Applying balanced scorecard (BSC) model to vietnamese vocational institutions in the digital age
Nguyen Duy Phuong, Ha Xuan Hung, Bui Hoang Ngoc/ MICA 2018 Proceedings
International Conference on Marketing in the Connected Age (MICA-2018), October 6th, 2018
Danang City, Vietnam
Applying Balanced Scorecard (BSC) Model to Vietnamese
Vocational Institutions in the Digital Age
Nguyen Duy Phuonga*, Ha Xuan Hunga, Bui Hoang Ngoca
aUniversity of Social and Labour Affairs, 43 Tran Duy Hung Street, Hanoi, Vietnam
A B S T R A C T
The vocational training and education (VTE) system in Vietnam has been experiencing various changes in
terms of governmental administration (as it is presently under the governance of the Ministry of Labour,
Invalid and Social Affairs instead of the Ministry of Education and Training) and orientations, which are to
achieve autonomy and to be operated as social enterprises. This paper analyzes various perspectives in
missions, visions and performance assessment criteria of Vietnamese VTE institutions and compares them
with four perspectives of a performance management model using Balanced Scorecard (BSC). Using the data
obtained from a survey on vocational institutions within a ministerial-level project conducted by the authors in
2017, the paper investigates the adoption level of this new management model and finds out that chief
executive approval and information technology (IT) support are the most influential factors. Lastly, we
propose various resolutions to maintain the balance among four perspectives of BSC (Financial, Customer,
Internal Processes and Learning and Growth) and to align IT with BSC to create the IT-BSC model, with the
aim of amplifying the strengths of BSC as well as advancement in IT in the field of objective
management/administration in the Digital Age.
Keywords: BSC; IT; ERP; MBO; Vietnam; Vocational Institutions; managment model; factors; training;
education; performance management; strategy.
1. Introduction
In recent years, the vocational training education (VTE) system of Vietnam has broadened its educational
scale, better met the learning demand of the residents and initially followed the trend of international integration.
However, in the next period, the VTE system will be affected by a number of factors, requiring intensive and
complete renovations. In this new context, the Government of Vietnam has introduced new orientations for
renovating the educational system in general and VTE system in particular, including: Orientations on the role of
the government from directly controlling to developing and supervising; enhancing the autonomy and
accountability of VTE institutions, renovating VTE institutions’ administration in pursuance of international
integration. To implement the orientations for renovating the VTE system, the Ministry of Labour, Invalid and
Social Affairs (MOLISA) with its functions and missions, on the one hand, improves the legal system through
proposals to amend, develop and improve the current regulatory framework to create incentives for VTE
institutions to promote their activeness, creativeness and to exploit their potentials for development. On the other
hand, MOLISA also submits a proposal for approval of the Prime Minister on the strategies that assign
vocational training as the basis for a reform and a long-term comprehensive and sustainable development. These
strategies of developing VTE institutional system are being developed with a long-term view for the time
†
perioduntil 2030. Among these are some crucial strategic contents directly related to educational quality,
educational process and the autonomy of VTE institutions, as below.
* Corresponding author. E-mail address: nguyenduyphuong@ulsa.edu.vn
† Decision No. 630/QD-TTg dated May 29, 2012, Approving the Strategy to develop vocational training for the period of 2011-2020.
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Firstly, VTE institutions need to provide vocational education acceding to the demand of the labour market.
This requires VTE institutions to improve educational quality and broaden educational scale, to universalize
vocation for laborers and to meet the labour demand of industries that use highly trained human resources as
well as labour export. Another approach to this strategy implementation is that VTE institutions have to expand
and improve international cooperation to develop vocational education, to focus on forming high quality VTE
institutions, especially international standard institutions; national, regional and global key trades.
Secondly, VTE institutions have to satisfy the demand of the labour market in terms of quantity, quality,
occupation composition and qualifications; to ensure that some occupations’ quality meets the standards of
ASEAN countries and around the world; to form a quality work force, contributing to the improvement of
national competitiveness, labour composition, income enhancement, sustainable poverty alleviation and
assurance of social security.
Thirdly, staffing, administrative, budget and possession autonomies are to be improved and strengthened
*
substantially .
Hence, with the approved strategy until 2020 and the industry’s strategic project in the 2020-2030 period,
both the government and the labour market have set challenges for VTE institutions to flexibly manage their
system to achieve the objectives and missions as determined for each development stage in a very limted amount
of time. Among these objectives and missions, the most important ones are to meet the demand for quality
labour of the economy, comprehensively integrate with the regional and international VTE system, contributing
to the improvement of national competitiveness and national prosperity.
The vision and mission determination of VTE institutions used to be limited and undervalued. Most
vocational education schools and vocational training centers did only focus on regular daily administrative
management and rely on financial aids and compensation from the national budget, or on small amounts of
tuition fees from a modest number of learners to continue their operations. Nowadays, VTE institutions should
stop working in an isolated and passive manner, as they are closely supervised by the government, by the society
and by enterprises as direct users of the educational products. The society will evaluate VTE institutions on
many aspects such as instructor quality, curriculum quality and quantity, research products, graduated students’
quality. The criteria and standards for this evaluation have been generally built and applied in a larger scope both
nationally and internationally, with eight criteria for VTE centers and nine criteria for vocational intermediate
schools and colleges† including: Objective, mission, organization, administration; Training; Instructors,
administrative officers, staff; Programs, courses; Facilities, educational equipment and library; Scientific
researches, technology transfer and international cooperation; Financial management; Learner service;
Supervision, quality assessment. We categorize these into five groups depicted in Figure 1.
Fig. 1. Model of Balanced Scorecard application in education
* Article 24, Decree No. 16/2015/ND-CP dated February 14, 2015 of the Government, governs the autonomy of public divisions.
† Circular No. 15/2017/TT-BLDTBXH dated June 08, 2017 of MOLISA governs the criteria and standards to evaluate vocational education
quality.
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The standards in these criteria in Vietnam are being improved to suit the international standards because
more and more foreign firms have been investing and operating in Vietnam. The educational quality and
reputation of VTE institutions will grow if graduated students are appreciated and employed by foreign invested
companies and multinational corporations. However, the criteria and standards do not directly lift up the VTE
quality. VTE institutions are always well aware of their challenges: (i) quality enhancement; and (ii) limited
resources strictly restricted by the legal framework. Thus, leaders, managers and instructors of VTE institutions
should view their institutions as genuine enterprises that provide educational services, scientific researches for
the society, hence need to plan their strategies precisely and regularly modify them to cope with today
changeable competitive environment. It is an inevitable trend that vocational training centers and institutions
should be managed and operated as independent organizations. To accomplish the objectives and missions, and
to achieve success together with international recognition, VTE institutions need to operate under the model of
social businesses. Given that, VTE institutions cannot simply announce the enrollment quota and wait for
students to enroll, but need to actively search for purchase orders from enterprises and broadcast to potential
learners. To do that, VTE centers and schools have to continuously raise their training quality, to improve
internal governance mechanism, to apply technologies more efficiently, to ultimately maintain sustainable
development and build up their reputation and competitiveness. For the above reasons and the categorized five-
group criteria, we assume that effective VTE institutional administration needs research on the application of
the well-known “Balanced Scorecard” (BSC) model by Kaplan and Norton (1992). Until now, it has been
successfully applied by many organizations including VTE institutions and educational institutions in the
Europe, the USA, Canada, the UK and Singapore. With that recognition, this research analyzes the key factors
that influence the adoption level of BSC model in strategic administration in VTE institutions of Vietnam. To
boost the application of this model to VTE institutions in a larger scope, this paper also provides some
suggestions on the application and implementation of BSC model in adherence to the particular conditions and
environment of VTE institutions in Vietnam in the context of the Fourth Industrial Revolution. The research
aims at answering the following questions:
i.
ii.
Is BSC model compatible with the VTE institutions?
Are VTE institutions ready to adopt BSC model?
iii.
To successfully apply BSC model to performance assessment in VTE institutions, what are the solutions
to operate this model using the advancement of information technology (IT)?
2. Literatrure review
The author of “The Practice of Management” (1954), Peter Ferdinand Drucker, is a management consultant
and educator, whose a number of writings are particularly helpful to modern business management. Known as
the “Father of Modern Management”, he proposed the idea of “Management by objectives - MBO” and regarded
effective knowledge management as one of the greatest challenges in the 21st century. He believed in the
importance of sharing the database of the organization’s performance to its members, creating opportunities for
discussions on assumptions in strategies, self-reflection, exchange of knowledge and gaining experience from
unexpected results, as well as proposal of new ideas to be shared, which contribute to the later improvement of
different aspects in the organization. With the management by objectives model, all individuals in the
organization are provided with information about its strategies, its position and their responsibility to its
development. Shortcomings of the model proposed by Peter F. It was noted by Drucker that the practical
implementation may involve some difficulties in maintaining the data exchange system. Besides, when being
applied at organizational level, MBO should be guaranteed by the whole organization and be accompanied by a
system of internal criteria for objective and productivity assessment. The manager needs to impart objectives to
each level before an agreement can be reached. As a result of this process, other activities can be slowed down.
In other words, the practice of MBO with all procedures may be time-consuming, especially when the objectives
are not tracked continuously or the involvement of information technology is not sufficient. At least, MBO
ensures that the organization will not be sidetracked in the process.
Master Nguyen Thi Kim Anh is the author of “Application of BSC model to university administration”
(Proceedings of the Conference on Advances in University and College Management of Vietnam, 2010). She
highlights the necessity and the high potential of BSC model application to university administration. Particular
procedures to build the BSC model and implement it are also specified. This research dose not mention what
different features are between education and business, but it suggested new approach to manage education and
training institution in Vietnam
Another research is Nguyen Huu Quy’s “Application of the Balanced Scorecard to University
Administration”, Journal of Science and Technology, vol. 2(37), 2010. Danang University. This is one of the few
research in Vietnam on the application of the BSC model to university administration. Based on the analysis of
suitability in different aspects of the Balanced Scorecard: Student (Customer) perspective, Financial perspective,
Internal Business Processes perspective and Learning and Growth perspective, he emphasizes the importance of
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BSC application in education. Following the 4 basic perspectives of BSC is the explanation of its compatibility in
education and the affirmation that despite being designed for usage in business, BSC is a useful model in
effective university management in the era of globalization. As a limitation, this research has not proposed
detailed solutions, steps and procedures for the School Board or Education Council to create KPIs for the
application of BSC. However, the writer has developed a strong theoretical background for the potential of
successful application of BSC in education.
Dang Thi Huong (2010) is the author of “An application of balanced scorecard
in Vietnamese service businesses”, VNU Journal of Science, Economics and Business vol. 26 (2010), 94-104.
In this research, balanced scorecard is introduced as a relatively new management tool to many developing
countries, including Vietnam. In addition to basic theories about balanced scorecard, the main advantages and
disadvantages provided by the paper are suggestions for Vietnamese service businesses to investigate, research,
and implement balanced scorecard broadly.
Tran Quoc Viet (2012) in “Factors influencing the adoption level of Balanced Scorecard in strategic
management of enterprises in Vietnam” has used qualitative research method through in-depth interview and
quantitative method through a survey in 206 enterprises in Vietnam in terms of factors that influence the
adoption level of BSC in strategic management. The author has discovered significant influence factors of “the
adoption level of BSC in strategic management” corresponding to 3 levels of BSC application in enterprises:
(1) apply BSC idea, (2) widely apply all functions of BSC, and (3) apply information technology to improve
effectiveness of BSC implementation. This level measurement is very appropriate to the economic situation and
condition of Vietnam. He also affirms the influence level of six factors affecting the adoption level of BSC in
strategic management of the enterprises in the condition of economic transformation in Vietnam, including: (1)
Leader participation, (2) Centralization, (3) Power of financial department, (4) Standardization, (5) Internal
communications and (6) Product market dynamics.
Mai Xuan Thuy in “Issues in the Balanced Scorecard Implementation: A Vietnamese Case Study”, Journal
of Economics and Development vol. 44, April 2012, English version focused on analyzing the implementation
of BSC in a branch of an international accounting firm in Vietnam. In this research, Kasurinen’s model (model
of barriers to change, 2002) and qualitative research method were used to analyze and identify the barriers in
the process of BSC implementation.
In most of these research, the organizations that are studied and assessed are enterprises or universities.
Research results have been mostly limited in terms of space and time, and few solutions for maintaining the
model of objective management have been proposed. There have not been neither a research in VTE institutions
nor theoretical framework in strategic management to assess the performance of this peculiar organization in a
balanced way from four perspectives (viewpoints): Financial, Learner, Education processes, Innovation and
Learning with the support of information technology. Thus, it is necessary to have a research that studies and
selects an advanced, appropriate model and examines its compatibility to VTE institutions in the digital age.
Notably, it should include detailed proposals of particular steps to create a strategic map, to manage objectives in
a balanced way by using major indicators to assess performance, with the support of the information system in
VTE institutions, aiming toward autonomy in these organizations.
3. Theoretical background and research model
3.1. Model introduction:
Balanced Scorecard contains four perspectives: Financial, Customer, Internal Processes, and Learning and
Growth.
Customer perspective: The objectives of Customer perspective focus on the measurement of organizational
performance in targeted market and measurement of values that organization provides customers and
stakeholders (generally called as customers). It is also an important factor that contributes to the financial
objectives. To measure organizational performance of this perspective, key objectives are usually customer
satisfaction, customer maintaining capability, new customer attraction capability, customer data benefits, targeted
customer group importance, etc. These objectives can be used for most organizational types, but they should be
modified corresponding to the targeted customer groups of the organization.
Internal process perspective: This is a crucial perspective, including product, service quality and innovation
of business and operative processes of the organization. The organization should determine key internal
processes that need investment to compete effectively. Key internal processes will help the organization to
provide customers with values, to satisfy customers’ expectation and to operate necessary activities to achieve
financial objectives. Regarding the determination of the indicators that measure the capability to provide
customers and stakeholders (such as administrative agencies, investors, partners) with values, indicators have to
measure the quality, quantity and time needed to produce a product or supply a service. Besides, indicators of this
perspective need to cover evaluation or recognition of complete new procedures’ development in the organization
that is necessary to enhance the performance, new product development, new market development, new demand,
reduction of unnecessary procedures in service supply process to meet the demand of current and future
customers.
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Innovation and Learning perspective: Learning perspective ensures long-term development of the
organization. This perspective can be approached from three different angles of individuals in the organization,
information systems and organizational processes. There is usually a gap between individuals’ ability and
financial objectives, customers and internal processes. Sometimes, individuals cannot reach the planned norms or
do not have the courage to take the responsibilities of new positions in the organization, leading to organizational
limit in performance breakthrough. To narrow this gap, the organization needs to invest more on labour, or train
employees’ skills; enhance the information technology system to provide employees with instructions and
knowledge; or even reduce positions and titles to align processes and procedures in the organization.
Measurement indicators of this perspective are combined from many factors, such as member satisfaction level,
good employee attraction and maintaining, individuals’ skill training. Information system indicators can be
measured through availability and accuracy level of information of customers and internal processes accessed by
individuals in the organization. Organizational administration indicators include the attachment level of
individual to the organization, benefits provided by the organization for members in adherence to key factors that
contribute to the success of the organization, measured by the level of improvement related to customers and
internal processes.
Financial perspective: This is usually built to determine long-term objectives of an organization (mostly
objectives of profits and expense reduction). Dependent on the developing period, financial indicators may
concentrate on existence, fast growth, image, profit, etc. Financial norms are usually revenue, profit, business
result and other administration and accountability indicators. This perspective often results from the operation of
the other three perspectives, so it represents achievements of past activities of the organization.
In each period of organizational life cycle, an organization may focus on one or some of the indicator(s)
according to the demand and developing objectives of the organization. To perform effectively, the organization
should assess the performance of each mentioned perspective, and only provide values that meet particular
demands. Hence, every value has to be measurable and quantifiable. Kaplan and Norton (1996) also propose
measurement indicators. Depending on particular industry and field, value measurement indicators may include
factors like expense, differences, new functions, leading, quality, product provision process, customer service,
image recognition, etc.
Education
Business
1.
Student-learning-focused
results 1.
Customer-focused
results
Results should be based on a variety of assessment
methods, should reflect the organization’s overall
mission and improvement objectives, and together
should represent holistic appraisals of student
learning.
Customer satisfaction measurements about specific
product and service features, delivery,
relationships, and transactions that bear upon the
customers’ future actions. Customers are not only
product users but also stakeholders such as
partners, providers, administrative agencies.
2.
Student-and-stakeholder-focused
results 2.
Product
and
service
results
Student and stakeholder satisfaction measurements
about specific educational programs; assessment of
educational appraisal criteria; students’ attachment
and stakeholders’ cooperation.
Key measures or indicators of product and service
performance that is important to the customers.
3. Budgetary, financial, and market results 3.
Instructional and general administration expenditures
per student, tuition and fee levels, cost per academic
course, resources use, scholarship growth
Financial
and
market
results
Return on investment, asset use, profitability,
liquidity, value added per employee or
performance of business operations.
4.
Faculty
and
staff
results 4.
Human
resource
results
Innovation and suggestion rates; courses or
educational programs completed; internal learning;
on-the-job performance improvements; cross training
rates; collaboration and teamwork; knowledge and
skill-sharing across work functions, units, and
locations; staff well-being, satisfaction, and
dissatisfaction.
Innovation and suggestion rates; courses
completed; learning; on-the-job performance
improvements; cross training rates; measures and
indicators of work system performance and
effectiveness; collaboration and teamwork;
knowledge and skill-sharing across work
functions, units, and locations; employee well-
being, satisfaction, and dissatisfaction.
5. Organizational effectiveness results (including key 5. Organizational effectiveness results (including
internal
operations
performance
measures)
key internal operations performance measures)
Productivity, cycle time; supplier relationship and
partner cooperations; key measures or indicators of
accomplishment of organizational strategy and
Capacity to improve student performance, student
development, education environment, indicators of
responsiveness to student or cooperation of
stakeholders, suppliers, key measures or indicators of
accomplishment of organizational strategy and action
plans.
action
plans.
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6. Governance and social responsibility results 6. Governance and social responsibility results
Fiscal accountability, both internal and external;
measures or indicators of ethical behavior and of
stakeholder trust in the governance of the
organization; regulatory and legal compliance.
Fiscal accountability, both internal and external;
measures or indicators of ethical behavior and of
stakeholder trust in the governance of the
organization; regulatory and legal compliance.
Fig. 2. Comparison of education and business
Source: Baldrige National Quality Program (2003), Category 7
Figure 2 shows the differences between standards of education and business. In education, Financial and
market results tend to receive less or least concern, but in business, this is the key measure. Nevertheless, Student
learning results is the key measure in education. Budgetary, financial, and market results in education also
considerably differ from these in business. In education, measures concentrate on internal activities, which are
less concerned in business. The remaining features of the two are broadly similar, though particular measures and
criteria significantly differ.
From Customer perspective, education should bring excellent learning results and satisfaction of stakeholders
(such as employers or governmental administrative agencies that set educational objective orientations), while in
business, the key result is customers’ satisfaction with products, goods and services provided by the company.
From Learning and Growth perspective, the results of development of human resources in business and staff in
education are similar. From Internal Process perspective, organizational effectiveness results in business depend
on internal performance, while in education, they rely on measures or indicators of knowledge obtained by
learners. Other aspects of education and business performance assessments are based on similar measures.
This analysis reveals that all aspects of BSC can be found in education, though standards, criteria, and
measures of performance assessments might be different. The application of BSC to VTE institutions requires
careful research on the adoption level of this new administrative model.
Factors affecting the application of a new administrative model to an organization:
There are many factors that affect the application of a new administrative model to an organization.
Researches have been done on the innovation and innovation adoption like the theory of “Diffusion of
Innovations” (Rogers, 1995). According to this theory, innovation involves three groups of factors from the
leaders, the organization and its exteriors. Another theory is proposed in the paper “Leading change: Why
transformation efforts fail” (Kotter, 1995), which emphasizes on the two factors of leadership and internal
communications in innovation adoption. Many researchers point out the necessity of appropriate modification
when a new model is applied in different fields and industries (see Table 1). Though their researches approach
the adoption level from different perspectives, the results all show certain similarities in the identification of
factors affecting the adoption and the role of BSC model application as a performance administrative tool in
accomplishment of organizations’ goals.
Table 1: Factors affecting the innovation adoption and BSC application adoption
Innovation
adoption
BSC application adoption
Influence factors
Kotter Rogers Kenvin. Jake and
Paul
Niven
(2006)
X
Oana.
A
(2007)
X
X
Braam
and Nijssen
(1995) (1995) H, et al.
(2004)
John. K
(2005)
X
(2008)
Leader participation
Centralization
Power of financial Dept.
Standardization
Internal communications
Product market dynamics
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Source: Tran Quoc Viet (2012, 48)
In the study on factors influencing the adoption level of BSC in enterprises, after constructing and evaluating
the hypotheses and assessing the reliability, Tran Quoc Viet (2012) identifies 6 factors that affect the adoption of
BSC in strategic administration in Vietnam, including: (1) Leader participation, (2) Centralization, (3) Power of
financial department, (4) Standardization, (5) Internal communications, (6) Product market dynamics.
3.2. Research model
Based on the theories proposed by Kotter (1995) and Rogers (1995), on the empirical model proposed in Tran
Quoc Viet (2012) and the features of VTE institutions in Vietnam, this study concentrates on the factors that
affect the application of performance assessment model to VTE institutions, which are: (1) Executive Approval
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(EA), (2) Internal communication and information system (ICIS), (3) Financial assistance (FA), (4) Officer
awareness (OA).
H1: Executive Approval (EA)
H2: Internal communication
Application of performance
and information system (ICIS)
assessment model (BSC) at
vocational institutions (APP)
H3: Financial assistance (FA)
H4: Officer awareness (OA)
Fig. 3. Research model
H1: Using the scale in the research of Zaltman et al. (1973); Braam and Nijssen (2008). Executive is
characterized by:
High level of involvement in the introduction of a new performance assessment system in the company.
Thorough understanding about the importance of using indicators and standards to assess main processes
of the company to its success.
Sufficient information provided and positive attitude towards efforts to upgrade the strategic management
system of the company.
Executive Approvalis regarded as the agreement and approval of Executive Board including School Board
or Education Council of VTE institutions on the application of performance assessment model. The engagement
and approval level of this group are assumed to be the first factor to affect the adoption of this model, especially
in a VTE institution. As in any organization, the process of innovation and improvement should be initiated and
led by leaders. In fact, the Principal of Institutions - the chief leader - is the one who create incentives and lead
the innovation process to success. The administration in most VTE institutions is currently line-functional
organizational structure, a highly centralized organizational structure. A lot of research on management and
administration agree that a centralized organizational structure may prevent innovations due to its rigid and
authoritarian principles. However, to a certain extent, with such structure, the approval of the Principal means
that the application of a new administrative model will face few difficulties. This is significant in the case of a
performance assessment model, as previous research find out that centralized administrative level has positive
effects on the adoption of a model to assess performance at work. In other words, a meticulous performance
assessment model shows great suitability to organizations whose administrative structure is centralized and
systematic such as VTE institutions.
H2: Using the scale in the research of Jaworski and Kohli (1993); Braam and Nijssen (2008). Internal
communications is characterized by:
Limited access to important administrative and financial information
Intensive internal communications between divisions of the company
Positive effect of cross-divisional exchange of information, including important one.
The Internal communication and information system refers to the linkage and information exchange level
between faculties, departments and offices in the VTE institution. Communication will boost the awareness of
officers, and positively affect the adoption of performance assessment model in VTE institutions. Indeed,
information linkage and explanation of administrative information will encourage staff to discuss and share
information and new ideas or follow the recent activities of the institution better, which motivates the
innovation and approval for administrative changes. In particular conditions of VTE institutions,
communication may have new means such as social network, email or Local Area Network, which can promote
the knowledge exchange and learning process.
H3: Using the scale in the research of Pfeffer (1981); Braam and Nijssen (2008). Financial factor is
characterized by:
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Considerable power compared to other divisions such as marketing and production.
Important, sometimes even prominent role of the administrative accountant.
Financial assistance has a vital influential role on the adoption of performance assessment model. Enough
financial investment and efficient financial staff will have positive impact on the adoption of performance
assessment model. The influential level of financial factor may be different in organizations that provide
educational services, yet it should be stated that financial aspect is considerably influential in the adoption of a
new administrative model in strategic governance of VTE institutions, especially when sizeable investments are
required to change the awareness of the whole staff from leaders to officers and teachers.
H4: The authors expect that this factor will have influence on the adoption of BSC model in VTE
institutions.
Officer Awareness is influential in an effective application of the performance assessment model to VTE
institutions. It is necessary for officers to be aware of their position and responsibility in each division with its
own function and objectives. Officers in VTE institutions all anticipate a precise, comprehensive performance
assessment model, and BSC model not only meets that expectation but it also proves its effectiveness when
being applied in reality.
4. Analysis and results
4.1. Survey introduction
The empirical analysis of this paper takes data from the survey designed in our Ministerial-level Project No.
CB2018-06 led by Nguyen Duy Phuong under MOLISA. The project aims at the clarification of concepts related
to performance assessment and proposals; research on application level of BSC model to vocational education
institutions; the status of performance assessment in vocational education institutions in the digital age;
proposals for procedures and resolutions to accomplish the BSC model application in vocational education
institutions in the digital age. We receive feedback from 931 respondents in 331 institutions of the VTE system.
After filtering the answers, we get 378 completed questionnaires from 147/331 institutions of the national VTE
system. As the sample size should be at least 5 times the size of observed variables (Hair et al., 1998), or at least
4 or 5 times the quantity of observed variables (Hoang Trong & Chu Nguyen Mong Ngoc, 2005), we argue that
this is an acceptable number of observations in our analysis. Sample statistics show that 98 institutions are State-
owned institutions (66.7%) and 49 institutions are non State-owned institutions (33.3%). Among respondents,
108 individuals (29%) work in administrative departments, 261 individuals (69%) work in instructional
departments, and 9 individuals (2%) are pluralists. Sample statistics on allowance show that 41 individuals
(11%) receive allowance for leadership, and 337 individuals (89%) receive no allowance for leadership.
4.2. Reliability analysis and factor analysis results
Table 2 shows the results of reliability analysis and factor analysis of the independent variables. The acquired
data satisfy the Kaiser criterion, which means the Eigenvalue is greater than or equal to 1, after a Varimax
rotation. Meanwhile, the correlations of observed variables should be at least 0.5 to be considered acceptable.
This number also serves as the requirement to suppress other questions when conducting factor analysis. The
EFA of the independent variables results in 4 factors as predicted, with all high factor loadings in absolute value,
each is only attached to one factor.
Table 2. The convergent validity and reliability of the scales
Component
Overview of
initial
observation
3
Cronbach’alpha
Corrected Item-
Total Minimum
Correlation
0.788
Overview of
rest
observation
9
Executive approval
Internal communication
and information system
Financial assistance
Officer awareness
0.897
0.863
3
2
4
0.714
0.589
0.619
3
2
4
0.741
0.847
Source: Authors
The above table implies that the four factors whose names are: (1) executive approval; (2) internal
communication and information system; (3) financial assistance; (4) officer awareness can explain 76.954% of
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the variation of data. Similarly, exploratory factor analysis and reliability analysis produce an application scale
with all 4 observed variables converging into one factor that satisfies both required convergent validity and
reliability of the scales (Cronbach’alpha = 0.879).
4.3. Correlation analysis
Pearson correlation is one procedure of the research using SPSS in quantitative data analysis. The aim of
running Pearson correlation test is to examine the strong linear correlation between the dependent variable
(Application) with independent variables of Executive approval, Internal communication and information
system, Financial assistance, and Officer awareness. Besides, the multicollinearity state of high intercorrelations
between independent variables, if exists, should be recognized. Its sign is based on the statistics of sig, correlated
between independent variables, less than 0.05 and Pearson’s correlation coefficient less than 0.3.
In Table 3 of correlation analysis, the first value to be noted is Sig. Only when sig is less than 0.05 is
correlation coefficient R statistically significant. If sig is greater than 0.05, the value of R no longer matters, as it
does not have statistical significance, or in other words, there is no correlation between those two variables. On
the basis of mentioned conditions and the table of correlation analysis, we notice the correlations (see Table 3)
between dependent variable (Application) and independent variables. Executive approval, Internal
communication and information system, Financial assistance, Officer awareness have all sig values less than
0.05. On the other hand, the sig between independent variables (Executive approval, Internal communication and
information system, Financial assistance, Officer awareness) is high and higher than 0.05, which means the
independent variables have no correlation and emphasizes the “Independence” nature between variables:
Executive approval, Internal communication and information system, Financial assistance, Officer awareness.
Table 3. Pearson correlations between independent and dependent variables
APP
EA
ICIS
FA
OA
Pearson
1
0.481**
0.627**
0.246**
0.427**
Correlation
Sig. (2-tailed)
N
0.000
378
0.000
378
0.000
378
0.000
378
378
Source: Authors
Note: EA, ICIS, FA, and OA: Independent variables, namely Executive Approval, Internal communication
and information system, Financial assistance, and Officer awareness, respectively.
4.4. Regression analysis
After analyzing with EFA to assess the convergent validity and discriminant validity of scales, we assess the
hypotheses proposed in the research model by running multiple regressions. Multiple regression analysis
requires attention on hypotheses that serve as premises for this method, including:
Sum of residuals = 0 and residuals are normally distributed.
Multicollinearity does not occur (Independent variables are not strongly correlated.
Autocorrelation does not occur.
Variance heterogeneity does not occur.
To determine the relationships and the direction of effects of group of components analyzed, which are
Executive approval, Internal communication and information system, Financial assistance, Officer awareness,
this research uses regression analysis method with the assistance of SPSS 22 software. The regression equation
that needs solving here is a multiple regression equation, aiming to assess the importance of each component in
evaluating the relationships between BSC model application and components of the above scale.
The regression equation that shows the relationships between BSC model application and components of the
above scale:
APP = 풂ퟎ + 풂ퟏEA + 풂ퟐICIS + 풂ퟑFA + 풂ퟒOA
Note:
APP: Dependent variable of Balanced Scorecard model application
푎1, 푎2, 푎3,푎4, : regression coefficients
EA, ICIS, FA, OA: Independent variables, namely Executive Approval, Internal communication
and information system, Financial assistance, and Officer awareness respectively.
Table 4. Linear regression results
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Model Summaryb
Model
R
R Square
0.566
Adjusted R Square Std. Error of the Estimate
0.562 0.53959
Durbin-Watson
1 0.753a
1.792
a. Predictors: (Constant), OA, FA, EA, ICIS
b. Dependent Variable: APP
Source: Authors
It can be noticed that Adjusted R squared = 0.562 (> 0.5), which shows the effects of four components EA,
ICIS, FA, and OA on Balanced Scorecard model application. Thus, the compatibility degree of this model is
relatively high. Results of the regression analysis show that all premise hypotheses are satisfied and the results
can be regarded as usable. However, this compatibility only applies to this sample data. To examine whether the
model can be inferred for the true population or not, we evaluate the compatibility of the model:
Hypotheses:
H0: The factors EA, ICIS, FA, and OA do not have interrelationships.
H1: The factors EA, ICIS, FA, and OA have interrelationships.
Significance level = 0.05, corresponding confidence level 95%.
Table 5: ANOVA Test
ANOVAa
Model
Regression
Residual
Total
Sum of Squares
141.816
df
4
373
377
Mean Square
35.454
F
Sig.
121.771
0.000b
108.600
250.416
0.291
a. Dependent Variable: APP
b. Predictors: (Constant), OA, FA, EA, ICIS
Source: Authors
The results of ANOVA test show that F value = 121.771 when significance level sig = 0.000 < α = 0.1.
Consequently, we can reject the null hypothesis H0, and accept hypothesis H1, which means all four independent
variables EA, ICIS, FA, OA and the dependent variable APP have interrelationships. Hence, the model is
compatible to the data and can be inferred in the case of the population.
Table 6: Multiple regression model results
Unstandardized
Coefficients
Standardized
Coefficients
Beta
Collinearity Statistics
Model
B
Std. Error
.179
T
Sig.
.004
.000
.000
.000
.000
Tolerance
VIF
1
-.513
.199
.395
.193
.247
-2.865
6.590
11.698
5.819
7.853
EA
ICIS
FA
.030
.243
.438
.207
.290
.854
.828
.919
.853
1.171
1.208
1,089
1.172
.034
.033
OA
.031
a. Dependent variable: APP
Source: Authors
Table 6 of regression analysis results shows that the regression coefficients of the factors EA, ICIS, FA, and
OA are all positive and R = 0.753, which depicts proportional effects of these components on APP. Thus, the
hypothesis in the research model is accepted, which means the components EA, ICIS, FA, and OA have
correlated relationships with APP.
Durbin-Watson statistic = 1.792 (approximately equal to 2.0), showing that there is no autocorrelation.
Lastly, the variance inflation factors VIFs in Table 5 are all less than 2.0, much less than the acceptable level of
8.0. So multicollinearity also does not occur. Then, all basic premises of a regression analysis are satisfied, and
regression function is estimated to be compatible to the data.
Besides, the result table also allows us to evaluate regression coefficients of the model. Whichever
components have a less-than-5% statistical significance will be kept, and whichever components have a greater-
than-5% statistical significance will be removed. A higher Beta coefficient means greater importance, as they
show the degree of effect of each component on the dependent variable. From the table of regression analysis
results, we note that constants have neither statistical significance nor Beta coefficient. The remained four factors
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EA, ICIS, FA, and OA are all compatible and they have correlated effects on APP. In details, firstly the Internal
communication and information system component has the strongest effect with Beta coefficient of 0.438
(t=11.698 and Sig <0.05), then the Officer awareness component with Beta coefficient of 0.290 (t=7.853 and Sig
<0.05) ranks as the second. The third one is the Executive Approval component with Beta coefficient of 0.243
(t=6.590 and Sig <0.05). Lastly, the Financial assistance component with Beta coefficient of 0.207(t=5.819 and
Sig <0.05) has the least effect on the application of Balanced Scorecard model in vocational education
institutions. Hence, the regression equation with standardized Beta coefficients is:
APP = 0.243EA + 0.438ICIS + 0.207FA +0.29OA
EA, ICIS, FA, and OA: Independent variables, namely Executive Approval, Internal communication
and information system, Financial assistance, and Officer awareness, respectively. APP is the application of
performance assessment model (BSC) at vocational institutions.
4.5. Discussions and conclusion
Following the visions, missions of VTE institutions oriented in documents of governmental administrative
agencies, VTE institutions have to build up their own strategic objectives in adherence to these orientations and
changes of the labour market. However, with the scarce and limited resource, practical implementation requires
VTE institutions’ balance between various development aspects. When investing too much on an aspect, the
resource of any organization is easily depleted, hence determined objectives are hard to achieve. To solve this
problem, VTE institutions need to assess the performance of each aspect to assure that the development is
continuous in the right direction and orientation. The criteria and standards to assess a Vietnamese VTE
institution nowadays can be divided into four categories: Learners, Internal processes, Learning - Growth and
Financial. These four aspects are perfectly suitable with the Balanced Scorecard (BSC) model, a famous model
to assess performance and support organizations to develop in the right planned direction and orientation.
Besides, this model is also applied in many fields and industries, and proves its suitability with educational field
if criteria and standards are converted to appropriate activities.
The next issue is to evaluate the adoption level at peculiar educational institutions like vocational educational
institutions. The analyzed results in sessions 3.2 and 3.3 point out factors that have different relationships and
influence on the adoption level of BSC model. In details, regression analysis also shows the special importance
of the School Executive Board to the change of administrative model. The Board and especially the Principal,
VTE institutions’ leaders, should directly engage in the Performance assessment project with particular actions
such as stating the role of determined objectives, introducing strengths of BSC model, supervising the officers’
performance assessment process in departments and offices as stated in the vision and developing objectives. The
best important factor, also agreed by many theories of change administration in organizations, is Internal
communication with the support of information technology. Internal communication usually refers to the
capability of accessing to financial status, practical status of an organization and the frequency of exchange
between members and divisions in that organization. Only when the communication is effective will the process
of translating from traditional administrative system to new strategic administrative system be successful. Both
of these above factors need special consideration of executives and leaders in VTE institutions.
Lastly, internal processes need to be improved continuously to suit the status of resource and financial, then
boost the innovation and adoption process of an administrative model like BSC. The regression model also
shows correlated impacts of these factors on the adoption of BSC in strategic administration in VTE institutions.
Internal processes in VTE institutions are often institutionalized through regulations, restrictions and rules.
Sometimes, these processes are revealed through behaviors and methods by which relationships are accessed and
handled in VTE institutions. Meanwhile, the influence level of financial factor on BSC model application is the
lowest. Yet it should be treated with consideration, as the process from awareness to implement includes many
procedures, some of which need professional consultants or funding for VTE institutions’ staff training. Also,
effective operation of BSC model requires modification of 4 aspects’ performance, which means individuals’
responsibility should be depicted using a precise and quantifiable method, being controlled by an information
system. The standardization of responsibilities and functions of departments is an essential procedure to ensure
that the administration using BSC model in VTE institutions is fluent and convenient.
5. Proposals to improve the application of the Balanced Scorecard model to VTE institutions
5.1. Balance of four aspects in the Balanced Scorecard model
In the implement process, VTE institutions should assure that performance assessment indicators show the
cause-and-effect relationships between factors with all 4 aspects: Financial, Customer, Internal Processes and
Learning and growth. The balance between objectives is the key factor in the success of Balanced Scorecard
model application and in prevention of deviated development compared to the determined objectives because of
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pursuing criteria of 1 or 2 particular aspects. Importantly, balance here does not mean numeral equality but
equality in relationships and close correlations when assessing performance of VTE institutions in activities that
contribute to the accomplishment of objectives, mission, and vision set by VTE institutions. These activities need
continuously supervising, modifying and assessing, then every aspect of BSC can be improved so that it can keep
up with changes in the internal and external environment of VTE institutions.
Firstly, VTE institutions should set strategic objectives, vision, mission and orientations at school, center,
faculty, function office level. Strategic objectives should be depicted simply on a strategy map, on which each
objective has cause-and-effect relationship(s) with one or many other objective(s). Next, VTE institutions will
build and distribute the Balanced Scorecard model to faculties, offices, divisions in the institution and to each
individual. Each Scorecard has Key Performance Indicators (KPIs) to accomplish strategic objectives that
have been set earlier. During the implementation of BSC model application, it is essential:
(1) to have various programs to promote and assess innovative ideas, internal innovation to successfully
implement BSC and strategic objectives;
(2) to use monthly, quarterly KPI results to assess the performance of individuals, divisions, etc., and use them
as the basis for payment corresponding to key criteria of the performance assessment model;
(3) to build a system of effective communication, internal learning management and knowledge exchange to
apply the BSC successfully;
(4) to form a strategic division to manage problems of building and implementing BSC. This responsibility is
normally given to a particular division (Education Council, for example) to specialize the KPI and BSC
training programs for key staff and propagandist group;
(5) and to improve the informative and administrative system to supervise continuously and measure precisely,
effectively the performance of each individual, divisions and the whole VTE institution. The informative and
administrative system should be able to measure precisely all KPIs; to align planning procedure and budget
to KPI frame;
These above resolutions will assist leaders of VTE institutions to set priority to programs, projects and
actions that help rationalize strategies and visions of their institutions.
5.2. Proposal to apply IT aligning BSC
Currently, the 4.0th Industrial Revolution has transformed the information technology (IT) so it is no longer
the environment for the factors of production to independently create value. IT serves as an input factor in
creating value for organizations and enterprises. The economic value of IT can bring new values for aspects of
BSC if it is implemented in VTE institutions in Vietnam. For example, with the help of IT, teachers may have
extra time to fulfill their main responsibilities of instruction and scientific research. IT also brings an opportunity
to apply Balanced Scorecard (BSC) model in effective performance assessment, which can be used straightaway
in VTE institutions in Vietnam through an integrative model. Following is a new approach to IT-BSC in VTE
institutions:
Learner perspective (as customer of VTE institutions):
Mission: Deliver value-adding educational programs and scientific researches of the VTE institution.
Objectives: Establish a good image of the institution in terms of reputation, management capability and
educational quality; exploit IT opportunities to support controlling and delivering value-adding educational
programs and scientific researches.
Internal process perspective (affecting programs, activities of VTE institutions)
Mission: Deliver educational services and science products in an efficient and responsible manner.
Objectives: Anticipate requests from learners, labour market and restraints from the government; be efficient
in planning and developing training services and science products; be efficient in operating IT applications from
acquiring to testing process to satisfy learners.
Innovation and learning perspective (in view of future readiness)
Mission: Continuously upgrade IT applications to satisfy future learners and prepare for resolution of future
challenges.
Objectives: Improve training and researching skills of teachers through continuous training and development;
establish and maintain a good image and reputation; ensure that training courses provide value added; regularly
upgrade training process and IT applications for usage in school management.
Economic and Financial (fiscal policy’s view):
Mission: Fiscal accountability, both internal and external
Objectives: control costs and revenues by IT supported in supplying training services and science products
IT application can lead to improvement in performance by building a system of account management of
teachers to ensure their effective communications with the learners. But in this case, the leaders of school are
facing difficulties in transfering traditional centralized management into authorization. Meanwhile, VTE
institutions have to invest on developing technology and profession as well as IT skills for their staff.
Technology can now be regarded as the core of the development of VTE institutions, now when the school
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managers need to focus on running the school as managing a business, they are suggested to use IT
applications in support of providing sensible decisions in adherence to their mission, vision and strategy map.
Along with the four Balanced Scorecard perspectives of Learner, Internal processes, Innovation and
Learning, Economic and Financial, to obtain added value from IT applications, the BSC model needs to have
another component, a software responsible for planning resource. This is a software generally known as the ERP
(enterprise resource plan), developed by famous corporations such as IBM, Microsoft, SAP, etc. ERP software
will cover and link all four perspectives of BSC including critical objectives, strategy map, etc. and represents all
objective, mission and vision of the VTE institution. A Model is proposed as folowings:
Learner: Does the ERP
software efficiently support
learner needs?
Economics and Financial:
What are the detailed costs and
revenues of the ERP
implementation?
ERP software
Innovation and Learning: Is
ERP flexible enough to be
upgraded correspondingly to
future changes?
Internal process: Does ERP
improve internal business
processes?
Source: Authors
Fig. 4. ERP Balanced Scorecard integrative model
The above model represents an approach to IT through the enterprise resource plan software. This is
software with both simple and complex designs with various different modules to link and totally control the
resources of an organization, especially the Internal process and Financial aspects. However, using the ERP
integrated with BSC in VTE institutions will enable them to also focus on Learner and Innovation and Learning
perspectives. The two latter perspectives are particularly important given institutions’ peculiarities, because they
enable the development of added values and support a flexible system management. To answer the questions in
the above Figure, the software should meet the requirements for each corresponding perspective, which are:
Learner perspective: Linkage of learners to institution Internal processes automated, appropriate resource
allocation per learner.
Internal process perspective: Processing time of each procedure shortened to the maximum degree, coverage
of individual resources after ERP software implementation.
Innovation and Learning perspective: Personal ideas, solutions, knowledge gathered to support the
renovation of processes and system implementation of the VTE institution.
Economics and Financial perspective: Total cost control, which will enable identification of modules where
over-customization takes place Hence, the ERP software has to process all procedures to optimize resources and
calculate the time for current as well as future objectives to be accomplished.
As in all well-designed balanced scorecards, this one demonstrates a very high degree of linkage in terms of
cause-and-effect relationships. For example, “learner satisfaction” within the Learner perspective might affect
“total cost” in the Financial perspective; “optimized resources” in the ERP software perspective will fit with
“ERP solution” in the Internal process perspective and “personal suggestions” in the Innovation and Learning
perspective. Here, the ERP software follows a straightforward balanced scorecard approach, including:
Learner perspective: ERP software’s coverage of training and science study processes: percent of completed
training courses, percent of applied researches, percent of successful cooperation projects.
Internal process perspective: ERP’s reduction of problems with learners and courses, problems with official
reports required by the governmental administrative agencies; maximum downtime processing inevitable issues
in VTE institutions.
Innovation and Learning perspective: ERP’s enhancement of staff learning process, on the basis of sharing
and promoting tacit knowledge (achieved through communication) and explicit knowledge (achieved through
documents).
Economics and Financial perspective, ERP software’s compliance with financial regulations and laws;
The application of IT through ERP-BSC model largely depends on the quality of ERP software and the
educational capability of the software providing division. A similarly important aspect is the agreement and
approval on Balanced Scorecard model application to VTE institutions of chief executives as well as executives
in faculties, offices and each staff.
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6. Conclusion
If it is implemented in Vietnam VTE institutions, BSC could represent for a standardized model and as a
reporting tool of these institutions to governmental administrative agencies including the Ministry of Labour -
Invalid and Social Affairs and the Directorate of Vocational Education and Training. It is due to BSC
perspectives’ coverage of strategy, mission and vision of VTE institutions, which have been converted to their
internal regulations. Many of these are criteria to measure the performance of the VTE institutions in provision
of skills and professional vocation knowledge, including aspects to maximize learners’ and stakeholders’
satisfaction.
The BSC is also a modern and integrated approach and is easily integrated with IT to enhance performance,
particularly appreciated by the school and educational institution management. Sometimes, this model shows
some limits as observed variables of graduated learners, complex concepts of Innovation and Learning
perspectives internally in VTE institutions are hard to identify. However, if the optimized IT integrated by ERP
can be applied in educational institutions, the BSC will utilize its strengths in sharing resources, data and
information, minimizing the unnecessary issue of information overload remaining in some perspectives of BSC.
This model also has some weaknesses such as the conceptualization of some criteria in an education
environment is very hard. Yet BSC is still an excellent choice as the starting point of a highly systematic
modeling in VTE institutions. Simply it shall help many VTE institutions’ leaders set up a map of their internal
processes, put it in a suitable position and modify it to match with their objective and strategy.
As the peculiarities of the majority of VTE institutions nowadays are heavy dependence on government
budget and indirect customers who are employers, to minimize the weaknesses of BSC model and adapt it into
educational environment, we need to identify stakeholders such as governmental administrative agencies,
enterprises, parents, etc. These are indirect stakeholders yet so crucial that Learner perspective of educational
BSC cannot resolve. Hence, the VTE institutions should modify the model into five perspectives (Neely et al.,
2002), including stakeholder satisfaction; stakeholder contribution; strategies; processes; and capabilities. With
this modification, VTE institutions should consider who their key stakeholders are and what they want. Once the
VTE institution has addressed the needs and wants of the key stakeholders, then it turns to the strategy
perspective about the goals and the roadmap to satisfy those needs and wants.
The application of BSC model to the whole VTE institutions in Vietnam in this period is viable. It can be a
useful administrative management tool for the Ministry of Labour - Invalid and Social Affairs and Directorate of
Vocational Education and Training. It is also a standardized instrument of benchmarking among current VTE
institutions in Vietnam. After measuring and managing performances of VTE institutions, it returns as
Governmental administrative agencies’ instrument to evaluate if these institutions have met their mission, vision
at institution level as well as at faculty, function office level.
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