BANKING UNIVERSITY OF HO CHI MINH CITY FACULTY OF ACCOUNTING AND AUDITING AUN – QA SELF – ASSESSMENT REPORT Bachelor of Accounting Faculty of Accounting and Auditing | December 2021 ii AUN – QA SELF-ASSESSMENT REPORT BACHELOR OF ACCOUNTING ----------- We hereby confirm to approve this AUN-QA Self-Assessment Report of the Bachelor of Accounting for assessment according to AUN-QA Criteria (V3. Dang Dinh Tan Dr. Ong Van Nam Dean of Faculty of Accounting and Auditing Head of Quality Assurance Unit iii TABLE OF CONTENTS PART 1: INTRODUCTION .1 PART 2: AUN-QA CRITERIA .4 CRITERION 1 – THE 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 .7 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 .14 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 .17 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 .22 CRITERION 6 - ACADEMIC STAFF QUALITY .22 iv Sub-criterion 6.1: 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 .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 .27 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 .31 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.36 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 .42 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 .53 PART 3: STRENGTHS AND WEAKNESSES ANALYSIS .1 Self-assessment results .2 List of evidence .95 vi LIST OF TABLES Table 1.
1: Contribution of related parties to PLOs of of Accounting training program. 1: Comparision of course speccifications across versions. 1: Expected learning outcomes matrix of training programme. 1: 10-point scale converted to 4-point scale and graded academic performance.
1: Comparison of the structure of faculty qualifications of the FAA with other faculties. 2: Norms of academic staff's work performance. 3: Number of academic staff in AP and FTE for the academic year 2020-2021. 4: Staff-to-student ratio over the school years.
5: Statistics of the number of times academic staff of the FAA participated in the training courses. 6: Statistics of evaluation result of the academic staff of the FAA. 7: Statistics of achievements and awards of academic staff of FAA. 8: Statistics of scientific research activities of academic staff of FAA.
1: Statistics of the number of supporting staff of the AP. 2: Statistics of the number of times of support staff participating in annual training. 3: Statistical results of annual evaluation of support staff. 4: Statistics of emulation and commendation achievements of support staff.
1: Statistics of students of AP 2016-2020. 2: Statistics of the number of students of the AP. 3: Admission criteria of the AP 2017 - 2021. 4: Ratio of students/support staff of AP 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 Accounting and Audit 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: Graduation rate and dropout rate of the FAA over the academic years. 2: Rate of Accounting students graduating on time and dropout.
3: Graduation rates within 4 years and more of the Accounting and Audit Program. 4: Comparison of the on-time graduation rate of Accounting students with other majors in the University. 5: Employment rate of graduates of the FAA from 2016 to 2019. 6: Scientific research of students of Accounting major and comparison with other majors.
7: Comparing teaching activities of Accounting academic staff with that of Business Administration. 8: Comparing student satisfaction with training course quality in the last 5 courses between Accounting major and Business Administration major.55 LIST OF FIGURES Figure 0. 1: Organization chart of FAA. 1: The compatibility between the PLOs with the University's mission and vision.
2: The process of building a university training program. 3: The general and accounting specialization PLOs of AP. 1: Timeline in the process of marking and announcing grades for students. 1: Comparison of the ratio of scientific publications/staff of the FAA 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 of students and academic staff on environmental sanitation, safety, and health. 1: Results teaching quality survey for the period 2015-2020 of FAA. 2: Students’ satisfaction on service quality survey for the period 2015-2020.
3: Student satisfaction of FAA with training course quality for the period 2016-2020. 4: Graduates evaluate their satisfaction with the achieved ability. 5: Employers assess the knowledge, skills, and attitudes of graduates. 6: Employers assess the job satisfaction of Graduates .57 viii LISTS OF ABBREVIATIONS No.
Abbreviations Explanations 1 AP Accounting program 2 BUH Banking University of Ho Chi Minh City 3 CLO Course learning outcome 4 DAA Department of Academic Affairs 5 DFM Department of Facilities Management 6 DITM Department of Information Technology Management 7 DPA Department of Personnel Affairs 8 DTQA Department of Testing and Quality Assurance 9 FAA Faculty of Accounting and Auditing 10 ISRBT Institute of Science Research and Banking Technology 11 MOET Ministry of Education and Training 12 PLO Program Learning Outcomes 13 SAC Self-Assessment Council 14 SAR Self-assessment report 15 SC Scientific Council 1 PART 1: INTRODUCTION Banking University of Ho Chi Minh City (BUH) was established under Decision No. 174/2003/QD-TTg dated August 20, 2003 of the Prime Minister on the basis of independent separation from the Banking Academy. Since being recognized as a training institution under the State Bank of Vietnam in 1976, with the task of providing human resources in the banking and finance sector mainly for the southern region, up to now. , the School has had a process of more than 40 continuous development.
In the development strategy for the period 2016-2020, with a vision to 2030: The university defines the mission: “BUH provides the society and the banking industry with high quality human resources, influential research, along with consulting services and community service activities. BUH creates an education ecosystem, providing opportunities and lifelong learning skills towards comprehensive, creative human development, with the spirit of serving the country, serving the country and the world." Based on that strategy, the university has defined a vision: “BUH aims to become a multidisciplinary and interdisciplinary university in the group of leading universities in the region and continent in the fields of economics, business, management, law, society and humanities. We are pioneers in training, research and application of digital technology in the fields of finance, banking, business, management and pioneer in solving interdisciplinary problems.” Currently, the university maintains the main training levels such as college, regular university, graduate and doctoral students.