AUN - QA self-assessment report: Bachelor of Finance and Banking

INTRODUCTION

General overview of the University

Ho Chi Minh University of Banking (HUB) is a public university under the State Bank of Vietnam, established on December 16, 1976, with the task of providing human resources in finance and banking mainly to the southern region After phases of development with several names and branding, the title

“Ho Chi Minh University of Banking” was officially recognized under Decision No 174/2003/QD- TTg dated August 20, 2003, by the Prime Minister HUB had experienced a half-century journey to become one of the leading multidisciplinary universities in the southern region and countrywide

HUB currently delivers more than 40 academic programs at bachelor, master, and doctoral levels The portfolio of academic programs is rich and diversified such as standard programs, high-quality programs (Partial English), dual degree programs, international programs, and part-time programs HUB is the pioneer in developing international integration and digital transformation-oriented academic programs

In the academic year 2022–2023, HUB had 13,000 full-time undergraduate students and 408 part-time undergraduate students, over 300 master students, 80 doctoral students and about 1000 students in international programs

All of HUB’s academic programs are accredited by domestic and international accreditation agencies, in which 06 programs are accredited by AUN – QA HUB also has been granted the Certificate of Institutional Accreditation according to the standards of the Ministry of Education and Training of Vietnam (MOET) for the phases of 2017 – 2022 and 2023 – 2028

As of 2022-2023, the total number of HUB officials and employees is 486, including 18 associate professors, 141 doctors, 244 masters, 48 bachelors, and 35 others (with associate degrees or below) Regarding structure, HUB has 324 lecturers (including 42 lecturers cum managerial position) and 84 staff in the management and service departments

HUB boasts three state-of-the-art campuses spanning over 11 hectares in Ho Chi Minh City Situated at 36 Ton That Dam, 39 Ham Nghi, and 56 Hoang Dieu 2, these campuses offer a comprehensive range of facilities, including lecture halls, amphitheaters, study rooms, offices, practice and simulation spaces, computer labs, a comprehensive library, data platforms, dormitories, a canteen, and sports facilities.

HUB has built the university's vision, mission, and core values in the framework of University Strategy to 2023 and Vision 2045 with the action slogan – “HUB - Heightening Unique Brilliance”

HUB endeavors to establish itself as a multidisciplinary and interdisciplinary university, ranking among Southeast Asia's esteemed institutions The university stands as a pioneer in leveraging digital technology for instructional purposes, research, and interdisciplinary problem-solving, propelling it towards its aspiration of becoming a leading university in the region.

HUB provides society and the banking industry with high-quality human resources, high-impact research along with consulting services, and community services HUB creates an educational ecosystem, provides lifelong learning opportunities; thrives for holistic development for students, with creativity and a spirit of serving

Honesty and Integrity: HUB promotes integrity and honesty in all actions; be consistent across thoughts - words - actions

Unity: HUB takes the motto of ensuring harmony of interests between relevant parties to develop together

Be the pioneer: HUB is the pioneer in applying scientific and technological achievements to training, research, management, and administration activities

HUB creates conditions for learners to explore their potential; acquire in-depth professional knowledge of the field of study based on a broad knowledge base of the fields of nature, society, politics, law, technology, etc.; develop intellectual abilities; develop personal skills and shape positive life values towards autonomous and creative people, excellent experts, and responsible citizens

HUB creates conditions for learners to have interdisciplinary knowledge to gain a deeper understanding of their main industry, be able to connect with experts, avoid biases in decision-making, and increase job opportunities

HUB implements the “growth through experience” training model Through experience, learners will gain a deeper understanding of theory, form practical thinking and implementation capacity, thereby adapting and improving with the environment.

Introduction of the Faculty of Finance

Established alongside the inception of HUB, the Faculty of Finance (FOF) boasts over 40 years of shaping the finance industry Its core mission remains steadfast in nurturing experts in finance, monetary systems, and banking, preparing them for the demands of commercial banks, financial institutions, and the broader business landscape.

The process of formation and development of FOF went through many stages with many different names:

• According to Decision No 107/2003-DHNH dated December 22, 2003, on the establishment of units under HUB, the Faculty of Money - Financial Markets under the Academy of Banking -

Ho Chi Minh City Branch previously changed to Faculty of Money - Financial Markets under HUB

• According to Decision No 1370/QD-NHNN dated September 16, 2005, of the Governor of the State Bank of Vietnam, the Faculty of Stock Market was established

The most recent is Decision No 330/QD-NHNN of the Governor of the State Bank of Vietnam dated February 26, 2014, on restructuring the Faculty of Stock Market into the Faculty of Finance with the main task of training experts in finance, money, banking for commercial banks, financial institutions, and businesses

Through the stages of development, FOF's teaching staff is constantly growing in both quantity and quality Currently, FOF's staff includes 34 officers and lecturers, including 2 Associate professors, 17 Doctors, 16 Masters, and 11 lecturers studying for doctorates domestically and abroad The current

3 organizational structure of the FOF includes the Dean in charge of general affairs Assisting the Dean, based on organizational and operational regulations, includes two deputy deans: one deputy dean in charge of academics & scientific research and one deputy dean in charge of training & quality assurance The departments in the FOF are structured into: the Department of Monetary Finance, the Department of Financial Investment, and the Department of Corporate Finance (Figure 1.1 - Organizational structure chart of the Faculty of Finance)

Figure 1.1: Organizational structure chart of the FOF

FOF has solidified its reputation as a renowned provider of training and human resources in the finance and banking sector, particularly for the Vietnamese stock market The organization has implemented ongoing efforts to enhance its training programs These enhancements have resulted in FOF's training curriculum meeting the regional standards of AUN-QA in 2019, demonstrating its commitment to providing high-quality training that aligns with global benchmarks.

To further improve the quality of training and respond promptly and appropriately to growing social needs, FOF constantly implements activities to improve current training programs and create new training programs Accordingly, FOF has (1) improved the specialized training program of Finance in

In 2021, 2 institutions introduced specialized training programs in modern digital technology in collaboration with leading universities from the US, UK, and Australia These programs included Quantitative Finance & Risk Management and Finance & Corporate Governance FOF aims to continue developing innovative majors aligned with modern industry needs.

Deputy dean Training & quality assurance affairs

Deputy dean Academic & scientific affairs

FACULTY COUNCIL Advise the Dean

4 world's general trends and provide high-quality labor resources for the labor market not only domestically but also regionally and internationally

Besides training activities, FOF also performs the very important task of student Besides training activities, FOF also performs the critical task of student management FOF always creates conditions and encourages, and supports students in studying, scientific research, and movement activities FOF Finance Club was established and officially operated on October 5, 2002, with the first name Securities Club This is one of the valuable playgrounds for students of the faculty and many students throughout the university to exchange, learn, and do scientific research The Finance Club, under the direction of FOF's Deans, has regularly organized many scientific research activities, movement activities, and social activities among students, becoming a traditional academic competition with top reputation for HUB students in particular and domestic economics students in general In addition, FOF also successfully organizes career orientation, scientific research, and entertainment programs for FOF students periodically with the coordination of the Student Association and FOF's teaching staff

FOF has forged strategic partnerships with reputable financial institutions in Vietnam, including SSI and MBS These collaborations aim to enhance the learning experience of students by providing opportunities for training, internships, and practical activities Notably, FOF's collaboration with MBS in January 2022 introduced an experimental stock exchange at HUB, allowing finance students to gain hands-on experience in stock trading.

The Finance Program at our university has achieved recognition from the CFA Institute, USA, as a certified university partner program This prestigious certification acknowledges the program's commitment to bridging theory and practice, resulting in an impressive 96% employment rate for Finance Program graduates immediately after graduation.

1 See: https://www.cfainstitute.org/en/about/universities/university- affiliation#sort=%40titlewithfallback%20ascending&f:CountryRegion=[Vietnam]

2 According to the Report on survey results of post-graduation employment of students in the 2022 survey period No 02/BC-DHNH-KTĐBCL

Figure 1.2: Certificate for the Finance Program as the university partner of the CFA Institute

Introduction of the Self-Assessment Report

Based on the mission and vision of HUB, FOF defines the mission as follows: “FOF-HUB provides human resources with a commitment to integrity and professionalism, conducts research with high academic and practical impact, and offers advisory and community services within the scope of our resources Through these endeavors, we actively contribute to fostering the development of Vietnam’s financial system.”

At the same time, the vision is determined: “By 2030, FOF-HUB aims to be the first choice for Vietnamese learners in financial academic programs; it aspires to become a specialized and interdisciplinary think tank, contributing to the generation of new knowledge, offering policy advisory services, and addressing challenges within Vietnam’s financial system By 2045, the reputation and influence of FOF-HUB are expected to extend across the ASEAN region.”

To implement the Finance Program evaluation plan, HUB has established a Self-Assessment Council, Secretariat, and specialized groups to conduct self-assessment according to AUN-QA criteria at the university level according to Decision No 978/QD-DHNH dated April 18, 2023, and Consolidation Decision No 3564/QD-DHNH dated December 4, 2023, of the HUB Principal The specialized group of the Self-Assessment Council - Program of Bachelor in Finance was established with the task of establishing and implementing self-assessment of the Finance Program according to AUN-QA 4.0 criteria Members participating in the specialized groups include the FOF’s deans, faculty members, and several officers in charge of relevant units within the university

The team leader’s task is to direct and assign the team to self-assess FOF’s training program; organize group meetings; and complete the self-assessment report to submit to the university-level Self-Assessment Council

The task of group members is to research the content of criteria; collect information, data, and evidence; synthesize and analyze data and evidence collected and write a draft of the self-assessment report; and complete the self-assessment report

The implementation period is from April 2023 to January 2024, divided into 4 phases:

• Phase 1: Plan with specific tasks such as establishing a Self-Assessment Council at the university and faculty level; FOF self-assessment planning; and, at the same time, learning about the AUN-

• Phase 2: Deploy the self-assessment process: collect and analyze evidence, interviews, and surveys to evaluate the training program according to the AUN-QA criteria set Write and edit a Self-Assessment Report

• Phase 3: Check the Self-Assessment Report, and get feedback to complete the Self-Assessment Report

• Phase 4: Complete the Self-Assessment Report, disseminate the Self-Assessment Report and prepare for an official external assessment

AUN-QA CRITERIA 4.0

AUN-QA Criterion 1 – Expected Learning Outcomes

2.1.1 The program to show that the Expected Learning Outcomes (ELOs) are appropriately formulated under an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders

Following the AUN 2019 recommendations for the Finance Program version 2018, the Faculty of Finance (FOF) has revised and improved the program, aligning it with international standards and the demands of university development in the era of Industry 4.0 The program's objectives and learning outcomes have been enhanced to align with the mission and vision of Ho Chi Minh University of Banking (HUB) and the Faculty.

To achieve the current Expected Learning Outcomes, the Faculty has undertaken a systematic and rigorous process for the construction and adjustment (Figure 2.2) In 2021, based on the synthesis of opinions from relevant stakeholders and referencing and comparing with advanced domestic and international universities [01.01.02], the Faculty continued to refine the Program Learning Outcomes (PLOs) for the Finance major toward quantitative finance, risk or financial management, business management, ensuring compliance with regulations under Circular No 17/2021/TT.BGDDT

[https://moet.gov.vn/tintuc/pages/tin-hoat-dong-cua-bo.aspx?ItemIDs79]

Particularly, the PLOs for the 2021 version of the Finance major have integrated knowledge, skills, and attitudes, manifested in 8 Program Learning Outcomes (PLOs) with Bloom’s taxonomy

[http://en.wikipedia.org/wiki/Bloom%27s_taxonomy], at level 4, emphasizing the ability to approach new technologies and practical skills [01.01.03]

In 2023, the Faculty of Finance continues to review PLOs and plans to add an additional specialized outcomes to further assess students’ professional practical skills [01.01.04]

Figure 2.1: Alignment between the Learning Outcomes of the Finance curriculum and the mission and vision of the University

HUB provides society and the banking industry with high-quality human resources, high-impact research along with consulting services and community services HUB creates an educational ecosystem, provides lifelong learning opportunities; thrives for holistic development for students, with creativity and a spirit of serving

HUB is oriented to become a multidisciplinary and interdisciplinary university in the group of prestigious universities in Southeast Asia HUB is a pioneer in the application of digital technology in training research and in solving interdisciplinary problems

FOF-HUB provides human resources with a commitment to integrity and professionalism, conducts research with high academic and practical impact, and offers advisory and community services within the scope of our resources Through these endeavors, we actively contribute to fostering the development of Vietnam’s financial system

By 2030, FOF-HUB aims to be the first choice for Vietnamese learners in financial academic programs; it aspires to become a specialized and interdisciplinary think tank, contributing to the generation of new knowledge, offering policy advisory services, and addressing challenges within Vietnam’s financial system

By 2045, the reputation and influence of FOF- HUB are expected to extend across the ASEAN region

Provide fundamental knowledge of economics and in-depth, modern knowledge of quantitative finance, risk management or finance, and business administration

Develop the ability to build and implement financial plans/projects domestically and internationally, start a business, self-study, and research

PROGRAM LEARNING OUTCOME PLO 1 : The ability to apply fundamental knowledge in natural and social sciences in the field of economics

PLO 3 : The ability to organize, work collaboratively, and communicate effectively in an international integrated environment

PLO 4 : Demonstrating proactive and positive engagement in lifelong learning and research requirements

PLO 5 : Demonstrating awareness of legal compliance, professional ethics, and social responsibility

PLO 6 : The ability to apply foundational and in-depth knowledge systematically to solve specialized problems in the fields of finance, quantitative finance, risk management, and business administration

PLO 7 : The ability to participate in the development and implementation of applicable solutions in the areas of finance, quantitative finance, risk management, and business administration

PLO 8 : The ability to identify, grasp, and adapt to changing trends in the financial industry

Figure 2.2: Process of constructing the undergraduate training program

Source: [Evidence of building the 2021 Academic Program]

The eight Program Learning Outcomes of the Finance Program version 2021 are clearly articulated in the content of textbooks, study materials for each course, course outlines, as well as the methods of academic assessment [01.01.05] Furthermore, these Program Learning Outcomes are widely disseminated through the communication channels of the Ho Chi Minh University of Banking (HUB) to faculty, lecturers, and students [01.01.06]

2.1.2 The program to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the Program

Course Learning Outcomes are allocated to general and major foundation courses in alignment with the Program Learning Outcomes Specialized learning outcomes are aligned with major and concentration courses (see Table 2.1) The Faculty of Finance selects general and specialized courses that match each outcome based on the Program Learning Outcomes For instance, the "Political Economy" course contributes to the "analyze economic issues in a global context" outcome.

Economics of Marxism and Leninism” in the group of general education courses must ensure compliance with PLO1, PLO2, and PLO3; the course “Financial Markets and Institutions” falls within the group of major foundation courses, responsible for achieving PLO6, PLO7, and PLO8 Alternatively, the course “Financial Investment”, as a concentration course, meets the specialized outcomes standards from PLO5 to PLO8

One Program Learning Outcome (PLO) of the academic program in a course is detailed by at least one Course Learning Outcome (CLO) For example, in the “Financial Investment” course, PLO6 is specified by three CLOs: (1) CLO1 - Applying fundamental issues in investment, investment methods, investment environment, and common types of investments (2) CLO2 - Analyzing macroeconomic, industry, company (3) CLO4 - Understanding derivative securities and other investment forms PLO7 corresponds to CLO3 - Executing stock and bond pricing models as a basis for investment decision- making PLO8 is specified by CLO5 - Analyzing trends, market timing, and stock prices [01.02.01] Thus, the Course Learning Outcomes of the Financial Investment course ensure suitability and compatibility with the Program Learning Outcomes

Currently, HUB and the Faculty of Finance (FOF) are continuing to improve the description, assessment, and measurement of learning outcomes for both the program, course, and lesson levels

Table 2.1: Matrix of Program Learning Outcomes and Course Learning Outcomes

5 Ideologies of Ho Chi Minh X X X

Optional (Students choose one of two orientations; note: once a direction is chosen, the same orientation must also be selected in the foundational knowledge block)

Quantitative finance and risk management Orientation

Optional (students choose to study 3 courses following 2 orientations; note: choose the orientation that matches the direction chosen in general education knowledge)

Optional: Students can choose to either write a thesis or opt for alternative courses

Studying as an alternative to a graduation dissertation

Entrepreneurship in the digital age

2.1.3 The program to show that the expected learning outcomes consist of both generic outcomes and subject-specific outcomes

The Finance Program version 2021 comprises eight learning outcomes, categorized into two groups: (1) Generic Learning Outcomes Group, including five outcomes: PLO1, PLO2, PLO3, PLO4, and PLO5 (2) Subject Specific Learning Outcomes Group, including three outcomes: PLO6, PLO7, and PLO8 (see Figure 2.3) Generic Learning Outcomes are related to fundamental knowledge of natural and social sciences in the field of economics, critical thinking skills, organizational ability, effective teamwork, and communication in an international integration environment They also encompass demonstrating proactiveness, enthusiasm in learning and research, managing personal resources, meeting lifelong learning requirements, and exhibiting awareness of legal compliance, professional ethics, and social responsibility Subject Specific Outcomes pertain to the knowledge and skills of the specialized field of study Accordingly, the 2021 revised Finance program has added courses to meet the knowledge and skills required in the 4.0 era, such as Python for data analysis, Quantitative Finance, and Technical Analysis in Financial Markets [01.03.01]

Figure 2.2: Subject-Specific and Generic Learning Outcomes of the Finance Concentration Program

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

The Finance concentration program consistently aligns with the vision and mission of the HUB and FOF This is verified through survey results of opinions from students, alumni, experts, and employers regarding the objectives and learning outcomes of the Finance Program - revised version 2021 Over 90% of the surveyed participants evaluate the program's objectives as quite appropriate and highly relevant to both the university's mission and societal demands, clearly defining the standards for the knowledge, skills, and attitudes that graduates are expected to achieve (Table 2.2)

PLO1: The ability to apply fundamental knowledge in natural and social sciences in the field of economics

PLO3: The ability to organize, work collaboratively, and communicate effectively in an international integrated environment

PLO4: Demonstrating proactive and positive engagement in lifelong learning and research requirements

PLO5: Demonstrating awareness of legal compliance, professional ethics, and social responsibility

Subject Specific Learning Outcomes PLO6: The ability to apply foundational and in-depth knowledge systematically to solve specialized problems in the fields of finance, quantitative finance, risk management, and business administration

PLO7: The ability to participate in the development and implementation of applicable solutions in the areas of finance, quantitative finance, risk management, and business administration

PLO8: The ability to identify, grasp, and adapt to changing trends in the financial industry

Table 2.2: Survey Results on Program Objectives

Scale: 1: Completely Inappropriate; 2: Slightly Appropriate;

3: Moderately Appropriate; 4: Quite Appropriate; 5: Highly Appropriate

No Criteria Level of importance

The program objectives are aligned with the university's mission and meet the societal requirements

The program objectives clearly define the standards for the knowledge, skills, and attitudes that graduates are expected to achieve

Source: Report on the Survey of the Academic Program & Learning Outcomes of the Faculty of Finance

Survey results indicate that 70% of participants found the 8 learning outcomes of the Finance concentration, focusing on Quantitative Finance and Risk Management, highly essential (level 5) Outcomes 02, 06, and 08 received particularly high ratings (75% - 78% at level 5), highlighting stakeholder interest in critical thinking, applying knowledge to address finance challenges, and adapting to industry trends Participants also requested additional PLOs focusing on Python and R coding skills, leadership and presentation skills, and negotiation skills in the finance industry.

AUN-QA Criterion 2 - Program Structure and Content of Program

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

The program specifications of the Finance concentration program provide comprehensive information about the program’s objectives and the entire structure of the academic program In comparison to previous versions, the current program description adequately reflects all contents within the prescribed format [02.01.01] Information about the Finance concentration program includes the name of the institution: Ho Chi Minh University of Banking; program name: FINANCE; degree: Bachelor of Finance and Banking, Major in Finance; training mode: full-time; duration: 3.5 - 4 years; admission criteria; expected learning outcomes of the program; total credits: 124 credits; graduation requirements; grading scale; and compliance with the CFA Institute standards [02.01.02]

University courses aim to facilitate student achievement of learning outcomes Course descriptions adhere to a standardized template that includes: course name (Vietnamese and English), code, credit hours (theory, practical, self-study), prerequisites, description, and expected learning outcomes These elements collectively provide students with a comprehensive overview of each course, ensuring alignment with learning objectives.

19 program’s learning outcomes; course structure and content; assessment methods; course materials, including textbooks and references; approval date; and approving authority [02.01.03]

The description of the curriculum and the syllabus of each course are updated regularly according to the regulations of the Ministry of Education and Training and of HUB, and the latest update of the curriculum description was in 2021 according to the plan of reviewing, evaluating, and updating the curriculum of the recommendation of AUN-QA The process is carried out in the following 6 steps: (1) Adjust the curriculum (if the evaluation criteria indicate that adjustment is necessary); (2) Adjust or supplement the course syllabus; (3) Approve the adjustment content at the Faculty’s Science and Academic Council; (4) Send the adjustment dossier to the Department of Academic Affair; (5) The Academic Affair Department checks the validity and completeness of the dossier and submits it to the HUB’s Science and Academic Council for approval; (6) The HUB’s Science and Academic Council reviews, approves the adjustment and update content and submits it to the Rector for issuing the amended and supplemented curriculum [02.01.04: Regulations on reviewing and editing the curriculum of HUB]

The program specification version 2021 was adjusted, supplemented, and updated with new content The program objectives were revised to include both generic and specific objectives, reducing the number of outcomes from 11 to 8 The matrix of response between the objectives and outcomes of the curriculum was established under the regulations of the National Qualifications Framework of Vietnam and the outcomes of the courses The relationship between outcomes and teaching methods and evaluation methods, as well as between the knowledge blocks and outcomes of the curriculum, was also defined The credit hours for the whole program were reduced from 129 credits to 124 credits (excluding the courses of Physical Education and National Defense Education, the enhanced courses) The program was restructured, and the course content was updated The elective courses were restructured into two main directions: Finance & Business Administration or Quantitative Finance & Risk Management The forms of process testing and course final exams were diversified Elective courses mainly on business administration and risk management were added to the group of major foundation, major, and concentration courses The names of some courses were adjusted to suit, and the presentation form was edited The detailed training plan was designed according to each semester, and the prerequisite courses and concurrent courses for each course were clearly identified The admission criteria, training process, and graduation conditions were clearly defined [02.01.05]

All information related to the curriculum and the course description are posted online on the website of HUB [https://hub.edu.vn], and the website of the Faculty of Finance [https://khoatc.hub.edu.vn] Therefore, stakeholders such as high school students, families or employers, and partners can easily access the relevant information In addition, internal stakeholders such as students, lecturers, and managers can also find information when needed

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

The Faculty designed the curriculum to meet the requirements of the expected learning outcomes in terms of knowledge, skills, autonomy and responsibility The current curriculum is based on the program that was assessed by AUN-QA in 2018 and was revised, supplemented and issued in 2021

It is designed with 8 outcomes standards with full outcomes standards on knowledge, skills, professional practice ability and compliance with the general guidance of the school with outcomes standards from 1 - 5 applied uniformly for all programs (on basic knowledge, critical thinking, teamwork skills, autonomy, responsibility and lifelong learning ability as well as awareness of law compliance, professional ethics) and outcomes standards 6 - 8 are built with the specific characteristics

20 of Finance concentration program (related to the ability to apply basic and in-depth knowledge systematically to solve professional problems in the field of finance, quantitative finance, risk management and business administration, the ability to participate in building and developing application solutions in the field of finance, the ability to recognize, grasp and adapt to the changing trends in the field of Finance) [02.02.01]

The selection of teaching and learning methods is based on the orientation of HUB’s educational philosophy of “Liberal Education - Interdisciplinary - Experience” Accordingly, the syllabus has specific regulations on theoretical teaching, including individual discussions of learning content and duration, and methods of doing individual exercises The combination of teaching, learning, testing/evaluation methods of learners’ learning outcomes of all courses in the program is selected appropriately, effectively supporting the achievement of the PLOs More specifically, the teaching, and learning methods are selected and arranged into the courses, all aiming to achieve the learning outcomes in the order of the learning plan from semester 1 to semester 7 to be able to perform the Final Internship and complete the Graduation Thesis in semester 8 Thanks to the clear and measurable PLOs, the curriculum of the Finance concentration has been operated effectively over the years, has a system and has unanimity between faculty to faculty, between the faculty and the University and between the lecturers and students The curriculum has focused on the logic of the courses in the program, to ensure that learners can access the knowledge from basic to in-depth, from the broad field to the narrow specialized knowledge corresponding to the increasing level of the PLOs

The methods of evaluating the study performance of learners of all courses in the curriculum are clearly built into the process and end-of-course evaluation to implement and evaluate the level of meeting the PLOs of the academic program that have been allocated to the course 100% of the courses have a uniform evaluation ratio according to the regulations: attendance and learning attitude weigh 10%, individual test/case study exercises weigh 20%, individual/group essays and/or presentations have a weight of 20%) and end-of-course evaluation has a weight of 50% Each evaluation method is described in the syllabus of each course, including the evaluation component, content, evaluation method, and the evaluation rubrics of each component The organization of the process and end-of- course evaluation is carried out by the Faculty of Finance according to the process of planning - organizing implementation - testing, evaluation - adjustment The form, and method of evaluating the learning process of students, in addition to being regulated in the regulations, general regulations of HUB, and in the detailed syllabus of each course All evaluation components of the course, and evaluation methods must meet the CLOs of the course that have been allocated from the PLOs of the program [02.02.02]

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

The process of designing and developing academic programs of HUB is carried out according to the ISO process with planning, collecting opinions of stakeholders, analyzing results and proposing corrective actions, improving quality [02.03.01] The Finance Program was built based on the contributions of stakeholders including the State’s policies (Decrees, Circulars of the Ministry of Education & Training), employers, HUB’s regulations (educational philosophy, vision, mission, development orientation), students, alumni and lecturers, staff/employees of HUB

The Faculty of Finance organizes regular seminars to discuss and receive feedback from stakeholders [02.03.02] The feedback is important in improving the quality of academics and support services Students evaluate the quality of teaching of lecturers; the quality of the courses; feedback on PLOs and academic programs; and evaluate the level of satisfaction with the support service through the

21 questionnaire [02.03.03] The survey of former students on the employment situation after graduation and employers on the quality of students is also a valuable input factor in designing, and adjusting the academic program of the Faculty [02.03.04] The faculty members play an important role in building PLOs and academic programs as well as reviewing the feedback of stakeholders In the academic meetings of the Faculty, lecturers discuss, and share information related to improving the teaching program, teaching methods, testing, and evaluation [02.03.05]

The Faculty organizes surveys and seminars to obtain feedback from stakeholders This feedback is then used to adjust the Program Learning Outcomes (PLOs) and academic program The activity of receiving feedback information and the needs of stakeholders has helped improve the quality of the program, the method of organizing and conducting the curriculum, and providing graduates who meet practical needs and labor market demand Based on the feedback information of the stakeholders, the PLOs of the Finance Program version 2021 were updated and improved to enhance the development of skills for students to meet the practical requirements of society and the needs of stakeholders, as shown in Table 2.5 below

Table 2.5: Contributions of stakeholders to the PLO of the Finance training program

No Stakeholders Comment Contribute to the PLOs

Demonstrate compliance with the law, professional ethics, and social responsibility PLO5

Ability to participate in building and developing application solutions in finance, quantitative finance, risk management, and business administration

Ability to recognize, grasp, and adapt to changing trends in the finance sector PLO8

Ability to organize, work in teams, and communicate effectively in an international integration environment PLO3

Capacity to propose solutions to problems in the financial field PLO6, PLO7

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

Ability to organize and work effectively in teams PLO3

Ability to organize and arrange work, ability to independently research and create innovative solutions to meet lifelong learning requirements

Ability to recognize, grasp, and adapt to changing trends in the finance sector PLO8

Good application of legal knowledge, compliance with the law, professional ethics, and social responsibility PLO5

No Stakeholders Comment Contribute to the PLOs

Dynamic and adaptable to changes in the financial and economic environment PLO8

Learning awareness and self-study, proactive in learning, ability to self-research and manage personal resources PLO4

Basic knowledge of natural and social sciences in the field of economics PLO1

Source: Stakeholder Survey on Academic Program 2021 [02.03.06]

The Finance Concentration Program 2021 has been meticulously benchmarked against established academic programs from prestigious universities including Ho Chi Minh City University of Economics, National Economics University - Hanoi, Adelaide University (Australia), and Hong Kong University (HKU) Notably, HUB has established a collaboration agreement with Griffith University - Australia, further enhancing the program's relevance to global standards.

AUN-QA Criterion 3 - Teaching and Learning Approach

Effective teaching and learning methods are pivotal for educational excellence They enable educators to convey concepts and objectives aligned with program goals Additionally, they foster student engagement, promoting comprehensive development and lifelong learning By implementing well-structured teaching methods, educators facilitate effective subject delivery, enhance comprehension, and instill a passion for continuous knowledge acquisition.

2.3.1 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

The educational philosophy is clearly stated The educational philosophy of the Faculty of Finance is

“Liberal Education - Interdisciplinary - Experience” [03.01.01] which is built on the educational philosophy of the HUB The educational philosophy of “Liberal Education - Interdisciplinary - Experience” is clearly stated in the development strategy of HUB until 2030 and vision to 2045

The educational philosophy is communicated to the stakeholders through various channels It is officially approved by all faculty members [03.01.03], documented in official records [03.01.04], and announced on the Faculty's official website [03.01.05] The dissemination process involves reaching out to staff, lecturers, and employees through regulations related to the adjustment, review, and updating of the program Additionally, the educational philosophy of HUB is shared with stakeholders through communication and admission consulting activities of HUB [03.01.06] These philosophies are integrated into the content of the courses within the program during the processes of building, reviewing, and updating the Finance program [03.01.07]

HUB's educational philosophy permeates all aspects of teaching and learning Its clarity and concision ensure its comprehension by all stakeholders Moreover, the philosophy's core messages are embodied in the program objectives, curriculum content, and course outlines This comprehensive approach fosters a shared understanding and alignment among staff, lecturers, and students, ensuring that HUB's educational philosophy is not merely theoretical but a guiding force in the daily operations of the institution.

27 staff, lecturers, and learners to understand and implement the educational philosophy through the teaching and learning activities, specifically:

HUB's liberal education approach fosters self-discovery, comprehensive knowledge, intellectual abilities, and positive values The Finance concentration program encompasses specialized Finance subjects alongside general education courses to provide students with both in-depth financial expertise and a well-rounded understanding of various disciplines Additionally, the program offers two elective tracks: Finance and Business Administration and Quantitative Finance and Risk Management, allowing students to customize their education based on their individual interests and strengths.

• “Interdisciplinary”: “HUB aims to train people with interdisciplinary knowledge to avoid biases in decision making, increase the ability to connect experts, and open up employment opportunities” The program of the Finance concentration is designed with many subjects that have content integrated with many professional fields, which equipped students with interdisciplinary knowledge between finance and accounting, law, management, and digital technology … [03.01.09] HUB has regulations and encourages students to study two majors simultaneously to be granted two bachelor’s degrees Finance concentration also has a lot of opportunities to assimilate knowledge from many academic clubs and competitions of other faculties such as: Business Administration, Accounting and Auditing, Economics Laws, Management Information Systems…

• “Experience”: “HUB implements the educational model of “growing through experience” Through experience, learners have a deeper understanding of the theory, form practical thinking, execution ability, and thus adapt and improve with the environment” Which, the program of the Finance concentration is designed not only to provide students with theoretical foundations of academic nature; but also, to equip students with practical knowledge and skills With the Finance Concentration Program, students can experience real trading in the stock market through the software “Stock Investment Practice at the Experimental Stock Exchange” sponsored by the Military Bank Joint Stock Company The students’ experience is also promoted through the process of doing the final internship, and graduation thesis Students can experience the real business operations related to the field of finance at the internship unit and write the graduation internship report [03.01.10]

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

Finance concentration programs allocate courses based on course content and program learning objectives (PLOs) In addition to traditional teaching methods like lecturing and group discussions, instructors employ learner-centered approaches through 21st-century learning methods These include the flipped classroom model, case study-based learning, and problem solving-based learning Students engage in self-study, reading, exercises, essays, and presentations for all program subjects This approach fosters student-centered learning and prepares them to apply knowledge effectively.

Periodically, teaching and learning activities are monitored through class observation and learner evaluation, as a basis for review and adjustment [03.02.02] These activities have helped learners to participate in the learning process actively and responsibly

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

The academic plan is designed in the program according to each semester, academic year, and self- selected directions [03.03.01] At the beginning of each semester, the University announces the specific schedule, and students, depending on their study plan, can actively register for the most suitable schedule [03.03.02] The credit-based system of HUB also helps learners to be active in building an appropriate study plan through the credit registration system [03.03.03] The academic plan and schedule are built and consulted by lecturers and students before being issued, reviewed and evaluated annually to ensure the best support for teaching and learning activities [03.03.04] The teaching and learning activities are built and implemented with many forms of direct and online combination [03.03.05] to make the training process more flexible The E-Learning system such as LMS, Wi-Fi, and online library also contributes to the teaching and learning process towards creating conditions for learners to be active in the learning process [03.03.06]

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

Intending to help learners to have the ability to self-study for life, in addition to traditional teaching methods such as lecturing, and group discussion; all courses of the Finance Concentration Program also focus on modern approaches in teaching and learning as mentioned in 2.3.2 This helps students to improve their critical thinking and problem-solving skills, communication and presentation skills, independent and teamwork skills, self-study, and self-research skills, thereby forming a culture of

Students of the Finance concentration after bachelor graduation with the knowledge, skills and attitudes equipped can continue the learning process to higher levels [03.04.02] or work in practice with positions suitable for their expertise (Figure 2.4)

Figure 2.3: Development orientation diagram of students of the Finance major

Career development Academic development Financial Expert

Participating in scientific research activities helps students improve their ability to search, collect, analyze, and process data - one of the crucial skills in lifelong learning HUB and FOF organize scientific research activities annually, specifically in October The Institute of Banking Science and Technology Research (HUB) coordinates student registration for these activities [03.04.03] Based on the registered students' list, the faculty assigns lecturers to become the supervisor [03.04.04] Furthermore, adhering to scientific research regulations and the Union's proposals, the Institute conducts research contests for students It has clear reward policies, including cash prizes and certificates for high-quality scientific research These incentives aim to encourage students to enhance their knowledge, skills, and self-learning capabilities [03.04.05] Additionally, HUB collaborates with the Faculty to support students in scientific research through seminars, workshops on soft skills training, and more [03.04.06]

The teaching and learning activities across all courses in the Finance program are designed to promote skills and enhance students' lifelong learning abilities Graduates not only achieve the Program Learning Outcomes (PLOs) of the Finance concentration but also develop the ability to self-study and conduct independent research, enabling them to adapt effectively to changes in the business, economic, and social environments, especially in the evolving technological landscape of the digital age [03.04.07]

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

Entrepreneurship support activities: HUB collaborates with businesses to conduct creative and innovative initiatives for students Businesses actively participate in guiding students to start their ventures, fostering a spirit of innovation and creativity [03.05.01]

AUN-QA Criterion 4 - Student Assessment

2.4.1 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 evaluation of learners’ academic performance constitutes a crucial aspect of the teaching process for a subject/course within the academic program Consequently, after the enrollment of the new intake, students are expressly informed about the content and requirements for assessing their academic progress aligned to the expected learning outcomes and objectives of the Finance Program [04.01.01] The selection and application of the assessment methods for learners’ academic performance are guided by the specific expected learning outcomes and objectives of each course

To guarantee the fulfillment of educational objectives, the Faculty of Finance employs a wide array of assessment methods for students in the Finance Concentration Program The evaluation process includes admission assessment, language and computer proficiency assessment, ongoing and end-of-course evaluation, final internship assessment, and graduation thesis evaluation This multifaceted approach ensures the consistent assessment of academic performance throughout the students' learning journey.

• Admission assessment: Criteria, methods, registration conditions, and the determination of admission scores for the Finance Concentration Program adhere to the regulations set forth by the Ministry of Education and Training These specifications are outlined in the Enrollment Project and Enrollment Notice of Undergraduate Full-Time Programs issued by HUB [04.01.02]

• Foreign language and computer proficiency assessment: HUB follows a well-defined process for assessing the foreign language and computer proficiency levels of students in the Finance Program, starting from the admission stage This assessment aids students in understanding their current proficiency levels, allowing them to plan their studies to achieve the expected learning outcomes and fulfill graduation requirements as outlined in the Finance Concentration Program During the first week of the Orientation Course, students are briefed on the process, conditions, and methods of foreign language and computer proficiency assessment The Language and Informatics Center of HUB conducts this assessment, and all relevant information is clearly outlined in the student handbook and publicly accessible on HUB’s website [04.01.03] For English proficiency graduation requirements in the Finance Program, a minimum level of 3 on the 6-level Vietnamese Standardized Test of English Proficiency (VSTEP) or an equivalent international English certificate is mandatory Similarly, computer proficiency requirements necessitate certificates that validate the students' proficiency level, as prescribed in the PLOs of the academic program The Language and Informatics Center of HUB

32 regularly organizes English and computer proficiency certificate exams for students meeting the graduation requirements [04.01.04], [04.01.01]

• The evaluation of the process and completion of the course: The evaluation of the process and completion of the course for students in the Finance Program has an apparent plan Specifically, the process evaluation (accounting for 50% with three columns including attendance and personal statement, presentation and group discussion, and midterm exam), is undertaken by the lecturers who are in charge of the course For the end-of-course evaluation (accounting for 50%), the student evaluation is carried out by the Examination and Quality Assurance Department in coordination with the Faculties/Departments and functional units of HUB The evaluation methods for the component columns and the final exam column are mentioned in the syllabus (Rubrics evaluation regulations) [04.01.05]

• Internship and Graduation Thesis Evaluation: As the plan for the whole university, the

Faculty of Finance conducts periodic end-of-course internships and graduation thesis assessments for students in the Finance Program (typically 4 to 5 times per year) The evaluation process for these components is meticulously planned, with detailed methods specified in the syllabus for both modules [04.01.06] For the internship course, evaluation is performed by two lecturers proposed by the Faculty and approved by the Rector Results are based on the internship process, including feedback from the internship unit and the instructor, as well as the content of the internship report Students are required to submit a comprehensive internship report with a logbook containing comments from both the internship unit and the instructor [04.01.07] Regarding the Graduation Thesis Evaluation, in addition to assessment by the instructor and a reviewer proposed by the Faculty and approved by the Rector, students are also required to defend their graduation thesis before the Graduation Thesis Evaluation Council The establishment of this council is approved by the Rector upon the Faculty's proposal [04.01.08] The evaluation results for the graduation thesis course are documented in an evaluation form, assigning scores for each criterion under the university’s regulations [04.01.09]

The Examination and Quality Assurance Department has established regulations on assessment and evaluation, along with instructions for developing suitable assessment and evaluation methods aligned with the attained level of learning outcomes [04.01.10] Additionally, the department has conducted numerous training sessions for officers and lecturers, focusing on the design of assessment and evaluation methods/tools that are well-suited for the objective of the assessment/evaluation, as well as the CLOs level of the course [04.01.11]

To ensure graduates attain the expected learning outcomes of the Finance Concentration Program encompassing knowledge, skills, and attitude with high reliability, a variety of activities and assessment methods are strategically designed to evaluate students’ academic performance in each module and throughout the learning process These methods include a combination of exams/tests, featuring multiple-choice or essay questions, as well as problem-solving/scenario exercises, projects, and in-person or online presentations This multifaceted approach allows instructors to assess students’ knowledge, attitude, and skills effectively [04.01.12] Furthermore, to uphold fairness in the evaluation of exams/tests, specific rating scales are employed, aligning with the Program Learning Outcomes (PLOs) of the subject Annually, HUB implements a plan for the revision, supplementation, and new construction of the end-of-course exam question bank, conducted twice a year Exam Questions Bank of modules in the Finance Program is composed of Faculties/Departments, ensuring compatibility with the CLOs of the module and aligning with the levels of Bloom’s taxonomy These

33 questions are subject to approval by the question bank evaluation council before implementation [04.01.13]

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

From the onset of enrollment and throughout the learning journey, students in the Finance Program receive prompt and comprehensive information regarding policies for evaluating academic performance and appealing exam results Lecturers responsible for courses convey these regulations before the first lecture through the distribution of subject syllabi and course regulations on the Learning Management System (LMS) Instructors announce students’ academic performance, including scores for attendance and learning attitude (weighted at 10%), personal test scores (weighted at 20%), and individual/group essay or presentation scores (weighted at 20%), no later than 8 days from the last day of the course [04.02.01] Furthermore, regulations on academic performance evaluation, appeals, exam procedures, and absenteeism are outlined in the university's general rules related to academic performance evaluation

Students in the Finance Concentration Program receive comprehensive information on the regulations and procedures for appealing academic performance results at the beginning of each course/semester/subject, starting from the first week of the freshman life course This information is also clearly presented in the student handbook distributed to each student Additionally, these regulations and procedures are publicly accessible on the website of the University and the Faculty Moreover, the forms necessary for appealing academic performance results (exam scores at the end of the course) are also publicly available on the website of the Examination and Quality Assurance Department [04.02.02]

The appeals related to academic performance are always promptly and satisfactorily processed For process evaluation, in the event of student questions or complaints about their scores, instructors respond immediately during the announcement of evaluation results in class or via email before entering the scores into the system In the case of end-of-course evaluation complaints, students have the right to submit an appeal application to the Examination and Quality Assurance Department The re-evaluation process is conducted by two different lecturers (distinct from those who initially graded the exam) appointed by the leaders of the Finance Faculty/Department The re-evaluating lecturers confirm the re-evaluation score using a standardized form provided by the university These results are then submitted to the leaders of the Finance Faculty/Department for approval before being forwarded to the Examination and Quality Assurance Department within the stipulated time frame (see Figure 2.5) Annually, the Examination and Quality Assurance Department compiles statistics on the number of students appealing end-of-course exam results for each Faculty/Department, including the Finance Concentration [04.02.03]

Figure 2.4: Timeline in the process of appealing the exam results at the end of the course

Source: Compilation from the process of appealing the final exam (2021)

From 2019 to 2022, Finance Concentration students exhibited a low rate of appeals for course results Moreover, a minimal number of appeals resulted in score adjustments, indicating a high level of accuracy in the initial grading process (Table 2.10 provides supporting data.)

Table 2.10: The number of exam papers of the Finance major training program that was appealed from 2019 to 2022 (Unit: papers)

School year Total number of exam papers with appeals

Number of exam papers with changed scores compared to the first grading results

Source: Compilation from the Examination and Quality Assurance Department

2.4.3 The standards and procedures for evaluating learners’ academic performance throughout the learning process and upon program completion are clearly defined, disseminated to learners, and consistently implemented

From the commencement of enrollment and throughout the learning process, students in the Finance major training program are promptly apprised of the policies governing academic performance evaluation Additionally, HUB has issued regulations specifically on the assessment of academic performance for its students [04.03.01] Documents and instructions regarding assessment/evaluation methods, exams, or other forms of evaluation, as well as requirements and criteria, are publicly announced to learners before each course/semester/subject and consistently implemented

In the context of evaluating foreign language and computer proficiency, students are briefed on the relevant regulations during the first week of the freshman life course or can access this information

Announce- ment date of test scores

Deadline for sending appeals to the Faculty

Deadline for the Faculty to return scores

Announce ment date of appeal results

35 through the HUB's electronic information pages Test results for foreign language and computer proficiency evaluations are publicly announced on the HUB’s electronic information pages [04.03.02]

Regarding the evaluation of the process and completion of the course: information on the assessment and evaluation activities for subjects in the Finance Program is always clearly and specifically regulated and publicly announced to students Specifically, the regulations on the assessment/evaluation of the process and completion of the course are publicly announced to students through the syllabus of the subject and are disseminated by the lecturer in charge of the subject before the first lecture by downloading the syllabus of the course on the LMS system, including the time of assessment, form, method, criteria, weight, feedback mechanism, and evaluation content for the process and completion of the course; then, it is consistently implemented for classes of the same subject The announcement of students’ academic performance (including 03 columns of scores: attendance and learning attitude with a weight of 10%, personal test score with a weight of 20%, individual/group essay score and/or presentation with a weight of 20%) is announced by the instructor for students no later than 8 days from the last day of the course For the end-of-course evaluation, the evaluation time is shown in the course schedule and the end-of-course exam published by the Training Department and the Examination and Quality Assurance Department at the beginning of each semester

AUN-QA Criterion 5 - Academic Staff

2.5.1 The academic staff planning (including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service

Based on the HUB's development strategy for the period 2021 - 2030 and the vision for 2045, as well as the needs and development plans of the academic staff in Faculties and Departments that manage the courses in academic programs, the HUB Management Board directs the Department of Personnel Affairs collaborates with units, faculties, and departments within the university to determine needs, implement plans for recruitment, training, deployment, measuring the performance … to build an academic staff that meets the requirements in terms of quantity, structure, and quality for teaching, research, and service [05.01.01]

In terms of recruiting, HUB, Faculty, and Department focus on attracting and recruiting lectures to meet the teaching requirements of the program The recruiting positions, requirements, recruitment plans, and recruitment information are transparently, publicly announced and implemented according to regulations HUB places a tremendous priority on hiring academic staff with high academic titles and degrees as well as offers financial rewards to academic staff who hold Ph.D degrees, Professorship, and Associate Professorship [05.01.02]

In addition to developing the academic staff from recruitment, HUB also concentrates on planning, training, and improving the development of existing academic staff to satisfy the academic program’s requirements Besides, academic staff training activities are implemented continuously annually by planning, allocating funding sources based on policies and plans for academic staff development, and training requirements from Faculties and Departments Since then, HUB has implemented both short and long-term training programs to enhance the academic staff quality including doctoral training, foreign language, political study, expertise, and research methodology [05.01.03]

Along with recruitment, training, and improvement, the policies for academic staff who retire, extend working time, or terminate working contracts, HUB always implements according to the Government’s regulations [05.01.04] Appointment, succession, advancement/promotion, and redeployment of academic staff, especially Faculty and Department leadership positions, are carried out based on the official’s evaluation of performance, job needs, and qualifications and implemented following the Government’s regulations [05.01.05]

With HUB’s plans and policies to develop the academic staff in recent years, the academic staff taking part in the Finance Program has successfully met the needs of teaching, scientific research, and service [05.01.06] For example, between 2020 and 2023, there was a growth in the qualification of the academic staff (in terms of degree) of the Faculty of Finance (Table 2.12)

Table 2.12: Number of Financial Department’s academic staff from 2020 to 2023

Total number of academic teachers

Additionally, HUB offers policies and regulations to assist the academic staff in their pursuit of higher education and professional qualifications at home and abroad These include supporting financial policies, creating learning conditions for foreign language proficiency, rewarding academic staff when they get advanced degrees to motivate them to learn, doing research, and serving for community better [05.01.07]

2.5.2 Staff workload is measured and monitored to improve the quality of education, research, and service

The academic staff workload is calculated into standard hours following the Ministry of Education and Training's regulations on the working regime of staff and the University's regulations governing academic staff duties, working hours, teaching hours, and research Particularly, the duties of academic staff include teaching, doing research, and other tasks assigned by the University and Faculty The regulations also specify exactly the workload and details of staff’s professional titles This serves as a foundation for the annual evaluation of task completion [05.02.01]

Regulations on the working regime of academic staff at Ho Chi Minh University of Banking clearly state that the standard teaching hours is 270 per academic year The scientific research norm is 196 teaching hours per academic year, clearly stated in the Science and Technology Management Regulations of Ho Chi Minh University of Banking Supervision of the teaching load, scientific research, and other activities is carried out by functional departments (Department of Personnel Affairs; Institute of Banking Scientific Research and Technology, Department of Finance and Accounting; Department of Inspection) on a basis of function and the tasks of the department These norms can be adjusted and deducted according to the specific duties of academic staff who concurrently or do not concurrently perform other management tasks These regulations of the University have concretized the current regulations of the Ministry of Education and Training on working regimes for academic staff, applied under the law, and the actual situation of HUB [05.02.02]

Table 2.13: Number of academic staff participating in the 2022-2023 academic year for finance concentration program

Percentage of PhD Headcount FTE

Source: Calculated from the statistics of the Department of Personnel Affairs, Finance and Accounting Department, and the Banking Scientific Research and Technology (2023)

The Full-time Equivalent FTE (FTE) technique is used to construct Table 2.13 based on the teaching loads of the academic staff The outcome displayed the number of faculty members participating in the Finance Concentration Program for the 2022–2023 academic year The number of academic staff converted following the Full-time Equivalent (FTE) method of the academic program is consistent with the Ministry of Education and Training's regulations on academic staff workload, which are monitored by the University to improve the quality of education, research, and service The academic staff/student ratio and the workload of the academic staff are measured annually by the University, Faculty, and Department This workload data is used as a basis for evaluating the level of task completion and payment scheme for lecturers On the other hand, this data is used as a basis for recruitment and training plans as well as arranging and allocating human resources This activity also helps the university guarantee the number of academic staff members engaged in education, research, and service of the academic program as well as other professional activities of the University and the Faculty [05.02.03]

Besides, the Full-time Equivalent (FTE) of the student is also calculated based on the course allocation and requires the student to complete the amount of knowledge of the academic program during the training period, including the General education knowledge (excluding physical education and national defense education modules), major foundation knowledge, major, and concentration knowledge Accordingly, 1 FTE must take 31 credits load/academic year (or 15.5 credits load/semester), specifically regulated in the academic program [05.02.04]

Table 2.14: The rate of academic staff/students in HUB (from 2018 to 2023)

Academic year Total number of academic staff’s FTE

Total number of students’ FTE

The FTE rate of academic staff/students

Source: Calculated from the statistics of the Department of Personnel Affairs, Finance and Accounting Department, and the Banking Scientific Research and Technology (2023)

Table 2.14 presents that the FTE rate of academic staff/students of the Finance Concentration Program tends to decrease from 2018 to 2023 In contrast, students’ FTE tends to increase while academic staff’s FTE increased compared to 2018 and has tended to be stable in the last 3 years This shows that the academic staff has enough time to contact and support students Along with that, the quality of the academic staff is constantly improving, and the number of academic staff holding doctoral and associate professor degrees increases continuously in the period 2018 - 2023

In general, the academic staff who currently work in education, research, and service of the Finance Concentration Program is expanded, planned, implemented, and reviewed to ensure sufficient quantity and quality regularly The academic staff has high professional qualifications and experience in teaching and research The academic staff’s workload compared to the requirements of learners in the academic program has been specifically measured and monitored through many teaching criteria and research Reasonable teacher/student ratio, have to meet regulations and requirements The workload for each academic staff is appropriate according to regulations, and practices on teaching norms, scientific research, and effective learner support

2.5.3 The competencies of the academic staff are determined, evaluated, and communicated

The competence of the academic staff is clearly and consistently determined based on specific criteria in the regulations on academic staff’s working regimes and regulations on assessing the level of task completion of officials and workers of the State Bank of Vietnam (managing ministry of HUB) and HUB To accurately and comprehensively assess academic staff competence through task performance outcomes, evaluation criteria are defined in a precise and detailed manner for teaching activities, scientific research, and other tasks [05.03.01] Furthermore, the competence of the academic staff is also determined through the observation activities conducted by Faculty and Departments each semester, the survey from students by module, and inspection reports relating to teaching activities [05.03.02]

Specifically, academic staff’s competencies are regularly evaluated each semester and every year Evaluation results are the basis for evaluating the competence of the academic staff in performing

44 tasks The competence is evaluated on a wide range of activities, including teaching, scientific research, and other activities Evaluation forms and criteria are publicly and widely disseminated to all academic staff Academic staff's teaching work is evaluated at many levels and by different methods such as recruitment councils, faculty councils, departments, and the University for new academic staff For academic staff participating in teaching new courses, this academic staff must prepare lessons, attend colleague lectures, participate in trial teaching lessons, and receive feedback as well as evaluation at the faculty and department level In addition, lecture observation activities at faculty and department levels are carried out periodically and unexpectedly After the course, students are required to survey to assess the teaching quality of the academic staff in that subject Regarding scientific research, HUB evaluates the competency through the results of scientific research that teachers conduct in each semester and academic year Every year, HUB organizes an evaluation of the level of task completion, quality ranking, and emulation and reward results for officials and staff throughout the University [05.03.03] Evaluation results are the basis for the University, Faculty, Department, and academic staff to continue promoting good results, analyze, learn from experience, and improve low performance

AUN-QA Criterion 6 – Student Support Services

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

HUB's admission policy and student selection criteria are annually developed and adjusted based on Ministry of Education and Training regulations, university strategy, and the approved admission direction The goal is to maintain stable enrollment while improving input quality Admission policies and criteria are detailed in the admission project, including admission objects, scope, method (direct and priority admission, based on national exam results or HUB's entrance exam), criteria, quality threshold, principles for each method, and registration conditions HUB offers direct admission for individuals with disabilities, those from disadvantaged areas, ethnic minorities, or foreigners proficient in Vietnamese.

Table 2.18: Admission Policy 2019-2023 of the Finance Program Academic year Admissions method No Offered 3 Threshold to ensure input quality

- Admission based on results of the National High School Graduation Exam (different groups such as A00, A01, D01, D90 4 )

- Priority admission based on MoET regulations

700 students From 15.5 points or more

- Admission based on results of the National High School Graduation Exam (subject groups A00, A01, D01, D07)

- Admission based on competency assessment test results of Vietnam National University – Ho Chi Minh City (VNU-HCM)

- Admission based on results of the National High School

- Admission based on competency assessment test results: 40 students

Candidates participate in admission according to:

- The results of the National High School Graduation Exam have a total score of 16 points or more

- Competency assessment test results of 750 points or more

- Admission based on competency assessment test results of VNU-HCM

- Admission based on results of the National Entrance: 655 students

- Admission based on competency assessment test results: 60 students

- The results of the National High School Graduation Exam have a total score of 17 points or more

- Competency assessment test results are 700 points or more and GPA for Semesters I and

II of grade 11 and Semester I of grade 12 is greater than or equal to 6.5

- The results of the National High School Graduation

3 Offered numbers are combined with the Banking training program and students are assigned majors after the end of the first semester

Academic year Admissions method No Offered 3 Threshold to ensure input quality

- Admission based on competency assessment test results of VNU-HCM

Exam have a total score of 18 points or more

- Competency assessment test results are 700 points or more and GPA for Semesters I and

II of grade 11 and Semester I of grade 12 is greater than or equal to 6.5

- Admission based on results of HUB's computerized entrance assessment exam

- The results of the National High School Graduation Exam have a total score of 18 points or more; or

- HUB's computerized entrance assessment exam results range from 15 points and above and GPA for Semesters I and II of grade 11 and Semester I of grade 12 is greater than or equal to 6.5

Before 2020, the HUB's admission method was priority admission and admission based on the results of the National High School Graduation Exam From 2020 to 2022, HUB consider admission based on three methods: priority admission (according to MOET regulations), admission based on the results of the National High School Graduation Exam and admission based on capacity assessment results organized by VNU-HCM From 2023, the admission method based on capacity assessment results organized by VNU-HCM will be replaced by the admission method based on the results of the computer-based university entrance exam organized by HUB to gradually control and improve input quality, aiming to increase the proportion of enrolment targets for this method, reducing dependence on the National High School Graduation Exam Diversifying admission methods helps HUB be more proactive in admission work and gives candidates more opportunities to participate in admission HUB takes enough students in order of scores of the above subject combinations from high to low HUB considers additional admissions for the next batch to ensure input quality if the number of students taken in the previous batch does not meet the expected benchmark score [06.01.03] For the Finance Program, candidates participate in admission to the Finance – Banking major and will be assigned a concentration after the end of the first semester of the first year based on the student’s wishes, the major’s targets and academic results Before organizing students to register to choose majors, HUB and FOF organize consulting sessions to introduce majors and concentration, conditions to study well in concentration, learning outcomes, and career opportunities so that students can choose suitable concentration [06.01.04]

Table 2.19: Statistics on the number of students of the Finance Program enrolling during 2019-2023

Admission to application submission rate

Number of students of the Finance Program after 1 semester

Number of candidates applying for admission

Enrolment in Finance and Banking Major

Source: Department of Academic Affairs

Table 2.19 shows a decline in Finance Program enrollments post-major allocation This is attributed to the addition of three new specializations within the Finance and Banking major in 2022, which has coincided with a downward trend in overall enrollments.

Table 2.20: Statistics on the number of students currently following the Finance Program

Total First-year Second- year

5 Number of registered candidates in the Finance and Banking course

6 3 new majors opening in 2022: Financial Technology, Finance and Business Administration, Quantitative Finance and Risk Management

Table 2.21: Admission score of the Finance Program during 2019-2023

Admission based on results of the National

Admission based on competency assessment test results of VNU-

Admission based on results of HUB's computerized entrance assessment exam

HUB and FOF publicize admission policies through channels such as admission and career counseling sessions at localities or high schools, HUB's website (http://tuyensinh.hub.edu.vn/), faculty, HUB's admission fan page, faculty, hotline, HUB's YouTube channel, brochure, advertising publications and livestreams [06.01.05] In addition, from 2022, HUB organizes additional admission and career counseling activities through Trial Classes for high school students to create opportunities for students to participate in a class with a specific topic From 2023, HUB organizes a virtual reality tour (https://vr360.hub.edu.vn/) to help stakeholders visit the space and facilities at the university like a real tour In each admission period, based on the actual situation, the university makes adjustments to the admission method; admission criteria of each admission method or additional admission organization to ensure diversity in admission criteria and input quality The university notifies interested parties of each change and adjustment through many different channels such as the website, admission page, and livestream consulting sessions [06.01.06]

During and after each admission period, to evaluate student selection criteria and methods, HUB consults with admission board members to make timely adjustments Based on the statistical database of admission results, HUB organizes an admission conference to evaluate and learn from experience in organizational work as well as criteria and methods for selecting students for the next admission season [06.01.07]

2.6.2 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

Consulting and supporting activities for students during their studies at HUB include: Consulting and supporting academic information (course registration, learning results management, graduation degree review and issuance,…); support for internships and jobs (career orientation, connection with businesses about internships, jobs, end-of-intake career guidance activities); financial support, social policy regimes, rewards and scholarships; supporting knowledge and skills for students through extracurricular activities (discussions, seminars, academic competitions, club activities, teams, groups,…); supporting students in scientific research;… [06.02.01]

Table 2.22: Student consulting and support activities

No Types of support service Specific activities Responsible units

1 Consulting and supporting training information

Organizing course registration Managing learning results Reviewing and issuing diplomas Making a study plan

Instructing to write internship reports and dissertations

Organizing end-of-course exams, summarizing scores, announcing scores and reviewing exam results

Department of Academic Affairs Department of Testing and Quality Assurance

Support for internships and jobs

Career orientation Connecting with businesses about internships and jobs

Career and start-up consulting activities

Financial support, social policy regimes, rewards and scholarships

Social policy regimes, rewards, discipline, and evaluation of student training results

Financial support, scholarship consideration, tuition exemption Mobilizing funding sources from businesses and outside organizations

Supporting knowledge and skills for students through extracurricular activities

Organizing extracurricular activities such as club-team-group activities Guiding students to participate in volunteering and community activities

Department of Student Affairs Youth Union Students' Association

5 Supporting students in scientific research Guiding students to register and complete scientific research projects

Support for accommodation, inpatient or outpatient procedures

Supporting students to register for dormitories or find accommodation

Offering instructions for inpatient or outpatient registration procedures with local authorities

Centre for Student Support Services Department of Student Affairs

Supporting procedures related to health insurance

Offering consultation and health care

Annually, based on assigned work, units plan activities to support learners At the beginning of each academic year, the Department of Academic Affairs announces the academic year plan about the beginning of semesters, the time of exams, internships, thesis work (or alternative courses), and warnings/graduation review and graduation ceremony for students to plan their studies proactively FOF and other units also based on this plan to coordinate in implementing activities to support learners, such as organizing exams, considering scholarships, issuing certificates to students for internships, and reviewing all financial obligations before students graduate [06.02.02]

For extracurricular activities, FOF, the Department of Student Affairs, the Youth Union and the Students’ Association are responsible for planning and implementation [06.02.03]

Annually, HUB organizes to collect feedback from students throughout the university on the quality of student support from Faculties/Departments Survey results are compiled and sent to units so that improvements can be made to improve the quality of this activity According to survey results for 2018-2023, students rated the quality of HUB’s organization, management, and academic support activities at a Good – Very good level and tended to increase over the years [06.02.04]

2.6.3 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

Student progress is monitored through a system involving departments such as Academic Affairs, Student Affairs, FOF, and faculty advisors The Department of Student Affairs oversees student compliance and discipline, while the Department of Academic Affairs, FOF, and faculty advisors review academic results and provide course registration guidance Faculty advisors also assist students with internship reports and graduation theses Each semester, advisors meet with students to provide information on study plans, extracurricular activities, and grading, as well as address student queries This feedback is then reported to university administrators via HUB.

Monitoring student learning progress is supported by UIS academic affairs management software, which is decentralized according to the functions and tasks of each faculty/department For this software, students can use their student accounts to register, adjust or cancel courses, register for graduation, and follow notifications from HUB; student learning results are also shown on the student account and the Department of Academic Affairs, Department of Student Affairs, FOF and faculty advisors can also track student learning results on this software [06.03.05]

Before the start of the semester, students register their study load through the credit registration system of UIS based on the learning roadmap given in the academic program The results of each course will be entered into the system by lecturers and authorized units, and students can track their learning results by semester For students with weak or poor academic results, each semester the Department of Academic Affairs will forward a list of proposed academic warnings to the faculty to find out the

56 cause HUB issues academic warning notices and coordinates measures between faculties and relevant departments to support students in improving their academic results [06.03.06]

The student's study load is specifically regulated by HUB For students in courses enrolled before May

3, 2021, according to credit – bases academic regulations, the minimum number of credits registered by students per semester is 15 credits for students with normal academic performance, 10 credits for students with weak academic performance; maximum number of credit per semester is unlimited for students with good academic performance or better, 21 credits for students with average academic performance and 14 credits for students with weak academic performance [06.03.07] For students in intakes enrolling from May 3, 2021, onwards, according to the 2021 regulations, students register for a minimum of 6 courses/semester; the maximum per semester is no more than 7 courses for students with poor academic performance, 9 courses for students with average academic performance or higher [06.03.08]

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

To help learners have a clear career orientation as well as equip them with skills to support their careers after graduation, students are encouraged to participate in many extracurricular activities, academic and non-academic competitions These activities are organized at both university and faculty levels Career orientation programs for students are held periodically at the beginning of the term for new students; workshops and seminars to guide students in scientific research are organized to support and promote students in scientific research Every year, FOF organizes several competitions: "Financial Arena", and "Smart Personal Financial Manager" These are playgrounds not only for HUB students but also for the participation of students from other universities [06.04.01]

AUN-QA Criterion 7 - Facilities and Infrastructure

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

HUB has three campuses (Ton That Dam, Ham Nghi, and Thu Duc), and students of the Finance Program study mainly at the Thu Duc campus Thu Duc campus has 131 classrooms and lecture halls with a total floor area of 47,354 m2 FOF's training facilities are located within the HUB area, and other HUB facilities are used for FOF students The theoretical classroom has a capacity of 50-100 seats and is fully equipped with equipment for teaching and learning: projectors (or 19-inch LCD

60 screens), tables and chairs, lighting systems, air conditioners, speakers, microphones, etc Tables and chairs in classrooms can be arranged flexibly depending on the purpose of use, such as presentations, group work, and club activities In addition, to serve the organization of events, scientific conferences, and academic competitions, HUB has four halls: one with 100 seats, two with 200 seats, and one with

The university's library is located at the Thu Duc campus, with an area of 2,567m2 This includes research rooms for lecturers, a library operations department, a Vietnamese book floor, a floor of foreign literature books, reference books, journals, theses, dissertations, and scientific research works, and HUB's traditional room On each floor, there is an information counter and document lookup machine; the reading area is open, and documents are arranged according to the DDC 21 (Dewey Decimal Classification Edition 21) classification framework to serve readers Learning resources of the Finance Program include 3,145 Vietnamese books and 2,182 English books [07.01.02] The library is open to serve readers from 7:30 am to 5:00 pm, from Monday to Friday [07.01.03]

Table 2.25: Statistics of visits/borrowing/returning library materials of lecturers and students of the Finance Program

1 Number of books borrowed and returned 7,024 5,679 3,358 1,079 2,773 1,536

The information technology system encompasses a range of components essential for training program operations This system includes servers, transmission lines, websites, internet, Wi-Fi, and management software To maintain optimal performance, these components are subject to regular investment, equipment upgrades, and system enhancements A comprehensive list of software and information technology equipment is provided in Table 2.26.

Table 2.26: Statistics of software and information technology equipment

No Category Quantity Technical Specifications/Function

1 Servers 16 Serving applications and websites

2 Desktops 820 Serving employees and labs

Management System 1 Dormitory Management System

Estudent, Q&A 1 Transactions and Q&A for students

Epay system 1 Tuition and fee payment system for students

ERP assets and finance 1 Asset management, financial management

Survey 1 Survey learners, staff, and lecturers

4 Internet connection 89 02 leadline lines, 86 FTTH lines, 01 Metronet

Source: Department of Information Technology Management

Annually, the Department of Facilities Management is responsible for planning and estimating costs for 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]

Table 2.27: Funding sources for maintenance and upgrading of facilities and equipment in the period 2018-2023 (in million VND)

Source: Department of Finance and Accounting

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

As of September 2023, HUB has 14 computer rooms equipped according to LAB standards with full equipment such as cabins, headphones, webcams, and necessary software for practical courses in the university's training programs, which includes the Finance Program In addition, HUB also has practice rooms coordinated with partners, such as the Core Banking practice room, the Machine Learning room, and the Experimental Stock Exchange [07.02.01]

HUB has clear procedures for using the computer lab, and Department of Information Technology Management staff and faculty members are responsible for supporting students in using the computer lab [07.02.02] All practice rooms manage and monitor equipment usage, frequency of use, and operating time strictly according to the teaching plan in the weekly lecture schedule for each semester Maintenance of the computer rooms is carried out by the university every six 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 and meet training and research needs [07.02.03]

Table 2.28: Funding for maintenance and upgrading of practice rooms in the period 2018-2023

Source: Department of Finance and Accounting

2.7.3 A digital library is shown to be set, in keeping with progress in information and communication technology

HUB has an electronic library at http://library.hub.edu.vn/ HUB's library uses integrated electronic library management software to manage electronic and digital documents The library information portal and OPAC lookup course are used to perform transactions with the library via personal accounts (borrowing-return management, renewal, registration of borrowing documents, etc.) [07.03.01] The library's electronic database includes journal articles specialized in Economics - Finance - Banking, theses, dissertations, scientific research topics, and learning resources linked to external sources, such as Data on Vietnamese and English e-books (provided by Ho Chi Minh City General Publishing House and Gale Cengage Learning), Vietnam Library Joint Database on Science and Technology Information Sources, Shared database of Hanoi National University, Ho Chi Minh City Science and Technology Information Network, Collection of databases of multidisciplinary electronic journals for universities, Economic - Finance - Macro database set (FiinPro Platform) to better meet the needs of data searching and to serve readers, study and research of students and lecturers [07.03.02]

In addition, HUB has built a digital library since August 2023 at the address https://tailieuso.hub.edu.vn/ The digital library system meets the needs of learners and lecturers in

63 terms of learning materials, including lectures, textbooks, reference materials, theses, dissertations, and scientific research topics, which are all digitized Each reader is provided with an account to access the electronic library and digital library to read and download documents [07.03.03]

The library updates and supplements documents based on the needs of the faculty Based on the necessary documents to meet the requirements of the training program and courses, the faculty makes a list of documents that need to be updated and sends them to the library; then, the library coordinates with the Department of Facilities Management to purchase materials to best serve teaching and scientific research activities (details in Table 2.29) in [07.03.04]

Table 2.29: Funding for annually purchasing and updating library materials

Annually, HUB surveys student and lecturer satisfaction with the library to have a basis for conducting improvement activities towards improving service quality and meeting readers' needs (details in Appendix C, Figure C.1), [07.03.05]

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

HUB has a specialized department that manages the entire IT infrastructure and equipment system – the Department of Information Technology Management, which is responsible for managing, operating and ensuring the stable operation of the information technology system [07.04.01] HUB invests in information technology systems including hardware (servers, computer systems for staff, practice rooms, computer systems, network equipment, etc.) and software to support activities such as teaching, learning, human resources, finance, scientific research, etc

HUB has the UIS training management software system, which supports the management of training activities such as arranging lecture schedules and lecture halls and managing learners' learning processes Lecturers and students will be provided with a login account on http://online.hub.edu.vn/ so that lecturers can view the timetable, list of classes in charge, scoring, etc.), and students can register for courses, view test scores, test schedules, and study information [07.04.02] To serve internal management, the university purchases or self-builds other software systems such as human resources management software (https://hrm.buh.edu.vn/), management software for property and finance ERP, MISA accounting software, library management software, dormitory management software, online survey software (http://khaosat.hub.edu.vn/), income management software (http://thunhap.hub.edu.vn/), scientific research management software (https://quanlykhoahoc.hub.edu.vn) To support learners, HUB purchases or self-builds software such as the e-student electronic transaction system (http://estudent.hub.edu.vn/) to support students in performing administrative transactions; online learning management system (http://lms.hub.edu.vn/) supports the learning process and interaction between lecturers and students in each course in addition to direct teaching activities; tuition and fee payment portal Epay supports students in paying tuition and fees (https://epay.hub.edu.vn/); the question and answer system (http://hoidap.hub.edu.vn/) is a support channel to answer students' questions; digital library system (https://tailieuso.hub.edu.vn/) provides learning materials for students

Annually, the Department of Information Technology Management conducts information technology investment planning The Department of Finance and Accounting and the Department of Facilities Management advise and submit to university leaders to allocate funding sources to invest in the university's information technology activities, including investment in information technology equipment, Wi-Fi equipment, internet connection, and software maintenance costs On average, each year in the period 2019-2023, HUB allocates over 2 billion VND for investment, maintenance, and upgrading of information technology systems [07.04.03]

HUB surveyed lecturers and learners to assess their satisfaction with the university's information technology (IT) system The survey results indicate a steady increase in learner satisfaction over time, demonstrating the ongoing improvements made to the IT infrastructure.

2.7.5 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

HUB's computing infrastructure boasts over 600 desktop computers allocated to computer labs and 200 dedicated to administrative and managerial staff All staff computers feature standardized specifications, including an Intel Core i3-9400 processor, 8GB RAM, 512GB SSD, and an 18.5-inch display The network is supported by a high-speed internet system providing 2 Gbps domestic and 150 Mbps international bandwidth Wireless connectivity (Wi-Fi) blankets lecture halls, libraries, study areas, and dormitories, facilitating seamless internet access for academic and administrative activities.

AUN-QA Criterion 8 - Output and Outcomes

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

HUB and FOF use UIS academic affairs management software to manage the training database system The system integrates many functions such as managing student data information, training plans, learning progress and student results, tracking student scores, reviewing pass rate and dropout rate, graduation consideration, rewards, scholarships, etc The software's centralized data mechanism for academic management helps HUB and FF perform statistics, analysis, and control of student graduation and dropout rates effectively The annual academic plan is issued and notified to all lecturers, staff, and learners to monitor and supervise [08.01.01]

To monitor and manage students' graduation and dropout rates, HUB establishes a graduation review council to determine students' learning progress in each semester and academic year The graduation council is established periodically in March, June, August, October, and December every year to determine students eligible for graduation [08.01.02] At the same time, the specialized team of the Department of Academic Affairs compiles statistics on the academic results of all students and transfers them to FOF at the end of each semester From those results, FOF determines the percentage of students achieving the required scores, the percentage of students graduating, and the dropout rate Based on these indicators, FOF analyses, evaluates, monitors, and compares with rates in previous semesters/academic years and sets academic goals to improve quality [08.01.03] Table 2.33 shows the graduation and dropout rates of Finance students from 2019-2023

Table 0.1: Graduation and dropout rates of Finance students from 2019-2023

Graduation rates, after: Dropout rates

3 years 4 years > 4 years 1st year

*Students of 2016, 2017, 2018, and 2019 are still studying in the program

Table 2.34 shows that the percentage of students completing the program and receiving a degree on time is stable at about 70% - 73% In addition, some students have been very proactive in planning their studies, registered for more credits, and graduated ahead of schedule The rate of dropout students of the Finance Concentration accounts for a small proportion of the total number of students in the course However, in the 2017-2021 training course, the number of dropout students in the third year shows signs of increasing at a rate of 4.45%, partly due to the impact of the Covid-19 pandemic and social isolation, many students were psychologically affected; this rate has been controlled and gradually decreased in the following years The report analyzing the reasons for dropouts from HUB and FOF shows that basically, the reason why first- and second-year students drop out is mainly because they had a change in the choice of universities, studying abroad, or a change in majors; dropout students in the third and fourth years due to poor academic performance and receiving a level-

3 academic warning In some cases, students worked part-time too much, which affected their academic results; some had difficult family circumstances, while others did not have the required foreign language and information technology certificates On FOF's side, each academic year, FOF conducts a report analyzing the causes of dropouts and proposes measures to reduce this rate [08.01.04]

HUB's Finance major boasts a higher graduation rate and significantly lower dropout rate compared to other programs This demonstrates FOF's dedication to monitoring and implementing effective solutions that prevent students from leaving the program The focus on student retention has contributed to the Finance major's high success rate.

Table 0.2: Comparison of graduation and dropout rates of HUB’s training programs during 2019-2023 Course

Comparison of graduation rates Comparison of dropout rates

During the training process, HUB has designed academic programs and distributed courses appropriately, ensuring the amount of knowledge and graduation time for students For full-time programs, the designed period for each academic program is four years Depending on personal abilities and conditions, students can shorten the study period by a maximum of 1/4 or extend the study period to no more than six years Some special cases are extended but not more than twice the program's design duration Academic affairs regulations based on the credit system allow learners to be proactive in their learning plans and create conditions for students to graduate early The regulations also provide full information about conditions for students to be considered for graduation, recognition of graduation for students, preservation of learning results, and change the academic program [08.01.01] The percentage of students graduating in Finance Concentration within four years and over four years is shown in Table 2.35

Table 0.3: Graduation rate within four years and more than four years of the Finance Program Year 2015-2019 2016-2020* 2017-2021* 2018-2022* 2019-2023*

*Students of 2016, 2017, 2018, and 2019 are still studying in the program

Based on academic affair management software, HUB and FOF have monitored graduation rates, dropout rates each semester, and average graduation time of students at the end of each academic year [08.01.05] Based on the extracted data, FOF reports the results, analyzes the causes, and proposes appropriate solutions to achieve better results in the following year Table 2.35 shows that the rate of students graduating on time is high and stable over the years

To enhance academic outcomes, HUB and FOF have implemented various solutions Enhanced counseling services assist students in navigating challenges in their academic and personal lives Additional classes provide flexibility for timely course completion The Center for Foreign Languages and Informatics ensures student eligibility for graduation through admissions sessions and English and IT assessments It fosters soft skill development through skills and English clubs Regular assessment exams (both in-person and online) monitor progress Furthermore, HUB hosts open dialogues between university leadership and students, addressing concerns and providing guidance to support student success throughout their educational journey.

For some students facing financial difficulties, HUB has a support policy of tuition exemption and reduction for students in difficult circumstances Every year, HUB also considers two scholarship funds for students: a "Scholarship to encourage students to study" and a "Scholarship for the banking industry" [08.01.12] In addition, the Department of Student Affairs assists in finding and providing part-time jobs for students

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

In addition to evaluating academic performance, important information about the rate of students having jobs after graduation, the rate of students creating their jobs, and the rate of students with advanced studies are also provided by HUB and FOF to establish, monitor and benchmark for quality improvement [08.02.01] Every year, based on the ISO process, the Department of Testing and Quality Assurance deploys an online survey on the employment status of students within 12 months after graduation [08.02.02] Results of the survey on the employment status of HUB students graduating from 2019 to 2023 are shown in Table 2.36

Table 0.4: Employment rate of Finance students graduating within 12 months

Having a job after less than 3 months of graduation (%) 84.80% 70.71% 68.40% 62.22% 74.81%

Having a job after 3 to less than 6 months of graduation (%) 8.23% 19.87% 21.60% 21.78% 16.30%

Having a job after 6 to less than 12 months of graduation (%) 2.25% 2.50% 4.40% 5.78% 2.22%

Having a job after over 12 months of graduation (%) 1.12% 3.03% 3.20% 6.67% 4.44%

Of which, continuing advanced study

Employment rate within 12 months of graduation (%) 96.90% 96.10% 97.60% 98.66% 98.89%

Average employment rate within 12 months of graduation (%) 97.63%

Source: Department of Testing and Quality Assurance

Survey results show that the rate of students having jobs after 12 months of graduation over the last five years of the Finance Program has been high at over 97% This rate gradually increases each year, from 96.9% in 2019 to 98.89% in 2023 Some students are unemployed because they have not found a suitable job, and this number of students accounts for a very small proportion The possibility of students having a job less than three months after graduating is quite high Some students who graduate do not go to work immediately but continue their advanced studies Most Finance graduates work at financial institutions, credit institutions, and foreign companies; only a few work at state agencies, and a few create their jobs [08.02.03] Table 2.37 compares the ability to find a job among HUB's academic programs The results show that the ability to find a job with the Finance Program is equivalent to other HUB programs and is at a high level

Table 0.5: Comparison of the ability to find a job among HUB's training programs

To enhance student employability, HUB collaborates with businesses, organizing job fairs and coordinating with affiliated institutions to provide practical learning opportunities FOF hosts seminars featuring industry experts sharing knowledge and experiences in employment and entrepreneurship Through extracurricular activities, students acquire skills and knowledge beyond the classroom Surveys indicate high employer satisfaction with HUB graduates, reflecting the program's strengths Additionally, HUB's Startup Club and annual Startup Competition foster innovation and entrepreneurial spirit among students, promoting alternative career paths.

In addition, HUB established an Alumni Network to create conditions for students to interact, learn and exchange expertise with their predecessors to find job opportunities [08.02.09]

2.8.3 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

With the mission of providing society and the banking industry with high-quality human resources, influential research, consulting services, and community activities, HUB creates an educational ecosystem, bringing opportunities for lifelong learning, comprehensive human development, and creativity with a spirit of service HUB considers the task of scientific research and creative products of lecturers and students to be one of eight key tasks in HUB's development strategy for 2030 and vision for 2045 [08.03.01] Based on HUB's vision, strategic plan for HUB development, and key tasks in each academic year, FOF has built, monitored, and evaluated research activities and innovative products carried out by FOF lecturers and students [08.03.02]

Types of scientific research by lecturers are specifically regulated in the Regulations on management of scientific and technological activities: (i) Based on governing level and funding source, scientific research activities include international level, national level, ministerial level and university level; (ii) Based on recognized scientific research results, scientific research activities include scientific articles published in international scientific journals, scientific articles published in Vietnamese scientific journals, scientific articles published in ISI journals, scientific articles published in Scopus journals, books for conferences, and scientific reports at conferences With the completion of each type of scientific research, lecturers can convert it into scientific research periods [08.03.03] The scientific research activities of lecturers are supervised by the Institute of Scientific Research and Banking Technology At the beginning of each academic year, lecturers set personal goals and register scientific research activities; then, HUB organizes a council to review and approve scientific research activities Approved activities will be funded for implementation [08.03.04] The research works of the teaching staff are always monitored and evaluated for quality by the scientific council before a decision on recognition is made Table 2.38 shows the statistics of scientific research activities of FOF lecturers during 2019-2023

Table 0.6: Statistics of scientific research activities of FOF lecturers during 2019-2023

Research project Book Journal article

Source: Institute of Scientific Research and Banking Technology

Table 2.39 shows that the quantity and quality of scientific research works of FOF lecturers have been promoted Lecturers and researchers have been carrying out many projects and topics from the national/ministerial/university levels, articles published in prestigious international journals such as ISI, Scopus, and international scientific conferences [08.03.05]

Expected Learning Outcomes

• Improvements to meet requirements according to AUN 2019 assessment recommendations: Reducing the number of ELOs to an appropriate and simple level but ensuring the future career requirements of graduates

• ELOs are compatible with the mission and vision of HUB and FOF and are agreed upon by relevant parties

• ELOs are developed after full consultation with the relevant parties

• ELOs are fully informed and updated to students, lecturers, and employees throughout the HUB and the community

• HUB and FOF carry out all stages, from planning to implementation, review, and adjustment of the academic program and ELOs, periodically and regularly under AUN's instructions

• The cycle of planning, implementation, review, and adjustment of academic programs and ELOs of HUB and FOF are updated according to regulations

• Measuring ELO's achievement levels from new graduates is performed

• There is no quantitative tool to measure the level of ELOs achievement of graduates

• Currently, HUB is building software to measure the level of ELOs achievement of graduates, expected to be deployed in 2024.

Program Structure and Content

• The information in the program specification is complete and updated, meeting the requirements according to AUN-QA recommendations in 2018 and current guiding documents of MOET

• The content of the academic program is designed to cover all the PLOs of the academic program and all courses are built based on the PLOs of the academic program, the relationship between courses and PLOs is clearly shown in each course of the program

The academic program's comprehensive curriculum, designed in alignment with Program Learning Outcomes (PLOs), ensures the coherence and interconnectivity of all courses Every single course contributes to the overall PLOs, demonstrating the complementary nature of the academic program The 100% compatibility in content among these courses further underscores their synergistic impact in achieving the desired learning outcomes.

• The academic program is structured logically and reasonably, including general education courses, major foundation courses, major courses, and concentration courses The program is periodically reviewed and updated, demonstrating its update with advanced and prestigious academic programs from domestic and worldwide universities, while also integrating several

81 new courses The content of learning, practicing, and applying technology is typical of the Finance and Banking major, especially the Finance concentration

The academic program is designed to prepare students for a successful career in finance The program is updated with the latest trends in the field and offers two learning directions: Quantitative Finance & Risk Management and Finance & Business Management This allows students to tailor their education to their individual needs and aspirations, maximizing their abilities and providing a clear path for career success upon graduation.

• The courses are designed to be in-depth and cover many areas of the financial system, providing many job opportunities in areas such as financial investment, banking, corporate finance, public finance, insurance, financial risk management, data analysis, business operations and stock market management and supervision

• Learning environment through experience with modern banking application simulation rooms, FiinPro financial data room, experimental stock exchange, Machine Learning Lab, etc

• The Finance program has a high level of compatibility according to CFA program standards

• The Finance program is periodically reviewed according to the process of reviewing and editing the training program, which is issued and updated by HUB according to comments from relevant parties to match the development trend of the economy and societal needs

• No courses are being delivered in English in the academic program

• It is necessary to continue to supplement and edit the academic program according to recommendations from AUN-QA, to update the latest version, and to comply with the regulations of MOET and HUB in promulgating and editing the training program description

• The academic program should be continuously reviewed and updated, demonstrating its update with advanced and prestigious academic programs from domestic and international universities, focusing on integrating new courses

• It is necessary to supplement some major or concentration courses in English.

Teaching and Learning Approach

• Teaching and learning activities always have timely supervision and feedback from relevant parties through annual HUB surveys The opinions and suggestions of relevant parties are an important information channel for FOF to consider, adjust and improve teaching and learning methods, ensuring compatibility with the needs of the labor market and the compatibility with expected learning outcomes

Contemporary academic practices leverage blended formats, seamlessly integrating face-to-face and online elements to enhance flexibility Diverse teaching methods, encompassing classic and modern approaches, foster active student participation, cultivate self-study and research capabilities, and notably provide platforms for skill development and lifelong learning.

82 purpose have been expressed consistently throughout the training objectives, PLOs of the training program, structure and content of the training program, and teaching and learning methods of all courses in the Finance Program

• HUB has deployed many virtual reality educational activities in courses to build students' practical capacity for technology-oriented products and services Specifically, FOF has deployed an experimental stock exchange for students of Finance Concentration This allows students and lecturers to experience real-life stock trading on campus

• Movement activities of HUB and FOF are organized regularly This helps students increase the exchange of learning experiences and improve career skills as well as life skills through participating in groups and clubs of the university or faculty

• Currently, the Finance Program has not yet implemented teaching courses in English

• There are no specific measures to promote student initiative in self-study and self-research

• There are not many self-training activities on professional knowledge related to new fields of society for lecturers

• There have not been many discussions related to innovating teaching activities and methods

In an effort to enhance the English proficiency of its students and faculty, FOF will progressively incorporate English into selected courses To further promote English proficiency, students are encouraged and assisted in crafting their graduation theses and academic deliverables in English Moreover, faculties will provide comprehensive support to lecturers, empowering them to develop their English fluency and teaching techniques, ensuring effective delivery of English-based instruction.

To enhance student autonomy and research skills, the FOF aims to bolster the guidance provided by academic advisors Advisors will encourage self-study and research, fostering student initiative Additionally, the FOF will leverage financial clubs as platforms to promote academic engagement and research, further equipping students with the skills necessary for independent learning and inquiry.

• FOF will promote the organization of self-training and retraining for lecturers on professional knowledge related to the fields of artificial intelligence, the Internet of things, cloud computing, data learning, digital banking, and financial technology

• FOF will promote the organization of professional seminars related to innovative teaching activities and teaching methods to further improve the quality of training and provide high- quality human resources for society.

Student Assessment

• Processes/plans for assessing student learning outcomes are developed and issued in official documents; at the same time, these processes/plans are announced to lecturers and students

• HUB has also issued procedures/guidance documents on designing methods/tools for testing/assessment appropriate to the objectives to be evaluated and corresponding to the level of achievement of output standards Testing activities/methods to evaluate student learning outcomes are designed to be diverse and suitable to measure the level of achievement of PLOs

The course outlines clearly define the learning objectives, while assessment rubrics provide guidance for evaluating student progress toward these goals This alignment ensures that student learning outcomes are directly tied to the program's learning objectives (PLOs), fostering a cohesive and effective educational experience.

• HUB disseminates to students the complete regulations and procedures for complaints about academic results before each semester/course These regulations and procedures are posted on the HUB's website In addition, during each exam period, complaints about students' academic results are handled and resolved promptly and satisfactorily The results of final exam scores are notified to students via the website

• Regulations on assessing student learning outcomes are clearly, completely, and specifically expressed in all course outlines and are immediately notified and guided by lecturers in charge of the course when starting the course

• HUB builds and uses various methods and forms to test and evaluate student learning outcomes, focusing on final exams and evaluating students' learning processes with three components of testing and evaluation

• HUB has issued a system of documents related to regulations on responding to learners' assessment results In addition, regulations related to feedback on assessment results are announced publicly and promptly to lecturers and learners, especially regulations related to the deadline for notifying test scores and the level of reliability of assessment results Therefore, students receive timely feedback on assessment results

• The document system of testing activities is regularly reviewed and supplemented with regulations and instructions so that testing and assessment work ensures accuracy, objectivity, fairness, and transparency

• The quantification of assessment criteria to measure the level of PLOs achievement in terms of skills and attitudes is still unclear

• In 2024, FOF will add performance indicators to the Finance Program to specify the criteria for measuring PLOs on skills and attitudes.

Academic Staff

• HUB and FOF's teaching staff meet the requirements of training activities, scientific research, and community service in quantity and quality They also ensure sound implementation of the Finance Program

• The development of the program's teaching staff is well implemented In the short and long term, HUB and FOF have plans to develop the teaching staff and notify FOF lecturers of the plans for planning and implementation Periodically, reports and assessments will be made at the end of the semester and the end of the academic year at the department-, faculty- and university levels on all activities, including teaching, scientific research, construction and development of training

84 programs, and other tasks assigned by the university and faculty Based on actual results and suggestions (if any), the university will review and adjust regulations and plans to improve

• FOF performs activities from planning, developing the teaching staff, improving the capacity of the teaching staff, measuring and monitoring workload to systematically improve the quality of the staff, assessing capacity, and managing work performance to have a basis for rewarding, recognizing, and promoting lecturers FOF also has a system to identify the needs of training, fostering and developing professional knowledge to meet these needs of the teaching staff, to ensure that the teaching staff meets the needs of training activities, scientific research, and serving the community in quantity and quality

• The number of lecturers with the title of associate professor or higher is still small, affecting future training program development

• FOF will focus on many solutions to encourage all lecturers to achieve doctorate degrees and sharply increase the number of associate professors in the next five years.

Student Support Service

• HUB and FOF have clear enrolment policies with the goal of maintaining stable enrolment numbers, improving input quality, and not aiming to increase scale This policy is widely disseminated, adjusted, and updated annually

• The implementation of student support activities is carried out annually according to the functions and tasks of each unit to ensure that student's needs are met

• HUB and FOF organize many extracurricular activities, creating a positive learning environment and supporting students to develop personal knowledge, skills, and lifelong learning capacity

• HUB and FOF have many consulting activities and job search support for students after graduation

• The survey of admitted new students as well as other relevant parties as a basis for adjusting admission policies has not been carried out fully and systematically

• HUB has not directly evaluated the capacity of support staff because it is in the process of developing job descriptions for each position

• HUB will build a system to survey stakeholders about enrolment policies to serve as a basis for improving enrolment work

• HUB will complete the development of a job position project as a basis for determining and evaluating the capacity of support staff

• HUB will further promote the connection of businesses, alumni and the community to best support the learning and experience of students majoring in Finance.

Facilities and Infrastructure

• HUB's facilities and equipment (including information technology systems) are equipped to meet the requirements of implementing the training program

• The social environment and landscape of the HUB create opportunities for learners to develop their learning and research capacity

• Data systems serving research for lecturers and students have not been sufficiently invested

• Although there are practice and experience rooms for students, the facilities are not modern

• There is a need to invest more in data systems to serve the research of lecturers and students

• There is a need to equip modern facilities for practice and experience rooms.

Output and Outcomes

Self-rating for AUN-QA Assessment at the Program Level

1.1 The program to show that the expected learning outcomes are appropriately formulated under an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders

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

1.3 The program to show that the expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem-solving, information technology, team building skills, etc.) and subject-specific outcomes (related to knowledge and skills of the study discipline)

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

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

Criterion 2: Program Structure and Content 1 2 3 4 5 6 7

2.1 The specifications of the program 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

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

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

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

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

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

Criterion 3: Teaching and Learning Approach 1 2 3 4 5 6 7

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

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

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

3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment to life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices)

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

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

4.1 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

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

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

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

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

4.6 Feedback on student assessment is shown to be provided promptly X

4.7 The student assessment and its processes are shown to be continuously reviewed and improved to ensure their relevance to the needs of the industry and alignment with the expected learning outcomes

5.1 The program to show that academic staff planning

(including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service

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

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

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

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

5.6 The program to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, considering professional ethics and their academic freedom, are well defined and understood

5.7 The program to show that the training and developmental needs of the academic staff are systematically identified and that appropriate training and development activities are implemented to fulfill the identified needs

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

Criteria 6: Student Support Services 1 2 3 4 5 6 7 iv

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

6.2 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

6.3 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

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

6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs

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 X

7.1 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 X

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

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

7.5 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

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

7.7 The university is shown to provide a physical, social, and psychological environment that is conducive to education, research, and personal well-being

7.8 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

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

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

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

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

8.4 Data are provided to show directly the achievement of the program outcomes, which are established and monitored 4

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

List of Evidences

No Title of Evidence Category

1.1 The program to show that the expected learning outcomes are appropriately formulated under an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders

01.01.01 a AUN improvement report b Vision and Mission – HUB c Vision and Mission – Faculty of Finance 01.01.02 a Stakeholders survey b Documents on comparing the faculty of finance’s training program with other universities’ training programs 01.01.03 The construction of the Training program - 2021

01.01.04 Evidence for the creation of additional learning outcomes in

01.01.06 a Announcing expected learning outcomes on the website of the faculty b Sending faculty’s expected learning outcomes to other faculties and departments in HUB by email c Admissions Consulting Document / The student’s guidebook on choosing a major

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

1.3 The program to show that the expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem-solving, information technology, team building skills, etc.) and subject-specific outcomes (related to knowledge and skills of the study discipline)

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

01.04.01 a Survey Results Report b Training program - 2021

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

01.05.02 a Notification No.1041/TT-ĐHNH about Expected Learning

Outcome in 2023 b Decision No 1779/2023/QĐ-ĐHNH on June 2023

01.05.03 Statistical Report on Survey Data regarding the Level of

Expected Learning Outcomes Attainment in 2023

Criterion 2: Program Structure and Content

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

02.01.01 Training Program Description of Undergraduate Finance

02.01.02 CFA Certificate for Participation in the University Affiliation

02.01.04 Regulations for reviewing and modifying the HUB training program

Documents for modifying the training program of the faculty of Finance in 2021 / Documents for modifying the Banking- Finance training program in 2021

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

The integrated matrix between the expected learning outcome of the training program and the expected learning outcome of courses in the Finance Bachelor's degree program in 2021

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

02.03.01 ISO Process for Developing, Reviewing, and Improving

02.03.03 Survey results of course evaluations of students

02.03.04 a Survey results of the curriculum evaluation of the alumni b Survey results of the employers

02.03.05 Minutes of meetings on improving the training program of the Faculty of Finance viii

02.03.06 Documents of the workshop to collect opinions from stakeholders on the 2021 training program

02.03.07 a Documents on comparing the faculty of finance’s program with other universities’ programs in 2021 b CFA Certificate for Participation in the University

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

02.04.01 Tree diagram of the training program

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 Tree diagram of the training program

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

02.06.01 Finance Specialized Consulting Plan and Images of the

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

02.07.01 a Review and Assessment of the Process of Constructing and

Developing Training Program b ISO Process for Designing and Reviewing Training

02.07.02 Documents on comparing the faculty of finance’s program with other universities’ programs

02.07.03 Documents for improving course outlines in 2021

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 Vision and Mission – Faculty of Finance

03.01.02 The development strategy of Ho Chi Minh University of

Banking for 2030 with a vision for 2045

03.01.03 The faculty meeting minutes approved the faculty’s educational philosophy, vision, and mission 03.01.04 Vision and Mission – Faculty of Finance

03.01.05 Website of the Faculty of Finance

03.01.07 Report on reviewing, modifying, and updating the training program in 2021

03.01.09 Course Outlines of Technology Subjects in the Program -

03.01.10 a Documents for the securities experimental room -

Sponsored by MBS b Internship reports and Graduation theses

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

03.02.01 Course outlines in the program - Teaching and Learning

03.02.02 a Lecture evaluation form, Lecture evaluation plan b Survey form - Survey results of course evaluations of students

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

03.03.02 Lecture schedule and Notice for course registration

03.03.03 Image of the course registration system

03.03.04 a Semester schedule planning b Minutes of Meetings on Training Plan

3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment to life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices)

03.04.01 a Training program – Training plan b Course outlines in the program - Teaching and Learning

03.04.02 Career path in the training program

03.04.03 Student scientific research (plan and notice of registration for student scientific research)

03.04.04 List of registered students in scientific research in 2019–2020 and 2023–2024 x

03.04.05 Regulations on scientific research for students

03.04.06 List of conferences, seminars, and workshops of the Faculty of Finance and HUB

03.04.07 Training program of the Faculty of Finance

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

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

03.06.01 Training Program Revision and Update for the Year 2021

Documents of the survey and workshop to collect opinions from stakeholders in the process of updating and modifying the 2021 training program

Reports on survey results of course evaluation, survey results of students, survey results of alumni, survey results of employers, and survey results of lecturers (KS01-KS06)

Meeting minutes of specialized divisions; meeting minutes of workshops related to teaching and learning activities; teaching and learning methods

03.06.05 Comments and recommendations after the assessment in

03.06.06 Review, supplement, and update versions of the 2021 training program

03.06.07 Regulations on Modifying and Supplementing the

Regulations on Full-time University

03.06.08 The MOU between the Faculty of Finance and MB Securities

03.06.09 a Annual Conference/Seminar/Training Course on Curriculum Development and Course Outlines, which is organized by the HUB with the participation of teachers b Meeting minutes of specialized divisions; meeting minutes of workshops related to teaching and learning activities; teaching and learning methods

03.06.10 Regulations on Support for English Language Learning in the

4.1 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

04.01.01 The training program, Major: Finance, 2021

04.01.02 a Regulation on admission for undergraduate programs of the Ministry of Education and Training b HUB’s admission project 2020-2022 c Announcement of registration and selection results in

04.01.03 a Student Handbook b Announcement regarding the organization of entrance exams for foreign languages and computer proficiency and the reception of results for new students c Screenshots related to the announcement regarding the organization of entrance exams for foreign languages and computer proficiency on Ho Chi Minh University of Banking's website and the Foreign Languages and Informatics Center’s website

04.01.04 a Announcement on the Implementation of English language and computer proficiency expected learning outcomes b Announcement on Organizing Examinations for English language and computer proficiency skills aligned to expected learning outcomes

04.01.05 a Decision on updating and modifying the course final exam format b Course outlines

04.01.06 a Internship course outline b Graduation thesis course outline

04.01.07 Instructors’ list of internship course

04.01.08 Instructors’ list of graduation thesis course

04.01.09 a Graduation Thesis Transcript Form b Decision on issuing Regulations on organization and training management of undergraduates of HUB c Decision on issuing Regulations on organization and training management of regular undergraduates according to the Credit System d Student Guidelines for Graduation Thesis xii

04.01.10 a Guidelines for Organizing Course Final Assessments for the Regular Undergraduate Program b Guidelines for Organizing Course Final Assessments by the online method

04.01.11 Announcement of training session provides Designing and

04.01.13 a Plan for building test banks b Minutes on inspection and approval of the Test Banks of

Courses c Inspection Decision of test banks d Acceptance Decision of test banks e Structure of test banks and tests

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

04.02.01 a Regulations on organization and training management of undergraduates of HUB b Regulation for managing grades on training management software c Temporary regulation on the course online assessment method d Regulations on the organization of the course final exams e Amendments and additions to the Regulation on the organization of course final exams f Guidelines for Excused Absences Policy in the Course

04.02.02 a Student Handbook, Version: 2020/2021, 2021/2022 b URL and pictures of the Faculty of Finance and HUB websites c URL and pictures of HUB websites d Training program, Major: Finance, 2021 e Announcement of the Study Plan f Regulations on organization and training management of undergraduates of HUB g Regulation for managing grades on training management software xiii

No Title of Evidence Category h Decision Issuing the Procedure for Reassessment of

Course Final Exams i Reassessment Request Form j Announcement for application for reassessment k Reassessment result l Web images regarding the decisions and procedures made publicly available by the Department of Testing and Quality

04.02.03 a Regulations on organization and training management of undergraduates of HUB b Regulation for managing grades on training management software c Regulation on organization of course final exams d Amendments and additions to the Regulation on organization of course final exams e Student Handbook f Training program, Major: Finance, 2021 g Decision Issuing the Procedure for Reassessment of

Course Final Exams h Reassessment Request Form i Announcement for application for reassessment j Reassessment result k Web images regarding the decisions and procedures made publicly available by the Department of Testing and Quality

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

04.03.01 a Regulations on organization and training management of undergraduates of HUB b Regulation for managing grades on training management software c Temporary regulation on the course online assessment method d Regulation on the organization of course final exams xiv

No Title of Evidence Category e Amendments and additions to the Regulation on the organization of course final exams

04.03.02 a Student Handbook b Announcement regarding the organization of entrance exams for foreign languages and computer proficiency and the reception of results for new students c Screenshots related to the announcement regarding the organization of entrance exams for foreign languages and computers on Ho Chi Minh University of Banking's website and the Foreign Languages and Informatics Center’s website

Tiêu đề	AUN - QA Self-Assessment Report: Bachelor of Finance and Banking
Người hướng dẫn	Dr. Nguyen Anh Vu, Dean of Faculty of Finance, Dr. Ong Van Nam, Head of Quality Assurance Unit
Trường học	Ho Chi Minh 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	145
Dung lượng	6,35 MB