The Effects of Human Resources Management on Developing Teachers of Non-Public Universities in Vietnam

Human resources management in Private Universities have a big impact on the development of human resources for lecturers in universities. Human resources management mainly affect the development of resourse of lecures in a university, which can be divided into the 8 functions: Recruitment, arrangement and utilization of lecturers, working environment, human resource development policy, remuneration and compensation policy, training and development, school information communication, and school budget. Among these 8 factors, recruitment has the biggest influence and human resource development policy has the smallest influence on the development of the university’s faculty. Based on the research results, the author has given some recommendations about managing human to promote the development of faculty in private universities.


Situation
Over nearly 30 years of building and development, non-public education in Vietnam has had a remarkable development. Initially, there were only 5 non-public universities, so far there are 60 non-public universities, accounting for 25% of the total number of nationwide universities and institutes (now there are 235 universities, institutes and academies nationwide). The number of students and lecturers was very small, by the 2018-2019, the non-public education system had 15,158 lecturers (accounting for 20.8% of the total number of teachers nationwide) and 243,975 students enrolled (accounting for 13.80% of the total number of students nationwide), contributing to the state budget reached 111 billion dong. If the Government has to spend around 25 million VND per student per year in public universities. However, for the 2018-2019, non-public universities have saved about 6,000 billion VND. The above results show thatthe non-public education system plays a good role in contributing to the training of high quality human resources for the society. In addition to the achievements, the non-public education system still has many problems.
Firstly, lecturers who are belonged to the university are very few, and the qualifications of teachers are limited. Most of the teachers who are highly qualified and have a degree are elderly. They just can teach at non-public universities after retiring from public universities.
Secondly, it is very difficult to attract young and highly qualified teachers with degrees to be lecturers.
Thirdly, the lecturers at non-public universities are not stable. Many young teachers after a period of striving for higher degrees, they apply to transfer to public universities or quit to work there, so in fact, the faculty at non-public universities is only 20% of the requirements.
How to change the way to manage human resources at non-public universities, which helps to support the development of faculty to adapt for current requirements. That is a question for human resource management.
The article focuses on analyzing in-depth the impact of human resource management on the development of faculty at non-public universities in Vietnam.

Human Resource Management Affects the Development of Lecturers
Human resources management is affecting the development of lecturers at non-public universities include the following main factors: -Policy for developing human resources of lecturers (CSPTNNL) The human resources development policy of a university is a system of perspectives and goals on training, using and developing human resources with specific actions which are affirmed and applied to solve problems by the school's leadership in the process of developing lecturers.
The human resources development policy of a university will fundamentally determine the development of faculty at this university (Mikkelsen, A. and Grønhaug, K., 1999),. According to Pellert, A. (2007) and Spottl, G. (2013), HR development policy for faculty in universities includes the selection of development goals, action methods to achieve the goals and supporting policy for developing faculty at universities.
Many studies have shown that in order to develop faculty, firstly, universities need to have a correct and accurate policy on developing human resources (Verloop, N., Driel, JV, & Meijer, P, 2001;Wiske, S., 2001;Mikkelsen, A. and Grønhaug, K., 1999;Verloop, N., Driel, JV, & Business Management and Strategy ISSN 2157-6068 2020, Vol. 11, No. 2 Meijer, P, 2001. King Abdulaziz and Jamia Millia Islamia (2014) Researches such as Verloop, N., Driel, JV, & Meijer, P (2001) go into depth analysis of the role of goal setting and human resource development strategy in influencing the building faculty of the university.
-Remuneration and compensation policy for lecturers (CSDN&TL) Compensation is an individual reward which is received to exchange for his or her labor. Remuneration includes something about financial and non-financial (Griffin, GA (Ed.) (1983). Remuneration and compensation policies commensurate with the dedication of faculty which will have a positive effect on the development of faculty staff at the university. The reseach of Griffin, GA (Ed.) (1983) analyzes the role of remuneration and compensation policies for faculty to attract potential teachers from outside. It is also the motivation for talent people to develop their careers path. Potiyanuwat, P & Wiratchai, N (1999) emphasized the role of material and financial incentives for workers. According to Pitiyanuwat, P et al., although making money is not the only motivation for them to develop their talents but it has an important role for them to devote to their full potential because in the end people go to work because of the money. Supporting the idea that universities should increase remuneration and compensation for faculty and see it as an important tool to encourage potential and talented faculty, there are also some researchs such as (Norton, L., J. Richardson, J. Hartley, S. Newstead, and J. Mayes, 2005;Verloop, N., Driel, J.V., & Meijer, P, 2001;etc).

-The recruitment (TD)
Recruitment is the process of collecting human who are suitable to the needs of an organization to meet the requirements of performing jobs in that organization. Recruitment is a part of the development of human resources in terms of quantity for the organization and has a significant impact on the quality of the recruited human resources Weick, K. E.  Goswami, D. (2010); both affirm the role of training and development in relation to faculty development, but the studies all emphasize: training and developing need to clearly define who to be trained, who are trained with prospects or not? Training methods and forms of training, etc. should be flexible, not too rigid.

-School budget (NS)
The budget of a university is understood as all the school's revenues and expenditures made in one year to ensure that the school can operate and perform its educational and training functions. Roger Bennetta and Suzanne Kaneb (2014) and IntakhabAlam Khan and A.Naseeb Khan (2014) also emphasized the importance of school budget related to the development of human resources of the university's faculty. The authors focus on analyzing the effects of finance that affect all activities of the university, including the university's human resources development. The above authors all said that besides there are many tools to develop human resources of faculty, the factor of school budget is important that cannot be skipped. Managers need solutions to increase income for the school through teaching activities, researching applied topics for production and business units, or expand social relations to attract funding from individuals as well as government and non-government organizations.
Synthesizing researches, the author has synthesized activities affecting the development of human resources of university faculty as following

Developing Human Resources of Lecturers in Universities
The development of lecturer human resources in a university is the process of developing among quantity, quality and structure of lecturers of a university which is more and more reasonable to meet the development requirements of the university. It is the process of increasing the quantity, improving the quality on the physical, mental, skill and spiritual aspects along with the change in the human resource structure that is increasingly reasonable to meet the teaching requirements of the university.
Quantitative development: showing the increase in quantity, but ensuring the structural synchronization in the faculty, including: age structure, gender structure, industrial job structure. Industrial job structure means the ratio of lecturers among divisions, faculties and programs of disciplines. If this ratio is consistent with the prescribed norm, there will be a reasonable professional structure.

Quality development:
The quality of university faculty shows development in the following 3 basic factors: -Professional capacity: is the professional level where the lecturer is trained at the bachelor, master or doctor level.

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ISSN 2157-6068 2020, Vol. 11, No. 2 -Research capacity: lecturers' scientific research capacity is shown in published scientific works, especially those published in international journals; these researches will enhance the credibility of individuals and organizations, which have an important supportive effect on improving the quality of lecturers and instruction for students about scientific researches.
-Pedagogical capacity is a psychological capacity, expressing the proficiency and artistic and creative level of teachers in teaching activities, it includes a system of skills: communication skills; pedagogical behavior; writing boards and presenting boards; using teaching technical methods; organize and control students' independent work; convey information to students in a concise, easy to understand way; proficient use of language and non-verbal language; educating and convincing to form beliefs for learners.

The Researches Are Carried Out as Following Steps
Step 1: synthesize documents on managing activities affecting the development of human resources of faculty of the university as a base for building research model.
Step 2: From the synthesis of research results, the research model of managing activities affecting the development of faculty of non-public university was initially established.
The results of the synthesis of research documents and initial interview results have identified 80 criteria showing the related factors affecting the development of faculty of non-public university. In order to reduce the number of these observed variables to make the research model simpler and more focused on the research problem, a group of 5 experts was invited to evaluate.
Using the Delphi round 2 questionaire method to evaluate: Round 1: each expert will evaluate the representativeness of the criteria representing each factor, the criteria that are duplicated or reflect the impact of factors with faintness will be removed.
Round 2: experts discuss to give the final assessment of the criteria for which criteria have not been reached. Finally, the criteria are selected which will be added as a scale of the impact assessment model of the factors on the development of faculty of non-public university.
Step 3: Based on the evaluation criteria of the scale of the impact of managing activities on the development of faculty of non-public university will be tested through survey evaluation of the subjects as it is mentioned above. The assessment scale of the survey uses a Likert scale of 5 levels: 1: strongly disagree; 2: disagree a part; 3: neutral; 4: agree; 5: strongly agree. ISSN 2157-6068 2020 Step 4: Set up the questionnaire, determine the sample size.

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Step 5: Conduct collecting data. Collected data will be encrypted and scanned, then put into SPSS software. Run and process data. Conduct tests, run the results and then analyze the results.

Research Sample Identification
• Sample size: The number of survey samples is calculated according to a random formula to ensure the representative of the study. The sample is determined by the formula Slovin as follows: • Subject: The sample includes lecturers from non-public universities, managing level: principals, administrators and faculty in departments of the university. Senior lecturers were divided into 4 levels: less than 5 years; 5 -10 years; 10 -15 years and over 15 years. With enough qualifications from bachelor to doctorate. The questionnaire is designed with 3 parts: -Part 1: introduce to the respondents about the purpose and meaning of the survey and guarantee the confidentiality of the information they provide.
-Part 2: Find out the respondent's personal information. Survey results, after being collected, will be scanned, encoded, data entered and processed by using SPSS software.

Performing Exploratory Factor Analysis (EFA) of Human Resource Management
Test results KMO and Barlett's Test showed KMO = 0.875> 0.5 and Sig Barlett's Test = 0.00 <0.05. Thus, the sample size is suitable enough to conduct analizing factors. The EFA results show that there are 8 factors extracted from 34 observed variables measuring the properties in Business Management and Strategy ISSN 2157-6068 2020 a group of managing activities and the observed variables with load coefficients bigger than 0.5 will be accepted. . These 8 extracted factors 61,706% variance and named include: School information communication (TT); Arrangement and utilization of lecturers (BTSD); Working environment (MTLV); Remuneration and compensation policy (CSDN&TL); human resource development policy (CSD); Recruitment (TD); Training and development (DT&PT); School budget (NS). The results of the discovery factor analysis EFA are shown in the table below.

Test a Scale of Factors by Analyzing Cronbach's Alpha Coefficients
The results of testing the scale of the factors by Cronbach's Alpha coefficients showed that all factors have Cronbach's Alpha coefficients are> 0.7 and observed variables in each factor have correlation coefficients with total variables> 0.5. Thus, the observed variables in the factors can be used and they represent the properties of those factors.  ISSN 2157-6068 2020 Cronbach's Alpha = 0.797

MTLV1
The relationship between lecturers is friendly.

Perform Tests of a Regression Function
Tests performed include: -Test the multi-collinearity phenomenon of the model.
The results in Table 5 show that the VIF of the independent variables are all less than 10, so we can conclude that the model does not have multicollinearity -Test the correlation and autocorrelation phenomenon of the independent variables.
The results showed that the coefficient Durbin -Watson ñ = 2.085. (see Table 6) it can be concluded that the model has no correlation and autocorrelation because according to Trong Hoang and Chu Nguyen Mong Ngoc (2005) in the case when n> 200 does not have a lookup table, it can be applied experimental inspection rules: When the Durbin -Watson coefficient 0<= ñ < 1, there is a positive correlation.
-Verify the model's constant variance.
In this study, the author uses the Spearman rank correlation test between normalized residuals and independent variables. If the Spearman correlation sig value between the normalized residue (ABSRES) and the independent variables is> 0.05, it can be concluded that no variance change occurs.
The test results show that all Spearman correlations between the normalized residuals (ABSRES) and the independent variables are> 0.05. See appendix.
-Verifying the suitability of the model with the data set.  Based on the Beta coefficient (standardized regression coefficient), see Table 5, we know the strong influence of the factors on the variable agricultural development (Development of human resources of non-public university faculty), respectively. : TD > ĐT&PT > CSĐN&TL > BTSD > NS > MTLV > TT > CSPTNNL. The variable of TD has the strongest and CSPTNNL has the weakest impact.

Conclusion
Given the importance of these variables, managers should focus on variables ranked highly influenced because each change of them will lead to a large variation of the variable Y (PTNNL). In non-public universities, to develop faculty of lecturers, managers should first focus on recruitment (TD). This is completely consistent with the current situation of Vietnam, because most of the non-public universities want to have good lecturers, the most important issue is still the initial human resource collecting. This is decisive to the development of the university's lecturers in the future.

Administrative Implications
Regression results of the model of factors affecting the development of human resources of non-public university faculty have suggested some of the following issues for managers: Firstly, the development of faculty human resources of non-public universities is mainly based on the internal strengths of each university. This is different from public universities, the development of human resources of faculty mainly depends on the Own Department of the Government (the Ministry of Education and Training), and Government support (from policy, investment, finance, etc.).
Secondly, due to recruitment factor (TD) has the strongest influence on the development of human resources of faculty, non-public universities need to focus on doing well this work. To do this, university should step by step innovate and improve the criteria for recruiting staff to the university, ensuring the recruitment of qualified staff, capable of developing university lecturers. Need to complete the recruitment process, recruitment policy.
Thirdly, complete the training and development of the university's faculty because it is the most important factor deciding the development of faculty human resources in terms of quality, so non-public universities need to implement. Well, some of the following measures to improve the positivity and minimize the negative effects of this factor on the development of university faculty human resources. In order to do that, non-public universities need to renew training programs and training methods for young lecturers, and need to perfect policies on professional training for young lecturers.
Fourthly, improve the working environment for the faculty. There is also a factor that have an effect on the faculty development. Improved working environment includes: improving the relationship between superiors and subordinates; the relationship between lecturers; build a good academic environment to facilitate the ability of lecturers to develop their expertise; Finally, the policy of remuneration and compensation for lecturers. This factor is also very important to attract high quality human resources from outside to university and keep talented lecturers in the school. To improve this factor there are a number of issues to note: -Improve the material and spiritual life of the lecturers -Evaluation criteria for lecturers' performance should be specific, clear and transparent.
-Salary policy should be associated with the achievements of the lecturers.
In addtional, it is necessary to have solutions to increase operating budget in non-public universities. The research results show that this factor also has a significant impact on the development of human resources of non-public university faculty. To increase the budget for the school there are some basic solutions such as: -Developing scientific research services for production facilities to increase revenues for the university.
-Improving the quality of training to serve as a basis for tuition fees from learners.
-Expand types of training services to increase income for the university.
-Use financial resources effectively, cut unnecessary investments.