ABSTRACT: In the context of higher education being significantly impacted by digital transformation and the demand for academic autonomy, optimizing teaching quality requires a flexible and synchronized management mechanism. However, current operational practices at many educational institutions are still heavily influenced by a static administrative management mindset. The lack of synchronization and the fragmented operations among functional departments have led to isolated and disconnected activities, disrupting information flows and significantly reducing the flexibility of the system. This study was conducted to help address the aforementioned problem by restructuring the dialectical relationship among the four core functions: planning, organizing, leading, and controlling. Instead of approaching these functions through a traditional linear model, the study proposes an integrated process framework in the form of a Closed-loop Model. In this model, the evidence-based data flow on digital platforms serves as the central connecting foundation. The novelty of the model lies in altering the execution of the controlling function. Rather than merely inspecting after tasks are completed to handle arising issues, controlling is carried out continuously in real time. Feedback information is evaluated and immediately relayed back to the planning function, enabling the plan to be regularly adjusted and refined to better align with reality. The results of the article provide a crucial theoretical foundation, assisting university administrators in shifting their management approach. Instead of solely focusing on strict compliance with regulations and procedures, management is oriented towards monitoring, adjusting, and improving processes based on actual outcomes. This approach helps minimize information barriers while fostering conditions for the academic environment to continually innovate and adapt to practical changes.
Nguyen Minh Giam (Thu,) studied this question.