AUN - QA self-assessment report of the master of Finance and Banking

FACULTY’S MISSION * Support postgraduate students and PhD students in academic and research activities to develop scientific staff for the country and the region so that they have knowl

INTRODUCTION

Summary of the self-assessment report

The Master of Finance and Banking (MFB) program is managed by the Faculty of Postgraduate Studies (FPS) and is the first program of the FPS to be selected to assess according to the AUN-QA The self-assessment report (SAR) of the MFB program is written based on the AUN-QA version 3.0 of the training program quality assessment standards; the self-assessment period is 2016 - 2021 The report consists of 4 parts:

- Part 1 – Introduction: Summary of self-assessment report, Self-assessment process, and introduction to Banking University Ho Chi Minh City (BUH) and the FPS

- Part 2 – AUN-QA Criteria: Faculty conducts self-assessment according to the criteria of the standards

- Part 3 – Analyze the strengths and weaknesses of the MFB program and provide an action plan to overcome the stated weaknesses

- Part 4 – Appendices include a list of evidence and some related documents

The SAR is the result of self-assessment of the MFB program This result comes from objective analysis of the strengths and weaknesses to identify areas for improvement of the program In addition, the SAR also received feedback from the lecturers of the MFB program and units in the BUH The SAR is the basis for the BUH and FPS to propose short, medium and long- term plans, step by step improving each area so that the MFB is more and more complete to meet the needs of stakeholders, as well as the vision and mission of the school and faculty.

Self-assessment process

Assessing the MFB program according to AUN-QA standards is one of the activities to fulfill the faculty's commitment of quality to learners, in line with the mission and vision of the University and the Faculty Accordingly, the university has established the university-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 the Master program curriculum according to AUN-QA standards The SA Council and the specialized groups of the Master program were established with the task of implementing self-assessment of the MFB program according to AUN-QA standards, including working group leaders: Dr Le Dinh Hac (Dean) and Dr Ong Van Nam (Head of the Department of Testing and Quality Assurance (DTQA)) The members of the specialized groups include academic staff who teach the MFB program, faculty members, and some officials in charge of related units in the University

The tasks of the Heads of working groups (specialized group of SAC of the MFB program) are directing, assigning a group to organize the self-assessment of the curriculum; organizing the meetings of working groups; completing the SAR and submitting it to the University SAC

The tasks of the members of the working groups (specialized group of SAC of the MFB program) are researching the content of criteria; collecting information, data, and evidence; synthesizing, analyzing data and collected evidence, and writing a draft of SAR; and completing the SAR

The implementation period is from June 2020 to December 2021, divided into 4 phases: (i) Stage 1: Make a plan with specific tasks such as: Establishing the SAC at the university and faculty level; Planning a self-assessment and learning about the AUN-QA Standards

(ii) Stage 2: Implement the process of conducting SA: Collect and analyze evidence, interview, and survey to evaluate the curriculum according to the AUN-QA Standards; write and edit the SAR

(iii) Stage 3: Review the SAR, get feedback to finalize the SAR

(iv) Stage 4: Finalize the SAR, disseminate the SAR, and prepare the official external assessment

The first draft of SAR was completed in November 2020 and had 5 revisions to complete the final version in December 2021.

Introduction to BUH and FPS

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

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

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

Being a unit under BUH, FPS was established in 1998 with the function of advising the Rector on development strategy, management, and postgraduate training; organizing the development and management of postgraduate curriculum in the fields of the University, including the MFB program The current organizational structure of the Faculty includes the Dean of the Faculty in charge of general, the Deputy Dean of the Faculty, and 05 specialists who assist the Dean in the management of postgraduate programs Unlike the specialized faculties of the University, the Faculty does not manage academic staff but uses a team of full-time academic staff of the University to participate in teaching for the Faculty according to the list of qualified academic staff approved by the Rector In addition, the Faculty also cooperates with more than

150 scientists with Ph.D degrees or higher to support teaching and research activities

Figure 0 1: Organization chart of the FPS

Based on the mission and vision of the university, the Faculty defines the mission and vision as follows:

Mission: Support postgraduate students and Ph.D students in academic and research activities to develop scientific staff for the country and the region for them to have the knowledge, modern thinking, creativity, besides having all the necessary skills for professional work, and being ready to meet all requirements

Vision: By 2030, the FPS will be a place for multidisciplinary training, fostering and scientific research, especially in the fields of Finance - Banking, Business Administration with high quality, reaching for integration in Southeast Asia; and international approaches in training and research in the fields of Economics and Finance

To fulfill the mission and vision of the Faculty, ensuring the quality of the training process is an important factor The university's quality assurance system is built at the university level and the faculty level At the university level, the DTQA is the focal point responsible for developing the internal quality assurance system and organizing the quality assessment and is responsible for supporting the quality accreditation process of the curriculum at the educational institution level according to national, regional and international standards At the faculty level, together with the Dean, the staff concurrently responsible for quality assurance at the faculty will be in charge of organizing and implementing relevant quality assurance activities based on the PDCA cycle to maintain and improve the quality of the curriculum provided by the faculty

HEADS OF THE FACULTY Master’s Program Specialist Doctoral program Specialist

- Handing theses to the lecturers

AUN – QA CRITERIA

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

Education based on expected learning outcomes (ELOs) is a popular trend in many universities around the world and it has been applied in Vietnam since 2010, including BUH (since 2011) Along with the change in the University's development strategy, from 2015 to 2020, FPS has undergone 2 phases of building and revising the curriculum However, at each different phase, there is always a connection and compatibility between the vision and mission of the University/Faculty with the program learning outcomes (PLOs) [01.01.01] (Figure 1.1).

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

Education based on expected learning outcomes (ELOs) is a popular trend in many universities around the world and it has been applied in Vietnam since 2010, including BUH (since 2011) Along with the change in the University's development strategy, from 2015 to 2020, FPS has undergone 2 phases of building and revising the curriculum However, at each different phase, there is always a connection and compatibility between the vision and mission of the University/Faculty with the program learning outcomes (PLOs) [01.01.01] (Figure 1.1)

Figure 1 1: The compatibility of the PLOs with the University’s vision and mission

To achieve the current PLOs, the FPS has implemented a methodical and strict process to develop and adjust the curriculum in the following two stages:

The period before 2019: marks an important milestone because this is the first time the FPS built the MFB’s PLOs The process of building the outcomes has been carried out through many steps (Figure 1.2) and is built from the needs of stakeholders [01.01.02]

Since 2020 until now: The FPS continues to revise the PLOs of the MFB program at the beginning of 2020 Since the curriculum is almost unchanged (the curriculum framework and modules remain the same) the PLOs are re-stated for more concise, facilitating the allocation of

* Providing society and the banking industry with high-quality human resources, influential research, consulting services and community service activities

* Creating an educational ecosystem, providing opportunities and lifelong learning skills towards comprehensive and creative human development with the spirit of serving the country and the people

* Orientation 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 pioneer in training, research, and application of digital technology in the fields of finance, banking, business, management and pioneer in solving interdisciplinary problems

* Support postgraduate students and PhD students in academic and research activities to develop scientific staff for the country and the region so that they have knowledge, modern thinking, creativity; besides, having all the necessary skills for professional work, and being ready to meet the requirements

* By 2030, the FPS will be a place for multidisciplinary training, fostering and scientific research, especially in the fields of Finance - Banking, and Business Administration with high quality, reaching out to international integration in Southeast Asia and international approach in training and research in the field of Economics and Finance

* Mastering in-depth, modern knowledge of finance - banking;

* Being capable of detecting and solving emerging problems in the field of finance - banking;

* Being capable of independent research at a high level in the field of finance - banking

PLO 1 : Ability to synthesize and evaluate data and information to solve emerging problems in the field of finance and banking

PLO 2 : Ability to organize, implement, monitor, and improve the activities of enterprises and financial institutions in the context of international integration

PLO 3 : Ability to apply Vietnamese policies, laws, and international practices to develop and implement expert-level solutions in the field of finance - banking

PLO 4 : Ability to do independent and creative research in the field of finance - banking

PLO 5 : Ability to adapt, self-direct, and coordinate effectively in the global banking-financial environment subjects in the curriculum and making it easier to publish to stakeholders So, the process of revising in this stage is simpler with fewer steps, consistent with the current situation while ensuring compliance with the provisions of Circular 07 of the Ministry of Education and Training (MOET) [01.01.03]

Figure 1 2: The process of building the learning outcomes from 2018 to 2019

Source: Circular 07/2015/TT-BGDDT Sub-criterion 1.2: The expected learning outcomes cover both subject specific and generic (i.e transferable) learning outcomes

The ELOs of the current MFB program include 5 PLOs which are divided into two groups: (i) The group of specialized outcomes (PLO1, PLO2, and PLO3) guarantee for learners to meet the requirements of knowledge, skills, and attitudes relevant to the profession; (ii) The group of general outcomes (POL4 and PLO5) are the soft skills that learners gain upon graduation These skills will help learners be able to apply well not only in their profession but also in other fields This is the concept of "liberal education, interdisciplinary education" in the educational philosophy pursued by the FPS

The PLOs was allocated to the subjects in the curriculum with the appropriate scale to ensure the feasibility and the basis for designing the learning outcomes of each course (CLOs) [01.02.01]

Figure 1 3: Specialized and general learning outcomes

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

As stated in sub-criterion 1.1, when developing and revising the PLOs at both stages, the Faculty always gather the opinions of the stakeholders either through the direct or indirect survey Therefore, the content of the outcomes clearly shows the contribution of the parties involved in each outcome (Table 1.1)

Table 1 1: Contributions of stakeholders to the PLOs of MFB program

Understanding of international laws and practices in the field of finance and banking

1 EMPLOYERS Ability to collect, process, analyze and synthesize information PLO1

Ability to identify, propose and solve problems in the field of finance and banking

2 Alumni Teamwork skills in the context of integration PLO5

The ability to propose problem-solving skills in the bank PLO2, PLO3

Information gathering and processing skills PLO1

Problem-solving skills PLO1; PLO2

Critical thinking skills PLO3; PLO5

Work organization and arrangement skills, creative and independent research ability

PLO1: Ability to synthesize and evaluate data and information to solve emerging problems in the field of finance and banking

PLO2: Ability to organize, implement, monitor, and improve the activities of enterprises and financial institutions in the context of international integration

PLO3 : Ability to apply Vietnamese policies, laws, and international practices to develop and implement expert-level

PLO4: Ability to do independent and creative research in the field of finance - banking

PLO5: Ability to adapt, self-direct, and coordinate effectively in the global banking-financial environment

Dynamic, easy to adapt to changes in field and unit PLO5

Good application of legal knowledge, and field and interdisciplinary international standards

Organizational skills and personal work arrangement skills PLO5

4 LEARNERS The consciousness of learning, self- study, and self-research PLO4

In-depth field knowledge PLO1; PLO2

The outcomes together with the curriculum, after being officially issued, have been communicated to stakeholders by the FPS [01.03.01].

PROGRAMME SPECIFICATION

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

From 2015 to 2020, the MFB program has been developed and revised 3 times in 2015,

2019, and 2020 [02.01.01] The contents of the Programme Specification are updated based on the feedback of the stakeholders on the PLOs in 2018 and consulted with experts/lecturers in the University in 2020 [01.01.03]

The current Programme Specification issued in 2020 contains the following information:

(1) General introduction: Program name (Vietnamese, English); Group of training fields; Training sector; Code; Level of training; Form of training, duration of training; Training institution’s name

(2) Objectives of the curriculum, including the general goals and PLOs, which describe the content of the PLOs and the scale for each PLO

(3) Matrix of allocation of PLOs for subjects in the curriculum with appropriate scales (4) Methods of assessment

(6) The content of the curriculum, including the amount of knowledge of the whole course, the framework of the program

(8) Time to update and revise the Programme Specification

From version 1, version 2 to version 3, we can see a change in a positive direction, more and more perfect, suitable for public announcement

Table 2 1: Comparison of the Program Specification in the period of 2015 - 2020

1 Objectives The content is consistent with the Development Strategy of BUH for the period 2011-2016, with a vision to 2020 (Decision No 485/QD- DHNH dated Aug 9, 2011)

The content is consistent with the Development Strategy of BUH for the period 2016-2020, with a vision to 2030 (Decision

No 1595/QD-DHNH dated Nov 18, 2015)

The content is consistent with the Development Strategy of BUH for the period 2016-2020, with a vision to 2030

2 PLOs The PLOs have not been built yet, so it is not possible to show the connection with the subjects in the curriculum; there is no matrix showing the contribution of each subject to the curriculum

PLOs are presented in detail, clearly, and are divided into 3 groups: knowledge, skills, and attitudes consistent with the outcomes However, the PLOs scales are not presented; do not show the matrix of allocation of PLOs to subjects in the curriculum

PLOs are presented in detail, clearly, concisely according to capacity with a specific scale for each PLOs; can show the distribution matrix of PLOs for subjects, showing the contribution of subjects to the PLOs

Presented in a group of specific goals, not forming a separate section in the curriculum

Form a separate section, categorize work in groups that learners can undertake after graduation, orient students to choose elective subjects

Form a separate section, categorize work in groups that learners can undertake after graduation, orient students to choose elective subjects

4 Comparison Not shown Presented in a separate section, specifying which domestic and foreign universities have been compared

Presented in a separate section, specifying which domestic and foreign universities have been compared

Not shown in the curriculum but presented in the outline of each subject

Briefly introduce the methods of assessment that have been used in the curriculum, making it easy for readers to refer to

Briefly introduce the methods of assessment that have been used in the curriculum, making it easy for readers to refer to

1 MFB programme issued based on the Decision No 14/QĐ-ĐHNH dated Jan 14, 2015 [02.01.01a].

2 MFB programme issued based on the Decision No 552/QĐ-ĐHNH dated Mar 6, 2019 [02.01.01b]

3 MFB programme issued based on the Decision No 2727/QĐ-ĐHNH dated Dec 01, 2020

* Structure of programme: describe the names and proportions of knowledge parts in the curriculum

* The content of the program which lists the subjects divided by the duration of theory and practice of each subject

* Structure of the programme: accordingly, it lists the knowledge parts and the time allocation for each part of knowledge

* Contents of the program: a brief description of the content of each module and division of the course duration according to the teaching approaches

* Structure of the programme: accordingly, it lists the knowledge parts and the time allocation for each part of knowledge

* Contents of the program: a brief description of the content of each module and division of the course duration according to the teaching approaches

Source: Programme Specification version 1, version 2, and version 3 of MFB program

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

To ensure up-to-datedness, the Course Specifications are also periodically reviewed and revised along with the time of review and revision of the curriculum, in 2015, 2019 and 2020 Therefore, from 2015 to the present, there are 3 versions of the Course Specifications [02.02.01] The current 2020 Course Specifications are standardized for all subjects in the curriculum, including the following:

(i) General information about subjects, learning objects, number of credits, time allocation (ii) General description of the subject

(iii) CLOs and goals, and the degree of satisfaction of the PLOs allocated to the subject, in which, specifying those PLOs with specific levels and the CLOs of the subject concretized from those PLOs

(vi) Course materials include main documents and references

Table 2 2: Comparison of Course Specifications in the period of 2015 - 2020

1 Name Course outline Course Specifications Course Specifications

2 General information of the subject

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

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

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

4 Couse specifications in 2015 based on Decision No.14

5 Couse specifications in 2019 based on Decision No 552

6 Couse specifications in 2020 based on Decision No 2727

Brief description of course content

Brief description of course content

Brief description of course content

This content is not required to be presented, so there is no consensus

Some subjects only present the course objectives, do not mention the outcomes

There is an agreement on the description of objectives, CLOs, and coding of the CLOS There is a connection between the CLOs and the PLOs allotted to each subject

There is a common goal of the subject, the PLOs are allocated to the subject; there is a connection among the subject objectives, the PLOs allocated to the subject, and CLOs

5 Contents of the lesson plan

A detailed list of chapters in the subject and time allocation according to theory and practice

A detailed list of chapters in the subject, associated with the CLOs and assessment evidence

This content is not designed in the Course Specifications, but in the Detailed Syllabus managed by the Academic Department of the Faculty

List assessment components (midterm and final), with assessment scale

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

This content is not designed in the Course Specifications, but in the Detailed Syllabus managed by the Academic Department of the Faculty

7 Rubric description for course assessment methods

This content does not exist

This content does not exist Do not design this content in the Course Specifications

Standardized form The information is quite complete and detailed

Standardized format, including basic information, facilitating easy access by stakeholders

Source: Course Specifications version 1, 2, 3 from 2015 to 2020 Sub-criterion 2.3: The programme and course specifications are communicated and made available to the stakeholders

To provide useful information for learners, and employers who want to understand the curriculum, to help the management agencies participate in accrediting the program, for experts and lecturers to have a basis to improve the curriculum, the programme specifications and the course specifications are widely and publicly available in various forms, enabling stakeholders to access the curriculum through various channels This is also a way to promote the University/Faculty and the MFB Program to society

● Meetings with students at the beginning course Particularly, the course specification is also published to students in the first lesson of each subject [02.03.01]

PROGRAMME STRUCTURE AND CONTENT

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

The MFB program of BUH is designed based on the suitability of teaching and learning approaches, and student assessment to ensure each component is compatible with each other and consistent with the ELOs The MFB program is built according to a credit system with 04 parts of knowledge (Table 3.1), including compulsory subjects and electives in the fundamental and specialized knowledge parts, which allows students to be proactive in developing study plans as well as facilitate continuing their studies at the next level [03.01.01] Along with that, the University has made great efforts to ensure that the curriculum is not only well-designed and flexible but also periodically reviewed and updated to ensure it meets the requirements of stakeholders

Table 3 1: Structure of the MFB program by knowledge part

No of credits Proportion No of credits Proportion

The subjects designed in the curriculum are highly compatible with the PLOs Table 3.2 shows the contribution of subjects in the MFB program to the PLOs

Table 3 2: Relationship between PLOs and contributions of subjects

Learning outcomes 7 PLO1 PLO2 PLO3 PLO4 PLO5

7 Using Bloom’s Taxonomy 2001, Anderson, L W., & Krathwohl, D R (Eds.) (2001) A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives New York: Longman

Learning outcomes 7 PLO1 PLO2 PLO3 PLO4 PLO5

2.1.2 Emerging topics in Banking and Finance 4 4 4

2.1.3 Economics – financial and banking Law 5 4 4

2.2 Elective courses (choose 2 out of 4 subjects)

3.2 Elective courses (choose 3 out of 5 subjects)

3.2.3 Financial derivatives and Risk management 5 4 5

Source: MFB Program in 2020 Sub-criterion 3.2: The contribution made by each course to achieve the expected learning outcomes is clear

The PLOs allocated to the CLOs are shown in the learning outcomes matrix [03.02.01] The course outlines in the curriculum not only indicate the outcomes that learners are expected to achieve but also refer to relevant practice contents In addition, to ensure that the CLOs will be truly achieved, teaching activities as well as assessment methods are also presented fully and clearly in the curriculum's course outlines The relationship between CLOs and PLOs are clearly defined in each course outline and made available to students during the first lesson of the subjects [03.02.02] Specifically, in the Advanced Corporate Finance course, the subject is allotted with 03 PLOs including PLO1, PLO2, and PLO4, these allocated PLOs will be detailed by the course into 06 CLOs from CLO1 to CLO6, detailed in Table 3.3

Table 3 3: Learning outcomes of the Advanced Corporate Finance course

CLOs Contents of CLOs Scales PLOs

Distinguish between the major financial decisions and the factors that influence the company's financial decisions

CLO2 Analyze the company's financial statements and forecast the company's future financial statements 4 PLO1

Analyze the return and risk of an asset, of an investment portfolio, and discuss the company's investment strategy in practice 5

Point out differences in the capital structure and design of a particular company's funding strategy 5

Compare dividend policies of enterprises and analyze the factors affecting the dividend policy to corporate financial management goals

Compare the enterprise value determined by different methods and choose the appropriate company valuation method 4

Source: Advanced Corporate Finance Course Outlines Sub-criterion 3.3: The curriculum is logically structured, sequenced, integrated and up-to- date

The curriculum is arranged scientifically and appropriately, from fundamental knowledge subjects to specialized knowledge subjects, which include compulsory subjects and electives for each knowledge part The subjects in the program go from general knowledge of the Philosophy subject to the fundamental knowledge and finally to the specialized knowledge part The subjects provide students with the necessary knowledge and skills to carry out the thesis in the final semester [03.03.01]

Table 3 4: Training plan of the program

C BAF 503 Emerging topics in Banking and Finance 4

C LAW 503 Law on economics - finance - banking 4

FIN 514 Advanced International Finance 4 BAF 504 Regulations on banking supervision 4

ECO 506 Data analysis & economic forecasting 4

C FIN 518 Advanced modern banking management 3

C FIN 517 Financial investment & portfolio management 4

MGT 518 Advanced leadership and management 4

FIN 516 Financial derivatives and financial risk management 4

The relationship among the subjects in the curriculum shown in the programme specifications describes the compatibility between the MFB program and the PLOs For fundamental and specialized subjects, there is a reasonable distribution between the compulsory and elective parts [03.03.01] This ensures that all students acquire the necessary knowledge and skills to meet the PLOs and they also can choose subjects to study for additional knowledge and skills according to their interests The subjects in the program are designed coherently and have a seamless relationship and as such, the curriculum will be seen as a whole [03.03.02] Therefore, to complete the program, students must go through subjects from general to specialized Students after graduating from this program will be equipped with extensive knowledge in the field of finance and banking

The time for the modification of the curriculum is 2 or 3 years Specifically, the 1st time is in 2015, the 2nd time is in 2018 and the 3rd time is in 2020 To ensure that the program meets the requirements of stakeholders, the university regularly communicates with employers and alumni as well as experts in the economic field to get their opinions [03.03.03] In addition, the curriculum is also considered and benchmarked with the Master's program in Finance and Banking offered by prestigious universities in the country and the world [03.03.04] The benchmarking results in Table 3.5 show that there is a relative similarity in the structure of the University's MFB Program compared with other universities in the world and the country

Table 3 5: Results of curriculum benchmarking

National University of Singapore (NUS) 10

In addition, the new version of the curriculum also approaches the development and integration trends in the financial and banking fields, which are reflected in the subjects and the correlation between the fundamental knowledge part and the specialized knowledge part.

TEACHING AND LEARNING APPROACH

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

The faculty's educational philosophy is: Liberal - Interdisciplinary – Experience, this philosophy is conveyed and concretized in the program's training goals: To help students master advanced and modern knowledge of finance - banking; capable of detecting and solving emerging problems in the field of finance - banking; capable of independent and creative research at a high level in the field of finance - banking [04.01.01]

PLO1: Ability to synthesize and evaluate data and information to solve contemporary problems in the field of finance and banking

Liberalization: The FPS creates conditions for learners to discover their potential; acquire in-depth specialized knowledge based on a broad knowledge of the fields such as nature, society, politics, law, and technology, ; develop intellectual capacity; develop personal skills and shape positive life values towards self-directed and creative people, elite professionals, and responsible citizens;

PLO2: Ability to organize, implement, monitor, and improve the activities of enterprises and financial institutions in the context of international integration

PLO3: Ability to apply Vietnamese policies, laws, and international practices to develop

8 Issued under the Decision No 2595/ QĐ-DHKT-DBCL dated Aug 23, 2018, by HCMC University of Economics

9 Issued under the Decision No 159/QĐ-HVNH dated Mar 08, 2019, by Banking Academy

10 Master Program of Finance of National University of Singapore

11 Master Program of Finance of Waseda Business University, Japan

PLOs Educational philosophy and implement expert-level solutions in the field of finance - banking

Interdisciplinary: The FPS creates conditions for learners to have interdisciplinary knowledge to deepen their understanding of their main field, to be able to connect experts, to avoid biases in decision-making, and to increase job opportunities

Experience: The FPS implements the training model of "growing up through experience" Through experience, learners will have a deeper understanding of theory, form practical thinking and execution capacity, thereby adapting and improving the environment

PLO4: Ability to do independent and creative research in the field of finance - banking

PLO5: Ability to adapt, self-direct, and coordinate effectively in the global banking- financial environment

The educational philosophy is reflected in the PLOs First, it is integrated into the program design process, through which all subjects provide different ELOs, equipping learners with the knowledge and capacity to discover, and solve emerging problems in the field of finance - banking Second, it is integrated into the curriculum teaching approaches, which is the learner- centered, self-study, and self-research approach In detail, this approach emphasizes the preparation of learners for lifelong learning, or in other words, the role of the lecturers is not only to provide knowledge and skills but also to inspire learners to have a passion for continued learning after graduation and in their lifetime This method requires learners to actively participate and take responsibility for their learning, while the role of the lecturer is more about supporting the learning process, providing learners with up-to-date knowledge in the field through teaching strategies such as applied studies, case studies, case-solving, criticizing, and debating, and disciplinary and cross- disciplinary perspectives [04.01.02] The educational philosophy is shared among the faculty in professional meetings among the academic staff involved in the curriculum The educational philosophy is also shown on the website of the University and the Faculty [04.01.03]

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

The curriculum is taught with the academic staff trained at famous domestic and foreign universities with many different perspectives on approaching and solving problems with diverse and practical forms of teaching and learning and requires high activeness of students Specifically, the Advanced Corporate Finance course is taught in thematic form This method combines lectures and practical case studies through group exercises Accordingly, first, the lecturer designs the program and content for each lesson according to the course outline When teaching, the lecturer plays the role of suggesting research problems, explaining terms, analyzing theories, guiding calculation methods, and valuation models Based on the lecturer's guidance, students will self- study documents, apply financial knowledge to calculate, analyze, design models, and make estimates, according to the requirements in group exercises and present research results to the class During the presentation, the lecturer asks questions to help students complete exercises, supplement their knowledge and flexibly apply theories and financial models in practice At the end of the lesson/course, the lecturer will summarize the core issues/topics of the lesson/subject and suggest future research directions Students need to spend 30% of the course time on discussions, data collection, financial information to calculate, analyze and evaluate the financial situation of enterprises in practice and write analysis reports as the request of the lecturer

A wide range of subjects, such as Emerging topics in Banking and Finance; Bank Regulations and supervision; Advanced leadership and management; Advanced Bank

Management; Advanced research methods, etc., require learners to work in groups, practice presentations based on the results of their research with the assistance of a lecturer to complete group projects [04.02.01] Support is provided by the lecturer through guidance or discussion, reviewing the presentation process [04.02.02] All these help students develop a knowledge base with a global and practical perspective, critical thinking, analytical skills, creativity, teamwork, and career development… thereby helping learners achieve the PLOs

To adapt to the epidemic context, the faculty has implemented the application of information technology in classroom learning with E-learning This application in learning allows students to learn better Networked computers, installed in classrooms, are used as a tool in supporting the learning process of students [04.02.03] To facilitate communication between lecturers and students, all subjects are equipped with an account of the University's online learning applications Students can use the account of the online learning apps to do, submit their assignments, download study materials, and assignments as well as communicate with the lecturer [04.02.04] Lecturers can use specialized software to teach students how to cite properly and protect against plagiarism [04.02.05] These help students gain confidence with technology and communication skills as demonstrated in the PLOs

Research orientation towards Teaching and Learning: the curriculum aims to support students' research ability by developing active and critical thinking skills Students are instructed to research the materials based on updated research findings [04.02.06] This helps students develop self-study skills as mentioned in the PLOs

Research orientation towards teaching: as part of the university's development strategy, the academic staff are required to undertake annual research [04.02.07] To ensure the implementation of these activities, the university has designed a reward system and welfare policies that consider the research achievements of the academic staff [04.02.08] The academic staff involved in teaching the program are asked to apply the results of their research to illustrate theory or discuss the need to develop a general knowledge of a particular subject area of the course The new knowledge and perspectives accumulated from the lecturer's research will benefit students' knowledge as well as their analytical skills as required in the PLOs

Student research orientation: Academic activity also includes student research funded by the university Students are encouraged to register for research topics at the Institute for Science Research and Banking Technology (ISRBT) every year The approved topics will be funded for further research activities [04.02.09]

Master thesis: When a student completes the curriculum, that student will be allowed to write a thesis on an interested topic Students will then work with a designated science instructor who can be a university lecturer or a qualified visiting expert or lecturer The process of implementing this thesis consists of 2 stages, including Developing a research outline and conducting research activities according to the outline approved by the advisory council [04.02.10]

In stage 1, a committee will be established to evaluate and advise on the students' research outline The topics approved by the committee will enter the second stage of writing a thesis Students whose topics have not been approved will work with their scientific instructor to change the research topic to ensure the quality of the thesis

Phase 2 begins when students research an approved topic This is the stage where students conduct data collection, data analysis, use different methods to achieve research results, and complete thesis writing At the end of the second phase, students will submit their completed thesis to the FPS after receiving confirmation of agreement on the quality of the thesis from the scientific instructor After that, students will have to present their research to a council consisting of 5 members including lecturers and outside scientists (minimum external scientist: 2) The final score of a thesis is the average score of all council members The thesis is an opportunity for the student to combine and develop different skills as is expected for a graduate from the MFB program as described in the PLOs [04.02.11]

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

The teaching method of the program helps graduates to have the ability to self-study and self- research to adapt to the development and change of knowledge and practice, thereby forming the capacity to promote lifetime learning [04.03.01] According to United Nations Educational Scientific and Cultural Organization - UNESCO, the 4 pillars of education in the 21 st century The

STUDENT ASSESSMENT

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

The assessment of learning results is organized regularly to ensure that students achieve the PLOs This activity started from the admission stage to the entire training process and ends when students graduate

Every year, the Faculty organizes postgraduate admissions in Finance - Banking by the regulations of the MOET and BUH [05.01.01] Conditions for admission to the MFB program are that candidates must have graduated from a university with a major in Finance - Banking or a related major With close training majors, candidates must supplement some subjects to ensure basic knowledge before taking the exam To be accepted into this program, candidates must take two exams: Mathematical Economics and General Knowledge of Banking and Finance In addition, candidates must meet the foreign language standards by passing an English test organized by the University or submitting foreign language certificates by regulations Successful candidates must meet foreign language requirements and have a total score of two subjects higher than or equal to the matriculation score announced by the University's Admission Council in the admission notice [05.01.02] Passing the entrance exam, students have enough background knowledge about the major, foreign language skills, and scientific thinking ability to meet the requirements of the MFB program

The ELOs are specified in the PLOs The PLOs are allocated to each subject in the curriculum Each subject will develop course objectives (COs) and CLOs based on the allocated PLOs The CLOs are allocated to each lesson, chapter or topic and assessed by appropriate methods with specific rubrics in the subject outline [05.01.03]

Figure 5 1: Standard distribution diagram of the PLOs to achieve the ELOs

Students' results are assessed continuously during the learning process through (i) individual learning process assessment activities, (ii) individual interaction assessment activities with other students through group study, and (iii) assessment activities at the end of the course All activities of assessing are shown in the course outline Depending on the characteristics of the subject, the form of student assessment is set up diversely and flexibly to accurately assess the knowledge, skills, and attitudes of students Specifically, assessment of personal knowledge in the learning process can be done by multiple-choice tests, essays, class discussions; group exercises can be developed in the form of project setup & analysis, research & presentation, case study; Final assessment can be an essay, multiple-choice or topical exam [05.01.04] For example, to meet the assigned outcomes for the Advanced Corporate Finance course, the group exercise requires students to choose a publicly listed company in Vietnam to analyze and evaluate the company's finances This exercise helps students practice independent and creative research skills by synthesizing, processing, and analyzing data and financial information to evaluate and suggest appropriate financial decisions for businesses in the current economic integration context of Vietnam

In addition, the Faculty conducts a survey of learners about the assessment results Survey results from Semester 1 (2017-2018) to Semester 1 (2020-2021) show that this activity is rated quite well by students, ranging from 4.32 to 4.58 on a 5-point scale

Figure 5 2: Student survey results on teaching and assessment activities

Source: Synthesized from survey results KS01 from the school year 2017-2018 to 2020-2021

The graduation thesis module assesses the ability to detect, research and apply specialized knowledge to solve and handle a real-life situation Under the guidance of lecturers, students complete and defend their graduation thesis in front of a scientific council consisting of 5 members including chairperson, 2 reviewers, commissioner, and secretary Council members are persons with in-depth knowledge of the research topic, including at least two persons outside the university [05.01.01b] The members appraise and evaluate the thesis independently The thesis grading scale is 10 and is specifically allocated to 7 criteria: thesis content (3.5 points), research methods (1.5 points), research applicability (0.5 points), form & layout (1.0 point), presentation to the council (1.0 point), level of question response (1.5 points) and the author's scientific product (1.0 points) [05.01.05] The thesis score is the average of the scores of the 5-council member The thesis is satisfactory when the council evaluates it from 5.5 points or more [05.01.01b]

To be recognized for completing the curriculum, students must complete 13 subjects, successfully defend their graduation thesis, and have a general average score of the whole course of 5.5 points or higher In addition, students must achieve the output foreign language standards; specifically, students must have an English certificate equivalent to level 3/6 of the 6- level foreign language competency framework for Vietnam [05.01.01b]

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

Information about testing and assessment activities is communicated to students clearly and consistently throughout the entire learning process Regulations on testing and assessing learners' learning result are detailed in the Regulation on training at master's level and notified to students at the beginning of the course [05.01.01b]

Table 5 1: Forms of information disclosure of assessment activities for students

Leaflets Admission advising Website Consultant

HK1_17/18 HK2_17/18 HK1_18/19 HK2_18/19 HK1_19/20 HK2_19/20 HK1_20/21

Lecturers impart knowledge appropriate to the programmeThe content of teaching and assessment is consistent with the learning outcomesThe system of lectures and mid-term exams is suitable for the course objectives

Leaflets Admission advising Website Consultant

Source: Compiled from information in the University

Admission information including conditions, time, location, procedures, admission content as well as foreign language requirements are published on the website, the admissions consulting department, and leaflets notices sent to the students organizations and units with potential candidates [05.02.01] The results of the entrance exam are publicly announced on the University's website and the acceptance letter to each candidate [05.02.02]

At the beginning of each course, the Faculty develops a study plan for the entire course; which shows specifically the time and location of the final exam for each subject in the curriculum [05.02.03] Assessment activities are described in the course outline published on the website and explained in detail by the instructor in charge of the subject during the course introduction The course outline provides all information related to the assessment of the subject such as assessment form, assessment time, assessment criteria, and grading scale Criteria and rating scales are established for each assessment form and are shown in the rubric [05.01.04] Figure 5.3 shows the results of the student survey on the publication of information related to the subject by the lecturers from the 2017-2018 school year up to now The data shows that the information about the plan and how the course is assessed is rated highly by students from 4.4 to 4.6 on a 5-point scale

Figure 5 3: Student survey results on teacher disclosure

Source: Synthesized from survey results KS01 from the school year 2017-2018 to 2020-2021

HK1_17/18 HK2_17/18 HK1_18/19 HK2_18/19 HK1_19/20 HK2_19/20 HK1_20/21

Lecturers provide information, the course outline fully right from the beginning of the course.

Lecturers announce fully the study plan of the courseLecturers inform fully the criteria for assessing the learning results of the course

At the end of the curriculum, students must complete the graduation thesis According to the training plan, the Faculty will announce the time when students register for the thesis topic; time and place to defend the thesis outline; Time and place of thesis defense on the website [05.02.04] Thesis grading criteria and scale are specified in the master's thesis scorecard and published on the website [05.01.05] The thesis score is announced immediately after the student completes the thesis defense [05.01.01b]

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

In the entrance exam, candidates must take two subjects: Mathematical Economics and General Knowledge of Finance-Banking The entrance exam questions are extracted from the bank of exam questions compiled and appraised by specialized academic staff to ensure valid, reliable, and fair entrance exam activities [05.03.01]

To increase the value, reliability, and fairness of assessment activities, new assessment methods are constantly being tested, applied, and documented If before 2018, the method of student assessment was not consistent, reflected in the fact that each lecturer self-determined the assessment form for the class he/she is in charge, from 2018, the assessment form and portion of each form are consistent and documented to ensure fairness in student assessment Improvements in student assessment are reflected in the following contents

First, except for the graduation thesis, the portion of each assessment method in all subjects is agreed upon Accordingly, the score of each subject in the curriculum is designed into 3 parts: (i) the score for assessing the individual's learning process with a portion of 40%, (ii) the score for assessing the individual's interaction process with other students in the class in the form of group exercises with a portion of 30% and (iii) score of individual knowledge assessment at the end of the course with a portion of 30% The scores of the modules are collected and classified to help assess the validity, reliability, and fairness of the assessment activities [05.03.02] Through analyzing the score spectrum of each subject, the Faculty will meet and discuss with the lecturer in charge of the classes whose score spectrum is too different from the average to find an appropriate assessment method to improve learning results as well as the credibility and fairness in assessing students' learning results

Figure 5 4: Spectrum of the final score of the Advanced Corporate Finance course

ACADEMIC STAFF QUALITY

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

As of November 2021, the MFB Program has 73 lecturers from faculties and subjects in the university and a number of visiting lecturers participating in teaching [06.01.01]

Table 6 1: Statistics of the number of lecturers of the MFB Program 2017-2021

Master Ph.D Assoc Professor Professor

Quantity Ratio Quantity Ratio Quantity Ratio Quantity Ratio

Source: Department of Personnel Affairs (DPA) Based on the development strategy of the university's academic staff, based on the existing academic staff and the university's postgraduate training orientation, the university develops a plan to develop the academic staff of postgraduate training program which includes academic staff in charge of teaching the MFB program [06.01.02] Resources for faculty development include internal and external Accordingly, the university expects that in the period of 2020-2025, the university will have 80 lecturers with PhD qualifications, 10 PhD associate professors and 2 professors developed from internal sources; new recruitment of 40 PhDs, 2 PhD assoc professors and 3 professors participated in training postgraduate programs For internal sources, the University has policies and issues annual training plans based on the training needs of academic

Last day to submit the appeal to the DTQA

Last day to send the appealed exam to lecturers

Last day for lecturers to return the exam to the DTQA

Day of announcing the results of the appeal

5 working day to check the score by the DTQA

5 working-day to send appealed exam to lecturers

10 working- day to submit an appeal

T + 25 staff to encourage fulltime lecturers to improve their qualifications For external resources, the university has a policy to attract lecturers with high degrees to participate in teaching (recruiting new lecturers with PhD degrees or higher and inviting a team of qualified and experienced visiting lecturers) [06.01.03] Table 6.1 shows the ratio of fulltime and visiting lecturers of the MFB program participating in teaching from 2017 to 2021 Accordingly, the ratio of visiting lecturers tends to decrease over the years, showing that the academic staff of the university has gradually responded to the program's needs

Table 6 2: Statistics of lecturers participating in teaching the MFB program

Year Ratio of full-time lecturers participating in teaching

Ratio of visiting lecturers participating in teaching

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

The University has promulgated the regulations of the academic staff working regime to assess the workload of the academic staff converted into standard and measurable working hours This is the basis for them to develop their own teaching plans, scientific research, and study to improve their qualifications, as well as the basis for the university to evaluate every year [06.02.01]

Table 6 3: Norms of Academic staff working hours 12

Position Lecturing Research Other Total

Head of Department or equivalent 216 156.8 121 493.8

Deputy Head of Department or equivalent 229.5 166.6 121 517.1 Full-time academic staff (except head positions) 270 196 121 587

Academic staff within 1 year after training 135 98 121 354

Source: Regulations of the working regime of academic staff

To measure and evaluate the workload of the academic staff and determine the number of academic staff needed for the curriculum, the Faculty uses the Full-time Equivalent Ratio (FTE) and Staff-to-Student Ratio The FTE of academic staff is calculated based on the amount of time

12 The norm of Academic staff working hours is exchanged to the standard teaching time according to the formula: 1 standard teaching hour = 3 administrative hours, 1 administrative hour = 60 minutes used for the program Each fulltime lecturer of the university participating in teaching the Master's program is considered a part-time lecturer will have FTE = 0.5, and the FTE of a visiting lecturer will be 0.16 (in 2021) To calculate a student's FTE, the program is based on the amount of time for learning The curriculum is full time curriculum, so each student corresponds to 1 FTE [06.02.02]

Table 6 4: FTE of Academic staff in 2021

Based on the FTE of staff and students, the staff-to-student over the school years is shown in the following table 6.5:

Table 6 5: Staff-to-student ratio of the MFB Program

Year Total FTE of staff Total FTE of student Staff-to-student ratio

The staff-to-student ratio of the MFB program in the period 2017-2021 tends to decrease from 1/26.1 in 2017 to 1/14.6 in 2021 The main reason is the increase in the FTE of academic staff during this period

Sub-criterion 6.3: Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated Recruitment: The Faculty uses the academic staff from other faculties in the University to participate in teaching the MFB program, so based on the proposal on academic staff needs of the Faculty and the postgraduation human resource plan, the University will set targets and announce recruitment [06.03.01] The recruitment criteria for academic staff include: (i) Qualifications: 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 The Recruitment Announcement must be clear about the criteria, the recruitment method, and published on the media such as websites, newspapers, etc [06.03.02]

Lecture Assignment: The Faculty is responsible for assigning the lecturing courses and lecturing schedule for the academic staff based on the qualifications Furthermore, academic staff must compile the course outline of the course that he/she is teaching, build the Curriculum of the Faculty, mentor the student to do the master thesis [06.03.03] 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 [06.03.04]

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 researches matched to the requirement of the position, the minimum of the time at the sub-position [06.03.05] 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 [06.03.06]

Appointment and Planning: Annually, the DPA will send a notice about 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 Board of University for approval [06.03.07] 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, prestige, health, and development potential [06.03.08] Planning is a crucial step before designation with the head positions of the faculties [06.03.09]

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

Competence requirements of academic staff teaching Master's programs are specified in the university's regulations on Master's training Accordingly, academic staff who teach theory of fundamental and specialized knowledge must have a doctorate degree, other academic staff must have a master's degree or higher; annually, there must be at least 1 scientific research published in specialized scientific journals, published scientific documents or recognized topics and projects at all levels In addition, academic staff need to have competence in foreign languages, informatics, and pedagogy according to the general requirements of the university for academic staff [06.04.01] As of November 2021, the university has a total of 54 full-time lecturers with the title of associate professor, holding a doctorate in Finance and Banking or a related major, participating in teaching the MFB program [06.04.02]

The competencies of the academic staff are evaluated by the working results Every 6 months (in July and in January), academic staff make a self-evaluation of the duty’s completion based on the Evaluation Regulation of the University [06.04.03] Academic staff need to ensure the norms of teaching, scientific research and a number of other conditions as prescribed such as: (i) 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 Curriculum or Course Outlines to be evaluated as Excellent Completion of the task [06.04.04]

Besides, the university manages the teaching quality of the academic staff by observation plans every semester and taking feedback from the students at each class [06.04.05]

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] For long-term training needs, academic staff often register for domestic and foreign doctoral courses This is the source of internal academic staff development for the MFB program [06.05.02] In addition, academic staff also participated in seminars, conferences, short-term training courses such as: "Annual Conference of the Regional Network Against Poverty (RENPER)"; “Swiss Association for Learning and Teaching Annual Meeting - ASEAN (SALT)”; ASEAN Academic Network Council Annual Meeting; Training courses according to professional title standards as Main lecturer; Workshop within the framework of the Eramus project; training courses on building and designing curriculums to meet learning outcomes organized by the university [06.05.03]

Table 6 6: Statistics of the number of lecturers participating in annual training

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 In addition, from 2021, the university will conduct a survey of academic staff's satisfaction about retraining The survey results show that the ratio of academic staff satisfied with the training and retraining regime of the university

Figure 6 1: Survey results of academic staff's satisfaction with the training regime

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

The work results of academic staff are evaluated 6 months and 1 year through the following levels: lecturer’s self-assessment, The Dean of the Faculty evaluates, and the Rector evaluates according to the University's regulations [06.06.01] This regulation is subject to consultation

You have equal access to training and development opportunities

You are supported in terms of time and expenses to improve your qualifications

You are encouraged to develop personal skills

You are well trained when assigned new jobs

The university's policy of encouragement always motivates you to complete your work well

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 part of the university's organizational and human resource development strategy Accordingly, the goal of the university is to develop a support team with professional qualifications to meet the needs of the job position, reduce the number and increase work productivity [07.01.01] The University has issued the regulations on organization and operation of the units under the University, the assignment of support staff duties of each unit The University is in the process of finalizing the job placement scheme for support staff in order to help the plan of supporting staff better implemented [07.01.02]

Besides the Faculty's heads, the Faculty has 4 support staff directly responsible for managing the learning process of students In addition, there is a support team from other units in the university such as Library, IT, DTQA, DFM, For faculty support staff to be recruited, they must meet general recruitment criteria and separate job descriptions as required by the Dean [07.01.03]

Table 7 1: Statistics of the number of supporting staff of the MFB program (as of

Under Bachelor Bachelor Master Doctor

Administrative staff at the faculty 0 0 4 2 6

Centre for Student Support Services 1 7 3 0 11

Every year, based on the targets approved by the State Bank, the University conducts training and retraining plans On that basis, the University has notices and request forms for supporting staff to participate in periodic professional training sessions according to the policy because of unexpected needs (new requirements at work) or from personal wishes [07.01.04]

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

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

No 1494/QD-DHNH dated July 20, 2016 and are specific and disseminated to stakeholders through recruitment notices In addition to meeting the prescribed criteria, support staff needs to meet the requirements of the job position Units base on the actual situation and on the university's human resources to propose recruitment needs The proposal on recruitment needs clearly state the number and recruitment criteria suitable for the position to be recruited [07.02.01] The recruitment notices are disseminated to the units and interested parties via email, websites, newspaper publication [07.02.02]

Figure 7 1: Recruitment process of support staff

Source: DPA Promotion: The promotion is carried out under the guidance of the State Bank and the

Ministry of Home Affairs The ranks of administrative support staff from high to low include Senior Specialist, Main Specialist, Specialist, Officer, Staff Criteria for promotion include professional qualifications, working time in the current position and criteria of training and retraining (degrees, certificates of foreign languages, informatics and professional retraining courses, skills) These criteria are notified to the staff through the announcement of the organization of the evaluation and promotion exams and sent by the DPA to the staff via email [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: Competencies of support staff are identified and evaluated

For the competence of support staff, when recruited, they must meet the requirements stated in the recruitment notice In addition to the general standards of informatics and foreign language, support staff need to meet specific requirements for each job position assigned 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 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 university, surveys of students for support work [07.03.04] In addition, based on the recommendations of AUN-QA during the evaluation of the Banking and Finance

Proposing the recruitment needs of the support staff of the units

Recruitment announcemen t on Website, newspaper posting, etc

-Review profile -Organization of entrance exams/ admissions

Announcement of recruitment results 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 the 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 fulfill them

Training and professional development needs for support staff are identified through the annual registration of training and retraining needs Support staff can register their demand by category of annual training courses, retraining courses of the State Bank, or can register 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 university [07.04.03]

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

The university evaluates the work results of the support staff by linking the work results with the income and rewards The university promulgates regulations on assessing and classifying the level of task completion to serve as a basis to evaluate the effectiveness of the support staff's work [07.05.01] The work results of the support staff are evaluated according to the following contents: (i) Job evaluation implementing general regulations including complying with regulations, fully participating in meetings, seminars on request; (ii) Performance evaluation including the completion of the volume and the quality of the assigned professional work; (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 other activities and 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's office to summarize and adjust the draft accordingly After promulgating, every year during the implementation process, if there is any unsuitable point, the DPA will be the focal unit to collect comments and make corrections to ensure appropriateness for the evaluation of the work performance 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 2: Statistical results of annual classification assessment of support staff

Excellent completion of the task (Type A) 20 12 13 24 26

Good Completion of the task (Type B) 112 122 117 103 100

Completion of the task (Type C) 7 3 4 1 1

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

The support staff who have good job evaluation results and some outstanding achievements such as creative ideas, scientific research topics applied in work, will be rewarded the title of

"Emulation Fighter" annually In addition, there are several thematic emulation titles according to the university's launch when getting achievements in a certain job such as recruitment, quality assurance, cultural activities, sports, For each emulation and commendation title, support staff will receive an amount of bonus [07.05.05]

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

Emulation/Reward title Number of staff receiving awards

Emulation Fighter of the branch-level 3 0 0 0 0

Certificate of Merit at the ministerial, branch, provincial, union, and state level 10 0 0 0

The university also conducts a survey of academic staff’s and students' opinions on the quality of management and training services of service units Feedback criteria focus on attitude, and work efficiency, … This is a channel to evaluate the work results of support staff indirectly, and at the same time is also a tool for the university to adjust policies for support staff [07.05.06].

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 scheme for the MFB program and sends it to the MOET for approval The admission policy and criteria are specified in the admission scheme, including the conditions for the degree of the graduated university (right major, suitable major, close major, other major), matriculation conditions, entrance exams, admission criteria, admission time and some priorities for applicants (exemption from the English test or priority for policy beneficiaries) [08.01.01]

Universities and Faculty publicize admission policies and criteria through admission announcements, conduct admission counseling through channels such as the University's website, faculty, university's fan page, and live streams In addition, because the target audience of the University can be employees at banks and financial institutions, the Faculty also cooperates with a number of banks and financial institutions to widely announce policies and criteria for admission of the University to interested parties [08.01.02]

After each admission year, the University organizes an admissions conference to learn from experience and come up with solutions to better improve the enrollment policy and criteria for the following year Every year, the University sends a report on admission to the MOET The policy and admission criteria are adjusted and updated over the years depending on the current regulations of the MOET and the actual situation [08.01.03]

Table 8 1: Statistics of admission in 2016-2020 Year

Number of applications Number of admissions Number of enrollments

From Table 8.1, the number of applicants tends to decrease over the years from 2015 to 2019 because candidates have many choices of universities to apply for However, in 2020, the university has diversified channels to bring admission information to candidates, so the number of applications, the number of admissions as well as the number of admissions increased significantly compared to the previous year

Table 8 2: Statistics on the number of students attending the MFB Program

School year Number of students

Total First year Second year > 2 years

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

Criteria and methods of student selection are clearly defined in the University's admission scheme and in accordance with the regulations of the MOET For candidates who have a university diploma in the close or other majors, the University requires additional knowledge to ensure eligibility for the exam The university enrolls students through the entrance exam with 2 compulsory subjects (General Problems of Mathematical Sciences and Mathematical Economics) and 1 conditional subject (English) Conditional subjects can be waived if candidates have an English certificate that meets the conditions Before the exam, the university organizes knowledge system classes for candidates to choose to register for study review Based on the results and criteria, the university will announce the passing scores on the principle that all exam subjects are from 5 points and take the total score of 2 compulsory subjects from high to low [08.02.01]

Table 8 3: Statistics of pass score of the MFB program for the period 2016-2020

From Table 8.3, the pass score has a decreasing trend from 2016 and maintained through the years 2017-2020 The downward trend of entrance scores can be explained by a decrease in the competition rate due to the narrowing of admission sources, and candidates have more choices in choosing universities Although the pass score has decreased, the university still maintains the score to ensure the quality of the entrance, if the admission does not meet the quota in the first time, the university will organize the next admission

The MFB program admission process is based on the admission regulations of the MOET The university established an admission council and assisting committees, including the exam board, the scoring board, and the secretariat, etc The making and scoring of the exam is guaranteed to be safe and absolutely confidential to ensure the fairness of the exam results [08.02.02]

After each exam, to evaluate the criteria and methods of student selection, the University consults with each member of the admissions committee Based on the statistical database of the admission results, the evaluation meeting, lessons learned on the organization as well as the criteria and methods of choosing students for the following admission [08.02.03]

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

The university has set up and operated a monitoring system for students' academic progress, learning results and learning volume Specifically, the Progress of implementation of the program is divided into 4 semesters: the 3 first semesters is modules of MFB program (15-16 credits / time), the last semester is the time taken by students’ thesis (14 credits) Training activities are carried out according to the credit system, creating a flexible scheme, helping students actively choose a study plan suitable to their conditions Faculty assigns class manager to support students in the learning process [08.03.01]

Students' learning results are gathered, graded, and calculated for each semester; forming UIS database; Student has an access code to know this result (http:/online.buh.edu.vn/) Through the learning results, the FPS monitors the learning process of students Students who have not accumulated enough or failed courses in the program will be reminded by the Faculty to re-register to study so that students are eligible to perform and defend their Master’s thesis [08.03.02]

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

For the postgraduate program, the class manager will be the person to directly support and advise students with learning problems and support services to improve students’ learning At the beginning of the course, the faculty informs students of the detailed training plan of the whole course, clearly stating the timelines for learning the modules, the time to register for the thesis, the time to defend the outline and the thesis During the learning process, class manager monitors students' learning progress and notify students when important milestones are approaching such as the time of thesis subject and the instructor registration; detailed outline defense; making and defending the thesis If a student needs assistance in choosing a subject, changing options, postponing, or dropping out, the class manager will guide the student with the relevant procedures For students whose study results do not ensure the correct learning progress, the class manager will contact the student to find out the cause and guide the student to solve the problem The FPS has appointed the class monitor to act as the contact point among the class, the class manager and the Faculty In addition, the class manager is responsible for the connection between the lecturer and the students at the beginning of each subject The peculiarity of Master’s training activities is that most of the students are working at agencies, and enterprises; so, the problem of finding a job is not a priority for students [08.04.01] During learning the modules of the program, the lecturer of each module is the person who supports the students to answer questions, search for documents, conduct research on related issues, and help students complete their subjects Especially for the graduation thesis module, the instructor plays the role of monitoring and urging students to implement the subject on schedule, guiding students to report the results of the thesis research and confirm the results of the thesis to propose the defense before the Council [08.04.02] The ratio of support-staff-to-student is shown in Table 8.4:

Table 8 4: Support-staff-to-student ratio over the year

Year No of students No of support staff Support-staff-to- student ratio

The Support-staff-to-student ratio of the Master curriculum is maintained around the level of 4 Only in 2019, the number of students decreased, so the ratio decreased

Every year, the University organizes to collect opinions of postgraduate students about the quality of academic support and counseling The survey results are the basis for student support units and especially FPS to adjust and improve the quality of student support and counseling [08.04.03]

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

The university has a total of 3 campuses: 2 campuses in District 1 and 1 campus in Thu Duc The university's Master’s training facility includes 2 campuses in District 1 They are campuses downtown, convenient for students' travel Management units and the Faculty are located at these two campuses, creating favorable conditions for students to seek support from class manager and the academic staff [08.05.01]

Keeping security and order in the university is always concerned by the University in order to ensure safe learning conditions and environment for students by strict control over the implementation of university rules and operating the CCTV system [08.05.02]

Specifically, postgraduate students are those who are working and residing in Ho Chi Minh City (a few in neighboring provinces go and return in the same day); so, there is no need to use the dormitory as well as participate in the social insurance regime at the university Besides, students also have no need to participate in extracurricular activities as well as psychophysiological counseling activities at the university

FACILITIES AND INFRASTRUCTURE

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

District 1 campus has 26 classrooms used for training of many different levels, including classes in the evenings, Saturdays, and Sundays Classrooms have necessary equipment such as projectors, tables and chairs, lighting systems, air-conditioners, speakers, microphones, With an average area of 65m2, it is suitable for the size of the number of students from 50-60 students/class The classrooms can be arranged flexibly depending on the purpose of use such as presentations or group work In addition, to serve the organization of events, scientific seminars, academic competitions, the university has 02 halls, one in district 1 (100 seats) and one at Thu Duc campus (900 seats) [09.01.01] The learning schedule is arranged continuously, and the university has software to support the arrangement of the lecture schedule as well as the focal Department to manage the use of lecture halls and classrooms to ensure that the classrooms and lecture halls are exploited effectively [09.01.02]

Every year, the DFM is the focal point for planning and implementing the procurement, equipment and maintenance of facilities and equipment throughout the university, meeting the needs of the academic staff and students' space for learning and scientific research Based on the orientation of training, scientific research and proposals of units as well as of students, the DFM will make a plan to purchase and upgrade facilities and equipment [09.01.03]

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

- Installation air conditioning system in lecture hall C

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

- Relocating the entire telecommunication wiring system in Thu

Duc to the underground system

- Carrying out major repairs to Lecture Hall A

- Install LED screen at the 900-seat

Auditorium sponsored by Lien Viet Post Commercial Joint Stock Bank

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

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

- Renovating the Central hall at Thu Duc campus

- Deploying the project of the Sports Complex and Lecture Hall B project

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

1,000 KVA substation in Thu Duc to supply electricity to Lecture Hall B

- Putting into use the thesis defense room sponsored by Vietcombank

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

- Completing the construction of Lecture Hall B

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

- Completing the construction of the traditional room

- Paint, waterproof the dormitory K adjustment plan in Thu Duc computer room sponsored by Nam A Joint Stock

Commercial Bank smart classrooms sponsored by Commercial Bank of Military

Every year, the university collects students' opinions on the quality of facilities and sends the results to the Faculty and relevant functional departments, asking the units to make self- assessment reports after the survey, which clearly states the action plan to improve and enhance facilities and equipment to meet learners' needs [09.01.04]

Table 9 2: Survey results of postgraduate students about facilities

Facilities: Classrooms, air-conditioners, projectors, Sound,

Totally did not meet expectations 2% 1%

Meeting expectations at a very high level 46% 58%

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

The library is invested by the University with a variety of learning materials with 889 Vietnamese titles and 707 English titles for Finance and Banking major The university's electronic library is at: http://library.buh.edu.vn/ The library's electronic database includes journal, articles specializing in Economics - Finance - Banking, theses, scientific research topics, and learning resources associated with external units such as data on Vietnamese and English e- books (provided by Ho Chi Minh City General Publishing House and Gale Virtual Reference Library), Vietnam Joint Database of Science and Technology Resources, shared database of Vietnam National University of Hanoi, Ho Chi Minh City Science and Technology Information Link Network, Database Collection of Multidisciplinary Electronic Journals for Universities, Thomson Database Collection Reuters aims to better meet the needs of looking up data, linking databases to serve readers, learning and research of students and lecturers [09.02.01] The number of books specializing in Finance - Banking is listed in Table 9.3 below:

Table 9 3: The number of books specialized in Finance - Banking as of

STT Content Vietnamese English Total

The Library procures materials based on the needs and proposals of the Faculty and the library's annual development plan Based on the necessary documents for the requirements of the curriculum, the faculty makes a list of required documents and sends it to the library, then the Library coordinates with the DFM to procure documents to fully serve the needs of teaching and scientific research activities [09.02.02]

Table 9 4: Statistics of additional documents from 2016 to November 2021

The university's library is in Thu Duc, serving all the university's curriculums for academic staff, and students The library is open from 7:30 a.m to 6:30 p.m on weekdays and to 3:30 p.m on Saturdays If students are not convenient to visit documents directly at the Library, they can use the online library system as well as linked databases of the Library Rules for using the library and instructions for searching are published on the Library's website and at many places in the library [09.02.03]

As of December 31, 2020, the number of times of borrowing and returning documents and the number of database accesses of Master students of Finance - Banking are detailed as follows:

Table 9 5: Comparison of the number of borrowings, returning and accessing the database of Master students with other curriculums from January 1, 2016 to December 31, 2020

1 Number of times to borrow and return books 35.857 21.564 136.901 653

Table 9.5 shows that in other programs, the number of direct borrowing and return at the Library is always higher than the number of views and downloads of electronic documents, but the opposite is true for Master’s program Because most of the students are working people, they have less time to use the materials directly at the Library, but instead they view and refer to the Library's online documents

Every year, the Library conducts a survey of the needs and satisfaction of students and academic staff with the Library to have a basis for conducting improvement activities in the direction of improving service quality and meeting the needs of the public [09.02.04]

Figure 9 1: Survey results on the satisfaction of students and lecturers about the Library

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

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

As of December 2020, the university has 11 computer rooms, four of them are equipped according to the standard of LAB room with full equipment such as cabin, headphone, Webcam, and other necessary software for practical courses in the curriculums However, the LAB room mainly serves bachelor curriculums to perform simulation operations according to actual operations, while for Master program, the university does not have practical modules in the computer room [09.03.01]

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

Table 9 6: Statistics of number of LAB rooms and computers from 2016 to 2020

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

Have a polite and gentle attitude in communication with students

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

The library is quiet and clean

Library operating hours are in compliance with regulations

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

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

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

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

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

To ensure safety and security, the university's IT system is periodically maintained and upgraded The DITM is the unit that plans and performs the maintenance, upgrading and supplementing of computer systems and software to support training in the university [09.04.03] Every year, the University surveys students about their satisfaction with the IT system of the University such as the website, the computer system in the LAB rooms, the convenience and speed of accessing the university's portal Thereby, the university promptly overcomes the limitations and has timely solutions as well as upgrades the IT system with a plan for use, maintenance, repairing, and replacement of hardware/software for the following period [09.04.04]

The computer room meets the practical needs of students

Figure 9 3: Student satisfaction survey results about IT systems

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

Table 9 7: Improvements and upgrades in the university's IT system from 2016 to 2020

WIFI network system at the campuses of the

1 of the project of investment and upgrading of the IT system

- Implement phase 2 of the investment project, upgrade the

- Building a website system for Ajeb magazine

- Installing computer rooms 202 and 204 at

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

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

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

- Implement LMS system, Combined Training system

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

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

The university builds and maintains a green and clean, health-oriented, and safe learning environment for learners, and all staff All areas in the university are smoke-free Standards on fire prevention and fighting are determined through regulations of firefighting and preventing The university cooperates with the fire police, periodically organizes fire drills and safety checks fire prevention work to raise awareness of caution, disseminate regulations on fire safety when using,

The application of IT applications support students conveniently in studying at the university

Students can access the training portal easily and conveniently

Information on the university's website actively supports student

2016 2017 2018 2019 2020 know how to handle situations such as electrical problems or fire incidents [09.05.01] All university buildings are fully equipped with safety equipment, fire prevention such as fire extinguishers, fire hydrants, fire protection systems in accordance with regulations and periodically inspected [09.05.02]

QUALITY ENHANCEMENT

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

The University has developed regulatory documents and ISO processes to conduct consultation with stakeholders to build a synchronous database of the University's activities [10.01.01] Feedback from stakeholders includes learners, alumni, employers, experts, and academic staff… The DTQA is assigned by the University to take the prime responsibility for collecting comments from stakeholders via online form or hand out paper At the end of each semester, for each module, learners assess the quality of the subject and the teaching activities of the academic staff [10.01.02] Through this, the University can collect students' opinions on the teaching content, teaching methods and evaluation of each module Graduates assess the quality of the training course, through which, the University collects opinions about the appropriateness of the learning outcomes, curriculum and support services as a basis for the University to improve quality [10.01.03] In addition, to assess the suitability of the curriculum with the needs of society, the University also conducted a survey on the satisfaction of employers with graduates from the University [10.01.04] The results obtained from the opinions of the stakeholders, are held by the Faculty, reviewed and used in the adjustment of the learning outcomes and curriculum, as well as the annual improvement plan [10.01.05]

In addition, the process of reviewing and adjusting curriculums, teaching programs, and learning outcomes are all carried out by the Faculty in accordance with the guiding documents of

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

Medical staff dedicatedly take care of student's health

Medical staff dedicatedly take care of lectuters health

2016 2017 2018 2019 2020 the MOET In the process of reviewing and adjusting the curriculum, the Faculty has collected feedback from stakeholders through the organization of surveys and seminars to collect comments from experts who are heads of banks, finance institutions, and reputable lecturers in the field, students and alumni of the drafted outcomes and the curriculum [10.01.06]; [10.01.07] The results obtained from the feedback of the stakeholders and the opinions of experts in the curriculum were organized by the Curriculum Review Board, reviewed, and used in the adjustment of the learning outcomes and the curriculum The activity of receiving feedback and needs of stakeholders has helped to improve the quality of curriculums, training approaches and training of graduates to meet actual labor market demands Accordingly, compared with version 1 (2015) and version 2 (in 2019), the curriculum 2020 is more and more complete, in which the PLOs are measured clearly, specifically and distributed to the COs to ensure the connection with teaching- learning approaches, testing and assessment methods so that learners can achieve the CLOs and the PLOs At the same time, the volume of modules and the number of credits per module in the curriculum have been adjusted, supplemented, and changed to meet the needs of employers and the development trend of the field [10.01.08]

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

The process of designing and developing the curriculum of the FPS complies with the provisions of Circular 07 of the MOET According to this regulation, the time to review and evaluate the curriculum is at least once every 2 years In each cycle of curriculum design, the Faculty's heads submit to the University’s Board to establish a Curriculum Review Board and assign tasks to each member The Review Board is responsible for collecting information and evidence related to the need to adjust the curriculum, and at the same time evaluating the effectiveness of the current curriculum Thereby, the Review Board proposes the contents that need to be revised or updated in the curriculum or course outline The revised contents are reviewed and approved by the Faculty-level Scientific Council before submitting to the University-level Scientific Council for evaluation and the final step is to submit to the Rector for signature and promulgation [10.02.01]

In the process of curriculum design and development, the needs and feedback of stakeholders always considered by the Review Board The current MFB program is also referenced and compared with the master's program in Finance and Banking at famous domestic and foreign universities, 02 universities in Vietnam (Ho Chi Minh City University of Economics and Banking Academy) and 02 foreign universities (National University of Singapore, Waseda Business University of Japan) as the comparison table presented in sub-criterion 3.3 [10.02.02] From 2015 to now, the MFB program has been designed, reviewed, and edited 3 times (2015, 2019, 2020) Based on feedback from stakeholders, the current curriculum is designed to be appropriate in terms of duration, structure and content of the curriculum; supplementing and updating subjects in the direction of approaching technology, with high applicability to meet social needs, and at the same time, supplementing advanced skills for master's objects who have already been to work and had a position in society to meet the learning outcomes as stated when promulgating the curriculum, for examples “Data analysis and economic forecasting”; “Law on economics – finance – banking”; “Advanced leadership and management” … [10.02.03]

To ensure consistency and efficiency in the design and development of curriculums, in 2021, the staff of the FPS and the academic staff teaching in the postgraduate program held a meeting to collect opinions to design the process of developing, reviewing and adjusting postgraduate curriculums on the basis of Circular 07 of the MOET The process clearly stipulates the frequency of review and evaluation of the curriculum every 2 years, concretizes each implementation step, clearly defines the responsibilities of the implementing individual/unit, the deadline for completing each step, and the attached documents [10.02.04]

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

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

The process of teaching, learning, and assessing learners is reviewed and evaluated from many channels for continuous improvement The supervision of teaching and learning activities is carried out by the Department of Inspectorate and checked according to the published teaching schedule of the FPS [10.03.02] Every year, the Faculty organizes the observations for the academic staff teaching the new course for the first time and other courses The results of the observation are the basis for academic staff to continue to promote their strengths and improve the limitations and the quality teaching [10.03.03] During the study period in each semester, students are encouraged to take an online survey to assess the quality of teaching for the subjects At the end of each semester, the Faculty, based on the survey results, organizes meetings, reviews and re-evaluates teaching activities and proposes improvement measures to improve the quality of teaching and learning for academic staff with evaluation scores below 4/5 points to improve for the next period [10.03.04] [10.03.05]

The curriculum and course outline are regularly improved and adjusted to meet the needs of stakeholders Faculty’s academic staff are encouraged to innovate and improve teaching and learning approaches to help students achieve the learning outcomes such as increasing the amount of time for self-study and research skills, and enhancing communication skills, group work, group criticizing Each semester, the Faculty also organizes professional meetings to identify the inappropriate points in teaching-learning activities, testing students, thereby making appropriate improvements In the curriculum, most subjects use teaching materials in English, requiring students to translate documents related to their major in order to improve students' foreign language ability For testing and assessment activities to meet the learning outcomes, the assessment score for each module has also been improved Previously, the subject assessment score only had 2 components, namely the process score and the final exam score and the portion is given by the lecturer In response to the CLOs, in the 2018-2019 academic year, the Faculty held a meeting to review and change the assessment method with 3 components of scores: individual assignments/essays accounting for 40% of the total score, 30% for group essays and 30% for final exam Besides, for each assessment form, the Faculty requires academic staff to build their own rubric Final assessment activities are organized by the DTQA in common for all courses [10.03.06]

The DTQA also regularly reviews and improves regulations, exam forms, scoring, results announcement and related professional processes The exam structure is required to be built to ensure that it follows closely the CLOs and distributes the learning outcomes for each chapter In 2019-2020 school year, the university actively implements online teaching and learning activities on LMS to create flexibility and initiative, and at the same time to help enhance students' ability to self-study and research In 2020-2021 school year, the University organizes course assessment and thesis defense online to diversify forms of assessment and promptly respond to unusual situations when unable to organize concentration course assessment [10.03.07]

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

Research results play an important role in improving the teaching and learning quality of a program In addition to teaching activities, every year, academic staff have the norm of scientific research and are specified in the Regulations on working regime of academic staff [10.04.01] Academic staff are encouraged to conduct scientific research to strengthen their knowledge as well as enrich their lectures Many types of research have been used to demonstrate and support theory teaching

Table 10 1: Scientific research results of the Faculty in the period 2016 - 2020

Article Seminars Research topic Book Article Seminars

In the past 5 years, the number of scientific research of the Faculty has increased significantly and the types are also rich and diverse Moreover, the articles published in specialized domestic and international journals are increasing in number and quality In addition, the number of scientific articles reported by the Faculty's academic staff at the conferences and seminars published in full text in the yearbook has also increased (ref sub-criterion 6.1) Activities of compiling curricula, monographs, reference books, etc for teaching are the focus of the Faculty Scientific research after being accepted and approved have been considered and applied by the Faculty's Heads to improve the quality of teaching activities of the academic staff and materials for students [10.04.02]

To promote scientific research activities, the Faculty always creates favorable conditions and encourages academic staff and students to participate In the school year plan, the academic staff always set specific scientific research goals The university regularly organizes seminars that invite prestigious speakers at both domestic and international universities and research centers with many scientific types of research published in famous international journals to guide and share experiences for academic staff and students [10.04.03] To improve training methods associated with practice, the Faculty also organizes seminars to disseminate and share experiences in applying scientific research to the teaching-learning program Some methods that academic staff have applied to help learners develop research skills such as applying learned theory to solve practical problems of their units, setting up and evaluating a project, doing seminars and presentations, researching and handling cases The results of the survey of learners show that the teaching methods of academic staff are evaluated more positively than presented in sub-criterion 11.5 [10.04.04]

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

Support services and equipment for teaching-learning activities are well organized by the University, periodically evaluated, and improved quality to ensure timely response to teaching and learning activities The university has issued an ISO process for the procurement and repair of facilities so that units wishing to purchase, equip and repair facilities can ensure the quality of teaching and learning [10.05.01] Every year, based on proposals of the units, with the general plan of the University, the DFM evaluates and reviews the status of facilities, the demand for use and the funding sources to plan the implementation In addition, annually, the DFM performs maintenance, review, and inventory of assets to check and evaluate the quality of equipment to have a plan to liquidate and replace damaged equipment, propose to purchase equipment to create maximum conditions for teaching, learning and working activities of staffs [10.05.02]

In addition, in order to continuously improve the quality of service for teaching, learning and research needs, the Library periodically conducts polls to collect opinions of readers about the service quality of the library Thereby, the service quality of the Library is increasingly improved The library has a total floor area of 2,400m2, including reading rooms for students, academic staff and support staff, supporting 600 seats; an internet room with 20 computers for document extraction; books, newspapers and magazines inventory to serve the needs of readers The library also installed 03 modern information search kiosks Library resources are diverse with several books, journals, e-books, domestic and international databases in various fields and are regularly updated to serve teaching and learning and scientific research for staff, and learners The library has its own Wi-Fi system and is equipped with an integrated electronic library management software system, a library portal and an OPAC lookup module to help manage communication with the library through a personal page: history of borrowing and return, renewal, register to borrow documents and other supporting software The results of the survey of academic staff and students show that they are satisfied with the service quality of the University library [10.05.03]

Information technology system is focused on all activities by the University Currently, all computers are connected to the Internet, and the Wi-Fi system is free to use throughout the university for research, teaching and learning The university is also fully equipped with software to effectively support the university's training management activities such as training management software, library management software, human resource management software, fingerprint scanning software, software to organize online learning… The upgrading and maintenance of software systems to serve and support teaching and learning are carried out regularly to best meet the training needs of the University [10.05.04]

OUTPUT

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

The dropout rate is closely monitored by the University and Faculty The university uses training management software UIS to store learner data, training process results, learning results, student scores, etc Centralized data mechanism on training management of the software helps the University and Faculty to perform statistics, analyze and control the graduation rate, the dropout rate effectively [11.01.01] After each school year, the class manager will make statistics on the learning results and the number of dropout students, the student's situation of extending the thesis within the specified time limit From that result, they determine the percentage of students who get the required score and who drop out This rate is monitored, compared among years, and reported to the University’s Board periodically [11.01.02] On that basis, the University’s Board will give timely instructions so that relevant units can take appropriate measures to improve the graduation rate and reduce the dropout rate

Periodically, the University holds a meeting to review graduation to evaluate the graduation rate of students for the postgraduate curriculum [11.01.03] In addition, the University also holds a meeting to review cases of unfulfilled academic obligations, issue academic warnings before deciding to withdraw from university Faculty notifies students to support students to supplement the missing conditions to timely defend the thesis [11.01.04] The Faculty conducts a report to analyze the causes leading to the dropout of students and propose measures to reduce this rate It was found that the main reason is due to busy work, job transfer, and job change [11.01.05] Some improvement measures have been taken at the Faculty and the University: reducing the number of subjects but still ensuring the minimum number of credits according to the current regulations of the MOET on the minimum amount of knowledge for the master's degree; change subjects that are connected with advanced and highly applicable master's programs ; adjusted training completion time to 18 months; change the detailed course outline in terms of volume and form of teaching-learning organization, change the structure of course assessment scores; notify early academic warning for students to complete the lack of conditions ; assign the class manager to work directly with students who are warned about academics, closely, remind students to complete the thesis on time ; Centre for Foreign Languages and Informatics regularly enrolls students and organizes exams for foreign language certification… In addition, every year, the University organizes a training conference, including assessing the rate of graduates, the rate of drop-out due to getting over the course time, compare it with the previous year, find out the causes and offer solutions to increase the graduation rate The conference also set out directions, tasks, and training targets for the next school year [11.01.06] Thanks to the close attention of the University Council, the Board of University and the Faculty, the graduation rate and the dropout rate of students have improved significantly over the years and are shown in the following table:

Table 11 1: Pass rates and dropout rates of the MFB program in the last 5 cohorts

Percentage of completed first degree in Percentage of dropout during

2 Years 3 Years 4 Years 1st year

* Students of cohort 2017, 2018, 2019 are still pursuing the programme

Table 11.1 shows that the percentage of students who complete the MFB program and receive their certificate on time is improving and tends to increase In addition, some students were active in making their study plans, defending their thesis early from the 3rd semester and were awarded their certificate before the course's deadline The dropout rate for each course tends to decrease and accounts for a small percentage of the total number of students in the course This proves that the University and Faculty have closely monitored and provided effective solutions in reducing the dropout rate

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

Through each training course, the Faculty make a statistic on the number of graduates by each course and training time in order to monitor the students' learning progress Thereby, the University and Faculty can assess the suitability of the curriculum in comparison with the actual situation to take measures to improve [11.02.01]; [11.02.02]

Table 11 2: Average graduation time of the last 5 courses Major

The statistics show that, in recent courses, the average time to graduate from a MFB program has been shortened In particular, there is a percentage of students who study ahead of schedule and graduate earlier than planned In fact, except for a few students who took a temporary leave of absence during the training process, most of the students completed the program in the first 3 semesters of the curriculum and completed their master's thesis in the 4th semester

To help students graduate on time or ahead of schedule, in recent years, the University and Faculty have taken many measures such as disseminating students about the course study plan, the requirements for foreign language proficiency in the class meetings, and class activities The Faculty appoints class managers to urge, remind and actively support students to complete their dissertations early; increasing the proportion of courses on research methods in order to improve students' research competence; Organize seminars to guide scientific research for students The university also equips many resources for the library with a variety of topics and types and is constantly updated: endogenous document database (theses, full-text scientific research, full journal articles of more than 26 specialized journals); English and Vietnamese textbooks; Online foreign-language databases such as Thomson Reuters Eikon-DataStream, Scopus, Springer eBook, ScienceDirect (E-Journal), SAGE e-Journals, Emerald e-Journals are also invested and equipped by the University for academic staff and students to have more data to study Every year, the University organizes many graduation reviews for students who are eligible to graduate The curriculum is also designed and improved with a reasonable duration and suitable for the learning capacity of all students, ensuring that students achieve the PLOs [11.02.03]

Besides, in order to have an overview compared to other training majors of the University, Table 11.3 also shows that the average graduation time of the MFB program is shorter than that of the Master's Program in Business Administration (BA) From the above statistical results, it shows that the Faculty and the University have taken effective measures to ensure that students graduate on time as well as ahead schedule

Table 11 3: Comparison of Average Time to Graduation Major

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

The peculiarity of the postgraduate curriculum in general and the MFB program, in particular, is that the vast majority of students are currently working at State agencies, financial institutions, and other institutions, or banks Therefore, students' concern is not to find a job but to improve their professional knowledge, professional practice skills, to meet their working position, and to develop their career

Annually, the DTQA conducts a survey of graduating students, through which, the University and Faculty will assess the appropriateness of the curriculum to meet the work needs of students [11.03.01] In addition, the Faculty also built a database of student information such as working positions, working units [11.03.02] The information is used by the University to collect opinions from employers about the professional competencies and skills gained after graduation This is one of the communication channels for the University to receive feedback from learners and employers about the response of the curriculum to actual labor needs [11.03.03]

In addition, the Faculty also strengthens the network of business relations and professional associations to meet the needs of the increasingly modern development of the profession, serving the practical needs of the subject The Faculty invites reporters who are heads of large corporations and companies to share practical knowledge as well as industry trends for students to participate in to improve job opportunities and advancement opportunities in their work [11.03.04]

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

Besides the scientific research activities of the academic staff and support staff, the scientific research activities of the learners are also an important factor in the training program, especially for postgraduate students In addition, the University has also issued an ISO process for managing students' scientific research activities with clear and specific instructions and forms These processes and forms are also regularly improved by the University in the most minimalist way to facilitate student participation [11.04.01]

Every year, the Faculty cooperates with the ISRBT to notify students participating in the registration of scientific research topics [11.04.02] The Faculty actively supports and facilitates students to choose members to participate in research topics Scientific research topics of students studying issues related to training majors in Finance and Banking are applied to solve theoretical

- practical problems, serving socio-economic development After the list of scientific research topics is pre-qualified, the Council will review and approve the outline to agree or disagree with the implementation of the scientific research topic or edit and supplement the outline (if any) The Council will decide to assign the topic after the outline content meets the Council's requirements, including specific requirements for completion time

The scientific research activities of students of MFB program are shown in the following statistical table [11.04.03]:

Table 11 4: Number of scientific research topics of MFB‘s students from 2016-2020

Total number of students participating

Table 11.4 shows that the number of students participating in scientific research in the past

5 years is increasing, and at the same time, the types of scientific research are diverse Some of students' articles have been published in prestigious international journals In order to encourage students to participate in scientific research, the University also has a scheme to add points for students whose scientific research topics are announced when the Master's thesis defense council is issued Some students also have advanced study orientation, according to the requirements of the doctoral program of the University, after completing the master's program, students must have at least 1 published scientific research Therefore, this is also one of the motivations for students to actively participate in scientific research activities [11.04.04]

Sub-criterion 11.5: The satisfaction levels of stakeholders are established, monitored, and benchmarked for improvement

Recognizing the need for feedback from stakeholders to serve the overall quality improvement work, the University has established and maintained a stakeholder survey for many years The university has established a system to collect stakeholders including students, alumni, academic staff, support staff, and employers according to the ISO process In addition, to ensure that the University's quality assurance system operates effectively and in compliance, the University has issued documents specifying the responsibilities of each unit, support staff, academic staff and learners in the activities of ensuring quality assurance as well as survey activities of the university The survey results, after being collected and processed by the DTQA with specialized software, will be sent to relevant units in the University to use the results to improve and enhance the quality of activities of the unit as well as the quality of teaching and training support [11.05.01]

STRENGTHS AND WEAKNESSES ANALYSIS

The University/Faculty has made positive and continuous improvements in the process of developing the PLOs for the period of 2018 and later The learning outcomes have been built based on a reasonable process, with the full participation of stakeholders, the content of the outcomes ensures SMART principles

The time of modifying the learning outcomes and curriculum basically complied with the provisions of Circular 07/2015/TT-BGDDT dated April 16, 2015 Specifically, the outcomes and curriculum have been revised through the following timelines: 2015, 2018 and 2020

The time of revision of learning outcomes and curriculum has not been strictly followed every 2 years (according to the provisions of Circular 07/2015/TT-BGDDT dated April 16, 2015) but is done according to the actual arising in the university's training plan, so sometimes creating a passive state for other units of the university

The Faculty needs to closely plan and develop a roadmap to ensure timely editing and updating of the learning outcomes together with the curriculum, and at the same time creating effective coordination with other departments in the university

There is a positive improvement in version 1 (2015) and version 2 (2018) of the Programme Specifications and Course Specifications This shows that the University and Faculty have made great efforts in updating and presenting information, towards making the information public to stakeholders, thereby helping to promote the curriculum more widely and effectively

The publication of the Programmer Specifications and the Course Specifications did not meet the regulations of the MOET on the time of publication due to the lack of follow-up with the documents issued by the Ministry in each period, resulting in not being updated in a timely way

The Faculty needs to assign appropriate personnel to promptly grasp changes in the policies of the MOET, through the documents that the Ministry has issued in different periods

Basically, the structure and content of the Curriculum are designed to help achieve the ELOs The subjects in the program have a clear contribution to achieving the PLOs

The subjects in the program are designed with professional content that is structured, sequenced, coherent and up to date

The elective subjects in the program are not diversified and intensive in the compatibility with the ELOs

Reviewing and supplementing elective subjects to ensure the logic, depth, and consistency towards the PLOs

Faculty clearly defined philosophy As a result, teaching and learning approaches are developed according to this philosophy to promote lifelong learning ability of students

Teaching and learning approaches are quite diverse, in line with the requirements of achieving the CLOs in the curriculum

There are not many research activities among students, and the application of scientific research of academic staff to teaching is still limited

Academic staff update scientific research results into reference materials suitable for each subject; Encourage scientific research activities of students

Student assessment and testing activities are set up in a planned, diversified, flexible and regular manner throughout the entire curriculum in stages: admission, training, and graduation to ensure students achieve the PLOs

Information about student assessment activities such as: time, place, method, criteria, grading scale and score ratio is clearly shown in the teaching plan of the Faculty, or in the subject outlines published on the website for easy access by learners

The curriculum is constantly improving assessment methods to enhance the value, reliability, and fairness in student assessment activities The assessment criteria tables and scale of each assessment form are described in detail in rubrics The rubrics are built clearly and scientifically

Learning results are promptly notified to students All feedback and complaints from students about assessment results are handled in a timely manner to help students improve their knowledge and improve training quality

The process of appealing the exam is clearly defined and posted on the website for easy access by students

Regulations on assessment and testing of learners have been documented, but these documents are still fragmentary, causing certain difficulties in finding relevant information The online information network through the website of the Faculty is effective in the way of information disclosure, but the feedback of learners such as Q&A or online registration on the website is still limited

Developing a Handbook for students participating in the MFB Program; which concentrates all necessary documents and processes for students from admission to graduation;

Upgrading the website system of the Faculty in increasing the connection and interaction with learners in order to improve the quality of information in general and the publication of student assessment information in particular

The academic staff of the MFB Program have professional qualifications, experience, and good teaching skills

Up to now, the University has enough full-time academic staff to teach the subjects in the curriculum

The university has clear regulations on the type and quantity of scientific research activities of the faculty

Due to regulations on the functions and tasks, the Faculty has not really taken the initiative in the development of the succession as well as the training and development of academic staff For academic staff training and retraining, the University only reports the number of training courses held or the number of academic staff participating but has not yet assessed the effectiveness of the training and retraining activities

Scientific research applied in teaching and community service in curriculums are few and have not been fully recorded Some scientific research of academic staff is included in the teaching process of their subjects by themselves but has not been recognized by the faculty and functional statistical units

Develop regulations for the Faculty to have a certain initiative in the training of academic staff as well as in the development of the succession

In 2022, the university will complete the job placement project In addition to determining the duties of each job position, the university will add the required competencies of each position to serve as a basis for assessing faculty capacity

APPENDIXES

Self-assessment result

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

1.2 The expected learning outcomes cover both subject specific and generic (i.e transferable) learning outcomes

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

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

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

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

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

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

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

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

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

4.3 Teaching and learning activities enhance life- long learning

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

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

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

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

5.5 Students have ready access to an appeal procedure

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

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

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

6.4 Competences of academic staff are identified and evaluated 4

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

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

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

7.1 Support staff planning (at the library, laboratory, IT facility, and student services) is 5

Criteria 1 2 3 4 5 6 7 carried out to fulfil the needs for education, research, and service

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

7.3 Competences of support staff are identified and evaluated 5

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

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

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

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

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

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

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

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

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

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

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

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

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

10.2 The curriculum design and development process are established and subjected to evaluation and enhancement

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

10.4 Research output is used to enhance teaching and learning

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

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

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

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

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

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

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

List of evidences

No Code Title of Evidence Remarks

No Code Title of Evidence Remarks

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

Mission and vision of the School and Faculty a BUH's strategy period 2021-2030, vision to 2045 b Mission and vision of the Faculty of Postgraduate

Studies c Decision on releasing the training program for Master of Finance and Banking (No 2727/QD-DHNH, December 1, 2020)

Documents of the development of the MFB program in

2018 a Employer survey report 2018 b.Lecturer/expert survey report 2018 c Alumni survey report 2018 d Student survey report 2018 e Summary of opinions of stakeholders to develop PLOs

2018 f Minutes of the meeting of the Scientific Council on August 28, 2018 g Decision No 552 releasing the MFB program on March

Documents of the revising of the MFB program in

2020 a Process of editing and developing training programs (Circular 07/2015/TT-BGDDT dated April 16, 2015) b Minutes of comments of experts and scientists for the

MFB program of 2018 c Students' opinions survey on the effectiveness of the

MFB program of 2018 after 1 year d Report on evaluating the effectiveness of the MFB program of 2018 (October 2020) e Minutes of the meeting of the SC to approve the new PLOs and curriculum (November 17, 2020)

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

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

Public the PLOs in the media a On the Website b On the leaflets

No Code Title of Evidence Remarks CRITERION 2: PROGRAMME SPECIFICATION

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

The programme specifications 2015, 2018 and 2020 a The programme specification 2015 b The programme specification 2018 c The programme specification 2020

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

The course specifications 2015, 2018, 2020 a The course specification 2015 b The course specification 2018 c The course specification 2020

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

Publics the programme specifications and the course specifications a On the Faculty's Website b On the leaflets c On others media

CRITERION 3: PROGRAMME STRUCTURE AND CONTENT

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

MFB programme, Doctor programme in Finance and Banking, and Regulation on master's training a MFB programme in 2020 b Doctor programme in Finance and Banking in 2018 c.Regulation on master's training in 2018

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

1 03.02.01 PLOs matrix of the curriculum

2 03.02.02 Course outline in the 2020 curriculum

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

3 03.03.03 Survey results stakeholders in building the learning outcomes and curriculum

CRITERION 4 - TEACHING AND LEARNING APPROACH

No Code Title of Evidence Remarks

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

1 04.01.01 Educational philosophy; Objectives of the programme

2 04.01.02 Time allocation of theory, self-study, and practice in the course outline

3 04.01.03 Public the Educational philosophy on the FPS's website

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

1 04.02.01 Exercises; Group Presentation, Project Report

2 04.02.02 Course outline in the Curriculum of 2020

4 04.02.04 Online learning System http://lms.buh.edu

8 04.02.08 Regulations on Scientific Research and Internal

9 04.02.09 Notice of registration of student scientific research

Thesis implementation process a Dissertation regulations b List of students participating in thesis defense c Team of Scientists participate in teaching and guiding d Guidelines for registration of the thesis topic e Master thesis implementation process

Thesis defense process a Master thesis defense process b Master thesis grading council c Thesis grading sample d Dissertation results e Student theses

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

1 04.03.01 Course outlines of the MFB program in 2020

2 04.03.02 Job position in the programme specification

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

No Code Title of Evidence Remarks

Regulations on admission and training for Master's degree a Regulation on training for master's degree of the MOET b Regulation on training for Master's degree of BUH

2 05.01.02 Notice of matriculation score from 2015 to 2020

3 05.01.03 Course outlines of the program in 2020

4 05.01.04 Summary of assessment methods in each course

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

Admission Information a Leaflet, admission notice b Admission counseling video and images c Admission website link

Fanpage of FPS: https://www.facebook.com/buh.saudaihoc

Admission Fanpage of BUH: https://www.facebook.com/tuyensinhdaihocnganhang Admission Website of BUH: http://tuyensinh.buh.edu.vn/

Training Plan a Master's training plan for each course b Academic, and exam schedule for each class

4 05.02.04 Link to publish the thesis defense schedule

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

1 05.03.01 Profile of construction and appraisal the exam question bank

2 05.03.02 Statistics of Statistics of learning result of 5 subjects

4 05.03.04 Rubrics of each course assessment method

5 05.03.05 Regulations on final course assessment of the postgraduate level

6 05.03.06 Academic Integrity Regulations of BUH

Sub-criterion 5.4: Feedback of student assessment is timely and helps to improve learning Sub-criterion 5.5: Students have ready access to an appeal procedure

1 05.05.01 Results of the re-examination of the postgraduate entrance exam

No Code Title of Evidence Remarks CRITERION 6 - ACADEMIC STAFF QUALITY

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

Academic staff of the MFB program a List of academic staff of the MFB Program (2017-2021) b Statistics on the structure of age, gender and qualifications of the academic staff of the MFB Program

Academic staff development plan a Strategy of the university (2016-2020) b Plan to develop resources for postgraduate training in the period of 2018-2023

Policy on lecturer development a Regulation on internal expenditure of BUH 2020 b Regulations on salary increase ahead the schedule of

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

1 06.02.01 Regulations on the working regime of academic staff

FTE of Academic staff and Students a Statistics on the number of academic staff and FTEs of academic staff (2017-2021) b FTE of Students

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

Bases for recruitment a Criteria, recruitment process for academic staff b Plan to develop resources for postgraduate training in the period of 2018-2023

Recruitment information a Recruitment Announcement (2016-2020) b Recruitment information posted on Department of Personnel Affairs’ Website https://phongtoch uc.buh.edu.vn/tuy en-dung.html c Emails with related recruitment information d Recruitment information of academic staff on newspapers and media

3 06.03.03 Work assignment of Academic staff

No Code Title of Evidence Remarks a Lecturing assignment list for the courses of the MFB

Program b Academic staff’s list of Duties (Regulations of Master training from article 41 to 43)

4 06.03.04 Academic Integrity Regulations of BUH

5 06.03.05 Promotion criteria for academic staff

Promotion Information a The announcement of promotion b Email with related information of the promotion

Deployment information a Announcement of Deployment b Emails with related deployment information

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

Regulations on the capacity of lecturers a Master training regulations (2018) b Competency profile of academic staff

2 06.04.02 List of full time academic staff of the MFB program as of

3 06.04.04 Yearly Completion Evaluation Result of the academic staff of the MFB Program

Observing and Students’ Feedbacks a Observing Plan b Observing Minutes c Students’ Feedbacks

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

Determine training and development needs of academic staff a Survey for the demand of studying and training of the academic staff b Plan to develop resources for postgraduate training in the period of 2018-2023 c The process of determining the needs of training and fostering academic staff of the Faculty d Funding for training and developing academic staff in

2 06.05.02 List of long-term lecturer training of the school 2016-2020

No Code Title of Evidence Remarks

3 06.05.03 List of lecturer participating in annual short-term courses

Regulation on internal expenditure of BUH 2020 (Expense for training and improving qualifications - Article 10)

Implement training and development activities a Announcement of the organization of training and retraining courses expertise for academic staff b The decision to send lecturers for studying (some samples)

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

1 06.06.01 Regulation on Evaluate the level of task completion of

Collect comments on regulations on evaluation of performance results a Notice of collecting comments on the regulation on evaluating the level of task completion of BUH b Summary of comments on the draft Regulation on evaluation of task completion of BUH

3 06.06.03 Evaluation, classification results of academic staff of the

4 06.06.04 Statistics of awards/rewards of academic staff

5 06.06.05 Notice of review of annual evaluating performance results

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

1 06.07.01 University's strategy on scientific research (2021-2030)

2 06.07.02 Regulations on scientific research of BUH

Scientific research results of lecturers a List of Scientific research works, domestic and foreign articles of academic staff from 2016 to 2020 b Prizes in lecturer's scientific research c Statistical table of lecturers' scientific research results are applied in teaching, and serving the community

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

No Code Title of Evidence Remarks

1 07.01.01 BUH’s strategy 2021-2025 on human resource organization

Functions and duties of support units a Regulations on organization and operation of supporting units b Assignment table of some supporting units (Department of Information Technology Management, DTQA, Library, FPS)

Number of support staff and criteria for recruitment of support staff a List of support staff of the Faculty and the University b Criteria for recruitment, job assignment of support staff

Developing support staff through training a Regulations on training and retraining staff b Plan for training support staff (2016-2020) c Registration form for training d Proposal of the unit on training needs (2016-2020)

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

Bases for recruitment of support staff a Recruitment Regulation 1494/QD-DHNH b Recruitment process of support staff c Notice of recruitment of support staff (2016-2020) d Proposing the need to recruit staff to support the units

Public Recruitment information a Emails with related recruitment information b Recruitment information posted on Department of Personnel Affairs’ Website https://phongtoch uc.buh.edu.vn/tuy en-dung.html c Recruitment information of academic staff in newspapers, media

Criteria and implementation of the promotion a Regulations on professional standards of civil servants b Notice of organization of examination/reviewing for promotion

Regulations on appointment and implementation of appointment a Regulations on appointment of BUH

No Code Title of Evidence Remarks b Appointment Decision

Deployment before appointment a Instruction of deployment b Email to notify about deployment from Department of

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

1 07.03.01 Proposal to recruit support staff for some units

Assignment of duties by Support staff at some units (IT Management Department, Department of Testing &

Quality Assurance, Center for Student Services, Library, )

Evaluating the competence of support staff through work results a Regulation on Evaluate the level of task completion of

BUH b The evaluation process of support staff

Survey of lecturers and students' opinions on support units a Survey report of the Support Units through the opinion of the academic staff (2016-2020) b Survey report of the Support Units through the opinion of the students (2016-2020)

5 07.03.05 Survey report of supporting staff about the working environment in 2021

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

Determine training and developmental needs and plan for training a Process of training and development b Training and development plan annually (including budget estimation)

Implement training and development activities a Decision to appoint support staff to participate in training and development courses b Certificate of professional training

Statistics on training and development a Funding for annual training and development of support staff b List of training courses for Support staff (2016-2020)

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

No Code Title of Evidence Remarks

1 07.05.01 Regulation on Evaluate the level of task completion of

2 07.05.02 Evaluation form for completing tasks of support staff

Collect comments on regulations on evaluation of performance results a Notice of collecting comments on the Regulation on Evaluate the level of task completion of BUH b Summary of comments on Regulation on Evaluate the level of task completion of BUH

4 07.05.04 Results of the annual evaluation

5 07.05.05 Results of the annual emulation and reward for support staff

Survey of lecturers and students' opinions on support staff a Support staff’s quality survey process through lecturer and students’ evaluation b Survey form of lecturers and students about the quality of management and training services

CRITERION 8 STUDENT QUALITY AND SUPPORT

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

Determine enrollment policies and quotas a Regulations on determining enrollment quotas (No

06/2018/TT-BGDDT dated February 28, 2018, No

01/2019/TT-BGDDT dated February 25, 2019) b Project, the announcement of MFB’s program admission of BUH

Publishing of admissions information a Admission notice for MFB’s Program b Admissions website, Fan page c Open letter to banks

3 08.01.03 Minutes or resolutions of the admission conference

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

Determining admission criteria and methods a Project, the announcement of MFB’s program admission of BUH b List of students who have passed the MFB’s Program

No Code Title of Evidence Remarks a Regulations on Master training (Chapter II:

3 08.02.03 Summary report on admission activities

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

Learning progress monitoring system a Regulations on Master training b Process of monitoring students' learning results c Assignment table of class managers d Training plan for each course (2016-2020)

Monitor students' learning progress on the UIS system a Credit training system (interface image), account of the class manager, Student account b Minutes of class meetings to assess the learning situation of the class managers (2016-2020) c Data on student learning results

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

The process and implementation of counseling and support activities for students a Regulations on procedures related to student counseling and support b Functions and duties of the FPS c Assign duties to class administrators (2016-2020) d Summary report on student support activities of the

The role of the academic staff a Responsibilities and Rights of academic staff (Master’s

Training Regulations - Article 42) b The student's thesis defense application is certified by the instructor

Survey on student satisfaction with counseling and support activities a Student satisfaction survey form with consulting activities b Report on survey results on student satisfaction with consulting activities

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

No Code Title of Evidence Remarks

District 1 Campus a List of facilities and equipment for classrooms in

District 1 b Layout map of District 1 facilities, lecture halls, classrooms, conference halls, libraries, practice area

Maintain security and fire protection a Security regulations b Fire drills

3 08.05.03 Survey results of students on the landscape environment

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

1 09.01.01 List of lecture halls, halls and accompanying equipment

2 09.01.02 Statistics of usage time of classrooms and lecture halls in

Procurement of facilities and equipment a Maintenance plan (2016-2020) b Plan to buy new/upgrade, repair classrooms and associated equipment (2016-2020) c List of facilities and equipment for new procurement and repair 2016-2020 (actual implementation) d Funds for procurement and maintenance of facilities and equipment

Student survey on facilities a Results of student survey on facilities (2016-2020) b Self-assessment report after survey results (including improvement plan) (2016-2020)

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

Statistics of Library materials a List of books, documents, and equipment in the library

(as of 31/12/2020) b Statistics on the number of books on each title for the MFB’s program in the library (as of 31/12/2020) c List of Electronic Databases of the Library

Additional Library materials a Process of procurement of documents, determining needs for materials and learning materials b Proposal for procurement of materials

No Code Title of Evidence Remarks c Planning to develop and upgrade the library d Funding for Library activities (2016-2020) e Annual supplementary list of documents (2016-2020)

3 09.02.03 Documents on library operations (opening time, service staff, user manual, )