Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.

Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.Teaching management of general education knowledge sector at Arts universities in the direction of quality assurance.

HANOI NATIONAL UNIVERSITY OF EDUCATION

PHAM DAC THI

MANAGING TEACHING ACTIVITIES FOR THE GENERAL EDUCATION SUBJECT SECTOR AT ARTS UNIVERSITIES TOWARDS QUALITY

The thesis is completed at:

Hanoi National University of Education

Supervisor: Assoc Prof Nguyen Van Le

Review 1: Prof Phan Van Kha

Review 2: Assoc Prof Pho Duc Hoa

Review 3: Assoc Prof Nguyen Thi Thanh Huyen

The thesis will be defensed at the University Level Thesis Assessment

Council of Hanoi National University of Education

At … ’ date … moth … year 2021

The thesis can be searched at:

- National Library

- Hanoi National University of Education Library

1 Background to the study

Higher education is a comprehensive education under a closed model,including basic knowledge education, basic professional knowledge and specializedknowledge, among which basic knowledge is the foundation, the initial basis forstudents to be able to acquire and acquire basic professional knowledge andspecialized knowledge in a systematic and scientific manner General educationknowledge sector includes subjects that focus on such foundational values

Currently, in the context of higher education innovation, there are highrequirements for teaching management, including teaching management in generaleducation knowledge sector The reality shows that the teaching management ofthe general education knowledge sector still has many shortcomings, the coreproblem is that there is no most effective approach Up to now, there has been noresearch on the management of teaching activities in the general educationknowledge sector at Arts universities

With the above reasons, the author has chosen the problem: "Teachingmanagement of general education knowledge sector at Arts universities in thedirection of quality assurance" as the thesis topic

2 Research aims

On the basis of theoretical research and management situation, some solutions

to teaching management of the general education knowledge sector at Artsuniversities towards quality assurance have been proposed

3 Variables and Subjects of the research

3.1 Variables

Teaching activities for general education subjects at Arts universities

3.2 Subjects of the research

Teaching management of the general education subjects in the direction ofensuring the quality at Arts universities

4 Scientific hypothesis

Managing the teaching activities for general education subjects at Artsuniversities has achieved certain results However, the current management ofteaching activities for general education subjects at Arts universities is stillinadequate for many different reasons Therefore, if the correct reasons for proposingand implementing the measures to manage teaching activities for general educationsubjects at Arts universities can be detected in a reasonable and feasible manner inthe direction of quality assurance, it will increase the quality of teaching the generaleducation subjects and contribute to improving the quality of Arts training at Artsuniversities

5 Research missions

Building a theoretical basis; Evaluating the teaching situations and themanagement of teaching activities for general education knowledge subjects; Proposing

the measures to manage teaching activities teaching subjects towards ensuring thequality at Arts universities

Experimenting and testing the measures to manage teaching activities teachingsubjects towards quality assurance at Arts universities

6 Limitation and scope of the study

6.1 Content Limit

The dessertation focuses on studying the measures to manage teaching activities forgeneral education subjects towards ensuring the quality according to the principals of Artsuniversities to meet the requirements of Artsistic education renovation

6.2 The survey region and time limit

Research on the management of teaching activities of the lecturers who teachgeneral education subjects and students' learning activities (formal university system)

in 2 Arts universities, they are: Hanoi Academy of Theatre and Cinema; Ho ChiMinh Academy of Theatre and Cinema;

7 Research methods

- Approaches: The thesis used a number of approaches as follows: System approach, Process approach, Complex approach, Capability approach, quality assurance processing Approach

- Specific Research Methods: Theoritical Research Methods, practical researchmethods, Investigation and survey method, Interview method, Information processingmethod group, Experimental method

8 Theoritical points of the thesis

(1) Managing teaching activities for general education subjects towards quality

assurance is one of the core factors to improve the quality of higher education inorder to meet the requirements of modern higher education innovation

(2) Teaching management of general education knowledge sector in thedirection of quality assurance needs to have a synchronous impact on the elementsconstituting teaching activities: teaching objectives, teaching contents, teachingmethods; teaching curricula; capacity of the teaching staff, attitude and motivation ofstudents, testing and evaluation of the teaching process towards quality assurance

(3) These inadequacies and shortcomings are evident in the stages of teachingplanning and management; determine training objectives, methods, contents andinnovate training programs; the work of fostering to improve the capacity of lecturers

as well as building a teaching environment; The approach to managing teaching

activities of general education subjects is not suitable Therefore, properly assessing

the current situation of teaching activities, managing teaching activities of subjects inthe general education subjects will be the core basis for building measures to manageteaching activities for the general education subjects

(4) Developing a set of criteria and indicators to assess the output quality ofteaching activities in the general education knowledge sector according to thecompetency approach is necessary to take that as a goal and a measure of theteaching management process of the general education knowledge sector towards

quality assurance.

(5) Teaching management of the general education knowledge sector to ensurequality contributes to creating a solid foundation of scientific theory for students ofuniversities in general, including Arts universities in order to improve the overalltheir teaching quality as well as the effectiveness of Artsistic creation

9 New contributions of the dessertation

- The dissertation clarifies the theoretical framework for managing teachingactivities for general education subjects of at Arts universities in the direction ofensuring quality in terms of contents, forms, methods, and organization, andteaching results

- The dissertation conducted a survey to evaluate the overall situation ofteaching and managing teaching activities for teaching general education subjects atArts university, the main causes of the current situation

- From the thesis research, based on the analysis of the current situation, thethesis has proposed and conducted experiments to confirm the reality and feasibility

of the measures to manage teaching activities in teaching general education subjects

at Arts universities in the direction of ensuring quality so that they can be applied inpractice

10 The organization of the thesis

In addition to the Introduction, Conclusions and Recommendations, Referencesand Appendices, the thesis has 3 chapters:

Chapter 1: Theoretical background on managing teaching activities for the

general education subject sector at Arts universities towards the quality assurance;

Chapter 2: Practical background for managing teaching activities for the

general education subject sector at Arts universities;

Chapter 3: Measures for managing teaching activities for the general education

subject sector at Arts universities towards quality assurance

Chapter 1 THEORETICAL BACKGROUND ON MANAGING TEACHING ACTIVITIES FOR THE GENERAL EDUCATION SUBJECT SECTOR

AT ARTS UNIVERSITIES TOWARDS THE QUALITY ASSURANCE

1.1 Literature review

1.1.1 Research on teaching and teaching activities management

Regarding teaching management, such foreign authors as Muhammad AbdulMalik, Dr Ali Murtaza, Dr Abdul Majeed Khan or such indoor authors as PhamMinh Hac, Tran Nguyen Ngoc Quang, Thai Duy Tuyen all think that teachingactivities are the interaction between the teacher's teaching activities and the students'learning activities in order to achieve the set teaching goals through the implementation

of teaching methods, forms of teaching organization and teaching objectives

1.1.2 Research on teaching quality and teaching quality assurance management

When researching on the overall quality management in education, manyauthors such as Armand V.FIGENBAUN, Bogue and Sanders Sallis, E John, West -Burnham… studied the TQM model; UNESCO's perspective on teaching qualitymanagement with CIPO model; In Vietnam, author Tran Khanh Duc studiedinternational experiences and proposed an overall model of the university trainingprocess and a set of criteria for evaluating higher education quality from the point ofview of quality management of ISO and TQM; Tran Kiem with TQM approach,author Nguyen Huu Chau with CIMO quality management model

1.1.3 Research on teaching management at Arts universities

London Artss Institution, Amsterdam Artss University, Lasalle college of the Arts – Singapore

Học viện nghệ thuật London, Đại học Nghệ thuật Amsterdam, Đại học nghệthuật Lasalle (Lasalle college of the Arts – Singapore) have had research works onteaching at Artss universities

1.2 Teaching general education subjects at Arts universities

1.2.1 Teaching and higher education teaching

Teaching activities at universities: include many elements such as teachingpurposes, teaching contents, teaching methods and means, teachers’ teachingactivities, learners’ learning activities, teaching results This process takes place andhas a relationship with the socio-economic environment, the science-technologyenvironment, the internationalization environment, etc

1.2.2 General education knowledge subjects

The subjects belonging to the General Education Department for the generalArts sector have 11 subjects, including: The basic principles of Marxism-Leninism;

Ho Chi Minh Thoughts; Revolutionary lines of the Communist Party of Vietnam;Cultural and artistic guidelines of the Communist Party of Vietnam; Vietnamesecultural establishments; Foreign Languages; General Information Technology;Vietnamese literary history; World literary history; Physical Education and NationalDefense - Security Education

1.2.2.1 Position of general education knowledge sector

In the education system in Vietnam, the phrase "basic education" (while othercountries use the phrase "general education") refers to the contents related to the rules

of human moral qualities in social relationships;

General education knowledge is considered as a prerequisite knowledge tocreate an initial foundation, a basic brick for students to access the system of basicprofessional knowledge and specialized knowledge of the Arts General educationknowledge is the important luggage for students of Art universities to promote logicalthinking, abilities to associate and link events together in a scientific way whenstudying intensive courses

1.2.2.2 Teaching characteristics of general education knowledge sector in training

at Arts universities

Teaching general education knowledge subjects for Arts students also has itsown characteristics, meeting the posed requirements when training Arts students, that

is how to promote creative capacity in artistic work, develop the strengths of theartistic talents that students have The task of this sector is also harder, more specificbecause teaching is associated with the development of creative capacity in eachmajor that students are studying

1.2.3 The relationships between the general education knowledge sector and the basic professional knowledge and specialized knowledge sectors

As the background knowledge for thinking and creativity, the subjects of theBasic Knowledge sector for Arts students are playing a very important role This isthe initial foundation for students to access specialized and in-depth knowledgethanks to their ability to apply and evaluate themselves Arts is the ability to createbeauty with the talents that students have

1.3 The basic requirements for innovation of teaching current general education subjects

1.3.1 The current context of higher education teaching innovation

The current context of higher education innovation has great impacts onteaching subjects in the general education knowledge sector These impacts are bothopportunities and motivations, but they also pose many challenges and difficulties formanagers in teaching management of general education knowledge sector

1.3.2 The basic requirements for teaching general education subjects in training

in Arts university sector

In the current context, teaching in general, teaching general knowledge in thebasic knowledge system must ensure the quality to meet the requirements of higher

education, to fulfil the requirements of the teaching objectives, teaching programs, teaching methods, forms of organizing teaching activities as well as teaching facilities and equipment; in addition, it requires the capacity requirements of administrators, teachers and students; full awareness of students.

1.4 Teaching the general education subjects towards the quality assurance

1.4.1 Ensuring the quality of teaching

1.4.1.3 Ensuring the teaching quality

Ensuring the teaching quality in the general education knowledge sectortowards the quality assurance is: the quality of learners (output results) will be ameasure of the teaching process; The elements: objectives, contents, methods, means,environment, teachers must all meet the set requirements of the implementation ofteaching the general education knowledge sector And the teaching process of this

subject sector must be evaluated by the standards and criteria that have beenprescribed on the quality requirements of the subjects.

1.4.2 Elements of the teaching activities of general education sector

General education sector consists of 11 subjects Teaching activities of general

education knowledge block include 6 components: Teaching objectives, teachingcontent, teaching methods and means, assessment of teaching results, teacher'steaching activities and teaching activities students' learning activities The factorshave a dialectical relationship with each other

1.4.3 The process of ensuring the quality of general education subjects towards the quality assurance

To establish the theoretical framework of the research topic, the author hasapplied integrated teaching quality assurance models: CIPO and HEQM

Model 1.1 Teaching according to the CIPO model

Thus, the output of the CIPO model will be the core factor to consider andevaluate the input and the teaching process

According to the HEQM higher education quality management model, thequality management work of the university includes the following steps: (1)Determining the development strategy; (2) Administration work; (3) Training,scientific research and community service; (4) Finally, all of the above factors areaimed at achieving the output of the higher education institution

Model 1.2 Quality assurance for higher education teaching

Therefore, with the two above models, it can be concluded that the problemposed for teaching the subjects in the general education knowledge sector in thedirection of quality assurance must implement the following contents: Determiningthe quality of teaching objectives; Selecting the contents, methods and forms oforganization; Quality of teaching staff and students; Evaluating the teaching quality

1.4.4 Building a process to ensure the teaching quality of the subjects in general education knowledge sector

1.4.4.1 Building quality standards

The development of quality standards for input elements, teaching process andoutput is the top work of each Arts higher education Institution

1.4.4.2 Developing and implementing a quality management process

- When developing a quality management process, Arts universities need topay attention to the construction of small stages or processes, including: The process

of implementing the established standards must cover all aspects, the factors affectingthe training process; Developing an assessment process for the purpose of evaluatingquality standards and quality management processes

- Implementing the quality management process: to create a product that is theoutput quality of the training process that meets the standards

1.4.4.3 Testing, evaluating and making adjustments in the quality management process

* Self-evaluation - Evaluation of quality standards, Evaluation of the qualitymanagement process, Evaluation of training results

* External evaluation

External evaluation is the quality inspection of a quality accreditation organization

by a superior or external professional body

1.4.4 Building a quality culture in the school

The culture in universities is the behavior, attitude and consciousness of eachindividual in that environment with issues related to behavior, to receiving andabsorbing that scientific knowledge; Building a quality culture in universities needs

to be considered a central task, an indispensable factor if you want to ensure thequality of training according to the set goals

1.5 Managing the teaching of general education subjects towards quality assurance

1.5.1 Managing the teaching of general education subjects

Teaching management for general education knowledge sector is the impact ofthe managing subject on the managed objects to fulfill the training goals Artsuniversities To establish the theoretical framework of the research topic, the authorhas integrated the CIPO model approach and the university teaching qualityassurance model The essence of the integration of the two approaches is that eachelement of the CIPO model as mentioned above is attached and directed to ensure thequality of the teaching process As follows:

- Managing the determination of objectives, content, building programs andchoosing methods and forms of organizing teaching activities plays a prerequisite role

- Managing teaching staff plays a key role in the process of managingteaching activities

- Managing students plays a central role, being the object of the teachingactivity management process

- The curriculum and teaching content must always be inherited and innovated

to suit the needs of employers;

Testing and evaluation is the final step in determining the effectiveness andquality of teaching activities The main tool for testing and evaluation is a set ofcriteria and indicators

Managing teaching environment is understood as operating environmentmanagement, which is the connecting factor between teachers and students Thesefactors are always in a dynamic state, actively interacting with each other, becomingmore meaningful to students and teachers and their activities (facilities, teachingequipment, teaching aids )

Integrating approaches: Approach to process, capacity, approach to system,approach to quality assurance, can modelize the management of teaching and learningactivities in the general education sector in the direction of quality assurance as follows:

Model 1.3 Managing teaching activities of general education knowledge sector

towards quality assurance

Managing students' learning activities towards quality assurance:

The quality of the input (Motivation, attitude of students); Directing and guiding the development of study plans; Managing students’

learning activities and self-study; Assessing students’ output quality.

Managing students' learning activities towards quality assurance:

The quality of the input (Motivation, attitude of students); Directing and guiding the development of study plans; Managing students’

learning activities and self-study; Assessing students’ output quality.

Directing the building of teaching plans: Building a plan to develop training and education programs; Building a system of standards and quality; Building the process of managing the implementation

of the curriculum, content, and the environment; Organizing and directing the implementation of training programs, content, and environment.

Directing the building of teaching plans: Building a plan to develop training and education programs; Building a system of standards and quality; Building the process of managing the implementation

of the curriculum, content, and the environment; Organizing and directing the implementation of training programs, content, and environment.

Managing lecturers’ teaching activities towards quality assurance:

Managing teaching activities to improve teachers' capacity; Building

a system of quality standards and management processes for teachers' teaching activities; Managing teachers’ teaching activities;

Testing and evaluating by teachers about students' learning results

Managing lecturers’ teaching activities towards quality assurance:

Managing teaching activities to improve teachers' capacity; Building

a system of quality standards and management processes for teachers' teaching activities; Managing teachers’ teaching activities;

Testing and evaluating by teachers about students' learning results

Management of building quality teaching environment: Facilities, teaching equipment; Building a school quality culture

Management of building quality teaching environment: Facilities, teaching equipment; Building a school quality culture

Managing training innovation in the general education sector after each course: Managing training innovation plans; Managing and evaluating training quality with units outside the universities and alumni; Adjusting and supplementing the training plan (programs, content, methods, and environment)

Managing training innovation in the general education sector after each course: Managing training innovation plans; Managing and evaluating training quality with units outside the universities and alumni; Adjusting and supplementing the training plan (programs, content, methods, and environment)

1.5.2 Contents of teaching management for general education knowwledge sector towards quality assuarance

1.5.2.1 Directing the building of plans to manage the modernization of the general education subjects towards quality assurance

The principal directs the development of a teaching plan for the subjects of thegeneral education knowledge sector towards quality assurance, including thefollowing contents: Managing the curricula of the general education knowledgesector in order to develop and ensure the implementation of the training program;Identifying training objectives and training content

1.5.2.2 Managing lecturers' teaching activities towards quality assurance.

- Managing and developing capacity for teaching staff through training andteaching activities to improve qualifications, capacity and skills

- Managing teacher's teaching activities: Through directing the development,implementation and checking of teaching results

1.5.2.3 Managing students' learning activities towards quality assurance

Managing learning activities includes managing the performance of students'learning, training and research tasks according to the training regulations includingthe following contents: Managing the quality of learners' input; Managing thedevelopment of learning plans of learners; Organizing and directing learners todevelop individual study plans - Assessing the quality of students' output

1.5.2.4 Managing the innovation of training the general education knowledge sector after each course towards quality assurance

Developing plans to implement training innovation activities of the generaleducation sector after each course; Building a system of quality standards in trainingrenovation; Building the process of managing the innovation of the training;Organizing and directing the collection and processing of complete, accurate andscientific information; Analyzing that information and results is one of the bases foradjusting and supplementing training objectives, programs, content and methods

1.5.2.5 Managing the building of a teaching environment for the general education economic sector according to quality assurance

Included contents: Managing the growth of facilities and teaching equipment;Building a educational quality culture

1.5.2.6 Checking the implementation of teaching activities for general education knowledge sector towards quality assurance

Principals need to ensure the following criteria: Checking teachers’ teachingactivities and students' learning activities; Checking the development of conditions tosupport teaching activities… Organizing the testing: Developing testing plansaccording to program distribution; Analyzing students’ learning outcomes Analyzingthe test results, determining the output of teaching activities through the standardtable to determine the goals of the serial management process

1.6 Factors affecting the management of teaching activities for general education knowledge sector at Arts universities

- Subjective factors: Quality assurance; Regarding the capacity andqualifications of managers; Regarding the qualifications and capacity of the teachingstaff; About the qualities and abilities of learners

- Objective factors: Conditions of the universities’ facilities; Having appropriatemechanisms and policies; The responses of families, community and society

Conclusion of chapter 1

In chapter 1 of the thesis, the author has systematized the issues of theoreticalbasis of managing teaching activities towards quality assurance Since then, atheoretical framework has been identified for the management of teaching activities

in the general education knowledge sector in the direction of quality assurance

On the basis of analyzing the concepts of teaching, managing teachingactivities; characteristics of general education knowledge sector; the relationshipsbetween this course and other majors; identifying the basic requirements of teachingactivities in the general education knowledge sector in the current context in order tofind the most effective approach to ensure teaching quality; integrating two models:CIPO model and University quality assurance model to determine the qualityassurance process of teaching subjects in the general education knowledge sectortowards quality assurance, including 06 contents (i) Directing the development of amanagement plan for activities in the general education knowledge block in thedirection of quality assurance; (ii) Managing teaching activities of lecturers towardsquality assurance; (iii) Managing student’s learning activities towards qualityassurance; (iv) Managing the innovation of implementing the training program aftereach course in the direction of quality assurance; (v) Managing the teachingenvironment according to quality assurance; (vi) Checking the implementation ofteaching activities in general education knowledge sector towards quality assurance

The theoretical basis orients the survey, investigation, analysis of the currentsituation and proposes solutions to manage teaching activities in general educationknowledge sector in the direction of quality assurance Those are the topics that wereaddressed in Chapters 2 and 3

Chapter 2 PRACTICAL BASIS OF MANAGING TEACHING ACTIVITIES FOR GENERAL EDUCATION SUBJECT SECTOR AT ARTS UNIVERSITIES

2.1 Some information about Arts universities

2.1.1 General overview of Arts universities

2.1.1.1 Hanoi Academy of Theater and Cinema

2.1.1.2 Ho Chi Minh Academy of Theater and Cinema

2.1.2 Functions, tasks and organizational structure of schools

2.1.2.1 Hanoi Academy of Theater and Cinema

Functions and tasks of the school are defined in Decision No 2571 - CSTMdated June 6, 2008 of the Ministry of Culture, Sports and Tourism: training andretraining human resources in theater, cinema, photography and television atuniversities, colleges, technical colleges, and post-graduate levels

2.1.2.2 Ho Chi Minh Academy of Theater and Cinema

Ho Chi Minh University of Theater and Cinema is a non-business unit, directlyunder the Ministry of Culture, Sports and Tourism, with the function of training andfostering human resources in the fields of theater, cinema, photography and television

at undergraduate, post-graduate and lower levels; Researching and experimenting inthe fields of theatre, cinema, photography and television in order to improve thetraining quality of the University and contribute to building an advanced Vietnameseculture imbued with national identity

2.1.2.3 Organizational apparatus of universities

2.1.3 Training scale

2.2 The survey on the current situation

2.2.1 The objectives of the survey

Khảo sát về các thành tố và những yếu tố liên quan đến quá trình dạy học vànhững yếu tố đảm bảo chất lượng quá trình dạy học, từ đó có phân tích, nhận định đề

ra các giải pháp

2.2.2 The content of the survey

The content of the current situation survey is based on a set of 7 criteria,including 55 teaching and learning management indicators of the general educationknowledge sector in the direction of ensuring quality in training at Arts universities

2.2.4.3 Processing survey data

The number of tickets issued was 450; The number of votes collected was 430votes (There were 20 ballots with no response for the reason that officials andlecturers were busy on business trips, learners were absent from school ), in which:Managers, lecturers: 98 votes; Students: 332 votes

Ph.D students designed a scale of survey content index according to 5 levels,respectively from 1 point (minimum) to 5 points (maximum), the average score of the