Overall Evidence
Core Evidence
Structure of Proofs
Full SAR
Additional Evidence
Tasks Tracking
About
Cover
ABBREVIATION
LIST OF FIGURES
LIST OF TABLES
EXECUTIVE SUMMARY
PART 1: INTRODUCTION
1. OVERVIEW OF UNIVERSITY, DEPARTMENT AND TRAINING PROGRAM
1.1. Vietnam National University Ho Chi Minh City
1.2. University of Economics and Law
1.3. Introduction to Faculty of Information Systems
PART 2: SELF-ASSESSMENT OF ACADEMIC PROGRAM UNDER AUN-QA STANDARDS
1. CRITERION 1 - EXPECTED LEARNING OUTCOMES
1.1. The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university
1.2. The expected learning outcomes cover both subject specific and generic learning outcomes (Soft skills)
1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders
2. CRITERION 2 – PROGRAM SPECIFICATION
2.1. The information in the program specification is comprehensive and up-to-date
2.2. The information in the course specification is comprehensive and up-to-date
2.3. The program and course specifications are communicated and made available to the stakeholders
3. CRITERION 3- PROGRAM STRUCTURE AND CONTENT
3.1. The curriculum is designed based on constructive alignment with the expected learning outcomes
3.2. The contribution made by each course to achieve the expected learning outcomes is clear
3.3. The curriculum is logically structured, sequenced, integrated and up-to-date
4. CRITERION 4 – TEACHING AND LEARNING APPROACH
4.1. The educational philosophy is well articulated and communicated to all stakeholders
4.2. Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes
4.3. Teaching and learning activities are enhanced lifelong learning
5. CRITERION 5 - STUDENT ASSESSMENT
5.1. The student assessment is constructively aligned to the achievement of the expected learning outcomes
5.2. The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students
5.3. Methods including assessment rubrics and marking schemes are used to ensure validity,reliability and fairness of student assessment
5.4. Feedback of student assessment is timely and helps to improve learning
5.5. Students have ready access to appeal procedure
6. CRITERION 6 - ACADEMIC STAFF QUALITY
6.1. Academic staff planning is carried out to fulfill the needs for education, research and service
6.2. Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service
6.3. Recruitment and selection criteria for appointment, assignment and promotion, including ethical and academic freedom standards are clearly defined and disseminated to stakeholders
6.4. The competence of lecturers are clearly defined and evaluated
6.5. Training and developmental needs of academic staff are identified and activities are implemented to fulfill them
6.6. Performance management of lecturers (including rewards and recognition) is implemented to motivate and support education, scientific research and community services
6.7. The types and quantity of research activities by lecturers are established, monitored and benchmarked for improvement
7. CRITERION 7- SUPPORT STAFF QUALITY
7.1. Support staff planning is carried out to fulfill the needs for education, research and service
7.2. Recruitment and selection criteria for appointment, and promotion are determined and communicated
7.3. Competences of support staff are identified and evaluated
7.4. Training and developmental needs of the support staff for professional purposes are identified and there are activities implemented to fulfill these needs
7.5. Performance management including rewards and recognition is implemented to motivate and support education, research and community service
8. CRITERION 8 – STUDENT QUALITY AND SUPPORT
8.1. The student intake policy and admission criteria are defined, communicated, published, and up-to-date.
8.2. The methods and criteria for the selection of students are determined and evaluated.
8.3. There is an adequate monitoring system for student progress, academic performance, and workload
8.4. Academic advising, co-curricular activities, student competition, and other student support services are available to improve learning and employability
8.5. The physical, social and psychological environment is conducive for education and research as well as personal well-being
9. CRITERION 9- FACILITIES AND INFRASTRUCTURE
9.1. The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research
9.2. The library and its resources are adequate and updated to support education and research
9.3. The laboratories and equipment are adequate and updated to support education and research
9.4. The IT facilities (including e-learning infrastructure) are adequate and updated to support education and research
9.5. The standards for environment, health and safety are defined and implemented; pay attention to the specific needs of disabled people
10. CRITERION 10 - QUALITY ASSURANCE PROCESS
10.1. Stakeholders’ needs and feedback serve as input to curriculum design and development.
10.2. The curriculum design and development process is established and subjected to evaluation and enhancement of quality
10.3. The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment
10.4. Research output is used to enhance teaching and learning
10.5. Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement
10.6. The feedback mechanisms from staff, lecturers, learners and alumni are systematic and subjected to evaluation and enhancement.
11. CRITERION 11 – OUTPUT
11.1. The pass rates and dropout rates are established, monitored and benchmarked for quality improvement
11.2. The average time to graduate is established, monitored and benchmarked for quality improvement
11.3. Employment rate of graduates is established, monitored and benchmarked for improvement
11.4. The types and quantity of research activities by students are established, monitored and benchmarked for improvement
11.5. The satisfaction levels of stakeholders are identified, monitored and matched for improvement
PART 3: STRENGTHS AND WEAKNESSES ANALYSIS
A. STRENGTHS, WEAKNESSES, AND IMPROVEMENT PLANS
B. BACHELOR OF MANAGEMENT INFORMATION SYSTEM PROGRAM SELF-ASSESSMENT RESULTS
PART 4: APPENDIX
APPENDIX 1.1 Expected learning outcomes
APPENDIX 1.2 Matrix of the compatibility between mission, vision of UEL, FIS and the expected learning outcomes
APPENDIX 2.1 Program Specifications MIS (2019)
APPENDIX 2.2 Analysis of changes of study program in the last 5 years
APPENDIX 2.3: COURSE SPECIFICATIONS
APPENDIX 3.1 The structure of MIS program 2019
APPENDIX 3.2: Process of adjusting study programs according to CDIO in 2016
APPENDIX 4.1: The Relationship between expected learning outcomes and educational philosophy
APPENDIX 5.1: Monitoring process of resolving complaints of students
APPENDIX 6.1 FTEs of Lecturers - FIS
APPENDIX 6.2 List of Conferences organized/hosted by FIS till 06/2020
APPENDIX 6.3 List of conference papers till 6/2020
APPENDIX 6.4 List of scientific research published in the journal till 6/2020
APPENDIX 6.5 List of textbooks published from 2015 to 06/2020
APPENDIX 6.6 STATISTICS SCIENTIFIC RESEARCH PRODUCTS OF FIS AND UEL
APPENDIX 7.1: Number of support staff till 06/2020
APPENDIX 8.1 Topics and activities are organized for students
APPENDIX 9.1. E-learning application at FIS