TTLA: Connecting with the faculty organizations of universities and colleges.

1. Full name: Pham Thi Hong Phuong
2. Gender: Female
3. Date of birth: March 20, 1981
4. Place of birth: Thai Binh City
5. Decision to admit doctoral students: No. 3216/2014/QD-XHNV-SDH dated December 31, 2014
6. Changes in the training process:

- Decision to change the title of the doctoral dissertation No. 1016/QD-XHNV, dated March 29, 2016.

- Decision to extend the study period No. 3549/QD-XHNV, dated December 29, 2017.

1. Dissertation title: Faculty engagement with organizations in universities and colleges.
2. Major: Psychology
3. Code: 62 31 04 01
4. Scientific supervisors: 1. Assoc. Prof. Dr. Le Thi Minh Loan, 2. Assoc. Prof. Dr. Le Thi Thanh Huong
5. Summary of new findings in the thesis:

• Clarify and supplement issues related to faculty engagement with the organization, including: the nature, components, manifestations, and forms of faculty engagement in universities and colleges.
• The study confirms that Allen and Meyer's (1996) three-component theoretical structure of organizational commitment is suitable for research on faculty members and adds specific manifestations of university and college organizations.
• Point out the heterogeneity of the three components of engagement—emotional engagement, responsibility engagement, and self-interest engagement—in each individual faculty member.
• Several factors influencing the organizational commitment of university and college lecturers have been identified, including: the lecturer's personality traits, the leadership style of the head of department/faculty, job characteristics, relationships with colleagues, policies and regulations, training and promotion opportunities, and the reputation of the institution.
• This section outlines the current state of organizational engagement among faculty members in several colleges and universities, based on their own self-assessments:

+ When combining the three components of emotional engagement, responsibility engagement, and needs-based engagement, eight mixed engagement forms are created, represented by dominant components. The proportion of faculty members engaged with the organization according to these eight forms is mainly concentrated in two forms: engagement that is dominant in all three components and engagement that is not dominant in all three components.

+ Lecturers assessed that the most influential objective factor affecting their commitment to the organization was related to the benefits they received, namely the system and policies. The most influential subjective factor affecting lecturers' commitment to the organization was the extroverted aspect of their personality.

1. Practical applications: The research results can be used as a reference for researchers studying faculty engagement, school leaders, or departmental/faculty-level management to learn more about the psychological characteristics and needs of faculty members. From there, they can find ways to promote faculty engagement with the organization.
2. Research studies related to the results of the thesis:

1. Le Thi Minh Loan, Pham Thi Hong Phuong (2017), “Emotional connection of lecturers with the organization: Current situation and impact of transformational leadership style of department heads”,Psychology Magazinehgurgle(10), pp. 58-68.
2. Le Thi Minh Loan, Pham Thi Hong Phuong (2017), “The relationship between individual-organizational fit, leader-employee interaction and job satisfaction”,Proceedings of the First Southeast Asian Regional International Conference on Psychology(November 28 - December 1, 2017), Volume 3, pp. 134-143.
3. Ле Тхи Минь Лоан, Фам Тхи Хонг Фыонг (2017), “Организационная Reference: влияние личностных особенностей”,Вестник ТвГУ, Серия "Педагогика и психология".ISSN: 1999-4133, (4), pp.34-42.
4. Pham Thi Hong Phuong (2018), “The influence of perception of school reputation on faculty's organizational commitment”,Journal of Psychology(01), pp.79-89.
5. Pham Thi Hong Phuong (2018), “Lecturer's assessment of the organization's policies and regulations and their impact on organizational commitment”,Journal of Psychology(09), pp.88-97.
6. ...month……2018

INFORMATION ON DOCTORAL THESIS

5. Admission decision number: 3216/2014/QD- XHNV – SĐH, dated December 31, 2014
6. Changes in the acoustic process

- Decision on change of thesis title, number 1016 / QD-XHNV, dated March 29, 2016

- Decision to extend study time, number 3549 / QD-XHNV, ated 29 December 2017

1. Official thesis title: Organizational commitment of lecturers in the universities and colleges
2. Major: Psychology
3. Code: 62 31 04 01
4. Supervisors: Assoc. Prof., Ph.D. Le Thi Minh Loan, Assoc. Prof. Dr. Le Thi Thanh Huong
5. Summary of new findings of the thesis

- Clarify and add issues related to tutors' organizational commitment, including the nature, components, manifestations and forms of commitment.

- Confirmed the Allen and Meyer's (1996) three-component theoretical structure in accordance with the research on the subject as faculties in the colleges.

- Indicate the heterogeneity of the three components of organizational commitment, affective commitment, continuance commitment and nomartive commitment in each individual tutor.

- Identify a number of factors that affect lecturers' organizational commitment, including the personality characteristics of the tutor, the leadership style of the deans, peer relations, policy regimes, training opportunities - promotion and reputation of the school.

- Indicates the general picture of the level of the tutors' organizational commitment as follow:

+ When combining the three components of affective commitment, continuance commitment and nomartive commitment, 08 forms of mixed association are represented by the dominant components. The percentage of lecturers committed to the organization in these eight forms is concentrated mainly on two forms, namely, dominant dominance in all three components and non-dominant attachment in all three components.

+ The objective factors that have the most influence on the organizational commitment related to the benefits that the lecturers is entitled to is the regime and policies. The most influential factor to lecturers' organizational commitment is the extrovert of the personality characteristics.

1. Practical applicability: Research results can be used as a reference for researchers, administrators or deans to learn more about psychological characteristics and the needs of faculty members in their organizations. From there, they may find the ways to promote the tutors' organizational commitment.
2. Thesis-related publications

1. Le Thi Minh Loan, Pham Thi Hong Phuong (2017), “Lecturers' commitment affective to their organization: status and the influence of the dean's transformational leadership style”,Journal of Psychology(10), pp.58-68.
2. Le Thi Minh Loan, Pham Thi Hong Phuong (2017), “Relationship between person-organization fit, leader–member exchange and job satisfaction”,Proceedings of International Conference“Human well-being and sustainable development” (November 28-December 1, 2017), Vol. 3, pp.134-143.
3. Ле Тхи Минь Лоан, Фам Тхи Хонг Фыонг (2017), “Организационная Reference: влияние личностных особенностей”,Вестник ТвГУ, Серия "Педагогика и психология".ISSN: 1999-4133, (4), pp.34-42.
4. Pham Thi Hong Phuong (2018), “The effect of perceived university reputation on organizational commitment of lecturers,Journal of Psychology(01), pp.79-89.
5. Pham Thi Hong Phuong (2018), “The tutors' assessments of policies and regimes in universities and the impact of these regimes and policies on their organizational commitment”,Journal of Psychology(09), pp.88-97.