MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF EDUCATION
NGUYEN LAN PHUONG
TRAINING QUALITY MANAGEMENT
AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY
BASED ON TOTAL QUALITY MANAGEMENT CONCEPTS
Specialization: Education Management
Code: 62.14.01.14
SUMMARY OF DOCTORATE DISSERTATION
HO CHI MINH CITY - 2015
THE RESEARCH IS COMPLETED AT
HO CHI MINH CITY UNIVERSITY OF EDUCATION
Supervisor:
ASSOC.PROF.DR. TRAN KHANH DUC
DR. NGUYEN THI TU
1
st
counter-argument by: Prof. Dr. Dang Quoc Bao
2
nd
counter-argument by: Prof. Dr. Nguyen Loc
3
th
counter-argument by: Dr. Nguyen Duc Danh
The dissertation will be defended in the presence of the School’s
Dissertation Assessing Board, meeting at Ho Chi Minh City
University of Education
On Am/Pm, date month year 2015
This dissertation can be found at:
National library of viet nam
Library of Ho Chi Minh City University of education

the limited perception of management staff and teachers about training quality management; the
lack of application of quality management models in modern training quality management; little
attention paid to the total management of the training process If a step-by-step training quality
management measures system is built and implemented based on total quality management (TQM)
according to the stages of training operations: from the entrance - the training process - the output,
training quality, human resource needs and accreditation requirements for training quality at private
universities in HCM city will be gradually ensured and enhanced.
5. Research missions
5.1. To study the rationale for training quality management at universities based on total
quality management.
2
5.2. To survey and assess the status of training quality management at private universities in
HCM city.
5.3. To build a training quality management measures system at private universities in HCM
city based on total quality management.
5.4. Assay of necessity and feasibility of training quality management measures.
5.5. To test a training quality management measures system at Nguyen Tat Thanh University,
Ho Chi Minh City.
6. Limits and scope of research
- The thesis researches the current status of training quality management at some private
universities, mainly focusing on university training systems of private universities in Ho Chi Minh
city
- The thesis builds a training management measures system based on TQM applied to higher
education at private universities in HCM city
- The thesis carries out practical applications of university training quality management measures at
Nguyen Tat Thanh University in the academic year 2013-2014.
7. The methodology and research methods
7.1. Methodology
7.1.1. The methodology of dialectical materialism
Dialectical materialism perspective requires consideration of quality issues and university training

system of measures aimed at improving the quality and effectiveness of training quality
management at private universities in HCM city.
7.2. Research Methods
7.2.1. Theoretical research method group
Using the following methods: analysis - synthesis, generalization and systematization, comparison,
referencing, modeling, analysis, comparison, generalization and synthesis of research subjects, the
guidelines and policies of the Party, the State, the education sector and Management Offices,
documents, reference textbooks and official information on the Internet of private universities and
key statistics of the Ministry of Education and Training, the General Statistics Office in order to
implement the project to clarify the basic concepts, arguments about training, training management
and training quality management according to TQM on which the basis of the thesis is formed.
7.2.2. Practical research methods group
7.2.2.1. Survey method using questionnaires
Surveying and assessing of the status of training quality management at private universities in HCM
city; the necessity and feasibility of training quality management measures system in view of TQM
concepts at private universities; Evaluation of practical application of training quality management
measures in view of TQM concepts at Nguyen Tat Thanh University.
7.2.2.2. Typical research method
Selection and detailed understanding of the status of training quality management measures at 04
private universities in HCM city including Hoa Sen University; Nguyen Tat Thanh University; Ho
Chi Minh city of foreign languages - Information technology, Ho Chi Minh city University of
Technology. Comparison and assessment of the situation and training quality management
measures implemented at these schools selected for case study.
7.2.2.3. Experimental Methods
Thesis using empirical methods to demonstrate that the measures constructed are necessary and
feasible, consistent with the rationale and practice of training quality management at private
universities in HCM city. In addition, through experiments, these methods aim to elucidate the
scientific hypothesis of the thesis that is if a system of training quality management measures in
view of TQM is developed and implemented at private universities in HCM city, it will enhance the
efficacy of training quality management at private universities in HCM city, thereby contributing to

institutions. As such, in order to gradually improve and ensure the training quality, there is a need to
develop and implement a quality management system (QMS) within institutions in view of total
quality management TQM.
Research results of the construction of a training quality management system of measures at private
universities in HCM city in view of TQM has helped private universities gradually implement and
ensure improvements training, meeting the accreditation requirements of higher education in
general and of private universities in particular.
9. The structure of the thesis
Introduction
Chapter 1: Theoretical basis of training quality management at universities based on total quality
management.
5
Chapter 2: Status of training quality management at private universities in Ho Chi Minh City
Chapter 3: The training quality management measures at private universities in Ho Chi Minh City
based on total quality management
Conclusions and Recommendations
Scientific research works
References
Appendix
CHAPTER 1: THEORETICAL BASIS OF TRAINING QUALITY MANAGEMENT AT
UNIVERSITIES BASED ON TOTAL QUALITY MANAGEMENT
1.1. Research topic overview
1.1.1. Studies completed abroad
In the 50s of the 20
th
century, quality management in manufacturing and business were of particular
interested by researchers such as Shewhart, Edward Deming, Crosby, etc. derived from the original
idea of authors such as Eli Whitney, Winslow Taylor, Karl Friedrich Bens about quality
management of each stage of the product.
In the last two decades of the twentieth century, many new perspectives on quality management and

1.2.1. Quality, training, university training quality
Groups of quality concepts:
• The first group: Quality is distinction
• The second group: Quality is consistent perfection
• The third group: Quality is consistency with the ultimate goal.
• The fourth group: Quality measured by value for money
• The fifth group: Quality is conversion value
Although there are many different definitions of quality, in this thesis, the author says: "Quality is
to meet the target" is the most relevant in the field of training and education. The thesis takes this
concept as the basis for implementing the research content.
1.2.2. Management and university training management
In the thesis, the management concept is understood: Management is the process of planning,
organizing, leadership and examine the work of the members of a system / unit and the use of
appropriate resources to achieve the intended purpose.
Training management means making impacts in an organized fashion that aims at the management
of the entire training process in order to make the most effective use of resources, maximizing the
organization's chances to achieve the training goals it has previously set, bearing in mind both
internal and external conditions surrounding the school environment.
1.2.3. Quality management and total training quality management
Vietnam standards of quality "ISO-5814-94" (adapted from the International Standardization for
Organizations ISO.9000) dictates that "Quality management is a set of activities of general
management functions which determine quality policies, purpose and responsibility and implement
them through measures such as quality planning, control and quality control, quality assurance and
quality improvement within the quality system"[50 ]. The thesis employs this definition as the basis
for the study of the thesis contents.
Quality management include 3 main levels: quality control, quality assurance and total quality
management (TQM).
1.3. Training quality management models
1.3.1. SEAMEO model
1.3.2. ISO 9001 - 2008 model

- Quality means "excel from the start", to prevent risks, avoid errors right from the first stage of the
process of making a product or service. Therefore, TQM philosophy means "continuous
improvement". This requires that all members are committed to constant quality improvements: it is
a regular task, permanently embedded into an organization as its core culture;
- TQM requires a change of organizational culture, which is understood to be a change in behavior,
relationships, work ethics, management, including the construction and development of customs
and habits within the organization and its long-term reputation.
- Quality management conducted in a comprehensive manner from input, process to output to meet
customer needs and ensure continuous improvement
- Providing a comprehensive management system and prioritize all aspects related to quality. Not
imposing rigid processes, management standards like ISO.
- Unifying the efforts of all staff, drawing the participation of all members in improving activities
and enhancing the quality of a uniform system in order to create rhythmic activity that focuses on
quality culture.
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- Improving reputation, troubleshooting errors and problems that are detected and solving them
efficiently, improving employee morale by promoting more responsible work in groups and
participation in TQM decisions.
1.3.6.2. The ground rules of the TQM model
1.3.6.3. The management principles of TQM models
1.4. Training quality management model in view of total quality management
1.4.1. Features of training quality management model based on TQM perspective
Training quality management model based on TQM perspective is built on the quality assurance
(QA) system and oriented to the requirements in view of TQM on customer responsiveness and
continuous improvement; to mobilize the participation of the people and focus on quality and
organizational culture culture formation.
1.4.2. University training quality management model based on TQM perspective
A training quality management model based on TQM perspective is a new quality management
model, involving many levels, many parts that carry different functions, but it requires synchronized
collaboration within the university. Therefore, the author has proposed an operation system of

communication and information
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1.4.3. Guidelines for implementing the training quality management model based on TQM
perspective at university
1.4.4. The effect of applying Training quality management model based on TQM perspective at
university
CONCLUSION OF CHAPTER 1
Chapter 1 of the thesis has given an overview of the thoughts and views on quality and quality
management that have been researched and applied in production - business and in the education
quality management in general and higher education in particular, with a view that education is a
fundamental service to society. The theoretical framework of the thesis has been formed on the
basis of basic concepts of quality systems; training, management and quality management; training
quality management and quality management levels. Results collected from analysis of the structure
and contents of popular quality management models such as ISO 9001 2008; SEAMEO model;
EFQM model; AUN & QA models have shown that most of these models have approached the
management viewpoint of TQM at different levels and are able to apply quality management in
higher education. The characteristics of the total quality management model has been analyzed,
interpreted through applying Deming (PCDA) circle for continuous improvement; 5S rules; 3C
philosophy and applying TQM principles in university training management The research on
management and quality assurance of higher education and abroad confirms the relevance and
necessity of research and application of total quality management perspectives considering the
development trend of quality management of higher education today.
Based on the basic theoretical research results on training quality management in general and
quality of higher education in particular, the thesis author proposes a Training quality management
model based on TQM perspective with the following main elements:
- Input management: management of input, objectives, curriculum, training resources including
faculty, students, facilities, finance and implementation of university rules and regulations;
- Process management: management process of teaching and learning activities, scientific research
and management training.
- Output management: Honing of virtues, skills, techniques and meeting labor market needs of

01/17/2005. With this regulation, the term "capital contribution", "capital share", "charter capital",
"capital with voting rights", "Founders", " the General Assembly of shareholders", "Board of
Directors" of capital are concepts associated with the enterprise, the first to be used for education
and training sector (Article 3). This clearly reflected the views view private school is a for-profit
enterprise. All assets owned by the investors (Article 35). The remaining income after performing
obligations and set up funds, allocated to the limited partners in proportion to capital (Article 36).
Shareholders are entitled to transfer and withdraw funds. In cases, the school is dissolved, the
disposal of financial assets applicable under the provisions of the law on the dissolution of the
enterprise.
2.1.2. Some characteristics of private university
2.1.2.1 Private university
Private educational institutions by social organizations, socio - professional, economic
organizations or individuals to establish when state agencies have jurisdiction allows. institutions
are funds outside the state budget.Construction investment infrastructure and ensure operational
funding of private educational.
According to the Higher Education law in 2013 - Article 3, "Educational institutions and private
higher education establishments with foreign investment whose activities are not for profit are
tertiary education institutions that share their Net annual interests accumulation as common
property without division, in order to reinvest in development of higher education; shareholders or
11
capital contributing members are not entitled to dividends or to enjoy an annual income that
exceeds the interest rate of government bonds". Also according to this Law, Article 7, Section 2b
states that "the infrastructure and investments for higher education establishments owned by private
social organizations, social – professional organizations, private organizations, non-profit
associations are the sole responsibility of these parties".
2.1.2.2. The structure of private university
The structure of the quality management system of private universities is different from public
schools in that private universities are under direct management and the general direction of the
Board of Directors and supervision of the school principal and are not eligible for state funds.
a) The school board of management: Responsible for review and adoption of development policies

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d) Make the decisions regarding issues related to organization, personnel, finance, property
investment and development direction of the school;
e) Monitoring the implementation of the resolutions of the board, the implementation of democratic
regulations in the school operations.
2.1.3. Development scale of private universities
In recent years, private colleges in Vietnam have continued to face many serious challenges.
Although the growth of the higher education sector in the last two decades in terms of quantity is
very impressive, the number of private universities that have achieved real success is not high. In
the context where public resources for public higher education continues to be restricted, the
development of education at non-public Universities (now known as private universities) is the
essential route to take in order to meet the needs of education and skills training for sustainable
growth.
2.2. Case studies about status of training quality management at private universities in Ho
Chi Minh city
2.2.1. Organize case studies
To come up with a reliable assessment of the general situation of private universities in HCM city,
the author conducted sampling at 4 private schools, including: HCM city University of Foreign
Languages - Information technology (HUFLIT); Hoa Sen University; HCM city University of
Technology (HUTECH); Nguyen Tat Thanh University.
Author summing the official information source of schools through reports and official data in 03
publicly report of 04 school to get information about status of training quality management
implementation of such private university.
2.2.2. Status of training quality management at private universities in Ho Chi Minh city
2.2.2.1. HCM city University of Foreign Languages - Information technology (HUFLIT)
2.2.2.2. Hoa Sen University
2.2.2.3. HCM city University of Technology (HUTECH)
2.2.2.4. Nguyen Tat Thanh University
2.2.3. Evaluating the situation of training quality management at a number of private
universities in Ho Chi Minh City

stands - Design - Implement - Operate. Methodology CDIO help answer two questions at the heart
of higher education is what Teaching and Learning, how to teach and learn. The answers to this
question lies in two output standards of training programs, the content and how to implement the
training program. But also new stop level internal implementation which have not been evaluated
beyond.
In summary though private universities to follow one quality management models vary, but
generally the private universities were initially aware of the importance of training quality
management and see it as important interest and long-term development goals of private
universities.
2.3. Status of training quality management based on TQM basis at private universities in Ho
Chi Minh city
2.3.1. Organize baseline study
To come up with a reliable assessment of the general situation of private universities in HCM city,
the author conducted sampling at 4 private schools, including:
+ HCM city University of Foreign Languages - Information technology (HUFLIT);
+ Hoa Sen University;
+ HCM city University of Technology (HUTECH);
+ Nguyen Tat Thanh University.
Author collect comments of 400 managers and teachers at 4 above private universities, however
valid votes collected only 375 votes (representing 93.75%) due to a record number of votes not
being or patterns answer invalid. In particular, the number of survey questionnaires were generated
as follows:
14
Table 2.5. Scale statistical survey by questionnaire at private universities in HCM city
Number School names
Number of
ballots
issued
Number of
ballots

faculties in ensuring the quality of education are not high. Therefore, quality management is
currently being carried out passively, simply in order to deal with appraisal requirements of the
Ministry of Education and Training:
Ho Chi Minh city private universities have not really defined objectives, standards, output standards
and the conditions for the implementation of such standards in each school. No specific route for
either short or long term to ensure quality work.
Quality assurance is a relatively new concept in the field of private higher education and the quality
culture and competence have not become rooted deep enough into the thoughts of the majority of
the leaders, managers and employees at private universities.
15
Training programs at private universities do not have clear objectives, specific, reasonable
structures and a system designed to meet the requirements of standards of knowledge, skills and
attitude training meeting the manpower needs of society. Training management programs at private
universities currently do not aim to ensure the quality of specific programs and have not been
designed and carried out thoroughly with quality and efficiency, given the specific conditions of
those respective universities. Training programs at private universities are still not complementary
and not periodically adjusted by referencing and learning from advanced international programs, the
feedback from employers, graduates, educational institutions and other organizations to ensure the
quality.
Staff and faculty at private universities do not understand the process involved, and therefore lack
incentives, positivity and proactivity.
Faculty and staff at private universities are still unable to define the objective of modules described
in syllabus in relation with academic scores which should reflect true professional capacity of
students while simultaneously reflecting the causes of student assessment issues. Private
universities wish students leave school with outstanding degrees to easily apply for good jobs. As
such, teachers often give high marks. As a result, scores do not reflect the true quality and
requirements of the training objectives.
The room/board department at these universities carry out management in an outdated, old-
fashioned manner (simple administration) and are not really interested and implement training
quality management according to the TQM standpoint. (Comprehensive management and

private universities in general and 4 archetypical private universities selected for case study, the
management operations of training quality of private universities in the areas of: determining the
mission, vision and policy, quality plans; input quality objectives management, program content,
enrollment, teaching staff, management staff and ensure conditions for education and training.
Quality training management process: the process of teaching and learning process of students.
Output standards management: The inspection, evaluation and organization of feedback.
Results of comparisons and overall assessment shows that private universities in recent years have
implemented numerous training quality management systems according to the international
standards ISO 9001-2008; The AUN QA & QA criteria, and built self-evaluation reports according
to the standards of the Ministry of Education and Training to participate in accreditation. However,
due to objective and subjective reasons, training quality management at private universities have not
been implemented continuously, consistently and in synchronization, which shows the need to study
the proposed new model about training quality management according to TQM standpoint in order
to implement it for the continuous improvement of training quality at private universities.
Besides, as most private university management boards are still traditional, they are not used to
manage specific processes where education and training process is the main activity of the
university alongside the purchase of equipment, assessment process, graduation and degree-level
certification, while simultaneously managing such elements of the university as staff management,
training content management, facilities, teaching equipment The management of the above
factors often rely on circulars, directives and regulations of the state that are mostly outdated and
unsuitable for quality management in the present time, following international standards such as
AUN-QA, ISO, TQM.
Although private universities do establish a mechanism of testing, evaluation and supervision of
leaders and individuals to comply with duties, powers, responsibilities assigned, most of this
mechanism takes place at the end of the process, semester or school year so it tends to
underestimate the training quality of students.
The above findings are a factual basis for reference in order to construct a training quality
management system and measures proposed for this system to be implemented at private
universities in general and experimental measures at Nguyen Tat Thanh University in particular.
17

implementation of education objectives and the autonomy and self-responsibility of the school
under the provisions of law. The Board of Directors and the principal appointed by the Board of
Directors are subject to the highest responsibility for the operational aspects of the school including
training quality management.
The training quality management system based on TQM perspective is built on the quality
assurance (QA) system and is oriented towards TQM views on customer responsiveness,
continuous improvement; to mobilize the participation of the people and focus on quality and
organizational culture formation…
Systems take mission, vision and commitment of each school as the guideline for the training and
development strategy of each private university. This process will be carried out based on standards
18
such as ISO quality assurance, AUN & QA and according to 5S rules; 3C philosophy of training
quality management model based on TQM perspective include Commitment (Quality commitment),
Culture (quality culture) and Communication (training quality information) with a customer-
oriented focus and appropriate training quality that meets the needs of society.
Figure 3.1: Training quality management model based on TQM perspective
Each training quality management activity is organized as a 4-step process consisting of planning
and design - Implementing - Testing and assessment – adjustment, promotion and operation, to
ensure the implementation quality of training programs and outputs standards that are consistent
with what the school has committed to students, parents, teachers and society through
communication channels while also appropriate to the school culture.
The training quality management model based on TQM perspective is a method of quality
management of the different elements of education and training, namely quality management of
INPUT
MANAGEMET
PROCESS
MANAGEMEN
T
OUTPUT
MÂNGEME

QUALITY
ASSURANCE CENTER
19
input elements, the training process, outputs and how they interact in the process of forming the
quality of education at the university, in which:
- Input management includes managing entrance, objectives, curriculum, training resources
including faculties, students, facilities, finances and implementing university rules and regulations;
- Process management is the management of teaching and learning activities, scientific research and
training.
- Output management is ensuring virtues, skills, techniques in order to meet labor market needs of
learners, adult trainers, managers; strengthening the reputation and brand of the university.
The characteristic of training quality management system according to total quality management is
that it does not impose a rigid system on the university but instead creates a platform for "quality
culture" that covers the entire training process. The philosophy of total quality management is that
everyone regardless of their positions, and any given time are all part of quality management of
their assigned work and are to complete it in the best possible way, with the ultimate purpose being
to satisfy the needs of customers.
When applied training quality management system based on TQM perspective, first of all people at
private universities have proper awareness, understanding of the issues related to the quality,
principles, techniques arts management and should clearly identify the objectives, the role and
position of management standpoint TQM at each private university, management methods and
examination, control is applied, standardization, assess the quality of training at each school. That
understanding must be extended throughout the school by educational measures, appropriate
propaganda to create a sense of individual responsibility for quality. Training quality management
system based on TQM concepts really start if people at private universities knowledgeable and have
the right notion about quality issues, especially the understanding of the Board leadership.
Understanding of training quality management system based on TQM perspective is not enough to
make up the strength of quality but besides that, the leadership and the entire staff of private
universities need to have a enduring commitment and determination to pursue the training program,
training objectives, quality of training.

On the need and feasibility of applying training quality management measures according to TQM
basis at private universities, the results are as follows:
Table 3.2. The results of assessment of feedback on the necessity and feasibility of building a
training quality assurance management system
Unit:%
Number Assessment content
Very
necess
ary
Neces
sary
Unneces
sary
Very
feasible
Feasi
ble
No
feasibili
ty
1
Building a training quality
management system
42.1 53.4 4.5 24.2 68.7 7.1
With 53.4% and 42.1% of the questionnaire results deeming a measures system necessary and
essential, and 68.7% agree on the high feasibility of building a quality management system at a
number of private universities in HCM city, the consensus of managers and teachers at private
universities on the necessity of building a training quality management system and the feasibility of
deploying systems of measures of training quality management at private universities in the city can
be clearly seen.

measures included in the quality target plan for the academic year 2013 - 2014 with the
participation of the different departments and professional development faculties.
Students were required to complete an assessment on the student management system before
finding out their scores so that the school can gather student information. The final results will be
consolidated by criteria outlined by the Quality Assurance Department in order to adjust and
improve training quality management measures.
3.5.4. Collect and process experimental results
Collection and processing of survey results for each type of questionnaire according to the levels of
response by participants. Reviews and commentary are shown in the Summary of comments from
the Quality Assurance Department.
3.5.5. The experimental results of some measures of training quality management at Nguyen Tat
Thanh University.
3.5.5.1. Regarding management of content and training programs
Through quality management and quality assurance of higher education at Nguyen Tat Thanh
University in particular and private universities in general show a majority of the programs are
consistent with training objectives. The structure and content of the training program, the course
ratio between theory and practice is the most highly rated, considering competing universities are
always striving for content and methodology that can generate genuine interests from students.
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From on the survey, we find that the proportion of managers who rated well on training program
quality assurance is of a rather high percentage. Also, ensuring of the appropriateness of the
structure and content of training programs and curriculum quality all achieved excellent ratings in
over 50% of the votes, which indicates the training program at the school has improved remarkably
thanks valuable efforts of the teachers who did their best in building the quality management
system. Especially thanks to the application of innovative teaching methods, application of modern
equipment in teaching, regular training, upgrading & qualifying of teachers through the exchange of
internal experience among managers and trainers, exceptionally laudable achievements have been
attained.
3.5.5.2. On faculty teaching management
From the results of the two review panels of managers and students about faculty after the surveys

Board of Directors, Managing Board and the entire management staff, faculty and private
universities must have an enduring commitment, determination to implement the regulatory
measures proposed to achieve , quality of training, mission vision of each private university.
Survey results from managers, teachers and students have confirmed the need to build a training
quality management system based on practicality and total quality management and the feasibility
of implementing such a system of training quality management measures at private universities in
general and at Nguyen Tat Thanh University in particular.
Experiments and trials have undertaken some measures of academic quality management at Nguyen
Tat Thanh University and delivered positive results, providing the basis for further implementation
of synchronous measures in the future.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
High quality human resources with university degrees are the treasure and strength of each country
in the process of cooperation and competition towards globalization and internationalization. That is
the reason why each country has realized the importance of investing in education as it is the key to
development. Vietnam is not an exception, as the quality of higher education in general and the
quality of higher education at private universities in particular have become hot and sensitive issues
of our society. Reality has posed various challenges and obstacles for the private university system
in Vietnam to study in order to find systems and measures of quality management that will ensure
proper and gradual improvements in the quality of education.
The rationale for training quality management in view of TQM basis includes the basic concepts of
quality, training quality and quality management and training quality management Analysis of the
structure and content of popular models such as ISO 9000:2000, organizational factors model
SEAMEO, C.I.P.O model and the emphasis on the characteristics of the total quality management
(TQM) model has shown the possibility to apply TQM perspective into building and implementing
a training quality management system according to TQM basis at private universities in Vietnam.
Situation analysis of the management and training quality assurance at a number of private
universities in Ho Chi Minh City showed that most of the private universities in the area of Ho Chi
Minh City have made changes in perception and initially implemented various management
measures to ensure training quality and also applied the quality management system ISO - 2008 and