HOCHIMINH UNIVERSITY OF BANKING

FACULTY OF BANKING

AUN – QA SELF – ASSESSMENT REPORT

Bachelor of Finance and Banking
Concentration: Banking
Faculty of Banking | December 2023
 SELF - ASSESSMENT REPORT FOR AUN - QA
BACHELOR OF FINANCE AND BANKING
-------------------

We hereby confirm to approve this AUN-QA Self-Assessment Report of Bachelor of Finance

and Banking - Program of Banking for assessment according to AUNQA Criteria (V4.0).

Dr. Tran Chi Chinh Dr. Ong Van Nam

Vice-Dean of Faculty of Banking Head of Quality Assurance Unit
 MỤC LỤC
LISTS OF ABBREVIATIONS .......................................................................................1

PART 1. INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING AND

FACULTY OF BANKING .............................................................................................2

1.1. INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING .............2

1.2. INTRODUCTION OF FACULTY OF BANKING .................................................3

1.3. SELF-ASSESSMENT PROCESS............................................................................5

PART 2. AUN-QN 4.0 SELF-ASSESSMENT REPORT ..............................................6

CRITERION 1 - EXPECTED LEARNING OUTCOMES ............................................6

1.1. The programme to show that the expected learning outcomes are appropriately
formulated in accordance with established learning taxonomy, are aligned to the vision
and mission of the university, and are known all stakeholders. ......................................6

1.2. The programme to show that the expected learning outcomes for all courses are
appropriately formulated and are aligned to the expected learning outcomes of the
programe. .........................................................................................................................7

1.3. The programme to show that the expected learning outcomes consist of both
generic outcomes (related written and oral communication, problem-solving,
information technology, teambuilding skill, ect) and subject specific outcomes (related
to knowledge and skill of the study discipline) ...............................................................7

1.4. The programme to show that the requirements of stakeholders, especially

external stakeholders, are gathered, and that these are reflected in the expected learning
outcomes. .........................................................................................................................8

1.5. The programme to show that the expected learning outcomes are achieved by
students by the the time they graduate ..........................................................................10

CRITERION 2 - PROGRAMME STRUCTURE AND CONTENT ............................11

2.1. The specifications of the programme and all its courses are shown to be
comprehensive, up-to-date, and made available and communicated to all stakeholders.
11
2.2. The design of the curriculum is shown to be constructively aligned with achieving
the expected learning outcomes.....................................................................................12

2.3. The design of the curriculum is shown to include feedback from stakeholders,
especially external stakeholders. ...................................................................................13

2.4. The contribution made by each course in achieving the expected learning outcomes
is shown to be clear. ......................................................................................................13

2.5. The curriculum to show that all its courses are logically structured, properly
sequenced (progression from basic to intermediate to specialized courses), and are
integrated. ......................................................................................................................15

2.6. The curriculum to have option(s) for students to pursue major and/or minor
specialisations. ...............................................................................................................16

2.7. The programme to show that its curriculum is reviewed periodically following an
established procedure and that it remains up-to-date and relevant to industry .............16

CRITERION 3 - TEACHING AND LEARNING APPROACH .................................18

3.1. The educational philosophy is shown to be articulated and communicated to all

stakeholders. It is also shown to be reflected in the teaching and learning activities ...18

3.2. The teaching and learning activities are shown to allow students to participate
responsibly in the learning process................................................................................18

3.3. The teaching and learning activities are shown to involve active learning by the
students ..........................................................................................................................19

3.4. The teaching and learning activities are shown to promote learning, learning how
to learn, and instilling in students a commitment for life-long learning .......................20

3.5. The teaching and learning activities are shown to inculcate in students, new ideas,
creative thought, innovation, and an entrepreneurial mindset.......................................22

3.6. The teaching and learning processes are shown to be continuously improved to
ensure their relevance to the needs of industry and are aligned to the expected learning
outcomess ......................................................................................................................23

CRITERION 4 - STUDENT ASSESSMENT ...............................................................24

4.1. A variety of assessment methods are shown to be used and are shown to be
constructively aligned to achieving the expected learning outcomes and the teaching and
learning objectives. ........................................................................................................24

4.2. The assessment and assessment-appeal policies are shown to be explicit,

communicated to students, and applied consistently.....................................................25

4.3. The assessment standards and procedures for student progression and degree
completion, are shown to be explicit, communicated to students, and applied
consistently. ...................................................................................................................25

4.4. The assessments methods are shown to include rubrics, marking schemes, timelines,
and regulations, and these are shown to ensure validity, reliability, and fairness in
assessment. ....................................................................................................................27

4.5. The assessment methods are shown to measure the achievement of the expected
learning outcomes of the programme and its courses. ..................................................28

4.6. Feedback of student assessment is shown to be provided in a timely manner. ......29

4.7. The student assessment and its processes are shown to be continuously reviewed
and improved to ensure their relevance to the needs of industry and alignment to the
expected learning outcomes. .........................................................................................30

CRITERION 5 – ACADEMIC STAFF ........................................................................31

5.1. The programme to show that academic staff planning (Including succession,
promotion, redeployment, termination, and retirement plans) is carried out to ensure that
the quality and quantity of the academic staff fulfil the needs for education, research,
and service. ....................................................................................................................31

5.2. The programme to show that staff workload is measured and monitored to improve
the quality of education, research, and service. .............................................................31

5.3. The programme to show that the competences of the academic staff are determined,
evaluated, and communicated. ......................................................................................33

5.4. The programme to show that the duties allocated to the academic staff are
appropriate tp qualifications, experience, and aptitude. ................................................34
5.5. The programme to show that the promotion of the academic staff is based on a merit
system which account for teaching, research, and service. ...........................................34

5.6. The programme to show that the right and privileges, benefits, roles and
relatioships, and accountability of the academic staff, taking into account professional
ethics and their academic freedom, are well defined and understood. ..........................35

5.7. The programme to show that the training and development needs of the academic
staff are systematically identified, and that appropriate training and development
activities are implemented to fulfil the identified needs. ..............................................35

5.8. The programme to show that performance management including reward and
recognition is implemented to assess academic staff teaching and research quality. ...36

CRITERION 6 - STUDENT SUPPORT SERVICES ...................................................36

6.1. The student intake policy, admission criteria, and admission procedures to the
programme are shown to be clearly defined, communicated, published, and up-to-date.
............................................................................................................................36

6.2. Both short-term and long-term planning of academic and non-academic support
services are shown to be carried out to ensure sufficiency and quality of support services
for teaching, research, and community service. ............................................................37

6.3. An adequate system is shown to exist for student progress, academic performance,
and workload monitoring. Student progress, academic performance, and workload are
shown to be systematically recorded and monitored. Feedback to students and corrective
actions are made where necessary .................................................................................38

6.4. Co-curricular activities, student competition, and other student support services are
shown to be available to improve learning experience and employability ...................39

6.5. The competences of the support staff rendering student services are shown to be
identified for recruitment and deployment. These competences are shown to be
evaluated to ensure their continued relevance to stakeholders needs. Roles and
relationships are shown to be well-defined to ensure smooth delivery of the services 41

6.6. Student support services are shown to be subjected to evaluation, benchmarking,

and enhancement ...........................................................................................................43
CRITERION 7 – FACILITIES AND INFRASTRUCTURE .......................................44

7.1. The physical resources to deliver the curriculum, including equipment, material,
and information technology, are shown to be sufficient ...............................................44

7.2. The laboratories and equipment are shown to be up-to-date, readily available, and
effectively deployed ......................................................................................................45

7.3. A digital library is shown to be set-up, in keeping with progress in information and
communication technology ...........................................................................................45

7.4. The information technology systems are shown to be set up to meet the needs of
staff and students ...........................................................................................................47

7.5. The university is shown to provide a highly accessible computer and network
infrastructure that enables the campus community to fully exploit information
technology for teaching, research, service, and administration ....................................48

7.6. The environmental, health, and safety standards and access for people with special
needs are shown to be defined and implemented ..........................................................49

7.7. The university is shown to provide a physical, social, and psychological

environment that is conducive for education, research, and personal wellbeing ..........50

7.8. The competences of the support staff rendering services related to facilities are
shown to be identified and evaluated to ensure that their skills remain relevant to
stakeholder needs ...........................................................................................................51

7.9. The quality of the facilities (library, laboratory, IT, and student services) are shown
to be subjected to evaluation and enhancement ............................................................51

CRITERION 8 – OUTPUT AND OUTCOMES ..........................................................53

8.1. The pass rate, dropout rate, and average time to graduate are shown to be
established, monitored, and benchmarked for improvement. .......................................53

8.2. Employability as well as self-employment, entrepreneurship, and advancement to

further studies, are shown to be established, monitored, and benchmarked for
improvement. .................................................................................................................55
8.3. Research and creative work output and activities carried out by the academic staff
and students, are shown to be established, monitored, and benchmarked for
improvement. .................................................................................................................56

8.4. Data are provided to show directly the achievement of the programme outcomes,
which are established and monitored. ...........................................................................57

8.5. Satisfaction level of the various stakeholders are shown to be established,

monitored, and benchmarked for improvement. ...........................................................57

PART 3. STRENGTHS AND WEAKNESSES ANALYSIS AND IMPROVEMENT

PLAN FOR THE PROGRAM OF BANKING .............................................................61

CRITERION 1 - EXPECTED LEARNING OUTCOMES ..........................................61

CRITERION 2 – PROGRAMME STRUCTURE AND CONTENT ...........................61

CRITERION 3 – TEACHING AND LEARNING APPROACH .................................62

CRITERION 4 – STUDENT ASSESSMENT ..............................................................63

CRITERION 5 – ACADEMIC STAFF ........................................................................64

CRITERION 6 – STUDENT SUPPORT SERVICES ..................................................65

CRITERION 7 – FACILITIES AND INFRASTRUCTURE .......................................65

CRITERION 8 – OUTPUT AND OUTCOMES ..........................................................66

PART 4. APPENDIX ....................................................................................................67

A1. Self - assessmentof Banking and Finance program, professional knowledge in

Banking ..........................................................................................................................67

A2. List of evidences .....................................................................................................71

A3. Learning outcomes matrix of the training program ................................................89

A4. Admission Criteria for the Banking Concentration programme (2019 – 2023).....91

A5. Statistics of IT software and equipment (November 30, 2023)..............................93

A6. Describe the professional requirements for support staff .......................................94

A7. Statistics on training and refresher courses for staff of Department of Facilities
Management, Department of Information Technology Management, Library .............95
A8. Number of classrooms and halls to operate the teaching and learning program ....95

A9. Number of computer rooms and practice rooms to operate the teaching and learning
program ..........................................................................................................................96

A10. Data on facilities and learning materials of the HUB Library..............................96

A11. HUB's information technology system as of December 2023 .............................97

A12. Scientific research achievements of students, Banking Concentration programme

(2019 – 2023).................................................................................................................97
 1

LISTS OF ABBREVIATIONS

No. ABBR Explanations

AUN ASEAN University Network
HUB Ho Chi Minh University of Banking
CLO Course Learning Outcomes
FOB Faculty of Banking
FTE Full time Employees
ISO International Organization for Standardization
KPI Key Performance Indicator
LMS Learning Management System
MOET Ministry of Education and Training
PDCA Plan - Do - Check - Act
PLO Programme Learning Outcomes
QA Quality Assurance
SS Support Staff
 2

PART 1. INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING AND

FACULTY OF BANKING
1.1. INTRODUCTION OF HO CHI MINH UNIVERSITY OF BANKING
Ho Chi Minh University of Banking (HUB) was established under Decision No. 174/2003/QD-
TTg on August 20, 2003, issued by the Prime Minister, based on the separation from the Banking
Academy in Ha Noi. Since being recognized as a training institution under the supervision of the
State Bank of Vietnam in 1976 and being perceived as having the mission of providing human
resources in finance and banking primarily for the Southern region, HUB has undergone a
continuous development process of more than 45 years.
HUB is a multidisciplinary university in business and management sectors, offering
undergraduate, master, and doctoral programs. In the academic year 2022-2023, HUB is currently
managing and educating 14,067 full-time and 467 part-time students. In addition to undergraduate
programs, HUB is managing and educating 954 Master's students (with 429 students enrolled in
2022 and 525 students in 2023) and 102 doctoral candidates. Several programs have achieved
accreditation from the ASEAN University Network-Quality Assurance (AUN-QA). Specifically,
the undergraduate program in Finance and Banking obtained AUN-QA accreditation in 2019. The
undergraduate programs in Accounting and Auditing, Business Administration, and International
Economics achieved AUN-QA accreditation in 2022. The master program in Finance and Banking
also attained AUN-QA accreditation in 2022.
HUB currently operates three well-equipped campuses located at 36 Ton That Dam Street,
District 1, Ho Chi Minh City; 39 Ham Nghi Street, District 1, Ho Chi Minh City; and 56 Hoang
Dieu 2 Street, Thu Duc City, Ho Chi Minh City. HUB has invested significantly in infrastructure,
such as classrooms, auditoriums, laboratories, learning resources, and information technology (IT)
systems. As a result, these facilities are suitable for teaching, learning, scientific research,
technological transfer, and community service for academic faculty and students across various
programs. Additionally, HUB has placed considerable emphasis on cultivating its human resources.
As of the academic year 2022-2023, the total staff at HUB amounts to 469 individuals, including
18 Associate Professors, 130 Ph.D. holders, 239 Master's degree holders, 46 Bachelor's degree
holders, and 36 College’s degree holders. From the academic and non-academic staff perspective,
HUB comprises 385 lecturers (of which 116 part-time lecturers) and 84 supporting staff.
To develop and operate programs effectively, alongside ten faculties and two academic
departments, HUB also owns various resources such as a training center, a research institute, and
academic journals to develop teaching activities, conduct scientific research, transfer technology,
and support faculty and students. Furthermore, HUB has outlined the development strategies by
2030 and the vision by 2045 to meet the demands for innovation and creativity. Specifically, the
strategies include:
Vision: "HUB aspires to become a multidisciplinary and interdisciplinary university among
prestigious universities in the Southeast Asian region. HUB pioneers the application of digital
technology in education and research to address interdisciplinary challenges."
Mission: "HUB contributes to society and the banking industry with high-quality human
resources, impactful research, consulting services, and community activities. HUB shapes an
educational ecosystem, offers lifelong learning opportunities, and aims for holistic and innovative
development of individuals with a duty of service."
Core Values:
Integrity: HUB upholds the values of integrity and honesty in day-to-day operations and
maintains consistency between thoughts, words, and deeds.
Unity: Unity creates the synergy necessary for collective strength. HUB adheres to the principle
of ensuring a harmonious balance of interests among relevant stakeholders to foster development.
 3

Pioneering: Being at the forefront to create and lead trends. HUB pioneers the integration of
scientific and technological achievements into educational activities, research, management, and
operations.
Educational Philosophy
Liberation: "HUB creates necessary conditions for learners to explore their potential, grasp in-
depth specialized knowledge, based on the fundamental of knowledge in natural, social, political,
legal, and technological fields; to develop intellectual abilities; to develop personal skills; and to
shape positive values towards autonomous and creative individuals, outstanding experts, and
responsible citizens."
Interdisciplinarity: "HUB creates necessary conditions for learners to acquire interdisciplinary
knowledge to have a deeper understanding of their major, to be able to connect with experts, to
avoid biases in decision-making, and to increase the success of job seeking."
Experience: "HUB implements the educational model of “maturity through experience”.
Through experiences, learners obtain a deeper understanding of theory, develop practical thinking
and shape executed capabilities. Learners can adapt to change.”
1.2. INTRODUCTION OF FACULTY OF BANKING
Faculty of Banking (FOB) is currently one of the ten specialized faculties. FOB was established
under Decision No. 330/QD-NHNN dated February 26, 2014, by the State Bank of Vietnam. With
a pivotal role in HUB, FOB of Banking is in charge of the Banking Concentration programme, one
of the two majors of the Finance-Banking program. FOB also oversees the Financial Technology
major.
The mission of FOB: "Training high-quality human resources with research and practical
capabilities in the global financial and banking environment." The vision by 2030: “The premier
and reputable faculty for training high-quality human resources in the field of finance and banking
in Vietnam. FOB aspires to have its training programs evaluated on par with those of similar
specializations at top universities in ASEAN.”
Figure 1. Organizational structure of FOB of Banking

Dean Scientific Committee

General Administrations (Faculty level)

Vice-Dean Vice-Dean
In charge of Academic Affairs In charge of Education
& Research tasks & Quality Assurance

Academic
Affairs Unit, Department of
Department of Department of
Youth Union, Banking
Commercial International
& Student Business
Banking Banking
Association Management

Source: Faculty of Banking 2023

 4

The current organizational structure of FOB consists of a Dean, two Vice Deans, and three
heads of Department. There are three disciplinary Departments: the Department of Commercial
Banking, the Department of Investment Banking, and the Department of International Banking.
FOB also has an academic affair unit, which assists FOB's leaders in managing academic affairs for
students. In addition, FOB also supervises the activities of the Youth Union and Student
Association, as well as the units affiliated with FOB, regarding the task of organizing various
activities for students. (Figure 1)
FOB has 34 personnel, which are 33 lecturers and 1 administrative staff. Among the 33
lecturers, 1 lecturer holds the Associate Professor title (accounting for 3.03%), 21 hold Ph.D.
degrees (accounting for 63.64%), and 11 hold a Master's degree (accounting for 33.33%), of which
7 lecturers are currently doctoral students. In addition, FOB has cooperated with 8 visiting lecturers,
of which 3 hold the Associate Professor title, 4 hold a Doctor's degree, and 1 lecturer holds a
Master's degree and is currently pursuing a Doctor’s degree. The lecturers in FOB have the
appropriate professional qualifications and experience that align with the standards stipulated by
the Ministry of Education and Training.
Between 2019 and 2023, FOB has improved the Banking Concentration programme and
developed teaching methods to enhance the educational quality. Furthermore, FOB has paid
attention to scientific research, technology transfer, and community service as follows:
Regarding scientific research, technology transfer, and community service by FOB’s staff: In
addition to enhancing the scientific research activities, FOB also emphasizes utilizing the research’s
results for technology transfer and community service, as followed by the AUN-QA’s assessment
in April 2019. Each year, Faculty members collaborate with the Economics, Finance and Banking
Concentration Center, which belongs to HUB, to use the scientific research results for consulting
and implementing advanced training courses. The courses such as digital transformation, digital
banking, in-depth banking operations, and risk management following international standards are
well-suited and designed for the leaders and staff of commercial banks, enterprises, and authorized
agencies. These courses enhance the reputation and brand value of the HUB and FOB but also yield
positive financial results. Specifically, revenue from technology transfer activities in the form of
consulting and advanced training courses reached 1.4 billion VND in 2019, 1.34 billion VND in
2020, 1.5 billion VND in 2021, 2 billion VND in 2022, and estimated at 4.2 billion VND in 2023.
In addition to promoting technology transfer activities, FOB also emphasizes community service
initiatives. Specifically, FOB staff has collaborated with the Enrollment Advisory and Brand
Development Department, which belongs to HUB, to organize "Trial Class" sessions to disseminate
financial knowledge to high school students. FOB has collaborated with the HUB International
School of Business to construct "Savings Game" training courses, which provide financial
knowledge to workers in industrial zones.
Regarding scientific research activities and community services by students: In addition to
creating the framework and encouraging students to participate in scientific research activities, FOB
regularly organizes academic competitions and seminars for students. These are "Banking
Challenges," " Research to Success," and "Generative AI - Technology Driving a New Revolution
in Education." Between 2019 and 2023, students under Faculty lecturers’ advice achieved numerous
high awards in research competitions. Notably, students achieved the first prize in the national
competition named "Quantitative Economics and Applications Olympic" in 2020, and achieved the
first and second prizes in the same competition in 2022. Students also attained multiple awards in
the competition named “Eureka”. Furthermore, FOB supports students to participate in community
services organized by the University’s Youth Union, Faculty’s Youth Union, and Faculty’s Student
Association. Some notable activities named “Chiến dịch mùa hè xanh”, “Xuân tình nguyện”, “Gửi
gắm yêu thương”, “Đón tết cổ truyền – vui xuân hiện đại” in multiple provinces.
Between 2019 and 2023, alongside the academic and theoretical knowledge, FOB also provides
practical relevance and experience to students. To do this, FOB has invested in practical facilities
 5

such as the Banking Practice room, Artificial Intelligence lab, and Experimental Stock Exchange
Trading System. Additionally, HUB and FOB have signed numerous agreements with commercial
banks and enterprises to make room for students to gain practical experience at work.
1.3. SELF-ASSESSMENT PROCESS
Recognizing the importance of developing and maintaining a quality assurance system to
achieve its missions and visions, HUB has implemented several activities to improve the quality
assurance system. Among these activities, internal and external assessments are considered core
approaches to enhance educational qualities. The internal quality assurance (IQA) system is
established at the university and faculty levels. At the university level, the Department of Testing
and Quality Assurance is the lead unit, responsible for improving the IQA system, organizing
quality assessments, and supporting stakeholders to assess the educational quality and program
followed by national, regional, and international standards. At FOB level, FOB’s leaders, lecturers,
and staff, who are responsible for quality assurance, oversee the implementation of relevant quality
assurance activities based on the PDCA cycle to continuously maintain and improve the program
quality that FOB is responsible for.
The Banking Concentration programme has been assessed and met the criteria of AUN-QA
accreditation in April 2019. Based on the recommendations of AUN-QA, from 2019 to the present,
HUB and FOB have undertaken numerous activities to improve the Banking Concentration
programme. To conduct self-assessment activities and participate in the re-assessment of the
Banking Concentration programme according to AUN-QA criteria version 4.0, HUB issued Plan
No. 131/KH-ĐHNH on February 20, 2023, titled "Implementation of the re-assessment of the
Finance and Banking programs according to AUN-QA standards (2nd cycle)." Additionally, HUB
established the self-assessment council at the university level based on Decision No. 977/QĐ-
ĐHNH dated April 18, 2023, by the President of HUB. The steering committee includes 2 members
(the Chairman of the HUB Council and the President of HUB), a self-assessment council has 17
members (Chaired by Assoc. Prof., Dr. Nguyen Duc Trung – President of HUB), a secretariat
council with 6 members (Headed by MSc. Nguyen Thi Thu Huong – Vice-Dean of the Department
of Testing and Quality Assurance), and the specialized group consists of 14 members (Headed by
Dr. Tran Chi Chinh – Vice-Dean of Faculty of Banking).
The tasks assigned to the specialized groups are as follows:
- Heads of the specialized groups: provide guidance, delegate tasks to members within the
group, organize the self-assessment of the Banking Concentration programme, and conduct the
meeting within the group to refine the self-assessment report (SAR) for submission to the university
level Council.
- Members of the specialized groups: read and analyze the AUN-QA criteria, collect data,
as well as evidence, synthesize and analyze the collected data and evidence, write the SAR draft,
and finalize the SAR.
The entired process is between November 2022 and April 2024 and it is divided into 4 stages:
1st Stage (Planning): Establishing the self-assessment council at the university and faculty
levels, planning for self-assessment, and analyzing the criteria of AUN-QA version 4.0.
2nd Stage (Writing the SAR): Implementing the self-assessment process: Collect and analyze
evidence, conduct interviews and surveys to evaluate the Banking Concentration programme
according to AUN-QA criteria version 4.0, write, edit, and refine the SAR of Banking Concentration
programme.
3rd Stage (Checking the SAR): Collecting feedbacks to enhance the SAR for the Banking
Concentration programme, and disseminate the SAR to relevant stakeholders.
4th Stage (AUN-QA assessment): Submitting to AUN-QA.
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PART 2. AUN-QN 4.0 SELF-ASSESSMENT REPORT

CRITERION 1 - EXPECTED LEARNING OUTCOMES
1.1. The programme to show that the expected learning outcomes are appropriately
formulated in accordance with established learning taxonomy, are aligned to the vision and
mission of the university, and are known all stakeholders.
The Banking Concentration programme, which includes the expected learning outcomes of the
Banking Concentration programme (Programme learning outcomes/PLOs), is continuously
improved by FOB to ensure that it meets the MOET's requirements. The programme also provides
high academic standards in the Banking sector, modern knowledge, and practical skills to meet the
demands of society with high-quality human resources, in line with the trends of international
economic integration and the digital era. Based on the 2018 Banking Concentration programme,
based on the recommendation of AUN-QA when accrediting the Banking Concentration
programme in April 2019, FOB has reviewed, updated, and improved the Banking Concentration
programme. Among them, the objectives and learning outcomes of the 2021 Bank Training
Programme are not only well-responding to the requirements of the Ministry of Education and
Training regarding the knowledge, skills, level of autonomy, and self-responsibility of students
upon graduation; they are also in line with the mission and vision of HUB and FOB of Banking.
(Figure 1.1) [01.01.01].
Figure 1.1. Compatibility between HUB's Mission, Vision and Faculty of Banking
THE MISSION OF HUB THE VISION OF HUB
HUB provides society and the banking sector with high- HUB’s vision is to become a multidisciplinary and
quality human resources, influential research, consulting interdisciplinary university in a group of prestigious
services and community-serving activities. HUB creates an universities in Southeast Asia. HUB pioneers the
educational ecosystem, offering opportunities and skills for application of digital technology in training, research, and
lifelong learning to develop a comprehensive, creative solving interdisciplinary problems
human being with a spirit of service.

THE MISSION OF FACULTY OF BANKING THE VISION OF FACULTY OF BANKING

Training high-quality, research-competent and practical FOB is the leading reputable unit in Vietnam for high-
human resources in the global banking financial quality human resources training in the banking sector. The
environment. programme is at the same level as the specialized
programme of the countries in the ASEAN region.

OBJECTIVES OF THE PROGRAMME

Graduates of Finance – Banking, the Banking Concentration Programme own basic and modern knowledge of economics
and banking in general, in-depth knowledge of banking. The Graduates have good moral character, research capacity, and
Professional practice in the context of international integration.

LEARNING OUTCOMES OF LEARNING OUTCOMES OF LEARNING OUTCOMES OF

THE PROGRAMME THE PROGRAMME THE PROGRAMME
(Knowledge) (Skills) (Attitudes)
PLO1: Ability to apply basic PLO2: Critical thinking ability PLO4: Show initiative, active
knowledge of natural and social PLO3: Ability to organize, work in a learning, research and manage
sciences in economics. team, and communicate effectively in personal resources, and meet lifelong
PLO6: Ability to systematically an international integration learning requirements.
apply background and in-depth environment. PLO5: Show a sense of compliance
knowledge to solve Professional with the law, Professional ethics and
problems in the finance and banking social responsibility.
sectors.
PLO7: Ability to participate in
building and developing application
solutions in specialized banking.
PLO8: Ability to recognize, grasp,
and adapt to changing trends in the
banking industry.
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To identify the learning outcomes of the 2021 Banking Concentration programme, FOB has
undertaken review, evaluation, adjustment/improvement according to the Plan-Do-Check-Act
(PDCA) process, including the following steps: Planning, Organization of Implementation,
Evaluation Inspection, Adjustment/Improvement. Based on the recommendation of the
Organization AUN-QA when accrediting the Banking Concentration programme in April 2019, and
based on the provisions of Circular No. 17/2021/TT-BGD, the mission, vision of the HUB and FOB
of Banking, comparative documents, guidelines relating to the method of measurement of the
learning outcomes [01.01.02]. Additionally, to identify the learning outcomes of the programme,
FOB has undertaken the following steps: (i) Surveys of stakeholders, (ii) Describe the objectives
and initiatives of the Banking Concentration programme, (iii) The design of the framework and the
expected content of the Banking Concentration programme, (iv) Seminar to consult experts,
complete the PLOs and complete the contents of the Banking Concentration programme, (v)
Meeting of the Scientific Council at FOB and School level to approve the Banking Specialty
Preparation and Training Program, and (vi) The Rector signs the decision to formally issue the
Banking Concentration programme. To ensure higher generality, based on the recommendation of
the AUN-QA Organization when accrediting the Banking Concentration programme in April 2019,
and based on survey results and opinions received from experts, with duplicate output standards to
be reduced or re-integrated, the results of the 2021 Banking Concentration programme of the Bank
have 08 learning outcomes with levels to be reached at level 4 on the Bloom scale [01.01.03]. The
learning outcomes of the Banking Concentration programme are widely disclosed to stakeholders
by the HUB/Faculty of Banking after issuing [01.01.04].
1.2. The programme to show that the expected learning outcomes for all courses are
appropriately formulated and are aligned to the expected learning outcomes of the programe.
The expected learning outcomes of the Banking Concentration Progamme are based on the
learning outcomes of the curriculum. Specifically, the learning outcomes of the training program,
after being determined, are assigned to each of the subjects of the specialized Banking
Concentration programme (Appendix-A3). Each subject of the Programme will be assigned a
learning outcome number of the training program with the corresponding level of scale; the
assignment of the standard outputs and scale level corresponding to each subject will depend on the
subject that belongs to the knowledge block in the training program. For example, core knowledge
is typically assigned to the PLOs of general knowledge (PLO1) and the scale at level 2 or 3.
Knowledge and specialized subjects are usually assigned learning outcomes related to the
profession (PLO6, PLO7, PLO8) and the scale at level 4. Skill learning outcomes (PLO2 and PLO3)
and attitude learning outcomes (PLO4 and PLO5) are often assigned to core knowledge subjects
and disciplines, disciplines, and specialties; however, these differences vary in scale. In addition,
with each learning outcome of the training program and the corresponding scale level assigned to
each discipline, the banking faculty has established the objectives and learning outcomes of the
course and determined the contribution of the learning outcome of the discipline in terms of
knowledge, skills, attitudes with a specific level of scale to the learning outcomes of the Banking
Concentration programme [01.02.01].
The learning outcomes of all subjects are appropriate and compatible with the learning
outcomes of the Banking Concentration programme. Furthermore, based on the guidelines and
training materials of the HUB, FOB is continuing to improve its assessment, measurement, and
contribution to the learning outcome of the Programme. Specifically, in addition to based on surveys
and expert opinion polls to determine the PLOs, FOB also surveys and solicits expert opinion to
construct the PI for each PLO and allocate these PIs to each subject with the corresponding scale
level [01.02.02].
1.3. The programme to show that the expected learning outcomes consist of both generic
outcomes (related written and oral communication, problem-solving, information technology,
 8

teambuilding skill, ect) and subject specific outcomes (related to knowledge and skill of the
study discipline)
The PLOs are currently being applied, and FOB is constructed quite comprehensively
according to the PDCA process and is approached according to SMART principles (specific,
measurable, attainable, realistic, and timetable). Specifically, PLOs consist of 08 learning outcomes
and are divided into two groups: (i) the general learning outcome group with 05 learning outcomes:
PLO1 is the general knowledge of natural and social sciences in economics; PLO2, PLO3 are the
general skills; PLO4, PLO5 are the levels of self-reliance and self-responsibility (attitude); These
are general learning outcomes that learners need to acquire comprehensive knowledge of nature,
economics, and society; as well as acquiring thinking, correct awareness, problem-identification
and problem-solving skills, flexible adaptability to the changing business environment in the
context of international economic integration and the digital age. (ii) The specialized learning
outcomes group has 03 learning outcomes: PLO6, PLO7, and PLO8, which are in-depth knowledge
of the finance-banking sector. In sum, by accumulating these 08 PLOs, students can shape
professional competence in the finance-banking sector [01.03.01].
In addition to the specific identification of 08 learning outcomes, including 05 general learning
outcomes and 03 specialized learning outcomes, as mentioned above, the development of the PLOs
is based on the following principles: (i) be measurable: each PLO for a specific level based on the
Bloom scale. (ii) be attainable: each PLO is assigned to several subjects (Appendix-A3), whereas
each subject will contribute to between 03 and 05 learning outcomes of the Programme with the
corresponding specific scale level. In addition, Faculties (responsible for subjects) have developed
each PLO and show the contribution of each PLO in terms of knowledge, skills, or attitudes to the
PLOs. In addition, based on the standard of learning outcomes for each subject, Faculties
(responsible for the subjects) have designed the method of teaching and learning, the method of
evaluating the learners according to the learning outcomes, compatible with the standards of the
subject's learning outcome(s). (iii) be practical: PLOs are constructed based on surveys, and
referendum opinions from stakeholders (faculty members, students, Alumni, employers, regulators,
and professional associations). The survey results are analyzed by FOB, critically reviewed, and
approved by the scientific Councils at FOB and university levels. Besides, with a highly qualified
human resources team and fairly good response to facilities, the school/faculty has sufficient
resources to help students with the learning outcome of the training program. (iv) Be timetable:
PLOs are contributed by the outcomes of subjects. Except for the final internship (03 credits)
assigned to 05 standard outcomes and the graduate thesis (09 credits) appointed to 06 learning
outcomes of the training programme, and other subjects in the Programme, each subject is usually
assigned from 3-4 learning outcomes of the education program. Besides, each subject is designed
from 3-5 learning outcomes, covering a full range of knowledge, skills, and attitudes. Additionally,
in terms of the duration of the study, each course is mainly designed to be 03 credits (corresponding
to 45 hours of classroom lessons, a minimum of 90 hours of self-study at home); with this duration,
under the teaching and guidance of a faculty, banking students have sufficient time to the learning
outcome of the subject in knowledge, skills, attitudes. Students achieve PLOs that been assigned to
subjects [01.03.02].
1.4. The programme to show that the requirements of stakeholders, especially external
stakeholders, are gathered, and that these are reflected in the expected learning outcomes.
The definition of expected learning outcomes of the 2021 Banking Concentration programme
is based not only on the missions, and visions of HUB and FOB but also on the stakeholders'
requirements. Specifically, the designed learning outcome of the programme in particular, the
specialized programme of Banking in general, is carried out by FOB according to the PDCA
process. Of which, to design a Banking Concentration programme in 2021, FOB identified the first
and also most important one is the need to define the learning outcomes of the programme, and the
outputs must be based on the requirements of stakeholders (teachers, students, Alumni, employers,
 9

regulators, professional associations). In addition to defining the PLOs, FOB has also defined the
objectives of the Banking Concentration programme. To define the goals and outputs of the 2021
Banking Concentration programme, FOB has undertaken several steps, some of which include: (i)
Establish the basis for the establishment of the targets and the PLOs, which are based on the PLOs
of Banking Concentration programme in 2018; the recommendations of the AUN-QA organization
when accrediting the April 2019 Banking Concentration programme; the provisions of MOET; the
missions and visions of the HUB and FOB; and the HUB's guidelines. (ii) Draft objectives and
learning outcomes of the programme, which were consulted by experts. (iii) Conduct surveys,
analysis, evaluation, and synthesis of survey results collected from stakeholders. The survey results
collected from stakeholders show that regarding the objectives of the Banking Concentration
programme, over 97% of respondents were rated quite appropriately and very appropriately (Table
1.1), and regarding the learning outcome of the Banking Concentration programme, over 98% of
the respondents assessed it as necessary and essential (Table 1.2) [01.04.01].
Table 1.1: Survey results related to the objectives of the Banking Concentration programme
Achievement level1 (Unit: %)
No. Criteria
1 2 3 4 5
The objectives of the programme are defined in
1 accordance with the mission of the HUB, FOB and the 0.00 0.00 0.00 23.95 76.05
requirements of society.
The objectives of the programme are clearly defined in
2 terms of the knowledge, skills and attitudes that learners 0.00 0.00 2.18 26.41 71.41
need when they graduate.
Source: Report of the survey results on the improvement of the Banking Concentration
programme
Table 1.2 Survey results related to the learning outcomes of the Banking Concentration
programme
Learning Achievement level2 (Unit: %)
Criteria
outcome 1 2 3 4 5
Ability to apply basic knowledge of natural and
PLO1 0.00 0.00 0.87 22.93 76.20
social sciences in the field of economics.

PLO2 Critical thinking ability 0.00 0.00 0.00 28.01 71.99

Ability to organize, work in a team and

communicate effectively in an international
PLO3 integration environment. 0.00 0.00 1.31 19.45 79.25

Show initiative, actively learn, research and

PLO4 manage personal resources, and meet lifelong 0.00 0.00 0.00 16.55 83.45
learning requirements.
Show a sense of compliance with the law,
PLO5 0.00 0.00 0.00 21.77 78.23
Professional ethics and social responsibility
Ability to systematically apply background and
PLO6 0.00 0.00 0.29 25.54 74.17
in-depth knowledge to solve specialized

1
1: Absolutely inappropriate; 2: Less appropriate; 3: Moderate appropriate; 4: Quite appropriate; 5: Very appropriate
2
1: Absolutely inappropriate; 2: Less appropriate; 3: Moderate appropriate; 4: Quite appropriate; 5: Very appropriate
 10

problems in the finance–banking sector.

Ability to participate in building and developing
PLO7 0.00 0.00 1.30 23.66 75.04
application solutions in the field of banking.
Ability to recognize, grasp and adapt to
PLO8 0.00 0.00 1.16 18.72 80.12
changing trends in the banking sector.
Source: Report of the survey results on the improvement of the Banking Concetration programme
The objectives and learning outcomes of the 2021 Banking Concentration programme are
constructed based on the survey results from stakeholders (faculty members, students, Alumni,
recruiters, regulators, and professional associations). These goals and PLOs are approved by the
director and formally issued by the academic and school-level scientific councils. Besides, the PLOs
are disseminated to stakeholders and published publicly on FOB's website since PLOs are officially
issued [01.04.02].
1.5. The programme to show that the expected learning outcomes are achieved by students
by the the time they graduate
Students of the Banking Concentration programme are considered to graduate when the
association meets the following conditions: (i) Accumulate the full number of students and the
required learning volume; (ii) A cumulative average of 5 points or more, on a scale of 10 points;
(iii) Fulfillment of the learning outcome requirements for foreign languages, informatics and
training points as prescribed [01.05.01].
In addition to the survey conducted annually by the laboratory and the quality assurance of the
HUB, including the survey of the quality of the course from last year's students and graduates
(KS02), the employment situation of graduates after graduation (KS03), the employee satisfaction
of employers about graduates from the HUB (KS04), to obtain more information to improve the
output (expected learning results) of the training program, teaching and learning methods, to
evaluate the pupils according to the outcome of the program; periodically the Banking Faculty also
conducted surveys of the employers, graduates on the level of achievement of the initial standards.
Specifically, in 2023, FOB surveyed the level of output of Banking graduates in 2022 and 2023
(students trained under the 2018 edition of the Banking Concentration programme). Of which,
except for a few learning outcomes (PLO7 and PLO12), a few people surveyed said that they only
achieved 25%; the majority of those surveyed thought that the remaining outputs had a fairly high
level of achievement (Table 1.4) [01.05.02].
Table 1.3. Levels of achievement of expected academic results by graduates in 2022 and 2023
Level of achievement of
Expected learning results (PLOs) expected learning results
(Unit: %)
Learning 25 50 75 100
Content of learning outcomes
outcomes
Ability to apply basic knowledge of natural and social
PLO1 0.00 0.00 13.62 86.38
sciences in the field of economics
Ability to systematically apply background and in-depth
PLO2 knowledge to solve specialized problems in the finance – 0.00 0.00 31.71 68.29
banking sector
Ability to apply knowledge and specialized skills to identify
PLO3 0.00 1.83 35.97 62.20
and control risks in the operations of a bank/credit institution
Ability to apply professional knowledge to identify, analyze
PLO4 0.00 0.00 28.86 71.14
and solve specialized problems in the banking sector
Ability to counteract, construct, develop new policy
PLO5 0.00 1.22 39.23 59.55
mechanisms in the banking sector
 11

PLO6 Critical thinking ability 0.00 0.00 23.98 76.02

PLO7 Ability to organize, work in a team 1.63 7.93 27.64 62.80

Ability to communicate effectively (in writing and in speech)

PLO8 0.00 9.35 23.17 97.48
in different environments and circumstances
PLO9 Ability to apply specialized skills in the banking sector 0.00 0.00 35.77 64.23
Demonstrate proactive, positive and manageable personal
PLO10 0.00 0.00 18.90 81.10
resources

PLO11 Show a sense of compliance with the law, professional ethics 0.00 0.00 17.89 82.11

Ability to recognize and adapt to changes in social and work

PLO12 3.05 17.89 15.04 64.02
environment
Source: The achieved results of the 12 PLOs
CRITERION 2 - PROGRAMME STRUCTURE AND CONTENT
2.1. The specifications of the programme and all its courses are shown to be
comprehensive, up-to-date, and made available and communicated to all stakeholders.
The description of the 2021 Banking Concentration programme provides full information about
the objectives, learning outcomes (Expected Learning Outcomes), and the entire structure of the
Programme. Compared to the 2018 version of the Banking Concentration programme, the 2021
version shows more completed and detailed information. In particular, alongside information about
the objectives and learning outcomes (Expected Learning Outcomes) of the Programme (Figure
1.1), the 2021 version also shows the following information: (i) Investment Programme Name:
Bank; (ii) Diploma: Bachelor of Finance - Banking (Major code: 7340201) ; (iii) Faculty
management: Banking; (iv) Degree-granting university: Ho Chi Minh University of Banking; (v)
Information about inspection certification: has completed quality accreditation and been granted a
quality accreditation certificate according to AUN-QA standards, dated May 25, 2019, by the Asean
University Network. In addition, the description of the 2021 version also shows the following
information: (i) Total knowledge of the entire course: 124 credits of general and professional
education knowledge, 05 credits of physical education, 08 credits of national defense and security
education; (ii) Training period : 03 to 04 years; (iii) Output standard matrix of the Programme
allocated to subjects: except for the internship module at the end of the course which is allocated
05 PLOs and the graduation thesis is allocated 06 PLOs, other modules belong to the specialized
Programme in Banking allocated from 03 to 04 PLOs ((Appendix-A3)); (iv) Teaching and
assessment methods: teaching methods are applied diversely, flexibly combining traditional
teaching methods and modern teaching methods; Methods of assessing learning outcomes for
learners are applied diversely, in accordance with subject content and all aim to measure the learning
outcomes of the curriculum allocated to the subject; (v) Admission subjects and admission criteria:
nationwide admission, admission criteria are developed by HUB annually in accordance with the
actual situation and meet the regulations of the Ministry of Education and Training; (vi) Post-
graduation job positions: including business-oriented jobs at banks/enterprises, management-
oriented jobs at state management agencies, research-oriented jobs at universities or research
institutes [02.02.01].
The course outlines of all subjects/modules of the Banking specialized programme are
designed, complete, and consistent in form and structure according to the requirements of HUB.
The course outline includes 03 main parts: (i) Part A. General information about the subject:
presents content related to the subject name in Vietnamese and English, subject code, syllabus
training level and applied training field, number of credits and time allocation, subject management
 12

department, previous subjects, subject description, objectives, and learning outcomes of the course,
the contribution of the subject to PLOs, methods and forms of teaching and learning, regulations of
the subjects, and learning materials. (ii) Part B. Subject assessment methods: presents content
related to subject assessment components including process assessment and final assessment;
Content and assessment methods for the assessment components of attendance and learning attitude,
individual midterm examination, essays/assignments, and/or group presentations, final exam;
Evaluation rubrics for each evaluation method. (iii) Part C. Detailed teaching content: presents the
duration, detailed teaching contents, learning outcomes of the subject and their contribution to the
PLOs, teaching and learning activities, assessment methods prices, and learning materials used for
each chapter in the subject [02.01.02].
The Programme and course outlines of the Banking Concentration programme version 2021,
after being officially issued, will be disseminated to relevant parties and publicly announced on the
website of the HUB and/or FOB of Banking. [02.01.03].
2.2. The design of the curriculum is shown to be constructively aligned with achieving the
expected learning outcomes.
FOB of Banking designs the 2021 Banking Concentration programme to help students achieve
the PLOs. Specifically, the Programme has 08 trainees in three areas, i.e., knowledge, skills, and
attitudes. The basis for determining the PLOs of this curriculum is based on the regulations of
MOET, the HUB's instructions, and the survey results of relevant parties. Among the 08 PLOs,
there are 05 general PLOs, including PLO1, PLO2, PLO3, PLO4, and PLO5, and 03 specialized
PLOs including PLO6, PLO7, PLO8 (Figure 1.1). Based on the 08 training standards of the
Programme, FOB determines the necessary subjects to help students accumulate in-depth
knowledge, excellent skills, and good attitudes to meet the Programme's standards when students
graduate. With the identified subjects, FOB allocates the PLOs for each subject, and the level of
contribution of each subject in terms of knowledge, skills, and attitudes to the PLOs. This process
is approved by the Scientific Council at FOB and HUB levels, and approved by the Principal
[02.02.01].
Based on the PLOs and the scale level allocated to each subject, the Faculties, who are in charge
of the subject, will develop a detailed subject syllabus. This process follows the PDCA cycle. In
particular, the main stages of developing a subject syllabus include: (i) Lecturers/groups of lecturers
are assigned by Faculties to be in charge of compiling the subject syllabus. The procedure is based
on the assigned PLOs for each subject and information obtained from a survey of stakeholders. The
groups will discuss and draft a detailed subject outline, including all the contents of parts A, part B,
and part C mentioned above. (ii) Faculties, who are in charge of the subject, discuss the outline and
comment on the draft so that the groups complete the outline. (iii) Scientific Councils at the
Faculties and HUB levels to deliver comments, and approve the outline. (iv) The Principal approves
and officially promulgates the outline. Besides, depending on the standards of knowledge, skills,
attitudes, and corresponding levels allocated to the subject, Faculties design teaching, learning, and
evaluating methods for each subject [02.02.02].
The 2021 version of the Banking Concentration programme has 08 PLOs, including 05 general
PLOs and 03 specialized PLOs; FOB designs the Programme with the appropriate number of
subjects/modules and the total duration of the curriculum. In particular, in addition to 05 credits of
physical education and 08 credits of defense and security education, the 2021 version of the
Programme is designed to include 43 subjects corresponding to 124 credits for 03 to 04 expected
training years. Teaching and learning activities in each subject are scientifically designed to
combine theory and practice. The curriculum also emphasizes a diverse and flexible learner
assessment according to the PLOs. These activities combine classroom learning self-study and self-
research at home. Specifically, the curriculum includes 43 modules corresponding to 124 credits,
which equals 1,860 hours (124 credits x 15 hours/credit) of theoretical and practical learning in
class or at labs. Students also self-study and self-research at home for a minimum of 3,720 hours
 13

(According to regulations and mentioned in the subject syllabus, the time for students to self-study
and research at home according to the direction of the lecturer in charge of teaching is at least twice
as long as the class time in class). Students are fully capable of achieving the PLOs of the
Programme within 03 years to 04 years [02.02.03].
2.3. The design of the curriculum is shown to include feedback from stakeholders, especially
external stakeholders.
The HUB and FOB are currently applying the ISO 9001:2015 process in all activities, including
the design and development of curriculum. In addition, updating and improving the Banking
Concentration programme is always carried out by FOB according to the PDCA process.
Specifically, FOB has planned, and organized review, evaluation, and improvement in 2021. In
particular, in addition to relying on the regulations of MOET, HUB's instructions on updating and
improving the Programme and recommendations of the AUN-QA Organization when accrediting a
specialized programme in April 2019. To have more information to serve the design and
development of the Programme, FOB has collected information from relevant parties, especially
from employers labor, and outside experts in 2021. Collecting feedback from stakeholders is carried
out by FOB of Banking through many stages, of which the main stages include: (i) a Survey of
stakeholders for the 2018 version of the Banking Concentration programme about the compatibility
between the programme and the programme's objectives; Consistency and cohesion between
programme content, methods of testing and evaluating learners according to the curriculum's
standards, and resources for learning and teaching; The level of meeting the development
requirements of the programme. (ii) Analyze and synthesize survey data for the 2018 version of the
Banking Concentration programme; Based on the results of this survey, FOB of Banking designed
and developed the 2021 Banking Concentration curriculum (draft version), then conducted a survey
of stakeholders on the content of the version. this draft. (iii) Analyze, evaluate, and synthesize
survey data to complete the 2021 version. (iv) Approve FOB-level Scientific Council for the
Banking specialized teaching programme row; (v) Send documents to HUB's Training Department
to review validity and completeness for submission to the HUB-level Science and Training Council;
(vi) The Principal approves and officially promulgates the 2021 version of the Banking specialized
teaching programme [02.03.01]. Compared to the 2018 version, one of the highlights of the design
and development of the 2021 specialized teaching programme for Banking is: that in addition to
improving integration and In addition to the scale level for the curriculum's learning outcomes, FOB
of Banking also greatly improved teaching methods, testing and evaluating learners according to
the curriculum's learning outcomes, especially updating reference documents in both Vietnamese
and English [02.03.02].
FOB also uses survey results conducted annually by the Department of Testing and Quality
Assurance to design, develop, and improve the 2021 version of the Programme. These include the
Course Quality Survey, querying final year students and recent graduates (KS02); Survey on the
employment situation of learners after graduation (KS03); Survey on employer satisfaction with
HUB graduates (KS04). In addition, FOB/Department also periodically organizes seminars and
specialized activities for lecturers and/or experts who are leaders of banks or businesses to share
experiences to improve the content, teaching methods, testing, and assessment of learners according
to the standards of the Programme. FOB utilizes these results to improve the Programme [02.03.03].
2.4. The contribution made by each course in achieving the expected learning
outcomes is shown to be clear.
The level of contribution of each subject to the learning outcomes (Expected Learning
Outcomes) of the 2021 version is shown by achieving the PLOs allocated to the subject at the same
level corresponding scale. Except for the Internship module (at the end of the curriculum) for 05
credits and the Thesis for 06 credits, other subjects equal 03 to 04 credits. On the contrary, each
learning outcome of the curriculum is contributed by several subjects (Table 1.1). Based on the
standards of the curriculum and the corresponding scale level allocated to the subject, the faculties
 14

(in charge of the subject) will develop a detailed course syllabus according to the PDCA cycle. In
particular, to concretize the level of contribution of each subject in the PLOs, based on the guidance
of the Training Office, FOB determines the goals, the course learning outcomes (CLOs), and the
contributions of the CLOs to PLOs. For example, The Banking credit subject is allocated 04 credits,
including PLO5, PLO6, PLO7, and PLO8. To have a basis for assessing the level of contribution of
the Banking Credit subject to the curriculum's learning outcomes, FOB identifies 04 CLOs,
including CLO1, CLO2, CLO3, and CLO4. These CLOs are shown clearly in the Banking Credit
subject syllabus. In addition, FOB builds a matrix of CLO contributions to the Banking
Concentration programme PLOs (Table 2.1) [02.04.01].
Table 2.1. Illustration for Matrix of CLOs Contribution to PLOs
CLOs PLOs of the Banking Concentration programme
(Banking Credit subject) PLO5 PLO6 PLO7 PLO8
CLO1 4
CLO2 4
CLO 3 4
CLO4 4
Source: Banking Credit course outline (2021)
FOB has clearly defined teaching and learning methods in the subject outlines to accumulate
the contribution of each subject/module in achieving the PLOs. One of the outstanding points of
approaching teaching and learning methods of subjects in the 2021 version (compared to the 2018
version) is the diverse and flexible combination of several teaching and learning methods, including
traditional and modern ones. The combination depends on the PLOs and the corresponding scale
level allocated to the subject. For example, the Banking Credit subject is allocated 04 credits with
a scale level of 04, in which 03 PLOs belong to specialized knowledge and 01 PLO belongs to
attitude, with a scale level of 04. The allocation means that the learner must be able to "analyze"
the issues related to the subject content, corresponding to the distributed PLO. To gain the acquired
knowledge, practical skills, specialized skills, moral qualities, "lifelong learning" attitude, and
corresponding to the distributed PLOs, FOB has applied several teaching and learning methods,
such as interactive lecture method, teaching method via work/study Practice in groups, teaching
methods using case studies (refer to the Banking Credit subject outline) [02.04.02].
The course syllabus identifies the subject assessment components to evaluate/measure the
achieved CLOs and the subject contributions to the Programme. In addition, the course outlines also
specifically show the content assessment methods and rubrics assessment for each component. One
of the outstanding advantages in assessing the level of achievement of subject standards and their
contribution to the Programme in version 2021 (compared to the 2018 version) is that it does not
only focus on the end assessment of the course but also assesses the learning process for the entire
course. In addition, the assessment of learners' learning outcomes according to the learning
outcomes of the curriculum in subjects is based on a diverse and flexible combination of assessment
methods, depending on the type of learning outcomes of knowledge and skill, the attitude of the
curriculum and the corresponding scale level are allocated to the subject. For example, the Banking
Credit subject is allocated 04 PLOs of the curriculum with a scale level of 04. The level requires
that at the end of the subject, learners must be able to "Analyze" relevant issues to subject content.
Therefore, 03 methods for process- and 01 for the final-assessment are applied to evaluate/measure
the level of achieving the CLOs and their contributions to the PLOs (Table 2.2). In particular, the
evaluation methods include “A.1.2. Mid-term exam”, “A.1.3. Group exercise”, and “A.2.1. Final
exam" which are adapted to evaluate the level of achievement of the PLO6, PLO7, and PLO8 that
the curriculum allocates to the Banking Credit subject. The evaluation methods include “A.1.1.
Diligence, learning attitude", and "A.1.3. Group homework" which are used to evaluate the level of
achievement of the PLO5 that the curriculum allocates to the Banking Credit subject [02.04.03].
 15

Table 2.2. Subject assessment components

Evaluation
Evaluation method Course Learning Outcome Weight
component
A.1.1. Diligence, learning attitude CLO1 10%
A.1. Formative
A.1.2. Mid-term test CLO1, CLO2, CLO3, CLO4 20%
assessment
A.1.3. Group homework CLO1, CLO2, CLO3, CLO4 20%

A.2. Final assessment A 2.1. Final exam CLO2, CLO3, CLO4 50%

Source: Banking Credit course outline (2021)

2.5. The curriculum to show that all its courses are logically structured, properly sequenced
(progression from basic to intermediate to specialized courses), and are integrated.
The 2021 version of the Banking Concentration programme includes 43 subjects/modules with
a total duration of 124 credits, excluding 05 physical education credits and 08 defense and security
education credits. Of the total 43 modules in the Programme, there are 10 subjects in the general
knowledge group, 18 subjects in the industry basis knowledge group, and 15 subjects in the industry
and specialized knowledge group. The Programme is reasonably structured between general
knowledge and professional knowledge. With a total of 124 credits, of which general knowledge
accounts for 17.74%, professional knowledge (industry basis, industry and specialized) accounts
for 82.26% of the entire curriculum (Table 2.3). The division follows the recommendations of the
AUN-QA Organization when accrediting the Banking Concentration programme in April 2019, and
the development orientation of HUB's programmes, which is to strengthen specialized knowledge
to help learners comprehend deep specialized knowledge, develop professional skills, and practice
professional ethics; thereby meeting the requirements of the labor market in the banking and finance
sector in the context of international economic integration and the strong development of the 4.0
industrial revolution [02.05.01].
Table 2.3. Structure of the Banking Concentration programme
No. Body of knowledge Number of courses Number of credits Ratio (Unit: %)
1 General education 10 22 17.74
2 Professional education 33 102 82.26
2 .1 Fundamentals of major 18 52 41.94
2.2 Major 8 23 18.55
2.3 Specialization 7 27 21.77
Total 43 124 100%
Source: Banking Concentration programme, version 2021
The 2021 version of the Banking Concentration programme has a total of 43 subjects, of which
each subject integrates the learning outcomes of knowledge, skills, and attitudes (Table 2.3). In
addition, the content of many subjects in the Banking Concentration curriculum combines theory
and practice, is integrated into an interdisciplinary direction, and requires students to actively
experience themselves to acquire knowledge following HUB's educational philosophy of "Liberal
- Interdisciplinary - Experience". In addition to the reasonable structure between general knowledge
and professional knowledge (Table 2.3), the subjects are arranged in chronological order and clearly
defined in the training plan of the Banking Concentration programme version 2021. Specifically,
(i) Courses belonging to the general or industry basis knowledge groups are introduced in the first
semesters. (ii) Subjects belonging to the industry knowledge group are lectured in the following
semesters. (iii) Subjects belonging to the specialized knowledge group are delivered in the final
 16

semesters. As for the Final Internship and the Thesis modules, students can only take them when
they have accumulated the required credits according to regulations. In addition, with the subjects
in the specialized Banking curriculum, there are also regulations on previous/parallel subjects to
ensure the scientific inheritance of knowledge and skills between subjects in the programme in
teaching programme [02.05.02].
The curriculum of the Programme is applied following the credit system. Each academic year
includes 02 main semesters and 01 additional summer semester for students who want to study
beyond and improve their scores3. By 03 organized semesters, students proactively arrange their
plans to achieve PLOs. Students who have high capacity and good time management ability can
register for the maximum number of credits allowed each semester to graduate earlier than the
expected duration, which is 04 years from admission [02.05.03].
2.6. The curriculum to have option(s) for students to pursue major and/or minor
specialisations.
Students are required to not only have the ability to be creative and practical thinking but also
have relevant knowledge upon graduation with the educational philosophy of "Liberal -
Interdisciplinary - Experience". Following its educational philosophy, HUB has updated and
improved the curriculum continually. Specifically, the curriculum has several general and
interdisciplinary learning outcomes to allow learners to transfer between majors. In particular, the
Banking Concentration programme has been improved by FOB of Banking in 2021. There are 03
PLOs (PLO6, PLO7, and PLO8) in-depth knowledge in finance and banking. Additionally, there
are also 05 general PLOs (PLO1, PLO2, PLO3, PLO4, and PLO5) for general knowledge and skills.
These general PLOs are also currently being applied to other Programmes, for example, the Finance
Concentration Programme and Accounting and Auditing Programme. Compared to the Finance and
Accounting and Auditing Programmes, the Banking Concentration programme only differs from
about 09 to 12 subjects/modules. By this approach, the Programme allows students to earn dual
majors easily. Furthermore, after graduating from the Programme, students can pursue a 2nd degree
within 01 to 02 semesters [02.06.01].
The Banking Concentration programme version 2021 develops two orientations: (i) Traditional
in-depth banking orientation, and (ii) Financial technology orientation. The Programme combines
theory and practice and integrates knowledge, skills, and attitudes. In particular, teaching and
learning activities of subjects in the Programme always encourage students to self-study, self-
research, and self-experience to acquire knowledge, develop thinking, and practice ethics. It has
allowed learners more opportunities to choose appropriate learning orientations to unleash their
abilities according to their characteristics with the two orientations [02.06.02].
Students take the course Introduction to Banking in the first semester to choose an orientation
that suits their interests, qualities, and abilities. In addition, it helps students know how to develop
and practice skills and professional ethics. It also helps students better understand the Banking
Concentration programme so that students can choose the appropriate orientation [02.06.03].
2.7. The programme to show that its curriculum is reviewed periodically following an
established procedure and that it remains up-to-date and relevant to industry
Reviewing, updating, and improving the Banking Concentration programme is regularly
carried out by FOB following the regulations of MOET, and the instructions of the HUB. The
process is according to the PDCA cycle. In particular, the curriculum in the Programme is regularly
updated by FOB, fully meeting the requirements of the MOET and recommendations of the AUN-
QA Organization the accreditation Programme in April 2019. In particular, compared to the 2018

3
The total number of semesters (from admission to graduation) will depend on the number of courses (or credits) in
each semester that a student registers and passes exams.
 17

version of the Programme, the 2021 version has a huge improvement. Specifically, the 2021 version
reduces some inappropriate output standards, and some overlapping output standards have been
integrated into one standard. The PLOs are supplemented with levels according to the Bloom scale.
Some subjects are no longer relevant and add some new subjects in a modern direction (For
example, adding some subjects such as Artificial Intelligence in Quantitative Trading, Social
network data analysis Assembly, Python Programming for Data Analysis). The 2021 version also
reduces the number of credits for the curriculum from 129 to 124. In addition to improving the
programme, FOB also improved the 2021 Banking Concentration programme outlines. Specifically,
in addition to updating new knowledge to suit the actual situation in "part C. Detailed content
Teaching", the syllabus of subjects in the 2021 version has crucial improvements in teaching
methods and assessment according to the curriculum's standards, especially references in
specialized subjects are used in Vietnamese and English with the updates [02.07.01].
FOB consulted and compared the curriculum of prestigious universities domestically and
internationally to design and develop the 2021 version of the Banking Concentration programme.
FOB also collected feedback from stakeholders. FOB selects and compares to the following
universities in Vietnam, including (i) University of Economics, Ho Chi Minh City: Programme in
Banking and Finance, major in Banking, (ii) Banking Academy: Programme in Banking and
Finance, (iii) University of Economics and Law: Programme in Banking and Finance, major in
banking. The overseas universities selected by FOB for comparison include (i) Monash University,
an Australian research-oriented university (the top 100 in the world and the top 8 universities in
Australia research-oriented), (ii) University of Leeds, a British research-oriented university (the top
100 in the world according to various rankings). Besides, updating and improving the curriculum is
carried out by FOB following the PDCA process. The main stages related to improving the
Curriculum include (i) FOB adjusts and improves the Curriculum, including the objectives,
outcomes, structure, and content. The basis for adjustment and improvement is based on the
regulations of MOET, instructions of the HUB, recommendations of the AUN-QA Organization
when accrediting the programmes in April 2019, and the survey results of stakeholders. (ii) FOB
reviews and evaluates to eliminate unnecessary subjects and add new subjects. FOB builds, updates,
and improves subjects to be consistent with the standards of the curriculum and the scale levels
allocated to each subject. (iii) FOB approves the curriculum and course outlines by the Scientific
Council at FOB level and sends documents related to updating and improving the curriculum and
course outlines to the Training Office; (iv) The Training Office checks the validity and
completeness of the dossier on updating and improving the programme and the course outlines of
FOB and submits it to the Scientific Council at the university level for consideration and approval.
(v) The principal approves and officially promulgates the updated and improved curriculum and
course outlines [02.07.02]. The Curriculum and the set of course outlines of version 2021, after
being officially issued, will be disseminated to relevant parties and publicly announced on the
website of the HUB and/or FOB [02.07.03].
FOB has currently planned and is implementing the review, update, and improvement of the
Programme, which will be implemented starting at the end of 2023 and is expected to be completed
in June 2024. In particular, the Banking Concentration programme has been improved (expected to
be completed in June 2024) and developed in two orientations: (i) Digital banking and risk
management, and (ii) Financial technology. The purpose of improving the programme is, on the
one hand, to meet the HUB's requirements for determining the goals and learning outcomes of the
programme, assessing the level of achievement of learners' expected learning outcomes following
the PLOs, and following the curriculum's standards, which are consistent with the orientation of
AUN-QA version 4.0. On the other hand, FOB improves the programme in a modern direction,
consistent with the development trend of the digital economy in the 4.0. By this approach, HUB
provides society with high-quality human resources, especially in the field of finance and banking.
The modern direction is potential since the labor market has a very high demand for human
resources to implement digital transformation and develop digital banking [02.07.04].
 18

CRITERION 3 - TEACHING AND LEARNING APPROACH

3.1. The educational philosophy is shown to be articulated and communicated to all
stakeholders. It is also shown to be reflected in the teaching and learning activities
HUB's educational philosophy is issued through official documents [03.01.01], this
educational philosophy, after being issued, is disseminated to all employees, lecturers, students, and
other relevant parties of HUB. In addition, the educational philosophy is also publicly announced
on the HUB's website [03.01.02]. At the same time, the educational philosophy is also disseminated
in the form of posters at HUB's training facilities. HUB's educational philosophy is conveyed in the
goals, objectives, and content of the Banking Concentration programme, teaching and learning
activities in the subjects of the Banking Concentration programme. [03.01.03].
The messages in the educational philosophy, after being transmitted and concretized in the
goals, content, teaching, and learning activities of the Banking Concentration programme, have
been recognized by all employees, lecturers, and students. HUB members and other relevant parties
understand and implement it well. In particular, the educational philosophy "Liberal education -
Interdisciplinary - Experience" is conveyed by FOB into the goals, learning outcomes, content of
the Banking Concentration programme, teaching and learning methods of the courses in the
Banking Concentration programme are as follows:
- Liberty: “HUB creates an educational environment to help learners discover their potential;
acquire in-depth specialized knowledge of the discipline based on comprehensive general
knowledge; develop intellectual capacity and personal skills; shape positive individual values;
educating students to become self-reliant, creative and responsible citizens" [03.01.04]. For the
Banking Concentration programme, in addition to the mandatory subjects, students must study to
meet the PLOs of knowledge, skills, and attitudes. The Programme is also designed with elective
courses to help students develop their abilities according to their characteristics [03.01.05].
- Interdisciplinary: “HUB aims to train learners with interdisciplinary understanding to avoid
biases in decision making, increase the ability to connect with experts, and widen their employment
opportunities” [03.01.06] In particular, the Banking Concentration programme is designed with
many courses whose content integrates many professional fields. Therefore, students gain not only
in-depth knowledge and skills in finance and banking but also general and comprehensive
knowledge and professional skills in technology, natural sciences, economics, and society
[03.01.07].
- Experience: “HUB delivers an educational model of "maturity through experience". By
experience, learners will have a deeper understanding of theory and form practical thinking, and
implementation capacity, thereby adapting and improving the environment” [03.01.08]. In
particular, the design and implementation of teaching and learning activities of the Banking
Concentration programme, in addition to theoretical and practical content, are transmitted between
lecturers and students through various methods of teaching and learning in the classroom. Students
can also experience self-study and self-research via case studies and individual/group essays at
home according to the requirements and direction of the instructors [03.01.09]. In addition, students
can also practice in the Practical Banking Room, and Artificial Intelligence Lab for some operations
and directly participate in HUB's real Stock Exchange. Furthermore, students can also participate
in professional seminars and practical experiences at banks [03.01.10].
3.2. The teaching and learning activities are shown to allow students to participate responsibly
in the learning process
Teaching and learning activities in the Banking Concentration programme always aim to create
conditions for learners to participate in learning responsibly. This is done in both the stages of
building, updating, and improving the Programme and the training implementation process for the
Banking Concentration programme. In particular, in addition to creating conditions to help students
achieve the learning outcomes, (expected learning results) of the Programme upon graduation,
 19

teaching and learning activities in the curriculum of the Programme always aim to create conditions
for students to participate in learning responsibly.
- When building, updating, and improving the Programme, in addition to surveying students,
support staff, lecturers, and employers, FOB also uses survey results of courses. Among them, one
of the issues that FOB is very interested in when conducting the survey is how teaching and learning
activities can create conditions for students to participate in learning responsibly [03.02.01]. In
addition, the PLOs that students need to meet when graduating from the Programme, not only
require knowledge but also require students to achieve skills and attitude standards. (For example
PLO2: Ability to think critically; PLO3: Ability to organize, work in groups, and communicate
effectively in an international integration environment; PLO4: Demonstrate initiative and positivity
in studying, researching, and managing personal resources, meeting lifelong learning requirements;
PLO5: Demonstrating a sense of compliance with the law, professional ethics, and social
responsibility) [03.02.02]. To help students achieve these learning outcomes of skills and attitudes
when graduating from the Banking Concentration, FOB creates diverse and flexible teaching and
learning activities. Thereby creating conditions for learners to participate in learning responsibly
[03.02.03].
After the PLOs are determined and allocated to each subject, the Faculties in charge of the
subject will apply appropriate teaching and learning methods. Depending on the content and scale
of the learning outcomes of the allocated Programme, the subjects are different although there are
differences in the number and type of teaching and learning methods applied, one of the common
points is that all subjects apply a variety of teaching and learning methods to achieve the PLOs and
all aim to encourage students to participate in learning responsibly. In particular, applying several
modern teaching and learning methods in subjects, students/groups of students must participate in
presentations, role-plays, handle situations, and do individual/group exercises [03.02.04].
- To achieve the PLOs, students must participate in learning responsibly. In particular, to help
students achieve the PLOs upon graduation; not only does it create a suitable training environment
but there are also teaching and learning activities. Each subject of the Programme always aims to
create conditions for learners to participate in learning responsibly. Specifically, students are
provided with the lecture content in advance, are introduced to the course textbooks/references, and
detailed outlines of the courses clearly state the student's responsibilities, which are: Must research
issues/content related to the subject in advance before participating in class [03.02.05].
- To achieve the PLOs, especially the ones of skills and attitudes, students are required to
participate responsibly. In particular, in addition to having responsibility in learning and self-
study/research to acquire and discover new knowledge. Students need to have academic integrity
regarding academic products (scientific research topics, scientific articles, internship reports and/or
graduation theses, individual essays, and/or group essays...). Students have been studying scientific
research methods since the first year to create conditions for them to have early access to scientific
research activities and have a proper awareness of academic integration [03.02.06]. Besides, FOB
and/or FOB's Youth Union also regularly organizes professional seminars and guides scientific
research [03.02.07], FOB organizes internship guidance sessions and writes internship reports and
graduation theses every year. Furthermore, HUB also issues regulations and guidelines on academic
integrity and provides tools to help students self-check for duplication in their academic products
[03.02.08].
3.3. The teaching and learning activities are shown to involve active learning by the students
The 2021 version of the Banking Concentration programme is designed with a learning plan
(specifically planned for each semester) with mandatory subjects and elective subjects set in two
directions [03.03.01]. Besides, HUB's training mechanism is applied according to the credit system.
Training plans and class schedules are developed by HUB's training department based on the actual
situation, based on feedback from the faculties in charge of subjects and students before issuing the
official lecture schedule, has allowed students majoring in Banking to be proactive in registering
 20

for the class schedule that best suits their time plan, which has helped students learn more
proactively [03.03.02].
Teaching and learning activities in the Programme major always aim to improve students'
proactiveness in learning and research. In particular, to create conditions to help students achieve
the Learning outcomes of the Programme upon graduation, in addition to creating a suitable training
environment, teaching and learning activities are combined. Flexibility in training forms, teaching
and learning methods, and training content, especially the combination of in-class study time and
self-study and self-study at home; as follows:
- Regarding the form of training, teaching and learning activities of subjects in the Banking
Concentration programme are a combination of face-to-face training and online training. In
particular, the maximum online training duration for subjects is specified in detail in each subject
syllabus [03.03.03]. The combination of face-to-face training and online training not only creates
conditions for students to learn more proactively, it also helps students gain experience with modern
training technology. Thereby improving technology skills by the HUB's educational philosophy
[03.03.04].
- Regarding teaching and learning methods, besides traditional teaching methods such as
lectures and group discussions; subjects in the Programme also apply modern teaching and learning
methods such as flipped classroom models, presentations, group discussions, problem-solving
through situations, and practice based on simulated situations [03.03.05]. The flexible combination
of teaching and learning methods not only makes the transmission of subject content between
lecturers and students more convenient but also helps improve students' self-study and self-research
abilities. Because under modern teaching and learning methods, lecturers only play a guiding and
guiding role, students will take an active role in discovering knowledge. Besides, with modern
teaching and learning methods, achieving good learning results requires students to proactively
research materials in advance, and perform individual and group exercises at home according to
Instructions and orientation from instructors before participating in class sessions [03.03.06].
- Regarding training content, in addition to the main training content to achieve the PLOs, FOB
and/or HUB also create conditions for students to experience and share relevant experiences related
to specialized skills, professional ethics, trends, career opportunities, and professional ethics from
Alumni and bank leaders through thematic talks organized by FOB and/or HUB. In addition,
students majoring in Banking also gain experience through practical activities organized by clubs
of FOB's Youth Union and the University's Youth Union [03.03.07].
- Regarding study time, in addition to the time spent studying in class, students are required to
self-study and research at home at least twice the time spent studying in class. Besides, with modern
teaching and learning methods, achieving good learning results requires students to proactively
research materials in advance, and perform individual and group exercises at home according to
Instructions and orientation from instructors before participating in class sessions [03.03.08].
3.4. The teaching and learning activities are shown to promote learning, learning how to learn,
and instilling in students a commitment for life-long learning
Teaching and learning activities in the Banking Concentration programme not only aim to
encourage students to self-study/self-research but also pay great attention to encouraging students
to learn learning methods and be aware of the meaning of lifelong learning.
 21

Table 3.1 Comparison of teaching and learning activities aimed at improving lifelong learning
abilities for students majoring in Banking
Programme, Version 2018 Programme, Version 2021

100% of course outlines clearly describe the use of teaching and learning methods. In
Strengths are addition, 100% of course outlines describe self-research and self-study activities aimed
maintained at improving students' lifelong learning abilities. In addition, lecturers use appropriate
(Similarities) teaching activities and teaching methods to support students in learning learning
methods practicing skills, and improving lifelong learning abilities.
The Programme mentions teaching and learning
The Programme does not
methods. Course outlines not only provide general
mention teaching and learning
descriptions but also describe in detail and specifically
methods. Course outlines, in
the students' self-study/self-research activities. In
Improved addition to general
addition, teaching and learning methods and activities
features descriptions, describe in detail
to support students in practicing their skills and
(Different and specifically self-study/self-
improving their lifelong learning ability are also
points) research activities to support
described in detail in each chapter of the subject
students in practicing skills and
syllabi. At the same time, the course syllabus also
improving lifelong learning
stipulates a training format that combines face-to-face
abilities.
and online.
Source: Compiled from the 2018 and 2021 Programme course outlines
- The university training motto of "teaching people - teaching profession - teaching methods"
and creating a culture of "lifelong learning" so that students after graduating from the Banking
Concentration programme can have “Strong knowledge, proficient skills, standard attitude,
adaptability to a professional working environment”. To do so, when building, editing, and updating
the Programme, in addition to encouraging students to self-study and research, FOB has paid great
attention to encouraging students to learn learning methods and be fully aware of the importance of
lifelong learning, as specified in the Learning Outcomes of the Banking Concentration programme:
PLO2: Critical thinking ability; PLO4: Demonstrate initiative and positivity in studying,
researching and managing personal resources, meeting lifelong learning requirements, PLO8:
Ability to recognize, grasp and adapt to trends direction of change in the banking sector [03.04.01].
- Teaching and learning activities that encourage learners to study, learn learning methods, and
instill lifelong learning requirements are always of concern to the FOB when building, updating,
and editing the Programme. In particular, in addition to updating the PLOs, structure, and content
of the Programme, FOB has paid great attention not only to updating and innovating teaching and
learning activities in the direction of encouraging students to study and learn learning methods but
also helping students realize the meaning and importance of lifelong learning (Table 3.1).
- Teaching and learning activities in the Banking Concentration programme always aim to
encourage and create conditions for students to learn learning methods and fully realize the
importance of lifelong learning. From the first year, students have studied Scientific Research
Methods and Introduction to Banking. The content, teaching, and learning activities in these
subjects not only help students realize the meaning and importance of lifelong learning but also
orient students on how to learn. In addition, most of the subjects in the Banking Concentration
programme apply teaching and learning methods that require students not only to self-study and
naturally research to discover new knowledge but also to help students improve their ability to
collect and process information, think critically, and generate new ideas and/or solutions [03.04.02].
 22

Figure 3.1: Development chart of students majoring in Banking

Banking expert Doctor's degree

Bank staff Master's degree

Career Academic
Development development

Bachelor of Banking Concentration

Source: Compiled from HUB's Introduction to Banking course

With the motto "lifelong learning", HUB's view on "learning" is a continuous process. With the
learning outcomes of knowledge, skills, and attitudes achieved after graduating from university,
students majoring in Banking will continue their learning process at a higher level or continue their
learning process through Experience in a practical environment consistent with professional
competencies and development related to the job position (Figure 3.1) [03.04.03].
3.5. The teaching and learning activities are shown to inculcate in students, new ideas, creative
thought, innovation, and an entrepreneurial mindset
To help students in the Banking Concentration programme become fully aware of the
importance of taking initiative, creative thinking, innovation, and entrepreneurship, FOB organizes
creative start-up competitions to promote the spirit of innovation among students. In addition, the
HUB/Faculty coordinates with banks and businesses to carry out activities to support creative
student startups [03.05.01].
Teaching and learning activities in the Programme not only aim to encourage students to self-
study/self-research but also pay great attention to helping students improve their ability to come up
with initiatives, creative thinking, innovation, and entrepreneurial spirit, as follows:
- In addition to traditional teaching and learning methods, many subjects in the Programme
have applied modern teaching and learning methods, such as teaching and learning methods based
on case analysis, teaching and learning based on problem-solving, and project-based teaching and
learning. With these modern teaching and learning methods, not only have we helped students fully
realize the meaning of self-study and self-research but we have also created conditions for students
to actively explore to create understanding, rather than simply passively absorbing knowledge from
lecturers. This also helps students form creative thinking, innovation, and entrepreneurial spirit
[03.05.02].
- Practical and internship activities are mandatory content in the Programme. In particular, in
some courses in the Programme, in addition to theoretical training, students also practice and handle
simulated situations in the practice room/computer room [03.05.03]. In addition, internship is
mandatory content in the Programme, students having accumulated the required number of credits
as prescribed, will have to complete the internship module at the end of the course. To complete the
final internship course, with the guidance of FOB and the support of instructors, students must intern
at banks, non-bank financial institutions, companies, or state management agencies in finance and
banking. During the internship process, students need to observe, learn, and research practical
operations related to the banking and finance sectors. At the same time, it is necessary to compare,
 23

and evaluate the operations being performed at the internship unit with the theories students have
been equipped with during their time studying at the HUB. This not only helps students learn more
knowledge, experience practice skills, and professional ethics to be able to do a good job after
graduation; It also helps students form creative and innovative thinking [03.05.04].
- In addition to the main learning content of the Programme, students can also participate in
many extracurricular activities and academic competitions, and join clubs organized by the FOB’s
Youth Union or the HUB’s Youth Union. In addition, many final-year students of the Programme
are selected by banks to become potential interns. This not only helps students experience
themselves to come up with ideas, creative thinking, innovation, and entrepreneurial spirit but also
supports banks in recruiting good quality employees, suitable to their needs [03.05.05].
3.6. The teaching and learning processes are shown to be continuously improved to ensure
their relevance to the needs of industry and are aligned to the expected learning outcomess
FOB continuously improves the teaching and learning process for the Banking Concentration
programme. The process ensures the Programme meets the requirements of the labor market and is
compatible with expected learning outcomes. They are not only implemented regularly and
continuously through professional activities and training on teaching and learning methods but also
through updating and editing the Programme.
- The Programme is periodically updated and edited by the FOB. The process of updating and
editing is always carried out by the FOB according to the PDCA cycle. In particular, since the
educational philosophy was conveyed in the goals and content of the Programme, FOB organized
seminars and surveys to receive comments and feedback from many stakeholders (lecturers,
officers, employees, students, Alumni, employers, state management agencies, and other relevant
parties) [03.06.01]. The Programme, after being approved by the Principal, is publicly announced
on the HUB's website [03.06.02]. Specifically, from 2018 to 2023, FOB has updated and revised
the Banking Concentration programme twice. To have information for updating and editing the
Programme, in addition to collecting information for setting goals, learning outcomes, and
Programme content. FOB has paid great attention to information to improve the teaching and
learning process to ensure it meets the requirements of the labor market and is compatible with
expected learning outcomes [03.06.03]. While in the 2018 version, subjects mainly used traditional
teaching and learning methods (Table 3.2), the 2021 version used a variety of teaching and learning
methods, both traditional and modern methods (Table 3.3).
Table 3.2. Matrix connecting between courses, teaching and learning methods with the
Learning Outcomes of Banking Concentration programme (2018)
Learning
Group of courses Teaching and learning methods
Outcomes
Group of courses belonging PLO1, PLO2,
to general and industry basis Lectures, group discussions, group presentations PLO3, PLO4,
knowledge PLO5, PLO6,
Group of courses belonging Lectures, group discussions, presentations, learning PLO7, PLO8,
to the industry and through case study, learning based on problem-solving, PLO9, PLO10,
specialized knowledge practicing practical operations at internship units PLO11, PLO12
Source: Compiled from course outlines of the 2018 Banking Concentration programme
Table 3.3. Matrix connecting between modules and teaching and learning methods and with
the Learning Outcomes of the Banking Concentration programme (2021)
Learning
Group of courses Teaching and learning methods
Outcomes
Group of courses belonging Lectures, group discussions, presentations, flipped
PLO1, PLO2,
to general and industry basis classroom model (assigned students/groups of students
PLO3, PLO4,
knowledge will play the role of lecturers to run the class)
 24

Lectures, group discussions, presentations, learning PLO5, PLO6,

Group of courses belonging through solving situations, learning based on problem PLO7, PLO8.
to the industry and solving, learning based on realistic simulation models at
specialized knowledge the Lab, practicing practical operations at training units,
practice units
Source: Compiled from course outlines of the 2021 Banking Concentration programme
- After being established, the PLOs are allocated to each course, and the faculties/departments
in charge of the subject along with lecturers have proactively researched and discussed to develop
approaches to teaching and learning. The development of teaching activities/teaching methods for
subjects in the Programme is very diverse and appropriate. Specifically, the development of
teaching and learning approaches of faculties/subjects, although based on the content of each subject
and the PLOs, is allocated to each subject. But one of the common points in building teaching
activities/teaching methods for all subjects is that they are all very diverse, and appropriate and all
aim to achieve the learning outcomes of the Programme.
The diversity and suitability of teaching activities/teaching methods of subjects are applied by
traditional teaching and learning approaches such as lecture methods and exchange methods, direct
opinions, and/or group discussions. Furthermore, lecturers also apply many "learner-centered"
approaches to teaching and learning through modern learning methods such as the flipped classroom
model, case study-based learning, and learning based on problem-solving. To unify teaching and
learning activities (content, teaching, and learning methods), FOB organizes seminars/thematic
activities to unify the content and teaching and learning methods for subjects. In particular,
alongside unifying the content of lectures, exercises, and case studies, the seminars/professional
activities also aim to improve teaching and learning methods to suit the content of each course. In
addition, these seminars/professional activities also help lecturers in FOB to agree on teaching and
learning methods and teaching and learning activities mentioned in each course syllabus, as well as
help all lecturers fully realize and pursue the same general educational philosophy announced by
the HUB [03.06.04].
- To continuously improve the teaching and learning process to ensure it meets the requirements
of the labor market and is compatible with expected learning results, based on the need to improve
the teaching and learning methods of specialized subjects, HUB also organizes training sessions on
teaching and learning methods, designs, measures and evaluates PLOs and CLOs [03.06.05].
FOB has updated and revised the Banking Concentration programme in 2021. However, in
response to the changing needs of human resources in the labor market in the banking sector, FOB
has planned to update and edit the Programme expected in 2024. With information obtained from
surveys of employers, lecturers, and relevant parties, the Programme is expected to be developed in
two orientations: (i) digital banking and risk management orientation, and (ii) financial technology
orientation. Additionally, in this update and revision expected in 2024, FOB will not only survey
all stakeholders to determine the Initial Standards and content structure of the Programme but will
also develop and survey the Performance Indicator (PIn) for each of these learning outcomes.
CRITERION 4 - STUDENT ASSESSMENT
4.1. A variety of assessment methods are shown to be used and are shown to be constructively
aligned to achieving the expected learning outcomes and the teaching and learning objectives.
To ensure that learners achieve the expected learning outcomes of each course in the Banking
Concentration programme, many assessment methods are used in combination and designed
appropriately to measure the level of learners' attainment of various expected learning outcomes in
each course of the program.
Specifically, assessment methods are designed to not only measure learners' knowledge
outcomes but also assess their skill and attitude outcomes in each course and throughout the entire
learning process for all courses. Applied assessment methods include exams/ tests in the form of
 25

multiple-choice or essay questions, case study tests/ exercises, essays, projects, presentations, and
short individual tests. Additionally, learners' attitudes are evaluated when participating in
discussions with lecturers and other students, or when demonstrating contributions and debating
abilities between presentation groups. Each course uses different assessment methods that are
suitable for the allocated knowledge, skills, and attitude outcomes for that course. For example,
knowledge and skill outcomes are assessed through multiple-choice and essay exams/ tests, while
skill and attitude outcomes are evaluated through presentations, group projects, or handling case
studies [04.01.01].
Besides, to quantify criteria in exams/ tests and assessments based on the program's expected
learning outcomes (PLOs) with specific levels of measurement scale allocated for each course, these
PLOs are detailed into course learning outcomes (CLOs) with levels according to Bloom taxonomy
levels. In this context, for each course with allocated learning outcomes and corresponding Bloom
taxonomy levels, both the process and the final assessment are required to achieve the allocated
Bloom taxonomy levels. For instance, for courses in the block of specialized knowledge with a level
4 outcome on the Bloom taxonomy scale, the design of multiple-choice or essay questions, and case
studies in exams/ tests must reflect the knowledge and specialized skills related to analyzing and
comparing. Additionally, specific and detailed rubrics for each assessment method in each course
are developed and presented in the course specification, including the internship and graduation
thesis courses [04.01.02].
4.2. The assessment and assessment-appeal policies are shown to be explicit, communicated
to students, and applied consistently.
HUB has clear and specific policies and regulations, including regulations on the organization
and management of undergraduate education, examination procedures for undergraduate education,
and temporary regulations on online assessment during the COVID-19 pandemic. These policies
and regulations provide clear, specific, and detailed guidance on assessing learners' expected
learning outcomes throughout their studying process at HUB. Additionally, these policies and
regulations also mention and provide clear instructions to learners for complaints and appeals
related to learning outcomes. Based on these policies and regulations, HUB has implemented
consistent assessment and appeals activities following the content and requirements outlined in the
aforementioned policies and regulations throughout learners’ entire learning process at HUB
[04.02.01].
The above-mentioned policies and regulations related to the assessment and appeals of learners'
learning outcomes are publicly available on HUB's website and in the "Student Handbook." The
handbook is updated with the latest university policies and regulations of HUB at the beginning of
each academic year and is provided to first-year students in PDF format upon entering the
university. The "Student Handbook" is also publicly accessible on HUB's homepage for learners to
easily find and download for reference at any time [04.02.02].
4.3. The assessment standards and procedures for student progression and degree completion,
are shown to be explicit, communicated to students, and applied consistently.
Criteria and procedures related to the assessment of learning outcomes are fully and specifically
presented in the policies and regulations mentioned in Criterion 4.2 above. This means that the
criteria and procedures related to the assessment of learners' learning outcomes are clearly stated
and consistently implemented, while also being publicly disseminated to learners. The criteria and
procedures related to the assessment of learning outcomes throughout learners' studying journey
and upon completing the program are outlined specifically with the following processes:
- For admission: For all nationwide applicants seeking admission to the regular undergraduate
program in the Banking Concentration, at HUB, recognition of high school graduation and
participation in the national high school examination organized by MOET are required. Applicants
must also submit an admitting file to be considered for admission. HUB employs various forms and
methods of admission. For each admission method, the principle is to admit based on the admission
 26

scores from highest to lowest until the enrollment quota is met. All information regarding the annual
admission process is publicly announced on HUB's website. Detailed information on admissions
includes admission quotas, admission criteria, application forms, deadlines, and result notification
methods. To become a student in the Banking Concentration programme, students are firstly
admitted to the Finance – Banking major, and after the first semester, students are classified into
the Banking Concentration programme based on FOB’s admission quotas, individual preferences,
and learning results in the first semester [04.03.01].
- For assessment of proficiency in foreign language and computer skills: Upon entering the first
academic year, learners are assessed on their proficiency in foreign languages and computer skills.
These essential skills support learners throughout their study at HUB. Meeting the required
proficiency levels in language and computer skills is a prerequisite for learners to register for
Specialized English and Applied Computer classes. The eligibility criteria are presented in the
"Student Handbook." Information about the assessment and its results is publicly announced on the
HUB's website [04.03.02].
- For training process:
+ First, process and final assessment of a course: During the training process at HUB for
learners belonging to the Banking Concentration programme, process and final assessments of a
course are important and conducted in most courses. Information about the activities of the process
and final assessment for each course is always clearly and specifically stipulated in the course
specification. Specifically, information related to process and final assessment made available to
students includes assessment time, format, methods, criteria, weights, and assessment contents for
both process and final assessments. For process assessment, which includes attendance and attitude,
mid-term tests, individual assignments, personal essays, group essays, and presentations, specific
guidelines are presented in the course specifications which are publicly accessible on the Banking
Faculty's website. As for the final assessment, it is reflected in the class schedule and the final exam
schedule published by the Academic Affairs Office at the beginning of each semester, publicly
available on the HUB's website. Regarding the format, methods, criteria, and weights of assessment
components, they are stipulated in the content of the Regulation on the organization and
management of undergraduate education at HUB, which is publicly announced on the Academic
Affairs Office website and further detailed in the course specifications [04.03.03].
Figure 4.1. Timeline in the process of final exam appeal

As announcement of 5 working days 5 working days for

Dep. of Testing and to send appeal Dep. of Testing and
5 working days for
QA after each exam request to QA to check grades
reviewing appeal
faculty

Date of exam Last date to Last date to send Last date for Faculty Date of result
result submit appeal appeals to Faculty to submit revised appeal
announcement request grades announcement

Source: Synthesizing from Regulation on examnination procedures (2023)

+ Secondly, for complaints and appeals related to the process and final assessments of a course:
(i) For the process assessment, if learners have doubts or complaints about grades of process
assessment, the lecturer will provide feedback immediately at the announcement of the process
assessment’s grades or within the maximum of 5 days from the date of receiving the complaint.
 27

This regulation is clearly stated in the Regulations on the organization and management of
undergraduate education at HUB, which has been publicly announced [04.03.04]. (ii) For the final
assessment, if there are complaints about the assessment results, learners have the right to submit a
request for assessment appeal to the Department of Testing and Quality Assurance according to the
HUB's regulation. HUB has established a procedure for learners to appeal final results, as illustrated
in Figure 4.1. [04.03.05].
The appeal application, according to HUB's template, aims to facilitate the learners in making
appeal requests. Two lecturers (different from the two lecturers who graded the exams first) make
the appeal assessment. Therefore, the minutes of the appeal assessment also follow the standardized
template, ensuring consistent scoring practices among lecturers and expediting quickly the appeals
process while protecting learners' rights. If the score discrepancy between the appealed assessment
and the original assessment is 0.5 points or more, the two appeal examiners and the two original
examiners must discuss to decide whether to modify the score. All four examiners must sign the
minutes of the appeal assessment [04.03.06].
The detailed procedures and regulations regarding exam appeals are explicitly presented in the
Regulation on the organization and management of undergraduate education at HUB and the
Regulation on the examination procedures for undergraduate education, both publicly available on
HUB's website. Additionally, related document templates for exam appeals are also published on
the Department of Testing and Quality Assurance's website to assist learners in easily performing
the appeals process. Information on exam appeals is also clearly presented in the "Student
Handbook" for learners' easy reference [04.03.07].
- For the final internship and graduation thesis assessment:
Information about the assessment activities for the final internship and graduation thesis is
specified and published for students. The timeline for organizing the final internship and graduation
thesis is set at 4 to 5 times per year, providing flexibility for learners to choose a suitable time and
register for participation. The schedule for each time is publicly announced on the Department of
Academic Affairs website under the "Announcements about Internship – Graduation" section.
Detailed information about the final internship and graduation thesis assessment is presented in the
course specifications of the final internship and graduation thesis. Additionally, learners receive
clear and detailed information at the guidance session for the final internship and graduation thesis
organized annually by FOB [04.03.08].
- For the assessment of special courses:
In addition to completing the courses in the curriculum, learners are required to meet the
learning outcomes of foreign language and computer proficiency as well as special courses
including physical education, national defense and security education, and the week of citizen-
student activities which are clearly and publicly announced in the curriculum and regulations. The
learning outcomes of foreign language and computer proficiency are disclosed in written form by
the university. Special courses are organized and publicly disclosed on the Department of Academic
Affairs website at the beginning of the first year of the program [04.03.09].
4.4. The assessments methods are shown to include rubrics, marking schemes, timelines, and
regulations, and these are shown to ensure validity, reliability, and fairness in assessment.
For each course, lecturers use various assessment methods to measure CLOs. Each method is
applied appropriately and compatibly to ensure the measurement of course and program learning
outcomes (CLOs and PLOs), maintaining the validity of assessment activities. In addition, rubrics
with clear and detailed assessment criteria are constructed for each test/exam in each course. This
approach ensures high accuracy in the assessment methods for each course, guaranteeing reliability
and fairness, especially for challenging methods to assess accurately, such as presentations and
group assignments. For the final internship and graduation thesis courses, regarding the assessment
of practicing the professional ability that is difficult to assess accurately, rubrics with specific
 28

criteria that help assess these courses are developed and presented in the course specifications. For
the graduation thesis, there are tables of assessment criteria for the instructing lecturer, the counter-
arguing lecturer, and the members of the thesis assessment committee [04.04.01].
Therefore, through diverse assessment methods aimed at ensuring the measurement of CLOs
and PLOs throughout the course duration. If a grade is 04 or above (on a 10-point scale), a student
will pass a course. Based on the 10-point scale, HUB will automatically convert this to a 4-point
scale and a letter-grade scale to rank learners' academic ability [04.04.02].
Continuous improvements are made in the assessment activities to enhance validity, reliability,
and fairness. To limit the issue of potential unfairness arising from each lecturer making separate
tests for each assigned class and creating different levels of difficulty for tests, HUB has regulated
that if all classes of the same course take the same exam session, learners will take a test. This test
can be drawn from a list of questions or can be prepared by lecturers in FOB. In addition to using
question banks, computer-based testing methods for multiple-choice exams have been implemented
in some courses to further ensure objectivity and fairness in assessment [04.04.03].
The fairness in student assessment is also reflected in many aspects such as: (i) Clear pass/ fail
criteria. According to Table 4.1, students' learning outcomes are evaluated on a 4-point scale. This
means that a score of 4 is considered a passing grade on the 10-point scale. (ii) Clear regulations
regarding students’ absences or illnesses, and other situations when the exam is taking place. (iii)
Clear penalties for students who violate examination regulations during the examination process
[04.04.04].
Table 4.11. Conversion from 10-point scale to 4-point scale and letter-grading scale

Status 10-point scale Letter-grading scale 4-point scale

Pass From 9.5 to 10.0 A+ 4
Pass From 9.0 to 9.4 A 3.7
Pass From 8.5 to 8.9 A- 3.4
Pass From 8.0 to 8.4 B+ 3.2
Pass From 7.5 to 7.9 B 3.0
Pass From 7.0 to 7.4 B- 2.8
Pass From 6.5 to 6.9 C+ 2.6
Pass From 6.0 to 6.4 C 2.4
Pass From 5.5 to 5.9 C- 2.2
Pass From 5.0 to 5.4 D+ 2.0
Pass From 4.5 to 4.9 D 1.8
Pass From 4.0 to 4.4 D- 1.6
Fail Under 4.0 F 0
Source: Regulation on the organization and management of undergraduate education (2021)
4.5. The assessment methods are shown to measure the achievement of the expected learning
outcomes of the programme and its courses.
According to HUB's general regulations, student assessment for each course consists of two
components: the process assessment accounts for a 50% weight, and the final assessment carries a
50% weight. The process assessment comprises three assessment parts: (i) attendance and study
attitude with a weight of 10%, (ii) mid-term test involving multiple-choice questions, essays, and
case studies with a weight of 20%; (iii) individual or group essays, topic presentations, short
individual exercises, etc., with a weight of 20%. For each assessment component, according to the
course contents and expected learning outcomes allocated for the course, lecturers may employ
various assessment methods to measure the best and the most accurate CLOs and PLOs. Therefore,
 29

a combined approach using many assessment methods is the common point for student assessment
in each course. To facilitate tracking and analyzing statistics on assessment results, each assessment
component is designed to measure one or two specific CLOs through a suitable assessment method.
However, the final assessment, with a weight of 50%, usually assesses all CLOs of the course. Thus,
lecturers can calculate and measure CLOs and PLOs for each student by using a suitable assessment
method for each component to measure specific CLOs with a specific weight. The assessment
methods and procedures for measuring CLOs of each assessment component are detailed in the
course specifications [04.05.01].
Specifically for the final internship and the graduation thesis courses, which are relatively
challenging to assess accurately, the university requires the use of special methods and forms of
assessment. For the final internship, the assessment relies on three opinions: (1) from business units
receiving internship shown on learners’ internship diary; (2) from the supervising lecturer through
interaction during the internship and guidance on writing the internship report; (3) from the content
of the internship report. All three opinions have assessment rubrics detailed in the course
specification of the final internship. Concerning the graduation thesis, learners have the right to
choose between completing a thesis and studying alternative courses, as outlined in the curriculum.
Both the thesis and alternative courses aim to develop the practice of learners’ professional skills.
If learners choose to write a thesis, they perform under the guidance of a lecturer. The thesis is
assessed by the instructing lecturer and a counter-arguing lecturer, and learners must present the
thesis to a thesis assessment committee consisting of three lecturers. The thesis is assessed with a
clear criteria sheet for the instructing lecturer, counter-arguing lecturer, and committee members,
as specified in the course specification of the graduation thesis. The thesis grade is the average grade
of five lecturers assessing the thesis [04.05.02].
In addition to completing the courses in the curriculum, learners are required to meet the
learning outcomes for foreign language proficiency, computer skills, and special courses in physical
education, national defense, and security education, as published in the curriculum. The regulations
regarding learning outcomes of foreign languages and computers are published in written form by
HUB. The physical education course is taught by the Department of Physical Training, and HUB
issues a certificate in physical education to each student who completes the course. For the national
defense and security education course, HUB collaborates with the Center for National Defense and
Security Education, meeting the teaching requirements and conditions designated by the Defense
Ministry, performs teaches students from the first academic year. Based on the assessment results
of a pass from the Center, students are issued a certificate upon completing the course of national
defense and security education [04.05.03].
With diverse assessment methods as mentioned above, which help measure the achievement of
CLOs and PLOs, learners, upon accumulating the adequate required credits, genuinely achieve all
PLOs and are officially recognized as graduates [04.05.04].
4.6. Feedback of student assessment is shown to be provided in a timely manner.
HUB has regulations regarding the feedback on learners' assessment results, which are publicly
disclosed to both lecturers and learners to help learners improve their quality of learning.
Specifically, the Regulation on the organization and management of undergraduate education, the
Regulation on the examination procedures for undergraduate education at HUB, and the Regulation
on grade management in the training management software system are published on HUB's website
and the Department of Testing & Quality Assurance‘s website [04.06.01].
According to HUB's general regulations, all courses in the curriculum are assessed with 50%
weight given to the process assessment, consisting of three components, and 50% weight given to
the final assessment.
For process assessment, lecturers must announce the results of all three components within 8
days from the end of the course. The time for lecturers to provide feedback on assessment results
may vary depending on the assessment method. For instance, if learners give presentations of
 30

reports or group projects, or complete short exercises in class, lecturers provide immediate feedback
after completing the activity. If the assessment method involves written tests such as mid-term tests,
or case study assignments under essay form, lecturers announce the scores and analyze the
assessment results within 1 to 2 weeks after doing tests to help learners have enough time to adjust
suitably the learning method. However, lecturers often announce scores of process assessment with
three components in the last class of the course, and provide comments on the results of each
component. Timely disclosure of feedback on process assessment results helps learners receive
information promptly to improve their study performance in that specific course and for future
courses [04.06.02].
Regarding the final assessment, the grading process and grade announcement are relatively
timely, with a specific timeline as shown in Figure 4.2.
Figure 4.2. Timeline in the process of grading and announcing final exam scores for learners
3 working days 7 working days 3 working days for Dep.
to receive exam to grade exam of Testing and QA to
papers papers check grades

T T+3 T + 10 T + 13

Exam date Last date for lecturers Last date for Date of announcing
to receive exam papers lecturers to grades to learners
return grades

Source: Synthesizing from Regulation on the examnination procedures

for undergraduate education at HUB (2023)
Lecturers are required to input scores of both the process and final assessment into the grade
management software system as well as submit exam papers and the score sheet (graded by two
lecturers and approved by FOB's leaders) to the Department of Testing & Quality Assurance. The
department cross-checks the score data on the paper sheet with the data on the system for three days.
If they match, the scores are locked, and it is considered the official announcement of grades for
learners. However, in reality, when lecturers input scores into the grade management software
system, learners can access their accounts and immediately see their scores [04.06.03].
4.7. The student assessment and its processes are shown to be continuously reviewed and
improved to ensure their relevance to the needs of industry and alignment to the expected
learning outcomes.
At the end of each course, the Department of Testing and Quality Assurance organizes learner
surveys for the course (Survey Form 01 - KS01). The learner survey is performed online for
convenience, and specifically, when learners enter their learner accounts to view the grades of the
course, the system requires them to complete the survey before viewing the grades. This ensures
the participation of all learners in the course survey, enhancing the effectiveness and accuracy of
the survey. Additionally, annually, the Department of Testing and Quality Assurance conducts
surveys on the quality of the courses (Survey Form 02 - KS02), surveys on the employment
outcomes of graduates (Survey Form 03 - KS03), and surveys on the satisfaction of employers with
the quality of graduates from HUB (Survey Form 04 - KS04). These surveys are also conducted
online through email or survey links [04.07.01].
In the assessment criteria of these surveys, there are also criteria related to the assessment
methods applied in the courses. The survey results compiled by the Department of Testing and
 31

Quality Assurance are presented in reports and sent to FOB. These survey reports demonstrate how
well learners meet the CLOs and PLOs. Additionally, they reflect the expectations of employers
regarding the quality of graduates. Therefore, these reports serve as a basis for FOB to organize
meetings with faculty members to discuss and review the effectiveness of assessment methods in
the courses. This process helps FOB make adjustments, updates, and modifications to the
curriculum to better meet the demands of the job market and assist learners in achieving the learning
outcomes more effectively. FOB can take improvement measures, including improving the content
and assessment methods of courses based on the survey reports. The review through surveys
supports improvements in the student assessment is performed continuously after each semester and
each academic year [04.07.02].
CRITERION 5 – ACADEMIC STAFF
5.1. The programme to show that academic staff planning (Including succession, promotion,
redeployment, termination, and retirement plans) is carried out to ensure that the quality and
quantity of the academic staff fulfil the needs for education, research, and service.
HUB has a succession plan in place, reappointment as leaders based on personnel planning,
management, and human resource development strategies. Leadership planning is carried out
annually based on the needs and capabilities of the staff. Promotion plans include both premature
promotions for outstanding task performance and regular promotions for employees. Contract
terminations and retirements are carried out according to labor contracts, civil laws, and labor laws.
Recruitment and training plans for personnel development are based on the HUB's development
strategy, prioritizing the recruitment of faculty with a doctoral degree and proficiency in English or
master's degrees from reputable institutions with excellent English language skills. HUB has
solutions and mechanisms to support and incentivize PhD students to complete their doctoral
programs. HUB also issues annual training plans for staff to enhance their qualifications for their
respective positions [05.01.01].
Currently, FOB has 33 lecturers and 1 office staff. Among them, there is 1 associate professor
(accounting for 3.03%), 21 lecturers with a doctoral degree (63.64%), 07 lecturers with a master's
degree and currently pursuing a doctoral program (21.21%), and 04 lecturers with a master's degree
(12.12%) (Figure 5.1). Currently, 13 faculty members have the qualifications and credentials to give
lecture in English. Among them, 9 faculty members hold a Bachelor of English degree, and 4 faculty
members have trained abroad [05.01.02].
Figure 5.1. Statistics on academic titles and degrees of lecturers in the Banking Faculty

Doctor of Philosophy Master's degree Associate Professor

22

21
17

17

17
15
14

13

11
9

1
0

2019 2020 2021 2022 2023

Source: Faculty of Banking 2023
Based on the personnel development plans of HUB and FOB, DHRM plans staff recruitment
annually, including competitive examinations or special recruitment. DHRM makes decisions to
establish recruitment boards and issues recruitment notices [05.01.03].
5.2. The programme to show that staff workload is measured and monitored to improve the
quality of education, research, and service.
The completed workload of each faculty member includes teaching, scientific research, and
other non-teaching activities, assessed through the Full-Time Equivalent (FTE) coefficient. Every
 32

semester, the number of teaching and research hours for faculty members is documented to
determine the completion of teaching and research quotas [05.02.01].
The assignment of tasks to faculty members is carried out through the allocation of teaching
hours, guidance for internships, and supervision of theses by FOB to regulate the workload
reasonably and avoid overloading. Faculty performance is evaluated based on student feedback at
the end of each course, and reports on weekly and monthly teaching schedules conducted by the
Department of Inspection. Each semester, department heads assign teaching classes to faculty
members, considering the teaching workload and seeking input from faculty members regarding
plans for the upcoming semester [05.02.02].
Figure 5.2. FTE Index of Faculty Members in FOB, 2019-2023
60 55.60 3.00
48.49
50 45.52 2.50

40 2.00
33.86 33.70
29.90
30 1.50
24.35 23.11 23.73 23.07
20 1.00

10 7.32 6.79 0.50

0.00 0.00 0.85
0 0.00
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Master's degree P.h.D Associate Professor Average FTE

Source: FOB 2023

Note: FTE of faculty members is represented by the left column of the chart; The average FTE
for faculty members is depicted in the right column of the chart.
Figure 5.2 illustrates the total FTE of faculty members in FOB, showing a gradual increase
from 2019 to 2022, except for 2023 which is quite stable. This increase is primarily attributed to the
research activities of faculty members, with those who have completed their doctoral degrees
engaging in research published in international journals. However, the moderate growth rate
indicates that FOB is controlling and managing the workload to avoid faculty members being
overloaded.
Figure 5.3 depicts the FTE contribution ratio of faculty members grouped by academic degrees.
Based on Figure 5.3, it can be observed that the primary and largest contribution of FTE comes
from FOB members with doctoral degrees. Following that are faculty members with master's
degrees and doctoral candidates. The FTE ratio is adjusted to ensure that faculty members can
complete their academic programs while managing their workload within FOB. Annually, FOB
compiles a report on the workload and work quality of faculty members, such as encompassing
teaching, scientific research, and other responsibilities, serving as the basis for year-end assessment
and classification. Additionally, FOB evaluates the quality of faculty work through participation in
observation sessions, training inspection reports, involvement in specialized activities, roundtable
discussions, seminars, and disclosure of research activities of each semester [05.02.03].
 33

Figure 5.3. The FTE ratio of faculty members in the Banking Faculty during 2019-2023

2022-2023 29.01% 69.92% 1.07%

2021-2022 30.03% 61.37% 8.60%

2020-2021 30.43% 59.94% 9.63%

2019-2020 47.01% 52.99% 0.00%

2018-2019 58.17% 41.83% 0.00%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Master's degree P.h.D Associate Professor

Source: FOB 2023

Figure 5.4 shows that FTE Students fluctuate continuously from 2019 to 2023. The variation
in the number of FTE Students may reflect changes in enrollment and students' academic choices.
The growth from 2020 to 2021 is a result of an increase in the number of students registering for
the Finance and Banking major. However, the slight decrease in 2022 and 2023 reflects the
adjustments in the enrollment strategy and students' preferences. The FTE Faculty/Student ratio
tends to steadily increase during the 2019-2023, indicating adjustments in FOB member's workload.
Figure 5.4. FTE Faculty and FTE Students, 2019-2023

Faculty FTE Student FTE Faculty-to-Student FTE Ratio

3,000 2,822.00 2,780.00 0.04
2,707.00 0.03
2,556.00
0.04
2,500 2,279.00
0.03 0.03
2,000
0.03 0.03
0.02
1,500 0.02 0.02

0.02
1,000
0.01
500
0.01
58.21 63.60 75.94 79.01 79.52
0 0.00
2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Source: FOB 2023

Note: FTE Faculty and FTE Students are represented by the columns on the left side of the
chart; FTE Faculty to FTE Students ratio is depicted by the columns on the right side of the chart.
5.3. The programme to show that the competences of the academic staff are determined,
evaluated, and communicated.
HUB's recruitment announcement clearly defines the requirements for the capacity of faculty
members, including academic qualifications and certifications. Faculty members in FOB are
required to possess expertise in their respective fields, pedagogical skills, research capabilities, and
community service skills. HUB has a quality management system for teaching and clearly outlines
the competencies that faculty members should meet [05.03.01].
 34

FOB assesses the competency of faculty members in teaching and professional activities
through various methods. Firstly, the assessment is conducted through student participation in
classes, assignment of each faculty member to lead specialized meetings, department-level
discussions, assignment of curriculum development, and compilation of multiple-choice test
question banks. Additionally, the results of the assessment of faculty members are based on the
feedback from student surveys in the classes where faculty members are involved in teaching. The
evaluation also includes assessing the work results of each faculty member every semester and year.
The results are utilized by FOB and HUB to classify faculty members (not completing tasks,
completing tasks, completing tasks well, and completing tasks excellently). This classification
serves as the basis for rewards and early promotion for faculty members. HUB and FOB always
have policies to motivate faculty members in their learning and improvement of foreign language
proficiency. To participate in teaching courses in English, faculty members must have a Bachelor's
degree in English or be trained abroad in English. HUB fully supports the study expenses for faculty
members participating in training programs to achieve a Bachelor's degree in English. As a result,
currently, out of a total of 33 faculty members in the Banking Faculty, 13 faculty members meet the
qualifications and degrees required to teach courses in English [05.03.02].
For research and scientific activities, HUB evaluates faculty members based on the number of
scientific articles published domestically and internationally, as well as the quantity and quality of
research projects that undergo approval each academic year, leading to decisions on recognizing
the completion of research activities and rewarding faculty members. Additionally, other
competencies of faculty members, such as involvement in student organizations and community
activities, are monitored and annually assessed by the departmental union. HUB also collects
feedback from faculty members regarding the classification and evaluation regulations, aiming to
improve these regulations for subsequent years. Based on the received input, HUB has implemented
improvements to the classification and evaluation regulations to enhance the competencies of
faculty members. The results of faculty members' classroom observations and student surveys on
courses are communicated to faculty members with detailed information. The aggregated results of
research activities and the classification evaluations of faculty members are publicly disclosed to
all staff and faculty of HUB [05.03.03].
5.4. The programme to show that the duties allocated to the academic staff are appropriate
tp qualifications, experience, and aptitude.
Faculty members are assigned teaching and research tasks that align with their qualifications,
experience, and capabilities. For teaching activities, faculty members assigned to teach specialized
subjects and majors in the High Quality of Finance-Banking Programme must hold a doctoral
degree. Those teaching English-language courses must have a master's or doctoral degree from a
foreign university, a bachelor's degree in English, or an IELTS certificate with a score of 6.5 or
above. Faculty members with extensive teaching and practical experience are prioritized for
assignments in the banking specialization. For professional activities, the department assigns
presenters with research orientations relevant to the discussion topic [05.04.01].
Other responsibilities of faculty members, such as organizing competitions for students,
guiding theses, supervising research activities, providing internship guidance, and offering
academic advising, are proactively assigned by the department based on the experience and
capabilities of faculty members. This proactive assignment aims to prevent faculty members from
being overloaded with tasks and ensures that they can effectively utilize their research experience
and capabilities [05.04.02].
5.5. The programme to show that the promotion of the academic staff is based on a merit
system which account for teaching, research, and service.
HUB has a classification and ranking system for faculty members each semester and at the end
of the academic year. The basis for the evaluation activities includes teaching outcomes, scientific
research, faculty achievements, and other related activities. The evaluation and ranking process
 35

consists of the following steps: Step 1 - Self-assessment by faculty members, quality ranking; Step
2 - Comments, evaluation by FOB; Step 3 - Evaluation and announcement of the results, quality
ranking by HUB. Comprehensive self-assessment areas cover political ideology, ethical lifestyle,
work style, organizational discipline awareness, task accomplishment results, and service attitude
towards people and enterprises [05.05.01].
The promotion system is implemented following the guidance of the Ministry of Home Affairs
and the State Bank of Vietnam. Faculty members are promoted based on outstanding achievements
in fulfilling tasks and regular promotion plans for employees. The achievements of faculty members
will be consolidated and reported to the leadership of FOB and DHRM each semester. DHRM will
review the qualifications and recommend to the Principal for a decision on faculty promotions
[05.05.02].
5.6. The programme to show that the right and privileges, benefits, roles and relationships,
and accountability of the academic staff, taking into account professional ethics and their
academic freedom, are well defined and understood.
The rights and obligations of faculty members are defined and implemented by the Law on
Public Employees, the Law on Education, the Law on Higher Education, and the detailed
regulations and guidance issued by the Government, including relevant decrees and circulars. The
rights of faculty members related to teaching, curriculum development, ensuring the quality of
educational programs, research, development of scientific applications, learning, training to
enhance theoretical, political, and professional competence, participation in management, and
supervision of higher education institutions are stipulated in the legal documents promulgated and
disseminated to all faculty members. The rights and responsibilities of faculty members are also
specifically regulated in the labor contracts. Additionally, during recruitment, beyond their
professional qualifications, faculty members are evaluated based on content related to their rights
and responsibilities [05.06.01].
The rights and responsibilities of faculty members also include those related to academic
freedom and professional ethics. Faculty members are informed about and adhere to the regulations
on academic integrity, the regulations on the management of scientific and technological activities
of the university, and the code of ethical conduct. Measures for sanctions and disciplinary actions
are also prescribed and communicated [05.06.02].
5.7. The programme to show that the training and development needs of the academic staff
are systematically identified, and that appropriate training and development activities are
implemented to fulfil the identified needs.
The Human Resources Development Plan of FOB is approved by FOB and DHRM, based on
the HUB's development strategy and regulations regarding the training and development of faculty
members. FOB also relies on detailed plans, which identify faculty members to complete doctoral
programs and cultivate the potential of associate professors and professors, as part of implementing
the human resources development. Training courses or programs are identified through conferences
or regular key personnel meetings held monthly. For training programs organized by HUB or the
State Bank, FOB informs faculty members to proactively register for participation. For professional
training courses or career development programs organized by the State Bank or external
organizations, the DHRM informs faculty members. HUB collects feedback and evaluations from
faculty members and makes improvements to the courses in the following year [05.07.01].
Through email, FOB and HUB disseminate information about classes and training programs to
all faculty members and relevant staff. Annually, FOB and HUB also compile statistics on the hours
and locations of training for faculty members. Through this process, FOB and HUB can determine
the need for further educational opportunities to enhance the qualifications of faculty members
[05.07.02].
 36

5.8. The programme to show that performance management including reward and
recognition is implemented to assess academic staff teaching and research quality.
FOB and departments hold regular monthly meetings to assess the progress, workload, and
quality of work of faculty members. FOB relies on training inspection reports and monthly activity
reports from the departments to evaluate the regular work of faculty members. Regularly assessed
tasks include teaching, scientific research, and other activities such as academic advising,
invigilation, exam paper setting, and grading [05.08.01].
At the end of each semester, the workload and quality of work of faculty members are compiled
and reported to FOB. Reports include the number of teaching hours, attendance records, student
evaluations, faculty research, training inspection reports, examination violations, and FOB's union
activities report. Based on these comprehensive reports, FOB conducts evaluations, assesses task
completion levels, and provides the basis for recommending titles of distinction and commendations
for faculty members [05.08.02].
CRITERION 6 - STUDENT SUPPORT SERVICES
6.1. The student intake policy, admission criteria, and admission procedures to the
programme are shown to be clearly defined, communicated, published, and up-to-date.
The Banking Concentration programme makes enrollment annually based on the admission
regulations issued by the Ministry of Education and Training of Vietnam (MOET). HUB develops
an admission plan for the Banking Concentration programme, and the University Council approves
the admission direction. The Admission Council authorizes the official issuance of the Admission
plan before sending it to MOET for approval. Admission regulations for universities issued by
MOET for the years 2019-2023; Training plan and strategies authorized by HUB; Admission
direction approved by the University Council; Documents of the Admission Council meeting
approving the Admission plan [06.01.01].
The Admission plan specifically defines policies and admission criteria, including the admission
targets, scope, and methods (direct admission, priority admission, admission based on the national
high school exam results, or admission based on competence assessment results), admission quotas,
quality thresholds for each admission method, and submitting conditions for admission applications.
Appendix-A4 illustrates each admission method and the corresponding quality assurance threshold
according to the admission regulations issued by MOET and those issued by the HUB.
Before 2020, HUB comprised priority admissions and admissions based on the National High
School exam results. Since 2020, HUB has diversified its admission strategies, such as admissions
based on competence assessments conducted by Ho Chi Minh City National University and
admission based on the comprehensive assessments conducted by HUB. The diversification of
admission methods aims at enhancing the HUB’s policies in the admissions process (more
independence from MOET) and providing opportunities for candidates. HUB reaches the admission
quotas based on the hierarchical order of scores in exam subject combinations from high to low. To
ensure quality assurance, HUB also conducts supplementary admissions if candidates in the
preceding admissions fail to meet the expected quality thresholds ruled by HUB [06.01.02]. The
varied admission methods are aligned with the HUB’s visions by 2045, which reflect a commitment
to community responsibility regarding lifelong learning needs and aspirations for a learning-
oriented society.
In alignment with the visions, HUB also implements direct admission policies for specific
groups, including individuals with disabilities, residents from emerging regions, ethnic minorities,
and foreigners (who are proficient in Vietnamese language learning). The criteria for selecting
students for the Banking Concentration programme are clearly defined, followed by HUB’s
Admission plan, and adhere to the regulations ruled by MOET. HUB and FOB implement advisory
enrollment activities via multiple channels, such as advisory sessions, career guidance events in
localities or high schools, citywide enrollment fairs, websites of HUB and FOB, the HUB's page,
 37

YouTube channel, brochures, and various publications. Additionally, live streaming sessions are
utilized to disseminate enrollment information to interested parties [06.01.03].
In each annual enrollment, based on the actual circumstances, HUB adjusts its admission
methods and admission quotas or organizes supplementary admissions to ensure admission
diversity and uphold the quality of the incoming cohort. Every alteration or adjustment is announced
to relevant parties via various channels such as the websites of HUB and FOB, admission page, and
live streaming sessions [06.01.04].
Annually, HUB convenes a conference on admission affairs for learning from experience and
proposing solutions for further refining admission policies and criteria for the following year. HUB
also submits a report on Admission activities to MOET. Admission policies and criteria are adjusted
and updated annually according to the regulations issued by MOET as well as practical situations
[06.01.05].
Based on the diverse admissions with actual circumstances adaption, the number of applicants
and admitted students have increased between 2019 and 2023. This growth ensures the number of
academic students in line with the strategic developments and attests to the societal trust in the
Banking Concentration programme offered by HUB.
Figure 6.1: Number of Applicants and admitted students, 2019-2023
45,000
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
2019-2020 2020-2021 2021-2022 2022-2023 2023-2024

Number of Applicants Number of Admitted students

(Source: Training Office)

In addition, thanks to the widely disseminated and updated process of admitting students into
the program, HUB maintains a stable retention of learners. The procedure assists HUB in
establishing a curriculum and maintaining it sustainably.
Table 6.2. Number of students
Number of Students
Academic year Above 4th Total
1st year 2nd year 3rd year 4th year
year
2019-2020 2,252 2,245 1,974 1,952 1,331 9,754
2020-2021 2,459 2,223 1,905 1,863 1,375 9,825
2021-2022 1,928 2,432 2,201 1,832 1,394 9,787
2022-2023 2,043 1,900 2,397 2,197 1,104 9,641
2023-2024 1,956 2,025 1,884 2,284 832 8,981
Source: Training Office
6.2. Both short-term and long-term planning of academic and non-academic support services
are shown to be carried out to ensure sufficiency and quality of support services for teaching,
research, and community service.
The development strategy regarding the support staff (SS) is embedded within HUB’s
development strategies. Accordingly, HUB aims to enhance the professional competence of the SS
 38

to meet the job position requirements, reduce the number of personnel but increase work efficiency
[06.02.01]. HUB has issued regulations governing the organization and activities of its subordinate
units, along with task assignments for each SS unit. There is an ongoing process to refine the
employment position plan for SS, aiming to improve the implementation of SS planning [06.02.02].
Support Staff for the Banking Concentration programme are not under the management of FOB
but are instead affiliated with various units within HUB. Faculty has one faculty secretary, who is
in charge of academic affairs. As of December 31, 2023, the SS team (in HUB) comprises 144
individuals, as depicted in Table 6.3. It is noteworthy that out of the 144 SS members, 10 hold a
doctoral degree, indicating the HUB's encouragement of enhancing the quality of SS.
Table 6.3. Number of Support Staff in HUB
Highest Degree
No. Unit Total
College Bachelor Master Doctor
1 Library 2 4 7 0 13
2 IT 0 5 3 0 8
3 Support staff at FOB 0 0 1 0 1
4 HUB Office 20 1 4 1 26
5 Training Office 0 6 8 2 16

6 Department of Admissions Consulting and Brand 0 2 4 0 6

Development
7 Department of Testing and Quality Assurance 0 4 6 2 12
8 Student Affairs 0 1 3 1 5
9 Department of Finance and Accounting 0 3 7 0 10
10 Department of Facility Management 12 7 3 0 22
11 Student Support Center 1 7 3 0 11
Research Insitute of Science and Technology in
12 0 2 5 4 11
Banking
13 Healthcare Office 2 0 1 0 3
Total 37 42 55 10 144
Source: Department of Human Resource Management
Annually, based on the actual circumstances, HUB develops plans to enhance professional
competence and skills for SS. Based on the plans, HUB provides notifications and request forms
for SS to participate in regular sessions, emergent needs (job requirements), or personal aspirations
[06.02.03].
6.3. An adequate system is shown to exist for student progress, academic performance, and
workload monitoring. Student progress, academic performance, and workload are shown to
be systematically recorded and monitored. Feedback to students and corrective actions are
made where necessary
FOB implements the training following the Regulations on Undergraduate Training with the
credit-based system of HUB. One credit is 15 hours of theoretical instruction, 30 hours of practical
work or discussion, 90 hours of internship, and 60 hours of seminar, major assignment, or bachelor
thesis. For theoretical or practical subjects, students must dedicate a minimum of 30 hours for
personal preparation to meet the requirements of one credit. One credit hour is equivalent to 50
minutes. HUB has standard study plans for references and issues plans of teaching and examination
before each semester. According to the credit-based training system, the minimum number of
credits per semester is at least ten credits, which are for students who have poor performance, and
at least 15 credits for other groups. Conversely, there is no limit on the maximum number of credits
 39

per semester for students with good performance, 21 credits for students with average performance,
and 14 credits for students with poor performance [06.03.01].
Regarding the monitoring students' learning progress, academic performance, and study
workload, these works are carried out via various channels, including software for tracking learning
progress and a monitoring system belonged to the Training Office, Student Affairs, Faculties, and
academic advisors [06.03.02]. Students can utilize their learning accounts to register, adjust, or
withdraw from courses. Their academic performance is also supervised by Training Office, Student
Affairs, FOB, and academic advisors [06.03.03].
Student Affairs is responsible for monitoring, evaluating, disciplining, and commending students
regarding their performance following training regulations. Meanwhile, the Training Office, FOB,
and academic advisors support students by informing them about academic performance and
advising students on registering for courses in the upcoming semester. Twice per semester (at the
beginning and end of each semester) or as required by practical circumstances, academic advisors
organize class meetings to assess the class situation, provide guidance, and record students'
feedback about activities of FOB, Departments, and Offices. The academic advisors also hold
meetings to evaluate students' achievements, commend outstanding students, provide guidance, and
exchange ideas on study methods and scientific research [06.03.04].
Regarding the surveillance of students with poor academic performance, the Training Office will
transfer a list of potential academic warning recipients to FOB each semester to examine the causes.
HUB then convenes an Academic Warning Council meeting, issues academic warning notices, and
implements collaborative requirements between FOB and relevant units to support students in
improving their academic performance [06.03.05].
6.4. Co-curricular activities, student competition, and other student support services are
shown to be available to improve learning experience and employability
The activities of advising and supporting students include varied endeavors. These advisory
activities are integrated into events to foster closeness and practicality towards students. For
example:
The activities of educational advisory and support: assisting and advising the study plans,
course registrations, academic process management, leave of absence, withdrawal from studies,
participation in end-of-course exams, re-evaluation, guidance on writing internship reports and
theses [06.04.01].
The activities of advising and supporting internships and employment for students: connecting
with businesses, providing information on recruitment via job portals, internships, and
apprenticeships, and organizing annual job fairs [06.04.02].
The activities of advising and supporting knowledge and skills for students: organizing career
orientation sessions, seminars, academic competitions, field trips to businesses, and club activities
[06.04.03].
The activities of advising and supporting financial matters: providing scholarships for students
to meet the scholarship requirements. Furthermore, poor students can submit applications for
financial support for their studies. The policy regimes on support, scholarship recipients, and related
procedures are outlined [06.04.04].
All these activities are implemented at the university and FOB levels. At the university level,
the following units are involved: Student Affairs, Student Support Center, Library, Training Office,
Department of Testing and Quality Assurance, Youth Union, and Student Association. These units
assist in educational information activities, academic advising, extracurricular activities,
competitions, and other support services to enhance the quality of learning and employability. At
FOB level, the following individuals are involved: FOB leaders, faculty secretary, and academic
advisors. These individuals provide support by monitoring academic performance, advising on
study plans, and guiding the completion of internship reports and bachelor theses [06.04.05].
 40

Table 6.4. The proportion of Students and Support Staff (2019 – 2023)
Number of Support Proportion of
Academic year Number of Students
Staff Students/Support Staff
2018-2019 1,995 152 13.1
2019-2020 2,252 151 14.9
2020-2021 2,459 152 16.2
2021-2022 1,928 152 12.7
2022-2023 2,043 132 15.5
The student-to-support staff ratio has shown an increased trend annually due to a decrease in
the number ofSource: Training
SS in line with Office, Department
the HUB’s personnelof Human
strategy,Resource Management
while the number of students has
remained constant. Annually, HUB collects student evaluations regarding the quality of support and
academic advising activities and makes improvements to enhance the quality of these operations
[06.04.06].
Currently, HUB has three campuses, with the campus in Thu Duc serving as the main teaching
facility. The Thu Duc campus is designed and constructed harmoniously, featuring spacious
environments. The campus includes three lecture hall blocks, computer labs, a library, self-study
areas, sports facilities, a multipurpose gymnasium, soccer fields, tennis courts, volleyball courts,
swimming pools, and a large auditorium (900 seats), providing comfortable spaces for studying,
sports training, and extracurricular activities. Student dormitories are located within the campus
premises, allowing students to save time on commuting during their studies and activities
[06.04.07].
Students need to be ensured of physical and mental well-being to engage in their studies, so
HUB establishes a Healthcare Office with well-equipped medications to meet the basic needs of
students and staff. All students are required to participate in the National Healthcare Insurance
program and undergo health examinations at the beginning of each academic year. Health and
psychological counseling activities are also provided via seminars with experts and direct
counseling sessions with healthcare professionals [06.04.08]. HUB consistently emphasizes the
maintenance of security on campus to ensure conducive learning conditions and a safe environment
for students. For example, HUB releases strict enforcement of regulations within the campus and
residential areas, operates surveillance camera systems, coordinates with security agencies,
establishes student self-governance teams, and conducts fire prevention and firefighting drills
[06.04.09].
The Youth Union and the Student Support Center also organize cultural, artistic, and sports
competitions, seminars, club activities, and team events. These activities provide opportunities for
students to develop social skills. Some notable social activities include seminars, workshops,
academic competitions, New Student Orientation Programs, "Green Summer", and "Spring
Volunteering" programs [06.04.10].
Annually, HUB collects feedback from graduating students on their spiritual life (including
physical activities, healthcare, cultural and artistic activities, and Youth Union activities). Based on
the feedback, HUB and faculties adjust and supplement activities that effectively support a more
comfortable environment for students to study and conduct research. Figure 6.2 shows a progressive
increase in scores from 2017 to 2022 in all areas of life surveyed. Among them, HUB provides well-
fitted needs of students in sports, cultural, and artistic activities. The results are according to the
investment in physical facilities [06.04.11].
 41

Figure 6.2. Survey results of graduated students on HUB’s activities

Medical activities ensure the health of learners Meets the physical and sports needs of learners well
Meets the cultural and artistic needs of learners well Youth Union activities have good and practical effects

2021-2022
2020-2021
2019-2020
2018-2019
2017-2018

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Source: Department of Testing and Quality Assurance

6.5. The competences of the support staff rendering student services are shown to be identified
for recruitment and deployment. These competences are shown to be evaluated to ensure their
continued relevance to stakeholders needs. Roles and relationships are shown to be well-
defined to ensure smooth delivery of the services
Regarding recruitment: The criteria for recruiting SS are stipulated in Decision No. 1494/QD-
DHNT dated July 20, 2016, and are specified and disseminated to relevant parties via recruitment
notices. In addition to meeting the prescribed standards, SS must meet the job descriptions. For
example, for the Quality Assurance Specialist position, the training field requirements include
Educational Assessment, Educational Management, or Educational Sciences; for the website
specialist position at the Counseling Office, candidates must comply with experience in
programming and website design, as well as an understanding of SEO. Departments/Offices, based
on the recruitment policies from HUB and actual needs at their units, propose the recruitment. In
the proposals, units clearly outline the quantity and recruitment criteria suitable for the position
being required [06.05.01]. Recruitment notices are disseminated to units and interested parties via
email, website postings, and newspaper advertisements [06.05.02]. In addition to general standards
for computer skills and foreign languages, SS needs to meet specific requirements for each job
description [06.05.03].
Figure 6.3. Support Staff Recruiment procedure

Personnel
Frameworks
from HUB
Recruiment Results
Recruitment announcement - Filtering (Document
plans (websites, - Exams Decisions,
Recruiment newspapers) websites)
proposals from
Departments/
Offices

Source: Department of Human Resource Management

During work, the effectiveness of SS is determined based on the requirements of the position
and the assigned tasks. Since tasks acquire new knowledge or skills, SS and the leaders will propose
appropriate training courses [06.05.04]. Unit leaders directly record and evaluate performance
monthly, bi-annual, and yearly by the regulations [06.05.05].
 42

HUB links performance to income and rewards. HUB issues regulations for evaluating the
completion of tasks to serve as the basis for the SS’s effectiveness [06.05.06]. The effectiveness is
evaluated based on the following criteria: (i) Compliance with general regulations, including
adherence to regulations and full participation in meetings, seminars, and workshops, as required;
(ii) Work efficiency, including completion of assigned professional workload and quality of work;
(iii) Learning attitude, behavior, skills, including work attitude, work style, cooperation spirit with
colleagues, sense of responsibility, creativity in work, and positive attitude in participating in
community service activities [06.05.07].
Before issuing regulations, draft versions are sent to SS via email, and feedback from units is
sent back to the DHRM for synthesis and adjustment for the official regulations. After issuance, if
there are discrepancies, the DHRM will aggregate feedback and make adjustments to ensure
suitability for evaluating SS’s performance results [06.05.08]. Based on the official governance
about job performance evaluation, SS will self-evaluate their job performance results monthly, bi-
annually, and annually. DHRM compiles the results, and the President will decide on the expected
classification evaluation results. This result will be subject to feedback from all parties before the
official announcement.
Table 6.5: Job performance classification of Support Staff (2019-2023)
2019 2020 2021 2022 2023
Outstanding (A Class) 20 19 36 22 58
Good performance (B Class) 162 147 148 220 57
Average Performance (C Class) 2 10 0 1 1
Low performance (D Class) 0 6 0 0 2
Source: Department of Human Resource Management
Support staff who achieve good performance and crucial achievements such as innovations or
research projects applied in their work are awarded the title "Emulation Fighter" according to the
academic year. In addition, there are also distinctive commendation titles for particular tasks such
as admission work, quality assurance work, cultural activities, and sports competitions. For each
commendation title, staff members receive a commendation certificate and a monetary reward
according to regulations.
Table 6.6. Statistics on achieved rewards of supporting staff (Unit: People)
Emulation title/Reward 2019 2020 2021 2022
Grassroots-Level Emulation Fighter 12 25 24 24
Emulation Fighter of the Ministry 0 0 0 0
Diploma of Merit of Governor of the State Bank of Vietnam 1 0 1 16

Diploma of Merit of Ministry, Department, and provincial authority 0 0 0 0

Diploma of Merit of HUB President 36 22 32 137
Badges of titles 0 0 0 0
Medal 1 4 0 13
Source: Department of Human Resource Management
In addition to regular job performance evaluation, the competence of SS is also assessed via
surveys, gathering feedback from faculty and students regarding the quality of management and
educational services provided by the supporting units. The feedback criteria focus on attitude and
effectiveness in handling tasks. These serve as an indirect channel for evaluating job performance
and are signals for HUB adjusting its policies regarding the SS [06.05.09]. Furthermore, based on
the previous assessment of AUN-QA for the Financial and Banking programs, HUB conducts
 43

surveys on SS regarding the working environment to improve it and encourage and motivate SS in
their work [06.05.10].
Positions for SS range varied, such as senior specialist, primary specialist, specialist, officer,
and staff. The salary promotion process is carried out according to the guidance of the State Bank
of Vietnam and the Ministry of Home Affairs. The promotion criteria incorporate standards related
to professional expertise, length of service for the current position, and training and development
standards (degrees, language certificates, computer skills, and professional training courses). These
criteria are public for SS via email sending [06.05.11].
The appointment of SS to leadership positions is carried out according to the regulations issued
by the State Bank of Vietnam. Based on the personnel policies, the mission requirements, and the
planned allocation of SS, HUB organizes meetings to collect opinions from parties to propose the
appointment. Before this, the personnel designated for appointment must meet standards related to
expertise, duties, training, and other criteria such as age, health, practical ability, and potential
development [06.05.12]. The planning criteria serve as a prerequisite for carrying out the
appointment of SS. These criteria are disseminated via announcements and implementation
guidelines from the DHRM [06.05.13].
SS can make the annual registration for training and professional development needs. SS can
schedule their needs from the annual training courses list (provided by the State Bank of Vietnam).
SS can also enroll in additional courses based on job-specific requirements. Based on the training
needs registration and the practical demands, HUB issues a training and development plan. The
plan serves as the basis for implementing training and professional development activities for SS
annually [06.05.14].
Regarding the annual training courses, DHRM makes decisions for SS to attend. With
additional courses, the leaders of departments/offices prepare a proposal for Principal approval.
Upon completion of the training, SS submit their training certificates to the DHRM [06.05.15].
Regarding short-term training courses that SS participates in annually, such as educational quality
assessment, ISO quality management system, communication skills, document drafting, planning,
work management, time management, analysis, synthesis, report writing, library services,
admissions services, accounting, DHRM is responsible for compiling periodic reports on the
training and development activities of SS within HUB [06.05.16].
6.6. Student support services are shown to be subjected to evaluation, benchmarking, and
enhancement
The teaching and learning equipment is systematically organized, periodically evaluated, and
improved in quality to clinch timely support for teaching and learning tasks. HUB has implemented
an ISO quality procedure to monitor the procurement and repair of physical facilities [06.06.01].
Annually, based on proposals from the Faculties/Departments/Offices, the general plan of HUB,
feedback from students, lecturers, and SS on the facilities, the Department of Facility Management
(DFM) reviews the physical conditions of facilities, usage needs, and find funding sources for the
procurement and equipment. Each classroom is well-equipped with sound systems, projectors, and
electronic devices to support teaching and learning. The DFM regularly inspects, maintains,
reviews, and evaluates equipment quality. Based on the assessment, DFM proposes the disposal and
replacement of damaged ones and proposes procurement of equipment to optimize the facilities for
teaching, learning, and staff work [06.06.02].
The library builds an information portal providing documents and online databases for readers.
Annually, the library conducts surveys to collect feedback from readers on the service quality.
Based on the results, the library improves services and makes it more sophisticated. The library's
document resources are diverse, such as books, journals, e-books, and databases covering various
fields, and are regularly updated [06.06.03]. To expand the online database collection, the library
has purchased accounts from the National Science and Technology Information Center and
collaborated with other university libraries to support teaching, learning, and research activities for
 44

staff, lecturers, and students. The library equips an integrated electronic library management
software system, a library information portal, and an OPAC search subsystem to facilitate searching
via personal pages. All readers own accounts to access the digital library for online information
retrieval and updates. The library equips a dedicated wifi system covering the entire area.
Additionally, the library provides reading rooms with comfortable spaces and abundant greenery
[06.06.04].
The IT system is prioritized in HUB. The Department of Information Technology Management
(DITM) and the DFM are responsible for upgrading the campus-wide wifi system to maximize
learning and teaching activities. HUB also fully equips various software to effectively uphold the
management of educational activities, such as training management, library management, human
resource management, fingerprint scanning, and online learning organization. The DITM regularly
inspects, maintains, and repairs/replaces faulty devices. The upgrading and maintaining software
systems are conducted regularly to ensure the training needs. Recently, HUB has invested in well-
equipped labs to serve needs, especially the financial technology field that requires high-quality
computer configurations, and support computer-based testing [06.06.05].
Furthermore, HUB authorizes the Student Support Center (SSC) to assist students in academic
matters, dormitory accommodations, part-time employment, recreational activities, sports, life
skills, psychological counseling, health, cultural and artistic activities, academic competitions, and
other activities. SSC also takes responsibility for mobilizing scholarships and allocating financial
funds for poor students, aiming to alleviate financial pressure on students and enhance their learning
results. SSC has organized numerous career-oriented programs, internship programs, and other
activities at HUB [06.06.06].
To improve and enhance the quality of facilities and support services, the Department of
Testing and Quality Assurance conducts annual surveys to investigate the satisfaction levels of
students, faculties, and staff. The surveyed results are compiled, analyzed, evaluated, and used to
improve service quality. Therefore, the satisfaction levels regarding the quality of services and
facilities, as indicated by the feedback from students and faculty, have been progressively enhanced
in a positive direction [06.06.07].
CRITERION 7 – FACILITIES AND INFRASTRUCTURE
7.1. The physical resources to deliver the curriculum, including equipment, material, and
information technology, are shown to be sufficient
HUB has 03 campuses serving the training of all levels located at 36 Ton That Dam Street and
39 Ham Nghi Street, District 1 (District 1 Campus); at 56 Hoang Dieu II Street, Thu Duc (Thu Duc
Campus). HUB has spacious and modern facilities with green and airy space, meeting the needs of
students and lecturers for studying, researching, living, practicing sports, and performing arts.
Students in the Banking Concentration programmeme study mainly at the Thu Duc campus, which
is a large campus with airy landscapes and trees. Currently, Thu Duc Campus has a total floor area
of 47,354 m2 with 119 classrooms, 03 halls, self-study areas that can meet the physical resources
to operate well the teaching and learning activities of theoretical lessons, case studies in class,
practical activities, scientific research, and other activities.
- Classrooms: The Thu Duc Campus has 119 classrooms. Each classroom has a capacity of 42
to 90 seats, and full equipment for teaching and learning, such as projectors (or LCD screens), tables
and chairs, lighting system, mica board, air conditioner/electric fan, speakers, and microphone.
Classrooms can arrange tables and chairs flexibly depending on the purpose of use, such as
presentations, group work, and club activities. Besides, high-speed wifi covers all classrooms,
which is convenient for lecturers and students to access the Internet during the teaching and learning
process [07.01.01].
- Hall: The Thu Duc campus has 01 hall with a capacity of 900 seats and 02 halls with a capacity
of 200 seats. These halls are well equipped with LED screens, sound systems, central air
 45

conditioning systems, and hall chairs. In addition, high-speed wifi covers all halls, which is
convenient for organizing events, scientific conferences, academic competitions, and cultural and
artistic exchanges between lecturers and students [07.01.02].
- Student self-study areas: in addition to ensuring adequate classrooms and halls, Thu Duc
Campus has student self-study areas located in the lobby of lecture halls, dormitories, and the
Rectory House area. This self-study area is equipped with tables, chairs, electric fans, and wifi
coverage, making it very convenient for students to access the Internet during self-study and
research [07.01.03].
- HUB's IT system includes servers, transmission lines, websites, Internet, wifi, and
management software that HUB invests in, equips, and upgrades regularly to meet the needs of
operating the training program (Appendix-A5)
HUB has clear procedures for managing and using classrooms, halls, and related equipment. In
particular, the Department of Facilities Management is mainly responsible for the management,
maintenance, and upkeep of classrooms and auditoriums; The Department of Academic Affairs has
the main responsibility for managing the use of classrooms; The General Administration Office is
primarily responsible for managing the use of the hall; Faculties and other relevant units/individuals
are responsible for using classrooms and halls to ensure efficiency. In addition, every year, the
Department of Facilities Management is responsible for planning and estimating costs for annual
maintenance, procurement, and investment in upgrading facilities and equipment. Equipment
maintenance is carried out regularly by the department, thereby repairing or planning to replace
equipment if it does not meet requirements [07.01.04].
7.2. The laboratories and equipment are shown to be up-to-date, readily available, and
effectively deployed
HUB is not only interested in theoretical training but also very interested in practice. Students
practice mainly in computer rooms and practice rooms at Thu Duc Campus. Currently, Thu Duc
Campus has 10 computer rooms and 04 practice rooms. HUB has enough physical resources to
operate well the teaching and learning activities of practice, testing, and activities related to reality
for the Programme.
- Regarding computer rooms for practice, assessment, and testing of several subjects: Thu Duc
campus has 10 computer rooms, each room is equipped with from 40 to 60 computers, along with
other equipment as standard [07.02.01].
- Practice rooms: The Thu Duc Campus has 04 practice rooms. Of which, 01 practice banking
room with Core banking software sponsored by Nam A Commercial Joint Stock Bank is used to
practice and simulate commercial bank operations. 01 artificial intelligence lab is used to practice
some content of some subjects related to the application of artificial intelligence. 01 real stock
exchange is used for students to experience related to stock investment [07.02.02].
HUB has a clear process for using the computer room and the Department of Information
Technology Management staff and lecturers are responsible for supporting students in the process
of using the computer room and practice room [07.02.03]. In addition, the practice rooms manage
and monitor equipment usage, frequency of use, and operating time strictly according to the
teaching plan in the lecture schedule each semester. Maintenance of the computer rooms is carried
out per 06 months. Through maintenance results or recommendations from the department, the
Department of Information Technology Management plans and implements computer room
upgrades to ensure computer room quality, meeting training and research needs [07.02.04].
7.3. A digital library is shown to be set-up, in keeping with progress in information and
communication technology
HUB has not only focused on investing in developing documents/learning materials but also
has paid great attention to investing in electronic and digital libraries. The HUB's Library is located
at Thu Duc Campus, with an area of 2,567m2, including research rooms for lecturers, library
 46

operations department, book in Vietnamese floor, foreign literature books, reference books,
magazines, theses, dissertations, and scientific research works, Traditional room of the HUB. On
each floor, there is an information counter to borrow and return books and a document lookup
machine. The opened reading area has documents arranged according to the DDC 21 (Dewey
Decimal Classification Edition 21) classification framework to serve readers. The library is open to
serve readers from 7:30 a.m. to 5:00 p.m. Monday to Friday [07.03.01].
- HUB's electronic library: Use integrated electronic library management software to manage
electronic documents and digital documents; Library information portal and OPAC lookup module
to perform transactions with the Library via a personal account, including loan-return management,
renewal, registration of borrowing documents [07.03.02].
The Library's electronic database includes specialized journal articles in Economics - Finance
- Banking, theses, dissertations, scientific research topics, and learning resources linked to external
units such as data on Vietnamese e-books, English e-books provided by Gale Cengage Learning,
Vietnam Library Consortium on e-Resources, Shared database of Hanoi National University,
Science & Technology Information Network of Ho Chi Minh City. The library has a collection of
multidisciplinary electronic journal databases for common use by universities for instance FiinPro
Platform's Economics - Finance - Macro database, to meet the needs of data lookup, database
linking to serve readers, and the learning and research of students and lecturers [07.03.03]. As a
result, in 2022 and 2023, the number of borrowing and returning printed books by students majoring
in Banking decreased, while the number of views of electronic documents increased sharply
following the trend of HUB's digital library development (Figure 7.1).
- Digital library: HUB has built a digital library and will officially go into operation from
August 2023 [07.03.04]. The digital library system meets the needs of learners and lecturers in
terms of learning materials, such as lectures, textbooks, reference materials, theses, dissertations,
theses, and scientific research topics. Each reader is provided with an account to access the
electronic and digital libraries to read and download documents [07.03.05].
Figure 7.1. Statistics on the number of times of borrowing and returning printed books and
the number of times of viewing electronic documents of students majoring in Banking (2019-
2023) (Unit: Number of times)

2023
2022
2021
2020
2019

0 5000 10000 15000 20000 25000 30000 35000

2019 2020 2021 2022 2023
Total number of electronic document
1085 762 1561 29390 29423
views
Total number of times to borrow/return
3529 2707 904 1505 961
printed books

Total number of electronic document views Total number of times to borrow/return printed books

Source: HUB Library

HUB has apparent procedures for using the Library's facilities in general, borrowing and
returning documents, using the reading room, and using computers to access and search for
documents at the Library in particular [07.03.06]. In addition, the HUB also has coherent and
specific regulations on updating and supplementing documents/learning materials. The Library
plays a focal role and other units play coordinating roles. Specifically, the Library updates and
 47

supplements documents/learning materials based on the needs of faculties as well as the results of
student and lecturer surveys (Figure 7.2). Based on the necessary documents to meet the
requirements of the curriculum and subjects, FOB makes a list of documents that need to be updated
and sends them to the Library. The Library then coordinates with DFM to take steps to procure
documents to serve teaching and scientific research activities most effectively [07.03.07].
Figure 7.2. The survey results of student and lecturer satisfaction with the library (2019-2023)
5.0 4.6 4.6
4.5 4.5 4.5 4.5 4.5 4.5 4.4
4.5 4.2 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.4
3.9
4.0 3.8 3.7 3.8 3.8
3.5 3.5
3.5

3.0

2.5

2.0

1.5

1.0

0.5

0.0
Have a polite and The library has enough The library is quiet and Library operating The Library meet the
gentle attitude in materials for the clean hours are in needs of reference
communication with subjects of the compliance with materials and search
students university's programme regulations for lecturers
2019 2020 2021 2022 2023
Source: Department of Testing and Quality Assurance
7.4. The information technology systems are shown to be set up to meet the needs of staff and
students
HUB pays attention to investing in IT systems to better meet the teaching, learning, research,
and other activities. HUB has a specialized department called DITM that manages the entire IT
infrastructure and system equipment, operates the system, and ensures the stable operation of the
entire HUB's IT system [07.04.01]. Between 2019 and 2023, HUB has invested heavily in IT
systems, including hardware (server, the computer system for staff, practice room computer system,
network equipment) and software to support the management of school activities such as teaching-
learning, human resources, finance, and scientific research. In the same period, HUB allocates over
2 billion VND on average yearly for investment, maintenance, and upgrading of IT systems
[07.04.02].
- Regarding the training management software system: HUB has the UIS training management
software system to support the management of training activities such as arranging lecture schedules
and lecture halls and managing the learning process of learners. Lecturers and students are provided
online login accounts [07.04.03]. As a result, lecturers can view the timetable and list of classes
they are responsible for and access test scores. Students can register for courses and view test scores,
schedules, and study information [07.04.04].
- Regarding the human resource management system: HUB has a Human Resource
Management system to serve its work [07.04.05].
- Regarding other software systems: HUB has facility management software system, ERP
finance, MISA accounting software, Library management software, dormitory management
software, online survey software [07.04.06], income management software [07.04.07], Scientific
research management software [07.04.08]. HUB has equipped or built software such as the E-
student electronic transaction system [07.04.09] to support students in performing administrative
 48

transactions (applying for student cards, student certificates, transcripts), online learning
management system [07.04.10], Epay system in paying tuition and fees [07.04.11], transactions
and Q&A for Students to collect students' questions [07.04.12], and digital library system to provide
learning materials for students [07.04.13].
HUB has coherent regulations and specific functions for units related to the development,
upgrading, and maintenance of IT systems. In particular, the DITM plays the focal role, and other
units play the coordinating roles [07.04.14]. Specifically, based on actual needs, DITM conducts
IT investment planning annually. DITM will then work with DFA and DFM to advise and submit
to HUB leaders all levels of funding to invest in the IT infrastructure. These activities include
investment in IT equipment, Wifi equipment, Internet connection costs, and software maintenance
costs. In addition, to have a basis for improving the quality of IT systems, the University
periodically conducts surveys of lecturers and students on the level of satisfaction with the
University's IT infrastructure (Figure 7.3) [07.04.15].
Figure 7.3. Results of the survey of student satisfaction with information technology systems
(2019-2023)

4.6 4.5 4.5 4.6 4.5

4.4 4.4
4.4 4.3
4.1 4.1 4.1
4.2 4.0 4.1 4.1
4.0 3.9
4.0
3.8
3.6
3.4
IT applications support students Students can access the training portal Information on the university's website
conveniently in studying at the easily and conveniently actively supports student
university

2019 2020 2021 2022 2023

Source: Department of Testing and Quality Asurance

7.5. The university is shown to provide a highly accessible computer and network
infrastructure that enables the campus community to fully exploit information technology for
teaching, research, service, and administration
HUB has paid attention to investing in IT systems in general and Networks and computer
systems in particular to meet the needs of teaching, learning, research, and other activities. Between
2019 and 2023, HUB has invested tremendous resources to develop, upgrade, and maintain network
and computer systems. Currently, staff, lecturers, and students have easy access to the network and
computer system on the HUB's campus to be able to fully exploit IT for teaching, research,
community service activities, and administrative management:
- About computers: HUB has more than 600 desktop computers in computer rooms and more
than 200 computers for officers and employees serving management and administration. The
computers of officials and management staff are equipped with standard configuration (Intel Core
i3-9400 processor, 8GB RAM, 512GB SSD hard drive, 18.5-inch screen). The entire computer
system is connected to a high-speed internet system to serve practice activities and academic
management with a total domestic bandwidth of 2 Gbps and a total international bandwidth of 150
Mbps [07.05.01].
- About the network system: Currently, all lecture halls, libraries, self-study areas, dormitories,
and other areas are covered with wifi at a speed of 15 Mps for students and unlimited for lecturers
[07.05.02].
HUB has coherent regulations and specific functions for units related to investment,
development, upgrading, maintenance, and management of the use of network and computer
 49

systems. In particular, DITM plays the focal role, and other units, depending on their functions and
tasks, play coordinating roles. DITM not only annually plans IT investments but also checks and
reviews the operation of computer systems and Internet infrastructure to repair and upgrade the
system, ensure quality, and serve teaching, research and management activities [07.05.03].
7.6. The environmental, health, and safety standards and access for people with special needs
are shown to be defined and implemented
HUB builds and maintains a green and clean learning environment, aiming at health and safety
for learners, lecturers, and staff. All areas are required to be smoke-free. Between 2019 and 2023,
HUB allocated enormous resources to landscape and trees, security on the campus, fire protection
and prevention, walkways designed for people with special needs, and a canteen serving meals.
- Regarding environment and landscape: HUB has paid great attention to new investments,
renovations, and environmental landscape care at training facilities. Specifically, not only investing
in planting more trees on the Thu Duc Campus, but HUB also signed a contract with a cleaning
service company and tree care service to ensure areas are cleaned and sanitized daily to create a
green and clean learning and working environment [07.06.01]. In addition, the HUB's Healthcare
Office periodically eliminates mosquitoes, rats, and termites in all areas [07.06.02].
- Regarding security on the campuses: HUB focuses on security to ensure learning conditions
and a safe living environment for students. Specifically, in addition to assigning supervision to
dormitory management staff regarding security and order for students [07.06.03], HUB has signed
a contract with a security service company to ensure 24/7 security and order, strictly control the
implementation of rules in the school and boarding area, operate the surveillance camera system,
and coordinate closely with the ward security agency [07.06.04]. In addition, HUB cooperates
closely with local police to strengthen security checks for boarding and outpatient students
[07.06.05].
- Regarding fire prevention: HUB fully complies with the fire prevention and fighting
regulations of the government. In particular, fire prevention and fighting standards are determined
by the fire prevention and fighting regulations [07.06.06]. HUB coordinates with the fire prevention
and fighting police to periodically check fire prevention and fighting drills and fire safety to raise
awareness and disseminate fire safety regulations, to be safe when using electricity, and to know
how to handle situations such as electrical incidents, fire, and explosion incidents. All HUB
buildings are fully equipped with safety and fire prevention equipment such as fire extinguishers,
fire hydrants, and fire protection systems under regulations and are periodically inspected
[07.06.07].
- Regarding the design of walkways for people with special needs: HUB has paid great attention
to students with special circumstances and conditions. Specifically, when constructing buildings
such as Lecture Hall B, Lecture Hall C, and the Library, walkways are regularly designed for people
with special needs [07.06.08].
- Regarding other services: HUB has a canteen to serve the dining needs of students, lecturers,
and staff. The canteen is always inspected by the HUB's Healthcare Office for food hygiene and
safety to ensure the health of students, lecturers, and staff [07.06.09].
The HUB has clear regulations and specific functions for units related to the environment,
health, and safety of students. In particular, depending on the functions and tasks, one unit will play
the focal role, and other units are responsible for coordinating to ensure the best standards regarding
the environment, health, and safety of students and lecturers [07.06.10]. To have information to
help functional units improve the environment, health, and safety of students, lecturers, and staff
better and better, The University periodically conducts surveys on graduate students' satisfaction
with their activities and lives (Figure 7.4).
 50

Figure 7.4. Results of surveys of students and lecturers on environmental sanitation, safety
and health (2019 – 2023)

4.6 4.5 4.6 4.6

5.0 4.2 4.0 4.4 4.2 4.2 4.4 4.3 4.5 4.5 4.0 4.1
4.4 4.5 4.5
4.0 3.7 3.7

3.0
2.0
1.0
0.0
The lecture hall is clean The dormitory is clean, Medical staff dedicatedly Medical staff dedicatedly
ensuring the security take care of student's health take care of lectuters health

2019 2020 2021 2022 2023

Source: Department of Testing and Quality Asurance

7.7. The university is shown to provide a physical, social, and psychological environment that
is conducive for education, research, and personal wellbeing
HUB pays great attention to providing a psychological, social, and landscape environment
favorable for training, research, and comfort for students. Between 2019 and 2023, HUB has
distributed vast resources in these aspects. Alongside the lecture hall area, computer and practice
room area, library, and self-study area, the Thu Duc campus also has an area for sports activities, a
multi-purpose gymnasium, and a large hall and student dormitory. The Healthcare Office takes care
of the health of students, lecturers, and staff.
- Regarding the area for sports, arts, and skill training activities, the Thu Duc campus is a large
area, which is planned and designed harmoniously. The campus has an airy environment and
landscape, trees, green spaces, miniature landscapes, areas for sports activities, a multi-purpose
gymnasium, and a large hall. These facilities create comfort for the learning process, life skills
training, cultural exchange, and relaxing sports for students [07.07.01]. In addition, FOB/HUB's
Youth Union and clubs regularly organize cultural and artistic activities, sports competitions,
discussions, group activities about giftedness, and academic competitions for students. These
activities are not only for students to practice social skills, but they also create a good psychological
environment, actively support training and research activities, and create comfort for students
[07.07.02].
- Regarding the healthcare: HUB has a specialized Healthcare Office with full medicines to
meet the basic needs of students, lecturers, and staff. All students are required to participate in
Educational Health Insurance following regulations and must have a health check-up at the
beginning of the course. Consulting activities on physical- and mental health are also organized via
meetings with experts, and direct consultation with medical staff or faculty advisors [07.07.03].
- Regarding dormitory: The student dormitory located on campus helps students save travel
time during study and living. Students could register dormitory online, making it very convenient
for students to register and stay in the dormitory [07.07.04].
HUB has precise regulations and specific functions for units related to providing a
psychological, social, and landscape environment that facilitates training and research activities and
creates comfort for students. In particular, depending on the functions and tasks, a unit will play the
focal role, and the other units are responsible for coordination. In addition, to have information to
help functional units improve the provision of a more favorable psychological, social, and landscape
environment, HUB periodically conducts satisfaction level surveys with graduating students about
activities and life (Figure 7.5) [07.07.05].
 51

Figure 7.5. Results of a survey of graduate students about university activities and life (2019-
2023)
4.1 4.3 4.4 4.4 4.5 4.3 4.5 4.5 4.2 4.4 4.5
5.0
3.5 3.5 3.9 3.8 4.3 3.9 3.8 3.6 3.6
4.0
3.0
2.0
1.0
0.0
Union and Association The university meets the The university meets the Medical activities ensure
activities have good the cultural and artistic needs of needs of students in physical students' health
practical effects students education and sports

2019 2020 2021 2022 2023

Source: Department of Testing and Quality Asurance

7.8. The competences of the support staff rendering services related to facilities are shown to
be identified and evaluated to ensure that their skills remain relevant to stakeholder needs
HUB is very interested in developing the capacity of staff to participate in services related to
facilities and equipment because, in any activity, the human element always plays a central role. To
have a team of well-qualified staff and staff, in addition to requirements for ethical qualities, HUB
has developed a table describing professional requirements for many job positions in the support
staff group (Appendix-A6). The assignment of tasks to staff of services related to facilities and
equipment is carried out by the Head of the unit based on the capacity of the staff and the
requirements of the job [07.08.01].
To improve the capacity of support staff participating in services related to facilities and
equipment, HUB not only focuses on recruitment but also pays great attention to training and
retraining for support staff. For 2019-2023, support staff will participate in many long-term and
short-term training courses to better perform support work (Appendix-A7).
The capacity and work performance of support staff are evaluated and ranked every 06 months
and the whole year; includes evaluation and grading A, B, C; classify the level of task completion
(excellently complete the task, complete the task well, complete the task, do not complete the task);
emulation ranking (Emulation soldiers at all levels), reward proposals (Principal Certificate of
Merit, Certificate of Merit from the Governor of the State Bank of Vietnam, Certificate of Merit
from the Prime Minister). The evaluation and grading are based on actual monthly work
performance results (Monthly, support staff will report and self-assess their work performance,
from which it can be used as a basis for evaluation and grading for 6 months and the entire year),
and at the same time based on the regulations in the rating and evaluation regulations, the
regulations in the Documents of the State Management Agencies on emulation and commendation;
university implementation. Specifically: (i) Support staff report and self-assess work performance
so that the unit head has a basis to evaluate the level of task completion. (ii) The unit head comments
and evaluates the staff of his/her unit; Summarize and send evaluation results to DHRM for
submission to the HUB's Emulation and Commendation Committee. (iii) The Emulation and
Commendation Council meets to evaluate, comment, and propose assessment and ranking levels;
Grading the level of job completion; Rank emulation and reward and submit to the Rector to sign a
decision to recognize/recommend to competent superiors [07.08.02].
7.9. The quality of the facilities (library, laboratory, IT, and student services) are shown to be
subjected to evaluation and enhancement
In 2019-2023, in addition to exploiting and effectively using existing facilities, HUB is also
very interested in assessing the quality and improving facilities, demonstrated through the clear and
specific assignment of functions, tasks, and powers to each unit.
 52

- The DFM has the function of advising the Rector on planning, basic construction,
procurement, use, maintenance, and upkeep of facilities and equipment for the entire HUB; Carry
out annual investment plans in infrastructure and equipment; Operate infrastructure systems and
equipment to serve the teaching, learning, and scientific research of lecturers and students; Be the
focal point and responsible for advising the Rector in developing and promulgating rules,
regulations, and instructions in managing and using equipment and facilities, ensuring effective use
[07.09.01].
- The DITM has the function of building investment plans, maintaining, evaluating, and
upgrading facilities and IT infrastructure; Implementing the management and operation of IT
systems and IT equipment to serve the teaching, learning, and scientific research of lecturers and
students; At the same time, they are also the focal point and responsible for advising the Rector in
developing and promulgating rules, regulations, and instructions on the management and use of IT
systems and IT equipment to ensure they are used effectively [07.09.02].
- The Department of Finance and Accounting has the function of building annual financial
plans on investment, maintenance, evaluation, and upgrading of infrastructure and equipment,
including classrooms, halls, computer rooms, Practice rooms, equipment for teaching and learning,
scientific research, and community service; Coordinate with the DFM, DITM, compile a list of
infrastructure and equipment items that need investment, upgrade, maintenance, and submit to the
Rector for approval; Coordinate with functional units to carry out investment settlement,
maintenance, evaluation, and upgrading of infrastructure and equipment; Be the focal point and
responsible for advising the Rector in developing and promulgating regulations, rules, and
instructions in managing financial revenues and expenditures, ensuring efficiency [07.09.03].
- Faculties/departments and other units, depending on their functions and tasks, are responsible
for proposing investment needs in infrastructure and equipment, learning resources, and IT systems
to operate teaching programs, scientific research, and serve the community of lecturers and students;
Effectively use facilities, equipment, learning resources, and IT systems to operate the teaching
program [07.09.04].
Between 2019 and 2023, with the attention of the University Board, Rector, and Vice-Rectors,
HUB has invested a huge amount of money in the maintenance and upgrading of facilities and
equipment; Maintaining and upgrading practice rooms; Purchasing and updating Library documents
(Table 7.1).
Table 7.1. HUB's investment funding source for items (2019-2023) (Unit: Million VND)
No. HUB's investment funding source for items 2019 2020 2021 2022 2023
1 Maintain and upgrade facilities and equipment 24,385 24,768 23,346 30,846 24,000
2 Maintain and upgrade practice rooms 98 349 677 1,313 1,181
3 Purchasing and updating documents for the Library 268 104 311 1,949 1,200
Source: Department of Finance and Accounting
With HUB's large investment in items in 2019-2023, current infrastructure and equipment,
learning resources, and IT systems have been well-developed in both quantity and quality.
- Classrooms and halls: Regarding the number of classrooms, HUB owns 131 rooms in 2023,
compared to 91 in 2019. In the same vein, HUB currently owns 04 halls, compared to 02 halls in
2019 (Appendix-A8). In addition to increasing the number of classrooms and auditoriums, the
quality of classrooms and auditoriums has also been upgraded, as shown by the fact that many
classrooms are equipped with LCD screens, additional air conditioners, and upgraded sound
systems, lighting, upgraded high-speed wifi [07.09.05].
- Computer rooms and practice rooms: between 2019-2023, computer rooms and practice
rooms have increased in both quantity and quality (Appendix-A9).
 53

- Library facilities, documents/learning materials: In 2019-2023, with a huge investment of

resources to develop documents/learning materials, especially electronic and printed learning
materials; Currently, HUB's library is very diverse in documents/learning materials, especially
documents in English from reputable publishers around the world (Appendix-A10).
- IT Infrastructure and Services: In 2019-2023 the current IT infrastructure and Services meet
the requirements of lecturers and students well (Appendix-A11).
With an enormous investment of resources in infrastructure and equipment, learning resources
in the period 2019-2023, HUB currently has great development in classrooms, hall, computer room,
practice room, electronic library, and digital library. In particular, the wifi system has covered the
entire area of HUB. With the current quantity and quality of facilities, HUB has enough physical
resources to operate teaching and learning programs. At the same time, it also serves well for
teaching, scientific research, and other activities for lecturers and students in general and banking
students in particular.
CRITERION 8 – OUTPUT AND OUTCOMES
8.1. The pass rate, dropout rate, and average time to graduate are shown to be established,
monitored, and benchmarked for improvement.
To assure the quality outcome following the expected results of the training program, HUB
assesses not only the input and training qualities but also the output quality. HUB also cares about
the graduation rate by establishing, monitoring, supervising, and comparing to enhance learning
outcomes, training scores, and graduation results.
Table 8.1. Graduation and Dropout Rates

Total of Graduation Rate after: Dropout Rate after:

Academic Students (Unit: %) (Unit: %)
Year (Unit:
≥ 4th
people) 3 years 4 years > 4 years 1st year 2nd year 3rd year
year
2015 - 2019 2,215 0.14 49.21 36.03 0.72 4.11 2.26 7.49
2016 - 2020 2,084 0.38 53.93 31.81 1.82 3.93 0.14 6.05
2017 - 2021 2,014 0.10 52.58 32.92 1.04 0.89 4.42 2.88
2018 - 2022 1,995 0.15 55.39 29.57 0.35 3.16 1.55 1.20
2019 - 2023 2,252 0.13 69.05 16.96 0.36 0.98 1.11 0.84
2020 - 2024 2,459 0.81 **4 0.00 1.10 0.89 1.26 0.00
2021 - 2025 1,928 0.00 0.00 0.00 0.83 0.88 0.00 0.00
2022 - 2026 2,043 0.00 0.00 0.00 1.42 0.15 0.00 0.00
Source: Training Office
HUB utilizes the UIS training management software to store data on training process outcomes,
learning, and training situations. The UIS also monitors scores and reviews passed and failed rates,
dropout rates, withdrawal rates, graduated candidates, and scholarships. A centralized data
mechanism of the UIS assists HUB and FOB in managing statistics, analysis, and effectively
controlling relevant indicators. At the end of each semester, a specialized group in the Training
Office will statistically analyze the learning outcomes of all students. As a result, HUB oversees the
expected outcomes, leave of absence, and dropout rates. The rates are monitored, compared across
semesters, and reported to the Board of Directors. Based on the report, the Board of Directors will

4
Ongoing 4th year
 54

provide timely directives to relevant units to implement appropriate approaches to improve the
graduation rates and reduce dropout rates [08.01.01]. Table 8.1 shows that the proportions of
students completing the curriculum and being awarded graduation certificates within the designated
timeframe (4 years) have been progressively increasing recently. Additionally, students craft their
study plans proactively and graduate ahead of schedule. The numbers indicate that HUB and FOB
have strictly monitored and improved educational quality. As a result, it has augmented the
graduation rate through the academic years. The dropout rate has declined and constituted a minor
proportion of the total cohort size (less than 1%). This evidence underscores that HUB and FOB
have vigilant oversight and effective interventions in reducing dropout rates.
The analyzed report on the dropout reasons reveals that first- and second-year students
predominantly discontinue their studies due to changing educational institutions, studying abroad,
or even changing fields of study. Third- and fourth-year students drop out primarily due to academic
underperformance, receiving an academic warning at 3rd level, and failing to submit foreign
language or computer skill certificates. At FOB level, FOB conducts an analyzed report at the end
of the academic year to show the factors leading to dropout rates and proposes solutions to mitigate
these rates [08.01.02].
To alleviate the dropout rate, HUB and FOB have undertaken extensive approaches to support
students to complete the program. The Training Office issues early academic warnings via the credit
system. Academic advisors monitor and provide reminders and warnings at class meetings.
Furthermore, additional courses are available in the summer semester to assist students in improving
their grades. HUB also organizes regular supplementary English courses and computer tests for
students to facilitate graduation. Annually, HUB also holds meetings, including students, senior
administrators, Faculty leaders, and Department/Office administrators, to address concerns, provide
guidance, and assist students in their academic endeavors. Additionally, HUB offers policies such
as tuition waivers and scholarships for qualified students to facilitate their continuation in the
program [08.01.03].
During the educational process, HUB designs the program and allocates courses rationally to
guarantee the adequacy of knowledge and graduation time. The duration of the program is four
years, with the option to shorten the training period by up to 1 year or extend the period by up to 2
years, depending on individual capabilities and conditions. The program is structured for four years,
comprising eight main semesters and three summer semesters. In the main semesters, students
primarily engage in classroom-based learning for the theoretical subjects and computer-based
learning for the practical subjects. The final semester is dedicated to internship and for the bachelor
thesis or substitute courses enrollment. Students may register for retakes during both regular and
summer semesters. The summer semester is organized to cater to practical circumstances.
The credit-based training system allows learners to plan their studies actively and aims to
facilitate early graduation. These regulations also provide comprehensive information regarding the
conditions for graduation assessment, academic result retention, and program transfers. Table 8.1
also indicates that the training period has been shortened progressively. Notably, the students can
accelerate their progress and receive graduation certificates in the third year. HUB and FOB have
implemented several approaches to assist students in timely or accelerated graduation, such as
disseminating study plans annually, providing guidance on course registration, and specifying
requirements for foreign language proficiency, computer skills, and soft skills. The assistance
shapes in the form of orientation sessions, class activities, and student handbooks.
Consequently, students can manage time actively, enroll in courses, and proactively plan
strategies to expedite their progress. The SSC enhances connections with numerous enterprises and
professional organizations to facilitate internship opportunities. Annually, HUB conducts five
rounds of graduation assessments for students who meet the requirements. HUB designs the training
program and improves it annually to ensure students achieve the learning outcomes [08.01.04].
 55

8.2. Employability as well as self-employment, entrepreneurship, and advancement to further

studies, are shown to be established, monitored, and benchmarked for improvement.
Employability is a critical metric to evaluate the quality of the program. HUB and FOB monitor
the post-graduation employment status annually to enhance the quality [08.02.01].
Table 8.2. Employment rate of post-graduation (Unit: %)
Job Status Duration to get a job after graduation
Academic Learning for
year Having <3 3-6 6-12 >12 No
Master/PHD Unemployment
a job months months months months respond
degrees
2019 96.40 3.10 0.50 84.30 5.40 2.00 2.20 6.10
2020 96.10 0% 3.90 69.77 26.08 1.41 1.61 1.13
2021 97.60 0% 2.40 62.22 31.22 3.44 2.01 1.11
2022 96.45 2.22 1.33 63.05 29.34 4.02 2.69 0.90
2023 N/A (Ongoing surveying)
Source: Department of Testing and Qualiy Assurance
Annually, the Department of Testing and Quality Assurance (DTQA) conducts online surveys
to assess the post-graduation employment status. Survey results consistently indicate a high
employment rate for graduates, with rates consistently exceeding 96% for the reported years. The
majority of graduates are employed in banks and financial institutions, domestically and
internationally. Some graduates upgrade their diplomas immediately by pursuing Master's or Ph.D.
degrees, while a few students remain unemployed due to waiting for suitable employment
opportunities. The high employment rate within three months after graduation underscores the
positive reception of employers to HUB’s graduates. When carefully examining specific sectors,
graduates from HUB predominantly find employment in the banking sector, constituting the highest
proportion ranging from 30% to 45% (for the years 2019 and 2020, which have the separation).
This evidence indicates that the banking sector accredits the outcomes provided by HUB and
reaffirms the strength of the Banking Concentration programme.
Table 8.3. Main Employment Fields of Graduates (Unit: %)
Employment Field
Year of
Graduation Financial Stock Real Export-
Bank Insurance Commerce Others
Institutions Market Estate Import
2019 16.02 30.75 1.55 0.52 11.63 3.10 5.94 30.49
2020 5.65 45.48 2.64 0.75 23.73 2.45 3.95 15.35
2021 41.33 4.67 2.67 25.67 3.33 7.44 14.89
2022 38.86 3.47 3.58 22.73 2.35 7.17 21.84
2023 N/A (ongoing surveying)
Source: Department of Testing and Qualiy Assurance
To enhance job-seeking opportunities, HUB collaborates with various organizations to hold
multiple events, such as job fairs and seminars. Students are encouraged to augment their knowledge
and skills through extracurricular activities organized by HUB. During the internships at various
companies, students have successfully met the job requirements. Graduates also demonstrate quick
adaptability to the work environment and are retained for permanent positions after the internship.
Annual employer surveys reveal the employers' satisfaction with graduates. Specifically, regarding
the adequacy of the training program provided to graduates, employers rate it as "appropriate" and
"very appropriate" ranging from 45.83% to 54.80%. These results are noteworthy and highlight the
strengths of graduates from HUB.
 56

8.3. Research and creative work output and activities carried out by the academic staff and
students, are shown to be established, monitored, and benchmarked for improvement.
FOB monitors and supervises the annual research plan. For faculty lecturers, since having the
approval, HUB and FOB provide financial aid and time allocation to carry out research projects.
Faculty lecturers and students may collaborate to participate in research competitions, awards for
research and creativity, and entrepreneurship competitions at the university, city, and national
levels. Additionally, to enhance research quality, HUB organizes scientific research seminars,
where specialized experts as presenters, covering selected topics. The research outcomes are utilized
for teaching. All research projects are monitored, recorded, and compiled twice a year to assess the
progress of each faculty member's research activities. The results are used for evaluating the
completion of annual tasks for each member.
In addition to the research activities conducted by lecturers, students are encouraged to join
these activities. These activities are varied, such as research projects at the university level,
academic competitions, academic club seminars, or collaboration with faculty lecturers on research
projects (such as conferences or journal publications). Students can enroll in research activities
independently or join a research team under the guidance of a faculty lecturer. Annually, the
Banking Science and Technology Research Institute (a unit belonging to HUB) collaborates with
FOB to select high-quality research projects to join competitions (at the national, municipal, and
university levels).
Between 2019 and 2023, students joined research activities actively. Tables 8.4 illustrate a clear
shift in both quantity and quality in student research activities over the past five years. These results
align with the expected learning outcomes and the vision and mission of HUB and FOB.
Specifically, the number of research projects from FOB consistently accounted for approximately
30% to 50% of the total number of HUBs. The increased line aligns with an enhancement in the
quality of research output. Furthermore, the outcomes of several research projects are noteworthy,
with 2 out of 4 projects in 2022 and 4 out of 6 projects in 2022 achieving the "Excellent" rating.
Noteworthy is one project that obtained the Second Prize in “the Seventh Econometrics and
Application Olympic” in 2022, and many other scientific research awards (Appendix-A12).
Table 8.4. Number of research projects of Banking Concentration programme, 2019 -2023
Banking Concentration
HUB
programme
Academic year No.
No. research No. research No. participated
participated
projects projects students
students
2019 4 13 16 57
2020 2 10 6 25
2021 5 11 8 22
2022 6 19 16 44
Source: Banking Science and Technology Research Institute
To enhance students' research activities, FOB plans research targets annually [08.03.01].
Faculty lecturers are encouraged to proactively engage with, suggest, and guide students on suitable
research topics [08.03.02]. The Banking Science and Technology Research Institute also assigns
dedicated specialists to oversee student research activities, providing guidance, supervision, and
support to those students. Additionally, The Banking Science and Technology Research Institute
and Academic Affairs Office compile the research activities twice a year, report to the Board of
Directors, and propose suitable improvement solutions [08.03.03]. FOB’s Youth Union, Student
Union, and Academic Clubs collaborate to promote student participation in research activities and
disseminate information widely via website and social media pages. These unions also organize
 57

academic activities and competitions to enrich students’ knowledge and foster creative thinking,
thereby contributing to the advancement of student research activities [08.03.04]. HUB issues
financial support and recognition schemes for students who participate in research activities and
achieve awards at various levels. The awards could be adding credits to students’ academic records,
and prioritizing scholarship considerations [08.03.05].
8.4. Data are provided to show directly the achievement of the programme outcomes, which
are established and monitored.
FOB maintains a system to monitor students’ achievement of PLOs. The data system includes
input data, process, and output data of students, which is stored and managed by software in the
Training Office. The data is available for sharing with units in HUB to manage effectively. The data
system also systematically saves the Survey results from external stakeholders regarding training
program quality and internal stakeholders’ feedback. The data system displays PLOs that are
updated every semester. The Training Office and FOB closely monitor the data system.
Additionally, HUB employs various software tools such as UIS training management, exam
question management, student surveys, performance evaluation, training outcomes, and grade
management. Consequently, these tools aid in establishing, analyzing, and predicting graduation
rates of each cohort, and identifying reasons for the dropout rate [08.04.01].
At the end of each semester and academic year, FOB and specialized units compile statistics
on students’ academic performance, training outcomes, survey results, and graduation outcomes.
FOB then analyzes and reports to the Board of Directors. HUB conducts comparisons between
semesters, years, and different programs. Based on these comparisons, HUB and FOB identify
underlying causes and implement metrics for improving students’ academic performance
[08.04.02].
8.5. Satisfaction level of the various stakeholders are shown to be established, monitored, and
benchmarked for improvement.
HUB regularly organizes the collection of feedback from faculties, support staff, students,
alumni, and employers to assess satisfaction levels. Each survey is conducted following ISO
procedures and adheres to the PDCA cycle. FOB plans the information collection process and
organizes activities such as supporting regular surveys, inner meetings, and conferences/seminars
with employers. FOB also solicits public feedback on internal regulations as requested, to ensure
continuous monitoring of satisfaction levels. Other coordinating units, such as the HUB Office,
Student Support Center, and Student Affairs, are responsible for organizing meetings, conferences,
and seminars with students, faculties, supporting staff, and employers to record satisfaction levels
regarding general activities [08.05.01].
Figure 8.1. Level of graduating student satisfaction at FOB of Banking (2018-2022)
4.44

4.28
4.43
4.56

4.44
4.59

4.46
4.53

4.28
4.46
4.57

4.28
4.46
4.58

4.45
4.57
4.6

4.24
4.22

5
4.2

4.2
3.91

3.72
3.72

3.72
3.71

3.71
3.69

3.69
3.68

3.67
3.9

3.59
3.59

4.5
3.7

4
3.5
3
2.5
2
1.5
1
0.5
0
Goals and Lecturer Courses Supporting Non-Academic General Average Scores
Contents of Services activities Evaluation on
Banking major Banking major
program program

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Source: Department of Testing and Qualiy Assurance

 58

For students, HUB establishes diversified feedback channels to observe student satisfaction
levels. Students provide feedback on the course quality, training programs, and types of
examinations via online surveys. The survey results are compiled, analyzed, and transmitted to FOB
for improving activities at each semester. Students can also provide feedback via mailboxes, email,
hotline, Q&A section website, and social media platforms. Annually, students participate in
meetings with the Board of Directors, FOB leaders, and supporting units to address, resolve, and
advise on academic matters, helping students complete their learning and training processes
[08.05.02]. Figure 8.1 illustrates the satisfaction levels of graduating students regarding the quality
of several aspects. The levels are divided into average scores and individual component scores.
Additionally, when comparing the average scores of HUB (comprising various training programs),
the average scores of the Banking Concentration programme are higher than the ones of HUB
between 2018 and 2022. Upon closer examination of each component score, Table 8.6 reveals two
aspects: A. Objectives and content of the training program, and C. Course Quality, consistently
scoring higher than the average scores of HUB. This evidence indicates that students highly rate for
the Banking Concentration programme. Therefore, the increasing trend over the period and the
higher scores compared to the average scores of HUB demonstrate that the educational quality of
the Banking Concentration programme adheres to quality monitoring and improvement procedures.
Table 8.6. Comparing the student satisfaction levels between Banking Concentration
programme and HUB
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Contend Rated
FOB HUB FOB HUB FOB HUB FOB HUB FOB HUB
A. Goals and Contents of
Banking Concentration 3.68 3.57 3.7 3.59 4.22 4.16 4.44 4.31 4.6 4.48
programme
B. Lecturer 3.9 3.88 3.91 3.89 4.28 4.3 4.43 4.4 4.56 4.52

C. Courses 3.67 3.58 3.69 3.58 4.2 4.17 4.44 4.29 4.59 4.46

D. Supporting Services 3.59 3.58 3.59 3.57 4.2 4.2 4.46 4.34 4.53 4.47

E. Non-Academic activities 3.72 3.73 3.71 3.7 4.28 4.21 4.46 4.4 4.57 4.48

F. General Evaluation 3.69 3.6 3.72 3.61 4.28 4.19 4.46 4.34 4.58 4.48

Average Scores 3.71 3.66 3.72 3.66 4.24 4.17 4.45 4.35 4.57 4.48
Note: The Bolded numbers indicate that the scores of Banking Concentration programme are
higher than the average score of HUB
Source: Compiling from Department of Testing and Quality Assurance
Feedback from Alumni is a crucial factor for HUB and FOB to assess the responsiveness of the
Banking Concentration programme, including courses, knowledge, and skills. These responses are
the basis for updating and comprehensively adjusting the curriculum.
Table 8.7 demonstrates that the employment rate of the Finance-Banking program has
consistently remained above 90% for the surveyed period. Particularly in the last two years, this
rate has increased to 97%, surpassing the average rate of HUB. These numbers indicate that the
trust in the program is maintained at a very high level.
 59

Table 8.7. Report on the employment status of post- graduation (Unit: %)

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Content Rated
F-B HUB F-B HUB F-B HUB F-B HUB F-B HUB
Currently employed 90.9 93.4 96.4 94.9 96.1 97.4 97.6 96.2 96.4 95.8
Currently pursuing Master/
3.6 2.1 1.8 1.7 0.0 0.4 0.0 1.6 2.2 2.6
PhD
Currently unemployed 5.6 4.5 1.8 3.4 3.9 2.2 2.4 2.2 1.3 1.6
Note: F-B means Finance-Banking program (the survey includes 2 programs)
Source: Department of Testing and Quality Assurance
Figure 8.2. Employers evaluate the appropriateness of the training program Achieving these
outcomes, in addition to the efforts of FOB, there are the active contributions from various
Departments/Offices, who support the training program.
60%

50%

40%

30%

20%

10%

0%
Well Suitable Suitable Fairly suitable Non-suitable

2018-2019 2019-2020 2020-2021 2021-2022

Source: Department of Testing and Quality Assurance

Upon deeper analysis, Table 8.3 shows that the employment sector in Banking still dominates
compared to other sectors within graduates from HUB. This evidence once again underscores the
contribution of the Banking Concentration programme to establishing and maintaining the HUB’s
reputation.
Moreover, feedback from employers indicates that they assess the knowledge, skills, attitudes,
and responsibility in work of graduates from a level of fair to higher satisfaction, with an increased
trend observed. Employers also highly appreciate graduates’ ability to meet job requirements after
recruitment, stating that graduates can meet the job requirements and are immediately employable.
No employer evaluates the Banking Concentration programme as "not suitable", implying that the
program is designed closely aligned with business needs.
Figure 8.3 illustrates evidence of improvement across all units involved in the training program.
Specifically, the scores at the time of 2021-2022 are significantly higher than those in 2017-2018,
with some units scoring above 4.5/5, such as the Student Affairs Office and the Student Support
Center. These numbers indicate that the support provided by these units has yielded tangible results
and has been recognized by the learners.
To enhance the satisfaction of faculties and supporting staff, HUB collects feedback from the
survey on the working environment. In addition, HUB has issued regulations on citizen reception
and its schedule to receive regular feedback from faculties and supporting staff. Periodically, the
opinions of faculties and staff are relayed to HUB via the key staff meetings channel, Staff
 60

Meetings, and the Union Base of HUB Meetings, aimed at empowering the HUB’s staff and
contributing to development. These occasions also provide opportunities for HUB’s leaders to
understand the sentiments and aspirations of the staff to provide appropriate guidance and solutions
during the implementation of academic tasks.
Figure 8.3. Level of student satisfaction with the quality of management and training support,
2017-2022
4.52

4.51

4.55

4.49

4.47

4.55
4.44

4.57
4.5
5

4.25
4.23
4.07
4.06
4.03

4.03

4.03
4.02
4.5 3.91
3.67

3.54
4
3.5
3
2.5
2
1.5
1
0.5
0

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Source: Department of Testing and Quality Assurance

 61

PART 3. STRENGTHS AND WEAKNESSES ANALYSIS AND IMPROVEMENT PLAN

FOR THE PROGRAM OF BANKING
CRITERION 1 - EXPECTED LEARNING OUTCOMES
Strengths:
The standards of the Banking Concentration Programme are periodically updated and improved
to meet the requirements of stakeholders, following the mission, vision, and educational philosophy
of HUB. Improving the standards of the Banking Concentration Programme is based on the
regulations of MOET, the recommendations of the AUN-QA Organization when accrediting the
Banking Concentration Programme in April 2019, and the HUB's perspective related to improving
the curriculum. In addition, the improvement is also based on survey results from relevant parties
(lecturers, students, Alumni, employers, state management agencies, and professional associations).
The PLOs of the Banking Concentration Programme, since being officially issued, are disseminated
to relevant parties and publicly announced on the website of the HUB/FOB.
The PLOs of the Banking Concentration Programmes are formulated comprehensively
following the PDCA process and the SMART principle. Among the 8 PLOs of the designed
curriculum, there are 5 general PLOs and 3 specialized PLOs. The PLOs guide students majoring
in Banking to acquire comprehensive knowledge and skills about nature, economics, and society
following the educational philosophy "Liberal - Interdisciplinary - Experience" of HUB. The PLOs
also direct students to have the proper awareness and form a culture of "lifelong learning" to flexibly
adapt to changes in the professional environment in the context of the 4.0 industrial revolution and
the digital era.
The PLOs are appropriately allocated to subjects in the Banking Concentration curriculum with
specific scale levels.
Weaknesses:
The PLOs of the Programme have been allocated to each subject with a specific scale so that
the assessment of learners' learning outcomes according to the Programme's PLOs is reliable.
However, the PLOs should be developed precisely to be able to evaluate the learning outcomes of
learners. Specifically, it is necessary to formulate a detailed Performance Indicators (PIs) for each
PLO of the Programme.
There is a need for more tools with quantitative capabilities to support the assessment of
learners' learning outcomes so that the assessment according to the PLOs of the curriculum is more
accurate. Currently, only the final exams extracted from the question bank managed by software
and/or several subjects are held in the computer lab. Meanwhile, other components that determine
student learning processes, such as midterm tests and group work, do not have software to support
student assessment.
Improvement plan:
FOB has a plan and is in the process of updating and improving the Banking Concentration
curriculum (expected to be completed in June 2024). In the updated version, in addition to
continuing to improve the quantity and content of the PLOs to suit the development trend of the
labor market in the finance and banking sectors, FOB is going to focus on formulating detailed PIs
for each PLO. Improving the PLOs in general, and the detailed PIs for each PLO in particular will
be carried out by the FOB according to the PDCA process and based on a survey of relevant parties.
HUB is currently developing software to evaluate learners' learning outcomes according to
the PLOs. The software is a tool to support the final assessment and is for the assessment process
of student's learning. The deployment will be in 2024 by HUB.
CRITERION 2 – PROGRAMME STRUCTURE AND CONTENT
Strengths:
 62

The description of the 2021 version of the Banking curriculum fully shows the information
recommended by the AUN-QA Organization and the current regulations of MOET. The description
of the curriculum, after being issued, is disseminated to relevant parties and publicly announced on
the HUB/FOB website.
The process of updating and improving the structure and content of the Programme (2021
version) is based on the regulations of MOET and recommendations of the AUN-QA Organization
when accrediting the Programme in April 2019 and the survey results from stakeholders according
to the PDCA process. In particular, the 2021 version has two directions: traditional specialized
banking and financial technology. The directions assist learners in maximizing their strengths and
abilities following the HUB's educational philosophy of "Liberal - Interdisciplinary - Experience."
The structure and content of the Programme (the 2021 version) are designed reasonably
between subjects/modules belonging to the general knowledge group and the industry-based
knowledge group. In particular, the Programme (the 2021 version compared to the 2018 version)
has increased the number of credits for industry-based and specialized knowledge groups. The
improvement assists learners with well-equipped knowledge and professional skills and adapting
labor market requirements in the context of international economic integration and the digital era.
The relationship between the subject standards and the learning outcomes is shown coherently
in each subject outline, which is very convenient for teaching and learning activities
implementation, evaluating the learning outcomes of learners according to the learning outcomes
of the specialized programme Banking industry.
The process of teaching and learning activities is designed reasonably from the curriculum and
subject perspective. From the perspective of the entire curriculum, teaching and learning activities
are combined between theoretical training in classrooms and practice in labs. Students can also
experience the practice via internships and other extracurricular activities. From a subject
perspective, teaching and learning activities are organized flexibly between focused learning in
class and students' self-study and self-research at home.
Weaknesses:
The banking Concentration curriculum (the 2021 version) has been designed in a modern
direction, of which the number of subjects related to modern technology, such as artificial
intelligence, cloud computing, and science and technology. However, the curriculum does not have
many data subjects, such as data mining, or data analysis.
Although all subjects in the industry-based and specialized knowledge groups in the curriculum
have updated reference documents in English, the subjects are still not taught in English entirely.
Improvement plan:
FOB has a plan and is in the process of updating and improving the Banking Concentration
curriculum (expected to be completed in June 2024). In the updated version, in addition to reviewing
the entire structure and content of the programme, the content of the subjects in the Programme,
FOB will survey stakeholders to add subjects related to the fields of artificial intelligence, cloud
computing, and data science for both orientations:(i) Digital banking orientation and risk
management and (ii) Financial technology orientation.
FOB will solicit opinions from experts and survey relevant parties to add several subjects in
the industry-based and specialized knowledge groups taught entirely in English.
CRITERION 3 – TEACHING AND LEARNING APPROACH
Strengths:
The deployed teaching and learning methods are diverse, flexibly combined between traditional
teaching and modern teaching methods depending on the learning outcomes of the curriculum
allocated to a subject, and are all aimed at achieving PLOs. Moreover, the student-centered teaching
 63

and learning methods assist students to gain practical experience and unleash their abilities
following the educational philosophy of "Liberal - Interdisciplinary - Experience."
The teaching and learning methods described in course outlines encourage students to self-
study, self-research, and study responsibility. These methods allow students to acquire knowledge
actively, practice thinking and problem-solving skills, and cultivate moral qualities.
The teaching and learning methods applied in all subjects guide students to learn learning
methods and help them form a culture of "lifelong learning."
Weaknesses:
Through these approaches, lecturers are acquired experience in orienting and leading self-study
and self-research processes of students, presentations and discussions organizing, problem-solving,
and teaching and learning activities using the flipped classroom method to promote effectiveness.
Students also need to be very proactive and self-aware in self-studying before participating in class.
However, a few students are not very proactive in self-study and self-research. As a result, students'
academic results are not good.
Some modern teaching and learning methods require a very high level of interaction between
lecturers and students and between students. However, some courses are organized with a large
number of students. The dense classes cause obstacles for lecturers to implement modern teaching
and learning methods.
Improvement plan:
FOB continues to organize seminars and professional activities for lecturers to share
experiences on modern teaching and learning methods implementation. In addition, FOB continues
to promote modern methods so that students are aware of the meaning and importance of self-study
and self-research via several channels, such as Youth Union and Student Association events, club
activities, and academic advisor meetings.
It is recommended that HUB arrange the number of students in a class more appropriately for
some subjects that require very high interaction between lecturers and students and between
students.
CRITERION 4 – STUDENT ASSESSMENT
Strengths:
The regulations related to the student assessment are comprehensive, coherent, officially issued
in written form, disseminated publicly, and timely to learners and lecturers.
Diverse assessment methods are applied appropriately to measure the CLOs and PLOs within
each assessment component and the methods are stipulated in the course outlines. The course
assessment is divided into 50% for the process assessment (with three assessment components
weighted at 10%, 20%, and 20%) and 50% for the final assessment. Each component uses a suitable
method to best measure the allocation of CLOs. The assessment components, assessment methods
for each component, and assessment rubrics are specified in each course outline.
The student assessment activities are continuously reviewed and improved annually through
surveys of relevant stakeholders. Currently, to enhance the effectiveness and timeliness of surveys,
surveys are conducted online via email or survey links. Specifically, for learner surveys, to ensure
that all learners participate, HUB has integrated the survey form into learners' accounts, requiring
them to complete the survey before viewing their course grades.
Weaknesses:
According to HUB's regulations, for the final assessment, classes of the same course in the
same exam session will take a common test. This test is either selected from the question bank or
FOB will create questions. For some courses that do not have the question bank, FOB will make
common tests. Common tests for different exam sessions created by different lecturers may lead to
 64

variations in the difficulty level of common tests. The difference in difficulty level reduces the
fairness in the final assessment between different exam sessions of the same course.
Improvement plan:
HUB and FOB should continue to promote professional seminars with content related to
activities and methods of student assessment. Additionally, during the professional discussions of
departments in FOB, lecturers should enhance the sharing of experiences in applying suitable
activities and methods for student assessment.
HUB should issue coherent regulations to strengthen the development of question banks for
all courses in the Programme and HUB. However, building a question bank should encompass all
course contents, and the questions should match with the Bloom taxonomy level of the PLOs
allocated for the course. The question bank requires much time and large intellectual investment
from lecturers. Therefore, FOB's leadership and relevant Departments need to devise an
implementation plan, focusing resources on creating a comprehensive and effective question
bank.
CRITERION 5 – ACADEMIC STAFF
Strengths:
HUB and FOB plan for human resources development annually. Furthermore, HUB and FOB
have a mechanism to encourage lecturers to promote learning to improve their professional
qualifications. As a result, between 2019 and 2023, many lecturers of FOB hold doctoral degrees
(the ratio of lecturers with a doctorate or higher to the total number of lecturers in FOB accounts
for 66.67%, indicating a very high ratio currently). HUB and FOB also plan and have a mechanism
to encourage lecturers to improve their foreign language skills, with the current result that about
50% of the FOB's lecturers can teach well in English. In addition, HUB and FOB also plan and have
a mechanism to encourage lecturers to participate in short-term training courses to improve teaching
methods, enhance research skills, and update new professional knowledge.
The teaching load of lecturers in FOB is not too large and is stable in 2019-2023. This helps
lecturers avoid work overload and gives them more opportunities to study and research to improve
their professional qualifications and teaching quality.
During the period 2019 - 2023, lecturers of the Faculty of Banking also pay great attention to
using the results of this scientific research to transfer technology and serve the community as
recommended by the AUN-QA Assessment Organization in inspection in April 2019 in addition to
an increase in scientific research projects and articles domestically and internationally.
Weaknesses:
The Banking Concentration Programme will be updated and improved (expected to be
completed in June 2024) and developed in two orientations: Digital banking and risk management
orientation and financial technology orientation. FOB's lecturers are required to have in-depth
professional knowledge and professional skills in their field of expertise to undertake teaching and
scientific research well. Lecturers also need to have interdisciplinary knowledge, especially related
to the achievements of the 4.0 industrial revolution, such as artificial intelligence, the Internet of
things, cloud computing, data science, and the blockchain. However, currently, the number of
faculty members with in-depth knowledge of modern technologies is not much.
Improvement plan:
FOB has submitted a report to the Principal (through the DHRM) and has received approval
from the Principal to organize an in-depth training course in the fields of financial technology, such
as artificial intelligence, internet of things, cloud computing, data science, blockchain (the training
course includes 09 modules, the expected training time is 09 months, the subjects who will
participate in this training course are lecturers of FOB and Faculty of Finance).
 65

The FOB coordinates with the DHRM to recruit lecturers with doctoral degrees or higher with
specialized training in financial technology, such as artificial intelligence and data science,
especially priority given to candidates trained in developed countries.
CRITERION 6 – STUDENT SUPPORT SERVICES
Strengths:
The admission policies and criteria are clearly defined, issued, and disseminated to stakeholders
via channels. These policies and criteria are evaluated annually.
Recruitment and development planning for SS are fully implemented, focusing on quality and
quantity.
The physical and social environments, as well as support activities, are human-oriented. These
factors create a comfortable environment for stakeholders in learning and teaching activities.
The competency of SS is assessed to align with the expectations of stakeholders. The roles of
SS and relationships between Departments/Offices are clearly defined to provide the smooth
implementation of services.
Weaknesses:
The monitoring system for students’ academic progress is mainly manual, lacking automation
in providing alerts to students, academic advisors, and FOB about outcomes.
FOB has not assessed the impact of support activities on improving the quality of learning and
students’ employability.
Improvement plan:
Develop a monitoring process that tracks students’ academic progress. The system clearly
defines the roles and responsibilities of each unit. The system also maximizes the use of technology
to record and announce to students about their academic outcomes.
Incorporate an assessment of the impact of support activities on improving the quality of learning
and students’ employability into the current surveys conducted by the Department of Testing and
Quality Assurance.
CRITERION 7 – FACILITIES AND INFRASTRUCTURE
Strengths:
HUB's facilities (classrooms, halls, self-study areas, practice rooms, computer rooms and
equipment, information technology systems, learning materials and databases systems, and sports
areas) can respond well to the teaching and learning process, and self-study/research.
The landscaped environment, spacious, airy space, and many trees have created very favorable
conditions for students to study, self-study/research, organize cultural exchange activities, sports,
life skills training, and relaxation.
HUB's social environment is always guaranteed to be secure and safe for people and property,
creating peace of mind and comfort for students when studying, self-studying/researching, or living
at the HUB.
Weaknesses:
Currently, many activities at HUB have been digitized. However, HUB does not have an
automatic consulting system for students, lecturers, and related parties.
Currently, HUB has a number of software to manage activities, such as human resource
management, students, training organizations, libraries, accounting, and assets. However, these
kinds of software have not been approved yet integrated into a unified whole by HUB.
Improvement plan:
Currently, HUB has a plan and has begun implementing the construction of Chatbot HUB to
provide 24/7 automatic consultation for students, lecturers, and related parties.
 66

Currently, HUB has a plan and has begun implementing the construction of a system to integrate
all software into a unified whole based on a digital platform.
CRITERION 8 – OUTPUT AND OUTCOMES
Strength:
FOB continually monitors and compares graduation rates, dropout rates, the average time to
graduation, employment rates, and feedback from employers to ensure continuous improvement for
the Banking Concentration Programme.
Employers are satisfied with the quality of graduated students, and stakeholders express high
satisfaction with the training programme.
Weakness:
The number of scientific publications by students has improved compared to the previous
period, but it is still not high.
The number of students participating in research activities is still relatively low compared to
the entire programs in HUB.
Improvement plan:
HUB and FOB vigorously implement various communication activities and counseling to
students regarding the role of scientific research activities in their academic journey. Moreover,
FOB conducts comparisons of these activities annually to gauge progress.
Relevant units should organize workshops for lecturers and students to enhance their capacity
for publishing scientific papers.
FOB encourages lecturers and students to increase their publications in local and international
academic journals and to participate in academic competitions to enhance students’ research
abilities.
 67

PART 4. APPENDIX
A1. Self - assessment of Banking and Finance program, professional knowledge in Banking
Criterion 1 2 3 4 5 6 7

1 EXPECTED LEARNING OUTCOMES 6

The programme to show that the expected learning outcomes
are appropriately formulated in accordance with established
1.1 5
learning taxonomy, are aligned to the vision and mission of
the university, and are known all stakeholders
The programme to show that the expected learning outcomes
1.2 for all courses are appropriately formulated and are aligned 5
to the expected learning outcomes of the programe.
The programme to show that the expected learning outcomes
consist of both generic outcomes (related written and oral
1.3 communication, problem-solving, information technology, 5
teambuilding skill, ect) and subject specific outcomes
(related to knowledge and skill of the study discipline)
The programme to show that the requirements of
stakeholders, especially external stakeholders, are gathered,
1.4 6
and that these are reflected in the expected learning
outcomes.
The programme to show that the expected learning outcomes
1.5 5
are achieved by students by the the time they graduate.
Overall opinion 5
2 PROGRAMME STRUCTURE AND CONTENT
The specifications of the programme and all its courses are
2.1 shown to be comprehensive, up-to-date, and made available 6
and communicated to all stakeholders.
The design of the curriculum is shown to be constructively
2.2 5
aligned with achieving the expected learning outcomes.
The design of the curriculum is shown to include feedback
2.3 6
from stakeholders, especially external stakeholders.
The contribution made by each course in achieving the
2.4 6
expected learning outcomes is shown to be clear.
The curriculum to show that all its courses are logically
2.5 structured, properly sequenced (progression from basic to 5
intermediate to specialized courses), and are integrated.
The curriculum to have option(s) for students to pursue major
2.6 6
and/or minor specialisations.
The programme to show that its curriculum is reviewed
2.7 periodically following an established procedure and that it 6
remains up-to-date and relevant to industry
Overall opinion 6
3 TEACHING AND LEARNING APPROACH
The educational philosophy is shown to be articulated and
3.1 communicated to all stakeholders. It is also shown to be 6
reflected in the teaching and learning activities
 68

Criterion 1 2 3 4 5 6 7
The teaching and learning activities are shown to allow
3.2 5
students to participate responsibly in the learning process
The teaching and learning activities are shown to involve
3.3 6
active learning by the students
The teaching and learning activities are shown to promote
3.4 learning, learning how to learn, and instilling in students a 6
commitment for life-long learning
The teaching and learning activities are shown to inculcate in
3.5 students, new ideas, creative thought, innovation, and an 5
entrepreneurial mindset
The teaching and learning processes are shown to be
continuously improved to ensure their relevance to the needs
3.6 6
of industry and are aligned to the expected learning
outcomess
Overall opinion 6
4 STUDENT ASSESSMENT
A variety of assessment methods are shown to be used and
are shown to be constructively aligned to achieving the
4.1 6
expected learning outcomes and the teaching and learning
objectives.
The assessment and assessment-appeal policies are shown to
4.2 be explicit, communicated to students, and applied 5
consistently.
The assessment standards and procedures for student
4.3 progression and degree completion, are shown to be explicit, 5
communicated to students, and applied consistently.
The assessments methods are shown to include rubrics,
marking schemes, timelines, and regulations, and these are
4.4 5
shown to ensure validity, reliability, and fairness in
assessment.
The assessment methods are shown to measure the
4.5 achievement of the expected learning outcomes of the 5
programme and its courses.
Feedback of student assessment is shown to be provided in a
4.6 5
timely manner.
The student assessment and its processes are shown to be
continuously reviewed and improved to ensure their
4.7 5
relevance to the needs of industry and alignment to the
expected learning outcomes.
Overall opinion 5

5 ACADEMIC STAFF
The programme to show that academic staff planning
(Including succession, promotion, redeployment,
5.1 termination, and retirement plans) is carried out to ensure that 6
the quality and quantity of the academic staff fulfil the needs
for education, research, and service.
 69

Criterion 1 2 3 4 5 6 7
The programme to show that staff workload is measured and
5.2 monitored to improve the quality of education, research, and 6
service.
The programme to show that the competences of the
5.3 academic staff are determined, evaluated, and 6
communicated.
The programme to show that the duties allocated to the
5.4 academic staff are appropriate tp qualifications, experience, 6
and aptitude.
The programme to show that the promotion of the academic
5.5 staff is based on a merit system which account for teaching, 5
research, and service.
The programme to show that the right and privileges,
benefits, roles and relatioships, and accountability of the
5.6 6
academic staff, taking into account professional ethics and
their academic freedom, are well defined and understood.
The programme to show that the training and development
needs of the academic staff are systematically identified, and
5.7 6
that appropriate training and development activities are
implemented to fulfil the identified needs.
The programme to show that performance management
5.8 including reward and recognition is implemented to assess 6
academic staff teaching and research quality.
Overall opinion 6
6 STUDENT SUPPORT SERVICES
The student intake policy, admission criteria, and admission
6.1 procedures to the programme are shown to be clearly 6
defined, communicated, published, and up-to-date.
Both short-term and long-term planning of academic and
non-academic support services are shown to be carried out to
6.2 5
ensure sufficiency and quality of support services for
teaching, research, and community service.
An adequate system is shown to exist for student progress,
academic performance, and workload monitoring. Student
6.3 progress, academic performance, and workload are shown to 5
be systematically recorded and monitored. Feedback to
students and corrective actions are made where necessary
Co-curricular activities, student competition, and other
6.4 student support services are shown to be available to improve 6
learning experience and employability
The competences of the support staff rendering student
services are shown to be identified for recruitment and
deployment. These competences are shown to be evaluated
6.5 5
to ensure their continued relevance to stakeholders needs.
Roles and relationships are shown to be well-defined to
ensure smooth delivery of the services
Student support services are shown to be subjected to
6.6 5
evaluation, benchmarking, and enhancement
 70

Criterion 1 2 3 4 5 6 7
Overall opinion 5
7 FACILITIES AND INFRASTRUCTURE
The physical resources to deliver the curriculum, including
7.1 equipment, material, and information technology, are shown 6
to be sufficient
The laboratories and equipment are shown to be up-to-date,
7.2 6
readily available, and effectively deployed
A digital library is shown to be set-up, in keeping with
7.3 6
progress in information and communication technology
The information technology systems are shown to be set up
7.4 5
to meet the needs of staff and students
The university is shown to provide a highly accessible
computer and network infrastructure that enables the campus
7.5 6
community to fully exploit information technology for
teaching, research, service, and administration
The environmental, health, and safety standards and access
7.6 for people with special needs are shown to be defined and 6
implemented
The university is shown to provide a physical, social, and
7.7 psychological environment that is conducive for education, 6
research, and personal wellbeing
The competences of the support staff rendering services
related to facilities are shown to be identified and evaluated
7.8 5
to ensure that their skills remain relevant to stakeholder
needs
The quality of the facilities (library, laboratory, IT, and
7.9 student services) are shown to be subjected to evaluation and 6
enhancement
Overall opinion 6
8 OUTPUT AND OUTCOMES
The pass rate, dropout rate, and average time to graduate are
8.1 shown to be established, monitored, and benchmarked for 5
improvement.
Employability as well as self-employment, entrepreneurship,
8.2 and advancement to further studies, are shown to be 6
established, monitored, and benchmarked for improvement.
Research and creative work output and activities carried out
8.3 by the academic staff and students, are shown to be 5
established, monitored, and benchmarked for improvement.
Data are provided to show directly the achievement of the
8.4 5
programme outcomes, which are established and monitored.
Satisfaction level of the various stakeholders are shown to be
8.5 6
established, monitored, and benchmarked for improvement.
Overall opinion 5
 71

A2. List of evidences

CODE NAME OF EVIDENCE NOTE

CRITERION 1 - EXPECTED LEARNING OUTCOMES

1.1. The programme to show that the expected learning outcomes are
appropriately formulated in accordance with established learning taxonomy, are
aligned to the vision and mission of the university, and are known all stakeholders.
a. Stakeholder survey report to improve Banking Concentration programme
(Updated profile and improved training program 2021)

b. Resolution No. 16/NQ-DHNH-HDT dated December 15, 2021,

Resolution officially promulgating the vision and mission of HUB
01.01.01
c. Circular No. 17/2021/TT-BGDDT dated June 22, 2021 of the Ministry
of Education and Training "Regulations on training program standards;
Develop, evaluate and promulgate training programs for all levels of higher
education"

a. Stakeholder survey report to improve Banking Concentration programme

(Updated profile and improved training program 2021)
01.01.02
b. School regulations, instructions, plans and forms on adjusting, reviewing
and updating the curriculum
01.01.03 Banking Specialized Training Program (2018 & 2021)

a. Description of the Banking specialized programme (2018 & 2021)

01.01.04
b. Student handbook of HUB
1.2. The programme to show that the expected learning outcomes for all courses
are appropriately formulated and are aligned to the expected learning outcomes
of the programe.
a. Banking Specialized Training Program (2021)
01.02.01
b. Syllabus of subjects in the Banking specialized training program (2021)
a. Sample guidance form of the HUB training department on developing
training programs and subject outlines
b. Instructions of the HUB Testing and Quality Assurance Department on
the PLOs scale

01.02.02 c. Decision No. 1779/QD-DHNH dated June 20, 2023 of the Principal
"Issuing temporary regulations on implementing assessment of learners'
learning outcomes according to the standards of the programme at HUB".
 72

CODE NAME OF EVIDENCE NOTE

d. Decision No. 66a/QD-DHNH dated January 12, 2022 of the Principal,

"Promulgating regulations on assessing the learning outcomes of learners
according to the Standards of the Curriculum at HUB.
1.3. The programme to show that the expected learning outcomes consist of both
generic outcomes (related written and oral communication, problem-solving,
information technology, teambuilding skill, ect) and subject specific outcomes
(related to knowledge and skill of the study discipline)
a. Banking Specialized Training Program (2021)

b. Resolution No. 16/NQ-DHNH-HDT dated December 15, 2021,

01.03.01 Resolution officially promulgating the vision and mission of HUB

c. Mission and vision of the Faculty of Banking

a. Banking Specialized Training Program (2021)

b. Syllabus of subjects in the Banking specialized training program (2021)

01.03.02

c. Document guiding how to measure PLOs according to Bloom's scale

1.4. The programme to show that the requirements of stakeholders, especially

external stakeholders, are gathered, and that these are reflected in the expected
learning outcomes.

a. Description of the Banking specialized programme (2021)

01.04.01
b. Stakeholder survey report to improve Banking Concentration
programme (Updated profile and improved training program 2021)

c. Description of the Banking specialized programme (2021)

01.04.02
d. Student handbook of HUB
1.5. The programme to show that the expected learning outcomes are achieved by
students by the the time they graduate
a. Regulations on organization and management of university level training
at HUB" dated September 7, 2021 of HUB Principal
01.05.01
b. Regulations on point management on the Training Management
Software System" dated May 8, 2019 of the HUB Principal
 73

CODE NAME OF EVIDENCE NOTE

Report on survey results of achieving 12 PLOs of the Banking specialized

01.05.02
training program (2018) of the Faculty of Banking (implemented in 2023)

CRITERION 2 - PROGRAMME STRUCTURE AND CONTENT

2.1. The specifications of the programme and all its courses are shown to be
comprehensive, up-to-date, and made available and communicated to all
stakeholders.
a. Description of the Banking specialized programme (2018 & 2021)
02.01.01
Banking Specialized Training Program (2018 & 2021)
02.01.02 b. Syllabus of subjects in the Banking specialized training program (2021)
a. Summary of subjects of the Banking specialized training program (2018
& 2021)
02.01.03
b. Syllabus of subjects in the Banking specialized training program (2021)

c. HUB's admission consulting documents

2.2. The design of the curriculum is shown to be constructively aligned with
achieving the expected learning outcomes.

02.02.01 Banking Specialized Training Program (2021)

a. Syllabus of subjects in the Banking specialized training program (2021)

02.02.02
b. Banking Specialized Training Program (2021)
a. Document guiding how to measure PLOs according to Bloom's scale
b. Decision No. 1779/QD-DHNH dated June 20, 2023 of the Principal
"Issuing temporary regulations on implementing assessment of learners'
learning outcomes according to the standards of the programme at HUB".
c. Decision No. 66a/QD-DHNH dated January 12, 2022 of the Principal,
02.02.03 "Promulgating regulations on assessing the learning outcomes of learners
according to the Standards of the Curriculum at HUB.
d. Syllabus of subjects in the Banking specialized training program (2021)
e. Banking Specialized Training Program (2021)

2.3. The design of the curriculum is shown to include feedback from stakeholders,
especially external stakeholders.
a. Plan to update and improve training programs (Updated profile and
improved training program 2021)
b. Records related to updating and improving training programs (Updated
profile and improved training program 2021)
c. Stakeholder survey report to improve Banking Concentration programme
02.03.01 (Updated profile and improved training program 2021)
d. Report on the content of reviewing and improving the training program
(Updated profile and improved training program 2021)
e. Minutes of the meeting of the Scientific Council of the Faculty of
Banking to approve the full-time university diploma programme in Finance
 74

CODE NAME OF EVIDENCE NOTE

- Banking, majoring in Banking (Updated profile and improved training

program 2021)
a. Syllabus of subjects in the Banking specialized training program (2018
02.03.02 & 2021)
b. Banking Specialized Training Program (2018 & 2021)
a. Plan documents, reports and opinion survey forms of relevant parties
02.03.03 (KS01 - KS06) of the Quality Assurance and Testing department
b. Minutes of seminars/professional activities of the faculty
2.4. The contribution made by each course in achieving the expected learning
outcomes is shown to be clear.
a. Course syllabus-Bank lending (2021)
02.04.01 b. Syllabus of subjects in the Banking specialized training program (2021)
c. Banking Specialized Training Program (2021)
a. Course syllabus-Bank lending (2021)
02.04.02 b. Regulations and instructions on teaching and learning activities and
assessment according to expected learning outcomes
a. Course syllabus-Bank lending (2021)
b. Decision No. 1779/QD-DHNH dated June 20, 2023 of the Principal
"Issuing temporary regulations on implementing assessment of learners'
learning outcomes according to the standards of the training program at
02.04.03
HUB"
c. Decision No. 66a/QD-DHNH dated January 12, 2022 of the Principal,
"Promulgating regulations on evaluating the learning results of learners
according to the Standards of Curriculum at HUB
2.5. The curriculum to show that all its courses are logically structured, properly
sequenced (progression from basic to intermediate to specialized courses), and are
integrated.
02.05.01 Description of the Banking specialized programme (2021)
a. Banking Specialized Training Program (2021)
02.05.02
b. Syllabus of subjects in the Banking specialized training program (2021)
a. Training regulations according to HUB's credit system
02.05.03
b. Banking Specialized Training Program (2021)
2.6. The curriculum to have option(s) for students to pursue major and/or minor
specialisations.
a. Banking Specialized Training Program (2021)
b. Decision No. 2346A/QD-DHNH dated October 30, 2019 of the Principal
of City Banking University. Ho Chi Minh City promulgates Regulations on
building, reviewing, adjusting and evaluating university training programs
02.06.01
c. Plan No. 326/KH-DHNH dated April 5, 2021 of the Principal of City
Banking University. Ho Chi Minh City issued a Plan to amend and update
regular university training programs in 2021
d. HUB's training regulations
a. Course syllabus-Introduction to banking industry (2021)
02.06.02 b. Syllabus of subjects in the Banking specialized training program (2021)
c. Banking Specialized Training Program (2021)
02.06.03 Banking Specialized Training Program (2021)
 75

CODE NAME OF EVIDENCE NOTE

2.7. The programme to show that its curriculum is reviewed periodically following
an established procedure and that it remains up-to-date and relevant to industry
a. Syllabus of subjects in the Banking specialized training program (2018
& 2021)
02.07.01 b. Banking Specialized Training Program (2018 & 2021)
c. Updated profile and improved training program 2021
a. Syllabus of subjects in the Banking specialized training program (2021)
02.07.02 b. Banking Specialized Training Program (2021)
c. HUB's instructions on reviewing, editing and improving the curriculum
a. Updated profile and improved training program 2021
b. Syllabus of subjects in the Banking specialized training program (2021)
02.07.03 c. Summary of subjects of the Banking specialized training program in
2021
d. Student handbook of HUB
Sample guidance form of the HUB training department on developing
02.07.04
training programs and subject outlines
CRITERION 3 - TEACHING AND LEARNING APPROACH
3.1. The educational philosophy is shown to be articulated and communicated to
all stakeholders. It is also shown to be reflected in the teaching and learning
activities
Resolution No. 16/NQ-DHNH-HDT dated December 15, 2021, Resolution
03.01.01
officially promulgating the vision and mission of HUB
03.01.02 HUB's electronic information page
a. Syllabus of subjects in the Banking specialized training program (2021)
03.01.03
b. Banking Specialized Training Program (2021)
a. Definition of liberation (Resolution No. 16/NQ-DHNH-HDT dated
December 15, 2021, Resolution officially promulgating the vision and
03.01.04 mission of HUB)
b. HUB's electronic information page
03.01.05 Syllabus of subjects in the Banking specialized training program (2021)
a. Definition of interdisciplinary (Resolution No. 16/NQ-DHNH-HDT
dated December 15, 2021, Resolution officially promulgating the vision
03.01.06 and mission of HUB)
b. HUB's electronic information page
03.01.07 Syllabus of subjects in the Banking specialized training program (2021)
a. Definition of Experience (Resolution No. 16/NQ-DHNH-HDT dated
December 15, 2021, Resolution officially promulgating the vision and
03.01.08 mission of HUB)
b. HUB's electronic information page
03.01.09 Syllabus of subjects in the Banking specialized training program (2021)
a. Plan to organize practical experience activities at banks and businesses
03.01.10
for students of the Faculty of Banking
 76

CODE NAME OF EVIDENCE NOTE

b. Images of practical experiences at banks and businesses of students of

the Faculty of Banking
3.2. The teaching and learning activities are shown to allow students to participate
responsibly in the learning process
a. Updated profile and improved training program (2021)
b. Subject survey results/KS02 (Plan documents, reports and opinion
03.02.01
survey forms of relevant parties (KS01 - KS06) of the Quality Assurance
and Testing department)
03.02.02 Banking Specialized Training Program (2018 & 2021)
Syllabus of subjects in the Banking specialized training program (2018 &
03.02.03
2021)
a. Banking Specialized Training Program (2018 & 2021)
03.02.04 b. Syllabus of subjects in the Banking specialized training program (2018
& 2021)
03.02.05 Syllabus of subjects in the Banking specialized training program (2021)
03.02.06 Banking Specialized Training Program (2021)
a. Plan seminars, guide scientific research or organize academic
competitions for banking faculty students
03.02.07
b. Images of seminars, guiding scientific research or organizing academic
competitions for students of the Faculty of Banking
a. HUB's training regulations
b. HUB's academic integrity regulations
03.02.08
c. Turnitin software
d. Course syllabus-Final internship (2021)
e. Course syllabus-Graduation thesis (2021)
3.3. The teaching and learning activities are shown to involve active learning by
the students
a. Updated profile and improved training program (2021)
03.03.01 b. The expected training plan is designed in the training program (Banking
Specialized Training Program 2021)
a. HUB's training regulations
03.03.02
b. Plan and organize implementation and adjustment of training schedules
03.03.03 Syllabus of subjects in the Banking specialized training program (2021)
a. Resolution No. 16/NQ-DHNH-HDT dated December 15, 2021,
Resolution officially promulgating the vision and mission of HUB
b. LMS of HUB system

03.03.04 c. Image of students practicing in the lab

d. Pictures of the actual room

e. Syllabus of subjects in the Banking specialized training program (2021)

Regulations and instructions on teaching and learning activities according
03.03.05
to the expected learning outcomes of HUB's curriculum
03.03.06 a. Syllabus of subjects in the Banking specialized training program (2021)
 77

CODE NAME OF EVIDENCE NOTE

b. Plan to organize practical experience activities at banks and businesses

for students of the Faculty of Banking
03.03.07
c. Images of practical experiences at banks and businesses of students of
the Faculty of Banking
03.03.08 Syllabus of subjects in the Banking specialized training program (2021)
3.4. The teaching and learning activities are shown to promote learning, learning
how to learn, and instilling in students a commitment for life-long learning
03.04.01 a. Banking Specialized Training Program (2018 & 2021)
b. Syllabus of subjects in the Banking specialized training program (2018
03.04.02
& 2021)
03.04.03 c. Course syllabus-Introduction to banking industry (2021)
3.5. The teaching and learning activities are shown to inculcate in students, new
ideas, creative thought, innovation, and an entrepreneurial mindset
a. Plan seminars, guide scientific research or organize academic
competitions for banking faculty students
03.05.01
b. Images of seminars, guiding scientific research or organizing academic
competitions for students of the Faculty of Banking
03.05.02 Syllabus of subjects in the Banking specialized training program (2021)
03.05.03 Image of students practicing in the lab
a. Banking Specialized Training Program (2021)
03.05.04 b. Course syllabus-Final internship (2021)
c. Course syllabus-Graduation thesis (2021)
a. Plan to organize practical experience activities at banks and businesses
for students of the Faculty of Banking
03.05.05
b. Images of practical experiences at banks and businesses of students of
the Faculty of Banking
3.6. The teaching and learning processes are shown to be continuously improved
to ensure their relevance to the needs of industry and are aligned to the expected
learning outcomess
03.06.01 Updated profile and improved training program (2021)
03.06.02 Description of the Banking specialized programme (2021)
a. School regulations, instructions, plans and forms on adjusting, reviewing
and updating the curriculum
03.06.03
b. Updated profile and improved training program (2021)
c. Banking Specialized Training Program (2021)
a. Minutes of FOB’s seminars/professional activities
03.06.04
b. Syllabus of subjects in the Banking specialized training program (2021)
a. Training records and instructions for developing training, teaching and
03.06.05 learning programs according to expected learning outcomes
b. Minutes of FOB’s seminars/professional activities

CRITERION 4 - STUDENT ASSESSMENT

4.1. A variety of assessment methods are shown to be used and are shown to be
constructively aligned to achieving the expected learning outcomes and the
teaching and learning objectives.
Samples of assessment methods: Multiple-choice question sample (test,
04.01.01
answer key, and exam paper); Essay question sample (test, answer key, and
 78

CODE NAME OF EVIDENCE NOTE

exam paper); Essay/ project sample; Short test sample [Evaluation method
according to the exam question bank; Evaluation method in the form of
computer-based exam; Statistics of course scores]
a. Banking Specialized Training Program (2021)
04.01.02
b. Syllabus of subjects in the Banking specialized training program (2021)
4.2. The assessment and assessment-appeal policies are shown to be explicit,
communicated to students, and applied consistently.
a. Decision No. 1583/QĐ-ĐHNH dated September 7, 2021, issuing the
Regulation on the organization and management of undergraduate
education at HUB
b. Decision No. 1779/QD-DHNH dated June 20, 2023 of the Principal
04.02.01 "Issuing temporary regulations on implementing assessment of learners'
learning outcomes according to the standards of the programme at HUB".
c. Decision No. 66a/QD-DHNH dated January 12, 2022 of the Principal,
"Promulgating regulations on assessing the learning outcomes of learners
according to the Standards of the Curriculum at HUB.
a. Student Handbook during the period of 2019-2023
04.02.02 b. Publicizing policies and regulations on assessment and appeals related
to learning outcomes
4.3. The assessment standards and procedures for student progression and degree
completion, are shown to be explicit, communicated to students, and applied
consistently.
a. Publicizing the admission process Admission plans for the period of
04.03.01 2019-2023
b. Admission plans for the period of 2019-2023
Publicizing the assessment and results of foreign language and computer
04.03.02
proficiency for first-year students
04.03.03 Publicizing course specifications
a. Publicizing class schedules and exam schedules
04.03.04 b. Publicizing Regulations on the organization and management of
undergraduate education at HUB
Articles 28, 29 of the Regulation on the organization and management of
04.03.05
undergraduate education at HUB
Regulations on appeals: Article 32 of the Regulation on the examination
04.03.06
procedures for undergraduate education
a. Publicizing document templates related to exam appeals
04.03.07
b. Student Handbook: regulations on exam appeals
a. Publicizing the timeline for the final internship and graduation thesis
04.03.08 b. Publicizing the organization of guidance sessions for the final internship
and graduation thesis
Publicizing the organization of special courses from the first year, the
04.03.09
learning outcomes of foreign language and computer proficiency
4.4. The assessments methods are shown to include rubrics, marking schemes,
timelines, and regulations, and these are shown to ensure validity, reliability, and
fairness in assessment.
Grade tables of courses: Grade tables during the period of 2019 - 2023
04.04.01
(representative)
 79

CODE NAME OF EVIDENCE NOTE

Evaluation method according to the exam question bank; Evaluation

04.04.02
method in the form of computer-based exam; Statistics of course scores
Announcement No. 349/TB-ĐHNH dated April 7, 2014: Assessment
04.04.03
method using computer-based testing
Regulation on the examination procedures for undergraduate education:
04.04.04 regulations on exam absences with permission, regulations on handling
violations of examination regulations
4.5. The assessment methods are shown to measure the achievement of the
expected learning outcomes of the programme and its courses.
Final Intership: Requirements students must achieve by the time of
internship (extracting from the regulation); Course specification of final
04.05.01 intership; Assignment table for lecturers to instruct internship reports;
Samples for Internship report and Internship diary; Grade table for
Internship reports [Regulations on evaluation of final internship and/or
graduation thesis]
Graduation thesis: Alternative courses for the graduation thesis (extracting
from the regulation); Requirements students must achieve by the time of
graduation thesis (extracting from the regulation); Course specification of
graduation thesis; Assignment table for lecturers to instruct graduation
04.05.02
thesis; Sample for Graduation thesis; Score sheets for instructing lecturer,
counter-arguing lecturer, thesis - assessment committee, and the
comprehensive score table [Regulations on evaluation of final internship
and/or graduation thesis]
Regulations on the learning outcomes of foreign language, computer, and
special courses: Regulations on special courses extracting from the
regulation); Regulations and adjustments to the learning outcomes of
04.05.03 foreign languages; computer, and the issuance of certificates’ Decision on
the recognition of learning outcomes for National defense and security
education, foreign language, computer 2019 – 2023 [Regulations on
evaluation of final internship and/or graduation thesis]
a. Regulation on the organization and management of undergraduate
education - Article 36, 37: Graduation review and recognition
04.05.04
b. Decision No. 1298/QĐ-ĐHNH dated Jul. 22, 2021: Regulation on the
management of degrees and certificates at HUB

4.6. Feedback of student assessment is shown to be provided in a timely manner

Publicizing Regulation on the examnination procedures for undergraduate

04.06.01 education at HUB and Regulation on grade management in the training
management software system
Decision No. 1075/QĐ-ĐHNH dated May 08, 2019: Regulation on grade
04.06.02
management in the training management software system
04.06.03 Point management software system
 80

CODE NAME OF EVIDENCE NOTE

4.7. The student assessment and its processes are shown to be continuously
reviewed and improved to ensure their relevance to the needs of industry and
alignment to the expected learning outcomes.

04.07.01 Survey Forms for KS01, KS02, KS03, and KS04

04.07.02 Survey Reports for KS01, KS02, KS03, and KS04

CRITERION 5 – ACADEMIC STAFF

5.1. The programme to show that academic staff planning (Including succession,
promotion, redeployment, termination, and retirement plans) is carried out to
ensure that the quality and quantity of the academic staff fulfil the needs for
education, research, and service.
a. Plan to develop HUB's teaching staff
b. HUB's Decisions on sending students to study PhD and English
c. Documents on HUB's lecturer recruitment conditions
d. Information about HUB's lecturer recruitment
e. Annual recruitment results information on HUB's website
f. Policy to attract and reward lecturers with PhD and Associate Professor
degrees, [Recruitment conditions]
g. Information and recruitment councils for HUB lecturers
h. Result of lecturer recruitment over the years
i. List of doctoral graduates of school lecturers in all years
05.01.01
j. Regulations and regulations on planning and appointment of leadership
and management positions

k. Information about the annual appointment of main lecturer and associate

professor positions of HUB
l. List of appointments and transfers of leadership and management
officials
m. Retirement Notices
n. The process of extending working time
o. Implement policies for retirees
Human resource development plan of the banking department for the period
05.01.02
2019-2023
Summary of human resource development work of the Faculty of Banking
05.01.03 for the period 2019-2023, plan for human resource development of the
Faculty of Banking for the period 2024-2028
5.2. The programme to show that staff workload is measured and monitored to
improve the quality of education, research, and service.
a. Regulations on the working regime of lecturers at HUB, according to
Decision 2719
b. HUB's science and technology management regulations, scientific
05.02.01
research regulations
c. Circular 20/2020/TT-BGDDT of the Ministry of Education and Training
on working regulations of lecturers
 81

CODE NAME OF EVIDENCE NOTE

Assigning tasks to lecturers (teaching, scientific research, guiding students

05.02.02 to practice, guiding students to carry out graduation theses, guiding
students on scientific research,…)
a. Regulations on assessment of A, B, C of HUB, Regulations on
assessment of task completion level
05.02.03 b. Appendix evaluates lecturers' results in the Evaluation Regulations
c. Results of lecturer surveys by subject
d. Post-survey reports
5.3. The programme to show that the competences of the academic staff are
determined, evaluated, and communicated.

Regulations on lecturers' qualifications [Regulations on the working regime

05.03.01
of lecturers at HUB, according to Decision 2719]
a. Evaluate teachers' teaching capacity [Regulations on the working regime
of lecturers at HUB, according to Decision 2719]
05.03.02 b. Sample attendance record
c. Instructor survey form according to student's subject
d. Results of the survey of lecturers according to learners' subjects
Evaluate scientific research capacity and other activities of teachers [HUB's
05.03.03 science and technology management regulations, scientific research
regulations]

5.4. The programme to show that the duties allocated to the academic staff are
appropriate tp qualifications, experience, and aptitude.

a. Assigning tasks to lecturers (teaching)

05.04.01
b. Regulations on the working regime of lecturers at HUB, according to
Decision 2719
a. Assigning tasks to lecturers (scientific research, guiding students to
practice, guiding students to carry out graduation theses, guiding students
05.04.02 on scientific research,…)
b. HUB's science and technology management regulations, scientific
research regulations
5.5. The programme to show that the promotion of the academic staff is based on
a merit system which account for teaching, research, and service.
a. Regulations on assessment of A, B, C of HUB, Regulations on
05.05.01 assessment of task completion level
b. Appendix evaluates lecturers' results in the Evaluation Regulations
Regulations and regulations on planning and appointment of leadership and
05.05.02
management positions; Regulations on salary increase
5.6. The programme to show that the right and privileges, benefits, roles and
relatioships, and accountability of the academic staff, taking into account
professional ethics and their academic freedom, are well defined and understood.
a. Rights and responsibilities of lecturers at HUB [Regulations on the
05.06.01 working regime of lecturers at HUB, according to Decision 2719]
b. Results of evaluation and ranking of lecturers, staff, and experts
 82

CODE NAME OF EVIDENCE NOTE

a. HUB's science and technology management regulations, scientific

05.06.02 research regulations
b. HUB's academic integrity regulations
5.7. The programme to show that the training and development needs of the
academic staff are systematically identified, and that appropriate training and
development activities are implemented to fulfil the identified needs.
Rights and responsibilities of lecturers at HUB [Regulations on assessment
05.07.01
of A, B, C of HUB, Regulations on assessment of task completion level]
a. Training and fostering plans for Faculties, Departments, and units of the
University
05.07.02
b. List of lecturers, officers and experts participating in training and
fostering programs
5.8. The programme to show that performance management including reward
and recognition is implemented to assess academic staff teaching and research
quality.
a. Rights and responsibilities of lecturers at HUB [Regulations on
assessment of A, B, C of HUB, Regulations on assessment of task
05.08.01 completion level]
b. Results of competition and rewards from lecturers

a. Instructor survey form according to student's subject

b. Results of the survey of lecturers according to learners' subjects

05.08.02
c. Sample attendance record
d. Regulations on assessment of A, B, C of HUB, Regulations on
assessment of task completion level]
CRITERION 6 - STUDENT SUPPORT SERVICES
6.1. The student intake policy, admission criteria, and admission procedures to
the programme are shown to be clearly defined, communicated, published, and
up-to-date.
Documents of communication activities and admission consultation of
different years, Video clips of communication activities and admission
06.01.01
consultation of each batch

Determine admission policies and targets

06.01.02
Annual Enrollment Documentations (Brochures, Flyers; Images of the
06.01.03
HUB's enrollment information channels
06.01.04 Announcement of Admission Quotas Adjustments
06.01.05 Conference Documents on Admission
6.2. Both short-term and long-term planning of academic and non-academic
support services are shown to be carried out to ensure sufficiency and quality of
support services for teaching, research, and community service.
06.02.01 HUB Development Strategies
Functions, tasks of support units [Regulations on functions, tasks, powers
06.02.02
and organizational structure of units under and under HUB]
06.02.03 a. Development of the SS via training and development plans
 83

CODE NAME OF EVIDENCE NOTE

b. List of lecturers, officers and experts participating in training and

fostering programs
6.3. An adequate system is shown to exist for student progress, academic
performance, and workload monitoring. Student progress, academic
performance, and workload are shown to be systematically recorded and
monitored. Feedback to students and corrective actions are made where necessary
06.03.01 Regulations on Credit-based Training system

Student management software

06.03.02

Screenshot of Student Account for Tracking Learning Progress; Screenshot

of Academic Advisor Account for Monitoring Student Academic Results;
06.03.03 Screenshot of UIS Software for Monitoring Student Academic Results by
the Training Office, Student Affairs Office; Data on Student Academic
Results
Documents of Class Meetings organized by Academic Advisors;
06.03.04 Functions, tasks of monitoring students' learning progress by the Training
Office, Student Affairs Office, department, and academic advisors
Academic warning notices (2019-2023); Documents of Academic Warning
06.03.05
Council meeting
6.4. Co-curricular activities, student competition, and other student support
services are shown to be available to improve learning experience and
employability
06.04.01 Educational Advisory and Support Process [HUB Student Handbook]
Internship and Employment Advisory and Support [HUB Student
06.04.02
Handbook]
Knowledge and Skills Support for Students [Regulations on functions,
06.04.03
tasks, powers and organizational structure of units under and under HUB]
Scholarship Management Process [Regulations on functions, tasks, powers
06.04.04
and organizational structure of units under and under HUB]
Responsibilities of Support Units and Academic Advisors for Students
06.04.05 [Regulations on functions, tasks, powers and organizational structure of
units under and under HUB]
Student Satisfaction Survey with Advisory and Support Activities [Plan
06.04.06 documents, reports and opinion survey forms of relevant parties (KS01 -
KS06) of the Quality Assurance and Testing department]
06.04.07 Layout Plan of Thu Duc Campus
Health and Psychological Care [Regulations on functions, tasks, powers
06.04.08
and organizational structure of units under and under HUB]
Security and Fire Prevention and Fighting [Regulations on functions, tasks,
06.04.09
powers and organizational structure of units under and under HUB]
06.04.10 Youth Union Movement Activities
06.04.11 Youth Union Activities
 84

CODE NAME OF EVIDENCE NOTE

6.5. The competences of the support staff rendering student services are shown to
be identified for recruitment and deployment. These competences are shown to be
evaluated to ensure their continued relevance to stakeholders needs. Roles and
relationships are shown to be well-defined to ensure smooth delivery of the
services
06.05.01 Recruitment Criteria [Documents on recruitment conditions]
Recruitment Information Dissemination [Annual recruitment results
06.05.02
information on HUB's website]
Support Staff Recruitment Proposals from some units [Regulations on
06.05.03 functions, tasks, powers and organizational structure of units under and
under HUB]
Task Assignment of Support Staff at some supporting units (IT-Quality
Control Department, Planning and Quality Assurance Department, Student
06.05.04
Support Center, Library) [Regulations on functions, tasks, powers and
organizational structure of units under and under HUB]
Evaluation of Support Staff Competency through Job Performance Results
06.05.05 [Regulations on assessment of A, B, C of HUB, Regulations on assessment
of task completion level]
Regulations on the completion of tasks by Support Staff [Regulations on
06.05.06 assessment of A, B, C of HUB, Regulations on assessment of task
completion level]
Evaluation form for Support Staff task completion [Regulations on
06.05.07 assessment of A, B, C of HUB, Regulations on assessment of task
completion level]
a. Feedback on regulations regarding job performance evaluation
[Regulations on assessment of A, B, C of HUB, Regulations on assessment
06.05.08 of task completion level]
b. Results of evaluating the level of task completion of the management and
service team
Surveying the quality of the support team through faculty and student
06.05.09 feedback [Plan documents, reports and opinion survey forms of relevant
parties (KS01 - KS06) of the Quality Assurance and Testing department]
Report on the results of the survey on support staff regarding the working
06.05.10 environment [Plan documents, reports and opinion survey forms of relevant
parties (KS01 - KS06) of the Quality Assurance and Testing department]
a. Regulations on functions and tasks of units
06.05.11
b. List of job positions of Departments, Boards, Institutes and Centers
Regulations and regulations on planning and appointment of leadership and
06.05.12
management positions
Planning work before appointment Planning regulations; Regulations on
06.05.13 mobilization and appointment of leadership and management positions]

a. Identifying needs and establishing training and development plans [The

ISO 9001: 2015 process is applied at the HUB of the human resources
06.05.14 department every year]
b. Training and fostering plans for faculties, departments, and units of the
HUB
 85

CODE NAME OF EVIDENCE NOTE

Implementation of training and development activities [The ISO 9001:

06.05.15 2015 process is applied at the HUB of the human resources department
every year]
06.05.16 Statistics on the training and development of support staff
6.6. Student support services are shown to be subjected to evaluation,
benchmarking, and enhancement
06.06.01 ISO procedure for evaluating the quality of support services and equipment
Feedback from students and teachers on the quality of equipment and
06.06.02
facilities services, Improvement of physical facilities, equipment
06.06.03 Library document inventory
06.06.04 Library area, reading room system
06.06.05 Computer Lab and Simulation System
06.06.06 Student Support Information [HUB Student Handbook]
06.06.07 Improvement of support service quality
CRITERION 7 – FACILITIES AND INFRASTRUCTURE
7.1. The physical resources to deliver the curriculum, including equipment,
material, and information technology, are shown to be sufficient
List of lecture halls/classrooms and classroom equipment [List of facilities
07.01.01
and equipment at Thu Duc campus)
List of halls and hall equipment [List of facilities and equipment at Thu
07.01.02
Duc facility)
List of self-study areas and equipment in self-study areas [List of facilities
07.01.03 and equipment at Thu Duc campus)

Functions and tasks of units under HUB [Regulations on functions, tasks,

07.01.04
powers and organizational structure of units under and under HUB]
7.2. The laboratories and equipment are shown to be up-to-date, readily available,
and effectively deployed
List of computer rooms and computer room equipment [List of facilities
07.02.01
and equipment at Thu Duc facility)
List of practice rooms and practice room equipment [List of facilities and
07.02.02 equipment at Thu Duc facility)

Regulations on use of computer room/ practice room [Regulations on

07.02.03 functions, tasks, powers and organizational structure of units under and
under HUB]
a. Maintenance and investment plan for practice rooms
b. List of software used at school
07.02.04
c. Periodic maintenance and upkeep of IT systems
d. Survey of IT systems
7.3. A digital library is shown to be set-up, in keeping with progress in information
and communication technology
07.03.01 HUB Library's operating schedule
07.03.02 Electronic library
 86

CODE NAME OF EVIDENCE NOTE

List of electronic databases [List of facilities and equipment at Thu Duc

07.03.03
facility)
07.03.04 Digital documents/data
List of document types of the digital library [List of facilities and equipment
07.03.05
at Thu Duc facility)
07.03.06 regulations on HUB operations
07.03.07 List of additional documents annually
7.4. The information technology systems are shown to be set up to meet the needs
of staff and students
Functions and tasks of the Information Management Department
07.04.01 [Regulations on functions, tasks, powers and organizational structure of
units under and under HUB]
07.04.02 Periodic maintenance and upkeep of IT systems
07.04.03 Point management software
Training management software interface; Instructor account; Student
07.04.04 account

07.04.05 Human resource management software

07.04.06 Online survey software
07.04.07 Income management software
07.04.08 Scientific research management software
07.04.09 The E-student electronic transaction system
07.04.10 Online learning management system
07.04.11 Epay system in paying tuition and fees
07.04.12 Transactions and Q&A for Students to collect students' questions
07.04.13 Digital library system to provide learning materials for students
Regulations on functions, tasks, powers and organizational structure of
07.04.14
units under and under HUB
Report on survey results of the HUB Testing and Quality Assurance
07.04.15
Department
7.5. The university is shown to provide a highly accessible computer and network
infrastructure that enables the campus community to fully exploit information
technology for teaching, research, service, and administration
07.05.01 Network system diagram; Internet connection contract
07.05.02 Statistics of network equipment for each area of the school
Maintenance plan for network systems (network equipment) and computer
07.05.03
systems
7.6. The environmental, health, and safety standards and access for people with
special needs are shown to be defined and implemented
 87

CODE NAME OF EVIDENCE NOTE

Cleaning service contract; Tree care service contract; Safety and

07.06.01
environmental sanitation inspection plan

07.06.02 Human resources and activities of the Medical Team

Assign dormitory management staff [Regulations on functions, tasks,
07.06.03
powers and organizational structure of units under and under HUB]
Security service contract; Security and order regulations in schools and
07.06.04 boarding areas; Signs/boards disseminating the rules/codes of conduct in
the School and Dormitory
07.06.05 Memorandum of understanding on coordination with the police. Thu Duc
City [HUB Office's annual ISO 9001:2015 process]
07.06.06 Regulations on fire prevention and fighting
Fire drill drill plan; List of fire protection equipment; Fire prevention
07.06.07 inspection plan; Images of fire prevention drills; Minutes of
inspection/acceptance on fire protection
07.06.08 Introducing HUB's facilities
07.06.09 Regulations on hygiene and safety
Regulations on functions, tasks, powers and organizational structure of
07.06.10
units under and under HUB
7.7. The university is shown to provide a physical, social, and psychological
environment that is conducive for education, research, and personal wellbeing
07.07.01 List of facilities and equipment at Thu Duc campus
07.07.02 Competitions/extracurricular activities for students majoring in Banking
07.07.03 List of facilities, equipment and medical rooms
07.07.04 Location of HUB
Regulations on functions, tasks, powers and organizational structure of
07.07.05
units under and under HUB
7.8. The competences of the support staff rendering services related to facilities
are shown to be identified and evaluated to ensure that their skills remain relevant
to stakeholder needs
Task assignment table of Information Management Department, Library
07.08.01
[ISO 9001: 2015 ISO 9001: of departments]
Regulations on assessment of A, B, C of HUB, Regulations on assessment
07.08.02
of task completion level
7.9. The quality of the facilities (library, laboratory, IT, and student services) are
shown to be subjected to evaluation and enhancement
General instructions and responsibilities of the Asset Management
07.09.01 Department [Regulations on functions, tasks, powers and organizational
structure of units under and under HUB]
 88

CODE NAME OF EVIDENCE NOTE

Head of Department of Information Technology Management [Regulations

07.09.02 on functions, tasks, powers and organizational structure of units under and
under HUB]
Head of Department of Finance and Accounting [Regulations on functions,
07.09.03
tasks, powers and organizational structure of units under and under HUB]
Instructions and responsibilities of Faculties and Departments [Regulations
07.09.04 on functions, tasks, powers and organizational structure of units under and
under HUB]
07.09.05 List of assets equipped in classrooms and halls
CRITERION 8 – OUTPUT AND OUTCOMES
8.1. The pass rate, dropout rate, and average time to graduate are shown to be
established, monitored, and benchmarked for improvement.
Analysis report on dropout rates and graduation rates [UIS-training
08.01.01
management software (Student of Banking Faculty)]
Report on analysis of dropout rates and graduation rates of the institution
08.01.02 and department [UIS-training management software (Student of Banking
Faculty)]
08.01.03 Solutions to improve graduation and dropout rates
Analysis report on the current status of student graduation time [UIS-
08.01.04
training management software (Student of Banking Faculty)]
8.2. Employability as well as self-employment, entrepreneurship, and
advancement to further studies, are shown to be established, monitored, and
benchmarked for improvement.
Regulations, plans, and management of graduate employability rates [Plan
08.02.01 documents, reports and opinion survey forms of relevant parties of the
Quality Assurance and Testing department]
8.3. Research and creative work output and activities carried out by the academic
staff and students, are shown to be established, monitored, and benchmarked for
improvement.
a. Plan seminars, guide scientific research or organize academic
competitions for banking faculty students
08.03.01
b. Images of seminars, guiding scientific research or organizing academic
competitions for students of the Faculty of Banking
08.03.02 List of Faculty Members Advising Student Research
08.03.03 Summary Report on Student Research Activities
Solutions to Enhance Student Research Activities [Plan seminars, guide
08.03.04 scientific research or organize academic competitions for banking faculty
students]
Policies and Regulations for Student Involvement in Research Activities
08.03.05 [Regulations on scientific research of HUB students; HUB's academic
integrity regulations]
8.4. Data are provided to show directly the achievement of the programme
outcomes, which are established and monitored.
Educational Outcome Data [UIS- training management software (Student
08.04.01
of Banking Faculty)]
 89

CODE NAME OF EVIDENCE NOTE

Departmental Report on Academic Performance at Various Stages [Plan

08.04.02 documents, reports and opinion survey forms of relevant parties (KS01 -
KS06) of the Quality Assurance and Testing department]
8.5. Satisfaction level of the various stakeholders are shown to be established,
monitored, and benchmarked for improvement.
a. Plan to survey the satisfaction level of relevant parties
b. Survey forms on satisfaction levels of relevant parties
08.05.01
c. Reports on survey results of satisfaction levels of relevant parties
d. Post-survey reports from relevant units of HUB
Channels for Receiving Student Feedback [Regulated in the HUB student
08.05.02
handbook]

A3. Learning outcomes matrix of the training program

No Subjects PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8
1. GENERAL EDUCATION
Compulsory course
Marxist – Leninist
1 X X X
Philosophy
Marxist – Leninist
2 X X X
Political Economics
3 Scientific Socialism X X X
History of
4 Vietnamese X X X
Communist Party
Ho Chi Minh’s
5 X X X
Ideology
Advanced
6 X X X
Mathematics 1
Advanced
7 X X X
Mathematics 2
Probability Theory
8 and Mathematical X X X
Statistics
9 General Law X X X
Elective courses (choose 1 subject)
10a Psychology X X
Applied Logic in
10b X X X
Business
2. PROFESSIONAL KNOWLEDGE
2.1. Fundamental knowledge
Compulsory knowledge
1 Microeconomics X X X
2 Macroeconomics X X X
 90

Introduction to
3 X X X
banking
Principles of
4 X X X
Accounting
5 Business Law X X X
Principles of
6 X X X
Marketing
7 Applied Informatics X X X
8 Econometrics X X X
Principles of
9 X X X
Management
Theory of Finance
10 X X X
and Money
11 Corporate Finance X X X
Financial
12 X X X
Accounting
English for
13 X X X
Specialization 1
English for Finance -
14 X X X
Banking
15 Research Methods X X X
Election course (choose 3 subjects in the same combination)
International
16a X X X
Economics
Financial Markets
17a X X X
and Institutions
International
18a X X X
Finance
Social Media
16b X X X
Analytics
Applied Algorithms
17b X X X
in Business
Python for Data
18b X X X
Analysis
2.2. Major knowledge
Compulsory courses
1 Banking Operations X X X
Corporate Finance
2 X X X
Analysis
Financial Services
3 X X X
Marketing
Investment Project
4 X X X
Appraisal
5 Credit rating X X X
Applied
6 Econometrics in X X X
Finance
Elective courses (choose 2 subjects in the same combination)
7a Taxation X X X
 91

8a Insurance X X X
Core banking and E-
7b X X X
banking
Artificial
8b Intelligence in X X X
Quantitative Trading
2.3. Specialized knowledge
Compulsory courses
International
1 X X X X
Payment
2 Bank Lending X X X X

3 Bank Accounting X X X

4 Forex trading X X X X
Commercial Bank
5 X X X
Management
Internship in
6 Banking and X X X X X
Finance
Elective courses
Graduation Thesis in
7a Banking and X X X X X X
Finance
Bank risk
X X X
management
7b
Project Finance X X X
Asset Valuation X X X
Banking Concentration programme 2021
A4. Admission Criteria for the Banking Concentration programme (2019 – 2023)
2019 2020 2021 2022 2023
Admission 1. Direct 1. Direct 1.Direct 1.Direct
Method admission, admission, admission, priority admission, 1.Direct
priority priority admission admission,
priority
admission admission according to the priority
admission
according to according to admission admission
according to the
the the regulations issude according to the
admission
admission admission by MOET (1st admission
regulations
regulations regulations method) regulations
issude by
issude by issude by issude by MOET
2.Admission based MOET (1st
MOET (1st MOET (1st (1st method)
on the National method)
method) method) 2.Admission
High School exam 2.Admission
2. 2.Admission results organized based on
based on
Admission based on the by MOET (2nd Comprehensive
Comprehensive
based on the National method) results issude by
results issude by
National High School HUB (2nd
3. Admission HUB (2nd
High school exam results method)
based on method)
exam results organized by
 92

(2nd MOET (2nd Transcript review 3. Admission 3.Admission

method) method) according to the based on the based on the
3.Admission Admission National HUB exam
based on regulations issude University results
Transcript by HUB (3rd assessment (computer-based
review method) exam results exam) (3rd
according to 4. Admission (3rd method) method)
the based on the 4. Admission 4. Admission
Admission National based on the based on the
regulations University National High National High
issude by assessment exam School exam School exam
HUB (3rd results (4th results results organized
method) method) organized by by MOET (4th
4.Admission 5. Admission MOET (4th method)
based on the based on High method)
National School Transcript
University review, applying
assessment for those
exam results candidates eligible
(4th method) for Special
Graduation
Considerations
ruled by MOET
(5th method).
Admission
3,000 3,250 3,280 3,600 3,636
Quotas
Quality 1st method: 1st method: Ruled 1st method: 1st method:
thresholds Ruled by the by the regulations Ruled by the Ruled by the
regulations issued by MOET. regulations regulations
issued by (Article 7, Clause issued by issued by MOET.
MOET. 2 & 3 in MOET. (Article (Article 8 in
(Article 7, Admission 8 in Admission Admission
Clause 2 & 3 Regulations for Regulations for Regulations for
in Admission Bachelor Degrees). Bachelor Bachelor
Regulations 2nd method: Degrees). Degrees).
for Bachelor candidates who 2nd method: 2nd method:
1st method: Degrees) gain ≥ 17 points - Candidates - Candidates who
Ruled by the
2nd method: (priority points for who gain the gain the avearge
regulations
candidates objects and areas avearge points ≥ points ≥ 6.5
issued by
who gain ≥ included) 6.5 (calculated (calculated for
MOET.
18 points 3rd method: for the 1st & the 1st & 2nd
2nd method: (priority
Candidates who 2nd semesters of semesters of
candidates points for
gain the avearge 11nd grade and 11nd grade and
who gain ≥ objects and
points ≥ 6.5 1st semester of 1st semester of
15.5 points areas
(calculated for the the 12th grade). the 12th grade).
included)
1st & 2nd - The converted - The converted
3rd method: semesters of 11nd score for score for
Candidates grade and 1st admission admission
who gain the semester of the (basing on the (basing on the
avearge 12th grade), and average of the average of the
points ≥ 6.5 the Total gained exam subjects) exam subjects)
(calculated points in the exam calculated for calculated for the
for the 1st & ≥ 20 points the 1st & 2nd 1st & 2nd
2nd (priority points for semesters of semesters of
 93

semesters of objects and areas 11nd grade and 11nd grade and
11nd grade included) 1st semester of 1st semester of
and 1st 4th method: the 12th grade ≥ the 12th grade ≥
semester of Candidates who 72 points 72 points
the 12th gain the avearge (priority points (priority points
grade), and points ≥ 6.5 for objects and for objects and
the Total (calculated for the areas included areas included
gained points 1st & 2nd and other and other criteria
in the exam semesters of 11nd criteria NOT NOT included).
≥ 20 points grade and 1st included). 3rd method:
(priority semester of the 3rd method: Candidates who
points for 12th grade), and Candidates who gain the avearge
objects and the Total gained gain the avearge points ≥ 6.5
areas points in the exam points ≥ 6.5 (calculated for
included) ≥ 700 points. (calculated for the 1st & 2nd
4th method: 5th medthod: the 1st & 2nd semesters of
Candidates Candidates who semesters of 11nd grade and
who gain the gain the avearge 11nd grade and 1st semester of
avearge points ≥ 6.5 1st semester of the 12th grade),
points ≥ 6.5 (calculated for the the 12th grade), and the Total
(calculated 1st & 2nd and the Total gained points in
for the 1st & semesters of 11nd gained points in the exam (3
2nd grade and 1st the exam ≥ 700 subjects) ≥ 15
semesters of semester of the points. points and each
11nd grade 12th grade), and 4th medthod: subject at least
and 1st the Total gained Candidates who >1 point. Note:
semester of points in the exam gain ≥ 18 points priority points
the 12th ≥ 20 points (priority points according to
grade), and (priority points for for objects and regulations
the Total objects and areas areas included) issued by MOET.
gained points included). 4th method:
in the exam Candidates who
≥ 700 points. gain ≥ 18 points.
Source: Training Office
A5. Statistics of IT software and equipment (November 30, 2023)
Technical
No Category Unit Quantity
specifications/Functions
Sets Serves management
1 Server 16
applications and websites
2 Desktop computers Sets 820 Serving employees and labs
Software
- Training management Sets 1 Manage training activities
- LMS System Sets 1 Learning Management System
- Dormitory Management System Sets 1 Dormitory Management System
3 - Library management system Sets 1 Library management system
Sets Administrative document
- Eoffice 1
management system
- Estudent, Q&A management Sets Transactions and Q&A for
1
system Students
 94

Sets Tuition and fee payment system

- Epay system 1
for students
- ERP system for Asset and Sets Facility Management and
1
financial management financial management software
Sets Survey learners, staff, and
- Survey management system 1
lecturers
- Admissions Information Portal Sets 1
02 leadline lines, 86 FTTH
4 Internet connection Line 89
lines, 01 Metronet
5 Wifi broadcasting system Sets 200
6 Website Site 33
7 Number of computer rooms Room 14
Source: Department of Information Technology Management
A6. Describe the professional requirements for support staff
Job position Specific requirements
- Bachelor's degree or higher (Specialized in Computer Science, Management
Information Systems, Software Technology, Economics)
IT - Certificate in State Administrative Management: specialist program
technician - Have a foreign language certificate with a level equivalent to level 2 (A2) of
the Vietnamese foreign language competency framework
- Have a computer science certificate that meets basic IT skills standards.
- Bachelor's degree or higher (major in library - information, information
management, English language)
Library - Experience in developing quality information sources, meeting diverse reader
information needs, and handling information resources according to standards and regulations.
technology
staff - Have a foreign language certificate with a level equivalent to level 2 (A2) of
the Vietnamese foreign language competency framework
- Have a computer science certificate that meets basic IT skills standards.
- Bachelor's degree or higher with a major in library - information, information
management, English language. In case a candidate has Bachelor's degree in
Library another major, he/she must have a certificate of library professional training.
services
- Have a foreign language certificate with a level equivalent to level 2 (A2) of
staff
the Vietnamese foreign language competency framework
- Have a computer science certificate that meets basic IT skills standards.
- Bachelor's degree or higher majoring in economics, electrical engineering,
architecture or civil and industrial construction.
Facility - Have a professional certificate related to bidding operations
Management
staff - Have a foreign language certificate with a level equivalent to level 2 (A2) of
the Vietnamese foreign language competency framework
- Have a computer science certificate that meets basic IT skills standards.
- Degree of vocational school or higher majoring in electrical engineering, water
Technical engineering, architecture, IT, or civil and industrial construction.
staff
- Have a professional certificate related to labor safety.
 95

Source: Department of Human Resource Management

A7. Statistics on training and refresher courses for staff of Department of Facilities
Management, Department of Information Technology Management, Library
Number of
Year Training course content
attendees
Basic bidding for contractor selection; Survey and learn from experience
in developing financial technology and university administration training
2019 22
programs; Communication skills in a higher education environment;
Fostering national defense & security subjects 4;
Training according to standards for the title of Class II Librarian; Decree
No. 30/2020/ND-CP dated March 5, 2020, and Decision No. 458/QD-
TTg dated April 3, 2020; Departmental Leadership Training Program;
2020 8
Analytical, synthesis, and report writing skills; 18th Annual Conference
of the Library Consortium; Effective planning, task management and time
management skills
Training and fostering program for leaders at the Department level;
Professional procurement, liquidation, and repair of fixed assets; Self-
assess and writing a self-assessment report at the educational institution
2021 level according to the education quality accreditation standards of the 16
Ministry of Education and Training and AUN-QA; Advanced bidding
operations: "Selecting contractors for construction and installation
packages, procurement of goods and non-consulting services"
Change management and innovation skills; Training class on higher
education database system (HEMIS); Program of the project "Building a
shared electronic library for higher education institutions in Vietnam
2022 58
under the project Improving the quality of higher education funded by the
World Bank"; Search methods, evaluation and management of reference
bibliographies; Information security awareness...
Disseminate new regulations on Bidding Law No. 22/2023/QH15; Basic
bidding operations for contractor selection; Safe academic exchange in
the digital era and ChatBot application in higher education; Document
2023 82
preparation and management skills; Skills in organizing events,
conferences, and seminars; Training on protecting State secrets;
Leadership and management skills for HUB officials and leaders...
Source: Department of Human Resource Management
A8. Number of classrooms and halls to operate the teaching and learning program

No Campus Number of classrooms/halls

Classroom 2019 2020 2021 2022 2023

District 1 Campus (No. 36 Ton That
1 Dam Street and No. 39 Ham Nghi 24 26 28 30 30
Street, District 1)
2 Thu Duc Campus 67 67 103 101 101
Hall
 96

District 1 Campus (No. 36 Ton That

1 Dam Street and No. 39 Ham Nghi 1 1 1 1 1
Street, District 1)

2 Thu Duc Campus 1 1 1 1 3

Source: Department of Facilities Management

A9. Number of computer rooms and practice rooms to operate the teaching and learning
program

No Campus Number of computer rooms/practice rooms

Computer room 2019 2020 2021 2022 2023

1 District 1 Campus (No. 36 Ton That
Dam Street and No. 39 Ham Nghi 4 4 4 4 4
Street, District 1)
2 Thu Duc Campus 6 7 10 10 10
Practice room (Thu Duc Campus)
1 Banking practice room 1 1 1 1 1
2 Artificial intelligence lab 0 0 0 1 1
3 Judgment practice 0 0 0 1 1
4 Realistic stock exchange 0 0 0 1 1
Source: Department of Facilities Management
A10. Data on facilities and learning materials of the HUB Library
No Nội dung Unit 2019 2020 2021 2022 2023
Facilities
1 Reading room Room 1 1 1 1 1

2 Seat Place 600 600 600 600 600

3 Computer Set 37 20 20 20 11
Books serve training and scientific
research
1 Books in printed form

- Title number Title

10,911 11,277 11,380 11,695 12,218

- Number of copies Book 67,145 68,687 69,354 70,984 73,210

2 Number of electronic books Title 451 451 458 11,207 11,207

Number of journals serving training
and scientific research
1 Journal in print format Journal 41 41 46 46 38
2 Electronic Journal Journal 21 26 26 26 26
Number of electronic libraries
connected to the HUB Library
 97

Number of connected domestic Library

1 4 5 5 5 5
electronic libraries
Number of connected foreign Library
2 5 4 9 9 9
electronic libraries
Source: HUB Library

A11. HUB's information technology system as of December 2023

IT
Infrastruct
No Content
ure and
Services
Server 10 servers, including 03 Dell R740 servers, 03 HP Gen9 machines,
1
room 02 IBM X3650 M4, 02 IBM X3650 M3
Practice 03 Practice Labs at 39 Ham Nghi, District 1; 01 Foreign Language Learning
2 Lab; 10 Rooms Lab practice room at Thu Duc Campus
Lab
Network 04 Rack Cabinets, Core Switch System, Distribution Swith, Access Switch:
02 Rack Cabinets at 36 Ton That Dam, 02 Rack Cabinets at 56 Hoang Dieu
3
2 (Core Switch System Cisco 3850 at 36 TTĐ, Core Switch Cisco 3650 56
Hoang Dieu 2); Cisco 2900, DrayTek 3900 Router system
Security Firewall Dell Sonicwall 4600 vs 6600 located at 36 Ton That Dam and
4 network system at 56 Hoang Dieu 2
system
Access Separate account with UIS software, LMS for students, lecturers, and
5 rights managers: (i) Email account for staff and lecturers with domain name
@hub.edu.vn; (ii) Student email account @st.hub.edu.vn
Manageme University information portal website; Admissions portal; Information
nt software portal of Faculties and Departments; Training management software,
training portal, course registration; Library management software; LMS -
Online Learning Management System; Estudent Electronic Transaction
6 System; Epay tuition and fee payment portal; Dormitory management
software; HR management software; Scientific management software;
Income statistics software; Eoffice document and form management
system; Online survey system; HCSN MISA accounting software; Ajeb
magazine website; Q&A system
Source: Department of Information Technology Management
A12. Scientific research achievements of students, Banking Concentration programme (2019
– 2023)
Year of
No. Title Reward
Completion
The impact of income diversification "Excellent" grade
1 on the performance of commercial 2019
banks in Vietnam, 2006 – 2017. (University level)

Factors affecting the decision to pay "Excellent" grade

2 non-cash purchasing on e-commerce 2019
websites of Ho Chi Minh City students (University level)
 98

Year of
No. Title Reward
Completion
The impact of macroeconomic The second prize
3 instability on credit growth at (the Seventh Econometrics 2022
commercial banks in Vietnam and Application Olympic)
Factors affecting non performing loan "Excellent" grade
4 2022
at commercial banks in Vietnam (University level)
Lessons learned for Vietnamese
commercial banks from Tien Phong "Excellent" grade
5 2022
Joint Stock Commercial Bank's process (University level)
of meeting Basel III standards
Research on factors affecting the
intention to return home to work of out- "Excellent" grade
6 2022
of-province students studying in Ho (University level)
Chi Minh City
(Source: Banking Science and Technology Research Institute)