FACTORS AFFECTING THE ACQUISITION OF TRAINING KNOWLEDGE BY VIETNAMESE UNIVERSITY LECTURERS THROUGH INTERNATIONAL JOINT TRAINING PROGRAMS AT THE UNIVERSITY LEVEL

Abstract

Exploring the factors affecting the acceptance of training knowledge by lecturers through international training programs will shed light on how teachers can receive the most knowledge. Knowledge acquisition will be most effective when the stakeholders increase the factors that have a positive impact and minimize the factors that have a negative effect on lecturers’ knowledge acquisition. When the majority of faculty in the international cooperative education program receive effective international training, knowledge and learning will spread throughout the university, moving toward increasing the overall level of teaching capacity of the teaching school. Since then, the quality of education at the school has improved, which meets both the desire for innovation in society's education and the needs of international integration of Vietnam's higher education. Theoretically, research on knowledge acquired through international collaboration in Vietnam and around the world focuses on organizational-level acquisition rather than individual learning. Some test results on the influence of individual factors on knowledge acquisition are inconsistent, suggesting the possibility of a moderating variable for this effect. In addition, previous studies have examined the influence of two groups of individual and social factors on knowledge acquisition separately, without taking into account the regulatory relationship between these two groups of factors. Research fills this theoretical gap.