scholarly journals Improving the Vietnamese Accreditation in Light of the SACSCOC’s Institutional Effectiveness Standards

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Pham Thi Tuyet Nhung
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Planning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Institutional Effectiveness ◽  
Conference Proceeding ◽  
Annual Conference ◽  
Vietnamese Higher Education ◽  
Quality Assurance Standards

The purpose of this study was to explore Vietnamese educators’ perspectives regarding the feasibility of implementing a U.S. Regional Accreditation standard (“Institutional Effectiveness”) in the current Vietnamese higher education accreditation standards. An Institutional Effectiveness (IE) Process (Strategic Planning-Planning and Assessment- Operational Planning) and Assessment Cycle (Program Learning Outcomes-Curriculum Map-Assessment Methods-Data Collection-Actions for Improvement) served as the conceptual framework for this study. The qualitative research design involved interviews with seven Vietnamese educators who work in centers for accreditation and offices of quality assurance in Vietnamese universities. Findings indicated that all participants supported the implementation of an IE standard and Assessment Cycle in Vietnamese higher education accreditation. Findings also stated that currently the IE Process and Assessment Cycle are not fully implemented in Vietnam higher education accreditation. The Vietnamese higher education institutions (HEIs) did not have a supportive culture of strategic planning due to centralized management by the Ministry of Education and Training (MOET). Moreover, most universities were only familiar with the first two steps in the Assessment Cycle. Based on the research findings, recommendations for the implementation of IE process and Assessment Cycle are made for MOET, Centers for Accreditation and Vietnamese HEIs. Keywords Vietnamese Higher Education Accreditation, Institutional Effectiveness, U.S. Regional Accreditation, outcome assessment, accountability and transparency References [1] Hayden M & Lam Q T (2010). Vietnam’s higher Education System. Reforming higher education in Vietnam: Challenges and Priorities. 15-31.[2] Pham, Duy. (2014). Vietnam: New legislation and future possibilities. International Higher Education. 74. 27-28.[3] Nguyen, Kim. D, Oliver, D.E., & Priddy, L.E. (2009). Criteria for accreditation in Vietnam's higher education: Focus on input or outcome? Quality in Higher Education. 15 (1). 123-134.[4] Nguyen, Thi Khanh Trinh (2013). The strengths of Vietnam Higher Education accreditation standards. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 48-56[5] Nguyen, Huu Cuong, Evers, C & Marshall, C (2017). Accreditation of Viet Nam’s Higher Education: Achievements and Challenges after a Dozen Years of Development. Quality Assurance in Education. 25 (4), 475-488. [6] Center of Educational Accreditation (2014). [The establishment of center of accreditation in VNU-HCM]. Retrieved from http://cea.vnuhcm.edu.vn/quyet-dinh-thanh-lap-trung-tam-kdclgd-dhqg-hcm_p1_1-1_2-1_3-617_4-76_9-2_11-10_12-1_13-11.html[7] Nguyen, Duc Chinh. (2013). The Vietnamese set of quality assurance standards for higher education: Issues and Solutions. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 91-97. [8] Do, Huong Lan (2013). Mot so de xuat nham hoan thien cac tieu chuan danh gia chat luong giao duc cua truong Dai Hoc Viet Nam tren co so nghien cuu so sanh bo tieu chuan danh gia cua Viet Nam va Lien Bang Nga. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. MOET project. Code: B2012-08-12], 165-178[9] Le, Duc Ngoc & Sai, Cong Hong (2013). Assessing the inappropriateness of the set of quality assurance standards for higher education in Vietnam and the reasons. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 143-157. [10] Vo, Sy Manh (2013). Some shortcomings in the Vietnam set of quality assurance standards. Conference proceeding on Quality assurance standards for higher education in Vietnam: Implementation issues and solutions. 158-164.[11] Suskie, L. (2009). Assessing student learning. A common sense guide (2nd Ed.). Jossey-Bass: A Wiley Imprint. [12] Eaton, J. (2007). Institutions, accreditors, and the federal government, redefining their “appropriate relationship.” Change, 39(5), 16-23.[13] Suskie, L. (2015). Five dimensions of quality: A common sense guide to accreditation and accountability. Jossey-Bass: A Wiley Brand [14] Gaston, P.L. (2014). Higher education accreditation: How it’s changing, why it must. Sterling, VA: Stylus.[15] Banta, T. W. (2004). Hallmarks of effective outcomes assessment. San Francisco, CA: Jossey-Bass.[16] Anderson, H. M., Moore, D. L., Anaya, G., & Bird, E. (2005). Student learning outcomes assessment: A component of program assessment. American Journal of Pharmaceutical Education, 69(2), 256-268[17] Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No.1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.[18] Prochnow, M. E. (2011). On reaching proficiency: A case study of outcomes assessment success at a California community college. (Dissertations). California State University, Fresno. (Order No. 3473418). Retrieved from http://search.proquest.com/docview/895096456?accountid=7098. (895096456). [19] Hoefer, M.T. (2015, July). The ABCs of institutional effectiveness. Pre-conference workshop at SACSCOC Summer Institute, Orlando, Florida. [20] Allen, M (2004). Assessing academic programs in higher education. Bolton, MA: Anker Publishing Company, INC.[21] Glesne, C. (2011). Becoming qualitative researchers: An Introduction (4th Ed.). Boston, MA: Allyn & Bacon[22] Merriam, S (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publications.[23] Grbich, C. (2013). Qualitative data analysis an introduction. Thousand Oaks, CA: Sage Publications VNU-HN- College of Economics, 2017[24] Middaugh, M. F. (2007). Creating a culture of evidence: Academic accountability at the institutional level. New Directions for Higher Education, (140), 15-28. doi:10.1002/he.277[25] Voluntary System of Accountability (VSA). About the VSA. Retrieved from http://www.voluntarysystem.org/[26] Silver, K. (2018). Getting Started with Strategic Planning. HLC Annual Conference. Chicago, Illinois. Retrieved at http://download.hlcommission.org/annualconference/2018/AC18_ProgramBook_INF.pdf[27] Powell, B. and Tedder, W. (2018). Linking Assessment, Planning and Budgeting for Resource Allocation Decisions. HLC Annual Conference. Chicago, Illinois. Retrieved at http://download.hlcommission.org/annualconference/2018/AC18_ProgramBook_INF.pdf    

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

scholarly journals Comparison of regulatory models of higher education in Europe: the Portuguese situation

2009 ◽  
Vol 14 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Pedro Rei Bernardino ◽  
Rui Cunha Marques
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Quality Assurance System ◽  
Higher Education System ◽  
Assurance System ◽  
European Higher Education ◽  
Portuguese Higher Education ◽  
Quality Assurance Standards ◽  
Regulatory Models

The regulation of Portuguese Higher Education is now in a period of evolution and undergoing profound changes. The quality assurance system implemented was criticised from the beginning, raising many doubts, and was often associated with some weaknesses. The pressure put on the Portuguese government to meet quality assurance standards in the scope of European Higher Education is enormous and several reforms and policy developments show that Portugal's Higher Education system is on the move. This paper compares the regulatory models in other European countries and analyses the new Portuguese model.

scholarly journals The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam

2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
System Quality ◽  
Institutional Conditions ◽  
Vietnamese Higher Education ◽  
Challenges And Opportunities

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

Qualification Frameworks and Field-specific Approaches to Quality Assurance

2011 ◽  
Vol 1 (1) ◽  
pp. 44-57
Author(s):  
Giuliano Augusti ◽  
Sebastião Feyo de Azevedo
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Reference Points ◽  
Specific Knowledge ◽  
Peer Reviews ◽  
Self Evaluation ◽  
Subject Specific ◽  
Degree Structure

“General” and “field-specific” Quality Assurance procedures, although sharing many “technical” instruments (self evaluation reports, peer reviews, benchmarks vs. reference points, etc.), have different directions. The motivations behind “field-specific” initiatives are critically presented in this paper. They are strictly correlated with Qualification Frameworks that, while preserving the autonomy of higher education institutions in defining their teaching offers, define common and transparent employability objectives for the benefit of students, graduates and all other stakeholders. However, “while learning outcomes have been generically defined for the degree structure”, it is now necessary “to further develop descriptors for subject specific knowledge, skills and competences. ... leaving still plenty of freedom for programme diversity.” (Bologna Process, 2009a). Qualification Frameworks and field-specific Quality Assurance lead naturally to “pre-professional accreditation” that can be given an international value by “European Quality Labels”.

scholarly journals Internal Quality Assurance of Institutional Learning Outcomes: United States Case Study and Implications for Vietnam Higher Education

2021 ◽  
Vol 5 (2) ◽  
pp. 1-9
Author(s):  
Nhung Tuyet Thi Pham ◽  
Binh Thanh Thi Nguyen
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Internal Quality ◽  
Use Of Technology ◽  
Institutional Learning ◽  
Internal Quality Assurance ◽  
Internal Stakeholders ◽  
Traditional Performance

Higher education institutions (HEIs) are under pressure to provide evidence of student success. In addition to traditional performance indicators such as GPA, grades, and rates of retention, graduation and employment, stakeholders also required institutions to provide evidence of institutional learning outcomes (ILOs). ILOs encompass the knowledge and skills that all students regardless of disciplines from a specific university are expected to demonstrate upon their graduation. This case study examines a complete internal quality assurance (IQA) cycle from a U.S. comprehensive university, including the adaptation of national authentic assessment measures, the use of technology in data analysis, the best practices to communicate assessment results to multiple internal stakeholders to facilitate leadership decision-making, the challenges encountered, and the improvement plans to sustain the procedure. Researchers also make recommendations to Vietnam HEIs that want to adopt IQA of ILOs for both quality improvement and accountability purposes.

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