Dr Than Thị Thu Thuy - Associate Professor, Dr. Tran Huy Hoang, University of Economics, HCMC

1. The Indispensable Trend in Enhancing the Training Quality of the Banking Department at University of Economics Ho Chi Minh City Dr Than Thị Thu Thuy - Associate Professor, Dr. Tran Huy Hoang, University of Economics, HCMC

2. Content • 1. Introduction • 2. Training quality and training quality management. • 3. The training quality situation of the Banking Department at University of Economics HCMC. • 4. The evaluation of training quality of the Banking Department at University of Economics HCMC. • 5. Some suggestions for improving the training quality of the Banking Department at University of Economics HCMC. • 6. Conclusion

3. 1. Introduction • The Banking Department at University of Economics HCMC was established on 15 October 2003. • Majors: - Banking • Securities • Programs: • Full-time and part-time bachelor program • Master program • Doctorate program

4. 1. Introduction • General objectives: • Becoming one of strong department of University of Economics (UE) HCMC in terms of the training scope, training quality, research and banking and securities consultant; • Developing the professional teaching faculty and staff who are able to do research; • Improving training programs that are suitable for higher education in the and accessible to advanced higher education in the world in order to enhance the competition competence in the internationintergation process.

5. 2. Training quality and training quality management • Training quality “ Training quality is a broad field which includes criteria and results as well as the teaching and learning process, activities of departments and schools, and the concise between the training objectives and new graduates’ competences”(Frazer, 1992,1994)

6. 2. The training quality and training quality management. • For students: help them to perfect and improve their knowledge in order to prepare for their future jobs. • For universities: ensure the quality and improve the training quality in order to meet the demands of the learners and the employers. • For the employers: they want universities to supply various demands of different professions in the market. Universities need to combine the theory with the practice to provide high quality products for job requirements.

7. 2. Training quality and training quality management • Training quality management is an important task and an objective in the developing process of a department or a university.

8. 2. Training quality and Training quality management

9. 2. Training quality and Training quality management According to Peter F.Oliva (1997) and Carter Mc Namara (1998), training quality should be analyzed basing on: • (1) Specific objectives, • (2) Results, • (3) Training performance. • (4) Overall teaching and learning process, conditions of training performance, demand of the society and the employers, and teaching results.

10. 2. Training quality and Training quality management Training quality management models that are currently implemented: • (1) Baldrige Model of the U.S: implemented in 1987, • (2) Training quality management according to ISO 9000: implemented since 1990s, • (3) The balanced Scorecard: implemented in1992, • (4) AUQA of Australia, • (5) QAAHE of British, • (6) CHEA of the U.S, • (7) Asia-Pacific Quality Network, • (8) EAQAHE of Europe,…

11. 3. The situation of training quality of the Banking Department at University of Economics HCMC Table 1: Full-time bachelor training program in the year-based program • Source: Science Council of the Banking Department

12. 3. The situation of training quality of the Banking Department at University of Economics HCMC Table 2: Full-time bachelor training program in the credit-based program • Source: 1999/2009/QĐ-ĐHKT Decision

13. 3. The situation of training quality of the Banking Department at University of Economics HCMC Table 3: Master Program in the credit-based training program • Source: 1246/2009/QĐ-ĐHKTDecision

14. 3. The situation of training quality of the Banking Department at University of Economics HCMC Table 3: Master Program in the credit-based training program

15. 3. The situation of training quality of the Banking Department at University of Economics HCMC Table 4: Teaching methods employed at the Banking Department, UE HCMC • Nguồn: Phòng Khảo thí & ĐBCL ĐHKT TP.HCM

16. 3. The situation of training quality of the Banking Department at University of Economics HCMC • Source: Testing & Quality Assurance Department, University of Economics, HCMC

17. 4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC • Table 5: Findings of the student survey on training programs at the Banking Department

18. 4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC • Source: Testing & Quality Assurance Department, University of Economics, HCMC

19. 4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC • Table 6 : Findings of student survey on the teaching methods employed at the Banking Department

20. 4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC • Source: Testing & Quality Assurance Department, University of Economics, HCMC

21. 4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC • Table 7: Findings of employer survey on the training program of the Banking Department • Source: Testing & Quality Assurance Department, University of Economics, HCMC

22. 4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC • Table8 : Findings of employer survey on the Banking Department students’ knowledge. • ( Nguồn: PhòngKhảothí & ĐBCL ĐHKT TP.HCM)

23. 5. Some suggestions for enhancing the training quality of the Banking Department, University of Economics, HCMC • Training program • Complete the higher education training programs in the trend of receiving new curriculum which are highly practical, deploy high quality training programs in both English and Vietnamese. • Regularly update the curriculum by reviewing and adjusting the training program. • Complete the unification among the specific curriculum, test bank for subjects, majors and courses. • Ensure to have enough textbooks and references for all subjects. - Improve the postgraduate training quality and develop postgraduate programs in the international integration direction.

24. 5. Some suggestions for enhancing the training quality of the Banking Department, University of Economics, HCMC * Teaching methodology • Regularly update the teaching methods, integrate the traditional methods and modern ones in the learner-centered perspective, enhance to use the specific situation methods or model methods by specialized softwares. • Make plans and invite speakers from the Management Board of the University, banks, securities companies, financial organizations to make reports on the current situations of lecturers and students in order to combine the theory and the practice. • Conduct fieldtripsfor students to know the practice and prepare for their internships and future jobs.

25. 5. Some suggestions for enhancing the training quality of the Banking Department, University of Economics, HCMC * Scientific research • Encourage lecturers to participate actively in scientific research relating to their majors and carry out research at or all levels. • Write articles for conferences, journals in Vietnam and in other countries.

26. * Human resource development • Have specific plan for new teacher recruitment, prioritize to recruit teachers who got doctor, master degrees from different resources in order to develop the human resources. • Actively participate in the plan of improving teachers’ foreign language competence and scientific research. • Enhance the contracts with visiting lecturers who meet the requirements of the University. 6. Conclusion

27. References • 1. Cheng, Y and Tam, W (1997) Multi-Models of Quality in Education. Quality Assurance in Education. • 2. Frazer ( 1992,1994) • 3. McKay, J. and Kember, D. (1999) Quality Assurance Systems and Educational Development. • 4. Borahan, N.G. and Ziarati, R. (2002) Developing Quality Criteria for Application in the Higher Education Sector in Turkey. Total Quality Management. • 5.Peter F. OLiva (1997), Developing the curriculum, fourth edition, Longman • 6. Carter McNamara (1998), Basic Guide to Program Evaluation, atwebsite • 7. Decision No 1999/QĐ-ĐHKT-QLKH-HTQT on 19 November 2009 issued by the rector of the University of Economics, HCMC. • 8. . Decision No 1246/QĐ-ĐHKT-SĐH on 18 February on 2009 issued by the rector of the University of Economics, HCMC. • 9. Findings of the survey by the Testing and Quality Assurance Department, the University of Economics, HCMC.