Tài liệu Quản lý chất lượng đào tạo tại trường đại học thái bình theo tiếp cận đảm bảo chất lượng vuthidung_ttla_a

MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES VU THI DUN TRAINING QUALITY MANAGEMENT AT THAI BINH UNIVERSITY BASED ON THE QUALITY ASSURANCE APPROACH Major: Educational Administration Code: 9.14.01.14 ABSTRACT OF DOCTORAL THESIS ON EDUCATIONAL ADMINISTRATION HANOI, 2018 The thesis was completed at Vietnam Institute of Educational Sciences Scientific supervisors: ASSOC.PROF.DR.TRẦN KHÁNH ĐỨC & ASSOC.PROF.DR ĐẶNG BÁ LÃM Reviewer 1: ........................................................................................................ ............................................................................................................................. Reviewer 2: ........................................................................................................ ............................................................................................................................. Reviewer 3:......................................................................................................... ............................................................................................................................. The thesis will be defended at the Institute-level Thesis Review Council at Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At ......... hr, Date : The thesis can be found at: - The National Library - The Library of Vietnam Institute of Educational Sciences BACKGROUND 1. Rationale In the context of globalization, international integration and strong competition, the Industrial Revolution 4.0 has affected Vietnam Education in general, higher education in particular, creating opportunities and also challenges. In this situation, the higher education of Vietnam has to build up a development strategy which focuses on management reform for improving training quality so that it would be more competitive andable to integrate with international and regional labor market. At the same time, the education sector is implementing the Resolution 29 by the Central Committee of Communist Party on radical and comprehensive rennovation of higher education in which management renovation is considered to be breakthrough, determining the training quality of the educational institution. It can be said that, in recent years, the training quality at university is alarming. A high percentage of the graduates have to be re-trained or get jobs being unsuitable with their majors. This is the challenge to all universities including local universities, so it is necessary to establish an internal quality assurance system. The local university has its mission to train a quality human resourse serving the socio-economic development of the province, making contribution to the development of learning society and vocational society. However, it can ben seen that the training quatity at local university is still limited. The key issue helping local university develop in the socialist-oriented market economy is the radical innovation in management thinking towards quality management approach in order to provide the labor market with high quality human resourse. Quality management is an advanced management method that has been successfully applied in the fields of trade, service, production and initially applied in Education. To manage quality, the first and most important thing is to build a quality assurance system within the school, but in reality, according to Dr. Nghiem Xuan Huy, Director of the Institute of Quality Assurance, Hanoi National University, currently no universities has built a quality assurance system yet. A quality assurance approach is also the most appropriate approach for local universities which with modest management and training scale. With the above reasons, the author decided to choose the topic "Training quality management at Thai Binh University based on the quality assurance approach" as the research topic. 2. Purpose of the research: Propose a training quality management system and measures for implementation of the system at Thai Binh University based on quality assurance approach. 3. Object and Target of the research 3.1. Target of the research: Training process at local universities. 3.2. Object of the research: Training quality management at Thai Binh University based on Quality assurance approach. 4. Scientific hypothesis 1 In all educational institutions, the management always plays decicive role to the quality. Quality management is an advanced management method that has been successfully applied in the fields of trade, service, production and initially applied in Education. Local universities in general and Thai Binh University in particular have been implementing quality assurance training activities according to the MOET’s standards for quality assessment. Although this activity has had initial results, there are many limitations and shortcomings. If the quality assurance is developed within the university with appropriate standards and management process, then the training quality of the university would be in accordance with output standards, step by step improved, meeting the local human resourse requirements and making contribution to the socio-economic development of Thai Binh Province. 5. Research tasks - Study theoretical foundation on quality, quality management, quality management models, training, training quality, training quality management, training quality at higher education based on quality assurance approach. - Evaluate the current state of the training quality management at ThaiBinh University based on quality assurance approach. - Propose quality assurance system and measures for implementing quality assurance system at Thai Binh University. - Experiment some measures and test certain measures of training quality management at Thai Binh University based on quality assurance approach. 6. Research scope and limit - Research contents: The thesis mentions quality assurance only at the level identified in quality management models based on basic principles of quality management which is to develop a quality assurance system within the university and to propose measures for implementing the system at Thai Binh University. In quality management, all members of the system are subject to manage their work in a strict process, in which leaders play a decisive role.. - Site research: Thai Binh University, Thai Binh Province. - Targeted audience for survey: (1) Managers, lecturers, researchers at Thai Binh University; (2) Business administrators; (3) Students graduated between 2012 and 2018. - Targeted audience for experiment: Managers, lecturers, researchers, students of the final year in majors of Accounting, Business administration of Thai Binh University, Thai Binh Province. 7. Methodology and research methods 7.1. Methodology: System-based approach; Process-based approach; Quality Assurance approach. 2 7.2. Research methods 7.2.1. Theoretical research methods: Analyzing, synthesizing, systematizing, generalizing domestic and international sources of documents related to research topics to develop and standardize concepts, tools and theoretical framework on traning quality management at higher education based on quality assurance. 7.2.2. Theoretical research methods: Experience summarizing method; survey conducting methods; product researching method; interview methods; expert consultation method; groups of supporting methods. 8. Points to be defended - Training quality management based on quality assurance approach is an urgent demand with importance significance, making contribution to the development of Thai Binh University in the context where local universities are under presure of training quality matter. - To manage the training quality based on quality assurance approach, it is necessary to identify conditions for assuring the quality in defferent stages of the training process; to develop and operate a system which will monitor the conditions synchronously, ensuring a mistake-free system towards improving and assessing the system in accordance with the real situation as well as supplying qualified human resourse for the socio-economic development of the province. - The training quality system based on quality assurance approach at Thai Binh University has been developed and operated on the foundation of theoretical study on training quality management and of real situation of the University, which became possible for implementation, meeting requirements of the changing labour market. 9. New contribution by the thesis - Systematizing theoretical issues on quality, quality management, quality management system, and how to apply them into a higher education institution; - Proposing structure of training quality management system at Thai Binh University based on quality assurance approach and measures for implementation. 10. Structure of the thesis Apart from background, conclusions, recommendations, references and annex, the thesis is structured in 03 chapters: Chapter 1: Theoretical foundation on training quality management at higher education based on quality assurance approach. Chapter 2: Practical foundation on training quality management at Thai Binh University based on quality assurance approach and International experiences. Chapter 3: Measures for implementation of training quality management at Thai Binh University based on quality assurance approach. 3 CHAPTER 1 THEORETICAL FOUNDATION ON TRAINING QUALITY MANAGEMENT AT HIGHER EDUCATION BASED ON QUALITY ASSURANCE APPROACH 1.1. Overview of the research topic 1.1.1. Research on training quality at higher education The thesis has clarified those issues relating to training quality at higher education, has identified the position and role of the training quality in the development of universities as quality is the consequence of the entire management system. 1.1.2. Research on training quality management at higher education Internationally, such authors as D.Woodhouse [122, pg.5-6], Jonk WestBurnham (1997), R.Ellis, Ellis (1993) [96],... have put forward concepts on quality management which consist of identified policy systems, processes, actions and attitudes in order to achieve, maintain, mornotor and strengthen the quality, meeting customer demands. In Vietnam, regarding this topic, the following authors can be listed: Nguyễn Đức Chính [16, pg.40], Phan Văn Kha, Nguyễn Tiến Hùng [48, pg.80], Trần Khánh Đức [34], Vũ Quốc Bình [5, pg.30-31],...and many other doctoral thesis: Đỗ Trọng Tuấn [80], Nguyễn Văn Ly [59], Nguyễn Thị Kim Nhung [64], Khổng Hữu Lực [57], Trần Thị Thanh Phương [68], Trịnh Thị Diệu Hằng [45], Phạm Anh Tuấn [81], Vũ Duy Hiền [47],... The reasearches have mentioned, in a relatively comprehensive manner, theoretical foundation of quality management as well as analyzed and clarified such concepts as Quality, education and training quality, quality management,...Measures have been proposed for implementation of management models that suit individual university, however, there is no model that can suit all universities in current context. 1.1.3. Research on training quality assurance at higher education In Vietnam and in the world, with regard to this topic, there have been the following authors Warren Piper [119, pg.21], R Ellis (1993) [96, pg.86-87], Finland National Education Council [30, tr.537], Association of Quality Assurance of higher education in Europe (ENQA, 2005) [32, p.538]; Nguyễn Tiến Hùng [48, pg.80], Trần Linh Quân [70], Nguyễn Quang Giao [40],...The researches have provided an overview and conception on the quality, quality management, training quality management according to different approaches. Based on that, the thesis has systematized theoretical foundation, ways for assessing the current state as to propose implementation measures. 1.1.4. General assessment There have not been any researches that analyzed the training quality management at a public local university belonging to Thai Binh People’s Committee based on quality assurance approach. This is a brand new approach. The 4 thesis will continue researching and proposing measures of training quality management at Thai Binh University based on quality assurance approach. 1.1.5. Issues need to be continued researching 1.1.5.1. Clarifying theoretical foundation on training quality management at higher education based on quality assurance approach. 1.1.5.2. Assessing the current status of training quality management at Binh Universiy based on quality assurance approach. 1.1.5.3. Proposing measures of training quality management at Binh Universiy based on quality assurance approach. 1.2. Basic concepts 1.2.1. Quality Quality is an abstract concept with many ways to understandbased on many different approaches. From studies by experts, researchers, the thesis used the following concept: Quality is the satisfaction of customers' requirements on the basis of compliance with the processes in the quality assurance system, ensuring full implementation of steps in the quality assurance system, as quality is the consequence of the management system. 1.2.2. Quality management Quality management appeared in 1970s in Japan. This mode of management was shown succesful as it changed the entire economy of Japan. Researching this topic, the following authors could be listed: A. Feingenbaum [16, p.39], Kaoru Ishikawa [16, p.39], AG. Robertson [16, p.39], Philip Crosby [89], Nguyễn Đức Trí [75], Phan Văn Kha [65], Vũ Quốc Bình [5, p.30-31], Nguyễn Đức Chính [16, p.40], Nguyễn Tiến Hùng [48, p.80], Trần Khánh Đức [34], Phạm Thành Nghị [64],... With the above concepts, the most appropriate conception on quality management is: building up and operating a management system, and making impact on the quality assurance conditions in the system in a synchronous and smooth way at all stages of the training process, on all products of the system, and improving the system in order to supply products meeting requirements of the labor market. 1.2.3. Training and training quality of higher education - Relating to the concept of Training, there have been documents as Vietnamese Encyclopedia [74], Educational Science Dictionary,... - Authors Trần Khánh Đức [34; p.111]; Lê Đức Ngọc, Lâm Quang Thiệp, Nguyễn Minh Đường, Phan Văn Kha [36], Đỗ Trọng Tuấn [80]... have put forward different viewpoints on training quality. 1.2.4. Training quality management at higher education Training quality management is an activity that determines the existence of higher education institutions, where many processes are established and operated. The quality of training is maintained if the university builds a management system with processes built and operated to impact the quality assurance conditions of the whole system. With such importance, there have been many studies on training 5 quality management, such as: Trần Khánh Đức [30, p.49]; Đỗ Trọng Tuấn [80]; Khổng Hữu Lực [57],... 1.3. Levels and models of quality management 1.3.1. Levels of quality management 1.3.1.1. Quality Control Quality Control is formed from the point of view: Quality is the result of a process, Quality not only formed at the last stage but formed at all stages of making products, "Quality Control only solve problems after they are discovered” [96, tr.23]. 1.3.1.2. Quality assurance. The Quality Assurance in the thesis has been studied with the following parts: - Dividing the training process into stages which is the foundation for building up a system of training quality management including: input, process, output. - Setting up a process for implementing every single job for each individual in each stage. In each product there is an instruction for every single job for every individual, ensuring mistake-free in the entire management system. - Creating a mechanism to control, support and help members to complete the work properly and with ensured quality. 1.3.1.3. Total quality management (TQM) Researchers of Total quality management can be listed as Hradesky, Marmar Mukhopadhyay [102, p.46-48]; Marsh (1992); Nguyễn Tiến Hùng [48]; Nguyễn Đức Chính [16, p.60], Trần Khánh Đức [34], Phạm Thành Nghị [63],... 1.3.2. Quality management models 1.3.2.1. AUN Model To build a system of quality assurance including standards and criteria: on the quality assurance system, teaching and learning, research, service, ethics, and human resource development being competitive with other universities, used in quality assessment. 1.3.2.2. ISO 9000:2001 Model With the viewpoints considering traınıng ınstıtute as a type of service, some countries have been applying the model of qualıty management according to ISO 9000:2001 with the basic requirement of being established in the training institution. 1.3.2.3. OEM Model by SEAMEO Four factors to be assessed, including: (1) Input; (2) Training process; (3) Training result; (4) Output. 1.4. Training process at higher education According to Trần Khánh Đức [34]: Training process at higher education = Input + Training process + Training result + Participation in labor market. 1.4.1. Input: (1) Development of Output standards according to characteristic of local universities; (2) Development of training program; (3) Admission activities; (4) teaching staff; (5) Facilities. 1.4.2. Process: (1) Teaching activities; (2) Learning activities; (3) Researching activities; (4) Monitoring, assessing activities. 6 1.4.3. Output: (1) Learning result; (2) Professional knowledge, vocational skills; (3) Adaptability to the labor market. 1.5. Contents of training quality management at higher education based on quality assurance approach 1.5.1. Development of quality policies and strategic plans 1.5.2. Structure of training quality management system at higher education based on quality assurance approach 1.5.3. Steps for implementation of training quality management system at higher education based on quality assurance approach 1.5.3.1. Training and awareness raising for officials, lecturers and researchers about the role and requirements of the quality management as a new way of managing; role of each individual in the system of training quality management based on quality assurance approach. a) Training and awareness raising for officials, lecturers and researchers about the role and requirements of the quality management as a new way of managing for higher education training institutions. b) Training for all members of the university to show the role of each individual in the system of training quality management based on quality assurance approach. 1.5.3.2 Completion of system of training quality management at higher education based on quality assurance approach. a) Building sub-systems to manage the factors of input based on quality assurance approach. (1) Developing process for management of output standards; (2) Developing process for training program; (3) Developing process for admission management; (4) Developing process for teaching staff management; (5) Developing process for facility management. b) Building sub-systems to manage factors of process based on quality assurance approach. (1) Developing process for managing lecturers’ teaching; (2) Developing process for managing learning, practicing activities by the learners; (3) Developing process for managing the researching activities; (4) Developing process for managing the monitoring and assessing activities. c) Building sub-systems to manage factors of output based on quality assurance approach (1) Developing process for managing the training result; (2) Developing process for assessing professional abilities and vocational skills; (3) Developing process for assessing adaptability of the learner upon graduation. 1.5.2.3. Operation of training quality management system at higher education based on quality assurance approach. a) Training managers and lecturers so that they would be able to operate the process based on the new management mode. 7 b) Preparing facilities serving the operation of the process based on the new management mode. 1.5.2.4. Assessing and improving the training quality management system at higher education based on the quality assurance approach. a) Training managers, lecturers an researchers how to write reports and recommending for improving the system. b) Organizing Self-assessment report for the external assessment. 1.6. Factors influencing training quality management system at higher education based on the quality assurance approach 1.6.1. Subjective factors - The majority of managers, lecturers an staff at univrsities are not fully aware of the nature of quality management and role played by the quality management in the existence and development of the university. It is hard to change the traditional way of management which has become a habit. - Advising on the construction of a system of documents, guidelines and policies in quality management is overlapping, not yet assigned specifically, leading to the fact that operation process is not smooth. 1.6.2. Objective factors - Policies and quality management policies; - Competition on training quality; - Local and business policies. Conclusions for chapter 1 Chapter 1 of the thesis reflects the results of the general research and the theoretical basis for training quality management at higher education based on the quality assurance approach, the thesis researches towards quality management at higher education based on quality assurance approach is to build a quality assurance system for each element in each field, ensuring smooth operation of the system. Training quality management system includes the following components: (1) building quality management system, (2) Operating quality management system, (3) Evaluating and improving quality management system. The above research results are the theoretical basis for the thesis to implement the next research contents in chapter 2. CHAPTER 2 PRACTICAL FOUNDATION OF TRAINING QUALITY MANAGEMENT AT THAI BINH UNIVERSITY BASED ON QUALITY ASSURANCE APPROACH, AND INTERNATONAL EXPERIENCES 2.1. Guidelines and policies on quality management of higher education Resolution No.14/2005/NQ-CP:"Fundamental and comprehensive rennovation of higher education, creating fundamental changes in quality, efficiency and scale, meeting the requirements of industrialization and modernization of the country, international economic integration and people's learning needs”[12, p.31-32]; Decision No.1215/QD-BGDĐT Action Program of Education sector to implement Vietnam Education Development Strategy 2011-2020, conclusion No.51-KL/TW 8 October 29, 2012 of the 6th Conference The 11th Central Committee of the Party and Instruction No.02/CT-TTg dated January 22, 2013 by the Prime Minister on fundamental and comprehensive innovation of education and training; The Central Resolution No.29-11th session once again emphasized to renovate higher education, it should be clearly defined: "Publicizing the output standards of each level, subjects, sector programs and training majors. Considering it is the commitment to quality assurance of both the system and each educational institution, it is the basis, quality monitoring and evaluation of education and training”; Decision 76/2007/ QĐ-BGDDT dated November 14, 2007, Article 20 and Clause 2 stipulates that: “Universities plan to strive for education quality standards for each stage. Each university establishes a center or quality assurance department in collaboration with specialized departments in the university to implement the university 's plan”; Resolution 29/CPO of the Party on "Basic and comprehensive innovation of Education and Training, meeting the requirements of industrialization and modernization in conditions of socialist - oriented market economy"; Circular No. 12/2017/TT-BGDĐT dated May 19, 2017 by the Minister of Education and Training on evaluation of education quality of higher education and many other legal and regulatory documents. 2.2. Thai Binh University in the national education system 2.2.1. Characteristics of local universities 2.2.2.1. Characteristics Thai Binh University (1) Overview of the formation and development of Thai Binh University. Thai Binh University is the higher higher education institution which directly under the People’s Committee of Thai Binh province. Formerly known as Thai Binh Economic High School was established in 1960. In 1989, Thai Binh Economics High School, School of Economics and Technology at the Department of Industry and Trade Vocational School merged into Thai Binh Technical and Economic School. In 2000, the school was upgraded to Thai Binh Technical and Economic College under Decision No.4844/QĐ-BGDĐT-TCCB dated November 14, 2000 by the Minister of Education and Training. In 2011, the College was upgraded to Thai Binh University on the basis of upgrading Thai Binh Technical and Economic College under Decision No.1555/QD-TTg dated September 8, 2011 by the Prime Minister, performing its functions. tasks under Decision No.2124/QD-UBND dated September 5, 2012 of Thai Binh Provincial People's Committee. In October 2014, Thai Binh University received the status of the Northern Campus of Ho Chi Minh City University of Industry under Decision No.2455 / QD-UBND dated October 17, 2014 of the People’s Committee of Thai Binh Province. After receiving the Northern Campus of Ho Chi Minh City University of Industry in Thai Binh, Thai Binh University performs the functions, tasks and organizational structure according to Decision No.211/QĐ - People's Committee of January 20, 2016 of Thai Binh People's Committee. 9 (2) The University has an important position in training direct human resources for the socio-economic development of the province. (3) Mission The University provides quality human resourse, education and training services, vocational education; applies, transfers and practices technology in many industries; provides science technology products of high value to society, contributing positively to the socio-economic development of the locality and the whole country; creates opportunities and learning environment for all people. (4) Functions and tasks - Building long-term strategies, development plans of the University, annual operational plans; - Deploying training activities, science and technology, international cooperation, higher education quality assurance; - Enrolling and developing training programs, ensuring the continuity between training programs and qualifications; - Recruiting and training teaching staff, managers and employees based on University development strategy and planning; - Managing learners; ensure legitimate rights and interests of lecturers, officials, employees, managers and learners; allocating funds to implement social policies for beneficiaries of social policies and subjects in ethnic minority areas and areas with particularly difficult economic conditions; ensuring pedagogical environment for educational activities; Self - assessing of training quality and being subject of quality accreditation; Being assigned or leased land, facilities; Being tax exempted and reducted in accordance with law; - Mobilizing, managing and using resources; constructing and strengthening facilities, equipment investment; - Cooperating with domestic, foreign economic, educational, cultural, physical training, sports, medical and scientific research institutions; - Implementing reporting modes and being subject to inspection and inspection by MOET, Provincial Party Committee, People’s Committee and provincial government agencies; - Performing other duties assigned by the Provincial Party Committee, People’s Council, People’s Committee according to the Law. (5) Organizational structure The current organizational structure of the University includes: School Council, School Party Committee (18 cells, 162 party members); Board of Directors (01 Principal, 02 Vice Principals); Union School (18 union groups, 265 union members); Ho Chi Mino Communist Youth Union (01 teacher union branch, 77 student union members); Veterans Association (11 people); Science and Training Council, 10 training departments, 09 function rooms, 05 centers. (6) Training scale and quality Gradually increasing over the years, the rate of students having jobs is also increasing, indicating that training quality is gradually being improved. (7) Traing majors Providing training of 10 University-level majors, 17 college-level majors and many other inter-level and cooperated majors. 10 (8) Teaching staff structure The university has 186 lecturers, of which 08 hold PhD degrees (4,32%); 152 hold master degrees (82,16%). (9) Scientific research Currently, the University has been implementing 4 provincial level projects; 154 university level projects, 48 faculty-level projects and 52 subjects to participate in the Provincial Science and Technology Innovation Contest. (10) Facilities The University has a total campus area of 39,675 m2, of which the total area for workplace is 3,110 m2; entertainment place is 6,30 0m2. The classroom area is 17,888 m2 and the rate is 6.43 m2 /student. 2.2.3. Surveying and assesing the current state of training quality management at Thai Binh University based on quality assurance approach 2.2.3.1. Survey description a) Survey purpose Identify foundation for designing, completing and improving the system to meet the trend of integration, training human resources of high quality for the locality and the whole country. b) Targeted audience: (1) Managers at Thai Binh University (Questionnaire M1); (2) Teaching staff at Thai Binh University (Questionnaire M2); (3) Businesses where Thai Binh University’s graduates have been working (Questionnaire M3); (4) Graduates (Questionnaire M4) an Interview checklist for managers, teaching staff, Business administrators (4) (Questionnaire M5). c) Survey contents Assess the current state of the training quality management system at Thai Binh University based on quality assurance approach. d) Survey process The Survey process consists of 7 steps to assess the Training quality management system at Thai Binh University based on quality assurance approach. e) Survey methods: (1) Qualitative research tools; (2) Quantitative research tools; (3) Data processing an analyzing: Statistics and description; deductive statistical methods. 2.3. Current state of Training quality managementtại at Thai Binh University based on quality assurance approach 2.3.1. Current state of awareness by managers, teaching staff and researchers about the role of internal quality management within the university -. Analyses show that the level of awareness by managers, lecturers and researchers on the quality and quality management system is not high, the level“Good” between 7,27% and 12,73%; the level “Fair” has a higher percentage, above 66,06%. 11 2.3.2. Current state of development of training quality management system at Thai Binh University based on quality assurance approach 2.3.2.1. Current state of development of sub-system for managing inputs based on quality assurance approach (1) Current state of development of process for managing output standards based on quality assurance approach Survey shows that the level of implementation of the criteria of output standards evelopment process was not highly appreciated, the level of "Built and being operated" and "Built but not yet operated" with a low rate from 1 , 32% to 9.21%; Besides, the level of assessment "Not built" with high rate of over 89.47%. Survey data and interview results also show that the management of output standards has not been processed by specific documents. (2) Current state of development of training program management process based on quality assurance approach Survey results show that the criteria in training program were with a low level of assessment, especially the "Not built" criteria with the rate of 80.26%. However, it can be seen that some of the training program processes have appeared, but are still fragmented, there is no link and coordination among the stakeholders. (3) Current state of development of enrollment management process based on quality assurance approach Survey results show that this activity is rated highest with the level of "Built and being operated" with the rate of over 86%. The process of implementation is still spontaneous, not in compliance of a strict process. (4) Current state of development of teaching staff management process based on quality assurance approach The management of staff teaching is regulated by the University with the criteria from recruitment, use, retraining to emulation and reward policies and mechanisms to encourage to innovate teaching methods. The criteria are evaluated with the level of "Built and being operated" with the rate of over 89%. (5) Current state of development of facilities management process based on quality assurance approach The facilities management is rated at "Built and being operated" with a high rate, above 77%. The criteria of facilities quality assurance, despite being paid attention and focused, but in terms of standard, the facilities of still have some shortcomings relating to management. 2.3.2.2. Current state of development of sub-system for managing process factors based on quality assurance approach. (1) Current state of development of managing lecturer’s teaching activities based on quality assurance approach Survey results show that the criteria "Built and being operated" are rated above 88%. Besides, the average score of these criteria is 2.5 < 3.5 with the "Medium" scale. This shows that teaching staff management process has been 12 processed, but in reality, lecturers seem to be in favour of traditional teaching methods, not many lecturers teach in English. Current state of development of managing student’s learning activities based on quality assurance approach (2) The survey results show that the management process of learning activities of learners is highly evaluated, however, interview results shows that learners are not proactive in learning methods, have not habit of self-study. This restriction greatly affects the quality of students' output, practical skills and group working. This situation indicates the role of lecturer is very important in the management of students' learning. (3) Current state of development of managing scientific research activities based on quality assurance approach Current situation of scientific research activities is currently not regulated with a rating of less than 40%, although some processes in management have been appeared but the implementation is not in synchronous manner, there is no incentive mechanism, this is also the reason why quality of scientific research activities is limited: there have not been many articles published in international journals, not many have been applied into practice. Current state of development of managing student assessment activities based on quality assurance approach (4) Survey results show that the criteria of this factor were processed into documents widely deployed within the university. However, the operation process is still spontaneous and does not strictly follow the established process, affecting the quality of the quality assurance factor. 2.3.2.3. Current state of development of sub-system for managing outputs based on quality assurance approach. (1) Current state of development of process for managing learning results based on quality assurance approach The survey results show that the criteria with the level of "Built and being operated" are rated over 90%, the level of "Not built" is rated at a low rate. Thereby, the management of this activity has not been ensured and has many limitations and shortcomings. Current state of development of process for managing activities of professional assessment and vocational skill assessment (2) The results of the survey show that about the level of professional knowledge and professional skills have not been appreciated. The above situation indicates that it is necessary to change professional assessment activities, occupational skills based on the labor market, and it also needs to be formalized into stages, steps of implementation. Current state of development of process for managing student’s adaptability assessment upon graduation (3) 13 The graduates of the University are highly appreciated by employers in some criteria, this shows that students always have the intention of striving. 2.3.3. Current state of training quality management system at Thai Binh University based on quality assurance approach The survey results show that training quality assurance system has not been operated synchronously, with the process being operated but the results are not high, there are also processes that have been built but not yet operated. 2.3.4. Current state of assessment and improvement of training quality management system at Thai Binh University based on quality assurance approach 2.3.4.1. Current state of assessing the development of of Training quality management system at Thai Binh University based on quality assurance approach. The analytical results show that the criterion "Built by process " is highly appreciated in a number of factors such as enrollment activities; teaching staff management; management of facilities; management of learning activities; management of teaching activities; management learning results. Thereby, it is shown that these factors have been customized by the University. In terms of factors to quality assurance, the criteria "built by process" also underestimate, meaning that it has not been processed. 2.3.4.2. Current state of operation assessment of Training quality management system at Thai Binh University based on quality assurance approach - Operation quality of some processes is not ensured, individuals involved in the management system are still confused, even ignoring some stages leading to unsatisfactory results; - There are processes that have been built and operated correctly, also have low results, because the quality of the processes is not suitable with the current situation, it needs to be improved; - There are processes that have not been built yet and have not been operated, need to be built with new processes to complete the quality management system. 2.3.4.3. Current state of the improvement of training quality management system at Thai Binh University based on quality assurance approach - The quality assurance factors that have not been formalized yet, new development is required + Management process of input quality assurance factors: management process of output standard; training program development process; + Process of management of quality assurance process: management Process of scientific research; management process of inspection and evaluation activities; 14 + Management process of output quality assurance factors: management process of occupational skills activities; The management process of assessment of the adaptability of graduates. - The quality assurance factors that have been built but not suitable should be completed + Management process of intput quality assurance factors: Management process of admission activities ; Management process of teaching staff, Management process of facilities; + Management process of quality assurance factors of process: Management process of teaching activities; Management process of learning activities; + Management process of output quality assurance factors: Management process of learning results. 2.4. General assessment Survey results show that Management system has appeared some processes, but still discrete; there is no association, synchronization; The policy documents, the mechanism for operating the system have not been fully built, leading to the embarrasment in operation process, even failing to follow the steps or omitting the steps when operating. 2.4.1. Advantages There is a conceptual presence of quality management, its role and some processes in management system have appeared. 2.4.2. Disadvantages - Quality management of universities based on quality assurance approach is quite new, not fully understood; - The coordination in operation appeared many problems and shortcomings; - There has not been software system to manage data in Training quality management system based on quality assurance approach. 2.4.3. Opportunities - Training quality will develop sustainably, competitive opportunities with domestic and international universitíes; - Attracting many investors, high quality inputs, opportunities to link training with large businesses; - There will be more orders for training and scientific research; - Opportunities to study in a dynamic, high academic prestige, quality culture environment, easier to find high-income jobs. 2.4.4. Challenges - The University must always improve the quality management system to meet the integration trend, especially in the Technology Revolution 4.0; - Leaders, managers, staff, lecturers continuously improve professional skills, foreign languages; 15 - The recruitment of experts and lecturers with good academic knowledge, and professional skills; - Quality of entrance admissions ensures sufficient expenditures and quality. 2.5. International experiences on training quality management at higher education based on quality assurance approach 2.5.1. China’s experience: One of the solutions emerging in Quality management is: "Building Chinese education standards" with measures: Continuing to reform the program of higher education, developing and promulgating standards quality for all schools of all levels; 2.5.2. Singapore’s experience: Quality management of higher education in Singapore approaches to align the quality of higher education institutions with the mechanism of financial allocation and autonomy for higher education institutions.. 2.5.3. Thailand’s experience: Thailand's quality assurance system of universities is based on the principle: "Input - Process - Output”. 2.5.4. America’s experience: Management according to the input model, process and output with about 20 index types (Chart 2.19). 2.5.5. International experience in training quality management at Thai Binh University based on quality assurance approach Applying the success of Quality management, higher education of Vietnam in general and local universities in particularshould apply this management system in practice of each university based on quality assurance approach. The focus should be on: Input, process, output. Conclusion of chapter 2 - Thai Binh University was initially interested in quality assurance system, however, policies and administrative procedures according to traditional methods (orders) were habits, so the implementation process has not changed, leading to low quality. Some processes in the quality management system have appeared but not synchronous and integrated with stakeholders. - Chapter 2 of the thesis explains the training quality assurance system at Thai Binh University: Process of managing input factors, Process of managing process elements, process of managing output factors. In which some processes have appeared but have not been operated, there are some processes that have not been built and operated. The operation process is still biased on management, not yet approached the new management. In the context of impact of the 4.0 revolution, the strong competition on training quality of universities will affect the training quality of universities. These limitations and shortcomings will be addressed in Chapter 3 when applying the Training quality management system on the quality assurance approach at Thai Binh University. 16 CHAPTER 3 MEASURES FOR MANAGING TRAINING QUALITY AT THAI BINH UNIVERSITY BASED ON QUALITY ASSURANCE APPROACH 3.1. Principles for mearsure recommendation 3.1.1. Guarantee of quality and effectiveness 3.1.2. Guarantee of systematization 3.1.3. Guarantee of posibility 3.1.4. Guarantee of inheritance 3.2. Recommenation of Training quality management system at Thai Binh University based on quality assurance approach 3.2.1. Introduction of system: Management system insludes management subsystems of inputs, management sub-systems of process factors; management subsystems of outputs. 3.2.2 Desription of system. The system including 3 management sub-systems having dialectical relations with each other to ensure smooth operation and creat quality. 3.3. Mearsures for managing training quality at Thai Binh University based on quality assurance approach 3.3.1. Mearsure 1: Directing and improving awareness on the role of the quality management system, the role played by each individual in operating, evaluating and improving the management system a) Purpose of the measure Helping leaders, managers, teaching staff, researchers be fully aware of role played by the quality management system and by each individual in operating, the management system. b) Contents of the measure - Fostering, coaching for leaders, managers, teaching staff, researchers so that they are rightly aware of the role of quality management in deciding the existence and development of the school; - Help managers, teaching staff and researchers be aware of the role played by each individual according to their assigned positions.. c) Ways of measure implementation c1) Help managers, teaching staff and researchers be aware of the role played by each individual in quality management. c2) Help leaders, managers, teaching staff, researchers identify their positions and roles in training quality management system. c3) Help managers, teaching staff, researchers be aware of operating training quality management system of higher education based on quality assurance approach. 17 c4) Help leaders, managers, teaching staff, researchers be aware of assessment, improve training quality management system of higher education based on quality assurance approach. d) Conditions for measure implementation - Develop a plan for fostering and raising awareness for leaders, managers, teaching staff and researchers on the role of quality management, training quality management system based on quality assurance approach. At the same time, monitor and supervise the training and awareness raising for managers and members of the school on the role of quality management and quality management system; - Align the responsibilities and rights of individuals as well as the collective management of the quality management system in all elements from inputs, processes and outputs. 3.3.2. Measure 2: Directing the completion of quality policies, strategic plans and other management documents a) Purpose of the measure - Help leaders improve quality policy documents; - Help managers, teaching staff and researchers actively perform assigned tasks; - Issue legal documents for management. b) Content of the measure - Perfecting quality policies, strategic plans, documents to process factors of quality assurance of the university; - Promulgating legal documents: Commendation documents and discipline documents. c) Ways of measure implementation. c1) Complete quality policies, strategic plans, documents to process quality assurance factors. c1.1) Sub-system for managing the inputs. c1.2) Sub-system for managing process elements based on quality assurance approach. c1.3) Sub-system for managing output factors based on quality assurance approach. c2) Other regulatory documents. d) Conditions for measure implementation - Build quality policies and strategic plans; - All members participating in the system are always proactive and responsible. 3.3.3. Measure 3: Directing the development of processes for unprocessed jobs a) Purpose of the measure - Complete training system quality management based on quality assurance approach; - Develop detailed processes for unprocessed jobs. 18