Leadership and quality assurance in higher education Dr. NGUYEN DUY MONG HA UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VNU-HCM ndmongha@hcmussh.edu.vn

Agenda National, regional and global contexts of QA Factors influencing QA in HE Leadership and management competencies for QA Strategic planning and risk management Project managment Quality management Human resource management and internationalization Some recommendations

I-Global, regional and national contexts International, regional and national evaluation/assessment/accreditation agencies and standards Diversity in national, regional, international EQA frameworks and networks: EHEA, AQRF, NQFs, INQAAHE… IQA: many models like TQM, EFQM, balanced scorecard, ISO 9000 series… Autonomy and accountability, change management: PDCA

Diversity and harmonization QA National Regional International Agencies CEA-HCM, CEA-HN... ACC, NAAC, PAASCU, ONESQA, MQA, FIBAA... AUN-QA Those recognized by CHEA Framework VQF, TQF, MQF, NZQF... EHEA, AQRF EQF,… Models EFQM ISO, TQM Networks AQAN, APQN,ENQA, AFRIQAN,ANQAHE, INQAAHE Criteria/standards MOET, OHEC criteria… ABET (internationally recognized)

II-Factors influencing QA in HE Human resources Infrastructure, ICT system Leadership Quality culture Globalization

Quality culture (EUA 2006) organisational culture that intends to enhance quality permanently two distinct elements: a cultural/psychological element of shared values, beliefs, expectations and commitment towards quality structural/managerial element with defined processes that enhance quality and aim at coordinating individual efforts (IQA) Internal quality assurance (IQA) summarizes all mechanisms, instruments and systems for quality assurance which are within HEI and ensure that the institution or programs are meeting their own standards and objectives (Sanyal & Martin 2007, 5)

III- Leadership and management competencies PLAN: Strategic planning, KPIs, job profiles, procedures/ISO DO: Implementing, mentorship, coaching CHECK: monitoring ACT: improving QA BOARD/COMMITTEE SWOT analysis Risk management Outcome-based management/data-based decision making

3.1. Competence in building, implementing strategic plans & project management 1. Strategic planning Build, implement and evaluate the strategic plans for a short-term or long-term period Logframe and assessment criteria, KPIs 2. Project management Projects in HE: course/curriculum development and revision, building tools and materials for teaching and learning assessment, academic advising, facility investment, exchange and internship programs, research projects, Elearning, training, libraries… Risk management and stakeholders analysis as an integral part of project management

E.g. Competence in the project of designing and developing study programs and curricula Study programs (main and co/extra-curricular) Institution’s missions, visions, objectives, core values, philosophies requirements of the globalized labor market stakeholders’ feedback the well-rounded/whole person education, learner-centered approach OBE (outcome-based education) Role of deans as heads or chairs of the academic council/scientific or program committee (program managers)

3.2.Quality management competence IQA is required by MOET for all the HEIs Autonomy and decentralization: QA of faculties and programs Sets of quality assessment or accreditation criteria: by MOET and AUN (at program and institutional levels) Other international/regional accreditation criteria: ABET, AACSB… QA tools and procedures, handbook, manuals, survey system… for PDCA Goal-oriented, outcome-based/data-based decision-making, stakeholders’ feedback Post-accreditation period: improvement plans Information system and application of ICT

3.4.Human and financial resource management competence Human resource: key factor Challenges: academic freedom and reluctance in teamwork and cooperation (flexible hours) Common values shared by everyone Lead the staff to follow the vision and objectives Interpersonal skills, change management skills and decision- making competence (based on data and information)

External relations competence The internship/ practicing opportunities, career advising for students International exchanges and internship abroad chances to get scholarships, financial support for the (programs, facilities…) development projects, chances for staff to improve and update their (professional, management/ leadership...) knowledge and skills… Domestic and international relations can bring advantages and reputation to the faculties, institutions USSH, VNU-HCM: faculties of foreign languages have great need for external relations competence

Implications/recommendations for the comprehensive development of the leaders/ managers’ competences in the Vietnamese HEIs

Raising the awareness and diversifying training opportunities Holding seminars, talks, conferences,…with higher education leadership experts Offering diversified training courses and materials regularly (practice-based) training courses with certificates of leadership & management, with follow-up coaching and mentoring phases Idea of establishing a Deans’ Training Center or Higher Education Governance Center for training and consultancy Regular Meetings for sharing best practices

Post-training activities Sharing best practices in improving leadership skills and other management competences Clearly defining selection/appointment and assessment/evaluation criteria, promotion plans, role and functions Setting up awarding system and giving incentive measures to encourage the contributions and eagerness to learn: learning organization

Conclusion Context-based and project-based approach in the training programs for deans, managers, leaders at all levels Leadership as top down and incentive policies for bottom-up with the contribution of everyone Internationalization and staff development policies Investment for sustainable development with priorities