Analyzing educational quality of universities in the north of vietnam

Analyzing Educational Quality of Universities in the North of Vietnam Huong Thi Thanh Bui ( Dr Chih-Hung Hsieh ( ) ) Analyzing Educational Quality of Universities in the North of Vietnam Student : Huong Thi Thanh Bui Advisor : Dr Chih-Hung Hsieh A Thesis Submitted to Master of Business Administration Program College of Management Yuan Ze University in Partial Fulfillment of the Requirements for the Degree of Master of Business Administration (Major in Management and Service Science) December 2015 Chungli, Taiwan, Republic of China ( ) 2015 vi Analyzing Educational Quality of Universities in the North of Vietnam Student Huong Thi Thanh Bui Advisor Dr Chih-Hung Hsieh Submitted to Master of Business Administration Program College of Management Yuan Ze University ABSTRACT The aim of this study is to find the solutions of quality improvement for selected leading universites in the North of Vietnam A survey was conducted in early 2015 The author collected hundred more data from the respondents who are major stakeholders of education in the five departments from the selected five universities in the North of Vietnam, which train one same major that is Business administration or Management The respondents who have the experience in education are mainly students and teachers Besides, the author also collected data from parents, staffs, government officer, industrial experts, etc This study used Likert scale of five The results finally served the purpose of this research I found that nine supported hypotheses, the rest were rejected From the results of hypotheses, the author found the relationships among variables Based on that point of view, the author proposed general recommendations for university and leaders and the suggestion for each stakeholder in education In terms of important findings, finding dimensions and analyzing their relationships contribute to the evaluation of educational quality in Northen Vietnam Keyword: Total quality management, total quality education, education quality, statistical analysis vii Acknowledgements First of all, I am grateful to Dr Chih-Hung Hsieh for his extraordinary support and guidance in this thesis process My studying and researching would have been impossible without Yuan Ze University’s the scholarship for this two – year MBA program I also express my sincere thanks to Dr Yu-Kai Wang and Dr Chorng-Guang Wu for their precious openions and to Ph.D student YC Wu who gave me some useful suggestion for designing the questionnaire In addition, I would like to express my gratitude to Dr Pham Viet Duc for his response in the expert interview that helped me much in creating the framework of the thesis Furthermore, I want to give my sincere thanks to the respondents who helped me to answer the questionnaire of this survey are the teachers, the parents and the students from the five universities in the North of Vietnam: Department of Business Administration at Thai Nguyen University of Economics & Business Administration (TUEBA); Department of Business Administration at Post & Telecommunications Institute of Technology (PTIT); Department of Economics & Business Administration at Hung Vuong University (HVU); Department of Human Resource Management at Vietnam Commercial University (VCU); Department of Industrial Economy (including majors in management) at Thai Nguyen University of Technology (TNUT) Finally, I would like to thank my family and my friends who supported and encouraged me so much for me to finish my MBA program Huong Thi Thanh Bui viii Tables of Contents Title page i Validation Paper ii Authorization Paper iii Abstract - Chinese vi Abstract - English vii Acknowledgements viii Tables of Contents ix List of Tables xi List of Figures xii Chapter Introduction 1.1 Research background and motivation 1.2 The research question 1.3 Objectives of the Study 1.4 Research scope Chapter Literature Review 2.1 Related Literature 2.2 Related Studies 12 2.3 Definition of Terms 14 2.3.1 The gaps in total quality management 14 2.3.2 Total quality management in education 14 2.3.3 Customers in education 15 2.4 Key variables found from literature review 16 2.5 Expert visit 23 2.6 The key variables for framework 26 Chapter 3: Research Methodology 28 3.1 Research framework 28 3.2 Research design 29 3.3 Respondent of the study 30 3.3.1 Sampling Design 30 3.3.2 Technique 31 3.4 Data Gathering Tools 31 3.5 Analysis method 32 Chapter 4: Data analysis and Results 35 4.1 Description of samples 35 4.2 Reliability test 36 4.3 KMO and Bartlett's Test 44 ix 4.4 Rotated Component Matrix 44 4.5 Regression analysis 50 4.6 Findings 55 Chapter 5: Summary, Conclusion and Recommendation 61 5.1 Summary 61 5.2 Discussion and suggestions 61 5.3 Limitation 64 References 66 Appendix 1: Questionnaire 68 Appendix 2: The transcript of the Interview (Vietnamese) 77 Appendix 3: The transcript of the Interview (English) 91 x List of Tables Table 1.1: The selected five universities in Northen Vietnam Table 2.1: The history of educational development of Universities in the North of Vietnam Table 2.2: Opinions on education quality of Universities in the North of Vietnam through periods 11 Table 2.3: Related studies or researches on higher education 13 Table 2.4: Key variables found from literature review of customer voice 17 Table 2.5: Key variables found from literature review for Total design characteristics Quality Education 18 Table 2.6: Key variables of quality criteria for Total Quality Education 19 Table 2.7: Main contents of the Interview 25 Table 2.8: Key variables for framework 27 Table 3.1: places of data collection 31 Table 3.2: Scaling system of evaluation of customer voice………………… 32 Table 3.3: Scaling system of evaluation of quality status……………………… 32 Table 4.1: Description of samples 36 Table 4.2: Reliability Test 37 Table 4.3: KMO and Bartlett's Test 44 Table 4.4: Rotated Component Matrixes 45 Table 4.5: The result of hypotheses 51 xi List of Figures Figure 1.1: A map to show the places in which five Universities are located Figure 1.2: The research process of this study Figure 2.1: Stakeholders of educational system 16 Figure 3.1: The proposed research framework 28 Figure 4.1: The results of the framework models after using SPSS 51 xii Chapter Introduction 1.1 Research background and motivation Background Although education system was established houndred of years ago, a number of countries have not transformed the ways they look at educational outcomes, teaching contents and approaches to one that encompasses the quality of the competencies that students ultimately acquire Consequently the quality of education system, in particular - Graducation School, has not, without doubt, developed significantly As learners, students wish to enrich their knowledge and necessary skills before entering the labour market; as to parents, they seek the best possible opportunities for their children to develop comprehensively; as to teachers, they desire to have a sound working environment where they can contribute and achieve career success Total quality management (TQM) is considered as total assurance about sociality, organization and operation to manage the enterprise’s resources to get the best performance on every part (Tapiero, 1996) In the World, total quality management (TQM) is well-known as the management solution to improve the satisfaction of the customers and the performance of the organizations (Asif et al., 2013) Although there are many studies on quality management, very few of them focus on the best solution in higher education’s quality measure (Becket & Brooke, 2006) For instance, de Guzman & Torres (2004) considered TQM as the method to achieve competitive advantage and organizational performance Evidently, in an increasingly global economy, in which the benchmark for educational success is the best performing education systems; the success of students depends to a great extent on the school’s capacity Therefore, increasing the capacity of a school is very important to its competitiveness, which in turn has an impact on the student attraction and The interviewee: V kinh nghi m, v ch đ y ng ng trình, v khung ch i ta ph i c n c vào r t nhi u y u t , nên n u nh th c t h khác ng trình T t c nh ng n c mà h Vi t Nam nh ng đánh giá ch a th xác Có m t này, h có th đánh giá r t chu n, nh ng có nh ng m t c a th c t t i đ n v ph i xem xét The interviewer: À, v y c ng r t c m n ông chia s nh ng quan m c ng nh bi n pháp đ nâng cao ch t l ng giáo d c Tuy nhiên nh ng bi n pháp k h i mang tính ch t lý thuy t, c ng nhi u nh ng nhà qu n lý giáo d c nói đ n r i Th bi n đó, nh ng công vi c mà c n hoàn thi n h n không ? The interviewee: đ cho m t tr ng i h c mà t t, đ cho m t tr ng i h c th c s có tên tu i The interviewer: … The respondent: u quan tr ng ph i có m t u ki n đ mà trang b thi t b hi n đ i, có ho t đ ng ngo i khóa phù h p v i đ c thù c a ch c a t ng tr ng, r i ch c n ng đào t o c a t ng tr ng trình, c a b môn, ng ph i có đ i ng t t, tr ng ph i có danh ti ng The interviewer: … The interviewee: y, tr ng h c ph i đa d ng vi c công khai thông tin web, t c nh ng ph i cho m i ng i th y, bi t đ đánh giá, c m nh n lúc đ y ch c s r t t t 86 The interviewer: hay ng m có m t câu h i h i mang tính ch t cá nhân m t chút T c i nhà c a ông có sinh viên hay theo h c b t k tr ng i h c đ a bàn t nh Thái Nguyên không ? The interviewee: T c nh th nh ? Nói to h n? The interviewer: T c bây gi mu n làm rõ h n m t chút v v n đ nên mu n h i m t câu h i h i mang tính ch t cá nhân m t chút T c gia đình c a ông, ví d nh cái, cháu, có h hàng ho c nh ng ng ông bi t sinh viên gi ng viên t i tr ng i thân xung quanh mà i h c đ a bàn t nh Thái Nguyên không ? The interviewee: T c mong mu n th nào? Có không á? The interviewer: Hi n t i có không ý ? The interviewee: Có ch ! The interviewer: Vâng! The interviewee: Con, cháu mong mu n Con cháu đ u gi ng d y t i tr ng i h c đ a bàn t nh Thái Nguyên C c cháu The interviewer: u h c ? The interviewee: V a gi ng viên, v a h c sinh Và r t nhi u cháu có nhu c u Nguyên đ u mong mu n vào h c t i tr nh lúc nói m t tr ng i h c Kinh t & QTKD, b i tr Thái ng ng v a m i xây d ng v c s v t ch t r t t t Th hai đ i ng giáo viên h u h t đ u du h c n c ngoài, trình đ chuyên môn r t sâu The interviewer: Vâng! The interviewee: Cái th ba môi tr ng r t thân thi n, r t đoàn k t 87 The interviewer: Vâng! The interviewee: Và hi n nay, theo v i ngành giáo d c hàng n m đ u có nh ng t ng h p v i tr ng cháu tr ng cháu mà t t nghi p tr h c Kinh t & QTKD, H Công Nghi p Thái Nguyên c h i xin đ h n c so v i tr ng i c vi c làm đ u t t ng khác The interviewer: , t ng h p có s li u c th không ? The interviewee: Cái hàng n m c ng theo dõi k t qu m t bi t xu th cháu thi vào tr ng đ y nhi u The interviewer: Vâng! The interviewee: V i th hai tr ng cháu đ u có vi c làm The interviewer: Vâng! The interviewee: R t t t The interviewer: Th hi n t i tr ng Kinh t & QTKD Thái Nguyên c ng đ giá r t t t Tuy nhiên c ng không ch có m i tr qu n tr kinh doanh Hi n t i bên c đánh ng Kinh t đào t o v kh i ngành i h c Công Nghi p, khoa Kinh t Công Nghi p c a i h c Công Nghi p c ng có đào t o v ngành qu n lý công nghi p, hay nh khoa khoa Qu n lý ngu n nhân c a i h c Th ng M i Hà N i; khoa Qu n tr kinh doanh c a h c vi n b u Vi n thông mi n B c có tr ng Kinh t & QTKD, ông đánh giá nh v nh ng tr nh ng đ i th r t đáng g m cho i h c Hùng V ng v a k Và li u có i h c Kinh t & QTKD không? 88 ng c ng có khoa The interviewee: Không! Cái đ y kh ng đ nh không, b i đ y h ch m t m ng nh thôi, v chuyên sâu, v nh nói lúc nãy, v c s v t ch t v trang thi t b , v đ i ng , v môi tr ng i h c Kinh t QTKD t t nh t The interviewer: Vâng! Th nh ng mà hi n c ng bi t v i xu h b n tr r t mu n h c t i tr tr ng r t t t nh i h c Th ng ih c d i Hà N i, m c dù có m t s ng M i c ng m t tr ng r t uy tín, h c vi n Công Ngh B u Chính Vi n Thông Tuy nhiên c ng có m t s tr Kinh K K Thu t Công Nghi p hay m t s tr ng theo nh đánh giá c a B giáo d c có l không b ng Nguyên Tuy nhiên b n sinh viên v n có xu h ng c a ng v ih c t o Kinh t khác, n u mà i h c Kinh t & QTKD Thái ng đ xô v Hà N i đ h c Thì theo nh quan m c a ông đánh giá, li u đ y có ph i m t m i nguy hi m mà tr i h c Kinh t d n m t nh ng b n sinh viên mà um tr ng s t ng ng lai s g p khó kh n v vi c thu hút n sinh không ? The interviewee: Không! Cái đ y l i không s B i th c cháu bây gi xu th mu n h c h c d Hà N i nhi u có tính đua đòi nhi u h n Và th c t tr i Hà N i mà tr ng có tên tu i c ng xin vi c r t khó Cho nên n u h c Kinh t & QTKD Thái Nguyên mà v n trì đ tr ng i ng i c t c đ nh hi n , ch c ch n r ng, c h i r t t t The interviewer: ch t l m Th b n thân tr i h c Kinh t & QTKD có c n ph i nâng cao ng giáo d c có nh ng bi n pháp đ h ngày tr nên t t h n? The interviewee: Cái đ y đ đ y ph i đ l ng ng nhiên Tôi xin l i c t ngang l i c a đ ng chí ng nhiên Trong b t k m t tr ng chuyên môn, nghi p v c a ng ng ph i t ng b i th y, v n ph i ng 89 c v n ph i nâng cao ch t i th y tâm huy t trách nhi m, có trình đ chuyên môn sâu ph i đ t t ch t l c đào t o du h c n c ngoài, nhi u ng m i chu n, nhá The interviewer: r t c m n cu c ph ng v n c ng nh trò chuy n c a ông ngày hôm Hi v ng trình làm nghiên c u, n u mà nh ng th c m c liên quan, có th trao đ i v i ông thêm c ng nh liên l c v i ông thêm The interviewee: Vâng! The interviewer: A chúc ông s c kh e c ng nh có m t tu n làm vi c vui v ! The interviewee: R t t t The interviewer: Vâng xin c m n Thank you! 90 Appendix 3: The transcript of the Interview (English) THE EXPERT INTERVIEW OF EDUCATION QUALITY OF UNIVERSITIES IN THE NORTH OF VIETNAM (English) The interviewer: Huong Thi Thanh Bui-MBA student at Yuan Ze University, Taiwan The interviewee: Associate Professor, Doctor Pham Viet Duc The job title: Director Workplace: Thai Nguyen Department of Education and Training Language: Vietnamese Transcript The interviewer: Alo The interviewee: Alo The interviewer: Alo yes The interviewee: Alo, I am listening The interviewer: Thank you very much for agreeing to participate in this interview today, to discuss your opinions towards education quality of University in Vietnam Ah Well, the first thing I want to tell you that I respect your understanding and experience in education management Therefore, you should be relaxed for this interview because this is a completely conversation And of course, your responses and your details will not be used for any other purpose…And Today’s process … The interviewee: OK 91 The interviewer: …And Today’s process involves an interview to discuss your opinions and experiences about education quality of Universities in the North of Vietnam in general, and the Universities in which the major Business Administration is trained now in particular Oh I also expect that the complete process will take approximately 30 minutes Is this Ok for you? The interviewee: OK The interviewer: Well The first question is … The interviewee: No problem The interviewer: Yes, the first question, would you mind describing your job title in detail? The interviewee: Oh I am Pham Viet Duc, Associate Professor, Doctor, the excellent teacher (*), the Executive committee member of Thai Nguyen Provincial Party The interviewer: Yes… The interviewee: Director at Thai Nguyen department of Education and Training The interviewer: So, have you ever had experience in University? The interviewee: Uhm… I had worked in University of Education – Thai Nguyen University for 27 years The interviewer: Yes The interviewee: I had been teaching for 17 years The interviewer: Yes The interviewee: And I was a vice rector at University of Education – Thai Nguyen University in 10 years 92 The interviewer: Yes, now you are the director at Thai Nguyen department of Education and Training Does your current job involve in education of University? The interviewee: Right, after taking office, I was pround and nervous because this was an important task of me with Thai Nguyen education However, besides, there was another task with Thai Nguyen University which has Universities in local area The relationship of our department with them is very close in management and education The interviewer: Yes, according to the task of Thai Nguyen department of Education and Training in general and your individual in particular, you have the busniness trip to the Thai Nguyen Universities in general, and University of Economics & Busniness Adminidtration in particular? The interviewee: Ah, this term is related to the Govermencial management Departments of Education and Training in cities help the Ministry of Education and training examinize and supervise the schools and Universities Besides, we play a direct role in expertizing and opening new majors in Master and PHD training of Univeristies in Thai Nguyen The interviewer: Well, according to your experience and current job, what are the needs of teachers in the University? The interviewee: With all the Universities, the teachers have the reasonable needs They look forward to a good teaching environment, the clean and beautiful campus, high quality, good reputation Besides, there must be a well organized and efficent leader and professional teachers In addition, the salary paid has to catch up with the modern trends These needs are not only of the teachers in Thai Nguyen, but also of them in Vietnam The interviewer: Yes, in term of teaching students in Business Administrations, what are the needs of them? 93 The interviewee: Among the needs, they also want to attend the conference, researches, and study abroad to meet the standard of their University Besides, they look for the clear rules in recuiting You should choose the talented people; develop them to meet the standards in Vietnam and over the World The interviewer: What are the needs of students? The interviewee: Similarly, they also need a green, clean and beautiful campus, safe dorm, the place to practice, the internship Specially, the teachers are excellent and helpful The program is practical and suitable, to make sure that they can apply for a job suceesfully after graduation Especially, students hope that they can study oversea and exchange study in order that they can open their mind, get more knowledge In order to get these avantages, students are trying to study foreign langugges especial English The interviewer: Beside the voices of the students who are the main customers in education, what are the needs of parents and other stakeholders? The interviewee: All the parents want their children to study in a good environment, with professional teachers who are also the good examples of morality for students follow This environment needs to be beautiful, safe and friendly The departments and the companies also need the excellent students who graduated from a good Univesity and studied in a good environment The parents want their children who graduate from a good campus will find a job easily The interviewer: Um, we have already talked about customer voices of students, teachers and stakeholders Among customer voices, which points we have to pay attention? The interviewee: The most important thing is to make the good learning environment The interviewer: oh 94 The interviewee: First is about the environment The second point is improving teaching and learning quality The third point is improving the competence and attitude of teachers The teachers have to meet the requirement of teaching ability They are friendly and caring with students They should study more and more so as to get better achievement Next, we care about the facility, oversea, the output after graduation The interviewer: oh, you have talked about the environment, teaching and learning quality, teachers’ ability, and facility According to your experience, how you evaluate the eduacation qualiy of the Universities in which the major Business Adsministration is trained now? Any gap? The interviewee: ……………… (Cannot hear) The interviewer: Alo The interviewee: Alo The interviewer: Sorry, the transmission is lagged; I cannot hear your answer The interviewee: I will answer again In recent years, assessing quality education in Vietnam has made positive changes But the reality of infrastructure, science and technology has not met the requirements of education and training There are still other limitations The interviewer: you mean the facility The interviewee: Yes, the difficulty There are the difficulties in facility in Vietnam The interviewer: Yes The interviewee: Compared with foreign countries and in the same region, it is still difficult despite these improvements The interviewer: how you evaluate the eduacation qualiy of the Universities in 95 The interviewee: In Thai Nguyen University of Technology, and in Thai Nguyen University of Economics & Business Administration, the equipped facilities are relatively good The teachers are going to study abroad a lot and the quality can be changed We can say that the two universities are also in the top of the universities in term of the same major The interviewer: Uhm What does the University to improve the education quality ? Can you explain more? The interviewee: Yes! What the Universities to improve the education quality? Firstly, the schools need an efficient management about good policies, good organizational structure Notably, the strategy , vision and mission should be clear and objective) Secondly, it is necessary to have the social system, consider the learner as the center The cooperation with the Universities in Vietnam and International instititutes & universities should be closer In term of technology, the regular evaluation, the lecture and curriculum design need to meet the quality standard Finally, we have to make the chance of studying and working abroad Besides, the facility and the condition of the campus has to meet the standard The interviewer: Uhm, the Ministry of Education and Training in Vietnam have the standards for quality evaluation? The interviewee: Now, they are trying to completing the standards The interviewer: Uhm The interviewee: to classify and even rank them by region of the country The interviewer: Well, does Vietnam has any University ranking? The interviewee: Not yet 96 The interviewer: Uhm, I also wonder whether it has or not In fact, we have a lot of the information that can be searched on the internet However, there is no official information = from the Ministry of Education about the rating launched The interviewee: Exactly The interviewer: So, are the other ranking which are evaluated by foreign organizations and newspapers reliable or not? The interviewee: Not really The interviewer: Can you explain more? The interviewee: Well, There are many standards that are chosen to evaluate in foreign newspapers are not suitable and pratical in Vietnam We have to consider many factors as environment, facility, teaching ability The interviewer: I agree The interviewee: and other factors as experiences, programs, curriculums The reality in foreign countries are different from the one in Vietnam So, the evaluations can be not correct However, some small parts can be acceptable The interviewer: Ah, I see Thanks for your sharing of solutions in improving eduation quality Do we need to add other solutions? The interviewee: Well, If we want to have a good and famous University The interviewer: Yes … The interviewee: The most important things are modern equipment, extracurricular activities that are suitable with the porpose and requirement of each program and each University The good reputation is also vital 97 The interviewer: Yes… The interviewee: The University has many kinds of profram and training The information has to public on web, which means that we let people know, we evaluate and feel together Thus, it is a better solution The interviewer: Ohm I have an individual question Is any your family member a student or a lecturer of any University in Thai Nguyen? The interviewee: Can you explain more? Please speak louder The interviewer: Well, I would like to interview deeply In your family, is any member a student or a lecturer of any University in Thai Nguyen? The respondent: Wish? The interviewee: Yes, you want? The respondent: Of course The interviewer: Uhm The interviewee: My child and my relatives They are now in Universities in Thai Nguyen The interviewer: Are they studying? The interviewee: Some are students, others are teachers Besides there are still my other relatives wish to choose Thai Nguyen University of Economics & Business Administration As I said before, TUEBA has invested on facility In addition, many teachers are trained from foreign countries The interviewer: Uhm The interviewee: The third one is a very friendly environment 98 The interviewer: Well The interviewee: And now, annually we think that the children who graduated from the University of Economics & Business Administration and the University of Technology have better job opportunities than those in other schools The interviewer: Well, is there any specific data? The interviewee: Annually, we follow the results because we base on students’ trend of choosing TUEBA The interviewer: Yes The interviewee: Secondly, the students can find the jobs after graduation The interviewer: Yes The interviewee: Very good The interviewer: Now, TUEBA is also rated as a very good University But it is not only the place in which business management is trained Currently, Department of Industrial Economics at the University of Technology has also trained industrial management, or in the department of human resource management at Hanoi University of Commerce; Faculty of Business Administration of Postal and Telecommunication institute or Hung Vuong University has the Economic & Business Administration faculty Do you assess the departments at Universities mentioned above? Can you evaluate the competitiveness among the Business Administration departments of TUEBA with other Universities as TNUT, PTIT, VCU, HVU? The interviewee: No, surely, no The reason is that they only have the small areas while TUEBA has the avantages of teachers, facility, environment 99 The interviewer: Oh, nowadays, although there are still good Universities in Hanoi as VCU, PTIT, some Universities in Hanoi are lower quality than Universities as TUEBA in Thai Nguyen However, students have a tendency of going to Hanoi to study According to your oppinion, is this a threat to TUEBA in term of attracting students to apply for? The interviewee: No, it’s not a big problem because the children who have a trend of studying in Hanoi, are influenced others In fact, eventhough they can become the students at the famous Universities in the capital of Vietnam, it is not easy for them to apply for a job Thus, if TU EBA still keep their speed, they have better chances The interviewer: Um Therefore, does TUEBA need to improve their quality or find any solution for their development? The interviewee: Of course, sorry for disturbing you In any case, any University has to improve the education quality and the teacher’s quality The teachers are the people who have the passion, enthusiam, and professional They have the chances of studying abroad The interviewer: oh I see I am grateful to you for the interview and your sharing today If I have any problem in my reasrch, I hope that I can contact with you then The interviewee: Sure The interviewer: Ah I wish you good health and nice week! The interviewee: Very good The interviewer: Thank you! 100 [...]... (7)Support activities to increase efficiency of graduates who have jobs matching training fields (8 )The learner has the ability to find jobs after graduation In the first year after graduation, over 50% of the graduates find the right jobs (9)Learners are joined in the evaluation of teaching quality of teachers at the end of the course, the participants rated the quality of training before graduation... modern model of France) and used French as the main means of teaching and learning Although the purpose of France was to dominate in many areas, the new model in University was a vital step in education of Vietnam The period from 1945 to 1985 was unforgettable for each Vietnamese asit witnessed the process of fighting for freedom within the whole country In 1945, after the North of Vietnam gained independence... located The purpose is to demonstrate the locations clearly for the audiences to compare and contrast Figure 1.1: A map to show the places in which five Universities are located Source: The map of the cities in the North of Vietnam As you can see, the universities are in the cities which are the main center of the North Hanoi is known as the capital that is the second largest one in Vietnam In terms of. .. located in the places that are the center of the North as Hanoi, Thai Nguyen, and Phu Tho The distance among cities is not too far Thirdly, in our research, we selected the department of Business Administration in TUEBA as the main sample, the four departments in similar major from other universities picked up as the competitors of TUEBA The map following shows the locations of the cities in which five universities. .. support staff and infrastructure; the quality of processes in the form of the learning and teaching activity; and the quality of outputs in the form of the enlightened students that move out of the system.” (Sahney, 2002) Based on Sahney definition, the writer proposed at least three kinds of quality indices, namely input, process, and output As a result, a set of measurement for quality system is... Objectives of the Study This thesis has three following objectives: Firstly, this research aims to realize the factors that contribute to the customer voices and design characteristics in educational quality of Vietnamese universities in general and universities in the North of Vietnam in particular From that point of view, the author finds the dimensions in the framework predicted Secondly, the author... outcomes of learners to be informed promptly, fully hosted, accurate and secure (5) The database of training activities of the school, the situation of graduates, the employment situation and income after graduation (6) Plan to assess the quality of training for students after graduation and plans to adjust the training to suit the requirements of the society (1 )The clear recruiting, nurturing and developing... informatics to meet the requirements of the task of training, scientific research (8)Having technical team and staff enough, they have to have the professional capacity of teaching, learning and scientific research (1)Being cared and guided effectively the instructions on curriculum, assessment and regulation of training regulations of Ministry of Education and Training 6 The student (2)Assurance of. .. Review 2.1 Related Literature In the first place, it is important to understand the history of higher education in the North of Vietnam in different periods, which is demonstrated in Table 2.1 It is the fact that Vietnam has nearly five thousand years of a meaningful and colorful history Therefore, the education of Vietnam in general and the education in the North of Vietnam in particular have witnessed... Department of Education and Training is a local organization of education management in Thai Nguyen In Vietnam, Ministry of Education and Training is the highest 23 educational organization, which controls all the activities, standards and rules in education Departments of Education and Training in cities help the Ministry of Education and Training to examinize and to supervise schools and universities Main