Các yếu tố ảnh hưởng đến việc tiếp thu kiến thức đào tạo của giảng viên đại học Việt Nam thông qua các chương trình liên kết đào tạo quốc tế: Tóm tắt luận án Tiến sĩ Quản trị kinh doanh

Conclusion

Literature review

Theoretical framework

Context research

Qualitaive research

Quantitative research

OPENING 4. Research approach 1. Rationale The thesis used qualitative and quantitaive methods. In qualitative method, 8 lecturers at two different IJTPs were interviewed in-depth (4 people / program). In quantitative method, questionnaires were sent to 344 Understanding factors affecting lecturers’ educational knowledge acquisition in international joint lecturers at 18 undergraduate IJTPs located in 11 training institutions. The number of qualified responses was training programs (IJTPs) will shed light on how teachers get the most knowledge. Knowledge acquisition will 218 questionnaires. be most effective when the stakeholders increase the factors that have positive effects and minimize the factors that have negative effects on lecturers’ knowledge acquisition. When majority of lecturers in IJTPs receive The research process is international education knowledge efficiently, that knowledge will be spread in the university, upgrading the mapped out in figure 1. teaching capacity of the university. As a results, the quality of the school's education will be strengthened, Figure 1: Research meeting both the social aspirations for educational renewal and the international education integration needs process of Vietnam's higher education. The thesis used In theory, research on knowledge acquisition in international cooperation in Vietnam and the world have descriptive, classifying and focused on the organizational level, but not individual level. Some research results on the influence of synthetic methods to analyze qualitative data. Quantitative data analysis methods included statistical methods, individual factors on knowledge acquisition are inconsistent, suggesting the possibility of a moderator for that data description, factor analysis, reliability analysis, regression testing and correlation. The author used SPSS effect. In addition, previous studies have examined the impact of two groups of individual and social factors software for analysis. on knowledge acquisition separately, without taking into account the interacting relationship between these two groups of factors. The thesis addresses that theoretical gap. 5. Thesis contribution 2. Research objectives 5.1. Theoretical contribution The study aimed to determine the factors affecting the lecturers’ knowledge acquisition in IJTPs. The

Identifying theoretical basis on individual and social factors affecting educational knowledge acquisition

i. The thesis proved the mediating role of social factors (including interaction with partner faculty and the role of "knowledge gatekeeper") for the relationship between absorptive capacity factors and knowledge acquisition. Specifically, interaction with partner faculty enhances the influence of professional knowledge and bisociative cognitive style on knowledge acquisition. The role of "knowledge gatekeeper" enhances the influence of professional knowledge and intrinsic learning motivation on knowledge acquisition and reduces the impact of bisociative cognitive style on knowledge acquisition. This discovery explained the inconsistency amongs results of previous research on the influence of the individual factors on knowledge acquisition, and showed the decisive role of the social environment for knowledge acquisition. specific objectives included: - of Vietnamese lecturers in IJTPs, - Analyzing and evaluating factors affecting the educational knowledge acquisition of Vietnamese lecturers in IJTPs, - Proposing recommendations to increase the educational knowledge acquisition of Vietnamese lecturers in IJTPs. 3. Object and scope of the study ii. The thesis showed the important role of the "knowledge gatekeeper" for the lecturer’s knowledge acquisition in IJTPs: both direct influence and indirect influence by enhancing the relationship between individual factors and knowledge acquisition. A "knowledge gatekeeper" transfers knowledge and has two important functions: "translating and explaining" and "in-house expert". Objects of the study were factors that affect Vietnamese lecturers' educational knowledge acquisition in undergraduate IJTPs. In terms of space, the scope of the study included public universities in Hanoi that have undergraduate IJTPs in the form of full cooperation or franchise, accredited by a qualified organization. The content of the study was determined as follows: iii. The thesis adjusted and developed two sets of measurements: one for knowledge acquisition, and the other for the role of "knowledge gatekeeper". The measurement for knowledge acquisition based on the concept of technical knowledge including know-what, know-how and know-why (Garud, 1997). The measurement for the role of "knowledge gatekeeper" was developed based on the argument about the “knowledge gatekeeper” function of "translating and explaining" and "in-house expert" (Cranefield and Yoong, 2007). - The acquired knowledge is knowledge on education, originating from foreign partners, including: designing and compilation of subject contents, teaching methods and assessment methods. 5.2. Practical contribution To effectively acquire knowledge, an individual needs to be supported by personal capacity and social - The thesis studied the effects of absorptive capacity factors including professional knowledge, cross- cultural knowledge, intrinsic learning motivation, bisociative cognitive style; and social factors including the environment. Creating a social environment to enhance knowledge acquisition is very important. The thesis interaction of Vietnamese lecturers with partner faculty and the role of "knowledge gatekeeper" of the IJTPs gave recommendations for Ministry of Education and Training and universities to improve social environment personnels. and enhance knowledge acquisition capacity of lecturers. Scope of time: from 2014 to 2020. 1

CHAPTER 1. LITERATURE REVIEW fulfillment of those expectations (Rowold, 2007). 1.1. Concept of knowledge and knowledge acquisition A review of studies shows some inconsistency in results. While Kankanhalli et al (2012) found no evidence of the effects of the absorptive capacity, other scholars (Ko et al., 2005, Ojo and Raman, 2017) The thesis used the concept of Davenport & Prusak (1998: 5) that knowledge is "a fluid mix of framed confirmed the influence. May et al (2011) could not confirm the influence of learning motivation on knowledge experiences, values, contextual information, and expert insight that provide a framework for evaluating and acquisition. This suggests that there are moderating factors for the relationship between the individual factors incorporating new experiences and information”. Based on the value chain model of Sison & Pablo (2000), educational knowledge in this thesis includes: and the knowledge acquisition that previous studies have not mentioned. 1.2.3. Social factors affecting knowledge acquisition knowledge of design and compilation of subject content, knowledge of teaching methods, and knowledge of student assessment. Social factors mentioned in previous studies include the relationship between knowledge giver and receiver (Kankanhalli et al., 2012, Ko et al., 2005), bilateral interaction (Kankanhalli et al., 2012, Kim). and An individual’s knowledge acquisition is seeking, gathering, and acquiring new knowledge Lee, 2010, Ko et al., 2005) and governance factors (Kim and Lee, 2010, May et al., 2011). Sutrisno & Pillay (Esmaeelinezhad and Afrazeh, 2018, Kim and Lee, 2010). In the thesis, knowledge acquisition is considered (2015) found that the social factors influencing knowledge transfer in IJTPs are: difference of partner intent, as changes in the lecturer’s cognition and behavior/skills on the training knowledge, through the teaching

opportunities for sustainable development of training programs and communication between partners. 1.2.4. Research gap process in the IJTPs. 1.2. Literature review on factors affecting individual knowledge acquisition On topic and context: The are few number of studies on knowledge acquisition at individual level in 1.2.1. Conceptual frameworks working environment context. Research on individual knowledge acquisition in international cooperation is The conceptual framework on knowledge transfer by Szulanski (1996) has been applied by a number of very rare. Very few studies mention the acquisition of individual knowledge in the context of training scholars (Dao and Nguyen, 2016, Ko et al., 2005) to build a research model on knowledge transfer and programs. acquisition at individual level. Szulanski (1996) argued that knowledge transfer within enterprises is influenced On factors: The group of individual factors attracts more empirical studies than the group of social by four groups of factors: giver characteristics, receiver characteristics, characteristics of transferred factors. There are many individual factors of knowledge receptors to be discovered and verified. The number knowledge and contextual characteristics - including relationship between the two parties. of studies on social factors is limited. Napier (2005) provided a research framework including the phase of the relationship between On the role of the moderator: Some study results of the influence of individual factors on the reception knowledge giver and receiver, the participative capacity of two parties, the organizational atmosphere of two of knowledge are inconsistent, suggesting the possibility of moderating factors. The interaction between the parties and the status of the transmission channel. This study is similar to Szulanski (1996) and Easterby-Smith two groups of individual and social factors, or their moderating role in knowledge acquisition, has not been et al. (2008). paid much attention to research. Kankanhalli et al. (2012) examined the effects of individual and social factors on learning effectiveness,

CHAPTER 2. CONCEPTUAL FRAMEWORK and investigated the interaction relationship between these two groups of factors. 1.2.2. Individual factors affecting knowledge acquisition 2.1. Effects of individual factors on knowledge acquisition Absorptive capacity theory (Cohen & Levinthal, 1990) stated that the capacity to absorb knowledge The individual factors of lecturers considered by the thesis include: professional knowledge, determines an individual's absorption of knowledge. Ko et al (2005) and Kankanhalli et al (2012) did not consider this capacity as the only variable of knowledge acquisition, while Ojo & Raman (2017) considered the factor of prior experience as an indicator of absorptive capacity. These studies all confirmed the influence intercultural knowledge, intrinsic learning motivation and bisociative cognitive style. 2.1.1. Absorptive capacity theory of knowledge absorbing capacity on learning efficiency. Ojo & Raman (2017) concluded that prior experience Absorptive capacity is "the ability to value, assimilate and apply new knowledge to bring commercial influences the assimilation of new knowledge. results" (Cohen and Levinthal, 1990). Two components that make up an individual's absorb capacity are prior Rowold (2007), May et al. (2011), Esmaeelinezhad & Afrazeh (2018) followed the school of thought knowledge and the intensity of effort. that individual traits influencing knowledge acquisition. The personal characteristics examined include: Integration of existing knowledge increases the ability to remember new knowledge as well as the ability educational background (Rowold, 2007); conscientiousness, need to control, level of risk-taking, openness to to recall and use them. The more concepts, models and objects accumulate, the more readily new information on new experiences, change resistance (May et al., 2011); big five personality traits including openness, these ideas will be received, and the more convenient it is for individuals to use them in new contexts. New data conscientiousness, extraversion, agreeableness, and neuroticism (Esmaeelinezhad and Afrazeh, 2018). is connected to concepts already in memory, to accumulate learning. Hence the diversity of prior knowledge The motivation theory branch includes studies that examine the effects of individual motivational plays an important role, since they increase the possibility that new information is related to existing knowledge, factors, including intrinsic and extrinsic motivations (Ko et al., 2005), individual goals and learning needs thereby promoting awareness and assimilation of new knowledge (Cohen and Levinthal , 1990). (Dao and Nguyen, 2016, Kankanhalli et al, 2012, Ojo and Raman, 2017), and individual expectations and The intensity of effort is also an essential factor to develop the absorptive capacity. The more one tries to 2 3

acquisition process the acquired data, the more the combination between existing knowledge and the need to learn is strengthened, facilitating the appreciation and assimilation of knowledge. When assimilating new knowledge, The individual factors affect knowledge acquisition by the process of value recognition, assimilation and people with high effort will always find ways to practice the learned knowledge into practice, thereby increasing application of new knowledge. The impact of social factors on this mechanism confirms the interaction between

the application of knowledge. 2.1.2. Hypotheses based on absorptive capacity the two groups of factors mentioned above. 2.3.1. Interaction between factor “interaction with partner faculty” and absorptive capacity factors H1: Vietnamese lecturers’ professional knowledge positively affects their educational knowledge The interaction between Vietnamese lecturers and partner faculty positively affects the mechanism of acquisition. recognition - assimilation - application of knowledge. H2: Vietnamese lecturers’ cross-cultural knowledge positively affects their educational knowledge H5a: Interaction between Vietnamese lecturer and partner faculty positively moderates the relationship acquisition. between Vietnamese lecturer’s professional knowledge and their knowledge acquisition. H3: Vietnamese lecturers’ intrinsic learning motivation positively affects their educational knowledge H5b: Interaction between Vietnamese lecturer and partner faculty positively moderates the relationship acquisition. between Vietnamese lecturer’s cross-cultural knowledge and their knowledge acquisition. H4: Vietnamese lecturers’ bisociative cognitive style Vietnamese lecturers’ professional knowledge H5c: Interaction between Vietnamese lecturer and partner faculty positively moderates the relationship positively affects their educational knowledge acquisition. between Vietnamese lecturer’s intrinsic learning motivation and their knowledge acquisition. 2.2. Effect of social factors on knowledge acquisition H5d: Interaction between Vietnamese lecturer and partner faculty positively moderates the relationship Considered social factors are the interaction of Vietnamese lecturers with partner faculty and the role of between Vietnamese lecturer’s bisociative cognitive style and their knowledge acquisition. 2.3.2. Interaction between factor role of “knowledge gatekeeper” and absorptive capacity factors "knowledge gatekeeper" of the IJTP personnels. 2.2.1. Organizational knowledge creation theory The "knowledge gatekeeper" in exercising its "tranlation and explaining", and " expert" role will promote Nonaka & Takeuchi (1995) considered knowledge creation as a social process, demonstrating the the mechanism of value recognition - assimilating - applying knowledge of the lecturer. transformation between individual and collective knowledge, tacit and explicit knowledge, and being created H6a: Role of “knowledge gatekeeper” of program personnel positively moderate the relationship between through dialogue and practice. The SECI process of organizational knowledge creation has two main points: Vietnamese lecturer’s professional knowledge and their knowledge acquisition. (i) knowledge of an organization includes tacit and explicit knowledge knowledge, linked together, (ii) new H6b: Role of “knowledge gatekeeper” of program personnel positively moderate the relationship between knowledge created from the continuous interaction between tacit and explicit knowledge, the transformation Vietnamese lecturer’s cross-cultural knowledge and their knowledge acquisition. between them is the culmination of knowledge creation. This process consists of 4 phases: H6c: Role of “knowledge gatekeeper” of program personnel positively moderate the relationship between i. Socialization – share tacit knowledge among individuals through social communication, observing, Vietnamese lecturer’s intrinsic learning motivation and their knowledge acquisition. imitating or instructing, and creating knowledge through combining personal views. H6d: Role of “knowledge gatekeeper” of program personnel positively moderates the relationship between Vietnamese lecturer’s bisociative cognitive style and their knowledge acquisition. ii. Externalization - converting tacit knowledge into explicit knowledge through metaphor, comparison. iii. Combination – combining, processing and systematizing explicit knowledge into organizational 2.4. Theoretical framework knowledge system. The thesis theoretical framework is presented in Figure 2.4. iv. Internalization - transforming explicit knowledge sources to tacit knowledge, associated with experiential learning. Nonaka et al. (2000) call the context for knowledge creation Ba. Ba is the common shared context in movement, in which knowledge is created, shared and used. Ba provide energy, quality and space for the

individuals and groups spiraling knowledge creation (Nonaka and Takeuchi, 1995). 2.2.2. Hypotheses based on organizational knowledge creation theory H5: Interaction between Vietnamese lecture and partner faculty positively affects their knowledge acquisition. H6: Role of “knowledge gatekeeper” of program personnel positively affects Vietnamese lecturer’s

knowledge acquisition. 2.3. Interaction between individual and social factors in their relationship with knowledge Figure 2.4: Conceptual framework of lecturers’ knowledge acquisition in IJTPs 4 5

3.2.4. Quantitative research CHAPTER 3. CONTEXT AND METHODOLOGY From desk survey, the author found out that there are 18 IJTPs at 11 training institutions in Hanoi that meet the following criteria: 3.1. Context of international joint training program in Vietnam They are collaboration programs that provide the whole training program in Vietnam or a franchise program, The driving force for IJTPs stemed from the need to improve the quality of training from the society as They completed at least one training cycle well as from the university itself, the change in university governance towards greater autonomy, and the - - - They have a reputable foreign partner and good ranking, the program is accredited by a reputable internationalization of Vietnamese higher education. The first IJTPs in the market were approved by the Ministry of Education and Training in the mid 1990s. international accreditation organization. - They are programs of a public university. In early 2000s, after the sponsorship programs affirmed their position and gaining trust from potential learners, The author did a quantitative survey for all 344 lecturers at the above 18 programs. The qualified market demand for IJTPs were booming. Currently, there are very few programs with financial support, and answered questionnaires collected were 218, meet the minimum requirement for sampling. The author used most IJTPs enroll and collect tuition according to the market mechanism. SPSS to evaluate measurement reliablity and test the hypotheses. There are 4 models of IJTPs: sponsored, collaborated, franchised and accredited. The transfer of CHAPTER 4. FINDINGS AND DISCUSSION knowledge from foreign partners to Vietnamese universities is the most in the collaborated and franchised model, because Vietnamese partners can use all educational documents; training program is followed partner’s 4.1. Findings and discussion on qualitative research Table 4.2: Qualitative correlation between individual and social factors to lecturers’ knowledge acquisition requirement on teaching and assessment, and Vietnamese lecturers are allowed to teach in these two models. 3.2. Methodology 3.2.1. Research design

Professional knowledge

Knowledge acquisition

The thesis used qualitative and quantitative method. Qualitative study was done by in-depth interviews

Cross- cultural knowledge

Role of “knowledge gatekeeper”

Intrinsic learning motivation

Bisociative cognitive style

with 8 lecturers in two IJTPs. Quantitative survey was conducted with 218 lecturers to test the research model. 3.2.2. Constructs and measurements

Interation with partner faculty high high

high high

Lec1 Lec 2

average* high

high high

The measurements for the professional knowledge, cross-cultural knowledge, intrinsic learning motivation, bisociative cognitive style and interaction with partner faculty have been built by scholars previously.

high high

Lec 3 Lec 4

high low*

high not mention high high

Because the previous measurements for knowledge acquisition did not fully cover all aspects of the

high

Lec 5

high

high not mention high

average* not mention average* not mention not mention

educational knowledge acquired by lecturers, the author developed a new set of measurements for the acquisition

average* not

low*

average*

low*

Lec 6

high

not mention high

of lecturers’ educational knowledge based on the concept of Garud (1997) that technical knowledge includes know-what, know-how and know-why. This measurement evaluates the level of acquisition of each type of

mention low*

Lec 7

average*

high

knowledge above in the designing and compilation of subject content, teaching methods and assessment methods.

not mention high

Lec 8

low*

average*

not mention

Regarding the role of "knowledge gatekeeper", prior scales inclined on technical processes and systems, Note: Lec - lecturer, (*) – average and below inconsistent with the dissertation's approach to social interaction for this factor. Therefore, the author relied on The knowledge acquired by lecturers is very diverse. In addition to professional knowledge and the argument about the functions of "translation and explaination" and "expert" (Cranefield and Yoong, 2007) to methodology, there are subtle insights into education philosophies. Lecturers' channels of receiving knowledge build a new measurement for the role of "knowledge gatekeeper". have different roles. Document channel is important for transferring explicit knowledge and know-what, while The reliability of the above measurements were evaluated using Cronbach Alpha coefficients. Results interacting with partner faculty transfers tacit knowledge which clarifies that know-what, thus helping teachers reflect new knowledge better, supporting assimilation and application of new knowledge. showed that they are usable. 3.2.3. Qualitative research Qualitative research predicted the effects of professional knowledge, cross-cultural knowledge, intrinsic Qualitative research aimed to examine deeply lecturers’ knowledge acquisition process. The author in- learning motivation, interaction with partner faculty and the role of "knowledge gatekeeper" of program staff depth interviewed 8 lecturers in two different IJTPs, namely the Bachelor of Business Administration in on lecturers’ knowledge acquisition. The influence of bisociative cognitive style were not shown. Table 4.2 cooperation between National Economics University and University of Sunderland and the Bachelor of Banking indicates the correlation between individual and social factors for each lecturer’s knowledge acquisition. This and Finance in cooperation between National Economics University and University of the West of England (4 results implies that social factors are of greater importance, or have interactions with individual factors in the lecturers per program). Collected data is analyzed by themes. relationship to knowledge acquisition. 6 7

4.2. Finding and discussion on quantitative research Thus, qualitative and quantitative research together affirms the positive effects of intrinsic learning motivation factors, interaction with partner faculty and the role of "knowledge gatekeeper" on lecturers’ The author ran 10 regression models to test each individual moderating effect to avoid multicollinearity knowledge acquisition. Both studies suggest to further test the professional knowledge factor due to the weak effects between the variables. Results are presented in Figure 4.2 and are summarized as follows: evidence of its effect, possibly due “capacity trap”. For the cross-cultural knowledge, qualitative research results have not shown the variability in observations because this factor of lecturers is quite uniform, which also explains for no evidence of this factor's influence having been found in the quantitative research. The • Hypothesis H1 (professional knowledge): confirmed. • Hypothesis H2 (cross-cultural knowledge): rejected, not consistent with the theory and previous studies. The reason may be that lecturers have fairly similar international experience so the cross-cultural effect of bisociative cognitive style on knowledge acquisition, though was not confirmed in qualitative knowledge were not varied much by observations. research, was confirmed with strong evidence in quantitative research. While qualitative research predicts the moderating role of two factors interacting with partner faculty and the role of "knowledge gatekeeper" to the relationship between individual factors and knowledge acquisition, quantitative research confirms this moderating role in the effects between professional knowledge, • Hypothesis H3 (intrinsic learning motivation): confirmed. • Hypothesis H4 (bisociative cognitive style): confirmed. • Hypothesis H5 (interaction with partner faculty): confirmed. • Hypothesis H6 (role of " knowledge gatekeeper"): confirmed. intrinsic learning motivation and bisociative cognitive style on knowledge acquisition.

RECOMMENDATION CHAPTER 5. 5.1. Orientation for development of international joint training programs The thesis forecasts that in the next 5-10 years, IJTPs will grow in both quantity and quality and be taught by more Vietnamese lecturers. IJTPs will be the focal point to receive international training knowledge

and to spread that knowledge in Vietnamese universities. 5.2. Recommendations 5.2.1. Recommendation for Ministry of Education and Training The thesis recommends that the Ministry of Education and Training have policies to support and encourage universities to open quality undergraduate IJTPs, and create a healthy competitive market by

transparency and implementing ranking and accrediting IJTPs. 5.2.2. Recommendations for Vietnamese universities Figure 4.2: Results of hypothesis testing +sig < 0.1, *sig < 0.05, **sig < 0.01, ***sig < 0.001 The thesis recommends universities to incorporate a clause on a positive interactive environment into The moderating effects of interaction with partner faculty: cooperation agreements, have a strategy for faculty development through international cooperation, and have a suitable staff recruitment mechanism for IJTPs. Universities should increase the participation of Vietnamese • Hypothesis H5a (effect of professional knowledge): confirmed. • Hypotheses H5b, H5c (effect of cross-cultural knowledge and intrinsic learning motivation): rejected, not lecturers in IJTPs and facilitating the spread of knowledge acquired by lecturers to other programs in the consistent with the theory and previous studies. school. • Hypothesis H5d (effect of bisociative cognitive style): confirmed. The moderating effects of the role of "gatekeeper of knowledge": The thesis recommends that faculties directly manage the IJTPs to create a conducive social environment to lecturers’ knowledge acquisition. This includes facilitating the interaction between Vietnamese lecturers • Hypothesis H6a (effect of professional knowledge): confirmed. • Hypothesis H6b (effect of cross-cultural knowledge): rejected, not consistent with the theory and previous and partner faculties, and selecting program staff to effectively perform the role of "knowledge gatekeeper"; studies. bringing opportunities for faculty to improve their professional knowledge and cross-cultural knowledge; appropriately inviting and arranging lecturers, especially teachers with ability to absorb knowledge well. The thesis recommends that lecturers of IJTPs are aware of the importance of learning from their • Hypothesis H6c (effect of intrinsic learning motivation): confirmed. • Hypothesis H6d (effect of bisociative cognitive style): negatively confirmed, not consistent with theory and previous studies. The reason may be that the " knowledge gatekeeper" has an additional role of partners, and need not only to consolidate, foster and develop the knowledge absorptive capacity but also need controlling, ensuring compliance, and therefore inhibiting knowledge acquisition of people with to actively participate in building an interactive environment to assimilate and apply new knowledge. bisociative cognitive style.

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CONCLUSION 3. Future research direction 1. Achieved results The thesis opens a research direction on the moderating role of social factors to the relationship between individual factors and knowledge acquisition. In terms of theory and testing, the moderating aspect of social factors in acquiring knowledge has not been adequately exploited, so new studies can further test the i. Model of factors affecting Vietnamese lecturers’ educational knowledge acquisition in IJTPs. The model includes following independent variables: (i) professional knowledge, (ii) cross-cultural knowledge, moderating effects of other social and environmental factors such as organizational and management factors. (iii) intrinsic learning motivation, (iv) bisociative cognitive style, (v) interaction with partner faculty and (vi) Through these studies, it is possible to build a synthesis theory of the moderating effects of the social the role of " knowledge gatekeeper"; moderator variables are (i) interaction with partner faculty and (ii) the environment in general on the relationship between individual capacity and knowledge acquisition. role of "knowledge gatekeeper". The dissertation finds the negative moderating effect of the role of "knowledge gatekeeper" on the ii. Qualitative discovery about knowledge acquired by Vietnamese lecturers, channels to receive relationship between bisociative cognitive style and knowledge acquisition. This suggests that it is necessary knowledge, and effects of individual and social factors on lecturers’ knowledge acquisition. to consider a new role of the "knowledge gatekeeper", which is to ensure lecturers to comply with the iii. The hypothesis testing on effects of individual and social factors on lecturers’ knowledge acquisition educational requirements of their partners. This compliance requirement goes against the tendency of in IJTPs confirms: bisociative cognitive style, so it can inhibit the process of value recognition, assimilation and application of a. positive influence of factors: professional knowledge, intrinsic learning motivation, bisociative knowledge in people with a high bisociative cognitive style. More qualitative and quantitative studies are cognitive style, interaction with partner faculty, the role of "knowledge gatekeeper" needed to determine specifically the level of the moderating influence of each individual role of the b. positive moderating influence of interaction with partner faculty on the relationship between "knowledge gatekeeper". A separate, integrated theory of the direct and moderating influence of the professional knowledge and knowledge acquisition, bisociative cognitive style and knowledge acquisition "knowledge gatekeeper" on knowledge acquisition in international cooperation can be developed. The measurements for role of “knowledge gatekeeper” were built and used by the author for the first time in research, so it is also necessary to develop and test more. The influence of professional knowledge, according to the findings of the thesis, is at low level of c. positive moderating influence of role of “knowledge gatekeeper” on the relationship between professional knowledge and knowledge acquisition, intrinsic learning motivation and knowledge acquisition d. negative moderating influence of the role of "knowledge gatekeeper" on the relationship between bisociative cognitive style and knowledge acquistion. This is a surprise because it does not match the significance. This is a complicated factor because there are two dimensions of influence: one is according to the qualitative research done by the thesis, and the other one is "capacity trap", as Levitt & March (1988) pointed out. Therefore, it is necessary to add moderator variables and intermediate variables in the study of the theoretical basis. 2. Research limitation influence of professional knowledge on knowledge acquisition. Social factors (interaction with partner faculty, the role of "knowledge gatekeeper") that the thesis A new research direction is the study on the application and spread of knowledge acquired inside and considers are factors in the interactive context to create a favorable environment for the socialization stage in outside IJTPs. In practice, research in this direction will be meaningful for assessing the real success of IJTPs the knowledge creation process. To fully evaluate effects of these factors, it is better to survey both sides of in acquiring knowledge from advanced educational institutions in the world. interaction. The thesis used one way from the faculty perspective. The measurements of knowledge acquisition and the role of "knowledge gatekeeper" are developed by the author based on definitions and concepts of previous scholars because the scales in previous studies are not suitable with the thesis. Although the reliability test and EFA analysis indicated that these measurements are usable, these two scales need to be further tested in different contexts because the use of these measurements in the thesis is the first time.

In addition, due to limited time and resources, the author could collect qualitative data from undergraduate IJTPs at university other than National Economics University. More qualitative data from other universities would provide deeper understanding of the effects of factors on knowledge acquisition in diverse contexts, which may bring more new discoveries. The final limitation is that the study data were collected cross-sectional time, not over a time period. Knowledge is a dynamic object which changes over time. There might be more discoveries if it is possible to compare the effects of factors on lecturers’ knowledge acquisition over a teaching period in IJTPs.

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