VIETNAM NATIONAL UNIVERSITY, HANOI VNU UNIVERSITY OF ENGINEERING AND TECHNOLOGY

FACULTY OF ELECTRONICS AND TELECOMMUNICATIONS

SELF-ASSESSMENT REPORT FOR AUN-QA

THE PROGRAM OF BACHELOR IN ELECTRONICS AND COMMUNICATIONS ENGINEERING

AT PROGRAM LEVEL

HA NOI March 2013

CONTENTS
LIST OF ABBREVIATIONS .................................................................................................. iii LIST OF FIGURES .................................................................................................................. iv LIST OF TABLES ..................................................................................................................... v INTRODUCTION ..................................................................................................................... 1 1.1. Summary of the Self-Assessment Report ...................................................................... 2 1.2. Organization of the Self Assessment ............................................................................. 5 1.3. Brief description of Vietnam National University, Hanoi (VNU) and VNU University of Engineering and Technology (VNU-UET) ........................................................................... 5 1.4. Brief description of Faculty of Electronics and Telecommunications (FET) ................ 7 AUN - QA CRITERIA REQUIREMENTS ............................................................................ 11 2.1. Criterion 1 - Expected Learning Outcomes ................................................................. 13 2.2. Criterion 2 - Program Specification ............................................................................. 20 2.3. Criterion 3 - Program Structure and Content ............................................................... 24 2.4. Criterion 4 - Teaching and Learning Strategy.............................................................. 33 2.5. Criterion 5 - Student Assessment ................................................................................. 38 2.6. Criterion 6 - Academic Staff Quality ........................................................................... 43 2.7. Criterion 7 - Support Staff Quality .............................................................................. 52 2.8. Criterion 8 - Student Quality ........................................................................................ 55 2.9. Criterion 9 - Student Advice and Support .................................................................... 57 2.10. Criteria 10 - Facilities and Infrastructure ................................................................... 60 2.11. Criterion 11 - Quality Assurance of Teaching and Learning ...................................... 63 2.12. Criterion 12 - Staff Development Activities .............................................................. 67 2.13. Criterion 13 - Feedback Stakeholders ........................................................................ 69 2.14. Criterion 14 - Outputs ................................................................................................ 71 2.15. Criterion 15 - Stakeholders Satisfactory .................................................................... 74 ANALYSIS OF STRENGTHS AND WEAKNESSES .......................................................... 75 3.1. Summary of Strengths(S) ............................................................................................. 76 3.2. Summary of Weaknesses (W) ...................................................................................... 77 3.3. Improvement Plans (IP) ............................................................................................... 78 3.4. Checklist for AUN Quality Assessment at Program Level.......................................... 79 APPENDICES ......................................................................................................................... 84 i

PREFACE
Thanks to the substantial investments from the Vietnam National University, Hanoi (VNU), and its member University of Engineering and Technology (VNU-UET), the Faculty of Electronics and Telecommunications (FET) has made significant improvements in both teaching and research during the last sixteen years. Today, as a major faculty of VNU-UET, FET is one of the driving forces behind VNU-UETs efforts to become an institution of excellence in higher education, a center for technology innovation, and a national and regional leader in engineering education and research. The academic year of 2012-2013 is an important milestone for the assessment of the changes in FET. We warmly welcome the Asian University Network Quality Assurance (AUN-QA) and the German Academic Exchange Service (DAAD). We fully realize that the self assessment is a systematic process of gathering, reviewing and using important quantitative and qualitative data and information to gauge the status of our FET. The assessment at the program level pertains to educational program and helps us improve teaching and learning processes, in harmony with academic and learning standards. Moreover, this assessment not only is an important measure for enhancing the academic quality but also brings out the most valuable message for the administrations of FET, VNU-UET as well as VNU to initiate strategic actions for further improvement. We are grateful for the kind support and important participation of the VNU President Board, VNU Institute for Education Quality Assurance, VNU-UET Rector Board, VNU-UET Center for Quality Assurance, Division for Human Resources and Administration, Division for Academic Affairs, Division for Student Affairs, the Inspection Board, and all faculty members, alumni, visitors, students in this Self-Assessment Report as well as their great contributions to the development of our Faculty of Electronics and Telecommunications throughout the years. Assoc. Prof. Truong Vu Bang Giang, Dr.-Ing. Dean of Faculty of Electronics and Telecommunications VNU University of Engineering and Technology

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LIST OF ABBREVIATIONS
No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Abbreviation AUN-QA APW ECE CDIO CV DAAD ET FET GPA INFEQA IT MoET MoST NUS PhD REV SAR UIUC VAST VNU-ULIS VNU VNU-LIC VNU-UET VNU-UET CCNE

ASEAN University Network Quality Assurance Academic Processing and Warning Bachelor Program in Electronics and Communications Engineering Conceive Design Implement Operate Curriculum Vitae Deutscher Akademischer Austauschdienst (The German Academic Exchange Service) Electronics and Telecommunications Faculty of Electronics and Telecommunications Grade Point Average VNU Institute for Education Quality Assurance Information Technology Ministry of Education and Training Ministry of Science and Technology National University of Singapore Doctor of Philosophy Radio Electronics Association of Vietnam The Self Assessment Report University of Illinois at Urbana Champaign Vietnam Academy of Science and Technology VNU University of Languages and International Studies Vietnam National University, Hanoi VNU Library and Information Center VNU University of Engineering and Technology VNU-UET Center for Computer Networks and E-learning

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LIST OF FIGURES
Figure 1: Program structure and teaching sequence ..................................................................... 29 Figure 2: Average evaluation scores on Question 7 for three courses in two consecutive academic years (2010-2011 and 2011-2012) ................................................................................................ 34 Figure 3: Average evaluation scores on Question 15 for three courses in two consecutive academic years (2010-2011 and 2011-2012) ................................................................................ 35 Figure 4: Average evaluation scores on Question 8 for three courses in two consecutive academic years (2010-2011 and 2011-2012) ................................................................................................ 36 Figure 5: Average evaluation scores on Question 10 for three courses in two consecutive academic years (2010-2011 and 2011-2012) ................................................................................ 36 Figure 6: Average evaluation scores on Question 16 for three courses in two consecutive academic years (2010-2011 and 2011-2012) ................................................................................ 40 Figure 7: FETs staff data (as of March 2013) ............................................................................. 44

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LIST OF TABLES
Table 1: Defining outcome levels ................................................................................................. 13 Table 2: Criteria for expected learning outcomes in knowledge, skills and attitudes .................. 13 Table 3: Generic and specialized knowledge in the expected learning outcomes ........................ 16 Table 4: Generic and specialized skills in expected learning outcomes ....................................... 16 Table 5: Knowledge modules of the program............................................................................... 24 Table 6: Percentages of Knowledge modules without English .................................................... 25 Table 7: ET knowledge versus non-ET knowledge ...................................................................... 25 Table 8: Skills ............................................................................................................................... 25 Table 9: Percentage of Basic Sciences and Information Technology........................................... 26 Table 10: Basic, intermediate and specialized courses, projects/thesis in ET .............................. 30 Table 11: Students course evaluation data for Questions 7 and 15 ............................................. 34 Table 12: Students course evaluation data for Questions 3 and 12 ............................................. 35 Table 13: Students course evaluation data for Question 16 ........................................................ 39 Table 14: Students course evaluation data for Question 17 ........................................................ 40 Table 15: FETs staff data (as of March 2013) ............................................................................. 43 Table 16: Staff in FETs Departments and Laboratories (as of March 2013) .............................. 44 Table 17: Undergraduate/postgraduate students per teaching staff (as of March 2013) .............. 45 Table 18: Faculty members workload ......................................................................................... 48 Table 19: VNU-UET library for students statistics (2012) ........................................................... 52 Table 20: Statistics of admitted scores for the ECE program for the period 2008-2012 .............. 55 Table 21: Intake of first-year students .......................................................................................... 56 Table 22: Total number of students (last 5 academic years) ........................................................ 56 Table 23: Graduation and dropout rates........................................................................................ 71 Table 24: Publication figures from 2004- March 2013 ................................................................ 73 v

PART 1

INTRODUCTION

1.1. Summary of the Self-Assessment Report

This Self-Assessment Report (SAR) is a crucial part of the quality assurance process at the Faculty of Electronics and Telecommunications (FET). It consists of four main parts. The first part presents a brief description of Vietnam National University, Hanoi (VNU), VNU University of Engineering and Technology (VNU-UET) and the Faculty of Electronics and Telecommunications. The second illustrates how the Program has satisfied the AUN-QA criteria requirements. The third part analyzes all the strengths and weaknesses which are in need of improvement in the forthcoming years/semesters. The last one lists all the evidences (referred to as attachments) and supporting materials. The present report was written in compliance with the Guide to AUN Actual Quality Assessment at Program Level published by the AUN Secretariat in June 2011 (Version 2.0). The SAR is composed of the fifteen AUN criteria and followed with supporting materials. The attachments are numbered by three paired digits separated by dots (aa.bb.cc). The first pair (aa) is the criterion number, the second pair (bb) is the sub-criterion number, and the last pair (cc) is the attachment number in each sub-criterion. The report begins with a brief description of VNU and its university member the VNUUET , and with the core activities of FET where the assessing Program is housed. The assessing Program The Bachelor program in Electronics and Communications Engineering (ECE) is one of seven programs, selected from 108 bachelor training programs in VNU, that are strategically invested for quality improvement aimed at meeting the international standard (known as The Strategic Mission of VNU since 2008). The ECE program has been designed with the main goal is to train bachelors in Electronics and Communications Engineering, who have strong background in the related sciences, engineering and technologies and are able to contribute to society by the creativity, business and leadership. The objectives are: (a) to develop knowledge and skills necessary for a future career in the field of Electronics and Telecommunications (ET); (b) to develop a profound understanding of the basic sciences, the fundamental knowledge in ET, informatics and an ability to apply them to engineering practice in the field of ET; (c) to establish a learning environment with various learning paths to assist students in choosing the path that best suits their own career needs, and in developing an ability of life-long learning; (d) to develop an understanding of the interactions between the engineering profession in ET and the society, businesses, technologies, and environment; and (e) to develop a good understanding of the importance of contributing toward the development of Vietnam in the context of the global economy. The ECE program, implemented by FETs innovative faculty members through teaching, learning, research, collaboration, publication, leadership, and service activities, has provided the highly qualified and high-level human resources for the labor market. It comes to the appropriate time for us to review the program to help keep our FET on the journey towards international standards. The key parameters for this program are outlined below: a. The ECE program was first constructed in 1996, and then substantially changed in 2008 to meet international standards with reference to the equivalent program carried out at the National University of Singapore (NUS) and the University of Illinois at Urbana2

Champaign (UIUC). It was then revised and updated on an annual basis normally required by the VNU (2010, 2011 and 2012). While it is a joint product of all faculty members, it also reflects the requirements of all stakeholders. The program clearly indicates the expected learning outcomes in terms of generic and specialized knowledge, skills and attitudes. It also emphasizes the modern educational principles, covering both generic and specialized skills, that help students to enhance the ability for lifelong learning. The program specification and its structure describe in detail how these outcomes can be gained. b. The curriculum clearly reflects the visions and missions of VNU and VNU-UET, that is to become an advanced institution in research, contributing to Vietnams society and to develop the community through providing highly-qualified and high-level human resources. Each course contributes to the program outcomes and altogether build up a expected outcome matrix which covers not only breadth and depth knowledge, generic and specialized skills, but also personal, professional and social attitudes.
c. The program expected outcomes were carefully built in accordance with the (Conceive

Design Implement Operate) CDIO framework originally initiated by the Massachusetts Institute of Technology. Active teaching and learning strategies were used in the program, with the underlying action learning and learning by doing philosophies, which encourage lecturers to interact with one another and with students to acquire and use knowledge academically, as well as to develop transferable skills. The teaching and learning activities create a free teaching-learning environment for learners.
d. Students are assessed from entrance to exit by criterion-referenced assessments. All

assessment methods are consistent with the program objectives and outcomes, evaluating the study progress. A variety of methods have been used. The assessment formats and criteria are made explicit and available to teaching staff, students, and the administrative staff.
e.

All the faculty members are recruited based on the merit that they can perform well both research and teaching activities at VNU-UET. The current members have met the universitys requirements and have shown high performance. While the program is well run by FETs full-time teaching staff, the involvement of adjunct and visiting professors from USA, Canada, France and Australia adds to the improvement of the program implementation. The courses are taught by faculty members who hold a PhD degree, mostly obtained from developed countries such as Germany, France, Australia, The Netherlands, USA, South Korea and Japan. They have performed an excellent job; all of them have a career path which is well motivated by a fair share of workload and personnel strategy, and are satisfied with the institutional policies in terms of appraisal, promotion, redeployment, termination and retirement in VNU.

f. The VNU-UET has planned to provide staff with further development training for the period of 2011-2020. A number of training activities such as exchange visitor programs, workshops, seminars, international conferences, research activities, higher-degree learning and scholarships have been carried out to improve the quality of teaching and research. Faculty members of FET have played a key role in organizing international conferences of IEEE, IEICE, participating in the Editorial Board of International Journals.

g. The program has competent support staff, who provide services in teaching, the library,

general and specialized labs, Center for Student Services, Office of Student Affairs. They are friendly and willing to work with students and visitors. In addition, all teaching assistants hold a master degree and most of them are doing PhD at FET. h. Most textbooks used in the program are also used in programs at prestigious international universities. i. Fundamental and specialized courses from the third year are taught in English. Students have to do research. In order to graduate, the English proficiency of IELTS 6.0 or equivalent must be obtained. Students must write and defend their research work and graduation thesis in English. j. Modern practical facilities, especially for fundamental courses, have been invested and equipped. The program ensures that each student will do his/her practice on a single module for each practical session of fundamental courses. Computer rooms equipped with multimedia systems for courses related to design, simulation and programming, etc. are adequately invested.
k. An adequate system is implemented to monitor student progress and provides them with

helpful advices, oriented career path consultation, support and feedback on their learning, altogether creating a healthy physical, social and psychological environment for the students. Facilities, computers, lab equipment and infrastructure are generally adequate. l. FET has made all efforts to maintain as well as to improve its student quality. A clear student intake policy for international standard bachelor program, issued by VNU, is explicit and made available on the website. Students are admitted into the program based on the results of their university-entrance exam, which is organized nationally. The credit point system is applied to help students keep track of their progress toward their degree acquisition.
m. The teaching and learning process is subject to quality assurance. The program complies

with VNUs training quality assurance regulations. Teaching staff are responsible for designing and implementing the curriculum and, based on the feedback of stakeholders, tuning it to meet the aims and objectives of the program. Since its launch in 1996, especially for the period of 2008-2012, a number of reviews and evaluation attempts have significantly contributed to the quality assurance.
n. The program has received constructive and structured feedbacks from its stakeholders

including students, alumni, teaching staff, and employers. Their feedbacks indicate in general the highly appreciated outcomes of the program, reflected by the prestigious reputation of VNU-UET in community.
o. The program plays an important role in the educational map of VNU-UET. The pass rate

of the program always remains at a high level. Lecturers and students are involved in advanced research activities. Comments from the graduates and visiting professors indicate a high level of satisfaction. Employability is spectacularly high; all graduates either get a job upon completion of their studies or continue postgraduate studies in Vietnam or overseas. Often, representatives from well-known employers in the field participate in the bachelor thesis defence and commencement day. 4

1.2. Organization of the Self Assessment

In early December 2011, VNU chose FET for the accreditation at the program level by AUNQA and started the self-assessment of the ECE program in line with the AUN-QA standards. VNU-UET and FET have prepared a detailed plan for the AUN-QA assessment project. On 22nd August 2011, the President of VNU approved this plan. In November 2011, the Rector of VNUUET signed the decision on the establishment of the Self-Assessment Council [Attachment 00.00.01]. In the same month, the Dean of FET nominated an AUN Assessment Team [Attachment 00.00.02]. VNU-UET invited the VNU Institute for Education Quality Assurance (INFEQA) to organize training and coaching activities for all the Council Members and the team to have common comprehension and understanding of the AUN-QA guidelines, criteria and self assessment process [Attachment 00.00.03]. In addition, all faculty members are informed to participate in the assessment project. In December 2011, the Self-Assessment Council of VNU-UET made a detailed plan, prepared the budget, and studied the AUN-QA Guide and other successfully accredited VNU programs SARs. From February 2012 to March 2013, the FETs AUN Assessment team collected all the relevant materials for the SAR such as feedback forms, databases, policies, evidences, and wrote the SAR, with the great support of all staff members and VNU-UET administration. The selfassessment has been conducted for approximately one year. The report was delivered to all relevant parties prior to its submission to the AUN-QA Council.

1.3. Brief description of Vietnam National University, Hanoi (VNU) and VNU University of Engineering and Technology (VNU-UET)
Vietnam National University, Hanoi (VNU) is the first modern university ever established and one of the two national universities in Vietnam. VNU has undergone various stages of development: the University of Indochina established on 16 May 1906; Vietnam National University (November, 1945); the University of Hanoi (June, 1956). In December 1993, VNU was reorganized on the basis of amalgamating the University of Hanoi and other leading universities in Hanoi. Today, VNU is the largest comprehensive higher education and research cluster in Vietnam. VNU has been entrusted with the task of producing highly qualified human resources and talents for the industrialization and modernization of the country. VNU holds a special position in the Vietnams higher education system, operating according to a special regulation promulgated by the Prime Minister. VNU reports directly to the Prime Minister and has high autonomy in organization - personnel, training programs, scientific research and technological development, planning and finance, international relations and other fields. As one of the six member universities of VNU, the University of Engineering and Technology (VNU-UET) known to the international community also under the name College of Technology (COLTECH) until 2009 was founded by the decision of the Prime Minister of Vietnam in May 2004. VNU was established in 1993 as a university entity, among which the former University of Hanoi (founded in 1956 as the successor of the Indochina University from 1906) was the main and core institution. In the vision to develop advanced engineering and technology fields of 5

education and research for widening the comprehensive scope of the VNU, the Faculty of Information Technology and the Faculty of Electronics and Telecommunications Technology were founded in 1995 and 1996, respectively, within the VNU University of Science. The Faculty of Technology under VNU was subsequently founded in October 1999 by merging these two faculties under the leadership of Prof. Nguyen Van Hieu, a prominent physicist of the country. Prior to this, the Center for Cooperation in Mechanics Training was established in cooperation with the Institute of Mechanics of Vietnam Academy of Science and Technology (VAST) in 1997 by VNU in a strategic program to strengthen the existing cooperation with research institutes of VAST. COLTECH was then founded as a member university of VNU by merging and reorganizing these two institutions. In the course of its operation over the years, the profile of COLTECH has become more engineering oriented and emphasized. This leads to the decision in 2009 to change its name, for international communication, to VNU-UET. In these years, VNU-UET was led firstly by Professor Nguyen Van Hieu (from 2004 to 2005) and later (from 2005 to early 2009) by Professor Nguyen Huu Duc, who has been Vice President of VNU in 2009. Enlightened and motivated by the World Banks vision for the development of highereducation in science and technology of the 21st century, expressed by the term GRIN technology (genomics, robotics, informatics, and nanotechnology), the university focuses its research and training activities on four areas of science and technology that are laid on a strong foundation of Basic Science and Information Technology: Information and Communication Technology, Electronics and Automation, Nanoscience and Nanotechnology, and Molecular Biotechnology. Inspired by the recent development and achievements of engineering as the discipline, the art and profession of the creative application of scientific principles, VNU-UET has reformulated and focused its profile on engineering education and research. VNU-UET is committed to develop into an institution of excellence in the higher-education system of Vietnam aiming to conduct, develop and deliver high-level engineering education and research, and thus efficiently contributing to the industrialization and modernization of the country. Mission of VNU-UET: Based on the decision of the Prime Minister on its founding, VNU-UET has signed up its mission as: (a) To conduct education and training and to foster talents, providing highly-qualified human resources at all higher-education levels; (b) To conduct research on development and application of advanced sciences and technologies based on a strong based on a strong foundation of fundamental sciences and information and communication technology background; (c) To pioneer approach regional and international higher-education standards; (d) To effectively contribute to the development of the intelligence-based countrys economy and society. Vision of VNU-UET to 2020: To build a higher education environment as an organic unity of all the activities of teaching, learning, research and services, which consist of: (a) an international standard training environment; (b) a positive research environment; (c) an open, dynamic and friendly exchange environment for domestic and international cooperation; (d) a professional management environment; and (e) a rich in humanity living and working environment.

To become one of the top three research-oriented universities of engineering and technology in Vietnam, listed in the advanced group of 100 universities in Asia, with a number of fields meeting the international standard, and positively contributed to the development of Vietnam to become a modern industrial country by 2020.

1.4. Brief description of Faculty of Electronics and Telecommunications (FET)

The Faculty of Electronics and Telecommunications (FET) at VNU-UET is one of the leading faculties in Vietnam for studies and research in the fields of electronics and communications engineering. Historically, on January 3, 1996, the Faculty of Electronics and Telecommunications Technology (FETT) was established from the Radio-Physics part of the Faculty of Physics at the VNU University of Science and became a part of the Faculty of Technology, the predecessor of the VNU-UET, founded as a faculty under the VNU by merging FETT and the Faculty of Information Technology (FIT) in 1999. In 2004, FETT was then reestablished as the Faculty of Electronics and Telecommunications (FET) inside the VNU-UET and January 3rd has become the FETs day annually. FET has in total 43 members of teaching and supporting staff, with 20 having a Ph.D. degree, among which there are three professors and nine associate professors. Most of our teaching staff graduated from major overseas universities and research institutes in Germany, Australia, USA, France, the Netherlands, Japan, Korea, and others. FET teaching and research activities now are structured in four departments, one research laboratory, and six practical laboratories. For the last 15 years, FET has been successful with its mission of educating highly-qualified engineers and scientists, fostering talents, and conducting research and development of the state-of-the art technologies in electronics and communications fields. The faculty offers undergraduate and post-graduate programs in electronics and communications engineering, including specializations in computer engineering, automation, communications, networking, multimedia signal and data processing, microelectronics, and bio-medical electronics. Our programs are designed to provide students with competitive knowledge and skills needed for a successful career in the globalization environment of business. The annual enrolment is made up with 60 undergraduate, 100 full-time and part-time master and 15 Ph.D. students of the highest caliber. Our first-year undergraduate students are usually selected from top scorers of the annual nationwide university entrance examination. FET staff involve actively in research and technology transfer activities which are diversely funded from VNU, government ministries and agencies, industries, and international collaboration research programs. Under the auspices of the Radio Electronics Association of Vietnam (REV), FET largely contributes to the overall research development in the fields of electronics and communications in Vietnam, by participating with key roles in the organization and development of the annual series of REV/IEEE International Conferences on Advanced Technologies for Communications (ATC) and in the publication of the REV Journal on Electronics and Communications (JEC). As a major faculty of VNU-UET, FET is one of the driving forces behind VNU-UET's efforts to become an institution of excellence in higher education, a center for technology innovation, and a national and regional leader in engineering education and research. During its development stage, the FET has achieved several key milestones including: - Bachelor program in Electronics and Communications Engineering (ECE) is one of seven programs which have been selected by VNU from 108 Bachelor Training Programs to 7

strategically invest to bring up its quality to meet the international standard (strategic mission of VNU since 2008). - Having the first scientist in Vietnam who received "Elsevier Scopus Prize" for his high hindex (2008). - Pioneered in VNU in conducting a model of special joint project of chip design between VNU, Hanoi and VNU, Ho Chi Minh (2010). - Two products have successfully been registered for patent, which have passed the second round by General Department of Intellectual Property and will receive the certificate in 2013. - Having one outstanding research team who received the First Prize for Science Technology Award for a period of five years (2005-2010) by VNU. - Having received the award Vietnamese Talents twice (2007, 2008). - Having 04 faculty members who received awards for outstanding research projects and young scientists by VNU. - Largely contributes to the overall research development in the fields of electronics and communications in Vietnam, by participating with key roles in the organization and development of the annual series of REV/IEEE International Conferences on Advanced Technologies for Communications (ATC) and in the publication of the REV Journal on Electronics and Communications (JEC). ATC now is the biggest International Conference in Communications, technically and financially sponsored by IEEE to be held in Vietnam since 2008. REV Journal on Electronics and Communications, which has its office hosted by FET. - Having pioneered in VNU in nominating a Vietnamese Overseas Professor to be the Head of Department. - Having outstanding groups of undergraduate students, who got papers for International Conferences and received research awards from the Ministry of Education and Training of Vietnam (MoET), VNU and VNU-UET. - Having authors who received Copper Medal at Taipei International Invention Show and Technomart 2011 and Golden Cup by Ministry of Science and Technology (MoST) at International Invention Show Vietnam 2012 (Techmart 2012). - Having received Certificates of Merit: by VNU (2006, 2012); Vietnam Union for Science and Technology Associations (2011) and Radio Electronics Association of Vietnam (2011). Mission of FET: Governed by the mission of VNU-UET, FET contributes to the goals of this mission by: (a) Conducting education and training and to foster talents, providing highly-qualified human resources at all higher-education levels in the field of Electronics and Communications; (b) Conducting research on development and application of advanced sciences and technologies based on a strong information and communication technology background; (c) Pioneer 8

approaching regional and international higher-education standards; (d) Effectively contributing to the development of the countrys intelligence-based economy and society. Vision of FET to 2020: To become an institution of excellence in higher education, a center for technology innovation, and one of national and regional tops in education and research in the field of electronics and communications engineering. Development Orientations: - Training and fostering of highly qualified human resources to meet the international standard. - Creation and transfer of results, advanced scientific and technological products; creation of a strong school of scientific-technological research. - Development of teaching and research staff to reach the regional level and to approach the international level gradually. - Comprehensive cooperation with research institutions, high-tech corporations in national and international reputation in the implementation of training and scientific-technological research. - Based on the investment of the key projects by VNU to further modernize the practical and research laboratories. The organization structure of the Faculty of Electronics and Telecommunications now comprises of: Dean Board: - Dean: Assoc. Prof. Dr.-Ing. Truong Vu Bang Giang - 02 Associate Deans: Assoc. Prof. Dr. Nguyen Linh Trung, Assoc. Prof. Dr. Chu Duc Trinh; 04 Departments: - Department of Electronics and Computer Engineering - Department of Network and Communication Systems - Department of Wireless Communications - Department of Micro-Electro-Mechanical Systems and Micro Systems 01 Research Laboratory: - Signals and Systems Laboratory Practical Electronics and Telecommunications Laboratories: - Fundamental Practice Laboratory - Network and Communication Systems Practice Laboratory - Wireless Communications Practice Laboratory 9

- Computer Interface Practice Laboratory - Robotic Practice Laboratory - Modeling and Simulation Laboratory FET has 43 academic, research and administrative staff, in which there have 03 Professors, 09 Associate Professors and 09 Doctors. Active research trends: FETs active research trends are: (a) Design and Fabrication of the Smart Products and Systems; (b) Design and Fabrication of Smart Antennas and Microwave Systems; (c) Design, Test and Optimization of Digital and Analog Chips and Network-on-Chips; (d) Design and Fabrication of MEMS Devices and Systems; (e) Signal Processing for Communications and Biomedicine; (f) Intelligent Robots; Multi-Robot Systems; (g) Cognitive Radios; (h) Wireless Sensor Networks. Strategic Cooperation with International Counterparts: In several international cooperation ties that FET has established, FET focused on the development of training programs to meet the international standard. ECE program is among the strategic mission of VNU on international standard programs. It combines the training model of National University of Singapore (NUS) and the University of Illinois at Urbana-Champaign (UIUC). The joint master training program on Information, Systems and Technology is carried out at FET by the Center for French Universities (Pole Universitaire Francais PUF), in cooperation with University of Paris Sud and SUPELEC. Beside the contribution to the enhancement of training capability, these programs also create favourable conditions for the establishment of research collaboration with counterparts professors. Some specific cooperation has been established such as: 02 research groups of FET in collaboration with 02 research groups of the University of Paris Sud and SUPELEC for 01 bilateral agreement research project. Several FETs PhD students, who are also research staff of FET, are financially supported by FETs foreign counterparts to do their PhD research at their laboratories.

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PART 2

AUN - QA CRITERIA REQUIREMENTS

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Since the establishment in 1996, FET has consistently offered one undergraduate program the Bachelor program in Electronics and Communications Engineering (ECE). The ECE program has evolved and developed over three different periods, in accordance with the development strategies of VNU, VNU-UET and FET. The first period (1996 2004) aimed to develop a program in the field of Electronics and Telecommunications (ET) within VNU [Attachment 01.00.01]. The second period (2005 2007) extended the ECE program to meet a high-quality standard, especially in Vietnam. This is done in part by supplementing more advanced ET knowledge as well as developing skills such as critical thinking, self-study, selfexploration of knowledge, life-long learning, and adaptability to practice [Attachment 01.00.02]. The third period (2008 2012) upgrades the program to meet the international standard [Attachment 01.00.03]. This upgrading reflects the new mission and vision of VNUUET in providing high-quality and high-level training; becoming a typical university in the higher-education system of Vietnam; joining the group of regional and international prestigious universities with respect to applied sciences and high technologies [Attachment 01.00.04]. FET made a bold move in 2008 to upgrade its ECE program to meet international standard, being one among seven international-standard bachelor programs over 108 bachelor programs in the entire VNU. Aiming to provide highly-qualified and high-level human resources for Vietnam, as required by the stakeholders, the ECE program is to fulfill the following five program objectives [Attachment 01.00.05]: 1. Develop knowledge and skills necessary for a future career in the field of Electronics and Telecommunications (ET); 2. Develop a profound understanding of the basic sciences, the fundamental knowledge in ET, informatics and an ability to apply them to engineering practice in the field of ET; 3. Establish a learning environment with various learning paths to assist students in choosing the path that best suits their own career needs, and in developing an ability of life-long learning; 4. Develop an understanding of the interactions between the engineering profession in ET and the society, businesses, technologies, and environment; 5. Develop a good understanding of the importance of contributing toward the development of Vietnam in the context of the global economy. The first objective is common to all programs in ET. The second objective is to help students develop good knowledge and skills in order to advance themselves in their future career. The third objective is to offer various learning opportunities to students for selecting the best-fit career path as well as pursuing their future professional development. The forth objective is to broaden student view on the career within the society. The last objective is to help students develop positive attitudes so as to better contribute to the development of Vietnam.

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2.1. Criterion 1 - Expected Learning Outcomes

2.1.1. The expected learning outcomes have been clearly formulated and translated into the program Based on the above-mentioned program objectives, a set of expected learning outcomes is constructed. The outcomes are formulated by adapting the well-known CDIO (Conceive-DesignImplement-Operate) framework [Attachment 01.01.01]. This framework, being most suitable for programs in the engineering discipline, sets out a number of generic criteria and for each criterion a corresponding set of program outcomes. Suitable criteria and program outcomes are then selected for the ECE program. The whole set of these learning outcomes can be found in [Attachment 01.01.02]. To fulfill the program objectives, the program outcome level of each program outcome is then determined. There are four levels: 1 (Know the concept), 2 (Has a good understanding), 3 (Able to apply), 4 (Apply well). Each individual course in the program also has its own set of course outcomes, selected among the above set of program outcomes. The corresponding course outcome levels are also determined by the four levels above. The determination of a program outcome level corresponding to a particular program outcome can be decided based on the overall contribution of course outcome levels of all courses with respect to this outcome. This can be done as follows. First, for a particular outcome, determine the sum of the corresponding course outcome levels of all courses. The outcome levels are defined based on this sum as given in Table 1. Table 1: Defining outcome levels < 10 (Not considered) 10 - 19 Know the concept 20 - 29 Has a good understanding 30 - 39 Able to apply 40 Apply well

The level of each criterion (which is composed of a number of outcomes) can also be determined by averaging the sum of all program outcome levels of all outcomes belonging to this criterion. All the outcomes (program/course) and levels (program/course) are shown in an expected learning outcome matrix for courses of the ECE program [Attachment 01.01.03]. The set of expected learning outcomes of the ECE program defines the commitments of VNU-UET and FET in providing students with adequate expectations in various aspects so that they will contribute to the workforce of Vietnam as highly qualified and high-level workers upon graduation. While the set of expected learning outcomes covers in detail different outcomes, the outcomes are grouped into the following three main categories: knowledge, skills and attitudes. The criteria are shown in Table 2. Table 2: Criteria for expected learning outcomes in knowledge, skills and attitudes Criterion Knowledge 1 2 M1: General knowledge (VNU requirements) M2: General engineering knowledge (UET requirements - Basic Sciences) Level 3/4 3/4

13

Criterion 3 4 5 6 Skills 1 2 3 4 5 6 7 8 9 10 11 12 13 Attitudes 14 1 2 3 M3: Cross-field engineering knowledge (Information and Communication Technologies) M4: Core ET fundamental knowledge M5: Advanced ET fundamental knowledge, and nonET supporting knowledge M6: Projects and graduation thesis Personal skills Teamwork Management and leadership Communications Communications in English Professional skills (Design) Analytical reasoning and problem solving Investigation and knowledge discovery System thinking External and societal contexts Organizational contexts Utilization of knowledge and skills in practice Creativity, develop and pursue/adapt career changes Technical writing Personality Codes of professional ethics Codes of social ethics

Level 3/4 3/4 3/4 3/4 3/4 4/4 1/4 4/4 4/4 4/4 4/4 4/4 3/4 3/4 1/4 3/4 2/4 4/4 4/4 4/4 4/4

The six criteria in the Knowledge category, are clearly reflected in the six knowledge modules of the ECE program. The outcome levels for all knowledge modules are determined at level 3, indicating that students will not only have a good understanding of all gained knowledge but they are also able to apply them in practice. The fourteen criteria in the Skills category can be split into two groups: generic skills (criteria 1 to 5) and specialized skills (6 to 14). The following courses in the ECE program provide students with concepts and basic training of the skills: Soft Skills, English, Engineering Professionalism, Modeling and Simulation. Then, students will be given opportunities to practice these skills gradually within the ET courses as well as the independent studies (System Design Laboratory, Project and System Engineering, Research, Graduation thesis). The three criteria in the Attitudes category are developed/improved through different courses: Basic Principles of MarxismLeninism, Ho Chi Minh Ideology, Revolutionary Policies of 14

Vietnam Communist Party, Security and Defense Education, Engineering Professionalism. Especially, the codes of professional ethics are taught in course Engineering Professionalism. In other courses, these attitudes are also developed. Perseverance (in Personality) is trained through the pressure under which students need to accumulate 144 credits in a duration of four years (a standard four-year program at VNU only requires the number of credits from 120 to 140), while also training to do research. As required by VNU, at the end of each semester, the attitude performance is also assessed based on student participation in youth and other activities [Attachment 01.01.04]. Those students who have both excellent academic performance and excellent attitude performance will be awarded semester scholarships or other recognitions [Attachment 01.01.05]. 2.1.2. The program promotes life-long learning The fast pace of technological change and globalization has exerted many changes in many professions in general and in the engineering profession in particular. These changes require an engineer to be able to pursue and update knowledge on a regular basis in order to keep up well with their ongoing job or to smoothly move on to a new job. Therefore, developing the life-long learning skill is important. The ECE program integrates a number of expected learning outcomes (in italic below, and clearly shown in the set of expected learning outcomes of the ECE program that altogether help students to build and consolidate the ability of life-long learning and educating (Attitudes - Personality). First, with creative and critical thinking (in Skills Personal skills), students are able to analyze whether a new set of knowledge is essential for their career development before taking an in-depth study. In addition, having an ability to manage time and resources (Skills - Personal skills), students can teach themselves the new set of knowledge. With a good understanding of external and societal contexts (in Skills), students are able to develop and enlarge their vision, and thus able to see existing and emerging development trends. Investigation and knowledge discovery (Skills) helps students to discover new knowledge from relevant databases. Being selfaware, perseverant, flexible (in Attitudes - Personality), and together with an understanding of external and societal contexts, students are able to make wise decisions in choosing their career development, adjusting to changes at work, or entering a new working environment. With good communication in English (in Skills), students are able to acquire new knowledge through English materials and databases and learn new experience via communication with foreigners. With a good oral presentation skill (in Skills Communication), students are able to present their understanding or ideas neatly and clearly, and hence become more confident at work. Last but not least, unlike in many existing programs, research, as one of the degree requirements, best promotes the acquisition of the ability of life-long learning. Additionally, during the teaching of the program, students are given the opportunities to attend various seminars on scientific topics from international professors/researchers or industrial expectations from representatives of companies in Vietnam. This seminar activity helps to broaden students knowledge and understanding, stimulating their desire for life-long learning [Attachment 01.02.01]. Finally, students with excellent academic performance can be directly transferred to either master or PhD program without taking the usual entrance examination for postgraduate studies [Attachment 01.02.02, Attachment 01.02.03]. 15

2.1.3. The expected learning outcomes cover both generic and specialized skills and knowledge In regard to knowledge, the set of the expected learning outcomes of the ECE program clearly defines the outcomes for all knowledge modules which integrate both generic and specialized knowledge, as shown in Table 3. Table 3: Generic and specialized knowledge in the expected learning outcomes Knowledge Generic Political reasoning Elementary informatics English Physical Education, Defense and Security Basic Sciences (Mathematics, Physics) Non-ET supporting knowledge (economics, law, management, social sciences, etc.) Specialized Information and Communication Technology knowledge Core ET fundamental knowledge Advanced ET fundamental knowledge Experience and Graduation thesis Module M1 M1 M1 M1 M2 M5 M3 M4 M5 M6

In terms of skills, the expected learning outcomes of the ECE program also cover both generic and specialized skills, as shown in Table 4. While some courses directly provide knowledge of and basic training on different skills, many of the skills are further practiced gradually via the learning of ET courses, for examples: doing homework, carrying out group mini-projects, writing technical reports, presenting seminars for project results. Table 4: Generic and specialized skills in expected learning outcomes Skills Personal skills Teamwork Management and leadership Communications Communications in English Specialized Professional skills (Design) Analytical reasoning and problem solving Investigation and knowledge discovery Generic Courses for knowledge and training of skills Soft skills Soft skills Engineering Professionalism, Soft skills Engineering Professionalism, Soft skills English Modeling and Simulation, System Design Laboratory, Project and System Engineering, Graduation thesis most all technical courses have tutorials and homework problems Student Research project, System Design Laboratory, Project and System Engineering, Graduation thesis

16

System thinking External and societal contexts Organizational contexts Utilization of knowledge and skills in practice Creativity, develop and pursue/adapt career changes Technical writing

Modeling and Simulation, Student Research project, System Design Laboratory, Project and System Engineering, Graduation thesis Engineering Professionalism, Project and System Engineering Engineering Professionalism, Project and System Engineering System Design Laboratory, Project and System Engineering, Graduation thesis Research, Project and System Engineering, Graduation thesis English, Engineering Professionalism, System Design Laboratory, Project and System Engineering, Graduation thesis

2.1.4. The expected learning outcomes clearly reflect the requirements of the stakeholders Stakeholders have provided feedbacks on their agreements with the current ECE program and further expectations for improvement. These feedbacks help us improve the program in general, not only reflected in the expected learning outcomes but also in the program specification/contents. Industrial and alumni requirements: Feedbacks from industry indicate that apart from the knowledge provided to students, the following aspects should be enhanced: (1) practical experiments, (2) measurement skills, (3) generic skills, (4) English [Attachment 01.04.01]. These requirements can also be partly seen in the job descriptions provided by ET-related companies in recruiting ET graduates [Attachment 01.04.02] such as: Specialist in embedded systems: Develop hardware-control software on Linux for embedded systems; Have good knowledge of multi-core microprocessor architecture; Develop team and implement embedded systems related to compiler/debugger; Be able to analyze problems, lead projects, manage project team members; Able to communicate well in English. Telecommunications Engineer: Install, test and maintain equipment for networks such as NGN, GSM/CDMA, 3G BSS, 3G NSS; Able to provide support solutions to customers remotely and fix related problems; Have experience in installation and maintenance of mobile switching systems BSC, BTS, MSC, HLR; Able to communicate well in English. Project manager: Have a good experience in management so as to manage a business project for the company, including technical issues and products; Able to meet the expected quality and production deadline; Able to communicate with other departments.

For practical experiments, the ECE program in the second period of development (2005 2007) has separate practical courses [Attachment 01.04.03]. However these courses did not cover the experiments for all the courses in the program. Therefore, the current ECE program (2008 2012) enforces that all technical courses must have at least 3 credit hours for practical experiments [Attachment 01.04.04]. In addition, we are implementing a project to develop 17

facilities for practical training at FET [Attachment 01.04.05]. For measurement skills, this is done in different courses. For example, in the course Engineering Electromagnetics, measurement skills are improved in the year 2011-2013, as compared to 2009-2010 [Attachment 01.04.06]. For generic skills, not only the course Soft Skills is introduced throughout all programs in VNU, the current ECE program also have the course Engineering Professionalism which provides various skills. Especially, based on a requirement about knowledge of patent application in order to provide students with an appreciation in the values of high-technology, 6 credit hours are dedicated for this skill [Attachment 01.04.07]. In the set of expected learning outcomes, this is incorporated within the skill External and Societal Contexts as Good understanding of societal expectations/regulations on engineering/technology. For English, it is clearly specified in the learning outcomes in the skill Communication in English with a high level (C1 of VNU, equivalent to IELTS 6.0 or TOEFL 550) of proficiency that students must acquire [Attachment 01.01.02]. Academic staff: one of the requirements is the need to improve the programming skill. This is clearly set out in the learning outcomes Knowledge in informatics within the Knowledge criteria M1: General knowledge (VNU requirements) [Attachment 01.01.02]. The program reflects this by providing 13 credits for courses related to IT, accounting for 13% of the total number of credits (see Table 9). Students: one of the requirements is about enhancing the design skills and having field visits. The ECE program in the period from 2005 2007 has two courses for design (Design 1 and Design 2) [Attachment 01.04.03]. These courses are implemented within the premise of the university. The current ECE program enhances these skills by offering also two design courses (System Design Laboratory, Project and System Engineering) [Attachment 01.04.04] wherein in the latter students have the opportunity to practice design in industry [Attachment 01.04.08]. VNU-UET requirements: one of the requirements of the VNU-UET is to provide highlyqualified and high-level human resources, as specified in the strategic development plan of VNU-FET. Graduates of the program will have acquired relevant knowledge, skills and attitudes so that they can pursue a career in one of the following job categories in the field of ET (also provided in the set of expected learning outcomes) [Attachment 01.04.04]: Group 1 Lecturer/Researcher: This career is suitable for those graduates who have achieved a high academic performance, and have shown to possess a good research potential/capability. It is likely that they will follow further postgraduate studies (master, PhD.). Group 2 Technical specialist: This career is suitable for those graduates who have achieved a good academic performance, have acquired in-depth knowledge of one or two ET technical concentrations, have followed non-ET supporting knowledge courses in other engineering fields such as IT, have good professional skills such as design. Group 3 Technical project manager: This career is suitable for graduates who have achieved a broad knowledge in a number of ET technical concentrations, have followed non-ET supporting knowledge courses in fields such as management, social sciences, and have excellent skills such as communication, teamwork, time and project managements. Group 4 Entrepreneur: This career is suitable for graduates who have achieved a good academic performance, have followed non-ET supporting knowledge courses in fields such as

18

economics, law, management, social sciences, have skills such as communication and professional skills.

19

2.2. Criterion 2 - Program Specification

The current version of the ECE program, being an international program, was designed by thoroughly examining an equivalent program the Bachelor of Electrical Engineering offered at the National University of Singapore (NUS), which ranks in the world top universities [Attachment 02.00.01]. The contents of the current ECE program are different from the previous non-international versions of the program (standard program, high-quality program) in a number of ways, as boldly set out in the VNU Regulations on International Training Programs [Attachment 02.00.02]: the teaching contents are thoroughly upgraded by adapting to the equivalent program at NUS; most ET courses are taught in English; English textbooks/reference books used at NUS and other prestigious universities are adopted as textbooks/reference books in the program; involvement in teaching by distinguished professors from prestigious universities worldwide; student research is compulsory. In addition, unlike the previous versions, the current version of the ECE program provides laboratory practice for all ET courses. Along with the development and implementation of this program, other aspects such as academic staff, infrastructure, research, collaboration are also improved/enhanced in order to help bring the quality of the program to meet the international standard [Attachment 02.00.03, Attachment 02.00.04, Attachment 02.00.05]. 2.2.1. The university uses program specification While the structure of all program specifications must strictly be complied to VNUs regulations, the specification of our ECE program also includes information required by AUNQA as will be described below. The specification of the ECE program includes the following information [Attachment 02.01.01]. The program title is Electronics and Communications Engineering and the name of the final award is the Bachelor Degree of Electronics-Telecommunications Technology. The awarding institution is VNU-UET while the teaching institution is its FET. The program duration is four years. The specification describes the aim and objectives of the program. The program aims to produce graduates with a strong foundation in the field of ET, an understanding of principles and laws of nature and society, fundamental skills, the ability to work independently and creatively so as to be able to solve problems in the field of ET and to contribute to the society through innovation and leadership. The program objectives are: (i) Develop knowledge and skills necessary for a future career in the field of Electronics and Telecommunications (ET); (ii) Develop a profound understanding of the basic sciences, the fundamental knowledge in ET, informatics and an ability to apply them to engineering practice in the field of ET; (iii) Establish a learning environment with various learning paths to assist students in choosing the path that best suits their own career needs, and in developing an ability of life-long learning; (iv) Develop an understanding of the interactions between the engineering profession in ET and the society, businesses, technologies, and environment; (v) Develop a good understanding of the importance of contributing toward the development of Vietnam in the context of the global economy. The specification also includes a detailed list of expected learning outcomes, specified in terms of knowledge, skills and attitudes. It also includes job categories (lecturer/researcher, 20

technical specialist, technical project manager, and entrepreneur) and exemplary job descriptions (specialist in embedded systems, telecommunications engineer, project manager) in the field of ET. The specification shows a detailed curriculum of the program. The number of credits to be earned is 144, split into 6 knowledge modules: General VNU requirements (M1), General engineering discipline (M2), Information and Communication Technologies (M3), Core ET fundamental knowledge (M4), Advanced ET fundamental knowledge and Non-ET supporting knowledge (M5); and Experience and Graduation thesis (M6). The specification also provides guidelines for students to understand the structure of the program and the possible course sequence in the four-year duration. It also includes other information such as: course description, suggested text/reference books, course lecturers. Some other important information is not provided in detail in the program but clearly set out in the official VNU Regulations on International Training Programs [Attachment 02.01.02], and MOET Regulations on Student Admission [Attachment 02.01.03], as explained below. - Admission: To be admitted to the program, students must pass the National Entrance Examination, organized in July every year. The admission quota is pre-set yearly and is made available to the stakeholders before the examination takes place. - English requirements: English is used throughout the program. In year 1, students are given intensive English classes and at least one course other than English must be taught in English in semester 2. In year 2, at least 50% of courses are given in English. From year 3, all courses are given in English. - Teaching learning methodology: Advanced teaching learning methods are applied, such as: student-based teaching, problem solving, group projects, seminar presentation, laboratory practice. Other supporting teaching learning methods include: teaching assistance, student advising. Well-known professors/scientists and industrial experts are also invited to give guest lectures from time to time. Students are facilitated to undertake industrial internship outside of VNU. - Research requirements: Students are also required to do research. Research topics are officially assigned to students at the beginning of year 4, however students are encouraged to join departments and research laboratories from as early as in year 2 for practicing research. - Graduation requirements: To graduate, students are required to fulfill three requirements. First, the grade-point-average must be no less than 2.5/4.0. Second, their English proficiency must meet level C1 of VNU of the equivalents (e.g., IELTS 6.0). Third, all students must participate in research and their research results must be presented in the annual Student Research Contest. 2.2.2. The program specification shows the expected learning outcomes and how these can be achieved As mentioned above, all expected learning outcomes are shown in the program specification. Outcomes are given in three parts: knowledge, skills and attitudes [Attachment 02.02.01]. Expected learning outcomes are also defined in detail in the syllabi of individual courses 21

belonging to the core and advanced ET fundamental knowledge modules [Attachment 02.02.02], [Attachment 02.02.03]. The assessments officially given in the course syllabus also show how these can be achieved overall. In knowledge module M1, courses in Basic Principles of MarxismLeninism 1 and 2, Ho Chi Minh Ideology, and Revolutionary Policies of Vietnam Communist Party provide students with an understanding of the political reasoning and attitudes which play an important role in Vietnamese society. Course Informatics 1 provides elementary usage of common software tools and operating systems while course Informatics 4 provides elementary programming skills. Courses English A1, A2, B1, B2, and C1 gradually bring up the level of proficiency sufficient for students to study technical courses in English. Course Physical Education provides students with skills for maintaining a good health and participating in other sport activities, while course Security and Defense Education prepares them with knowledge and understanding of how to protect the country. Course Soft Skills provides students with knowledge and understanding of different skills, other than specialized skills. These skills will be practiced in different technical courses. In knowledge module M2, courses Algebra, Calculus 1 and 2, and Physics (Mechanic and Thermodynamic, Electrical and Optical) provide knowledge in advanced mathematics, general physics necessary for studying in the engineering discipline. In knowledge module M3, courses Signals and Systems, Data Structures and Algorithms, and Mathematics for Engineering provide students with knowledge sets which are common to both the fields of ET and IT. This module also helps provide an opportunity for a program transfer, meaning students in the ECE program can transfer to other IT programs within VNU-UET if they want to change and vice-versa. Knowledge module M4 provides an integrated core knowledge in the field of ET and is compulsory to all students. It includes: basic ET knowledge (Electrical Engineering, Electronic Devices, Electronics, Engineering Electromagnetics, Digital Signal Processing), modeling and design knowledge in ET (Modeling and Simulation, Digital Design), and ET supporting knowledge (Engineering Professionalism). Module M1 is designed in such a way that students should have enough core ET fundamental knowledge but not too much so as they have more time to study other courses in advanced ET fundamental knowledge and non-ET knowledge modules, giving them the opportunity to decide and pursue their own career path early enough in the program. In knowledge module M5, the advanced ET fundamental knowledge provides both breadth and depth elective courses for 4 different concentrations: Communications, Networking, Computer Engineering, Control and Automation. Students are also provided opportunity to choose to study either one further depth course in the same concentration or another depth course in other concentrations. Courses in the non-ET supporting knowledge module help students to gain knowledge in other disciplines/fields that can better support their own future career. Knowledge module M6 integrates two different types of independent studies. Course System Design Laboratory allows students to design specific ET systems in a laboratory environment while course Project and System Engineering offers them the opportunity to design ET systems in a real industrial/business environment, through industrial internship. Graduation Thesis integrates all different knowledge and skills learnt in the program. 22

Courses Engineering Professionalism, Soft Skills, and English provide students with concepts and basic training of the generic and general specialized skills. Other courses such as Modeling and Simulation, Digital Design provides them with specialized skills in ET. Then, students can further practice these skills in other technical courses. Independent courses in M6 also help students become more skillful. Courses in M1 provide students with knowledge and appreciation of various attitudes. These attitudes are also developed in other courses as well as in other student activities. 2.2.3. The program specification is informative, communicated, and made available to the stakeholders The program specification was reviewed by several parties: FET Academic and Research Board, external reviewers, stakeholders, Inspection and Quality Inspection and Qualification representatives before submitted to VNU Council. The program specification and related documents are made available to the stakeholders in several ways. Prospective students and their parents are directly introduced to the program through the set of admission documents organized around March every year. These documents are also published on the website of VNU-UET [Attachment 02.03.01]. FET staff and enrolled students are provided with information about the program in the Program Brochure [Attachment 02.03.02]. This brochure is also introduced to other stakeholders when they visit FET. Information related to the program and VNU Regulations on International Training Programs [Attachment 02.03.03] are published on the website of VNU [Attachment 02.03.04]. The program specification and related information on how the program is implemented are published on the website of VNU-UET [Attachment 02.03.05]. The program specification is also published on the website of FET [Attachment 02.02.06]. Finally, VNU-UET publicizes its commitments on the training quality on its website [Attachment 02.02.07]. The program is translated into English and publicized on the website of FET.

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2.3. Criterion 3 - Program Structure and Content

The ECE program is designed in compliance with the procedures/regulations set out by VNU, based on the following rules [Attachment 03.00.01]: - The general knowledge module (VNU requirements) follows MOET regulations on undergraduate training. Additionally, the English requirements follow VNU Regulations on international training programs. Teaching methods for English and time allocation must be suitable so that students have sufficient English skills before studying technical courses. - The program contents are controlled by VNU-UET. The program is adapted from the equivalent program offered at the NUS, based on the following principles: graduates have sound knowledge of relevant sciences and technologies, and are able to contribute to the socio-economical development as well as the global integration of Vietnam. - Soft skills are trained and developed through different training courses or within the technical courses of the programs. Communications skills are also trained via participating in youth and other activities. - The program is structured by merging the structure required by VNU while integrating the contents of the equivalent program at the NUS. - Expected learning outcomes are developed in compliance with VNU regulations and are based on the CDIO framework. 2.3.1. The program content shows a good balance between generic and specialized skills and knowledge The program contains six knowledge modules as shown in Table 5 below [Attachment 03.01.01]. Table 5: Knowledge modules of the program M1 Knowledge module General VNU requirements (Physical education, Security, and Defense; Soft skills courses are compulsory but their credits are not accummulated) General engineering discipline Information and Communication Technologies Core ET fundamental knowledge Advanced ET fundamental knowledge, and non-ET free knowledge Experience and graduation thesis (Practice, industrial internship and graduation thesis) Total number of accumulated credits No. Credits 39 % 27%

M2 M3 M4 M5 M6

20 9 24 34 18 144

14% 6% 17% 24% 13% 100%

24

Students are required to earn at least 144 credits in order to graduate. This program has 24 credits of English study in Module M1. Since English study is meant for bringing up the level of proficiency sufficient for students to study other ET courses in English, it is more appropriate to remove these 24 credits to show the balance in the program contents. By doing so, the percentage of the different knowledge modules is redistributed in Table 6. Table 6: Percentages of Knowledge modules without English M1 M2 M3 M4 M5 M6 Knowledge module General VNU requirements (without English) Basic Sciences Information and Communication Technologies Core ET fundamental knowledge Advanced ET fundamental knowledge, and non-ET supporting knowledge Experience and Graduation thesis Total number of accumulated credits No. Credits 15 20 9 24 34 18 120 % 13% 17% 8% 20% 28% 15% 100%

The ET-related contents in Table 6 can also be re-arranged in more detail in Table 7, showing a balance between the ET knowledge component (55%) and non-ET knowledge component (45%). Table 7: ET knowledge versus non-ET knowledge Component ET knowledge component Core ET fundamental knowledge Advanced ET fundamental knowledge Experience and Graduation thesis Non-ET knowledge component (the rest) No. Credits 66 24 24 18 54 % 55%

45%

Several courses in the program are directly related to different types of specialized skills: nonET, ET support, and professional. These skills are listed in Table 8, amounting 31%, 38% and 31% in terms of credits, respectively. Therefore, it can be seen that there is a balance among these skills. Table 8: Skills Skills Non-ET Course code INT1003 INT1006 CSS1001 Course name Informatics 1 Informatics 4 Generic skills No. Credits 8 2 3 3 % 31%

25

ET-support

INT2043 ELT2029 ELT2031 ELT2028 ELT2037 ELT2038

Professional

Data Structures and Algorithms Mathematics for Engineering Modeling and Simulation Engineering Professionalism System Design Laboratory (lab project) Project and System Engineering (industrial project)

3 3 2 2 4 4

10

31%

38%

The above analyses were to show that the program contents have a balance between generic and specialized knowledge and skills, by comparing the number of credits of relevant courses. Another way to show the balance will be given in Section 2.3.4, wherein the balance is shown based on the expected learning outcomes of individual courses. 2.3.2. The program reflects the vision and mission of the university The contents of the ECE program reflect the vision and mission of VNU-UET and FET [Attachment 03.02.01], [Attachment 03.02.02], as analyzed below. In the vision of the VNU-UET until 2020, all developments of the VNU-UET are based on a strong foundation of basic sciences and a foundation of Information Technology. This can be shown in Table 9, wherein the number of credits for basic sciences accounts for 17% of the total number of credits of the program (excluding English), and that for information technology amounts to 10% of the total. Table 9: Percentage of Basic Sciences and Information Technology Basic sciences Information Technology related (Informatics 1 and 4, Data Structures and Algorithms, Modeling and Simulation, Computer Architecture) Core ET fundamental knowledge Advanced ET fundamental knowledge No. Credits 20 13 24 24 % 17% 11% 20% 20%

In addition, VNU-UET is to become one of the top three research-oriented universities of engineering and technology in Vietnam, to be listed in the group of 100 top universities in Asia, to have several fields meet the international standard, and to positively contribute to the development of Vietnam toward becoming a country of modern industrialization by the year 2020. Clearly, the ECE program aims to meet the international standard. In order to implement the program with this standard, almost all ET courses are taught in English [Attachment 03.02.03]. In addition, the human resources, infrastructure, research, and collaboration aspects are improved significantly [Attachment 03.02.04], contributing to the development of Vietnam. In terms of mission, VNU-UET is to provide highly-qualified and high-level human resources. In usual programs, students fulfill the academic requirements if the grade-pointaverage (GPA) is no less than 2.0/4.0. However, the ECE program sets a higher quality to 26

2.5/4.0. In addition, all the ET courses have the expected learning outcome of level 3, reflecting the committed high-quality of teaching. The contents of the program is design with reference to the equivalent program at the NUS which is ranked in the group of top 200 universities worldwide, according to the AWRU ranking and THES ranking. In the engineering/technology discipline, the NUS ranks 19 (THES) and in the group 52-75 (AWRU) worldwide [Attachment 03.02.05]. The textbooks and reference books used in teaching are those used at NUS and at prestigious universities worldwide [Attachment 03.02.06]. Secondly, the VNU-UET is to foster talents. The admission quota is defined on an annual basis. However, since 2008, the quota is limited (around 60 to 80 students/year as compared to 120 previously). This limit is to ensure that VNU-UET and FET can provide and maintain a high quality of training and support [Attachment 03.02.07]. Thirdly, the VNU-UET is to conduct research on development and application of advanced sciences and technologies, basing on the foundation of information and communication technologies. The field of ET is indeed part of information and communication technologies (ICT). This mission is ensured by requiring all students to participate in research and to present their research results in the annual Student Research Contest, as a requirement for graduation [Attachment 03.02.08] [Attachment 03.02.09]. Fourthly, the VNU-UET is to reach regional and international higher-education standards: The VNU-UET itself contributes three programs, including the ECE program of FET, one among the seven international bachelor programs in the entire VNU. 2.3.3. The contribution made by each course to achieve the learning outcomes is clear The overall expected learning outcomes are built up from the objectives of the program (topdown design) as well as the expected learning outcomes of individual courses (bottom-up design) [Attachment 03.03.01], [Attachment 03.03.02]. In terms of knowledge, all courses are expected to have learning outcomes of level 3. In terms of skills, various learning outcomes are trained within the individual courses throughout the program. Some skills have the efficiency level of 4, such as: professional skills (design), teamwork, communications, communications in English, critical thinking, problem solving. Some skills are trained in advanced courses, such as: knowledge discovery, system thinking. Only several skills are at the level of 1: organization context, management and leadership. Finally, with respect to attitudes, most of outcomes are at level 3 or 4, such as flexibility, perseverance, professional behavior, codes of professional ethics, and life-long learning. Apart from the detailed list of expected learning outcomes of individual courses [Attachment 03.03.02], in the syllabus of each individual course, the course aim provides an overall expectation of the course outcome in terms of knowledge and skills while the course assessments help determine whether the students achieve the expected outcomes [Attachment 03.03.03]. 2.3.4. The program is coherent and all subjects and courses have been integrated The teaching sequence of knowledge modules can be reflected in Figure 1 [Attachment 03.04.01]. First, within module M1 (VNU requirements), 24 credits for English is necessary for students to achieve a sufficient proficiency in order to study other courses. All English courses are taught in year 1. 27

Next, in M2, basic sciences (Mathematics, Physics) are taught in both years 1 and 2 so that students will have a strong foundation in basic sciences before taking ET courses. Then, courses for ICT knowledge (M3), core ET fundamental knowledge (M4), and core ET fundamental knowledge (M5) are carried in sequence. In M5, students choose their concentration in semester 2 of year 3. In M6, course System Design Laboratory is implemented in semester 2 of year 2 or semester 1 of year 3, providing students with knowledge and especially design skills in a laboratory environment. Students are distributed to different departments/laboratories in FET for doing this course. Then, course Project and System Engineering is carried out in semester 2 of year 3 and the summer that follows, given in the form of industrial internship. For research training, students are encouraged to join departments and research laboratories from as early as in year 2. The research topics are officially assigned to students at the beginning of year 4. The research results must be presented in the annual Student Research Contest around March every year. Other courses in M1 and non-ET supporting elective courses in M5 are taken in parallel with all other courses at anytime from year 1 to year 4, depending on the time availability of students. Students register these courses at different faculties/universities within VNU. Finally, students select topics for the Graduation Thesis at the beginning of year 4 and the defense takes place at the end of May. 2.3.5. The program shows breadth and depth Figure 1 also shows that the ECE program provides both breadth and depth courses for advanced ET fundamental knowledge, across four different concentrations (Communications, Networking, Computer Engineering, and Control and Automation). Four is large enough for students to select their own career path, and small enough for FET to handle the program in an appropriate manner. For breadth, all students take all four breadth courses Communications, Computer Communications Networks 1, Microprocessor Systems, Computer Architecture , which correspond to the four concentrations. In addition, students who have selected to follow a particular concentration also take an additional breadth course in their concentration. For depth, students following a particular concentration also take two other depth courses in this concentration. In addition, they can either take an additional depth course in the selected concentration or a depth course in another concentration. The above arrangement facilitates three different aspects. First, students will have sufficient knowledge covering all the offered concentrations in the field of ET in order to pursue a general career in the field. Second, for those who complete three depth courses in one concentration, they can become a technical specialist in this concentration. For those who complete two depth courses in one concentration and one depth course in another concentration, they can become a project technical manager [Attachment 03.05.01].

28

Year 1

Year 2

Year 3

Year 4

Non-ET Supporting knowledge Non-ET Electives (Free electives)

M5

M2
Algebra Basic Sciences Calculus Information and Communication Technologies

M3
Core Electronics & Communications

M4
Advanced Electronics & Communications (Technical electives)

Physics

Communications
Mathematics for Eng Data structures & Algorithms Signals & Systems

Breads Depths

Networking
Electrical Engineering

Breads Depths

Engineering Professionalism

Electronic Devices

Computer Engineering
Breads Depths

Digital Design

Modeling & Simulation English Electronics

Control & Automation Breads

Engineering Electromagnetics

Depths

Digital Signal Processing

Lab/Internship/Project/Thesis (Independent studies)

Design Focus
Laboratory Systems Design Lab Industrial Internship Project & System Engineering

M6
Research focus
Dissertation

Research project (Student Research Contest)

General knowledge
(VNU requirements)

M1

Figure 1: Program structure and teaching sequence

29

2.3.6. The program clearly shows the basic courses, intermediate courses, specialized courses and the final project, thesis or dissertation The program structure is enforced by VNU regulations, for example knowledge module M3 is composed of courses which are common to closely related fields. In our case, M3 is common to the fields of ET and IT. Due to this, the basic and intermediate courses are somehow not very clearly shown in the program. Indeed, M4 contains both basic and intermediate courses. This is due to the requirement that that. Table 10 shows the basic, intermediate and specialized courses. Table 10: Basic, intermediate and specialized courses, projects/thesis in ET Knowledge Basic Code Course Mathematics for ET Data Structures and Algorithms Signals and Systems Engineering Professionalism Electrical Engineering Electronic Devices Modeling and Simulation Electronics Digital Design Engineering Electromagnetics Digital Signal Processing Communications concentration Communications Introduction to RF and Microwave Systems and Circuits RF Communications Digital Communications and Coding HF Techniques Networking concentration Computer Communications Networks 1 Switching Techniques Computer Communications Networks 2 Network Modeling and Simulation Optical Communications Computer Engineering concentration Computer Architecture Microprocessor Systems Embedded Computer Systems Design Real-time Embedded Systems 30 Module No. Credits M3 3 M3 3 M3 3 M4 2 M4 3 M4 3 M4 2 M4 4 M4 4 M4 3 M4 3 M5 M5 M5 M5 M5 M5 M5 M5 M5 M5 M5 M5 M5 M5 3 3 3 3 3 3 3 3 3 3 3 3 3 3

ELT2029 INT2043 ELT2035 ELT2028 ELT2030 ELT2032 Intermediate ELT2031 ELT2033 ELT2034 ELT2036 ELT3044 Specialized ELT3043 ELT3045 ELT3056 ELT3057 ELT3060 ELT3046 ELT3050 ELT3062 ELT3063 ELT3067 ELT3047 ELT3048 ELT3069 ELT3071

Knowledge

Code

Course

Projects/ Thesis

ELT3079 Integrated Circuit Design Control and Automation ELT3051 Control Techniques ELT3049 Digital Control Systems ELT3073 Control Systems Design and Simulation ELT3075 Advanced Control Systems ELT3077 Smart Robot Systems ELT2037 System Design Laboratory (lab project) ELT2038 Project and System Engineering (industrial project) ELT4053 Graduation Thesis

Module No. Credits M5 3 M5 M5 M5 M5 M5 M6 M6 M6 3 3 3 3 3 4 4 10

The specialized courses are all clearly allocated in knowledge module M5 of the program. As mentioned previously, there are 4 concentrations offered in the program. The projects/thesis component is also clearly shown in knowledge module M6 of the program. Course System Design Laboratory is about laboratory project in which students learn how to design a simple system in the labs/departments within FET. Next, course Project and System Engineering is about industrial internship. Students will do an internship outside of VNU [Attachment 03.06.01]. Finally, all students will do their graduation thesis at FET. 2.3.7. The program content is up-to-date Based on the VNU regulations [Attachment 03.07.01], any training program is revised on an annual basis, if needed, and the maximum percentage of change must be less than 20%. The revision procedure has to go through different entities for reviewing/commenting/approving: the Academic and Research Board of FET, external reviewers, stakeholders, the Center for Quality and Assurance of the VNU-UET, and finally the VNU. Since the upgrade of the ECE program to international standard in 2008, it has been revised three times. Revision I (2010) [Attachment 03.07.02]: The program was revised to better reflect the environment and need of Vietnam. All English courses were then allocated within year 1 (as compared to both years 1 and 2 previously). This is to make sure that as soon as the students start to study technical courses their English proficiency is sufficient. Seven possible concentrations were listed in the program concentrations with the aim that FET will open more concentrations gradually in the years to come. Revision II (2011) [Attachment 03.07.03]: A full list of CDIO-based learning outcomes was added (as compared to only the overall program learning outcomes in Revision I). In addition, a number of courses in core ET fundamental knowledge were moved to advanced ET fundamental knowledge so that students can select their own study path as earlier as possible in the program. This follows a current worldwide trend in the design of engineering programs. Moreover, due to the limitation of funding, of the quota for student admission, and of the number of lecturers, FET decided to only offer four concentrations for the time being. Thus, three concentrations in Revision I were excluded. In revising the program, we consulted the equivalent program at the University of Illinois at Urbana-Champaign (UIUC), USA, and directly worked with Prof. Do 31

Ngoc Minh from the UIUC. Prof. Minh is also an adjunct professor of the VNU-UET [Attachment 03.07.04]. Revision III (2012) [Attachment 03.07.05]: In this revision, the expected learning outcomes were better adapted to the CDIO framework. As required by VNU, a new module (M3) was introduced for providing knowledge common to closely related fields within a university. In our case, it is common to the ET field and the IT field. In addition, more elective courses for the nonET supporting knowledge (in M5) are provided in order to give students more choices, better helping their own future career (Economics, Business, Law, Social Sciences, Management sciences, also courses in other fields within the VNU-UET).

32

2.4. Criterion 4 - Teaching and Learning Strategy

2.4.1 The faculty has a clear teaching and learning strategy Since its beginning, VNU-UET has placed creating an environment for "learning by doing" at the core of its teaching strategy. More recently, the university has identified several solutions, including to apply innovative training methods, shifting from teaching knowledge to teaching systems thinking approaches to enhance the creative capacity for learning; to be actively associated with the training, research and development institutions at home and abroad to form a comprehensive learning-research environment; and to develop plans to gradually expand university-industry collaboration solutions in the implementation of practical subjects and advanced technology courses to students [Attachment 04.01.01]. 2.4.2 The teaching and learning strategy enables students to acquire and use knowledge academically Contents of the courses of the program are designed and presented in a way to help students not only to understand and grasp the nature of the concepts in the knowledge domain of the courses, the relationship between the concepts, the methods and models of the systems involved, but also the application of the methods and system models in practice as well as how to apply those methods and models in designing practical systems. Both core and specialized courses have practical modules to facilitate students in immediately applying the knowledge and skills learned from the courses to operating, analyzing and designing related systems. At a higher level, the program has two practical courses, Practical System Design and System Engineering Project, in which students are required to apply the general knowledge and skills acquired through many courses for the design and construction of systems or system simulations under the guidance of the faculty members of FET or engineers at industrial facilities [Attachment 04.02.01]. Both VNU-UET and FET attach great importance to students' scientific research activities. Students' scientific research is considered as an active form of teaching and learning, allowing students to access to the most current scientific and practical issues, to acquire and develop new knowledge as well as to apply learned knowledge to solving practical problems. VNU-UET and FET implement policies issued by VNU to encourage students' research, such as adding weights to students' application for direct transition into postgraduate study based on their undergraduate research achievements [Attachment 04.02.02]. Most students begin to participate in scientific research from the third year (in some cases from the second year) under the guidance of faculty members at research groups, academic departments or research laboratories of FET. A students' research conference is held annually which is the venue for FET students to disseminate results of their research work. In addition, several students participated in faculty members' research projects and co-authored reports published in proceedings of local and international scientific conferences [Attachment 04.02.03]. At the end of every semester, students are given opportunity to provide feedbacks on the teaching learning of every courses of the program. In particular, Criterion 4.2 corresponds to Question 7 (Does the course provide you with necessary knowledge and skills?) and Question 15 (Do you understand the materials delivered in the course?) in the student's feedback form [Attachment 04.02.04]. As examples, Table 11 provides the feedback on these questions for 33

three core courses. The whole set of students course evaluation for the last four semesters are given in [Attachment 04.02.05]. Table 11: Students course evaluation data for Questions 7 and 15 (First semester of academic year 2011-2012. Level 1 is lowest, Level 5 is highest) Course Engineering Electromagnetics Electrical Engineering Digital Signal Processing Question 7 15 7 15 7 15 Level 1 (%) 0 0 1.37 1.41 0 0 Level 2 (%) 0 0 2.74 2.82 0 0 Level 3 (%) 5.13 5.0 13.7 28.17 25 25 Level 4 (%) 30.77 37.5 52.05 35.21 41.67 41.67 Level 5 (%) 64.1 57.5 30.14 32.39 33.33 33.33 Average 4.59 4.53 4.07 3.94 4.08 4.08

The following figures shows the average evaluation scores on Questions 7 and 15 (equivalent to Question 10 in the pre-2012 forms) for the above three courses in two consecutive academic years. In most cases, Figure 2 and Figure 3 show improvements in the second year compared to the previous year.

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 1st year 2nd year

Engineering Electromagnetics Electrical Engineering Digital Signal Processing

Figure 2: Average evaluation scores on Question 7 for three courses in two consecutive academic years (2010-2011 and 2011-2012)

34

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 1st year 2nd year

Engineering Electromagnetics Electrical Engineering Digital Signal Processing

Figure 3: Average evaluation scores on Question 15 for three courses in two consecutive academic years (2010-2011 and 2011-2012) 2.4.3. The teaching and learning strategy is student oriented and stimulates quality learning The selection of teaching and learning methods is based on the level and direction of students' development. Levels of course activities including lectures, self-studying, essay writing, individual or team projects gradually increase from the first semester to the last semester, so by the time of their graduation students are capable of meeting all requirements of the program [Attachment 04.03.01]. The evaluation of teaching methods employed in each course is based on students' performance and feedback. At the end of each semester, students attending a course are required to provide their feedback in a survey about the course, including feedback on teaching methods [Attachment 04.03.02]. If the teaching and learning strategy is deemed inappropriate by students' performance and feedback, actions may be demanded by Faculty leadership for the lecturers to adjust their teaching methods. Criterion 4.3 corresponds to Question 8 (Did the lecturer provide sufficient guidance on learning methodology?) and Question 10 (Were you given opportunities to actively participate in class?) in the student's feedback form [Attachment 04.02.04]. As examples, Table 12 provides feedback on these questions for three core courses. The whole set of students course evaluation for the last four semesters are given in [Attachment 04.02.05]. Table 12: Students course evaluation data for Questions 3 and 12 (First semester of academic year 2011-2012. Level 1 is lowest, Level 5 is highest) Course Engineering Electromagnetics Electrical Engineering Question 8 10 8 10 Level 1 (%) 0 0 0 0 Level 2 (%) 0 0 1.37 0 35 Level 3 (%) 0 0 16.44 12.33 Level 4 (%) 15.0 15.0 42.47 39.73 Level 5 (%) 85.0 85.0 39.73 47.95 Average 4.85 4.85 4.21 4.36

Digital Signal Processing

8 10

0 0

0 0

0 0

50.0 41.67

50.0 58.33

4.5 4.58

The following figures shows the average evaluation scores on Questions 8 (equivalent to Question 3 in the pre-2012 forms) and 10 (equivalent to Question 12 in the pre-2012 forms) for the above three courses in two consecutive academic years. In all cases, Figure 4 and Figure 5 show improvements in the second year compared to the previous year.
6 5 4 3 2 1 0 1st year 2nd year

Engineering Electromagnetics Electrical Engineering Digital Signal Processing

Figure 4: Average evaluation scores on Question 8 for three courses in two consecutive academic years (2010-2011 and 2011-2012)
6 5 4 3 2 1 0 1st year 2nd year

Engineering Electromagnetics Electrical Engineering Digital Signal Processing

Figure 5: Average evaluation scores on Question 10 for three courses in two consecutive academic years (2010-2011 and 2011-2012)

36

2.4.4. The teaching and learning strategy stimulates action learning and facilitates learning to learn Every course of the program must have a detailed syllabus which specifies the amounts of lecture hours, class assignments, and laboratory practicals; self-study and laboratory guidelines; specific requirements of the course and evaluation methods. The course syllabus also provides the curriculum and the list of references [Attachment 04.04.01]. Based on these documents, students can actively plan for their study. Teaching methods adopted by faculty members of FET to encourage active learning are very diverse. Students can be assigned to read ahead what they will learn in the next session, then present what they have read in class, ask questions to the lecturer, or offer opinions to the class, etc. Students or groups of students may also be assigned to study problems or to carry out projects which require intensive application of knowledge from the course, and they will have to present their work before the lecturer and all members of the class [Attachment 04.04.02]. To increase interactivity in teaching and learning activities, VNU-UET supports and facilitates the exploitation of Web technologies to expand teaching and learning environment in the direction of e-learning, and achieved results are quite successful. FET lecturers have deployed over 50 course websites [Attachment 04.04.03]. Since the 2008-2009 academic year, VNU-UET has provided funding and technical supports for lecturers to create and maintain their course websites. Learning by doing is the strategic platform of teaching and learning in VNU-UET. The practical modules of all courses in the program are held properly and directly at the practical laboratories of FET or at the computer laboratories of VNU-UET. Evaluation of students' performance in practical modules is usually based on the results of tests completed students directly in the laboratories [Attachment 04.04.04]. Cooperation with the enterprises operating in the fields of electronics and communications play a highly important role in creating a comprehensive learning environment for students of FET. During the 2011-2012 academic year, students participating in the Practical System Design course and the System Engineering Project course have the option to take an internship at one of the industry partners of FET, including such corporations as Viettel, Dasan, Dolphin, etc. [Attachment 04.04.05].

37

2.5. Criterion 5 - Student Assessment

2.5.1 Student assessment covers student entrance, student progress and exit tests Since 2001, the MoET has held an annual nationwide college entrance exam for all universities around the country, including VNU. Therefore, enrollment into training programs of VNU, including the BTPETT, is fully compliant with the regulations of the MoET on the college entrance exam. In accordance with VNU regulations, VNU-UET does not organize the college entrance exam for its own applicants. The responsibility for organizing the exam, including registering applicants, supervising and grading the tests for the A-group (taking the tests in Mathematics, Physics and Chemistry) of the entire VNU, including applicants enrolled into VNU-UET, is assigned to the VNU University of Natural Sciences. The question sets used in these tests are given by the MoET. After the tests have been graded, a VNU-UET board in charge of college admission appointed by the Rector will determine the cut-off test scores for admission into all training programs of VNU-UET. Applicants enrolled into the BTPETT who score not lower than the cut-off level will be interviewed by a committee of FET, and a list of candidates recommended by that committee will be sent to VNU for final approval. The assessment of students' learning outcomes for every course complies with VNU regulations on undergraduate training [Attachment 05.01.01]. Evaluation of students' performance in a course is based on many factors: attendance, attitude, contribution (in class discussions), lab work, homework assignments, essays, projects, and test/exam scores, including short tests, midterm exam and final exam, in which the final exam is required to weight at least 60% of the total grade. The instructor of a course is responsible for scheduling, supervising and grading all parts of students' performance evaluation before the final exam, and notifying students of their grades. Final exams are held at the end of each semester. VNU-UET Department of Academic Affairs is responsible for arranging the schedule, exam rooms and assigning exam supervisors. The grading will be conducted by the course instructor. In accordance with the VNU Regulation on Undergraduate Training, students are considered for graduation only if they have fulfilled all of the following requirements [Attachment 05.01.02]: - Their time in the program does not exceed the maximum time required for program completion. - Not being under criminal prosecution at the time of their graduation. - Having accumulated enough credits specified in the curriculum. - Having obtained an overall cumulative GPA of 2.00 or higher. For international-standard programs, the required overall cumulative GPA is 2.50. - Having fulfilled the foreign language proficiency requirement. With the internationalstandard programs, the requirement of foreign language proficiency is equivalent to C1 38

level of the European Reference Framework for English (equivalent to IELTS 6.0 or TOEFL 550). - Having obtained the certificates for IT communication skills and at least five other soft skills. - Having satisfied the requirements for a number of subject-specific courses regulated by VNU and VNU-UET. - Having satisfied the requirements for defense and security education and physical education. - The grade of graduation for each student is determined by the overall cumulative GPA, as follows: Outstanding: overall cumulative GPA between 3.60 and 4.00.

Good: overall cumulative GPA between 3.20 and 3.59. Fair: overall cumulative GPA between 2.50 and 3.19. Average: overall cumulative GPA between 2.00 and 2.49.

2.5.2 The assessment is criterion-referenced The assessment of students' learning outcomes at VNU is based on the criteria to determine the students' level of achievements when they complete their program [Attachment 05.02.01]. Requirements for assessment criteria of the program as well as of individual courses have been established following prescribed expected learning outcomes of the program and of the courses, respectively. For example, if the expected learning outcome for gained knowledge of a course is of Level 3 (Able to apply), test questions should include not only questions about definitions, descriptions and meanings of the concepts covered in the course contents, but also simple problems that students need to apply methods, formulas or algorithms related to those concepts to solve them [Attachment 05.02.02]. 2.5.3 Student assessment uses a variety of methods The methods of assessment adopted by FET faculty members are diverse and aligned with expected learning outcomes of the courses. The methods of assessment may include regular and frequent in-class tests, assessing students' attitude and contribution in discussions, fulfillment of lab work and homework assignments, quality of essays and projects, and exams (midterm and final) [Attachment 05.03.01]. Criterion 5.3 corresponds to Questions 16 (Were you assessed by a variety of methods which are appropriate for the course?) in the student's feedback form [Attachment 04.02.04]. As examples, Table 13 provides the feedback on this question for three core courses. The whole set of students course evaluation for the last four semesters are given in [Attachment 04.02.05]. Table 13: Students course evaluation data for Question 16 (First semester of academic year 2011-2012. Level 1 is lowest, Level 5 is highest) Course Question Level 1 (%) Level 2 (%) 39 Level 3 (%) Level 4 (%) Level 5 (%) Average

Engineering Electromagnetics Electrical Engineering Digital Signal Processing

16 16 16

0 1.41 0

0 0 0

2.5 16.9 0

30.0 43.66 58.33

67.5 38.03 41.67

4.65 4.17 4.42

The following figure shows the average evaluation scores on Question 16 (equivalent to Question 20 in the pre-2012 forms) for the above three courses in two consecutive academic years. In most cases, Figure 6 shows improvements in the second year compared to the previous year.
5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 1st year 2nd year

Engineering Electromagnetics Electrical Engineering Digital Signal Processing

Figure 6: Average evaluation scores on Question 16 for three courses in two consecutive academic years (2010-2011 and 2011-2012) 2.5.4 Student assessment reflects the expected learning outcomes and the content of the program Expected learning outcomes of BTPETT include the required knowledge, professional skills (hard skills) and soft skills and attitudes that students need to achieve after their completion of the program [Attachment 05.04.01]. Similarly, at the course level, the expected learning outcomes after the course completion are integrated with the detailed syllabus of the course [Attachment 05.04.02]. Evaluation criteria were developed to assess students' level of achievement of learning outcomes, so they must be based on the prescribed learning outcomes as well as the contents of the course. Criterion 5.4 corresponds to Questions 17 (Does assessment reflect the expected learning outcomes of the course?) in the student's feedback form [Attachment 04.02.04]. As examples, Error: Reference source not found provides the feedback on this question for three core courses. The whole set of students course evaluation for the last four semesters are given in [Attachment 04.02.05]. Table 14: Students course evaluation data for Question 17 (First semester of academic year 2011-2012. Level 1 is lowest, Level 5 is highest) 40

Course Engineering Electromagnetics Electrical Engineering Digital Signal Processing

Question 17 17 17

Level 1 (%) 0 1.41 0

Level 2 (%) 0 1.41 0

Level 3 (%) 0 5.63 16.67

Level 4 (%) 32.5 47.89 25

Level 5 (%) 67.5 43.66 58.33

Average 4.68 4.31 4.42

2.5.5 The criteria for assessment are explicit and well known At the beginning of every course, the instructor of the course must provide students a detailed syllabus the course which includes requirements and criteria for assessment, as well as the weight of each criterion in the overall evaluation [Attachment 05.05.01]. The evaluation of students' graduation thesis is also based on criteria which have been available to students before they start working on their thesis [Attachment 05.05.02]. The development of evaluation criteria applied in FET courses have been based on the instructions from VNU, references from the academic partners of the program as well as the assessment processes universally adopted by prominent universities in developed countries. For students' feedback on Criterion 5.5, see Criterion 5.3. 2.5.6. The assessment methods cover the objectives of the curriculum The objectives of the program in general and of individual courses in particular have always been used as a basis for the selection of assessment methods. For the entrance exam, the choice of group-A with the test subjects of Mathematics, Physics and Chemistry for all programs of VNU-UET reflects the foundation based on basic natural sciences of engineering and technology disciplines. Since 2008, the BTPETT has been designated an international-standard program with courses taught in English, whose graduates are expected to achieve the level of English proficiency required for an international working environment. Therefore, the assessment of students' English proficiency at the entrance of the program is also necessary. In the period of 2008-2011, evaluation of the English proficiency of students enrolled in the program is carried out through interviews and then through the placement exam in English. Since 2012, applicants to the program can register to take the tests in group-A1 with the subjects of Mathematics, Physics and English [Attachment 05.06.01]. At the course level, appropriate evaluation methods are selected to assess the level of the objectives and expected outcomes that students achieve after the course completion. The assessment of the level of comprehension and application of knowledge is usually done through tests and exams, written or oral, while the practical lab tests/exams allow the assessment of the students' skills in applying methods and tools that the course is designed to bring to them. Instructors also use assessment methods that allow the assessment of soft skills and attitudes of students, such as teamwork and communication skills, if they are set in the course objectives [Attachment 05.06.02]. For students' feedback on Criterion 5.6, see Criterion 5.4. 41

2.5.7. The standards applied in the assessment are explicit and consistent The assessment of students' performance in the program always adheres to the regulations on student assessment stated in the VNU Regulation on Undergraduate Training. The Regulation has been modified several times, but the legacy is maintained through the amendments in order to ensure the stability of the training activities, including student assessment activities [Attachment 05.07.01]. For students' feedback on Criterion 5.7, see Criterion 5.3.

42

2.6. Criterion 6 - Academic Staff Quality

2.6.1. The staff are competent for their tasks FET has 42 academic and administrative staff including 3 Professors, 9 Associate Professors, 9 Doctors, 16 academic staff who hold master degree and 5 hold bachelor degree [Attachment 06.01.01]. Faculty members who hold a PhD degree in the field of electronics and communications are strictly recruited by VNU-UET and FET and qualified to give lectrures in ECE program [Attachment 06.01.02]. These faculty members regularly improve their expertise through various ways such as participating in national and international conferences, seminars, research and teaching exchange with international partner universities [Attachment 06.01.03]. Teaching assignments for courses in the ECE program are based on the expertise and experiences of the faculty members and also the feedback of students. FETs staff data are provided in detail in Table 15 and illustrated in Figure 7. The number of Associate Professors under 40 years old is 5. The ratio of the number teaching staff, who hold a PhD degree, over the total number of FETs staff, is about 57%; this ratio is among the highest in Vietnam in the same field. The number of teaching staff under 40 years old, who received their PhD degrees at prominent universities in ther world, is 12. In addition, the number of teaching assistants and student advisors, holding master and bachelor degrees, are 16 and 5, respectively. Most of them are now PhD candidates at FET [Attachment 06.01.04]. Doing practice in practical laboratories is required for fundamental and specialized courses in the ECE program. FET has 4 faculty members in charge of practical training (3 hold master and 1 hold bachelor degree). FET has 2 Associate Professors, who are over 60 years old and will retire in the coming years. FET has a plan to motivate the young teaching staff, who hold a PhD degree, to apply for Associate Professor positions as soon as they can. This can help to improve the percentage of Professors and Associate Professors at FET. Table 15: FETs staff data (as of March 2013)
Category No. 3 9 9 16 5 42 Rate % 7.14 21.43 21.43 38.10 11.90 Sex M 3 9 9 11 2 F 0 0 0 5 3 <30 0 0 0 5 3 8 19.05 Age 30-50 0 6 8 8 2 24 57.14 51-60 1 1 1 3 0 6 14.29 >60 2 2 0 0
0 4

% of PhDs

Professors Associate Professors Doctors Masters of Science Support Staff

Total

56.76

8 34 100% 80.95 19.05

9.52

43

Figure 7: FETs staff data (as of March 2013) FETs 4 departments and the Signals and Systems Laboratory take full responsibility for the teaching of the core and specialized courses. The practical laboratories in Electronics and Telecommunications are responsible the practical modules, measurement systems, and computers for all technical courses in the ECE program. Table 16 shows the number of staff in the departments and laboratories of FET (as of March 2013). The number of lecturers, who hold a PhD degree (including Professors/Associate Professors), is distributed quite equally among the departments and the research laboratory. Table 16: Staff in FETs Departments and Laboratories (as of March 2013) Departments/Laboratories Department of Electronics and Computer Engineering Department of Network and Communication Systems Department of Wireless Communications Department of Microeletromechanical Systems and Microsystems Signals and Systems Laboratory Practical laboratories in Electronics and Telecommunications Faculty Office Total Professors 0 2 1 0 0 0 0 3 Associate Professors 3 0 3 1 2 0 0 9 PhDs Masters Bachelors Total 1 3 1 3 1 0 0 9 4 3 3 2 1 3 0 16 1 0 0 1 0 1 2 5 9 8 8 7 4 4 2 42

Besides, all VNUs lecturers have to take a three-month pedagogical training course in the 44

VNU- University of Education [Attachment 06.01.05]. 2.6.2. The staff are sufficient to deliver the curriculum adequately As mentioned in Section 2.2 (Criterion 2), 2 lecturers of FET are allocated for each core/specialized course of the ECE program. The number of lecturers at FET is stably maintained through years. The vacancies of retired lecturers have been filled by newly recruited young lecturers [Attachment 06.02.01]. Each semester, the Center for Quality Assurance of VNU-UET collects courses feedbacks/comments from students on teaching/learning QA criteria regulated by VNU. The feedbacks indicate a positive trend of improvement in teaching and learning [Attachment 06.02.02]. Table 17 shows the numbers of enrolled students (undergraduate, postgraduate) per teaching staff at FET for the last four academic years [Attachment 06.02.03]. These numbers are among the lowest in VNU-UET and VNU. Therefore, FET staff have more time for research as well as research supervision. Table 17: Undergraduate/postgraduate students per teaching staff (as of March 2013) Year 2009 2010 2011 2012 Total Teaching staff 37 Undergraduate 43 68 68 68 247 Postgraduate 71 65 123 Undergraduate/ teaching staff 1.16 1.84 1.84 1.84 6.68 Postgraduate/ teaching staff 1.92 1.76 3.78

VNU-UET is in the process of realizing the research university model. The number of international publications is one of the most important criteria that FET has been striving for. Research collaborations are with both national institutions, such as The Vietnam Academy for Science and Technology (VAST), VNU University of Science (VNU- HUS), Hanoi University of Science and Technology (HUST), Le Qui Don Technical University, and international institutions in the University of Illinois at Urbana-Champaign (USA), University of Saskatchewan (Canada), University Paris 11 (France), Grenoble Institute of Technology (France), Institute of Communications and Navigation- German Aerospace Center (Germany), University of Delft (The Netherlands), Seoul National University (Korea), Pohang University of Technology (Korea), Aizu University (Japan), National University of Singapore, etc. Research works actively help lecturers to maintain and improve the quality of teaching. 2.6.3. Recruitment and promotion are based on academic merits Recruitment: Currently, only PhD degreee holders are recruited as lecturers at FET. Since FET is responsible for maintaining high standards of teaching and research, especially international standards for the ECE program, it is very important to recruit the staff with good profile, especially those who obtained their PhD degree overseas. Recruitment procedures in VNU-UET are complied with the Regulations of the recruitments and training of lecturers in VNU [Attachment 06.03.01] [Attachment 06.03.02] [Attachment 06.03.03] . 45

The recruitment of lecturers for the ECE program is based on qualifications, experiences and academic achievements. Candidates must have: (a) appropriate doctorate (specialized expertise relevant to electronics and communications); (b) good or excellent GPA at undergraduate level; (c) have published their research work in national and international journals and conferences. The recruitment process complies the following specific steps: 1) Building a recruitment plan; 2) Public announcement of recruitment; 3) Inspection and review of CV and making a list of candidates; 4) Pre-qualification; 5) Recruitment; 6) Making recruitment decision [Attachment 06.03.04]. Following the above recruitment process, FET has recently recruited a number of lecturers [Attachment 06.03.05]. Each year, VNU-UET may recruit for FET some top graduates, whose GPA is excellent, to serve as student advisors or to guide students in practical training [Attachment 06.03.06], [Attachment 06.03.07]. This recruitment is based on the condition that they are enrolled in the postgraduate programs. Promotion: Since the VNU-UET targets for maintaining the high standards of teaching, research in engineering and technology, especially international standard for the ECE program, it is essential that the faculty be composed of members with superior personal and professional qualifications. To support the faculty members, policies for promotion and salary rise are based on the teaching and research activities. - Teaching Promotion: Essential criteria for promotion are the teaching capability at the undergraduate and the postgraduate levels and personal character. Other criteria are teaching/research experience, presentation skills, capability in collaboration development, and devotion to educational career.
- Research Promotion: All faculty must be persons of scholar competence and

achievements. The promotion is evaluated based on the quality of their research work, their success in supervising students research, and their participation and leadership in professional associations, the editing/publishing/organizing of journals and conferences. In making recommendation for promotion, the responsible councils will first review the record of the candidate. To be granted the promotion, the candidate needs to show a report accounting their superior achievements with respect to appropriate activities. Upon distinguished performance, the candidate will be given an early salary rise prior (e.g., 1 year) to the normal due date or an early promotion to a higher position, as documented in the VNU Regulations on termination, appointment, redeployment appointment, resign, redeployment [Attachment 06.03.08]. Based on the academic merits, the low income faculty members are probably subsidized by VNU [Attachment 06.03.09]. At the end of academic year, the VNU-UET and committees at higher levels will review profiles of faculty members for approving a salary rise and other honourable awards such as Emulation Fighter, Outstanding Lecturer, Peoples Honourable Lecturer, The Honourable Young Person of The Year in VNU [Attachment 06.03.10]. 2.6.4. The roles and relationship of staff members are well defined and understood The faculty members of FET can be classified into three categories: lecturers, researchers administrative staff.

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Lecturers: MoET has clearly defined rights and responsibilities of lecturers. Accordingly, lecturers are responsible for teaching, research, technology transfer, participating in the management of programs and scientific and technological activities. Also, they have to participate in appropriate training programs to improve their professional performance. Lecturers are provided appropriate facilities for their work, etc. [Attachment 06.04.01], [Attachment 06.04.02]. Teaching generally includes in-class lecturing time, office hours, student supervision, lecture notes preparation/updating. FETs dean board assigns experienced/senior lecturers as in-charge lecturer for each course, who is reponsible for designing of the course syllabus and coordinating the teaching of the course (other co-lecturers, teaching assistants, tutors, lab, etc.) [Attachment 06.04.03]. Research includes laboratory activity, research supervision, conducting research projects, writing books and publications, peer-reviewing for journals, conferences, etc. Service in the context of academia generally refers to service to the VNU, VNU-UET (faculty meetings, curriculum revising, providing advices to students or similar activities that support the mission of the institution, university events, university anniversaries, etc.). Service also includes activities and leadership in professional societies and other organizations (research project granting committees, advisory councils, etc.). Researchers: Activities of a researcher include: conducting research projects, publications, undergraduate students supervision, participation in organizing conferences. Furthermore, a researcher can be a laboratory instructor for practical courses. He/she is also responsible for the maintenance of practical modules at practical laboratories. Administrative staff: FET has 02 administrative specialists that manage the faculty office work. They play office clerical duties, responsible for all the front office administrative duties. They also are responsible for the FETs services and community. 2.6.5. Duties allocated are appropriate to qualifications, experience and skills Newly recruited lecturers, who must hold a PhD degree, are encouraged to prepare for the course at least two semesters in advance and are mentored by a senior lecturer. As mentioned previously, two lecturers are allocated for each course. The more experienced/senior one is in charge of the course. The others (co-lecturers, teaching assistants, tutors, etc.) participate in seminars, discussions, exercise work, lab supervision, etc. [Attachment 06.05.01]. Faculty members are encouraged to develop professional skills and pursue a specialization specified by either their head of department. Based on experiences and research performance of lecturers, FETs Dean Board will assign tasks of research supervision [Attachment 06.05.02]. Heads of departments are senior lecturers. They are responsible for the departments duties and scholarly activities. All staff members completed their duties are granted the title Excellent Labor and some are also granted the title Emulation Fighter [Attachment 06.05.03]. 47

2.6.6. Staff workload and incentive systems are designed to support the quality of teaching and learning The workload of lecturers are regulated by the VNU-UET Regulations on faculty members [Attachment 06.06.01], which is based on the Regulations of MoET [Attachment 06.06.02]. Table 18 provides the workload of faculty members. Table 18: Faculty members workload Position Full-Time Equivalent (hour per week) 40 40 40 40 40 Standardized Teaching hours/year 360 320 280 180 0 Research hours/year 700 600 500 500 0 Supervising students/year Undergraduate 1-5 1-5 1-5 0 0 Master 1-5 1-5 1-3 0 0 PhD 1-2 1-2 1 0 0

Professor Associate Professor Lecturer Researcher Administrative

There are some regulations to stimulate the activities of faculty members to enhance the quality of teaching and learning. Each credit hour of practical sessions is multiplied by a factor of two. Excess of teaching hours above the standardized workload for teaching is remunerated apart from the usual salary [Attachment 06.06.03]. At the end of the academic year, FETs Council for Emulation, Commend and Reward votes and recommends the qualified members to be awarded by VNU-UET or higher-level committees/councils based on their superior working performance [Attachment 06.06.04]. VNU also selects outstanding research projects to grant Outstanding Research Projects Award of the Year. FET has 4 faculty members who received this honorable award since 2008 [Attachment 06.06.05]. 2.6.7. Accountability of the staff members is well regulated VNU has clearly indicated the professional and ethic accountability of the staff members as follows [Attachment 06.07.01] [Attachment 06.07.02]: Professional accountability: - To obey the law, VNUs regulation in general and VNU-UET in particular; - To undertake VNUs, VNU-UETs and FETs missions and visions; - To complete teaching/researching activity (publications in journals or journals having impact factor, participation in national and international seminars, conferences, organize workshops, seminars and conferences. Research proposals for funding and linkage with other institutions or industry, taking courses to enhance their learning; mentoring peers; writing curriculum; and serving on in-school, board and community. - To assess own learning needs and developing annual professional growth plans;

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- To participate in professional development activities at the faculty and scientific committee, and other level; - To address critical issues, to share ideas and working on grade activities in divisional meetings; Ethical or moral accountability: Since ethical or moral accountability has a central place in a professionals conduct, faculty members are offered to act in the best interest of the students to facilitate their effective learning and development. The standards of conducts are as follows. To students: - Treat all students with fairness and respect; - Encourage the free exchange of ideas with students; - Conscientiously strive to be fair and balanced in evaluation of student work; - Be fair and objective when providing references for students; - Do not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law and VNUs regulation; - Have responsibility to meet classes as scheduled, to maintain office hours and to provide reasonable means for student access to course information. To colleagues: - Treat each other with fairness and respect, and to conduct themselves with dignity and to restrain in all exchanges with colleagues; - Defend the right of their colleagues to academic freedom; - Be fair and objective when presenting a professional judgment on their colleagues work and shall not knowingly make false or malicious statements about a colleague since critical evaluation is an essential part of academic activity; - Avoid threatening or abusive behavior or language, verbal harassment or intimidation of another member of the faculty, under any circumstance while on the university campus. Disciplines: - Maintain currency in academic fields; - Exhibit intellectual honesty and integrity in all scholarly endeavors; - Work toward improving the quality of instruction; - Do not denigrate other disciplines or undermine the confidence of students in other duly approved programs or academic departments of the college.

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University: - Contribute to the college community; - Secure the good of the VNU, VNU-UET and the FET including participation in the governance and administration of the VNU through membership on committees and organizations at various levels; - Assume the responsibility of informing themselves of and abiding by the policies established for the orderly conduct of affairs of the FET; - Avoid potential conflicts of interest unless, after full consultation; - Avoid engaging in outside professional activity that conflict with their responsibilities and duties to their VNU appointments. Community: In their roles as representatives of the VNU, faculties avoid misrepresentation of personal views as a statement of position of the VNU or any of its agencies. 2.6.8. There are provisions for review, consultation, and redeployment At the end of each semester, FET reviews the performance of staff members (including: teaching, research, administrative responsibilities) at the department/laboratory level and Faculty level [Attachment 06.08.01]. At the end of the academic year, VNU-UET reviews the performance of staff members through the evaluation sheets [Attachment 06.08.02]. Based on the evaluation results, VNU-UET may grant awards to members with excellent performance, and some of them may be given a salary rise. These evaluations are also important information for the FETs Dean Board to consult the VNU-UET for either redeployment or promotion to higher positions. 2.6.9. Termination and retirement are planned and well implemented For a newly recruited faculty member, who hold a PhD degree, a new one-year probation contract is signed. During the time of the contract, the VNU-UET and FET normally nominate a head of department/laboratory of FET to help him/her being familiar with the new position [Attachment 06.09.01]. The performance of the new faculty member is monitored by VNUUET and FET based on his/her positions workload specification [Attachment 06.09.02]. At the end of the contract, the new member reports all completed duties according to the specification. Based on his/her good performance upon ending the contract, FET will recommend VNU-UET to end the probation contract for becoming a permanent member [Attachment 06.09.03]. The retirement policies are in accordance with the Decision of MoET on working regulations and Decree of Government on Retirement Procedure for Lecturers [Attachment 06.09.04]. Faculty members will retire when reaching 60 years old for male or 55 years old for female. VNU-UET will hold an anniversary on the day a faculty member retires. Since April 2012, professors, associate professors and doctors may be offered an extension of their tenure up to 5 years, and then be possibly offered an invited/emeritus faculty position [Attachment 06.09.05].

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2.6.10. There is an efficient appraisal system VNU-UET has the Center for Quality Assurance, Division of Inspection and Division of Human Resources and Administration to track the performance of the academic staff. VNU-UET has a variety of methods to assess the performance, including the staff selfevaluation sheet and students course feedback [Attachment 06.10.01], [Attachment 06.10.02]. The assessments focus on several criteria: completion of duties (teaching workload, research publications), professional ethics, feedbacks. The Center for Quality Assurance of VNU-UET processes the feedbacks/comments and reports to each lecturer and the Deans board [Attachment 06.10.03]. At the end of the academic year, each staff member completes the self-evaluation sheet [Attachment 06.10.04]. FETs Council for Emulation, Commend and Reward reviews the selfevaluation sheet to assess the staffs contribution [Attachment 06.10.05]. Then, it recommends to the VNU-UET and higher-level Committee the faculty members with outstanding/poor performance for either awarding or penalizing/terminating a member, in accordance with the VNU Regulations on Criteria and Procedure to apply awards and honors [Attachment 06.10.06] [Attachment 06.10.07] [Attachment 06.10.08].

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2.7. Criterion 7 - Support Staff Quality

2.7.1. The library staff are competent and adequate in providing a satisfactory level of service VNU Library and Information Center (VNU-LIC) has 130 staff members, including 1 staff with a PhD degree, 9 with a master degree, 83 with bachelor degree, and 37 with junior and senior college degrees [Attachment 07.01.01. The staff have been professionally trained in the field of library and archives management and capable to serve inquiries from VNUs member universities (students and faculty members). They are willing to service all students during seven days/week]. Assessment of professional skills and service attitude of library staff is performed on a regular basis. Based on the assessment results, training courses are provided in order to improve the quality of service [Attachment 07.01.02]. Since the ECE program is an international training program, textbooks for the ECE program are purchased from well-known international publishers. VNU-LIC has bought 43 textbooks for the ECE program, each with at least 20 copies. According to the agreement between VNU-LIC with various publishers, VNULIC can make reprints or copies of the original books for all students. The service website of VNU-LIC for readers is at the following link http://www.lic.vnu.edu.vn/website/index.php. VNU-UET also has a library for students. As shown in Table 19, the library has 76 textbooks (3936 copies), 838 monographs and selected master and bachelor theses; among them 11 textbooks (930 copies), 200 monographs and theses from 2006 up to date are contributed by FETs faculty members and students. VNU-UETs Youth Union and Student Association takes responsibility for the management of this library. Table 19: VNU-UET library for students statistics (2012) Field Electronics and Telecommunications Information Technology Physic Engineering and NanoTechnology Engineering Mechanics Mechatronics General Total Textbooks/copies 11/930 41/2660 17/326 Book 200/240 333 304 0 0 0 837 Thesis 151+ 210 0 0 0 0 361 Minor thesis 232 585 0 0 0 0 817

7/20 76/3936

FET itself also has a small learning material room (room G2-109) to provide textbooks and other documents (monographs, journals, conference proceedings, etc. gathered/contributed from faculty members). This is used by both faculty members and students [Attachment 07.01.03]. One administrative from faculty office also manage this documentation room [Attachment 07.01.04]. In VNU-UET, a course website, enabled by the Blackboard course management system, is used for teaching-learning purpose (http://bbc.vnu.edu.vn/webapps/portal/frameset.jsp). All FET lecturers use the course website to supply learning material for students (lecture notes, reference 52

books, forum, etc.). 2.7.2. The laboratory staff are competent and adequate in providing a satisfactory level of service FET has four faculty members who work full time at the Practical Laboratories as practice instructors and technician to maintain practical modules [Attachment 07.02.01]. Among them, three hold a master degree, one holds a bachelor degree. All have vast experience for laboratory work. They have good professional skills in performing safety and accuracy tests, recording and reporting results, operating lab equipment, proficiency testing, problem solving. FET also have five researchers at departments/laboratories who aslo work as practice instructors for specialized and core courses [Attachment 07.02.02]. All of them hold a master degree. They are experienced in instructing students for practice at laboratories. The laboratory staff can provide an adequate level of service. The lab conditions are in harmony with the standard conditions of safety and security requirements. Electronics components, devices and lab-instruments are in well-ordered arrangement. Practical Modules are regularly maintained. Student feedbacks indicate an appreciation on the competence of the laboratory staff [Attachment 07.02.03]. Apart from fundamental practical laboratories, FET also set up a system of advanced laboratories with modern and hi-tech equipments. To operate and use these equipments properly for education and research, FET has sent some staff for short domestic and international training courses [Attachment 07.02.04]. FET also organizes seminars given by senior faculty members in order to train and share experiences with laboratory staff. 2.7.3. The computer facility staff are competent and adequate in providing a satisfactory level of service VNU-UET Center for Computer Networks and E-learning (VNU-UET CCNE) manages all activities related to information technology and applications (http://coltech.vnu.edu.vn/ccne/). As VNU-UET is one of the top higher education institutions in IT in Vietnam, its CCNE has very strong IT team of nine people, which are directed by one of the top ten CIOs of South East Asia in 2012, Mr. Nguyen Nam Hai [Attachment 07.03.01]. There are eight computer laboratories with a total of 260 PCs, among which four laboratories are equipped with new PCs in good conditions to serve students for IT practice courses. VNU-UET carries out training and student manegement activities through the web portal. Deploying computing facilities with the internet connection (both wired and wireless access) brings huge benefits for faculty members and students. Lecturers exploit learning materials which serves for teaching and academic research [Attachment 07.03.02]. Computer facility staff is at the service to all students in computer laboratories, helping to install software and dealing with computer-related and IT problems. 2.7.4. Student services staff are competent and adequate in providing a satisfactory level of service In addition to the Center for Student Services at the VNU level, VNU-UET has Division for 53

Academic Affairs and Division for Students Affairs to provide services to students. The former consists of 10 members (1 PhD, 5 Masters, and 4 BA) while the latter has 6 staff (1 master and 5 BA) [Attachment 07.04.01]. The Division for Academic Affairs manages and monitor academic timetables, training programs, course registration, assessment plans, student workload, gradation, GPA, etc. The Division for Students Affairs is in charge of admission, awards and recognition, peer review and appraisal, student job recruitments, career counseling. The staff of these divisions are provided with necessary facilities (office, computer, software, and internet). Students can inquire at any time during the working hours. In each academic year, FET also appoints a number of student advisors, normally from 10 to 15 faculty members. FETs student advisors hold a master degree, some hold PhD degree and most of them are doing PhD at FET [Attachment 07.04.02]. At VNU-UET, the roles of student advisors are regulated in [Attachment 07.04.03]. Each student advisor helps a group of 15-20 students from the begining to the end of the training program. They meet with students every fortnight [Attachment 07.04.04].

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2.8. Criterion 8 - Student Quality

2.8.1. There is a clear student intake policy VNU-UET is committed to achieving an educational and working environment which provides equality of opportunity, and freedom from discrimination on the grounds of race, color, nationality, ethnic origin, gender, marital status, disability, religious or political beliefs, age, sexual orientation or social or economic background. FET, under the Registration and Admission procedures stated in Chapter III in VNU Regulations on Undergraduate Training [Attachment 08.01.01], admits candidates that [Attachment 08.01.02]: - Graduated a 3-year-highschool with a rather good or higher baccalaureate - Registered to pursue the ECE program - Have a good ethic and morality - Pass a national entrance examination to the VNU-UET. Excellent candidates may be directly registered into VNUs admission if they held national or international awards [Attachment 08.01.03]. The major of Electronics and Communications at VNU-UET in recent years admited students with high national university entrance exam scores. Table 20 shows the statistics of admitted scores for the ECE program for the period 2008-1012. Table 20: Statistics of admitted scores for the ECE program for the period 2008-2012 Quota Admitted Score 2008 56 23.5 2009 64 20 2010 73 21.5 2011 77 18.5 2012 80 20.5

The ECE program requires students to have good English skills for most fundamental and all core courses. However, newly admitted students come from different sources in Vietnam, their English levels are quite different. Newly admitted students must take the English test organized by VNU-UET to classify students English level [Attachment 08.01.04]. Based on the result of this test, students with low English level have been adviced to change to other programs within the group of programs at VNU-UET. 2.8.2. The student admission process is adequate Before organizing the annual national university entrance examination, MoET publishes the book of College and University Admissions Information [Attachment 08.02.01]. This book has information about VNU-UETs majors, quota, and other related issues. Besides, VNU-UET publishes on newspaper, television, website, etc. information about VNU-UETs programs and selection procedures considering special candidates, who have particular studying achivements e.g. academic olympic medalists, national contest winners. VNU-UET and FET understands the importance of PR and thus carried out various activities. VNU-UET has actively participated in the entrance examimantion consulting activities organized annually by MoET and VNU and the press. VNU-UET and FET also frequently update entrance examination information on the 55

websites [Attachment 08.02.02]. Visits to schools in Hanoi and nearby provinces to promote the ECE program have also been carried out [Attachment 08.02.03]. Under MoETs regulation, the national university entrance examination has to follow the so called Three-Common Rules: common question sheets, common exam time, and common grading criteria. Based on the entrance examination results of examinees, VNU will decide the floor score level of each major category [Attachment 08.02.04]. Member universities of VNU will decide their required scores for the enrollment based on this floor score level. Table 21 shows the number of FETs intake students from 2008 up to date. As of 2008, FET implemented the International Standard Program for the ECE program, annual enrolment quota must be down to about 60-80 instead of 120 as before to focus on the quality of training. This change is clearly shown on Table 22. The total number of students of FET decreases from 389 in 2008 to 247 in 2012. Table 21: Intake of first-year students Academic year 2008 2009 2010 2011 2012 Full-time Male Female Total 51 5 56 39 4 43 63 5 68 64 4 68 56 12 68

Table 22: Total number of students (last 5 academic years) Academic year 2008 2009 2010 2011 2012 Male 348 294 254 217 222 Full-time Female Total 41 389 30 324 27 281 18 235 25 247

2.8.3. The actual study load is in line with the prescribed load In order to register courses of the ECE program, students must understand the Curriculum and the Course Sequence, which are available at FETs website. Students are free to register the amount of credits, but the VNU requires full time students to register a minimum number of 16 credits each semester, as shown in VNU Regulations on Student Affairs [Attachment 08.03.01]. At VNU-UET, the timetable is available at VNU-UETs website for students at http://www2.uet.vnu.edu.vn/coltech/taxonomy/term/54. Students are allowed to register courses online at http://daotao.vnu.edu.vn/ at least one month before each semester. The timetable has been arranged appropriately in order to allow students, who fail the course exams can retake in the year later [Attachment 08.03.02]. 56

2.9. Criterion 9 - Student Advice and Support

At VNU-UET, student services are at the heart of the university operation. In addition to services from VNU-UETs Divisions (Academic; Students Affairs), FET also provides extra study support via student advisors during their studies and may also help graduates to find jobs when completing the ECE program. 2.9.1. There is an adequate student progress monitoring system FET tracks students performance by several measures: class and course monitors, advisors, Students Association, professional clubs, instructors, survey, course feedback etc. VNUs regulation requires student attendance to be at least 80% of the class meetings in order to be eligible for participating in the course final examination [Attachment 09.01.01]. For monitoring study progress, periodic and the mid-term exams are carried out in order to evaluate student understanding level regarding to the contents of a lecture. The Academic Processing and Warning (APW) by VNU-UET to students are done at the end of each semester [Attachment 09.01.02]. Some students, whose semester GPA or accumulated GPA are below a pre-determined level according to VNU Regulations on Undergraduate Training, may be forced to stop their study at VNU-UET or may receive an Academic Warning to reduce the study load in the next semester. All information about the academic schedule, course examination scores and other information related to the students are provided on the notice board and on the following web page: http://www2.uet.vnu.edu.vn/uet/taxonomy/term/55. Parents can also regularly monitor the progress and learning outcomes of students at VNU-UET via this website. 2.9.2. Students get adequate academic advice, support and feedback on their performance At FET, students are primarily advised by the Vice Dean for Academic Affairs. Much of the advising is done at freshman orientation, transfer orientation and near the semester of anticipated graduation, accommodation and living conditions in Hanoi, financial support and information, health insurance, career service; sport activity, faculty events, honors, awards, graduate scholarship, etc. At the end of each semester, students results of course exams and GPA will be posted on website. The APWs by VNU-UET are sent to Students Advisors. Students, who receive an Academic Warning, discuss with their advisors to either find a course to retake in order to improve his/her GPA or reduce the study load in the next semester. FETs students are organized into intake classes (for all students who have been enrolled in the same year) and course classes. Each intake class has one class monitor and several coordinators nominated by students of the same class and approved by VNU-UET [Attachment 09.02.01]. They act as bridges between VNU-UET and FET and class members. Students receive advices of selecting a course and suitable study tracks and other activities from students advisors. Each advisor is responsible for a group of from 15 to 20 students. Students advisors do consulting work for students of all academic years. The VNU-UETs Rector approves the advisor list nominated by FETs Dean [Attachment 09.02.02]. 57

FET holds a meeting with students each semester for all academic and student affairs. All students are invited to this meeting. FETs Dean Board, Heads of Departments, labs and faculty members are present at this meeting [Attachment 09.02.03]. Students are provided with information related to academic year plan and discuss their problems such as: academic matters, course options, interruption and terminations of studies, research issues, financial matters, personal matters, disabilities, health issues, personal safety. Students also get direct advices from Heads of Departments, labs on selecting of concentrations. After this meeting, a selected group of students are invited to the meeting at VNU-UET level [Attachment 09.02.04]. FET organize various vocational activities for students. Laboratory practices and internship are arranged suitably with the specialized training. FET contacts and collaborates with several companies, such as FPT Software, Viettel, HiPT, VTN, SAMSUNG Vietnam, Canon Vietnam, etc. to discuss and provide students the information on career prospects, job opportunities after graduation and to recommend students for internship at these companies. FET has organized various seminars and meetings with experts from the industry and academic institutions for updating recent technology development [Attachment 09.02.05]. FET also invites prominent scientists from outside to guide students research and thesis. VNU-UET has organized job fairs for students in the 2005, 2009, 2010, 2011. [Attachment 09.02.06] Youth Union and Student Association at VNU-UET and FET play an important role in the political education, advise and help students strive to become good employees in the future. Youth Union and Student Association of FET are also important organizations, which are in charge of the consulting activities for students. Activities of these two organizations are very consistent with the goal of gradually raising self-study and teamwork skills. 2.9.3. Mentoring for students is adequate At the beginning of each academic year, VNU-UET organizes an orientation week for students. For students from the second year onwards, the meeting includes the summary of last years achievements, electing new class monitors and introducing the new issues of the policies by the Party and the State, of VNU and of VNU-UET. For first-year students, in order to help them quickly be familiar in the university environment, FET coordinates with the Division of Student Affairs in introducing necessary information for students. Some important issues include training objectives, the expected learning outcomes, training plans, curriculum, learning and research methods at the university level. Upon admission, students will receive two documents: "VNU Regulations on Undergraduate Training" and "VNU Regulations on Pupils and Students" [Attachment 09.03.01]. Students are provided with important information such as the grading and evaluation system; conditions towards receiving a diploma. The information of the obligations and rights of students, etc. is also provided. Procedures for dormitory housing registration, library card application, and others related to the use of facilities of the university are thoroughly instructed. Students are also mentored to register a course, to apply for a scholarship and to choose a research topic. Juniors start doing research under the supervision of a faculty member. FET encourages students to join a research group in the 3rd year of study. Students are free to choose any supervisors who can find out the financial to support them in the Laboratory. Faculty members instruct students to complete the final project (thesis) and to write the lab-reports, 58

conference papers and/or journal articles, etc. Students can borrow textbooks and reference books at the VNU-LIC and at FETs learning material room. In addition, students can learn about the organizational structure, facilities, training programs, training collaborations with foreign universities and other news via notice boards, VNU-UET and FET websites. Every year, FET organizes field trips for senior students to visit some manufacturing and and R&D organizations in electrical engineering and telecommunications. Students are guided and introduced to the relevant processes in order to understand the link between theory and practice [Attachment 09.03.02]. Annually either in March or April, FET holds a research workshop for students to report their research activities. Good reports are selected for presenting at VNU-UET, VNU and MoET student research contests [Attachment 09.03.03]. 2.9.4. The physical, social and psychological environment for the student is satisfactory FET is located in the main campus of VNU, which has a good geographical location, environment, and other conditions for students and staff. Administrative units, VNU University of Languages and International Studies (VNU-ULIS), VNU-LIC, Dormitory, Health Department, etc. are also located at the main campus, that are ready to serve students. VNU-UET and FET are well invested and facilitated to help students to obtain the state of the art knowledge [Attachment 09.04.01]. FET is rated by recruitment companies and external research organizations as one of the best of higher education institutions in the field of electronics and telecommunications in Vietnam [Attachment 9.04.02]. To encourage the sport activities among students, sport competitions are held by the Youth Union and Student Association to show their sport potential [Attachment 09.04.03]. A lot of FETs students have won the rewards in such competitions. Moreover, there are some social clubs available for students (HRTech Club, Table Tennis Club, Music Club, English Club) [Attachment 09.04.04]. Students are encouraged to hold the social events in campus [Attachment 09.04.05]. VNU-UET Student Association organizes a music festival to welcome new students each year. All first-year students and student representatives of other academic years are invited to attend the academic year opening ceremony. This is also to provide more information on the achievements and traditions of VNU-UET. Health insurance service is available to the students of the VNU and staff members. Medical doctors with medically equipped room and staff located at VNUs campus take care of students and staff [Attachment 09.04.06]. All students are required to have health insurance [Attachment 09.04.07].

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2.10. Criteria 10 - Facilities and Infrastructure

Facilities for training and research, including laboratories, libraries, information systems, and classrooms are increasingly becoming important factors in ensuring and improving the quality of training and research. Both VNU-UET and FET show great interests in the investments of teaching and learning facilities. 2.10.1. The lecture facilities (lecture halls, small course rooms) are adequate The lecture halls and classrooms of VNU-UET are equipped with sound systems, projectors, screens, black or white boards, wired and wireless Internet connections, fans and air conditioners, and sufficient lighting. The lecture halls are so well-equipped that they have been used as conference rooms for many international conferences hosted by VNU-UET. There are also special classrooms equipped with video conference facilities at room 201 and 202, G2 building. The facilities are regularly upgraded and repaired if necessary. VNU-UET has annual budget for lecture halls maintenance and small repairs [Attachment 10.01.01]. 2.10.2. The library is adequate and up-to-date The VNU-UET library has about 600 book titles, including 59 textbooks in English for the courses of the ECE program [Attachment 10.02.01]. The book library is annually updated under the VNU-LIC schedule. FET collects books requirements from faculty members and submits to VNU-LIC for ordering [Attachment 10.02.02]. Besides the VNU-UET library, FET faculty members and students also have access to the library of VNU. VNU library has in its collections thousands of book titles, journals and magazines in the fields of electronics and communications engineering. In addition, users can access the library's electronic resources from any on-campus computer or from remote computers. These electronic resources include subscriptions to some of the most popular online engineering databases in the world such as the IEEE CS Digital Library, ACM Digital Library, Science Direct Online, Springer Link, and ProQuest. 2.10.3. The laboratories are adequate and up-to-date Currently, FET has a number of practical and research laboratories: Analog Electronics Practical Lab, Digital Electronics Practical Lab, Telecommunications Systems Lab, Computer Interface Lab, Intelligent Control and Robotics Lab, Antenna and Wireless Communication Lab, Modeling and Simulation Lab, Optical Communication Lab, MEMS and Micro-Systems Lab, and Signals and Systems Lab. VNU-UET has several computer labs with hundreds of computers which the faculties can use for their courses. There is also a VLSI Lab which is placed under direct VNU-UET control but closely associated with FET. The equipment of the laboratories is mostly state-of-the-art since they have been regularly upgraded. In addition to an annual budget of about 1.5 billion VND for facility maintenance and upgrade, every year VNU-UET is granted investment projects to create new laboratories or to buy new equipment for existing laboratories. A such example is the project to establish the laboratories for Smart Integrated Systems (SIS) with a total investment of 21 billions VND in the period of 2006-2008. The SIS project created five new research laboratories, among them three laboratories - the VLSI Lab, Signal Processing Lab, and Smart Communication Lab - are staffed 60

by FET faculty members. The Signal Processing Lab is later merged with the Signals and Systems Lab of FET, while the equipment of the Smart Communication Lab is transferred to the Antenna and Wireless Communication Lab. While the practical laboratories are sufficiently equipped to provide students with the practical skills as required by the courses of the ECE program, FET lecturers can also use the research laboratory facilities for their courses if there are special needs, especially for the two practical courses, the Practical System Design course and System Engineering Project course. 2.10.4. The computer facilities are adequate and up-to-date The VNU-UET CCNE is responsible for installing and maintaining computer facilities, including computer labs and network infrastructure for the entire university. The VNU-UET network is connected to the Internet through VNUnet link (with the capacities of 100 Mbps for national connections and 20 Mbps for international connections) and VinaREN (Vietnam Research and Education Network) TEIN2 (Trans-Eurasia Information Network Phase 2) link (with the capacities of 100 Mbps for national connections and 48 Mbps for international connections). Computers in all offices and laboratories of VNU-UET are connected to the VNUUET network through wall-mounted Ethernet ports with the connection speed up to 100 Mbps. VNU-UET staff and students can also connect their laptop computers to the VNU-UET network via WiFi. The WiFi network has been implemented in all buildings of the university since 2010. They can even connect to the VNU-UET network from their home by using VPN. Every VNU-UET staff member or student is given a university email account. The provisions on usage of the network and personal email accounts are strictly followed to ensure the confidentiality of information [Attachment 10.04.01]. VNU-UET has computerized the management systems for both administrative and training activities. Staff and students can access their needed information through the electronic portal of the university. Since the 2010-2011 academic year, students have been able to register for courses within VNU through the network. VNU-UET is one of the few universities nationwide which have successfully deployed e-learning facilities to support training activities, primarily under the form of course websites. Faculty members are responsible for creating and maintaining the contents of the course websites, while technical supports are provided by the VNU-UET Computer Center. In the last five years, hundreds of course websites have been created by VNUUET faculty members, among which around 50 websites are for the courses of FET [Attachment 10.04.02]. VNU-UET has annually scheduled for liquidation the out of date facilities, instrumentations and also PCs and replacing by new purchased facilities. In the year of 2012, VNU-UET has a 1.5 million USD project for facilities (electronic, mechanic instrumentations and PCs) [Attachment 10.04.03]. 2.10.5. Environmental health and safety standards meet requirements in all aspects VNU-UET and FETs safety policy is complied with the Health and Safety at Work Act [Attachment 10.05.1], including: establishment and maintenance of a safe and healthy environment throughout the faculty; establishing and maintaining safe working procedures among staff and students; arrangements for ensuring safety and absence of risks to health in the working with electrical sources, electrical and electronic instrumentations, and mechanical 61

instrumentations; insurance of the provision of sufficient information, instruction and supervision to enable all faculty members and students to avoid hazards and contribute positively to their own health and safety and to ensure that they have access to health and safety training as appropriate or as and when provided; formulation of effective procedures for use in case of fire and for evacuating the campus premises; providing procedures to be followed in case of accident; teaching safety as part of students' duties where appropriate; maintenance of adequate welfare facilities. Moreover, VNU also requests all students to have health insurance. VNUs Healthcare Center is located in Me Tri campus. The Healthcare office in Xuan Thuy campus is responsible for all VNU-UETs students. The healthcare center and offices are in service in the working hour. Each student has a medical record which is a personal confidential document .The university support staff should also have health insurance and injury insurance [Attachment 10.05.02].

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2.11. Criterion 11 - Quality Assurance of Teaching and Learning

In recent years, VNU in general, VNU-UET in particular has considered quality assurance an essential factor in its training. Therefore, teaching and learning quality assurance of the University has been systematically implemented at various levels, from ensuring the quality of student admission to controlling the operation of the training programs, testing and assessment activities and professional development. Internal quality assurance activities within FET involve the Faculty Administration Board, FET's Scientific and Academic Committee, its departments, staff, students and alumni. External quality assurance activities are carried out by entities of VNU-UET and VNU, such as VNUUET Center for Quality Assurance, VNU-UET Inspection Board, and VNU Department of Academic Affairs; organizations/enterprises and state/social agencies. 2.11.1. The curriculum is developed by all teaching staff members The current BTPETT, one of the international standard training programs of VNU, is new program introduced in 2008 and continuously adjusted in subsequent years (more information is presented in the notes of the Criterion 2). The process of developing the program complies with the guidelines as in Chapter 3 of the Provisions on the Establishment and Development of International Standard Specializations issued by VNU [Attachment 11.01.01], including the provisions on the responsibility of the academic faculties in drafting the program proposal, including the curriculum, as follows: - Creating a team responsible for drafting the proposal, including the Dean, vice Deans, heads of departments, laboratories, scientists inside and outside the Faculty, and representatives of businesses [Attachment 11.01.02]. - The drafting team is responsible for planning, collecting documents, and writing a detailed proposal for establishing the program, including the curriculum. - Consulting the Faculty's Scientific and Academic Committee on drafting the proposal [Attachment 11.01.03]. - Organizing workshops to collect opinions from teaching and administrative staff members of the Faculty on drafting the proposal [Attachment 11.01.04]. - The drafting team completes drafting the detailed proposal based on the comments from the Scientific and Academic Committee and from the faculty staff. - Organizing workshops to gather opinions on the draft of the proposal [Attachment 11.01.05]. - Organizing a meeting of the Scientific and Academic Committee to decide on the final version of the proposal [Attachment 11.01.06]. It should be noted that the development of detailed syllabi for the courses of the proposed program is taken by faculty members who are proposed to take charge of those courses in the program, so in fact all the core teaching members of FET are involved in developing the curriculum, not merely making suggestions for the drafting team.

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2.11.2. The curriculum development involves students The workshops to gather opinions on the program proposal, including the curriculum, were organized with the participation of FET students and alumni [Attachment 11.02.01]. In addition, surveys of students' evaluation of courses and teaching activities, conducted by VNU-UET Center for Quality Assurance, were also used as inputs for the process of developing the curriculum. Students' feedback on proposed learning outcomes of the program were collected through questionnaires and used in defining the learning outcomes for the program [Attachment 11.02.02]. 2.11.3. The curriculum development involves the labor market One of the objectives of BTPETT is to develop high-quality human resource in the fields of electronics and communications, meeting the requirements of the socio-economic development of the country and the international labor market as well. Therefore, the needs of the society and labor market is a factor of particular interest in the program development process. This interest is expressed primarily through the active participation of the external elements of VNU in all phases of the program development process, as follows: - The participation of scientists from outside VNU, experts from government agencies such as the Ministry of Information and Communications, experts from industry, and representatives from businesses in the drafting team [Attachment 11.03.01]. - The contribution of the FET Scientific and Academic Committee, whose members include scientists and experts from outside VNU, to the program development [Attachment 11.03.02]. - Opinions of scientists from outside VNU, experts from government agencies such as the Ministry of Information and Communications, experts from industry, representatives from businesses in the fields of electronics and communications, and representatives of FET alumni who are working in the labor market, to the program proposal, including the curriculum and detailed course syllabi, gathered through the workshops organized by FET [Attachment 11.03.03]. In addition, opinions from alumni of FET and employers on the proposed learning outcomes of the program were collected through questionnaires and used in defining the learning outcomes for the program [Attachment 11.03.04]. 2.11.4. The curriculum is regularly evaluated at reasonable time periods As stated in the notes of Criterion 2, the current BTPETT was newly introduced in 2008, but has undergone several revisions, in 2010, 2011 and 2012 [Attachment 11.04.01]. The review and update of the program are conducted annually and are based on the following grounds: - Feedback from faculty members, former faculty members and alumni of FET on the curriculum [Attachment 11.04.02]. - Surveys of students' evaluation of courses and teaching activities, conducted by VNUUET Center for Quality Assurance [Attachment 11.04.03].

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- Opinions of scientists from universities and research institutions within and outside VNU, experts from state agencies, experts from industry, and employers [Attachment 11.04.04]. - Assessment of the curriculum made by international curriculum experts from the partner universities abroad [Attachment 11.04.05]. - Quality assessment of the program made by the quality control system of VNU/MoET [Attachment 11.04.06]. The annual revision of the curriculum strictly follows VNU regulations on the process of curriculum reviewing and updating. 2.11.5. Courses are subject to structured curriculum and student evaluation The evaluation of the courses is done primarily through students' feedback. At the end of each semester, students attending a course are required to answer the questions in a survey about the course content and the effectiveness of teaching and learning activities in that course. The surveys are conducted by VNU-UET Center for Quality Assurance, in collaboration with the Department of Student Affairs. VNU-UET Center for Quality Assurance is responsible for survey data processing and reporting assessment results to VNU-UET administration as well as to the Deans of relevant faculties [Attachment 11.05.01]. 2.11.6. Feedback from various stakeholders is used for improvement Suggestions and feedback from stakeholders [Attachment 11.06.01], including faculty and former faculty members, students and alumni, scientists from universities and research institutions within and outside VNU, experts from state agencies, experts from industry, employers, international experts from overseas universities and research institutions, are used as bases for evaluating and updating the curriculum. For example, from their feedback on enhancing practical skills for students, we have implemented a project to develop facilities for practical training at FET [Attachment 11.06.02]. 2.11.7. The teaching and learning process, assessment schemes, the assessment methods and the assessment itself are always subject to quality assurance and continuous improvement Processes as well as teaching and learning methods, testing and assessment for students of BTPETT have been compliant with the VNU Regulation on Undergraduate Training [Attachment 11.07.01]. At the beginning of a course, students will be provided a detailed syllabus of the course, clearly stating the objectives and requirements of the course, the teaching and learning activities and testing/evaluation methods which will be applied [Attachment 11.07.02]. On that basis, FET administration can monitor the compliance of the course instructor with the syllabus through regular inspection or through students' feedback, and make adjustments if necessary. At another level, VNU-UET Inspection Board conducts regular inspection of teaching, learning and testing/assessment activities, and records any violation which is found. The annual report of VNU-UET Inspection Board on teaching and learning activities throughout the school 65

is a source of useful information to help VNU-UET and FET administrations make the appropriate adjustments if necessary [Attachment 11.07.03]. Information on the regulations as well as processes mentioned above is provided to students in the orientation week at the beginning of an academic year [Attachment 11.07.04], and is publicly available on the website of VNU-UET [Attachment 11.07.05] so that stakeholders can participate in monitoring these processes if desired.

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2.12. Criterion 12 - Staff Development Activities

2.12.1. There is a clear plan on the needs for training and development of both academic and support staff VNU-UET and FET consider the development strategies of teaching staff, researchers, and support staff as the key factor leading to the success. FET has a clear plan to develop the staff and lecturers. Recruitment of qualified faculty members who hold a PhD degree has been proceeded so far. The recruitment of the teaching staff and researchers are based on the Ordinance on Cadres and Civil Servants [Attachment 12.01.01], Government's Decree on Recruitment [Attachment 12.01.02], the VNUs Stipulation on Recruitment, Training and Fostering of Lecturers [Attachment 12.01.03]. Thirteen (13) faculty members of FET were sent to do PhD abroad and returned to work at FET [Attachment 12.01.04]. At the moment, there are two (2) more faculty members of FET, who hold a master degree, doing PhD abroad thanks to the international cooperation of FET [Attachment 12.01.05]. In the implementation process of building and development of Electronics and Telecommunications to meet international standard project of VNU and TRIG-B project of World Bank, by 2011, VNU-UET sent several academic, administrative and support staff of FET to exchange with counterpart universities in the world. In details: fifteen (15) administrative and support staff for learning and exchanging of experiences in university management [Attachment 12.01.06]; twelve (12) research staff for research exchange [Attachment 12.01.07]; six (6) teaching staff for the exchange of teaching and practice. By means of international cooperation, VNU-UET and FET have sent six (6) faculty members to receive scholarships to do PhD abroad at counterpart universities [Attachment 12.01.08]. In July 2012, VNU also ratified a plan for the period 2012-2014 to send faculty members of VNU-UET, including of FETs ones, to be trained in counterpart universities in the world. Accordingly, there will be ten (10) more academic, administrative and support staff of FET to be sent for the improvement of teaching, research and administrative/support experiences [Attachment 12.01.9]. 2.12.2. The training and development activities for both academic and support staff are adequate to the needs identified VNU-UET has paid the fees for Teaching and Research staff via a variety of research projects to participate in international conferences [Attachment 12.02.01]. Eight (8) teaching and research staff of FET received sponsor by National Fund for Science and Technology Development (NAFOSTED) to attend international conferences oversea [Attachment 12.02.02]. VNU-UET paid the registration fees to become members of IEEE (USA) and IEICE (Japan) for dean board and heads of departments of FET [Attachment 12.02.03]. This is a very good chance for them to exchange research with IEEE and IEICE members. By current requirement in running the ECE program, young academic staff of FET was paid 67

by VNU-UET to attend English Courses at International English Centers to improve their English skills [Attachment 12.02.04]. Other administrative and support staff of FET also attended short courses on leadership, project management, human resource management and pedagogic professional [Attachment 12.03.05] VNU-UET has signed MoUs on Cooperation, Training and Research with domestic and international companies and institutions, which have paved the way for Training and Research Exchange for VNU-UET/FETs staff with their counterparts [Attachment 12.02.06]. During the last three years (2010-2012), VNU-UET either organized or sent support staff to several training courses with 86 turns. Support staff from Division for Academic Affairs have been trained on Quality Assurance in Higher Education Institutions; Application of Advanced Education Management Tools and Exchange of Management Experiences with Counterpart Universities [Attachment 12.02.07]. Support staff from Division for Student Affairs have been trained on Job and Career Consultant for Students; Connecting with Industries to Enhance the Quality of Training and Education and Prevention of Crime and Social Evils for Students [Attachment 12.02.08]. Support staff from Division for Human Resources and Administration have been trained on State Management Program for Specialists; Human Resource Management in Universities; Clerical Work & Archives and Business Journalism. Security staff have been trained on security and fire prevention & extinguish [Attachment 12.02.09]. Support staff from Division for Science Technology and International Affairs have been trained on Preparation Skills of International Projects; Security in the Field of International Cooperation; Online Registration Procedures for Abroad Business Trip International Workshops [Attachment 12.02.10]. Support Staff from Division for Planning and Accountants have been trained on Advanced Procurement and Biddings, etc. [Attachment 12.02.11].

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2.13. Criterion 13 - Feedback Stakeholders

FET has moved through breakthrough stages during last sixteen years and has become one of the top prestigious education and research in the field of electronics and telecommunications in Vietnam. FET contributes to get the VNU-UET towards advanced research, regional integration and international standards. On the process of performing its missions, FET has received positive feedbacks from stakeholders. These feedbacks play an important role in the building, development and implementation of the ECE program. They can be summarized as following: 2.13.1. There is adequate structured feedback from the labor market The vision of VNU-UET till 2020 is to build a higher education environment as an organic unity of all the activities of teaching, learning, research and services, which consist of: (a) an international standard training environment; (b) a positive research environment; (c) an open, dynamic and friendly exchange environment for domestic and international cooperation; (d) a professional management environment; and (e) a rich in humanity living and working environment. In order to obtain this goal of VNU-UET, FET focuses on following strategies: - Leadership strategies: standards and innovation; - Staff member quality: strategic and long-term training plan; - Curriculum and specification program: regularly on the basis of feedback, comments, and reviews of the stakeholders. Parallel development of teaching and research; - Facility and Infrastructure: based on the investment VNU and VNU-UET via the projects (World Bank, TRIG-B, SIS); - Collaboration with international and domestic partnership: regularly and closely; - Improvement of assessment system: the Center for Quality Assurance of VNU-UET regularly organizes evaluation of teaching each semester. In order to satisfy all the above criteria, VNU-UET has appealed the feedback from stakeholders through survey system or individual feedback. FET can mail the Feedback Forms to companies, factories, universities, educational center/organizations, overseas institutions, counterparts, etc. to collect information about academic and support staff, curriculum, specification, teaching methods, assessment method, etc. [Attachment 13.01.01], [Attachment 13.01.02]. Visiting professors, guests are also asked to provide the feedbacks on students, curriculum, facilities [Attachment 13.01.03] [Attachment 13.01.04]. The feedback is an important information source for improvement of educational quality. The recent feedback indicates that, graduate students have expertise, good specialized knowledge, dynamics, and specialist skills and fulfill jobs requirements. Employers all highly appreciate graduates in FET. Therefore, FET becomes a great recruitment source for domestic and foreign companies in Vietnam [Attachment 13.01.05]. 69

2.13.2. There is adequate structured feedback from the foreign professors who have lectured and conducted research in the ECE program Foreign professors who have lectured and conducted research in the ECE program have been asked to provide feedbacks on staff performance, students, curriculum, equipment and facilities of the FET and the quality of student research via reports and thesis [Attachment 13.02.01]. 2.13.3. There is adequate structured feedback from the students and alumni FET maintains academic and personal relationships with its former students. Alumni are regularly requested to fill a feedback form on the definite subject [Attachment 13.03.01]. Some alumni, who successfully finished his /her PhD thesis overseas and currently are doing their postdoc also overseas, regularly feedback on FETs management and curriculum [Attachment 13.03.02]. Other alumni also feedback and comment on the satisfaction of the program, services by FET and VNU-UET, and aspects need to be improved [Attachment 13.03.03]. At the end of each semester, the Center for Quality Assurance of VNU-UET sends feedback/assessment forms on quality assurance criteria of teaching and learning to students of each course. Summaries of these feedback/assessment forms have been sent to lecturers to improve their courses for the next years [Attachment 13.03.04]. 2.13.4. There is adequate structured feedback from the staff Twice a year (at the end of calendar year in December or January and at the end of university year in June or July) VNU-UET has also requested all staff members to fill a feedback form on the leadership nature, policy, services of departments, budget distribution, student quality, teaching and research, specification and curriculum, etc. [Attachment 13.04.1].

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2.14. Criterion 14 - Outputs

FET has identified outputs as the end results of the training process that reflect the quality of the training. The organic relationship between the high quality of entrance students and the high quality of the program outputs has been sustained in several years. Information about the program outputs is composed of internal information such as statistical data of the program as well as external information, for example, feedbacks from FET alumni [Attachment 14.00.01], from employers, and from the public. 2.14.1. The pass rate is satisfactory and dropout rate is of acceptable level Table 23 shows the graduation and dropout rates for the classes that were enrolled in the ECE program during the period of 1997-2008 [Attachment 14.01.01]. Table 23: Graduation and dropout rates Intake year 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Size cohort 105 97 152 111 146 113 87 89 108 111 114 56 # received degree after 4 years 5 years >5 years 100 102 104 (95%) (97%) (99%) 88 93 97 (91%) (96%) (100%) 128 151 152 (84%) (99%) (100%) 82 105 110 (74%) (95%) (99%) 111 127 145 (76%) (87%) (99%) 82 95 100 (73%) (84%) (88%) 60 72 77 (69%) (83%) (89%) 74 74 84 (83%) (83%) (94%) 76 87 88 (70%) (80%) (81%) 94 99 102 (85%) (89%) (92%) 90 90 n/a (79%) (79%) 37 n/a n/a (66%) 1 year 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 4 (7%) # dropped out after 2 years 3 years >3 years 0 0 1 (0%) (0%) (1%) 0 0 0 (0%) (0%) (0%) 0 0 0 (0%) (0%) (0%) 0 0 1 (0%) (0%) (1%) 0 0 1 (0%) (0%) (1%) 13 0 0 (0%) (0%) (12%) 0 0 10 (0%) (0%) (11%) 0 0 5 (0%) (0%) (6%) 0 0 20 (0%) (0%) (19%) 0 0 9 (0%) (0%) (8%) 0 0 0 (0%) (0%) (0%) 4 4 4 (7%) (7%) (7%)

It can be seen from this table that the percentage of students, who received the degree within the standard time frame of 4 years for every class during this period is always above 70%. Most of the rest would pass after spending an extra time of 1-2 years, for retaking the courses that they 71

had failed. There is an exception with the class of 2008 intake. It should be noted that in 2008, the ECE program has been upgraded to an international-standard program and the class of that year was the first one of this new program. Because the program was new and most courses were taught in English for the first time, while its requirements are higher than before, the pass rate of 66% for this class was still considered a success. The dropout rates of these classes are low, mostly under 12%. There are various reasons for students to drop out of the program. Among them, some students received scholarships to study abroad while they were still in the program and the others might not continue their study due to poor health, financial problems, or other difficulties [Attachment 14.01.02]. According to VNU regulations on undergraduate training, students can also be expelled if their GPA is under a predefined level. However, there was only a small number of ECE program students expelled due to this reason. 2.14.2. Average time to graduate is satisfactory As shown in the Table 23, the average time for students in the ECE program to graduate during the 1997-2008 period was just a little bit over 4 years, which was far lower than the maximum allowable time (7 years) for the completion of the program, according to VNU regulations. 2.14.3. Employability of graduate is satisfactory Employers highly appreciate FET graduates because of their strong technical knowledge, creative thinking, and good command of English. Most graduates either find a job right after their graduation or get into graduate schools, some were offered scholarships for graduate study at prestigious universities in the United States, Europe, Japan, Singapore, South Korea, Australia, China, etc. [Attachment 14.03.01]. FET alumni are working as lecturers and scientists at universities and research institutions in Vietnam and abroad, R&D engineers for leading Vietnamese and overseas companies like Samsung, Canon, Ericsson, Alcatel, FPT, VNPT, Viettel, VTC, Vietnam Airlines, etc. 2.14.4. The level of research activities by academic staff and student is satisfactory Most faculty members of FET are active in research. During the period of 2004-2012, FET faculty members published 65 articles in international journals, 47 articles in national journals, 177 papers in international and national conferences (see Table 24: Publication figures from 2004- March 2013). Also during this period, FET received more than 10.5 billions VND in research grants from various funding sources such as VNU, Ministry of Science and Technology (MoST), and the local government [Attachment 14.04.01]. Both VNU-UET and FET attach great importance to students' research activities. Students' research is considered as an active form of teaching and learning, allowing students to access to the most current scientific and practical issues, to acquire and develop new knowledge as well as to apply learned knowledge to solving practical problems. Most students begin to participate in research activities from the third year (in some cases from the second year) under the guidance of faculty members at research groups, academic departments or research laboratories of FET. A students' research workshop is held annually which is the venue for FET students to disseminate results of their research work. Several students participated in faculty members' research projects and co-authored reports published in proceedings of local and international conferences [Attachment 14.04.02]. FET students received several VNU and national awards for their 72

research results [Attachment 14.04.03]. VNU-UET is on the process of realizing the research university model. At the moment FET has one patent on Patients remote monitoring system [Attachment 14.04.04]. The number of international publications is one of the most important criteria that of FETs academic staff have strived for. Table 24: Publication figures from 2004- March 2013 shows the publication figures of FET from 2004 to March 2013 [Attachment 14.04.05]. Table 24: Publication figures from 2004- March 2013 No 1 2 3 4 5 Items Book Book chapter International Journal National Journal Conference Total 2004 2 0 6 0 13 21 2005 3 0 7 7 16 33 2006 5 0 6 2 16 29 2007 4 0 8 8 17 37 Year 2008 2009 1 0 0 0 9 10 20 40 6 3 11 20 2010 0 1 6 3 26 36 2011 0 0 7 5 36 48 2012 4 0 5 9 33 51 2013 1 4 5 0 0 10+

73

2.15. Criterion 15 - Stakeholders Satisfactory

2.15.1. The feedback from Stakeholders is satisfactory The ECE program satisfies the demands of students, alumni, experts and employers with a high output rate and quality teaching. Students graduating from the FET have very good chances to find a appropiate job. On the other hand, through careers guidance workshops for students, which have been jointly organized by FET and counterparts, recruitment organization in the field of Electronics and Communications have great oppotunities to recruit graduates, who meet their requirement. Companies, research institutes, experts in domestics and abroad highly appreciate the Program as well as its professors, scientists. Therefore, VNU-UET in general and FET in particular becomes one of the prestigious education/research centers in Vietnam in the field of Electronics and Communications [Attachment 15.01.01] [Attachment 15.01.02]. The ECE program is an international standard program of VNU, which has received comments and advice from foreign professors. Comments, especially received from foreign experts, clearly show that curriculum framework is appropriate, updated and consistent with the development trend of modern Electronics and Communications [Attachment 15.01.03]. FET students are studying and doing research works with good conditions and facilities [Attachment 15.01.04]. Industrial stakeholders who have been surveyed are satisfied with the students background, quality, knowledge and skills [Attachment 15.01.05]. FET staff are dedicated, happy to work at FET and strongly support the deanship, are entirely devoted to the development of FET and the Program [Attachment 15.01.06]. The alumni, who were asked, all express their stisfaction on the training program and the service offered by VNU-UET [Attachment 15.01.07]. Visiting professors are satisfied with the student quality, teaching documents, the curriculum that well manage to the international standards, and facilities for practice and research [Attachment 15.01.08]. All of them also give good and some give very good assesement on FET Staff Performance [Attachment 15.01.09]. International visiting delegations expressed their satisfaction on a dynamic and creative environment of eduacation and research and about good conditions for collaboration. Some bebieve that our students will make the future [Attachment 15.01.10]. FET students are highly appreciated for their specialized knowledge, expertise, and critical thinking. They are equippied with good soft skills those meet the requirements of universities, research institutes, and enterprises [Attachment 15.01.11]; Feedback/assessment forms on quality assurance criteria of teaching and learning from students of each course show that they satisfy with courses offered by FETs teaching staff [Attachment 15.01.12].

74

PART 3

ANALYSIS OF STRENGTHS AND WEAKNESSES

75

3.1. Summary of Strengths(S)

The ECE program being assessed was officially launched in the academic year of 2008-2009 although its previous versions were started in 1996. After a period of operation, it shows the following strengths: Program Design: - The ECE program has been designed and implemented in accordance with the mission of the VNU-UET, ensuring the coherence of the curriculum design process and the compliance with VNU Regulations on the International Standard Training Program (S1) [Attachment 3.1]. - The ECE program has been built with reference to the equivalent bachelor of engineering programs of the National University of Singapore (NUS) and the University of Illinois at Urbana-Champaign (UIUC). The program has been updated following the requirements/feedbacks from the stakeholders as well as from the curriculum of NUS and UIUC in order to ensure the modernization of the program (S2) [Attachment 3.2]. - The ECE program ensures the practical aspects in ICT human resources orientation of Vietnam. This also meets the quality assurance criteria of VNU and AUN-QA (S3) [Attachment 3.3]. Curriculum Contents: - The knowledge module M2 (General Engineering discipline) of the program provides a strong background in basic sciences (Mathematics, Physics) (S4) [Attachment 3.4]. - The knowledge module M6 (Experience and Graduation Thesis) is a necessary bridge from theory to practice. Students have the opportunity to practice in the industry in order to prepare the knowledge and get familiar with the demands in practice before graduation (S5) [Attachment 3.5]. - In addition to fundamental and specialized courses, the course Engineering Professionalism offers students basic concepts on professionalism, preparing them with appropriate skills for successfully working in a professional environment after graduation (S6) [Attachment 3.6]. Textbooks: - Most textbooks used in the program are also used in programs at prestigious international universities (S7) [Attachment 3.7]. Teaching staff, teaching assistants and student advisors: - The courses of the ECE program are taught and the research training are supervised by teaching staff, who all hold doctor degrees (as regulated by VNU) [Attachment3.8]. Most of them got the degree from abroad and now are active in research (S8). - The ECE program invited a number of professors from prestigious universities around the world to teach, to evaluate students graduation theses, to exchange research with faculty members, etc. (S9) [Attachment 3.9]. 76

- Teaching assistants in the ECE program, all holding master degrees, assist well teaching staff and students. Most of them are doing PhD at FET (S10) [Attachment 3.10]. - The team of student advisors actively assists students both academic and student affairs (S11) [Attachment 3.11]. Quality of input students: - The ECE program attracts high quality high school students. The averaged marks of entrance examination for the period of 2008-2012 are high (over 20/30) (S12) [Attachment 3.12]. Practices: - Students are given good opportunities to do their course practice on modern practical facilities at FET. This helps students to understand the course contents thoroughly (S13) [Attachment 3.13]. - The course System Design Laboratory offers students an opportunity to do their practice at laboratory on systems design via design projects. This helps students to prepare well for their bachelor thesis (S14) [Attachment 3.14]. - The course Project and System Engineering offers students an opportunity to do their practice in the industries (R&D institutes, companies). This helps to enhance the real-life aspects for students (S15) [Attachment 3.15]. Implementation: - Most of the courses from the third year are taught in English (S16)[Attachment 3.16]. - Most of courses have website (on e-learning Blackboard system) (S17) [Attachment 3.17].

3.2. Summary of Weaknesses (W)

The main weaknesses of the ECE program at VNU-UET include: - Spending a full year at the VNU University of Languages and International Studies (VNU-ULIS) for English courses during the first academic year, the students have only three years (including the summers) left for learning fundamental and specialized courses and for doing research. This may consequently affect the quality of study of our students (W1). - After the first year of studying English at VNU-ULIS, students still have difficulties in studying fundamental courses and specialized courses, which are taught in English in the second year (W2). - Some difficulties in English skills of some faculty members limit them from bringing a thorough understanding of the teaching contents to students, as compared to being taught in the mother tongue (W3). - At VNU-UET in general and FET in particular, there is no official positions for technical staff, who would be given the responsibility for operating the experimental and practical systems as well as doing the facility maintenance (W4). 77

- At VNU-UET, there is no practical workshop that gives students space and tools enhance their design skills with respect to complex/practical systems especially when combing electronics and mechanics (W5). - Most enterprises, including those in the field of electronics and telecommunications, are business ones. The number of advices from them in terms of quality assurance for the training program at university are limited (W6). - Activities to link FET and its alumni have not been done systematically; FETs Alumni Association was only established a few years ago (W7). - The lack of infrastructure, especially spaces, has limited the positive impact of the implementation of technological solutions in teaching/learning as well as the creative environment for students to self-study, self-study with guidance, and research (W8).

3.3. Improvement Plans (IP)

In order to improve the weaknesses, the following actions/plans have been scheduled for the upcoming academic years/semesters. 3.3.1. Improvement of the first weakness (IP1) By combining the strengths S11 and S12, a plan has been set up in which student advisors must regularly meet students every two weeks. This plan has been carried out at FET since September 2010 and is announced to students every year (IP1) [Attachment 3.18]. 3.3.2. Improvement of the second weakness (IP2) By the combination of strengths S11, S12 and S17, together with using English for teaching, lecturers with good English skills regularly communicate with students to improve their understanding and their academic English. Teaching assistants and student advisors have specific plans to work with students every two weeks as described above. Early planning for research training and graduation thesis (report and defense presentation) in English each year also help students to improve their ability to use English. This plan has been carried out since March 2011 (IP2) [Attachment 3.19]. 3.3.3. Improvement of the third weakness (IP3) The 2012-2014 plan for fostering of academic staff (faculty members) has been approved by the VNU in July 2012. In this plan, some faculty members will have the chance to audit and observe courses conducted by professors in some counterpart universities overseas, especially English speaking countries. They also have the chance to improve their English skills by taking English courses [Attachment 3.20]. 3.3.4. Improvement of the forth and the fifth weaknesses (IP4) VNU-UET has planned the project entitled Investment, enhancement of practical capability and technology development in the field of mechanics electronics and industrial informatics aiming at building a Practical Workshop for Mechanical, Electronic and Industrial Informatics 78

for students. The operation and maintenance of this workshop will require recruitment of technical staff. This project will be examined and approved by VNU in 2013 [Attachment 3.21]. 3.3.5. Improvement of the sixth weakness (IP5) This weakness is not easy to improve. FET closely contacts and works with enterprises of which either some employers/employees are FETs alumni or the owners/shareholders have good relationship with FETs faculty members. During workshops on careers for students by FET and counterparts, FET found chances to get feedbacks on the quality of students, the improvement of the training program, meeting the requirements from them [Attachment 3.22]. 3.3.6. Improvement of the seventh weakness (IP6) Thanks to the establishment of a formal feedback and comments forum on the website of FET, alumni have chances to give feedbacks and contribute, with constructive comments, to VNU-UET, FET and about the ECE program. This plan was implemented in May 2012 [Attachment 3.23]. 3.3.7. Improvement of the eighth weakness (IP7) In 2012, VNU-UET has conducted the plan to improve two standard class rooms, two program offices and one new six-floor building. This plan partly helps to improve the weakness W8 [Attachment 3.24] [Attachment 3.25].

3.4. Checklist for AUN Quality Assessment at Program Level

1 1.1 1.2 1.3 1.4 Expected learning outcomes The expected learning outcomes have been clearly formulated into the program The program promotes life long learning The expected learning outcomes cover both generic and specialized skills and knowledge The expected learning outcomes clearly reflect the requirements of the stakeholders Overall Opinion of Criterion 1 Program Specification The university uses program specification The program specification shows the expected learning outcomes and how these can be achieved The program specification is informative, communicated, and made available to the stakeholder Overall Opinion of Criterion 2 5.3 1 2 3 1 2 3 4 5 6 5.5 4 5 6 7 7

2 2.1 2.2 2.3

79

3 3.1 3.2 3.3 3.4 3.5 3.6 3.7

Program Structure and Content The program content shows a good balance between generic and specialised skills and knowledge The program reflects the vision and mission of the university The contribution made by each course to achieving the learning outcomes is clear The program is coherent and all subjects and courses have been integrated The program shows breadth and depth The program clearly shows the basic courses, intermediate courses, specialised courses and the final project, thesis or dissertation The program content is up to - date Overall Opinion of Criterion 3

5.7 1 2 3 4 5 5.25 1 2 3 4 5 5.4 6 7 6 7

4 4.1 4.2 4.3 4.4

Teaching and Learning Strategy The faculty or department has a clear teaching and learning strategy The teaching and learning strategy enables students to acquire and use knowledge academically The teaching and learning strategy is student oriented and stimulates quality learning The teaching and learning strategy stimulates action learning and facilitates learning to learn Overall Opinion of Criterion 4 Student Assessment Student assessment covers student entrance, student progress and exit tests The assessment is criterion-referenced Student assessment uses a variety of methods Student assessment reflects the expected learning outcomes and the content of the program The criteria for assessment are explicit and well known The assessment methods cover the objectives of the curriculum The standards applied in the assessment are explicit and consistent Overall Opinion of Criterion 5 80

5 5.1 5.2 5.3 5.4 5.5 5.6 5.7

6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10

Academic Staff Quality The staff are competent for their tasks The staff are sufficient to deliver the curriculum adequately Recruitment and promotion are based on academic merits The roles and relationship of staff members are well defined and understood Duties allocated are appropriate to qualifications, experience and skills Staff workload and incentive systems are designed to support the quality of teaching and learning Accountability of the staff members is well regulated There are provisions for review, consultation and redeployment Termination and retirement are planned and well implemented There is an efficient appraisal system Overall Opinion of Criterion 6

5.1 1 2 3 4 5 5.25 1 2 3 4 5 6 5.7 1 2 3 4 5 6 7 7 6 7

7 7.1 7.2 7.3 7.4

Support Staff Quality The library staff are competent and adequate in providing a satisfactory level of service The laboratory staff are competent and adequate in providing a satisfactory level of service The computer facility staff are competent and adequate in providing a satisfactory level of service The student services staff are competent and adequate in providing a satisfactory level of service Overall Opinion of Criterion 7 Student Quality There a clear student intake policy The student admission process is adequate The actual study load is in line with the prescribed load Overall Opinion of Criterion 8 Student Advice and Support There is an adequate student progress monitoring system 81

8 8.1 8.2 8.3

9 9.1

9.2 9.3 9.4

Students get adequate academic advice, support and feedback on their performance Mentoring for students is adequate The physical, social and psychological environment for the student is satisfactory Overall Opinion of Criterion 9 Facilities and infrastructure The lecture facilities (lecture halls, small course rooms) are adequate The library is adequate and up-to-date The laboratories are adequate and up-to-date The computer facilities are adequate and up-to-date Environmental health and safety standards meet requirements in all aspects Overall Opinion of Criterion 10 Quality Assurance of Teaching and Learning The curriculum is developed by all teaching staff members The curriculum development involves students The curriculum development involves the labour market The curriculum is regularly evaluated at reasonable time periods Courses and curriculum are subject to structured student evaluation Feedback from various stakeholders is used for improvement The teaching and learning process, assessment schemes, the assessment methods and the assessment itself are always subject to quality assurance and continuous improvement Overall Opinion of Criterion 11 Staff Development Activities There is a clear plan on the needs for training and development of both academic and support staff The training and development activities for both academic and support staff are adequate to the identified needs Overall Opinion of Criterion 12 82 1 2 3 1 2 3 1 2 3

5.25 4 5 5.2 4 5 6 7 6 7

10 10.1 10.2 10.3 10.4 10.5

11 11.1 11.2 11.3 11.4 11.5 11.6 11.7

5.1 4 5 6 5.5 7

12 12.1 12.2

13 13.1 13.2 13.3

Stakeholders Feedback There is adequate structured feedback from the labour market There is adequate structured feedback from the students and alumni There is adequate structured feedback from the staff Overall Opinion of Criterion 13 Output The pass rate is satisfactory and dropout rate is of acceptable level Average time to graduate is satisfactory Employability of graduate is satisfactory The level of research activities by academic staff and student is satisfactory Overall Opinion of Criterion 14 Stakeholders Satisfactory The feedback from Stakeholders is Satisfactory Overall Opinion of Criterion 15 Overall Verdict

6.0 1 2 3 4 5 5.0 1 2 3 4 5 6 6.0 5.4 7 6 7

14 14.1 14.2 14.3 14.4

15 15.1

83

PART 4

APPENDICES

84

Attachment No.

Supporting Materials

Date

Note

Part 1 Introduction Decision on the establishment of the Self-Assessment 00.00.01 Council by VNU-UETs Rector 00.00.02 00.00.03 Decision on the establishment of the Self-Assessment Team by Dean of the FET Training and coaching activities for all the Council Members

Part 2 AUN Criteria Requirements Criterion 1: Expected Learning Outcomes 01.00.01 01.00.02 01.00.03 1998 Bachelor program in Electronics and Communications Engineering (ECE program) 2006 Bachelor program in Electronics and Communications Engineering (ECE program) 2008 Bachelor program in Electronics and Communications Engineering (ECE program), within the 2011 VNU Subproject on Constructing and Developing the ECE program Meeting International Standard VNU-UET Strategic Development Plan to 2020, with Vision to 2030 http://www2.uet.vnu.edu.vn/coltech/taxonomy/term/5/24 2012 Bachelor program in Electronics and Communications Engineering (ECE program) CDIO initiative http://www.cdio.org ECE program Expected Learning Outcomes ECE program Expected Learning Outcomes Matrix Report on Attitude Performance Assessment VNU Regulations on Criteria and Procedure to apply awards and Honors, No. 55/CT-HHSV List of Workshops/Seminars organized by FET http://uet.vnu.edu.vn/fet/ 85 2012 2012 2012 1998 2006 2008

01.00.04

2010

01.00.05 01.01.01 01.01.02 01.01.03 01.01.04 01.01.05 01.02.01

2012

01.02.02 01.02.03 01.04.01 01.04.02 01.04.03 01.04.04 01.04.05 01.04.06 01.04.07 01.04.08

VNU Regulations on Postgraduate Training, 1555/QHQGHN and 3050/Q-HQGHN List of students directly transferred to postgraduate program at VNU-UET Feedbacks from stakeholders (universities, industries, students, faculty members, alumni) List of job description in the field of Electronics and Telecommunications 2006 Bachelor program in Electronics and Communications Engineering (ECE program) 2012 Bachelor program in Electronics and Communications Engineering (ECE program) Project to develop facilities for practical training at FET Syllabi of course Engineering Electromagnetics for the year 2009-2010, 2011-2012, and 2012-2013. Syllabus of course Engineering Professionalism List of industrial internships

2011/201 2

2006 2012 2012

Criterion 2: Program Specification 02.00.01 02.00.02 02.00.03 02.00.04 02.00.05 02.01.01 02.01.02 02.01.03 02.02.01 NUS Bachelor Program in Electrical Engineering VNU Regulations on International Standard Programs, No. 3599 Q-HQGHN 2008 Bachelor program in Electronics and Communications Engineering (ECE program) Project to develop facilities for practical training at FET Projects to enhance research facilities at FET 2012 Bachelor program in Electronics and Communications Engineering (ECE program) VNU Regulations on Undergraduate Training, No. 3079/QHQGHN MoET Annual Regulations on Student Admission to Undergraduate Training, No. 09/2012/09/2012/TT-BGDT 2012 Bachelor program in Electronics and Communications 86 2012 Oct. 26, 2010 Mar. 05, 2012 2012 Dec. 05, 2011 2008 2012

Engineering (ECE program) 02.02.02 02.02.03 02.03.01 02.03.02 02.03.03 02.03.04 02.03.05 02.03.06 ECE program Expected Learning Outcomes Matrix Set of Expected Learning Outcomes for ET Courses Student Admission to the Bachelor program in Electronics and Communications Engineering (ECE program) 2010 Brochure of the Bachelor program in Electronics and Communications Engineering (ECE program) VNU Regulations on International Standard Programs, No. 3599 Q-HQGHN VNU International Programs, on VNU website [http://vnu.edu.vn/home/?C2082] VNU-UET International Programs, on VNU-UET website [http://www2.uet.vnu.edu.vn/uet/taxonomy/term/149] Bachelor program in Electronics and Communications Engineering (ECE program), on VNU-UET website [http://uet.vnu.edu.vn/fet/khung-chuong-trinh.html] VNU-UET Commitments to the Public on the Training Quality, on VNU-UET website [http://www2.uet.vnu.edu.vn/coltech/taxonomy/term/113/905] 2012 2012 2012 2010 Dec. 05, 2011

02.03.07

Criterion 3: Program Structure and Content 03.00.01 03.01.01 03.02.01 VNU Regulations on International Standard Programs, No. 3599 Q-HQGHN 2012 Bachelor program in Electronics and Communications Engineering (ECE program) VNU-UET Strategic Development Plan to 2020, with Vision to 2030 [http://www2.uet.vnu.edu.vn/coltech/taxonomy/term/5/24] FET Vision and Mission List of ECE program Courses taught in English VNU Regulations on International Standard Programs, No. 3599 Q-HQGHN 2011 Ranking of National University of Singapore [ARWU: http://www.shanghairanking.com], [THES: http://www.timeshighereducation.co.uk/worlduniversity-rankings] 2012 Bachelor program in Electronics and Communications 87 Dec. 05, 2011 2011 Dec. 05, 2011 2012 2010

03.02.02 03.02.03 03.02.04 03.02.05

03.02.06

2012

Engineering (ECE program) 03.02.07 03.02.08 03.02.09 03.03.01 03.03.02 03.03.03 03.04.01 03.05.01 03.06.01 03.07.01 03.07.02 03.07.03 03.07.04 03.07.05 Quota of Student Admissions to the ECE program VNU Regulations on International Standard Programs, No. 3599 Q-HQGHN 2011 Student Research Contest Program Booklet ECE program Expected Learning Outcomes Matrix Set of Expected Learning Outcomes for ET Courses Set of syllabi of all ET courses Course Sequence of the ECE program 2012 Bachelor program in Electronics and Communications Engineering (ECE program) Sample Report of Student Industrial Internship VNU Regulations on Undergraduate Training, No. 3079/QHQGHN 2010 Bachelor program in Electronics and Communications Engineering (ECE program) 2011 Bachelor program in Electronics and Communications Engineering (ECE program) VNU-UET Rectors Adjunct Professor Appointment to Prof. Do Ngoc Minh (UIUC) 2012 Bachelor program in Electronics and Communications Engineering (ECE program) 2012 Oct. 26, 2010 2010 2011 2012 2012 Dec. 05, 2011 2011 2012 2012

Criterion 4: Teaching and Learning Strategy 04.01.01 VNU-UET Strategic Development Plan to 2020, with Vision to 2030 [http://www2.uet.vnu.edu.vn/coltech/taxonomy/term/5/24] 2012 Bachelor program in Electronics and Communications Engineering (ECE program) VNU Regulations on Undergraduate Training, No. 3079/QHQGHN List of students' research projects Students course evaluation form Set of students course evaluation 88 2010

04.02.01 04.02.02 04.02.03 04.02.04 04.02.05

2012 Oct. 26, 2010 20102012

04.03.01 04.03.02

Syllabi of ECE program courses Student's course evaluation form/Reports of VNU-UET Center for Quality Assurance on surveys of students' evaluation of courses in the ECE program Sample syllabi of ECE program courses Sample reports of course projects List of course websites for ECE program courses Sample score reports of BTPETT courses with practical modules List of students' projects and supervisors for the Project and System Engineering course

20082012

04.04.01 04.04.02 04.04.03 04.04.04 04.04.05

Criterion 5: Student Assessment 05.01.01 05.01.02 05.02.01 VNU Regulations on Undergraduate Training, No. 3079/QHQGHN, Chapter 3 VNU Regulations on Undergraduate Training, No. 3079/QHQGHN, Chapter 9 VNU Guide to the Establishment and Completion of Training Programs in line with the Expected Learning Outcomes, No. 3109/HD-HQGHN Sample test questions of ECE program courses Final score reports of ECE program courses including partial marks Expected Learning Outcomes of the ECE program Sample course syllabi with integrated learning outcomes Sample syllabi of ECE program courses with assessment criteria Guide to the assessment of undergraduate theses Information on the College Entrance Examination 2012 of VNU Sample course syllabi with integrated learning outcomes and assessment methods VNU Regulations on Undergraduate Training, No. 3079/QHQGHN 89 20082012 2012 20082012 20082012 20082012 Feb. 23, 2012 20082012 Oct. 26, 2010 Oct. 26, 2010 Oct. 26, 2010 Oct. 29, 2010

05.02.02 05.03.01 05.04.01 05.04.02 05.05.01 05.05.02 05.06.01 05.06.02 05.07.01

Criterion 6: Academic Staff Quality 06.01.01 06.01.02 06.01.03 List of FETs faculty members (as of March 2013) VNU Regulations on International Standard Programs, No 3599 Q-HQGHN Evidences on participating in national and international conferences, seminars, research and teaching exchange with international partner universities of FETs Faculty members List of faculty members, who are PhD candidates at FET Decision on pedagogical course organization for the year of 2012, No. 3224/ Q-TCCB VNU-UET Decision on recruitment of new faculty Courses feedbacks/comments from students on 18 teaching/learning QA criteria List of FETs student VNU Guide to Recruitment of Staff members, No. 1815/HDHQGHN VNU Regulations on Recruitment and Training for Lecturers, No. 1955/TCCB Regulations on recruitment and training and retraining of faculty at the VNUH, number 1955/TCCB VNU-UET ISO Process on Recruitment CV of FETs recently recruited lecturers who hold PhD degrees CV of FETs recently recruited graduated students VNU Guide to the implementation of prior policy for highly educated members, No. 2164/HD-HQGHN Jul. 2010 21, 02, June 2010 18, Sept. 2012 4, Dec. 2011 5,

06.01.04 06.01.05 06.02.01 06.02.02 06.02.03 06.03.01 06.03.02 06.03.03 06.03.04 06.03.05 06.03.06 06.03.07 06.03.08

Nov. 16, 2006 Nov. 2006

VNU Regulations on termination, appointment, redeployment Jul. appointment, resign, redeployment, No. 4031/2008/Q2008 HQGHN Regulations on subsidization for low-income staff, No. 471/Q-TTg VNU Guide to The honorable young person of the year in VNU, No. 3388/HQGHN-CTHSSV Decision of National Educational and Training Ministry on working Regulations, No. 64/2008 90

06.03.09 06.03.10 06.04.01

Mar. 30, 2011 Nov. 22, 2010 2008

06.04.02

Joint Circular on Criteria, Duties, Mode of Working and Policies for Lecturers at Training Institutions, No. 06/2011/TTLT-BNV-BGDT Assignment of in-charge lecturers for courses of the ECE program Assignment of lecturers for courses of the ECE program Assignment of research supervision Decisions on Excellent Labor and Emulation Fighter for FETs faculty members VNU-UET Regulations on faculty members, No. 589/QTCHC MoET Regulations on faculty members, No. 64/2008/QBGDT VNU-UET Regulations on Internal Spending, No. 432/QHCN VNU-UETs Rector decision on Honor and Award VNU Outstanding Research Projects Award of the Year for FETs faculty member Joint Circular on Criteria, Duties, Mode of Working and Policies for Lecturers at Training Institutions, No. 06/2011/TTLT-BNV-BGDT VNU Regulations on the Organization and Operation, No. 600/TCCB The minutes of Faculty Committee VNU-UETs staff evaluation sheets VNU-UETs Rector Decision on nomination of an Instructor for new faculty members, who are on probation. Probation Specification sheets VNU-UETs Rector Decision on the appointment to lecturer position Decision of National Educational and Training Ministry on working Regulations, No. 64/2008 Regulation on retirement and severance, No. 29/2012/N-CP 12/04/2012. Government Decree on the recruitment, employment and 91

Jun. 6, 2011

06.04.03 06.05.01 06.05.02 06.05.03 06.06.01 06.06.02 06.06.03 06.06.04 06.06.05 06.07.01

20082012 20072012 Aug. 9, 2012 Nov. 28, 2008 Jun. 27, 2011 20112012 20082012 Jun. 6, 2011 Oct. 01, 2001

06.07.02 06.08.01 06.08.02 06.09.01 06.09.02 06.09.03 06.09.04 06.09.05 06.09.06

2008 April 2012 2012

management of staff member. No. 29/2012/N-CP 06.10.01 06.10.02 06.10.03 06.10.04 06.10.04 06.10.05 06.10.06 06.10.07 Staff self-evaluation sheet Students course feedback Reports of The Center for Quality Assurance of VNU-UET for lecturers Staff self-evaluation sheet FETs minutes of award and recognition committee meetings in 2011-2012 VNU Regulations on Criteria and Procedure to apply awards and honors, No. 55/CT-HHSV VNU presidents decision on awards and honors in 20112012 VNU-UET rectors decision on awards and honors in 20112012

Criterion 7: Support Staff Quality 07.01.01 07.01.02 07.01.03 07.01.04 07.02.01 07.02.02 07.02.03 07.02.04 07.03.01 07.03.02 07.04.01 VNU-LICs list of staff VNU-LIC training courses for library staff in order to improve service quality FETs library list of textbook and journal FETs Dean nomination of one administrative as FETs librarian List of faculty members who work full time at the Practical Laboratories List of researchers at departments/laboratories who also work as practice instructors for specialized and core courses Results of student survey on lab technician competency List of staff who have been sent for short time domestic and international training courses Award as one of the top 10 CIO of South East Asia in 2012 of Mr. Nguyen Nam Hai List of online documents accessible by faculty members VNU-UET list of staff at the Division of Academic Affairs and Division Students Affair 92

07.04.02 07.04.03 07.04.04

Decision of VNU-UETs rector on the nomination of FETs student advisors VNU-UET Regulation on student advisors FETs student advisors plans to work with students

Criterion 8: Student Quality 08.01.01 08.01.02 08.01.03 VNU Regulations on Undergraduate Training, No. 1555/QHQGHN VNU-UET admission, http://www2.uet.vnu.edu.vn/ts/daihoc VNU-UET admission candidates who hold national or international bronze, silver, gold medals http://www2.uet.vnu.edu.vn/ts/daihoc English test organized by VNU-UET to classify students English level MoET College and university admissions information The websites of VNU-UET and FET also widely update entrance exam information publicly at: http://www2.uet.vnu.edu.vn/ts/ http://uet.vnu.edu.vn/fet/?cat=208 PR for admission at VNU-UET to gifted schools in Hanoi and nearby provinces VNU floor score level of each major category VNU Regulations on Student Affairs, No. 2875. QDCT&HSSV Timetable schedule for each semester http://www2.uet.vnu.edu.vn/coltech/taxonomy/term/54 Aug. 18, 2009 May 25, 2011

08.01.04 08.02.01 08.02.02

08.02.03 08.02.04 08.03.01 08.03.02

Criterion 9: Student Advice and Support 09.01.01 09.01.02 09.02.01 VNU Regulations on Undergraduate Training, No. 3079/QHQGHN The Academic Processing and Warning by VNU-UET to students Decision of VNU-UETs Rector on the appointment of the intake class monitors Oct. 10, 2010

93

09.02.02 09.02.03 09.02.04 09.02.05 09.02.06 09.03.01 09.03.02 09.03.03 09.04.01 09.04.02 09.04.03 09.04.04 09.04.05 09.04.06 09.04.07

The VNU-UETs Rector approves the advisor list nominated by FETs Dean FET schedule and theme for the meeting with students each semester for all academic and student affairs VNU-UET schedule and theme for the meeting with students each semester for all academic and student affairs FET seminars and meetings with experts for updating recent technology development Job fairs for students in the 2005, 2009, 2010, 2011 Books of VNU Regulations on Undergraduate Training and VNU Regulations on Pupils and Students FET field trips for senior students FETs conferences for students research Projects for the procurement of lab modules and equipment Rated by recruitment companies and external research organizations Sportive activities among students, sports gala events held by the Young Union and Student Association Decision on the establishment of social clubs at VNU-UET Social event in campus organized by the Student Association List of medical doctors at VNU clinics and related documents Student Health Insurance Forms

Criterion 10: Facilities and Infrastructure 10.01.01 10.02.01 10.02.02 10.04.01 10.04.02 10.04.03 Annual plans for repairing and upgrading of facilities in VNU-UET List of English textbooks for BTPETT courses List of required books http://ctmail.vnu.edu.vn/webmail/src/login.php http://bbc.vnu.edu.vn/webapps/portal/frameset.jsp List of course websites for the BTPETT courses Project Investment, enhancement of practical capability and technology development in the field of mechanics electronics and industrial informatics 20082012 2012 20082012 2012 2010

94

10.05.01 10.05.02

Health and Safety at Work Act at VNU Sample Insurance Cards of faculty staff 20082012

Criterion 11: Quality Assurance of Teaching and Learning Process 11.01.01 11.01.02 11.01.03 11.01.04 11.01.05 11.01.06 11.02.01 11.02.02 11.03.01 11.03.02 11.03.03 11.03.04 11.04.01 11.04.02 11.04.03 11.04.04 VNU Regulations on International Standard Programs, No. 3599/Q-HQGHN, Chapter 3 List of experts participating in the program proposal drafting team Minutes of the FET Scientific and Academic Committee meeting on drafting the program proposal Minutes of the FET staff meeting on drafting the program proposal List of participants and minutes of the workshop on drafting the program proposal Minutes of the FET Scientific and Academic Committee meeting on finalizing the program proposal List of participants and minutes of the workshop on drafting the program proposal Feedback from students on expected learning outcomes List of experts participating in the program proposal drafting team List of FET Scientific and Academic Committee members and their affiliations List of participants and minutes of the workshop on the proposed curriculum Feedback from employers and FET alumni on the expected learning outcomes VNU decisions on the issuance of the revised program framework Feedback from faculty members and alumni on the program curriculum Surveys of students' evaluation of courses in the ECE program Comments from experts and employers on the program curriculum 95 20102012 2012 20082012 Nov. 5, 2011

11.04.05 11.04.06 11.05.01 11.06.01 11.06.02 11.07.01 11.07.02 11.07.03 11.07.04 11.07.05

Comments from international experts on the program curriculum VNU Regulations on Undergraduate Training, No. 3079/QHQGHN Reports of VNU-UET Center for Quality Assurance on surveys of students' evaluation of courses in the ECE program Feedbacks from stakeholders (universities, industries, students, faculty members, alumni) Project to develop facilities for practical training at FET VNU Regulations on Undergraduate Training, No. 3079/QHQGHN Sample syllabi of the ECE program courses Annual reports of the VNU-UET Inspection Board Documents provided to students in the orientation weeks Information about the international-standard ECE program in the VNU-UET and FET websites Oct. 26, 2010 20082012 19972012 19972012 Oct. 26, 2010

Criterion 12 : Staff Development Activities 12.01.01 12.01.02 12.01.03 12.01.04 12.01.05 12.01.06 12.01.07 12.01.08 12.01.09 The Ordinance on Cadres and Civil Servants Government's Decree on Recruitment VNUs Stipulation on Recruitment, Training and Fostering of Lecturers List of faculty members graduated from foreign universities and currently working at FET List faculty members, who hold a master degree, doing PhD abroad thanks to the international cooperation of FET List of administrative staff who have taken management course List of research staff for research exchange List of staff, who are doing PhD sponsored by international scholarship Plan to foster FET academic staff by VNU

96

12.02.01 12.02.02 12.02.03 12.02.04 12.03.05 12.02.06 12.02.07 12.02.08 12.02.09

List of staff who received VNU-UETs financial supports for participating international conferences List of staff who received NAFOSTEDs financial supports for participating international conferences List of staff who received financial supports to join international professional associations (IEEE, IEICE) List of staff participating English training courses List of staff participating short-term training and management courses List of MoU agreements signed by VNU-UET and domestic/international partners Detailed figures on training courses for support staff from Division for Academic Affairs 2010-2012 Detailed figures on training courses for support staff from Division for Student Affairs 2010-2012 Detailed figures on training courses for support staff from Division for Human Resources and Administration 20102012 Detailed figures on training courses for support staff from Division for Science Technology and International Affairs 2010-2012 Detailed figures on training courses for support staff from Division for Planning and Accountants 2010-2012 2012

12.02.10

12.02.11

Criterion 13 : Stakeholders Feedback 13.01.01 13.01.02 13.01.03 13.01.04 13.01.05 13.02.01 13.03.01 13.03.02 13.03.03 13.03.04 Feedbacks from academic institution Feedbacks from the industry Feedback of visiting professors Feedback of guests Feedback of employers Feedbacks from foreign professors Feedbacks of alumni Feedback of alumni who are currently working abroad Feedback of alumni about their satisfaction of FET program Feedbacks of undergraduate students about courses and 97

lecturers 13.04.01 Feedbacks from staff

Criterion 14: Output 14.00.01 14.01.01 14.01.02 14.03.01 14.04.01 14.04.02 14.04.03 14.04.04 14.04.05 Alumni feedback forms Statistical reports on graduation rates and dropout rates VNU-UET Decisions on students' withdrawals and suspensions List of scholarship recipients in FET List of Research Grants 2004-2012 List of FET students' reports published in international conference proceedings List of FET recipients of VNU and national awards for students' research Patent on Patients remote monitoring system List of publications 2004- March 2013 2012 19972012 19972012 19972012 2012 19972012 19972012

Criterion 15: Stakeholders Satisfaction 15.01.01 15.01.02 15.01.03 15.01.04 15.01.05 15.01.06 15.01.07 15.01.08 15.01.09 15.01.10 15.01.11 Feedbacks of external institutions about ECE program Comments of international experts about FET staff Comments of international experts about the curriculum Comments of international experts about facilities for teaching and practical courses Feedbacks of employers about FET students Feedbacks of FET staff Feedbacks of ECE program alumni Feedbacks of visiting professors on student quality, teaching documents, the curriculum Feedbacks of visiting professors on staff performance Comments of international visitors about FET and VNU-UET Feedbacks of foreign professors about the quality of FET 98

students 15.01.12 Feedbacks of FET students on courses offered by FET teaching staff

Part 3 Analysis of strengths and weaknesses 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 Design process of ECE program curriculum Curriculum is built and updated referring to NUS, UIUC curriculum and the feedbacks of stakeholders National Project Strong Country on ICT Knowledge module of Mathematics and Natural Sciences Knowledge module of practice and graduation Syllabus of the course Engineering Professionalism List of textbooks in English bought by VNU List of FET staff, who hold PhD degree List of visiting professors List of teaching assistants List of studying mentors Statistic figures on enrolled students List of practical laboratories and equipments Syllabus of System Design Laboratory course Syllabus of Project and System Engineering course and feedbacks from the industry List of courses provided in English List of courses website Meeting plan between academic advisors with students Plan for students to write thesis and research reports in English Plan to foster FET academic staff by VNU Project Investment, enhancement of practical capability and technology development in the field of mechanics electronics and industrial informatics Feedbacks during workshops with enterprises http://uet.vnu.edu.vn/fet/?p=277 99

3.22 3.23

3.24 3.25

Plan for refurnishing lecture rooms and faculty office Plan for the construction of a new six-floor building

100