With the qualitative approach, we do not place too much emphasis on the number of research participants or the representativeness of the subjects we approach. However, if we collect as much information as possible from all members of the Evaluation Council, the data will be richer and more diverse, but with limited time and scale for the topic, we only choose the minimum number as follows: 1 member who is the permanent vice president of the Evaluation Council, 7 group leaders representing 7 specialized groups, and 3 members of 3 groups. Therefore, this interview inevitably has some convenience when the people we choose to interview are those we can easily approach.
We use semi-structured interview techniques in interviews: semi-structured interviews are interviews based on a list of questions or topics to be covered. However, the order and way of asking questions can depend on the context and characteristics of the interviewee and in-depth interviews are a form of semi-structured interviews.
There were a total of 11 interviews: 5 in-person interviews, 3 email interviews, and 3 telephone interviews.
Regarding the interview location, we chose places with quiet, comfortable spaces and prioritized the interviewee's choice so that the interviewee would feel most comfortable when expressing his or her views.
Table 2.2. Summary of interview participants
Object
Interview time | Encryption | |
Board Member - Vice President permanent | PV via email | TV1 |
Member of the Board of Directors - Head of the Secretariat Group 1 leader | 60 minutes - Live interview at the office | TV2 |
Board Member - Group Leader 2 | 45 minutes - Interview by phone | TV3 |
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Object
Interview time | Encryption | |
Board Member - Group Leader 3 | Email Interview | TV4 |
Board Member - Group Leader 4 | 30 minutes - Interview by phone | TV5 |
Board Member - Team Leader 5 | Face to face interview | TV6 |
Board Member - Group Leader 6 | 60 minutes - Interview direct | TV7 |
Board Member - Group Leader 7 | 50 minutes - Interview by phone | TV8 |
Specialist participating in TDG activities - Thanh group 3 member | Email Interview | CV1 |
Specialist participating in TDG activities - Thanh group 2 member | 55 minutes - Interview direct | CV2 |
Specialist participating in TDG activities - Thanh group 6 member | 45 minutes - Interview direct | CV3 |
For telephone interviews, we took shorthand and typed the interviews, and the email interview files were stored online. For face-to-face interviews, we asked permission to record them. We also assured that the recordings would be for research purposes only and that their identities would be kept confidential.
The interview usually starts with an introduction to the topic and its purpose, followed by questions. The order of questions can be changed flexibly depending on the flow of the conversation. We always try to create an open, friendly and respectful atmosphere for the interviewee.
General comments about the interviews were of the enthusiasm and candor of the participants.
2.2.2.3. Processing in-depth interview data
- The recorded data is transcribed verbatim into text.
- Comments will be selected and counted by category in a meaningful order.
- Some similar statements in the target groups were edited into short, meaningful sentences.
- Significant differences of opinion or common opinions necessary in some cases are quoted verbatim.
- The recorded contents but not closely related to the research purpose are not included in this thesis.
- The analysis was done manually by reading and re-reading the converted text, grouping related ideas, noting comments and putting them into sections and items that were integrated with the results of the survey comments.
The purpose of the topic is to find out the shortcomings in the management of assessment activities in higher education quality assurance, thereby proposing appropriate measures to improve that situation. And the management object in general is the activities performed by people (teachers, employees), so we analyze each group of content of assessment activities management. We will give some comments from the subjective thoughts of the author, and compare the results of the analysis and comments of the survey tables or with other studies or compare with published documents in the specific context of Ho Chi Minh City University of Law.
2.3. Self-assessment activities in the quality assessment of education at Ho Chi Minh City University of Law.
1st time 2007
At the 6th Conference of the 9th Party Central Committee, it was pointed out that one of the tasks of education and training is to " Build an agency to assess the quality of education according to educational goals ". On August 2, 2004, the Minister of Education and Training issued Directive No. 25/2004/CT-BGD&DT on the tasks of the entire education and training sector in the 2004-2005 school year, requiring education management levels, universities and colleges to:
nationwide " urgently build and perfect the organization, apparatus and deploy the operation of the examination and education quality assessment system " Implementing this policy of the Party and State in September 2006, the School
Ho Chi Minh City University of Law has quickly established the Center for Quality Assurance and Education Quality Assurance. The establishment of the Center for Quality Assurance and Education Quality Assurance is a testament to the vision of the school's leaders on the importance of quality assurance in education. Since its establishment , the Center for Quality Assurance and Education Quality Assurance has become the focal point for quality assurance activities , a bridge between training faculties and functional departments and with the school 's leadership in activities to ensure and improve training quality. The establishment of the Center for Quality Assurance and Education Quality Assurance shows the school's leaders' awareness of the importance of expanding the scale of training with the continuous consolidation and improvement of training quality.
One of the first tasks that the Center for Quality Assurance and Quality Control carried out was to implement the Self-assessment activity according to the set of standards for assessing the quality of university education (10 standards/53 criteria) issued with Decision 38/2004/QD - BGD & DT dated December 2, 2004 of the Ministry of Education and Training, and the University of Law is one of the pioneers in this activity in the country.
With limited human resources and limited professional qualifications in this activity, Ho Chi Minh City University of Law has completed the Self-Assessment Report based on. By May 2009, Ho Chi Minh City University of Law was officially assessed by the Ministry of Education and Training, along with 40 universities nationwide. Results: 23 criteria reached level 1; 29 criteria reached level 2; 1 criterion did not reach level 1 → The school reached level 1.
2nd time: 2016
Continuing the tradition and demonstrating the vision of quality and commitment to providing good educational products to society, since 2014, the School
The University of Law has taken steps to continue conducting activities to prepare for a new phase of accreditation.
In the second Self-Assessment, the School based on Decision No. 06/VBHN-BGDDT dated March 4, 2014, regulating the standards for assessing the quality of university teaching of the Minister of Education and Training; based on Circular No. 62/2012/TT-BGDDT dated December 28, 2012 of the Minister of Education and Training on promulgating the Regulations on the process and cycle of assessing the quality of education of universities, colleges and vocational training; the second assessment cycle for the period 2009-2015.
Preparation activities for this assessment include: establishing a self-assessment council, developing an assessment plan, establishing a working group, training, and developing an assessment toolkit. This is the second time the Head has implemented self-assessment activities, but based on the new set of standards, there are still many difficulties and problems in the implementation process. However, in the spirit of training quality and the reputation of the school, the staff and lecturers of the school have unanimously joined hands to achieve the set goals of the Self-Assessment work.
The first self-assessment is carried out by the working group and secretaries of the groups assigned to be in charge of the standards. Based on the data and evidence collected, the groups self-analyze and evaluate the strengths and weaknesses and propose remedial measures. After receiving the initial reports of the groups, the School holds a Self-Assessment Council meeting to review and comment on the assessments of the groups, exchange and discuss to reach a consensus on resolving and overcoming the remaining problems to improve the quality of training. The Self-Assessment activity requires the School to clarify the issues of a University, specifically as follows:
About the school's mission and goals
Organization and management work
Training program
Training activities
Team of managers, teachers and staff
Learner
Research, application, development and technology transfer
International cooperation
Library, learning equipment and other facilities
Finance and financial management .
2.4. Current status of management of educational accreditation activities at Ho Chi Minh City University of Law
2.4.1. Faculty and staff awareness of self-assessment activities
The quality and effectiveness of self-evaluation activities depend greatly on the awareness of managers participating in the self-evaluation process. Awareness is the basis and foundation for all activities . When awareness is correct , people will have deep interest, creating a strong driving force for success in human activities. With self-evaluation activities , it is the same . To have good results, first of all, staff and teachers of the whole school must have a correct awareness of the purpose of educational quality assurance and self-evaluation activities .
Table 2.3. Importance of requirements in self-assessment activities for quality assurance at Ho Chi Minh City University of Law
Status
Content | Medium | Deviation standard | Ranking | |
1 | Describe and clarify the current situation of the school; | 3.33 | 0.702 | 6 |
2 | Analyze, explain, compare, contrast and make comments; point out strengths, weaknesses and remedies | 3.50 | 0.511 | 4 |
Status
Content | Medium | Deviation standard | Ranking | |
3 | Make an action plan to improve and enhance high quality training | 3.63 | 0.495 | 1 |
4 | Requires a lot of effort, time and participation of many individuals and units. | 3.25 | 0.608 | 7 |
5 | Ensure objectivity, honesty and public, transparent | 3.58 | 0.504 | 3 |
6 | Ensuring reliability | 3.63 | 0.495 | 1 |
7 | Ensure full coverage of criteria | 3.42 | 0.504 | 5 |
Scale reliability (Cronbach's Alpha) | 0.786 | |||
Average | 3.48 | |||
Average score range | Over 3.28 | |||
The fourth industrial revolution is both an opportunity and a challenge for human resource training institutions for society. The opportunity is to grasp the needs of society quickly and with high reliability thanks to the seamless connection of information between social sectors. The challenge is the transparency of information to create trust for society and at the same time affirm the training quality of educational institutions. To do this, it requires both clear awareness of lecturers and actions to be implemented in each specific task. Survey table 2.3 is the result of understanding the awareness of the importance of self-assessment and accreditation of educational quality at Ho Chi Minh City University of Law.
Survey results in table 2.3 show that the content " Establishing an action plan to improve and enhance training quality " is rated the highest. The average score is 3.63, ranking 1. The respondents all highly agree with the planning work to be more proactive in improving training quality. Meaning
is to improve the quality of training requires specific actions and a detailed roadmap. In that roadmap, the goals must be captured and completed in a specific way, in order to gradually improve the quality of training. The standard deviation of 0.495 shows that there is no dispersion in the opinions asked. The high agreement shows the importance of planning. The self-assessment to verify the quality to " ensure reliability " is also highly agreed by the survey opinions. The average score of this item is
3.63 ranked 1 and standard deviation 0.495 show that there is no dispersion of opinions asked about this content. Quality assessment and self-assessment of training institutions is extremely necessary because it not only ensures the reliability of human resource facilities, but also helps managers plan the development policies of the unit in the current trend of deep integration. The content " Ensuring objectivity, honesty, openness and transparency " also has a fairly high average score of 3.58 ranked 3. The average score shows that the perception of the survey subjects about this content is quite consistent. Thus, the opinions asked all focus on the assessment and assessment of educational quality to ensure objectivity and demonstrate honesty in publicizing the capacity and training quality of educational institutions. The survey content " Describe and clarify the current situation of the school " did not receive consensus from the survey opinions. The average score of this item is only 3.33, ranking 6th in the table, which is relatively low. Thus, it can be seen that the opinions asked do not agree with the assessment that self-assessment and accreditation of educational quality is to describe and clarify the current situation of the school, which is not entirely reasonable. Because quality accreditation is to demonstrate the capacity of training program management and the quality of the program when applied to the reality of human resource training. The standard deviation of this item is also relatively high, showing a significant dispersion of survey opinions. The assessment of the content " Requires a lot of effort, time and participation of many