The Factors’ Affecting Innovative Competency Development of Vietnamese Universities’ Lecturers

The world’s in the process of globalization with the Fourth Industrial Revolution that connects people, influential nations, interactions, interdependence in every way. To survive and develop all of us must constantly innovate, create new products excel. Optimal solutions and breakthrough decisions’re entirely dependent on the creativity of each member of the organization. In this context, higher education, the role of universities’ teachers’re seen as the vanguard of innovation with mission to train human resources of high quality to meet the needs’ economic development - social. The articles’ give three groups of factors that influence the development of innovative competency’s university teachers; in which influential group’s within themselves, motives, the individual characteristics, the energy of the behavior. Self-motivation’s the key to formation and creation. And the way to develop the creative ability of university lecturers’re awaken the potential in each person so that they know how to self-control, master, orient themselves to develop their career.


Introduction
Developing innovative competency's always a fascinating title. With rhetoric about talent war and the emergence new kind of talent policy (Brown & Hesketh, 2004;Brown & Tannock, 2009;Florida, 2005); Innovative competency's seen as the core value -the soft power of the new age through the interaction of people, nations and regions. Declared world of higher education (1998) Cultural Organization, the United Nations Educational (UNESCO), with the message states need to open of higher education according to the criteria of value creation; system innovation programs and higher education institutions; strengthening ties with society, first with the labor world. UNESCO proposes an competency of the subject's creative thinking, thought, shape ideas, propose solutions/optimal solution.
The academic competency of university lecturer in terms of psychology's manifestation of high thinking ability, to solve difficult problems, or create the idea of problem that has unique ideas, solutions, or breakthroughs (Amabile, 1992).
Developing innovative competency of university lecturers're activití e of higher education institutions, mainly 3 levels' management: policy level (ministry, sector, province, city), technical level (universities, faculties, subject groups) and self-level lecturers. Professor Martin Mulder of Wageningen University argues that growing up innovative competency for universities'lecturers're process of inventing ideas, first of all adjusting the practice of teaching on the basis of assessment, the ability to design and activation of educational materials to prepare students to meet labor market demands knowledge.
According to him, the most important faculty innovative competencies's the level of expertise, followed by the abilities: teach innovative learner development, develop knowledge for anthropology create, design development of higher education, work together to turn ideas into action education. For university lecturer in engineering and service they both entrepreneurs/business excellence.
Despite recent major changes in terms of technology and education, but the lecturer remains decisive factor in the quality of education. UNESCO has emphasized the role of university lecturers're still mainly though the technical reform's happening. Researches on the innovative competencies' faculties development emphasize three roles/tasks (teaching, research, social co-operation) associated with thinking, motivation to create new value; or superior ability to solve the most pressing problems're the quality of higher education. Guilford (1950), President of the American Psychological Association, attributes that the nature of person's innovative competency depends on two of the most important elements'creativity, it's: creative motives and subjectivity (of the creator). The components that've the effect of developing the talent or innovative competency of each individual're the social environment and the energy and the desire for creativity (Karlyn, 2005, p. 4). According to Amabile, creative energy per person's the whole section of Expressions of creative power or superior performance can be seen at the intersection (see Figure 1) Studies on developing creative talents of Karlyn Adams (2006); Ian Wayne and Suzanne Simpson, PhD, C. Psych (2013); Le Ngoc Hung (2014) praises "self-perpetuating development", "self-affecting", and human-based talent design that three components: Understanding, Thinking, Motivation plays an important role in the competency and professional competency to apply in education and training, such as:

Understanding
Expression of understanding's knowledge. Understanding (Expertise: Knowledge -technical, procedural and intellectual)'s considered to be the integration of knowledge related to professional knowledge such as: pedagogical knowledge and specialized knowledge of higher education (in depth); knowledge of scientific research; Social knowledge (by width), specifically: 1) Knowledge of teaching, pedagogy for university lecturers're the knowledge system of education; Modern teaching theory on: developing teaching strategies /lesson design (identification, choice of targets and teaching methods); organize the teaching process (innovative teaching/creative teaching methods); test, assess learning outcomes; effective teaching management; compiling textbooks, documents ... etc; 2) Specialized knowledge's firmly hold, updated knowledge and orientation for higher education reform; particularly, the specialized knowledge and the interdisciplinary knowledge of interdisciplinary cooperation with the specialization of training such as mathematics, philosophy, economics, law, social and human culture, international integration; 3) Understanding research knowledge's to have knowledge of analysis and selection issues (topics) study, explain the research outline, mastering processes organizing the research, writing reports total www.scholink.org/ojs/index.php/jetss promote the role of the university lecturer and social and community responsibility for the quality of the training product.
Factors that affect the ability of faculties' understanding, the first, which are the qualification challenges related to the function, teaching and training programs, the supply of personnel, infrastructure and university environment. Each university lecturer needs to create balance between the breadth and depth of knowledge in order to maximize the individual creative potential (Johansson, 2006, p. 104). With these approaches, university lecturers need to have broad, multi-dimensional understanding in many areas to meet new requirements and tasks.

Thinking Skills
Thinking skills of psychomotor which elements that ensure the integrity of physical harmony and the human soul. Sternberg (2008) applies the "triarchic theory", asserting that there're three main aspects of thought, namely, the ability to synthesize, analyze and practices.
1) The ability to synthesize novel ideas, quality and appropriate work on planning implementation, know how to apply knowledge and wisdom to the tasks and responsibilities of lecturers in the discipline or create specialized training; Also be aware processing, evaluation, and presentation imparted knowledge typical subject and object learners.
2) Ability to analyze their own ideas, compare their strengths and weaknesses and propose ways to improve them; The core element of teacher's the transfer of knowledge (deep) into the scientific mind, the idea for the organization to act (competency) to implement functions, tasks such as teaching, professional development, research, social activities, professional development.
3) Apply practical: to transfer innovative ideas. The evaluation requirements for teaching skills, studies, social activities, professional development ... of the university lecturers expression level of positive possibilities, independent creation, use teaching methods teaching, scientific research; To organize rational scientific labor; especially self-study and self-cultivation; proactively detect and solve problems that arise in practice.
Factors affecting the thinking/thoughts of university lecturers, primarily research environment, work, passion, inspiration wing for ideas to solve difficult problems from status quo. Social activities, community, access to multiple sources of knowledge from different fields; the ability to persevere over difficulties and anticipate/accept risks, ready to receive change, new views.

Motivation
Motivation's considered to be an invisible feature. Piaget and Wallon see this as the competency or individual "motivation" or "energy of behavior" of human (Nakamura & Csikzentmihaly, p. 258); Nguyen Minh Duong said that "motivation" dominant behavior -the attitude of the university lecturers.

Identify the Factors that Influence the Innovative Competencies' Lecturers Development
If you bring the framework/component (1,2,3,4 on the left), the figure 2 shows the five fields'activities: professional, teaching, research, social co-operation, university faculties (right), we envision in each field're 4 types competencies (n 1 ). With activities such experts'll have 4 competencies: 1) Ability to understanding professional knowledge training sector; 2) Thinking skills for professional knowledge; 3) engine/motivation/ attitude of mastering diverse promote extensive professional training programs; and 4) Innovative competency/ability to excel in professional knowledge, the manifestation of the ability to apply knowledge to the task (see Figure 2).  2) Evaluate and test the quality of universities; 3) The remuneration policy, motivate university lecturers; 4) Policy on international integration in higher education;  2) Professional level, multi-dimensional; 3) Ability to develop knowledge for learners and society; 4) Skills, logical thinking method (option approach complex problems); 5) Ability of self-control and cooperation in multicultural environment and integration; 6) Access to innovative, modern higher education programs; 7) Experience and seniority (leadership/teaching); 8) Ready for change, transformation.

Research Questions
The research'll in turn answer the following questions: (i) What do we know about creative sources and innovative competency development? (ii) Identify three components that make up the competency for innovative university lecturers? (iii) Factors affecting the development of Vietnamese creative abilities of university lecturers and the road to promote, stimulate innovation and creative occupational university lecturers?

Research's Method
To determine the extent to which innovative competency of university lecturer developed, the researcher conducted qualitative research using questionnaires to identify three groups of factors and 17 variables/indicators used measuring scale. The survey focused on two managers and university lecturers in education and training who're working and teaching at 12 higher education institutions in Mathematical statistical methods're used to process and analyze the survey results. Number N 1 , N 2' re managers and university lecturers're asked; X the average value, respectively: 1 (no effect), 2 (low impact), 3 (medium impact level) and (influential). With standard: 1 ≤ X ≤ 1.75, not affected; 1.75 < X ≤ 2.5 less impact; 2.5 < X ≤ 3.25, moderate effect; and 3.25 < X ≤ 4.0 large effects. Source: Research results of the author Figure 2 shows that no factor falls into the no-effect category. Only 01 elements for the lowest impact X = 2.9 "Target Development Strategy University/Faculty/Department"; There're 04 factors that affect inadequate (expression with X value of: from 3.0 to 3.2) as: Experience and seniority (leadership/teaching); Degree and position (professional title); To standardize the professional titles of university lecturers; Evaluating and accrediting university lecturers; Efficient use of network links with social cooperation. There're 05 factors that affect large (expression value X from 3.3 to 3.5) as: The remuneration policy, motivation; Policy on international integration in higher education; Transfer of scientific research, invention into practice; Technical facilities' universities/Faculties/Department; and be ready for change.

Synthetic Factors Affecting the Development of Innovative Competencies of Lecturers
There're six major influencing factors (with values ranging X from 3.6 to 3.7're: Roles for developing knowledge for learners and society, Encouraging new ideas for effective work; qualifications deep, multidimensional; Skills, methods of logical thinking (choice approach the problem complex); Developing the competency of autonomy, mastery collaborative creative working environment multiculturalism and integration; access to innovative, modern university education. Including, the two most influential factors're "proficient, multi-dimensional" and "self-reliant ability to work collaboratively in a multicultural environment and integration".

Discussion
Firstly, based on the survey and analysis' the quantitative factors that directly influence the development of Vietnamese university faculties's competency, The personal ability of the university lecturer, or personal ability, are believed to have the greatest impact ( X value 3.48). The second most influential factor're the level of operational management, such as the ability of the principal, the chairman of the university board, the faculty board, the subject group ( X valued at 3.36). Comparing the two results showed that besides the activities'operational management, the personal competency's lecturers're still the key to developing creative ability to solve many of the problems of higher education faced competition with the work environment (Hodgson, 2012;Kallenberg, 2007;Kibwika, 2006;Laine et al., 2008;Meek et al., 2009;Vila et al., 2012). This answers the question of whether the path to motivation, innovation and creativity of lecturers' career work right in their own.
Secondly, the average difference between the opinions of educational management and lecturers're the lack of uniformity in assessing the factors affecting development of innovative competency's lecturers (see Table 2) about deviation X educational managers, X lecturers There're 9 elements deviation (between X educational managers; X lecturers) gradually value to 0, indicating there's uniformity in assessing the factors affecting; 09 factors're considered to be a major (and enormous) influence on the innovative competency development of lecturers (Table 2). These're factors No 6) Technical facilities of the University, Faculty, Department ( X valued at 3.5); 8) Encourage new ideas proposed in the work efficiency ( X value 3.7); 9) Transfer of scientific research, invention into practice ( X value 3.5); 11) Professional level, wide, multi-dimensional ( X value 3.7); 12) Ability to develop knowledge for learners and society ( X value 3.6); 13) Skills, logical thinking methods, selection approach complex issues ( X value 3.7); 14) Development of self-reliantcompetency, co-operation in creative work in multicultural environment and integration ( X valued at 3.7); 15) Access to innovative, modern higher education programs ( X valued at 3.6 and 17); Ready to receive change, convert ( X value of 3.5). The results of this study're consistent with previous studies by Cropley, Arthur J, (2001);Scott, Ginamarie, Lyle Leritz and Michael Mumford (2004); Tan Oon Seng (2013) (Wilson, Renate, & Martin, 2014, pp. 13-18).
Thirdly, May explain why higher education in Vietnam has many policies to develop innovative competency's lecturers, but ineffective. And ability to apply policies to develop innovative competency for lecturers in the universities inadequate causes affecting Vietnam's education lag far behind other countries in the region and over the world in Human resources and talents influence the trust of educational management agencies and higher education institutions in the quality of training (Pham Phu, 2010, p. 297 competency, it's necessary to maintain an environment favorable working conditions (sufficient), the new improved quality, efficiency and creative labor for lecturers.

Conclusion
The paper give study of the three components' lecturers innovative competency, identifying the group of factors that influence the development of innovative competencies for lecturers under management of objective'institutions, it's: (1) Policies (ministry, branch, province, city), (2) operational level (university, Faculty, department) and (3) Lecturers'her/himself. Research suggest 17 variables/indicators, of the 3 groups. By the method of theoretical research, survey and data processing, the author has identified nine factors that've nine factors impact on the development of innovative competency Vietnamese of lecturers.
In particular, the most influential factors're: Professional level, multi-dimensional; Ability to develop knowledge for learners and society; Skills, logical thinking methods, selection approach complex problems; Develop self-reliant competency, master creative cooperation in multicultural environment and integration; Access to innovative, modern higher education programs; Be ready for change, transformation and; Motivation, or personal ability, the energy of self-motivation.
The paper mentions overseas studies on this topic that common opinion: technical competencies're often easily identified; Behavioral competencies're difficult to identify and measure, but they're determined by the attitude, self-motivation, belief, patriotism, political consciousness of lecturers, etc.
The results of quantitative analysis (above) show the most influential factors'developing the innovative competency of Vietnamese lecturers lies in the factors of quality and motivation. the professional ethics of lecturers (or personal ability).

Recommendation
1) The role of lecturers've directly impact on the quality of human resources education system, training and national. Each lecturers're constantly learning to improve his or her professional knowledge, ensuring a balance between breadth and depth of knowledge. Improving competency, creative thinking methods. Constantly learning to absorb knowledge, information and perspective development; acquire theorical and creative methods in accordance with the level; train creative thinking skills; Thinking experientially to solve problems from simple to total; and creative collaboration's work in multicultural environments and integration.
2) For principals, universities'council president should quickly restructured towards autonomy associated with the administrator role and accrediting universities. 3) In order to realize the spirit of "Government Creation" in higher education initiated by Prime Minister Nguyen Xuan Phuc, this study proposes 5 comprehensive solutions, it's: (i) change the perceptions of creative approaches (especially business and economic thinking) in education and compete equally between public and private higher education; (ii) updating and standardizing training programs in line with regional and international standards to gradually improve the value of international standards; (iii) Application of new achievements to develop science, technology in higher education on the basis of inventions, patents and intellectual property rights in accordance with international institutions; (iv) Connect the scientific research of lecturers with practical needs of the market and society; (v) To gradually establish a standard system, evaluating and accrediting higher education by region and the world./.