TRAINING QUALITY MANAGEMENT AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY BASED ON TOTAL QUALITY MANAGEMENT CONCEPTS

In recent years, though there have been many studies and theses on quality management of highereducation, there has not been any research thesis on quality management of higher education

NGUYEN LAN PHUONG

TRAINING QUALITY MANAGEMENT

AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY BASED ON TOTAL QUALITY MANAGEMENT CONCEPTS

Specialization: Education Management

Code: 62.14.01.14

SUMMARY OF DOCTORATE DISSERTATION

HO CHI MINH CITY - 2015

HO CHI MINH CITY UNIVERSITY OF EDUCATION

Supervisor:

ASSOC.PROF.DR TRAN KHANH DUC

DR NGUYEN THI TU

1st counter-argument by: Prof Dr Dang Quoc Bao

2nd counter-argument by: Prof Dr Nguyen Loc

3th counter-argument by: Dr Nguyen Duc Danh

The dissertation will be defended in the presence of the School’s Dissertation Assessing Board, meeting at Ho Chi Minh City

University of Education

On Am/Pm, date month year 2015

This dissertation can be found at:

National library of viet nam Library of Ho Chi Minh City University of education

1 Rationale for the study

University training quality and training quality management at universities in general and privateones in particular have been the main concern of the management and the entire society However,the training quality management system at universities including private universities has notreceived adequate attention to ensure the gradual improvement of training quality, meet labordemands and accreditation requirements as stipulated by the Law on Education in our country

In recent years, though there have been many studies and theses on quality management of highereducation, there has not been any research thesis on quality management of higher education forPrivate Universities based on total quality management (TQM) concepts in HCM city On the basis

of inheriting the theoretical studies on training quality management and practical needs, the authorhas chosen the following theme: "Training quality management at private universities in Ho ChiMinh City based on total quality management concepts" as the subject of study within theframework of a doctoral thesis on education management

2 Purpose of the study:

On the basis of theoretical studies, surveys and assessment of the status of training qualitymanagement at private universities in HCM city, this thesis builds a framework of training qualitymanagement system measures at private universities based on total quality management (TQM) togradually ensure and enhance training quality, in order to meet the requirements of trainingaccreditation at the Private Universities in HCM city

3 Research issue, object and subject

5 Research missions

5.1 To study the rationale for training quality management at universities based on total quality management.

5.2 To survey and assess the status of training quality management at private universities in HCM city.

5.3 To build a training quality management measures system at private universities in HCM city based on total quality management.

5.4 Assay of necessity and feasibility of training quality management measures.

5.5 To test a training quality management measures system at Nguyen Tat Thanh University,

Ho Chi Minh City.

6 Limits and scope of research

- The thesis researches the current status of training quality management at some privateuniversities, mainly focusing on university training systems of private universities in Ho Chi Minhcity

- The thesis builds a training management measures system based on TQM applied to highereducation at private universities in HCM city

- The thesis carries out practical applications of university training quality management measures atNguyen Tat Thanh University in the academic year 2013-2014

7 The methodology and research methods

7.1 Methodology

7.1.1 The methodology of dialectical materialism

Dialectical materialism perspective requires consideration of quality issues and university trainingquality management in an objective, scientific and dialectical relationship with the interaction andmovement, development the training quality management in the development stage of highereducation in Vietnam

7.1.2 System – structure approach

The thesis approaches the system perspective to study training quality management based on totalquality management (TQM) at the private universities, which considers their elements and therelationship in a structured training quality management system both in and outside privateuniversities Quality management activities have a close relationship with educational activities andother aspects of education management in private universities

7.1.3 History-logic approach

To learn the process of formation and development of the concepts of quality, training qualitymanagement and quality management levels, models of total quality management through theperiod development and its logic when applied to university level as well as its logic when applied

to university training quality management in modern Vietnamese society in general and at privateuniversities in HCM City in particular

7.1.4 Practical approach

The thesis approaches the practical perspective of private universities for research on trainingquality management and propose training quality management measures based on total qualitymanagement (TQM) at private universities To create an appropriate training quality managementmeasures system at private universities, there is a need to consider the results of practical research

of private universities, in order to use them as the practical basis of the proposed training qualitymanagement system and measures to implement the system.

7.1.5 TQM approach

Training Quality Management based on total quality management (TQM) is to ensure the gradualimprovement the training quality, satisfying human resource needs, maintaining a customer-oriented setup, promoting leadership, mobilizing everyone involved, focusing on process,systematic thinking and continuous improvement of learners The research activities of this thesisare based on these perspectives in order to conduct theoretical studies and assess the situation ontraining quality management at private universities while also applying these perspectives to build asystem of measures aimed at improving the quality and effectiveness of training qualitymanagement at private universities in HCM city

7.2 Research Methods

7.2.1 Theoretical research method group

Using the following methods: analysis - synthesis, generalization and systematization, comparison,referencing, modeling, analysis, comparison, generalization and synthesis of research subjects, theguidelines and policies of the Party, the State, the education sector and Management Offices,documents, reference textbooks and official information on the Internet of private universities andkey statistics of the Ministry of Education and Training, the General Statistics Office in order toimplement the project to clarify the basic concepts, arguments about training, training managementand training quality management according to TQM on which the basis of the thesis is formed

7.2.2 Practical research methods group

7.2.2.1 Survey method using questionnaires

Surveying and assessing of the status of training quality management at private universities in HCMcity; the necessity and feasibility of training quality management measures system in view of TQMconcepts at private universities; Evaluation of practical application of training quality managementmeasures in view of TQM concepts at Nguyen Tat Thanh University

7.2.2.2 Typical research method

Selection and detailed understanding of the status of training quality management measures at 04private universities in HCM city including Hoa Sen University; Nguyen Tat Thanh University; HoChi Minh city of foreign languages - Information technology, Ho Chi Minh city University ofTechnology Comparison and assessment of the situation and training quality managementmeasures implemented at these schools selected for case study

7.2.2.3 Experimental Methods

Thesis using empirical methods to demonstrate that the measures constructed are necessary andfeasible, consistent with the rationale and practice of training quality management at privateuniversities in HCM city In addition, through experiments, these methods aim to elucidate thescientific hypothesis of the thesis that is if a system of training quality management measures inview of TQM is developed and implemented at private universities in HCM city, it will enhance theefficacy of training quality management at private universities in HCM city, thereby contributing to

ensuring and gradually improving the quality of higher education in private universities HCM city,meeting the needs for human resources and accreditation requirements of higher education.

7.2.2.4 Mathematical statistics method

The thesis processes data in Excel (tables, charts), using mathematical statistical techniques tocreate a statistical analysis of the data collected via questionnaires and the data and informationcollected and typical charts needed for surveying and interpretation of research results

8 Thesis defense and scientific and practical significance of the research

3 Training quality management measures at private universities in HCM city in view of TQM built

in this thesis have a scientific basis, while also being practical, necessary and feasible

8.2 Scientific and practical significance of the research

8.2.1 Scientific significance

The research findings for the rationale for training quality management at universities in view oftotal quality management contributing to the strengthening of training quality management atuniversities in general and private universities in particular has been a new development trend intraining quality management theory The research, application and development of a system ofmeasures for training quality management in view of total quality management are to ensure andgradually improve the training quality of universities in general and private universities inparticular

Research results of the construction of a training quality management system of measures at privateuniversities in HCM city in view of TQM has helped private universities gradually implement andensure improvements training, meeting the accreditation requirements of higher education ingeneral and of private universities in particular

9 The structure of the thesis

Introduction

Chapter 1: Theoretical basis of training quality management at universities based on total qualitymanagement

Chapter 2: Status of training quality management at private universities in Ho Chi Minh City

Chapter 3: The training quality management measures at private universities in Ho Chi Minh Citybased on total quality management

Conclusions and Recommendations

Scientific research works

References

Appendix

CHAPTER 1: THEORETICAL BASIS OF TRAINING QUALITY MANAGEMENT AT

UNIVERSITIES BASED ON TOTAL QUALITY MANAGEMENT 1.1 Research topic overview

1.1.1 Studies completed abroad

In the 50s of the 20th century, quality management in manufacturing and business were of particularinterested by researchers such as Shewhart, Edward Deming, Crosby, etc derived from the originalidea of authors such as Eli Whitney, Winslow Taylor, Karl Friedrich Bens about qualitymanagement of each stage of the product

In the last two decades of the twentieth century, many new perspectives on quality management andcontrol first appeared, namely: ISO, QFD, Kaizen, Zero Defect Program, Six Sigma, PDCA,Quality circle, TQM In these perspectives, TQM were always considered by scientists in the field

of management studies as one of the most effective management methods Currently, severalcountries have successfully applied TQM models in production, business and education, especiallyhigher education

In the final years of the twentieth century, many authors like E stalls (1993) wrote about totalquality management (TQM) in education; Harvey and Green (1993) wrote about the present aspect

of educational quality such as excellence, perfection, viability and present value; E.Stanley and W.Patrick (1998) wrote about quality assurance in Higher Education in the United States and theUnited Kingdom; Austin (1985) wrote about the increasing value theory in education andresearched on the application of TQM in the education of JM Juran, In particular, the continuousimprovement phase, also known as total quality management (TQM), is considered the highest level

of quality management

1.1.2 Studies completed in Vietnam

In recent times, there have been some studies and monographs by some local authors who haveconducted research on education quality management and the quality management model applied inhigher education like Nguyen Duc Chinh, Tran Khanh Duc, Pham Thanh Nghi, Nguyen Duc Tri;Tran Kiem; Nguyen Loc and some PhD theses on education quality management at some publicuniversities

The research results of the aforementioned theses were mainly based on the views and trainingquality management models according to ISO or TQM in teaching or training quality management

at a specific training facility or public university However, the author has recognized that there hasnot been any particular work or thesis focusing on research in training quality management atprivate universities in Ho Chi Minh City in view of total quality management (TQM)

1.1.3 The development stages of university training quality management in Vietnam

- Quality assurance through input standards

- Quality assurance through resources

- Quality assurance through meeting standards

1.2 Basic concepts

1.2.1 Quality, training, university training quality

Groups of quality concepts:

• The first group: Quality is distinction

• The second group: Quality is consistent perfection

• The third group: Quality is consistency with the ultimate goal

• The fourth group: Quality measured by value for money

• The fifth group: Quality is conversion value

Although there are many different definitions of quality, in this thesis, the author says: "Quality is

to meet the target" is the most relevant in the field of training and education The thesis takes thisconcept as the basis for implementing the research content

1.2.2 Management and university training management

In the thesis, the management concept is understood: Management is the process of planning,organizing, leadership and examine the work of the members of a system / unit and the use ofappropriate resources to achieve the intended purpose

Training management means making impacts in an organized fashion that aims at the management

of the entire training process in order to make the most effective use of resources, maximizing theorganization's chances to achieve the training goals it has previously set, bearing in mind bothinternal and external conditions surrounding the school environment

1.2.3 Quality management and total training quality management

Vietnam standards of quality "ISO-5814-94" (adapted from the International Standardization forOrganizations ISO.9000) dictates that "Quality management is a set of activities of generalmanagement functions which determine quality policies, purpose and responsibility and implementthem through measures such as quality planning, control and quality control, quality assurance andquality improvement within the quality system"[50 ] The thesis employs this definition as the basisfor the study of the thesis contents

Quality management include 3 main levels: quality control, quality assurance and total qualitymanagement (TQM)

1.3 Training quality management models

1.3.6 Total quality management (TQM) model

1.3.6.1 The general notion of (TQM) model

Total quality management is how to manage an organization focused on quality, based on theparticipation of all members, in order to achieve long-term success through customer satisfactionand bringing benefits for society and members of the organization

The concept of TQM is very diverse and is represented at many levels from philosophy to systems,processes, methods and tools of quality management which emphasizes the characteristics of theoverall management, customer-centeredness and encouragement of the participation and efforts oforganization members, continuous improvement and quality culture formation TQM also imposesrequirements on the level of control, maintenance, insurance and improvements of quality according

by the customer

- A management system is people-centered, a global system operating horizontally in whichresponsibility for the quality is not only the managers’, but also the responsibility of all members ofthe organization and in the spirit of autonomy Ensuring quality requires the commitment of themembers and different departments of the organization;

- The importance of focusing on the various levels of management, from management of quantity tomanagement of quality of products or services, management of costs, including supply managementand satisfying customer requirements TQM is understood to include the following issues:knowledge, commitment, organization, measurement (expense), planning, design, system, capacity,control, teamwork, training and enforcement;

- Quality means "excel from the start", to prevent risks, avoid errors right from the first stage of theprocess of making a product or service Therefore, TQM philosophy means "continuousimprovement" This requires that all members are committed to constant quality improvements: it is

a regular task, permanently embedded into an organization as its core culture;

- TQM requires a change of organizational culture, which is understood to be a change in behavior,relationships, work ethics, management, including the construction and development of customsand habits within the organization and its long-term reputation

- Quality management conducted in a comprehensive manner from input, process to output to meetcustomer needs and ensure continuous improvement

- Providing a comprehensive management system and prioritize all aspects related to quality Notimposing rigid processes, management standards like ISO

- Unifying the efforts of all staff, drawing the participation of all members in improving activitiesand enhancing the quality of a uniform system in order to create rhythmic activity that focuses onquality culture

- Improving reputation, troubleshooting errors and problems that are detected and solving themefficiently, improving employee morale by promoting more responsible work in groups andparticipation in TQM decisions.

1.3.6.2 The ground rules of the TQM model

1.3.6.3 The management principles of TQM models

1.4 Training quality management model in view of total quality management

1.4.1 Features of training quality management model based on TQM perspective

Training quality management model based on TQM perspective is built on the quality assurance(QA) system and oriented to the requirements in view of TQM on customer responsiveness andcontinuous improvement; to mobilize the participation of the people and focus on quality and

organizational culture culture formation.

1.4.2 University training quality management model based on TQM perspective

A training quality management model based on TQM perspective is a new quality managementmodel, involving many levels, many parts that carry different functions, but it requires synchronizedcollaboration within the university Therefore, the author has proposed an operation system ofquality at universities as a training quality management model based on TQM perspective asfollows:

Figure 1.13: Training quality management model based on TQM perspective

INPUT

(MISSION, VISION AND VALUES SYSTEM OF THE UNIVERSITY)

SOCIAL NEEDS/

Customers

THE TQM PERSPECTIVE

Corrective action Promoting action + Redress action + Processing action (A)

QUALITY CULTURE ENVIRONMENT

output stantards and training curriculum

Processes, quality management standards ISO training and AUN & QA

Culture, commitment, quality planning, communication and information

1.4.3 Guidelines for implementing the training quality management model based on TQM perspective at university

1.4.4 The effect of applying Training quality management model based on TQM perspective at university

CONCLUSION OF CHAPTER 1

Chapter 1 of the thesis has given an overview of the thoughts and views on quality and qualitymanagement that have been researched and applied in production - business and in the educationquality management in general and higher education in particular, with a view that education is afundamental service to society The theoretical framework of the thesis has been formed on thebasis of basic concepts of quality systems; training, management and quality management; trainingquality management and quality management levels Results collected from analysis of the structureand contents of popular quality management models such as ISO 9001 2008; SEAMEO model;EFQM model; AUN & QA models have shown that most of these models have approached themanagement viewpoint of TQM at different levels and are able to apply quality management inhigher education The characteristics of the total quality management model has been analyzed,interpreted through applying Deming (PCDA) circle for continuous improvement; 5S rules; 3Cphilosophy and applying TQM principles in university training management The research onmanagement and quality assurance of higher education and abroad confirms the relevance andnecessity of research and application of total quality management perspectives considering thedevelopment trend of quality management of higher education today

Based on the basic theoretical research results on training quality management in general andquality of higher education in particular, the thesis author proposes a Training quality managementmodel based on TQM perspective with the following main elements:

- Input management: management of input, objectives, curriculum, training resources includingfaculty, students, facilities, finance and implementation of university rules and regulations;

- Process management: management process of teaching and learning activities, scientific researchand management training

- Output management: Honing of virtues, skills, techniques and meeting labor market needs oflearners, adult trainers, managers; improving reputation and brand recognition of the university.This process will be carried out based on standards such as quality assurance, AUN mission, vision,values of private universities and the rules of 5S; 3C philosophy of training quality managementmodel based on TQM perspective including Commitment (Quality commitment), Culture (qualityculture) and Communication (quality training information) with a customer-oriented focus andtraining quality outcomes that are appropriate and meet the needs of society

The above model is the basis for deploying further research on the contents detailed in Chapters 2and 3 of the thesis

CHAPTER 2: STATUS OF TRAINING QUALITY MANAGEMENT

AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY 2.1 Overview of system development and training quality management at private universities

in Vietnam

2.1.1 The formation and development process of policies for private universities

Since 1987, Vietnam abandon an economic focused planning subsidy model, accept the "marketeconomy under socialist orientation", the non-state sector is recognized, that is the basis fordevelopment of nonpublic higher education system In 1993, the first regulation of privateuniversities has issued by the Prime Minister Although this regulation still exists, not canceled, butdue to objective reasons and subjective, this regulation has not been brought to life In 1994, theMinistry of Education and Training issued temporary regulations on private universities andProvisional Regulations university charter, and by 2000 it had an official regulation Thesedocuments showed conservative views toward private ownership and profit sharing Overall, publicand private sale model based on collective ownership and there are many factors nonprofit, becausestate regulation to the difference expenditures for compulsory reserves, investment in infrastructurematerial; payment of interest and repayment of equity, loans

The turning point for non-public higher education are Education Law 2005 and Decree No 75 ofthe Government dated 08/02/2006 guiding the implementation of some articles of the EducationLaw According to these documents, two types of semi-public universities and private wasabolished, and only one type of private universities are the only private university In 2005, theRegulation on the organization and operation of private universities issued under Decision 14 dated01/17/2005 With this regulation, the term "capital contribution", "capital share", "charter capital",

"capital with voting rights", "Founders", " the General Assembly of shareholders", "Board ofDirectors" of capital are concepts associated with the enterprise, the first to be used for educationand training sector (Article 3) This clearly reflected the views view private school is a for-profitenterprise All assets owned by the investors (Article 35) The remaining income after performingobligations and set up funds, allocated to the limited partners in proportion to capital (Article 36).Shareholders are entitled to transfer and withdraw funds In cases, the school is dissolved, thedisposal of financial assets applicable under the provisions of the law on the dissolution of theenterprise

2.1.2 Some characteristics of private university

2.1.2.1 Private university

Private educational institutions by social organizations, socio - professional, economicorganizations or individuals to establish when state agencies have jurisdiction allows institutionsare funds outside the state budget.Construction investment infrastructure and ensure operationalfunding of private educational

According to the Higher Education law in 2013 - Article 3, "Educational institutions and privatehigher education establishments with foreign investment whose activities are not for profit aretertiary education institutions that share their Net annual interests accumulation as commonproperty without division, in order to reinvest in development of higher education; shareholders or

capital contributing members are not entitled to dividends or to enjoy an annual income thatexceeds the interest rate of government bonds" Also according to this Law, Article 7, Section 2bstates that "the infrastructure and investments for higher education establishments owned by privatesocial organizations, social – professional organizations, private organizations, non-profitassociations are the sole responsibility of these parties".

2.1.2.2 The structure of private university

The structure of the quality management system of private universities is different from publicschools in that private universities are under direct management and the general direction of theBoard of Directors and supervision of the school principal and are not eligible for state funds.a) The school board of management: Responsible for review and adoption of development policiesand strategies for the university in general and ensure training quality in particular, while alsoensuring financial resources, human resources and facilities Private universities are financiallyautonomous and are free to seek and secure any financial investment needed for quality assuranceactivities

b) The principal and the vice principal: Responsible for building, organizing and directing theimplementation of quality plans; organizing a board of assistants and advisors that supervise thequality assurance of the school Develop mechanisms and promulgation of legal documents onquality assurance in schools approve the self-evaluation report of the university

c) Quality assurance center: A specialized unit that helps the principal in directing, counseling andsupervising quality assurance of the school Coordinating with relevant agencies in buildingstandards, processes, methods, tools and guidelines to ensure the quality (input-process-output).Collecting and processing the feedback on the quality of education from parents, students andemployers (enterprises and agencies)

d) Department/Board of professional-expertise: Depending on their respective functions, duties,they implement management operations, quality assurance training (entrance quality; developtraining programs and teaching staff; ensure the quality of facilities, teaching equipment )

e) Faculties/specialized centers: Responsible for quality assurance in implementing activities andprofessional training of the assigned units; in collaboration with the center to ensure the quality ofassessment cases in regular and periodic quality assurance operations

2.1.2.3 Functions and duties of the Board of Directors at private universities

According to the Higher Education Law - Article 17, the Board of Directors shall perform thefollowing tasks:

1 The Board of Directors are to be established at private colleges and universities

2 The Board of Directors is the only organization representing the owners of the school The Board

of Directors is entitled to the following powers:

a) To organize the implementation of resolutions of the council of shareholders;

b) Make decisions on resolutions, strategy, planning, development plans and regulations on theorganization and operation of the school;

c) Make decisions on training orientation, science and technology, international cooperation andensure the education quality;