The integral roles of supporting staff in bolstering academic performance: A qualitative study in Vietnamese higher education institutions

Abstract

This scholarly examination qualitatively probes the pivotal functions of supporting staff in enhancing academic performance within higher education in Vietnam’s Mekong region. The research design involved purposive sampling of 10 participants from two different higher education institutions in the Mekong region of Vietnam. Five were academic staff members, including lecturers and professors, and the other five were supporting staff involved in various departments like administration, human resources, and technical support. Participants were engaged in focus-group discussions, which were transcribed and analyzed thematically to elicit a nuanced understanding of the research questions. Utilizing focus-group discussions and semi-structured interviews, it provides deep insights into the intricate dynamic between academic and non-academic roles. The study emphasizes the multifaceted contributions of supporting staff who function as stress reducers, knowledge conduits, role integrators, infrastructural overseers, and administrative efficiency boosters, among others. It calls for policy modifications that recognize and exploit the varied roles of auxiliary personnel in higher education institutions. The study also discusses implications for stakeholders like institutions, staff, policymakers, and researchers, while suggesting potential areas for further exploration. This research enriches existing literature by offering a detailed understanding of supporting staff roles within the Vietnamese higher education context.

Keywords:

• academic staff
• higher education
• Mekong region
• performance
• supporting staff
• Vietnam

1. Introduction

There is a growing body of literature that recognizes the importance of supporting staff in academic institutions, especially in the face of global challenges such as the rapid digitization of education and the mental health crisis affecting both staff and students. However, despite this increasing recognition and the inclusion of supporting staff in quality assurance criteria by international standards, a significant gap remains. Undoubtedly, academic staff performance is a critical determinant of the quality of education and research output in institutions of higher learning (Musah et al., 2023). It is instrumental in shaping not only the learning outcomes for students (Figlio & Kenny, 2007) but also the overall reputation of the institution (Baltaru, 2019). The focus on academic staff performance has traditionally centered around the professors, lecturers, and researchers themselves (Khalid et al., 2012). Yet, a growing body of research indicates that non-academic or supporting staff play a significant, often overlooked role in shaping academic performance (Sebalj et al., 2012). Supporting staff include administrative staff, technical staff, library personnel, and other non-teaching staff who provide essential services that uphold the infrastructure of the academic environment (Garaba, 2022).

These supporting staff, while pervasive in academic institutions, are notably included in the quality assurance criteria by international standards, recognizing their significant role in fostering academic excellence. Vroeijenstijn (2004) underscored the imperative for support staff to hold pertinent qualifications and undergo necessary training, enabling them to effectively buttress academic activities. An ample cohort of support staff is essential to cater to an institution’s requirements, thereby securing successful implementation of academic and administrative operations. Furthermore, the integration of support staff within the institution is vital, promoting clear, collaborative communication lines with academic staff and leadership. Despite their ubiquity in educational institutions, little research has been conducted to understand their impact on academic staff performance. While the research by Ryttberg and Geschwind (2017) has started to shed light on the roles and contributions of supporting staff, they primarily focus on their functions rather than their direct or indirect impact on academic staff performance. Compared to the plethora of research concentrating on academic staff, exemplified by works from Naidoo-Chetty and du Plessis (2021) or Mwesigwa et al. (2020), the existing literature offers limited empirical evidence elucidating the mechanisms through which supporting staff influence academic outcomes. This disparity signifies a notable research gap, justifying the need for further, more focused investigations into the intricate relationship between supporting staff and academic performance.

This qualitative study is designed to address the existing research gap by posing the question: “How do supporting staff contribute to the performance outcomes of academic staff within higher education institutions?” Through a rigorous examination of various higher education institutions, this research delves into the intricate dynamics between academic and supporting staff, aiming to illuminate the integral roles supporting staff play in bolstering academic staff performance.

2. Literature review

Understanding the roles of supporting staff in shaping academic staff performance necessitates a comprehensive review of relevant literature, which has been divided into three main areas: academic staff performance, roles of supporting staff in academic settings, and the interaction between academic and supporting staff.

2.1. Academic staff performance

An extensive body of research illuminates the intricate dynamics that drive the performance of academic staff. Central to this discourse are a multitude of influential elements that shape the efficacy and productivity of academic professionals. Key findings have underscored the critical role of institutional support in enhancing the performance of academic staff, suggesting that the degree of backing an institution provides significantly impacts the faculty’s overall output (Bentley et al., 2012). This takes into account the resources available for research and teaching, the professional development opportunities offered, as well as the administrative assistance provided. Complementing this, another research vein focuses on the importance of effective workload management in the academic context (Shin & Jung, 2014). This body of literature indicates that the structure and distribution of workloads greatly affect the faculty’s job satisfaction and their propensity to perform at an optimal level. A deeper exploration of the research environment and facilities provided by institutions reveals their profound influence on academic staff performance. High-quality facilities not only enable staff to conduct research effectively but also facilitate the dissemination of knowledge, therefore contributing to overall productivity (Snellman, 2015). Academic freedom, a cornerstone of any academic institution, has also been the subject of intense scrutiny (Williams, 2016). Researchers affirm that the level of academic freedom enjoyed by staff can directly affect their creativity, motivation, and consequently their performance. Moreover, studies underscore the need for a healthy work-life balance (Punia & Kamboj, 2013). Scholars who manage to strike a balance between their professional and personal life reportedly perform better. Consequently, the importance of flexible work schedules and supportive leave policies have been emphasized.

2.2. Roles of supporting staff in academic settings

The myriad roles of supporting staff in higher education institutions form a complex and often underappreciated tapestry within the academic landscape. These roles, encompassing administrative personnel, technical staff, library staff, and more, play a pivotal role in the smooth functioning of such institutions. Administrative personnel, for instance, shoulder the crucial responsibility of managing a multitude of tasks, ranging from routine administrative duties to more strategic functions such as budgeting, policy enforcement, and student affairs (Whitchurch, 2008). Their role extends beyond the simple execution of tasks to becoming key facilitators in the day-to-day operations of an educational institution. Similarly, technical staff are often the unsung heroes in the academic setting (Pelletier, 2002; Strassburg et al., 2016). They provide indispensable support in the operation and maintenance of technology and equipment, facilitating both teaching and research activities. Moreover, their expertise often serves as a bridge between academic research and practical implementation, highlighting the necessity of their role in the academic endeavor (Bubb & Earley, 2010). In the same vein, library staff are entrusted with managing academic resources, such as books, journals, and digital databases (Martin, 2020). They also guide students and faculty in navigating these resources, making a significant contribution to the research and learning processes.

Drawing upon Social Support Theory (Sarason, 2013), social support mechanisms positively impact individual well-being and performance. In the academic setting, supporting staff serve as social support networks for academic staff and students alike. They provide emotional support, instrumental support, and informational support. Emotional support is evident when, for example, administrative and non-academic staff offer encouragement and morale boosts during stressful periods. Instrumental support is seen in the infrastructural upkeep done by technical staff. Informational support is provided by library staff who guide research processes. Thus, the Social Support Theory offers a lens through which we can appreciate the layered contributions of supporting staff as they meet the emotional, instrumental, and informational needs of the academic community.

Despite the integral roles they play, supporting staff are frequently viewed as peripheral to the primary academic mission of institutions (Gornitzka & Larsen, 2004). Their roles, while critical to the operational success of an institution, are often taken for granted, leading to a lack of recognition and underestimation of their contribution to academic success. This prevailing perception tends to overlook the nuanced interactions between the supporting staff and the academic mission. The supporting staff, through their diverse roles, not only facilitate the smooth operation of academic institutions but also indirectly influence the teaching and research quality. Their efforts can enhance the work environment, contributing to faculty productivity, student satisfaction, and overall institutional effectiveness.

2.3. Interaction between academic and supporting staff

Investigating the dynamic interplay between academic and supporting staff presents an intriguing yet underexplored avenue of research in higher education studies. While the existing body of literature sheds some light on this intricate relationship, it often does so indirectly and without a thorough exploration of its implications for academic staff performance. Certain studies hint at the importance of these interactions, acknowledging the significant roles that supporting staff play in academic settings (Ishak & Mansor, 2020). For instance, they highlight how administrative staff facilitate smooth administrative processes, how technical staff provide vital operational support, and how library staff contribute to enriching the resource landscape (e.g., Martin, 2020; Pelletier, 2002; Whitchurch, 2008). Yet, there is limited in-depth exploration into how these interactions directly or indirectly shape the performance and productivity of academic staff. In a pioneering study, White et al. (2021) introduced the concept of “blended professionals,” a term that captures the evolving overlap and intersectionality between academic and non-academic staff roles. This suggests that supporting staff not only facilitate the operations of academic institutions but also increasingly contribute to core academic activities such as teaching, research, and student services. This points to the potentially substantial, multifaceted impact of supporting staff on academic performance.

2.4. Statement of problem

It is crucial to understand that Vietnamese higher education has a set of unique characteristics influenced by its historical, cultural, and socio-economic contexts. In Vietnam, there is a strong focus on collectivism, harmony, and solidarity, values which are deeply ingrained in the work culture (Pham, 2018). This differs significantly from the more individualistic approaches often found in Anglo-Saxon and European educational settings. Furthermore, the university systems in Vietnam are still in a transformative phase, adjusting to modernization and internationalization initiatives. The roles and expectations for both academic and supporting staff are rapidly evolving in response to these changes. In the literature, much of the focus on the role of supporting staff has indeed been drawn from Anglo-Saxon and European contexts. While these studies provide valuable insights, they may not fully capture the complexities and nuances of Vietnamese higher education. For example, in Vietnam, due to its hierarchical and relationship-driven culture, the role of supporting staff in facilitating effective communication and harmonious relationships is even more crucial (Nguyen et al., 2014). These cultural nuances create a compelling rationale for examining this issue in the Vietnamese context, where supporting staff’s roles can be both similar and remarkably different due to these local specificities. By honing in on this particular context, our study aims to update and extend the somewhat dated literature with a fresh perspective, grounded in the complexities of Vietnam’s evolving educational landscape. Moreover, it seeks to enrich the existing body of knowledge by offering empirical evidence that is contextually relevant, thereby providing a richer, more nuanced understanding of the diverse ways in which supporting staff contribute to academic performance in higher education institutions.

3. Research methods

3.1. Research design

The current study employs a qualitative research design to delve into the complexities of the roles of supporting staff in academic staff performance. This design was chosen for its emphasis on exploring and understanding social phenomena in natural settings, thus providing rich, detailed, and contextualized insights (Creswell & Poth, 2016).

Data collection methods involved in-depth interviews and focus group discussions with both academic and supporting staff from various higher education institutions. Interviews were semi-structured, allowing for exploration of participants’ experiences, perceptions, and the subjective meanings they assign to their interactions in the workplace. Focus groups, on the other hand, facilitated dynamic group interactions, providing additional insights into the collective views and shared experiences of the participants.

This study was underpinned by the Social Support Theory (Sarason, 2013), which posits that support from social networks can buffer individuals from potential negative effects of stressful events. In accordance with Social Support Theory, “social support” is defined as the psychological and material resources provided by a social network, intended to benefit an individual’s ability to cope with stress. It includes emotional, instrumental, informational, and appraisal support. Emotional support refers to expressions of empathy and love; instrumental support involves tangible aid and services; informational support refers to helpful advice and suggestions; and appraisal support encompasses constructive feedback. To operationalize Social Support Theory in our study, we developed a set of criteria and indicators to measure the types and quality of support that non-academic staff provide to academic staff. These criteria included the frequency and timeliness of administrative assistance, the quality and effectiveness of communication channels between academic and non-academic staff, and the willingness and capability of supporting staff to provide technical or material resources required for academic work. Semi-structured interviews and focus group discussions were conducted to gather data on these specific areas. Moreover, this theory was used to analyze how the support provided by non-academic staff can potentially reduce work-related stress for academic staff, and in turn, enhance their performance. The assertion is based on the concept of “buffering” in Social Support Theory. This buffering effect suggests that effective social support can mitigate the impact of stress, thereby enhancing performance. In the academic context, this can manifest in numerous ways; for example, when non-academic staff take on some of the administrative burden, it allows the academic staff to focus more fully on their primary tasks like teaching and research, thereby potentially increasing their effectiveness and overall performance. The study aimed to qualitatively assess this buffering effect. Thus, the role of social support in this study is clearly aligned with the key tenets of Social Support Theory and is operationalized in a manner consistent with its theoretical foundations.

In addition, the study adopted the concept of “blended professionals” from the work of White et al. (2021), which implies that the boundaries between academic and non-academic roles in higher education are becoming increasingly blurred. This conceptual framework offers a lens to examine how the interaction and collaboration between academic and supporting staff contribute to the overall performance of the academic staff. However, it is worth noting that the term “blended professionals,” as coined by White et al. (2021), primarily focuses on individuals navigating both academic and professional roles, rather than on the relationship between distinct academic and non-academic staff groups. This term was adopted in our study to draw attention to the evolving nature of roles in higher education, where the traditional lines between “academic” and “professional” are becoming increasingly indistinct. To clarify our application of the term, we expand upon it to examine not just individuals operating in a “blended” capacity but also the enhanced collaborative potential that arises when these roles are more fluid. In other words, when staff members, academic or non-academic, can readily adapt to multifaceted roles or tasks, it facilitates an environment conducive to more seamless interaction and collaboration. In this research, we sought to explore whether such a blended environment—comprising both traditionally academic and traditionally non-academic staff—could foster a symbiotic relationship that positively impacts the academic staff’s performance. Therefore, while the concept of “blended professionals” may not originally have been designed to explain the interactive relationship between purely academic and purely supporting staff, its underlying notion of fluid, overlapping roles serves as a useful framework for investigating how more integrated staff roles could enrich the academic staff’s overall performance.

To align our data collection methods with the Social Support Theory and the “blended professionals” concept, we employed a mix of semi-structured interviews and focus group discussions as our instruments. For the Social Support Theory, the interview and discussion questions were designed to elicit information on the various types of social support provided by supporting staff. Questions probed the emotional, instrumental, and informational support they offer to the academic staff and students, mirroring Sarason’s classifications of social support mechanisms. This allowed us to capture the subtleties of the relationships and support networks within the academic setting. Similarly, rooted in the concept of “blended professionals,” our instruments were formulated to explore the intersections between the roles of academic and non-academic staff. Questions in both the interviews and focus groups prompted participants to discuss experiences of collaboration that went beyond traditional job boundaries, probing the extent to which roles are becoming increasingly intertwined. By carefully constructing our data collection instruments in this manner, we ensured that the research tools were deeply embedded in both theoretical frameworks. This allowed for a more targeted and effective capture of data that could be mapped onto the theoretical constructs of Social Support Theory and the “blended professionals” concept. As a result, the data yielded an in-depth and nuanced understanding of how supporting staff contribute to academic performance in multifaceted ways.

3.2. Participants

The participants in this study were drawn from two different higher education institutions in the Mekong region of Vietnam. One is a comprehensive university offering a wide range of disciplines, while the other specializes in science and information technology. These institutions were selected due to their convenience for the research team, making it logistically feasible to conduct in-depth interviews and focus group discussions. The proximity to the research team also allowed for better access to a wider range of academic and supporting staff, enhancing the diversity of perspectives in the study. To maintain ethical standards, the identities of the two institutions from which study participants were sourced have been kept confidential. A total of 10 individuals participated in this study, including five academic staff and five supporting staff. Below is Table 1 offering a snapshot of the demographic characteristics of these participants:

Table 1. Demographic characteristics of the participants

Participant Type	Age	Years of Experience	Gender	Specialization/Department
Academic Staff 1	37	10	Male	Engineering
Academic Staff 2	29	6	Female	Humanities
Academic Staff 3	46	13	Male	Sciences
Academic Staff 4	48	22	Female	Bussiness
Academic Staff 5	39	11	Female	Arts
Supporting Staff 1	32	4	Male	Administration
Supporting Staff 2	37	7	Female	Human Resources
Supporting Staff 3	36	6	Male	Technical Support
Supporting Staff 4	41	13	Female	Library Services
Supporting Staff 5	49	16	Female	International Cooperation

The academic staff participants included lecturers and professors from multiple specializations and with varying years of experience, offering a snapshot of a range of academic disciplines, albeit from a limited number of institutions. The supporting staff participants included individuals from five different departments (administration, human resources (HR) staff, technical support, library services, and international cooperation). A purposive sampling strategy was employed, selecting individuals who could provide rich, detailed, and relevant data about the roles of supporting staff in shaping academic staff performance. Furthermore, ensuring equal representation from both academic and supporting staff allowed for a balanced exploration of the research phenomenon from multiple perspectives. Ethical considerations were secured for this research. All participants were informed about the study’s objectives, procedures, potential benefits, and risks prior to their involvement. They were assured of the confidentiality and anonymity of their responses, with all identifying information being removed from the data. Written informed consent was obtained from all participants, and they were made aware that participation was voluntary and they could withdraw from the study at any point without any negative consequences.

3.3. Data collection instrument

The main data collection instruments in this study were semi-structured interviews and focus group discussions. These methods were chosen for their ability to elicit detailed responses and facilitate in-depth exploration of participants’ experiences and perceptions. Data collection took place over a three-month period, from January to March 2023. All interviews and focus group discussions were conducted in Vietnamese to ensure that participants could express themselves fully and comfortably.

3.3.1. Semi-structured interviews

The semi-structured interviews were conducted individually with each participant. Each interview lasted approximately 45 minutes to an hour, depending on the participant’s responses. Interviews were conducted in a quiet, private setting to ensure confidentiality and minimize distractions. The interview guide comprised open-ended questions designed to explore the roles of supporting staff in enhancing academic staff performance. The questions were intentionally broad and flexible to allow participants to share their unique experiences and insights, while also permitting the researcher to probe further when necessary. Sample interview questions included:

• Can you describe any interactions you have had with supporting staff that you believe impacted your performance as academic staff?

• In what ways, if any, do you believe the supporting staff contribute to your performance in your academic role?

• Can you share any specific instances where you as supporting staff had a significant impact on academic ones’ research or teaching?

3.3.2. Focus group discussions

Two focus group discussions, one with academic staff and one with supporting staff, were employed to obtain collective views and shared experiences of both academic and supporting staff. These discussions each lasted about 90 minutes and were held in a setting that allowed for open dialogue while also ensuring privacy. Besides, they were facilitated by the researchers, who guided the conversation using a set of pre-determined open-ended questions, while also allowing for spontaneous discussion among participants. Sample focus group questions included:

• How do you perceive the roles of supporting staff in influencing the performance of the academic staff?

• Can you discuss any shared experiences where the input of supporting staff significantly influenced your academic work?

• How, according to you (academic staff and supporting staff), might the interaction and collaboration between academic and supporting staff be improved to optimize academic staff performance?

Before the actual data collection, pilot interviews were conducted to test and refine the interview and focus group questions. These pilot interviews were carried out with individuals who did not participate in the main study but held similar roles to the participants. In total, three pilot interviews were conducted: each lasted about 30 minutes and provided valuable insights into the question design. Feedback from the pilot interviews led to some modifications in the wording and sequence of questions to improve their clarity and relevance. The flexibility of the data collection methods and the thorough piloting of the interview questions ensured the robustness and reliability of the data collected, thereby strengthening the validity of the study findings.

3.4. Data analysis

The data collected from the semi-structured interviews and focus group discussions were analyzed using thematic analysis, a flexible and widely used qualitative data analysis method. This method allowed for the identification, analysis, and interpretation of themes within the data (Braun et al., 2023). Transcripts of the interviews and discussions were prepared immediately following each session to maintain accuracy. Each transcript was read and re-read by the research team members to familiarize themselves with the data. Following this initial immersion, the data was coded. Coding involved marking text segments that seemed to capture key thoughts or concepts related to the study’s objectives. Both inductive and deductive coding were used, wherein codes were derived from the data itself as well as pre-determined by the theoretical framework guiding the study. After coding, the codes were grouped into potential themes, representing patterns in the data that were relevant to the research question. The themes were reviewed and refined through a process of constant comparison, where they were checked against the coded extracts and the entire data set to ensure they accurately reflected the meanings evident in the data. Throughout the data analysis process, the research team engaged in regular discussions to ensure consistency in the interpretation of the data, reduce potential biases, and increase the reliability of the analysis. Lastly, the themes were defined and named. The resultant themes provided a detailed understanding of the roles of supporting staff in academic staff performance, forming the basis of the findings of this study. The research team ensured that the themes accurately represented the participants’ perspectives by constantly referring back to the original data throughout the analysis process. This iterative and collaborative approach to data analysis ensured a comprehensive and rigorous exploration of the data, thereby enhancing the validity and reliability of the study findings.

4. Findings and discussion

4.1. Supporting staff as stress buffers

Seven out of ten respondents shared experiences where supporting staff played pivotal roles in buffering stress from administrative and logistical tasks. For example, one academic staff member stated,

Having a capable administrative assistant significantly lessens the burden of paperwork, allowing me to focus more on my teaching and research. (Academic Staff 3)

One supporting staff said,

With our team taking on tasks such as scheduling, handling paperwork, and even aiding in research logistics, faculty members have been able to direct more of their energy towards the core mission - teaching and conducting research. (Supporting Staff 4)

This revelation finds consonance with Social Support Theory, which underscores the ability of social support structures—in this case, non-academic staff—to lessen the impact of work-related stress, thereby enhancing overall job performance (Sarason, 2013). The quotations from Academic Staff 3 and Supporting Staff 4 provide qualitative evidences that vividly illustrate how supporting staff act as catalysts in enabling faculty members to concentrate on their pedagogical and research responsibilities. These observations are particularly salient when situated in the Vietnamese higher education context. Pham (2018) detailed the cumbersome and time-consuming nature of administrative responsibilities in Vietnamese educational settings, echoing the sentiments of our respondents. Our findings broaden Pham’s narrative by adding empirical weight to the claim that supporting staff serve as vital stress buffers for academic staff, thereby facilitating better performance. Interestingly, our results not only align with existing literature but also deepen our understanding of how the roles of supporting staff manifest in specific cultural and bureaucratic landscapes. In doing so, we have provided a nuanced interpretation that bridges Social Support Theory with the lived experiences of academic and supporting staff in Vietnamese higher educational institutions, thereby filling a significant gap in existing research.

4.2. Facilitating knowledge access and management

Five participants highlighted the role of library staff and other knowledge management professionals in facilitating access to academic resources and managing digital learning platforms. An excerpt from one focus group discussion included,

Our library staff not only manage an excellent database but also actively help us find relevant resources. Their support accelerates my research process. (Academic Staff 2)

A knowledge management professional shared,

In our role as library staff, we do much more than just cataloging books. We strive to create a supportive learning environment and ensure access to a variety of resources. We collaborate with academic staff to understand their research needs and help them navigate through complex databases and digital learning platforms. This helps them to expedite their research process. (Supporting Staff 4)

Our research offers an expanded understanding of the role of library staff and knowledge management professionals in academic settings, particularly in the Mekong region of Vietnam. The participants emphasized how these supporting staff contribute to more efficient access to academic resources and better management of digital learning platforms. These findings build on Whitchurch (2008) that highlighted the significance of knowledge management roles among supporting staff in educational institutions. Notably, these roles extend beyond traditional tasks like cataloging books to include a more dynamic interaction with academic staff to better understand their resource needs and help them navigate intricate databases and digital learning platforms. The academic staff member’s comments (Academic Staff 2) and the perspective shared by Supporting Staff 4 in our focus groups resonate well with existing theories on knowledge management in academic institutions (Whitchurch, 2008). They offer empirical evidence to existing theories, emphasizing that such support not only accelerates the research process but also enables the academic staff to focus on their primary responsibilities of teaching and conducting research. In the specific context of the Mekong region of Vietnam, our findings gain added importance when contrasted with the study by Truong et al. (2021) that notes the limitations in access to international academic resources. Our results suggest that the contributions of library staff and knowledge management professionals are not just significant but critical in environments where academic resources are less accessible. By collaborating with academic staff to meet their specific research needs, these supporting roles become essential players in enhancing the educational ecosystem in the region.

4.3. Blurring of roles and collaboration

All participants discussed experiences of collaboration with supporting staff that went beyond traditional job boundaries. This was captured in a statement from a technical staff member:

Our job is not only about maintaining equipment. We work closely with academic staff, sometimes even assisting in student projects. Our tasks are more intertwined than you might think. (Supporting Staff 3)

One academic staff member shared her experience saying,

It has been remarkable how the roles of our supporting staff have evolved over the years. They do not just maintain equipment or manage resources, but they also collaborate actively in our academic processes. For example, our technical staff not only ensure the proper functioning of our labs but also assist in student projects. They are as engaged in the teaching and learning process as we are. (Academic Staff 5)

The findings provide strong evidence of a more fluid and dynamic interaction between academic and supporting staff, challenging the conventional demarcations of their respective roles. This trend aligns with the idea of “blended professionals,” a concept elaborated by White et al. (2021), which describes how academic and non-academic roles are becoming less distinguishable and more integrated. In our study, both Supporting Staff 3 and Academic Staff 5 give first-hand accounts that clearly articulate this blurring of roles. They explain that supporting staff are not just limited to the sidelines doing maintenance work or managing resources. Instead, they actively participate in academic processes, even to the extent of assisting in student projects, thereby becoming co-participants in the teaching and learning process. This merging of roles between academic and supporting staff in our research can be contextualized further when seen against the backdrop of work culture in Vietnamese educational institutions. Yim’s (2022) study on Vietnamese communal and collective work practices suggests that this blurring of roles is a natural evolution in a setting that is culturally predisposed towards collaborative work. Our results confirm that the roles of supporting staff in Vietnamese academic institutions are undergoing a transformative expansion. This trend could have significant implications for how we conceive staff roles, institutional policy-making, and even how we approach staff development and training in the future. This new, more integrated approach to role definition within academic settings does not just enrich our understanding of the Vietnamese context; it also offers a wider lens through which we can examine similar trends globally. It thereby serves as a compelling addition to existing literature on the evolving dynamics between academic and supporting staff.

4.4. Technical support and infrastructure management

Eight of the respondents emphasized the importance of technical and infrastructural support provided by supporting staff in their daily work. One academic staff member said,

Without the efficient technical team who maintain our labs and classrooms, our teaching and research would be much harder. Their work is crucial, even if it often goes unnoticed. (Academic Staff 1)

A member of the technical staff noted,

Our role as technical staff often goes unseen, yet it is vital for the smooth operation of the institution. We are not just fixing things when they break. We proactively maintain and upgrade the infrastructure, ensuring the labs and classrooms are always ready for teaching and research. By doing so, we allow the academic staff to focus on what they do best. (Supporting Staff 3)

The data strongly corroborate the importance of technical and infrastructural support from supporting staff as a foundational pillar in higher education institutions. As Academic Staff 1 and Supporting Staff 3 underscore, the work of technical staff, although frequently overlooked, is critical to the seamless operation of the academic setting. Their work goes beyond mere “fixing things” and ventures into the realm of proactive maintenance and upgrading, enabling academic staff to concentrate on teaching and research without infrastructural hiccups. These observations echo earlier research by Gornitzka and Larsen (2004), who emphasized that the operational success of educational institutions relies heavily on the contribution of supporting staff, particularly in technical roles. The specialized nature of their work provides the requisite backbone for academic functions, thereby making them integral yet unsung heroes in the academic sphere. The importance of technical support staff becomes even more accentuated in the Mekong region of Vietnam, characterized by rapid technological advancements. A study by Dorner and Gorman (2006) highlights that as technology continues to advance at a breakneck pace, the role of technical support staff in maintaining, upgrading, and proactively managing this technology becomes increasingly critical. In short, our findings reinforce the understanding that supporting staff, particularly those in technical roles, are not peripheral but central to the academic mission. Their role is not just ancillary but is a core component that facilitates the operational integrity of the entire institution. This validation offers an enriched understanding of the supporting staff’s role, especially in technologically advancing regions, and can inform policy decisions aimed at enhancing institutional effectiveness.

4.5. Administrative support and operational efficiency

All participants recognized the role of administrative staff in enhancing operational efficiency. A professor stated,

Our administrative staff are the backbone of our institution. They ensure everything runs smoothly, from scheduling classes to processing student grades. This administrative efficiency directly supports our academic performance. (Academic Staff 3)

An administrative assistant shared,

In our role as administrative staff, we are often behind the scenes, but our work has a direct impact on the functioning of the institution. We handle a wide range of tasks, from scheduling classes to processing student grades, ensuring everything runs seamlessly. This allows academic staff to focus on their core responsibilities. (Supporting Staff 1)

The significance of administrative staff in enhancing operational efficiency is evident in our study, as acknowledged unanimously by all participants. According to both Academic Staff 3 and Supporting Staff 1, administrative staff play an indispensable role, not merely as stress relievers but as crucial contributors to institutional functionality. Their work, which includes but is not limited to scheduling, grade processing, and liaising between various departments, creates an organized, efficient framework that directly correlates with enhanced academic performance. These insights align with and extend the findings of Pignata et al. (2016), who argued that administrative staff do more than just alleviate stress for the academic staff. Our study deepens this perspective by illustrating that their influence permeates the entire operational structure, thereby indirectly but powerfully impacting academic performance. In Vietnam’s unique setting, where higher education institutions often wrestle with bureaucratic and regulatory complexities, the role of administrative staff becomes even more significant. A study by Dao (2015) sheds light on the administrative intricacies tied to regulatory requirements in Vietnam. Our data corroborate this by showing that administrative staff serve as navigators who help academic staff circumvent these complexities effectively. Summarily, the role of administrative staff in Vietnam and similar contexts transcends the traditional view of them as mere facilitators. They are, in essence, linchpins in the system, significantly contributing to the efficiency and effectiveness of higher educational institutions. By doing so, they not only make the work of academic staff feasible but also ensure the institution as a whole operates at a level of excellence. Our findings suggest a need for institutional policies that acknowledge and strengthen this critical role to further enrich academic performance.

4.6. The emotional support dimension

Six out of the ten participants mentioned instances where the emotional support from non-academic staff played a significant role in enhancing their performance. A lecturer noted,

The encouragement and moral support from our non-academic colleagues, especially during stressful times, can really uplift our spirits and motivation. (Academic Staff 4)

A member of the non-academic staff shared,

Our contribution extends beyond just our professional roles. As part of the university community, we provide emotional support and encouragement to our academic colleagues, especially during stressful times. We have found that a simple gesture of support or a word of encouragement can significantly uplift the spirits and motivation of our academic colleagues. (Supporting Staff 2)

The emotional support provided by non-academic staff emerges as a salient factor in our study, often overlooked in conventional discussions about academic performance. According to the participants, the value of emotional and moral support from non-academic staff is not merely anecdotal but has a tangible impact on their performance and well-being. For instance, Academic Staff 4 and Supporting Staff 2 both emphasized how simple gestures or words of encouragement can significantly elevate the spirits and motivation of academic staff, especially during stressful times. This nuanced perspective adds a new layer to our understanding of the factors that enhance academic staff performance. While existing literature has largely focused on the technical and logistical roles that supporting staff play (Gornitzka & Larsen, 2004; Whitchurch, 2008), our study extends this body of work by highlighting the less tangible yet highly impactful role of emotional support. In doing so, it resonates with studies in the area of organizational behavior that point to the importance of emotional well-being for employee performance (Ciarrochi & Mayer, 2013). The significance of emotional support becomes even more pronounced within the cultural context of Vietnam, where the values of harmony and solidarity are highly esteemed in the workplace, as Pham (2018) noted. The communal nature of Vietnamese work culture amplifies the value of the emotional support that non-academic staff can provide. In sum, our findings reveal the multifaceted contributions of supporting staff to academic performance, emphasizing that their role is not merely instrumental but also emotional. This calls for a more holistic understanding and integration of supporting staff into the academic environment, recognizing that their influence extends beyond logistical and administrative tasks to touch upon the emotional and psychological well-being of academic staff. Such a nuanced understanding could inform policy changes and foster a more inclusive, harmonious academic community.

4.7. Role in communication and coordination

Seven out of ten participants emphasized the role of supporting staff in facilitating effective communication and coordination within their respective institutions. One academic staff member said,

Supporting staff often act as a bridge, ensuring smooth communication between different departments and helping coordinate various academic events and activities. (Academic Staff 5)

A seasoned member of the supporting staff commented,

In our roles, we often act as the connectors, ensuring smooth communication between different departments and aiding in the coordination of academic events and activities. We liaise between faculty, students, and other departments, making sure everyone is on the same page. (Supporting Staff 5)

The above excerpts spotlighted the supporting staff’s role as “connectors” or “bridges” that facilitate smooth communication across different departments and assist in the planning and execution of various academic events and activities. These insights broaden our understanding of the academic ecosystem, highlighting the ways in which non-academic staff act as essential nodes in institutional networks. This role of facilitating effective communication and coordination is especially notable given existing research that has largely focused on the administrative and operational functions of supporting staff. For example, the work of Filho et al. (2015) has previously highlighted the integrative roles of non-academic staff but did not particularly focus on their role in institutional communication. Our findings therefore extend this existing literature by shedding light on another critical area where supporting staff add value to academic performance and institutional effectiveness. The role of supporting staff in facilitating communication is particularly crucial in the context of Vietnamese higher education institutions. As noted by Nguyen et al. (2014), these institutions often have complex hierarchical structures that can impede effective communication. In such environments, the roles of supporting staff become even more critical in ensuring that the academic mission is effectively coordinated and that information flows smoothly across all institutional levels. Given these findings, the role of supporting staff in facilitating communication should not be underestimated or overlooked. They are not just behind-the-scenes operators but key players who contribute substantially to the institution’s effectiveness and to the well-being and performance of academic staff. This further reinforces the need for policies and practices that fully acknowledge and develop these roles within academic settings.

4.8. Facilitating professional development and training

Four participants highlighted the contribution of non-academic staff, especially those in HR, in organizing professional development and training programs. A professor commented,

The workshops and training sessions organized by our HR team have helped me develop new skills and stay updated in my field. Their role in our professional growth is indispensable. (Academic Staff 1)

An HR professional stated,

As part of the HR team, we consider ourselves partners in the professional growth of the academic staff. We regularly organize workshops, training sessions, and seminars that help faculty members to develop new skills, stay updated with the latest trends in their fields, and network with peers. (Supporting Staff 2)

As seen, the participants specifically cited the role of HR in organizing such programs, it is a topic that perhaps has not been given its due attention in existing scholarly discussions. Academic Staff 1 emphasized that these programs are “indispensable” for their professional growth, pointing out how they have helped him develop new skills and stay updated in his field. This sentiment was mirrored by Supporting Staff 2 from the HR team, who emphasized their role as “partners in the professional growth” of the academic staff. The significance of these findings can be contextualized within the larger discussion on professional development in academic settings. Existing research has generally concentrated on the intrinsic motivation of academic staff for professional growth, often overlooking the organizational or structural factors that facilitate such development (e.g., Huston & Weaver, 2008). Our study adds a layer to this discourse by highlighting the proactive role that HR and supporting staff play in organizing workshops, seminars, and training sessions. Moreover, these findings carry special relevance in the context of Vietnam’s rapidly evolving educational landscape, which calls for continuous skill development and adaptation. Albright (2018) pointed out that the rapid changes in Vietnam’s education sector make it essential for professionals in the field to continuously update their skills. Given this backdrop, the role of HR and other supporting staff in facilitating professional development is not merely ancillary but pivotal to the overall quality and effectiveness of academic programs. Therefore, it becomes crucial for policymakers and institutional leaders to recognize and invest in this aspect of non-academic roles. It suggests that well-structured and effective professional development programs can be a key factor in enhancing academic staff performance, and supporting staff play a critical role in making that happen.

4.9. Facilitating external relationships

Six participants mentioned the supporting staff’s role in managing external relationships with stakeholders, including funding bodies, industry partners, and the broader community. One academic stated,

Our supporting staff manage our relationships with funding bodies and industry partners. They help us secure research funding and collaborate on applied research projects. (Academic Staff 2)

A member of the supporting staff, responsible for managing external relationships, shared,

We play an active role in building and nurturing our institution’s relationships with external stakeholders. This includes funding bodies, industry partners, and the wider community. Our work helps in securing research funding, facilitating collaborations on applied research projects, and ensuring our institution is well-represented and connected. (Supporting Staff 5)

Academic Staff 2 cited the importance of supporting staff in liaising with funding bodies and industry partners, thus aiding in securing research funding and collaborative opportunities. This was confirmed by Supporting Staff 5, noting that they actively build and nurture relationships with a range of external stakeholders, including industry partners, funding bodies, and the broader community. This insight expands the existing body of research by emphasizing the critical role that supporting staff play in external relationship management. Previous studies have indeed acknowledged the importance of relationship management for the success and reputation of educational institutions (Smerek & Peterson, 2007), but they often focus on the academic leadership’s role in these activities. Our findings suggest that supporting staff also play an indispensable role in these activities. They do not merely execute tasks but engage proactively in relationship-building that can have long-term benefits for the institution, such as securing research grants and fostering collaborations for applied research projects. The relevance of these findings becomes even more pronounced in the context of Vietnam’s higher education landscape. As Museus et al. (2016) pointed out, Vietnamese higher education institutions are increasingly focused on meeting socio-economic development goals. Achieving this requires strong connections with industry and other external stakeholders. Supporting staff serve as key facilitators in this regard, negotiating complex inter-organizational relationships and enabling collaborative projects that serve the institution’s and the nation’s broader objectives. Hence, policy-makers and institutional leaders should recognize and empower supporting staff who manage these external relationships, as they contribute substantially to the institutional and national objectives.

4.10. Summary

This study identified multiple ways in which supporting staff contribute to improved academic performance within the context of higher education in Vietnam. Figure 1 provides a summary of these discovered roles.

Figure 1. Summary of the findings.

5. Conclusion

This qualitative study explored the roles of supporting staff in influencing academic staff performance in the unique socio-cultural context of the Mekong region in Vietnam. The findings demonstrate that supporting staff play multi-dimensional roles beyond their traditional job boundaries, functioning as stress buffers, facilitators of knowledge access, integral parts of technical and infrastructural management, and enablers of administrative efficiency. In addition, their contributions extend to providing emotional support, facilitating effective communication and coordination, organizing professional development initiatives, and managing relationships with external stakeholders. The role of supporting staff in academic institutions, thus, goes far beyond logistical or operational support; they contribute substantially to the intellectual, emotional, and strategic functioning of these institutions. In light of this concept, our findings suggest that supporting staff in Vietnamese higher education institutions are not just ancillary to the academic process but are integral parts of it. They are becoming blended professionals who contribute not just through their specialized non-academic roles, but also by actively participating in academic endeavors, thereby influencing academic staff performance in a more direct manner. These findings illuminate the need for policy adjustments in higher education institutions to acknowledge and capitalize on the diverse roles and contributions of supporting staff. It emphasizes the need for greater recognition of their roles, encouraging collaboration, and fostering an environment that promotes role blending for the mutual enhancement of academic and non-academic staff performance. This study contributes to the existing literature by providing a deeper understanding of the roles of supporting staff within the specific context of Vietnamese higher education.

6. Implications

The findings of this study have significant implications for various stakeholders involved in higher education, particularly within the context of the Mekong region in Vietnam. First, higher education institutions should recognize the diverse roles supporting staff play and their significant contribution to academic performance. Policies and practices should be revised to acknowledge these roles, promoting an environment where academic and supporting staff can collaborate effectively. Job descriptions and training programs for supporting staff could be revisited to reflect the variety and depth of their roles, thereby equipping them with the necessary skills and understanding. For academic staff, this study highlights the importance of a collaborative relationship between academic and supporting staff for enhancing academic performance. Academic staff should be encouraged to engage more closely with supporting staff, acknowledging their contributions, and seeking their support in various aspects of their work. For supporting staff, the study’s findings validate the significance of the roles performed by supporting staff, extending beyond their conventional responsibilities. Supporting staff should be encouraged to understand the breadth of their contribution and engage in continuous learning and professional development opportunities to enhance their capacity. For policy makers, the study underscores the need for policy adjustments in higher education that recognize the critical roles of supporting staff. Policies should promote a culture of collaboration, role blending, and mutual respect between academic and non-academic staff. In conclusion, this study underlines the critical roles of supporting staff in higher education and calls for a broader acknowledgment and enhanced understanding of these roles among all stakeholders.

7. Limitations and recommendations for further studies

While this study provides valuable insights into the roles of supporting staff in academic staff performance in the Mekong region in Vietnam, it is not without its limitations. First, it was conducted in a specific cultural and geographical context, limiting the generalizability of the findings. Second, the sample size was relatively small, with only 10 participants from two institutions. The views expressed may not fully represent the diversity of experiences and perspectives among academic and supporting staff across all higher education institutions in the Mekong region or Vietnam as a whole. Third, as a qualitative study, it offers rich, in-depth insights, but it may not capture all the possible roles and impacts of supporting staff quantitatively.

Future research should seek to address these limitations. Studies with larger sample sizes could be conducted to gain a broader understanding of the roles of supporting staff. Comparative studies between different institutions within Vietnam or cross-cultural studies with institutions from other countries would also offer valuable insights into the universality or specificity of the findings. In addition to qualitative research, quantitative studies could be conducted to measure the impact of supporting staff on academic staff performance more concretely. Longitudinal studies could also be beneficial to explore how the roles of supporting staff evolve over time and in response to changing institutional and societal needs.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Thanh Thao Le

Thanh Thao Le is a lecturer at Can Tho University, specializing in language skills courses. He also serves as an editor for Jurnal Komunikasi Pendidikan, an international journal managed by Universitas Veteran Bangun Nusantara. LE’s research interests include TESOL, educational policies, and classroom-based studies.

Hoang Yen Phuong

Hoang Yen Phuong is currently an associate professor at the School of Foreign Languages, Can Tho University, Vietnam. She carries studies on language teaching approaches, students’ learning autonomy, self-regulated learning strategies and teachers’ professional development. She published articles in different journals and is the editor of one Scopus-indexed book on alternative assessment in language teaching.

Trut Thuy Pham

Trut Thuy Pham is a lecturer at Nam Can Tho University, where she primarily teaches courses on language skills, translation, and interpretation. She is currently preparing for her Ph.D. studies, and her research interests focus on teacher professional development.

Anh Thi Nguyen

Anh Thi Nguyen is currently a lecturer of English at Can Tho University, Vietnam. His main research interests involve pre/in-service teacher training, teacher education and language teaching methodology, particularly in the field of Task-based Language Teaching (TBLT). Most of his publications on TBLT and English language teaching were oriented towards the development of a researched-pedagogy. An overarching goal of his research is to promote positive educational practices and experience exchange among researchers, teachers, and the like.

Thi Anh Thu Huynh

Thi Anh Thu Huynh is an English lecturer with a passion for language and literature. She holds a Master’s degree in TESOL from Can Tho University, Vietnam, and has extensive experience teaching English to university students. She is committed to helping her students improve their language proficiency and develop their critical thinking skills.

Huong Tra Nguyen

HuongTra Nguyen teaches French at School of Foreign Languages, Can Tho University, specializing in French as a Foreign Language Didactics. She holds a Master’s degree in Language Science from the University of Rouen, France, and a Doctorate in Language Science from the Free University of Brussels, Belgium. Dr. Nguyen’s research interests include French language didactics, action research, and linguistics research.