of academics can significantly increase This study highlights the importance of these factors in driving research success.

This study reveals important links between the research motivation and behaviors of ROU's academics, as well as their impact on research productivity By highlighting these connections, the research aims to inform stakeholders about the factors that can enhance the research motivation and behaviors of ROU's scholars, ultimately leading to improved overall research productivity and increased publishing output.

Limitations of the Study

Three potential limitations of the study have been recognised

While 19 academics participated in the semi-structured interviews during the initial phase of the research, their perspectives may not fully represent the entire academic community at ROU The researcher aimed to include a diverse range of participants based on qualifications, gender, age, teaching and research experience, and academic discipline However, the viewpoints expressed by the interviewed academics may not encompass all aspects of the research topic.

The online survey included only 42.45% of the total sample size (526 out of 1,239), indicating that the findings do not fully represent the perspectives, research attitudes, and behaviors of all academics at ROU.

The findings of this study may be applicable to all academics at ROU and potentially to other institutions in Vietnam, given their shared cultural, economic, historical, and political contexts However, adaptations may be required to ensure the findings effectively enhance the research productivity of academics in different institutions.

This study found that intrinsic motivation significantly influences research collaboration among ROU’s academics, highlighting its essential role in their research activities However, the research did not identify specific factors that enhance the intrinsic motivation of these academics, as this was beyond the study's scope Future research could focus on exploring the key predictors of intrinsic motivation for academics engaging in research.

Defining the Terminology Used in this Study

It is necessary to define the terms that have been used in this study to facilitate an understanding of the issues

 Research-oriented university: This term is translated directly from a

The Vietnamese term ‘Đại học theo định hướng nghiên cứu’ refers to universities in Vietnam that are transitioning from a teaching-intensive model to a research-oriented one During this transitional phase, faculty members primarily focus on teaching with limited involvement in research activities Notably, this term is also used as a pseudonym for the university being studied in this research, referred to as ROU.

 Academics: Full-time and tenured teaching staff at ROU This includes all academics appointed at ROU regardless of the type of educational qualification

 Research productivity: To indicate the research output of ROU’s academics, particularly in the form of publishing outputs

 Publishing output: The products of research such as refereed journal articles, book chapters, books, and research projects

Individual factors influencing academic performance encompass demographic characteristics like age and gender, as well as personal attributes such as educational qualifications, academic rank, research motivation, and research behaviors.

Institutional factors encompass various elements related to the university, including its overarching policies, research strategies, reward systems, allocation of teaching and research responsibilities, salary structures, human resources, and availability of scholarly resources.

Research collaboration plays a vital role in enhancing the productivity of academics at ROU Actions such as sharing research ideas, seeking advice, mentoring peers, proofreading manuscripts, and supervising postgraduate students indirectly contribute to their overall research output.

 Weekly research hours: To indicate the number of hours that an academic spends on undertaking a research activity in order to produce a publication

For example, weekly hours spent on writing a manuscript.

Organisation of the Thesis

This thesis has eight chapters

Chapter One provides the rationale, background, and objectives of the study, presenting the main research questions along with three sub-questions It details the research design and methodology, illustrated in Figure 1.1, to clarify the implementation process The chapter also discusses the significance and limitations of the study before concluding with a glossary of key terminologies used throughout the research.

Chapter Two provides an overview of the Vietnamese Higher Education landscape and examines the specific context of Research-Oriented Universities (ROUs) It highlights the factors driving the transformation of ROUs into research universities by the year 2020, informing readers about the urgent need for this transition.

Chapter Three offers a comprehensive literature review that shapes the conceptual framework for this study, focusing on the factors affecting academic research productivity across various countries It delves into the influence of psychological attitudes, including commitment, motivation, and satisfaction, on the research behaviors of academics, which ultimately drive research productivity The resulting conceptual framework serves as a predictive tool for assessing the research productivity of academics at ROU.

Chapter Four outlines the research design and methodology employed to address the research questions, detailing the methodology used at each stage of the study It clearly presents the steps involved in data collection, including the participants, materials, and procedures Additionally, the chapter consistently addresses the data analysis techniques applied throughout the research process.

Chapter Five is structured into two sections that correspond to the qualitative and quantitative research phases Each section highlights key factors affecting the research motivation of ROU’s academics, followed by a discussion of the findings The chapter concludes with a summary of the insights related to the first research question.

Chapter Six, structured similarly to Chapter Five, is divided into two sections that highlight key factors affecting the research behaviors of ROU's academics, followed by an analysis of the findings The chapter concludes with a summary addressing the outcomes related to research question two.

Chapter Seven focuses exclusively on the quantitative findings, highlighting key factors that impacted the publishing outputs of ROU's academics from 2009 to 2013 The chapter begins by reporting these significant influences, followed by an analysis of the results It concludes with a comprehensive summary addressing the findings related to research question three.

Chapter Eight summarizes the findings related to each research question, discusses the implications for policy and practice, and concludes the thesis by addressing the study's limitations and offering suggestions for future research.

Contexts of the Vietnamese Higher Education and the Research-Oriented

Introduction

This chapter explores the landscape of higher education in Vietnam, with a specific focus on Research-Oriented Universities (ROUs) It highlights the current research productivity levels of Vietnamese academics and those within ROUs, aiming to position ROU in relation to world-class research universities By identifying the perceived gaps between ROU and global research institutions, the chapter provides insights into the challenges and opportunities facing higher education in Vietnam.

The Context of the Vietnamese Higher Education

Since 1986, Vietnam has undergone significant social, political, and economic transformations, marking a pivotal shift in higher education in response to the challenges faced after the Vietnam War This period initiated fundamental changes in economic policies aimed at addressing national development issues The article then examines the current research productivity of Vietnamese academics, highlighting their evolving responsibilities in the academic landscape.

2.2.1 Social, Political, and Economic Contexts

Since the end of the Vietnam War in 1975, the North and the South of

Vietnam, officially known as the Socialist Republic of Vietnam, faced significant economic challenges from 1975 to 1985 due to sanctions and embargoes imposed by the USA To address these issues, the leaders of the Vietnam Communist Party convened during the sixth Congress in December 1986 to initiate reforms aimed at revitalizing the economy.

Vietnam initiated its "Renovation" (Đổi Mới) to shift from a centralized, planned economy reliant on imports and subsidies to a socialist-oriented market economy This transformative process aimed to enhance economic efficiency and foster sustainable growth.

Government of Vietnam “made a commitment to increased economic liberalisation and structural reforms were implemented to modernise the economy and develop

6 These will be reviewed in Chapter Three

The shift towards competitive, export-driven industries has enabled Vietnam to gradually integrate into the global economy, aligning with international development trends and globalization Since this transformation, the country's economy has seen significant improvements, leading to a gradual increase in the living standards of its citizens Additionally, this revolution has paved the way for Vietnam to re-establish its diplomatic relations on the world stage.

In 1991, China resumed its diplomatic relations, followed by the USA in 1995, marking a significant shift in international relations Vietnam actively engaged in international organizations and associations, including the Association of Southeast Asian Nations (ASEAN), to strengthen its global presence and foster cooperation with other nations.

Asian Nations and the World Trade Organisation has gradually strengthened its identity in the world

The 1986 Renovation, alongside significant social and economic shifts, has led to notable transformations in the higher education system This restructuring aims to enhance student learning and improve educational quality Consequently, there has been a substantial increase in the number of institutions, students, and academics, particularly those holding advanced degrees such as master's or doctoral qualifications An overview of these changes is presented in Table 2.1.

Statistics of Colleges and Universities in Vietnam, 2000-2012

Number of academics, of which:

Number of academics, of which:

8,869 28,987 Source: Bộ Giáo dục và Đào tạo (2013)

Table 2.1 reveals that the number of colleges doubled from 104 in 2000 to 214 in 2012, while universities saw a threefold increase from 74 to 207 over the same period Despite the growth in academic staff at these institutions, the rise has not sufficiently matched the rapid surge in student enrolments, leading to a significant shortage of academics across the education system.

Government of Vietnam and researchers (Hayden & Thiep, 2010; Thanh, 2011)

Vietnam faces a significant shortage of highly qualified academics with doctoral degrees, despite a notable increase in the number of doctorates since 2000 In 2012, there were 693 doctoral academics at colleges and 8,869 at universities, with an average of 10-15% of teaching staff holding doctoral degrees across institutions The two national universities, Vietnam National University-Ha Noi (VNU-HN) and Vietnam National University-Ho Chi Minh City (VNU-HCMC), have the highest concentrations of doctoral academics, at 44.5% and 38.4%, respectively However, these figures remain low compared to international standards, where nearly 90% of academics possess doctoral qualifications This deficiency in highly qualified scholars is expected to adversely impact the research productivity of Vietnamese academics.

Vietnam has classified 207 universities into three hierarchical categories: national universities, regional universities, and regular universities The national and regional universities were recently formed by merging several established colleges and universities located in the country's five major cities.

7 They are considered the top universities of Vietnam

8 Vietnamese Higher Education does not have a professional framework for classifying universities like the Carnegie Classification of Institutions of Higher Education in the USA

National and Regional Universities of Vietnam

Class Name / Established Year Location Region in charge National universities

Vietnam National University, Ha Noi

Ha Noi city (the capital, municipality) Vietnam National University, Ho Chi

Ho Chi Minh city (municipality) Regional universities

The University of Danang (UD) / 1994 Da Nang city

South Central Coast and Central Highlands Hue University (HU) / 1994 Thua Thien Hue province

North Central Coast Thainguyen University (TNU) / 1994 Thai Nguyen province Northeast

Vietnam is divided into 63 administrative divisions, organized into eight distinct regions National and regional universities are strategically situated in key economic zones to promote regional development and enhance the overall growth of their respective areas.

The primary mission of Vietnam's two national universities is to cultivate highly skilled human resources and talents essential for the country's industrialization and modernization In contrast, the three regional universities focus on serving their respective regions The Vietnamese government aims for these institutions to evolve into research universities by 2020, as outlined in a 2012 directive from the Prime Minister.

Figure 2.1 National and regional universities across geographical regions

Despite significant advancements since the Renovation, Vietnam's higher education system still faces challenges typical of a developing nation, including insufficient teaching resources, outdated pedagogical approaches, a shortage of qualified academics, inadequate infrastructure, and low research productivity (Nghi, 2010) In response, the government initiated the Higher Education Reform Agenda (HERA) in 2005, aiming to establish a higher education system that meets international standards, is competitive, and aligns with a socialist-oriented market economy by 2020 (Chính Phủ, 2005) HERA addresses various components of the higher education framework, including teaching methods, curriculum, academic qualifications, governance, and particularly emphasizes enhancing academic research The initiative seeks to boost both the quantity and quality of research output among Vietnamese academics, targeting a goal where research and development activities contribute 25% of the higher education sector's revenue by 2020, up from less than 2% (G Harman et al., 2010, p 3).

However, the research capability of Vietnamese academics remains really low, which leads to low research productivity across the country

2.2.2 Research Productivity of Academics in Vietnam

Since the implementation of HERA in 2005, Vietnam's academic research productivity has been notably low, as highlighted by Hayden and Thiep (2010), who found that only a small fraction of academics engage in research, with the majority prioritizing teaching This trend is largely due to the teaching-intensive nature of Vietnamese colleges and universities, resulting in consistently low research output across all institutions, including national and regional universities Comparative data from the Incites database of Thomson Reuters reveals the number of international refereed journal articles published by researchers from various ASEAN countries between 2002 and 2012, although it is important to note that this data encompasses all academics, researchers, and scientists, rather than being specific to those in higher education institutions.

International Refereed Journal Articles of Researchers in ASEAN Countries, 2002-2012

Country Quantity Times cited Citations per article

Table 2.3 indicates that the number of refereed journal articles from Vietnam is just about one-ninth that from Singapore (9,896/82,050), one-fourth that from

Thailand (9,896/42,701), and one-third that from Malaysia (9,896/39,765) Although

Vietnam has more articles than Indonesia, the Philippines, Cambodia, Laos, and

Myanmar's citation per article rate is lower than that of Vietnam, highlighting the comparatively low quantity and quality of Vietnam's publications This situation underscores the need for improvement in Vietnam's research output relative to its regional counterparts, as noted by the Minister of Science and Technology.

Vietnam boasts the highest number of doctors, totaling 24,300, and a significant number of master's degree holders among ASEAN countries However, despite this impressive quantity of medical professionals, the country's research productivity ranks lowest in the region.

Việt Nam, 2012) This statement raises an alert for many educational leaders in

The Context of the Research-Oriented University

The Research-Oriented University is one of the three regional universities in

Vietnam, as mentioned in Table 2.2 This section presents ROU’s organisation, its number of academics and their educational qualification (qualification for short), and the current research productivity of its academics

12 One standard teaching hour = 45 minutes teaching in class

In 1994, the Government of Vietnam established the Research-Oriented University (ROU) as part of the restructuring of former colleges and universities ROU is composed of four colleges that were previously independent universities directly under government oversight.

MOET However, once they were merged into ROU, their title was changed from

‘university’ to ‘college’ so as to fit into the hierarchical structure of a regional university The identities and missions of four colleges have remained unchanged

ROU features two junior colleges and a satellite campus in another province, alongside a faculty of medicine and pharmacy The institution provides training programs across all educational levels, from diploma to doctoral degrees, as outlined in Table 2.7.

College of Foreign Language Studies 0 2 11 0

Junior College of Information Technology 0 0 0 9

Faculty of Medicine and Pharmacy 0 0 2 0

Table 2.7 shows that only the College of Technology and College of

Economics at ROU provides doctoral training programs, but the total number of postgraduate offerings, including master's and doctorate degrees, constitutes only one-third of the undergraduate programs available (45 out of 125) This suggests that ROU prioritizes teaching, especially at the undergraduate level, highlighting its focus as a teaching-intensive university.

2.3.2 Number of Academics and Educational Qualification

Table 2.8 presents the total number of academics in each academic element, and their qualification in three levels of Doctorate, Master’s, and Bachelor as of June 2013.

Academic element Total academics Educational qualification

College of Foreign Language Studies 240 28 159 53

Junior College of Information Technology 52 3 21 28

Faculty of Medicine and Pharmacy 13 1 3 9

According to Table 2.8, the College of Technology leads with the highest number of academics, totaling 460, while the Faculty of Medicine and Pharmacy has the fewest, with only 13 Additionally, the College of Technology boasts the largest pool of highly qualified faculty, including 233 individuals with Master’s degrees and 106 holding Doctorates.

Master’s degree constitute a majority in all elements Although it is a regional university and has been targeted to become a research university by 2020, only

15.80% of academics hold a Doctoral degree

As of June 2013, ROU employs three Professors and 42 Associate Professors, as outlined in Table 2.9 These titles are awarded by the State Council to recognize highly qualified academics.

Professorship of Vietnam It is different from Western countries where

Professorship is one of the academic ranks that is granted to distinguished academics who are excellent in teaching and research or withdrawn by a university; the

In Vietnam, the title of professorship is a lifetime designation awarded to academics, which has led to a situation where many professors and associate professors exhibit low research productivity and limited engagement in research activities over time.

Academic elements Total academics Professorship

College of Foreign Language Studies 240 0 3

Junior College of Information Technology 52 0 0

Faculty of Medicine and Pharmacy 13 0 0

Table 2.9 shows that the percentage of academics that have been granted a professorship title is very low It is only 0.21% for Professor and 2.9% for Associate

While the percentages may appear low, they are typical for most universities in Vietnam, which often report similar or even lower figures The two national universities, however, tend to have slightly higher percentages, though they do not exceed 5% more than the others.

2.3.3 Research Productivity of ROU’s Academics

In its transition from a teaching-intensive to a research-oriented university, ROU has implemented significant initiatives to motivate faculty members to enhance their research engagement and productivity.

Despite the university's encouragement, academic research productivity remains consistently low, with many faculty members failing to meet the minimum output expectations Each lecturer is required to dedicate around 400 hours annually to research and produce at least one refereed journal article per year, even if published in a domestic Vietnamese journal However, numerous academics have struggled to fulfill this obligation Initial data on the research productivity of ROU's academics is presented in Table 1.1.

To achieve its goal of becoming a research university by 2020, ROU must significantly boost its output of published international refereed journal articles, with a specific focus on those featured in high-ranking, prestigious journals.

A review of 27 research databases, including Thomson Reuters and Scopus, highlights the publication output of academics from six Vietnamese universities, including ROU Table 2.10 presents the number of articles these institutions have published in globally recognized high-ranking journals indexed in these databases.

Thomson Reuter: Science Citation Index (SCI) and Social Sciences Citation Index

(SSCI), from 2000 to 2013 The table serves to compare the publishing output of

ROU’s academics with that from academics of other universities The record was extracted from Thomson Reuter databases (IncitesTM Thomson Reuters, 2012b)

Numbers of Articles Indexed by Thomson Reuters, 2000-2013

Times cited Cites per articles

Hanoi University of Science and Technology 13 722 3,392 4.70

Over the past 13 years, ROU has published only 62 journal articles indexed by Thomson Reuters, significantly lagging behind Hue University, which has produced 4.6 times more articles In stark contrast, Cantho University and Hanoi University of Science and Technology have reported outputs of 414 articles, highlighting ROU's considerably lower academic performance compared to these regional institutions.

Despite being classified as level three key universities, the impressive outputs of these institutions highlight the need for ROU's academics and leaders to seek solutions for enhancing their international refereed journal article publications.

Summary

Chapter Two provides an overview of the Vietnamese Higher Education system and the concept of the Research-Oriented University It includes a comparative analysis of research productivity among researchers in various ASEAN countries, highlighting key findings that illustrate the current state of research efforts in the region.

Vietnamese researchers’ capability of publishing research results in international high-ranking journals is rather low in terms of both quantity and quality Also,

13 This is a key university that has been selected to develop into a research university It has become an international university since 2009 in partnership with French universities

ROU must pay particular attention to its current output of international refereed journal articles, which is currently low compared to its institutional goals As a regional university, ROU is committed to enhancing its research productivity across all disciplines to surpass that of other universities, including Cantho University.

However, the record shows sadly contradictory information to ROU’s expectations

To enhance research productivity and elevate their profiles both regionally and globally, Vietnam, particularly ROU, needs to significantly boost the volume of international publications The following chapter will explore key factors that impact global academic research productivity to establish a conceptual framework for this study.

Literature Review

Introduction

Research activities and productivity are crucial for higher education institutions worldwide, a concern dating back to the 19th century with the German higher education system and later in the USA (Brodin et al., 2002) This chapter comprises six sections, beginning with the rise of research universities globally, the responsibilities of academics within these institutions, and the interplay between research and teaching It concludes with an examination of indicators and methods for measuring research productivity.

This chapter focuses on reviewing previous studies that explore the factors influencing academic research productivity globally By analyzing these studies, we can identify relevant factors applicable to the context of ROU and establish supporting theories for developing a conceptual framework for this research The chapter concludes with proposed research questions and hypotheses aimed at guiding the study's inquiry.

The Importance of Research Universities in Global Higher Education

This section aims to provide an overview of research universities and their significance in modern society, highlight the responsibilities of academics in balancing teaching and research, and explore the beneficial relationship between the two, emphasizing how research enhances the educational experience.

3.2.1 The Emergence of Research Universities and Their Roles

The 21st century has seen rapid advancements in science and technology, leading universities to expand their academic roles Research universities not only disseminate existing knowledge but also focus on generating new insights This process of knowledge creation relies on a network of distinguished scholars dedicated to research and exploration The idea of the university as a research institution originated in 19th-century Germany, spurred by the surge of innovative ideas during and after the Industrial Revolution (Sibal, 2011).

The University of Berlin, founded in 1809, is recognized as the world's first research university, established in response to the significant influences of science and nationalism This innovative model was soon adopted by several American universities and eventually expanded to institutions in other countries.

Research universities play a crucial role in the development of countries by adapting to environmental changes They not only generate knowledge but also collaborate with businesses to undertake joint research and development projects, driving innovation and economic growth.

Therefore, they are considered a necessary pathway to the development and prosperity of a country, and are acknowledged as contributing to a knowledge-based economy (Cummings, 2014)

Research universities are academic institutions dedicated to the creation and dissemination of knowledge across various disciplines According to Altbach (2007), these universities are characterized by their commitment to high-level teaching and research, supported by essential infrastructures such as laboratories and libraries.

The university is distinguished by its exceptional quality in academic research, scholarship, and education across various levels, including undergraduate, graduate, and professional programs This recognition stems from the institution's commitment to excellence in both research and educational offerings, as highlighted by the Association of American Universities.

1) The Carnegie Foundation for the Advancement of Teaching (2010) emphasises:

Research universities must be doctoral-granting universities and typically offer a wide range of baccalaureate programmes, and they are committed to graduate education through the doctorate (p 1)

Research universities are elite institutions that play a crucial role in connecting global science and scholarship with a nation's knowledge system (Altbach, 2011b, p 11) They effectively integrate into the national higher education framework, delivering academic excellence and high-quality training programs that benefit society.

Research universities play a vital role in fostering postgraduate education, particularly at the doctoral level, by generating knowledge through teaching and research while also contributing to the community and industry of a nation.

Altbach (2007) emphasizes the crucial role of research universities in a knowledge-driven economy, where they generate new knowledge and address real-world challenges These institutions act as centers of excellence for both teaching and scientific research, impacting not only their nations but also the global community In the United States, for instance, 60 top research universities out of hundreds lead in innovation and scholarship, significantly contributing to the economy, security, and overall well-being of both the U.S and the world (Association of American Universities, 2014b).

According to Kerr (2001), only 3% of higher education institutions in the USA are classified as research universities, yet they represent approximately 20% of the student and academic population Despite their small number, these universities play a crucial role in the nation’s science and technology sectors, as well as in security, defense, and socio-economic development (Atkinson & Blanpied, 2008; King, 2004a).

Therefore, many countries, including some developing countries, striving for academic excellence, have spent resources on establishing research universities

Establishing research universities can occur through the transformation of teaching-focused institutions into research-driven entities or by creating entirely new research universities, exemplified by the King Abdullah University of Science and Technology.

The Kingdom of Saudi Arabia is making significant strides in technology and education, drawing inspiration from international initiatives like Japan's 2002 Centre of Excellence project, which focused on developing world-class universities Similarly, South Korea's Brain Korea 21 project exemplifies a commitment to enhancing higher education and research capabilities These examples reflect Saudi Arabia's ambition to elevate its educational landscape and technological advancements.

Between 1999 and 2005, the BK 21 program aimed to enhance the research performance and productivity of academics from 67 participating universities in the fields of science and engineering in the Philippines.

Philippines Long-Term Higher Education Development Plan’, which focuses on developing the research capability and productivity of academics in higher education

In Vietnam, the Higher Education Reform Agenda, started in 2005, emphasises the importance of active engagement in research and the production of greater research output from academics

Research indicates that in order to build a research university, both university leaders and the government need to have collaborative and targeted strategies

Boontham (2012) introduces the five-step V-A-L-U-E strategy, emphasizing a bottom-up approach that progresses from 'E' to 'V.' This strategy aims to enhance Efficiency, Utility in research, Linkage, Accreditation, and Vision, ultimately fostering a more effective research environment.

32 creatively of a university At the highest level of Vision, strategies should “promote

A new culture of creative thinking is essential for uniting exceptional professionals to shape research and innovation policies at universities This collaborative approach aims to align the mission and goals of academic research with the needs of society and the nation, ensuring impactful outcomes (Boontham, 2012, p 129).

The Importance of Research Productivity and Its Measurement

This section presents the indicators of research productivity in general It is followed by a description of the measurement types for research productivity

Research productivity refers to the output generated from the research process, which can be quantified through various publishing formats, including refereed journal articles, theses, books, and patents (Raston, 1998) Additionally, it encompasses professional development activities such as conference presentations, research seminars, and the submission of grant proposals or the acquisition of research grants (Kaya & Weber, 2003) Among these metrics, publishing outputs are predominantly utilized to assess the research productivity of academics and researchers globally As the primary means of sharing intellectual contributions and advancing knowledge, publication plays a crucial role in the research landscape.

Research productivity, particularly in publishing, is a key criterion for recruitment, tenure, promotion, and tenure maintenance at research universities worldwide This focus ensures that newly hired academics will contribute effectively to the universities' research objectives (Cummings & Shin, 2014; Perry et al., 2000) Additionally, it plays a crucial role in the global university rankings, such as those conducted by Times Higher Education.

Education, QS World Ranking Universities, and Academic Ranking of World

Research productivity among academics is crucial for their career advancement and the overall success of universities High-quality research not only boosts the reputation of universities but also elevates their prestige on both national and international stages.

Research productivity is assessed through qualitative and quantitative measures Qualitative measures gauge the impact of a publication by tallying global citations, while quantitative measures focus on the volume of academic publications produced over a specific timeframe Both approaches are integral to the annual rankings of universities by global ranking systems.

Citations serve as a crucial indicator of publication quality, with a strong positive correlation between the number of citations and the contribution of a journal article to its field This makes citations the leading metric among the 13 used by Times Higher Education for ranking global research universities According to Times Higher Education (2014), citations reflect how publications enhance human knowledge and facilitate its dissemination within the global scholarly community Additionally, Thomson Reuters suggests that citation counts can even predict potential Nobel Laureates in specific disciplines (Thomson Reuters, 2014) However, citations have limitations, as multiple authors may contribute to a single paper, complicating the attribution of credit Moreover, qualitative assessments pose challenges due to the exclusion of certain publications from research databases, which makes it difficult to gauge their true value Consequently, quantitative measures are more commonly employed to assess the research productivity of academics worldwide.

Research productivity measurement varies across disciplines, with refereed journal articles being crucial in natural sciences due to the need for rapid global dissemination of findings In contrast, books and book chapters are more commonly favored in the social sciences and humanities for publishing outputs.

Refereed journal articles are becoming increasingly important across various fields, with those published in high-ranking journals indexed by Thomson Reuters, such as SCISSCI, considered particularly valuable to scholars.

The selection of publication types and measurement methods for evaluating universities is influenced by the evaluation's purpose and the organization involved For instance, the Australian Research Council (ARC), which oversees research promotion and grant allocation for Australian universities, favors citation profiles in natural sciences while opting for peer reviews of selected research outputs in the humanities and social sciences (Australian Research Council, 2014).

This section has examined fundamental indicators of research productivity and their measurements, highlighting that the value of these indicators varies across different disciplines In this study, three specific publishing outputs—journal articles, research projects, and books—will be utilized to assess the research productivity of academics at ROU The subsequent section will explore relevant literature that investigates the factors influencing academic research productivity globally.

Reviews of Studies Related to Research Productivity of Academics

Recent studies highlight two key trends in the research productivity of academics in higher education The first trend focuses on the impact of intrinsic and extrinsic motivations, often referred to as 'research rewards,' which significantly shape research behaviors and performance The second trend investigates various background and institutional factors that influence individual research productivity While a substantial body of literature exists on this topic, primarily in developed countries, the selected studies for review are based on specific criteria, including research methodology, sample size, type of institutions studied, diversity across academic disciplines—from natural sciences to humanities—and the data analysis techniques employed.

3.4.1 Studies Investigated Impacts of Motivational Factors

There are three studies that will be reviewed in this trend: Chen, Gupta, and Hoshower (2006), Tien and Blackburn (1996), and Goodwin and Sauer (1995)

Chen et al (2006) explored how different motivational factors influence research productivity among business academics, guided by expectancy theory, which posits that motivation is linked to perceived rewards The study identified 12 motivational rewards, categorized into intrinsic (six factors) and extrinsic (six factors), and surveyed 320 academics from 10 U.S research universities to assess their preferences The findings revealed that research productivity was notably high among participants, with linear regression analysis indicating that tenure status and time dedicated to research positively correlated with productivity Notably, tenured academics displayed intrinsic motivation for research, whereas untenured academics were primarily driven by extrinsic factors.

Tien and Blackburn (1996) investigated how academic ranking systems influence the research behavior of academics, specifically examining whether promotions, defined as upward movement within the academic hierarchy, stem from high research productivity Their hypotheses suggested that such promotions would enhance research output, a notion previously supported by Moses (1986), who found that rewards and promotions positively impacted academic performance However, Tien and Blackburn's findings were inconclusive due to discipline-specific variations in the relationship between academic rank and research productivity They observed no correlation in engineering and biology, while a negative correlation emerged in the humanities, indicating that assistant professors published more than their tenured counterparts, a result consistent with Goodwin and Sauer (1995).

Goodwin and Sauer (1995) investigated the research productivity of 140 full professors across seven research-oriented departments using life cycle theory By analyzing curriculum vitae and employing Poisson-based regression analyses, they addressed the challenge of some academics having no publications during certain periods The study found that early career academics were highly productive but experienced a decline in research output as they approached retirement Notably, untenured academics demonstrated greater research engagement at the start of their careers, driven by the need to secure tenure, which Chen et al (2006) refer to as an extrinsic reward for research Additionally, the research indicated that academics who transitioned to administrative roles often faced a significant drop in their research productivity.

Research productivity among academics is influenced by factors such as academic rank, time allocated to research, and administrative responsibilities Studies reveal that junior academics, particularly those in untenured positions, tend to be highly productive due to extrinsic motivation aimed at achieving tenure, while senior academics are driven by intrinsic motivation related to their research interests Although Chen et al (2006) identified 12 motivational factors categorized as intrinsic or extrinsic, the distinction between these motivations is often blurred, as motivation is a psychological state that is not easily defined Additionally, the nature of motivation can evolve over time, influenced by academic norms, expectations, and the specific context of the university.

3.4.2 Studies Investigated Impacts of Individual and Institutional Factors

Lertputtarak (2008) examined the factors contributing to low research productivity among academics at a public university in Thailand, utilizing in-depth interviews primarily with administrators overseeing research activities The findings revealed that administrators believed many academics did not recognize the significance of research; however, they also acknowledged that a lack of university support and high teaching workloads hindered academic productivity Additionally, low self-efficacy in research among academics was identified as a critical factor The study further indicated a positive correlation between the institution from which academics graduated and their research productivity.

Sulo, Kendagor, Kosgei, Tuitoek, and Chelangat (2012) conducted a study examining the factors contributing to low research productivity among academics at a Kenyan university The research assessed the influence of time dedicated to research, access to funding, researchers' qualifications, and the overall research environment Unlike Lertputtarak (2008), who focused solely on interviews with research administrators at a Thai university, this study gathered insights directly from academics through a questionnaire survey The collected data were analyzed using descriptive and inferential statistics, including ANOVA and Pearson correlation.

Research productivity is positively influenced by several key factors, including the time dedicated to research, access to funding, researcher qualifications, and the overall research environment Among these, the qualifications of academics emerged as the most significant determinant of productivity Additionally, research funding plays a crucial role, enabling scholars to undertake projects, publish findings, participate in conferences, and acquire necessary resources A positive correlation was also observed between the level of funding received and the frequency of conference attendance These insights underscore the importance of these elements for university administrators in enhancing research effectiveness.

A study by Blackburn, Bieber, Lawrence, and Trautvetter (1991) investigated the relationship between personal and environmental motivational factors affecting how academics distribute their efforts among research, teaching, and service The research sample included various higher education institutions, from community colleges to research universities, and utilized regression analyses to identify significant predictors Key independent variables included self-competence, self-efficacy, commitment to research, personal preferences, and institutional support The findings revealed that research self-efficacy, research self-competence, financial support, and research grants were significant predictors of effort allocation, with research self-efficacy being the most influential The study applied socialisation theory to illustrate that environments fostering collegial interaction enhance research competence, aligning with Wenger's (1998) concept of a community of practice, which is particularly beneficial for junior academics in their formative years.

Bentley and Kyvik (2012) examined how personal factors affect the research time of academics across various countries, including Argentina, Australia, Brazil, Canada, China, Finland, Germany, Hong Kong, Italy, Malaysia, Norway, the UK, and the USA They hypothesized that increased research time would lead to higher productivity among academics, most of whom were full-time educators balancing teaching and research responsibilities By analyzing self-reported data, the researchers calculated average annual research hours and conducted regression analyses The results revealed significant variations in research hours, with levels of research interest and motivation being the strongest predictors of time dedicated to research These findings align with previous studies on the topic.

Smeby and Try (2005) investigated how individual and departmental contexts influence academics' research time and productivity, contrasting with Blackburn et al (1991) and Bentley and Kyvik (2012), which viewed time allocation as an output Their study identified individual factors such as job status, workload, research collaboration, financial situation, and demographics, alongside departmental variables like research climate and the proportion of faculty with doctoral degrees They measured research time per week as an input and tracked the total publications and refereed journal articles as outputs over three years The analysis indicated that a higher number of qualified academics enhances the research climate, fostering mentorship and collaboration, which encourages junior faculty to invest more time in research This positive environment cultivates a robust research culture, as noted by Creswell (1986), ultimately leading to increased publication rates, both in total and in refereed journals.

Teodorescu (2000) conducted a comprehensive study analyzing the impact of individual and institutional factors on the research productivity of academics in Australia, Brazil, Chile, Hong Kong, Israel, Japan, Korea, Mexico, the UK, and the USA, involving a sample of 11,572 full-time academics The study focused on the number of journal articles and academic book chapters produced in the three years preceding the survey, utilizing regression analyses to identify productivity influencers across different countries The results highlighted the significance of membership in professional societies and participation in research conferences, which enhance academics' research skills and performance through peer discussions This aligns with Blackburn et al (1991), who underscored the advantages of a supportive research environment fostering collaboration among academics Additionally, Teodorescu (2000) identified a strong correlation between the availability of library resources and research equipment and the research output of academics.

Babu and Singh (1998) conducted a mail survey to investigate the factors influencing research productivity among academics in agricultural science, initially identifying 200 potential variables through literature reviews and discussions with scientists After critical examination, they narrowed these down to 80 variables, which were then assessed by 325 academics Statistical analyses refined the list to 26 factors, further analyzed using principal component factor analysis, ultimately revealing 11 influential variables These were categorized into personal factors, such as persistence and creativity, and institutional factors, including resource adequacy and stimulative leadership While these findings align with those of Bland and Ruffin (1992), they remain untested against any specific dependent variables related to research productivity.

Bland, Center, Finstad, and Risbey (2005) utilized a conceptual framework established by Bland, Seaquist, Pacala, and Finstad (2002) to examine the connections among individual, institutional, and leadership variables and their impact on research productivity.

A study involving 465 academics in the field of medicine found that both individual and institutional factors significantly impact research productivity This aligns with the findings of Bland and Ruffin (1992), which indicated that the research knowledge, leadership style, and professional expertise of departmental leaders play crucial roles in influencing academic research output Effective departmental leaders can energize and motivate their colleagues, fostering a more research-oriented environment.

Considerations of Theories to Form a Conceptual Framework for This Study

A review of the literature reveals a lack of a solid theoretical framework to predict academic research productivity, with no universally accepted theory identified Consequently, this study considers several relevant theories, including the Theory of Job Satisfaction, the Theory of Organisational Commitment, and the Theory of Motivation, to inform its research This section aims to provide a concise overview of how these theories relate to academic research productivity, rather than delving deeply into theoretical discussions Ultimately, these theories serve as a foundation for interpreting the research attitudes and behaviors of academics at ROU.

Job satisfaction is a key concept in organizational psychology, reflecting the emotional state of employees based on their job experiences and expectations It is defined as an affective response to one’s job, arising from the comparison between actual outcomes and desired goals, such as good pay, promotions, and a stimulating work environment When employees perceive their actual results to align with their expectations, their job satisfaction increases Consequently, highly satisfied employees are likely to exhibit improved performance in the workplace.

3.5.1.2 Impacts of Job Satisfaction on Research Productivity of Academics

Previous studies have established a positive relationship between job satisfaction and job performance, with Iaffaldano and Muchinsky (1985) highlighting a significant correlation in their literature review Although the correlation value was modest, it held importance for researchers at the time This connection was reaffirmed in a study by Baird, as cited in Judge, Thoresen, Bono, and Patton (2001), which found that the correlation was more pronounced in high-complexity jobs compared to low-complexity roles, particularly among scientists and engineers, who exhibited the strongest correlation coefficient.

Employee work performance is significantly improved when they are satisfied with key institutional factors such as pay, leadership style, co-workers, and promotion systems, as noted by Smith, Kendall, and Hulin (1974) Additionally, satisfaction with company policies and working conditions also plays a crucial role (Oshagbemi, 2003) From a psychological standpoint, a sense of fairness regarding promotion opportunities greatly enhances employee satisfaction (Robbins, 1994) These insights underscore the importance of job satisfaction as a vital factor that influences employee performance and productivity within organizations.

Research by Bentley et al (2013) highlights that job satisfaction among academics in higher education is significantly influenced by their access to necessary resources and the perceived support from their universities for research activities Bentley (2014) further established a positive correlation between research productivity and academic satisfaction with university-provided research support across five key areas: laboratories, research equipment, computer facilities, library holdings, and faculty offices Descriptive analysis revealed that academics in 11 developed countries, including Australia and the USA, reported high levels of job satisfaction linked to the support received from their institutions.

A study conducted in 2014 revealed a significant negative correlation between research support and the number of refereed journal articles published by academics, indicating that increased involvement in research correlates with lower satisfaction regarding research support This finding suggests that not all academics at research universities in developed countries are content with the support they receive The varying results from different studies highlight that satisfaction is a complex psychological phenomenon influenced by factors such as time and the working environment of universities in various countries Therefore, it is essential to incorporate this aspect into the conceptual framework of this study to effectively predict the research productivity of academics at research-oriented universities.

Organisational commitment is a multifaceted psychological concept that significantly influences employee attitudes and behaviours in the workplace Recognized as a key factor in determining organisational effectiveness, it has been extensively studied by researchers such as Angle and Perry (1981), Koch and Steers (1978), and Mowday, Steers, and Porter (1979) Understanding this commitment is essential for enhancing overall organisational performance.

Employee commitment to organizations significantly influences their attitudes and behaviors at work When employees' personal goals align with organizational values, their commitment increases, leading to improved work performance and effectiveness Committed employees tend to stay longer with their organizations and actively contribute to their success by consistently striving to meet organizational goals Employee commitment can be categorized into three types: affective commitment, normative commitment, and continuance commitment.

Affective commitment reflects employees' emotional attachment to their organizations, significantly influencing their contributions Research by Kanter (1968) demonstrates a positive correlation between this commitment and employee engagement in organizational goals Lortie (as cited in Nias, 1981) describes affective commitment as the willingness to invest personal resources—such as time, money, and energy—into work Consequently, employees with strong affective commitment are more likely to drive organizational success (Morrow & McElroy, 1993).

Continuance commitment refers to employees' awareness of the costs associated with leaving an organization, influenced by both workplace and living conditions (Meyer & Allen, 1991) Employees with this commitment tend to remain with the organization primarily for financial reasons, as unmet financial expectations may prompt them to seek employment elsewhere Those unable to leave due to limited job opportunities may continue working but often disengage psychologically and emotionally from their roles (Noe et al., 2010) Consequently, if employees feel their financial needs, such as salary, are not adequately met, they are less likely to invest time and effort in the organization's development.

Normative commitment refers to an employee's sense of obligation to remain with their organization, driven by moral or ethical considerations Employees with high normative commitment often feel a responsibility to stay due to internalized pressures experienced before or after joining the organization (Meyer & Allen, 1991) This sense of duty influences their decision to continue in their roles, emphasizing the importance of ethical values in employee retention.

In relation to research activity in the university, Neumann and Finaly-

Neumann (1990) discovered that the reward systems in universities significantly enhance academic commitment within research institutions, which in turn correlates positively with the volume of research publications, including refereed journal articles and books K Harman (1989) viewed this commitment to research as a reflection of academics' loyalty to both their profession and their university, categorizing their professional loyalties into four distinct types based on their commitment to research and institutional allegiance.

High Commitment to institution Low

High research commitment High institutional commitment

High research commitment Low institutional commitment

High institutional commitment Low research commitment

Low institutional commitment Low research commitment

Figure 3.1 Professional loyalties of university academics: four ideal types using as indicators commitment to research and to institution

From Figure 3.1, it can be predicted that ‘research leaders’ are the ones who have the highest level of affective commitment to both research and the institution

Drones exhibit the lowest affective commitment and the highest normative commitment to both research and their institutions Neumann and Finaly-Neumann (1990) emphasize that universities require dedicated faculty who not only join but also actively engage in innovative research Consequently, fostering strong commitment among academics is essential for all universities.

Organisational commitment encompasses three interrelated types, often overlapping, with affective commitment notably influencing performance, effectiveness, and employee productivity (Dunham, Grube, & Castaneda, 1994; Meyer & Allen, 1991; Somers, 1995) This study utilizes the theory of organisational commitment as a foundational framework, positing that academics with strong commitment to their university's research objectives will actively contribute to achieving these goals.

Motivation is a crucial factor influencing employee attitudes and behaviors in the workplace, as highlighted in studies of human behavior (Hardré, 2012) It serves as an underlying force that directs goal-oriented actions and stems from various needs—biological, social, cultural, cognitive, or psychological.

The Conceptual Framework of This Study

This study introduces a conceptual framework based on three supporting theories and identifies key predictor variables derived from previous research The framework is utilized to examine the impact of these variables on the research productivity of academics at ROU in Vietnam.

This study's conceptual framework is based on previous research that identified positive correlations between academics' satisfaction levels and their research productivity, their commitment to institutional research goals and productivity, and their research motivation and productivity.

This study investigates the relationship between academic attitudes—satisfaction, commitment, and motivation—and their corresponding research behaviors, specifically focusing on research productivity as measured by publication output Given the lack of existing literature on causal relationships among these attitudes, this empirical research, conducted in the developing context of Vietnam, conceptualizes the attitudes into two constructs: 'research environment' and 'research motivation.' Variables related to satisfaction and commitment are grouped under 'research environment,' while those concerning motivation are categorized as 'research motivation.' The findings aim to establish connections between these constructs and their influence on research behaviors.

 Research environment (including individual and institutional factors existing at ROU) and the research motivation of ROU’s academics;

 The research motivation of ROU’s academics and their research behaviours;

 The research behaviours of ROU’s academics and their research productivity (publishing outputs) in the last five years prior to this investigation

These relationships are demonstrated in Figure 3.2

Figure 3.2 Conceptual framework of this study

3.6.2 Predictor Variables Applied in the Conceptual Framework

In the context of Vietnamese Higher Education, the selection of factors influencing research productivity is grounded in three fundamental theories: Motivation Theory, Job Satisfaction Theory, and Organisational Commitment Theory This study will explore various individual and institutional factors to assess their impact on the research output of academics at ROU.

This section justifies the following eight individual factors: age, gender, educational qualification, academic rank, research interest, research self-efficacy, time allocation for research, and English proficiency

Research productivity among academics shows a notable correlation with age, as highlighted by various studies Hedjazi and Behravan (2011) observed that productivity peaks early in an academic's career before gradually declining Similarly, Goodwin and Sauer (1995) noted that this increase in productivity is most pronounced when academics hold untenured positions In contrast, Diamond's (1986) life-cycle model suggests that as academics age or secure tenured roles, their focus may shift to administrative responsibilities, leading to a decreased commitment to research These conclusions differ from the findings of Smeby and Try (2005) and Perry et al (2000), indicating a complex relationship between age and research output.

Research productivity in academia is influenced by gender, with studies indicating that female academics submit significantly fewer grant proposals and publications compared to their male peers, even when accounting for academic discipline (Kaya & Weber, 2003) Additionally, female academics often face higher stress levels due to the dual pressures of meeting research expectations while managing family responsibilities (Zhang, 2005).

Recent research highlights the significant contributions of female academics to scholarly work, challenging the notion that males are inherently more productive While women may publish fewer non-refereed journal articles, book reviews, and book chapters compared to their male counterparts, they produce an equal number of refereed journal articles, books, textbooks, and conference presentations This evidence underscores the importance of recognizing the value of female contributions in academia.

Educational qualification was found to be positively correlated with the research productivity of academics in all reviewed studies According to Bailey

Research indicates that individuals with higher academic degrees, particularly doctorate holders, exhibit greater commitment to research and a stronger sense of self-efficacy regarding their research capabilities compared to those with lower qualifications Additionally, doctorate holders tend to demonstrate higher productivity levels than their peers with master’s degrees (Smeby & Try, 2005; Rodgers and Neri).

(2007) even discovered that the most productive time of an academic’s career is the first five years after they are conferred a doctoral degree

Research has shown a strong link between academic rank and research productivity, with Tien & Blackburn (1996) highlighting that junior academics often publish more before achieving tenure to enhance their recruitment prospects In Korea, Shin, Jung, and Kim (2014) observed that junior faculty members frequently favor international journals due to pressure for productivity, while senior academics tend to publish in domestic outlets Notably, Tien and Blackburn also found that post-tenure, particularly among higher-ranked professors, research productivity remains high, with studies by Smeby & Try (2005) confirming that professors consistently outperform associate and assistant professors in research output.

Self-efficacy refers to individuals' assessments of their abilities to plan and carry out actions necessary for achieving specific performance goals (Bandura, 1986) Studies have shown that research self-efficacy significantly influences how much time individuals dedicate to research activities (Blackburn et al.).

1991) Academics who often spend more time on research activities than on other activities will have high research productivity (Hu & Gill, 2000; Smeby & Try,

A study by Vasil (1996) examined self-efficacy perceptions among academics in New Zealand, revealing that male academics generally have higher self-efficacy than their female counterparts This disparity in self-perception can significantly influence their research capabilities and confidence during the critical transition from research training to publication.

Research interest significantly boosts academic productivity, with studies showing that academics motivated by research are three times more productive than those focused mainly on teaching (Bentley & Kyvik, 2012; Migosi et al., 2011; Ramsden, 1994) High intrinsic motivation correlates with a deep engagement in academic work, as evidenced by statements reflecting enthusiasm for new topics and an increasing absorption in research activities (Ramsden, 1998b) Furthermore, Ramsden (1998b) highlights that the most intrinsically motivated academics can achieve research productivity levels twice as high as their less motivated peers within the same field and conditions.

Research productivity is positively influenced by the allocation of time dedicated to research activities (Hu & Gill, 2000) Sadler (1999) highlighted the importance of academics regularly engaging in research environments, such as offices and laboratories, ensuring that their efforts are connected to tangible research outputs like journal manuscripts or book chapters This involves actively spending hours on collaborative tasks, including reading articles, writing, reviewing colleagues' work, discussing research topics, and supervising postgraduate students Effective time allocation is essential for achieving successful research outcomes (Smeby & Try, 2005).

Proficiency in English is crucial for enhancing the research productivity of academics in the 21st century, as it serves as the official language in numerous regions, including the European Union and the United Nations While some countries utilize English as a second language, it remains essential in scientific and technological fields, facilitating access to international publications and enabling researchers to share their findings in esteemed scholarly journals Although research is published in various languages, English dominates the scientific landscape A study by Hanauer and Englander (2013) highlighted that many scientists from non-English speaking countries struggle with English in their writing, contributing to the disparity in international publication rates, where English-speaking nations lead, and many Asian countries lag behind (Man et al., 2004).

Individual factors significantly impact the research productivity of academics globally, with research interest being crucial for generating high research outputs due to its link to intrinsic motivation Additionally, the allocation of time for research plays a vital role, as evidenced by studies from Sax et al (2002) and Teodorescu (2000) These factors will be analyzed to assess their influence on the research productivity of academics at ROU.

Research Questions

This study aims to identify the factors influencing academic research productivity by formulating specific research questions and hypotheses based on a conceptual framework.

In my research on "Oriented University in Vietnam," I hypothesize a positive relationship between most independent variables and the dependent variable, while expecting barriers to exhibit a negative relationship To validate these hypotheses, I will employ null hypothesis testing across all three research questions.

1 Research question one: What are the individual and institutional factors that impact the research motivation of academics at the Research-Oriented University in Vietnam?

H01.1: There is no correlation between a positive research climate within a department and the research motivation of ROU’s academics

H01.2: There is no correlation between ROU’s academics’ satisfaction with the university’s research policy and their research motivation

H01.3: There is no correlation between any type of research barriers and the research motivation of ROU’s academics

2 Research question two: What are the research motivational factors that impact the research behaviours of academics at the Research-Oriented University in

H02.1: There is no correlation between any type of research motivation and research collaboration among ROU’s academics

H 0 2.2: There is no correlation between any type of research motivation and postgraduate supervision among ROU’s academics

H 0 2.3: There is no correlation between any type of research motivation and weekly research hours among ROU’s academics

3 Research question three: What are the research behavioural factors that impacted the publishing outputs from 2009 to 2013 of academics at the Research-Oriented University in Vietnam?

H03.1: There is no correlation between any type of research behaviour of ROU’s academics and their total number of publishing outputs between 2009 and 2013

H03.2: There is no correlation between any type of research behaviour of ROU’s academics and their total number of international refereed journal articles published between 2009 and 2013.

Summary

This chapter outlines the emergence of research universities globally and the evolving responsibilities of academics within this context It examines various types of research productivity and measurement methods while reviewing previous studies on factors influencing academic research productivity worldwide, excluding Vietnam The chapter justifies the selection of common factors relevant to the Vietnamese Higher Education context, analyzed through three psychological theories: the Theory of Motivation, Theory of Job Satisfaction, and Theory of Organisational Commitment A conceptual framework is established to address three research questions While most reviewed studies employed a quantitative approach, this study adopts a mixed-method approach, with the rationale and methodology for each approach detailed in Chapter Four.

Research Methodology

Data Presentation and Discussions of Factors Influencing Research

Data Presentation and Discussions of Factors Influencing the Research

Conclusions and Implications