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INTRODUCTION Rationale for this dessertation Training quality is not only a condition for existence but also the basis for determining the reputation and "brand" of a training institution, and the trust of users of the trained "product" and motivation of learners Quality assurance (QA) of higher education has always received the attention of many researchers, many universities and the whole society Domestic and foreign researches on QA have significant influence and reach, strong pervasiveness, confirming this issue as a "new frontier" in research QA is of great significance in maintaining standards and continuously improving the quality of diabetes mellitus However, the training quality of a number of universities in our country still reveals limitations and weaknesses, mainly due to the fact that the quality management of the university has not been paid enough attention, has not proposed and implemented solutions The method has a scientific basis and is suitable for practice to ensure the QA of diabetes mellitus Quality assessment of some universities, a number of sectors still lack a system of performance indicators and quality standards; The mechanism and staff have not changed in accordance with the new management method, and there is no suitable and effective QA system of the university The basic and comprehensive reform requirements of higher education require universities to constantly innovate, including innovating the work of QA The Vietnam Women's Academy (and so call the Academy) is a public higher education institution, named in the list of higher education institutions of Vietnam meeting the national educational quality standards according to the access criteria to the Standard set of the Southeast Asian University Network (AUN) 2020 QA activities are carried out based on the Academy's mission, goals, and educational philosophy However, the system of QA and QA of the high-level environment has not been completed, has not operated optimally, has not had a plan, a roadmap for long-term construction and development, and has not had separate policies to develop resources due to limited resources With specialized financial and human resources, QA of university training is still difficult Some lecturers are not fully aware of their roles, are not fully committed to their work, are passive, have limited research capacity, practical capacity, university teaching skills, are slow innovate training methods and test and evaluate student learning outcomes Therefore, we believe that researching and proposing solutions for QA of university education at the Academy is extremely urgent in the current period, in order to meet the development requirements of resource quality workforce of all occupations, while meeting the requirements of the regional and international integration process Faced with objective requirements, systematic and in-depth research on university QA is very necessary, urgent and long-term Based on the above reasons, the graduate student researched the topic "Quality asurance of university training at the Vietnam Women's Academy" Purpose of research Based on theoretical and practical research, the thesis proposes solutions for QA of higher education at the Academy, contributing to improving the quality of training and prestige of the Academy, meeting the requirements of educational innovation education and Academy development requirements in the current period and in the coming years Subject and object of research 3.1 Subject of research QA of university training at higher education institutions 3.2 Object of research QA of university education at the Vietnam Women's Academy Hypothesis of research The QA of the Academy is in the initial steps, and has not yet reached regional and international standards If implemented effectively and synchronously, university training QA solutions are based on the foundation of quality management, approaching the internal, system-level QA model according to the AUN - QA model in accordance with the practice of the Academy such as organizing training courses capacity building for staff, experts and lecturers doing the QA work; Organizing training activities in a way that meets the requirements of AUN-QA, can improve and enhance training quality and maximize the advantages of the university training QA system of the Academy Tasks of research - Research the theoretical basis of the QA of high school - Research, survey, analyze and evaluate the current situation of the QA of university training of the Vietnam Women's Academy - Proposing solutions to ensure the quality of university training of the Academy, and at the same time, conduct a test of the necessity, feasibility and test of the proposed solutions to confirm the research results of the thesis topic Scope of research 6.1 Content Focusing on system-level QA, inside the training institution (applying the AUN-QA set of standards), university QA based on the training process and elements of the training process of the Academy, the Academy's university QA solutions follow the quality management approach (university QA as the core, linked with scientific research and serving the community) 6.2 Duration of the thesis From the year of 2018 to 2021; Measures for QA of university training at the Vietnam Women's Academy are proposed for the period of 2023 - 2028 and a vision to 2030 6.3 Placement - Researching, surveying, testing managers, lecturers and students at the headquarters of the Vietnam Women's Academy, No 68 Nguyen Chi Thanh, Dong Da, Hanoi - Survey of former students and employers (where former students are working): at the address of the business offices or agencies Research methodology and methods 7.1 Methodology 7.1.1 Systems approach - structure Each system - structure has a nuclear element, the operation of the elements of the system - structure surrounding and serving this nuclear element At the same time, these elements interact, depend, and influence each other A change in one element will lead to changes in all the structural elements of quality and vice versa Besides, the system - structure within a higher education institution also belongs to the broader system - structure of the higher education system 7.1.2 Approaching QA according to AUN-QA (Asian University Network-QA) and ISO 9000 The AUN-QA set of standards is used by the author as the core basis to solve the research problem Along with the AUN-QA approach, the project uses 01 QA Process standard of the ISO 9000 model to further clarify the research content Applying the AUN-QA and ISO approaches in the thesis and along with lessons learned from educational institutions around the world to examine the current situation of higher education QA at the Vietnam Women's Academy 7.1.3 Reach the goal and rely on the output The solutions to ensure the quality of university education are aimed at constantly improving the quality of training at the Vietnam Women's Academy, contributing to improving the training quality and prestige of the Academy, meeting the requirements of educational innovation and requirements develop the Academy, and at the same time meet the output requirements of training products Output-based approach is reflected in the fact that graduates can meet social needs, have sufficient knowledge, skills, and work capacity as required by the job position, suitable to the industry in which they are trained create Social needs for learners based on each job position have been identified, requiring QA solutions that need to be geared towards the social needs of each job position 7.2 Research methods 7.2.1 Theoretical research methods - Analyze, synthesize and systematize relevant documents - Generalize independent statements - Modeling to build models (theoretical and practical) of the research object 7.2.2 Practical research methods Questionnaires; In-depth interviews; Experience summation; Experts; Test 7.3 Mathematical statistical methods Using mathematical statistics and SPSS software Defensive issues - The content and method of QA of university training must both comply with the content, method and process of QA and be consistent with the characteristics of the Vietnam Women's Academy - The Academy has implemented QA standards in recent years However, this activity still does not meet some criteria and still shows inadequacies, partly due to an unscientific approach and is not consistent with the Academy Therefore, implementing university QA according to AUN-QA combined with ISO 9000 is important, necessary and suitable for current conditions at the Academy - Organize to raise awareness about training quality and university training QA for management staff, lecturers, experts; Building a policy system for QA activities of university training; Developing human resources to implement QA of university training; Organize training activities to meet requirements; Building a learning environment for students, etc are solutions that need to be implemented to ensure and improve the quality of university education at the Academy New findings and contributions - Build a theoretical framework of the research problem based on research approaches, overview of research works on university QA domestically and internationally, especially analyzing and identifying core concepts appropriate to the research problem; models, content and theoretical framework of QA; Factors affecting QA of modern university - Provide a practical picture of the research problem on the basis of studying international experiences of 05 countries around the world, thereby drawing lessons for higher education institutions in our country in general and in the world Academy At the same time, analyze and evaluate two main contents: 1) Current status of university education quality at the Academy; 2) The current situation of ensuring the quality of higher education at the Academy, and at the same time, assessing the influence of factors on the QA of higher education at the Academy - Developed 06 solutions for QA of university education at the Academy, contributing to improving the quality of training and prestige of the Academy, meeting the requirements of educational innovation and development of the Academy At the same time, these solutions can be useful for managers and higher education institutions outside the research area to refer to and apply 10 Structure of the dissertation This dissertation consists of these parts: introduction, three chapters, conclusions and recommendations The names of the three chapters include: Chapter Theoretical basis for the QA of university training Chapter Chapter Practical basis for the QA of university training at the Vietnam Women's Academy Solutions for the QA of university training at the Vietnam Women's Academy in the current time Chapter THEORETICAL BASIS ON THE QA OF UNIVERSITY TRAINING 1.1 Literature Review 1.1.1 Research on the quality of university training 1.1.1.1 Research on quality and training quality Domestic and foreign authors believe that, "Quality is the conformity or superior response to customer needs" and is a process, the customer is the user and direct recipient of the services provided by the school On that basis, education and training quality standards and criteria are put forward and applied in practice 1.1.1.2 Research on the quality of university training The authors' research on this issue shows that the quality of university training is assessed by input, training organization/process and output products Learners are not the product of training, but the training results of learners are the training products 1.1.2 Research on QA concepts in higher education Although the concepts of QA in higher education are very diverse, they can be grouped into three groups of opinions: (1) QA is the new name of a process system that has been established in higher education (external assessment, peer assessment) career; exam process, ); (2) QA is a new approach to establishing and maintaining quality standards in universities; (3) QA focuses on building processes and regulations in the training process and transferring the main responsibility for quality from superior and external managers to lecturers and managers of the higher education institution itself 1.1.3 Research on QA of university training 1.1.3.1 Research on the role of QA in higher education QA is widely used as a tool to maintain standards and improve the quality of higher education Studies show that QA is an indispensable activity for universities Forming, maintaining and developing a QA system is an important and necessary job for any university 1.1.3.2 Research on world QA models into Vietnamese higher education practice Many research projects have concluded that: choosing and applying the AUNQA model is necessary, appropriate and can improve and enhance the training quality of Vietnamese universities Some other research projects show that QA according to the AUN-QA model is the main approach for training QA at Vietnamese universities, however when applied in practice in other specific fields/industries Universities often combine many QA models to be appropriate and effective 1.1.3.3 Research on assessment, self-assessment and solutions to promote QA activities in universities Evaluation and self-assessment (also known as internal assessment) for investigation officers is a mandatory requirement Universities need to build a truly effective internal QA system, which means setting up for their training facilities appropriate sets of processes and required indicators from which to come up with solutions Promote QA activities in schools 1.1.3 Conclusion from research overview - QA is a tool to maintain standards and improve the quality of higher education; University QA is considered a system, including many elements, of which the three elements input, process and output are the most important; - In university QA, self-assessment plays a particularly important role; QA plays an important role in the trend of internationalization, massification, competition and global cooperation of higher education; QA in higher education in our country still has many limitations; - Researching world QA models for higher education to select the most appropriate model and applying it to Vietnam is very necessary; - Proposing solutions for QA in higher education is essentially proposing solutions to ensure input, process and output factors - Training QA solutions are only mentioned as highlights in self-assessment reports or in the implementation project of university training QA work 1.2 Quality of training at higher education institutions 1.2.1 Training, training quality Training is a chain of processes from input to training implementation and output (graduates) to meet the university's goals, satisfy the needs of stakeholders at a cost most economical Training quality is the meeting of the school's training goals, the compatibility of graduates' capabilities with the output standards of the training program, and meeting the needs of society and employers at economical costs best Training quality is associated with the quality of input enrollment, the quality of the training implementation process and the quality of output results (graduates) 1.2.2 Quality management, training quality management Quality management is the management of comprehensive activities in the school to carry out teaching and educational tasks during the training process The direction to improve the quality of teaching is to improve pedagogical activities and management measures Quality management includes coordinated activities to direct and control an organization within the framework of a quality system Quality management of university training is a way of organizing and measuring the stages and steps in the training process (quality management of input, quality management of training implementation process and quality management of output results - graduates) to meet the needs of students social needs, employers with the most economical costs 1.3 Ensuring the quality of university training at universities 1.3.1 QA, QA in higher education, training QA QA is all planned and systematic activities carried out within the quality system and demonstrated to be sufficient to create adequate confidence that the entity (object) will fully satisfy the requirements quality requirements (According to Vietnamese standard TCVN 5814) Ensuring the quality of higher education is a continuous, systematic process, including policies, mechanisms, standards, processes and measures to maintain and improve the quality of higher education University QA is the QA activities carried out by universities during the training process (input, training implementation process and output results (graduated students) to achieve training goals and satisfy the requirements needs of students, parents, managers, employers, lecturers, officers and staff of the university at the most economical cost 1.3.2 Some models guarantee quality 1.3.2.1 The European Foundation for Quality Management - EFQM The EFQM model can be inherited to improve the efficiency and professionalism of the planning and control cycle of a university institution because this model provides key elements for analysis, evaluation, and structure , improving and effectively managing a university facility, in particular, supporting strategic decision making 1.3.2.2 AUN-QA (Asian University Network – QA) QA model This model can be inherited to build an internal QA system and create a quality culture The key to the success of QA activities is the change in leadership's awareness of vision and determination, organizational structure and operating mechanism, and willingness to create resources for stakeholders in implementing perform QA tasks However, this model provides tools to evaluate and ensure quality of school activities and focuses on customers (learners) and factors that meet learners' needs 1.3.2.3 Total Quality Management - TQM model This model researches and sets out the strategic goals of higher education in each period based on the country's level of socio-economic development and the Government's major policies on higher education From there, depending on available resources, higher education quality managers can proactively influence important stages and areas that directly affect quality to gradually improve the quality of higher education according to plan proposed plan 1.3.2.4 ISO 9000 QA model Some universities have approached and implemented the model with the goal of creating a suitable output, so the Academy also partly applied this model 1.3.2.5 QA model at Vietnamese universities The QA model at Vietnamese universities: is gradually being stabilized, consistent with the QA models of many other countries with components: The school's internal QA system; QA system outside the school (external assessment system includes policies, processes and assessment tools); System of external quality assessment organizations (education quality accreditation organizations) 1.3.3 Content and framework ensure the quality of university training 1.3.3.1 Awareness of officials, lecturers, and students about QA in university training 1.3.3.2 Standards and criteria according to AUN-QA: 12 standards and concretized into 42 criteria 1.3.3.3 Process for ensuring the quality of university training - Planning: determining quality goals according to set standards based on the school's quality policy strategy and conditions for implementation Implementation: carry out the work according to the proposed steps and collect data - Check: check the achieved results against the goals and criteria set out in the plan to promptly correct deviations and adjust the plan (if necessary) - Action: action to correct and prevent the root causes of statistical errors and prevent those causes from recurring to prevent new errors from appearing 1.3.4 The subject manages training QA activities at universities 1.3.4.1 Director/Principal 1.3.4.2 Head and deputy head of the department (Faculty dean board) 1.3.4.3 Heads and deputy heads of functional departments 1.3.4.4 Head of specialized QA unit 1.3.4.5 Staff, lecturers, experts and students 1.3.5 Factors affecting QA activities in higher education 1.3.5.1 Objective factors - Urgent requirements and concerns of the education and training sector as well as the whole society regarding the quality and QA of higher education - More and more QA models with high standards at regional and international level are appearing - International integration trend in training highly qualified workers 1.3.5.2 Subjective factors - Capacity of school members on QA activities - The role of QA units at universities - International cooperation activities in QA at universities - Training management methods, quality cultural environment of universities Conclusion chapter Chapter has systematically and scientifically reviewed research works related to the topic, clarified the theoretical basis for training quality, training QA at Vietnamese universities and affirmed QA is a tool to maintain standards and improve the quality of higher education; University QA is affirmed as a system, including many elements with specific standards, criteria/indicators The university QA model includes three main elements: input factors, process factors and output factors; There are many QA models that have been researched and applied, especially the AUN-QA model (version 3.0) system and internal QA and ISO 9000 applied by the Vietnam Women's Academy The thesis also analyzed objective factors and subjective factors affecting university QA activities The results of theoretical research serve as the basis for studying the current situation in Chapter of the thesis Chapter PRACTICAL BASIS FOR THE QUALITY ASSURANCE OF UNIVERSITY AT THE VIETNAM WOMEN’S ACADEMY 2.1 Experience in ensuring the quality of university training of a number of universities in the world 2.1.1 Stanford University (USA) 2.1.2 Rotterdam Eramus University (Netherlands) 2.1.3 The University of Queensland (Australia) 2.1.4 Chulalongkorn University (Thailand) 2.1.5 The National Academy of Education of Singapore 2.1.6 Lessons learned on QA in higher education from universities around the world - First, QA impacts the management mechanism, helping the system perform correctly at every stage, focusing mainly on preventing errors QA is applied quite commonly in training management, is a general trend and is suitable for different economies, cultures, politics and societies Each country has a different way of implementing QA and each investigation agency must proactively build an appropriate QA system of the investigation agency and self-assess its activities - Second, the QA system has been researched, paying much attention to input, process, output, both mentioning activities and results, not mentioning separately, deeply and fully all activities DTDH QA Movement 2.2 General introduction about Vietnam Women's Academy 2.2.1 The founding process and characteristics of the Vietnamese Women's Academy 2.2.2 Mission, vision and core values of Vietnam Women's Academy 2.2.3 Organizational structure of the Vietnam Women's Academy 2.2.4 Training scale of the Vietnam Women's Academy 2.2.5 QA work in university training at the Vietnam Women's Academy 2.3 Organize a survey of the current situation 2.3.1 Survey purpose On the basis of the built theoretical framework, select the criteria that need to be surveyed to design the survey toolkit, make a survey plan and conduct the survey, conduct an assessment of the current situation and together with the results Theoretical research results serve as a basis for proposing solutions to QA of university education at the Vietnam Women's Academy 2.3.2 Survey objects and areas - Survey subjects: The total number of survey subjects is 160 people, of which: Quantitative survey: 120 people and qualitative survey (through interviews): 40 people: - Survey area: Vietnam Women's Academy; Hanoi and neighboring provinces, where former students and organizations and businesses with graduates of the Academy are working 2.3.3 Survey content 1) Current status of university education quality at the Academy according to AUN-QA 2) Current status of University QA of the Academy according to AUN - QA and ISO 9000 model 3) Factors affecting the QA of university training at the Academy 2.3.4 Evaluate survey results Use SPSS or Microsoft Office Excel software Use the formula to calculate average score: Xtb = ∑X1 i N Use a Likert scale with levels for questions about influence, appropriateness, feasibility, necessity, 2.3.5 How to conduct a survey - Take steps to deploy the survey questionnaire - Interview leaders and a number of officials working in QA, teachers, students, former students of the Academy and businesses/organizations where graduated students are working Besides, research the operational products of managers, teachers, and students: reports, plans, regulations, related to the content of surveying the current status of the topic 2.3.6 Data processing methods Analyze data on university QA, thereby helping to compare, compare, demonstrate, and make research issues deeper and clearer 2.4 Current status of university training quality at the Vietnam Women's Academy 2.4.1 Current status of awareness of the quality of university education The survey results show that managers and teachers recognize quite well (with Xtb= 3.31) about aspects of the quality of university education, including: Meeting the university's university education goals; Satisfaction of the human resource needs of user units; Satisfying the needs of students and parents; Has the most economical cost 2.4.2 Current status of university training quality at the Vietnam Women's Academy 2.4.2.1 Current status of output standards of the training program Overall score = 3.30 shows that the survey subjects rated the output standard of the training program at "Good" level The two groups of managers and teachers have uniform assessments of the Academy's output standards, so there is no difference between managers and teachers with average scores > 3.25, corresponding to the "Good" rating However, the assessment of teachers has a higher overall average score than that of administrators (3.31 and 3.27) 2.4.2.2 Current status of university training program quality The Academy has done a good job in building output standards and training programs, which are highly appreciated, overall GPA = 3.32, equivalent to the upper limit of 10 "Good" The curriculum description and course outline are posted publicly on the Academy's website, and are widely disseminated to students and teachers right from the beginning of the program or from the beginning of the course However, updating information in the curriculum and subject programs is rated lower, although still corresponding to the "Good" rating In this criterion, there is a difference in assessment between managers and teachers Although both are rated at "Good" level, the lecturer (average rating = 3.33) is 0.07 points higher than the rating of managers (average score = 3.26) 2.4.2.3 Current status of structure and content of university training programs Curriculum programs are compatible with output standards That is why the data all reach the average score corresponding to the "Good" rating in all criteria; Overall GPA = 3.35 The criterion "Curricular curriculum is built with a reasonable structure and sequence, has cohesion between subjects and is up-to-date" has the highest average score (3.37), corresponding to the "Good" rating 2.4.2.4 Current status of university training methods The overall GPA = 3.30 shows that the method of teaching and learning is ranked "Good" although the group of managers has an average GPA = 3.23, lower than the average GPA = 3.31 of the teacher group The criterion "Divisional training activities are built according to the principle of "oriented compatibility" to ensure the achievement of output standards" has the highest average score (3.33) because the content of university education meets output standards However, the significance of this philosophy is rated the lowest (average score = 3.26) The assessment of the two groups of research subjects is different (Teacher: Average score = 3.28 - corresponding to the "Good" level), (Managers: Average score = 3.14 - corresponding to the "Good" level) 2.4.2.5 Current status of testing and evaluating student learning activities Overall GPA = 3.40 There is a difference in the assessment of the two groups of research subjects and both groups rated it at "Good" level The criterion "Information about inspection and evaluation activities is publicly announced and disseminated to students" has the highest average score, corresponding to the upper limit of "Very good" (average score = 3.49) The criterion "Feedback on test and evaluation results is sent promptly and helps improve learning quality" has the lowest average score among the evaluation criteria but is still at the "Very good" level (average score = 3.34) 2.4.2.6 Current status of the quality of teaching staff The quality of teaching staff is assessed at "Good" level (overall average score = 3.22) Management staff assessed average score = 3.06, ranked "Good"; while teachers rated it at average score = 3.25, rated "Good" Among the total of criteria for evaluating the quality of teaching staff, there are: 3/8 criteria for team quality are rated at "Good" level (average score ≥ 3.25); 5/8 criteria are rated "Good" (average score < 3.25) "Implementing a plan to develop the teaching staff to meet the needs of training, 11 scientific research and community service" has the highest average score among the criteria (average score = 3.33), corresponding to the "Good" level The criterion "Teacher/student ratio and work load are measured and monitored to improve educational quality, scientific research and community service" has the lowest average score among the criteria (average score = 3.05), corresponding to the "Rather" 2.4.2.7 Current status of the quality of support staff The support staff team is rated at "Good" level (Overall average score = 3.28 The management staff group is rated at "Good" level (average score = 3.15); the teaching staff group is rated at "Good" level (average score = 3.30) "The planning of support staff is implemented, meeting the needs of training, scientific research and community service" is the criterion assessed with the highest average score, corresponding to the "Good" level (average score = 3.34 3/4 criteria in evaluating the quality of support staff have average scores corresponding to the "Good" level (average score ≥ 3.25) 2.4.2.8 Student quality and student support activities Student quality and student support activities are rated at the "Good" level (overall average score = 3.30) Management staff group (average score = 3.20); The group of teachers evaluated (average score = 3.32) The criterion "Psychological, social and landscape environment effectively supports training and research activities, as well as creates comfort for students" was rated lowest among the criteria by both administrators and teachers Average score = 3.17, rated “Good” On the contrary, the criterion "Enrollment policies and criteria are clearly defined, promulgated, disseminated and updated" has the highest average score among the criteria, corresponding to the "good" level (average score = 3.47) The current situation of student quality and the student support conditions of the Academy are rated at "Good" level 2.4.2.9 Current status of infrastructure and equipment Overall GPA = 3.20; The evaluation criteria for infrastructure and equipment all have an average rating < 3.25, corresponding to a "Good" rating In particular, managers (average score = 3.08) rated it at a lower level than teachers (average score = 3.15), both groups had average scores corresponding to the "Good" level The criterion "The information technology system is fully equipped and updated" has the highest average score among the criteria (average score = 3.24) Environmental, health and safety standards are identified and implemented with the lowest GPA; with attention to the specific needs of people with disabilities (average score = 3.13) 2.4.2.10 Current status of solutions to improve training quality Quality improvement solutions are evaluated at the "Fair" rating (Overall GPA = 3.19), both groups have average scores corresponding to the "Fair" rating In particular, the group of managers has average score = 2.98; The group of teachers has average score = 3.23 "The training process and student assessment activities are regularly reviewed 12 and evaluated to ensure suitability and compatibility" is the solution with the highest average score, corresponding to the "Good" level (average score = 3.28) ) 2/6 solutions were evaluated by management staff with average score > 3.25, corresponding to "Good" level The criterion "Research results are used to improve training quality" is the solution with the lowest average score (average score = 3.06) "The mechanism for collecting feedback and suggestions from staff, teachers, students, former students and employers is systematic and evaluated and improved" has the second lowest score among the criteria (average score) = 3.14) 2.4.2.11 Current status of graduate student quality Quality of graduating students has an overall GPA = 3.33, corresponding to the "Good" level The group of managers has average score = 3.02; The teacher group has average score = 3.39 The criterion with the highest average score, "Good" level, is: "Average graduation time is determined, monitored and compared to improve quality" (average score = 3.26) The remaining criteria all have an average score < 3.25, corresponding to the "Good" level The criterion "the type and quantity of scientific research activities of students are clearly defined, monitored and compared" has the lowest average score among the criteria, but is still at the "Good" level (average score = 3.08) 2.5 The current situation of ensuring the quality of university training at the Vietnam Women's Academy 2.5.1 Current status of awareness of managers and lecturers on ensuring training quality 2.5.1.1 Awareness of the concept of QA in university education Awareness of the concept of QA of higher education is at a "Good" level (overall average score = 3.42; average score in all criteria > 3.25) The viewpoint of QA of university education is "systems, policies, procedures, action processes and attitudes to achieve, maintain and develop the quality of university education" with the highest quality rating among the criteria, corresponding to the level of recognition "Excellent" rating (average score = 3.50) The perceptions of the two groups of subjects are different: The teacher group has an average score of 3.44, reaching the "Good" level and is significantly higher than the manager group The quality standard of modern training is "Preventing the occurrence of factors that can create human resources that not meet the quality of modern training" with the lowest average score among the criteria, but still corresponds to the level of "good" awareness (Average score = 3.35) 2.5.1.2 Awareness of the purpose of QA in university training 100% of the subjects had a "Good" level of awareness about the purpose of QA for the Academy (overall average score = 3.33; average score of all criteria ≥ 3.25) Among them, ensuring the quality of higher education to "meet the requirements of fundamental and comprehensive innovation of higher education" has the highest average score (average score = 3.39); Ensuring the quality of university education "to 13 manage the quality of university education in higher education" has the lowest average score (average score = 3.25), but still corresponds to the "Good" level 2.5.2 Current status of ensuring the quality of university training at the Vietnam Women's Academy 2.5.2.1 Current status of university training QA policy Among the criteria on university education QA policy, the criterion "The academy has a clear official strategy on university education QA policy inside" has the highest average score, reaching 3.28 The criterion showing "The roles of relevant parties are clearly described" has the lowest average score (2.47 < Average score = 2.5), which can only be equivalent to the "Pass" level The Academy's QA policies for university education are rated at the "Good" level with average score = 2.98 2.5.2.2 Current status of supervision activities The criterion "Quality of university education expressed through student progress" has the highest average score (average score = 3.14), corresponding to the "Good" level The evaluation results of the two groups of subjects in this criterion are different, teachers rate managers higher than managers (Teachers' group's average score = 3.09, rated "Good"; Managers' group's average score = 3.08, "Fair" rating) The criterion "collecting systematic feedback from former students" has the lowest average score (average score = 2.99), corresponding to the "Good" level The evaluation results of the two groups of subjects in this criterion are different (average score of teacher group = 2.97 rated "Good", lower than average score of manager group = 3.08 rated "Fair") The average score of the criterion "Collect systematic feedback from the labor market" is rated "Good" (average score = 3.10), showing that this is the strength of the Academy 2.5.2.3 Current status of periodically reviewing core activities Periodically reviewing the core activities of the Academy is evaluated as good (overall GPA = 3.38 > 3.25) In which, "periodically reviewing scientific research activities" was rated by customers with the highest average score (average score = 3.46), corresponding to the "Good" level 2.5.2.4 Current status of assessing student learning activities Rated at a “Good” rating (Overall GPA = 3.18) Teachers have higher evaluation results with average scores than administrators and there is a difference between teachers' average scores = 3.22; Average score of managers = 2.98 The criterion "Disclosure of clear and widespread complaint procedures" has the highest average score among the criteria (average score = 3.25), equivalent to "Good" level, helping students feel satisfied with their questions and at the same time serve as a basis for managers to correct errors, if any The criterion "Developing inspection and evaluation criteria" has the lowest average score (average score = 3.12), "Good" level 2.5.2.5 Current status of ensuring the quality of public employees 14 Rated at "Good" level (overall average score = 3.19) The criterion "developing criteria for evaluating officials and public employees" has the highest average score, corresponding to the "good" level (average score = 3.26) The criterion "implementing training activities for officials and public employees" has the lowest average score, although it still has a "good" level (average score = 3.14) 2.5.2.6 Current status of ensuring the quality of learning resources The QA of the Academy's learning resources is assessed at the "Good" rating (overall average score = 3.15) Subjects belonging to the teacher group have a higher average score than subjects belonging to the manager group (average score of the teacher group = 3.20; average score of the manager group = 2.90) However, “Computer system” has the lowest average score (average score = 3.11) 2.5.2.7 Current status of ensuring the quality of student support services Rated at "Good" level (overall average score = 3.12) In particular, the criteria "yards, gyms and sports" are evaluated corresponding to the "good" level (average score = 3.33) The criterion "dormitory for students" has the highest average score among the criteria, which is evaluated as "Good" (average score = 3.70) The group of teachers has a lower average score than the group of managers (average score of the teacher group = 3.12; average score of the manager group = 3.14) The difference in the evaluation of the two target groups is shown in the criterion "advising students" The group of teachers has a higher average score than the group of managers (average score of the teacher group = 3.24; average score of the manager group = 3.08) 2.5.2.8 Current status of self-assessment activities Rated at "Good" level (overall average score = 3.24) The criterion "Selfassessment of social and community contributions" has the lowest average score among the criteria, corresponding to the "Good" rating (average score = 3.15 < 3.25) The group of teachers has a higher average score than the group of managers and this difference is significant (average score of the teacher group = 3.20; average score of the manager group = 2.88) 2.5.2.9 Current status of internal appraisal activities This activity is rated at the "Good" level (overall average score = 3.19) All criteria have average scores corresponding to the "Good" level, only the criterion "Internal Academy Appraisal" has the highest average score, corresponding to the "Good" level (average score = 3.28 > 3.25) 2.5.2.10 Current status of information systems Rated at "Good" level (overall average score = 3.20) Among them, the criterion "Information system for management of university education" has the highest average score, corresponding to the "Good" level (average score = 3.29) The criterion "General management information system" has the lowest average score among the criteria, corresponding to the "Good" level (3.15 < Average score = 3.20 < 3.25) 15 2.5.2.11 Current status of information disclosure activities Rated at "Good" level (overall average score = 3.22) Among them, the criterion "Disclosure of information about training programs and degrees" has the highest average score, corresponding to the "good" level (average score = 3.32) The difference between the two groups of subjects for this criterion is significant, the teacher group has a higher average score than the manager group (average score of the teacher group = 3.24; average score of the manager group = 3.11) The criterion "disclosing information about the Academy" has the lowest average score among the three criteria, which is assessed as "Good" (3.12 < overall average score = 3.22 < 3.25) 2.5.2.12 Current status of developing QA manuals Rated at "Good" level (overall average score = 3.24) However, the dissemination of handbooks to teachers and students only achieved average score = 3.15 < 3.25) 2.5.2.13 Current status of QA process Rated at "Good" level (Overall GPA = 3.38) Criterion "Clear definition of functions and tasks of departments and individuals participating in each step of implementing the process" was evaluated equally by the two groups The criterion with the highest average score (average score = 3.48) is "Governments are documented and made public" The criterion with the lowest average score (average score = 3.417 is "Processes are applied synchronously" 2.5.3 Current status of the influence of factors on ensuring the quality of university training at the Vietnam Women's Academy The factor "Quality and QA in higher education are a matter of concern for the education and training sector as well as the whole society" has the highest average score (3.47) Next are the factors: "the trend of international integration in training high quality human resources and the emergence of more and more standardized and highly effective QA models in the region and internationally" together with DTB = 3.39 “The Academy's way of managing university education” is the criterion with the lowest average score (3.16) In particular, no factor was considered by the survey subjects to have a partial influence or a largely insignificant influence, or no influence at all There is a difference between managers and teachers when evaluating criteria "The role of the QA unit at the Academy; Quality cultural environment at the Academy; International cooperation activities in QA at the Academy", in which teachers rated all criteria higher than managers 2.6 General assessment on ensuring the quality of university training at the Vietnam Women's Academy 2.6.1 Results 1) The investigation subjects all have correct awareness of the concept and necessity of quality and QA of modern training DTDH QA 16 2) The output standards, technical and vocational goals of the training programs at the Academy are all quite suitable and useful for students' careers; Implement appropriate training methods; Criteria related to testing and evaluating students' learning activities have been developed and implemented effectively 3) The Academy has paid attention to building the school's information system and publishing information promptly and transparently; Implement the development of QA handbook and manage and use it for students and teachers who are directly related to the QA of university education of the Academy 4) The Academy has paid attention to and implemented monitoring activities through channels (students, managers, labor market, former students); Implement periodic good review activities, detect shortcomings, and then make adjustments to improve the quality of university education of the Academy 5) The Academy's QA process system is built, promulgated and deployed throughout the Academy; QA conditions on QA policy, quality of teaching staff, student support services, facilities, vehicles, equipment, are guaranteed 6) The quality of the Academy's training program is good, the rate of students having jobs every year and being able to adapt well to the professional environment has contributed to creating the Academy's name in higher education 2.6.2 Limits 1) Managers, teachers and students need to understand more clearly and deeply the concepts and criteria for evaluating quality and QA of university education; Academic issues, regulations and supports for teachers to perform scientific research tasks, and teacher capacity assessment activities need to be completed 2) Students' knowledge and skills trained in the Academy need to be maximized in professional practice Attention should be paid to increasing the participation of relevant parties in the construction process as well as clearly and specifically reflecting their requirements in the output standard products 3) The library cannot regularly update new information and documents, and the number of books meets the requirements of teaching, learning and scientific research; Document management mechanisms that are convenient for readers have not been highly appreciated; It is necessary to strengthen the development of scientific research projects that can apply the results in improving the quality of university education; The organization systematically collects feedback from stakeholders 4) The role of stakeholders in university QA policies has not been clearly demonstrated; Connecting with former students to get feedback is not done regularly 5) Training to improve the capacity of the Academy's staff in university QA needs more investment and attention; Procurement, replenishment and repair of learning resources 6) There needs to be solutions to strengthen self-assessment of scientific 17 research activities; The QA process system needs to be put into practice and verify its effectiveness with each management area and responsibility of each individual and relevant unit to truly improve the effectiveness of QA when operating in practice 2.6.3 Causes of existence - The QA of the university has not received much research attention - QA of higher education is still a new activity for higher education institutions as well as for the current Vietnam Women's Academy Although the training models of each university have been identified, the identification and application of university QA models has not been confirmed by many Vietnamese universities - The Academy has invested in the conditions for QA of university training in terms of human resources, funding, technical systems, facilities and equipment for QA activities of university training, but it is not systematic and complete Conclusion of chapter - The survey subjects all have a "good" level of awareness about training quality, modern training QA and the necessity of modern training QA - Most of the standards are rated at "good" and "fair" levels, but attention needs to be paid to: The work of testing and evaluating students' learning activities is not compatible with the output standards and does not ensure understanding 2-way news; The team of administrators, teachers, and student support staff are not capable of implementing university education quality standards according to AUN-QA, especially the issue of academic freedom; The learning environment for students is not satisfactory, laboratories and experimental equipment to enhance students' practical ability during the training process have not been effectively exploited - All contents of QA standards are evaluated at "good" and "fair" levels, with no standards at the "average" level However, some criteria need to be noted and strengthened to improve the effectiveness of university QA, such as: The content of university QA policies still does not clearly demonstrate the roles of relevant parties; Activities to connect with former students to get feedback from students are not effective 18 Chapter SOLUTIONS FOR THE QA OF UNIVERSITY TRAINING AT THE VIETNAM WOMEN’S ACADEMY AT THE CURRENT TIME 3.1 Development orientation in the new context and orientation to ensure the quality of university training at the Vietnam Women's Academy 3.1.1 Development orientation of the Vietnam Women's Academy in the new context Regarding University training: university level training for about 3,500 students in 20 different majors/majors; Ensuring that students after graduation meet output standards on par with reputable training institutions in the country and the appropriate job placement rate is over 80% one year after graduation Continue to open new branches and majors to meet social needs in the new period Regarding science and technology activities: Becoming a reputable research and application facility on economic issues, law, etc., especially women's and gender equality issues, capable of successfully advising on relevant guidelines and policies Regarding international cooperation: Develop regular cooperative relationships with at least 10 higher education and scientific research institutions from developed countries, including at least high-quality joint training program Regarding the organizational model and financial autonomy: proactively and actively exploit resources from inside and outside, successfully building an appropriate and effective organizational model 3.1.2 Orientation to ensure the quality of university training at the Vietnam Women's Academy - Aiming to improve the effectiveness of the Academy's training quality management; - Prioritize raising awareness about the quality of university education and QA of university education for management staff, teachers, and students and fostering and improving the capacity of the team working on QA of university education; - Becoming an internal need with the purpose of self-improving the training quality of the Academy; - Associated with building a policy system, QA mechanism and developing the Academy's QA team; - Based on QA models with high standards, regional/international level; - Organize training and build a learning environment for students according to AUN-QA; - Must be associated with the development of the Academy in each stage 3.2 Principles for proposing solutions to ensure the quality of university training at the Vietnam Women's Academy 3.2.1 Guaranteed scientific quality 19 3.2.2 Ensure systematicity and synchronization 3.2.3 Ensuring feasibility 3.3 Propose solutions to ensure the quality of university training at the Vietnam Women's Academy 3.3.1 Organize to raise awareness of training quality and QA of university training for management staff, lecturers, and experts at the Academy 3.3.2 Organize capacity building training for staff, lecturers, and experts working on QA in higher education at the Academy 3.3.3 Building a system of QA policy for university education at the Academy 3.3.4 Developing human resources to implement QA of university education at the Vietnam Women's Academy 3.3.5 Organize training activities to meet AUN-QA requirements at the Academy 3.3.6 Building a friendly, democratic, cooperative learning environment and enhancing students' autonomy and self-responsibility at the Vietnam Women's Academy 3.4 Relationship between solutions With 06 proposed solutions to ensure the quality of university education of the Academy, each solution has its own role and meaning and forms a unified system There are the most general solutions, related to the entire operation and sustainable operational efficiency of the Academy's university QA system in both the present and the future, and there are solutions specifically related to each aspect of university education QA system at the Academy The solutions are closely related, organically linked, unified, interactive, complementary and supportive of each other The implementation of each general solution must be in correlation and compatibility with the purposes and content of the solutions The solutions need to be implemented synchronously for the Academy's university QA work to achieve the highest level of effectiveness During the management process, depending on the environment, time, and conditions, each solution has a different priority position, and solutions can be arranged in order to achieve the highest efficiency In particular, solutions and are considered pioneering solutions, clear thinking for the team of managers, teachers and students to implement QA of university education, a solution that plays a fundamental and long-term role Solutions and directly determine the quality of electronic telephones Solution is the core solution, expressing the content most clearly Acting as a means and necessary condition, that is solution 3.5 Test and test proposed solutions 3.5.1 Testing proposed solutions 20 Table 3.3 The relationship between necessity and feasibility of proposed solutions Rank Necessity Feasibility No Solutions difference D2 X Hierarchy x X Hierarchy y D = x - y Solution 3,50 3,50 1 Solution 3,64 3,64 0 Solution 3,42 3,44 1 Solution 3,60 3,34 -3 Solution 3,62 3,62 0 Solution 3,56 3,52 1 ∑ D2 12 According to the results in table 3.3, substituting the values into the formula we have: r=16 x 12 = + 0,66 x (62 -1) The result r = +0.66 shows that the above correlation conclusion is positive and tight All assessments believe that the solutions are very necessary and very feasible, although in different quantities, proportions and at different levels This proves that the proposed solutions are appropriate and meet the requirements in QA at the Vietnam Women's Academy 3.5.2 Test a proposed solution Solution selected for testing: "Organize training to improve the capacity of staff, lecturers, and experts working to ensure the quality of university education at the Vietnam Women's Academy" Training content includes: (1) Skills to guide units in developing plans to ensure the quality of university education; (2) Skills in designing training quality survey forms; (3) Skills in guiding, monitoring and checking the implementation of conditions ensure the quality of university education in units; (4) Skills in perfecting quality accreditation standards and organizing and evaluating training faculties; (5) Skills to propose quality improvement plans after self-assessment; (6) Skills in organizing professional training and fostering programs on QA for officials, lecturers, and experts; (7) Skills to support colleagues in QA activities; (8) Skills to get feedback from learners about teaching activities lecturers; collect opinions from officials, lecturers, and experts about the Academy Director; (9) Skills in accessing advanced QA models from abroad; (10) Skills to exploit global information networks to access QA knowledge easily and share expertise with universities around the world 21 Table 3.6 Results of the initial skill level survey of the experimental group Skills (%) Xaver Level 10 Fair 30,0 29,5 24,7 25,0 25,9 22,0 23,8 38,0 18,5 19,6 25,7 Average 50,0 49,6 52,4 55,0 54,3 54,0 58,0 49,2 56,0 55,0 53,35 Weak 20,0 20,9 22,9 20,0 19,8 24,0 18,2 12,8 25,5 25,4 20,95 The input level of knowledge and skills of surveyed staff, lecturers, and experts working on QA is still low Table 3.9 Results of skill levels of staff and experts working in QA in the first test Skills (%) Xaver Level 10 Fair 35,1 33,0 28,2 27,9 29,6 27,5 28,8 42,4 26,1 28,7 30,73 Average 51,0 52,6 53,4 55,1 55,0 54,7 59,1 50,0 57,0 56,0 54,39 Weak 13,9 14,4 18,4 17,0 15,4 17,8 12,1 7,6 16,9 15,3 14,88 Table 3.9 Results of skill levels of staff and experts working in QA in the second test Level Skills (%) Xaver 10 45,0 44,0 39,1 39,0 40,0 38,2 39,1 49,0 42,0 41,0 41,64 55,0 56,0 60,9 61,0 60,0 61,8 60,9 51,0 58,0 59,0 58,36 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 The skill level of the second test group was higher than the first time Specifically: The proportion of people classified at a good level in the test group was quite high, accounting for nearly half of the testers, 41.64% and higher test There were no more weak raters in skill level in test Conclusion of chapter To effectively implement the work of ensuring the quality of university education at the Vietnam Women's Academy in the coming time, it is necessary to synchronously implement comprehensive solutions The main contents mentioned in chapter are as follows: Based on the results of theoretical and practical research, the principles of proposing solutions to ensure feasible, effective solutions, suitable for the Vietnam Women's Academy in the current period, the thesis has proposed 06 solutions for QA of university education at the Vietnam Women's Academy Test results show that the proposed solutions are considered necessary and highly feasible The results of testing the solution: "Organizing training to improve the capacity of staff and experts working to ensure the quality of university education at the Vietnam Women's Academy" initially show the effectiveness of the solution This is when applied in practice to QA of university education at the Vietnam Women's Academy Fair Average Weak 22 CONCLUSIONS AND RECOMMENDATIONS Conclusions The thesis has systematized basic issues of theoretical basis including an overview of domestic and foreign research works related to the research issue; Build tool concepts and theoretical frameworks on two main contents: the quality of university education and ensuring the quality of university education at universities in Vietnam Ensuring the quality of university education is also influenced by objective factors and subjective factors Implementing QA, universities apply many models, it is important to apply them flexibly and in accordance with reality in Vietnam through the positive aspects of the university QA model Several models have been selected such as AUN-QA (version 3.0) BCL system, internal and ISO 9000 Based on the results of theoretical research, the thesis has evaluated the current state of quality and QA of university education at the Vietnam Women's Academy with the researched contents of Chapter There are many limitations discovered through research on the current situation, but it can be seen that ensuring the quality of university education is still a relatively new activity for higher education institutions as well as for the current Vietnam Women's Academy Although the training models of each university have been identified, the identification and application of models to ensure the quality of university education has not been confirmed by many Vietnamese universities As the result of theoretical and practical research, the thesis has developed 06 solutions to ensure the quality of university education at the Vietnam Women's Academy, including: 1) Organize to raise awareness of training quality and QA of university training for management staff, lecturers, and experts at the Vietnam Women's Academy 2) Organize training to improve capacity for staff, lecturers, and experts working on QA of higher education at the Vietnam Women's Academy 3) Build a policy system to ensure the quality of university training at the Vietnam Women's Academy 4) Developing human resources to implement QA of university education at the Vietnam Women's Academy 5) Organize training activities to meet the requirements of AUN-QA at the Vietnam Women's Academy 6) Build a friendly, democratic, cooperative learning environment and enhance the autonomy and self-responsibility of students at the Vietnam Women's Academy The results of testing 06 solutions and testing 01 solution have initially confirmed the research results of the Thesis, and at the same time, these solutions can be applied effectively in practice to QA of university education at the Academy Vietnamese women Recommendations 2.1 For units and specialized staff of the Vietnam Women's Academy Proactively propose and actively participate in training courses on inspection and QA to understand knowledge and have skills to implement tasks 23 Follow the correct process to minimize errors in QA Proactively detect inadequacies in QA as well as the accreditation process and fully report to Academy leaders and faculties for timely adjustments 2.2 For leaders of the Vietnamese Women's Academy Drastically direct the review of established processes, point out inadequacies for timely adjustments, ensuring scientificity and suitability to the actual conditions of the Academy Focus on facilities, equipment, practice and internship conditions for specialized students: practice room design, intensive professional practice; establish virtual career internship models through the support of advanced software; Designing multi-functional conference rooms, organizing online seminar activities through connections with businesses mentioning training content so that students have the opportunity to participate regularly, improving the quality of knowledge training , practical skills Fully updated and diverse with new documents related to the major in the past few years; Training students on document search skills through software and searching domestic and international library information portals Build a business linkage system, research and establish a center for human resource supply and job introduction to connect organizations, businesses and localities that need to use the Academy's training products Further promote the organization of joint seminars and signing joint training contracts so that students have a diverse, open, and flexible internship environment Coordinate to organize seminars, invite businesses to participate in training, support scientific research students and test ideas into professional practice Focus on appointing full-time staff and lecturers to periodically participate in training courses on university education QA to update new information 2.3 For the Ministry of Education and Training The Ministry of Education and Training needs to have documents guiding higher education institutions on developing a set of standards specific to professions to serve QA work more effectively There are measures to praise, reward, and model for higher education institutions to perform well in ensuring the quality of higher education and have specific sanctions when they not comply with regulations and not ensure the quality of higher education The Academy always innovates in content and form, combining face-to-face and online learning to train students not only with professional knowledge and skills but also with the ability to apply information technology and foreign languages Fluent in language, trained in working skills in an international environment, because our country is on a journey of deep and strong integration In university education, the Academy constantly innovates teaching methods and scientific research to promote creative thinking of learners Create excitement for learners in learning and scientific research 24