Building National Capacity for Quality Assurance

Nguyen, Cuong Huu

doi:10.1007/978-3-030-26859-6_11

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…The constraint analysis provides valuable insights into SET implementation dynamics, enhancing its effectiveness and overall education quality. These alternative approaches and insights address the issues of limited SET and QA utility for educational improvement in Vietnamese higher education (Hoang et al , 2018; Nguyen and Shah, 2019).…”

Section: Discussionmentioning

confidence: 99%

Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching

Nguyen

2023

QAE

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Purpose Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET. Design/methodology/approach This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions. Findings While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values. Research limitations/implications Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context. Practical implications This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement. Social implications The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality. Originality/value This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.

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Section: Discussionmentioning

confidence: 99%

Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching

Nguyen

2023

QAE

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“…After almost two decades of development, Vietnam still possesses an incomplete QA system. Its accreditation remains in ‘a nascent stage’ ( Nguyen, 2019 : 253). Even prior to the pandemic, Vietnamese QA was confronted by a number of obstacles.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, a critical shortage in well-trained, qualified QA human capital as well as appropriate staff capacity building schemes has been identified as one of the long-term impediments to the development of the internal QA mechanism within HEIs ( Nguyen, 2019 ; Pham, 2018 ). For active Vietnamese QA specialists working at QA Units of universities, their challenges comprise a deficiency of knowledge, skills, experience and low English command.…”

Section: Methodsmentioning

confidence: 99%

COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the ‘new normal’ in post-crisis era

Ngo

Phan

2022

Policy Futures in Education

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COVID-19 has spawned a critical shift in the landscape of higher education (HE) worldwide, entailing transformations of practices across the field, in which quality assurance (QA) for HE has also evolved to both reflect and stay adaptive to the ‘new normal’ formed during and beyond the pandemic. Against the COVID-19 context, this paper retells some of the existing debates for Vietnamese QA and accreditation activities, as well as identifies emerging challenges in QA practices in the post-pandemic era. Theoretically, the paper contributes a conceptual tool to examine the QA of the Vietnamese HE system, embracing three dimensions of teaching and learning, inputs and outputs. This further underpins our inquiry for QA practices in the Vietnamese HE context which has been scaffolded and developed accordingly. Drawn from a critical review and analysis of emerging policies and existing literature, practical implications and projections for the directions of Vietnamese QA in the future will be provided. This paper presents a timely insight for the process of policy-making and the implementation process of QA in Vietnamese HE during a time of uncertainties and looks towards building resilience to future crises.

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“…Therefore, with both hesitance to learn from the best practices of other countries and the national endeavour to improve the quality of the entire higher education sector, the Vietnamese QA system has undergone several phases of piloting what QA approach is appropriate for the country (Nguyen, 2018;Pham & Nguyen, 2023). Second, Vietnam is also a country that allows foreign accreditation agencies (including AUN-QA) to evaluate universities before establishing its own QA system (Nguyen, 2019). Third, in the Vietnamese QA system, in particular, quality standards and criteria used currently in Vietnam at this stage (early 2024) are the ones "borrowed" from AUN-QA (Pham & Nguyen, 2023).…”

Section: Introductionmentioning

confidence: 99%

Perceived Changes to Quality Assurance after AUN-QA Programme Assessment: Voices of Quality Assurance Practitioners, Academic Staff, and Students

Huynh,

Pham,

Nguyen

et al. 2024

IJLTER

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Quality assurance in Vietnamese higher education has been turning to a new page since it was made in recent years. Foreign accreditation is accepted in Vietnam, and, among foreign accrediting agencies, AUN-QA is more popular. This study examines the extent to which quality assessment by the AUN-QA could lead to changes in Vietnamese universities. This study adopted a basic qualitative approach to explore various stakeholders’ perceived changes with AUN-QA assessment with convenience and purposeful sampling techniques. Qualitative data were collected through interviews with various stakeholders such as students, academic staff, and quality assurance practitioners, followed by thematic analysis. The findings suggest that the AUN-QA quality assessment appeared to be the driver of positive changes, varying from accepting external quality assurance to learning the principles of constructive alignment in curriculum design, teaching and learning approaches, and student assessment. When the principle was learnt, superficial and minor changes were reported. The impacts were also evident in forming a culture of evidence (to demonstrate compliance with the external assessment). There were a few instances whereby changes were perceived as “perfunctory” because institutions used copying strategies for external assessment. Less evidence in the findings with not much discussion related to regular improvements and the dependence on individual academic staff for quality can be seen as directions for actions to be taken not only for the participating universities but also for other universities in Vietnam. The findings suggest that external assessment if applied appropriately to trigger stakeholders’ perceptions, could contribute to quality enhancement.

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Building National Capacity for Quality Assurance

Cited by 6 publications

References 10 publications

Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching

Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching

COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the ‘new normal’ in post-crisis era

Perceived Changes to Quality Assurance after AUN-QA Programme Assessment: Voices of Quality Assurance Practitioners, Academic Staff, and Students

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