Quality Assurance in the University Sector: Comparative Case Studies in Vietnam and Australia

Abstract

Quality assurance is now an important aspect of most higher education systems in both developed and developing nations (UNESCO, 2013b). Accordingly, in this study, stakeholder’s perceptions towards quality assurance in universities were explored and the current quality assurance policies and practices critically examined through two case study sites: a university member of a regional university in Hanoi, Vietnam (U-VN) and a school of education in a regional university located in New South Wales, Australia (SOE-AU). Through a close examination of quality assurance policies and system procedures, current quality assurance systems are explained, and the similarities and differences between the two institutions are cross-compared. <br/> In this research, the perceptions of academic leaders and staff into the experience of quality assurance systems in the two university case studies were analysed. Both qualitative and quantitative inquiry study methods were used, as they were considered appropriate tools to better understand the quality assurance measures. This study involved both a comparative and mixed methods methodology that was composed of interviews, questionnaires, and literature and documentation searches to develop the case studies (Burke & Tuner, 2003). <br/> The results of the study indicated that the two universities have many similarities and differences in both quality assurance policies and the implementation of quality assurance systems between the two university case studies. The findings demonstrated that, at the university level, the academic leaders and academic staff share a common understanding about quality assurance, but with a wide range of meanings. This understanding related to the main features of each university and the current essential factors impacting on the delivery of quality assurance within the two case study universities. In terms of quality assurance as practice, both universities publish statements describing their quality assurance system as a process for maintaining standards and promoting quality teaching, learning and research activities. However, one significant difference observed was that the SOE-AU had more experience with quality assurance than the U-VN, as it is one of the oldest universities in Australia. <br/> Also, the SOE-AU had a relatively higher staff capacity, and deeply held beliefs in academic values. Furthermore, the SOE-AU quality assurance system was closely linked to national policy conditions and international quality assurance higher education standards. Whereas, the U-VN is a relatively young university in Vietnam, therefore the quality assurance system at U-VN was undergoing major changes with a step-by-step approach to enhancing and developing the quality assurance system. It was considered that, the rich experience of quality assurance implementation at the SOE-AU could provide some useful lessons for the U-VN in particular and Vietnamese universities in general. The findings in this study contribute to a further understanding of quality assurance policy and implementation in the two university case studies. In this study, the implications from these findings for higher education policy makers and researchers are discussed to assist with further development quality assurance in universities.