VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
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FACULTY OF LITERATURE AND LINGUISTICS
SELF-ASSESSMENT REPORT
FOR AUN-QA
BACHELOR OF ARTS IN LITERATURE PROGRAM
Ho Chi Minh City 8/2016
TABLE OF CONTENTS
LIST OF ABBREVIATIONS
EVIDENCE CODING
LIST OF TABLES
LIST OF FIGURES
ACKNOWLEDGEMENT
PART 1: INTRODUCTION
PART 2: AUN-QA CRITERIA REQUIREMENTS
CRITERION 1: EXPECTED LEARNING OUTCOMES
CRITERION 2: PROGRAM SPECIFICATION
CRITERION 3: PROGRAM STRUCTURE AND CONTENT
CRITERION 4: TEACHING AND LEARNING APPROACH
CRITERION 5: STUDENT ASSESSMENT
CRITERION 6: ACADEMIC STAFF QUALITY
CRITERION 7: SUPPORT STAFF QUALITY
CRITERION 8: STUDENT QUALITY AND STUDENT SUPPORT
CRITERION 9: FACILITIES AND INFRASTRUCTURE
CRITERION 10: QUALITY ENHANCEMENT
CRITERION 11: OUTPUT
PART 3: ANALYSIS OF STRENGTHS AND WEAKNESSES
PART 4: APPENDICES
LIST OF ABBREVIATIONS
No. Full words & phrases Abbreviations
1. ASEAN University Network – Quality Assurance AUN-QA
2. Bachelor of Arts BA
3. Conceive – Design – Implement – Operate CDIO
4. Full-time teaching staff FT
5. Ho Chi Minh City HCMC
6. from same source ibid
7. Faculty of Literature and Linguistics FLL
8. Bachelor of Arts Program in Literature BA in Literature
9. Ministry of Education and Training (Vietnam) MOET
10. Program (Expected) Learning Outcomes PLOs
11. Quality Assurance Unit QAU
12. Self-Assessment Report SAR
13. University of Social Sciences and Humanities USSH
14. Vietnam National University – Ho Chi Minh City VNU-HCM
EVIDENCE CODING
The exhibition and source of evidences are encoded as follows:
[Exh x.y.z], meaning
Exh: Exhibition / Evidence
x: The order of Criterion (according to AUN-QA guidelines)
y: The order of Sub-criterion (according to AUN-QA guidelines)
z: The order of supporting document and evidence
Example:
[Exh 1.1.1]: is understood as the first source or exhibition of evidence for Sub-criterion 1 of Criterion 1.
LIST OF TABLES
Table 0.1. FLL academic programs
Table 0.2. List of FLL Administrative staffs
Table 1.1. Program expected learning outcomes (Output standards)
Table 1.2. Course expected learning outcomes in the timely order
Table 1.3. Distribution of knowledge and skills over subject-specific and generic modules
Table 2.1. Parts of the BA program specification in Literature and Linguistics
Table 2.2. Description of program adjustment
Table 2.3. Description of course adjustment
Table 2.4. Brief description of BA in Literature
Table 3.1. Matrix between courses and PLOs and career orientations
Table 6.1. FLL Faculty Staff in FTE
Table 6.2. The ratio FTE faculties/students
Table 6.3. The list of FLL lecturers participating in international cooperating activities from 2010 until now
Table 7.1. List of assistants for academic and student affairs
Table 7.2. FLL staff in FTE
Table 7.3. Ratio FTE of staff/faculty and staff/student
Table 7.4. FLL assistants of scientific and extra-curriculum affair
Table 7.5. List of support staffs and their academic degrees
Table 8.1. The number of students attending the entrance exam in comparison with the students admitted to the FLL
Table 8.2. Benchmarks of admission in the period 2011-2015
Table 8.3. Benchmarks of FLL input grade in the period 2011 – 2015 in comparison with of other institutions
Table 9.1. Vietnamese documents in the Center of Sinology and Nom Studies
Table 9.2. Sino-Nom documents, foreign literature, tool books in the Center of Sinology and Nom Studies
Table 10.1. List of BA in Literature feedback surveys
Table 11.1. Ratios of admitted students, enrolled students, graduates and early-leavers of the Literature specialization
Table 11.2. Ratio of graduates of the faculties of USSH
Table 11.3. Ratios of students graduating on time, early or late in the last 5 years
Table 11.4. List of student research awards in the last 5 years
Table 11.5. Ratios of student satisfaction
Table 11.6. The satisfaction of employers with FLL students
LIST OF FIGURES
Figure 1. FLL Organizational Chart
Figure 2. Proportion of knowledge modules in the BA in Literature (148 credits)
Figure 3. Proportion of knowledge fields in the BA in Literature (148 credits)
Figure 4. Courses in the BA program of FLL distributed into knowledge modules
Figure 5. Overview of BA in Literature
Figure 6. The process of design and development of the study program of FLL
ACKNOWLEDGEMENT
On behalf of Faculty of Literature and Linguistics, I would like express many thanks to all the faculty staffs who have been working very enthusiastically for this SAR.
I would like to express the great gratitude to the colleagues in other faculties including Faculty of Journalism and Communication, Faculty of English Literature and Linguistics, Faculty of International Relations, Faculty of Vietnamese Studies, for their sharing experience while doing the report.
I would also like to extend our deep appreciation to the professors and experts, both local and foreign, who have spending time on reading this SAR to make the common good of the FLL in particular as well as the USSH and VNU – HCMC in general. Thanks to their valuable comments and suggestions, we can accomplish the final complete version of this SAR.
And finally, we would like to thank all assessors, who will give us more comments and insights, show us what we are good at and what we are not as well. Through those, we can withdraw a lot of precious experience and make FLL better year by year, in order to gain what mentioned in the vision and mission of FLL, USSH and VNU-HCMC.
LE GIANG, PhD. Associate Professor
Dean
Faculty of Literature and Linguistics
PART 1
INTRODUCTION
The Faculty of Literature and Linguistics (FLL) has studied and applied the AUN-QA set of criteria in the Bachelor of Arts Program in Literature (BA in Literature) since 2011. This is considered as an important goal of the FLL strategic development and quality assurance plan for the period of 2016-2020. In order to attain this aim, setting the AUN-QA set of criteria as the foundation, the FLL has examined, analyzed and assessed the BA in Literature of FLL and related matters, then come up with a plan for quality improvement of the program.
1.1. Executive summary of the self-assessment report
The FLL has succesfully undergone internal quality assessment by USSH and VNU-HCM internal quality assurance council in 2013 with good results. Since then, the FLL has considered self-assessment as an important step in program quality assurance period, suitable for the demand of education development and renovation. This has strongly motivated the FLL in the self-assessment task. The result of AUN-based internal quality assurance also brings many experiences and ideas to the FLL so that the FLL can take advantage of its strengths as well as improve its weaknesses in education program. The FLL carried out the SAR-QA based on AUN standards follow the document number 74/XHNV-KT&ĐBCL (issued on Sep 24th 2015).
This self-assessment report (according to AUN-QA set of criteria) focuses on describing, analyzing and self-assessing the BA in Literature (full-time training) in 5 years from 2010 to 2015. All the FLL staffs are involved in this self-assessment report. Based on the AUN-QA set of criteria and the actual condition of the faculty, the FLL staffs are divided into 8 groups to build database, collect evidences according to the AUN-QA set of criteria, write the report and translate the report into English.
This report has two main objectives: (1) describing the fundamental factors built and developed by the FLL that suit the quality assessment criteria of AUN-QA, (2) identifying the FLL’s strengths and weaknesses and come up with detailed plan for improvement, and (3) setting a foundation on which the FLL continues to adjust the strategic plan on the trend of local and international integration.
FLL’s self-assessment report has four main parts: (1) a brief introduction of USSH and FLL, (2) a detailed analysis on the performance of the BA in Literature of FLL according to the AUN-QA set of criteria, (3) a summary of FLL’s strengths, weaknesses and improvement plans, and (4) a list of evidences used for the analyzing and self-assessing.
On the bright side, the BA in Literature can be self-assessed as basically meeting the AUN-QA set of criteria. The curriculum has been constantly updated to satisfy the social demands that have been changing rapidly under various influences. The FLL has both young and senior staffs that come from high-quality academic backgrounds, possess extensive knowledge and well-trained teaching skills in their specialized fields, and always put students at the center of teaching activities. The input quality of the program is at the average level, but the output is much higher.
On the other side, the program still contains a few weaknesses, most of which are due to prolonged difficulties faced by FLL, USSH, VNU and the entire Vietnamese society during its developing process. Financial support for academic activities need to improve because now has hardly been sufficient, bringing neither satisfactory payment nor adequate working conditions to the staff, that decreased a few points in the AUN-QA set of criteria. Those difficulties are the most daunting obstacles for FLL in improving qualities of the teaching staff and the program.
Having the BA in Literature assessed by the AUN-QA gives the FLL an opportunity to regionally benchmark the program and receive professional evaluation from the outside, based on which improving strategies will be designed to bring the FLL further and higher into the Asian tertiary educational community.
In quality assurance and assessment of USSH academic programs and curricula, FLL also has the needs for improvement and upgrading of its academic programs. According to the USSH’s Institutional QA guidelines [Exh 0.1.1], [Exh 0.1.2], [Exh 0.1.3], FLL build the process of quality assurance for FLL [Exh 0.1.4].
FLL compliances with quality assurance procedures by the USSH and Educational Testing and Quality Assessment issued in the following activities: disseminating information, the curriculum design and development process, the teaching and learning processes, the testing (organize examination, examination-paper, examinee and examiner, mark, re-inspection), stakeholders’ needs and feedbacks, staff recruitment procedure, cultural environment,... These processes are presented in section 2 of this report, especially presented in criterion 5 (Student Assessment), criterion 8 (Student Quality and Support) and criterion 10 (Quality Enhancement).
1.2. Background information of the University
Before 1975, the University was well known in the name The University of Saigon which was established in 1949 and later was given priority in development in 1957. After the country liberation (in 1975), the Faculty of Letters and Faculty of Sciences of The University of Saigon were merged into The University of Ho Chi Minh City in 1977, the largest training center for basic research in the South of Vietnam.
In 1996, the needs of further development and expansion made University of Ho Chi Minh City segregated into two institutions, University of Social Sciences & Humanities (USSH) and University of Natural Sciences, as two member institutions of Vietnam National University-Ho Chi Minh City (VNU-HCM).
VNU-HCM is envisioned to be “a high quality, high tech and multi-disciplinary training center for undergraduate and graduate studies and a 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 more specific, the vision and missions of VNU-HCM can be found in the website as follows:
Vision of VNU-HCM
VNU-HCM aims to become one of the top Asian higher education systems.
Mission of VNU-HCM
VNU-HCM is a training center that accumulates talented teachers and students; training human resources with high quality and producing important scientific research outputs. VNU-HCM pioneers in innovation and essentially contributes to the development of the country and society. VNU-HCM is administrated, managed and supervised 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.
Philosophy/values
- Leaners are fully and comprehensively developed, are the center of teaching and learning activities.
- Educational qualities are at the first priority in every activity.
- Independence and creativity are highly appreciated in scientific research and production.
- International cooperation is the key for the development of VNU-HCM.
- Professionality and productivity are important in administrative work.
- VNU-HCM is closely connected to the community and serves the community.
In alignment with the VNU-HCM vision, missions and objectives, the USSH state its visions and missions as follows:
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 institutions of Vietnam in social sciences and humanities, aiming to reach international standards of research 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 labours with high sense of national identities
- Professional services and scientific products fundamental to strategic social planning and national development.
Philosophy/values: Whole Person – Liberal – Multi Cultural Education
Whole Person Education: Training of educational products and comprehensive high quality, unbiased just on a certain criteria. Training of bachelor, master, doctoral have 4 qualities: Morality – Intelligence – Strength - Beauty.
Liberal Education: The program focuses on the extensive knowledge, high aggregate to form the ability to orient in the age of “multi-information”; reasonable balance between general knowledge and specialized knowledge, between knowledge of cultural, moral and scientific knowledge.
Multi Cultural Education: The program established three pillars, namely: Knowledge of Vietnam identity, specialized knowledge, and the adaptation with process of globalization.
In alignment with the VNU-HCM and USSH vision, missions and objectives, the Faculty of Literature and Linguistics (FLL) state its visions and missions as follows:
Vision of FLL
The Faculty of Literature and Linguistics (FLL) in the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (USSH, VNU-HCM) aims to become one of the top centers of literary and linguistic research and training in Vietnam; contributing to the development of literary studies in universities in Southern Vietnam, South Central Vietnam, and Western Highlands; working to become a prestigious faculty of literature and linguistics in Southeast Asia and South Asia.
Mission of FLL
On the basis of the mission that USSH has built, FLL defines its mission include: locating the important position of FLL inside USSH and building the ability and quality in researching and teaching.
Maintaining its traditional role as a key faculty of USSH, FLL produces human resource of high intellectual quality and good virtues, providing the society with scientific products of high quality and cultural values to serve the community.
FLL aims to become one of the two most-prestigious centers for researching and teaching literature in Vietnam, being highly ranked in East Asia and Southeast Asia.
Philosophy/Values
The USSH proposes these values in its Educational Philosophy, includes: Whole Person – Liberal – Multi Cultural Education. On that basis, FLL Educational Philosophy is created with 4 criteria: Scientific, Modern, Traditional and Practical
| Scientific | FLL aims to build a strong team of scholars, to renovate and update regularly the academic programs, and to concentrate in the research activities to become a significant research center of Vietnam. | |
| Modern | FLL aims to have modern academic programs and modern teaching methods, to use and exploit the new technology for teaching, learning and researching for turning a modern, respectful academic institute which can be compared with the high-ranking faculties in the region. | |
| Traditional | Contents of research and teaching focus on the problems of the nation, for the benefit and sustainable development of the nation. FLL endeavors to provide the students with the profound knowledge of the nation and to cultivate the national spirit in them. | |
| Practical | Contents and training objectives help students easily find a job, response the diverse needs for human resources of society. | |
1.3. Background information of the Faculty of Literature and Linguistics
Being one of the first-founded faculties of the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, the Faculty of Literature and Linguistics has a long history. Since its formation, the faculty has been developed aligned to vision, missions and objectives of USSH and VNU-HCM.
The BA in Literature offered by the FLL can be considered a traditional program with the strongest theoretical and practical background among the BA Program offered by USSH. Contributed by generations of knowledgeable and experienced teachers and researchers for more than 40 years, the program has grown in academic and educational quality, and been equipped with better facilities over time. The objectives have been regularly updated suitable to the development of USSH, the growing of of the literary field, and the changing social demands.
After 1975, the Department of Vietnamese Literature was formed through integrating the Section of Vietnamese Literature and the Section of Sinology of the Faculty of Letters. The new- formed department was complemented by teaching and researching staffs from Hanoi.
In 1977, the Faculty of Letters and the Faculty of Sciences were integrated to form the University of Ho Chi Minh City, the biggest researching and educating center of basic sciences in Ho Chi Minh City. In 1978, the Vietnam Ministry of Tertiary Education upgraded the faculty into the Faculty of Vietnamese Literature. In 1990, the faculty name was changed into the Faculty of Literature, expanding its specialized fields to world literature.
In May 1992, Department of Journalism was established within Faculty of Literature and started to offer the BA Program in Journalism. In August 1994, the Ministry of Education and Training changed the faculty name into the Faculty of Literature and Journalism. In May 2007, its name was once again changed into the Faculty of Literature and Linguistics after the Department of Journalism being segrated from the faculty.
In 1978, the Faculty of Vietnamese Literature had three departments of Literature, Linguistics, and Sinology-Nom Studies. It then was reorganized into 7 departments of Folklore and Cultural Studies, Vietnamese Literature and Literary Theory, Foreign Literature, Chinese Literature, and Journalism. The Department of Chinese Literature and the Department of Journalism were segrated from the faculty in 1998 and 2007, respectively, to form new faculties directly administered by the university. The rest were re-organized into departments of Folklore Studies, Vietnamese Literature, Literary Theory and Criticism, Foreign Literature and Comparative Literature, Linguistics, and Sinology-Nom Studies. In March 2008, the Department of Arts Studies was founded, interrelating the faculty’s strength of literature to studying other forms of arts.
The FLL has been maintaining its position as a key faculty of USSH, and has contributed significantly to the prestige of USSH and VNU-HCM in training human resources of social sciences and humanities in Southern Vietnam. Over four decades of its existence, the FLL has contributed to the society a vast amount of working people with both undergraduate and graduate qualifications. About 300 FLL students of all programs receive their degrees every year. The FLL has constructed and offered many new academic programs, established and developed many new academic units, which later have grown up significantly and become independent faculties in the university. Despite all the new creations towards various directions over the time, the core of the FLL still concerns literary studies, among which the BA in Literature plays the most important part.
The FLL offered 3 BA standard programs and 5 MA programs. The FLL enroll around 300 undergraduate students each year for the three full-time standard programs as assigned by USSH and VNU-HCM. Shortly after the enrolment, students with high input results will choose to take an entrance exam into the three honor programs. In each school year, the FLL provides education and training to approximately 1000 undergraduate students – which is the second top number in the university after the Faculty of English Linguistics and Literature – and about 300 graduate students, which is the top number in the university.
Table 0.1. FLL academic programs
| Undergraduates | Standard: Literature, Linguistics, Sinology-Nom Studies |
| Honor: Literature, Linguistics, Sinology-Nom Studies | |
| Graduates | Master: Vietnamese literature, Foreign Literature, Linguistics, Literary Theory and Sinology-Nom Studies |
| Doctorate: Vietnamese Literature, Literary Theory, Comparative Linguistics, and General Linguistics |
The FLL provides students with a liberal and professional academic environment that evokes their thirst for knowledge, encourages their creativity, and establishes their self-learning ability. There are currently 45 staff members in the FLL, containing 42 teaching members, and 3 support staffs. The staff contains 12 professors and associate professors, 22 PhDs, 20 MAs, and 3 BAs trained in Vietnam and other countries such as Russia, France, Australia, Sweden, and Taiwan. Many of the staff members have conducted researches or worked as guest professors in universities in the United States, Japan, Korea, France, Taiwan, etc. The FLL have also invited lecturers from other institutions in Vietnam.
Among various programs offered by the FLL, the BA in Literature has the top number of students and has always been at the top priority of investment. The program also sets a firm foundation for FLL’s higher programs in Vietnamese Literature, Literary Theory, and Foreign Literature.
Vietnamese is the official language used for teaching all courses of the BA in Literature of the FLL.
1.4. The BA literature program offered by the FLL
Developed from Vietnamese literature and ancient literature, literature major has gradually improved in training to not only focus on Vietnam Literature but also professional orientation of literary theory and criticism, foreign literature and comparative literature, and art studies. Despite of a basic science, literature major of the FLL also shows the abilities of development and innovation to suitable with the trend of education development and social needs. The success in the training process of full-time BA program for many years and the strength in honor program (from 2002) has demonstrated that this is a very potential major. The undergraduate and graduate students who choose the literature studies are always more numerous than other majors, and the output results have showed that the training orientation and objectives are suitable and the literature major has the high quality.
Currently, the BA in Literature is implemented in the credit-based program, which pays attention to:
- The succession in training, inter-connection with other faculties such as the Faculty of Journalism and Communication, the Department of Archival Science (Faculty of History);
- Developing and orienting the Department of Arts Studies to increase the opportunities of finding jobs for students.
- Students pursuing the literature major will have 3 career options to choose: (1) Researching and teaching literature and linguistics, (2) Newspapers, publishing, offices, (3) Art studies
1.5. Organizational structure of FLL
The FLL has 7 departments and 1 research library [Exh.0.5.1]. Among them, there are four departments which are responsible for literature major as: Vietnamese Literature, Literary Theory and Criticism, Vietnamese Folk Culture, Foreign Literatures and Comparative Literature. Besides, the Departments of Linguistics, Sinology-Nom Studies, Arts Studies are also an important supporting force to create the training process with knowledge background and positive advantages for literature major to meet the diverse and varied needs of society.
- Department of Vietnamese Literature is responsible for teaching the subjects of literary history from the classic period to modern/ contemporary period. The Department also undertakes the subjects of literary genres (poetry, novels, short stories), literary authors (Nguyen Trai, Nguyen Du, Ho Chi Minh, etc.);
- Department of Literary Theory and Criticism is responsible for teaching the subjects on literary theory and literary criticism. The Department is also responsible for the subjects of the literary process, the literary movements, the aesthetics;
- Department of Vietnamese Folk Culture is responsible for teaching the subjects related to Vietnamese folklore, Southern and Southern Highland folklore.
- Department of Foreign Literatures and Comparative Literature is responsible for teaching the subject of foreign literature and comparative literature, including the great literatures of the Oriental literature and Western literature such as Chinese, Indian, Japanese, Korean, South East Asian, Middle East, Russian, US, English, French, Greek and Roman literature.
- Department of Sinology-Nom Studies is responsible for teaching the subjects related to Sino, Nom and modern Chinese;
- Department of Linguistics is responsible for teaching the subjects of theories of Vietnamese linguistics as well as other special language issues.
- Department of Arts Studies is responsible for teaching the Art subjects including theories of art such as Introduction to Art studies and courses on other art forms such as music, cinema, theater and traditional arts;
- Center of Sinology and Nom Studies is responsible for archives of FLL research documents (including tens of thousands of the titles of research books, among them, there are thousands of the presses of Sino – Nom epitaphs), with a research projects on Vietnamese Sino-Nom heritage concentrated in the Southern region.
Figure 1. FLL Organizational Chart
FLL administrative staff consist of 4 members including FLL dean and 3 vice- deans [Exh 0.5.2] [Exh 0.5.3] [Exh 0.5.4], as shown in the following table:
Table 0.2. List of FLL Administrative staffs
| Position | Full name | Degree | Tel, email |
|
Dean/ Secretary of the FLL Communist Party Cell |
Lê Giang | Assoc.Prof. PhD. | This email address is being protected from spambots. You need JavaScript enabled to view it. |
| Vice Dean | Huỳnh Thị Hồng Hạnh | PhD. | This email address is being protected from spambots. You need JavaScript enabled to view it. |
| Trần Lê Hoa Tranh | Assoc.Prof. PhD. | This email address is being protected from spambots. You need JavaScript enabled to view it. | |
| Lê Quang Trường | PhD. | This email address is being protected from spambots. You need JavaScript enabled to view it. |
Other information
Address
Campus 1: Room A214, 10-12 Dinh Tien Hoang St., Ben Nghe ward, Dist. 1, HCMC
Campus 2: Linh Trung ward, Thu Duc Dist., HCMC
Tel: 08. 3829.3328 Ext: 146
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
Website: khoavanhoc-ngongu.edu.vn
1.6. How to consider the evidences
- FLL provides evidences from Exh 01. to Exh11., each Exh folder contains many small folders related and marked in numerical order.
- Every evidence has two versions: the first one is original version which in Vietnamese, the second one is translated into English. For the convenience of assessors when considering these evidences, both two versions are named in English. In general, the English version is included the most important files, the Vietnamese one is more adequate.
- The evidences from FLL works and science researches which were conducted by FLL professors, lecturers and students. Since the specific characteristics of this major, lecturers and students have published many products on printing journalism, electronic media, television... The best way to introduce these products is using Google Drive. FLL has assembled a list with these products’ links. The assessors can access these links to see more than 100 products.
For example: For Exh 1.1.1, please follow this link:
- The evidences are shared and edited on Google Drive therefore we recommend evaluating on this source. The print paper is only for general evaluation, for the full evidences please access the links attached.
PART 2
AUN-QA CRITERIA REQUIREMENTS
CRITERION 1
EXPECTED LEARNING OUTCOMES
1.1. The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university
The objectives of the Bachelor of Arts program in Literature (BA in Literature) are to produce graduates in the field of literature who possess high academic qualities and strong sense of virtues. Those graduates are supposed to have extensive and profound knowledge of their major, satisfactory working skills, and quick adaptability to jobs in the fields of culture and literature. Those objectives are all based on the career orientations provided by FLL, aligned with the strategy of USSH and VNU-HCM in developing training quality and producing intellectuals for the country [Exh 1.1.1].
As described in the Official Program of 2010, the BA in Literature is aimed to produce undergraduates who are faithful to their country, proud of their people; active, confident, responsible, serious, purposeful and well-cooperative in working; willing to serve communities and maintaining intellectual virtues [Exh 1.1.2].
Before 2007, literature students had just one career orientation of working in the literary field. Since 2007, to satisfy the social demands and learners’ preferences, the program has oriented its students towards three working categories: (1) literary researching, criticizing, and teaching; (2) journalism, publishing, and office working; and (3) arts studying. Educational objectives and job opportunities of the three categories are detailed in Table 3.1. and Figure 4 [Exh 1.1.3].
The educational objectives of the BA in Literature are presented through program expected learning outcomes (PLOs). The current PLOs of BA in Literature have been constructed and applied since 2012 and cover four domains of (1) Generic, field-basic and field-specialized knowledge, (2) Perceiving and thinking abilities, (3) Practicing skills, and (4) Attitudes; from all of which the information about job opportunities are provided to students [Exh 1.1.4].
Table 1.1. Program expected learning outcomes (Output standards) of 2014
|
Knowledge
|
- Basic knowledge of humanities and supporting/ supplement knowledge (ELO1) - Basic knowledge of Sinology, Nom studies and Vietnamese linguistics (ELO2) - Basic knowledge of Vietnamese folklore, Vietnamese classic and modern literature (ELO3) - Basic knowledge of trends and movements of prominent literature works and arts over the world (ELO4) - Deep knowledge of methods for literary and art studies, theories and criticism (ELO5) |
| Perceptive and thinking abilities |
- To memorize, to understand and to present (ELO6) - To apply and to analyze (ELO7) - To evaluate and generalize (ELO8) |
| Practical skills |
- Skills of researching and teaching Vietnamese literature (ELO9) - Skills of reviewing and criticizing literature and arts (ELO10) - Skills of reporting, editing and publishing (ELO11) - Skills of composing and storing administrative documents (ELO12) - Skills of synthesizing and presenting one’s own ideas (consisting of individual- and team-working skills, problem-solving skills, communicating skills) (ELO13) |
|
Attitudes
|
- Faithful to the country, proud of the people (ELO14) - Active, confident, responsible, serious, purposeful in working and well-cooperative in working (ELO15) - Willing to serve communities and maintaining intellectual virtues (ELO16) - Capable of long-life learning (ELO17) |
|
Potential career choices and opportunities for higher education
|
Potential career choices: Graduates of BA in Literature can work as: - Teachers or researchers of literature in high schools, colleges, institutes and research centers - Reporters or editors in newspapers and publishing houses - Administrative assistants in cultural, political or economic organizations Opportunities for higher education After completing their BA in Literature, graduates can continue their education in compatible or related post-graduate programs such as Vietnamese Literature, Literary Theories, Foreign Literature, Sinology and Nom Studies, Linguistics, Cultural Studies, Vietnamese Studies, Asian Studies, etc. in Vietnam and other countries. |
The BA in Literature is aimed to provides its students with general knowledge of humanities, field-basic and field-specialized knowledge of literature and arts; equip students with thinking methods and practical skills to solve social and scientific field-related problems; constructing and strengthening their virtues such as faithfulness to their country, pride of their people, willingness to serve the society, and ability of self-learning during their entire life. Students have to achieve GPA from 5 points on the 10-point scale to be considered to meet the output standards/PLOs [Exh 1.1.5].
The PLOs of the BA in Literature are fully aligned with the vision and missions of VNU-HCM and USSH. Both VNU-HCM and USSH aim at reaching ASEAN standards of higher education. USSH specifically focuses on the goal of becoming a research-oriented university in social sciences and humanities in Vietnam and Asia. FLL states its mission more specifically “to become a prestigious faculty of literature and linguistics in Southeast Asia and South Asia”. Therefore, the BA in Literature of FLL contributes to carrying out this mission. The PLOs expect the graduates to have sufficient literary knowledge and adequate researching skills to start working as professional researchers in literature [Exh. 1.1.6].
The PLOs are formulated and periodically revised every two years in alignment with the vision, missions, objectives, educational philosophy, core values of VNU-HCM, USSH, the Educational Laws of Vietnam, strategic plans and orientations of the university and faculty [Exh 1.1.7.].
The PLOs have been last revised in 2014 to suit the current social requirements as mentioned in previous passages. The output standards from 2012 backward were described as follows:
Knowledge
Graduates of the BA in Literature are systematically equipped with following types of knowledge:
- Generic knowledge: wide-ranged, fundamental knowledge in the field of humanities
- Field-basic knowledge: basic knowledge in the fields of literature and linguistics
- Field-specialised knowledge: deeper understanding of Vietnamese literature and linguistics, Vietnamese folklore, literary history of Vietnam and some other eminent literatures in the world, literary theories and criticism, modern literary movements, methods for researching literature, linguistics, etc.
- Supporting knowledge: National certification of English at the B level or higher, basic computer knowledge
Perceptive and thinking abilities/ Practical skills
Graduates of BA in Literature are equipped with practical skills, as listed below, to satisfy the demands of the working market:
- Skills of teaching and researching literature
- Skills of reviewing and criticizing Vietnamese literature
- Skills of reporting, editing and publishing
- Skills of composing administrative documents, maintaining documents, team working, and event organizing.
Virtues
Graduates of BA in Literature possess strong sense of virtues as followed:
- Faithful to the country, proud of the people
- Active, confident, responsible, serious, purposeful and well-cooperate in working
- Willing to serve the community and maintaining intellectual virtues
Potential working positions and opportunities for higher education
Potential working positions
Graduates of BA in Literature can work in the positions of:
- Literary teachers and researchers in high schools, colleges, institutes and researching centers
- Reporters, editors in news and publishing organizations
- Administrative assistants in cultural and economic organizations.
Opportunities for higher education
The graduates of BA in Literature can apply to graduate programs in compatible or related fields such as Vietnamese Literature, Literary Theories, Sinology and Nom Studies, Linguistics, Cultural Studies, Vietnamese Studies, Asian Studies, etc. [Exh 1.1.8].
The PLOs are constantly revised on the basis of feedback from stakeholders such as literature students, literature alumni, employers, and career associations [Exh 1.1.9]. The PLOs are designed by all FLL lecturers under the counselling of the FLL Academic Council and the Office of Educational Testing and Quality Assurance [Exh 1.1.10] [Exh 1.1.11].
The educational objectives and PLOs/output standards of the BA in Literature are clearly informed to staff and students of the FLL in end-of-school-year meetings, semester-starting meetings, Conferences for Civil Servants and Employees, faculty meetings, the FLL Academic Council meetings, academic-counselling meetings, leaflets and brochures, and are published on the FLL website [Exh 1.1.12].
1.2. The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes
In designing the BA in Literature, FLL Academic Council arranges the courses from lower to higher levels in both knowledge and skills. Some previous courses must been taken before students enroll in the courses of the higher levels.
Table 1.2. Course expected learning outcomes in the timely order
| Name of course | Principles of Literary Theories | Introduction to comparative literature | Vietnamese modern literature (1900 – 1945) |
| Order | Course 1 | Course 2 | Course 3 |
| Expected learning outcomes | Present and distinguish core concepts in literary theories | Present and describe the concept of comparative literature, characteristics of comparative literature | Present and describe the formation and development of Vietnamese literature from 1900 to 1945 |
| Present the basic elements of a literary work, the interaction between those elements and between literary work and environment (containing author, reader and context) |
Apply theories of comparative literature to perceiving works of literature and arts
|
Analyze the influence of literary movements in the world to Vietnamese literature of this period
|
|
| Recognize and categorize different literary genres; distinguish literary genres from genres of other art forms such as cinema and theatre |
Analyze, present the cause and significance of the comparison act in comparative literature
|
Apply the knowledge of literary theories and criticism to comment and evaluate the values of literary works, point out positive and negative traits of authors and works in this period | |
|
Apply the terms and theories into researching
|
Achieve the ability of team working |
Achieve the skill of writing a review of an literary objects in this period Achieve the ability of team working |
|
| Achieve the reasonable, critical thinking in accessing a literary work | Achieve the skill of presenting one own ideas and countering other people’s ideas | ||
| Achieve the objective and reasonable attitude toward objects of literature and arts |
The program contains 148 credits, including 46 credits of generic knowledge and 102 credits of specific-subject knowledge that are divided into three modules: 18 credits of field-basic knowledge, 68 credits of mutual field-specialized knowledge, and 16 credits of specific field-specialized knowledge for each career orientation [Exh 1.2.1]. Therefore, PLOs contain both expected learning outcomes for all literature graduates and for graduates of specific career orientations. All graduates of literature must have the mutual PLOs of “having extensive and profound knowledge of their major, satisfactory working skills, and quick adaptability to jobs in the fields of culture and literature”. Graduates of specific career orientations will have different PLOs that suit their future career’s need. For example, students orienting themselves toward researching and teaching literature will have adequate teaching and researching skills.
Table 1.3. Distribution of knowledge and skills over subject-specific and generic modules
| Specific-subject knowledge | Generic knowledge | Specific-subject skills | Generic and soft skills |
|
102 credits (consisting of 86 compulsory credits and 16 elective credits) |
46 credits |
- Skills of researching and teaching Vietnamese literature - Skills of reviewing and criticizing literature and arts - Skills of reporting, editing and publishing - Skills of composing and storing administrative documents |
- Skills of synthesizing and presenting one’s own ideas (consisting of individual- and team-working skills, problem-solving skills, communicating skills) |
1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders
The PLOs are constantly revised on the basis of feedback from stakeholders, containing FLL alumni, employers, FLL students and lecturers, career professionals, USSH and VNU-HCM [Exh 1.3.1].
- Faculty of Literature and Linguistics:
FLL designs and revises the program of BA in Literature and PLOs on the basis on the vision, missions, and objectives of VNU-HCM and USSH, the frame curriculum of Vietnam Ministry of Education and Training, the demands of labour market and learners’ needs [Exh 1.3.2].
Every two years, FLL organizes a meeting with employers to discuss about the program, PLOs for revising and adjusting. All the adjustments have to be approved by FLL’s Academic Council [Exh 1.3.3] and evaluated by educational professionals [Exh 1.3.4] before the program is submitted to the Office of Academic Undergraduate Affairs and informed to the stakeholders [Exh 1.3.5].
- Learners:
After completing 46 credits of generic knowledge and 86 compulsory credits of specialized knowledge, students take 16 elective credits from three different career orientations presented in the official program. However, many students have chosen to pursue all of the three orientations for more potential career opportunities. The program provides a system of practical courses to satisfy students’ expectation of getting on-hand skills to be well prepared for their future career. On their turn, students can give feedback on the courses by filling out end-of-course surveys, from which lecturers can revise the syllabi and apply changes if necessary [Exh 1.3.6].
- Employers:
Employers can get an overview of students’ abilities from the matrix interrelating courses, PLOs, and career orientations, and from students’ choices of elective courses in the curriculum map. The employers’ feedback on the graduates’ knowledge, skills and adaptability in the context of high social demands for human resources is seriously considered during the revision of the program and PLOs [Exh 1.3.7].
The revised curriculum and PLOs are broadly announced to the related stakeholders through various channels such as brochure, FLL and USSH websites, FLL student handbook, FLL notice board, in meetings with faculty staff, students or employers [Exh 1.3.8].
CRITERION 2
PROGRAM SPECIFICATION
2.1. The information in the program specification is comprehensive and up-to-date
FLL has been currently applied the BA in Literature revised in 2014. In the program book and booklet, the basic information of the program, containing the names of the faculty and program, objectives and PLOs (knowledge, skills, and attitude), levels and structure of the courses, course requirements, course description/outlines, matrices, credits, strategic plan of education and assessment, semester schedule, date of approval [Exh 2.1.1].
Table 2.1. Parts of the BA program specification in Literature and Linguistics
| 1. Awarding Institution | USSH, Vietnam National University – Hochiminh City |
| 2. Teaching Institution | Faculty of Literature and Linguistics, USSH, Vietnam National University – Hochiminh City |
| 3. Name of the Final Award | Bachelor of Arts in Literature Program |
| 4. Program accredited by | VNU-HCM |
| 5. Program title | B.A. Program in Literature and Linguistics |
|
6.Expected Learning outcomes of the program
|
The BA in Literature is aimed to provides its students with general knowledge of humanities, field-basic and field-specialized knowledge of literature and arts; equip students with thinking methods and practical skills to solve social and scientific field-related problems; constructing and strengthening their virtues such as faithfulness to their country, pride of their people, willingness to serve the society, and ability of self-learning during their entire life. All graduates of literature must have the mutual PLOs of “having extensive and profound knowledge of their major, satisfactory working skills, and quick adaptability to jobs in the fields of culture and literature”. Graduates of specific career orientations will have different PLOs that suit their future career’s need. |
|
7. Relevant subject benchmark statements and other external and internal reference points used to provide information on program outcomes
|
USSH has clearly stated Admission Conditions as follows: + The result of the National High School Graduation Examination must not be lower than the minimum total score required by MOET; + High school graduation diploma; + The total GPA of 3 high school years (grade 10, 11 and 12) has to reach 6.5 or higher The candidates who have applied to for the FLL must get at least the required minimum total score of the 3 subjects (set by USSH) from the National High School Graduation Examination results (since 2015 or the University Entrance Examination before 2015) for two fixed groups of subjects they choose. These are Group C and Group D (C: Literature - History - Geography; D1: Mathematics - Literature - English); The intake criteria require the candidates to have good knowledge background of literature, which is a prerequisite for them to apply for a place in FLL and the department of literature. The double score of Literature exam result in the student intake contributes to the selection of the gifted candidates is essential. |
| 8. Date of program specification review | July, 2014 (revised) |
The program description was first produced in the year 2008 and was significantly revised and adjusted in 2010, 2012, 2014. The Faculty has made those adjustments on the basis of updated requirements of the Vietnam Ministry of Education and Training, VNU-HCM, USSH, demands of the society, employers and students, and benchmarked programs in Vietnam and other countries [Exh 2.1.2] [Exh 2.1.3].
The table below indicates the adjustments made through the years 2010, 2012, and 2014 based on the feedback from stakeholders. The adjustments contain the changes in curriculum construction, course credits, assessment methods, etc.
Table 2.2. Description of program adjustment
| Year of adjustment | Feedback | Adjustment | Reason for adjustment | Feedback provider |
| 2010 | ||||
| 2012 |
- Adjust the numbers of course credit; - Add elective courses specializing in different career orientations that suit social demands and FLL mission and objections |
- Adjust the credit numbers of specialized courses; - Adjust the syllabi of elective specialized courses; - Add elective courses specializing in different career orientations. |
- To satisfy social demands and suit the vision, missions and objectives of FLL and USSH - To reduce assessment-load for students - To give students more choices |
- The FLL’s Academic Council - Lecturers - Employers - Alumni |
| 2014 |
- The program should be described in a more detailed manner; - PLOs/Output standards need adjusting. - Students should be trained with more solf-skills |
- Add more detailed information in the program description; - Adjust PLOs - Rewrite course syllabus, paying more attention to improve students’ critical thinking and soft skills. |
- Doing as periodically required; - Aligning the program to the changes in social context and strategy of FLL and USSH |
- Leading boards of USSH; - The FLL’s Academic Council; - Lecturers; - Employers; - Alumni. |
In 2013, some specialized courses in the BA in Literature were modified a lot. Some courses are reduced the credits or deleted and changed to other useful courses (see table 2.3. Description of course adjustment in appendices).
General information about the BA in Literature can be found on the FLL and USSH websites, in the brochure, prospectus, leaflet, student handbook, program description booklet given to students at the beginning of each school year.
2.2. The information in the course specification is comprehensive and up-to-date
Course specification, also called course syllabi, contains two types: general syllabi and detailed syllabi. A general syllabus provides basic information such as course name, number of credit, pre-exquisite and brief course description [Exh 2.2.1]. A detailed syllabus provides other specific information of the course, such as module of study (generic, basic or specialized); course objectives and expected learning outcomes; the matrix showing the interrelation/alignment of the course expected learning outcomes with the teaching and learning activities and assessment as well as with PLOs; the reference list; course content and schedule. Those details are informed to students to reach a mutual agreement at the beginning of the course.
The syllabi are revised and adjusted every year based on students’ feedback in end-of-course surveys, peer-reviews in class observations, and suggestions from the Office of Undergraduate Affairs. The course syllabi of the BA in Literature were last adjusted in 2014[Exh 2.2.2, ibid 2.2.1]. Significant changes have been made in the course expected learning outcomes, the distribution of theoretical and practical periods, rubrics for assessment [Exh 2.2.3].
All the course syllabi are stored in the FLL office and the Office of Undergraduate Affairs of USSH in both soft and hard copies; informed to students and other stakeholders through mail (by post) and via e-mail, or given directly [Exh 2.2.4], [Exh 2.2.5].
2.3. The program and course specifications is communicated, and made available to the stakeholders
The description books of the BA in Literature and of individual subjects have been offered to stakeholders in both the electronic form posted on FLL and USSH websites and in the paper form of handbooks offered to students at the beginning of school year.
In addition to the detailed course syllabus, FLL also informs students of the schedule for each course in the entire program so that they can design their own schedule in alignment with the schedule of FLL.
(See table 2.4. Brief description of BA in Literature at the appendices).
Teachers receive the training program description in the electronic form via email. They can get access to the paper form from the faculty [Exh 2.3.1].
Students can view the printed training program description in the student handbook offered to them at the beginning of program. Course descriptions are given to them at the beginning of the courses. They can also view those descriptions every time they want to by getting access to FLL and USSH websites [Exh 2.3.2].
Alumni and employers receive the printed program description in the conferences for alumni and employers to get their feedback, which is organized every two years [Exh 2.3.3].
USSH administrators receive both printed and electronic program description every time it is revised and modified, after the approval of the FLL Academic Council [Exh 2.3.4].
CRITERION 3
PROGRAM STRUCTURE AND CONTENT
3.1. The curriculum is designed based on constructive alignment with the expected learning outcomes
The program was designed on the basis of the frame program given by Vietnam Ministry for Education and Training [Exh 3.1.1], the regulations issued by VNU-HCM and the guidance from USSH about the required number of credits [Exh 3.1.2]. FLL started designing the program by identifying the training objectives and PLOs, then deciding on the number of courses, whether the courses are compulsory or elective, which courses belong to the generic, field-basic, or field-specialized knowledge, and which courses are prerequisite for each course. Table 3.1. points out the expected learning outcomes of the courses and the program, which are divided into four categories of knowledge, thinking, skill and attitude with five levels: 1= Comprehension, 2= Application, 3= Analysis, 4= Synthesis, and 5 = Evaluation.
The program constructively correlates with the expected outcomes, as shown by the mapping of expected learning outcomes in the content of subjects and the high consistency between subject outcomes and program outcomes. Table 3.1. presents the correlation between courses and PLOs, career opportunities.
(See Table 3.1. Matrix between courses and PLOs and career orientations at the appendices)
3.2. The contribution made by each course to achieve the expected learning outcomes is clear
The matrix shows the association/interrelation/alignment between the courses and the above expected learning outcomes, as well as the contribution level of each course to the achievement of expected learning outcomes.
All the detailed syllabi show the pre-requisite and compulsory subjects which students must completed before enrolment. The expected learning outcomes and the mapping table showing the contribution of each subject to the program expected outcomes are also included [Exh 3.2.1. ibd: 2.2.1].
The lecturers provide students with the detailed syllabi on the first day of course. The academic schedules of each semester are widely officially published so that students can have information for course registration with appropriate order, study more effectively and master the knowledge [Exh 3.2.2]. The syllabi of the subjects and the teaching approaches are adjusted regularly in case of receiving the feedback from the students (from the course evaluation results) and from the employers. At the same time, the expected outcomes of program are also revised.
3.3. The curriculum is logically structured, sequenced, integrated and up-to-date
The curriculum is logically constructed and sequenced, systemized and balanced between basic and specialised knowledge. There is a clear association among courses, from basic courses to intermediate courses and specialized courses. The program shows breadth and depth, designed in the way that help learners to continue with other programs and levels in the USSH as well as in both other local and foreign universities.
Along with the description of program [Exh 3.3.1 ibd Exh 2.2.1], the curriculum map below shows the balance; organization and alignment between major content of subjects and expected knowledge of the program.
Figure 2. Proportion of knowledge modules in the BA in Literature (148 credits)
Figure 3. Proportion of knowledge fields in the BA in Literature (148 credits)
All the courses are linked together in order to provide both general education knowledge and professional education knowledge. To enroll into the later courses, students must pass the exams of the prerequisite former courses. The later courses also require the students to accumulate knowledge in the broader and deeper way. The large number of selected subjects shows the flexibility of the education program, providing students with more suitable choices for their desire and future work orientation. As constructed, the BA in Literature has 148 credits, including 46 credits of the general education knowledge and 102 credits of professional education knowledge. In 102 credits of professional education knowledge, there are 86 credits of compulsory subjects and 16 credits of selected and occupation-oriented subjects. 16 credits of selected subjects require students both basic general education knowledge and specialised occupation-oriented knowledge. All courses contribute to the achievement of the education objectives and educational results of the program.
Figure 4. Courses in the BA program of FLL distributed into knowledge modules
The program is flexible and brings most advantages to learners. A graduate of BA program is required to have successfully completed at least 148 credits. The credit-based program enables students to shorten the training period (at least 3.5 years and at most 6 years according to the requirements). Compared with the previous program, the current credit-based program (1) has higher level of flexibility (with many selected subjects) and capacity in improving students’ proactive learning (by group activites and projects shown clearly in the detailed syllabi); (2) enable learners to easily continue learning other majors within the social sciences and humanities field; and (3) enable graduates to meet the job market and society’s demand, as well as in accordance with the international integration trend.
Figure 5. Overview of BA in Literature
Whether the program is year-based or credit-based, BA in Literature is systematic, consistent and balanced. Related subjects/courses are linked together and improve themselves. Special importance is given to courses’ breadth and the depth. The curriculum indicates clearly the types of subjects: basic subjects, supplemental subjects, specialized subjects, practice or thesis (for desired and top-score students). There is the clear association among the courses. The logical order of subjects shows the gradual increase in difficulty. For example, in the specialized education period, students are equipped with the knowledge and suitable skills for the chosen orientation as well as the basic knowledge on the language practice and theory acquired in the first period.
The BA in Literature is developed, revised and updated regularly in order to correlate with the real life conditions and meet the society’s demand [Exh 3.3.2. ibid Exh 1.3.2].
Before 2006, the BA in Literature followed the year-based system. From the academic year of 2006-2007, following the trend of international universities and the demand of USSH, FLL continued to revise, adjust, update and construct the credit-based program with at least 160 accumulated credits for the 2006 and 2007 academic year (not including the courses in physical exercises and national defend in the credit-based program). The fewer/smaller number accumulated credits have been decided based on the real condition and USSH’s change after several years.
Now, according to the program improved in 2014, students need to accumulate at least 148 credit points in order to be eligible for graduating from the FLL. The credit-based programs enable students to graduate after at least in 3,5 years (equivalent to 7 semesters) and extend the learning period to maximum 12 semesters (including summer semesters). The transfer from year-based program into the credit-based program is a big effort of the FLL and the USSH in order to shorten the training period, enhances the up-to-date and flexible capacity of the BA in Literature.
On the other hand, the BA in Literature inherits a lot from the former education program. The study materials are updated, learning activities are changed in order to enhance the students’ motivation in studying, as well as to set up and promote life-long learning [Exh 3.3.3].
CRITERION 4
TEACHING AND LEARNING APPROACH
4.1. The educational philosophy is well articulated and communicated to all stakeholders
The educational philosophy can be defined as a system of thoughts that influence teaching contents and teaching methodologies. The educational philosophy determines educational objectives, learning outcomes, roles of teachers and students, teaching contents and teaching methodologies. On the basis of the philosophy, FLL has set clear and specific objectives of developing academic training, which are feasible and aligned with the development plans of the Faculty and the missions of the University. The educational philosophy of FLL can be briefly summarized as follows: “scientific, modern, traditional and practical education”. That philosophy is integrated into teaching and learning strategies of the Faculty with certain effects.
The Faculty’s educational philosophy is communicated to all stakeholers through the university’s website, the faculty’s website, announcement board, the Faculty’s meetings/seminars, training programs, annual reports, or development orientation to the year 2020 [Exh 4.1.1 ] [Exh 4.1.2]. In the meetings with employers organized every two years, the employers are provided with the training programs containing the specific educational philosophy [Exh 4.1.3].
4.2. Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes.
4.2.1. The quality learning involves active acquisition of the knowledge by the students. During the training process, the students get an in-depth learning approach – and employ all sources of knowledge scientifically to achieve the expected learning outcomes of active learning skills and attitude. From the first year, FLL has provided students with the list of compulsory books and reference materials; so that they can actively read, classify the books, select subjects/units to study according to the syllabi given by the Faculty.
Students can also actively explore various sources of knowledge through many different channels such as books, the internet, movies, etc. [Exh 4.2.1].
4.2.2. The learning quality depends on students’ views of learning, awareness of their proficiency, and possible learning strategies. The students of FLL are required to have many active learning strategies through the subjects provided by the Faculty. In particular, some effective teaching and learning strategies of FLL can be seen as follows:
- Lecturing
- Oral presentation [Exh 4.2.2],[Exh 4.2.3]
- Acting, role play [Exh 4.2.4]
- Watching movies [Exh: 4.2.5]
- Making films [Exh: 4.2.6]
- Conducting scientific research projects.
Among the above activities, FLL teachers and students have made impressive achievements in scientific research, which has led to FLL’s ranking at the top of the university in research achievements for years [Exh 4.2.7]. Many excerpts from researches conducted by FLL teachers and students have been published on the FLL website, which is among the 10 most visited websites in social sciences and humanities in Vietnam [Exh 4.2.8]. FLL students have conducted the highest number of research projects and have won the highest number of research prizes in the entire university [Exh 4.2.9], [Exh 4.2.10], [Exh 4.2.11]. FLL has organized many research conferences, in which FLL students are encouraged to participate in presenting their research results or just to attend [Exh 4.2.12].
4.2.3 The learning principles must be complied with to ensure the learning quality. Students can study effectively within the friendly, comfortable academic environment with wide cooperation and support. FLL has always paid attention to improving the teaching and learning quality through the following activities:
+ Proposing the University to supply FLL with modern equipment to serve teaching and research activities: the internet, scanners, digital cameras, desktops, laptops, reading rooms for FLL in two campuses [Exh 4.2.13];
+ Encouraging teachers to compose electronic lectures and apply multimedia and ICT in their lectures. 100% FLL junior teachers (under the age of 40) use electronic lectures to conduct their lessons in class [Exh 4.2.14];
+ Developing the FLL website, which was established in 2008 and has been frequently accessed by teachers, undergraduate and graduate students [Exh 4.2.15];
+ Encouraging staff to study, conduct researches and give lectures in foreign institutions abroad (3 teachers doing PhD overseas; 2 members having applied to graduate programs overseas);
+ Organizing international conferences to meet international scholars; FLL has held four international conferences since 2010, three of which were sponsored by the Japan Foundation, one cooperated with Hunan University (China) [Exh 4.2.16], [Exh 4.2.17].
+ Inviting or co-inviting international scholars to FLL for workshops or lecture-giving. FLL has been visited by Professor Nagakawa Shigemi from Ritsumekan University, Professor Numano Mitsuyoshi from Tokyo University, Professor Hà Kim Lan from Taiwan, Poet Ramakana Rath from India, US Professors of ASEAN Network, Professor Mary Elizabeth Collins from Boston University, Professor David James from Southern California University, Dr. James Shea from Nebraska Wesleyan University, Dr. Dorothy Tse Hiu Hung from Hong Kong Baptist University, Prof. Shih Shu Mei from University of California, Los Angeles (UCLA), Dr. Huong Ngo from Chicago University, etc. [Exh 4.2.18];
+ Enhancing the cooperation in scientific research with foreign institutions. FLL has cooperated with the Taiwan National University, Faculty of Chinese Literature in Chinan University (Taiwan), Faculty of Literature, Chulalongkorn University (Thailand), etc. [Exh 4.2.19].
4.2.4. To promote students’ good attitude and responsibility in their learning, FLL has carried out various activities.
FLL has created a comfortable and friendly teaching and learning environment to motivate students’ sense of responsibility in attending classes. Students’ responsibility in their studies meets the criterion of “student-oriented/centered learning”. Lecturing has gradually become an old-fashioned teaching method due to its passive effects on students. Since the program was upgraded from year-based to credit-based system, more and more alternative teaching methods such as students’ presentation, discussion, problem-solving, team-work, drama, etc. have been applied by FLL teachers, which are clearly shown in their course syllabi [Exh 4.2.20], [Exh 4.2.21]. In addition, the FLL student clubs have also maximized the role of students, allowing students to express their own opinions [Exh 4.2.22]. FLL teachers have been encouraged to apply the “student-centered” approach to push students to their best ability of critical thinking, problem analyzing and solving, independence and creativity [Exh 4.2.23], [Exh 4.2.24]. In addition, the learning activities require students’ self-study, combining theoretical and practical lessons, discussions. The particularities of the specialized literature courses force students to have self-study by reading files, documents and textbooks in the library, at home as they do not have enough time in class for reading. Teachers have quick tests to check whether students have done self-study at home or not [Exh 4.2.25].
Due to the unstable/weak Internet access at the campuses, teachers can hardly apply online teaching or Elearning such as showing movies, literary supporting websites, etc. As a result, teachers must first actively seek and prepare/download reference sources instead, then show these sources directly to students during the classtime to enhance their teaching in order to achieve the highest efficiency for learners [Exh 4.2.26].
The faculty members have seriously considered the importance of alternative teaching methods and constantly updated the most advanced methods. Most FLL teachers have adapted modern equipment to conduct lessons in class [Exh 4.2.10, ibid]. FLL has also organized many training sessions for teachers in terms of preparing electronic lectures, and launching the electronic lectures plans throughout the Faculty. In addition, the Faculty has usually held staff meetings and annual scientific conferences for teachers to exchange and share their experiences/best practices, also support each other to solve various issues related to educational methodologies [Exh 4.2.27].
The program is flexibly designed with many elective courses so that students can arrange their own study schedules with learning activities, preparation for examinations/tests, with the duration and time that suit them best.
The Faculty has periodically revised the program, reducing many theoretical courses and adding more career-oriented courses.
The new Department of Arts Studies was established to open a new career orientation towards art review, art journalism, cultural management, and art business [Exh 4.2.28].
FLL elective courses offered from semester 3 to semester 8 have been categorized into three career orientations of (1) researching, teaching and criticizing literature; (2) journalism, publishing and office work; and (3) arts studies and application (see: Table 3.1.)[Exh 4.2.29]. Some of FLL elective courses are available for students of other faculties, and vice versa, to better serve their career orientations. The minimum required attendance for students is also set for the elective courses.
From flexible learning programs, the Faculty also has various ways of assessing the students’ learning, on the basis of the students’ learning process and ability as well as learning outcomes and types of courses. FLL has applied the evaluation forms as follows:
- Evaluating students’ learning in the theoretical courses: organizing mid-term exams and final exams in the forms of essay tests or multiple-choice question tests; in addition, using rubrics for student assessment in the discussion, performing drama, talk shows, presentation etc. [Exh 4.2.5, ibid], [Exh 4.2.6, ibid], [4.2.20, ibid];
- Evaluating students’ learning in the practical courses: organizing students’ presentations or oral tests in mid-term exams and final exams; assessing students’ practical skills in each course, such as skills in making short films, writing scripts, etc. [Exh 4.2.5, ibid], [Exh 4.2.6, ibid], [4.2.20, ibid], [Exh 4.2.30];
- Evaluating students’ learning in the training/practicing/internship activities: organizing fieldwork activities [Exh 4.2.31] or vocational internship [Exh 4.2.32].
Students’ feedback on most courses given by FLL has showed that students are quite motivated with the active teaching and learning activities in the recent years.
4.3. Teaching and learning activities enhance life-long learning
4.3.1 The learning and teaching approaches in many courses enhance FLL teachers and students’ eagerness to learn, motivate them in their participation in learning activities and self-study outside the class time (home assignments,…) and practice their intergrated skills, contribute to forming their life-long learning abilities as mentioned in 4.2, especially with the task-based, project-based (including research and internship projects) and problem-based activities [Exh 4.3.1], [4.3.2], [4.3.3].
4.3.2 The quality of students depends on their awareness and skills of life-long learning. Many graduates of the BA in Literature have chosen to pursue studies for higher degrees offered by FLL and other institutions [Exh 4.3.4], [Exh 4.3.5], [Exh 4.3.6], [Exh 4.3.7], [Exh 4.3.8], [Exh 4.3.9], [Exh 4.3.10]
4.3.3. Consultation sessions, seminars for self-study methods, Internet search tools, learning websites have also been given to the freshmen of FLL at the beginning and throughout the courses.
CRITERION 5
STUDENT ASSESSMENT
In FLL, there is a regular, comprehensive, accurate and transparent planning process in the student assessment compatible and consistent with the USSH policy. The assessment of the learners is noted throughout the process, from the admission stage, throughout the course in terms of academic and discipline achievements to graduation. Good students (with GPA of 7.5 and above) can choose to write a dissertation instead of completing selective subjects for 10 credits. Talented program’s students are required to write dissertation. Student’s entrance qualification isassessed throughout the entrance exam or enrollment results every year. As a whole, the entrance results of FLL students have been quite stable. However, these results are not among the highest results of 27 faculties with the entrance examinations in USSH. This is a disadvantage for the training process of FLL [Exh 5.0.1].
5.1. The student assessment is constructively aligned to the achievement of the expected learning outcomes
All the detailed syllabi describe the close relationships/constructive alignment between the expected outcomes and didactic methods, testing, assessment [Exh 5.1.1]. Besides, in each syllabus, heads of the department approve of the test formats: the type, number of questions and question content. They also build matrix based on content of each subject [Exh 5.1.2].
An essay/a written test which is established to assess student’s comprehensive ability usually includes from 1 to 5 questions, contains theory as well as practice parts or combine both. A multiple-choice test has 10 to 30 overall questions to classify student’s ability/competence/performance. A test can also combine essay questions and multi-choice questions [Exh 5.1.3].
Applying the variety of assessment forms encourages and enhances the students’ creativity and activity. The implementation of these forms shows the learner-centerd view of FLL [Exh 5.1.4].
The detailed assessment criteria described in the syllabi also demonstrate the creativity and practical skills of students. For example, the results of fieldworks and internship are based on professional knowledge, on the ability to acquire and exploit information, on the ability to make decisionS, on the ability to build effective relationship and to work in teams, etc. [Exh 5.1.5].
Learning outcomes are evaluated through the mid-term tests, final tests, homework, attending seminars, writing essays, presenting reports, etc. The assessment is compatible with the provisions of teacher in each syllabus/module. Especially, for the graduation thesis, the students are required to periodically submit their reports to their teachers. The student evaluation is valid and objective through the accurate criteria and reliable grading in the examinations, which are supervised by both supervisors and training inspectors [Exh 5.1.6].
Besides, according to the USSH regulations, the student assessment is also expressed in the self-training score given by the student himself/herself as well as by the class monitors and the class advisors, and based on the students’ participation in the extra-curricular activities organized by the Youth Union, the Student Association or other social activities [Exh 5.1.7].
All the assessment methods are derived from the student-centered perspective in order to provide high quality human resources for the development of the society.
5.2. The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students
The evaluation criteria are agreed by all the teachers assigned to teach the same course as well as widely announced to the students attending the course at the beginning of the semester [Exh 5.2.1]. At the beginning of each semester, FLL organized some academic meetings when the departments collect the teachers’ opinions/feedback on the assessment criteria in syllabi to implement and upgrade them [Exh 5.2.2].
The course syllabi and modules clearly describe the assessment scales and methods timeline and regulations (with percentage and specific grading scales for each kind of test) all of which are announced to the class at the beginning of the course. All of these activities aim to ensure the quality in the examination in order to classify the students’ outcomes exactly and objectively. The examination process is accurately organized in accordance with USSH requirements [Exh 5.1.6, ibid].
The process of addressing students’ queries and appeals/complaints is explicit for all students [Exh 5.1.6 ibib]. The exam results are updated and given to students in printed copies via FLL and USSH websites [Exh 5.2.3]. The evaluation criteria, regularly checked and reviewed at the beginning and the end of semester, are the results of many meetings between departments and the FLL Academic Council in order to adjust or change if necessary [Exh 5.2.4], [Exh 5.2.5].
The regulations of compulsory repetition of the courses or the tests, , of additional testing and plagiarism … are specified in USSH academic and testing regulations and in the course syllabi [Exh 5.2.6].
An example of the procedure of assessing the students’ final theses is as follows:
The student submits his/her thesis and presents its results in front of FLL Examination Board;
The thesis examiners and the Examination Board members give their comments explicitely in writing and oral forms;
-The student answers the comments/questions given by the examiners and Examination Board or defends his/her ideas and research results;
-The thesis advisor gives comments on his/her students’ working process.
-The final thesis result is the average of the scores given by the examiners, the advisor and Examination Board, approved by FLL Dean and informed to the student.
The profiles/protocols of student thesis defense, including the minutes, the examiners’ and advisor’s comments in writing form, the academic transcript, the thesis printed copies , thesis hard copies are submitted and stored in the FLL’s office.
5.3. Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment
Student assessment is considered as an important factor in the FLL BA in Literature, because it strongly influences the career of the students after graduation. To achieve the accuracy, validity, reliability and fairness in courses evaluation in the fields of social sciences and humanities is very difficult. Therefore, FLL is trying to be accurate, objective and transparent in the process of assessing student learning results throughout various criteria such as attendance [Exh 5.3.1], individual/group presentation [Exh 5.3.2], quizz [Exh 5.3.3], mid-term (30% of the total score) and final exam [Exh 5.3.4], essays, fieldworks or vocational internships [Exh 5.1.5, ibid]. In general, FLL pays attention towards the learning process, learning attitude, the skills acquired during the learning process, the balancing/combination of the various points to bring the best accurate assessment results.
The content and the test questions are designed in accordance with the teaching content, learning outcomes in the course syllabi to ensure the validity of the tests. In addition, the clear rubric and marking scheme, criteria for assessing each question are given and agreed by teachers in charge of the same course/subject to ensure the reliability of the tests.
5.4. Feedback of student assessment is timely and helps to improve learning
The student assessment feedback is very important for FLL to improve learning quality.
Methods of formative assessment (weekly home-works, group’s works, in-class presentation) are regularly used. The students’ work can be commented/assessed by the teacher in the class or evaluated by the students themselves or peer evaluated according to the standards given by the teacher [Exh. 5.4.1].
Student mid-term tests or projects can be given back to the students with the teacher’s correction [Exh 5.4.2].
Schedules for the test sessions and the submission of academic transcripts are made known to teachers and students to ensure that the student assessment results are timely [Exh 5.4.3].
All the courses in Literature Program are evaluated by the students with the focus on student feedback on the reliability and fairness of the teacher’s assessment methods [Exh 5.4.4] and the students feedback results in the recent years have shown that most of them are satisfied with the assessment methods [Exh 5.4.5].
FLL teachers also have to assess their students’ research works, give comments and grades in the student research conferences held annually by FLL to enhance the students’ desire for doing research and to improve learning quality [Exh 5.4.6].
5.5. Students have ready access to appeal procedure
The appeal regulations are made well known to the students through USSH official documents published in the website of Office of Academic Affairs [Exh 5.5.1].
There is the regulation on considering students’appeal related to the test scores in USSH and the schedule for the score revision is always reminded by Office of Educational Testing and Quality Assessment right after that the exam results are announced. The students who want to have their scores revised have to submit the application to the Office of Ecucational Testing and Quality Assessment, not directly to the teacher of the course. The teacher revising the student exam paper/test is not the one who grades it for the first time, to ensure the accurateness, and fair assessment [Exh 5.5.2].
So far, FLL has not received any appeal against the process of examination and revision.
CRITERION 6
ACADEMIC STAFF QUALITY
6.1. Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service
The plan of teaching staff/human resource development is explicit in FLL strategy of development every 5 years, in terms of both number and quality of staff (nên có bảng thống kê bên dưới trích từ KHCL cua khoa). According to the needs and objectives of human resource development expressed in USSH/ FLL strategies in 2011 – 2015 period [Exh 6.1.1], FLL has the plan to attract the qualified staff and develop the faculty as below:
In the recruitment of the teaching staff for Sinology and Nom script department, FLL gives the priority to those who have already obtained M.A. and Ph.D. degrees, especially from the universities of the countries with high quality education [Exh 6.1.2].
The new teaching staff after being recruited is assigned to be in charge of the courses in the fields appropriate to their abilities as well as to the FLL orientation.
The teaching staff recruitment examination is annually organized at the University level based on the USSH recruitment regulations with the high quality requirements [Exh 6.1.3]
FLL is also concerned for the policy and solutions of supporting its staff to participate in the professional further education courses and programs for better qualifications [Exh 6.1.4]. FLL teachers with individual development plans can be given opportunities to study or participate in the exchange programs abroad or within Vietnam. 8 faculty staff members are doing or have finished their studies abroad for the professional further education and for M.A. and Ph.D. degrees according to the USSH decisions during the period of 2010 – 2015 [Exh 6.1.5].
According to the USSH rewarding and promotion policy/regulations, FLL teaching staff with outstanding achievements are considered for an early salary increase or promotion [Exh 6.1.6] The teaching staff, who have finished MA and PhD Programs abroad, are re-assigned in the positions in accordance with the speacialized fields that they have studied [Exh 6.1.7]. The retired teaching staff who have high qualifications, are offered to continue teaching at FLL with the department proposal and according to the annual labour contract [Exh 6.1.8].
6.2. Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service
FLL teaching staffs are sufficient to carry out the B.A. program. The total number of the FLL full-time teachers is 42/1150 students in 5 years of study. The average ratio of students/full time teacher is 22.6. FLL has 3 specialized training programs, including the specialized literature program with a fairly large number of students on an average of about 561 students each year.
The total FTEs of the faculty staff responsible for PL is 38.0. The FTE calculation is based on the calculation of the amount of time invested on the program. 1 FTE is equivalent to 3 courses/ semester (full-time staff), the FTE of a visiting teacher teaching 1 course (45-60 hours) /year would be 0.2. In this FTEs, the FTEs of the visiting teachers is only 2.8, only account for 6,8% of the total FTEs of FLL, quite small compared with the whole university, this is the program with the lowest percentage of visitting lecturers [Exh 6.2.1]. FLL has abundant teaching human resourse/staff to assign tasks, to ensure efficient work as well as the interaction between teachers and students [Exh 6.2.2].
Table 6.1. FLL Faculty Staff in FTE
| Category | Male | Female | Total | Percentage% of doctorate | |
| Number (headcounts) | FTE | ||||
| Full Professor | 1 | 1 | 1.0 | 1/18 = 5.5% | |
| Associate Professor | 4 | 3 | 7 | 7.0 | 7/18 = 38.% |
| Full time lecturer | 11 | 19 | 30 | 30.0 | 30/10 with PhD |
| Part time lecturer | |||||
| Visitting lecturer | 9 | 5 | 14 | 2.8 | 14/10 PhD |
| Total | 20 | 24 | 44 | 40.2 | |
The amount of working time for the program of faculty members is 40.2 FTE and average amount of lessons hours of student is 420.6 FTE with FTE calculation for student based on the amount of time invested per week, 20 hours/ week is equivalent to 1FTE, so the FTE of part-time students with 10 study hours / week would be 0.5 (= 10/20). At the Faculty, on an average, every student interacts directly with faculty 15 hours a week, with FTE of 0.75.
Table 6.2. The ratio FTE faculties/students
| School year | Amount FTE of faculty |
Amount FTE of student |
Ratio faculty/student |
| 2010-2011 | 38`````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````````` | 416 | 50/555 |
| 2011-2012 | 38 | 394.5 | 52/526 |
| 2012-2013 | 39.2 | 404.2 | 54/539 |
| 2013-2014 | 40.2 | 444.75 | 57/593 |
| 2014-2015 | 40.2 | 444 | 57/592 |
To meet the workload of the program, FLL always adjusts the workload of the teaching staff according to the student numbers which have increased annually (See Table 6.2.).
According to the regulations of USSH, teachers are required to participate in 3 main activities including teaching for 50% of the total working time, 1/3 of the time spent on doing scientific research, guiding students in scientific research and the remaining time for other specialized activities such as joining professional training, meetings, etc. [Exh 6.2.3]. FLL lecturers have co conduct the 3 tasks in each academic year. Each year the Faculty shall consider the workload and evaluate the work of teachers in that school year, , to boost their morale and help improve their weaknesses, address the serious issues [Exh 6.2.4].
The average amount of teaching hours/lecturer/semester ranges from 200 to 400-500 hours/year, that exceed the USSH’s required hours of 260 hours/year (e.g. in 2 or 3 semesters)/ lecturer, 290 hours/year/senior lecturer and 320 hours/year/professor and associate professor [Exh 6.2.5]. Besides, lecturers from other faculties, departments inside and outside USSH are teaching several courses.
FLL makes efforts to improve the teaching quality by inviting the outstanding professors and experts from other education and research institutes to give lectures/seminars/courses at FLL. By that way, FLL students can learn the knowledge of literature and linguistics from the experts of USSH Ha Noi, Ha Noi University of Education, Ho Chi Minh City University of Education, Vietnam Institute of Literature, Southern Institute of Social Sciences, etc. Several courses of art studies, cinematography, Vietnamese traditional music, etc. are offered to FLL students and taught by the experts from College of Theatrical Arts and Cinematography, University of Fine Arts or by the theatrical and film directors and artists, etc [Exh 6.2.6]. There are a large number of students enrolling in those courses.
Previously, the major courses of the program were mostly taught by the senior lecturers. However, in the present days, there is more participation of young lecturers in teaching major courses, bringing a lot of new viewpoints and teaching styles in the FLL teaching activities. Moreover, FLL also regularly opens the training seminars in teaching Practical Vietnamese for the young lecturers, who would be assigned to teach that subject for the students of the whole USSH [Exh 6.2.7], [Exh 6.2.8], [Exh 6.2.9].
6.3. Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated
The recruitment information is made public, with long-term supervising process within FLL and USSH [Exh 6.3.1]. There is absolutely no prejudice or consideration on the basis of the relationships in the recruitment process. In addition, FLL has recruited many excellent lecturers with MAs, PhDs who have been educated abroad or locally, or attracted excellent lecturers from other faculties [Exh 6.3.2]. The recruitment criteria and requirements regarding professional and teaching skills/competence, ethnics are publicly and explicitly posted on FLL and USSH websites and, in the lecturers’ handbooks [Exh 6.3.3].
The roles and working relationships of the lecturers and management staff are obviously defined in the FLL’s organizational’s chart, the Dean has overall responsibility, especially in terms of personnel issues and guidelines to develop the FLL. The three vice deans have responsibilities in student management, Science Research, International relations and postgraduation affairs. The tasks of the Heads of Department, lecturers, assistants and visiting lecturers are outlined in the working contract very clearly [Exh 6.3.4].
The deployment and promotion policies comply with the USSH’s and MOET’s regulation, including the procedures of applying for consideration to be promoted to senior lecturers and associate professors, professors and communicated to all lecturers in the Lecturers’ Handbook [Exh ibid Exh. 6.2.3].
6.4. Competences of academic staff are identified and evaluated
Except for some young teaching staff studying for MA Degree (2), other lecturers have academic titles and academic distinction (1 Professor, 11 Assoc. Professors, 10 PhDs, 15 MAs, 2 Bachelors studying MA). These are 13PhD students among the 15 lecturers with MA. All young lecturers have foreign language certificates and IT certificates which are the requirements for recruitment examinations set by USSH [Exh 6.4.1]. Among them, there are many lecturers who have studied abroad. The number of lecturers who have studied abroad to improve their professional qualifications is rising quickly (from 2007 to present: 3 lecturers studying abroad for the PhD courses, 4 lecturers studying abroad for MA courses, 3 lecturers attending some refreshers courses or exchange scholars programs) [Exh 6.4.2], [Exh 6.4.3], [Exh 6.4.4]. The teaching staffs at FLL have suitable major, qualifications and they are assigned to teach the subjects/courses on the basis of their majors and academic background [Exh 6.4.5].
Although the literature studies do not require the application of information technology as much as other foreign language studies, FLL lecturers are very conscious of application of information technology in teaching (using power-point presentation, films accompanied with their lectures, encouraging / requiring students to use presentation slides, homework groups, exploit online resources of the University and VNU-HCM, or on the internet, etc.) which has created the lively academic atmosphere and environment and more interesting, creative lectures [Exh 6.4.6]. Besides, FLL teaching staffs are always active, self-conscious, ought to improve and enhance professional knowledge and / or interdisciplinary knowledge as well as long-term careers. For instance, FLL young lecturers are trained in professional courses to teach Vietnamese Texts in Practice for the General program [Exh. 6.4.7], participate in other training courses (Film programs by Ford Foundation, The Education Management courses) [Exh 6.4.8]. The departments have organized the meetings to assess/evaluate the lecturers with fair, objective comments and aim to further improve the quality and effectiveness of training annually [Exh 6.4.9].
90% of FLL lecturers use ICT to design the lectures in various forms: PowerPoint, films, clips, etc. [Exh 6.4.10, ibid Exh 6.4.6].
The pedagogical capacity of FLL lecturers has been highly evaluated through the course evaluation results showing the satisfaction of students with the teaching methods as well as through the assessment/remarks/comments of experienced lecturers / heads of the department from the Class Observation sessions held every semester or year [Exh 6.4.11].
6.5. Training and developmental needs of academic staff are identified and activities are implemented to fulfil them
The training of human resources is also in a long-term development strategy of FLL on the basic of individual staff’s and FLL’s needs for development in accordance with the requirement and post-recruitment policy of USSH. FLL lecturers are always facilitated to improve their professional skills, eg studying for PhD programs domestic or abroad, young lecturers are encouraged to learn foreign languages, apply for scholarships to study abroad, including the Program of 322 and the programs associated with foreign institutions. In addition to the older lecturers who have studied in Russia and Eastern Europe, FLL has 3 MA holders graduating from Taiwan, 1 MA holder from Sweden, 2 MA holders from Australia, 2 lecturers are studying for PhD in Taiwan, one lecturer is studying PhD program in Germany [Exh 6.5.1]. 13/15 are doing PhD 2 young staffs are studying for MA course.
95% of the lecturers have participated in doing scientific research in several levels, especially the young staffs. In the scientific conferences at USSH-level, VNU level, many key research projects at VNU level are the contributions of young lecturers of FLL with high quality articles [Exh 6.5.2]. These activities aim to further strengthen the professional capacity of young lecturers, so that they can gradually take on the main task and replace the retired lecturers.
The young staff who under 40 years old are required to study for PhD after at least 2 years of getting MA degrees. The lecturers with PhD title are encouraged to enroll for Associate Professor and Professor Title [Exh 6.5.3]. The lecturers who do not meet the requirements or have not studied for PhD, not completed their MA theses, PhD theses in time, have not had their scientific papers published will be criticized and get low evaluation results in the meetings for staff evaluation in the academic years as well as the lecturers who have not completed their missions/tasks/assignments.
Many FLL lecturers have studied, done internship, and taught Vietnamese language in foreign countries such as Japan (3), United States (4), Taiwan (3), France (4), South Korea (4), Thailand (1), etc [Exh 6.5.4].
The lecturers are also encouraged to participate in the training sessions to advance their capacity of teaching, IT application, etc. [Exh 6.5.5].
To prepare for the next teaching generation, the departments have assigned the experienced lecturers to work as the mentors to guide young lecturers [Exh 6.5.6]. Each department has the plans and assignments for young lecturers in the new professional directions, or gradually replacing the retired lecturers. Therefore, FLL always have a team of successors to the older generations to avoid the lack of lecturers. Some subjects are taught by 2 or 3 lecturers, including the senior and the young ones [Exh 6.5.7].
6.6. Performance management including rewards and recognition is implemented to motivate and support education, research and service
In each semester, at least 20% of teaching hours (corresponding to 20% of lecturers who are teaching) have been observated by FLL Board and the department heads or lecturers who are teaching the same subjects to share teaching experience [Exh 6.6.1]. FLL lecturers are committed to carry out the teaching plan that they are assigned [Exh 6.6.2]. The lecturers’ tasks are supervised by the Head of the Department and the FLL Board of Administration. At the end of each academic year, the FLL has the meetings for self-evaluation and consideration of the performance levels in accordance with the teaching, scientific research guidelines and other duties assigned in the academic year, there are also department meetings to discuss the students’ feedback from the course evaluation [Exh 6.6.3]. Together with evaluation of the lecturers and staff’s task performances by FLL, there are also forms of evaluating and appraising lecturers and support staff given by USSH and VNU to motivate the teaching, research and service with appraisal certificates, certificate of accomplishments [Exh 6.6.4]. The insurance policies, benefits, provisions of the working contract, retirement procedures and benefits, all comply with the current regulations of the university [Exh 6.6.5].
6.7. The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement
In terms of scientific research activities, the FLL is one of the leading faculties at USSH. Together with the training tasks, FLL has always focused on scientific research, which is regarded as one of the key tasks and criteria for the annual competition and evaluation of each staff member [Exh 6.7.1]. Each lecturer is directly and mainly in charge of or participated in at least one research project to improve the quality of education or social service [Exh 6.7.2].
From 2010 until now, despite of the budget difficulties, FLL has successfully organized many conferences with the participation of scientists, researchers from local/domestic and foreign institutions. From the results of these conferences, FLL has also published many valuable books, textbooks which are high appreciated by experts [Exh 6.7.3]. This suggests that the FLL has the abilities to organize international scientific conferences with typical, urgent topics, and attract many scientists from all over the country.
A large number of scientific papers or articles by FLL lecturers are published related to the academic fields or profession corresponding to the number of scientific research projects and are suitable for -USSH-HCM’s research orientation and development.
From 2010 up to now, FLL lecturers have written hundreds of scientific articles, including many articles published internationally. Most have concerned with academic fields and corresponded to the scientific research projects and in alignment with the research orientation of the FLL, USSH, VNU-HCM [Exh 6.7.4]. Especially, thanks to the USSH’s policy of supporting scientific articles, which allows the hours of working on the scientific articles to be converted into the teaching hours, the number of scientific articles has risen quickly.
Annually, FLL conduct research projects that have made great contribution to the science; or applying these research results in reality, tranforming them into graduate theses; or helping solve the economic-social issues [Exh 6.7.5].
The FLL’s research projects, especially the ones about Southern regions’ literature works, have really made great contribution to science. These projects took part in judging and recognizing the model role of Southern Literature from the end of the 19th century to the year of 1975. Some other related research projects, such as: Comparative Literature, Myths and Literature, Russian Formalism, Russian Poetry, Female Literature in China from the end of the 20th century to the beginning of the 21st century, etc. were highly appraised and have been printed into books.
Faculty of Literature and Linguistics (FLL) has signed contracts to carry out some works of scientific research for the regions such as: Bac Lieu folk literature, Soc Trang folk literature. These topics have gained enormous critical praises in the country [Exh 6.7.6]. Research works/conferences of high importance of VNU-HCM hosted by FLL recently such as Studying, evaluating and preserving the heritage of literature written in Quoc ngu (national language) in Cochichina from the end of the 19th century to the beginning of the 20th century; Collecting, studying and evaluating Southern literature 1945-1954, etc. have also earned great appreciation.
FLL has also acknowledged to apply theories into social activities and entrepreneurs’ cooperation. For instance, FLL has agreed to give specialized advice for the HTV7’s “Standard Vietnamese” broadcasted from Monday to Friday since 2012, including: providing scripts and specialists for the television station in order to make sure of the high quality of the show as expected [Exh 6.7.7].
Worldwide-cooperative activities in training, exchanging of students and teachers, fieldtrips and providing facilities conducted by FLL have made significant impact, positive changes to enhance the educational standards and research abilities of the faculty. FLL has many staff members working, studying abroad so as to develop their capabilities [Exh 6.7.8].
(See The table about the worldwide-cooperative activities of FLL since 2010 in table 6.3. The list of FLL lecturers participating in international cooperating activities from 2010 until now
at the appendices)
Scientific research and international cooperating activities, as mentioned above, have greatly improved FLL teachers’ research skills and helped them gain professional expertise. Through accomplished projects, published works, and result announcements related to scientific researching, in both national and international fields, our teachers have gained much more experience and research skills. Lecturers have become highly competent in scientific research, and our faculty’s reputation for scientific research has also been successfully established.
CRITERION 7
SUPPORT STAFF QUALITY
According to USSH’s policies, supporting staff is comprised of two levels: University level and faculty level. University-level staff includes those of administrative divisions and libraries. One office secretary, one academic assistant, one student service assistant, self-study consultant, FLL mini-library staff and some teaching assistants… are managed by the FLL [Exh 7.0.1]
7.1. The support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service
7.1.1. The number of Support staff in the departments and libraries of USSH is sufficient in quantity for service
USSH has two libraries located in the Dinh Tien Hoang and Thu Duc campuses with 33 staff members, containing 3 MA graduates on the positions of director and vice-directors, 28 BA graduates in Information and Library Studies, and 2 other assistants. The number of those library staff can be considered enough to provide adequate and satisfactory service and assistance to the students’ self-studying, reading and looking for information.
The departments for student services include the Office of Undergraduate Affairs, Office of Facilities and Equipment Management, Office of Student Affairs, Office of Administrative Affairs, Office for Management of the Thu Duc Campus, Office of Educational Inspectorate-Legality-Intellectual Property, etc. Staff members of those departments are all well qualified and have the ability to work efficiently to help students with their studying, working at school, administrative affairs/procedures in getting some certificates. Usually, the USSH Youth Union and Student Associations organize many extra-curricular activities in order to directly give advice and supply students with jobs and soft skills.
7.1.2. Faculty full-time assistants for academic and student affairs are sufficient in quantity and efficient in providing service.
FLL has 1 full-time assistant for secretary job and student affairs, 2 for undergraduate and graduate academic affairs, 1 for academic advice.
Table 7.1. List of assistants for academic and student affairs
| No. | Full name | Degree | Position |
| 1 | Nguyễn Thị Tâm | BA. in Archives and Office Management |
- Office secretary - Assistant for student affairs - Assistant for quality assessment |
| 2 | Lê Văn Dũng | MA in Linguistics | - Assistant for undergraduate academic affairs (standard and honor programs) |
| 3 | Nguyễn Thị Mỹ Diễm | MA in Sociology, PhD Student in Cultural Studies | - Assistant for graduate academic affairs |
Table 7.2. FLL staff in FTE
| Catergory | Male | Female | Total | |
| Number | FTE | |||
| Full time Staff | 2 | 2 | 4 | 4 |
| Part time Staff | 1 | 5 | 6 | 1.2 |
| Total | 3 | 7 | 10 | 5.2 |
The amount of working time for the program of staff members is average 5.2 FTE and average amount of lessons hours of student is 420.6 FTE with FTE calculation for student based on the amount of time invested per week, 20 hours/ week is equivalent to 1FTE, so the FTE of part-time students with 10study hours / week would be 0.5 (= 10/20). At the Faculty, on an average, every student interacts directly with staffs 15 hours a week, with FTE of 0.75.
Table 7.3. Ratio FTE of staff/faculty and staff/student
| School year | Total FTE of staff |
Total FTE of student |
Ratio FTE of staff/faculty |
Ratio staff/student |
| 2010-2011 | 4.8 | 416 | 4.8/22.5 =0.213 | 8/555 |
| 2011-2012 | 5.0 | 394.5 | 5.0/ 22.8 = 0.219 | 9/526 |
| 2012-2013 | 5.0 | 404.2 | 5.0/23 = 0.217 | 9/539 |
| 2013-2014 | 5.2 | 444.75 | 5.2/24.8 = 0.209 | 10/593 |
| 2014-2015 | 5.2 | 444 | 5.2/25.4 = 0.204 | 10/592 |
Those assistants are responsible for administering/arranging academic schedules, student assessment results, extra-curricular and other practical activities.
The staff of Academic Assistant is responsible for coordination of academic activities, schedule arrangement, management of both students’ academic results and students’extracurricular and training activities. Especially, FLL has an academic consultant who is responsible for students consulting about learning methods and academic orientation [Exh 7.1.1]
7.1.3. The FLL’s library staff is competent and adequate in providing a satisfactory level of service
FLL has the Center of Sinology and Nom Studies serving as both a research center and a library for FLL students. The center stores sacred texts written in Sino and Nom scripts that have been collected during extensive projects by FLL staff and other researchers. Moreover, the library stores reading materials in Vietnamese and other languages such as English, French, Sanskrits, etc., and theses, dissertations, and essays written by FLL undergraduate and graduate students. The Center has a director with an MA degree in Vietnamese Literature and an assistant with a BA degree in Sinology-Nom Studies. These two staff members are in charge of systemizing documents in the library, help students to search and use these documents effectively for study and research [Exh 7.1.2], [Exh 7.1.3].
FLL students can use 2 libraries of USSH located in the two campuses as other students in the university. However, the Center of Sinology-Nom Studies plays an important part in the learning activities of FLL students, because it provides them with learning resources closely related to their field of study, many of which cannot be found elsewhere. The center staff members have graduated from FLL and, therefore, clearly understand FLL training objectives and programs, and are fully capable of advising students about their choices of reading materials. As FLL alumni, these staff members have close relationship with the students, which make the service more effective.
7.1.4. The assistants of scientific affairs and extra-curriculum affairs are competent and adequate in providing a satisfactory level of service
FLL currently has 4 assistants in scientific and extra-curricular affairs.
Table 7.4. FLL assistants of scientific and extra-curriculum affair
| No | Full name | Major | Position |
| 1 | Trần Phượng Linh | BA. in Literature | Consultant of the Youth Union (part-time) |
| 2 | Dương Hoàng Lộc | MA in Cultural Studies | Administrator of student research activities (part-time) |
| 3 | Dương Thị My Sa | MA in Linguistics | Administrator of the FLL website (part-time) |
| 4 |
Nguyễn Thị Phương Thuý
|
MA in Writing, Editing and Publishing | Advisor of the Honor Program (part-time) |
FLL assistants in scientific research and extra-curricular affairs are responsible for organizing activities, counseling students on study programs and research activities, providing students with information quickly and accurately.
The number of support staff of FLL is adequate with sufficient professional competence. The responsibilities of support staff are officially described in the documents widely published [Exh 7.1.5]. All the tasks concerning their duties are informed to the Dean, and the Board of Presidents if necessary, and to all related members.
Administrative tasks at FLL office are well organized. Most forms and templates have been standardized and systematically archived. FLL has data systems for administrative tasks and a staff member responsible for office affairs.
7.2. Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated
Some support staff members of FLL are recruited directly by the FLL Board of Dean, while the others are transferred from other offices and centers of the university based on their competences and the need of FLL.
Recruitment, appointment and promotion criteria and process comply with those of the University, published via many channels such as notice board, website, handbook and papers to the staff directly [Exh 7.2.1]
7.3. Competences of support staff are identified and evaluated
Basically, the support staff of FLL can fulfill the needs of students in all aspects, ensuring that students are supported comprehensively in administrative formalities related to student affairs [Exh 7.3.1], academic affairs such as registering the class/courses, appeal procedures about credit scores [Exh 7.3.2], searching academic documents [Exh 7.3.3], Youth Union and Student Association activities, receiving consultations on work orientation and other activities.
Based on the need and the development orientation of FLL, the FLL management Staff has great concern for the development and improvement of the support staff [Exh 7.3.5]. Both full-time and part-time staff members have always tried their best to complete their tasks, contributing greatly to the activities of FLL [Exh 7.3.6], [Exh 7.3.7].
7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them
There are adequate activities for both academic and support staff to pursue their professional training [Exh 7.4.1]. Support staff members have always been encouraged to continue their studies. All support staff members are not satisfied with a BA degree, as shown in the table below:
Table 7.5. List of support staffs and their academic degrees
| No | Full name | Position | Information |
| 1 | Nguyễn Thị Tâm |
- Office secretary - Assistant for student affairs - Assistant for quality assessment |
- Attending 2nd BA program in Chinese Literature - Completed and had certification on State Management For Staff Program (2013) |
| 2 | Lê Văn Dũng | - Assistant for undergraduate academic affairs | MA in Linguistics |
| 3 | Nguyễn Thị Mỹ Diễm | - Assistant for graduate academic affairs |
- MA in Sociology - Attending PhD Program in Culture studies at USSH - Completed and had certification on State Management For Staff Program (2013) |
| 4 |
Nguyễn Thị Phương Thúy (junior teaching staff) |
Advisor of the Honour Program (part-time)
|
- Completed the “Designing Constructively Aligned Quality Education” training program in USSH (22-23/3/2016) |
7.5. Performance management including rewards and recognition is implemented to motivate and support education, research and service
At the end of each semester, all the support staff members have a meeting for self-evaluation and offering advice to each other. The Vice Dean in charge of office tasks regularly supervises and inspects the working of the support team. Although the budget is limited, there is a monthly allowance for the support staff to spend on their mobile phone bills [Exh 7.5.1].
The performance of the support staff is evaluated at the end of the academic Year in accordance with the USSH’s regulations and criteria. In the last 5 years, all members of the FLL support team have been awarded with the title “staff of the year” by the USSH [Exh 7.5.2].
CRITERION 8
STUDENT QUALITY AND STUDENT SUPPORT
8.1. The student intake policy and admission criteria are defined, communicated, published, and up-todate
As one of the largest faculties of the USSH, FLL has a high intake quota, and this amount is relatively stable each year [Exh 8.1.1].
The FLL student intake is a part of the USSH’s intake which is directed, guided by The Ministry of Education and Training (MOET) and VNU-HCM, [Exh 8.1.2]. The admission requirements and regulations are also published on the University Website (Office of Undergraduate Affairs) and in the University entrance guidebook for high school students (updated every year). This is considered essential handbook for candidates as well as admission divisions. Before 2015, high school students had to pass the University Entrance Examination (after getting the High School Graduation Certificates) to to admitted to the University. Two years ago, MOET decided to change the form/regulations of student intake by organizing the National High School Graduation Examination and since then, the universities or colleges have had to base on these results and other conditions of special intake (if any) to select the candidates. The USSH also has its own regulations in accordance with the training objectives. Since 2015, in the USSH’s notice/ announcement for student admission, USSH has clearly stated Admission Conditions as follows:
+ The result of the National High School Graduation Examination must not be lower than the minimum total score required by MOET;
+ High school graduation diploma;
+ The total GPA of 3 high school years (grade 10, 11 and 12) has to reach 6.5 or higher [Exh 8.1.3].
It is clear that the announcement of the student intake and student enrollment is frequently updated to ensure the information supply for students who wish to enroll for the USSH and simultaneously increase student input quality of USSH, a member of VNU - HCM.
8.2. The methods and criteria for the selection of students are determined and evaluated
The methods and criteria for the FLL student selection are shown in the regulations on the USSH’s student intake announcement on the University Website. The candidates who have applied to for the FLL must get at least the required minimum total score of the 3 subjects (set by USSH) from the National High School Graduation Examination results (since 2015 or the University Entrance Examination before 2015) for two fixed groups of subjects they choose. These are Group C and Group D (C: Literature - History - Geography; D1: Mathematics - Literature - English); The intake criteria require the candidates to have good knowledge background of literature, which is a prerequisite for them to apply for a place in FLL and the department of literature [Exh 8.2.1]. The double score of Literature exam result in the student intake contributes to the selection of the gifted candidates is essential.
After being admitted to the FLL, the students with the high input/entrance exam scores who wish to apply for the honor program can make an application for the admission and take two rounds of examination organized by the FLL (writting and speaking) [Exh 8.2.2]. The number of students of FLL honor program continuously increases every academic year. The learning quality and the academic transcripts have also improved [Exh 8.2.3].
Table 8.1. The number of students attending the entrance exam in comparison with the students admitted to the FLL
| Academic year | No. Applied | No. Offered | Standard input grade | Average grade of FLL first-year students |
| 2008-2012 | 1406 | 266 |
Group C: 17.5 Group D: 15 |
17.33 |
| 2009-2013 | 609 | 229 | 15.0 | 16.77 |
| 2010-2014 | 623 | 242 | 14.0 | 16.12 |
| 2011-2015 | 623 | 230 | 15.5 | 17.71 |
| 2012-2016 | 528 | 236 | 20.0* | 16.80 |
| Total | 3789 | 1203 | 12.40 | 16.94 |
(*Literature, one of three subjects in the entrance test - Literature, Mathematics, English or Literature, History, Geography – double score)
FLL input quality is relatively stable in comparison with that of USSH and other universities in the whole country (Table 8.3.). This quality is at the average level, selected through a serious process with clear criteria. Overall, the output quality usually depends on the input quality. Therefore, the students’ input quality is a very important factor. In recent years, the standardized input/admission scores tend to rise slightly. If compared with the input score of other faculties/departments in HCMUSSH, FLL input ranks the 5th, one of the faculties / departments with the highest input scores at USSH. If compared with the input scores of other institutions offering BA in Literature in Ho Chi Minh City, such as Ho Chi Minh City University of Pedagogy, Van Hien University, FLL input score is higher and quite stable during the period of 2011-2014 and a little decreased in 2015.
Table 8.2. Benchmarks of admission in the period 2011-2015
| Subjects | 2011 | 2012 | 2013 | 2014 | 2015 | |
| FLL | English, Vietnamese Literature and Mathematics | 15.5 | 20* | 23.5* | 24* | 21.75* |
| Vietnamese Literature, History and Geography | 15.5 | 21.5 | 21.5* | 24* | 23.5* | |
| English, Vietnamese Literature and History | - | - | - | - | 21.75* | |
| Ground Score (minimum score) | English, Vietnamese Literature and Mathematics | 13 | 13 | 14 | 14 | 15 |
| Vietnamese Literature, History and Geography | 14 | 14 | 13.5 | 14 | 15 | |
| English, Vietnamese Literature and History | - | - | - | - | 15 |
Note: *points of Vietnamese literature was duplicated
Table 8.3. Benchmarks of FLL input grade in the period 2011 – 2015 in comparison with of other institutions
| Year | Subjects | Standard Input Grade | ||
|
FLL (HCMC USSH) |
Faculty of Philology (HCMC University of Pedagogy) |
Faculty of Philology (Van Hien University) |
||
| 2011 | English, Vietnamese Literature and Mathematics | 15.5 | 14 | 13,0 |
| Vietnamese Literature, History and Geography | 14 | 14 | ||
| 2012 | English, Vietnamese Literature and Mathematics |
20*
|
14.5 | No enrollment |
| Vietnamese Literature, History and Geography |
20*
|
14.5 | ||
| 2013 | English, Vietnamese Literature and Mathematics |
23.5*
|
16 | 13.5 |
| Vietnamese Literature, History and Geography | 16 | 14 | ||
| 2014 | English, Vietnamese Literature and Mathematics | 24* | 16 | 13 |
| Vietnamese Literature, History and Geography | 24* | 16 | 13 | |
| 2015 | English, Vietnamese Literature and Mathematics | 21.75* | 28* |
15
|
| Vietnamese Literature, History and Geography | 23.5* | 28* | 15 | |
| English, Vietnamese literature and History | - | - | ||
Note: *points of Vietnamese literature was duplicated
8.3. There is an adequate monitoring system for student progress, academic performance, and workload
There is an adequate student monitoring system of learning progress, learning results and academic achievements/performance at 2 levels. At the first level the Office of Undergraduate Affairs and the Office of University Student Affairs are responsible for students monitoring and advising. The registration of study credits in a semester of each student in compliance with the limit set by USSH’s regulation is controlled by Office of Undergraduate Affairs [Exh 8.3.1]. The notices, announcements about termination, warnings and requirement for students’ submission of foreign language certificates in due time in each academic year are given by the Office of University Student Affairs. Every semester, FLL receives notifications related to the student management [Exh 8.3.2]. At the faculty level, FLL always tries to ensure its students to achieve expected learning outcomes and get high achievements in their academic records in USSH. For example, FLL students always get the highest awards in USSH Scientific Research; as for the prize title “Students with 5 merits”, FLL students are always in the list of the best student prizes in USSH, VNU-HCM; the first and the second rank in the USSH graduation top rankings often belong to FLL students [Exh 8.3.3]. The FLL has teams of academic advisors, homeroom teachers, student managers [Exh 8.3.4]. The administrators always participate in organizing student activities to support them in each academic year, including the Meeting to welcome freshmen at the beginning of each academic year. The academic consultants and students assistants are in charge of monitoring the students’ learning and improving process. They can give students guidelines on searching and reading reference materials for better preparation of the courses. They also help to monitor the number of the students granted with scholarship in every semester, keep track of different students’ activities such as participating in the international exchange programs, doing research projects and many USSH and FLL Youth Union’s and Student Association’s activities.
According to the graduation requirements, FLL students have to accumulate at least 148 credits as set in the curriculum to be eligible for graduation. All the requirements are clearly shown in the curriculum (Table 2.3) and the "pre-conditions/pre-requisites" of each subject. The curriculum also allows students to accumulate additional credits, depending on the periods of study as well as career orientations of students. For example, FLL students who often wish to become journalists can often choose some selective subjects/electives related to the field of journalism - communication at the Faculty of Journalism and Communication. Besides, FLL students often enroll in professional courses for journalists in the Ho Chi Minh City Journalists' Association to improve the necessary skills related to their professional orientation [Exh 8.3.5]. The FLL Administrator and academic assistant have always supported students with their learning needs as mentioned above.
In addition, FLL student monitoring system also continues to provide them with FLL’s annual training plans [Exh 8.3.6], which allows them to select and arrange the subjects in the curriculum for their own plans more easily. Students have to accumulate a sufficient number of required credits, including those for the elective/optional courses, which are quite flexible for them. According to the USSH training regulations, after finishing 4 academic years, students can apply for graduate consideration and get a BA degree. However, the early accumulation of a sufficient number of credits (enough 148 credits) and satisfaction of all the other required conditions according to the USSH provisions could help students to graduate sooner (after about 3 and a half academic years) In every academic year, the University Board organizes 2 meetings for considering and approving students graduation to facilitate students’ graduation at the earliest time [Exh 8.3.7].
In each semester students can study from 4 to 6 subjects (corresponding to 4 to 6 sessions/ week, including 20 class hours/week in 10 or 15 weeks depending on the subjects) [Exh 8.3.8]. Students may spend the remaining time for self-study and research, homework, so on. It can be said that the academic schedule is practical and suitable for learners of all abilities. The management of the student progress by the credit system also helps FLL, USSH easily make decisions for students’ termination, give warnings in academic year to those students who do not keep up with the program. It helps improve the quality of student’s graduation. FLL and USSH are not only interested in the failure cases but in the learning process, the academic advisory board, homeroom teachers also supervise the students’ activities in groups in the consultation hours, clubs and teams support students positively [Exh 8.3.9]. Although there is not a psychological counseling center for students so far but the activities mentioned above can support to students a lot. For many years, there have not been any dropout cases due to psychological issues.
The specific tasks of student monitoring system at the 2nd level at the FLL are:
(1) Maintaining students’ stable learning process to ensure the output ratio: the Academic Assistant, homeroom teachers remind students to of preparing for their foreign language certificates (English) as required by USSH academic regulations. In accordance with the USSH’s requirements, in the 3rd semester, students have to submit an A-level foreign language certificate. When their graduation profiles are considered, they have to submit B-level English certificate. To facilitate the learning process and certificate submission in the due time, the USSH has a lot of notifications related to students’ foreign language certificates, especially for students not specialized in foreign languages [Exh. 8.3.10]. The Academic Assistant also updates all the notices on foreign language certificates (particularly English) issued by VNU-HCM.
(2) The information and the forms such as credit registration form, announcements, examination schedules, transcripts, records of students’ achievements, internship recommendation, internship evaluation form, appealing forms, feedback,…are widely announced and given to students. It helps them control their academic progress as well as give feedback conveniently [Exh 8.3.11], [Exh 8.3.12].
FLL frequently plans and implements monitoring activities to support students as mentioned above and records the results of students’ learning achievements seriously. All the relevant information will be announced publicly to the students, so their problems or difficulties can be dealt with in time. Both academic assistant and each class have exchanged their email addresses, and cellphone numbers as a communication channel to exchange the information and give feedback quickly and efficiently [Exh 8.3.13]. FLL administrators are also interested in the monitoring and support activities of the homeroom teachers. Each class also sets up social networking sites like Facebook to share academic announcements, to prepare for a class and assign learning groups, etc. [Exh 8.3.14].
In addition, the teachers’ activities of supporting students in their learning are clearly expressed in the annual thesis guidebook (for both junior students and senior students) and graduation thesis guidebook (for senior students). The annual thesis guidebook is regarded as a tool for doing exercises to help students know how to do Scientific Research projects [Exh 8.3.15]. The students can have direct contact with their supervisors to get the instructions on the form and the content of the thesis. Students who are doing the scientific research works, could use a part of the complete work to revise and submit instead of making an entire new topic. More and more notice of the assessment of students’ attitudes in doing annual thesis have been taken by the faculty to help students become better aware of their self-study; flexibility in the exchange, interaction with the supervisors [Exh. 8.3.16].
The graduation thesis is also an important requirement, and at a certain level, it is an honor for the 4th year student. The number of students who can do graduation thesis usually account for 10% of the senior year students. The students who study in honor program are required to do the graduation thesis. In general, the graduation thesis topics are considered carefully by FLL Academic Council, the thesis form is prescribed clearly, the supervisors give instructions enthusiastically, the quality of theses has gradually been improved [Exh 8.3.17]. The students who do the graduation thesis have to present their thesis results in front of the FLL Examination Board, set by FLL as required by FLL’s own regulations. However, the credit system sometimes facilitates the early graduation of the good and excellent students in doing graduation thesis. Besides, there are many students who are aware of the importance of doing the graduation thesis as the stepping-stone in doing scientific research, they feel highly enthusiastic in this work.
8.4. Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability
To give students opportunities to improve their skills and well-rounded development as well as their learning spirit, FLL organizes many activities to support them effectively [Exh 8.4.1].
The students are recommended by FLL to the institutions of education, journalism or others to apply for internship that enables them to apply their acquired knowledge into practice and have working experience before graduation. FLL shows much concern for arranging vocational internship for the students, sending letters of recommendation to the institutions where the internship for the students is provided/offered, assigning the internship advisors, organizing internship assessment, etc. [Exh 8.4.2].
The students are also guided by FLL in research activities. Every year, the students are offered series of research topics given by the teachers, or they can suggest the topics by themselves. The student research topics have been examined and approved by FLL Academic Council. FLL also annually organizes The Day of Student Research during the USSH Month of Student Research. The student research works are presented before the special committee of lecturers, who can give useful and accurate comments. FLL student research works are always at the top of USSH’s ranking in both quantity and quality, and students have won many student research awards of USSH, VNU-HCM and MOET [Exh 8.4.3].
To appreciate the learning achievements of the students, FLL give rewards to the excellent students and excellent classes in learning, doing research and in the activities of Youth Union and Student Association [Exh 8.4.4].
Besides, FLL has established the Fund for Supporting FLL Students which raised money from different sources such as FLL alumni, many educational and journalistic institutions, companies and so on. The scholarships are granted to the students who have financial difficulties on the Teachers’ Day in November or on the Day of welcoming freshmen in October every year [Exh 8.4.5], [Exh 8.4.6].
There are many student clubs in FLL, such as Club of Literature and Arts, Club of Calligraphy, Rubic Club, etc. to provide their life with more diversified useful and interesting activities. Those clubs have been effectively operated by the students themselves, attracting not only FLL students but also many students from other faculties of USSH [Exh 8.4.6].
FLL, along with USSH Office of Students Affairs and Center for Career Orientation and Human Resources Development, pays attention to the activities of career orientation for the students, helping them with information of job opportunities after graduation. The information is regularly updated and reached to the students via emails of the classes, published in FLL information board as well as in FLL website [Exh 8.4.7].
8.5. The physical, social and psychological environment is conducive for education and research as well as personal well-being
FLL students are given consultation and sufficiently provided with all the necessary academic information by FLL, Office of Undergraduate Affairs, Office of Student Affairs and Office of Educational Testing & Quality Assurance, such as the information about BA program, learning objectives and requirements, regulations, methods of examination and assessment. The information is also provided via other channels such as the student handbook and other documents [Exh ibid Exh 8.3.8], [Exh 8.5.1]. The information for the freshmen, the announcement of academic schedule of every semester, the schedule of examination, the USSH and FLL decisions related to the academic affairs and the student affairs etc. are put on the FLL information board and the FLL and USSH websites [Exh 8.5.2]. FLL supporting staff including FLL secretary, assistant of academic affairs, assistant of student affairs and the class advisors are assigned to organize the student activities, support them in those activities, answer their questions and monitor the process of their learning, examination, credit enrolling, questioning, appealing about the exam scores and so on [Exh ibid Exh 8.5.1]. FLL shows more and more concern to raise the supporting role and the number of academic/class advisors.
The learning results of every course are timely informed to the students in the score noticeboard, the individual academic transcripts are provided by the Office of Undergraduate Affairs. FLL class advisors and FLL assistant of student affairs support the students in their self-assessment of learning and self-improvement [Exh ibid Exh 8.4.7], [Exh ibid Exh 8.4.4]. The results of student learning and self-improvement are stored by the FLL section of academic affairs as well as by Office of Students Affairs and the students can be timely provided in case of correction or revision [Exh 8.5.4].
The consultation of student learning methods is arranged by FLL right after the freshmen enrollment [Exh 8.5.5]. FLL young teachers and FLL alumni, who have graduated with excellent results and got good job positions, are invited to participate in the workshops and share their learning and working experiences with the new-coming students. FLL also visit to encourage the freshmen students in the camp of National Defense Education [Exh 8.5.6].
For sophomore students, FLL organizes the orientation workshop to introduce and advise them in choosing specialization/majors in the next academic years [Exh 8.5.7]. The meetings of students with FLL chairmen, department chairmen and the assistant of academic affairs are regularly arranged. Moreover, FLL also have the programs of career orientation and job consultancy for junior and senior students [Exh 8.5.8], the training programs of learning skills, group working skills through the activities of the student clubs [Exh 8.5.9]. Every year, the junior students go to the fieldtrip to compile the folklore, Sinology and Nom materials, to do surveys in the languages of minorities in the provinces of Southern Vietnam. The fieldtrip program is carefully and thoroughly prepared by FLL, from contacting with the local authorities to arranging the homestay and working addresses for the students, delivering the fieldtrip regulations, preparing fieldtrip report and assessment [Exh ibid Exh 8.4.2]. The fieldtrip program objectives provided for the students include the improvement of the skills of compiling, researching and group working. The student fieldtrip results are valuable resources for FLL academic and scientific works, which have been published and won several awards of Vietnam Association of Folklore [Exh 8.5.10].
CRITERION 9
FACILITIES AND INFRASTRUCTURE
9.1. The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research
9.1.1. Work space for staff
The overall area of the FLL in the Dinh Tien Hoang branch is 80m2, including the Department Office and the Library of Sino-Nom Documents.
a. The Faculty Office:
The Faculty Office is logically organized with all neatly separate sections: section for management staff and the office secretary’s work space; the Aministrative Staff’ office and meeting room. Each staff in the faculty has a locker to keep their files, notes, documents,… related to their teaching and researching activities.
The Faculty Office has 05 personal computers connected to the internet. 03 of them are used by the assitants and the secretary, 01 of them for the Administrative Staff, 01 for other work, 03 printers (01 for the Administrative Staff, office secretary and 01 for theothers), 01 photocopy machine, 01 projector and 01 scanner.
In Thu Duc campus, the Faculty Office is also equipped with 01 computer, 01 scanner and 01 printer.
Overall, these equipments have satisfied the managing, executing and archiving needs of the FLL [Exh 9.1.1].
In the faculty, office culture regulations are strictly complied with. The office staff must have a friendly and professional attitude, courtesy towards the undergraduates, the graduates and the teachers during the working process.
The faculty is also allowed to use a larger work space in Linh Trung campus, Thu Duc, including the Faculty Office, the Library of Sino-Nom Documents and many other reading rooms [Exh 9.1.2] for better managing, training and researching of the professors, the graduates and undergraduates in the FLL.
b. Center of Sinology and Nom Studies
The Center of Sinology and Nom Studies is an archive library only for the FLL. It is equipped with these machines:
- Equipments provided for collecting: including 02 Sony HX100V digital camera; 02 Sony HDR-XR160E digital filming devices; 02 Sony ICD-UX531 digital recorders; 04 HP G4010 scanners; 02 HP Scanjet 300 specialized scanner.
- Equipments provided for researching: 02 Sony Vaio VPC-CA15FG laptops, 01 Dell DLP technology 1610 HD projector; 01 Sony LCD KDL-32CX520 television; 01 Sony BDP-S380 DVD player; 01 Samsung SDP-850 digital presenter; 02 personal computers connected to the internet, with main function is to manage, store files and looking up documents information in the library.
- Equipments provided for managing, storing and preserving: 01 Panasonic MC-CL483SN vacuum cleaner; 02 Panasonic CU/CS-KC12MKH air conditioners; 01 A4 P2035 laser printer; 01 A3 HP 5200 laser printer; 01 meeting tables set and 14 chairs to read documents, arrange meetings and talkshows [Exh 9.1.3].
Overall, these equipments have satisfied the managing, storing, keeping in good repair and collecting documents needs of the FLL.
The Center of Sinology and Nom Studies have gradually moved to the Linh Trung campus [Exh 9.1.4], in order to maximize the need of approaching specialized knowledge of students in the faculty.
9.1.2. Study space
The faculty has 2 areas of study space for the students: the freshmen, sophomores and juniors study in the Linh Trung – Thu Duc campus with the overall area of 23 ha; the seniors study in the Dinh Tien Hoang campus with the overall area of 1,2 ha. Depending on the study needs of each subject, each class, the university provides sufficient space for the number of enrolled students ranging from 15 to 200 students. The classrooms are also equipped with lights, fans, speakers, microphones, projectors to serve the studying, teaching needs of the teachers and students [Exh 9.1.5].
Besides the class rooms, the Thu Duc campus also has a fairly large self-study garden, a study room which is well-equipped, meeting the needs of self-study of the students [Exh 9.1.6].
Basically, the FLL is provided with full equipment, the compulsory facilities for the training and researching activities of the faculty and suitable for the demands, development orientation of the university.
9.2. The library and its resources are adequate and updated to support education and research
9.2.1 Studying resources were selected and ensured to be best fit to the goals of the training program through the faculty’s library
The FLL is one of the faculties with its own library in order to satisfy the need of teaching and studying of the teachers and the students. The faculty’s library is the Center of Sinology and Nom Studies, which was built on the basis of the Documents Room of the faculty before. Today, the Office has stored an enormous amount of documents from all fields such as: literature, history, liguistics, culture, philosophy,... which can serve the studying and researching of the teachers, graduates and undergraduates of the FLL and some other faculties in the university [Exh 9.2.1], [Exh 9.2.2]. Specifically as follows:
- Vietnamese documents:
Table 9.1. Vietnamese documents in the Center of Sinology and Nom Studies
| ORDERS | SUBJECTS | TITLE NUMBERS |
| 1 | Vietnamese Literature | 942 |
| 2 | Foreign Literature | 434 |
| 3 | Linguistics | 100 |
| 4 | Treatise | 71 |
| 5 | Other materials | 461 |
| 6 | Annual essays | 204 |
| 7 | Graduation theses | 1035 |
| 8 | MA theses | 321 |
| 9 | PhD theses | 68 |
| 10 | Internship Reports | 24 |
| 11 | Scientific reports | 78 |
Additionally, there are more than 100 books archived in the Center (not listed in the return). In which, there are many series of books such as: Works that were awarded the Ho Chi Minh prizes, Collections of Vietnamese literature, Collections of folk tales, Collections of folk entertainment and culture, Collections of historical tales in Central Highlands, etc.
- Sino-Nom documents, foreign languages, tool books:
Table 9.2. Sino-Nom documents, foreign literature, tool books in the Center of Sinology and Nom Studies
| ORDERS | SUBJECTS | TITLE NUMBERS |
| 1 | Sino-Nom books written or printed on the poonah-paper and copied books | 708 |
| 2 | Scanned, digital photographed Sino-Nom books | 150 |
| 3 | Sino-Nom documents including panel pictures, parallel sentences, engraved graves collected in the Southern and the Mid-southern | 49 boxes |
| 4 | Sino books printed in China, Taiwan | about 2800 |
| 5 | Other foreign languages books (English, French,…) | about 650 |
| 6 | Specialized mono language dictionaries, tool books | 70 |
| 7 | Dual languages dictionaries | 25 |
Besides, FLL also has a website, which is a valuable resource of information and a means of communication between Faculty and teachers, graduates, students. On the website you can find information about human resource of every subject. Most importantly, website is the place where many articles written by FLL teachers as well as by the researchers of other institutions of Vietnam and other countries, related to specialized literature are posted. Those documents contribute substantially to the success in study and research of those who are concerned. Launched since 2007, the website has had an impressive number of visits with approximately 34 million ones and it is one of the best websites of literature – social sciences in the nation [Exh 9.2.3].
9.2.2. The electric library is regularly up-to-date
Currently, the USSH library at both Dinh Tien Hoang campus and Linh Trung campus have approximately 86,000 titles (until 6/2016); the VNU-HCM central library had had a large number of titles, academic journals and other reference books, to meet a part of the materials for learning and research of FLL teachers, graduates, and students [Exh 9.2.4].
The electronic library with e-data/material room of USSH has created an opportunity for teachers, students to find documents, look up for information quickly and conveniently. The FLL teachers and students are issued with the library card after they attend the training course organized by the USSH Library at the virtual data room. This enables the librarians to manage the readers easily and scientifically [Exh 9.2.5].
9.3. The laboratories and equipment are adequate and updated to support education and research
To meet the increasing higher needs of learning and research of the undergraduate students and graduates, the FLL Administrative Staff always give the ideas, suggestions for better equipment to get the best supports for students. As mentioned above, the establishment of Center of Sinology and Nom Studies is one of the remarkable efforts [Exh 9.3.1]. The updated equipment is available effective use in both campuses.
The FLL website is also a way to spread the information quickly and efficiently. Especially, the information of scientific research projects, the papers of FLL conferences and workshops is regularly uploaded on the FLL website [Exh 9.3.2].
9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research
In the current trend of information technology, it is evident that the USSH has further improved the information technology system to meet the needs of the staff and the students. The most obvious evidence is a virtual data room which is operating more effectively, there are many computers in the reading room for looking up documentaries, and each classroom has have sockets to help students use their computers easily, ...
Besides, the USSH campus has free wi-fi system (Dinh Tien Hoang campus), although the access speed has not met all of the needs of the students and the guests but it helps the staff, the teachers, the students, the graduates are easily to get access to the network to serve the activities of teaching, research, services, and management [Exh 9.4.1]. Inside the campus, the teachers and the students could get access to the internet everywhere to get learning information. It is easier for teachers to log in the online resources which serve the learning or preparation for lectures.
9.5. The standards for environment, health and safety; and access for people with special needs are defined and implemented
It is confirmed that the learning environment at both campuses meet environmental, health and safety criteria for the teachers, the students. In particular, Linh Trung campus with the spacious area and many trees creates a sense of comfort, excitement for the teachers and the students. The USSH also has the medical centers to promptly support the staff, the teachers and the students when they have health problems [Exh 9.5.1]. However, in the future, these centers should be upgraded with new equipment and area expansion in order to better serve the needs of the staff, the teachers, and the students.
The USSH also shows concerns for the specific needs of the students with disabilities. Firstly, all stairs have the reserved ways for handicapped. Depending on each case, the USSH has specific priorities for the students with disabilities. For example, if the students who meet the problems with their legs or the cardiovascular are often exempt from studying Physical Education (the students have to provide the necessary documents of the clinics, hospitals). In addition, as for the activities which require a lot of exercise, the students with physical disabilities do not need to join. These supports help the disabled to ensure their health and avoid unnecessary pressure. Besides, the USSH student association also creates other extracurricular activities to help the students with disabilities to easily integrate into the USSH environment.
The USSH has fire prevention measures, most of the hallways have fire prevention system. Annually, many USSH staff members have been trained in Fire prevention and extinguishing [Exh 9.5.2].
Besides, the USSH also shows great concern for/take great notice of security, in addition to the guards at the two USSH campuses, the USSH security group has been founded by USSH male staff who are in the military service age and trained seriously to ensure the USSH security and a safe environment for students [Exh 9.5.3].
CRITERION 10
QUALITY ENHANCEMENT
10.1. Stakeholders’ needs and feedback serve as input to curriculum design and development
In quality assurance activities, FLL has always focused on Stakeholders’ needs and feedback served as input to curriculum design and development to meet the needs of learners, expressed as follows
- The teaching faculties participate in designing and developing the curriculum via professional meetings of the Faculty/ the Department. Teaching faculties’ feedbacks on curriculum design and development are carefully considered notes by FLL Academic Council to adjust the program [Exh 10.1.1]. The teaching faculties also comment on the university’s academic programs via their professional meetings where their feedback are aggregated and then sent to the Office of Undergraduate Affairs [Exh 10.1.2]. In addition, each of the departments in the FLL is periodically organized peer review through teaching observations in which selected teaching faculties lecturer’s hours attending the selected teaching sessions and giving feedback to their peers for improving teaching quality [minutes of peer review]. As for student feedback, every semester the course evaluation is carried out, to collect opinions from the students and the departments will organize the meetings to discuss the course evaluation results [Exh 10.1.3]. At the same time, feedback and suggestions of surveyed teaching faculties will be sent to the Office of Educational Testing and Quality Assessment for quality enhancement at the university level [Exh 10.1.4].
- Student reviews for the program through the questionnaires are collected per semester [Exh 10.1.5] via Program Evaluation Questionnaire [Exh 10.1.6]. This kind of evaluation is periodically conducted by both the FLL and Office of Educational Testing and Quality Assessment. The results obtained from these kinds of surveys became an important information channel for the FLL to understand more about the students’ needs and expectations, as well as to know how to revise the Program to meet the students’ expectations. In addition, through an effective system of supporting staff (Academic Boards, secretary, academic advisors...), student’s feedbacks and questions about the Program often get answers, helping students solve their problems in the learning process [Exh 10.1.7]. In the past 5 years, from the students’ feedback channel, the FLL has some adjustments, by adding or removing some subjects according to the requests of students [Exh 10.1.8], and there are improvements the same time with the Program [Exh 10.1.9]. For example, FLL removed some theory-based subjects and added some subjects which can bring real useful skills for students’ future career. It is detailed descripted in the Table 2.3 (Description of course adjustment of Criterion 2).
- Every two years, the FLL holds the meeting with the FLL’s employers, consult the employers through the survey and listen to the employers’ feedback directly in the conference [Exh 10.1.10]. In addition, during the student internship, the FLL can also get feedback from employers about the quality of students’ practice [Exh 10.1.11]. Through these kinds of feedback from employers, the FLL had a closer look at the reality of the labor market to make adjustments accordingly. Specifically, the FLL had more electives subjects in favor of career orientation for students to adapt to the work environment easier [Exh 10.1.12].
10.2. The curriculum design and development process is established and subjected to evaluation and enhancement
- The Program was built according to a scientific process, regulated by the FLL Academic Council directly. Members of FLL Academic Council are leading professors have reputation in literature and Head of seven Departments of the FLL who have professional experiences and management experiences. The FLL Academic Council discussed and designed the Program [Exh 10.2.1]. Then, the Program is periodically evaluated every 2 years after the employers’ conference [Exh 10.2.2]. It could be imaged about this process through the below chart:
Figure 6. The process of design and development of the study program of FLL
- Previously, the process of design and development of the Program has not been attached much to the stakeholders’ feedbacks. However, in the past 5 years, this process has special attention to the feedback of students, alumni, employers and the teachers. Thus, the survey of stakeholders’ feedback is periodically conducted [Exh 10.2.3] and the survey results are used to revise and update the Program [Exh 10.2.4].
10.3. The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment
- The alignment of expected learning outcomes to teaching-learning processes and student assessment is regularly reviewed, FLL take into consideration of usually evaluates this alignment. FLL has established the Quality Assurance section, in collaboration with the Office of Educational Testing and Quality Assurance organizes the surveys of stakeholders and the results of these kinds of survey are synthesized and inter grated to provide FLL Administrative Staff, Academic Council a comprehensive and informative channel [Exh 10.3.1], [Exh 10.3.2]. Specifically, every semester, FLL organizes courses evaluation [Exh 10.3.3]. After each survey, each department of the FLL will organize professional meetings with the participation of surveyed teaching faculties and others members are aiming at (1) look over again on the processes of planning and organizing his/her teaching, (2) know how to promote the strengths (3) figure out what needs to be improved, (4) provide the opportunity for other FLL teachers to give comments for their peers [Exh 10.3.4].
- Syllabi and student assessment methods are regularly modified to meet the needs of the students. Previously, due to the particularity of the study area, students are assessed by essays contest with the percentage of 30% for mid-term of and final term of 70%. In the last 5 years, teaching faculties have adjusted the forms of mid-term and final term exams [Exh 10.3.5]. Students are required to work in groups to do small researches drama, presentations, etc. They are the most popular student assessment methods of tests [Exh 10.3.6]. For the final test, apart from traditional essay, there are other forms of assessments such as multiple choices, essay writing [Exh 10.3.7]. In addition, the grading scheme of the course also has been changed a lot. Formative assessment is much more focused than summative assessment [Exh 10.3.8]. These changes in student assessment are to make students more dynamic, more active in their learning. Hence, feedbacks from students about courses having many assessments forms are usually outstanding, prove they have learned a lot from these courses [Exh 10.3.9].
10.4. Research output is used to enhance teaching and learning
FLL is one of the most outstanding faculties in scientific research in USSH. Apart from training and teaching activities, scientific research is also one of two key tasks of the Faculty. FLL teaching staff has successfully conducted many scientific research projects at various levels [Exh 10.4.1]. From 2010-2015, FLL teaching staff published 234 research papers on the local scientific journals, 13 research papers in the international journals, 56 research papers in international seminars and conferences, 166 research papers national conferences and 27 research papers at university conference level [Exh 10.4.2]. The research achievements are not only valuable for specialized research areas but also for the improvement of teaching and learning activities.
- From the results of the scientific research works, 19 specialized books have been published, and used as textbooks and key reference sources for students [Exh 10.4.3], [Exh 10.4.4]. For example, many books by FLL’s lecturers have become the key reference books of the subjects such as Japanese and Korean literature, The poetics of folksong, Classic Vietnamese literature 2, etc. [Exh 10.4.5]. In the context of the lack of Vietnamese reference books of some subjects, this sourse made by lecturers is very useful for students.
- FLL also regularly organizes international conferences, national conferences and workshops which have the participation of students [Exh 10.4.6]. This kinds of seminars provide the opportunities for local and international scholars to exchange and discuss about literature, as well as the place for students to enrich their knowledge, the vision than the formal curriculum to raise their voice and to, to discuss with researchers about their interested topics or to look for the opportunities to study abroad [Exh 10.4.7].
- FLL students are always encouraged and effectively supported to participate in scientific research activities. While carrying out the research works, students are y step by step instructed, from choosing a subject to research report. Therefore, FLL students have got high prizes in the student science contests at all levels [Exh 10.4.8]. In addition, many student research works are part of the larger project of their lecturers. Participating in the large project of the teaching faculty is a good opportunity for students to learn and improve their research capacity [Exh 10.4.9].
10.5. Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement
- Library of the USSH is periodically updated: the main reference source for research, teaching and learning. FLL Center of Sinology and Nom Studies is also a place in which a huge numbers of specialized and precious learning and research materials are kept [Exh 10.5.1]. FLL Center of Sinology and Nom Center updated continuously [Exh 10.5.2] is a place to store the thesis, dissertations that have been done at the Faculty, a valuable knowledge sources for students in the process of learning and researching, and is FLL Center of Sinology and Nom Studies is also equipped modern equipment, for research and study [Exh 10.5.3].
- Facilities as classrooms, sound systems, computers, projectors are constantly improved each semester by the university based on the feedback of both teaching staff and students from the results of course evaluation [Exh 10.5.4]. Teaching and learning facilities at the FLL Office are also periodically upgraded and replaced to serve the best for the management and training [Exh 10.5.5].
- FLL’s website works very effectively. This website is also an important channel for feedbacks [Exh 10.5.6]. Website has wed master at faculty level who will, regularly update news, announcements, research papers etc. , and is constantly technical upgraded [Exh 10.5.7] [Exh 10.5.8]. Therefore, website of FLL is not only useful for students and teaching faculties, but also very popular among literature researchers in Vietnam.
- Annually, the student support services have been improved based on the feedbacks by teaching faculties, students via course evaluation, and other channel available. Specifically, in the staff's annual end-of-year staff meeting, lecturers in the Faculty comment for support staff, like Faculty’s secretary, Research assistant, Students Affairs assistant to help them to serve students better [Exh 10.5.9]. Students’ feedbacks on the effectiveness of the student support services through channels available are also a good source of reference to support staff to perform better their tasks [Exh 10.5.10].
10.6. The stakeholder‘s feedback mechanisms are systematic and subjected to evaluation and enhancement
The collection of feedback from FLL’s stakeholders is conducted in accordance to the USSH's quality assurance process regulated by the Office of Educational Testing and Quality Assessment. Accordingly, the Office of Educational Testing and Quality Assessment closely work with Quality Assurance section of FLL to conduct the surveys. In the last 5 years, FLL has organized periodically the following surveys:
Table 10.1. List of BA in Literature feedback surveys
| No | Category of Survey | Object | Time | Method |
| 1. | Course Evaluation | Students have just finished their course each semester |
Periodically each end of the semester
|
Deliver questionnaire to each student before exam |
| 2. | Program Evaluation | Last year students who care accumulated at least 100 credits |
Periodically the end of each training program
|
Deliver questionnaire to each student in the final student meeting |
| 3. | Alumni survey | Alumni | Once a year | Email/online by google docs/by post/telephone interview |
| 4. | Employers survey | Employers | Once every 2 years | Email/online by google docs/by post/telephone interview/ employers Conference |
Questionnaires are designed by the Office of Educational Testing and Quality Assessment with the reviews by leading experts in education and statistical social research and the feedback of all leaders, teaching staff, supporting staffs periodically reviewed and adjusted to get the expected survey results [Exh 10.6.1].
The collected data are analyzed, synthesized and sorted and integrated by the Office of Educational Testing and Quality Assessment and then these analyzed survey results are to be sent to the Faculty/Department for their own use The results are then used by Faculty/Department to improve teaching and learning activities and are kept by the secretary of the Quality Assurance section [Exh 10.6.2].
Feedback from teaching staff is collected regularly via the department meetings and Faculty meetings once per month, via the staff conference once per year, via the meeting with the Board of Presidents once per year [Exh 10.6.3].
CRITERION 11
OUTPUT
11.1. The pass rates and dropout rates are established, monitored and benchmarked for improvement
The below table shows the ratios of admitted students, enrolled students, graduates and early-leavers of the Literary specialization:
Table 11.1. Ratios of admitted students, enrolled students, graduates and early-leavers of the Literature specialization
| STATISTICS OF ADMITTED STUDENTS, ENROLLED STUDENTS AND GRADUATES | |||||||||
| COHORT | ADMITTED | ENROLLED | DROP-OUT | ACTUAL | GRADUATED | RATIO OF ADMISSION (%) | RATIO OF ACTUALS (%) | RATIO OF GRADUATES (%) | RATIO OF EARLY-LEAVERS (%) |
| 2007-2011 | 293 | 276 | 13 | 263 | 253 | 94.20 | 95.29 | 96.20 | 4.71 |
| 2008-2012 | 234 | 228 | 8 | 220 | 206 | 97.44 | 96.49 | 93.64 | 3.51 |
| 2009-2013 | 229 | 229 | 0 | 229 | 184 | 100.00 | 100.00 | 80.35 | 0.00 |
| 2010-2014 | 252 | 250 | 20 | 231 | 195 | 99.21 | 92.40 | 84.42 | 8.00 |
| 2011-2015 | 244 | 236 | 0 | 236 | 139 | 96.72 | 100.00 | 58.90 | 0.00 |
By the statistics of 2007’s students, hereunder are the conclusions:
- Ratio of enrolled students is quite stable, above 90% on average. Especially, this ratios reached at the peak in 2009 and 2011.
- Ratio of early-leavers is relatively low, less than 8% and average at 4%. The main reasons of the dropouts include: study abroad, move to other university, and unilaterally give up.
- Ratio of graduates from 2011 to 2015 of the Literacy specialization is fluctuated. In 2007-2011cohort this ratio is 96.2%. However, it reduces 2.56% in the next cohort, then increases 4.07% in the 2010-2014up but still falls short of the previous high number. In the latest cohort, 2011-2015, the ratio is only 58.9%, which is 25.52% lower than the previous cohort. The fluctuation in terms of number of graduates in the passing years is due to the Faculty’s new policy on cutting down the input to assure the output quality. Moreover, students who fail to graduate on time are mostly because they lack of required language certificates, which is prerequisite condition to graduate under the University’s policy [Exh11.1.1], [Exh 11.1.2].
- In comparison with other faculties in HCMUSSH, it could be seen that the ratio of graduates of FLL is satisfactory. We have chosen 4 faculties of the USSH which have the high ratio of graduates and to compare with our ratio:
Table 11.2. Ratio of graduates of the faculties of USSH
| Faculty | 2009-2013 (%) | 2010-2014 (%) | 2011-2015 (%) |
| Journalism and Communication | 80.9 | 82.9 | 80 |
| Oriental Studies | 88.4 | 90 | 85 |
| History | 89.3 | 91.8 | 53 |
| English Linguistics and Literature | 94.2 | 87.8 | 72 |
| FLL | 80.4 | 84.4 | 58.9 |
From the table 11.2, it could be seen graduate ratio of the 2009-2013 cohort and that of the 2010-2014 is equivalent of that of other faculties (over 80%), this ratio of the 2011-2015 cohort is lower than that of others, except from Faculty of History (53%). The reason of this decrease in graduate ratio, as we have just explained above, maybe the same reason of the decrease of Faculty of History whose input students are mostly not good at foreign language like FLL.
The Faculty has done such improvements to settle difficulties affecting the graduate ratio of FLL students and to support students to graduate on time: Guiding students on learning and making language certificate tests stage by stage, encouraging students to overcome difficulties and burdens during the course of learning.
11.2. The average time to graduate is established, monitored and benchmarked for improvement
A literary student is expected to graduate after four years. However, there are cases, due to different reasons, that students failing to graduate on time. According to the USSH credit-based system, the students’ study result shall be reserved at maximum 6 years
The below table presents the percentage of students graduating on time, early or late in the last 5 years:
Table 11.3. Ratios of students graduating on time, early or late in the last 5 years
| No. | Category | Cohort of 2007-2011 | Cohort of 2008-2012 | Cohort of 2009-2014 | Cohort of 2010-2014 | Cohort of 2011-2015 | ||||||
| No. | Ratio (%) | No. | Ratio (%) | No. | Ratio (%) | No. | Ratio (%) | No. | Ratio (%) | |||
| 1 | Total graduates | 156 | 84.32 | 123 | 83.67 | 98 | 68.06 | 115 | 80.42 | |||
| 2 | Graduates after 4 years | 95 | 60.89 | 99 | 80.84 | 81 | 82.65 | 87 | 76.65 | 74 | 53.23 | |
| 3 | Graduate after more than 4 years | 61 | 39.1 | 24 | 19.51 | 17 | 17.4 | 18 | 15.65 | |||
| 4 | Non-graduating students | 13 | 6.95 | 8 | 5.44 | 0 | 0 | 20 | 13.99 | |||
Each round of graduation, Academic assistant, FLL Administrative Staffs, responsible leaders of Office of Undergraduate Affairs and the Vice President in charge of Academic Affairs will have a meeting to analyze the training situation of FLL in the year, focusing on time graduates, graduation rates and the quality of graduates. By comparing, analyzing and discussing of data to consider the input and output of each major of the Faculty. This is considered a media channel for monitoring and benchmarking of quality graduates in FLL. This activity is maintained annually [Exh 11.2.1], [Exh 11.2.2].
11.3. Employability of graduates is established, monitored and benchmarked for improvement
Graduates from the literary major of FLL get involved in various kinds of jobs (as FLL has focused on 3 job orientations for the Faculty’s graduates opportunities) relating to teaching-researching-media-press, administration filling as teachers, researchers, media staffs, editors, journalists, office staffs, etc. The diversity in job directions was building the high employability of the FLL’s graduates in the last 5 years. Annually, FLL has conducted alumni s evaluation per year and concluded that the ratio of graduates being employed as follows is [Exh 11.3.1]. Specifically:
- In 2010: Ratio of students having jobs prior to graduation is 17.6% and after graduation is 76.5%.
- In 2011: Up to 46.4% of graduates have jobs just one month after graduation and 11 months onwards, there is 46.5% added on such ratio.
- In 2012: Within 3 months after graduation, up to 57.1% of graduates have jobs and 6 months onwards, there is 37.9% added on such ratio.
- In 2013: Within 3 months after graduation, up to 55.2% of graduates have jobs and after 6 months, we have 71.7% in aggregate.
- In 2014: In total there is 73.3% of graduates having jobs, in which, at the time of graduation, ratio of students having jobs is 27.3% whereas 3 months after that, the ratio is added with 55.2%.
Most students of the Literature major have jobs related to their training major. In 2010, the ratio of graduates having jobs related to their training major is 82.4%, and in the succeeding years is: 2011: 69.7%, 2012: 93/1%, 2013: 72.7%, 2014: 72.8%. It is proven that the market’s demand for graduates in this field is high.
FLL’s graduates have adequate salary that shall increases in correspondence with his years of services. In 2010, 2011 and 2012, the average income from 3 million VND to 5 million VND has the highest ratio of 36.8%, 54.5% and 44.8% respectively. However, in the most recent two years, the average income of 5 million VND to 7 million VND has the highest ratio of 45.5% and 40.9%. This salary for new graduates is generally positive. Since this grade earns the highest ratio of employed alumni, it is a good evidence for the employability of students of the Literature major.
Besides, the number of undergraduates pursuing higher education, second degree significantly increases year by year. Although in 2010, 2011, the ratio is just 20%, it goes up to 75% and 66.7% in 2012 and 2013 respectively. The numbers present high demand on learning continuity of graduates.
In addition to the survey of the employment situation after graduation, FLL also established surveillance system employment of graduates by introducing the candidates to meet the employers via many channels [Exh 11.3.2]. By doing this, a lot of graduates meet the needs of employers and the proportions of students who have stable jobs are increasing every year.
11.4. The types and quantity of research activities by students are established, monitored and benchmarked for improvement
Scientific research activities of students of the Faculty are strongly focused. The Faculty assigns its specialized staff to be a key coordinator in charge of organizing and monitoring the results of students’ scientific research [Exh11.4.1]. The Student Research Conference is an annual activity of FLL and USSH. FLL students are encouraged to submit their research proposal by October every year. Accordingly, the FLL Academic Council shall review on the research proposals and recommend the qualified proposals to the University for approval of financial support of for the choose none by the USSH. Students then carry out their research under the lecturers’ supervision so that they can complete their research, submit the work by May and report research results at the Student Research Conference [Exh 11.4.2]. In the last 5 years, there have been many students of the Literature subject participated in many scientific research contests [Exh 11.4.3]. Many of them were award winner in multi-level contests [Exh 11.4.4]. The Faculty is recognized as the one having highest-performed scientific research activities of the University [Exh 11.4.5].
The below table presents the USSH awards for the students of the Faculty in terms of scientific research in the last 5 years:
Table 11.4. List of student research awards in the last 5 years
| Year 2011 | Year 2012 | Year 2013 | Year 2014 | Year 2015 | |
| Number of registered research proposals | 8 | 17 | 16 | 10 | 9 |
| Number of student research granted the University Award | 8 | 6 | 13 | 7 | 7 |
| Number of student research awarded at in municipal and national contests | 2 | 2 | 3 | 1 | 0 |
By conducting scientific research, students shall get familiar with doing scientific work under lecturers’ supervision and have hands-on experiences on their research path, and find their passion and motivation for their chosen major.
11.5. The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement
- The Faculty periodically organized opinion collection from stakeholders such as alumni, employers to know their satisfaction levels in terms of quality of students [Exh: ibid]
- Feedbacks of alumni in terms of training program and teaching activity in the last 5 years present the high ratio and consensus from FLL’s students [Exh 11.5.1].
The below table presents the extents of satisfaction of students:
Table 11.5. Ratios of student satisfaction
| Year | Fully satisfied | Partially satisfied | Not satisfied |
| 2011 | 29.3% | 65.3% | 4.7% |
| 2012 | 49.3% | 38.8% | 10.5% |
| 2013 | 60.7% | 31.4% | 2.6% |
| 2014 | 68.4% | 24.8% | 6.0% |
| 2015 | 76.0% | 20.7% | 1.7% |
The ratio of satisfaction of students in terms of training program and teaching activities is gradually increasing whereas the one for under-satisfaction is consecutively decreasing. It partially proves that the training quality of the Faculty is highly appreciated by FLL’s students.
Feedback from alumni and employers in terms of training program and teaching activities in the last 5 years presented high extent of satisfaction [Exh 11.5.2]. The ratio of applying specialized knowledge and skills from the training program to the working demand is relatively good. In particular, the responses from the cohort 2010 show that it is up to 88.2% of specialized knowledge and 94.1% of skills that they apply to their current jobs The ratio then has been unstable for a couple of years after detailing criteria of assessment forms. The extent of using knowledge and skills of trained students in 2011 to 2014 cohorts from presents consistently. The highest ratio is from 30% to 60% for students say yes to their application of specialized knowledge. 70% is rare. In terms of skills, the range from 30% to 60% is the most chosen-option by the students. The result does reflect truly the particulars of the Literature major. The specialized knowledge shall not match completely with job descriptions and with the students’ future jobs; however, it shall form a solid base for students to adjust for adapting to their future jobs.
In the past 5 years, the FLL has organized three Employers Conference in 2011, 2013, 2015. Before the meeting, FLL sent to the employer questionnaire and the Program to get feedback (via email or letters) [Exh 11.5.3]. The questionnaire is designed in many items in order to examine the satisfaction of employers on FLL students. The results of this survey are made up data which is helpful for FLL to improve the program [Exh 11.5.4]. In this below table, it is extracted some data from this total result in order to easily image the satisfaction of employers with FLL students:
Table 11.6. The satisfaction of employers with FLL students
| Year | Number of questionnaires | Specialized knowledge | Specialized skills | ||||||
| Partly satisfied (%) | Satisfied (%) | Fully satisfied (%) | Not satisified (%) | Partly satisfied (%) | Satisfied (%) | Fully satisfied (%) | Not satisified (%) | ||
| 2011 | |||||||||
| 2013 | 21 | 47.6 | 23.8 | 23.8 | 4.8 | 47.6 | 28.6 | 23.8 | 0 |
| 2015 | 15 | 6.7 | 73.3 | 20 | 0 | 6.7 | 60 | 33.3 | 0 |
In the Employers Conference, employers comment very frank, honest on the Program. Accordingly, many employers suggest the Faculty should strengthen elective subjects for career orientation for students after graduate having more opportunities. Employers suggest that that the Program should be focused on soft skills for students, reduce the theory [Exh 11.5.5]. The employer’s feedback is an important information channel for FLL catches up with labor market needs, in order to adjust the Program to adapt better with the new situation.
PART 3
ANALYSIS OF STRENGTHS AND WEAKNESSES
1. ANALYSIS
| CATEGORY | STRENGTH | WEAKNESS | IMPROVEMENT |
| 1 |
The curriculum of FLL’s Literature Program embraces clear educational goals, which aim to identify clearly and reasonably the expected learning outcomes of learners. The expected learning outcomes have been formulated and bring in the program, clearly promote life long learning and reflected the requirement of stakeholders. |
The curriculum has not focused enough on training soft skills for students as an essential requirement that graduates have to achieve
|
Add more courses of theory and practice regarding to communication skills and personal skills to the curriculum; ask teachers to give students intensive tests to evaluate their soft skills
|
| 2 |
The training program specification is shown in details, with expected learning outcomes, and presented and disseminated in different forms and channels to stakeholders. The program specification is clearly benchmarked and has offered more specific occupation-oriented subjects. |
The selection of elective course is leave up to student’s choice. However, there should have evidence of whether chosen elective courses are contributed to student’s ability and skills. | Faculty will advise students in choice the courses. |
| 3 |
The courses are organized in logical order and shown a good balance between generic and specialized knowledge and skills on Philology, and up to date with reference to international programs and courses. The curriculum following credit system was designed to connect other specializations, providing favorable conditions for students to accumulate their essential knowledge that makes them more confident in their future jobs. The curriculum is reformed each two years and updated to make it increasingly logical, modern, and suitable for the practice of their job requirements. The current curriculum has been built based on students’ demands, employers’ opinions (got from seminars, discussion or text exchanges) and also “quintessence” from curriculums of other universities to ensure the most logical and effective learning program that fits the current teaching and learning facilities. |
The program requires the inter-disciplinarity to satisfy the career directions for the students , so the cooperation within and outside FLL is necessary. | To continue annually checking, revising and updating the program based on the experts’ and stakeholders’ feedback and the experiences of other educational institutions. |
| 4 | Different active teaching promote self-learning and life long learning ability of students. Other soft skills (leadership and management, communication and presentation; teamwork, IT application etc) are also embedded in courses | ||
| 5 |
Different methods of assessment such as assignments, tests, examinations, presentations, essay etc are applied to assess the achievement of learning outcomes, and in accordance to the training management procedure, explicit and consistent
|
The average number of students per class in FLL is 80, so not all the new methods of assessment can be thoroughly applied, especially for the courses taught by the visiting teachers. In some cases, the number of students enrolling the courses is up to 150 per class, that bother the visiting teachers in controlling their classes. |
To request Office of Undergraduate Affairs to divide the big classes to reduce the student number to 50 or less for the best class control and for applying the new methods of student assessment.
|
| 6 |
Academic staff recruitment is transparent and based on the needs. They should have expertise in Philology and pedagogical skills Academic staff are given favourable conditions for career path development, including teaching and research by giving opportunities to attend refresh training courses, conferences, workshops in Vietnam and abroad. The policies on staff motivation with form of reward, promotion are available and implemented accordingly Performance appraisal is effective with clear criteria for teaching and researching workload. The teachers have their concrete personal development plans and are provided with favorable conditions to pursuit the plans. Newly recruited teachers are encouraged to attend other experienced teachers’ lessons to gain valuable teaching experiences. |
Teaching payment is very low. | Faculty will propose an increase in regulation of salary. |
| 7 |
Support staffs in functional departments are competent, with clear job description, having experience in providing services to satisfactory level. The staff works in a professional and enthusiastic manner, and effectively assists training affairs. |
FLL has not developed specific assessment indicators and survey of satisfaction with services provided by support staff, and mechanism to monitor and track these indicators. | FLL will conduct surveys on the level of satisfaction of the stakeholders on services provided by support units. On that basis, monitoring and evaluation indicators in the following years will be conducted. |
| 8 |
The students of FLL are well-chosen through entrance examinations, so they possess good capabilities and hold a more positive attitude toward their learning. The admission process is sufficient with clear intake policy and transparent admission process as prescribed FLL has an effective student support system Our students have a proactive learning spirit and actively approach the reality while they are studying at university. The faculty maintains some basic services which actively and flexibly provide students with necessary information. The faculty succeeded in holding orientation programs for freshmen and in providing many scholarships for poor students. Staff are enthusiastic in giving advice and support to students |
Freshmen are scheduled to study in Thu Duc campus, so they are not closely monitored and given frequent and timely assistance.
|
The faculty plans to arrange more shifts in Thu Duc campus so that the students can meet the head more frequently and get the timely support from them.
|
| 9 |
The faculty has sufficient facilities for teaching and learning purpose, including classrooms, library, Center of Sinology and Nom Studies, and equipment in lecture halls and computer rooms The faculty systematically manages the library to make sure the library has a clear working process. The faculty systematically manages the computers in office to ensure their long-term usage |
The faculty cannot afford to buy specialized books which teachers and students require.
|
The faculty has sufficient facilities for teaching and learning purpose, including classrooms, library, library of Sino-Nom documents, and equipment in lecture halls and computer rooms The faculty systematically manages the library to make sure the library has a clear working process. The faculty systematically manages the computers in office to ensure their long-term usage |
| 10 |
FLL has a quality assurance system that growing fast, thus providing authentic evidence for teaching quality Clear procedures for revision and updating programs and courses. The curriculum development involved different stakeholders and updated with reasonable time. The system for collecting feedback from students operates regularly and efficiently. FLL makes annual plans on development of the teaching staff, support staff through the work plan of the units (faculties, departments and centers) |
The number of articles published in the international journals and magazines is small. Many FLL teachers and students are not good in foreign language enough for participation in the programs of study abroad. |
To encourage the teachers to participate the exchange programs with the institution of other countries. Require all the young teachers to upgrade the knowledge of foreign languages to the standards compatible with the short-term and long-term courses of studies abroad. To reinforce the organizing and managing the learning foreign languages for the students to help them in participating the program of study abroad. |
| 11 |
The pass rate and output quality are satisfactory. Alumni club regularly activities and always connect with FLL to help student in vocational guidance, scholarship, work, ect. |
Foreign language ability of students is not high. Faculty doesn’t understand the need of employers. |
FLL will continue to plan and conduct stakeholders’ surveys on a regular basis.
|
2. SELF-ASSESSMENT
The 7-point scale can be read as follows:
1 = absolute inadequate; direct action for improvement has to be taken.
2 = inadequate, action for improvement are necessary
3 = inadequate, but with small actions it will be adequate
4 = adequate as may expected
5 = more than adequate
6 = example of good practice
7 = excellent
| Item | Criteria | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| 1 | EXPECTED LEARNING OUTCOMES | |||||||
| 1.1 | The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university | x | ||||||
| 1.2 | The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes | x | ||||||
| 1.3 | The expected learning outcomes clearly reflect the requirements of the stakeholders | x | ||||||
| Overall opinion | 5.0 | |||||||
| 2 | PROGRAM SPECIFICATION | |||||||
| 2.1 | The information in the program specification is comprehensive and up-to-date | x | ||||||
| 2.2 | The information in the course specification is comprehensive and up-to-date | x | ||||||
| 2.3 | The program and course specifications are communicated and made available to the stakeholders | x | ||||||
| Overall opinion | 5.0 | |||||||
| 3 | PROGRAM STRUCTURE AND CONTENT | |||||||
| 3.1 | The curriculum is designed based on constructive alignment with the expected learning outcomes | x | ||||||
| 3.2 | The contribution made by each course to achieve the expected learning outcomes is clear | x | ||||||
| 3.3 | The curriculum is logically structured, sequenced, integrated and up-to-date | x | ||||||
| Overall opinion | 5.0 | |||||||
| 4 | TEACHING AND LEARNING APPROACH | |||||||
| 4.1 | The educational philosophy is well articulated and communicated to all stakeholders | x | ||||||
| 4.2 | Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes | x | ||||||
| 4.3 | Teaching and learning activities enhance life-long learning | x | ||||||
| Overall opinion | 5.33 | |||||||
| 5 | STUDENT ASSESSMENT | |||||||
| 5.1 | The student assessment is constructively aligned to the achievement of the expected learning outcomes | x | ||||||
| 5.2 | The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students | x | ||||||
| 5.3 | Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment | x | ||||||
| 5.4 | Feedback of student assessment is timely and helps to improve learning | x | ||||||
| 5.5 | Students have ready access to appeal procedure | x | ||||||
| Overall opinion | 5.4 | |||||||
| 6 | ACADEMIC STAFF QUALITY | |||||||
| 6.1 | Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service | x | ||||||
| 6.2 | Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service | x | ||||||
| 6.3 | Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated | x | ||||||
| 6.4 | Competences of academic staff are identified and evaluated | x | ||||||
| 6.5 | Training and developmental needs of academic staff are identified and activities are implemented to fulfil them | x | ||||||
| 6.6 | Performance management including rewards and recognition is implemented to motivate and support education, research and service | x | ||||||
| 6.7 | The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement | X | ||||||
| Overall opinion | 6.0 | |||||||
| 7 | SUPPORT STAFF QUALITY | |||||||
| 7.1 | Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service | x | ||||||
| 7.2 | Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated | x | ||||||
| 7.3 | Competences of support staff are identified and evaluated | x | ||||||
| 7.4 | Training and developmental needs of support staff are identified and activities are implemented to fulfil them | x | ||||||
| 7.5 | Performance management including rewards and recognition is implemented to motivate and support education, research and service | x | ||||||
| Overall opinion | 5.6 | |||||||
| 8 | STUDENT QUALITY AND SUPPORT | |||||||
| 8.1 | The student intake policy and admission criteria are defined, communicated, published, and up-todate | x | ||||||
| 8.2 | The methods and criteria for the selection of students are determined and evaluated | x | ||||||
| 8.3 | There is an adequate monitoring system for student progress, academic performance, and workload | x | ||||||
| 8.4 | Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability | x | ||||||
| 8.5 | The physical, social and psychological environment is conducive for education and research as well as personal well-being | x | ||||||
| Overall opinion | 5.6 | |||||||
| 9 | FACILITIES AND INFRASTRUCTURE | |||||||
| 9.1 | The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research | x | ||||||
| 9.2 | The library and its resources are adequate and updated to support education and research | x | ||||||
| 9.3 | The laboratories and equipment are adequate and updated to support education and research | x | ||||||
| 9.4 | The IT facilities including e-learning infrastructure are adequate and updated to support education and research | x | ||||||
| 9.5 | The standards for environment, health and safety; and access for people with special needs are defined and implemented | x | ||||||
| Overall opinion | 5.4 | |||||||
| 10 | QUALITY ENHANCEMENT | |||||||
| 10.1 | Stakeholders’ needs and feedback serve as input to curriculum design and development | x | ||||||
| 10.2 | The curriculum design and development process is established and subjected to evaluation and enhancement | x | ||||||
| 10.3 | The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment | x | ||||||
| 10.4 | Research output is used to enhance teaching and learning | x | ||||||
| 10.5 | Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement | x | ||||||
| 10.6 | The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement | x | ||||||
| Overall opinion | 5.33 | |||||||
| 11 | OUTPUT | |||||||
| 11.1 | The pass rates and dropout rates are established, monitored and benchmarked for improvement | x | ||||||
| 11.2 | The average time to graduate is established, monitored and benchmarked for improvement | x | ||||||
| 11.3 | Employability of graduates is established, monitored and benchmarked for improvement | x | ||||||
| 11.4 | The types and quantity of research activities by students are established, monitored and benchmarked for improvement | x | ||||||
| 11.5 | The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement | x | ||||||
| Overall opinion | 5.0 | |||||||
| OVERALL VERDICT (SELF-ASSESSED) | 5.33 | |||||||
PART 4
APPENDICES
1. LIST OF TABLES
Table 2.3. Description of course adjustment
| No. | Courses that receive feedback | Number of credits | Adjustment by FLL’s Academic Council | Reason for adjustment | Feedback provider |
| History of world’s civilizations | 3 | Moved to elective basic module of humanities | Switch places of the two courses to provide students with more knowledge of laws, politics and society | The Office of Undergraduate Affairs and employers | |
| General laws | 3 | Moved to compulsory generic module | The Office of Undergraduate Affairs and employers | ||
| Vietnamese phonetics | 2 | Cut down a credit | Moved to basic module of literature program | Lecturers, the FLL’s Academic Council, employers | |
| Vietnamese lexicology | 2 | Cut down a credit | Moved to basic module of literature program | Lecturers, FLL’s the Academic Council, employers | |
| Vietnamese syntax | 4 | Given one more credit | Moved to basic module of literature program | Lecturers, the FLL’s Academic Council, employers | |
| Vietnamese linguistic styles | 2 | Given one more credit | Moved to specialized module of literature program | Lecturers, the FLL’s Academic Council, employers | |
| Vietnamese classic literature (from 10th to 17th century) | 5 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Vietnamese classic literature (from 18th to 19th century) | 5 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Vietnamese modern literature (1900 - 1945) | 5 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Vietnamese modern literature (1945 – present) | 5 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Japanese and Korean literatures | 3 | Given one more credit | To provide knowledge of the two literatures | Lecturers, the FLL’s Academic Council, employers | |
| Indian and Southeast Asian literatures | 4 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Western European literature 1 (from the ancient time to the 17th century) | 4 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Western European literature 1 (from the 18th to the 20th century) | 4 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Russian and Slavic literatures | 4 | Combined from two previous courses and given new name | To reduce distribution | Lecturers, the FLL’s Academic Council, employers | |
| Folktales in the eyes of scientists | 2 | Moved to elective module | Moved to elective module | Lecturers, the FLL’s Academic Council, employers | |
| Latin American literature | 2 | Newly constructed course for elective module | To provide knowledge of the literature | Lecturers, the FLL’s Academic Council, employers | |
| Introduction to literary Studies (study in English) | 4 | Newly constructed course for elective module | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Computing | 3 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Investigative journalism | 3 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Journalistic and literary linguistics | 4 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Photographical techniques and journalistic photography | 3 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Techniques of online journalism | 3 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Marketing | 2 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
|
State-administrative documentation and skills of document composing |
4 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Basic skills in office management | 3 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Knowledge and skills for office assistant | 2 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Record and archieve management in business organization | 2 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Application of computing in office management and record management | 2 | Turned into transferable course between programs | To provide practical skills | Lecturers, the FLL’s Academic Council, employers | |
| Arts and business | 2 | Newly constructed for the career orientations of art studies and application | To provide practical skills | Lecturers, the FLL’s Academic Council, employers |
Table 2.4. Brief description of BA in Literature
|
No
|
Course name
|
Course code | Number of credit | Number of period | Scheduled in the program | ||||
| Theoretical | Practical | Semester 1 | Semester 2 | Semester 3 | Semester 4 | ||||
| I | GENERIC MODULE | 46 | |||||||
| COMPULSORY (43 credits) | 43 | ||||||||
| 1 | Marxism and Leninism general principles 1 | DAI001 | 2 | 30 | x | ||||
| 2 | Marxism and Leninism general principles 2 | DAI002 | 3 | 45 | x | ||||
| 3 | Revolutionary road of Vietnam | DAI003 | 3 | 45 | x | ||||
| 4 | Ho Chi Minh Ideology | 2 | 30 | x | |||||
| 5 | General laws | 3 | 45 | x | |||||
| 6 | Scientific research methods | DAI033 | 2 | 30 | x | ||||
| 7 | Introduction to linguistics | DAI013 | 2 | 30 | x | ||||
| 8 | General logic | DAI020 | 2 | 30 | x | ||||
| 9 | Foundation for Sinology | DAI018 | 3 | 45 | x | ||||
| 10 | Foundation for Vietnamese culture | DAI012 | 2 | 30 | x | ||||
| 11 | Nom scripts | DAI019 | 2 | 30 | x | ||||
| 12 | Statistics for social sciences | DAI005 | 2 | 30 | x | ||||
| 13 | Environment and development | DAI006 | 2 | 30 | x | ||||
| 14 | Computing | 3 | x | ||||||
| 15 | Foreign language | 10 | x | ||||||
|
ELECTIVE (03 credits) (Students choose at least 3 credits out of following courses) |
03 | ||||||||
| 1 | General anthropology | 2 | 30 | x | |||||
| 2 | Practice in composing Vietnamese texts | DAI015 | 2 | 15 | 15 | x | |||
| 3 | General sociology | 2 | 30 | x | |||||
| 4 | General Psychology | 2 | 30 | x | |||||
| 5 | General religion studies | 2 | 30 | x | |||||
| 6 | General politics | 2 | 30 | x | |||||
| 7 | Process of Vietnamese history | 3 | 45 | x | |||||
| 8 | History of world’s civilization | DAI016 | 3 | 45 | x | ||||
| II | SPECIALIZED MODULE | 102 | |||||||
| COMPULSORY (86 credits) | 86 | ||||||||
| FIELD-BASIC (13) | 18 | ||||||||
| 1 | Vietnamese phonology | NNH021 | 2 | 30 | x | ||||
| 2 | Vietnamese lexicology | NNH038 | 2 | 20 | 10 | x | |||
| 3 | Vietnamese syntax | NNH025 | 4 | 45 | 15 | x | |||
| 4 | Vietnamese linguistic styles | NNH027 | 2 | 30 | x | ||||
| 5 | Advanced Sinology and Nom studies | HAN005 | 4 | x | |||||
| 6 | Literary works and genres | VAN025 | 4 | 45 | 15 | x | |||
| FIELD-SPECIALIZED (69) | 68 | ||||||||
| 7 | Principles of literary theories | VAN018 | 3 | 30 | 15 | x | |||
| 8 | Literary process | VAN035 | 2 | 15 | 15 | x | |||
| 9 | Methods of literary criticism | VAN001 | 2 | x | |||||
| 10 | Vietnamese folklore | VAN043 | 4 | 50 | 10 | x | |||
| 11 | Vietnamese classic literature 1 (from 10th to 17th century) | VAN059 | 5 | x | |||||
| 12 | Vietnamese classic literature 2 (from 18th to 19th century) | VAN060 | 5 | x | |||||
| 13 | Vietnamese modern literature 1 (1900 - 1945) | VAN061 | 5 | 45 | 30 | x | |||
| 14 | Vietnamese modern literature 2 (1945 – present) | VAN062 | 5 | 45 | 30 | x | |||
| 15 | Chinese literature | VAN051 | 4 | x | |||||
| 16 | Japanese and Korean literatures | VAN048 | 3 | x | |||||
| 17 | Indian and Southeast Asian literatures | VAN063 | 4 | 45 | 15 | x | |||
| 18 | Western European literature 1 (from the ancient time to 17th century) | VAN064 | 4 | 40 | 20 | x | |||
| 19 | Western European literature 2 (from 18th to 20th century) | VAN065 | 4 | 45 | 15 | x | |||
| 20 | Russian and Slavic literatures | VAN047 | 4 | 35 | 25 | x | |||
| 21 | American literature | VAN046 | 2 | x | |||||
| 22 | Introduction to arts studies | VAN006 | 2 | 20 | 10 | x | |||
| 23 | Poetics of folk poem | VAN026 | 2 | 30 | x | ||||
| 24 | Fieldwork trip | VAN030 | 4 | x | |||||
| 25 | Annual essay 1 | VAN022 | 2 | x | |||||
| 26 | Annual essay 2 | VAN068 | 2 | x | |||||
|
ELECTIVE (16 credits) Students choose one from three following orientations |
16 | ||||||||
|
1. Orientation of researching, criticizing, and teaching literature (Students choose 16 credits from following courses) |
|||||||||
| 1 | Thesis | VAN010 | 10 | x | |||||
| 2 | Internship (summer course of third year) | VAN019 | 3 | x | |||||
| 3 | Vietnamese folk song | 2 | x | ||||||
| 4 | Culture of Southern Vietnam | VHH047 | 2 | x | |||||
| 5 | Folktale in the eyes of scientists | VAN037 | 2 | x | |||||
| 6 | Epics of Western Highlands | 2 | x | ||||||
| 7 | Poetry and Vietnamese modern poetry | VAN029 | 2 | 20 | 10 | x | |||
| 8 | Short story and Vietnamese modern short story | VAN038 | 2 | 20 | 10 | x | |||
| 9 | Novel and Vietnamese modern novel | 2 | 20 | 10 | x | ||||
| 10 | Vietnamese modern literary criticism | VAN023 | 2 | x | |||||
| 11 | Confucianism, Buddhism, and Taoism | HAN016 | 4 | x | |||||
| 12 | History of Western aesthetics | VAN012 | 2 | x | |||||
| 13 | Humanism in literature | 2 | x | ||||||
| 14 | Poetics | VAN027 | 2 | 25 | 5 | x | |||
| 15 | Introduction to comparative literature | VAN050 | 2 | 20 | 10 | x | |||
| 16 | Post-modernism | 2 | x | ||||||
| 17 | Near and Middle Eastern literatures | VAN041 | 2 | 25 | 5 | x | |||
| 18 | Latin American literature | 2 | x | ||||||
| 19 | Introduction to Literary Studies (study in English) | VAN072 | 3 | 15 | 30 | x | |||
| 20 | Nguyen Trai – life and works | VAN019 | 2 | x | |||||
| 21 | Nguyen Du – life and works | VAN017 | 2 | x | |||||
| 22 | Ho Chi Minh – life and works | 2 | 20 | 10 | x | ||||
|
2. Orientation of Journalism, Publishing, and Office management (Students choose 16 credits from following courses) |
|||||||||
| 1 | Thesis | VAN010 | 10 | x | |||||
| 2 | Internship | VAN019 | 3 | x | |||||
| 3 | Book editing | BCH017 | 2 | x | |||||
| 4 | Interviewing | VAN070 | 3 | x | |||||
| 5 | News writing | VAN070 | 3 | x | |||||
| 6 | Investigative journalism | VAN070 | 3 | x | |||||
| 7 | Journalistic and literary linguistics | NNH044 | 4 | 50 | 10 | x | |||
| 8 | Photographical techniques and journalistic photography | 3 | x | ||||||
| 9 | Techniques of online journalism | VAN071 | 3 | x | |||||
| 10 | Applied public relations | 3 | x | ||||||
| 11 | Marketing | 2 | x | ||||||
| 12 | State-administrative documentation and skills of document composing | NNH029 | 4 | x | |||||
| 13 | Basic skills for office management | 3 | x | ||||||
| 14 | Knowledge and skills for office assistant | DAI044 | 2 | x | |||||
| 15 | Archiving and recording in business | 2 | x | ||||||
| 16 | Applied computing in office work | 2 | x | ||||||
|
3. Orientation of arts studies and application (Students choose 16 credits from following courses) |
|||||||||
| 1 | Thesis | VAN010 | 10 | x | |||||
| 2 | Internship | VAN019 | 3 | x | |||||
| 3 | Introduction to theatre studies | 2 | x | ||||||
| 4 | Introduction to cinema studies | VAN020 | 2 | 20 | 10 | x | |||
| 5 | Writing film scripts | VAN011 | 2 | 15 | 15 | x | |||
| 6 | Translated literature and literary translation | 2 | x | ||||||
| 7 | Perceiving and creating poetry | 2 | 20 | 10 | x | ||||
| 8 | Perceiving and creating prose | VAN069 | 2 | 20 | 10 | x | |||
| 9 | Perceiving music | VAN031 | 2 | x | |||||
| 10 | Perceiving painting | VAN032 | 2 | x | |||||
| 11 | Traditional arts of Southern Vietnam | VAN016 | 2 | 20 | 10 | x | |||
| 12 | Eastern theatrical arts | 2 | x | ||||||
| 13 | Arts of media | 2 | x | ||||||
| 14 | Arts and business | 2 | 20 | 10 | x | ||||
Table 3.1 Matrix between courses and PLOs and career orientations
| No. | Course | Course code | Credits | Number of periods | Knowledge | Thinking | Skill | Attitude | ||||||||||||||
| Theory | Practise/ Excise/ Seminar | ELO1 (K1) | ELO2 (K2) | ELO3 (K3) | ELO4 (K4) | ELO5 (K5) | ELO6 (T1) | ELO7 (T2) | ELO8 (T3) | ELO9 (S1) | ELO10 (S2) | ELO11 (S3) | ELO12 (S4) | ELO13 (S5) | ELO 14 (A1) | ELO 15 (A2) | ELO16 (A3) | ELO17 (A4) | ||||
| I | GENERIC MODULE | 46 | ||||||||||||||||||||
| COMPULSORY (43 credits) | 43 | |||||||||||||||||||||
| 1 | Marxism and Leninism general principles 1 | DAI001 | 2 | 25 | 5 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | ||||||||
| 2 | Marxism and Leninism general principles 2 | DAI002 | 3 | 35 | 10 | 4 | 4 | 4 | 4 | 2 | 3 | x | x | x | x | |||||||
| 3 | Revolutionary road of Vietnam | 2 | 25 | 5 | 3 | 3 | 3 | 2 | 3 | x | x | x | x | |||||||||
| 4 | Ho Chi Minh Ideology | DAI003 | 3 | 30 | 15 | 3 | 3 | 3 | 3 | x | x | x | x | |||||||||
| 5 | General laws | 3 | 15 | 30 | 3 | 3 | 3 | x | x | x | x | |||||||||||
| 6 | Scientific research methods | DAI033 | 2 | 20 | 10 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | ||||||
| 7 | Introduction to linguistics | DAI013 | 2 | 30 | 0 | 2 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | |||||||
| 8 | General logic | DAI020 | 2 | 15 | 15 | 2 | 2 | 2 | 2 | x | x | x | x | |||||||||
| 9 | Foundation for Sinology | DAI018 | 3 | 15 | 30 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | ||||||
| 10 | Foundation for Vietnamese culture | DAI012 | 2 | 25 | 5 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | ||||
| 11 | Nom scripts | DAI019 | 2 | 15 | 15 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | ||||||
| 12 | Statistics for social sciences | DAI005 | 2 | 15 | 30 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | ||||||||
| 13 | Environment and development | DAI006 | 2 | 25 | 5 | 2 | 2 | 2 | x | x | x | x | ||||||||||
| 14 | Computing | 3 | 30 | 30 | 2 | 2 | 3 | 3 | x | x | x | x | ||||||||||
| 15 | Foreign language | 10 | 3 | 3 | 3 | 3 | 2 | 3 | x | x | x | x | ||||||||||
|
ELECTIVE (03 credits) (Students choose at least 3 credits out of following courses) |
03 | |||||||||||||||||||||
| 1 | General anthropology | 2 | 15 | 30 | 2 | 2 | 2 | 2 | x | x | x | x | ||||||||||
| 2 | Practice in composing Vietnamese texts | DAI015 | 2 | 15 | 15 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | x | x | x | x | ||||
| 3 | General sociology | 2 | 30 | 2 | 2 | 2 | 2 | x | x | x | x | |||||||||||
| 4 | General Psychology | 2 | 30 | 2 | 2 | 2 | 2 | x | x | x | x | |||||||||||
| 5 | General religion studies | 2 | 30 | 15 | 2 | 2 | 2 | 2 | x | x | x | x | ||||||||||
| 6 | General politics | 2 | 30 | 2 | 2 | 2 | 2 | x | x | x | x | |||||||||||
| 7 | Process of Vietnamese history | 3 | 45 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | ||||||
| 8 | History of world’s civilization | DAI016 | 3 | 45 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | x | x | x | x | |||||
| II | SPECIALIZED MODULE | 102 | ||||||||||||||||||||
| COMPULSORY | 86 | |||||||||||||||||||||
| FIELD-BASIC | 12 | |||||||||||||||||||||
| 1 | Vietnamese phonology | NNH021 | 2 | 30 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | |||||||||
| 2 | Vietnamese lexicology | NNH038 | 2 | 20 | 10 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | x | x | x | x | ||||||
| 3 | Vietnamese syntax | NNH025 | 4 | 45 | 15 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | x | x | x | x | |||||
| 4 | Advanced Sinology and Nom studies | HAN005 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | |||||||||
| FIELD-SPECIALIZED | 74 | |||||||||||||||||||||
| 5 | Principles of literary theories | VAN018 | 3 | 30 | 15 | 3 | 3 | 3 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 3 | x | x | x | x | ||
| 6 | Vietnamese linguistic styles | NNH027 | 2 | 30 | 3 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | ||||||||
| 7 | Literary works and genres | VAN025 | 4 | 45 | 15 | 3 | 3 | 5 | 3 | 3 | 3 | 3 | 4 | 3 | x | x | x | x | ||||
| 8 | Literary process | VAN035 | 2 | 15 | 15 | 3 | 4 | 5 | 3 | 3 | 3 | 3 | 4 | 4 | x | x | x | x | ||||
| 9 | Methods of literary criticism | VAN001 | 2 | 3 | 3 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | x | x | x | x | |||||
| 10 | Vietnamese folklore | VAN043 | 4 | 50 | 10 | 5 | 3 | 3 | 5 | 4 | 4 | 5 | 3 | 3 | x | x | x | x | ||||
| 11 | Vietnamese classic literature 1 (from 10th to 17th century) | VAN059 | 5 | 5 | 3 | 3 | 5 | 4 | 4 | 5 | 3 | 3 | x | x | x | x | ||||||
| 12 | Vietnamese classic literature 2 (from 18th to 19th century) | VAN060 | 5 | 5 | 3 | 3 | 5 | 4 | 4 | 5 | 3 | 3 | x | x | x | x | ||||||
| 13 | Vietnamese modern literature 1 (1900 - 1945) | VAN061 | 5 | 45 | 30 | 5 | 3 | 3 | 5 | 4 | 4 | 5 | 3 | 3 | x | x | x | x | ||||
| 14 | Vietnamese modern literature 2 (1945 – present) | VAN062 | 5 | 45 | 30 | 5 | 3 | 3 | 5 | 4 | 4 | 5 | 3 | 3 | x | x | x | x | ||||
| 15 | Chinese literature | VAN051 | 4 | 3 | 2 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||
| 16 | Japanese and Korean literatures | VAN048 | 3 | 3 | 2 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||
| 17 | Indian and Southeast Asian literatures | VAN063 | 4 | 45 | 15 | 2 | 2 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||
| 18 | Western European literature 1 (from the ancient time to 17th century) | VAN064 | 4 | 40 | 20 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||
| 19 | Western European literature 2 (from 18th to 20th century) | VAN065 | 4 | 45 | 15 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||
| 20 | Russian and Slavic literatures | VAN047 | 4 | 35 | 25 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||
| 21 | American literature | VAN046 | 2 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||||
| 22 | Introduction to arts studies | VAN006 | 2 | 20 | 10 | 3 | 4 | 4 | 5 | 4 | 4 | 3 | 3 | 4 | x | x | x | x | ||||
| 23 | Poetics of folk poem | VAN026 | 2 | 30 | 4 | 3 | 3 | 5 | 4 | 4 | 3 | 3 | 4 | x | x | x | x | |||||
| 24 | Fieldwork trip | VAN030 | 4 | 4 | 3 | 4 | 5 | 4 | 4 | 3 | 3 | 3 | 5 | x | x | x | x | |||||
| 25 | Annual essay 1 | VAN022 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | |||
| 26 | Annual essay 2 | VAN068 | 2 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | x | x | x | x | |||
|
ELECTIVE (16 credits) Students choose one from three following orientations |
16 | |||||||||||||||||||||
|
1. Orientation of researching, criticizing, and teaching literature (Students choose 16 credits from following courses) |
||||||||||||||||||||||
| 1 | Thesis | VAN010 | 10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | x | x | x | x | ||
| 2 | Internship (summer course of third year) | VAN019 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | x | x | x | x | ||
| 3 | Vietnamese folk song | 2 | 5 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | x | x | x | x | ||||||||
| 4 | Culture of Southern Vietnam | VHH047 | 2 | 4 | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 4 | x | x | x | x | ||||||
| 5 | Folktale in the eyes of scientists | VAN037 | 2 | 4 | 5 | 4 | 4 | 4 | 3 | 3 | 4 | x | x | x | x | |||||||
| 6 | Epics of Western Highlands | 2 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | x | x | x | x | ||||||||
| 7 | Poetry and Vietnamese modern poetry | VAN029 | 2 | 20 | 10 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | x | x | x | x | ||||
| 8 | Short story and Vietnamese modern short story | VAN038 | 2 | 20 | 10 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | x | x | x | x | ||||
| 9 | Novel and Vietnamese modern novel | 2 | 20 | 10 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | x | x | x | x | |||||
| 10 | Vietnamese modern literary criticism | VAN023 | 2 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | x | x | x | x | ||||||
| 11 | Confucianism, Buddhism, and Taoism | HAN016 | 4 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | x | x | x | x | ||||||
| 12 | History of Western aesthetics | VAN012 | 2 | 2 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | x | x | x | x | ||||||
| 13 | Humanism in literature | 2 | 2 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | x | x | x | x | |||||||
| 14 | Poetics | VAN027 | 2 | 25 | 5 | 2 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | x | x | x | x | ||||
| 15 | Introduction to comparative literature | VAN050 | 2 | 20 | 10 | 3 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | x | x | x | x | ||||
| 16 | Post-modernism | 2 | 3 | 3 | 5 | 5 | 4 | 4 | 4 | 3 | 4 | 4 | x | x | x | x | ||||||
| 17 | Middle Eastern literatures | VAN041 | 2 | 25 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | x | x | x | x | ||||||
| 18 | Latin American literature | 2 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | x | x | x | x | |||||||||
| 19 | Introduction to Literary Studies (study in English) | VAN072 | 3 | 15 | 30 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | ||||
| 20 | Nguyen Trai – life and works | VAN019 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | x | x | x | x | |||||
| 21 | Nguyen Du – life and works | VAN017 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | x | x | x | x | |||||
| 22 | Ho Chi Minh – life and works | 2 | 20 | 10 | 3 | 2 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | x | x | x | x | ||||
|
2. Orientation of Journalism, Publishing, and Office management (Students choose 16 credits from following courses) |
||||||||||||||||||||||
| 1 | Thesis | VAN010 | 10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | x | x | x | x | ||
| 2 | Internship | VAN019 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | x | x | x | x | ||
| 3 | Book editing | BCH017 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 4 | 4 | x | x | x | ||||||
| 4 | Interviewing | VAN070 | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | |||||
| 5 | News writing | VAN070 | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | |||||
| 6 | Investigative journalism | VAN070 | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | |||||
| 7 | Journalistic and literary linguistics | NNH044 | 4 | 50 | 10 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | |||
| 8 | Photographical techniques and journalistic photography | 3 | 2 | 2 | 4 | 4 | 4 | 3 | 3 | x | x | x | x | |||||||||
| 9 | Techniques of online journalism | VAN071 | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | |||||
| 10 | Applied public relations | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||||
| 11 | Marketing | 2 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | x | x | x | x | ||||||
| 12 | State-administrative documentation and skills of document composing | NNH029 | 4 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 5 | 4 | x | x | x | x | |||||
| 13 | Basic skills for office management | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 5 | 4 | x | x | x | x | ||||||
| 14 | Knowledge and skills for office assistant | DAI044 | 2 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 5 | 4 | x | x | x | x | |||||
| 15 | Archiving and recording in business | 2 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 5 | 4 | x | x | x | x | ||||||
| 16 | Applied computing in office work | 2 | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 4 | 5 | 4 | x | x | x | x | ||||||
|
3. Orientation of arts studies and application (Students choose 16 credits from following courses) |
||||||||||||||||||||||
| 1 | Thesis | VAN010 | 10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | x | x | x | x | ||
| 2 | Internship | VAN019 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | x | x | x | x | ||
| 3 | Introduction to theatre studies | 2 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 5 | 4 | 4 | x | x | x | x | ||||||
| 4 | Introduction to cinema studies | VAN020 | 2 | 20 | 10 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 5 | 4 | 4 | x | x | x | x | |||
| 5 | Writing film scripts | VAN011 | 2 | 15 | 15 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | x | x | x | x | |||
| 6 | Translated literature and literary translation | 2 | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | ||||
| 7 | Perceiving and creating poetry | 2 | 20 | 10 | 2 | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | ||
| 8 | Perceiving and creating prose | VAN069 | 2 | 20 | 10 | 2 | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | x | x | x | x | |
| 9 | Perceiving music | VAN031 | 2 | 2 | 3 | 3 | 4 | 4 | 4 | 3 | 4 | 3 | x | x | x | x | ||||||
| 10 | Perceiving painting | VAN032 | 2 | 2 | 3 | 3 | 4 | 4 | 4 | 3 | 4 | 3 | x | x | x | x | ||||||
| 11 | Traditional arts of Southern Vietnam | VAN016 | 2 | 20 | 10 | 2 | 3 | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | x | x | x | x | ||
| 12 | Eastern theatrical arts | 2 | 2 | 3 | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | x | x | x | x | |||||
| 13 | Arts of media | 2 | 2 | 3 | 3 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | x | x | x | x | |||||
| 14 | Arts and business | 2 | 20 | 10 | 2 | 3 | 3 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | x | x | x | x | |||
(1 = Comprehension; 2 = Aplication; 3 = Analysis; 4 = Synthesis and 5 = Evaluation)
Table 6.3. The list of FLL lecturers participating in international cooperating activities from 2010 until now
| No | Activities | Duration |
| 1 | Cooperating with National Taiwan University in the program of the interview with the international Chinese Studies scholars, 1st and 2nd | 2010, 2013 |
| 2 | Organizing international conference “Modernization in Japanese, Vietnamese, Chinese and Korean literature”, sponsored by Japan Foundation | 2010 |
| 3 | Organizing international conference: “Vietnam and China: cultural and literary interrelation in history” | 2011 |
| 4 | Organizing international conference: “Vietnamese and Japanese literature viewed from an East Asian perspective”, sponsored by Japan Foundation | 2011 |
| 5 | Organizing international conference: “Studies on Vietnamese and Japanese literature in the globalization context of the 21st century” sponsored by Japan Foundation | 2013 |
| 6 | Signing the MOUs on educational cooperation between FLL and Huafan University (Taiwan); Findlay University (USA); the representative of the Program of Art Studies, sponsored by Ford Foundation, Hanoi. | |
| 7 | Organizing national conference Commemorating the 250th Birth Anniversary of Nguyen Du | 2015 |
| 7 | BA. Vu Thi Thanh Tram: Chinese short-course in 2007, PhD Student in Cheng Kung University (Taiwan) since 2010 | 2007, 2010 |
| 8 | BA. Le Thu Phuong Quynh: MA Student in France and Italia | 2008-2010 |
| 9 | BA. Vu Xuan Bach Duong: MA Student from 2008-2010, PhD Student in Chi Nan University (Taiwan) since 2012 | 2008-2010, since 2012 |
| 10 | BA. Tran Thi Minh Thu: MA Student in Applied Linguistics, Curtin University (Australia) | 2011 |
| 11 | BA. Dao Le Na: MA Student in Art Managements, Yuan Ze University (Taiwan) | 2011 |
| 12 | MA. Ngo Tra Mi: Japanese short courses in Tokyo University of Foreign Studies in 2010 and in 2014 (Japan). | 2010, 2014 |
| 13 | MA. Tran Tinh Vy: PhD Student in comparative literature (Germany) | 2015 |
| 14 | MA Phan Nguyen Kien Nam: MA student at Taiwan, Dong Hoa University | 2016 |
| 15 |
Students studying abroad: - Ms. Nguyen Thi Phuong Thuy (BA Degree 2005-2009, Vietnamese Literature, scholarship to study MA program in Australia) - Mr. Nguyen Tan Hung (BA Degree 2006-2010, Sinology-Nom) - Ms. Le Thi Thanh Thao (BA Degree 2006-2010, Sinology-Nom, scholarship to study BA program in Taiwan) |
|
| 16 | Attending scholar exchange programs: Dr. Tran Le Hoa Tranh (The American Scholar Exchange in 2007; Fulbright in 2010); Dr. Le Thi Thanh Tam (Japanese scholar exchange, Ms. Huong Ngo (Fulbright Scholar in 2015), Prof. Dr Le Giang (Sumimoto Scholarship 2015) | |
| 17 | Teaching in foreign universities: Assoc. Prof. Nguyen Thi Thanh Xuan taught Vietnamese and Vietnamese Literature in Hankuk University for Foreign Studies from 2008 to 2010 (Korea); Dr. Vo Van Nhon taught in Hankuk University for Foreign Studies from 2010-2011(Korea); Dr. Dinh Lu Giang taught Vietnamese in Tokyo University for Foreign Studies from 2011-2015 (Japan). | |
| 18 | Attending conferences in Taiwan, China, Thailand, The US, Japan, Singapore: Prof. Le Giang, Dr. Doan Anh Loan, Dr. Nguyen Ngoc Quan, Dr. Le Quang Truong, Prof. Tran Thi Phương Phuong, Dr. Tran Le Hoa Tranh, Dr. Dao Le Na,… | 2010-2015 |
2. LIST OF EVIDENCES USED IN THE SELF-ASSESSMENT REPORT
Part 1. INTRODUCTION
[Exh 0.1.1. Decision No. 09 / QD-XHNV-KT & DBCL], promulgate regulations on the work of the quality assurance Sections in USSH
[Exh 0.1.2. Decision No. 144 / QD-XHNV-KT & DBCL], add, update processes of Office of Testing and Quality Assessment]
[Exh 0.1.3. Regulations on testing business of USSH]
[Exh 0.1.4. Decision No. 47/QĐ-XHNV-KT&ĐBCL] Founding the quality assurance group in FLL
[Exh.0.5.1. Orientation on strategic planning of FLL period 2016-2020]
[Exh.0.5.2. Decision No 302 / QD-XHNV-TCCB Regarding the official appointment - Dr. Le Giang, Dean of the FLL, and Director of Center for Training and Development, USSH, term 2012-2017]
[Exh.0.5.3. Decision No 251 / QD-XHNV-TCCB Regarding the official appointment – Dr. Huynh Thi Hong Hanh, Deputy Dean of the FLL, USSH, term 2012-2017]
[Exh.0.5.4. Decision No 252 / QD-XHNV-TCCB Regarding the official appointment – Dr.Tran Le Hoa Tranh, Deputy Dean of the FLL, USSH, term 2012-2017]
[Exh.0.5.5. Decision No 253 / QD-XHNV-TCCB Regarding the official appointment – Dr. Le Quang Truong, Deputy Dean of the FLL, USSH, term 2012-2017]
Part 2. AUN-QA CRITERIA REQUIREMENTS
CRITERION 1. EXPECTED LEARNING OUTCOMES
- 1.1The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university
[Exh 1.1.1. Brochure/prospectus/website/leaflet/student handbook/ announcement board, etc. shown in objectives and PLOs]
[Exh 1.1.2. Undergraduate program and curricula of 2010]
[Exh 1.1.3. Matrix and curriculum map]
[Exh 1.1.4. Undergraduate program and curricula of 2012]
[Exh 1.1.5. Matrix showing the relationship between expected learning outcomes and subjects, curriculum map, ibid Exh 1.1.3]
[Exh 1.1.6. Announcement channels of VNU-HCMC, USSH vision, missions, strategic plan: ibid Exh 1.1.1, USSH and FLL websites]
[Exh 1.1.7. Documents issued by FLL on revising and improving Undergraduate program]
[Exh 1.1.8. Documents issued by USSH on the changes in Undergraduate program from 2011 to 2013: USSH announcement, list of courses under revision]
[Exh 1.1.9. Minute of Employers conference 2015]
[Exh 1.1.10. Minute of FLL Academic Council meeting about the nessessary of revising the program]
[Exh 1.1.11. The graduate programs for BA PL shown in the documents of Office of Graduate Affairs]
[Exh 1.1.12. The Program on FLL website]
- 1.2The expected learning outcomes cover both subject specific and generic
[Exh 1.2.1. Undergraduate program in Literature of 2012]
1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders
[Exh 1.3.1. Procedure of revising and improving undergraduate program of FLL, ibid Exh 1.1.7]
[Exh 1.3.2. Benchmarking, Minutes of Academic Council‘s meeting on the revision of undergraduate program]
[Exh 1.3.3. Minutes of stakeholders’ comments, ibid Exh 1.1.9; Minutes of Academic Council‘s meeting on the revision of undergraduate program, ibid Exh 1.3.2]
[Exh 1.3.4. External assessment report 2013]
[Exh 1.3.5. Profiles of stakeholders‘ feedback, employers‘ meetings, job market suvey (plan, data, used data, evidence of revision/improvement, etc.)]
[Exh 1.3.6. Report of course survey and course evaluation]
[Exh 1.3.7. Minutes of the stakeholders’ comments on PL and the Academic Council’s PL revisions/ Statistics of revisions, New revised PL with official approval, ibid Exh 1.3.3]
[Exh 1.3.8. Profiles of stakeholders‘ feedback, employers‘ meetings, job market suvey (plan, data, used data, evidence of revision/improvement, etc.), ibid Exh 1.3.5]
CRITERION 2. PROGRAM SPECIFICATION
2.1. The information in the program specification is, comprehensive and up-to-date
[Exh 2.1.1. Brochure for students of Bachelor Program 2014]
[Exh 2.1.2. Changes in Undergraduate Program 2010 and 2012, 2012 and 2014; Minutes of undergraduate program revision made by FLL Academic Council]
[Exh 2.1.3. Undergraduate program in literature of some foreign institutions]
2.2. The information in the course specification is comprehensive and up-to-date
[Exh 2.2.1. Sample course syllabus specification in general and specialized modules]
[Exh 2.2.2. Minutes of department meeting on the results of course evaluation; Minutes of department meetings on the new syllabi or revised syllabi, Minutes of class observation, Minutes of FLL Academic Council meeting, Slides/Outline of new course syllabi for the students]
[Exh 2.2.3. Sample syllabus of internship]
[Exh 2.3.4. Teaching invitation letters]
[Exh 2.2.5. Undergraduate program posted in Office of Undergraduate Affairs website and FLL website]
2.3. The program and course specifications is communicated, and made available to the stakeholders
[Exh 2.3.1. Email of department chair to faculties announce the syllabi changes]
[Exh 2.3.2. Slides/Outline of new course syllabi for the students]
[Exh 2.3.3. Project of organizing employers conference and curriculum sent to the employers]
[Exh 2.3.4. Document sent to the Office of Undergradute Affair about the program revising]
CRITERION 3. PROGRAM STRUCTURE AND CONTENT
3.1. The curriculum is designed based on constructive alignment with the expected learning outcomes
[Exh 3.1.1. Decision on curriculum framework issued by MOET]
[Exh 3.1.2. USSH decision of launching the credit-learning system; USSH regulations of credit-learning system; FLL procedure of building and improving undergraduate program]
3.2. The contribution made by each course to achieve the expected learning outcomes is clear
[Exh 3.2.1. Sample course syllabus specification in general and specialized modules, ibid Exh 2.2.1]
[Exh 3.2.2. Academic schedule]
3.3. The curriculum is logically structured, sequenced, integrated and up-to-date
[Exh 3.3.1. Sample course syllabus specification in general and specialized modules, ibid Exh 2.2.1]
[Exh 3.3.2. Benchmarking, Minutes of Academic Council meeting on the revision of undergraduate program, ibid Exh 1.1.10, Exh 1.3.2]
[Exh 3.3.3. USSH regulations of credit-learning system, ibid Exh 3.1.2]
CRITETION 4. TEACHING AND LEARNING APPROACH
4.1.The educational philosophy is well articulated and communicated to all stakeholders
[Exh 4.1.1. FLL strategic plans 2011-2015]
[Exh: 4.1.2. FLL development orientation of 2011-2015 with the vision of 2020 and FLL development orientation of 2016-2020 with the vision of 2030]
[Exh 4.1.3. Minutes of employers’ meetings on FLL missions and education philosophy]
[Exh 4.1.4. Plan of FLL freshmen welcoming meeting]
[Exh 4.1.5. FLL educational philosophy on FLL website ]
4.2. Teaching & learning activities are constructively aligned to the achievement of the expected learning outcomes
[Exh: 4.2.1. Bibliography of literary studies, List of reference materials]
[Exh: 4.2.2. Methods of student assessment in the syllabi]
[Exh:4.2.3. Topics of student group assignments in sample course syllabi]
[Exh: 4.2.4. Photos of theatrical scenes played by the students in the class]
[Exh: 4.2.5. Sample of course syllabus (syllabus “Comparative literature”)]
[Exh: 4.2.6. Sample of course syllabus (syllabus “Technique to write a script”)]
[Exh 4.2.7. List of student research projects]
[Exh 4.2.8. Research section on FLL website: http://khoavanhoc-ngonngu.edu.vn/en/research.html]
[Exh 4.2.9. List of student research prizes]
[Exh 4.2.10. Certificate of merit for the students who won the student research prizes]
[Exh 4.2.11. USSH decisions of praising the best students in research activities from 2011 to 2015]
[Exh: 4.2.12. Profiles of student research projects; Minutes students annual research conferences]
[Exh 4.2.13. Multimedia: e-books, online resources, http://khoavanhoc-ngonngu.edu.vn/home/?lang=vi, … ]
[Exh 4.2.14. Sample of lecturing PPT slides]
[Exh 4.2.15. Statistics of FLL website views]
[Exh 4.2.16. List of the research conferences]
[Exh 4.2.17. Plans and programs of the research conferences]
[Exh 4.2.18. Titles/topics of the seminars held by FLL]
[Exh 4.2.19. Photos of FLL cooperation with other institutions]
[Exh 4.2.20. Course syllabi]
[Exh 4.2.21. Sample examination transcripts]
[Exh 4.2.22. Extra-curricular activities of FLL clubs]
[Exh 4.2.23. Data of students’ feedback through the course evaluation]
[Exh 4.2.24. Data of class observation and evaluation]
[Exh 4.2.25. Sample quizz]
[Exh 4.2.26. Films used in the practical part of Comparative Literature course]
[Exh 4.2.27. Minutes of department meetings, FLL meetings, Academic Council meetings (on the teaching methods)]
[Exh: 4.2.28. Decision of establishment of Department of Art studies]
[Exh: 4.2.29. Plan of specialization orientation session for sophomore from the 3rd semester]
[Exh: 4.2.30. Sample course assessment/course transcripts]
[Exh: 4.2.31. Fieldwork transcripts]
[Exh: 4.2.32. Internship transcripts]
4.3. Teaching and learning activities enhance life-long learning
[Ehx: 4.3.1. Course requirements in the syllabi].
[Exh.4.3.2. Results of student research; students articles published in the journals and magazines]
[Exh. 4.3.3. Student graduation theses].
[Exh 4.3.3.4. List of the research institutions recruiting FLL graduates BA. Honor program]
[Exh.4.3.5. FLL seminars delivered by the experts]
[Exh.4.3.6. Photos showing the activities of Center of Sinology and Nom Research]
[Exh.4.3.7. Announcement of admission to MA programs]
[Exh.4.3.8. FLL recruitment policies]
[Exh.4.3.9. Announcement of MA. admission with entries exemption]
[Exh.4.3.10 invitation letters for FLL alumni FLL events]
CRITERION 5. STUDENT ASSESSMENT
[Exh 5.0.1. FLL entrance score boards from 2010].
5.1. The student assessment is constructively aligned to the achievement of the expected learning outcomes
[Exh 5.1.1. Sample of course syllabi]
[Exh 5.1.2. Minutes of test checking by department chair]
[Exh 5.1.3. Sample of course essay test and multiple choice test]
[Exh 5.1.4. Minutes of department meeting, academic council meeting on the teaching methods].
[Exh 5.1.5. Reports of field trip results, internship results (assessment of the intern students by the employers) and the methods of assessment of those reports]
[Exh 5.1.6. Decisions of establishing examination/assessment council; Minutes of test/exam assessment; application/request to appeal].
[Exh 5.1.7. Evaluation sheet on students’ practice score]
5.2. The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit & communicated to students
[Exh 5.2.1. Entry orientation documents]
[Exh 5.2.2. Minutes of department meeting on assessment methods]
[Exh 5.2.3. Student transcripts]
[Exh 5.2.4. Scale of learning assessment, including students’ achievement scores in class, final exam scores, etc.]
[Exh 5.2.5. Sample of assessment (writing, speaking, essays, group works, rubric, peer evaluation]
[Exh 5.2.6. USSH academic regulations]
5.3. Methods including assessment rubrics & marking schemes are used to ensured validity, reliability & fairness of student assessment
[Exh 5. 3.1. Students’ achievement scores in class]
[Exh 5.3.2. Individual/group presentation]
[Exh 5.3.4. Sample of final exam]
5.4. Feedback of student assessment is timely & helps to improve learning [Exh 5.4.1. Sample of assessment of individual/group presentation in course syllabi]
[Exh 5.4.2. Student works with the teacher’s correction]
[Exh 5.4.3. Website of Office of Academic Affairs]
[Exh 5.4.4. Sample of course appraisal]
[Exh 5.4.5. Appraisal results of the courses in FLL BA.program]
[Exh 5.4.6. Annual conferences of student research]
5.5. Students have ready access to appeal procedure
[Exh 5.5.1. USSH regulations of score revision]
[Exh 5.5.2. Minutes of score revision of some courses]
CRITERION 6. ACADEMIC STAFF QUALITY
6.1. Academic staff planning (considering succession, promotion, re-deployment, termination, retirement) is carried out to fulfil the needs for education, research & service
[Exh 6.1.1. Strategic plan of FLL development 2011-2015, 2015-2020]
[Exh 6.1.2. List of teachers recruited by FLL in the period 2011-2015]
[Exh 6.1.3. USSH announcement of recruitment and USSH recruitment examination]
[Exh 6.1.4. Certification of professional competence]
[Exh 6.1.5. USSH decision of assigment to go to study abroad]
[Exh 6.1.6. Decision of early promotion, Decision of assignment for Associate Professor/Senior Lecturer position, List of FLL professors, associate professors and senior lecturers in recent 5 years]
[Exh 6.1.7. Lists of re-employed/re-appointed lecturers, of assistants/staff transfered/promoted to the position of lecturers after finishing M.A. program.]
[Exh 6.1.8. USSH labor annual contracts with retired teachers]
6.2. Staff-to-student ratio & workload are measured & monitored to improve the quality of education, research & service
[Exh 6.2.1. Statistics of full-time and part-time teachers’ teaching workload]
[Exh 6.2.2. List of FLL full-time and part-time teachers]
[Exh 6.2.3. Teacher handbook]
[Exh 6.2.4 Minutes of FLL meeting of emulation and commendation in 5 years 2011-2015]
[Exh 6.2.5. Regulations of internal financial management]
[Exh 6.2.6. Labor contracts of FLL full-time and part-time teachers]
[Exh 6.2.7. Decision of opening training course of teaching practical Vietnamese]
[Exh 6.2.8. List of teachers attending course of teaching practical Vietnamese]
[Exh 6.2.9. Certificates of teaching practical Vietnamese attendance]
6.3. Recruitment and selection criteria including ethics and academic freedom for appointment, deployment & promotion are determined and communicated
[Exh 6.3.1. Announcement of recruiting, professional competence training, rewarding http://tccb.hcmussh.edu.vn/3cms/?cmd=120&cat=811318408668893]
[Exh 6.3.2. Decision and announcement of teacher recruitment, teacher transfering]
[Exh 6.3.3. Teacher handbook with assignment of responsibility for each position]
[Exh 6.3.4. Teacher handbook, Regulations of internal financial management]
6.4. Competences of academic staff are identified and evaluated
[Exh 6.4.1. FLL statistics of teachers according to the number, degree, position, age]
[Exh 6.4.2. List of FLL staff degrees]
[Exh 6.4.3. USSH announcement of recruitment and recruiting examination ibid 6.1.1)]
[Exh 6.4.4. List of FLL teacher staffs and the Literature Program courses they are assigned to teach]
[Exh 6.4.5. l List of teachers participating in building course syllabi]
[Exh 6.4.6. Sample of lesson with IT application]
[Exh 6.4.7. List of teachers attending the training course of teaching practical Vietnamese]
[Exh 6.4.8. Ford Certificate of Attendance of Film studies course, DAAD Certificate of Attendance of Educational Management course]
[Exh 6.4.9. Minutes of class observation, Minutes of department meetings upon Class observation report, Minutes of department meetings upon class observation results]
[Exh 6.4.10. ibid Exh 6.4.6 Sample e-learning.]
[Exh 6.4.11. Result of Courses evaluation]
6.5. Training and developmental needs of academic staff are identified and activities are implemented to fulfil them
[Exh 6.5.1. Decision of assigning FLL teacher to study abroad]
[Exh 6.5.2. List of FLL teachers participating in the research projects of VNU-HCM, USSH and others]
[Exh 6.5.3. List of FLL teachers following PhD. and MA. programs]
[Exh 6.5.4. Statistics, profiles of FLL staff’s degrees, academic positions, decision assigning to study abroad]
[Exh 6.5.5. Documents of conferences, workshops and seminars on methods of teaching and assessment, List of FLL participants, Materials of training for teaching method renovation according to academic credit system and quality assurance]
[Exh 6.5.6. Minutes of FLL/department meeting on consulting and guiding young teachers; List of senior teachers assigned in guidance of young teachers]
[Exh 6.5.7. Syllabus of course of Art Studies]
6.6. Performance management including rewards and recognition is implemented to motivate and support education, research and service
[Exh 6.6.1. Minutes of class observation]
[Exh 6.6.2. Teaching plan (academic schedule) of recent semester]
[Exh 6.6.3. Minutes of department meeting on emulation]
[Exh 6.6.4. VNU-HCM/USSH Decisions of rewarding in recent 5 years]
[Exh 6.6.5. Regulations of financial support and reward for emulation achievements
http://tccb.hcmussh.edu.vn/3cms/?cmd=120&cat=811318408668893]
6.7. The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement
[Exh 6.7.1. Individual annual report of FLL staff]
[Exh 6.7.2. List of FLL teachers’ research projects]
[Exh 6.7.3. List of books written by FLL teachers]
[Exh 6.7.4. List of articles written by FLL teachers in recent 5 years, USSH policy of financial supporting for teachers’ research works]
[Exh 6.7.5. List of works written by FLL teachers and used as textbooks for the courses taught by them]
[Exh 6.7.6. Awards of Association of Folklore]
[Exh 6.7.7. Photos of TV show “Purity of Vietnamese language”(Trong sáng cùng Tiếng Việt)]
[Exh 6.7.8. List of FLL teachers attending the international conferences, studying abroad in recent 5 years]
CRITERION 7. SUPPORT STAFF QUALITY
[Exh 7.0.1. USSH human resources strategic plan, Survey of USSH human resources needs
http://tccb.hcmussh.edu.vn/3cms/?cmd=120&cat=1365144740598 ]
7.1. Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service
[Exh 7.1.1. Lists of academic advisers and class head teachers]
[Exh 7.1.2. Reading room regulations]
[Exh 7.1.4. List of USSH support staff (librarians, laboratorians, etc,…)]
[Exh 7.1.5. Describe support staffs ‘ works]
7.2. Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated
[Exh 7.2.1. USSH announcement of support staff recruitment and examination]
7.3. Competences of support staff are identified and evaluated
[Exh 7.3.1. FLL of support staff’s workload (ibid Exh 7.1.5)]
[Exh 7.3.2. Announcements of FLL Student Affairs, Academic Affairs sections and the academic advisors
(ibid Exh 7.1.2)]
[Exh 7.3.3. USSH prescription of the amount of books on literary studies]
[Exh 7.3.4. Center of Sinology and Nom Studies prescription of the amount of books]
[Exh 7.3.5. Certificates of training courses of support staffs]
[Exh 7.3.6. Minutes of FLL meeting on emulation of the academic year]
[Exh 7.3.7. Reward system for support staffs]
7.4. Training and developmental needs of support staff are identified and activities are implemented to fulfil them
[Exh 7.4.1. Support staff professional competence training course reports, Certificate of attendance]
7.5. Performance management including rewards and recognition is implemented to motivate and support education, research and service
[Exh 7.5.1. Regular/monthly financial support for support staff]
[Exh 7.5.2. Annual emulation sheet for support staff]
CRITERION 8. STUDENT QUALITY AND SUPPORT
8.1. The student intake policy and admission criteria are defined, communicated, published, and up-todate
[Exh 8.1.1. Anticipation of university enrollment targets in 2010-2015]
[Exh 8.1.2. University enrollment orientation, announcement of entrances exemption]
[Exh 8.1.3. University enrollment Admission Notice]
8.2. The methods and criteria for the selection of students are determined and evaluated
[Exh 8.2.1. Rule of Cut-off scores]
[Exh 8.2.2. Annoucement of BA. Honor Program in Literature Admission]
[Exh 8.2.3. List of Student of Honor Program in Literature in last 5 years/ cut-off scores each year of Honor Program]
[Exh 8.2.4. Cut-off score entrance the University]
8.3. There is an adequate monitoring system for student progress, academic performance, and workload
[Exh 8.3.1. Rule of credit base program]
[Exh 8.3.2. Decisions of termination, warnings...]
[Exh 8.3.3. Lists of students receiving awards, titles and prizes]
[Exh 8.3.4. Decisions of asigning academic advisor, assistant of student affairs]
[Exh 8.3.5. Announcement of professonal skill courses for Literature student]
[Exh 8.3.6. Annual Report, ibid Exh 7.3.6 ]
[Exh 8.3.7. Rule to graduate/ announcement for graduating conditions]
[Exh 8.3.8. Student’s handbook, ibid Exh 1.1.1]
[Exh 8.3.9. Clubs’ activities]
[Exh. 8.3.10. Announcement of converting the international language certificates]
[Exh 8.3.11. Announcement of student support]
[Exh 8.3.12. Process of receive student’s feedback]
[Exh 8.3.13. Email of FLL to students about students activities]
[ Exh 8.3.14. Facebook of a class]
[Exh 8.3.15. List of supervisors and students: annual essay]
[Exh. 8.3.16. Working hours for essay]
[Exh 8.3.17. Supervisors, students and thesis/ Announcement, Rule/ Regulation, List]
8.4. Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability
[Exh 8.4.1. Report of students’ activities 2010-2015]
[Exh 8.4.2. Plan of internship: Introducing Letter/ Rule/Letter of Recommendation]
[Exh 8.4.3. Annual Student Research Conference: Announcement, Lists, Minute, Result]
[Exh 8.4.4. Regulations and guidelines on annual evaluation of students and awarding of study, activities and research outputs 2008-2012]
[Exh 8.4.5. Guidelines relate to student scholarship, ibid Exh 8.3.11]
[Exh 8.4.6. Supporting poor student: Annual scholarship of FLL]
[Exh 8.4.7. Document of clubs activities]
8.5. The physical, social and psychological environment is conducive for education and research as well as personal well-being
[Exh 8.5.1. Documents: Classification course credit system; Credit registration form; Schedule; application for score revision, application for a reservation; Specialized application for conversion; Suggestion Box of FLL , ibid Exh 8.3.8.]
[Exh 8.5.2. University Website: http://hcmussh.edu.vn/3cms/
FLL Website: http://khoavanhoc-ngonngu.edu.vn]
[Exh 8.5.3. Email: This email address is being protected from spambots. You need JavaScript enabled to view it.; This email address is being protected from spambots. You need JavaScript enabled to view it.]
[Exh ibid Exh 8.5.1]
[Exh 8.5.4. Records of students’ achievements (USSH and FLL)]
[Exh 8.5.5. Seminar for newcomers how to study in university]
[Exh 8.5.6. Plan to visit first year students studying national military, pictures]
[Exh 8.5.7. Plan for counseling of major options for students course]
[Exh 8.5.8. Documents about job orientation for 3rd, 4th year students]
[Exh 8.5.9. Plans and activities about study skill orientation and job orientation for clubs
[Exh ibid Exh 8.4.2].
[Exh 8.5.10. List of Student activites Prizes from USSH]
CRITERION 9. FACILITIES AND INFRASTRUCTURE
9.1. The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research
[Exh 9.1.1. Photo of the office in Dinh Tien Hoang campus]
[Exh 9.1.2. Memo of delivery facilities in Thu Duc campus]
[Exh 9.1.3. Photo of Center of Sinology and Nom Studies in Dinh Tien Hoang campus]
[Exh 9.1.4. Photo of Center of Sinology and Nom Studies in Thu Duc campus]
[Exh 9.1.5. Photo of classrooms]
[Exh 9.1.6. Photos of study area]
9.2. The library and its resources are adequate and updated to support education and research
[Exh 9.2.1. Center of Sinology and Nom Study’s Rule and Regulation]
[Exh 9.2.2. List of material in Center of Sinology and Nom Studies]
[Exh 9.2.3. Website of FLL]
[Exh 9.2.4. List of Library material, Library website]
[Exh 9.2.5. Library Rule and Regulation, Library website, Training course for students and faculties using library source]
9.3. The laboratories and equipment are adequate and updated to support education and research
[Exh 9.3.1. Equipment updated]
[Exh 9.3.2. FLL website]
9.4. The IT facilities including e-learning infrastructure are adequate and updated to support education and research
[Exh 9.4.1. USSH wifi system]
9.5. The standards for environment, health and safety; and access for people with special needs are defined and implemented
[Exh 9.5.1. Photo of Medical Center in 2 campuses]
[Exh 9.5.2. Rule and Regulation of Fire Protection of USSH]
[Exh 9.5.3. List of the military service of the University/ Content and Rule of Work]
CRITERION 10. QUALITY ENHANCEMENT
10.1. Stakeholders’ needs and feedback serve as input to curriculum design and development
[Exh 10.1.1. Minute of meetings of the FLL Academic Council, ibid Exh 1.1.10]
[Exh 10.1.2. FLL announcement of program revision sent to the Office of Undergraduate Affairs, minutes of Academic Council’s meeting, ibid Exh 1.1.10, Exh 2.1.2]
[Exh 10.1.3. Minutes of department meeting on the results of course survey, of class observation, ibid Exh 6.4.9]
[Exh 10.1.4. Teacher’s feedback on the results of course survey, minute of department meeting on the results of course survey, ibid Exh 10.1.3]
[Exh 10.1.5. Profile of course survey results]
[Exh 10.1.6. Profile of overall cohort survey results]
[Exh 10.1.7. List of FLL teaching staff]
[Exh 10.1.8. Statement of changes after student’s feedbacks, ibid Exh 10.1.4]
[Exh 10.1.9. Report of the FLL activities after receiving feedback on the program from the students]
[Exh 10.1.10. Profile of employer survey: questionnaire, survey reports, minutes of employers conference, photos]
[Exh 10.1.11. Feedback form with student interns]
[Exh 10.1.12. Minutes of Academic Council’s meeting on adding elective courses]
10.2. The curriculum design and development process is established and subjected to evaluation and enhancement
[Exh 10.2.1. Procedure of program building and improving, ibid Exh 3.1.2]
[Exh 10.2.2. Minutes of Academic Council periodical meetings]
[Exh 10.2.3. Profile survey stakeholders]
[Exh 10.2.4. Minutes of the meeting using the survey results to the program adjustment]
10.3. The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment
[Exh 10.3.1. Decision of establishing FLL Quality Assurance Section]
[Exh 10.3.2. FLL Quality Assurance Section working process]
[Exh 10.3.3. Profile of course survey, ibid Exh 1.3.6, Exh 10.1.5]
[Exh 10.3.4. Minutes of the meeting on the results of course survey, ibid Exh 10.1.3]
[Exh 10.3.5. Sample course syllabus original and revised after evaluation]
[Exh 10.3.6. Sample mid-term assignment, photo of student presentation, acting]
[Exh 10.3.7. Samples of test with new format]
[Exh 10.3.8. Sample course syllabus including variety of assessment forms]
[Exh 10.3.9. Survey results of the course which highly evaluated]
10.4. Research output is used to enhance teaching and learning
[Exh 10.4.1. List of completed and evaluated research projects]
[Exh 10.4.2. List of published articles from research projects]
[Exh 10.4.3. List of published books from research projects]
[Exh 10.4.4. Course syllabi including FLL published books as reference]
[Exh 10.4.5. Course syllabi of Japanese and Korean literature, Poetics of Folksong, Classical Vietnamese Literature 2]
[Exh 10.4.6. List of research conferences]
[Exh 10.4.7. Photo of student presentation in the conferences]
[Exh 10.4.8. List of students-awardees of research prizes]
[Exh 10.4.9. List of students participating in the teacher’s research project]
10.5. Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement
[Exh 10.5.1. List of books and documents stored in Center of Sinology and Nom Studies, ibid Exh 9.2.2.]
[Exh 10.5.2. List of specialized rooms provided with new equipment and facilities]
[Exh 10.5.3. List of BA, MA and PhD theses]
[Exh 10.5.4. Report on the supplement or replacement of facilities for the courses]
[Exh 10.5.5. List of new office equipment provided for FLL]
[Exh 10.5.6. FLL website http://khoavanhoc-ngonngu.edu.vn/]
[Exh 10.5.7. List of FLL website administrators]
[Exh 10.5.8. Documents of website upgrading]
[Exh 10.5.9. Minutes of annual staff conference]
[Exh 10.5.10. Students’ feedback on FLL supporting staff]
10.6. The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement
[Exh 10.6.1. Sample questionnaires, revised questionaires]
[Exh 10.6.2. Profile of survey results]
[Exh 10.6.3. Minutes of department meeting, of FLL meeting, of annual staff conference]
CRITERION 11. OUTPUT
11.1. The pass rates and dropout rates are established, monitored and benchmarked for improvement
[Exh11.1.1. List of enrolled students]
[Exh 11.1.2. Reports on Graduation Recognition].
11.2. The average time to graduate is established, monitored and benchmarked for improvement
[Exh 11.2.1. Announcement of the meeting for checking student graduation conditions, minutes of meeting in recent 5 years, analysis of graduation rates]
[Exh 11.2.2. Report of FLL graduation rates]
11.3. Employability of graduates is established, monitored and benchmarked for improvement
[Exh 11.3.1. The summative report on graduates surveys from 2011 to 2015].
[Exh 11.3.2. Statistics of recruitment for recent 5 years].
11.4. The types and quantity of research activities by students are established, monitored and benchmarked for improvement
[Exh11.4.1. List of teachers assigned to be assistants of Student Research Affairs]
]Exh 11.4.2. Announcement of Annual Student Research Conference]
[Exh 11.4.3. List of student research projects]
[Exh 11.4.4. List of students-awardees of research prizes, ibid Exh 10.4.8 ]
[Exh 11.4.5. Report of Student Research Activities in 5 years: 2011-2015]
11.5. The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement
[Exh 11.5.1. Report of course surveys in recent 5 years]
[Exh 11.5.2. Report of alumni’s and employers’ feedback].
[Exh 11.5.3. Questionnaire for employers]
[Exh 11.5.4. Report of results of employers’ feedback]
[Exh 11.5.5. Minutes of Employers Conference 2011, 2013, 2015]