Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Abstract

The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics.

Transformational Leadership in Chinese K12 Private Schools: A Literature Review

“…This will become a major problem for transformational leadership practices. Meanwhile, Nguyen (2022) pointed out that poor communication often leads to decline in the quality of education in schools in Vietnam (Nguyen, 2022). Poor communication not only between school leaders and followers, but also between students and teachers will increase the sense of distance between students and teachers, making students feel frustrated.…”