Seldin (1997) also pointed out that student self-reported learning is the single most used source of information for evaluating and improving teaching [94].
Limitations in using student evaluation of educational activities
Although most studies have shown the effectiveness of using student evaluations of instructional activities, some authors (Aleamoni, 1981 [57]; Rifkin, 1995) [90] have argued that student evaluations should not be standardized.
According to Scriven (1995), student evaluations often contain erroneous questions, which tend to rank or compare teachers or to recommend a particular course or guide other students. For example, inappropriate use of questions such as: "Was this one of the best courses you have taken?" An appropriate question should relate to the overall evaluation of the educational activity. Author Scriven also underestimated the use of student evaluations because students are less interested if the evaluation process is too lengthy or drawn out [93].
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To reduce bias in student assessments and improve assessment effectiveness, author Davis (2008) suggests that teacher assessment tools must be consistent with the curriculum and assessment purposes [66].
The results of student assessments also depend on the context in which they participate in the assessment, that is, whether or not the teacher is present during the implementation process. Therefore, to be objective, the teacher must not be present when the students complete the questionnaire. The questionnaire should be distributed and collected through the school's management staff. The two basic principles governing the process of distributing, collecting, and processing assessment questions are anonymity and confidentiality (Scriven, 1995) [93].
1.1.2.2. Domestic studies
Students evaluate teachers' educational activities, which is not a new job for our country's education in both theory and practice, before the Ministry of Education and Training.
There are guidelines for colleges and universities, but there really aren't many research studies on this issue.
The research group on the theoretical basis, formation and development of teacher evaluation includes studies by Nguyen Phuong Nga (2005) [33], Nguyen Phuong Nga and Bui Kien Trung (2005) [34]. The authors showed that teacher evaluation activities through student feedback were formed very early in universities around the world, first in the US, and by the 80s, it had been strongly developed, especially in developed countries such as Europe, Australia, the US...
The research group on methods, criteria, and tools for teacher evaluation includes studies by Nguyen Phuong Nga (2005), the author proposed standards for evaluating the effectiveness of teachers' activities in Vietnamese universities and colleges, in which standards on teaching activities are one of the most important activities of teachers [33]; Author La Van Men (2005) proposed criteria for evaluating teachers' teaching methods for the Professional Council based on the teaching objectives of each method [30].
The study on “Students evaluate teachers - testing tools and models” by Nguyen Phuong Nga (2007) stated that there are 5 important factors that determine the effectiveness of a subject that schools need to focus on improving its quality, such as: subject curriculum, teachers' teaching methods, assessment of learning outcomes, material and technical conditions, and student capacity [32].
Meanwhile, there are also many authors who have researched the practical application of implementing the work of collecting students' YKPH in assessing the quality of teaching at higher education institutions such as the study of Vu Thi Phuong Anh (2005), the author collected and used students' opinions in assessing the quality of teaching at Ho Chi Minh City National University and concluded that the opinions collected from students were really effective.
valuable in helping teachers and schools find specific and feasible solutions in improving teaching quality [1].
Nguyen Quang Giao (2007) discussed the method of evaluating teachers' teaching activities through students' evaluation. The author also pointed out that evaluating teachers' teaching activities through taking students' YKPH is effective and highly objective, but some notes are also needed such as: teachers' and students' awareness; time of taking students' YKPH; evaluation criteria; method of publicizing students' evaluation opinions along with testing and monitoring; evaluating teachers' teaching activities needs to be carried out simultaneously with innovation in testing and evaluating the end of the subject; evaluating teachers' teaching activities goes hand in hand with strengthening facilities and equipment so that teachers can improve their teaching quality [17].
Author Vo Xuan Dan (2007) mentioned the role of university students in participating in the process of teacher evaluation. According to the author, students participate in the evaluation process as a method and tool of evaluation, the results of which will be scientific and objective, with the common goal: taking the learner as the center. The author also mentioned the difficulties and limitations in the process of preparing and processing evaluation results because the evaluation results do not stop at the evaluator (student) and the evaluated person (teacher), but the results will be used in the management, training and development of the teaching staff. If the analysis of evaluation results is not accurate, it will create adverse reactions between the evaluator, the evaluated person and the user of the evaluation results [10].
In recent years, there have been many master's theses that have studied the impact of YKPH from students on educational activities. Thesis of Hoang Trong Dung (2008) [15], Nguyen Phuong Thuy (2012) [47], Hoang Ky Son (2012) [41], Nguyen Thanh Tung (2012) [50]... The authors have shown that YKPH from students on educational activities has a positive impact on teachers' educational activities. Teachers have innovated in teaching methods, testing and evaluation, actively prepared documents and content.
lectures, have a higher sense of discipline such as properly implementing regulations on teaching hours, having changes in communication with students... However, studies also show that the problem is that teachers are not informed of the results of the YKPH from students, but schools only do it when requested by teachers or only notify the results for teachers with low evaluation results. Therefore, most teachers innovate their teaching activities through the content of the YKPH questionnaire. Schools use one questionnaire content for all students, so it is not really suitable for each student or for different subjects.
In addition, there is also research on factors affecting students' evaluation of teachers' teaching activities such as Vu Thi Quynh Nga (2009). The results of this research show that factors affecting teachers' evaluation of teaching activities include students' gender, children's position in the family, father's occupation, major, school year, class size, average GPA, and students' participation in class. The research has pointed out the demographic and social characteristics and living standards of students on their evaluation of teachers' teaching activities but has not proposed or studied any solutions [35].
Studies have shown that evaluating teachers' teaching activities through students' teaching practice is one of the objective assessment tools that has a certain influence on teachers, providing information to teachers and training institutions about teachers' teaching activities, helping teachers adjust teaching activities, contributing to improving training quality.
1.1.3. Studies on university training management
There are many studies on training management, especially university training management, not only on functions but also on factors affecting training management as well as on solutions to improve the quality of training management.
The authors Robert Allen, Geoff Layer, Pollard Derek (1995) published the study “Credit-Based System as Vehicle for Change in Universities
and Colleges” , the authors asserted that the development of mass higher education is a challenge for managers and the inevitable need for changes in the higher education system [91].
Based on the reality of the socio-economic development situation, the expansion of the university network in the US, according to author Tran Van Chuong (2016): in the OECD study: "The state of higher education in 2013" analyzed the difficulties that universities need to clearly identify the causes and find appropriate solutions to maintain operations and sustainable development; the authors also proposed solutions for managing training activities that can be considered and flexibly applied to universities around the world [9].
The doctoral thesis of Bui Thi Thu Huong (2013) on "Managing the quality of high-quality undergraduate training programs at VNU according to the total quality management approach" has systematized theoretical issues on training program quality management in general, quality management according to the total quality management perspective in particular for high-quality undergraduate training programs at universities; concretized the content and process according to this approach for management to train a team of high-quality human resources, suitable for the current integration trend; proposed some measures to apply some basic characteristics of total quality management to the management of high-quality undergraduate training programs, and at the same time recommended to training management agencies appropriate mechanisms and policies so that universities can gradually incorporate the philosophy of total quality management into the management of their training programs [21].
Can Thi Thanh Huong's doctoral thesis (2011) on "Research on testing management and assessment of learning outcomes in higher education in Vietnam" has contributed to clarifying the basic theories of testing and assessment of learning outcomes and applying management science to testing management and assessment of learning outcomes.
learning in higher education; assess the current status of testing management and assessment of learning outcomes in higher education and point out the development requirements of society and higher education for testing management and assessment of learning outcomes; propose management solutions to improve the quality and effectiveness of testing and assessment of learning outcomes at the university level that are feasible and suitable for Vietnamese educational practices in the early 21st century [23].
Tran Huu Hoan's doctoral thesis (2011) on "Management and evaluation of university-level subject programs in the credit system" has clarified a number of theoretical issues on educational programs and subject programs. The thesis also proposed a model of subject program structure and a set of criteria for evaluating subject programs [19].
Nguyen Mai Huong's doctoral thesis (2011) on " Managing the teaching and learning process under the credit system in universities in Vietnam at present" shows that the synchronous and thorough application of measures to manage the teaching and learning process adapted to the characteristics of the credit system in universities will remove barriers and increase motivation in the process of transition to the credit system, contributing to the successful implementation of the credit system training method in universities in Vietnam today [22].
Author Nguyen Huu Chau (2008) also pointed out the shortcomings in the training management mechanism at universities, the contradictions between theory and practice in training management activities at universities, and at the same time considered the level of response to work of students after graduation [7].
The study by author Nguyen Van Hung (2010) examined the factors of training management according to the approach of quality assurance. The author divided the factors of quality assurance in training into 08 factors: (i) Management of objectives, content, training programs; (ii) Management of teachers' educational activities and students' learning activities; (iii) Management of teaching methods; (iv) Management of teaching aids; (v) Management of training activities.
(vi) Management of enrollment activities; (vii) Management of diploma and certificate issuance activities; (viii) Management of facilities [20].
In his study on Vietnam's education policy, author Dang Quoc Bao (2001) pointed out the problems of the market economy that affect university training activities, the problems of management mechanisms, efficiency and quality of education for the country's development, the difficulties and challenges that need to be addressed to improve the quality of university education [4].
Author Nguyen Thi Hong Van (2011) pointed out 5 factors affecting the management of training activities including: economic factors; political and legal factors; socio-cultural factors; science and technology factors and management mechanism factors [53].
However, studies have not mentioned the impact of students' YKPH on training management work.
Through studies on training management, it is shown that the contents that the authors research revolve around issues about the basic functions of training management activities, including: forecasting, planning, organizing, directing, coordinating and checking, evaluating and the contents of training management activities such as content management, training programs, educational and learning activities, other training quality assurance conditions such as facilities, training support staff, etc. From the perspectives of previous researchers, the author of the thesis approaches training management activities including: Managing training objectives, Managing training programs, Managing teachers' educational activities, Managing students' learning activities, Managing training support activities (facilities, libraries, environment, service activities and ensuring training quality).
1.2. Theoretical basis for university training management activities
1.2.1. Concept of management
Management is needed in every area of life, everywhere and at all times. The term “management” is very familiar but has many different meanings.
Author Pham Quang Le (2007) [27] has summarized some management theories as follows:
According to Taylor: “Management is knowing exactly what you want men to do and then seeing that they do it in the best and cheapest way.”
According to H. Fayol: "Management means planning, organizing, commanding, coordinating and controlling".
According to H. Koontz, "Management is the creation and maintenance of an environment in which people can effectively accomplish set goals."
According to Peter F Druker, "In the last analysis, management is a practice. Its essence lies not in knowledge but in action; its test lies not in logic but in results; its only authority is achievement."
Authors Nguyen Quoc Chi and Nguyen Thi My Loc (2010) stated : " Management is the directed, purposeful impact of the management subject (manager) on the management object (managed person) in an organization to make the organization operate and achieve the organization's goals" [8].
The document of the Center for Scientific Research on Organization and Management (1999) has given a more general concept, "Management is the best way to achieve the common goals of a group of people, an organization, an agency or more broadly, a state" [51].
When it comes to management, people are interested in achieving the goals and objectives of the organization in the best way, and that is the effectiveness of management. The effectiveness of management depends on the following factors: management subject, management object, goals, methods and management tools. Approached in this way, management is the activity of an organization in which the management subject impacts the management object by management methods and tools to complete the assigned work in the best way.