Đảm bảo chất lượng chương trình đào tạo ngành kinh tế tại trường đại học ngoại thương tt tiếng anh

Rationale Quality assurance QA of training programs is a system of QA solutions, rather than a mere application of training quality standards to the evaluation of quality of training pr

INTRODUCTION

1 Rationale

Quality assurance (QA) of training programs is a system of QA solutions, rather than a mere application of training quality standards to the evaluation of quality of training programs,; QA is a thorough research on criteria to evaluate the training program quality and conditions for QA of training programs through defining theoretical frameworks on training program QA, comprehensive solutions for QA such as creating a systems

of QA of training programs, processes of QA of training programs by identifying objectives of QA, and at the same time, selecting a set of standards/criteria for evaluation of the quality of training programs in accordance with defined standards, using/selecting a set of standards/criteria for evaluating the quality of training programs selected by a higher education institution so as to implement the process of organizing activities to meet the indicators and criteria of quality assessment standards

In fact, the training of bachelors in economics at contemporary higher education institutions is different due

to the lack of a common tool for training program QA The output of training economics at university level , therefore, has certain differences, reflecting in quality of graduates Currently, Foreign Trade University (FTU) is the one recognized for its training efficiency and with high reputation On the theoretical basis of quality and quality assurance as well as quality assurance of training programs, with the aim to contribute to the completion of undergraduate training in economics, and with the FTU as a research practice, the thesis

implements the research titled "Quality Assurance of Economic Training Program at Foreign Trade University"

2 Objectives

On the basis of theory and practice in the QA of training programs, the thesis establishes a framework of QA

of training programs in economics and applies CIPO to implement the QA of training program from the admission, training process and output under the impact of context Based on the set of standards for the QA

of training in economics, the author would evaluate activities of the QA of training programs in economics

at FTU and specify the limitations and causes of the limitations, and propose a number of solutions to improve the quality of the training program in economic majors at FTU, contributing to improving the quality of human resource training in economic majors in the current period

3 Object and Research Subject

3.1 Research subject

The QA of undergraduate training programs in economics at FTU is based on CIPO

3.2 Research object

QA of undergraduate training in economics at FTU

4 Scientific hypothesis

Quality assurance of training programs is a system of linked activities in the framework of QA of training programs If the solutions related to the creation and full implementation of criteria of the framework under the CIPO model including developing a set of standards/criteria/indicators, the QA system, operating the process of managing and developing of training programs, improving the operating capacity of the system of

quality assurance of the training program are given, there will be improvement in the quality of assurance of

training program quality at FTU to meet requirements of international economy integration

5 Research tasks

To research on the theoretical and practical basis of QA of training in economics at FTU, thereby, propose a

system of solutions to QA of training in economics and experiment some priority QA activities

6 Research Scope

6.1 Research content: Research done in the scope of QA within a FTU and in economics (creating an

internal QA framework for university training program in economics)

6.2 Research location: at FTU

6.3 Time range: Secondary data collected from 2009 to 2019 Primary data from August 2017 to June 2018

7 Methodology and Research Methods

7.1 Methodology (Approach): Systematic approach – Structure - Practical approach, CIPO approach, -

Standard approach, - Market access, - Complex approach, - Deming approach (PDCA):

7.2 Research Methods: Theoretical research methods, practical research methods: Investigation, Interview,

expert methods, experimental methods, mathematical statistics (using mathematical statistics through

support software SPSS (version 22.0), and specific approaches

8 Thesis to be defended:

Set up a framework for QA of economic training based on CIPO model, identify the current situation and

inadequacies in the work of QA of university training program in economics at FTU, propose solutions and

experiment on a number of prioritized activities of quality assurance of training programs

9 Thesis contributions

* In theory: The thesis contributes to concretizing and enriching the theoretical points about the QA of

training programs in the economic majors, including: building the QAS framework of training programs, the

system of QA of training programs, the set of standards/criteria/indicators of QA of training programs for

economic majors to evaluate training programs, establish and operate the process of QA of training

programs in economics

* In practice: Analysis and evaluation of QA of undergraduate training programs in economics at FTU aim

to find out the advantages, disadvantages and shortcomings in the QA of training and the QA at FTU for a

scientific basis to recommend the research university implement solutions to improve the quality of training

and the quality assurance of the university's economic training programs

10 Organization of the thesis

In addition to the parts of Introduction, Conclusions and Recommendations, References and

Appendices, the thesis consists of 03 chapters:

Chapter1: Theoretical basis quality assurance of undergraduate training program in economics

Chapter 2: Practical basis of quality assurance of undergraduate training program in economics at FTU

Chapter 3: Solution for quality assurance of undergraduate training program in economics at FTU

CHAPTER 1 THEORETICAL BASIS OF QUALITY ASSURANCE OF UNDERGRADUATE TRAINING PROGRAM IN ECONOMICS

1.1 Literature Review

1.1.1 Researches on quality assurance of higher education

The studies on QA in higher education with scientific arguments that inherits the research on QA of undergraduate training in economics are hereafter:

- Applications of business QA system to education and training

- QA related to a training program, an educational institution or a higher education system

- QA as a total mechanisms and processes applied for QA which have been pre-determined or continuously improved

- Each higher education institutions needs to have its own internal QA process

1.1.2 Studies on quality assurance of undergraduate economics training programs and undergraduate training programs

1.1.2.1 Researches abroad

In the late 20th century, nations in America, Europe and some Asian countries pointed out that it is necessary to have a set of standards and indicators for evaluating the quality of training programs, which can vary depending on each particular feature of different countries and training programs and these indicators can be changed to meet the desired training quality Quality accreditation is a form of quality assurance for universities

1.1.2.1 Researches at home

In Vietnam, scientists such as Nguyen Tien Hung, Tran Khanh Duc, Nguyen Duc Chinh, heads of scientific research projects at all levels and thesis authors have recently paid attention to the QA of training program according to standards, but have reached to various majors The content interested by the authors is related to quality management and quality accreditation, but there are no studies related to the construction

of a framework for QA of undergraduate training programs in economics under the CIPO model

1.1.3 Research gap

On the basis of the literature review, the author gives some comments on research issues: QA of undergraduate training programs in general, economic majors in particular according to different approaches and to a mechanism and process will definitely ensure systematics In fact, many studies have been done on the quality management of training institutions, the QM of training programs, the quality assurance of training institutions with different approaches, but no research has been in-depth, analyzing and building a

QA framework of a specific training program, especially training program in economic majors has not been mentioned by any author Studies on the quality management of higher education have proposed many different models and management methods aimed at improving the quality of training of higher education institutions However, up to date, no research has proposed a system of QA of training programs of an institution to meet the requirements of QA of training programs based on CIPO This is the core issue of quality management: Management system determines the quality of an educational institution as well as an

educational program The above studies have proposed many different solutions, but none have tested solutions related to the training and retraining of specialized staff in QA of training programs This is also a new aspect of interest in this thesis

1.1.4 Issues need to be further studied

Building a framework of QA of training programs includes the system of QA of training programs, a set of standards and criteria and indicators of the QA of training programs and the implementation processes

of QAS of training programs Evaluating the QA activities of training programs and determining the influential factors will thereby propose appropriate solutions as well as trial to contribute to improving the efficiency of this work

1.2 Training program and university training program quality

1.2.1 Training programs

From the studies by Taba (1962), Wentling (1993), Tyler (1949), the thesis chooses the definition of

“The specific training program of a major includes: objectives, output standards; content, methods and training activities; technical and material facilities, organizational structure, functions, tasks and academic activities of the unit assigned to train that major”

1.2.2 Quality of training program

QA is a planned, systematic activity inside and outside the organization, with a focus on preventing the mistakes that can arise from the very first step by means of processes and certain mechanisms shown to

be sufficiently necessary to give sufficient confidence to stakeholders that a product or service meets specified requirements for quality

1.3 Quality assurance in higher education

1.3.1 Quality assurance

QA is among the levels of quality management, comprising quality control, quality assurance and overall quality management

QA is a process that occurs prior and during implementation It concerns prevention of mistakes that

is likely happen from the very first step

1.3.2 Quality assurance in higher education

QA can be related to a program, a facility or a general higher education system In each case, QA is all perspectives, objects, activities and processes that ensure that appropriate educational standards are maintained and enhanced throughout their existence and use; along with quality control activities inside and outside each program QA is also a job that makes standards and processes widely known by the educational community and the public

1.3.3 Quality assurance of training program

1.3.3.1 Concept of QA of undergraduate training program

From the concept of the quality of education, the QA of education, training and training program, it can be seen that the QA of the higher education program is a system of policies, procedures, processes,

actions and attitudes determined and developed and implemented by the higher education institution to achieve the goals, maintain, monitor and strengthen the quality of the training programs in the university

Thus, to assure the quality of the training programs, it is necessary to create a system of policies, procedures and processes for QA implementation from input, process and output to maintain, monitor and strengthen the quality of training programs to meet the general goals, specific objectives and the output standards of a training program at a specific level, the requirements specified in the Higher Education Law and the National Qualifications Framework as a basis for creation of evaluating standards and criteria

1.3.3.2 Form of QA of training program

As quality is a multidimensional concept, approaches lead to QA To implement QA, educational institutions or training programs in higher education uses different forms of QA: Quality accreditation; Quality Evaluation and Quality Audit

1.3.3.3 AUN-QA model

According to the AUN-QA Quality Assessment Guidelines, version 3.0, AUN-QA model of training program focuses on (1) Input quality; (2) Quality of training and (3) Quality of output

1.3.3.4 Sets of standards of QA of training program

(a) The AACSB quality accreditation standards

(b) AUN-QA standards for QA of training program

(c) Sets of standards for evaluating the training programs of higher education, by the Ministry of Education and Training

1.4 QA training programs of economics according to CIPO

1.4.1 Characteristics of undergraduate training of economic majors

In order to perform QA of training program in economics, the following characteristics are to be paid attention to: Having specific knowledge about economics; integrationist; integration in training; faculty staff, course materials and documents; opportunities for experience of career through scientific forums, business events in both domestic and foreign companies

1.4.2 CIPO model and its applicability to economic major training program QA

CIPO model includes: Context (C-Context), Input (I-Input); Process (P-Process; Output (O-Output)

1.4.3 The nature of CIPO-based higher education in training of economics

The CIPO-based model includes:

Context (Context): external environment such as politics, economics, policy, law, science and technology advancement, international integration, education competition; internal environment: strategic plans and policies on quality assurance of training programs of institutions

Input quality assurance (Input): training objectives, output standards; QA conditions: training programs, human resources: lecturers, support staff, students, facilities and finance for the program

QA process (Process): activities to train and support learners

QA output (Output): rate of graduates

Expected outcomes (Outcome): quality of graduates (knowledge, skills, attitudes of learners), satisfying stakeholders (learners, learners' families, employers)

Impact: personal development and contribution to society of graduates

1.5 Framework for CIPO-based QA of economics training

1.5.1 CIPO training program quality assurance system

The QA system of training programs includes:

* Legal document system

* The apparatus involved in implementing QAS of training program

* Implementing activities of monitoring, quality control, quality assessment and receiving feedback

1.5.2 Sets of standards, criteria and indicators for QA of economics training programs

The set of standards for quality assurance of training programs in the economic majors includes 5 standards (training objectives and output standards, quality assurance of inputs, process factors, output factors and system of processes QA, monitoring, quality control, quality assessment and information reception) 14 criteria and 132 indicators

1.5.3 CIPO-based economics training program quality assurance process

Processes are built according to the following steps: Plan (P); Implementation (Do); Check (Check); Act These processes are built in an open direction, so that adjustments and improvements can be made to suit the specific context and conditions in each field

1.6 Influential factors of QA of training program of bachelor's degree in economics

1.6.1 Impact of the market mechanism

1.6.2 Impact of policies related to resource training

1.6.3 Institution's training capacity and its development strategy

1.6.4 Leadership capacity

1.6.5 Human resource needs and human resource development strategies in the economic sectors

1.6.6 Competing partners in training at home and abroad and cooperative training programs

1.6.7 Career orientation according to the output standards of the training program

CHAPTER 2 PRACTICAL BASIS OF QUALITY ASSURANCE OF UNDERGRADUATE TRAINING PROGRAM IN ECONOMICS AT FTU

2.1 Experience in QA of undergraduate training programs of other countries

2.1.1 Experience in QA of training programs of the Federal Republic of Germany

Implementing QA of training in higher education is implemented from national regulations and international accreditation standards, which are QA standards; the university thereby has developed the two main tasks: faculty development and training curriculum development

2.1.2 Experience in quality assurance of training program of the People's Democratic Republic of China

Creativity in the QA of higher education in China: 1) new philosophies; 2) new standards; 3) new methods: periodic assessment and regular monitoring of quality; 4) new technology; 5) new technology

2.1.3 Experience in QA of training programs of the Republic of Singapore

For QA of undergraduate training to be synchronously performed, many stages with the whole process related to the quality of input, training process and output will be involved The Singapore’s Ministry of Education uses the UK and US quality accreditation standards and training programs to innovate education management

2.1.4 Lessons for Vietnam

Universities all implement QA according to the process: (1) internal QA (self-assessment), (2) external QA (external evaluation), (3) national/regional/international quality accreditation (meeting requirements and participating in evaluation according to international standards)

2.2 An overview of QA of training program at FTU

2.2.1 Introduction of FTU

Established in 1960, FTU operates at 03 campuses: Hanoi (head office), Ho Chi Minh City, Quang Ninh- based campuses There are 806 cadres and employees, of which 554 lecturers (1 professor, 39 associate professors, 137 Ph.Ds, 411 MSc, 6 bachelors) and 252 administrative staff (supporters)

Regarding the training scale: 12 branches, 19 majors and 34 training programs under the regular undergraduate training system and in-service training

2.2.2 Mission, vision, core values and development strategy

The mission, values, and vision of the university are in line with the university's functions and duties

of training, scientific research and community service related to human resource training and career development in economics study The five strategic development goals of the university to 2030 include: improving reputation, training quality and reputation; flexibly responding to the human resource requirement according to national socio-economic development; enhancing research capacity, maximizing all internal and external resources; developing the culture of Foreign Trade University, expanding domestic and international cooperation

The quality policy is specified with quality as the top in all activities: assuring and constantly improving the training quality towards regional and international standards; assuring the participation and

cooperation at all levels of QA; strictly implementing the training process and standards; regular and continuous monitoring and improving quality for constant improvement of quality and efficiency; forming a quality culture in the university

2.2.3 Economic major training at FTU

2.2.3.1 Structure of faculty of FTU

FTU has 552 lecturers: 01 professor, 38 associate professors (Ph.D), 113 doctors, 392 masters and 06 bachelors participating in general academic subjects

2.2.3.1 Structure of the organic faculty of Foreign Trade University

FTU has 552 lecturers: 01 professor, 38 associate professors (Ph.D), 113 doctors, 392 masters and 06 bachelors participating in lecturing general subjects

2.2.3.2 Structure of economics training

The university is training in economics, branch code 7310101 The Economics Department belongs

to the Institute of International Economics and Business, including the Specialization of Foreign Economy and International Trade Each year, about 1000 students are enrolled in economics major

2.2.3.3 Economic training program at FTU

Unlike economic training programs at universities in other economic sectors, FTU economic majors provide orientated-profession training on import and export activities in foreign economics and international trade

2.2.4 QA of training at FTU

The QA system of Foreign Trade University is built on the basis of the university's mission, vision and goals The school pays special attention to input QA and uses processes and tools to perform QA (surveys, information, databases, quality manuals, evaluation and comparison)

2.3 Surveys

2.3.1 Survey objectives

To point out the status of quality assurance of training programs and the contextual factors affecting the quality assurance of economic training programs in the universities

2.3.2 Scope and sampling

500 samples, including: 150 managers, lecturers and specialists; 300 former students and senior students and 50 employers (labor users)

2.3.3 Survey contents

The criteria in the set of proposed quality assurance standards

2.3.4 Survey method

By questionnaires and interview cards

2.3.5 Scale and scoring

The scales used are:

- Level 1: Not completely meeting the requirements of criteria, immediate solutions must be sorted

- Level 2: Not meeting the requirements of criteria, a synchronous remedy is needed

- Level 3: Not meeting the requirements of criteria, some aspects need improving to meet the minimum requirements

- Level 4: Meeting the minimum requirements of criteria

- Level 5: Well meeting requirements of criteria

- Level 6: Very well meeting the requirements of criteria

- Level 7: Exceedingly meeting the requirements of criteria

Rating: Poor (less than 3.5); Weak (from 3.5 to 4.5); Medium (from 4.5 – sub 5); Fair (from 5 - 5.5); Good (from 5,5 – sub 6); Very good (from 6 – sub 6.5); Excellent (From 6.5-7)

2.4 QA of the undergraduate training program in economics at FTU

2.4.1 Reality of undergraduate training program in economics at FTU

lecturers, managers

students labour

users

2 Quality assurance of admission

- content and structure of the training program Fair Fair

3 QA of training process

4 Assurance of output quality

5 Quality assurance of procedures, monitoring and

quality control systems, quality evaluation systems,

and information reception

- quality control monitoring system Fair

- quality evaluation system and information reception Fair

2.4.2 Influence of internal and external factors on QA of undergraduate training programs in economics

at FTU

Through evaluation from leaders, managers, specialized departments, lecturers and also students, the

QA of training program in economics at the university is influenced by many internal and external factors It

is essential for the university to consider and recognize the matter comprehensively, especially the factors that have a strong influence such as the need for high quality human resources for labor market in new era and competition on the quality of training among domestic and regional universities

2.5 General assessment

2.5.1 Achievement

2.5.1.1 Training objectives and output standards

a, Training objectives

The university has built up training objectives The university’s training objectives are widely disseminated to students and lecturers, periodically reviewed and adjusted to suit the actual requirements

and conditions The economic training programs of the university have a clear, specific and rational structure

b, Output standards

Output standards are set by the university on the demand for human resources of the labor market Output standards are announced publicly to ensure the rationality, flexibility and the requirements of stakeholders

2.5.1.2 Admission activities

a, Training programs: Training programs are adjusted, created on comments of stakeholders Training programs have consulted to training programs of the same branches at prestigious domestic and international universities The training programs have detailed syllabus for each modules/subjects; sufficient textbooks, lectures, and references for the modules/subjects

b, Admission quality: FTU has a transparent and publicized enrollment process The number of students enrolled over the years meets the assigned standards and is in accordance with the training scale

c, Staff, lecturers and specialists: The contingent of lecturers participating in the training of economic majors has professional qualifications, active teaching methods suitable to the training scale and structure

d, Facilities and finance for the program: The facilities are fully qualified for QA of the training disciplines, ensuring training needs for more than 14,000 students

Regarding finance: FTU has made operation plans and budget plans to implement the training operations from the academic year of 2015 and 2016, helping to allocate funds reasonably and in accordance with regulations and plans

e, Methods of teaching and learning: FTU focuses on planning and evaluating teaching activities The training forms at FTU are diversified and flexible to meet the needs of society

2.5.1.3 Process activities

a, Training activities: The training activities are rated at a good level FTU’s testing methodology is also appreciated

b, Support for students: The learning support and student activities are emphasizes The training objectives, output standards as well as training mission are disseminated to learners, various channels to support students in learning and training are conducted

2.5.1.4 Output operations

a, The quality of the graduates: In addition to professional knowledge, graduates from the economics major at FTU have proficiency in using job-solving support tools such as English proficiency or use of specialized technology software

b, Tracking graduates: FTU has a survey under the employment monitoring system

c, Satisfaction of stakeholders: Graduates from FTU are highly appreciated by organizations, businesses and society thanks to their good language skills and economic knowledge as well as their ability

to adapt to real demanding jobs