Internal Quality Assurance (IQA) Tools and Processes Used by Vietnamese Universities: Implications for Continuous Improvement

Based on Martin’s and Parikh’s (2017) model of quality assurance, this research investigated the extent to which higher education institutions in Vietnam developed Internal quality assurance (IQA) processes and tools in five aspects: teaching and learning, students’ employability, research, governance, revenues and community services, and international affairs. This study surveyed university leaders, middle managers, faculty members, and support staff from 13 universities. These universities were recruited from 44 universities in a city in Vietnam using a stratified sampling technique. It was found that (a) these universities used two common IQA tools (student course experiences and students’ satisfaction) to ensure and improve the quality of teaching and learning, (b) most universities developed and used all surveyed IQA tools to assure the quality of student services as well as to promote students’ employability, (c) as regards governance-related IQA tools, most universities only focused on units’ evaluation, and (d) the participating universities reported limited use of tools to assure revenues and community services and international affairs. Based on the findings of this study, the paper offers implications for universities in Vietnam to enhance quality and develop a management information system to analyze data collected from these tools for quality improvement.