Toward a competency-based professional development framework for faculty members: insiders’ perspectives

Factors influencing competence development of lecturers in library and information science in Vietnam

“…Regarding organizational factors, it is recommended the university should play an active role in effectively and sustainably supporting lecturers in developing relevant professional capabilities within the practical context of their work. This support is considered essential and should originate from higher education institutions, rather than relying solely on top-down initiatives lacking contextual clarity from the government or the MOET (Phuong and Duong, 2022; Nguyen and Nguyen, 2019). The university’s responsibilities include ensuring an attractive income level and welfare policies to retain and attract talented faculty members, reviewing and enhancing infrastructure and working conditions, organizing events for colleague interaction, and fostering a positive and motivating work environment.…”

“…In Vietnam, lecturers face difficulties in developing their professional competencies (Nguyen and Nguyen, 2019). Phuong and Duong (2022) outlined several contextual factors influencing competency professional development activities such as socioeconomic development, the higher education system, the job market, occupational organizations and communities of practice, and lecturers' individual development plans. However, data and research on lecturers are still very limited in developing countries (Malik and Ameen, 2021).…”

“…The competence is a combination of professional characteristics of skills and knowledge, personal attributes and behaviors that a lecturer needs to possess and apply to fulfill defined objectives (Giesecke and McNeil, 1999). Developing competence in an academic environment is a multifaceted process, involving the acquisition of these characteristics for effective teaching and research, contributing to the fulfillment of professional roles and responsibilities (Phuong and Duong, 2022).…”