Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study

Nguyen, Loc Thi My; Tran, Trung; Pham, Thuan Van; Nguyen, Tien-Trung; Le, Hien Thi Thu; Trinh, Thao Phuong Thi; Tuyen, Nghiem Phuong

doi:10.46743/2160-3715/2021.4564

Cited by 13 publications

(17 citation statements)

References 20 publications

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“…However, despite the incredible growth, to continue improving processes and products, meeting the stakeholders' needs, provision for a consistent assessment of learning design, content and pedagogy calls for a common framework for a quality assurance model (Ryan, 2015;Otieno, 2017). Nguyen et al (2021) has the same notion, he thus states,…”

Section: Literature Reviewmentioning

confidence: 99%

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Quality Assurance in Kenyan higher education as a tool for keeping pace with the international standards

Nason

2023

JoQiE

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This paper is a desktop review which presents findings from 32 studies covering quality and Quality Assurance (QA) systems in the Higher Education (HE) sector in the Kenyan context; the choice of the studies was based on relevance, themes and the objectives of the study. The purpose of the paper was to evaluate the determinants of a sustainable quality assurance systems in higher education in Kenya. The selected studies were carefully reviewed, data was gathered and categorized into themes. The emerging patterns from the categorized data was used to answer the research questions. In that regard, this study went beyond the processes of QA, and accreditation to address the question of sustainability which presently stands as one of the key gap in the implementation of QA systems in the HE sector. The main findings of the study are: sustainable QA systems in HE is realizable by addressing the factors identified b) conceptual model is fundamental for clarity and accuracy to avoid confusion and relativism c) the processes of developing and implementing QA should be inclusive and participatory for better results, d) more partnership and collaboration are needed to solve the challenges of implementing QA systems.

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Section: Literature Reviewmentioning

confidence: 99%

“…Put together contributions by (Veiga, 2017;Siringi, 2019;Garira, 2020 andNguyen, 2021) , 2018). Any beneficial conceptualization has to fit in the institutional context and purpose, be timely and relevant to enhance quality improvement.…”

Section: C) Performance Indicatorsmentioning

confidence: 99%

Quality Assurance in Kenyan higher education as a tool for keeping pace with the international standards

Nason

2023

JoQiE

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“…In Vietnam, the quality of higher education is a top priority, and thus needs to be achieved in the context of constraints such as relevance, costs, equity and international standards (Nguyen et al, 2021). As social and technological trends alter the landscape of global higher education, role of distance education steadily increases and happens to meet the quality criteria of conformity to the purpose of use at a minimum cost.…”

Section: Literature Reviewmentioning

confidence: 99%

E-learning Quality and the Learners’ Choice Using Spherical Fuzzy Analytic Hierarchy Process Decision-making Approach

Nguyen,

Huynh

et al. 2024

Vikalpa: The Journal for Decision Makers

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E-learning in the context of Industry 4.0 and the outbreak of the COVID-19 pandemic has transformed traditional education. However, the smooth transition from face-to-face education to e-learning remains a challenging task, given concerns about e-learning quality. This study aims to explore the quality criteria and the adoption of e-learning via the spherical fuzzy analytic hierarchy process (SF-AHP). The extended technical acceptance model is used as a theoretical framework for constructing quality in an adoption hierarchical model. The input data derived from in-depth interviews of 20 experts in the field and the SF-AHP calculator have generated the priority weights of quality criteria in the model of e-learning adoption. The findings confirm the role of three major criteria, in order of importance, as follows: system, resources and core factors. The results highlight system factors as most crucial, including aspects such as governmental policies and institutional leadership, which are essential for setting a conducive environment for e-learning. Resource factors are ranked second, emphasizing the importance of IT applications, human capital and facilities to support e-learning infrastructure. Core factors, though ranked lower, are vital in ensuring the effectiveness of e-learning through course materials, instruction, and learner support. The weights of 14 sub-criteria have further shed light on policies to promote e-learning quality and its adoption. The implied priority of each weight a valuable guideline for the stakeholders’ actions to reach the targeted goals under the constraint resources.

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“…In the current context, the quality of higher education providers is one of the critical factors governing their survival and development (Nguyen et al, 2021). However, quality is a complex concept with multiple dimensions and experiences.…”

Section: Vietnam Journal Of Education  226 mentioning

confidence: 99%

Factors Affecting Vietnamese Higher Education Quality in the Context of Industry 4.0

Nguyen

et al. 2022

VJE

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Industry 4.0 has challenged the quality of higher education by demanding more employability besides the academic and vocational skills of undergraduate laborers. Previous studies have addressed this issue unidimensionally. This study explores the measurement model of higher education quality multidimensionally under this circumstance by (1) Confirming the factors to measure higher education quality functionally and technically and (2) Ranking the factors in the quality measurement model. The qualitative Delphi method based on twenty in-depth interviews was conducted to fulfill the study’s objectives. The findings show that both the functional and technical dimensions of education quality have been integrated into the Vietnamese Higher Education Institution (HEIs) quality model including: (1) output; (2) critical thinking and problem-solving; (3) organizing and managing ability; (4) adaptability; (5) lifelong learning; (6) teaching process; (7) creativity and innovation; (8) expertise and digitalization; (9) administrative process; (10) learning process; (11) foreign language; and (12) input. The priority of output and learners’ competencies over input and education process in the model highlights the need for proper policies to effectively improve Vietnamese HEIs quality.

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Factors Affecting Successful Quality Assurance Implementation in Vietnamese Higher Education: A Qualitative Study

Cited by 13 publications

References 20 publications

Quality Assurance in Kenyan higher education as a tool for keeping pace with the international standards

Quality Assurance in Kenyan higher education as a tool for keeping pace with the international standards

E-learning Quality and the Learners’ Choice Using Spherical Fuzzy Analytic Hierarchy Process Decision-making Approach

Factors Affecting Vietnamese Higher Education Quality in the Context of Industry 4.0

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