bachelor of arts in international relations - aun...list of tables no. table/ chart page 0.1 list of...

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF INTERNATIONAL RELATIONS

SELF-ASSESSMENT REPORT FOR AUN-QA

BACHELOR OF ARTS IN INTERNATIONAL RELATIONS

HO CHI MINH CITY, OCTOBER 2014

ii

TABLE OF CONTENTS

TABLE OF CONTENTS........................................................................................................................ ii

LIST OF ABBREVIATIONS ................................................................................................................. iii

LIST OF TABLES & CHARTS .............................................................................................................. iv

LIST OF FIGURES ............................................................................................................................... v

PART 1: INTRODUCTION ................................................................................................................. 6

1. Executive Summary .......................................................................................................... 6

2. Organisation Of The Self-Assessment Report .................................................................. 7

3. Team For Preparation Of Aun Report ............................................................................... 7

4. Brief Description Of The University And The Faculty Of International Relations ............ 7

PART 2: AUN-QA CRITERIA REQUIREMENTS ................................................................................. 11

1. Expected Learning Outcomes ......................................................................................... 11

2. Programme Specification................................................................................................ 22

3. Programme Structure And Content ................................................................................ 24

4. Teaching And Learning Strategy ..................................................................................... 31

5. Student Assessment ....................................................................................................... 36

6. Academic Staff Quality ................................................................................................... 41

7. Support Staff Quality ...................................................................................................... 55

8. Student Quality ............................................................................................................... 59

9. Student Advice And Support .......................................................................................... 63

10. Facilities And Infrastructure ........................................................................................... 73

11. Quality Assurance Of Teaching And Learning Process ................................................... 76

12. Staff Development Activities .......................................................................................... 84

13. Stakeholders Feedback ................................................................................................... 85

14. Output ............................................................................................................................. 89

15. Stakeholders Satisfaction ............................................................................................... 93

PART 3: STRENGTHS AND WEAKNESSES ANALYSIS ...................................................................... 94

ANALYSIS OF STRENGTHS AND WEAKNESSES ........................................................................... 94

SELF-ASSESSMENT ................................................................................................................... 101

LIST OF EXHIBITS ......................................................................................................................... 106

iii

LIST OF ABBREVIATIONS

No. Full words and phrases Abbreviations

1 ASEAN University Network – Quality Assurance AUN-QA

2 Bachelor of Arts BA

3 Faculty of International Relations FIR

4 Ministry of Education and Training (Vietnam) MOET

5 Program (Expected) Learning Outcomes PLOs

6 University of Social Sciences and Humanities USSH

7 Vietnam National University – Ho Chi Minh City VNUHCM

iv

LIST OF TABLES

No. TABLE/ CHART Page

0.1 List of FIR administrators 9

1.1 PLOs of the Bachelor of Arts in International Relations 12

1.2 Curriculum map (Matrix of expected learning outcomes and curriculum) of the Bachelor of Arts in international relations programme

15

1.3 Summary of feedback from different stakeholders (2013) 20

2.1 Components of the BA programme specification in International Relations 22

3.1 The proportion of generic and specialized courses. 24

3.2 Programme Structure (Suggested academic semesters) 25

3.3 Courses and programme amendment in accordance with feedback from

stakeholders

29

3.4 credit distribution changes in curriculum (2006-2014) 31

4.1 presentation levels and skill levels 34

5.1 number of intake students of fir in recent years 37

5.2 GPA on graduation 37

6.1 List Of Faculty Of International Relations 43

6.2 Number Of Teaching Staff And FTEs In Academic Year 2013 – 2014 48

6.3 Students To Academic Staff Ratios 49

6.4 Number Of Academic Staff, Ftes And Phd Holders In The Last Five Years 49

8.1 A comparison of the academic overmatching percentage with other Faculties of the Ho Chi Minh City University of Social Sciences and Humanities

59

8.2

A comparison of the overmatching percentage with Diplomatic Academy of Vietnam, the Faculty of International Studies – Hanoi University of Social Sciences and Humanities, and of the Ho Chi Minh City University of Pedagogy

59

8.3 Number of Intake students of FIR in recent years 60

8.4 The average study hours of a FIR’s typical student 63

14.1 Pass rate of BA in International Relations Programme 90

14.2 List of Companies Employing FIR graduates (2013) 91

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LIST OF FIGURES

No. FIGURE Page

1.1 Bloom taxonomy 13

1.2 Procedure of PLOs Revision based on Stakeholders’ requirements 19

6.1 Organizational Structure of the FIR 51

13.1 Process of the labour market survey 86

13.2 process of student & alumni survey 87

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PART 1: INTRODUCTION

1. EXECUTIVE SUMMARY

This report is prepared for the ASEAN University Network’s Quality Assurance Team

that will evaluate the Bachelor of Arts in International Relations programme of University of

Social Sciences and Humanities (USSH), a member of Vietnam National University – Ho Chi

Minh City (VNU-HCM). This is the result of a joint effort of all members of the Faculty of

International Relations (FIR) with a considerable support from the administration and

colleagues of USSH and the VNU-HCM. This demonstrates FIR’s commitment to the

continuous improvement of its educational quality and serves as part of the university’s

quality assessment efforts to subject its programmes to evaluation and accreditation by

regional bodies.

The report presents results of FIR’s self-assessment of its educational programme,

following a set of 15 criteria as guided in the AUN-QA Manual. The report opens with a brief

introduction and overview of USSH, VNU-HCM and the Faculty, followed by a detailed

description and the self-assessment of the programme, according to AUN-QA requirements.

It then proceeds with an analysis of strengths and weaknesses as well as improvement plans

and ends with appendices that supports the Self-Assessment Report.

The detailed analysis shows that the programme can meet the majority of the AUN-QA

requirements at a satisfactory level. Its key strengths lie in its clearly-designed and well-

implemented curriculum, its young and energetic teaching and support staffs who are highly

committed to self-improvement and the continuous improvement of the educational

services they render, its good-quality student intakes, and the serious adoption of student-

centred approach in providing advice and support for students. The self-assessment also

helps FIR identify areas that need to be improved such as strengthening its partnership with

the industry, developing more flexible human resource plan to cope with the shortage of

full-time lecturers in certain periods of time due to the fact that full-time lecturers,

especially young lecturers, tend to go abroad to pursue further study at some point in their

career paths.

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As part of FIR’s vision is to prepare its students to become global citizens, the fact that

its programme is subject to the evaluation and accreditation of a prestigious regional body is

of great importance. The FIR strongly expects that it will receive insightful comments and

suggestions from external AUN-QA experts, thereby helping FIR further improve its

programme and contribute actively and positively to the development of the region’s

education and training community.

2. ORGANISATION OF THE SELF-ASSESSMENT REPORT

The report consists of 3 parts:

- Part I is a brief introduction of University of Social Sciences and Humanities (USSH)

and FIR;

- Part II is a detailed analysis of FIR’s performance according to ANU-QA set of criteria;

- Part III is a summary of FIR’s strengths, weaknesses and improvement plan.

3. TEAM FOR PREPARATION OF AUN REPORT

FIR’s self-assessment is periodically conducted as part of USSH’s internal quality

assurance. This routine activity has helped FIR identify its strengths and weaknesses and

come up with detailed plan for improvement.

FIR’s self-assessment according to AUN-QA set of criteria has been exercised with the

involvement of FIR’s different stakeholders including its teaching and support staffs as well

as its students.

4. BRIEF DESCRIPTION OF THE UNIVERSITY AND THE FACULTY OF

INTERNATIONAL RELATIONS

4.1. Background information of the University

Vietnam National University – Ho Chi Minh City is envisioned to be “a high quality, high

- tech and multi – disciplinary training center for undergraduate and graduate studies and

well – qualified research hub in Vietnam’s higher education system, contributing to and

meeting the demands for socio – economic development” (http://www.vnuhcm.edu.vn). To

be specific, the vision and missions of VNU – HCM can be found in the website as follows

[Exh3.4]:

Vision of VNU – HCM

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VNU – HCM aims to become one of the top Asian higher education systems.

Missions of VNU – HCM

VNU – HCM is a training center that accumulates talented lecturers and students; train

human resources with high quality and scientific research output. VNU – HCM pioneer in

innovation and essentially contributes to the development of the country and society.

VNU – HCM is administrated, managed and super based on the higher education system

model with high autonomy, self – responsibility, managing to provide an environment for

science and academic to develop freely in a model urban university campus.

In alignment with the VNU – HCM vision, missions and objectives, the USSH state its

visions and mission as follows [Exh3.5]:

Visions of USSH

As a member of Vietnam National University – Ho Chi Minh City – a key center of

Vietnamese education for under- and post-graduate training and for scientific research with

high quality and multi-disciplines, the University of Social Sciences and Humanities (USSH)

pledges to be one of leading research-oriented institution, comparable to that in the Asia

and the world.

Missions of USSH

The University of Social Sciences and Humanities (USSH) is the center that provides:

- High quality training and research in social sciences and humanities;

- Professional labors with high sense of national identities;

- Professional services and scientific products fundamental to strategic social planning

and national development.

Objectives

In the period 2011 – 2015, the USSH will make breakthroughs and significant

improvement in university governance, training, research, community service, step by step

assuring its position as an important training center of ASEAN.

4.2. Background information of FIR

Official name of the institution:

University of Social Sciences and Humanities (USSH), a member of Vietnam National

University – Ho Chi Minh City (VNU-HCM)

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Official name of the Faculty:

In Vietnamese: KHOA QUAN HỆ QUỐC TẾ (QHQT)

In English: Faculty of International Relations (FIR)

Address:

Main campus: 10-12 Dinh Tien Hoang St., Dist. 1, Ho Chi Minh City, Vietnam

Linh Trung campus: Ward 6, Linh Trung, Thu Duc District, Ho Chi Minh City, Vietnam

Contact details:

Dean’s office: Rm. A206, 10-12 Dinh Tien Hoang St., Dist. 1, Ho Chi Minh City,

Vietnam

Tel: +84 (8) 8293828/135

Email: [email protected]

Website: www.qhqt.edu.vn

TABLE 0.1: LIST OF FIR ADMINISTRATORS

FULL NAME TITLE POSITION

ĐÀO MINH HỒNG PhD Dean / Chair of Scientific Council

NGUYỄN TĂNG NGHỊ MA Vice Dean

NGUYỄN THỊ TỐ NGA MA Vice Dean

NGUYỄN THỊ HỒNG VÂN MA Secretary of FIR Communist Party Unit NGUYỄN LÊNA BA Chair of FIR Trade Union

4.3. Background Information of the Faculty

FIR was established from the development of Department of World History, Faculty of

History, USSH, VNU-HCM.

On July 17, 2003 Department of International Relations was split from USSH’s Faculty of

History to become a department under the direct management of USSH.

On October 24, 2008, VNU-HCM Scientific Council approved the proposal to establish

FIR under the direct management of USSH, VNU-HCM.

On November 22, 2008, Director of VNU-HCM signed the decision on the establishment

of FIR.

FIR currently has 26 full-time teaching and support staffs. FIR also has a close

collaboration with lecturers and professionals from other faculties and departments of

USSH, Diplomatic Academy of Vietnam, Ho Chi Minh City Law University, Ho Chi Minh City

10

University of Economics, Vietnam Ministry of Foreign Affairs, Ho Chi Minh City Department

of Foreign Affairs and so on.

FIR offers BA degree programme for both full-time and part-time students.

FIR is equipped with basic facilities to support its training activities.

After ten years of continuous development, FIR has provided the society with 1500 BA

degree graduates in International Relations. FIR’s graduates are trained to work effectively

and efficiently in both public and private sectors, for example, offices of external relations,

governmental agencies, non-governmental organizations, advertising agencies, the media,

and human resource departments of banks, etc. FIR’s graduates are also expected to be able

to work as researchers and lecturers of research and training institutions on international

relations.

4.4. Vision and mission of the Faculty

Vision: FIR aims to be (i) an academic entity which provides excellent learning

environment that prepares learners to become global citizens, and (ii) a leading research

center in international relations in the Southern Vietnam.

Mission: FIR is committed to (i) excellence in teaching and learning within the IR

profession, (ii) conducting scientific research in IR, and (iii) building capacity of learners to

engage in the global environment. [Exh3.6]

4.5. Brief introduction of the programme

The FIR’s curriculum aims to train its students to become global citizens. They will be

equipped with firm knowledge about international issues in the globalized era, deep insights

into the Vietnam Communist Party’s and Government’s policies, fundamental

understanding about key issues of Vietnam and the world. Students will also be able to think

analytically and critically, exercise effective problem-solving skills and professional skills, as

well as demonstrate excellent command of English. Moreover, students are expected to

embrace the diversity, have a sense of community and the boldness to think and act as

pioneers.

The program curriculum is therefore structured to include components of generic

knowledge, specialized knowledge, foreign language, and technical and professional skills.

Courses are accordingly designed to ensure the balance of theoretical and empirical

knowledge.

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PART 2: AUN-QA CRITERIA REQUIREMENTS

1. EXPECTED LEARNING OUTCOMES

1.1 The expected learning outcomes have been clearly formulated and translated

into the FIR programme of BA in International Relations

The Department of IR was established on 17 July 2003, and the first intake was in 2004.

[Exh1.15] During one year of preparation from 2003 to 2004, FIR academic staff visited

Department of International Relations – Faculty of Political Sciences – Chulalongkorn

University (from 11-May to 18-May 2004) to learn from them their experience of curriculum

design, teaching methods, department organization, human resources arrangement and

development of specialized English courses for International Relations major. Besides, the

department also referred to International Relations Bachelor programmes offered by other

academic institutions, such as those of the National University of Singapore and Brigham

Young University (USA), to develop its own first programme in 2004.

In 2006, a new set of requirements for universities was introduced by Vietnamese

Ministry of Education and Training (MOET), in which it required “All higher education

institutes have to adapt credit-based system, starting from 2006”. In fact, the FIR had

developed its curriculum on credit-based system in 2004. In 2006, as guided by the MOET,

we reduced the number of credits from 210 to 180 credits. [Exh1.9]

Thus far, the programme curriculum of Bachelor of International Relations has been

subjected to five times revisions and updates, specifically in 2006, 2008, 2010, 2012 and

2014 [Exh1.9]. The current credit – based programme curriculum of Bacherlor of

International Relations comprises of 140 credits, of which 30 % (43 credits) are built on the

framework programme curriculum of the Ministry of Education and Training and 70% (97

credits) are of professional knowledge. [Exh.1.1]

In 2008, after receiving VNUHCM’s training of CDIO, the faculty developed its first

programme learning outcomes (PLOs), and integrated them with its credit-based

programme curriculum. [Exh1.2]

Since then, The PLOs and the according programme curricula have been reviewed and

revised three times (2010, 2012 and 2014) (i) to make them more measurable, (ii) to make

them aligned with the FIR’s vision, mission which adopted since 2011 [Exh3.6], (iii) to reflect

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the feedback collected from various stakeholders via different channels [Exh1.9], and (iv) to

follow the latest Vietnam’s Law on Education 2012.

The latest PLOs have been adopted since May 2014.

TABLE 1.1 PLOs OF THE BACHELOR OF ARTS IN INTERNATIONAL RELATIONS

PROGRAMME LEARNING OUTCOMES PLOs SPECIALIZATION

Global

Citizen

Knowledge

Generic knowledge in

Social Sciences and

Humanities

O1 – Students have general knowledge about culture, world history and

Vietnam history; guidelines and policies of the Communist Party and the

State.

Specialized knowledge

in International

Relations

O2 – Students acknowledge the nature and the importance of International

Relations as a global activity.

O3 – Students can employ the theories and methods in International

Relations research to practically analyze global issues.

Thinking

Integrative Thinking

O4 – Students are eligible to assemble and systematize the data information

from various resources (primary and secondary).

O5 – Students are eligible to self-learning.

Critical Thinking O6 – Students are eligible to build up convincing arguments and present their

multidirectionally critical comments.

Skills

Transferable (soft) Skills

O7 – Students have the abilities to write and present effectively.

O8 – Students have the abilities to apply information and communication

technologies to their work.

O9 – Students have the abilities to work in groups and work individually.

Professional (hard)

Skills

O10 – Students are at a high level of proficiency in English

O11 – Students are able to negotiate effectively

O12 – Students have a thorough grasp of protocol etiquette

Attitude

Global Citizen’s

Disposition

O13 – Students respect the diversity

O14 – Students are eligible to integrate

O15 – Students are eligible to acknowledge and obey the laws

Pioneering O16 – Students have a sense of serving the community

O17 – Students have a capacity of leadership

The PLOs are deliberately transferred and reflected in detailed syllabus for each course,

using the Bloom Anderson hierarchy to ensure the measurability of all PLOs specifications,

as required by the Board of Dean to all teaching staff. [Exh1.8]

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FIGURE 1.1 BLOOM TAXONOMY

All revised PLOs and curricula are communicated to stakeholders via different channels,

such as periodic faculty meetings, homeroom teachers and students meetings, Board of

Dean and students meetings, homeroom teachers and parents meetings. The PLOs are

implicitly disseminated to employers via Internship Evaluation Form filled by employers.

[Exh1.4]. The PLOs are also made available on FIR website and can be found in programme

specification. [Exh1.3, Exh1.4]

1.2 The programme promotes life-long learning

Life-long learning is promoted in the programme through the following pathways: (1)

introducing students to active learning, (2) developing students’ integrative and critical

thinking to become autonomous learners, and (3) engaging students in research and extra-

curricular activities to further their metacognition.

In order to instill life-long learning into students, the faculty has developed a detailed

plan to provide necessary environment and skills for active learning. Right at the first year,

students are trained with two theme workshops which are College Learning Strategies

(reading skills, materials searching skills, note-taking skills, summarizing skills, etc.) and

Information Technology Skills (Using Microsoft office PowerPoint for presentation and

Google Search Engine for finding materials) [Exh1.11, Exh1.12, Exh1.13]. Active learning is

14

also promoted in courses throughout applying student-centered teaching methods and

creating student-friendly environment. Via varied group interactive activities in class,

students are encouraged to actively take part in learning process, as well as accumulatively

develop their motivation for acquiring new knowledge.

Life-long learning is also implied in the structure of FIR’s curriculum, step by step

improving students’ integrative and critical thinking to make them become autonomous

learners. As described in Curriculum Map (page 15), each PLO of Thinking and Skills is

transferred into variety of levels (Introduction, Integrated, Applied), in accordance with

students’ level (especially in specialized knowledge and professional skills). Lecturers are

responsible for reflecting these PLOs specification in their syllabi, particularly in the content

and the assessment, and realizing them into class activities which require students to work

independently as well as in groups to complete a particular task with increasing complexity

in later time (from making questions and research proposals, finding and systemizing

needed information to conducting a discussion, presentation, debate, summary, opinion

paper, analysis report, etc.). Besides, lecturers are required to provide list of further

materials for their course, so that students themselves can continue studying the subject

that interests them. All of these above steps are to nurture learners’ thorough critical and

integrative thinking upon the completion of the programme, making them sufficient for self-

studying later in their life.

Outside classroom, students are encouragingly involved in scientific research and extra-

curricular activities. The faculty annually holds a students’ scientific symposium for

presenting their papers, which are conducted throughout the academic year. Students are

encouraged to devise their own thesis proposals, as well as conducting their research under

supervision of lecturers. Moreover, the faculty has also fostered a system of students’

academic clubs (including IRNEWS - News Club, IREC.COOL - English club, IRYS – Young

Scholar club) to enlarge students’ opportunities to apply their perceived knowledge and

skills in practical. All students are required to join at least one academic club in their study

time at the faculty.

Besides, the Faculty has also opened its Master Programme to create higher learning

opportunities for students after they completed the Bachelor degree.

15

1.3 The expected learning outcomes cover both generic and specialised skills and

knowledge

The FIR’s PLOs cover different types of knowledge and skills necessary for a global

citizen in the 21st century. Students upon completion of the program are equipped with:

- Generic knowledge of social sciences and humanities, world civilizations, Vietnamese

culture, Vietnam Communist Party and Vietnamese government’s policies (28

credits);

- Specialized knowledge of International relations (Level 01: 31 credits, Level 2: 17

credits);

- Professional skills (12 credits);

- Specialized English of International Relations (46 credits);

- Fieldtrip, study tour, and Internship (6 credits)

Details of relations between expected learning outcomes and the curriculum are presented

in the curriculum map below:

TABLE 1.2: CURRICULUM MAP (MATRIX OF PLOs AND COURSES)

BACHELOR OF INTERNATIONAL RELATIONS

I –Introduction G – Integrated A – Applied

KNOWLEDGE THINKING SKILLS ATTITUDE

Generic

knowledge in

Social

sciences and

humanities

Specialized

knowledge in

International

relations

Integrative

thinking

Critical thinking

Transferable

(soft) skills

Professional

(hard) skills

Global citizen

disposition Pioneering

GENERIC KNOWLEDGE

Principles of Marxism –

Leninism I I I I I I

Ho Chi Minh’s thoughts I I I I I

History of Vietnam

Communist Party I I I I I I

History of world civilizations I I I I I I I I

Basic Vietnamese culture I I I I I I I I

Introduction into Sociology I I I I I I I

Introduction into logic I I I I

Fundamentals of Economics I I I I I (presentation 1) I I I

Introduction to State and Law I I I I I (presentation 1) I I I

16

Introduction into Politics I I I I I (presentation 1) I I I

SPECIALIZED KNOWLEDGE (LEVEL 01)

History of International

Relations G G G I G (presentation 2) I G G

History of Vietnam Diplomacy G G G I G (presentation 2) I I

Introduction to International

Relations G G G G G (presentation 2) I G G

Introduction to Research

Methods G G G G (presentation 2) I G G

Vietnam Foreign Policies G G G G G (presentation 2) G G G

International Economics

Relations G G G G G (presentation 2) G G G

Public International Law G I G G G G G G

Private International law G I G G G G G G

Communication Etiquette A A G A A A A A

Globalization G A G A A (presentation 2) A A A

Global Issues G A G A A (presentation 2) A A A

SPECIALIZED KNOWLEDGE (LEVEL 02)

INTERNATIONAL POLITICS

Human security G A A A A (presentation 3) A A A

Ho Chi Minh’s thoughts on

Diplomacy G A A A A (presentation 3) A A A

U.S. Foreign Policies A A A A A (presentation 3) A A A

China Foreign Policies A A A A A (presentation 3) A A A

ASEAN A A A A A (presentation 3) A A A

Asia-Pacific Security A A A A A (presentation 3) A A A

Vietnam - EU Relations A A A A A (presentation 3) A A A

Theories in International

Relations I (Elementary) A G G G A (presentation 3) G G G

Contemporary World Politics A A A A A (presentation 3) A A A

International Political

Economy A A A A A (presentation 3) A A A

INTERNATIONAL LAW

Vietnam Civil Law G G G G G (presentation 3) G G G

Intellectual Property Law G G G G G (presentation 3) G G G

Trade Law G G G G G (presentation 3) G G G

International Commercial

Law A G/A G G G (presentation 3) G G G

International Law of the Sea A G G G G (presentation 3) G G G

Human Rights Law A G G G G (presentation 3) G G G

17

Commercial Litigation

Defense Laws A A A A G (presentation 3) A A A

Competition Laws A A A A G (presentation 3) A A A

International Environmental

Law A A A A G (presentation 3) A A A

INTERNATIONAL ECONOMICS

Econometrics G G G G G (presentation 3) G G G

International Economics G G G G G (presentation 3) G G G

Intermediate Economics G G G G G (presentation 3) G G G

Development Economics G G G G G (presentation 3) G G G

International Payment A A A A G (presentation 3) A A A

Introduction into Project

Management G A A A G (presentation 3) A A A

Project Analysis and

Appraisal A A A A G (presentation 3) A A A

Risk Management A A A A G (presentation 3) A A A

Corporate Finance A A A A G (presentation 3) A A A

PROFESSIONAL SKILLS

Consular & Diplomatic

Protocol A A A A A

A

A A

Intercultural Communication A A A A A A A A

International Negotiation A A A A A A A A

Journalism and Foreign

Affairs A A A A A A A A

Foreign Affairs Secretary A A A A A A A A

Introduction into Marketing A A A A A A A A

Public Relations A A A A A A A A

Chairing International

Conference A A A A A A A A

International Commercial

Contract A A A A A A A A

SPECIALIZED ENGLISH COURSES FOR INTERNATIONAL RELATIONS MAJOR

Speaking 1A I I I I I I I I

Listening 1A I I I I I I I I

Reading 1A I I I I I I I I

Writing 1A I I I I I I I I

Speaking 1B I I I I I I I I

Listening 1B I I I I I I I I

Reading 1B I I I I I I I I

Writing 1B I I I I I I I I

Public Speaking G G G G G G G G

18

1.4 The expected learning outcomes clearly reflect the requirements of the

stakeholders

The expected learning outcomes are reviewed and revised on regular basis based on

the summary of feedbacks from stakeholders such as lecturers, students, alumni,

employers, the university, and the VUNHCM every two years. Stakeholders’ opinions are

collected via following channels:

- For student’s opinion: course evaluation questionnaire, alumni survey, internship

report of third and final year students.

- For lecturer’s opinion: class observation report, course evaluation report, teaching

self-assessment, department meeting, and faculty meeting.

- For employer’s opinion: internship evaluation form, and Employer Conference.

The procedure of expected learning outcomes revision based on stakeholders’

feedbacks is described in the following chart:

Listening 2A G G G G G G G G

Reading 2A G G G G G G G G

Writing 2A G G G G G G G G

Translation 1 G G G G G G G G

Listening 2B G G G G G G G G

Reading 2B G G G G G G G G

Writing 2B G G G G G G G G

Translation 2 A A A A A A A A

Listening 3 A A A A A A A A

Reading 3 A A A A A A A A

Technical Writing A A A A A A A A

Advanced Speaking A A A A A A A A

Advanced Listening A A A A A A A A

Advanced Reading A A A A A A A A

Advanced Writing A A A A A A A A

FIELDTRIP, INTERNSHIP AND STUDY TOUR

Fieldtrip (Vietnam’s History) G G G G G G G G

Internship (Working

Internship) A A A A A A A A

Study tour (Foreign Affairs) A A A A A A A A

19

FIGURE 1.2 PROCEDURE OF PLOs REVISION BASED ON STAKEHOLDERS’ REQUIREMENTS

The Academic Committee of the Faculty periodically organises meetings to adjust the

PLOs based on statistical data provided by the Office of Educational Testing and Quality

Assurance and feedbacks of the stakeholders. [Exh1.10]

All revised PLOs and curricula are communicated to each stakeholder (lecturers,

students, employers, alumni, parents, etc) via according channels, and also made available

on FIR website as well as in the programme specification. [Exh1.3]

Table 1.3 below shows feedback summary of the stakeholders (collected in 2013):

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TABLE 1.3 FEEDBACK SUMMARY OF THE STAKEHOLDERS (2013)

EXPECTED LEARNING OUTCOME STAKEHOLDER FEEDBACK

KNOWLEDGE

1. Generic knowledge in Social Sciences and Humanities

O1 – Students has a general knowledge about culture, world history and

Vietnam history; guidelines and policies of the Communist Party and the

State.

Summary of Student Intership Reports - Class 9-11. Most students agree that

“understanding the essence of the world’s movement, understanding what’s happening

are useful for individual’s job in the globalization era”

2. Specialized knowledge in International Relations

O2 – Students acknowledge the nature and the importance of

International Relations as a global activity.

Employers (mainly in the field of Communication, Translation, Research Centers…) mostly

require analysis ability, generalizing ability and systematic awareness of employees

O3 – Students can employ the theories and methods in International

Relations research to practically analyze global issues.

Lecturers suggest to meet the training objectives

THINKING

1. Intergrative Thinking

O4 – Students are eligible to assemble and systematize the data

information from various resources (primary and secondary).

Employers in Economic and Human Resources sector are also agree with this criteria.

O5 – Students are eligible to self-teach. Students internship summary reports illustrate that the skill is practiced properly by

students

2. Critical Thinking

O6 – Students are eligible to build up convincing arguments and present

their multidirectioanlly critical comments.

Faculty requirements in its Educational Philosophy

21

SKILL

1. Transferable (soft) Skill

O7 – Students have the abilities to write and present effectively.

All Stakeholders highly appreciate this skill

O8 – Students have the abilities to apply ICT to their work. Employers in Mass Media, Research Insitutions and Faculty’s Lecturers agree with this

requirement

O9 – Students have the abilities to work in groups and work individually. All Stakeholders highly appreciate

2. Professional (hard) Skill

O10 – Students are at a high level of proficiency in English

All Stakeholders satisfy with this requirement

O11 – Students are able to negotiate effectively All Stakeholders highly appreciate

O12 – Students have a thorough grasp of protocol etiquette

ATTITUDE

1. Global Citizen’s Disposition

O13 – Students respect the diversity

All Stakeholders highly appreciate theses qualifications, especially with IR students –

Future Global citizens.

O14 – Students are eligible to integrate

O15 – Students are eligible to acknowledge and obey the laws.

2. Pioneering

O16 – Students have a sense of serving the community

O17 – Students to have ability of leadership.

22

2. PROGRAMME SPECIFICATION

2.1 The university uses programme specification

The programme specification of the Faculty provides basic information under AUN

guidelines both in Vietnamese and in English for the students. It includes the name of

teaching institution, the education level, the major, the type of degrees, the number of

credits, the admissions requirement, and the training objectives of each major. In addition,

there are details of the learning expected outcomes, the learning and teaching methods, the

assessment of these outcomes and job opportunities. [Exh2.1]

TABLE 2.1 PARTS OF THE BA PROGRAMME SPECIFICATION IN INTERNATIONAL RELATIONS

1. Awarding Institution USSH, Vietnam National University – Hochiminh City

2. Teaching Institution Faculty of International Relations, USSH, Vietnam

National University – Hochiminh City

3. Name of the Final Award Bachelor of Arts in International Relations

4. Programme accredited by VNU-HCM

5. Programme tittle B.A. Programme in International Relations

6. Date of programme specification review 2012

The program specification is communicated to all stakeholders via different channels

such as FIR’s meetings, FIR Scientific Council’s meetings, the Faculty mailbox, training

sessions for the lecturers [Exh1.10], admission counselling sessions, orientation days, the

major’s selection counselling sessions, , students’ handbooks, the Faculty websites and

facebook, and email of each class. [Exh2.3], [Exh2.4], [Exh2.5]. The brief introduction of the

program specification has also been given to employers at the Employer Conferences.

[Exh1.9]

The program has been revised 5 times since 2004 (2006, 2008, 2010, 2012, and 2014).

Accordingly, the programme specification is also updated in accordance with the FIR’s

mission of training students to become global citizens. [Exh1.9]

23

2.2 The programme specification shows the expected learning outcomes and how

these can be achieved

The curriculum map in the programme specification clearly shows the expected learning

outcomes regarding the FIR’s objectives of training students to become global citizens.

[Exh2.6]. accordingly, the programme curriculum is designed to:

- Equip students with knowledge of a contemporary world, help them understand the

way the world is organized, and be aware of the opportunities for themselves and

for the development of the nation as well.

- Enhance students’ capability to adapt to various environments, promote their

language skills to communicate and work in a global environment, and instruct them

to utilize the achievements of science and technology in their work and daily life.

- Raise students’ awareness of obeying the law, taking initiative and caring about the

community.

In accordance with the objectives, the training program has provided students with

fundamental knowledge of the international relations from basic to advanced level, from

theory to practice. As a result of that, students could deeply understand the contemporary

events. Besides, language skills, computer skills and other skills are specially taught in

technical and professional skills courses. Subsequently, students usually employ these skills

in the extra curriculum activities organized by the FIR’s clubs.

2.3 The programme specification is informative, communicated, and made available

to the stakeholders

The program specification and detailed syllabi are written in accordance with

University’s template, which demonstrates the skills’ levels and students assessment

[Exh2.1], [Exh2.2].

Information about the programme is announced to the students, the lecturers and

other different related stakeholders via materials, the FIR’s website and facebook, the

Faculty’s mailbox, the students‘ handbooks and also through academic advisors and

homeroom teachers [Exh2.3, Exh2.4, Exh2.5], students’ annual self-assessment of

management, and every academic year. This information is provided to the external

assessment bodies and auditors [Exh1.9]

24

3. PROGRAMME STRUCTURE AND CONTENT

3.1 The programme content shows a good balance between generic and specialised

skills and knowledge

The diagram of the programme structure shows that there is a balance between the

generic and specialised skills and knowledge (the numbers of courses/credits/the

percentage between the general courses).

CONTENT CREDIT %

Generic knowledge 28 20

Specialized English for

IR 46 33


level (1) 31 22


level (2) 17 12

Professional Skill 12 9

Internships 6 4

Total 140 100

TABLE 3.1: THE PROPORTION OF GENERIC AND SPECIALIZED COURSES

The table 09 below specifically describes 2 stages with 8 semesters, including

knowledge, specific skills of each major as well as describes the requirements and

conditions to be eligible to study the specialized courses. [Exh3.3]

25

Table 3.2: Programme structure

ACADEMIC YEAR

YEAR 01 31.0

Semester I 14.0

DAI001 Principles of Marxism –Leninism I 3.0

DAI016 History of Civilizations 3.0

DAI012 Fundamentals of Vietnamese culture 2.0

DAI021 Introduction to Sociology 2.0

DAI020 Introduction to Logics 2.0

DIA036 Microeconomics (Elementary) 2.0

General English (1)

Physical Education

Semester II 17.0

DAI001 Principles of Marxism –Leninism II 2.0

DAI003 Revolutionary Lines of VCP 3.0

DAI004 Ho Chi Minh’s thoughts 2.0

History of International Relations I 3.0

QTE054 Introduction to State and Law 3.0

DIA037 Macroeconomics (Elementary) 2.0

DAI028 Introduction to Political sciences 2.0

General English (2)

Physical Education

Students to submit English certificate VNU-EPT 8 (B1.4)

YEAR 02 37.0

Semester III 18.0

History of International Relations II 3.0

QTE018 International Public Law 2.0

QTE063 Research Methods in IR 2.0

QTE111 Communication Etiquette 2.0

Reading 1A 2.0

Writing 1A 2.0

Speaking 1A 1.0

Listening 1A 2.0

Field trip: Vietnamese History 2.0

Physical Education

Semester IV 19.0

QTE053 Introduction to International Relations 3.0

QTE040 History of Vietnam Diplomacy 2.0

QTE085 Private International law 2.0

QTE064 International Economics Relations 3.0

QTE060 Globalization 2.0

Reading 1B 2.0

Writing 1B 2.0

Speaking 1B 1.0

Listening 1B 2.0

YEAR 03 39.0

Semester V 19.0

QTE089 Vietnam Foreign Policies 2.0

QTE084 Globalization 2.0

QTE029 International Political Economy 3.0

Specialized course (1) 2.0

Course on professional skills (1) 2.0

Reading 2A 2.0

Listening 2A 2.0

Writing 2A 2.0

Public Speaking 2.0

Semester VI 20.0







Reading 2B 2.0

Listening 2B 2.0

Writing 2B 2.0

Translation 2.0

YEAR 04 34.0

SEMESTER VII 16.0




Technical Writing 1.0

Advanced Translation 3.0

Listening 3 2.0

Reading 3 2.0

Internship 2.0

SEMESTER VIII 18.0





Advanced Reading 2.0

Advanced Writing 2.0

Advanced Listening 2.0

Advanced Speaking 2.0

Study tour 2.0

------------------------------

Besides those courses above, students if interested in any specific

area can also accumulate credits from different faculties within the

university. Below are suggestions of possible combinations of area

study courses:

AMERICAN STUDIES

American History 3.0

American Culture 3.0

American Law and Politics 3.0

American Economic 2.0

U.S. – Vietnam Relations 2.0

CHINESE STUDIES

Chinese History 3.0

Chinese Culture 3.0

Chinese Law and Politics 3.0

Chinese Economics 2.0

China – Vietnam Relations 2.0

EU STUDIES

EU History 3.0

EU Culture 3.0

EU Law and Politics 3.0

EU Economics 2.0

QTE013 EU – Vietnam Relations 2.0

EU security policy 2.0

SOUTHEAST ASIAN STUDIES

ASEAN History 3.0

ASEAN Culture 3.0

ASEAN Economics 2.0

ASEAN – Vietnam Relations 2.0

------------------------------

26

3.2 The programme reflects the vision and mission of the university

The programme curriculum, which reflects the vision and mission of the University and

VNU – HCMC, contributes to the training high-quality human resources in international

relations with the capacity to work in the global environment, to have cognitive and critic

skills contributing to the policies, and to integrate with comprehensive development, moral

quality, academic research ability and life-long learning. [Exh3.1]

There are 11 courses of generic knowledge (28 credits) helping students develop social

sciences and humanities competency, ethic and political standpoint, construct the sense of

civic responsibility; have a broad vision; and build soft skills. [Exh3.1]

There are 12 courses of specialized knowledge level 01 (compulsory) and 60 courses of

specialized knowledge level 02 (selective) providing students with the solid fundamental

knowledge of international relations. The knowledge help learners improve the cognition to

realize a diversified world with different opportunities, explain contemporary international

events and have the ability of self-assessment and asserting oneself at present and in the

future. There are 12 of 29 optional credits such as Negotiation, Commercial Contract,

Diplomatic Protocol and Etiquette, which allow students to choose the courses freely that

meets their needs and their further studies, improve the students’ soft skills like group

working, project planning, taking the initiative, and leadership skills. Besides, the cognition

and the role of a global citizen in a ‘flat world’ is also trained through these courses.

The specific characteristics of the major require students to have a high level of foreign

languages. Therefore, there are up to 46 credits of English course which are compatible with

the high programme learning outcome. The English programme curriculum is designed

based on the regulations: pedagogical, practical and suitable to the programme curriculum.

The number of credits, which includes English courses as a second language and specialised

courses in English, enable students to obtain a Minor degree of Academic English in IR.

There are 12/19 credits (minimum) with 9 courses in the professional skills and 6 credits

of compulsory internship, study-tour and fieldtrip that equips students with the solid

background of real life skills and working skills and survival skills in different environment in

accordance with the basic requirements of a global citizen. These courses always receive

good feedback from the students.

27

3.3 The contribution made by each course to achieving the learning outcomes is clear

The curriculum map clearly indicates the contribution of each course in blocks of

knowledge to the expected learning outcomes (page 16), which is aimed to improve the

students’ knowledge and skills gradually. Besides, the map also reflects the interrelation of

subjects and specifications of the prerequisites of each course.

The syllabi of courses are required to indicate the prerequisites and their objectives,

showing the interrelation with the expected learning outcomes of the programme

curriculum [Exh1.8]

The lecturers announce the students these conditions on the first day of each class.

Courses’ syllabi are subject to regular review and revision in accordance with feedback of

students and alumni, results of meetings of FIR Scientific Council and FIR’s periodical

meetings and the revised expected learning outcomes. [Exh1.9]

3.4 The programme is coherent and all courses have been integrated

The curriculum map and the table of specifications of the generic and specialized

knowledge show that the courses are interrelated. The Syllabi clearly show the contribution

of the courses to the expected learning outcomes of the programme curriculum in different

levels. All of the subjects have the inheritance of the previous ones; major courses

contribute to the learning of those courses at specialized and supplementary knowledge; for

example, the International Relations History is a compulsory course and the prerequisite to

study those subjects such as Introduction to the International Relations, Introduction to

Research Methods in International Relations, Global issues, Globalisation. In addition,

International Negotiation must be studied after Communication Etiquette, History of

Civilizations, Negotiation, International Commercial Contract, and Vietnamese – English

Translation.

Courses are also related to each other based on the three basic themes: Politics-

International Foreign Affairs, International Economics, International Law.

The supplementary knowledge is also arranged from the low level to the high one, from

theory to practice. For example, among three compulsory technical and professional skill

courses, Communication Etiquette must be learnt first, then Diplomatic Protocol and

28

Etiquette, and International Negotiation. After that, students will choose Chairing

Conference or Foreign Affairs Secretary.

3.5 The programme shows breadth and depth

The breadth is demonstrated in the generic knowledge block with a variety of subjects

about basic field of the International Relations to help students summarise the

interdisciplinary knowledge, and improve the ability to solve interdisciplinary issues in the

era of global integration and Information and Communication Technology boom. Moreover,

the breadth of the training programme is also shown in optional courses basing on different

job orientations.

The depth of the subjects is illustrated in the curriculum map, which states clearly

required levels of each course. Besides, field trips are also a compulsory requirement for

students to be considered eligible for graduation. Finally, students will experience from their

principle internship to further internship, and writing reports, essays or thesis.

Other language courses and professional courses also follow the same regulations.

3.6 The programme clearly shows the basic courses, intermediate courses, specialised

courses and the final project, thesis or dissertation

The curriculum map clearly shows the logical continuation of the generic courses, the

major courses and the specialised courses. According to credit-based system, there is no

graduation exams and students are not required to write undergraduate dissertations.

Those who have Grade Point Average more than 7.5 and express their interests in writing

dissertations are encouraged to do so. Internship is a compulsory component of the

programme, therefore, all students are required to take on internships. [Exh2.1]

All courses are allocated in each semester based on clear regulations.

3.7 The programme content is up-to-date

The programme curriculum is revised every two years according to the requirements of

the University following the procedures from the Recruitment Fair to academic meetings of

each Department, then via the FIR’s Scientific Council, and approved by the University.

[Exh1.9] However, the syllabi are revised every year after receiving the feedback of

students. [Exh2.2]

29

The first revision was in 2008, and there were some amendments of the structure

division of the specialized courses.

The second revision was also in 2008. There were some changes in the subjects,

increasing the credits and professional skills.

The last revision was in 2012-2013. There were some revision in the numbers of credits

for the English language courses, courses contents, and increasing the courses interrelation.

The revision is the result of feedback collected from different stakeholders, with the

reference to AUN guidelines and some local and international bachelor programmes in

international relations. It was approved by the university with the consultation of the

stakeholders [Exh3.2] and other local and international programs, comparing with the AUN

standards. The improvement of the programmes curriculum is shown in the following table:

TABLE 3.3 COURSES AND PROGRAMME AMENDMENT

In accordance with feedback from stakeholders

Course code Courses needed

change

Content Reason to change Feedback/time

1 QTE052 Principle of states

and laws

Change to

Introduction to states

and laws

Suitable for the

demand of the

course in the GE

stage

Faculty Board

proposed date

4/5/2014

2 QTE053 Theories in

international

relations

Change to

Introduction to

International

Relations

Suitable for

educational stage

and for the

fundamental

characteristics of

the course content

Politic-Diplomatic

team proposes date

10/2/2014

3 QTE064 International

Economics

Change to

International

Economic Relation

Suitable for course

content

Leader of Economic

team proposes

according to lecture

content 14/2/2014

4 QTE041 History of

International

Relations

Split into 2 courses:

History of

International 1 with 3

credits-60 periods

History of

International

Merge content of

International

History course

into this course

30

Relations 2 with 3

credits-60 periods

5 DIA036 Microeconomics Add to course name

as Microeconomics 1

Distinguish this

course with the

advanced one in

major stage

Economic Team

proposes date

4/5/2014

6 DIA037 Macroeconomics Add to course name

as Macroeconomics 2

Distinguish this

course with the

advanced one in

major stage

Economic Team

proposes date

4/5/2014

Courses that change

number of credits

7 QTE018 Public International

Laws

Change number of

credits from 3 credits

to 2 credits with 45

periods

Suitable for course

content in

fundamental stage

Law team proposes

Date 4/5/2014

Drop these courses

8 QTE102 International History

(Ancient-Medieval)

Drop this course Merge into History

of International

Relations

Teacher in charge

proposed in March

2014

Student Training

Report 25/11/2013


(Modern-

Contemporary)


of International

Relations

Teacher in charge

proposed in March

2014

Student Training

Report 25/12/2013

10 QTE073 Convention of

international

commerce

Drop this course Course content is

outdated,

inappropriate

Law Team proposes

date 10/2/2014


Organizations

Drop this course Merged into 5

other courses

Agreed by Faculty

Board

12 DIA019 International

Economic Geography


other courses

Opinions of business

and students

13 TRIE027 History of Economic

Theories

Drop this course Students don’t

choose this course


and students

14 QTE054 Financial and Drop this course Students don’t Opinions of business

31

Monetary Theories choose this course and students

15 QTE055 Theories of

International

Commerce


choose this course


and students

16 QTE003 International Security Drop this course Students don’t

choose this course


and students

17 DIA029 Introduction to

Religions


choose this course


and students

18 VHH021 Political Culture Drop this course Students don’t

choose this course


and students


Relations in Middle

east 1945-today


choose this course


and students


Relations in North

East Asia


choose this course


and students

The following table below shows the changes of the number of credits in curriculum from

2006 to 2014:

TABLE 3.4: CREDIT DISTRIBUTION CHANGES IN CURRICULUM (2006-2014)

YEAR GENERIC

KNOWLEDGE

MAJOR

KNOWLEDGE

SPECIALIZED

KNOWLEDGE

SPECIALIZED

ENGLISH

PROFESSIONAL

SKILLS

INTERNSHIP

/FIELDTRIP

TOTAL

2006 44 27 43 35 16 5 180

2008 25 22 40 36 14 3 140

2010 36 29 24 35 13 3 140

2012 38 27 24 40 8 3 140

2014 28 31 17 46 12 6 140

4. TEACHING AND LEARNING STRATEGY

4.1 The faculty or department has a clear teaching and learning strategy

The Faculty embraces our learner-centered philosophy in teaching and learning

strategy, which focuses on developing motivation for life-long learning, in the official

32

document of the Faculty and the University. Simultaneously, the faculty is committed to

bringing this philosophy into life by embedding it in its activities.

The Faculty’s lecturers have the clear teaching and learning strategy aiming to train

students to reach the expected learning outcomes; utilize active teaching methods to

encourage students to take initiatives and cooperate with each other. Additionally, the

lecturers are aware of strengthening students. It is the students who are responsible for

their study. Thus, they are proactive in registering the credits with the support of the

lecturers or academic advisors. They take initiatives in searching for new knowledge

because of their future. [Exh4.1]

In in-class activity instructions offered by the Faculty, the Faculty emphasizes:

“Discussion and presentation as active learning refers to a wide variety of tasks that

ultimately place the responsibility for learning back on the shoulders of the students.

Supported by both theory and research evidence, the key to active learning is

“engagement.” To enhance learning and make it more motivational and meaningful to

students, we are challenged as college instructors to do more than lecture. Active learning

focuses more on what the students do, and what we want them to learn, and less on us as

instructors. The idea is to utilize classroom strategies that first meet curricular needs, but

then also engage more of the student than merely their eyes and ears.”

Detailed syllabi all clarify teaching activities which encourage students to take initiatives

and actively take part in group work and oral presentations [Exh4.7]. Furthermore, the

active learning methods are employed when the FIR’s teaching staffs design a new course,

or take a demo class. Besides, teaching staffs are encouraged to participate in seminars,

trainings of higher education teaching methods, and share these materials via the faculty

group email or in Faculty meetings. [Exh4.2-4.6]

4.2 The teaching and learning strategy enables students to acquire and use

knowledge academically

The teaching strategies that help students acquire and employ the knowledge

scientifically are conducted via the following activities and teaching methods:

First, the teaching staffs understand the objectives of the active learning.

33

Second, based on the learning objectives and expected learning outcomes in each

lesson/chapter that are shown in the detailed syllabi, the teaching staffs decide the teaching

methods. The following methods are used:

- Oral presentations combined with discussions/Q&A sessions are used for major and

specialized courses.

- Group work and discussion are used in 60% of all courses.

- Games, simulation are employed in English courses, the History of World Civilizations

course, Communication Etiquette, Diplomacy Protocol and Etiquette, and

International Negotiation courses.

- Project methods effectively work in teaching specialized courses in International

Economics.

- Case study, service learning are used for Globalization, Global Issues, and History of

International Relations courses.

- Brainstorming exercises are frequently taken in Foreign Policy or Bilateral Relations

courses.

Students not only use their knowledge to complete assignments but also utilize their

experiences in their field trips, or in extracurricular activities hold by the Faculty. Annually,

there are one field trip in the second year and one study tour for final year students, and

one internship for third year students.

Significantly, students are encouraged to take part in scientific research projects

approved and funded by the University [Exh4.10, Exh4.11]. Some students are entitled to do

the graduation thesis, which requires at least 7.5 GPA and evidence of scholastic ability

[Exh4.9]. When students are exposed themselves to research activities, they can apply their

knowledge that they have acquired.

4.3 The teaching and learning strategy is student-oriented and stimulates quality

learning

Student-centered teaching and learning strategy is shown in the following ways (1)

Students can register their class, choose the seminar contents, discuss the projects or

research topics, and choose the employment orientation based on their needs, abilities and

conditions; (2) The lecturers usually receive the feedback from students to adjust the

contents and teaching methods during and at the end of every semester via course

34

evaluation surveys and questionnaires [Exh11.5]; (3) Students are given conditions to study

in a cooperative environment; (4) Academic advisors and supporting staffs are responsible

for supporting and counseling students [Exh9.1]; (5) there are a limited number of students,

especially in tutorials.

The student-oriented teaching and learning strategies contribute to the improvement

of the learning quality, helping students learn actively in the ICT integrated environment,

focus on analytically thinking, assessing, and being proactive. Moreover, the Faculty

frequently invites lecturers, scholars, international experts to teach and share their

experiences with students.

The effect of this method is regularly assessed via the evaluation from students, the

improvement and the results of the students, and class observation reports [Exh4.6]. The

results of the course evaluation show that students are satisfied with the teaching methods

and activities of the lecturers, with the average satisfaction point of the Faculty higher than

the average point of the University.

4.4 The teaching and learning strategy stimulates active learning and facilitates

learning to learn

The teaching and learning strategy of the Faculty encourages students to learn actively,

think analytically, and know how to solve problems (See table of presentation levels and skill

levels).

TABLE 4.1 PRESENTATION LEVELS AND SKILL LEVELS

Level Year DUTY DESCRIPTIONS

Lecturers Students

1

The second

semester of

the first

academic

year

The first

semester of

the second

academic

year

- Group students.

- Assign discussion/presentation topics

- Give students group planning guide

- Provide learning resource.

- Guide students to outline their

presentation.

- Revise students’ presentation outline

- Instruct students to create PowerPoint

presentation.

- Advise students to exercise oral

presentation skills (personal appearance,

- Build the in-group relationship.

- Make a plan for the presentation or

discussion.

- Collect and generalize information, the

majority of which is online resources

(80%)

- Outline the presentation or discussion

and then make the detailed plan

- Prepare for the presentation day.

- Create the PowerPoint presentation.

At the level, students are required to

35

performance, public speaking skills).

- Evaluate the presentation in front of class.

use basic PowerPoint techniques.

- Practice public speaking skills.

2

The second

semester of

the second

academic

year

The first

semester of

the third

academic

year

- Assign discussion/presentation topics

- Help students to form working groups

- Suggest the information resource.

- Review groups’ working plans.

- Review and revise groups’ presentation

outlines.

- Review groups’ preparation for

presentation/discussion day.

- Form working groups.

- Make the working plan.

- Collect and generalize information, the

half of which is online resources (50%)

- Make the presentation outline and

then the detailed plan.

- Prepare for the presentation day.



use some advanced PowerPoint

techniques.

- Assign tasks to group members on the

presentation day.

3

The second

semester of

the third

academic

year

The fourth

academic

year

- Suggest main discussion topics.

- Divide students into groups based on

students’ desires, personality, and ability

to ensure the diversity in a group and

provide chances for all students to work

together.

- Discuss the topic question and hypothesis

with students

- Require students to design the PowerPoint

presentation with some advanced

techniques.

- Form some peer review groups

- - Choose discussion topics.

- Form student groups

- Make a working plan.

- Find information from English

resources (50%), required and

suggested reading materials in the

syllabus, online resources (30%), and

other sources.

- Make the presentation outline based

on the topic question and hypothesis

after discussing with the lecturer.



use advanced PowerPoint techniques.

- Assign tasks to group members on the

presentation day.

The Faculty follows the instruction for lecturers published by the Center for

Instructional Excellence of Purdue University in the U.S. that “there is an old adage that

says that we remember 30% of what we hear, 40% of what we see, 50% of what we say,

60% of what we do, and 90% of what we see, hear, say, and do. While none of these

numbers are scientifically based, this adage perfectly describes active learning. The more

involved students are in the learning process, the more likely they are to remember and

36

understand the material. Active learning is often used in conjunction with

collaborative/cooperative learning or using teams. By utilizing small groups or teams, the

lecturer can increase the amount of active involvement in the classroom. Utilizing tools such

as the Think-Pair-Share or group consensus, students can be quickly involved with only

minimal effort in your classroom.” For the reason, lecturers always help students to develop

their critical thinking in learning.

Moreover, students are encouraged to engage in extracurricular activities of the faculty

clubs so that they can learn how to design a plan, make a schedule, find money sponsor for

their projects, and learn management and solving problems skills as well. Students those are

interested in researching can also enroll in annual scientific research projects funded by the

University. Besides, the Faculty requires students to participate in the field trip at the

second year and a study tour at the final year, as well as look for an internship at the third

year. From that, students are exposed themselves to empirical knowledge and practical

experiences.

Furthermore, to encourage the life-long learning of students, students are guided on

how to learn at higher education level through the consultation at the beginning of each

academic year and in seminars on learning methods, peer counseling (alumni, junior, senior

will counsel the freshmen and sophomore and clubs), using search engines on the Internet,

looking up electronic information at the library, and referencing [Exh1.11, Exh1.12]

5. STUDENT ASSESSMENT

5.1 Student assessment covers student entrance, student progress and exit tests

Student assessment is understood as a system to assess student performance from

their entrance to the university to their graduation. Students of the Faculty of International

Relations are required to sit for the annually-organized national university entrance

examinations with 3 subjects: Mathematics, Vietnamese Literature, and English language.

The threshold grade points of FIR’s intake are continuously in the USSH’s top two highest

threshold grade points [Exh5.1, Exh5.2].

37

Academic year

Total exams takers

Anticipated quota

Matriculation Ratio

Qualified Students

Average grade of FIR’s intake

students

2009 743 180 4.4 193 17.5

2010 837 160 5.2 175 19

2011 716 160 4.5 193 19

2012 636 160 4.25 182 21

2013 680 160 3.98 189 21.5

TABLE 5.1 NUMBER OF INTAKE STUDENTS OF FIR IN RECENT YEARS

Prior to each academic year, FIR holds an English language placement test for students.

The results are always divided into four levels A, B, C, and D. After having the results, the

FIR’s English language department will draft the syllabi as well as choose the relevant course

materials in accordance with the competency of the students. Therefore, during the time

studying at the Faculty, most students feel comfortable in their classes.

INTAKE GPA ON GRADUATION

(CREDIT-BASED SYSTEM)

2010 7.357

2011 7.432

2012 7.461

2013 7.45

TABLE 5.2 GENERAL ACCUMULATIVE POINT ON GRADUATION

During the time of studying at the Faculty, the studying results of students are assessed

via various modes. Right from the beginning of first semester of the first year students will

be assessed by the lecturers in charge through the mid – term and end of term marks.

Besides, it is in their first and second year students are assessed according to their capability

and behavior in their group work. Summarizing, analyzing, and giving opinions are the

requirements to be met by third year and fourth year students. [1.8]

To be eligible for graduating from the Faculty of International Relations, students need

to accumulate at least 140 credits, in which English must account for 46 credits, and the rest

is the generic and specialized knowledge [Exh1.1]. Not bearing any academic disciplines, or

breaching the training regulations is also the prerequisite to be eligible for graduation of the

38

students of the Faculty. In addition, they need to meet the graduation prerequisite of

English subject: TOEFL IBT 80, IELTS 6.0, and TOEIC 650 [Exh1.1].

5.2 The assessment is criterion-referenced

The lecturers use a variety of assessment methods. Students are required to take

official tests and presentations in different levels. The Faculty’s Scientific Council together

with the board of Deans has built three different levels of presentations for the students of

the Faculty of International Relations (table 4.1). [Exh1.12]

All of the grading scheme, types of examination/tests, and the rubric need to be clearly

and specifically clarified in the syllabus of each course, which is approved by the Heads of

each apartment and the board of Deans. Apart from the mid – term and end of term grades,

the lecturers in charge need to note how many percent of the diligence mark accounts for

the total mark, how many percent of the group work and presentation work account for the

total mark.[Exh5.9, Exh5.13, Exh5.14]

After each specialized course, the board of Deans, the Scientific Council, Heads of each

department and, other lecturers will conduct surveys, then discuss together to draw

experience of each lecturer in charge [Exh6.13].

After having the mid-term and end of term marks, the academic assistant will post the

final grades publicly on the Faculty’s website or send them to the email of each class.

Students have 10 days to check the results and fill in the re-examination requesting form.

Regarding the re-examination, the board of management of the Faculty has announced the

procedures right on the first day of the new academic year. This procedure is also officially

announced in the first meeting of the new academic year among Head teacher of the class,

with the board of deans of the Faculty, the academic assistant and the library assistant.

Students are allowed to look at their examination papers and meet the lecturer face to face

to discuss further about the paper. [Exh5.6, Exh5.7, Exh5.8]

Besides, excellent theses will be introduced to all students as the reference. Even

better, the board of management and the lecturer in charge will find a way to improve them

to be the research project of the students. Then, the Faculty will step by step train and guide

students in their academic research. [Exh1.12]

5.3 Student assessment uses a variety of methods

39

The assessment of academic results is assessed through different methods, which is

updated, revised before each academic. The examination for each class is various. The first

year students are tested by answering basic questions such as deciding True or False

statements or multiple choice testing; the second year students start getting used to

summarizing reading materials and answering comprehensive questions; the third year

students will start with answering critical thinking questions, and the fourth year students

will write their reflection on what they have learned and acquired. [Exh1.8]

Besides the above testing, students concentrate very hard on presentation skills and

public speaking. Therefore, all of requirements of presentation and group work are required

to be clarified in the syllabi two weeks before the starting date of the class. After the first

two weeks, the lecturers will explain the main requirements and assign topics for each

group as well as the timeline for preparation [Exh1.8].

The assessment method must correlate with the learning outcomes of each course.

Therefore, the lecturers must reflect this criterion focusing on the learning outcomes in the

syllabi. For example, after completing the Chinese Foreign Policy, students will have the

ability to summarize information, be independent in their analysis and to assess the issues

as well as make their prediction about the changes and continuity of the policy [Exh1.8].

If students have the overall average point of above 8.0, the Scientific Council, the board

of deans will create opportunities for them to write the thesis. The thesis topics must be

relevant to the research area of the Faculty. By doing their thesis, students have chances to

work with and learn from their advisors to exercise research methods for further study later

on. After that, students defend their thesis in front of the Scientific Council. The Scientific

Council evaluates the research method, findings of the thesis and the capability of the

students. Students therefore revise their work before submitting the final version.

5.4 The assessment reflects the expected learning outcomes and the content of the

programme

The assessment is in compliance with the aims and aspects stated in the curriculum.

Lecturers demonstrate the contents and formats for the mid-term and final tests of each

course in the syllabi. The assessment methods and criteria applied to the assessment of

students’ performance congruent with the learning outcomes and teaching and learning

methods which are made explicit in every course syllabus. (See the Reading 1A, Writing 1A,

40

Introduction to Research Methods, and Introduction to International Relations courses’

syllabi)

5.5 The criteria for assessment are explicit and well-known

In the first session, the lecturers will announce the format of mid-term test and final

test. Moreover, the testing methods and other relevant requirements will also be stated in

the syllabus. [Exh5.4] The mark sheet (mid-term and final ones) of each course will be signed

by the lecturers in charge and by the board of Deans before sending to the Training

Department of the University. For tests other than multiple choice, the keys and rubrics will

be posted on the website of the Faculty and be emailed to the class email after the

examination so that students can check their answer [Exh5.14]

With the student-centered teaching philosophy, all interests of the students must be

assured consistently and fairly. Therefore, faculty always creates the favorable conditions so

that students feel respected. Students can send their requesting form, or emails to the

academic assistant if they have any questions about their test results. The process of solving

the appeal is also posted on the website of the Faculty, Facebook, and email of the class.

[Exh5.6, Exh5.7, Exh5.8]

5.6 The assessment methods cover the objectives of the curriculum

After each semester of the academic year, Heads of each department and the board of

Deans will check the students’ feedback of the teaching methods, knowledge, and

pedagogical skills of each lecture. If any evaluation result is lower than 3.0, the Faculty has a

meeting to find out the reasons and solutions. Besides, the department will reconsider the

whole grading process for each course. Students’ feedback and recommendation are taken

into considerations so that lectures revise the grading scheme and the assessment methods

for the next semester.

After each semester, the board of management of the Faculty and the Departments will

have a meeting to improve the training program and the methods of assessing students’

competence. [Exh1.9] All of these decisions are made according to the objectives of the

curriculum.

5.7 The standards applied in the assessment are explicit and consistent

41

All standards used to assess students including all regulations of plagiarism settlement,

sick leave, and the grading scheme must be stated in syllabus of each subject.

[Exh1.8]Bloom Taxonomy is used for different level via the rubrics approved by the Head of

departments.

Lecturers who are in charge of the same subject work together to prepare the test and

make rubrics together. The test and its rubrics will be later sent to the Department Heads

and board of Deans for checking and approval. The marking is consistent and fair after the

examination. Any issues arising from the marking is discussed and settle by the lectures in

charge.

Students’ scores for the courses are approved by the Dean of the Faculty before being

sent to the Office of Academic Affairs. The final results are then released to the students.

6. ACADEMIC STAFF QUALITY

6.1 The teaching staff are competent for their tasks

In order to ensure the implementation of the student-centered teaching strategy and

the programme curriculum, the Faculty attaches special requirements to academic staff

prior to the recruitment which are listed below:

(1) Candidates for lectureship must possess the University Teaching Certificate. This

certificate can be obtained when completing a 60-hour course in University Teaching

Methods. The course provides the knowledge of teaching methods and develops

student psychological understanding.

(2) Candidates for lectureship must deliver one demo-class (for 3 periods teaching) to

the department which is in charge of the course and/or the Scientific Council. The

department then evaluates candidates’ performance in a 4-letter grade scale (A is

highest satisfaction whereas D is unsatisfied). Only those who receives more than

two-third of evaluation from B and above is qualified for lectureship. [Exh6.16]

(3) Lecturers can choose various teaching methodology provided that they are relevant

to the course content and aligned with its PLOs. These methods must be clearly

stated in the course syllabus submitted at least one month prior to the academic

year commencement, and approved by the Faculty (specifically Head of department,

Scientific Council and Board of Dean) before the course starts.

42

Successful candidates for lectureship are placed into a one-year probation and training

period. During this training time, lecturer trainee will be supervised by experienced lecturers

to help them develop their practical skills in teaching. [Exh6.17]

For quality assurance, lecturers are required to submit (1) feedback on course

evaluation report (for every course they teach), (2) class observation report (for their

colleague’s classes that they observe, assigned by the faculty), and (3) the annual work

performance report at the end of academic year, summarizing all their activities such as

teaching hours, research projects, conferences and publications in that year.

The table below shows current teaching staff of the FIR:

43

Table 6.1 LIST OF FACULTY OF INTERNATIONAL RELATIONS

No. Full name

Date of Birth

Position/Title Duties and

Responsibilities

Commencement Year

Position

Education Language

Proficiency

Compu

ter

Skills

Certificate M F

Public

Sector Faculty Degree Major T

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1

Trần Nam

Tiến

5/1/1976 History of

Vietnam’s

Diplomacy

History of World

History

Introduction to

Political Science

Vietnam’s Foreign

Policy

Geo-Politics

2001 2003 Associate

Professor

PhD. Vietnam’s

History

USSH -

Vietnam

English B University

Teaching

Certificate

2

Dao Minh

Hong

7/6/1961 Dean

Head of Politics

and Diplomacy

Department

History of

Civilization

World History

History of IR

IR Theories

Communication

Etiquette

1986 2003 Tenured

Lecturer

PhD. World History USSR

Russian,

English

B University

Teaching

Certificate

3

Nguyễn

Thanh

Hoàng

7/11/1967 Projects Appraisal

and Analysis

Lecturer PhD. Investment Netherland English B University

Teaching

Certificate

4

Trần Đình

Lâm

1/1/1962 Economic

Development

Lecturer PhD. Economic

Development

Switzerland English B University

Teaching

Certificate

44

5

Bùi Hải

Đăng

25/8/1979 EU and EU-Vietnam

relations

2007 2007 Lecturer PhD. University

Teaching

Certificate

6

Trương

Minh Huy

Vũ

17/5/1984 Introduction to

Economy,

International

Political Economy,

International

Economic Relations

2011 2011 Lecturer PhD. IR Germany German,

English

B University

Teaching

Certificate

7

Trần

Nguyên

Khang

12/2/1982 Globalization

Global Issues,

2009 2009 Lecturer MA, PhD

Candida

te

IR France French,

English

B University

Teaching

Certificate

8

Trần

Thanh

Huyền

9/11/1986 ASEAN, Theories

International

Relations,

Comtemporary

International

Politics , Writing


Candida

te

IR Australia English B University

Teaching

Certificate

9

Nguyễn

Hồng Bảo

Thi

25/12/1982 World History,

History of

International

Relations, Theories

of International

Relations,

Introduction to

Research Methods


Candida

te

World History USSH English B University

Teaching

Certificate

10

Nguyễn

Võ Dân

Sinh

PhD Candidate 2003 2006 Lecturer MA, PhD

Candida

te

International

Relations

US. English University

Teaching

Certificate

11 Nguyễn 15/11/1978 PhD Candidate 2002 2009 Lecturer MA, PhD Political Hong Kong Chinese, B University

45

Thành

Trung

Candida

te

Science.

International

Studies

English Teaching

Certificate

12

Lê Hồng

Hiệp

29/12/1981 PhD Candidate 2004 2009 Lecturer MA, PhD

Candida

te

Political

Science

International

Relations and

Diplomacy

Australia English B University

Teaching

Certificate

13

Lê Thành

Lâm

30/3/1985 PhD Candidate 2013 2013 Lecturer MA. International

Politics

England English A University

Teaching

Certificate

14

Nghiêm

Anh Thảo

MA. 2012 2012 Specialist MA. International

Relations

Netherlands English University

Teaching

Certificate

15

Nguyễn

Tăng Nghị

20/8/1980 Vice Dean Diplomacy Protocol

and

Etiquette.China’s

Foreign Policy

Foreign Affairs

Secretary

2011 Lecturer MA. International

Relations

China Chinese,

English

B University

Teaching

Certificate

16

Nguyễn

Thị Tố

Nga

27/1/1980 Vice Dean

Head of

International

Economics

Department

Introduction to

Economics

International

Political Economy

International

Economic Relations

Translation.

2003 2010 Lecturer MA. International

Economics

Europe Chinese,

English

B University

Teaching

Certificate

17 Nguyễn

Thị Hồng

02/06/1969 Head of

International

Introduction to

State and Law

1995 2004 Lecturer MA. Economic Law Ho Chi Minh

City Law


Teaching

46

Vân Law

Department

International Law

Private

International Law

Introduction to

Law,

School Certificate

18

Nguyễn

Văn Phái

25/8/1982 Introduction to Sate

and Law

International

Commercial Law

International

Commercial

Contract

2005 2005 Lecturer MA. International

Commercial

Law

Ho Chi Minh

City Law

School


Teaching

Certificate

19

Phạm

Thủy Tiên

1/6/1987 Communication

Etiquette

2009 2009 Lecturer MA IR Netherlands English B University

Teaching

Certificate

20

Hoàng

Cẩm

Thanh

11/6/1986 Introduction to

Research Methods

Contemporary

World Politics,

Theories of

International

Relations

2012 2012 Lecturer MA IR U.S English B University

Teaching

Certificate

21

Trương

Doãn

Mẫn

06/12/1978 Head of English

Department

2012 2012 Lecturer MA TESOL Australia English B University

Teaching

Certificate,

TESOL

22

Phạm

Ngọc

Minh

Trang

25/4/1989

Law of the Sea

Theories of State

and Law

2013 2013 Lecturer MA International

Law

England English B University

Teaching

Certificate

47

International Public

Law

Writing

23

Trần Tuấn

Đạt

11/6/1988 Communication

Etiquette

2010 2014 Lecturer MA IR Thailand English B University

Teaching

Certificate

24

Phạm

Thái

Thuần

1982 Theories of State

and Law,

International Public

Law

2014 Lecturer MA International

Law

France French

English

B University

Teaching

Certificate

25

Nguyễn

Lêna

9/12/1986 Secretary to Dean,

Academic Assistant

2008 2008 Staff English A Administrati

on

Certificate

26

Hoàng

Minh

Thông

16/1/1990 Quality assurance

and testing

specialist, Teaching

Assistant,

MA Candidate

2013 2013 Staff English B

27

Huỳnh

Dương

Kiều Lê

25/8/1991 Academic Assistant 2014 Staff English B

48

There are currently 26 academic and support staffs of the Faculty, in which there is one

Associate Professor, 6 PhDs and 16 Masters. 80% of the teaching staffs graduate with the

Bachelor degree, PhD and Master degree in developed countries which have the prestigious

education system. 90% of the teaching staffs are able to teach in English.

All teaching staffs have University Teaching Certificate and pass the officer recruitment

test regulated by the University. Therefore, the teaching staffs of the Faculty have the

pedagogical capability to teach and research. [Exh6.1]

All teaching staffs are able to use ICT efficiently in the teaching and research. Teaching

staffs are always ranked excellent by students with regards to their modern electronic

lessons. [Exh 6.2]

Full time teaching staffs are competent in doing research and are listed in international

scientific magazines including ISSN and ISBN. Invited teachers and foreign teachers are

experts in international relations field. [Exh6.5]

6.2 The teaching staff are sufficient to deliver the curriculum adequately

Total academic staff for the Bachelor of International Relations programme is presented

in table 6.2 below.

Category M F Total Percentage of PhDs People FTEs*

Professors 0 0 0 0 0

Associate/ Assistant Professors

1 0 1 1.2 1/1 100%

Full-time lecturers

14 9 23 27.6 (=1.2*23)

5/23 21.7%

Part-time lecturers

0 0 0 0 0

Visiting lecturers

6 4 10 4 (=0.4*10)

2/10 20%

Total 34 32.8

Table 6.2 Number of teaching staff and FTEs in academic year 2013 – 2014

The average age of the teaching staff is 33.

49

During the last 5 years, the ratio of students to academic staff ranges between 19.5 to

23.6 students/ 1 lecturer. This ratio meets the standard of Vietnam higher education

teaching staff requirement.

Academic Year

FTEs Number of students

Number of graduates

Number of students per FTE of teaching staff

Number of graduates per FTE of teaching staff

2013 – 2014 32.8 640 N/A 19.5 N/A

2012 – 2013 32.8 640 128 19.5 3.9

2011 – 2012 30.8 640 154 20.7 5

2010 – 2011 28.8 660 136 22.9 4.7

2009 – 2010 28 660 155 23.6 5.5

Table 6.3 Students to academic staff ratios

The table below shows the number of academic staff, FTEs and PhD holders of the

faculty in the last 5 years:

Category 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010

No. FTE PhD No. FTE PhD No. FTE PhD No. FTE PhD No. FTE PhD

Professors/

Associate/

Assistant

Professors

1 1.2 1 1 1.2 1 0 0 0 0 0 0 0 0 0

Full-time

lecturers

23 27.6 5 23 27.6 5 22 26.4 5 20 24 4 19 22.8 4

Part-time

lecturers

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Visiting

lecturers

10 4 2 10 4 2 11 4.4 2 12 4.8 2 13 5.2 2

Total 34 32.8 8 34 32.8 8 33 30.8 7 32 28.8 6 32 28 6

Table 6.4 Number of academic staff, FTEs and PhD Holders in the last five years

The number of PhD holders and tenured lecturers increases while the number of

visiting lecturers decreases overtime, clearly reflecting the human resources strategies of

the Faculty in the medium plan (2011-2015) [Exh3.6].

As in the academic 2013-2014, there are currently 6 PhD candidates, who are expected to

complete their doctor in academic year 2014-2015. In 2015-2016, the number of tenured

50

PhD holders of the Faculty are expected to be 12, accounting for nearly 50% of the academic

staff.

6.3 Recruitment and promotion are based on academic merits

The recruitment process follows that of the University and is based on the needs/plans

of the Faculty [Exh3.6]. The recruitment criteria and requirements regarding professional

skills, ethnics are publicly and explicitly posted on the websites of the Faculty and

University, in the meetings of the Faculty. [Exh6.17, Exh6.23]

Lecturers who pass the official recruitment test sign the periodic contract with the

University with terms and conditions regulated by the Regulations of the Government and

the Labor Law.

Visiting lecturers are recruited based on the need of the courses. Their academic title

must be higher than that of full time lecturers of the Faculty (up to PhD or Associate

Professor). The Faculty will recommend them to the University and the Dean of the

University will sign the contract with them on the semester basis. [Exh6.26]

The promotion of academic staff is based on merit system of the University. Lecturers

who have achievements (teaching and researching) are considered for salary raise sooner

than current regulations. Every three year, teaching and supporting staffs are entitled for a

salary and allowance raise. [Exh6.17]

Lecturers are always given good conditions to improve their professional skills: study

PhD locally or abroad, participate in doing research, apply for Associate Professor academic

title [Exh 6.8].

6.4 The roles and relationship of staff members are well defined and understood

The duties of lecturers and staff are clearly stated in the contract with the University.

[Exh6.26]

All lecturers are required to participate in doing scientific research or write scientific

papers for conferences, seminars, and local and international magazines, at least 1 paper

per academic year. [Exh6.21, Exh6.24]

The roles and relationship of teaching staffs are well defined as follows:

(i) The Faculty allocates teaching staffs to three departments including the

Department of Politics and Diplomacy, the Department of International Law, and

51

the Department of International Economics respectively. The departments are

responsible for teaching and all academic activities. Besides, the Faculty also has

one department in charge of Specialised English courses for International

Relations major.

(ii) All faculty staffs are members of the FIR’s Trade Union.

(iii) Three staffs are members of FIR’s Communist Party Unit.

(iv) In brief, the four main tasks and responsibilities of the faculty members,

described in the University’s contracts, are to teach courses, to conduct research

(at least one research report a year), to be in charge of student affairs (Head

Teachers or Club Advisors), and to carry out other duties such as quality

assurance, trade union affairs, or event coordination.

Aside from the academic staff, the faculty has its support staff for all administration

work, student affairs, research projects, library management and quality assurance.

The Faculty also has one Scientific Council, comprising of all professor and Ph.D

holders, Board of Dean members, Heads of departments, and external specialists on

International Relations field, which is in charge of programme curriculum development.

The chart below show the organization structure of the Faculty:

52

Figure 6.1 Organizational Structure of the FIR

The Faculty always takes into the scope of work and capabilities of FIR’s staffs before

appropriately assigns the tasks to each individual. Their tasks and roles allocated by the

board of Deans are stated in decisions, internal regulations, and meeting minutes of the

Faculty [Exh6.18, Exh6.19].

Annually, the Faculty has a meeting to assess the performance of all staff members. As a

result of the assessment, the Faculty will revise the work distribution for a new academic

year [Exh6.19].

6.5 Duties allocated are appropriate to qualifications, experience and skills

Duties allocated are appropriate to qualifications, experience, and aptitude. Lecturers

of Politics and Diplomacy Department have graduated with relevant international relations

degrees and other majors such as History, Cultural Studies, and Region Studies. Lecturers of

the International Economics have the Master and PhD degree of International Economics.

All lecturers of Law Department have the Master degree of Law as well.

Most of the lecturers trained abroad who have experience in studying in the

international environment are allocated to teach specialized English for international

relations.

All of the generic knowledge related courses of each department are allocated to all

teaching staffs. Its purpose is, on one hand, to make sure that the teaching staffs have a

thorough background of the fundamental knowledge of the major. On the hand, it relates to

the specialized courses later on; and it restricts the lack of teaching staff.

Senior and experienced lecturers are allocated to administer the teaching assistants and

guide them in doing research and building lesson plans for specialized courses.

The Dean of the Faculty is also the Chair of the Scientific Council and head of QA unit.

The Dean is competent in professional and management skills. Also, the Dean is so

persuasive that she can foster all the staffs to share educational values and spirit in the

faculty.

The Vice Deans, Head of Departments also take part in learning courses of leadership

skills, building training programs and staff development skills.

53

In the staff meetings and the email box of the Faculty, there are discussions of the tasks

and roles of the teaching staffs. Allocation of other tasks changes every year so that all staff

members understand the work of each other and share the responsibilities.

6.6 Staff workload and incentive systems are designed to support the quality of

teaching and learning

Besides teaching, the lecturers must take part in doing research, their department

activities, planning and revising syllabus, sharing teaching experience, checking and

assessing, counseling students, guiding students in doing scientific research, guiding in the

field trips. This workload is set based on the responsibilities and obligations; and some of

the workload is counted as the standard teaching periods according to internal expenditure

regulations of the University.

The regulations of awarding and ranking lecturers who complete the standardized

teaching periods on time and other credit counted scientific activities are in compliance with

that of the University [Exh6.31]. Besides, there are internal award regulations. In Tet

Holidays, the faculty staffs are rewarded based on their annual performance and

contribution. Furthermore, lecturers are always encouraged to join training sessions of

improving teaching skills and applying ICT to teaching every year [Exh 6.7-6.10].

6.7 Accountability of the staff members is well regulated

The teaching responsibility of the lecturers are monitored through the monitoring

system including regulations, papers, documents, teaching diaries, teaching registration

forms, and with the supervision of the Faculty’s Administrative Officer and Heads of each

Department.

Besides, the Department of Quality Assurance surveys the students about the teaching

quality of the lecturers each semester and sends the results to each lecturer and head of the

Faculty and Department. After that, all relevant staff members have a meeting to draw

experience.

Besides, the Faculty also considers the students’ feedback through their emails with the

Administrative Officer, Dean of the Faculty, Vice Deans. These are considered the serious

information channels.

54

6.8 There are provisions for review, consultation, and redeployment

There are specific regulations applied to upgrading positions of the teaching staff.

Teaching assistants with master’s degrees are allowed to take the promotion test on their

professional expertise, foreign language performance and general informatics. Lecturers

with teaching experience of nine years or more are eligible to apply for and take the test for

the Senior Lecturer title. Professorial titles can be considered and granted to PhD holders

whose academic and research profiles meet the requirements. [Exh6.23]

According to USSH regulations on redeployment of staff, young teaching assistants

must earn a master degree after 3 years and MA-holder a PhD after 10 years since

recruitment. Those lecturers over 40 years old are required to obtain doctoral qualifications.

Those who cannot meet the requirements of the school can be redeployed. While such

provision encourages and “pushes” staff members to set themselves targets in pursuing

higher degrees, USSH also has provision on voluntary extension of working time to at most

five more years after retirement for PhD holders (i.e. after 55 for females and 60 for males),

thus helping the EF younger generations can still share experience and expertise from senior

staff. Before becoming a tentured staff, reviewing of staff performance is applied for both

teaching and support staff, according to the USSH and VNU-HCM regulations. A newly-

recruited staff will be reviewed and renewed the labour contract the first time after two

months, another after 6 months, one after one year, one after three years and another after

another three year, meaning after 6 years of teaching and working, the staff can be

permanently employed. [Exh3.6]

6.9 Termination and retirement are planned and well implemented

The regulations for termination, such as those of resignation, retirement, violation of

the University policies, of the teaching staff are specified by the University. When the

teaching staff voluntarily resigns from the University it is expected that he/she will inform

the University in advance. On the other hand, the involuntary terminations are approved in

advance by Office of Personnel and Organization. The retired teaching staff will be offered

the following benefits by the University: financial retirement package, health care plan,

research incentives, social benefits, etc. Retired teaching staff can still enjoy the facilities of

the University and are invited to continue teaching as part-time lecturers. Usually, there is

one full-time staff retiring every one or two years. [Exh6.17]

55

As prescribed in USSH regulations on annual expenditure and postgraduate regulations,

full-time staff will receive financial support of 50% tuition fee during their master and

doctoral study at USSH. Besides, the FIR and the USSH administration will look for more

opportunities and encourage full-time staffs to pursue higher education through scholarship

programs from both the government (Program 322 & Program 911) and foreign

organizations and institutions (such as Erasmus Mundus, United Board –UBCHEA, Harvard

Yenching, etc.) Faculty exchange programs are also well-encouraged. Such activities are part

of FIR’s personnel development plan. [Exh3.6]

6.10 There is an efficient appraisal system

The appraisal system plays the key role in the development of the faculty. It helps

increase the professionalism of the teaching staff in implementing tasks, improve the

process and outcomes of education, and accelerate the establishment of national education

goals. It is also the link between their performance and the rewards that the teaching staff

hopes to receive. Being aware of its importance, the FIR staff perceives this appraisal system

as an annual routine exercise in compliance with the USSH and VNU-HCM Regulations and

guidelines on annual evaluation of staff and awarding of teaching and research outputs. The

responsibilities for appraisal tasks are clearly allocated. FIR’ appraisal system is well planned

and based on fair and objective measures in the spirit of enhancement of teaching and

learning quality. All the documents are filed, recorded and periodically updated and in the

USSH Office of Personnel. Meanwhile, teachers are encouraged to take part in research

activities; and this will be an important criterion for reward and promotion.

7. SUPPORT STAFF QUALITY

7.1 The library staff are competent and adequate in providing a satisfactory level of

service

An IR student can enjoy the library service from different sources, USSH library in both

campuses (downtown – District 1 and suburb – Thu Duc District) as well as VNU – HCM

Central library (located in Linh Trung, Thu Duc District). The support staff is recruited

according to the regulations and guidelines issued by the USSH and VNU – HCM as well as

other official documents as mentioned in Criterion 6.

56

IR students can enjoy the facilities, including books, multimedia rooms, library

terminals, e-sources from USSH libraries in two campuses. With 32 staff members, most of

whom have bachelor’s degrees in library and information science; the two USSH libraries

have enough staff to support training and research activities within the University as well as

handling the archiving and organization of books and materials. [Exh7.1&Exh7.2]

Since USSH is a member of Vietnam National University of Ho Chi Minh City (VNU-

HCM), USSH-EF Students can also use the Central Library of VNU-HCM. In this library,

students can access and utilize variety of materials, books, articles in many fields, both in

Vietnamese and English or other languages, both in hard copy or e-copy. E-library is widely

accessible to students who register for the account. Many e-journals can be accessed

through the Central Library system. Since it is mainly digital, the Central Library has a total of

24 staff members, adequate and sufficient to maintain support activities to students of the

whole VNU-HCM system.

As can be seen from the above information, the library staff is adequate in quantity

with sufficient professional competence. Moreover, the staff is young and enthusiastic to

carry out their tasks, and hence well fulfills the needs of academic staff and students.

7.2 The laboratory staff are competent and adequate in providing a satisfactory level

of service

There are, in total, five (05) language laboratory rooms in the two campuses if the USSH

(2 in main campus, and 3 in Linh Trung campus, Thu Duc District). [Exh10.4] If teachers and

students would like to use these language labs to support and enhance their teaching and

learning, they need to make a request and the room will be arranged for them. Laboratory

user’s manuals are available at all times for teachers and students in case they may not

know how to use the rooms and their equipment. All the labs are under supervision of the

Office of Facilities and Campus Development, the staff of which is always available in the

office for any assistance and service. The supporting staff there is enthusiastic and happy to

provide assistance at any time. In addition, the library and multimedia rooms of the USSH

libraries and Central Library of the VNU-HCM can also be exploited by the students. This is a

great source for them [Exh7.4].

It should be mentioned that thanks to the good equipment of laptops and projectors in

all classrooms, the IR Students can make use of Internet and their own resources so that

57

they can show films, video clips, music or documentary, etc. right in their classroom without

necessarily registration for using of the language labs. The University allows to lectures to

do so. Also, thanks to the National 2020 project on Foreign Languages, the IR was provided

with one new language labs suitable for teacher training and one language lab-cabin with

devices for practicing interpretation. The IR academic assistant, in cooperation with the

technician of the USSH, is in charge of maintaining the IR language labs and cabins.

7.3 The computer facility staff are competent and adequate in providing a

satisfactory level of service

Being a faculty-affiliated section, the computer room provides a technology-rich

environment where IR students can gain access to the internet and online resources of

electronic materials. At the USSH level, the facility is open and staffed by a panel of 12

support consultants 48 hours per week (approx. 8 hours a day). Two-thirds of the personnel

are Masters of Arts in Computer programming, Database or General Informatics. In terms of

quantity, personnel of twelve full-time members seasonally supported by fourth-year

students at high times can suffice to give assistance to all IR students during their pursuit of

General Computer Studies throughout two semesters.

With regard to quantity and effectiveness, at the proportion of two-thirds members

having an MA with one PhD as an executive manager, the computer staff, without doubt,

satisfies nearly all strict quality regulations. In fact, complaints from students either via

email or post are few and far between and even when such constructive suggestions are

received, most are proposals for updating programs such as MS. Word or installing some

new devices. Such feedback from users is always taken into consideration and when

reasonable and financially feasible, they are brought down to plans and ultimately into

reality.

7.4 The student services staff are competent and adequate in providing a satisfactory

level of service

The support staffs are working closely with students and acting as a liaison between

students and teaching staffs at the faculty. These staffs also graduated from the university

and have enough abilities and skills to provide a good student service.

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The support staffs are working closely with students and acting as a liaison between

students and teaching staffs at the faculty. These staffs graduated from the university and

have enough abilities and skills to provide a good student service.

The FIR staffs are comprised of the Secretary cum Academic Officer, who are in charge

of full-time BA program; the Academic Officer responsible for the Second Degree BA

program; another Academic Officer who administrates the high quality BA and post-

graduate programs affairs; a library staff and his/her assistant; and the Student Affairs

Assistant.

The Secretary coordinates office activities and performs secretarial assignments. The

secretarial assignments include such duties as preparing and maintaining office records,

reports, and correspondence pertaining to the university departments. In addition, the

Secretary disseminates weekly announcements such as the university’s agenda, the faculty’s

calendar, and other administrative affairs relating to individuals through the faculty’s email.

To manage the office operation, the Secretary also determines needs and orders office

supplies, equipment, repair and maintenance services. Additionally, the Secretary also

prepares budgets and financial reports for the faculty.

Moreover, the Academic Officer, who is responsible for coordinating with the FIR Board

of Deans to help students in academic issues, organize teaching schedule, and register

testing. The teaching schedule is usually arranged to allow time for students to take a part-

time job or to participate in extra-curricular activities. As a bridge between the faculty and

students, all the activities of student service and assistance are well-informed to the

students through emails and the faculty’s website.

In addition the Academic Officers, the library staff is also the teaching staff, who has an

insight into academic majors to provide good advice for students when they need help. To

maximize the library service, the library staff has some assistants who are the faculty’s

students and alumni. To offer the best service for students, they are now managing the

library organization system of 1500 book titles and journals, and usually update new book

collections to both teachers and students.

Besides, the Faculty assigns the Student Affairs Assistant to coordinate with the Vice

Dean. The Assistant is a member of the young teaching assistant staff so that he can work

59

closely with students. Simultaneously, the assistant associates with the Youth Union and

Student Association to provide the precise and relevant support to students including both

academic and non-academic affairs. Also, the assistant promptly disseminate all information

related to students, scholarship programs or the like through varied means (email,

Facebook, and website).

8. STUDENT QUALITY

8.1 There is a clear student intake policy

All information about the IR student intake is posted on the university website as well

as in the students’ handbook. The admission requirements and regulations by the MOET are

also published in the university entrance guidebook for high school students. [Exh8.1,

Exh8.2]

In addition, information about Admissions requirements and matriculation ratio of the

FIR compared to other Faculties are published in the newspaper for those who wish to apply

to the Faculty.

Table 8.1: A comparison of the academic overmatching percentage with other Faculties of

the Ho Chi Minh City University of Social Sciences and Humanities (in comparison with the

Faculty of English Literature, the Faculty of Journalism)

Academic

Year

Matriculation Ratio

FIR

Faculty of

Journalism and

Communication

Faculty of Oriental

Studies

Faculty of English

Literature

2010 5.2 9.02 3.67 4.81

2011 4.5 8.74 2.83 2.91

2012 4.25 8.68 2.93 6.5

2013 4.24 8.59 4.67 4.84

2014 3.8 9.82 3.41 5.98

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Table 8.2 A comparison of the overmatching percentage with Diplomatic Academy of

Vietnam, the Faculty of International Studies – Hanoi University of Social Sciences and

Humanities, and of the Ho Chi Minh City University of Pedagogy

Academic

Year

Matriculation Ratio

FIR

Diplomatic

Academy of

Vietnam

Faculty of

International

Studies – USSH

Hanoi

Faculty of

International Studies

– University of

Pedagogy

2010 5.2 5.1 3.7 1.4

2011 4.5 6.67 4.33 4.4

2012 4.25 9 7.36 0.8

2013 4.24 7.78 3.05 2.3

2014 3.8 6.23 4.96 2.6

The intake of the full-time 1st year students follows the Ministry approved quotas and

is publicly announced. In reality, there is a small different between the target intake ratio

and the actual one. [Exh 8.1]

Table 8.3 Number of Intake students of FIR in recent years

Academic year

Total test takers

Anticipated quota

Matriculation Ratio

Qualified Students

Average grade of IRF first-year

students

2009 743 180 4,4 193 17,5

2010 837 160 5,2 175 19

2011 716 160 4,5 193 19

2012 636 160 4,25 182 21

2013 680 160 3,98 189 21,5

In order to get accepted to FIR, candidates must pass the national entrance

examinations which include three tests on Mathematics, Vietnamese Literature, and

English. The admission scores are the total grades of these three tests. The test-takers are

then shortlisted based on the scores from a top-down basic.

8.2 The student admission process is adequate

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The student admissions process strictly follows the regulations and adjustments of the

Ministry of Education and Training and The Vietnam National University-HCMC.

After getting the admitted students list, the Faculty will:

- (1) Review the students’ English proficiency to design appropriate trainings in

accordance with the learning outcome requirement.

- (2) Form the relation between new students with the current ones and the alumni on

the website and Facebook.

- (3) Assign second year students to deliver the FIR leaflets, provide information about

new events and welcome the freshmen on the orientation date.

In the official meeting with the faculty, the freshmen will be provided with relevant

information by the Board of Dean and Students Management. They are thoroughly

counseled the training program, learning outcome requirement, library services, the Faculty

and University facilities. The students have the right to require or reclaim should their rights

are not paid attention to or ignored.

Based on the entrance English scores and the English placement test, the freshmen are

placed in the suitable English classes to reduce the boredom of studying with the ones in

different levels and maximize the enjoyment in the English classes. To accomplish the

purpose, the lecturers in charge are required to flexibly plan the lessons to suit their

student’s level.

8.3 The actual study load is in line with the prescribed load

The basic philosophy of credit-based training systems: 1/ Consider learners as the

center of the training; 2/ Construct a flexible training program to help learners easily gain

relevant knowledge; 3/ Credits can be transferred between academic institutions. The

credit-based system allows students to have options to select in terms of courses, lectures

in charge of courses, and to be more independent in determine their learning schedule in

accordance with their own needs and their individual plan.

Due to the credit-based training program, students can take the final exam right after

the end of courses. Students can also choose to take courses to have 14 credits at least and

32 credits at most in a semester. (Each course is usually equivalent to 1-4 credits; most

courses have 2, 3 credits). [Exh8.12]

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The Faculty normally divides one semester into 2 volumes of 3-4 courses. Each volume

lasts from 6 to 9 weeks. Accordingly, the courses usually run 2 times with a total of 5

teaching hours in total per week. The reason why the courses are designed to run 2 times a

week is to let students have some time in between to do their assignments, read reference

materials and carry out individual and/or group projects. [Exh8.9]

Student timetables are designed appropriately to make sure that all classes of each

intake run either in the morning or in the afternoon. Students can use the remaining

amount of time for self-studying, taking part-time job, taking courses offered by other

USSH’s faculties or other training centers necessary for them in the future. Furthermore,

students only have 4 sessions in class so that they can have more time to self-study and

practice the theory they have learned. [Exh8.9]

In the beginning of each academic year, a meeting between each intake of students and

the Board of Deans, their homeroom teachers is held to remind students of requirements

that must be fulfilled within that academic year. As a general rule, students may need 7 to 8

semesters to accomplish the programme. Summer semester is organized for students to

improve their grades or accumulate their credit points to reduce their length of studying.

The Faculty encourages students to have their own study plan for each semester, in

which students are encouraged to clearly allocate their time for self-study, group work,

part-time job and personal activities. This helps students learn how to balance their life and

study and manage their time effectively. Thanks to this, the Faculty has not received any

negative feedback regarding study load from the students. [Exh9.4]

The Faculty encourages students to take on part-time jobs in summer holiday and

report to the Faculty later, therefore, there are almost no students graduating after 3.5

years, but the pass rate of students graduating after 4 years ranges from 76 – 90% and the

rest is after 4.5 years. The number of students graduating after 5 years is minimal.

Those students who have low GPA and feel that their study is overloaded can discuss

the issue with their lecturers or teaching assistants for further assistance to reduce the

number of courses registered or work harder to catch up with the other students. [Exh2.3]

There are three field trips students need to participate as required in the programme

curriculum. These filed trips are usually organized after students’ first semester or during

63

their summer semester so that they can feel free to join. By taking part in the field trips,

students can also learn from practice, not only from theory. Following are the key features

of the field trips:

- Second year students have their field trip to the Northern part of Vietnam. The

field trip is usually named “A Journey of Vietnam’s History”. The field trip aims to

expose students to the establishment and development of the state of Vietnam.

- Third year students do internships at an organization or a company to be trained

about interpersonal and communication skills and other workplace skills.

Through this internship, students will understand more about their future career

and themselves in order to study better in the final year.

- Prior to the graduation, final year students will take part in a study tour, in which

they have opportunities to visit Vietnamese diplomatic consulates and overseas,

the UN representative office in the Asia Pacific region, and universities which run

similar training programmes in Cambodia and Thailand.

In short, by designing the programme curriculum on the semester basis, without forcing

students to graduate early, the FIR tends to direct students to efficiently and logically use

their time at the University. As a result, students can acquire both knowledge and time

management skill. Moreover, they can balance their student life, take part in after-school

activities and well prepare for their future. So far, this principle has been applied

successfully at FIR and its students are very satisfied.

TABLE 8.4 THE AVERAGE STUDY HOURS OF A FIR’S TYPICAL STUDENT

TIME CREDIT CLASSROOM HOUR SELF-STUDY HOUR

4 years 140 48640-12960 256000-432000

1 year 32-48 2160-3240 64000-108000

1 semester 16-24 240-360 7200-12000

1 month 4-6 60-90 1800-3000

1 week 1-1.5 20-25 60-100

9. STUDENT ADVICE AND SUPPORT

9.1 There is an adequate student progress monitoring system

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Learner assessment is one of the important aspects of the training program. The

assessment system is conducted based on the hierarchic system, from the University to the

Faculty and from the Faculty to the Unions and Units.

a) At the University and Faculty level

At the end of each semester, the University always provides a detailed guide regulating

the student assessment process together with the Training Mark Sheet which clearly states

criteria and accumulated mark for each item. This Mark Sheet accumulates all of the basic

activities of students such as: academic result, scientific research activities, after school

activities, behaviors and ethic.

Each student needs to do a self-assess sheet and submit it to the class monitor. A

meeting of the class board of management will be then set to mark and assess each

individual. The result is first publicly announced at the class level for any adjustments if

needed. After finalizing the assessment sheet, it will be submitted to the Faculty by the

monitor. There will be a meeting between the lecturers in charge and the Board of Dean to

reassess the sheets based on the announcement of the Unions and Units regarding to

activities of each member in his/her clubs. The ultimate result at the Faculty level will be put

on the website, facebook and the mail box of each class. After receiving any feedback and

making adjustment, the Faculty will submit the sheet to the University.

The Department of Student Affairs will announce the result on the website of the

University after putting the results together. The scholarship eligibility is considered using

the result of this training mark.

b) At the Faculty level

At the beginning of each academic year, the Board of Dean will nominate a lecturer to

be the lecturer in charge as well as the academic consultant for each class with the purpose

to monitor and help students complete their academic requirements and skill improvement

every year.

Traditionally, the Dean of the Faculty is the lecturer in charge of the freshmen. Because

first year students are still new to higher education environment, they need to have a

lecturer in charge that is confident and has a wide knowledge of psychology and has a

capability of constructing a long term plan for their 4 years at university. Year 2 and year 3

65

students need young lecturers so that they can create some breakthrough and bring a new

and fresh academic environment for the students. Year 4 students need a lecturer in charge

who deeply understands the graduation assessment process, training program, career

orientation to best support his/her students in meeting the graduation criteria at the high

level. Therefore, the lecturer in charge is usually a Vice Dean. [Exh6.18]

During their study at the Faculty, students are monitored and assessed in terms of the

ability to adapt to new environmental conditions and academic results at the end of each

year using the following processes:

Year I: Students are assessed according to their English Placement Test result, the

Academic result together with the National VNU-EPT certificate achieved.

Year II: Review the academic result of year 1 along with the English Proficiency

Certificate to place students in the suitable class so that the lecturers can choose the right

teaching methodology for each level. In this year, students are also assessed in terms of

their behavior in communication through the Culture Etiquette course.

Year III: students are assessed and placed in the right class based on the majors

International Business, International Law and Politics – Foreign Affairs. These majored

classes are conducted by the Department Heads of each major. The English capability

assessment must be followed for suitable class placement after each semester.

Year IV: students are assessed according to their majors, groups eligible to write

dissertation, and English proficiency. In the final year, the Faculty accumulates the students’

credit points gained to give prompt advice and counsel them to reach the required credit

points to be eligible for graduation.

The Faculty keeps the students records to monitor them on the basis of the

accumulated academic result, the training marks and the students’ counseling from year I to

year IV.

Besides, the Faculty also monitors students’ extracurricular activities via the trade union

and other party units and clubs. These organizations are controlled by students under the

monitor of the counseling lecturers. These assessments are the basic to give students the

training mark regulated by the University and for the faculty to award them awarding every

year.

66

Student assessment system is controlled by the Youth Union and the Student Council. A

majority of students participate in these two student clubs; hence, student performance can

be evaluated based on the criteria of the two clubs.

Scientific research also contributes as an academic activity to evaluate students.

Student Scientific Weeks is to seek talented students and provide a platform for them to

familiarize themselves with scientific environment. Scientific research findings which are

introduced during the Student Scientific Week contribute as the outcomes of the training

programme. Hence, the process of topic selection, college approval, research development

and completion will be thoroughly monitored by the FIR. An academic research assistant will

also involve in the process. The assistant, together with lecturers and professors, monitors

students’ research development, encourages and reminds students to complete their works.

Monthly, with the assistance of FIR Young Researchers Club, FIR Board of Dean and

Department Heads talk directly to students in order to orient, consult, and assist the

students in their research activities.

At the beginning of school year, students are provided with Student Handbooks

published by the University of Social Sciences and Humanities. These handbooks provide

students necessary information about the university regulations, testing, rewarding and

punishing regulations, etc. Besides, the students also have opportunities to talk directly to

the Board of Dean and lecturers to understand more about any problems emerging during

the learning process. The Youth Union and the Student Council are in charge of organizing

career orientation days which help students to join suitable clubs and write annual personal

development plans based on their personal capabilities. [Exh6.18]

c) At Department Level

In the course syllabuses, lecturers will clearly state assessments criteria, score

accumulation, score proportion, etc. for students to actively have their study plan towards

their target goals and assess their improvements. While teaching, lecturers will monitor and

evaluate students by checking attendance, homework to assess students’ attitudes and task

completion capabilities during the course.

About English training, because of the requirements of the programme outcomes that

students must obtain international certificates, the FIR has divided students into different

classes at different English level based on English courses’ results. Thanks to this

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classification, students understand their English levels and lecturers can flexibly design their

lesson plans for different levels.

Therefore, the student assessment system reflexes the tight coordination among the

university, the faculty, and course lecturers. This system guarantees comprehensive

assessment standards with further details into students’ improvements.

Significantly, the Faculty always places the learners as the center of the training system.

Students therefore can seek help from their Head Teacher, the Academic Advisor, the

Academic Officer, and the Student Affair Assistant. They may directly report the problem to

the Dean. Also, with 4 meetings within an academic year, each class can raise their voice so

that the Faculty can revise the curricula and monitoring system. With the Faculty’s efforts,

students ‘opinions and/or complaints are heard and taken into sound consideration. As the

result the, the Faculty can promptly take remedial or preventive actions for the individual

student or program development.

9.2 Students get adequate academic advice, support and feedback on their

performance

This is one of the most significant efforts of the FIR that were carried out seriously and

endlessly enhanced in order to help students receive sufficient information and take the

lead in planning their study. This process is conducted through a wide range of activities and

tailored to the needs of each college level.

The process is conducted as below:

a) Year I: in the first meeting with the Board of Dean (after students‘ enrollment),

freshmen are provided with full instruction and guidance about programme

curriculum, progamme outcomes, and IR specialized outcomes for IR students.

Academic assistants will instruct the students on academic procedures, feedback

and score reporting procedures, ect. These contents will also be aggregated in a

Programme Curriculum Table which is also distributed to students. The Dean is

the counselling lecturers of the freshmen; therefore, students will be regularly

reminded and explained carefully about the programme curricumlum and study

requirements during class and class meetings.

b) Year II: At the end of every August, sophormores are required to take English

class palcement test and class meeting. Head teacher intructs students carefully

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about Year II study requiremnets (compulsory courses, weekly assignments,

weekly assessments, Year III internship progam, etc.). The list of projected

courses, timetables, together with information about course materials and

course syllabuses, will be informed on the faculty’s main website, facebook, or

class emails. The Faculty also requires students to set their own personal plan for

further counselling. [Exh9.4]

c) Year III: This is the time when students have to decide their majors and future

career orientation. Hence, education orientation and couselling meetings will be

organized regularly. The list of projected courses, timetables, together with

information about course materials and course syllabuses, will be informed on

the faculty’s main website, facebook, and class emails. Head teachers of the

class, alongside with Department Heads, provide students with more consultancy

regarding career and courses. During the third year, students are required to

take internship; therefore, skill trainings are supplied on a regular basis through

the activities of the Youth Union, the Student Council, and student clubs.

d) Year IV: During the forth year, meetings will be conducted regularly by the FIR.

The list of projected courses, timetables, together with information about course

materials and course syllabuses, will be informed on the faculty’s main website,

facebook, or mailed to class emails. Moreover, students will be regularly

reminded of checking their accumulated credits, projecting their GPA, and

accumulating necessary certificates for graduation. Class counselling lecturer (or

the Vice Dean in charge of student affairs) and academic assistants constantly

update announcements during class or on the main website for students to be

fully informed and follow. Couselling on study process and improvements

towards set goals will be provided for any student requesting.

Students will receive assistance and consultancy on study plan and methodology as well

as career orientation during lecturer and class meetings. Besides monitoring and enforcing

class disciplines, if the head teacher faces any unsolvable problems, they can ask for the

assistance of the Board of Dean to timely respond to students and deal with problems.

Apart from the head teachers and the Board of Dean, the course lecturers play a very

important role. As a development strategy of the faculty, the faculty also concentrates on

69

capacity building (professionism acquisition, teaching skills and ehitcs) for tenured lecturers.

Therefore, FIR lecturers are aware of their role as a connection between the faculty’s

academic training and the students. Specifically, the lecturers not only convey knowledge

but also have the role as a companion of students throughout their four college years.

Every two years, the faculty, in cooperation with employers, organizes programs such as

panel discussions and career orientation days for students. Besides bringing opportunities to

students, the faculty also introduces its students to prospective employers. Through these

programs, the faculty will get to know practical labor force demands and adjust its training

curriculum and programme outcomes in order to adapt to society development. [Exh1.9]

Students’ feedback on education quality, scores, lecturers’ attitudes, and

professionalism; academic assistance problems and other issues will be recorded through 1)

the main website of the faculty, 2) oral feedback at the faculty office, 3) training program

evaluation questionnaires at the end of courses, 4) direct emails to the Dean. [Exh 11.5]

Students‘ scores will be informed in order for students to find their results on the

website http://dt.hcmussh.edu.vn/, or directly talk to Academic Training Department

officers to proceed their scores complaints throughout their study.

Pursuing learners-centered education, FIR also attempts to ensure that students have

sufficient opportunities to voice their feedback on every aspect related to their personal and

academic issues. Students can aggregate all of their feedback and comments and submit to

their counselling lecturers or dirrectly to the Dean in emergency cases. Moreover, every

year, the faculty has four meetings with each class to timely understand the needs and

wishes of students, flexibly adjust, and improve the training programme and student

management. [Exh8.4]

9.3 Mentoring for students is adequate

The faculty provides consultancy on many aspects such as setting career information

system sharing information among the faculty, students, and prospective employers about

the capabilities of human force and labor demands to provide consultancy and bring career

opportunities to students. Spontaneously, the faculty also organizes or cooperates with

external parties to carry out information exchange between students and employers

through workshops, conferences, and career orientation days. Thanks to these activities,

http://dt.hcmussh.edu.vn/

70

students can identify practical and necessary skills that they need to adapt to working

environment after graduating. The faculty also organizes social and psychological

consultancy for students as well as trainings on disciplines, ethics, and professionalism for

newly enrolled students. [Exh9.4]

The freshmen undergo the ability test in the beginning of the first year to assess how

they react in the new studying environment. They will learn how to overcome challenges in

the college. After recognizing their personal strength and weakness through self-

assessment, students are required to write a personal development plan. From the outset,

students will set their long-term and short-term goals in their life.

In the second year, the Faculty holds a meeting on the course selection and another on

critical thinking development. After the orientation, students will be informed to choose

selected courses in specialized courses compatible with their ability and aspiration. Students

are also enhanced their research skills and capabilities. As a result, students are more

independent and confident in their life.

There are also three seminars on career orientation, soft skills, and business etiquette

for students. Frequently, the speakers are comprised of FIR’s alumni and employers those

are working for various institutions such as multi-national corporates and government

offices in many fields such as PR, Marketing, Journalism and Communication. They will share

their valuable advice on undergoing job interviews, writing a CV, looking for a good job. .

Also, the career orientation day give students chances to talk to employers, or look for

internship and career opportunities.

In the hope that students will have a better choice about their future profession, the

seminars for fourth year students focus on writing a successful CV; promoting professional

skills; and defining personal values. Students may learn how to write a successful CV; how to

promote interview or negotiation skills; how to look for a good job; how to get used to

working environment. Significantly, students will understand the importance of professional

manners and office behaviors to well-prepare for themselves after graduation. When

students seek guidelines and explanation from the FIR’s Board of Deans and academic

advisors about the program requirements, major courses, and the possible future career,

they can directly meet the Faculty staffs or send emails to them. All inquiries will be

promptly answered so that they can have a better choice.

71

Besides, the Faculty assign an academic assistant and 7 consultants for 7 FIR’s Clubs to

promptly assist students when they need help in learning problems, research, either

academic or non-academic activities. There are three academic clubs namely IR News Club,

IR English Club, and IR Young Scholars Club; and four social clubs including IR Sports Club, IR

Club for Community, IR Muse Club, and IR Alumni Club. These student-run clubs are a way of

engaging learning objectives outside the classroom. Annually, the FIR’s clubs are rewarded

for their excellent activities for students by the University; the Ho Chi Minh City Youth

Union; and the Vietnam’s Student Association. Many club members also participate in

international exchange programs, volunteer campaigns, and academic conferences or have

several publications about international relations issues in the newspaper. Besides, the

Faculty Youth Union and Students’ Association usually organize academic-related workshop

relative to International Relations major. In the role-playing format, students are able to

develop their public speaking skills, practicing effective negotiation skills, and improving

analytical skills in a complex problem. [Exh8.13]

Students are also involved in research projects on evaluating the strength and weakness

of the curriculum, the appropriateness of the program learning outcomes, students’ self-

study, or understanding job requirements for IR student. The Faculty can subsequently

revise the curriculum.

9.4 The physical, social and psychological environment for the student is satisfactory

At the FIR, lecturers and staff members try their best to create a good learning

environment, provide the adequate reading room and library. In addition to the Library and

Information Center of VNU-HCM and two libraries of the University, the faculty has its own

mini library to serve the students and faculty members with around 1500 book titles in

International Relations. Students are given chances to have more exposure to English

through learning in the two labs for better practice of listening, speaking, and reading skills.

To help students feel at ease when studying, teachers can decide where the class takes

places: in designated classrooms equipped with air conditioners, Wi-Fi network, modern

projectors, and so on; or in multi-media rooms.

Throughout their four years, the Faculty regularly encourages students to take part in

academic and extra-curricular activities hosted by 7 Clubs. With the help of club advisors,

these international relations-oriented and student-run activities bring students into practical

72

experience, improve their skills, and raise their awareness of the social responsibility. For

example, the IR for Community Club (IR4C) regularly carries out charitable work for

disadvantaged children and elders. The other clubs such as IRNEWS, IREC.COOL, IR SPORTS

offer a forum for students to meet peers with similar interests in English, Sports, or research

methods. At the student level, the IR Young Scholar Club (IRYS CLUB) offers a forum to

enhance the academic development. Joining this club, students interact with their peers

who have similar interests in research and journalism on the field of international relations.

This club also creates a network with students, faculty, and alumni so that the senior

students can support the juniors in writing academic papers or building reading references.

Subsequently, the juniors assist the sophomores and freshmen in learning methods to

achieve high scores on middle and final tests.

It is an advantage that the quality of intake students into FIR is outstanding with high

average admission scores. Also, students must work hard to meet the language proficiency

requirement for graduation, in which the required scores are IELTS 6.0, TOEFL 80, and TOEIC

650. This is among the highest graduation language requirements in the country. For these

reasons, in addition to the specialized knowledge, the FIR’s students are qualified to

participate in foreign exchange programs, or obtain external scholarships such as The ship

for Southeast Asian Youth Program (SSEAYP), Japan-East Asia Network of Exchange for

Students and Youths Programme (JENESYS), The Bayer Young Environmental Envoy

Program, the UN-KU Student Mobility Program toward Human Security Development of

Kyoto University, and so on. Annually, the Faculty, on behalf of the University, holds

welcome sessions for around 7 foreign delegations at the USSH.

Significantly, the Faculty always places the learners as the center of the training system.

Students therefore can seek help from their homeroom teacher, the academic advisor, the

academic officer, and the student affair assistant to overcome their troubles. With the

Faculty’s efforts, students’ opinions are heard and taken into sound consideration. As a

result, the Faculty can promptly take remedies or preventive actions effectively.

The Faculty Youth Union and the Students’ Association are forums for students to share

their political attitude, social and professional responsibilities with the community. FIR’s

students are always proud of their achievements and solidarity, because their two

organizations are placed as the top in the University and received many highest awards

73

from the Central Committee of Youth Union, Ho Chi Minh Communist Youth Union of Ho Chi

Minh City, and Vietnam National University-Ho Chi Minh City

International Relations Connection is one of the remarkable events throughout an

academic year. With a large number of student participated, the IR Connection’s trips

provide a great chance to foster teachers and students‘ mutual understandings, thus bring

them closer to each other. Simultaneously, the IR Connection is considered as a playground

for the FIR’s staffs and students to refresh after an academic year through beach games and

outdoor activities. Also, the success of the IR Connection in the past six years demonstrates

a strong connection between the FIR’s members and students.

The IR Alumni Club (IRAC) frequently shares information with current FIR’s students via

Facebook’s fanpage. A wide range of sharing information is about career opportunities,

national and international scholarships/fellowships, and networking. In addition, the alumni

help students to deal with stress, obtain psychophysical balance so that students perform

better in learning.

Generally, IR students have access to all necessary learning and practice facilities. The

Faculty ensures a favorable study environment for their opportunities to gain different

levels of the college scholarship including Distinguished, Excellent, and Good Awards

respectively. Furthermore, external scholarship opportunities through corporate-sponsored

awards, private agencies, and organizations are available on the Faculty’s website and

facebook and are also updated via Alumni Association’s facebook as well. Besides, the

faculty staff always provides assistance if qualified students need recommendation letters

and official notes for their scholarship application package.

The Faculty’s Student Affairs is ranked first or second for its best performance at the

University for three years in a row. FIR actually creates a supportive and favourable

environment for students. Significantly, the strong connectivity between the Faculty and its

students over 10 years has confirmed that FIR is like a second home for all members as a

whole.

10. FACILITIES AND INFRASTRUCTURE

10.1 The lecture facilities (lecture halls, small course rooms) are adequate

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The faculty has equipped with an office in a fairly adequate space, which is divided into

3 rooms. The first room is the faculty’s front office where the Academic Officer, the

Secretary, and the Student Affairs Assistant can provide administrative support to others.

The second room simulates a conference room in which equipment for meeting is available.

Recently, the faculty has been provided with another room with bookshelves and furniture

for its own library. There is a small section in the library which functions like a small meeting

room. Lecturers and students can use this place for their discussion. Overall, students have

favorable studying environment to study with air-conditioned rooms and available wireless

internet. [EXh10.1]

The University assigns a number of classrooms at both campuses according to the

schedule of each term. Classrooms are of different sizes to accommodate large and small

classes. Most of the classrooms are now equipped with movable desks with chairs for

students to easily get together for small group discussions and activities. In addition, many

mobile projection units and laptops can be carried to any room. This means any talk or

lecture in the faculty can be enhanced by PowerPoint presentations.

10.2 The library is adequate and up-to-date

FIR staffs and students can access to three library systems.

With students’ cards, students can use the Library and Information Centre of VNU-HCM.

It is tasked with studying, collecting, processing, managing and providing information as well

as sources of teaching and learning materials to all stakeholders within the whole VNU-

HCM. The center is greatly invested by VNU to continuously improve its service capacity.

The university has two libraries located at Dinh Tien Hoang Campus and Linh Trung

Campus with varied collection. Until June 2013, the libraries have been equipped with more

than 6126 book titles with more than 14,031 copies excluding newspapers, magazines, and

reference materials. Besides, in order to access full version of e-books, students need to

attend an orientation session before they can use their cards to enter and use the library

resources. Additionally, all of the university’s lecturers can enjoy the free access to the

university’s multimedia room for self-research and reference.

All information about library’s resources, regulations, and procedures is posted on the

website of Library and Information Centre of VNU-HCM or that of USSH-HCM. [Exh10.2].

75

Subsequently, the Faculty has its own mini library with more than 1500 book titles to

provide service for students and staffs as well. The faculty librarians usually introduce new

books, textbooks, reading materials and references on the Faculty’s website to assist

students and lecturers in their studying and teaching. The Faculty usually updates

collections and renovates the center every year. [Exh10.3]

10.3 The laboratories are adequate and up-to-date

The university has 3 language lab rooms in both campuses designed specifically for

language classes. These lab rooms are arranged equally to the class schedules of all

university faculties. Moreover, the Faculty can use the university’s conference room for

some courses such as Negotiation Skills or Diplomatic Skills so that students can participate

in a form of role-playing practice.

10.4 The computer facilities are adequate and up-todate

FIR is trying to maximize the access to computers and internet, printers for its staffs and

students to enhance the teaching and learning quality and researching; also improve the

working effectiveness as well. The Faculty is now equipped with 3 computers and 2 printers

in the faculty’s academic office. All the FIR offices are connected to wireless Internet.

Besides, the monthly faculty office maintenance improves the computer facilities to ensure

the full service for both teachers and students.

10.5 Environmental health and safety standards meet requirements in all aspects

The Faculty follows all the requirements regarding environmental health and safety

standards imposed by USSH, VNU-HCM. These requirements are also made clear to students

and teachers, and are respected in classroom, faculty office, as well as libraries. In our

library, besides these requirements, there are rules and regulations which govern readers

and reading activities.

Some improvements have been made in order to serve students and teachers more

effectively. The requirements regarding environmental health and safety standards will be

informed to students and teachers in the form of written notice boards. Besides, six more

fire extinguishers will be placed in the offices as well as IR library in case of fire. The IR is also

planning to put a second exit in the IR library to ensure readers ‘safety in case of emergency

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11. QUALITY ASSURANCE OF TEACHING AND LEARNING PROCESS

11.1 The curriculum is developed by all teaching staff members

The chart below shows the involvement of teaching staff in FIR programmer curriculum

development.

1. All teaching staff members are required to discuss the programme learning

outcomes by listing out their own expectations toward students who are graduating

as well as the programme learning outcomes and its criteria in FIR’s meetings.

2. Programme learning outcomes have been revised by all teaching staff members

every two years. By doing this, teaching staff members are fully aware of the

position of the courses they are in charge in the FIR programme curriculum.

3. Through designing the syllabus, teaching staff members can know more about the

requirements and outcomes of the courses they are in charge as well as their

positions in FIR programme curriculum.

4. After getting results of Students’ Course Evaluation every semester, there are always

department’s meetings to let all teaching staff members know the strengths and

weaknesses of the courses they are in charge and the links between the courses.

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5. After the necessary changes have been done in line with stakeholders’ feedback, the

revised programme curriculum is then sent via FIR’s group email to all teaching staff

members and supporting staff to formulate teaching plan accordingly.

11.2 The curriculum development involves students

Students are involved by giving their feedback via the following channels:

1. Through termly course evaluation, students are recommended to give their

feedback on syllabus, course materials, teaching methods and facilities. The course

evaluation form has been applied since 2004. [Exh11.5]

2. Courses chosen by FIR to be evaluated based on the following criteria:

- Courses introduced at FIR for the first time

- Courses conducted by visiting lecturers

- Courses whose overall score of the last evaluation is less than 4.0

- Courses having more than 2 lecturers in charge

3. A meeting between students of the same intake with their homeroom teacher is

organized before and after each semester. At these meetings, students are

encouraged to voice their opinions on the programme curriculum, teaching quality,

teaching methods, course materials, service quality of supporting staff and

difficulties and challenges they face during the time they take courses and other

issues. The feedback is compiled and presented to the Board of Administrators as an

input for the programme curriculum’s review and adjustment.

4. According to FIR’s programme curriculum, FIR students are required to do

internship in their third-year. The minimum time of the internship is 3 months.

Upon completion of their internship, students are required to write and hand in

Internship Reports (FIR’s form) in which students are asked to present positions and

experience they have gained in the workplace, which courses have helped them in

that positions and any suggestions they may have for the improvement of FIR’s

curriculum. [Exh11.12]

5. Upon the completion of the whole undergraduate programme, senior students are

asked to fill in the Programme Evaluation Questionnaire distributed by the Office of

Education Testing and Quality Assurance. Results of the survey and

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recommendations are sent to all faculties as the basis for improvement in relevant

fields. [Exh11.6]

11.3 The curriculum development involves the labour market

Every two years, an Employer Conference is organized. All of the feedback obtained

from the conference is seriously taken into account afterwards. The feedback is analyzed

and thoroughly discussed in a series of meeting to make sure that necessary adjustments to

the curriculum would be promptly made. [Exh11.1]

In addition, Career Orientation Days are annually held by FIR to help senior students

have a better look at the curriculum and be able to make better-informed choices of their

future careers. FIR’s student clubs and associations also carry out a number of extra-

curricular activities and competitions to help student improve their soft skills as well as

broaden their common knowledge. [Exh8.7]

11.4 The curriculum is regularly evaluated at reasonable time periods

Quality of the curriculum is considered as a key driver to enhance the satisfaction of

involved stakeholders. Accordingly, FIR takes curricular evaluation as a major activity.

FIR meetings are held at least 3 times per semester related to the curriculum:

1. The first meeting is normally taken place after FIR gets the results of class

observation reports. [Exh1.10]

2. The second one is held after FIR get the results of course evaluation report. Other

FIR’s meetings are conducted whenever there is any problem from the involved

stakeholders. These meetings aim to let all lecturers discuss openly all together and

to improve the teaching quality as well as program curriculum.

3. The third one is called FIR’s year-end meeting, organized at the end of the school

year to improve administrators work based on the feedback raised in FIR Scientific

Council’s meeting.

In fact, meetings which are held frequently and timely not only help FIR enhance

teaching quality but also complete its general programme curriculum. The curriculum has

been amended to provide students specialized knowledge necessary for their future career.

Programme curriculum is evaluated every two years after the curriculum is adjusted by

Employer Conference and alumni. [Exh1.10]

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11.5 Courses and curriculum are subject to structured student evaluation

Every year, an extensive evaluation is conducted by the Office of Education Testing and

Quality Assurance:

- A course evaluation form is delivered as required by each Faculty. This survey takes 50% -

80% of the total courses conducted within each semester. Results of the survey will be

directly sent to the Faculty’s Dean, Department Heads and involved lecturers. Department

meetings will be done accordingly in order to collect feedback from each lecturer as well as

to get and share experience to learn from each other. [Exh11.5]

- A programme evaluation questionnaire is conducted for senior students and alumni. The

results of these questionnaires are then analyzed and discussed in Faculty’s meetings,

thanks to which the substantial contribution of students to the courses and the programme

curriculum would be appreciated. [Exh11.6]

- Questionnaires are well designed and cover the following information: course description

(number of credits, course schedule, course content, course applications, etc…), teaching

and learning activities, assessment methods and so on.

11.6 Feedback from various stakeholders is used for improvement

FIR is one of the first Faculties in Vietnam conducting the course evaluation every

semester (since 2004). FIR believes that stakeholders’ objective feedback is always

important in order to improve and develop the teaching’s quality. Thus, FIR appreciates all

the feedback from various stakeholders.

FIR has used students’ feedback of the course evaluation and alumni feedback of

programme curriculum’s survey in the ways mentioned in the previous sections (11.2 to

11.5). Based on employers’ feedback, FIR has summarized and listed out students’

suggestions in Curriculum Revision in order to complete the new programme curriculum.

In order to improve the Faculty’s teaching and learning quality, the curriculum adheres

to constant modifications and updates. Therefore, FIR takes account of both subjective and

objective feedback from various stakeholders, i.e. decision makers, FIR staff members, FIR

students, alumni and employers. In fact, quality assurance of FIR teaching and learning

process takes place in a complete cycle in two different patterns, top-down and bottom-up.

80

Firstly, with the top-down pattern, FIR programme curriculum is initially designed by FIR

Scientific Council. In its periodic (twice a year) and extra-ordinary meetings, the FIR Scientific

Council brings into discussion such issues as revising FIR syllabi, changing courses’ names,

including new courses in and/or excluding existing courses from the current curriculum.

FIR’s Dean then takes responsibility to announce changes to syllabi to FIR’s teaching

staff members before these changes are finalized by FIR Scientific Council and send updated

syllabi to the USSH Office of Academic Affairs.

FIR programme curriculum’s revision and updates, when brought into practice, are

subject to FIR lecturers’ assessment. Besides, lecturers in charge of the same course usually

meet and share with one another their teaching experiences. Moreover, peer’s observations

give lecturers a more objective assessment of the revised, the newly designed or the

existing syllabi’ strengths and weaknesses.

By the end of each semester, after the results of course evaluation have been collected,

teachers in charge of the same course meet and discuss students’ feedback on teaching

methods, course books, student assessment. [Exh11.9]

Apart from FIR teaching staff’s feedback, many different surveys have also been

undertaken to generate FIR students’, alumni’s, employers’ objective evaluation of FIR

curriculum. In their internship reports, FIR students also give feedback on how well they are

prepared for real-life working environment, the usefulness and shortcomings of courses as

well as their suggestions for the improvement of FIR curriculum. In addition, interviews with

employers at Employer Conference have helped to point out to what extent FIR training

programme has met the demands of the society. These parties also frankly recommend

necessary modifications and improvements to FIR’s training programme.

Feedback from the stakeholders becomes the basis for the further improvement of the

future programme curriculum. In other words, according to the bottom-up pattern,

improvements to FIR programme curriculum are accumulated from feedback of FIR

lecturers, students, alumni, and employers. These parties’ opinions are considered, finalized

and implemented by FIR Scientific Council. For example, surveyed employers, FIR students

and alumni have stressed the importance of equipping students with necessary soft skills.

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This has necessitated FIR’s designing new courses as well as collaborating with other

Faculties to offer more elective courses.

TABLE 11.1 COURSES AND PROGRAMME AMENDMENT

In accordance with feedback from stakeholders

Course code Courses needed

change

Content Reason to change Feedback/time

1 QTE052 Principle of states

and laws

Change to

Introduction to states

and laws

Suitable for the

demand of the

course in the GE

stage

Faculty Board

proposed date

4/5/2014

2 QTE053 Theories in

international

relations

Change to

Introduction to

International

Relations

Suitable for

educational stage

and for the

fundamental

characteristics of

the course content

Politic-Diplomatic

team proposes date

10/2/2014


Economics

Change to

International

Economic Relation

Suitable for course

content

Leader of Economic

team proposes

according to lecture

content 14/2/2014

4 QTE041 History of

International

Relations

Split into 2 courses:

History of

International 1 with 3

credits-60 periods

History of

International

Relations 2 with 3

credits-60 periods

Merge content of

International

History course

into this course

5 DIA036 Microeconomics Add to course name

as Microeconomics 1

Distinguish this

course with the

advanced one in

major stage

International

Economics Team

proposes date

4/5/2014

6 DIA037 Macroeconomics Add to course name

as Macroeconomics 2

Distinguish this

course with the

advanced one in

major stage

International

Economics Team

proposes date

4/5/2014

Courses that change

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number of credits

7 QTE018 Public International

Laws

Change number of

credits from 3 credits

to 2 credits with 45

periods

Suitable for course

content in

fundamental stage

International Laws

team proposes

Date 4/5/2014

Drop these courses


(Ancient-Medieval)


of International

Relations

Teacher in charge

proposed in March

2014

Student Training

Report 25/11/2013


(Modern-

Contemporary)


of International

Relations

Teacher in charge

proposed in March

2014

Student Training

Report 25/12/2013

10 QTE073 Convention of

international

commerce

Drop this course Course content is

outdated,

inappropriate

Law Team proposes

date 10/2/2014


Organizations


other courses

Agreed by Faculty

Board

12 DIA019 International

Economic Geography


other courses


and students

13 TRIE027 History of Economic

Theories


choose this course


and students

14 QTE054 Financial and

Monetary Theories


choose this course


and students

15 QTE055 Theories of

International

Commerce


choose this course


and students

16 QTE003 International Security Drop this course Students don’t

choose this course


and students

17 DIA029 Introduction to

Religions


choose this course


and students

18 VHH021 Political Culture Drop this course Students don’t

choose this course


and students

19 QTE043 International Drop this course Students don’t Opinions of business

83

Relations in Middle

east 1945-today

choose this course and students


Relations in North

East Asia


choose this course


and students

In conclusion, FIR stresses the importance of receiving feedback from different

stakeholders for the betterment of FIR’s teaching and learning quality. Opinions from

different parties are frequently brought into discussion in FIR’s periodical and extra-ordinary

meetings, which ensures timely improvement of the curriculum.

11.7 The teaching and learning process, assessment schemes, the assessment methods

and the assessment itself are always subject to quality assurance and continuous

improvement

Quality assurance for teaching and learning process is one of the most crucial activities

of FIR. With the main purpose of training global citizens who are highly qualified to

contribute for the community and be able to adapt to different environment, this process

needs to be professional, qualified and widely informed to every lecturer and staff of the

Faculty.

International Relations is considered as an updated major which requires the

curriculum to be continuously improved in order to meet different requirements of a

fluctuating world. This requirement indicates a very pioneering role and operation of the FIR

Scientific Council and Board of Dean.

Together with the continuous improvement of the programme curriculum, assessment

process is a must to examine the assessment’s results. Feedback from students via this

channel is a significant input for the curriculum’s improvement.

FIR is committed to taking culture of quality as its goal of continuous improvement.

Therefore, the teaching and learning process, assessment schemes are designed as a Plan-

Do-Check-Act process, whose steps are as follows: (i) collect feedback from different

stakeholders (ii) define goal of quality for the curriculum (iii) plan, implement, and monitor

(iv) carry out evaluation based on stakeholders’ opinions (v) draw lessons (vi) improve the

curriculum with a detailed action plan. FIR’s self-assessment and quality assurance activities

are routinely undertaken and closely attached to its teaching activities.

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In conclusion, FIR is proud to be one of the pioneering faculties of USSH to follow the

culture of quality. Since its first year of development (2003), FIR has considered students‘

feedbacks as the most important channel to improve and enhance its curriculum as well as

teaching process. Since then, the culture of quality has become a fundamental factor in all

the FIR’s activities.

12. STAFF DEVELOPMENT ACTIVITIES

12.1 There is a clear plan on the needs for training and development of both academic

and support staff

Staff development is an important factor for the achievement of the University’s goals.

For the FIR, the importance of staff development has been clearly stated in its annual

strategic plan. The University, associated with the FIR, aims at increasing the number as well

as the quality of staff members at the FIR. [Exh3.6]

The Faculty encourages full-time teaching and supporting staff to get tenure at the

University annually. Also, all Master-holding lectures are required to apply for PhD degrees

so that the Faculty can gradually have a young generation to replace the retirees and visiting

lectures as well as reduce the student/lecturer ratio.

In term of career development, the FIR’s staff members are required to make self-

assessment in line with the University’s criteria at the FIR’s annual meeting. The FIR’s staff

members then can suggest their personal development plans so that the Faculty can have a

plan to assist them. [Exh11.2]

As for needs of the faculty members, the Faculty will give them opportunities to take

part in short-term training courses such as foreign languages, computing, teaching methods,

and so on. Furthermore, the Faculty has assigned experienced lecturers to supervise newly-

graduating students and young lecturers in teaching. [Exh12.2, Exh12.3, Exh12.4]

12.2 The training and development activities for both academic and support staff are

adequate to the identified needs

There are adequate activities for both academic and supporting staff to pursue their

professional training. As prescribed in USSH regulations on annual expenditure and

postgraduate regulations, full-time staff will receive financial support of 50% tuition fee

during their master and doctoral study at USSH. Besides, the FIR and the USSH

85

administration will look for more opportunities and encourage staff to pursue higher

education through scholarship programmer from both the government (Program 322 and

Program 911) and foreign organizations and institutions (such as Fulbright, United Board,

etc.). Staff members are always encouraged to study abroad, participate in international

workshops and conferences, or attend short-term courses in the United States of America,

The Philippines, Germany, Malaysia, Myanmar, and Cambodia. Furthermore, the Faculty

usually sends the faculty members to training seminars for teaching and assessment

methods, especially, training courses on English Language Teaching Methods to teaching

staffs members. The FIR uses the faculty’s group email as a forum where the FIR’s staffs,

studying abroad for their MA/MS or PhD degrees, can share their research outputs with

other faculty members. [Exh12.3]

In the recent years, there are several Fulbright visiting scholars to be housed in the

faculty. They have taught both undergraduate and graduate courses in 2011, 2013, and

2014 respectively. Thanks to the exchange program, staff has valuable opportunities to

enhance their English skills and broaden their perspectives on international issues as well. In

addition to their teaching duties, the Fulbright scholars usually have talks to the FIR staffs to

share their research work and experience.

13. STAKEHOLDERS FEEDBACK

13.1 There is adequate structured feedback from the labour market

The Faculty of International Relations (FIR) has clear, detailed and organized

mechanisms for gaining feedback from the labour market [Exh11.1]. Since 2003 (the first

year of establishment), FIR has committed to create and maintain open communication with

representatives from companies and ogranizations both in public and private sectors. Since

2009, in accordance with the university’s decisions, plans and guidance, the FIR has paid

great attention to surveying feedback from the labour market. Opinions of the labour

market are collected via four main channels: (1) annual surveys to employers (both by post

mails and electrical mails); (2) direct interviews and conferences between the faculty and

employers are taken places every two years; (3) Scientific research conducted by FIR

students and staff (3 works since 2009 measuring the correlation among quality of fresh

graduates, learning outcome & curriculum of the faculty and the employer’s expectations);

86

and (4) internship reports, employment letters and employment surveys of third year

students.

All the results after processed are reported to the USSH board of President and Office of

Academic affairs. Staff meetings and discussion are hold at the end of every semester, in

which all results from the employers are informed to all staff members. The FIR use

feedback from employers to re-evaluate and reform its teaching quality as well as the

subject’s contents. All valuable opinions from the labour market helps the FIR highlight the

skills that graduates are expected to acquire in order to work well, thus making

improvement on its curriculum and teaching focuses. [Exh1.9]

Figure 13.1 below illustrates the complete process of the labour market survey:

Figure 13.1 Procedure of the labour market survey

Because of the careful and detail employers surveys, all opinions collected are very

useful for the FIR to improve its curriculum and adjust it compatibly with the labour

market’s expectations.

Because of the careful and detail employers surveys, all opinions collected are very

useful for the FIR to improve its curriculum and adjust it compatibly with the labour

market’s expectations.

The following are employer survey results:

- 97% employers highlight students' language proficiency and rank this feature among

the most important employment requirements. 23% suggest increasing the amount

of time in curriculum for translation skill (English-Vietnamese and vice versa)

- 63% employers highly appreciate students' ability to work individually and in group,

as well as enthusiasm and eagerness for learning.

- 37% employers suggest improving students' capability to think critically, work

professionally with planning and detailed targets.

USSH plan for labour market

survey

FIR survey conducting

data analysis

FIR report on survey results to

USSH

FIR curriculum and teaching &

learning quality improvement

87

- 37% employers highly value communication skills, especially presentation and public

speaking skills, in working environment.

From these feedbacks, the FIR has made amendment to its curriculum and teaching

methods, including (1) lengthening the amount of time for specific courses, (2) adding new

courses into the curriculum and (3) building new guides for learning assessment in

professional skills:

- Increasing the number of credit hours for V-E Translation course (from 45 credit

hours to 60 credit hours) and adding a new course Advanced V-E Translation (45

credit hours).

- Increasing the number of credit hours for Public speaking course (from 45 to 60

credit hours)

- Adding new courses: Communication Culture, Cross-cultural communication,

Diplomatic Secretariat etiquette, English for better Negotiation.

- Building new guides on learning assessment and levels for public speaking skills,

presentation skills, project planning and group working skills for students from the

first year to the final year. These specific levels and requirements are compelled to

be integrated into course's learning outcomes and course syllabi.

13.2 There is adequate structured feedback from the students and alumni

Figure 13.2 below illustrates the complete process of student & alumni survey

Step 01

•FIR survey planning (students & alumni)

•FIR surveys & questionaires design

Step 02

•FIR to conduct alumni survey via channels: conference, interview, online survey, research

•FIR to conduct students survey via channels: course completion survey, internship report, fieldtrip reports and regular meetings with board of Dean

Step 03

•Information analysis

•Survey report for different target groups

•Report to the board of directors and the USSH

step 04

•Annual FIR Meetings on survey report; curriculum and teaching method amendment

•Information savings for further research & quality insurance

88

The FIR has paid great attention to gaining feedbacks from students and alumni via

regular & varied channels:

Feedback from the alumni:

- The FIR established the IR Alumni Club (IRAC) in 2010. During IRAC annual meetings,

the FIR conducts alumni surveys and direct interviews with IRAC’s members.

- During the employer conference each year, the FIR also invites representatives of

alumni from different batches for interview and discussion on the curriculum and

quality of teaching process.

- The FIR conducts survey for recent graduates (within 6 months after graduation),

from July to December annually.

Feedback from the current students:

- End-course surveys are conducted every semester to gain feedback for each

separate course.

- At the beginning and the end of each semester, meetings between Board of Dean

and Representatives of Students (from 1st year to final years) are hold to gain direct

feedback from students on curriculum, teaching methods, learning activities,

extracurricular activities and other students’ affairs within that semester.

- Students’ scientific research is encouragingly conducted on topics of the FIR’s quality

insurance, curriculum & teaching method feasibility and effectiveness (3 researches

since 2010 to 2012).

- Internship & fieldtrip reports from second-year, third-year and final year students.

From all feedback above, the FIR has made amendment to the curriculum and students’

activities in accordance with stakeholders’ expectations:

- To organize series of workshops “students and employers: working opportunities”

(annually)

- To organize series of workshops on “Curriculum Vitae”, professional skills, office

culture environment.

- To organize consultancy meetings with second-year students (on choosing major),

third-year students (on preparing for company internship) and final-year students

(on preparing for working environment).

- To organize the seminars on integrated teaching methodology.

89

13.3 There is adequate structured feedback from the staff

All faculty staff members are assigned three different missions: (1) teaching, (2)

researching, and (3) service. Annually, each staff is required to report feedback and conduct

self-evaluation on academic-year duty performance.

The faculty staff feedback is gained via different channels:

- (1) monthly & semester-end faculty meetings, specialized meetings of each

department every semester, training seminar sessions and discussions on learning

outcome, curriculum amendment, teaching methods, pedagogical ethics and

university code of conduct according to Board of Dean’s plans

- (2) Report on class observation for lecturers

- (3) Lecturer Feedback on course survey result report every semester

- (4) Lecturer surveying via students’ scientific research (assigned by Board of Dean)

- (5) Feedback of staff on the USSH documents, policies, decisions (on visions,

missions, development strategy of the university)

- (6) Staff performance assessment evaluation of the employers

All feedback of lecturers and staff are used to make improvement on the FIR’s vision,

mission, strategy, learning outcome, curriculum, and teaching method. At the same time,

the self-evaluation of lecturers is also the stimulation for lecturers to improve their teaching

quality.

14. OUTPUT

14.1 The pass rate is satisfactory and dropout rate is of acceptable level

The graduation rate of FIR students is always at the top rate of the USSH, above 80% of

the in-take students of each batch. Especially since 2006, whereas the average of graduation

of USSH in general was significantly decreased after adapting the credit-based system, the

faculty’s rate of graduation still remains among the highest of the USSH (above 80%), which

reflects the consistency in amendment and adjustment of the curriculum, as well as the

helpful consultancy of the faculty towards students.

TABLE 14.1 GRADUATION RATE OF BA IN INTERNATIONAL RELATION PROGRAMME

N. Cohort 2005-2009 2006-2010 2007-2011 2008-2012 2009 -2013

% N % N % N % N % N

90

1 Intake 100 152 100 189 100 156 100 181 100 157

2 Graduates after 4 years

77.6 118 75.1 142 78.2 122 73.5 133 81.6 128

3 Graduates after more than 4 years

0 0 6.9 13 9.0 14 11.6 21 / /

4 Dropouts 22.4 34 11.1 21 1.3 2 4.4 8 / /

5 Non - Graduating students

0 0 6.9 13 11.5 18 10.5 19 18.5 29

The dropout rate of recent batches is about 6 – 10%, most of them are students that

change the major or study abroad. This rate is quite acceptable comparing to the average of

the USSH and other closed disciplines.

The graduation rate of recent students is increasing every year as showed in the table.

Besides, the number of graduates with merit, distinction and high-distinction is slightly

increasing over years. However, because of the characteristics of credit-based system in

which thesis and dissertations are not compulsory and only for top-score students (5%-10%

of the batch), the number of student’s theses is less than previous years in school-year

based system.

14.2 Average time to graduate is satisfactory

As mentioned above, the programme of Bachelor in International Relations consists of

140 credits, allocated in 8 semesters (2 semesters/ academic year). Averagely, students

have to take 16-20 credits in every semester. Depend on the enrolment registry of students

and availability of the faculty, summer semester can be opened for students besides 2 main

semesters. Additionally, according to the regulations in credit-based education system,

students can shorten or lengthen their time of study in accordance with their needs, from

minimum 6 semesters up to 12 semesters to complete the programme (equal to 3.5

academic years to 6 academic years).

Most students of FIR graduate in time after 8 semesters or 4 academic years. Since the

batch 2006-2010 (credit-based system), about 5-15% of students graduate after more than

4 years because of lacking foreign language certificate (students in credit-based system are

91

required to accumulate certificate of High Competency in English language, such as IELTS

6.0, TOEFL 80, TOEIC 650 and equivalent).

For above reasons, the FIR has implemented measures such as (1) amending the

language curriculum and teaching methods, as well as the teaching content which pay more

attention in learner’s progress and expected learning outcome (here expected levels of

English competency), (2) requiring lecturers to impose learning outcome in course syllabi,

(3) requiring and guiding students to set up their detailed study plans for 4 years and

evaluate them after each academic year. These measures have brought positive effects on

student’s results, which reflect on the increasing rate of graduation since the batch 2008-

2012.

14.3 Employability of graduates is satisfactory

Students of FIR after graduation have various choices of career, ranging from related

fields in Diplomacy, Foreign affairs, international cooperation to those such as PR,

Marketing, Communication and Journalism related to International Relations and world

politics.

Table 14.2 below presents list of companies employing FIR graduates who took part in

Employer Conference in recent year (2013):

PUBLIC SECTOR

1. The Ho Chi Minh City Foreign

Affairs Office

2. The Binh Duong Province

Foreign Affairs Office

3. The Dong Nai City Foreign Affairs

Office

4. The Da Nang City Foreign Affairs

Office

5. The Tien Giang City Foreign

Affairs Office

6. The Nha Trang City Foreign

Affairs Office

7. The Long An Province Foreign

Affairs Office

8. The People’s Committee of Gia

Lai Province

9. The Ho Chi Minh City Television

Station

10. The Vietnam Television Station

11. The YanTV Television Stattion

12. The Ho Chi Minh City Law

Newspaper

13. Thanh Nien Newspaper

14. Tuoi Tre Newspaper

15. The Ho Chi Minh City

EDUCATION SECTOR

20. Thu Dau Mot University

21. Ho Chi Minh City University of

Foreign Language and Information

Technology

22. University of Social Sciences and

Humanities, Ho Chi Minh City

23. Foreign Affairs Office, USSH, HCMC

24. International University, Ho Chi

Minh City

25. Foreign Affairs Office, Polytechnic

University, HCMC

26. Foreign Affairs Office, University of

Social Sciences, HCMC

INTERNATIONAL ORGANIZATIONS

27. Ministry of Foreign Affairs, Laos

28. Development Bank, Laos

29. Consulate General of the United

States, HCMC

30. Consulate General of the United

Kingdom, HCMC

31. Consulate General of Singapore,

HCMC

32. The American Center, HCMC

33. Amcham Vietnam, HCMC

34. Eurocham Vietnam, HCMC

35. IDP Education, Ho Chi Minh City

36. Abbott Vietnam

37. German Red Cross

38. NGOs, Ho Chi Minh City

PRIVATE SECTOR

39. CatTienSa

40. Lazada LTD

41. MILSTONE LTD

42. TalentViet

43. AMADA Joint stock Company

44. HSBC Bank

45. Sacombank

46. BIDV Bank

47. Vietjet Airline

48. Asia Motions LTD

49. Lê&Trần and Partners Law firm

50. Truong An Phat Investment LTD

Company

51. RH Group

92

Department of of Agriculture

and Rural Development


Department of Justice


Department of Culture, Sports

and Tourism

18. The Binh Dinh Provice Office of

Rural Development

19. Petrol Vietnam

The faculty also collects data of graduates’ average salary via graduation surveys,

electric questionnaires, and telephoning interviews (right at the graduation, 6 months and 1

year after the graduation). The average salary of majority of fresh graduates (60%) is from

5.000.000Vnd to 8.000.000Vnd, about 10% of fresh graduates can earn more than

8.000.000Vnd up to 15.000.000Vnd, and about 30% earn from 3.000.000Vnd to

5.000.000Vnd.

According to employer surveys, most recruiters highlight the flexibility, resilience and

adaptability of IR graduates, as well as high competency in English and professional skills

such as work in group and work independently, presentation and communication skills.

About 10% of graduates continue their study in the second degree, Master and higher

programmes, both in Vietnam and foreign countries.

14.4 The level of research activities by academic staff and students is satisfactory

At the FIR, there are annually around 6 to 10 qualified students, who are selected to

write up theses. The number of the honor students is comprised of 3-10% of the total

number of students. Thanks to the university’s fund, there are around 8-10 research work

registered by several groups of IR students (30 students). Since the year of 2010, there have

been 4 research projects, that win the EURECA Award of the Youth Union of Ho Chi Minh

City, and respectively there have been also 4 research projects that are awarded by the

MOET and the Young Talent Researcher Award of Vietnam.

Additionally, a number of students have participated in internal and external

conferences. They are also co-writers of papers submitted into these conferences such as

the Conference on the South China Sea Disputes. Moreover, there are 3 students who gain

the scholarships of the Research Fund on the South China Sea Disputes in 2012 and 2013

accordingly. Besides, students successfully enroll into the international exchange programs

at the Royal University of Phnom Penh, the Bayer Young Environmental Envoy Program.

93

In the recent years, there are an increasing number of research papers, prepared and

written by the FIR’s teaching staffs for conferences and journals both locally and regionally.

Their research work is recognized and published in accredited journals. Besides, the faculty

holds several conferences on the American Studies, the United States of America’s foreign

policy, and the US. Pivot to Asia. [Exh 14.4]

Additionally, many teaching staffs are sent to study and train abroad for their MA/PhD.

degree or their own research. There are accordingly 6 PhD. candidates and 8 graduate

students who are now studying in the US, Australia, Japan, Hong Kong – China, Philippines,

and the Netherlands.

15. STAKEHOLDERS SATISFACTION

15.1 The feedback from stakeholders is satisfactory

Under the instruction and supervision from USSH Office of Educational Testing and

Quality Assurance, the FIR has conducted surveys among stakeholders who are consisted of

students, alumni, public, and industries to evaluate the process and the outcomes of

educational activities, to have feedback and suggestion on the teaching and learning quality.

Regarding to the students surveys the IR programme in 3 recent years including course

sequence, course content, and materials, lecturers’ level performance, there is a high

percentage of students with high satisfaction (around 78% of interviewed students).

The University and Faculty have taken surveys on graduates in term of their ability to

apply learned knowledge and skills to currents job, necessary qualities to succeeded in

working. The results from the office of assessment quality insurance show that there is a

high number of students applying their knowledge on jobs and working environment.

Besides, the Faculty also consults the information about the labor market through

broadcast, news, and published media, which shows that the MA programme in IR is always

received high appreciation and ranked among top high school student’s choices for higher

education courses.

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PART 3: STRENGTHS AND WEAKNESSES ANALYSIS

ANALYSIS OF STRENGTHS AND WEAKNESSES

CATEGORY STRENGTH WEAKNESS IMPROVEMENT

1 - The expected learning

outcomes has been clearly

formulated and translated

into the programme.

- The programme promotes

life-long learning by offering

its graduates the ability to

develop their own

personality, the ability to

further study and work in a

global environment with

strong transferable skills.

- The participation of the industry

in the development of the

expected learning outcomes has

not yet added as much value as

expected. Unlike graduates of

technical education, graduates of

programmes of social sciences

and humanities tend to work in a

more diverse range of jobs.

Therefore, the industry tends to

come up with a very diverse set

of opinions about expected

learning outcome.

- Communicate the industry

about the development of

educational programme

and its expected learning

outcomes and how the

industry can support this

development. This can be

done at the Employer

Conference or by inviting

more employers to

participate in

extracurricular/ student

clubs’ activities.

2 - The programme

specification is designed in

conformity with AUN

guidelines, MOET standard

format, VNU-HCM and USSH

regulations.

- The curriculum map clearly

shows the expected learning

outcomes and how these can

be achieved.

- All courses’ syllabi follow a

standard format providing

detailed description of the

- Continue to improve the

process for reviewing the

programme specification.

95

course, course learning

outcomes, teaching plan,

assessment methods, etc…

- The programme

specification is well

communicated and made

available online and in print.

3 - The curriculum structure

shows clearly generic

courses, specialized courses,

selective courses, study

tours/internship, and the

final dissertation.

- The number of selective

courses are improved and

restructured in line with

specialized knowledge in

each field of IR major

- Enhance the connectivity

among faculties within the

university, as well as other

members in Vietnam

National University, in order

to provide students with

opportunity accumulating

credits from other special IR

research fields.

4 - The teaching and learning

strategy stimulates action

and facilitates learning to

learn. FIR courses are

designed to include a diverse

set of activities/assessment

methods to encourage

students’ responsibility in

learning and promote their

engagement.

In some theory-based courses

within generic knowledge, Due to

large-size classes, the interaction

between lecturers and individual

students are limited. Large-size

classes also limit the design and

execution of some class activities.

- Propose the university to

have a roadmap to step by

step reduce the class size in

parallel with the

improvement of teaching

quality in general.

5 - Student assessment is

conducted in a

comprehensive manner from

- Continue to review

assessment criteria on a

periodical basis.

96

admission to graduation.

- Assessment arrangements

correspond to all aims and

aspects stated in the

curriculum.

- A varied range of

assessment methods are

utilized.

- The criteria for assessment

are explicit and well

communicated to both

lecturers and students.

- The standards applied in

the assessment are explicit

and consistent.

6 - Most of FIR’s lecturers were

graduated abroad, young

and energetic. They are keen

on applying a diverse range

of new teaching and learning

methods and utilizing well a

variety of instructional

media. They are willing to

learn from colleagues, listen

to students and other

stakeholders to continuously

improve themselves.

- The system of recruitment,

appraisal, and promotion is

well defined and consistently

implemented.

- Lecturers may take on additional

jobs outside the university due to

the fairly low income they receive

from the university and the

availability of higher-income

opportunities outside the

university.

- Every year, FIR proposes

the university to have a

detailed plan to increase

the income of lecturers.

- FIR continuously

encourages and facilitates

conditions for its lecturers

to find opportunities to

pursue further education

abroad.

97

7 - Competent and adequate

library staff. FIR’s students

can enjoy library services at 3

levels: VNU-HCM central

library, USSH library and FIR’s

own library.

- FIR’s library staffs are highly

praised by students for their

effective support in giving

advices of learning materials.

- Competent and adequate

laboratory and computer

facility staff.

- Competent and adequate

student service staff.

- FIR’s library staffs are also

lecturers.


recruit a dedicated service

staff for FIR’s library.

8 - The strict university-

entrance exams and the fact

that the passing grade of

FIR’s first year students are

always in the top two of the

university’s faculties helps

the FIR to have good quality

student intakes.

- The student intake policy

complies with MOET rules

and regulations.

- The student admission

process is satisfactory for

both students and their

parents as they can receive

support from the

- MOET has just adopted a new

policy regarding student intake

policy, effective from the

upcoming academic year. It will

take at least a few years to

evaluate the effectiveness of the

new system.

- The new system grants

more autonomy for

academic institutions in

recruiting students. FIR will

take advantage of the new

system to select better

quality students.

98

Department of Academic

Affairs, the FIR and its

student clubs.

- For English courses for first-

year students, FIR will take

into account individual

student’s grade of English

language in the university

entrance exams and its own

placement test in order to

classify and come up with a

teaching plan of English

course to ensure that

student meet the

requirement of English

language upon graduation.

- The actual study load is in

line with the prescribed load

and there is a good balance

between academic and non-

academic activities.

9 - FIR’s system to monitor

student progress is well

designed and implemented.

- Students get adequate

academic advice, support

and feedback on their

performance via various

channels.

- Mentoring for students are

also adequately executed

- FIR’s students spend their

freshmen, sophomore, and junior

years in Thu Duc Campus, while

FIR Support Office located in the

city campus. Although, FIR

support staffs can be easily

reached by phone or email,

sometimes students have to

travel to the city campus to

obtain or submit hard copy

- To further develop the

culture of continuous

improvement, FIR will

continue provide trainings

for its lecturers on listening

skills and counselling skills

so that each FIR lecturer

can be acted as a reliable

mentor of his/her students.

- FIR’s Board of Deans has

99

through different channels

such as through student

clubs’ advisors, homeroom

teachers, FIR support staff,

and FIR Board of Deans.

- FIR provides satisfactory

physical, social and

psychological environment

for its students.

documents. requested the university’s

Office of Facility and

Equipment Management to

set up another Support

Office in Thu Duc campus

from the next academic

year.

10 - Lecture facilities are

adequate.

- The library is adequate and

up-to-date.

- The university’s well-functioned

Learning Management System

has not yet been set up.

- Continue to work with the

university to solve

difficulties in facility and

infrastructure

development.

11 - The curriculum is developed

and evaluated with the

involvement of all teaching

staff members, students, and

the industry.

- The curriculum is evaluated

and revised every two years.

- The position of QA staff is

subject to frequent changes as

he/she goes abroad to pursue

futher study.


recruit a dedicated QA staff

so that lecturers do not

have to take two roles and

to ensure the stability of

this position.

12 - Training and development

needs for academic and

support staff are assessed on

a yearly basis, taking into

account individual

aspirations, the curriculum

and the university

requirements.

- Many opportunities for

professional development

- Continue creating

favourable conditions for

academic and support staff

to further develop

themselves academically

and professionally.

100

are created and provided for

academic and support staff.

13 - There is adequate

structured feedback from

students and other

stakeholder. This is a

valuable source of input for

FIR’s curriculum

development as well as its

other activities.

- The interaction with the

industry is not as strong as

expected.

- FIR will maintain its

activity to collect feedback

from different stakeholders

on a regular basis.

- Deepen the partnership

with the industry.

14 - The pass rate of about 80%

is satisfactory and the

dropout rate ranging from

6% to 10% is of acceptable

level.

- The average time to

graduate is about 4 years,

which deems to be

satisfactory.

- FIR’s students are offered

considerable opportunities

to work and/or study higher.

- The quantity and quality of

research activities are

increasing.

- More sophisticated

investigation and analysis of

student employability will

be done in the coming

years, thereby providing

better insight of the

situation.

15 - The student surveys are

conducted on a regular basis.

Feedback from

students/alumni/employers

is taken into serious

consideration.

- FIR will continue to plan

and conduct stakeholders’

surveys on a regular basis.

- Deepen the partnership

with the industry.

101

- According to those surveys,

the feedback from students,

alumni and employers are

satisfactory.

SELF-ASSESSMENT

Criteria 1 2 3 4 5 6 7

1. Expected Learning Outcomes

1.1 The expected learning outcomes have been clearly formulated

and translated into the program of International Relations

X

1.2 The program promotes learning to learn and life - long

learning

X

1.3 The expected learning outcomes cover generic skills and

knowledge as well as specific skills and knowledge

X

1.4 The expected learning outcomes clearly reflect the

requirements of the stakeholders

X

Overall Opinion 5.75

2. Program Specification

2.1 The university uses program specification X

2.2 The program specification shows the expected learning

outcomes and how these can be achieved

X

2.3 The program specification is informative, communicative, and

made available to the skateholders

X


3. Program Structure and Content

3.1 The program content shows a good balance between generic

and specialized skills and knowledge

X

3.2 The program reflects the vision and mission of the university X

102

3.3 The contributor made by each course to achieving the learning

outcomes is clear

X

3.4 The program is coherent and all subjects and courses have

been integrated

X

3.5 The program shows breadth and depth X

3.6 The program clearly shows the basic courses, intermediate

courses, specialized courses and the final project, thesis or

dissertation

X


4. Teaching and Learning Strategy

4.1 T The faculty or department has a clear teaching and learning

strategy

X

4.2 The teaching and learning strategy enables students to acquire

and manipulate knowledge academically

X

4.3 The teaching and learning strategy is student oriented and

stimulates quality learning

X

4.4 The teaching and learning strategy stimulates active learning

and facilitates learning to learn

X


5. Student Assessment

5.1 Student assessment covers student entrance, student progress

and exit tests

X

5.2 The assessment is criterion referenced X

5.3 Student assessment uses a variety of methods X

5.4 The assessments reflect the expected learning outcomes and

the content of the program

X

5.5 The criteria for assessment are explicit and well-known X

5.6 The assessment methods cover the objectives of the

curriculum

X

5.7 The standards applied in the assessment are explicit and

consistent

X

103


6. Academic Staff Quality

6.1 The staff are competent for their task X

6.2 The staff are sufficient to deliver the curriculum adequately X

6.3 Recruitment and promotion are based on academic merits X

6.4 The roles and relationship of staff members are well defined

and understood

X

6.5 Duties allocated are appropriate to qualifications, experience

and skills

X

6.6 Staff workload and incentive systems are designed to support

the quality of teaching and learning

X

6.7 Accountability of the staff members is well regulated X

6.8 There are provisions for review, consultation, and

redeployment

X

6.9 Termination, retirement and social benefits are planned and

well implemented

X

6.10 There is an efficient appraisal system X


7. Support Staff Quality

7.1 The library staffs are competent and adequate in providing a

satisfactory level of service

X

7.2 The laboratory staff are competent and adequate in providing

a satisfactory level of service

X

7.3 The computer facility staff are competent and adequate in

providing a satisfactory level of service

X

7.4 The student services staff are competent and adequate in

providing a satisfactory level of service

X


8. Student Quality

8.1 There is a clear student intake policy X

8.2 The student admission process is adequate X

104

8.3 The actual study load is in line with the calculated load X

Overall Opinion 6.3

9. Student Advice and Support

9.1 There is an adequate student progress monitoring system X

9.2 Students get adequate academic , advice, support and

feedback on their performance

X

9.3 Mentoring for students is adequate X

9.4 The physical, social and psychological environment for the

student is satisfactory

X


10. Facilities and Infrastructure

10.1 The lecture facilities (lecture halls, small course rooms) are

adequate

X

10.2 The library is adequate and up-to-date X

10.3 The laboratories are adequate and up-to-date X

10.4 The computer facilities are adequate and up-to-date X

10.5 Environmental health and safety standards should meet the

local requirements in all respects

X


11. Quality Assurance of Teaching and Learning Process

11.1 The curriculum is developed by all teaching staff members X

11.2 The curriculum development involves students X

11.3 The curriculum development involves the labor market X

11.4 The curriculum is regularly evaluated at reasonable time

periods

X

11.5 Courses and curriculum are subject to structured student

evaluation

X

11.6 Feedback from various skateholders is used for improvement X

11.7 The teaching and learning process, assessment schemes, the

assessment methods and the assessment itself are always subject

to quality assurances and continuous improvement

X

105


12. Staff development Activities

12.1 There is a clear plan on the needs for training and

development of both academic and support staff

X

12.2 The training and development activities for both academic

and support staffs are adequate to the identified needs

X


13. Skateholders Feedback

13.1 There is adequate structured feedback from the labor market X

13.2 There is adequate structured feedback from the students and

alumni

X

13.3 There is adequate structured feedback from the staff X


14. Output

14.1 The pass rate is satisfactory and dropout rate is of acceptable

level

X

14.2 Average time to graduate is satisfactory X

14.3 Employability of graduates is satisfactory X

14.4 The level of research activities by academic staff and

students is satisfactory

X


15. Stakeholders Satisfactory

15.1 The feedback from stakeholders is satisfactory X


OVERALL VERDICT 5.74

106

LIST OF EXHIBITS

No. CODE NAME/ BRIEF DESCIPTION OF EXHIBIT

1 Exh1.1 Programme specification

2 Exh1.2 Programme Learning outcome

3 Exh1.3 Student handbook

4 Exh1.4 PLOs and Programme Specification publication on Faculty’s Website

5 Exh1.5 Programme Leaflets

6 Exh1.6 University documents on Stakeholders feedback on PLOs

7 Exh1.7 Curriculum Map

8 Exh1.8 Course Syllabi

9 Exh1.9 Minutes of Scientific Council’s meetings and stakeholders meetings on curriculum programme amendment

10 Exh1.10 Minutes of Faculty meetings on teaching and learning strategies

11 Exh1.11 Materials of training on university study

12 Exh1.12 Materials of training on scientific research

13 Exh1.13 Regulations on foreign language learning

14 Exh1.14 List of student’s scientific research

15 Exh1.15 Decision on Establishment of Department

16 Exh1.16 Decision on Establishment of Faculty

17 Exh2.1 Programme specification

18 Exh2.2 (1.8) Course syllabi

19 Exh2.3 Programme leaflet

20 Exh2.4 FIR Student’s handbook

21 Exh2.5 (1.4) Website FIR, website USSH

23 Exh2.6 (1.7) Curriculum map

24 Exh2.7 Learning & teaching schedules

25 Exh3.1 (1.1) Programme specification

26 Exh3.2 (1.9) Minutes of Scientific council and stakeholders on Programme amendment

27 Exh3.3 (1.7) Curriculum map

28 Exh3.4 VNU-HCM’s vision and mission

29 Exh3.5 HCMUSSH’s vision and mission

30 Exh3.6 FIR’s medium strategic plan (2011-2015)

31 Exh3.7 (1.2) PLOs

32 Exh3.8 Example syllabus (reflects the PLOs) (ASEAN course)

33 Exh3.9 Procedure of programme and PLOs Amendment

34 Exh3.10 Student handbooks (prerequisite requirements for course enrollment)

35 Exh3.11 Example of syllabus (Introduction to Scientific research methods in IR)

36 Exh3.12 List of compulsory and selective courses

37 Exh3.13 Schedule and photos of fieldtrip on Vietnamese History

38 Exh3.14 Schedule and photos of internship on Consular and Diplomatic Protocol course

39 Exh3.15 list of student’s theses and dissertations

107

40 Exh3.16 Sample of student’s theses and dissertations

41 Exh3.17 Plan on collecting stakeholders feedback

42 Exh3.18 Programme curriculum of each academic year from 2006 to 2014 (Reflect Programme Curriculum changing)

43 Exh4.1 (1.8) Course syllabus (parts of teaching methods/ learning requirements)

44 Exh4.2 Materials of University Teaching Methods Training

45 Exh4.3 Materials of Using ITC in Teaching Training

46 Exh4.4 Minutes of FIR Teaching Methods Training

47 Exh4.5 Materials of Using English as a means of Teaching specialized

48 Exh4.6 courses Training Materials of Young Lecturers Training

49 Exh4.7 Sample of Tests, Assignments, Exercises (History of IR course)

50 Exh4.8 Sample of Essay (Globalization course)

51 Exh4.9 Sample of Thesis/dissertation

52 Exh4.10 List of Student Scientific Research each year

53 Exh4.11 Sample of Student Scientific Research

54 Exh4.12 University and Faculty Development Strategy (Student-centered Teaching Methodology section)

55 Exh4.13 Photos of lessons on Educational Management Software

56 Exh4.13 Using IT in Teaching and Learning (Blackboard, E-learning)

57 Exh4.14 Sample of Course Evaluation report and Student’s feedback form

58 Exh4.15 Vietnamese History Fieldtrip Content (year 2)

59 Exh4.16 Samples of Fieldtrip Reports (year 2)

60 Exh4.17 Foreign Country Study Tour Content (year 4)

61 Exh4.18 Samples of Study tour Reports

62 Exh5.1 Programme specification (Admission policy)

63 Exh5.2 Handbook of Understandings of VNU enrollment and admission

64 Exh5.3 Input and output result analysis

65 Exh5.4 Sample of Course syllabus (Assessment section)

66 Exh5.5 Student Handbook (Student evaluation section)

67 Exh5.6 Procedure and Regulation of Appraisal and revision of test results

68 Exh5.7 List of test revision requirements

69 Exh5.8 Samples of test result revision settlement

70 Exh5.9 Samples of Test and Score Rubric

71 Exh5.10 Sample of Internship Appraisal

72 Exh5.11 Sample of Thesis Assessment Form (for teacher/ supervisor)

73 Exh5.12 Sample of Student Scientific Research Assessment

74 Exh5.13 History of International Relations Syllabus (Assessment), sample tests, presentations, multiple choice quiz, and essay questions

75 Exh5.14 Sample of Sets of assignment criteria and assessment

76 Exh6.1 List of Faculty members

77 Exh6.2 Curriculum Vitae of FIR Academic Council and Lecturers

78 Exh6.3 Working procedure and duty description of FIR’s staff

79 Exh6.4 Faculty’s Annual report (Part of outstanding lecturers)

80 Exh6.5 List of scientific research, ISBN/ISSN Articles and papers

81 Exh6.6 Student/Lecturer ratio

82 Exh6.7 (4.2) Materials of University Teaching Methods Training Course

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83 Exh6.8 (4.3) Materials of Using ICT in Teaching and Learning Training Course

84 Exh6.9 (4.4) Materials of Minutes of FIR Teaching Method Training Course

85 Exh6.10(4.5) Materials of Using English as a medium instruction in Teaching Specialized Courses Training Course

86 Exh6.11(4.6) Materials of Young Lecturer Training Course

87 Exh6.12 Alumni Evaluation Form

88 Exh6.13 Instructor Observation Report

89 Exh6.14 Self-Assessment Report

90 Exh6.15 Samples of Lectureship Application

91 Exh6.16 Lecturer’s Demo-class Files and minutes on Demo-class section

92 Exh6.17 Regulations on Recruiment, Promotion, and Termination

93 Exh6.18 Decision on Home Teacher and Academic Adviser Appointment (2009-2014)

94 Exh6.19 Minutes on Tasks Assignment and Faculty Regular Meetings

95 Exh6.20 Minutes of Academic Year Summary Meeting

96 Exh6.21 MOET’s regulation of lecturers’ roles, missions, and duties

97 Exh6.22 Academic staff, officers Law

98 Exh6.24 Regulation of USSH lecturers’ roles, missions, and duties

99 Exh6.23 Regulations of recruitment and management on academic staff officers

100 Exh6.25 Procedure of assessment, amendment on lecturers’ duties

101 Exh6.26 Template of working contract

102 Exh6.27 Template of Termination for disqualified lecturers

103 Exh6.28 Retirement Procedure

104 Exh6.29 Working Contracts

105 Exh6.30 Process of university’s rewarding

106 Exh6.31 Regulation of rewarding

107 Exh6.32 Regulation of social welfare

108 Exh7.1 List of Supporting Staff (Academic Affairs, Student Affairs, Library, IT Center)

109 Exh7.2 Job description (Academic Affairs, Student Affairs, Library, IT Center)

110 Exh7.3 (6.24) Recruiting Procedure

111 Exh7.4 Feedback Report (evaluation of all courses)

112 Exh8.1 Admission Policy

113 Exh8.2 Admission Handbook

114 Exh8.3 Website photographs of admission and enrollment announcement

115 Exh8.4 Regulations on Direct recruitment (Exemption from the Entrance Examinations)

116 Exh8.5 Transcripts of Students Input for each Intake

117 Exh8.6 The table compares the academic matriculation ratio with other Faculties and other universities

118 Exh8.7 Career-orientation counseling activities

119 Exh8.8 Leaflet of Student Studying Guide

120 Exh8.9 Teaching Schedules for each academic year

121 Exh8.10 University Student Handbook

122 Ehx8.11 Faculty Student Handbook

123 Exh8.12 Regulation of credit-based training (part of the academic requirement)

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124 Exh8.13 The extra-curricular activities of students

125 Exh8.14 Report on Student ‘scientific research conference

126 Exh8.15(1.8) Sample Syllabus (Time Distribution)

127 Exh9.1 Regulations on Student Counseling

128 Exh9.2 Book of Grading extra-curricular activities of students

129 Exh9.3 Sample transcript of grading extra-curricular activities of one class

130 Exh9.4 Files Record of Student Administration and Consultancy

131 Exh9.5 Procedure of Student Counseling (of the Faculty)

132 Exh9.5 Procedure of Student Counseling (of the Faculty)

133 Exh9.4 Student Counseling Handbook

134 Exh9.6 Regulations on the duty of studying counseling of the University

135 Exh9.5 Regulations on the duty of studying counseling of the Faculty

136 Ehx9.7 Regulations on the duty of Student affair assistant

137 Exh9.8 Procedure of Announcement and Test result revision

138 Exh9.9 Photographs of the test result revision’s feedback

139 Exh9.10 Sample of re-examination and test-result revision

140 Exh9.11 Evaluation result of student satisfaction of entire course

141 Exh9.12 Photographs of Complex gynasium (Thu Duc)

142 Exh9.13 Photographs of Self-study areas (Thu Duc)

143 Exh9.14 Photographs of Study Garden (Thu Duc)

144 Exh10.1 List of class rooms/ lecture halls

145 Exh10.2 Learning and Teaching Schedule (rooms attached)

146 Exh10.3 Annual Report and Plan of USSH’s Library in 2013 - 2014

147 Exh10.4 List of computer labs rooms, computers, facilities and infrastructure

148 Exh10.5 Documents about safety and environment protection

149 Exh10.6 Plans about assessment on safety and environment protection

150 Exh11.1 Stakeholders’ feedback Procedure

151 Exh11.2 Evaluation Form For Lecturers

152 Exh11.3 FIR’s Minutes about amendment on program curriculum

153 Exh11.4 Annual program curriculum

154 Exh11.5 Course Evaluation Form

155 Exh11.6 Programme Evaluation Form


157 Exh11.8 Course Evaluation Results Decision on Second semester of Academic Year 2010-2011 Summary Report and Course Evaluation – USSH, VNU

158 Exh11.9 Course Evaluation Results Report of Course Evaluation for Final year Students

159 Exh11.10 Results of Graduates Evaluation University Report of Graduates (who graduated in 2010) Evaluation

160 Exh11.11 Employer Evaluation Form

161 Exh11.12 Internship Evaluation Form (Internship Appraisal & Internship Report)

162 Exh11.13 Employer Evaluation Results

163 Exh11.14 Minutes of Amendment on program curriculum and expected learning outcome after getting recruiters’ feedback

164 Exh11.15 Regulations about assessment on all programme curriculums in the

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USSH

165 Exh11.16 Old and updated syllabi

166 Exh12.1 Strategies for Staff Development of FIR

167 Exh12.2(4.3-4.6) Training Programs on Enhancing Staff Capacity

168 Exh12.3 Lists of Teaching Staff Participating in Training Programs/Conferences

169 Exh12.4 Teaching Staffs Participating in Workshop on Intellectual Property Rights

170 Exh13.1 Procedure of getting stakeholders’ feedback

171 Exh13.2 Report of students’ evaluation results

172 Exh13.3 Report of graduates’ evaluation results

173 Exh13.4 Report of lecturers’ evaluation results

174 Exh13.5 Report of recruiters’ evaluation results

175 Exh13.6(1.9) Minutes of FIR Academic Council’s feedback in terms of admending the programme curriculum, expected learning outcomes, teaching and learning activities.

176 Exh14.1 Graduation rate of BA in International Relations Programme

177 Exh14.2 Meeting Minutes about approving graduation profiles

178 Exh14.3 Meeting Minutes about teaching process of all lecturers

179 Exh14.4 Lecture’s feedback on student evaluation of the course

180 Exh14.5 Awards for the scientific research by students

181 Exh14.6 Report survey on the graduates evaluation

182 Exh14.7 Report survey on the graduates’ careers evaluation, learning outcomes, and social demands

183 Exh14.8(6.5) List of scientific research, articles (ISBN)

184 Exh14.9(4.10) List of scientific research of students

185 Exh15.1 Evaluation of Stakeholders Procedure

186 Exh15.2 Course Evaluation Form


188 Exh15.4 Credit-based Evaluation Form (for teaching staffs)

189 Exh15.5 Class Observation Evaluation Form

190 Exh15.6 Employment Evaluation Form

191 Exh15.7 Internship Appraisal and Report

192 Exh15.8 Minute on Interviewing Teaching Staffs about Credit-based System

193 Exh15.9 News on FIR through newspapers