Asseeement of the quality management training of universities under the ministry of industry and trade

ASSESSMENT OF THE QUALITY MANAGEMENT TRAININGS OF UNIVERSITIES UNDER THE MINISTRY OF INDUSTRYAND TRADE _ A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By BUI QUANG CHUYEN (FABLE) October 2014 i APPROVAL SHEET ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR TERESITA V DE LA CRUZ, her adviser for the guidance, supervision, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR CECILIA N GASCON, president of the Southern Luzon State University in the Philippines, for her incomparable contribution and support to the development of the Doctor of Philosophy in Educational Management program in Thai Nguyen University; DR NGUYEN VAN BINH, director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education; DR WALBERTO A MACARAAN, DR.RICARYL CATHERINE P CRUZ, DR APOLONIA A ESPINOSA, and DR BELLA R MUELLO, panelists, for constructive criticism and valuable comments and suggestions to improve the study; PROFESSORS of Southern Luzon State University and for the valuable knowledge, pieces of advice, suggestions and moral support; MIT FACULTY and STUDENTS for the assistance and cooperation in providing the data for this study; and iv His FAMILY and FRIENDS, for the love and support in one way or another; and to all who have contributed to make this study possible BQC v DEDICATION To my Beloved parents, Siblings, Relatives And Most especially To my Loving Wife and Children For their endless support And for being my constant source of inspiration BQC vi TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURES………………………………………………………… xi LIST OF APPENDICES ………………………………………………… xii ABSTRACT ………………………………………………………………… xiii CHAPTER I II III IV INTRODUCTION …………………………………………… Background of the Study ……………………….………… Objectives of the Study ……………………………….…… Significance of the Study ………………………………… Scope and Limitation of the Study …………………….… Definition of Terms ………………………………………… 10 REVIEW OF LITERATURE ……………………….……… 12 Research Paradigm …………………………… ….……… 31 METHODOLOGY …………………………………………… 33 Locale of the Study ………………………….……………… 33 Research Design …………………………….……………… 33 Population and Sampling ………………….… ………… 34 Instrumentation……………………… ………… …….… 34 Data Gathering Procedure ………………………………… 34 Statistical Treatment …….………………………………… 35 RESULTS AND DISCUSSIONS ……………………….… 36 vii Quality Management Trainings of the Universities under MOIT ………………………………………………………… Proposed Enhancement Program on the Quality Management of the Universities under Ministry of Industry and Trade ………………………………………… Acceptability of the Proposed Enhancement Program … V 36 55 59 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ………………… ………………………………… 64 Findings…………………….……… …………………….… 65 Conclusions ……………………………………………….… 65 Recommendations …………………………………… …… 66 REFERENCES …………………………………………………………… 67 APPENDICES …………………………………………………………… 69 CURRICULUM VITAE …………………………………………………… 82 viii LIST OF TABLES TABLE 1.1 1.2 1.3 1.4 1.5 PAGE Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Mission and Goals ……………………………………………… 37 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Education Program ……………………………………………… 38 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Training Activities……………………………………………… 41 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Management of Staff and Faculty …………………………… 44 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Scientific Research Application Development and Technology Transfer…………………………………………… 46 48 1.6 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Learning Facilities and Equipment 1.7 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Education Program by the Students………………………… 50 Frequency and Mean Distribution of Assessment of Quality Management Trainings of the Universities under MOIT as to Learning Equipments and Facilities by the Students ……… 52 Frequency and Weighted Mean Distribution on the Acceptability of the Proposed Enhancement Program for the Universities under MOIT as to Objectives …………………… 59 Frequency and Weighted Mean Distribution on the Acceptability of the Proposed Enhancement Program for the Universities under MOIT as to Contents ……………………… 60 Frequency and Weighted Mean Distribution on the Acceptability of the Proposed Enhancement Program for the Universities under MOIT as to Strategies …………………… 61 1.8 2.1 2.2 2.3 ix TABLE 2.4 PAGE Frequency and Weighted Mean Distribution on the Acceptability of the Proposed Enhancement Program for the Universities under MOIT as to Evaluation…………………… x 62 68 Nguyen Ba Son (2000) Some basics of management science Journal of Educational Development, Hanoi Seymour, D T (2003), On Causing the Quality in Higher Education, Series on Higher Education Tran Ba Hoanh (2006).Innovative teaching methods, warehouse programs and books.Pedagogical University Publishing House, Hanoi Tran Khanh Duc (2001) The bases and indicators, the assessment process conditions to ensure quality higher education Create No.1 Education Press, April 2001 Vietnam’s Parliament (2005), Education Law of Vietnam, Education Publisher Vietnamese Government (2001).Education Development Strategic Plan for 2001-2010, Ministry of Education and Training www.AUNSEC.org./.http://www.kcl.ac.uk/content/1/c6/01/57/15/literaturerev iew.pdf 69 APPENDICES 70 Appendix A Communications Letter to Conduct the Study Thai Nguyen University of Industry Southern Luzon State University 15th October, 2013 Dear Sir: Greeting in peace! I am presently undertaking a research “Assessment of the Quality Management Trainings of Universities under the Ministry of Industry and Trade” for the fulfillment of the requirement for the Degree of Doctor of Philosophy in Educational Management under the International partnership program between the Southern Luzon state University, Philippines which is stationed at Thai Nguyen University, Thai Nguyen city In view of this, I would like to request your permission to administering my survey on your institution I hope the request will merit favorable consideration Thank you very much Very truly yours, (Sgd.)Bui QuangChuyen- Fable Researcher 71 Letter to the Respondents Thai Nguyen University of Industry Southern Luzon State University Dear Respondents, I am conducting a thesis on the topic “Assessment of the Quality Management Trainings of Universities under the Ministry of Industry and Trade” I would like to ask you to help me to fulfill my thesis by answering the given survey questionnaires Please answer each item honestly to the best of your knowledge Thank you very much Sincerely yours, Very truly yours, (Sgd.)Bui QuangChuyen- Fable Researcher 72 Appendix B Instrument To properly assess the situation and suggest measures for research” assessment of quality management training of Universities under the MOIT” suggested you kindly said comments on the following issues by marking (X) or fill in the blanks The opinion of your reference only used in the process of researching the subject Thank you very much Information of the respondents +Full name: ……………………………………………………………………… + Position:…………………………………………………………………………… +Years old…….……………………………………………………………………… + Number of years of experience ………………………………………………… +Gender: Male Female +Educational Attainment (Qualification): Doctor Master University Bachelor + Address:………………… ………………………………………………………… +Phone number/Fax:………………………………………………………………… + Email:……………………………………………………………………………… You may refer to this scale for your guide in answering this questionnaire; - Strongly Agree (SA) - Agree (A) - Disagree (D) - Strongly Disagree (SD) No A 10 Statement Mission and Goals The mission clearly reflects the institution’s legal and educational mandate The mission and goals of the university are responsive to the demands of the country The goals are clearly stated and are consistent with the mission of the institution The mission statement and goals are properly printed in bulletin boards and can be seen in school’s offices and hallways The administrators/faculty and staff are aware of the mission and goals of the institution The students are aware of the mission and goals of the institution The institution periodically review, and if needed, revise the college mission & goals documents The goals clearly state the expected outcomes in terms of knowledge and skills The institution ensures that the operation focuses in line with their basic mission and goals The mission & goals of the institution are widely disseminated 73 B Education Program The program’s curriculum meets the requirements and standards of the Ministry of Education The program’s curriculum reflects the mission and goals of the institution The program content shows good balance between generic and specialized skills and knowledge The program is coherent and all subjects & courses have been integrated The program content clearly shows the basic courses, intermediate courses, specialized courses and the final project, thesis/ dissertation The program content reflects the depth and breadth of the professional and technical preparation required of its graduates The program provides for opportunities for participation in activities, such as immersion and practical trainings The different skill competencies are built in the program and satisfied at the end of the course The program content responds to the needs of the country and developments in the voc-tech profession The feedbacks from various stakeholders are used for program’s improvement Training activities There is a clear training plan on the needs for training anddevelopment of both academic/ support staff and students The training and development activities for bothacademic/support staff and students are adequate to theidentified needs There is balance in the frequency of theoretical teaching lectures and training activities The integration of ICT and other updated technologies into the training activities are introduced into the program The trainings provided are within the national policy framework 10 C The network and bench-marking with other training providers are facilitated to maintain training activities’ quality standard The standards applied in the assessment are explicitand consistent There is established strong linkages and collaborations with employers and industries to enhance students’ training activities The teaching and learning process, assessment methods in the conduct of training activities are always subjected to qualityassurance and continuous improvement 74 10 The training activities aresubjected to structuredstudent evaluation D Management of Staff and Faculty Draw up annual development plan covering the entire faculty & staff, according to which teaching and other staff’s competence will be developed in line with strategic objectives Make sure that staff are consulted and that they can participate in drawing up the human resources strategy for teaching and learning Ensure that the objectives related to human resources strategy for teaching and learning are tangible and measurable Anticipate and chart the skills needs (core competence) of their teaching and other staff as part of their strategy process Chart the faculty’s teaching and other staff’s current competence level in relation to skills needs (competence mapping) of the students Draw up annual development plan covering the entire faculty & staff, according to which teaching and other staff’s competence will be developed in line with strategic objectives Make sure that performance and development reviews are conducted regularly in all faculty and staff groups; Encourage faculty and staff to develop, share and make use of their competence in their teaching and students monitoring Support faculty and staff’s involvement and well-being at work using various means and Incentives Provide facilities, equipment and necessary teaching tools for faculty/staff to enhance quality teaching-learning delivery 10 E Scientific Research Application Development and Technology Transfer The Research activities are in consonance with the institution’s research agenda The inquiry, skills & competencies and critical judgment are conducted by faculty and students There is a well- established functional and long-range program of faculty/staff development to strengthen research capability and competence The institution allocates fund for research activities and capability building of faculty/staff The institution provides incentives for faculty/ staff and students researches 75 10 There is an office/unit who monitor, and evaluate the ongoing and completed researches The institution provides facilities/equipment for the conduct of research activities The research results and outputs are utilized to transfer generated technology to the community The packaged technologies generated from research are disseminated to target clientele through appropriate delivery system There is a mechanism to ensure that research outputs are protected by Intellectual Property Rights (IPR) laws F Learning Facilities and Equipment There is a library which strategically located and accessible to students, faculty and other clientele The library size meets the standard requirements and accommodates at least 5% of the total enrollment The library provides sufficient books and on-line resources for each course/program The classrooms are sufficient and conducive to learning The classroom size meets standard specifications for specific activities There are laboratories/shops for specific course/program accessible for every student The laboratory/shops is provided by sufficient number of equipment/tools/chemicals There is a well-equipped multi-media center which is accessible to students There is lecture facilities (lecture halls, small course rooms) provided for faculty and students There is laboratory operation manual for the faculty and students provided in each laboratory/shop 10 76 Appendix C Computations Table 1.1 Frequency and Mean Distribution of the Assessment of the Quality Management Trainings of the Universities as to Mission and Goals Statement The mission clearly reflects the institution’s legal and educational mandate 2.The mission and goals of the university are responsive to the demands of the country 3.The goals are clearly stated and are consistent with the mission of the institution The mission statement and goals are properly printed in bulletin boards and can be seen in school’s offices and hallways The administrators/faculty and staff are aware of the mission and goals of the institution The students are aware of the mission and goals of the institution The institution periodically reviews, and if needed, revises the college mission & goals documents The goals clearly state the expected outcomes in terms of knowledge and skills The institution ensures that the operation focuses in line with their basic mission and goals 10 The mission & goals of the institution are widely disseminated Weighted Mean 65 95 WM QD 29 11 3.07 SA 155 45 0 3.78 SA 129 41 21 3.45 SA 141 42 10 3.59 SA 118 39 41 3.37 SA 115 41 33 11 3.30 SA 113 51 36 3.39 SA 87 45 36 42 2.99 SA 151 49 0 3.76 SA 133 36 11 20 3.41 SA 3.40 SA 77 Table 1.2 Frequency and Mean Distribution of the Assessment of the Quality Management Trainings of the Universities as to Education Program Statement WM QD The program’s curriculum meets the 101 59 18 22 3.20 requirements and standards of the Ministry of Education The program’s curriculum reflects the 98 62 21 19 3.20 mission and goals of the institution The program content shows good 62 78 46 14 2.94 balance between generic and specialized skills and knowledge The program is coherent and all subjects 54 56 23 67 2.50 & courses have been integrated The program content clearly shows the 82 58 32 28 3.00 basic courses, intermediate courses, specialized courses and the final project, thesis/ dissertation The program content reflects the depth 52 48 66 34 2.60 and breadth of the professional and technical preparation required of its graduates The program provides for opportunities 38 62 47 53 2.42 for participation in activities, such as immersion and practical trainings The different skill competencies are built 51 59 42 58 2.62 in the program and satisfied at the end of the course The program content responds to the 56 64 59 41 2.90 needs of the country and developments in the voc-tech profession 10 The feedbacks from various 48 62 55 35 2.62 stakeholders are used for program’s improvement Weighted Mean 2.61 SA SA A A A A A A A A A 78 Table 1.3 Frequency and Mean Distribution of the Assessment of the Quality Management Trainings of the Universities as to Training Activities Statement WM QD There is a clear training plan on the needs for training and development of both academic/support staff and students The training and development activities for both academic/support staff and students are adequate to the identified needs There is balance in the frequency of theoretical teaching lectures and training activities The integration of ICT and other updated technologies into the training activities are introduced into the program The trainings provided are within the national policy framework The network and bench-marking with other training providers are facilitated to maintain training activities’ quality standard The standards applied in the assessment are explicit and consistent There are established strong linkages and collaborations with employers and industries to enhance students’ training activities The teaching and learning process, assessment methods in the conduct of training activities are always subjected to quality assurance and continuous improvement 10 The training activities are subjected to structured student evaluation Weighted Mean 37 93 53 17 2.75 A 37 93 65 2.81 A 37 93 41 29 2.69 A 23 97 48 32 2.55 A 16 74 89 21 2.42 D 16 84 72 28 2.44 D 22 78 49 51 2.35 D 27 73 75 25 2.51 A 15 65 93 27 2.34 D 28 98 54 20 2.67 A 2.55 A 79 Table 1.4 Frequency and Mean Distribution of the Assessment of the Quality Management Trainings of the Universities as to Management of Staff and Faculty Statement Draw up annual development plan covering the entire faculty, according to which teaching competence will be developed in line with strategic objectives Make sure that staff are consulted and that they can participate in drawing up the human resources strategy for teaching and learning Ensure that the objectives related to human resources strategy for teaching and learning is tangible and measurable Anticipate and chart the skills needs (core competence) of their teaching and other staff as part of their strategy process Chart the faculty’s teaching and other staff’s current competence level in relation to skills needs (competence mapping) of the students Draw up annual development plan covering the entire staff, according to which competence will be developed in line with strategic objectives Make sure that performance and development reviews are conducted regularly in all faculty and staff groups; Encourage faculty and staff to develop, share and make use of their competence in their teaching and students monitoring Support Faculty and staff’s involvement and well-being at work using various means and Incentives 10 Provide facilities, equipment and necessary teaching tools for faculty/staff to enhance quality teaching-learning delivery Weighted Mean 16 74 81 29 WM 2.39 QD D 23 97 59 21 2.61 A 22 68 82 28 2.42 D 33 77 74 16 2.64 A 19 101 46 34 2.53 A 30 99 62 2.75 A 28 93 62 17 2.66 A 2.80 A 33 17 3.00 A 25 135 30 10 2.88 A 2.66 A 18 132 41 67 83 80 Table 1.5 Frequency and Mean Distribution of the Assessment of the Quality Management Trainings of the Universities as to Scientific Research Application Development and Technology Transfer The Research activities are in consonance with the institution’s research agenda The inquiry, skills & competencies and critical judgment are conducted by faculty and students There is a well- established functional and long-range program of faculty/staff development to strengthen research capability and competence The institution allocates fund for research activities and capability building of faculty/staff The institution provides incentives for faculty/ staff and students researches There is office/unit that monitors, and evaluates the on-going and completed researches The institution provides facilities/equipment for the conduct of research activities The research results and outputs are utilized to transfer generated technology to the community The packaged technologies generated from research are disseminated to target clientele through appropriate delivery system 10 There is a mechanism to ensure that research outputs are protected by Intellectual Property Rights (IPR) laws Weighted Mean 23 87 51 39 2.04 D 27 93 51 29 2.60 A 33 87 56 24 2.65 A 42 118 31 WM QD Statement 2.97 A 37 113 37 13 2.90 A 21 149 19 11 2.90 A 66 32 18 2.99 A 32 158 3.09 A 41 98 42 19 2.81 A 33 97 52 18 2.73 A 2.76 A 84 81 Table 1.6 Frequency and Mean Distribution of the Assessment of the Quality Management Trainings of the Universities as to Learning Facilities and Equipment Statement There is a library which strategically located and accessible to students, faculty and other clientele The library size meets the standard requirements and accommodates at least 5% of the total enrollment The library provides sufficient books and on-line resources for each course/program The classrooms are sufficient and conducive to learning The classroom size meets standard specifications for specific activities There are laboratories/shops for specific course/program accessible for every student The laboratory/shops are provided by sufficient number of equipment/tools/chemicals There is a well-equipped multi-media center which is accessible to students There is lecture facilities (lecture halls, small course rooms) provided for faculty and students 10 There is laboratory operation manual for the faculty and students provided in each laboratory/shop Weighted Mean 4 WM 3.03 QD A 30 150 16 71 29 2.40 D 18 132 39 11 2.79 A 19 131 24 26 2.72 A 94 97 2.52 A 26 95 53 26 2.61 A 94 90 2.50 A 22 118 53 2.78 A 21 106 63 10 2.69 A 51 2.99 A 2.70 A 91 99 47 82 CURRICULUM VITAE I Personal Information Name : BUI QUANG CHUYEN Birthdate : Nov 11 1960 Birthplace : Nam Dinh, Vietnam Civil Status: Married Parents Bui QuangNham (father) and : Bui ThiNhan (mother) Spouse's name (if any): Tran Thi Nu Children : Bui Thai (Daughter, born in 1985) and Bui ThiQuynhAnh (Daughter, born in 1989), Contact address: No 65 Hoang Minh Giamstreet – Hanoi- Vietnam Phone No : 09-12-010- 782 Email buiquangchuuyen@veamcorp.com : II Educational Qualification Year complete: 1983 School: Mine - Geologic University, Hanoi, Vietnam Course: Bachelor in (1978 – 1983) Year complete: 2005 School: PedagogicalUniversity, Ha noi, Vietnam Course: Master Education Managerment (MEM) (2002– 2005) III Civil service, eligibility and Government Licensure, Examination IV Experiences Year Employed: 1984 – present Agency Name and Address: Viet Nam Engine & Agricultural Machinery Corporation (VEAM), Area L1, PhuThuong, Tay Ho, Ha Noi, Vietnam Position: Chairman of the Members' Council VEAM [...]... Trade) to the base of higher education is no agency in charge of quality management training For these reasons, the researcher chose to delve with the assessment of management quality trainings of universities under the Ministry of Industry and Trade with a hope tocontribute to enhance the contents of management quality training of universities Objectives of the Study This study was focused on the assessment... demand is huge, but the university failed to meet the requirements for the quantity and quality of training Therefore, this studywould be also a way to propose assessment of quality training of the universities under the MOIT In fact today, many graduates cannot find jobs or left with specialized training One of the reasons is the quality of education; especially the quality of training of the human resources... requiring universities to develop similar training contents, medium scale, and to diversify the types of training to ensure quality training So far, no unit or individual study on quality management solutions training of the university under the Ministry of Industry and Trade has been conducted with complete and detailed solutions; thus, a study of management solutions on quality of training of the university... education The Ministry of Industry and Trade (MOIT) was re-established in 2007, on the basis of merging two ministries (Ministry of Industry and Ministry of Commerce) The functions, tasks, powers and organizational structure of the Ministry of Industry and Trade are clearly defined to comply with provisions of Decree No 95/2012/ND-CP, 12 November 2012 (the Decree replaces Decree No.189/2007/ND-CP of December... assessment of the quality management trainings of the universities under the MOIT, for the school year Specifically, it sought to attain the following objectives: 8 1 Assess the quality management trainings of universities under the MOIT in terms of: 1.1 Mission and goal; 1.2 Education program; 1.3 Training activities; 1.4 Scientific research application development and technology transfer; 1.5 Management of. .. based on the result of the survey which was evaluated by the experts The study was conducted in eight (8) selected universities by Ministry of Industry and Trade including the Hanoi University of Industry, University of Economics and Industrial Technical, University of QuangNinh Industrial, University of Industry of Ho Chi Minh City, University of Food Industry of Ho Chi Minh, University Industry of Vietnam... research, the managers shall be assisted in assessment of the quality management trainings of the universities and at the same time would serve as legal basis for assessment of the quality of training based on the devised policies University leaders From this research, the university leaders would be able to build and design mission of the university management in providing quality management training. .. the training process The management of training quality models includes training quality control which is considered as a system of measures, activities planned to be carried out inside and outside the university and overall management of training qualitywhich is the sum of ensuring training quality, expand training and development Source The field of educational leadership and management is pluralist,... the interests of consumers; state management of public services in sectors under the state management 5 It is envisioned that by 2020, a number of personnel will train for undergraduate and graduate education of industry and trade with a total of approximately 800,000 people (up 7.26%) Therefore, to meet the quality of human resources for the sector, the issue of quality management training is given... the application of solution might improve the quality of education in universities Faculty This study would help the teachers understand their roles and responsibilities in improving of assessment the quality management training It 9 would help them know that good quality training, along with other measures, requires good teaching staff, the ability to guide and equipped with the proper knowledge and ... solutions training of the university under the Ministry of Industry and Trade has been conducted with complete and detailed solutions; thus, a study of management solutions on quality of training of the. .. level of management and the specific organization Management of training qualityis to manage the teaching and learning process of teachers and students in the training process The management of training. .. universities under the Ministry of Industry and Trade with a hope tocontribute to enhance the contents of management quality training of universities Objectives of the Study This study was focused on the