DEVELOPING QUALITY CULTURE AT VIETNAM NATIONAL

UNIVERSITY OF HO CHI MINH CITY THROUGH THE IQA SYSTEM

Nguyen Duy Mong Ha, PhD

USSH, VNU-HCM

Outline

Theoretical background

National, regional and international contexts

IQA and EQA in the Vietnamese HE with the case study of IQA at VNU-HCM

implications and recommendations for further development of quality culture in the Vietnamese HE through the IQA system

Theoretical background • Quality culture (EUA 2006): organisational culture that intends to enhance quality

permanently two distinct elements:

1. a cultural/psychological element of shared values, beliefs, expectations and commitment towards quality

2. 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).

Global, regional and national contexts

• International, regional and national evaluation/assessment or accreditation agencies

• Diversity in national EQA frameworks, many models of QA: EHEA, AQRF, NQFs

• IQA: TQM, EFQM, balanced scorecard, ISO 9000 series…

• Autonomy and accountability, change management: PDCA

IQA AND EQA IN THE VIETNAMESE HE WITH THE CASE STUDY OF IQA AT VNU-HCM

Strengths

• a flexible combination of uniformity and diversity

• strong emphasis on PDCA-based system and the alignment with strategies, missions, vision at all levels the culture of continuous improvement has been

increasingly developed

the mechanism of mid-term monitoring/checking (institutional assessment, the strategic plans)

• periodical meetings and workshops between the VNU-HCM and the QA units, peer reviews: sharing of good practices

UT USSH US IU UEL UITName of QA unit QA Section OETQA OETQA QMC OETQA DILAQA

Year of QA unit establishment

2005 2006 2008 2008 2010 2012

Staff no.in QA unit 6 7 5 6 5 3Quality assessment of institution

x x x x x x

Quality assessment of programs

x x x x x x

Survey system x x x x x xISO system xQA Network units in all faculties/offices

x x

Information system x xQA research projects x xSeminars/workshops, conferences in QA

x x x x x x

Weaknesses • Inadequate set of tools, procedures and policies:

KPIs for internal assessment and decision-making, QA handbooks for core areas, survey methodology, credit-based teaching and management…

• Accountability has not always accompanied improvement in all QA plans: lack of QA project management skills and strategic plans skills based on the QA activities

• Teamwork and collaborative decision-making, smooth coordination among different units…have not been well developed.

Opportunities and challenges

Opportunities

• Quality commitment

• IQA, external requirements, support and guidance (MOET, VNU-HCM regulations and policies)

• Globalization: competition and chances for cooperation

• ICT development

Challenges

• Economic crisis in the last few years

• Lack of incentive measures and awarding system

• Accountability has not become “an issue of survival” for all academic units: no equal concern for QA

IMPLICATIONS FOR THE DEVELOPMENT OF QUALITY CULTURE THROUGH IQA

Tools: policies and guidelines

• More clear and effective policies from VNU-HCM: Motivation and incentive measures, awarding system Raise awareness of and commitment to QA Clear regulations on the obligations of the teaching

and administrative staff: integration or modification of QA activities and PDCA cycle

• More updated and detailed guidelines, regulations and frameworks of IQA: Information system Designing and improving guidelines in teams Decentralization and centralization The autonomy together with the accountability

Training and collaboration • More seminars, conferences for sharing best practices in

running IQA Monitoring of improvement plans Peer reviews Sharing best practices and effectiveness

• Values of collaboration and continuous improvement: Clarified and translated into the action plans Change management and HE project management for

workshops, Effective administration competence for the data-based right

decisions

• Integration and alignment: IQA: integral part of all strategies at all level in the HEIs Clear and systematic alignment of all the QA strategies, missions

and visions at all levels

Conclusion • IQA as a formal QA process of QC, an integral part of QC,

closely related to the commitment part of QC

• A long process: Commitment at all levels

Qualified QA managers: risk management and prioritization

Involvement of experts and stakeholders

Leadership and appropriate strategic plans: PDCA

Continuous efforts in learning and sharing good practices

Specified clearly in each individual’s roles and functions

• The effectiveness of this process: collaborative work

Success in QA: product of the whole team, whole VNU-HCM