BANKING UNIVERSITY OF HO CHI MINH CITY INTERNATIONAL ECONOMICS FACULTY AUN – QA SELF – ASSESSMENT REPORT Bachelor of International Economics INTERNATIONAL ECONOMICS FACULTY | October 2021 AUN-QA SELF-ASSESSMENT REPORT OF THE BACHELOR OF INTERNATIONAL ECONOMICS ----------- We hereby confirm to approve this AUN-QA Self-Assessment Report of the Bachelor of International Economics for assessment according to AUN-QA Criteria (V3. Ha Van Dung Dr. Ong Van Nam Dean in charge of International Head of Quality Assurance Unit Economics Faculty 2 TABLE OF CONTENT PART 1: INTRODUCTION.1 EXECUTIVE SUMMARY OF AUN – QA SELF – ASSESSMENT REPORT: .2 ORGANISATION OF THE SELF-ASSESSMENT .3 GENERAL INTRODUCTION OF BUH AND IEF. 2 PART 2: AUN-QA CRITERIA.
4 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. 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. 9 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.
11 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. 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. 23 CRITERION 6 - ACADEMIC STAFF QUALITY .1: Academic staff planning (considering succession, promotion, redeployment, 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, deployment, and promotion are determined and communicated .4: Competencies 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.
29 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 for appointment, deployment, and promotion are determined and communicated .3: Competencies of support staff are identified and evaluated .4: Training and developmental needs of support staff are identified, and activities are implemented to fulfill them .5: Performance management including rewards and recognition is implemented to motivate and support education, research, and service. 33 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.5: The physical, social and psychological environment is conducive for education and research as well as personal well-being. 37 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. 43 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.
60 STRENGTHS AND WEAKNESSES ANALYSIS AND IMPROVEMENT PLAN FOR THE PROGRAMME OF INTERNATIONAL ECONOMICS .1 SELF-ASSESSMENT RESULTS .2 LIST OF EVIDENCE .3 LEARNING OUTCOMES MATRIX OF THE CURRICULUM .4 FTE OF ACADEMIC STAFF AND STUDENTS CALCULATION. 91 5 LIST OF TABLES Table 1. PLOs reflection with the stakeholder requirements. Comparison of course specification over the period.
The compatibility between the outcomes with teaching and learning methods and assessment of Foreign Trade Operations in achieving PLOs. Matrix of Subject Contribution to PLO. Structure of training program through periods. The relationship between teaching and learning methods, assessment methods, and PLOs.
Course design of International Trade Policy to meet the PLOs. Admission basic score for International Economics major (A00 combination). Assessment methods used in the International Business module. The 10-point scale is converted to a 4-point scale and letters.
Comparing the structure of qualifications among three Faculties. Norms of Academic staff’s working hours. Number of academic staff in IE programs and FTE for the academic year 2020-2021. Staff-to-student ratio over the academic years.
Statistics of the number of times academic staff of the IEF participated in the training courses. Statistics of evaluation result of the academic staff of the IEF. Statistics of achievements and awards of academic staff of IEF. Statistics of scientific research activities of academic staff of IEF.
Statistics of the number of support staff of the IEP. Statistical results of annual evaluation of support staff. Statistics of emulation and commendation achievements of support staff. Statistics of students of IEP 2016-2020.
Statistics of the number of students of the IEP. Admission criteria of the International Economics program 2017 - 2021. Ratio of students/support staff of IEP 2016 - 2020. Improvements and upgrades of the University's facilities for the period 2016-2020.
Statistics of additional documents from 2016 to November 2021. Statistics of the number of times of borrowing and returning documents and accessing the database of International Economics Students [09. Statistics of number of LAB rooms and computers for practice 2016-2020. Improvements and upgrades in the University's IT system from 2016 to 2020.
Statistics of types of stakeholder surveys. Graduation rate and dropout rate of the IEF students. Graduation rates within and over 4 years of the IEP. Employment rate of graduates.
Number of scientific research topics of IEF students from 2016-2020. Scientific research achievements of students of IEF from 2016 to 2020. 54 6 LIST OF FIGURES Figure 0. Organization chart of IEF.
Objectives & PLO of international economics major. Structure of training program in 2020. Timeline in grading process and announcing grades for students. Comparison of the ratio of scientific publications/academic staff of the Faculty of International Economics and other faculties.
Recruitment process of support staff. Results of the survey of graduates about activities and life environment. Survey results on the satisfaction of students and academic staff about the Library 41 Figure 9. Survey results on student satisfaction about the LAB room.
Students’ satisfaction survey results about IT systems. Survey results of students and academic staff on environmental sanitation, safety, and health. Curriculum design and development process. Average income of students graduating from IEP after 1 year.
Students' satisfaction about the academic staff's teaching activities. Student satisfaction with course quality for the period 2015-2020. Student satisfaction about the quality of management and training support from 2015- 2016 to 2019-2020 academic year. Satisfaction rate of graduating students with the achieved ability.
57 7 LISTS OF ABBREVIATIONS No. Abbreviations Explanations 1 BUH Banking University Ho chi Minh City 2 CLO Course learning outcome 3 DAA Department of Academic Affairs 4 DFM Department of Facilities Management 5 DITM Department of Information Technology Management 6 DPA Department of Personnel Affairs 7 DTQA Department of Testing and Quality Assurance 8 IEF International Economics Faculty 9 IEP International Economics Program 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 8 PART 1: INTRODUCTION 1.1 Executive summary of AUN – QA Self – Assessment Report: The self-assessment report (SAR) according to AUN-QA standards of the International Economics Faculty (IEF) - Banking University of Ho Chi Minh City (BUH) consists of four main parts: - Part 1 introduces the BUH and the IEF; - Part 2 focuses on evaluating the International Economics program (IEP) in - majoring in International Economics according to the AUN-QA standards; - Part 3 is the assessment of strengths, weaknesses, points for improvement, and action plans to improve the quality of the IEP; - Part 4 is an appendix that includes a self-assessment section, a list of evidence, specialized and general learning outcomes, a description of the education program, and the diagram. The report is a comprehensive review of the curriculum and the support for learners at the IEF - BUH. The positive aspects related to the assessment include updating new subjects to meet the development of society, the opinions of stakeholders absorbed in the revised curriculum; improving the teaching and learning approaches, testing and assessing students.
In addition, the quality of academic staff and support staff are increasingly improved while learning infrastructure and equipment are getting better and better. The student support activities become more complete. However, there are still some limitations such as the improvement of the program has not been synchronized; lecturer training program mainly depends on the University. These limitations are also explicitly mentioned in the report and an action plan with specific actions will be introduced to improve the quality of training at the IEF.2 Organisation of the self-assessment Understanding the importance of developing and maintaining a quality assurance system in the University to achieve its mission and objectives, BUH has implemented many activities to improve the quality assurance system.
In which, internal and external evaluation is considered core measures to improve training quality. From 2016, the University decided to conduct self- assessment activities and evaluated training programs according to AUN-QA's standards.