TRAINING QUALITY MANAGEMENT AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY BASED ON TOTAL QUALITY MANAGEMENT CONCEPTS

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF EDUCATION
NGUYEN LAN PHUONG
TRAINING QUALITY MANAGEMENT
AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY
BASED ON TOTAL QUALITY MANAGEMENT CONCEPTS
Specialization: Education Management
Code: 62.14.01.14
SUMMARY OF DOCTORATE DISSERTATION
HO CHI MINH CITY - 2015
THE RESEARCH IS COMPLETED AT
HO CHI MINH CITY UNIVERSITY OF EDUCATION
Supervisor:
ASSOC.PROF.DR. TRAN KHANH DUC
DR. NGUYEN THI TU
1
st
counter-argument by: Prof. Dr. Dang Quoc Bao
2
nd
counter-argument by: Prof. Dr. Nguyen Loc
3
th
counter-argument by: Dr. Nguyen Duc Danh
The dissertation will be defended in the presence of the School’s
Dissertation Assessing Board, meeting at Ho Chi Minh City
University of Education
On Am/Pm, date month year 2015
This dissertation can be found at:
National library of viet nam
Library of Ho Chi Minh City University of education

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INTRODUCTION
1. Rationale for the study
University training quality and training quality management at universities in general and private
ones in particular have been the main concern of the management and the entire society. However,
the training quality management system at universities including private universities has not
received adequate attention to ensure the gradual improvement of training quality, meet labor
demands and accreditation requirements as stipulated by the Law on Education in our country.
In recent years, though there have been many studies and theses on quality management of higher
education, there has not been any research thesis on quality management of higher education for
Private Universities based on total quality management (TQM) concepts in HCM city. On the basis
of inheriting the theoretical studies on training quality management and practical needs, the author
has chosen the following theme: "Training quality management at private universities in Ho Chi
Minh City based on total quality management concepts" as the subject of study within the
framework of a doctoral thesis on education management.
2. Purpose of the study:
On the basis of theoretical studies, surveys and assessment of the status of training quality
management at private universities in HCM city, this thesis builds a framework of training quality
management system measures at private universities based on total quality management (TQM) to
gradually ensure and enhance training quality, in order to meet the requirements of training
accreditation at the Private Universities in HCM city.
3. Research issue, object and subject
3.1. Research object
University training quality management at universities in HCM city.
3.2. Research subject
Training quality management measures system at private universities based on total quality
management (TQM) in HCM city.
4. Research hypotheses
University training quality management at universities in HCM city, despite developments and a
certain number of achievements over the years, also has many weaknesses and shortcomings due to

the limited perception of management staff and teachers about training quality management; the
lack of application of quality management models in modern training quality management; little
attention paid to the total management of the training process If a step-by-step training quality
management measures system is built and implemented based on total quality management (TQM)
according to the stages of training operations: from the entrance - the training process - the output,
training quality, human resource needs and accreditation requirements for training quality at private
universities in HCM city will be gradually ensured and enhanced.
5. Research missions
5.1. To study the rationale for training quality management at universities based on total
quality management.
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5.2. To survey and assess the status of training quality management at private universities in
HCM city.
5.3. To build a training quality management measures system at private universities in HCM
city based on total quality management.
5.4. Assay of necessity and feasibility of training quality management measures.
5.5. To test a training quality management measures system at Nguyen Tat Thanh University,
Ho Chi Minh City.
6. Limits and scope of research
- The thesis researches the current status of training quality management at some private
universities, mainly focusing on university training systems of private universities in Ho Chi Minh
city
- The thesis builds a training management measures system based on TQM applied to higher
education at private universities in HCM city
- The thesis carries out practical applications of university training quality management measures at
Nguyen Tat Thanh University in the academic year 2013-2014.
7. The methodology and research methods
7.1. Methodology
7.1.1. The methodology of dialectical materialism
Dialectical materialism perspective requires consideration of quality issues and university training

quality management in an objective, scientific and dialectical relationship with the interaction and
movement, development the training quality management in the development stage of higher
education in Vietnam.
7.1.2. System – structure approach
The thesis approaches the system perspective to study training quality management based on total
quality management (TQM) at the private universities, which considers their elements and the
relationship in a structured training quality management system both in and outside private
universities. Quality management activities have a close relationship with educational activities and
other aspects of education management in private universities.
7.1.3. History-logic approach
To learn the process of formation and development of the concepts of quality, training quality
management and quality management levels, models of total quality management through the
period development and its logic when applied to university level as well as its logic when applied
to university training quality management in modern Vietnamese society in general and at private
universities in HCM City in particular.
7.1.4. Practical approach
The thesis approaches the practical perspective of private universities for research on training
quality management and propose training quality management measures based on total quality
management (TQM) at private universities. To create an appropriate training quality management
measures system at private universities, there is a need to consider the results of practical research
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of private universities, in order to use them as the practical basis of the proposed training quality
management system and measures to implement the system.
7.1.5. TQM approach
Training Quality Management based on total quality management (TQM) is to ensure the gradual
improvement the training quality, satisfying human resource needs, maintaining a customer-
oriented setup, promoting leadership, mobilizing everyone involved, focusing on process,
systematic thinking and continuous improvement of learners. The research activities of this thesis
are based on these perspectives in order to conduct theoretical studies and assess the situation on
training quality management at private universities while also applying these perspectives to build a

system of measures aimed at improving the quality and effectiveness of training quality
management at private universities in HCM city.
7.2. Research Methods
7.2.1. Theoretical research method group
Using the following methods: analysis - synthesis, generalization and systematization, comparison,
referencing, modeling, analysis, comparison, generalization and synthesis of research subjects, the
guidelines and policies of the Party, the State, the education sector and Management Offices,
documents, reference textbooks and official information on the Internet of private universities and
key statistics of the Ministry of Education and Training, the General Statistics Office in order to
implement the project to clarify the basic concepts, arguments about training, training management
and training quality management according to TQM on which the basis of the thesis is formed.
7.2.2. Practical research methods group
7.2.2.1. Survey method using questionnaires
Surveying and assessing of the status of training quality management at private universities in HCM
city; the necessity and feasibility of training quality management measures system in view of TQM
concepts at private universities; Evaluation of practical application of training quality management
measures in view of TQM concepts at Nguyen Tat Thanh University.
7.2.2.2. Typical research method
Selection and detailed understanding of the status of training quality management measures at 04
private universities in HCM city including Hoa Sen University; Nguyen Tat Thanh University; Ho
Chi Minh city of foreign languages - Information technology, Ho Chi Minh city University of
Technology. Comparison and assessment of the situation and training quality management
measures implemented at these schools selected for case study.
7.2.2.3. Experimental Methods
Thesis using empirical methods to demonstrate that the measures constructed are necessary and
feasible, consistent with the rationale and practice of training quality management at private
universities in HCM city. In addition, through experiments, these methods aim to elucidate the
scientific hypothesis of the thesis that is if a system of training quality management measures in
view of TQM is developed and implemented at private universities in HCM city, it will enhance the
efficacy of training quality management at private universities in HCM city, thereby contributing to

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ensuring and gradually improving the quality of higher education in private universities HCM city,
meeting the needs for human resources and accreditation requirements of higher education.
7.2.2.4. Mathematical statistics method
The thesis processes data in Excel (tables, charts), using mathematical statistical techniques to
create a statistical analysis of the data collected via questionnaires and the data and information
collected and typical charts needed for surveying and interpretation of research results.
8. Thesis defense and scientific and practical significance of the research
8.1. Thesis defense
1. Total Quality Management (TQM) is a modern approach and is a key rationale for the
construction of a theoretical framework for training quality management at private universities.
2. Training quality management at private universities in HCM city has limitations and
inadequacies. One of the main reasons is the fact that private universities have not developed and
implemented a training quality management system in view of total quality management.
3. Training quality management measures at private universities in HCM city in view of TQM built
in this thesis have a scientific basis, while also being practical, necessary and feasible.
8.2. Scientific and practical significance of the research
8.2.1. Scientific significance
The research findings for the rationale for training quality management at universities in view of
total quality management contributing to the strengthening of training quality management at
universities in general and private universities in particular has been a new development trend in
training quality management theory. The research, application and development of a system of
measures for training quality management in view of total quality management are to ensure and
gradually improve the training quality of universities in general and private universities in
particular.
8.2.2. Practical significance
The survey results and assessment of current situations have highlighted not only the advantages but
also the various limitations and shortcomings in training quality management at private universities
in HCM that stemmed from many causes, with the main reason being the disinterest of private
universities in building and implementing a training quality management system (QMS) inside their

institutions. As such, in order to gradually improve and ensure the training quality, there is a need to
develop and implement a quality management system (QMS) within institutions in view of total
quality management TQM.
Research results of the construction of a training quality management system of measures at private
universities in HCM city in view of TQM has helped private universities gradually implement and
ensure improvements training, meeting the accreditation requirements of higher education in
general and of private universities in particular.
9. The structure of the thesis
Introduction
Chapter 1: Theoretical basis of training quality management at universities based on total quality
management.
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Chapter 2: Status of training quality management at private universities in Ho Chi Minh City
Chapter 3: The training quality management measures at private universities in Ho Chi Minh City
based on total quality management
Conclusions and Recommendations
Scientific research works
References
Appendix
CHAPTER 1: THEORETICAL BASIS OF TRAINING QUALITY MANAGEMENT AT
UNIVERSITIES BASED ON TOTAL QUALITY MANAGEMENT
1.1. Research topic overview
1.1.1. Studies completed abroad
In the 50s of the 20
th
century, quality management in manufacturing and business were of particular
interested by researchers such as Shewhart, Edward Deming, Crosby, etc. derived from the original
idea of authors such as Eli Whitney, Winslow Taylor, Karl Friedrich Bens about quality
management of each stage of the product.
In the last two decades of the twentieth century, many new perspectives on quality management and

control first appeared, namely: ISO, QFD, Kaizen, Zero Defect Program, Six Sigma, PDCA,
Quality circle, TQM In these perspectives, TQM were always considered by scientists in the field
of management studies as one of the most effective management methods. Currently, several
countries have successfully applied TQM models in production, business and education, especially
higher education.
In the final years of the twentieth century, many authors like E. stalls (1993) wrote about total
quality management (TQM) in education; Harvey and Green (1993) wrote about the present aspect
of educational quality such as excellence, perfection, viability and present value; E.Stanley and W.
Patrick (1998) wrote about quality assurance in Higher Education in the United States and the
United Kingdom; Austin (1985) wrote about the increasing value theory in education and
researched on the application of TQM in the education of JM Juran, In particular, the continuous
improvement phase, also known as total quality management (TQM), is considered the highest level
of quality management.
1.1.2. Studies completed in Vietnam
In recent times, there have been some studies and monographs by some local authors who have
conducted research on education quality management and the quality management model applied in
higher education like Nguyen Duc Chinh, Tran Khanh Duc, Pham Thanh Nghi, Nguyen Duc Tri;
Tran Kiem; Nguyen Loc and some PhD theses on education quality management at some public
universities.
The research results of the aforementioned theses were mainly based on the views and training
quality management models according to ISO or TQM in teaching or training quality management
at a specific training facility or public university. However, the author has recognized that there has
not been any particular work or thesis focusing on research in training quality management at
private universities in Ho Chi Minh City in view of total quality management (TQM).
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1.1.3. The development stages of university training quality management in Vietnam
- Quality assurance through input standards
- Quality assurance through resources
- Quality assurance through meeting standards
1.2. Basic concepts

1.2.1. Quality, training, university training quality
Groups of quality concepts:
• The first group: Quality is distinction
• The second group: Quality is consistent perfection
• The third group: Quality is consistency with the ultimate goal.
• The fourth group: Quality measured by value for money
• The fifth group: Quality is conversion value
Although there are many different definitions of quality, in this thesis, the author says: "Quality is
to meet the target" is the most relevant in the field of training and education. The thesis takes this
concept as the basis for implementing the research content.
1.2.2. Management and university training management
In the thesis, the management concept is understood: Management is the process of planning,
organizing, leadership and examine the work of the members of a system / unit and the use of
appropriate resources to achieve the intended purpose.
Training management means making impacts in an organized fashion that aims at the management
of the entire training process in order to make the most effective use of resources, maximizing the
organization's chances to achieve the training goals it has previously set, bearing in mind both
internal and external conditions surrounding the school environment.
1.2.3. Quality management and total training quality management
Vietnam standards of quality "ISO-5814-94" (adapted from the International Standardization for
Organizations ISO.9000) dictates that "Quality management is a set of activities of general
management functions which determine quality policies, purpose and responsibility and implement
them through measures such as quality planning, control and quality control, quality assurance and
quality improvement within the quality system"[50 ]. The thesis employs this definition as the basis
for the study of the thesis contents.
Quality management include 3 main levels: quality control, quality assurance and total quality
management (TQM).
1.3. Training quality management models
1.3.1. SEAMEO model
1.3.2. ISO 9001 - 2008 model

1.3.3. EFQM model
1.3.4. CIPO model
1.3.5. AUN-QA model
1.3.6. Total quality management (TQM) model
1.3.6.1. The general notion of (TQM) model
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Total quality management is how to manage an organization focused on quality, based on the
participation of all members, in order to achieve long-term success through customer satisfaction
and bringing benefits for society and members of the organization.
The concept of TQM is very diverse and is represented at many levels from philosophy to systems,
processes, methods and tools of quality management which emphasizes the characteristics of the
overall management, customer-centeredness and encouragement of the participation and efforts of
organization members, continuous improvement and quality culture formation. TQM also imposes
requirements on the level of control, maintenance, insurance and improvements of quality according
to quality standards
In the framework of the thesis, the author considers training quality management based on total
quality management (TQM) concepts as:
- Quality means reliability, meeting customer requirements, viewing customers as the focus. This is
the most important factor of competitiveness and survival of every private university because
quality standards go hand in hand with customer satisfaction. As such, quality must be determined
by the customer.
- A management system is people-centered, a global system operating horizontally in which
responsibility for the quality is not only the managers’, but also the responsibility of all members of
the organization and in the spirit of autonomy. Ensuring quality requires the commitment of the
members and different departments of the organization;
- The importance of focusing on the various levels of management, from management of quantity to
management of quality of products or services, management of costs, including supply management
and satisfying customer requirements. TQM is understood to include the following issues:
knowledge, commitment, organization, measurement (expense), planning, design, system, capacity,
control, teamwork, training and enforcement;

- Quality means "excel from the start", to prevent risks, avoid errors right from the first stage of the
process of making a product or service. Therefore, TQM philosophy means "continuous
improvement". This requires that all members are committed to constant quality improvements: it is
a regular task, permanently embedded into an organization as its core culture;
- TQM requires a change of organizational culture, which is understood to be a change in behavior,
relationships, work ethics, management, including the construction and development of customs
and habits within the organization and its long-term reputation.
- Quality management conducted in a comprehensive manner from input, process to output to meet
customer needs and ensure continuous improvement
- Providing a comprehensive management system and prioritize all aspects related to quality. Not
imposing rigid processes, management standards like ISO.
- Unifying the efforts of all staff, drawing the participation of all members in improving activities
and enhancing the quality of a uniform system in order to create rhythmic activity that focuses on
quality culture.
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- Improving reputation, troubleshooting errors and problems that are detected and solving them
efficiently, improving employee morale by promoting more responsible work in groups and
participation in TQM decisions.
1.3.6.2. The ground rules of the TQM model
1.3.6.3. The management principles of TQM models
1.4. Training quality management model in view of total quality management
1.4.1. Features of training quality management model based on TQM perspective
Training quality management model based on TQM perspective is built on the quality assurance
(QA) system and oriented to the requirements in view of TQM on customer responsiveness and
continuous improvement; to mobilize the participation of the people and focus on quality and
organizational culture culture formation.
1.4.2. University training quality management model based on TQM perspective
A training quality management model based on TQM perspective is a new quality management
model, involving many levels, many parts that carry different functions, but it requires synchronized
collaboration within the university. Therefore, the author has proposed an operation system of

quality at universities as a training quality management model based on TQM perspective as
follows:
Figure 1.13: Training quality management model based on TQM perspective
INPUT
MANAGEMET
PROCESS
MANAGEMENT
OUTPUT
MANAGEMENT
(MISSION, VISION AND VALUES SYSTEM OF THE UNIVERSITY)
SOCIAL
NEEDS/
Customers
THE TQM PERSPECTIVE
Corrective action
Promoting action + Redress
action + Processing action (A)
Planning &
Design (P)
Organizations &
Implementatio(D)

Testing &
Evaluation (C)
QUALITY CULTURE ENVIRONMENT
output stantards and training
curriculum
Processes, quality management standards
ISO training and AUN & QA
Culture, commitment, quality planning,

communication and information
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1.4.3. Guidelines for implementing the training quality management model based on TQM
perspective at university
1.4.4. The effect of applying Training quality management model based on TQM perspective at
university
CONCLUSION OF CHAPTER 1
Chapter 1 of the thesis has given an overview of the thoughts and views on quality and quality
management that have been researched and applied in production - business and in the education
quality management in general and higher education in particular, with a view that education is a
fundamental service to society. The theoretical framework of the thesis has been formed on the
basis of basic concepts of quality systems; training, management and quality management; training
quality management and quality management levels. Results collected from analysis of the structure
and contents of popular quality management models such as ISO 9001 2008; SEAMEO model;
EFQM model; AUN & QA models have shown that most of these models have approached the
management viewpoint of TQM at different levels and are able to apply quality management in
higher education. The characteristics of the total quality management model has been analyzed,
interpreted through applying Deming (PCDA) circle for continuous improvement; 5S rules; 3C
philosophy and applying TQM principles in university training management The research on
management and quality assurance of higher education and abroad confirms the relevance and
necessity of research and application of total quality management perspectives considering the
development trend of quality management of higher education today.
Based on the basic theoretical research results on training quality management in general and
quality of higher education in particular, the thesis author proposes a Training quality management
model based on TQM perspective with the following main elements:
- Input management: management of input, objectives, curriculum, training resources including
faculty, students, facilities, finance and implementation of university rules and regulations;
- Process management: management process of teaching and learning activities, scientific research
and management training.
- Output management: Honing of virtues, skills, techniques and meeting labor market needs of

learners, adult trainers, managers; improving reputation and brand recognition of the university.
This process will be carried out based on standards such as quality assurance, AUN mission, vision,
values of private universities and the rules of 5S; 3C philosophy of training quality management
model based on TQM perspective including Commitment (Quality commitment), Culture (quality
culture) and Communication (quality training information) with a customer-oriented focus and
training quality outcomes that are appropriate and meet the needs of society.
The above model is the basis for deploying further research on the contents detailed in Chapters 2
and 3 of the thesis.
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CHAPTER 2: STATUS OF TRAINING QUALITY MANAGEMENT
AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY
2.1. Overview of system development and training quality management at private universities
in Vietnam
2.1.1. The formation and development process of policies for private universities
Since 1987, Vietnam abandon an economic focused planning subsidy model, accept the "market
economy under socialist orientation", the non-state sector is recognized, that is the basis for
development of nonpublic higher education system. In 1993, the first regulation of private
universities has issued by the Prime Minister. Although this regulation still exists, not canceled, but
due to objective reasons and subjective, this regulation has not been brought to life. In 1994, the
Ministry of Education and Training issued temporary regulations on private universities and
Provisional Regulations university charter, and by 2000 it had an official regulation. These
documents showed conservative views toward private ownership and profit sharing. Overall, public
and private sale model based on collective ownership and there are many factors nonprofit, because
state regulation to the difference expenditures for compulsory reserves, investment in infrastructure
material; payment of interest and repayment of equity, loans.
The turning point for non-public higher education are Education Law 2005 and Decree No. 75 of
the Government dated 08/02/2006 guiding the implementation of some articles of the Education
Law. According to these documents, two types of semi-public universities and private was
abolished, and only one type of private universities are the only private university. In 2005, the
Regulation on the organization and operation of private universities issued under Decision 14 dated

01/17/2005. With this regulation, the term "capital contribution", "capital share", "charter capital",
"capital with voting rights", "Founders", " the General Assembly of shareholders", "Board of
Directors" of capital are concepts associated with the enterprise, the first to be used for education
and training sector (Article 3). This clearly reflected the views view private school is a for-profit
enterprise. All assets owned by the investors (Article 35). The remaining income after performing
obligations and set up funds, allocated to the limited partners in proportion to capital (Article 36).
Shareholders are entitled to transfer and withdraw funds. In cases, the school is dissolved, the
disposal of financial assets applicable under the provisions of the law on the dissolution of the
enterprise.
2.1.2. Some characteristics of private university
2.1.2.1 Private university
Private educational institutions by social organizations, socio - professional, economic
organizations or individuals to establish when state agencies have jurisdiction allows. institutions
are funds outside the state budget.Construction investment infrastructure and ensure operational
funding of private educational.
According to the Higher Education law in 2013 - Article 3, "Educational institutions and private
higher education establishments with foreign investment whose activities are not for profit are
tertiary education institutions that share their Net annual interests accumulation as common
property without division, in order to reinvest in development of higher education; shareholders or
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capital contributing members are not entitled to dividends or to enjoy an annual income that
exceeds the interest rate of government bonds". Also according to this Law, Article 7, Section 2b
states that "the infrastructure and investments for higher education establishments owned by private
social organizations, social – professional organizations, private organizations, non-profit
associations are the sole responsibility of these parties".
2.1.2.2. The structure of private university
The structure of the quality management system of private universities is different from public
schools in that private universities are under direct management and the general direction of the
Board of Directors and supervision of the school principal and are not eligible for state funds.
a) The school board of management: Responsible for review and adoption of development policies

and strategies for the university in general and ensure training quality in particular, while also
ensuring financial resources, human resources and facilities. Private universities are financially
autonomous and are free to seek and secure any financial investment needed for quality assurance
activities.
b) The principal and the vice principal: Responsible for building, organizing and directing the
implementation of quality plans; organizing a board of assistants and advisors that supervise the
quality assurance of the school. Develop mechanisms and promulgation of legal documents on
quality assurance in schools approve the self-evaluation report of the university
c) Quality assurance center: A specialized unit that helps the principal in directing, counseling and
supervising quality assurance of the school. Coordinating with relevant agencies in building
standards, processes, methods, tools and guidelines to ensure the quality (input-process-output).
Collecting and processing the feedback on the quality of education from parents, students and
employers (enterprises and agencies)
d) Department/Board of professional-expertise: Depending on their respective functions, duties,
they implement management operations, quality assurance training (entrance quality; develop
training programs and teaching staff; ensure the quality of facilities, teaching equipment )
e) Faculties/specialized centers: Responsible for quality assurance in implementing activities and
professional training of the assigned units; in collaboration with the center to ensure the quality of
assessment cases in regular and periodic quality assurance operations.
2.1.2.3. Functions and duties of the Board of Directors at private universities
According to the Higher Education Law - Article 17, the Board of Directors shall perform the
following tasks:
1. The Board of Directors are to be established at private colleges and universities.
2. The Board of Directors is the only organization representing the owners of the school. The Board
of Directors is entitled to the following powers:
a) To organize the implementation of resolutions of the council of shareholders;
b) Make decisions on resolutions, strategy, planning, development plans and regulations on the
organization and operation of the school;
c) Make decisions on training orientation, science and technology, international cooperation and
ensure the education quality;

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d) Make the decisions regarding issues related to organization, personnel, finance, property
investment and development direction of the school;
e) Monitoring the implementation of the resolutions of the board, the implementation of democratic
regulations in the school operations.
2.1.3. Development scale of private universities
In recent years, private colleges in Vietnam have continued to face many serious challenges.
Although the growth of the higher education sector in the last two decades in terms of quantity is
very impressive, the number of private universities that have achieved real success is not high. In
the context where public resources for public higher education continues to be restricted, the
development of education at non-public Universities (now known as private universities) is the
essential route to take in order to meet the needs of education and skills training for sustainable
growth.
2.2. Case studies about status of training quality management at private universities in Ho
Chi Minh city
2.2.1. Organize case studies
To come up with a reliable assessment of the general situation of private universities in HCM city,
the author conducted sampling at 4 private schools, including: HCM city University of Foreign
Languages - Information technology (HUFLIT); Hoa Sen University; HCM city University of
Technology (HUTECH); Nguyen Tat Thanh University.
Author summing the official information source of schools through reports and official data in 03
publicly report of 04 school to get information about status of training quality management
implementation of such private university.
2.2.2. Status of training quality management at private universities in Ho Chi Minh city
2.2.2.1. HCM city University of Foreign Languages - Information technology (HUFLIT)
2.2.2.2. Hoa Sen University
2.2.2.3. HCM city University of Technology (HUTECH)
2.2.2.4. Nguyen Tat Thanh University
2.2.3. Evaluating the situation of training quality management at a number of private
universities in Ho Chi Minh City

Through the above information, the thesis has conducted comparative research of indicators of
quality management at private universities according to 3 publicly described the provisions of
Ministry of Education and Training has been posted publicly on specific webside [55,56,57] studied
four private universities in Ho Chi Minh City include HUFLIT, LOTUS, HUTECH, Nguyen Tat
Thanh. the authors found that private universities have the following characteristics:
Common point:
1. Equal is a multidisciplinary training schools, most students vocational easily choose for
themselves a suitable occupations of interest, thereby which preference of the enrollment attracted
expect from the school.
2. Along with the investment strategy of human resources oriented to meet the requirements to
ensure the quality and the conversion ratio of students to faculty members on the provisions of
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Circular No. 57/2011 Ministry of Education and Training and Higher Education Act effective from
the date of 01.01.2013.
3. Investing in infrastructure is gradually focused to fit the size of school enrollment to meet the
teaching and learning needs of the unit.
Private Points:
1. Nguyen Tat Thanh University together many deployment tools towards quality assurance to
meet the needs and interests of learners through testing deploying external assessment AUN
standards - QS with the program creating or providing student services according to ISO: 9001 -
2008 and total quality management TQM direction. But just stop at the level of ongoing internal
evaluation and has not been recognized.
2. Hoa Sen University is a school that has been implementing successfully and becomes one of
the leading private universities in Ho Chi Minh City with the quality assurance system according to
ISO 9001-2008.
3. HCM city University of Technology (HUTECH) is also a school that implemented to student
services quality ensure according to ISO 9001 - 2008 and was evaluated and accredited by
QUACERT to 2016.
4. HCM city University of Foreign Languages - Information technology is a chool that
implemented quality assurance model towards CDIO approach. CDIO is a methodology to conceive

stands - Design - Implement - Operate. Methodology CDIO help answer two questions at the heart
of higher education is what Teaching and Learning, how to teach and learn. The answers to this
question lies in two output standards of training programs, the content and how to implement the
training program. But also new stop level internal implementation which have not been evaluated
beyond.
In summary though private universities to follow one quality management models vary, but
generally the private universities were initially aware of the importance of training quality
management and see it as important interest and long-term development goals of private
universities.
2.3. Status of training quality management based on TQM basis at private universities in Ho
Chi Minh city
2.3.1. Organize baseline study
To come up with a reliable assessment of the general situation of private universities in HCM city,
the author conducted sampling at 4 private schools, including:
+ HCM city University of Foreign Languages - Information technology (HUFLIT);
+ Hoa Sen University;
+ HCM city University of Technology (HUTECH);
+ Nguyen Tat Thanh University.
Author collect comments of 400 managers and teachers at 4 above private universities, however
valid votes collected only 375 votes (representing 93.75%) due to a record number of votes not
being or patterns answer invalid. In particular, the number of survey questionnaires were generated
as follows:
14
Table 2.5. Scale statistical survey by questionnaire at private universities in HCM city
Number School names
Number of
ballots
issued
Number of
ballots

received
Number of
valid ballots
1 HUFLIT University 100 ballots 95 ballots 93 ballots
2 Hoa Sen University 100 ballots 93 ballots 92 ballots
3 HUTECH University 100 ballots 95 ballots 95 ballots
4 Nguyen Tat Thanh University 100 ballots 97 ballots 95 ballots
Total 04 Universities 400 ballots 380 ballots 375 ballots
2.3.2. Status of training quality management based on TQM perspective at private universities in
ho chi minh city
Training Quality Management based on TQM perspective is actually managing quality objectives
include the commitment to the vision, mission, policies, input, output, quality planning and proper
implementation of that commitment. Besides, TQM focus on the input and output management,
training process in training quality management at private universities. To determine the current
status of training quality management based on TQM perspective at private universities in HCM
city, the author used a survey method using questionnaires at 04 private universities regarding
training quality management as follows:
2.3.2.1. On training objectives management
2.3.2.2. On entrance management
2.3.2.3. On training program management
2.3.2.4. On teaching activity management of faculty
2.3.2.5. On faculty management
2.3.2.6. On quality assurance conditions management
2.3.2.7. On output standards management
2.3.2.8. On policies, mechanisms and quality plan
2.3.3. General assessment of the current status of training quality management according to
TQM at private universities in HCM city
In general, private universities in Ho Chi Minh City have gradually become more interested in the
management and insurance of training quality to enhance the position and reputation of their
institutions in society and employers’ perception. However, perceptions of management staff and

faculties in ensuring the quality of education are not high. Therefore, quality management is
currently being carried out passively, simply in order to deal with appraisal requirements of the
Ministry of Education and Training:
Ho Chi Minh city private universities have not really defined objectives, standards, output standards
and the conditions for the implementation of such standards in each school. No specific route for
either short or long term to ensure quality work.
Quality assurance is a relatively new concept in the field of private higher education and the quality
culture and competence have not become rooted deep enough into the thoughts of the majority of
the leaders, managers and employees at private universities.
15
Training programs at private universities do not have clear objectives, specific, reasonable
structures and a system designed to meet the requirements of standards of knowledge, skills and
attitude training meeting the manpower needs of society. Training management programs at private
universities currently do not aim to ensure the quality of specific programs and have not been
designed and carried out thoroughly with quality and efficiency, given the specific conditions of
those respective universities. Training programs at private universities are still not complementary
and not periodically adjusted by referencing and learning from advanced international programs, the
feedback from employers, graduates, educational institutions and other organizations to ensure the
quality.
Staff and faculty at private universities do not understand the process involved, and therefore lack
incentives, positivity and proactivity.
Faculty and staff at private universities are still unable to define the objective of modules described
in syllabus in relation with academic scores which should reflect true professional capacity of
students while simultaneously reflecting the causes of student assessment issues. Private
universities wish students leave school with outstanding degrees to easily apply for good jobs. As
such, teachers often give high marks. As a result, scores do not reflect the true quality and
requirements of the training objectives.
The room/board department at these universities carry out management in an outdated, old-
fashioned manner (simple administration) and are not really interested and implement training
quality management according to the TQM standpoint. (Comprehensive management and

innovation, continuous improvement).
Responsible organization for quality assurance at the private universities have not been paid
adequate attention and are often combined with governmental inspection and testing departments.
For this reason, there is little cohesion between quality and efficiency at private universities. There
persists the thinking that investing in quality is costly, wasting time and other resources of private
universities.
Compared with public universities, private universities generally have limited capital investment in
infrastructure, investment is spread into various parts, infrastructure is both lacking and outdated
while their practical training curricula fail to meet the needs of business after graduation. This is
easily seen through the machinery of practice at schools which is too backward compared with
existing machines now.
Reality shows that private universities in the city should pay more attention to the application of
quality management models in modern training management to enhance the effectiveness of
management, operation and quality control of education and training in their units. Quality
management at private universities need to manage according to the process as the training process
is the main activity of the school together with the equipment purchase process, the exam
assessment process, graduation, diploma and certification management, alongside essential
elements of private universities such as lecturers and management staff, facilities, equipment and
teaching Private universities in the city should focus on training quality management through the
establishment of a quality management system suitable to the characteristics of each case and apply
16
a quality assurance model meeting regional and international standards such as AUN-QA, ISO,
TQM.
CONCLUSION OF CHAPTER 2
Results of synthesis and analysis of development policies at private universities in the process of
education reformation in recent years have shown the picture of the development of private
universities: from the number of institutions; training scale; to the amount and structure of qualified
teaching staff , thereby reflecting the achievements and at the same time highlighted inadequacies,
limitations of private universities in general and those in HCM City in particular.
The results of analysis and assessment of the status of the training quality management at the

private universities in general and 4 archetypical private universities selected for case study, the
management operations of training quality of private universities in the areas of: determining the
mission, vision and policy, quality plans; input quality objectives management, program content,
enrollment, teaching staff, management staff and ensure conditions for education and training.
Quality training management process: the process of teaching and learning process of students.
Output standards management: The inspection, evaluation and organization of feedback.
Results of comparisons and overall assessment shows that private universities in recent years have
implemented numerous training quality management systems according to the international
standards ISO 9001-2008; The AUN QA & QA criteria, and built self-evaluation reports according
to the standards of the Ministry of Education and Training to participate in accreditation. However,
due to objective and subjective reasons, training quality management at private universities have not
been implemented continuously, consistently and in synchronization, which shows the need to study
the proposed new model about training quality management according to TQM standpoint in order
to implement it for the continuous improvement of training quality at private universities.
Besides, as most private university management boards are still traditional, they are not used to
manage specific processes where education and training process is the main activity of the
university alongside the purchase of equipment, assessment process, graduation and degree-level
certification, while simultaneously managing such elements of the university as staff management,
training content management, facilities, teaching equipment The management of the above
factors often rely on circulars, directives and regulations of the state that are mostly outdated and
unsuitable for quality management in the present time, following international standards such as
AUN-QA, ISO, TQM.
Although private universities do establish a mechanism of testing, evaluation and supervision of
leaders and individuals to comply with duties, powers, responsibilities assigned, most of this
mechanism takes place at the end of the process, semester or school year so it tends to
underestimate the training quality of students.
The above findings are a factual basis for reference in order to construct a training quality
management system and measures proposed for this system to be implemented at private
universities in general and experimental measures at Nguyen Tat Thanh University in particular.
17

CHAPTER 3: TRAINING QUALITY MANAGEMENT MEASURES
AT PRIVATE UNIVERSITIES IN HO CHI MINH CITY BASED ON
TOTAL QUALITY MANAGEMENT
3.1. Orienting undergraduate training quality management until 2020
According to Resolution 29 on innovation and comprehensive basic education in Vietnam:
"Improving the system of education quality assessment, periodic accreditation of education and
training institutions and training programs; publicizing testing results, focus on testing, assessing,
controlling the education and training quality for non-public institutions and establishments using
foreign elements, constructing assessment and inspection guidelines in accordance with the
different types of education communities".
3.2. Principle proposed measures of training quality management system
3.2.1. Viability
3.2.2. Inheritability
3.2.3. Effectiveness
3.2.4. Synchronism
3.3. The system of measures for training quality management according to TQM at private
universities in HCM city
3.3.1. Training quality management system according to TQM at private universities in HCM
city
The author proposes a quality management system in view of TQM for Private Universities as
follows: (See Figure 3.1).
Quality management systems at private universities are managed and directed generally by the
Board of Directors and management systems at private universities consisting of the following:
Board of Directors of the school; Principals and vice-principals; quality assurance centers;
Room/board of professional-expertise; The Faculties/specialized centers. In particular, the school's
board of Directors manage the organization and day-to-day running of the private university,
representing the owners of the school. The managing Board is responsible for deciding on the
direction for operations and mobilizing resources for the school, to supervise activities and decide
on organizational matters, personnel, finance, production and investment and development direction
of the school as stipulated in association with the school community and society, and ensure the

implementation of education objectives and the autonomy and self-responsibility of the school
under the provisions of law. The Board of Directors and the principal appointed by the Board of
Directors are subject to the highest responsibility for the operational aspects of the school including
training quality management.
The training quality management system based on TQM perspective is built on the quality
assurance (QA) system and is oriented towards TQM views on customer responsiveness,
continuous improvement; to mobilize the participation of the people and focus on quality and
organizational culture formation…
Systems take mission, vision and commitment of each school as the guideline for the training and
development strategy of each private university. This process will be carried out based on standards
18
such as ISO quality assurance, AUN & QA and according to 5S rules; 3C philosophy of training
quality management model based on TQM perspective include Commitment (Quality commitment),
Culture (quality culture) and Communication (training quality information) with a customer-
oriented focus and appropriate training quality that meets the needs of society.
Figure 3.1: Training quality management model based on TQM perspective
Each training quality management activity is organized as a 4-step process consisting of planning
and design - Implementing - Testing and assessment – adjustment, promotion and operation, to
ensure the implementation quality of training programs and outputs standards that are consistent
with what the school has committed to students, parents, teachers and society through
communication channels while also appropriate to the school culture.
The training quality management model based on TQM perspective is a method of quality
management of the different elements of education and training, namely quality management of
INPUT
MANAGEMET
PROCESS
MANAGEMEN
T
OUTPUT
MÂNGEME

NT
SOCIAL
NEEDS/
Customers
THE TQM PERSPECTIVE
Corrective action
Promoting action + Redress
action + Processing action (A)
Planning &
Design (P)
Organizations &
Implementatio(D)

Testing &
Evaluation (C)
QUALITY CULTURE ENVIRONMENT
output stantards and training
curriculum
Processes, quality management standards ISO
training and AUN & QA
Mission, vision, commitment, culture, and
communicationvinformation
FACULTIES/
SPECIALIZED
CENTERS
DEPARTMENTS
MANAGEMENT/
OPERATIONS
BOARD OF DIRECTORS
PRINCIPAL

QUALITY
ASSURANCE CENTER
19
input elements, the training process, outputs and how they interact in the process of forming the
quality of education at the university, in which:
- Input management includes managing entrance, objectives, curriculum, training resources
including faculties, students, facilities, finances and implementing university rules and regulations;
- Process management is the management of teaching and learning activities, scientific research and
training.
- Output management is ensuring virtues, skills, techniques in order to meet labor market needs of
learners, adult trainers, managers; strengthening the reputation and brand of the university.
The characteristic of training quality management system according to total quality management is
that it does not impose a rigid system on the university but instead creates a platform for "quality
culture" that covers the entire training process. The philosophy of total quality management is that
everyone regardless of their positions, and any given time are all part of quality management of
their assigned work and are to complete it in the best possible way, with the ultimate purpose being
to satisfy the needs of customers.
When applied training quality management system based on TQM perspective, first of all people at
private universities have proper awareness, understanding of the issues related to the quality,
principles, techniques arts management and should clearly identify the objectives, the role and
position of management standpoint TQM at each private university, management methods and
examination, control is applied, standardization, assess the quality of training at each school. That
understanding must be extended throughout the school by educational measures, appropriate
propaganda to create a sense of individual responsibility for quality. Training quality management
system based on TQM concepts really start if people at private universities knowledgeable and have
the right notion about quality issues, especially the understanding of the Board leadership.
Understanding of training quality management system based on TQM perspective is not enough to
make up the strength of quality but besides that, the leadership and the entire staff of private
universities need to have a enduring commitment and determination to pursue the training program,
training objectives, quality of training.

3.3.2 The groups of training quality management measures according to TQM basis at private
universities in HCM city
3.3.2.1. General measures group
+ Measures to raise awareness of quality assurance
+ Measure build quality cultural environment
+ Measures building apparatus training quality management
+ Measures to develop and promulgate regulations on training quality management
+ Measures construction training quality management plan .
+ Measures to build quality improvement process training
3.3.2.2. Group of input standards management measures
+ Measure management training objectives
+ Measures to manage the entrance
3.3.2.3. Group of training process management measure
20
+ Measure content of training management program
+ Measures to manage the teaching staff and managers
+ Measures of quality management activities of faculty teaching
+ Measures to manage the learning process and student training
+ Measures to manage scientific research activities of students
+ Measure operations management practice, as thesis
3.3.2.4. Group of output standards management measures
+ Measures to manage the inspection and evaluation of learning outcomes, and graduation
+ Measures to manage the feedback
+ Measures to manage cooperation, links with business
3.4. Analysis and assessment of survey results on training quality management measures
according to TQM basis
3.4.1. Sample surveys assess the necessity and feasibility of building a training quality
management system
3.4.2. Survey results on the necessity and feasibility of building a training quality management
system

On the need and feasibility of applying training quality management measures according to TQM
basis at private universities, the results are as follows:
Table 3.2. The results of assessment of feedback on the necessity and feasibility of building a
training quality assurance management system
Unit:%
Number Assessment content
Very
necess
ary
Neces
sary
Unneces
sary
Very
feasible
Feasi
ble
No
feasibili
ty
1
Building a training quality
management system
42.1 53.4 4.5 24.2 68.7 7.1
With 53.4% and 42.1% of the questionnaire results deeming a measures system necessary and
essential, and 68.7% agree on the high feasibility of building a quality management system at a
number of private universities in HCM city, the consensus of managers and teachers at private
universities on the necessity of building a training quality management system and the feasibility of
deploying systems of measures of training quality management at private universities in the city can
be clearly seen.

3.4.3. Survey results on the groups of training quality management measures according to TQM
basis
Results comments at conferences through the survey, the majority of the opinion that the proposed
measures to implement system based on TQM perspective is crucial in order to improve the training
quality at private universities in the current conditions. Regarding the feasibility of measures that is
skeptical about the objective factors affecting the management, but the majority of the votes were
unanimous assessment of the proposed measures are urgent and possibility
21
3.5. Empirical measures for the implementation of a training quality management system at
Nguyen Tat Thanh University
3.5.1. Experimental goals
Testing the feasibility and initial impact of 3 measures implemented for a quality assurance system
at Nguyen Tat Thanh University to ensure and gradually improve the training quality in the school
year 2013- 2014.
3.5.2. Experimental Content
Nguyen Tat Thanh University conducted three experiments on management measures to ensure the
quality based on many different criteria. Each criterion is divided into many small aspects to
synthesize adequate and specific details about each of them:
+ Management of content and training programs
+ Management of teaching activities of faculties
+ Management of the inspection, assessment of learning outcomes and graduation examinations.
3.5.3. Methods of implementing measure
Trials of a number of measures of quality assurance at Nguyen Tat Thanh University is done under
the guidance of the Board of Management and leaders and coordination amongst faculties and
departments to function alongside Faculties of professional training. The principal of Nguyen Tat
Thanh University has issued official documents requiring that all officers, employees and students
at Nguyen Tat Thanh University must participate and perform all the requirements issued by the
Quality Assurance Department issued based on the implementation plan, in order to meet its goals
in 2013-2014.
Coordinating with the Quality Assurance Department of the school to implement a number of

measures included in the quality target plan for the academic year 2013 - 2014 with the
participation of the different departments and professional development faculties.
Students were required to complete an assessment on the student management system before
finding out their scores so that the school can gather student information. The final results will be
consolidated by criteria outlined by the Quality Assurance Department in order to adjust and
improve training quality management measures.
3.5.4. Collect and process experimental results
Collection and processing of survey results for each type of questionnaire according to the levels of
response by participants. Reviews and commentary are shown in the Summary of comments from
the Quality Assurance Department.
3.5.5. The experimental results of some measures of training quality management at Nguyen Tat
Thanh University.
3.5.5.1. Regarding management of content and training programs
Through quality management and quality assurance of higher education at Nguyen Tat Thanh
University in particular and private universities in general show a majority of the programs are
consistent with training objectives. The structure and content of the training program, the course
ratio between theory and practice is the most highly rated, considering competing universities are
always striving for content and methodology that can generate genuine interests from students.
22
From on the survey, we find that the proportion of managers who rated well on training program
quality assurance is of a rather high percentage. Also, ensuring of the appropriateness of the
structure and content of training programs and curriculum quality all achieved excellent ratings in
over 50% of the votes, which indicates the training program at the school has improved remarkably
thanks valuable efforts of the teachers who did their best in building the quality management
system. Especially thanks to the application of innovative teaching methods, application of modern
equipment in teaching, regular training, upgrading & qualifying of teachers through the exchange of
internal experience among managers and trainers, exceptionally laudable achievements have been
attained.
3.5.5.2. On faculty teaching management
From the results of the two review panels of managers and students about faculty after the surveys

and questionnaires, it was observed that most were rated very good, demanding faculty recruitment
while regularly improving knowledge through training and retraining teachers. Faculty members
have the capacity to communicate after being experimentally evaluate students fairly well after the
experiment. Besides, enthusiastic teaching staff in teaching and fairness in assessment is also fairly
good assessment. The trainers use teaching equipment and materials preparation and teaching
materials for students, first empirical assessment only fairly average and 25.3% and ranged from
35.8%, but after the experiment there was quite a good level changes with the use of devices to
reach 45.9% of teaching is good and prepared documentation, courseware, students gain passable.
3.5.5.3 On managing the inspection and evaluation of learning outcomes and graduation
examinations
Manage the assessment of students is appreciated in assessing learning outcomes fair practice after
empirical; academic performance, discipline is updated quickly via websites and personal pages by
students for students Fastest update its study results to the study plan, the next test for best fit. It is
commendable that since the management method based on TQM perspective, implementation
Bonus timely discipline, justice has overcome a tremendous way. This is commendable and should
maintain and develop to create a learning environment with strict discipline, practice good student
but also a place for students to show their talents, their creativity comfortable, fun for the student's
contribution is recognized, rewarded a fair way, they will feel more excitement in learning and
training at the school.
CONCLUSION OF CHAPTER 3
Through making basic decisions on the direction of university training quality management in
Vietnam in 2020 and the construction of the fundamentals of a training quality management system
according to TQM basis at private universities, in accordance with the trend of advanced quality
management, relevant practices and utilize the strengths of private universities.
Derived from training quality management measures based on total quality management (TQM) at
private universities, a system of measures include the various activities such quality management,
impact on elements of the model (teacher, students, conditions, objectives, contents, methods, ) in
all fields (teaching, scientific research and student training) and at core stages (input, process and
output training).
23

Board of Directors, Managing Board and the entire management staff, faculty and private
universities must have an enduring commitment, determination to implement the regulatory
measures proposed to achieve , quality of training, mission vision of each private university.
Survey results from managers, teachers and students have confirmed the need to build a training
quality management system based on practicality and total quality management and the feasibility
of implementing such a system of training quality management measures at private universities in
general and at Nguyen Tat Thanh University in particular.
Experiments and trials have undertaken some measures of academic quality management at Nguyen
Tat Thanh University and delivered positive results, providing the basis for further implementation
of synchronous measures in the future.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
High quality human resources with university degrees are the treasure and strength of each country
in the process of cooperation and competition towards globalization and internationalization. That is
the reason why each country has realized the importance of investing in education as it is the key to
development. Vietnam is not an exception, as the quality of higher education in general and the
quality of higher education at private universities in particular have become hot and sensitive issues
of our society. Reality has posed various challenges and obstacles for the private university system
in Vietnam to study in order to find systems and measures of quality management that will ensure
proper and gradual improvements in the quality of education.
The rationale for training quality management in view of TQM basis includes the basic concepts of
quality, training quality and quality management and training quality management Analysis of the
structure and content of popular models such as ISO 9000:2000, organizational factors model
SEAMEO, C.I.P.O model and the emphasis on the characteristics of the total quality management
(TQM) model has shown the possibility to apply TQM perspective into building and implementing
a training quality management system according to TQM basis at private universities in Vietnam.
Situation analysis of the management and training quality assurance at a number of private
universities in Ho Chi Minh City showed that most of the private universities in the area of Ho Chi
Minh City have made changes in perception and initially implemented various management
measures to ensure training quality and also applied the quality management system ISO - 2008 and

the evaluation criteria of quality for higher education issued by the Ministry of Education Education
and Training. However, operations management and quality assurance at private universities have
not been implemented continuously and consistently, systematically and specifically the
development and implementation of quality assurance system according to the total quality
management (TQM) basis has not been studied and widely deployed.
A training quality management system according to TQM basis include the core stages of learning
activities: input - training process - output and the cultivation of a quality culture. From there, the
various departments in the organization implement the system accordingly in order to ensure and
gradually improve the training quality at private universities, following the stages of training quality
management in view of TQM basis: continuous improvement and gradually ensure and improve