THAI NGUYEN UNIVERSITY SOUTHERN LUZON STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines ASSESSMENT OF THE QUALITY MANAGEMENT TRAININGS OF
UNIVERSITIES UNDER THE MINISTRY OF INDUSTRY AND TRADE

A Dissertation
Presented to
the Faculty of Graduate School
Southern Luzon State University
Lucban, Quezon Philippines In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
in Educational Management

by
BUI QUANG CHUYEN
(FABLE)
April 2014


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2.2
Quality management and management of training quality
15
2.3
Education management
16
2.4
Quality of training
17
2.5
Quality assessment
17
2.6
Quality assessment criterions of ASEAN University Network
(ANU)
19
2.7
Quality assessment criterions of Universities in Vietnam
20

Research Paradigm
21

Chapter III – RESEACH METHODOLOGY
22
3.1
Locale of the Study
22
3.2


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4.1
Result of the assessment of the quality management training of
the universities under MOIT
28
4.2
Solution to develop and enhance program based on the finding
41
4.3
Evaluate the enhancement program by experts on the field
53
4.4
Discussions
54

Chapter V – SUMMARY, FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS

55
5.1
Summary
55
5.2
Findings
55
5.3
Conclusion
55
5.4
4
Chapter I
INTRODUCTION

In past years, Vietnam’s education and training sector has achieved
significant accomplishments considering the size and quality of training which
shows an increasing demand for technical labor force by economic sector,
manufacturing and services. The trainings conducted at university levels had
been gradually strengthened that resulted to significant management changes.
Quality training is the top concern of the whole society but it still exists
many problems which need to be solved particularly in the scope of state
management and school management. Training facilities have been directly
created and take the responsibility for the quality of training. However, higher
education sector also reveals many shortcomings and weaknesses, such as: the
quality of education is generally low which is not responsive to the demands of
social and economic development of the country; the management mechanism
of State for higher education system and the management of universities and
colleges is unreasonably prolonged and does not create a strong motivation to
develop the creative capacity and responsibility among the faculty members,
managers and students. It is also a fact that social and potential foreign
investment for the development of higher education has not been promoted
effectively.

investment of other countries, international organizations and foreign
enterprises, increase the demand for labor recruitment through training, creating
opportunities for education development.
Global integration process in the education creates favorable
opportunities for Vietnam to quickly access to new trends, new knowledge, the
modern model of education, taking advantage of international experience to
develop and narrow the development gap between Vietnam and other countries.
The contribution of the state's resources and people for the development of
education is increasingly enhanced. Many economic sectors are willing to
contribute to education revolution in Vietnam.
The needs of learning at university level of Vietnamese (especially
young people between the ages of 18-45) are enormous. The needs of highly

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qualified, professional skills, be able to meet the requirements of the operation
and exploitation of advanced technological devices labor force are also high
Therefore, university should have a appropriate strategy to achieve both
quantity and quality of training.
In terms of challenges, with the strong development of the scientific
revolution, the technology in the world can make the economic and knowledge
gap between Vietnam and other countries increasingly larger, Vietnam is at risk
of lagging further. Education management capacity of Vietnam is weak, the
lack of appropriate policies and measures to guide and monitor the educational
institutions with foreign elements.
Requirements of economic development in the coming years request not
only the number but also request high quality of human resources. With the aim
of continuing to grow over the threshold of the low-income country, Vietnam

industrialization, modernization and international integration objectives. Overall,
the quality of graduates is limited, professional practice skills, information
technology skills language ability and social activities of students did not meet
the requirements of the employers.
BACKGROUND OF THE STUDY
At present, Ministry of Industry and Trade has 8 universities. They were
established on the basic of the upgrade from college and are derived from the
secondary schools, professional training mainly engineering, technology and
economic management, direct service for businesses.
In fact, through testing, evaluation, the management of the quality of
university education in universities under MOIT as follows:
1 . Advantages:
Each university has built and identified goals and mission for itself. They
gradually change teaching and learning methods, infrastructure investment and
training facilities, consolidate construction teachers develop proficiency
standards, cooperation in scientific research and technology transfer.
2 . Constraints and disadvantages :
Every year, there is not a realistic assessment and report on the quality of
education in general and higher education system in particular since there is no

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standard output of the university, not quantitative standards of teachers,
programmes , facilities .etc.
- There is no correct solution to implement the identified targets. Training
programs do not fully develop in the field of study curriculum prescribed by the
Ministry of Education and Training; Teaching and learning activities are not
effective so the graduates do not meet the requirements of the employers,

1.5. Scientific research application development and technology
transfer;
1.6. Learning equipment and facilities.
2. Develop an enhancement program based from the finding.
3. Evaluate the enhancement program by experts on the field.
SIGNIFICANCE OF THE STUDY
This study will be of significance to the following:
Through this research, the managers shall be assisted in assessment of the
quality management trainings of the universities and at the same time will serve
as the legal basis for assessment of the quality of training, based on the devised
policies.
University leaders:
From this research, the university leaders will be able to build and design
a mission of the university management in providing quality management
training. Hence, the application of the solution will improve the quality of
education in universities.
Faculties
This study will help teachers understand the role and responsibilities in
improving of assessment the quality management training. For them to know
that good quality training, along with other measures, requires good teaching
staff, the ability to guide and equipped with the proper knowledge and skills for
the advancement of students.
Students
Students will also directly benefit from this study. The investment of
money, effort, time - time to get the quality of knowledge, professional skills in

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leading and directing or check.

11
Education is a system of complex operations, therefore need to be closely
managed.
Management education is implemented in the field of management
education. Management education is managed mainly the younger generation
education, school education, education in the national education system.
Management education is to implement and monitor policies for education and
training on a national level, regional, and local basis.
Quality management training:
Management training is quality management is responsible for ensuring
the results of training activities to achieve educational goals. Quality
management training is done through the process of evaluating the results of the
education and training of students, student performance evaluation of schools
and educational institutions.
Quality management training was conducted in a planned, organized,
based on different criteria.
The method of quality management training including group assessment
methods and traditional reporting, the test methods associated with information
systems management education .
Management quality of higher education is an activity aimed at ensuring
the quality of training of the university. Quality Management System
universities often implement the following activities:
- Develop criteria and process documentation and tools to evaluate the
quality of the university.
- Monitor quality assurance and self-assessment activities.

approve and allow out.
The training program is the basic for planning staff, curriculum
development, instructional materials, cost estimating, construction of
facilities.etc as well as a basic for monitoring, control, inspect, evaluate and
approve training diploma.
Training Activities:
Training activities are teaching and learning performance in schools to a
new direction to achieve goals.

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In a narrow sense, the training activity is activities of teachers (collective
and individual) to form worldview, ethics, and foster knowledge, skills and
physical development through measures to effect on emotions and lifestyles of
students. .
Management of staff and faculty:
Management of staff and faculty are managed in quantity, content and
tasks of the staff and teachers to undertake scientific research application
development and technology transfer.
Scientific research and technology transfer activities of the staff, teachers
and students - students in research and contributions to science, valuable
practical applications to solve economic development - the local society and the
country. The activity of scientific research and technological development of
the university must be associated with training associated with scientific
research institutes, universities and other businesses. The results of scientific
activities and technological contributions to the development of the resources.
Learning equipment and facilities:
Learning equipments and facilities is enable teachers to do his / her work

Functions of Managers
Managers just don't go out and haphazardly perform their responsibilities.
Good managers discover how to master four basic functions: planning,
organizing, leading, and controlling.
Planning: This step involves mapping out exactly how to achieve a
particular goal. For example: the organization's goal is to improve company
sales. Firstly, the manager needs to decide which steps are necessary to
accomplish that goal. These steps may include increase advertising, inventory,
and sales staff. These essential steps are developed into a plan. When the plan is
in place, the manager can follow it to accomplish the goal of improving
company sales.
Organizing: After a plan is in place, a manager needs to organize her team
and materials according to her plan. Assigning work and granting authority are
two important elements of organizing.
Planning
Organization
Checking and
Assessment
Leadership

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Leading: A manager needs to do more than only planning, organizing her
team to achieve a goal. She must also lead the team. Leading involves
motivating, communicating, guiding, and encouraging. It requires the manager
to coach, assist, and solve problems with employees.
Controlling: After other elements are in place, a manager's job is not
finished. He needs to continue to check results against goals and take any

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controlling is the traditional management model, inspection and testing of two
methods are widely applied to examine the standard input, process and output
training.
+ Training Quality Controlling is considered as a system of measures,
activities planned to be carried out inside and outside the university. Training
quality assurance means creating products (students) to meet the proposed
standards. The move to ensure quality model is a great step forward about
management of training quality.
+ Overall, management of training quality is the sum of ensuring training
quality, expand training and development. Overall quality control inspection is
not that it is the efforts of the staff, teachers, staff and students to get right from
the beginning and right time rather than checking.
3. Education Management
3.1 The concept of education
Education management is a process of formation of personality integrity;
organized a purpose and plan; through the activities and the relationships
between teachers and learners in order to transfer and gain human’s social
experiences.
3.2 The concept of Education Management
Education Management is interpreted as the impact of management
subject to active management in the field of education or in other words,
Education Management system is intended impacts, plans, rules of the
management in the education system.
3.3. Function of education management
Function of education management consists of four functions: planning,
organizing, leadership and checking and assessment.
4. Quality of training
Quality of training is a reflection of the nature of things (events)
compared to targets in order to distinguish this object with the others.

- Make a group responsible for the self-assessment.
- This group should consist of some three to five people, chaired by a
coordinator appointed by the faculty or university.
- A clear timetable should be set up, assuming a total amount of time

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available of some five to six months between the moment of the formal
announcement and the actual visit.
- The criteria that have to be considered in the self-evaluation should be
distributed among the committee members and each member should be
made responsible for collecting information, and for analyzing and
evaluating the situation. Each member must have a good understanding of
the AUN-QA criteria.
- The draft results should be discussed on the largest scale possible.
- Do involve students and other stakeholders (such as employers and
alumni) in the self-assessment as much as possible.
5.4. Quality Assessment Process
The Plan-Do-Check-Action (PDCA) or Deming Cycle illustrated in
Figure 15 is adopted for quality assessment at the program level, as
well as for both institutional level and IQA system.

Figure 2: PDCA cycle

5.5 The assessment criteria of Training Quality

resources
High
5. Assessing
5. Skill Formation
Pretty high
6. Developing
6. Developing skills

7. Creating
7. Creating
6. Quality assessment criterions of ASEAN Universities Network (AUN)
To further enhance and sustain quality assurance practices and quality in
higher education, AUN establishes an AUN-QA Documentation Review
committee and Procedure to keep its documents updated and relevant.
Revised Criteria
1. Goals and objectives; expected learning outcomes

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2. Programme specification
3. Programme structure and content
4 Teaching and learning strategy
5. Student assessment;
6. Academic staff quality
7. Support staff quality
8. Student quality
9. Student advice and support
10. Facilities and infrastructure


Output
Assessment of the
quality management
trainings under MOI:
1. Mission and goal;
2. Education program;
3. Training activities;
4. Management of staff
and faculty;
5.Scientific research
application
development and
technology transfer

Development
and Evaluation
of the
Enhancement
program Enhancement
program

The respondent universities are the following:
Order
Name
Address
Website
1
Hanoi University of
Industry
Minh Khai, Tu
Liem, Ha noi
www.Haui.edu.vn
2
University of Economics
and Industrial Technical
456 - Minh Khai,
Hai Ba Trung, Ha
Noi 23
3
University of Quang Ninh
Industrial
Yen Thọ, Đong
Trieu, Quang
Ninh
www.qui.edu.vn

Thao, Phu Tho
www.chc.edu.vn

3.2. Research Design
This study used the descriptive correlation design in analyzing the
investigated variables. It is designed to help determine the extent to which
different variables are related to each other in the population of interest.
3.3. Population and Sampling
Eight (8) universities were selected to participate in the survey.
The respondents were randomly selected. As time and research funding is
limited, so I have considered and given a certain amount of votes for each
university. I have gave questionnaires to 8 universities, each university consist
of 15 education managers; 10 faculties and 5 students. There are 240
respondents in total.
Totally, 200 managers and faculties and 40 students requested to answer
the questionnaire. There were no restrictions as to who were qualified to answer
the questionnaire such as gender, age, civil status, length of service, educational
background among others. There was no difficulty encountered in selecting the
respondents.

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3.4. Research Instrument
The researcher adapted a questionnaire which was the main tool in
gathering data. A validation of the questionnaire was done using the inter-
consistency judgment criteria. The researcher sought the assistance of ten (10)
experts to validate the content of the questionnaire in terms of correctness of
language, appropriateness of the statements and relevance of the items to the

The respondents in the survey are the lecturers, managers; students at
chosen faculties, educational attainment, gender. That is to ensure the
representativeness of the surveying sample, so as to make the information
collected from the surveyed sample is similar to the information taken from all
the lectures and students of the school.
The respondents are chosen from the total lecturers and students of the
faculties of the universities and distributed to ensure their representativeness.
Therefore, the faculties, gender, educational attainment compositions of
respondents must be similar to the lecturers and students of the school.
To do this, the sample selection has to be done step by step:
3.7.3. Questionnaire construction:
Primary data were collected by doing survey with questionnaire (Appendix).
The questionnaire includes two main parts:
- Part 1: Respondent characteristics: gender, age, years of working
experience, qualification;
- Part 2: Status of the Quality management training
The questionnaire consists of 60 questions with the hope to identify the 6
main issues from the Mission and goal of the university; Education Program;
Training activities; The management staff, faculty, and staff; Scientific research,
application development and technology transfer; Learning equipment and
facilities.
The contents of the survey are presented in the form of questions of the
questionnaire. The range of the questions should cover all the information