BACHELOR OF ARTS IN INTERNATIONAL RELATIONS - AUN...LIST OF TABLES No. TABLE/ CHART Page 0.1 List of...
Transcript of BACHELOR OF ARTS IN INTERNATIONAL RELATIONS - AUN...LIST OF TABLES No. TABLE/ CHART Page 0.1 List of...
VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF INTERNATIONAL RELATIONS
SELF-ASSESSMENT REPORT FOR AUN-QA
BACHELOR OF ARTS IN INTERNATIONAL RELATIONS
HO CHI MINH CITY, OCTOBER 2014
ii
TABLE OF CONTENTS
TABLE OF CONTENTS........................................................................................................................ ii
LIST OF ABBREVIATIONS ................................................................................................................. iii
LIST OF TABLES & CHARTS .............................................................................................................. iv
LIST OF FIGURES ............................................................................................................................... v
PART 1: INTRODUCTION ................................................................................................................. 6
1. Executive Summary .......................................................................................................... 6
2. Organisation Of The Self-Assessment Report .................................................................. 7
3. Team For Preparation Of Aun Report ............................................................................... 7
4. Brief Description Of The University And The Faculty Of International Relations ............ 7
PART 2: AUN-QA CRITERIA REQUIREMENTS ................................................................................. 11
1. Expected Learning Outcomes ......................................................................................... 11
2. Programme Specification................................................................................................ 22
3. Programme Structure And Content ................................................................................ 24
4. Teaching And Learning Strategy ..................................................................................... 31
5. Student Assessment ....................................................................................................... 36
6. Academic Staff Quality ................................................................................................... 41
7. Support Staff Quality ...................................................................................................... 55
8. Student Quality ............................................................................................................... 59
9. Student Advice And Support .......................................................................................... 63
10. Facilities And Infrastructure ........................................................................................... 73
11. Quality Assurance Of Teaching And Learning Process ................................................... 76
12. Staff Development Activities .......................................................................................... 84
13. Stakeholders Feedback ................................................................................................... 85
14. Output ............................................................................................................................. 89
15. Stakeholders Satisfaction ............................................................................................... 93
PART 3: STRENGTHS AND WEAKNESSES ANALYSIS ...................................................................... 94
ANALYSIS OF STRENGTHS AND WEAKNESSES ........................................................................... 94
SELF-ASSESSMENT ................................................................................................................... 101
LIST OF EXHIBITS ......................................................................................................................... 106
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LIST OF ABBREVIATIONS
No. Full words and phrases Abbreviations
1 ASEAN University Network – Quality Assurance AUN-QA
2 Bachelor of Arts BA
3 Faculty of International Relations FIR
4 Ministry of Education and Training (Vietnam) MOET
5 Program (Expected) Learning Outcomes PLOs
6 University of Social Sciences and Humanities USSH
7 Vietnam National University – Ho Chi Minh City VNUHCM
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LIST OF TABLES
No. TABLE/ CHART Page
0.1 List of FIR administrators 9
1.1 PLOs of the Bachelor of Arts in International Relations 12
1.2 Curriculum map (Matrix of expected learning outcomes and curriculum) of the Bachelor of Arts in international relations programme
15
1.3 Summary of feedback from different stakeholders (2013) 20
2.1 Components of the BA programme specification in International Relations 22
3.1 The proportion of generic and specialized courses. 24
3.2 Programme Structure (Suggested academic semesters) 25
3.3 Courses and programme amendment in accordance with feedback from
stakeholders
29
3.4 credit distribution changes in curriculum (2006-2014) 31
4.1 presentation levels and skill levels 34
5.1 number of intake students of fir in recent years 37
5.2 GPA on graduation 37
6.1 List Of Faculty Of International Relations 43
6.2 Number Of Teaching Staff And FTEs In Academic Year 2013 – 2014 48
6.3 Students To Academic Staff Ratios 49
6.4 Number Of Academic Staff, Ftes And Phd Holders In The Last Five Years 49
8.1 A comparison of the academic overmatching percentage with other Faculties of the Ho Chi Minh City University of Social Sciences and Humanities
59
8.2
A comparison of the overmatching percentage with Diplomatic Academy of Vietnam, the Faculty of International Studies – Hanoi University of Social Sciences and Humanities, and of the Ho Chi Minh City University of Pedagogy
59
8.3 Number of Intake students of FIR in recent years 60
8.4 The average study hours of a FIR’s typical student 63
14.1 Pass rate of BA in International Relations Programme 90
14.2 List of Companies Employing FIR graduates (2013) 91
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LIST OF FIGURES
No. FIGURE Page
1.1 Bloom taxonomy 13
1.2 Procedure of PLOs Revision based on Stakeholders’ requirements 19
6.1 Organizational Structure of the FIR 51
13.1 Process of the labour market survey 86
13.2 process of student & alumni survey 87
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PART 1: INTRODUCTION
1. EXECUTIVE SUMMARY
This report is prepared for the ASEAN University Network’s Quality Assurance Team
that will evaluate the Bachelor of Arts in International Relations programme of University of
Social Sciences and Humanities (USSH), a member of Vietnam National University – Ho Chi
Minh City (VNU-HCM). This is the result of a joint effort of all members of the Faculty of
International Relations (FIR) with a considerable support from the administration and
colleagues of USSH and the VNU-HCM. This demonstrates FIR’s commitment to the
continuous improvement of its educational quality and serves as part of the university’s
quality assessment efforts to subject its programmes to evaluation and accreditation by
regional bodies.
The report presents results of FIR’s self-assessment of its educational programme,
following a set of 15 criteria as guided in the AUN-QA Manual. The report opens with a brief
introduction and overview of USSH, VNU-HCM and the Faculty, followed by a detailed
description and the self-assessment of the programme, according to AUN-QA requirements.
It then proceeds with an analysis of strengths and weaknesses as well as improvement plans
and ends with appendices that supports the Self-Assessment Report.
The detailed analysis shows that the programme can meet the majority of the AUN-QA
requirements at a satisfactory level. Its key strengths lie in its clearly-designed and well-
implemented curriculum, its young and energetic teaching and support staffs who are highly
committed to self-improvement and the continuous improvement of the educational
services they render, its good-quality student intakes, and the serious adoption of student-
centred approach in providing advice and support for students. The self-assessment also
helps FIR identify areas that need to be improved such as strengthening its partnership with
the industry, developing more flexible human resource plan to cope with the shortage of
full-time lecturers in certain periods of time due to the fact that full-time lecturers,
especially young lecturers, tend to go abroad to pursue further study at some point in their
career paths.
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As part of FIR’s vision is to prepare its students to become global citizens, the fact that
its programme is subject to the evaluation and accreditation of a prestigious regional body is
of great importance. The FIR strongly expects that it will receive insightful comments and
suggestions from external AUN-QA experts, thereby helping FIR further improve its
programme and contribute actively and positively to the development of the region’s
education and training community.
2. ORGANISATION OF THE SELF-ASSESSMENT REPORT
The report consists of 3 parts:
- Part I is a brief introduction of University of Social Sciences and Humanities (USSH)
and FIR;
- Part II is a detailed analysis of FIR’s performance according to ANU-QA set of criteria;
- Part III is a summary of FIR’s strengths, weaknesses and improvement plan.
3. TEAM FOR PREPARATION OF AUN REPORT
FIR’s self-assessment is periodically conducted as part of USSH’s internal quality
assurance. This routine activity has helped FIR identify its strengths and weaknesses and
come up with detailed plan for improvement.
FIR’s self-assessment according to AUN-QA set of criteria has been exercised with the
involvement of FIR’s different stakeholders including its teaching and support staffs as well
as its students.
4. BRIEF DESCRIPTION OF THE UNIVERSITY AND THE FACULTY OF
INTERNATIONAL RELATIONS
4.1. Background information of the University
Vietnam National University – Ho Chi Minh City is envisioned to be “a high quality, high
- tech and multi – disciplinary training center for undergraduate and graduate studies and
well – qualified research hub in Vietnam’s higher education system, contributing to and
meeting the demands for socio – economic development” (http://www.vnuhcm.edu.vn). To
be specific, the vision and missions of VNU – HCM can be found in the website as follows
[Exh3.4]:
Vision of VNU – HCM
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VNU – HCM aims to become one of the top Asian higher education systems.
Missions of VNU – HCM
VNU – HCM is a training center that accumulates talented lecturers and students; train
human resources with high quality and scientific research output. VNU – HCM pioneer in
innovation and essentially contributes to the development of the country and society.
VNU – HCM is administrated, managed and super based on the higher education system
model with high autonomy, self – responsibility, managing to provide an environment for
science and academic to develop freely in a model urban university campus.
In alignment with the VNU – HCM vision, missions and objectives, the USSH state its
visions and mission as follows [Exh3.5]:
Visions of USSH
As a member of Vietnam National University – Ho Chi Minh City – a key center of
Vietnamese education for under- and post-graduate training and for scientific research with
high quality and multi-disciplines, the University of Social Sciences and Humanities (USSH)
pledges to be one of leading research-oriented institution, comparable to that in the Asia
and the world.
Missions of USSH
The University of Social Sciences and Humanities (USSH) is the center that provides:
- High quality training and research in social sciences and humanities;
- Professional labors with high sense of national identities;
- Professional services and scientific products fundamental to strategic social planning
and national development.
Objectives
In the period 2011 – 2015, the USSH will make breakthroughs and significant
improvement in university governance, training, research, community service, step by step
assuring its position as an important training center of ASEAN.
4.2. Background information of FIR
Official name of the institution:
University of Social Sciences and Humanities (USSH), a member of Vietnam National
University – Ho Chi Minh City (VNU-HCM)
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Official name of the Faculty:
In Vietnamese: KHOA QUAN HỆ QUỐC TẾ (QHQT)
In English: Faculty of International Relations (FIR)
Address:
Main campus: 10-12 Dinh Tien Hoang St., Dist. 1, Ho Chi Minh City, Vietnam
Linh Trung campus: Ward 6, Linh Trung, Thu Duc District, Ho Chi Minh City, Vietnam
Contact details:
Dean’s office: Rm. A206, 10-12 Dinh Tien Hoang St., Dist. 1, Ho Chi Minh City,
Vietnam
Tel: +84 (8) 8293828/135
Email: [email protected]
Website: www.qhqt.edu.vn
TABLE 0.1: LIST OF FIR ADMINISTRATORS
FULL NAME TITLE POSITION
ĐÀO MINH HỒNG PhD Dean / Chair of Scientific Council
NGUYỄN TĂNG NGHỊ MA Vice Dean
NGUYỄN THỊ TỐ NGA MA Vice Dean
NGUYỄN THỊ HỒNG VÂN MA Secretary of FIR Communist Party Unit NGUYỄN LÊNA BA Chair of FIR Trade Union
4.3. Background Information of the Faculty
FIR was established from the development of Department of World History, Faculty of
History, USSH, VNU-HCM.
On July 17, 2003 Department of International Relations was split from USSH’s Faculty of
History to become a department under the direct management of USSH.
On October 24, 2008, VNU-HCM Scientific Council approved the proposal to establish
FIR under the direct management of USSH, VNU-HCM.
On November 22, 2008, Director of VNU-HCM signed the decision on the establishment
of FIR.
FIR currently has 26 full-time teaching and support staffs. FIR also has a close
collaboration with lecturers and professionals from other faculties and departments of
USSH, Diplomatic Academy of Vietnam, Ho Chi Minh City Law University, Ho Chi Minh City
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University of Economics, Vietnam Ministry of Foreign Affairs, Ho Chi Minh City Department
of Foreign Affairs and so on.
FIR offers BA degree programme for both full-time and part-time students.
FIR is equipped with basic facilities to support its training activities.
After ten years of continuous development, FIR has provided the society with 1500 BA
degree graduates in International Relations. FIR’s graduates are trained to work effectively
and efficiently in both public and private sectors, for example, offices of external relations,
governmental agencies, non-governmental organizations, advertising agencies, the media,
and human resource departments of banks, etc. FIR’s graduates are also expected to be able
to work as researchers and lecturers of research and training institutions on international
relations.
4.4. Vision and mission of the Faculty
Vision: FIR aims to be (i) an academic entity which provides excellent learning
environment that prepares learners to become global citizens, and (ii) a leading research
center in international relations in the Southern Vietnam.
Mission: FIR is committed to (i) excellence in teaching and learning within the IR
profession, (ii) conducting scientific research in IR, and (iii) building capacity of learners to
engage in the global environment. [Exh3.6]
4.5. Brief introduction of the programme
The FIR’s curriculum aims to train its students to become global citizens. They will be
equipped with firm knowledge about international issues in the globalized era, deep insights
into the Vietnam Communist Party’s and Government’s policies, fundamental
understanding about key issues of Vietnam and the world. Students will also be able to think
analytically and critically, exercise effective problem-solving skills and professional skills, as
well as demonstrate excellent command of English. Moreover, students are expected to
embrace the diversity, have a sense of community and the boldness to think and act as
pioneers.
The program curriculum is therefore structured to include components of generic
knowledge, specialized knowledge, foreign language, and technical and professional skills.
Courses are accordingly designed to ensure the balance of theoretical and empirical
knowledge.
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PART 2: AUN-QA CRITERIA REQUIREMENTS
1. EXPECTED LEARNING OUTCOMES
1.1 The expected learning outcomes have been clearly formulated and translated
into the FIR programme of BA in International Relations
The Department of IR was established on 17 July 2003, and the first intake was in 2004.
[Exh1.15] During one year of preparation from 2003 to 2004, FIR academic staff visited
Department of International Relations – Faculty of Political Sciences – Chulalongkorn
University (from 11-May to 18-May 2004) to learn from them their experience of curriculum
design, teaching methods, department organization, human resources arrangement and
development of specialized English courses for International Relations major. Besides, the
department also referred to International Relations Bachelor programmes offered by other
academic institutions, such as those of the National University of Singapore and Brigham
Young University (USA), to develop its own first programme in 2004.
In 2006, a new set of requirements for universities was introduced by Vietnamese
Ministry of Education and Training (MOET), in which it required “All higher education
institutes have to adapt credit-based system, starting from 2006”. In fact, the FIR had
developed its curriculum on credit-based system in 2004. In 2006, as guided by the MOET,
we reduced the number of credits from 210 to 180 credits. [Exh1.9]
Thus far, the programme curriculum of Bachelor of International Relations has been
subjected to five times revisions and updates, specifically in 2006, 2008, 2010, 2012 and
2014 [Exh1.9]. The current credit – based programme curriculum of Bacherlor of
International Relations comprises of 140 credits, of which 30 % (43 credits) are built on the
framework programme curriculum of the Ministry of Education and Training and 70% (97
credits) are of professional knowledge. [Exh.1.1]
In 2008, after receiving VNUHCM’s training of CDIO, the faculty developed its first
programme learning outcomes (PLOs), and integrated them with its credit-based
programme curriculum. [Exh1.2]
Since then, The PLOs and the according programme curricula have been reviewed and
revised three times (2010, 2012 and 2014) (i) to make them more measurable, (ii) to make
them aligned with the FIR’s vision, mission which adopted since 2011 [Exh3.6], (iii) to reflect
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the feedback collected from various stakeholders via different channels [Exh1.9], and (iv) to
follow the latest Vietnam’s Law on Education 2012.
The latest PLOs have been adopted since May 2014.
TABLE 1.1 PLOs OF THE BACHELOR OF ARTS IN INTERNATIONAL RELATIONS
PROGRAMME LEARNING OUTCOMES PLOs SPECIALIZATION
Global
Citizen
Knowledge
Generic knowledge in
Social Sciences and
Humanities
O1 – Students have general knowledge about culture, world history and
Vietnam history; guidelines and policies of the Communist Party and the
State.
Specialized knowledge
in International
Relations
O2 – Students acknowledge the nature and the importance of International
Relations as a global activity.
O3 – Students can employ the theories and methods in International
Relations research to practically analyze global issues.
Thinking
Integrative Thinking
O4 – Students are eligible to assemble and systematize the data information
from various resources (primary and secondary).
O5 – Students are eligible to self-learning.
Critical Thinking O6 – Students are eligible to build up convincing arguments and present their
multidirectionally critical comments.
Skills
Transferable (soft) Skills
O7 – Students have the abilities to write and present effectively.
O8 – Students have the abilities to apply information and communication
technologies to their work.
O9 – Students have the abilities to work in groups and work individually.
Professional (hard)
Skills
O10 – Students are at a high level of proficiency in English
O11 – Students are able to negotiate effectively
O12 – Students have a thorough grasp of protocol etiquette
Attitude
Global Citizen’s
Disposition
O13 – Students respect the diversity
O14 – Students are eligible to integrate
O15 – Students are eligible to acknowledge and obey the laws
Pioneering O16 – Students have a sense of serving the community
O17 – Students have a capacity of leadership
The PLOs are deliberately transferred and reflected in detailed syllabus for each course,
using the Bloom Anderson hierarchy to ensure the measurability of all PLOs specifications,
as required by the Board of Dean to all teaching staff. [Exh1.8]
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FIGURE 1.1 BLOOM TAXONOMY
All revised PLOs and curricula are communicated to stakeholders via different channels,
such as periodic faculty meetings, homeroom teachers and students meetings, Board of
Dean and students meetings, homeroom teachers and parents meetings. The PLOs are
implicitly disseminated to employers via Internship Evaluation Form filled by employers.
[Exh1.4]. The PLOs are also made available on FIR website and can be found in programme
specification. [Exh1.3, Exh1.4]
1.2 The programme promotes life-long learning
Life-long learning is promoted in the programme through the following pathways: (1)
introducing students to active learning, (2) developing students’ integrative and critical
thinking to become autonomous learners, and (3) engaging students in research and extra-
curricular activities to further their metacognition.
In order to instill life-long learning into students, the faculty has developed a detailed
plan to provide necessary environment and skills for active learning. Right at the first year,
students are trained with two theme workshops which are College Learning Strategies
(reading skills, materials searching skills, note-taking skills, summarizing skills, etc.) and
Information Technology Skills (Using Microsoft office PowerPoint for presentation and
Google Search Engine for finding materials) [Exh1.11, Exh1.12, Exh1.13]. Active learning is
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also promoted in courses throughout applying student-centered teaching methods and
creating student-friendly environment. Via varied group interactive activities in class,
students are encouraged to actively take part in learning process, as well as accumulatively
develop their motivation for acquiring new knowledge.
Life-long learning is also implied in the structure of FIR’s curriculum, step by step
improving students’ integrative and critical thinking to make them become autonomous
learners. As described in Curriculum Map (page 15), each PLO of Thinking and Skills is
transferred into variety of levels (Introduction, Integrated, Applied), in accordance with
students’ level (especially in specialized knowledge and professional skills). Lecturers are
responsible for reflecting these PLOs specification in their syllabi, particularly in the content
and the assessment, and realizing them into class activities which require students to work
independently as well as in groups to complete a particular task with increasing complexity
in later time (from making questions and research proposals, finding and systemizing
needed information to conducting a discussion, presentation, debate, summary, opinion
paper, analysis report, etc.). Besides, lecturers are required to provide list of further
materials for their course, so that students themselves can continue studying the subject
that interests them. All of these above steps are to nurture learners’ thorough critical and
integrative thinking upon the completion of the programme, making them sufficient for self-
studying later in their life.
Outside classroom, students are encouragingly involved in scientific research and extra-
curricular activities. The faculty annually holds a students’ scientific symposium for
presenting their papers, which are conducted throughout the academic year. Students are
encouraged to devise their own thesis proposals, as well as conducting their research under
supervision of lecturers. Moreover, the faculty has also fostered a system of students’
academic clubs (including IRNEWS - News Club, IREC.COOL - English club, IRYS – Young
Scholar club) to enlarge students’ opportunities to apply their perceived knowledge and
skills in practical. All students are required to join at least one academic club in their study
time at the faculty.
Besides, the Faculty has also opened its Master Programme to create higher learning
opportunities for students after they completed the Bachelor degree.
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1.3 The expected learning outcomes cover both generic and specialised skills and
knowledge
The FIR’s PLOs cover different types of knowledge and skills necessary for a global
citizen in the 21st century. Students upon completion of the program are equipped with:
- Generic knowledge of social sciences and humanities, world civilizations, Vietnamese
culture, Vietnam Communist Party and Vietnamese government’s policies (28
credits);
- Specialized knowledge of International relations (Level 01: 31 credits, Level 2: 17
credits);
- Professional skills (12 credits);
- Specialized English of International Relations (46 credits);
- Fieldtrip, study tour, and Internship (6 credits)
Details of relations between expected learning outcomes and the curriculum are presented
in the curriculum map below:
TABLE 1.2: CURRICULUM MAP (MATRIX OF PLOs AND COURSES)
BACHELOR OF INTERNATIONAL RELATIONS
I –Introduction G – Integrated A – Applied
KNOWLEDGE THINKING SKILLS ATTITUDE
Generic
knowledge in
Social
sciences and
humanities
Specialized
knowledge in
International
relations
Integrative
thinking
Critical thinking
Transferable
(soft) skills
Professional
(hard) skills
Global citizen
disposition Pioneering
GENERIC KNOWLEDGE
Principles of Marxism –
Leninism I I I I I I
Ho Chi Minh’s thoughts I I I I I
History of Vietnam
Communist Party I I I I I I
History of world civilizations I I I I I I I I
Basic Vietnamese culture I I I I I I I I
Introduction into Sociology I I I I I I I
Introduction into logic I I I I
Fundamentals of Economics I I I I I (presentation 1) I I I
Introduction to State and Law I I I I I (presentation 1) I I I
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Introduction into Politics I I I I I (presentation 1) I I I
SPECIALIZED KNOWLEDGE (LEVEL 01)
History of International
Relations G G G I G (presentation 2) I G G
History of Vietnam Diplomacy G G G I G (presentation 2) I I
Introduction to International
Relations G G G G G (presentation 2) I G G
Introduction to Research
Methods G G G G (presentation 2) I G G
Vietnam Foreign Policies G G G G G (presentation 2) G G G
International Economics
Relations G G G G G (presentation 2) G G G
Public International Law G I G G G G G G
Private International law G I G G G G G G
Communication Etiquette A A G A A A A A
Globalization G A G A A (presentation 2) A A A
Global Issues G A G A A (presentation 2) A A A
SPECIALIZED KNOWLEDGE (LEVEL 02)
INTERNATIONAL POLITICS
Human security G A A A A (presentation 3) A A A
Ho Chi Minh’s thoughts on
Diplomacy G A A A A (presentation 3) A A A
U.S. Foreign Policies A A A A A (presentation 3) A A A
China Foreign Policies A A A A A (presentation 3) A A A
ASEAN A A A A A (presentation 3) A A A
Asia-Pacific Security A A A A A (presentation 3) A A A
Vietnam - EU Relations A A A A A (presentation 3) A A A
Theories in International
Relations I (Elementary) A G G G A (presentation 3) G G G
Contemporary World Politics A A A A A (presentation 3) A A A
International Political
Economy A A A A A (presentation 3) A A A
INTERNATIONAL LAW
Vietnam Civil Law G G G G G (presentation 3) G G G
Intellectual Property Law G G G G G (presentation 3) G G G
Trade Law G G G G G (presentation 3) G G G
International Commercial
Law A G/A G G G (presentation 3) G G G
International Law of the Sea A G G G G (presentation 3) G G G
Human Rights Law A G G G G (presentation 3) G G G
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Commercial Litigation
Defense Laws A A A A G (presentation 3) A A A
Competition Laws A A A A G (presentation 3) A A A
International Environmental
Law A A A A G (presentation 3) A A A
INTERNATIONAL ECONOMICS
Econometrics G G G G G (presentation 3) G G G
International Economics G G G G G (presentation 3) G G G
Intermediate Economics G G G G G (presentation 3) G G G
Development Economics G G G G G (presentation 3) G G G
International Payment A A A A G (presentation 3) A A A
Introduction into Project
Management G A A A G (presentation 3) A A A
Project Analysis and
Appraisal A A A A G (presentation 3) A A A
Risk Management A A A A G (presentation 3) A A A
Corporate Finance A A A A G (presentation 3) A A A
PROFESSIONAL SKILLS
Consular & Diplomatic
Protocol A A A A A
A
A A
Intercultural Communication A A A A A A A A
International Negotiation A A A A A A A A
Journalism and Foreign
Affairs A A A A A A A A
Foreign Affairs Secretary A A A A A A A A
Introduction into Marketing A A A A A A A A
Public Relations A A A A A A A A
Chairing International
Conference A A A A A A A A
International Commercial
Contract A A A A A A A A
SPECIALIZED ENGLISH COURSES FOR INTERNATIONAL RELATIONS MAJOR
Speaking 1A I I I I I I I I
Listening 1A I I I I I I I I
Reading 1A I I I I I I I I
Writing 1A I I I I I I I I
Speaking 1B I I I I I I I I
Listening 1B I I I I I I I I
Reading 1B I I I I I I I I
Writing 1B I I I I I I I I
Public Speaking G G G G G G G G
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1.4 The expected learning outcomes clearly reflect the requirements of the
stakeholders
The expected learning outcomes are reviewed and revised on regular basis based on
the summary of feedbacks from stakeholders such as lecturers, students, alumni,
employers, the university, and the VUNHCM every two years. Stakeholders’ opinions are
collected via following channels:
- For student’s opinion: course evaluation questionnaire, alumni survey, internship
report of third and final year students.
- For lecturer’s opinion: class observation report, course evaluation report, teaching
self-assessment, department meeting, and faculty meeting.
- For employer’s opinion: internship evaluation form, and Employer Conference.
The procedure of expected learning outcomes revision based on stakeholders’
feedbacks is described in the following chart:
Listening 2A G G G G G G G G
Reading 2A G G G G G G G G
Writing 2A G G G G G G G G
Translation 1 G G G G G G G G
Listening 2B G G G G G G G G
Reading 2B G G G G G G G G
Writing 2B G G G G G G G G
Translation 2 A A A A A A A A
Listening 3 A A A A A A A A
Reading 3 A A A A A A A A
Technical Writing A A A A A A A A
Advanced Speaking A A A A A A A A
Advanced Listening A A A A A A A A
Advanced Reading A A A A A A A A
Advanced Writing A A A A A A A A
FIELDTRIP, INTERNSHIP AND STUDY TOUR
Fieldtrip (Vietnam’s History) G G G G G G G G
Internship (Working
Internship) A A A A A A A A
Study tour (Foreign Affairs) A A A A A A A A
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FIGURE 1.2 PROCEDURE OF PLOs REVISION BASED ON STAKEHOLDERS’ REQUIREMENTS
The Academic Committee of the Faculty periodically organises meetings to adjust the
PLOs based on statistical data provided by the Office of Educational Testing and Quality
Assurance and feedbacks of the stakeholders. [Exh1.10]
All revised PLOs and curricula are communicated to each stakeholder (lecturers,
students, employers, alumni, parents, etc) via according channels, and also made available
on FIR website as well as in the programme specification. [Exh1.3]
Table 1.3 below shows feedback summary of the stakeholders (collected in 2013):
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TABLE 1.3 FEEDBACK SUMMARY OF THE STAKEHOLDERS (2013)
EXPECTED LEARNING OUTCOME STAKEHOLDER FEEDBACK
KNOWLEDGE
1. Generic knowledge in Social Sciences and Humanities
O1 – Students has a general knowledge about culture, world history and
Vietnam history; guidelines and policies of the Communist Party and the
State.
Summary of Student Intership Reports - Class 9-11. Most students agree that
“understanding the essence of the world’s movement, understanding what’s happening
are useful for individual’s job in the globalization era”
2. Specialized knowledge in International Relations
O2 – Students acknowledge the nature and the importance of
International Relations as a global activity.
Employers (mainly in the field of Communication, Translation, Research Centers…) mostly
require analysis ability, generalizing ability and systematic awareness of employees
O3 – Students can employ the theories and methods in International
Relations research to practically analyze global issues.
Lecturers suggest to meet the training objectives
THINKING
1. Intergrative Thinking
O4 – Students are eligible to assemble and systematize the data
information from various resources (primary and secondary).
Employers in Economic and Human Resources sector are also agree with this criteria.
O5 – Students are eligible to self-teach. Students internship summary reports illustrate that the skill is practiced properly by
students
2. Critical Thinking
O6 – Students are eligible to build up convincing arguments and present
their multidirectioanlly critical comments.
Faculty requirements in its Educational Philosophy
21
SKILL
1. Transferable (soft) Skill
O7 – Students have the abilities to write and present effectively.
All Stakeholders highly appreciate this skill
O8 – Students have the abilities to apply ICT to their work. Employers in Mass Media, Research Insitutions and Faculty’s Lecturers agree with this
requirement
O9 – Students have the abilities to work in groups and work individually. All Stakeholders highly appreciate
2. Professional (hard) Skill
O10 – Students are at a high level of proficiency in English
All Stakeholders satisfy with this requirement
O11 – Students are able to negotiate effectively All Stakeholders highly appreciate
O12 – Students have a thorough grasp of protocol etiquette
ATTITUDE
1. Global Citizen’s Disposition
O13 – Students respect the diversity
All Stakeholders highly appreciate theses qualifications, especially with IR students –
Future Global citizens.
O14 – Students are eligible to integrate
O15 – Students are eligible to acknowledge and obey the laws.
2. Pioneering
O16 – Students have a sense of serving the community
O17 – Students to have ability of leadership.
22
2. PROGRAMME SPECIFICATION
2.1 The university uses programme specification
The programme specification of the Faculty provides basic information under AUN
guidelines both in Vietnamese and in English for the students. It includes the name of
teaching institution, the education level, the major, the type of degrees, the number of
credits, the admissions requirement, and the training objectives of each major. In addition,
there are details of the learning expected outcomes, the learning and teaching methods, the
assessment of these outcomes and job opportunities. [Exh2.1]
TABLE 2.1 PARTS OF THE BA PROGRAMME SPECIFICATION IN INTERNATIONAL RELATIONS
1. Awarding Institution USSH, Vietnam National University – Hochiminh City
2. Teaching Institution Faculty of International Relations, USSH, Vietnam
National University – Hochiminh City
3. Name of the Final Award Bachelor of Arts in International Relations
4. Programme accredited by VNU-HCM
5. Programme tittle B.A. Programme in International Relations
6. Date of programme specification review 2012
The program specification is communicated to all stakeholders via different channels
such as FIR’s meetings, FIR Scientific Council’s meetings, the Faculty mailbox, training
sessions for the lecturers [Exh1.10], admission counselling sessions, orientation days, the
major’s selection counselling sessions, , students’ handbooks, the Faculty websites and
facebook, and email of each class. [Exh2.3], [Exh2.4], [Exh2.5]. The brief introduction of the
program specification has also been given to employers at the Employer Conferences.
[Exh1.9]
The program has been revised 5 times since 2004 (2006, 2008, 2010, 2012, and 2014).
Accordingly, the programme specification is also updated in accordance with the FIR’s
mission of training students to become global citizens. [Exh1.9]
23
2.2 The programme specification shows the expected learning outcomes and how
these can be achieved
The curriculum map in the programme specification clearly shows the expected learning
outcomes regarding the FIR’s objectives of training students to become global citizens.
[Exh2.6]. accordingly, the programme curriculum is designed to:
- Equip students with knowledge of a contemporary world, help them understand the
way the world is organized, and be aware of the opportunities for themselves and
for the development of the nation as well.
- Enhance students’ capability to adapt to various environments, promote their
language skills to communicate and work in a global environment, and instruct them
to utilize the achievements of science and technology in their work and daily life.
- Raise students’ awareness of obeying the law, taking initiative and caring about the
community.
In accordance with the objectives, the training program has provided students with
fundamental knowledge of the international relations from basic to advanced level, from
theory to practice. As a result of that, students could deeply understand the contemporary
events. Besides, language skills, computer skills and other skills are specially taught in
technical and professional skills courses. Subsequently, students usually employ these skills
in the extra curriculum activities organized by the FIR’s clubs.
2.3 The programme specification is informative, communicated, and made available
to the stakeholders
The program specification and detailed syllabi are written in accordance with
University’s template, which demonstrates the skills’ levels and students assessment
[Exh2.1], [Exh2.2].
Information about the programme is announced to the students, the lecturers and
other different related stakeholders via materials, the FIR’s website and facebook, the
Faculty’s mailbox, the students‘ handbooks and also through academic advisors and
homeroom teachers [Exh2.3, Exh2.4, Exh2.5], students’ annual self-assessment of
management, and every academic year. This information is provided to the external
assessment bodies and auditors [Exh1.9]
24
3. PROGRAMME STRUCTURE AND CONTENT
3.1 The programme content shows a good balance between generic and specialised
skills and knowledge
The diagram of the programme structure shows that there is a balance between the
generic and specialised skills and knowledge (the numbers of courses/credits/the
percentage between the general courses).
CONTENT CREDIT %
Generic knowledge 28 20
Specialized English for
IR 46 33
Specialized knowledge
level (1) 31 22
Specialized knowledge
level (2) 17 12
Professional Skill 12 9
Internships 6 4
Total 140 100
TABLE 3.1: THE PROPORTION OF GENERIC AND SPECIALIZED COURSES
The table 09 below specifically describes 2 stages with 8 semesters, including
knowledge, specific skills of each major as well as describes the requirements and
conditions to be eligible to study the specialized courses. [Exh3.3]
25
Table 3.2: Programme structure
ACADEMIC YEAR
YEAR 01 31.0
Semester I 14.0
DAI001 Principles of Marxism –Leninism I 3.0
DAI016 History of Civilizations 3.0
DAI012 Fundamentals of Vietnamese culture 2.0
DAI021 Introduction to Sociology 2.0
DAI020 Introduction to Logics 2.0
DIA036 Microeconomics (Elementary) 2.0
General English (1)
Physical Education
Semester II 17.0
DAI001 Principles of Marxism –Leninism II 2.0
DAI003 Revolutionary Lines of VCP 3.0
DAI004 Ho Chi Minh’s thoughts 2.0
History of International Relations I 3.0
QTE054 Introduction to State and Law 3.0
DIA037 Macroeconomics (Elementary) 2.0
DAI028 Introduction to Political sciences 2.0
General English (2)
Physical Education
Students to submit English certificate VNU-EPT 8 (B1.4)
YEAR 02 37.0
Semester III 18.0
History of International Relations II 3.0
QTE018 International Public Law 2.0
QTE063 Research Methods in IR 2.0
QTE111 Communication Etiquette 2.0
Reading 1A 2.0
Writing 1A 2.0
Speaking 1A 1.0
Listening 1A 2.0
Field trip: Vietnamese History 2.0
Physical Education
Semester IV 19.0
QTE053 Introduction to International Relations 3.0
QTE040 History of Vietnam Diplomacy 2.0
QTE085 Private International law 2.0
QTE064 International Economics Relations 3.0
QTE060 Globalization 2.0
Reading 1B 2.0
Writing 1B 2.0
Speaking 1B 1.0
Listening 1B 2.0
YEAR 03 39.0
Semester V 19.0
QTE089 Vietnam Foreign Policies 2.0
QTE084 Globalization 2.0
QTE029 International Political Economy 3.0
Specialized course (1) 2.0
Course on professional skills (1) 2.0
Reading 2A 2.0
Listening 2A 2.0
Writing 2A 2.0
Public Speaking 2.0
Semester VI 20.0
Specialized course (2) 2.0
Specialized course (3) 2.0
Specialized course (4) 2.0
Course on professional skills (2) 2.0
Course on professional skills (3) 2.0
Course on professional skills (4) 2.0
Reading 2B 2.0
Listening 2B 2.0
Writing 2B 2.0
Translation 2.0
YEAR 04 34.0
SEMESTER VII 16.0
Specialized course (5) 2.0
Course on professional skills (5) 2.0
Course on professional skills (6) 2.0
Technical Writing 1.0
Advanced Translation 3.0
Listening 3 2.0
Reading 3 2.0
Internship 2.0
SEMESTER VIII 18.0
Course on professional skills (6) 2.0
Course on professional skills (7) 2.0
Course on professional skills (8) 2.0
Course on professional skills (9) 2.0
Advanced Reading 2.0
Advanced Writing 2.0
Advanced Listening 2.0
Advanced Speaking 2.0
Study tour 2.0
------------------------------
Besides those courses above, students if interested in any specific
area can also accumulate credits from different faculties within the
university. Below are suggestions of possible combinations of area
study courses:
AMERICAN STUDIES
American History 3.0
American Culture 3.0
American Law and Politics 3.0
American Economic 2.0
U.S. – Vietnam Relations 2.0
CHINESE STUDIES
Chinese History 3.0
Chinese Culture 3.0
Chinese Law and Politics 3.0
Chinese Economics 2.0
China – Vietnam Relations 2.0
EU STUDIES
EU History 3.0
EU Culture 3.0
EU Law and Politics 3.0
EU Economics 2.0
QTE013 EU – Vietnam Relations 2.0
EU security policy 2.0
SOUTHEAST ASIAN STUDIES
ASEAN History 3.0
ASEAN Culture 3.0
ASEAN Economics 2.0
ASEAN – Vietnam Relations 2.0
------------------------------
26
3.2 The programme reflects the vision and mission of the university
The programme curriculum, which reflects the vision and mission of the University and
VNU – HCMC, contributes to the training high-quality human resources in international
relations with the capacity to work in the global environment, to have cognitive and critic
skills contributing to the policies, and to integrate with comprehensive development, moral
quality, academic research ability and life-long learning. [Exh3.1]
There are 11 courses of generic knowledge (28 credits) helping students develop social
sciences and humanities competency, ethic and political standpoint, construct the sense of
civic responsibility; have a broad vision; and build soft skills. [Exh3.1]
There are 12 courses of specialized knowledge level 01 (compulsory) and 60 courses of
specialized knowledge level 02 (selective) providing students with the solid fundamental
knowledge of international relations. The knowledge help learners improve the cognition to
realize a diversified world with different opportunities, explain contemporary international
events and have the ability of self-assessment and asserting oneself at present and in the
future. There are 12 of 29 optional credits such as Negotiation, Commercial Contract,
Diplomatic Protocol and Etiquette, which allow students to choose the courses freely that
meets their needs and their further studies, improve the students’ soft skills like group
working, project planning, taking the initiative, and leadership skills. Besides, the cognition
and the role of a global citizen in a ‘flat world’ is also trained through these courses.
The specific characteristics of the major require students to have a high level of foreign
languages. Therefore, there are up to 46 credits of English course which are compatible with
the high programme learning outcome. The English programme curriculum is designed
based on the regulations: pedagogical, practical and suitable to the programme curriculum.
The number of credits, which includes English courses as a second language and specialised
courses in English, enable students to obtain a Minor degree of Academic English in IR.
There are 12/19 credits (minimum) with 9 courses in the professional skills and 6 credits
of compulsory internship, study-tour and fieldtrip that equips students with the solid
background of real life skills and working skills and survival skills in different environment in
accordance with the basic requirements of a global citizen. These courses always receive
good feedback from the students.
27
3.3 The contribution made by each course to achieving the learning outcomes is clear
The curriculum map clearly indicates the contribution of each course in blocks of
knowledge to the expected learning outcomes (page 16), which is aimed to improve the
students’ knowledge and skills gradually. Besides, the map also reflects the interrelation of
subjects and specifications of the prerequisites of each course.
The syllabi of courses are required to indicate the prerequisites and their objectives,
showing the interrelation with the expected learning outcomes of the programme
curriculum [Exh1.8]
The lecturers announce the students these conditions on the first day of each class.
Courses’ syllabi are subject to regular review and revision in accordance with feedback of
students and alumni, results of meetings of FIR Scientific Council and FIR’s periodical
meetings and the revised expected learning outcomes. [Exh1.9]
3.4 The programme is coherent and all courses have been integrated
The curriculum map and the table of specifications of the generic and specialized
knowledge show that the courses are interrelated. The Syllabi clearly show the contribution
of the courses to the expected learning outcomes of the programme curriculum in different
levels. All of the subjects have the inheritance of the previous ones; major courses
contribute to the learning of those courses at specialized and supplementary knowledge; for
example, the International Relations History is a compulsory course and the prerequisite to
study those subjects such as Introduction to the International Relations, Introduction to
Research Methods in International Relations, Global issues, Globalisation. In addition,
International Negotiation must be studied after Communication Etiquette, History of
Civilizations, Negotiation, International Commercial Contract, and Vietnamese – English
Translation.
Courses are also related to each other based on the three basic themes: Politics-
International Foreign Affairs, International Economics, International Law.
The supplementary knowledge is also arranged from the low level to the high one, from
theory to practice. For example, among three compulsory technical and professional skill
courses, Communication Etiquette must be learnt first, then Diplomatic Protocol and
28
Etiquette, and International Negotiation. After that, students will choose Chairing
Conference or Foreign Affairs Secretary.
3.5 The programme shows breadth and depth
The breadth is demonstrated in the generic knowledge block with a variety of subjects
about basic field of the International Relations to help students summarise the
interdisciplinary knowledge, and improve the ability to solve interdisciplinary issues in the
era of global integration and Information and Communication Technology boom. Moreover,
the breadth of the training programme is also shown in optional courses basing on different
job orientations.
The depth of the subjects is illustrated in the curriculum map, which states clearly
required levels of each course. Besides, field trips are also a compulsory requirement for
students to be considered eligible for graduation. Finally, students will experience from their
principle internship to further internship, and writing reports, essays or thesis.
Other language courses and professional courses also follow the same regulations.
3.6 The programme clearly shows the basic courses, intermediate courses, specialised
courses and the final project, thesis or dissertation
The curriculum map clearly shows the logical continuation of the generic courses, the
major courses and the specialised courses. According to credit-based system, there is no
graduation exams and students are not required to write undergraduate dissertations.
Those who have Grade Point Average more than 7.5 and express their interests in writing
dissertations are encouraged to do so. Internship is a compulsory component of the
programme, therefore, all students are required to take on internships. [Exh2.1]
All courses are allocated in each semester based on clear regulations.
3.7 The programme content is up-to-date
The programme curriculum is revised every two years according to the requirements of
the University following the procedures from the Recruitment Fair to academic meetings of
each Department, then via the FIR’s Scientific Council, and approved by the University.
[Exh1.9] However, the syllabi are revised every year after receiving the feedback of
students. [Exh2.2]
29
The first revision was in 2008, and there were some amendments of the structure
division of the specialized courses.
The second revision was also in 2008. There were some changes in the subjects,
increasing the credits and professional skills.
The last revision was in 2012-2013. There were some revision in the numbers of credits
for the English language courses, courses contents, and increasing the courses interrelation.
The revision is the result of feedback collected from different stakeholders, with the
reference to AUN guidelines and some local and international bachelor programmes in
international relations. It was approved by the university with the consultation of the
stakeholders [Exh3.2] and other local and international programs, comparing with the AUN
standards. The improvement of the programmes curriculum is shown in the following table:
TABLE 3.3 COURSES AND PROGRAMME AMENDMENT
In accordance with feedback from stakeholders
Course code Courses needed
change
Content Reason to change Feedback/time
1 QTE052 Principle of states
and laws
Change to
Introduction to states
and laws
Suitable for the
demand of the
course in the GE
stage
Faculty Board
proposed date
4/5/2014
2 QTE053 Theories in
international
relations
Change to
Introduction to
International
Relations
Suitable for
educational stage
and for the
fundamental
characteristics of
the course content
Politic-Diplomatic
team proposes date
10/2/2014
3 QTE064 International
Economics
Change to
International
Economic Relation
Suitable for course
content
Leader of Economic
team proposes
according to lecture
content 14/2/2014
4 QTE041 History of
International
Relations
Split into 2 courses:
History of
International 1 with 3
credits-60 periods
History of
International
Merge content of
International
History course
into this course
30
Relations 2 with 3
credits-60 periods
5 DIA036 Microeconomics Add to course name
as Microeconomics 1
Distinguish this
course with the
advanced one in
major stage
Economic Team
proposes date
4/5/2014
6 DIA037 Macroeconomics Add to course name
as Macroeconomics 2
Distinguish this
course with the
advanced one in
major stage
Economic Team
proposes date
4/5/2014
Courses that change
number of credits
7 QTE018 Public International
Laws
Change number of
credits from 3 credits
to 2 credits with 45
periods
Suitable for course
content in
fundamental stage
Law team proposes
Date 4/5/2014
Drop these courses
8 QTE102 International History
(Ancient-Medieval)
Drop this course Merge into History
of International
Relations
Teacher in charge
proposed in March
2014
Student Training
Report 25/11/2013
9 QTE102 International History
(Modern-
Contemporary)
Drop this course Merge into History
of International
Relations
Teacher in charge
proposed in March
2014
Student Training
Report 25/12/2013
10 QTE073 Convention of
international
commerce
Drop this course Course content is
outdated,
inappropriate
Law Team proposes
date 10/2/2014
11 QTE007 International
Organizations
Drop this course Merged into 5
other courses
Agreed by Faculty
Board
12 DIA019 International
Economic Geography
Drop this course Merged into 3
other courses
Opinions of business
and students
13 TRIE027 History of Economic
Theories
Drop this course Students don’t
choose this course
Opinions of business
and students
14 QTE054 Financial and Drop this course Students don’t Opinions of business
31
Monetary Theories choose this course and students
15 QTE055 Theories of
International
Commerce
Drop this course Students don’t
choose this course
Opinions of business
and students
16 QTE003 International Security Drop this course Students don’t
choose this course
Opinions of business
and students
17 DIA029 Introduction to
Religions
Drop this course Students don’t
choose this course
Opinions of business
and students
18 VHH021 Political Culture Drop this course Students don’t
choose this course
Opinions of business
and students
19 QTE043 International
Relations in Middle
east 1945-today
Drop this course Students don’t
choose this course
Opinions of business
and students
20 QTE066 International
Relations in North
East Asia
Drop this course Students don’t
choose this course
Opinions of business
and students
The following table below shows the changes of the number of credits in curriculum from
2006 to 2014:
TABLE 3.4: CREDIT DISTRIBUTION CHANGES IN CURRICULUM (2006-2014)
YEAR GENERIC
KNOWLEDGE
MAJOR
KNOWLEDGE
SPECIALIZED
KNOWLEDGE
SPECIALIZED
ENGLISH
PROFESSIONAL
SKILLS
INTERNSHIP
/FIELDTRIP
TOTAL
2006 44 27 43 35 16 5 180
2008 25 22 40 36 14 3 140
2010 36 29 24 35 13 3 140
2012 38 27 24 40 8 3 140
2014 28 31 17 46 12 6 140
4. TEACHING AND LEARNING STRATEGY
4.1 The faculty or department has a clear teaching and learning strategy
The Faculty embraces our learner-centered philosophy in teaching and learning
strategy, which focuses on developing motivation for life-long learning, in the official
32
document of the Faculty and the University. Simultaneously, the faculty is committed to
bringing this philosophy into life by embedding it in its activities.
The Faculty’s lecturers have the clear teaching and learning strategy aiming to train
students to reach the expected learning outcomes; utilize active teaching methods to
encourage students to take initiatives and cooperate with each other. Additionally, the
lecturers are aware of strengthening students. It is the students who are responsible for
their study. Thus, they are proactive in registering the credits with the support of the
lecturers or academic advisors. They take initiatives in searching for new knowledge
because of their future. [Exh4.1]
In in-class activity instructions offered by the Faculty, the Faculty emphasizes:
“Discussion and presentation as active learning refers to a wide variety of tasks that
ultimately place the responsibility for learning back on the shoulders of the students.
Supported by both theory and research evidence, the key to active learning is
“engagement.” To enhance learning and make it more motivational and meaningful to
students, we are challenged as college instructors to do more than lecture. Active learning
focuses more on what the students do, and what we want them to learn, and less on us as
instructors. The idea is to utilize classroom strategies that first meet curricular needs, but
then also engage more of the student than merely their eyes and ears.”
Detailed syllabi all clarify teaching activities which encourage students to take initiatives
and actively take part in group work and oral presentations [Exh4.7]. Furthermore, the
active learning methods are employed when the FIR’s teaching staffs design a new course,
or take a demo class. Besides, teaching staffs are encouraged to participate in seminars,
trainings of higher education teaching methods, and share these materials via the faculty
group email or in Faculty meetings. [Exh4.2-4.6]
4.2 The teaching and learning strategy enables students to acquire and use
knowledge academically
The teaching strategies that help students acquire and employ the knowledge
scientifically are conducted via the following activities and teaching methods:
First, the teaching staffs understand the objectives of the active learning.
33
Second, based on the learning objectives and expected learning outcomes in each
lesson/chapter that are shown in the detailed syllabi, the teaching staffs decide the teaching
methods. The following methods are used:
- Oral presentations combined with discussions/Q&A sessions are used for major and
specialized courses.
- Group work and discussion are used in 60% of all courses.
- Games, simulation are employed in English courses, the History of World Civilizations
course, Communication Etiquette, Diplomacy Protocol and Etiquette, and
International Negotiation courses.
- Project methods effectively work in teaching specialized courses in International
Economics.
- Case study, service learning are used for Globalization, Global Issues, and History of
International Relations courses.
- Brainstorming exercises are frequently taken in Foreign Policy or Bilateral Relations
courses.
Students not only use their knowledge to complete assignments but also utilize their
experiences in their field trips, or in extracurricular activities hold by the Faculty. Annually,
there are one field trip in the second year and one study tour for final year students, and
one internship for third year students.
Significantly, students are encouraged to take part in scientific research projects
approved and funded by the University [Exh4.10, Exh4.11]. Some students are entitled to do
the graduation thesis, which requires at least 7.5 GPA and evidence of scholastic ability
[Exh4.9]. When students are exposed themselves to research activities, they can apply their
knowledge that they have acquired.
4.3 The teaching and learning strategy is student-oriented and stimulates quality
learning
Student-centered teaching and learning strategy is shown in the following ways (1)
Students can register their class, choose the seminar contents, discuss the projects or
research topics, and choose the employment orientation based on their needs, abilities and
conditions; (2) The lecturers usually receive the feedback from students to adjust the
contents and teaching methods during and at the end of every semester via course
34
evaluation surveys and questionnaires [Exh11.5]; (3) Students are given conditions to study
in a cooperative environment; (4) Academic advisors and supporting staffs are responsible
for supporting and counseling students [Exh9.1]; (5) there are a limited number of students,
especially in tutorials.
The student-oriented teaching and learning strategies contribute to the improvement
of the learning quality, helping students learn actively in the ICT integrated environment,
focus on analytically thinking, assessing, and being proactive. Moreover, the Faculty
frequently invites lecturers, scholars, international experts to teach and share their
experiences with students.
The effect of this method is regularly assessed via the evaluation from students, the
improvement and the results of the students, and class observation reports [Exh4.6]. The
results of the course evaluation show that students are satisfied with the teaching methods
and activities of the lecturers, with the average satisfaction point of the Faculty higher than
the average point of the University.
4.4 The teaching and learning strategy stimulates active learning and facilitates
learning to learn
The teaching and learning strategy of the Faculty encourages students to learn actively,
think analytically, and know how to solve problems (See table of presentation levels and skill
levels).
TABLE 4.1 PRESENTATION LEVELS AND SKILL LEVELS
Level Year DUTY DESCRIPTIONS
Lecturers Students
1
The second
semester of
the first
academic
year
The first
semester of
the second
academic
year
- Group students.
- Assign discussion/presentation topics
- Give students group planning guide
- Provide learning resource.
- Guide students to outline their
presentation.
- Revise students’ presentation outline
- Instruct students to create PowerPoint
presentation.
- Advise students to exercise oral
presentation skills (personal appearance,
- Build the in-group relationship.
- Make a plan for the presentation or
discussion.
- Collect and generalize information, the
majority of which is online resources
(80%)
- Outline the presentation or discussion
and then make the detailed plan
- Prepare for the presentation day.
- Create the PowerPoint presentation.
At the level, students are required to
35
performance, public speaking skills).
- Evaluate the presentation in front of class.
use basic PowerPoint techniques.
- Practice public speaking skills.
2
The second
semester of
the second
academic
year
The first
semester of
the third
academic
year
- Assign discussion/presentation topics
- Help students to form working groups
- Suggest the information resource.
- Review groups’ working plans.
- Review and revise groups’ presentation
outlines.
- Review groups’ preparation for
presentation/discussion day.
- Form working groups.
- Make the working plan.
- Collect and generalize information, the
half of which is online resources (50%)
- Make the presentation outline and
then the detailed plan.
- Prepare for the presentation day.
- Create the PowerPoint presentation.
At the level, students are required to
use some advanced PowerPoint
techniques.
- Assign tasks to group members on the
presentation day.
3
The second
semester of
the third
academic
year
The fourth
academic
year
- Suggest main discussion topics.
- Divide students into groups based on
students’ desires, personality, and ability
to ensure the diversity in a group and
provide chances for all students to work
together.
- Discuss the topic question and hypothesis
with students
- Require students to design the PowerPoint
presentation with some advanced
techniques.
- Form some peer review groups
- - Choose discussion topics.
- Form student groups
- Make a working plan.
- Find information from English
resources (50%), required and
suggested reading materials in the
syllabus, online resources (30%), and
other sources.
- Make the presentation outline based
on the topic question and hypothesis
after discussing with the lecturer.
- Create the PowerPoint presentation.
At the level, students are required to
use advanced PowerPoint techniques.
- Assign tasks to group members on the
presentation day.
The Faculty follows the instruction for lecturers published by the Center for
Instructional Excellence of Purdue University in the U.S. that “there is an old adage that
says that we remember 30% of what we hear, 40% of what we see, 50% of what we say,
60% of what we do, and 90% of what we see, hear, say, and do. While none of these
numbers are scientifically based, this adage perfectly describes active learning. The more
involved students are in the learning process, the more likely they are to remember and
36
understand the material. Active learning is often used in conjunction with
collaborative/cooperative learning or using teams. By utilizing small groups or teams, the
lecturer can increase the amount of active involvement in the classroom. Utilizing tools such
as the Think-Pair-Share or group consensus, students can be quickly involved with only
minimal effort in your classroom.” For the reason, lecturers always help students to develop
their critical thinking in learning.
Moreover, students are encouraged to engage in extracurricular activities of the faculty
clubs so that they can learn how to design a plan, make a schedule, find money sponsor for
their projects, and learn management and solving problems skills as well. Students those are
interested in researching can also enroll in annual scientific research projects funded by the
University. Besides, the Faculty requires students to participate in the field trip at the
second year and a study tour at the final year, as well as look for an internship at the third
year. From that, students are exposed themselves to empirical knowledge and practical
experiences.
Furthermore, to encourage the life-long learning of students, students are guided on
how to learn at higher education level through the consultation at the beginning of each
academic year and in seminars on learning methods, peer counseling (alumni, junior, senior
will counsel the freshmen and sophomore and clubs), using search engines on the Internet,
looking up electronic information at the library, and referencing [Exh1.11, Exh1.12]
5. STUDENT ASSESSMENT
5.1 Student assessment covers student entrance, student progress and exit tests
Student assessment is understood as a system to assess student performance from
their entrance to the university to their graduation. Students of the Faculty of International
Relations are required to sit for the annually-organized national university entrance
examinations with 3 subjects: Mathematics, Vietnamese Literature, and English language.
The threshold grade points of FIR’s intake are continuously in the USSH’s top two highest
threshold grade points [Exh5.1, Exh5.2].
37
Academic year
Total exams takers
Anticipated quota
Matriculation Ratio
Qualified Students
Average grade of FIR’s intake
students
2009 743 180 4.4 193 17.5
2010 837 160 5.2 175 19
2011 716 160 4.5 193 19
2012 636 160 4.25 182 21
2013 680 160 3.98 189 21.5
TABLE 5.1 NUMBER OF INTAKE STUDENTS OF FIR IN RECENT YEARS
Prior to each academic year, FIR holds an English language placement test for students.
The results are always divided into four levels A, B, C, and D. After having the results, the
FIR’s English language department will draft the syllabi as well as choose the relevant course
materials in accordance with the competency of the students. Therefore, during the time
studying at the Faculty, most students feel comfortable in their classes.
INTAKE GPA ON GRADUATION
(CREDIT-BASED SYSTEM)
2010 7.357
2011 7.432
2012 7.461
2013 7.45
TABLE 5.2 GENERAL ACCUMULATIVE POINT ON GRADUATION
During the time of studying at the Faculty, the studying results of students are assessed
via various modes. Right from the beginning of first semester of the first year students will
be assessed by the lecturers in charge through the mid – term and end of term marks.
Besides, it is in their first and second year students are assessed according to their capability
and behavior in their group work. Summarizing, analyzing, and giving opinions are the
requirements to be met by third year and fourth year students. [1.8]
To be eligible for graduating from the Faculty of International Relations, students need
to accumulate at least 140 credits, in which English must account for 46 credits, and the rest
is the generic and specialized knowledge [Exh1.1]. Not bearing any academic disciplines, or
breaching the training regulations is also the prerequisite to be eligible for graduation of the
38
students of the Faculty. In addition, they need to meet the graduation prerequisite of
English subject: TOEFL IBT 80, IELTS 6.0, and TOEIC 650 [Exh1.1].
5.2 The assessment is criterion-referenced
The lecturers use a variety of assessment methods. Students are required to take
official tests and presentations in different levels. The Faculty’s Scientific Council together
with the board of Deans has built three different levels of presentations for the students of
the Faculty of International Relations (table 4.1). [Exh1.12]
All of the grading scheme, types of examination/tests, and the rubric need to be clearly
and specifically clarified in the syllabus of each course, which is approved by the Heads of
each apartment and the board of Deans. Apart from the mid – term and end of term grades,
the lecturers in charge need to note how many percent of the diligence mark accounts for
the total mark, how many percent of the group work and presentation work account for the
total mark.[Exh5.9, Exh5.13, Exh5.14]
After each specialized course, the board of Deans, the Scientific Council, Heads of each
department and, other lecturers will conduct surveys, then discuss together to draw
experience of each lecturer in charge [Exh6.13].
After having the mid-term and end of term marks, the academic assistant will post the
final grades publicly on the Faculty’s website or send them to the email of each class.
Students have 10 days to check the results and fill in the re-examination requesting form.
Regarding the re-examination, the board of management of the Faculty has announced the
procedures right on the first day of the new academic year. This procedure is also officially
announced in the first meeting of the new academic year among Head teacher of the class,
with the board of deans of the Faculty, the academic assistant and the library assistant.
Students are allowed to look at their examination papers and meet the lecturer face to face
to discuss further about the paper. [Exh5.6, Exh5.7, Exh5.8]
Besides, excellent theses will be introduced to all students as the reference. Even
better, the board of management and the lecturer in charge will find a way to improve them
to be the research project of the students. Then, the Faculty will step by step train and guide
students in their academic research. [Exh1.12]
5.3 Student assessment uses a variety of methods
39
The assessment of academic results is assessed through different methods, which is
updated, revised before each academic. The examination for each class is various. The first
year students are tested by answering basic questions such as deciding True or False
statements or multiple choice testing; the second year students start getting used to
summarizing reading materials and answering comprehensive questions; the third year
students will start with answering critical thinking questions, and the fourth year students
will write their reflection on what they have learned and acquired. [Exh1.8]
Besides the above testing, students concentrate very hard on presentation skills and
public speaking. Therefore, all of requirements of presentation and group work are required
to be clarified in the syllabi two weeks before the starting date of the class. After the first
two weeks, the lecturers will explain the main requirements and assign topics for each
group as well as the timeline for preparation [Exh1.8].
The assessment method must correlate with the learning outcomes of each course.
Therefore, the lecturers must reflect this criterion focusing on the learning outcomes in the
syllabi. For example, after completing the Chinese Foreign Policy, students will have the
ability to summarize information, be independent in their analysis and to assess the issues
as well as make their prediction about the changes and continuity of the policy [Exh1.8].
If students have the overall average point of above 8.0, the Scientific Council, the board
of deans will create opportunities for them to write the thesis. The thesis topics must be
relevant to the research area of the Faculty. By doing their thesis, students have chances to
work with and learn from their advisors to exercise research methods for further study later
on. After that, students defend their thesis in front of the Scientific Council. The Scientific
Council evaluates the research method, findings of the thesis and the capability of the
students. Students therefore revise their work before submitting the final version.
5.4 The assessment reflects the expected learning outcomes and the content of the
programme
The assessment is in compliance with the aims and aspects stated in the curriculum.
Lecturers demonstrate the contents and formats for the mid-term and final tests of each
course in the syllabi. The assessment methods and criteria applied to the assessment of
students’ performance congruent with the learning outcomes and teaching and learning
methods which are made explicit in every course syllabus. (See the Reading 1A, Writing 1A,
40
Introduction to Research Methods, and Introduction to International Relations courses’
syllabi)
5.5 The criteria for assessment are explicit and well-known
In the first session, the lecturers will announce the format of mid-term test and final
test. Moreover, the testing methods and other relevant requirements will also be stated in
the syllabus. [Exh5.4] The mark sheet (mid-term and final ones) of each course will be signed
by the lecturers in charge and by the board of Deans before sending to the Training
Department of the University. For tests other than multiple choice, the keys and rubrics will
be posted on the website of the Faculty and be emailed to the class email after the
examination so that students can check their answer [Exh5.14]
With the student-centered teaching philosophy, all interests of the students must be
assured consistently and fairly. Therefore, faculty always creates the favorable conditions so
that students feel respected. Students can send their requesting form, or emails to the
academic assistant if they have any questions about their test results. The process of solving
the appeal is also posted on the website of the Faculty, Facebook, and email of the class.
[Exh5.6, Exh5.7, Exh5.8]
5.6 The assessment methods cover the objectives of the curriculum
After each semester of the academic year, Heads of each department and the board of
Deans will check the students’ feedback of the teaching methods, knowledge, and
pedagogical skills of each lecture. If any evaluation result is lower than 3.0, the Faculty has a
meeting to find out the reasons and solutions. Besides, the department will reconsider the
whole grading process for each course. Students’ feedback and recommendation are taken
into considerations so that lectures revise the grading scheme and the assessment methods
for the next semester.
After each semester, the board of management of the Faculty and the Departments will
have a meeting to improve the training program and the methods of assessing students’
competence. [Exh1.9] All of these decisions are made according to the objectives of the
curriculum.
5.7 The standards applied in the assessment are explicit and consistent
41
All standards used to assess students including all regulations of plagiarism settlement,
sick leave, and the grading scheme must be stated in syllabus of each subject.
[Exh1.8]Bloom Taxonomy is used for different level via the rubrics approved by the Head of
departments.
Lecturers who are in charge of the same subject work together to prepare the test and
make rubrics together. The test and its rubrics will be later sent to the Department Heads
and board of Deans for checking and approval. The marking is consistent and fair after the
examination. Any issues arising from the marking is discussed and settle by the lectures in
charge.
Students’ scores for the courses are approved by the Dean of the Faculty before being
sent to the Office of Academic Affairs. The final results are then released to the students.
6. ACADEMIC STAFF QUALITY
6.1 The teaching staff are competent for their tasks
In order to ensure the implementation of the student-centered teaching strategy and
the programme curriculum, the Faculty attaches special requirements to academic staff
prior to the recruitment which are listed below:
(1) Candidates for lectureship must possess the University Teaching Certificate. This
certificate can be obtained when completing a 60-hour course in University Teaching
Methods. The course provides the knowledge of teaching methods and develops
student psychological understanding.
(2) Candidates for lectureship must deliver one demo-class (for 3 periods teaching) to
the department which is in charge of the course and/or the Scientific Council. The
department then evaluates candidates’ performance in a 4-letter grade scale (A is
highest satisfaction whereas D is unsatisfied). Only those who receives more than
two-third of evaluation from B and above is qualified for lectureship. [Exh6.16]
(3) Lecturers can choose various teaching methodology provided that they are relevant
to the course content and aligned with its PLOs. These methods must be clearly
stated in the course syllabus submitted at least one month prior to the academic
year commencement, and approved by the Faculty (specifically Head of department,
Scientific Council and Board of Dean) before the course starts.
42
Successful candidates for lectureship are placed into a one-year probation and training
period. During this training time, lecturer trainee will be supervised by experienced lecturers
to help them develop their practical skills in teaching. [Exh6.17]
For quality assurance, lecturers are required to submit (1) feedback on course
evaluation report (for every course they teach), (2) class observation report (for their
colleague’s classes that they observe, assigned by the faculty), and (3) the annual work
performance report at the end of academic year, summarizing all their activities such as
teaching hours, research projects, conferences and publications in that year.
The table below shows current teaching staff of the FIR:
43
Table 6.1 LIST OF FACULTY OF INTERNATIONAL RELATIONS
No. Full name
Date of Birth
Position/Title Duties and
Responsibilities
Commencement Year
Position
Education Language
Proficiency
Compu
ter
Skills
Certificate M F
Public
Sector Faculty Degree Major T
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1
Trần Nam
Tiến
5/1/1976 History of
Vietnam’s
Diplomacy
History of World
History
Introduction to
Political Science
Vietnam’s Foreign
Policy
Geo-Politics
2001 2003 Associate
Professor
PhD. Vietnam’s
History
USSH -
Vietnam
English B University
Teaching
Certificate
2
Dao Minh
Hong
7/6/1961 Dean
Head of Politics
and Diplomacy
Department
History of
Civilization
World History
History of IR
IR Theories
Communication
Etiquette
1986 2003 Tenured
Lecturer
PhD. World History USSR
Russian,
English
B University
Teaching
Certificate
3
Nguyễn
Thanh
Hoàng
7/11/1967 Projects Appraisal
and Analysis
Lecturer PhD. Investment Netherland English B University
Teaching
Certificate
4
Trần Đình
Lâm
1/1/1962 Economic
Development
Lecturer PhD. Economic
Development
Switzerland English B University
Teaching
Certificate
44
5
Bùi Hải
Đăng
25/8/1979 EU and EU-Vietnam
relations
2007 2007 Lecturer PhD. University
Teaching
Certificate
6
Trương
Minh Huy
Vũ
17/5/1984 Introduction to
Economy,
International
Political Economy,
International
Economic Relations
2011 2011 Lecturer PhD. IR Germany German,
English
B University
Teaching
Certificate
7
Trần
Nguyên
Khang
12/2/1982 Globalization
Global Issues,
2009 2009 Lecturer MA, PhD
Candida
te
IR France French,
English
B University
Teaching
Certificate
8
Trần
Thanh
Huyền
9/11/1986 ASEAN, Theories
International
Relations,
Comtemporary
International
Politics , Writing
2011 2011 Lecturer MA, PhD
Candida
te
IR Australia English B University
Teaching
Certificate
9
Nguyễn
Hồng Bảo
Thi
25/12/1982 World History,
History of
International
Relations, Theories
of International
Relations,
Introduction to
Research Methods
2011 2011 Lecturer MA, PhD
Candida
te
World History USSH English B University
Teaching
Certificate
10
Nguyễn
Võ Dân
Sinh
PhD Candidate 2003 2006 Lecturer MA, PhD
Candida
te
International
Relations
US. English University
Teaching
Certificate
11 Nguyễn 15/11/1978 PhD Candidate 2002 2009 Lecturer MA, PhD Political Hong Kong Chinese, B University
45
Thành
Trung
Candida
te
Science.
International
Studies
English Teaching
Certificate
12
Lê Hồng
Hiệp
29/12/1981 PhD Candidate 2004 2009 Lecturer MA, PhD
Candida
te
Political
Science
International
Relations and
Diplomacy
Australia English B University
Teaching
Certificate
13
Lê Thành
Lâm
30/3/1985 PhD Candidate 2013 2013 Lecturer MA. International
Politics
England English A University
Teaching
Certificate
14
Nghiêm
Anh Thảo
MA. 2012 2012 Specialist MA. International
Relations
Netherlands English University
Teaching
Certificate
15
Nguyễn
Tăng Nghị
20/8/1980 Vice Dean Diplomacy Protocol
and
Etiquette.China’s
Foreign Policy
Foreign Affairs
Secretary
2011 Lecturer MA. International
Relations
China Chinese,
English
B University
Teaching
Certificate
16
Nguyễn
Thị Tố
Nga
27/1/1980 Vice Dean
Head of
International
Economics
Department
Introduction to
Economics
International
Political Economy
International
Economic Relations
Translation.
2003 2010 Lecturer MA. International
Economics
Europe Chinese,
English
B University
Teaching
Certificate
17 Nguyễn
Thị Hồng
02/06/1969 Head of
International
Introduction to
State and Law
1995 2004 Lecturer MA. Economic Law Ho Chi Minh
City Law
English B University
Teaching
46
Vân Law
Department
International Law
Private
International Law
Introduction to
Law,
School Certificate
18
Nguyễn
Văn Phái
25/8/1982 Introduction to Sate
and Law
International
Commercial Law
International
Commercial
Contract
2005 2005 Lecturer MA. International
Commercial
Law
Ho Chi Minh
City Law
School
English B University
Teaching
Certificate
19
Phạm
Thủy Tiên
1/6/1987 Communication
Etiquette
2009 2009 Lecturer MA IR Netherlands English B University
Teaching
Certificate
20
Hoàng
Cẩm
Thanh
11/6/1986 Introduction to
Research Methods
Contemporary
World Politics,
Theories of
International
Relations
2012 2012 Lecturer MA IR U.S English B University
Teaching
Certificate
21
Trương
Doãn
Mẫn
06/12/1978 Head of English
Department
2012 2012 Lecturer MA TESOL Australia English B University
Teaching
Certificate,
TESOL
22
Phạm
Ngọc
Minh
Trang
25/4/1989
Law of the Sea
Theories of State
and Law
2013 2013 Lecturer MA International
Law
England English B University
Teaching
Certificate
47
International Public
Law
Writing
23
Trần Tuấn
Đạt
11/6/1988 Communication
Etiquette
2010 2014 Lecturer MA IR Thailand English B University
Teaching
Certificate
24
Phạm
Thái
Thuần
1982 Theories of State
and Law,
International Public
Law
2014 Lecturer MA International
Law
France French
English
B University
Teaching
Certificate
25
Nguyễn
Lêna
9/12/1986 Secretary to Dean,
Academic Assistant
2008 2008 Staff English A Administrati
on
Certificate
26
Hoàng
Minh
Thông
16/1/1990 Quality assurance
and testing
specialist, Teaching
Assistant,
MA Candidate
2013 2013 Staff English B
27
Huỳnh
Dương
Kiều Lê
25/8/1991 Academic Assistant 2014 Staff English B
48
There are currently 26 academic and support staffs of the Faculty, in which there is one
Associate Professor, 6 PhDs and 16 Masters. 80% of the teaching staffs graduate with the
Bachelor degree, PhD and Master degree in developed countries which have the prestigious
education system. 90% of the teaching staffs are able to teach in English.
All teaching staffs have University Teaching Certificate and pass the officer recruitment
test regulated by the University. Therefore, the teaching staffs of the Faculty have the
pedagogical capability to teach and research. [Exh6.1]
All teaching staffs are able to use ICT efficiently in the teaching and research. Teaching
staffs are always ranked excellent by students with regards to their modern electronic
lessons. [Exh 6.2]
Full time teaching staffs are competent in doing research and are listed in international
scientific magazines including ISSN and ISBN. Invited teachers and foreign teachers are
experts in international relations field. [Exh6.5]
6.2 The teaching staff are sufficient to deliver the curriculum adequately
Total academic staff for the Bachelor of International Relations programme is presented
in table 6.2 below.
Category M F Total Percentage of PhDs People FTEs*
Professors 0 0 0 0 0
Associate/ Assistant Professors
1 0 1 1.2 1/1 100%
Full-time lecturers
14 9 23 27.6 (=1.2*23)
5/23 21.7%
Part-time lecturers
0 0 0 0 0
Visiting lecturers
6 4 10 4 (=0.4*10)
2/10 20%
Total 34 32.8
Table 6.2 Number of teaching staff and FTEs in academic year 2013 – 2014
The average age of the teaching staff is 33.
49
During the last 5 years, the ratio of students to academic staff ranges between 19.5 to
23.6 students/ 1 lecturer. This ratio meets the standard of Vietnam higher education
teaching staff requirement.
Academic Year
FTEs Number of students
Number of graduates
Number of students per FTE of teaching staff
Number of graduates per FTE of teaching staff
2013 – 2014 32.8 640 N/A 19.5 N/A
2012 – 2013 32.8 640 128 19.5 3.9
2011 – 2012 30.8 640 154 20.7 5
2010 – 2011 28.8 660 136 22.9 4.7
2009 – 2010 28 660 155 23.6 5.5
Table 6.3 Students to academic staff ratios
The table below shows the number of academic staff, FTEs and PhD holders of the
faculty in the last 5 years:
Category 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010
No. FTE PhD No. FTE PhD No. FTE PhD No. FTE PhD No. FTE PhD
Professors/
Associate/
Assistant
Professors
1 1.2 1 1 1.2 1 0 0 0 0 0 0 0 0 0
Full-time
lecturers
23 27.6 5 23 27.6 5 22 26.4 5 20 24 4 19 22.8 4
Part-time
lecturers
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Visiting
lecturers
10 4 2 10 4 2 11 4.4 2 12 4.8 2 13 5.2 2
Total 34 32.8 8 34 32.8 8 33 30.8 7 32 28.8 6 32 28 6
Table 6.4 Number of academic staff, FTEs and PhD Holders in the last five years
The number of PhD holders and tenured lecturers increases while the number of
visiting lecturers decreases overtime, clearly reflecting the human resources strategies of
the Faculty in the medium plan (2011-2015) [Exh3.6].
As in the academic 2013-2014, there are currently 6 PhD candidates, who are expected to
complete their doctor in academic year 2014-2015. In 2015-2016, the number of tenured
50
PhD holders of the Faculty are expected to be 12, accounting for nearly 50% of the academic
staff.
6.3 Recruitment and promotion are based on academic merits
The recruitment process follows that of the University and is based on the needs/plans
of the Faculty [Exh3.6]. The recruitment criteria and requirements regarding professional
skills, ethnics are publicly and explicitly posted on the websites of the Faculty and
University, in the meetings of the Faculty. [Exh6.17, Exh6.23]
Lecturers who pass the official recruitment test sign the periodic contract with the
University with terms and conditions regulated by the Regulations of the Government and
the Labor Law.
Visiting lecturers are recruited based on the need of the courses. Their academic title
must be higher than that of full time lecturers of the Faculty (up to PhD or Associate
Professor). The Faculty will recommend them to the University and the Dean of the
University will sign the contract with them on the semester basis. [Exh6.26]
The promotion of academic staff is based on merit system of the University. Lecturers
who have achievements (teaching and researching) are considered for salary raise sooner
than current regulations. Every three year, teaching and supporting staffs are entitled for a
salary and allowance raise. [Exh6.17]
Lecturers are always given good conditions to improve their professional skills: study
PhD locally or abroad, participate in doing research, apply for Associate Professor academic
title [Exh 6.8].
6.4 The roles and relationship of staff members are well defined and understood
The duties of lecturers and staff are clearly stated in the contract with the University.
[Exh6.26]
All lecturers are required to participate in doing scientific research or write scientific
papers for conferences, seminars, and local and international magazines, at least 1 paper
per academic year. [Exh6.21, Exh6.24]
The roles and relationship of teaching staffs are well defined as follows:
(i) The Faculty allocates teaching staffs to three departments including the
Department of Politics and Diplomacy, the Department of International Law, and
51
the Department of International Economics respectively. The departments are
responsible for teaching and all academic activities. Besides, the Faculty also has
one department in charge of Specialised English courses for International
Relations major.
(ii) All faculty staffs are members of the FIR’s Trade Union.
(iii) Three staffs are members of FIR’s Communist Party Unit.
(iv) In brief, the four main tasks and responsibilities of the faculty members,
described in the University’s contracts, are to teach courses, to conduct research
(at least one research report a year), to be in charge of student affairs (Head
Teachers or Club Advisors), and to carry out other duties such as quality
assurance, trade union affairs, or event coordination.
Aside from the academic staff, the faculty has its support staff for all administration
work, student affairs, research projects, library management and quality assurance.
The Faculty also has one Scientific Council, comprising of all professor and Ph.D
holders, Board of Dean members, Heads of departments, and external specialists on
International Relations field, which is in charge of programme curriculum development.
The chart below show the organization structure of the Faculty:
52
Figure 6.1 Organizational Structure of the FIR
The Faculty always takes into the scope of work and capabilities of FIR’s staffs before
appropriately assigns the tasks to each individual. Their tasks and roles allocated by the
board of Deans are stated in decisions, internal regulations, and meeting minutes of the
Faculty [Exh6.18, Exh6.19].
Annually, the Faculty has a meeting to assess the performance of all staff members. As a
result of the assessment, the Faculty will revise the work distribution for a new academic
year [Exh6.19].
6.5 Duties allocated are appropriate to qualifications, experience and skills
Duties allocated are appropriate to qualifications, experience, and aptitude. Lecturers
of Politics and Diplomacy Department have graduated with relevant international relations
degrees and other majors such as History, Cultural Studies, and Region Studies. Lecturers of
the International Economics have the Master and PhD degree of International Economics.
All lecturers of Law Department have the Master degree of Law as well.
Most of the lecturers trained abroad who have experience in studying in the
international environment are allocated to teach specialized English for international
relations.
All of the generic knowledge related courses of each department are allocated to all
teaching staffs. Its purpose is, on one hand, to make sure that the teaching staffs have a
thorough background of the fundamental knowledge of the major. On the hand, it relates to
the specialized courses later on; and it restricts the lack of teaching staff.
Senior and experienced lecturers are allocated to administer the teaching assistants and
guide them in doing research and building lesson plans for specialized courses.
The Dean of the Faculty is also the Chair of the Scientific Council and head of QA unit.
The Dean is competent in professional and management skills. Also, the Dean is so
persuasive that she can foster all the staffs to share educational values and spirit in the
faculty.
The Vice Deans, Head of Departments also take part in learning courses of leadership
skills, building training programs and staff development skills.
53
In the staff meetings and the email box of the Faculty, there are discussions of the tasks
and roles of the teaching staffs. Allocation of other tasks changes every year so that all staff
members understand the work of each other and share the responsibilities.
6.6 Staff workload and incentive systems are designed to support the quality of
teaching and learning
Besides teaching, the lecturers must take part in doing research, their department
activities, planning and revising syllabus, sharing teaching experience, checking and
assessing, counseling students, guiding students in doing scientific research, guiding in the
field trips. This workload is set based on the responsibilities and obligations; and some of
the workload is counted as the standard teaching periods according to internal expenditure
regulations of the University.
The regulations of awarding and ranking lecturers who complete the standardized
teaching periods on time and other credit counted scientific activities are in compliance with
that of the University [Exh6.31]. Besides, there are internal award regulations. In Tet
Holidays, the faculty staffs are rewarded based on their annual performance and
contribution. Furthermore, lecturers are always encouraged to join training sessions of
improving teaching skills and applying ICT to teaching every year [Exh 6.7-6.10].
6.7 Accountability of the staff members is well regulated
The teaching responsibility of the lecturers are monitored through the monitoring
system including regulations, papers, documents, teaching diaries, teaching registration
forms, and with the supervision of the Faculty’s Administrative Officer and Heads of each
Department.
Besides, the Department of Quality Assurance surveys the students about the teaching
quality of the lecturers each semester and sends the results to each lecturer and head of the
Faculty and Department. After that, all relevant staff members have a meeting to draw
experience.
Besides, the Faculty also considers the students’ feedback through their emails with the
Administrative Officer, Dean of the Faculty, Vice Deans. These are considered the serious
information channels.
54
6.8 There are provisions for review, consultation, and redeployment
There are specific regulations applied to upgrading positions of the teaching staff.
Teaching assistants with master’s degrees are allowed to take the promotion test on their
professional expertise, foreign language performance and general informatics. Lecturers
with teaching experience of nine years or more are eligible to apply for and take the test for
the Senior Lecturer title. Professorial titles can be considered and granted to PhD holders
whose academic and research profiles meet the requirements. [Exh6.23]
According to USSH regulations on redeployment of staff, young teaching assistants
must earn a master degree after 3 years and MA-holder a PhD after 10 years since
recruitment. Those lecturers over 40 years old are required to obtain doctoral qualifications.
Those who cannot meet the requirements of the school can be redeployed. While such
provision encourages and “pushes” staff members to set themselves targets in pursuing
higher degrees, USSH also has provision on voluntary extension of working time to at most
five more years after retirement for PhD holders (i.e. after 55 for females and 60 for males),
thus helping the EF younger generations can still share experience and expertise from senior
staff. Before becoming a tentured staff, reviewing of staff performance is applied for both
teaching and support staff, according to the USSH and VNU-HCM regulations. A newly-
recruited staff will be reviewed and renewed the labour contract the first time after two
months, another after 6 months, one after one year, one after three years and another after
another three year, meaning after 6 years of teaching and working, the staff can be
permanently employed. [Exh3.6]
6.9 Termination and retirement are planned and well implemented
The regulations for termination, such as those of resignation, retirement, violation of
the University policies, of the teaching staff are specified by the University. When the
teaching staff voluntarily resigns from the University it is expected that he/she will inform
the University in advance. On the other hand, the involuntary terminations are approved in
advance by Office of Personnel and Organization. The retired teaching staff will be offered
the following benefits by the University: financial retirement package, health care plan,
research incentives, social benefits, etc. Retired teaching staff can still enjoy the facilities of
the University and are invited to continue teaching as part-time lecturers. Usually, there is
one full-time staff retiring every one or two years. [Exh6.17]
55
As prescribed in USSH regulations on annual expenditure and postgraduate regulations,
full-time staff will receive financial support of 50% tuition fee during their master and
doctoral study at USSH. Besides, the FIR and the USSH administration will look for more
opportunities and encourage full-time staffs to pursue higher education through scholarship
programs from both the government (Program 322 & Program 911) and foreign
organizations and institutions (such as Erasmus Mundus, United Board –UBCHEA, Harvard
Yenching, etc.) Faculty exchange programs are also well-encouraged. Such activities are part
of FIR’s personnel development plan. [Exh3.6]
6.10 There is an efficient appraisal system
The appraisal system plays the key role in the development of the faculty. It helps
increase the professionalism of the teaching staff in implementing tasks, improve the
process and outcomes of education, and accelerate the establishment of national education
goals. It is also the link between their performance and the rewards that the teaching staff
hopes to receive. Being aware of its importance, the FIR staff perceives this appraisal system
as an annual routine exercise in compliance with the USSH and VNU-HCM Regulations and
guidelines on annual evaluation of staff and awarding of teaching and research outputs. The
responsibilities for appraisal tasks are clearly allocated. FIR’ appraisal system is well planned
and based on fair and objective measures in the spirit of enhancement of teaching and
learning quality. All the documents are filed, recorded and periodically updated and in the
USSH Office of Personnel. Meanwhile, teachers are encouraged to take part in research
activities; and this will be an important criterion for reward and promotion.
7. SUPPORT STAFF QUALITY
7.1 The library staff are competent and adequate in providing a satisfactory level of
service
An IR student can enjoy the library service from different sources, USSH library in both
campuses (downtown – District 1 and suburb – Thu Duc District) as well as VNU – HCM
Central library (located in Linh Trung, Thu Duc District). The support staff is recruited
according to the regulations and guidelines issued by the USSH and VNU – HCM as well as
other official documents as mentioned in Criterion 6.
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IR students can enjoy the facilities, including books, multimedia rooms, library
terminals, e-sources from USSH libraries in two campuses. With 32 staff members, most of
whom have bachelor’s degrees in library and information science; the two USSH libraries
have enough staff to support training and research activities within the University as well as
handling the archiving and organization of books and materials. [Exh7.1&Exh7.2]
Since USSH is a member of Vietnam National University of Ho Chi Minh City (VNU-
HCM), USSH-EF Students can also use the Central Library of VNU-HCM. In this library,
students can access and utilize variety of materials, books, articles in many fields, both in
Vietnamese and English or other languages, both in hard copy or e-copy. E-library is widely
accessible to students who register for the account. Many e-journals can be accessed
through the Central Library system. Since it is mainly digital, the Central Library has a total of
24 staff members, adequate and sufficient to maintain support activities to students of the
whole VNU-HCM system.
As can be seen from the above information, the library staff is adequate in quantity
with sufficient professional competence. Moreover, the staff is young and enthusiastic to
carry out their tasks, and hence well fulfills the needs of academic staff and students.
7.2 The laboratory staff are competent and adequate in providing a satisfactory level
of service
There are, in total, five (05) language laboratory rooms in the two campuses if the USSH
(2 in main campus, and 3 in Linh Trung campus, Thu Duc District). [Exh10.4] If teachers and
students would like to use these language labs to support and enhance their teaching and
learning, they need to make a request and the room will be arranged for them. Laboratory
user’s manuals are available at all times for teachers and students in case they may not
know how to use the rooms and their equipment. All the labs are under supervision of the
Office of Facilities and Campus Development, the staff of which is always available in the
office for any assistance and service. The supporting staff there is enthusiastic and happy to
provide assistance at any time. In addition, the library and multimedia rooms of the USSH
libraries and Central Library of the VNU-HCM can also be exploited by the students. This is a
great source for them [Exh7.4].
It should be mentioned that thanks to the good equipment of laptops and projectors in
all classrooms, the IR Students can make use of Internet and their own resources so that
57
they can show films, video clips, music or documentary, etc. right in their classroom without
necessarily registration for using of the language labs. The University allows to lectures to
do so. Also, thanks to the National 2020 project on Foreign Languages, the IR was provided
with one new language labs suitable for teacher training and one language lab-cabin with
devices for practicing interpretation. The IR academic assistant, in cooperation with the
technician of the USSH, is in charge of maintaining the IR language labs and cabins.
7.3 The computer facility staff are competent and adequate in providing a
satisfactory level of service
Being a faculty-affiliated section, the computer room provides a technology-rich
environment where IR students can gain access to the internet and online resources of
electronic materials. At the USSH level, the facility is open and staffed by a panel of 12
support consultants 48 hours per week (approx. 8 hours a day). Two-thirds of the personnel
are Masters of Arts in Computer programming, Database or General Informatics. In terms of
quantity, personnel of twelve full-time members seasonally supported by fourth-year
students at high times can suffice to give assistance to all IR students during their pursuit of
General Computer Studies throughout two semesters.
With regard to quantity and effectiveness, at the proportion of two-thirds members
having an MA with one PhD as an executive manager, the computer staff, without doubt,
satisfies nearly all strict quality regulations. In fact, complaints from students either via
email or post are few and far between and even when such constructive suggestions are
received, most are proposals for updating programs such as MS. Word or installing some
new devices. Such feedback from users is always taken into consideration and when
reasonable and financially feasible, they are brought down to plans and ultimately into
reality.
7.4 The student services staff are competent and adequate in providing a satisfactory
level of service
The support staffs are working closely with students and acting as a liaison between
students and teaching staffs at the faculty. These staffs also graduated from the university
and have enough abilities and skills to provide a good student service.
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The support staffs are working closely with students and acting as a liaison between
students and teaching staffs at the faculty. These staffs graduated from the university and
have enough abilities and skills to provide a good student service.
The FIR staffs are comprised of the Secretary cum Academic Officer, who are in charge
of full-time BA program; the Academic Officer responsible for the Second Degree BA
program; another Academic Officer who administrates the high quality BA and post-
graduate programs affairs; a library staff and his/her assistant; and the Student Affairs
Assistant.
The Secretary coordinates office activities and performs secretarial assignments. The
secretarial assignments include such duties as preparing and maintaining office records,
reports, and correspondence pertaining to the university departments. In addition, the
Secretary disseminates weekly announcements such as the university’s agenda, the faculty’s
calendar, and other administrative affairs relating to individuals through the faculty’s email.
To manage the office operation, the Secretary also determines needs and orders office
supplies, equipment, repair and maintenance services. Additionally, the Secretary also
prepares budgets and financial reports for the faculty.
Moreover, the Academic Officer, who is responsible for coordinating with the FIR Board
of Deans to help students in academic issues, organize teaching schedule, and register
testing. The teaching schedule is usually arranged to allow time for students to take a part-
time job or to participate in extra-curricular activities. As a bridge between the faculty and
students, all the activities of student service and assistance are well-informed to the
students through emails and the faculty’s website.
In addition the Academic Officers, the library staff is also the teaching staff, who has an
insight into academic majors to provide good advice for students when they need help. To
maximize the library service, the library staff has some assistants who are the faculty’s
students and alumni. To offer the best service for students, they are now managing the
library organization system of 1500 book titles and journals, and usually update new book
collections to both teachers and students.
Besides, the Faculty assigns the Student Affairs Assistant to coordinate with the Vice
Dean. The Assistant is a member of the young teaching assistant staff so that he can work
59
closely with students. Simultaneously, the assistant associates with the Youth Union and
Student Association to provide the precise and relevant support to students including both
academic and non-academic affairs. Also, the assistant promptly disseminate all information
related to students, scholarship programs or the like through varied means (email,
Facebook, and website).
8. STUDENT QUALITY
8.1 There is a clear student intake policy
All information about the IR student intake is posted on the university website as well
as in the students’ handbook. The admission requirements and regulations by the MOET are
also published in the university entrance guidebook for high school students. [Exh8.1,
Exh8.2]
In addition, information about Admissions requirements and matriculation ratio of the
FIR compared to other Faculties are published in the newspaper for those who wish to apply
to the Faculty.
Table 8.1: A comparison of the academic overmatching percentage with other Faculties of
the Ho Chi Minh City University of Social Sciences and Humanities (in comparison with the
Faculty of English Literature, the Faculty of Journalism)
Academic
Year
Matriculation Ratio
FIR
Faculty of
Journalism and
Communication
Faculty of Oriental
Studies
Faculty of English
Literature
2010 5.2 9.02 3.67 4.81
2011 4.5 8.74 2.83 2.91
2012 4.25 8.68 2.93 6.5
2013 4.24 8.59 4.67 4.84
2014 3.8 9.82 3.41 5.98
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Table 8.2 A comparison of the overmatching percentage with Diplomatic Academy of
Vietnam, the Faculty of International Studies – Hanoi University of Social Sciences and
Humanities, and of the Ho Chi Minh City University of Pedagogy
Academic
Year
Matriculation Ratio
FIR
Diplomatic
Academy of
Vietnam
Faculty of
International
Studies – USSH
Hanoi
Faculty of
International Studies
– University of
Pedagogy
2010 5.2 5.1 3.7 1.4
2011 4.5 6.67 4.33 4.4
2012 4.25 9 7.36 0.8
2013 4.24 7.78 3.05 2.3
2014 3.8 6.23 4.96 2.6
The intake of the full-time 1st year students follows the Ministry approved quotas and
is publicly announced. In reality, there is a small different between the target intake ratio
and the actual one. [Exh 8.1]
Table 8.3 Number of Intake students of FIR in recent years
Academic year
Total test takers
Anticipated quota
Matriculation Ratio
Qualified Students
Average grade of IRF first-year
students
2009 743 180 4,4 193 17,5
2010 837 160 5,2 175 19
2011 716 160 4,5 193 19
2012 636 160 4,25 182 21
2013 680 160 3,98 189 21,5
In order to get accepted to FIR, candidates must pass the national entrance
examinations which include three tests on Mathematics, Vietnamese Literature, and
English. The admission scores are the total grades of these three tests. The test-takers are
then shortlisted based on the scores from a top-down basic.
8.2 The student admission process is adequate
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The student admissions process strictly follows the regulations and adjustments of the
Ministry of Education and Training and The Vietnam National University-HCMC.
After getting the admitted students list, the Faculty will:
- (1) Review the students’ English proficiency to design appropriate trainings in
accordance with the learning outcome requirement.
- (2) Form the relation between new students with the current ones and the alumni on
the website and Facebook.
- (3) Assign second year students to deliver the FIR leaflets, provide information about
new events and welcome the freshmen on the orientation date.
In the official meeting with the faculty, the freshmen will be provided with relevant
information by the Board of Dean and Students Management. They are thoroughly
counseled the training program, learning outcome requirement, library services, the Faculty
and University facilities. The students have the right to require or reclaim should their rights
are not paid attention to or ignored.
Based on the entrance English scores and the English placement test, the freshmen are
placed in the suitable English classes to reduce the boredom of studying with the ones in
different levels and maximize the enjoyment in the English classes. To accomplish the
purpose, the lecturers in charge are required to flexibly plan the lessons to suit their
student’s level.
8.3 The actual study load is in line with the prescribed load
The basic philosophy of credit-based training systems: 1/ Consider learners as the
center of the training; 2/ Construct a flexible training program to help learners easily gain
relevant knowledge; 3/ Credits can be transferred between academic institutions. The
credit-based system allows students to have options to select in terms of courses, lectures
in charge of courses, and to be more independent in determine their learning schedule in
accordance with their own needs and their individual plan.
Due to the credit-based training program, students can take the final exam right after
the end of courses. Students can also choose to take courses to have 14 credits at least and
32 credits at most in a semester. (Each course is usually equivalent to 1-4 credits; most
courses have 2, 3 credits). [Exh8.12]
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The Faculty normally divides one semester into 2 volumes of 3-4 courses. Each volume
lasts from 6 to 9 weeks. Accordingly, the courses usually run 2 times with a total of 5
teaching hours in total per week. The reason why the courses are designed to run 2 times a
week is to let students have some time in between to do their assignments, read reference
materials and carry out individual and/or group projects. [Exh8.9]
Student timetables are designed appropriately to make sure that all classes of each
intake run either in the morning or in the afternoon. Students can use the remaining
amount of time for self-studying, taking part-time job, taking courses offered by other
USSH’s faculties or other training centers necessary for them in the future. Furthermore,
students only have 4 sessions in class so that they can have more time to self-study and
practice the theory they have learned. [Exh8.9]
In the beginning of each academic year, a meeting between each intake of students and
the Board of Deans, their homeroom teachers is held to remind students of requirements
that must be fulfilled within that academic year. As a general rule, students may need 7 to 8
semesters to accomplish the programme. Summer semester is organized for students to
improve their grades or accumulate their credit points to reduce their length of studying.
The Faculty encourages students to have their own study plan for each semester, in
which students are encouraged to clearly allocate their time for self-study, group work,
part-time job and personal activities. This helps students learn how to balance their life and
study and manage their time effectively. Thanks to this, the Faculty has not received any
negative feedback regarding study load from the students. [Exh9.4]
The Faculty encourages students to take on part-time jobs in summer holiday and
report to the Faculty later, therefore, there are almost no students graduating after 3.5
years, but the pass rate of students graduating after 4 years ranges from 76 – 90% and the
rest is after 4.5 years. The number of students graduating after 5 years is minimal.
Those students who have low GPA and feel that their study is overloaded can discuss
the issue with their lecturers or teaching assistants for further assistance to reduce the
number of courses registered or work harder to catch up with the other students. [Exh2.3]
There are three field trips students need to participate as required in the programme
curriculum. These filed trips are usually organized after students’ first semester or during
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their summer semester so that they can feel free to join. By taking part in the field trips,
students can also learn from practice, not only from theory. Following are the key features
of the field trips:
- Second year students have their field trip to the Northern part of Vietnam. The
field trip is usually named “A Journey of Vietnam’s History”. The field trip aims to
expose students to the establishment and development of the state of Vietnam.
- Third year students do internships at an organization or a company to be trained
about interpersonal and communication skills and other workplace skills.
Through this internship, students will understand more about their future career
and themselves in order to study better in the final year.
- Prior to the graduation, final year students will take part in a study tour, in which
they have opportunities to visit Vietnamese diplomatic consulates and overseas,
the UN representative office in the Asia Pacific region, and universities which run
similar training programmes in Cambodia and Thailand.
In short, by designing the programme curriculum on the semester basis, without forcing
students to graduate early, the FIR tends to direct students to efficiently and logically use
their time at the University. As a result, students can acquire both knowledge and time
management skill. Moreover, they can balance their student life, take part in after-school
activities and well prepare for their future. So far, this principle has been applied
successfully at FIR and its students are very satisfied.
TABLE 8.4 THE AVERAGE STUDY HOURS OF A FIR’S TYPICAL STUDENT
TIME CREDIT CLASSROOM HOUR SELF-STUDY HOUR
4 years 140 48640-12960 256000-432000
1 year 32-48 2160-3240 64000-108000
1 semester 16-24 240-360 7200-12000
1 month 4-6 60-90 1800-3000
1 week 1-1.5 20-25 60-100
9. STUDENT ADVICE AND SUPPORT
9.1 There is an adequate student progress monitoring system
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Learner assessment is one of the important aspects of the training program. The
assessment system is conducted based on the hierarchic system, from the University to the
Faculty and from the Faculty to the Unions and Units.
a) At the University and Faculty level
At the end of each semester, the University always provides a detailed guide regulating
the student assessment process together with the Training Mark Sheet which clearly states
criteria and accumulated mark for each item. This Mark Sheet accumulates all of the basic
activities of students such as: academic result, scientific research activities, after school
activities, behaviors and ethic.
Each student needs to do a self-assess sheet and submit it to the class monitor. A
meeting of the class board of management will be then set to mark and assess each
individual. The result is first publicly announced at the class level for any adjustments if
needed. After finalizing the assessment sheet, it will be submitted to the Faculty by the
monitor. There will be a meeting between the lecturers in charge and the Board of Dean to
reassess the sheets based on the announcement of the Unions and Units regarding to
activities of each member in his/her clubs. The ultimate result at the Faculty level will be put
on the website, facebook and the mail box of each class. After receiving any feedback and
making adjustment, the Faculty will submit the sheet to the University.
The Department of Student Affairs will announce the result on the website of the
University after putting the results together. The scholarship eligibility is considered using
the result of this training mark.
b) At the Faculty level
At the beginning of each academic year, the Board of Dean will nominate a lecturer to
be the lecturer in charge as well as the academic consultant for each class with the purpose
to monitor and help students complete their academic requirements and skill improvement
every year.
Traditionally, the Dean of the Faculty is the lecturer in charge of the freshmen. Because
first year students are still new to higher education environment, they need to have a
lecturer in charge that is confident and has a wide knowledge of psychology and has a
capability of constructing a long term plan for their 4 years at university. Year 2 and year 3
65
students need young lecturers so that they can create some breakthrough and bring a new
and fresh academic environment for the students. Year 4 students need a lecturer in charge
who deeply understands the graduation assessment process, training program, career
orientation to best support his/her students in meeting the graduation criteria at the high
level. Therefore, the lecturer in charge is usually a Vice Dean. [Exh6.18]
During their study at the Faculty, students are monitored and assessed in terms of the
ability to adapt to new environmental conditions and academic results at the end of each
year using the following processes:
Year I: Students are assessed according to their English Placement Test result, the
Academic result together with the National VNU-EPT certificate achieved.
Year II: Review the academic result of year 1 along with the English Proficiency
Certificate to place students in the suitable class so that the lecturers can choose the right
teaching methodology for each level. In this year, students are also assessed in terms of
their behavior in communication through the Culture Etiquette course.
Year III: students are assessed and placed in the right class based on the majors
International Business, International Law and Politics – Foreign Affairs. These majored
classes are conducted by the Department Heads of each major. The English capability
assessment must be followed for suitable class placement after each semester.
Year IV: students are assessed according to their majors, groups eligible to write
dissertation, and English proficiency. In the final year, the Faculty accumulates the students’
credit points gained to give prompt advice and counsel them to reach the required credit
points to be eligible for graduation.
The Faculty keeps the students records to monitor them on the basis of the
accumulated academic result, the training marks and the students’ counseling from year I to
year IV.
Besides, the Faculty also monitors students’ extracurricular activities via the trade union
and other party units and clubs. These organizations are controlled by students under the
monitor of the counseling lecturers. These assessments are the basic to give students the
training mark regulated by the University and for the faculty to award them awarding every
year.
66
Student assessment system is controlled by the Youth Union and the Student Council. A
majority of students participate in these two student clubs; hence, student performance can
be evaluated based on the criteria of the two clubs.
Scientific research also contributes as an academic activity to evaluate students.
Student Scientific Weeks is to seek talented students and provide a platform for them to
familiarize themselves with scientific environment. Scientific research findings which are
introduced during the Student Scientific Week contribute as the outcomes of the training
programme. Hence, the process of topic selection, college approval, research development
and completion will be thoroughly monitored by the FIR. An academic research assistant will
also involve in the process. The assistant, together with lecturers and professors, monitors
students’ research development, encourages and reminds students to complete their works.
Monthly, with the assistance of FIR Young Researchers Club, FIR Board of Dean and
Department Heads talk directly to students in order to orient, consult, and assist the
students in their research activities.
At the beginning of school year, students are provided with Student Handbooks
published by the University of Social Sciences and Humanities. These handbooks provide
students necessary information about the university regulations, testing, rewarding and
punishing regulations, etc. Besides, the students also have opportunities to talk directly to
the Board of Dean and lecturers to understand more about any problems emerging during
the learning process. The Youth Union and the Student Council are in charge of organizing
career orientation days which help students to join suitable clubs and write annual personal
development plans based on their personal capabilities. [Exh6.18]
c) At Department Level
In the course syllabuses, lecturers will clearly state assessments criteria, score
accumulation, score proportion, etc. for students to actively have their study plan towards
their target goals and assess their improvements. While teaching, lecturers will monitor and
evaluate students by checking attendance, homework to assess students’ attitudes and task
completion capabilities during the course.
About English training, because of the requirements of the programme outcomes that
students must obtain international certificates, the FIR has divided students into different
classes at different English level based on English courses’ results. Thanks to this
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classification, students understand their English levels and lecturers can flexibly design their
lesson plans for different levels.
Therefore, the student assessment system reflexes the tight coordination among the
university, the faculty, and course lecturers. This system guarantees comprehensive
assessment standards with further details into students’ improvements.
Significantly, the Faculty always places the learners as the center of the training system.
Students therefore can seek help from their Head Teacher, the Academic Advisor, the
Academic Officer, and the Student Affair Assistant. They may directly report the problem to
the Dean. Also, with 4 meetings within an academic year, each class can raise their voice so
that the Faculty can revise the curricula and monitoring system. With the Faculty’s efforts,
students ‘opinions and/or complaints are heard and taken into sound consideration. As the
result the, the Faculty can promptly take remedial or preventive actions for the individual
student or program development.
9.2 Students get adequate academic advice, support and feedback on their
performance
This is one of the most significant efforts of the FIR that were carried out seriously and
endlessly enhanced in order to help students receive sufficient information and take the
lead in planning their study. This process is conducted through a wide range of activities and
tailored to the needs of each college level.
The process is conducted as below:
a) Year I: in the first meeting with the Board of Dean (after students‘ enrollment),
freshmen are provided with full instruction and guidance about programme
curriculum, progamme outcomes, and IR specialized outcomes for IR students.
Academic assistants will instruct the students on academic procedures, feedback
and score reporting procedures, ect. These contents will also be aggregated in a
Programme Curriculum Table which is also distributed to students. The Dean is
the counselling lecturers of the freshmen; therefore, students will be regularly
reminded and explained carefully about the programme curricumlum and study
requirements during class and class meetings.
b) Year II: At the end of every August, sophormores are required to take English
class palcement test and class meeting. Head teacher intructs students carefully
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about Year II study requiremnets (compulsory courses, weekly assignments,
weekly assessments, Year III internship progam, etc.). The list of projected
courses, timetables, together with information about course materials and
course syllabuses, will be informed on the faculty’s main website, facebook, or
class emails. The Faculty also requires students to set their own personal plan for
further counselling. [Exh9.4]
c) Year III: This is the time when students have to decide their majors and future
career orientation. Hence, education orientation and couselling meetings will be
organized regularly. The list of projected courses, timetables, together with
information about course materials and course syllabuses, will be informed on
the faculty’s main website, facebook, and class emails. Head teachers of the
class, alongside with Department Heads, provide students with more consultancy
regarding career and courses. During the third year, students are required to
take internship; therefore, skill trainings are supplied on a regular basis through
the activities of the Youth Union, the Student Council, and student clubs.
d) Year IV: During the forth year, meetings will be conducted regularly by the FIR.
The list of projected courses, timetables, together with information about course
materials and course syllabuses, will be informed on the faculty’s main website,
facebook, or mailed to class emails. Moreover, students will be regularly
reminded of checking their accumulated credits, projecting their GPA, and
accumulating necessary certificates for graduation. Class counselling lecturer (or
the Vice Dean in charge of student affairs) and academic assistants constantly
update announcements during class or on the main website for students to be
fully informed and follow. Couselling on study process and improvements
towards set goals will be provided for any student requesting.
Students will receive assistance and consultancy on study plan and methodology as well
as career orientation during lecturer and class meetings. Besides monitoring and enforcing
class disciplines, if the head teacher faces any unsolvable problems, they can ask for the
assistance of the Board of Dean to timely respond to students and deal with problems.
Apart from the head teachers and the Board of Dean, the course lecturers play a very
important role. As a development strategy of the faculty, the faculty also concentrates on
69
capacity building (professionism acquisition, teaching skills and ehitcs) for tenured lecturers.
Therefore, FIR lecturers are aware of their role as a connection between the faculty’s
academic training and the students. Specifically, the lecturers not only convey knowledge
but also have the role as a companion of students throughout their four college years.
Every two years, the faculty, in cooperation with employers, organizes programs such as
panel discussions and career orientation days for students. Besides bringing opportunities to
students, the faculty also introduces its students to prospective employers. Through these
programs, the faculty will get to know practical labor force demands and adjust its training
curriculum and programme outcomes in order to adapt to society development. [Exh1.9]
Students’ feedback on education quality, scores, lecturers’ attitudes, and
professionalism; academic assistance problems and other issues will be recorded through 1)
the main website of the faculty, 2) oral feedback at the faculty office, 3) training program
evaluation questionnaires at the end of courses, 4) direct emails to the Dean. [Exh 11.5]
Students‘ scores will be informed in order for students to find their results on the
website http://dt.hcmussh.edu.vn/, or directly talk to Academic Training Department
officers to proceed their scores complaints throughout their study.
Pursuing learners-centered education, FIR also attempts to ensure that students have
sufficient opportunities to voice their feedback on every aspect related to their personal and
academic issues. Students can aggregate all of their feedback and comments and submit to
their counselling lecturers or dirrectly to the Dean in emergency cases. Moreover, every
year, the faculty has four meetings with each class to timely understand the needs and
wishes of students, flexibly adjust, and improve the training programme and student
management. [Exh8.4]
9.3 Mentoring for students is adequate
The faculty provides consultancy on many aspects such as setting career information
system sharing information among the faculty, students, and prospective employers about
the capabilities of human force and labor demands to provide consultancy and bring career
opportunities to students. Spontaneously, the faculty also organizes or cooperates with
external parties to carry out information exchange between students and employers
through workshops, conferences, and career orientation days. Thanks to these activities,
70
students can identify practical and necessary skills that they need to adapt to working
environment after graduating. The faculty also organizes social and psychological
consultancy for students as well as trainings on disciplines, ethics, and professionalism for
newly enrolled students. [Exh9.4]
The freshmen undergo the ability test in the beginning of the first year to assess how
they react in the new studying environment. They will learn how to overcome challenges in
the college. After recognizing their personal strength and weakness through self-
assessment, students are required to write a personal development plan. From the outset,
students will set their long-term and short-term goals in their life.
In the second year, the Faculty holds a meeting on the course selection and another on
critical thinking development. After the orientation, students will be informed to choose
selected courses in specialized courses compatible with their ability and aspiration. Students
are also enhanced their research skills and capabilities. As a result, students are more
independent and confident in their life.
There are also three seminars on career orientation, soft skills, and business etiquette
for students. Frequently, the speakers are comprised of FIR’s alumni and employers those
are working for various institutions such as multi-national corporates and government
offices in many fields such as PR, Marketing, Journalism and Communication. They will share
their valuable advice on undergoing job interviews, writing a CV, looking for a good job. .
Also, the career orientation day give students chances to talk to employers, or look for
internship and career opportunities.
In the hope that students will have a better choice about their future profession, the
seminars for fourth year students focus on writing a successful CV; promoting professional
skills; and defining personal values. Students may learn how to write a successful CV; how to
promote interview or negotiation skills; how to look for a good job; how to get used to
working environment. Significantly, students will understand the importance of professional
manners and office behaviors to well-prepare for themselves after graduation. When
students seek guidelines and explanation from the FIR’s Board of Deans and academic
advisors about the program requirements, major courses, and the possible future career,
they can directly meet the Faculty staffs or send emails to them. All inquiries will be
promptly answered so that they can have a better choice.
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Besides, the Faculty assign an academic assistant and 7 consultants for 7 FIR’s Clubs to
promptly assist students when they need help in learning problems, research, either
academic or non-academic activities. There are three academic clubs namely IR News Club,
IR English Club, and IR Young Scholars Club; and four social clubs including IR Sports Club, IR
Club for Community, IR Muse Club, and IR Alumni Club. These student-run clubs are a way of
engaging learning objectives outside the classroom. Annually, the FIR’s clubs are rewarded
for their excellent activities for students by the University; the Ho Chi Minh City Youth
Union; and the Vietnam’s Student Association. Many club members also participate in
international exchange programs, volunteer campaigns, and academic conferences or have
several publications about international relations issues in the newspaper. Besides, the
Faculty Youth Union and Students’ Association usually organize academic-related workshop
relative to International Relations major. In the role-playing format, students are able to
develop their public speaking skills, practicing effective negotiation skills, and improving
analytical skills in a complex problem. [Exh8.13]
Students are also involved in research projects on evaluating the strength and weakness
of the curriculum, the appropriateness of the program learning outcomes, students’ self-
study, or understanding job requirements for IR student. The Faculty can subsequently
revise the curriculum.
9.4 The physical, social and psychological environment for the student is satisfactory
At the FIR, lecturers and staff members try their best to create a good learning
environment, provide the adequate reading room and library. In addition to the Library and
Information Center of VNU-HCM and two libraries of the University, the faculty has its own
mini library to serve the students and faculty members with around 1500 book titles in
International Relations. Students are given chances to have more exposure to English
through learning in the two labs for better practice of listening, speaking, and reading skills.
To help students feel at ease when studying, teachers can decide where the class takes
places: in designated classrooms equipped with air conditioners, Wi-Fi network, modern
projectors, and so on; or in multi-media rooms.
Throughout their four years, the Faculty regularly encourages students to take part in
academic and extra-curricular activities hosted by 7 Clubs. With the help of club advisors,
these international relations-oriented and student-run activities bring students into practical
72
experience, improve their skills, and raise their awareness of the social responsibility. For
example, the IR for Community Club (IR4C) regularly carries out charitable work for
disadvantaged children and elders. The other clubs such as IRNEWS, IREC.COOL, IR SPORTS
offer a forum for students to meet peers with similar interests in English, Sports, or research
methods. At the student level, the IR Young Scholar Club (IRYS CLUB) offers a forum to
enhance the academic development. Joining this club, students interact with their peers
who have similar interests in research and journalism on the field of international relations.
This club also creates a network with students, faculty, and alumni so that the senior
students can support the juniors in writing academic papers or building reading references.
Subsequently, the juniors assist the sophomores and freshmen in learning methods to
achieve high scores on middle and final tests.
It is an advantage that the quality of intake students into FIR is outstanding with high
average admission scores. Also, students must work hard to meet the language proficiency
requirement for graduation, in which the required scores are IELTS 6.0, TOEFL 80, and TOEIC
650. This is among the highest graduation language requirements in the country. For these
reasons, in addition to the specialized knowledge, the FIR’s students are qualified to
participate in foreign exchange programs, or obtain external scholarships such as The ship
for Southeast Asian Youth Program (SSEAYP), Japan-East Asia Network of Exchange for
Students and Youths Programme (JENESYS), The Bayer Young Environmental Envoy
Program, the UN-KU Student Mobility Program toward Human Security Development of
Kyoto University, and so on. Annually, the Faculty, on behalf of the University, holds
welcome sessions for around 7 foreign delegations at the USSH.
Significantly, the Faculty always places the learners as the center of the training system.
Students therefore can seek help from their homeroom teacher, the academic advisor, the
academic officer, and the student affair assistant to overcome their troubles. With the
Faculty’s efforts, students’ opinions are heard and taken into sound consideration. As a
result, the Faculty can promptly take remedies or preventive actions effectively.
The Faculty Youth Union and the Students’ Association are forums for students to share
their political attitude, social and professional responsibilities with the community. FIR’s
students are always proud of their achievements and solidarity, because their two
organizations are placed as the top in the University and received many highest awards
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from the Central Committee of Youth Union, Ho Chi Minh Communist Youth Union of Ho Chi
Minh City, and Vietnam National University-Ho Chi Minh City
International Relations Connection is one of the remarkable events throughout an
academic year. With a large number of student participated, the IR Connection’s trips
provide a great chance to foster teachers and students‘ mutual understandings, thus bring
them closer to each other. Simultaneously, the IR Connection is considered as a playground
for the FIR’s staffs and students to refresh after an academic year through beach games and
outdoor activities. Also, the success of the IR Connection in the past six years demonstrates
a strong connection between the FIR’s members and students.
The IR Alumni Club (IRAC) frequently shares information with current FIR’s students via
Facebook’s fanpage. A wide range of sharing information is about career opportunities,
national and international scholarships/fellowships, and networking. In addition, the alumni
help students to deal with stress, obtain psychophysical balance so that students perform
better in learning.
Generally, IR students have access to all necessary learning and practice facilities. The
Faculty ensures a favorable study environment for their opportunities to gain different
levels of the college scholarship including Distinguished, Excellent, and Good Awards
respectively. Furthermore, external scholarship opportunities through corporate-sponsored
awards, private agencies, and organizations are available on the Faculty’s website and
facebook and are also updated via Alumni Association’s facebook as well. Besides, the
faculty staff always provides assistance if qualified students need recommendation letters
and official notes for their scholarship application package.
The Faculty’s Student Affairs is ranked first or second for its best performance at the
University for three years in a row. FIR actually creates a supportive and favourable
environment for students. Significantly, the strong connectivity between the Faculty and its
students over 10 years has confirmed that FIR is like a second home for all members as a
whole.
10. FACILITIES AND INFRASTRUCTURE
10.1 The lecture facilities (lecture halls, small course rooms) are adequate
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The faculty has equipped with an office in a fairly adequate space, which is divided into
3 rooms. The first room is the faculty’s front office where the Academic Officer, the
Secretary, and the Student Affairs Assistant can provide administrative support to others.
The second room simulates a conference room in which equipment for meeting is available.
Recently, the faculty has been provided with another room with bookshelves and furniture
for its own library. There is a small section in the library which functions like a small meeting
room. Lecturers and students can use this place for their discussion. Overall, students have
favorable studying environment to study with air-conditioned rooms and available wireless
internet. [EXh10.1]
The University assigns a number of classrooms at both campuses according to the
schedule of each term. Classrooms are of different sizes to accommodate large and small
classes. Most of the classrooms are now equipped with movable desks with chairs for
students to easily get together for small group discussions and activities. In addition, many
mobile projection units and laptops can be carried to any room. This means any talk or
lecture in the faculty can be enhanced by PowerPoint presentations.
10.2 The library is adequate and up-to-date
FIR staffs and students can access to three library systems.
With students’ cards, students can use the Library and Information Centre of VNU-HCM.
It is tasked with studying, collecting, processing, managing and providing information as well
as sources of teaching and learning materials to all stakeholders within the whole VNU-
HCM. The center is greatly invested by VNU to continuously improve its service capacity.
The university has two libraries located at Dinh Tien Hoang Campus and Linh Trung
Campus with varied collection. Until June 2013, the libraries have been equipped with more
than 6126 book titles with more than 14,031 copies excluding newspapers, magazines, and
reference materials. Besides, in order to access full version of e-books, students need to
attend an orientation session before they can use their cards to enter and use the library
resources. Additionally, all of the university’s lecturers can enjoy the free access to the
university’s multimedia room for self-research and reference.
All information about library’s resources, regulations, and procedures is posted on the
website of Library and Information Centre of VNU-HCM or that of USSH-HCM. [Exh10.2].
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Subsequently, the Faculty has its own mini library with more than 1500 book titles to
provide service for students and staffs as well. The faculty librarians usually introduce new
books, textbooks, reading materials and references on the Faculty’s website to assist
students and lecturers in their studying and teaching. The Faculty usually updates
collections and renovates the center every year. [Exh10.3]
10.3 The laboratories are adequate and up-to-date
The university has 3 language lab rooms in both campuses designed specifically for
language classes. These lab rooms are arranged equally to the class schedules of all
university faculties. Moreover, the Faculty can use the university’s conference room for
some courses such as Negotiation Skills or Diplomatic Skills so that students can participate
in a form of role-playing practice.
10.4 The computer facilities are adequate and up-todate
FIR is trying to maximize the access to computers and internet, printers for its staffs and
students to enhance the teaching and learning quality and researching; also improve the
working effectiveness as well. The Faculty is now equipped with 3 computers and 2 printers
in the faculty’s academic office. All the FIR offices are connected to wireless Internet.
Besides, the monthly faculty office maintenance improves the computer facilities to ensure
the full service for both teachers and students.
10.5 Environmental health and safety standards meet requirements in all aspects
The Faculty follows all the requirements regarding environmental health and safety
standards imposed by USSH, VNU-HCM. These requirements are also made clear to students
and teachers, and are respected in classroom, faculty office, as well as libraries. In our
library, besides these requirements, there are rules and regulations which govern readers
and reading activities.
Some improvements have been made in order to serve students and teachers more
effectively. The requirements regarding environmental health and safety standards will be
informed to students and teachers in the form of written notice boards. Besides, six more
fire extinguishers will be placed in the offices as well as IR library in case of fire. The IR is also
planning to put a second exit in the IR library to ensure readers ‘safety in case of emergency
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11. QUALITY ASSURANCE OF TEACHING AND LEARNING PROCESS
11.1 The curriculum is developed by all teaching staff members
The chart below shows the involvement of teaching staff in FIR programmer curriculum
development.
1. All teaching staff members are required to discuss the programme learning
outcomes by listing out their own expectations toward students who are graduating
as well as the programme learning outcomes and its criteria in FIR’s meetings.
2. Programme learning outcomes have been revised by all teaching staff members
every two years. By doing this, teaching staff members are fully aware of the
position of the courses they are in charge in the FIR programme curriculum.
3. Through designing the syllabus, teaching staff members can know more about the
requirements and outcomes of the courses they are in charge as well as their
positions in FIR programme curriculum.
4. After getting results of Students’ Course Evaluation every semester, there are always
department’s meetings to let all teaching staff members know the strengths and
weaknesses of the courses they are in charge and the links between the courses.
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5. After the necessary changes have been done in line with stakeholders’ feedback, the
revised programme curriculum is then sent via FIR’s group email to all teaching staff
members and supporting staff to formulate teaching plan accordingly.
11.2 The curriculum development involves students
Students are involved by giving their feedback via the following channels:
1. Through termly course evaluation, students are recommended to give their
feedback on syllabus, course materials, teaching methods and facilities. The course
evaluation form has been applied since 2004. [Exh11.5]
2. Courses chosen by FIR to be evaluated based on the following criteria:
- Courses introduced at FIR for the first time
- Courses conducted by visiting lecturers
- Courses whose overall score of the last evaluation is less than 4.0
- Courses having more than 2 lecturers in charge
3. A meeting between students of the same intake with their homeroom teacher is
organized before and after each semester. At these meetings, students are
encouraged to voice their opinions on the programme curriculum, teaching quality,
teaching methods, course materials, service quality of supporting staff and
difficulties and challenges they face during the time they take courses and other
issues. The feedback is compiled and presented to the Board of Administrators as an
input for the programme curriculum’s review and adjustment.
4. According to FIR’s programme curriculum, FIR students are required to do
internship in their third-year. The minimum time of the internship is 3 months.
Upon completion of their internship, students are required to write and hand in
Internship Reports (FIR’s form) in which students are asked to present positions and
experience they have gained in the workplace, which courses have helped them in
that positions and any suggestions they may have for the improvement of FIR’s
curriculum. [Exh11.12]
5. Upon the completion of the whole undergraduate programme, senior students are
asked to fill in the Programme Evaluation Questionnaire distributed by the Office of
Education Testing and Quality Assurance. Results of the survey and
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recommendations are sent to all faculties as the basis for improvement in relevant
fields. [Exh11.6]
11.3 The curriculum development involves the labour market
Every two years, an Employer Conference is organized. All of the feedback obtained
from the conference is seriously taken into account afterwards. The feedback is analyzed
and thoroughly discussed in a series of meeting to make sure that necessary adjustments to
the curriculum would be promptly made. [Exh11.1]
In addition, Career Orientation Days are annually held by FIR to help senior students
have a better look at the curriculum and be able to make better-informed choices of their
future careers. FIR’s student clubs and associations also carry out a number of extra-
curricular activities and competitions to help student improve their soft skills as well as
broaden their common knowledge. [Exh8.7]
11.4 The curriculum is regularly evaluated at reasonable time periods
Quality of the curriculum is considered as a key driver to enhance the satisfaction of
involved stakeholders. Accordingly, FIR takes curricular evaluation as a major activity.
FIR meetings are held at least 3 times per semester related to the curriculum:
1. The first meeting is normally taken place after FIR gets the results of class
observation reports. [Exh1.10]
2. The second one is held after FIR get the results of course evaluation report. Other
FIR’s meetings are conducted whenever there is any problem from the involved
stakeholders. These meetings aim to let all lecturers discuss openly all together and
to improve the teaching quality as well as program curriculum.
3. The third one is called FIR’s year-end meeting, organized at the end of the school
year to improve administrators work based on the feedback raised in FIR Scientific
Council’s meeting.
In fact, meetings which are held frequently and timely not only help FIR enhance
teaching quality but also complete its general programme curriculum. The curriculum has
been amended to provide students specialized knowledge necessary for their future career.
Programme curriculum is evaluated every two years after the curriculum is adjusted by
Employer Conference and alumni. [Exh1.10]
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11.5 Courses and curriculum are subject to structured student evaluation
Every year, an extensive evaluation is conducted by the Office of Education Testing and
Quality Assurance:
- A course evaluation form is delivered as required by each Faculty. This survey takes 50% -
80% of the total courses conducted within each semester. Results of the survey will be
directly sent to the Faculty’s Dean, Department Heads and involved lecturers. Department
meetings will be done accordingly in order to collect feedback from each lecturer as well as
to get and share experience to learn from each other. [Exh11.5]
- A programme evaluation questionnaire is conducted for senior students and alumni. The
results of these questionnaires are then analyzed and discussed in Faculty’s meetings,
thanks to which the substantial contribution of students to the courses and the programme
curriculum would be appreciated. [Exh11.6]
- Questionnaires are well designed and cover the following information: course description
(number of credits, course schedule, course content, course applications, etc…), teaching
and learning activities, assessment methods and so on.
11.6 Feedback from various stakeholders is used for improvement
FIR is one of the first Faculties in Vietnam conducting the course evaluation every
semester (since 2004). FIR believes that stakeholders’ objective feedback is always
important in order to improve and develop the teaching’s quality. Thus, FIR appreciates all
the feedback from various stakeholders.
FIR has used students’ feedback of the course evaluation and alumni feedback of
programme curriculum’s survey in the ways mentioned in the previous sections (11.2 to
11.5). Based on employers’ feedback, FIR has summarized and listed out students’
suggestions in Curriculum Revision in order to complete the new programme curriculum.
In order to improve the Faculty’s teaching and learning quality, the curriculum adheres
to constant modifications and updates. Therefore, FIR takes account of both subjective and
objective feedback from various stakeholders, i.e. decision makers, FIR staff members, FIR
students, alumni and employers. In fact, quality assurance of FIR teaching and learning
process takes place in a complete cycle in two different patterns, top-down and bottom-up.
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Firstly, with the top-down pattern, FIR programme curriculum is initially designed by FIR
Scientific Council. In its periodic (twice a year) and extra-ordinary meetings, the FIR Scientific
Council brings into discussion such issues as revising FIR syllabi, changing courses’ names,
including new courses in and/or excluding existing courses from the current curriculum.
FIR’s Dean then takes responsibility to announce changes to syllabi to FIR’s teaching
staff members before these changes are finalized by FIR Scientific Council and send updated
syllabi to the USSH Office of Academic Affairs.
FIR programme curriculum’s revision and updates, when brought into practice, are
subject to FIR lecturers’ assessment. Besides, lecturers in charge of the same course usually
meet and share with one another their teaching experiences. Moreover, peer’s observations
give lecturers a more objective assessment of the revised, the newly designed or the
existing syllabi’ strengths and weaknesses.
By the end of each semester, after the results of course evaluation have been collected,
teachers in charge of the same course meet and discuss students’ feedback on teaching
methods, course books, student assessment. [Exh11.9]
Apart from FIR teaching staff’s feedback, many different surveys have also been
undertaken to generate FIR students’, alumni’s, employers’ objective evaluation of FIR
curriculum. In their internship reports, FIR students also give feedback on how well they are
prepared for real-life working environment, the usefulness and shortcomings of courses as
well as their suggestions for the improvement of FIR curriculum. In addition, interviews with
employers at Employer Conference have helped to point out to what extent FIR training
programme has met the demands of the society. These parties also frankly recommend
necessary modifications and improvements to FIR’s training programme.
Feedback from the stakeholders becomes the basis for the further improvement of the
future programme curriculum. In other words, according to the bottom-up pattern,
improvements to FIR programme curriculum are accumulated from feedback of FIR
lecturers, students, alumni, and employers. These parties’ opinions are considered, finalized
and implemented by FIR Scientific Council. For example, surveyed employers, FIR students
and alumni have stressed the importance of equipping students with necessary soft skills.
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This has necessitated FIR’s designing new courses as well as collaborating with other
Faculties to offer more elective courses.
TABLE 11.1 COURSES AND PROGRAMME AMENDMENT
In accordance with feedback from stakeholders
Course code Courses needed
change
Content Reason to change Feedback/time
1 QTE052 Principle of states
and laws
Change to
Introduction to states
and laws
Suitable for the
demand of the
course in the GE
stage
Faculty Board
proposed date
4/5/2014
2 QTE053 Theories in
international
relations
Change to
Introduction to
International
Relations
Suitable for
educational stage
and for the
fundamental
characteristics of
the course content
Politic-Diplomatic
team proposes date
10/2/2014
3 QTE064 International
Economics
Change to
International
Economic Relation
Suitable for course
content
Leader of Economic
team proposes
according to lecture
content 14/2/2014
4 QTE041 History of
International
Relations
Split into 2 courses:
History of
International 1 with 3
credits-60 periods
History of
International
Relations 2 with 3
credits-60 periods
Merge content of
International
History course
into this course
5 DIA036 Microeconomics Add to course name
as Microeconomics 1
Distinguish this
course with the
advanced one in
major stage
International
Economics Team
proposes date
4/5/2014
6 DIA037 Macroeconomics Add to course name
as Macroeconomics 2
Distinguish this
course with the
advanced one in
major stage
International
Economics Team
proposes date
4/5/2014
Courses that change
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number of credits
7 QTE018 Public International
Laws
Change number of
credits from 3 credits
to 2 credits with 45
periods
Suitable for course
content in
fundamental stage
International Laws
team proposes
Date 4/5/2014
Drop these courses
8 QTE102 International History
(Ancient-Medieval)
Drop this course Merge into History
of International
Relations
Teacher in charge
proposed in March
2014
Student Training
Report 25/11/2013
9 QTE102 International History
(Modern-
Contemporary)
Drop this course Merge into History
of International
Relations
Teacher in charge
proposed in March
2014
Student Training
Report 25/12/2013
10 QTE073 Convention of
international
commerce
Drop this course Course content is
outdated,
inappropriate
Law Team proposes
date 10/2/2014
11 QTE007 International
Organizations
Drop this course Merged into 5
other courses
Agreed by Faculty
Board
12 DIA019 International
Economic Geography
Drop this course Merged into 3
other courses
Opinions of business
and students
13 TRIE027 History of Economic
Theories
Drop this course Students don’t
choose this course
Opinions of business
and students
14 QTE054 Financial and
Monetary Theories
Drop this course Students don’t
choose this course
Opinions of business
and students
15 QTE055 Theories of
International
Commerce
Drop this course Students don’t
choose this course
Opinions of business
and students
16 QTE003 International Security Drop this course Students don’t
choose this course
Opinions of business
and students
17 DIA029 Introduction to
Religions
Drop this course Students don’t
choose this course
Opinions of business
and students
18 VHH021 Political Culture Drop this course Students don’t
choose this course
Opinions of business
and students
19 QTE043 International Drop this course Students don’t Opinions of business
83
Relations in Middle
east 1945-today
choose this course and students
20 QTE066 International
Relations in North
East Asia
Drop this course Students don’t
choose this course
Opinions of business
and students
In conclusion, FIR stresses the importance of receiving feedback from different
stakeholders for the betterment of FIR’s teaching and learning quality. Opinions from
different parties are frequently brought into discussion in FIR’s periodical and extra-ordinary
meetings, which ensures timely improvement of the curriculum.
11.7 The teaching and learning process, assessment schemes, the assessment methods
and the assessment itself are always subject to quality assurance and continuous
improvement
Quality assurance for teaching and learning process is one of the most crucial activities
of FIR. With the main purpose of training global citizens who are highly qualified to
contribute for the community and be able to adapt to different environment, this process
needs to be professional, qualified and widely informed to every lecturer and staff of the
Faculty.
International Relations is considered as an updated major which requires the
curriculum to be continuously improved in order to meet different requirements of a
fluctuating world. This requirement indicates a very pioneering role and operation of the FIR
Scientific Council and Board of Dean.
Together with the continuous improvement of the programme curriculum, assessment
process is a must to examine the assessment’s results. Feedback from students via this
channel is a significant input for the curriculum’s improvement.
FIR is committed to taking culture of quality as its goal of continuous improvement.
Therefore, the teaching and learning process, assessment schemes are designed as a Plan-
Do-Check-Act process, whose steps are as follows: (i) collect feedback from different
stakeholders (ii) define goal of quality for the curriculum (iii) plan, implement, and monitor
(iv) carry out evaluation based on stakeholders’ opinions (v) draw lessons (vi) improve the
curriculum with a detailed action plan. FIR’s self-assessment and quality assurance activities
are routinely undertaken and closely attached to its teaching activities.
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In conclusion, FIR is proud to be one of the pioneering faculties of USSH to follow the
culture of quality. Since its first year of development (2003), FIR has considered students‘
feedbacks as the most important channel to improve and enhance its curriculum as well as
teaching process. Since then, the culture of quality has become a fundamental factor in all
the FIR’s activities.
12. STAFF DEVELOPMENT ACTIVITIES
12.1 There is a clear plan on the needs for training and development of both academic
and support staff
Staff development is an important factor for the achievement of the University’s goals.
For the FIR, the importance of staff development has been clearly stated in its annual
strategic plan. The University, associated with the FIR, aims at increasing the number as well
as the quality of staff members at the FIR. [Exh3.6]
The Faculty encourages full-time teaching and supporting staff to get tenure at the
University annually. Also, all Master-holding lectures are required to apply for PhD degrees
so that the Faculty can gradually have a young generation to replace the retirees and visiting
lectures as well as reduce the student/lecturer ratio.
In term of career development, the FIR’s staff members are required to make self-
assessment in line with the University’s criteria at the FIR’s annual meeting. The FIR’s staff
members then can suggest their personal development plans so that the Faculty can have a
plan to assist them. [Exh11.2]
As for needs of the faculty members, the Faculty will give them opportunities to take
part in short-term training courses such as foreign languages, computing, teaching methods,
and so on. Furthermore, the Faculty has assigned experienced lecturers to supervise newly-
graduating students and young lecturers in teaching. [Exh12.2, Exh12.3, Exh12.4]
12.2 The training and development activities for both academic and support staff are
adequate to the identified needs
There are adequate activities for both academic and supporting staff to pursue their
professional training. As prescribed in USSH regulations on annual expenditure and
postgraduate regulations, full-time staff will receive financial support of 50% tuition fee
during their master and doctoral study at USSH. Besides, the FIR and the USSH
85
administration will look for more opportunities and encourage staff to pursue higher
education through scholarship programmer from both the government (Program 322 and
Program 911) and foreign organizations and institutions (such as Fulbright, United Board,
etc.). Staff members are always encouraged to study abroad, participate in international
workshops and conferences, or attend short-term courses in the United States of America,
The Philippines, Germany, Malaysia, Myanmar, and Cambodia. Furthermore, the Faculty
usually sends the faculty members to training seminars for teaching and assessment
methods, especially, training courses on English Language Teaching Methods to teaching
staffs members. The FIR uses the faculty’s group email as a forum where the FIR’s staffs,
studying abroad for their MA/MS or PhD degrees, can share their research outputs with
other faculty members. [Exh12.3]
In the recent years, there are several Fulbright visiting scholars to be housed in the
faculty. They have taught both undergraduate and graduate courses in 2011, 2013, and
2014 respectively. Thanks to the exchange program, staff has valuable opportunities to
enhance their English skills and broaden their perspectives on international issues as well. In
addition to their teaching duties, the Fulbright scholars usually have talks to the FIR staffs to
share their research work and experience.
13. STAKEHOLDERS FEEDBACK
13.1 There is adequate structured feedback from the labour market
The Faculty of International Relations (FIR) has clear, detailed and organized
mechanisms for gaining feedback from the labour market [Exh11.1]. Since 2003 (the first
year of establishment), FIR has committed to create and maintain open communication with
representatives from companies and ogranizations both in public and private sectors. Since
2009, in accordance with the university’s decisions, plans and guidance, the FIR has paid
great attention to surveying feedback from the labour market. Opinions of the labour
market are collected via four main channels: (1) annual surveys to employers (both by post
mails and electrical mails); (2) direct interviews and conferences between the faculty and
employers are taken places every two years; (3) Scientific research conducted by FIR
students and staff (3 works since 2009 measuring the correlation among quality of fresh
graduates, learning outcome & curriculum of the faculty and the employer’s expectations);
86
and (4) internship reports, employment letters and employment surveys of third year
students.
All the results after processed are reported to the USSH board of President and Office of
Academic affairs. Staff meetings and discussion are hold at the end of every semester, in
which all results from the employers are informed to all staff members. The FIR use
feedback from employers to re-evaluate and reform its teaching quality as well as the
subject’s contents. All valuable opinions from the labour market helps the FIR highlight the
skills that graduates are expected to acquire in order to work well, thus making
improvement on its curriculum and teaching focuses. [Exh1.9]
Figure 13.1 below illustrates the complete process of the labour market survey:
Figure 13.1 Procedure of the labour market survey
Because of the careful and detail employers surveys, all opinions collected are very
useful for the FIR to improve its curriculum and adjust it compatibly with the labour
market’s expectations.
Because of the careful and detail employers surveys, all opinions collected are very
useful for the FIR to improve its curriculum and adjust it compatibly with the labour
market’s expectations.
The following are employer survey results:
- 97% employers highlight students' language proficiency and rank this feature among
the most important employment requirements. 23% suggest increasing the amount
of time in curriculum for translation skill (English-Vietnamese and vice versa)
- 63% employers highly appreciate students' ability to work individually and in group,
as well as enthusiasm and eagerness for learning.
- 37% employers suggest improving students' capability to think critically, work
professionally with planning and detailed targets.
USSH plan for labour market
survey
FIR survey conducting
data analysis
FIR report on survey results to
USSH
FIR curriculum and teaching &
learning quality improvement
87
- 37% employers highly value communication skills, especially presentation and public
speaking skills, in working environment.
From these feedbacks, the FIR has made amendment to its curriculum and teaching
methods, including (1) lengthening the amount of time for specific courses, (2) adding new
courses into the curriculum and (3) building new guides for learning assessment in
professional skills:
- Increasing the number of credit hours for V-E Translation course (from 45 credit
hours to 60 credit hours) and adding a new course Advanced V-E Translation (45
credit hours).
- Increasing the number of credit hours for Public speaking course (from 45 to 60
credit hours)
- Adding new courses: Communication Culture, Cross-cultural communication,
Diplomatic Secretariat etiquette, English for better Negotiation.
- Building new guides on learning assessment and levels for public speaking skills,
presentation skills, project planning and group working skills for students from the
first year to the final year. These specific levels and requirements are compelled to
be integrated into course's learning outcomes and course syllabi.
13.2 There is adequate structured feedback from the students and alumni
Figure 13.2 below illustrates the complete process of student & alumni survey
Step 01
•FIR survey planning (students & alumni)
•FIR surveys & questionaires design
Step 02
•FIR to conduct alumni survey via channels: conference, interview, online survey, research
•FIR to conduct students survey via channels: course completion survey, internship report, fieldtrip reports and regular meetings with board of Dean
Step 03
•Information analysis
•Survey report for different target groups
•Report to the board of directors and the USSH
step 04
•Annual FIR Meetings on survey report; curriculum and teaching method amendment
•Information savings for further research & quality insurance
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The FIR has paid great attention to gaining feedbacks from students and alumni via
regular & varied channels:
Feedback from the alumni:
- The FIR established the IR Alumni Club (IRAC) in 2010. During IRAC annual meetings,
the FIR conducts alumni surveys and direct interviews with IRAC’s members.
- During the employer conference each year, the FIR also invites representatives of
alumni from different batches for interview and discussion on the curriculum and
quality of teaching process.
- The FIR conducts survey for recent graduates (within 6 months after graduation),
from July to December annually.
Feedback from the current students:
- End-course surveys are conducted every semester to gain feedback for each
separate course.
- At the beginning and the end of each semester, meetings between Board of Dean
and Representatives of Students (from 1st year to final years) are hold to gain direct
feedback from students on curriculum, teaching methods, learning activities,
extracurricular activities and other students’ affairs within that semester.
- Students’ scientific research is encouragingly conducted on topics of the FIR’s quality
insurance, curriculum & teaching method feasibility and effectiveness (3 researches
since 2010 to 2012).
- Internship & fieldtrip reports from second-year, third-year and final year students.
From all feedback above, the FIR has made amendment to the curriculum and students’
activities in accordance with stakeholders’ expectations:
- To organize series of workshops “students and employers: working opportunities”
(annually)
- To organize series of workshops on “Curriculum Vitae”, professional skills, office
culture environment.
- To organize consultancy meetings with second-year students (on choosing major),
third-year students (on preparing for company internship) and final-year students
(on preparing for working environment).
- To organize the seminars on integrated teaching methodology.
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13.3 There is adequate structured feedback from the staff
All faculty staff members are assigned three different missions: (1) teaching, (2)
researching, and (3) service. Annually, each staff is required to report feedback and conduct
self-evaluation on academic-year duty performance.
The faculty staff feedback is gained via different channels:
- (1) monthly & semester-end faculty meetings, specialized meetings of each
department every semester, training seminar sessions and discussions on learning
outcome, curriculum amendment, teaching methods, pedagogical ethics and
university code of conduct according to Board of Dean’s plans
- (2) Report on class observation for lecturers
- (3) Lecturer Feedback on course survey result report every semester
- (4) Lecturer surveying via students’ scientific research (assigned by Board of Dean)
- (5) Feedback of staff on the USSH documents, policies, decisions (on visions,
missions, development strategy of the university)
- (6) Staff performance assessment evaluation of the employers
All feedback of lecturers and staff are used to make improvement on the FIR’s vision,
mission, strategy, learning outcome, curriculum, and teaching method. At the same time,
the self-evaluation of lecturers is also the stimulation for lecturers to improve their teaching
quality.
14. OUTPUT
14.1 The pass rate is satisfactory and dropout rate is of acceptable level
The graduation rate of FIR students is always at the top rate of the USSH, above 80% of
the in-take students of each batch. Especially since 2006, whereas the average of graduation
of USSH in general was significantly decreased after adapting the credit-based system, the
faculty’s rate of graduation still remains among the highest of the USSH (above 80%), which
reflects the consistency in amendment and adjustment of the curriculum, as well as the
helpful consultancy of the faculty towards students.
TABLE 14.1 GRADUATION RATE OF BA IN INTERNATIONAL RELATION PROGRAMME
N. Cohort 2005-2009 2006-2010 2007-2011 2008-2012 2009 -2013
% N % N % N % N % N
90
1 Intake 100 152 100 189 100 156 100 181 100 157
2 Graduates after 4 years
77.6 118 75.1 142 78.2 122 73.5 133 81.6 128
3 Graduates after more than 4 years
0 0 6.9 13 9.0 14 11.6 21 / /
4 Dropouts 22.4 34 11.1 21 1.3 2 4.4 8 / /
5 Non - Graduating students
0 0 6.9 13 11.5 18 10.5 19 18.5 29
The dropout rate of recent batches is about 6 – 10%, most of them are students that
change the major or study abroad. This rate is quite acceptable comparing to the average of
the USSH and other closed disciplines.
The graduation rate of recent students is increasing every year as showed in the table.
Besides, the number of graduates with merit, distinction and high-distinction is slightly
increasing over years. However, because of the characteristics of credit-based system in
which thesis and dissertations are not compulsory and only for top-score students (5%-10%
of the batch), the number of student’s theses is less than previous years in school-year
based system.
14.2 Average time to graduate is satisfactory
As mentioned above, the programme of Bachelor in International Relations consists of
140 credits, allocated in 8 semesters (2 semesters/ academic year). Averagely, students
have to take 16-20 credits in every semester. Depend on the enrolment registry of students
and availability of the faculty, summer semester can be opened for students besides 2 main
semesters. Additionally, according to the regulations in credit-based education system,
students can shorten or lengthen their time of study in accordance with their needs, from
minimum 6 semesters up to 12 semesters to complete the programme (equal to 3.5
academic years to 6 academic years).
Most students of FIR graduate in time after 8 semesters or 4 academic years. Since the
batch 2006-2010 (credit-based system), about 5-15% of students graduate after more than
4 years because of lacking foreign language certificate (students in credit-based system are
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required to accumulate certificate of High Competency in English language, such as IELTS
6.0, TOEFL 80, TOEIC 650 and equivalent).
For above reasons, the FIR has implemented measures such as (1) amending the
language curriculum and teaching methods, as well as the teaching content which pay more
attention in learner’s progress and expected learning outcome (here expected levels of
English competency), (2) requiring lecturers to impose learning outcome in course syllabi,
(3) requiring and guiding students to set up their detailed study plans for 4 years and
evaluate them after each academic year. These measures have brought positive effects on
student’s results, which reflect on the increasing rate of graduation since the batch 2008-
2012.
14.3 Employability of graduates is satisfactory
Students of FIR after graduation have various choices of career, ranging from related
fields in Diplomacy, Foreign affairs, international cooperation to those such as PR,
Marketing, Communication and Journalism related to International Relations and world
politics.
Table 14.2 below presents list of companies employing FIR graduates who took part in
Employer Conference in recent year (2013):
PUBLIC SECTOR
1. The Ho Chi Minh City Foreign
Affairs Office
2. The Binh Duong Province
Foreign Affairs Office
3. The Dong Nai City Foreign Affairs
Office
4. The Da Nang City Foreign Affairs
Office
5. The Tien Giang City Foreign
Affairs Office
6. The Nha Trang City Foreign
Affairs Office
7. The Long An Province Foreign
Affairs Office
8. The People’s Committee of Gia
Lai Province
9. The Ho Chi Minh City Television
Station
10. The Vietnam Television Station
11. The YanTV Television Stattion
12. The Ho Chi Minh City Law
Newspaper
13. Thanh Nien Newspaper
14. Tuoi Tre Newspaper
15. The Ho Chi Minh City
EDUCATION SECTOR
20. Thu Dau Mot University
21. Ho Chi Minh City University of
Foreign Language and Information
Technology
22. University of Social Sciences and
Humanities, Ho Chi Minh City
23. Foreign Affairs Office, USSH, HCMC
24. International University, Ho Chi
Minh City
25. Foreign Affairs Office, Polytechnic
University, HCMC
26. Foreign Affairs Office, University of
Social Sciences, HCMC
INTERNATIONAL ORGANIZATIONS
27. Ministry of Foreign Affairs, Laos
28. Development Bank, Laos
29. Consulate General of the United
States, HCMC
30. Consulate General of the United
Kingdom, HCMC
31. Consulate General of Singapore,
HCMC
32. The American Center, HCMC
33. Amcham Vietnam, HCMC
34. Eurocham Vietnam, HCMC
35. IDP Education, Ho Chi Minh City
36. Abbott Vietnam
37. German Red Cross
38. NGOs, Ho Chi Minh City
PRIVATE SECTOR
39. CatTienSa
40. Lazada LTD
41. MILSTONE LTD
42. TalentViet
43. AMADA Joint stock Company
44. HSBC Bank
45. Sacombank
46. BIDV Bank
47. Vietjet Airline
48. Asia Motions LTD
49. Lê&Trần and Partners Law firm
50. Truong An Phat Investment LTD
Company
51. RH Group
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Department of of Agriculture
and Rural Development
16. The Ho Chi Minh City
Department of Justice
17. The Ho Chi Minh City
Department of Culture, Sports
and Tourism
18. The Binh Dinh Provice Office of
Rural Development
19. Petrol Vietnam
The faculty also collects data of graduates’ average salary via graduation surveys,
electric questionnaires, and telephoning interviews (right at the graduation, 6 months and 1
year after the graduation). The average salary of majority of fresh graduates (60%) is from
5.000.000Vnd to 8.000.000Vnd, about 10% of fresh graduates can earn more than
8.000.000Vnd up to 15.000.000Vnd, and about 30% earn from 3.000.000Vnd to
5.000.000Vnd.
According to employer surveys, most recruiters highlight the flexibility, resilience and
adaptability of IR graduates, as well as high competency in English and professional skills
such as work in group and work independently, presentation and communication skills.
About 10% of graduates continue their study in the second degree, Master and higher
programmes, both in Vietnam and foreign countries.
14.4 The level of research activities by academic staff and students is satisfactory
At the FIR, there are annually around 6 to 10 qualified students, who are selected to
write up theses. The number of the honor students is comprised of 3-10% of the total
number of students. Thanks to the university’s fund, there are around 8-10 research work
registered by several groups of IR students (30 students). Since the year of 2010, there have
been 4 research projects, that win the EURECA Award of the Youth Union of Ho Chi Minh
City, and respectively there have been also 4 research projects that are awarded by the
MOET and the Young Talent Researcher Award of Vietnam.
Additionally, a number of students have participated in internal and external
conferences. They are also co-writers of papers submitted into these conferences such as
the Conference on the South China Sea Disputes. Moreover, there are 3 students who gain
the scholarships of the Research Fund on the South China Sea Disputes in 2012 and 2013
accordingly. Besides, students successfully enroll into the international exchange programs
at the Royal University of Phnom Penh, the Bayer Young Environmental Envoy Program.
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In the recent years, there are an increasing number of research papers, prepared and
written by the FIR’s teaching staffs for conferences and journals both locally and regionally.
Their research work is recognized and published in accredited journals. Besides, the faculty
holds several conferences on the American Studies, the United States of America’s foreign
policy, and the US. Pivot to Asia. [Exh 14.4]
Additionally, many teaching staffs are sent to study and train abroad for their MA/PhD.
degree or their own research. There are accordingly 6 PhD. candidates and 8 graduate
students who are now studying in the US, Australia, Japan, Hong Kong – China, Philippines,
and the Netherlands.
15. STAKEHOLDERS SATISFACTION
15.1 The feedback from stakeholders is satisfactory
Under the instruction and supervision from USSH Office of Educational Testing and
Quality Assurance, the FIR has conducted surveys among stakeholders who are consisted of
students, alumni, public, and industries to evaluate the process and the outcomes of
educational activities, to have feedback and suggestion on the teaching and learning quality.
Regarding to the students surveys the IR programme in 3 recent years including course
sequence, course content, and materials, lecturers’ level performance, there is a high
percentage of students with high satisfaction (around 78% of interviewed students).
The University and Faculty have taken surveys on graduates in term of their ability to
apply learned knowledge and skills to currents job, necessary qualities to succeeded in
working. The results from the office of assessment quality insurance show that there is a
high number of students applying their knowledge on jobs and working environment.
Besides, the Faculty also consults the information about the labor market through
broadcast, news, and published media, which shows that the MA programme in IR is always
received high appreciation and ranked among top high school student’s choices for higher
education courses.
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PART 3: STRENGTHS AND WEAKNESSES ANALYSIS
ANALYSIS OF STRENGTHS AND WEAKNESSES
CATEGORY STRENGTH WEAKNESS IMPROVEMENT
1 - The expected learning
outcomes has been clearly
formulated and translated
into the programme.
- The programme promotes
life-long learning by offering
its graduates the ability to
develop their own
personality, the ability to
further study and work in a
global environment with
strong transferable skills.
- The participation of the industry
in the development of the
expected learning outcomes has
not yet added as much value as
expected. Unlike graduates of
technical education, graduates of
programmes of social sciences
and humanities tend to work in a
more diverse range of jobs.
Therefore, the industry tends to
come up with a very diverse set
of opinions about expected
learning outcome.
- Communicate the industry
about the development of
educational programme
and its expected learning
outcomes and how the
industry can support this
development. This can be
done at the Employer
Conference or by inviting
more employers to
participate in
extracurricular/ student
clubs’ activities.
2 - The programme
specification is designed in
conformity with AUN
guidelines, MOET standard
format, VNU-HCM and USSH
regulations.
- The curriculum map clearly
shows the expected learning
outcomes and how these can
be achieved.
- All courses’ syllabi follow a
standard format providing
detailed description of the
- Continue to improve the
process for reviewing the
programme specification.
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course, course learning
outcomes, teaching plan,
assessment methods, etc…
- The programme
specification is well
communicated and made
available online and in print.
3 - The curriculum structure
shows clearly generic
courses, specialized courses,
selective courses, study
tours/internship, and the
final dissertation.
- The number of selective
courses are improved and
restructured in line with
specialized knowledge in
each field of IR major
- Enhance the connectivity
among faculties within the
university, as well as other
members in Vietnam
National University, in order
to provide students with
opportunity accumulating
credits from other special IR
research fields.
4 - The teaching and learning
strategy stimulates action
and facilitates learning to
learn. FIR courses are
designed to include a diverse
set of activities/assessment
methods to encourage
students’ responsibility in
learning and promote their
engagement.
In some theory-based courses
within generic knowledge, Due to
large-size classes, the interaction
between lecturers and individual
students are limited. Large-size
classes also limit the design and
execution of some class activities.
- Propose the university to
have a roadmap to step by
step reduce the class size in
parallel with the
improvement of teaching
quality in general.
5 - Student assessment is
conducted in a
comprehensive manner from
- Continue to review
assessment criteria on a
periodical basis.
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admission to graduation.
- Assessment arrangements
correspond to all aims and
aspects stated in the
curriculum.
- A varied range of
assessment methods are
utilized.
- The criteria for assessment
are explicit and well
communicated to both
lecturers and students.
- The standards applied in
the assessment are explicit
and consistent.
6 - Most of FIR’s lecturers were
graduated abroad, young
and energetic. They are keen
on applying a diverse range
of new teaching and learning
methods and utilizing well a
variety of instructional
media. They are willing to
learn from colleagues, listen
to students and other
stakeholders to continuously
improve themselves.
- The system of recruitment,
appraisal, and promotion is
well defined and consistently
implemented.
- Lecturers may take on additional
jobs outside the university due to
the fairly low income they receive
from the university and the
availability of higher-income
opportunities outside the
university.
- Every year, FIR proposes
the university to have a
detailed plan to increase
the income of lecturers.
- FIR continuously
encourages and facilitates
conditions for its lecturers
to find opportunities to
pursue further education
abroad.
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7 - Competent and adequate
library staff. FIR’s students
can enjoy library services at 3
levels: VNU-HCM central
library, USSH library and FIR’s
own library.
- FIR’s library staffs are highly
praised by students for their
effective support in giving
advices of learning materials.
- Competent and adequate
laboratory and computer
facility staff.
- Competent and adequate
student service staff.
- FIR’s library staffs are also
lecturers.
- Propose the university to
recruit a dedicated service
staff for FIR’s library.
8 - The strict university-
entrance exams and the fact
that the passing grade of
FIR’s first year students are
always in the top two of the
university’s faculties helps
the FIR to have good quality
student intakes.
- The student intake policy
complies with MOET rules
and regulations.
- The student admission
process is satisfactory for
both students and their
parents as they can receive
support from the
- MOET has just adopted a new
policy regarding student intake
policy, effective from the
upcoming academic year. It will
take at least a few years to
evaluate the effectiveness of the
new system.
- The new system grants
more autonomy for
academic institutions in
recruiting students. FIR will
take advantage of the new
system to select better
quality students.
98
Department of Academic
Affairs, the FIR and its
student clubs.
- For English courses for first-
year students, FIR will take
into account individual
student’s grade of English
language in the university
entrance exams and its own
placement test in order to
classify and come up with a
teaching plan of English
course to ensure that
student meet the
requirement of English
language upon graduation.
- The actual study load is in
line with the prescribed load
and there is a good balance
between academic and non-
academic activities.
9 - FIR’s system to monitor
student progress is well
designed and implemented.
- Students get adequate
academic advice, support
and feedback on their
performance via various
channels.
- Mentoring for students are
also adequately executed
- FIR’s students spend their
freshmen, sophomore, and junior
years in Thu Duc Campus, while
FIR Support Office located in the
city campus. Although, FIR
support staffs can be easily
reached by phone or email,
sometimes students have to
travel to the city campus to
obtain or submit hard copy
- To further develop the
culture of continuous
improvement, FIR will
continue provide trainings
for its lecturers on listening
skills and counselling skills
so that each FIR lecturer
can be acted as a reliable
mentor of his/her students.
- FIR’s Board of Deans has
99
through different channels
such as through student
clubs’ advisors, homeroom
teachers, FIR support staff,
and FIR Board of Deans.
- FIR provides satisfactory
physical, social and
psychological environment
for its students.
documents. requested the university’s
Office of Facility and
Equipment Management to
set up another Support
Office in Thu Duc campus
from the next academic
year.
10 - Lecture facilities are
adequate.
- The library is adequate and
up-to-date.
- The university’s well-functioned
Learning Management System
has not yet been set up.
- Continue to work with the
university to solve
difficulties in facility and
infrastructure
development.
11 - The curriculum is developed
and evaluated with the
involvement of all teaching
staff members, students, and
the industry.
- The curriculum is evaluated
and revised every two years.
- The position of QA staff is
subject to frequent changes as
he/she goes abroad to pursue
futher study.
- Propose the university to
recruit a dedicated QA staff
so that lecturers do not
have to take two roles and
to ensure the stability of
this position.
12 - Training and development
needs for academic and
support staff are assessed on
a yearly basis, taking into
account individual
aspirations, the curriculum
and the university
requirements.
- Many opportunities for
professional development
- Continue creating
favourable conditions for
academic and support staff
to further develop
themselves academically
and professionally.
100
are created and provided for
academic and support staff.
13 - There is adequate
structured feedback from
students and other
stakeholder. This is a
valuable source of input for
FIR’s curriculum
development as well as its
other activities.
- The interaction with the
industry is not as strong as
expected.
- FIR will maintain its
activity to collect feedback
from different stakeholders
on a regular basis.
- Deepen the partnership
with the industry.
14 - The pass rate of about 80%
is satisfactory and the
dropout rate ranging from
6% to 10% is of acceptable
level.
- The average time to
graduate is about 4 years,
which deems to be
satisfactory.
- FIR’s students are offered
considerable opportunities
to work and/or study higher.
- The quantity and quality of
research activities are
increasing.
- More sophisticated
investigation and analysis of
student employability will
be done in the coming
years, thereby providing
better insight of the
situation.
15 - The student surveys are
conducted on a regular basis.
Feedback from
students/alumni/employers
is taken into serious
consideration.
- FIR will continue to plan
and conduct stakeholders’
surveys on a regular basis.
- Deepen the partnership
with the industry.
101
- According to those surveys,
the feedback from students,
alumni and employers are
satisfactory.
SELF-ASSESSMENT
Criteria 1 2 3 4 5 6 7
1. Expected Learning Outcomes
1.1 The expected learning outcomes have been clearly formulated
and translated into the program of International Relations
X
1.2 The program promotes learning to learn and life - long
learning
X
1.3 The expected learning outcomes cover generic skills and
knowledge as well as specific skills and knowledge
X
1.4 The expected learning outcomes clearly reflect the
requirements of the stakeholders
X
Overall Opinion 5.75
2. Program Specification
2.1 The university uses program specification X
2.2 The program specification shows the expected learning
outcomes and how these can be achieved
X
2.3 The program specification is informative, communicative, and
made available to the skateholders
X
Overall Opinion 5.67
3. Program Structure and Content
3.1 The program content shows a good balance between generic
and specialized skills and knowledge
X
3.2 The program reflects the vision and mission of the university X
102
3.3 The contributor made by each course to achieving the learning
outcomes is clear
X
3.4 The program is coherent and all subjects and courses have
been integrated
X
3.5 The program shows breadth and depth X
3.6 The program clearly shows the basic courses, intermediate
courses, specialized courses and the final project, thesis or
dissertation
X
Overall Opinion 6.00
4. Teaching and Learning Strategy
4.1 T The faculty or department has a clear teaching and learning
strategy
X
4.2 The teaching and learning strategy enables students to acquire
and manipulate knowledge academically
X
4.3 The teaching and learning strategy is student oriented and
stimulates quality learning
X
4.4 The teaching and learning strategy stimulates active learning
and facilitates learning to learn
X
Overall Opinion 5.75
5. Student Assessment
5.1 Student assessment covers student entrance, student progress
and exit tests
X
5.2 The assessment is criterion referenced X
5.3 Student assessment uses a variety of methods X
5.4 The assessments reflect the expected learning outcomes and
the content of the program
X
5.5 The criteria for assessment are explicit and well-known X
5.6 The assessment methods cover the objectives of the
curriculum
X
5.7 The standards applied in the assessment are explicit and
consistent
X
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Overall Opinion 5.71
6. Academic Staff Quality
6.1 The staff are competent for their task X
6.2 The staff are sufficient to deliver the curriculum adequately X
6.3 Recruitment and promotion are based on academic merits X
6.4 The roles and relationship of staff members are well defined
and understood
X
6.5 Duties allocated are appropriate to qualifications, experience
and skills
X
6.6 Staff workload and incentive systems are designed to support
the quality of teaching and learning
X
6.7 Accountability of the staff members is well regulated X
6.8 There are provisions for review, consultation, and
redeployment
X
6.9 Termination, retirement and social benefits are planned and
well implemented
X
6.10 There is an efficient appraisal system X
Overall Opinion 5.10
7. Support Staff Quality
7.1 The library staffs are competent and adequate in providing a
satisfactory level of service
X
7.2 The laboratory staff are competent and adequate in providing
a satisfactory level of service
X
7.3 The computer facility staff are competent and adequate in
providing a satisfactory level of service
X
7.4 The student services staff are competent and adequate in
providing a satisfactory level of service
X
Overall Opinion 5.50
8. Student Quality
8.1 There is a clear student intake policy X
8.2 The student admission process is adequate X
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8.3 The actual study load is in line with the calculated load X
Overall Opinion 6.3
9. Student Advice and Support
9.1 There is an adequate student progress monitoring system X
9.2 Students get adequate academic , advice, support and
feedback on their performance
X
9.3 Mentoring for students is adequate X
9.4 The physical, social and psychological environment for the
student is satisfactory
X
Overall Opinion 6.25
10. Facilities and Infrastructure
10.1 The lecture facilities (lecture halls, small course rooms) are
adequate
X
10.2 The library is adequate and up-to-date X
10.3 The laboratories are adequate and up-to-date X
10.4 The computer facilities are adequate and up-to-date X
10.5 Environmental health and safety standards should meet the
local requirements in all respects
X
Overall Opinion 5.40
11. Quality Assurance of Teaching and Learning Process
11.1 The curriculum is developed by all teaching staff members X
11.2 The curriculum development involves students X
11.3 The curriculum development involves the labor market X
11.4 The curriculum is regularly evaluated at reasonable time
periods
X
11.5 Courses and curriculum are subject to structured student
evaluation
X
11.6 Feedback from various skateholders is used for improvement X
11.7 The teaching and learning process, assessment schemes, the
assessment methods and the assessment itself are always subject
to quality assurances and continuous improvement
X
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Overall Opinion 6.00
12. Staff development Activities
12.1 There is a clear plan on the needs for training and
development of both academic and support staff
X
12.2 The training and development activities for both academic
and support staffs are adequate to the identified needs
X
Overall Opinion 6.00
13. Skateholders Feedback
13.1 There is adequate structured feedback from the labor market X
13.2 There is adequate structured feedback from the students and
alumni
X
13.3 There is adequate structured feedback from the staff X
Overall Opinion 6.00
14. Output
14.1 The pass rate is satisfactory and dropout rate is of acceptable
level
X
14.2 Average time to graduate is satisfactory X
14.3 Employability of graduates is satisfactory X
14.4 The level of research activities by academic staff and
students is satisfactory
X
Overall Opinion 6.00
15. Stakeholders Satisfactory
15.1 The feedback from stakeholders is satisfactory X
Overall Opinion 5.00
OVERALL VERDICT 5.74
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LIST OF EXHIBITS
No. CODE NAME/ BRIEF DESCIPTION OF EXHIBIT
1 Exh1.1 Programme specification
2 Exh1.2 Programme Learning outcome
3 Exh1.3 Student handbook
4 Exh1.4 PLOs and Programme Specification publication on Faculty’s Website
5 Exh1.5 Programme Leaflets
6 Exh1.6 University documents on Stakeholders feedback on PLOs
7 Exh1.7 Curriculum Map
8 Exh1.8 Course Syllabi
9 Exh1.9 Minutes of Scientific Council’s meetings and stakeholders meetings on curriculum programme amendment
10 Exh1.10 Minutes of Faculty meetings on teaching and learning strategies
11 Exh1.11 Materials of training on university study
12 Exh1.12 Materials of training on scientific research
13 Exh1.13 Regulations on foreign language learning
14 Exh1.14 List of student’s scientific research
15 Exh1.15 Decision on Establishment of Department
16 Exh1.16 Decision on Establishment of Faculty
17 Exh2.1 Programme specification
18 Exh2.2 (1.8) Course syllabi
19 Exh2.3 Programme leaflet
20 Exh2.4 FIR Student’s handbook
21 Exh2.5 (1.4) Website FIR, website USSH
23 Exh2.6 (1.7) Curriculum map
24 Exh2.7 Learning & teaching schedules
25 Exh3.1 (1.1) Programme specification
26 Exh3.2 (1.9) Minutes of Scientific council and stakeholders on Programme amendment
27 Exh3.3 (1.7) Curriculum map
28 Exh3.4 VNU-HCM’s vision and mission
29 Exh3.5 HCMUSSH’s vision and mission
30 Exh3.6 FIR’s medium strategic plan (2011-2015)
31 Exh3.7 (1.2) PLOs
32 Exh3.8 Example syllabus (reflects the PLOs) (ASEAN course)
33 Exh3.9 Procedure of programme and PLOs Amendment
34 Exh3.10 Student handbooks (prerequisite requirements for course enrollment)
35 Exh3.11 Example of syllabus (Introduction to Scientific research methods in IR)
36 Exh3.12 List of compulsory and selective courses
37 Exh3.13 Schedule and photos of fieldtrip on Vietnamese History
38 Exh3.14 Schedule and photos of internship on Consular and Diplomatic Protocol course
39 Exh3.15 list of student’s theses and dissertations
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40 Exh3.16 Sample of student’s theses and dissertations
41 Exh3.17 Plan on collecting stakeholders feedback
42 Exh3.18 Programme curriculum of each academic year from 2006 to 2014 (Reflect Programme Curriculum changing)
43 Exh4.1 (1.8) Course syllabus (parts of teaching methods/ learning requirements)
44 Exh4.2 Materials of University Teaching Methods Training
45 Exh4.3 Materials of Using ITC in Teaching Training
46 Exh4.4 Minutes of FIR Teaching Methods Training
47 Exh4.5 Materials of Using English as a means of Teaching specialized
48 Exh4.6 courses Training Materials of Young Lecturers Training
49 Exh4.7 Sample of Tests, Assignments, Exercises (History of IR course)
50 Exh4.8 Sample of Essay (Globalization course)
51 Exh4.9 Sample of Thesis/dissertation
52 Exh4.10 List of Student Scientific Research each year
53 Exh4.11 Sample of Student Scientific Research
54 Exh4.12 University and Faculty Development Strategy (Student-centered Teaching Methodology section)
55 Exh4.13 Photos of lessons on Educational Management Software
56 Exh4.13 Using IT in Teaching and Learning (Blackboard, E-learning)
57 Exh4.14 Sample of Course Evaluation report and Student’s feedback form
58 Exh4.15 Vietnamese History Fieldtrip Content (year 2)
59 Exh4.16 Samples of Fieldtrip Reports (year 2)
60 Exh4.17 Foreign Country Study Tour Content (year 4)
61 Exh4.18 Samples of Study tour Reports
62 Exh5.1 Programme specification (Admission policy)
63 Exh5.2 Handbook of Understandings of VNU enrollment and admission
64 Exh5.3 Input and output result analysis
65 Exh5.4 Sample of Course syllabus (Assessment section)
66 Exh5.5 Student Handbook (Student evaluation section)
67 Exh5.6 Procedure and Regulation of Appraisal and revision of test results
68 Exh5.7 List of test revision requirements
69 Exh5.8 Samples of test result revision settlement
70 Exh5.9 Samples of Test and Score Rubric
71 Exh5.10 Sample of Internship Appraisal
72 Exh5.11 Sample of Thesis Assessment Form (for teacher/ supervisor)
73 Exh5.12 Sample of Student Scientific Research Assessment
74 Exh5.13 History of International Relations Syllabus (Assessment), sample tests, presentations, multiple choice quiz, and essay questions
75 Exh5.14 Sample of Sets of assignment criteria and assessment
76 Exh6.1 List of Faculty members
77 Exh6.2 Curriculum Vitae of FIR Academic Council and Lecturers
78 Exh6.3 Working procedure and duty description of FIR’s staff
79 Exh6.4 Faculty’s Annual report (Part of outstanding lecturers)
80 Exh6.5 List of scientific research, ISBN/ISSN Articles and papers
81 Exh6.6 Student/Lecturer ratio
82 Exh6.7 (4.2) Materials of University Teaching Methods Training Course
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83 Exh6.8 (4.3) Materials of Using ICT in Teaching and Learning Training Course
84 Exh6.9 (4.4) Materials of Minutes of FIR Teaching Method Training Course
85 Exh6.10(4.5) Materials of Using English as a medium instruction in Teaching Specialized Courses Training Course
86 Exh6.11(4.6) Materials of Young Lecturer Training Course
87 Exh6.12 Alumni Evaluation Form
88 Exh6.13 Instructor Observation Report
89 Exh6.14 Self-Assessment Report
90 Exh6.15 Samples of Lectureship Application
91 Exh6.16 Lecturer’s Demo-class Files and minutes on Demo-class section
92 Exh6.17 Regulations on Recruiment, Promotion, and Termination
93 Exh6.18 Decision on Home Teacher and Academic Adviser Appointment (2009-2014)
94 Exh6.19 Minutes on Tasks Assignment and Faculty Regular Meetings
95 Exh6.20 Minutes of Academic Year Summary Meeting
96 Exh6.21 MOET’s regulation of lecturers’ roles, missions, and duties
97 Exh6.22 Academic staff, officers Law
98 Exh6.24 Regulation of USSH lecturers’ roles, missions, and duties
99 Exh6.23 Regulations of recruitment and management on academic staff officers
100 Exh6.25 Procedure of assessment, amendment on lecturers’ duties
101 Exh6.26 Template of working contract
102 Exh6.27 Template of Termination for disqualified lecturers
103 Exh6.28 Retirement Procedure
104 Exh6.29 Working Contracts
105 Exh6.30 Process of university’s rewarding
106 Exh6.31 Regulation of rewarding
107 Exh6.32 Regulation of social welfare
108 Exh7.1 List of Supporting Staff (Academic Affairs, Student Affairs, Library, IT Center)
109 Exh7.2 Job description (Academic Affairs, Student Affairs, Library, IT Center)
110 Exh7.3 (6.24) Recruiting Procedure
111 Exh7.4 Feedback Report (evaluation of all courses)
112 Exh8.1 Admission Policy
113 Exh8.2 Admission Handbook
114 Exh8.3 Website photographs of admission and enrollment announcement
115 Exh8.4 Regulations on Direct recruitment (Exemption from the Entrance Examinations)
116 Exh8.5 Transcripts of Students Input for each Intake
117 Exh8.6 The table compares the academic matriculation ratio with other Faculties and other universities
118 Exh8.7 Career-orientation counseling activities
119 Exh8.8 Leaflet of Student Studying Guide
120 Exh8.9 Teaching Schedules for each academic year
121 Exh8.10 University Student Handbook
122 Ehx8.11 Faculty Student Handbook
123 Exh8.12 Regulation of credit-based training (part of the academic requirement)
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124 Exh8.13 The extra-curricular activities of students
125 Exh8.14 Report on Student ‘scientific research conference
126 Exh8.15(1.8) Sample Syllabus (Time Distribution)
127 Exh9.1 Regulations on Student Counseling
128 Exh9.2 Book of Grading extra-curricular activities of students
129 Exh9.3 Sample transcript of grading extra-curricular activities of one class
130 Exh9.4 Files Record of Student Administration and Consultancy
131 Exh9.5 Procedure of Student Counseling (of the Faculty)
132 Exh9.5 Procedure of Student Counseling (of the Faculty)
133 Exh9.4 Student Counseling Handbook
134 Exh9.6 Regulations on the duty of studying counseling of the University
135 Exh9.5 Regulations on the duty of studying counseling of the Faculty
136 Ehx9.7 Regulations on the duty of Student affair assistant
137 Exh9.8 Procedure of Announcement and Test result revision
138 Exh9.9 Photographs of the test result revision’s feedback
139 Exh9.10 Sample of re-examination and test-result revision
140 Exh9.11 Evaluation result of student satisfaction of entire course
141 Exh9.12 Photographs of Complex gynasium (Thu Duc)
142 Exh9.13 Photographs of Self-study areas (Thu Duc)
143 Exh9.14 Photographs of Study Garden (Thu Duc)
144 Exh10.1 List of class rooms/ lecture halls
145 Exh10.2 Learning and Teaching Schedule (rooms attached)
146 Exh10.3 Annual Report and Plan of USSH’s Library in 2013 - 2014
147 Exh10.4 List of computer labs rooms, computers, facilities and infrastructure
148 Exh10.5 Documents about safety and environment protection
149 Exh10.6 Plans about assessment on safety and environment protection
150 Exh11.1 Stakeholders’ feedback Procedure
151 Exh11.2 Evaluation Form For Lecturers
152 Exh11.3 FIR’s Minutes about amendment on program curriculum
153 Exh11.4 Annual program curriculum
154 Exh11.5 Course Evaluation Form
155 Exh11.6 Programme Evaluation Form
156 Exh11.7 Alumni Evaluation Form
157 Exh11.8 Course Evaluation Results Decision on Second semester of Academic Year 2010-2011 Summary Report and Course Evaluation – USSH, VNU
158 Exh11.9 Course Evaluation Results Report of Course Evaluation for Final year Students
159 Exh11.10 Results of Graduates Evaluation University Report of Graduates (who graduated in 2010) Evaluation
160 Exh11.11 Employer Evaluation Form
161 Exh11.12 Internship Evaluation Form (Internship Appraisal & Internship Report)
162 Exh11.13 Employer Evaluation Results
163 Exh11.14 Minutes of Amendment on program curriculum and expected learning outcome after getting recruiters’ feedback
164 Exh11.15 Regulations about assessment on all programme curriculums in the
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USSH
165 Exh11.16 Old and updated syllabi
166 Exh12.1 Strategies for Staff Development of FIR
167 Exh12.2(4.3-4.6) Training Programs on Enhancing Staff Capacity
168 Exh12.3 Lists of Teaching Staff Participating in Training Programs/Conferences
169 Exh12.4 Teaching Staffs Participating in Workshop on Intellectual Property Rights
170 Exh13.1 Procedure of getting stakeholders’ feedback
171 Exh13.2 Report of students’ evaluation results
172 Exh13.3 Report of graduates’ evaluation results
173 Exh13.4 Report of lecturers’ evaluation results
174 Exh13.5 Report of recruiters’ evaluation results
175 Exh13.6(1.9) Minutes of FIR Academic Council’s feedback in terms of admending the programme curriculum, expected learning outcomes, teaching and learning activities.
176 Exh14.1 Graduation rate of BA in International Relations Programme
177 Exh14.2 Meeting Minutes about approving graduation profiles
178 Exh14.3 Meeting Minutes about teaching process of all lecturers
179 Exh14.4 Lecture’s feedback on student evaluation of the course
180 Exh14.5 Awards for the scientific research by students
181 Exh14.6 Report survey on the graduates evaluation
182 Exh14.7 Report survey on the graduates’ careers evaluation, learning outcomes, and social demands
183 Exh14.8(6.5) List of scientific research, articles (ISBN)
184 Exh14.9(4.10) List of scientific research of students
185 Exh15.1 Evaluation of Stakeholders Procedure
186 Exh15.2 Course Evaluation Form
187 Exh15.3 Alumni Evaluation Form
188 Exh15.4 Credit-based Evaluation Form (for teaching staffs)
189 Exh15.5 Class Observation Evaluation Form
190 Exh15.6 Employment Evaluation Form
191 Exh15.7 Internship Appraisal and Report
192 Exh15.8 Minute on Interviewing Teaching Staffs about Credit-based System
193 Exh15.9 News on FIR through newspapers