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MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN TRUNG THANH TQM-BASED QUALITY MANAGEMENT OF UNDERGRADUATE ARCHITECTURE TRAINING AT THE NATIONAL UNIVERSITY OF CIVIL ENGINEERING Major: Education Management Code: 14 01 14 SUMMARY OF DOCTORAL THESIS OF SCIENCE EDUCATION Hanoi, 2020 THIS THESIS IS COMPLETED AT VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES Supervisors: Assoc Prof Dr Nguyen Tien Hung Dr Nguyen Thanh Tung Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended by the author before the Thesis Assessment Board of Vietnam National Institute of Educational Sciences, at 101 Tran Hung Dao Street, Hanoi, Vietnam At , date month year Copies of this thesis are available at: • National Library of Vietnam • Library of Vietnam National Institute of Educational Sciences INTRODUCTION Rationale Vietnam has been proactively implementing the Resolution No.29/NQ-TƯ, issued November 14, 2013 on “Fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration” “Training quality management” is a term coined to describe approaches or processes of evaluating to see if products could meet the quality criteria (parameters) in accordance to the pre-designed purpose Out of the levels of training quality management (including Quality control, Quality assurance -QA and Total Quality Management), TQM is at the highest level A successor to QA, TQM focuses more on quality culture to ensure that both internal and external members of the training institution are participating in the training quality management process Therefore, TQM better meets the clients’ needs/ requirements, especially in providing a workforce that could satisfy the needs of the national and local socio-economic development as well as employers at present and in the future Over the world, TQM approach has been widely used in developed countries, and most high-ranking universities have used TQM in their training quality management The National University of Civil Engineering (NUCE) is among the largest training institutions of Architecture of Vietnam, with the mission of training architects that could design, create space to serve the physical and spiritual needs of people, community and society Architect training always need to be one step ahead of the reality to catch up with the trend and satisfy the wide-scale development As a matter of fact, training quality management in undergraduate architecture is of greater significance It can be seen that now is a suitable time to research and apply TQM in training quality management/ quality assurance at NUCE Therefore, the thesis topic “TQM-based quality management of undergraduate architecture training at NUCE” reflects an urgent issue that needs to be researched, both in terms of theory and practice Aim of the thesis The literature serves as the prerequisite for evaluation the current situation and recommendation of solutions for TQM-based quality management of undergraduate architecture training at NUCE, this contributes to training highquality human resources to meet social requirements and international intergration Population and object of the research: 3.1 Research population Undergraduate architecture training 3.2 Subjects of the research TQM-based quality management of undergraduate architecture training at NUCE at training curriculum level Hypothesis Through the research, explore the current situation of training quality management in undergraduate architecture at NUCE, then propose suitable training quality management solutions to ensure training quality, contribute to the success of the country’s industrialization and modernization, and implement a fundamental and comprehensive reform of Vietnam’s education and international integration Content and scope of the research 5.1 Content of the research - Review the literature on TQM-based quality management of undergraduate architecture training at training curriculum level - Research the current situation of TQM-based quality management of undergraduate architecture training at training program level at NUCE - Propose solutions for TQM-based quality management of undergraduate architecture training at program level at NUCE - Test the necessity and feasibility of the proposed solutions and further experiment/test the necessity and feasibility of the set of standards, criteria and indicators on TQM-based quality management of undergraduate architecture training 5.2 Scope of the research: - Research content: TQM-based quality management of undergraduate architecture training training at program level The thesis topic mainly focuses on NUCE’s self-assessment of undergraduate architecture training at program level and feedback to continuously improve based on the P-D-C-A cycle - Research area: NUCE - Statistics used in the research were from 2014-2015 to 2018-2019 cohorts of NUCE Approaches and research methods 6.1 Approaches - Dialectical method is used throughout the thesis; - Differentiation approach; - Holistic approach 6.2 Methods Theoretical bases: Collect, analyze and synthesize information and findings of the thesis; Clarify the concepts of core tools, theoretical issues of the thesis; Clarify the characteristics and specific requirements of the training quality management process in Architecture Practical research method: Investigation method; Observation method; Expert method: Consult experts on the current situation and the solutions proposed in the thesis Other supplementary methods: Use algorithms to help process statistics Experimental result validation methods: The author would intend to discuss and question the necessity and feasibility of the solutions via questionnaire Points to defend - The TQM-based quality management of undergraduate architecture training at program level should be built on TQM's scientific theoretical basis, including values, beliefs and norms about the quality behavior of the quality culture to help the quality assurance system conform to undergraduate architecture training, through a positive participating environment and communication, as well as the quality competence of relevant staff - Research on TQM-based quality management of undergraduate architecture training requires a set of standards, criteria and indices as well as relevant process for self-assessment and feedback to relevant parties to continuously improve based on the P-D-C-A cycle - The proposed solutions should help promote the strengths to reduce the drawbacks and causes of the current situation of TQM-based training quality management of undergraduate architecture at the program level at NUCE - Especially, it is needed to promote the quality culture into specific quality behavior standards to suit the university context to guide internal quality assurance, along with developing participating environment, 2-way communication system and strengthening of quality competence for relevant staff to connect the quality culture with the quality assurance system New contributions of the thesis - Systematize and develop a theoretical basis on TQM-based quality management of undergraduate architecture training at program level - Create the overview of the research issue at NUCE through questionnaire - Propose 06 necessary and feasible solutions based on empirical and deep empirical results Research location Vietnam National Institute of Educational sciences 10 Organization of the thesis In addition to the parts of Introduction, Conclusions and Recommendations, References and Appendices, the thesis consists of 03 chapters: Chapter 1: Review of the Literature Chapter 2: The current situation of TQM-based quality management of undergraduate architecture training at NUCE Chapter 3: Solutions for TQM-based quality management of undergraduate architecture training at NUCE Chapter 1: REVIEW OF THE LITERATURE ON TQM-BASED QUALITY MANAGEMENT OF UNDERGRADUATE ARCHITECTURE TRAINING 1.1 Overview 1.1.1 Quality, quality management and the application in higher education a) Quality and application in higher education In general, quality can be defined as: Absolute quality, Relative quality, Variable quality Quality in higher education can be viewed as the quality of the service, which requires the participation of all relevant parties, i.e Ministry/ Departments, relatives of the learners, learners, enterprises and employers b) Quality management and application in higher education Unlike traditional management, in essence, quality management is built and operates based on standards developed for the management system including methods and processes that affect all stages to create quality When applied to higher education, quality management in higher education can be understood as a system including the mechanisms and processes used to assure quality through continuously improving the university training program and institution quality 1.1.2 The levels of quality management and the application in higher education Quality management in general and training program quality management are formulated and developed in the process of developing the quality management system, including: Quality control, Quality assurance and TQM In the process of formulation and development, quality management has been transformed from the quality management of product or service to quality management of the training institutions or the training institutions that create products and/or service 1.1.3 Quality Assurance model Some common higher education quality assurance models include: Organizational element model; Model; AUN-QA model, ISO model 1.1.4 Quality Culture model Some common quality culture models to be applied in higher education include: EUA culture model; Responsive quality culture; Reactive quality culture, Regenerative quality culture, Reproductive quality culture 1.1.5 General evaluation and issues to be researched In general, in order to develop, the training institution or training program have to assure quality to meet client’s demand through quality management, especially the quality assurance and TQM models to attract clients and relevant parties to join the quality management, promptly detect and correct errors, or prevent errors from happening in the first place Previous studies also focused on quality assurance and quality culture separately, therefore, the thesis should continue researching on connecting quality culture with training quality assurance, specifically: - How to develop quality culture to maintain/ nurture positive values, and introduce new ones that are suitable for the ever-changing context - How quality assurance system should be structured and operated at the training program level - How to create favorable conditions to enable the quality culture to help the training quality assurance follow the TQM philosophy How the above content is applied to establish a set of quality assurancerelated standards, criteria and indicators, especially the continuous improvement process in the TQM-based university training management of architecture 1.2 TQM and the application in training quality management 1.2.1 TQM concept and the application of training quality management In training quality management, TQM is considered to be the most complete level While there are still different definitions of TQM at present, it is generally considered a philosophy towards creating quality products or services that meet the client’s demand In general, TQM in training quality management of the training institution/ training program can be understood as an effort to ensure the training institution/ training program could engage the participation of both internal and external relevant parties in the quality continuous improvement process or all aspects/ activities of the training institution/ training program in a positive quality culture environment 1.2.2 The nature of TQM and the application in training quality management By nature, TQM is to satisfy continuously, in the best possible way the client’s requirements and expectations through developing the quality culture to continuously improve the quality, specifically: Maintain a close relationship with the clients of the training program/ institution (including: Internal and External clients); Improve the quality continuously through human resources; Develop a continuously improved quality culture 1.2.3 The distinguishing characteristics of TQM and the application in training quality management Unlike the traditional hierarchical organization model, the TQM model has a “inverted”, or “top-down” organization (Figure 1.1) The inverted hierarchy simply focuses on the services provided by the training program/ institution – putting the client’s relationships and importance at the highest level for the training program/ institution TQM integrates quality into the training program/ institution structure and requires the commitment and contribution from all parties, at all levels in developing the quality culture to continuously improve TQM organizational structure is developed around teams to reduce the intermediary control as seen in the traditional model Figure 1.1 Traditional hierarchical organization model and TQM inverted model 1.3 Undergraduate architecture training Architecture is essentially a harmony of art and engineering, logic and aesthetics, of contrasting, multi-element and multi-regional elements in a united and sustainable entity The mission of architecture is to create a space that serves the physical and spiritual needs of people, community and society Training objectives: since the end of the 1990s there have been emerging trends: First, the contemporary society has been increasingly demanding more diversed designing methods In addition to the classic roadmap, many methods have to come from external factors like structure, location, society, ecology or psychology, etc Second, the balance in the relationship between “working locally” and “working globally”, between globalization and localization Third, there has been a tendency of shortening the training time in higher education, along with product classification and integrating necessary knowledge and skills Training requirements for Architecture: students have to master: knowledge (on environment, art, engineering, culture, etc.), skills, design, along with autonomy and responsibility Admission method: Architecture training institutions set admission score by doubling artistic subject score Training perspective and philosophy: Student-centered, methodologies and training program is regularly updated to suit each group/ individual; Learning goes hand-in-hand with practice; Learning and relaxing “creatively” in the architecture students’ way; Local and international exchange; Contribute to the community near the institution Architect jobs: Architecture graduates can work in different fields, inside and outside of construction field 1.4 The content of quality and TQM-based quality management of undergraduate architecture training TQM-based quality management of undergraduate architecture training is understood as to develop quality culture to be the platform to engage the participation of relevant parties of the training institution to implement the training quality assurance system, through participation, communication and competence (Figure 1.2) Figure 1.2 The process and content of TQM-based quality management of undergraduate architecture training 1.4.1 Quality culture in assuring the training quality of undergraduate architecture 1.4.1.1 Concept, characteristics and the importance of quality culture The concept of Quality culture: in this thesis, the quality culture of university training program of Architecture is seen as an organization culture, including the set of values and beliefs that constitute the behavioral norms related to quality which guides the training quality assurance system of the institution; and is shared, approved by relevant parties as a tacit routine with the commitment to continuously improve the training quality of the institution, satisfying the needs of the society/ clients/ employers Characteristics of Quality culture: Quality culture guides quality assurance, improves quality; Quality culture is “humane”; Quality culture is “valuable”; Quality culture is “stable” The importance of Quality culture: Commit and motivate individuals and groups; Coordinate and control; Mitigate conflicts; Create competitiveness; Connect individual and groups 1.4.1.2 Approaches to develop quality culture Some main approaches to develop quality culture inside/ of the training quality assurance of the Architecture training program: Quality culture approach; TQM approach; Quality assurance approach; Value system approach In fact, to develop quality culture to guide the training quality assurance of the training program, it is necessary to coordinate the mentioned approaches according to specific context 1.4.1.3 Structure and methods to develop a quality culture Quality culture structure in the training quality assurance of the architecture training program include: Tangible and Intangible structure (Figure 1.3) Quality culture development needs a roadmap to develop to the fullest, making it like a religion that is worshipped and practiced by different generations Figure 1.3 Quality culture structure in the training quality assurance of the Architecture training program 1.4.2 Training quality assurance system of undergraduate architecture The training quality assurance system of undergraduate architecture is the system of different mechanisms and processes based on quality criteria, used to control, assess quality and feedback to continuously improve or prevent or fix errors during/ according to the implementation As shown by the application of logic framework model, CIPO and the Learning Outcome-based Training Management, the training quality assurance system of undergraduate architecture consists of (Figure 1.4) Figure 1.4 The training quality assurance system of undergraduate architecture 1.4.2.1 Identify the mission, value, strategy and development objective of the training program The mission, value, strategy and development objective of the undergraduate architecture program is the starting point for any quality management/ assurance system that the department/ university should pursue to guide, motivate and establish the quality assurance system and quality culture for the training program development 1.4.2.2 Income quality assurance To assure the training quality of undergraduate architecture, the university should assure the quality through: Develop outcome standard on competence; Manage and develop the training program based on/ to satisfy the outcome 11 doubled when evaluated The number of students enrolled each year is always meet or surpass the admission requirement 2.2.2 The current state of the training program and content To study Architecture in NUCE, students have to accumulate the full 164 credits, including: general knowledge (15%); basic professional knowledge (32%); professional knowledge (43%) and project/ graduation thesis (10%) The structure of the t undergraduate architecture training program is built on the basis of the design project system that is closely linked with real-life constructions, with increasing complexity, in accordance with theories and supplementary seminars 2.2.3 The current state of Architecture training modes and organization Undergraduate architecture training management at NUCE: Strengthen the application of information technology in training management; Update the training management software; Develop the student information data system; Strengthen the training program quality assurance and accreditation following MOET’s regulation; Improve infrastructure; Promote cooperation and exchange locally and internationally Training mode: Undergraduate architecture training at NUCE lats for years Students will receive the Architecture degree once graduated 2.2.4 The current state of Architecture teaching staff By the 2018-2019 school year, the Faculty of Architecture & Planning had 124 teachers with 10 divisions involved in teaching Architecture, including professors (1%), assoc professors (5%), doctors (15%) and masters (79%) 2.2.5 The current state of the testing and assessing the learning results and graduation projects The testing and assessment methods and processes are regulated for each training mode; are carried out strictly and publicly Students’ results are always updated immediately after each examination, allowing students to better prepare for next semesters All Architecture students at NUCE will have to submit graduation projects; Students have to synthesize and apply learned knowledge to solve a real-life issue The duration for the project is 15 weeks 2.2.6 The current state of the training condition At present, the infrastructure of NUCE is generally good for the training and scientific research of the school in general and the Architecture faculty in particular 2.3 An overview of the research on the training quality management current situation 2.3.1 Goal The goal of the research is to assess the current TQM-based quality management of undergraduate architecture training at NUCE to identify strengths and weaknesses and its causes, serving as the prerequisite to propose suitable and feasible solutions (as discussed in Chapter 3) 12 2.3.2 Content, tools and methodologies The assessment content of TQM-based quality management of undergraduate architecture training at NUCE is designed following the P-D-C-A continuous improvement cycle, including: the internal and external contexts; Income quality assurance; Quality assurance of the training process; Quality improvement competence and participation; Outcome results and satisfaction of relevant parties; Quality assurance tool and system of the training process and feedback from relevant parties Assessment tools include: 03 surveys and Interview/ Discussion drafts with the focus group/ relevant parties for 03 subject groups: (1) Administrative staff, Teaching staff and staff members; (2) Employers; and (3) Final-year students and Alumni Interview/ Discussion drafts help clarify issues, especially the causes for the drawbacks of the current situation that are not clarified by the survey Assessment method: combines between retrospective cohort study and field experiment Data processing method: there are 07 main assessment levels on the current situation of TQM-based quality management of undergraduate architecture training at NUCE as follows: (1) 1,00 – 1,85: “Unsatisfied” (2) 1,86 – 2,71: “Not fulfilled” (3) 2,72 – 3,57: “Partially fulfilled” (4) 3,58 – 4,43: “Fully fulfilled” (5) 4,44 – 5,29: “Fulfill more than required” (6) 5,30 – 6,15: “Good to be the country’s example” (7) 6,16 – 7,00: “Outstanding, equivalent to the world’s leading institution” The thesis processes the data based on 03 main subject groups: (1) Administrative staff, Teaching staff and staff members; (2) Employers and alumni; and (3) Final-year students 2.3.3 Assessment subjects and scale Assess 03 relevant subject groups of NUCE: (1) Administrative staff, Teaching staff and staff members; 181 (Leaders of the university, faculties and divisions: 34; Teachers: 93 and Staff members: 54); (2) Employers and alumni: 278 (Employers: 164 and Alumni: 114); and (3) Final-year students: 416 2.4 The current state of TQM-based quality management of undergraduate architecture training at NUCE Success 09 out of 20 criteria are ranked level 5: “Fulfilled more than required”, therefore it is only required to “continue improving the quality as planned”, including: (1) Criterion 1; (2) Criterion 7; (3) Criterion 9; (4) Criterion 10; (5) Criterion 11; (6) Criterion 12; (7) Criterion 13; (8) Criterion 14; and (9) Criterion 15 Drawbacks and causes However, 09 out of 20 criteria (excluding Criteria 17 and 18) and Index 39 under Criterion 5, Index 44 under Criterion 6, Index 96 of Criterion 11 as well as 13 Standard Internal and external contexts Criterion Mission, values, strategies and objectives of the development of university training program of architecture Criterion Quality culture Criterion Internal quality assurance system Criterion Self-assessment and information system on training quality assurance Criterion Quality improvement - Index 39 Standard Income quality assurance Criterion Outcome standard development of the university training program of architecture - Index 44 Criterion Outcome-based development of the university training program of architecture Criterion Admission and enrolment quality assurance Criterion Assuring the quality of admins, teaching staff and staff members Students Alumni Employers Staffs Teachers Admins General Table 2.1 Synthesis of the assessment results of TQM-based quality management of undergraduate architecture training at NUCE Assessment levels (07) Admins, Employe teachers and rs and staffs Alumni Standards and indices Solution Index 115 under Criterion 13 were ranked level 4, the solution for this issue should focus on: (1) The quality culture development process to guide the TQM-based quality management of undergraduate architecture training (2) Developing the internal quality assurance system that meet the outcome standard of the TQM-based quality management of undergraduate architecture training (3) Self-assessment and continuous improvement process of the TQM-based quality management of undergraduate architecture training (4) Developing the participating environment and managing the two-way communication system to serve the TQM-based quality management of undergraduate architecture training (5) Strengthening the TQM-based quality management of undergraduate architecture training competence 4 4 x x x 4 x 04 5 x 4 5 5 Solution Students Alumni Employers Staffs Teachers Assessment levels (07) Admins, Employe teachers and rs and staffs Alumni Admins Standards and indices General 14 Criterion 10 Assuring the quality of the infrastructure, teaching equipment and finance - Index 89 5 Standard Training process quality assurance Criterion 11 Develop the training and learning 5 philosophy and strategies - Index/ 96 5 x Criterion 12 Assuring the quality of the training and learning activities Criterion 13 Assuring the assessment quality of the learners’ learning process and providing feedback for improvement - Index 115 x1 Criterion 14 Assuring the quality of assisting learners Criterion 15 Assuring the quality of scientific research and community services Standard The current state of quality improvement and participation Criterion 16 Quality improvement competence and x participation Standard Outcome results, satisfaction, quality assurance tools and system and feedback Criterion 17 Outcome results Criterion 18 The satisfaction of relevant parties Criterion 19 The training process quality assurance x tools and system Criterion 20 Feedback from relevant parties x CONCLUSION OF CHAPTER In Chapter 2, the thesis based on the P-D-C-A continuous improvement cycle to carry out the assessment of the current state of the TQM-based quality management of undergraduate architecture training at NUCE to clarify the advantages, strengths, weaknesses and drawbacks Based on the mentioned weaknesses and drawbacks, Chapter will propose some solutions to strengthen the efficiency in university training quality management of Architecture at NUCE, to mitigate the shortcomings, improving comprehensive quality for Architecture and realize the goal of meeting regional and international standards Adjusting the duration of assessing alumni “by traces” of Index/Content 115 from “annually” to “once per 3-5 years” 15 Chapter SOLUTIONS FOR TQM-BASED QUALITY MANAGEMENT OF UNDERGRADUATE ARCHITECTURE TRAINING AT NUCE 3.1 Development orientation of undergraduate architecture training The main orientations include: First, strengthen the competence of teaching and administrative staffs with specific contents; Second, innovate training programs and methods; Third, improve the quality of science and technology activities; Fourth, expand and enhance both domestic and international collaboration; Fifth, train and provide high quality workforce 3.2 Principles Proposing solutions has to base on the following principles: Ensure scientificity; Ensure systematicality; Ensure inheritance; Ensure practicality and feasibility 3.3 Solutions for the TQM-based quality management of architecture training at NUCE 3.3.1 Solution 1: Propose a set of standards, criteria and indices to measure the TQM-based training quality management and quality of architecture The set of 05 standards, 20 criteria and 161 indices of quality and TQMbased quality management of undergraduate architecture training at NUCE is a 7level measure scale based on CIPO and P-D-C-A continuous improvement cycle: Standard – Internal and external contexts (05 criteria) Criterion 1: Establish mission, values, strategies and development goals of architecture training program at universities (07 indices) Criterion 2: Establish quality culture (11 indices) Criterion 3: Manage and develop an internal quality assurance system (10 indices) Criterion 4: Establish self-assess and information system on training quality assurance (08 indices) Criterion 5: Manage and improve quality (06 indices) Standard – Income quality assurance (05 criteria) Criterion 6: Establish university outcome standards for architecture (07 indices) Criterion 7: Develop undergraduate architecture training courses based on outcome standards (11 indices) Criterion 8: Ensure the quality of enrollment and admission (09 indices) Criterion 9: Ensure the quality of administrative and teaching staffs (14 indices) Criterion 10: Ensure infrastructure, teaching aids and finance quality (11 indices) Standard – Training program quality assurance (05 criteria) Criterion 11: Control the teaching and learning philosophy and strategies (09 indices) Criterion 12: Ensure teaching and learning quality (08 indices) Criterion 13: Ensure quality assessing learners' learning progress and feedback for improvement (10 indices) 16 Criterion 14: Ensure service quality and support students (10 indices) Criterion 15: Ensure quality of scientific research and community services (07 indices) Standard – Build competence to improve quality and participation Criterion 16: Build competence to improve quality and participation (07 indices) Standard – Outcome, satisfaction level of relevant parties, quality assurance system and tools for training process, and feedback (04 criteria) Criterion 17: Outcome (04 indices) Criterion 18: Satisfaction level of relevant parties (03 indices) Criterion 19: Quality assurance system and tools for training process (04 indices) Criterion 20: Feedback from relevant parties (04 indices) 3.3.2 Solution 2: Establish quality culture to further TQM-based training quality assurance of undergraduate architecture 3.3.2.1 Aims and significance This solution aims at establishing quality culture to further TQM-based training quality assurance of undergraduate architecture to fit the ever-changing context 3.3.2.2 Content and method of implementation Figure 3.1: Establishing quality culture in TQM-based training quality assurance of undergraduate architecture The process of establishing quality culture of TQM-based training quality assurance of undergraduate architecture can be seen in figure 3.1 Step 1: Evaluate the current quality culture; Step 2: Identify the characteristics of the current culture that need maintaining, adjusting, supplementing or altering to suit the ever-changing environment; Step 3: Plan and implement alteration, supplementation or adjustments in the new quality culture; Step 4: Evaluate and feedback for improvements 17 3.3.2.3 Conditions for successful implementation The university/faculty needs to issues documents and instructions on how to implement the set of standards, criteria and indices on TQM-based training quality assurance of undergraduate architecture to relevant parties; Organize propaganda and explain thoroughly to relevant parties, and make them commit to implementing the quality culture 3.3.3 Solution 3: Establish a TQM-based internal quality assurance system of university architecture training program 3.3.3.1 Aims and significance This solution aims at enhancing internal quality assurance of the architecture training program to manage and control the traces of implementing the program, to provide timely feedback and continuously improve the quality in compliance with the quality culture 3.3.3.2 Content and method of implementation Figure 3.2 illustrates the internal TQM-based quality assurance system of university training program of architecture: Figure 3.2 The internal TQM-based quality assurance system of university training program of architecture (1) Establish university training program’s output standards (2) Establish a TQM-based university training quality supervising system during training and after graduation (3) Establish a TQM-based evaluating system of undergraduate architecture quality (4) Manage and develop a feedback system to continuously improve the TQM-based training quality of undergraduate architecture program 3.3.3.3 Conditions for successful implementation It is necessary for the university/ faculty to issue documents and publicize as well as organize propaganda, thoroughly explain the implementation guideline of outcome standards, training quality supervising and evaluating system, process of continuous quality improvement, set of standards and criteria, indices on TQMbased training quality assurance of undergraduate architecture Allocate time accordingly so that relevant parties, especially teaching staffs have enough time to participate in process of supervising, evaluating and improving the quality of the training program 18 3.3.4 Solution 4: Self-assessment and continuous improvement of the TQMbased quality management of undergraduate architecture training 3.3.4.1 Aims and significance This solution aims at mobilizing all members of the training programs and institutions, relevant parties to identify strengths and drawbacks to have timely action dealing with problems arising during TQM-based training quality assurance of undergraduate architecture program 3.3.4.2 Content and method of implementation Step - Build plans on self-assessment and continuously improve the TQMbased quality of undergraduate architecture training Step - Implement the plans and continuously improve the TQM-based quality of undergraduate architecture training Step - Evaluate the outcome and feedback to continuously improve the TQM-based quality of undergraduate architecture training Step - Complete the final self-assessment and official feedback 3.3.4.3 Conditions for successful implementation In order to successfully implement this, not only time but also efforts of all relevant parties in and outside of the training program and institutions are required It is essential for the university/ faculty to develop software to constantly update information on TQM-based training quality assurance of undergraduate architecture This software must be accessible to all relevant parties and convenient for disseminating information 3.3.5 Solution 5: Develop participation environment and bilateral communication system to ensure TQM-based quality of undergraduate architecture training 3.3.5.1 Aims and significance This Solution aims at developing an active environment and a bilateral communication system to facilitate the implementation of university training quality assurance of architecture led by quality cultures 3.3.5.2 Content and method of implementation Solution - Develop active participation environment: Physical environment; Academic environment; and social environment Solution - Manage and develop a bilateral communication system 3.3.5.3 Conditions for successful implementation It is necessary for the university/ faculty to systemize, complete and publish documents regarding developing participation environment and bilateral communication system; organize training courses for managers, teaching staffs and relevant parties on knowledge and skills to setup, operate and develop participation environment as well as bilateral communication system 3.3.6 Solution 6: Improve the TQM-based training quality assurance of undergraduate architecture 3.3.6.1 Aims and significance The aim of this solution is to improve competence of the university/ faculty and relevant parties to ensure successful implementation of the TQM-based training quality assurance of undergraduate architecture 19 3.3.6.2 Content and method of implementation Solution - Organize workshops and training courses to improve the TQMbased quality assurance of undergraduate architecture training (3 steps) Solution - Make universities a “Learning community” 3.3.6.3 Conditions for successful implementation It is necessary for the university/ faculty to have a plan and documents on career development/ competence building for managers, administrative and teaching staffs participating in the TQM-based training quality assurance of undergraduate architecture 3.3.7 Connections of proposed solutions All proposed solutions have close relationship, the content of one solution can be the target or implementation of the other solutions, and vice versa Therefore, it is necessary to synchronize solutions, not to overlook any solutions However, the set of standards, criteria and indices of Solution is considered as the foundation for implementing and connecting the remaining solutions 3.3.8 Empirical study on the necessity and feasibility of the proposed solutions 3.3.8.1 Purpose of the empirical study This study aims at collecting data on necessity and feasibility of proposed TQM-based quality management of undergraduate architecture training solutions at NUCE 3.3.8.2 Survey content The survey focuses on main concerns namely necessity and feasibility of TQM-based quality management of undergraduate architecture training at NUCE 3.3.8.3 Methodology This dissertation used questionnaire to collect data on the necessity and feasibility of proposed solutions with the following scale: “Highly necessary”, “Necessary”, “Unnecessary”; and “Highly feasible”, “Feasible” and “Not feasible” 3.3.8.4 Respondents In order to get more insights on the feasibility of the proposed solutions, the author conducted survey on groups: (1) administrative staffs (34 people), teaching staffs (93 people) and staffs (54 people); (2) employers (164 people), alumni (114 people); senior students (416 people) 3.3.8.5 Data processing methods The questionnaire was designed with level: (1) 1,00 – 1,67: “Unnecessary” or “Not feasible”; (2) 1,68 – 2,34: “Necessary” or “Feasible”; (3) 2,35 – 3,00: “Highly necessary” or “Highly feasible” 3.3.8.6 Empirical findings on the necessity and feasibility of proposed solutions a) Solution 1: Set of 05 standards, 20 criteria to measure the TQM-based university’s training quality management of Architecture The findings have showed all administrative and teaching staffs, employers, alumni and students of NUCE agreed that Solution is “Highly necessary” and “Highly feasible” (Chart 3.1) 20 Necessity Feasibility Chart 3.1 Solution empirical findings b) Solution 2: Establish quality culture to implement TQM-based university’s training quality culture of Architecture The findings have showed all steps of Solution are rated as “Highly necessary” and “Highly feasible” by all respondents (Chart 3.2) Necessity Feasibility Chart 3.2 Solution empirical findings c) Solution 3: Develop an internal quality assurance system of the TQMbased university training program of architecture The findings showed that all contents of Solution are considered “Highly necessary” and “Highly feasible” by administrative and teaching staffs, employers, alumni and students from NUCE (Chart 3.3) 21 Necessity Feasibility Chart 3.3 Solution empirical findings d) Solution 4: Establish a self-assessment process and continuously improve the TQM-based university training program of Architecture quality The findings showed the steps of Solution have been agreed as “Highly necessary” and “Highly feasible” among administrative and teaching staffs, employers, students and alumni of Architecture from NUCE (Chart 3.4) Necessity Feasibility Chart 3.4 Solution empirical findings e) Solution 5: Establish participation environment and develop a bilateral communication system to ensure TQM-based training quality assurance of undergraduate architecture The two proposed solutions have been agreed upon as “Highly necessary” and “Highly feasible” with a significance of 2,60 and 2.56 for Solution 1; 2,52 and 2,49 for Solution f) Solution 6: Improve competence of TQM-based training quality assurance of undergraduate architecture The findings show the proposed solutions to improve the competence of TQM-based training quality assurance of undergraduate architecture are “Highly 22 necessary” and “Highly feasible” with average values of 2,57 and 2,52 respectively for Solution 1; and 2,53 and 2.51 for Solution 3.3.9 Experiment the set of standards to measure the TQM-based training quality management in undergraduate architecture training at NUCE This dissertation has selected a set of standards, criteria and indices of TQMbased quality and training quality management of undergraduate architecture at NUCE, including 05 standards, 20 criteria, and 161 indices of Solution for testing Step 1: Design questionnaire Step 2: Conduct survey and interview Step 3: Draft report of survey results Step 4: Adjust and supplement into a set of standards, 20 criteria and 161 indices of quality and TQM-based quality management of undergraduate architecture training at NUCE Step 5: Complete the set of standards, 20 criteria and 161 indices of quality and TQM-based quality management of undergraduate architecture training at NUCE The empirical findings revealed that all teaching and administrative staffs, employers, students and alumni of Architecture from NUCE agree the set of standards, 20 criteria and 161 indices of quality and TQM-based quality management of undergraduate architecture training is “necessary” and “possible”; therefore it can be applied for the TQM-based training quality management in undergraduate architecture at NUCE, allowing the university to self-evaluate and timely make any adjustment in terms of managing undergraduate architecture training program to achieve its mission, and visions in different periods CONCLUSION OF CHAPTER To well implement the TQM-based quality management of undergraduate architecture training at NUCE, managers need to implement a harmonious and supportive solution system In chapter 3, this dissertation has proposed solutions associated with the State's orientation on vocational training, ensuring science basis based on common research on theory and covering all content of architecture, and tested This dissertation conducted survey and experiment solutions in accordance with the set of 05 standards, 20 criteria and 161 indices to measure the TQMbased training quality management in undergraduate architecture, and the findings showed that all proposed solutions are highly feasible and considered “highly necessary” by all respondents Therefore, the proposed set of 05 standards, 20 criteria and 161 indices to measure the TQM-based training quality management in undergraduate architecture is reasonable and based on practical basis 23 CONCLUSION AND RECOMMENDATIONS CONCLUSION In the context of knowledge economy, university training is responsible for creating high quality workforce As a matter of fact, the training management needs to be improved in order to compete with other countries’ higher education Training quality has always been among the top priorities of universities, therefore improving the training quality is always considered the most important Through researching the theoretical basis, it can be seen that the architecture training quality management at university level plays a crucial role in creating high quality architect, who are capable of working in both local and international environments Among the advanced quality management approaches being applied worldwide, the Total Quality Management (TQM) is the most suitable one for the architecture field Through TQM, the core values: “Quality – Efficiency – Development – Integration” of the National University of Civil Engineering (NUCE) is further emphasized In order to recommend solutions for the TQM-based the university training quality management of architecture level at NUCE, the dissertation has studied the theoretical basis of the training quality management in Architecture at university level through how it was actually applied in NUCE The findings have shown, along with the criteria that surpass the requirement, several existing shortcomings should be resolved in the near future against the increasingly high demand in training quality to meet the current international integration trend Based on the real situation of the university training quality management of architecture in NUCE, after addressing the principles for recommending solutions, the dissertation has proposed solutions for the university training quality management of architecture at NUCE The dissertation has conducted a survey on the necessity and feasibility of the proposed solutions, and has chosen Solution to be experimented The result showed that: All the solutions recommended by the dissertation were built on scientific basis and were highly practical to be applied in the TQM-based quality management of undergraduate architecture training at NUCE in the current period and beyond, to well implement the Central Committee’s Resolution No 29 on fundamental and comprehensive innovation in education RECOMMENDATIONS To well implement the solutions for the TQM-based quality management of undergraduate architecture training at NUCE, it is recommended that: 2.1 For Ministry of Education and Training: - Require universities to change from function-based management to quality management, focus on developing legal documents on establishing quality assurance system, further the quality culture in universities; - Further cooperate with reliable foreign educational institutions in architecture training to enhance exchange and learning about advanced quality management approaches; 24 2.2 For NUCE: - Ratify and issue the set of standards to measure the TQM-based quality management of undergraduate architecture training - Develop a detailed plan on the TQM-based quality management of undergraduate architecture training that conforms with the proposed set of standards; - Train and strengthen awareness capacity for teaching and administrative staff, employers, students and alumni of architecture from NUCE about quality management, quality assurance system and the process of establishing a quality culture, the roles of each member from the university’s quality assurance system - Build investment strategies and roadmap for developing resources, utilizing infrastructure, budget and manpower needed for the training management process, ensuring the quality in accordance to the set of standards for the TQM-based quality management of undergraduate architecture training; - Engage relevant parties to the training process, further connect training with enterprises to make use of resources and infrastructure for the training process and training quality enhancement PUBLICATIONS Nguyen Trung Thanh (2018), “Total Quality Management and Appling TQM to Manage Architecture Curriculum in National University of Civil Engineering”, Journal of Educational Sciences, Vietnam Institute of Educational sciences, (vol 10, Oct 2018), pp 106-110 Nguyen Trung Thanh (2018), “TQM and TQM in Higher Education”, Journal of Educational and Social, (vol 92, Dec 2018), pp 9-15 Nguyen Trung Thanh (2019), “Quality, Quality Management and Quality Assurance in Higher Education”, Journal of Educational Sciences, Vietnam Institute of Educational sciences, (vol 15, Mar 2019), pp 24-29 Nguyen Trung Thanh (2019), “Quality Cultrure in Higher Education”, Journal of Education Management, (vol 4, Apr 2019), pp 74-81 ... 2018), pp 106-110 Nguyen Trung Thanh (2018), ? ?TQM and TQM in Higher Education”, Journal of Educational and Social, (vol 92, Dec 2018), pp 9-15 Nguyen Trung Thanh (2019), “Quality, Quality Management... architecture 1.2 TQM and the application in training quality management 1.2.1 TQM concept and the application of training quality management In training quality management, TQM is considered... questionnaire Points to defend - The TQM- based quality management of undergraduate architecture training at program level should be built on TQM'' s scientific theoretical basis, including values,