ABBREVIATION
ADSL Asymmetric Digital Subscriber Line
ASEAN Association of Southeast Asian Nations
AUN ASEAN University Network
AUN QA Network is established as the ASEAN quality assurance network
BI LAB Business Intelligence Labory
CDIO Conceive - Design - Implement - Operate
FIS Faculty of Information Systems
MIS Management Information System
MOET Ministry of Education and Training
NDE National Defense Education
PE Physical Education
UEL University of Economics and Law
UNESCO United Nations Educational Scientific and Cultural Organization
VNU-HCM Vietnam National University Ho Chi Minh City

LIST OF FIGURES
Figure 0-1 Structure of UEL
Figure 0-2 Organizational structure of FIS
Figure 1-1 The process of development of expected learning outcome of the MIS program
Figure 1-2 Survey results of learning outcomes of curriculum of stakeholders
Figure 3-1 Curriculum construction process of the MIS program
Figure 3-2 The Curriculum Structure of the MIS program from 2011 to 2019
Figure 3-3 Structure of blocks of knowledge in the block of general knowledge
Figure 6-1 Structure of academic staff period 2015-2020
Figure 6-2 Recruitment process at UEL
Figure 6-3 Students' feedback and results for teaching quality improvement
Figure 6-4 Progress of making and deploying training plan, developing professional knowledge for academic staff
Figure 10-1 Process of improving MIS program from stakeholder’s feedback
Figure 10-2 Procedure for reviewing the teaching and learning process
Figure 10-3 Mechanism of collecting feedback from stakeholders
Figure 10-4 Improve teaching quality of Programming Techniques course
Figure 11-1 Rate of completed scientific research topics of students based on the registration quantity
Figure 11-2 Survey of graduates’ satisfaction with courses

LIST OF TABLES
Table 0-1 Study programs provided by FIS
Table 1-2 The expected learning outcomes of the MIS program were designed by approaching CDIO
Table 1-2 Matrix of the compatibility between mission, vision of UEL, FIS and the expected learning outcomes
Table 1-3 Proportion rate of knowledge group in the expected learning outcomes
Table 3-1 Relationship between courses and program expected learning outcomes
Table 3-2 Curriculum comparison of the MIS Program – UEL compared with other universities.
Table 3-3 MIS Program Structure
Table 4-1 Summary of active teaching methods used by academic staff
Table 5-1 Satisfaction of MIS students for learning outcome assessment
Table 5-2 Conversion of the evaluation scale
Table 6-1 Academic staff developing plan until 2025
Table 6-2 Academic staff in the MIS program (2015-2019)
Table 6-3 Average teaching time per year of each lecturer (2015-2019)
Table 6-4 FTE* Workload (Academic year 2018-2019)
Table 6-5 Staff-to-Student ratio * in period 2015-2019
Table 6-6 Summary of workshops, seminars and learning activities of FIS (2015-2020)
Table 6-7 Average numbers of annual scientific research hours at FIS
Table 6-8 Scientific research products
Table 7-1 Number of support staff
Table 8-1 Total Number of Students of MIS at FIS
Table 8-2 Enrollment situation of MIS at FIS
Table 8-3 Study volume of MIS Program each semester
Table 9-1 Summary of Resources of the university’s library and Central library until Dec 31st 2019
Table 9-2 Feedback results from students on facilities and equipment
Table 9-3 The statistics of computers serving teaching, learning and research
Table 10-1 Results of improving support services and facilities
Table 11-1 Statistics of graduation and dropout rate of the course
Table 11-2 Comparing graduation rates of students MIS - FIS - UEL
Table 11-3 Employment rate of MIS Students after graduation
Table 11-4 Statistics of scientific research of the students
Table 11-5 Satisfaction of students with support staff
Table 11-6 Students’ satisfaction with facilities
Table 11-7 Survey results of alumni’s satisfaction with the MIS program 2019
Table 11-8 Survey results of employers about the MIS program 2019

EXECUTIVE SUMMARY

   Faculty of Information Systems (FIS), the University of Economics and Law (UEL), Vietnam National University Ho Chi Minh City (VNU-HCM) would like to introduce “Report on self-assessment of Management Information System (MIS) study program according to AUN-QA standards”. This self-assessment report is a product of the self-review process of teaching quality, learning and outcomes, based on careful consideration of the structure and content of the program, resources as well as the effectiveness of a study program. The purpose of this self-assessment process is to continually improve the quality assurance system. This is also an opportunity for the support staff and academic staff to review the quality assurance system and contribute to building up a quality improvement plan in the following years.

The self-assessment report is divided into 4 parts:

Part 1. Introduction

Part 1 focuses on introducing the VNU-HCM, UEL, FIS and Quality Assurance System of the University and the Faculty.

Part 2. Content of self-assessment report according to AUN-QA criteria

Part 2 explains in detail 11 criteria according to AUN-QA standards for the training of MIS.

Part 3. Strengths, weaknesses and improvement plans

Part 3 analyzes strengths and weaknesses as well as proposing improvement plans of MIS.

Part 4. Appendices

Part 4 provides a list of appendices and reports/figures.

   The report has been prepared in accordance with the 3rd version of AUN-QA Model for Programme Level, based on accurate data and relevant information. It demonstrates the processes adopted by the Faculty to mobilize and control resources in order to satisfactorily meet the criteria set by AUN. This self assessment report also plays an important role in facilitating continuous improvement, an essential element in the quality assurance process of the Faculty of Information Systems and University of Economics and Law.

   After a careful examination of all quality aspects of the programme based on the data and evidence that show the degree to which all criteria set by the AUN are met, the overall rating the

   Bachelor of Management Information Systems program given by the Faculty is 4.72.

PART 1
INTRODUCTION

1. OVERVIEW OF UNIVERSITY, DEPARTMENT AND STUDY PROGRAM

1.1. Vietnam National University Ho Chi Minh City

   Vietnam National University Ho Chi Minh City (VNU-HCM) is one of the two university systems which have a wide reputation in Vietnam. Founded on January 27, 1995, in accordance with Decree 16 / CP of the Government, VNU-HCM currently consists of 07 member universities, 01 research institute, 01 faculty and several research centers. VNU-HCM is a multidisciplinary training center of international standards, in order to provide human resources to meet the requirements of socio-economic development in Southern provinces and throughout the country in the context of extensive international integration and fierce competition.

   Vision: VNU-HCM aims to be a top university system in Asia, the convergence of Vietnamese science, technology, culture and knowledge.

   Mission: VNU-HCM is a place to gather talented academic staff and students, train high-quality human resources and create important scientific research projects; a leader in innovation, making important contributions to the country's development and promoting social progress.

   Objectives: In the 2016-2020 period, VNU-HCM's strategy is formulated with the following general goals: Developing the system and improving the VNU-HCM complex model (system) on the basis of an autonomous university with accountability and corresponding responsibility.

   Core values: VNU-HCM is trying to form a national university with a distinct culture, taking basic human values as the foundation for sustainable development. At the same time, it is a place that fosters dreams and wish for academic freedom, exploration, creative research and life-long learning. Based on that educational philosophy, VNU-HCM aims to:

      Strive for the comprehensive development of human with student-centered approach.

      Improve the quality of education which is always the primary concern for all activities,

      Promote independence and creativity in research and scientific creation,

      Boost interconnection and international cooperation that are the key for development,

      Appreciate professionalism and efficiency in management,

      Engage and serve the community.

   By 2019, VNU-HCM has quite strong teaching and researching staff with 6,090 staff (2,968 academic staff, 2,381 administrative officers and 741 researchers), including 330 Professors and associate Professor, 1,002 PhDs and 2,461 Masters. The training scale of the VNU-HCM is currently about 64,336 students, annually providing the country with thousands of graduates and postgraduates. In 2019, VNU-HCM provided 12,882 regular university graduates with 987 talented engineers / bachelors, 1,487 asters and PhDs.

1.2. University of Economics and Law

   UEL, a member of VNU-HCM, was established under Decision No. 377 / QD-TTg on 24/03/2010 of the Prime Minister. The establishment of the UEL plays an important role in implementing the objectives to build and develop VNU-HCM as a multidisciplinary university, postgraduate research and technological research center in high-quality fields and advanced level. In order to meet the objectives of building and developing VNU-HCM, UEL has built its vision, mission, and objectives in the period 2016-2020 as follows:

Vision: UEL develops under scientific research orientation. By the year 2030, UEL will become:

- Training facilities of international standards, ranked among prestigious universities in Asia, students with full capacity to work in the global environment.

- Vietnam's leading center for scientific research and policy consultancy in the fields of economics, law, and management.

Mission: Promoting social development and progress through research, training and the provision of high-quality services in the fields of economics, law, and management.

Core values: Unity, Excellence, and Leadership

Main objectives in the period 2016 - 2020:

- Develop a model of modern university governance (Smart University) in the direction of an autonomous university.

- Build basic premises for a research-oriented university.

- Standardize study programs to meet ASEAN and international standards.

[C00.00.01]

   Over the years, the University has built a team of highly qualified officials and academic staff, including a number of prestigious leading experts who meet the requirements of training and research in the direction of quality. In June 2020, the total number of staff of the University is 384: including 225 academic staff and 159 support staff. The contingent of academic staff with postgraduate qualifications accounts for 100%, including 1 professor, 18 associate professors, 57 doctors of science and doctorate, 149 masters; more than 45% of them have received postgraduate education abroad; 25% of the staff are capable of professional teaching in English and French, as well as participating in joint study programs internationally.[C00.00.02]

Figure 0-1 Structure of UEL

   Education activities are constantly developing. The University provides 41 educational programs at the bachelor level, 9 educational programs at master level, 6 doctoral study programs. Moreover, the training scale up to June 2020 is 7,688 students, 900 postgraduate students, and 80 doctoral candidates.[C00.00.03]

1.3. Introduction to Faculty of Information Systems

   The forerunner was the Department of Management Informatics, the FIS was established on Decision No 96/QĐ-ĐHKTL-CREDITSHC on July 1st, 2010 by the rector of UEL. [C00.00.04]

Vision: By 2030, the FIS will become a prestigious leading training and research unit in the subject-specific area of MIS and E-commerce nationwide and in South East Asia. Moreover, the students are qualified for worldwide and professional working requirements.

Mission: To promote the development and social improvement via high-quality training and scientific research on MIS and E-commerce.

Objectives:

   - Develop and implement study programs from undergraduate to postgraduate in the direction of modernity and advance to ensure that students are capable of working, independent research and lifelong learning ability in international integration.

   - Improve academic and applied research capacities to promote the country's development through key research topics and projects; strengthen research and training cooperation with foreign partners.

   - Enhance cooperation with prestigious domestic and foreign organizations and enterprises; linking theory to practice so that students can approach reality, modern organization and management in the field of expertise.

[C00.00.05]

   In order to achieve the mission and vision of the FIS and UEL, the Faculty has set specific goals by 2030:[C00.00.06]

   - Building teaching staff with high qualifications in teaching and scientific research.

   - Developing programs to keep up with regional and international education levels.

   - Creating the best learning and research environment for students and researchers.

   - Promoting international cooperation in training and scientific research.

Table 0-1 Study programs provided by FIS

No. Program Level Year
1 MIS Bachelor From 2004
2 MIS High-quality Bachelor From 2016
3 E-commerce Bachelor From 2014
4 E-commerce High-quality Bachelor From 2017

Currently, academic staff participating in training and research activities include as follows:

Full-time academic staff: 20 staff. In which, there are 02 academic staff who are doctoral, 8 academic staff and researchers who are doing postgraduate (04 domestic PhDs and 04 foreign PhD students), and the remaining 10 academic staff, researchers and experts are all holding Master’s degrees; 5/20 (25%) of the academic staff received training from developed countries such as Russia, South Korea, Taiwan and some other prestigious domestic training institutions. [C00.00.07]

   - Part-time academic staff: 02 doctoral academic staff. [C00.00.08]

   - Sessional academic staff: academic staff who are experts in MIS and E-commerce. In addition, there are organization representatives involved in education and research activities. [C00.00.09], [C00.00.10]

Figure 0-2 Organizational structure of FIS

Outstanding achievements that FIS has achieved in recent years are:

- Offering a bachelor's degree with output quality that meets the requirements of high-quality human resources of the society, 100% of the graduates of the Faculty were in employment within 3-6 months after graduating. [C00.00.11].

- In the period of 2015-2020, the Faculty has more than 50 reports at scientific conferences and 30 articles published on domestic and international journals; published 11 textbooks and reference materials; and carried out 22 scientific research projects at all levels. [C00.00.12],[C00.00.13] , [C00.00.14].

- From 2012 to 2020, the Faculty organized and co-organized successfully 02 Scientific Conferences, 02 National Scientific Conferences, and 03 International Scientific Conferences. Moreover, students have won many university-level scientific research awards and Eureka awards. [C00.00.15], [C00.00.16]

- Website: https://is.uel.edu.vn/

PART 2
SELF-ASSESSMENT OF
ACADEMIC PROGRAM
UNDER AUN-QA
CRITERIA

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

   The expected learning outcomes have aligned with the mission, vision and objectives of UEL, FIS based on educational philosophy of UNESCO: “Learn to know, Learn to do, Learn to be, Learn to live together”, as well as requirements from stakeholders and social needs, and completed based on feedback of Faculty Scientific and Educational Council and University Scientific and Educational Council at university. [C01.01.01], [C01.01.02], [C01.01.03], [C01.01.04], [C01.01.05], [C01.01.06], [C01.01.07], [C01.01.08]

Figure 1-1 The process of development of expected learning outcome of the MIS program

    The expected learning outcomes of the MIS program were designed including knowledge, soft skills and capacity for forming conceiving, designing, implementing and operating (Table 1.1) through the CDIO approach since 2016 [C01.01.09]. It was applied in 2017 and checked twice a year. The base of development of expected learning outcomes of MIS is described in Figure 1.1[C01.01.10]

Table 1-1 The expected learning outcomes of the MIS program were designed by approaching CDIO [APPENDIX 1.1]

LO Content Level(*)
LO 1 Professional knowledge and reasonings of the MIS program 5
LO 1.1 Basic science knowledge related to the MIS program 5
LO 1.2 Fundamental knowledge of the MIS program 5
LO 1.3 Specialized knowledge of the MIS program 5
LO 2 Skills, personal and professional qualities 5
LO 2.1 MIS reasoning and problem solving 5
LO 2.2 Experimentation and knowledge discovery 5
LO 2.3 Systems thinking 5
LO 2.4 Personal skills and attitudes 5
LO 2.5 Professional skills and attitudes 5
LO 3 Teamwork and communication skills 4
LO 3.1 Teamwork skills 4
LO 3.2 Communication skills 4
LO 3.3 Communication in a foreign language 4
LO 4 Conceiving, designing, implementing, and operating Products, processes & systems 5
LO 4.1 Social, environment and other backgrounds out of the system 5
LO 4.2 Enterprise and business context 5
LO 4.3 Conceiving 5
LO 4.4 Designing 5
LO 4.5 Implementing 5
LO 4.6 Operating 5

(*): Bloom’s Taxonomy: 1: Knowledge, 2: Understanding, 3: Application, 4: Analysis, 5: Synthesis, 6: Evaluation

   In the development progress of expected learning outcomes of the MIS curriculum, mission and vision of UEL are explicit and known to staff and students [C00.00.01]. Table 1.2 shows the compatibility between goals and expected learning outcomes of the MIS curriculum, mission and vision of UEL. Expected learning outcomes are to train human resources by using the capacity for analyzing, consulting, designing, developing and deploying information system methods to solve problems relating to business and management. It helps to fulfill social demand and high-quality human resources in the era of industrialization and modernization of the country and international integration

Table 1-2 Matrix of the compatibility between mission, vision of UEL, FIS and the expected learning outcomes [APPENDIX 1.2]

Mission and vision of UEL Mission and vision of FIS Expected learning outcomes
Mission: To impulse social development and improvement through research, training and supplying high-quality services in economics, laws and management. Mission: To impulse social development and improvement through high-quality training and research in MIS and E-commerce. LO 1.1, LO 1.2, LO 1.3 LO 2.1, LO 2.3, LO 3.3, LO 4.3
Vision: UEL develops according to university orienting research, by 2030 will become as follows: Vision: By 2030, FIS of UEL will become the top prestigious training and scientific research unit in Vietnam in MIS and E-commerce reaching Asian standards, students are eligible to work in a global environment. LO 2.2
A training establishment reaching the international standards, ranked in one of the prestigious universities in Asia, students are eligible to work in a global environment. LO 1.1, LO 1.2, LO3.1, LO 3.2, LO 4.1, LO 4.2
The top policy consulting and scientific research center in Vietnam in the fields of economics, laws and management. LO 2.4, LO 2.5, LO 4.3, LO 4.4, LO 4.5, LO 4.6

1.2. The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes)

   The expected learning outcomes of the MIS Programme that were built in accordance with the CDIO approach in 2016 provide students with overall development related to knowledge, skills, attitudes and occupational practice capacity (C-D-I-O Capacity) at Faculty of Information System (Table 1.3). The knowledge, skills, attitudes and professional practice competences are based on general, fundamental, and subject-specific knowledge. The detailed description is shown in the matrix of the expected learning outcomes and courses in the curriculum. [C01.02.01]

Table 1-3 Proportion rate of knowledge group in the expected learning outcomes

Knowledge area Group of courses No. of Credits The expected learning outcomes
1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 4.1 4.2 4.3 4.4 4.5 4.6
General knowledge Mathematics and Natural Sciences 9 x x x
Social Sciences and Humanities 19 x x x
Economics Sciences 22 x x x
Law Sciences 6 x
Foreign Language x
Fundamental and Courses -specific knowledge Basic Courses 12 x x x x x x x x x x x x
Specialized Courses 54 x x x x x x x x x x x x x x
Internship 4 x x x x x x x
Graduation Thesis / Special courses 4 x x x x x x x

1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders

   The expected learning outcomes and the curriculum are reviewed and revised regularly through the feedback from various stakeholders such as academic staff [C01.03.01], students [C01.03.01] [C01.03.03], alumni, and employers through surveys and questionnaires. Different results were received for every year of collecting feedback (2015, 2017, 2019) [C01.03.01] [C01.01.03] [C01.01.05]. For example, the satisfaction survey on learning outcomes of the curriculum was conducted among alumni and employers in 2015 and 2017. It revealed relatively low results compared to that of 2019 and did not meet their expectations. It is most likely due to the curriculum which, among other limitations, failed to clearly establish the expected learning outcomes. Such limitations of the curriculum is addressed by University Scientific and Educational Council and Faculty Scientific and Educational Council with many adjustments based on the feedback of stakeholders, while the expected learning outcomes have also been redefined [C01.03.04]. This effort confirmed the effectiveness, which showed in the more positive outcomes of the 2019 surveys. According to the survey results in 2019, alumni and employers rated above 4 (on a five-point Likert scale) for group of skills, individual and occupational quality; ideas forming capacity, design, development and deployment of the MIS program in the enterprise.

Figure 1-2 Survey results of learning outcomes of curriculum from stakeholders (Source: FIS) 

2. CRITERION 2 – PROGRAM SPECIFICATION

2.1. The information in the program specification is comprehensive and up-to-date

   The program specification aims to provide essential information to meet the various requirements of stakeholders including program and degree title, program code, teaching and certifying institution, major/specialization, program structure and requirements, program objectives, expected learning outcomes, career opportunities, Educational opportunities to advance qualifications, admission criteria, teaching methods and assessment [C02.01.01] [APPENDIX 2.1] . All information included is considered important as it provides clear and comprehensive guidelines for those concerned. The program specification both conforms to professional regulations of relevant governmental agencies, and reflects the independence of the educational institution in the provision of higher education and training services. It serves as the most reliable source for current potential students, employers, professional and statutory regulatory bodies to understand the program structure and content, to monitor, assess and accredit the program.

   Description of the program and the curriculum is reviewed and adjusted every two years in 2015, 2017 and 2019 as stipulated by the University of Economics and Law, based on social demand, occupation orientation of the Faculty during the integration progress [C01.01.10]. Additionally, the description of the curriculum’s contents related to career opportunities or teaching method or assessment method is also adjusted. Detailed comparisons among the program adjustments in 2015, 2017 and 2019 are presented in [APPENDIX 2.2] . [C02.01.02] [C02.01.03] [APPENDIX 2.2]

2.2. The information in the course specification is comprehensive and up-to-date

    The Faculty had promulgated a course specification [C02.02.01]. Contents of course specification have fully comprehensive information such as the name of the course, requirements like conditions for study registration, credits, course expected learning outcomes in terms of knowledge, skills and attitudes, teaching and learning methods, assessment methods for students, date of issue or revision of course specification [C02.02.02].

   The Faculty have changed and promulgated the courses which are relevant to the adjustment schedule of the study program every 2 years so that the course description is compatible with the study program framework [C01.01.10]. Scheme adjustment will be approved through a specialized meeting [C02.02.03] and the adjustment will be updated in the course specification and published on the Faculty’s website (https://is.uel.edu.vn/). [C02.02.04] [APPENDIX 2.3]

2.3. The program and course specifications are communicated and made available to the stakeholders

   The program specifications and course specifications of MIS are provided publicly on various channels such as the website of Faculty, the website of UEL [C02.03.01], students’ handbooks [C02.03.02], documents for enrollment and consulting [C02.03.03] and introduction of the MIS program [C02.03.04]. Then, the stakeholders are easily to understand the study program objectives, and students are provided with information about study and research plan.

   The course specification covers comprehensive information such as course title and code, course coordinator and contact details, credits, course requirements, recommended books and study materials. The specification also describes the content of the course, its expected learning outcomes (in terms of knowledge, skills and attitudes) and assessment methods. The course specification is accompanied by a syllabus which clearly demonstrates weekly lesson plans and student activities, as well as entry requirements for students [C02.02.02].

   The course specification is revised and updated together with the program specification. Based on feedback from students and demands of labor markets, course revision details are proposed by the lecturers and reviewed/approved by the Faculty Scientific and Educational Council.

   The MIS program specifications are communicated publicly on the website of the Faculty, stated by the academic staff at the first lesson of the course to help students understand clearly the course requirements, the learning methods and course assessment [C01.03.02].

3. CRITERION 3- PROGRAM STRUCTURE AND CONTENT

3.1. The curriculum is designed based on constructive alignment with the expected learning outcomes

   The MIS program is designed to be highly interdisciplinary including combination among 3 fields: business, management and information technology. The program provides the students with MIS foundation, then improving skills, personal and occupational quality to help the students meet requirements of the society and enterprises in the current background, and have a capacity for adaption and lifelong learning [C03.01.01].

   The MIS program is designed on the bases of “Regulations on the training of higher education according to credit system” of VNU HCM [C03.01.02] [C03.01.03] , objectives, mission and vision of UEL [C00.00.01], mission and vision of the Faculty [C00.00.05], the learning outcomes of the curriculum by approaching CDIO, social demands, feedback from the stakeholders and finally the Board of Trustees approved it for implementation [C03.01.04]. The construction process is included 4 phases to design the curriculum of MIS program as described in Figure 3.1.

Figure 3-1 Curriculum construction process of the MIS program

   The expected learning outcomes of courses meet the expected learning outcomes of the curriculum and higher complexity level increases in every semester as per Bloom taxonomy as described in the ITU Matrix . The ITU-matrices, of which the name stands for introduction (I), teaching (T) and utilizing (U) level, are used for courses to form a large ITU-matrix for a whole study program [C01.02.01].

   The activities of teaching, learning and assessment are designed via a draft in detail, in which the assessment table is described to measure the expected course learning outcomes [C03.01.06].

   To manage, control and implement the program according to CDIO as presented in [APPENDIX 3.2] [C01.01.10], since 2017, the Faculty has built and applied the study program management software to manage the whole expected learning outcomes of the study program, the expected learning results, teaching methods and evaluation of each course and controlling the compatibility between each course and the curriculum [C03.02.01].

3.2. The contribution made by each course to achieve the expected learning outcomes is clear

   The MIS study program is not only designed to align with the mission and vision of UEL but also takes into consideration the contribution of each individual course to the achievement of the expected learning outcomes, as defined in Table 3.1 [C03.01.06]. The courses in the group of social, human, natural sciences and maths provide students with general and broad knowledge about the world and their surrounding environments, leading to diverse perspectives and scientific approaches. Courses in the group of subject specific knowledge provide students with professional skills and professional knowledge for their careers. Moreover, prerequisites are to ensure students meet all requirements (level 1: already completed a course, level 2: already passed a course) before registering new courses.

Table 3-1 Relationship between courses and program expected learning outcomes

Semester

Courses

 

Knowledge

Skills, individual quality and profession

Teamwork, communication

Form ideas, design, develop and deploy

Credits

1.1

1.2

1.3

2.1

2.2

2.3

2.4

2.5

3.1

3.2

3.3

4.1

4.2

4.3

4.4

4.5

4.6

1stSemester

Advanced Maths

5

2

2

2

Basic informatics

2

2

2

2

2

2

2

Introduction to MIS

2

2

2

2

2

2

2

2

2

2

2

Microeconomics

3

2

2

2

General theory on State and Law

3

2

2

2

Basic principles of Marxism and Leninism

5

2

2

2

Introduction to communication science*

2

2

2

2

 General psychology*

2

2

2

2

2

2nd Semester

 Programming techniques

3

3

3

3

3

3

3

3

2

2

2

2

 Accounting Principles

3

2

2

 Macroeconomics

3

2

 Enterprise Law

3

2

3

3

 Basic management

3

2

3

3

 Probability theory

2

2

Philosophy of Marxism and Leninism

3

2

 

 

 

 

 

 

2

 

2

 

 

 

 

 

 

 

 World Political Geography*

2

2

2

2

 International relation*

2

2

 Culturology*

2

2

2

 Sociology*

2

2

2

3rd Semester

 History of the Communist Party

2

2

2

Technology platform for information system

3

3

3

3

3

3

3

3

3

Maths for informatics

3

3

3

3

 Financial accounting

3

3

3

 Principles ofmarketing

3

3

3

Financial market principles

3

3

2

2

 Applied statistics*

3

3

2

2

 Advanced programming techniques *

3

3

3

3

 Logics*

2

3

3

 Applied informatics*

3

3

3

3

4thSemester

Management information systems

3

4

4

4

4

4

4

3

3

4

4

4

E-commerce

3

3

4

4

3

3

4

4

Business Information System

2

4

4

3

3

3

4

3

4

4

 Database

3

3

4

4

4

3

3

4

4

 International economics

2

3

3

 Political economics of Marxism and Leninism

2

3

3

Scientific research methods*

2

3

 

 

 

 

3

3

 

 

 

 

 

 

 

 

 

 

Teamwork skills*

2

 

 

 

 

 

 

 

 

3

3

3

 

 

 

 

 

 

Vietnamese writing practice*

2

 

 

 

 

 

 

 

 

3

 

 

 

 

 

 

 

 

5thSemester

 Database management system

3

4

4

4

4

 Design and programming business website

3

4

4

4

4

4

4

4

4

 Analysis and design of management information systems

3

4

4

4

4

4

4

4

4

 Integrate business processes with ERP systems

3

4

4

4

4

3

4

4

Human Resource Management*

3

3

 

 

3

3

3

3

Organizational behavior*

3

 

3

3

 

 

 

 

3

 

3

3

 

 

 

 

 

 

6th Semester

Project Management Information System

3

5

5

5

5

5

5

5

3

3

3

4

4

Business Intelligence support decision making

3

5

5

5

5

3

3

5

5

5

5

Advanced Business Web Development

3

5

5

5

5

4

3

3

5

5

5

5

5

Scientific Socialism

3

3

3

 

 

 

 

 

 

 

 

 

 

 

 

 

 Visiting for practice (406)

3

5

5

5

5

4

4

5

5

5

5

5

Integrate business progress with ERP-P2 *

3

5

5

5

5

4

4

5

5

5

5

Audit theory*

 

 

4

4

4

4

4

 

 

 

 

 

4

4

4

4

 

 

7th Semester

Management information system safety and security

3

4

 

 

 

5

5

 

 

 

 

 

5

5

 

 

 

 

Data mining & Data warehouse

3

5

5

5

5

5

5

5

5

5

Accounting information system*

3

5

5

5

5

5

5

5

5

5

Open source ERP development*

3

5

5

5

5

5

5

5

5

5

5

Data analysis with R/Python*

3

5

5

5

5

5

5

5

5

Mobile commerce development*

2

5

5

5

5

5

5

5

5

5

5

5

8thSemester

Big Data and Application  (for students not making graduation thesis)

2

5

5

5

5

5

4

4

5

5

5

5

5

5

Software testing (for students not making graduation thesis)

2

5

5

5

5

5

4

4

5

5

5

5

5

5

Internship Report

4

5

5

5

 

5

 

5

5

 

4

4

5

 

5

 

5

5

Graduation Thesis *

4

 

5

5

5

5

5

 

 

 

 

 

5

5

5

5

5

5

Notes: 1*: Optional/Elective courses
2: Bloom’s Taxonomy: 1: Knowledge, 2: Understanding, 3: Application, 4: Analysis, 5: Synthesis, 6: Evaluation

3.3. The curriculum is logically structured, sequenced, integrated and up-to-date

   The MIS program was firstly designed and applied in 2004 with 145 credits. It is adjusted every two years under regulations of UEL and social demands. The Faculty reduced number of general knowledge credits of the program, changed the structure of knowledge groups as well as reduced the proportion of courses in the general knowledge group, increased the number of credits in the professional and specialized knowledge groups (Figure 3.2) in order to orient of specialized course training for students in the first semester [C03.03.01].

   Formerly, the designing curriculum focused on knowledge more than combining skills into the courses and the curriculum. The MIS program now has 130 credits excluding Foreign Language (20 credits), Physical Education (5 credits) and Military Education (8 credits). There are 4 groups of knowledge: general knowledge, fundamental knowledge, subject specific knowledge, internship and graduation thesis or special subjects (Figure 3.2).

Figure 3-2 The Curriculum Structure of the MIS program from 2011 to 2019 (Source: FIS (2019))

   The basis for MIS program curriculum revision of UEL is comparison and reference among similar programs of other well-established universities in the world (e.g. Keiser University, America) and in Vietnam (e.g. University of Economics – Ho Chi Minh city, Banking University Ho Chi Minh City) [C01.01.01]

Table 3-2 Curriculum comparison of the MIS Program at UEL compared with other universities.

 

 

TRAINING LEVEL & DURATION

 

 

PROGRAM

 

Total volume of knowledge

 

General know- ledge stage

Fundamental and subject specific knowledge

Internship, graduation thesis or special subjects

Total

Fundamental knowledge

Subject specific knowledge

Under- graduate 4 years (UEL)

Management Information System (MIS)

130

34

88

34

54

8

Ratio (%)

26,2

67,7

26,2

41,5

6,1

Under- graduate, 4 years (University of Economics Ho Chi Minh City)

Management Information System (MIS)

124

48

66

27

39

10

Ratio (%)

38.71

53.23

21.77

31.45

8.06

Under- graduate, 4 years (Banking University Ho Chi Minh City)

Management Information System (MIS)

129

22

95

30

65

12

Ratio (%)

17.05

73.64

23.26

50.39

9.30

Formal university-

4 years  Keiser University, America

MIS Bachelor

126

36

75

24

51

15

Ratio (%)

28.57

59.52

19.05

40.48

11.90

   MIS program structure is well-designed to balance between general and specialized knowledge, and organized into the following groups (general knowledge, fundamental and subject specific knowledge, internship and graduation thesis or special subjects. The Figure 3.3 presents in detail of general knowledge.

Figure 3-3 Structure of blocks of knowledge in the block of general knowledge

   The program is organized under credits lasted in 4 years [C03.01.01]. An academic year is conducted in two semesters [C03.03.04].

   - General knowledge is for semesters 1, 2, 3.

   - Fundamental knowledge is for semester 4.

   - Subject specific knowledge is for semesters 5, 6 and 7.

   - Internship Report and Graduation Thesis are for Semester 8.

   Since 2014, the university has organized summer semester for students studying in advanced, improving grades or taking double degrees, at the same time helps the students reduce workloads in the two main semesters annualy. [C03.03.06], [C01.03.03].

   From 2015 to 2019, the MIS program was updated and improved three times. These adjustments which based on the orientation basis of UEL and FIS, and results of a surveys from the stakeholders aimed to ensure the novelty and social needs [C02.01.02]. Until 2019, the curriculum which includes 130 credits is divided into 3 blocks of knowledge: general knowledge with 34 credits (26.2% of total hours), fundamental and subject specific knowledge with 88 credits (67.2% of total hours) and internship and graduation thesis/special subjects with 8 credits (6.1%). Details are described in Table 3.3. [APPENDIX 3.1]

Table 3-3 MIS Program Structure

Type of training Time of training (year) Total volume of knowledge General knowledge Fundamental and subject specific knowledge Internship, Graduation Thesis or special subjects Distribute according to obligation or option Notes
obligation Elective
Total Fundamental Subject specific Required in the curriculum Listed for Elective
Full –time 4 130 34 88 34 54 4+4 108 22 44 Exclusive of foreign language (20 credits), physical education (5 credits) and National Defense education (165 periods, equivalent to 8 credits)
Rate (%) 26,2 67,7 26,2 41,5 6,1 83,1 16,9

4. CRITERION 4 – TEACHING AND LEARNING APPROACH

4.1. The educational philosophy is well-articulated and communicated to all stakeholders

    The UNESCO’s perspectives (1996) about the educational philosophy have significant influences on the teaching and learning approaches at Faculty of Information Systems. FIS employed UNESCO’s (1996) four pillars of education as its educational philosophy. It includes four educational keys including “Learning to know, Learning to do, Learning to be and Learning to live together”. Moreover, the Faculty, based on stakeholder feedback, has defined its educational point of view and focused on the above four pillars to emphasize each student’s interests, abilities, and learning styles. Then, it places the teacher as a facilitator to help students form ideas, design, construct and deploy information system [C04.01.01], [C04.01.02] [APPENDIX 4.1]. Development of the students’ potentiality is to enable them to apply academic knowledge which is acquired from the study program to make creativity in practice, contribute their knowledge to the society and facilitate their work effectively and efficiently. This is also reflected through the UEL’s core values “Unity, Excellence & Leadership” showing the university’s commitment to provide the society with future citizens who have good collaboration skills, excel in their fields and be ready to take responsibility.

4.2. Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes

   The constructive alignment is consistently implemented in the Faculty's teaching and learning strategies to ensure the achievement of ELOs. This is reflected in each detailed syllabus, including course objectives, learning outcomes, prerequisites, textbooks and reference materials, course contents, teaching methods, tests and assessments, regulations in the learning process, learning and teaching plans.

    The academic staff determine teaching methods which are suitable to the courses in order to deliver and meet the expected learning outcomes (Table 4.1).

Table 4-1 Summary of active teaching methods used by academic staff

No. Name of method Summary description Benefits for students
Active Learning
1. Brainstorming

- Academic staff raise problems that need to be solved, stipulate time and ways of working

- Students work individually, listing ideas

- Creative thinking

- Solution and recommendation

2. Think - pair - share

- Academic staff raise problems to discuss, stipulate the time and ways to share

- Students work in pairs, listen and present ideas, debate and reject

- Communication structure

- Critical thinking

3. Group-based learning

- Academic staff organize classes in groups and prepare learning tasks.

- Each group receives a learning task and

- Teamwork skills

- Communication skills

4. Problem-based learning

- Academic staff design "problems" related to the content of teaching.

- Students are assigned to answer the "problems" on an individual or group basis.

- Defining and forming problems

- Recommending solutions Discussing, judging, and solving problems

5. Roleplay teaching

- Academic staff prepare "scripts" with content related to the course.

- Some students are cast to perform "scripts". The remaining students play the role of the audience.

Critical thinking Identification of knowledge, skills and personal attitude
Experiential learning
6. Project-based learning

- Academic staff prepare the content of the course scheme.

- Students are assigned to implement projects on an individual or group basis.

- Making a hypothesis

- Design - deploy skills

- Communicating in writing skills

- Presentation skill

7. Case study

- Academic staff design a "case" related to the content of teaching.

- Students are given a "case" to answer on an individual or group basis.

Recommending solutions

Estimating and analysing identification

8. Simulations

- Academic staff design simulation models (hardware, software), explain rules and situations, supervise simulation when it is done.

- Students perform simulations and reflect the experiences through reports or exercises

Modeling skills

Survey experimental skills

Graphic communication

9. Service Learning

- Academic staff contact the community and connect community problems with theories of courses and activities

- Students voluntarily participate in, solve problems of the community, apply the learned knowledge

- Role and responsibilities for society

- Recognizing the background of social organizations

- Lifelong finding and learning

(Source: Collection of teaching methods from academic staff at the FIS (2020))

   To perform a training viewpoint according to the educational philosophy of the Faculty, since 2016, FIS has designed curriculum, teaching and learning methods in which such educational philosophy is the foundation to design the expected learning outcomes of the curriculum and is also target orientation of teaching and learning activities (APPENDIX 4.1).

Teaching and learning activities are set up to direct to such educational philosophy.

   In the learning process, students are encouraged to self-learn and develop knowledge via “experience”, “thinking” and “experiment” of themselves.

   The Academic staff design teaching and assessment methods corresponding with every leaning outcome according to the Constructive Alignment model [C03.01.06].

   Most of the courses are deployed according to active teaching methods (Active Teaching). [C04.02.01]

   Most of the fundamental and subject specific courses are deployed group project, and via the course scheme, the students will have opportunities to apply acquired knowledge to specific topics and improve soft skills via active teaching strategies with methods such as brainstorming, think-pair-share, problem-based learning, group-based learning, etc. [C04.02.02]. Besides, group discussion is also regularly conducted in classes [C04.02.03] and exploiting modern equipment which is designed suitably according to CDIO standards [C04.02.04].

    Many academic staff use case studies to encourage students to actively find out practical solutions. Since then, this teaching method develops learning quality and pushes the passionate, proactive learning of the students [C04.02.05]. Moreover, academic staff also use the International standard curriculum to provide more materials to the students, and they use personal information page to discuss with them [C04.02.06]. Additionally, the University and the Faculty usually organize many training courses and talk shows about modern teaching methods to give opportunities to the academic staff to innovate and improve their teaching quality [C04.02.01], [C04.02.07].

    Since 2016, the University has also developed E-learning software to support teaching activities. This is also an efficient tool to manage teaching and learning activities, enhancing the interaction between academic staff, academic advisors and after-school students. Together with the combination of positive teaching methods, teamwork, brainstorming, simulation, case studies ... has contributed to improve teaching and learning quality. [C04.02.08].

    Besides daily teaching activities, the Faculty usually organizes thematic reports and enterprise visits [C04.02.09]. After completing the internship period, students will write an internship report and submit to the Faculty [C04.02.10], [C04.02.11], [C04.02.12].

    Scientific research activities are also the main activity that the Faculty aims to. Annually, the Faculty operates Scientific Research activity that the students follow the University schedule. Over the years, students of the Faculty have also actively participated and earned many achievements in Scientific Research [C04.02.13], [C04.02.14].

4.3. Teaching and learning activities enhance life-long learning

    The key point of teaching and learning activities is to encourage self-learning, self-researching, and lifelong learning for the MIS program to stimulate active students and lifelong learning orientation. The curriculum equips students with solid foundation of general knowledge about natural sciences, social sciences, law, economics and foreign language. This general knowledge allows students to use basic knowledge to solve problems in practical life [C03.01.01]

    Besides that, the expected learning outcomes of the program are designed with the skills and attitudes that are necessary for self-learning and lifelong learning [C01.01.09]. Moreover, Project-based learning is to ensure the students can understand and take initiative in group project at course level or scientific research [C02.02.03].

    Faculty provides the course “Scientific research methodologies” and many seminars to bring knowledge and skills of scientific research and specialized knowledge such as hypothesis forming; survey technique using; empirical investigation; testing and protecting hypothesis. Therefore, scientific research activities are very important in the program to help students archive these skills, thereby forming a lifelong learning attitude.

    Furthermore, the curriculum focuses on foreign language ability and necessary soft-skills groups such as teamwork, independent working abilities, self-researching. This can be shown clearly in the category of the expected learning outcomes of the program and is assigned in specific courses [C03.01.06].

5. CRITERION 5 - STUDENT ASSESSMENT

5.1. The student assessment is constructively aligned to the achievement of the expected learning outcomes

    Student assessment is constructively aligned the achievement of the course expected learning outcomes. It is designed as a continuous and regular process, starting from the entrance exam to university, the assessment of each subject, the evaluation of personal striving process to the graduation thesis in order to assess the achievement of students according to Bloom taxonomy [C03.01.06].

Assessment during the course:

    - In the first class session of each course, the academic staff introduce assessment methods, marking scheme of course assessment as described via drafts in details. The course syllabus also provides chapter content in detail to align them with course learning outcomes and adapt to course objectives as well as learning outcomes of curriculum. After that, the academic staff will register the component score and marking rate for the Office of Academic Affairs [C05.01.01].

    - Formative assessment and mid-term tests are performed by academic staff according to general regulations of the University, Ministry of Education and Training, via homework, group work and representation of course content [C05.01.02].

    - The final test is organized by the Office of Educational Testing and Quality Assurance once a semester under Decision No. 27/QĐ-ĐHKTL - Regulations on collaboration process among units in the final test for full-time training [C05.01.03] and Decision No. 1053/ QD-DHKTL-KT&DBCL- Regulations on Organization and assessment via final test and graduation [C05.01.04].

    - Internship and graduation assessment: At the end of the 3rd year, after completing essentially compulsory courses, students could visit associated companies and write graduation report. The report will be assessed according to the rubric provided by Faculty Scientific and Educational Council. In addition, the rubric provides the details of report requirements, including format, content, result and organization feedback [C04.02.10], [C04.02.11], [C04.02.12], [C05.01.05].

    - Graduation thesis: For the students who meet the regulation level of the University is eligible to do graduation thesis. Students who are not eligible to do graduation thesis will register from 02 to 03 special subjects with 6 credits. Assessment of a graduation thesis is performed by Examination Council which is signed Decision on establishment by the Rector [C05.01.06],[C05.01.07] [C05.01.08], [C05.01.09]

    - Bonus score: In parallel with the assessment of study progress, students are also assessed via participating in extra activities such as learning clubs, social activities, charity activities, activities of Youth Union, etc. under supervision of the Office of Student Affairs and learning consultant of each class. [C05.01.10], [C05.01.11].

    - To be recognized as graduation, students should complete all courses under the program regulation, achieve total credits required and have a GPA not less than 5 [C05.01.12]. Besides that, students must meet foreign language levels according to regulations of VNUHCM and the University. From academic year 2015 and later, to recognize graduation, students must meet English outcomes as CEFR Level B1 [C05.01.13].

    In general, assessment of the students via courses is aimed at achieving the expected learning outcomes formulated in the MIS program. Therefore, the results of course survey show that the students are satisfied with the assessment of academic staff with a high score and a popular level is more than 3.5 to 4 (according to a scale of 5) [C01.03.03]. In Table 5.1, lecturers added the description of learning outcomes and defined which course content meet each learning outcome and used which assessment method in course syllabus. For this reason, the criteria no. 1 has improved from 3.94 to 4.11 and no. 3 from 3.38 to 3.82.

Table 5-1 Satisfaction of MIS students for learning outcome assessment

Cohort 2010 Cohort 2011 Cohort 2012 Cohort 2013 Cohort 2014 Cohort 2015
1.Students are noticed fully about the criterion for learning outcome assessment 3.94 3.96 4.02 4.07 3.97 4.11
2.Assessment methods are suitable to program’s goals 3.60 3.74 3.70 3.91 3.76 3.96
3.Assessment results reflect exactly learning capacity of students 3.38 3.57 3.49 3.79 3.62 3.82

(Source: Office of Educational Testing and Quality Assurance, Course survey results)

5.2. The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students

    Information on student assessments, including timelines, assessment and evaluation methods, percentage of point allocation, evaluation criteria table, grading scale, etc. are specified in the detailed course syllabus [C03.01.06]. Regulations on tests and assessments are exchanged, discussed and agreed upon by academic staff and students at the beginning of each course [C05.02.01].

    Regulations on examination and assessment of students are stipulated in the Regulations on University Training under the Credit System (Regulation 262) of VNUHCM issued on April 20th, 2017 [C03.01.03]; Regulations on Full-time University Training under the credit system (Regulation 789) of the UEL [C05.02.02]. This regulation is disseminated to academic staff, students throughout the university to ensure an explicit and consistent assessment [C05.02.03].

    This regulation is disseminated to academic staff and students on UEL official website, student handbooks, academic advisors to ensure an explicit and consistent assessment within the UEL. Therefore, students have enough information and advantages in exam results, exam review, complaints about test scores and receive notification of test results, complaints in each student's account [C05.02.04].

    The university uses criteria and marking schemes to ensure the validity, reliability and fairness in each course assessment, each period of personal striving process assessment, internship report and thesis assessment. FIS uses assessment rubrics with specific score ranges for each level of task achievement, which allows exam marking to be more objective and fairer. The learning outcomes and assessment criteria are also clearly announced to students and expressed in each course syllabus. [C03.01.06].

5.3. Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment

    Assessing students of the University are applied on a 10-point scale (Table 5.2), the students will achieve the course if the final score is at least 5. The course assessment methods are clearly and specifically presented in the outline [C03.01.06]. For formative assessments such as assessment of course group projects, internship reports, presentations, etc. are evaluated based on rubrics.

    For course assessment, it is conducted in accordance with the regulations of the UEL with a minimum requirement of 2 component scores, which is a mid-term and final-term score, a minimum of 50% of the final test scores and there may have additional process scores [C05.03.01].

Table 5-2 Conversion of the evaluation scale

Ranking Scale of 10 Scale of 4 (reference)
Score scale In words
High Distinction From 9.0 to 10.0 4.0 A+
Distinction From 8.0 to below 9.0 3.5 A
Good From 7.0 to below 8.0 3.0 B+
Fairly good From 6.0 to below 7.0 2.5 B
Average From 5.0 to below 6.0 2.0 C
Fair From 4.0 to below 5.0 1.5 D+
Poor From 3.0 to below 4.0 1.0 D
Very poor Below 3.0 0.0 F

(Source: Regulations on Full-time University Education according to under the credit system of UEL)

   In addition, the evaluation of the internship process and Graduation thesis is also conducted consistently in the FIS according to the Faculty's clear and detailed regulations [C05.03.02] Graduation thesis is assessed with a rubric scale including form of report, presentation, structure, academic writing, analytical skills, research methods, professional results.

    Each assessment method has its own advantages and disadvantages. Therefore, academic staff should use different methods such as test of essay; multiple choice test; evaluate presentations and discuss; essay reviews; course projects; achievement tests, etc. to ensure reliability in terms of knowledge, skills and attitudes [C05.01.02].

5.4. Feedback of student assessment is timely and helps to improve learning

    Regulations on examinations are performed under Decision no. 1053/QD-DHKTL-KT&DBCL – Promulgating regulations on course assessment and graduation exam [C05.01.04]. Formative assessments are announced after each test so that students can easily track and improve academic results. The final result of each course will be announced promptly by Office of Educational Testing and Quality Assurance and Office of Academic Affairs

    Besides, Office of Educational Testing and Quality Assurance always carries out a survey at the end of the course, to collect students’ feedback on facilities, teaching content, and academic staff to promptly improve in the next course [C01.03.02].

    Base on examination results, Office of Educational Testing and Quality Assurance scan the answer sheet, backup and transfer scores and processed records for the Office of Academic Affairs. And the Office of Academic Affairs input scores, check and announce the scores to students. Then, students can see their scores on the University's website [C05.04.01].

5.5. Students have ready access to appeal procedure:

    There is an appeal procedure about test results and evaluation for students to access easily. The procedures for announcing scores and checking final examination papers/scores are informed in a students’ handbook and on the website of the Office of Educational Testing and Quality Assurance [C05.02.04]. The procedures for receiving feedback and requiring checking examination papers of students are regulated in the Regulations on Full-time University Training under the credits system [C05.02.02].

    Within 5 days since the day the students have seen the scores, they can require online checking examination papers. Score complaint is supervised by the Office of Educational Testing and Quality Assurance and in charge Faculty/ Course. [APPENDIX 5.1]

    Students can submit online feedback on the process and organize tests and exams on the UEL website after completing the course [C01.03.02].

6. CRITERION 6 - ACADEMIC STAFF QUALITY

6.1. Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service

    Advanced training of professional knowledge and research abilities of academic staff is always a primary concern to the University [C06.01.01]. From 2012, the Faculty built a schedule of improving skills for academic staff to fulfill the needs for education, research and service [C06.01.02]. Until 2022, FIS aims to have 50% of the academic with doctorates’ degrees [C00.00.06].

    The academic staff who participate in training MIS program are required multi-disciplinary knowledge. From 2013, the number of academic staff who have doctorate degree has been increasing year by year. (Figure 6.1)

Figure 6 1 Structure of academic staff period 2015-2020 [C06.01.04]

(Source: Office of Personnel and Administration and FIS(2020))

Table 6-1 Academic staff developing plan until 2025 [C06.01.05]

NO. FIS 2021 2022 2023 2024 2025
1 PhD 5 6 8 10 13
2 Master 17 16 14 14 11
3 PhD Candidate 7 6 5 4 4
4 Assoc Professor 0 1 2 3 3
Total staff 22 23 24 26 27

(Source: the FIS(2020))

   For the structure of age, most of the academic staff are in the age of 30-40 and this is one of the Faculties which have young and enthusiastic staff. However, consider the training structure, a number of the academic staff of the Faculty mostly graduated from domestic country. So, the strategy of developing the staff from 2017 onwards, focus on bringing 04 academic staff to participate as post-graduates in Taiwan, Australia, South Korea, and this rate will increase during the next time.

   Besides, the strategy to develop the staff on both professional knowledge and foreign language also implemented through planning, specific action directions in each year [C06.01.06]

   The Faculty plan of adjusting the salary scale, appointment and promotion is complied with general regulations promulgated by the University. Specifically, according to Circular 08/2013/TT-BNV, labor get salary increase every 3 years. Also, they raise their tier wage before the time limit if successfully completed the task and approved by the Boards of Directors.

   For the cases that the Academic staff are being sent to study abroad or after completed the courses in foreign countries, the Faculty will send to Office of Personnel and Administration to sign decisions as well as perform new task assignments if any changes. For the cases that the Academic staff who have management ability and professional knowledge and qualified in certificate, the Faculty will meet for comments and suggest Office of Personnel and Administration to submit Board of Dean to consider appointment [C06.01.09].

   For the issues of dismissal and retirement, the Faculty complies with regulation of Law on Public Employee, Law on Labor about terminating labor contract and retirement. Dismissal procedure, implementing retirement regulations belong to the authority of the UEL rector. The Faculty will prepare recruitment plans and a backup plan when there are employees who terminate the labor contract or retire. [C06.01.10]

6.2. Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service

    The FIS has 17 academic staff, including 04 PhDs, 07 academic staff who are studying as postgraduates, in which 03 academic staff are postgraduates abroad, and all remaining academic staff are masters [C06.02.01]. Generally, the numbers of academic staff who take responsibility for teaching are stable over the years (Table 6.2). This number shows that, basically, the Faculty successfully undertook the tasks of training for 450 students and can increase to 600 students.

Table 6-2 Academic staff in the MIS program (2015-2019) [C06.02.04]

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Full-time 23 19 42 20 15 35 18 13 31 20 9 29 19 8 27
Inside Faculty 17 6 23 12 3 15 12 3 15 13 2 15 11 3 14
Outside Faculty 6 13 19 8 12 20 6 10 16 7 7 14 8 5 13
Visiting academic staff 6 1 7 4 1 5 7 3 10 6 3 9 5 5 10
Total 29 20 49 24 16 40 25 16 41 26 12 38 24 13 37

(Source: Office of Personnel and Administration and the FIS)

    According to the average teaching time of each lecturer, the general average level is fluctuated approximately 80 hours per year and had fluctuated throughout the year. However, the fluctuation level is not much. The numbers of teaching hours of full-time academic staff are much higher than visiting academic staff, therefore, full-time and part-time academic staff of the Faculty are still the main force of teaching of Office of Academic Affairs (Table 6.3).

Table 6-3 Average teaching time per year of each lecturer (2015-2019) [C06.02.04]

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
Teaching time of lecturers 3497 3383 3270 2535 3008
Full-time 3220 3122 2925 2220 2618
Visiting lecturers 277 261 345 315 390
Number of lecturers 49 40 40 37 37
Full-time 42 35 30 28 27
Visiting lecturers 7 5 10 9 10
Teaching time / Lecturers 71,4 84,6 81,8 68,5 81,3
Full-time 76.7 89.2 97.5 79.3 97
Visiting lecturers 39.6 52.2 34.5 35 39

(Source: Office of Personnel and Administration and Office of Academic Affairs)

    Under FTE index, in the past 5 years, teaching load of the Faculty varied from 11.6-13.8 FTE, relatively stable (Table 6.4).

Table 6 4 FTE* Workload (Academic year 2018-2019)

CATEGORY MALE FEMALE Total % PhDs
Headcounts FTEs
Full-time Lecturers 19 12 31 10.9 0.22
Visiting Lecturers 5 5 10 2.2 0.64
Total 24 17 41 13.1 0.86

(*): FTE (Full-time equivalent) of Academic staff is calculated under total hours of actual teaching that implements the program compared to standard hours of a full-time academic staff who has Master doctorate, in which the Academic staff who has other doctorate is exchanged under Circular 32/2015/TT-BGDDT. [APPENDIX 6.1]

    Scale amount of academic staff ensured training requirements, at the same time not overload the teaching work of a lecturer and so academic staff will have plenty of time to contact and support students. Staff-to-student ratio decreased from 0.06 in the academic year 2014-2015 until 2019 is 0.08 (Table 6.5).

Table 6-5 Staff-to-Student ratio * in period 2015-2019

Academic year FTE of the Academic staff FTE of Students Staff-to-Student ratio
2014-2015 13,8 245,3 0.06
2015-2016 13,3 225,9 0.06
2016-2017 13,7 199,5 0.07
2017-2018 11,6 169,1 0.07
2018-2019 13,1 165,9 0.08

(*) Staff-to-student ratio is the rate of total FTE of the Academic staff / total FTE of the Students, in which FTE of Students is calculated from total credits in a year compared to number of standard credits: 48 credits (or 24 credits / semester), the number of assumed students calculated by the number of beginning enrollment. (See Appendix 6.5, 6.6). (Sources: Summary from teaching hour’s statistics at the Office of Academic Affairs, statistics of number of students at the Office of Academic Affairs).

    During the time, the Faculty always focuses on inviting academic staff who have high professional knowledge from other universities or enterprises to increase training quality [C00.00.09]. Besides, the academic staff who have high professional knowledge in the Faculty not only have seniority of long-term teaching but also have extensive experience in scientific research [C00.00.12], [C00.00.13], [C00.00.14].

    The Faculty built the system and the following procedure, clear work assignment, which helps the Faculty’s leader can follow the workload of each lecturer [C06.02.07]. Specifically: number of courses that the academic staff in charge in each semester [C06.02.08], scientific research [C06.02.09], academic advisors [C06.02.10], internship guidance / graduation thesis [C06.02.11], and other management support activities being assigned to each lecturer.

6.3. Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated

    According to regulations (Decision 153/2003/QD-TTg), academic staff' standards are specified in Article 61 of the Law on Education. Based on the recruitment criteria through the years, the number of new academic staff recruited meets the training requirements is increasing [C06.03.01].

    The FIS organizes the recruitment of academic staff according to the University's general recruitment plan [C06.03.02] and complies with the university's enrollment, examination and contract regulations [C06.03.01]. The Faculty bases on the plan of developing the staff to propose the recruitment demand to the university [C06.01.10]. The recruitment process is depicted in Figure 6-2.

Figure 6-2 Recruitment process at UEL

(Source: Office of Personnel and Administration (2019))

    Recruitment standards are widely publicized in recruitment notices posted on the University’s Website [C06.03.03].

    The recruitment decision is based on the evaluation of the University Recruitment Council. The newly recruited instructors will undertake a year of apprenticeship at the faculty under guidance of an experienced instructor [C06.03.04]. After one year, academic staff will be evaluated directly by the Faculty and instructors. If achieved, they will become an academic staff of the Faculty [C06.03.05]. With the above recruitment standards, plans and procedures, the Faculty has been very successful in recruiting excellent academic staff in the Department [C06.03.06].

   Activities of assignment, appointment and promotion of academic staff:The appointment and promotion of positions in the Faculty will be carried out in accordance with the university's staff planning and organizational structure. Based on the results of the university's overall work performance [C06.03.08], outstanding scientific research achievements as well as the results of the teaching quality survey from students, the Faculty has recommended advice to level up. The University has staff members with a strong track record in teaching, research and are capable of holding key positions at the Faculty [C06.01.09],[C06.03.10] and also in managerial positions in the University [C06.03.11]. In addition to the periodic salary increase in accordance with the University's general regulations, the Faculty also based on the achievements of the Instructor to propose a raise before the deadline [C06.03.12], [C06.03.13].

6.4. Competences of academic staff are identified and evaluated

The competence of academic staff is clearly defined through:

    - Profile of professional qualifications of academic staff, including the curriculum vitae of academic staff [C06.04.01], qualifications [C06.04.02], pedagogical certificates, and foreign language competence [C06.04.03]. This profile is updated by the faculty to the Faculty and Office of Personnel and Administration when changes are made to monitor and manage.

    - Research competence of academic staff is determined through collecting students' opinions, results of implementing scientific research projects at all levels, taking part in instructing scientific research of students [C06.04.04], compiling the curriculum, and participating and presenting at internal and external university conferences [C00.00.13], [C00.00.14]. These activities are shown in the annual scientific research report [C06.02.09].

The competence of academic staff is evaluated through the following forms:

    - Academic staff are evaluated for teaching every week by the Legal Inspection Team [C06.04.06] and the quality assurance department's assessment based on the results of the survey of students about the course study of academic staff [C01.03.02].

    - Academic staff are assessed overall on all tasks at the end of the academic year. This evaluation has the participation of all faculty members in the Faculty [C06.04.07], [C06.04.08].

    - Evaluate the number of hours of scientific research converted annually based on scientific research activities prescribed by the university [C06.04.09], [C06.04.10].

    Each semester, academic staff will evaluate their teaching activities through the learning results from feedback of students to adjust teaching methods accordingly well suited. The adjustment is shown on the detailed outline of the courses, and the detailed outline will be updated directly on the faculty outline management system and will be approved by the faculty before deploying to teach students at the beginning of each semester. Based on the students' feedback, the Faculty Scientific and Educational Council will discuss with the academic staff about the limitations and reallocate. In fact, during the past time, the Faculty has evaluated and proposed for a lecturer to transfer the work because it did not ensure the required competence.

    Besides, the number of academic staff who have abilities to teach in English at the present is 9 people, in charge of 8 courses belong to knowledge blocks of basic and subject specific knowledge. From the next time, the number of academic staff who completed postgraduate aboard will be in charge of additional teaching some courses in English [C06.02.02], [C06.02.03]

    The following Figure 6.3 provides some evidence of improving the teaching quality of academic staff through the criteria (scale 5) surveyed from students. The results show a significant quality improvement from 2016 to 2019 for most of the criteria representative of some courses.

Figure 6 3. Students' feedback and results for teaching quality improvement

(Source: Office of Educational Testing and Quality Assuarance(2019))

6.5. Training and developmental needs of academic staff are identified and activities are implemented to fulfill them

    Academic staff are encouraged to participate in education program which aims to improve levels and the capacity of scientific research.

Figure 6 4 Progress of making and deploying training plan, developing professional knowledge for academic staff

    Annually, academic staff register training needs and develop professional knowledge [C06.05.01]. Then, the Faculty adjusts the operating plan in the current year [C06.01.06]. Every year, the University deploys training plan and supports academic staff according to each special course and content attached to the recommended needs of units aims to improve the quality of academic staff [C06.05.02], [C06.05.03].

    In order to support the needs of course syllabus design and teaching methods improvement, Faculty had planned and organized training classes to help academic staff improve the skills and deploy teaching according to modern methods [C04.02.07].

    Besides that, the University also has regulations on learning commitment to improving levels when signing the contract, regulations on registering level improvement route annually, class remission policy and support policy for learning tuition fee according to the progress of completion, foreign language achievement, salary increment policy before term and others achievements in competition [C06.04.07].

6.6. Performance management including rewards and recognition is implemented to motivate and support education, research and service

    Performance management of academic staff is implemented via the assignment table deployed in the website of the Faculty [C06.02.07]. Assessment of performance is implemented by the Faculty periodically in meetings of the Faculty (once a month) 11 [C06.06.01], final semester via channels referencing from student’s survey results according to regulations of the University.

    The performance Assessment is implemented based on each work in detail such as: numbers of class, volume of guiding students to do graduation internship and thesis, volume of scientific research works, course survey results, etc. Each work is determined by the amount according to a specific scale [C06.06.02]

    Besides that, the University also supports academic staff to register courses regarding to technology transfer, in which academic staff will get a part of transferred project costs. Before, the Faculty has 2 projects in term of software treating survey results and software giving the multiple-choice test and deploys to the Office of Educational Testing and Quality Assurance, UEL and Banking University [C06.06.03]

    Annually, the University issues general rewards structure to all faculties in the University. Progress of reward approval is concretized by the University including: title registration for the beginning course, achievement assessment for ending course at Faculty, rewards of Faculty and rewards of the University. [C06.04.07] [C06.04.08]

6.7. The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement

    Twice a year, all academic staff summarize and update scientific research activities according to requirements of Office of Scientific Management [C06.07.01]. Teachers are encouraged to participate in scientific research, writing and publishing scientific articles. Since 2015, the university had issued regulations, so that annually, each lecturer must meet a minimum of 500 scientific research hours (minh chứng). Research activities and methods, conversion in terms of research class are determined in detail issued publicly by Office of Scientific Management [C06.04.09]. Academic staff with outstanding scientific research achievements will be awarded annually. Scientific research results are also one of the important criteria in the consideration of the title of completion and other personal titles [C06.06.03].

    Numbers and types of scientific research are counted annually according to each academic staff aims to survey and benchmark with previous years and benchmark with other faculties in the University to have a suitable improvement plan [C06.07.03]. Since 2015 up to now, the Faculty has organized 11 workshops, seminars at all levels, 50 topics for professional activities and 8 seminars for students related to scientific research and career orientation. (Table 6.6)

Table 6-6 Summary of workshops, seminars and learning activities of FIS (2015-2020)

Academic year International seminars, Workshops Workshops, seminars Professional activities Student seminars Total
2015- 2016 0 2 16 1 19
2016- 2017 0 4 2 6
2017-2018 1 12 1 14
2018-2019 1 1 19 2 23
2019-2020 2 0 6 2 10
Total 4 7 53 8 72

Source: FIS (2019)

    The average numbers of annual scientific research hours of academic staff have changed from year to year, but the average ratio of academic staff is still higher than the prescribed level of the University. The average number of hours per year has increased steadily over the years (Table 6.7). Although some cases of personal reasons do not meet the standard hours, most academic staff of the Faculty have enough scientific research time required by the University. Many reasons come from academic staff focus too much on scientific hours in 1 year, and 1 year later, they need to focus on learning path or teaching activities. For this reason, UEL change the regulation and exceeding scientific scores will be accumulated in the next year. The Faculty encourages Academic staff participate in seminars, conferences and research projects.

Table 6-7 Average numbers of annual scientific research hours at FIS

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
Total scientific research hours 9,502 13,743 11,138 16, 177.16 21.602,00 25.297,00
Numbers of academic staff 19 16 18 15 18 17
Average numbers of annual scientific research hours / academic staff 500 859 619 1,078.477 1,200.1 1,488

(Source: Statistics of scientific research activities at FIS by August 2020)

    The number of published scientific articles of the Faculty increased sharply from 04 articles in 2014-2015 up to 28 articles in 2016-2017. And in 2019, there are 17 articles. The number of topics being implemented has also increased over the years. These results show that the Faculty always has clear annual strategic goals, not only in staff development, teaching assignment, but also in scientific research activities. By the academic year 2019-2020, the proportion of scientific articles, scientific research topics at all levels of the Faculty respectively accounted for 15.67% and 19% respectively over 10 faculties and courses in the whole University (Table 6.8). However, in terms of the stated international works, the rate of works of the Faculty of Information Technology has accounted for about 20% of the articles of the University, and in the near future, the Faculty will continue to encourage and promote the international statement. In addition to promote research, the Faculty has actively established research groups in specific fields such as Business Intelligence (BI), Human Resource Management, Data Analysis, etc. [C06.02.09]

Table 6 8 Scientific research products [APPENDIX 6.2, 6.3, 6.4, 6.5, 6.6]

Year Public Papers Research Project Textbook written
Domestic International Total
2014-2015 6 4 10 2 6
2015-2016 6 6 12 8 2
2016-2017 25 3 28 3 3
2017-2018 29 9 38 1 4
2018-2019 10 7 17 4 1
2019-2020 11 25 36 1 2

(Source: Statistics of scientific research activities at FIS by August 2020)

7. CRITERION 7- SUPPORT STAFF QUALITY

7.1. Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfill the needs for education, research and service

    The University advocates on building support staff who meet the requirements for professional ethics and professional abilities. Support staff for MIS program including support staff in the Faculty (Secretary, academic advisors) and support staff in the University (library specialist, Office of Student Affairs and staff from other Offices). The total number of support staff calculated until June/2020 is 278 people (see Appendix 7.1), the University focused and invested for planning, training and fostering for support staff having high inheritance and development as planning period 2010-2015, 2016-2020 and personnel adjustment planning in 2013 [C06.01.01].

    The University has a plan to recruit staff development, plan to appoint staff to meet the requirements of the University. Planning management staff implemented by the University in accordance with the process and regulations [C07.01.01]. Annually, the University conducts a review and assessment of staff planning and staff development with a focus on evaluating the planning work from the units [C07.01.02].

7.2. Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated

    Recruitment criteria and procedure [C06.03.01], appointment, and promotion of support staff [C07.01.01] implemented by Office for Personel and Administration under regulations of VNU- HCM and recruited for each unit as approval by Board of Rectors. The recruitment of staff comes from the current needs and long-term development orientation of the units under the University's planning scheme. Recruitment information is published on the mass media, the University's website [C07.02.01]. The process of recruiting, receiving and probing is strictly implemented according to the regulations for each course [C07.02.02].

    The recruitment process is based on the process and regulations of the University. This process is widely deployed to each campus unit through the University's general information channel and via email [C07.02.03].

    For support staff belong to the Faculty, annually the Faculty develops plan of personnel staff and propose recruitment needs to the university. After that, the University will conduct recruitment process as the regulations.

   For the issue of appointing support staff, the Faculty will implement under personnel planning and general organizing structure of the University. Based on the professional ability of the performance evaluation results, the Faculty will assign or propose to the university to appoint suitable positions [C07.02.04].

7.3. Competences of support staff are identified and evaluated

    When recruiting a team of staff supporting professional competence criteria are concerned and focused. The competences of supporting staff are determined through the Qualification of appropriate staff in each unit such as Library, departments, computer rooms, LAB rooms, and Faculty support staff and be evaluated through the degree of accomplishment of the assigned work through the academic support report of the support staff during the academic year [C07.03.01].

Table 7-1 Number of support staff

Support staff Highest Educational Attainment Total
Under Bachelor Bachelor’s Master’s Doctoral
Library Personnel 2 5 3 10
Research Department of intelligent business, computer practice 1 2 3
Center for Student Support and Business Relations 4 3 7
Center for Communication and Admission Advisory 4 1 5
Office of Student Affairs 1 2 3 6
Student Association and Youth Union Office 1 2 3
Office of Academic Affairs 3 2 5 1 11
Office of Educational Testing and Quality Assurance 3 3 3 1 10
Office of Information Technology 5 2 7

(Source: Office of Personnel and Administration, by August 27th 2020)

    The support staff from other departments are trained properly and timely support the Faculty in activities related to students such as Office of Academic Affairs, Office of Educational Testing And Quality Assurance, Center for Student Support and Business Relations, Office of Student Affairs, Office of Finance and Planning, the total number of support staff from other departments including 103 officers. Support staff meet professional needs, actively support and advise students in learning, scientific research. The work of each support staff is determined by the job assignment [C07.03.02], [[C07.03.03]].

    Currently, the level of fulfilling the assigned tasks of the management staff and the completion of tasks of supports staff are evaluated in to A, B, C to recommend and reward annually [C07.03.01]. Each year, the University plans to conduct a survey on management quality to serve training [C02.02.03], [C07.03.05] based on the results of this survey to make improvements to improve quality service of the unit in the following years.

7.4. Training and developmental needs of the support staff are identified and activities are implemented to fulfill them

   Annually, the University deploys training plan, supports staff at units according to training needs of units and developmental strategy of the University, and opens training course to improve quality of staff [C07.04.01] [C07.04.02].

    The University and Faculty always encourage and create conditions for support staff to be recommended to participate in other training and developmental course for specialized knowledge. Training and supporting program are deployed to each unit via information channels by email and text. The University supports regular fee of training courses, short-term courses.[C07.04.03]

7.5. Performance management including rewards and recognition is implemented to motivate and support education, research and service

    The University issues regulations on performance assessment to deploy to all staff of the University to implement [C06.03.08]. Progress of assessment/self-assessment and ranking are implemented according to regulations [C06.06.03], [C07.05.01]. Especially, for consulting activities will be assessed via meetings of Faculty, reports of annual self-assessment of academic advisors and assessment of students in the final course. Based on these assessment channels, academic advisors will be assessed to rank according to completion levels of mission and to recommend academic advisors for students’ next courses [C07.05.03].

8. CRITERION 8 – STUDENT QUALITY AND SUPPORT

8.1. The student intake policy and admission criteria are defined, communicated, published, and up-to-date.

    The University annually develops schemes and detailed enrollment policies based on current state regulations, which are published publicly, updated annually after trend analysis and assessment from students, recruitments, trend of technologies, etc.

    The Faculty has a good coordination with UEL's units to implement the admissions process, such as compiling enrollment-counseling materials [C02.03.03], sending academic staff and inviting alumni with enterprises involved in enrollment counseling, and introduce majors and admission requirements [C08.01.02]. The Faculty also improves methods of enrollment-counseling by cooperating with digital learning devision and ovesea experts to create video or livestream to potential students in series of the University’s event. [C08.01.03]

    In 2017, the University established the Center for Communications and Admissions Advisory (CCA) to professionalize admission. Admission information of UEL margin is regularly updated in brochures, websites, fanpage, cooperation channels, hotlines and communication channels, chatbot, stream live consulting [C08.01.04].

    Admissions regulations of the Faculty and the University comply with the regulations of the Ministry of Education and Training and the VNU-HCM . UEL and Faculty regularly update the admission criteria in accordance with the regulations of the Ministry of Education and Training and VNU-HCM and the development orientation of the University[C08.01.05].

8.2. The methods and criteria for the selection of students are determined and evaluated.

    This process is strictly implemented and complies with the regulations of the MOET and VNU-HCM. UEL are applying five methods and several criteria to select students: the National Test results organized by MOET, the Admission Test results organized by VNU-HCM, Rewards in National Contest for High School Seniors, IELTS scores and 3-year cumulative grade point average at 149 selected high schools. For selection method based on the National Test results organized by MOET, students must pass high school and UEL's admission through graduation scores with groups, such as A (including Math, Physics and Chemistry) / A1 (including Math, Literature and Physics) and D (including Math, Literature and English). In particular, the consideration of high school test scores for admission is based on the prescribed entrance score of the Ministry of Education and Training, the admission criteria and the number of high school candidates through the exam results [C08.02.01].

    The Faculty and the University pay considerable attention to the quality of study programs, communication and enrollment counseling. Therefore, the MIS has attracted more and more students, as shown by the number of registration documents. Then, the number of students of the program has increased over the years and the number of the passing scores also rises. [C08.02.02].

    Every year, the Faculty cooperates with the Admissions Council and Admissions Advisory Board to review and evaluate the aspects, advantages and disadvantages during the admission process to draw experience for the admission work in the following years [C08.02.04].

Table 8-1 Total Number of Students of MIS at FIS

Academic year Students
1st Year 2nd Year 3rd Year 4th Year >4th Year Total
2019-2020 68 67 57 56 248
2018-2019 67 57 56 67 247
2017-2018 57 56 67 53 233
2016-2017 56 67 53 91 267
2015-2016 67 53 91 116 327

(Source: Office of Academic Affairs)

Table 8-2 Enrollment situation of MIS at FIS [C08.02.02].

Academic year Admissions criteria Selected number (people) Actual admission number (people) Entrance scores Admission numbers of international students (people)
2019-2020 65 68 68 A00, A01, D01: 23.35
ĐGNL: 831 		0
2018-2019 60 69 67 A00, A01, D01: 21.25
ĐGNL: 782 		0
2017-2018 55 62 57 A00, A01, D01, D90: 24.00 0
2016-2017 60 68 56 A00: 22.50
A01, D01: 21.5 		0
2015-2016 60 68 67 A,A1,D1: 22.00 0

(Source: Office of Academic Affairs)

8.3. There is an adequate monitoring system for student progress, academic performance, and workload

    To evaluate learning outcomes, all courses have methods and criteria for an evaluation in the courses that are clearly informed to students in the first class session. The learning outcomes of students are controlled by the Myuel system [C05.03.01]. At the end of each semester, the Testing and Quality Assurance Office will process transcripts to calculate students' GPA, which is the basis for granting scholarships to high-ranking students.

    To monitor progress and academic results, each class has a supportive academic advisor and mentor [C06.02.10]. Each semester, academic advisors track students' results through the Myuel system to take measures to support students who have difficulties in learning [C08.03.03]. In addition, the Myuel system facilitates academic advisors to track the progress of students easily.

    Each semester, the Office of Academic Affairs and the Faculty sends academic alerts for violations of training regulations, such as poor grades, dropouts, and non-payment of tuition. This is useful for the UEL as well as the Faculty to proactively provide timely support measures [C05.02.02],[C08.03.05] , [C08.03.06]. Then, the academic advisors make phone calls and check students’ issues in order to seend the report to faculty. Any support activities are also provided to help student continue study plan.

Table 8-3 Study volume of MIS Program each semester

SEMESTER NUMBER OF COURSES NUMBER OF CREDITS FOREIGN LANGUAGE OTHER COURSES ACTUAL STUDY CREDITS
GENERAL KNOWLEDGE BLOCK
1 8 22 5 3 PE credits 30
2 8 22 5 3 PE credits 30
3 7 19 5 24
SPECIALIZED KNOWLEDGE BLOCK
4 7 17 5 8 NDE credits 30
5 5 15 15
6 6 16 16
7 4 11 11
GRADUATING KNOWLEDGE BLOCK
8 2 8 8
TOTAL 130

(Source: The MIS Program (2019))

    The course distribution of the program is illustrated in Table 8.2. On average, a student has to study 6 to 7 subjects (equivalent to 18 - 20 credits or 13.5 hours/week) each term. As for the first 3 semester, students study general knowledge with more credits than later semesters when students study specialized knowledge and internship and thesis composition (last semester). The Faculty also takes into consideration the fact that final-year students have more career opportunities, hence the program is designed to allow students to have more opportunities practicing in enterprise workplace during internship period. In reality, this has proven to be suitable for students at FIS in learning ability and speed, not leading to work overload or failure to take advantage of good career opportunities

    According to the regulations for credit-based training and education of VNU-HCMC, students have to spend at least 30 hours self-studying for each credit of a theory subject and hence, they will have enough time for revision before final exams. With such a schedule, students also can allocate time for in-class activities and self-study at home. Organizing educational programs under the credit regime helps to create a flexible and favorable learning environment for students to arrange their studies in line with their capabilities.

    In addition to the support from the academic advisor, the Faculty has set up an Academic Advisor and Support Group to directly advise students. Many students encountering difficulties in the learning progress have contacted the Group and received their own advice.

8.4. Academic advising, co-curricular activities, student competition, and other student support services are available to improve learning and employability

    On welcome day for new students, the Faculty will assign a lecturer to undertake advising mission and observe their class from the first year until graduation. Academic advisors will organize periodic meeting one every two months, orient and solve problems of students, as well as collect feedback from students and then report to the Faculty [C08.04.01]. Each academic advisor will plan to help students on the website of the Faculty to enable students to register for direct exchange [C08.04.02].

    Training activities, student competitions and other support activities for MIS students are organized periodically. Annually, the Faculty organizes activities [APPENDIX 8] such as career orientation program series for the freshers in the introduction to majors to enable students to contact enterprises in the first semester [C02.03.04]. Seminars of enterprises for second-year or third-year students to be shared courses if having specialized courses [C08.04.05]. Visiting and practicing at enterprises [C08.04.06]. Enterprise exchange program and career orientation sessions for students of the whole Faculty [C08.04.07]. Exchange session between alumni and students of the whole Faculty [C08.04.08]. Skills training session for students of the whole Faculty [C08.04.09].

    Besides that, on the third year or final year, students also participate in Job orientation organized annually [C08.04.10]. All programs organized by Faculty do survey students to base on feedback and then improve better in the following times [C08.04.11].

    In order to create conditions for students to develop their knowledge, the Faculty annually organizes academic examinations with the participation of advisory boards and judges from large enterprises. [C08.04.12], [C08.04.13], [C08.04.14]. Moreover, the Faculty has established an English club, ITB club (Information Technology Business club) and organized program to improve foreign language skills for students [C08.04.15], [C08.04.16].

8.5. The physical, social and psychological environment is conducive for education and research as well as personal well-being

    The facilities of the University are modern with two buildings A1 and B1, B2 including classrooms, workrooms, research rooms, reading rooms, self-study rooms computer rooms, BI Lab, which are always spacious, clean, and equipped with modern equipment. In addition, the University has also invested in its campus with many trees and beautiful landscapes that provide students with facilities to learn, play and relax. UEL also has a garden with over 300 trees that create a green, clean and beautiful environment [C08.05.01].

    Students of different provinces live in dormitories of VNU-HCM with member university students. Students of the University live in the B dormitory with many facilities such as bookstores, supermarkets, Suoi Tien Theme Park, etc., which are very convenient for eating and entertainment after school [C08.05.02].

    Immediately after enrollment, new students are allowed to attend the Camping fair with the participation of alumni and students to create a connection with the Faculty. [C08.05.03]. The Faculty also organizes a football competition for classes belonging to the Faculty, these activities are very interesting and create positive motivation for students to improve their health and strengthen solidarity between the classes [C08.05.04]. In addition, to create conditions for students to exchange internationally, the Faculty has organized exchange programs with foreign students [C08.05.05].

    In the studying progress, not only meet academic advisors, students can exchange difficulties with the Faculty’s Board of Deans according to the stated schedule. After school class, students can study in classrooms with many learning aids [C08.05.06]. Besides that, students can register to borrow a classroom to do teamwork or receive psychological - education counseling from the university [C08.05.08].

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

    FIS is exploiting common facilities of the whole university in a 17, 12-hectare area with A1 operating building (9 floors), A2 lecture hall, B1 building (6 floors) with a 5.123 m2 area, including 6 floors and 28 classrooms, B2 building (6 floors) with a 576m2 area and 6 floors used for offices, departments, faculties and courses; A1 lecture hall with a 2110m2 area and 540 seats; All classrooms and lecture halls are designed in various sizes 30 - 200 seats, projectors, audio and lighting systems, white boards, etc. Classrooms for High-quality classes and Talent bachelor are equipped by air-conditioner sand upholstered chairs. 6 rooms used for informatics; 10 rooms used for foreign language learning. Digital Learning Division serves online teaching, self-study space, research center; BI Lab; Center for Economic and Financial Research; Institute for Development and Research in Banking Technology- VNUHCM [C09.01.01] [C09.01.02] [C09.01.03] [C09.01.04].

    The University has invested more equipment such as DVD, 32 inch-LCD TV, a system of audio at the desk, multimedia projectors, electric projection screens, video conference system, software for foreign language learning at foreign language Lab, Rotman software, etc. to solve difficult problems like COVID-19. The University has deployed teaching and working via online channels to meet quickly and well renew requirements in teaching, learning and scientific research methodologies [C09.01.05].

    Besides that, based on the periodic recommendation of units, the University has planned and estimated to invest in alternative shopping and to supplement equipment and implement maintenance annually [C09.01.06].

9.2. The library and its resources are adequate and updated to support education and research

    The Library system includes the UEL library and the Central Library of VNU-HCM. The Central Library of VNU-HCM has a total area of 9,200m2, 1,200 seats, 102 computers connected to the Internet, 8 printers, 4 scanners, 2 photocopiers and 4 barcode scanners. [C09.02.01]

    UEL library in B2 building (1- 2 - 3 floors) with a 1712 m2 area, 600 seats and group study rooms are equipped by 40inch-screen used for slideshow, discussion and representation, private classrooms for teachers and postgraduates. With 40 computers connected to the internet serves free readers, 03 printer, 02 scanner, 01 photocopier and scanner, 04 barcode scanners serving users for exploiting and using library helpfully and effectively. [C09.02.02]

    Students could look up documents of the Central Library of VNU-HCM and libraries of universities via OPAC [C09.02.03] and online database at home and aboard with a lot of books, scientific newspapers and international research works. The library has sufficient and updated books, schoolbooks, references in Vietnamese and foreign language.

Table 9-1 Summary of Resources of the university’s library and Central library until Dec 31st 2019 [C09.02.04]

No. Types of resources UEL Library Central Library Total Note
1 Total number of resources 6036 9489 15525
2 Books for specialized study program of UEL 899 899 Printed books (schoolbook, monographs, references, foreign language books)
3 E-books 54 267 321
4 Disks 319 7806 8125
5 Cassettes 116 116
6 Newspapers – Magazines 80 319 399
7 Dissertations 2319 429 2748
8 Graduation thesis 2640 2640
9 Science research topics (academic staff and students) 426 936 1362
10 Workshops - Proceedings 198 202 400
11 Electronic database 18 18 Catalogue (*)

(Source: Libroratory at UEL and VNU-HCM until Dec 31, 2019)

(*): 05 Electronic databases at home (digital collection in full: Books/Lessons/ dissertation in all topics; 13 scientific magazines in full at home since 2007 until now; Whole of Science and Technology of Vietnam International Science and Technology Development; Ebook database in Vietnamese of Ho Chi Minh City General Publishing House including: textbooks, schoolbooks, dictionaries in all sectors) and VIETDATA, had connected to 14 electric databases at home: Acs (American Chemical Society), Asme (American Society Of Mechanical Engineers, Ieee Xplore Digital Library, Ig Publishing, Iop Science Journals, Jl (John Libbey Eurotext), Mathscinet, Mit Opencourseware, Nature, Oxford Scholarship Online, Proquest Central, Sciencedirect, Springer Open, Springerlink

    Besides that, there are newspapers and specialized journals for students of the Faculty provided from an electric database in the library [C09.02.05]. Currently, the library serves look-up needs for 7000 readers who are academic staff, students, students, and academic staff. The library recently has been equipped extensively and modernly by Apleph, Premo and OPAC; Barcode scanners and bill printers serving borrowing-returning books.

    The library is always updated and supplemented materials based on registration of the Faculty and courses in each semester [C09.02.06]. Annually, the University surveys students, support staff, and academic staff on the library services quality and materials, then planning improvement [C09.02.07].

9.3. The laboratories and equipment are adequate and updated to support education and research

    The University has 6 computer rooms (each room has from 42 to 51 computers), 1 Intelligent Business Research lab (BI Lab has 51 computers) (serving research of academic staff, students of MIS), Center for Economic and Financial Research and Institute for Development and Research in Banking Technology- VNUHCM [C09.01.05]. Computer rooms are equipped sufficiently. Especially, computer rooms serving research are also equipped online meeting system. Software, hardware and computers are maintained, upgraded and updated regularly in each semester [C09.03.02].

    Over the years, the Faculty has been sponsored to use the software of SAP (a German multinational software corporation) for teaching courses related to business information systems, SAP company also has great support in terms of using software, schoolbook, education [C09.03.03]. Faculty has registered with Microsoft to use Microsoft Azure, including a lot of copyright software that students and academic staff can use without paying royalties / fees, and could practice in the public domain technology using the Cloud Computing services of Microsoft Azure [C09.03.04]

    Annually, the University always plans and estimates to invest in alternative shopping and to supplement equipment in classrooms and practicial rooms to ensure that the learning, researching and teaching progress of the academic staff and students are met in the best way [C09.01.06]. Besides that, the University also bases on statistics on the frequency of using Computer Rooms and feedback of students on facilities and equipment to plan for replacements and supplements. Feedback results from from students from ton 201show that [C09.03.05].

Table 9-2 Feedback results from students on facilities and equipment

Survey items Cohort 2011 Cohort 2012 Cohort 2013 Cohort 2014 Cohort 2015
Materials and facilities for learning 3.22 3.33 3.75 3.70 3.60
The School library has enough references for most subjects 3.17 3.18 3.63 3.46 3.42
The classrooms are well-lit, airy, large enough, suitable for the class size 3.07 3.24 3.61 3.78 3.31
The school has all the necessary facilities for students' study and research 3.24 3.44 3.86 3.73 3.69
The environment and landscape of the University facilitate students' learning and activities 3.42 3.47 3.91 3.81 3.98

(Source: Office of Educational Tesing and Quality Assurance (2019))

    System of protective equipment and fire protection procedures are posted publicly on the floors. Every year, the University always has study programs on fire prevention and fighting for staff and lecturer but not yet implemented to students [C09.03.06] [C09.03.07]

    Frequency of use in the semester is reached [C09.03.08], so by the end of the semester there will always be general maintenance for these engine rooms [C09.03.02]. And in the summer, there is maintenance planned and implemented by the Office of Facilities Management.

9.4. The IT facilities (including e-learning infrastructure) are adequate and updated to support education and research

    The university has equipped 100% of computers for management staff, professors, associate professors, unit leaders, practice rooms and libraries.

Table 9-3 The statistics of computers serving teaching, learning and research [C09.04.01]

No. Name of equipment Unit Quantity
1 Computer serving for academic staff to teach and scientific research Set 109
2 Computer serving for students to study and scientific research Set 90
3 Computer serving for management Set 191
4 Computer serving for academic staff and students to teach and learn Set 98
Total Set 488

(Source: Office of Facilities Management)

    The E-Learning system is integrated with online conversation applications such as BigBlueButton and Zoom [APPENDIX 9.1]. Statistics of E-Learning students as of June 2020 are: 7,000 students, the number of accessing E-Learning system is 964,654 times. According to statistics of the 1st and 2nd semester of 2019-2020 academic year, the Department of Information Systems has a total of 6,682 students taking part in courses, the number of students accessing the E-Learning system is 521,113 students and most academic staff of the Department of Information Systems participate in E-Learning [C09.04.02], [C09.04.03]. Besides that, the Digital Learning Division was launched in December 2019 to serve online academic staff, make video lectures and other multimedia applications [C09.04.04], [C09.04.05].

    IT infrastructure is invested synchronously including the LAN system and Internet for all units, the whole campus is covered with wireless network. The core network has been invested synchronously with 20Gbps bandwidth and Internet with domestic transmission 350Mbps bandwidth, international 7MBps bandwidth [C09.04.06].

    The University has invested synchronously, unified general data of the whole university, put into use specialized ERP software, has copyright to manage training, enrollment, exam management, staff management, financial– accounting management, exam banking software .Furthermore, the University has put into use the website, email system for 100% of lectures and students [C09.04.07], [C09.04.08].

    In order to support intensive teaching and scientific research, the University has invested in the procurement of copyrighted software such as organizational resource planning solution (SAP) [C09.03.03], economic-financial database management by Thomson Reuters, simulating financial market (Rotman) [C09.04.09]. The Faculty has registered with Microsoft to use Microsoft Azure, including a lot of copyrighted software that students and academic staff can use without paying royalties/fees, and can practice in the public domain technology using the Cloud Computing services of Microsoft Azure [C09.03.04]. The Faculty has also developed software to manage the course syllabus of the Faculty, able to follow and update of teaching content [C03.02.01].

    Regulations on use as well as security, safety, maintenance plan, software upgrade etc are posted on the Office of IT [C09.04.10]. The University system is constantly updated, so the system is built to ensure high availability. And there are many backup plans when something goes wrong [C09.04.11]. Anti-virus system, security, copyright of the University software ensure a high level and ensure the legitimacy of the University system used as copyright of Kapersky antivirus software, copyright of Windows operating system, database management system [C09.04.12]

9.5. The standards for environment, health and safety; and access for people with special needs are defined and implemented

    For environmental standards: The University plants a lot of evergreens, renovates aquariums and cultivates many ornamental animals. The University has equipped facilities for disabled people such as stairs and toilets. The classrooms are well ventilated, airy to ensure adequate oxygen for many students. There is an office communication channel to immediately reflect when a problem occurs [C08.05.01]

    For health and medical standards: The University also requires 100% of students and staff to participate in health insurance. The University has established a Health department with the function of taking care of students, support staff, academic staff, providing first aid and emergency care when necessary. Medical staff are also responsible for consulting students about health and psychological matters. Students living in dormitories can have medical treatment at the dormitory health room [C09.05.02]. The University also established a counseling room for students to feel safe, welcoming and tranquil in sharing their troubles with a counsellors [C08.05.08].

For safety standards:

    - The University has 3 cafeteria serving students to ensure food safety and hygiene. The facilities all have a food safety inspection and business licenses and are continually inspected and reissued. [C09.05.03] [C09.05.04]

    - The fire protection system, all regulations on fire meet the prescribed standards and approved by the Thu Duc District Fire Department, with regulations and rehearal schedule. [C09.03.06] [C09.03.07]

    The University has equipped with a camera system in combination with security teams, assault teams, security and order teams to protect property, order, safety and security for the University [C09.05.05].

10. CRITERION 10 - QUALITY ASSURANCE PROCESS

10.1. Stakeholders’ needs and feedback serve as input to curriculum design and development.

    In order to ensure the quality of the program to adjust the program on time as needed, Office of Educational Testing and Quality Assurance regularly surveys the opinions of stakeholders: students' feedback about each course on or after the course; students' opinions about the course to meet the students' aspirational needs; ideas of students and academic staff about the curriculum design and development, etc. And the results are the foundation to improve teaching methods in the next semester of academic staff. [C01.03.02], [C01.03.03], [C07.03.05]

    Moreover, Faculty takes the initiative in regularly gathering academic staff and students feedbacks on the curriculum in order to modify and update it if there is something that needs changes needed. Through annual Faculty Scientific and Educational Council meetings combined with gathering expert feedbacks through workshops to conduct feedback surveys from the labor market, mostly from businesses associated with the university and directly with the Faculty. [C01.01.06]. Besides, the Faculty also surveyed and consulted alumni and enterprises at which alumni are working, to check if the program learning outcomes meet the requirements or not at showned in Figure 10.1

Figure 10-1 Process of improving MIS program from stakeholder’s feedback [C01.01.10]

    For Faculty sides, the initiative to regularly each two years conduct feedback surveys from the labor market is largely from businesses affiliated with the university and directly with the Faculty. Besides that, the Faculty also has surveyed and consulted alumni and enterprises, being the direct personnel created by the Faculty on study programs and training quality of students to see the fit as well as the irrationalities in the program arrangement. The latest enterprises and alumni survey conducted by the Faculty was in August 2019 [C01.01.03], [C01.01.05]. Thereby, the Faculty formed the basis for adjustment to the study program in 2019. In the process of improving the Faculty study program, Faculty always creates the easiest conditions for students to take another course/exam, improve and choose alternative courses if needed. For example, in 2019, some courses such as data structure, and computer networks were replaced by the technology foundation for information systems and supplement some courses according to the trend of big data analysis system of information system and based on social needs [C10.01.01] [C02.01.02].

10.2. The curriculum design, review and approval process and minutes are established and subjected to evaluation and enhancement of quality

    The study program is built from the needs of the University and employers to meet the labor market. The first is based on the University's philosophy and education objectives that set the goals of the program, then develop learning outcomes for the study program. The next step is to develop the courses and durations that meet the learning outcomes through outlines and course assessments.

    In 2016, the Faculty has developed the MIS curriculum according to the CDIO approach and implemented this updated program since the 2016-2017 academic year. The CDIO study program with a clear outcome has many criteria in details that need to be implemented, controlled and evaluated. After operation this program in 2 years, in order to assess management more obviously and exactly the Faculty conducted research and developed management software to transfer and operate the whole study program [C03.02.01]. For learning outcome comprehended and unachieved by students, academic staff will give feedback combined with results of software via surveying students by each course at the same time. The Faculty will adjust course arrangement, adjust or supplement course draft to be suitable and in line with the outcome matrix of the program.

    To assess the University’s study program on its quality of implementation and learning outcomes, there is a survey of each course to collect feedback from students. With new ideas from students, the Faculty will hold seminars to assess which course or course series that need to adjust the amount of knowledge. Besides, experts and businesses will consult the Faculty about the study program to update it every 2 years through seminars at the Faculty. Finally, the Faculty Scientific and Educational Council will review and approve these changes before sending a final report to the University.

    The University and Faculty takes feedback from academic staff, alumni students and especially stakeholders about the teaching and learning process through sending students for internships and receiving feedback from enterprises about students’ performance, working attitude, etc. This information is used to adjust the study program as shown in Figure10.1.

10.3. The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment

    The teaching and learning process, the testing and assessment activities of students are regularly reviewed and evaluated through the model of teaching and learning quality assurance at UEL as Figure 10-2. By doing surveys on student satisfaction about courses and academic staff, Faculty can easily to follow the course satisfaction level. The academic advisors discuss regularly with the class moniters to follow the study status and support timely. [C10.03.01]

Figure 10-2 Procedure for reviewing the teaching and learning process

    The organization of examinations is carried out by the Faculty with Office of Educational Testing and Quality Assurance according to the procedure of the University. Course assessment criteria are detailed in the course syllabus and notified to students at the beginning of the semester [C03.01.06]. Besides that, the Faculty assigns courses undertaken by many academic staff to observe the class. Many courses conducted by many academic staff are always ensured teaching quality consistency via the general teaching method ad assessment regulations according to general approved Rubric before. In additions, the Faculty also monitored teaching activities and assessment of the courses.

    Regarding the teaching and learning process, the Faculty through surveying lecturer in Faculty meetings, surveying entire students on issues they encountered and academic advisors’ opinion, Faculty feedback the lecturer in charge. If there is a student's problem then the academic advisor will answer the student clearly.

10.4. Research output is used to enhance teaching and learning

    The University always has specific policies on scientific research of academic staff. Every year there will be 500 hours of scientific research converted by several activities. Also, there are rewards for those who have an article with an ISI Index, Scopus [C10.04.01]. On the student side, the University encourages students to do scientific research. For high-quality class, students are all required to do scientific research and will get awards for selected scientific research. Rewards are also granted to academic staff and students who undertake high-level projects at the Vietnam National University Ho Chi Minh City, municipal and ministerial level [C10.04.02].

    The Faculty pays much attention to improving the quality of teaching and learning through the annual research output. During the teaching process, industrial practices and cases are applied to help students understand the lesson more. [C04.02.05]

    Research results from academic staff in the Faculty that are also used to teach in class. This helps students better understand and have a passion in scientific research activities. At the same time, the university always has regulations on participating in scientific research of students, academic staff to enhance the quality of researching and teaching. Simultaneously, the Faculty also organizes many conferences and seminars on scientific research [C10.04.03]. This helps academic staff in their faculty as well as students can apply from the research results to the teaching process effectively Moreover, the Faculty develops applications for digitalizing some teaching and class management activities [C10.04.04]. Academic staff also uses scientific research results in teaching activities. Examples of applying academic staff’s research projects for teaching is application of e-commerce market simulation [C10.04.05] and dictionary of MIS terms in teaching activities [C10.04.06]. In addition, students research results are also selected and introduced in to classes for students’ references [C10.04.07].

    FIS has researched and developed an information system to help enhance as well as support to enhance the quality of curriculum management and teaching activities, specifically: The system simulates e-commerce market movement and operates as a virtual reality system; Mytikas software system manages the whole study program under CDIO; UELStudy system provide academic management functions, provide documents, attendance, manage integrated study groups to view test scores online to control and enhance the quality of teaching activities; UELTest system provides the function of preparing and managing online exam questions, examing questions. It supports Academic staff to manage teaching implementation and formative assessment, midterms quickly and accurately [C10.04.04]

10.5. Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement

    To enhance services that support students, annually, the University does a satisfaction survey of students and academic staff to record feedback and improve facilities [C09.02.07], [C09.03.05], [C10.05.01]

Table 10-1 Results of improving support services and facilities

Criteria Cohort 2011 Cohort 2012 Cohort 2013 Cohort 2014 Cohort 2015
University’s Library has enough reference documents for most of the course 3,1 3,5 3,63 3,46 3,42
Classrooms with enough light, airy, wide enough, suitable for class sizes 2,81 3,77 3,61 3,78 3,31
The University has enough necessary equipment to serve the learning and researching of the students 3,28 3,58 3,86 3,73 3,69
The environment and landscape of the University facilitate the learning and activities of students 3,39 3,62 3,91 3,81 3,98

    The survey results show that most of the criteria were absorbed, evaluated and improved year by year.

    Specifically, the University has built a new building and put it into operation in semester 1 of the 2017-2018 academic year. In June 2020, the University has expanded the space for BI-LAB center in Room A1.711, which is the research unit under the faculty. In September 2020, B2 building (6 floors) with the area is 576m2 along with 6-floor-block for offices. Besides, through seminars with students, Board of Directors of the University renovated spaces,and green parks of the university, invested more equipment to help students to relax after stressful classes such as opening more pianos in the hall, self-study rooms, start-up space and foreign language and especially in the stage of construction of flyovers for students to travel conveniently. Besides that, all information about learning schedules, academic results are fully provided on the MyUEL system [C10.05.02].

    The library always ensures reading rooms in office hours and will update the latest books for teaching each course recommended by academic staff according to annual requirements of the Faculty [C09.02.06]. The center always supports students directly according to office hours and answers emails of students within 01 hour.

    To contribute to improving the quality, the Faculty also conducts and combines the implementation of online training on the university-wide e-learning system at https://elearning.uel.edu.vn (referred to as uel-e) to ensure students interact with academic staff whole week but not class hours only [C09.04.03],[C10.05.03].

10.6. The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement.

    In order to collect students’ feedback, annually, FIS conducts surveys of students about education and support services quality according to the University's general plan [C01.03.02], [C09.02.07], [C09.03.05]

    Feedbacks from alumni are important in enhancing training quality because alumni are the persons who directly apply training results into practice. Assessments and feedback of the course have a combination of theory and practice. The FIS always tries to maintain and develop this information channel to improve the training quality at the Faculty [C01.03.03]. The Faculty regularly organizes seminars with the presence of alumni at the in several courses [C10.06.01], [C10.06.02].

    In each course, academic staff can use the teaching monitoring system of the Faculty to develop themselves to assist in the process of teaching, learning, training and collecting students' feedback and feedback to improve the quality.

Figure 10-3 Mechanism of collecting feedback from stakeholders

    Therefore, the Faculty and University have built a mechanism of collecting feedback from stakeholders. Feedback results after each survey are used to assess the quality of income data and improve quality.

    With feedback by students, academic staff, enterprises, etc, the Faculty organizes a meeting to take idea in assessment and adjustment. Adjusting the curriculum once every 2 years or 4 years according to the plan of the University and combining with the re-valuation of the Faculty Scientific and Educational Council for such changes are reasonable. Then the Faculty will send concurrent feedbacks and re-deploy next years

    In each semester, the Faculty and University receive feedback results from the students. Based on these results, the Faculty and Devisions organize a meeting to disscuss on how to improve teaching methods, update course content and course assessments in course specifications. By doing this, the quality of teaching and learning is gradually improving over the years. An example of improvement at course level has better teaching results showed in Figure 10.3 as below.

Figure 10-4 Improve teaching quality of Programming Techniques course [C10.06.03]

11. CRITERION 11 – OUTPUT

11.1. The pass rates and dropout rates are established, monitored and benchmarked for improvement

    The dropout rates and pass rates are established and monitored by the student management software system of Office of Academic Affairs. Software is commenced under web service form at the portal gate: myuel.uel.edu.vn, which is allowed a diversity of users from students, academic staff and managers of the Faculty, managers of Office of Academic Affairs, may access data from time to time [C10.05.02].

    The graduation rate of students on time in recent years has always reached over 80%, showing that students meet well the study program and the changes of the program are suitable for the students and the actual work. However, there are still several students who drop out at 3rd year, nearly 10% of the reason is that they have practical access and want to work without completing the courses of year 3 and year 4. Besides, in recent years, the rate of students do not complete on time because the University requires high English skills but several students do not meet this standard. But these days, the University has warned students early from 2nd year about the English requirements.

    Data of graduation and dropout is established and monitored strictly and evaluated and benchmarked in annual graduation review meeting between leaders of faculty and the Board of Rectors [C11.01.01], [C11.01.02]. Such data will be transferred to the faculty to compare, confront and find causes to improve. In the faculty’s meeting, the Faculty will work with academic advisors for each course to find causes and solutions.

Table 11-1 Statistics of graduation and dropout rate of the course [C11.01.04]

Cohort % of graduation % of dropout
Cohort size 3 yrs 4 yrs >4 yrs 1 yr 2 yrs 3 yrs >3 yrs
2016 36 51,43 7.14
2015 40 52,63 1.49 1.49 2.99
2014 26 49,06 1.89 9.43
2013 48 52,75 17.58 5.49 2.2 1.1 2.2
2012 70 60,34 10.34 5.17 4.31 0.86 1.72

(Source: Office of Academic Affairs)

Table 11-2 Comparing graduation rates of students MIS - FIS - UEL

Cohort MIS FIS UEL
Cohort size Rate Cohort size Rate Cohort size Rate
2016 36 51,43 69 53,91 882 58,64
2015 40 52,63 71 54,20 949 62,03
2014 26 49,06 58 54,21 968 63,98
2013 48 52,75 48 52,75 883 68,56
2012 70 60,34 70 60,34 1.288 74,24

(Source: Office of Academic Affairs)

11.2. The average time to graduate is established, monitored and benchmarked for quality improvement

   From data provided and managed by the Office Academic Affairs, the Faculty usually conducts statistic and data analysis about the average time of graduation for each course aimed at improving the quality of the curriculum [C11.01.04]

    Average rate of students in the faculty who graduated as scheduled is approximate 55.6%. The overdue graduation rate is from 9.4% on average. Such a rate is rather low compared with other majors because MIS is new major with high technology (50% economic knowledge, 50% information technology knowledge)

    Table 11.1 shows that due completion rate of the course of students is around 60-70%, the others will be overdue graduation or dropout. The reason for overdue graduation is due to the failure of meeting requirements of course tests or foreign language output, especially foreign language output [C11.02.01]. In order to overcome such matter, the Faculty had formed Students’ Consultant and Support Team [C11.02.02] to coordinate with studying advisor of each class to monitor the learning status of students, especially in studying foreign language, commencing many activities to support and encourage foreign language students [C08.04.16].

11.3. Employability of graduates is established, monitored and benchmarked for improvement

    The survey of MIS Graduates shows that the employment rate is rather high. The employment rate of graduates who are offered jobs before 3 months and after 6 months of graduation is very high from 2015 to 2020; a small rate of graduates found jobs within 6 – 12 months, then after one year, most of them have jobs [C00.00.11].

Table 11-3 Employment rate of MIS Students after graduation

Cohort Employment rate after graduation
< 3 months 3-6 months 6-12 months > 1 year
2011-2015 66.67% 29.63% 3.70% 0
2012-2016 95.2% 4.8% 0 0
2013-2017 90.20% 9.80%
2014-2018 100%
2015-2019 95.12% 4.88%

(Source: Center for Student Support and Business Relations)

    Undertaking 100% of students to have jobs within 12 months after graduation is the leading target of the Faculty. As a matter of fact, the Faculty has conducted this target since 2013. There are a lot of students who are recruited by enterprises after the internship period. In order to conduct such matter, the Faculty monitored, benchmarked and searched social demand through enterprises, and organized activities to know about enterprises and nominating actual practice for students from 2nd or 3rd year to train occupational skills. [C04.02.09]

    Currently, the Faculty has developed recruitment relationship and strategic partners with more than 160 enterprises, including many famous enterprises like FPT, KMS, BOSCH, SAP Vietnam, Ernst & Young Vietnam, PwC Vietnam, etc. in MIS industry. Such relations are generated from prestige and training quality of the Faculty toward the MIS industry. Extension of relationship with enterprises gives students to have an opportunity to get a job before graduation. [C11.03.01]

    Annually, the Faculty coordinates with the Business Intelligence LAB Center (an associated unit of the Faculty) to organize about 20 seminars on the occupational tendency for the freshmen and seniors. Speakers in seminars are enterprise owners and alumni who obtained achievements in occupational fields [C08.04.05].

11.4. The types and quantity of research activities by students are established, monitored and benchmarked for improvement

    Procedures for conducting scientific research of students are set out in relevant documents of the University [C10.04.02]. Research orientation or topic will be detailed by students or lecturer’s recommendations. After the lecturer’s orientation, students will register the topic. The students may contact professional academic staff to be guided or register topic with the Faculty and the Faculty will arrange a suitable lecturer for instruction [C11.04.02], [C11.04.03]

    Scientific research activities of the students who majored in MIS have been paid attention by the Faculty in recent years. Since 2012, there have been more than 10 topics of scientific research registered by the students. Types of research are diversified in different fields including information technology, management, commerce, marketing, etc. The number of scientific research topics conducted by the students in 5 recent years from 2015 to 2019 was 55 topics, some of which obtained achievements in the level of faculty and University. [C11.04.04].

Table 11-4 Statistics of scientific research of the students

No. Academic year Number of registered topics - FIS Number of completed topics - FIS Quantity of university level prize - FIS Prize - FIS Number of completed topics - UEL Rate (%) FIS/UEL
Faculty level University level
1 2015-2016 11 4 3 3 1 First prize Eureka 66 10,6
2 2016-2017 10 0 5 4 40 12,5
3 2017–2018 17 2 6 4 - Third prize of ministry level
- Third prize in RGMC 2017 held in Korea 		92 8,7
4 2018–2019 20 10 5 5 128 11,7
5 2019–2020 32 19 8 5 161 16,8

(Source: Office of Scientific Management and FIS by August 2020)

    Research topics of students at the FIS are very diverse in management, information systems and ecommerce. They reflect professional and specialized knowledge content, as well as relate to reality that can be applied in students’ studying and living.

    After conducting scientific research of students, annually, the FIS carries out the evaluation and assessment between years to learn from experiences. Scientific research topics will be carefully graded and approved at the Faculty level, therefore, nearly Faculty-level-prize won topics that all won the University-level-prize [C11.04.05].

   Scientific research topics of Faculty which won Eureka prize in the last 2 years, in 2015, the topics of a group of MIS students had won 3rd prize and in 2016, the FIS students honored to receive the first prize, which is also the first Eureka 1st prize that UEL achieved from establishment to the present. To push and attract students participate in scientific research, from the 2017-2018 academic year, the Faculty has implemented the policy of additional scores for scientific research of students who have good scientific research achievement [C11.04.06].

   Compared to general statistics of the whole university (Table 11.7), Faculty’s students always reach the highest achievement on prizes of city-level scientific research and have the topic completion rate is higher than the university average. (Figure 11.1)

Figure 11-1 Rate of completed scientific research topics of students based on the registration quantity [C11.04.08]

   In June 2015, the Faculty established Business Intelligence LAB Center. The Center plays the role of supporting and promoting students' scientific research and technology transfer activities in smart business solutions and MIS.

11.5. The satisfaction levels of stakeholders are identified, monitored and matched for improvement

   Determining to monitor the level of satisfaction of stakeholders, including students, alumni and employers for the FIS is always considered by the Faculty as one of the important tasks.

    For academic staff and support staff: Annually, the University makes a quality survey of management and services to identify, monitor and match for satisfaction. The survey results are the basis for improving service quality, support and facilities [C02.02.03], [C10.06.03].

    For students: After each course, each student is allowed to carry out a survey on the quality of the course teaching and the students' satisfaction with the course. The procedure for conducting this survey was conducted by the Office of Educational Testing and Quality Assurance. Specifically, the survey data of the 2nd semester of the 2015 – 2016 academic year showed that 50% (9/18) of the courses taught by the Faculty had a very good satisfaction level (average score above 4 on a 5-point scale) [C01.03.02].

    For supporting activities: Most students have a good assessment of support activities with a good average score (above 3.5), a number of criteria above 4 (well meeting stay-in needs).

Table 11-5 Satisfaction of students with support staff [C01.03.03]

Criteria Cohort 2011 Cohort 2012 Cohort 2013 Cohort 2014 Cohort 2015
Academic advisors (Academic staff) actively advice and support students in their learning 3.55 3.55 4.06 3.11 4.33
Staff and office workers have a gentle attitude, listen and promptly handle legitimate requests of students 3.5 3.63 3.97 3.51 4.04
Regulations on regimes and policies for students are timely settled by the University 3.32 3.67 3.91 3.59 3.70
The university meets well the cultural and arts needs of students 3.55 3.8 4.08 3.65 3.78
The university meets well the fitness and sports needs of students 3.45 3.64 3.83 3.61 3.67
The university meets well the stay-in needs of students 3.7 3.91 4.02 3.62 3.78
Union - Group activities in the University are practical and work well for students 3.33 3.62 3.86 3.41 3.57

(Source: Office of Educational Testing and Quality Assurance, course survey results for the academic years from 2015 to 2019)

   Facilities are not only the criterion received feedback with fairly low average-score but also the criterion determined by the University as a weak point because the University’s facilities are in progress of construction and development [C01.03.03].

Table 11-6 Students’ satisfaction with facilities

Criteria Cohort 2011 Cohort 2012 Cohort 2013 Cohort 2014 Cohort 2015
University’s library has enough reference documents of most courses 3.63 3.18 3.63 3.46 3.42
Classroom is full of light, cool, enough space and correspondent to number of attendants 3.61 3.24 3.61 3.78 3.31
The University has enough necessary devices to meet requirement of study and search of students 3.86 3.44 3.86 3.73 3.69
Environment and landscape of the University provide students with convenience on study and other activities 3.91 3.47 3.91 3.81 3.98

(Source: Office of Educational Testing and Quality Assurance, course survey 2014-2019)

    For newly graduates: Right after graduating, the Faculty always fully survey the whole courses passed by students for 4 years. Thereby, the FIS recognizes level of satisfaction of graduates with the training quality at FIS. In details, results of surveying newly graduates shows that level of satisfaction increases though cohort 2011 to cohort 2015, that means the Faculty has improved training quality (Figure 11.2)

Figure 11-2 Survey of graduates’ satisfaction with MIS program [C01.03.03]

   The FIS also surveys alumni to investigate their satisfaction with the improved MIS program 2019. These results revealed that more than 87.3% MIS graduated students are satisfied with MIS program 2019, the level of satisfaction vary from very agree to relatively agree (Table 11-7). Among the aspects of MIS program having a clear goal, matching social requirements, creating favorable conditions for students were feedbacked with high level of satisfaction. The survey also shows that more than 80% newly graduates can find a job within 6 months after graduation [C11.05.01].

Table 11-7 Survey results of alumni’s satisfaction with the MIS program 2019 [C11.05.01]

Questions Very agree Agree Relatively agree Total proportion
The program has a clear goal 20.6% 52.0 % 23.5 % 96.1 %
The program objectives match social requirements 19.6 % 41.2 % 35.3 % 96.1%
The program creates favorable conditions for students 18.6 % 56.9% 20.6 % 96.1 %
The program updates regularly according to social requirements 17.6 % 52.0 % 23.5 % 93.1 %
The program combines well between theory and practice 23.5 % 45.1 % 18.6 % 87.3 %
The program provides a solid basis for future growth 27.5 % 42.2 % 22.5 % 92.2 %
The program provides essential skills for a career 23.5 % 52.0 % 16.7 % 92.2 %
The content of the program has a reasonable work load 23.5 % 45.1 % 20.6 % 89.2 %
The program structure is reasonable 28.4 % 45.1 % 19.6 % 93.1 %
The courses in the program are deep in knowledge 38.2 % 41.2 % 8.8 % 88.2 %
The courses in the program have a wide range of knowledge 28.4 % 47.1% 17.6 % 93.1 %
The courses in the program are practical for learners 25.5 % 46.1 % 16.7 % 88.2 %
Student assessment criteria are suitable 27.5 % 47.1 % 15.7 % 90.2 %

(Source: Survey data at FIS in 2019)

    For employers: The FIS has a very good working relationship with many employers. The faculty also has a high reputation in training human resources in the field of MIS. In the most recent survey to employers in 2019, 92.3% employers anwser that quality of graduates from FIS are good (75.0%) and very good (16.3%) [C11.05.02]. Regarding the trust and reputation of FIS, 78.3% rated the trust and reputation of FIS are good and 14.1% rated as very good. The result shows that quality of graduates and training activities at the FIS are well recognized by employers.

   Table 11-8 also shows of employers feedback on the updated MIS program in 2019. The survey results show that in general, most of the surveyed employers rated high satisfaction level for MS program 2019, more than 93% employers agree (from relatively agree, agree or totally agree) with the aspects of MIS program [C11.05.02]. This fact is fully consistent with the efforts of the FIS to develop and maintain a leading position in human resource training for MIS in Vietnam.

Table 11-8 Survey results of employers about the MIS program 2019 [C11.05.02]

Questions Very agree Agree Relatively agree Total proportion
The program has a clear goal 27.8% 37.8% 32.2% 97.8 %
The program objectives match social requirements 21.1% 46.7% 30.0% 97.8 %
The program creates favorable conditions for students 22.2% 47.8% 28.9% 98.9 %
The program updates regularly according to social requirements 25.6% 47.8% 23.3% 96.7 %
The program combines well between theory and practice 28.9% 38.9% 28.9% 96.7%
The program provides a solid basis for future growth 31.1% 42.2% 22.2% 95.6%
The program provides essential skills for a career 27.8% 46.7% 22.2% 96.7 %
The content of the program has a reasonable work load 30.0% 44.4% 18.9% 93.3 %
The program structure is reasonable 32.2% 42.2% 21.1% 95.6 %

(Source: Survey data at FIS in 2019)

    Annually, the FIS receives contribution and sponsors from employers who are permanent partners of recruiting graduates from the FIS [C09.03.03]. These cooperation and enterprise support activities help the FIS have more resources in research and teaching students as the needs of enterprises, and students also have more opportunities working and researching with enterprises while they are studying at university.

PART 3:
STRENGTHS AND WEAKNESSES ANALYSIS