Strategic Human Resources Management for Southeast Asian Universities

Human Resources Management in HEIs: Good Practices from Asia & Europe

Table of Content Introduction ................................................................................................................................................................... 2 Case 1: Project for attracting international staff - Vilnius Gediminas Technical University, Lithuania by Asta Radzevičienė, Vice-Rector for Strategic Partnership and Aleksandra Sokolova, Vice-Director of International Relations Office .............................................................................................................................................................................. 4 Case 2: Vilnius Gediminas Technical University Academic Staff Performance Evaluation - Vilnius Gediminas Technical University, Lithuania by Asta Radzevičienė, Vice-Rector for Strategic Partnership and Agnė Sipavičiūtė, Chief Specialist of the Human Resource Office ...................................................................................................................... 12 Case 3: A financial crisis can be an opportunity of development: the case of University of Siena By Maria Antonietta Chelo ............................................................................................................................................................................ 18 Case 4: Human Resource Good Practice Case at Prince of Songkla University, Pattani Campus: The 2% Increment by Nursahida Useng .......................................................................................................................................................... 22 Case 5: Human Resource Management at the National University of Laos Human Resource by Latsanyphone Soulignavong ................................................................................................................................................................ 28 Case 6: The human resources management in research and technology at The University of Danang by Assoc. Prof. Vo Trung Hung ............................................................................................................................................................. 30 Case 7: Training activities in Human Resource Management at Quy Nhon University by Ha Thanh Hai .................... 34 Case 8: Competency Model application to RUPP to Enhancing Staffs’ performance: Case Study of Faculty of Engineering of Royal University of Phnom Penh, Cambodia by SENG Molika, Deputy Head of IT Engineering THANN Mengleap, Director of Personnel Office ....................................................................................................................... 39 Case 9: Develop, Strengthen Technical Skills of Staff and Lecturers of Svay Rieng University by Dina Pen, lecturer .. 44 Case 10: The Transformation of Strategic Human Resources Management of Thammasat University 2019-2023 by Amporn Tamronglak .................................................................................................................................................... 49 Useful Links and Contact Information .......................................................................................................................... 54 Case 1 ........................................................................................................................................................................... 54 Case 2 ........................................................................................................................................................................... 54 Case 3 ........................................................................................................................................................................... 54 Case 4 ........................................................................................................................................................................... 55 Case 5 ........................................................................................................................................................................... 55 Case 6 ........................................................................................................................................................................... 55 Case 7 ........................................................................................................................................................................... 56 Case 8 ........................................................................................................................................................................... 56 Case 9 ........................................................................................................................................................................... 56 Case 10 ......................................................................................................................................................................... 56

Introduction

Human Resource Management (HRM) is a relatively recent strategic element for the quality development of Higher Education Institutions (HEIs). Before HRM, Human Resources (HR) approaches had just focused on staff recruitment, employment contracts and payment of salaries. This scenario is deeply changing with the international growth and increasing complexity of Higher Education (HE). HRM aspects are complex as well, and they include staff motivation, continuous development, evaluation, and strategic planning, which are gathering momentum under HEIs’ strategic plans worldwide.

The evolution of HRM is, however, slow and challenging, especially in developing countries. In Southeast Asia (SEA), HEIs are facing significant difficulties deriving from disparities in their countries’ political and social structures as well as the backgrounds of their HE systems. Well-structured HRM strategies could very much contribute to HE development and HEIs’ autonomy, thus supporting the processes of reform towards regional growth.

In order to support HRM development in this context, the Strategic Human Resources Management for Southeast Asian Universities (HR4ASIA) project was developed and funded by the European Commission1. It aims at contributing to HE organisational reform in SEA by improving HRM at the target HEIs from Cambodia, Lao PDR, Vietnam and Thailand through the cooperation with EU countries (Lithuania, Italy, Portugal).

The aim was pursued by means of three specific objectives, namely:

• Building capacity in HRM at SEA HEIs to enhance organizational performance; • Improving HRM Strategic plans for more staffing autonomy; • Setting up of a University HR Network as a regional forum for the exchange of

knowledge and best practices.

With these, HR4Asia introduced in South East Asia Higher Education Institutions a scheme to developing and implementing innovative HRM approaches, paying attention to transversal and additional skills, such as communication and self-learning.

The journey of our partnership in sharing knowledge and experiences began in 2017 with the kick-off meeting in Danang and followed by the study visits at University of Siena, Italy and University of Evora, Portugal. Then, a series of training and workshops on a range of issues of Strategic Human Resources Management in Higher Education took place in each partner university: Prince of Sonkha University (PSU) in Pattani Campus, National University of Laos (NUOL), Vilnius Gediminas Technical University (VGTU), Lithuania, and Royal University of Phnom Phenn (RUPP). The Erasmus+ HR4Asia project has now come to the time to exchange what we have learnt from our European and Asian partners and transfer it to our institutes. The present Handbook provides examples of good practice in HRM: strategic HR management, HR strategies and policies, recruitment and retention, development of the human resources function, and performance management in Higher Education in EU countries (Lithuania and Italy) and in four Asian countries (Thailand,

1 Project Number: 573946-EPP-1-2016-1-VN-EPPKA2-CBHE-JP-

Cambodia, Lao PDR and Vietnam). In this report, we will provide case studies of partners one by one for more reference. Accordingly, the inheritance of ideas and good practices from different perspectives can be done. Human resources are not just part of the production process, but one of the most integral ingredients, waiting to be discovered, invested and renovated in order to take our organization to a new level.

Case 1: Project for attracting international staff - Vilnius Gediminas Technical University, Lithuania by Asta Radzevičienė, Vice-Rector for Strategic Partnership and Aleksandra Sokolova, Vice-Director of International Relations Office ABSTRACT The initiative was organized by Vilnius Gediminas Technical University (VGTU), Lithuania to reinforce the talent management strategies. VGTU has prioritised raising the percentage of international academics and research staff in order to increase their contribution to studies and research. As a response, the project for attracting international staff has been developed which encompassed a large range of targeted actions: development of a toolkit (i.e. a set of guidelines) for attracting the international staff, organisation of training, and consultations for the faculties and key administrative units, testing the effectiveness of the guidelines and subsequently updating them following the user’s feedback, and putting guidelines into practice. The overall process was underpinned by the review and update of University legal acts, related to the international staff employment as well as all public information on job and teaching/research opportunities at VGTU. Involvement of key decision-makers, faculty awareness as well as allocation and distribution of the financial resources were the key factors that led to the success of the project: the implementation started in 2016 and resulted in the growth of the international faculty staff by 31% in 2018. Keywords: International staff, academic staff, research staff, talent management, international faculty staff BACKGROUND, OBJECTIVES AND RESPONSIBILITIES The initiative was introduced in October 2016 as a part of internal Vilnius Gediminas Technical University (hereinafter referred to as University or VGTU) aimed at the university performance improvement. Ten University challenges that required targeted action were identified. One of these challenges was related to attracting the international academic and research staff, which composed less than 5% of the overall staff body in 2006. The percentage was lower compared to the volume of the University programmes taught in English (i.e. 25% of all programmes in 2016). This was a reason for launching the new initiative for attracting international staff. SWOT analysis of the university performance identified opportunities that the international-staff-related planned initiative could bring to: • Increasing the academic and research capacities of the university because attracting the best

talents from abroad is expected to have a positive impact on building strong research groups and raising the quality of research projects;

• Improving the quality of the university programmes taught in English and meeting the students’ expectations, in fact, international academics could contribute to the variety of teaching methods and content, transfer of best knowledge, practices and international experience;

• Improving the results of external university evaluation, considering that one of the criteria for the evaluation of higher education institutions in Lithuania is related to the sufficient number of human resources and quality of their management in general. In specific, this means meeting the criteria of University openness to international researchers, their involvement in studies and research and one of them is valued by the percentage of the University international staff.

• Improving the university position in national and international university rankings. The latter, in specific, applies to the Quacquarelli Symonds World University Ranking (QS WUR). International faculty ratio constitutes one of the six QS WUR ranking metrics and reflects the percentage of international staff in the overall university staff body.

Internationalisation is defined as the “modus operandi” and core condition of University competitiveness at local and global higher education markets. That is why VGTU strategic development plan 2014-2020 envisaged objectives aimed at increasing internationalisation, including creating the necessary condition for attracting the international staff (especially in the priority activity areas). One out of the six internationalisation deliverables is dedicated to the increasing of the incoming academic staff mobility for teaching. In addition, the call for targeted action was supported by the need for better-coordinated action of more coordinated action as well as concerns regarding the inconsistent practices in international staff hiring, lack of shared understanding and documented procedure descriptions.

The main aim of the initiative is the development of a system for attracting international academic and research staff. The system is expected to create the necessary conditions for raising the percentage of the VGTU international staff and the subsequent rise of an added value created. The initiative had the following objectives: • Development of a toolkit (i.e. a set of guidelines) for attracting the international staff to VGTU. The

guidelines are developed for the use of the Faculty and Department administration as well as the Faculty coordinators of international activities.

• Organisation of training and consultation sessions to Faculties willing to test the guidelines for attracting the international staff.

• Testing the effectiveness of a toolkit with a selected Faculties: evaluation of the Faculty needs related to the international staff, planning of the intervention, taking action related to the attracting of academics and researchers from abroad to visit/work (i.e. to run courses, do research, etc.) at VGTU Faculty.

• Updating the University legal acts, related to the international staff employment and activities at VGTU and publicly available information for international staff.

Expected outcomes in the short-term (1 year) perspective are the following: • Developed a package of international staff attracting schemes and descriptions for the Faculty use; • International staff attracting schemes tested with 3 Faculties; • Updated VGTU website information for the international staff; • 20% increase in the international staff (employed for over 1 month) until the end of 2017.

Expected outcomes in the long-term (5 years) perspective are: • Increased Faculty research capacities, greater volume and quality of research; • Improved quality of the study programmes delivered in the English language accompanied by the

greater students’ satisfaction with the international studies; • Improved results of the national and international University performance evaluation in 2017-2020; • Better University competitiveness in attracting talented teachers and researchers (giving the priority to

the young researchers and researches with the highest qualification); • Higher positions in national and world university rankings (QS WUR, U-Multirank).

The initiative was developed by the VGTU working group headed by the Vice-Rector for Strategic Partnership who is responsible for institutional cooperation on national as well as international level. The expert group was represented by the Faculty Deans and Vice-Deans, Director and Vice-Director of International Relations Office, Vice-Director of Science and Research Office, Senior specialists of Human Resource Office and Office of Legal Affairs, Faculty coordinators of international activities. The toolkit was developed by the representatives of the International Relations Office and Science and Research Office in cooperation with the Faculty coordinators of international activities. Training and consultation sessions to faculties willing to test a toolkit for attracting the international staff were organised and implemented by the Vice-Rector for Strategic Partnership in cooperation with the International Relations Office representatives. Legal acts related to the international staff employment and activities at VGTU were updated by the representatives of the Human Resource Office in cooperation Office of Legal Affairs. The translation of the legal acts and documents for the use of international staff was outsourced. VGTU website information targeted at international staff was updated by the representatives of the International Relations Office and Public Communication Office. STRATEGIES AND ACTIVITIES UNDERTAKEN First of all, the strategy for the implementation of the initiative was targeted at the involvement of key decision-makers and Faculty members that have a role in attracting the international staff. Secondly the aligning of existing University practices and processes was envisaged. Best university practices in attracting the international staff were examined.

The working group has been assembled with a task of developing the system for attracting international academic and research staff within 6 months and then testing the system within the next 6 months. VGTU administration and faculty members who were invited to join the working group were the ones who are either directly responsible for the process of attracting the international staff (i.e. International Relations Office, Science and Research Office, Faculty coordinators of international activities) or involved in decision-making or resourcing the staff (i.e. Faculty Deans and Vice-Deans). The working group was complemented by the representatives of the Human Resource Office that provides staff employment services and Office of Legal Affairs responsible for the implementation of legislation. The Rector delegated the coordination of the working group to the Vice-Rector for Strategic Partnership who is responsible for institutional cooperation on national as well as international level. Working group members acted on a voluntary basis, no remuneration was dedicated to completing the task assigned. The working group prepared an extensive SWOT analysis of University activities, conditions and performance related to the attraction of international staff both for short-term and long-term periods. University organisational, financial and human resources needed for success in the application of new model were identified. Detailed analysis of the processes of employing international staff as well as legal acts (e.g. job descriptions, regulations) and information provided at University website was performed. This resulted in the development of data-driven, a legally compliant toolkit for attracting international staff to VGTU, amendments to the legal acts to make easier procedures of employment of international staff and update of the information provided to candidates at VGTU website. The working group organised a series of discussions and interviews performed with key faculty and administrative units members, international staff members to gather their input and insights into the issues. Comprehensive analysis of the ongoing processes, services and regulations related to the organisation of visits/employment of international staff was conducted. Their results helped to identify the following main parameters for the development of the guidelines for attracting the international staff: 1. Aim of employment:

• Research • Lectures/seminars/workshops • Summer school • Supervision of thesis/PhD • Participation in the commission for final thesis defence • Project activities • Traineeship • Voluntary work

2. Type of employment: • Job contract (face-to-face or online work mode) • Service agreement • Teaching mobility agreement (e.g. Erasmus+) • Bilateral agreement regarding teaching, research, etc. • Traineeship agreement • Voluntary work agreement • Other

3. Duration: • Less than 1 month • 1-3 months • No less than 3 months • 3 months – up to 2 years

4. Staff Categories: Research staff categories:

• Chief research fellow

• Senior research fellow • Laboratory assistant • Junior research fellow • Trainee

Teaching staff categories: • Professor • Associate professor • Lecturer • Assistant

Project staff categories: • Expert • Consultant

5. Financial sources: • VGTU central funds • National funds (e.g. Lithuanian Research Council) • International programmes and funds (e.g. Erasmus+ programme projects, DAAD, BAFF, CEE) • Services fees (e.g. summer schools, training)

6. Core services for international staff: • Mediation for visa issuing • Consultation on legal and tax issues • Introduction to VGTU work environment

Additional services: • Informing on accommodation opportunities • Mentoring/supervision • Cultural programme

The abovementioned parameters of staff and work selections are combined in order to develop tailor-made guidelines for every target group of international staff. It is important to evaluate an offer that would fit best with respect to the staff needs and university resources available. Taking into account the university priorities guidelines, guidelines were developed for international academics and researchers. In particular:

• Highly qualified academics for teaching activities (duration of the visit – 1-2 months) under job contract;

• Highly qualified academics for teaching activities (duration of the visit – no less than 3 months) under job contract;

• Qualified academics for teaching activities (duration of the visit – less than 1 month) under Erasmus+ teaching mobility agreement;

• Highly qualified researchers (duration – up to 1 month) under job contract for completing designated unique research activities;

• Highly qualified researchers (duration – 1 month – 2 years) under job contract; • Qualified researchers (duration – 1 month – 2 years) under job contract; • Young researchers (duration – 1 month – 2 years) under job contract.

Each guideline encompasses a detailed description of the steps to be implemented and the assignment distributed for the respective University faculties and administrative units:

1. Planning of the visit/employment: 1.1. Defining the need for the international staff visit/employment; 1.2. Search for the candidates and selection process; 1.3. Planning the sources for visit/employment funding; 1.4. Development of the preliminary action plan for visit/employment;

2. Communicating with the candidate: 2.1. Presentation of the visit/employment conditions to the candidate; 2.2. Providing necessary information and consultations to the candidate; 3. Preparing necessary legal documents for the visit/employment: 3.1. Mediation for visa issuing; 3.2. Preparing the job contract/agreement; 3.3. Development of the detailed action plan for visit/employment; 4. Communicating with the visiting/employed international staff member and implementation of the

action plan: 4.1. Providing the necessary information and consultation to the visiting/employed staff member; 4.2. Signing the job contract/agreement; 4.3. Implementation of the action plan for visit/employment (i.e. introduction into VGTU work

environment, teaching/implementation of research, meetings with Faculty members, cultural programme, feedback, etc.);

5. Organisation of the visit/employment publicity: 5.1. Announcement of the international staff member visit/employment (i.e. CV, timetable of lessons,

the topic of research, interview, etc.); 6. Evaluation of the visit/employment results and planning of follow-up activities: 6.1. Registration of the visit/employment in University database; 6.2. Providing and receiving feedback on the visit/employment results; 6.3. Preparing the activity report.

Each guideline provides recommendation on the implementation of each abovementioned activities as well as contact details of persons in charge at respective university units. After main guidelines were developed they were presented to three university faculties where the discussions with faculty members (including Deans, Vice-Deans responsible for study and research, key administrative units representatives – International Relations Office, Science and Research Office, Human Resource Office, Office of Legal Affairs) took place. The same faculties agreed to put guidelines into the test. Following the 6 months trial, the working group received relevant feedback that helped to make necessary amendment to the guidelines that subsequently were presented to VGTU community and uploaded (together with all supporting documents) for public use in the university website. Training on attracting the international staff was organised for all university faculties. The process allowed to provide in-detail explanations, case studies and recommendations on the implementation of guidelines. Development of a toolkit was paralleled by the preparation of the necessary amendments to the legal acts that define the conditions of employment as well as regulate the activities of the employed international staff. Translations of the relevant University legal acts (e.g. job descriptions, internal rules and regulations, safety instructions) into the English language were outsourced. VGTU online content for international staff was reviewed, updated and complemented with the new elements (e.g. recommendations on accommodation, information on visa and work permit, open vacancies announcements, funding opportunities, etc.). The working group concluded that implementation of the initiative and consistent policy for attracting international staff requires coordination of the activities between administrative and academic units and clear distribution of roles and responsibilities; planning and accumulation of the internal University funds (dedicated to studies and research activities) as well as the constant search for the external sources of funding; publicity (presentation of the initiative and its’ results to the University community, Rectorate and Senate, uploading the initiative-related documents and news at university intranet and internet website); marketing (availability of information to international staff in the English language; presentation of the employer brand and advertising at relevant international portals dedicated to an academic career, announcement of vacant job positions at university, inviting to volunteer at university, etc.). OUTCOMES AND IMPACT

As a result of the initiative, the following deliverables were reached in 2016: • five university legal acts that regulate employment and activities of the international staff were

updated (i.e. Procedure of remuneration for academic staff, research fellows and other researchers, Examination and knowledge assessment rules, etc.);

• five legal acts were translated into English (i.e. 11 job descriptions for academic and research positions, Employee safety instruction, Procedure of remuneration for academic staff, research fellows and other researchers, Code of ethics, Rules for processing video data, etc.);

• A toolkit composed of 8 guidelines for the organisation of the visit/employment of international staff (i.e. 3 guidelines for academic staff, 4 – for researches and 1 – for volunteers) were prepared;

• Pilot testing of a toolkit at three University faculties and evaluation of the pilot results were conducted; • Information relevant for organisation of the visit/employment of international staff was updated and

uploaded on University intranet (i.e. presentation of the initiative, working group report; toolkit, updated legal acts and other documents) and internet (i.e. announcement of job vacancies, basic employment documents and regulations, information on visa, job permits, list of recommended links, etc.);

• Training on attracting international staff to all University Faculties was implemented; • The initiative was presented to the University community (Faculties, administrative units, Rectorate,

Senate). Due to the implemented initiative, the university was empowered to make a shift in the process of organisation of the visit/employment of the international staff utilising the best of all available resources. Through all of the undertaken activities, the university established more open and clear communication that laid the foundation for sustainable process and involvement of all key players. The process has become more transparent to the end-users and both the persons that initiate the involvement of international staff and those who participate in the implementation of the process. In 2016 the QS WUR international faculty staff full-time equivalent was equal 36, in 2018 – 47,3. Therefore two years of project implementation resulted in international faculty staff growth by 31,3%. University has become more international by bringing more diverse study content, application of new teaching methods, implementing international studies and research projects. International faculty in non-English speaking environments are often key contributors to increasing the number of English-taught courses and degree programmes and are in general essential for boosting the English-language orientation of the university teaching and research. Active involvement of faculties contributed to the better awareness on the international-staff hiring process and internal procedures, and it provoked interest in applying the guidelines for faculty needs. INVOLVED STAKEHOLDERS AND BENEFICIARIES A university with a high percentage of international staff holds a number of advantages including the ability to attract academics and researchers from across the world, which in turn suggests that it possesses a strong international brand. This contributes to building a stronger academic reputation among students, academics, researchers and University business partners. The international staff represents one of the driving forces of internationalisation. Furthermore, increased numbers of international faculty staff are seen as a key marker of internationalisation by the global university rankings, national authorities (i.e. Ministry of Education, Science and Sport, National Erasmus+ Agency, etc.) and other policy-makers within the country. A growing number of academic staff with foreign nationality (especially with full-time employment) directly contributes to the better rank in the national and global university rankings (such as QS World University Rankings, Multirank, THE, etc.). For instance, in QS WUR methodological framework international faculty ratio metrics is worth 5% of the overall total rating. International faculty staff also creates favourable conditions for expanding the global network of professional academic relationships resulting in the growth of joint international research and publications. Presence of the sufficient number of international faculty staff also contributes to the “Internalisation at

home” process (i.e. “The process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education”, Knight1 2004, p. 11) through the internationalisation of the curriculum (i.e. “Internationalisation of the curriculum is the incorporation of an international and intercultural dimension into the content of the curriculum as well as the teaching and learning processes and support services of a program of study. An internationalised curriculum will engage students with internationally informed research and cultural and linguistic diversity. It will purposefully develop their international and intercultural perspectives as global professionals and citizens”. Leask2, p. 205-221). It is assumed that International faculty potentially brings new insights to research, teaching and to the overall ethos of the university. International faculty in non-English speaking environments are often key contributors to increasing the number of English-taught courses and double-degree programmes and are in general essential for boosting the English-language orientation of the university. International faculty staff participate in the provision of study programmes in English with internationalised content, teaching and learning outcomes. This is especially important in case of the implementation of joint or double degree programmes between the partner Universities where the mobility of students might be complimented with the real or virtual mobility of academic staff delivering lectures. To sum up, international university staff creates a diverse and multinational environment facilitating the exchange of best practices and values. Students benefit from it via raised global awareness, international understanding and intercultural skills that are increasingly valued by employers. LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY One of the primary challenges lies in finding main attracting factors for international academics and researchers (i.e. why, to whom, how the university could be seen as an attractive place for work). Identifying and reallocating internal University financial resources or attracting external funding also constitutes the challenge in the implementation of initiatives related to the attraction of international staff. Comprehensive analysis of the available internal and external resources and opportunities to combine different sources of funding (i.e. funds for teaching, research, representation, etc.) should be completed in order to provide the necessary remuneration of the international staff. Alternative options of the staff incentives (e.g. discounts on accommodation in the university dormitory, free life insurance, etc.) are important to consider before attracting international staff. There was a need for coordinated action and clear division of roles, responsibilities of all university units that are involved in the various stages of the process (e.g. planning of the visit/employment, communicating with the candidate, preparing necessary legal documents, communicating with the visiting/employed international staff member and implementation of the action plan, organisation of the visit/employment publicity). This process could be challenging in universities with a decentralised structure. In order to attract international staff, the University should make a value proposition to the prospective employees that would be based on information about organisation’s culture, management style, remuneration, training and career development opportunities, work-life balance, qualities of current employees, current employee image, etc. Academic reputation is one of the most important factors that constitute the academic’s or researcher’s decision to visit or seek employment at a certain university. This reputation is built on the quality research and teaching, scientific production, student and staff satisfaction rates, opinion of the partner business companies, etc. Academic reputation represents the permanent challenge to all universities and should be seriously taken into consideration in implementing the project for attracting the international staff. The process should be supported by the well-organised communication; therefore it needs to be reflected in the University communication strategy. The following key factors led to the success of the project for attracting international staff:

• Successful involvement of the key stakeholders; High demand for the initiative at the Faculty level;

• Good composition of the working group; Organisational arrangements of the University in terms of coordinated action, well-defined roles, responsibilities of all University units involved in the project;

• Allocation and distribution of the internal University financial resources (e.g. in some cases several funds are combined) and identifying optional external resources (e.g. Government grants, International funds and projects, etc.);

• Involvement of all key stakeholders in the design and implementation of the project (academic staff, researches, administrative staff); presentation of a toolkit to the University community and their feedback;

• Publicity of the success stories (i.e. making public examples of successful contracts with academics and researches from abroad, informing the University community on the results of their work).

VGTU project for attracting international staff as a model for action could be transferred to other universities that face the shortage of international staff and are aiming to improve the situation. Initial steps of the implementation do not require extensive human resources and are related to taking strategic decisions, planning actions and control of their implementation, allocation and distribution of the internal university financial resources and identification of optional external resources that are necessary for the further implementation of the project.

Case 2: Vilnius Gediminas Technical University Academic Staff Performance Evaluation - Vilnius Gediminas Technical University, Lithuania by Asta Radzevičienė, Vice-Rector for Strategic Partnership and Agnė Sipavičiūtė, Chief Specialist of the Human Resource Office ABSTRACT The initiative was organized by VGTU, Lithuania to reinforce the performance management strategies. Following the 2009 reform of the higher education system in Lithuania, VGTU developed a new academic staff performance evaluation system aimed at bringing more relevance, transparency, flexibility and aligning the system with the University’s strategic goals. The new system was introduced in 2012, which resulted in the growth of research production and staff motivation, an increase in staff salaries, better results of internal quality assurance and external institutional assessment. VGTU academic staff performance evaluation system is presented in this paragraph, where objectives, outcomes, impacts, primary challenges and success factors of this system are discussed. VGTU academic staff performance evaluation system described in this case study could be transferred to other universities contexts where the opportunity to independently plan and distribute financial resources for staff remuneration exists. Keywords: employee performance evaluation; key performance indicators BACKGROUND, OBJECTIVES, AND RESPONSIBILITIES The EU Bologna process has encouraged higher education reforms in European countries. Significant changes in the Lithuanian higher education system took place in 2009 when the Reform of the Lithuanian higher education system had been commenced by the Ministry of Education and Science, which provided both an impetus and challenge for the development of higher education institutions. This reform aimed at improving the quality of studies and was based on the following principles: competition as the main driving force for progress in higher education; new study financing method, funding the student instead of the institution; strengthening colleges and revamping student loan system; the enhancing autonomy of universities; and enabling competitive research. As soon as the Law on Higher Education and Research had come in force the status of higher education institutions was changed from state budgetary institutions to public institutions. This new status allowed institutions to gain more freedom to manage their own finances. Furthermore, higher education institutions were given the right to determine terms of payment for employees. Following the new Law, internal procedures and regulation related to the studies and research activities were renewed. In 2011, the Seimas of the Republic of Lithuania approved the new Statute of Vilnius Gediminas Technical University. VGTU gained the public institution status and new VGTU Regulation on Academic Staff Performance Evaluation was approved in 2012. Previous performance evaluation system had low effectiveness and limited impact on the academic staff performance. Performance evaluation was carried out periodically, however, this period did not ensure flexibility and institutional growth in economics. Academic staff activities were assessed through a far too long period (i.e. every 5 years). According to the new Regulation academic staff achievements in research, organisation of studies and teaching, as well as social activities during the two-year period of work at University are assessed each year. Results of this evaluation have an effect on the calculation of the annual bonuses (i.e. the additional payment to salary), which could comprise up to 100 per cent of the basic salary. The variable part of the salary is allocated if it accounts for at least 5 per cent of the basic salary amount. More frequent performance evaluation increases the relevance of the process because of timely feedback. Furthermore, key performance indicators are subject for the regular review and could be updated according to relevant external and internal factors. All key performance indicators are in alignment with the University strategic goals. This procedure also gives more flexibility in performance evaluation by allowing employees to choose key performance indicators they want to focus on. The regulation encompasses all the indicators for which scores could be obtained. Key performance indicators are divided into 10 basic groups:

1. Research publications (e.g. articles in foreign journals referenced in Clarivate Analytics Web of Science databases that have a citation index, etc.);

2. Participation in conferences (e.g. articles in the international conference proceedings referenced in Clarivate Analytics, or in other international databases, etc.);

3. Monographs and other research works (e.g. research monograph); 4. Patents (e.g. European, US, Japanese patent or a patent obtained in accordance with the Patent

Cooperation Treaty procedure through the World Intellectual Property Organization (WIPO), etc.);

5. Projects and contract-based works (e.g. managing “Horizon 2020” programme research projects coordinated by VGTU; participation in 7 BP and “Horizon 2020” programme research projects, etc.);

6. Participation in the doctoral process (e.g. successfully trained PhD, supervising postdoc trainee from Lithuania/abroad, etc.);

7. Participation in editorial boards of journals (e.g. membership in the editorial board of an international research journal abroad, etc.);

8. Art and equivalent works: 8.1. Approved urban projects (e.g. significant territorial planning project on national or regional level

approved abroad or in Lithuania, etc.); 8.2. Implemented architectural objects (e.g. architectural complex of exceptional importance, public

building implemented abroad or in Lithuania, etc.); 8.3. Participation in architectural competitions and exhibitions (e.g. winning, nomination in a

significant international architectural competition, exhibition or appraisal in an international publication, etc.);

8.4. Exhibition of works of art (e.g. personal exhibition of art, works of art purchased by a museum or a prestigious art gallery abroad, etc.);

8.5. Approved architectural projects (e.g. approved project of a significant building or complex, etc.); 8.6. Study publications (e.g. textbook released by the international publishing house, etc.);

9. Organisation of studies (e.g. new programme or joint study programme with a university abroad prepared and registered in the National Register of Study Programmes, etc.);

10. other activities (e.g. activities for increasing attractiveness of studies, etc.). Formulas for calculation of all indicators provide clarity and transparency to the performance evaluation. Therefore, the new performance evaluation is more relevant, transparent, flexible and aligned with the University’s strategic goals. The performance evaluation is closely related to the institutional Quality Management System and the University Strategic Development Plan. In 2012, VGTU launched the project aiming at the implementation of an Internal System for Managing the Quality of Studies at VGTU. The project aimed to ensure efficient use of management tools in order to increase the quality of services provided by the VGTU. Analysis of VGTU activities provided the basis for the development and implementation of the model for quality management. In 2015 the project was successfully completed and the institutional Quality Management System of VGTU was launched. In order to implement the Quality Management System, VGTU top management and the community committed to the following principles of quality assurance:

• seeking the integrity of research and studies; • continuous improvement of the system of quality assurance of studies; • focusing scientific potential on priority areas of research, creating a favourable environment for

scientific creativity and interdisciplinary cooperation among researchers; • developing internationalisation of research activities, ensuring their alignment with the priorities of

the European Research Area; • training the staff to achieve VGTU objectives, improving the systems of academic and professional

career development; • nourishing academic culture, ensuring equal opportunities;

In 2013 the VGTU University Strategic Development Plan 2014-2020 was approved. The main human resources management priorities of VGTU according to this plan are as follows:

• training staff capable of working in an international environment; • promoting academic leadership; • developing the career system aimed at attracting top-level researchers, recruitment of young

talents and ensuring their successful career; • increasing the number of PhD students; • developing the system of professional development covering the training of employees'

competencies, increasing motivation as well as the opportunities for learning and teaching; • nurturing academic culture; • ensuring an equal right to work, remuneration, performance evaluation, career opportunities in

respect to gender, nationality or disability.

The primary objective of the Regulation on Academic Staff Performance Evaluation is developing an evaluation system which is in alignment with the VGTU strategic goals; rewards employees and motivates them to seek better results; applies easy measurable key performance indicators; is more dynamic and flexible; benefits both employees and the employer. This evaluation system would produce the following outcomes: better quality of academic staff activities; increased number of research production; better management of finances allocated for remuneration; flexibility, clarity and transparency; relevance; increased salary of academic staff. The initiative was developed by the group of VGTU experts headed by the Vice-Rector for Development. The expert group was represented by the Director of Human Resources Office, Head of Department of Construction Management and Real Estate, Vice-Dean of Faculty of Business Management and Professor of the Department of Business Technologies. Representatives of Science and Research Office, Academic Affairs Office and International Relations Office were actively involved in creating key performance indicators and testing the new performance evaluation system. The group had a number of consultations with the Deans of Faculties. Centre of Information Technology and Systems developed the database and programme solutions for the process automation. A large part of the data is automatically retrieved from University databases. Additional data is provided by employees themselves. Information provided by employees is afterwards verified by key persons at respective University units (i.e. Deans of the faculty, Director of International Relations Office, etc.) who have access to the information related to the indicators. The final scores are calculated automatically. Representatives of the Science and Research Office, Academic Affairs Office and International Relations Office are responsible for regularly reviewing and implementing the performance evaluation system. STRATEGY & ACTIVITIES UNDERTAKEN To develop the Regulation on Academic Staff Performance Evaluation, the following preparatory steps were taken:

1. Setting objectives for the performance evaluation system. Two principal questions were raised: ”Why did we need this system?” and ”What are the expected benefits to University?”. Answers to these questions defined further actions.

2. Implementing external and internal environment analysis. In the course of the development of performance evaluation system external and internal University environment analysis was performed. Furthermore, examples of good practices in other countries (e.g. Estonia, Sweden) were analysed. Scandinavian higher education institution’s model was used as a reference for the development of VGTU Academic staff performance evaluation system.

3. Identifying key performance indicators of academic staff activities. In total 88 key performance indicators were chosen according to University strategic goals and were composed as follows: 58 research-related indicators (including 30 indicators on international research); 30 studies and impact-related indicators (including 15 indicators on international studies); Values were assigned to each indicator in order to distinguish the contributed level of importance.

4. Reviewing academic staff remuneration. Range of basic staff salaries as well as its’ structure was reviewed and now is comprised of: basic salary; variable part of salary (the part of salary to be paid to academic staff, depending on the performance evaluation of research activities, organisation of studies and teaching); extras; bonuses; single payments.

5. Choosing the period of performance evaluation. The variable part of salary was decided to be set once per year, taking into consideration the results of the activities in the past two calendar years (instead of five years). These changes made performance evaluation more dynamic than it used to be.

6. Preparation of the procedure. In this stage, the description of the procedure was prepared. It helped to create a shared understanding of the system and give transparency to the whole process.

7. Presentation to the University community. Discussions with academic staff and consultations to the Faculty members were organised in the course of the system development. The Procedure for the VGTU Performance Evaluation for Academic Staff was officially approved in 2012 by the Senate.

8. Continuing activities. For each key performance indicator respective University units responsible for validation of results provided by employees were assigned.

OUTCOMES & IMPACT The introduction of the Regulation on Academic Staff Performance Evaluation brought different outcomes:

• enhanced productivity of VGTU academic staff in terms of research publications in the high impact international journals, participation in Horizon 2020 and other programme projects and lectures delivered at European Union and non-EU universities;

• clear expectations related to the organisation of studies; • aligned individual and organisational goals; • rewards linked to performance; • increased employees’ motivation; • systematic analysis of academic staff results; • opportunity to manage and direct staff performance.

First of all, the Regulation on Academic Staff Performance Evaluation had the greatest positive impact on staff research activities (i.e. research publications, monographs and other research works, projects and contract-based works). One of the most important indicators for the evaluation of VGTU research activities is publications in the high-impact international journals. The analysis of VGTU research publications is based on the articles in foreign journals referenced in Clarivate Analytics Web of Science databases (before 2018 – Thomson Reuters) that have a citation index. Over the last six years, the number of these publications has increased 3.58 times.

Figure 1.The number of articles in research journals referenced in Clarivate Analytics Web of Science databases that have a citation index

As compared to 2012, the number of monographs published by VGTU employees in 2017 has doubled. Great attention was paid to monographs prepared in foreign languages and released by international research publishing houses. One of the indicators for the evaluation of the organisation of studies is the development of joint degree programmes with universities abroad. These programmes contribute to the improvement of study quality and content as well as the diversity of the academic environment and study internationalisation in general. Over the last six years (2012-2018), this number increased to 5.5 times (in 2018 there were 4 joint and 7 dual-degree study programmes). Planning, implementation and further development of similar programmes are based on VGTU partnerships with higher education institutions all over the world.

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VGTU pays great attention to the participation in Horizon 2020 (H2020) programme activities. H2020 is the biggest EU Research and Innovation programme. The goal is to ensure that Europe produces world-class science and technology, remove barriers to innovation and make it easier for the public and private sectors to work together in delivering solutions to big challenges facing nowadays societies. VGTU research activities are closely linked to four of the six areas of this program: secure, clean and efficient energy; smart, green and integrated transport; climate action, environment, resource efficiency and raw materials; inclusive, innovative and reflective societies. Over the last three years (2015-2018), the number of H2020 projects increased 6 times.

STAKEHOLDERS AND BENEFICIARIES

All VGTU community benefits from the good quality academic staff performance evaluation system and the university receives better funding and higher scores of the external evaluation. The academic staff performance evaluation helps the university administration to achieve its’ strategic goals. The performance evaluation helps top managers to communicate their expectations to employees and motivates employees to strive for better results. Performance evaluation also gives top managers the possibility to identify employees who performed well. Furthermore, they can use performance evaluation statistics to monitor the success of the university in general. The academic staff clearly know what is needed in order to receive additional variable part of the salary. The performance evaluation allows the employees to work more effectively and identify areas for improvement. In addition, academic staff have an opportunity to receive a higher salary. LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY One of the main challenges is allocating financial resources to support the implementation of the academic staff performance evaluation system. Universities may have trouble finding internal funding (e.g. finances could be collected from customised research, tuition fees, university services). The fund must be available to guarantee the variable part of the salary which motivates employees to raise their performance to achieve the organisation's goals. The amount of the variable part of the salary must be significant enough to make deference to the employee. According to the Regulation on Academic Staff Performance Evaluation, the variable part of salary is appointed if it accounts for at least 5 per cent of the basic salary amount. Another challenge is to define the proper value of key performance indicators. Not all indicators are equally important to successfully achieving the organisation's goals. The value reflects the organisation’s priorities. Attributed value helps employees to identify the most important indicators. Maximum scores limits for some indicators should also be set (especially for indicators that are easy to accomplish). It helps to achieve expected results. Each organisation should define its own set of performance indicators as no universal formula exists. Moreover, key performance indicators structure and values might need to be changed after the trial period. A certain level of resistance could be always expected in case of introduction of a new system, especially if it is developed in a top-down manner. This challenge could be overcome by consultations, presentations and co-creation (i.e. involvement of academic staff in the development of performance evaluation system). There are several key factors of the academic staff performance evaluation system that have led to success:

1) Aligning the system with the university strategic plan. Performance evaluation will be successful if key performance indicators are aligned with University strategic goals. 2) Transparency of the system. All key stakeholders (staff and administration) have to a reach common understanding on the performance evaluation system. The overall procedure should be clear to employees. 3) Measurable key performance indicators. All key performance indicators have to be easy to measure, report and evaluate. Furthermore, they have to be clearly linked to rewards. Measurable indicators are easier to process in an automated system.

4) Attainable key performance indicators. Key performance indicators should be attainable. Too high requirements for staff performance could demotivate them. 5) Relevance of the system. The performance evaluation should be user-specific and directly related to the tasks performed by certain staff groups (i.e. teachers or researchers). 6) Adaptability to changes. The performance evaluation should be a subject for regular review. Key performance indicators and their weights should be regularly updated in response to relevant external and internal factors. 7) Objectivity. There is a need to avoid any subjectivity in the design of the staff performance evaluation systems by introducing clearly defined key performance indicators and following strict evaluation procedures. 8) Autonomy of decision making related to funds. University has to have the freedom to decide on the allocation of internal and external funds to support the system of staff performance evaluation. 9) Balance between flexibility and stability. Key performance indicators could be adjusted after the trial period if the results indicate the necessity for a change. Otherwise, key performance indicators remain stable and contribute to building the trust for the system.

The VGTU performance evaluation is easy transferable to organisations which have the freedom to manage their own finances (i.e. freedom to decide on the range of employees’ salaries). Each organisation can choose their own specific indicators that would affect the successful employee performance.

Case 3: A financial crisis can be an opportunity of development: the case of the University of Siena By Maria Antonietta Chelo

ABSTRACT In 2008 the University of Siena had a severe financial crisis, that made its future uncertain. The crisis, which was caused by a large negative imbalance of balance sheet, also created a break-up of the organization structure. Nowadays we can see the crisis has been a challenge and opportunity of development and the University walked many steps to overcome the crisis successfully, regarding also the payment of supplementary wages and the union relationship. Keywords: Rebalancing, union relationships BACKGROUND, OBJECTIVES AND RESPONSIBILITIES In 2008 the University of Siena recognised it was in a deep financial crisis. Neither teaching staff nor administrative staff was aware of the situation and the following events were completely unexpected. At that time not only emerged a serious economic and financial crisis that had determined a budget deficit of more than 151 million euros but also an excessive disbursement of the supplementary emoluments to the technical administrative staff due to an incorrect calculation of the supplementary emoluments funds, not respectful of the limits imposed by the law, for several years. Other universities also had similar problems due to the difficulty in interpreting the law. At the end of 2010, the government inspection had estimated a debt for the supplementary emoluments of the administrative-technical staff of over 5 million euros which were to be returned. In the meantime, the university had remained without executives except for the general manager. The investigations on tax and administrative-accounting followed each other continuously until 2013 and the offices of accountancy and personnel were working in an emergency to restore the budget. In addition, the Italian government had launched some reforms with the aim of pushing the Italian university system to comply with the criteria set by the European Union with the Bologna process. In this general context of economic difficulties, in order to allow the fastest recovery of the overpaid amounts, in 2011 the provision of the technical-administrative staff supplementary emoluments was blocked. During the years 2011, 2012 and 2013 various attempts were made to reach an agreement for a local collective labour agreement that would allow the distribution of funds for supplementary emoluments. But the decision to block the provision of the supplementary emoluments, while respecting a recovery plan shared with the Ministry of Finance, was strongly opposed by the unions and some employees appealed to the Labour Court. The Labour Judge decided in favour of the provision of the supplementary emoluments of the year 2011 and the Ministry accepted the modification of the recovery plan of the overpaid supplementary emoluments. After this episode, an initiative was developed to support employee relations and engage; staff development; HR compliance and legislation. The initiative objective was to highlight the synergy between management capability and human capital. This synergy was the key to success for the University of Siena, which allowed it: a) to get out of the financial crisis in a few years by restoring the budget debt situation. b) to be able to obtain ministerial funding thanks to the quality of the research that has rewarded some departments of excellence. c) to restore an internal climate of serenity and trust over time and to revive the image of the university by increasing its prestige and attractiveness. The Governance and in particular the Rector and the General Manager have been able to manage a very delicate situation both from a technical and political point of view, taking the responsibility of guiding events and the risk of difficult choices. The Rector oversaw the political relations with the government and local authorities and the General Manager implemented and monitored the technical actions for carrying out the strategies. When the teaching and administrative-technical staff understood the serious situation, they accepted the guidance of the governing bodies with a spirit of cooperation and responsibility. STRATEGY & ACTIVITIES UNDERTAKEN To meet the primary objective, that was to achieve budget balance as soon as possible, the following actions taken were implemented:

1. the drastic reduction of staff costs and the return to legal parameters; 2. the reduction in the number of departments from 34 to 15 with the elimination of the Faculties and the departmental research centres; 3. the rationalization of the educational offer with the gradual abandonment of the decentralized offices located in other cities; 4. the adoption of a balance sheet with the introduction of the University's single budget, which would allow the introduction of effective management control; 5. the implementation of the governance simplification and a consequent reduction of the University bodies and their members; 6. the spending review implemented with various operations (sale of some properties, disposal of service contracts, reduction of procurement costs with the bundling of purchases of goods and services, reorganization of shared management of several structures through the setting up of seven presidia, reliance on guesthouse services for external management; 7. change of information systems and construction of the new portal to integrate information, publicize the educational offer and training courses, and apply the rules on transparency and anti-corruption; 8. furthermore, the overcoming of the different positions between administrations and trade unions to get a new labour collective agreement that allowed the provision of the supplementary emoluments to the technical-administrative staff. 9. in accordance with the law, the adoption of the first performance plan that allowed the disbursement of that part of supplementary emoluments of technical administrative staff linked to productivity.

OUTCOMES & IMPACT Significant improvement in operating performance allowed us to reach an operating profit in 2013 of € 9.04 million with a positive trend also in subsequent years (Table 1) Table 1 Operating Profits

Operating profit (millions - €) 2009 2011 2013 2015 2017 -51.52 -8.14 +9.04 +5.5 +13.2

During these difficult years, high quality of research was maintained and awarded in 2019 by the Italian University Ministry with substantial funding to 4 departments of excellence of the University of Siena. This funding will be invested in human capital, infrastructure and educational improvement. The technical and administrative staff proved to be an indispensable element to ensure a high standard of services and the legal dispute between the University of Siena and the technical-administrative staff has been definitively resolved. The payment for the supplementary emoluments has been regularized. A part of the resources deriving from the revenues of the university's consulting activities starting from the year 2019 will be allocated to the supplementary emoluments of the technical and administrative staff; the performance audit allows to monitor the management results in the short - medium term. The University of Siena has for several years been ranked among the top universities in the CENSIS - REPUBLIC national ranking and it is present in the international "Qs" rankings. In general, the staff was very affected by the situation of uncertainty about the future of the University. In the short term, the impact of these manoeuvres has created a sense of distrust and strong opposition to some measures relating to the curtailment of the fund for supplementary emoluments. The return of the fund of the overpaid sums made the internal climate very tense because the staff had the perception that, in some ways, they were required to pay directly the effects of the financial crisis and the mismanagement. In the medium term, the improvement in general economic conditions and the agreements reached with the unions at the bargaining meetings restored a climate of trust and gave new hope in the possibility of advancing one's career in respect of the law constraints.

The reduction of teaching staff could have been a cause of concern for the quality of teaching and research, but in the years of the greater financial crisis, the quality of university research has helped to resolve the financial situation by allowing the university to access funding other than the standard ones. We can see below the State funding received from the university's departments of excellence for their research projects:

DEPARTMENTS ADMITTED TO FINANCING 2018-2022 Medical biotechnology € 7.309.355 Biotechnology, chemistry and pharmacy € 7.309.355 Philology and criticism of ancient and modern literature € 5.388.465 Social, political and cognitive sciences € 5.388.465

INVOLVED STAKEHOLDERS AND BENEFICIARIES If we look at the University from the inside, all the components of the university community, student professors and technical administrative staff have benefited from the solution of the crisis, because it has allowed the maintenance, if not in some cases, the improvement of teaching and research and maintenance of the workplace. Local stakeholders who include all those who have used the University of Siena's expertise, those who have participated in pilot projects developed by the university, and start-up companies. Furthermore, the solution to the crisis has allowed us to continue collaboration with local companies, for example with the Siena university hospital through the health assistance and research activities carried out by its professors and medical post-graduate students. LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY The problem of the high percentage of personnel costs compared to the total university costs, still remains. This aspect, as well as a reduction in public funding for universities (of which a negative 2% annual trend is expected), forces the university to find solutions which continue to ensure high levels of efficiency despite the reduction in the number of staff on duty: it would be necessary to draw up a recruitment planning that takes into account the sustainability of staff costs in the medium-long term. Indeed, in Italy recruitments are mainly permanent and it is difficult to make the staff trained or to have a generational replacement related to the new challenges in the long period. Currently, we are working for a complete acceptance of a rewarding system which motivates the staff.

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The success factors of the University of Siena were the ability to manage the crisis phase, through the improvement of relations with stakeholders, the government and the various university components, and the ability to initiate processes of change in economic and financial management and in the organization. The change was determined thanks to a set of actions (management of economic resources, personnel management, performance). The staff involvement at all level has determined a strong motivation and commitment and it has developed a strong sense of belonging to the institution. The crisis has highlighted the role for the university of an economic and cultural development driving force for the territory in which it is located. The case can be useful to universities that want to develop in a balanced and sustainable way. The crisis of any kind, economic, organizational or performance, must be seen as a challenge that must be accepted and must be tackled with a sense of responsibility and participation, where everyone, for their part and according to their skills, can and will make their own contribution.

Case 4: Human Resource Good Practice Case at Prince of Songkla University, Pattani Campus: The 2% Increment by Nursahida Useng

ABSTRACT Prince of Songkla University, Pattani Campus, the first university in South of Thailand, is one of the main five campuses of Prince of Songkla University. Pattani Campus, situated on the seafront in Pattani Province, is a campus with a multicultural society, the centre of diverse cultures and traditions, and rich in resources. It offers education in Social Sciences, Humanities, Fine and Applied Arts, Political Science, Education, Islamic Studies, Communication Technology, Rubber and Polymer, Food Technology and Fisheries, corresponding with the context of resources and cultural life of residents of the Lower South, and their own identities. Human resources function at Prince of Songkla University, Pattani Campus is driven by the personnel section within the General Administration Division. HR policy is derived from a university and reinforced to all campuses. This is including the policy to engage university staffs to research and publications, so that the university may achieve a greater ranking status, both university-wise and discipline-wise. The larger amount of quality academic achievements, the higher impact on the university ranking, which is directly impacting the academic rank of academic staff. Academic ranks in higher education institutions in Thailand are mainly including Assistant Professor, Associate Professor, and Professor. Performance evaluation and performance appraisal in Prince of Songkla University has exercised annually. The salary increment of academic staff is between 2 – 4%. Performance-based pay-system is applied to improve the quality of academic staff as well as to encourage and motivate employees to work in alignment with the university’s goal. This is to reward fairly on the number of achievements earned in a single cycle of performance appraisal. University has released the HR policy on a maximum increment of 2% to the academic staff who has no academic rank changed after a certain period of services. For instance, a PhD holder lecturer with longer than 2 years of tenure in Prince of Songkla university shall then apply for the higher academic title, which is Assistant Professor. Academic staff who does not comply with this policy shall then only entitled for 2% increment regardless of how excellent the performance. If the higher academic rank is not achieved, all classes conducted for the past one year, paper publications, research, or academic services done by an academic staff will not be evaluated in the particular year of performance evaluation. With this HR policy, the number of academic staff with the academic rank of Assistant Professor is increased distinctively throughout university level as well as in Pattani campus. This initiative was undertaken to support staff development and performance management. Keywords: Performance Management; Increment; Staff Development BACKGROUND, OBJECTIVES AND RESPONSIBILITIES

Prince of Songkla University, the first University in Southern Thailand, was established in 1968. Today there are five campuses, 39 faculties, colleges and institutes, four hospitals, and more than 40 excellence and research centres. Prince of Songkla University is an educational institution focusing on innovation and society with academic excellence, aiming to become one of the top five universities in ASEAN in 2027. Its vision is supported by 3 missions: to build academic leadership and innovation through research for developing the country in general and the southern region of Thailand in particular, creating a linkage to the society and global network; to produce globally-recognized graduates with academic and professional competence, honesty, discipline, public service mindset and practical skills for the 21st century, based on experience gained from practice; to develop the university into a society of learning based on a multi-cultural background and sufficiency economy principles, and allow the general public easy and convenient access to learning and gain from whatever forms and sources of knowledge are available at the university. Prince of Songkla University, Pattani campus is located at Rusamilae Subdistrict, Mueang district, Pattani province, deep south of Thailand. Four main areas of services provided by the university are teaching, research, academic services, and promotion of local arts and cultural activities. There are 63 undergraduate courses and 25 graduate courses. Prince of Songkla University aims at being an excellent university based on a multi-cultural background for the benefit of mankind, and its missions are: to develop the university into a society of learning based on a multi-cultural background and sufficiency economy principles, and allow the general public easy and convenient access to learning and benefit from all sources of knowledge

that are available at the university; to build up expertise and take a leading role in areas of study consistent with the inherent potential of our locality and create a linkage to the global network; to integrate and apply knowledge based on practical experiences to teach in order to instil intellectual wisdom, virtue, competency and international world-view vision in our graduates (Prince of Songkla University, Pattani Campus, 2018). There are 8 faculties in Pattani campus; Faculty of Education, Faculty of Humanities and Social Sciences, Faculty of Science and Technology, Faculty of Fine & Applied Arts, Faculty of Communication Sciences, Faculty of Political Science, College of Islamic Studies, and Faculty of Nursing. Supported with 4 institutes; Office of Academic Resources, Office of Extension and Continuing Education, Princess Galyani Vadhana Institute of Cultural Studies, and Halal Institute. Total e Employees in the year 2019 are 1,274 divided among which, 517 are academic employees and 757 supported employees. Human resources function at Prince of Songkla University, Pattani Campus is driven by Personnel section under General Administration Division. There are 4 employees in the Personnel section mainly to support 70 workforces at President office. Besides, there are 1 to 2 designated employee who is responsible for Human resources function in respective faculty and institute in Pattani campus. However, principal rules and regulation regards to human resource management is derived from the University’s Human Resources Department. Thus, the main responsibility of the personnel section at Pattani campus is to ensure that human resources rules and regulation of the university are employed in Pattani campus. Nevertheless, the decentralized organizational structure of the university enables Pattani campus to take decisions on any related operation management matters. The main challenge of Personnel section in Pattani campus is to maintain the harmony and standardize the human resource management function in every faculties and institute throughout the Pattani campus, nevertheless, it must be synchronized with the practices of the university. Prince of Songkla University, Pattani Campus has explicit university rules and regulations that enable human resource personnel to adhere with. For any conflicts occurred in the Pattani campus, the direction of decision making is to refer to the university rules and regulations. Variety of communication channels available in the campus for instance email, e-Doc system, and social network application i.e. Line made the communication easier and more rapid with the dimension of two-way communication. Most employees in the campus are passionate and specialized in certain areas. Even though Pattani is not the first priority of working place, but once they are employed, they are dedicated to working. Decentralized organization structure arranged by the university and campus made the operation flow more agile and easier to work. Since the decision making is not necessary to be made by the highest level in Pattani campus, faculty and institute are able to work rapidly with more empowerment. Finally, Pattani campus has in-house programmers who are capable to develop and deploy in-house software to be used to ease the work process in the campus. Even though Pattani Campus claimed that explicit university rules and regulations enable human resource personnel to work accordingly, however, our staffs are not well regulated with the university rules and regulation which later lead to a false recommendation to the other employees in the campus. This is due to the different level of understanding of human resource personnel who work separately and individually in the faculty and institute. Moreover, a designated employee in faculty and institute who is responsible for human resource function has additional job scope with diverse responsibilities. These employees are unable to focus on the human resource function role. Lack of skills in human resource management either from less experience or mismatched qualification of the employees construct low self-esteem in persons. Furthermore, knowledge management among human resource personnel is not well equipped. Expertise and knowledge worker has less opportunity to share and transfer knowledge to other employees. Standard of Procedure to support employees in the Pattani campus is not written in any materials, thus, different human resource personnel is working on his own standard. Lastly, the in-house IT system is available only in Thai language version, lead to difficulty for human resource personnel to support foreign employees.

External environment that has a positive impact is the opportunity to the Personnel section of the Pattani campus. These factors are beyond the capacity to control, nevertheless, the organization shall be adaptive to the changing environments. Due to the deep south crisis in Pattani, additional sponsorship is made available for staff development purpose. Consequently, our employees have a great opportunity to learn and grow in their career path through training and workshops. Several motivation techniques have been applied to attract employees to remain in the organization, for instance, doubled year of services for government servant, location fees on top of the basic salary, free of charge accommodation which located inside the campus, and the government border service medal to honour the bravery. Modern technology available in the digital world is enhancing the work process and automating manual procedures. Finally, the National Education Act and the University Act enable agile and flexible in the organization structure. Several external environment factors challenge the organization to make a swift response to the changes that are not controllable. Nevertheless, the organization shall be able to analyze those challenges and manage them with the strengths acquired or proposed set of strategies to overcome. The deep south crisis has been a key challenge to Pattani campus for the past 10 years. It creates difficulty to good candidates to apply and work in Pattani campus. that is perceived by the non-deep south residents as a threatening location and unsafe. Many good employees requested relocation to another campus. Some positions have been unfilled for many months due to unmatched qualification of the job applicants. Even on some occasions that Pattani campus organizes an event or workshop, it is unlikely that expertise or specialists accepting the invitation. Thus, we need to transfer our employees to another location for the purpose of training or workshop. Lastly, economic condition endorses high cost living in which result in demand for higher compensation from employees to fulfil their needs. Moreover, when employees are dissatisfied with the benefits and compensation, they are gradually demotivated. Academic ranks are the titles, relative importance and power of professors, researchers and administrative personnel held in academia. As for higher education institutions in Thailand, teaching officers are generally called "lecturer”. Career path for a university lecturer is to earn academic rank which mainly including Assistant Professor, Associate Professor, and Professor. Standard job description for academic staff apart from the minimum requirement of the teaching obligation, all academic staffs of any rank must produce academic output according to the standard requirement. An assistant professor should publish research articles or produce other equivalent work, at an average of one piece per year. Alternatively, an average of two pieces per year is required if they are review articles. An associate professor should publish research articles or produce other equivalent work, at an average of two pieces per year. A professor should publish articles of internationally recognized standard, or produce other equivalent work, at an average of one piece per year. Alternatively, an average of two pieces per year is required if they are textbooks or academic books. Performance appraisal is exercised once a year during the month of August. Appraisal of knowledge, skills, abilities, efficiency and deficiency of a university employee will be carried out on a regular basis, with the purpose of providing information for making the decision to re-employ, terminate employment, improve the condition of employment and recommend a salary increase. The performance appraisal will be carried out by a committee nominated by the employing unit. A university employee will normally have a salary increase once a year. Any employee who has been employed for at least 8 months in a fiscal year and has passed performance appraisal with a score of 70% or more, is entitled to a salary increase for the next fiscal year (starting from October 1st). The amount of salary increase in any year will not be more than 10% of the existing salary.. In the year 2015, there are 11,120 staffs in Prince of Songkla University wherein 8,624 is support staff and 2,496 is the academic staff. Among academic staff, there are 29 Professors (1.2%), 277 Associate Professors (11.1%), 589 Assistant Professors (23.6%), and 1,601 are lecturers with no academic rank (64.1%). Prince of Songkla University, Pattani Campus has 1,365 total staffs, 817 support staff and 548 academic staff. Among

academic staff, there is only 1 Professor (0.2%), 21 Associate Professors (3.8%), 118 Assistant Professors (21.5%), and 408 are lecturers with no academic rank (74.5%). The number of academic staff with no academic rank is the largest proportion of the university. Thus, Prince of Songkla University is addressing this matter seriously in order to strengthen the academic competency of academic staff which later would benefit the learning experience of students and fortify the university ranking. University released a new regulation on performance appraisal which will affect next fiscal year onward. The new regulation stated that any academic staff, who has reached the specific year of service, that has no academic rank will only be entitled to a salary increment at the maximum rate of 2% regardless of any other excellent performance achieved. The objectives of the initiative for HR4ASIA were:

· Human resource management initiatives to enhance performance-related pay systems for academic staff at university.

· To strengthen academic competency of academic staff · To encourage academic staff to produce more academic output · To increase the number of academic staff with higher academic rank · To drive the quality of academic staff to align with university ranking requirement

Prince of Songkla University Administration discussed and drafted regulation on academic staff performance appraisal, released agreed regulations on performance appraisal related to academic rank; encouraged academic staff to achieve higher academic rank; inspired by creating a positive and supportive environment. Personnel Division, Prince of Songkla University was in charge of the communication to all employees in every campus, building awareness to all staffs and resolve any misunderstood or conflicts and the compilation and computerization of performance appraisal result. Personnel section, General Administration Division, Prince of Songkla University, Pattani Campus disseminated information from Personnel Division, Prince of Songkla University to all staffs in Prince of Songkla University, Pattani Campus. It was the contacting point for HR personnel in every faculty in Pattani campus. It also computerizes and compiles performance appraisal results to Personnel Division, Prince of Songkla University. The Faculty Dean encouraged academic staff to achieve higher academic rank and create a positive and supportive environment. Performance appraisal committee understood and well perceived new regulations on performance appraisal fairly assessed staff according to the policy. STRATEGIES & ACTIVITIES

Changing management in workplace procedure is one of the main strategies to avoid any resistance from employees. The actions have been taken methodically yet realistically. At the top management level, the following actions have been undertaken:

• to discuss and draft regulation on academic staff performance appraisal; • to release agreed regulations on performance appraisal related to academic rank; • to encourage academic staff to achieve higher academic rank; • Creating a positive and supportive environment; • To encourage academic staff to achieve higher academic rank; • to hold interactive forum and seminar to employees in each campus to clarify the new policy as well

as listen to any questions and feedback from employees. At the middle management level, apart from encouraging academic staff to achieve higher academic rank, and inspiriting by creating a positive and supportive environment, new regulations on performance appraisal have been understood and well perceived and the staff was assessed fairly according to the policy. The human resource department has been the contacting point for HR personnel in every faculty, and undertook the following actions:

• Dissemination of information to all staffs, • Awareness raising among the staff and resolution of any misunderstanding or conflict • Computerization and compilation of performance appraisal results

• Organization of interactive forum and seminar to employees in each campus to clarify the new policy as well as listen to any questions and feedback from employees

• Holding a workshop on how to apply for academic rank and submit the academic output in order to achieve higher academic rank to all employee

OUTCOMES & IMPACTS After one year of new regulation released, the number of Assistant Professor is evidently higher. Nonetheless, there are many academic rank applications that are in the progress of evaluation by qualified committees.

Year Total No. of Staff

Support Staff

Academic Staff

Lecturer Assistant Professor

Associate Professor

Professor

2015 1,365 817 548 408 118 21 1 2016 1,385 826 559 411 129 19 0 2017 1,375 818 557 412 128 17 0 2018 1,320 779 541 386 132 23 0

On the short-term, it is possible to identify the following benefits:

• The number of academic staff with academic rank is higher • Academic staff is competent in the academic career • Students will be learning from a professional and qualified lecturer

And Disadvantages:

• Academic staff are exhausted and might be demotivated • Academic staff is too occupied on the academic rank application procedure and might overlook

the main responsibility which is teaching • Human resource department is overloaded with the academic rank application in the first year

On the long-term, it is possible to appreciate the fact that the university has a more qualified academic staff, with higher academic rank and that the university as well will be able to achieve higher university ranking. However, there are some disadvantages it is worth mentioning and considering: the resistance from employees which might cause employee burn-out incident as well as the stressful and tense performance evaluation, that might affect employee psychologically condition. It is important to find solutions to limit the disadvantages. INVOLVED STAKEHOLDERS AND BENEFICIARIES Academic Staff, Students, the whole University community as well the entire country will be beneficiaries of this initiative. LESSONS LEARNED: CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY Many challenges have been encountered in the implementation of this initiative. The employees, sometimes, showed resistance, confusion, and low motivation. Overloaded work on human resource department and unsupportive middle-level management towards their staffs were also faced. Other hindrances have been the submitted academic-rank application with unqualified academic output and the overloaded work on the qualified committee who evaluate academic rank applications. Successful factors have been identified in the support from the top- and middle-level management; communication from top-level management to all employees on new regulation; employee support to apply for academic rank in

the form of workshop and seminar; firmly decision and action taken to academic staff who does not fulfil the requirement; and well-defined vision and mission of the university.

This regulation on performance appraisal can be applied to support staff in university so that they will be more competent and professional in their career. Higher education institution that has a small number of academic staffs with academic rank may apply this regulation to increase the number of qualified academic staff.

Case 5: Human Resource Management at the National University of Laos Human Resource by Latsanyphone Soulignavong ABSTRACT The purpose of this paper was to examine the academics’ perceptions of human resources management at the National University of Laos. A qualitative research methodology was applied. Three research instrumentations were employed in order to collect valuable data from the academics at the National University of Laos. The analysis of a questionnaire given to 248 academics and 40 academic and administrator’s interviews focused on four main aspects: rewards, motivation, promotion and staff development. The results from the data indicate that academics are not satisfied with the current reward system because they prefer to have both financial and non-financial rewards to help them to survive in current living conditions. They also think both financial incentives and career perspectives would help motivate them to work more effectively. Still, there are several problems regarding the unclear promotion criteria, unrealistic staff development plan, brain drain, administrators do not recognize the problems. Therefore, three main suggestions are raised: realistic plans made together with the budget and scholarships in mind, enforcing the regulations for new graduates, and informing the subordinates regarding academic matters. Keywords: Academics’ perceptions, Human Resources Management BACKGROUND This research defines the term HRM as the integrated process of managing both academic and administrative staff who are currently working at the National University of Laos (NUOL) to produce high-quality teaching by applying the appropriate HRM approach from both inside and outside the educational organization to bring more benefits for the whole organization. Due to academics still confronting low-income issues and insufficient social protection, many academics are unhappy with the current HRM. There are also major problems with the staff development at the NUOL which plans are unrealistic, and the administrators did not recognize the problems of staff development and brain drain. The academics are also not satisfied with the current rewards system because it just only provides the non-financial reward, which seems not relevant to the current living condition of the academics. In order to raise the issues to the administrators and policymakers, this case study, therefore, has been carried out to identify the challenges in implementing good HRM practices and find the way to overcome the challenges. The objectives of this research paper were to explore the voice of the academics at the NUOL through questionnaire and interview on several aspects, namely,

- Motivation - Promotion - Benefit - Rewards - staff development plan and training

The aim of the research is, therefore, to improve employees’ relations and engagement; Staff Development; Performance Management; and Equality and Diversity Policies. Office of Personal Affairs (OPA), HR Division, and HR divisions at faculty levels were responsible for the implementation of the actions and activities in the case STRATEGY & ACTIVITIES UNDERTAKEN In order to tackle the problems OPA, HR Division has been working closely with leaders and policymakers as well as faculty members to overcome the issues. NUOL has proposed and requested more autonomy in terms of managing internal finance. NUOL proposed to have the right to allocate more incentive to staff and promote outstanding staff. These aim to motivate better staff performance and job satisfaction. NUOL also comes up with new short- and long-term development plans which have been approved and implemented. These could help improve skills and knowledge of both academic and non-academic staff to perform better to meet national, regional, and international standards.

OUTCOMES AND IMPACTS Regarding academic’s motivation, although the results of the questionnaire indicate that the majority of the participants answer that they have sufficient motivation (64.9%), the remaining percentages of the participants seem to reflect that they do not have sufficient motivation in doing the job due to inadequate salaries (n=180) and lack of research funding (n=76). With regard to promotion, the results of questionnaires show the same trend, that promotions of academics would mainly be based on seniority (M=4.08), as the results of the interview. Moreover, the participants may also think there are more criteria for promotion, for example, the quality of teaching (M=3.81), research output (publications) (M=3.72), institutional evaluations (M=3.60), continuing education (M=3.54) and managing activities (M=3.50). The majority of the participants (61.3%) seem to be satisfied with the current reward system, also considering they will receive other benefits apart from the monthly wages, for example, expenses, gratuity, retirement, welfare and other fringe benefits related to their level of responsibilities (Prime Minister office, 2003). However, nearly 19% of the participants have the opposite idea and 17.3% of the participants do not want to provide an opinion about it. There are several action plans for staff development (NUOL, 2011, pp.14-15), which provide details information about short-term training and activities to foster teacher and staff development as in action plan 1 and 3. In fact, regarding staff development plan, training and benefit,the results from the open questions show that academics would like to have specific training because they are essential for their work. For example, training on how to do research could help improve academics’ knowledge in doing research. Moreover, training in IT is also important because it is a tool that supports their work. They could use it in their teaching and find information related to their subject areas and research work. Even though more than 60% of the participants may think that the training of the university is relevant for them, they still require more training to help them to provide good quality teaching. The five most needed types of training are (1) foreign languages (n=203), (2) research methodology (n=196) and (3) training related to their academic fields (n=188), (4) information technology (n=167), and (5) pedagogical and teaching methods (n=163). These types would be different from the training offered by the university aforementioned. This may be because the participants have problems with languages, so they are not able to apply for scholarships to train abroad. Language training could be like a visa for them to obtain a degree abroad. They also see the importance of research for their academic tasks. As the results from the open questions show that they would like to have these training because they are essential for their work. For example, training on how to do research could help improve academics’ knowledge in doing research. Moreover, training in IT is also important because it is a tool that supports their work. They could use it in their teaching and find information related to their subject areas and research work. LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY The results of both questionnaire and interview illustrate that there are three major problems of the staff development at the NUOL: unrealistic plans that are difficult to be put into real action; non-recognition of staff-development issues by administrators; and the brain drain, due to the fact that many Lao nationals who graduate from other foreign countries often find other jobs, the NUOL cannot retain qualified individuals. Therefore, several suggestions were raised in order to solve these problems, for example, setting the achievement plan, enforcing the regulations for the new graduates and informing the subordinates about the plan. Moreover, academics require several kinds of training in order to improve their performance, for example, (1) foreign languages, (2) research methodology and (3) training related to their academic fields, (4) information technology, and (5) pedagogical and teaching methods. The findings from this case study are very significant and vital for improving human resource management of the National University of Laos (NUOL). As findings reflect the issues faced by NUOL’s HR Division, HR strategic plan could be revised and adapted in order to tackle issues arising in the past. HR Division could utilise the findings to make the right policy and strategic plan in the future.

Case 6: The human resources management in research and technology at The University of Danang by Assoc. Prof. Vo Trung Hung ABSTRACT Scientific and technological activities and research achievements are among the most important criteria for universities ranking. Many prestigious university ranking systems in the world use scientific scores accounting for more than 50% in the total score. In addition, the UD’s development strategy by 2035 is to develop UD towards the leading 50 universities in Southeast Asia and the top 300 universities in Asia. Therefore, UD always attached special importance to scientific research activities. Accordingly, to achieve outstanding research results, the demand for effective and efficient human resource development and management play a key role. UD has issued reasonable policies for each stage to improve and use scientific and technological staff efficiently to achieve its development goals. In this report, we focus on introducing the management of science and technology human resources at UD in recent years. In addition, we also present some solutions to improve the efficiency of using science and technology human resources to achieve the objectives set in the past and orient for the future... The nature of the initiative regarded Employee Relations and Engagement; Staff Development and Performance Management.. Keywords: Human resources development strategy; Recruitment policy; Staff training and development policy; Performance evaluation policy

BACKGROUND, OBJECTIVES AND RESPONSIBILITIES The University of Danang (UD) was established in accordance with Decree no. 32 / CP dated on April 4, 1994, by the Vietnamese Government. After 25 years of construction and development, UD has trained tens of thousands of technical experts, economic managers, educational managers, educators, foreign language experts and scientists for the whole country. In order to effectively connect training to scientific research, UD has promoted the establishment of both teaching research team (TRT) and modern research centres and laboratories thanks to the State's key investment programs in recent years. A lot of UD’s scientific researches and technology transfer have been patented and applied effectively in reality. With the encouraging policy of UD in scientific and technological activities, the number of national science and technology subjects approved in 2017 has increased significantly in comparison to previous years. In recent years, UD has constantly fostered international cooperation to develop facilities, improve staff capacity, exchange lecturers, students and training programs, and learning-teaching strategies and methods. At present, UD is chairing 23 international cooperation projects. Regarding human resources training, UD has 23 PhD programs, 41 Master programs, 119 undergraduate and 35 college programs. With the scientific and technological staff including 9 professors, 101 associate professors and 407 PhDs. UD is carrying out 09 national research programmes, 99 ministerial-level projects and published 125 research papers in ISI and SCOPUS indexed journals in 2017. Many Centres of applied research and technology transfer and TRTs have been established. Currently, UD has 3 research institutes, 35 Centres of applied research and technology transfer, 26 TRTs. The University of Danang has 1,454 research and teaching staff (the total staff numbers is 2,344) with detailed distribution as follows. The greatest advantage of UD’s the scientific and technological human resources is that the proportion of staff with a doctoral degree is quite high (37.41% including the number of associate professors and professors) and most of them are graduated from international prestigious universities such as from USA, Australia, Europe, Japan and Korea. With the potential and current science and technology achievements, UD has determined to develop several UD member universities into (i) research-oriented universities by 2025, (ii) high-qualified human resources training centres and (iii) the key scientific research and international exchange centres in Central area and Western highlands of Vietnam. The initiative focused on human resource management in science and technology at UD in recent years to achieve the objectives and orientation for the future.

Many actors have been responsible for the implementation of the actions, namely: the Director and staff of Personnel Management of UD; Director and staff of Research and Development Department; Head and staff of Science, Technology and International Cooperation Office at UD member universities; Head and staff of HR Office at UD member universities; Senior leaders of related department. STRATEGY & ACTIVITIES UNDERTAKEN The main actions undertaken regards the issue of many reasonable human resources management policies in science and technology, in particular: 1. Establishment of a strategy for human resource development: to reach its current achievements, UD has been actively establishing the development of its human resources strategy. UD’s member universities have to build the annual recruitment and training plans so that UD can develop the general plan for the recruitment and retraining mission. Strategies and plans relating to human resources in science and technology are important to satisfy the immediate needs and sustainable development goals of UD and its members. 2. Development of a recruitment policy: prior to 2010, UD still allowed recruiting lecturers and research staff with undergraduate level. However, recruiters could only sign short-term contracts with UD and committed to improve their foreign language skills and seek for the scholarship to study postgraduate programs abroad in 3 years. With this policy, from 2010 up to now, the number of UD’s lecturers and staff studying abroad increased sharply and contributed to raising the rate of Master and PhD holder cadres. Since 2010, UD has only recruited lecturers and research staff having a postgraduate degree. Regarding the master's degree, staff will be required to have a master's degree from a reputable foreign university. 3. Staff training and development policy: in recent years, UD has promoted many encouraging policies and incentives activities to send cadres to study postgraduate programs abroad. Therefore, the number of cadres studying postgraduate abroad is very high: Besides sending staff to study abroad, UD also has many supportive policies for those who have a PhD degree to register for the accreditation of Professors and Associate Professors. The priority policy includes supporting for the implementation of UD/UD member universities level projects; signing contracts for curriculum compilation and foreign languages study (for cadres who have not met the requirements). As a result, the number of UD cadres assigned to the professors and associate professors increases rapidly each year.

4. Performance evaluation policy for staff: UD has issued very rigorous regulations on requirements for research activities and annual achievements. Particularly, UD has issued the regulation on the minimum number of hours for scientific research activities, point conversion for research topics (after acceptance), scientific papers, reports at scientific seminars/ workshops and specialized reports at specialized units into the number of hours of scientific activities so that staff can be evaluated based on the mentioned activities. The evaluation of scientific research results has been quantified and served for emulation, rewarding and overtime calculation, etc.

5. Policy on the development of international cooperation in research: UD has signed and implemented a lot of agreements with prestigious universities in the world to enhance the lecturers and staff exchange programs. Every year, UD sends hundreds of staffs to study, do scientific research and joint in co-research activities and conferences/seminars abroad. In contrast, UD also receives 50 foreign scientists to work at UD. 6. Policies on working environment: UD has focused on creating a professional working environment for scientific staff. UD has established a relatively complete system of institutes, research centres, TRTs with supporting policies to maximize access and facilitate scientific staff to better improve their research skills. OUTCOMES AND IMPACT The actions lead to: - The participation as a leader in 23 international cooperation projects; - Human resources training: 23 PhD programs, 41 Master programs, 119 undergraduate and 35 college programs; - Development of the scientific and technological staff including 09 professors, 101 associate professors and 407 PhDs; - Carrying out 9 national research programmes, 99 ministerial-level projects and published 125 articles in ISI and SCOPUS indexed journals in 2017; - sending hundreds of staffs to study, do scientific research and joint research activities and conferences/seminars abroad and receiving 50 foreign scientists to work at UD; - Increasing the proportion of staff with a doctoral degree with the number of 37.41% including the number of associate professors and professors; - Establish 3 research institutes, 26 TRT, 35 Centers of applied research and technology transfer. Scientific and technological activities and research achievements are among the most important criteria for universities ranking. Many prestigious university ranking systems in the world use scientific scores accounting for more than 50% in the total score. In addition, the UD’s development strategy by 2035 is to develop UD towards the leading 50 universities in Southeast Asia and the top 300 universities in Asia. Therefore, UD always attached special importance to scientific research activities. INVOLVED STAKEHOLDERS AND BENEFICIARIES The University of Danang: improve UD's ranking, R&D department at university level, national level and regional level MOET, Business and industry LESSONS LEARNED - PRIMARY CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY Challenges have been faced an overload of lecturers’ teaching hours while a high number of lecturers are studying overseas, limited budget of the public university; lack of flexibility in Salary scale and laws of Education in Vietnam. Success factors are:

- The issue of reasonable policies for each stage to improve and effectively use scientific staff to achieve its development goals;

- The Issue of supportive policies for those who have a PhD degree to register for the accreditation of Professors and Associate Professors (since 2010, UD has only recruited lecturers and research staff having a postgraduate degree);

- The development of very rigorous regulations on requirements for research activities and annual achievements in performance evaluation;

- Having sent and send hundreds of staffs to study, do scientific research and joint in co-research activities and conferences/seminars abroad;

- The issue of supporting policies to maximize access and facilitate scientific staff to better improve their research skills.

Experience and practice can be transferred to other universities in Vietnam and developing countries such as Laos, Malaysia, Cambodia etc thanks to HR4ASIA’s partners. This practice adds to the management practice in developing countries. In particular, it makes a contribution to understanding HR policies relating to science and technology in Vietnam and Asian countries’ universities. University‘s president, directors, heads and dean of member universities and departments as well as educator and policymaker for Government’s policy can find this practice useful.

Case 7: Training activities in Human Resource Management at Quy Nhon University by Ha Thanh Hai ABSTRACT The purpose of this case study was to enhance skills in Human Resource Management (HRM) through the examination of the managing personnels’ perceptions towards the impact of HRM activities at Quy Nhon University during the academic year 2018-2019. A combination of qualitative and quantitative approach was applied in this study. Questionnaires and interviews were employed in order to collect the valuable data from the departmental leaders of QNU. The analysis of the questionnaires and interviews focused on such main aspects as capacity in recruitment, development and assessment of the teaching staff; of organizing and managing universities; of handling issues related to university autonomy; and leadership and management capacity at all levels in a university. The results from the data indicate that the capacity of university administration in the field of HRM and the capacity to adapt to changes in university autonomy of QNU’s departmental-level leaders is significantly enhanced thanks to the various training programs in HRM. Keywords: Human Resource Management BACKGROUND – OBJECTIVES AND RESPONSIBILITIES The departmental managing staffs at QNU have gone through drastic management changes from center-based mechanism to that of full autonomy and full responsibility and haven’t been equipped with renovated knowledge and skills of university management in general and HRM in particular. Thus, developing their skills of HRM will contribute greatly to the training quality provided by QNU, which is now heading for its full autonomy. One of the many tasks put forward by QNU has been to enhance the management skills for the managing staffs, who are also lecturers and researchers at QNU as a state-run university. The successful implementation of this task will make great contributions to bettering the education and training services provided by QNU for the community, and thus, will contribute to the sustainable development and growth of Vietnam by facilitating it to become a knowledge-based industrialized country by 2020, and to enhance the quality of human resource of Vietnam through strengthening the innovative and management skills and capacities of Vietnamese individuals and targeted institutions. This case study has been carried out to measure the impact of HRM training workshops at QNU during the academic year 2018-2019, and then to suggest follow-up activities in HRM that will support the departmental leaders at QNU. The objectives of this case study were to explore QNU departmental leaders’ perception of the benefits of the various training workshops on HRM that they have participated in. This study was carried out through questionnaires and interviews on several aspects, namely

- Capacity in recruitment, development and assessment of the teaching staff; - Capacity of organizing and managing universities; - Capacity of handling issues related to university autonomy; - Leadership and management capacity at all levels in a university; - Capacity of encouraging and managing scientific research of teaching staff.

The HR Office and the managing staffs at departmental levels were responsible for the implementation of the activities in this case study. STRATEGY & ACTIVITIES UNDERTAKEN During the academic year 2018-2019, QNU organized the following training activities related to HRM: A1) a short training course in form of a training workshop for 80 QNU’s departmental-level leaders on strengthening and enhancing the capacity of adapting to policy changes and practical requirements in HRD at higher education institutions (Duration: 05 days, from 5th to 9th October 2018); A2) a study tour for 40 QNU’s departmental-level leaders to exchange university management experiences at Ho Chi Minh City University of Education, Ton Duc Thang University and Fulbright University Vietnam (Duration: 5 days, from 30th October to 3rd November 2018;

A3) Organize a symposium on University HRD for departmental-level leaders of QNU, university administrators and HR administrators (Duration: 1 day on the 22nd December, 2018). The implementation of the 3 mentioned-above activities was expected to achieve the general objective of strengthening and enhancing the capacity of departmental-level leaders at QNU’s departments, institutes and offices in HRM and HRD with the aim at enhancing quality and effectiveness, contributing to accomplishing the mission of QNU in the context of university autonomy. In particular, these activities were to achieve the specific objectives of enhancing the capacity of QNU’s departmental-level leaders in planning HRD strategy at QNU; enhancing the capacity of QNU’s departmental-level leaders in recruiting and appraising the staff; and enhancing the capacity of QNU’s departmental-level leaders in university management in the field of HRD. All these activities and their results were regularly monitored and evaluated by the HR Office and the Rectorate Board. They were then evaluated by representatives of the beneficiaries through filling in the assessment forms and responding to interviews right after each activity and 3 months after each activity. All the feedbacks in general have positive comments and assessments on the value and impact that the activities have brought to beneficiaries in the field of HRM.

OUTCOMES & IMPACT

It was targeted that after Activity 1 was held, at least 64 QNU’s departmental-level leaders (of whom 25 are female) would have their capacity in planning HRD strategy enhanced. The actual value achieved was that 73 QNU’s departmental-level leaders (including 16 female leaders) have had their capacity in planning HRD strategy enhanced. In order to measure this change in the capacity of the beneficiaries, the HR Office randomly chose 5 of them and 5 of their direct management officials for the interview. The interview was held after Activity 1 was over. The main objective of the interview was to find out the degree of change/improvement of the participants' capacity to plan their university’s HRD strategy.

After interviewing those people, the HR Office calculated the average value of those changes. The details are as follows:

10 persons (5 beneficiaries and their 5 direct management officials) were interviewed with the details in the following table:

Person 1

Person 2

Person 3

Person 4

Person 5

Person 6

Person 7

Person 8

Person 9

Person 10

Average point

SO 1

4 5 6 5 7 7 6 4 6 6 5.6

The average point was 5.6 (The capacity was enhanced dramatically) which could lead to the actual indication that 73 departmental leaders including 16 female ones have had their capacity in HRD strategy enhanced. In parallel with interviewing the beneficiary individuals, the HR Office also analyzed the results from the beneficiary survey questionnaires (3 months after Activity 1) on the assessment of organizational workshops. The survey distributed assessment paper to 15 individuals who had participated in this capacity building activity. The assessment contents included the appropriateness of Activity 1, the effectiveness, and especially the impact of Activity 1 on the participants. These were evaluated on a scale of 1 to 5, of which 1 is ‘very bad’, and 5 is ‘very good’.In general, the participants rated 3.9, i.e. ‘good’, for Activity 1. After Activity 2 was held, at least 72 participants (of whom 25 are female) would have their capacity in recruiting and appraising the staff enhanced. The actually achieved value was that 75 departmental-level leaders (of whom 21 are female) have had their capacity in recruiting and appraising the staff enhanced after participating Activity 2. In order to measure this capacity change of beneficiary individuals, the HR

Office conducted interviews with 5 randomly selected leaders and their 5 direct management officials. The interview time was after finishing Activity 2. The main objective of the interview was to find out the degree of change/ improvement of the participants' capacity to recruit and appraise the staff. After interviewing the participants, the HR Office calculated the average point of those improvement degrees. The capacity is enhanced dramatically. The details are as follows: 10 persons were interviewed (5 beneficiaries and their 5 direct management officials), with the following results:

Person 1

Person 2

Person 3

Person 4

Person 5

Person 6

Person 7

Person 8

Person 9

Person 10

Average point

SO 2

4 5 5 4 7 7 6 4 6 5 5.3

The average point was 5.3 which could lead to the actual indication that 75 departmental leaders including 21 female ones have had their capacity in recruiting and appraising the staff enhanced. In parallel with interviewing the beneficiary individuals, the HR Office also analyzed the results from the beneficiary survey questionnaires on the assessment of Activity 2. Three months after Activity 2, the survey was carried out. The survey distributed assessment paper to 15 individuals who had participated in Activity 2. The assessment contents included the appropriateness and the impact of Activity 2 on the participants. These were evaluated on a scale of 1 to 5, of which 1 is ‘very bad’, and 5 is ‘very good’. In general, participants rated 3.9, i.e. ‘good’, for Activity 2. It was targeted that after Activity 3 was held, at least 72 participants (of whom 25 are female) would have their capacity in university management in the field of HRD enhanced. The actually achieved value was that 77 departmental-level leaders have had their capacity enhanced in university management in the field of HRD. In order to measure this capacity change of beneficiary individuals, the HR Office conducted interviews with 5 randomly selected officials and their 5 direct management officials. The interview time was also after Activity 3. The main objective of the interview was to find the degree of change/improvement of university management capacity in the field of HRD of these individuals. After interviewing these beneficiaries, the HR Office calculated the average point of those improvement degrees. The results are as follows: 10 persons were interviewed (5 beneficiaries and their 5 direct management officials) with the following results:

Person 1

Person 2

Person 3

Person 4

Person 5

Person 6

Person 7

Person 8

Person 9

Person 10

Average point

SO 3

4 5 5 6 7 6 6 5 6 5 5.5

The average point was 5.5: the capacity is enhanced dramatically, which could lead to the indication that 77 departmental leaders including 20 female ones have had their capacity in university management in the field of HRD enhanced. In parallel with interviewing the beneficiary individuals, the HR Office also analyzed the results from the beneficiary survey questionnaires on the assessment of organizational workshops to implement Activity 3. Three months after Activity 3, the survey was carried out. The survey distributed assessment paper to 15 individuals who had participated in this activity. The assessment contents included the appropriateness and the impact of Activity 3 on the participants. These were evaluated on a scale of 1 to 5, of which 1 is ‘very bad’, and 5 is ‘very good’. In general, participants rated 4, i.e. ‘good’, for Activity 3. QNU evaluated the impact of the three activities on the managing staffs at departmental levels as follows:

77 QNU’s departmental-level leaders (of whom 20 are female) have had their capacity of university administration in the field of HRM and capacity to adapt to changes in university autonomy enhanced after participating in the three activities. In all the 3 activities, the number of QNU’s departmental-level leaders (in which there are 20 female ones) having their capacity enhanced in university management in the field of HRD is higher than expected. Measuring the level of capacity improvement of beneficiaries, using the 5-point scale (Likert scale), ranging from Very much (5), Much (4), So-so (3), Little (2), and Very little (1), the HR Office calculated the average point of these capacity improvement levels. The analytical results show that, with an average value of 3.8, the capacity of university administration in the field of HRD and the capacity to adapt to changes to university autonomy of the beneficiaries have been improved and enhanced significantly, as shown in the following table:

Overall assessment of the level of application to work of knowledge and skills that you acquired from the activities. (1='Very little', 2='Little', 3='So-so', 4='Much', 5='Very much')

3.8

LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY

During the implementation of these HR training activities, QNU earned some experiences as follows: Firstly, the university needs to build a professional team that can build and manage any HR projects, coordinate closely and regularly with the prospective project partners during the project implementation process; and build detailed and specific operational plans right from the beginning of the project. Secondly, the HR Office has accumulated valuable and positive experiences from the implementation process; building good and sustainable partnerships with the HR4Asia Project Management Board, with partner universities in the HR4Asia Project, expanding international relations with European universities; with experts in the field of HRM inside and outside Vietnam. Thirdly, QNU’s departmental-level leaders have accumulated a lot of knowledge, skills and experience in recruiting, using and training faculty and staff; in developing, analyzing, evaluating strategies and policies for university HRD; in appraising the performance of faculty and staff; adapting to changes in policies and practical requirements. The QNU’s leaders have also learned university management experience at higher education institutions: Ho Chi Minh City University of Education, Ton Duc Thang University and Fulbright University Vietnam on university management organization models; university organization and management methods; suitable HRD strategy in the autonomy condition; information management system, work procedures, work regulations, remuneration policies for faculty and staff; experience in university management, difficulties and solutions when being in autonomy; experience in recruitment, use, development and appraisal of personnel. The activities not only provide the leaders with knowledge and skills facilitating their professional tasks but also give advice in building and implementing a performance management system for each unit of the University. This is one of the qualities and competencies required of leaders in universities in the current trend of university autonomy, as well as in the requirements of international integration in the field of education and training. The QNU’s departmental-level leaders after benefiting from the project will effectively develop university management capacity in the trend of autonomy and social self-responsibility of the university. Beneficiaries will have the skills to form a university management convention (especially the skills of recruiting, training and using human resources) in the context of autonomy and self-responsibility of the university. Specifically, in the first semester of the academic year 2019-2020, the leaders at each unit will develop strategies and plans to renovate the organizational structure of the unit and of the university, in accordance with the policy of giving the autonomy right to universities. The leaders will also participate in developing a system to evaluate the performance of faculty and staff at units in the university.

In the long term, the team of leaders who have benefited from the training activities will continue to foster and lead the new generation of leaders to acquire capabilities of recruiting and using human resources. Firstly, the university will assist the leadership at the department in continuing to cooperate and work with HRM experts from Europe and colleagues at Ho Chi Minh City University of Education, Fulbright University Vietnam, and Ton Duc Thang University. Secondly, the leaders at departments and institutes will be supported and encouraged to transfer and train skills and experience in HRM for the next leadership in planning and leadership at the division level. Thirdly, Quy Nhon University will expand cooperation and support for universities in Central Vietnam and universities in the border provinces of Laos in the field of university HRM and HRD.

Case 8: Competency Model application to RUPP to Enhancing Staffs’ performance: Case Study of Faculty of Engineering of Royal University of Phnom Penh, Cambodia by SENG Molika, Deputy Head of IT Engineering THANN Mengleap, Director of Personnel Office ABSTRACT Human Resource Management is very important for each and every organization. Without Human Resource management and with only technical staffs, the outcomes/ result of the whole organization would not be satisfied enough. Human Resource Management has to be in place in order to achieve maximizing output from effective and efficient HRM. In this project, we describe the competency model implementation for management staffs in the Faculty of Engineering of the Royal University of Phnom Penh. We are working from introducing the suitable competency model for use in RUPP, and then evaluate the model by doing a survey with the staffs. The result will be reported to top management, deans and vice deans of the faculty, and also heads and deputy heads of centres and departments. Keywords: Performance Management, Competence, Competency, HRM, TOR, Leadership BACKGROUND University is a very important institution for society need: it produces human resources and is a research centre that studies and assist future social and environmental changes. In Cambodia, there are hundreds of public and private universities. The Royal University of Phnom Penh (RUPP) is public, and it is the oldest and largest university in Cambodia. RUPP has over 15,000 students, 5 faculties, 1 institute, 8 offices and centres, 1 Library and 2 corporation centres. RUPP has over 470 government staffs and over 500 contracted staffs to support the service for staffs and students (RUPP, 2018). Currently, HR unit is under the Personnel Office and manages the whole staff, including full-time, part-time, official, and contracted staff; it evaluates staffs performance and regulates promotions. Under the management of the Royal University of Phnom Penh with about a thousand employees, counting both official (which referred to the government staff) and contracted staff. To be able to become an official staff in RUPP, the candidate has to pass the entrance exam prepared by the Ministry of Education Youth and Sport (MoEYS) of Cambodia. After the exam, the candidates have to be in the probation period of 1 year. To become officially employed after the probation period, they have to pass the evaluation from their head of the department with the approval of the dean of the faculty or approval from the centre/office. The evaluation of staff’ performance as shown in Figure 2 is followed by the annual work plans. RUPP also applied a competency model, as shown in Figure 2, that led to very slow progress in the work performance, due to poor planning, lack of communication and strong commitment (Molika Seng, Mengleap Than, Hok Chhun, 2018). The model developed the role and responsibilities (obligation) and added more incentive to staffs involved to do tasks of their departments or offices, though in the picture as a project, the Higher Education Improvement Project (HEIP) financed by World Bank, the management did follow the competency model and expected to have better outcomes; however, the progress is 0.03 per cent. The variance is 99.97 per cent (RUPP, 2019). To improve the work performance, this case study aims at exploring the lack of communication and strong commitment and remedying the existing Competency Model from a previous project (Molika Seng, Mengleap Than, Hok Chhun, 2018).

A competency model is developed as shown in figure 1. It starts with “Promise”, which is the application of Psychology contract. Promise makes staffs feel secure and safe. So, before the rewards process is made, the HR unit has to build trust for their own staffs. Then, from building trust/ promise with the staffs that the promoting procedure is concrete and fair. Then, after the “promise”, the application of promotion will be analysed. If the evaluation on the staff is good enough, the applicant will be rewarded and will also have another chance to apply again when they meet the criteria to apply. This competency model is effective if there are other 2 factors such as external condition (including environment and facility) and obligation. Good in implementing the obligation is one of the main executions in management. The current project’s aim is to apply the leadership attitude into competency model as shown in figure 1 so that to help foster the staff performance enhancement. The expected outcomes in the short-term (1 year) perspective are the following: • to develop a leadership course for staff to have a high commitment attitude, high self-esteem, self-empowerment, self-respect, self-discipline, high virtue, etc.; • to test high commitment attitude in 3 departments. The expected outcomes in the long-term (5 years) perspective are to have: • Increased effectiveness of Faculty’s outcomes towards its vision; • Improved quality to meet the standard in the region of ASEAN and International; • Improved results satisfaction from staffs of the Human Resource Service; • Reached better University competitiveness in attracting talented teachers and researchers; • Reached higher positions in national, regional university rankings HR Unit and the whole staff has been responsible for the success of the project. STRATEGY & ACTIVITIES UNDERTAKEN

In the model of competency for RUPP in figure 2, the 'Psychological contract' is also applied in the second process, the “Promotion Procedure” in order to identify what is the need of staffs for working secure (M. Seng, H. Chhon, & M. Thann, 2018). The psychological contract is covered on job security, career prospects, training and development, perceived fairness of pay and benefits, manager support, employer’s reputation and impact on the society (the psychological contract, 2018).

Leadership

Figure 2 - Competency Model for RUPP

The survey was done to explore the real needs of the management staffs. Among all the questions, there is one important question as multitask question. This question is seeking for the staffs’ need that might enhance their working performance as describe as the following: What makes you more motivated to work hard and spend most of the time on your task as management of your unit (Department/ Faculty/ Office/ Center...)? (The "other" option is very important to us to understand more about your requirement in motivated you in the management task.) o Workers' autonomy: Your capacity will be evaluated base on certificate/ diploma o Challenges: Your performance is well recorded + evaluated the actions annually by the committee. o Capacity Building: Your limitation with capacity will be provided as a tentative program o Financial guarantee: Retirement salary will be 50% up of your current salary as management + working experiences for 20 years. o Safety and Security: Life and Health insurance is provided for you as the management.

o Promotion: levels/scale of management staffs is provided base on your performance. (E.g ក ខ គ ឃ ង--Khmer alphabet) o Participation: You will be given more opportunities to participate in management related conferences/ seminars/ publications... o Other… The needed commitment on all staffs To identify the needed characteristic of all staffs, a survey question is conducted in the Faculty of Engineering as a case study. The survey was conducted with all 3 heads of the department, dean, and a vice-dean of the Faculty of Engineering. The survey question is as below:

OUTCOMES & IMPACT The results from the survey at the 3 departments are described in Table 1.

Question # Percentage Yes

Percentage No

Percentage Other

1 0 100% 0

2 0 100% Used to have last few years, but then we did no develop.

3 40% 60% We would need support with evaluation and suggestion on action plan whether the action plan is aligned to the strategy of the university. If there is only regulation to do the action plan with no evaluation, then the plan itself will works for paperwork, not for quality purpose.

4 100% 0 -

5 - - The department needs to have hard skill capacity building. The hard skills need to be as their professional work and teaching pedagogy if the staffs are lecturers.

If those hard skills could be done, then the department working outcomes would be significant.

Table 2. The survey result

From the survey data collection, all departments did not have Vision, Mission, Goal, and action plan written on paper. They rather do what they are asked or daily routine works. They did develop, just that the development speed and path to the goal could be faster and more effective with clear written and agreed by the teamwork on paper. More indicator on “analyze” The existing analysis is collecting from the director of the offices/departments/faculties/centre then approved by the HR management line, i.e., from the head of the personnel office to Vice-Rector in charge HR, then Rector. The detail Job Description is collected along with the management structure are collected. Then, we evaluated the performance of staffs based on their Job Description and the report of their working outcomes. The implementation of the proposed competency model that we have been working on is with the “promise”, “analyse”, and “commitment” elements. Related to “promise” element, we have been gathering the input of factors from our management staffs and we got 70% responses. Among that 70%, we display as the following bar chart of their responses the survey questions. From the bar chart, we could see the outstanding of staff preferences are happy with the current position, the promotion and need support in term of financial support for research activities. With the combination of a high level of commitment, the development in performance could reach the goal faster. Another effect that we are very happy with is that we, the HR unit, got supports from top management for developing Strategic HRM (SHRM), HRM Manual, and local research project (under project HR4Asia). Also, the HR unit got support as a fund from RUPP-World Bank project. We could see that, we have a good opportunity for now that we got support both the approval from management and also fund to support the HR unit development plan. What we found out is that the performance of staffs that we gather from survey questions are mainly related to: • autonomy • culture (respect old staffs) • generate policy (experience + capacity building) which is the most favourable solution to the current situation. with thinking of psychology contract and Information system • Hard skill as capacity building together with a strong commitment Even though we found some needs as indicated above, we still have to seek more important factor that could enhance our staffs’ performance as the time change, the technology change, and the management also might change by time. We also have to apply psychology contract to the detail of TOR for staffs. The main goal of this application is to retain the staffs and enhance the staffs' work performance. INVOLVED STAKEHOLDERS AND BENEFICIARIES All personnel and students of the Faculty of Engineering (FE), HR Unit and the FE stakeholders.

LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY One of the primary challenges was the workloads, the lack of commitment and poor management, that lead to an unclear action plan, timeline and goal. HRM fully operate under Personnel Office, SHRM 2019-202 action plan has been successfully followed. The project dissemination has been successful and two papers and one case studies have been produced as results of research and assessment on the HRM of

RUPP. Capacity building for the HRM team was also a success factor, and it is worth mentioning the development of an HRM-network that reach every department and support the overall HRM, supporting staff recruitment and promotion processes in a transparent competitive way. Under Personnel Office, a card with a chip to read for digitalization and training workshops was created and distributed to all HRM internal network. RUPP is working on WB and SIDA projects (SIDA: Support ICT infrastructure for RUPP, WB: Support QA, governance, management structure, administrative structure, etc.) RUPP project for attracting other staffs in other faculties and departments. As a model for action, it could be transferred to other faculties to benchmark and find the most competent way to work with their staffs who are not so different from the staffs in the Faculty of Engineering, since the staff shares the same culture and same university; though there might be some difference in the case the university would not be of hard science and engineering but of social or humanistic sciences.

Case 9: Develop, Strengthen Technical Skills of Staff and Lecturers of Svay Rieng University by Dina Pen, lecturer

ABSTRACT Among the many factors determining the quality of higher education, human resource factors play an important role in bringing qualified graduates the chance to challenge the job market as well as to earn a living. One of the indicators of higher education institutional performance is its human resources outcomes. In the local, regional and global market place, a large organization should meet human resources as strategically as any other division or department. Under the EU's Erasmus + project fund, Svay Rieng University has developed a Strategic Human Resource Management featuring clear vision and goals through an action plan for effective human resource development. Keywords: Strengthen, Technical skills, Staff/Supporting Staff, Lecturer, Staff Development

BACKGROUND

During the Angkor Empire, which was a dominant kingdom in the Southeast Asian region in the 12th century, Cambodia founded its first higher education institution. Similar to other countries in the world in Southeast Asia, Cambodia has set up its higher education institutions to establish high-knowledge, professional and ethic human capital. Accordingly, Cambodia has tried to establish and improve its higher education institutions after the civil war in 1998. Prince Sihanouk paid more attention to tertiary education during the post-colonization period by building many higher education institutions nationwide. Tragically, during the Democratic Kampuchea regime (DK) between 1975 and 1979, most Cambodian intellectuals, scholars, and academics were lost in the genocide. After the civil war was over in 1998, however, Cambodia has strived to develop and reform its higher education institutions (Rany, S. 2012). In 2010, the Ministry of Education Youth and Sport developed a Policy on Research Development in the Education Sector. Higher education plays a primary role in response to globalization. The experiences of advanced and developed countries indicate that it is necessary to advance the country to build human resources the higher education institutions. Higher education institutions should provide students, lecturers and researchers with incentives and support to improve research and professional skills, as well as to engage in local and international scientific research forums. The Education Sector Research Development Strategy introduces a new stage in reforming and improving higher education performance in Cambodia by paving the way for the development of human capital in the era of globalization and the achievement of the Sustainable Development Goals. Svay Rieng University’s vision is to build the capacity of human resources in terms of knowledge, skills, ethics, creativity, innovation and entrepreneurship to maximize the long-term development of Cambodia society and economy in the globalization context. Its mission is to contribute to human resource and socio-economic development and promote national identity through education, research and knowledge by developing capacities and responsibilities, with the aim to promote research and publications and to build the capacity of lecturers and supporting staff. Policy on Higher Education Vision 2030 stated that higher education plays an important role in the development of human capital and is a crucial sub-section for each nation to contribute to socio-economic development. Realizing this importance, Cambodia’s Royal Government has viewed higher education as a significant sub-sector for capital growth that will allow Cambodia to develop into a higher-middle and high-income country in the future. Effective implementation of the Higher Education Policy Vision 2030 needs human resources in management and leadership, teaching and research, planning and data analysis. Improving teaching and learning program is also an important factor, such as creative pedagogy for learning and teaching through research and modernization of learning materials including classrooms, laboratories and libraries. DGHE and HEI staff attend national and international workshops, training programs and study methodology visits. (MoEYS, 2014[SM15] ). The Royal Government of Cambodia’s Rectangular Strategy for Growth, Employment, Equity and Efficiency: Building the Foundation toward Realizing the Cambodia Vision 2050. Phase IV of the Royal Government of Cambodia of the Six Legislature of the National Assembly. Rectangle 1-Human Resource Development:

Human resource development is considered the priority of the Rectangular Strategy in every stage, and in particular, has become the first priority in stage 3 and stage 4, aimed at improving education. SRU,(2016). Strategic Plan 2016-2020. Vision, Mission and Aims: Increase and improve the capacity building for staff and lecturers. SRU,(2019). SHRM SRU 2019-2021. One of the seven goals, the second goal is to develop, strengthen, technical skills of staff and lecturer. This study has three mains objectives as follows: · To identify the training needs of staff and lecturers and to respond properly · To enhance the capacity of staff and lecturers to write the research proposal and implement research projects · To improve and develop the capacity of staff, lecturers and researchers The initiative was developed by the HR4ASIA_SRU working group headed by the Vice-Rector for Strategic Partnership who is responsible for institutional cooperation on national as well as international level. The expert group was represented by the Faculty Deans and Vice-Deans, Head and Deputy Head of Administrative Office. Academic, Research and Development offices in all faculties have been also responsible for the initiative. STRATEGY & ACTIVITIES UNDERTAKEN The strategic implementation initially targeted the involvement of the management team, the decision-makers, the faculty and office members whose roles are to encourage and make the training possible, and to create more opportunities to staff and lecturers so that they can take the opportunities by participating the training workshop, research team and activities. The HR4ASIA SRU teamwork shall involve more deeply in making the activities happened as planned in an activities plan of the strategic human resource management 2019-2021. The working group organised a series of discussions and interviews performed with key Faculty and administrative units members, to gather their input and insights into the issues. Analysing the on-going process, services needed to be conducted in order to improve the working group implementation in developing, strengthening staff and lecturer capacity and technical skills. The SRU working group undertook the activities voluntarily without remuneration to fulfil the task assigned.

OUTCOMES & IMPACT

The case provides some crucial concrete outcomes as followings: • More training/workshop will be organized • Internal research budget plan will be increased • SHRM_SRU 2019-2021 translated into the English version • HRM structure was formulated • HRM system will be set and equipped

The impact of the activities, on a short-term, results in the following: • More training/workshop will be organized; • Staff and lecturer capacity improved and developed from time to time; • Budget package for research will be increased; • Way of disseminating information in the institution will be more effective;

And on a long-term: • Increased staff, lecturers and faculty research capacities; • Raising of staff and lecturers’ commitment; • Improved quality of the study programmes with the greater students’ satisfaction; • Improved results of the national and international cooperation;

• Better University competitiveness in attracting talented teachers and researchers; • The institution reputation will be extended, well-known and accepted national and international.

Many stakeholders will benefit from the actions, in particular:

• The supporting staff and lecturers would be the first beneficiaries, who will benefit from the case; they will be able to attend in the training/workshop organized by the faculty and institutions, and especially short training courses outside the institutions and overseas;

• To the supporting staff and lecturer capacity in the English language for communication and research will be developed and upgraded;

• The faculties and offices will receive staff and lecturers with the right amount proposed to the ministry and are qualified;

• Students will be more satisfied with their qualified teachers and enjoy their study leading to grading good result;

• Policymakers can benefit from the study; • The institution will be able to manage and respond to the need of its staff and lecturers more

effectively and successfully; • University partners would be able to learn and share the same experiences to improve HRM and

develop their staff and lecturers’ skills.

LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY To staff and lecturers have face challenges to develop and strengthen their capacity and professional skills: · 28% of staff and lecturers find the English language a very challenging factor of developing,

strengthening their capacity and skill that they aren’t able to attend the training/workshop or and upgrade their degree overseas,

· Another 28% do not have enough time or think it is not convenient for them to attend training and workshops when they have to perform their core task or teach,

· 19% of them said they do not have the opportunity to attend training, workshops or join a research team overseas,

· Budget allowance 14% was also marked as a challenge, · 8% of them have no experiences, or the capacity and background in research are low that they cannot

implement or have a chance to join the research team, · Only 3% of the identified challenges include family-related tasks, such as house-work or children-care.

Figure 3 - Challenges

Time28%

English language

28%

Family 3%

Less experience in research

8%

Finance support from

insitution14%

Other (info, opportunity)

19%

As regard the knowledge and experiences in research: · Only 15% of staff and lecturers have good knowledge and experiences related with research and have

chance to get involved in research team of the institution · 48% have the average knowledge and experiences in research · 18% are poor and 19% have no knowledge or experiences in doing and implementing research

Figure 4 - Knowledge and Experience in Research

Among the challenges that prevent them from being able to involve in research SRU team or other research activities, it is important to mention that: · According to the 23% the main challenges to research is the information they received, that is not clear

or even not in their study field. · At the same time, 22% of them don’t have enough time to do research because they have their

personal core task to perform daily. · 19% of them do not have any encouragement to involve in research, · And 18% of them have no background and experiences in doing research.

Figure 5 - Research Challenges

The following key factors have led to the project success, and, therefore, to the staff and lecturers’ development and strengthening: · More training/workshop organized inside and outside the institution · Increased cooperation both national and international · Provision of more opportunity to all staff and lecturers to be able to develop their capacity and skills · Both budget and non-budget are motivationally supported

Good15%

Fair48%

Poor18%

None19%

Personal tasks & time

22%

No background

or experiences

18%Don't have information or unclear

info23%

No encouragem

ent19%

Other18%

· Involvement of stakeholders · Allocate and increase financial budget package for research · Improve the way of disseminating the information to all staff and lecturers concerning the opportunity

to workshop/training both local and international and research activities · A monitoring and evaluation must be done after the training/workshop

The SRU case can be transferred to other SRU institution or partner universities to overcome the same challenges of staff and lecturers capacity, through technical skills development and network building and cooperation. The case would be useful for:

• Staff and Lecturers at Svay Rieng University because they will benefit from such training workshop, opportunities to learn and share experiences with local and international partners. They would be motivated by taking part in and doing research to learn and share knowledge and experiences with their colleagues, other senior researchers to develop their research capacity.

• Faculties: each faculty might have developed staff and especially lecturers the better qualification and skills.

• Offices: each office and department would improve their staff capacity, skills and research. • SRU Management team would find this helpful for their quality management on both staff and

lecturers.

0 20 40 60

More workshop/training

Do M&E after…

Motivation

Give more opportunity and…

Increase more collaboration

Increase more budget…

Capacity building, English

Provide details and clear…

Other

Case 10: The Transformation of Strategic Human Resources Management of Thammasat University 2019-2023 by Amporn Tamronglak KEYWORDS: Transform, Strategic HRM, TU Strategy, Core BACKGROUND During the past decade, the universities in Thailand have gone through a dramatic change of becoming self-managed and autonomous in order to turn more competitive in the international stage. About twenty-eight universities in Thailand had been transferred to the new governance, having more autonomy in managing its own human resources, money and budget, policies and directions. All autonomous universities will be supervised and monitored by the Office of Higher Education Commission (OHEC), Ministry of Education regarding the quality of education, programs assurance, and university ranking. In 2015, Thammasat University became an autonomous university. A year later, it has created its own law and regulations on human resources management based on the Civil Service Commission (CSC), the central personnel of Thai bureaucracy. As it happened in other newly autonomous universities, the new personnel management system in Thammasat University has led to the confusion of HRM and development. On one hand, the government attempts to downsize the oversized bureaucracy by transferring government activities to other forms of management to cut down the budget burden. At the same time, the universities need to serve the people at large in order to increase the literacy rate, but with less budget support from the government. The university is now facing difficult time changing and adapting its organizational culture. In this plan, Thammasat University is trying to transform, without disrupting, its HR practices in responding to the rapidly changing environment through planning processes, strategy definition and systematically created and analysed HR databased. Besides the factors of globalization and internationalization influencing higher education around the world, other new circumstances had direct impacts on the transformation of Thai bureaucracy and other business sectors such as the demographic change, low economic competitiveness and the Twenty-Year National Strategic Plan. Regarding the Demographic Change, as of today, the total population in Thailand is about 65.52 million and is heading to be a complete ageing society soon. The post-World War II baby-boomers are all leaving the workforce in a very short period. The foreseeable trend in the decreasing of labour forces in the next twenty years due to the declining birth-rate while the baby boomer generation is living longer. The paradox of these changes leads to the increasing percentage of depending population of the elderly from 53 per cent in the year 2017 to 78 per cent in the year 2037. The burden of production would be left to the new generation. Every level of organization from strategic, managerial, and operational of all concerns are urged to work cooperatively from top to bottom and vice-versa to plan for long-term, strategic human resources inside the organization from policy formulation to policy implementation at the human resources operational level (Anne, Fombrun, and Tichy, 1981). As regards the low economic competitiveness, the recent study of IMD reveals that Thailand is ranked the 26th among all 63 countries in terms of economic competitiveness, one rank better than last year. Regarding the productiveness of labour forces, it was ranked the 30th and 49th for infrastructure readiness, and also low in the utilization of high technology and digitalization, ranked 48th. One of the main reasons may be linked to the low number of investments in research and development in all sectors of the public and particularly the private sector. The serious threat of declining economy would call for the government to revise the master plan in producing a supply of graduate in responding to the needs of the market in the future. More skilled labour forces will be in high demand for the technological breakthrough and stimulating economy with high-cost of investment for new innovation. Universities, especially Thammasat University with its speciality and well-known in social science studies will be greatly affected by the decreasing popularity of students choosing to study science and technology and vocational schools. Academic and services staff will require new knowledge and skills in teaching, research, and catch up with digital technology.

Twenty-Year National Strategic Plan: The military has been trying very hard to set the country on the right track of improving its economy, escaping from the middle-income trap with everyone expecting to earn at least 15,000 USD per year in the next twenty-year target by laying down the grand design of strategic plan covering six key areas of security, economic competitiveness, human resources development, social inequality, quality of life in a friendly environment, and last but not least, good governance of government. Through the philosophy of self-sufficiency developed the beloved King Rama IX and 17 Sustainable Development Goals (SDGs) from the United Nations, the country will be prospered in every aspect of social, economic, and political developments, leading to the overall ultimate goals of security, wealthy, and stability (NESDB, 2018). The new government either by the election or appointed will have to comply with the direction given by the junta government. The detailed annual action plans and initiatives proposed by all government agencies at all levels are mandated to design and tailor to incorporate with the national strategic plan. Annual government budget allotment from the parliament and cabinet is decided based on the long-term strategic plan. The incomprehension of the plan by the government agencies, the cabinet, the senator, and the parliament, the measures of accountability will be followed as specified by Section 6, 7, and 8 of the Constitution 2018. In sum, the twenty-year strategic plan expects to have all agencies government-wide impact at all levels. To meet the need for democratic education to the people and development of political leaders, the University of Moral and Political Science, now known as Thammasat University was founded in 1933. Though public universities in Thailand have their own acts, the governing body is designed and operated by the Rectors or Presidents based on the policies issued by the University Council. The Autonomous University Act has increased the universities more autonomy in policy decision-making, not related to academic freedom, to apply a new market approach to education management with strategic direction (OECD, 2003). The universities still receive government funding in a lump sum annually, but not without the regulatory oversight by OHEC for education quality assurance and the Office of the Auditor General of Thailand. Thammasat University is an autonomous university which has its own governing structure of the Rector/President to manage the university affairs with the directions from the University Council. The council comprises 27 persons of Chairperson, President of the Faculty Senate, President of the Staff Senate, President of TU Alumni, and other respectable and well-known representatives from outside university (TU, 2018). The council will hold the meeting monthly to consider and make decisions regarding its administration and management of universities affairs, budgeting and university personnel, degrees approvals, policy directions, educational quality assurance, and other matters proposed by the administration. Though two persons from the Faculty Senate and the Staff Senate are allowed to seat in the council, each would have one vote and they would be outnumbered by the rest of 25 persons combined (TU, 2017). Therefore, in the end, the University Council and the Administration of TU are on the same side. There is no real balance of power in this governing structure. The process of strategic planning for human resources management at TU can be shown in the following chart below.

Figure 6 - University Planning Process

Strategic Planning Process phases flow as follow:

1. Vision setting (TU’s one is “Grooming Next-Generation Leaders for Thailand and International Communities”)

2. Mission Statement (TU’s ones are (a) Producing graduates with GREATS qualities; (b) Developing research and innovation that can lead to the betterment of Thai society and global; (c) Developing domestic and international collaborative networks; (d) Focusing on the quality of academic and health care to international standard; (e) Aiming for the stability and sustainability through modern management)

3. Define Objectives 4. Define Strategy 5. Define specific measurable targets for each unit 6. Set Action Plans in accordance with the above mentioned objectives and targets for future

resources allocation in the next five years 7. Implementation of action plans 8. Get feedback by comparing with step 5 for further revision from step 1 to 7

HR Mission is to manage and develop our Human Resources for internationally academic and research excellence with modern and highly effective performance. Thammasat University follows its guiding philosophy to uphold academic excellence, services to society, promotion of arts and culture, social equality and social justice under the philosophies of constitution and democracy. A SWOT analysis has been conducted, based on the HR database and relevant performance data for the future direction of TU toward internationalization university and university for the people. The results of the SWOT analysis are as follows: STRENGTHS:

- a renowned university in high demand for undergraduate studies, - Strong in social sciences and growing in the development of technical sciences and health

sciences, - a reputable university with respectable and successful alumni in public and private sectors,

- a strong philosophy of serving the people, - a self-managed autonomous university.

WEAKNESSES: - Depend too much on government budget and civil servant workforce, - Limited workforce policy from the government, - Bureaucratic management based on the fixed and inflexible structure, - Rule-based management, rely heavily on government regulations and process, making it

unadaptable to changing environments, - Various types of personnel, namely civil servants, staff changing status from civil servants, staff

by contract, and staff paid by university income. Each has different performance evaluation policy, making it difficult to do the assessment and to develop multi-tasking skills across functions

- Dual systems of governance, centralize and decentralize to the other campus/centres, leading to the high cost of personnel management and underqualified staff recruitment in decentralized centres due to distance.

- HR data reveals a high number of lecturer position holding bachelor and MA degrees. - The ratio of profit-centres or self-managed units is low, most still rely on the government budget. - Faculty/Institutes/College have too much autonomy in defining their own performance which

does not comply with university demand and requirements. - Performance evaluation has not been applied at all levels of management throughout the

university (faculty and departments). - The results of annual quality assurance have never been utilized to provide feedback for further

development. - Rewards allocation and promotion have not been done and decided based on output or real

performance. It is mostly decided by personal or inform basis and it is given it fix amount. - The organizational and administrative structure of Rector Office and Faculty/college Secretariat

Offices are not flexible. The rewards system is fixed, not based on individual performance which makes it hard to change.

- Individual and organizational performance results have never been used to make changes in the organization.

OPPORTUNITIES - Aging population in Thailand - Alumni are ready to support the university financially and in any way they can. - Government policy supports the development of science and technology innovation for business

development - TU has offered a variety of different disciplines ranging from social sciences, science and

technology, and health science responding to - Pattaya Campus located in the Eastern Part of Thailand where it can serve the government policy

of Eastern Economic Corridor (EEC) THREATS

- Lack of understanding of TU Administrators and personnel about the status of the university as an autonomous university

- The ability to self-manage and earn more income to university is low. - Budget and income mostly come from government, tuition fees, research grant, and intellectual

property rights are low. - Low birthrate in Thailand - The root of its philosophy is to serve the people, making it vulnerable to make an increase in

education fee much more difficult. - Organizational values do not welcome change and it would take more time and resources in doing

so. The objective of the initiative were the following:

- World Class Staff for Academic & Research - Modern HRM – Digital HR - Excellence Human Capital - High Performance Organization & Evaluation & Risk Management

The following were responsible for the initiative: - HR Division - All Departments - HR administrators - HR Staffs

OUTCOMES & IMPACT

- Higher QS ranking - University reputation will be much better and well accepted internationally - High potential personnel, both academic and supporting staff - Students will learn from the well, up-to-date lecturers and professors through modern

technologies - Better collaboration with alumni in serving the society - TU will be able to sustain its revenues and income - Etc.

INVOLVED STAKEHOLDERS AND BENEFICIARIES All TU employees, students and stakeholders benefit from this project. LESSONS LEARNED – CHALLENGES, SUCCESS FACTORS AND TRANSFERABILITY Some of the barriers identified were:

- The university policy - TU organizational culture - TU difficulty in raising the tuition cost, look for new sources of income and enlarging the service to

more people - Budget constraints

The Vice-Rector for HR is now in charge of the transformation process of TU SHRM. He works closely in collaboration with TU HR4Asia project coordinator, TU Rector and executives, and ICEHR to design the very systematic transformation process to put the SHRM into work at all departments. TU is now under the new leading executive team who desires to make a change in the way we are doing things differently in facing the new challenges of an ageing society, lower number of birth-rate, international competition, etc. In the end, all would benefit from the newly designed HRM system, leading to the benefits of the students and other stakeholders of TU.

Useful Links and Contact Information

Case 1 Links: www.vgtu.lt https://www.vgtu.lt/vgtu-international/for-international-staff/working-living/6135 Public contact details: Vilnius Gediminas Technical University International Relations Office Ms Aleksandra Sokolova, Vice-Director of International Relations Office Saulėtekio al. 11, LT-10223 Vilnius, Lithuania Tel. +370 5 274 5029 E-mail: aleksandra.sokolova@vgtu.lt www.vgtu.lt

Case 2 Links: https://www.vgtu.lt/ Quality Assurance Policy of VGTU: https://bit.ly/2T1efVK Public contact details: Vilnius Gediminas Technical Univeristy Human Resources Office Agnė Sipavičiūtė Saulėtekio al. 11 LT-10223 Vilnius Lithuania Phone: +370 5 274 4942 E-mail: agne.sipaviciute@vgtu.lt Web: https://www.vgtu.lt/

Case 3 Links: https://www.unisi.it/ https://www.unisi.it/ateneo/bilancio https://www.unisi.it/ateneo/programmazione-triennale Public contact details: https://www.unisi.it/ Università degli Studi di Siena Area del personale Divisione personale tecnico – amministrativo Ufficio gestione risorse umane e relazioni sindacali Maria Antonietta Chelo Via Banchi di Sotto, 55

53100 Siena Italia Web site: www.unisi.it

Case 4 Links: http://personnel.pn.psu.ac.th/rules http://personnel.pn.psu.ac.th/sites/default/files/attach-file/new_6.pdf Public contact details: Prince of Songkla University, Pattani Campus Human Resource Nursahida Useng Charoenpradit 94000 & Muaeng Thailand Phone: +66873909778 E-mail: nursahida.u@psu.ac.th Web: http://personnel.pn.psu.ac.th/

Case 5 Links: http://www.icess.tu.ac.th/hr01/2.%20HR4ASIA%20International%20Conference2018%20e-proceeding.pdf Public contact details: National University of Laos Faculty of Letters Contact name: Dr. Latsanyphone Soulignavong P.O Box: 7300, Vientiane Capital, Lao PDR Phone:+856-20 22239077 Email: kattatiya2014@gmail.com Website: www.nuol.edu.la

Case 6 Links: http://www.udn.vn/en_menus/view/24 Public contact details: The University of Danang Personnel Management Department; R & D department; International Cooperation Department Assoc. Prof. Dr. Vo Trung Hung 41 Le Duan street 550000 Vietnam Phone: 84.805.847.373 E-mail: vthung@dut.udn.vn Web: www.udn.vn

Case 7 Public contact details: Quy Nhon University Human Resource Office Contact name: Dr. Ha Thanh Hai Phone:+84 256 3846806 Email: hathanhhai@qnu.edu.vn Website: www.qnu.edu.vn

Case 8 Links: www.rupp.edu.kh Public contact details: Royal University of Phnom Penh Personnel Office and Faculty of Engineering Ms. SENG Molika, Deputy-Head of IT Engineering, Faculty of Engineering Mr. THANN Mengleap, Director of Personnel Office Russian Blvd., Toul Kok, Phnom Penh Tel. +855 12 810 660 E-mail: seng.molika@rupp.edu.kh www.rupp.edu.kh

Case 9 Links: www.sru.edu.kh Public contact details: Svay Rieng University Library Mr. Dina Pen Phumi Chambak, Sangkat Chek, Svay Rieng City, Svay Rieng Province, Cambodia Svay Rieng 20251 Cambodia Phone: (+855) 11 333 876 E-mail: pen_dina@sru.edu.kh Web: www.sru.edu.kh

Case 10 Links: Input publicly available website links available that provide further detail about, or in relation to, the case. http://hrfs.person.tu.ac.th/hrtuweb/content/gellery/photo4.php www.tu.ac.th/en http://www.icehr.tu.ac.th/en http://www2.icehr.tu.ac.th/activityDetail.php?id=173

www.tu.ac.th/thammasat-global-connections-2018-november-no1 http://www.icess.tu.ac.th/hr01/1.%20HR4ASIA%20PROJECT.pdf Public contact details: Thammasat University Human Resources Division or Institute of Continuing Education and Human Resources (ICEHR) Mrs. Nucharin Chalooddong /Acting Director of Human Resources Division or Mrs. Chanticha Sriyodhin or Amporn Tamronglak Thammasat University, Rangsit Campus Khlong Nueng, Khlong Luang District Pathum Thani 12120 Thailand E-mail: beautynid@yahoo.com or amporntamrong@gmail.com Web: www.tu.ac.th/en; http://www.icehr.tu.ac.th/en; http://www2.icehr.tu.ac.th/activityDetail.php?id=173; www.tu.ac.th/thammasat-global-connections-2018-november-no1; http://www.icess.tu.ac.th/hr01/1.%20HR4ASIA%20PROJECT.pdf

The European Commission support for the production of this publication does not constitute an endorsement of the contents, which re!ect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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