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

Content1. Introduction2. 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

1. IntroductionThe Banking Department at University of

Economics HCMC was established on 15 October 2003.

Majors:- Banking- SecuritiesPrograms: - Full-time and part-time bachelor program- Master program- Doctorate program

1. IntroductionGeneral 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 internation intergation process.

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)

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.

2. Training quality and training quality managementTraining quality management is an important task and an objective in

the developing process of a department or a university.

2. Training quality and Training quality management

Training quality

managment

Teaching staff

LearnersEmployers

Universities

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.

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,…

2. Training quality and Training quality management

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

No c Units

1 General education knowledge 64

2 Professional education knowledge 116

2.1 Basic knowledge of the sector 8

2.2 Basic knowledge of the major 16

2.3 Profession knowledge 352.4 Supplementary knowledge 192.5 Specialized knowledge 23

2.6 Internship and thesis or graduation exam

15

Sum 180

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

No Subjects Units

1 General education knowledge 37

2 Professional education knowledge 6

3 Basic knowledge of the sector 6

4 Basic knowledge of the major 12

5 Profession knowledge 20

6 Supplementary knowledge 12

7 Specialized knowledge 17

8 Internship and thesis or graduation exam 10

Sum 120

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-ĐHKT Decision

No Subject Units

1 General knowledge 18

1.1 Compulsory modules 14

1.2 Selective modules 4

2 Professional knowledge 20

2.1 Basic knowledge modules 15

2.2 Selective modules 5

3 Thesis 12

Sum 50

14%

14%

43%

29%

Teaching staff qualificationsPhó giáo sư Tiến sỹ Thạc sỹ Cử nhân

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

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

Modules Conversation method

Situation method

Group-work discussion method

Presentation method

ICT application

Finance market x x x x

Stock market x x x x x

Securities law x x

Derivative stock market

x x x x

Stock analysis and investment

x x x x

Securities portfolio management

x x x x

Finance management

x x x x

Banking marketing x x x x

Source: Testing & Quality Assurance Department, University of Economics, HCMC

Banking administration x x x x

Central Banking task

x x x x

Banking accounting

x x x x

Monetary and baking

x x x

And securities x x x x

The legislation on payment

x x x x x

Banking tasks in stock market

x x x x

International payment

x x x x

Tasks in ommercial bank

x x x x

Credit evaluation x x x x x

3. The situation of training quality of the Banking Department at University of Economics HCMC

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

Contents N

Valid Missing Mean Std.Deviation

The training program meets the knowledge demands.

432 0 3.60 .859

The training program meets the skill demands.

432 0 3.27 .972

Students read through the objectives of training program.

432 0 3.72 .901

The training program matches with the objectives of the training program.

432 0 3.67 .896

The training program is flexible. 432 0 3.23 .934

The training program enables the percentage between the theory and the practice.

432 0 2.81 1.087

Source: Testing & Quality Assurance Department, University of Economics, HCMC

The training program requires the application of positive teaching and learning methods.

432 0 3.55 1.089

Subjects meet the demands of training program.

432 0 3.59 .875

The contents of subjects are updated, innovated to meet the demands of training program.

432 0 3.61 .873

The number of subjects in the training program is appropriate.

432 0 3.54 1.057

4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC

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

DepartmentContent NValid Missing Mean Std.Deviation

The teaching method matches with the requirement of each subject.

432 0 3.56 .871

The teaching method develops the positiveness of the learners.

432 0 3.46 .772

Lecturers combine the theory with the practice.

432 0 3.69 .790

Lecturers show intensive knowledge.

432 0 3.78 .802

Lecturers satisfactorily answer students’ questions.

432 0 3.47 .755

Source: Testing & Quality Assurance Department, University of Economics, HCMC

Lecturers use reference materials that are updated in the lessons.

432 0 3.72 .786

Lecturers distinguish and emphasize the advantages of the lessons.

432 0 3.76 .824

Lecturers encourage students to study.

432 0 3.49 .780

Lecturers appropriately use the teaching facilities.

432 0 3.65 .887

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

Contents N

Valid Missing Mean Std.Deviation

The training program meets the demands of the department’s professional tasks.

102 0 3.50 .502

The training program is flexible.

102 0 2.86 .614

4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC

Table 8 : Findings of employer survey on the Banking Department students’ knowledge.

( Nguồn: Phòng Khảo thí & ĐBCL ĐHKT TP.HCM)

Contents N

Valid Missing Mean Std.Deviation

General reasoning knowledge

102 0 3.39 .491

Practical specialized knowledge.

102 0 3.50 .714

Methodology knowledge 102 0 3.11 .595

4. Comments and evaluation on the training quality of the Banking Department, University of Economics, HCMC

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.

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 fieldtrips for students to know the practice and prepare for their internships and future jobs.

* 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.

5. Some suggestions for enhancing the training quality of the Banking Department, University of Economics, HCMC

* 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

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, at website

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.