BANKING UNIVERSITY HO CHI MINH CITY FACULTY OF BUSINESS ADMINISTRATION SELF-ASSESSMENT REPORT AUN - QA BACHELOR OF BUSINESS ADMINISTRATION FACULTY OF BUSINESS ADMINISTRATION | 12. 2021 AUN – QA SELF-ASSESSMENT REPORT BACHELOR OF BUSINESS ADMINISTRATION ----------- We hereby confirm to approve this AUN-QA Self-Assessment Report of the Bachelor of Business Administration for assessment according to AUN-QA Criteria (V3. Nguyen Van Tien Dr. Ong Van Nam Dean of Faculty of Business Administration Head of Quality Assurance Unit TABLE OF CONTENTS PART 1: INTRODUCTION.
1 PART 2: AUN-QA CRITERIA. 3 CRITERION 1 - EXPECTED LEARNING OUTCOMES .1: The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university .2: The expected learning outcomes cover both subject specific and generic (i. transferable) learning outcomes .3: The expected learning outcomes clearly reflect the requirements of the stakeholders. 5 CRITERION 2 - PROGRAMME SPECIFICATION .1: The information in the programme specification is comprehensive and up- to-date .2: The information in the course specification is comprehensive and up-to- date .3: The programme and course specifications are communicated and made available to the stakeholders.
10 CRITERION 3 - PROGRAMME STRUCTURE AND CONTENT .1: The curriculum is designed based on constructive alignment with the expected learning outcomes .2: The contribution made by each course to achieve the expected learning outcomes is clear .3: The curriculum is logically structured, sequenced, integrated and up-to- date. 13 CRITERION 4 - TEACHING AND LEARNING APPROACH .1: The educational philosophy is well articulated and communicated to all stakeholders .2: Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes .3: Teaching and learning activities enhance life-long learning. 18 CRITERION 5 - STUDENT ASSESSMENT .1: The student assessment is constructively aligned to the achievement of the expected learning outcomes .2: The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students .3: Methods including assessment rubrics and marking schemes are used to ensure validity, reliability, and fairness of student assessment .4: Feedback of student assessment is timely and helps to improve learning .5: Students have ready access to appeal procedure. 27 CRITERION 6 - ACADEMIC STAFF QUALITY .1: Academic staff planning (considering succession, promotion, re-planning, termination, and retirement) is carried out to fulfil the needs for education, research and service .2: Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research, and service .3: Recruitment and selection criteria including ethics and academic freedom for appointment, planning and promotion are determined and communicated .4: Competences of academic staff are identified and evaluated .5: Training and developmental needs of academic staff are identified, and activities are implemented to fulfil them .6: Performance management including rewards and recognition is implemented to motivate and support education, research, and service .7: The types and quantity of research activities by academic staff are established, monitored, and benchmarked for improvement.
32 CRITERION 7 - SUPPORT STAFF QUALITY .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 .2: Recruitment and selection criteria forappointment, planning and promotion are determined and communicated .3: Competences of support staff are identified and evaluated .4: Training and developmental needs of support staff are identified, and activities are implemented to fulfil them .5: Performance management including rewards and recognition is implemented to motivate and support education, research, and service. 35 CRITERION 8 - STUDENT QUALITY AND SUPPORT .1: The student intake policy and admission criteria are defined, communicated, published, and up-to date .2: The methods and criteria for the selection of students are determined and evaluated .3: There is an adequate monitoring system for student progress, academic performance, and workload .4: Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability .5: The physical, social, and psychological environment is conducive for education and research as well as personal well-being. 40 CRITERION 9 - FACILITIES AND INFRASTRUCTURE .1: The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research .2: The library and its resources are adequate and updated to support education and research .3: The laboratories and equipment are adequate and updated to support education and research .4: The IT facilities including e-learning infrastructure are adequate and updated to support education and research .5: The standards for the environment, health, and safety; and access for people with special needs are defined and implemented. 45 CRITERION 10 - QUALITY ENHANCEMENT .1: Stakeholders’ needs, and feedback serve as input to curriculum design and development .2: The curriculum design and development process is established and subjected to evaluation and enhancement .3: The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment .4: Research output is used to enhance teaching and learning .5: Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement .6: The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement .1: The pass rates and dropout rates are established, monitored, and benchmarked for improvement.2: The average time to graduate is established, monitored, and benchmarked for improvement.3: Employability of graduates is established, monitored, and benchmarked for improvement .4: The types and quantity of research activities by students are established, monitored, and benchmarked for improvement .5: The satisfaction levels of stakeholders are established, monitored, and benchmarked for improvement.
58 PART 3: ANALYSIS OF STRENGTHS, WEAKNESSES. Assess strengths and weaknesses. Self-assessment results. List of evidence.
144 LIST OF TABLES Table 1. 1: Matrix of program objectives and expected learning outcomes. 2: The expected learning outcomes catergories. 3: Social activities and expected learning outcomes.
4: Level of stakeholder requirements. 5: Stakeholder survey results on the expected learning outcomes in 2020. 1: Comparison of curriculum by versions. 2: Comparison of course specifications over the periods.
1: Principles of CA in the design of curriculum. 2: Statistics of curriculum changes. 1: Assessment methods of BA program. 2: Assessment methods in the learning process to ensure learners meet the PLOs.
3: Assessment of the internship course. 4: Information about admission and training process. 5: Conversion of grading systems for course exams. 6: Grading students by training score.
1: Comparison of the structure of faculty qualifications of the FBA with others. 2: Development strategy of current academic staff qualifications of the FBA. 3: Norms of academic staff's work performance. 4: Number of academic staff in BA programs and FTE for the academic year 2020-2021.
5: Staff-to-student ratio over the school years. 6: Statistics of the number of times academic staff of the FBA participated in the training courses. 7: Statistics of evaluation result of the academic staff of the FBA. 8: Statistics of achievements and awards of academic staff of FBA.
9: Statistics of scientific research activities of academic staff of FBA. 1: Statistics of the number of supporting staff of the BA Program. 2: Statistical results of annual evaluation of support staff. 3: Statistics of emulation and commendation achievements of support staff.
1: Statistics of students of BA Program 2016-2020. 2: Statistics of the number of students of the BA Program. 3: Admission criteria of the BA program 2017 – 2021. 4: Ratio of students/support staff of BA Program 2016 - 2020.
1: Improvements and upgrades of the school's facilities for the period 2016-2020. 2: Statistics of additional documents from 2016 to November 2021. 3: Statistics of the number of times of borrowing and returning documents and accessing the database of BA Students [09. 4: Statistics of number of LAB rooms and computers for practice 2016-2020.
5: Improvements and upgrades in the school's IT system from 2016 to 2020. 1: Statistics of types of stakeholder surveys. 1: Statistics of graduation rate and dropout rate of BA students in the last 5 courses. 2: Rate of BA students graduating on time and dropout.
3: Graduation rates within 4 years and more of the BA Program. 4: Comparison of the on-time graduation rate of BA students with other majors at University. 5: Employment rate of students 1 year after graduation. 6: Scientific research of students of the FBA and comparison with other faculties.
7: Scientific research achievements of students of FBA from 2016 to 2020. 8: Comparing teaching activities of BA major with that of Accounting major. 58 LIST OF FIGURES Figure 0. 1: Organizational structure of FBA.
1: The compatibility between the program objectives, the vision and mission of the FBA, the vision and mission of BUH, and the Law on Higher Education of Vietnam. 1: Diagram of the relationship among the components in the program. 1: Student training process. 1: Comparison of the ratio of scientific publications/staff of the FBA and other faculties.
1: Recruitment process of support staff. 1: Results of the survey of graduates about activities and life. 1: Survey results on the satisfaction of students and academic staff about the Library. 2: Survey results on student satisfaction about the LAB room.
3: Students’ satisfaction survey results about IT systems. 4: Survey results on environmental sanitation, safety, and health. 1: Average income of students graduating from BA major under 1 year. 2: Summary of student surveys about academic staff' teaching activities in the period 2015- 2020.
3: Satisfaction level of students majoring in BA about course quality for the period of 2015- 2020. 4: Summary of student surveys on the quality of management and training support from the 2015-2016 school year to the 2019-2020 school year. 5: Academic staff' evaluation of the quality of the management-training support staff and the quality of students in the period 2015-2020. 6: Alumni rate satisfaction with the ability achieved.
7: Employers assess the knowledge, skills, and attitudes of graduates. 8: Employers assess the job satisfaction of Graduates. 61 LIST OF ABBREVIATIONS No. Abbreviations Explanations 1 BA Business Administration 2 BUH Banking University Ho Chi Minh City 3 DAA Department of Academic Affairs 4 DFM Department of Facility Management 5 DITM Department of Information Technology Management 6 DPA Department of Personnel Affairs 7 DSA Department of Student Affairs 8 DTQA Department of Testing and Quality Assurance 9 FAA Faculty of Accounting and Auditing 10 FBA Faculty of Business Administration 11 FIE Faculty of International Economics 12 ISRBT Institute for Science Research and Banking Technology 13 MOET Ministry of Education and Training 14 SBV State Bank of Viet Nam PART 1: INTRODUCTION Banking University Ho Chi Minh City (BUH) was established under Decision No.
174/2003/QD- TTg dated August 20, 2003 of the Prime Minister on the basis of independent separation from the Banking Academy. Since being recognized as a training institution under the State Bank of Vietnam (SBV) in 1976, with the task of providing human resources in the banking and finance sector mainly for the southern region, up to now, the School has had a process of more than 40 years of continuous development. In the development strategy for the period 2016-2020, with a vision to 2030: The university defines the mission: "BUH provides the society and the banking industry with high-quality human resources, influential research, along with consulting services and community service activities. BUH creates an educational ecosystem, providing opportunities and lifelong learning skills towards comprehensive, creative human development, with the spirit of serving the country, and the people.” And defining the vision: “BUH aims to become a multidisciplinary and interdisciplinary university in the group of leading universities in the region and continent in the fields of economics, business, management, law, society and humanities.