Factors associated with academic performance among political science faculty in Vietnam: The mediating role of individual professional development
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Author(s)Vu Thi TrangLink to ORCID Index: https://orcid.org/0009-0004-0066-578X
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Tran Thi Hong LieuLink to ORCID Index: https://orcid.org/0009-0003-3767-3073
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Tran Ba TuanLink to ORCID Index: https://orcid.org/0009-0004-3131-5352
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Vu Thi Kieu LyLink to ORCID Index: https://orcid.org/0009-0009-6564-7992
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Nguyen Thi Thu HaLink to ORCID Index: https://orcid.org/0000-0002-5882-6062
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DOIhttp://dx.doi.org/10.21511/kpm.10(3).2026.01
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Article InfoVolume 10 2026, Issue #3, pp. 1-18
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1 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
Type of the article: Research Article
This study examines how institutional policy support, academic work environment, access to professional development opportunities, and academic compensation and incentives are associated with individual academic performance among political science faculty in Vietnam, while also testing the mediating role of individual professional development. The analysis is based on 415 valid survey responses collected from political science faculty working in Vietnamese higher education institutions and analyzed using partial least squares structural equation modeling. The results show that academic compensation and incentives emerge as the strongest positive predictors of individual academic performance (β = 0.301), followed by academic work environment (β = 0.289), individual professional development (β = 0.189), institutional policy support (β = 0.165), and access to professional development opportunities (β = 0.081). Individual professional development also positively predicts academic performance and partially mediates the relationships between the four contextual factors and academic performance. The model explains 30.7% of the variance in individual professional development and 52.0% of the variance in individual academic performance. These findings suggest that incentive systems, supportive academic environments, and meaningful professional development are important factors associated with academic performance among political science faculty in Vietnam.
Acknowledgment(s)
This research is sponsored by the Vietnam Academy of Social Sciences under Grant No. KHXH/NV/2025-28.
- Keywords
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JEL Classification (Paper profile tab)I23, I28, J24
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References50
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Tables8
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Figures3
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- Figure 1. Proposed research framework
- Figure 2. Confirmed research framework
- Figure B1. Full collinearity VIF model for common method bias assessment
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- Table 1. Sample characteristics (n = 415)
- Table 2. Assessment of measurement quality
- Table 3. Assessment of discriminant validity (HTMT criterion)
- Table 4. Direct effects and hypotheses testing results
- Table 5. Indirect effects and hypothesis testing results
- Table 6. R2 and adjusted R2 coefficients
- Table A1. Assessment of academic conditions and performance
- Table B1. Full collinearity VIF results for common method bias assessment
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Academic resilience, emotional intelligence, and academic performance among undergraduate students
Uzoma Ononye ,
Mercy Ogbeta ,
Francis Ndudi ,
Dudutari Bereprebofa ,
Ikechuckwu Maduemezia
doi: http://dx.doi.org/10.21511/kpm.06(1).2022.01
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Corporate governance and financial performance: an empirical analysis of selected multinational firms in Nigeria
Gideon Tayo Akinleye , Odunayo Olarewaju 
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Bamikole Samson Fajuyagbe
doi: http://dx.doi.org/10.21511/ppm.17(1).2019.02
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