Assessing the education and training strategy of selected colleges responding to the needs of highly qualified professional

i

ASSESSING THE EDUCATION AND TRAINING STRATEGY OF
SELECTED COLLEGES RESPONDING TO THE NEEDS OF HIGHLY
QUALIFIED PROFESSIONAL

A Dissertation Presented to the Faculty of Graduate School
Bulacan State University
City of Malolos

In Partial Fulfilment of the Requirements for the degree of Doctor of Philosophy
in Education Management

by
QUACH VU
December 2015


ii

APPROVAL SHEET

It is partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Education Management. This dissertation entitled ASSESSING THE EDUCATION AND
TRAINING STRATEGY OF SELECTED COLLEGES RESPONDING TO THE
NEEDS OF HIGHLY QUALIFIED PROFESSIONAL had been prepared and submitted
by QUACH VU who is hereby recommended for oral examination.

Adviser

Approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in

Education Management by the Committee on Oral Examination.

MARIANO C. DE JESUS, Ed.D.
Chairman
ROSALINDA MARCELINO, D.P.A.
Critic/Member

NORMA C. MORALA, Ed.D.
Member

Accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Education Management.
VICTORIA P. VALENZUELA, D.P.A.
Dean, Graduate School


iii

ACKNOWLEDGEMENT

The researcher would like to express my gratitude to all those who gave me the
opportunity to complete this dissertation. The researcher wants to thank the managers of the
colleges for giving me permission to commence this dissertation, to do the necessary research
work and to use its data.
The researcher would like to give my special thanks to Dr. Pham Hung Cuong for
his support, stimulating suggestions and encouragement during the course of my research and
writing of this dissertation.
The researcher is indebted to the managers of the companies who supported and gave
valuable information for the study. Without his cooperation, this study could not reach a
good end.

The researcher would like to say honest thanks for the moral support of coworkers
and encouragement. Finally, the researcher owes everlasting gratefulness to my co-lecturers
who gave patient support for my endeavors over the period of this study.

QUACH VU


iv

ABSTRACT

This dissertation, entitled ASSESSING THE EDUCATION AND TRAINING
STRATEGY OF SELECTED COLLEGES RESPONDING TO THE NEEDS OF
HIGHLY QUALIFIED PROFESSIONAL conducted during the period from 5/2013 to
10/2015.
The research result showed that there were 400 students of Ca Mau Community
college (CCC) interviewed and answered nearly 18 questions. The researcher had analyzed
KMO test, the result of KMO analysis used for multiple regression analysis. Students are
responses measured through an adapted questionnaire on a 5-point Likert scale. Hard copy
and interview students by questionnaire distributed among students of Ca Mau Community
College.
The regression analysis result showed that there were three factors, which included of
factors following lecturer, facilities, and programs affecting the education and training
quality at Ca Mau Community College with significance level of 5 %. In addition, the
research result processed from SPSS 20.0 software. The parameters of the model estimated
by Least - Squares Method tested for the model assumption with 5% significance level. At
the same time, the result was also scientific evidence and important for researchers, and
policy makers who apply them for developing the education and training quality at Ca Mau
Community College.

v

TABLE OF CONTENTS
Page
Title Page ............................................................................................................................. i
Approval Sheet ................................................................................................................... ii
Acknowledgement .............................................................................................................. iii
Abstract ............................................................................................................................... iv
Table of Contents ................................................................................................................v
List of Tables ..................................................................................................................... viii
List of Figures ......................................................................................................................x

CHAPTER
I
THE PROBLEM AND ITS BACKGROUND
Introduction ...............................................................................................................1
Statement of the Problem ..........................................................................................4
Significance of the Study ..........................................................................................5
Scope and Delimitation of the Study ........................................................................6

II

THEORETICAL FRAMEWORK
Relevant Theories .....................................................................................................7
Review of Related Literature ...................................................................................57
Review of Related Study ........................................................................................138
Conceptual Framework ...........................................................................................151
Hypothesis of the Study ..........................................................................................153
Definition of Terms.................................................................................................153

III

METHODS OF RESEARCH AND TECHNIQUES OF THE STUDY


vi
Methods and Techniques of the Study ....................................................................154
Population and Sample of the Study .......................................................................154
Research Instrument................................................................................................155
Data Gathering Procedure…………………………………………………. ..........155
Data Processing and Statistical Treatment ..............................................................155

IV

PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
Sub-Problem No. 1: ................................................................................................157
Sub-Problem No. 2: ................................................................................................172
Sub-Problem No. 3: ................................................................................................182
Sub-Problem No. 4: ................................................................................................101

V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary .................................................................................................................195
Summary of Findings ..............................................................................................195
Conclusions .............................................................................................................196
Recommendations ...................................................................................................197

BIBLIOGRAPHY
Books ......................................................................................................................199
Periodicals ...............................................................................................................203

APPENDICES
Appendix A – Questionnaire ..................................................................................206


vii
Appendix B – Questions for the Interview .............................................................208

CURRICULUM VITAE


viii

LIST OF TABLES

Table

Page

1

Factors affecting the quality of the education and training ......................................173

2

Descriptive Statistics for the quality of the education and training ........................175

3

Descriptive Statistics for Gender situation .............................................................176

4

Descriptive Statistics for Age .................................................................................176

5

Descriptive Statistics for the Students information ................................................177

6

Descriptive Statistics for Study major ....................................................................177

7

Results of analysis of Cronbach Alpha coefficients ...............................................178

8

KMO and Bartlett's Test for the quality of the education and training ...................179

9

Structure Matrix for factors for the quality of the education and training ..............180

10

Structure Matrix for the quality of the education and training ...............................181

11

Testing for factors affecting the quality of the education and training ...................182

12

Bootstrap results based on 1500 bootstrap for the quality ......................................186

13

Analysis of Variance (ANOVA) about Gender situation .......................................187

14

Analysis of Variance (ANOVA) about Age ...........................................................187


ix
15

Analysis of Variance (ANOVA) about Students information ................................188

16

Analysis of Variance (ANOVA) about the Study major ........................................188


x

LIST OF FIGURES

Figure

Page

1

Paradigm of the study for the quality of the education and training .......................151

2

Research model for factors affecting the quality of the education and training .....152

3

Research processing for the quality of the education and training .........................156

4

The Result of the Regression for factors affecting the quality ...............................184

5

The Result of the Regression Standardized Residual .............................................185


199

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The Social Sciences: Economics. The New Encyclopædia

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10. Cheng, Y.C. & Tam, M. M. (1997). Multi-Model of quality in education. Quality
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12. Edward E. Leamer (2008). Specification problems in econometrics. The New
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Sage Publications.
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18. Hassan Shahid (2012). What Factors Affect a Student’s Choice of a University for
Higher Education? Forman Christian College, Pakistan.
19. Howell, K. E. (2013). Introduction to the Philosophy of Methodology. London: Sage
Publications.
20. Jinlong Wang (2010). Study on Student score based on Data Mining. Deakin
University, Victoria, Australia.
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Urdu University, Karachi, Pakistan.


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22. Keisuke Hirano (2008). Decision theory in econometrics. The New Palgrave
Dictionary of Economics.
23. Kennedy, Peter (2003). A guide to econometrics. Cambridge, Mass: MIT Press.
24. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2010). Evaluating training programs. The
four levels (3 ed.). USA: Berrett-Koehler Publishers.
25. Kirkpatrick, Donald (1998). Evaluating training programs. The Four Levels. 2nd

Edition, Berret-Koehler Publisher, Inc., San Francisco, CA.
26. Lavarkas, P. J. (2003). Telephone Survey Methods: Sampling, Selection and
Supervision. (2nd edn), Newburry Park, CA, Sage.
27. Levesque (2007). SPSS Programming and Data Management: A Guide for SPSS and
SAS Users. SPSS Inc., Chicago.
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San Francisco.
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of statistics. New York: W.H. Freeman.
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Financial Times Prentice Hall.
New York: Harcourt, Brace.
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Economic Forecasts. McGraw-Hill.
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Hugo A. Keuzenkamp Published by Cambridge University Press, ISBN.


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33. Phillips, E. M. and Plugh, D. S. (2005). How to Get a PhD. (3rd edn), Maidenhead,
Open University Press.
34. Seymour, D. T. (1993). On Causing Quality in Higher Education. Series on Higher
Education, American council on Education.
35. Silverman, David (Ed). (2011). Qualitative Research: Issues of Theory, Method and
Practice. Thousand Oaks, New Delhi, Singapore: Sage Publications.
36. Watkins, A. E.; Richard L. Scheaffer, George W. Cobb (2008). Statistics in action:
understanding a world of data. Emeryville, CA: Key Curriculum Press.
37. Wooldridge, Jeffrey (2003). Introductory Econometrics: A Modern Approach.
Mason: Thomson South-Western.
38. Yong, K.B. (2003). Human resource management. in Malaysian Institute of

Management (Eds), Management in Malaysia, Percetakan Printpack Sdn. Bhd, Shah
Alam.


203
Periodicals
1. Aharon Tziner (2007). Effects of Trainee Characteristics on Training Effectiveness.
International Journal of Selection and Assessment.
2. Ali

(2003)

.Surveying and

Identifying the

Factors

Affecting

Successful

Implementation of Business Strategies in Companies of Fars Province Industrial
Towns.
3. Atnafu, B. and M. Eshete (2004). Quality of Education in Private and Public Higher
Education Institutions. A Comparative Analysis, Proceedings of the 2nd National
Conferences on Private Higher Education in Ethiopia, Addis Ababa, Sheraton Addis.
4. B.K. Punia (2013) conducted a study on “A review of factors affecting training
effectiveness vis-à-vis managerial implications and future research directions”
5. C.N. Krishna Naik (2010). Service Quality (Servqual) and its Effect on Customer

Satisfaction in Retailing. European Journal of Social Sciences.
6. Chalchisa, D (2006). Integrating Teaching and Research to Enhance the Quality of
Education. Journal of Education for Development.
7. David DiBiase, John (2005). The impact of increasing enrollment on faculty
workload and student satisfaction over time. Dutton e-Education Institute, College of
Earth and Mineral Sciences.
8. Determinants of undergraduate business student satisfaction, David W. Letcher, The
College of New Jersey.
9. Developing a Model of First Year Student Satisfaction in a Studio-based Teaching
Environment, Angela Carbone and Judy Sheard Monash University, Melbourne,
Australia.


204
10. Don Harris (2006). The Influence of Human Factors on Operational Efficiency.
Department of Human Factors, School of Engineering, Cranfield University,
Cranfield, United Kingdom.
11. Factors affecting students' experiences and satisfaction about teaching quality in
Engineering, Rafael A. Calvo, School of Electrical and Information Engineering, The
University of Sydney.
12. Ignatius Shengena Mndeme (2014). Factors limiting effective implementation of
training programs in Parastatal Organizations in Tanzania: a case study of Tanzania
electric supply. (Doctoral dissertation). Open University of Tanzania.
13. Jason Scott Edwards (2013) conducted a study on “Factors affecting Training transfer
in Supervisors and Hourly Students in a Manufacturing Organization”.
14. Key Factors for Determining Students’ Satisfaction in Distance Learning Courses: A
Study of Allama Iqbal Open University, Afzaal Ali, Israr Ahmad, And International
Islamic University, Pakistan.
15. Mohd Yazam Shariff (2008) conducted a study on “Factors Affecting Training
Effectiveness. A Study of Semiconductor Wafer Fabrication Industry in Malaysia”.

16. Nurhazani Bt Mohd Shariff (2012) conducted a study on “work environment factors
influencing in achieving training effectiveness in Aqaba special economic zone
authority Aseza”.
17. Rahayu Hasanordin (2012). Hierarchical Service Quality Model towards Student
Satisfaction. International Journal of Innovation, Management and Technology.
18. S. Panchapakesan (2012) conducted a study on “Effectiveness of Training Transfer
and Factors Influences the Training Transfer - An Analysis”.


205
19. Sheikh Tariq Mahmood (2001). Factors Affecting the Quality of Research in
Education: Student’s Perceptions, at Faculty of Social Science, Department of
Education, International Islamic University, Islamabad, Pakistan.
20. Sheng Zhang (2013).

Investigation and Analysis of Influence Factors on

Postgraduate Innovation Capacity. Scientific Journal of Education Technology.
21. Siti Fardaniah (2013). Measuring Training Effectiveness: Evidence from Malaysia.
Handbook on the Economic, Finance and Management Outlooks, Malaysia.
22. The effects of course delivery modality on student satisfaction and retention and GPA
in on-site vs. hybrid courses, Avi Carmel, PhD, JD, University of Phoenix, USA.
23. The impact of faculty-student interaction outside of classroom on faculty satisfaction,
engagement, and retention, Melissa M. Vito, Northern Arizona University.
24. The Impact of Service Quality on Students’ Satisfaction in Higher Education
Institutes of Punjab, Muhammed Ehsan Malik, University of the Punjab, Pakistan.
25. Vimala Sanjeevkumar (2011) conducted a study on “A Study on Training Factors and
Its Impact on Training Effectiveness in Kedah State Development Corporation,
Kedah, Malaysia”.
26. Viscal Kihongo (2011). Factors inhibiting effective staff training: Cases of Temeke

Municipal and Kisarawe District Councils, Tanzania. Asian Journal of Business
Management.
27. Zaribaf (2005). An Effective Factors Pattern Affecting Implementation of Strategic
plans, Tehran, Iran.


206

APPENDIX A - Questionnaire
I want to get the best answers from you for the questions following. The information
that you provides only used for research purposes, I do not use for other purposes. Your
comments help to find the best solutions for topics to serve the dissertation.
1
2
3
4
5
Completely disagree Disagree Normal
Agree
Completely agree
For each question, please mark X on one of these other numbers 1 through 5.
1. LECTURER
Level of Agreement
LEC1: The lecturers’ major, teaching methodology and knowledge are
    
suitable for teaching the students at the colleges and the university in
Vietnam
LEC2: The lecturers applying practical experience, new methods in
    
lessons for the students at the colleges and the university in Vietnam

LEC3: The lecturers were enthusiasm when communicating with the
    
students at the colleges and the university in Vietnam
LEC4: The lecturers were cheerfulness when teaching the lesions at
    
the colleges and the university in Vietnam
LEC5: The lecturers who were politeness when communicating with
    
the students at the colleges and the university in Vietnam
LEC6: The lecturers supplied many books for reading and
    
presentation for the students to understand lessons at the colleges and
the university in Vietnam

2. EQUIPMENT
EQU1: The equipment is such as room, table that were suitable for the
needs of learning for the students at the colleges and the university in
Vietnam
EQU2: The equipment is such as projector, computer, micro that were
suitable for the needs of teaching for the students at the colleges and
the university in Vietnam
EQU3: The books, textbooks and documents are very good for
teaching and practicum for the students at the colleges and the
university in Vietnam
EQU4: The internet system, computers and others were very good for
teaching and practicum for the students at the colleges and the
university in Vietnam
EQU5: The library system, practicum place and other equipment for
teaching and learning for the students at the colleges and the
university in Vietnam

Level of Agreement
    
    
    
    
    


207
3. PROGRAMS
PRO1: The training program is suitable for your job after graduating
from the colleges and the university in Vietnam
PRO2: The training program supplying necessary information for
your job after graduating from the colleges and the university in
Vietnam
PRO3: The training program changing for enterprise demand and
social need in next years
PRO4: The training program was very interested, significant for
your job and life after graduating from the colleges and the
university in Vietnam

Level of Agreement

4. QUALITY OF EDUCATION AND TRAINING
QUA1: The facility is modern and training program of the colleges
and the university is updated and to meet enterprises’ need
QUA2: Lecturer quality and teaching method is very suitable for
students’ job and life after graduating from the colleges and the
university in Vietnam

QUA3: The knowledge, skills and behavior of students were
improved in job and life after graduating from the colleges and the
university in Vietnam

Level of Agreement

    
    
    
    

    
    
    

2. Students’ personality information
Please he/ she take a little time to answer the following questions. Please note that there
is no right or wrong questions. For each question, please mark X on one of these other
numbers following:
2.1 Gender:
1  Female
2  Male
2.2 Age:
1  From 18 to 20 years old
2  Over 20 years old
2.3 Students information:
1  First year
2  Second year
3  Third year
2.4 Study major

1  Economic major
2  Other majors
THANK YOU SO MUCH


208

APPENDIX B - Questions for the Interview
I want to get the best answers from you for the questions following. The information
that you provides only used for research purposes, I do not use for other purposes. Your
comments help to find the best solutions for topics to serve the dissertation.
For each question, please mark X on one
1. LECTURER
LEC1: The lecturers’ major, teaching methodology and knowledge are
suitable for teaching the students at the colleges and the university in
Vietnam
LEC2: The lecturers applying practical experience, new methods in
lessons for the students at the colleges and the university in Vietnam
LEC3: The lecturers were enthusiasm when communicating with the
students at the colleges and the university in Vietnam
LEC4: The lecturers were cheerfulness when teaching the lesions at
the colleges and the university in Vietnam
LEC5: The lecturers who were politeness when communicating with
the students at the colleges and the university in Vietnam
LEC6: The lecturers supplied many books for reading and
presentation for the students to understand lessons at the colleges and
the university in Vietnam

Mark X

2. EQUIPMENT
EQU1: The equipment is such as room, table that were suitable for the
needs of learning for the students at the colleges and the university in
Vietnam
EQU2: The equipment is such as projector, computer, micro that were
suitable for the needs of teaching for the students at the colleges and
the university in Vietnam
EQU3: The books, textbooks and documents are very good for
teaching and practicum for the students at the colleges and the
university in Vietnam
EQU4: The internet system, computers and others were very good for
teaching and practicum for the students at the colleges and the
university in Vietnam
EQU5: The library system, practicum place and other equipment for
teaching and learning for the students at the colleges and the
university in Vietnam

Mark X


209
3. PROGRAMS
PRO1: The training program is suitable for your job after graduating
from the colleges and the university in Vietnam
PRO2: The training program supplying necessary information for
your job after graduating from the colleges and the university in
Vietnam
PRO3: The training program changing for enterprise demand and
social need in next years
PRO4: The training program was very interested, significant for your

job and life after graduating from the colleges and the university in
Vietnam

Mark X

4. QUALITY OF EDUCATION AND TRAINING
QUA1: The facility is modern and training program of the colleges
and the university is updated and to meet enterprises’ need
QUA2: Lecturer quality and teaching method is very suitable for
students’ job and life after graduating from the colleges and the
university in Vietnam
QUA3: The knowledge, skills and behavior of students were
improved in job and life after graduating from the colleges and the
university in Vietnam

Mark X


210

CURRICULUM VITAE
Student name:
Date of birth:
Place of birth:
Bulacan University ID:
Academic Qualification:

Present position:

Working experience:

1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
In recent years, higher education has exposed many weaknesses: the quality is
generally low, not to keep pace with economic development - economic development of the
country; management mechanism for state higher education system and the management of
universities, colleges remains unreasonably prolonged, not create enough incentive to
promote innovative capacity and self-responsibility of faculty, administrators and students to
strong innovation, basic higher education. The potential of social investment and foreign
investors for the higher education sector has not significantly effective. There

are

many

reasons, but the basic reason is the weakness of state management of higher education and
the weaknesses in the management of the universities themselves, college education... Status
chasing quantity and pressure because the disease has not yet decreased performance while
the society has not fully monitored, no remedial measures and timely corrective.
Many systematic violations of school enrollment as massive, overwhelming;
Enrollment of study without permission or are incapable of ensuring the quality of teaching
and learning, lack of basic standards on curriculum, lecture halls... To improve the quality of
university teaching, a clear need reasonable indicators input balanced with the needs of
society, the status of faculty resources suited to each school, each subject as well as the

corresponding facilities. Need to review and manage the university system, closing the only
university teaching facility hire, cutting annual enrollment targets of the respective


2
universities to the number of classrooms in the facility and avoid opening new disciplines
spread without enough teachers. This Ministry of Education is doing, but the norm is still
very high compared to the situation of lecturers and school facilities. In addition, high
schools and universities must really is the place to help students with insight and
understanding in a particular way on the professions to have the right choice of future
careers. This is essential to limit the students are working in after graduation. This is
especially important. In countries with developing education, school systems always have the
counseling center, career orientation for students. We need to refer to and manipulate.
Improving the quality of higher education is not only to check the quality of construction that
needs to plan for appropriate training from the grant. In doing so, it should build from the
compilation of textbooks and teaching quality, with the tightly controlled to conform to the
practice, taking into account the higher focus. Need sternly deal with learning, student
passivity before the economy is opened today by building learning habit with practice right
from the school level. Constantly investing, modern teaching equipment advanced in the
world, at the same time update the latest information about student knowledge. To encourage
student learning groups, and must always assignments as essays, all forms of nature extend to
forging their work habits in the library as well as learn the material on electronic networks.
Only real learning, real implementation and management science students a way to be able to
help them avoid the fall into the social evils, thus affecting the quality of education.
Coordinating the management of student learning between schools, families and society;
reward students with good academic performance in a timely manner, at the right time for
people to respond to and follow. Education is a serious issue for each country. To education
in accordance with the expected development of the country must have a devoted staff, as

3
education comes from the heart to the future generations. Together, continue to solve teacher
salaries, wages so that enough feed themselves teachers, families and their children. If all the
directions, given that the policy does not resolve this problem, the person can not feel secure
when participating teachers teaching, let alone development, improve the quality of higher
education.
Later the same day, Deputy PM Phuc had a working session with key leaders of the
province, during which he asked Ca Mau to focus on economic restructuring, especially in
the field of agriculture, and to select several commodities that have a high competitiveness to
develop. To build a prosperous society, every country should be based on the synergy of the
resources inside and outside, in power including the foundation of inner resources that are
particularly important and significant human resource decisions. In the trend of globalization,
the development of the knowledge economy with modern technology requires human
resources to be able to dominate science and high technology can ensure the sustainable
development. Training human resources is a strategic task of leading importance in each
country. Abundant human resources, but must have the qualifications, competence, new
qualities can master all areas, implement national goals and contribute to the international
community. Our country is in the process of industrialization, modernization and integration,
the training of human resources to meet the needs of society has become a mission in mind,
education and training was identified as a top national policy. Resolution of the Eleventh
National Party has identified the fundamental innovation and comprehensive education in
Vietnam, focusing attention improving people's mission, develop human resources, fostering
talents, special improving the quality of human resources, especially high quality human
resources and consider it a strategic breakthrough. Recognizing the important role of human