1. Leadership and quality assurance in higher education
Dr. NGUYEN DUY MONG HA
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VNU-HCM

2. Agenda National, regional and global contexts of QA
Factors influencing QA in HE
Leadership and management competencies for QA
Strategic planning and risk management
Project managment
Quality management
Human resource management and internationalization
Some recommendations

3. I-Global, regional and national contexts
International, regional and national evaluation/assessment/accreditation agencies and standards
Diversity in national, regional, international EQA frameworks and networks: EHEA, AQRF, NQFs, INQAAHE…
IQA: many models like TQM, EFQM, balanced scorecard, ISO 9000 series…
Autonomy and accountability, change management: PDCA

4. Diversity and harmonizationQA
National
Regional
International
Agencies
CEA-HCM, CEA-HN...
ACC, NAAC, PAASCU, ONESQA, MQA, FIBAA...
AUN-QA
Those recognized by CHEA
Framework
VQF, TQF, MQF, NZQF...
EHEA, AQRF
EQF,…
Models
EFQM
ISO, TQM
Networks
AQAN, APQN,ENQA, AFRIQAN,ANQAHE,
INQAAHE
Criteria/standards
MOET, OHEC criteria…
ABET (internationally recognized)

5. II-Factors influencing QA in HE
Human resources
Infrastructure, ICT system
Leadership
Quality culture
Globalization

6. Quality culture (EUA 2006)
organisational culture that intends to enhance quality permanently
two distinct elements:
a cultural/psychological element of shared values, beliefs, expectations and commitment towards quality
structural/managerial element with defined processes that enhance quality and aim at coordinating individual efforts (IQA)
Internal quality assurance (IQA) summarizes all mechanisms, instruments and systems for quality assurance which are within HEI and ensure that the institution or programs are meeting their own standards and objectives (Sanyal & Martin 2007, 5)

7. III- Leadership and management competencies
PLAN: Strategic planning, KPIs, job profiles, procedures/ISO
DO: Implementing, mentorship, coaching
CHECK: monitoring
ACT: improving
QA BOARD/COMMITTEE
SWOT analysis
Risk management
Outcome-based management/data-based decision making

8. 3.1. Competence in building, implementing strategic plans & project management
1. Strategic planning
Build, implement and evaluate the strategic plans for a short-term or long-term period
Logframe and assessment criteria, KPIs
2. Project management
Projects in HE: course/curriculum development and revision, building tools and materials for teaching and learning assessment, academic advising, facility investment, exchange and internship programs, research projects, Elearning, training, libraries…
Risk management and stakeholders analysis as an integral part of project management

9. E.g. Competence in the project of designing and developing study programs and curricula
Study programs (main and co/extra-curricular)
Institution’s missions, visions, objectives, core values, philosophies
requirements of the globalized labor market
stakeholders’ feedback
the well-rounded/whole person education, learner-centered approach
OBE (outcome-based education)
Role of deans as heads or chairs of the academic council/scientific or program committee (program managers)

10. 3.2.Quality management competence
IQA is required by MOET for all the HEIs
Autonomy and decentralization: QA of faculties and programs
Sets of quality assessment or accreditation criteria: by MOET and AUN (at program and institutional levels)
Other international/regional accreditation criteria: ABET, AACSB…
QA tools and procedures, handbook, manuals, survey system… for PDCA
Goal-oriented, outcome-based/data-based decision-making, stakeholders’ feedback
Post-accreditation period: improvement plans
Information system and application of ICT

11. 3.4.Human and financial resource management competence
Human resource: key factor
Challenges: academic freedom and reluctance in teamwork and cooperation (flexible hours)
Common values shared by everyone
Lead the staff to follow the vision and objectives
Interpersonal skills, change management skills and decision- making competence (based on data and information)

12. External relations competence
The internship/ practicing opportunities, career advising for students
International exchanges and internship abroad
chances to get scholarships, financial support for the (programs, facilities…) development projects, chances for staff to improve and update their (professional, management/ leadership...) knowledge and skills…
Domestic and international relations can bring advantages and reputation to the faculties, institutions
USSH, VNU-HCM: faculties of foreign languages have great need for external relations competence

13. Implications/recommendations for the comprehensive development of the leaders/ managers’ competences in the Vietnamese HEIs

14. Raising the awareness and diversifying training opportunities
Holding seminars, talks, conferences,…with higher education leadership experts
Offering diversified training courses and materials regularly
(practice-based) training courses with certificates of leadership & management, with follow-up coaching and mentoring phases
Idea of establishing a Deans’ Training Center or Higher Education Governance Center for training and consultancy
Regular Meetings for sharing best practices

15. Post-training activities
Sharing best practices in improving leadership skills and other management competences
Clearly defining selection/appointment and assessment/evaluation criteria, promotion plans, role and functions
Setting up awarding system and giving incentive measures to encourage the contributions and eagerness to learn: learning organization

16. Conclusion
Context-based and project-based approach in the training programs for deans, managers, leaders at all levels
Leadership as top down and incentive policies for bottom-up with the contribution of everyone
Internationalization and staff development policies
Investment for sustainable development with priorities