Quyen Le Hoang Thuy To NGUYEN, Du Van NGUYEN, Ngoc Nguyen Mong CHU, Van Hong TRAN /

Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057 1049

Print ISSN: 2288-4637 / Online ISSN 2288-4645

doi:10.13106/jafeb.2020.vol7.no11.1049

Application of Total Quality Management in Developing Quality

Assessment Model: The Case of Vietnamese Higher Education*

Quyen Le Hoang Thuy To NGUYEN1, Du Van NGUYEN2, Ngoc Nguyen Mong CHU3, Van Hong TRAN4

Received: August 01, 2020 Revised: October 11, 2020 Accepted: October 15, 2020

Abstract
The shift from elite education to mass education in Vietnam has met the demand for education for everybody as well as for quality human
resource talent for an emerging nation. Under the resource constraint, understanding the quality dimensions of education and its priority level
is important for effective and efficient policies. This study was carried out using both qualitative and quantitative methodologies to develop
quality criteria and a ranking model. Two rounds of in-depth interviews were conducted with fifteen experts in the field, who were rectors,
employers, and recruitment specialists to develop the quality framework applied in Vietnamese universities under total quality management
(TQM), starting from the input of the senior secondary school leavers, through a teaching process to the output. The first round of interviews
were unstructured questionnaires designed to explore the main factors in quality assessment model. The second round affirmed the experts’
agreement on the assessment model. Then, fuzzy logic was applied to rank eight criteria in the quality assessment model into priority order:
cost, teaching and administrative staff, leadership, curriculum, student-related factors, internationalization, admissions, and campus. The
results are critical for identifying the necessary actions to enhance the education quality and to further research on the optimal quality model.

Keywords: Decision-Making, Education Management, Fuzzy Logic, Quality Assessment Model, Total Quality Management

JEL Classification Code: A22, C60, M10

1. Introduction nation (Altuwaijri & Kalyanaraman, 2020; Marquez-

Ramos & Mourelle, 2019). Traditional education, especially
Education is considered the foundation for the higher education, has been evaluated as very successful in
development and growth of the individual and for the knowledge transition to the community, meeting the essential
needs of daily life, and professional careers of the learners
(Duong et al., 2020). However, the social development
trends of the 21st century of democratization, globalization,
*Acknowledgements:
This research is funded by the Ministry of Education and Training, and information communication technology have challenged
Vietnam and Ho Chi Minh City Open University under the grant the role of education (Fan & Popkewitz, 2020; Pham et
number B2020-MBS-01. al., 2019). It needs to be transformed to introduce new
1
First Author and Corresponding Author. Assistant Professor, Deputy
Director, Office of Cooperation and Research Management, Ho Chi
ideas, which meet the needs in the contemporary context
Minh City Open University, Vietnam [Postal Address: 97, Vo Van Tan (Durkheim, 2013; Huckle et al., 1996).
Street, District 3, Ho Chi Minh City, 724000, Vietnam] “Democracy” stems from the Greek word, “people.”
Email: [email protected] Under democracy, the respect for citizenship is the priority.
2
Assistant Professor, School of Government, University of Economics
Ho Chi Minh City, Vietnam. Email: [email protected]. In education, democratization emphasizes equal access to
3
Lecturer, School of Economic Mathematics and Statistics, University education (Kanwar, 2012). This concept has been analyzed
of Economics Ho Chi Minh City, Vietnam. and enlarged by UNESCO, from equality of enrollment
Email: [email protected] opportunities to educational resources access to educational
4
Dean, Faculty of Accounting and Auditing, University of Finance –
Marketing, Ho Chi Minh city, Vietnam, [email protected] outcomes and finally, to the free selection of educational
options, so learners can meet their individual needs.
© Copyright: The Author(s)
This is an Open Access article distributed under the terms of the Creative Commons Attribution Globalization was experienced in the economy and has
Non-Commercial License (https://creativecommons.org/licenses/by-nc/4.0/) which permits spread around the world to fields including, politics, culture,
unrestricted non-commercial use, distribution, and reproduction in any medium, provided the
original work is properly cited. and education (Levitt, 1993). Economic globalization has
 Quyen Le Hoang Thuy To NGUYEN, Du Van NGUYEN, Ngoc Nguyen Mong CHU, Van Hong TRAN /
1050 Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057

led to internationalization, popularization, competition, and defined quality based on stakeholders’ views. According to
cooperation in higher education. Technological innovation Welzant et al. (2015), education stakeholders can be divided
and change have been the driver of social progress. Artificial into four groups: (i) providers (government agencies, funding
intelligence has impacted human competency education institutions, and educational providers); (ii) service users
requirements towards emotion and attitudes in intensive (learners); (iii) outcome users (employers), and (iv) industry
jobs (Karacay, 2018). Four major trends have shaped employees (professionals and administrators). At the market
education from the perspective of the two orientations: approach, the four groups can be further categorized into
equity and four educational pillars. These are: (i) learning two subgroups: providers and customers. Though such a
to know, (ii) learning to do, (iii) learning to live together, classification makes quality definition simpler, diverse
and iv) learning to be. Mass education, one of the features of human needs still exist.
higher education, is considered as an optimal means to meet Quality initiatives originated in industry, but they
these goals. However, developing a quality education is key are widely applied in other sectors including education
(Lomas, 2002; Pham & Starkey, 2016). (Deming, 2018). The conventional concept of quality
In recent decades, the higher education system in is excellence. A quality product is the one that has been
Vietnam has been profoundly changing in terms of scale, perfected. Rare and expensive materials are associated with
ownership, and training methods. Diversification has shifted a quality product. However, quality and excellence are not
elite education to mass education, with a rapid increase in interchangeable. Excellence only refers to one quality status,
the number of universities and enrolled students. Recent i.e., bad, good, excellent (Kiauta, 2012). In higher education,
statistics show that 235 universities nationwide have a student rankings have used this perspective with clarifications in
population totaling over 1,707 thousand in 2017, compared management, research, teaching, and student performance
to 125.5 thousand in 1991. Along with the rapid growth of (Brusoni et al., 2014). The same criteria cannot be applied
universities, education quality has become a matter of social universally because the absolute quality approach shall
concern, taking priority in the Communist Party Resolution challenge mass and equity education. “Conformance to
(Resolution No. 29-NQ/TW). requirements” with the same level is another approach to
Quality is a multi-dimensional concept, which depends the concept of quality (Crosby, 1979). It means that the
on context and stakeholders’ views. The definition, product is evaluated as a quality one when it is within the
furthermore, has changed and been modified over time to range of certain specifications. This definition may be more
match the customers’ needs and demands. Educational valuable to higher education providers because quality can
quality is no exception. Such definitions are, moreover, be improved by setting quality standards as guidelines to the
subject to the judgment of people’s uncertainty and path of achieving quality. Crosby’s philosophy on quality
vagueness. Arslan Namli and Senkal (2018) have confirmed is doing the right thing from the start. Thus, preventative
the reliability and flexibility of the fuzzy logic approach in action is emphasized in all processes, including thinking,
evaluation and decision-making. This method addresses the planning, analyzing, and taking action. Any errors should
accuracy of the input data, allowing the proper evaluation have been foreseen and eliminated. This approach has
of education quality (Jaukovic Jocic et al., 2020; Kiet et value for education, given its special products, the learners.
al., 2020) Generally, this is an evaluation approach that Having errors in education is not acceptable. Moreover, it is
has been embraced by the research community, given two too costly. This view challenges the conventional approach
outstanding advantages. Firstly, the assessment and ranking between price and quality. With Crosby, when the quality
are objective and exclude emotional factors. Secondly, the increases, cost decreases. Low quality and cheap education
score of each criterion is not a static number, but volatility, are only excuses. Therefore, efficiency and effectiveness
which promptly reflects the changes in human thinking. are included in this definition. However, the specifications,
Therefore, this study aims to develop a model to assess the requirements, or standards are questionable.
quality of Vietnamese higher education using the theoretical Deming (2018) expanded on Crosby’s view by focusing
basis of fuzzy numbers as a remedy for ambiguous factors in on customer satisfaction as a price to be paid when defining
the human judgment process. quality. This view was also shared by Juran and Gryna
(1988) in his definition of quality as “fitness for use” for
2. Literature Review both the provider and customer. Thus, a purpose is specified
and developed. For example, if higher education aims to
Quality is the major focus because it is key to productivity provide a trained workforce to society, then quality is the
and cost reduction (Nguyen et al., 2018). However, it is a degree to which undergraduates fit into the labor market.
multi-dimensional and contextual concept (Luong et al., If the course’s quality is evaluated, it will be interpreted
2018). Therefore, quality characteristics need to be detailed in terms of the knowledge, skills, and attitudes achieved
to be improved. For education, previous researchers have by learners after finishing. Fitness for use or purpose may
 Quyen Le Hoang Thuy To NGUYEN, Du Van NGUYEN, Ngoc Nguyen Mong CHU, Van Hong TRAN /
Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057 1051

including meeting the requirements of all the stakeholders. pair for the purpose of quality assurance. Quality assurance
It also includes satisfying or overcoming pre-defined has several models: (i) quality control, (ii) quality assurance,
standards. It even mentions the requirements of the output (iii) quality assurance (internal value and external audit), and
perfection, effectiveness, and efficiency. Defining the (iv) total quality management (TQM).
purposes of education is key to its quality. Recent research Quality control denotes the elimination of defective,
has also confirmed the value of transformation in education unsatisfactory products (Arndt et al., 2019; Park & Kim,
(Leal Filho et al., 2018). Transformation is learners’ growth 2019). This approach may create waste because it only the
in their “minds” and heart.” Thus, the intellectual, emotional, last step after the product has been created. On the other
and social development of learners at the center of quality. hand, the quality assurance model focuses on preventative
In short, the literature review on the definition of quality action on error products (Dimou & Kameas, 2016). This
incorporates the following education quality dimensions: (i) is a process that occurs before and during execution, from
achieving perfection, (ii) reaching certain thresholds, (iii) the very start to the end of the process. Thus, deficiencies
complying with requirements, (iv) realizing effectiveness and can be avoided. To achieve high efficiency in this approach,
efficiency, (v) attaining fitness for purpose, (vi) having zero transparency needs to be ensured, particularly in how things
errors, and (vii) transformation. These dimensions reflect the are organized and run. Moreover, an organization’s mission
evolution of the definition of quality. In the 1980s, quality and vision needs are well communicated to its employees. A
referred to the perfection and excellence of elite education. difference between the internal and external audit of quality
When mentioning quality, the 1990s witnessed a shift in the assurance is also suggested. Two typical styles of quality
orientation toward the customer. Entering the 21st century, assurance were presented by the French and the British. While
education quality had reached the four pillars (Carneiro, the French empower quality control over external agencies,
2015). Quality education, thus, satisfies basic learning needs the British pursues the autonomous community. In practice,
and helps to enrich the lives and experiences of learners. It the combination of the two styles is ideal. Internal quality
gave leaners two benefits that enhanced their experience and review targets truth and knowledge. External quality audits
empowered them. provide a service to society. However, customer satisfaction
Similar to quality, quality assurance is also a context- is the top priority in the market. Therefore, total quality
dependent concept with different approaches. It has management (TQM), initiated by Deming then developed by
been defined as a set of inside and outside arrangements, Crosby, Ishikawa, and Juran has been considered the superior
strategies, frameworks, and practices designed by the approach (Crawford & Shutler, 1999; Mukhopadhyay,
organization to attain, keep up, and improve quality 2020). Not only input and process quality management but
(Berdahl & Universitatum, 2011). The main purpose of also quality culture are stressed in TQM so that customers
quality assurance is to serve quality improvement and can experience a continuous enhancement of quality.
accountability. Accountability is the driver to gain education Figure 1 shows a traditional diagram of the higher
quality and is normally connected to public judgment about education process with the input of senior secondary school
the fitness and the satisfaction level of the specified education leavers. They undergo the teaching process with a final exam
goals (Smith & Benavot, 2019; Yan, 2019). In education, before entering the labor market or further education (graduate
accountability refers to the records of educational processes, education). Those who fail on the final exam can resit. The
consisting of input, processes, outputs, and goals that are consequence of this conventional approach is that, as Crosby
used for institutional evaluation. Similar to accountability, noted, it increases costs. To properly cured the problem,
improvement relates to a variety of perspectives. It aims TQM calls for the investigation of failure. Furthermore, such
to enhance future execution instead of focusing on past examination is being utilized as a demonstrative tool for
performance. Accountability and improvement seem to be continuous improvement because no examination failures
mutual exclusively. The conflict between the two concepts (zero defects) do not mean the fitness for the labor market
has been discussed in the research, though they appear as a demand, especially in this technology-driven era.

Figure 1: A mimic of the higher education process

 Quyen Le Hoang Thuy To NGUYEN, Du Van NGUYEN, Ngoc Nguyen Mong CHU, Van Hong TRAN /
1052 Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057

TQM is a framework for steady quality advancement creates a quality culture in the institute through inspiration
that incorporates all workers from the top management (Bouranta, 2020; Darling, 1992; Sfakianaki et al., 2018).
to employees. The orientation toward the expectation It can start with the organization’s vision and go through
of customers is always respected. Moreover, wastage all the processes with those involved. It is the guideline for
or unnecessary costs are prevented and quality culture managing resources and addressing value and responsibility
is nurtured. Tsinidou et al. (2010) recommended the towards society with the focus on customers’ demands.
application of quality function deployment (QFD), a Effective leadership determining successful TQM is found
branch of TQM for a quality assessment model that in diversified research fields, including education (Levin,
has learners as the starting point of the analysis. In the 1993). A summary of this chapter can be seen in the
education process, exam failure is considered a milestone following six factors in a quality assessment model using
for remedial action. Inputs, teaching processes, and TQM is below in Figure 2.
outputs as indicated in Figure 1 are the basis for quality
evaluation. These factors were further deconstructed into 3. Research Methodology
subgroups of admission, students’ performance, teacher-
related factors, institution’s characteristics, and program As discussed above, there are many different views on
(Grundey, 2008; Johnston, 1994). Entry requirements have quality. Therefore, to give a unified definition of higher
been conventionally considered as the driver of quality education quality is difficult. In this study, the pragmatic
based on the “garbage in, garbage out” prejudice. As a approach was adopted Harvey et al., 1992). Quality is
result, minimum intake requirements are regulated by the determined based on its dimensions (Lee et al., 2016).
authorities. The recruitment of initial teacher education Some institutions may achieve a high score in one criterion
(ITE) in various countries is a typical illustration of such but score low in another. The assessment depends on the
belief (Parker, 2018). Furthermore, related factors such as expectations of the stakeholders.
students’ motivation, attitudes, proactivity also contribute to Given this methodology, the following steps were
educational achievements (Harvey et al., 1993). carried out. Firstly, in-depth interviews were conducted with
Sarrico and Alves (2016) asserted that teaching staff fifteen experts in the field (employers, rectors, recruitment
is among the key indicators of education quality. In TQM, specialists) to get some agreement on the higher education
quality commitment and understanding from employees quality criteria in the Vietnamese context. The next step was
within the organization are also crucial (Sahney, 2016). developing the quality assessment model using the fuzzy
Therefore, the qualifications for teaching and administrative logic approach to rank the criteria. Fuzzy logic is an artificial
staff, or human resources, including research capacity, intelligence algorithm that uses mathematical logic to solve
sincerity, professionalism, vocational consultation, the problem of incorrect input values in order to reach exact
extra services, timely response and feedback, industry conclusions (Nguyen et al., 2019; Phong et al., 2017). This
cooperation are required (Zineldin et al., 2011). Vazzana is more practical, since people also find it difficult to express
et al. (2000) further demonstrated the interconnectivity their decision clearly. We used the following CoA procedure
of different factors in quality enhancement, in particular for defuzzifying the fuzzy weights (Nguyen & Nguyen,
great teachers empowered by good teaching and learning 2020):
processes together with an environment that is conducive
to learning. Zineldin et al. (2011) developed an educational Bwi = [( Z wi − X wi ) + (Ywi − X wi )] / 3 + X wi (1)
service quality model based on industry. It had two pillars:
(i) hardware (facilities) and (ii) software (operation). where Bwi is the best non-fuzzy performance value.
Tsinidou et al. (2010) provided a set of criteria under
these two pillars: campus location, facilities, library, 4. Results and Discussion
material base, and educational program. The role of the
curriculum in transforming learners and providing them In this research, the in-depth interviews with the fifteen
with competencies to apply to the labor market has been experts were conducted to explore the dimensions of quality
empirically proven (Machalow et al., 2020; Stabback, in Vietnamese higher education. Table 1 summarizes the
2016). Various components of the curriculum such as description of the authors’ survey data. There were more
objective and learning outcomes, inputs, teaching activities, women in the sample than men, constituting 53.3% of
teaching content, teaching methodologies, evaluations, and the sample. This is a popular gender structure in human
assessment, teaching facilities have been shown to impact resources management in Vietnam. Most of the experts were
learners’ competences (Amin et al., 2020). Leadership is from 40 to 49 years old. The majority of the sample held
the backbone of continuous quality improvement because it master’s degrees.
 Quyen Le Hoang Thuy To NGUYEN, Du Van NGUYEN, Ngoc Nguyen Mong CHU, Van Hong TRAN /
Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057 1053

Figure 2: Six factors in a quality assessment model under the TQM approach

Table 1: Description of survey data

Description Quantity Percentage

Experts’ information
Male 7 46.7
Gender
Female 8 53.3
<30 2 13.3
30-39 4 26.7
Age
40-49 6 40
>50 3 20
Master 10 66.7
Education level
PhD 5 33.3
Recruitment specialists 5 33.3
Experience Employers 5 33.3
Rectors 5 33.3
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1054 Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057

Table 2: Research results their learning capacity. Students often do not understand
how to self-study because teachers do not know how to
Factors in the quality assessment model Rank inspire or teach students. The human factor, not only refers
Cost 1 to the teaching team, but also the administrative team. A
Teaching and administrative staff 2 good team must be available to support program preparation,
schedule, teaching facilities, and equipment, etc. Therefore,
Leadership 3
quality teaching and administrative staffs are key for training
Curriculum 4 quality. Leadership is third in the model. Good leadership
Students-related factors 5 positively influences employees and systems to reach
Internationalization 6 successful results. An effective leader creates and maintains
the internal environment of the school to engage people to
Admission 7 achieve their goals. Besides, the vision together with short
Campus 8 term and long term goals, appropriate methods to achieve the
goals are also identified by the leader.
The curriculum is ranked fourth; it is vital to achieving
The discussion with experts led to the addition of “cost” student competency. In a study on the quality of Egyptian
and “internationalization” to the criteria for this higher private universities, Mostafa (2006) discovered that the role
education assessment model. Higher education in Vietnam of the curriculum was the backbone of quality. The curriculum
has traditionally been subsidized by the government. When ranked lower for Vietnamese higher education because it can
moving to an autonomous mechanism, the correct and be adapted to the world through internationalization, which
sufficient cost calculation was the condition for educational is the fifth factor for improving training quality. Cooperating
development. This was also the basis for calculating whether with foreign partners in training improves local training
the government had an adequate investment in public quality. It is used by local universities to make comparisons
schools. Also, education providers can offer the right tuition. and undertake self-evaluation. If an institution looks outside
Proper policies to ensure equity in accessing education itself, it will be more motivated to improve and grow. The
opportunities (scholarships and student financing schemes) concept of an “international standard” is general and without
can be made. All contribute to the quality of higher education. specifications. However, looking at universities around the
The experts also agreed that the contemporary situation world and how they function drives local universities to
had boosted the internalization of education. Education in understand more about who they are and where they are
general, especially higher education has become borderless. stand. This is the goal of “internationalization.” At present,
The opportunities for those who want to study are available the Vietnamese higher education institutions do not seem
with many alternatives, either locally or abroad; or face to to understand the concept of “international universities,”
face or virtual. In this competition, the academic program of “international class,” and “international standards.” Further,
the local university needs to orient to international standards introducing a poor concept can lead to inconsistencies
for articulating. The design of the standard curriculum with and inaccuracies and will be very dangerous. Thus, at the
the content accessible to the advanced countries level is not beginning, introducing international education integration
an easy mission if no world integrating activities have been into higher education should begin simply with joint training
done. The qualitative research resulted in an assessment and articulation.
model with eight criteria. The criteria ranking was further The seventh criterion relates to students. Their
calculated with fuzzy approach. The result in Table 2 motivation and positive attitudes can lead them to be
confirms the role of cost, which is ranked first in the model. interested and thorough when studying, which determines
The research results show that cost is always the most their performance and competences. Self-studying is a
decisive factor when discussing education quality in Vietnam learning mode that maximizes the learners’ self-awareness
with its growth in the number of autonomous universities. in research and knowledge exploration. In addition, a pattern
This is also a base for tuition fees, which is viewed as “price” of life-long learning is formed. Admission and campus
for quality. The second factor is the human resource, which are ranked as less important to the model though they still
directly influences the training process in the university. The have a role. In Vietnam, senior secondary-school-leavers
lecture quality depends on teaching staff qualifications. The need to meet a minimum requirement set by the Ministry
program may be good, but it will fail without proper teachers. of Education and Training to be admitted into a university.
A good script goes along with good actors and actresses In a technology-driven society, all campus facilities must be
and should be kept in mind when developing the program. modernized. Teachers can no longer teach only with white
Moreover, lecturers play an important role in learner chalk and a blackboard. A good training program must have
motivation, which leads to a self-study process as well as the appropriate facilities, equipment, infrastructure, lecture
 Quyen Le Hoang Thuy To NGUYEN, Du Van NGUYEN, Ngoc Nguyen Mong CHU, Van Hong TRAN /
Journal of Asian Finance, Economics and Business Vol 7 No 11 (2020) 1049–1057 1055

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