Improving the training quality management system at hcmc college of transport in vietnam

Improving the Training Quality Management System at HCMC College of Transport in Vietnam ABSTRACT The training quality today has become the most important factor in the competitive mark

MEIHO UNIVERSITY Graduate Institute of Business and Management

MASTERS THESIS

Improving the Training Quality

Management System at HCMC College of

Transport in VietNam

In partial fulfillment of the requirements for the degree of

Masters of Business Administration

Advisor: Dr Ron Chuen Yeh Co-advisor: Dr Nguyen Trung Truc Graduate Student: Pham Van Tam

December, 2010

ACKNOWLEDGMENTS

Firstly, let me send the thanks to the Managing Board of Hochiminh City University

of Industry, Vietnam, and Meiho University, Taiwan of creating conditions for me to participate in the training program of the Executive Business Administration Master for the past two years

I sincerely extend my appreciation to Dr Ron Chuen Yeh, the Head of the Graduate Institute of Business and Management at Meiho University, Taiwan, who always gave instructions and encouragement to me during my preparation of this research

I highly appreciate Dr Nguyễn Trung Trực, the Vice Dean of the Banking and Finance Faculty of Ho Chi Minh City University of Industry, Vietnam, who assisted me for the completion of this master thesis

I would like to thank lectures and professors of the Postgraduate Faculty; the Business Administration Faculty of HUI and professors of MU, who gave much assistance to us during the courses

Finally, I would like to express thanks to my family members and my colleagues in HCMC College of Transport, Vietnam, who spent time to gave me the valuable information, suggestions and advises so that I can fulfill this thesis

Sincerely thanks

Improving the Training Quality Management System at HCMC College of Transport in

Vietnam ABSTRACT

The training quality today has become the most important factor in the competitive market all over the world and for the process of globalization of the world economy Therefore, quality management is a very important duty to ensure the quality and to improve the training efficiency at colleges and universities, in Vietnam

However, higher education at Vietnam is facing enormous challenges: the government methods to manage colleges and universities change very slowly, can not ensure the required quality of the whole training system, can not promote the creation from a strong team teachers, administrators and students Renovation the state management of higher education is the first step to improve the quality and comprehensive development of higher education

In this study, the author researched overview about quality management system

of higher education, the model of quality management in the world being more universities and colleges in Vietnam learn and apply as: Total Quality Management (TQM), International Standard Organization (ISO) and European Foundation For Quality Management (EFQM), etc

Finally, the author studied the factors that affect the quality management system

of HCMC College of transport, Vietnam From the results of research, the author proposes some solutions to improve the of quality management system training at HCMC College of transport, Vietnam

Keywords: Training Quality, Training, Quality Management Training, Higher education

Improving the Training Quality Management

System at HCMC College of Transport in

Vietnam Contents

ACKNOWLEDGMENTS I ABSTRACT II Contents III Tables VI Figures VII

Chapter1 Introduction 1

1.1 Motivation 1

1.2 Research Purposes, Objectives and Questions 3

1.3 Research Scope and Limitations 3

1.4 Definition of Terms 4

1.4.1 Training quality 4

1.4.2 Management of training quality 6

Chapter 2 Literature Review 8

2.1 The Rationale for Quality Management Training 8

2.1.1 The characteristics of the school system in systems theory 8

2.1.2 The fundamental difference between school and company 9

2.1.3 The concept of "process" and "customers" in the field of education 10

2.2 The Quality Management Model 14

2.2.1 Total quality management (TQM) 14

2.2.2 Model quality management system ISO-9000 16

2.2.3 Quality management model EFQM 19

2.3 Quality Assurance Systems of Higher Education Vietnam 22

2.4 Factors Affecting the Quality Management Training 24

2.4.1 The relationship between training goal and quality management training 25

2.4.2 The relationship between teaching staff qualification quality management training 25

2.4.3 The relationship between teaching courses/syllabus and quality management training 26

2.4.4 The relationship between materials facilities and quality management training 26

2.4.5 The relationship between administrative support and quality management training 27

2.5 Research Framework and Hypotheses 27

2.5.1 Research framework 27

2.5.2 Hypotheses 28

Chapter 3 Research Methodology 30

3.1 Research Process 30

3.2 Methods of Investigation 32

3.2.1 The object of investigation 33

3.2.2 Design questionnaire 33

3.3 Formal Survey 34

3.3.1 Sample survey 34

3.3.2 Process survey 34

3.4 Analytical Methods 34

Chapter 4 Research Results and Analysis 36

4.1 Analysis Describes the Basic Information of Survey 1 36

4.1.1 Measurement results of research variables 36

4.1.2 Reliability 38

4.2 Analyzing the Correlation between Variables 39

4.3 Analysis of Simple Linear Regression 40

4.3.1 Testing hypothesis h1: training goal have an influence to the quality management training 41

4.3.2 Testing hypothesis h2: professional qualifications of teachers affected to the quality management training 42

4.3.3 Testing hypothesis h3: teaching courses/syllabus influence to the quality management training 43

4.3.4 Testing hypothesis h4: material facilities influence to the quality management training 44

4.3.5 Testing hypothesis h5: administrative support influence to the quality management training 46

4.3.6 Testing hypothesis H6 47

4.4 Analysis Describes the Basic Information of Survey 2 48

4.4.1 Descriptive statistics 48

4.4.2 Reliability statistics 49

4.4.3 Frequency statistics 49

Chapter 5 Conclusions and Recommendations 54

5.1 Conclusions 54

5.1.1 About the quality management system training at the college and university in vietnam 54

5.1.2 about the implementation of quality management training at hcmc college of transport 54

5.1.3 About determined of quality management system training appropriate for hcmc college of transport 55

5.2 Limitations of Research 57

5.3 Recommendations 58

References 59

Attachment 1 62

Tables

Table 3-1 Summary of Research Methods 32

Table 4-1 Descriptive Staistics of Questionnaire 1 36

Table 4-2 Reliability Statistics of Questionnaire 1 38

Table 4-3 Reliability Statistics of Variables 39

Table 4-4 Correlation Coefficient between Variables 40

Table 4-5 Results Analysis of Simple Linear Regression between Training Goal and Quality Management Training 41

Table 4-6 Results Analysis of Simple Linear Regression between Professional Qualifications of Teachers and Quality Management Training 42

Table 4-7 Results Analysis of Simple Linear Regression between Teaching Courses/Syllabus and Quality Management Training 44

Table 4-8 Results Analysis of Simple Linear Regression between Material Facilities and Quality Management Training 45

Table 4-9 Results Analysis of Simple Linear Regression between Administrative Support and Quality Management Training 46

Table 4-10 Results Analysis of Simple Linear Regression between Quality Training and Quality Management Training 47

Table 4-11 Descriptive Staistics of Questionnaire 2 49

Table 4-12 Reliability Statistics of Questionnaire 2 49

Table 4-13 Health 49

Table 4-14 Professional Knowledge 50

Table 4-15 Working Experience 50

Table 4-16 Professional Skills 51

Table 4-17 Developing in Jobs 51

Table 4-18 Active and Creative in work 51

Table 4-19 Compatible Capabilities for Working Environment 52

Table 4-20 Disciplines 52

Table 4-21 Assessing Students’ Working Capabilities Compared with the Requirements of the Company 52

Figures

Figure 1-1 Hierarchy in Quality Management 7

Figure 2-1 Structure Diagram of a Professional School as a Social Organization 8

Figure 2-2 Diagram of a Process of Production 10

Figure 2-3 Diagram of the Training Process 11

Figure 2-4 Schema Quality Management Training 13

Figure 2-5 The Circle Deming to Improve Quality 15

Figure 2-6 ISO Build Process for Enterprise 17

Figure 2-7 Model of the Process of Quality Management System ISO 19

Figure 2-8 EFQM Excellence Model 21

Figure 2-9 Research Framework 28

Figure 3-1 The Research Process 31

Improving the Training Quality

Management System at HCMC College

of Transport in Vietnam Chapter1 Introduction 1.1 Motivation

The training quality today has become the most important factor in the competitive market all over the world and the process of globalization of the world economy Especially when performing the process to decentralize, in which schools have a right to select or to build their own training program, to recruit teacher, to build facilities and to buy equipment, the management quality is a very important duty to ensure the quality and to improve the training efficiency at colleges and universities

As of September 2010, Vietnam has 409 higher education establishments including universities, academies and colleges (Ministry of Education and Training, Vietnam, 2010) According to the Vietnam Ministry of Education and Training: After

23 years of economic reform, higher education in Vietnam has achieved encouraging results Millions of college and university level labor, thousands of masters and doctorate degree labor have been the main force, the core of the process to modernize and industrialize the country Number of universities and colleges has increased 3.7 times, number of students has increased 13 times, and number of lecturers has increased more than 3 times However, higher education is facing enormous challenges: the government methods to manage colleges and universities change very slowly, can not ensure the required quality of the whole training system, can not promote the creation from a strong team teachers, administrators and students Renovation the state management of higher education is the first step to improve the quality and comprehensive development of higher education (Ministry of Education and Training, Vietnam, 2009)

On February 27th 2010, the Prime Minister had the directive number TTg about higher education reform in the period 2010 – 2012 (Prime Minister, Vietnam, 2010): After nine years of performing education development strategy from

296/CT-2001 to 2010, education in Vietnam has gradually developed in size, diversity of

school types and forms of training, social resources are mobilized more and achieved many positive results, providing a high level of human resources for industrialization and modernization of the country, contributing to economic growth, social stability, ensuring the security, solid defense and successful international integration However, higher education also revealed many limitations and weaknesses: overall quality of education remains low, did not match the requirements of social - economic development of the country; management structure of state for higher education systems and the management of colleges and universities is still unreasonable for a long time, not yet strong enough to motivate the ability to create and to be self-responsible of the teaching staff, administrators and students to innovate strongly, fundamentally higher education There are many causes of this situation, but the basic cause is the weakness state management of higher education and the weaknesses in the management of universities and colleges

Therefore the Prime Minister instructed (Prime Minister, Vietnam, 2010): Need

to aware that education scale must ensure and improve the quality of training Resolutely stop the uncontrolled training quality situation Need to create the structure and motivation in state management and school management to achieve and ensure the quality of training Considering the renovation of higher education management includes state management of higher education and school management is the first step to create the comprehensive innovation of higher education, which ensure and improve the quality of training, improve the effect of scientific research in a sustainable way Ministry of Education and Training of Vietnam has also guided universities and colleges to discuss the thorough implementation of the Directive by the Prime Minister on the reform of higher education management during the period 2010-2012 (Ministry of Education and Training, Vietnam, 2010)

Hochiminh City College of Transport is a public school, founded in October

2008, previously was The Secondary School of Transport controlled by People's Committee of Hochiminh City The school was assigned to educate the human resources in the transportation field to match the requirement to develop the transportation in Hochiminh City and southern provinces To perform the new mission, the College of Transport has established the management structure, invested material facilities, education program, standardized the output for the training branches and committed to achieve the training quality that the school announced with society and students

Derived from management innovation needs to improve the education quality and comprehensive development of higher education, this study found that the current model of school management is no longer suitable So, this study would like to select research topic: “Improving the training quality management system at Hochiminh City College of Transport in VietNam” Results from implementation of this project will be an important premise for the school to deploy the project to register the quality control of education to the Ministry of Education and Training, and to build the development strategy of the school, period 2011 - 2015, vision to 2020

1.2 Research Purposes, Objectives and Questions

Purpose of this research is to propose some solutions to improve of training quality management system at the Hochiminh City College of Transport, Vietnam Specifically, the study has three objectives as following:

(1) Review the quality management system applicable to higher education in Vietnam;

(2) Examine the current status of training quality management in Hochiminh City College of Transport;

(3) Suggest adequate training quality management system for Hochiminh City College of Transport;

To achieve the objective of the study, collecting data and information will be used to answer the research questions:

(1) What is the applicable training quality management system at College level education in Vietnam?

(2) What is the current training quality management performance in the College

of Transport in Ho Chi Minh City?

(3) What is the suitable training quality management system at the College of Transport in Ho Chi Minh City?

1.3 Research Scope and Limitations

This thesis studies the theory of quality management being applied in the universities and colleges in Vietnam: Total Quality Management (TQM), International Standard Organization (ISO) and European Foundation for Quality Management (EFQM)

The datum from survey, research and evaluate the training quality are done for the College of Transport in Hochiminh City and its partners only

1.4 Definition of Terms

1.4.1 Training quality

Quality issues are always the most important of all universities and college, and strive to improve the quality of education was always seen as the most important tasks of any institution any university Here are six views of quality in higher education (Department of Testing and Quality Education, Ministry of Education and Training, 2009)

1.4.1.1 Quality is measured by "inputs"

Some European countries have the view that "The quality of a university depends on the quality or quantity of that field early on.” This view is called "Viewpoints resources” means:

Resources = Quality

1.4.1.2 Quality is measured by "output"

A different view of quality tertiary education states that "output" of higher education is more important than the "input" of the training process

"Output" is a product of higher education is reflected by the degree of completion of graduate or capable of providing the training activities of the school

1.4.1.3 Quality is assessed by the "added value"

The first three on the quality of higher education that universities, colleges have a positive impact to students when they create are differences

in the intellectual development of students and individuals "Value added" is determined by the value of "output" minus the value of "input", the results are "value added" that the university has given students and assessed the quality of higher education

1.4.1.4 Quality is assessed by "Academic value"

This is the traditional view of universities, mainly based on the evaluation by experts about the academic ability of teaching staff in each school in the process of evaluating the quality of training accredited university, college This means that the university, college has a team of

professors, Ph.D east, prestigious science high school is considered high quality

1.4.1.5 Quality is assessed by "separate organizational culture"

This view is based on the principle that universities must create

"separate organizational culture" to support the process of continuous quality improvement So a school was rated as quality when it has been

"separate organizational culture" with features important to continuously improve the quality of training This view implies the assumptions about the nature of the quality and nature of the organization This view was borrowed from the fields of industry and commerce can be difficult to apply

in the field of higher education

1.4.1.6 Quality is assessed by "Audit"

This view of quality education in the process views within the university and provide information for decision making If auditing financial institutions considering the regime has maintained financial records are not reasonable, the audit quality concerns see universities and colleges have to collect enough relevant information and decision-makers have sufficient information necessary or not, implementation of the decisions about the quality and efficiency is not reasonable This view that

if an individual has enough necessary information, they may have been the correct decision and quality of higher education are evaluated through the implementation process, and "input" and "output" is the secondary factor

1.4.1.7 Definition of the Organization of quality assurance in higher

education internationally

In addition to the above definition of six, International Network of Quality Assurance in Higher Education (INQAHE) gave two definitions of quality in higher education is (i) comply with the prescribed standards, (ii) Achieving these objectives

First, by definition, should be the benchmarks for higher education in all fields and to test the quality of a university will be based on the benchmarks that When there are no benchmarks for the evaluation of the quality of higher education will be based on the objectives of each area to assess These goals will be established on the basis of level of economic

development - the country's social conditions and characteristics of that school

Thus, to assess the quality of a training institution should use the criteria is available, or use the prescribed standard, or assessing the implementation of targets set from the beginning of the school

1.4.2 Management of training quality

Quality management is a well-organized process to ensure that the products are suitable for the standards and the requirements of users, before putting them into use The quality control which is also included in it commits

to improve quality continuously The quality management includes the following activities:

(1) Determining the objectives, and proposing standards which need achieving

(2) To compare the standards to be achieved with the implementation results

(3) Improvements for better results

The oldest measure of quality management is called "quality control" According to this measure, in production chain is specialized department in charge of inspection, detected the products are not standard to remove before supply to customers This division is usually the last stage of a production process For the training and the management of training quality, inspection and test are the two most suitable methods used widely to consider the implementation of the standards proposed (Standard of input, standard of training process and the standard of output), and of activities: enrollment, academic quality assessment of the subjects, examinations and thesis defense Differing from the measures of quality control, the measures which ensure the quality do the task of preventing the birth of the products are not standard The process takes place before and during the production process with the aim of preventing the fault from the beginning to be overcome in time and

to ensure that the product at the terminal of the production process does not have an error The responsibility for the quality of this production belongs to its own producers The role of the managers is to ensure conditions for the implementation of the production process and procedures to supervise the production process To achieve the points above, ensuring the quality of

training need to be built into a complete system with specific and strict operational mechanism, and this system is called quality assurance one

There are three requisites for a quality assurance system:

(1) Building a diagram of issues with the management

(2) The process of evaluating the quality and motivating employees improve the quality continuously

(3) There are some criteria necessary for comparing the results achieved The evaluation of the quality of an institution often uses testing measures and admits that training institutions that have built up a reliable quality assurance system to be able to confirm that the quality will make certain guarantees and through self-assessment and establishment of external experts

Figure 1-1 Hierarchy in Quality Management (Source: Nguyen Tuan Khanh, Quality management in vocational education, 2004)

Ensure Quality

Continuous improvement Control Quality

Chapter 2 Literature Review

By the material has been collected, this chapter focuses on the collection of theories on the basis of quality management training From there, research models of quality management training for the countries in the world At the same time referring

to the actual situation of quality management training in Vietnam

The contents of this chapter will include: (1) Theoretical basis for quality management training; (2) The model of quality management training; (3) Current status and way of quality management training colleges and universities in Vietnam

2.1 The Rationale for Quality Management Training

2.1.1 The characteristics of the school system in systems theory

In 1944, Per Dalin has described the school as the organizational system

in which the development within the parameters depends strongly on external factors Four parameters inside (Objective / value; structure; strategy / methods; relations) are affected by external factors like social conditions, normal relationship, the relationship of administrative and surroundings School system

is represented by the diagram below:

Figure 2-1 Structure Diagram of a Professional School as a Social Organization (Source: Quality Management Vocational School by Karl – Otto Dobber, 2003)

Objectives Value

Strategy Method The Surroundings

Social conditions

Structure Relation

Between school and society is dialectical relationship is a human resources training school to meet the quality requirements of the society, on the other hand, the human resources will improve the social impact, creating products to serve the interests of the people and gradually shift the social requirements of a higher level Thus, human resources are key resources with other resources (financial resources, material resources) to create sustainable development for society

However, the quality of human resources, or told other than the training quality of existing schools need to be considered to model the entire quality management and the successful management of the quality required to clarify the fundamental difference between public schools and companies

2.1.2 The fundamental difference between school and company

2.1.2.1 The difference

If comparing two models: the production model and the model training process for these factors 'input', 'output', 'implementation', the fundamental differences between the two processes are in the nature and objects Objects of the production process is the material, it's influenced by the conditions included in the production process to become the desired product But the object of education is human, although impacts from conditions outside into well ahead, but if people do not have enough personal effort to study, change their order to the extent necessary, the desired training objectives can not be realized; conversely, if there is a persistent attempt to study, then study whether conditions are adequate but not value education in the school by bringing still be formed, dominate the study was that value and gradually form a new capability, new qualities

2.1.2.2 The same

On the structure of the apparatus: a school organization or company should have all the leaders and staff working indirectly and directly to the creation of products; products are formed through many stages (called process) is closely related to each other, output of this stage is also the input

of the other stages

The value of the product or product quality: Although the product is physical or human the value created by each product must have a process, product quality is also assessed through the use or also known as customers

So to product value and quality the company or school must consider each stage in the process

The role of leadership: an organization should have the leadership to guide the organization reach the highest goal and responsibilities of leaders

is to plan strategies for policy development organization and is responsible directly to the quality, through policies to ensure quality

The need for a quality assurance system: The trend of globalization and international integration has posed many challenges for education in Vietnam Following the trend of integration and globalization, the competition between economies is inevitable Thus competition in training also certainly occurs with increasingly fierce level To survive and grow, managers of universities and colleges must change their ways of thinking, associated activities of the school towards the labor market, strengthen and improve the quality of training, enhance the competitiveness of the school

So ask the school to have quality assurance systems to meet customer requirements as a quality assurance system in the company today

2.1.3 The concept of "process" and "customers" in the field of education

2.1.3.1 The concept of "process"

Process is a set of activities, resources input into output variables Modern management focuses in process and not to the final product For companies or institutions, the new manager should identified fully and clearly the process of their organization

For a business process is expressed as the following diagram:

Figure 2-2 Diagram of a Process of Production (Source: Dr Luu Thanh Tam, Quality management according to international

standards, 2003)

ENVIRONMENT

HUMAN RESOURCES METHODS

PROCESS

Output

Service Products

Education at the University is shown in the diagram below:

Figure 2-3 Diagram of the Training Process (Source: Tran Khanh Duc, Technical teachers, 2002)

Through two diagrams indicate more clearly the difference in product training process and production process of the business

For a manufacturing enterprise, the input process is supplied from a supplier in accordance with technical requirements of the process, also for a

professional school, then head back into include: subject enrollment, staff,

teachers, equipment and materials for teaching and learning

From the differences in inputs to the process takes place are also different In a manufacturing business, in the production process than the

use of human, processing methods have to use the device to impact directly

on the material in a specific production process is for a product For a

university in the training process took place mainly activities of

teacher-game via the method of teaching - and other support equipment (Including

- Labor Priducttivity

- Ability Income

- Career Development

- Evaluation

- Select

Development progam / Selection training methods /

Evaluation

- Check / Evaluation

- Diploma / Certificate

Feedback (Input) (Procesess) (Learning) (Labor Market Outcomes)

teaching facilities and equipment used to practice) The real practice in universities is a key factor, but not the deciding factor, for students to practice professional skills Important issue raised in the training process is the active role of the teacher-and this is the core to create a product to adapt

to the labor market

The important difference is the product of a manufacturing business is only a material product; also the product of the training process is the knowledge, skills and attitudes of students

End point of the production process is the use and consumption, while

at the end of the training process is a college labor market

2.1.3.2 "Customer" in the field of education

Final stage of the training process at a university is the labor market, including: employment situation after graduation, labor productivity, income and ability-oriented professional development in future of students after graduation However, during training at a university, if the analysis at each stage of the process, the customer is not only a labor market or the business use of students after graduation that must be determined the students and parents is the first external customers, Now the labor market, businesses are second external customers; governments, ministries, local are third external customers, teachers, management team and serve as customer training inside

2.1.3.3 Quality management according to the process of training

Quality management training is an organized process to ensure that graduates have to achieve the standards set out and in accordance with the requirements of the business, implements the school's commitment to quality training for students and social The quality management training includes the following main activities:

(1) Identify objectives and define the standards to be achieved

(2) To compare the standards to be achieved with the implementation results

(3) Improvements to have better results

This is a form of quality management in line with the quality control training in VietNam With this form, issue of quality training is imbued in the sense of all members of the system This is also in line with the

recommendations of Department of Testing and Quality Education, Ministry of Education and Training

Figure 2-4 Schema Quality Management Training (Source: Nguyen Tuan Khanh, Quality management in vocational education,2004)

Enterprises

process

Marketing process

Program design

Training Goal

Analyze the effectiveness of training and improvement work

Course Objectives

Course Objectives

Course Objectives

Graduate Student

Inside environment environment External

2.2 The Quality Management Model

In recent years, many companies, factories, enterprises, institutions and offices

of the state gradually applied research and quality management models vary depending on their specific conditions In this section, the writer focuses on the study

of the quality management model popular in the world Many universities and colleges in Vietnam learn and apply the quality management system: ISO, EFQM, and TQM

2.2.1 Total quality management (TQM)

Total Quality Management - (TQM) is a form of quality control measures close to the quality, but is more advanced With this method, the problem of product quality was instilled in the consciousness of all members of the production system, "according to ISO 8402: TQM is a management organization focused on quality, based on the participation of all members, to achieve long term success through customer satisfaction and the benefit to the members of organizations and society " (Luu Thanh Tam, 2003)

Just as a quality assurance system, TQM focuses on five areas: mission and focus on customers approach the system operation; the strong development

of human resources; thought long term and serve all levels (Sherr & Lozier,

1991, Lewis & Smith , 1994) According to Sherr and Lozier (1991), they are five main elements affecting the quality improvement in universities: honesty, sharing opinions, patience, devotedly work, and TQM theory

Theoretically, TQM requires the participation of all departments and employees of an organization (Ellis, 1993, 1993a) However, while TQM is considered an effective system for ensuring quality in the field of business, only

a small number of universities reported that they thought to the possibility of TQM in school I (Aly & Akpovi, 2001) It showed that the majority of cases seem to doubt the effectiveness of TQM in professional fields For the application of TQM thinking of them, most do so only in the areas of management because they like business management or in more industrial (Aly

& Akpovi, 2001)

TQM enables organizations to better meet customer needs, enables organizations to more effective governance, with the motto "do well right from the beginning to achieve the most economic efficiency." Technical implementation of TQM is applicable circle Deming quality improvement:

PDCA (Plan-Do-Check-Act) to rove leadership placed in the center Deming circle shown as follows:

Deming circle

Deming circle improvement

Figure 2-5 The Circle Deming to Improve Quality (Source: Dr Luu Thanh Tam, Quality management according to international

standards, 2003)

Starting point of the Deming circle is from the P - (Plan) this step to determine the objectives and tasks, identifying methods to achieve objectives and identify specific personnel and coordinate implementation for each work content The second step is D - (Do), this is the job step, this step principle of voluntary attention, positive and creativity of each member in the process of doing The third step is the C-Check (check), this step is to check the contents

of performance target, to detect deviations and make timely adjustments in the implementation process The last step is A-Act (adjusted); this step corrects wrong conduct, overcomes leech based prevention activities, and adjusts the fit test procedure For improving the Deming circle right in steps (by) those who requested the job to continue implementing the Deming circle for each job to make good and efficiency should also be conducted to plan, implement, test and calibration

Summary: TQM is the total quality management system is built on the following philosophy:

(1) Failed to ensure quality, owns only proceed if the quality management process that the output of a system covering management, impact on the entire process

A

P

C

(2) Responsibility for the quality is not the highest leaders of the organization To obtain policy consistent, quality, effectiveness, and need for profound changes to the concept of leadership is a new approach to quality Need to have agreement to the commitment of leaders about activities quality This is very important in the management of any quality organization Want to improve quality we must first improve the administration and other support activities

(3) Product quality depends on quality people, the most important factor

in the elements forming the product quality Training, coaching is a strategic task of leading the program in improving quality

(4) Quality must be the concern of all members of the organization Therefore the quality management system must be built on the basis of mutual understanding, attachment for the common commitment to the quality of work This will create good conditions for the construction of the quality movement in organized groups, which draw people into the creative activities and quality improvement

(5) Towards the prevention, avoid repeating mistakes in the production process, operational through the exploitation of the statistical tools to identify the main reason for the remedy, adjust promptly and accurately

(6) In order to avoid economic losses, must resolutely implement the principle of doing right from the beginning

2.2.2 Model quality management system ISO-9000

International Standard Organization (ISO) is the international organization on standardization ISO 9000 is the international standard on quality management, collection management experience the best quality in many countries of many countries ISO 9000 includes standards for quality assurance standards and other support

Management philosophy of ISO 9000 is: The quality standards will complement the technical characteristics of the product; quality management systems will vary in different organizations; ISO 9000's purpose is to provide guidance for developing quality management system effectively and not standardized quality management system for implementation; quality management system based on the ISO model MBP (Management By Process)

to take precautions throughout the guideline life cycle of the product The process of ISO 9000 is primarily mapped as follows:

Figure 2-6 ISO Build Process for Enterprise (Source: Nguyen Quang Toan, ISO 9000 & TQM – Establish management systems

focus on the quality and customer-oriented, 2001)

The quality management of an organization consists of different management principles, in the different fields of management However the quality management system has made the entire eight quality management principles to use leader to lead the organization to achieve better performance, eight principles are:

(1) Principle 1: Customer oriented

The organization thanks to our customers and therefore must learn the needs of current and future customers, meet customer requirements, and satisfy higher expectations of them

(2) Principle 2: The role of leadership

Leaders must establish linkages purpose and orientation to the organization Leaders need to create and maintain the internal environment to

Quality Policy Quality

Objectives

Long-term Development Strategy

Plan design and product

development

Shopp -ing and inform ation

The production process and service providers

Final

Product

Conser vation

And transport

Delive -ry

Collect ideas and customer care

Analysis of data collected from

customer requirements

Product innovation and QMS

Product implementation process

Process measurement

Planning process strategic policy objectives and the commitment

The process of providing resources P A

be able to fully engage all participants to achieve the objectives of the organization

(3) Principle 3: Involvement of people

People at all levels are important members of the organization and fully arouse their ability to help the activities; organization's resources are used to achieve organizational goals

(4) Principle 4: The approach (management) by the process

Achieve desired results more efficiently when related resources and activities are managed as a process

(5) Principle 5: Management follows systems approach

Awareness, understanding and management system related processes together in order to increase efficiency and performance of organizational improvement goals were set

(6) Principle 6: Continual improvement

Continual improvement is a long-term goal of the organization The cumulative improvements will lead to new higher quality

(7) Principle 7: Making decisions based on the fact

The decision has been effective because based on the analysis of data and information

(8) Principle 8: The relationship of mutual benefit to suppliers

Organizations and independent providers, but mutually beneficial relationship will enhance both parties' ability to increase value

Eight quality management principles constitute the basis for the standards

of quality management systems in the ISO 9000

Today, an organization wants to succeed; their product must always suit the needs of customers This means that all activities of the business or school must be derived from the demand That customer needs are always changing with time and space To meet this demand, businesses and schools are required

to quality management system which should first apply to the ISO 9001:2008 process quality management ISO 9001:2008 model is presented as follows:

Note: These activities bring added value – VA

Information flow Figure 2-7 Model of the Process of Quality Management System ISO

(Source: International Quality Center in Vietnam, 2010)

Through the above diagram we see the standard ISO 9001:2008 referring

to quality management is not simply the product quality - service The motto of the ISO 9001:2008 standard is to establish quality management system to create the product - the service is stable nature to satisfy the needs of our customers, ideas "do right from the beginning" and take "The main preventive work" is the basis for all activities organized

The ISO 9001:2008 indicates the instruction of building a quality system

is effective, rather than imposing a system of quality standards for each type of organization Quality system of each organization depends on vision, culture, management style, how to suit each specific circumstance

2.2.3 Quality management model EFQM

European Foundation for Quality Management (EFQM) was founded in

1988 by the combination of 14 large companies in Europe, namely: Bosch, BT, Bull, Ciba-geigy, Dassault, Electrolux, Fiat, KLM, Nestlé, Olivetti, Philips,

CONTINUOUS IMPROVEMENT QUALITY MANAGEMENT SYSTEM

interested parties )

Responsibilities of Leaders

Resources management

Measurement, analysis, improvement

Renault, Sulzer, and Volkswagen, with the support of sympathy of the Council

of Europe countries

EFQM has special strength; a superior management capability has attracted many countries around the globe Today, the improvement of quality management in member companies has formed to promote European model for quality improvement This model is equivalent to evaluating the Deming Prize model in Japan

EFQM Excellence Model (Dillip Bhatt, 2000) was introduced in 1991 as

a model for other organizations, companies, educational institutions, training institutions self-assessment is the basis for assessing the quality awards in Europe

2.2.3.1 Mission and vision of the EFQM

Mission of the EFQM: Promote, support for members or organizations in improving quality and its management

Vision of the EFQM: Creating a world in which members are recognized as institutions of high quality

With the help of the EFQM, members of the organizations in Europe have used the EFQM model in quality management and have been successful EFQM is the key in improving the performance of the company,

by EFQM model optimum strengthening an important aspect in all activities and help to develop the following main objectives:

(1) Increase productivity, improve quality

(2) Cost reduction

(3) Satisfied customers

At different levels in the organization and in the context of quality management, we can apply the EFQM model for self diagnosis and make improvements accordingly This method allows these organizations to conduct thorough preparation for quality inspection groups outside the organization

2.2.3.2 Overview of the EFQM model

EFQM is a non-model based on nine principles criteria model called block 9 This is a model of total quality management (TQM) based on nine criteria:

(1) 5 Enabler criteria are the criteria that organizations must be implemented, including: Leadership to create content and guidance for Strategic and Policy, People, Partnerships and Resources These are the conditions of the organization through which management processes

(2) 4 criteria results are the criteria that the organization results achieved, including: People Results, Customer Results, and Society Results These criteria are the same challenges that interaction will lead to Key Performance Results, including the results from the improved quality brought

Figure 2-8 EFQM Excellence Model (Source: EFQM Excellence Model and Knowledge Management Implications by

Customer Results

Society Results

Key Performance Results

INNOVATION AND LEARNING

2.2.3.3 Application of EFQM model in improving quality of education in

training institutions

Schools and training institutions can use "approach improve the quality of education based on EFQM model" to promote the entire quality management The entire teachers, school staff can assess their organizations are at the stage in which the different bases in the criteria: leadership, and policy, human resource management, resource management, process management, customer satisfaction, the satisfaction of teachers, staff, social impact and results Depending on the characteristics of each school situation, historical background, factors inside and outside, we can apply this method

to assess, given the point and aim to improve management overall quality Summary: The model of the EFQM model self-assessment to determine the quality is the location of schools at any stage of development through this position and the organization will propose solutions to improve quality and total quality management to all This is a model of quality management (quality that focuses on process, not only the end product)

2.3 Quality Assurance Systems of Higher Education Vietnam

Today, tertiary education systems have developed across Vietnam, diverse types of school According to statistics of the Ministry of Education and Training, in Vietnam have 409 higher education establishments including universities, academies and colleges (Ministry of Education and Training, Vietnam, 2010), including 40 universities and 24 colleges non-public The diversification of ownership forms the basis for higher education (public, semi-public, private, and international) for mobilization of resources to developing higher education systems in the country, but also leads to difficulties in monitoring and quality management education and training The type of training is being diversified Besides the type of traditional training (formal training within the universities, colleges) the scale in-service training, distance learning, training outside the university campus, colleges and training links and abroad also increased This trend is gradually meet the learning needs of society

at every age and different conditions, but also leads to the risk of undermining the standards of higher education in Vietnam

Like many other countries, building systems and expertise to ensure quality higher education at the national level is of paramount importance in maintaining

standards and continuously improve the quality of education higher education in Vietnam For universities, will ensure the training quality and efficiency commensurate with the existing conditions of the school, ensuring graduates will meet the requirements of the labor market

For the State, first of all, this system will help better understand the reality of higher education in the country, ensuring the benefits for learners, ensuring that the education system will provide a resource workforce capacity needed to meet the requirements of the labor market Assurance system and test the quality of higher education will also provide the basis for the State to make effective investment policy for the higher education system Learners can learn after graduation will have many opportunities to find work, with the results achieved can continue to learn more

The development of quality assurance systems of higher education in general and test the quality of higher education in particular in Vietnam, including the development of normative system of law and ensure quality control higher education, construction and development model implemented, taking advantage of international support

Through several years of development, models of quality assurance in higher education in Vietnam is built on the basis of learning experiences and models of many countries have experience implementing these activities in the world That model of quality assurance of the United States and other countries in North America; quality assurance model of European countries are ahead of Vietnam in many years to develop quality assurance model education; particularly influenced by other countries

in Asia - Pacific because there are many similarities in culture make it easy to share and exchange practical experiences

In the process approach with multiple models and expertise to ensure quality education in the world, model of quality assurance in higher education in Vietnam is gradually stabilizing, suitable model to ensure the quality of many countries around the world, especially the model of Europe, Asia – Pacific, AUN - the model was further developed on the common European model Model of quality assurance in higher education in Vietnam has the following three components:

(1) Quality assurance system within the universities and colleges;

(2) Quality assurance system outside the school (external assessment system includes policies, procedures and assessment tools);

(3) The system of quality assurance organizations (organizations external assessment and independent testing organization)

This model is derived from the quality assurance system in Europe, the Network of Asia-quality and Pacific (APQN) development and encouraged to apply for countries in the region

Minister of Education and Training of Vietnam has promulgated a set of criteria evaluating the quality of training colleges (Ministry of Education and Training, Vietnam, 2007), as follows:

Standard 1: Mission and objectives of the college

Standard 2: Organization and Management

Standard 3: Education Program

Standard 4: Training

Standard 5: Management staff, faculty and staff

Standard 6: Learners

Standard 7: Research, applications, development and technology transfer

Standard 8: Library, learning equipment and other facilities

Standard 9: Finance and financial management

Standard 10: The relationship between school and society

To be registered test the quality of education, schools should have at least one course students or graduates Cycle testing the quality of education: testing cycle quality education for universities, colleges and universities is a 5 year / times Cycle testing for quality education is a 4 year college / times

2.4 Factors Affecting the Quality Management Training

According to Prof Dr Nguyen Minh Duong and associate Prof Dr Phan Van Kha, quality training today has become an important factor leading to the market mechanism, in competitive conditions and international integration of Vietnam Thus, quality management training is an important task of universities and colleges Quality training to meet the requirements of production and the labor market, quality management training need attention to these factors: Training goal , Teaching staff qualification, Teaching courses/syllabus, Facilities, Administrative support, etc

2.4.1 The relationship between training goal and quality management

training

Training objectives of universities and colleges must be clearly defined and reasonable Functions and responsibility of each college change through each stage of development Currently, Vietnam is taking to industrialization, modernize the country, are entering the period of integration and competition in the market mechanism, so that each university and college must clearly identify their training objectives The identification of training objectives must be based

on the needs of the labor market, meet the requirements of the enterprise (Nguyen Minh Duong and Phan Van Kha, 2006) Each college must develop a quality management system training consistent with training objectives outlined

Technical Education HoChiMinh City)

H2

Teaching staff qualification Quality management Training

2.4.3 The relationship between teaching courses/syllabus and quality

management training

To improve initiative, creativity of students in the learning process as

well as expand their knowledge, schools need to have enough books, learning

materials, curriculum necessary for students to consult In the traditional

classroom in Vietnam, teachers who provide information, knowledge is

transmitted in one direction from teacher to student, lead to psychological

passive learners In contrast, for new teaching methods, teachers mentioned the

problem situations and guide students to collect research and reference

materials for discussion and find the truth of the problem Results of the method

of teaching and learning would lead to a higher education are learning, study

and creativity The management of reference sources has a strong influence on

the quality of training

Materials Facilities and training equipment is extremely important factors,

directly affected the outcome of the management, training in universities and

colleges (Ministry of Education and Training, 2010) The lack or do not meet

the demand for facilities and training equipment is a huge challenge, limiting

the guarantee and improve the training quality of universities and colleges in

Vietnam Equipment of the college must meet the learning needs of students

and must conform to the actual production of enterprises Effective

management of facilities and equipment of the college will contribute to

improving the quality of training

H4

Materials Facilities Quality management Training

2.4.5 The relationship between administrative support and quality

management training

Organizational management training process and activities for effective

training will produce better learning environment for students Students must be

fully informed about the training program, teaching plans, evaluation criteria of

learning The administrative procedures must be fast and accurate The officials

and employees in the professional divisions be enthusiastic, fun, solve problems

of students with high efficiency

From the review of documents were presented, the researcher focused on

the issues presented in the framework of research and hypotheses related to

research are as follows: