AUN - QA self-assessment report of the bachelor of international economics

INTRODUCTION

E XECUTIVE SUMMARY OF AUN – QA S ELF – A SSESSMENT R EPORT

The self-assessment report (SAR) according to AUN-QA standards of the International Economics Faculty (IEF) - Banking University of Ho Chi Minh City (BUH) consists of four main parts:

- Part 1 introduces the BUH and the IEF;

- Part 2 focuses on evaluating the International Economics program (IEP) in - majoring in International Economics according to the AUN-QA standards;

- Part 3 is the assessment of strengths, weaknesses, points for improvement, and action plans to improve the quality of the IEP;

- Part 4 is an appendix that includes a self-assessment section, a list of evidence, specialized and general learning outcomes, a description of the education program, and the diagram

The IEF-BUH curriculum review positively assesses revisions to subject matter, stakeholder input, and teaching approaches Improvements have been made to faculty and staff quality, learning infrastructure, and student support However, the report acknowledges limitations in program synchronization and lecturer training, which an action plan will address.

O RGANISATION OF THE SELF - ASSESSMENT

Understanding the importance of developing and maintaining a quality assurance system in the University to achieve its mission and objectives, BUH has implemented many activities to improve the quality assurance system In which, internal and external evaluation is considered core measures to improve training quality From 2016, the University decided to conduct self- assessment activities and evaluated training programs according to AUN-QA's standards Following the success in self-assessment of the Banking major and the Finance major in 2019, the University continues to direct the IEF and some other faculties in conducting self-assessment according to AUN-QA's standards In addition, the University has established a University-level Self-Assessment Council, the Secretariat and specialized groups for self-assessment of training programs for undergraduate program of Accounting and Auditing, International Economics, Business Administration, and Master of Banking - Finance according to Decision No 1010/QD- DHNH dated May 18, 2020, of the Rector of BUH Accordingly, to write a SAR in IEF, the University assigned into two specialized teams Participants include the academic staff and support staff The duties of the Team Leader and specialized team members are as follows:

Team leader is in charge of self-assessment

- Lead and coordinate all self-assessment activities of programs against assigned standards

- Assign specific tasks to each member of the dedicated team in charge

- Direct the process of collecting information and evidence

- Organize the processing, analysis, coding of evidence information and writing SARs against assigned standards

- Organize, review, adjust and complete reports for assigned standards

- Take primary responsibility for assigned standards; coordinate with team members to implement work to ensure completion on schedule and schedule

Members are in charge of self-assessment

- Do tasks assigned by the Team Leader

- Identify the evidence that can be collected and list the evidence according to the diagnostic question for the assigned standard/criteria

- Identify sources of evidence collection, collect evidence, and write SARs against assigned standards/ criteria

- Edit and make all corrections according to suggestions, and requirements.

G ENERAL INTRODUCTION OF BUH AND IEF

BUH was established under Decision No 174/2003/QD-TTg dated August 20, 2003 of the Prime Minister based on independent separation from the Academy of Banking Since being recognized as a training institution under the State Bank of Vietnam in 1976, with the task of providing human resources in the banking and finance sector mainly for the southern region, up to now, the University has had a process of more than 45 years of continuous development

In its development strategy for the period 2021-2035, with a vision to 2045, the University defines its mission: “Provide society and the banking industry with high-quality human resources, influential research, along with consulting services and community service activities BUH creates an educational ecosystem, providing opportunities and lifelong learning skills towards comprehensive and creative human development with the spirit of serving the country and the people

And the vision of the University is "orientation to become a multi-disciplinary and interdisciplinary university in the group of leading universities in the region and continent in the fields of economics, business, management, law, society, and humanity We are pioneers in training, research, and application of digital technology in the fields of finance, banking, business, management and pioneer in solving interdisciplinary problems”

The IEF is one of 11 specialized faculties, established under the Decision No 376/QD-DHNH dated April 1, 2014, of the Rector of BUH The Faculty was assigned the task of being in charge of the IEP The current organizational structure of the Faculty consists of a Vice Dean in charge and two Vice Dean Assistants: one in charge of training and international cooperation, and one in charge of office work and scientific research All subjects in the Faculty are structured into three departments: Department of Applied Economics, Department of International Trade, and Department of International Investment (Figure 0.1) Currently, the Faculty operates 02 majors: International Economics and International Business As of September 2021, the Faculty has 29 academic staff and 01 office staff; in which there is 01 associate professor (3.5% of the total number of academic staff), 09 doctorates (31%), and 19 masters (65.5%)

Figure 0 1 Organization chart of IEF

(Source: Regulation on organization and operation of the IEF, 2020)

Now, IEF is pursuing the following mission, vision, and educational philosophy:

By 2030, IEF will become a pioneer faculty with application orientation at the BUH

Providing study programs with regional and international accreditation and producing highly skilled graduates who can work in different areas of international business and trade Promoting applied research in international economics that is aligned with the needs of industries

Being one of the leading faculties of BUH to transfer technology and research results to industries

The study program provides a proper balance between theory and practice as well as equips graduates with knowledge, skills and personal attitudes that match their career needs

The study program provides broad knowledge, transferable skills, and social and ethical concerns

The study program and delivery methods are up to date, practical and aligned with the development strategies of the Faculty and the University

AUN-QA CRITERIA

Sub-Criterion 1.1: The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university

Before 2015, the mission of the University was: "Creating and transferring scientific knowledge, meeting the requirements of the cause of industrialization and modernization of the country." After

2015, the University redefined this mission as "Creating and transferring scientific knowledge, meeting integration requirements." As for the overall vision and goals, the University has also changed Before 2015, the University determined the overall goal to be a research-oriented university - application However, since 2015, the overall goal has changed, and the University has redefined its vision as an application-oriented University The goals of the IEP and the programme learning outcomes (PLOs) adjusted for compatibility [01.01.01]

The IEP is currently applying the second revised curriculum, issued under Decision No 1997/QD-DHNH dated 16/14/2020 In this adjustment, IEF develops and allocates learning outcomes following the assessment criteria of AUN-QA and applies from the academic year 2020-

2021 The curriculum content is concretized from the PLOs for International Economics (Figure 1.1.) [01.01.02]

Figure 1 1 Objectives & PLO of international economics major

(Source: Training Program in International Economics 2020)

General objectives: To have fundamental knowledge of economics, business – management in general and to have in-depth and modern knowledge of International Economics in particular; have good ethical qualities, have research capacity and professional skills to meet the demand for human resources of International Economics

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

PLO2-Ability to think critically.

PLO3-Ability to organize, work in teams and communicate effectively in international business environment.

PLO4-Ability to study further and do research as lifelong learners

PLO5-Ability to comply with the law, professional ethics and becoming a responsible citizen.

Major PLO6-Ability to apply general and specialized knowledge to solve problems in the field of international economics.

PLO7-Ability to take part in research projects to develop measures for issues of international economics

PLO8-Ability to identify, respond and adapt to changes in the international economics sector.

Program Learning Outcomes Figure 1 SEQ Figure_1 \* ARABIC 1 Objectives & Program Learning Outcomes of International Economics major

EXPECTED LEARNING OUTCOMES

Sub-Criterion 1.1: The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university

Before 2015, the mission of the University was: "Creating and transferring scientific knowledge, meeting the requirements of the cause of industrialization and modernization of the country." After

2015, the University redefined this mission as "Creating and transferring scientific knowledge, meeting integration requirements." As for the overall vision and goals, the University has also changed Before 2015, the University determined the overall goal to be a research-oriented university - application However, since 2015, the overall goal has changed, and the University has redefined its vision as an application-oriented University The goals of the IEP and the programme learning outcomes (PLOs) adjusted for compatibility [01.01.01]

The IEP is currently applying the second revised curriculum, issued under Decision No 1997/QD-DHNH dated 16/14/2020 In this adjustment, IEF develops and allocates learning outcomes following the assessment criteria of AUN-QA and applies from the academic year 2020-

2021 The curriculum content is concretized from the PLOs for International Economics (Figure 1.1.) [01.01.02]

Figure 1 1 Objectives & PLO of international economics major

(Source: Training Program in International Economics 2020)

The primary educational goal is to equip students with foundational principles in economics and business management In particular, students will develop specialized expertise in International Economics, informed by contemporary perspectives Beyond academic knowledge, emphasis is placed on ethical integrity, research acumen, and professional capabilities to align with the evolving demands of the International Economics sector.

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

PLO2-Ability to think critically.

PLO3-Ability to organize, work in teams and communicate effectively in international business environment.

PLO4-Ability to study further and do research as lifelong learners

PLO5-Ability to comply with the law, professional ethics and becoming a responsible citizen.

Major PLO6-Ability to apply general and specialized knowledge to solve problems in the field of international economics.

PLO7-Ability to take part in research projects to develop measures for issues of international economics

PLO8-Ability to identify, respond and adapt to changes in the international economics sector.

Program Learning Outcomes Figure 1 SEQ Figure_1 \* ARABIC 1 Objectives & Program Learning Outcomes of International Economics major

Sub-Criterion 1.2: The expected learning outcomes cover both subject specific and generic (i.e., transferable) learning outcomes

The curriculum of the IEP that currently applied is quite comprehensive, showing all the characteristics according to SMART criteria:

The learning outcomes are specifically defined (Simple): Accordingly, 8 PLOs include two groups: (i) 5 general PLOs demonstrating basic knowledge, soft skills, as well as attitudes and personal qualities that students need to achieve These are the standards that learners need to achieve in the context of an integrated economy, defined in the University's mission and vision (ii) 3 specific PLOs that graduates from IEP need to achieve to ensure the professional requirements [01.02.01]

No Program Learning Outcomes (PLOs)

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

PLO2 Ability to think critically X

PLO3 Ability to organize, work in teams and communicate effectively in international business environment X

PLO4 Ability to study further and do research as lifelong learners X

PLO5 Ability to comply with the law, professional ethics and becoming a responsible citizen X

PLO6 Ability to apply general and specialized knowledge to solve problems in the field of international economics X

PLO7 Ability to take part in research projects to develop measures for issues of international economics X

PLO8 Ability to identify, respond and adapt to changes in the international economics sector X

(Source: International Economics training program 2020)

Sub-Criterion 1.3: The expected learning outcomes clearly reflect the requirements of the stakeholders

The IEP syllabus underwent three iterations from 2014-2015 to 2021 The first and second versions aligned with the CDIO approach in developing their Program Learning Outcomes (PLOs) The third version, released in 2021, also incorporates the CDIO approach in its PLOs.

The process of building and adjusting the PLOs has been increasingly improved At present, stakeholders' opinions in program development are fully considered [01.03.02] Stakeholders include (i) Employers; (ii) Alumni; (iii) Experts, and (iv) Students In the first revision (in 2018), the Faculty mainly consulted experts (academic staff) and students in the University, while the opinions of alumni and employers were not in survey Those limitations were removed in the second revision in 2020 Stakeholders’ opinions are mainly collected via surveys and meetings The adjustment of PLOs follows the University plan [01.03.03] As a result, the content of PLOs is clearly defined, consistent with the mission and vision of the University and the Faculty PLOs reflect the requirements of stakeholders, and especially in version 3, PLOs meet training quality standards of the Ministry of Education and Training (MOET), in line with the conditions of resources of the University and the Faculty

Figure 1 1 The process of building the PLOs

The Institute for Educational Leadership (IEF) proposed eight Program Learning Outcomes (PLOs), which were unanimously accepted by the stakeholders The Faculty made no further modifications to the PLOs Subsequently, the qualifications for the IEP specialization training program were released.

Table 1 2 PLOs reflection with the stakeholder requirements PLOs VQF Alumni Employers Academic staff Students

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

PLO2: Ability to think critically F M F F F

PLO3: Ability to organize, work in teams and communicate effectively in international business environment

PLO4: Ability to study further and do research as lifelong learners F M M F F

PLO5: Ability to comply with the law, professional ethics and becoming a responsible citizen

PLO6: Ability to apply general and specialized knowledge to solve problems in the field of international economics

PLO7: Ability to take part in research projects to develop measures for issues of international economics

PLO8: Ability to identify, respond and adapt to changes in the international economics sector

F: Fully fulfilled (4,5: 80-100%) M: Moderately fulfilled (4,5:61- 80%) P: Partially fulfilled (4,5: 40-60%)

(UCSE): holds meetings on plans for formulation PLOs

Faculty formulates tentative PLOs, consults stakeholders’ opinions and finalizes the tentative PLOs

Faculty conducts a survey to get stakeholders’ opinions on the tentative PLOs

Faculty publicizes PLOs of the program on the website and communicates them to stakeholders

Faculty holds workshops or conferences to consult stakeholders’ opinions on the PLOs

Faculty improves the PLOs and reports to UCSE

PROGRAMME SPECIFICATION

Sub-Criterion 2.1: The information in the programme specification is comprehensive and up-to-date

The 2020 training program specification has the following information:

(i) Name of degree-granting institution (University), training unit (Faculty), degree level, major (International Economics), code (52.31.01.06), course format;

(ii) Objectives of the training program;

(iii) Program Learning Outcomes (PLOs);

(iv) The matrix integrates the PLOs and CLOs;

(vi) The volume of knowledge of the whole course;

(viii) Training process – Graduation requirements;

(ix) Reference training program – comparison;

The programme specification is usually issued simultaneously as the new issuance and the modification and change of the training program The latest version is the 2020 one] [02.01.01]

Sub-Criterion 2.2 The information in the course specification is comprehensive and up- to-date

All subjects in the curriculum have a course specification The course specification of the training program is standardized according to the regulations of the University (as evidenced by the subject outline) Information in all course specifications includes:

(i) General information about the subject and requirements for taking the class

(ii) Description of class target

(iii) Class materials include primary documents and references

(iv) CLOs and the satisfaction degree of the allocated PLOs

(vi) Methods of course assessment

(vii) General provisions of the course

(viii) Name of the subject/faculty in charge of the subject

(ix) Date of issue/modification of the course specification

In order to ensure updating, the course specification is also periodically reviewed and revised along with the time of review and revision of the curriculum Thus, from 2014 to October 2020, the course specification has undergone 02 revisions With each revision, the course specification has been more complete with helpful information for stakeholders [02.02.01]

Below is a comparison table of the changes in the course specification across versions:

Table 2 1 Comparison of course specification over the period

1 Name Course outline Unchanged Unchanged

2 General information about the subject

Subject name, subject nature (compulsory or elective), amount of knowledge (calculated by credit), subject code, subject name prerequisite

Brief description of course content

Description of course objectives, with coding for each objective

Description of CLOs, however unencrypted and no connection to PLOs

Description and coding of CLOs;

There is a connection to the PLOs assigned to the course

Description and coding of CLOs; There is a connection to the PLOs assigned to the course and the codified course objectives

5 Content of the teaching plan

A detailed list of chapters in the subject, allocation of time according to theory and practice, associated with CLOs, and evidence of assessment

List in detail the chapters in the subject, allocate time according to theory and practice, attach to CLOs and associate with teaching and learning activities to achieve the goals of each chapter (expected learning outcomes - ELOs) along with proof of the assessment

List the chapters in the subject associated with CLOs, teaching and learning activities, and assessment methods and introduce references for each chapter

List assessment components (process and final); List the assessment methods associated with CLOs, the weight of each assessment method

7 General provisions for the subject

Regulations on the minimum number of hours to class, handling problems related to the test

Signature of the editor, confirmation of the Faculty and the University, date of issue/modification

(Source: Summary of the Faculty)

Sub-Criterion 2.3: The programme and course specifications are communicated and made available to the stakeholders

To provide full information for learners, employers, alumni, and experts, programme and course specifications were publicly, clearly and fully published via some channels as:

● On the University’s website https://portal-en.buh.edu.vn

● On the Faculty's website: [02.03.01a] https://foie.buh.edu.vn/academic- programs/undergraduate/international-economics/course-outline-microeconomics-

● Talks and seminars on training programs [02.03.01c]

● Meetings with students in the division [02.03.01d]

In addition, the course information is also clearly delivered to students at the session and this information is saved on the E-Learning system [02.03.01e] Furthermore, every year, the University issues media publications to introduce courses and career guidance to high school students [02.03.01d] Important information in the programme specification such as Professional associations, admissions criteria, and academic activities and movements are published via the University's official admissions portal (http://tuyensinh buh.edu.vn/), social media campaigns, and enrollment counseling livestreams (https://www.facebook.com/tuyensinhdaihocnganhang).

PROGRAMME STRUCTURE AND CONTENT

Sub-Criterion 3.1: The curriculum is designed based on constructive alignment with the expected learning outcomes

The PLOs are the basis for the Faculty to design teaching and learning methods, which are consistent with assessment methods for learners, and are demonstrating compliance with the principles of CA (Constructive Alignment) All subjects have their own CLOs, teaching and learning activities, and assessment methods to achieve the CLOs [03.01.01]

The curriculum is designed according to the compatibility between PLOs, teaching methods, and assessment methods The curriculum consists of 03 levels: basic, intermediate, and advanced levels in the Bloom scale At a basic level, students are required to recognize and apply basic knowledge of natural and social sciences in economics At a higher level, students need to think critically and work in groups Finally, the advanced level requires students to show initiative, positivity, and ability to synthesize and evaluate problems in learning and researching

Sub-Criterion 3.2: The contribution made by each course to achieve the expected learning outcomes is clear

In developing curriculum and designing course specifications, the Faculty held a meeting after the PLOs were officially announced The Faculty assigned the PLOs for each subject, ensuring that each subject has a particular role, contributing to the overall PLOs (Appendix 4.2) Each subject participates in the PLOs shows to a certain extent according to the scale It also depends on the achievement of knowledge, skills, or the degree of autonomy and responsibility (referred to as attitude) to use the appropriate Bloom scale [03.02.01]

The level of contribution of each module to the PLOs is assessed at different levels according to the Bloom scale In BUH, the scale from level 2 to level 4 will be used Specifically, for definitions, concepts, or specialized terms, learners must achieve level 2, corresponding to understanding those concepts and terms; level 3 corresponds to the ability to apply learned knowledge to specific situations; and level 4 represents the students' analytical ability In addition, the allocation of the qualification level for each subject depends on which stage the subject belongs to in the training program For example, courses at the general stage must meet the learning outcomes at level 2; those at the specialized stage must meet the outcomes at levels 3 and level 4

The Foreign Trade Operations course curriculum (02.01.01c(40)) aligns with its intended learning outcomes (PLOs) by effectively combining teaching and assessment methods This alignment is evident in the detailed course outline provided in Tables 3.1 and 3.2, which illustrate the correspondence between PLOs, teaching methods, and assessment methods employed to achieve the desired student outcomes.

Table 3 1 The compatibility between the outcomes with teaching and learning methods and assessment of Foreign Trade Operations in achieving PLOs

CLO2 - Present and explain the concept, characteristics, commercial conditions, and terms of the international trade contract; select suitable commercial terms and trading conditions in international trade contracts

- Explain and discuss theoretical content

- Provide and organize individual practice exercises and group discussion situations for students

PLO5 – Being able to comply with the law, professional ethics and becoming a responsible citizen

CLO4 - Identify and analyze problems occurring in drafting, negotiating, and signing international trade contracts, thereby proposing measures to solve the above problems

- Provide and organize individual practice exercises and group discussion situations for students

PLO6 – Ability to apply general and specialized knowledge to solve problems in the field of international economics

CLO6 - Practice organization and implementation of import and export activities; analyze and solve problems occurring during the implementation of import and export activities

- Practice in the machine room

- Apply electronic customs declaration software and conduct discussion and analysis of situations

PLO7 – Ability to take part in research projects to develop measures for issues of international economics

(Source: Syllabus of Foreign Trade Operations – 2020 version)

Table 3 2 Matrix of Subject Contribution to PLO

(Source: Syllabus of Foreign Trade Operations – 2020 version)

Sub-Criterion 3.3: The curriculum is logically structured, sequenced, integrated and up- to-date

In building the curriculum structure, the proportion of general, fundamental, and specialized knowledge in the training program is greatly influenced by the way of enrollment and the division of major of the University Specifically, for many years (from the 2014-2015 School year), BUH advocated general admission for the economics, business and management sectors, without majoring right from the start as some other universities Therefore, students majoring in economics and business management, including international economics major, studied together for the first 03 semesters of general and basic subjects (about 20 modules, with nearly 60 credits); from the fourth semester, the students came to their major That is why the percentage of subjects in the fundamental knowledge in the curriculum was relatively high, compared to other universities [03.03.01]

By the 2017-2018 School year, the University admission policy changed significantly (no more general admissions for the whole university, but separate admissions and sub-specialties right at the beginning of admission) For that reason, along with the limitations of the old curriculum (version 1), the IEF has revised the curriculum (version 2) to accommodate the change Along with the development of the University towards the goal of integrating and standardizing training activities and complying with the University's regulations on reviewing and editing training programs every 02 years, the Faculty conducts a survey and a meeting to edit and complete the training program version 3 (2020) Figure 3.1 shows the structure of the curriculum in 2020

Figure 3 1 Structure of training program in 2020

(Source: The curriculum for International Economics 2020)

When comparing the IEP through the periods from the 2014-2015 School year to the 2020-

2021 School year, it is possible to notice changes and updates in the structure of the training program as shown in Table 3.2 below:

Table 3 3 Structure of training program through periods

(Source: curriculum for the period from 2014 to 2020)

Data in Table 3.2 shows that the structure of the training program version 2 (in 2018) and version 3 (in 2020) did not change too much However, compared to version 1 (in 2014), there is a significant difference in version 2 and 3 The changes are that the proportion of general education sharply reduces while there is an increased fundamental knowledge of major subjects The proportion of specialized knowledge is almost unchanged in all 03 versions of the curriculum To create the flexibility and diversity for students when choosing supplementary subjects, the number of optional courses in version 3 is more than in versions 1 and 2

The curriculum is thoughtfully structured by faculty to create a cohesive learning experience The sequence of subjects is carefully planned, and the number of credits is evenly distributed across semesters This ensures a manageable workload for students and allows them to progress at a steady pace, making the curriculum both effective and accessible.

In summary, from 2014-2015 to 2020-2021 School year, the IEP has undergone two adjustments The structure and content of the training program are up-to-date, objective, and subjective According to a PDCA process, the Faculty have followed this process, including all P

- Plan steps; D – Do; C - Check; A - Act However, the results show that the Faculty has the proper awareness of building and adjusting the PLOs and curriculum The training program in the later stage is improved and more complete than the previous periods

In addition, the design of optional subjects is to create the most favorable conditions for students to choose their favorite subjects, which can promote their knowledge and skills Other knowledge along with international economics knowledge may assist students in choosing their career as well as in meeting the diverse needs of employers

TEACHING AND LEARNING APPROACH

Sub-Criterion 4.1: The educational philosophy is well articulated and communicated to all stakeholders

Before 2020, although there was no clear written statement of educational philosophy, learning activities were carried out on the principle of student-centeredness Still, they ensured the Faculty's training goals: "Students graduating from International Economics major have mastered the modern basic knowledge of economics in general, in-depth knowledge of international economics in particular, have good qualities, and are capable of effective research and application in the context of international integration." Since then, the PLOs have been built according to the motto of the Faculty, which is that the graduates of the IEF are comprehensively aligned with the goals of the training program and contribute to achieving the mission of the Faculty/University

In 2020, the Faculty officially discussed and agreed to build its educational philosophy Specifically, "Comprehensive - liberal - practical education" is based on the mission and vision of the University

Comprehensive education fosters a balanced learning environment integrating theory and practice, encompassing attitudes, skills, and knowledge This is evident in the curriculum, which includes general knowledge (foundational subjects in economics, politics, culture, physical training, foreign languages, and higher secondary level continuation in mathematics, law, and research methods), fundamental knowledge in economics (microeconomics, macroeconomics, management, marketing, business law, international economics, financial theory, and corporate finance), and specialized knowledge in international business and economics (international finance, investment, econometrics, trade policy, and business) Teaching methodologies encompass lectures, group discussions, direct discussions, access to library resources, online student-lecturer engagement groups, and extracurricular clubs like IBC, IEC, and ICC Additionally, practical knowledge, skills, and attitudes are reinforced through extracurricular events such as company tours, sports competitions, and tournaments.

Liberal education is a teaching and assessing method that focuses on training open and systematic thinking The curriculum provides a broad fundamental knowledge, highly adaptive skills, and the ability to perceive values ethically and socially Overall, the curriculum provides learners with many options in macro-thinking at the level of international economic policy contributions (for example, courses in Macroeconomics, International Economics, International Trade Policy, International Finance), to micro-thinking at the administrative level of businesses involved in international trade (subjects include International Business, International Business Strategy, Foreign Trade Operations) At every stage in the curriculum (general knowledge,

14 fundamental knowledge, and specialized knowledge), students can select different courses according to their career orientation, personal interests, and the need to expand knowledge More specifically, in the general course and the foundational subjects of politics, mathematics, statistics, and law, International Economics students can choose other diverse subjects such as Vietnamese cultural foundations, Psychology, Logic, and Mathematical models in economics In addition, students have course options in the foundation course, including History of Economic Thought, Development Economics, and Public Economics In the specialized module, optional subjects are divided into specialized orientations, including Management and policy analysis, and International trade and governance orientation With the diversity, thoughtfulness, and improvement in the design of training programs, graduates of the IEF are always equipped with an open mind, liberated from a solid knowledge base, and can participate in diverse economic and business activities

On the narrow side, each subject provides open topics for students to discuss and give presentations Learners' assessment is also diverse and liberal, such as periodical and final exams with diverse forms of multiple-choice questions, thinking questions and practice exercises, essays, group discussions, and presentations

Practical education is the program and teaching method associated with the practice, consistent with the application orientation of the University The curriculum focuses on a balanced ratio between theoretical and practical training in the whole program and each module Practical training is organized in the following forms: Practical simulation of each subject (typical example: a laboratory simulating logistics work of a service company in the subject of Foreign Trade Operations); Visiting/learning during the learning process; Graduation internship at the end of the course; Orientation and career skills exchange (welcome sessions for first-year students and career orientation exchanges for students after one year of general education); Organizing extracurricular visits to multinational companies (multinational company corporate tours including Yakult, Heneiken, New Port); Organize extracurricular events to learn about the cultures and habits of other countries (for example, the program of cultural festivals of ASEAN+ countries, the training program to take pictures with experts)

The Faculty's educational philosophy has been disseminated to learners, academic staff and service staff, and administrators to understand and pursue through websites, boards, and orientations [04.01.01]

Sub-Criterion 4.2: Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes

Since applying the educational approach towards achieving the learning outcomes, teaching and learning activities at the Faculty have been designed according to the principle of "directed compatibility" with the CLOs [04.02.01] In general, the teaching and learning activities of the Faculty have been appropriately designed to achieve the PLOs Table 4.2 shows that academic staff diversely design the Faculty's teaching and learning methods to help students achieve the PLOs of the IEF

Table 4 1 The relationship between teaching and learning methods, assessment methods, and PLOs

PLOs Teaching and learning method

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

Explaining Discussion groups Brainstorm Q&A Direction

Microeconomics Macroeconomic Scientific Research Methods International Economics Development Economics Public Economics

Group homework Research proposal Personal check Quiz

PLOs Teaching and learning method

PLO2: Ability to think critically

Discuss Group exercise + presentation Discuss the situation

Microeconomics Macroeconomic Scientific research methods Applied Econometrics for International Economics International Economics Development Economics Emerging Market Economies

Group homework Research proposal Quiz

PLO3: Ability to organize, work in teams and communicate effectively in the international business environment

International Economics International Business Strategy

Group homework Research proposal Quiz

PLO4: Ability to study further and do research as lifelong learners

Microeconomics Macroeconomic Scientific Research Methods

Group homework Research proposal Quiz

PLO5: Being able to comply with the law, professional ethics, and becoming a responsible citizen

Practice report Internship report Essay

PLO6: Ability to apply general and specialized knowledge to solve problems in the field of international economics

Applied Econometrics for International Economics Introduction to International Economics

Development Economics International Finance International Investment International Trade Policy

PLO7: Ability to take part in research projects to develop measures for issues of international economics

Applied Econometrics for International Economics International Finance International Investment International Trade Policy

Group homework Research proposal Quiz

PLO8: Ability to identify, respond and adapt to changes in the international economics sector

Applied Econometrics for International Economics International Finance International Investment International Trade Policy

(Source: International Economics training program and course outline) Firstly, following the PLOs of International Economics, corresponding modules were identified and added in the curriculum Depending on each module, teaching and learning

16 activities are designed to ensure compatibility with their CLOs and thereby contribute to the PLOs

Academic department and academic staff are responsible for designing teaching and learning activities in the detailed course syllabus Most teaching and learning activities reflect the compatibility with the achievement of the CLOs and the PLOs Table 4.3 describes an example of the compatibility of the PLOs, the CLOs of International Trade Policy (under the specialized), Teaching and Learning Design, and Assessment Methods A more specific example with the key value is "Ability to participate in building and developing application solutions in International Economics." Therefore, the lecturers design teaching activities of this module based on the actual commercial dispute situations of enterprises (dumping and imposition of anti-dumping duties, export subsidies, and countervailing duties) Students are divided into a group, collect data, and build a system of arguments to support the trade policy positions that businesses are pursuing

The teaching and learning activities of the IEP are diverse and flexible , ranging from lectures, documents, presentations, group discussions, translation of policy documents and research papers, and debate of real situations which help students achieve the CLOs In each subject, students must perform various classroom activities (speaking, homework, presentation, assessment of other students, and self-assessment) and self-study Traditional methods such as lectures will help students understand the primary content of specialized theoretical and conceptual foundations In addition, the academic staff also apply modern methods such as requiring students to read study materials in advance; in class, students must discuss in groups, present and answer questions To meet the applied skills, students are required to participate in role-playing, solving real-life profile simulation situations, and performing exercises in the practical machine room In addition, academic staff also interact indirectly with students through University emails, forums such as social networks (Facebook, Zalo) and provide students with readings from prestigious magazines or links to teaching clips [04.02.02]

Table 4 2 Course design of International Trade Policy to meet the PLOs

PLO6: Ability to apply background and in- depth knowledge to solve professional problems in

CLO1: Role analysis, classification of policy groups, and international trade policy tools

Lecture, Reading documents, Group discussions, Individual exercises

Homework (diligence), Midterm writing test

CLO2: Explain and practice international trade practice exercises associated with the theoretical basis learned

Lecture, Individual exercises, Personal exercises

Homework (diligence), Midterm writing test

CLO3: Outlining, classifying, and illustrating the corresponding theoretical basis for sample situations to solve and implement case exercises related to international trade policy, indicating the theoretical basis and illustrating the current status of the international trade policies of Vietnam

Lecture, Reading documents, Group discussions, Individual exercises

Group presentation, Final writing test

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

CLO4: Debate issues of development context and international trade policy associated with that context; analyze and infer policy scenarios and outcomes

Lecture, Reading documents, Group discussion, Grouping according to subjects arguing a commercial dispute

Group presentation, Midterm writing test, Final writing test

PLO8: The ability to recognize, grasp, and adapt to changing trends in International

CLO5: Contrast theory to practice calculating, measuring, and considering a specific policy situation in the past or the application

Lecture, Reading, Presentation/Group Essay

Group essay, Final writing test

(Source: Syllabus of International Trade Policy) Second, learners are guided and supported to have easy and complete access to teaching and learning activities at the Faculty right from the first days of the course Routine activities are organized from the University to the faculty level These activities are held annually at the beginning of each semester to help students access the curriculum and teaching activities at the Faculty At the University level, a meeting program between the University’s Board and Faculty representatives and students is held periodically during the University's first month Every year, the Faculty organizes welcome and orientation sessions for first-year students to introduce the curriculum as well as to orient students on the knowledge and skills that students need to be prepared to cultivate in order to have a good approach to the curriculum for their years at the University Academic advising activities are regularly maintained twice/semester (at the beginning and the end of the semester) The content related to teaching and learning is discussed with the students to help them fully take the initiative in the study plan and grasp the requirements As a result, students can design their appropriate learning schedule In addition, right at the end of the general course, an introductory course is provided for all students, introducing them to the objectives, learning orientations for coming University-years

Third, the teaching activities of the academic staff are closely supervised by the Faculty Council and the Department Via academic activities such as meetings and group discussions, academic staff can exchange and share their experiences on selecting teaching and learning activities to meet the orientation compatibility with the PLOs The teaching activities are assessed via student surveys and feedback by the Dean's Council to improve teaching quality Faculty members are always encouraged to use various teaching methods to help students learn actively and creatively Student’s participation is regularly assessed during one course, and this will encourage students to think independently as well as to promote teamwork skills, and presentation skills Understanding the importance of assessment methods throughout the learning process, the training program specializing in International Economics continuously updates the syllabus and assessment methods For example, most of the subjects in the period 2014-2017 were designed with assessment methods with the proportion of 30% of the course score and 70% of the final exam score However, in 2018-present, the proportion is increased to 50% to assess student effort and progress more closely

Fourth, students' learning activities are expanded in many different forms, not only encapsulated in classroom sessions Students can exchange knowledge by participating in academic clubs, competitions, and professional skills within and outside the Faculty

Students are encouraged to participate in extracurricular activities to achieve the learning outcomes focusing on the skills in curriculum Firstly, the University and Faculty organize scientific research activities such as research projects or professional seminars to support students to improve their professional skills such as collecting and processing information skills, presentation skill, persuading skill Secondly, students can participate in academic competitions such as University-level Scientific Research Project, Youth Union level, BUH young logistics talents, which are organized to create opportunities to promote their research skills, organizational skills, and teamwork Third, students are also joining clubs such as life skills, sports, and English to achieve the allotted achievement of communication skills and foreign language proficiency suitable for international working environments [04.02.03]

Sub-Criterion 4.3: Teaching and learning activities enhance life-long learning

STUDENT ASSESSMENT

Sub-Criterion 5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes

In order to ensure students achieve PLOs of the IEP, assessment forms are used consistently and continuously throughout the curriculum, including entrance examinations, level diagnostic assessment, course attendance assessment, final assessment, internship assessment and graduation thesis assessment

First, about admission, students must participate in admission according to regulations of

MOET and submit an application at the University for admission Each academic year, the University has a specific admission plan The University has a clear regulation related to admission for students nationwide The University accepts International Economics major students based on

3 methods: (i) Priority admission (according to MOET's regulations); (ii) admission based on the results of the national high school examination and (iii) based on the results of competency assessment examination organized by Viet Nam National University of Ho Chi Minh City For the method based on the results of the national high school exam, the admission of the Economics -

Business group (including International Economics major) of the University is based on the scores of groups of the subjects: A00 (Math, Physics, Chemistry), A01 (Math, Physics, English), D01 (Math, Literature, English), D07 (Math, Chemistry, English) The admission score is the total scores of three subjects in each group plus the candidate's priority score (if any) according to MOET regulations

The principle of admission is to take the admission score from high to low until the admission quota is met Table 5.1 shows that the admission criteria of the A00 combination of subjects to the IEP of the University have increased gradually over the years Compared to the International Economics major entrance exam scores of the Ho Chi Minh City University of Economics and Law and the Diplomatic Academy, although the University's standard scores are lower, in general the difference is not too big [05.01.01]

Table 5 1 Admission basic score for International Economics major (A00 combination)

School year Admission basic score

(Source: Summary from the DAA)

With diagnostic assessment, the University applies this assessment to foreign language and computer literacy, essential skills that support students' learning throughout the training process [05.01.02]

During the training: The curriculum of IEP has 122 credits with 42 modules For each module, students are assessed through two forms: assessment of the learning process (including assessment activities such as mid-term tests, participation in class lessons with many different assessment methods) and assessment at the end of the course [05.01.03]

According to the general regulations of the University, the assessment of the learning process accounts for 50% of the course score and the assessment at the end of the course accounts for 50% of the course score [05.01.04]

Table 5.2 has shown that the assessment methods of IEP subjects are designed in a variety of ways corresponding to the PLOs allotted for the subjects to aim at improving student capacity

In addition, many assessment methods have been put into use, such as individual tests, multiple- choice exams (microeconomics, macroeconomics), implementation of SR outlines (SR Methods), practical internships and group reports (Introduction to International Economics major) The question bank for the final multiple-choice exam of the subjects (Macroeconomics, International Finance, International Economics…) is built on a 4-level scale, with level 1 knowing, level 2 understanding, level 3 applying and analyzing and level 4: synthesizing and evaluating [05.01.05] Each subject uses different assessment methods that are compatible with the outcomes allocated to that subject For example, the International Business module is allocated 3 program- level outcomes: PLO6, PLO7 and PLO8 The course has built 3 CLOs for the course, namely CLO1, CLO2, and CLO3, respectively, corresponding to the 3 PLOs allocated to the course To evaluate the three CLOs, the module uses different assessment methods such as individual exercises, multiple-choice questions, essays, and case studies (Table 5.2)

Table 5 2 Assessment methods used in the International Business module

Assessment method and percentage (%) in subject score

Percentage (%) of outcome score by each assessment method

Percentage (%) of outcome points in subject scores

International business ventures navigate a dynamic environment characterized by both opportunities and risks Careful analysis of these factors enables businesses to formulate tailored strategies that optimize their success Case studies provide practical examples where professionals apply this knowledge to identify and implement appropriate international business strategies in response to the specific environmental context These strategies leverage opportunities while mitigating risks, enhancing global competitiveness and fostering sustainable growth in today's interconnected marketplace.

10-point scale with a specific score for each question

Midterm test on sixth lesson (20%)

Multiple – choice questions, essay questions and case study

A2.1 Final written exam after studying (50%)

(Source: International Business course outline -– Curriculum 2020)

Of the above three PLOs, PLO7 is the most important one because the ability to participate in building and developing application solutions in the field of international economics is the main goal of the course Therefore, the PLO7 accounts for the highest proportion in the subject scores For PLO8, the module uses individual exercises through 7 lessons as an assessment method to test the proficiency in professional skills in international business activities of multinational companies The individual assignment is built as a real-life situation exercise on a 10-point scale with a specific score for each question The PLO6, PLO7 and PLO8 are assessed through the midterm exam and the final written exam The mid-term and final written exams are also on a 10- point scale while multiple-choice questions, essay questions and case studies are assessment methods For PLO6, the module uses the essay method in the midterm exam and the multiple- choice method in the final exam to assess the ability to identify and analyze differences in the international business environment For PLO7, the module uses multiple-choice methods and case studies in both the midterm exam and the final exam to test the ability to relate to each other and apply international business knowledge to specific situations in the operations of multinational companies For PLO8, to assess the ability to recognize, grasp and adapt to changing trends in the field of international business, the module uses case study methods both midterm exam and final exam

Thus, different assessment methods are appropriately applied to evaluate the CLOs and PLOs [05.01.06]

The internship report and thesis are integral components of the graduation process, serving as evaluative tools to determine students' readiness for graduation Clearly defined academic standards must be met prior to participation in the internship course and thesis Both components are accessible within a specific time frame (4 to ).

All students are required to participate in the Internship module The internship module is an important course for students to achieve the outcome of professional practice The evaluation of the Internship module is based on three comments from (i) the internship unit based on the student's internship diary; (ii) The lecturer's guides through the interaction during the internship and when writing the internship report; (iii) The quality of the internship report, which shows the students' ability to apply learned knowledge and promote their professional practice capacity In

2020, the internship assessment rubric was developed to ensure greater compatibility between the assessment and outcomes [05.01.07]

For the thesis, students have the right to choose between doing the thesis and studying alternative subjects which are clearly shown in the curriculum Thesis or alternative courses are directed to outcomes about students' professional practice capacity If doing the thesis, students are guided by a lecturer Students must publicly defend their thesis in front of a group of three- examiners The thesis is evaluated with clear criteria for instructors, reviewers, and three examiners [05.01.03]; [05.01.08]

To graduate, students must complete all modules within the curriculum, including foreign language proficiency (English level 3/6 or equivalent certificate), physical education (certificate granted by the University's Department of Physical Training), and defense education (completion certificate issued by the Viet Nam National University of Ho Chi Minh City Center for Defense and Security Education based on written assessments).

Whenever qualified with PLOs, students are ready to graduate [05.01.10]

Sub-Criterion 5.2: The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students

ACADEMIC STAFF QUALITY

Sub-criterion 6.1: Academic staff planning (considering succession, promotion, redeployment, termination, and retirement) is carried out to fulfil the needs for education, research, and service

As of Dec 31 st , 2020, there are 29 lecturers in the IEF [06.01.01] Table 6.1 shows the structure of qualifications of the IEF’s academic staff compared to those of the Business Administration Faculty (FBA), and the Accounting and Auditing Faculty (FAA)

Table 6 1 Comparing the structure of qualifications among three Faculties

Quantity Ratio Quantity Ratio Quantity Ratio

According to the university’s strategies of academic staff development, the IEF has created a plan to develop the academic staff to meet the needs of lecturing, science research, and community service, including the plan of staff training and the program of job positioning of the faculty [06.01.02] There are two resources for the academic staff: internal and external For the full time academic staff, the University and the Faculty have the policy to encourage them to improve their qualifications In expectation, up to 2024, the ratio of doctors in the Faculty will reach at least 51.2% (at least 15% of them is Assoc Professors), 100% of the academic staff is qualified (with Pedagogical Certificates, English Certificates, and Informatics Certificates stipulated by the MOET) As a result, annually, the Faculty registers the training needs with the university to organize the appropriate courses for the academic staff [06.01.03] For the external resources, the University also has some policies to attract the staff with high qualifications (recruiting new academic staff with a Ph.D Degrees or higher or inviting experienced and qualified visiting academic staff) [06.01.04]

For head, management, and executive positions, according to the Job Positioning Scheme of the Faculty, it is anticipated that there will be 10 positions: 1 Dean, 3 Deputy Deans, 3 Heads of Department, and 3 Deputy Heads of Department Annually, the Faculty makes the Succession Plan approved by the University [06.01.05]

Sub-criterion 6.2: Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research, and service

The University has promulgated the regulations of the academic staff’s working regimes to evaluate the workload converted into standard and measurable hours [06.02.01] Specifically, it is shown in table 6.2:

Table 6 2 Norms of Academic staff’s working hours Position Lecturing Research Other jobs Total

Head of Department and equivalent 67.5 49 121 237.5

Deputy Head of Department and equivalent 81 58.8 121 260.8

Head of Academic Department or equivalent 216 156.8 121 493.8

Deputy Head of Academic Department or equivalent 229.5 166.6 121 517.1

Full-time academic staff (except head positions 270 196 121 587 Academic staff within 1 year after training period 135 98 121 354

(Source: Working regulations of academic staff)

Participating in teaching the IE program include permanent academic staff of the Faculty, academic staff from other faculties/academic departments of the university and visiting academic staff participating in some courses Table 6.3 shows the number of academic staff participating in teaching the Full-time Equivalent (FTE) program in the academic year 2020-2021 In which the coefficient of a full-time academic staff of the IEF is 1, of a non-faculty faculty member (part-time academic staff) is 0.46 and of a visiting academic staff is 0.08 [06.02.02]

Table 6 3 Number of academic staff in IEP and FTE for the academic year 2020-2021

To calculate the student's FTE, the Faculty is based on the student's learning load [06.02.03] (Appendix 4.4) Based on the FTE of academic staff and students, the ratio of academic staff to students over the academic years is shown in the following table 6.4

Table 6 4 Staff-to-student ratio over the academic years Academic

The staff-to-student ratio of the IE program tends to increase over the years due to the decrease in FTE of academic staff, while the number of students increases

Every year, the faculty does the statistics the academic staff 's workload through a summary report on teaching, scientific research and other work to serve as a basis for faculty evaluation [06.02.04] In addition, based on the faculty's resources, the faculty adjusts the workload of the academic staff through assigning lectures and registering for scientific research each semester and school year [06.02.05]

Sub-criterion 6.3: Recruitment and selection criteria including ethics and academic freedom for appointment, deployment, and promotion are determined and communicated

Recruitment: The University has a clear recruitment process and criteria for the academic staff [06.03.01] Based on the proposal of the Faculty’s needs and matched to the general needs, the University will set targets and announce recruitment [06.03.02] The recruitment criteria for academic staff include: (i) Qualifications: Master’s degree or higher with the appropriate major, Doctor is preferred; (ii) Ages: no more than 35 for Master, 45 for PhD, and 50 for Assoc Professors and Prof; (iii) English level 3 (B1) of CEF or equivalent; (iv) Informatics Certificates for basic information technology skills by the MOET; (v) Pedagogical, researching, and community serving skills Candidates need to pass an entrance exam or review to be recruited The Recruitment notice must be clear about the criteria and the recruitment form, and published on the media such as websites, newspapers, etc [06.03.03]

Lecture Assignment: The Faculty is responsible for assigning the lecturing courses and lecturing schedule for the academic staff based on their qualifications and the norms Doctoral

27 academic staff are usually selected for the specialized courses Furthermore, academic staff must compile the course specifications of the course that he/she is teaching, develop the program of the Faculty, guide the intern students and instruct the student to do the thesis to comply with the workload [06.03.04] Academic staff can decide freely the science research subject as long as they do not commit a breach of academic integrity when doing the research and report the result to the ISRBT [06.03.05]

Promotion: The University applies the promotion conditions according to the directive of the State Bank The promotion criteria include the criteria of teaching qualifications: specialized degrees and certificates, Pedagogical certificate, Foreign Language, and Informatics Certificates by the MOET; Criteria of major qualifications: the number of science research matched to the requirement of the title, the minimum of the time at the lower position [06.03.06] These promotion criteria will be notified to the academic staff through the announcement of the DPA The academic staff who can meet the criteria will send the documents for consideration or take the promotion exam [06.03.07]

Appointment and Planning: Annually, the DPA will send a notification about the

Appointment and Planning along with the attached conditions, criteria according to the directive of State Bank for every head position of the units; the units will send the deployment proposal with each position and DPA will collect and submit to the University’s Board for approval [06.03.08] The planning period is 5 years, and it will be reviewed every year to be appropriate to the actual situation [06.03.09] The planning criteria include the Criteria of Political and Ethical Qualifications, skills, reputation, health, and development potential [06.03.10]

Sub-criterion 6.4: Competencies of academic staff are identified and evaluated

Academic staff competence requirements are outlined during the recruitment process, as specified in the University's recruitment regulations and announcements These requirements encompass key qualifications, foreign language proficiency, informatics proficiency, and essential teaching and research abilities, as outlined in the University's [06.04.01] document.

For current academic staff: Besides the competence requirements stipulated by the authorities, the academic staff need specific competencies to meet the needs of the position [06.04.02] The academic staff and Faculty propose for the training courses to achieve those competencies [06.04.03]

The competencies of the academic staff are evaluated by the working results Every 6 months (in July and in January of the following year), academic staff make a self-evaluation of the task completion level based on the Evaluation Regulation of the University [06.04.04] Academic staff must comply with the FTE (lecturing, researching, and other work): (i) Head or Secretary of the topic; (ii) First author of the academic magazine or 02 academic articles (ISI, SCOPUS, ISSN); (ii) First author or 02 articles at the International Seminar (ISBN); (iv) Head or Secretary of the compiling and editing committees for the curriculum or Course Outlines to be evaluated as Excellent Completion of the task [06.04.05]

Besides, the university manages the teaching quality of the lectures by observing plans every semester and taking feedback from the students at each class [06.04.06]

Sub-criterion 6.5: Training and developmental needs of academic staff are identified, and activities are implemented to fulfil them

According to the development strategy of the university, every year, the DPA surveys the needs of studying and training of the academic staff and then issues the training plans for them [06.05.01] Besides the training courses list attached in the annual training needs registration, the faculties can suggest the courses based on the arising needs [06.05.02] For long-term training needs, academic staff often register for domestic and foreign doctoral courses In addition, academic staff of the IEF also participate in seminars, conferences, and short-term training courses

28 such as: “Annual Meeting of Regional Network on Poverty Eradication (RENPER)”; "Annual Conference of Swiss Association for Learning and Teaching (SALT)”; Course on

SUPPORT STAFF QUALITY

Sub-criterion 7.1: Support staff planning (at the library, laboratory, IT facility, and student services) is carried out to fulfil the needs for education, research, and service

The development strategy of support staff is included in the development strategy of the organization and university’s personnel Accordingly, the goal of the university is to develop a professional support team to meet the needs of the job position, reduce in number and increase work productivity [07.01.01] The university has issued the Regulations on Organization and operation of the units under the University, the table of assignment of support staff duties of each unit and is in the process of finalizing the job placements scheme for support staff to get the better implementation for the support staff planning [07.01.02]

Support staff for the IEP are not under the management of the Faculty but belong to other units at University The Faculty has only 1 support staff, the faculty secretary As of December 31,

2020, the support staff for the IEP has 144 people, details are listed in table 7.1 [07.01.03]

Table 7 1 Statistics of the number of support staff of the IEP

Total Under Bachelor Bachelor Master PhD

Total Under Bachelor Bachelor Master PhD

Administrative staff at the faculty 0 0 1 0 1

Centre for Student Support Services 1 7 3 0 11

Every year, based on the registration of training and retraining needs of support staff, the University conducts a training and retraining plan for the professional development of support staff On that basis, the University has some notices and request forms for support staff to participate in planned training sessions periodically, training for unexpected needs (new requirements at work) or from personal wishes [07.01.04]

Sub-criterion 7.2: Recruitment and selection criteria for appointment, deployment, and promotion are determined and communicated

Recruitment: Criteria for recruitment of support staff are prescribed according to Decision

No 1494/QD-DHNH dated July 20, 2016, specified and disseminated to stakeholders through recruitment notices In addition to meeting the prescribed standards, the support staff need to meet the requirements of the job position For example, for the position of a specialist in quality assurance, there are specialized requirements training in Educational Measurement and Assessment, Education Management; for the specialist position in the admissions consulting Department in charge of the website segment, priority is given to candidates with experience in programming, website design, and SEO knowledge The university Units are based on the actual situation and the university's human resources policies to propose recruitment needs In the proposal, the recruitment need clearly states the number and recruitment criteria suitable to the position to be recruited [07.02.01] Recruitment notices are disseminated to units and interested parties via email, website, and newspaper [07.02.02]

Figure 7 1 Recruitment process of support staff

Policy on personnel of the

Proposing recruitment needs of support staff

Recruitment notice on website, newspaper…

-Review profile -Organize exams/ admissions

Announcem ent of recruitment results

Promotion: The promotion is carried out under the instructions of the State Bank and the

Ministry of Home Affairs The ranks of administrative support staff from high to low include senior specialists, Main specialists, Specialists, Officers, and Employee Criteria for promotion include professional standards, working time in the current position, standards of training and retraining (degrees, certificates of foreign languages, informatics, and professional and skill training courses) These criteria are announced to the support staff through the announcement of the organization of the evaluation and promotion exams and sent to support staff via email by the DPA [07.02.03]

The State Bank regulations guide the appointment of support staff Unit tasks and personnel requirements determine the planning process The university solicits opinions and proposes candidates based on professional and experiential qualifications, as well as other criteria like age, health, current abilities, and development potential The Planning Standards issued by the DPA provide the framework for staff appointment implementation.

Sub-criterion 7.3: Competencies of support staff are identified and evaluated

For the competence of support staff, when recruited, they must meet the requirements stated in the recruitment notice In addition to the general standards of informatics and foreign language, support staff need to meet specific requirements for each job position assigned stated in the recruitment proposal [07.03.01]

During the working process, the staff's competence is determined by the requirements of the working position and assigned tasks If the job position has new requirements, the support staff or the head of the unit will recommend appropriate training courses [07.03.02]

The competence of support staff is considered and evaluated through the results of work performance The head of the unit is the person who directly records and evaluates monthly, 6- monthly, and yearly according to the evaluation regulations of the university [07.03.03]

In addition to evaluating periodic work results, staff's competence is also evaluated through surveys of units in the University, surveys of students for support work [07.03.04] In addition, based on the recommendations of AUN-QA during the evaluation of the Banking and Finance program, the University deployed a survey of support staff on the working environment to serve as a basis for improving the working environment, including policies for support staff to encourage and motivate them to work [07.03.05]

Sub-criterion 7.4: Training and developmental needs of support staff are identified, and activities are implemented to fulfill them

The annual registration of training and retraining needs guides the determination of training and professional development requirements for support staff Support staff can identify needs through the State Bank's annual training course listings or based on emerging job requirements Subsequently, the University develops training and development strategies for support staff, considering both the registered needs and actual job position requirements The resulting training plan serves as the foundation for implementing training and professional development programs for support staff.

For training courses registered under the list of the State Bank, when it comes to the training and retraining courses, the DPA will decide to send support staff to study For arising training courses, the support staff will make a report to the Rector for approval through the DPA After completing the training, support staff submit certificates of training and retraining to the

DPA [07.04.02] Short-term training courses that the support staff participate in every year are quality assurance and education quality accreditation; quality management system according to ISO; communication skills, writing, planning, task management, time management, analysis, synthesis, report writing; secretarial services, library operations, enrollment, accounting, The DPA is the focal unit, making periodical reports on the training and retraining for support staff in the university [07.04.03]

Sub-criterion 7.5: Performance management including rewards and recognition is implemented to motivate and support education, research, and service

The university evaluates the work results of the support staff by linking the work results with the income and rewards The university promulgates regulations on evaluating and classifying the level of task completion to serve as a basis to evaluate the effectiveness of the support staff's work [07.05.01] The work results of the support staff are evaluated according to the following contents: (i) Evaluation on implementing general regulations including complying with regulations, fully participating in meetings, seminars on request; (ii) Performance evaluation including the completion of the volume the assigned professional work and the quality of its performance; (iii) Willingness to study, attitude, behavior, skills include attitude, working style, and willingness of cooperation with colleagues, sense of responsibility and creativity at work and a positive attitude to participate in activities of serving the community [07.05.02] Before promulgating the regulation, the draft regulation is sent to the support staff via email Comments by the unit are sent to the DPA' office to summarize and adjust the draft regulation accordingly After promulgating, every year, during the implementation process, if there is any unsuitable point, the DPA will be the focal unit to collect comments and make corrections to ensure appropriateness for the evaluation of the work performance results of the support staff [07.05.03] Based on the University's Regulations on performance evaluation, monthly, 6- monthly, and yearly, the support staff will self-evaluate the work performance, then the unit head evaluates based on consultation with colleagues The results of the evaluation will be forwarded to the DPA to summarize and submit to the Rector for the expected evaluation results This result is consulted by everyone before the official results are announced [07.05.04]

Table 7 2 Statistical results of annual evaluation of support staff

Excellent completion of the task (Type A) 23 13 12 28 31 Good Completion of the task (Type B) 123 134 133 114 111

Completion of the task (Type C) 9 4 3 1 1

Failure to complete the task (Type D) 0 0 0 0 0

The support staff with good evaluation results and some outstanding achievements such as having initiatives, having scientific research topics applied in work are awarded the title of

"Emulation Fighter" according to the academic year In addition, there are also a number of thematic emulation titles launched by the University when there are achievements in a certain work such as admission, quality assurance, cultural and sports activities, For each title of emulation and commendation, support staff will receive an amount of bonus [07.05.05]

Table 7 3 Statistics of emulation and commendation achievements of support staff

Emulation/Reward title Number of staff receiving awards

Emulation Fighter at branch level 2 0 1 0 0

Emulation/Reward title Number of staff receiving awards

Certificate of Merit at the ministerial, branch, provincial, union, and state level 9 0 0 0 0

STUDENT QUALITY AND SUPPORT

Sub-criterion 8.1: The student intake policy and admission criteria are defined, communicated, published, and up-to-date

Every year, based on the admission regulations issued by the MOET, the university builds an admission project for International Economics majors and sends it to the MOET for approval Admission policy and criteria are specified in the admission scheme, including objects, scope, method (direct admission and priority admission, admission based on high school exam results or admission based on the results of the competency examination), criteria, quality- assurance threshold of input for each method, and conditions for receiving the application for admission The university has a direct admission policy for people with disabilities, people in poor localities, ethnic minorities or foreigners who can learn Vietnamese [08.01.01]

University and faculties implement admission counseling through channels such as counseling sessions for admission, career guidance at localities or high schools, the university's and the faculties’ websites, the university's and the faculties’ fan page, the University's YouTube channel, brochures, and advertising publications In addition, since 2020, the Department of Admission Consultancy and Brand Development and the DAA will take the prime responsibility, and coordinate with the Faculties, in which there is the IEF, to organize live streams to bring admission information to relevant objects [08.01.02] During each admission period, based on the actual situation, the university has adjusted the method of admission; admission target of each method, or organized additional admission to ensure the diversity of criteria and quality assurance Every change or adjustment is notified to the interested parties through various channels such as website, admission fan page, private live streams, etc [08.01.03] Every year, the University organizes a conference on admission work to gain experience and offer solutions to improve admission policies and criteria for the next year Every year, the university sends a report on admission to the MOET Policy and admission criteria are adjusted and updated over the years depending on the current regulations of the MOET and the actual situation [08.01.04]

Table 8 1 Statistics of students of IEP 2016-2020

Due to an admission policy limiting candidates to two university applications, the 2016 admission ratio fell below expectations To rectify this, the university increased admissions, ultimately meeting the quality assurance threshold Subsequently, flexible admission methods were implemented from 2017-2020, resulting in a stable enrollment rate ranging from 89-97%.

Table 8 2 Statistics of the number of students of the IEP

1 st year 2 nd year 3 rd year 4 th year Over 4 years

Sub-criterion 8.2: The methods and criteria for the selection of students are determined and evaluated

Criteria and methods of student selection are clearly defined in the admission scheme of the University and in accordance with the regulations of the MOET

Table 8 3 Admission criteria of the IEP 2017 - 2021

Admission method - Based on results of high school exam

- Priority admission according to the regulations of the MOET

- Based on results of high school exam

- Priority admission according to the regulations of the MOET

- Based on results of high school exam

- Priority admission according to the regulations of the MOET

- Based on results of high school exam

- Priority admission according to the regulations of the MOET

- Based on results of high school exam

- Priority admission according to the regulations of the MOET

- Based on the competence test results

- Based on the competence exam results

The total target of Finance- Banking, Accounting, BA, International Economics major is 1600 students.

280 students 300 students - High school exam results:

Quality assurance by the MOET regulations

Test score for admission is

Test score of National High school is 15.5

Test score of National High school is 16

Test score of National High school is 17

Prior to 2020, university admissions were based on priority or national high school exam results Since 2020, the university has implemented a diversified approach that includes priority admissions, national high school exam results, and university-organized competence exam results This diversification allows the university greater autonomy and provides candidates with multiple admission pathways Despite the diversification, national high school exam results remain a primary metric, with admissions based on subject combinations A00, A01, D01, and D07 However, the university retains the option for supplementary admissions if the desired enrollment benchmark is not met.

The University regularly evaluates student selection criteria and methods through feedback from admissions committee members during and after each admission period They conduct an admission conference to assess the organization and criteria based on statistical analysis of admission results This allows the University to make timely adjustments and gain experience in selecting students for future admissions.

Sub-criterion 8.3: There is an adequate monitoring system for student progress, academic performance, and workload

According to the credit-based training regulations, the minimum number of credits per semester is 15 credits for normal students, 10 credits for weak students; the maximum number of credits per semester is unlimited for good students, 21 credits for normal students and 14 credits for weak students [08.03.01] The monitoring of learning progress, learning outcomes, and payloads of students is done through the following channels: software that tracks the student's learning progress, the system to monitor the student's learning process includes: DAA, Department of Student Affairs, Faculty and Class Advisor For software to monitor students' learning progress, students can use their accounts to register, modify or cancel courses; Student's learning results are also shown on the account of students and DAA, Department of Student Affairs, Faculty and Class Advisor can also track student's learning results on this software [08.03.02] Department of Student Affairs has the function of monitoring, assessing, disciplining, and rewarding students for their observance of training regulations; DAA, Faculty and Class Advisor has the function of

37 reviewing study results, informing learning results, and advising students on the register for courses in the next semester [08.03.03] In addition, for students with weak or poor academic results, each semester, DAA will transfer the tentative list of Academic warnings to the IEF to find out the cause, the University held a meeting of the Academic Warning Council, issuing academic warning notices and giving measures to coordinate between the faculty, other departments and related units to assist students in improving their academic results [08.03.04]

Sub-criterion 8.4: Academic advice, co-curricular activities, student competition, and other student support services are available

Counseling and support activities for students in the learning process include:

(i) Consulting, training information support: support, advice on building and completing the study plan, registering courses, managing learning outcomes, considering, and granting degrees, considering the leave or drop out from University, taking the final exam, announcing, and reviewing exam results, guiding writing internship reports and thesis [08.04.01]

(ii) Advice and support on internships and jobs: connection with businesses, information on recruitment through job portals, internships, observance, and annual job fairs [08.04.02]

(iii) Financial support, policies, emulation - rewards and scholarships: considering and granting scholarships, emulation, and commendation to eligible students Students with difficult circumstances can apply for financial support during their studies [08.04.03]

(iv) Provide knowledge and skills for students: Organize career counseling sessions, seminars, conferences, workshops, academic contests, field trips to enterprises, club, team, and group activities [08.04.04]

All student support activities are implemented at 2 levels: University and Faculty At the University level, there are the following units such as Department of Student Affairs, Centre for Student Support Services, Library, DAA, DTQA, Communist Youth Union, and Student Union that help implement support activities of training information, academic counseling, extracurricular activities, competitions, and other support services for students to help improve academic quality and employability of students At the faculty level, there are faculty heads, faculty officers, faculty advisors; they advise and support students in the process of learning includes monitoring study results, counseling on study plans, and giving instruction for completing internship reports, and graduation thesis [08.04.05]

Table 8 4 Ratio of students/support staff of IEP 2016 - 2020

School year Number of students Number of support staff

The ratio of students- to-support staff

The ratio of students-to-support staff of the IEP tends to increase over the years because the number of the support staff of the University decreased according to the university's personnel strategy, while the number of students in the IEP increased

Every year, the University organizes to collect opinions from students about the quality of support activities to make improvements to the quality of this activity [08.04.06]

Sub-criterion 8.5: The physical, social and psychological environment is conducive for education and research as well as personal well-being

The university currently has 3 campuses, of which the one in Thu Duc is the main teaching campus Campus in Thu Duc is designed and built in harmony, open environment, and landscape, including 3 lecture halls, a LAB room, a library, self-study areas, areas for sports activities, Multi-purpose gymnasium, large hall (900 seats) creating a comfortable space for studying, practicing sports, extracurricular activities Student dormitory located on campus helps students save travel time in the process of studying and living [08.05.01]

Students need to be physically and mentally secure to study, so the University has a medical department specializing in medicine with enough medicine to meet the basic needs of students, academic staff, and all university’s staff All students participate in Health Insurance in accordance with regulations and receive a health check at the beginning of the course Counseling activities on health and psychophysiology are also organized through seminars with experts, direct consultation with medical staff [08.05.02] Security in the school is always concerned to ensure safe learning conditions and living environment for students with strict rules and regulations, operating the CCTV system, closely coordinating with the police, establishing a group of students' self-management, and conducting fire drills [08.05.03]

Cultural activities, arts, sports competitions, seminars, club activities for gifted as well as academic, academic competitions are held for students through The Youth Union and Centre for Student Support Services to create opportunities for students to practice social skills before graduation Some typical social activities are Seminar " Contingencies arising in the negotiation and signing of international sales contracts”; Workshop: “Logistics and Supply Chain - Career opportunities and development trends, “Electronic customs declaration with ECUS5- VNACCS”; competitions academic: “BUH – Young Logistics Talents 2020”, “BUH Start-Up Students 2021”; Talk show “Start-up lens”, “Creative ideas for young start-ups”; Welcome program for freshmen; “Miss BUH”; “Green Summer Campaign” and “Spring Volunteering Program” [08.05.04]

The University annually collects feedback from graduates about the psychological and medical environment, spiritual life On this basis, the University and Faculty will adjust and add effective activities to actively support students with a more comfortable environment to study and research [08.05.05]

Figure 8 1 Results of the survey of graduates about activities and life environment

Scale: 1-Strongly disagree, 2-Disagree, 3-Neutral, 4-Agree, 5- Strongly agree

FACILITIES AND INFRASTRUCTURE

Sub-criterion 9.1: The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research

Các hoạt động Đoàn và Hội có tác dụng tốt, thiết thực Nhà trường đáp ứng tốt nhu cầu văn hóa, văn nghệ của người học

Nhà trường đáp ứng tốt nhu cầu về thể dục, thể thao của người học

Các hoạt động y tế đảm bảo cho sức khỏe của người học

Union and Association activities have good and practical effects

Union and Association activities have good and practical effects

The school meets the cultural and artistic needs of learners

The school meets the cultural and artistic needs of learners

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

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

Medical activities to ensure the health of learners

Medical activities to ensure the health of learners

The University has 3 campuses (Ton That Dam, Ham Nghi, and Thu Duc), in which students of the IEP study mainly at Thu Duc Campus Thu Duc campus has 71 classrooms and lecture halls with a total floor area of 14,948 m2 m 2 for students' learning The school is being completed and is about to be put into use Lecture Hall B with a total floor area of 23,358 m2, with the function of classrooms, self-study areas, and several other functions aimed at meeting the goal of expanding the training scale of the University The facilities for the Faculty's training are in the University and other facilities of the University are used for the students of the Faculty Normal classrooms have an average area of 85 square meters per room, with an average capacity of 80 seats with full equipment for teaching and learning such as projectors, tables, and chairs, lighting systems, air conditioning, speakers, microphones, etc The tables and chairs can be arranged flexibly depending on the needs such as presentations, group work, club activities In addition, to organize events, scientific seminars, academic competitions, the University has 02 auditoriums, one at Ton That Dam campus (100 seats) and the other one at Thu Duc campus (900 seats) [09.01.01]

The University organizes 3 semesters per School year with software to support scheduling and the DAA is the focal unit for managing the use of lecture halls and classrooms to ensure that classrooms and lectures are used efficiently [09.01.02]

Every year, the DFM is the focal unit for planning and implementing the procurement, equipment, and maintaining facilities and equipment throughout the University, meeting space needs of learning and scientific research of students and academic staff Based on the orientation on training, scientific research, and suggestions of the Units, as well as students, the DFM, will plan to purchase and upgrade the facilities and equipment [09.01.03]

Every year, the University collects students' opinions on the quality of facilities and sends the results to relevant departments, requesting units to make self-evaluation reports after the survey It clearly outlines the improvement plan to improve and enhance facilities and equipment to cater to students' needs [09.01.04]

Table 9 1 Improvements and upgrades of the University's facilities for the period 2016-

- Install air conditioning system in lecture hall C

- Complete the construction of volleyball playground and infrastructure, undergrounding the electrical system, and tennis playground

- Relocate the entire telecommunication wiring system in Thu

Duc to the underground system

- Complete the construction of the traditional room

- Carry out major repairs to Lecture Hall A

- Install LED screen at the 900- seat Auditorium sponsored by Lien Viet Post Commercial Joint Stock Bank

- Complete the renovation of the support office for students’ Start- up

- Arrange the working rooms of the Units, renovate and increase the classrooms at Ton That Dam campus and Ham Nghi campus

- Renovate the Central Hall at Thu Duc campus

- Deploy the project of the Sports Complex and Lecture Hall

- Complete the 1/500 scale adjustment plan in Thu Duc

- Renovate paint, waterproofing, and cracking prevent the outside of Lecture Hall C

- New construction of a 1,000 KVA substation in Thu Duc to supply electricity to Lecture Hall B

- Put into use the thesis defense room sponsored by Vietcombank

- Put into use the computer room sponsored by Nam

- Put into use the items of a football field, gymnasium, the infrastructure of the sport projects

- Complete the construction of Lecture Hall B

- Renovate the auditorium; equipping with air-conditioner for 12-storey area of Lecture Hall B, moving and undergrounding the power station and electric wire before the power station

- Build smart classrooms sponsored by the Commercial Bank of Military

Sub-criterion 9.2: The library and its resources are adequate and updated to support education and research

Thu Duc University Library boasts a comprehensive collection of academic resources with over 5,500 physical books in Vietnamese and English Its digital library (http://library.buh.edu.vn/) offers access to specialized journal articles, theses, and research materials The library collaborates with external databases, including the Ho Chi Minh City General Publishing House and Gale Virtual Reference Library, to provide readers with a vast online repository It also subscribes to the Consortium Database of Vietnam Library of Science and Technology, Hanoi National University's Shared Database, Science and Technology Information Link of Ho Chi Minh City, and Multidisciplinary electronic journals to cater to the diverse research and learning needs of students and faculty.

The library's procurement of materials aligns with faculty needs, annual development plans, and curriculum requirements Faculty identify necessary documents and submit requests to the library, which coordinates with the DFM to acquire resources optimal for teaching and research activities, ensuring alignment with academic objectives.

Table 9 2 Statistics of additional documents from 2016 to November 2021

The library serves all the curriculums of the University to students and academic staff, from 7:30 a.m to 6:30 p.m on weekdays and until 3:30 p.m on Saturday Library usage rules and search instructions are published on the library’s website and at various places in the library In addition, during the beginning course for the new students, the University organizes "A Guide to exploiting learning materials" to guide students on how to use and look up library’s documents [09.02.03]

Table 9 3 Statistics of the number of times of borrowing and returning documents and accessing the database of International Economics Students [09.02.04]

1 Number of times of borrowing and returning 21.564

Annually, the Library evaluates student and academic staff satisfaction through surveys These surveys provide a foundation for improvement initiatives aimed at enhancing service quality and meeting readers' evolving needs.

Figure 9 1 Survey results on the satisfaction of students and academic staff about the

Scale: 1-Very poor, 2-Poor, 3-Neutral, 4-Good, 5-Excellent

Sub-criterion 9.3: The laboratories and equipment are adequate and updated to support education and research

As of December 2020, the University boasts 11 LAB rooms, 4 of which are fully equipped with cabins, headphones, webcams, and necessary software for practical courses Students in the International Economics program utilize Microsoft Office Suite and specialized software such as EViews and Stata R to enhance their skills in word processing, spreadsheets, financial analysis, business analysis, project management, data management, and visualization The LAB rooms also facilitate hands-on experience with electronic customs declaration software in the International Logistics course.

The University has a clear procedure in the use of the computer lab; IT staff and academic staff are responsible for supporting students in the process of using [09.03.02] The maintenance for the LAB rooms is carried out every 6 months by the University Through maintenance results or recommendations of Faculty, the DITM plan and implement LAB room upgrades to ensure the quality, meeting training and research needs [09.03.03]

Table 9 4 Statistics of number of LAB rooms and computers for practice 2016-2020

Mức độ đáp ứng tài liệu tham khảo, tra cứu cho GV Thời gian biểu hoạt động của thư viện đúng quy định Thư viện đảm bảo yên tĩnh, vệ sinh sạch sẽ

Thư viện có đủ tài liệu cho các môn học thuộc chương trình đào tạo của nhà trường

Có thái độ lịch sự, hòa nhã trong giao tiếp với SV

Response level of reference and lookup documents for teachers The library's operating timetable is in accordance with regulations The library is quiet and clean

The library is fully stocked with materials for the subjects of the school's curriculumHave a polite and courteous attitude in communicating with students

Every year, the University collects students' opinions on the satisfaction of using the computer labs and labs practice to have the basis to upgrade and improve equipment to meet the practice needs of students [09.03.04]

Figure 9 2 Survey results on student satisfaction about the LAB room

Scale: 1-Very poor, 2-Poor, 3-Neutral, 4-Good, 5-Excellent

Sub-criterion 9.4: The IT facilities including e-learning infrastructure are adequate and updated to support education and research

The University has a specialized department, DITM, which manages the entire infrastructure and IT system equipment, and takes responsibility for managing, operating, and ensuring the stable operation of the system The University has more than 500 personal computers for the LAB room system and more than 200 computers for departments All computers are connected to a high- speed internet system for practice activities and academic management All lecture halls, libraries, self-study areas are covered by a Wi-Fi system with the speed of 15 Mbps for students and unlimited for academic staff to ensure that students and academic staff can connect to the network and use it in the process of teaching, learning, and other activities [09.04.01] The University is equipped with credit-based training management software (http://online.buh.edu.vn/) as well as other necessary software to support management, training and research activities like E-student electronic transaction software (http://estudent.buh.edu.vn/), Bank of exam questions software, survey software (http://khaosat.buh.edu.vn/), research management software ( http://quanlykhoahoc.buh.edu.vn/), human resource management software ( https://hrm.buh.edu.vn/),… The University has been implementing the online learning system LMS (http://lms.buh.edu.vn/) to serve better service for learning and teaching activities of learners and academic staff, especially in the COVID-19 pandemic, requiring teaching and learning to take place online From the 2 nd semester of the School year 2020 – 2021, when the COVID situation becomes more serious, in addition to organizing teaching and learning on LMS, the University has organized for students to take the final exams and defend the thesis online [09.04.02]

To ensure safety and security, the University's IT system is periodically maintained and upgraded The DITM is the unit that plans and performs the maintenance, upgrading and supplementing of computer systems and software to support training in the University [09.04.03] Every year, the University surveys students about their satisfaction with the IT system of the University such as the website, the computer system in the LAB rooms, the convenience and speed of accessing the University's portal Thereby, the university promptly overcomes the limitations

The computer room meets the practical needs of students

43 and has timely solutions as well as upgrades the IT system with a plan for use, maintenance, repairing, and replacement of hardware/software for the following period [09.04.04]

Figure 9 3 Students’ satisfaction survey results about IT systems

Scale: 1-Very poor, 2-Poor, 3-Neutral, 4-Good, 5-Excellent

Table 9 5 Improvements and upgrades in the University's IT system from 2016 to 2020

WIFI network system at the campuses of the

- Complete phase 1 of the project of investment and upgrading of the

- Implement phase 2 of the investment project, upgrade the IT system

- Building a website system for Ajeb magazine

- Installing computer rooms 202 and 204 at

39 Ham Nghi and a surveillance room to meet the requirements of testing conditions for organizing foreign language and informatics exams according to regulations of the MOET

- Implement learner survey system, scientific activity management system, Turnitin anti- plagiarism system

- Completing the construction of 05 machine rooms at Lecture Hall C, equipped with cabins, headphones, and webcams

- Implement LMS system, Combined Training system

- Implemented E-student Transaction System, Online University and Master's Admission Registration System, Electronic Publishing System of English Content on Emrald, Payment Gateway epay.buh.edu.vn

Sub-criterion 9.5: The standards for the environment, health, and safety; and access for people with special needs are defined and implemented

The University builds and maintains a green and clean, health-oriented, and safe learning environment for learners, academic staff, and university’s staff All areas in the University are asked not to smoke Standards on fire prevention and fighting are determined through regulations

Việc triển khai ứng dụng CNTT hỗ trợ SV thuận tiện trong học tập tại trường

SV truy cập vào cổng thông tin đào tạo dễ dàng, thuận tiện Thông tin trên Website của trường hỗ trợ tích cực cho SV

The implementation of IT applications supports students conveniently in studying at school

Students access the training portal easily and conveniently

Information on the school's website actively supports students

QUALITY ENHANCEMENT

Sub-criterion 10.1: Stakeholders’ needs and feedback serve as input to curriculum design and development

To evaluate and improve the quality of curricula to meet social needs, The University and Faculty have always identified stakeholders’ feedback and needs in the design and development of the curriculum This is clearly stated in documents of the MOET and of the University The design and development of the curriculum are carried out according to the PDCA cycle and concretized by the ISO process with planning, conducting surveys, analyzing results, and recommending improvement actions The University also developed a process to collect feedback from stakeholders, including students, academic staff, former students, and employers regarding the quality of training and curriculum, responsiveness of the training support service system [10.01.01]

The curriculum is continuously evaluated and revised at least every two years to ensure its alignment with the latest industry trends, university and faculty mission, and the needs of stakeholders This process is driven by regulations from the Ministry of Education and Training (MOET), innovation in the relevant fields, and feedback from stakeholders, as depicted in Figure 10.1.

Vệ sinh khu giảng đường sạch sẽ KTX được vệ sinh sạch sẽ, đảm bảo an ninh trật tự Nhân viên Y tế chăm sóc sức khỏe tận tình cho SV Nhân viên y tế chăm sóc tốt sức khoẻ cho giảng viên

The medical staff is dedicated to taking care of the lecturer's health

Figure 10 1 Curriculum design and development process

Students evaluate the teaching quality of academic staff; training course quality; feedback on PLOs and curriculums and assess the response level of support services through a questionnaire [10.01.02] Alumni’s survey on the employment after graduation and employers’ survey on the students’ quality are also a valuable input factor in designing and adjusting the

Curriculum of the Faculty [10.01.03], [10.01.04] Academic staff play an important role in developing the PLOs and curriculum as well as considering the feedback from stakeholders In professional meetings of the Faculty, academic staff discuss, share information related to curriculum improvement, teaching approaches, and testing [10.01.05] In addition, in 2020, during the development of the curriculums, the Faculty organizes seminars to meet and collect opinions of alumni, employers, and experts inside and outside the university on curriculum and training [10.01.06]

Feedback gathered from stakeholders via surveys, seminars, and meetings is meticulously reviewed and utilized by the Faculty to refine Program Learning Outcomes (PLOs) and curriculum content This comprehensive feedback loop ensures the alignment of curriculums, methodologies, training programs, and graduate competencies with the evolving demands of the labor market Consequently, version 3 of the curriculum (2020) surpasses its predecessors (2015 and 2018) in terms of rigor, clarity, and coherence, ensuring that PLOs are measurable, specific, and effectively connected to Course Learning Outcomes (CLOs) and assessment methods Furthermore, module content and credit allocation have been optimized to align with industry needs and emerging trends.

Sub-criterion 10.2: The curriculum design and development process is established and subjected to evaluation and enhancement

In order to ensure consistency and efficiency in the process of designing and developing curriculums, in 2014, the University issued Regulations on the development, review, and adjustment of curriculums and outlines with the design of the PLOs and curriculums according to the CDIO approach (Conceiving – Designing – Implementing – Operating), but the steps of the process are still not specific and measurable as yet, the frequency of review of the curriculum has not been specified In 2015, the University held a meeting to review this process, based on

46 gathering opinions of the heads of units, academic staff, and university’s staff The process has many improvements compared to the 2014 process: (1) concretizing and detailing the implementation steps; (2) specifying that the frequency of review and re-evaluation of the curriculum is every 2 years; (3) Emphasis on the importance of stakeholder surveys in the process of adjusting PLOs and curriculum, expanding to survey objects and diverse survey methods; (4) regulations for comparison with advanced domestic and international curriculums; (5) When organizing a seminar on curriculums, it is necessary to invite many reputable experts outside the University; (6) Assign the Faculty the autonomy in the development of curriculums; (7) rules clearly define the responsibilities and powers of the Council of building the curriculum; (8) views on building PLOs and curriculum in association with AUN-QA standards In 2019, the University will continue to review the regulations of curriculum development and concretize them by ISO process For this review, the main recommendations focus on improving the survey form, clearly specifying the responsibilities of the individual/implementing units, completion time, and attached documents and records [10.02.01]; [10.02.02]

Accordingly, since 2014, the curriculum for IEP has been built and adjusted 3 times (2014,

2018, 2020) as mentioned in criteria 1.3 and 3.3 The curriculum version 2 (2018) is adjusted with the total number of credits unchanged from version 1 (2014), 129 credits However, the structure of the curriculum version 2 has many changes, that is, the ratio of the volume of fundamental knowledge to 51 credits (accounting for 39.5%) and reduce the proportion of general knowledge with 25 credits (accounting for 19.4%), specialized knowledge remained unchanged at 53 credits (accounting for 41.1%) In 2020, The IEP continues to be reviewed and improved The heads of Faculty and faculty members are responsible for collecting information and evidence related to the need to adjust the curriculum Feedback from alumni, employers, prestigious professional organizations in Vietnam, experts, the academic staff in the Faculty about the curriculums are considered by the Faculty to participate in the PLOs and curriculum drafting [10.02.03] This draft will be approved by the Faculty-level SC before submission to the DAA to submit to the University-level SC The IEP is also built on a reference and comparison with prestigious domestic and international universities, which compares with 04 foreign universities (UBC, Schiller, Texas, Belmont) and 2 domestic universities (Foreign Trade University and University of Economics and Law) [10.02.04] The curriculum version 3 (2020) has had changes and improvements in the objectives and outcomes of the curriculum appropriate to the change of vision and mission of the University and Faculty; The PLOs are measured, specific, and allocated to the CLOs, helping academic staff assess the achievement of the PLOs when teaching Version 2 of the curriculum with 129 credits is adjusted to 122 credits applied in 2020 A reduction in the number of credits is considered to increase the chance of shortening the training time for students but still ensure the amount of knowledge and competence requirements that learners need to achieve after graduation in accordance with the regulations of the MOET and receive opinions from stakeholders The content of the curriculum is also modernized, focusing on supplementing several new modules with highly practical professional practice [10.02.05] Based on the promulgated PLOs and curriculum framework, the Faculty has compiled and adjusted course outlines, teaching materials, method of testing, and assessing the response to the learning outcomes and the curriculum [10.02.06]

Sub-criterion 10.3: The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment

To ensure that teaching, learning, testing activities are appropriate and compatible with the PLOs, the University has issued ISO procedures for uniform control and continuous improvement of the curriculum [10.03.01]

The process of teaching, learning, and assessing learners is reviewed and evaluated from many channels for continuous improvement The supervision of teaching and learning activities is

47 carried out by the Department of Inspectorate and checked according to the published teaching schedule of the DAA [10.03.02] The Faculty organizes the observations for the academic staff who are teaching the new course for the first time and the newly recruited academic staff to timely support teaching methods and professional knowledge for academic staff [10.03.03] During the study period in each semester, students are encouraged to take an online survey to assess the quality of teaching for the subjects At the end of each semester, the Faculty, based on the survey results, organizes meetings, reviews and re-evaluates teaching activities and proposes improvement measures to improve the quality of teaching and learning for academic staff with evaluation scores below 4/5 points to improve for the next period [10.03.04] [10.03.05]

The curriculum and course outline are regularly improved and adjusted to meet the needs of stakeholders The number of credits of the program has been reduced from 129 credits to 122 credits in 2020 Faculty academic staff are encouraged to innovate and improve teaching and learning methods to help students achieve the PLOs Academic staff are encouraged to apply many active teaching-learning methods such as presentations combined with group discussion, simulated situation solving, individual assignments, individual essays Some subjects are required to do group exercises, group essays in which each member is assigned to contribute to the group's exercises to increase organization, teamwork, and responsibility of students Each semester, the Faculty also organizes professional meetings to identify the inappropriate points in teaching- learning activities, testing students, thereby making appropriate improvements To enhance the interaction in the teaching-learning process, the teaching approach has been improved by the Faculty Previously, theoretical teaching time accounted for 60% and 40% of discussion, question, and answer Now, this rate is 50%-50% In the curriculum, some subjects use English instructional materials, some specialized subjects are taught partly in English, requiring students to translate documents related to the major to improve the foreign language ability of students For assessment activities to meet the standards, the proportion of assessment points for each module is also improved Previously, the process assessment accounted for 40%, the final exam score accounted for 60% From the School year 2019-2020, this rate is changed to 50%-50%, in which, the process assessment includes many assessment activities such as: attendance marks, group presentations and discussions, individual essays, short tests, … For each form of assessment, a separate rubric is built The final assessment is organized by the DTQA for all courses [10.03.06]

To ensure a comprehensive evaluation system, the DTQA regularly updates regulations, exam formats, and assessment software, maintaining a question bank that aligns with course learning outcomes (CLOs) Since 2017, this question bank has been implemented, with each exam chapter designed to assess specific CLOs The University continually reviews and enhances the question bank, striving for alignment between teaching, learning, and assessment activities From 2019-2020, online teaching and learning platforms have been adopted, promoting flexibility and self-directed study Additionally, in 2020-2021, online course assessments were introduced to accommodate unexpected situations and diversify evaluation methods.

Sub-criterion 10.4: Research output is used to enhance teaching and learning

Research results play an important role in improving the quality of teaching and learning activities of a program In addition to teaching activities, every year, academic staff have the norm of scientific research and are specified in the Regulations on working regime of academic

Academic staff actively engage in scientific research, employing diverse methodologies to enhance their knowledge and lectures This research has proliferated in the past five years, resulting in an abundance of published articles in both domestic and international journals Additionally, staff members have presented their research findings at conferences and seminars The Faculty prioritizes the compilation of teaching materials, including curricula, textbooks, and reference books Accepted research is implemented to improve teaching quality and student learning resources.

To promote scientific research activities in teaching and learning, the IEF always creates favorable conditions and encourages academic staff and students to participate In the School year plan, the academic staff always set specific scientific research goals The University regularly organizes seminars that invite prestigious speakers at both domestic and international universities and research centers with many Scientific types of research published in famous international journals to guide and share experiences on Scientific research activities for academic staff and students at the University To improve training methods associated with the practice, the Faculty also organizes seminars, experience initiatives to disseminate and share experiences in applying scientific research results to curriculum-learning: applying Bloom scale in teaching and learning, case study, active learning,…[10.04.03]

Sub-criterion 10.5: Quality of support services and facilities (at the library, laboratory, IT facility, and student services) is subjected to evaluation and enhancement

OUTPUT

Sub-criterion 11.1: The pass rates and dropout rates are established, monitored, and benchmarked for improvement

To ensure the quality of learners and to achieve the PLOs, the University evaluates not only input quality, process quality but also output quality and Graduation rate through establishing, monitoring, supervising, comparing to improve learning results, training points, graduation results of students

UIS training management software centralizes student data, facilitating the monitoring of scores, training results, and student statuses (study, practice, etc.) This data repository enables the University and faculty to perform statistical analysis, effectively control graduation and dropout rates, and monitor student progression metrics such as graduations, scholarships, and exam pass/fail rates.

51 of staff of the DAA will make statistics of the learning results of all students From that result, they can determine the ratio of students who achieve the required scores, and the dropout rate This rate is monitored and compared by semesters, and years and reported to the University’s Board periodically [11.01.01] The Department of Student Affairs also summarizes the results of the students' training points over the semesters, and academic years and reports to the University’s Board periodically [11.01.02] On that basis, the University’s Board will give timely instructions for relevant units to take suitable measures to increase the graduation rate and reduce the dropout rate

Every year, the University monitors the dropout rate A specialized group of staff of the DAA specifically makes statistics on the number of students dropping out and the reasons for dropping out Graduation rate and the dropout rate of IEF students are shown in the following table [11.01.03]:

Table 11 1 Graduation rate and dropout rate of the IEF students

Graduation rate of the 1 st

*Students of academic course 2014,2015,2016,2017 are still learning at the University

Through the data table on the rate of students graduating from IEP in the last 4 years, it is shown that the ratio of students who complete the curriculum and receive the Degree on time is increasing day by day In addition, some students were very active in making study plans for themselves, have studied ahead the schedule, and have been awarded a degree by the end of the academic course It suggests that the University and Faculty have closely monitored and improved the training quality as well as the completion rate through each academic course The dropout rate of IEP by each academic course recently has tended to decrease and account for a small percentage of the total number of students of the course This proves that the University and Faculty have had close supervision and come up with effective solutions in reducing the dropout rate of students Through the report analyzing the causes of the dropout situation of the University and the Faculty, it was found that the reason why 1st and 2 nd -year students drop out is mainly that these students have a change in their choices of University, study abroad, or change majors Students who drop out of University in the 3rd and 4th years are due to poor academic performance, academic warning level 3, in some cases due to the influence of part-time jobs on University results, difficult family conditions, some because they do not have certificates in language and informatics On the Faculty's side, every School year, the Faculty conducts a report on analysis of the causes leading to dropout rates, propose measures to reduce this rate for students of the

Faculty [11.01.04] To improve the dropout situation of students, the University and Faculty research many solutions to help students complete their study progress The DAA announces early academic warnings on the credit system Academic advisors monitor students' attendance to class, monitor and remind students during class activities, work directly with students with academic warnings, open summer semester classes for students to improve their scores; regularly organize supplementary classes and many tests of English competence and Informatics for students to register to ensure that students are eligible to graduate on time Every year, the University

52 organizes a dialogue between the University and the Students, with the participants including the University Board, heads of the Faculty/Academic Department, heads of professional management units to answer, solve, and consult for students, help students complete the learning and training process well In addition, the University also has a tuition fee exemption and reduction support policy for students with difficult conditions [11.01.05]

Sub-criterion 11.2: The average time to graduate is established, monitored, and benchmarked for improvement

During the training process, the University has designed the curriculum and distributed the modules appropriately to ensure the volume of knowledge and graduation time for students For the formal training system, the training time for each curriculum is 4 years Depending on the ability and personal conditions, students can shorten it to ắ of training time at maximum or extend the study period not more than 6 years The credit-based training Regulations allow learners to be active in their study plans and to create conditions for students to graduate early The Regulations also provide a full range of relevant information about the conditions for students to be considered for graduation, to review graduation for students, to reserve study results, and to transfer curriculum

Annually, the University compiles statistics on graduating students, considering their academic program, major, and training period These statistics assist in tracking student learning progress and evaluating the alignment between training program duration and real-world demands This data-driven analysis enables the University to make informed adjustments to enhance its training programs and ensure the success of its students.

Table 11 2 Graduation rates within and over 4 years of the IEP Academic Course 2014 2015 2016 2017

To promote timely graduation, IEF has implemented various measures Students are provided with detailed study plans, course registration guidance, and support for mastering foreign languages, informatics, and soft skills The curriculum is optimized for learning capacity, ensuring achievement of learning outcomes Internships are facilitated through connections with businesses and organizations The University holds five graduation exams annually for eligible students These initiatives empower students to plan their schedules, register for courses, and progress through the program efficiently, enabling them to graduate on time or even ahead of schedule.

Sub-criterion 11.3: Employability of graduates is established, monitored and benchmarked for improvement

The employment rate of graduates serves as a key indicator for the university's evaluation of program quality Each year, the DTQA conducts an online survey [11.03.01] to assess the post-graduation employment status of students Table 11.5 [11.03.02] presents the employment rates of graduates one year post-graduation from 2018-2019.

Table 11 3 Employment rate of graduates

Job status Time of being employed after graduation

Employed Higher study Unemployed < 3 months From 3 to 6 months

The survey results show that the percentage of students who have a job after graduation over the years of the IEP is at a high level with the rate of over 98% Most of the students who graduated from IEP worked for private companies, foreign companies, only a few worked at state agencies Some students, after graduating from University, did not immediately go to work but continued to study higher Some students don't have a job because they haven't found a suitable job yet and this number of students accounts for a very small proportion Chances of students getting a job under 3 months after graduation account for a rather high rate

The newly graduated income level of International Economics students at 5 million or more has also increased gradually over the years, shown in Figure 11.1:

Figure 11 1 Average income of students graduating from IEP after 1 year

To increase job opportunities for students, every year the University cooperates with professional organizations to organize many different events such as job fairs, forums with employers, … (Criterion 8) Students are encouraged to improve their knowledge and skills through extracurricular activities organized by the University Many students during their internship at enterprises have met the requirements of enterprises in terms of working ability, quickly adapting to the environment Some students are retained to work officially during the internship period An annual survey of employers also shows the satisfaction of employers for students graduating from University This is a remarkable result and a strength of BUH students [11.03.03]; [11.03.04]

Sub-criterion 11.4: The types and quantity of research activities by students are established, monitored, and benchmarked for improvement

Besides the scientific research activities of the staff, academic staff, the scientific research activities of students are also an important factor in training BUH students are always encouraged to participate in scientific research during the School year Students’ scientific research activities can be a student research project, an academic contest, academic clubs, internship reports, graduation thesis, or research together with academic staff in the University Any student can be registered to participate in research or participate in a research group with the guidance of an academic staff or researcher Students can get financial aid when carrying out scientific

54 research The University also issued ISO regulations to guide and manage students' scientific research activities [11.04.01]

The number of recognized scientific research of students of the IEF from 2016-2020 is shown in Table 11.6 The number of scientific research of students of the IEF is still limited and the number of students participating in scientific research is still modest [11.04.02]

Table 11 4 Number of scientific research topics of IEF students from 2016-2020

International Economics Accounting and Auditing

STRENGTHS AND WEAKNESSES ANALYSIS AND IMPROVEMENT PLAN FOR

THE PROGRAMME OF INTERNATIONAL ECONOMICS CRITERION1:

The PLOs are designed according to the PDCA process to meet the requirements of the stakeholders The PLOs of the Faculty are in accordance with the mission and vision of the University

Regulations on time for editing and updating the PLOs and curriculum (every two years) have not been followed thoroughly

Adhere to the process of reviewing and modifying the PLOs and the curriculum, ensure timely updates and changes (if any)

The programme specifications and the course specifications are standardized with all necessary, useful, and suitable information to the needs of each audience: employers, students, academic staff, professional management organizations

The publication of the programme specifications and the course specifications has not been done promptly, and effectively for stakeholders, especially students, leading to the information students have about the curriculum and subjects are still delayed, making it difficult for students to plan their study

The transmission of the training curriculum to each academic staff is mainly done via email and this may not be effective;

Not complying with the regular updating, reviewing, and editing of curriculum descriptions and course descriptions

Have a plan to promptly disseminate the programme specifications and the course specifications to students, need to promote and do better through communication channels as well as learning counseling channels

Comply with regulations on when to review and update the programme specifications and the course specifications (every 2 years)

The program is designed and developed according to the PDCA process, the subjects are built with the structure and sequence that are increasingly reasonable, ensuring logic and cohesion The curriculum, teaching and learning approach, and student assessment activities are compatible with each other, towards ensuring the achievement of the PLOs and CLOs

The elective subjects in the program are relatively few, not consistent with the philosophy of liberal education that the Faculty is aiming for The subjects associated with reality are lacking and weak

The process of editing and updating the curriculum and PLOs has not been fully complied with in terms of time, instead once every 2 years as prescribed by the University, in 2017 - 2018, implementation is delayed until the School year 2018 - 2019, so the planned progress has not been achieved

To enhance graduate employability, the Faculty should systematically modernize elective course design, aligning it with industry demands This redesign should prioritize diversity, fostering opportunities for students to pursue advanced studies abroad Additionally, incorporating real-world subjects will provide students with practical knowledge and enhance their understanding of the industry landscape.

The Faculty needs to actively review the curriculum annually, with a plan to correct it once every 2 years, strictly follow the process of correcting the curriculum and the PLOs according to the general plan of the university

The educational philosophy is presented by the Faculty, in line with the University's orientation goals and with the trend of training in the current context

Teaching and learning activities, student assessment activities are increasingly improved, appropriate to the program and the PLOs

Teaching approaches, although diverse, are still quite heavy on lectures Not many subjects are associated with the practice, so "applied orientation" has not been clearly expressed in the curriculum

To foster practical learning, the Faculty must actively seek partnerships with import-export and logistics organizations, as well as economic institutions, to enhance its training programs and provide students with real-world experience Additionally, the Faculty should prioritize the recruitment of experienced visiting academic staff who can bring their expertise and insights to the classroom.

The University and the Faculty have taken many synchronous and practical measures to improve the examination and assessment activities to learners by input, in-process, and output phases, such as constructing new assessment methods, assessment criteria tables, and rubric scale for some courses

The assessment information is publicly available, with a clear complaint process about assessment results

Rubrics for assessment activities have not been developed in all modules, so the assessment of the achievement of the PLOs has not been equally effective in each module Therefore, the compatibility between testing and assessment activities with the PLOs as well as the validity and reliability of assessment activities are not fully guaranteed and convincing

The final assessment has a high proportion of scores, but the assessment method is not very diverse, only two assessment methods, mainly multiple-choice questions and essay writing

The Faculty is coordinating with the University to organize a training course to design assessment methods by Rubric for all academic staff in the program, complete the assessment method for each module, ensure diversity in assessment to ensure validity, reliability, fairness of assessment activities, thereby accurately measuring the learning outcomes of each module The Faculty needs to develop more appropriate assessment methods for the final assessment to further increase the validity, reliability, and fairness of the final assessment

The staff of the Faculty and the University are sufficient in quantity and quality to meet the requirements of the job

The University has clear regulations on the working mode of academic staff and regulations on evaluation of the results of academic staff's work to measure and evaluate the academic staff's workload each semester and each School year

The university has clear regulations on the type and number of scientific research activities of the academic staff

For academic staff training and retraining, the University and faculty just stop at reporting the number of organized training and retraining courses or the number of academic staff participating but not yet evaluating the effectiveness of training and retraining activities for academic staff

Scientific research is applied in teaching and serving the community in the curriculum are not many and have not been fully enumerated Some academic staff’ scientific research is included in the course by the academic staff but has not been recognized by the department and functional statistical units

From the academic year 2021-2022, the University and Faculty will evaluate the effectiveness of training and retraining activities to serve as a clearer basis for developing an academic staff development plan

The Faculty cooperates with the ISRBT to select and apply suitable research topics to teach students Every year, the Faculty asks academic staff to report scientific research works which are applied in their teaching process

The University has developed a specific strategy for the support staff as a basis for building a short-term plan for recruiting and training support staff

Criteria for recruitment, appointment, and promotion are clearly defined and publicized by the University to the staff through many channels

The University has built a system to effectively evaluate the work performance of support staff

The University has not directly evaluated the competence of support staff because there are no specific regulations about the competence of the support staff for each job position

S ELF - ASSESSMENT RESULTS

The expected learning outcomes have been formulated and aligned with the vision and mission of the university

1.2 The expected learning outcomes cover both specific and generic learning outcomes 5

1.3 The expected learning outcomes reflect the requirements of the stakeholders 5

2.1 The information in the program specification is comprehensive and up-to-date 6

2.2 The information in the course specification is comprehensive and up-to-date 5

The program and course specifications are communicated and made available to the stakeholders

The curriculum is designed based on constructive alignment with the expected learning outcomes

The contribution made by each course to achieve the expected learning outcomes is clear

3.3 The curriculum is logically structured, sequenced, integrated, and up-to-date 5

4.1 The educational philosophy is well articulated and communicated to all stakeholders 6

Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes

4.3 Teaching and learning activities enhance life- long learning 4

The student assessment is constructively aligned to the achievement of the expected learning outcomes

4 5.2 The student assessments including timelines, methods, regulations, weight distribution, 6

67 rubrics, and grading are explicit and communicated to students

Methods including assessment rubrics and marking schemes are used to ensure validity, reliability, and fairness of student assessment

5.4 Feedback of student assessment is timely and helps to improve learning 6

5.5 Students have ready access to an appeal procedure 6

Academic staff planning (considering succession, promotion, redeployment, termination, and retirement) is carried out to fulfil the needs for education, research, and service

Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research, and service

Recruitment and selection criteria including ethics and academic freedom for appointment, deployment, and promotion are determined and communicated

6.4 Competences of academic staff are identified and evaluated 5

Training and developmental needs of academic staff are identified, and activities are implemented to fulfil them

Performance management including rewards and recognition is implemented to motivate and support education, research, and service

The types and quantity of research activities by academic staff are established, monitored, and benchmarked for improvement

Support staff planning (at the library, laboratory, IT facility, and student services) is carried out to fulfil the needs for education, research, and service

Recruitment and selection criteria for appointment, deployment, and promotion are determined and communicated

7.3 Competences of support staff are identified and evaluated 5

Training and developmental needs of support staff are identified, and activities are implemented to fulfil them

Performance management including rewards and recognition is implemented to motivate and support education, research, and service

The student intake policy and admission criteria are defined, communicated, published, and up-to-date

8.2 The methods and criteria for the selection of students are determined and evaluated 5 8.3

There is an adequate monitoring system for student progress, academic performance, and workload

Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability

The physical, social and psychological environment is conducive for education and research as well as personal well-being

The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research

9.2 The library and its resources are adequate and updated to support education and research 5

9.3 The laboratories and equipment are adequate and updated to support education and research 5 9.4

The IT facilities including e-learning infrastructure are adequate and updated to support education and research

The standards for the environment, health and safety; and access for people with special needs are defined and implemented

10.1 Stakeholders’ needs and feedback serve as input to curriculum design and development 5

The curriculum design and development process is established and subjected to evaluation and enhancement

The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment

5 10.4 Research output is used to enhance teaching and learning 4

Quality of support services and facilities (at the library, laboratory, IT facility, and student services) is subjected to evaluation and enhancement

The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement

The pass rates and dropout rates are established, monitored, and benchmarked for improvement

11.2 The average time to graduate is established, monitored, and benchmarked for improvement 5

11.3 Employability of graduates is established, monitored, and benchmarked for improvement 5

The types and quantity of research activities by students are established, monitored, and benchmarked for improvement

The satisfaction levels of stakeholders are established, monitored, and benchmarked for improvement

L IST OF EVIDENCE

No Code Title of Evidence Remarks

Sub-criterion 1.1: The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university

Mission, vision of the University/ Faculty a Development strategy to 2020 of the University, according to Decision No 485/QĐ, dated August 9,

2011 b Development strategy to 2030 of the University, according to Decision No 1595/QĐ-ĐHNH, dated November 18, 2015 c.Announcement on Faculty's mission, and vision to

2030 d Proof of announcing the Faculty's vision mission on the Faculty's Web, in the Faculty office, on the prochure

Program Learning Outcomes a Decision No: 1434/QĐ-ĐHNH dated October 8,

2014 issued Training Program of school year 2014 -

2015 b Decision No 514/QĐ-ĐHNH dated April 13, 2018 issued Training Program of school year 2018 - 2019

70 c Decision No 1997/QĐ-ĐHNH dated October 16,

2020 issued Training Program of school year 2021-

Sub-criterion 1.2: The expected learning outcomes cover both subject specific and generic

PLOs includes specialized and general a Decision No 1997/QĐ-ĐHNH dated October 16,

2020 issued Training Program of school year 2021-

In 2022, a matrix was created to identify subjects participating in Program Learning Outcomes (PLOs) The subjects were described and a survey was conducted in 2020 to assess the development of PLOs in building Additionally, meeting minutes from the Council of Faculty were examined to gather stakeholder perspectives on PLO development in 2020.

Sub-criterion 1.3: The expected learning outcomes clearly reflect the requirements of the stakeholders

PLOs version from 2014 - 2020 a Decision No 1434/QĐ-ĐHNH dated October 8,

2014 issued Training Program of school year 2014-

2015 b Decision No 514/QĐ-ĐHNH dated April 13, 2018 issued Training Program of school year 2018-2019 c Decision No 1997/QĐ-ĐHNH dated October 16,

2020 issued Training Program of school year 2021-

"The project B02 consists of a comprehensive analysis of multiple stakeholder perspectives on the program learning outcomes (PLOs) and training program It includes the examination of survey data from employers, alumni, lecturers, and students Additionally, it incorporates minutes from faculty council meetings on PLO modifications and training program updates Lastly, it includes records of talkshows focused on innovating the training program."

Plans to amend and update the curriculum in 2017 and 2020 b1 39.18 Announcement to adjust the training program b2 Plan No 524 to adjust the training program 2017 c 640A.20 Plan to adjust and update the training programs 2020

Sub-criterion 2.1: The information in the program specification is comprehensive and uptodate

Description of the curriculum version 1,2,3 a Description of the curriculum of the school year

2014-2015 b Description of the curriculum of the school year

2018-2019 c Description of the curriculum of the school year

Sub-criterion 2.2: The information of the course specification is comprehensive and up-to- date

Course Description Version 1, 2, 3 a Course Description Version of the school year 2014-

2015 b Course Description Version of the school year

2018-2019 c Course Description Version of the school year 2020-

Sub-criterion 2.3: The program and course specification are communicated and made available to the stakeholders

Announcing description of the training program and the course description a On the School's and Faculty's website b On Student Handbook c On Talkshows and seminars with employers d Meetings with students in the division e in LMS

CRITERION 3 - PROGRAMME STRUCTURE AND CONTENT

Sub-criterion 3.1: The curriculum is designed based on constructive alignment with the expected learning outcomes

Description of the course curriculum for the 2020 curriculum a Description of applied econometrics b Description of International Economics c Description of Macroeconomics d Description of Microeconomics e Description of International Bussiness

Sub-criterion 3.2: The contribution made by each course to achieve the expected learning outcomes is clear

The curriculum's Program Learning Outcomes (PLOs) were assigned in accordance with Decision No 1997, 2020 A dossier containing the PLO allocation details was created, including meeting minutes and a matrix outlining the subjects' contributions to the learning outcomes as defined by Decision No 1997 This dossier provides a comprehensive overview of the PLO allocation process and the curriculum's alignment with learning objectives.

Sub-criterion 3.3: The curriculum is logically structured, sequenced, integrated and up-to- date

Structure of the curriculum a Compare the curriculum structure of BUH and some universities b Training program is issued according to Decision No.1434/QĐ-ĐHNH, dated on October 8, 2014 [năm

2014 - 2015] c Training program is issued according to Decision No.514/QĐ-ĐHNH, dated on April 13, 2018 d Training program is issued according to Decision

Order of subjects in the curriculum a Training program is issued according to Decision

No.1997, 2020 b Tree of training program for the school year 2020 -

CRITERION 4 - TEACHING AND LEARNING APPROACH

Sub-criterion 4.1: The educational philosophy is well articulated and communicated to all stakeholders

1 04.01.01 Dossier of building and announcing the educational philosophy of Faculty

Sub-criterion 4.2: Teaching and learning activities are built on the principle of "directed compatibility" to ensure expected learning outcomes

1 04.02.01 Training program in 2014, the revised curriculum in

2018 and teaching and learning activities

2 04.02.02 Pictures of primary course teaching and learning activities

3 04.02.03 : Pictures of extracurricular teaching and learning activities

Sub-criterion 4.3: Teaching and learning activities enhance life-long learning

04.03.01 Skills and critical thinking activities that support lifelong learning goals

Sub-criterion 5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes

1 05.01.01 a The university's rules on regulations, enrollment methods and organization of entrance enrollment for the school years 2015, 2016, 2017, 2018, 2019, 2020 b Documents announcing the entrance exam scores for the International Economics major for the school years 2015, 2016, 2017, 2018, 2019

Documents on testing foreign language and computer skills at the beginning of the first year at the school in

3 05.01.03 The description of curriculum in International

Academic regulations on organization of training, examination and recognition of graduation under the credit system

The transcripts of the evaluation of students of the IEF

- (regular focus) are submitted to the Examination Department of each exam period in each semester during the period of 2015, 2016, 2017, 2018, 2019 (representing each exam period is a transcript of IEF)

7 05.01.07 Sample of Graduation internship report and internship diary

9 05.01.09 Standards for foreign languages, informatics and special courses

Sub-criterion 5.2: Information on testing and evaluation activities is publicly announced and disseminated to students, including: timelines, testing and assessment methods, score distribution ratio, assessment criteria table and scale

1 05.02.01 Testing for computer and foreign language entrance examination publicly announced

2 05.02.02 Class and exam schedule announced publicly

3 05.02.03 Public forms of assessment activities

4 05.02.04 Public forms of graduation assessment and graduation thesis

The public channel stipulates the rate of distribution of process scores - the end of the course and the grading scale according to the regular university training regulations to students

Sub-criterion 5.3: Methods of examination and assessment, including assessment criteria table and scoring scale, are used to ensure that assessment activities have validity, reliability and fairness

1 05.03.01 Course score statistics: Detailed statistics of course scores of K31 (2015 - 2019)

Assessment method according to Exam Bank:

Regulations on implementing and performing the final exam question bank

Assessment method by computer-based exam:

Regulations on implementing and performing computer-based multiple-choice exam

Assessment method according to the Exam

Question Bank: a Regulations on implementing and performing Exam Question Bank 2018 and 2019 b Appraisal minutes of the Faculty and School

Rubrics for essay/project assessment forms, group assignments, graduate internships and graduation theses in 2019

Regulations for organizing the final exam:

Regulations on organizing the final semester exam of the regular focus university

Sub-criterion 5.4: Feedback on test results is sent in a timely manner and helps to improve learning quality

Evaluation form response time reminders: a Photos of the exam bag b Photos of the number of exams to be handed over

2 05.04.02 Student Score Tracking System: Photos of Student's score tracking software system

Regulations on responding to publicly available assessment results: Photo of regulations on feedback on test results and assessment for students

Sub-criterion 5.5: A reasonable complaint process about test and assessment results for students to access easily

1 05.05.01 Process of reviewing final exam scores

2 05.05.02 Regulations on formal university training under the credit system: Regulations on complaints and appeals

3 05.05.03 Procedure for review of final exam scores:

4 05.05.04 Regulations on review: publicly available

Sub-criterion 6.1: Academic staff planning (considering succession, promotion, redeployment, termination, and retirement) is carried out to fulfil the needs for education, research, and service

Academic staff of the IEF a List of academic staff of the IEF b Statistics on the structure of age, gender and qualifications of academic staff of IEF

Academic staff development plan a University's Strategy (2016-2020) b Training and retraining plan for academic staff

2019-2024 c Job position plan of IEF

3 06.01.03 Report on a survey of training needs of academic staff of the IEF

4 06.01.04 Policy on academic staff development a Regulations on internal spending of BUH 2020

75 b Regulations on raising ahead the schedule of BUH

5 06.01.05 Proposals for the Faculty's successor

Sub-Criterion 6.2 Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research, and service

1 06.02.01 Regulations on working regime of academic staff

4 06.02.04 Statistics on evaluation results of IEF

Lecturing assignment and science research registration a Lecturing assignment for academic staff b Registration of annual scientific tasks of the IEF

Sub-criterion 6.3: Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated

1 06.03.01 Academic staff recruitment criteria and process

Recruitment information a Registration of the recruitment needs of the Faculty b Recruitment notice (2016-2020)

Dissemination of recruitment information a Recruitment notice on the website of Department of

Personnel Affairs b Email with related information about recruitment

Tasks assignment a List of faculty's lecturing assignments for subjects in the International Economics curriculum b Tasks of academic staff (Regulation Working regime of academic staff)

6 06.03.06 Criteria for promotion of academic staff

Dissemination of promotion information a Promotion notice b Email with related information about promotion to units in the University

Dissemination of planning information a Planning notice (2016-2020) b Website of Department of Personnel Affairs, Email with related information about planning to units in the University

8 06.03.09 Guidance on planning of the State Bank

9 06.03.10 Appointment Regulations of State Bank

Sub-Criterion 6.4 Competences of academic staff are identified and evaluated

1 06.04.01 Requirements for the academic staff's competency profile in the recruitment notice

Requirements on competence of full time academic staff a Circular 36/2014 on Qualifications of academic staff b Working regime of academic staff (Chapter II:

Tasks of academic staff) c Job position scheme of IEF

3 06.04.03 Proposing annual training and retraining courses of

4 06.04.04 Regulation on evaluation the level of task completion

5 06.04.05 Results of annual evaluation of the level of task completion of the academic staff of IEF

Observation and survey of academic staff a Observation plan b Observation minute c Plan of Faculty's academic staff survey

Sub-Criterion 6.5 Training and developmental needs of academic staff are identified, and activities are implemented to fulfil them

Determine training and development needs of academic staff a Form for surveying training needs of academic staff b The university's annual training and retraining plan

(with budget estimate) c The procedure of determining the training and retraining needs (target) of the University

2 06.05.02 Statistics of academic staff participating in long-term training of the faculty 2016-2020

3 06.05.03 List of academic staff participating in short-term courses 2016-2020

Expenses for training and retraining a Regulations on internal spending (Expenses to improve qualifications - Article 10) b Funding for training and retraining 2016-2020

Implement training and retraining activities a Announcement of organizing professional training and retraining courses for academic staff b Decision to send staff for training (some samples)

Sub-Criterion 6.6: Performance management including rewards and recognition is implemented to motivate and support education, research, and service

1 06.06.01 Regulation on evaluating the level of task completion

Comment on regulations on evaluation of work results a Notice of collecting comments on regulations on evaluation of task completion BUH

77 b Summary of comments on the draft Regulation on evaluating the level of task completion BUH

3 06.06.03 Results of evaluation of academic staff of IEF

4 06.06.04 Statistics of merits/rewards of IEF

5 06.06.05 Notice of review of annual evaluation results

Sub-Criterion 6.7 The types and quantity of research activities by academic staff are established, monitored, and benchmarked for improvement

1 06.07.01 University's strategy on scientific research

2 06.07.02 Regulations on scientific research of academic staff

Results of scientific research of academic staff a List of scientific research, domestic and international articles of academic staff in the period 2016-2020 b Commendation in scientific research of academic staff c Statistics of the application of scientific research of academic staff

Sub-Criterion 7.1 Support staff planning (at the library, laboratory, IT facility, and student services) is carried out to fulfil the needs for education, research, and service

1 07.01.01 The university's development strategy from 2021 to

2030 in terms of personnel organization

Functions and duties of support units a Regulations on organization and operation of support units b Duties assignment of some support units (Department of Information Technology Management, Department of Testing and Quality Assurance,

Library, Center for Student Support and Services, Department of Academic Affairs, Department of Student Affairs, IEF)

3 07.01.03 List of support staff of the Faculty and the University

Support staff development through training and retraining a Regulations on training and retraining the staff and officers b Plan for training and retraining support staff (2016-

2020) c Registration form for training and retraining d Proposal of the unit on training and retraining needs

Sub-Criterion 7.2 Recruitment and selection criteria for appointment, deployment, and promotion are determined and communicated

Recruitment criteria a Recruitment Regulation 1494/QD-DHNH b Recruitment procedure for support staff

78 c Recruitment notice for support staff (2016-2020) d Proposing the need of support staff recruitment of units (2016-2020)

Dissemination of recruitment information a Recruitment notice via Emails b Recruitment notice on Websites c Contract of Recruitment advertising on media

Promotion criteria and implementation a Regulations on professional standards of staff and officers b Notice of organization of examination/consideration for promotion

Appointment Regulations and Implementation a Regulations on appointment, re-appointment, resignation, dismissal, transfer and secondment of BUH b Decision of appointment

Planning activities before appointment a Guidelines for planning of the State Bank b Notice email of planning from the Department of

Sub-Criterion 7.3 Competences of support staff are identified and evaluated

1 07.03.01 Proposal of support staff recruitment of some units

Duties assignment of support staff at some units (Department of Information Technology Management, Department of Testing and Quality Assurance, Center of Student Support and Service, Library, )

Evaluating the competence of support staff through work results a Regulations on evaluation of staff, officials and employees b Support staff evaluation procedure

Survey of academic staff and students' opinions on support activities a Report on the results of the evaluation survey of the support units from the academic staff (2016-2020) b Report on the results of the evaluation survey of the support units from the students (2016-2020)

5 07.03.05 Report on the results of the survey on the working environment from the support staff in 2021

Sub-Criterion 7.4 Training and developmental needs of support staff are identified, and activities are implemented to fulfil them

1 07.04.01 Determine training needs and make a plan of training

79 a Training and retraining procedure b The annual training and retraining plan (with budget estimate)

Implement training and retraining activities a Decision of appointing support staff to participate in training and retraining b Certificate of professional training

Statistics on training and retraining of support staff a Annual expenses for training and retraining support staff b List of training courses for support staff in the years

Sub-Criterion 7.5 Performance management including rewards and recognition is implemented to motivate and support education, research, and service

1 07.05.01 Regulation on evaluating the level of task completion

2 07.05.02 Evaluation form for the level of task completion of support staff

Comment on regulations on evaluation of work results a Notice of comments on evaluation regulations b Summary of comments on the Evaluation

4 07.05.04 Results of the annual evaluation of support staff

5 07.05.05 Results of annual emulation and commendation of support staff

Survey on the quality of the support staff from the opinions of academic staff and students a Survey procedure on the quality of the support staff from the opinions of academic staff and students b Survey form for the academic staff and students about the quality of academic management and services

Criterion 8: Student Quality and Support

Sub-Criterion 8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date

Determine admission policies and targets a Regulations on admission of the MOET b The admission plan of the university

Dissemination of admissions information a Admission consultation plan 2016-2021 b Summary of Admission consultation c Admission notice d Admission website, Fan page, illustrations of the university's admissions on newspapers

80 e BUH Admissions Manual f Portal of the MOET

Admission policies adjustment a Notice of adjustment of admission target (admission method) b Notice of additional admission

4 08.01.04 Minutes or conclusions of the admission conference

5 08.01.05 List of students admitted to the IEF

Sub-Criterion 8.2 The methods and criteria for the selection of students are determined and evaluated

Determine the admission criteria and methods a Regulations on admission of the MOET b Admission plan of the university c Notice of additional admission

Admission criteria and methods assessment a Minutes of the meeting of the admission committee

2016-2021 b Report on analysis and comparison of entrance scores of the program with other programs in the school according to the admission method on the results of the national high school exam c Summary report on admission activities

Sub-Criterion 8.3 There is an adequate monitoring system for student progress, academic performance, and workload

Monitor student learning progress on UIS system a Snapshot of student account to monitor learning progress b Snapshot of the account of the class advisor to monitor the student's learning results c Snapshot of UIS software to monitor student learning results of Department of Academic Affairs, Department of Student Affairs d Data on student learning results

Class advisor and support units monitor students' learning progress a Minutes of the class meeting to assess the learning situation of the class advisor b Functions and tasks to monitor the learning progress of the Department of Academic Affairs, Department of Student Affairs, Faculty and Class Advisor

Sub-Criterion 8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability

Consulting procedure, and training information support a University training management procedure b Graduation consideration and degree granting c Appealing procedure d The procedure of organizing the final exam

Advice and support on internships and jobs a Website announcing recruitment and internship information of Center of Student Support and Service and the Faculty http://foie.buh.ed u.vn/students/emp loyment- opportunity https://csb.edu.vn/ hotrosinhvien/ b Job fair information c Job portal http://vieclam.buh

Financial aids, support regimes and regulations on emulation – rewards and scholarships a Scholarship Management Process b The process of implementing support regimes for students c The process of implementing emulation-rewarding and disciplining students

L EARNING OUTCOMES MATRIX OF THE CURRICULUM

I 1 Philosophy of Marxism and Leninism 2 2 2

2 Political Economics of Marxism and Leninism 2 2 2

III 1 Ideologies of Ho Chi Minh 2 2 2

Entrepreneurship In The Digital Age 4 4 4

FTE OF A CADEMIC S TAFF AND S TUDENTS C ALCULATION

- For a full-time academic staff of the IEF, FTE = 1

- FTE of non-faculty academic staffs (part time academic staff) is calculated as follows:

According to the Regulation on training, the official university system is according to the credit system of the Banking University HCM City (Decision No 2181/QD-ĐHNH dated October