A model of continuing professional development for Vietnamese lecturers

Abstract

Continuing professional development is a must-have for lecturers when working at any university. This research aimed to construct a model of continuing professional development (CPD) for lecturers at Vietnam National University – Ho Chi Minh City (VNUHCM). To reach the research objectives, a mix-method was employed. The quantitative study investigated 340 respondents, stratified by drawing from lecturers at VNUHCM, regarding their perceptions and opinions of CPD. An adaptable instrument with 32 items and one open question was used for data collection. SPSS software was applied for data analysis. With the Priority Needs Index, modified values would be considered in the interpretation of findings and further discussion. With the qualitative approach, 15 participants who have experience in CPD, selected by snowball sampling technique, were invited to semi-structured interviews with a self-developed protocol regarding the effective model for CPD. The data collected from the interviews were analyzed by the content analysis method. The research results showed the model of CPD which includes shared responsibility; teacher and administrator roles; forethought and preparation; effectiveness and expenditures, and three factors from the priority needs in CPD, including CPD types, contents, and locations. These findings may bring benefits to stakeholders, such as policymakers and administrators, in strengthening human resources in VNUHCM.