Transcript Internal Quality Assurance Model: Evidence from Vietnamese

Internal Quality Assurance
Model: Evidence from
Vietnamese Higher Education
Tang Thi Thuy, Department of International and Comparative Education, NCNU
LOGO
Contents
1. Introduction
2. Literature Review
3. Methodology
4. Results
5. Conclusion and Recommendations
Introduction
Set up
QA system
in HE
The
important
role of HE
Globalization
Internationalization
Elite => Mass
The increase
of HEIs is
inadequate
with its
quality
society's
interest in
quality of
HE
Introduction (Cont.)
The number of HEIs increasing
300
1998 Ｅｄｕｃａｔｉｏｎ Ａｃｔ
2005 AGENDA
250
1993 promotion of
private university by
education
socialization policy
200
public
150
338 (2012-2013)
100
50
Non-public
0
83 (2012-2013)
1987
1997
2009
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.
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Introduction (cont.)
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.
Literature Review
Quality
Assurance
IQA refers to the
policies and
mechanism
implemented in an
Formative
institution or
evaluation program to ensure
it is fulfilling its own
purposes and
meeting the
standards
EQA refers to the
actions of an
external body
which evaluates
the operation of Summative
evaluation
the institution or
its program, to
determine whether
it is meeting the
agreed standards.
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
Academic
experience
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
L1
F
4
Master
Face to face
5
L2
M
6
Master
Face to face
6
L3
F
8
Master
Face to face
7
L4
F
6
Doctor
Email
8
L5
M
6
Bachelor
Skype
9
L6
F
5
Master
Email
10
L7
M
4
Master
Email
11
L8
F
4
Master
Face to face
12
L9
F
3
Master
Email
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Results
1
2
Key Activities of Internal Quality Assurance
Effectiveness, Problems and Potential Solutions for QA Activities
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
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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
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
Mechanism of internal quality assurance at USV
DETQA
(manage all the general QA activities at
USV)
QAG1
(at faculty)
QAG2
(at department)
...
QAG26
(at faculty)
Effectiveness, Problems and Potential Solutions
for QA Activities
Effectiveness
First, 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.
Key Themes from the Faculty’s Responses about Quality Assurance
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
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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
Frequency
USV
There are many unreasonable problems in student feedback and peer
10
review
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 selfevaluation and conducting survey form
stakeholders.
Conclusions and Recommendations
Recommendations
• Recommendations for Ministry of Education
and Training
• Recommendations for Higher Education
Institutions
LOGO