Summary of Doctoral thesis: Training management approaches to the learning outcomes at art universities

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INTRODUCTION
1. Reasons for choosing dissertation topic
The plan "Basic and comprehensive innovation of education and 
training,   meeting   the   requirements   of   industrialization   and 
modernization in the context of socialist­oriented market economy and 
international integration" which is promulgated according to Resolution 
No. 29­NQ /TW has pointed out the requirements of standardization, 
modernization and international integration of education, especially of 
higher education. The core idea of  this Resolution is to apply modern 
approaches   to   training   and   training   management,   prioritize   quality 
management and ensure output to meet the requirements of professional 
practice and the needs of society. These are the main guidelines and 
orientations of the Party on training management in general, including 
the system of the arts universities of.
The   Ministry   of   Culture,   Sports   and   Tourism   ­   Ministry   of 
Home   Affairs   has   issued   a   joint   circular   No.   10/2015   /   TTLT­
BVHTTDL­BNV regulating codes and professional title criteria for 
performing arts professionals and film. At the macro level, this is an 
learning   outcomes   at   a   general   level,   requiring   art   universities   to 
apply   advanced   training   management   measures   for   learners   to 
develop   their   abilities   and   reach   learning   outcomes,   meeting   the 
requirements of society.
Training management approaching to the learning outcomes is 
a   modern   approach   to   ensure   the   quality   and   appropriateness   of 
training   products   with   practical   needs   of   society.   In   the   era   of 
globalization and international integration, the trend of education and 
training   innovation   is   to   shift   the   goal   from   a   teacher   ­   centered 
education   to   student­centered   education,   focusing   on   what   can 
learners do after graduation.
In recent years, the arts universities have constantly provided 

society with human resources n the field of research, composition and 
performance. However, the results of art training are not fully achieved 
as expected. Many limitations in higher education in the arts are rooted 
in weaknesses in training management. Training at the art universities 
has its own characteristics, it is necessary to have an appropriate training 
management method. From the limitations and weaknesses of training 


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management have been revealed in reality; Before urgent requirements 
in education and training reform under the Party's guidelines; prescribing 
standards   of   professional   titles   of   the   State;   In   order   to   ensure   the 
effectiveness   of   art   training   management,   meeting   the   industry's 
practical requirements, finding new approaches in the current context of 
employment should be encouraged.
The   process   of   reviewing   relevant   research   works,   the   PhD 
student  has  found that there have been many research projects  on 
training and training management following the learning outcomess, 
however,  there are  few  research projects.  on  training management 
according   to   learning   outcomess   at   art   universities.   Therefore,   the 
PhD student chooses the issue of "Training management approaches  
to the learning outcomes at art universities” as dissertation that has 
both theoretical meaning and have practical value today.
2. Research purpose and tasks
2.1. Research purpose
The   dissertation   establishes   the   theoretical   basis   of   training 
management   approaching   to   the   learning   outcomess;   assesses   the 
practical situation of training and training management approaching to 
the learning outcomess at art universities; From that, it proposes some 
measures of training management approaching the learning outcomess at 

art universities, contributes to improving the quality of artists training, 
meeting the requirements of society in current context.
2.2. Research tasks
The   dissertation   establishes   the   theoretical   basis   of   training 
management   approaching   to   the   learning   outcomess   of   art 
universities.
The dissertation analyzes and assesses the practical situation of 
training   and   training   management   approaching   to   the   learning 
outcomess at art universities.
The   dissertation   proposes   some   measures   of   training 
management approaching the learning outcomess at art universities.
The dissertation conducts a test of the necessity and feasibility 
of   training   management   measures   approaching   to   the   proposed 


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learning outcomess; tests a measure of practical training management 
at the art university to demonstrate the availability of the proposed 
measure.
3.  The   subject,   object,   scope   of   research   and   scientific 
hypothesis
3.1. Research subject
Training activities at art universities.
3.2. Research Object
Bachelor's   training   management  approaching  to  the   learning 
outcomess at art universities.
3.3. Scope of research
Scope of content, the dissertation focuses on the measures of 
bachelor's   training   management  approaching  to   the   learning 
outcomess at art universities.

The   scope   of   the   survey,   the   dissertation   only   deeply 
investigates the training management process in four universities of 
multi­disciplinary arts disciplines in two areas, Hanoi and Ho Chi 
Minh City, including: Hanoi University of Theater ­ cinema; Ho Chi 
Minh   University   of   Theater   and   Cinema   (under   the   Ministry   of 
Culture, Sports and Tourism); Central University of Art Education 
(under the Ministry of Education and Training); Military Cultural and 
Art   University   (under   the   Ministry   of   Defense).   Subjects   of   the 
survey   are   experts   and   staff   working   in   training   management   at 
schools, lecturers and learners.
The scope of time, the research data used for the dissetation 
research process are surveyed, investigated and synthesized, limited 
to 5 years, from 2014 to 2018.
3.4. Scientific hypothesis
The  quality   of   training   at   the   art   universities   today  has   not 
really  met   the  growing  demands   of   society.   One   of   the   important 
reasons   leading   to   this   situation   is   the   limitations   of   training 
management.   In   order   to   training   management   with   the   highest 
efficiency,   it   is   necessary   to   apply   appropriate   approaches   to   the 
specific art training, in which approaching the learning outcomes is 
one of the methods that prove highly effective in the current context. 


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If the management subjects implement synchronously and effectively 
the  training  management  measures  are  determined  on  the  basis  of 
combining scientific management theory of education, approaching 
the   learning   outcomess   and   being   suitable   with   specific 
characteristics   ,   artistic   training   practices,   the   process   of   training 
management   will   be   organized   in   a   strict,   scientific   and   effective 

manner, contributing directly to improving the quality of training in 
art universities.
4. Methodology and research methods
4.1. Methodology
The dissertation is studied based on the scientific methodology 
of dialectical materialism and historical materialism; Ho Chi Minh 
Thought;   education   science   in   general,   science   in   education 
management in particular. At the same time, the dissertation applied 
approaches: System ­ structure; history ­ logic; practice; function of 
managing and approaching learning outcomes to clarify theoretical 
and practical issues of research issues in the research process.
4.2. Research methods
*  Group   of   theoretical   research   methods:   Analyzing, 
synthesizing and generalizing documents on theory of management 
and education management in Vietnam and abroad to determine the 
theoretical framework of the dissertation; analyzing and synthesizing 
directives and resolutions on education and training innovation and 
educational   management   of   the  Communist   Party  of   Vietnam,   the 
State and the managing ministry of art universities. Thereby, helping 
PhD   students   generalize,   evaluate   and   interpret   views   and   ideas 
related to research topics.
*  Group   of   practical   research   methods:   Survey   method   by 
questionnaire; discussion; study active products; expert; experiment; 
data processing, evaluation by mathematical statistics.
5. New contributions of the dissertation
The dissertation has clearly defined the concepts of the topic: 
training management approaches to the learning outcomes and the 
basic elements of the process of training management approaching to 
the learning outcomes of arts universities. 

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The dissertation  has clearly defined 09 training management 
contents approaching to the learning outcomes; has built a system of 
evaluation   criteria   for   training   management   approaching   to   the 
learning outcomes; At the same time, 07 factors affecting training 
management   approaching   to   the   learning   outcomes     have   been 
identified according to the learning outcomess of art universities.
  On   the   basis   of   studying   the   practical   situation,   the 
dissertation   has   evaluated   the   strengths,   advantages   and   causes   as 
well   as   the   shortcomings,   difficulties   and   causes   of   training 
management   approaching   to   the   learning   outcomes   of   arts 
universities today.
 The dissertation has identified 04 basic requirements of the 
training  management   approaching   to   the   learning   outcomes.   Since 
then,   it   has   proposed   05   measures   of   training   management 
approaching to the learning outcomes at art universities which have 
been scientific, necessary and highly feasible. The proposed training 
management measures can help the entities to manage and organize 
approaching to the learning outcomes at art universities effectively in 
the process of training the artists at the art universities.
6. Theoretical, practical significances of the dissertation
*  Theoretical  significances:  The   dissertation   contributes   to 
clarify the theoretical issues of training management in accordance 
with   the   learning   outcomess   of   universities   in   general   and   arts 
universities   in   particular.   The   scientific   concept   of   training 
management follows the learning outcomes in university training, in 
essence is the use of learning outcomess as a basis for developing 
training management plans and implementing the process training, 
testing and evaluation of training results. Ensuring the effectiveness 

of   training   management,   helping   learners   gain   the   necessary 
competencies, including the knowledge, skills and attitudes identified 
in the learning outcomess, meeting the requirements of professional 
practice.   The   research   results   will   contribute   to   the   scientific 
development of education management in general and the training 
management   approaching   to   the   learning   outcomess   of   art 
universities in particular.
* Practical significances: 
The   actual   survey   data,   summarizing   the   successes   and 
limitations of training and training management at art universities in 
the last 5 years can be used as references for education managers, 


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lecturers and learners. The proposed training management measures 
can help the entities to manage the organization effectively manage 
the   training   according   to   the   learning   outcomes   in   the   process   of 
training the artists at the art universities.  
7. Structure of the dissertaion
   The dissertation includes introduction, five chapters (13 periods), 
conclusions,   list   of   scientific   works   of   the   author   related   to   the 
dissertation, list of references and appendices .


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Chapter 1
OVERVIEW OF RESEARCH 
ISSUES RELATED TO DISSERTATION
1.1. Scientific research works related to dissertation
1.1.1.   Scientific   research   on   the   training,   training  

management   and   training   management   approaching   to   the  
learning outcomes in higher education
Typical   studies   by   foreign   authors:   Julia   Gonzalez,   Robert 
Wagenaar   (2003)   "Tuning   Educational   Structures   in   Europe"; 
Edward   F.   Crawley,   Johan   Malmqvist,   Sören   Östlund,   Doris   R. 
Brodeur   (2007)  Rethinking   Engineering   Education:   The   CDIO 
Approach; Edward F. Crawley, William A. Lucas, Doris R. Brodeur, 
Johan   Malmqvist   (2011)  The   CDIO   Syllabus   v2.0   ­   An   Updated  
Statement   of   Goals   for   Engineering   Education;  UNESCO   (1996) 
Learning:   The  treasure  within,  ...   Jaap  Scheerens   (1990)   with   the 
CIPO (The CIPO­model) model; Thomas Deißinger, Silke Hellwig 
(2005)  Structures   and  functions   of   competency   ­   Based   education  
and   training   (CBET):   A   comparative   perspective;   researches   on 
CDIO model: training management based on learning outcomes for  
developing educational programs (curriculum).
Typical   research   works   of   authors   in   Vietnam:   Tran   Khanh 
Duc (2011) with his works  Learning outcomes and development of  
capacity­based training programs at the university; Nguyen Quang 
Viet (2017) Learning outcomes of vocational education ­ Conceptual  
framework   and   construction   process;   Duong   Phuc   Ty   (2011) 
Developing goals and learning outcomes of the undergraduate and  
college training sectors under the credit system; Le Duc Ngoc, Tran 
Huu Hoan (2010) Learning outcomes in higher education; Doan Huu 
Hai   (2014)  Learning   outcomes   for   a   training   process;   Doan   Thi 
Minh   Trinh   (2016)  Guidelines   for   building   training   program  
learning outcomes, etc. Vu Anh Dung and Phung Xuan Nha (2011) 
Integrating learning outcomes in accordance with CDIO approach  


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to subject syllabus in the curriculum; Doan Thi Minh Trinh (editor), 
Nguyen Huu Loc, Pham Cong Bang, Peter J. Gray and Ho Tan Nhut 
(2012)  Design   and   develop   training   programs   to   meet   learning  
outcomes; Nguyen Huu Loc, Pham Cong Bang, Le Ngoc Quynh Lam 
(2014)  Integrated   training   program   ­   From   design   to   operation 
(CDIO);   Doan   Thi   Minh   Trinh,   Nguyen   Hoi   Nghia   (2014) 
Guidelines for designing and developing training programs to meet  
learning outcomes; Duong Tan Diep (2010)  High quality training ­  
Experience model at UEF; Nguyen Thanh Son (2015)  Developing 
university training program to meet the learning outcomes, ...
1.1.1.  Scientific   research   on  training   and   training  
management approaching the learning outcomes at art universities
Typical research works by foreign authors: Richard J. Goggin 
(1964) The Theatrical Tradition and Cinema and Television Training  
In   American   Universities;   Vicki   R.   Lind   (2007)   High   Quality  
Professional   Development:   An   Investigation   of   the   Supports   for  
Professional Education and Arts, ...
Typical research works of authors in Vietnam: the researches 
of Tran Thanh Hiep (Gifted, talented and the problem of selecting  
students of cinema; Vietnam cinema training, reality and problems  
raised);   Bui   Thanh   Tu   (2015)  Constructing   and   developing   the  
training program for arts majors according to CDIO approach to  
meet the requirements of society; Dao Dang Phuong (2013) Building 
of higher education training program specialized in Art and Culture  
Management   according   to   CDIO   approach;   Do   Thi   Thu   Trang 
(2016)  Standardize the national qualification framework for dance  
actors in art and cultural schools; Ha Thanh Huong (2016) Training 
management of higher education art teachers in accordance with the  
competency   approach   implemented   in   the   context   of   Vietnam's  
education reform today, ..

1.2.  Overview   of   research   results   of   published   scientific 
works related to dissertation and issues that need to be solved.
1.2.1. Outline the results of the published scientific work


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The   research   related   to   training   management   has   been 
approached   by   authors   in   Vietnam   and   foreign   authors   in   many 
angles,   referring   to   all   different   aspects,   relatively   complete, 
scientific, systematic and specialized deeply both in terms of theory 
as   well   as   practice.   There   are   many  research   projects   that   clearly 
describe the approach to standard output, in which typical is CDIO 
method.   There   are   a   number   of   articles   that   have   been   initially 
researched   on   approaching   the   learning   outcomes   in   building   and 
developing cultural and art programs.
1.1.1. The issues that dissertation to be solved
Firstly, it is necessary to build the scientific basis of training 
and training management in art universities approaching to learning 
outcomes in a convincing, practical, concrete and appropriate manner 
of the field of training, of learners in the current context.
Secondly,   describing   and   analyzing   clearly   the   nature   of 
science, clearly defining the principles, contents and characteristics 
of   training   management   approaching   to   learning   outcomes   at   art 
universities. These are also new theoretical and practical issues that 
have not been fully addressed in published studies. In particular, this 
is the basis for examining the status of training management at art 
universities.
Thirdly,   assessing   practical   issues   of   training   and   training 
management at art universities; From there, make accurate judgments 
about the situation, advantages and disadvantages, clearly identify the 

cause, and serve as a basis for proposing management measures.
Fourthly,   proposing   scientific,   necessary   and   feasible 
management measures to effectively implement training management 
approaching to learning outcomes of art universities.
In order to implement the above research contents, the PhD 
student   is   pleased   to   inherit   the   research   results   of   the   works   of 
relevant   domestic   and   foreign   authors,   based   on   the   theory   and 


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practice of the views of change. new on education management to 
clarify the above contents.
Conclusion of Chapter 1
Overview of the relevant research situation on education and 
higher   education   training   in   general;   training   and   training 
management   approaching   to   the   learning   outcomes   in   higher 
education;   training   and   training   management   approaching   to   the 
learning   outcomes   at   the   art   universities   in   particular   is   very 
important for the study of the dissertation. The general results in the 
process of reviewing the relevant research situation are the basis for 
obtaining   more   comprehensive   judgments   about   training 
management approaching to the learning outcomes of art universities. 
However,   there   is   no   scientific   research   systematically   studying 
training   management   approaching   to   the   learning   outcomes   of   art 
universities.   The   projects   related   to   the   main   topic   are   precious 
documents and documents to help PhD students approach the content 
and   methods   in   the   process   of   research   and   implementation   of 
dissertation. The dissertation is consistent with specialized training 
numbers,   has   deep   theoretical   and   practical   meaning,   does   not 
overlap with any published scientific topics.

Chapter 2
THEORETICAL BASIS OF THE TRAINING MANAGEMENT 
APPROACHING THE LEARNING OUTCOME
 IN THE ARTS UNIVERSITIES
2.1. The theoretical issues of training approaching to the 
learning outcomes at art universities
2.1.1. Concept of learning outcomes
The   learning   outcomes   is   the   minimum   requirement   for 
knowledge,   skills,   degree  of   autonomy  and  personal   responsibility 
that learners achieve after completing the training program, which is 
committed   by   the   educational   institution   to   the   learners   and   the 


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commune. Assembly and publicity together with conditions to ensure 
implementation.
2.1.2. Learning outcomes of art universities
The learning outcomes of art universities is the sum of the 
criteria of knowledge, skills, attitudes, qualities and capabilities of 
the   cultural   and   cultural   artists   who   learners   achieve   after 
completing the training program, being recognized by universities 
and participating in the activities of composing and performing. In 
other words, the learning outcomes of the art sector universities 
are   the   specific   criteria   of   the   expected   model   of   socially 
recognized training products.
2.1.3. The concept of training approaching to the learning  
outcomes of art universities
Training   approaching   to   the   learning   outcomes   at   the   arts 
universities   is   the   process   of   purposeful,   planned,   organized 
activities of the subject to train the learning and training activities 

of learners in order to equipping them with a system of knowledge 
and skills in research, creation, performance and artistic pedagogy, 
forming the professional attitude of the artist, so that the learners 
have   the   ability   and   opportunities   to   look   for   work   do,   work 
effectively; At the same time, it will create a basis for learners to 
continue   to   self­study   and   develop   their   talents   in   practical 
activities in order to meet the demand of developing high quality 
human resources in the art field of society.
2.1.4. Training characteristics of art universities
The author researches and analyzes specific characteristics in 
training at the art universities, including: Characteristics of training 
objectives; Admissions; training contents and programs; lecturers and 
learners;   teaching   and   learning   activities;   checking   and   evaluating 
learning results; facilities, finance and training environment.
2.2.   The   theoretical   issues   of   training   management 
approaching to the learning outcomes at art universities


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2.2.1. The concept of training management approaching to 
the learning outcomes of art universities
Training management approaching to the learning outcomes at 
universities of the arts sector is the purposeful, planned and lawful 
interaction of the school management subject to the training process 
to make the process Training is conducted closely and effectively, 
high   quality,   contributing   to   realizing   the   training   objectives   as 
defined outputs.
2.2.2. The content of training management approaching to  
the learning outcomes of art universities
PhD   students   study   the   contents   of   training   management 

approaching  to   the   learning   outcomes   at   the   art   universities, 
including:  Management  of  training  objectives;  enrollment;  training 
contents and programs; teaching and learning activities; testing and 
evaluating   learning   results   of   learners;   fostering   and   improving 
teachers'   qualifications   and   capabilities;   ensuring   conditions   for 
material and financial facilities for teaching and learning; build an art 
training environment and renew training after each course to meet the 
capacity requirements of learners to approach the learning outcomes.
2.2.3. Criteria for evaluation of training management 
approaching to the learning outcomes of art universities
On the basis of the characteristics of the training in the arts 
universities,   the   theoretical   issues   of   the   learning   outcomes   and 
training, training management approaching to the learning outcomes 
and specific contents in the training management of arts universities, 
the PhD student developed a set of evaluation criteria for training 
management approaching to the learning outcomes of art universities, 
including 10 criteria and 65 indicators. These criteria were developed 
simultaneously to meet three requirements: following the functions, 
management content in general and management of higher education 


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and   training   in   particular;   demonstrate   the   approach   to   learning 
outcomes   in   education   management;   and   in   accordance   with   the 
specific peculiarities in the training of the arts.
2.3. Factors affecting training management approaching to 
the learning outcomes of art universities
Factors influencing on the training management approaching 
to the learning outcomes at art universities include: (1) The trend of 
integration,   international   cooperation   and   the   context   of   economic 

development, politics, society, science and technology; (2) Basic and 
comprehensive   innovation   of   education   and   training;   (3)   The 
development trend of the arts and culture sector and the current art 
management   mechanism;   (4)   New   requirements   of   employers   and 
regulations on professional title standards; (5) Mechanism of policies 
and conditions to ensure training in art universities; (6) Competence 
of staff and lecturers at universities of arts; and (7) Quality of input 
of learners at art universities.
Conclusion chapter 2
On the basis of approaching and inheriting scientific views of 
domestic and foreign authors, the dissertation presents a number of 
concepts, scientific perspectives on training and training management 
at   art   universities:   concepts   and   characteristics   of   training   at   art 
universities;   concepts,   characteristics,   content   and   training 
management   criteria   according   to   the   learning   outcomes   of   art 
universities;   analyzing   the   factors   affecting   training   management, 
serving as a basis for surveying and assessing the status of training 
and   training   management,   and   at   the   same   time   as   a   basis   for 
proposing measures to manage training approaching to the learning 
outcomes of art universities.
Chapter 3


14
PRACTICAL BASIS OF THE TRAINING MANAGEMENT 
APPROACHING THE LEARNING OUTCOME IN THE ARTS 
UNIVERSITIES
3.1. Overview of art universities
Doctoral   students   present   an   overview   of   the   system   of 
universities   of   art   in   Vietnam   today,   including   the   contents   of: 

Mission,   vision   and   organizational   structure,   human   resources; 
training models and scales; facilities, equipment for training.
3.2. Overview of the organization of the status survey
3.2.1. Purpose of survey
3.2.2. Survey content
3.2.3. Survey methods and techniques
3.2.4. Object, location and survey time
3.3. Practical situation of the training management approaching 
the learning outcome in the arts universities
No

Contents of evaluation

1

Status of training objectives

.
2

Current status of enrollment

.
3

Actual content, training programs

.
4

Actual situation of teaching 

.
5

activities of lecturers
Actual learning situation of learners

.
6

Current status of checking and 

.
7

evaluating learning results
Current situation of training to 

Managers Lecturers Students

Average

Level

3.95

4.02

4.09

4.02

4

4.71

4.61

4.60

4.64

5

2.37

2.35

2.34

2.36

2

3.03

2.99

3.02

3.02

3

2.97

3.02

3.00

2.99

3

3.68

3.74

3.72

3.71

4

3.06

2.91

2.98

2.98

3


15
improve the qualifications and 

8
.

capacity of lecturers
Actual condition of material and 
financial facilities for teaching 

9

and learning
Status of art training environment

.
1

Actual status of training renewal 

0

after each course

2.21

2.25

2.23

2.23

2

1.97

2.02

2.07

2.02

2

3.76

3.78

3.78

3.77

4

3.17

3.17

3.18

3.17

3

.
Average overall:


16
3.4.   The  reality  of   training management  approaching ti 
the learning outcomes of art universities
3.4.1. Survey results of training management situation
The survey results of the situation of training management 
according to the learning outcomes of art universities are as follows:
No

1.

Contents of evaluation

Management of training 

2

objectives
Admissions management

.
3

Contents and training programs 

.
4

management
Management of  teaching 

.
5

activities of lecturers
Management of  learning 

.
6

activities of learners
Managing and evaluating 

.

learning results
Management of improving the 

7
.
8
.

qualifications and capacity of 

Managers Lecturers Students Average Level

3.88

4.00

3.99

3.96

4

4.60

4.58

4.61

4.60

5

2.39

2.35

2.37

2.37

2

2.91

2.88

2.90

2.90

3

2.96

2.94

3.00

2.97

3

3.79

3.82

3.75

3.79

4

3.01

3.04

3.09

3.05

3

2.35

2.37

2.36

2.36

2

2.05

2.12

2.04

2.07

2

3.81

3.86

3.79

3.82

4

3.17

3.20

3.19

3.19

3

lecturers
Management of physical and 
financial conditions for teaching 

9

and learning
Management of art training 

.
1

environment
Management of training 

0

innovations after each course

.
Average overall:


17


18
The  practical   situation   of   the   impact   of   factors   affecting 
training   management   approaching   to   learning   outcomes   at   art 
universities is as follows:

No
The influencing factors
Average Level
The trend of integration, international 
1.
2.
3.
4.
5.
6.
7.

cooperation and the current context of economic, 
political and social development
Innovative, comprehensive education and 
training
Development trend of the industry and the 
current management of art activities
Capacity of cadres and lecturers at art 
universities
Input quality of people studying at art 
universities
New requirements for employers and regulations 
for professional title standards
Mechanism, policies and conditions to ensure 
the training process approaching to the learning 

3.35

7

3.83

2

3.40

6

3.76

3

3.53

5

3.86

1

3.69

4

outcomes at the art majors
3.4.2.   Overall   assessment   of   the   practical   situation   of  
training management approaching to the learning outcomes of art  
universities
By   surveying   method   by   questionnaire   combined   with 

interviewing   managers,   lecturers,   through   actual   survey   and 
observation,   analyzing   document   system   in   training   management, 
PhD students found :
*  Advantages:   Most   managers,   lecturers   and   learners   are 
properly   aware   of   the   importance   of   training   management.   The 
direction   of   building   training   objectives   is   evaluated   well;   In 
enrollment management, the schools have successfully implemented 
the project of enrolling the arts talent; the management of inspection 


19
and   assessment   of   learning   results   is   highly   effective;   Training 
management innovation after each course also achieved good results, 
collecting many useful information from alumni and employers.
*  Limitations: Management contents and training programs 
are still inadequate. In fact, the arts universities have not based on 
specific criteria set out in the learning outcomes to compose content, 
design and develop training programs; The learning outcomes have 
not been adjusted and updated in time to meet the rapid changes in 
the practice of artistic and artistic creation. The periodic evaluation of 
the   training   program   and   implementation   of   quality   improvement 
based   on   the   assessment   results   is   limited.   Teaching   and   learning 
activities still follow the traditional method, mainly the transmission 
and   transmission   of   one­way   knowledge,   there   is   no   innovation 
according to advanced and modern methods. Lecturers and learners 
have   not   yet   developed   methods   of   teaching   and   learning   and 
assessing learning outcomes towards developing self­learning ability, 
self­studying and teamwork; assess learners' accumulation level of 
professional knowledge, practical skills, ability to detect and solve 
problems.   The   management   and   training   to   improve   the 

qualifications and capacity of lecturers are ineffective. Management 
of   learning   facilities,   equipment   and   facilities   for   teaching   and 
learning has not met the requirements of classrooms, lecture halls and 
specialized practice rooms. Schools do not have financial autonomy 
measures and plans, create a legal financial source, meet training and 
scientific  research  activities.   Quality  culture   in  the   school   has   not 
been paid attention to.
Conclusion chapter 3
Training management approaching to learning outcomes at 
arts universities is a new issue and under the influence and control of 
the   characteristics   of   education   ­   training   activities   of   particular 
nature   in   the   training.   create   artistic   talent   disciplines.   These 
characteristics   have   many   advantages   but   also   create   many 
difficulties for training management. Analysis of the results of the 
current   situation   survey   has   shown   the   achievements   and 
disadvantages of training management, suggesting that there should 


20
be measures to improve and apply advanced and effective training 
management   models   to   improve   further   higher   quality   training, 
meeting the increasing requirements of the arts and culture sector and 
of employers. This is also the practical basis to propose new training 
methods that are more feasible and effective. One of the effective 
training management models has been applied in practice at many 
domestic and international universities as training managers follow 
the learning outcomes. Training management according to learning 
outcomes will help the school's training products achieve the desired 
quality by adhering to the principles and implementing the contents 
of approaching the learning outcomes in training management.

Chapter 4
REQUIREMENTS AND SOLUTIONS 
OF THE TRAINING MANAGEMENT APPROACHING 
THE LEARNING OUTCOME IN THE ARTS UNIVERSITIES
4.1. Requirements on training management approaching to 
the learning outcomes of art universities
The requirements of training management approaching to the 
learning   outcomes  of   art   universities   include:   (1)   Ensuring   the 
political   and   ideological   trends   of   the   Party   and   the   state   in   the 
management of literary and artist training ; (2) grasping the concept  
of   fundamental   and   comprehensive   innovation   of   education   and 
training; (3) meet the requirements of developing arts and culture in 
the new situation; (4) in accordance with the practical conditions of 
art universities.
4.2.   Training   management   measures   approaching   to   the 
learning outcomes of art universities
*   Measure   1:   Review,   adjust   and   supplement   the   learning 
outcomes   and   renew   the   training   program   in   the   direction   of 
attaching   importance   to   developing   the   quality   and   capacity   of 


21
learners, including: (1) Building plans and directing and organize to 
review, adjust and supplement learning outcomes in accordance with 
the needs of human resources of society and the quality and capacity 
of artists; (2) Develop plans and organizations to develop integrated 
training programs according to learning outcomes with flexibility, in 
accordance with specific training arts.
* Measure 2: Direct and organize the renewal of teaching and 
learning methods and forms towards promoting positive, proactive 

and   enhancing   learners'   experiences,   including:   (1)   Raising 
awareness   of   staff   ministries,   lecturers   and   learners   on  innovating 
teaching   and   learning   methods   and   forms;   (2)   Develop   plans   to 
innovate teaching and learning methods and forms; (3) Direct and 
organize   the   implementation   of   teaching   and   learning   methods   to 
improve the activeness and initiative of teachers and learners; (4) To 
direct   and   organize   the   renewal   of   teaching   and   learning   forms 
through   experiences   of   creative   artistic   practice   to   help   learners 
develop and perfect specialized skills and knowledge; (5) Regularly 
check,   evaluate   and   adjust   the   management   and   innovation   of 
teaching and learning methods and forms.
*  Measure   3:   Developing   the   contingent   of   educational 
managers   and   art   lecturers   to   meet   the   training   requirements 
according to the learning outcomes, including: (1) Formulating a plan 
to   develop   the   contingent   of   educational   managers   ,   art   lecturers 
ensure meeting quality requirements; (2) Organize activities to foster 
on­the­spot competencies for education managers and art lecturers; 
(3)   Effective   organization   of   self­improvement   of   professional 
capacity   of   the   contingent   of   cadres   and   lecturers,   especially 
encouraging art creation activities of lecturers.
*   Measure   4:   Ensuring   material   and   technical   facilities   for 
training according to the learning outcomes, including: (1) Develop 


22
plans   to   ensure   facilities   and   specialized   technical   equipment   and 
facilities suitable to the characteristics of each training industry; (2) 
Develop   a   plan   to   ensure   facilities   in   the   campus   to   serve   the 
essential   needs   of   cadres,   lecturers   and   learners;   (3)   Organize   the 
efficient exploitation and use of facilities and technical equipment, 

regularly check and evaluate the management to make appropriate 
plans and measures.
*   Measure   5:  Building   an   artistic   creative   environment, 
including:   (1)   The   Board   of   Directors   directs   the   student   affairs 
department to develop regulations on management and creation of 
the cultural environment in the school; (2) Building an interactive 
learning environment between learners of different disciplines in the 
same creative artistic experience, and at the same time having a high 
interaction between teachers and learners.
* Relationship between measures: Each measure proposed by 
the   PhD   student   has   a   specific   role   and   significance   for   training 
management activities. To achieve overall efficiency, the application 
of measures must place them in close, dialectical relationships with 
each other forming a system. This measure is a premise, a basis for 
the  other   measure,   between  them   complement   each  other,   interact 
with each other, promote each other to develop together, aiming to 
improve the efficiency of training management. in art schools.
Conclusion chapter 4
Stemming from the characteristics and professional properties; 
the role and influence of the arts sector in the development of society; 
and the training and management features of the art­gifted training 
disciplines   have   set   the   requirements   for   training   management 
approaching   to  the   learning   outcomes   of   art   universities:   ensuring 
political trends , ideology in managing writers and artists; update the 
basic   and   comprehensive   innovation   perspective   of   education   and 
training; meeting the requirements of developing art and culture in 
the new situation; At the same time, it must be consistent with the 
practical conditions of the art universities.

23
Based on the training management requirements approaching 
to  the   learning   outcomes,   the   PhD   student   proposes   5   training 
management   measures   according   to   the   learning   outcomes   of   art 
universities. In the process of implementation, the requirement is to 
synchronously   implement   measures,   to   put   measures   in   close   and 
dialectical   relationships   together   to   create   a   new   system   that   can 
bring   efficiency   and   lift.   High   quality   training   and   training 
management at the art sector universities.


24
Chapter 5
EXPERIMENT OF THE NECESSITY 
AND FEASIBILITY OF MEASURES
5.1. Test of the necessity and feasibility of measures
5.1.1. Purpose, content of testing
5.1.2.Subjects,   methods   and   procedures   for   conducting  
tests
5.1.3. Test results
Test results show that: in necessity, there are 4/5 measures 
reaching level 5 (very necessary), 1/5 measures reach level 4 (quite 
necessary),   there   is   no   necessary   measure.   ,   less   necessary   and 
unnecessary; feasibility: there are 2/5 measures reaching level 5 (very 
feasible), 3/5 measures reach level 4 (quite feasible), no measures are 
feasible,   less   feasible   and   impossible   exam.   This   proves   that   the 
proposed measures of the Fellows are close to practical, suitable for 
the subject and completely scientific basis for application.
5.1.3.1.   Compare   the   correlation   between   necessity   and  
feasibility

25
From the survey results on the ranking of measures, applying 
the   Spearman   formula   gives  R   =   0.70.   Thus,   the   correlation 
coefficient is a positive number and has a value quite close to 1, at a 
close   correlation   level,   it   can   be   confirmed   that   the   proposed 
measures are necessary and highly feasible and suitable. , unifying 
and applying practical measures will bring practical effect.
5.2. Testing measures
Fellows   choose   option   2   "Directing   and   organizing 
innovation   methods   and   forms   of   teaching   and   learning   towards 
promoting positive, proactive and enhancing learners' experiences" to 
conduct   testing   in   the   direction   Test   method   formed,   with   the 
audience of 125 students at Hanoi University of Theater and Cinema, 
in the period from January 8 to June 25, 2018.
*   Experimental   hypothesis:  In   training   management   at   art 
universities,   if   managers   take   measures   to   direct   and   organize 
learners to participate in the experience of creative arts practice, then 
the person Study will master the professional knowledge of theory, 
development,   improve   practical   skills,   improve   the   quality   of   the 
school's training.
* Test results:
Regarding the level of evaluation for the contents of the test 
method: After the time of testing, the average score and the level of 
evaluation for the contents of the test measures have changed quite 
markedly according to positive way. All contents increased by 1 level 
(content   6   increased   from   level   2   to   level   3;   all   other   contents 
increased from level 3 to level 4). This confirms the impact of the 
measures to direct and organize the renewal of teaching and learning 

methods and forms proposed by the PhD student as appropriate and 
very feasible in the current conditions in universities. study arts.