Professional Development for Educational Policy-Makers: Relating to University Quality Assurance in Vietnam

Autor/in	Nguyen, Cuong Huu
Titel	Professional Development for Educational Policy-Makers: Relating to University Quality Assurance in Vietnam
Quelle	In: Issues in Educational Research, 32 (2022) 3, S.1045-1066 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Cuong Huu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Professional Development; Educational Policy; Policy Formation; Higher Education; Educational Quality; Quality Assurance; Foreign Countries; Professional Personnel; Accreditation (Institutions); School Personnel; Workshops; Minicourses; Experiential Learning; Educational Administration; Vietnam + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Qualitätssicherung; Ausland; Personalbestand; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Schulpersonal; Lernwerkstatt; Schulung; Kurzlehrgang; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Professional development plays an important part in enhancing knowledge, skills and expertise for teachers, institutional leaders and educators. While studies on professional development for teachers and school principals have been abundant, little information regarding professional development at the government level has been recorded. This study aims to investigate professional development for policy-makers in higher education quality assurance in Vietnam. A qualitative approach with focus group discussions and semi-structured interviews was employed. Data collection was conducted with officials working at the government department responsible for policy-making in quality assurance, staff members of accrediting agencies and institutional leaders, quality assurance staff members and lecturers of higher education institutions. Results show that policy-makers in Vietnamese higher education quality assurance are using traditional professional development strategies including workshops, short courses, study visits, postgraduate programs and learning by doing. It is suggested that alternative professional development approaches should be implemented in the Vietnamese national quality assurance organisation. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01