Tự đánh giá và cải tiến liên tục trong cơ sở giáo dục đại học: Phân tích từ các khuyến nghị kiểm định chất lượng giáo dục

Tóm tắt

Self-assessment is an important component of internal quality assurance systems in higher education institutions. However, in practice, it may still tend to focus more on preparing documents and evidence for accreditation than on promoting continuous improvement. This study analyses accreditation recommendations related to self-assessment and continuous improvement in higher education institutions in Central Vietnam, with the aim of identifying how the self-assessment–improvement cycle is reflected in recommendation data. The study uses directed content analysis based on the AUN-QA Internal Quality Assurance Framework, combined with thematic analysis. From 3,268 recommendation units in 38 resolutions on the appraisal of institutional quality assessment results, the study identified 441 units related to self-assessment and continuous improvement. The findings show six main themes: establishing conditions for self-assessment; conducting internal evaluation; analysing post-evaluation findings; developing improvement plans; monitoring and documenting improvement; and evaluating the effectiveness of improvement. Within the recommendation data, the self-assessment–improvement cycle is reflected more clearly in the stages of preparation, evaluation, and planning, whereas analysis, monitoring, evidence documentation, and evaluation of improvement effectiveness are mentioned less frequently. The study proposes an approach that uses accreditation recommendation data as a feedback channel for internal quality assurance systems, thereby supporting the transformation of self-assessment from an accreditation-oriented activity into a mechanism for continuous improvement.