1 VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY (VNU-HCM) HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY (HCMUT) SCHOOL OF INDUSTRIAL MANAGEMENT (SIM) SELF-ASSESSMENT REPORT FOR AUN-QA PROGRAM LEVEL BACHELOR OF INDUSTRIAL MANAGEMENT Draft version 1.0 (6/ 2013)
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1
VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY (VNU-HCM)
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY (HCMUT)
SCHOOL OF INDUSTRIAL MANAGEMENT (SIM)
SELF-ASSESSMENT REPORT
FOR AUN-QA
PROGRAM LEVEL
BACHELOR OF INDUSTRIAL MANAGEMENT
Draft version 1.0 (6/ 2013)
2
TABLE OF CONTENTS
TABLE OF CONTENTS ........................................................................................................ 2
LIST OF TABLES .................................................................................................................. 4
LIST OF FIGURES ............................................................................................................... 5
ABBREVIATION ................................................................................................................... 6
PART 1 - INTRODUCTION ................................................................................................... 7
SELF-ASSESSMENT REPORT (SAR) FOR AUN-QA............................................... 8
VIET NAM NATIONAL UNIVERSITY – HO CHI MINH CITY ..................................... 8
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY (HCMUT) ............................. 9
SCHOOL OF INDUSTRIAL MANAGEMENT ........................................................... 10
PART 2 – AUN-QA CRITERIA REQUIREMENT ................................................................. 13
CRITERION 1 - EXPECTED LEARNING OUTCOME ............................................. 14
CRITERION 2 - PROGRAM SPECIFICATION ........................................................ 17
CRITERION 3 - PROGRAM STRUCTURE AND CONTENT ................................... 19
CRITERION 4 - TEACHING AND LEARNING STRATEGY ..................................... 23
CRITERION 5 - STUDENT ASSESSMENT ............................................................. 26
CRITERION 6 – ACADEMIC STAFF QUALITY ....................................................... 32
CRITERION 7 – SUPPORT STAFF QUALITY ........................................................ 38
CRITERION 8 – STUDENT QUALITY ..................................................................... 40
CRITERION 9 - STUDENT ADVICE AND SUPPORT ............................................. 42
CRITERION 10: FACILITIES AND INFRASTRUCTURE ........................................ 46
CRITERION 11 - QUALITY ASSURANCE OF TEACHING AND LEARNING
PROCESS ............................................................................................................... 49
CRITERION 12 - STAFF DEVELOPMENT ACTIVITIES.......................................... 61
CRITERION 13 - STAKEHOLDER FEEDBACK ...................................................... 63
CRITERION 14 - OUTPUT ...................................................................................... 65
CRITERION 15 - STAKEHOLDERS SATISFACTION ............................................. 69
PART 3 – STRENGTH AND WEAKNESS ANALYSIS ........................................................ 70
STRENGTH ANALYSIS .......................................................................................... 71
WEAKNESS ANALYSIS .......................................................................................... 72
IMPROVEMENT PLAN ........................................................................................... 73
CHECKLIST ON THE QUALITY OF THE PROGRAM ............................................. 74
APPENDIX .......................................................................................................................... 78
EVIDENCES OF CRITERION 1 – EXPECTED LEARNING OUTCOMES ............... 79
EVIDENCES OF CRITERION 2 – PROGRAM SPECIFICATION ............................ 80
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EVIDENCES OF CRITERION 3 – PROGRAM STRUCTURE AND CONTENT ....... 81
EVIDENCES OF CRITERION 4 – TEACHING & LEARNING STRATEGY .............. 82
EVIDENCES OF CRITERION 5 – STUDENT ASSESSMENT ................................. 83
EVIDENCES OF CRITERION 6 – ACADEMIC STAFF QUALITY ............................ 84
EVIDENCES OF CRITERION 7 – SUPPORT STAFF QUALITY ............................. 85
EVIDENCES OF CRITERION 8 – STUDENT QUALITY .......................................... 86
EVIDENCES OF CRITERION 8 – STUDENT QUALITY .......................................... 86
EVIDENCE OF CRITERION 9 – STUDENT ADVICE & SUPPORT ......................... 87
EVIDENCE OF CRITERION 10 – FACILITIES AND INFRASTRUCTURE .............. 88
EVIDENCE OF CRITERION 11 - QUALITY ASSURANCE OF TEACHING AND
LEARNING PROCESS ............................................................................................ 89
EVIDENCE OF CRITERION 12 – STAFF DEVELOPMENT ACTIVITIES ................ 90
EVIDENCES OF CRITERION 13 – STAKEHOLDERS FEEDBACK ........................ 91
EVIDENCES OF CRITERION 14 – OUTPUT .......................................................... 92
EVIDENCES OF CRITERION 15 – STAKEHOLDERS SATISFACTION ................. 93
4
LIST OF TABLES
Table 1. Expected learning outcomes and objectives [1.8] .................................................. 15
Table 2. Students’ rank and accumulated GPA ................................................................... 17
Table 3. Curriculum specifications....................................................................................... 19
Table 4. Training quota & competitive ratio of School of Industrial Management [5.1] ......... 26
Table 5. Syllabi of Project Planning and Analysis for Engineers (Code: 700200) [5.2]......... 27
Table 6. Expected learning outcomes and related contents/ courses .................................. 29
Table 7. Matrix of program and expected learning outcomes .............................................. 30
Table 8. The number staff members in SIM ......................................................................... 32
Table 9. List of lecturers graduated from international universities from 2005 to present ..... 33
Table 10. Age structure of SIM lecturers ............................................................................. 33
Table 11. The proportion of students/ lecturers and graduates / lecturers ........................... 33
Table 12. Passing score for undergraduate students 2008-2012 ........................................ 40
Table 13. First year students’ statistics................................................................................ 40
Table 14. Approved budget for the school facility in recent years ........................................ 46
Table 15. Library resources of Ho Chi Minh City University of Technology Library .............. 46
Table 16. Generic stakeholders for higher education program (Meyer & Bushney, 2008) ... 49
Table 17. Teaching and learning process in content based and outcome based education
(Mayer, 1999)...................................................................................................................... 50
Table 18. SIM’s curriculum development: phases and outcomes ........................................ 53
Table 19. School's lecturers’ statistics ................................................................................. 61
Table 20. Plan for development of teaching staff ................................................................. 61
Table 21. Number of staff in training ................................................................................... 62
Table 22. Development activities......................................................................................... 62
Table 23. Students’ feedback (semester I/2012-2013) ........................................................ 64
Table 24. Number of students graduating following batches ............................................... 65
Table 25. Summary of Final GPA of Graduates .................................................................. 66
Table 26. National student scientific research awards achieved by SIM’s student 2008-2012
........................................................................................................................................... 67
Table 27. Scientific research statistics of the lecturers of SIM ............................................. 67
Table 28. Publication numbers of SIM’s staffs and students ................................................ 68
Table 29. Survey on students’ satisfaction .......................................................................... 69
Table 30. Survey on enterprise’s satisfaction ...................................................................... 69
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LIST OF FIGURES
Figure 1. Program structure of School of Industrial Management ........................................ 26
Figure 2. Organization chart of School of Industrial Management ......................................... 35
Figure 3. The developmenta framework of academic program ............................................ 51
Figure 4. CDIO based curriculum development process ..................................................... 52
Figure 5. SIM’s curriculum development process (Adapted from Prideaux, 2003) .............. 52
Figure 6. SIM’s levels of curriculum development ............................................................... 53
Figure 7. SIM’s framework for curriculum development and evaluation ............................... 54
Figure 8. The assessment triangle (Pellegrino et al., 2001) ................................................. 59
6
ABBREVIATION
ABET Accreditation Board for Engineering and Technology
AUN-QA ASEAN University Network – Quality Assurance
BBA Bachelor of Business Administration
BK e-Learning Bach Khoa E-Learning
BR&T Business Research and Training Center
CDIO Conceive — Design — Implement — Operate
GPA Grade Point Average
HCMC Ho Chi Minh City
HCMUT Ho Chi Minh City University of Technology
MBA Master of Business Administration
MSM Maastricht School of Management (Netherlands)
QA Quality Assurance
Robocon Robot Contest
SIM School of Industrial Management
TOEIC Test of English for International Communication
UIS University of Illinois at Springfield (USA)
VN Vietnam
VNU-HCM Vietnam National University – Ho Chi Minh
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PART 1 - INTRODUCTION
8
SELF-ASSESSMENT REPORT (SAR) FOR AUN-QA
The School of Industrial Management (SIM) was selected for quality assessment according
to AUN-QA standards; and the Self-Assessment Report has been conducted as one of
requirements [11.3, 11.4].
This report was written with data updated by May 31, 2013. An implementation team was
formed on April 2013 to fulfill this task based on the decision of the Dean of School. This
team included five members, in which 2 members are Vice Dean of our School. In addition,
there was a support team including secretaries, lecturers from 4 main departments of our
School. Each member of the implementation team was responsible for one group of criteria;
he/ she had to collect data and evidences and then write the report. However, the team
leader is responsible to link the data from individuals and finalize into a general and whole
report. The first draft was completed on June 2013. It was then distributed to all lecturers of
SIM. The modified report was then sent to experts to get their comments. The final report will
be completed at the end of 2013. The data and evidences were collected from SIM and
related functional offices of HCMUT.
VIET NAM NATIONAL UNIVERSITY – HO CHI MINH CITY
Vietnam National University - Ho Chi Minh City (VNU-HCM) is the largest and most
distinguished university in Vietnam. It was founded in 1995 by merging a number of
prestigious universities in Ho Chi Minh City. In 2008, there have been more than 50,000
students enrolled in VNU-HCM, into 120 Bachelor, 90 Master and 90 Doctorate
programs. To ensure that the University maintains its reputation as being the center
of excellence in education and research in Vietnam, our dedicated administrators are
continually striving to enhance the quality of education and academic programs within
VNU-HCM. This commitment guarantees highly capable graduates for the benefit of our
country.
With a fast-growing economy on the road towards global integration, Vietnam is in urgent
need of more and more young and well-trained talents of high educational standards to be
the driving force of our national advancement goals.
VNU-HCM endeavors to provide society with a high quality of human resources through its
innovative academic and research programs. VNU-HCM has ensured its relevance in the
international arena by forging reciprocal agreements with over 120 universities in 20
countries, to allow Vietnamese students to study abroad and also to train overseas
students at our campus.
VNU-HCM aims to develop the University into a leading institution in this region,
becomes a world-class university, and allows students and staff members to enjoy
an environment conducive to education and creativity.
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HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY (HCMUT)
Ho Chi Minh City University of Technology (HCMUT) is the leading university in
teaching and research activities of Vietnam. We play the active role in the fields of talents
cultivation and providing manpower with strong technical skills to the Southern areas of
Vietnam [10.1].
HCMUT is a center of technology - industry and management training. Graduate students
from HCMUT have strong professional skills, which are recognized equivalent to those of
advanced countries in the Southeast Asia. Our training activities have made remarkable
contributions to satisfy the requirements of man power for the industrialization and
modernization in Vietnam generally and in Southern Vietnam areas particularly.
Moreover, HCMUT is also the science research and technology transfer center which
plays the key role in providing information and applying advanced technologies of
developed countries and transferring to concerning industries in the Southern areas
of Vietnam.
Up to now, HCMUT has 11 Engineering Faculties, 10 science research and industry
transferring centers, 4 training centers, 10 functioning offices and one limited
company.
Actually, there are 35 undergraduate programs and 42 Master programs and 42 Doctorate
programs. Since the Liberation of South Vietnam and country unification, 48,000
engineers and Bachelors have been graduated from our university. Many of them are
either keeping management roles and/or leading experts in state-owned or foreign-
investment enterprises of different industries in Ho Chi Minh City and other southern
provinces
The university has 02 campuses:
- The 1st Campus locates in the inner of Ho Chi Minh City, which has an area of
14,8 hectares at 268 Ly Thuong Kiet, ward 14, dist. 10, Ho Chi Minh City. This
campus has 117 class rooms (14,479m2), 96 laboratories (12,197 m2), 3 workshops (6,950
m2), and 01 library (1,145 m2).
- The 2nd campus is located in the outskirts of the city. It, with an area of 26
hectares, is located in Linh Trung Ward, Thu Duc Dist., and Ho Chi Minh City. In May 2005,
the first building of the campus was constructed with a building area of 17,600 m2,
totally costing 66 billion VND.
The HCMUT has an inner city dormitory at 497 Hoa Hao st., dist. 10, Ho Chi Minh City,
which is 1.5 km away from main campus. It was rebuilt and used as a new one in 2009. The
new dormitory has 12 floors with underground parking lot sitting on 38,000 square
meters. There is also the dormitory located in Linh Trung Ward, Thu Duc Dist., and Ho Chi
Minh City for about 1,000 students.
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SCHOOL OF INDUSTRIAL MANAGEMENT
School of Industrial Management (SIM) was established in 1990 with an aim to meet the
growing demand for management education and research in Vietnam [10.2]. Our
commitment is to create value to community through a combination of the three activities,
including Creating knowledge (Doing researches), Transferring knowledge (Education), and
Applying knowledge (Consulting and Application).
Mission: Within the Ho Chi Minh City University of Technology, SIM is the bridge between
technology and management knowledge, creating integrity of multidisciplinary education.
The mission of the school has been clearly stated in the Development Strategy of the school
for the period of 2012-2015. That is: “the school of Industrial management is playing role as
a center where valuable knowledge will be created for communities/society by
integrating/combining activities in knowledge creating (via science researches), knowledge
transferring (via Academic training), and knowledge implementing (via Consulting and
applied science) in management field.
Being a member of HCMC University of Technology, the school of Industrial management
acts as a linkage between technical based knowledge and management based knowledge.
It works as a completely combination/ complementation factor in the puzzle of academic
training and research of multi-fields and multi-specializations trends nowadays.
Vision: SIM becomes a knowledge sharing environment with high quality of teaching,
research and learning standards in lines with global integration.
Upcoming to 2020, The School of Industrial Management will stand out as a prominent
department of the HCMC University of Technology characterized by high rate of post
graduation training; large proportion of students being trained by English; and strongly
integrated into the world via its resources of faculties, students, joint training programs as
well as joint researches
This vision guides for its strategic objectives up to 2020 as follow
- Developing the school of Industrial Management to be one of leading departments of
The HCMC University of Technology and the National University of Vietnam in
HCMC regarding to innovation and international integration
- Maintaining high proportion of post graduate training via enrollment rate which is
balance or higher for post graduation programs in compare with undergraduate
programs
- Getting balance in training program running by English and Vietnamese. It should be
50% for English program and 50% for Vietnamese program
To achieve these objectives, the acceptable strategy for the school is that the School will
concentrates on improving its activities and training programs toward a better education
program – a higher quality – a higher tuition fee one. This requires all force of faculties
participating well into its training program and pushing up their research activities to
strengthen their capabilities and prestigious
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The five prestige Deans of SIM since its establishment on 26/11/1990, including Assoc. Prof.
Le Nguyen Hau (current), Dr. Cao Hao Thi, Assoc. Prof. Bui Nguyen Hung, Prof. Nguyen
Thien Nhan, and Prof. Pham Phu (founder).
SIM has four departments, including Department of Production and Operation Management,
Department of Marketing and Management, Department of Finance, Accounting and
Economics, Department of Management Information System and Decisions Science. Most of
60 SIM faculty members were graduated from world-wide universities and institutions (USA,
Australia, Thailand, Switzerland, France etc.) Faculty members are the value of SIM with
main characteristics of being research oriented, quality oriented, and proactive in providing
new knowledge and skills.
SIM has various programs at three degree levels, Bachelor, Master and Doctoral, including
local programs (with Vietnamese language) and international programs (with English as the
official language) with total enrolled students of 1,800, of which 600 are graduate students.
LOCAL PROGRAMS
BACHELOR OF INDUSTRIAL MANAGEMENT
Education period lasts 4.5 years. There are two majors, including Industrial Management
and Business Administration. The program aims at providing concrete knowledge and social
skills to prepare students with qualifications to develop their long-term management career.
This program will be selected for AUN-QA self-assessment report.
SECOND BACHELOR OF INDUSTRIAL MANAGEMENT
Education period lasts 2.5 to 3 years. Classes are in evenings. This is an opportunity for on-
job engineers to arm management knowledge at bachelor degree, and create a potential
management career for themselves.
MASTER OF BUSINESS ADMINISTRATION
Education period lasts 1.5 to 2 years. This is an opportunity for engineers to change career
or to be promoted to higher management positions in their firms. High quality of new
knowledge is the commitment of the program. This master program is widely evaluated to be
among the most quality programs in business management in the South of Vietnam.
DOCTOR OF BUSINESS ADMINISTRATION
Education period lasts 3 to 4 years. The program aims at producing researchers with
capability to perform academic researchs in the fields of Business Administration, Marketing,
Human resources development, Production and Operation management, Finance, and
Management Information System. The program aims at high academic quality in researches
of development issues in integration era.
Potential candidates for this program include lecturers at universities, researchers at
institutions and government agencies, and managers at firms and institutions.
INTERNATIONAL PROGRAMS
BBA – UIS BACHELOR OF BUSINESS ADMINISTRATION, GRANTED BY UNIVERSITY OF ILLINOIS AT SPRINGFIELD (USA). Education period includes 2 years at SIM and 2 years at UIS.
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MAASTRICHT MBA – THE JOINED MASTER OF BUSINESS ADMINISTRATION PROGRAM WITH MAASTRICHT SCHOOL OF MANAGEMENT (THE NETHERLANDS). The program is specially designed for business executives who would like to pursue an international business education program without leaving jobs. The MBA degree is awarded by The Maastricht School of Management, accredited by the Association of Collegiate Business Schools and Programs (ACBSP), the Association of MBAs (AMBA), and the International Assembly for Collegiate Business Education (IACBE).
MANAGEMENT INTERNATIONAL CONSULTING MBA – THE JOINED PROGRAM WITH NORTHWESTERN UNIVERSITY OF APPLIED SCIENCES (SWITZERLAND). The Master degree is granted by the Northwestern University of Applied Sciences, Switzerland.
13
PART 2 – AUN-QA CRITERIA REQUIREMENT
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CRITERION 1 - EXPECTED LEARNING OUTCOME
1.1. The expected learning outcomes have been clearly formulated and translated into
the program
Expected learning outcomes have been set and updated via new perception of training when
taking references on similar schools and programs on over the world as well as strategic
objectives on each period of time of SIM and HCMUT
Based on expected learning outcomes, the science committee of SIM will offer suitable
curriculum for the program [1.1]
During the time of running the program, each course in the curriculum will be evaluated by
lecturer and learners to have a better adjustment
For a cycle of 4 years, the program will be reviews and revised (if any) to adapt with new
challenges and tendency of society.
Expected learning outcomes of the SIM’s undergraduate program are followings [1.7]
1. Adapting well to society, stating its own viewpoints based on integrating
basic/fundamental knowledge; connecting to communities, and focusing on activities/
operations with high responsible to society and moral standards
2. Taking Self assessment, self determining their own values, having long term plan,
self discipline, cooperation, and actively in working with people in group
3. Having capability enough or managing well a group of 5 people at least; knowing the
ways how to use resources to fulfill their responsible
4. Using specialized knowledge to find out/ determine/ realize problems and give out
suggestions (proposing suitable solutions) for these managerial problems
5. Confident in delivering presentation about subjects relating to their specialization or
managerial knowledge in front of everybody; Writing report and documents in suite
with requirements/ standards, and providing enough information for decision makers
6. Having minimum requirement of English level must equivalent to TOEIC 450
7. Fulfill at least one among following jobs:
a) For Industrial management specialization: suggesting a reasonable production
plan; improving supply chain; forecasting and planning the materials
requirements; doing/ implementing quality control and improvement plan; taking
technology rating
b) For Business Administration specialization: building a business plan, marketing
plan; establishing and analyzing project; doing/ running marketing research
8. Having knowledge about one among technical/ engineering technology to collaborate
well to engineer and technical department. Having techniques knowledge,
15
quantitative tools, skills and modern (tailor/ up to date) tools in solving specific
technical problems
9. Realizing requirement of knowledge development process (self-learning), having
ability to collect/gather data and continue study to meet the demand of managerial
tasks (conscious of long life learning).
1.2. The program promotes life-long learning
This has been clearly stated in the expected learning outcomes. Based on what the student
has been trained (in general as well as specialized knowledge) from the School, from
internship, and from final research for graduation, it creates habit of self-learning, self-
researching and self-developing for students. Almost the courses require participation of
students to the class by series of activities such as case analysis, group discussion, in-class
presentation, and assignments… to push up the creativities of student and to improve their
performance of self-learning. Besides, because the students will be trained soft skills as well
as management skills for development via compulsory subjects in the program, they will
have enough skills to develop their management career in the future
In case the student would like to have a higher knowledge in management, they can
participate to Master program and/or doctoral program provided by SIM. There are also
master program for research in case the student would like to follow the research career.
These programs support for life-long learning of the student graduated from SIM.
1.3. The expected learning outcomes cover both generic and specialized skills and
knowledge
Table 1. Expected learning outcomes and objectives [1.8]
Expected learning outcomes
Description Objectives
Understand and
integrate foundation
knowledge (1, 2)
+ Mathematics – Science - Technology + Economics - Society + People - Environment + Ethnics – Law
1, 4
Methodology & apply knowledge in practice (3, 4, 7)
+ General management skills in global environment + Business or Operation + Problem specifying & solving + Utilizing specific management tools + Analyzing, measuring and evaluating + Planning for checking and improving
2, 3, 4
Soft skills (English, computer, team-work,leader, critical thinking…) (5, 6, 8)
+ Office machines & internet + Communication in English & Vietnamese + Team works & team leading + Logic & critical thinking + Emotions in working environment
1, 2
Life-long learning skill
(9)
+ Practical projects/ seminars + Searching for new information & solutions + Continuously improving life quality
1, 2, 3, 4
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1.4. The expected learning outcomes clearly reflect the requirements of stakeholders
By the end of each semester, the student will be asked about learning courses that they
have studied to receive their comments and ideas. The results of this survey will be sent
directly to respective lecturers and the science committee of SIM to have a review and
adjustment if necessary. From that, every requirement for change from the learner could be
adapted in the next stage [1.9; 1.10; 1.11; 1.12]
By couple of years, the comments from companies who have used graduates from SIM will
be collected to have a better look at the program as well as expected learning outcomes of
the program from labor user’s point of view. Such a survey will reflect better about the level
of acceptance to society to the product of SIM, however, it still not going to further step
which let this stakeholder involving to set up the program to be best suite with newest
requirements of the society [1.3; 1.4]
SIM also keeps in touch with its alumni association to learn feedbacks as well as widen its
network. This could be very useful to SIM and student in teaching and learning [1.5]
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CRITERION 2 - PROGRAM SPECIFICATION
2.1 The university uses program specification
SIM provides information about the program specification on the website. It can also be
found in the student handbook of the University [2.1]
1. Awarding body/ institution: Ho chi Minh City University of Technology
2. Teaching Institution: Ho chi Minh City University of Technology
3. Accrediting Organization: Vietnam National University – Ho Chi Minh City
4. Name of the final award: Bachelor of Industrial Management
5. Program title: Industrial Management / Business Administration
6. Program objectives (criteria 1)
7. Learning outcomes (criteria 1)
8. Admission and award to the program: [2.2]
Graduated high school students should be passed the National exam for higher education
will be considered for recruited. Each year, national exam will be held. Based on the
registration of students and their exam results, the School will determine which score level
should be passed to select qualified students
Students need to accumulate credits number enough or more to be graduated. The
assessment will be based on a 10-score scale, and passed score must be 5 or higher.
Students are ranked based on their accumulated GPA as in following table:
Table 2. Students’ rank and accumulated GPA
Rank Cumulative GPA
Excellent From 9,0 to 10,0
Very good From 8,0 to less than 9,0
Good From 7,0 to less than 8,0
Fairly good From 6,0 to less than 7,0
Fair (Average) From 5,0 to less than 6,0
Besides, SIM’s undergraduate program also provides 3 courses which are used university-
wide, including:
Course of Project planning and Analysis for engineers [2.9; 5.2]
Course of Fundamentals of Management [2.10]
Course of Business Administration for engineers [2.11]
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2.2. The program specification shows the expected learning outcomes and how these
can be achieved
The designed program includes 153 credits which can be accumulated in 4.5 years on
average. There are two main semesters in which each semester lasts 18 weeks (including 2
weeks for midterm exam and 2 weeks for final exam) and a summer semester (10 weeks).
Each student has to accumulate at least 14 credits per semester and maximum to 21 credits,
however, best students could get more depending on their GPA and willing. Summer
semester are usually dedicated for student to visit companies and internship programs.
However they can take courses in summer semester to cumulate credits to shorten their
learning period to 3.5 years. [2.1; 2.2; 2.3]
The curriculum aims to promote active learning, learning to learn and life-long learning. The
courses are developed based on the student-centered point of view. The learning
environment which helps students to construct basic, industrial and managerial knowledge is
provided through lecture hours, computer lab and professional practice. Students are
educated generic and specific skills (problem solving skill, critical thinking, reflective thinking,
the ability to work in team, communication skills, leadership skills, ethical and professional
responsibility…) through learning activities in class (class discussion, group discussion,
presentation, role play…), in group (assignment, students’ project), in professional practice
(field trip, internship) and in interaction with supervisor when doing personal research
process. [2.3]
In addition students are provided with opportunities to learn and apply knowledge into
practice, to work in a cross-functional team, to learn from industry and understand the
industry’s needs. As a result, students can form their interest research topic and carry out
the research thesis for graduation enthusiastically and successfully.
2.3. The program specification is informative, communicated, and made available to
the stakeholders
All the course syllabi and curriculum are posted in the School’s website.
Introduction of each course is required for every first session of the course [5.6]
The Program also has a course of Introduction to the Field of study [2.12]
Orientations are organized before each stage of the program.
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CRITERION 3 - PROGRAM STRUCTURE AND CONTENT
3.1 Program content shows a good balance between generic and specialized skills
and knowledge
The subjects are grouped in Table 3 below which shows the balance between generic and
skills knowledge in SIM undergraduate program.
Table 3. Curriculum specifications
Semester Group of courses
Expected learning outcomes Total
number of credits
Percentage (%)
Key skills, cognitive skills & Professionalism
Research Oriented
1st
-3rd
General education 53 35% Political education 10 10 Social science education 04 04 English proficiency 08 08 Basic mathematics and science 31 31
1nd – 4th Foundation requirement 20 20 13 % 2
nd – 6
th Core major requirement 28 28 18 %
5th
– 8th
Specialization major requirement
14 14 9 %
5th – 8th Elective core and specialize major
21 21 14%
7th
-8th
Professional practice and research
7 10 17 11 %
- Internship 7 - Thesis 10
3.2 The program reflects the vision and mission of the university
The program has been approved by the university academic and scientific panel [1.1].
The minimum credit requirement for the whole program is 153, which is generally distributed into 09 semesters. The average credit number is about 17 per semester (maximum 21 and minimum 13 credits). One semester lasts for 18 weeks, which includes 14 weeks for lectures, 02 weeks for mid-term exams and 02 weeks for final exams.
The academic year starts at the beginning of September including 03 semesters. Semester 1 starts by the end of August; semester 2 starts in January. Summer semester start in June and is optional for students. The program organization is announce annually to students in Student handbook and published academic calendar. [3.6; 2.1]
3.3 The contribution make by each course on achieving the learning outcomes is clear
Evidences [1.7], [1.8] and [2.3] show the contribution of each course in achieving the
learning outcomes of the SIM Program.
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3.4 The program is coherent and all subjects and courses have been integrated
Beside the common courses which are provided university-wide by the Faculty of Applied
Science, SIM Program has three coherent stages which goes from general knowledge to
specific knowledge and skills for the students.
Stage 1: Core major requirements, which are the required basic knowledge of industrial
management
These requirements include the career orientation for student and introduction to
production and business environment.
Students are trained with basic knowledge about marketing, production
management, business economics, finance, business ethics, management
information system, etc.
These courses aim at training fundamental knowledge for students to ensure that
students could improve their skill and have a steady base for further development,
promoting for life-long learning prospect. This requirement accounts for 28 credits
which could help students forming and solving basic managerial problems.
Stage 2: Specialization major requirements and elective
Once completed the core major requirement, students will choose their specialization
to follow up.
Currently, the program offers two specialization majors, which are industrial
management and business administration. Each specialization has both requirement
and elective courses [2.1]. This stage takes 35 credits totally.
Stage 3: Internship and thesis
After finish several basic courses in mathematics, economics and management, by
the end of second year, students start for their internship programs along the coming
semesters. Students need to participate at least two times for short term internship at
companies before having a long term internship to learn and prepare for final thesis.
[3.4]
The first short term internship program aim at creating opportunity for students to
learn in professional practice and their primary approach to industrial labor market.
From that, they will have a better look into their future career and have a better
choice for the field of study that they should do next year.
The later short term internship will help students focusing more deeply into the field
that they have chosen, then they could learn better when studying specialized
subjects.
For final long term internship which usually takes place in summer semester of the
forth year, students are introduced the companies which fit their interest or they can
find the internship place by themselves. Students have to work at their chosen
company for at least 08 weeks and are supervised by the company as well as an
assigned lecturer. Once complete the internship, students have to write a report with
supervisor’s evaluation. The report not only shows the academic work but also reflect
21
student’s reception about the working environment/ working attitudes that they have
learnt during the internship. Then, the report is submitted to SIM and students have
to present their internship’s work/experience to review committee in order to
complete the internship process. The final assessment is based on the supervisor
evaluation and committee grade. [3.13; 3.14; 3.15].
After completed the internship, most students have ideas for their final thesis and
intention for future career. The final thesis which takes about three months to finish is
required for graduation. In that, students will form a research idea which relates to
actual requirements/ problems from specific organization. Then, they should review
all related knowledge, using suitable research methodology to find solutions which
satisfy these requirements. Final thesis should be submitted on a given time and the
examination panel will be hold to evaluating for that. Students are allowed to defense
their research result in front of the panel. This procedure helps students experiment
with new ideas and practice, apply the knowledge and skills they have learned to
solve a completed practical problem, from theory to experiment and product.
Meanwhile, they also experience with critical inquiry, problem solving, research and
reflection. As a result, students acquire necessary knowledge and skill which prepare
them for life-long learning and professional development. [3.8; 3.9; 3.10; 3.11; 3.12]
There are pre-requisite and co-requisite requirements for specific courses, which guarantee
students to study at the right level and have enough knowledge to stay in that course. These
requirements are set by the school academic council/ panel [1.1].
3.5 The curriculum is structured to show breadth and depth
This program structure is chosen in order to lead students to gradually gain Industrial
Management competencies. It provides 2 specializations Industrial Management and
Business Administration. It grants Bachelor of Industrial Management to graduate students
and the grade sheets will show detail the course that the graduates has fulfilled [2.3]
The structure of curriculum includes General Education, Foundation Requirements
and Core major requirement courses, Concentration Majors, elective core and
specialization, and Thesis Writing.
Beside these parts, as required by the Ministry of Education and Training [2.8; 2.3],
the graduates must take the course on Military Education and receive the Certificate
for this.
3.6 The curriculum structure shows clearly the basic courses, the intermediate
courses, the specialized courses and the final project, thesis or dissertation
Basic courses which meet the General Education Requirements of the program: [2.2]
All schools and departments in the University are provided with a set of common
courses in their curricula which provide exposure to a wide variety of subjects
considered to be necessary for the educated individually.
They consists of several areas such as mathematics, philosophy, natural sciences,
social sciences, legal system, etc. which account for 53 credits.
22
Intermediate courses which meet the Foundation Requirements of the Program in stage 1 of
the SIM Program:
They consist of 20 credits including subjects as: principle of economics, principle of
management, statistic for business and economics, computer soft skills in
management, marketing, quantitative method, etc.
These will be trained from 1st to 4th semester of the program
Specialized courses for Industrial management major and Business Administration major
[2.10; 3.7]. After completing the first two years of the program, students are allowed to
choose their major.
3.7 The program content is up-to-date
The SIM Program has inputs from student [1.6, 1.12], alumni [1.5], and business feedback
[1.4] in order to revise the teaching methods every semester [1.11], and yearly update the
curriculum. [3.5, 3.6]
The Program also yearly compares its expected learning outcomes to the ABET’s criteria
[3.3] in order to keep moving towards the international standards.
23
CRITERION 4 - TEACHING AND LEARNING STRATEGY
4.1 The faculty has a clear teaching and learning strategy
We realized that a clear and well-designed teaching and learning strategy is very important
for ensuring the quality of our school. Therefore, in our school, we focused on designing a
high quality educational environment for facilitating students’ ability of searching, studying,
reusing and creating knowledge for solving a real problem in practice. For example, students
in our school are encouraged to work in group to solve their course assignments for most of
our courses. This is considered the most outstanding characteristic of our students
compared with students of other faculty in our University.
Besides, since 1993, our University has applied a credits-based system and focused on
stimulating innovation in teaching and learning methods. Recently, the strategy of HCMUT is
focused on Quality Assurance based on international accredit systems, such as: CDIO,
AUN-QA, ABET and ISO [4.3]. This direction also helps to improve the quality of our
teaching method, curriculums and course syllabi. Teachers in our school are requested to
provide students course materials, syllabus and to tell them about assessment method at
their first lectures. Therefore, students can search related knowledge for themselves and
choose the suitable learning strategy for getting high marks according to their priority.
Last but not least, students in our school are encouraged to participate in many outdoor
activities through Youth & Student Association, such as: Open School-year Festival,
Graduation Day, Annual Music Performance, Green Summer (social activities in poor
provinces in summer holidays), Friendly Environment Day… to encourage students’
responsibility, high discipline and activeness to them and to society.
4.2 The teaching and learning strategy enables students to acquire and use
knowledge academically
Many teaching and learning methods are implemented by lecturers, which enable students
to acquire and use knowledge academically.
In our school, traditionally, lecturers would be the ones who encourage and enhance
student’s academic activities by creating favorable study conditions and applying appropriate
teaching methods. The lecturers, therefore, must be class leaders and have to revise their
teaching methods towards the student-centered strategy. From 2007 onwards, with support
of BK e-Learning system, lecturers have applied active learning methods to enhance
students’ activeness, creativity and experience.
Active learning methods are implemented in many theory courses under the support of BK e-
learning. BK e-learning (Bach khoa E-learning) was introduced from 2007 to facilitate
interactive learning on the basis of student-centered learning [4.2]. This facility creates
active and possible environment for students and lecturers to communicate and
deliver subject matter via internet. Students have a chance to get more information
and resources related to the subjects. It also allows the lecturers to monitor the student
progress by using the discussion forum provided in the portal. Lecturers can also put the
assessments online or ask the students to submit an assignment through the portal.
Lecturers can track the students activities related to the subject, as well as their progress.
24
In addition, this method forces student and lecturer become more creative and innovative.
As a result, intensive communication between student and lecturer is high. With this
model, student can learn anytime, anywhere what are provided by available network. This
method is used for all honors program’s courses.
In our school, there are frequently organized seminars for students, alumni and teachers to
present about various topics and to discuss many case studies in practice [4.7]. Through
these events, students will become familiar with critical thinking, and be able to learn skills to
define, display, solve problems and propose their opinions. The communication environment
between lectures and students is open and friendly, which creates favorable conditions for
students to raise questions or opinions, and for lecturers to communicate with
students. All mentioned above activities create an effectively interactive learning and
teaching method.
4.3 The teaching and learning strategy is student oriented and stimulates quality
learning
The student-center strategy is shown clearly by the teaching and learning methods as well
as supportive tools that help students forming their knowledge and skills gradually, so that
they study effectively and have a good development potential. Student-oriented teaching
methods like think-pair share, questions-answers, debate, problem-based learning, group-
based learning, role play, game, project-based learning, simulations, case studies,
demo… have been applied and received highly evaluation.
With credit-based system, under the guidance of supervisor, students can select suitable
courses to study each semester according to their interest and their time schedule.
Moreover, many optional courses opened will give students more options to follow their own
interest direction.
In recent years, study environment at the university has been improved significantly
by the renovation of classrooms, laboratories, change of regulations of laboratories,
workshops, which creates friendliness to help students develop ideas and study more
effectively.
Besides, facilities in our school and university are suitable for our students to self-study,
such as: main library, self-study rooms, out-door group studying areas... In our school, there
is a Simulation Lab. Room (102 B10), which is available for all students to use, to run
simulation software, or to access to the Internet... [10.6]
Moreover, our school has been implementing many practice sessions for students to work in
a real business. Internship semester is required for all students in our school. This activity
will help them to know more about real work situation and to apply their knowledge in solving
a problem in practice by writing reports with the help of supervisors [4.1].
Courses’ results are checked frequently and students’ feedbacks are used to update our
program and teachers’ methods. Course syllabi are developed based on criterion that
course’s expected learning outcomes are consistent with program outcomes; and
associated with teaching and assessment methods; so that the training quality can be
accredited and learning quality of students is assured.
25
4.4 The teaching and learning strategy stimulates active learning and facilitates
learning to learn
To generate the innovation of teaching method towards the active teaching strategy, and to
encourage active studying, University pays much attention to the innovation of learning
environment like improving facilities and equipment as well as learning materials and the
usage of BK e-learning as an effective tool for students to interact with lecturers at
anytime and anywhere.
In most of our courses, students are required to do group assignments, in which, they have
to apply their knowledge in solving a real problem. Though this group works, they will know
how to select a topic, collect data, analysis, suggest a solution, and organize their ideas and
present group work in front of class.
Beside internship semester, all students have to write a thesis under the supervision of a
senior lecturer for applying accumulated knowledge in solving a real problem. Frequently
meeting with their supervisors will help them to know how to do research, to acquire gap
knowledge, to grasp soft-skills and to learn tacit knowledge from experts, which could help
them to success in their career and to be able to update their knowledge in the future [4.4;
4.5; 4.6].
In order to facilitate learning to learn, SIM designed several courses (such as: Major
Introduction, Research Methodology, Computer for Business, Statistics for Business) to
provide students skills and methods for self learning, information searching and problem
solving. SIM also offers graduated students several options for studying at a higher level,
such as: Master of Business Administration or Doctor of Business Administration.
Moreover, BR&T center, a member of SIM, provides many short courses or consultancy
services for helping working students to update their knowledge or solving their problems in
their career. These activities contribute to life-long learning ability of SIM’s alumni.
26
CRITERION 5 - STUDENT ASSESSMENT
5.1 Student assessment covers student entrance, student progress and exit tests
5.1.1 Student entrance
Students of our school are recruited from pupils who graduated from senior high schools
through a national entrance exam. Annually, on July the university organizes the entrance
examination in a common university/college entrance examination of the whole country. The
amount of admitted students of our school is based on its education capability and
entrance examination score of applicants. Below table shows the rate between number of
applicants and training target which can be called as competitive ratio.
Table 4. Training quota & competitive ratio of School of Industrial Management [5.1]
Year 2013 2012 2011 2010
Training target (quota) 160 160 160 160
Number of applicants 544 758 717 511
Competitive ratio 3,4 4,7 4,48 3,19
According to historical data of recent years, the competitive ratio has been fluctuated lightly.
It has an increasing trend in previous years, but the ratio is decreasing in this year (maybe
because of the change in the economy). After passing the entrance exam, all students are
classified in several classes under the guidance of several supervisors. They have to finish
153 credits (including foundation courses, optional courses and dissertation). The program
structure of our school is a credit-based system and could be arranged in the following
framework [5.3]:
Figure 1. Program structure of School of Industrial Management
27
5.1.2 Student assessment has been done through studying process
In order to graduate, students have to fulfill 101 credits of compulsory courses, 14 credits of
specialized courses, 21 credits of elective courses, 17 credits of internships and final
dissertation to cumulate 153 credits. Usually, a course grade includes a grade for quiz, a
grade for group-work, one for midterm examination and a grade for final examination. Project
works (internships & dissertation) require student having large knowledge from many
courses to find out solutions for a practical problem, and then they defend projects in front of
a committee [4.6; 4.7].
Dissertation would be done after students complete all requirement courses as in curriculum.
During this last semester, students have to choose a specific problem relative to their major,
discuss with their supervisors for writing proposal. Then, they have to defend the research
proposal in front of a committee (if they fail the 1st time, they have to defend proposal again,
if they fail the 2nd time, they have to delay 1 semester and select another topic). Passing this
phase, they can continue their final project with the help of their supervisors. The supervisors
have to sign on their mid-term progress report to show that everything is on progress and
students met them frequently. The final project committee evaluates the final project based
on student’s understanding on business knowledge, creativity, and skills.
5.2 The assessment is criterion referenced
Student quality assessment is also based on initial suggested criteria for students. At the
beginning of courses, lecturers would setup initial required criteria for students, which could
be an ability to search studying materials, presentation skills, and team-work skill and so on.
Students are assessed based on many activities such as assignments, presentation, team
work, and understanding of lecture, and so. Beside the evaluation of lecturers, the Faculty
currently applies a peer assessment method, which helps to evaluate students more closely
and also to avoid hunch decisions from lecturers.
Table 5. Syllabi of Project Planning and Analysis for Engineers (Code: 700200) [5.2]
Course outline:
This course includes time value of money, equivalence, economic measures of worth,
selection rules for alternatives, income taxes and equipment depreciation, risk, and
uncertainty.
Aims:
This course helps students characterize the cash flows associated with engineering projects
and evaluate them from the viewpoints of before-tax and after-tax cash flow. At the end of
this course, students will be able to
- Analyze cash flows to obtain equivalent values for a different time point or time frame. - Understand engineering economic decision criteria, including net present value, internal
rate of return, and benefit cost ratio. - Form alternatives and derive valid cost/benefit estimations from available data. - Compare alternatives having unequal economic lives. - Perform after tax cash flow analysis, applying standard depreciation accounting rules. - Estimate risks and uncertainties in analyses.
Learning outcomes:
28
Knowledge: Enterprises, Projects, Classification of Costs, Types of Interest, Time value of
money, Project investment, Capitals and Capital Gains (Losses).
Cognitive Skills: Difference from the concepts such as Nominal and Effective interest rate,
Simple and Compound interest, Capital Gains (Losses), Before-Tax and After-Tax Cash
Flow.
Subject Specific Skills: Determining the using capitals to invest in a project, Economic
Analysis of alternatives and choosing the certain investment alternatives, Estimating risks
and uncertainties in a project investment.
Transferable Skills: Presentation and Problem Analysis.
Learning Strategies & Assessment Scheme:
Midterm Test: Multiple-Choice Questions (Opened a writing 2-side A4 paper and Compound
Interest Factor Tables (Discrete Cash Flow)) (40%)
Individual exercises in class: (20%)
Final Exam: Multiple-Choice Questions (Opened a writing 2-side A4 paper and
Compound Interest Factor Tables (Discrete Cash Flow)) (40%)
5.3 Student assessment uses a variety of methods
Process based evaluation attracts much attention. Before 2007, courses were assessed
based on only midterm and final examination. Since 2007, University has encouraged to
applied process-based evaluation to assess theory courses. Lecturers have the right to
choose evaluation methods for the courses which they are teaching based on common
regulations about grading system. Each course is usually assessed based on different
assessment.
However, the processing of many score components is quite complicated, so
currently student evaluation score includes two parts:
- Part 1 includes scores of mid-term examination, skills evaluation, in-class discussion
evaluation, exercises and homework.
- Part 2 is final examination score.
The assessment methods and process during the course are listed clearly in the
course syllabus which is provided to students at the beginning. Grading results reflect
students’ performance throughout the course. Evaluation methods cover all contents of the
course and fulfill the course learning outcomes.
For practice session or workshop, evaluation must be based on practical skills of students.
For example, in course Management Information System, a practice test (using MS. Access
for creating a small database application) is used for evaluating student’s skills. [5.4]
The lecturers have been developing processes to help assessing students more
completely. Formative assessment is implemented through evaluation of lecturers on in-
class exercises and discussions. Summative assessment is implemented by midterm and
final examinations. These two tests cover all teaching content of the course.
29
5.4 The assessment reflects the expected learning outcomes and the content of the
program
Since the implementation of CDIO model [3.5], course assessment methods, teaching
methods to obtain expected learning outcomes are clearly stated in course syllabi. In
addition, the correlation between course and program outcomes is also presented. [5.3]
Expected learning outcome of our program:
1. Be able to present their own ideas and solutions about various social-economic problems based on their knowledge.
2. Be able to self-assessment, have a good principle, active collaboration in group works and independent in solving a real problem.
3. Be able to be a team leader and manage group works to finish a project.
4. Know how to apply specialized knowledge in specifying a managing problem and suggesting a solution.
5. Be able to deliver management problems in front of people, and write reports/ documents to provide information for decision making.
6. Get minimum English skill (at least TOEIC 450 or equivalent).
7. Be able to operate management tasks related to their major.
8. Understand about quantitative methods and technical problems, be able to work together with technical engineers and technology department.
9. Be able to search for new knowledge, update their own knowledge according to changing environment and continuously learn during their lives.
Table 6. Expected learning outcomes and related contents/ courses
Expected learning outcomes Related contents/courses
Understand and integrate foundation knowledge (1, 2)
+ Mathematics – Science - Technology + Economics - Society + People - Environment + Ethnics – Law
Methodology & apply knowledge in practice (3, 4, 7)
+ General management skills in global environment + Business or Operation + Problem specifying & solving + Utilizing specific management tools + Analyzing, measuring and evaluating + Planning for checking and improving
Soft skills (language, computer, teamwork, leading, critical thinking…) (5, 6, 8)
+ Office machines & internet + Communication in English & Vietnamese + Team works & team leading + Logic & critical thinking + Emotions in working environment
Life-long learning skill (9) + Practical projects/ seminars + Searching for new information & solutions + Continuously improving life quality
30
Table 7. Matrix of program and expected learning outcomes
Module/ Courses/ Activities Expected learning outcomes
1 2 3 4 5 6 7 8 9 Political education X X X Social courses X X X X Foreign languages X X X Natural science/ environment X X X Physical education X National defending courses X X Social & humanities activities X X X X Soft skills (communication, mgmt skills) X X X X X Quantitative methods (Applied Maths for Economics, Quantitative analysis, Statistics)
X X X X X
Background of management X X X X X X X X Compulsory courses of major (industrial management)
X X X X X X X X
Elective courses of major X X X X X X X X Elective course of other faculties X X Internship 1, 2 X X X X X X X Final dissertation X X X X X X X
5.5 The criteria for assessment are explicit and well-known
At beginning of each course, course syllabus is announced for all students in class and on
BK e-learning website. All essential information relating to a course like session schedule,
student assessment, content outlines, as well as textbooks and reference books are clearly
stated. Especially, assessment method and percentage of elements’ score must be
announced in class and at BK e-learning website [4.2]. Explicit assessment method is
an important requirement for all courses in SIM’s program; and course assessment
percentage must be posted in the Faculty’s website [8.4].
All midterm and final examination questions and solutions as well as student scores must be
posted on the Faculty and/or BK e-learning websites. Students can directly request lecturers
to re-evaluate their examination. For final examination, students can ask for a secondary
check in two weeks counted from the time score is announced.
5.6 The assessment methods cover the objectives of the curriculum
In the process of perfecting assessment methods to cover the objectives of the curriculum,
midterm and final examinations are based on course’s expected learning outcomes which
are consistent with program outcomes. All questions in these examinations satisfy all
expected learning outcomes of the course at detail level as in CDIO syllabus.
5.7 The standards applied in the assessment are explicit and consistent
The regulations on organizing examinations are announced and written in the
academic regulations. Homework, quizzes, class exercises, seminars are held by lecturers
and teaching assistants based on teaching schedule. However, midterm and final
examinations are held according to the common timetable of the whole university.
The content of examinations are reviewed and adopted by the Head of Department in order
31
to assure the course outcomes and course coverage [5.4, 5.5]. Examination scores are then
announced publicly to students after about 2 weeks. A student is failed if his score is less
than 5.
For well assessment, the Faculty has set criteria to select assessment methods:
- Have to cover all course content
- Have to satisfy course outcomes
- Explicit and understandable for everyone
- Can be controlled
To perform the assessment of student’s learning quality well, assessment methods are
trained frequently for lecturers. In the training sessions, many assessment methods were
introduced and lecturers were advised to use method that most suitable to their course
outcomes. These academic programs were conducted by experts from oversea or from
domestic universities or consultant companies. On this basis, the assessment methods
applied for midterm and final examinations must be uniformed for all lecturers teaching
the same course, and must be approved by the Head of Department.
32
CRITERION 6 – ACADEMIC STAFF QUALITY
6.1 The staff is competent for their tasks
SIM has a total number of staffs of 62, including 57 teaching staffs/ lecturers, 03 secretaries,
01 academics supporting staff, and 01 technical computer lab staff. Amongst 57 teaching
staff, there are 02 Associate Professor, 14 Doctors, 37 Masters and 06 Bachelors. In addition
to the tenured lecturers, there are 66 visiting lectures.
Table 8. The number staff members in SIM
Category Male Female Total
Professor 0 0 0
Associate Professor 2 0 2
Lecturers 27 28 55
Admin. staffs 1 4 5
Total 62
6.2 The staff is qualified in delivering good lecturers
SIM has more than 87% of teaching staffs carrying post graduate degrees, most of whom
received graduate degrees from international universities and institutions in USA, Australia,
France, Germany, Holland, Japan, Switzerland, Sweden, and Thailand.
Age structure of the lecturers skews to young ages. Almost 60% of lecturers are younger
than 40 years old, which is believed to be in updating lecturers with new knowledge,
technology. This group of young people is supported by more mature lecturers who are well
reputed in doing researches.
Also, some lecturers, who are leveraged with industry experiences, are active in providing
training and consulting services to enterprises, government agencies, and provinces. These
practices are believed to bring the school closer to the industry and business community.
33
Table 9. List of lecturers graduated from international universities from 2005 to present
Quantity
(Number of lecturers) Country Level
3 USA Doctor
1 Australia Doctor
1 France Doctor
1 Japan Doctor
1 Switzerland Doctor
3 Thailand Doctor
1 USA Master
3 Australia Master
1 China Master
1 France Master
1 Germany Master
2 Holland Master
1 Sweden Master
5 Thailand Master
Total: 25 with degrees from foreign countries (out of 50 post-graduate
academic lecturers)
(Source: Staff database, 2013)
Table 10. Age structure of SIM lecturers
Age 24-29 30-39 40-49 50-59 60 Total
Quantity 11 26 11 8 1 57
Ratio 19.3% 45.6% 19.3% 14.0% 1.8% 100%
(Source: Staff database, 2013).
Table 11. The proportion of students/ lecturers and graduates / lecturers
Academic
year
Number of
lecturers
Number of
students
Number of
graduates
per year
Student/lecturer
ratio
Students/Graduates
ratio
2009 53 1400 292 26.4 4.8
2010 56 1454 297 26.0 4.9
2011 55 1478 353 26.9 4.2
(Source: Staff and student database, 2012).
34
6.3 Recruitment and promotion are based on academic merits
Recruitment process is very important in building teaching capability for the school. To be
able to recruit qualified lecturers, the recruitment process of the university is diligently
designed, which includes three steps:
- Step1: Candidates are interviewed at a department
- Step 2: The department must defend the recruited candidate against the recruitment
committee of the faculty where the department belongs to. The candidate then must go
through an interview by the faculty's recruitment committee. The decision to recruit is made
by the faculty where the candidate will work beyond being admitted.
- Step3: The recruitment committee of the university, based on the decision made by
the faculty, makes the final consideration and issue a recruitment decision.
Criteria for recruitment consist of:
- Education and academic profile (counts 50% of final assessment score).
- Foreign languages skills (counts 20% of final assessment score).
- Research profile (counts 10% of final assessment score).
- Interview at the Department (counts 20% of final assessment score).
After being recruited, the new teaching staff will undergo a period of probation of one year.
During this period, the new teaching staff plays a role of an assistant lecturer. He or she will
have to go through pilot teachings, of which two in front of faculty lecturers and one in a real
class. After the probation year, if he or she is proved to be qualified, contracts will be
renewed on an annual basis. He or she will maintain the assistant lecturer status until tenure
recruitment process given by the national government, administered by the Vietnam National
University - Ho Chi Minh is completed. The first ranking the assistant lecturer receives after
passing the national recruitment process is Lecturer.
Lecturers can improve their ranking by being promoted from lower to higher rank in a
ranking hierarchy as follows: Lecturer, Senior Lecturer, Associate Professor, and Professor.
The ranking promotion is mainly based on the research and academic achievement. To be
granted with a rank of Associate Professor or Professor, a lecturer has to be evaluated by
National Professor Ranking and Title Committee.
The faculty and the departments usually facilitate lecturers to improve teaching
qualifications. Lecturers are encouraged to attend seminars about new teaching methods, to
go abroad for higher degrees, and to share teaching experiences as well as management
and professional knowledge through monthly seminars in SIM.
Promotion process for teaching staffs is based on academic and teaching seniority.
Accordingly, lecturers’ salary is raised after every three-year period. However, this period
could be shortened thanks to following achievements:
35
- Obtaining an excellent research achievement and proposed by a department for his
or her achievement.
- Obtaining an excellent achievement on academic activities, and/or outstanding
publication on their research works.
- Obtaining a higher education degree.
6.4 The roles and relationships among staff members are well defined and understood
Roles and relationships among staff members are well defined in teaching regulations/
codes and published on webpage of the university's Office of Academic Affair. According to
the teaching regulation, lecturers are doing academic and research activities in their
Department under the administration of the Head of Department. Head of Departments is
responsible to the Faculty for activities of his Department. Academic and research activities
are discussed at the Department. The Head of Department assigns a specific lecturer to
teach specific courses.
In some courses whose lecturers come from various Departments in the Faculty, a Course
Head is nominated for each common course to be responsible for processes and issues
relating to the course. If there is a disagreement, it should be proposed to the Department,
then to the Faculty, before going to the University.
The organization chart of Faculty is shown in figure 6.1 in which BR&T stands for Business
Research and Training Center. In this structure, administrative commands will come from
top, and opinions and recommendations will come from bottom. Roles and relationships of
staff members are often reminded in meetings at the Department and the Faculty levels.
Figure 2. Organization chart of School of Industrial Management
36
6.5. Duties allocated are appropriate to qualifications, experience and skills
SIM allocates teaching courses based on lecturer major diploma, ability and expectation.
At the end of semester, teaching process would be evaluated by students. Their feedback
opinions are lecture contents, teaching methods, and assessment method. Based on
feedback of student, lecturers improve teaching method and enhance education qualification
and the Faculty will decide whether to invite that lecturer or not.
6.6. Staff workloads and incentive systems are designed to improve quality of
teaching and learning
At SIM, each lecturer teaches 1 to 3 courses per year. To maintain the quality of the
education program, two lecturers or more are assigned to be responsible for a particular
course. The teaching load of each lecturer exceeds 300 teaching hours per year on
average. This work load is maintained to ensure that lectures have enough time for
conducting research activities and industry services. In addition, teaching assistant system is
also a mean to reduce the workload of the lecturers.
Besides, to encourage lecturers in teaching and doing academic researches, the University
has an award system to good lecturers voted by lecturers of the Department. To receive this
award, lecturers must not miss classes or interact with students in BK e-learning system;
and/or not receive bad comments from students in student opinion survey about teaching
methods and teaching disciplines.
6.7 Accountability of the staff members is well regulated
According to university regulation, lecturer must address feedbacks of students at the
Department. The Head of Department will monitor the quality of lecturer in teaching
activities.
Every lecturer has to write a self-evaluation report annually; the Department assesses
reports; of all lecturers and notes a comment. The assessment is based on teaching
regulation. The Emulation Committee of the Faculty will gather these reports and conduct an
assessment. Then, the Committee will issue a list of lecturers who receive awards of the
year.
6.8 There are provisions for review, consultation and redeployment
The Department reviews activities of lecturers based on the self-evaluation report of the
lecturers and evaluate the annual improvement of lecturers. If any lecturer does not have
any improvement, they are reminded by Head of Department.
6.9 Termination and retirement are planned and well implemented
According to government regulations, all staffs are state employees therefore all lecturers
will have all benefits from government retirement system. As in regulations, the female
employees would retire at age 55 and the male employees would retire at age 60. If they
have worked more than 20 years and had social insurance, their pensions will be paid in
accordance with the government standards. If not, they will be receiving a large lump sum of
money known as social insurance. Faculty has done well in government policies on social
37
policies for labors. Lecturers reaching retirement age would be invited to continue their
teaching job or instructing students conducting theses if they got during a limited period a
higher diploma and/ or academic title. However, their research contributions are always
welcomed at anytime.
Every year, the Office of Personnel and Administrative Affairs review the list of lecturers who
will retire in coming years and send it to the Board of Faculty. Faculty and Department
discuss to make the decision of the retirement or to extend contracts of these lecturers and
make the recruitment plan. Generally, the termination and retirement are planned and
implemented well in SIM.
6.10 Efficient appraisal system
To evaluation a lecturer performance in teaching and academic activities, there are two
assessment systems used in the university: Student feedbacks and assessment of the
Department.
Student assessment is implemented regularly, students are asked to do assessment
through online survey done by Office of Quality Assurance through BK e-learning system.
Questions in the survey questionnaire cover all the activities of the lecturer in the class. The
Office of Quality Assurance processes the information, gives comments and sends back to
the Faculty. The Faculty and the Department then discuss with lecturers for particular
improvement if needed.
At the Department, the assessment is based on the teaching regulations. All the members of
Department nominate and elect good lecturers. The voting is done in a democratic manner.
The nominated lecturers will receive awards from higher management level.
38
CRITERION 7 – SUPPORT STAFF QUALITY
There is adequate support in term of staffing at the libraries, laboratories, and administration
and student services. Support staff plays important roles in implementing faculty's programs
and connecting lecturers and students.
7.1 The library staff is competent and adequate in providing a satisfactory level of
service
The university has two campuses. There is a library at each campus. The library at the main
campus can serves 500 students at a time. There are more than 22,000 books and journals
and about 2,600 e-books. Besides the libraries of the university, students can access the
Central Library of the VNU-HCM.
The total number of library staff is 33, of who 16 has Bachelor degrees. Library staff is often
trained in professional skills to enhance their competencies. The ratio of students to library
staffs is 1,000 currently, which is rather high. However, students can also refer to
specialized books provided by lecturers at the department.
7.2 The laboratory staff are competent and adequate in providing a satisfactory
level of service
At SIM there is a computer laboratory for business simulations. Students come to visit for
course assignments very often. The laboratory is also used for classes. Computer room is
equipped with about 40 personal computers with management software such as SPSS, MS.
Office, ABQM, Crystal Ball, and ERP…
A laboratory staff is responsible for technical helps. He controls and monitors class time to
ensure both efficiency and service quality of the laboratory. The laboratory staff is well
educated in information technology.
7.3 The computer facility staff is competent and adequate in providing a
satisfactory level of service
At SIM, students can use computers at least two following places: SIM laboratory (as
mentioned above) and a computer rooms (at building A5) with more than 40 personal
computers installed with general management software.
The computer facility staff is professional, who were trained to offer technical helps to
overcome computer breakdowns. Faculty has plans to improve skills of the staff by sending
them to attend relating courses.
7.4 The student services staffs are competent and adequate in providing a
satisfactory level of service
Student service offices in the university include the followings.
Office of Academic Affair takes full responsibility for teaching and studying
organization and management at undergraduate education. Besides managing all
academic affairs of all faculties in the university on semester basis, the office plays a key
39
role in strictly organizing National University Entrance Examination. There are 34
staffs in the office, most of who were trained in professional skills. Office of
Academic affair has annual training plans for its staffs.
Office of Student Activities acts as intermediary to organize and monitor emulation
movements; assists the Board of Rector in summarizing, and giving commendations
and rewards annually; as well as manages scholarship funds, supports overseas
studying budgets, and university support funds. There are 17 staffs in the office. Most
of them were trained in professional skills.
Student Services & Career Center is responsible for student services and
employment. Students can get information about job market opportunities from the
center. The center also holds engineering and soft skills seminars for students. The
Center links the students and enterprises. In coordination with Office of Quality
Assurance, the Center does a survey of employment of students on annual basis.
There are 9 staffs with 2 Master, 4 Bachelor-degree holders.
Beside the above offices, the School of Industrial Management also has student office
staff. Currently, SIM has 4 office staffs, of whom one is specializing in Academic
Affairs and one is specializing in Student Supporting services. Academic affair staff takes
care of grade, score, marking issues, while Student supporting service staff takes care of
student life, accommodations and scholarships. The student supporting staffs graduated
from universities. Student services staff works efficiently and effectively, and bring much
value to student both academically and socially.
40
CRITERION 8 – STUDENT QUALITY
8.1. There is a clear student intake policy and the admission criteria to the program
are formulated and reviewed periodically.
Student Policies are clearly stated in Year-book [8.1] provided to new students when they
are enrolled in the first year. The Year book clearly states policies, curriculum of specific
intake, Course description, etc. Detailed and updated Policies are also mentioned in
Student Handbook [8.2] provided in each semester to individual students.
Recruitment criteria and quota are publicly announced in advance. Quota for SIM is 160
students per intake. The selection is based on competitive top down ranking.
How do you analyze the development of the student intake?
General conditions are applied for all faculties. The quota is publicly announced in advance.
The applicants should graduate from Vietnamese high schools education, they have to pass
the national entrance exam based on competitive ranking, the quality of students also
depends on the score that they have. There are two score could be considered for student
quality: passing score and average score of the students who passed the entrance exam.
For the last five year, the passing scores for undergraduate are ranging from 17/30 to 18/30.
(Source www.aao.hcmut.edu.vn).
Table 12. Passing score for undergraduate students 2008-2012
Academic Year
Passing score
Average score
2008 17,5 19,3
2009 18 19,5
2010 17 18,6
2011 17 18,2
2012 18 18,9
(Source: Office of Academic Affairs)
The number of students of SIM in last five years is shown in the following Table.
Table 13. First year students’ statistics
Academic Year Male Female Total
2008
2009
2010 74 106 180
2011
2012 101 74 175
(Source: Office of Academic Affairs)
41
8.2. Student admission process is adequate
Each intake is coded by faculty code (7 for SIM), the year that students enter university, and
their respective identity entrance exam numbers. This identity number will be the key contact
for student registration, grade, and email. For example, one SIM student of intake 2012 with
entrance exam id of 01234 will have Student ID as 71201234. This student email will be
[email protected]. Students can log in Office of Academic Affairs (OAA)
website to check their grades, receive email from OAA for class schedules, tuition fee etc.
Consulting events are normally organized during the years along with HCMUT events. The
passing grade is also the indicator for the quality of the intake. The fluctuated entrance exam
scores also cause the problem because the scores create the pressure to students when
they consider taking the exam. However, this high score also creates the good signal to
serious students.
8.3. Student study load and performance
Study load is clearly stated in Curriculum for specific semester. There are 153 credits in 9
semesters for the whole Undergraduate program including general, foundation, core,
selective courses and thesis. Courses can be one, two, or three credits depending on the
contents of the courses. The GPA is the weighted average score of credits in each
semester. Grading system is applied for all disciplines at HCMUT.
The courses are clearly designed in the curriculum for specific semester. Students can take
minimum 14 credits and maximum 21 credits per main semester, excluding the visiting
credits. Based on their objectives and ability, students can plan for their study to fit with their
condition. If students have good plan, they can complete the program after 7 semesters.
They have to consider the schedule of the different intakes so they can take different
courses in different intakes in one semester. Students can also take some courses in
summer semester of visiting other classes. Normally 70% students complete the program
with the prescribed study plan.
Students performance is measured by semester GPA accumulated GPA, accumulated
credits for specific semester. If students fail to meet the minimum requirements, there could
be three step warning: the first, the second, and the third warning. Such warnings required
students and advisors take a careful look at their study.
42
CRITERION 9 - STUDENT ADVICE AND SUPPORT
In our school, student advice and support are designed adequately, including student
progress monitoring system, academic advice from supervisors and other supports for
students’ life and studying.
9.1 There is an adequate student progress monitoring system
The information of all students of the University can be found in the university database
system that is easily managed and retrieved anytime. Students can also access the
Academic Affairs Office website to download their own transcripts for all semesters [8.3, 9.1].
Although academic activities (study plan, timetable, exam schedules, assessment methods,
career information, scholarship...) are widely posted on the HCMUT website and sent to
students through HCMUT e-mail systems, the Faculty also informs students through SIM
website and Academic advisors [8.4, 8.5].
Each student is monitored by an Academic advisor who frequently keeps track of the
students' progress. The Academic advisor is responsible for advising students on learning,
helping them with setting up learning plans for the whole course, selecting appropriate
learning components for each semester, using the school’s facilities, and getting to know the
learning regulations [9.2].
The Faculty also tracks students by lecturer system. Lecturers usually require student
attendance at least 80% of study load. Lecturers identify goals for what their students will
learn over time, measure their students’ progress toward meeting these goals by comparing
expected and actual rates of learning, and adjust their teaching as needed [9.3].
The Academic Vice-Dean assesses achievements of all students every semester and makes
reports. The reports mainly analyze grades of students, score distribution for each course,
and students’ score charts with the purpose of quality improvement. Courses in which most
of the students received bad scores and score distribution is not normal would be reviewed
by the Faculty. The course content and teaching method would be examined in case that
any problem is detected [9.5].
9.2 Students get adequate academic advice, support and feedback on their
performance
Students directly get adequate academic advice, support and feedback on their performance
from Academic advisors, Student Activities Office, and other supporting systems. The
performance of all actors in the system is to provide best conditions for students to follow the
training programs at the University. In particular, students receive following supports during
the studying period:
9.2.1. For academic advice
Bach Khoa e-Learning System (BKeL) is an effective system for students’ studying. By
BKeL, students can interact with lecturers, download documents, and submit assignments…
Students can find the learning outcome, assessment method, answers to exam [9.5].
43
To support students in studying, a Facebook-based forum was constructed and combined
with the SIM website. Therefore, students could share course studying contents, learning
experiences, and career orientation, and so on [9.6].
Academic advisor system of SIM includes experienced lecturers who know clearly academic
regulations [9.7]. As stated in sub-criterion 9.1, Academic advisors will give advice and
support students on their studying process and other activities. At the beginning of the
semester, when students register courses, their Academic advisor will advise them which
courses should be registered.
9.2.2. For support and feedback on performance
Academic progress of students is also sent to their family at the end of every semester.
Then, students’ family could understand and cooperate with the Faculty to support students
to improve their studying in the next semester, if necessary. In addition, family can access
the Academic Affair Office website to get more information on studying progress of their
children [9.8].
In case a student gets poor marks, at the end of the semester, the Academic Affair Office will
send the learning result to that student’s family. There are two treatments for the poor
learning – at a lower case being “warning”; at a higher case “dismissal”. After getting the
poor student list, the Faculty organizes the meetings among the leaders of the Faculty, the
Academic advisors and the students’ families to discuss the solutions or to give notices of
dismissals to the students’ families involved. Those students who get the “warning” have to
learn fewer credits than those of the normal students in the next semester and be under the
stricter supervision of the Academic advisors and their families [9.9].
In addition to the help from the Faculty and the Academic advisor for academic issues,
students largely receive supports from the Student Activities Office for their studying life. The
Student Activities Office is the unit which gives recommendations to the Board of Rector to
implement student policies on social issues, scholarship and tuition fee, reward and
discipline, consultation on studying, life, accommodation, employment, health care, and
management of on- and out-campus students [9.10].
9.3 Mentoring for students is adequate
Students get adequate mentoring support from the University and the Faculty.
9.3.1. At university level
In the meeting of the first year students, the Student Activities Office and the Faculty coach
students about the academic regulations, learning method, structure of the University and
the Faculty, how to contact with these organizations [9.11].
For the last year students, the Student Services & Career Center and the Faculty usually
introduce the labor market and the career prospects. Annually, the University organizes a job
promoting day for the last year students and alumni. Companies such as Fujikura, Unilever,
and Nestle usually organize seminar meetings to promote their operations in the University
and the Faculty. In addition, many companies welcome and setup advantageous conditions
for students who have to do practical project courses annually [9.12].
44
9.3.2. At faculty level
At the beginning of the schooling year, there should be a meeting between the Academic
advisor and the class. Thereby, the Academic advisor gives consultation to the students on
learning activities and votes for the Board of Monitor of the class. Members of the Board,
then, frequently contact the Academic advisor to convey queries from students in class to
ensure every problem in learning activities is solved adequately and timely [9.13].
Annually, the Faculty organizes a meeting for the leaders of the Faculty and the students.
Through the meeting, besides giving the answers to the students’ questions, the Faculty also
quickly provides the solutions to problems raised by the students to create best environment
for the students to learn. In addition to official meetings, students are able to send their
queries to the Board of Dean through SIM website, online survey, or e-mail [9.14].
The Youth Union and Student Association also play a key role in mentoring and counseling
the students. Most of the students are members of the Youth Union and Student Association
and so mutually benefit from activities of the Union and Association [9.15].
9.4 The physical, social and psychological environment for the student is satisfactory
The University and the Faculty would like to provide the best environment that students
enjoyed thoroughly time at HCMUT.
9.4.1. For physical environment
Students coming from other cities and provinces are offered accommodation in the dormitory
which is 1.5 kilometers from the main campus. A new built dormitory, which can provide
accommodation for 2500 students, has just been built in place of the old and downgraded
one. 40 rooms on the top floor are reserved for international students and visiting professors.
The new dormitory served its first students in January 2009. The dormitory with modern
facilities and good services is considered as the most comfortable one in Vietnam [9.16].
Canteens and food-stands which offer a variety of food at reasonable prices are available
inside and outside the campus. It takes a student only about 1.5 USD to have a nice meal.
HCMUT students can travel between its two campuses easily using its own bus system. It is
also very easy for students to travel to and from the city center or other districts due to the
bus stop which is located at the school gate [9.17].
To encourage the students to learn well, basing on the learning results of each semester; the
University grants its scholarships to excellent students. Beside the scholarships granted by
the University, the Faculty also has a scholarship budget sponsored by the companies to
support students. There are two forms of scholarship: one used to encourage excellent
students as awards and one used to support poor students. As a result, scholarships
encourage students so much [9.18].
9.4.2. For social environment
In the Faculty, the Youth Union and Student Association usually organize musical festivals,
sporting competitions, and camping to create enjoyment and entertainment environment for
the students. At the University, there are some professional clubs available for students.
HCMUT also has many public activities: Green Summer Campaign, Voluntary Blood
45
Donation… The Green Summer Campaign (this activity aims to help people living in poor
and difficult conditions at the summer times) not only helps students release stresses, but
also let them participate community activities so that they can understand the difficult lives of
people who live in remote and inaccessible areas [9.19].
9.4.3. For psychological environment
At the University, the Medical Office with medical equipped rooms and staff is working to
take care of the students and staff. All students are offered a general medical check-up at
the beginning of the schooling year. The check-up is to provide information on the health
status of the students and then, to give consultation to students to take care of themselves
so that they are in good conditions following the training programs at the University. All
students are requested to purchase health care insurance to guarantee the out-of-pocket
expenditures on health care in cases of illness [9.20].
The University also has the Psychological Counseling Office which is managed by the
Student Activities Office. At this office, students are consulted by psychologists who help
them overcome difficulties in their lives [9.21].
46
CRITERION 10: FACILITIES AND INFRASTRUCTURE
10.1 The lecture facilities (lecture halls, class rooms) are adequate
The Ho Chi Minh City University of Technology has two campuses. The main campus has
an area of 14.8 hectares located at 268 Ly Thuong Kiet, ward 14, dist. 10, Ho Chi Minh City.
This campus has 117 class rooms with a total area of 14,479 square meters. The second
campus is located in the outskirts of the city in Linh Trung Ward, Thu Duc Dist., Ho Chi Minh
City with an area of 26 hectares.
The main campus currently has 45 classrooms, 9 laboratories, 4 computer rooms, 11
language laboratories, 4 self-learning rooms, and 1 sport hall. Especially, there are 30 rooms
with about 40 seats per room dedicated for Honors program students. These rooms are
equipped with air conditioners, and modern audio-video equipment. (www.hcmut.edu.vn)
Apart from the above lecture facilities shared with other Faculties, the School of Industrial
Management has its own large seminar room (room 201 located at building B10), which is
used for holding seminars, conferences, or lecturers. Besides, the School has one main
Meeting room, which could be also used for small-course presentations and group
discussions. At four Departments, some facilities are available for small meetings and
lecturer-student discussions.
Most of class rooms, small-course and meeting rooms are equipped with up-to-date facilities
and communication system. The School’s facilities are upgraded annually and the budgets
for the school facilities in the recent years are shown in the table 10.1.
Table 14. Approved budget for the school facility in recent years
Year Budget ( million VND)
2010 1,469
2011 1,876
2012 1,456
10.2 The library is adequate and up-to-date
The university library usually opens 5 days and a half per week, from 7: 30 AM to 5:00 PM
during the working days, and from 9:00 AM to 12:00 AM on Saturdays. As a support for
students in examinational times, library also opens in Saturday afternoons and Sunday
mornings.
Library resources include number of books and journals and other materials available at the
library are shown in Table 10.2. Especially, journals of management such as Emerald,
Springer, Wiley-Blackwell, and so on are subscribed under the benefits of Vietnam National
University - Ho Chi Minh although level of access to historical issues is very limited.
Table 15. Library resources of Ho Chi Minh City University of Technology Library
47
Type
Quantity Topic Copy
Book 16.921 58.005 Journal 627 Technical standards 2148 2156 Scientific report 1128 1175 Doctoral dissertation 187 187 Master thesis 4462 4462 E-book 2600 topics, 875 files, 68 CD, Online database
There are 13 jointed online database with the central library of Vietnam National University – Ho Chi Minh City
Offline Database (Emerald, Wiley-Blackwell, Springer…)
372 topics
Audio-book 64 CD-ROM 8.745
The library is funded approximately 1 billion VND annually to buy books, journals, and to pay
membership fees to the subscribed international journals. To ensure the quality and
efficiency of library resources, the learning resources are selected, filtered, and
synchronized with the objectives of the study program. Decisions to purchase books are
made either by:
- Lecturers’ requests, or
- Students’ requests, or
- The need to update obsolete books.
Besides the university library, students can access the Central Library of Vietnam National
University-Ho Chi Minh City located in the second campus. This is a big library with plenty of
resources, shared with other member universities in the VNU-HCM.
10.3 The laboratories of the school
Laboratories are to support real-experienced learning. In business and management
education, real-experienced learning mainly occurs at fields, in markets, at company’s
offices and plants and factories. Therefore, there are not as many laboratories as in other
Faculties. To facilitate business simulations, the school has one laboratory with an area of
70 m2 that is used for business simulation, business statistics and data analyses courses. In
idle time, the laboratory is used for students' self-studies. The computers in the laboratory
are up-to-date, available during day time and effectively deployed.
The laboratory is equipped with 36 computers with up-to-date software such as Microsoft
Offices, SPSS, ERP, etc.
10.4 The computer facilities are adequate and up-to-date
Computer facilities in the university are available to students in the common/shared
computer rooms and in the simulation office at SIM. Common/shared computer rooms are
located in building A5.
48
At the SIM, there are 36 desk-top computers at the simulation room. Students come to use
computers and software for assignments, and self-studies. The computers are up-to-date,
available during day time and effectively deployed.
Besides, the School provides every lecturer a computer used for teaching and doing
researches. There are 50 computers for the lecturers at four departments of the
school, which are connected within intranet and internet. Since most of lecturers and
students have their own laptops, the School also installs a wireless system for them
to access the internet. The simulation room replaces depleted computers on an
annual basis.
10.5 Environmental health and safety standards meet requirements in all aspects
The university students and lecturers enjoy a large area of green trees and grass fields,
which is considered a very good environmental health conditions in the middle of a business
city. To facilitate good physical health for students and lecturers, University provides a green
campus with a soccer playground, a tennis court, and three volleyball playgrounds. In
addition, facilities serving for general sports such as running, walking, jumping, and so on
are provided.
The School pays much attention to the safety system. There are safe regulation and fire
protection instruction in the laboratory and offices. Buildings, computers, and facilities are
equipped with strict fire protection systems to ensure safety standards. Staff is sent to fire
rescue training programs on annual basis.
49
CRITERION 11 - QUALITY ASSURANCE OF
TEACHING AND LEARNING PROCESS
For the quality assurance of teaching and learning process, the School of Industrial
Management (SIM) consistently adopts an approach of multiple-stakeholder-driven model
[11.14], which is in turn based on the teaching and learning outcomes [1.2; 3.2]. Below are
some generic stakeholders that SIM has also already identified in its practice [1.2].
Table 16. Generic stakeholders for higher education program (Meyer & Bushney, 2008)
Stakeholders Reason for inclusion
Learners Learners are at the centre of outcome based education curriculum development as users of education products and services.
Alumni Past learners have attempted to apply what they have learnt and should thus know what works and what does not.
Employers Providers of employment will know whether learners have been sufficiently educated to do work. Employers present the view-point of practitioners in the workplace.
Government
departments
Higher education programs also address government needs, e.g. economic growth, public services, labor market reform.
Local
universities
Benchmarking and co-operating with other universities and sharing lessons and research projects. Resources may enrich the curriculum.
International
universities
Curriculum alignment with global universities ensures that international best practices and a global curriculum is created and applied.
Consultants
or specialists
Internal and external subject matter experts may provide specialist knowledge that could enrich curriculum.
Mentors and
coaches
Academic, workplace or external mentors and coaches could share their knowledge and wisdom and thus contribute to curriculum development.
Professional
bodies
These bodies can provide specialist and professional advice regarding a particular profession, field or sub-field.
Advisory
bodies
Having external advisory bodies providing independent input could play a significant role to ensure that cutting-edge content is embedded in curricula.
Community The community and their representative bodies may have an interest in the outcome of higher education offerings.
Research
institutions
Private and public research organizations may possess leading-edge research results that could inform issues to be addressed in higher
Private
providers
Many private providers have developed good partnerships with private and public companies and may thus add significant value in the curriculum development process.
Assessors and
moderators
Assessors and moderators can provide inputs and feedback that could be used for quality improvement of curriculum development and assessment practices.
Academics Academics play a critical role to ensure that curricula are continuously updated by using their knowledge of specialized fields of expertise.
See table below for a comprehensive contrast between outcome based education and
traditional content based education to understand the School’s key decision on taking the
50
teaching and learning outcomes as fundamental value for its justification of academic
programs [1.2; 2.3; 3.2].
Table 17. Teaching and learning process in content based and outcome based education (Mayer, 1999)
Teaching and
Learning Process
Content-based Education Outcome-based Education
Needs analysis
A very few parties are consulted before trainers develop courses themselves. Trainers decide on how needs are determined and expressed.
All stakeholders are consulted prior to curriculum development: employers, employees, government, special interest groups, providers and learners. The end-product of needs analysis is reflected as unit standards.
Course design
Instructional designers develop courses around the contents. The outcomes of a course are written as objectives.
Learning programs are designed according to the needs of the above stakeholders. Outcomes clearly indicate what the learner must be able to do in line with national standards.
Learning material
The learning material is called study manuals or textbooks which is contents-driven. The instructor determines the content. The content is mainly theoretical.
Learning material is called learning guides and is outcomes-driven. The contents are determined by the inputs of various role-players. The contents are practical, addressing particular skills.
Presentation The instructor presents a pre-determined lesson. The instructor is in control of the learning event.
A facilitator presents a lesson based on the unit standard in a flexible manner. The facilitator guides learners to achieve outcomes.
Assessment Learners do assignments and write tests and examinations in order to indicate their level of competence. Assessment criteria are non-existent or vague.
A variety of assessment techniques are used, for example simulations, portfolios, self-assessment, workplace assessment. Assessment criteria are clearly defined and indicated as part of the unit standard.
To smoothly run the quality assurance activities as one of its strategic process, the HCM
University of Technology (HCMUT) has instituted the following offices:
- Office of Quality Assurance, which has established according to Decision No. 49/QĐ-ĐHBK
issued on April 19th 2005, to implement self-assessment in line with the directions of MOET
and the HCMUT council [11.1; 2.8].
- Committee of Education Inspector, which has established according to Decision No.
88/QĐ-ĐHBK issued on June 23rd 2006, to perform internal control on teaching activities
[MORE].
51
SIM, next, has recently formed the Team of Quality Assurance by its decision of No. 25/QĐ-
QLCN issued on April 10th 2013, and then the Working Groups of Quality Assurance by its
decision of No. 37/QĐ-QLCN issued on April 22nd 2013 to actively implement its quality
assurance system [11.2, 11.3].
11.1 The curriculum is jointly designed by stakeholders
First, curriculum development is a key process in shaping the quality of learning and
teaching process. The main objective of curriculum development is to ensure that graduates
receive integrated, coherent learning experiences for their personal, academic and
professional development. Curriculum in turn can be usually characterized as content or the
subject matters to be taught.
Next, the stakeholders in the context of academic program level could be defined as all
teaching staff members, students and the industries or labor market as a whole. To consider
such a variety of stakeholders is an imperative derived from the nature of quality in higher
education as “a multi-dimensional concept, which should embrace all its functions, and
activities; teaching and academic programs, research and scholarship, staffing, students,
buildings, facilities, equipment, services to the community and the academic environment”
(World Conference on Higher Education, 1998).
In specific, the curriculum as a manifest of educational system, is worthy of managerial
efforts of both the HCMUT and its upper level – VNU-HCM. The former institution has
delivered its officially developmental framework of academic program since July 11th 2007
(decision No. QĐ93/ĐHBK) (Figure 3), and the latter has also recommended to its university
members on using 2010 CDIO based model of academic program design and development
(Figure. 4) [3.5; 3.6; 4.1; 4.3; MORE].
Figure 3. The developmenta framework of academic program
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Figure 4. CDIO based curriculum development process
However, for the curriculum to be satisfactorily developed, SIM decided to take a
comprehensive approach that provides the curriculum development process as shown in
Figure 11.3 below [1.2; 4.4].
As a system, the curriculum development in turn required that SIM considers at the same
time its designs of course level and topic level (Figure. 11.4) [1.2].
The planned curriculum *what is intended by the designers*
The delivered curriculum *what is organized by the administrators*
*what is taught by the teachers*
The experienced curriculum *what is learned by the students*
Figure 5. SIM’s curriculum development process
(Adapted from Prideaux, 2003)
53
Based on the development process and its level of design adopted, SIM deliberately
proposed the interconnected plan and its corresponding outcomes as shown in Table below
[1.2; 3.4; 4.4; MORE].
Table 18. SIM’s curriculum development: phases and outcomes
Phases Topic level curriculum development
Course level curriculum development
Scoping: identification of and consultation with interested parties; establishment of learning intent
established need for and context of the topic; establishment of topic aim;
established need for and context of the course; statement of course objective;
Definition: development of the broad/high level description;
topic description;
course rules; graduate profile; requirements to meet external accreditation requirements
Detailed design: intended learning outcomes; educational means plan (assessment, content and learning interactions); logistics/delivery resources and implementation plans; control/evaluation plan;
detailed topic information: learning outcomes; assessment content; learning and teaching methods; timetable, study plan, textbooks, supporting resources; topic evaluation plan;
course information: course aims and learning outcomes program of study, sequence of topics, specializations, majors; strategies for development and assessment of graduate; course review plan;
Planning review and confirmation confirmation of: resource availability teaching capability;
confirmation of: resource availability, teaching capability, internal / external approval;
Implementation effective topic delivery; effective course delivery;
Ongoing review formative input toward continuous improvement
refined/improved topic;
refined/ improved course;
Course level curriculum development
Topic level curriculum development
frames
informs
Figure 6. SIM’s levels of curriculum development
54
Finally, it is widely recognized that staff and students are at the center of any curriculum. In
details, the following relationships need to be carefully investigated [1.2; 3.4; 4.4; MORE]:
learning objectives, and next intended learning outcomes for students teaching contents assessment strategies, and teaching and learning interactions
11.2 The curriculum is regularly evaluated at reasonable time periods
Inspired by Deming’s (1986) PDCA management cycle for continuous improvement of
business processes, SIM positioned its curriculum evaluation in the following framework [1.2;
3.4; 4.4; MORE].
It should be noted, however, the difference between the assessment and the evaluation.
While assessment focuses on student learning, evaluation considers the basis for
improvement through the effectiveness of the whole learning experience. However,
evaluation, like assessment, serves both summative and formative purposes. The former
purpose is to certify or communicate the designed standard of the curriculum, and hence,
mainly for external audience. And the latter purpose is to aid teaching improvement and
student learning process, and hence for key internal stakeholders. Once the curriculum is
delivered, it needs to be improved to keep its relevance and appropriateness for the students
involved.
SIM’s time strategy of curriculum evaluation is as follows [1.2; 3.4; 4.4;MORE]:
1) The curriculum evaluation strategy is developed in parallel with the detailed design
of its content and courses.
2) The curriculum evaluation is simultaneously evaluated on both its delivered
content and courses and delivery methods. Although it could hardly contribute to
immediate improvement of the current delivery of the curriculum, it can likely inform
the next delivery.
3) The curriculum evaluation is annually regularly conducted and can be possibly
carried out on demand from the University, the Board of School and its faculty.
DO
CHECK/
EVALUATE
ACT
PLAN
Outcome based
Strategy
Learning
Interactions
Curriculum
designed and
delivered
Improvement
of Curriculum
Teaching and
Learning Process
Figure 7. SIM’s framework for curriculum development and evaluation
55
4) Due to evaluation as providing the basis for improvement, the curriculum could be
revised and updated annually, possibly up to 10% its courses since the academic
year of 2008.
5) The curriculum could be substantially redesigned after every three years since
2008.
6) The evaluation process is recorded and informed the Board of SIM, its
departments, and staff and faculty. In specific, classified according to the
stakeholders’ interests and responsibilities, the evaluation results are
correspondingly sent to each of them.
11.3 Courses and curriculum are subject to structured student evaluation
For SIM practice, there are currently two common sorts of student evaluation of academic
program: course level and program level (1.2; 3.4; 9.3). While both kinds of evaluation are
based on the learning outcomes of the corresponding academic objects (i.e. course and
program as a whole), their differences are on (i) timing of evaluation conduct, (ii) format of
conduct, and (iii) the subject of conduct. For student evaluation of course-level, the
evaluation session is usually organized by HCMUT for all students taking the corresponding
course [2.2; 8.1].
The session presents itself as a 15-minute-to-be-completed online survey in the university
campus network, and it should be also noted that it would last for two (2) weeks and
definitely ended before the students entering their relevant final examination of the semester
(2.2; 8.1). Regarding program-level student evaluation, the session is hold by the School,
with both paper based and online forms, for only graduates, and usually lasts for one (1)
month [1.2; 1.3; 1.4; 1.5; 1.6].
In addition, an important complement to student evaluation is student conference where all
students and their academic advisors get together to consider everything relating to student
activities and status. One key topic throughout discussed in such conferences is academic
affairs which are focusing more on student interests and concerns as well as their
suggestions or options of the administrative procedures and facilities for study, and the
teaching methods and activities. It should be noted that student conferences are centrally
organized annually by the University Office of Student Activity [2.1; 2.2; 4.2; 4.3; 8.3], and
the representatives of the Board of SIM are asked to be present and to give their feedback to
students [1.2].
Lastly, an on-going alternative for the School to gather their student evaluation is HCMUT
academic forum [4.2; 8.3; 9.5] and SIM forum [8.4; 9.6]. While the former maintained by the
University Office of Academic Affair can cover only teaching and learning activities, the latter
administered by the Board of SIM can accommodate almost everything in their student, staff
and faculty working lives. The forums could offer simultaneously several of communication
channels between students and the University or School such as e.mail, discussion group,
chat room, etc [4.2; 8.3; 8.4].
Student evaluations of academic program is recorded for historical reference and used for
the following purposes [1.2; 8.1; 8.2; 8.3; 8.4; 9.1; 9.2; 9.9; 9.10]:
56
to assist staff members to evaluate and redevelop the topic in term of the topic
structure, content and resources;
to assist the School with the regular evaluations of topics
to help staff members to self evaluate their teaching approaches and activities
to facilitate discussion between supervisors and staff in performance reviews;
to be a basis for staff members in relating to promotion, and continuing appointment
for their professional development
For SIM strategies, it is expected the following effective uses of student ratings [1.2; 1.6; 3.4;
8.4; 9.6]:
accurate, timely, and usable measures of learning outcomes
commonly understood and accepted
supporting instruction as well as evaluating faculty performance
improving teaching and learning outcomes, rather than simply perceptions of the
instructors.
In particular, SIM formed a team to explore best practices related to student evaluation of
teaching activities a couple of years ago [MORE]. The team suggested a set of guidelines for
effective student evaluation of teaching, and more, developed a computer based tool to
facilitate the task. Below are some predefined features of such a tool [MORE]:
valid, reliable, and practical
being administered on-line
including open- and close-ended questions
including measures of both general instructor attributes (e.g. enthusiasm or
effectiveness) and specific instructor behaviors (e.g. listening, providing feedback)
using consistent scales (e.g., five-points, same direction) and a no-opinion option
being completed thoughtfully within 15 minutes
In specific, concerning reporting, the tool would be [MORE]:
grouping items by factors (e.g. organization, communication, etc.) to be expected as
meaningful feedback to instructors
quick processing and return of forms
including other data sources to diagnose teaching effectiveness
11.4 Feedback from various stakeholders is used for improvement
Starting with its application of course credit system, SIM has steadily identified its
stakeholders’ interests and quickly found the following relevant areas of stakeholder
involvement for program improvement [1.2; 1.7; 1.; 2.6; 3.2; 3.3; 4.4]:
57
1. Curriculum Improvement
To maintain the link between the school and other university/college communities through advisory committees and the School academic council and research conferences as well
To jointly deliver courses with the aid of industrial specialists and/or business managers through lectures with guest speakers, practice or field exercises/work
2. Staff Development
To promote faculty development through their scientific research results To help faculty to expand their professional activities including textbook and
reference book editing, technological and business consulting
3. Program Review
To maintain the link between the school and business communities through advisory committees and the School academic council
To enhance the relationship between the school and industries through regular job fairs, business surveys on SIM graduates
For improvement of curriculum, the activities could be:
• watching labor market trends
• comparison of course contents with occupational competencies
• update on instructional materials
• including training of soft skills in the curriculum
• jointly delivering course lectures with the cooperation of industrial specialists and
business managers
• use of new technologies
For improvement of staff development, the measures could be:
• Facilitate staff to get themselves involved into their research projects
• Invite faculty to participate in industry consulting activities
• Suggest instructors to provide short courses training for business enterprises
For improvement of program review, the following activities are investigated:
• spend more resources in program evaluation efforts
• articulate program goals and objectives to all stakeholders
• maintain program specifications in line with business and industry standards
• keep up to date academic program in reference to disciplinary literature
• maintain long-term planning for program improvement
• provide timely instructional equipment and facilities
The improvement procedure is both top-down and bottom up, and more notably, both is
based on all stakeholder feedback. The former approach often begins with the SIM board’s
58
contrast of its academic program competences in relation with other schools’ ones. And the
latter approach usually starts with faculty ideas through their departments to submit to the
board of SIM. And in both cases, the SIM academic council, though only as SIM advisory
one, is mostly the finally key voice.
The following are SIM tactics in dealing with its stakeholders’ feedback [1.1; 1.2; 1.3; 1.4;
1.5; 1.6; 1.7; 1.8; 11.8; 11.10; 11.11; 11.18]:
The meetings of the SIM academic council are often held at least once per semester
to consider possible curriculum and syllabus improvement, which are based on the
suggestions and concerns from the Board of SIM, its departments and faculty as
well.
On the SIM academic council advice, the Board of School decides to improve its
academic program, which includes on-demand updates of curriculum and syllabus,
refinement of teaching and assessment methods, and so on.
Student feedback is collected through semester survey.
Employer feedback is often massively gathered at the school year-end along with the
occasion of SIM students getting their internship. It should be also noted that out of
15 official members of the SIM academic council, there are up to 3 people from
industries.
In summary, all stakeholder feedback is used to continuously improve the three areas of SIM
academic program: program review, staff development and curriculum enhancement. The
latter area, which mainly includes syllabus design and delivery, and instructional methods as
well, is now SIM key concern of teaching and learning process quality assurance.
11.5 The teaching and learning process, assessment schemes, the assessment
methods and the assessment itself are always subject to quality assurance and
continuous improvement
In line with the credit-based training system was put into operation, the academic advising
mechanism was also established through HCMUT around 20 years ago [4.1; 4.2; 4.3; 8.3].
The ultimate objective of such an academic advising policy is to facilitate students to well
prepare to be educated in HCMUT community, and more to quickly become active members
of upcoming professional environments. In specific, SIM academic advisors could support
students to [8.4; 9.6; 9.7]:
choose their majors, i.e. industrial management or business administration [3.8]
plan their learning strategies to achieve your educational goals
fit their degree requirements and career objectives
specify their learning roadmap in terms of course adoption and registration over
semesters [9.1]
schedule mandatory and optional courses for their best use of time
understand HCMUT academic regulations and policies [8.1, 8.2, 9.1]
59
understand SIM assessment schemas and methods, down to course level and even
extracurricular activities [3.15, 5.7, 5.8, 9.10]
take courses at other departments in SIM or at other faculties or schools in HCMUT
[11.7]
make a contingency plan to cope with their unexpected situations, i.e. illness or
family circumstances [1.2];
SIM academic advisors are asked to set their regular meetings with their students, usually at
the beginning, middle and ends of semesters, for giving their advice relating to the learning
process of their advisees [9.11, 9.13]. In addition, SIM academic advisors could guide their
students in adoption of soft skill development courses such as public debate, interpersonal
communications, and relevant skill trainings such as library resources, career opportunities,
public event organizations, etc. They could also recommend other special services as
psychological counseling, health care, financial aid and so on [9.21, 9.20, MORE].
More on SIM assessment approach and practice
SIM assessment approach is shaped by the assessment triangle (Pellegrino et al., 2001)
where an effective assessment is determined by the three ingredients that are cognition,
observation and interpretation. More, the following four principles are considered throughout
SIM assessment practices (Wilson & Scalise 2006): (i) developmental perspective, (2) fit
between instruction and assessment, (3) generation of quality evidence, and (4)
management by instructors to allow appropriate feedback, feed forward and follow up.
It should be also noted that the assessment has much influence on the way students
approach their learning activities (Miller et al 1998).
SIM focal points of its assessment practice are:
Using formative assessment for improving student learning [11.5, 5.4, 5.5, 9.4]
More emphasis on the skill types employer required [11.18]
More focus in the teacher techniques and procedures of grading and marking [3.12,
3.15, 5.7]
Figure 8. The assessment triangle (Pellegrino et al., 2001)
60
More emphasis on development of transcripts and progress files as evident indication
of student performance [5.5, 11.16]
For an excellent aid of student assessment, HCMUT Office of Academic Affairs put into
operation an online database for a couple of past years. All academic data of any student
are centrally stored and assessed by just the student and his/her academic advisor. By such
an effective system, the evaluation of SIM student progress and performance can be now
more easily conducted in both views of individual student and of the school. For example,
the latter view could quickly indicate that how much percent of SIM student would pass the
minimum credits accumulated at a given time for them to continue their studying tasks on
track and on schedule [MORE].
More, as requested by SIM, the student performance evaluation has to be built within each
single course and clearly inform to all student in their first class of the course [1.8; 2.3; 3.4;
5.3; 5.6; 9.3; 9.4].
Regarding assessment methods, the following designs are popular in SIM context [1.2; 5.6;
9.3; 9.4]:
Essays
Theses
Objective tests including multiple choice and true-false questions
Group projects
Practical skills including laboratory work, field work, problem based learning
Other individual papers, and
Final examination
In brief, the SIM assement is chiefly based on student learning outcomes that are basically
designed within each single course syllabus [1.8; 2.3; 3.4; 5.3; 5.6].
61
CRITERION 12 - STAFF DEVELOPMENT ACTIVITIES
12.1 There is a clear plan on the needs for training and development of both academic
and support staff
12.1.1 Teaching staff
Currently the school has 57 lecturers and their degrees are shown in table 12.1. The ratio of
lecturers who have PhD degree per total lecturers is 24.6 %.
Table 19. School's lecturers’ statistics
Category Total Percentage
By title
Professor 0
Associate Professor 2 3.5%
Senior lecturers, Lecturers 55 96.5%
By degree
Doctor-degree holders 14 24.6%
Master- and Bachelor-degree holders 43 75.4%
School of Industrial Management sets the objective of development of teaching staff as one
of its most importance. This objective plays a vital role in helping the school to achieve its
vision to become one of best management school in Vietnam and Southeast Asia. The
school sets 2020 goal to increase the percentage of lecturers who hold the doctoral degree
to 30%, and those who achieve the position of Professor or Associate professor to 7%.
To perform the plan, the school sends about 3 to 8 lecturers to earn higher degrees (master
and doctoral degrees) abroad and domestically on an annual basis. Also, there is policy to
send some lecturers to exchange study programs in foreign institutions to improve their
academic and professional knowledge continuously.
Table 20. Plan for development of teaching staff
Year 2013 Year 2014 Year 2015 Year 2016 Year 2017 Doctor 8 6 7 5 5 Master 3 0 0 0 0
The school sets up a long-term strategy to develop teaching staff through following activities:
Study PhD degrees at universities in developed countries (such as: USA, Australia,
EU and Singapore) or in Vietnam.
Enhance professional knowledge and skills by doing Post-Doctor in foreign countries
Enhance professional level through lecturer exchange programs.
Attend workshops, seminars, and scientific conferences in Vietnam or foreign
countries
62
Participate in joint research projects with other countries.
Visit universities in developed countries for professional knowledge exchange and
experience sharing on training systems.
Design and develop the joint-training programs (bachelor and master) with other
international institutions.
12.1.2 Supporting staff
The University has plans to develop office and administrative skills for supporting staff. The
training mainly aims at improving skills in computer, information system, administrative and
procedures works.
12.2 The training and development activities for both academic and support staff are
adequate to the identified needs
The University and the School always provide favorable conditions and encourage young
lecturers and support staffs to enhance their professional knowledge and skills through
following programs.
New lecturers are asked to write commitment letter in which that they commit to
pursue for higher education’s as well as enhance their professional ability and skills.
The commitment provisions include higher post-graduate degrees, foreign language
skill that lecturers have to obtain.
To motivate their creativity in doing researches, each lecturer, especially the young
ones, has to achieve an expected target number of research papers and seminar
presentations.
In addition, the School often organizes experience-sharing seminars in which the
senior lecturers are invited to share their experiences and give the advices to the
junior lecturers to improve their teaching and research skills.
Outside experts from academic institutions and practical businesses are invited on a
regular basis to come and share experiences and findings to enrich and exchange
knowledge of the lecturers.
Table 21. Number of staff in training
Number of staff 2010 2011 2012 2013
Master 3 5 5 5 Doctorate 9 8 8 11 Exchange 0 0 1 0 Total 12 13 13 16
Table 22. Development activities
Activities 2010 2011 2012 2013 No of seminars 14 26 21 19 No of published articles 22 26 19 N/A Total 36 52 40 19
63
CRITERION 13 - STAKEHOLDER FEEDBACK
13.1 Feedback from human resource experts
Feedbacks from human resource experts to innovate academic program and teaching
method. The activity that SIM can collect expertise opinions as follows:
- Organize workshops, conferences to discuss face to face with human resource experts
who work for world class, big private, big joint-stock company in Vietnam or head-hunter
service, to understand their expectation deeper Their expectation is material input help us
design the curriculum and its content detail.
The reason we discuss with experts in human resources that they have experience and
understand the situation of human resources in recent business, as well as difficulties and
constraints of weak human resources dare the business. Opinion and share of the experts is
valuable information for us to development the training program closer with reality of
business needs. It also indirectly helps the learners have highest chance in the labor market.
The workshops are held annually in a time suitable for the experts. In recent 03 years we
have organized 03 workshops, with the participation of more than 20 experts in personnel
per workshop. Some experts are VIPs coming from Nestle, Fujikura, Robert Bosch, Data
logic, Mỹ Đức, Holcim, L&A, Navigos, Vietnam work… [13.1, 13.3, 13.4]
13.2 Feedback from the students and alumni
Students can respond to their needs through channels as:
Academic advisor: They discuss with their students regularly, and we encourage
students suggest the improvements from the training program to the quality of faculty
and academic processes.
Evaluating training program and faculty by questionnaire annually: the questionnaire
is sent to students directly via e-learning system. Feedback rate of SIM students is
quite high, over 70% are achieved.
Student suggestion is discussed by us in monthly dean committee meetings or yearly
scientific council meeting. In these meetings we assign action plans for the implementation
of the improvement.
Questionnaires for collecting student opinions on courses are designed with necessary
information, such as teaching methods, learning outcomes, course contents… The survey is
conducted one time per year. In addition, student conference is organized in one time a
year. Participants are students, Dean of Faculty, Deputy Deans, Head of Departments,
Academic assistants of Faculty, and academic advisor. At the meeting, they discuss on
education and training, facilities, and teaching quality. These feedbacks are basic
requirements that help the Faculty to improve teaching and studying activities.
Alumni’s opinions survey is planned. These surveys focus on their employability, curriculum,
lack of skills and knowledge. It is done after students graduated 3 months, 1 year. Every
year, there is an alumni meeting in which opinions on Faculty activities are discussed
informally.
64
Every semester, the Faculty makes survey of students on lecturers’ teaching method and
content of courses.
Table 23. Students’ feedback (semester I/2012-2013)
Assessment criteria Average grade *
SIM
Benchmark to the best faculty
Introducing content of course and documents 3.70 4.17
Quiz and homework 3.49 4.00
Content of lecture consist with learning outcome 3.84 4.14
Lecture relates to the fact 3.69 4.25
Face to face interaction 3.55 3.96
Lecture is attractive 3.33 4.08
Ensure the lecture time 3.93 4.27
Overall assessment 3.49 4.25 (*) Grade: (1) Very Poor; (2) Poor; (3) Medium; (4) Good; (5) Excellent
According to assessment results, there are many problems in teaching method of SIM. It
must be discuss and find out solution to improve the teaching problems.
13.3 Feedback from the staff
At SIM, there is an employee conference organized annually. All questions usually focus on
training issues, benefits for employees, facilities and equipment, and development plan, and
so on. Participants include Board of Faculty, University representative, teaching staff,
support staff. At the conference, all questions and opinions from staff are answered by the
Dean of Faculty and University representative.
Lecturers’ opinion is also surveyed when the Faculty review or revise the curriculum.
Lecturers are the most important channel to survey about curriculum.
The Faculty organizes meeting one time every month. Participants are Board of Faculty
Heads of Departments, staffs representative. At the meeting, the Board of Faculty
announces about what have been done and what have been doing. Solutions are discussed
in the meeting.
65
CRITERION 14 - OUTPUT
14.1. The pass rate is satisfactory and dropout rate is of acceptable level
Students studying in the SIM have to complete 153 credits for graduation. The training
program is arranged so that students can complete in 9 semesters (4.5 years). However,
only 76-81% of the students graduated on time. Table 14.1 presents information on this.
About 6% (K2005) of enrollment students were not graduated within 6.5 years. These
students consist of students who withdraw to study abroad, are suspended for violations of
academic regulations, and students who stop study because of personal/family reasons. The
dropout rate due to violation of academic regulations is quite large, but has been on the
decrease recently.
Academic advisor system also plays an important role in helping students who were not able
to graduate on time (4.5 -5.0 years). Each department in SIM has an academic advisor to be
in charge of these students. Students can consult the advisor to ask about academic
problems or selection of courses. In some cases, students can have an extra exam for failed
courses at the 14th semester.
Table 24. Number of students graduating following batches
Batch Enrolled
students
Graduated
from the
program
Number of graduated after % graduate
after 4.5
years 1 2 3 4
2005 182 146 10 11 5 - 80
2006 174 133 12 3 - - 76.43
2007 (11th
semester )
166 135 7 - - - 81.32
Major criteria to measure the quality of SIM graduates are based on means of the number of
the graduates, the average GPA (Grade Point Average) of graduates. GPA ensures that a
student’s performance is easily understood by many other institutions around the world that
rely on GPA in the assessment of the performance of students prior to, and during their
course of studies.
66
Table 25. Summary of Final GPA of Graduates
GPA Range Batch
2005 2006 2007 (11th semester)
8.00-9.00 8 14 16
7.00-7.99 87 79 84
6.00-6.99 73 55 42
5.00-5.99 4 0 0
Total Graduates 172 148 142
Average of Graduates' GPA 7.18 7.22 7.32
14.2. Average time to graduate is satisfactory
Overall, the statistics on Table 14.1 show that about 76-80% of students graduate in
accordance with the designated time of 4.5 years, about 5-7% of graduate after 5.5 years
and about 2-6% of graduate after 6.5 years. Thus, approximately 76-81% graduates after 4.5
year's time requirements of the SIM degree. The percentage of students graduated within
6.5 years is about 85-95%. The remaining number is of students who do not graduate due to
reasons like going abroad, violation of academic regulation, or family reasons.
14.3. Employability of graduates is satisfactory
Students graduated from the SIM having good capability, creativity and activities, are
capable of assuming key positions and important tasks such as managers, researchers in
state-owned enterprises, private enterprises, joint ventures. Currently, students graduated
from the SIM are working in many industrial fields with highly annual recruitment demands.
The university has established the Center of Student Support and Career (CSSC). This
center is responsible for approaching businesses and companies to capture the demand for
jobs, and working as an outlet for employment opportunity for students. In parallel, in the
Student Forum, alumni also provide recruiting information from enterprises to students.
Besides, the University organizes employment fairs twice a year, in order to give students
opportunities to meet the employers and apply for jobs in the campus.
14.4. The level of research activities by academic staff and students is satisfactory
The students and lecturers in SIM actively participate in scientific research activities. SIM
students have done well with high achievements in national scientific researches (Table
below).
67
Table 26. National student scientific research awards achieved by SIM’s student 2008-2012
Year Research’s name Student’s
name
Supervisor’s
name
Award
2008 TV commercials and the
Vietnamese culture – the
case of LCD
Quach
Phuong Tu
Hoai Truc
Assoc. Prof. Le
Nguyen Hau
Consolidation in Student
Research Contest 2008.
2010 Domestic customer’s
willingness to buy in
Hochiminh City: the role of
ethnocentrism and price level
Tran Truc
Quynh
Le Duc Anh
Assoc. Prof. Le
Nguyen Hau
1st Place in Student
Research Contest 2010.
Equivalent to 1st place
for VIFOTEC Prize 2010
The impact of ethnocentrism
and price level to customer’s
willingness to buy domestic
garments.
Tran Truc
Quynh
Le Duc Anh
Assoc. Prof. Le
Nguyen Hau
Awards in Student
Research contest
organized by Ministry of
Education and Training.
2012 Meeting the social demand of
qualified human resources:
Comments of firms on the
quality of graduated students.
8 SIM’s
students
Dr. Pham Ngoc
Thuy
MBA. Bui Huy
Hai Bich
Works dedicated to the
55th school anniversary.
The faculty staffs in SIM have also been involved in many research projects at all levels. The
total number of topics at all levels of faculty members in the years between 2010 and 2014 is
14 scientific projects. The faculty members also participate in the research projects of
Vietnam National University – Ho Chi Minh City and University of Technology to serve the
needs of local development. Statistics topics have been deployed in the department are
summarized in table below.
Table 27. Scientific research statistics of the lecturers of SIM
Year Lecturer’s name Total budged (Million VND)
Level
2010-2011 PhD. Nguyen Thu Hien 60 VNU–HCMC C level.
2011-2012 PhD. Pham Ngoc Thuy 265 VNU–HCMC Central level.
2012 PhD. Pham Ngoc Thuy Dedicated to the 55th HCMUT anniversary.
PhD. Pham Quoc Trung Dedicated to the 55th HCMUT anniversary.
2012-2013 Assoc. Prof. Le Nguyen Hau 40 VNU–HCMC C level.
M.Eng. Duong Vo Hung 45 VNU–HCMC C level.
PhD. Duong Nhu Hung 30 HCMC University of Technology level
PhD. Nguyen Manh Tuan 23 HCMC University of Technology level
MBA. Duong Thi Ngoc Lien 25 HCMC University of Technology level
BA. Le Duc Anh 25 HCMC University of Technology level
M.Eng. Duong Vo Hung 28 HCMC University of Technology level
M.Eng. Duong Vo Hung 30 HCMC University of Technology level
2013-2014 MBA. Le Thi Thanh Xuan 25 HCMC University of Technology level
MBA. Lai Van Tai 25 HCMC University of Technology level
68
Lecturers of the SIM have published in international scientific journals, national journals and
conference proceedings, participation at international/domestic seminars. Table 14.4
summarizes the data collected on the number of articles published in the period 2011 and
2012. It is important to note that the number of articles, which were done in the SIM,
published on international journal. This implies that the increase in quality of research carried
out by internal resources of the SIM. However, with the aim of enhancing the prestige of
science and the goal of becoming a research university, the SIM should further increase the
number of international publication.
Table 28. Publication numbers of SIM’s staffs and students
Journal 2010 2011 2012
International scientific journal 2 4 9
National scientific journal 21 5
International conference proceeding 1 3
Domestic conference proceeding 27
Total 3 52 17
69
CRITERION 15 - STAKEHOLDERS SATISFACTION
15.1. Student satisfaction
Every year or intake, the Faculty makes survey of students satisfaction.
Table 29. Survey on students’ satisfaction
Survey content % satisfaction
Intake 2006 Intake 2007 Intake 2008
Learning objective & curriculum 73.91 73.24 Incoming
Lecturer performance 95.65 80.99 Incoming
Support staff and activity 69.57 71.83 Incoming
Learning outcome 65.22 82.39 Incoming
Overall 65.22 88.03 Incoming
In general, students have satisfied to SIM education quality, it has increased form intake
2006 to 2007 by 65.22 to 88.03. it is a good result reflecting the continuous efforts to
improve quality of SIM.
However, lecturer performance dropped down from 95.65 to 80.99, is a weak point make an
attention for us to plan an improvement.
15.2. Alumni and enterprise satisfaction
The survey of enterprises’ opinion on quality of SIM students is given in table 15.2. The
enterprises give good comments on ability to apply professional knowledge, ability to self-
learning, self-developing.
Table 30. Survey on enterprise’s satisfaction
Items Average grade * Benchmark to the best faculty
Professional knowledge 3.82 3.83
English skill 3.61 3.66
problem solving skill 3.67 3.81
Team work skill 3.97 4.12
Self-learning, self-developing 4.08 4.08
Satisfaction of enterprise 4.05 4.05
(Source: Pham Ngoc Thuy, 2012)
(*) Grade: (1) Very Poor; (2) Poor; (3) Medium; (4) Good; (5) Excellent
In general, enterprises are satisfied with SIM students’ qualification. As shown in table 15.2,
all of criteria are scored more than three, i.e. from rather good to good. And, benchmark to
other faculties, SIM is the best faculty in the eyes of enterprise.
70
PART 3 – STRENGTH AND WEAKNESS
ANALYSIS
71
STRENGTH ANALYSIS
Some strong points of SIM include:
- The program content shows a good balance between generic and specialized skills and knowledge
- The teaching and learning strategy is student oriented and stimulates quality learning - The staff are sufficient to deliver the curriculum adequately - The student admission process is adequate - The laboratories are adequate and up-to-date - There is a clear plan on the needs for training and development of both academic
and support staff
72
WEAKNESS ANALYSIS
Some weak points of SIM include:
- Similar to other faculties’ situation, the income of lecturers is still low. - The expected learning outcomes don’t reflect clearly the requirements of the
stakeholders - Accountability of the staff members is well regulated - The library is not adequate and out-of-date - The level of research activities by academic staff and students is not satisfactory
73
IMPROVEMENT PLAN
In order to improve the overall quality of SIM, we are conducting several activities in parallel
(from now to the end of this year):
- Re-design our expected learning outcome and program according to CDIO standards - Re-structure key business processes based on ISO criteria - Apply information system to support educational processes and administration
activities - Improving the bonus/ salary system and other incentive methods.
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CHECKLIST ON THE QUALITY OF THE PROGRAM
Criteria 1 2 3 4 5 6 7
1. Expected Learning Outcomes
1.1 The expected learning outcomes have been clearly formulated and translated into the program
X
1.2 The program promotes life - long learning X
1.3 The expected learning outcomes cover both generic and specialized skills and knowledge
X
1.4 The expected learning outcomes clearly reflect the requirements of the stakeholders
X
Overall Opinion X
2. Program Specification
2.1 The university uses program specifications X
2.2 The program specification shows the expected learning outcomes and how these can be achieved
X
2.3 The program specification is informative, communicated, and made available to the stakeholders
X
Overall Opinion X
3. Program Structure and Content
3.1 The program content shows a good balance between generic and specialized skills and knowledge
X
3.2 The program reflects the vision and mission of the university X
3.3 The contribution made by each course to achieving the learning outcomes is clear
X
3.4 The program is coherent and all subjects and courses have been integrated
X
3.5 The program shows breadth and depth X
3.6 The program clearly shows the basic courses, intermediate courses, specialized courses & final project, thesis or dissertation
X
3.7 The program is up-to-date X
Overall Opinion X
4. Teaching and Learning Strategy
4.1 The faculty or department has a clear teaching and learning strategy
X
4.2 The teaching and learning strategy enables students to acquire and use knowledge academically
X
4.3 The teaching and learning strategy is student oriented and stimulates quality learning
X
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4.4 The teaching and learning strategy stimulates action learning and facilitates learning to learn
X
Overall Opinion X
5. Student Assessment
5.1 Student assessment covers student entrance, student progress and exit tests
X
5.2 The assessment is criterion-referenced X
5.3 Student assessment uses a variety of methods X
5.4 Student assessment reflects the expected learning outcomes and the content of the program
X
5.5 The criteria for assessment are explicit and well-known X
5.6 The assessment methods cover the objectives of the curriculum
X
5.7 The standards applied in the assessment are explicit and consistent
X
Overall Opinion X
6. Academic Staff Quality
6.1 The staff are competent for their tasks X
6.2 The staff are sufficient to deliver the curriculum adequately X
6.3 Recruitment and promotion are based on academic merits X
6.4 The roles and relationship of staff members are well defined and understood
X
6.5 Duties allocated are appropriate to qualifications, experience and skills
X
6.6 Staff workload and incentive systems are designed to support the quality of teaching and learning
X
6.7 Accountability of the staff members is well regulated X
6.8 There are provisions for review, consultation, and redeployment
X
6.9 Termination, retirement are planned and well implemented X
6.10 There is an efficient appraisal system X
Overall Opinion X
7. Support Staff Quality
7.1 The library staff are competent and adequate in providing a satisfactorily level of service
X
7.2 The laboratory staff are competent and adequate in providing a satisfactorily level of service
X
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7.3 The computer facility staff are competent and adequate in providing a satisfactorily level of service
X
7.4 The student services staff are competent and adequate in providing a satisfactorily level of service
X
Overall Opinion X
8.Student Quality
8.1 There is a clear student intake policy X
8.2 The student admission process is adequate X
8.3 The actual study load is in line with the prescribed load X
Overall Opinion X
9. Student Advice and Support
9.1 There is an adequate student progress monitoring system X
9.2 Students get adequate academic advice, support and feedback on their performance
X
9.3 Mentoring for students is adequate X
9.4 The physical, social and psychological environment for the student is satisfactory
X
Overall Opinion X
10. Facilities and Infrastructure
10.1 The lecture facilities (lecture halls, small course rooms) are adequate
X
10.2 The library is adequate and up-to-date X
10.3 The laboratories are adequate and up-to-date X
10.4 The computer facilities are adequate and up-to-date X
10.5 Environmental health and safety standards meet requirements in all respects
X
Overall Opinion X
11. Quality Assurance of teaching & learning process
11.1 The curriculum is developed by all teaching staff members X
11.2 The curriculum development involves students X
11.3 The curriculum development involves labor market X
11.4 The curriculum is regularly evaluated at reasonable time periods
X
11.5 Courses and curriculum are subject to structured student evaluation
X
11.6 Feedback from various stakeholders is used for improvement X
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11.7 The teaching and learning process, assessment schemes, the assessment methods and the assessment itself are always subject to quality assurance and continuous improvement
X
Overall Opinion X
12. Staff Development Activities
12.1 There is a clear plan on the needs for training and development of both academic and support staff
X
12.2 The training and development activities for both academic and support staff are adequate to the identified needs
X
Overall Opinion X
13. Stakeholders Feedback
13.1 There is adequate structured feedback from the labor market X
13.2 There is adequate structured feedback from the students and alumni
X
13.3 There is adequate structured feedback from the staff X
Overall Opinion X
14. Output
14.1 The pass rate is satisfactory and dropout rate is of acceptable level
X
14.2 Average time to graduate is satisfactory X
14.3 Employability of graduates is satisfactory X
14.4 The level of research activities by academic staff and students is satisfactory
X
Overall Opinion X
15. Stakeholder Satisfaction
15.1 The feedback from stakeholders is satisfactory X
Overall Opinion X
Overall verdict X
HCM City, June 14, 2013
Dean
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APPENDIX
79
EVIDENCES OF CRITERION 1 – EXPECTED LEARNING OUTCOMES
CODE EVIDENCE NAME NOTE 1.1 Academic council meeting minutes
1.2 Annually reports of SIM
1.3 SIM surveys of business assessment on SIM graduates
1.4 Business feedback report
1.5 Alumni feedback report
1.6 Students feedback report 1.7 Expected learning outcomes (public on website) 1.8 Program specification 1.9 Information System for support Academic Administration activities of
School of Industrial Management
1.10 Information System for Online Survey of students' opinion 1.11 Online survey experience sharing meeting minutes 1.12 SIM's feedback on students' survey results
80
EVIDENCES OF CRITERION 2 – PROGRAM SPECIFICATION
CODE EVIDENCE NAME NOTE 2.1 Students’ Handbook 2012 2.2 Academic affair regulation 2012 9.1 2.3 Full Syllabus 2009 2.4 Matrix of expected learning outcomes and program specification 3.1 2.5 Academic council meetings’ minutes 1.1 2.6 Orientation meetings’ minutes 2.7 Curriculum of Course Major Introduction 2.8 Minister of Education program framework
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EVIDENCES OF CRITERION 3 – PROGRAM STRUCTURE AND
CONTENT
CODE EVIDENCE NAME NOTE 3.1 Matrix of expected learning outcomes & program specification 3.2 Program mapping with other universities inside and outside of VN 3.3 Comparison between current program and ABET criteria 3.4 Full program syllabus 2.3 3.5 Invitation letter to Meeting of VNU-HCM about deployment of CDIO
project in member schools/ universities
3.6 Suggesting program for CDIO project at SIM 3.7 Academic calendar 3.8 SIM regulation about choosing majors 1.8 3.9 List of students & their thesis 3.10 List of thesis examiners 3.11 Thesis schedule 3.12 Thesis evaluation regulation 3.13 Thesis procedure 3.14 List of students – internship 3.15 Internship evaluation regulation 3.16 Internship report
82
EVIDENCES OF CRITERION 4 – TEACHING & LEARNING
STRATEGY
CODE EVIDENCE NAME NOTE 4.1 Development strategy of HCMUT 2011-2015 4.2 BK e-learning system
http://e-learning.hcmut.edu.vn/
4.3 Strategic direction of HCMUT in quality assurance 4.4 Strategic direction of SIM 2012-2017 4.5 List of companies accepting internship students 4.6 Internship regulation 3.15 4.7 Final Thesis regulation 3.12 4.8 List of seminars in 2012 4.9 HCMUT annual handbook 4.10 Training document for self-assessment report by AUN-QA
83
EVIDENCES OF CRITERION 5 – STUDENT ASSESSMENT
CODE EVIDENCE NAME NOTE 5.1 Trading quota & competitive ratio 5.2 Course syllabi of Project Planning And Analysis For Engineers 5.3 Program specification (2013) 1.8 5.4 Example Test of MIS course 5.5 Example Mark List of MIS course 5.6 Full Course syllabus 2.3 5.7 Internship evaluation regulation 3.15 5.8 Thesis evaluation regulation 3.12
84
EVIDENCES OF CRITERION 6 – ACADEMIC STAFF QUALITY
CODE EVIDENCE NAME NOTE 6.1 Decree 117/2003/NĐ-CP on recruitment & using officer, lecturer 6.2 Decision on raising basic salary & salary calculation for lecturer 6.3 Decision on changing funding for lecture hours 6.4 Decision on bonus for holidays of HCMUT staff 6.5 Reward and discipline process, awards 6.6 Regulation on trainee lecturers
85
EVIDENCES OF CRITERION 7 – SUPPORT STAFF QUALITY
CODE EVIDENCE NAME NOTE 7.1 Recruitment procedure for support staff 7.2 English degree of support staff (National certificate – level B) 7.3 Certificate of finishing course in administration management
86
EVIDENCES OF CRITERION 8 – STUDENT QUALITY
CODE EVIDENCE NAME NOTE 8.1 HCMUT annual handbook 4.9 8.2 Students’ Handbook 2012 2.1 8.3 HCMUT's academic affair website (http://aao.hcmut.edu.vn/) 8.4 SIM website (http://www.sim.edu.vn/) 8.5 HCMUT website (http://www.hcmut.edu.vn) 8.6 VNU-HCM website (http://www.vnuhcm.edu.vn/)
87
EVIDENCE OF CRITERION 9 – STUDENT ADVICE & SUPPORT
CODE EVIDENCE NAME NOTE 9.1 Academic Affairs Office’s regulation 9.2 Handbook of academic advising 9.3 Course syllabus 2.3 9.4 Courses’ score distribution 5.2 9.5 Bach Khoa e-Learning system 4.2 9.6 SIM forum 9.7 List of Academic advisors 9.8 Letter which is sent to student’s family at the end of every semester 9.9 Academic warning and dismissal 9.10 Student Activities Office 9.11 Freshman orientation meeting 9.12 Job fairs 9.13 Class meeting each semester 9.14 Student meeting and survey 9.15 Youth Union and Student Association 9.16 HCMUT Dormitory 9.17 HCMUT bus system 9.18 Faculty scholarships and list of students who got scholarships 9.19 Activities of the Youth Union and Student Association 9.20 Medical Office 9.21 Psychological Counseling Office
88
EVIDENCE OF CRITERION 10 – FACILITIES AND
INFRASTRUCTURE
CODE EVIDENCE NAME NOTE 10.1 HCMUT’s brochure 10.2 SIM’s brochure 10.3 Public information of HCMUT on infrastructure & staff 10.4 Public information of HCMUT on financial expenditure 10.5 User’s guide of Simulation Lab 10.6 Regulation on operation of Simulation Room 10.7 Regulation on Fire safety insurance
89
EVIDENCE OF CRITERION 11 - QUALITY ASSURANCE OF
TEACHING AND LEARNING PROCESS
CODE EVIDENCE NAME NOTE 11.1 Decision on establishment of Quality assurance Office, No.49/QĐ-ĐHBK,
April 19th2005
11.2 Decision on establishment of Education’s Inspectors Committee, No.88/QĐ-ĐHBK, June 23rd 2006
11.3 Decision on establishment of Quality assurance Team, No. 25/QĐ-QLCN, April 10th 2013
11.4 Decision on establishment of deployment teams of Quality assurance, No. 37/QĐ-QLCN, April 22nd 2013
11.5 Quality assurance team meetings' minutes 11.6 Decision on establish Scientific committee and list of scientific committee
members
11.7 Dispatch No115/ĐHBK on survey process 11.8 Student conference 11.9 Survey questionnaires about educational quality 11.10 Forum: http://www.daotao.hcmut.edu.vn:8080/forum/ 11.11 Examination Schedule http://www.aao.hcmut.edu.vn/xemlichthi/kiemtra 11.12 Students’ transcript http://www.aao.hcmut.edu.vn/xembangdiem 11.13 Survey on employability of graduated students 1.5 11.14 Deming, W. Edwards (1986). Out of the Crisis. MIT Center for Advanced
Engineering Study
11.15 World Conference on Higher Education (1998). The World Declaration on Higher Education for the Twenty First Century: Vision and Action.
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EVIDENCE OF CRITERION 12 – STAFF DEVELOPMENT ACTIVITIES
CODE EVIDENCE NAME NOTE 12.1 Plan for PhD. study of academic staff from 2012-2017 12.2 Decision of Rector for sending lecturer to foreign institution for higher
education
12.3 Promise of sending lecturer to return after graduation 12.4 English degree of support staff (National certificate – level B) 7.2 12.5 Certificate of finishing course in administration management 7.3 12.6 Recruitment procedure
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EVIDENCES OF CRITERION 13 – STAKEHOLDERS FEEDBACK
CODE EVIDENCE NAME NOTE 13.1 Survey on employability of graduated students 1.5 13.2 Questionnaire about lecturer and educational quality 13.3 SIM surveys of business assessment on SIM graduates 1.3 13.4 Business feedback report 1.4
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EVIDENCES OF CRITERION 14 – OUTPUT
CODE EVIDENCE NAME NOTE 14.1 List of public scientific papers of SIM's lecturers (2011, 2012) 14.2 List of research topic of SIM members 14.3 List of research topic of SIM's students 14.4 Student recruitment and graduation statistics (1992-2012)
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EVIDENCES OF CRITERION 15 – STAKEHOLDERS SATISFACTION
CODE EVIDENCE NAME NOTE 15.1 Survey on employability of graduated students 1.5 15.2 Questionnaire about lecturer and educational quality
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