(Luận văn thạc sĩ) accreditation in higher education in vietnam a case study of vietnam national university, hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

HOANG THI THANH THUY

ACCREDITATION IN HIGHER
EDUCATION IN VIETNAM: A CASE
STUDY OF VIETNAM NATIONAL
UNIVERSITY, HANOI

MASTER'S THESIS
…………………………….

Hanoi, 2019


VIETNAM NATIONAL UNIVERSITY, HANOI
VIETNAM JAPAN UNIVERSITY

HOANG THI THANH THUY

ACCREDITATION IN HIGHER
EDUCATION IN VIETNAM: A CASE
STUDY OF VIETNAM NATIONAL
UNIVERSITY, HANOI

MAJOR: PUBLIC POLICY
CODE: PILOT

RESEARCH SUPERVISOR:

Dr. NGUYEN THUY ANH
Dr. JUN KAWAGUCHI

Hanoi, 2019


ACKNOWLEDGEMENT
I would like to express my deepest gratitude to my supervisor from Vietnam side
- Dr. Thuy Anh for her scholarly advice and critical feedback and comments for my
thesis proposal and revision. I specially owe many thanks to my supervisor from Japan
side - Professor Jun Kawaguchi for his invaluable guidance and continuous
encouragement. It was my honor to work with my supervisors. I am highly appreciated
their wisdom, patience and continuous support duirng my thesis preparation. Their
generous assistance and meaningful suggestions helped me in all the time of study,
research and preparation for my master thesis. Without the thought-provoking
conversations, useful discussion and enormous supports of my supervisors, hardly could
I put my thesis into perspective and introduce my final thesis.
My great gratitute is also delivered to the prestigious professors and
administrative staff at both Vietnam Japan University and University of Tsukuba for
their academic and administrative supports during my thesis.
I also express my deep appreciation to the informants who accepted to be
interviewd. Without their support as well as their abundant and valuable imformation,
hardly could I have been able to complete my research.
Last but not least, I express warm and sincere thanks to my beloved family that
encouraged me to finish my thesis.

i


TABLE OF CONTENTS

ACKNOWLEDGEMENT ................................................................................................i
TABLE OF CONTENTS................................................................................................ ii
LIST OF TABLES ........................................................................................................... v
LIST OF FIGURES ........................................................................................................vi
LIST OF ABBREVIATION ......................................................................................... vii
INTRODUCTION .................................................................................... 1
1.1. Research background ............................................................................................ 1
1.2. Problem statement ................................................................................................. 2
1.3. Purpose of study .................................................................................................... 3
1.4. Research questions ................................................................................................ 3
1.5. Research method ................................................................................................... 4
1.6. Significance of study............................................................................................. 5
1.7. Limitations of study .............................................................................................. 5
1.8. Structure of the thesis............................................................................................ 5
LITERATURE REVIEW ......................................................................... 7
2.1. Definition and concepts ........................................................................................ 7
2.2. Theoretical framework .......................................................................................... 9
2.3. Research gaps...................................................................................................... 12

ii


RESEARCH METHODOLOGY ........................................................... 15
3.1. Population of the research ................................................................................... 15
3.2. Design of the research ......................................................................................... 16
3.3. Data collection .................................................................................................... 19
3.4. Data analysis ....................................................................................................... 19
ACCREDITATION OF VIETNAM’S HIGHER EDUCATION AND
VIETNAM NATIONAL UNIVERSITY, HANOI........................................................ 21
4.1. Vietnam’s higher education and its accreditation ............................................... 21

4.1.1. Overview of Vietnam’s higher education .................................................... 21
4.1.2. Overview of Vietnam’s higher education accreditation .............................. 22
4.2. Vietnam National University, Hanoi and its accreditation ................................. 33
4.2.1. Overview of VNU ........................................................................................ 33
4.2.2. Overview of VNU’s accreditation ............................................................... 37
RESEARCH FINDINGS ........................................................................ 49
5.1. Orientation for accreditation ............................................................................... 49
5.2. Motivations of accreditation at VNU .................................................................. 51
5.3. Difficulties influencing the implementation of accreditation at VNU................ 57
5.4. Support from VNU for the implementation of accreditation .............................. 61
CONCLUSION AND POLICY IMPLICATIONS ................................ 62
6.1. Conclusion .......................................................................................................... 62
iii


6.2. International experiences on accrediation ........................................................... 63
6.3. Policy implications.............................................................................................. 64
6.3.1. For MOET .................................................................................................... 64
6.3.2. For VNU ...................................................................................................... 66
6.3.3. For VNU members ....................................................................................... 67
REFERENCES .............................................................................................................. 69
APPENDIX 1. INTERVIEW PROTOCOLS ................................................................ 73
APPENDIX 2. INTERVIEW CODING ........................................................................ 79

iv


LIST OF TABLES

Page

Table 2.1. Contributions and limitations of researches.................................................. 12
Table 3. 1 Characteristics of informants ........................................................................ 16
Table 4.1. The number of HEIs and number of students in academic year 2017-2018 21
Table 4.2. Legal documents on HE accreditation by MOET ......................................... 24
Table 4.3. Number of HEIs conducting self-evaluation reports .................................... 27
Table 4.4. Numbers of HEIs externally evaluated by domestic accreditation agencies 29
Table 4.5. List of universities in Vietnam granted by international accreditation
agencies .......................................................................................................................... 29
Table 4.6. Number of programs awarded by external accreditation agencies ............... 30
Table 4.7. Organizational Structure of VNU ................................................................. 35
Table 4.8. VNU statistics on staff and students in 2017 ................................................ 36
Table 4.9. List of policy regulations and documents ..................................................... 38
Table 4.10. List of universities granted by external agencies ........................................ 43
Table 4.11. List of ASEAN universities granted by ANU-QA institutional standards in
2017 and 2018 ................................................................................................................ 44
Table 4.12. List of programs granted by external agencies ........................................... 45
Table 5.1. Motivations to implement accreditation at VNU
v

56


LIST OF FIGURES

Page
Figure 2.1. AUN benchmarking....................................................................................... 9
Figure 2.2. Processes of motivational process ............................................................... 10
Figure 2.3. Conditions and characteristics of change .................................................... 11
Figure 4.1. Organizational Structure of VNU ................................................................ 35
Figure 4.2. The accreditation system in Vietnam’s HE ................................................. 40

Figure 4.3. AUN institutional standard .......................................................................... 45
Figure 5.1. Motivations to implement accreditation at VNU ........................................ 51
Figure 5.2. Difficulties during the implementation of accreditation ............................. 58

vi


LIST OF ABBREVIATION

No.

Abbreviations

Full word

1

ACBSP

Accreditation Council for Business Schools and Programs

2

AMBA

Association of MBAs

3

ACEJMC

Accrediting Council on Education in Journalism and Mass
Communications

4

ACS WASC

Accrediting Commission for Schools, Western Association
of Schools and Colleges

5

ABET

Accreditation Board for Engineering and Technology

6

ASEAN

Association of Southeast Asian Nations

7

AUN

ASEAN University Network

8

AUN-QA

Quality Assurance

9

CEA-AVU&C

Centre for Education Accreditation

10

CEA-UD

Center of Education Accreditation University of Da Nang

11

CHEA

Council for Higher Education

12

CTI

Commission des Titres d'Ingénieur

vii

13

ENAEE

European Network for Accreditation of Engineering
Education

14

FIBAA

International Business Administration Accreditation

15

GDETA

General

Department

of

Education

Testing

and

Accreditation
16

HCERES

High-level Council of French higher education research and
evaluation

17

HE

Higher education

18

HEI

Higher education institutions

19

HES

Higher education system

20

IACBE

International accreditation Council for Business Education

21

IFEQA

Institute for Education Quality Assurance

22

INQAAHE

International Network for Quality Assurance Agencies in
Higher Education

23

NIAD-QE

National Institution for Academic Degrees and Quality
Enhancement of Higher Education

24

QA

Quality Assurance

25

QAC

Quality Assurance Centers

26

TEQSA

Tertiary Education Quality and Standards Agency

27

THE

Times Higher Education

viii


28

VJU

Vietnam Japan university

29

VNU

Vietnam National University, Hanoi

30

VNU-UEB

University of Economics and Business

31

VNU- UED

University of Education

32

VNU-UET

University of Technology

33

VNU-IS

International School

34

VNU-LS

School of Law

35

VNU-HUS

University of Sciences

36

VNU-SMP

School of Medicine & Pharmacy

37

VNU-ULIS

University of Languages and International Studies

38

VNU-USSH

University of Social Science and Humanity

39

MOET

Ministry of Education and Training

40

HCERES

High-level Council of French higher education research and
evaluation

41

SAHEP

Support for Autonomous Higher Education Project

42

UNESCO

United Nations Educational, Scientific and
Cultural Organization

43

VNU- CEA

Vietnam National University - Center for Education
Accreditation

ix

44

VNU-HCM

VNU-HCM Education Accreditation Centre

CEA

x


INTRODUCTION
1.1. Research background
Since the first form of accreditation was introduced in 1989 in Western Europe
(Sursock, 2010), accreditation in higher education as a basic approach to quality
assurance has been greatly concerned by different stakeholders throughout the world. As
an inevitable trend, accreditation agencies have been established at both regional and
global scale (Nguyen & Nguyen, 2016).
With 295 higher education institutions (HEIs) and 1,823,991 students in the
academic year 2017-2018, Vietnam has focused on assuring the quality of education
(Nguyen, 2019). Its higher education (HE), therefore, is not an outsider in the global and
regional trends regarding quality assurance (Nguyen, 2019). Initially introduced into
Vietnam’s education and training in 1990s, accreditation was formalized in 2003 with
the establishment of the national organization in quality assurance and accreditation, the
General Department of Education Testing and Accreditation (GDETA) (Nguyen &
Nguyen, 2016). According to Education Law, it is compulsory for all higher education
institutions (HEIs) in Vietnam to be accredited since 2005 (Nguyen, 2014; Nguyen,
Oliver & Priddy, 2009). The accreditation model for HE system in Vietnam has been

adapted from those have been popularly utilized in regions, for example, ASEAN
University Network Quality Assurance (AUN-QA) and Bologna Process of Europe
(Nguyen & Nguyen, 2016). There are three components belonging to quality assurance
model in Vietnam including (i) internal quality assurance, (ii) external quality assurance
and (iii) accreditation agencies (Kristoffersen, 2010). With the aim to directing the
development of the quality assurance system, the Government of Vietnam has
promulgated legal frameworks as well as regulations for accreditation. Since 2007, the
Ministry of Education and Training (MOET) has issued the set of accreditation standards
for both program and institutional levels. Currently, the set of standards, adopted from
1


AUN-QA, included 11 standards, 50 criteria for programs by Circular 04/2016 and 25
criteria, 111 criteria for institutions by Circular 12/2017.
As a national leading HEI in Vietnam, VNU has great concern on accreditation
at both institutional and program levels. Six out of member universities have been
accredited by national standard of MOET with high results (MOET, 2019a). University
of Science (VNU-HUS) is the first university in ASEAN to be granted by AUN-QA
institutional standard (AUN factbook, 2018). Regarding the program accreditation, 29
programs have been awarded by international accrediting agencies, accounting for nearly
a quarter (23,02 percent) of total 126 programs that were internationally accredited
(MOET, 2019b). Thanks to the above-mentioned achievements, VNU possibly provides
invaluable experiences during the implementation of accreditation in terms of (i)
motivations and (ii) difficulties.
1.2. Problem statement
The accreditation of HE in Vietnam has achieved certain results (Nguyen, 2014;
Nguyen & Nguyen, 2016; Nguyen et al., 2017). MOET targets that all tertiary
institutions and at least 10 percent of programs will have been accredited by 2020
(MOET, 2014). 218 universities out of 295 higher education institutions (HEIs)
accounting for 73.9 percent conducted self-evaluation (MOET, 2019a). However, a

small ratio of HEIs and programs has been externally granted by accreditation agencies.
Until April 2019, regarding institutional level, 121 universities and 03 colleges out of
295, accounting for 42.03 percent, have been granted by domestic accreditation
certificates based on MOET standards (MOET, 2019a). 06 HEIs including VNU
University of Science out of 295, occupied 2.03 percent, have been recognized by
international accreditation organizations such as AUN-QA and High-level Council of
French higher education research and evaluation (HCERES) (MOET, 2019a). In terms
of program level, 142 out of 489 programs have been accredited, comprised of 29.04

2


percent (MOET, 2019b). There has been a mere proportion of 0.2 percent of programs
(16 programs) granted by national standards and a quarter (126 programs) granted by
regional and international standards (MOET, 2019b).
Additionally, arguments about the independence and effectiveness of
accreditation in Vietnam have been discussed in studies by Madde (2014) and Dao
(2015). The accreditation of Vietnam’s HE has faced with challenges including (i) low
quality awareness, (ii) limitation in human resources and (iii) unclear incentives for the
outcomes of accreditation (Thanh, 2013; Nguyen & Nguyen, 2016; Nguyen et al., 2017).
In order to meet target of all universities accredited by 2020, it is urgent to find
motivations to encourage HEIs to implement accreditation and the difficulties that hinder
the implementation of accreditation. As a leading comprehensive university that is
externally accredited by MOET and AUN-QA standards, VNU can be analyzed as a case
study.
1.3.Purpose of study
The thesis aims to identify the motivations to implement accreditation and
difficulties that hinder the implementation of accreditation at VNU. Based on the
analysis, the research then provides policy implications for public HEIs (institutional
level) and government/MOET (national level) to encourage public universities to

implement accreditation. To this end, VNU is taken as a case study.
1.4. Research questions
The research focuses on answering the following questions:
Question 1. What are motivations to implement accreditation at VNU?
Question 2. What are the difficulties that hinder the implementation of
accreditation at VNU?

3


Question 3. What are policy implications to encourage public universities to
implement accreditation?
1.5. Research method
With the aim to identify the motivations and difficulties to implement
accreditation, the thesis employs the qualitative method. Desk researches are expected
to be reviewed and secondary data are collected to introduce the current situation of
accreditation of Vietnam’s higher education as well as VNU. The policy documents of
accreditation at national level promulgated by the Government of Vietnam, MOET and
at institutional level by VNU and its members are analyzed.
In addition, in-depth interview is utilized. The author conducted the interviews
with 14 key informants that represent VNU level, its member level as well as ministerial
level of quality assurance and accreditation to deepen understandings of the research
issues. The interviews focused on (i) motivations and (ii) difficulties to implement
accreditation at VNU. Regarding VNU level, the thesis targets Director of Institute for
Education Quality Assurance (IFEQA) and Chief of Education Quality Assurance
Council to present the mindset of VNU leaders. As for VNU members, Directors/ViceDirectors and staff of Quality Assurance Centers (QAC) together with Vice Dean of
program have been interviewed to represent the perspectives of accreditation
implementers at VNU member universities/schools and faculties. In terms of ministerial
level, the author aimed to interview Vice-Director of Vietnam National University Center for Education Accreditation (VNU- CEA), which is first accreditation agencies
established in Vietnam by MOET and managed by VNU.

The findings of qualitative data in Chapter 5 including the motivations to
implement accreditation will be compared with theoretical framework mentioned in
Chapter 2 .

4


1.6. Significance of study
The thesis is expected to cover both social and academic significance.
Regarding academic significance, the thesis aims to provide a case study’s
analysis of accreditation based on the motivations and the difficulties that hinder the
implementation of accreditation at VNU. The findings of thesis might be the orientation
for the next research on the issues of accreditation in HE in Vietnam.
In terms of social significance, the motivations of VNU are expected to provides
policy implications at institutional and national levels to encourage public HEIs to
implement accreditation.
1.7. Limitations of study
An analysis of case study VNU - a leading university helps the research obtain
insightful understanding of accreditation within the institutional specific context.
However, the thesis merely focuses on the motivations and difficulties to implement the
accreditation at VNU – a case study example of a public HEI in Vietnam. Further studies
which identify the motivations of non-public HEIs are expected to be conducted. In
addition, the thesis aims to identify the institutional motivations of universities and
schools, therefore, motivations of lecturers and students that get directly benefits of
accreditation implementation are beyond the scope of this study. Moreover, the numbers
of interviewees are quite small (14 informants). However, thanks to their support, the
amount and quality of information is quite abundant and valuable.
1.8. Structure of the thesis
The thesis delivers six chapters including
Chapter 1. Introduction. This chapter will illustrate the research background

and state research problem. The research questions, research method, research
significance and limitations of study are also presented in this part.
5


Chapter 2. Literature review. Chapter 2 focuses on review the available
literature history of the research on accreditation in both international context and
Vietnam’s context.
Chapter 3. Research methodology. The objective of this chapter is to explain in
detail the research method of the thesis in detail.
Chapter 4. Accreditation of Vietnam’s higher education and Vietnam
National University, Hanoi. Chapter 4 aims to provide an overview of accreditation of
Vietnam’s HE. The policy documents at national level on HE accreditation,
characteristics as well as achievements and challenges of HE accreditation are
introduced. In addition, this chapter will focus on the overview and the achievements of
accreditation at VNU and its members. Policy documents on accreditation issued by
VNU and current situation on institutional and program accreditation will be also
provided in this chapter.
Chapter 5. Research findings. This chapter will present the finding results of
interview that identify the motivations and difficulties to implement accreditation. These
findings will then be analyzed and discussed in this part. In particular, the institutional
motivations at VNU are compared to the theoretical framework which has been
mentioned in chapter 2.
Chapter 6. Conclusion and policy implications. The final chapter will
summarize the main findings and discussions from above chapters and then provide
policy implications at institutional and national levels to encourage public HEIs in
Vietnam to implement accreditation.

6

LITERATURE REVIEW
2.1. Definition and concepts
There are a large number of definitions and concepts of HE accreditation. For
instance, Council for Higher Education (CHEA), the USA has defined accreditation as
“a process of external quality review created and used by higher education to scrutinize
colleges, universities and programs for quality assurance and quality improvement”
(CHEA, 2015). Accrediting Council on Education in Journalism and Mass
Communications (ACEJMC) regards accreditation as “a collegial process based on selfand peer assessment for public accountability and improvement of academic quality”. In
a broader context, UNESCO (2007) mentions that accreditation is “the process by which
a (non)-governmental or private body evaluates the quality of a HEI as a whole or a
specific educational program in order to formally recognize it as having met certain predetermined minimal criteria or standards” (cited in Nguyen & Nguyen, 2016). The result
of this process is usually the awarding of a status, of recognition, and sometimes of a
license to operate within a time-limited validity (UNESCO, 2007 cited in Nguyen &
Nguyen, 2016).
Some definitions related to school accreditation are introduced in both developed
countries and developing countries. In the U.S. setting, according to the Accrediting
Commission for Schools, Western Association of Schools and Colleges (ACS WASC),
accreditation is defined as “an ongoing cycle of quality and a process schools use to
monitor student learning and set school improvement goal”. The U.S. Department of
Education describes the practice of accreditation as “a means of conducting
nongovernmental, peer evaluation of educational institutions and programs” (Hegji,
2017). In the developing countries, for example, Nigeria defines school accreditation as
a type of school self-evaluation, a systematic and comprehensive evaluation to look out
for areas of strengths and weaknesses of the school (Afemikhe et al., 2015). In Vietnam’s
7


context, school accreditation is defined as the evaluation process including selfevaluation and external evaluation in order to determine the level the school satisfies the
educational quality evaluation standards, and recognize the school meeting educational

quality standards by government organizations (MOET, 2014).
There are some concepts including quality assurance, peer review, external
review and external evaluation and benchmarks related to accreditation. Quality
assurance as cited in IIEP-UNESCO (2011) is regarded as “a continuous process of
evaluating (assessing, monitoring, guaranteeing, maintaining, and improving) the quality
of a higher education system, institutions or programs.” According to MOET (2014),
quality assurance includes both internal and external review. It is confirmed that
accreditation is quality assurance through external review [12 V1]. External evaluation
is the third stage of accreditation process in Vietnam (MOET, 2014). Another concept is
peer review defined in Oxford dictionary as the evaluation of scientific, academic, or
professional work by others working in the same field. According to Massachusetts
Association of Planning Director, peer review is “the evaluation of creative work or
performance by other people in the same filed in order to maintain or enhance the quality
of the work or performance in that filed” (Hao, 2015). The differences between peer
review and accreditation is the objectives and scope of the concepts. Peer review aims
to support quality improvement or certify the level of achievement of the criteria while
the objectives of accreditation is to recognize the achievement of the standards.
Regarding scope, peer review is used for both individual and system levels while
institutional and program levels are granted by accreditation. For the benchmark, it is
“simply about making comparisons with other organizations and then learning the
lessons that those comparisons throw up” (European Benchmarking Code of Conduct,
cited in Focus, 2013). As can be seen in Figure 2.1, ANU-QA used benchmarking to
compare between the stakeholders’ need and the current accreditation implementation at
HEIs to identify the level of achievements that meet the ANU-QA criteria.

8


Figure 2.1. AUN benchmarking
Source: AUN factbook, 2018

2.2. Theoretical framework
According Uno (2007), “motivation can be interpreted as an internal and external
impulse in a person indicated by the existence; desires and interests; encouragement and
need; hope and aspiration; appreciation and respect.” Machrony (2009) emphasized that
the objectives of motivation are to encourages activities, toward achieving needs that
satisfy or reduce imbalances. Dylan, 2018 introduced 6 types of motivations including
Intrinsic motivation, Extrinsic motivation, Incentive motivation, Fear-Based motivation,
Incentive motivation and Achievement-Based motivation. Intrinsic motivation is
stimulated by internal desires while extrinsic motivation is derived from external desires.
Fear-based motivation is generated by the accountability to public. Incentive motivation
9


focuses on the rewards that come after a goal is met while people utilize achievementbased motivation focus reaching a goal for the sake of achievement (Dylan, 2018)

Figure 2.2. Processes of motivational process
Source: Sung-il, 2013
Due to the limited researches on motivations of accreditation especially the
context of HE, the thesis only utilizes the theoretical framework of Neuroscientific
model and model to test accreditation stimulate change in Healthcare organization in
Canada Figure 2.2. explains the generation of motivation in terms of the reward-driven
approach process, regarded as an example of incentive motivation (Sung-il, 2013).
Figure 2.2 represents a complicated model but the thesis only focuses on the context of
accreditation applied to explore the impact of internal and external conditions. Later
findings of motivations generated from the implementation of accreditation at VNU in
chapter 5 will be compared to 6 types of motivations in theoretical framework in chapter
2.

10

Figure 2.3. Conditions and characteristics of change
Source: Marie et al.,201

11


2.3. Research gaps
Table 2.1. describes the contributions and limitations in the part of literature review.
Table 2.1. Contributions and limitations of researches
Researches

Contributions

Limitations (NOT
mention)

Nguyen

et

al.,

2017,ü Illustrate the achievements - NOT figure out the

Achievements and Lessons and challenges as well as motivations
Learned from Vietnam’s lessons

learned

Higher Education Quality Vietnam’s

HE

and

from difficulties

to

quality implement

the

Assurance System after a assurance and accreditation accreditation
Decade of Establishment

from 2005 -2015

UNESCO, 2016, Vietnam
ü Overview Vietnam Policies
Policies and Practices on and
Higher

Practices

on

-

NOT

identify

HE the motivations and

Education Accreditation

factors that influence

Accreditation

the implementation of
accreditation

Nguyen & Nguyen, 2016
ü Overview

of

school’s - Introduce all school

Accreditation of schools in accreditation in Vietnam in level, not focus on HE
Vietnam:

Achievements, terms

challenges,

and

learnt

of

lessons history,

development
achievements,

challenges and lessons learnt

Dzung & Son, 2016, Aü Examine current assessment - NOT Evaluate the
review
Models

of

Assessment models applicable to the implementations
in

Higher teaching and learning at HEIs accreditation

Education and Implicationü Briefly
for

Vietnam’s

describe

some

Regional common practices related to

12

of


Integration Efforts

how students’ learning is
assessed at the faculties or
department

(hereafter

referred to as departments) of
foreign

languages,

say

English in this study, of some
selected Vietnamese HEIs
ü Identify major implications
and suggestions for regional
integration

among

those

institutions

from

the

perspective

of

learning

assessment.
Concepcion, 2010, Quality
Assurance and

ü Introduce

the

Quality - Focus on internal QA

Assurance Mechanism and process, the interplay
Accrediting Agencies in the of internal QA process

Accreditation: The

Philippine Experience

Philippines

challenges

of and

mechanisms

as

are

also well

as

the

accreditation
analyzed.

international linkages
of accreditation

3. ADB, 2010, Viet Nam:
ü Introduction and setting for - Analyze the current
Preparing

the

Education

Higher HE in Vietnam in terms of implementations

of

Sector management, finance and QA in detail

Development

Project QA

(HESDP)
4. Johnson, 2016, AUN-QA
ü Introduce
Assessment

–

From external

and
QA

13

focus

on - Analyze internal QA

(AUN-QA