TTLA: Connecting with the organization of university and college lecturers

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 on recognition of PhD students: No. 3216/2014/QD-XHNV – SDH dated December 31, 2014
6. Changes in training process:

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

- Decision on extending study time No. 3549/QD-XHNV, dated December 29, 2017.

1. Thesis topic: Linking with the organization of lecturers of universities and colleges.
2. Major: Psychology
3. Code: 62 31 04 01
4. Scientific advisors: 1. Associate Professor, Dr. Le Thi Minh Loan, 2. Associate Professor, Dr. Le Thi Thanh Huong
5. Summary of new results in the thesis:

• Clarifying and supplementing issues related to organizational commitment of lecturers, including: nature, components, manifestations and forms of organizational commitment of university and college lecturers.
• Affirming the three-component theoretical structure of organizational commitment of Allen and Meyer (1996) is suitable for research on lecturers and supplemented with specific manifestations of university and college organizations.
• Point out the heterogeneity of three components of engagement: emotional engagement, responsibility engagement and benefit-need engagement in each individual lecturer.
• Identified a number of factors affecting the organizational commitment of university and college lecturers, including: lecturers' personality traits, leadership style of department/faculty heads, job characteristics, colleague relationships, policies, training and promotion opportunities, and school reputation.
• Point out the general picture of the level of commitment to the organization of lecturers at some colleges and universities today according to the lecturers' self-assessment:

+ When combining the three components of emotional attachment, responsibility attachment and benefit-need attachment, eight mixed forms of attachment are created, represented by the dominant components. The proportion of lecturers who are attached to the organization according to these eight forms is mainly concentrated in two forms: attachment that is dominant in all three components and attachment that is not dominant in all three components.

+ Lecturers assess that the objective factor that has the most influence on organizational commitment is related to the benefits that lecturers enjoy, which are the regime and policies. The subjective factor that has the most influence on the organizational commitment of lecturers is the extroverted aspect of personality.

1. Practical applicability: The research results can be used as a reference for researchers on organizational commitment of lecturers, school leaders or department/division managers to learn more about the psychological characteristics and needs of lecturers in the school. From there, they can find measures to promote the commitment of lecturers to the organization.
2. Research works related to the results of the thesis:

1. Le Thi Minh Loan, Pham Thi Hong Phuong (2017), “Emotional commitment of lecturers to the organization: Current status and impact of transformational leadership style of department heads”,Psychology Magazinehow(10), pp.58-68.
2. Le Thi Minh Loan, Pham Thi Hong Phuong (2017), “The relationship between individual-organization fit, leader-employee interaction and job satisfaction”,Proceedings of the First Southeast Asian 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”,Vestinik TUV, Серия "Педагогика и психология".ISSN: 1999-4133, (4), pp.34-42.
4. Pham Thi Hong Phuong (2018), “The impact of perceptions of school reputation on lecturers' organizational commitment”,Journal of Psychology(01), pp.79-89.
5. Pham Thi Hong Phuong (2018), "Lecturers' assessment of the organization's policies and regimes 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 academic 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”,Vestinik TUV, 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.