Determinants of Institutional Effectiveness in Higher Education: A Multidimensional Model of Managerial and Learner-Centered Factors—Evidence from Vietnam

Nguyen Thi Thuy Ninh

Nguyen Thi Thuy Ninh Faculty of Korean Language, Viet Nhat College of Language and Technology, Vietnam

Keywords: institutional effectiveness, strategic planning, teaching quality, higher education, Vietnam

Abstract

In the contemporary landscape of higher education, the imperative for accountability has shifted the discourse from mere compliance to a robust interrogation of value, performance, and sustainability. Institutional Effectiveness (IE), once a peripheral concern of accreditation liaisons, has migrated to the strategic core of university management. This study rigorously investigates the determinants of IE through a comprehensive, multidimensional model that synthesizes two historically distinct domains: Managerial Factors (Strategic Planning, Administrative Leadership, and Resource Allocation Efficiency) and Learner-Centered Factors (Teaching Quality, Student Support Services, and Curriculum Relevance). Grounded in Systems Theory and the Resource-Based View (RBV), this research posits that institutional effectiveness is not a monolithic output but a complex emergent property resulting from the interaction of administrative scaffolding and pedagogical delivery.

Employing a quantitative research design, data were collected via a cross-sectional survey of faculty, administrators, and students (N = 588) across a stratified sample of public and private higher education institutions in Hanoi, Vietnam. Cronbach’s Alpha was used to assess reliability, followed by validation of the latent constructs using Exploratory Factor Analysis (EFA) to ensure psychometric soundness. Ordinary Least Squares (OLS) regression analysis was subsequently performed to identify the significant predictors of perceived Institutional Effectiveness. The results indicate a nuanced hierarchy of influence: while managerial factors - particularly Strategic Planning - provide the necessary structural stability and directional clarity, learner-centered factors - specifically Teaching Quality and Curriculum Relevance - exert a more proximal and potent influence on effectiveness scores. The findings suggest a synergistic model in which administrative efficiency acts as a mediator of educational outcomes, challenging the traditional bifurcation of administrative and academic performance metrics. This report details the theoretical underpinnings, methodological rigor, empirical findings, and strategic implications of this model, offering a roadmap for leaders navigating the "new normal" of higher education.

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