The relationship between digital competence and job satisfaction and loyalty of lecturers in vietnamese higher education institutions
Article Sidebar
Main Article Content
Abstract
The study aims to clarify the relationship between faculty members’ digital transformation competency and two key factors in the higher education environment: job satisfaction and organizational loyalty. Building upon foundational theories and prior empirical studies, the research proposes a theoretical model comprising four core components of digital transformation competency: digital technology proficiency, digital pedagogy competency, digital research competency, and digital management competency. Based on this model, a set of research hypotheses was developed and an empirical survey was conducted with 250 university lecturers. Through a series of quantitative analyses, including Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), the study empirically examined the relationships among the variables. It also assessed the mediating role of job satisfaction in the linkage between digital transformation competency and faculty loyalty. The findings not only confirmed the mediating role of job satisfaction but also highlighted the profound and positive impact of digital transformation competency on lecturers’ work motivation and professional commitment. These findings contribute to the theoretical foundation of digital transformation in higher education and offer important managerial implications for educational administrators and policymakers. Specifically, the study provides practical suggestions for the development of training policies, faculty development strategies, and retention initiatives in the context of comprehensive digital transformation—ultimately enhancing the quality and sustainability of Vietnam’s higher education system.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2020). Technology acceptance in education: A systematic review. Computers & Education, 144, 103706. https://doi.org/10.1016/j.compedu.2019.103706 DOI: https://doi.org/10.1016/j.compedu.2019.103706
Allen, N. J., & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63(1), 1–18.
https://doi.org/10.1111/j.2044-8325.1990.tb00506.x DOI: https://doi.org/10.1111/j.2044-8325.1990.tb00506.x
Almarzooq, Z. I., Lopes, M., & Kochar, A. (2021). Digital transformation and its impact on med.education. New England J. of Medicine, 382(11), 1059–1061.
https://doi.org/10.1056/NEJMp2032069
Bộ Giáo dục và Đào tạo. (2021). Kế hoạch chuyển đổi số ngành giáo dục giai đoạn 2021–2025, định hướng đến năm 2030.E-ICT+3Camau Government+3Đại học Công nghiệp Hà Nội+3
Chen, Z. X., Aryee, S., & Lee, C. (2006). Test of a mediation model of perceived organizational support. Journal of Voc. Behavior, 68(3), 453–470. DOI: https://doi.org/10.1016/j.jvb.2004.01.001
Test of a mediation model of perceived organisational support - Aston Research Explorer
Ching, Y. H., Hsu, Y. C., & Baldwin, S. (2021). Faculty perspectives on teaching online during COVID-19. Online Learning, 25(1), 18–30.
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes | International Journal of Educational Technology in Higher Education | Full Text
European University Association (EUA). (2021). Digital learning and teaching in European higher education institutions.
Digitally enhanced learning and teaching in European higher education institutions
Falloon, G. (2020). From digital competence to digital agency: The relationship between teachers’ digital competence and pedagogical practice. Education and Information Technologies, 25, 3255–3280.
DOI:10.1007/s11423-020-09767-4 DOI: https://doi.org/10.1007/s11423-020-09767-4
Herzberg, F. (1959). The motivation to work. Wiley.
Herzberg F., Mausner B., Synderman B. (1959). The motivation to work. John Wiley & Sons Publishing Company, Inc. New York.
INTEF. (2017). Marco de competencia digital docente. Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado.
Competencia Digital Docente - INTEF
Kane, G. C., Palmer, D., Phillips, A. N., Kiron, D., & Buckley, N. (2021). The new elements of digital transformation. MIT Sloan Management Review, 62(3), 1–7.
Microsoft Word - cypert_chesley_b_200908_edd.doc
Kim, H., & Loadman, W. E. (1994). Predicting teacher job satisfaction. ERIC Document Reproduction Service, No. ED383707.
Microsoft Word - cypert_chesley_b_200908_edd.doc
Kuo, Y. F., Yang, C. Y., & Yang, C. (2010). The effects of green innovation on environmental and corporate performance: A stakeholder perspective. Journal of Business Ethics, 104, 361–370.
https://doi.org/10.1007/s10551-011-0914-x DOI: https://doi.org/10.1007/s10551-011-0914-x
Lee, J., Kim, H., & Lee, H. (2021). Exploring digital transformation in higher education: The mediating role of faculty engagement and loyalty. Computers & Education, 172, 104254.
https://doi.org/10.1016/j.compedu.2021.104254
Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1349). Rand McNally.job satisfaction.pdf
Markow, D., & Pieters, A. (2011). The MetLife Survey of the American Teacher: Teachers, Parents and the Economy. MetLife, Inc.
https://eric.ed.gov/?id=ED530021
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61–89.
https://doi.org/10.1016/1053-4822(91)90011-Z DOI: https://doi.org/10.1016/1053-4822(91)90011-Z
Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224–247.
https://doi.org/10.1016/0001-8791(79)90072-1 DOI: https://doi.org/10.1016/0001-8791(79)90072-1
Nghe An University of Economics. (2023). Enhancing digital competence for lecturers at Nghe An University of Economics. Retrieved from https://naue.edu.vn
Nguyễn Văn Hùng, & Trần Văn Tùng. (2022). Lecturers’ digital competence in higher education: An approach based on the DigCompEdu framework. Tạp chí Giáo dục, (507).
https://tcgd.tapchigiaoduc.edu.vn/
Noor, M., & Arif, S. (2011). Faculty job satisfaction in private sector of higher education of Pakistan: A case study of Lahore. Journal of Management Research, 3(2), 1–12.
DOI:10.5539/ijbm.v7n1p126 DOI: https://doi.org/10.5539/ijbm.v7n1p126
OECD. (2019). Measuring innovation in education. OECD Publishing.
https://www.oecd.org/en/publications/measuring-innovation-in-education-2019_9789264311671-en.html
OECD. (2020). Digital education outlook: Pushing the frontiers with AI, blockchain and robots. OECD Publishing.
https://www.oecd-ilibrary.org/education/oecd-digital-education-outlook-2021_589b283f-en
OECD. (2020). The impact of digital technology on education. OECD Publishing. DOI: 10.1787/589b283f-en DOI: https://doi.org/10.1787/589b283f-en
Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1988). SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64(1), 12–40.
Pham, M. H., Nguyen, T. T., & Tran, Q. K. (2022). A study on teacher loyalty in Vietnamese higher education. Journal of Ed. Sciences, 67(4), 43–58.
Price, J. L., & Mueller, C. W. (1981). A causal model of turnover for nurses. *Academy of Management. https://journals.aom.org/doi/10.5465/255574 DOI: https://doi.org/10.2307/255574