Quality and Competency Requirements for the Personnel Carrying out Student Affairs Work at Vietnamese Universities in the Context of Digital Transformation

Truong Ngoc Binh

doi:10.22161/jhed.8.4.3

Abstract

Digital transformation is comprehensively reshaping university governance, and student affairs (SA) work is among the areas most directly and profoundly affected. Drawing on an analysis and synthesis of policy documents and related research, this article clarifies the characteristics and job positions of the personnel who jointly carry out SA work in the context of digital transformation across three distinctive positions that differ in legal status and employment relationship (school-level management/ leadership positions; specialist positions at the SA office/centre; and SA positions within faculties/institutes), and on this basis proposes an initial system of five groups of quality and competency requirements, differentiated in priority according to the specific demands of each job position. This is the outcome of a theoretical study and should be regarded as an initial scientific hypothesis that requires further empirical validation; it aims to provide a reference basis for workforce planning, recruitment, training, professional development, and evaluation of SA personnel at Vietnamese universities during the current period of digital transformation.

References

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30. https://doi.org/10.1186/s41239-019-0176-8

Bùi, P. T., & Nguyễn, V. B. H. (2026). Factors affecting the effectiveness of supporting students’ self-directed learning: An approach from academic advising in the context of higher-education digital transformation. Journal of Education, 26(11), 100–107.

Central Executive Committee. (2024). Resolution No. 57-NQ/TW dated December 22, 2024, on breakthroughs in the development of science, technology, innovation, and national digital transformation.

Government of Vietnam. (2025). Resolution No. 71/NQ-CP dated April 1, 2025, on the Government’s Action Programme to implement Resolution No. 57-NQ/TW.

King, M. C. (2008). Organisation of academic advising services. In V. N. Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic advising: A comprehensive handbook (2nd ed., pp. 242–254). Jossey-Bass.

Lochtie, D., McIntosh, E., Stork, A., & Walker, B. (2018). Effective personal tutoring in higher education. Critical Publishing.

Ministry of Education and Training. (2021). Circular No. 09/2021/TT-BGDĐT on the management and organisation of online teaching.

Ministry of Education and Training. (2023). Circular No. 20/2023/TT-BGDĐT on job positions in public higher-education institutions.

Ministry of Education and Training. (2025a). Circular No. 02/2025/TT-BGDĐT dated January 24, 2025, stipulating the Digital Competency Framework for Learners.

Ministry of Education and Training. (2025b). Circular No. 18/2025/TT-BGDĐT on school counselling and school social work.

Ministry of Education and Training. (2026a). Circular No. 40/2026/TT-BGDĐT dated May 15, 2026, on student affairs.

Ministry of Education and Training. (2026b). Draft circular on higher education institution standards (under public consultation; not yet legally effective).

Nguyễn, H. C. (2021). Developing independent self-study competency for teacher-training students through academic advising activities [Research project]. Vietnam National Institute of Educational Sciences.

National Assembly of Vietnam. (2025). Law on Higher Education (Law No. 125/2025/QH15), adopted on December 10, 2025.

Phạm, T. N. L. (2022). Developing the academic-advisor workforce at technical teacher-training universities based on a competency approach [Doctoral dissertation in Educational Science]. Vinh University.

Prime Minister of Vietnam. (2020). Decision No. 749/QĐ-TTg dated June 3, 2020, approving the National Digital Transformation Programme to 2025, with Orientation toward 2030.

Prime Minister of Vietnam. (2021). Decision No. 942/QĐ-TTg approving the Strategy for E-Government Development toward Digital Government for 2021–2025, with Orientation toward 2030.

Prime Minister of Vietnam. (2022). Decision No. 131/QĐ-TTg dated January 25, 2022, approving the Scheme on Strengthening the Application of Information Technology and Digital Transformation in Education and Training for 2022–2025, with Orientation toward 2030.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102-2

Article Info

Received: 03 Jul 2026; Received in revised form: 31 Jul 2026; Accepted: 04 Aug 2026, Published on: 09 Aug 2026