This study compares Human Resource Development (HRD) in Vietnam and Malaysia, looking at their methods, problems, and institutional frameworks in the context of ASEAN economic integration and Industry 4.0. Based on Cho and McLean’s (2004) integrated HRD model, this paper looks at recent research (from 2018 to 2023) to look at important topics such globalization, demographic changes, vocational training alignment, and technology disruption. Vietnam has a vast workforce, but it still has problems with low productivity, skill mismatches, and not being ready for the global market. On the other hand, Malaysia’s institutional HRD structures are making more progress, even though its workforce is getting older and not everyone is adapting to digital transformation at the same rate. The study shows that we need HRD policies that are tailored to each industry, training that is delivered in a decentralized way, and stronger relationships between the public and commercial sectors. It also stresses how important it is for national HRD policies to include global competences and initiatives that help everyone learn new skills. The study adds a unique framework for comparing HRD and gives policymakers, educators, and practitioners useful information, even though it is constrained by its use of secondary data. Future study should use mixed-methods to confirm results and look into interventions that work in specific situations. The study shows that Vietnam and Malaysia need personalized, inclusive, and forward thinking HRD systems to produce strong and competitive workforces in the post-pandemic, digital driven global economy.

The aim of this study was to elucidate the expected moderating effect exerted by institutional owners on the intricate correlation between the characteristics of boards of directors and the issue of earnings management, as gauged by the loan loss provisions.The sample encompassed all the banks listed on the Amman Stock Exchange (ASE) over the period between 2010 and 2022, representing a total of 151 observations. The results derived from the examination clearly demonstrate that the institutional owners have a key impact on augmenting the monitoring tasks and responsibilities of the boards of directors across the study sample. The results revealed the fundamental role of such owners in strengthening the supervisory tasks carried out by boards of directors in Jordan. A panel data model has been used in the analysis. The results of this study show that the presence of the owner of an institution has a discernible moderating role in the banks' monitoring landscape. Indeed, their presence strengthens the monitoring tasks of the banks’ boards by underscoring the quest to restrict the EM decisions. Interestingly, the results support the monitoring proposition outlined by agency theory, which introduced CG recommendations as a deterrent tool to reduce the expectation gap between banks' owners and their representatives.

This study aims to explore the mediating role of perceived organizational support(POS) in the relationship between university teachers' competence and job performance. Through a questionnaire survey of 968 undergraduate university teachers in China, 879 valid questionnaires were collected. The study employed quantitative methods, constructing a university teacher competence scale comprising foundational competence, teaching competence, research competence, and innovation competence, as well as a job performance scale encompassing task performance, relationship performance, and adaptive performance. Structural equation modeling and SOBEL tests were used for data analysis. The results showed that POS exhibited different mediating effect patterns between various competence dimensions and job performance dimensions: no significant mediating effect was found in task performance; partial mediating effects were observed in relational performance and adaptive performance; and a complete mediating effect was identified between foundational competence and adaptive performance. The study provides theoretical support and practical guidance for university teachers management, emphasizing the importance of establishing a competence-based human resources management system, strengthening teachers perceptions of organizational support, and establishing diverse evaluation standards. Future research could further explore the impact of different cultural backgrounds and organizational types on mediating effects.