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Internal Quality Assurance Model: Evidence from

Vietnamese Higher EducationTang Thi Thuy, Department of International and Comparative Education, NCNU

Contents

1. Introduction

2. Literature Review

3. Methodology

4. Results

5. Conclusion and Recommendations

Introduction

Set up QA system in HE

society's interest in quality of

HE

The increase of HEIs is

inadequate with its quality

The important role of HE

Globalization Internationalization

Elite => Mass

0

50

100

150

200

250

300

1987 1997 2009

1998 Ｅｄｕｃａｔｉｏｎ Ａｃｔ

1993 promotion of private university by education socialization policy

2005 AGENDA

Non-public

public

Introduction (Cont.)

The number of HEIs increasing

83 (2012-2013)

338 (2012-2013)

Introduction (cont.)

Vietnamese HE is facing with the increasing of numbers without being adequate to quality.

To establish a QA system is considered as one of the potential solutions for the problems in Vietnamese HE.

Vietnam has set up the QA system including external quality assurance (EQA) and internal quality assurance (IQA)

However, the system is facing with issues and challenges. Therefore more studies are needed to probe the problems deeply.

The major purpose of this study is to explore the internal quality assurance system in Vietnamese higher education including mechanism, process, effectiveness, problems, and potential solution.

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Introduction (cont.)

Literature Review

IQA refers to the policies and mechanism

implemented in an institution or

program to ensure it is fulfilling its own

purposes and meeting the standards

Quality Assurance

EQA refers to the actions of an external body

which evaluates the operation of the institution or its program, to

determine whether it is meeting the

agreed standards.

Summativeevaluation

Formativeevaluation

Methodology

Qualitative approach

Document analysis Case study Interview

Methodology (cont.)

There were 13 participants who were interviewed, come form an institution of Southern Vietnam that was selected as a case study in this study.

The Demography Information of the Interviewees

No Code Position Gender Year

experience

Academic

qualification

Interview

Method

1 A1 Administrator F 10 Doctor Email

2 A2 Administrator F 9 Master Face to face

3 A1 Administrator M 11 Master Face to face

4 L1Lecture

F 4 Master Face to face

5 L2Lecture

M 6 Master Face to face

6 L3Lecture

F 8 Master Face to face

7 L4Lecture

F 6 Doctor Email

8 L5Lecture

M 6 Bachelor Skype

9 L6Lecture

F 5 Master Email

10 L7Lecture

M 4 Master Email

11 L8Lecture

F 4 Master Face to face

12 L9Lecture

F 3 Master Email

13 L10Lecture

F 1 Bachelor Email

Results

Effectiveness, Problems and Potential Solutions for QA Activities2

Key Activities of Internal Quality Assurance1

Key Activities of Internal Quality Assurance

(1)Self-evaluation at the institution level

(2) Self-evaluation at the program level

(3)Stakeholder survey: emphasize on Student feedback on course

Self-evaluation at the institution level

- Implement 10 standards and 61 criteria from MOE Standard 1: Mission and purpose Standard 2: Organization and management Standard 3: Curriculum Standard 4: Training activities Standard 5: Management staff, faculty and clerks Standard 6: Learners Standard 7: Research and technology development Standard 8: International cooperation activities Standard 9: Library, learning facilities and other infrastructure Standard 10: Finance and financial management

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Self-evaluation at the program level

Implement the Model for Program Level of AUN-QA AUN-QA model for program level encompasses the

following 15 criteria:1. Expected learning outcomes;

2. Program specification;

3. Program 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;

11. Teaching and learning process;

12. Staff development activities;

13.Stakeholders feedback;

14. Output;

15. Stakeholderssatisfaction.

Stakeholder survey

Process of Collecting Student Feedback on

Course

Stakeholder survey

Process of Collecting Peer

Review of Teaching

DETQA(manage all the general QA activities at USV)

QAG1(at faculty)

QAG2(at department) ... QAG26

(at faculty)

Mechanism of internal quality assurance at USV

Effectiveness, Problems and Potential Solutions for QA Activities

EffectivenessFirst, USV established IQA system with

completed mechanism through a link between DETQA and all faculties and departments.

Second, USV had instructions and support for QA activities.

Third, faculty members are interested in QA. They are aware of the role of QA in a HEI.

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Key themes Frequency

Facilities for teaching and learning 10

Teaching method 8

Curriculum 7

Inputs and outputs 6

Research 6

Management 5

Standards 5

Quality culture 4

Professional development academic staff 1

Key Themes from the Faculty’s Responses about Quality Assurance

Effectiveness, Problems and Potential Solutions for QA Activities (cont.)

Problems

Key Themes from the Faculty’s Responses about the problems of Quality Assurance activities in

USV

Frequency

There are many unreasonable problems in student feedback and peer

review

10

Lack of quality assurance on research 9

Absence of quality improvement 8

Self-evaluation activities are not into practical application 5

Quality culture has not been formed 3

Effectiveness, Problems and Potential Solutions for QA Activities (cont.)

Potential Solutions For Student Feedback on Course: Rebuilding the content of questionnaire; Change the access to administer a survey.

Regarding to form the culture of quality at the school: to shape attitudes and awareness of administrators, managers, teachers and students about the culture of quality

Regarding to quality improvement: the school should set out the improvement plans to overcome shortcomings and promote the positive aspects to assure and enhance quality training to meet the demands of the society

Conclusions and Recommendations

Conclusions• The IQA system was set up basically at HEIs,

however, its operation encounters many difficulties

• There are varied activities for IQA at HEIs, but generally most HEIs emphasize on self-evaluation and conducting survey form stakeholders.

Recommendations

• Recommendations for Ministry of Education and Training

• Recommendations for Higher Education Institutions

Conclusions and Recommendations

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