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Self - assessment report for AUN - QA: Bachelor of Finance and Banking / Trần Chí Chinh, Ông Văn Năm.

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Tiêu đề Self - Assessment Report for AUN - QA: Bachelor of Finance and Banking
Người hướng dẫn Dr. Tran Chi Chinh, Dr. Ong Van Nam
Trường học Hochiminh University of Banking
Chuyên ngành Finance and Banking
Thể loại Self-assessment report
Năm xuất bản 2023
Thành phố Ho Chi Minh City
Định dạng
Số trang 107
Dung lượng 2,25 MB

Cấu trúc

  • PART 1. INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING AND (11)
    • 1.1. INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING (11)
    • 1.2. INTRODUCTION OF FACULTY OF BANKING (12)
    • 1.3. SELF-ASSESSMENT PROCESS (14)
  • PART 2. AUN-QN 4.0 SELF-ASSESSMENT REPORT (15)
  • CRITERION 1 EXPECTED LEARNING OUTCOMES (15)
    • 1.1. The programme to show that the expected learning outcomes are appropriately (15)
    • 1.2. The programme to show that the expected learning outcomes for all courses are (16)
    • 1.3. The programme to show that the expected learning outcomes consist of both (16)
    • 1.4. The programme to show that the requirements of stakeholders, especially (17)
    • 1.5. The programme to show that the expected learning outcomes are achieved by (19)
  • CRITERION 2 PROGRAMME STRUCTURE AND CONTENT (20)
    • 2.3. The design of the curriculum is shown to include feedback from stakeholders, (22)
    • 2.4. The contribution made by each course in achieving the expected learning outcomes (22)
    • 2.5. The curriculum to show that all its courses are logically structured, properly (24)
    • 2.6. The curriculum to have option(s) for students to pursue major and/or minor specialisations (25)
    • 2.7. The programme to show that its curriculum is reviewed periodically following an (25)
  • CRITERION 3 TEACHING AND LEARNING APPROACH (27)
    • 3.1. The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities (27)
    • 3.2. The teaching and learning activities are shown to allow students to participate (27)
    • 3.3. The teaching and learning activities are shown to involve active learning by the (28)
    • 3.4. The teaching and learning activities are shown to promote learning, learning how (29)
    • 3.5. The teaching and learning activities are shown to inculcate in students, new ideas, (31)
    • 3.6. The teaching and learning processes are shown to be continuously improved to (32)
  • CRITERION 4 STUDENT ASSESSMENT (33)
    • 4.2. The assessment and assessment-appeal policies are shown to be explicit, (34)
    • 4.3. The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently (34)
    • 4.4. The assessments methods are shown to include rubrics, marking schemes, timelines, (36)
    • 4.5. The assessment methods are shown to measure the achievement of the expected (37)
    • 4.6. Feedback of student assessment is shown to be provided in a timely manner (38)
    • 4.7. The student assessment and its processes are shown to be continuously reviewed (39)
  • CRITERION 5 ACADEMIC STAFF (40)
    • 5.1. The programme to show that academic staff planning (Including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that (40)
    • 5.2. The programme to show that staff workload is measured and monitored to improve (40)
    • 5.3. The programme to show that the competences of the academic staff are determined, evaluated, and communicated (42)
    • 5.4. The programme to show that the duties allocated to the academic staff are (43)
    • 5.6. The programme to show that the right and privileges, benefits, roles and relatioships, and accountability of the academic staff, taking into account professional (44)
    • 5.7. The programme to show that the training and development needs of the academic (44)
    • 5.8. The programme to show that performance management including reward and (45)
  • CRITERION 6 STUDENT SUPPORT SERVICES (45)
    • 6.1. The student intake policy, admission criteria, and admission procedures to the (45)
    • 6.2. Both short-term and long-term planning of academic and non-academic support (46)
    • 6.3. An adequate system is shown to exist for student progress, academic performance, (47)
    • 6.4. Co-curricular activities, student competition, and other student support services are (48)
    • 6.5. The competences of the support staff rendering student services are shown to be (50)
  • CRITERION 7 FACILITIES AND INFRASTRUCTURE (53)
    • 7.1. The physical resources to deliver the curriculum, including equipment, material, (53)
    • 7.2. The laboratories and equipment are shown to be up-to-date, readily available, and (54)
    • 7.3. A digital library is shown to be set-up, in keeping with progress in information and (54)
    • 7.4. The information technology systems are shown to be set up to meet the needs of (56)
    • 7.5. The university is shown to provide a highly accessible computer and network (57)
    • 7.6. The environmental, health, and safety standards and access for people with special (58)
    • 7.7. The university is shown to provide a physical, social, and psychological (59)
    • 7.8. The competences of the support staff rendering services related to facilities are (60)
    • 7.9. The quality of the facilities (library, laboratory, IT, and student services) are shown (60)
  • CRITERION 8 OUTPUT AND OUTCOMES (62)
    • 8.1. The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement (62)
    • 8.2. Employability as well as self-employment, entrepreneurship, and advancement to (64)
    • 8.4. Data are provided to show directly the achievement of the programme outcomes, (66)
    • 8.5. Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement (66)
  • PART 3. STRENGTHS AND WEAKNESSES ANALYSIS AND IMPROVEMENT (70)
  • PART 4. APPENDIX (76)

Nội dung

INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING AND

INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING

Established in 2003 from the Banking Academy in Hanoi, Ho Chi Minh University of Banking (HUB) has a rich history spanning over 45 years Recognized in 1976 by the State Bank of Vietnam, HUB has been instrumental in providing highly qualified human resources for the finance and banking sectors, primarily serving the Southern region The university's growth and evolution have been marked by a consistent commitment to excellence in education and training.

HUB is a multidisciplinary university in business and management sectors, offering undergraduate, master, and doctoral programs In the academic year 2022-2023, HUB is currently managing and educating 14,067 full-time and 467 part-time students In addition to undergraduate programs, HUB is managing and educating 954 Master's students (with 429 students enrolled in

2022 and 525 students in 2023) and 102 doctoral candidates Several programs have achieved accreditation from the ASEAN University Network-Quality Assurance (AUN-QA) Specifically, the undergraduate program in Finance and Banking obtained AUN-QA accreditation in 2019 The undergraduate programs in Accounting and Auditing, Business Administration, and International Economics achieved AUN-QA accreditation in 2022 The master program in Finance and Banking also attained AUN-QA accreditation in 2022

HUB currently operates three well-equipped campuses located at 36 Ton That Dam Street, District 1, Ho Chi Minh City; 39 Ham Nghi Street, District 1, Ho Chi Minh City; and 56 Hoang Dieu 2 Street, Thu Duc City, Ho Chi Minh City HUB has invested significantly in infrastructure, such as classrooms, auditoriums, laboratories, learning resources, and information technology (IT) systems As a result, these facilities are suitable for teaching, learning, scientific research, technological transfer, and community service for academic faculty and students across various programs Additionally, HUB has placed considerable emphasis on cultivating its human resources

As of the academic year 2022-2023, the total staff at HUB amounts to 469 individuals, including

18 Associate Professors, 130 Ph.D holders, 239 Master's degree holders, 46 Bachelor's degree holders, and 36 College’s degree holders From the academic and non-academic staff perspective, HUB comprises 385 lecturers (of which 116 part-time lecturers) and 84 supporting staff

To develop and operate programs effectively, alongside ten faculties and two academic departments, HUB also owns various resources such as a training center, a research institute, and academic journals to develop teaching activities, conduct scientific research, transfer technology, and support faculty and students Furthermore, HUB has outlined the development strategies by

2030 and the vision by 2045 to meet the demands for innovation and creativity Specifically, the strategies include:

Vision: "HUB aspires to become a multidisciplinary and interdisciplinary university among prestigious universities in the Southeast Asian region HUB pioneers the application of digital technology in education and research to address interdisciplinary challenges."

Mission: "HUB contributes to society and the banking industry with high-quality human resources, impactful research, consulting services, and community activities HUB shapes an educational ecosystem, offers lifelong learning opportunities, and aims for holistic and innovative development of individuals with a duty of service."

Integrity: HUB upholds the values of integrity and honesty in day-to-day operations and maintains consistency between thoughts, words, and deeds

Unity: Unity creates the synergy necessary for collective strength HUB adheres to the principle of ensuring a harmonious balance of interests among relevant stakeholders to foster development

Pioneering: Being at the forefront to create and lead trends HUB pioneers the integration of scientific and technological achievements into educational activities, research, management, and operations

Liberation: "HUB creates necessary conditions for learners to explore their potential, grasp in- depth specialized knowledge, based on the fundamental of knowledge in natural, social, political, legal, and technological fields; to develop intellectual abilities; to develop personal skills; and to shape positive values towards autonomous and creative individuals, outstanding experts, and responsible citizens."

Interdisciplinarity: "HUB creates necessary conditions for learners to acquire interdisciplinary knowledge to have a deeper understanding of their major, to be able to connect with experts, to avoid biases in decision-making, and to increase the success of job seeking."

Experience: "HUB implements the educational model of “maturity through experience”

Through experiences, learners obtain a deeper understanding of theory, develop practical thinking and shape executed capabilities Learners can adapt to change.”

INTRODUCTION OF FACULTY OF BANKING

Faculty of Banking (FOB) is currently one of the ten specialized faculties FOB was established under Decision No 330/QD-NHNN dated February 26, 2014, by the State Bank of Vietnam With a pivotal role in HUB, FOB of Banking is in charge of the Banking Concentration programme, one of the two majors of the Finance-Banking program FOB also oversees the Financial Technology major

The mission of FOB: "Training high-quality human resources with research and practical capabilities in the global financial and banking environment." The vision by 2030: “The premier and reputable faculty for training high-quality human resources in the field of finance and banking in Vietnam FOB aspires to have its training programs evaluated on par with those of similar specializations at top universities in ASEAN.”

Figure 1 Organizational structure of FOB of Banking

In charge of Academic Affairs

Department of Banking Business Management

The current organizational structure of FOB consists of a Dean, two Vice Deans, and three heads of Department There are three disciplinary Departments: the Department of Commercial Banking, the Department of Investment Banking, and the Department of International Banking FOB also has an academic affair unit, which assists FOB's leaders in managing academic affairs for students In addition, FOB also supervises the activities of the Youth Union and Student Association, as well as the units affiliated with FOB, regarding the task of organizing various activities for students (Figure 1)

FOB has 34 personnel, which are 33 lecturers and 1 administrative staff Among the 33 lecturers, 1 lecturer holds the Associate Professor title (accounting for 3.03%), 21 hold Ph.D degrees (accounting for 63.64%), and 11 hold a Master's degree (accounting for 33.33%), of which

7 lecturers are currently doctoral students In addition, FOB has cooperated with 8 visiting lecturers, of which 3 hold the Associate Professor title, 4 hold a Doctor's degree, and 1 lecturer holds a Master's degree and is currently pursuing a Doctor’s degree The lecturers in FOB have the appropriate professional qualifications and experience that align with the standards stipulated by the Ministry of Education and Training

Between 2019 and 2023, FOB has improved the Banking Concentration programme and developed teaching methods to enhance the educational quality Furthermore, FOB has paid attention to scientific research, technology transfer, and community service as follows:

Regarding scientific research, technology transfer, and community service by FOB’s staff: In addition to enhancing the scientific research activities, FOB also emphasizes utilizing the research’s results for technology transfer and community service, as followed by the AUN-QA’s assessment in April 2019 Each year, Faculty members collaborate with the Economics, Finance and Banking Concentration Center, which belongs to HUB, to use the scientific research results for consulting and implementing advanced training courses The courses such as digital transformation, digital banking, in-depth banking operations, and risk management following international standards are well-suited and designed for the leaders and staff of commercial banks, enterprises, and authorized agencies These courses enhance the reputation and brand value of the HUB and FOB but also yield positive financial results Specifically, revenue from technology transfer activities in the form of consulting and advanced training courses reached 1.4 billion VND in 2019, 1.34 billion VND in

2020, 1.5 billion VND in 2021, 2 billion VND in 2022, and estimated at 4.2 billion VND in 2023

In addition to promoting technology transfer activities, FOB also emphasizes community service initiatives Specifically, FOB staff has collaborated with the Enrollment Advisory and Brand Development Department, which belongs to HUB, to organize "Trial Class" sessions to disseminate financial knowledge to high school students FOB has collaborated with the HUB International School of Business to construct "Savings Game" training courses, which provide financial knowledge to workers in industrial zones

Faculty of Business (FOB) fosters a vibrant research and community engagement culture among students It establishes a framework and encourages their participation in scientific research activities FOB organizes academic competitions and seminars, such as "Banking Challenges," "Research to Success," and "Generative AI - Technology Driving a New Revolution in Education," to showcase their talents From 2019 to 2023, students have excelled in various research competitions, including winning first prize in the "Quantitative Economics and Applications Olympic" in 2020 and 2022 FOB also supports students' involvement in community services through initiatives such as "Chiến dịch mùa hè xanh," "Xuân tình nguyện," "Gửi gắm yêu thương," and "Đón tết cổ truyền - vui xuân hiện đại."

From 2019 to 2023, FOB enhanced its educational offerings by incorporating practical experience alongside theoretical knowledge This was achieved through investments in state-of-the-art facilities like the Banking Practice room, Artificial Intelligence lab, and Experimental Stock Exchange Trading System Furthermore, FOB and HUB collaborated with commercial banks and enterprises, providing students with valuable internships and work-based learning opportunities.

SELF-ASSESSMENT PROCESS

Recognizing the importance of developing and maintaining a quality assurance system to achieve its missions and visions, HUB has implemented several activities to improve the quality assurance system Among these activities, internal and external assessments are considered core approaches to enhance educational qualities The internal quality assurance (IQA) system is established at the university and faculty levels At the university level, the Department of Testing and Quality Assurance is the lead unit, responsible for improving the IQA system, organizing quality assessments, and supporting stakeholders to assess the educational quality and program followed by national, regional, and international standards At FOB level, FOB’s leaders, lecturers, and staff, who are responsible for quality assurance, oversee the implementation of relevant quality assurance activities based on the PDCA cycle to continuously maintain and improve the program quality that FOB is responsible for

In April 2019, the Banking Concentration program earned AUN-QA accreditation Following AUN-QA recommendations, HUB and FOB have implemented various initiatives since 2019 to enhance the program HUB developed a plan to enable self-assessment activities and facilitate the Banking Concentration program's re-assessment in accordance with AUN-QA criteria version 4.0.

No 131/KH-ĐHNH on February 20, 2023, titled "Implementation of the re-assessment of the

Finance and Banking programs according to AUN-QA standards (2 nd cycle)." Additionally, HUB established the self-assessment council at the university level based on Decision No 977/QĐ- ĐHNH dated April 18, 2023, by the President of HUB The steering committee includes 2 members (the Chairman of the HUB Council and the President of HUB), a self-assessment council has 17 members (Chaired by Assoc Prof., Dr Nguyen Duc Trung – President of HUB), a secretariat council with 6 members (Headed by MSc Nguyen Thi Thu Huong – Vice-Dean of the Department of Testing and Quality Assurance), and the specialized group consists of 14 members (Headed by

Dr Tran Chi Chinh – Vice-Dean of Faculty of Banking)

The tasks assigned to the specialized groups are as follows:

- Heads of the specialized groups: provide guidance, delegate tasks to members within the group, organize the self-assessment of the Banking Concentration programme, and conduct the meeting within the group to refine the self-assessment report (SAR) for submission to the university level Council

- Members of the specialized groups: read and analyze the AUN-QA criteria, collect data, as well as evidence, synthesize and analyze the collected data and evidence, write the SAR draft, and finalize the SAR

The entired process is between November 2022 and April 2024 and it is divided into 4 stages:

1 st Stage (Planning): Establishing the self-assessment council at the university and faculty levels, planning for self-assessment, and analyzing the criteria of AUN-QA version 4.0

2 nd Stage (Writing the SAR): Implementing the self-assessment process: Collect and analyze evidence, conduct interviews and surveys to evaluate the Banking Concentration programme according to AUN-QA criteria version 4.0, write, edit, and refine the SAR of Banking Concentration programme

3 rd Stage (Checking the SAR): Collecting feedbacks to enhance the SAR for the Banking Concentration programme, and disseminate the SAR to relevant stakeholders

4 th Stage (AUN-QA assessment): Submitting to AUN-QA.

EXPECTED LEARNING OUTCOMES

The programme to show that the expected learning outcomes are appropriately

FOB continuously improves the Banking Concentration programme to meet MOET requirements, providing high academic standards, modern knowledge, and practical skills Aligned with international integration trends, the programme aims to develop high-quality human resources in the banking sector Based on feedback from AUN-QA's 2019 accreditation, FOB has updated the 2021 programme's objectives and learning outcomes to meet MOET expectations and align with FOB's mission and vision.

Figure 1.1 Compatibility between HUB's Mission, Vision and Faculty of Banking

HUB provides society and the banking sector with high- quality human resources, influential research, consulting services and community-serving activities HUB creates an educational ecosystem, offering opportunities and skills for lifelong learning to develop a comprehensive, creative human being with a spirit of service

HUB’s vision is to become a multidisciplinary and interdisciplinary university in a group of prestigious universities in Southeast Asia HUB pioneers the application of digital technology in training, research, and solving interdisciplinary problems

THE MISSION OF FACULTY OF BANKING

Training high-quality, research-competent and practical human resources in the global banking financial environment

THE VISION OF FACULTY OF BANKING

FOB is the leading reputable unit in Vietnam for high- quality human resources training in the banking sector The programme is at the same level as the specialized programme of the countries in the ASEAN region

Graduates of the Finance – Banking program possess a comprehensive foundation in economics and banking principles They excel in banking knowledge and demonstrate strong moral character Their expertise encompasses research capabilities and professional practice within the framework of international integration, equipping them to navigate the global financial landscape with confidence.

PLO1: Ability to apply basic knowledge of natural and social sciences in economics

PLO6: Ability to systematically apply background and in-depth knowledge to solve Professional problems in the finance and banking sectors

PLO7: Ability to participate in building and developing application solutions in specialized banking

PLO8: Ability to recognize, grasp, and adapt to changing trends in the banking industry

LEARNING OUTCOMES OF THE PROGRAMME (Attitudes) PLO4: Show initiative, active learning, research and manage personal resources, and meet lifelong learning requirements

PLO5: Show a sense of compliance with the law, Professional ethics and social responsibility

LEARNING OUTCOMES OF THE PROGRAMME (Skills) PLO2: Critical thinking ability PLO3: Ability to organize, work in a team, and communicate effectively in an international integration environment

To identify the learning outcomes of the 2021 Banking Concentration programme, FOB has undertaken review, evaluation, adjustment/improvement according to the Plan-Do-Check-Act (PDCA) process, including the following steps: Planning, Organization of Implementation, Evaluation Inspection, Adjustment/Improvement Based on the recommendation of the Organization AUN-QA when accrediting the Banking Concentration programme in April 2019, and based on the provisions of Circular No 17/2021/TT-BGD, the mission, vision of the HUB and FOB of Banking, comparative documents, guidelines relating to the method of measurement of the learning outcomes [01.01.02] Additionally, to identify the learning outcomes of the programme, FOB has undertaken the following steps: (i) Surveys of stakeholders, (ii) Describe the objectives and initiatives of the Banking Concentration programme, (iii) The design of the framework and the expected content of the Banking Concentration programme, (iv) Seminar to consult experts, complete the PLOs and complete the contents of the Banking Concentration programme, (v) Meeting of the Scientific Council at FOB and School level to approve the Banking Specialty Preparation and Training Program, and (vi) The Rector signs the decision to formally issue the Banking Concentration programme To ensure higher generality, based on the recommendation of the AUN-QA Organization when accrediting the Banking Concentration programme in April 2019, and based on survey results and opinions received from experts, with duplicate output standards to be reduced or re-integrated, the results of the 2021 Banking Concentration programme of the Bank have 08 learning outcomes with levels to be reached at level 4 on the Bloom scale [01.01.03] The learning outcomes of the Banking Concentration programme are widely disclosed to stakeholders by the HUB/Faculty of Banking after issuing [01.01.04].

The programme to show that the expected learning outcomes for all courses are

The expected learning outcomes of the Banking Concentration Progamme are based on the learning outcomes of the curriculum Specifically, the learning outcomes of the training program, after being determined, are assigned to each of the subjects of the specialized Banking Concentration programme (Appendix-A3) Each subject of the Programme will be assigned a learning outcome number of the training program with the corresponding level of scale; the assignment of the standard outputs and scale level corresponding to each subject will depend on the subject that belongs to the knowledge block in the training program For example, core knowledge is typically assigned to the PLOs of general knowledge (PLO1) and the scale at level 2 or 3 Knowledge and specialized subjects are usually assigned learning outcomes related to the profession (PLO6, PLO7, PLO8) and the scale at level 4 Skill learning outcomes (PLO2 and PLO3) and attitude learning outcomes (PLO4 and PLO5) are often assigned to core knowledge subjects and disciplines, disciplines, and specialties; however, these differences vary in scale In addition, with each learning outcome of the training program and the corresponding scale level assigned to each discipline, the banking faculty has established the objectives and learning outcomes of the course and determined the contribution of the learning outcome of the discipline in terms of knowledge, skills, attitudes with a specific level of scale to the learning outcomes of the Banking Concentration programme [01.02.01]

The learning outcomes of all subjects are appropriate and compatible with the learning outcomes of the Banking Concentration programme Furthermore, based on the guidelines and training materials of the HUB, FOB is continuing to improve its assessment, measurement, and contribution to the learning outcome of the Programme Specifically, in addition to based on surveys and expert opinion polls to determine the PLOs, FOB also surveys and solicits expert opinion to construct the PI for each PLO and allocate these PIs to each subject with the corresponding scale level [01.02.02].

The programme to show that the expected learning outcomes consist of both

teambuilding skill, ect) and subject specific outcomes (related to knowledge and skill of the study discipline)

The PLOs are currently being applied, and FOB is constructed quite comprehensively according to the PDCA process and is approached according to SMART principles (specific, measurable, attainable, realistic, and timetable) Specifically, PLOs consist of 08 learning outcomes and are divided into two groups: (i) the general learning outcome group with 05 learning outcomes: PLO1 is the general knowledge of natural and social sciences in economics; PLO2, PLO3 are the general skills; PLO4, PLO5 are the levels of self-reliance and self-responsibility (attitude); These are general learning outcomes that learners need to acquire comprehensive knowledge of nature, economics, and society; as well as acquiring thinking, correct awareness, problem-identification and problem-solving skills, flexible adaptability to the changing business environment in the context of international economic integration and the digital age (ii) The specialized learning outcomes group has 03 learning outcomes: PLO6, PLO7, and PLO8, which are in-depth knowledge of the finance-banking sector In sum, by accumulating these 08 PLOs, students can shape professional competence in the finance-banking sector [01.03.01]

In addition to the specific identification of 08 learning outcomes, including 05 general learning outcomes and 03 specialized learning outcomes, as mentioned above, the development of the PLOs is based on the following principles: (i) be measurable: each PLO for a specific level based on the Bloom scale (ii) be attainable: each PLO is assigned to several subjects (Appendix-A3), whereas each subject will contribute to between 03 and 05 learning outcomes of the Programme with the corresponding specific scale level In addition, Faculties (responsible for subjects) have developed each PLO and show the contribution of each PLO in terms of knowledge, skills, or attitudes to the PLOs In addition, based on the standard of learning outcomes for each subject, Faculties (responsible for the subjects) have designed the method of teaching and learning, the method of evaluating the learners according to the learning outcomes, compatible with the standards of the subject's learning outcome(s) (iii) be practical: PLOs are constructed based on surveys, and referendum opinions from stakeholders (faculty members, students, Alumni, employers, regulators, and professional associations) The survey results are analyzed by FOB, critically reviewed, and approved by the scientific Councils at FOB and university levels Besides, with a highly qualified human resources team and fairly good response to facilities, the school/faculty has sufficient resources to help students with the learning outcome of the training program (iv) Be timetable: PLOs are contributed by the outcomes of subjects Except for the final internship (03 credits) assigned to 05 standard outcomes and the graduate thesis (09 credits) appointed to 06 learning outcomes of the training programme, and other subjects in the Programme, each subject is usually assigned from 3-4 learning outcomes of the education program Besides, each subject is designed from 3-5 learning outcomes, covering a full range of knowledge, skills, and attitudes Additionally, in terms of the duration of the study, each course is mainly designed to be 03 credits (corresponding to 45 hours of classroom lessons, a minimum of 90 hours of self-study at home); with this duration, under the teaching and guidance of a faculty, banking students have sufficient time to the learning outcome of the subject in knowledge, skills, attitudes Students achieve PLOs that been assigned to subjects [01.03.02].

The programme to show that the requirements of stakeholders, especially

The definition of expected learning outcomes of the 2021 Banking Concentration programme is based not only on the missions, and visions of HUB and FOB but also on the stakeholders' requirements Specifically, the designed learning outcome of the programme in particular, the specialized programme of Banking in general, is carried out by FOB according to the PDCA process Of which, to design a Banking Concentration programme in 2021, FOB identified the first and also most important one is the need to define the learning outcomes of the programme, and the outputs must be based on the requirements of stakeholders (teachers, students, Alumni, employers, regulators, professional associations) In addition to defining the PLOs, FOB has also defined the objectives of the Banking Concentration programme To define the goals and outputs of the 2021 Banking Concentration programme, FOB has undertaken several steps, some of which include: (i) Establish the basis for the establishment of the targets and the PLOs, which are based on the PLOs of Banking Concentration programme in 2018; the recommendations of the AUN-QA organization when accrediting the April 2019 Banking Concentration programme; the provisions of MOET; the missions and visions of the HUB and FOB; and the HUB's guidelines (ii) Draft objectives and learning outcomes of the programme, which were consulted by experts (iii) Conduct surveys, analysis, evaluation, and synthesis of survey results collected from stakeholders The survey results collected from stakeholders show that regarding the objectives of the Banking Concentration programme, over 97% of respondents were rated quite appropriately and very appropriately (Table 1.1), and regarding the learning outcome of the Banking Concentration programme, over 98% of the respondents assessed it as necessary and essential (Table 1.2) [01.04.01]

Table 1.1: Survey results related to the objectives of the Banking Concentration programme

No Criteria Achievement level 1 (Unit: %)

The objectives of the programme are defined in accordance with the mission of the HUB, FOB and the requirements of society

The objectives of the programme are clearly defined in terms of the knowledge, skills and attitudes that learners need when they graduate

Source: Report of the survey results on the improvement of the Banking Concentration programme

Table 1.2 Survey results related to the learning outcomes of the Banking Concentration programme

1 1: Absolutely inappropriate; 2: Less appropriate; 3: Moderate appropriate; 4: Quite appropriate; 5: Very appropriate

2 1: Absolutely inappropriate; 2: Less appropriate; 3: Moderate appropriate; 4: Quite appropriate; 5: Very appropriate

Learning outcome Criteria Achievement level 2 (Unit: %)

PLO1 Ability to apply basic knowledge of natural and social sciences in the field of economics 0.00 0.00 0.87 22.93 76.20

Ability to organize, work in a team and communicate effectively in an international integration environment 0.00 0.00 1.31 19.45 79.25

Show initiative, actively learn, research and manage personal resources, and meet lifelong learning requirements

PLO5 Show a sense of compliance with the law,

Professional ethics and social responsibility 0.00 0.00 0.00 21.77 78.23 PLO6 Ability to systematically apply background and in-depth knowledge to solve specialized 0.00 0.00 0.29 25.54 74.17

Source: Report of the survey results on the improvement of the Banking Concetration programme

The objectives and learning outcomes of the 2021 Banking Concentration programme are constructed based on the survey results from stakeholders (faculty members, students, Alumni, recruiters, regulators, and professional associations) These goals and PLOs are approved by the director and formally issued by the academic and school-level scientific councils Besides, the PLOs are disseminated to stakeholders and published publicly on FOB's website since PLOs are officially issued [01.04.02].

The programme to show that the expected learning outcomes are achieved by

by the the time they graduate

Students of the Banking Concentration programme are considered to graduate when the association meets the following conditions: (i) Accumulate the full number of students and the required learning volume; (ii) A cumulative average of 5 points or more, on a scale of 10 points; (iii) Fulfillment of the learning outcome requirements for foreign languages, informatics and training points as prescribed [01.05.01]

In addition to the survey conducted annually by the laboratory and the quality assurance of the HUB, including the survey of the quality of the course from last year's students and graduates (KS02), the employment situation of graduates after graduation (KS03), the employee satisfaction of employers about graduates from the HUB (KS04), to obtain more information to improve the output (expected learning results) of the training program, teaching and learning methods, to evaluate the pupils according to the outcome of the program; periodically the Banking Faculty also conducted surveys of the employers, graduates on the level of achievement of the initial standards Specifically, in 2023, FOB surveyed the level of output of Banking graduates in 2022 and 2023 (students trained under the 2018 edition of the Banking Concentration programme) Of which, except for a few learning outcomes (PLO7 and PLO12), a few people surveyed said that they only achieved 25%; the majority of those surveyed thought that the remaining outputs had a fairly high level of achievement (Table 1.4) [01.05.02]

Table 1.3 Levels of achievement of expected academic results by graduates in 2022 and 2023

Level of achievement of expected learning results

Learning outcomes Content of learning outcomes 25 50 75 100

PLO1 Ability to apply basic knowledge of natural and social sciences in the field of economics 0.00 0.00 13.62 86.38 PLO2

Ability to systematically apply background and in-depth knowledge to solve specialized problems in the finance – banking sector

PLO3 Ability to apply knowledge and specialized skills to identify and control risks in the operations of a bank/credit institution 0.00 1.83 35.97 62.20

PLO4 Ability to apply professional knowledge to identify, analyze and solve specialized problems in the banking sector 0.00 0.00 28.86 71.14

PLO5 Ability to counteract, construct, develop new policy mechanisms in the banking sector 0.00 1.22 39.23 59.55 problems in the finance–banking sector

PLO7 Ability to participate in building and developing application solutions in the field of banking 0.00 0.00 1.30 23.66 75.04 PLO8 Ability to recognize, grasp and adapt to changing trends in the banking sector 0.00 0.00 1.16 18.72 80.12

PLO6 Critical thinking ability 0.00 0.00 23.98 76.02 PLO7 Ability to organize, work in a team 1.63 7.93 27.64 62.80

PLO8 Ability to communicate effectively (in writing and in speech) in different environments and circumstances 0.00 9.35 23.17 97.48 PLO9 Ability to apply specialized skills in the banking sector 0.00 0.00 35.77 64.23

PLO10 Demonstrate proactive, positive and manageable personal resources 0.00 0.00 18.90 81.10

PLO11 Show a sense of compliance with the law, professional ethics 0.00 0.00 17.89 82.11

PLO12 Ability to recognize and adapt to changes in social and work environment 3.05 17.89 15.04 64.02

Source: The achieved results of the 12 PLOs

PROGRAMME STRUCTURE AND CONTENT

The design of the curriculum is shown to include feedback from stakeholders,

The HUB and FOB utilize ISO 9001:2015 processes in curriculum design and development FOB specifically follows a PDCA process for updating the Banking Concentration program, incorporating MOET regulations, HUB instructions, and AUN-QA recommendations To gather feedback, FOB conducts stakeholder surveys to assess program alignment with objectives, consistency, resource adequacy, and industry relevance This feedback informs curriculum revisions and approvals through various FOB and HUB committees, leading to the official promulgation of the revised Banking specialized teaching program [02.03.01] Enhancements include improved integration and scale level for learning outcomes, updated teaching methods, and revised testing and evaluation procedures, accompanied by updated reference documents in Vietnamese and English [02.03.02].

FOB also uses survey results conducted annually by the Department of Testing and Quality Assurance to design, develop, and improve the 2021 version of the Programme These include the Course Quality Survey, querying final year students and recent graduates (KS02); Survey on the employment situation of learners after graduation (KS03); Survey on employer satisfaction with HUB graduates (KS04) In addition, FOB/Department also periodically organizes seminars and specialized activities for lecturers and/or experts who are leaders of banks or businesses to share experiences to improve the content, teaching methods, testing, and assessment of learners according to the standards of the Programme FOB utilizes these results to improve the Programme [02.03.03].

The contribution made by each course in achieving the expected learning outcomes

The level of contribution of each subject to the learning outcomes (Expected Learning Outcomes) of the 2021 version is shown by achieving the PLOs allocated to the subject at the same level corresponding scale Except for the Internship module (at the end of the curriculum) for 05 credits and the Thesis for 06 credits, other subjects equal 03 to 04 credits On the contrary, each learning outcome of the curriculum is contributed by several subjects (Table 1.1) Based on the standards of the curriculum and the corresponding scale level allocated to the subject, the faculties

(in charge of the subject) will develop a detailed course syllabus according to the PDCA cycle In particular, to concretize the level of contribution of each subject in the PLOs, based on the guidance of the Training Office, FOB determines the goals, the course learning outcomes (CLOs), and the contributions of the CLOs to PLOs For example, The Banking credit subject is allocated 04 credits, including PLO5, PLO6, PLO7, and PLO8 To have a basis for assessing the level of contribution of the Banking Credit subject to the curriculum's learning outcomes, FOB identifies 04 CLOs, including CLO1, CLO2, CLO3, and CLO4 These CLOs are shown clearly in the Banking Credit subject syllabus In addition, FOB builds a matrix of CLO contributions to the Banking Concentration programme PLOs (Table 2.1) [02.04.01]

Table 2.1 Illustration for Matrix of CLOs Contribution to PLOs

PLOs of the Banking Concentration programme

Source: Banking Credit course outline (2021)

FOB employs a range of teaching and learning methods tailored to specific subject outcomes Notably, the 2021 approaches combine traditional and modern methods, such as interactive lectures, group work, case studies, and blended learning The allocation of credits and scale levels determines the appropriate methods For instance, the Banking Credit subject with 04 credits and a scale level of 04 emphasizes specialized knowledge (3 PLOs) and attitude (1 PLO) To achieve these outcomes, FOB utilizes methods such as interactive lectures, work/study practice, and case studies.

The course syllabus identifies the subject assessment components to evaluate/measure the achieved CLOs and the subject contributions to the Programme In addition, the course outlines also specifically show the content assessment methods and rubrics assessment for each component One of the outstanding advantages in assessing the level of achievement of subject standards and their contribution to the Programme in version 2021 (compared to the 2018 version) is that it does not only focus on the end assessment of the course but also assesses the learning process for the entire course In addition, the assessment of learners' learning outcomes according to the learning outcomes of the curriculum in subjects is based on a diverse and flexible combination of assessment methods, depending on the type of learning outcomes of knowledge and skill, the attitude of the curriculum and the corresponding scale level are allocated to the subject For example, the Banking Credit subject is allocated 04 PLOs of the curriculum with a scale level of 04 The level requires that at the end of the subject, learners must be able to "Analyze" relevant issues to subject content Therefore, 03 methods for process- and 01 for the final-assessment are applied to evaluate/measure the level of achieving the CLOs and their contributions to the PLOs (Table 2.2) In particular, the evaluation methods include “A.1.2 Mid-term exam”, “A.1.3 Group exercise”, and “A.2.1 Final exam" which are adapted to evaluate the level of achievement of the PLO6, PLO7, and PLO8 that the curriculum allocates to the Banking Credit subject The evaluation methods include “A.1.1 Diligence, learning attitude", and "A.1.3 Group homework" which are used to evaluate the level of achievement of the PLO5 that the curriculum allocates to the Banking Credit subject [02.04.03]

Evaluation component Evaluation method Course Learning Outcome Weight

A.1.2 Mid-term test CLO1, CLO2, CLO3, CLO4 20% A.1.3 Group homework CLO1, CLO2, CLO3, CLO4 20%

A.2 Final assessment A 2.1 Final exam CLO2, CLO3, CLO4 50%

Source: Banking Credit course outline (2021)

The curriculum to show that all its courses are logically structured, properly

The 2021 version of the Banking Concentration programme includes 43 subjects/modules with a total duration of 124 credits, excluding 05 physical education credits and 08 defense and security education credits Of the total 43 modules in the Programme, there are 10 subjects in the general knowledge group, 18 subjects in the industry basis knowledge group, and 15 subjects in the industry and specialized knowledge group The Programme is reasonably structured between general knowledge and professional knowledge With a total of 124 credits, of which general knowledge accounts for 17.74%, professional knowledge (industry basis, industry and specialized) accounts for 82.26% of the entire curriculum (Table 2.3) The division follows the recommendations of the AUN-QA Organization when accrediting the Banking Concentration programme in April 2019, and the development orientation of HUB's programmes, which is to strengthen specialized knowledge to help learners comprehend deep specialized knowledge, develop professional skills, and practice professional ethics; thereby meeting the requirements of the labor market in the banking and finance sector in the context of international economic integration and the strong development of the 4.0 industrial revolution [02.05.01]

Table 2.3 Structure of the Banking Concentration programme

No Body of knowledge Number of courses Number of credits Ratio (Unit: %)

Source: Banking Concentration programme, version 2021

The 2021 version of the Banking Concentration programme has a total of 43 subjects, of which each subject integrates the learning outcomes of knowledge, skills, and attitudes (Table 2.3) In addition, the content of many subjects in the Banking Concentration curriculum combines theory and practice, is integrated into an interdisciplinary direction, and requires students to actively experience themselves to acquire knowledge following HUB's educational philosophy of "Liberal

- Interdisciplinary - Experience" In addition to the reasonable structure between general knowledge and professional knowledge (Table 2.3), the subjects are arranged in chronological order and clearly defined in the training plan of the Banking Concentration programme version 2021 Specifically, (i) Courses belonging to the general or industry basis knowledge groups are introduced in the first semesters (ii) Subjects belonging to the industry knowledge group are lectured in the following semesters (iii) Subjects belonging to the specialized knowledge group are delivered in the final semesters As for the Final Internship and the Thesis modules, students can only take them when they have accumulated the required credits according to regulations In addition, with the subjects in the specialized Banking curriculum, there are also regulations on previous/parallel subjects to ensure the scientific inheritance of knowledge and skills between subjects in the programme in teaching programme [02.05.02]

The curriculum of the Programme is applied following the credit system Each academic year includes 02 main semesters and 01 additional summer semester for students who want to study beyond and improve their scores 3 By 03 organized semesters, students proactively arrange their plans to achieve PLOs Students who have high capacity and good time management ability can register for the maximum number of credits allowed each semester to graduate earlier than the expected duration, which is 04 years from admission [02.05.03].

The curriculum to have option(s) for students to pursue major and/or minor specialisations

Students are required to not only have the ability to be creative and practical thinking but also have relevant knowledge upon graduation with the educational philosophy of "Liberal - Interdisciplinary - Experience" Following its educational philosophy, HUB has updated and improved the curriculum continually Specifically, the curriculum has several general and interdisciplinary learning outcomes to allow learners to transfer between majors In particular, the Banking Concentration programme has been improved by FOB of Banking in 2021 There are 03 PLOs (PLO6, PLO7, and PLO8) in-depth knowledge in finance and banking Additionally, there are also 05 general PLOs (PLO1, PLO2, PLO3, PLO4, and PLO5) for general knowledge and skills These general PLOs are also currently being applied to other Programmes, for example, the Finance Concentration Programme and Accounting and Auditing Programme Compared to the Finance and Accounting and Auditing Programmes, the Banking Concentration programme only differs from about 09 to 12 subjects/modules By this approach, the Programme allows students to earn dual majors easily Furthermore, after graduating from the Programme, students can pursue a 2nd degree within 01 to 02 semesters [02.06.01]

The Banking Concentration programme version 2021 develops two orientations: (i) Traditional in-depth banking orientation, and (ii) Financial technology orientation The Programme combines theory and practice and integrates knowledge, skills, and attitudes In particular, teaching and learning activities of subjects in the Programme always encourage students to self-study, self- research, and self-experience to acquire knowledge, develop thinking, and practice ethics It has allowed learners more opportunities to choose appropriate learning orientations to unleash their abilities according to their characteristics with the two orientations [02.06.02]

Students take the course Introduction to Banking in the first semester to choose an orientation that suits their interests, qualities, and abilities In addition, it helps students know how to develop and practice skills and professional ethics It also helps students better understand the Banking Concentration programme so that students can choose the appropriate orientation [02.06.03].

The programme to show that its curriculum is reviewed periodically following an

FOB diligently reviews, updates, and enhances the Banking Concentration program in compliance with MOET regulations and HUB guidelines This iterative process follows the PDCA cycle, ensuring continuous improvement Significantly, the program's curriculum undergoes regular updates by FOB, aligning precisely with the requirements set forth by MOET and the recommendations provided by AUN.

QA Organization the accreditation Programme in April 2019 In particular, compared to the 2018

3 The total number of semesters (from admission to graduation) will depend on the number of courses (or credits) in each semester that a student registers and passes exams version of the Programme, the 2021 version has a huge improvement Specifically, the 2021 version reduces some inappropriate output standards, and some overlapping output standards have been integrated into one standard The PLOs are supplemented with levels according to the Bloom scale Some subjects are no longer relevant and add some new subjects in a modern direction (For example, adding some subjects such as Artificial Intelligence in Quantitative Trading, Social network data analysis Assembly, Python Programming for Data Analysis) The 2021 version also reduces the number of credits for the curriculum from 129 to 124 In addition to improving the programme, FOB also improved the 2021 Banking Concentration programme outlines Specifically, in addition to updating new knowledge to suit the actual situation in "part C Detailed content Teaching", the syllabus of subjects in the 2021 version has crucial improvements in teaching methods and assessment according to the curriculum's standards, especially references in specialized subjects are used in Vietnamese and English with the updates [02.07.01]

FOB consulted and compared the curriculum of prestigious universities domestically and internationally to design and develop the 2021 version of the Banking Concentration programme FOB also collected feedback from stakeholders FOB selects and compares to the following universities in Vietnam, including (i) University of Economics, Ho Chi Minh City: Programme in Banking and Finance, major in Banking, (ii) Banking Academy: Programme in Banking and Finance, (iii) University of Economics and Law: Programme in Banking and Finance, major in banking The overseas universities selected by FOB for comparison include (i) Monash University, an Australian research-oriented university (the top 100 in the world and the top 8 universities in Australia research-oriented), (ii) University of Leeds, a British research-oriented university (the top

100 in the world according to various rankings) Besides, updating and improving the curriculum is carried out by FOB following the PDCA process The main stages related to improving the Curriculum include (i) FOB adjusts and improves the Curriculum, including the objectives, outcomes, structure, and content The basis for adjustment and improvement is based on the regulations of MOET, instructions of the HUB, recommendations of the AUN-QA Organization when accrediting the programmes in April 2019, and the survey results of stakeholders (ii) FOB reviews and evaluates to eliminate unnecessary subjects and add new subjects FOB builds, updates, and improves subjects to be consistent with the standards of the curriculum and the scale levels allocated to each subject (iii) FOB approves the curriculum and course outlines by the Scientific Council at FOB level and sends documents related to updating and improving the curriculum and course outlines to the Training Office; (iv) The Training Office checks the validity and completeness of the dossier on updating and improving the programme and the course outlines of FOB and submits it to the Scientific Council at the university level for consideration and approval (v) The principal approves and officially promulgates the updated and improved curriculum and course outlines [02.07.02] The Curriculum and the set of course outlines of version 2021, after being officially issued, will be disseminated to relevant parties and publicly announced on the website of the HUB and/or FOB [02.07.03]

FOB has currently planned and is implementing the review, update, and improvement of the Programme, which will be implemented starting at the end of 2023 and is expected to be completed in June 2024 In particular, the Banking Concentration programme has been improved (expected to be completed in June 2024) and developed in two orientations: (i) Digital banking and risk management, and (ii) Financial technology The purpose of improving the programme is, on the one hand, to meet the HUB's requirements for determining the goals and learning outcomes of the programme, assessing the level of achievement of learners' expected learning outcomes following the PLOs, and following the curriculum's standards, which are consistent with the orientation of AUN-QA version 4.0 On the other hand, FOB improves the programme in a modern direction, consistent with the development trend of the digital economy in the 4.0 By this approach, HUB provides society with high-quality human resources, especially in the field of finance and banking The modern direction is potential since the labor market has a very high demand for human resources to implement digital transformation and develop digital banking [02.07.04].

TEACHING AND LEARNING APPROACH

The educational philosophy is shown to be articulated and communicated to all stakeholders It is also shown to be reflected in the teaching and learning activities

HUB's educational philosophy is issued through official documents [03.01.01] , this educational philosophy, after being issued, is disseminated to all employees, lecturers, students, and other relevant parties of HUB In addition, the educational philosophy is also publicly announced on the HUB's website [03.01.02] At the same time, the educational philosophy is also disseminated in the form of posters at HUB's training facilities HUB's educational philosophy is conveyed in the goals, objectives, and content of the Banking Concentration programme, teaching and learning activities in the subjects of the Banking Concentration programme [03.01.03]

The messages in the educational philosophy, after being transmitted and concretized in the goals, content, teaching, and learning activities of the Banking Concentration programme, have been recognized by all employees, lecturers, and students HUB members and other relevant parties understand and implement it well In particular, the educational philosophy "Liberal education - Interdisciplinary - Experience" is conveyed by FOB into the goals, learning outcomes, content of the Banking Concentration programme, teaching and learning methods of the courses in the Banking Concentration programme are as follows:

HUB's educational approach fosters personal growth, knowledge acquisition, and critical thinking It instills positive values, cultivating self-reliance, creativity, and civic responsibility The Banking Concentration program aligns with these objectives, featuring mandatory subjects that fulfill knowledge, skills, and attitude PLOs Additionally, elective courses cater to students' unique strengths, allowing them to hone their abilities and achieve their full potential.

Interdisciplinary education is a key feature of the HUB program, fostering unbiased decision-making, enhanced expert collaboration, and expanded employment prospects The Banking Concentration program specifically incorporates courses that integrate multiple fields, enabling students to acquire not only specialized banking and financial knowledge but also a broad understanding of technology, natural sciences, economics, and societal issues This interdisciplinary approach equips students with a comprehensive skillset and knowledge base, preparing them for diverse career opportunities.

- Experience: “HUB delivers an educational model of "maturity through experience" By experience, learners will have a deeper understanding of theory and form practical thinking, and implementation capacity, thereby adapting and improving the environment” [03.01.08] In particular, the design and implementation of teaching and learning activities of the Banking Concentration programme, in addition to theoretical and practical content, are transmitted between lecturers and students through various methods of teaching and learning in the classroom Students can also experience self-study and self-research via case studies and individual/group essays at home according to the requirements and direction of the instructors [03.01.09] In addition, students can also practice in the Practical Banking Room, and Artificial Intelligence Lab for some operations and directly participate in HUB's real Stock Exchange Furthermore, students can also participate in professional seminars and practical experiences at banks [03.01.10].

The teaching and learning activities are shown to allow students to participate

Teaching and learning activities in the Banking Concentration programme always aim to create conditions for learners to participate in learning responsibly This is done in both the stages of building, updating, and improving the Programme and the training implementation process for the Banking Concentration programme In particular, in addition to creating conditions to help students achieve the learning outcomes, (expected learning results) of the Programme upon graduation, teaching and learning activities in the curriculum of the Programme always aim to create conditions for students to participate in learning responsibly

In the development and refinement of the program, Faculty of Banking (FOB) meticulously analyzes survey data from students, support staff, lecturers, and employers Of particular interest to FOB is the creation of pedagogical approaches that foster responsible student engagement in the learning process [03.02.01] Moreover, the program's learning outcomes (PLOs) emphasize not only cognitive skills but also competencies and ethical standards that students must attain upon graduation [03.02.02] To this end, FOB employs diverse and adaptable teaching and learning strategies that empower students to assume responsibility for their learning, thereby enabling them to achieve the desired PLOs, including critical thinking, teamwork, communication, initiative, lifelong learning, and professional integrity [03.02.03].

After the PLOs are determined and allocated to each subject, the Faculties in charge of the subject will apply appropriate teaching and learning methods Depending on the content and scale of the learning outcomes of the allocated Programme, the subjects are different although there are differences in the number and type of teaching and learning methods applied, one of the common points is that all subjects apply a variety of teaching and learning methods to achieve the PLOs and all aim to encourage students to participate in learning responsibly In particular, applying several modern teaching and learning methods in subjects, students/groups of students must participate in presentations, role-plays, handle situations, and do individual/group exercises [03.02.04]

- To achieve the PLOs, students must participate in learning responsibly In particular, to help students achieve the PLOs upon graduation; not only does it create a suitable training environment but there are also teaching and learning activities Each subject of the Programme always aims to create conditions for learners to participate in learning responsibly Specifically, students are provided with the lecture content in advance, are introduced to the course textbooks/references, and detailed outlines of the courses clearly state the student's responsibilities, which are: Must research issues/content related to the subject in advance before participating in class [03.02.05]

- To achieve the PLOs, especially the ones of skills and attitudes, students are required to participate responsibly In particular, in addition to having responsibility in learning and self- study/research to acquire and discover new knowledge Students need to have academic integrity regarding academic products (scientific research topics, scientific articles, internship reports and/or graduation theses, individual essays, and/or group essays ) Students have been studying scientific research methods since the first year to create conditions for them to have early access to scientific research activities and have a proper awareness of academic integration [03.02.06] Besides, FOB and/or FOB's Youth Union also regularly organizes professional seminars and guides scientific research [03.02.07], FOB organizes internship guidance sessions and writes internship reports and graduation theses every year Furthermore, HUB also issues regulations and guidelines on academic integrity and provides tools to help students self-check for duplication in their academic products [03.02.08].

The teaching and learning activities are shown to involve active learning by the

The 2021 Banking Concentration program offers a structured learning plan with mandatory and elective courses organized into two streams (03.03.01) Utilizing the credit system, the program allows students to tailor their schedules based on their time preferences This proactive approach to registration, facilitated by feedback from faculty and students, empowers students to take ownership of their learning experience (03.03.02).

The teaching and learning activities within the program seek to enhance students' proactiveness in both learning and research To facilitate the achievement of program learning outcomes, a suitable learning environment is fostered by combining various approaches Flexibility is incorporated into the program's training formats, teaching methodologies, and content, notably by blending in-class instruction with self-directed learning both in and outside of the classroom setting.

- Regarding the form of training, teaching and learning activities of subjects in the Banking Concentration programme are a combination of face-to-face training and online training In particular, the maximum online training duration for subjects is specified in detail in each subject syllabus [03.03.03] The combination of face-to-face training and online training not only creates conditions for students to learn more proactively, it also helps students gain experience with modern training technology Thereby improving technology skills by the HUB's educational philosophy [03.03.04]

- Regarding teaching and learning methods, besides traditional teaching methods such as lectures and group discussions; subjects in the Programme also apply modern teaching and learning methods such as flipped classroom models, presentations, group discussions, problem-solving through situations, and practice based on simulated situations [03.03.05] The flexible combination of teaching and learning methods not only makes the transmission of subject content between lecturers and students more convenient but also helps improve students' self-study and self-research abilities Because under modern teaching and learning methods, lecturers only play a guiding and guiding role, students will take an active role in discovering knowledge Besides, with modern teaching and learning methods, achieving good learning results requires students to proactively research materials in advance, and perform individual and group exercises at home according to Instructions and orientation from instructors before participating in class sessions [03.03.06]

- Regarding training content, in addition to the main training content to achieve the PLOs, FOB and/or HUB also create conditions for students to experience and share relevant experiences related to specialized skills, professional ethics, trends, career opportunities, and professional ethics from Alumni and bank leaders through thematic talks organized by FOB and/or HUB In addition, students majoring in Banking also gain experience through practical activities organized by clubs of FOB's Youth Union and the University's Youth Union [03.03.07]

- Regarding study time, in addition to the time spent studying in class, students are required to self-study and research at home at least twice the time spent studying in class Besides, with modern teaching and learning methods, achieving good learning results requires students to proactively research materials in advance, and perform individual and group exercises at home according to Instructions and orientation from instructors before participating in class sessions [03.03.08].

The teaching and learning activities are shown to promote learning, learning how

Teaching and learning activities in the Banking Concentration programme not only aim to encourage students to self-study/self-research but also pay great attention to encouraging students to learn learning methods and be aware of the meaning of lifelong learning

Table 3.1 Comparison of teaching and learning activities aimed at improving lifelong learning abilities for students majoring in Banking

100% of course outlines clearly describe the use of teaching and learning methods In addition, 100% of course outlines describe self-research and self-study activities aimed at improving students' lifelong learning abilities In addition, lecturers use appropriate teaching activities and teaching methods to support students in learning learning methods practicing skills, and improving lifelong learning abilities

The Programme does not mention teaching and learning methods Course outlines, in addition to general descriptions, describe in detail and specifically self-study/self- research activities to support students in practicing skills and improving lifelong learning abilities

The Programme mentions teaching and learning methods Course outlines not only provide general descriptions but also describe in detail and specifically the students' self-study/self-research activities In addition, teaching and learning methods and activities to support students in practicing their skills and improving their lifelong learning ability are also described in detail in each chapter of the subject syllabi At the same time, the course syllabus also stipulates a training format that combines face-to-face and online

Source: Compiled from the 2018 and 2021 Programme course outlines

- The university training motto of "teaching people - teaching profession - teaching methods" and creating a culture of "lifelong learning" so that students after graduating from the Banking Concentration programme can have “Strong knowledge, proficient skills, standard attitude, adaptability to a professional working environment” To do so, when building, editing, and updating the Programme, in addition to encouraging students to self-study and research, FOB has paid great attention to encouraging students to learn learning methods and be fully aware of the importance of lifelong learning, as specified in the Learning Outcomes of the Banking Concentration programme: PLO2: Critical thinking ability; PLO4: Demonstrate initiative and positivity in studying, researching and managing personal resources, meeting lifelong learning requirements, PLO8: Ability to recognize, grasp and adapt to trends direction of change in the banking sector [03.04.01]

To ensure effective learning, FOB continually incorporates teaching and learning activities that promote self-directed study, learning method acquisition, and instill the importance of lifelong learning These activities extend beyond updating program PLOs, structure, and content FOB has prioritized the innovation and modernization of teaching methods to foster students' enthusiasm for learning and emphasize the significance of continuous learning throughout their lives.

- Teaching and learning activities in the Banking Concentration programme always aim to encourage and create conditions for students to learn learning methods and fully realize the importance of lifelong learning From the first year, students have studied Scientific Research Methods and Introduction to Banking The content, teaching, and learning activities in these subjects not only help students realize the meaning and importance of lifelong learning but also orient students on how to learn In addition, most of the subjects in the Banking Concentration programme apply teaching and learning methods that require students not only to self-study and naturally research to discover new knowledge but also to help students improve their ability to collect and process information, think critically, and generate new ideas and/or solutions [03.04.02]

Figure 3.1: Development chart of students majoring in Banking

Source: Compiled from HUB's Introduction to Banking course

With the motto "lifelong learning", HUB's view on "learning" is a continuous process With the learning outcomes of knowledge, skills, and attitudes achieved after graduating from university, students majoring in Banking will continue their learning process at a higher level or continue their learning process through Experience in a practical environment consistent with professional competencies and development related to the job position (Figure 3.1) [03.04.03].

The teaching and learning activities are shown to inculcate in students, new ideas,

To help students in the Banking Concentration programme become fully aware of the importance of taking initiative, creative thinking, innovation, and entrepreneurship, FOB organizes creative start-up competitions to promote the spirit of innovation among students In addition, the HUB/Faculty coordinates with banks and businesses to carry out activities to support creative student startups [03.05.01]

This program's teaching and learning strategies prioritize cultivating self-directed learning and research among students Additionally, it emphasizes enhancing students' aptitude for innovation, creative thinking, and an entrepreneurial mindset This is achieved through a focus on developing students' initiative, problem-solving abilities, and adaptability to ever-changing global contexts The program also fosters a collaborative learning environment that encourages the exchange of ideas, peer feedback, and the development of cross-disciplinary connections.

- In addition to traditional teaching and learning methods, many subjects in the Programme have applied modern teaching and learning methods, such as teaching and learning methods based on case analysis, teaching and learning based on problem-solving, and project-based teaching and learning With these modern teaching and learning methods, not only have we helped students fully realize the meaning of self-study and self-research but we have also created conditions for students to actively explore to create understanding, rather than simply passively absorbing knowledge from lecturers This also helps students form creative thinking, innovation, and entrepreneurial spirit [03.05.02]

Practical and internship experiences are essential components of the program In select courses, simulated exercises and hands-on practice in dedicated facilities enhance theoretical learning Additionally, students are required to complete internships at financial institutions or government agencies During internships, students observe, learn, and conduct research on practical operations within the banking and finance industries This real-world exposure allows students to compare theoretical knowledge with practical applications.

Academic development Master's degree Doctor's degree and evaluate the operations being performed at the internship unit with the theories students have been equipped with during their time studying at the HUB This not only helps students learn more knowledge, experience practice skills, and professional ethics to be able to do a good job after graduation; It also helps students form creative and innovative thinking [03.05.04]

- In addition to the main learning content of the Programme, students can also participate in many extracurricular activities and academic competitions, and join clubs organized by the FOB’s Youth Union or the HUB’s Youth Union In addition, many final-year students of the Programme are selected by banks to become potential interns This not only helps students experience themselves to come up with ideas, creative thinking, innovation, and entrepreneurial spirit but also supports banks in recruiting good quality employees, suitable to their needs [03.05.05].

The teaching and learning processes are shown to be continuously improved to

FOB prioritizes the continuous enhancement of the Banking Concentration program's teaching and learning experience Through regular professional development activities and workshops on pedagogical methodologies, educators refine their teaching approaches The program curriculum undergoes systematic updates and revisions to align with market demands and ensure students acquire the competencies required for a successful career in banking.

- The Programme is periodically updated and edited by the FOB The process of updating and editing is always carried out by the FOB according to the PDCA cycle In particular, since the educational philosophy was conveyed in the goals and content of the Programme, FOB organized seminars and surveys to receive comments and feedback from many stakeholders (lecturers, officers, employees, students, Alumni, employers, state management agencies, and other relevant parties) [03.06.01] The Programme, after being approved by the Principal, is publicly announced on the HUB's website [03.06.02] Specifically, from 2018 to 2023, FOB has updated and revised the Banking Concentration programme twice To have information for updating and editing the Programme, in addition to collecting information for setting goals, learning outcomes, and Programme content FOB has paid great attention to information to improve the teaching and learning process to ensure it meets the requirements of the labor market and is compatible with expected learning outcomes [03.06.03] While in the 2018 version, subjects mainly used traditional teaching and learning methods (Table 3.2), the 2021 version used a variety of teaching and learning methods, both traditional and modern methods (Table 3.3)

Table 3.2 Matrix connecting between courses, teaching and learning methods with the Learning Outcomes of Banking Concentration programme (2018)

Group of courses Teaching and learning methods Learning

Group of courses belonging to general and industry basis knowledge

Lectures, group discussions, group presentations

PLO1, PLO2, PLO3, PLO4, PLO5, PLO6, PLO7, PLO8, PLO9, PLO10, PLO11, PLO12

Group of courses belonging to the industry and specialized knowledge

Lectures, group discussions, presentations, learning through case study, learning based on problem-solving, practicing practical operations at internship units

Source: Compiled from course outlines of the 2018 Banking Concentration programme

Table 3.3 Matrix connecting between modules and teaching and learning methods and with the Learning Outcomes of the Banking Concentration programme (2021)

Group of courses Teaching and learning methods Learning

Group of courses belonging to general and industry basis knowledge

Lectures, group discussions, presentations, flipped classroom model (assigned students/groups of students will play the role of lecturers to run the class)

Group of courses belonging to the industry and specialized knowledge

Lectures, group discussions, presentations, learning through solving situations, learning based on problem solving, learning based on realistic simulation models at the Lab, practicing practical operations at training units, practice units

Source: Compiled from course outlines of the 2021 Banking Concentration programme

Upon establishing the PLOs for each course, faculties, departments, and lecturers collaboratively devised and researched teaching and learning approaches aligned with the objectives These approaches vary greatly, considering each subject's content and PLOs However, a common thread across all subjects is the diversity and appropriateness of teaching methods, aiming to fulfill the Program's learning outcomes.

Educational methodologies encompass traditional techniques like lectures and discussions, as well as modern approaches such as flipped classrooms and problem-based learning To ensure coherence, faculties organize seminars that unify content and methods among subjects These seminars align lecture content, exercises, and case studies while enhancing teaching methods to match course material Additionally, they foster consensus on teaching methods and activities outlined in syllabi, promoting alignment with the university's educational philosophy.

- To continuously improve the teaching and learning process to ensure it meets the requirements of the labor market and is compatible with expected learning results, based on the need to improve the teaching and learning methods of specialized subjects, HUB also organizes training sessions on teaching and learning methods, designs, measures and evaluates PLOs and CLOs [03.06.05]

In response to evolving labor market demands, FOB plans to revise its Banking Concentration program in 2024 Informed by stakeholder surveys, the updated curriculum will focus on digital banking and risk management, as well as financial technology This revision will entail not only the assessment of program standards and content but also the development and evaluation of performance indicators for specific learning outcomes.

STUDENT ASSESSMENT

The assessment and assessment-appeal policies are shown to be explicit,

to students, and applied consistently

HUB's comprehensive policies and regulations, including those governing undergraduate education, examination procedures, and online assessment during the pandemic, provide clear guidelines for assessing students' expected learning outcomes Moreover, these regulations outline instructions for complaints and appeals related to learning outcomes, ensuring transparency and accountability As a result, HUB has implemented consistent assessment and appeals processes that adhere to the established content and requirements, fostering a cohesive and equitable learning environment.

The above-mentioned policies and regulations related to the assessment and appeals of learners' learning outcomes are publicly available on HUB's website and in the "Student Handbook." The handbook is updated with the latest university policies and regulations of HUB at the beginning of each academic year and is provided to first-year students in PDF format upon entering the university The "Student Handbook" is also publicly accessible on HUB's homepage for learners to easily find and download for reference at any time [04.02.02].

The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently

Criteria and procedures for assessing learning outcomes are comprehensively outlined in the policies and regulations specified in Criterion 4.2 Clear and consistent implementation of these criteria ensures the transparency of assessment processes to learners Furthermore, the continuous monitoring and assessment of learning outcomes throughout a learner's study period and upon program completion are meticulously detailed within these documents, ensuring the alignment of assessment practices with established standards.

- For admission: For all nationwide applicants seeking admission to the regular undergraduate program in the Banking Concentration, at HUB, recognition of high school graduation and participation in the national high school examination organized by MOET are required Applicants must also submit an admitting file to be considered for admission HUB employs various forms and methods of admission For each admission method, the principle is to admit based on the admission scores from highest to lowest until the enrollment quota is met All information regarding the annual admission process is publicly announced on HUB's website Detailed information on admissions includes admission quotas, admission criteria, application forms, deadlines, and result notification methods To become a student in the Banking Concentration programme, students are firstly admitted to the Finance – Banking major, and after the first semester, students are classified into the Banking Concentration programme based on FOB’s admission quotas, individual preferences, and learning results in the first semester [04.03.01]

- For assessment of proficiency in foreign language and computer skills: Upon entering the first academic year, learners are assessed on their proficiency in foreign languages and computer skills These essential skills support learners throughout their study at HUB Meeting the required proficiency levels in language and computer skills is a prerequisite for learners to register for Specialized English and Applied Computer classes The eligibility criteria are presented in the

"Student Handbook." Information about the assessment and its results is publicly announced on the HUB's website [04.03.02]

+ First, process and final assessment of a course: During the training process at HUB for learners belonging to the Banking Concentration programme, process and final assessments of a course are important and conducted in most courses Information about the activities of the process and final assessment for each course is always clearly and specifically stipulated in the course specification Specifically, information related to process and final assessment made available to students includes assessment time, format, methods, criteria, weights, and assessment contents for both process and final assessments For process assessment, which includes attendance and attitude, mid-term tests, individual assignments, personal essays, group essays, and presentations, specific guidelines are presented in the course specifications which are publicly accessible on the Banking Faculty's website As for the final assessment, it is reflected in the class schedule and the final exam schedule published by the Academic Affairs Office at the beginning of each semester, publicly available on the HUB's website Regarding the format, methods, criteria, and weights of assessment components, they are stipulated in the content of the Regulation on the organization and management of undergraduate education at HUB, which is publicly announced on the Academic Affairs Office website and further detailed in the course specifications [04.03.03]

Figure 4.1 Timeline in the process of final exam appeal

Source: Synthesizing from Regulation on examnination procedures (2023)

+ Secondly, for complaints and appeals related to the process and final assessments of a course: (i) For the process assessment, if learners have doubts or complaints about grades of process assessment, the lecturer will provide feedback immediately at the announcement of the process assessment’s grades or within the maximum of 5 days from the date of receiving the complaint

5 working days for Dep of Testing and

5 working days to send appeal request to faculty

5 working days for reviewing appeal

Last date to submit appeal request

Last date to send appeals to Faculty

Last date for Faculty to submit revised grades

Date of result appeal announcement

Date of exam result announcement

This regulation is clearly stated in the Regulations on the organization and management of undergraduate education at HUB, which has been publicly announced [04.03.04] (ii) For the final assessment, if there are complaints about the assessment results, learners have the right to submit a request for assessment appeal to the Department of Testing and Quality Assurance according to the HUB's regulation HUB has established a procedure for learners to appeal final results, as illustrated in Figure 4.1 [04.03.05]

The appeal application, according to HUB's template, aims to facilitate the learners in making appeal requests Two lecturers (different from the two lecturers who graded the exams first) make the appeal assessment Therefore, the minutes of the appeal assessment also follow the standardized template, ensuring consistent scoring practices among lecturers and expediting quickly the appeals process while protecting learners' rights If the score discrepancy between the appealed assessment and the original assessment is 0.5 points or more, the two appeal examiners and the two original examiners must discuss to decide whether to modify the score All four examiners must sign the minutes of the appeal assessment [04.03.06]

The detailed procedures and regulations regarding exam appeals are explicitly presented in the Regulation on the organization and management of undergraduate education at HUB and the Regulation on the examination procedures for undergraduate education, both publicly available on HUB's website Additionally, related document templates for exam appeals are also published on the Department of Testing and Quality Assurance's website to assist learners in easily performing the appeals process Information on exam appeals is also clearly presented in the "Student Handbook" for learners' easy reference [04.03.07]

- For the final internship and graduation thesis assessment:

Final internship and graduation thesis assessment details are published for students, with flexible registration times set four to five times per year The schedule is available on the Department of Academic Affairs website under "Announcements about Internship – Graduation." Specific assessment criteria are outlined in the course specifications and provided during the FOB guidance session [04.03.08].

- For the assessment of special courses:

In addition to completing the courses in the curriculum, learners are required to meet the learning outcomes of foreign language and computer proficiency as well as special courses including physical education, national defense and security education, and the week of citizen- student activities which are clearly and publicly announced in the curriculum and regulations The learning outcomes of foreign language and computer proficiency are disclosed in written form by the university Special courses are organized and publicly disclosed on the Department of Academic Affairs website at the beginning of the first year of the program [04.03.09].

The assessments methods are shown to include rubrics, marking schemes, timelines,

Assessment methods are carefully selected and aligned with learning outcomes to ensure validity and reliability Detailed rubrics with clear criteria guide evaluations, particularly for complex assessments like presentations and group projects Specific rubrics are utilized for the internship and thesis courses to assess professional abilities accurately For the thesis, comprehensive assessment tables provide guidance for instructors, reviewers, and the committee.

Therefore, through diverse assessment methods aimed at ensuring the measurement of CLOs and PLOs throughout the course duration If a grade is 04 or above (on a 10-point scale), a student will pass a course Based on the 10-point scale, HUB will automatically convert this to a 4-point scale and a letter-grade scale to rank learners' academic ability [04.04.02]

Continuous improvements are made in the assessment activities to enhance validity, reliability, and fairness To limit the issue of potential unfairness arising from each lecturer making separate tests for each assigned class and creating different levels of difficulty for tests, HUB has regulated that if all classes of the same course take the same exam session, learners will take a test This test can be drawn from a list of questions or can be prepared by lecturers in FOB In addition to using question banks, computer-based testing methods for multiple-choice exams have been implemented in some courses to further ensure objectivity and fairness in assessment [04.04.03]

The fairness in student assessment is also reflected in many aspects such as: (i) Clear pass/ fail criteria According to Table 4.1, students' learning outcomes are evaluated on a 4-point scale This means that a score of 4 is considered a passing grade on the 10-point scale (ii) Clear regulations regarding students’ absences or illnesses, and other situations when the exam is taking place (iii) Clear penalties for students who violate examination regulations during the examination process [04.04.04]

Table 4.11 Conversion from 10-point scale to 4-point scale and letter-grading scale

Source: Regulation on the organization and management of undergraduate education (2021)

The assessment methods are shown to measure the achievement of the expected

According to HUB's general regulations, student assessment for each course consists of two components: the process assessment accounts for a 50% weight, and the final assessment carries a 50% weight The process assessment comprises three assessment parts: (i) attendance and study attitude with a weight of 10%, (ii) mid-term test involving multiple-choice questions, essays, and case studies with a weight of 20%; (iii) individual or group essays, topic presentations, short individual exercises, etc., with a weight of 20% For each assessment component, according to the course contents and expected learning outcomes allocated for the course, lecturers may employ various assessment methods to measure the best and the most accurate CLOs and PLOs Therefore,

Status 10-point scale Letter-grading scale 4-point scale

Fail Under 4.0 F 0 a combined approach using many assessment methods is the common point for student assessment in each course To facilitate tracking and analyzing statistics on assessment results, each assessment component is designed to measure one or two specific CLOs through a suitable assessment method However, the final assessment, with a weight of 50%, usually assesses all CLOs of the course Thus, lecturers can calculate and measure CLOs and PLOs for each student by using a suitable assessment method for each component to measure specific CLOs with a specific weight The assessment methods and procedures for measuring CLOs of each assessment component are detailed in the course specifications [04.05.01]

For challenging assessments like final internships and graduation theses, the university utilizes specific methodologies and forms Internship evaluations consider opinions from receiving business units, supervising lecturers, and internship report content Graduation thesis students can select between thesis completion or alternative courses, both designed to enhance professional skills Assessment rubrics for both assessments are outlined in their respective course specifications.

If learners choose to write a thesis, they perform under the guidance of a lecturer The thesis is assessed by the instructing lecturer and a counter-arguing lecturer, and learners must present the thesis to a thesis assessment committee consisting of three lecturers The thesis is assessed with a clear criteria sheet for the instructing lecturer, counter-arguing lecturer, and committee members, as specified in the course specification of the graduation thesis The thesis grade is the average grade of five lecturers assessing the thesis [04.05.02]

In addition to completing the courses in the curriculum, learners are required to meet the learning outcomes for foreign language proficiency, computer skills, and special courses in physical education, national defense, and security education, as published in the curriculum The regulations regarding learning outcomes of foreign languages and computers are published in written form by HUB The physical education course is taught by the Department of Physical Training, and HUB issues a certificate in physical education to each student who completes the course For the national defense and security education course, HUB collaborates with the Center for National Defense and Security Education, meeting the teaching requirements and conditions designated by the Defense Ministry, performs teaches students from the first academic year Based on the assessment results of a pass from the Center, students are issued a certificate upon completing the course of national defense and security education [04.05.03]

With diverse assessment methods as mentioned above, which help measure the achievement of CLOs and PLOs, learners, upon accumulating the adequate required credits, genuinely achieve all PLOs and are officially recognized as graduates [04.05.04].

Feedback of student assessment is shown to be provided in a timely manner

HUB has established clear regulations regarding feedback on learners' assessment results These regulations are disseminated to both faculty and students to facilitate improvements in the learning process Notably, the Regulation on the organization and management of undergraduate education, the Regulation on the examination procedures for undergraduate education at HUB, and the Regulation on grade management in the training management software system are readily available on the HUB and Department of Testing & Quality Assurance websites By adhering to these regulations, HUB ensures transparency and provides valuable feedback to students, empowering them to enhance their learning outcomes.

According to HUB's general regulations, all courses in the curriculum are assessed with 50% weight given to the process assessment, consisting of three components, and 50% weight given to the final assessment

For process assessment, lecturers must announce the results of all three components within 8 days from the end of the course The time for lecturers to provide feedback on assessment results may vary depending on the assessment method For instance, if learners give presentations of reports or group projects, or complete short exercises in class, lecturers provide immediate feedback after completing the activity If the assessment method involves written tests such as mid-term tests, or case study assignments under essay form, lecturers announce the scores and analyze the assessment results within 1 to 2 weeks after doing tests to help learners have enough time to adjust suitably the learning method However, lecturers often announce scores of process assessment with three components in the last class of the course, and provide comments on the results of each component Timely disclosure of feedback on process assessment results helps learners receive information promptly to improve their study performance in that specific course and for future courses [04.06.02]

Regarding the final assessment, the grading process and grade announcement are relatively timely, with a specific timeline as shown in Figure 4.2

Figure 4.2 Timeline in the process of grading and announcing final exam scores for learners

Source: Synthesizing from Regulation on the examnination procedures for undergraduate education at HUB (2023)

Lecturers are required to input scores of both the process and final assessment into the grade management software system as well as submit exam papers and the score sheet (graded by two lecturers and approved by FOB's leaders) to the Department of Testing & Quality Assurance The department cross-checks the score data on the paper sheet with the data on the system for three days

If they match, the scores are locked, and it is considered the official announcement of grades for learners However, in reality, when lecturers input scores into the grade management software system, learners can access their accounts and immediately see their scores [04.06.03].

The student assessment and its processes are shown to be continuously reviewed

At the end of each course, the Department of Testing and Quality Assurance organizes learner surveys for the course (Survey Form 01 - KS01) The learner survey is performed online for convenience, and specifically, when learners enter their learner accounts to view the grades of the course, the system requires them to complete the survey before viewing the grades This ensures the participation of all learners in the course survey, enhancing the effectiveness and accuracy of the survey Additionally, annually, the Department of Testing and Quality Assurance conducts surveys on the quality of the courses (Survey Form 02 - KS02), surveys on the employment outcomes of graduates (Survey Form 03 - KS03), and surveys on the satisfaction of employers with the quality of graduates from HUB (Survey Form 04 - KS04) These surveys are also conducted online through email or survey links [04.07.01]

In the assessment criteria of these surveys, there are also criteria related to the assessment methods applied in the courses The survey results compiled by the Department of Testing and

Last date for lecturers to receive exam papers

Last date for lecturers to return grades

Date of announcing grades to learners

3 working days for Dep of Testing and QA to check grades

7 working days to grade exam papers

3 working days to receive exam papers

Quality Assurance are presented in reports and sent to FOB These survey reports demonstrate how well learners meet the CLOs and PLOs Additionally, they reflect the expectations of employers regarding the quality of graduates Therefore, these reports serve as a basis for FOB to organize meetings with faculty members to discuss and review the effectiveness of assessment methods in the courses This process helps FOB make adjustments, updates, and modifications to the curriculum to better meet the demands of the job market and assist learners in achieving the learning outcomes more effectively FOB can take improvement measures, including improving the content and assessment methods of courses based on the survey reports The review through surveys supports improvements in the student assessment is performed continuously after each semester and each academic year [04.07.02].

ACADEMIC STAFF

The programme to show that academic staff planning (Including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that

HUB has a succession plan in place, reappointment as leaders based on personnel planning, management, and human resource development strategies Leadership planning is carried out annually based on the needs and capabilities of the staff Promotion plans include both premature promotions for outstanding task performance and regular promotions for employees Contract terminations and retirements are carried out according to labor contracts, civil laws, and labor laws Recruitment and training plans for personnel development are based on the HUB's development strategy, prioritizing the recruitment of faculty with a doctoral degree and proficiency in English or master's degrees from reputable institutions with excellent English language skills HUB has solutions and mechanisms to support and incentivize PhD students to complete their doctoral programs HUB also issues annual training plans for staff to enhance their qualifications for their respective positions [05.01.01]

The Faculty of Business (FOB) employs 33 lecturers and one office staff member, including one associate professor (3.03%), 21 lecturers with a doctorate (63.64%), seven lecturers pursuing a doctorate (21.21%), and four lecturers with a master's degree (12.12%) Notably, 13 faculty members are certified to teach in English, with nine holding a Bachelor of English degree and four having received international training.

Figure 5.1 Statistics on academic titles and degrees of lecturers in the Banking Faculty

Based on the personnel development plans of HUB and FOB, DHRM plans staff recruitment annually, including competitive examinations or special recruitment DHRM makes decisions to establish recruitment boards and issues recruitment notices [05.01.03].

The programme to show that staff workload is measured and monitored to improve

The completed workload of each faculty member includes teaching, scientific research, and other non-teaching activities, assessed through the Full-Time Equivalent (FTE) coefficient Every

Doctor of Philosophy Master's degree Associate Professor semester, the number of teaching and research hours for faculty members is documented to determine the completion of teaching and research quotas [05.02.01]

The assignment of tasks to faculty members is carried out through the allocation of teaching hours, guidance for internships, and supervision of theses by FOB to regulate the workload reasonably and avoid overloading Faculty performance is evaluated based on student feedback at the end of each course, and reports on weekly and monthly teaching schedules conducted by the Department of Inspection Each semester, department heads assign teaching classes to faculty members, considering the teaching workload and seeking input from faculty members regarding plans for the upcoming semester [05.02.02]

Figure 5.2 FTE Index of Faculty Members in FOB, 2019-2023

According to the FOB 2023 report, the average full-time equivalent (FTE) of faculty members varies depending on their level of employment For instance, full professors have an average FTE of 1.0, while associate professors have an average FTE of 0.9 Assistant professors, on the other hand, have an average FTE of 0.8.

Figure 5.2 illustrates the total FTE of faculty members in FOB, showing a gradual increase from 2019 to 2022, except for 2023 which is quite stable This increase is primarily attributed to the research activities of faculty members, with those who have completed their doctoral degrees engaging in research published in international journals However, the moderate growth rate indicates that FOB is controlling and managing the workload to avoid faculty members being overloaded

Figure 5.3 depicts the FTE contribution ratio of faculty members grouped by academic degrees Based on Figure 5.3, it can be observed that the primary and largest contribution of FTE comes from FOB members with doctoral degrees Following that are faculty members with master's degrees and doctoral candidates The FTE ratio is adjusted to ensure that faculty members can complete their academic programs while managing their workload within FOB Annually, FOB compiles a report on the workload and work quality of faculty members, such as encompassing teaching, scientific research, and other responsibilities, serving as the basis for year-end assessment and classification Additionally, FOB evaluates the quality of faculty work through participation in observation sessions, training inspection reports, involvement in specialized activities, roundtable discussions, seminars, and disclosure of research activities of each semester [05.02.03]

Master's degree P.h.D Associate Professor Average FTE

Figure 5.3 The FTE ratio of faculty members in the Banking Faculty during 2019-2023

Figure 5.4 shows that FTE Students fluctuate continuously from 2019 to 2023 The variation in the number of FTE Students may reflect changes in enrollment and students' academic choices The growth from 2020 to 2021 is a result of an increase in the number of students registering for the Finance and Banking major However, the slight decrease in 2022 and 2023 reflects the adjustments in the enrollment strategy and students' preferences The FTE Faculty/Student ratio tends to steadily increase during the 2019-2023, indicating adjustments in FOB member's workload

Figure 5.4 FTE Faculty and FTE Students, 2019-2023

Source: FOB 2023 Note: FTE Faculty and FTE Students are represented by the columns on the left side of the chart; FTE Faculty to FTE Students ratio is depicted by the columns on the right side of the chart.

The programme to show that the competences of the academic staff are determined, evaluated, and communicated

HUB's recruitment announcement clearly defines the requirements for the capacity of faculty members, including academic qualifications and certifications Faculty members in FOB are required to possess expertise in their respective fields, pedagogical skills, research capabilities, and community service skills HUB has a quality management system for teaching and clearly outlines the competencies that faculty members should meet [05.03.01]

Faculty FTE Student FTE Faculty-to-Student FTE Ratio

FOB assesses the competency of faculty members in teaching and professional activities through various methods Firstly, the assessment is conducted through student participation in classes, assignment of each faculty member to lead specialized meetings, department-level discussions, assignment of curriculum development, and compilation of multiple-choice test question banks Additionally, the results of the assessment of faculty members are based on the feedback from student surveys in the classes where faculty members are involved in teaching The evaluation also includes assessing the work results of each faculty member every semester and year The results are utilized by FOB and HUB to classify faculty members (not completing tasks, completing tasks, completing tasks well, and completing tasks excellently) This classification serves as the basis for rewards and early promotion for faculty members HUB and FOB always have policies to motivate faculty members in their learning and improvement of foreign language proficiency To participate in teaching courses in English, faculty members must have a Bachelor's degree in English or be trained abroad in English HUB fully supports the study expenses for faculty members participating in training programs to achieve a Bachelor's degree in English As a result, currently, out of a total of 33 faculty members in the Banking Faculty, 13 faculty members meet the qualifications and degrees required to teach courses in English [05.03.02]

For research and scientific activities, HUB evaluates faculty members based on the number of scientific articles published domestically and internationally, as well as the quantity and quality of research projects that undergo approval each academic year, leading to decisions on recognizing the completion of research activities and rewarding faculty members Additionally, other competencies of faculty members, such as involvement in student organizations and community activities, are monitored and annually assessed by the departmental union HUB also collects feedback from faculty members regarding the classification and evaluation regulations, aiming to improve these regulations for subsequent years Based on the received input, HUB has implemented improvements to the classification and evaluation regulations to enhance the competencies of faculty members The results of faculty members' classroom observations and student surveys on courses are communicated to faculty members with detailed information The aggregated results of research activities and the classification evaluations of faculty members are publicly disclosed to all staff and faculty of HUB [05.03.03].

The programme to show that the duties allocated to the academic staff are

tp qualifications, experience, and aptitude

Faculty members are assigned teaching and research tasks that align with their qualifications, experience, and capabilities For teaching activities, faculty members assigned to teach specialized subjects and majors in the High Quality of Finance-Banking Programme must hold a doctoral degree Those teaching English-language courses must have a master's or doctoral degree from a foreign university, a bachelor's degree in English, or an IELTS certificate with a score of 6.5 or above Faculty members with extensive teaching and practical experience are prioritized for assignments in the banking specialization For professional activities, the department assigns presenters with research orientations relevant to the discussion topic [05.04.01]

Other responsibilities of faculty members, such as organizing competitions for students, guiding theses, supervising research activities, providing internship guidance, and offering academic advising, are proactively assigned by the department based on the experience and capabilities of faculty members This proactive assignment aims to prevent faculty members from being overloaded with tasks and ensures that they can effectively utilize their research experience and capabilities [05.04.02]

5.5 The programme to show that the promotion of the academic staff is based on a merit system which account for teaching, research, and service

HUB has a classification and ranking system for faculty members each semester and at the end of the academic year The basis for the evaluation activities includes teaching outcomes, scientific research, faculty achievements, and other related activities The evaluation and ranking process consists of the following steps: Step 1 - Self-assessment by faculty members, quality ranking; Step

2 - Comments, evaluation by FOB; Step 3 - Evaluation and announcement of the results, quality ranking by HUB Comprehensive self-assessment areas cover political ideology, ethical lifestyle, work style, organizational discipline awareness, task accomplishment results, and service attitude towards people and enterprises [05.05.01]

The promotion system is implemented following the guidance of the Ministry of Home Affairs and the State Bank of Vietnam Faculty members are promoted based on outstanding achievements in fulfilling tasks and regular promotion plans for employees The achievements of faculty members will be consolidated and reported to the leadership of FOB and DHRM each semester DHRM will review the qualifications and recommend to the Principal for a decision on faculty promotions [05.05.02].

The programme to show that the right and privileges, benefits, roles and relatioships, and accountability of the academic staff, taking into account professional

The rights and obligations of faculty members are defined and implemented by the Law on Public Employees, the Law on Education, the Law on Higher Education, and the detailed regulations and guidance issued by the Government, including relevant decrees and circulars The rights of faculty members related to teaching, curriculum development, ensuring the quality of educational programs, research, development of scientific applications, learning, training to enhance theoretical, political, and professional competence, participation in management, and supervision of higher education institutions are stipulated in the legal documents promulgated and disseminated to all faculty members The rights and responsibilities of faculty members are also specifically regulated in the labor contracts Additionally, during recruitment, beyond their professional qualifications, faculty members are evaluated based on content related to their rights and responsibilities [05.06.01]

The rights and responsibilities of faculty members also include those related to academic freedom and professional ethics Faculty members are informed about and adhere to the regulations on academic integrity, the regulations on the management of scientific and technological activities of the university, and the code of ethical conduct Measures for sanctions and disciplinary actions are also prescribed and communicated [05.06.02].

The programme to show that the training and development needs of the academic

The Human Resources Development Plan of FOB is approved by FOB and DHRM, based on the HUB's development strategy and regulations regarding the training and development of faculty members FOB also relies on detailed plans, which identify faculty members to complete doctoral programs and cultivate the potential of associate professors and professors, as part of implementing the human resources development Training courses or programs are identified through conferences or regular key personnel meetings held monthly For training programs organized by HUB or the State Bank, FOB informs faculty members to proactively register for participation For professional training courses or career development programs organized by the State Bank or external organizations, the DHRM informs faculty members HUB collects feedback and evaluations from faculty members and makes improvements to the courses in the following year [05.07.01]

FOB and HUB play a crucial role in keeping faculty and staff informed about classes and training programs through email They also collect and analyze data on training hours and locations, which they use to identify the need for additional educational opportunities to enhance faculty qualifications.

The programme to show that performance management including reward and

FOB and departments hold regular monthly meetings to assess the progress, workload, and quality of work of faculty members FOB relies on training inspection reports and monthly activity reports from the departments to evaluate the regular work of faculty members Regularly assessed tasks include teaching, scientific research, and other activities such as academic advising, invigilation, exam paper setting, and grading [05.08.01]

At the end of each semester, the workload and quality of work of faculty members are compiled and reported to FOB Reports include the number of teaching hours, attendance records, student evaluations, faculty research, training inspection reports, examination violations, and FOB's union activities report Based on these comprehensive reports, FOB conducts evaluations, assesses task completion levels, and provides the basis for recommending titles of distinction and commendations for faculty members [05.08.02].

STUDENT SUPPORT SERVICES

The student intake policy, admission criteria, and admission procedures to the

The Banking Concentration program undergoes annual enrollment following regulations established by the Vietnamese Ministry of Education and Training (MOET) HUB develops an admission plan that is subject to University Council approval Once approved, the Admission Council formalizes the plan and submits it to MOET for ratification The admission process is guided by MOET regulations (2019-2023), HUB's training plan and strategies, the University Council's admission direction, and documents from the Admission Council meeting approving the plan [06.01.01].

The Admission plan specifically defines policies and admission criteria, including the admission targets, scope, and methods (direct admission, priority admission, admission based on the national high school exam results, or admission based on competence assessment results), admission quotas, quality thresholds for each admission method, and submitting conditions for admission applications Appendix-A4 illustrates each admission method and the corresponding quality assurance threshold according to the admission regulations issued by MOET and those issued by the HUB

Before 2020, HUB comprised priority admissions and admissions based on the National High School exam results Since 2020, HUB has diversified its admission strategies, such as admissions based on competence assessments conducted by Ho Chi Minh City National University and admission based on the comprehensive assessments conducted by HUB The diversification of admission methods aims at enhancing the HUB’s policies in the admissions process (more independence from MOET) and providing opportunities for candidates HUB reaches the admission quotas based on the hierarchical order of scores in exam subject combinations from high to low To ensure quality assurance, HUB also conducts supplementary admissions if candidates in the preceding admissions fail to meet the expected quality thresholds ruled by HUB [06.01.02] The varied admission methods are aligned with the HUB’s visions by 2045, which reflect a commitment to community responsibility regarding lifelong learning needs and aspirations for a learning- oriented society

In alignment with the visions, HUB also implements direct admission policies for specific groups, including individuals with disabilities, residents from emerging regions, ethnic minorities, and foreigners (who are proficient in Vietnamese language learning) The criteria for selecting students for the Banking Concentration programme are clearly defined, followed by HUB’s Admission plan, and adhere to the regulations ruled by MOET HUB and FOB implement advisory enrollment activities via multiple channels, such as advisory sessions, career guidance events in localities or high schools, citywide enrollment fairs, websites of HUB and FOB, the HUB's page,

YouTube channel, brochures, and various publications Additionally, live streaming sessions are utilized to disseminate enrollment information to interested parties [06.01.03]

In each annual enrollment, based on the actual circumstances, HUB adjusts its admission methods and admission quotas or organizes supplementary admissions to ensure admission diversity and uphold the quality of the incoming cohort Every alteration or adjustment is announced to relevant parties via various channels such as the websites of HUB and FOB, admission page, and live streaming sessions [06.01.04]

HUB organizes an annual conference to review admission practices and propose improvements They also report to MOET (Ministry of Education and Training) on admission activities Admission policies and criteria are revised annually based on MOET regulations and practical considerations to ensure alignment with current needs and regulations.

Based on the diverse admissions with actual circumstances adaption, the number of applicants and admitted students have increased between 2019 and 2023 This growth ensures the number of academic students in line with the strategic developments and attests to the societal trust in the Banking Concentration programme offered by HUB

Figure 6.1: Number of Applicants and admitted students, 2019-2023

In addition, thanks to the widely disseminated and updated process of admitting students into the program, HUB maintains a stable retention of learners The procedure assists HUB in establishing a curriculum and maintaining it sustainably

Table 6.2 Number of students Academic year

1 st year 2 nd year 3 rd year 4 th year Above 4 th year

Both short-term and long-term planning of academic and non-academic support

The development strategy regarding the support staff (SS) is embedded within HUB’s development strategies Accordingly, HUB aims to enhance the professional competence of the SS

Number of Applicants Number of Admitted students to meet the job position requirements, reduce the number of personnel but increase work efficiency [06.02.01] HUB has issued regulations governing the organization and activities of its subordinate units, along with task assignments for each SS unit There is an ongoing process to refine the employment position plan for SS, aiming to improve the implementation of SS planning [06.02.02] Support Staff for the Banking Concentration programme are not under the management of FOB but are instead affiliated with various units within HUB Faculty has one faculty secretary, who is in charge of academic affairs As of December 31, 2023, the SS team (in HUB) comprises 144 individuals, as depicted in Table 6.3 It is noteworthy that out of the 144 SS members, 10 hold a doctoral degree, indicating the HUB's encouragement of enhancing the quality of SS

Table 6.3 Number of Support Staff in HUB

Total College Bachelor Master Doctor

6 Department of Admissions Consulting and Brand

7 Department of Testing and Quality Assurance 0 4 6 2 12

9 Department of Finance and Accounting 0 3 7 0 10

12 Research Insitute of Science and Technology in

Source: Department of Human Resource Management

HUB's annual plans prioritize developing professional skills for Social Scientists (SS) Notifications and registration forms are circulated to enable SS participation in routine sessions, address emergent needs (e.g., job requirements), or fulfill personal aspirations [06.02.03].

An adequate system is shown to exist for student progress, academic performance,

be systematically recorded and monitored Feedback to students and corrective actions are made where necessary

FOB implements the training following the Regulations on Undergraduate Training with the credit-based system of HUB One credit is 15 hours of theoretical instruction, 30 hours of practical work or discussion, 90 hours of internship, and 60 hours of seminar, major assignment, or bachelor thesis For theoretical or practical subjects, students must dedicate a minimum of 30 hours for personal preparation to meet the requirements of one credit One credit hour is equivalent to 50 minutes HUB has standard study plans for references and issues plans of teaching and examination before each semester According to the credit-based training system, the minimum number of credits per semester is at least ten credits, which are for students who have poor performance, and at least 15 credits for other groups Conversely, there is no limit on the maximum number of credits per semester for students with good performance, 21 credits for students with average performance, and 14 credits for students with poor performance [06.03.01]

Students' academic progress, performance, and workload are tracked through software and a monitoring system managed by various entities including the Training Office, Student Affairs, Faculties, and academic advisors Students can manage their course registrations, adjustments, and withdrawals through their learning accounts Additionally, the Training Office, Student Affairs, FOB, and academic advisors oversee students' academic performance.

Student Affairs is responsible for monitoring, evaluating, disciplining, and commending students regarding their performance following training regulations Meanwhile, the Training Office, FOB, and academic advisors support students by informing them about academic performance and advising students on registering for courses in the upcoming semester Twice per semester (at the beginning and end of each semester) or as required by practical circumstances, academic advisors organize class meetings to assess the class situation, provide guidance, and record students' feedback about activities of FOB, Departments, and Offices The academic advisors also hold meetings to evaluate students' achievements, commend outstanding students, provide guidance, and exchange ideas on study methods and scientific research [06.03.04]

Regarding the surveillance of students with poor academic performance, the Training Office will transfer a list of potential academic warning recipients to FOB each semester to examine the causes HUB then convenes an Academic Warning Council meeting, issues academic warning notices, and implements collaborative requirements between FOB and relevant units to support students in improving their academic performance [06.03.05].

Co-curricular activities, student competition, and other student support services are

The activities of advising and supporting students include varied endeavors These advisory activities are integrated into events to foster closeness and practicality towards students For example:

The activities of educational advisory and support: assisting and advising the study plans, course registrations, academic process management, leave of absence, withdrawal from studies, participation in end-of-course exams, re-evaluation, guidance on writing internship reports and theses [06.04.01]

The activities of advising and supporting internships and employment for students: connecting with businesses, providing information on recruitment via job portals, internships, and apprenticeships, and organizing annual job fairs [06.04.02]

The activities of advising and supporting knowledge and skills for students: organizing career orientation sessions, seminars, academic competitions, field trips to businesses, and club activities [06.04.03]

The activities of advising and supporting financial matters: providing scholarships for students to meet the scholarship requirements Furthermore, poor students can submit applications for financial support for their studies The policy regimes on support, scholarship recipients, and related procedures are outlined [06.04.04]

All these activities are implemented at the university and FOB levels At the university level, the following units are involved: Student Affairs, Student Support Center, Library, Training Office, Department of Testing and Quality Assurance, Youth Union, and Student Association These units assist in educational information activities, academic advising, extracurricular activities, competitions, and other support services to enhance the quality of learning and employability At FOB level, the following individuals are involved: FOB leaders, faculty secretary, and academic advisors These individuals provide support by monitoring academic performance, advising on study plans, and guiding the completion of internship reports and bachelor theses [06.04.05]

Table 6.4 The proportion of Students and Support Staff (2019 – 2023)

Academic year Number of Students Number of Support

Proportion of Students/Support Staff

The student-to-support staff ratio has shown an increased trend annually due to a decrease in the number of SS in line with the HUB’s personnel strategy, while the number of students has remained constant Annually, HUB collects student evaluations regarding the quality of support and academic advising activities and makes improvements to enhance the quality of these operations [06.04.06]

Currently, HUB has three campuses, with the campus in Thu Duc serving as the main teaching facility The Thu Duc campus is designed and constructed harmoniously, featuring spacious environments The campus includes three lecture hall blocks, computer labs, a library, self-study areas, sports facilities, a multipurpose gymnasium, soccer fields, tennis courts, volleyball courts, swimming pools, and a large auditorium (900 seats), providing comfortable spaces for studying, sports training, and extracurricular activities Student dormitories are located within the campus premises, allowing students to save time on commuting during their studies and activities [06.04.07]

Students need to be ensured of physical and mental well-being to engage in their studies, so HUB establishes a Healthcare Office with well-equipped medications to meet the basic needs of students and staff All students are required to participate in the National Healthcare Insurance program and undergo health examinations at the beginning of each academic year Health and psychological counseling activities are also provided via seminars with experts and direct counseling sessions with healthcare professionals [06.04.08] HUB consistently emphasizes the maintenance of security on campus to ensure conducive learning conditions and a safe environment for students For example, HUB releases strict enforcement of regulations within the campus and residential areas, operates surveillance camera systems, coordinates with security agencies, establishes student self-governance teams, and conducts fire prevention and firefighting drills [06.04.09]

The Youth Union and the Student Support Center also organize cultural, artistic, and sports competitions, seminars, club activities, and team events These activities provide opportunities for students to develop social skills Some notable social activities include seminars, workshops, academic competitions, New Student Orientation Programs, "Green Summer", and "Spring Volunteering" programs [06.04.10]

Annually, HUB collects feedback from graduating students on their spiritual life (including physical activities, healthcare, cultural and artistic activities, and Youth Union activities) Based on the feedback, HUB and faculties adjust and supplement activities that effectively support a more comfortable environment for students to study and conduct research Figure 6.2 shows a progressive increase in scores from 2017 to 2022 in all areas of life surveyed Among them, HUB provides well- fitted needs of students in sports, cultural, and artistic activities The results are according to the investment in physical facilities [06.04.11]

Source: Training Office, Department of Human Resource Management

Figure 6.2 Survey results of graduated students on HUB’s activities

Source: Department of Testing and Quality Assurance

The competences of the support staff rendering student services are shown to be

Regarding recruitment: The criteria for recruiting SS are stipulated in Decision No 1494/QD- DHNT dated July 20, 2016, and are specified and disseminated to relevant parties via recruitment notices In addition to meeting the prescribed standards, SS must meet the job descriptions For example, for the Quality Assurance Specialist position, the training field requirements include Educational Assessment, Educational Management, or Educational Sciences; for the website specialist position at the Counseling Office, candidates must comply with experience in programming and website design, as well as an understanding of SEO Departments/Offices, based on the recruitment policies from HUB and actual needs at their units, propose the recruitment In the proposals, units clearly outline the quantity and recruitment criteria suitable for the position being required [06.05.01] Recruitment notices are disseminated to units and interested parties via email, website postings, and newspaper advertisements [06.05.02] In addition to general standards for computer skills and foreign languages, SS needs to meet specific requirements for each job description [06.05.03]

Figure 6.3 Support Staff Recruiment procedure

Source: Department of Human Resource Management

During work, the effectiveness of SS is determined based on the requirements of the position and the assigned tasks Since tasks acquire new knowledge or skills, SS and the leaders will propose appropriate training courses [06.05.04] Unit leaders directly record and evaluate performance monthly, bi-annual, and yearly by the regulations [06.05.05]

Medical activities ensure the health of learners Meets the physical and sports needs of learners well

Meets the cultural and artistic needs of learners well Youth Union activities have good and practical effects

HUB links performance to income and rewards HUB issues regulations for evaluating the completion of tasks to serve as the basis for the SS’s effectiveness [06.05.06] The effectiveness is evaluated based on the following criteria: (i) Compliance with general regulations, including adherence to regulations and full participation in meetings, seminars, and workshops, as required; (ii) Work efficiency, including completion of assigned professional workload and quality of work; (iii) Learning attitude, behavior, skills, including work attitude, work style, cooperation spirit with colleagues, sense of responsibility, creativity in work, and positive attitude in participating in community service activities [06.05.07]

Before issuing regulations, draft versions are sent to SS via email, and feedback from units is sent back to the DHRM for synthesis and adjustment for the official regulations After issuance, if there are discrepancies, the DHRM will aggregate feedback and make adjustments to ensure suitability for evaluating SS’s performance results [06.05.08] Based on the official governance about job performance evaluation, SS will self-evaluate their job performance results monthly, bi- annually, and annually DHRM compiles the results, and the President will decide on the expected classification evaluation results This result will be subject to feedback from all parties before the official announcement

Table 6.5: Job performance classification of Support Staff (2019-2023)

Source: Department of Human Resource Management

Support staff members who demonstrate exceptional performance and contribute to the organization through innovations or research projects are recognized as "Emulation Fighters" for the academic year Specialized commendation titles are also awarded for specific tasks, including admission, quality assurance, cultural activities, and sports competitions Recipients of these titles receive commendation certificates and monetary rewards in accordance with established regulations.

Table 6.6 Statistics on achieved rewards of supporting staff (Unit: People)

Emulation Fighter of the Ministry 0 0 0 0

Diploma of Merit of Governor of the State Bank of Vietnam 1 0 1 16 Diploma of Merit of Ministry, Department, and provincial authority 0 0 0 0

Diploma of Merit of HUB President 36 22 32 137

Source: Department of Human Resource Management

In addition to regular job performance evaluation, the competence of SS is also assessed via surveys, gathering feedback from faculty and students regarding the quality of management and educational services provided by the supporting units The feedback criteria focus on attitude and effectiveness in handling tasks These serve as an indirect channel for evaluating job performance and are signals for HUB adjusting its policies regarding the SS [06.05.09] Furthermore, based on the previous assessment of AUN-QA for the Financial and Banking programs, HUB conducts surveys on SS regarding the working environment to improve it and encourage and motivate SS in their work [06.05.10]

Positions for SS range varied, such as senior specialist, primary specialist, specialist, officer, and staff The salary promotion process is carried out according to the guidance of the State Bank of Vietnam and the Ministry of Home Affairs The promotion criteria incorporate standards related to professional expertise, length of service for the current position, and training and development standards (degrees, language certificates, computer skills, and professional training courses) These criteria are public for SS via email sending [06.05.11]

The appointment of SS to leadership positions is carried out according to the regulations issued by the State Bank of Vietnam Based on the personnel policies, the mission requirements, and the planned allocation of SS, HUB organizes meetings to collect opinions from parties to propose the appointment Before this, the personnel designated for appointment must meet standards related to expertise, duties, training, and other criteria such as age, health, practical ability, and potential development [06.05.12] The planning criteria serve as a prerequisite for carrying out the appointment of SS These criteria are disseminated via announcements and implementation guidelines from the DHRM [06.05.13]

SS can make the annual registration for training and professional development needs SS can schedule their needs from the annual training courses list (provided by the State Bank of Vietnam)

SS can also enroll in additional courses based on job-specific requirements Based on the training needs registration and the practical demands, HUB issues a training and development plan The plan serves as the basis for implementing training and professional development activities for SS annually [06.05.14]

DHRM is responsible for deciding SS attendance in annual training courses For additional courses, department/office leaders submit proposals for Principal approval After completing training, SS submit certificates to DHRM DHRM compiles periodic reports on SS training and development activities within HUB, including short-term courses in educational quality assessment, ISO quality management, communication skills, document drafting, planning, work management, time management, analysis, synthesis, report writing, library services, admissions services, and accounting.

6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement

The teaching and learning equipment is systematically organized, periodically evaluated, and improved in quality to clinch timely support for teaching and learning tasks HUB has implemented an ISO quality procedure to monitor the procurement and repair of physical facilities [06.06.01] Annually, based on proposals from the Faculties/Departments/Offices, the general plan of HUB, feedback from students, lecturers, and SS on the facilities, the Department of Facility Management (DFM) reviews the physical conditions of facilities, usage needs, and find funding sources for the procurement and equipment Each classroom is well-equipped with sound systems, projectors, and electronic devices to support teaching and learning The DFM regularly inspects, maintains, reviews, and evaluates equipment quality Based on the assessment, DFM proposes the disposal and replacement of damaged ones and proposes procurement of equipment to optimize the facilities for teaching, learning, and staff work [06.06.02]

The library builds an information portal providing documents and online databases for readers Annually, the library conducts surveys to collect feedback from readers on the service quality Based on the results, the library improves services and makes it more sophisticated The library's document resources are diverse, such as books, journals, e-books, and databases covering various fields, and are regularly updated [06.06.03] To expand the online database collection, the library has purchased accounts from the National Science and Technology Information Center and collaborated with other university libraries to support teaching, learning, and research activities for staff, lecturers, and students The library equips an integrated electronic library management software system, a library information portal, and an OPAC search subsystem to facilitate searching via personal pages All readers own accounts to access the digital library for online information retrieval and updates The library equips a dedicated wifi system covering the entire area Additionally, the library provides reading rooms with comfortable spaces and abundant greenery [06.06.04]

The IT system is prioritized in HUB The Department of Information Technology Management (DITM) and the DFM are responsible for upgrading the campus-wide wifi system to maximize learning and teaching activities HUB also fully equips various software to effectively uphold the management of educational activities, such as training management, library management, human resource management, fingerprint scanning, and online learning organization The DITM regularly inspects, maintains, and repairs/replaces faulty devices The upgrading and maintaining software systems are conducted regularly to ensure the training needs Recently, HUB has invested in well- equipped labs to serve needs, especially the financial technology field that requires high-quality computer configurations, and support computer-based testing [06.06.05]

Furthermore, HUB authorizes the Student Support Center (SSC) to assist students in academic matters, dormitory accommodations, part-time employment, recreational activities, sports, life skills, psychological counseling, health, cultural and artistic activities, academic competitions, and other activities SSC also takes responsibility for mobilizing scholarships and allocating financial funds for poor students, aiming to alleviate financial pressure on students and enhance their learning results SSC has organized numerous career-oriented programs, internship programs, and other activities at HUB [06.06.06]

FACILITIES AND INFRASTRUCTURE

The physical resources to deliver the curriculum, including equipment, material,

HUB has 03 campuses serving the training of all levels located at 36 Ton That Dam Street and

39 Ham Nghi Street, District 1 (District 1 Campus); at 56 Hoang Dieu II Street, Thu Duc (Thu Duc Campus) HUB has spacious and modern facilities with green and airy space, meeting the needs of students and lecturers for studying, researching, living, practicing sports, and performing arts Students in the Banking Concentration programmeme study mainly at the Thu Duc campus, which is a large campus with airy landscapes and trees Currently, Thu Duc Campus has a total floor area of 47,354 m2 with 119 classrooms, 03 halls, self-study areas that can meet the physical resources to operate well the teaching and learning activities of theoretical lessons, case studies in class, practical activities, scientific research, and other activities

- Classrooms: The Thu Duc Campus has 119 classrooms Each classroom has a capacity of 42 to 90 seats, and full equipment for teaching and learning, such as projectors (or LCD screens), tables and chairs, lighting system, mica board, air conditioner/electric fan, speakers, and microphone Classrooms can arrange tables and chairs flexibly depending on the purpose of use, such as presentations, group work, and club activities Besides, high-speed wifi covers all classrooms, which is convenient for lecturers and students to access the Internet during the teaching and learning process [07.01.01]

- Hall: The Thu Duc campus has 01 hall with a capacity of 900 seats and 02 halls with a capacity of 200 seats These halls are well equipped with LED screens, sound systems, central air conditioning systems, and hall chairs In addition, high-speed wifi covers all halls, which is convenient for organizing events, scientific conferences, academic competitions, and cultural and artistic exchanges between lecturers and students [07.01.02]

- Student self-study areas: in addition to ensuring adequate classrooms and halls, Thu Duc Campus has student self-study areas located in the lobby of lecture halls, dormitories, and the Rectory House area This self-study area is equipped with tables, chairs, electric fans, and wifi coverage, making it very convenient for students to access the Internet during self-study and research [07.01.03]

- HUB's IT system includes servers, transmission lines, websites, Internet, wifi, and management software that HUB invests in, equips, and upgrades regularly to meet the needs of operating the training program (Appendix-A5)

HUB has clear procedures for managing and using classrooms, halls, and related equipment In particular, the Department of Facilities Management is mainly responsible for the management, maintenance, and upkeep of classrooms and auditoriums; The Department of Academic Affairs has the main responsibility for managing the use of classrooms; The General Administration Office is primarily responsible for managing the use of the hall; Faculties and other relevant units/individuals are responsible for using classrooms and halls to ensure efficiency In addition, every year, the Department of Facilities Management is responsible for planning and estimating costs for annual maintenance, procurement, and investment in upgrading facilities and equipment Equipment maintenance is carried out regularly by the department, thereby repairing or planning to replace equipment if it does not meet requirements [07.01.04].

The laboratories and equipment are shown to be up-to-date, readily available, and

Hanoi University of Business and Technology (HUB) emphasizes not only theoretical instruction but also practical application Students primarily practice in dedicated computer and practice rooms at Thu Duc Campus With 10 computer rooms and 4 practice rooms, the campus provides ample facilities for practical exercises, assessments, and field-based projects within the curriculum, ensuring ample resources to support effective teaching and learning.

- Regarding computer rooms for practice, assessment, and testing of several subjects: Thu Duc campus has 10 computer rooms, each room is equipped with from 40 to 60 computers, along with other equipment as standard [07.02.01]

- Practice rooms: The Thu Duc Campus has 04 practice rooms Of which, 01 practice banking room with Core banking software sponsored by Nam A Commercial Joint Stock Bank is used to practice and simulate commercial bank operations 01 artificial intelligence lab is used to practice some content of some subjects related to the application of artificial intelligence 01 real stock exchange is used for students to experience related to stock investment [07.02.02]

HUB has a clear process for using the computer room and the Department of Information Technology Management staff and lecturers are responsible for supporting students in the process of using the computer room and practice room [07.02.03] In addition, the practice rooms manage and monitor equipment usage, frequency of use, and operating time strictly according to the teaching plan in the lecture schedule each semester Maintenance of the computer rooms is carried out per 06 months Through maintenance results or recommendations from the department, the Department of Information Technology Management plans and implements computer room upgrades to ensure computer room quality, meeting training and research needs [07.02.04].

A digital library is shown to be set-up, in keeping with progress in information and

HUB has not only focused on investing in developing documents/learning materials but also has paid great attention to investing in electronic and digital libraries The HUB's Library is located at Thu Duc Campus, with an area of 2,567m2, including research rooms for lecturers, library operations department, book in Vietnamese floor, foreign literature books, reference books, magazines, theses, dissertations, and scientific research works, Traditional room of the HUB On each floor, there is an information counter to borrow and return books and a document lookup machine The opened reading area has documents arranged according to the DDC 21 (Dewey Decimal Classification Edition 21) classification framework to serve readers The library is open to serve readers from 7:30 a.m to 5:00 p.m Monday to Friday [07.03.01]

- HUB's electronic library: Use integrated electronic library management software to manage electronic documents and digital documents; Library information portal and OPAC lookup module to perform transactions with the Library via a personal account, including loan-return management, renewal, registration of borrowing documents [07.03.02]

The Library's electronic database includes specialized journal articles in Economics - Finance

- Banking, theses, dissertations, scientific research topics, and learning resources linked to external units such as data on Vietnamese e-books, English e-books provided by Gale Cengage Learning, Vietnam Library Consortium on e-Resources, Shared database of Hanoi National University, Science & Technology Information Network of Ho Chi Minh City The library has a collection of multidisciplinary electronic journal databases for common use by universities for instance FiinPro Platform's Economics - Finance - Macro database, to meet the needs of data lookup, database linking to serve readers, and the learning and research of students and lecturers [07.03.03] As a result, in 2022 and 2023, the number of borrowing and returning printed books by students majoring in Banking decreased, while the number of views of electronic documents increased sharply following the trend of HUB's digital library development (Figure 7.1)

- Digital library: HUB has built a digital library and will officially go into operation from August 2023 [07.03.04] The digital library system meets the needs of learners and lecturers in terms of learning materials, such as lectures, textbooks, reference materials, theses, dissertations, theses, and scientific research topics Each reader is provided with an account to access the electronic and digital libraries to read and download documents [07.03.05]

Figure 7.1 Statistics on the number of times of borrowing and returning printed books and the number of times of viewing electronic documents of students majoring in Banking (2019- 2023) (Unit: Number of times)

HUB has apparent procedures for using the Library's facilities in general, borrowing and returning documents, using the reading room, and using computers to access and search for documents at the Library in particular [07.03.06] In addition, the HUB also has coherent and specific regulations on updating and supplementing documents/learning materials The Library plays a focal role and other units play coordinating roles Specifically, the Library updates and

Total number of electronic document views 1085 762 1561 29390 29423

Total number of times to borrow/return printed books 3529 2707 904 1505 961

Total number of electronic document views Total number of times to borrow/return printed books supplements documents/learning materials based on the needs of faculties as well as the results of student and lecturer surveys (Figure 7.2) Based on the necessary documents to meet the requirements of the curriculum and subjects, FOB makes a list of documents that need to be updated and sends them to the Library The Library then coordinates with DFM to take steps to procure documents to serve teaching and scientific research activities most effectively [07.03.07]

Figure 7.2 The survey results of student and lecturer satisfaction with the library (2019-2023)

Source: Department of Testing and Quality Assurance

The information technology systems are shown to be set up to meet the needs of

HUB prioritizes investments in IT systems to enhance educational, research, and administrative activities The dedicated department, DITM, oversees infrastructure, equipment, and system operations to ensure stability Over the past years, substantial investments have been made in hardware (servers, workstations, network equipment) and software to support teaching, learning, HR, finance, and research management.

2 billion VND on average yearly for investment, maintenance, and upgrading of IT systems [07.04.02]

HUB's UIS training management software system streamlines training management by facilitating the scheduling of lectures, lecture halls, and monitoring student progress Online login accounts provide lecturers with access to their timetable, classes, and student performance data Similarly, students can use their accounts to enroll in courses, view schedules, and access study materials This digital platform enhances efficiency and accessibility for both lecturers and students.

- Regarding the human resource management system: HUB has a Human Resource Management system to serve its work [07.04.05]

- Regarding other software systems: HUB has facility management software system, ERP finance, MISA accounting software, Library management software, dormitory management software, online survey software [07.04.06], income management software [07.04.07], Scientific research management software [07.04.08] HUB has equipped or built software such as the E- student electronic transaction system [07.04.09] to support students in performing administrative

Have a polite and gentle attitude in communication with students

The library has enough materials for the subjects of the university's programme

The library is quiet and clean

Library operating hours are in compliance with regulations

The Library meet the needs of reference materials and search for lecturers

2019 2020 2021 2022 2023 transactions (applying for student cards, student certificates, transcripts), online learning management system [07.04.10], Epay system in paying tuition and fees [07.04.11], transactions and Q&A for Students to collect students' questions [07.04.12], and digital library system to provide learning materials for students [07.04.13]

HUB has coherent regulations and specific functions for units related to the development, upgrading, and maintenance of IT systems In particular, the DITM plays the focal role, and other units play the coordinating roles [07.04.14] Specifically, based on actual needs, DITM conducts

DITM collaborates with DFA and DFM to submit funding proposals for IT infrastructure investments to HUB leaders These investments include IT equipment, Wi-Fi equipment, internet connection fees, and software maintenance costs Additionally, regular surveys assess the satisfaction levels of lecturers and students with the IT infrastructure, providing a foundation for evaluating and improving its quality.

Figure 7.3 Results of the survey of student satisfaction with information technology systems (2019-2023)

Source: Department of Testing and Quality Asurance

The university is shown to provide a highly accessible computer and network

HUB has paid attention to investing in IT systems in general and Networks and computer systems in particular to meet the needs of teaching, learning, research, and other activities Between

2019 and 2023, HUB has invested tremendous resources to develop, upgrade, and maintain network and computer systems Currently, staff, lecturers, and students have easy access to the network and computer system on the HUB's campus to be able to fully exploit IT for teaching, research, community service activities, and administrative management:

HUB maintains an extensive computing infrastructure, comprising over 600 desktop computers in dedicated rooms and 200 additional computers dedicated to administrative staff These devices are outfitted with standardized configurations, including Intel Core i3-9400 processors, 8GB of RAM, 512GB SSDs, and 18.5-inch screens The entire computing ecosystem is powered by a robust internet connection, boasting a domestic bandwidth of 2 Gbps and an international bandwidth of 150 Mbps.

- About the network system: Currently, all lecture halls, libraries, self-study areas, dormitories, and other areas are covered with wifi at a speed of 15 Mps for students and unlimited for lecturers [07.05.02]

HUB has coherent regulations and specific functions for units related to investment, development, upgrading, maintenance, and management of the use of network and computer

IT applications support students conveniently in studying at the university

Students can access the training portal easily and conveniently

Information on the university's website actively supports student

2019 2020 2021 2022 2023 systems In particular, DITM plays the focal role, and other units, depending on their functions and tasks, play coordinating roles DITM not only annually plans IT investments but also checks and reviews the operation of computer systems and Internet infrastructure to repair and upgrade the system, ensure quality, and serve teaching, research and management activities [07.05.03].

The environmental, health, and safety standards and access for people with special

HUB builds and maintains a green and clean learning environment, aiming at health and safety for learners, lecturers, and staff All areas are required to be smoke-free Between 2019 and 2023, HUB allocated enormous resources to landscape and trees, security on the campus, fire protection and prevention, walkways designed for people with special needs, and a canteen serving meals

HUB's commitment to environmental stewardship extends to its training facilities, where investments in landscaping and maintenance foster a serene learning atmosphere The university has expanded greenery on its Thu Duc Campus and partnered with cleaning and tree care services to ensure a clean and inviting environment To safeguard the health of faculty and students, the Healthcare Office regularly implements pest control measures to eliminate mosquitoes, rats, and termites.

- Regarding security on the campuses: HUB focuses on security to ensure learning conditions and a safe living environment for students Specifically, in addition to assigning supervision to dormitory management staff regarding security and order for students [07.06.03], HUB has signed a contract with a security service company to ensure 24/7 security and order, strictly control the implementation of rules in the school and boarding area, operate the surveillance camera system, and coordinate closely with the ward security agency [07.06.04] In addition, HUB cooperates closely with local police to strengthen security checks for boarding and outpatient students [07.06.05]

- Regarding fire prevention: HUB fully complies with the fire prevention and fighting regulations of the government In particular, fire prevention and fighting standards are determined by the fire prevention and fighting regulations [07.06.06] HUB coordinates with the fire prevention and fighting police to periodically check fire prevention and fighting drills and fire safety to raise awareness and disseminate fire safety regulations, to be safe when using electricity, and to know how to handle situations such as electrical incidents, fire, and explosion incidents All HUB buildings are fully equipped with safety and fire prevention equipment such as fire extinguishers, fire hydrants, and fire protection systems under regulations and are periodically inspected [07.06.07]

- Regarding the design of walkways for people with special needs: HUB has paid great attention to students with special circumstances and conditions Specifically, when constructing buildings such as Lecture Hall B, Lecture Hall C, and the Library, walkways are regularly designed for people with special needs [07.06.08]

- Regarding other services: HUB has a canteen to serve the dining needs of students, lecturers, and staff The canteen is always inspected by the HUB's Healthcare Office for food hygiene and safety to ensure the health of students, lecturers, and staff [07.06.09]

The HUB has clear regulations and specific functions for units related to the environment, health, and safety of students In particular, depending on the functions and tasks, one unit will play the focal role, and other units are responsible for coordinating to ensure the best standards regarding the environment, health, and safety of students and lecturers [07.06.10] To have information to help functional units improve the environment, health, and safety of students, lecturers, and staff better and better, The University periodically conducts surveys on graduate students' satisfaction with their activities and lives (Figure 7.4)

Figure 7.4 Results of surveys of students and lecturers on environmental sanitation, safety and health (2019 – 2023)

Source: Department of Testing and Quality Asurance

The university is shown to provide a physical, social, and psychological

is conducive for education, research, and personal wellbeing

HUB pays great attention to providing a psychological, social, and landscape environment favorable for training, research, and comfort for students Between 2019 and 2023, HUB has distributed vast resources in these aspects Alongside the lecture hall area, computer and practice room area, library, and self-study area, the Thu Duc campus also has an area for sports activities, a multi-purpose gymnasium, and a large hall and student dormitory The Healthcare Office takes care of the health of students, lecturers, and staff

The Thu Duc campus boasts an expansive and harmoniously planned area dedicated to sports, arts, and skill training Its serene ambiance, verdant landscapes, and dedicated facilities, including a gymnasium and spacious hall, foster a conducive environment for learning, skill development, cultural engagement, and recreational sports Additionally, the Youth Union and clubs actively organize a diverse range of cultural and artistic events, sports competitions, and academic challenges These initiatives not only enhance students' social skills but also contribute to a positive psychological climate, support educational pursuits, and promote overall well-being.

- Regarding the healthcare: HUB has a specialized Healthcare Office with full medicines to meet the basic needs of students, lecturers, and staff All students are required to participate in Educational Health Insurance following regulations and must have a health check-up at the beginning of the course Consulting activities on physical- and mental health are also organized via meetings with experts, and direct consultation with medical staff or faculty advisors [07.07.03]

- Regarding dormitory: The student dormitory located on campus helps students save travel time during study and living Students could register dormitory online, making it very convenient for students to register and stay in the dormitory [07.07.04]

HUB has precise regulations and specific functions for units related to providing a psychological, social, and landscape environment that facilitates training and research activities and creates comfort for students In particular, depending on the functions and tasks, a unit will play the focal role, and the other units are responsible for coordination In addition, to have information to help functional units improve the provision of a more favorable psychological, social, and landscape environment, HUB periodically conducts satisfaction level surveys with graduating students about activities and life (Figure 7.5) [07.07.05]

The lecture hall is clean The dormitory is clean, ensuring the security

Medical staff dedicatedly take care of student's health

Medical staff dedicatedly take care of lectuters health

Figure 7.5 Results of a survey of graduate students about university activities and life (2019- 2023)

Source: Department of Testing and Quality Asurance

The competences of the support staff rendering services related to facilities are

be identified and evaluated to ensure that their skills remain relevant to stakeholder needs

HUB prioritizes the development of its staff to ensure their competence in facility and equipment-related tasks To achieve this, HUB has established clear professional requirements for various support staff roles, detailed in Appendix-A6 The Head of the unit assigns tasks to staff based on their demonstrated capabilities and the specific demands of each job role By doing so, HUB ensures that its staff has the necessary skills and qualifications to perform their duties effectively.

To improve the capacity of support staff participating in services related to facilities and equipment, HUB not only focuses on recruitment but also pays great attention to training and retraining for support staff For 2019-2023, support staff will participate in many long-term and short-term training courses to better perform support work (Appendix-A7)

The evaluation process for support staff is conducted biannually and annually, with assessments and grades of A, B, and C assigned Evaluations focus on task completion levels, ranking emulation, and reward proposals The basis for evaluation includes monthly self-assessments, actual work performance, and established regulations Unit heads review staff performance and provide comments, then submit evaluations to the Human Resources Management Department (DHRM) The Emulation and Commendation Council reviews and proposes assessment and ranking decisions, including task completion grades and emulation rankings, which are then submitted to the Rector for approval and recognition or recommendation to上級.

The quality of the facilities (library, laboratory, IT, and student services) are shown

In 2019-2023, in addition to exploiting and effectively using existing facilities, HUB is also very interested in assessing the quality and improving facilities, demonstrated through the clear and specific assignment of functions, tasks, and powers to each unit

Union and Association activities have good the practical effects

The university meets the cultural and artistic needs of students

The university meets the needs of students in physical education and sports

Medical activities ensure students' health

- The DFM has the function of advising the Rector on planning, basic construction, procurement, use, maintenance, and upkeep of facilities and equipment for the entire HUB; Carry out annual investment plans in infrastructure and equipment; Operate infrastructure systems and equipment to serve the teaching, learning, and scientific research of lecturers and students; Be the focal point and responsible for advising the Rector in developing and promulgating rules, regulations, and instructions in managing and using equipment and facilities, ensuring effective use [07.09.01]

- The DITM has the function of building investment plans, maintaining, evaluating, and upgrading facilities and IT infrastructure; Implementing the management and operation of IT systems and IT equipment to serve the teaching, learning, and scientific research of lecturers and students; At the same time, they are also the focal point and responsible for advising the Rector in developing and promulgating rules, regulations, and instructions on the management and use of IT systems and IT equipment to ensure they are used effectively [07.09.02]

- The Department of Finance and Accounting has the function of building annual financial plans on investment, maintenance, evaluation, and upgrading of infrastructure and equipment, including classrooms, halls, computer rooms, Practice rooms, equipment for teaching and learning, scientific research, and community service; Coordinate with the DFM, DITM, compile a list of infrastructure and equipment items that need investment, upgrade, maintenance, and submit to the Rector for approval; Coordinate with functional units to carry out investment settlement, maintenance, evaluation, and upgrading of infrastructure and equipment; Be the focal point and responsible for advising the Rector in developing and promulgating regulations, rules, and instructions in managing financial revenues and expenditures, ensuring efficiency [07.09.03]

Units such as faculties, departments, and others are responsible for proposing investment requirements in infrastructure, equipment, learning resources, and IT systems necessary for effective teaching programs, scientific research, and support for the academic community They are also tasked with efficiently utilizing these resources to facilitate the smooth operation of teaching programs.

Between 2019 and 2023, with the attention of the University Board, Rector, and Vice-Rectors, HUB has invested a huge amount of money in the maintenance and upgrading of facilities and equipment; Maintaining and upgrading practice rooms; Purchasing and updating Library documents (Table 7.1)

Table 7.1 HUB's investment funding source for items (2019-2023) (Unit: Million VND)

No HUB's investment funding source for items 2019 2020 2021 2022 2023

1 Maintain and upgrade facilities and equipment 24,385 24,768 23,346 30,846 24,000

2 Maintain and upgrade practice rooms 98 349 677 1,313 1,181

3 Purchasing and updating documents for the Library 268 104 311 1,949 1,200

Source: Department of Finance and Accounting

With HUB's large investment in items in 2019-2023, current infrastructure and equipment, learning resources, and IT systems have been well-developed in both quantity and quality

- Classrooms and halls: Regarding the number of classrooms, HUB owns 131 rooms in 2023, compared to 91 in 2019 In the same vein, HUB currently owns 04 halls, compared to 02 halls in

2019 (Appendix-A8) In addition to increasing the number of classrooms and auditoriums, the quality of classrooms and auditoriums has also been upgraded, as shown by the fact that many classrooms are equipped with LCD screens, additional air conditioners, and upgraded sound systems, lighting, upgraded high-speed wifi [07.09.05]

- Computer rooms and practice rooms: between 2019-2023, computer rooms and practice rooms have increased in both quantity and quality (Appendix-A9)

HUB's library has undergone significant investment in the development of learning materials, particularly electronic and printed resources This investment has resulted in a diverse collection of documents and materials, with a notable emphasis on English-language content from reputable publishers worldwide.

- IT Infrastructure and Services: In 2019-2023 the current IT infrastructure and Services meet the requirements of lecturers and students well (Appendix-A11)

With an enormous investment of resources in infrastructure and equipment, learning resources in the period 2019-2023, HUB currently has great development in classrooms, hall, computer room, practice room, electronic library, and digital library In particular, the wifi system has covered the entire area of HUB With the current quantity and quality of facilities, HUB has enough physical resources to operate teaching and learning programs At the same time, it also serves well for teaching, scientific research, and other activities for lecturers and students in general and banking students in particular.

OUTPUT AND OUTCOMES

The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement

To assure the quality outcome following the expected results of the training program, HUB assesses not only the input and training qualities but also the output quality HUB also cares about the graduation rate by establishing, monitoring, supervising, and comparing to enhance learning outcomes, training scores, and graduation results

Table 8.1 Graduation and Dropout Rates

Total of Students ( Unit: people)

3 years 4 years > 4 years 1 st year 2 nd year 3 rd year ≥ 4 th year

HUB relies on the UIS training management software to gather data on training outcomes, learning progress, and training scenarios The UIS tracks scores, pass rates, withdrawal rates, graduated candidates, and scholarships This centralized data allows HUB and FOB to analyze statistics, monitor key indicators, and make informed decisions Each semester, a dedicated team in the Training Office analyzes student learning outcomes and reports dropout and absence rates to the Board of Directors for review Based on this data, the Board evaluates progress and makes adjustments to ensure the effectiveness of training programs.

HUB and FOB's ongoing efforts have significantly improved graduation rates and reduced dropout rates The proportion of students completing their studies within the 4-year timeframe has steadily increased, demonstrating the institution's commitment to providing timely directives and ensuring academic quality The proactive study planning by students and the institution's vigilant oversight have contributed to a decline in the dropout rate, resulting in a consistently low proportion of dropouts This success highlights HUB and FOB's dedication to improving student outcomes and fostering a supportive and effective educational environment.

The analyzed report on the dropout reasons reveals that first- and second-year students predominantly discontinue their studies due to changing educational institutions, studying abroad, or even changing fields of study Third- and fourth-year students drop out primarily due to academic underperformance, receiving an academic warning at 3rd level, and failing to submit foreign language or computer skill certificates At FOB level, FOB conducts an analyzed report at the end of the academic year to show the factors leading to dropout rates and proposes solutions to mitigate these rates [08.01.02]

HUB and FOB proactively address student dropout rates through various initiatives The Training Office issues early alerts and tracks academic progress, while academic advisors provide guidance and reminders Additional coursework during the summer semester enables students to improve their grades HUB hosts supplementary English courses and computer tests to assist in graduation preparation Moreover, annual meetings with stakeholders foster collaboration, address concerns, and support students' academic journeys Financial assistance in the form of tuition waivers and scholarships is also extended to eligible students to ensure their program continuation.

HUB's program is designed to ensure knowledge adequacy and timely graduation, offering a four-year duration with flexibility for adjustments based on individual needs The program structure encompasses eight main and three summer semesters, featuring classroom-based learning for theoretical subjects and computer-based learning for practical courses The final semester focuses on internships or bachelor's thesis, while retakes are permitted during regular and summer semesters Additionally, summer semesters are dedicated to practical learning to accommodate varying circumstances.

The credit-based training system allows learners to plan their studies actively and aims to facilitate early graduation These regulations also provide comprehensive information regarding the conditions for graduation assessment, academic result retention, and program transfers Table 8.1 also indicates that the training period has been shortened progressively Notably, the students can accelerate their progress and receive graduation certificates in the third year HUB and FOB have implemented several approaches to assist students in timely or accelerated graduation, such as disseminating study plans annually, providing guidance on course registration, and specifying requirements for foreign language proficiency, computer skills, and soft skills The assistance shapes in the form of orientation sessions, class activities, and student handbooks

Consequently, students can manage time actively, enroll in courses, and proactively plan strategies to expedite their progress The SSC enhances connections with numerous enterprises and professional organizations to facilitate internship opportunities Annually, HUB conducts five rounds of graduation assessments for students who meet the requirements HUB designs the training program and improves it annually to ensure students achieve the learning outcomes [08.01.04].

Employability as well as self-employment, entrepreneurship, and advancement to

Employability is a critical metric to evaluate the quality of the program HUB and FOB monitor the post-graduation employment status annually to enhance the quality [08.02.01]

Table 8.2 Employment rate of post-graduation (Unit: %)

Job Status Duration to get a job after graduation

Learning for Master/PHD degrees

Source: Department of Testing and Qualiy Assurance

Annually, the Department of Testing and Quality Assurance (DTQA) conducts online surveys to assess the post-graduation employment status Survey results consistently indicate a high employment rate for graduates, with rates consistently exceeding 96% for the reported years The majority of graduates are employed in banks and financial institutions, domestically and internationally Some graduates upgrade their diplomas immediately by pursuing Master's or Ph.D degrees, while a few students remain unemployed due to waiting for suitable employment opportunities The high employment rate within three months after graduation underscores the positive reception of employers to HUB’s graduates When carefully examining specific sectors, graduates from HUB predominantly find employment in the banking sector, constituting the highest proportion ranging from 30% to 45% (for the years 2019 and 2020, which have the separation) This evidence indicates that the banking sector accredits the outcomes provided by HUB and reaffirms the strength of the Banking Concentration programme

Table 8.3 Main Employment Fields of Graduates (Unit: %)

Source: Department of Testing and Qualiy Assurance

To enhance job-seeking opportunities, HUB collaborates with various organizations to hold multiple events, such as job fairs and seminars Students are encouraged to augment their knowledge and skills through extracurricular activities organized by HUB During the internships at various companies, students have successfully met the job requirements Graduates also demonstrate quick adaptability to the work environment and are retained for permanent positions after the internship Annual employer surveys reveal the employers' satisfaction with graduates Specifically, regarding the adequacy of the training program provided to graduates, employers rate it as "appropriate" and

"very appropriate" ranging from 45.83% to 54.80% These results are noteworthy and highlight the strengths of graduates from HUB

8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement

FOB monitors and supervises the annual research plan For faculty lecturers, since having the approval, HUB and FOB provide financial aid and time allocation to carry out research projects Faculty lecturers and students may collaborate to participate in research competitions, awards for research and creativity, and entrepreneurship competitions at the university, city, and national levels Additionally, to enhance research quality, HUB organizes scientific research seminars, where specialized experts as presenters, covering selected topics The research outcomes are utilized for teaching All research projects are monitored, recorded, and compiled twice a year to assess the progress of each faculty member's research activities The results are used for evaluating the completion of annual tasks for each member

In addition to the research activities conducted by lecturers, students are encouraged to join these activities These activities are varied, such as research projects at the university level, academic competitions, academic club seminars, or collaboration with faculty lecturers on research projects (such as conferences or journal publications) Students can enroll in research activities independently or join a research team under the guidance of a faculty lecturer Annually, the Banking Science and Technology Research Institute (a unit belonging to HUB) collaborates with FOB to select high-quality research projects to join competitions (at the national, municipal, and university levels)

Between 2019 and 2023, students joined research activities actively Tables 8.4 illustrate a clear shift in both quantity and quality in student research activities over the past five years These results align with the expected learning outcomes and the vision and mission of HUB and FOB Specifically, the number of research projects from FOB consistently accounted for approximately 30% to 50% of the total number of HUBs The increased line aligns with an enhancement in the quality of research output Furthermore, the outcomes of several research projects are noteworthy, with 2 out of 4 projects in 2022 and 4 out of 6 projects in 2022 achieving the "Excellent" rating Noteworthy is one project that obtained the Second Prize in “the Seventh Econometrics and Application Olympic” in 2022, and many other scientific research awards (Appendix-A12)

Table 8.4 Number of research projects of Banking Concentration programme, 2019 -2023

Source: Banking Science and Technology Research Institute

To enhance students' research activities, FOB plans research targets annually [08.03.01] Faculty lecturers are encouraged to proactively engage with, suggest, and guide students on suitable research topics [08.03.02] The Banking Science and Technology Research Institute also assigns dedicated specialists to oversee student research activities, providing guidance, supervision, and support to those students Additionally, The Banking Science and Technology Research Institute and Academic Affairs Office compile the research activities twice a year, report to the Board of Directors, and propose suitable improvement solutions [08.03.03] FOB’s Youth Union, Student Union, and Academic Clubs collaborate to promote student participation in research activities and disseminate information widely via website and social media pages These unions also organize academic activities and competitions to enrich students’ knowledge and foster creative thinking, thereby contributing to the advancement of student research activities [08.03.04] HUB issues financial support and recognition schemes for students who participate in research activities and achieve awards at various levels The awards could be adding credits to students’ academic records, and prioritizing scholarship considerations [08.03.05].

Data are provided to show directly the achievement of the programme outcomes,

FOB maintains a system to monitor students’ achievement of PLOs The data system includes input data, process, and output data of students, which is stored and managed by software in the Training Office The data is available for sharing with units in HUB to manage effectively The data system also systematically saves the Survey results from external stakeholders regarding training program quality and internal stakeholders’ feedback The data system displays PLOs that are updated every semester The Training Office and FOB closely monitor the data system Additionally, HUB employs various software tools such as UIS training management, exam question management, student surveys, performance evaluation, training outcomes, and grade management Consequently, these tools aid in establishing, analyzing, and predicting graduation rates of each cohort, and identifying reasons for the dropout rate [08.04.01]

At the conclusion of each academic period, specialized units gather student performance data The FOB analyzes this data to identify trends and areas for improvement HUB subsequently performs comparative analysis across semesters, years, and programs Drawing on these comparisons, HUB and FOB pinpoint underlying factors affecting student outcomes and establish metrics to enhance academic performance.

Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement

HUB regularly organizes the collection of feedback from faculties, support staff, students, alumni, and employers to assess satisfaction levels Each survey is conducted following ISO procedures and adheres to the PDCA cycle FOB plans the information collection process and organizes activities such as supporting regular surveys, inner meetings, and conferences/seminars with employers FOB also solicits public feedback on internal regulations as requested, to ensure continuous monitoring of satisfaction levels Other coordinating units, such as the HUB Office, Student Support Center, and Student Affairs, are responsible for organizing meetings, conferences, and seminars with students, faculties, supporting staff, and employers to record satisfaction levels regarding general activities [08.05.01]

Figure 8.1 Level of graduating student satisfaction at FOB of Banking (2018-2022)

Source: Department of Testing and Qualiy Assurance

General Evaluation on Banking major program

For students, HUB establishes diversified feedback channels to observe student satisfaction levels Students provide feedback on the course quality, training programs, and types of examinations via online surveys The survey results are compiled, analyzed, and transmitted to FOB for improving activities at each semester Students can also provide feedback via mailboxes, email, hotline, Q&A section website, and social media platforms Annually, students participate in meetings with the Board of Directors, FOB leaders, and supporting units to address, resolve, and advise on academic matters, helping students complete their learning and training processes [08.05.02] Figure 8.1 illustrates the satisfaction levels of graduating students regarding the quality of several aspects The levels are divided into average scores and individual component scores Additionally, when comparing the average scores of HUB (comprising various training programs), the average scores of the Banking Concentration programme are higher than the ones of HUB between 2018 and 2022 Upon closer examination of each component score, Table 8.6 reveals two aspects: A Objectives and content of the training program, and C Course Quality, consistently scoring higher than the average scores of HUB This evidence indicates that students highly rate for the Banking Concentration programme Therefore, the increasing trend over the period and the higher scores compared to the average scores of HUB demonstrate that the educational quality of the Banking Concentration programme adheres to quality monitoring and improvement procedures

Table 8.6 Comparing the student satisfaction levels between Banking Concentration programme and HUB

FOB HUB FOB HUB FOB HUB FOB HUB FOB HUB

Note: The Bolded numbers indicate that the scores of Banking Concentration programme are higher than the average score of HUB

Source: Compiling from Department of Testing and Quality Assurance

Feedback from Alumni is a crucial factor for HUB and FOB to assess the responsiveness of the Banking Concentration programme, including courses, knowledge, and skills These responses are the basis for updating and comprehensively adjusting the curriculum

Table 8.7 demonstrates that the employment rate of the Finance-Banking program has consistently remained above 90% for the surveyed period Particularly in the last two years, this rate has increased to 97%, surpassing the average rate of HUB These numbers indicate that the trust in the program is maintained at a very high level

Table 8.7 Report on the employment status of post- graduation (Unit: %)

F-B HUB F-B HUB F-B HUB F-B HUB F-B HUB Currently employed 90.9 93.4 96.4 94.9 96.1 97.4 97.6 96.2 96.4 95.8

Note: F-B means Finance-Banking program (the survey includes 2 programs)

Source: Department of Testing and Quality Assurance

Figure 8.2 Employers evaluate the appropriateness of the training program Achieving these outcomes, in addition to the efforts of FOB, there are the active contributions from various Departments/Offices, who support the training program

Source: Department of Testing and Quality Assurance

Table 8.3 reveals the continued dominance of the Banking sector in terms of employment opportunities for HUB graduates, reaffirming the significant role of the Banking Concentration program in shaping the university's reputation as a leading institution for banking education.

Moreover, feedback from employers indicates that they assess the knowledge, skills, attitudes, and responsibility in work of graduates from a level of fair to higher satisfaction, with an increased trend observed Employers also highly appreciate graduates’ ability to meet job requirements after recruitment, stating that graduates can meet the job requirements and are immediately employable

No employer evaluates the Banking Concentration programme as "not suitable", implying that the program is designed closely aligned with business needs

Figure 8.3 illustrates evidence of improvement across all units involved in the training program Specifically, the scores at the time of 2021-2022 are significantly higher than those in 2017-2018, with some units scoring above 4.5/5, such as the Student Affairs Office and the Student Support Center These numbers indicate that the support provided by these units has yielded tangible results and has been recognized by the learners

To enhance the satisfaction of faculties and supporting staff, HUB collects feedback from the survey on the working environment In addition, HUB has issued regulations on citizen reception and its schedule to receive regular feedback from faculties and supporting staff Periodically, the opinions of faculties and staff are relayed to HUB via the key staff meetings channel, Staff

Well Suitable Suitable Fairly suitable Non-suitable

Meetings, and the Union Base of HUB Meetings, aimed at empowering the HUB’s staff and contributing to development These occasions also provide opportunities for HUB’s leaders to understand the sentiments and aspirations of the staff to provide appropriate guidance and solutions during the implementation of academic tasks

Figure 8.3 Level of student satisfaction with the quality of management and training support, 2017-2022

Source: Department of Testing and Quality Assurance

STRENGTHS AND WEAKNESSES ANALYSIS AND IMPROVEMENT

The standards of the Banking Concentration Programme are periodically updated and improved to meet the requirements of stakeholders, following the mission, vision, and educational philosophy of HUB Improving the standards of the Banking Concentration Programme is based on the regulations of MOET, the recommendations of the AUN-QA Organization when accrediting the Banking Concentration Programme in April 2019, and the HUB's perspective related to improving the curriculum In addition, the improvement is also based on survey results from relevant parties (lecturers, students, Alumni, employers, state management agencies, and professional associations) The PLOs of the Banking Concentration Programme, since being officially issued, are disseminated to relevant parties and publicly announced on the website of the HUB/FOB

The PLOs of the Banking Concentration Programmes are formulated comprehensively following the PDCA process and the SMART principle Among the 8 PLOs of the designed curriculum, there are 5 general PLOs and 3 specialized PLOs The PLOs guide students majoring in Banking to acquire comprehensive knowledge and skills about nature, economics, and society following the educational philosophy "Liberal - Interdisciplinary - Experience" of HUB The PLOs also direct students to have the proper awareness and form a culture of "lifelong learning" to flexibly adapt to changes in the professional environment in the context of the 4.0 industrial revolution and the digital era

The PLOs are appropriately allocated to subjects in the Banking Concentration curriculum with specific scale levels

The PLOs of the Programme have been allocated to each subject with a specific scale so that the assessment of learners' learning outcomes according to the Programme's PLOs is reliable However, the PLOs should be developed precisely to be able to evaluate the learning outcomes of learners Specifically, it is necessary to formulate a detailed Performance Indicators (PIs) for each PLO of the Programme

There is a need for more tools with quantitative capabilities to support the assessment of learners' learning outcomes so that the assessment according to the PLOs of the curriculum is more accurate Currently, only the final exams extracted from the question bank managed by software and/or several subjects are held in the computer lab Meanwhile, other components that determine student learning processes, such as midterm tests and group work, do not have software to support student assessment

FOB is updating its Banking Concentration curriculum, expecting completion in June 2024 Enhancements include improving Program Learning Outcomes (PLOs) and formulating detailed Performance Indicators (PIs) for each PLO FOB will utilize the PDCA process and gather feedback from stakeholders to guide these improvements HUB is developing software to evaluate learner outcomes based on PLOs, supporting the assessment process, with deployment anticipated in 2024.

CRITERION 2 – PROGRAMME STRUCTURE AND CONTENT

The description of the 2021 version of the Banking curriculum fully shows the information recommended by the AUN-QA Organization and the current regulations of MOET The description of the curriculum, after being issued, is disseminated to relevant parties and publicly announced on the HUB/FOB website

The revised Programme (2021 version) aligns with MOET regulations, AUN-QA recommendations, and stakeholder feedback Its structure and curriculum foster both traditional banking and financial technology specializations, enabling learners to develop their strengths The 2021 version emphasizes industry-based knowledge, enhancing graduates' skills and adaptability to meet the demands of a globalized and digital economy.

The relationship between the subject standards and the learning outcomes is shown coherently in each subject outline, which is very convenient for teaching and learning activities implementation, evaluating the learning outcomes of learners according to the learning outcomes of the specialized programme Banking industry

The process of teaching and learning activities is designed reasonably from the curriculum and subject perspective From the perspective of the entire curriculum, teaching and learning activities are combined between theoretical training in classrooms and practice in labs Students can also experience the practice via internships and other extracurricular activities From a subject perspective, teaching and learning activities are organized flexibly between focused learning in class and students' self-study and self-research at home

The banking Concentration curriculum (the 2021 version) has been designed in a modern direction, of which the number of subjects related to modern technology, such as artificial intelligence, cloud computing, and science and technology However, the curriculum does not have many data subjects, such as data mining, or data analysis

Although all subjects in the industry-based and specialized knowledge groups in the curriculum have updated reference documents in English, the subjects are still not taught in English entirely

FOB is updating its Banking Concentration curriculum by June 2024, including revisions to the structure and content Stakeholder surveys will be conducted to incorporate subjects in artificial intelligence, cloud computing, and data science These additions will enhance the curriculum for both digital banking and financial technology orientations.

FOB will solicit opinions from experts and survey relevant parties to add several subjects in the industry-based and specialized knowledge groups taught entirely in English

CRITERION 3 – TEACHING AND LEARNING APPROACH

The deployed teaching and learning methods are diverse, flexibly combined between traditional teaching and modern teaching methods depending on the learning outcomes of the curriculum allocated to a subject, and are all aimed at achieving PLOs Moreover, the student-centered teaching and learning methods assist students to gain practical experience and unleash their abilities following the educational philosophy of "Liberal - Interdisciplinary - Experience."

The teaching and learning methods described in course outlines encourage students to self- study, self-research, and study responsibility These methods allow students to acquire knowledge actively, practice thinking and problem-solving skills, and cultivate moral qualities

The teaching and learning methods applied in all subjects guide students to learn learning methods and help them form a culture of "lifelong learning."

To enhance teaching effectiveness, lecturers gain proficiency in guiding students through self-study and self-research, facilitating presentations and discussions, solving problems, and implementing the flipped classroom method Students' academic success hinges on their proactiveness and self-awareness in self-study prior to class Unfortunately, some students lack these qualities, leading to diminished academic performance.

Some modern teaching and learning methods require a very high level of interaction between lecturers and students and between students However, some courses are organized with a large number of students The dense classes cause obstacles for lecturers to implement modern teaching and learning methods

APPENDIX

A1 Self - assessment of Banking and Finance program, professional knowledge in Banking

The programme to show that the expected learning outcomes are appropriately formulated in accordance with established learning taxonomy, are aligned to the vision and mission of the university, and are known all stakeholders

The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programe

The programme to show that the expected learning outcomes consist of both generic outcomes (related written and oral communication, problem-solving, information technology, teambuilding skill, ect) and subject specific outcomes

(related to knowledge and skill of the study discipline)

The programme to show that the requirements of stakeholders, especially external stakeholders, are gathered, and that these are reflected in the expected learning outcomes

1.5 The programme to show that the expected learning outcomes are achieved by students by the the time they graduate 5

The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders

2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes 5

2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders 6

2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear 6

The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialized courses), and are integrated

2.6 The curriculum to have option(s) for students to pursue major and/or minor specialisations 6

The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry

The educational philosophy is shown to be articulated and communicated to all stakeholders It is also shown to be reflected in the teaching and learning activities

3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process 5

3.3 The teaching and learning activities are shown to involve active learning by the students 6

The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning

The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset

The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomess

A variety of assessment methods are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives

The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently

The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently

The assessments methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment

The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses

4.6 Feedback of student assessment is shown to be provided in a timely manner 5

Student assessment processes undergo constant evaluation and refinement to maintain their relevance to industry demands and alignment with anticipated learning objectives.

The programme to show that academic staff planning

(Including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfil the needs for education, research, and service

The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service

The programme to show that the competences of the academic staff are determined, evaluated, and communicated

The programme to show that the duties allocated to the academic staff are appropriate tp qualifications, experience, and aptitude

The programme to show that the promotion of the academic staff is based on a merit system which account for teaching, research, and service

The programme to show that the right and privileges, benefits, roles and relatioships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood

The programme to show that the training and development needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs

The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality

The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date

Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service

An adequate system is shown to exist for student progress, academic performance, and workload monitoring Student progress, academic performance, and workload are shown to be systematically recorded and monitored Feedback to students and corrective actions are made where necessary

Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability

Student support staff's competencies are crucial for effective service delivery These competencies are carefully identified during recruitment to ensure alignment with student needs Moreover, regular evaluations are conducted to assess the continued relevance of these competencies, ensuring that they remain aligned with the evolving requirements of stakeholders.

Roles and relationships are shown to be well-defined to ensure smooth delivery of the services

6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement 5

The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient

7.2 The laboratories and equipment are shown to be up-to-date, readily available, and effectively deployed 6

7.3 A digital library is shown to be set-up, in keeping with progress in information and communication technology 6

7.4 The information technology systems are shown to be set up to meet the needs of staff and students 5

The university is shown to provide a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research, service, and administration

The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented

The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal wellbeing

The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs

The quality of the facilities (library, laboratory, IT, and student services) are shown to be subjected to evaluation and enhancement

The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement

Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement

Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement

8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored 5

8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement 6

CODE NAME OF EVIDENCE NOTE

1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with established learning taxonomy, are aligned to the vision and mission of the university, and are known all stakeholders

01.01.01 a Stakeholder survey report to improve Banking Concentration programme

(Updated profile and improved training program 2021) b Resolution No 16/NQ-DHNH-HDT dated December 15, 2021,

Resolution officially promulgating the vision and mission of HUB c Circular No 17/2021/TT-BGDDT dated June 22, 2021 of the Ministry of Education and Training "Regulations on training program standards;

Develop, evaluate and promulgate training programs for all levels of higher education"

01.01.02 a Stakeholder survey report to improve Banking Concentration programme

(Updated profile and improved training program 2021) b School regulations, instructions, plans and forms on adjusting, reviewing and updating the curriculum

01.01.04 a Description of the Banking specialized programme (2018 & 2021) b Student handbook of HUB

1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programe

01.02.01 a Banking Specialized Training Program (2021) b Syllabus of subjects in the Banking specialized training program (2021)

01.02.02 a Sample guidance form of the HUB training department on developing training programs and subject outlines b Instructions of the HUB Testing and Quality Assurance Department on the PLOs scale c Decision No 1779/QD-DHNH dated June 20, 2023 of the Principal

"Issuing temporary regulations on implementing assessment of learners' learning outcomes according to the standards of the programme at HUB"

CODE NAME OF EVIDENCE NOTE d Decision No 66a/QD-DHNH dated January 12, 2022 of the Principal,

"Promulgating regulations on assessing the learning outcomes of learners according to the Standards of the Curriculum at HUB

The programme demonstrates a comprehensive list of expected learning outcomes, encompassing both generic and subject-specific skills Generic outcomes encompass written and oral communication proficiency, problem-solving aptitude, information technology literacy, and teamwork abilities Subject-specific outcomes address specialized knowledge and competencies relevant to the particular discipline of study This combination ensures that graduates possess a well-rounded foundation in both transferable skills and domain-specific expertise.

(related to knowledge and skill of the study discipline)

01.03.01 a Banking Specialized Training Program (2021) b Resolution No 16/NQ-DHNH-HDT dated December 15, 2021,

Resolution officially promulgating the vision and mission of HUB c Mission and vision of the Faculty of Banking

01.03.02 a Banking Specialized Training Program (2021) b Syllabus of subjects in the Banking specialized training program (2021) c Document guiding how to measure PLOs according to Bloom's scale

1.4 The programme to show that the requirements of stakeholders, especially external stakeholders, are gathered, and that these are reflected in the expected learning outcomes

01.04.01 a Description of the Banking specialized programme (2021) b Stakeholder survey report to improve Banking Concentration programme (Updated profile and improved training program 2021)

01.04.02 c Description of the Banking specialized programme (2021) d Student handbook of HUB

1.5 The programme to show that the expected learning outcomes are achieved by students by the the time they graduate

01.05.01 a Regulations on organization and management of university level training at HUB" dated September 7, 2021 of HUB Principal b Regulations on point management on the Training Management

Software System" dated May 8, 2019 of the HUB Principal

CODE NAME OF EVIDENCE NOTE

01.05.02 Report on survey results of achieving 12 PLOs of the Banking specialized training program (2018) of the Faculty of Banking (implemented in 2023)

CRITERION 2 - PROGRAMME STRUCTURE AND CONTENT

2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders

02.01.01 a Description of the Banking specialized programme (2018 & 2021)

02.01.02 b Syllabus of subjects in the Banking specialized training program (2021)

02.01.03 a Summary of subjects of the Banking specialized training program (2018

& 2021) b Syllabus of subjects in the Banking specialized training program (2021) c HUB's admission consulting documents

2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes

02.02.02 a Syllabus of subjects in the Banking specialized training program (2021) b Banking Specialized Training Program (2021)

02.02.03 a Document guiding how to measure PLOs according to Bloom's scale b Decision No 1779/QD-DHNH dated June 20, 2023 of the Principal

"Issuing temporary regulations on implementing assessment of learners' learning outcomes according to the standards of the programme at HUB" c Decision No 66a/QD-DHNH dated January 12, 2022 of the Principal,

Enhancing the educational experience at Higher Universities of Business (HUB), this article presents important regulatory documents: 1) Guidelines for assessing learner outcomes based on curriculum standards; 2) Syllabi for subjects within the Banking Specialized Training Program (2021); and 3) Details of the Banking Specialized Training Program itself (2021).

2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders

Training programs have been updated and improved to enhance their effectiveness.* Detailed records document the enhancements made to the training programs, showcasing the ongoing commitment to improvement.* Feedback from stakeholders, as captured in the Banking Concentration program survey, has guided efforts to refine and tailor the training experience.

(Updated profile and improved training program 2021) d Report on the content of reviewing and improving the training program

(Updated profile and improved training program 2021) e Minutes of the meeting of the Scientific Council of the Faculty of

Banking to approve the full-time university diploma programme in Finance

CODE NAME OF EVIDENCE NOTE

- Banking, majoring in Banking (Updated profile and improved training program 2021)

02.03.02 a Syllabus of subjects in the Banking specialized training program (2018

02.03.03 a Plan documents, reports and opinion survey forms of relevant parties

(KS01 - KS06) of the Quality Assurance and Testing department b Minutes of seminars/professional activities of the faculty

2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear

02.04.01 a Course syllabus-Bank lending (2021) b Syllabus of subjects in the Banking specialized training program (2021) c Banking Specialized Training Program (2021)

02.04.02 a Course syllabus-Bank lending (2021) b Regulations and instructions on teaching and learning activities and assessment according to expected learning outcomes

02.04.03 a Course syllabus-Bank lending (2021) b Decision No 1779/QD-DHNH dated June 20, 2023 of the Principal

"Issuing temporary regulations on implementing assessment of learners' learning outcomes according to the standards of the training program at

HUB" c Decision No 66a/QD-DHNH dated January 12, 2022 of the Principal,

"Promulgating regulations on evaluating the learning results of learners according to the Standards of Curriculum at HUB

2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialized courses), and are integrated

02.05.01 Description of the Banking specialized programme (2021)

02.05.02 a Banking Specialized Training Program (2021) b Syllabus of subjects in the Banking specialized training program (2021)

02.05.03 a Training regulations according to HUB's credit system b Banking Specialized Training Program (2021)

2.6 The curriculum to have option(s) for students to pursue major and/or minor specialisations

The Banking Specialized Training Program (2021) was established by Decision No 2346A/QD-DHNH dated October 30, 2019, issued by the Principal of Ho Chi Minh City Banking University This program was developed in accordance with Plan No 326/KH-DHNH dated April 5, 2021, also issued by the Principal of the university.

Banking University Ho Chi Minh City issued a Plan to amend and update regular university training programs in 2021 d HUB's training regulations

02.06.02 a Course syllabus-Introduction to banking industry (2021) b Syllabus of subjects in the Banking specialized training program (2021) c Banking Specialized Training Program (2021)

CODE NAME OF EVIDENCE NOTE

2.7 The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry

02.07.01 a Syllabus of subjects in the Banking specialized training program (2018

& 2021) b Banking Specialized Training Program (2018 & 2021) c Updated profile and improved training program 2021

02.07.02 a Syllabus of subjects in the Banking specialized training program (2021) b Banking Specialized Training Program (2021) c HUB's instructions on reviewing, editing and improving the curriculum

02.07.03 a Updated profile and improved training program 2021 b Syllabus of subjects in the Banking specialized training program (2021) c Summary of subjects of the Banking specialized training program in

02.07.04 Sample guidance form of the HUB training department on developing training programs and subject outlines

CRITERION 3 - TEACHING AND LEARNING APPROACH

3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders It is also shown to be reflected in the teaching and learning activities

03.01.01 Resolution No 16/NQ-DHNH-HDT dated December 15, 2021, Resolution officially promulgating the vision and mission of HUB

03.01.03 a Syllabus of subjects in the Banking specialized training program (2021) b Banking Specialized Training Program (2021)

03.01.04 a Definition of liberation (Resolution No 16/NQ-DHNH-HDT dated

December 15, 2021, Resolution officially promulgating the vision and mission of HUB) b HUB's electronic information page

03.01.05 Syllabus of subjects in the Banking specialized training program (2021)

03.01.06 a Definition of interdisciplinary (Resolution No 16/NQ-DHNH-HDT dated December 15, 2021, Resolution officially promulgating the vision and mission of HUB) b HUB's electronic information page

03.01.07 Syllabus of subjects in the Banking specialized training program (2021)

03.01.08 a Definition of Experience (Resolution No 16/NQ-DHNH-HDT dated

December 15, 2021, Resolution officially promulgating the vision and mission of HUB) b HUB's electronic information page

03.01.09 Syllabus of subjects in the Banking specialized training program (2021)

03.01.10 a Plan to organize practical experience activities at banks and businesses for students of the Faculty of Banking

CODE NAME OF EVIDENCE NOTE b Images of practical experiences at banks and businesses of students of the Faculty of Banking

3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process

03.02.01 a Updated profile and improved training program (2021) b Subject survey results/KS02 (Plan documents, reports and opinion survey forms of relevant parties (KS01 - KS06) of the Quality Assurance and Testing department)

03.02.03 Syllabus of subjects in the Banking specialized training program (2018 &

03.02.04 a Banking Specialized Training Program (2018 & 2021) b Syllabus of subjects in the Banking specialized training program (2018

03.02.05 Syllabus of subjects in the Banking specialized training program (2021)

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