Professional development of university lecturers: some views of lecturers

 TẠP CHÍ KHOA HỌC 
TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH 
Tập 17, Số 5 (2020): 844-855 
HO CHI MINH CITY UNIVERSITY OF EDUCATION 
JOURNAL OF SCIENCE 
Vol. 17, No. 5 (2020): 844-855 
ISSN: 
1859-3100 Website:  
844 
Research Article* 
PROFESSIONAL DEVELOPMENT OF UNIVERSITY LECTURERS: 
SOME VIEWS OF LECTURERS 
Pham Thi Thanh Hai
*
, Duong Thi Hoang Yen 
VNU University of Education, Vietnam 
*
Corresponding author: Pham Thi Thanh Hai – Email: haiphamtt@vnu.edu.vn 
Received: April 10, 2020; Revised: May 20; Accepted: May 27, 2020 
ABSTRACT 
Professional development of university lecturers plays a decisive role in the quality of 
training of higher education institutions. Vietnamese university lecturers are required to have a 
master's degree or higher. Professional development includes many different activities. This study 
was conducted at Vietnam National University – Hanoi, University of Education (VNU UEd), and 
simultaneously used two quantitative and qualitative methods. Quantitative methods applied for a 
survey of 45 random lecturers through online surveys. The qualitative method by making lanterns 
and surveying six lecturers who are Ph.D. students. 
The research results show that there are differences in some professional development 
activities between lecturers who are masters and doctors as regards the number of publications in 
international journals; Most doctoral lecturers are willing to share professional knowledge with 
colleagues; There is an equal proportion of lecturers (Masters, PhDs) seeking advice on 
professional teaching development, from associations or professional networks, however, the 
proportion of lecturers with master’s degree seeking advice from colleagues and managers is 
higher than the lecturers who are doctors; The identification of barriers to professional 
development differs among lecturers (masters and PhDs) on financial constraints, lack of time due 
to the large workload, lack of information on how to be good at professional development and 
teaching skills. 
Keywords: professional development; barriers; workload; financial; university 
1. Introduction 
In Vietnam, higher education (HE) policy is, in large part, the initiative of the 
Ministry of Education and Training (MOET). Two recent reform measures taken by 
MOET, the Education Law of 2012 and the Education Development Strategy, aims to 
facilitate the country’s economic ambitions by improving the country’s education system. 
Under the Higher Education Law, Vietnamese HE institutions are divided into two 
Cite this article as: Pham Thi Thanh Hai, & Duong Thi Hoang Yen (2020). Professional development of 
university lecturers: Some views of lecturers. Ho Chi Minh City University of Education Journal of Science, 
17(5), 844-855. 
HCMUE Journal of Science Pham Thi Thanh Hai et al. 
845 
categories: public and private. Public institutions are established and funded by the 
government. Meanwhile, private HE institutions may be owned and operated by a range of 
entities; social organizations, socio-professional organizations, private economic 
organizations or individuals. In 1993, the first private HE institutions were established to 
alleviate the demand placed on public institutions of higher education. However, among 
other things, private HE institutions commonly suffer from low quality of teaching due to a 
lack of qualified academic staff. Out of 77,000 higher education faculty, there were only 
36,347 with a Master’s degree and 9,126 with a PhD (as of 2015). Thus, the MOET has 
made it a goal to increase the proportion of faculty with Master’s and PhD degrees, a 
necessary step to push Vietnam’s HE institutions to the regional and global stages. 
A severe shortage of qualified teachers exists at all levels of education, not simply at 
the HE levels. To combat this and other systemic issues plaguing the Vietnamese 
educational system, the Education Development Strategy offers a pragmatic approach; 
increased the number of teacher training institutions with modern facilities and equipment 
to 90, gave a lot of priorities to two key teacher training universities (one in Hanoi – Ha 
Noi University of Education – and the other in Ho Chi Minh City – University of 
Pedagogy), and allotted more funds to bolster and upgrade existing training institutions in 
ethnic and rural areas to ensure that each province or city will have one teacher training 
college with qualified lecturers. To meet these objectives, Vietnam has made Education a 
top national policy. 
In recent years, professional learning in Vietnam has gained the prominence in the 
field of higher education since it is an incentive for a better career. There are three 
fundamental implications for people to pursue master degrees in Vietnam, which are 
believed to be similar in the UK. The first motivation, making teacher professional 
learning a standards-based approach, is definitely the matter of socialization. According to 
Biesta (2009), a professor of Education in the UK in Brunel University London, ways in 
which, through education, we become members of and part of particular social, cultural 
and political ‘orders.’ Teachers have been striving to develop themselves to meet the 
higher and higher standards as the innovative society goes in terms of practically working 
application. The other significance lies in lecturers’ academic development. The desire to 
enhance the expertise integrates their freedom for further creativity and interest in the field 
for the sake of teachers themselves and students. Besides, teacher development through HE 
facilitates research engagement into practical projects which are eventually the point of 
master degree. Last but not least, the fact is that the more and better education that 
individuals possess, the better their returns in financial rewards and the better the national 
economy flourishes (Gillies, 2011). 
2. Literature review 
Teachers are one of the most influential and powerful forces for equity, access and 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 844-855 
846 
quality in education and key to sustainable global development. However, their training, 
recruitment, retention, status and working conditions remain preoccupying (UNESCO). 
Teaching is a form of public service that requires teachers to specialize in knowledge and 
professional skills, to gain and accumulate through earnest and continuous research; it also 
requires gifted individual and a collective responsibility for education and students’ duty. 
The development of professional identity is equivalent to the process of becoming a 
teacher, including the understanding of education, professional training, and the self in 
educational practice. This process enables future educators “to become teachers with the 
appropriate activities in profession and practice and are willing to take responsibility for 
their actions; in other words, teachers have the ability to do everything as well-experienced 
person in education (Ten Dam, & Bloom, 2006, p.651) 
Teaching, research and community service are some of the major functions of 
lecturers at higher education institutions. Research and publications are the most important 
for the lecturers, especially for lecturers of research-oriented universities. “The 
advancement of knowledge through scientific research has long been recognized as one of 
the major goals of universities” (Neumann & Finaly-Neumann 1990, p. 565). In the United 
Kingdom, the University Grants Committee identified research as not only a primary 
function of a university but also as an integral aspect of the work of academics (Aitkin 
1991). One of the major and most important criteria of determining the best academics is 
by the reputation they command in research and publications. Based on the results of the 
research and academic publications assessed by the term, lecturers can be promoted to 
higher levels and assigned to teach more advanced classes, and their prestige increases. 
Richards (2006) highlighted in his research that any definition of lecturer 
competence depends on teaching in a particular setting, the culture and values held in the 
community. 
Amidst the publication incentive situation, lecturers are challenged to think 
strategically in producing scientific papers in order to get career paths ranging from faculty 
to professors, and in assessing their selves compared with the criteria included in the 
policies developed by the Government in the scientific field (Ansari Saleh Ahmar et al., 
2018). 
Teaching should be an important role in universities. Lecturers can play a significant 
role in guiding student learning in higher education by designing conducive learning 
environments and using instructional strategies that support intended learning (Saroyan & 
Amundsen, 2004). From a social constructivist perspective, learning activities and 
environments should enable students to interact with the instructor and other students to 
construct new knowledge (O’Donnell, 2011). The modeling, coaching, and scaffolding that 
is done in the course of instruction assist students in their learning processes (Collins, 
2006). 
HCMUE Journal of Science Pham Thi Thanh Hai et al. 
847 
Professional work is a work that can be conducted by those who are trained. It is not a 
work conducted by those who cannot do it or who do not get other an occupation (Sudjana, 
1995). Although lecturers are not assigned to teach all the time, teaching is still their main 
job and should be conducted professionally. Because of this profession, then teaching 
should be conducted seriously. The lecturer position is a professional position which 
should be conducted professionally (Soekartawi et al., 1995). 
Although teachers are a profession loved by many people such as the respect of 
society, the opportunity to continue learning... (Pham et al., 2018), university lecturers face 
many barriers and obstacles in the career development process. 
Nguyen (2008) proposed in the article “Lecturers’ evaluation criteria” in Vietnam 
criteria to evaluate the competence of lecturers in three areas of teaching, research, and 
social and community services. Competing demands between research, teaching and 
service, especially in research-intensive universities limits faculty members’ time and their 
opportunity to focus on teaching excellence (Brownell & Tanner, 2012). 
Pham (2017) placed university lecturers in the context of 4.0 with the need to be 
creative and constantly innovating. The paper presents three groups of factors affecting the 
development of a creative competence for university lecturers, including the group of 
operational elements at the policy level (Government and the Ministries), the group of 
operational factors at the operational level (University, faculty, subject group), and the 
group of operational factors of each university lecturer (individual competence). Time 
constraint is reported as one of the main barriers for the improvement of teaching in Arts, 
Biology, and Science disciplines (Brownell, & Tanner, 2012; Lind, 2007; Sunal, et al., 
2001). Academic workload is generally intense (Fink, 2003; Pham, 2018), and faculty 
members have to make choices on how to use their time. The great importance placed on 
research productivity for tenure and promotion leads faculty members, especially junior 
faculty, to assign higher value to research and spend most of their time on research 
activities (Radloff, 2008). 
3. Methodology 
This study was conducted at the University of Education and used quantitative and 
qualitative methods simultaneously. A quantitative method was applied with 45 random 
teachers answering an online survey. A qualitative method was used by making lanterns 
and surveying six lecturers who are PhD students. 
The questionnaire was sent to the lecturers by emails at VNU University of 
Education from the Feb, 2019 to April, 2019. There are 45 respondents (of 37.5% in total 
of 120 lecturers) from the lecturers in VNU UEd. Then, the researchers translated and 
coded all questions before importing to SPSS 20 software to analyze the data. The main 
tools that this study used were Descriptive, Correlation and Multi response computing. 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 844-855 
848 
Of the 45 participants, the percentage of female was greater than male. Most 
lecturers have more than 15 years working in higher education (37.78%) and have PhD 
degree (82.2%). 
Table 1. Participants’ demographic information 
Demographic variables Frequency Percentage(%) 
Gender Male 14 31.11 
Female 31 68.89 
Qualification Postgraduate Certificate or Diploma 1 2.22 
Master's degree 7 15.56 
Doctorate 37 82.22 
Working 
experience 
(years) 
0 - 4 13 28.89 
5 - 10 8 17.78 
11 - 15 7 15.56 
More than 15 17 37.78 
The qualitative part of the study was conducted in April 2019. The research was 
conducted using a participatory research method. Along with the guidance of two lecturers 
- researchers, two PhD students who have participated in the previous experimental 
research on lantern making to describe the professional development process of lecturers. 
There are six lecturers of the University of Education and PhD students participated in this 
study. This qualitative research process is divided into three phases: (i) Making lanterns; 
(ii) describing the professional development process on the temple; (iii) Lecturers play the 
role of interview and are interviewed about the advantages and obstacles to the 
professional development process. 
Lecturers - researchers are instructed on how to make lanterns, and at the same time, 
they are required to recall their professional development. After that, Lecturers - PhD 
students started to design the lanterns themselves and use the information of major 
milestones in their professional development and describe them on lanterns. 
After completing the lantern, the Lecturer – Researcher presents the professional 
development process described on the lantern, including information on the reasons for 
choosing a teaching career at a university, professional development process, including 
important milestones in their career. All of the lecturers said that this research is a creative 
way to arouse passion for career. This qualitative method helps teachers gently recall the 
development process of their career. 
Finally, the lecturer walked around the university and talk/ask/share about their 
career development. In an open space, lecturers find it easy to share perspectives on career 
as well as advantages and barriers in expertise. All lecturers are very pleased with this 
research method. 
HCMUE Journal of Science Pham Thi Thanh Hai et al. 
849 
4. Findings and discussion 
4.1. Learning community identity of the lecturers 
The development of professional identity is equivalent to  ... ourage more 
qualified instructors to continue sharing more in their professional network, and can 
consider that an encouragement / a mandatory task after training. 
Table 2. The way to disseminate or share experience with colleagues 
MSc PhD Total 
P– 
Value 
Verbal report 
Yes 
Number 7 33 40 
0.362 
Percent % 100.00% 89.19% 90.91% 
No 
Number 0 4 4 
Percent % 0.00% 10.81% 9.09% 
Informal written report e.g. 
by email 
Yes 
Number 5 20 25 
0.395 
Percent % 71.43% 54.05% 56.82% 
No 
Number 2 17 19 
Percent % 28.57% 45.95% 43.18% 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 844-855 
850 
Formal written report 
Yes 
Number 3 22 25 
0.416 
Percent % 42.86% 59.46% 56.82% 
No 
Number 4 15 19 
Percent % 57.14% 40.54% 43.18% 
Special meeting 
Yes 
Number 5 22 27 
0.551 
Percent % 71.43% 59.46% 61.36% 
No 
Number 2 15 17 
Percent % 28.57% 40.54% 38.64% 
 MSc PhD Total 
Verbal report 
Yes 100.00% 89.19% 90.91% 
No 0.00% 10.81% 9.09% 
Informal written report 
e.g. by email 
Yes 71.43% 54.05% 56.82% 
No 28.57% 45.95% 43.18% 
Formal written report 
Yes 42.86% 59.46% 56.82% 
No 57.14% 40.54% 43.18% 
Professional meeting 
Yes 71.43% 59.46% 61.36% 
No 28.57% 40.54% 38.64% 
4.2. Advising about formal teacher development 
Putting Sustainable Development Goal (SDG) 4 into practice: Professional Learning 
Communities in Education describers how professional learning communities (PLCs) 
matter for quality education, as they play an important role in the professional development 
and motivation of teachers and school leaders. The experiences of VVOB demonstrate how 
reinforcing the capacities of national and local education authorities to establish and 
support PLCs is of crucial importance to the success of these communities (VVOB, 
education for development). 
Table 3. Advising about formal teacher development 
 MSc PhD Total 
Never sought advice on development as a 
teacher 
Yes 0.00% 5.41% 4.55% 
No 100.00% 94.59% 95.45% 
Colleagues (internal to your institution) 
Yes 100.00% 89.19% 90.91% 
No 0.00% 10.81% 9.09% 
Managers (internal to your institution) 
Yes 85.71% 67.57% 70.45% 
No 14.29% 32.43% 29.55% 
Colleagues (external to your institution) 
Yes 71.43% 75.68% 75.00% 
No 28.57% 24.32% 25.00% 
Professional associations or networks 
Yes 14.29% 29.73% 27.27% 
No 85.71% 70.27% 72.73% 
Friends or family 
Yes 28.57% 24.32% 25.00% 
No 71.43% 75.68% 75.00% 
HCMUE Journal of Science Pham Thi Thanh Hai et al. 
851 
 MSc PhD Total 
P– 
Value 
I have never sought advice on 
my development as a teacher 
Yes 
Number 0 2 2 
0.529 
Percent % 0.00% 5.41% 4.55% 
No 
Number 7 35 42 
Percent % 100.00% 94.59% 95.45% 
Colleagues (internal to your 
institution) 
Yes 
Number 7 33 40 
0.362 
Percent % 100.00% 89.19% 90.91% 
No 
Number 0 4 4 
Percent % 0.00% 10.81% 9.09% 
Managers (internal to your 
institution) 
Yes 
Number 6 25 31 
0.335 
Percent % 85.71% 67.57% 70.45% 
No 
Number 1 12 13 
Percent % 14.29% 32.43% 29.55% 
Colleagues (external to your 
institution) 
Yes 
Number 5 28 33 
0.812 
Percent % 71.43% 75.68% 75.00% 
No 
Number 2 9 11 
Percent % 28.57% 24.32% 25.00% 
Professional associations or 
networks 
Yes 
Number 1 11 12 
0.400 
Percent % 14.29% 29.73% 27.27% 
No 
Number 6 26 32 
Percent % 85.71% 70.27% 72.73% 
Friends or family 
Yes 
Number 2 9 11 
0.812 
Percent % 28.57% 24.32% 25.00% 
No 
Number 5 28 33 
Percent % 71.43% 75.68% 75.00% 
Total 7 37 44 
For professional development, lecturers usually communicate in the professional 
community. They have never sought advice on developing professional teaching skills (0% 
MSc and 5.41% PhD). 
The sources for lecturers to seek advice on developing professional teaching skills 
are quite many, 100% of MSc and 89.19% are found in colleagues in the subject, faculty, 
and school; in which the advice received from the manager in the work unit is 85.71% 
MSc and 67.57% PhD. However, seeking advice from outside colleagues is also common 
with 71.43% of MSc and 75.68% of PhD. 
The influence, impact of the association or professional network on giving advice on 
professional development of teaching staff does not seem to have a clear role, with only 
14.29% of MSc and 29.73% PhD seeking advice from this source. There are many reasons, 
but in Vietnam, perhaps the association or the professional network is not strong, not 
attracting and promoting effectively in training, retraining and counseling for lecturers, 
members, especially for MA qualifications. 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 844-855 
852 
Friends and family, meanwhile, are a significant source in giving advices on the 
development of formal teaching to faculty members. There are 28.57% of MSc and 
24.32% of PhDs affected by this group, showing the social and emotional cohesion of 
teachers with family and friends although this is not a professional group. 
4.3. Barriers to the professional development 
For PhD, the main barriers are identified to be the lack of time due to high workload 
(78.38%), financial constraints (45.95%). For MSc, financial constraints is the biggest 
barrier (85.71%). According to the survey, 64.44% PhD and MSc confirm that the 
professional and professional development activities are the most valuable while they 
experienced in the career paid by their employers. 
Regarding the lack of professional development time, teaching profession due to the 
high workload is ranked no. 1 with 57.14% MSc and 78.38% TS and P - Value = 0.234 
shows that this is a recommendation for university leaders, departmental leaders. It is 
necessary to adjust the assignment of tasks and facilitate lecturers to complete the assigned 
tasks. Besides, only 14.29% of MSc and 8.11% of PhDs determined that there are no 
barriers in the process of professional development, teaching profession of lecturers is a 
sign to consider. 
For MSc, 42.86% said that there was a lack of information about the best ways to 
develop their professional knowledge and skills (PhD is 18.92%) and 71.43% of MSc who 
thought that they were completely autonomous in their work and teaching profession. The 
survey results show that MSc need to enhance communication with peers inside and 
outside the university with PhD degrees, increase participation in relevant and supportive 
activities from the association or career networks to receive a better information support 
for career development process. 
However, the results also show that the lack of support from managers/employers 
and the opportunity to have an appropriate learning is not high, with 14.29% of MSc and 
16.22% of PhD, the problem is that the university lecturers are overwhelmed by their 
assigned tasks and lack financial resources to support their professional development. 
Table 4. The barriers to the professional development 
 MSc PhD 
Lack of time due to workload 
Yes 57.14% 78.38% 
No 42.86% 21.62% 
Lack of funding 
Yes 85.71% 45.95% 
No 14.29% 54.05% 
Lack of information about the best way to develop 
as a teacher 
Yes 42.86% 18.92% 
No 57.14% 81.08% 
Lack of support from managers/employers 
Yes 14.29% 16.22% 
No 85.71% 83.78% 
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853 
Lack of suitable opportunities for learning 
Yes 14.29% 16.22% 
No 85.71% 83.78% 
My other commitments don't allow the time 
Yes 28.57% 18.92% 
No 71.43% 81.08% 
 MBA Dr Total 
P - 
Value 
Lack of time due to workload 
Yes 
Number 4 29 33 
0.234 
Percent % 57.14% 78.38% 75.00% 
No 
Number 3 8 11 
Percent % 42.86% 21.62% 25.00% 
Lack of funding 
Yes 
Number 6 17 23 
0.053 
Percent % 85.71% 45.95% 52.27% 
No 
Number 1 20 21 
Percent % 14.29% 54.05% 47.73% 
Lack of information about the 
best way to develop as a 
teacher 
Yes 
Number 3 7 10 
0.166 
Percent % 42.86% 18.92% 22.73% 
No 
Number 4 30 34 
Percent % 57.14% 81.08% 77.27% 
Lack of support from 
managers/employers 
Yes 
Number 1 6 7 
0.898 
Percent % 14.29% 16.22% 15.91% 
No 
Number 6 31 37 
Percent % 85.71% 83.78% 84.09% 
Lack of suitable opportunities 
for learning 
Yes 
Number 1 6 7 
0.898 
Percent % 14.29% 16.22% 15.91% 
No 
Number 6 31 37 
Percent % 85.71% 83.78% 84.09% 
My other commitments don't 
allow the time 
Yes 
Number 2 7 9 
0.562 
Percent % 28.57% 18.92% 20.45% 
No 
Number 5 30 35 
Percent % 71.43% 81.08% 79.55% 
No 
Yes 
Number 1 3 4 
0.602 
Percent % 14.29% 8.11% 9.09% 
No 
Number 6 34 40 
Percent % 85.71% 91.89% 90.91% 
5. Conclusion 
The research results conducted at the VNU UEd show that lecturers, whether at the 
Master's or PhD level, are aware of professional development and use different forms in 
career development for themselves. Teaching professional meetings are maintained and 
teachers always value sharing their experiences with colleagues in many different ways. 
In order to encourage lecturers, especially the sharing of doctor - lecturers with 
master-lecturers of teaching professional groups and faculties, it is necessary to maintain 
regular seminars, calculation of workloads and other administrative tasks which are 
suitable for lecturers to have time to participate in professional seminars and self-study. 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 844-855 
854 
Teaching professional groups should be formed formally or through in-school and out-of-
school projects/training courses to provide academic and financial supports for 
professional development, with a special focus on faculty groups of master and doctors 
candidates lecturers. 
A number of professional development constraints have been identified. PhD and 
master lecturers face different barriers (in terms of time, finance, professional support, 
etc.). The University of Education needs to have appropriate support policies for groups of 
lecturers with different qualifications for these barriers. 
 Conflict of Interest: Authors have no conflict of interest to declare. 
 Acknowledgment: This work was supported by the UK-VN higher education partnership 
(UK-VN HEP) 
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PHÁT TRIỂN CHUYÊN MÔN GIẢNG VIÊN ĐẠI HỌC: 
MỘT SỐ QUAN ĐIỂM CỦA GIẢNG VIÊN 
Phạm Thị Thanh Hải*, Dương Thị Hoàng Yến 
Trường Đại học Giáo dục, Trường Đại học Quốc gia Hà Nội, Việt Nam 
*
Tác giả liên hệ: Phạm Thị Thanh Hải – Email: haiphamtt@vnu.edu.vn 
Ngày nhận bài: 10-4-2020; ngày nhận bài sửa: 20-5-2020; ngày duyệt đăng:27-5-2020 
TÓM TẮT 
Phát triển chuyên môn giảng viên đại học có vai trò quyết định trong chất lượng đào tạo của 
cơ sở giáo dục đại học. Đội ngũ giảng viên đại học Việt Nam được quy định có trình độ từ thạc sĩ 
trở lên. Phát triển chuyên môn gồm rất nhiều hoạt động khác nhau. Nghiên cứu này được thực hiện 
tại Trường Đại học Giáo dục, sử dụng đồng thời hai phương pháp định lượng và định tính. 
Phương pháp định lượng khảo sát 45 giảng viên ngẫu nhiên thông qua phiếu khảo sát trực tuyến. 
Phương pháp định tính bằng làm đèn lồng và khảo sát 6 giảng viên là nghiên cứu sinh. 
Kết quả nghiên cứu cho thấy có sự khác biệt ở một số hoạt động phát triển chuyên môn giữa 
giảng viên là thạc sĩ và tiến sĩ như số lượng công bố khoa học trên tạp chí quốc tế; đa số giảng 
viên tiến sĩ sẵn sàng chia sẻ kiến thức chuyên môn nghiệp vụ với đồng nghiệp; tỉ lệ giảng viên (thạc 
sĩ, tiến sĩ) tìm kiếm lời khuyên/ tư vấn về phát triển nghiệp vụ giảng dạy chính quy từ đồng nghiệp, 
hiệp hội hoặc mạng lưới nghề nghiệp bằng nhau, tuy nhiên, tỉ lệ giảng viên là thạc sĩ tìm kiếm tư 
vấn từ đồng nghiệp và người quản lí nhiều hơn giảng viên là tiến sĩ; việc xác định rào cản đối với 
phát triển chuyên môn có sự khác nhau giữa giảng viên (thạc sĩ và tiến sĩ) về hạn chế tài chính, 
thiếu thời gian do khối lượng công việc nhiều; thiếu thông tin về cách thức tốt nhất để phát triển 
chuyên môn, nghiệp vụ giảng dạy. 
Từ khóa: phát triển chuy n môn; rào cản; khối lượng công việc; tài chính; đại học