HOW INSTITUTIONAL AI READINESS SHAPES ACADEMIC RESEARCH PERFORMANCE: EVIDENCE FROM PUBLIC UNIVERSITIES IN VIETNAM

Abstract

The rapid diffusion of artificial intelligence (AI) technologies is reshaping academic research practices in higher education worldwide. However, empirical evidence explaining how institutional and individual AI-related factors influence lecturers’ research work performance remains limited, particularly in emerging economies. This study investigates the determinants of research performance among university lecturers by examining the roles of AI application policy, AI support conditions, AI usage skills, AI trends, and digital technology infrastructure. It further proposes that these factors enhance research performance indirectly through the mediating mechanism of AI experience. Drawing on the technology - organization - environment (TOE) framework and experiential learning theory, the study conceptualizes AI experience as a critical capability that transforms institutional readiness and individual competencies into effective research outcomes. A quantitative survey design will be employed to collect data from lecturers working at public universities in Ho Chi Minh City, Vietnam. Structural equation modeling (SEM) was used the hypothesized relationships. The study contributes to literature in three ways. First, it integrates institutional AI readiness and individual digital competencies into a unified research performance framework. Second, it highlights AI experience as a key mediating construct linking technological readiness to research productivity. Third, it provides empirical evidence from a developing higher education context, offering practical implications for university leaders seeking to enhance research performance through AI adoption strategies. The findings are expected to support policy makers and university administrators in designing AI-driven research ecosystems that foster innovation, productivity, and academic competitiveness.