1. LOGO Internal Quality Assurance Model: Evidence from Vietnamese Higher Education Tang Thi Thuy, Department of International and Comparative Education, NCNU

2. Contents 1. Introduction 2. Literature Review 3. Methodology 4. Results 5. Conclusion and Recommendations

3. Introduction Set up QA system in HE society's interest in quality of HE The increase of HEIs is inadequate with its quality The important role of HE Globalization Internationalization Elite => Mass

4. Non-public public Introduction (Cont.) The number of HEIs increasing 83 (2012-2013) 338 (2012-2013)

5. Introduction (cont.)  Vietnamese HE is facing with the increasing of numbers without being adequate to quality.  To establish a QA system is considered as one of the potential solutions for the problems in Vietnamese HE.  Vietnam has set up the QA system including external quality assurance (EQA) and internal quality assurance (IQA)  However, the system is facing with issues and challenges. Therefore more studies are needed to probe the problems deeply.

6.  The major purpose of this study is to explore the internal quality assurance system in Vietnamese higher education including mechanism, process, effectiveness, problems, and potential solution. www.themegallery.com Introduction (cont.)

7. Literature Review IQA refers to the policies and mechanism implemented in an institution or program to ensure it is fulfilling its own purposes and meeting the standards Quality Assurance EQA refers to the actions of an external body which evaluates the operation of the institution or its program, to determine whether it is meeting the agreed standards. Summative evaluation Formative evaluation

8. Methodology Qualitative approach Document analysis Case study Interview

9. Methodology (cont.) There were 13 participants who were interviewed, come form an institution of Southern Vietnam that was selected as a case study in this study.

10. The Demography Information of the Interviewees NoCodePositionGender Year experience Academic qualification Interview Method 1A1AdministratorF10DoctorEmail 2A2AdministratorF9MasterFace to face 3A1AdministratorM11MasterFace to face 4L1 Lecture F4MasterFace to face 5L2 Lecture M6MasterFace to face 6L3 Lecture F8MasterFace to face 7L4 Lecture F6DoctorEmail 8L5 Lecture M6BachelorSkype 9L6 Lecture F5MasterEmail 10L7 Lecture M4MasterEmail 11L8 Lecture F4MasterFace to face 12L9 Lecture F3MasterEmail 13L10 Lecture F1BachelorEmail

11. Results Effectiveness, Problems and Potential Solutions for QA Activities 2 Key Activities of Internal Quality Assurance 1

12. (1)Self-evaluation at the institution level (2) Self-evaluation at the program level (3)Stakeholder survey: emphasize on Student feedback on course

13. Self-evaluation at the institution level  - Implement 10 standards and 61 criteria from MOE  Standard 1: Mission and purpose  Standard 2: Organization and management  Standard 3: Curriculum  Standard 4: Training activities  Standard 5: Management staff, faculty and clerks  Standard 6: Learners  Standard 7: Research and technology development  Standard 8: International cooperation activities  Standard 9: Library, learning facilities and other infrastructure  Standard 10: Finance and financial management www.themegallery.com

14. Self-evaluation at the program level  Implement the Model for Program Level of AUN-QA  AUN-QA model for program level encompasses the following 15 criteria: 1. Expected learning outcomes; 2. Program specification; 3. Program structure and content; 4. Teaching and learning strategy; 5. Student assessment; 6. Academic staff quality; 7. Support staff quality; 8. Student quality; 9. Student advice and support; 10. Facilities and infrastructure; 11. Teaching and learning process; 12. Staff development activities; 13.Stakeholders feedback; 14. Output; 15. Stakeholderssatisfaction.

15. Stakeholder survey Process of Collecting Student Feedback on Course

16. Stakeholder survey Process of Collecting Peer Review of Teaching

17. DETQA (manage all the general QA activities at USV) QAG1 (at faculty) QAG2 (at department)... QAG26 (at faculty) Mechanism of internal quality assurance at USV

18. Effectiveness, Problems and Potential Solutions for QA Activities Effectiveness First, USV established IQA system with completed mechanism through a link between DETQA and all faculties and departments.. Second, USV had instructions and support for QA activities. Third, faculty members are interested in QA. They are aware of the role of QA in a HEI..

19. 6/15/2012 Key themesFrequency Facilities for teaching and learning 10 Teaching method 8 Curriculum 7 Inputs and outputs 6 Research 6 Management 5 Standards 5 Quality culture 4 Professional development academic staff 1 Key Themes from the Faculty’s Responses about Quality Assurance

20. Effectiveness, Problems and Potential Solutions for QA Activities (cont.) Problems Key Themes from the Faculty’s Responses about the problems of Quality Assurance activities in USV Frequency There are many unreasonable problems in student feedback and peer review 10 Lack of quality assurance on research 9 Absence of quality improvement 8 Self-evaluation activities are not into practical application 5 Quality culture has not been formed 3

21. Effectiveness, Problems and Potential Solutions for QA Activities (cont.) Potential Solutions For Student Feedback on Course: Rebuilding the content of questionnaire; Change the access to administer a survey. Regarding to form the culture of quality at the school: to shape attitudes and awareness of administrators, managers, teachers and students about the culture of quality Regarding to quality improvement: the school should set out the improvement plans to overcome shortcomings and promote the positive aspects to assure and enhance quality training to meet the demands of the society

22. Conclusions and Recommendations Conclusions The IQA system was set up basically at HEIs, however, its operation encounters many difficulties There are varied activities for IQA at HEIs, but generally most HEIs emphasize on self- evaluation and conducting survey form stakeholders.

23. Recommendations Recommendations for Ministry of Education and Training Recommendations for Higher Education Institutions Conclusions and Recommendations

24. LOGO