A research on quality of postgraduate join programs at international school vietnam national university

Lunghwa University of Science and Technology Graduate School of Department of Business Administration Thesis for a Master’s Degree A RESEARCH ON QUALITY OF POSTGRADUATE JOIN PROGRAMS AT INTERNATIONAL SCHOOL – VIETNAM NATIONAL UNIVERSITY Graduate Student: Nguyen Lam Chien Supervisor 1: Assoc Prof Chir-Ho Chang (LHU) Supervisor 2: Dr Pham Thi Lien (VNU-IS) Hanoi, 12/2017 Lunghwa University Student No.: Master’s Thesis P1042232305 Graduate School of Business and Management A research on quality of postgraduate joint programs at International School - Vietnam National University Nguyen Lam Chien ii Lunghwa University of Science and Technology Graduate School of Business and Management Thesis for a Master’s Degree A RESEARCH ON QUALITY OF POSTGRADUATE JOIN PROGRAMS AT INTERNATIONAL SCHOOL – VIETNAM NATIONAL UNIVERSITY Graduate Student: Nguyen Lam Chien Supervisor 1: Dr Pham Thi Lien Supervisor 2: Assoc Prof Chir-Ho Chang 2017/12 iii Authorization Agreement Authorization of Thesis of Lunghwa University of Science and Technology This authorization gives right to use the Author’s Copyright, as the Author studies at the Graduate School of Business and Management in Lunghwa University of Science and Technology, and has completed this Thesis for a Master’s Degree, in June, 2017 Title of Thesis: A research on quality of postgraduate join programs at International School - Vietnam National University Supervisor 1：Assoc Prof Chir-Ho Chang Supervisor Dr Phạm Thị Liên Authorization: I The Author, Nguyen Lam Chien, agrees to allow Lunghwa University of Science and Technology to use this Thesis, without payment, to be copied, and to be reproduced as a book Lunghwa University of Science and Technology has the right to reproduce the Thesis II The Author, Nguyen Lam Chien, agrees to follow Rule I and keep this Thesis in the Lunghwa University of Science and Technology Data Base The Thesis will be put on the internet, sent by wire and in other ways, for people to read, download, transmit, print, or use Lunghwa University of Science and Technology has the right to distribute the Thesis III Rule I and Rule II not limit the Author’s copyright The Author retains the Thesis copyright The Author verifies that he/she is responsible for the creation of this Thesis, and holds the sole copyright that does not infringe upon other copyrights If any dispute arises about the copyright, the Author accepts all legal responsibility Condition for Copyright payment： Date for publication on the internet (yyyy/mm/dd): Author: Nguyen Lam Chien Signature： Date Signed (yyyy/mm/dd): iv Approval Form of Oral Examination Committee Lunghwa University of Science and Technology Graduate School of Business and Management Nguyen Lam Chien has submitted His Master’s Thesis A research on quality of postgraduate joint programs at International School - Vietnam National University This thesis has been accepted by the Oral Examination Committee ORAL EXAMINATION COMMITTEE: Convener (signature) _ Member (signature) _ Member (signature) _ Supervisor (signature) Chairman (signature) _Date (yyyy-mm–dd) v ABSTRACT Title: A research on quality of postgraduate joint programs at International School - Vietnam National University Pages: 128 School: Lunghwa University of Science and Technology Department: Graduate School of Business and Management Time: 2017/12 Degree: Master Researcher: Nguyen Lam Chien Advisor 1: Assoc Prof Chir-Ho Chang Advisor 2: Dr Pham Thi Lien This Thesis is about the quality of postgraduate programs at VNU-IS After reviewing documents, official letters, reports and sent out to more than 400 postgraduate students and alumni from academic year from 2011 to 2017, the Author has received 214 responces and pointed out the strengthnesses to be continued and promoted; Weaknesses and issues that need to be improved and enhanced for these programs The questionnaire includes factors with 31 questions scaled from to for students to assess the postgraduate programs In general, postgraduate students and alumni are satisfied with the programs Only responses for the questions: lecturers convey subject contents clearly, facilities and infrastructure and you are well-promoted after graduation The average response of all questions and is 4.48/5 The questions that has highest assessment is the last questions: you are satisfied with the training and service quality of VNU-IS: 4.85 and you are satisfied with the program: 4.81, it means that the students and alumni assessed quite exactly and most of them are satisfied with the training and service quality and the program of VNU-IS However, there are a lot of things need to be updated, enhanced and improved to have the competitiveness with other master programs forn aother univerisities in Hanoi vi Keywords: Postgraduate join programs; quality; Improvement; Recommendations; Vietnam national University – International school; VNU-IS; FBA; EMBA; MIM, MKT vii Acknowledgements First of all, I would like to send my most sincerely thankful to the Postgraduate Join Program named EMBA between International School - Vietnam National University, Hanoi and Lunghwa University of Science and Technology- Taiwan Both institutions have granted scholarship me for the whole cohort and have created favorable conditions for me to pursue the Course Secondly, I would like to express my heartfelt gratitude to all the lecturers, doctors, professors from both institutions who have transferred updated and valuables skills and knowledge to me, and my classmates, my colleagues at VNU-IS, VNU-IS’ staff in charge of the EMBA class and technician, who have helped me much in studying and researching Thirdly, without my family’s help, I would have not been able to take the Course and Thesis This is a good chance to send my thankful to my family I would like to take this opportunity to send my special thanks to my supervisor Dr Pham Thị Lien from VNU-IS and Assoc Prof Chir-Ho Chang from LHU for their valuable and enthusiastic guidance, consultancy, supervision as well as feedbacks to complete the Thesis Once again, thank you very much viii Table of Contents List of Figures FULL NAMES OF ACRONYMS CHAPTER INTRODUCTION 1.1 Rationale of the thesis 1.2 Aims and targets of the research 1.3 Questions of the research 1.4 Tentative research methodologies 1.5 Contributions of the thesis 1.6 Structure of the thesis 1.7 Scope of the research CHAPTER LITERATURE REVIEW 2.1 Quality definations 2.1.1 Quality in general: 2.1.3 Categorising quality 10 2.1.3.1 Quality as exceptional or as excellence 10 2.1.3.2 Quality as perfection or consistency 10 2.1.3.3 Quality as fitness for purpose 10 2.1.2 Quality in education: 11 2.2 The elements of quality culture 15 2.2.1 Service quality 19 2.2.1 Models for Measuring Service Quality 23 2.2.2 Quality measurements and some models 40 2.2.3 Factors influence to training service quality 44 CHAPTER RESEACRH MODEL AND METHODOLOGIES 45 3.1 A training quality model 45 3.2 Questions for the research and assumptions 46 3.3 Research procedures 46 3.4 Development of questionnaires 48 3.5 Pilot test of questionnaires 50 3.6 Validity and reliability 50 3.7 Send out questionnaires 53 3.8 Analysis of questionaires using SPSS software 54 CHAPTER SERVICE QUALITY OF POSTGRADUATE JOIN PROGRAMS AT VNU-IS 55 4.1 Introduction of the postgraduate join programs at VNU-IS 55 4.2 Quality management and assurance 55 4.2.1 Quality management for postgraduate join programs at VNU-IS 55 Staff for postgraduate programs 57 Lecturers for postgraduate programs 57 4.2.2 Quality Assurance 57 4.3 Key features of VNU-IS’ approach to managing quality 60 4.3.1 Accreditation 60 4.3.2 Infrastructure for quality assurance and enhancement 61 4.4 Training services quality of postgraduate join programs at VNU-IS 64 4.4.1 Define training services 64 4.4.2 Introduction of VNU-IS 66 4.4.3 Evaluation and assessment 70 CHAPTER ANALYSIS AND RECOMMENDATIONS 72 5.1 Analysis 72 5.2 Recommendations 82 5.2.1 For Factor 1: Training objectives and program 82 5.2.2 Factor 2: Teaching and Learning activities 83 5.2.3 Factor 3: Facilities and Infrastructure 83 5.2.4 Factor 4: Training management 84 5.2.5 Factor 5: General assessment and satisfaction 84 CONCLUSIONS 85 REFERENCES 86 APPENDICES 88 APPENDIX 88 APPENDIX 90 APPENDIX 93 APENDIX 4: 97 APENDIX 106 APENDIX 108 APENDIX 110 APENDIX 114 APENDIX 117 APENDIX 10 118 APENDIX Introduction of VNU-IS Center for Quality Assurance and Testing 1.1 General information Center for Quality Assurance and Testing is an associate member of International School – Vietnam National University, Hanoi (VNU-IS), established under Decision No 602/QĐ-KQT dated October 4, 2015 by the Dean of VNU-IS In fact, the Center was established based on the Quality Assurance Division which was established under Decision No 317/QD-TCCB on 23rd, September, 2009 by the Rector of VNU-IS 1.2 Organization structure - Board of directors: Director and Deputy Director; - Quality Assurance Section; - Testing Section 1.3 Funtions and responsibilities + Functions - The Center is responsible for managing and executing evaluation, accreditation, quality assurance and testing within VNU-IS; undertaking research and training activities relating to self-evaluation, accreditation, quality assurance, and education effectiveness + Responsibilities * Quality assurance - Implementing the quality assurance of education and training programs of the School in accordance with the standards of Ministry of Education and Training, Vietnam National University, Hanoi and of other international organizations; - Managing/monitoring/organizing assessment activities at VNU-IS; - Studying and implementing application of domestic and international quality assurance models; provide counsel to the Dean in releasing guidance and regulations on quality assurance and educational quality inspection; - Proposing plans of improvement after internal assessments; guiding, monitoring and checking the implementation of quality assurance at VNU-IS; - Organizing professional training courses on quality assessment, quality assurance and testing for staffs of VNU-IS as well as social and educational organizations; - Collaborating with Office of Research and Partnership Development to develop and expand the partnership network with other international quality assurance organizations 106 * Testing - Developing materials for the Question Bank; providing counsel, managing and assessing the question systems for undergraduate and graduate training programs; - Supervising the system and implementing testing activities at VNU-IS; - Providing counsel to the Dean in releasing guidance and regulations on examination preparation, assessment of learners’ academic performance; - Archiving and protecting the data base of quality assurance and testing of VNU-IS; - Collecting information data from other VNU-IS’s units for educational public content as regulated; - Performing other tasks as assigned by the Dean 107 APENDIX LIST OF DOCUMENTS AND GUIDELINES FOR QUALITY ACCREDITATION AT VNU Regulations on Quality Accreditation at Vietnam National University, Hanoi (pursuant the Decision number 1164/QĐ-ĐBCL of VNU President on 4/20/2011) Accreditation Standards for Constituent Universities and Faculties of Vietnam National University, Hanoi (pursuant the Decision number 1165/QĐ-ĐBCL of VNU President on 4/20/2011) Accreditation Standards for Educational Programs of Vietnam National University, Hanoi (pursuant the Decision number 1166/QĐ-ĐBCL of VNU President on 4/20/2011) Guidelines for Mid-term Evaluation (pursuant Dispatch numbered 12/CV-KĐCL dated 10/22/2009) Guidelines for Quality Assurance Self-assessment for Constituent Universities and Faculties of Vietnam National University, Hanoi (192/HD-ĐBCL – Annex 192) User Guidelines for Accreditation Standards of Constituent Universities and Faculties of Vietnam National University, Hanoi (193/HD-ĐBCL) Guidelines for Quality Assurance Self-assessment for Educational Programs of Vietnam National University, Hanoi (194/HD-ĐBCL – Appendix 194) User Guidelines for Accreditation Standards of Educational Programs of Vietnam National University, Hanoi (195/HD-ĐBCL) Guidelines for External Evaluation at Constituent Universities and Faculties of Vietnam National University, Hanoi (214/HD-ĐBCL – Appendix 214) 10 Guidelines for External Evaluation of Educational Programs of Vietnam National University, Hanoi (215/HD-ĐBCL – Appendix 215) 11 Evaluation Forms: Guidelines to Take Course Evaluations of Graduate Students; Guidelines to Conduct Self-evaluations of Teaching Staff; Self-Evaluation Form of Teaching Staff; Course Evaluation Form LIST OF DOCUMENTS AND GUIDELINES OF QUALITY ACCREDITATION OF MOET Circular No 62/2012/TT-BGDĐT dated on 28/12/2012, refers to regulations on process and educational quality accreditation in higher education institutions 108 Integrated document No 06/VBHN-BGDĐT dated on 04/3/2014 refers to regulations on criteria for assessing the educational quality of universities and Decision on promulgating regulations on criteria for assessing educational quality in universities Official letter No 527/KTKĐCLGD-KĐĐH dated on 23/5/2013 of Center for Education Accreditation refers to Guidelines on using criteria for quality assessment on HEIs Circular No 38/2013/TT-BGDĐT dated on 29/11/2013 of MOET refers to Process and frequency of quality accreditation at program level in universities, colleges and junior colleges Circular No 04/2016/TT-BGDĐT dated on 14/3/2016 refers to Regulations on quality assessment criteria for higher education at program level 11 criteria This Circular is being applied for higher education institutions throughout the country 109 APENDIX Actual status of quality assurance at VNU and VNU-IS History of Accreditation System in Vietnam In 2002, a new office for quality assurance called the Accreditation Division was established in MOET This division in 2003 was renamed the General Directorate for Educational Testing and Accreditation (GDETA) with the responsibility of not only establishing an accreditation system but coordinating examinations used for student entrance examinations to universities Subsequently, GDETA was also given responsibility for the administration of testing across all education sectors Unfortunately, GDETA was under-resourced for its wide-ranging responsibilities, which in turn had an adverse impact on the speed of development of the accreditation system for higher education in Vietnam Lively discussion followed the announcement in 2004 of MOET intention to establish a modern quality assurance system for higher education Debate focused particularly on what kind of an approach should be used and whether the agency to coordinate quality assurance should be located within MOET or whether it should follow models in a number of overseas countries where quality assurance agencies were separate from the ministry of education In the end, MOET confirmed that the quality assurance agency would be coordinated from within MOET and that Vietnam would develop an American-style accreditation model GDETA went on to establish contacts in the United States with experts on university accreditation, resulting in the formulation of ten quality standards as the core of a provisional regulation on the accreditation of higher education institutions that was published at the end of 2004 This laid the basis for pilot testing of the quality standards in 20 Vietnamese universities, with assistance from donor organizations, particularly the Dutch Government The Dutch Government funding assisted in developing QACs (Quality Assurance Controls) in five regional universities and also provided assistance at the national level with the accreditation pilot project When Vietnam decided to adopt an American-style accreditation model, a decision was made to employ both the processes of institutional self-study and national external evaluation Recent studies have shown the self-study process was well accepted in Vietnam, although some 110 local concerns were that the purpose of the self-studies needed more clarification and that the external evaluation does not fit so readily within Vietnam's historical and socio-cultural context With the help of international and national experts, documentation was created to provide advice to the higher education institutions for providing evidence to external evaluators After two years of piloting and review, in 2007 a final revised set of 10 standards and 61 criteria (53 previously defined criteria plus eight added criteria) was accepted and issued as a revised 'Regulations for Higher Education Accreditation', setting out the standards to assist universities to conduct self-studies The purpose of self-studies was stated to be to maintain and continuously improve educational quality (accountability), recognize universities that achieve the training objectives (recognition), and assist students and educational clients to obtain basic information for selecting universities (transparency) Since the beginning of 2008, the processes of accreditation have been speeded up with the use of independent consultants to comprise external review panels Many of these consultants are university academics or retired MOET staff GDETA is gaining greater confidence in the accreditation processes and is working cooperatively with institutions Institutions are advised to gain greater experience in review processes by completing internal reviews each year When they submit their initial external review documentation, GDETA works closely with them and does not appoint review panels until the self-study documentation is judged to adequately address the standards and criteria Experience points to the value of the institutional QACs that were initially established at the national universities in Hanoi and Ho Chi Minh Additional QACs were established at five more universities (Thai Nguyen, Hue, Vinh, Da Nang and Can Tho) as part of the Dutch ProfQim (Professionalising Quality Improvement) Project At each of these universities, quality assurance teams were appointed at lower levels within institutions, including within academic units All these QACs developed their own regulations relating to quality assurance and annual work plans More recently, with the encouragement of DGETA and with support for the second World Bank Higher Education project for a QAC network, many other universities have established QACs While involvement of 'normal' academic staff is essential for a quality culture to take root, a specialized support unit can play a vital role in assisting a university to develop an effective internal quality assurance program and contribute to self-studies as part of the MOET accreditation program 111 A National Accreditation Council (NAC) was established on 23 October 2008 within MOET The Council now makes all accreditation decisions and provides advice to MOET on outcomes It consists of six members, with four drawn from MOET and two external members, while the secretariat for the council is provided by GDETA Creation of a council as a separate entity within MOET confirms more strongly the anchoring of quality assurance as an integral part of the Vietnamese higher education system The council has already approved accreditation for 20 universities (Source: Data Collection Survey for Vietnam_Japan University in the Socialist Republic of Vietnam, Final Report, May, 2014.P 23, 24.) Introduction of VNU INFEQA INFEQA is an institution under VNU It is the leading institute of the country's implementation of scientific research, human resource training, technology transfer in the field of management's school, and ensure the quality of education according to international standards Its main funtions and tasks are to assist the Directorate of Vietnam National University, Hanoi in coordination education quality assurance; provide advising works to the VNU Directorate concerning education quality assurance; coordinate education quality assurance activities within VNU; implement education assessment within VNU; provide guidance, supervise the works relating to education and audit activities within VNU and Other tasks on education quality assurance that assigned by the President of VNU to develop research on a system of new methods and procedures for education quality assurance Besides that, INFEQA conducts researches on quality assurance, student assessment, curriculum development, teaching methods etc, to apply the results to Vietnam and to provide consulting service on methods and procedures of students' assessment and teaching evaluation by student, education quality assurance and enhancement, curriculum development, education and socioeconomic statistics etc Center for Quality Assurance and Testing is an associate member of International School – Vietnam National University, Hanoi (VNU-IS), established under Decision No 602/QĐ-KQT dated October 4, 2015 by the Dean of VNU-IS, Associate, Professor Le Trung Thanh In fact, the Center was established based on the Quality Assurance Section, which was established in 2010 by VNU-IS’ the former Dean, Doctor of Science Nguyen Trong Do 112 INFEQA is the institution to research and give advice to VNU and MoET on quality assurance Many researches have been carried out, many workshops have been organized to get comments and ideas from VNU’s university members, and Department of education, Testing and Accreditation) and MoET The author has attended a lot of periodical workshops and meeting like this Quality assurance system and EQA in VNU At VNU level - Education Quality Accreditation Council (EQAC) of VNU operates as an consultative body to the president of VNU in the field of Education Quality Assurance and EQA at VNU; - Center for Education Quality Assurance and Research Development (CEQARD) has the functions on consultation and coordination in the field of Education Quality Assurance and EQA in VNU, and is the standing body of VNU EQAC whenever the Council is set up, efficiently supporting the affiliated institutions in conducting EQA for training programs in accordance with EQA standards / criteria set up by international organizations At affiliated institution level (colleges and other units under VNU) - Center (or Division) for Quality Assurance of affiliated colleges and units operates as a consultative body to the rector /director of the affiliated institution in the field of Education Quality Assurance; - Center / Division for Quality Assurance is responsible for consultation and coordination in the field of Education Quality Assurance, and is the member of the Council for education quality self-assessment (whenever the Council is set up at the affiliated institution); - All affiliated colleges and units have liability to report periodically (in accordance with an academic year period) on the activities implemented in the field of Education Quality Assurance and on their status of education quality to the standing body of VNU EQAC (1024/QD-Quality Assurance Decision on Promulgation of regulations of education quality accreditation in Vietnam National University, Hanoi dated on March 5, 2009) 113 APENDIX Some subcriteria for curriculum quality assessment under AUN criteria Criteria Some important subcriteria Goals and Objectives; Expected Learning - The programme has clearly formulated learning - The expected learning outcomes clearly reflect the requirements of the stakeholders Outcomes (4) - The programme content shows a good balance between general and Programme specific skills and knowledge Content (4) -The contribution made by each course to achieving the learning outcomes is clear Programme - The university uses programme specifications Specification (3) - The programme specification shows the expected learning outcomes - The curriculum is coherent and all subjects and courses have been Programme Organisation (4) integrated - The curriculum clearly shows the basic courses, intermediate courses, specialist courses and the final project (thesis, etc.) activities -The curriculum is up-to-date Didactic - The staff have a clear teaching/learning strategy Concept/Teaching - The teaching/ learning strategy is student oriented and stimulates /Learning quality learning -The curriculum stimulates active learning and Strategy (5) facilitates learning to learn - Student assessment considers student entrance, student progress and exit tests Student Assessment (8) - Student assessment uses a variety of methods - The assessments reflect the expected learning outcomes and the content of the programme - The criteria for assessment are explicit and well-known - The assessment arrangements cover the objectives of the curriculum 114 - The staff are competent for their task and able to fulfill the requirements of staff quality Staff Quality (10) - The staff are sufficient to deliver the curriculum adequately - Time management and incentive systems are designed to support the quality of teaching and learning - Accountability of the staff members is well regulated - There are provisions for review, consultation, and redeployment 8.Quality of the Support Staff (4) Student Quality (4) 10.Student Advice and Support (5) 11 Facilities and Infrastructure (5) 12.Quality Assurance (4) - There are adequate support staffs for the libraries - There are adequate support staffs for computer facilities - There are adequate support staffs for the student services - The selection of entering students (if there is selection) is adequate - There is an adequate intake policy -The actual study load is in line with the calculated load - Students get adequate feedback on their performance - The physical and material environment for the student is satisfactory - The lecture facilities (lecture halls, small course rooms) are adequate - The library is adequate and up-to-date - The computer facilities are adequate and up-to-date - The curriculum is regularly evaluated - Revision of the curriculum takes place at reasonable time period - Quality assurance of the assessments/examinations is adequate 13 Student - Courses and curriculum are subject to structured student evaluation Evaluation (2) - Student feedback is used for improvement 14 Curriculum Design (3) 15 Staff Development Activities (2) - The curriculum was developed as a joint enterprise by all the staff members - The labor market is involved in the curriculum design - There is a clear vision on the needs for staff development - The staff development activities are adequate to the needs 16 Feedback - There is adequate structured feedback from the labor market Stakeholders (2) (employers) 115 - There is adequate structured feedback from the alumni 17 Output (2) 18 Stakeholder satisfaction (1) - The pass rate is satisfactory - The level of the graduates is satisfactory - The university has a structural method for obtaining feedback on the level of satisfaction from stakeholders: students, alumni and graduates, employers and the general public 116 APENDIX Master Programs Offered at VNU-IS Program Joint training Instruction program with Language Master of HELP University Business College, Administration Malaysia English Master of the University of Banking, Nantes, France English Insurance the University of and Marketing Nantes, France English Decision Administration from Vietna HELP University m College years in Vietna Master of Finance, Banking, Insurance (Vietnam & South East Asia) from the University of Nantes 1.5 years Research and in Marketing Decision Vietnam Making from the University of Nantes Executive Lunghwa Master of University of Business Science and Administration Technology, (EMBA) Taiwan Management years in Master of Market Market Research Information Master in Business m Master of Science in Degree 1.5 1.5 Finance, Master of Duration Master of Business English years Administration from in Lunghwa University of Vietnam Science and Technology Master of Science in Lunghwa University of Science and years English Technology, in Vietnam Taiwan Information Management from Lunghwa University of Science and Technology 117 APENDIX 10 Reliability Statistics GET DATA /TYPE=XLS /FILE='E:\LUAN VAN NGUYEN LAM CHIEN 2016\LUAN VAN LAM CHIEN\Luan van thuc su-Lam Chien\Thesis\Luan van 2017\Questionnaire response-Coded.xls' /SHEET=name 'Code' /CELLRANGE=full /READNAMES=on /ASSUMEDSTRWIDTH=32767 EXECUTE DATASET NAME DataSet1 WINDOW=FRONT RELIABILITY /VARIABLES=Objvs Design Cont Time proptn LectTimely Qualifd Update NotifMeth Exci Convey Methods IndeResch Motiv SoftSks Feebk ExamConts ThesUseful UsefulKnSkls ThesKnlgd Room SuppStaff FacInfra StuRequi QuaSupStaff Tbook Results KnoSks Promtd SatiQserv SatiProg /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=TOTAL Reliability Notes Output Created 27-OCT-2017 15:40:25 Comments Input Active Dataset DataSet1 Filter Weight Split File N of Rows in Working Data 216 File Matrix Input Definition of Missing Missing Value Handling User-defined missing values are treated as missing Statistics are based on all Cases Used cases with valid data for all variables in the procedure 118 RELIABILITY /VARIABLES=Objvs Design Cont Time proptn LectTimely Qualifd Update NotifMeth Exci Convey Methods IndeResch Motiv SoftSks Feebk ExamConts ThesUseful UsefulKnSkls Syntax ThesKnlgd Room SuppStaff FacInfra StuRequi QuaSupStaff Tbook Results KnoSks Promtd SatiQserv SatiProg /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=TOTAL Processor Time 00:00:00.02 Elapsed Time 00:00:00.01 Resources [DataSet1] Scale: ALL VARIABLES Case Processing Summary N Valid Cases Excludeda Total % 214 99.1 216 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's N of Items Alpha 741 31 Item-Total Statistics 119 Scale Mean if Scale Variance Corrected Item- Cronbach's Item Deleted if Item Deleted Total Correlation Alpha if Item Deleted Objvs 133.66 32.066 172 739 Design 133.61 31.478 253 734 Cont 133.55 31.131 313 731 Time 133.28 33.104 041 744 proptn 133.70 31.807 183 739 Lect-Timely 133.20 32.819 113 741 Qualifd 133.35 32.434 122 742 Update 133.58 32.264 160 739 Notif-Meth 133.19 31.627 339 731 Exci 133.73 31.382 285 732 Convey 133.49 31.603 233 735 Methods 133.49 32.054 193 738 Inde-Resch 133.66 31.802 228 736 Motiv 133.67 31.340 306 731 SoftSks 133.77 32.337 115 743 Feebk 133.56 31.581 263 734 ExamConts 133.65 31.983 188 738 Thes-Useful 133.65 31.750 189 739 Useful-KnSkls 133.64 31.283 287 732 Thes-Knlgd 133.64 30.823 348 728 Room 133.70 32.034 147 741 SuppStaff 133.57 31.166 303 731 Fac-Infra 133.70 31.450 252 734 Stu-Requi 133.57 31.447 299 732 QuaSupStaff 133.54 31.104 379 727 Tbook 133.55 30.991 392 727 Results 133.53 31.330 316 731 KnoSks 133.57 30.828 390 726 Promtd 133.98 30.892 357 728 Sati-Qserv 133.16 31.646 368 730 Sati-Prog 133.19 31.911 287 733 120 ... Pursuant to Regulations of education quality accreditation (EQA) at Vietnam National University, Hanoi (According to regulations of EQA at VNU promulgated by Decision No 1024/QD -Quality dated March...Lunghwa University Student No.: Master’s Thesis P1042232305 Graduate School of Business and Management A research on quality of postgraduate joint programs at International School - Vietnam National. .. Master’s Thesis A research on quality of postgraduate joint programs at International School - Vietnam National University This thesis has been accepted by the Oral Examination Committee ORAL