Dong Nai Tourism Workforce Needs Specialized Competency Framework for Global Integration

Dong Nai Province, Vietnam – In an era defined by globalization and rapid technological advancement, the tourism sector in Dong Nai Province is facing a critical juncture. To effectively harness emerging opportunities and address persistent challenges within its tourism workforce, a specialized competency framework is urgently needed. This framework aims to equip local professionals with the skills and knowledge required to thrive in an increasingly interconnected global market.

A comprehensive study, drawing on a systematic literature review from 2015 to 2025 and qualitative analysis, proposes an expanded model for assessing and developing tourism personnel. The research highlights that the traditional focus on Knowledge, Skills, and Attitudes (KSA) is no longer sufficient. Instead, it advocates for the integration of two crucial new competency groups: International Integration and Innovation.

The proposed framework seeks to bridge the existing skills gap between the local workforce and the demands of international tourism, thereby enhancing Dong Nai’s competitiveness as a destination. This initiative is particularly timely given the province’s ambitious tourism growth targets, bolstered by the impending operation of the Long Thanh International Airport.

The Growing Imperative for a Globalized Tourism Workforce

The global tourism industry is a significant economic engine, contributing 9.1% to the global Gross Domestic Product (GDP) and generating over 300 million jobs in 2023, according to the United Nations World Tourism Organization (UNWTO). In the face of globalization and the Fourth Industrial Revolution, tourism professionals are no longer expected to possess merely vocational knowledge and skills. Instead, they require a broader set of competencies, including international integration capabilities, digital literacy, and cultural adaptability, to bolster a destination’s competitive edge. This perspective is echoed by leading researchers such as Baum (2015) and Dredge and Baum (2021).

Within Vietnam, the tourism workforce faces notable limitations in terms of structure, quality, and the alignment of training programs with market demands, as indicated by the National Administration of Tourism of Vietnam (2025). Specific weaknesses in foreign language proficiency, intercultural communication, and digital skills have put Vietnam, including provinces like Dong Nai, at a disadvantage compared to its ASEAN counterparts.

Despite possessing considerable natural resources and a strategic location, Dong Nai’s tourism sector has not yet reached its full potential. In 2023, the province’s tourism revenue reached VND 1,700 billion, meeting only 50% of its target, and it welcomed 2.6 million visitors, achieving 65% of its goal. Crucially, only 54% of the tourism workforce had received specialized training, with an annual influx of approximately 160 tourism graduates, as reported by the Dong Nai Department of Tourism (2023). The upcoming launch of the Long Thanh International Airport presents a significant catalyst for growth, with the province targeting 4.2 million visitors by 2025.

While previous studies have explored the KSA model and the concept of international integration (Baum and Szivas, 2008; OECD, 2021; Zuñiga-Collazos et al., 2025), there remains a gap in integrating innovation competencies within a localized context. This underscores the necessity for a tailored competency framework for Dong Nai, designed to capitalize on opportunities while addressing human resource challenges. Consequently, this research proposes a comprehensive competency framework that expands upon the traditional KSA model by incorporating international integration and innovation, aiming to contribute theoretically to competency models in the Vietnamese context and to inform policy-making decisions.

Research Methodology: A Deep Dive into Global and Local Expertise

To construct a robust competency framework for Dong Nai’s tourism workforce in the context of international integration, this research employed a systematic literature review (SLR). This method allowed for the identification, classification, and synthesis of existing tourism competency frameworks within a globalized environment. The research process involved four key stages:

1. Data Collection: Scholarly articles were gathered from reputable databases such as Scopus and SSCI. Additionally, reports from the OECD and UNWTO, along with publications from leading journals like Tourism Management, Journal of Sustainable Tourism, and the International Journal of Hospitality Management, were consulted. Domestic literature was sourced from scientific journals and official reports from Vietnam’s Ministry of Culture, Sports and Tourism.

2. Selection Criteria: The review focused on research published between 2015 and 2025. Foundational works on workforce competencies were included for historical context but were not the primary focus of the contemporary analysis.

3. Thematic Classification: The collected literature was categorized into three main themes: the KSA competency model, international integration competencies, and digital and innovation skills.

4. Analysis and Synthesis: The information was analyzed to identify research gaps, extract practical implications for Dong Nai, and develop the proposed competency framework. This approach blends international theoretical underpinnings with the specific local context, ensuring both universality and applicability.

A Review of International and Domestic Research on Integrated Tourism Workforce Development

International Perspectives:

Pioneering work by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) laid the theoretical groundwork for the KSA model. This model has since been widely adopted in the tourism sector to standardize workforce competencies, particularly for those engaged in international tourism. Baum (2015) observed that despite numerous policy initiatives, significant breakthroughs in tourism human resource management, especially in the face of digitalization, remained elusive.

More recent studies emphasize the critical role of digital skills and foreign languages in enhancing the workforce’s agility. Zuñiga-Collazos and colleagues (2025) demonstrated the pivotal nature of these competencies, a finding supported by the OECD (2021), which recommended integrating digital skills into training curricula. Stylianou (2025) further highlighted this issue, noting that a significant proportion of tourism students, particularly those in hospitality programs, lacked essential digital skills, underscoring the need for practical, applied training.

Domestic Insights:

In Vietnam, numerous scholars have examined the current state and challenges of the tourism workforce within the context of global integration. Nguyễn Thị Hồng Hạnh (2019) noted that while occupational standards are evolving due to the Fourth Industrial Revolution, training policies often lack clear direction and international collaboration. Lê Anh Tuấn (2019) and Nguyễn Văn Lưu et al. (2023) also pointed to deficiencies in the structure, quantity, and quality of the workforce, as well as weak linkages between government, educational institutions, and businesses. Vũ Thành Long (2021) proposed the inclusion of knowledge in international integration, foreign languages, and IT, alongside management and creativity skills.

The Ministry of Culture, Sports and Tourism (2021) outlined a human resource development strategy up to 2030, emphasizing the standardization of lecturers, the reform of curricula based on the KSA model, and the promotion of digital transformation. Specifically within Dong Nai, Phạm Hùng Đức (2019) identified a shortage of qualified personnel with strong foreign language and digital skills, while also criticizing existing training programs as outdated. Trần Đăng Ninh (2024) highlighted the shortcomings of management personnel, particularly in their skills related to management, intercultural communication, and business collaboration. These findings collectively confirm that Dong Nai’s tourism workforce suffers from both quantitative and qualitative deficits, failing to meet the demands of international integration.

Table 1: Synthesis of Research Findings and Implications for the Proposed Model

Source: Compiled by the research team.

A Proposed Competency Model for Dong Nai’s Tourism Workforce in the Era of Global Integration

Comprehensive international and domestic research indicates that developing an integrated tourism workforce requires a focus on three key elements: (1) standardizing competencies based on the KSA model; (2) incorporating international integration and digital competencies, including soft skills, foreign languages, intercultural communication, and IT skills; and (3) fostering collaboration among government, educational institutions, and businesses, with the government setting policy direction, educational institutions providing training, and businesses contributing to curriculum development and outcome assessment. The proposed competency framework for Dong Nai comprises five key areas, as outlined in Table 2.

Table 2: Proposed Competency Framework for Tourism Workforce Development in Dong Nai Province

Source: Compiled by the research team from various studies.

The proposed competency framework builds upon the KSA model, originally defined by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) as the fundamental pillars for measuring and developing professional competencies. In the tourism sector, Baum and Szivas (2008) and Baum (2015) affirmed that KSA remains the bedrock for standardizing workforce quality, particularly in developing nations.

However, in the current globalized landscape, shaped by the Fourth Industrial Revolution and the rise of smart tourism, the KSA model requires expansion. Research indicates that tourism professionals must possess not only knowledge and skills but also international integration competencies, such as cross-cultural communication, foreign language proficiency, digital literacy, and adaptability (OECD, 2020; Suarta et al., 2021; Dredge and Baum, 2021). This is an unavoidable requirement as Vietnam strengthens its global integration and Dong Nai prepares to welcome a significant influx of international visitors with the opening of the Long Thanh Airport. Furthermore, innovation and creativity are paramount for establishing sustainable competitive advantages. Baum (2015) and Adda (2022) highlighted how innovation enables professionals to adapt to technological advancements, develop unique offerings, and enhance customer experiences. This competency also encompasses leadership, creative thinking, and the application of digital technologies (Dredge and Baum, 2021).

Therefore, this study proposes an expanded competency framework comprising five groups: (1) Professional Knowledge, (2) Professional Skills, (3) Professional Attitudes, (4) International Integration Competence, and (5) Innovation and Leadership Competence, as depicted in the accompanying figure. This framework not only inherits the foundational KSA principles but also incorporates contemporary demands, serving as a blueprint for policy formulation, training design, and the overall enhancement of Dong Nai’s tourism workforce quality.

Figure: Conceptual Framework for Tourism Workforce Development in Dong Nai Province

(Note: The original source did not provide an image, so a conceptual representation is described here. A visual representation would typically show the five competency groups, possibly with KSA as a core and the other two groups radiating outwards or integrated within.)

The proposed model illustrates that the traditional KSA components form the base, with International Integration Competence and Innovation and Leadership Competence as crucial additions that build upon and expand the core competencies.

Source: Proposed by the research team.

Research Findings and Discussion: Charting a Course for Dong Nai’s Tourism Workforce

The research findings underscore that the development of Dong Nai’s tourism workforce necessitates a focused approach across five key competency areas: Professional Knowledge, Professional Skills, Professional Attitudes, International Integration, and Innovation. Among these, International Integration and Digital Skills are identified as indispensable, particularly with the impending operationalization of the Long Thanh International Airport.

These findings align with regional trends. In Thailand, the tourism workforce requires digital and intercultural skills (Intaratat, 2021). In Indonesia, innovation and collaboration between educational institutions and businesses are emphasized (Adda, 2022). In Malaysia, training programs are reported to fall short of industry expectations, especially concerning soft skills, foreign languages, and change management. Dong Nai, therefore, faces similar challenges, particularly in the areas of digital literacy, foreign language proficiency, and overall integration into the global tourism landscape.

The proposed competency framework holds significant practical value for several applications:

• Policy Direction: It can guide the formulation of human resource policies for the tourism sector.
• Curriculum Reform: It provides a basis for improving training programs, ensuring they are outcome-oriented and aligned with industry needs.
• Evaluation Tools: It can be used to develop assessment criteria for recruitment and internal training purposes.

This aligns with recommendations made by the OECD (2021) to integrate digital competency frameworks into policy, and the findings of Zuñiga-Collazos et al. (2025) demonstrating the impact of creative and digital skills on adaptability and competitiveness in the tourism sector.

However, the study acknowledges certain limitations. The competency framework is primarily derived from a literature review and has not yet undergone quantitative verification. International comparisons are largely reference-based, and the framework has not been tested in actual training or business settings. Consequently, future research should involve quantitative surveys across diverse target groups, expand comparative analysis to ASEAN countries, and pilot the application of the framework in training and recruitment to validate its practical utility.

Conclusion

Through a comprehensive literature review and the analysis of a proposed competency framework, it is evident that developing Dong Nai’s tourism workforce to meet the demands of international integration requires a holistic approach. This approach must be founded on an expanded KSA model, incorporating international integration and innovation competencies, and fostered through strong collaboration among the government, educational institutions, and businesses, complemented by international partnerships. Implementing this competency framework is expected to effectively address existing deficiencies in the quantity, quality, and structure of Dong Nai’s tourism workforce, ensuring it is well-equipped to meet the evolving requirements of global integration.

References:

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    BIEN HOA CITY, Dong Nai Province – In a rapidly globalizing world, the tourism sector of Dong Nai Province stands at a critical juncture. To harness the immense opportunities presented by international integration and the burgeoning Long Thanh International Airport, a comprehensive overhaul of its tourism workforce’s skill set is urgently needed. A new study proposes a specialized competency framework designed to equip local professionals with the knowledge, skills, and attitudes necessary to thrive in the 21st-century tourism landscape, addressing a recognized gap between current capabilities and the demands of a competitive global market.

    The research, conducted by Phạm Đình Sửu and TS. Nguyễn Đường Giang from Nguyễn Tất Thành University, highlights that while Dong Nai possesses natural advantages and a strategic location, its tourism sector has not yet reached its full potential. In 2023, the province achieved only 50% of its tourism revenue target, attracting 2.6 million visitors, which represented 65% of its goal. Critically, only 54% of the local tourism workforce had received specialized training, with an annual influx of just around 160 tourism graduates. This situation is exacerbated by the impending operation of Long Thanh International Airport, a project poised to significantly boost international arrivals, with the province aiming to welcome 4.2 million visitors by 2025.

    The study’s findings underscore that traditional competency models need to be expanded to encompass the complexities of modern tourism. Expanding on the widely accepted Knowledge-Skills-Attitudes (KSA) framework, the proposed model integrates two crucial dimensions: international integration competencies and innovation competencies. This holistic approach aims to bridge the existing skills gap and prepare Dong Nai’s tourism professionals for a more dynamic and interconnected future.

    The Urgent Need for a Specialized Competency Framework

    The global tourism industry is a powerhouse, contributing significantly to the world economy. According to the United Nations World Tourism Organization (UNWTO), tourism accounted for 9.1% of global GDP and supported over 300 million jobs in 2023. In this interconnected era, fueled by globalization and the Fourth Industrial Revolution, tourism professionals are no longer expected to possess just vocational knowledge and skills. They must also demonstrate a strong capacity for international integration, digital literacy, and cultural adaptability to enhance a destination’s competitive edge, as highlighted by researchers like Baum (2015) and Dredge & Baum (2021).

    Within Vietnam, the tourism workforce faces systemic challenges. Reports from the Vietnam National Administration of Tourism (2025) indicate limitations in the sector’s structure, quality, and the alignment between training programs and market demands. Specifically, weaknesses in foreign language proficiency, intercultural communication, and digital skills are hindering Vietnam’s competitiveness compared to other ASEAN nations. This is a challenge that directly impacts provinces like Dong Nai.

    Dong Nai, despite its inherent strengths in natural resources and its strategic geographical position, has seen its tourism development lag behind its potential. The province’s 2023 tourism revenue reached VND 1,700 billion, meeting only half of its target. Similarly, it welcomed 2.6 million visitors, representing 65% of its goal. A significant concern is the educational attainment of its workforce, with only 54% trained in specialized tourism fields. Each year, the province adds approximately 160 tourism graduates to its labor pool, a figure that is unlikely to meet the demands of future growth, especially with the anticipated impact of Long Thanh International Airport. The province has set an ambitious target of attracting 4.2 million visitors by 2025, underscoring the urgency to address these human resource deficiencies.

    While existing research has explored the KSA model and the importance of international integration (Baum & Szivas, 2008; OECD, 2021; Zuñiga-Collazos et al., 2025), there remains a gap in integrating the crucial element of innovation within a specific local context. This research aims to fill that void by proposing a tailored competency framework for Dong Nai, designed to simultaneously leverage emerging opportunities and mitigate existing human resource challenges. The proposed framework, an expansion of the traditional KSA model to include international integration and innovation, seeks to contribute theoretically to competency models in the Vietnamese context and provide practical guidance for policy formulation.

    Research Methodology: A Systematic Approach to Competency Framework Development

    To construct a relevant and effective competency framework for Dong Nai’s tourism workforce, the study employed a systematic literature review (SLR) methodology. This approach was chosen to identify, classify, and synthesize existing frameworks related to tourism development in the context of international integration. The process was meticulously structured into four key stages:

    1. Document Collection: The researchers gathered relevant literature from a broad spectrum of academic and official sources. This included major databases such as Scopus and SSCI, reports from influential international organizations like the OECD and UNWTO, and articles from leading tourism journals including Tourism Management, Journal of Sustainable Tourism, and International Journal of Hospitality Management. For domestic research, publications from Vietnamese scientific journals and official reports from the Ministry of Culture, Sports and Tourism were consulted.
    2. Selection Criteria: To ensure the relevance and currency of the findings, the review focused primarily on studies published between 2015 and 2025. Foundational works on labor competencies were included for theoretical grounding, but the core analysis centered on recent developments and contemporary challenges in the tourism sector.
    3. Thematic Classification: The collected literature was systematically categorized into distinct thematic areas to facilitate in-depth analysis. These themes included: the foundational KSA competency model, competencies related to international integration, digital skills, and innovation. This classification allowed for a comprehensive understanding of the current research landscape.
    4. Analysis and Synthesis: Following classification, the research materials were analyzed to identify research gaps, extract practical implications for Dong Nai, and subsequently develop the proposed competency framework. This approach combined international theoretical foundations with the specific local context of Dong Nai, ensuring both the broad applicability and practical relevance of the findings.

    This structured methodology allowed the researchers to build a robust understanding of global trends and local needs, paving the way for a well-informed and contextually appropriate competency framework.

    A Review of International and Domestic Research on Integrated Tourism Workforce Development

    

    The study’s foundation rests on a thorough examination of existing academic and policy-oriented literature, both internationally and within Vietnam, concerning the development of a tourism workforce equipped for global integration.

    International Research Insights

    Pioneering work by scholars like McClelland (1973), Boyatzis (1982), and Spencer & Spencer (1993) laid the groundwork for the KSA model, establishing it as a fundamental theoretical framework for assessing and developing professional competencies. This model has since been widely adopted within the tourism industry to standardize the capabilities of an integrated workforce.

    More recent research emphasizes the evolving demands on tourism professionals. Baum (2015) observed that despite numerous policy interventions, significant breakthroughs in tourism human resource management remain elusive, particularly in the face of rapid digitalization. The digital revolution, in particular, has spurred a wave of research highlighting the critical importance of new skill sets. Zuñiga-Collazos and colleagues (2025) provided empirical evidence that digital skills and foreign language proficiency are key determinants of enhanced flexibility and employability in the tourism sector. Echoing this sentiment, the OECD (2021) issued recommendations for the systematic integration of digital skills into tourism education and training programs. The urgency of this integration is further underscored by Stylianou (2025), whose findings revealed that a substantial proportion of tourism graduates, especially those from hospitality programs, lack essential digital competencies. This highlights a critical need for training programs that are closely aligned with practical, real-world digital demands.

    Domestic Research Landscape

    Within Vietnam, numerous academics have delved into the current state and challenges facing the tourism workforce amidst an increasingly globalized environment. Nguyễn Thị Hồng Hạnh (2019) argued that while professional standards are shifting under the influence of the Fourth Industrial Revolution, current training policies often lack clear direction and robust international collaboration. Lê Anh Tuấn (2019) and Nguyễn Văn Lưu et al. (2023) similarly pinpointed deficiencies in the structure, quantity, and quality of the tourism workforce, along with a weak linkage between government, educational institutions, and businesses. Vũ Thành Long (2021) proposed the integration of knowledge in international integration, foreign languages, and information technology, alongside crucial management and creative skills, into training curricula.

    The Ministry of Culture, Sports and Tourism (2021) has outlined a strategic vision for tourism human resource development through 2030. This strategy emphasizes the standardization of teaching staff, the innovation of training programs based on the KSA model, and the promotion of digital transformation across the sector.

    Focusing specifically on Dong Nai, research by Phạm Hùng Đức (2019) identified a significant shortage of skilled personnel with adequate foreign language and digital competencies. His assessment also pointed to outdated training programs. Further contributing to this understanding, Trần Đăng Ninh (2024) highlighted the limitations in the managerial capabilities of the local tourism workforce, particularly concerning management skills, intercultural communication, and effective business linkage strategies. These collective domestic findings reinforce the conclusion that Dong Nai’s tourism workforce is deficient in both quantity and quality, failing to meet the evolving requirements of international integration.

    Table 1: Synthesis of Research Findings and Implications for the Proposed Model

    Finding/Perspective	Implication for the Research Model	Author/Research Group
    The KSA model standardizes workforce competencies.	Adopt the KSA model as the foundational basis for competency groups.	McClelland (1973); Boyatzis (1982); Spencer & Spencer (1993); Baum & Szivas (2008); Ministry of Culture, Sports and Tourism (2021).
    Need for integration skills: intercultural communication, soft skills, foreign languages, digital technology.	Supplement the framework with a group of international integration competencies.	Baum (2015); Zuñiga-Collazos et al. (2025); OECD (2021); Trần Đăng Ninh (2024); Phạm Hùng Đức (2019).
    Importance of collaboration between government, schools, and businesses.	Propose a tripartite cooperation model in training.	Dredge & Baum (2021); Suarta et al. (2021); Adda (2022).
    Need for clear direction, integration skills, and international cooperation.	Emphasize practical training and enhanced international cooperation.	Nguyễn Thị Hồng Hạnh (2019); Lê Anh Tuấn (2019); Nguyễn Văn Lưu et al. (2023).
    Equip with creative, management, leadership, teamwork, and problem-solving capabilities.	Expand the competency framework for holistic development.	Vũ Thành Long (2021); Stylianou (2025).

    Source: Authors’ synthesis

    A Proposed Competency Framework for Dong Nai’s Integrated Tourism Workforce Development

    Synthesizing insights from both international and domestic research, the development of an integrated tourism workforce requires a focus on three primary elements: (1) standardizing competencies through the KSA model; (2) augmenting these with international integration and digital skills, including soft skills, foreign languages, intercultural communication, and information technology; and (3) fostering strong linkages between government, educational institutions, and businesses, where the government sets policy direction, educational institutions provide training, and businesses collaborate on curriculum development and outcome assessment.

    The proposed competency framework for Dong Nai is structured into five key groups, as detailed in Table 2.

    Table 2: Proposed Competency Development Framework for Dong Nai’s Tourism Workforce

    Competency Group	Description
    1. Professional Knowledge (Knowledge)	Encompasses foundational knowledge in organization, management, operations, and specialized tourism disciplines such as travel, hospitality, food and beverage services, and event management.
    2. Professional Skills (Skills)	Includes operational skills, service management, customer care, teamwork, communication, situation handling, and problem-solving within a practical real-world environment.
    3. Professional Attitudes (Attitudes)	Involves a sense of responsibility, professional ethics, a positive work attitude, respect for cultural and social norms, and a proactive mindset towards continuous learning and improvement.
    4. International Integration Competence (Global Competence)	The ability to engage in intercultural communication, proficiently use foreign languages (particularly English), adapt to multicultural environments, possess international negotiation skills, and leverage digital technologies for global connectivity.
    5. Innovation and Leadership Competence	Capabilities in leadership, change management, the application of new technologies for tourism product and service development, creativity, entrepreneurship, and the design of unique products/services.

    Source: Authors’ synthesis from research findings

    This proposed framework builds directly upon the KSA model, originally defined by McClelland (1973), Boyatzis (1982), and Spencer & Spencer (1993) as the three fundamental pillars for measuring and developing professional capabilities. In the tourism sector, Baum and Szivas (2008) and Baum (2015) affirmed the enduring relevance of KSA as a cornerstone for standardizing workforce quality, particularly in developing economies.

    However, the contemporary landscape, shaped by globalization, the Fourth Industrial Revolution, and the rise of smart tourism, necessitates an expansion of the KSA model. Research consistently shows that tourism professionals require more than just traditional knowledge and skills; they need robust international integration capabilities, including cross-cultural communication, foreign language proficiency, digital literacy, and adaptability (OECD, 2020; Suarta et al., 2021; Dredge & Baum, 2021). These are essential requirements as Vietnam deepens its global integration and as Dong Nai prepares to welcome a significant influx of international visitors with the advent of Long Thanh Airport. Furthermore, innovation competence is identified as a critical driver for sustainable competitive advantage. Baum (2015) and Adda (2022) emphasize that innovation enables the workforce to adapt to new technologies, develop unique offerings, and enhance customer experiences. This competence also encompasses leadership, creative thinking, and the application of digital technologies (Dredge & Baum, 2021).

    Consequently, the study proposes an expanded competency framework comprising five groups: 1. Professional Knowledge, 2. Professional Skills, 3. Professional Attitudes, 4. International Integration Competence, and 5. Innovation and Leadership Competence, as illustrated in the accompanying figure. This framework not only inherits the foundational KSA principles but also incorporates contemporary requirements, serving as a robust basis for policy formulation, training program design, and the overall enhancement of Dong Nai’s tourism workforce quality.

    Figure: Competency Framework for Tourism Workforce Development in Dong Nai Province

    (Note: A visual representation of the framework would typically be included here, showing the five groups and their interrelationships. For this text-based output, the description in Table 2 serves as the primary representation.)

    Research Findings and Discussion: Charting Dong Nai’s Path Forward

    The research findings conclusively indicate that the development of Dong Nai’s tourism workforce must concentrate on five core competency groups: Professional Knowledge, Professional Skills, Professional Attitudes, International Integration, and Innovation. Among these, International Integration and Digital Skills are identified as absolutely critical prerequisites, particularly as the Long Thanh International Airport prepares for operation.

    These findings align with broader regional trends. In Thailand, the tourism workforce needs to emphasize digital and intercultural skills (Intaratat, 2021). Indonesia’s focus is on innovation and industry-academia collaboration (Adda, 2022). Malaysia faces similar challenges, with training programs often failing to meet employer expectations, especially concerning soft skills, foreign languages, and change management. Dong Nai, therefore, confronts comparable hurdles, with particular urgency in the areas of digital proficiency, foreign language fluency, and overall international integration.

    The proposed competency framework offers significant practical applications. It can serve as a guiding document for human resource policy formulation, leading to improved training curricula aligned with defined learning outcomes. It also provides a robust basis for developing evaluation criteria essential for recruitment and internal training initiatives. This approach mirrors recommendations from the OECD (2021), which advocates for the integration of digital competency frameworks into policy, and Zuñiga-Collazos et al. (2025), who demonstrate the impact of creative and digital skills on adaptability and competitiveness.

    However, the study acknowledges its limitations. The proposed framework is primarily grounded in literature review and has not yet undergone quantitative verification. International comparisons, while informative, remain at a reference level. Furthermore, the framework has not been tested in actual training or business settings. Consequently, future research should prioritize quantitative surveys across diverse demographic groups, expand comparative analyses within the ASEAN region, and pilot the application of this competency framework in training and recruitment to validate its practical value.

    The development of Dong Nai’s tourism workforce to meet the demands of international integration requires a comprehensive competency framework that expands the traditional KSA model, coupled with strong collaboration among the government, educational institutions, and businesses, alongside international partnerships. Implementing this framework will undoubtedly assist Dong Nai in addressing its existing shortcomings in terms of quantity, quality, and structure, ensuring its tourism workforce is well-equipped for the challenges and opportunities of global integration.

    Dong Nai, Vietnam – As the global tourism industry rapidly evolves, driven by globalization and technological advancements, the province of Dong Nai faces a critical juncture. To capitalize on emerging opportunities and address significant human resource challenges, a specialized competency framework is urgently needed for its tourism workforce. This framework aims to equip local talent with the skills, knowledge, and attitudes required to thrive in an increasingly interconnected world, particularly in anticipation of the major infrastructure projects that will reshape the region’s tourism potential.

    The imperative for developing a robust tourism workforce has never been greater. Globally, tourism is a powerhouse, contributing 9.1% to GDP and generating over 300 million jobs as of 2023, according to the UNWTO. In this dynamic environment, tourism professionals must possess not only their core vocational expertise but also strong international integration capabilities, digital fluency, and cultural adaptability to enhance destination competitiveness. This is the central argument presented by researchers Phạm Đình Sửu and TS. Nguyễn Đường Giang from Nguyễn Tất Thành University, whose work proposes a comprehensive competency model for Dong Nai’s tourism sector.

    The study, which involved a systematic literature review from 2015 to 2025 and qualitative analysis, highlights a significant skills gap in Vietnam’s tourism labor force. Deficiencies in foreign languages, intercultural communication, and digital skills are hindering Vietnam, and by extension, Dong Nai, from competing effectively with neighboring ASEAN nations.

    Despite possessing inherent advantages in natural resources and strategic location, Dong Nai’s tourism sector has not yet reached its full potential. In 2023, the province generated VND 1,700 billion in tourism revenue, meeting only 50% of its target, and welcomed 2.6 million visitors, just 65% of its goal. Crucially, only 54% of its tourism workforce has received specialized training, with an addition of approximately 160 tourism graduates annually. This stark reality contrasts with the province’s ambitious target of attracting 4.2 million visitors by 2025, a goal significantly bolstered by the impending launch of the Long Thanh International Airport.

    While existing research, such as the foundational KSA (Knowledge-Skills-Attitudes) model and studies on international integration, provides a theoretical basis, there is a discernible gap in integrating innovation competencies within a specific local context. This research seeks to fill that void by proposing a unique competency framework for Dong Nai, designed to leverage opportunities while mitigating human resource challenges. The framework is intended to contribute to the theoretical understanding of competency models in the Vietnamese context and serve as a practical tool for policy formulation.

    Research Methodology: A Deep Dive into Global Best Practices

    To develop a tailored competency framework for Dong Nai’s tourism workforce in the context of international integration, the researchers employed a systematic literature review (SLR). This rigorous approach allowed for the identification, classification, and synthesis of existing competency frameworks within the tourism sector, particularly those addressing internationalization.

    The SLR process was structured into four key stages:

    1. Document Collection: The researchers gathered relevant literature from prestigious international databases such as Scopus and SSCI. They also consulted reports from organizations like the OECD and UNWTO, and articles from leading academic journals including Tourism Management, Journal of Sustainable Tourism, and International Journal of Hospitality Management. For Vietnamese research, resources from national scientific journals and official reports from the Ministry of Culture, Sports and Tourism were utilized.
    2. Selection Criteria: The review focused on studies published between 2015 and 2025. While foundational works on workforce competencies were acknowledged, the primary analysis centered on contemporary research reflecting current global trends.
    3. Thematic Classification: The collected documents were categorized into three main themes: the KSA competency model, international integration competencies, and digital skills and innovation. This classification helped to organize the vast amount of information and identify key areas of focus.
    4. Analysis and Synthesis: The final stage involved a thorough analysis and synthesis of the findings. This process aimed to identify research gaps, extract practical implications for Dong Nai, and collaboratively construct the proposed competency framework. This methodological approach ensured that the research was grounded in established international theory while remaining relevant to the specific local context, thereby guaranteeing both universality and applicability.

    International and Domestic Research Landscape: Shaping a New Paradigm for Tourism Human Resources

    The researchers conducted an extensive review of both international and domestic studies to understand the current state of tourism human resource development and identify key trends and challenges.

    Global Perspectives on Tourism Workforce Development

    Pioneering work by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) laid the groundwork for the widely adopted KSA model, which has since been applied within the tourism industry to standardize workforce competencies, particularly for international integration. However, as highlighted by Baum (2015), despite numerous policy initiatives, significant breakthroughs in tourism human resource management have remained elusive, especially in the face of pervasive digitalization.

    More recent research underscores the critical importance of contemporary skills. Zuñiga-Collazos and colleagues (2025) demonstrated that digital skills and foreign language proficiency are paramount in enhancing the adaptability of the tourism workforce. Similarly, the OECD (2021) has strongly advocated for the integration of digital skills into tourism education and training programs. Stylianou (2025) further emphasized this point by revealing that a significant proportion of tourism students, particularly those in hospitality programs, lack essential digital competencies, reinforcing the need for practical, hands-on training.

    Vietnamese Insights into Tourism Workforce Challenges

    Within Vietnam, numerous scholars have delved into the realities and obstacles facing the nation’s tourism workforce as it navigates the currents of international integration. Nguyễn Thị Hồng Hạnh (2019) observed that while professional standards are evolving under the influence of Industry 4.0, training policies often lack clear direction and robust international cooperation. Lê Anh Tuấn (2019) and Nguyễn Văn Lưu and his colleagues (2023) echoed these concerns, pointing to inadequacies in the structure, quantity, and quality of the workforce, as well as a weak linkage between government, educational institutions, and businesses. Vũ Thành Long (2021) proposed the inclusion of specialized knowledge in integration, foreign languages, and information technology, alongside management and creative skills.

    The Ministry of Culture, Sports and Tourism (2021) has outlined a national strategy for human resource development up to 2030, focusing on standardizing lecturer qualifications, innovating curricula based on the KSA model, and promoting digital transformation. Specifically for Dong Nai, Phạm Hùng Đức (2019) identified a deficit in skilled personnel, particularly those proficient in foreign languages and digital technologies, and criticized existing training programs for being outdated. Trần Đăng Ninh (2024) noted limitations in managerial staff, especially concerning management skills, intercultural communication, and business linkages. These findings collectively underscore that Dong Nai’s tourism workforce is struggling with both quantitative shortages and qualitative weaknesses, failing to meet the demands of international integration.

    Table 1: Synthesis of Research Findings and Implications for the Proposed Model

    Finding/Perspective	Implication for the Research Model	Author/Research Group
    The KSA model standardizes the competencies of the tourism workforce.	Apply the KSA model as the foundation for developing competency groups for the tourism workforce.	McClelland (1973); Boyatzis (1982); Spencer and Spencer (1993); Baum and Szivas (2008); Ministry of Culture, Sports and Tourism (2021).
    Integration skills are crucial: intercultural communication, soft skills, foreign languages, digital technology.	Supplement the framework with a group of international integration competencies.	Baum (2015); Zuñiga-Collazos et al. (2025); OECD (2021); Trần Đăng Ninh (2024); Phạm Hùng Đức (2019).
    Strong linkages are needed between government, schools, and businesses.	Propose a tripartite cooperation model in training.	Dredge and Baum (2021); Suarta et al. (2021); Adda (2022).
    A clear direction and integration skills, along with international cooperation, are needed.	Emphasize practical, real-world training and enhance international cooperation.	Nguyễn Thị Hồng Hạnh (2019); Lê Anh Tuấn (2019); Nguyễn Văn Lưu et al. (2023).
    Equip staff with creative abilities, management skills, leadership, teamwork, and problem-solving capabilities.	Expand the competency framework towards a holistic development approach.	Vũ Thành Long (2021); Stylianou (2025).

    Source: Synthesized by the research team

    Proposed Competency Model for Dong Nai’s Tourism Workforce in an Era of International Integration

    Drawing from a comprehensive review of domestic and international research, the development of an integrated tourism workforce necessitates a focus on three core pillars: (1) standardization of competencies using the KSA model; (2) enhancement of integration and digital skills, including soft skills, foreign languages, intercultural communication, and information technology; and (3) fostering strong linkages between the government, educational institutions, and businesses, where the government sets policy direction, educational institutions provide training, and businesses collaborate on curriculum development and outcome assessment. The proposed competency framework for Dong Nai is structured into five key groups, as detailed in Table 2.

    Table 2: Proposed Competency Framework for Tourism Workforce Development in Dong Nai Province

    Competency Group	Description
    1. Professional Knowledge	Encompasses foundational knowledge in the organization, management, operation, and specialized fields of tourism, including travel, hospitality, food service, and events.
    2. Professional Skills	Includes operational skills, service management, customer care, teamwork, communication, situation handling, and problem-solving within a practical environment.
    3. Professional Attitudes	Covers a sense of responsibility, professional ethics, a positive work attitude, respect for culture and society, and a proactive mindset in all tasks.
    4. International Integration Competence	The ability to engage in intercultural communication, proficiently use foreign languages (especially English), adapt to multicultural environments, negotiate internationally, and leverage digital technology for global connectivity.
    5. Innovation and Leadership Competence	Includes leadership skills, change management, application of new technologies in tourism product and service development, creativity, entrepreneurship, and the ability to design unique products and services.

    Source: Synthesized by the research team from various studies

    The proposed competency framework builds upon the KSA model, established by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) as the fundamental pillars for measuring and developing professional capabilities. Within the tourism sector, Baum and Szivas (2008) and Baum (2015) have affirmed the KSA model’s enduring relevance for standardizing workforce quality, particularly in developing nations.

    However, the pervasive influence of globalization, Industry 4.0, and smart tourism demands an expansion of the KSA model. Contemporary research indicates that tourism professionals require more than just knowledge and skills; they need international integration competencies, such as cross-cultural communication, foreign language proficiency, digital literacy, and adaptability (OECD, 2020; Suarta et al., 2021; Dredge and Baum, 2021). These are essential requirements as Vietnam deepens its global engagement and Dong Nai prepares to welcome a significant influx of international visitors with the advent of Long Thanh Airport. Furthermore, innovation and creative competencies are vital for establishing sustainable competitive advantages. Baum (2015) and Adda (2022) emphasize that innovation empowers the workforce to adapt to new technologies, develop distinctive products, and enhance customer experiences. This competency group also encompasses leadership, creative thinking, and the application of digital technologies (Dredge and Baum, 2021).

    Consequently, this research proposes an expanded competency framework comprising five key groups: (1) Professional Knowledge, (2) Professional Skills, (3) Professional Attitudes, (4) International Integration Competence, and (5) Innovation and Leadership Competence, as illustrated in the accompanying figure. This framework not only inherits the foundational KSA principles but also incorporates contemporary demands, serving as a robust basis for policy formulation, training program design, and the overall enhancement of Dong Nai’s tourism workforce quality.

    Figure: Competency Framework Model for Tourism Workforce Development in Dong Nai Province

    (Note: The original text refers to a figure here. As I cannot generate visual elements, I will describe the conceptual representation based on the text.)

    The figure conceptually represents the proposed competency framework for Dong Nai’s tourism workforce. It depicts the traditional KSA components at its core, forming the foundation. Branching out from this core are two additional, critical dimensions: “International Integration Competence” and “Innovation and Leadership Competence.” These expanded dimensions are shown to be integral to the overall framework, signifying their equal importance in preparing the workforce for the modern tourism landscape. The arrows or connections would illustrate how these five groups interrelate and contribute to a holistic competency model.

    Source: Proposed by the research team

    Research Findings and Discussion: Charting a Course for Dong Nai’s Tourism Future

    The research findings strongly indicate that the development of Dong Nai’s tourism workforce must concentrate on five key competency areas: Professional Knowledge, Professional Skills, Professional Attitudes, International Integration, and Innovation and Creativity. Among these, International Integration and Digital Skills are identified as indispensable, particularly with the impending operationalization of the Long Thanh International Airport.

    These findings align with broader regional trends. In Thailand, the tourism workforce is recognized as needing robust digital and intercultural skills (Intaratat, 2021). Indonesia, meanwhile, emphasizes innovation and the crucial collaboration between educational institutions and businesses (Adda, 2022). In Malaysia, training programs have been found to fall short of employer expectations, especially concerning soft skills, foreign language proficiency, and change management. This suggests that Dong Nai faces similar challenges, particularly in the crucial areas of digital literacy, foreign language command, and overall international integration.

    The proposed competency framework holds significant practical value for several reasons. It can effectively guide human resource policy formulation, leading to more targeted and impactful initiatives. It provides a clear set of learning outcomes that can be used to improve existing training programs, ensuring they are aligned with industry needs. Furthermore, it can serve as a basis for developing standardized evaluation criteria for recruitment and internal training, ensuring that staff possess the capabilities required for success. This echoes the recommendations of the OECD (2021), which advocates for integrating digital competency frameworks into policy, and the findings of Zuñiga-Collazos and colleagues (2025), who have demonstrated the positive impact of creative and digital skills on adaptability and competitiveness in the tourism sector.

    However, the study acknowledges its limitations. The proposed competency framework is primarily derived from a literature review and has not yet undergone quantitative verification. International comparisons, while informative, remain at a reference level. Moreover, the framework has not been tested in actual training or business settings. Therefore, future research should prioritize quantitative surveys across diverse demographic groups, expand comparative analyses to include other ASEAN countries, and conduct pilot applications of the competency framework in training and recruitment processes to validate its practical efficacy.

    Conclusion

    Based on a comprehensive review of existing literature and the analysis of the proposed competency framework, it is evident that developing Dong Nai’s tourism workforce to meet the demands of international integration requires a holistic approach. This approach must be built upon an expanded KSA model and fostered through strong collaboration among the government, educational institutions, and businesses, complemented by international partnerships. The application of this competency framework is poised to significantly address Dong Nai’s existing limitations in terms of workforce quantity, quality, and structure, ensuring its tourism sector is well-prepared for the challenges and opportunities of global integration.

    Dong Nai, Vietnam – As the global tourism landscape rapidly transforms, the province of Dong Nai faces an urgent need for a specialized competency framework to equip its tourism workforce for the challenges and opportunities presented by increasing international integration. A recent study highlights a critical skills gap among local workers, emphasizing the necessity for a more comprehensive approach to training and development that extends beyond traditional knowledge and skills.

    The research, conducted by Pham Dinh Suu and Dr. Nguyen Duong Giang from Nguyen Tat Thanh University, underscores that while Dong Nai possesses significant tourism potential, its workforce development has lagged behind the demands of a globalized era. The upcoming Long Thanh International Airport is poised to significantly boost tourism in the region, but experts warn that without a strategic overhaul of workforce capabilities, the province risks falling short of its ambitious growth targets.

    Embracing Global Integration and Innovation: A New Competency Model for Dong Nai’s Tourism Sector

    The study, which systematically reviewed existing literature from 2015 to 2025 and incorporated qualitative analysis, proposes an expanded competency framework. This framework builds upon the foundational Knowledge-Skills-Attitudes (KSA) model by adding two crucial dimensions: “International Integration Competencies” and “Innovation and Leadership Competencies.” This dual focus aims to bridge the current skills deficit and prepare Dong Nai’s tourism professionals for a competitive international market.

    The core of the proposed framework encompasses five key areas:

    • Knowledge (Năng lực chuyên môn): This foundational element includes essential knowledge in tourism organization, management, operations, and specialized sectors such as travel agencies, hospitality, F&B, and event management.
    • Skills (Kỹ năng nghề nghiệp): This focuses on practical abilities required for service operations, management, customer care, teamwork, communication, problem-solving, and handling real-world situations within the tourism industry.
    • Attitudes (Thái độ chuyên nghiệp): This dimension emphasizes professional attributes like responsibility, ethical conduct, a positive outlook, respect for cultural diversity, and a proactive approach to continuous learning.
    • International Integration Competencies (Năng lực hội nhập quốc tế): This newly emphasized area includes crucial skills for operating in a global environment, such as intercultural communication, proficiency in foreign languages (especially English), adaptability to multicultural settings, international negotiation skills, and the ability to leverage digital technologies for global connectivity.
    • Innovation and Leadership Competencies (Năng lực đổi mới sáng tạo): This critical addition highlights the need for leadership skills, change management, the application of new technologies in developing tourism products and services, creativity, entrepreneurship, and the design of unique tourism offerings.

    The researchers argue that this expanded model is essential to align Dong Nai’s tourism workforce with international standards and to support effective policy-making, curriculum design, and performance evaluation.

    The Growing Importance of Global Readiness in Tourism

    The global tourism industry is a significant economic driver, accounting for 9.1% of global GDP and employing over 300 million people in 2023, according to the UN World Tourism Organization (UNWTO). In the era of globalization and the Fourth Industrial Revolution, tourism professionals must possess more than just technical expertise. They need to be adept at international integration, possess strong digital literacy, and exhibit cultural adaptability to enhance the competitiveness of their destinations.

    However, the study points out that Vietnam’s tourism workforce currently faces limitations in structure, quality, and the alignment of training with market demands. Specific weaknesses in foreign language proficiency, intercultural communication, and digital skills put Vietnam, including provinces like Dong Nai, at a disadvantage compared to other ASEAN nations.

    Dong Nai’s Tourism Potential and Workforce Gap

    Despite its geographical advantages and rich resources, Dong Nai’s tourism sector has not yet reached its full potential. In 2023, the province generated VND 1,700 billion in tourism revenue, achieving only 50% of its target, and welcomed 2.6 million visitors, representing 65% of its goal. Alarmingly, only 54% of the tourism workforce in Dong Nai has received specialized training, with approximately 160 tourism graduates entering the workforce annually.

    With the impending operationalization of the Long Thanh International Airport, Dong Nai has set an ambitious target of welcoming 4.2 million tourists by 2025. This surge in potential arrivals underscores the urgency of addressing the existing workforce deficiencies.

    International and Domestic Research Insights

    The proposed framework is informed by extensive research. Foundational work by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) established the KSA model as a cornerstone for competency assessment. In the tourism sector, Baum (2015) and Baum and Szivas (2008) have emphasized the continued relevance of KSA for standardizing workforce quality, particularly in developing nations.

    However, contemporary research highlights the need to expand this model. Studies by Zuñiga-Collazos et al. (2025) and OECD (2021) underscore the critical importance of digital skills and foreign languages in enhancing the flexibility and competitiveness of tourism professionals. Stylianou (2025) further emphasizes the digital skills gap among tourism graduates, particularly in hospitality, stressing the need for practice-oriented training.

    Within Vietnam, researchers have identified similar challenges. Nguyen Thi Hong Hanh (2019) noted that while professional standards are evolving due to the Fourth Industrial Revolution, training policies lack clear direction and international collaboration. Le Anh Tuan (2019) and Nguyen Van Luu et al. (2023) pointed to structural imbalances, insufficient quality, and weak linkages between government, educational institutions, and businesses. Vu Thanh Long (2021) advocated for incorporating international integration knowledge, foreign languages, IT skills, and management and creativity into training programs.

    The Ministry of Culture, Sports and Tourism (2021) has outlined a human resource development strategy up to 2030, focusing on standardizing lecturer qualifications, innovating curricula based on the KSA model, and promoting digital transformation. Specifically for Dong Nai, Pham Hung Duc (2019) identified a shortage of skilled personnel with adequate foreign language and digital skills, deeming current training programs outdated. Tran Dang Ninh (2024) highlighted limitations in managerial skills, particularly in intercultural communication and business linkages. These findings collectively confirm that Dong Nai’s tourism workforce suffers from both quantitative and qualitative deficits, failing to meet the demands of international integration.

    Table 1: Synthesis of Research and Implications for the Proposed Model

    Finding/Viewpoint	Implication for Research Model	Author/Research Group
    Standardized KSA model for tourism workforce.	Apply KSA as the basis for building competency groups.	McClelland (1973); Boyatzis (1982); Spencer & Spencer (1993); Baum & Szivas (2008); Ministry of Culture, Sports and Tourism (2021).
    Need for integration skills: intercultural communication, soft skills, foreign languages, digital technology.	Supplement the framework with international integration competencies.	Baum (2015); Zuñiga-Collazos et al. (2025); OECD (2021); Tran Dang Ninh (2024); Pham Hung Duc (2019).
    Linkages among government, schools, and businesses.	Propose a tripartite cooperation model in training.	Dredge & Baum (2021); Suarta et al. (2021); Adda (2022).
    Need for direction, integration skills, and international cooperation.	Training linked to practical experience and enhanced international cooperation.	Nguyen Thi Hong Hanh (2019); Le Anh Tuan (2019); Nguyen Van Luu et al. (2023).
    Equipping with creative, management, leadership, teamwork, problem-solving skills.	Expand the competency framework towards a comprehensive approach.	Vu Thanh Long (2021); Stylianou (2025).

    Source: Authors’ compilation

    A Proposed Framework for Dong Nai’s Tourism Workforce Development

    Based on a comprehensive review of domestic and international research, the development of an integrated tourism workforce requires a focus on three primary elements: standardization of competencies using the KSA model, the incorporation of international integration and digital skills (including soft skills, foreign languages, intercultural communication, and IT), and strong collaboration among government, educational institutions, and businesses. The proposed competency framework for Dong Nai is structured into five distinct groups, as detailed in Table 2.

    Table 2: Proposed Competency Framework for Dong Nai’s Tourism Workforce Development

    Competency Group	Description
    1. Knowledge (Năng lực chuyên môn)	Encompasses foundational knowledge in organizing, managing, operating, and specialized vocational skills within the tourism industry, including travel, hospitality, food and beverage, and event management.
    2. Skills (Kỹ năng nghề nghiệp)	Includes practical skills in operations, service management, customer care, teamwork, communication, situation handling, and problem-solving within real-world tourism environments.
    3. Attitudes (Thái độ chuyên nghiệp)	Covers professional attributes such as a sense of responsibility, ethical conduct, a positive work attitude, respect for socio-cultural norms, and a proactive mindset for continuous improvement.
    4. International Integration Competencies (Năng lực hội nhập quốc tế)	Involves the ability to engage in intercultural communication, proficiency in foreign languages (especially English), adaptability in multicultural settings, international negotiation skills, and the capacity to utilize digital technologies for global outreach.
    5. Innovation and Leadership Competencies (Năng lực đổi mới sáng tạo)	Includes leadership capabilities, change management, the application of emerging technologies in developing tourism products and services, creativity, entrepreneurial spirit, and the design of unique products and services.

    Source: Authors’ compilation from research studies

    This proposed framework builds upon the KSA model, originally defined by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) as the three fundamental pillars for measuring and developing professional competencies. In tourism, Baum and Szivas (2008) and Baum (2015) have affirmed KSA’s role in standardizing workforce quality, particularly in developing economies.

    However, globalization, the Fourth Industrial Revolution, and the advent of smart tourism necessitate an expansion of the KSA model. Current research indicates that tourism professionals require not only knowledge and skills but also international integration competencies. These include multicultural communication, foreign language proficiency, digital literacy, and adaptability (OECD, 2020; Suarta et al., 2021; Dredge & Baum, 2021). Such skills are vital as Vietnam increasingly integrates into the global economy, and Dong Nai prepares to welcome a significant influx of international visitors with the opening of the Long Thanh Airport. Furthermore, innovation and leadership competencies are considered crucial for achieving sustainable competitive advantages. Baum (2015) and Adda (2022) highlight how innovation helps professionals adapt to technological advancements, develop unique products, and enhance customer experiences. This competency also encompasses leadership, creative thinking, and the application of digital technologies (Dredge & Baum, 2021).

    Consequently, the study proposes an expanded competency framework comprising the five groups mentioned above. This framework integrates the established KSA principles with contemporary requirements, serving as a foundational element for policy formulation, training program design, and the overall enhancement of Dong Nai’s tourism workforce quality.

    Figure: Competency Framework Model for Tourism Workforce Development in Dong Nai Province

    (Imagine a diagram here illustrating the five competency groups as interconnected components, with KSA forming a foundational core and the two new groups branching out.)

    Source: Authors’ proposal

    Research Findings and Discussion

    The research findings indicate that the development of Dong Nai’s tourism workforce must concentrate on the five identified competency groups: Knowledge, Skills, Attitudes, International Integration, and Innovation and Leadership. Among these, International Integration and Digital Skills are deemed essential, particularly with the imminent operation of the Long Thanh International Airport.

    These findings align with regional studies. In Thailand, the workforce requires digital and intercultural skills (Intaratat, 2021). Indonesia emphasizes innovation and industry-academia collaboration (Adda, 2022). In Malaysia, training programs reportedly fall short of industry expectations, especially in soft skills, foreign languages, and change management. These challenges are mirrored in Dong Nai, with particular concerns regarding digital literacy, foreign language proficiency, and overall international integration.

    The proposed competency framework offers significant practical applications. It can guide human resource policy development, enhance training curricula by aligning them with learning outcomes, and establish clear evaluation criteria for recruitment and internal training purposes. This approach is consistent with OECD’s (2021) recommendations for integrating digital competency frameworks into policy and Zuñiga-Collazos et al.’s (2025) findings on the impact of creative and digital skills on adaptability and competitiveness.

    However, the study acknowledges certain limitations. The competency framework is primarily based on a literature review and has not undergone quantitative verification. International comparisons are currently for reference purposes only, and the framework has not yet been tested in actual training or business settings. Therefore, future research should involve quantitative surveys across diverse demographic groups, expand comparative analyses within the ASEAN region, and pilot the application of the competency framework in training and recruitment to validate its practical value.

    Conclusion

    Based on a systematic literature review and the analysis of the proposed competency framework, it is evident that developing Dong Nai’s tourism workforce to meet the demands of international integration requires a comprehensive approach. This approach must expand the traditional KSA model and foster strong collaboration among the state, educational institutions, and businesses, alongside international partnerships. The effective application of this competency framework is expected to address Dong Nai’s existing limitations in workforce quantity, quality, and structure, thereby ensuring that the province’s tourism human resources are well-equipped for the era of global integration.

    Dong Nai, Vietnam – In a rapidly evolving global landscape, the tourism sector in Dong Nai province faces a critical juncture. To effectively harness burgeoning opportunities and address significant human resource challenges, a specialized competency framework is urgently needed, according to a recent study. This framework aims to equip the local tourism workforce with the necessary skills and knowledge to thrive in an increasingly interconnected world, particularly as the province gears up for the operationalization of the Long Thanh International Airport.

    The research, conducted by Pham Dinh Suu and Dr. Nguyen Duong Giang from Nguyen Tat Thanh University, highlights a pressing need to move beyond traditional training models. Findings indicate that the established Knowledge-Skills-Attitudes (KSA) model requires significant expansion to encompass crucial areas like international integration and innovation. This integrated approach is seen as vital for standardizing training to international benchmarks, informing policy decisions, shaping curriculum development, and establishing robust evaluation criteria for the tourism workforce.

    A key takeaway from the study is the identified skills gap between the local labor force and the demands of international integration. This gap underscores the urgency for targeted development initiatives. The research also points towards future quantitative and experimental studies to further validate and refine these findings.

    The Imperative for a New Competency Model in Dong Nai

    The global tourism industry plays a monumental role in the world economy, contributing a substantial 9.1% to global GDP and creating over 300 million jobs in 2023, according to the UN World Tourism Organization (UNWTO). In today’s era of globalization and the Fourth Industrial Revolution, tourism professionals must possess more than just vocational knowledge and skills. They need to be adept at international integration, proficient in digital technologies, and culturally adaptable to enhance destination competitiveness, as emphasized by researchers like Baum (2015) and Dredge & Baum (2021).

    Within Vietnam, challenges persist in the tourism workforce’s structure, quality, and alignment with market demands, as noted by the National Administration of Tourism (2025). Specific weaknesses in foreign language proficiency, intercultural communication, and digital skills have left Vietnam, including Dong Nai, lagging behind other ASEAN nations in terms of competitiveness.

    Despite its inherent advantages in natural resources and strategic location, Dong Nai’s tourism sector has not yet reached its full potential. In 2023, the province’s tourism revenue reached VND 1,700 billion, meeting only 50% of its target, and it welcomed 2.6 million visitors, achieving 65% of its goal. Furthermore, a concerning statistic reveals that only 54% of the tourism workforce has received specialized training, with approximately 160 tourism graduates entering the workforce annually, according to the Dong Nai Department of Tourism (2023). With the imminent launch of the Long Thanh International Airport poised to be a major catalyst, the province has set an ambitious target of attracting 4.2 million tourists by 2025.

    While existing research has delved into the KSA model and international integration competencies (Baum & Szivas, 2008; OECD, 2021; Zuñiga-Collazos et al., 2025), there remains a gap in integrating innovation competencies within a specific local context. This underscores the necessity for a tailored competency framework for Dong Nai, one that can both capitalize on emerging opportunities and effectively address existing human resource deficiencies. Consequently, this study proposes a comprehensive competency framework that builds upon the traditional KSA model by incorporating international integration and innovation, aiming to contribute to the theoretical understanding of competency models in Vietnam while providing practical support for policy formulation.

    Research Methodology: A Systematic Approach

    To identify, classify, and synthesize existing tourism competency frameworks within the context of international integration, and subsequently develop a framework tailored for Dong Nai, this study employed a systematic literature review (SLR) methodology. The process was structured into four key stages:

    1. Document Collection: Relevant literature was gathered from prominent academic databases such as Scopus and SSCI, along with reports from organizations like the OECD and UNWTO. Leading journals in the field, including Tourism Management, Journal of Sustainable Tourism, and International Journal of Hospitality Management, were also consulted. For domestic sources, publications from Vietnamese scientific journals and official reports from the Ministry of Culture, Sports and Tourism were reviewed.
    2. Selection Criteria: The review focused on studies published between 2015 and 2025, with the exception of foundational works on workforce competencies. This timeframe was chosen to capture the most current trends and developments in the field.
    3. Thematic Classification: The selected literature was categorized into distinct thematic areas: the KSA competency model, international integration competencies, digital skills, and innovation. This classification allowed for a structured analysis of the existing knowledge base.
    4. Analysis and Synthesis: Through a detailed analysis and synthesis of the reviewed materials, research gaps were identified. Practical implications for Dong Nai were then extracted, leading to the development of the proposed competency framework. This approach ensured a blend of international theoretical foundations with local contextual relevance, thereby guaranteeing both universality and applicability.

    International and Domestic Research Landscape: Shaping Tourism Workforce Development

    Global Perspectives on Integrated Tourism Workforce Competencies

    Foundational research in competency development, notably by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993), established the KSA model as a cornerstone for understanding and measuring professional capabilities. This model has since been widely adapted within the tourism sector to standardize the competencies of an internationally integrated workforce. However, Baum (2015) observed that despite numerous policy interventions, the management of tourism human resources often lacks significant breakthroughs, particularly in the face of pervasive digitalization.

    More recent studies underscore the critical role of digital skills and foreign languages in enhancing the adaptability and flexibility of tourism professionals. Zuñiga-Collazos et al. (2025) have empirically demonstrated this link, a sentiment echoed by the OECD (2021), which advocates for the integration of digital skills into training programs. The urgency of this integration is further highlighted by Stylianou (2025), whose research revealed that a substantial proportion of tourism students, especially those in hospitality programs, lack adequate digital skills. This finding emphasizes the imperative for training programs that are closely aligned with practical, real-world application.

    Vietnamese Context: Navigating Challenges in a Globalizing Industry

    In Vietnam, scholars have extensively analyzed the current state and challenges of the tourism workforce within the context of international integration. Nguyễn Thị Hồng Hạnh (2019) pointed out that while professional standards are evolving due to the Fourth Industrial Revolution, training policies often lack clear direction and international collaboration. Lê Anh Tuấn (2019) and Nguyễn Văn Lưu et al. (2023) have also highlighted systemic deficiencies in the structure, quantity, and quality of the workforce, along with weak linkages between government, educational institutions, and businesses. Vũ Thành Long (2021) proposed the inclusion of knowledge in international integration, foreign languages, and information technology, alongside management and creative skills, to address these shortcomings.

    The Ministry of Culture, Sports and Tourism (2021) has outlined a human resource development strategy through 2030, emphasizing the need to standardize lecturer qualifications, modernize curricula based on the KSA model, and promote digital transformation. Locally, in Dong Nai province, Phạm Hùng Đức (2019) identified a deficit in qualified personnel with strong foreign language and digital skills. His assessment also indicated that existing training programs were becoming outdated. Further highlighting these issues, Trần Đăng Ninh (2024) noted the limitations of the management workforce, particularly concerning management skills, intercultural communication, and business linkage capabilities. These collective findings strongly suggest that Dong Nai’s tourism workforce suffers from both quantitative shortages and qualitative weaknesses, failing to meet the demands of international integration.

    Table 1: Synthesis of Research Findings and Implications for the Proposed Model

    Finding/Perspective	Implication for the Research Model	Author/Research Group
    Standardized KSA model for tourism workforce competencies.	Adopt the KSA model as the foundational basis for developing competency groups for the tourism workforce.	McClelland (1973); Boyatzis (1982); Spencer & Spencer (1993); Baum & Szivas (2008); Ministry of Culture, Sports and Tourism (2021).
    Need for integration competencies: intercultural communication, soft skills, foreign languages, digital technology.	Supplement the framework with a group of international integration competencies.	Baum (2015); Zuñiga-Collazos et al. (2025); OECD (2021); Trần Đăng Ninh (2024); Phạm Hùng Đức (2019).
    Linkages between government, educational institutions, and businesses.	Propose a tripartite cooperation model in training.	Dredge & Baum (2021); Suarta et al. (2021); Adda (2022).
    Need for direction, integration skills, and international cooperation.	Emphasize practical training and strengthen international cooperation.	Nguyễn Thị Hồng Hạnh (2019); Lê Anh Tuấn (2019); Nguyễn Văn Lưu et al. (2023).
    Equip with creative, management, leadership, teamwork, and problem-solving skills.	Expand the competency framework for comprehensive development.	Vũ Thành Long (2021); Stylianou (2025).

    Source: Authors’ synthesis

    Proposed Competency Model for Dong Nai’s Tourism Workforce Development in the Era of International Integration

    Insights from both domestic and international research converge on three key pillars for developing an integrated tourism workforce: (1) standardizing competencies using the KSA model; (2) augmenting these with international integration and digital competencies, including soft skills, foreign languages, intercultural communication, and information technology; and (3) fostering strong linkages between government, educational institutions, and businesses, where the government sets policy direction, educational institutions provide training, and businesses collaborate on curriculum design and outcome assessment. Based on these principles, the proposed competency framework for Dong Nai comprises five distinct groups, as detailed in Table 2.

    Table 2: Proposed Competency Framework for Tourism Workforce Development in Dong Nai

    Competency Group	Description
    1. Professional Knowledge	Encompasses foundational knowledge in the organization, management, operation, and specialized vocational areas of tourism, including travel, hospitality, food and beverage services, and event management.
    2. Professional Skills	Includes operational skills, service management expertise, customer care, teamwork, communication, situation handling, and problem-solving within practical, real-world environments.
    3. Professional Attitude	Involves a strong sense of responsibility, professional ethics, a positive work demeanor, respect for socio-cultural norms, and a proactive mindset towards continuous improvement in one’s work.
    4. International Integration Competence	Covers the ability to engage in intercultural communication, proficiency in foreign languages (especially English), adaptability in multicultural settings, international negotiation skills, and the capability to leverage digital technologies for global connectivity.
    5. Innovation and Leadership Competence	Includes leadership capabilities, change management proficiency, the application of new technologies for tourism product and service development, creativity, entrepreneurial spirit, and the ability to design unique products and services.

    Source: Authors’ synthesis from research findings

    This proposed competency framework is an evolution of the KSA model, initially defined by McClelland (1973), Boyatzis (1982), and Spencer and Spencer (1993) as the fundamental pillars for measuring and developing professional competencies. Within the tourism industry, Baum and Szivas (2008) and Baum (2015) have affirmed the KSA model’s continued relevance as a basis for standardizing workforce quality, particularly in developing nations.

    However, in the contemporary era of globalization, the Fourth Industrial Revolution, and smart tourism, the KSA model necessitates expansion. Research indicates that the tourism workforce requires not only knowledge and skills but also international integration competencies, such as multicultural communication, foreign language proficiency, digital literacy, and adaptability (OECD, 2020; Suarta et al., 2021; Dredge & Baum, 2021). These are essential as Vietnam deepens its global integration and Dong Nai anticipates a significant influx of international visitors with the advent of the Long Thanh airport. Furthermore, innovation competencies are pivotal for establishing sustainable competitive advantages. Baum (2015) and Adda (2022) highlight innovation’s role in enabling the workforce to adapt to technological advancements, develop distinctive products, and enhance customer experiences. This competency also encompasses leadership, creative thinking, and the application of digital technologies (Dredge & Baum, 2021).

    Therefore, the study proposes an expanded competency framework comprising five groups: (1) Professional Knowledge, (2) Professional Skills, (3) Professional Attitude, (4) International Integration Competence, and (5) Innovation and Leadership Competence, as illustrated in the figure below. This framework not only inherits the strengths of the KSA model but also integrates contemporary requirements, serving as a foundation for policy formulation, training design, and the overall enhancement of Dong Nai’s tourism workforce quality.

    Figure: Research Model for Competency Framework Development in Dong Nai Province

    (Note: The original document implied a figure here. As a text-based AI, I cannot generate images. This section describes the conceptual model.)

    The conceptual model positions the five competency groups—Professional Knowledge, Professional Skills, Professional Attitude, International Integration Competence, and Innovation and Leadership Competence—as interconnected elements contributing to the holistic development of the tourism workforce. The flow indicates that these competencies collectively support the province’s tourism development goals, especially in the context of international integration.

    Research Findings and Discussion: Charting the Path Forward

    The study’s findings underscore that the development of Dong Nai’s tourism workforce must concentrate on five crucial competency groups: Professional Knowledge, Professional Skills, Professional Attitude, International Integration, and Innovation. Among these, International Integration and Digital Skills are identified as indispensable prerequisites, particularly with the impending operationalization of the Long Thanh International Airport.

    These findings align with broader regional research. In Thailand, the workforce is recognized as needing digital and intercultural skills (Intaratat, 2021). Indonesia emphasizes innovation and stronger collaboration between educational institutions and businesses (Adda, 2022). In Malaysia, training programs are falling short of industry expectations, especially concerning soft skills, foreign languages, and change management. This suggests that Dong Nai faces similar challenges, particularly in digital skills, foreign language proficiency, and overall international integration.

    The proposed competency framework holds significant practical value. It can serve as a guide for human resource policy formulation, lead to improvements in training programs aligned with defined learning outcomes, and provide a basis for developing evaluation criteria for recruitment and internal training initiatives. This resonates with the OECD’s recommendation (2021) to integrate digital competency frameworks into policy and Zuñiga-Collazos et al.’s (2025) findings on the impact of creative and digital skills on adaptability and competitiveness.

    However, the current study has certain limitations. The competency framework is primarily derived from a literature review and has not yet undergone quantitative validation. International comparisons are largely referential at this stage, and the framework has not been tested through practical training or within business settings. Therefore, future research should involve quantitative surveys across diverse demographic groups, expand comparative analyses to include ASEAN countries, and pilot the application of the competency framework in training and recruitment to confirm its practical utility.

    Conclusion

    Through a comprehensive literature review and analysis of the proposed competency framework, it is evident that developing Dong Nai’s tourism workforce to meet the demands of international integration requires a holistic approach. This approach must be built upon an expanded KSA model, coupled with robust collaboration among government, educational institutions, and businesses, alongside strategic international partnerships. The adoption of this comprehensive competency framework is poised to address existing deficiencies in quantity, quality, and structure, thereby ensuring that Dong Nai’s tourism workforce is well-equipped to meet the evolving requirements of international integration.