AUN - QA self-assessment report: Bachelor of accounting / Đặng Đình Tân, Ông Văn Năm

BANKING UNIVERSITY OF HO CHI MINH CITY

FACULTY OF ACCOUNTING AND AUDITING

AUN – QA SELF – ASSESSMENT REPORT Bachelor of Accounting

Faculty of Accounting and Auditing | December 2021

AUN – QA SELF-ASSESSMENT REPORT BACHELOR OF ACCOUNTING

-We hereby confirm to approve this AUN-QA Self-Assessment Report of the Bachelor of Accounting for assessment according to AUN-QA Criteria (V3.0)

Dr Dang Dinh Tan

Dean of Faculty of Accounting and Auditing

Dr Ong Van Nam

Head of Quality Assurance Unit

TABLE OF CONTENTS

PART 1: INTRODUCTION 1 PART 2: AUN-QA CRITERIA 4 CRITERION 1 – THE EXPECTED LEARNING OUTCOMES 4 Sub-criterion 1.1: The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university 4 Sub-criterion 1.2: The expected learning outcomes cover both subject specific and generic (i.e transferable) learning outcomes 6 Sub-criterion 1.3: The expected learning outcomes clearly reflect the requirements of the stakeholders 7 CRITERION 2 – PROGRAMME SPECIFICATION 8 Sub-criterion 2.1: The information in the programme specification is comprehensive and up-to-date 8 Sub-criterion 2.2: The information in the course specification is comprehensive and up-to-date 8 Sub-criterion 2.3: The programme and course specifications are communicated and made available to the stakeholders 10 CRITERION 3 - PROGRAMME STRUCTURE AND CONTENT 10 Sub-criterion 3.1: The curriculum is designed based on constructive alignment with the expected learning outcomes 10 Sub-criterion 3.2: The contribution made by each course to achieve the expected learning outcomes is clear 13 Sub-criterion 3.3: The curriculum is logically structured, sequenced, integrated and up-to-date 14 CRITERION 4 - TEACHING AND LEARNING APPROACH 16 Sub-criterion 4.1: The educational philosophy is well articulated and communicated to all stakeholders 16 Sub-criterion 4.2: Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes 17 Sub-criterion 4.3: Teaching and learning activities enhance life-long learning 17 CRITERION 5 - STUDENT ASSESSMENT 18 Sub-criterion 5.1: The student assessment is constructively aligned to the achievement of the expected learning outcomes 18 Sub-criterion 5.2: The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students 19 Sub-criterion 5.3: Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment 20 Sub-criterion 5.4: Feedback of student assessment is timely and helps to improve learning 21 Sub-criterion 5.5: Students have ready access to appeal procedure 22 CRITERION 6 - ACADEMIC STAFF QUALITY 22

Sub-criterion 6.1: Academic staff planning (considering succession, promotion, planning, termination, and retirement) is carried out to fulfil the needs for education, research and service 22 Sub-criterion 6.2: Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service 23 Sub-criterion 6.3: Recruitment and selection criteria including ethics and academic freedom for appointment, planning and promotion are determined and communicated 24 Sub-criterion 6.5: Training and developmental needs of academic staff are identified and activities are implemented to fulfil them 25 Sub-criterion 6.6: Performance management including rewards and recognition is implemented to motivate and support education, research and service 26 Sub-criterion 6.7: The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement 27 CRITERION 7 - SUPPORT STAFF QUALITY 28 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 28 Sub-criterion 7.2: Recruitment and selection criteria forappointment, planning and promotion are determined and communicated 29 Sub-criterion 7.3: Competences of support staff are identified and evaluated 30 Sub-criterion 7.4: Training and developmental needs of support staff are identified and activities are implemented to fulfil them 30 Sub-criterion 7.5: Performance management including rewards and recognition is implemented to motivate and support education, research and service 31 CRITERION 8 - STUDENT QUALITY AND SUPPORT 32 Sub-criterion 8.1: The student intake policy and admission criteria are defined, communicated, published, and up-to date 32 Sub-criterion 8.2: The methods and criteria for the selection of students are determined and evaluated 33 Sub-criterion 8.3: There is an adequate monitoring system for student progress, academic performance, and workload 34 Sub-criterion 8.4: Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability 35 Sub-criterion 8.5: The physical, social and psychological environment is conducive for education and research as well as personal well-being 36 CRITERION 9 - FACILITIES AND INFRASTRUCTURE 37 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 37 Sub-criterion 9.2: The library and its resources are adequate and updated to support education and research 38 Sub-criterion 9.3: The laboratories and equipment are adequate and updated to support education and research 39 Sub-criterion 9.4: The IT facilities including e-learning infrastructure are adequate and updated to support education and research 40

re-Sub-criterion 9.5: The standards for the environment, health, and safety; and access for

people with special needs are defined and implemented 42

CRITERION 10 - QUALITY ENHANCEMENT 42

Sub-criterion 10.1: Stakeholders’ needs and feedback serve as input to curriculum design and development 42

Sub-criterion 10.2: The curriculum design and development process is established and subjected to evaluation and enhancement 43

Sub-criterion 10.3: The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment 44

Sub-criterion 10.4: Research output is used to enhance teaching and learning 45

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 46

Sub-criterion 10.6: The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement 47

LIST OF TABLES

Table 1 1: Contribution of related parties to PLOs of of Accounting training program 7

Table 2 1: Comparision of course speccifications across versions 9

Table 3 1: Expected learning outcomes matrix of training programme 11

Table 5 1: 10-point scale converted to 4-point scale and graded academic performance 20

Table 6 1: Comparison of the structure of faculty qualifications of the FAA with other faculties 23

Table 6 2: Norms of academic staff's work performance 23

Table 6 3: Number of academic staff in AP and FTE for the academic year 2020-2021 24

Table 6 4: Staff-to-student ratio over the school years 24

Table 6 5: Statistics of the number of times academic staff of the FAA participated in the training courses 26

Table 6 6: Statistics of evaluation result of the academic staff of the FAA 27

Table 6 7: Statistics of achievements and awards of academic staff of FAA 27

Table 6 8: Statistics of scientific research activities of academic staff of FAA 28

Table 7 1: Statistics of the number of supporting staff of the AP 28

Table 7 2: Statistics of the number of times of support staff participating in annual training 31

Table 7 3: Statistical results of annual evaluation of support staff 31

Table 7 4: Statistics of emulation and commendation achievements of support staff 32

Table 8 1: Statistics of students of AP 2016-2020 33

Table 8 2: Statistics of the number of students of the AP 33

Table 8 3: Admission criteria of the AP 2017 - 2021 33

Table 8 4: Ratio of students/support staff of AP 2016 - 2020 36

Table 9 1: Improvements and upgrades of the school's facilities for the period 2016-2020 38

Table 9 2: Statistics of additional documents from 2016 to November 2021 39

Table 9 3: Statistics of the number of times of borrowing and returning documents and accessing the database of Accounting and Audit Students [09.02.04] 39

Table 9 4: Statistics of number of LAB rooms and computers for practice 2016-2020 40

Table 9 5: Improvements and upgrades in the school's IT system from 2016 to 2020 41

Table 10 1: Statistics of types of stakeholder surveys 48

Table 11 1: Graduation rate and dropout rate of the FAA over the academic years 49

Table 11 2: Rate of Accounting students graduating on time and dropout 49

Table 11 3: Graduation rates within 4 years and more of the Accounting and Audit Program 50 Table 11 4: Comparison of the on-time graduation rate of Accounting students with other majors in the University 51

Table 11 5: Employment rate of graduates of the FAA from 2016 to 2019 51

Table 11 6: Scientific research of students of Accounting major and comparison with other majors 52

Table 11 7: Comparing teaching activities of Accounting academic staff with that of Business

Administration 54

Table 11 8: Comparing student satisfaction with training course quality in the last 5 courses between Accounting major and Business Administration major 55

LIST OF FIGURES Figure 0 1: Organization chart of FAA 2

Figure 1 1: The compatibility between the PLOs with the University's mission and vision 5

Figure 1 2: The process of building a university training program 6

Figure 1 3: The general and accounting specialization PLOs of AP 6

Figure 3 1: 2020 programme structure 15

Figure 3 2: Programme structure 16

Figure 5 1: Timeline in the process of marking and announcing grades for students 22

Figure 6 1: Comparison of the ratio of scientific publications/staff of the FAA and other faculties 28

Figure 7 1: Recruitment process of support staff 29

Figure 8 1: Results of the survey of graduates about activities and life 37

Figure 9 1: Survey results on the satisfaction of students and academic staff about the Library 39

Figure 9 2: Survey results on student satisfaction about the LAB room 40

Figure 9 3: Students’ satisfaction survey results about IT systems 41

Figure 9 4: Survey results of students and academic staff on environmental sanitation, safety, and health 42

Figure 11 1: Results teaching quality survey for the period 2015-2020 of FAA 53

Figure 11 2: Students’ satisfaction on service quality survey for the period 2015-2020 54

Figure 11 3: Student satisfaction of FAA with training course quality for the period 2016-2020 55

Figure 11 4: Graduates evaluate their satisfaction with the achieved ability 56

Figure 11 5: Employers assess the knowledge, skills, and attitudes of graduates 57

Figure 11 6: Employers assess the job satisfaction of Graduates 57

LISTS OF ABBREVIATIONS

2 BUH Banking University of Ho Chi Minh City

6 DITM Department of Information Technology Management

8 DTQA Department of Testing and Quality Assurance 9 FAA Faculty of Accounting and Auditing

10 ISRBT Institute of Science Research and Banking Technology 11 MOET Ministry of Education and Training

PART 1: INTRODUCTION

Banking University of Ho Chi Minh City (BUH) was established under Decision No 174/2003/QD-TTg dated August 20, 2003 of the Prime Minister on the basis of independent separation from the Banking Academy 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 School has had a process of more than 40 continuous development

In the development strategy for the period 2016-2020, with a vision to 2030: The university

defines the mission: “BUH provides the society and the banking industry with high quality human

resources, influential research, along with consulting services and community service activities BUH creates an education ecosystem, providing opportunities and lifelong learning skills towards comprehensive, creative human development, with the spirit of serving the country, serving the country and the world the people."

Based on that strategy, the university has defined a vision: “BUH aims to become a

multidisciplinary and interdisciplinary university in the group of leading universities in the region and continent in the fields of economics, business, management, law, society and humanities 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.”

Currently, the university maintains the main training levels such as college, regular university, graduate and doctoral students For the university system, there are two types of training, namely formal training and work-study, including training disciplines:

 Finance  Banking

 Accounting and Auditing  Business Administration  Business Information System  English Language

As of the school year 2020-2021, the total number of officials and employees of the University is 448 people; 16 PGS, 100 doctorates, 238 masters, 55 bachelors and 39 other degrees (from college and below); In terms of structure, the University has 286 lecturers (including 38 part-time lecturers) and 162 officials and employees in the management and service sector

Faculty of Accounting - Auditing (FAA/Faculty) is one of 11 specialized faculties, established under Decision No 330/QD-NHNN dated February 26, 2014 of the State Bank of Vietnam The FAA is assigned the task of taking charge of the training program (CET) in the accounting major (accounting-audit major) The current organizational structure of the Faculty consists of the Dean in charge of general Supporting the Dean, according to the regulations on

organization and operation, includes two Vice Deans: one Dean is in charge of academics and one is in charge of training and scientific research (Research) The subjects in the Faculty are structured into 3 subjects: the Department of Financial Accounting, the Department of Management Accounting and the Department of Auditing (Figure 1.1)

Currently, the Faculty's human resources include 32 lecturers (04 lecturers are studying for PhD students abroad) and 01 office staff; in which there are 01 associate professor (accounting for 3.1% of the total number of lecturers), 13 doctorates (40.6%) and 19 masters (59.4%) The number of students who are studying in the training majors managed by the Faculty is currently about 1500 students in the regular university training system and working and studying at the same time

Figure 0 1: Organization chart of FAA

(Source: Working Regulations 2020 of the FAA)

Based on the University's mission and vision, the FAA defines the mission as follows: "The

FAA provides society with quality human resources, valuable research high in accounting and auditing, meeting the requirements of Vietnam's socio-economic development and international integration; provides learners with opportunities and skills for lifelong learning and towards holistic human development.”

At the same time, the vision is defined as: "The FAA will become a pioneer in training and

applied research in the field of accounting and auditing, in line with the trend of digital transformation."

To implement the assessment plan outside of the training programs, the University has established the School-level Self-Assessment Council (SAC) according to Decision No 1010/QD-DHNH dated May 18, 2020 of the Rector of BUH In addition, Decision 1010 also established secretariat and specialized groups for self-assessment of training specialties according to AUN-QA standards The task group of the SA Council - Bachelor of Accounting - Auditing Program was

VICE DEAN

In charge of training and science and technology

DIVISION OF MANAGEMENT

ACCOUNTING

DIVISION OF AUDITING DIVISION

OF FINANCIAL ACCOUNTING VICE DEAN

In charge of academics affair

FACULTY OFFICE

UNION, ASSOCIATION,

STUDENTS

DEAN In charge of

general

BOARD OF THE FACULTY Counseling for the Dean FACULTY

QA

established with the task of making and implementing self-assessment of the accounting training program according to the AUN-QA Standards, including team leaders Working: Dr Dang Dinh Tan (Dean), Dr Nguyen Quynh Hoa (Deputy Dean) and Dr Mr Van Nam (Deputy Head of the Department of Testing and Quality Assurance (DTQA)) The members of the specialized groups include the leadership of the Faculty of Accounting - Auditing, lecturers in the faculty and a number of officials in charge of related units in the University

The group leader's task is to direct and assign the group to conduct self-assessment of the training program of the FAA; organize meetings of working groups; complete the SAR and submit it to the School Level SA Council

The task of group members is to study the standard content; collect information, data and evidence; synthesize, analyze data, collect evidence and write a draft SAR; Complete the SAR

The implementation period is from mid-2020 to the end of 2021, divided into 4 stages:

Stage 1: Making a plan with specific tasks such as: Establishing a SAC at school and faculty

level; plan a self-assessment of the FAA and learn about the standards of the AUN-QA Standard

Stage 2: Implementing the SA implementation process: Collecting and analyzing evidence,

interviewing, and surveying to evaluate the training program according to the AUN-QA Standards Write and edit the SA Report

Stage 3: Checking the SA Report, getting feedback to complete the SA Report

Stage 4: Finalizing the SA Report, disseminating the SA report and preparing the official

external assessment

In the period 2015 - 2020, the Faculty has carried out activities to review and build new accounting training programs to better meet the needs of learners and other stakeholders In 2020, the Faculty has successfully developed a new training program designed to achieve two goals: (1) equip learners with core competencies to perform well the role of accountants in the accounting profession enterprises and organizations; (2) equip learners with digital transformation-oriented capabilities (referred to as Digital Accounting) This new construction training program, on the one hand, equips learners with the core knowledge of accounting and auditing, on the other hand, provides learners with modern subjects to help equip learners with a system of specialized knowledge and different professional skills in the job market in the future of accounting and auditing careers

To create connections with the professional community, the Faculty is currently collaborating with many partners such as Vietnam Association of Certified Public Accountants (VACPA), Association of Chartered Certified Accountants (ACCA), MISA Software Company , large auditing firms, enterprises, banks to connect in the development of training in accounting and auditing to match international trends by extracurricular activities, field trips to banks, businesses, internships, internships for learners to quickly approach reality The majority of graduates work in the right major at commercial banks, enterprises, auditing firms

Over the years, the Faculty has always been one of the collectives that have been evaluated for effective operation, and have been voted for many years as an excellent labor collective of the University Many lecturers were commended with noble titles such as excellent teacher, emulation soldier of the banking industry, certificate of merit from Governor of the State Bank of Vietnam, certificate of merit from the Prime Minister

PART 2: AUN-QA CRITERIA CRITERION 1 – THE 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

Higher education based on career orientation is an inevitable trend in The Fourth Industrial Revolution (4IR), which is popular at many universities around the world, including BUH (University) In the period from 2014 to 2020, the FAA) has implemented three times to develop

and revise the Learning Outcomes (LOs) of the Bachelor of Accounting Program (AP), that is

according on the basis of the coherence and compatibility between vision and mission of the University [01.01.07] and Faculty [01.01.08] with the Program Learning Outcomes (PLOs)

(Figure 1.1)

To achieve this, a thorough design and formulation of expected learning outcomes (ELOs) is always a significant concern, ELOs is carried out in the suitable compulsory courses taken by BUH students The achievement of ELOs is measured by students' scores in the respective course(s) The Faculty has based on steps a specific and rigorous process to conduct the development and

adjustment with three main stages, which are:

In 2014, this is considered an important time because for the first time, the Faculty has built the LOs of the undergraduate training program under the formal system of the Accounting major based on the CDIO (Conceiving – Designing – Implementing – Operating) with about 150 credits [01.01.01] However, when using the MIT scale, ELOs of AC at BUH according to CDIO are not suitable to measure professional practice capacity for the economic sector in general and the accounting industry in particular Therefore, LOs of the accounting training program were not fully

allocated and accurately measured to each subject

In 2018, the orientation of implementing the IAS/IFRS transformation project of the Ministry of Finance in Vietnam set out requirements for changes in the accounting profession Therefore, in order to overcome the shortcomings of the AC according to the 2014 version, and to meet the requirements of stakeholders in human resource training, the Faculty has adjusted the training program at the higher education level with about 129 credits and an improvement in the method of assessing learning outcomes of course-based modules [01.01.02] through changing the proportion of assessment criteria of the subjects (from 4/6 to 5/5)

In 2020, with the results of the synthesis of ideas opinions from stakeholders, and at the same time we consult and compare advanced universities in the world [01.01.03q], [01.01.04], the Faculty continues to refine modify the PLOs of Bachelor of accounting - auditing program to meet the career orientation with general education knowledge, basic science and industry core foundations, internships and experiences to ensure compliance with regulations according to Circular No 17/2021 of the Ministry of Education and Training (MOET)

[https://moet.gov.vn/tintuc/Pages/tin-hoat-dong-cua-bo.aspx?ItemID=7379] In particular, the LOs of version 2020 with 122 credits are designed with integrated knowledge, skills and attitudes, expressed into 8 output standards (PLO) with Bloom scale [http://en.wikipedia.org/wiki/Bloom%27s_taxonomy] at level 4 in the direction of Digital Accounting to enhance access to technology and practical skills [01.01.05], in order to meet the flexibility of opportunities for dual majors, pass learning and shorten the training time for learners

Figure 1 1: The compatibility between the PLOs with the University's mission and vision

(Source: 01.01.03p)

THE MISSION OF THE UNIVERSITY

BUH provides the society and the banking industry with high quality human resources, influential research, along with consulting services and community service activities BUH creates an education ecosystem, providing opportunities and lifelong learning skills towards comprehensive, creative human development, with the spirit of serving the country, serving the country and the

world

THE VISION OF THE UNIVERSITY

BUH aims to become a multidisciplinary and interdisciplinary university in the group of leading universities in the region and continent in the fields of economics, business, management, law, society and humanities 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 MISSION OF THE FACULTY

The FAA provides society with quality human resources, valuable research high in accounting and auditing, meeting the requirements of Vietnam's socio-economic development and international integration; provides learners with opportunities and skills for lifelong learning and towards holistic human development

THE VISION OF THE FACULTY

The FAA will become a pioneer in training and applied research in the field of accounting and auditing, in line with the trend of digital transformation.

OBJECTIVES OF THE TRAINING PROGRAM

* Training on economic background knowledge and in-depth, modern knowledge of accounting and auditing;

* Have good qualities;

* Capable of research and professional practice in response to technological advances, meeting

human resource needs in the field of accounting and auditing both domestically and internationally;

PROGRAM LEARNING OUTCOMES

PLO1: Having capability of applying basic knowledge of natural and social sciences in the field of economics

PLO2: Having capability of thinking critically

PLO3: Having capability of organizing, working in a team and communicating effectively in

international integration environment

PLO4: Being proactive and positive in learning and research to meet lifelong learning requirements

PLO5: Being compliant with laws and regulations, professional ethics and social responsibility

PLO6: Having capability of applying background and in-depth knowledge to solve professional problems in the field of accounting and auditing

PLO7: Having capability of participating in building and developing application solutions in the field of accounting and auditing

PLO8: Having capability of identifying, assessing and responding to changing trends in the field of

accounting and auditing

Figure 1 2: The process of building a university training program

http://buh-ktkt.nvportal.net/chuong-trinh-dao-dao/chuong-trinh-dao-tao-dai-The expected learning outcomes of the formal university programs in accounting major currently includes 8 PLOs which are divided into two groups: (i) The group of general PLOs (including PLO1, PLO2, PLO3, PLO4, and PLO5) ensures that learners can meet the requirements of knowledge, skills and attitudes appropriate to the profession (ii) The group of accounting specialization PLOs (including PLO6, PLO7, PLO8) supplements 06 new subjects which are based

EXPECTED LEARNING OUTCOMES

THE GENERAL PLOs

PLO1: Having capability of applying basic knowledge of natural and social sciences in the field of economics

PLO2: Having capability of thinking critically

PLO3: Having capability of organizing,

working in a team and communicating effectively in international integration environment

PLO4: Being proactive and positive in learning and research to meet lifelong learning requirements

PLO5: Being compliant with laws and regulations, professional ethics and social responsibility

ACCOUNTING SPECIALIZATION PLOs

PLO6: Having capability of applying background and in-depth knowledge to solve professional problems in the field of accounting and auditing

PLO7: Having capability of participating in building and developing application solutions in the field of accounting and auditing

PLO8: Having capability of identifying,

assessing and responding to changing trends in the field of accounting and auditing

on the training program in Accounting major such as Accounting Data Analytics with Python, Information Technology Auditing, Financial Statements Auditing…In order to rise the capacity of learners in approaching and practicing technology, to have chance to learn their courses early or to

convert between different training program [https://buh.edu.vn/cam-nang-sinh-vien.html], [01.01.05], [01.02.01] These skills will help learners have good applicability not only in their

profession but also in other fields This is the concept of "liberal education, interdisciplinary education" in the educational philosophy that our Faculty purse

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

At each different stage, the learning outcomes always has a connection and compatibility

between the University/Faculty's vision and mission and the PLOs (Figure 1.1) In particular, the

survey results in 2020 shows that the AP of BUH has gradually met the learning outcomes and expectations of related parties (Table 1.1) Specifically, the content of the training program is in line with the objectives and the learning outcomes of accounting major has 4.31/5 points (Very satisfied); the criterion of distribution ratio between theory and practice has 3.93/5 points and increased by 0.8 points over to the previous year; The objectives and training program for the Accounting major has 4.23/5 points and the course response level folowing to training major has 4.23/5 points Simultaneously, the results of the recruiter survey, the overall assessment of specialized training knowledge and the ability to apply and solve practical problems that revolved around quite satisfied (58.33%) and satisfied (31.25%), meet the job requirements and can be used immediately 75%, so the rate of students having jobs after graduation is 97.9% [01.03.01] This shows that there has been an improvement of the learning outcomes of the training program for the Accounting major, which has been gradually meeting the needs, satisfaction of learners and the requirements of the society

Table 1 1: Contribution of related parties to PLOs of of Accounting training program CARDINAL

NUMBER

RELATED

CONTRIBUTION TO PLOS

Employer

Being compliant with laws and regulations, professional ethics and social responsibility

1

Having capability of applying basic knowledge of natural and social sciences in the field of economics

Having capability of identifying, proposing and solving problems in the field of Accounting

Having capability of proposing and solving problems in the field of Accounting

PLO6, PLO7

3

Expert/ Lecturer

Information gathering and processing

Organization skills, having capability of

creating independent research PLO3

CARDINAL NUMBER

RELATED

CONTRIBUTION TO PLOS

Having capability of identifying, assessing and responding to changing trends in the field of accounting and auditing

Having good application of legal knowledge, international standards in the field and interdisciplinary of Accounting

Dynamic, adaptability in the field of

Consciousness of learning and

In-depth knowledge in the field of

(Source: 01.01.03c)

CRITERION 2 – PROGRAMME SPECIFICATION

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

The 2020 programme specification has the following [02.01.01]

- Awarding body/institution (BUH); The Faculty (FAA); Programme title Auditing); Major (Accounting); Code (7340301); Name of the final award (Bachelor of Accounting)

(Accounting Expected learning outcomes of the programme: General objective of the training programme (1), Programme learning outcomes (2); Job opportunities after graduation (4) - Admission criteria or requiement to the programme (6)

- Training programme for reference – comparison (8)

- Programme structure (General knowledge; Fundamental, Major and Professional

knowledge) (10)

- Guide to programme (professional graduation requirements; English standards and computer science) (12)

- Body of educational quality monitoring (University)

- Date on which the programme specification was written or revised

From 2014 to 2020, programme specification has three versions: 2014, 2018 and 2020 The 2020 version has some amendments and changes in comparison to previous versions In particular, the 2020 version has been added with the PLOs (2); the PLOs matrix and the course’s expected learning outcomes (ELOs) (3)

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

up-All the courses in programme have their course specification, which is standardised The information in the course specification includes:

- General information and requirements to the course - Course objectives

- Course materials: textbooks and reference books

- Learning outcomes of the course (CLOs), the level scale of PLOs which are allocated to the course

- Teaching plan in details It is a detailed description (chapter by chapter) of time, teaching, learning methods to enable outcomes to be achieved

- Assessment methods: This section clearly demonstrates the assessment methods that teachers use to achieve the course’s ELOs, in alignment with teaching and learning activities

- Course requirements

- Course title/faculties in charge

- Date on which the course specification was written or revised

To ensure the update, the course specifications are also reviewed and revised periodically with the time of reviewing and editing the study programme Thus, from 2014 to 2020, the course specifications have been revised three time Through each revision, the subject description is desighed to be more and more comprehensive with all useful information from to the parties

Table 2.1 below compares changes in the course specifications across versions 2014, 2018, 2020 [02.02.01]

Table 2 1: Comparision of course speccifications across versions

1 Course title

Course Description (includes name of the course)

Course Description (includes name of the course)

Course Description

2 Course information

Course title; knowledge volume (Number of credits and learning hours)

Course title; knowledge volume (Number of credits and learning hours)

(Vietnamese, English), code, programme level; Applicable training major; Credits; allotment of time; Faculty of subject management; previous subject

3 Course speccifications

Summary of the course content

Summary of the course content

Summary of the course content and coding the subject's objective

4 Course expected learning outcomes (ELOs)

Description and Coding of course ELOs; in connect with PLOs allocated to the course

Description and Coding of course ELOs; Connect ELOs with PLOs allocated to the course

Description and Coding of course ELOs; Connect

allocated to the course and in connection with the coded course learning objectives

5 Teaching plan

List of the chapters in the subject, associated with the CLOs and proof of assessment

List of the chapters in the subject, associated with the CLOs and proof of assessment

List of the chapters in the subject, associated with the CLOs and proof of assessment Associated with teaching and learning activities, proof of assessment and relevant learning materials

6 Methods of course assessment

List of assessment components (midterm and final assessment);

List of assessment methods associated with the CLOs and the weight of each assessment method

List of assessment components (midterm and final assessment);

List of assessment methods associated with the CLOs and the weight of each assessment method

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

7.Course requirements

Requirements for the students when attending

Signature of author, approved by Dean Without certificated by Rector Without Date of approval

Signature of author, approved by Dean and Rector Date on which the course specification was issued or revised

(Source: Course specifications version 1, 2, 3 from 2014 to 2020)

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

The programme specifications are published widely and publicly in many forms, on the both website of university and faculty

- On the University’s website [02.03.01] - On the Faculty’s website [02.03.02]

- Seminars and workshop on the study programme [02.03.03]

The course specifications are published widely and publicly in faculty’s website:

- On the Faculty’s website [02.03.02]

- On the LMS system where the lecturers provide all necessary materials in the first class date [02.03.04]

CRITERION 3 - PROGRAMME STRUCTURE AND CONTENT

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

The Bachelor of AP is designed with 125 credits, divided into 3 knowledge blocks: general

knowledge with 22 credits (accounting for 17.6% of total credits); fundamental knowledge with

52 credits (accounting for 41.6% of total credits); major knowledge and specialized knowledge with 51 credits (accounting for 40.8% of total credits) Details are shown in Table 3.1

Table 3 1: The programme structure

Programme level

Training Duratio

n

Total of credit

s

General knowled

ge

Fundamental knowledge

Major knowledg

e and specialize

d knowledg

e *

Compulsory/Elective courses

Compulsory

Elective **

Table 3 1: Expected learning outcomes matrix of training programme

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8

10

Fundamentals of Vietnamese Culture

No Courses PLOs

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8

36

Accounting Data Visualization with Python

No Courses PLOs

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8

Source: 2020 Training Programme

Table 3.2 shows the alignment between the curriculum and the expected learning outcomes Overall expected learning outcomes (PLO1-PLO5) are integrated through courses in the general education stage and most of courses reach level 2 Specialized expected learning outcomes (PLO6-PLO8) are integrated through courses in the major knowledge and specialized knowledge stages and reach level 3 In addition, advanced specialized courses, graduate internships and graduate thesis provide specialized PLOs and achieve level 4

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

The FAA uses the Bloom scale (2001) on the level of awareness to determine the level of

contribution of each course to the achievement of the expected learning outcomes [03.02.01] In

the process of creating training programme and designing course syllabus, after the PLOs were officially announced, the Faculty held a meeting of departments and distributed the PLOs to courses, ensuring that all courses contribute to the overall PLOs to a certain extent according to the Bloom scale With the same PLOs, the scale level of the courses in the following semester can be increased compared to the courses in the previous semester

The general knowledge block include courses such as General Laws, Mathematics, Philosophy of Marxism and Leninism, Ideologies of Ho Chi Minh, Advanced Mathematics, Theory of Probability and Statistics, Psychology, Logics, Discrete Structure support students to achieve general PLOs such as critical thinking, organizational ability, teamwork and effective communication

The fundermental knowledge block include courses such as Macroeconomics, Microeconomics, International Economics, Principles of Marketing and Principles of Accounting are in accordance with the PLOs on basic knowledge of Economics, Accounting, Management and Marketing in an organization (that courses achieve PLOs such as being proactive and active in lifelong learning, research, etc.) Besides, courses such as Finance and Monetary Theory, Corporate Finance, Financial Accounting, Research Methods, Econometrics and Accounting Data Analytics with Python provide students with in-depth knowledge of accounting, finance, money which are integrated through the ability to apply background and in-depth knowledge to solve professional problems in the field of accounting and auditing

The major knowledge block include courses such as Fundamentals of Auditing, Accounting Information System, Financial Accounting for Specialized Industries and Public Accounting The specialized knowledge block include courses such as Cost accounting, Advanced financial accounting, Management accounting, Financial auditing, Bank auditing, Advanced accounting information systems, Advanced international accounting and Internal control support students with the ability to apply knowledge, the ability to participate in the development of solutions as well as to grasp and adapt to changing trends in the field of Accounting - Auditing

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

up-The 2020 training programme of the faculty includes 125 credits within 4 years, 8 semesters with knowledge blocks from general to specialized knowledge

The general knowledge block includes general theoretical courses about the state, General laws, Marxism-Leninism, History of Vietnamese Communist Party and Ideologies of Ho Chi Minh, mathematics, statistics These courses have the purpose of giving students a comprehensive knowledge of state and law to solve real-world problems At the same time, they help students to have the background knowledge to study the contents of the major in Accounting - Auditing

Professional knowledge is divided into 2 main components: fundamental knowledge with 52 credits (accounting for 41.6% of total credits) and major knowledge and specialized knowledge with 51 credits (accounting for 40.8% of total credits) The fundamental knowledge block provides students with basic knowledge of economics, fundamentals of management, research methods, econometrics, principles of marketing and theory of finance and monetary, fundamentals of domestic and international financial market that aim at helping students to set up plan, propose policies, build and operate the basics of business units The major knowledge and specialized knowledge block provides more detailed and in-depth knowledge of the profession to help students transfer what they have learned into professional skills such as practical analysis, critical thinking, problem solving skills, set up plan and come up with an appropriate solution For example, Principles of accounting course provides leaners basic knowledge of accounting to serve as a prerequisite course for students to acquire accounting knowledge in Financial accounting course The knowledge learned in Financial accounting will be the foundation for students to be able to acquire in-depth knowledge of the field of accounting and auditing that will be covered in the Financial Auditing course The knowledge, skills and attitudes from these and other courses will ensure that students are qualified to undertake the final internship to achieve the expected learning outcomes of ability to solve problems in the field of accounting and auditing

Courses of specialized knowledge equip students with presentation skills, teamwork, work organization and time management, basic qualities in the financial sector such as being compliant with laws and regulations, professional ethics, progress, initiative, passion and lifelong creativity Graduation internship and graduation thesis are designed with 12 credits (9.6% of total credits) with the aim of testing students' ability to combine knowledge and skills, attitudes in observing a real business to complete the report, update knowledge and improve the ability to recognize problems in practice Students who meet the requirements for the number of credits and the required

score may be able to choose to write graduation thesis or take alternative courses The graduate thesis helps students with scientific research ability to solve academic or applied problems aimed at learners’ pursuing lifelong study

Therefore, students of business and management majors, including accounting major, study together for the first 4 semesters of general and fundamental courses (about 23 courses - about 71 credits) From the fifth semester, students start major courses

Figure 3 1: 2020 programme structure

The AP through the periods from the 2014-2015 school year to the 2018-2019 and 2021 school years has changed and updated in the following structure:

2020-The new 2020 training programme is designed with 125 credits, 4 credits less than the 2014 training programme and the 2018 training programme giving learners opportunities to shorten training time and have a lot of free time more Students can study beyond if conditions permit The proportion of general education courses is designed to comply with the training regulations of the MOET The fundamental knowledge, major knowledge and specialized knowledge accounts for a high proportion of over 80% in the training programme, in which the fundamental knowledge block is suitable with Banking university’s general admission method for the Economics, Business - Management majors and development orientation The major knowledge and specialized knowledge block accounts for a high proportion of over 40% in the training programme over the years

Elective courses are included in the training programme with an increasing proportion (6 credits in 2014 programme; 11 credits in 2018 programme and 20 credits in 2020 programme) evenly distributed among all three blocks of general knowledge, fundamental knowledge and specialized knowledge Elective courses focusing on accounting majors increased by 50% help learners improve their professional practice skills such as Advanced International Accounting, Cost Accounting, etc During the industrial revolution 4.0, specific courses in Accounting, both compulsory and elective courses, are included in the 2020 training programme This change provides learners with highly specialized, up-to-date and trend-appropriate competencies in this new period For examples, courses related to Python programming language (Accounting Data

Analytics with Python, Accounting Data Visualization with Python, ) [03.03.01], [03.03.02]

General knowledgeFundamental knowledgeMajor knowledgeSpecialized knowledge

2020 PROGRAMME STRUCTURE

Figure 3 2: Programme structure

Source: The training programme over years 2014, 2018 and 2020

The 2020 training programme is built on the basis of references and comparition to similar programs of other universities in the world (University of Birmingham, UK) and other universities in Vietnam (University of Economics Ho Chi Minh City and University of Economics and Law -

Vietnam National University, Ho Chi Minh City) [03.03.03]

CRITERION 4 - TEACHING AND LEARNING APPROACH

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

The educational philosophy of the FAA is "Liberal - Interdisciplinary - Experience" (khoaktkt.buh.edu.vn), which is based on the educational philosophy of the school

(buh.edu.vn/gioi-thieu/su-menh-tam-nhin.html) [04.01.01]

The liberal philosophy is implemented by developing a flexible training program, enabling

students to freely choose courses according to the individual's orientation [04.01.02] This

philosophy is also integrated into the experience training model on the learner-centered principle Specifically, the courses build self-study activities for students, helping them know how to plan their study, find study resources, self-examination, and assess their learning (e.g., Management

Accounting) [04.01.03]

In addition, the accounting major's curriculum is designed to include several interdisciplinary courses such as Accounting Data Analysis with Python, Financial Accounting, Bank Accounting, Bank Audit, etc., combining Information Technology, Finance with Accounting major This orientation is most clearly portrayed in 2020 when the Faculty's training program is restructured, allowing students to choose one of the "traditional" or "modern" minor majors The "traditional" direction continues to inherit and meet the current demand of the Vietnamese market In contrast, the "modern" approach aims to catch up with the world's changes to prepare for future changes in

[04.01.02]

The FAA has gradually integrated experiential activities into the teaching and learning process through various forms such as case study exercises, group discussions, implementation of research reports, projects and presentations, debates in class, banking organizations practicing

simulations, accounting practice room, graduate internship program [04.01.03], professional

competitions or scientific research (SR) such as "Innovation Towards Success," "Unlock Your

Power" (UYP), etc [04.01.04], club activities organized by students themselves such as SARA

(Student Association for Research and Application), FAAC (Future Accountants & Auditors Club)

[04.01.05], community and social activities such as "Winter warm coat program" [04.01.06], etc

Besides, practical exchanges, career orientation, career fairs with businesses are held annually,

attracting thousands of students to learn about career and future job opportunities [04.01.07]

Total CreditsCredits of Compulsory CoursesCredits of Elective Courses

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

The training program focuses on balancing theoretical and practical throughout the curriculum and each module Practical training is organized in the form of career, vocational skills exchange, final-course graduation internship and internship report (3 credits), graduation thesis (12 credits) During the internship and reporting process and graduation thesis course, students are guided by lecturers Students perform their thesis defend against the professional council

Each course applies a variety of teaching and learning methods and a combination of many forms of assessment of learners such as periodic and final examinations; practice, essay; group discussion and presentation; etc Group discussion is applied in all courses Presentations are emphasized in courses such as Introduction to Accounting, Public Accounting, Accounting Information System, International Accounting The essay is required in Introduction to Accounting; Lecturers also ask students to learn on their own in practice at businesses to complete group assignments in some courses such as Financial Accounting 2, Accounting Information System Students practice accounting software FAST, MISA in courses such as Accounting Principles, Financial Accounting 1, Accounting Information System In addition, lecturers also interact with students through forums such as Facebook, group chat to answer questions, or provide more research papers from prestigious magazines or teaching video links related to course knowledge for students In addition, e-learning online training systems (LMS and supporting tools such as Zoom, Google meet, MS Team, etc.) also create flexibility in teaching and learning activities and are especially promoted strongly during the COVID-19 pandemic to online teaching

and learning [04.01.03], [04.02.01]

In addition to the main course activities, students are encouraged to participate in other

extracurricular activities Some of them are life skills, sports, English [04.01.05], SARA academic

club specializing in Scientific Research, with 25 students in charge, FAAC academic club specializing in career, with 74 students in charge Moreover, students are encouraged to participate in various scientific research activities such as MOSWC, ACM/ICPC, Eureka, etc They have

achieved many awards and significant results [04.02.02] They also participate in academic

competitions organized by the Faculty, such as the "Creativity towards Success" and UYP contest Students can receive scholarships from sponsors or be allowed by businesses to get an internship or apply for jobs when they graduate The 2017 "Creativity towards Success" competition has 51 topics from 153 students taking the competition The "Creativity towards Success" in 2018 has 22

topics (66) students UYP 2021 attracted nearly 400 students to participate [04.01.04] These

activities were carried out by dedicated and professional lecturers and experts, which inspired learning in many students

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

To equip students with lifelong learning skills, the Faculty identifies foreign languages (English) as a necessary tool to enrich their knowledge and skills Students are encouraged to join English clubs such as BEE, STEP, IEC, etc., and achieve a minimum score of English international certificate as a prerequisite for graduation (such as a minimum English proficiency of 5/6

corresponding to European C1 level) [04.03.01] Students are also provided with mandatory

reading materials in English to improve their reading and understanding of technical documents during the learning process

Instead of only implementing Scientific Research in the last year of the graduate internship module, Scientific Research activities are increasingly enhanced by implementing group exercises, essays, presentations, and debates in the classroom in some courses The diverse activities help students improve their ability to think independently and critically, identify problems, design research outlines, search for documents, access multi-source information, use references, and write

reports These abilities are critical for lifelong learning [04.01.03]

Furthermore, various assessment methods such as peer assessment, assessment,

self-directedness are designed [04.01.03] to equip students with habits and skills to learn from

colleagues, self-evaluate and orient themselves without support, the control of the lecturer or manager

CRITERION 5 - 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 to achieve the PLOs of the curriculum, assessment forms are used in a consistent and continuous way throughout the program, including entrance examination; diagnostic assessment; assessment during the training process (participation in the course, the final

exam); graduation stage assessment (graduation internship and graduation thesis)

- Entrance admission: Students must participate in the enrollment in accordance with the

regulations of the MOET The University accepts admission to candidates from all over the country, and the University has clear regulations regarding student admission and enrollment From 2016 to 2020, the University's admissions process has been implemented, and have been many

improvements

From 2016 to 2017, The University’s student admission in the field of Economics and Business (including Accounting - Auditing majors) is based on the results of the national high school graduation exams in groups of three tests: A00 (Mathematics, Physics and Chemistry), A01 (Math, Physics and English), D01 (Mathematics, Literature and English), D90 (Mathematics, Natural Sciences and English) Admission score is the total score of the national exam results of the three subjects in one of the aforementioned groups and plus the candidate's priority score (if any) in accordance with MOET is regulations After being considered for admission in the economic and business sector, at the end of the first three semesters, candidates are assigned to the

FAA based on the Faculty's training targets, personal aspirations, and academic results

In the 2018-2019 school year, the university still implements enrollment in consider admission form based on national high school exam, but " Training majors belonging to regular university program will enroll independently with their criteria and own standards score, including finance and banking, accounting and auditing, business administration, international economics, management information systems, English language, economic law"

In 2020, besides maintaining the traditional admission method is to consider admission based on the results of the national high school exam, the BUH uses the new method, which is the direct admission in accordance with the provisions of the MOET, the university's direct and prioritizing

admission regulations [05.01.01]

- Diagnostic assessment: In addition, at the beginning of enrollment, students are also tested

for input on foreign language and computer skills, which are essential skills to support students' learning throughout the learning process This assessment helps those students that do not meet the

requirements to identify their areas (e.g., skills) for timely improvement [05.01.02]

- In the study process: the program has 122 credits divided into 43 modules/courses Each

module uses different assessment methods so that it covers the entire content of the subject and is compatible with the PLOs allocated to the course, the CLOs presented in the course syllabus

[05.01.03] There are many assessment methods being put into use including: multiple choice

questions, short essays, assignments, presentations, etc [05.01.04] For each module, students are

assessed through two stages, which are the assessment of the learning process (including assessment activities such as a midterm examination, participation in class lessons with many

assessment methods), and the final assessment of the course [05.01.05] + Assessment of the learning process:

From 2016 to 2019: the assessment of the learning process mainly implemented through grading based on the scale designed by the lecturer for each test, exam, the proportion of the learning process assessment accounts for 40%, and the final assessment of the course accounts for 60% Since 2019, the rate of assessment of the learning process has been increased to 50%, and the method of assessing the learning process is also unified Specifically: 10% of attendance, 20% of the individual midterm examination, and 20% of the group discussion assignments Through group assignments, soft skills such as presentation, teamwork, and communication skills are assessed throughout most of the major and specialized subjects of the FAA In addition, practical skills in using accounting software are assessed in the practical exercises of modules such as Financial Accounting, Accounting Information System From 2020, the assessment of the learning process is concertized through the construction of assessment rubrics

+ Final assessment of the course:

In the period 2016-2019, the form of the final examination of the course in FAA was essayed questions In 2020, most subjects changed the final exams to objective multiple-choice tests The learning outcomes at the high competence level are assessed during the learning process

- Graduation stage: The evaluation of students achieving the PLOs of knowledge, skills,

attitudes, and professional practice capacity is also carried through the graduation internship report and graduation thesis The regulation standards that need achieving before taking a graduation internship and graduation thesis are clearly promulgated The course of graduation internship and graduation thesis are organized 4 to 5 times a year so these students conveniently choose an appropriate time to register

+ Graduation internship: All students must take part in the graduation internship, which aims to help students achieve the PLOs of professional practice capacity Assessment rubric for graduation internship formulated to evaluate the graduate internship course based on three comments: (i) The internship entity based on the internship diary which is fully recorded in each internship session and has the review of the internship entity; (ii) The instructors through the interaction during the internship and the writing of the internship report; (iii) The quality of the internship report, which indicates the students' ability to apply learned knowledge and promote

professional practice capacity of students [05.01.06]

+ Graduation thesis: For the graduation thesis, students are entitled to a choice between

performing the graduation thesis or studying alternative subjects clearly expressed in the training program Graduation thesis or alternative subjects are all geared towards the PLOs of students' professional practice capacity If performing the graduation thesis, students are guided by a teacher Students have to present their thesis to the graduation thesis grading committee, which consists of three teachers Rubrics assess of the graduation thesis developed with a clear list of criteria for instructional teachers, critical teachers, and three teachers on the board The evaluation of instructional and critical teachers, including (i) Form of graduation thesis, (ii) On the content and method of research, the necessity and scientific basis of the topic, results in research, solutions, and recommendations The evaluation criteria of the graduation thesis review committee, including (i) Presentation; (ii) Thesis content, structure, layout, research method, scientificity, practical value of

the topic; (iii) Answering the question of the committee [05.01.07]

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

- Information about the assessment activities

During the training process at the University, for the modules of the training program, the student assessments are transparent and communicate to students, including:

+ The time of course completion assessment is shown in the course schedule and final exam published by the Department of Academic Affairs (DAA) at the beginning of each semester on the

University's website [05.02.01]

+ Time to conduct the assessment of the learning process, testing and evaluation methods; The grade distribution for the assessment of the learning process and the assessment at the end of the course is shown in the course outline published on the Faculty's website, and in the course materials uploaded to the LMS by the lecturers and announced to students at the beginning of the

first lesson of the module [05.02.02]

- Information about graduation internship and graduation thesis

Before starting the internship and completing the graduation thesis, students have the opportunity to attend a Q&A session After that, students continue to receive specific guidance from the lecturer on the content, methods and skills of proceeding theses/graduation projects Students must present their thesis in front of a panel consisting of three selected lecturers The graduation thesis is evaluated with clear criteria for the instructor, the reviewer, and the three lecturers on the panel The assessment criteria and grading scale for the final internship and the graduation thesis were also repeated in the Q&A meeting for students before starting the internship

and conducting the thesis [05.01.06]; [05.01.07]

Regulations on the rate of distribution of points for assessment of the learning process and the end of the course as well as the regulations on the grading scale shown in the regulation of formal university training according to the credit system are made public students through the document "Student Handbook" [05.02.04] Through a variety of assessment methods that are applied appropriately and compatible to evaluate the output standards of the subject and of the training program during the course If the scores are from 4 (on a 10-point scale), students achieve

the learning outcomes of the course [05.02.03] Based on the 10-point scale that the Faculty evaluates, the University will automatically convert to the 4-point scale and the letter scale to

classify students' academic performance [05.01.05]

Table 5 1: 10-point scale converted to 4-point scale and graded academic performance Classification 10-point scale Letter scale 4-point scale Academic ranking

Source: Credit-based training regulations

In addition to clearly showing the pass/fail criteria in the credit - based training regulations and the student handbook, information on testing and evaluation activities are publicly announced and disseminated to students This is reflected in other aspects such as: (i) There are clear regulations on student absences, illness and other extenuating circumstances during the

examination process [05.01.05]; (ii) There are regulations on penalties when students violate the

exam regulations during the examination process [05.02.05]

Sub-criterion 5.3: Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment

To support re-evaluation of the validity, reliability, and fairness of the assessment activities of the modules, students' scores in the modules are statistically and classified BUH has increased the use of information technology in testing, evaluating, and using statistical models to analyze and interpret evaluation results in help increase reliability Reliability, validity, and fairness [05.03.01] 2016-2017: Modules use a common test bank to evaluate final results [05.03.02] Since 2018, the assessment method according to the exam question bank with the classification of questions according to the levels of the learning outcomes for some modules have been implemented and applied in stages [05.03.03]; [05.03.04] The exam structures of the exam question bank is built to ensure the assessment of the learning outcomes of the module For example, for the Accounting Principles module, to evaluate the CLO1 "Using basic accounting knowledge to implement the accounting process in an enterprise", the final exam question bank designed to cover all the contents of the course's chapters to assess the ability to apply basic accounting knowledge to perform the

accounting process of some major transactions arising in the enterprise [05.03.05] In 2020, the

evaluation criteria table and rubric scale for the evaluation forms of all modules, including the graduation practice module and the graduation thesis, are developed to continue to improve the validity, reliability, and fairness of the assessment The Rubric evaluations have followed the learning outcomes For example, for the Financial Accounting module, rubrics evaluates the final exam designed to assess all three of the course's learning outcomes, CLO1, CLO2, and

CLO3 [05.03.06]

In addition, in 2020, the BUH also promptly issued a provisional regulation on the online course evaluation This is to supplement and diversify the forms of course assessment in accordance with unusual situations without organizing the assessment of the course in a centralized form This Regulation regulates the forms of online multiple-choice exams, online essays, online quizzes, and essays with online presentations [05.03.07]

Sub-criterion 5.4: Feedback of student assessment is timely and helps to improve learning

The entire grading process and score announcement is published on the website of the DTQA for easy access by students Feedback includes feedback in the course assessment and feedback on the end-of-course assessment

In 2019, the school issued a regulation on score management on the training management software system in order to manage, post-check and use the score data of learners of the training systems According to this regulation, the deadline for teachers to enter course scores into the system are 5 working days after the last lesson, after entering grades into the system, teachers have 3 working days to check and correct errors This regulation helps to limit errors in the process of

entering scores and managing scores [05.04.01]

For the assessment of the learning process, depending on the assessment methods, the time lecturers give feedback on the results may be different For example, if students present a report or project in class, lecturers give feedback on the assessment results immediately after students’ presentation If the assessment method is paper-based tests such as mid-term tests, or essays without presentations, lecturers will publish scores and analyze assessment results from 1 to 2 weeks later to help lecturers adjust their teaching methods and help students improve their learning methods to improve learning quality and enhance the ability of students to achieve learning outcomes Lecturers will announce the grade of formative assessment and midterm test at least in

the final session of the course [05.04.01]; [05.04.02]

In terms of the end-of-course assessment, the school has already issued regulations on organization of the final exam, with the timelines for marking and responding to results as follows:

Figure 5 1: Timeline in the process of marking and announcing grades for students

3 working days for receving tests

7 working days for grading tests

3 working days for DTQA to check the grades

Test day

The last day lecturers receive tests

The last day lecturers return test grades

The day grades are published

Source: Synthesized from the credit-based training regulations, regulations on management of test scores, regulations on organization of the final exam, the process of marking and announcing

exam results [05.04.01]

Moreover, teachers continue to check their students’ scores that are published on the portal for an additional 10 working days from the date of returning the paper transcripts

Sub-criterion 5.5: Students have ready access to appeal procedure

The university has appeal procedure for assessment results [05.05.01] In addition, students

can conduct a course assessment survey at the end of the course and an evaluation survey on student

feedback on the study program at the end of the course [05.05.02]; [05.05.03]

For the assessment of the midterm of the module, if students have a complaint about the assessment results, lecturers will respond immediately during the session whereby they announce the results For the assessment of the end of the module, if students have a complaint about the assessment results, students are entitled to send an application to DTQA for a review of the

assessment results according to the university’s regulations

There are two lecturers (different from the two lecturers marking the exam for the first time), reviewing the test If the assessment scores is 0.5 point greater than the first scores, the two lecturers will make a judgment and the first two lecturers will have to exchange information to decide

whether to change the score or not The four lecturers sign the minutes of review

Students have the right to submit a re-examination application within 10 days after the announcement of the test scores, the school will announce the re-examination results within 16

days from the deadline for submitting the re-examination application [05.05.01]

The regulations for the appeal procedure and related documents are published on DTQA’s website The appeal procedure is also clearly shown in "Student Handbook" for students to easily

access [05.05.04]

CRITERION 6 - ACADEMIC STAFF QUALITY

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

re-As of December 31, 2020, the faculty has 32 academic staff [06.01.01] The comparison of

the structure of academic staff qualifications of the FAA with the Faculty of Business Administration and the Faculty of International Economics is as follows:

Table 6 1: Comparison of the structure of faculty qualifications of the FAA with other faculties

Academic standard

Economics

Faculty of Business Administration

Source: Department of Personnel Affairs (DPA)

According to the strategies of academic staff development of the university, the faculty has created a plan for developing the academic staff of the AP There are two resources for the academic

staff: internal and external [06.01.02] For the Faculty members, the University and the Faculty

have the policy to encourage them to enhance their qualifications For the external resources, the University also has some policies to attract the staff with high qualifications (recruiting the new

staff with a Ph.D Degree or higher or inviting experienced visiting professors) [06.01.03] The

school issues an annual training plan for academic staff based on a survey of academic staff'

[06.02.01], specifically shown in table 6.2:

Table 6 2: Norms of academic staff's work performance

Full-time academic staff (except head

Source: Regulations of the working regime of academic staff

Participating in teaching the AP 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 FAA is 1, of a non-faculty faculty member (part-

time academic staff) is 0.56 and of a visiting academic staff is 0.06 [06.02.02]

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

PhDs

To calculate the student's FTE, the faculty is based on the student's learning

load [06.02.03] (Appendix 4.3) Based on the FTE of academic staff and students, the ratio of

academic staff to students over the school years is shown in the following table 6.4:

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

Year

Total FTEs of Academic Staff

Total FTEs of Students

Staff-to-Student Ratio

Source: Institute for Research Science and Banking Technology (ISRBT), DPA

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, planning 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 and matched to the general demand, the

University will issue 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 Doctor, and 50 for Assoc Professors and Prof; (iii) English level 3 (B1) of CEF or equivalent; (iv) Informatics Certificates for basic technology skills stipulated by the MOET; (v) Pedagogical, researching, and community

serving Skills Candidates must take a test or review to be recruited After being recruited, academic

staff will have 1 year of internship to study the course, prepare lectures, observe, and practice teaching Academic staff are officially recognized after passing the trial teaching council in the order of academic department level, faculty level and school level The Recruitment Announcement must be clear about the criteria, the recruitment method, 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 staff based on the qualifications and the norms Doctoral 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, build the curriculum of the Faculty,

mentor 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 to the ISRBT [06.03.05]

Promotion: The University applies the promotion conditions according to the directive of

State Bank The promotion criteria include the criteria of teaching qualifications: degrees and certificates, Pedagogical certificate, Foreign Language and Informatics Certificates stipulated by the MOET; Criteria of major qualifications: the number of science research matched to the requirement of the position, the minimum of the time at the sub-position For example, in order to be promoted from academic staff to main academic staff, a academic staff needs to have held the title of academic staff for at least 9 years (for Master's) and 6 years (for PhD), being main researcher for at least 1 scientific research, participating in the compilation of at least 1 textbook, having at

least 3 scientific articles, having a foreign language certificate of B1, [06.03.06] These

promotion criteria will be notified to the academic staff by the announcement of the DPA The staff

who can meet the criteria will send the documents for review or take the promotion test [06.03.07] Appointment and Planning: Annually, the DPA will send a notice about the Appointment and

Planning along with the attached conditions, criteria according to the directive of State Bank for every head position of the Faculties; the Faculties will send the planning proposal with each

position and DPA will collect and submit to the University Board for approval [06.03.08] The

planning period is every 5 years, and it will be reviewed every year to be appropriate to the actual situation The planning criteria include the Criteria of Political and Ethical Qualifications, skills, reputation, health, and development potential [06.03.09] Planning is a crucial step before

designation with the head positions of the faculties [06.03.10]

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

For newly recruited academic staff: The competence requirements of the academic staff are

determined from the beginning (when recruiting) in the recruitment regulations and recruitment announcement of the University Academic staff need the competence about major qualifications,

foreign language, informatics, and teaching and researching skills and to become a full-fledged academic staff, they need to undergo an apprenticeship Probation Guiding Academic staff, Head

of the academic Department and Head of the Faculty will assess the competence of the trainee during probation through the results of performing the tasks of trainee academic staff From which, the Faculty will make a proposal to the school for academic staff to be recognized officially [06.04.01]

For current academic staff: Besides the competence requirements stipulated by the

authorities, the academic staff need specific competencies to cater to the needs of the position

[06.04.02] The academic staff and Faculty propose for the training courses according to the current

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 next year), academic staff make a self-evaluation of the duties

completion based on the Evaluation Regulation of the University [06.04.04] Head or Secretary of

the project; (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 editorial and editing committees for the Study Program 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 demand of studying and training of the academic staff and then, issues the training plans for the

academic staff [06.05.01] Besides the training courses list attached by the annual training demand

registration, the faculties can suggest the courses based on the 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 FAA also participate in seminars, conferences, and short-term training courses such as: Seminar "Central Bank Accounting - Experiences of the German Central Bank (2016)”, Workshop "Updating regulations of Tax and Accounting 2016"; Course "SBV's internal audit and control operations (2017)”, course on "International accounting standards" (2019), Workshop on "International situation and experience and the roadmap for applying international accounting standards (JICA) (2019)”, Training course on “Documents related to the field of accounting (2020)”, the course “International standards for payment systems”, the course “Skills to develop the curriculum, develop the PLOs and course specifications in accordance with quality accreditation requirements (2020)” and training courses on building and designing the curriculum

to meet outcomes organized by the school [06.05.03]

The university always creates conditions and encourages academic staff to improve their professional qualifications The university has policies to support in cash for academic staff participating in learning to improve qualifications such as achieving certificates, diplomas in foreign languages, informatics; Tuition support for advanced training courses qualifications or to

meet the needs of professional work [06.05.04] Information about training courses of external

units or the State Bank is sent to the academic staff via email [06.05.05]

Every year, the university makes statistics on the content, form, and duration of training courses at the request of the State Bank and the adjustment of training and development activities for academic staff to meet the needs of the faculty and the university

Table 6 5: Statistics of the number of times academic staff of the FAA participated in the training courses

promulgation In the process of implementation, if there are inappropriate points, comments will

be collected to adjust and improve in the following year [06.06.02]

Every 6 months and 1 year, the academic staff will self-evaluate the work performance, then the Faculty will have a meeting, collect opinions from faculty members and heads, and then, will give evaluation results to each academic staff and send it to the DPA to submit to the Rector for

recognition of the evaluation results Academic staff will be evaluated on 3 groups of criteria: (i)

Evaluation of the implementation of general regulations including compliance with regulations, participate fully in meetings, seminars, as required; (ii) Evaluation of work efficiency including the completion of teaching norms, scientific research and the quality of non-lecturing work; (iii) Evaluation of learning willingness, attitude, behavior, skills including attitude, behavior for work, the willingness of cooperation with colleagues, the sense of responsibility and creativity in work

and positive attitude to participate in community service activities The result of this review is the

basis for income distribution and also the basis for the Faculty to propose training and development

needs for academic staff [06.06.03]

Table 6 6: Statistics of evaluation result of the academic staff of the FAA

Source: DPA

Academic staff with outstanding achievements in teaching, scientific research and other jobs also receive honors and awards such as: Grassroots-level Emulation Fighter, Emulation Fighter of branch-level, National Emulation Fighter In addition, academic staff are also rewarded with awards when they have good achievements in professional jobs such as awards on scientific research, guiding students in scientific research or, class advisor Rewarded academic staff will receive an accompanying sum of money For example, Academic staff are rewarded with money from 5,000,000 VND to 44,000,000 VND when there are international scientific articles in the list Scopus entries, ISI; rewarded from 20,000,000 VND to 40,000,000 VND for state-level scientific

research projects; rewarded from 1,000,000 VND to 2,000,000 VND for guiding science research students to win prizes [06.06.04]

Table 6 7: Statistics of achievements and awards of academic staff of FAA

Emulation/Reward title Number of academic staff receiving awards

feedback to the DPA for resolution or adjustment [06.06.05]

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

The strategy for scientific research activities is in the overall strategy of the University to the development of scientific research activities through improving the research competence of academic staff, linking research activities with teaching, and serving the needs of socio-economic

development [06.07.01] Types of scientific research are specified in detail: (i) By management

level and funding source, scientific research activities include: international level, national level, ministerial level, and university level; (ii) Based on the results of recognized scientific research, Scientific research activities includes: Scientific articles published in foreign scientific journals, Scientific articles published in a domestic scientific journal, Scientific article published in ISI journal, Article published in Scopus magazine, Books for seminars, Scientific reports at

conferences, [06.07.02] Scientific research activities of academic staff are supervised by the

ISRBT Each semester, academic staff must declare the results of their scientific research activities with the Institute Scientific research results of academic staff are managed and used by the ISRBT to evaluate work results, recommend rewards for academic staff, and compare over the years or the proposed scientific research plan to consider giving improvements in the quantity and quality of

scientific research activities of the university [06.07.03]

The number of scientific research activities of the FAA is shown in the following table 6.8:

Table 6 8: Statistics of scientific research activities of academic staff of FAA

Year

Scientific publication category

Total

The ratio of announced research/staff

Domestic Level International level Article Seminar

report Research Book Article

Seminar report

CRITERION 7 - 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 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 of 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 project of job placements for support staff to get the

better implementation for the support staff planning [07.01.02]

Support staff for the Accounting and Audit Program are not under the management of the Faculty but belong to other units at school The Faculty has only 1 support staff under the management of the Faculty, the faculty secretary As of December 31, 2020, the support staff for

the curriculum has 144 people, details are listed in table 7.1 [07.01.03]

Table 7 1: Statistics of the number of supporting staff of the AP

Under Bachelor Bachelor Master PhD

or from personal wishes [07.01.04]

Sub-criterion 7.2: Recruitment and selection criteria forappointment, planning 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, and specified, 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 and website design, 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 demand 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

Recruitment Regulation of the

university Proposal for the

need to recruit support staff of

the units

Recruitment plan

Recruitment notification on

websites, newspaper

- Documents review

- Test/Review

Recruitment Result Announcement

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 of service, 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]

Appointment and Planning: The appointment of support staff is carried out by regulations of

the State Bank Stemming from the policy on personnel, the requirements of the unit's tasks, and the source of support staff planning, the University will hold meetings to collect opinions and propose personnel to be appointed Before that, the personnel to be appointed must meet the standards of professional, experience, and some other standards such as age, health, current

qualifications, and development potential [07.02.04] Planning standards are the premise for

implementing the appointment of support staff This standard is disseminated through the

announcements and instructions for implementation of the planning sent by the DPA [07.02.05]

Sub-criterion 7.3: Competences 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 by the units

mentioned 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 periodically evaluating work results, staff's competence is also evaluated

through surveys of units in the school, 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 about the working environment to serve as a basis for improving the working environment, including policies for support staff to encourage

and motivate support staff to work [07.03.05]

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

Training and professional development needs for support staff are identified through the annual registration of training and retraining needs Support staff can register the demand by category of annual training courses, retraining courses of the State Bank, or can be registered at the request of the job Based on the registration of training and retraining needs, training and development strategies for support staff, and actual job position requirements, the University will issue a training plan The training and retraining plan is the basis for implementing training and

professional development for support staff [07.04.01]

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, 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

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, 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 results of the work performance 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 transferred 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 3: Statistical results of annual evaluation of support staff

Excellent completion of the task (Type A) 23 13 12 27 30

Source: DPA

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 school when there are achievements in a certain work such as admission, quality assurance, cultural and sports, For each title of emulation and

commendation, support staff will receive an amount of bonus [07.05.05]

1 Including short-term training courses, seminars, talkshow

2 Including advanced training courses such as Bachelor, Master, PhD

Table 7 4: Statistics of emulation and commendation achievements of support staff

for the university to adjust policies for support staff [07.05.06]

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

Every year, based on the admission regulations issued by the MOET, the university builds an admission project for Accounting and Audit majors and sends it to the MOET for approval Admission policy and criteria are specified in the admission project, 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 the students who are people with disabilities, people from poor areas, 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’ fanpage, the school's Youtube channel, brochures, and advertising publications In addition, since 2020, the Department of Admission Consultancy and Brand Development and the DAA will assume the prime responsibility, and coordinate with the Faculties, in which there is the FAA, 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 fanpage, 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 next year Every year, the university sends a report on admission to the MOET Policy