Improving the training quality management system at hcmc college of transport in vietnam

MEIHO UNIVERSITY Graduate Institute of Business and Management MASTERS THESIS Improving the Training Quality Management System at HCMC College of Transport in VietNam In partial fulfillment of the requirements for the degree of Masters of Business Administration Advisor: Dr Ron Chuen Yeh Co-advisor: Dr Nguyen Trung Truc Graduate Student: Pham Van Tam December, 2010 ACKNOWLEDGMENTS Firstly, let me send the thanks to the Managing Board of Hochiminh City University of Industry, Vietnam, and Meiho University, Taiwan of creating conditions for me to participate in the training program of the Executive Business Administration Master for the past two years I sincerely extend my appreciation to Dr Ron Chuen Yeh, the Head of the Graduate Institute of Business and Management at Meiho University, Taiwan, who always gave instructions and encouragement to me during my preparation of this research I highly appreciate Dr Nguyễn Trung Trực, the Vice Dean of the Banking and Finance Faculty of Ho Chi Minh City University of Industry, Vietnam, who assisted me for the completion of this master thesis I would like to thank lectures and professors of the Postgraduate Faculty; the Business Administration Faculty of HUI and professors of MU, who gave much assistance to us during the courses Finally, I would like to express thanks to my family members and my colleagues in HCMC College of Transport, Vietnam, who spent time to gave me the valuable information, suggestions and advises so that I can fulfill this thesis Sincerely thanks I Improving the Training Quality Management System at HCMC College of Transport in Vietnam ABSTRACT The training quality today has become the most important factor in the competitive market all over the world and for the process of globalization of the world economy Therefore, quality management is a very important duty to ensure the quality and to improve the training efficiency at colleges and universities, in Vietnam However, higher education at Vietnam is facing enormous challenges: the government methods to manage colleges and universities change very slowly, can not ensure the required quality of the whole training system, can not promote the creation from a strong team teachers, administrators and students Renovation the state management of higher education is the first step to improve the quality and comprehensive development of higher education In this study, the author researched overview about quality management system of higher education, the model of quality management in the world being more universities and colleges in Vietnam learn and apply as: Total Quality Management (TQM), International Standard Organization (ISO) and European Foundation For Quality Management (EFQM), etc Finally, the author studied the factors that affect the quality management system of HCMC College of transport, Vietnam From the results of research, the author proposes some solutions to improve the of quality management system training at HCMC College of transport, Vietnam Keywords: Training Quality, Training, Quality Management Training, Higher education II Improving the Training Quality Management System at HCMC College of Transport in Vietnam Contents ACKNOWLEDGMENTS I ABSTRACT II Contents III Tables VI Figures VII Chapter1 Introduction 1.1 Motivation 1.2 Research Purposes, Objectives and Questions 1.3 Research Scope and Limitations 1.4 Definition of Terms 1.4.1 Training quality 1.4.2 Management of training quality Chapter Literature Review 2.1 The Rationale for Quality Management Training 2.1.1 The characteristics of the school system in systems theory 2.1.2 The fundamental difference between school and company 2.1.3 The concept of "process" and "customers" in the field of education 10 2.2 The Quality Management Model 14 2.2.1 Total quality management (TQM) 14 2.2.2 Model quality management system ISO-9000 16 2.2.3 Quality management model EFQM 19 2.3 Quality Assurance Systems of Higher Education Vietnam 22 2.4 Factors Affecting the Quality Management Training 24 2.4.1 The relationship between training goal and quality management training 25 2.4.2 The relationship between teaching staff qualification quality management training 25 2.4.3 The relationship between teaching courses/syllabus and quality management training 26 III 2.4.4 The relationship between materials facilities and quality management training 26 2.4.5 The relationship between administrative support and quality management training 27 2.5 Research Framework and Hypotheses 27 2.5.1 Research framework 27 2.5.2 Hypotheses 28 Chapter Research Methodology 30 3.1 Research Process 30 3.2 Methods of Investigation 32 3.2.1 The object of investigation 33 3.2.2 Design questionnaire 33 3.3 Formal Survey 34 3.3.1 Sample survey 34 3.3.2 Process survey 34 3.4 Analytical Methods 34 Chapter Research Results and Analysis 36 4.1 Analysis Describes the Basic Information of Survey 36 4.1.1 Measurement results of research variables 36 4.1.2 Reliability 38 4.2 Analyzing the Correlation between Variables 39 4.3 Analysis of Simple Linear Regression 40 4.3.1 Testing hypothesis h1: training goal have an influence to the quality management training 41 4.3.2 Testing hypothesis h2: professional qualifications of teachers affected to the quality management training 42 4.3.3 Testing hypothesis h3: teaching courses/syllabus influence to the quality management training 43 4.3.4 Testing hypothesis h4: material facilities influence to the quality management training 44 4.3.5 Testing hypothesis h5: administrative support influence to the quality management training 46 4.3.6 Testing hypothesis H6 47 4.4 Analysis Describes the Basic Information of Survey 48 4.4.1 Descriptive statistics 48 IV 4.4.2 Reliability statistics 49 4.4.3 Frequency statistics 49 Chapter Conclusions and Recommendations 54 5.1 Conclusions 54 5.1.1 About the quality management system training at the college and university in vietnam 54 5.1.2 about the implementation of quality management training at hcmc college of transport 54 5.1.3 About determined of quality management system training appropriate for hcmc college of transport 55 5.2 Limitations of Research 57 5.3 Recommendations 58 References 59 Attachment 62 V Tables Table 3-1 Summary of Research Methods 32 Table 4-1 Descriptive Staistics of Questionnaire 36 Table 4-2 Reliability Statistics of Questionnaire 38 Table 4-3 Reliability Statistics of Variables 39 Table 4-4 Correlation Coefficient between Variables 40 Table 4-5 Results Analysis of Simple Linear Regression between Training Goal and Quality Management Training 41 Table 4-6 Results Analysis of Simple Linear Regression between Professional Qualifications of Teachers and Quality Management Training 42 Table 4-7 Results Analysis of Simple Linear Regression between Teaching Courses/Syllabus and Quality Management Training 44 Table 4-8 Results Analysis of Simple Linear Regression between Material Facilities and Quality Management Training 45 Table 4-9 Results Analysis of Simple Linear Regression between Administrative Support and Quality Management Training 46 Table 4-10 Results Analysis of Simple Linear Regression between Quality Training and Quality Management Training 47 Table 4-11 Descriptive Staistics of Questionnaire 49 Table 4-12 Reliability Statistics of Questionnaire 49 Table 4-13 Health 49 Table 4-14 Professional Knowledge 50 Table 4-15 Working Experience 50 Table 4-16 Professional Skills 51 Table 4-17 Developing in Jobs 51 Table 4-18 Active and Creative in work 51 Table 4-19 Compatible Capabilities for Working Environment 52 Table 4-20 Disciplines 52 Table 4-21 Assessing Students’ Working Capabilities Compared with the Requirements of the Company 52 VI Figures Figure 1-1 Hierarchy in Quality Management Figure 2-1 Structure Diagram of a Professional School as a Social Organization Figure 2-2 Diagram of a Process of Production .10 Figure 2-3 Diagram of the Training Process 11 Figure 2-4 Schema Quality Management Training 13 Figure 2-5 The Circle Deming to Improve Quality 15 Figure 2-6 ISO Build Process for Enterprise .17 Figure 2-7 Model of the Process of Quality Management System ISO 19 Figure 2-8 EFQM Excellence Model .21 Figure 2-9 Research Framework 28 Figure 3-1 The Research Process .31 VII Table 4-14 Professional Knowledge Valid Cumulative Frequency Percent Percent Percent 10 10.8 10.8 10.8 Average 5.4 5.4 16.1 Good 61 65.6 65.6 81.7 Very good 17 18.3 18.3 100.0 Total 93 100.0 100.0 Valid Bad Ratio of students have the knowledge to meet the requirements of the business is 89.3%; bad ratio is only 10.8% So, professional knowledge of the majority of graduates meets the requirements of the business Table 4-15 Working Experience Valid Cumulative Frequency Percent Percent Percent 10 10.8 10.8 10.8 Bad 18 19.4 19.4 30.1 Average 20 21.5 21.5 51.6 Good 28 30.1 30.1 81.7 Very good 17 18.3 18.3 100.0 Total 93 100.0 100.0 Valid Very bad The ratio of students have working experienced is from very bad to average comprise 51.7% Students have time to practice in very few enterprises (two months) 50 Table 4-16 Professional Skills Valid Cumulative Frequency Percent Percent Percent 15 16.1 16.1 16.1 Average 33 35.5 35.5 51.6 Good 27 29.0 29.0 80.6 Very good 18 19.4 19.4 100.0 Total 93 100.0 100.0 Valid Bad The ratio of students have Professional skills is from bad to averaged is 51.6% This suggests that schools need to strengthen the practical skills training to more students Table 4-17 Developing in Jobs Valid Cumulative Frequency Percent Percent Percent 4.3 4.3 4.3 Good 34 36.6 36.6 40.9 Very good 55 59.1 59.1 100.0 Total 93 100.0 100.0 Valid Average The ratio of students to have capable of developing in jobs is 95% This helps students to overcome the limitations in terms of skills Table 4-18 Active and Creative in work Valid Cumulative Frequency Percent Percent Percent 10 10.8 10.8 10.8 Good 49 52.7 52.7 63.4 Very good 34 36.6 36.6 100.0 Total 93 100.0 100.0 Valid Average The ratio of students to have active and creative in work from good to very good is 89.3% This helps students to easily apply the knowledge learned at the school in solving specific tasks in the enterprise 51 Table 4-19 Compatible Capabilities for Working Environment Valid Cumulative Frequency Percent Percent Percent 23 24.7 24.7 24.7 Good 31 33.3 33.3 58.1 Very good 39 41.9 41.9 100.0 Total 93 100.0 100.0 Valid Average The ratio of students to have Compatible capabilities for working environment from good and very good at the business is 75.2% This helps students to easily integrate with the new working environment of the enterprise Table 4-20 Disciplines Valid Cumulative Frequency Percent Percent Percent 5.4 5.4 5.4 Good 18 19.4 19.4 24.7 Very good 70 75.3 75.3 100.0 Total 93 100.0 100.0 Valid Average The ratio of students to have Disciplines from good and very good at the business is 75.2% This is also the thing that businesses need, new graduate students have limited skills but if the executive good discipline in the businesses will easily be the workers experienced guide and help Table 4-21 Assessing Students’ Working Capabilities Compared with the Requirements of the Company Valid Cumulative Frequency Percent Percent Percent 68 73.1 73.1 73.1 6-month 25 26.9 26.9 100.0 Total 93 100.0 100.0 Valid Be usable at once 52 The ratio of students have the ability to work from at the start of recruitment is 73%, shows students graduated from the school have been accepted by businesses recruit highly although there are some limitations in terms of skills From the evaluation of factors in the second questionnaire, researchers found a review of the business of the level of good quality and very good from 75.2% to 95% However the factor on the professional skills and working experience of students with good evaluated is 48.4% Therefore schools need to improve the quality management training to meet the increasing requirements of businesses From the above analysis, hypothesis H6 is accepted 53 Chapter Conclusions and Recommendations 5.1 Conclusions This research was conducted with the purpose of proposing some solutions to improve the quality management system training at the HCMC College of Transport, Vietnam The research has achieved the objectives, three objectives of the research topic; specifically the three research questions outlined in Chapter have answers in the research process 5.1.1 About the quality management system training at the college and university in vietnam In the materials were collected, Chapter focuses on understanding the theoretical basis of quality management training Since then, research models of quality management training being applied at the college and university in Vietnam such as: ISO, EFQM, TQM, Quality assurance system of higher education in Vietnam 5.1.2 about the implementation of quality management training at hcmc college of transport To learn the implementation of quality management training at HCMC College of Transport, researchers have identified the components related to quality management training, impact of quality management training to quality training of HCMC College of Transport in Chapter and Chapter In chapter 3, the research has focused on the design of questionnaires to find out the opinions of teachers self-assessment and students on quality management training and external reviews of agencies, businesses recruitment of graduates of the school in both 2009 and 2010 Through the analysis of survey results in Chapter 4, the research has concluded about the research hypothesis is as follows: (1) Accept the hypotheses H1: Training goal influence to the quality management training (2) Accept the hypotheses H2: Qualification of Teaching staff influence to the quality management training 54 (3) Accept the hypotheses H3: Teaching courses/syllabus influence to the quality management training (4) Accept the hypotheses H4: Material Facilities influence to the quality management training (5) Accept the hypotheses H5: Administrative support influence to the quality management training (6) Accept the hypotheses H6: The implementation of quality management colleges of transportation in Ho Chi Minh City has not led to good quality training can not meet the requirements of the enterprise 5.1.3 About determined of quality management system training appropriate for hcmc college of transport Today, economic - social development in Vietnam is the market mechanism, businesses need high-quality labor, and schools need to meet their requirements By social demand volatility, so the training goal of each branch in the school will rapidly outdated, inappropriate or less relevant to actual production and not meet the expectations of businesses To satisfy that expectation, requires schools to take steps research about the needs of the society or the needs of the labour market, always improve the training process from design branches training to curriculum, teaching, administrative reform, etc 5.1.3.1 Proposed model of quality management system training appropriate at HCM College of Transport Quality management training is an organized process to ensure that graduates have to achieve the standards set out and in accordance with the requirements of the business, implements the school's commitment to quality training for students and social The quality management training includes the following main activities: + Identify objectives and define the standards to be achieved + To compare the standards to be achieved with the implementation results + Improvements to have better results From the analysis results in Chapter and Chapter and from a change in the training process, as well as the research of the quality management model being applied at colleges and universities in VietNam, 55 HCMC College of Transport need to determine the quality management model under specific period To advance to the Quality testing training, HCMC College of Transport needs to build a model of Total Quality Management – TQM This is a form of quality management in line with the quality control training in VietNam With this form, issues of quality training are imbued in the sense of all members of the system This is also in line with the recommendations of Department of Testing and Quality Education, Ministry of Education and Training 5.1.3.2 Comparison between models of management training current and proposed model The difference between a management model now and new management models: Contents Training Goal The training program Teaching methods Active form Resources - capital Staff Evaluation Model management objectives (current) - Derived from the needs, capacities of the teachers and the school - Detailed content, the fixed much, little software - Get centered teaching - Personal - Money, material, equipment - Highly professional - Protect yourself - Based on the target - Evaluation according by subject, semester, and course (reviewed in) 56 Model management process (new) - Derived from the customer's needs, of society - Contents flexible, easy to meet changing customer needs - Get learning centered - According to the group - Information, knowledge - Versatile - Cooperation, creativity, customer satisfaction - Based on the process - Internal assessment and external assessment 5.1.3.3 The specific solutions To build the Total Quality Management system – TQM and implementation of management training according to the process, HCMC College of Transport needs to implement specific solutions as follows: (1) Building quality systems: From the proposed model, schools need to build structures, procedures and processes and resources needed to implement quality management So quality system will express clearly technology management of HCMC College of Transport To persuade people to perform under the new management model, schools need specific written of quality systems (2) Training for all members of the school: Total Quality Management means to all members adhere to the rules set out in the quality system Thus, the whole system will rise to efficiently manage better in implementing the commitments set out (3) Improving the quality of training meet the needs of human resources of high quality according to the orientation of Ho Chi Minh City Training programs are designed according to the structure module, integration between theory and practice, fit with the requirements of the business (4) Improved method of assessing learning outcomes (5) Affiliated with the University to exchange of experience training (6) Improving the quality of the Teaching staff (7) Enhance facilities techniques 5.2 Limitations of Research Research is done in a short time, although many reference materials, more research on the quality management training, but the only opinion survey of students intermediate professional level graduates in 02 years (2009 and 2010) of 04 branches: Auto Mechanical Equipment Exploiting and Repairing, Public road construction technology needs, Transport Accounting, Transport Business Management At the same time the research was not considered a positive factor of students at the same time the research was not considered a positive factor of students in the learning process affects the quality of training 57 5.3 Recommendations In the near future, the school should continue to survey opinions of students graduate from other sectors, held seminar on quality training with the participation of the students are learning, graduate students and businesses hiring graduates to get a more comprehensive view of quality management training nhà trường In the formulation of development strategies of HCMC College of transport from 2011 to 2015, to 2020 vision, should set out concrete steps to build models of total quality management to the quality training to meet the requirements of the business 58 References I English EFQM Excellence Model and Knowledge Management Implications by Dillip Bhatt, (2002), pp 2-4 Majid Jaraiedi, Total Quality Management Applied to Engineering Education, Industrial Engineering at West Virginia University, USA http://www.emeraldinsight.com/journals.htm?articleid=839510&show=html Paula Y.K Kwan, Hong Kong, Application of total quality management in education: retrospect and prospect, City University of Hong Kong http://www.emeraldinsight.com/journals.htm?articleid=838646&show=html Quality Management Vocational School by Karl – Otto Dobber, (2003), pp 1-2 Ramona Kay Michael, Victor E Sower, Jaideep Motwani, A comprehensive model for implementing total quality management in higher education, USA http://www.emeraldinsight.com/journals.htm?articleid=842941&show=html Sangeeta Sahney, D.K Banwet and S Karunes (2004), Conceptualizing total quality management in higher education, India http://www.emeraldinsight.com/journals.htm?articleid=842103&show=abstract II Vietnamese Bộ Giáo dục Đào tạo (10/2010) Báo cáo đánh giá thực trạng sở vật chất thiết bị đào tạo trường đại học, cao đẳng công lập, pp.2, Bộ 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thảo “Giới thiệu hệ thống quản lý chất lượng theo tiêu chuẩn quốc tế ISO 9001:2008 tích hợp với 10 tiêu chuẩn đánh giá chất lượng giáo dục trường cao đẳng đại học, pp 50 Nguyễn Tuấn Khanh, Quality management in vocational education, 2004, pp 78 Thủ tướng Chính phủ (2010) Chỉ thị số 296/CT-TTg đổi quản lý giáo dục giai đoạn 2010-2012, pp 1, Trường Cao đẳng Giao thơng vận tải Thành phố Hồ Chí Minh (2010) Chương trình hành động thực Chỉ thị số 296/CT-TTg đổi quản lý giáo dục giai đoạn 2010-2012, pp 1, TS Lưu Thanh Tâm (2003), Quản trị chất lượng theo tiêu chuẩn Quốc tế, Nhà xuất Đại học Quốc gia Tp HCM, pp 17, 192, 196 ThS Đỗ Thiết Thạch (2003), Quản lý chất lượng đào tạo Đại học (tài liệu tham khảo, lưu hành nội dành riêng cho cho học viên lớp cán quản lý khoa/phòng trường cao đẳng, đại học), pp.54 61 Attachment PEOPLE’S COMMITTEE OF HO CHI MINH CITY HO CHI MINH CITY COLLEGE OF TRANSPORT - QUESTIONNAIRE FOR TEACHERS - STUDENTS The purpose of this questionnaire is to collect feedback from you about the quality management training at Ho Chi Minh City College of Transport In order to help the school to have a better and better training quality management, please take time to complete it Your answers will be used only for my study without exception A Personal Information: Gender: Male Teacher Female Student Specialization: B Survey questions : Please cross (X) for suitable item 1, 2, 3, etc.) 1: Completely disagree 2: Disagree 3: No idea 4: Agree 5: Completely agree I Training goal Pursuant to the needs of labor market Meet the requirements of the enterprise Training programs consistent with the standard output II Teaching staff, teaching methodology Lecturers with deep professional knowledge Most of lecturers with good teaching methods and an update on latest methodology Ensuring enough time class and teaching plan Using media facilities well for teaching task An education of personality, morals included Contacting lecturers with further information (face to face, email, telephone, …) With many procedures of result evaluation to enhance the accuracy of subject evaluation 10 III Teaching courses/syllabus 11 With accurate and upgraded content of the 62 1 2 3 4 5 1 2 3 4 5 1 1 2 2 3 3 4 4 5 5 5 12 13 14 syllabus With own courses of subjects for specific purposes compiled and entitled With a reference of the latest courses With an easy access to a reference of latest materials IV Material facilities 15 22 With suitable material facilities for studying and training needs With a good studying environment (seatings, light, sound …) With well-equipped laboratories Training management Teaching program and criterion for evaluating students’ result are notified properly Tightly organized competition, seriously Subject evaluation done regularly With an efficient settlement with students’ requirements Students’ complaints solved satisfactorily VI Training management and service 23 With diverse and upgraded information on the website With a lot of activities (society, entertainment ) to motivate students’ attitude With accurate procedures of administrative work (students’ confirmation, academic transcript ) With the hospitality and willingness of the staff (department of studies, administration, finance) 16 17 V 18 19 20 21 24 25 26 VI I 27 28 29 30 1 2 3 4 5 5 5 1 2 3 4 5 5 5 5 5 1 2 3 4 5 1 2 3 4 5 Training quality During the time at school, students are trained personality, morals and attitude With necessary skills for the future jobs - Skills of self-developing, studying, researching, creating - Skills of group work - Skills of solving problems, processing information - Skills of communication With deep and useful knowledge for career development With self-confidence in future jobs Note: Please check the questionnaire again to show all questions answered Thank your for your help! 63 Attachment PEOPLE’S COMMITTEE OF HO CHI MINH CITY HO CHI MINH CITY COLLEGE OF TRANSPORT - QUESTIONNAIRE FOR AGENCIES, ENTERPRISES A Agencies, Enterprises Majoring in : Job title (the receiver): B Students The number of students graduated from HCMC College of Transport who are working for your company: ……… Common comments on university: (Cross (X) for the suitable choice) Order Content Evaluating level - + Health Very Bad Very Good Professional knowledge Very Bad Very Good Working experience Very Bad Very Good Professional skills Very Bad Very Good Developing in jobs Very Bad Very Good Active and creative in work Very Bad Very Good Compatible capabilities for Very Bad Very good Very Bad Very Good working environment Disciplines Assessing students’ working capabilities compared with the requirements of the company … Be usable at once … Be suitable for work requirements, but there must be a 6-month training course … There must be at least 1-year for retraining session and adding training Thank you for your co-operation 64 ... What is the applicable training quality management system at College level education in Vietnam? (2) What is the current training quality management performance in the College of Transport in. .. and training The type of training is being diversified Besides the type of traditional training (formal training within the universities, colleges) the scale in- service training, distance learning,... What is suitable training Data analysis and suggest adequate training quality management quality management system for the College system at the College of of Transport in Ho Chi Minh City Transport