Tài liệu Enhancing training quality at tertiary level through the cooperation between universities majoring in economics and enterprises in hanoi

INTRODUCTION AND OVERVIEW OF THE STUDY 1. The objective necessity of the study In fact that, the link between training and manpower demand of society has been reported very limited. Currently, in terms of training quality, the labor supply hasn’t met the demand in society. Most of universities are implementing training programs by themselves, but it does not match the demand for qualified manpower, labor market, many graduated students have not met requirements needs of employers. Thus, the question is how the universities and enterprises can cooperate to enhance the quality of training, as the result the product of training can meet the manpower needs of the employer, the ministries, agencies, enterprises. It is not only the problem for only for education and training area, but also for the government and the other sectors. This question has been discussed in numerous workshops to find solutions to improve the quality of training, but it doesn’t seem to have a final answer, therefore, the study on thesis “Enhancing the quality of training at tertiary level basing on the cooperation between university for economics and enterprises in HaNoi” applies a theoretical basis as well as a number of the result of research which contributes to some effective collaborative solutions to improve the quality of training at tertiary level basing on the cooperation between universities and enterprises. 2. Literature review Astin (1991) introduced the model of Inputs – Environment – Outputs (I-E-O) and researchers were used to assess the relationship between the factors of inputs, environment and outputs quality, Kerr, C (1987) indicated that development, traning quality and factors decided the independent variables. Research on collaborative relationships between University – Business (University Business Cooperation- UBC), the authors summarized: Collaborative relationship between the university and business is now understood as the transaction between the university and the organization of production and business for the benefit of both parties . This relationship is influenced by many factors including awareness of the benefits of collaboration, as well as the barriers and motivations of such cooperation. Furthermore, the factors under circumstances such as age, gender, number of years in college, some years working in the corporate world, and the nation's characteristics... also affect the scope of the cooperation. (Carayon, 2003; Gibb & Hannon, 2006; Storm , 2008; Razvan & Dainora, 2009). 1 In the study of higher education quality, Nguyen (2008) introduced model (I-P-O-C) linked the factors of quality that created educational institution, the model inclued: input quality, process quality, output quality and context. The criteria and specific indicators should be identified to indicate the degree of achievement of these components. During training, training quality at tertiary level are mainly focused on achieving objectives (i.e., in compliance with standards) set out by institutions, on which basis training quality is literally regarded as internal quality, the quality of this aspect of training is considered quality inside. In a second aspect, the quality is considered to satisfy the demand of the employer, in this aspect of quality is considered as external quality. The domestic and overseas researchers generally refers to the goal of each side, university or businesses (the employer), but they aren’t going into researching how to link university and businesses, especially there weren’t any study of the factor’s impact on the cooperation with cooperation between training institutions and enterprises. Although there have been studies around the world offer their own forms of cooperation for their schools in accordance with the socio-economic conditions of them. But there aren’t study which has comprehensively model, a partnership between the university effectively and enterprises, especially appropriate model and can be applied in Vietnam 3. The research objectives - Reviewing the researches in Vietnam and abroad about quality, traning quality, the cooperation between training institutions and enterprises. - Identifying the factors effect on training quality at tertiary level through the cooperation between universities majoring in economics and enterprises. - Determination of the factors affecting the quality of training. Which inpact level of factors cooperation with business among the group of elements affecting the quality of training - Analysing the current situation of training quality at tertiary - Some suggestions to enhance training quality at tertiary level through the cooperation between universities majoring in economics and enterprises in Hanoi. 4. The subject and scope of the research Due to the limitations of the information, data, reasoning, research methods, timing, cost, ... research study identified the following scope: - Situation study will be limited to the period 2000 - 2011 - The research was identified surveying the universities majoring in economics and businesses across the Hanoi 2 Research Subjects: Training quality at tertiary level through the cooperation between universities majoring in economics and enterprises. 5. The new contribution of the thesis Through the research the author has contributed some new knowledge, both theoretical and practical. As the following: Theoretical: The thesis contributed new theoretical training on quality at tertiary: (1) it has introduced six factors that have impact on quality on tertiary training that meets societal demands. Trong đó yếu tố hợp tác với doanh nghiệp được cụ thể hóa thành các yếu tố: Trao đổi thông tin, tham gia đào tạo và hỗ trợ tài chính (2) the thesis has introduced specific variables involved in such a cooperation, including, for instance: information exchange, training participation and financial support, of which the measures have been developed anew based on a through review of current literature as well as findings of qualitative research. Practical: The implementation of the cooperation between universities and business in economic sector to leverage internal resources and external resources to enhance the performance of each organization in the training of human resources. From the thesis research results offer solutions that enhance the quality of education through the university level cooperation between schools and enterprises through forms: (1) training participation, (2) financial support, (3) information exchange. 6. Research questions and methods 6.1. Research questions - What do factors effect on the traning quality at tertiary level ? - Besides of these factors have been identified that affect the quality of training, which rate of effect of cooperation factor on training quality at tertiary level? - What is the cooperation between unniversities and enterprises? - How to cooperate to enhance the quality of training at tertiary level basing on the cooperation between university for economics and enterprises? - Current situation of the quality of training at tertiary level basing on the cooperation between university for economics and enterprises? - Solutions to enhance the quality of training at tertiary level basing on the cooperation between university for economics and enterprises? 6.2. Reseach Methodology - The thesis is conducted through the research steps: (1) The research model design. (2) Qualitative Research. (3) Quantitative Research. 3 CHAPTER I. THEORETICAL BACKGROUND TRAINING QUALITY AT TERTITARY LEVEL THROUGH THE COOPERATION BETWEEN UNIVERSITIES AND ENTERPRSIES 1.1. Theoretical background of the quality of training at tertiary level 1.1.1. The concept of traning quality - The concept of quality: Quality is "A set of characteristics of an entity (object) created for the entity (object) the ability to satisfy stated needs or potentially needs (ISO ISO 8402) According to Harvey & Green (1993) quality is reflected in the following aspects: The outstanding; Perfection; The suitable; the showing value; the qualitative change. - The concept of traning: Education and training provide quality labor; high productivity is a key factor for economic growth. In terms of scientific and technological advances today, the ever-changing environment affecting organizations, and industry, education and training to meet those changes and qualified people will recognize the difference change, changing ownership. Professional staffs who is trained in universities, colleges and professional schools, have higher levels of education, have leadership skills, manage and direct a professional do it. Based on the level of training of professional personnel can be divided into the following categories: high-level officials; professional staff have college degrees; professional staff have university degrees; professional staff with postgraduate degrees (MA and Ph.D.). Training quality is assessed by how well they achieve the training objectives set out for a training program. Training quality is the result of the training process is reflected in the characteristics of quality, value and dignity of labor value and capacity of the graduates practicing corresponding target program training in specific trades. 1.1.2. The views on the quality of training at tertiary level (1)The first views stated that quality of training at tertiary level is the superiority. Tipical of this view is Harvey và Green (1993); (2) The second views stated that quality of training at tertiary level is the consistent perfect. Research from Harman, G. (1998), Crosby, B. (1985) stated that excellence becomes perfect “zero defects”; (3) The third views stated that quality of training at tertiary level is consistent with the objectives. This approach 4 said that training quality is only meaningful in relation to the target (Bowles, 1976; Ramsden, 1991; Scott, 2001); (4) The forth views stated that quality of training at tertiary level is conversion value; (5) Approaching quality of training at tertiary level through customer. This approach has adjusted traditional concepts regarding training quality at tertiary level (Ellis R, 1993). The concept of training quality at tertiary level need to be addressed a new approach with comprehensive and appropriate to the context, the development trend of training at tertiary level that is approaching through customer (Olsen, 2004). 1.2. Theoretical background of cooperation between universities and enterprises 1.2.1. The concept of cooperation Cooperation between universities and enterprises are all interactive forms directly or indirectly, or personal nature between university institutions and businesses to support each other for the benefit of both: cooperation in research and development, stimulate motility through the dynamic of profesors, students and professionals working in the business; commercialization of research results; develop training programs; exchange of information; financial support and organizational governance. 1.2.2. The forms of cooperation (1) Collaborative training process involved: organization, design and construction goals, training programs (2) Financial Cooperation: Cooperation is financing the venture will support, directly or indirectly, for part or all of the funding for student training and upgrading of physical facilities (3) Cooperation on information exchange: ie to establish channels of communication between universities and enterprises. 1.2.3. The links between universities and enterprises - State strengthens the coherence between training and manpower needs through management mechanisms and policies - Universities and enterprises should be interlinked - Cooperation in training: Currently, the trend of cooperation with enterprises and production facilities in order to improve the quality of education, training associated with employment are commonly applied. - Cooperation in scientific research, technology transfer, manufacturing, sales and other services are provided. 1.3. Experience in enhancing the quality of training at tertiary level basing on the cooperation between university for economics and enterprises in some countries. 1.3.1. Singapore 5 (i) Singapore has been developing strategies in general education and in particular higher education towards the labor market and human resource needs for economic development; (ii) Strictly control the development of higher education according to the reality needs of human resources; (iii) Creating competition in attracting financial investments between universities to stimulate autonomy and self-governance of university; (iv) The universities have been in activity as a business. 1.3.2. United States (i) Americans have strong decentralization and flexibility in management education and training systems and appropriate policies and practices closely with local; (ii) Creating employment information system with national scale as well as allowing students to educational institutions and civil society approach; (iii) The universities have more autonomy; (iv) Focus on developing linkages and cooperation between universities and the labor market businesses, industry. 1.4. Developing research model from theoretical background 1.4.1. Some theoretical background in previous research - Deming cycle of quality Logically, the perception of quality plays an important role in improving energy efficiency and development of the organization, including quality control is expressed as "racks" as shown below here Deming cycle. - Total Quality Management According to A.Tagenbaum (1991), TQM is a system to be effective, unified operation of various parts of the organization, responsible for implementing thma quality factor, maintaining the level of quality achieved, raising production to ensure and use the most economical, fully satisfy the requirements of consumers. - Organization Element Model (1) Input quality: satisfaction level input indicators, targets (2) The quality of the training process: The level to meet the requirements of the teaching process and the other process of training (3) Output Quality: The level of output achieved (graduates, the results of scientific research and other services) compared with the criteria or comparison with the predefined criteria (4) Product quality: The degree to meet the work requirements of graduates through assessment of students themselves, parents, agencies and social activites(5) Value-added quality: The level of competence of graduates (knowledge, skills, attitudes) and social contributions for special education system. 6 - Value-creation Cycle Olsen (2004) introduced the development cycle value. This is a cycle in order to provide a systematic way of looking at the relationship between "producers" (Organisation), "product" (product), and "customers" (target group); emphasizing four factors help resources for the above relationship is constantly developing human resources (human resource), financial resources (finance resource), resource structure (structural resource), and the source power cooperative (co-working resource). This cycle can be applied to all organizations that create 'product' to meet the requirements of 'customers'. According to the systems approach, the training process is the process can be controlled through tight relationship management training, such as training programs; Faculty; Facilities; Management training; Quality control training; Collaborative training ... Under the impact of management, depending on the requirements of each phase of training that these factors have certain priorities. Want to improve the quality of training, the factors which must be co-ordination of the activities of the entire training process. Based on these studies the authors propose the following research model (see Figure 1.5). Figure 1.5. Research Model Cooperation of enterprise H1+ Training program H2+ H3+ Lecturer quality Training quality at tertiary level H4+ Instrument H5+ Traning management H6+ Quality control 7 CHAPTER 2. RESEARCH DESIGN AND METHODOLOGY 2.1. Research Process During the reseach process, the author has incorporated many user research methods such as qualitative research, quantitative research, research-based description ... learn theory and case studies formation about the traning quality at tertiary level through the cooperation between universities and enterprises. 2.2. Qualitative Research 2.1.1. In depth interviews’s target The goal of the method is in-depth interviews are subject to inspection and screening of variables in the initial theoretical model (which has been formed on the basis of theoretical overview of research issues) as well as determining the relationship between variables. Because the subject is completed in the context of no specific studies of similar content in Vietnam, in addition to the measure (measurement scale) has been tested in a number of previous studies, it is necessary to develop more some measure for a number of new elements in the model to conduct the survey (quantitative research). 2.1.2. In depth interviews’s method 2.1.2.1. Participants Interviews were conducted with 06 managers in six universities in the economic sector in Hanoi. Subjects were interviewed related managers as well as collaborative research with businesses in the areas of training. The participants interviewed had experience working in the lowest 11 year high of 35 years. All interviews are included 03 professors and 03 associate professors. 2.1.2.2. Collecting and processing information To ensure the quality of the interview and collect sufficient relevant content, guiding interview questions are built on the basis of ensuring objective screening test and variables identified in the theoretical model original. The question was posed to determine the factors affecting the quality of education through the university level cooperation between schools and enterprises. The interview was conducted at his office or at his home of the interview subjects. Each interview lasted 60 minutes average, for the stated content. All participants interviewed were very keen to support research and willing to provide information when asked to share as well as a personal perspective. 8 A research model is adjusted for additional variables H1a, H1b, H1c: INFORMATION EXCHANGE H1a TRAINING PARTICIPATION H1b FINANCIAL SUPPORT H1c H2 TRAINING PROGRAM LECTURER QUALITY H3 INSTRUMENT H4 TRAINING MANAGEMENT TRAINING QUALITY AT TERTIARY LEVEL H5 QUALITY CONTROL H6 Hình 2.2. Ajusted Research Models 2.3. Quantitative research 2.3.1. Design Patterns Firstly, the authors conducted a test. The target of applying sampling methods to investigate the topic is to test hypotheses about the relationship between the variables in the theoretical model in the context of research in Vietnam. Also this method is performed to determine the extent of the impact of these factors on the quality of education through the university level cooperation between schools and enterprises. Under this method, the authors have focused businesses surveyed are members of VCCI in Hanoi. This is the representative organization for businesses, organized under the general standards of the countries of the world. The information in this enterprise is totally completed and reliable. 9 2.3.2. Data collection Questionnaires were formed on the basis of selection of variables measuring some previous studies on related content. Also measure the independent and dependent variables were developed based on suggestions from the interview results, measure all the remaining variables are inherited or mimicking the measure has been used and tested in the previous study. The construction of the questionnaire was carried out according to procedures, through 05 steps, respectively, as follows: (1) Determine the theoretical concepts of variables and measure the variables in the theoretical model based on studies been done before; (2) Construction Vietnamese version of the questionnaire (from the original English to metric inherited or simulated); (3) Check the accuracy, clarity, coherence of the Vietnamese version, with the assistance of experts in the field conducting research and editing; (4) Testing through questionnaires filled activities represents 05 shares of the business to ensure there is no misunderstanding about the content of the vote; (5) Complete the official version. The data collection is completed by the mailing survey method. Respondents are curently a member of VCCI 2.3.3. Data Analysis After receiving the questionnaire replies, the author undertook cleaning information, questionnaires filtering and encoding the information required in the questionnaire, data entry and data analysis using SPSS software . Conduct descriptive statistics for the data collected. Then take steps to (1) test the value of the variable by means of factor analysis EFA, step (2) assess the reliability of the scale by factor of reliability Cronbach's Alpha, and (3) multivariate regression analysis 2.4. The results of analysis and testing of models This section tested the effects of these factors on the quality of training variables were developed from the basis of practical training through qualitative research steps. The results in the table implies that hypotheses H1a, H1b, H1c, H2, H3, H4, H5 and H6 are accepted as statistically significant value is less than 0.05 (respectively: 0.006, 0.006; 0.006, 0.006, 0.000, 0.006, 0.001 and 0.015). This means that these factors include: exchanging information, training participation, financial support, traning 10 program, lecture quality, instrument, management of training, quality control have the impacts on the training quality at the tertiary level majoring for economics. Figure 2.19: Results of regression analysis of factors affecting the quality of training Model Unstandardized Coefficients Standardized Coefficients Collinearity Statistics B Std. Error Beta T Sig. Tolerance VIF (Constant) 1.668 .582 2.864 .006 INF .155 .057 .140 2.443 .006 .816 1.242 TRA .151 .053 .135 2.257 .006 .722 1.104 FIN .160 .061 .143 2.410 .006 .718 1.156 PRG .180 .052 .191 3.436 .006 .825 1.058 INS .197 .058 .203 3.225 .000 .642 1.341 LEC .148 .062 .128 2.374 .006 .837 1.145 MAN .209 .069 .162 2.901 .001 .805 1.195 COT .159 .071 .109 2.060 .015 .867 1.124 R Square: 0.518 Durbin-Watson 1.763 Dependent variables: QUA Training quality The ability of the model to explain the study was 51.8% (R Square = 0518) this means that the independent variables explained 51.8% of the variation of the dependent variable quality of training. 2.4.6. Testing models M1 & M2 The relevance of the model is shown in adjusted R2 values. Then, authors conducted testing theoretical models with methods (Enter), this way the independent variables and the dependent variable was included in the model simultaneously. Results multiple linear regression model with the coefficient of determination R2 (coefficent of determination) in models M1, M2 respectively 0.226 and 0.557 and adjusted R2 (Adjusted R square) respectively 0.210 and 0.518. In details: 11 Figure 2.21: Coefficent of determination in the model Models M1 M2 Coefficient of determination R .478a .736b Coefficient of determination R2 .226 .557 Adjusted R2 coefficient .210 .518 Testing F changing level .76870 .57168 DurbinWatson 1.762 Thus, the relevence of the model M1 and M2 is 21% and 51.8%, in other words, the independent variables in the model was 21% M1 explain the impact of these factors on the quality of training. When we turn to more cooperation with enterprises in the M2 model, the independent variables explained 51.8% of the impact on the quality of university level training. CHAPTER 3. CURRENT SITUATION OF TRAINING QUALITY AT TERTITARY LEVEL THROUGH THE COOPERATION BETWEEN UNIVERSITIES AND ENTERPRSIES 3.1. Some characteristics of universities majoring in economics In the context of social requirements for unit training management personnel economics have changed. Instead of training for social work staff specialized for a specific task in the centrally planned economy, society will need training to: (i) the management staff at the macro level - the policy makers, working in the state management agencies as creating a healthy business environment for the business unit; (ii) the micro level management, corporate management roles driving business, take advantage of all the resources and opportunities to business enterprises conducive to the sustainable development of business 3.2. Case study in Vietnam University of Commerce On the basis of the question of the demand for cooperation between universities and business economic sector in Hanoi, in-depth interview results through conversations, discussions with management staff, teachers staff, students and employers basis to generalize the relationship between schools and businesses in the table 3.6 below: 12 Table 3.6: The cooperation between universities and enterprises ENTERPRISE – UNIVERSITY 1. Cooperation in supporting the university, students receive internships, visiting and actual activities. 2. Enterprises have exchanged information and provided practical reports. 3. Teaching some of the content in the program related to the field of business. 4. Attending to mark essays with the university and student assessment 5. Enterprises invite lecture to understand the real business activities. 6. Regular exchange of experience, professional activities and research collaboration. UNIVERSITY – ENTERPRISE 1. Partnering with businesses in the recruitment process of the students. 2. Universities have participated in training and retraining the existing workforce in enterprises. 3. Joining the exchange of experience, consulting activities (strategic management, organizational restructuring, accounting, auditing, finance, HR ...) 4. Universities offer consulting services, collaborative research enterprise service development. 5. Universities have regularly exchanged information, provided timely information related to training activities. Chart 3. Comments of manager, lecturer about the level of corporate participation in the training process of universites Design training program 6% 7% Participate practice lecture 40% 45% Practice guidelines for student in unniversity Practice guidelines for student in enterprise Finance support for training 2% Through the survey of 100 management staff and lecturers on the status of enterprises involved in the training process (Figure 3) shows that the experts involved in the enterprise guided practice for students at the facility production of their businesses is very high and 45% of respondents answered yes, the next issues involved in teaching practice in schools accounted for 40%. As noted in the chart on the experts of enterprises engaged in building training programs accounted for only 7%, which shows that between training and infrastructure where employers have not really had a say generally necessary. The issue of financial support from 13 businesses to schools in the training process is only 6% of respondents said that businesses have done, accounting for a relatively modest rate. Explaining this, many managerial staff and faculty that between schools and businesses are still at the benefit of both parties in the cooperation process training university qualifications. This stems from the fact no comprehensive awareness of the needs and possible areas of cooperation between universities and businesses, or in other words, universities and businesses "not sit together." This resistance is becoming universities in the process of improving the quality of training, contributing to more difficult for enterprises to improve competitiveness today. The teaching of business will benefit in training cooperation between enterprises and schools. A helping hand tied between theory and practice, contribute to improving the quality of training, bringing economic benefits to society, students, schools and businesses; on the other hand, will help students with orientation and career choice fit themselves right from the start, early access to practical work environment in the future. For enterprises, the participated in the training process as a form of non-physical investment in human resources, will help photography businesses have the opportunity to recruit and upgrade human resources, formation of human resources high quality, meet the job requirements, reducing time and retraining costs. In addition, there are now more opportunities to promote the image of the social enterprise 3.4. The impact of factors affecting the training quality at tertiary level 3.4.1. The impacts of cooperation forms The impact of the 03 forms of cooperation with hypothesis H1a; H1b and H1c. + H1a: Information exchange impact on the quality of training + H1b: Participating in training positively impacts on the quality of training + H1c: Financial support positive effects on the quality of training - Traning quality with information exchange Hypothesis (H1a) that exchange information to positively impact the quality of training. True to the original hypothesis, information exchange and training quality proportional relationships and meaningful in β1a = 0506 with p <0.001. According to the interviews, one of the conditions for improving the quality of training is enthusiastic support of the business when help is required. The survey results have proved the above statement to indicate the level of participation influences cooperation and exchange of information on the quality of training accounted for 11.6% of the total 14 number of affected factors. The collaborative exchanges of information between universities and businesses have been made but no deep level; said business has regularly provided information to the school on the annual demand for labor. The school usually more proactive by establishing offices or clubs for student’s career, proactively contact business search provides information for students, especially new students to graduate. However, the effect is still not high. On average, according to the measurement criteria for the exchange of information (Table 3.7), with 45.5% of enterprises information exchange, 50% not sure about the exchange of information and 4.5% some businesses do not have the communication (from 2009-2011). Notable issue here is 50% of businesses are not so sure about the exchange of information in the school, so businesses can understand the thinking on this issue but have not done; this is also true center the truth of some business leaders as interviews conducted in-depth interviews. - Traning quality with training participation Hypothesis (H1B) Participating in training that positively impact the quality of university level training. As the statement of the original hypothesis, the regression analysis results showed that training participants and training quality proportional relationships and meaningful in β1b = 0.135. The effect of the training participants for the quality of training accounted for 11.1% of the total number of influenced factors According to the survey results (Table 3.7), when determining whether to participate in the training process of the enterprise, with 17.8% of firms had been certified to participate in training. While 11.8% of the enterprises were not sure about whether or not to participate in training, 70.6% of firms do not participate in the training. This is the main reason affecting the quality of education of students in the university to meet the requirements of the business. The reality collaborative design issues and construction objectives, training programs in enterprises and school is very weak. According to the survey results (Table 3.8) to 88.2% with training facilities have never done this link, 5.9% said they occasionally also with the participation of enterprises in the construction of the training but not yet effective. Businesses also said that now there is no link building activities targeted training programs with educational institutions. Thus, most of the opinions said that the training program did not meet the practical requirements, while it’s more theoretical than practical. - Traning quality with financial support 15 Hypothesis (H1c) that support positive financial impact on the quality of training. The results of data analysis showed that the quality of training and financial support collaborative relationships and proportional mean in β1c = 0.143. The effect of the partnering financial support for quality education accounted for 11.8% of the total number of influenced factors The participating in financial support of the business proved better than to participate in training, in which 11.1% of firms have confirmed participation of financial support, 27.8% not sure 61.1% of this and do not have any financial assistance in training (Table 3.7). Although there is a very small percentage differences compared with forms of participation in cooperative training, but the 12% of firms do not or are unlikely to support training is concrete evidence of the relationship between training support for quality education is still very weak. Thus, averaged over all three aspects of business cooperation, around 30% of businesses fail or are not sure about the collaboration. The interested issue to discuss is proposed survey of businesses provide information about the cooperation with the school in recent years, the areas where they are addressed include: Co-teaching in university; Cooperation and exchange of information; Business cooperation in financial support for the university. In other words, businesses have results and the answers to these issues because these are important issues that most managers are interested in business, but not a solution. Therefore, the number of respondents are not sure about the way the results have had in the past (for example, do not agree, do not oppose cooperation with businesses or schools to improve the quality of training), you can understand that this business is not actively involved in improving the quality of education in universities. Thus, enterprises should take measures to engage more collaboration with universities to improve the quality of training. 3.4.2. The impact of instrument Research hypothesis (H2) for instrument that impact positively on the quality of training. The test results showed that the role of infrastructure and relationship with meaningful way with the quality of education at the university level β3 = 0.203. Biggest impact level (16.8%) compared with the other factors, indicating the importance of physical facilities for training quality (Rules total impact of all factors affecting to quality training (Σβ) to 100% to calculate this value). According to the survey results (Table 3.7), most businesses have not provided the latest materials for the school, the idea 16 that some firms have participated in the supply of materials only (12.2% of respondents ); investment in teaching facilities are more interested firms (29.6% of respondents); the economic contribution of the construction costs for the school now also has not been focused (24,1 opinion). Another fact, the construction of the talent scholarships are the very businesses and supporters agree (51.7% of respondents). 3.4.3. The impact of training program Research hypothesis (H3) that the training program a positive impact on the quality of training. As stated hypothesis, training programs have meaningful relationships in the positive with the quality of training, the level of impact at β3 = 0.191. From the results of the multivariate regression analysis, we can see that in the group of factors affecting the quality of training, the training program is a powerful factor 2 to the quality of training to the level of impact approximately 15.7%. This result shows that companies assess training factors have a strong influence on the quality of education is partly to blame they do not really participate much in building training programs for schools, accounting for only rate of 5.9% of the surveyed enterprises are involved 3.4.4. The impact of lecturer quality Research hypothesis (H4) that the quality of the teaching staff directly proportional to the quality of training. The analysis results showed that the quality of the teaching staff have meaningful relationships with quality training in β5 = 0.128. According to the results of multivariate regression analysis, the factors affecting the quality of education, quality faculty ranks near the bottom with some degree of influence on 10.6%, just over factors quality control. In fact, the proportion of time spent training skills need a lot of students, to meet this requirement requires teaching staff must have the "vocational" high professional capacity, particularly especially the capacity to practice the profession, but the current teaching staff of the university are still deployed in the direction of "academic reform". The survey results show that firms only 5.6% of respondents now have training, professional development, practical experience for faculty. Efficiency percentage is 1.8 / 05. Thus, we can confirm that this is one of the underlying causes affecting the quality of education in the university sector economy. 3.4.5. The impact of training management Research hypothesis (H5) that management training to positively impact the quality of training. As expected, the results of data analysis showed that management training is also meaningful relationships with quality training in β5 = 0.162 (p <0.05) H5 hypothesis proves to be correct, 17 and has been confirmed. This result also shows that the level of impact of management training is quite high, standing next level of impact of training programs. The results of the sample analysis has shown the impact of management education with quality training is relatively unknown to the level of about 13.4% after the impact of training programs. This is true according to the survey results, so businesses that management training schools is limited, such as the stage of getting feedback from the business capacity of the trained students, only 13.3% of respondents said companies have to cooperate with the school at this stage. 3.4.6. The impact of quality controle Research hypothesis (H6) that control the quality of training to positively impact the quality of training. As stated hypothesis, quality control related training in the positive sense with quality training university level, the level of impact in β6 = 0.109 (p <0.05). The test results allow conclusions based H6 was correct and affirm. The results of the sample analysis showed that the impact on the quality of training of quality control training low, accounting for 9%. This is particularly true with the fact interview business leaders, they all said that once other factors as well, then the control is just a minor factor affecting the training quality. Chart 4. The extent of the impact of factors affecting the quality of training 9% 11.60% 13.40% 11.10% 10.60% 11.80% 16.80% 15.70% Information Exchange Training Participation Financial Support Training Program Instrument Lecturer quality Training management Quality control Table 3.7. Evaluation of enterprise managers about the level of cooperation between university-enterprise The degree of cooperation (% ) The effectiveness No. Content of cooperation of cooperation None Sometimes Regularly (maiximum 5) 1 Providing information together 4,5 50,0 45,5 2,9 2 Mobilization specialists from 88,2 5,9 5,9 2,3 18 No. 3 4 5 6 7 8 9 10 11 12 13 14 15 Content of cooperation The degree of cooperation (% ) The effectiveness of cooperation None Sometimes Regularly (maiximum 5) companies involved in developing training programs Mobilizing business professionals involved in 70,6 teaching and practice guidance for students These enterprises create conditions for students to 47,1 practice locations These enterprises create conditions for students to visit 15,0 the real activities These enterprises support infrastructure, teaching 41,2 facilities for universities Enterprises support finance for 61,1 universities The universites organized survey manpower demands of 63,2 the company Training, professional development, practical 83,3 experience for teachers Cooperation between universities and enterprises in 82,4 scientific research Enterprises recruit graduated 41,2 student Enterprises introduce 56,3 graduated student for others Universities receive feedback from enterprises on workforce 66,7 capacity after training Universities receive information from businesses about the proposal, propose 66,7 adjustments to the training program The other cooperation 100,0 activities 19 11,8 17,6 2,8 23,5 29,4 3,9 60,0 25,0 3,7 23,5 35,3 3,7 27,8 11,1 2,7 31,6 5,3 2,8 11,1 5,6 1,8 17,6 2,0 29,4 29,4 3,4 31,3 12,5 2,8 20,0 13,3 3,2 26,7 6,7 2,6 1,0 The above table we can see the relationship of cooperation between Universities and Enterprises have begun to be formed, but the content is poor cooperation and efficiency is low. Relationship between Universities and Enterprises's cause and effect, it should be set up two-way, mutually beneficial. Through cooperation with enterprises, Universities have built and chỉnh plan enrollment, renewal objectives, contents and forms of organization and training, strengthening infrastructure and teaching facilities to improve quality etc. and efficient service. On the other hand, Universities will contribute practical help for Enterprises who will have quality human resources - the decisive force of enterprise’s development. . CHAPTER 4. SOLUTIONS AND RECOMMENDATIONS TRAINING QUALITY AT TERTITARY LEVEL THROUGH THE COOPERATION BETWEEN UNIVERSITIES AND ENTERPRSIES. 4.1. Suggestions 4.1.1. Innovation training program in accordance with the requirements of enterprises Every year the job fair is held. Taking thí chance, enterprises, universities and students meet to discuss jobs and the construction of appropriate training programs. Objectives and training content for each sector are specified on the basis of the framework program by the Ministry of Education and Training issued in accordance with specific careers, technical terms and technology enterprises of the ministries and agencies or local. 4.1.2. Strengthening the infrastructure Training needs associated with businesses is also shown clearly by strengthening the capacity of facilities for universities. Businesses can support partially addressed in the lecture hall building, teaching equipment, and training in enterprises (use the facilities of the company). Enterprises can offer the latest materials and techniques most modern technology, in accordance with the level of technical and practical technologies in production and business processes in service learning. 4.1.3. Improving the quality of lecturer Through collaborative relationships, the conditional universities attract highly qualified professionals from enterprises engaged in training as a 20