VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY

THE INTERNATIONAL UNIVERSITY

SCHOOL OF ELECTRICAL ENGINEERING

AUN SELF-ASSESSMENT
REPORT
PROGRAM LEVEL

BACHELOR OF ELECTRICAL
ENGINEERING

May 2011

Table of Contents

List of tables............................................................................................................... 3
List of figures.............................................................................................................. 4
Part 1: Introduction..................................................................................................... 5
Part 2: AUN-QA Criteria Requirements......................................................................10
1.

Goals and objectives; expected learning outcomes........................................11

2.

Program content............................................................................................. 15

3.

Program specification...................................................................................... 18

4.

Program organization...................................................................................... 20

5.

Didactic concept and teaching/learning strategy............................................25

6.

Student assessment........................................................................................ 27

7.

Staff quality..................................................................................................... 33

8.

Quality of support staff................................................................................... 44

9.

Student quality................................................................................................ 45

10.

Student advice and support.........................................................................51

11.

Facilities and infrastructure..........................................................................54

12.

Quality assurance of the teaching/learning process....................................58

13.

Student evaluation....................................................................................... 59

14.

Curriculum design........................................................................................ 60

15.

Staff development activities........................................................................62

16.

Feedback stakeholders................................................................................ 63

17.

Output.......................................................................................................... 64

18.

Stakeholder satisfaction...............................................................................66

Part 3: Strengths and Weaknesses Analysis.............................................................71

Part 4: Appendices.................................................................................................... 83

Page | 2

List of tables
Table 1. Expected learning outcomes grouped by knowledge, skills and attitudes. .14
Table 2. Curriculum specifications............................................................................ 16
Table 3. The annually changes in EE curriculum.......................................................24
Table 4. Grading Scale.............................................................................................. 30
Table 5. List of lecturers of SEE.................................................................................34
Table 6. Distribution of lecturers in divisions............................................................35
Table 7. Distribution of lecturers in degree...............................................................35
Table 8. The ratio between EE students and teachers..............................................36
Table 9. List of training courses and seminars..........................................................37
Table 10.Staff members roles..................................................................................40
Table 11. The description for positions in SEE..........................................................40
Table 12. Intake of first year students......................................................................45
Table 13. Total Number of Full Time Students (last 6 academic years).....................45
Table 14. Pass mark and base mark for entry of SEE................................................48
Table 15. List of seminars......................................................................................... 62
Table 16. Profile of graduate students......................................................................64
Table 17. Average Subject Pass Rate........................................................................64
Table 18. Graduate-rate and drop-out rate in the last 05 years................................65
Table 19. Teaching method and lecturers evaluated by the students.......................66
Table 20. Extracurricular activity evaluation.............................................................68
Table 21. Soft-skills of students evaluation..............................................................69

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Chapter III:
List of figures
Figure 1.The relation between knowledge sections..................................................17
Figure 2. The network of subject courses of Electrical Engineering program............23
Figure 3. Categories in the cognitive domain of Blooms Taxonomy.........................28
Figure 4. The organization diagram of SEE...............................................................39
Figure 5. The relationship between SEE and other schools/offices at IU-VNU...........44
Figure 6. The number of applicants and students passing the entrance exam vs.
years........................................................................................................................ 49
Figure 7. Course materials satisfaction....................................................................67
Figure 8. Waiting time versus percentage number of student get the first job after
graduation................................................................................................................ 69

Page | 4

Part 1: Introduction

Page | 5

Executive summary
Introduction to the International University, Vietnam National University,
Ho Chi Minh City
www.hcmiu.edu.vn
Educational renovation is nowadays a global trend. Vietnamese education,
especially higher education must put a step forward in the process of renovation
and integration. Hanoi and Ho Chi Minh City are the places to have key roles in
being proactive in regional and global integration. We do this by providing high
quality human resources in the nationally oriented cause of industrialization and
modernization.
Therefore, in planning universities and college operational activities for the years
2001 2010 along with the Decision No. 472001 QD-TT issued on April 4, 2001,
[Exh. 1.01.Decision No. 472001- University establishment] , the Prime Minister
demands the universities and colleges in Hanoi and Ho Chi Minh City to be the
pioneers in the regional and international integration of higher education; to
enhance the national and international investment sources; to cooperate with the
world prestige universities in enhancing quality of education.
Vietnamese learners, especially in Ho Chi Minh City, have an increasing need of
international quality education for world standard degrees via instructional
languages of English and others. There is currently a big wave of people going
abroad for their higher education, as well as of many overseas accredited
universities with 2 plus 2 programs. Some overseas universities actually have or are
preparing building grounds in Vietnam. Thus, in the medium-term strategy of
development in the years 2001 2005, Vietnam National University Ho Chi Minh
City clearly states International University is founded to be cooperate with the
overseas prestige universities in providing domestic education of studying-abroad
quality to learners; thus, to set sample of educating and training in Vietnam
National University.

Page | 6

After two years of project planning, the International University, which is a member
of Vietnam National University, has obtained the decision for establishment signed
by the Prime Minister on May 12, 2003 [Exh. 1.01. Decision No. 472001 - University
establishment].
International University VNU is the first international university of Vietnam, and is
a public university with its legal status, its own authorized seal and account. It is
fully empowered to award all degrees from undergraduate to post graduate levels.
Its internationality is reflected in international academic environment of IU VNU as
a whole, including all degree programs, teaching staff, languages of instruction,
academic and research infrastructure. Its publicity is reflected in the long-term
support from the government and other funding agencies and organizations at all
levels from local national to regional and international.
IU VNU locates in Thu Duc District, Ho Chi Minh City at the center of the Southern
Key Economic Zone and Southern Industrial Zone of Vietnam which are considered
to be the engine of growth for Vietnam and as important to the whole country. In the
line with the vision to become a high quality, research-oriented universityand to
realize the responsibility of the university for society [Exh.1.02.IU Website], the IU
VNU has been conducting excellent research which aims to serve the needs of the
Southern Key Economic Zone and Southern Industrial Zone of Vietnam as well as
the economic growth of Vietnam.
Schools and Departments

School of Biotechnology

School of Business

School of Computer Science and Engineering

School of Electrical Engineering

Department of Biomedical Engineering

Department of Industrial System Engineering

Department of English

Department of Mathematics

Department of Physics

Page | 7

Page | 8

Introduction to School of Electrical Engineering

As a part of IU-VNU, the School of Electrical Engineering offers all courses in
undergraduate and graduate programs as well as for all related training courses and
research disciplines fully in English.
The mission of School of Electrical Engineering (SEE) is to prepare its graduate for
adapting a rapidly changing technological field. These objectives were developed
according to the regional, national and industrial demands and needs and also the
part of mission to be achieved by the IU-VNU and SEE.
The SEE offers 02 types of programs:
(1) IU program: the program which is fully educated at IU-VNU. Students are
awarded the IU-VNU degree once completed the program;
(2) Twinning program: the program where students study the first two years
at IU-VNU and the other two years at the partner universities; once complete,
students are awarded degree from partner universities. Currently, SEE has
twinning programs with following universities:

University of Nottingham, England (since 2005) [Exh.1.04]

University of the West of England, England (sine 2005) [Exh.1.05]

University of New South Wales, Australia (since 2007) [Exh.1.06]

Rutgers, the state university of New Jersey, USA (since 2008)

[Exh.1.07]

State University of New York at Binghamton (since 2009) [Exh.1.08]

Asian Institute of Technology, Thailand (since 2009) [Exh.1.09]

University of Auckland, New Zealand (since 2010) [Exh.1.10]

University of Catholic of America (since 2010) [Exh.1.11]

Page | 9

University of Illinois at Urbana Champaign (since 2011) [Exh.1.12]

Qualifications
There are 2 kinds of awards which students can get when they completed their
studies at the International University, Vietnam National University, HCMC.

IU-VNU Degrees are awarded by Vietnam National University International

University for students who complete learning programs in Vietnam. The
degree title is Bachelor of Engineering in Electrical Engineering.

Oversea degrees areawarded by partner universities for students who

have completed the one or the first two years at IU and the rest of their
program at the partner universities.

Organization of the self-assessment

Self assessment report (SAR) of the Bachelor Program of the school of Electrical
Engineering, IU-VNU, is one of the first endeavors and efforts to bring the its
program to become the certified program in ASIA under the network of Asian
Universities (AUN).
Special attentions and efforts have been made for the AUN self-assessment at the
university level, especially when the bachelor program of the school of Electrical
Engineering of the International University, Vietnam National University has been
certified by AUN. Since then, the school of Electrical Engineering, International
University with strong advices and supports received from the center for
Educational Testing and Quality Assessment of VNU-HCMC as well as from the
center for Educational Quality Assurance of IU-HCMC, has been striving for having
its bachelor program certified by AUN in the time to come.
In order to meet the mentioned aim above, tasks have been promptly divided into
different subgroups (from a main group of the so-called AUN working group) acting
on AUN self assessment at the School level, since the year 2010 for researching &
studying about AUN criteria, collecting facts, and writing the report for selfassessment activities. [Exh.1.13. Decision AUN SAR Committee]
The AUN working group has been collecting facts and evidences since early 2011,
making everything ready for writing the first draft of SAR and having its draft
Page | 10

completed for possible external reviewers. As planed and followed the required
working agenda of Center for Education Testing & Quality Assessment (CET&QA) of
VNU, revised versions of AUN self assessment report of the SEE will have been
made after receiving feedbacks from the external reviewers as well as the
suggestions and recommendations from the CET&QA of VNU- HCMC and from the
center for Educational Quality Assurance of IU-HCMC.

Page | 11

Part 2: AUN-QA Criteria Requirements

Page | 12

1. Goals and objectives; expected learning outcomes

1.1

Vision and Mission of IU-VNU

Vision: within five years, the IU-VNU to become a high quality, researchoriented university with:

Courses taught according to international standards;

Dedicated and highly competent faculty;

Modern facilities for instruction and research;

Professional administration and staff;

High quality students;

Graduates who are well trained in using modern technologies and

current, best practices in industry, and also able to work in
international settings;

A reputation as a pioneer in higher education management.[Exh.1.02.

IU Website]

The vision of the university has been translated into a mission statement as
following:

To provide international quality undergraduate and post graduate

education and training in Engineering and Economics that can meet
the development demands of Vietnam;

To conduct research and apply it to the industry and the society;

To play a key role in the development of the community.

In the short term, the International University strives to become a moderately

sized, research oriented university, with an international work and study
environment, where a strong faculty and staff provide quality training in key
subjects to a highly motivated student body of Vietnamese and international
Page | 13

learners and whose reputation as a top-level institute of higher learning

attracts top-notch learners, researchers and lecturers.
The International University will soon create a development strategy for the
next 5 years and 10 years which will introduce and implement new policies
on salary, clarify systems of process, provide work and functional descriptions
for the whole university, and establish international standards for the
recruitment of staff and faculty.
The International University will also review and improve the training program
with the goal of providing our students with an international standard
education,

approaching

the

quality

of

worlds

top

universities.

The

intermediate goal will be to match the academic standards of top tier

American universities, so as to permit transfers of credits and allow for future
collaboration to be based on the principles of equal cooperation and mutual
benefit.
The International University will establish policies to ensure that 100% of staff
and faculty will be afforded the opportunity to receive domestic and overseas
professional training, with the goal of insuring that the training provided,
research conducted and administrative support given are of the highest
possible quality. [Exh.1.02. IU Website]
1.2

Mission and Objectives of School of Electrical Engineering

(SEE)
Consistent with the stated mission of IU-VNU, the mission of School of
Electrical Engineering (SEE) is to prepare its graduate for adapting a rapidly
changing technological field. These objectives were developed according to
the regional, national and industrial demands and needs and also the part of
mission to be achieved by the IU-VNU and SEE.
The objectives of SEE are:

To educate students with complete basic knowledge and skills in

electronic and communication areas and for the needs of industries as
well as academia.
Page | 14

To encourage and nurture students interest in doing research and link

students with industries in order to meet the challenges of this area.
[Exh.1.14.Student handbook]

1.3

Expected learning outcomes

Electrical Engineer graduates are designed to be able to work as designer,

planners and makers in Electrical Engineering. The expected students
learning outcomes of Electrical Engineering program which reflect the
demands and needs of all stakeholders cover generic skills and knowledge,
specific skills and knowledge as well as attitudes toward profession and
society. [Exh.1.15. EE Academic Curriculum]
Graduates from SEE should have attained:
a. An

ability

to

apply

knowledge

of

mathematics,

science

and

engineering;
b. An ability to design and conduct experiments, as well as to analyze
and interpret data;
c. An ability to design a system, component, or process to meet desired
needs within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability and
sustainability;
d. An ability to function on multi-disciplinary teams;
e. An ability to identify, formulate and solve electrical problems;
f.

An understanding of professional and ethical responsibility;

g. An ability to communicate effectively;

h. The broad education necessary to understand the impact of electrical
engineering solutions in a global, economic, environmental and
societal context;

Page | 15

i.

A recognition of the need for, and an ability to engage in life-long

learning;

j.

A knowledge of contemporary issues;

k. An ability to use the techniques, skills, and modern engineering tools

necessary for electrical engineering practice;
l.

A knowledge of probability and statistics, including applications

appropriate to the electrical engineering program and objectives; and
knowledge of mathematics through differential and integral calculus,
basic sciences, computer sciences and engineering necessary to
analyze and design complex electrical and electronic devices; software
and systems containing hardware and software components, as
appropriate to program objectives.

m. Knowledge of advanced mathematics, typically including differential

equations, linear algebra and complex variables.
Table 1. Expected learning outcomes grouped by knowledge, skills
and attitudes
Knowledge and Skills

Expected learning

Generic

Mathematics, science

outcomes
a, h, j, l, m

Knowledge
Generic Skills

Communication, numeracy, the

d, e,g

use of information technology,

critical thinking, team work,
self-regulating, problem
Specific

solving, self-learning
Understandings and knowledge

a, e,

Knowledge
Specific Skills

of electrical engineering
Laboratory, the use of tools in

b, c, k

electrical engineering,
Attitudes

engineering system design

social ethical and responsibility,

f, h

professional and ethical

Page | 16

responsibility

Page | 17

2. Program content
Currently, SEE is managing Bachelor of Engineering in Electrical Engineering
program of IU-VNU. The program has been approved by the university
academic and scientific panel [Exh.1.03. IU Academic Panel].The minimum
credit requirement for the whole program is 144, which is generally
distributed into 08 semesters. The average credit number is about 18 per
semester (maximum 21 and minimum 13 credits). One semester lasts for 18
weeks, which includes 15 weeks for lectures, 01 week for mid-term exams
and 02 weeks for final exams. The academic year starts at the beginning of
September including 03 semesters: semester 1 (fall), semester 2 (spring) and
semester 3 (summer). Semester 1 starts in September, and semester 2 starts
in February. Summer semester start in June and is optional for students. The
program organization is announce annually to students in Student handbook
and published academic calendar. [Exh.1.14.Student handbook; Exh.2.01.
Academic Calendar]
This program structure is chosen in order to lead students to gradually gain
electrical

engineering

competencies.

The

general

education

such

as

mathematics, physics, chemistry and political education are given by

lecturers from different departments and schools in the university and at the
lower division of the curriculum. There are pre-requisite and co-requisite
requirements for specific courses, which guarantee students to study at the
right level and have enough knowledge to stay in that course. These
requirements are set by the school academic panel[Exh.2.02.EE Academic
Panel].
After completing the first two years of the program, students are allowed to
choose

their

major.

SEE

offers

two

majors:

Electronics

major

and

Communications major [Exh.1.14. Student Handbook; Exh.1.15.EE Academic

Curriculum & Exh.2.03.Conditions to choose majors]
The subjects are grouped in Table 2.

Page | 18

Table 2. Curriculum specifications

Semes

Group of courses

ter

Expected learning

Total

Percent

outcomes
Key skills,
Resear

numb

age (%)

cognitive

ch

skills &

Oriente

Professiona

er of
credit
s

lism
1st-3rd

General knowledge
Political education
Social science and

10
09

62
10
09

43%
07 %
06 %

credits)
English proficiency
Basic mathematics and

08
35

08
35

06 %
24 %

2nd

science
Core

33

33

23 %

6th
5th

requirement
Specialization major

general education
-

Required

(06

credits)
-

8th

Electives

(03

major

20

14

34

24 %

12

15

10 %

requirement
Electronics
Signal
processing
-

th

th

-8

Communications
Professional practice
and research
Internship
Senior project
Thesis

3
2
10

Page | 19

Students are educated with general knowledge of natural sciences as well as

humanity and social sciences. The basic and advance knowledge in
mathematics, physics and chemistry, which are required for engineering
students, are included in the curriculum. On the other hand, students are
educated with proficiency English, basic economic, political, ethical and
critical thinking. The physical education is also a part of the general
education. These knowledge forms a good background for students to choose
future career and start their major study.
Figure 1.The relation between knowledge
sections
Core major
requirement

Fundamental
knowledge

Specialization in
major
requirement

Professional
Practice and
Research

General
Education

Page | 20

3. Program specification
The curriculum aims to promote active learning, learning to learn and lifelong learning. The courses are developed based on the student-centered
point of view. The learning environment which helps students to construct
basic and electrical engineering knowledge is provided through lecture hours,
laboratory and professional practice. Students are educated generic and
specific skills (problem solving skill, critical thinking, reflective thinking, the
ability to work in team, communication skills, leadership skills, ethical and
professional responsibility) through learning activities in classroom (class
discussion, group discussion), in group (assignment, students project), in
professional practice (field trip, internship) and in interaction with supervisor
when doing personal research process.
In addition students are provided with opportunities to learn and apply
knowledge into practice, to work in a team with multi function, to learn from
industry and understand the industrys needs. As a result, students can form
their interest research topic and carry out the research thesis for graduation
enthusiastically and successfully.
The electrical engineering knowledge is divided into three categories in the
program. They are:
(1) Core

major

requirements,

which

are

the

required

basic

knowledge of electrical engineering program. These requirements

include the career orientation for student and introduction to
electrical engineering. Students are also trained with basic skills
for major such as programming, conducting experiments and
forming and solving basic electrical problems.
(2) Specialization major requirement. Once completed the core
major requirement, students will choose their specialization in
electrical engineering. Currently, the program offers three major
specializations, which are

electronics, signal processing

and

Page | 21

communications. Each specialization has both requirement and

elective courses. [Exh.1.14. Student Handbook]
(3) Internship and thesis. In the summer before senior year,
students are required to take a summer internship. This is an
opportunity for students to learn in professional practice and their
first approach to industrial labor market. Students have two options
(1) working in industry, preferred by those who want to find a job
after graduate and (2) doing project/research at SEE, preferred by
those who want to continue graduate program. Students are
introduced the company which fits their interest or they can find
the internship place by themselves. Students have to work at their
chosen company for at least 08 weeks and are supervised by the
company. Once complete the internship, students have to write a
report with supervisors evaluation. The report not only shows the
academic work but also reflect students reception about the
working environment/ working attitudes that they have learnt
during the internship. Then, the report is submitted to SEE and
students have to present their internships work/experience to
review committee in order to complete the internship process. The
final assessment is based on the supervisor evaluation and
committee

grade.

[Exh.3.01.

Student

Internship;

Exh.3.02.Internship Evaluation; Exh.3.03.Internship Report]. After

completed the internship, most students have ideas for their final
thesis and intention for future career. The final thesis is required for
graduation. It is divided into two sections: the senior project and
thesis. In the senior project, students will form a research idea and
review all related knowledge.

They have to write a report and

assessed by senior project committee in order to complete the

senior project. [Exh.3.04. Senior Project Evaluation; Exh.3.05.
Senior Project Report] Then, the idea will come up with solution by
proved theory, software simulation or hardware implementation
during the thesis. This procedure helps students experiment with
new ideas and practice, apply the knowledge and skills they have
Page | 22

learned to solve a completed practical problem, from theory to

experiment and product. Meanwhile, they also experience with
critical inquiry, problem solving, research and reflection. As a
result, students acquire necessary knowledge and skill which
prepare them for life-long learning and professional development.
[Exh.3.06. Thesis Students; Exh.3.07. Thesis Committee; Exh.3.08.
Thesis Schedule; Exh.3.09. Thesis Evaluation; Exh.3.10. Thesis
Report; Exh.3.11. Thesis Procedure; Exh.3.12. Senior and Thesis
Plan]

Page | 23

4. Program organization
Distribution of the curriculum
Freshman Year
Semester 1
MA001IU

Semester 2
Calculus 1

MA003I

Calculus 2

Physic 3 (Electricity &

U
PH013IU

Physic 1 (Mechanics)

PH015IU

Magnetism)
PH014IU

Physic 2

PH016IU

Physic 3 Laboratory

PE008IU

Critical Thinking

EE050IU

Intro to Computer for

(Thermodynamics)
CH011IU

Chemistry for
Engineers

CH012IU

Chemistry Laboratory

Engineers
EN007IU

Writing AE1

EN008IU

Listening AE1

EE049IU

Introduction to

EN011IU

Writing AE2

EN012IU

Listening AE2

PT002IU

Physical Training 2

Electrical Engineering
PT001IU

Physical Training 1
Total Credits

3
19

Total Credits

18

Summer Semester
PE011IU

Principles of Marxism

Sophomore Year
Semester 1
MA023IU

Semester 2
Calculus 3

MA024I

Differential Equations

MA026I

Probability& Random

Process

EE010IU

Electromagnetic Theory

U
MA027IU

PH012IU

Applied Linear Algebra

Physic 4

Page | 24

(Optics &Atomic
Physics)
EE051IU

Principles of EE 1

EE055IU

Principles of EE 2

EE052IU

Principles of EE 1 Lab

EE056IU

Principles of EE 2 Laboratory

EE053IU

Digital Logic Design

EE057IU

Programming for Engineers

(C)
EE054IU

Digital Logic Design

EE058IU

Laboratory
PE012IU

Ho Chi Minhs Thought

Programming for Engineers

Lab
2

PE013IU

Revolutionary Lines of

Vietnamese Communist
Party
General Elective
Total Credits

3
21

Total Credits

21

Summer Semester
Military Training
Junior Year
Semester 1
EE059IU

Semester 2
Computer Architecture

EE083IU

Microprocessor Systems

EE084IU

Microprocessor Systems Lab

& Assembly Language

EE060IU

Computer Architecture
& Assembly Language
Lab

EE088IU

Signals & Systems

EE092IU

DSP

EE089IU

Signals & Systems Lab

EE093IU

DSP Laboratory

EE090IU

Electronics Devices

EE094IU

Digital Electronics

EE091IU

Electronics Devices

EE095IU

Digital Electronics Lab

EEIU

Electrical Elective

Lab
EEIU

Electrical Elective
Total Credits

15

Total Credits

15

Summer Semester
EE112IU

Summer Internship

Page | 25

Senior Year
Semester 1
EE107IU

Semester 2
Senior Project

EE097I

Thesis

10

Electrical Elective

U
EEIU

Electrical Elective

EEIU

Electrical Elective

EEIU

Electrical Elective

EE114IU

Entrepreneurship

Total Credits

14

EEIU

Total Credits

13

Total credits: 144

The contribution made by each course to achieving the learning outcomes is
shown in [Exh.4.01.Course vs. Learning Outcomes]. The network of subject
courses of Electrical Engineering program is shown in the following map.

Figure 2. The network of subject courses of Electrical Engineering

program

Page | 26

School Academic Board.[Exh.2.02.EE Academic Panel] SEE Academic board

is established in order to maintain a good quality of teaching and material in
curriculum. Member of the board is representative from specializations in
school and senior lecturer of electrical engineering area. The academic board
meeting is organized at the end of academic year of by request. The purpose
of the meeting is to review curriculum in term of its content and
implementation. SEE updates or modifies the curriculum at least once every
year based on three references:
(1) Student,

alumni

and

industrys

feedback

[Exh.4.02.

Course

Evaluation; Exh.4.03. Alumni Feedback Form; Exh.4.04. Industry

Feedback Form]
(2) ABET criteria [Exh.4.05. ABET Criteria]

Page | 27

(3) The curriculum of prominent universities in USA, England, Australia

and New Zealand that have twinning programs with SEE such as
Rutgers, the state university of New Jersey (USA), University of
Illinois, Urbana Champaign (USA), SUNY Binghamton (USA),
[Exh.4.06. EE Curriculum Comparison]
The procedure to improve the curriculum is presented in [Exh.4.07. EE
Scheme of Curriculum Design and Improvement]
Table 3. The annually changes in EE curriculum
Ye

Changes

ar
2005
2006
2006
2007

2008

Exhibition

changes

The program is opened in

Exh.1.14

this academic year.

Reduce

the

accumulated

credit

Exh.4.08
total

In the agreement to Exh.1.14

from

reduce the workload

152 to 148
2007

Reasons for

Open

for students.
new

course

Chemistry for engineers

To

complete

general

the Exh.1.14

education

section.
2008
2009

Review

the

whole With

curriculum

the
and

Exh.4.10

ABET Exh.4.11

accreditation
oriented

Exh.4.09

the

Exh.4.12

collaboration with US
university systems.
2009
2010

Open new course Special

To

provide

more

Exh.4.13

Topic in EE, VLSI Design experimental

Lab,

Antenna

Microwave
Lab,

Image

and practice for students.

Engineering
Processing

Lab

Page | 28

5. Didactic concept and teaching/learning strategy

Active learning. The Electrical Engineering program is taught according to
the student-centered approach through lecture hours, laboratory, professional
practice and research project. All teachers have to submit SEE their course
outlines which contain their teaching strategies before the courses begin
[Exh.1.15. EE Academic Curriculum]. Then, these courses outlines are
introduce to students at the first class of the courses. The teaching strategies
in SEE aim to enable students action learning which integrate reflection into
learning process [Exh.4.01. Course vs. Learning Outcomes]. As learning is a
social activity, all courses of EE program are designed to encourage students
to carry out individually learning together with peer learning. Through
communication, students help each other to reflect in their learning which
consists of a series of action: to identify their problems in learning, trial
solutions to solve the problems, self-regulate and get understanding about
how to learn. To ensure a good environment for students active learning, the
university arranges the average size of class about 40 50 students for lower
division and 20 30 students for upper division [Exh.5.01.Student lists of
typical classes]. Each classroom is well-equipped with computer, projector
and board. These facilities together with Blackboard system support lecturers
in providing course materials to class. Lecturers and students also have more
time to discuss in class thanks to the support of multimedia.
Course

syllabus

introduces

the

course

objective,

learning

outcomes,

textbook, course content and grading scheme to students [Exh.1.15. EE

Academic Curriculum]. Then, students can have good understanding and well
preparation for the courses. To ensure the student centered approach which
emphasizes students as a subject of learning process, students are prepared
for self-learning and reflection. Critical Thinking course are taught at the
first year. In the course, students are encouraged to think actively, analyze
and interpret data, formulate a problem. Furthermore, activities such as
classroom discussion, teamwork, writing paper, practice and research project
which are organized during the program enable students to construct
knowledge by themselves, learning how to learn and reflect on their own
Page | 29

learning. As a result, students improve the quality of their own learning as

well as personal development as life-long learners [Exh.5.02. Critical Thinking
Syllabus].
To enhance the communication between teachers and students, discussion
between them is not limited to class hours; students are encouraged to
communicate

with

lecturers

via

Blackboard

system,

emails

and

appointments. In order to provide students with continuous reflective

feedback on their learning process, the program uses different types of
assessment such as quiz, homework, students report and presentation,
project, mid-term and final exam.
Tutoring. The school has a teaching assistant system, which is very useful
for student support. Teaching assistants can be a supporting staff or senior
students. They help students outside class by discussion regarding the
lectures or sharing experience in learning and research.
Laboratory. Learning by doing is the strength of the curriculum. Almost all
major courses have co-requisite laboratories. The laboratory work enables
students to apply theoretical knowledge to solve practical experiments.
Students are organized to work in group, discuss to define the problem and
propose the solution. Each theory concept is evaluated by simulation and/or
hardware implementation results.

Students are also encouraged to design

their own experiment. Laboratory instructor helps students carry out the
experiment as well as find the connection between theory and laboratory
work. The laboratory instructor also ensures the students experiments be
conducted properly before being activated for safety reasons.
Research. Students start researching by small project in class. With an
assigned problem, students are demanded to combine their own knowledge
with proposed solutions. Students have to write academic reports where all
research activities and results are clearly described. By doing this, they can
self-assess their achievements and improve their work.
In order to graduate, students have to register for final thesis. Thesis is an
independent research project. Each student is allowed to suggest an interest
Page | 30

topic and appropriate advisor. Research topics are up-to-date and usually
contemporary issues of electrical industry. With the help of advisor, the
student forms his/her research topic and accordingly, designs his/her
research plan. Students research topic and plan are evaluated by Thesis
committee to ensure the research problem can be solved by applying
knowledge that the curriculum covers. Student is supervised by advisor
during his/her research process. Finally, he/she has to write a thesis report
based on the results of the research and orally defend it with the Thesis
committee.

Page | 31

6. Student assessment
The validity of the assessment of students learning is strongly depends on
assessment methods and grading system which must ensure that students
learning outcomes are assessed thoroughly, exactly and fairly. The EE
program applies the assessment methods and activities which are stated in
the program specification to assess students learning. Then, students are
evaluated by the university grading system form the first time enrollment
until graduated on each course, semester, academic year and whole learning
process [Exh.6.01. IU Academic Regulations]
6.1. Assessment of Incoming Students
From the year of 2005, the IU-VNU has two ways for selecting new students,
which are National Entrance Examination (NEE) and Direct Apply (DA).
Selecting new students by NEE. This method is for high school candidates
graduated from Vietnamese high school. There is almost 100% of Bachelor
Degree students of the school were accepted through NEE tests that are
taken

place

in

July

annually

[Exh.6.02.

Student

Recruitment

Plan;

Exh.6.03.Student Recruitment Board; Exh.6.04.Student Recruitment Process].

In order to get admission for the EE program, students must pass the
examination in three subjects: mathematics, physics, and chemistry.
Selecting new students by DA. This method is for high school candidates
graduated in international programs. In this case, the applicant just needs to
submit the application to the University. The Student Recruitment Board will
screen the application documents, interviewselect qualified candidates.
After getting admission into the university, if students dont have qualified
international English certification such as TOEFL or IELTS, they have to take
the English test for categorizing students English level. Finally, each new
student then participates in his/her adequate program.
Selecting transfer students.IU-VNU accepts transferred students from
oversea universities. Students, who want to transfer to IU-VNU program, need
Page | 32

to fill in the application form [Exh. 6.05. Transfer Student Application Form].
The Student Recruitment will screen the applicant documents, and then
interview the applicant to make admission decision. Next, the school dothe
course articulation for transfer students. They will know which courses and
work they need to complete in order to get degree [Exh.6.06. Transfer
Student Profile].
6.2. Assessment of students learning progress
Assessment Methods
In the IU-VNU, a variety of assessment methods for determining students
performance during their study are applied. Almost major subjects of EE
program use various assessment methods and tools such as mid-term exam,
final exam, and other evaluation methods through assignments, quiz, homeworks, class discussions, attendant check, and laboratories. Classroom
assessment and examination evaluate students ability according to six major
categories of cognitive domains, which are: remember, understand, apply,
analyze, evaluate and create (Benjamin Bloom, 1981; Anderson &Krathwohl,
2001). Students still have to remember relevant information. However, it
does not mean rote learning is a requirement of assessment activities.
[Exh.6.07. Midterm Exam Paper; Exh.6.08. Final Exam Paper]

Figure 3. Categories in the cognitive domain of Blooms Taxonomy

Educational objectives of EE program are transferred into expected learning
outcomes. Then, teachers of SEE base on the expected learning outcomes of
the program to build up the objectives of their courses and criteria to assess
students achievement in the courses [Exh.1.15.EE Academic Curriculum;
Page | 33

Exh.4.01.Course vs. Learning Outcomes]. These criteria are referenced when

teachers set up the assessment means to evaluate students learning. SEE
check if the assessment criteria of all subjects in the EE program cover the
educational objectives and expected learning outcomes of the program. To
ensure all students study the same subject at the same time are assessed by
the same criteria, problems of examinations for a subject are discussed
among teachers who teach that subject at that time. Teachers of SEE
examine the validity and reliability of each assessment tool after every time
they get the results of its use. The improvement of assessment methods and
tools of a subject are discussed among the group of teachers who teach that
subject every year [Exh.6.09. List of courses and instructors in charge]. The
necessary changes in assessment arrangements are made based on
conclusive reasons.
By EE curriculum and students handbook, course outlines and classroom
meeting, students are clearly informed the objective of the courses, criteria
to assess learners achievement, assessment methods and university grading
system.
Grading System
Performance of each student in every subject is expressed by the grades.
According to the Academic Regulations of IU-VNU [Exh.6.01. IU Academic
Regulations], these assessments fall into three categories with their allowed
percentage in the final grade of a theory course as follows:

Final exam: 40% - 60%

Mid-term exam: 20% - 30%

Others: 20% - 30%

The final grade of a laboratory course includes:

Laboratory assignment: 70% - 80%

Laboratory final exam: 20% - 30%

Since a subject uses many different evaluation methods or requires several

assignments, the syllabus also shows the weight or percentage given to each
assignment in order to form the final grade of the subject. Valid assessment
percentages are set by the teachers, approved by the School and publicly
Page | 34

announced in the first meeting of the class. Any category percentages that
are outside these allowed ranges has to be accepted by Dean of SEE and
approved by the Rector of IU-VNU before the course is delivered. IU-VNU uses
the grade-100 system (from 0 to 100). It can be converted to letter grades by
the scale published in the Academic Regulation.
Table 4. Grading Scale
100 Point Grading Point Grading Scale in
GPA
Classification
Passing
Excellent
Very Good
Good
Fairly good
Fair
Average
No passing
Weak
Rather weak
Too weak

Scale

90
80
70
65
55
50

GPA
GPA
GPA
GPA
GPA
GPA

letters

100
<90
<80
<70
<60
<55

30 GPA <50
10 GPA <30
GPA <10

A+
A
B+
B
C+
C
D+
D
F

To pass a subject, students must obtain a minimum of C grade. The grades

that the students obtain from each subject are accumulated to form the
students grade point average or GPA for each semester and for the whole
period of study (cumulative GPA).
Students that do not pass the minimum criteria for the subject or get lower
than the point of 50 must retake the subject in the following semesters.
Written Examination
IU-VNU has strict regulations about the mid-term and the final exams. For
each group of maximum 40 students, there are at least 2 proctors who check
the student ID cards and sign each student paper. There is a detailed set of
rules for proctors during an examination.
There is also a well-defined process for making and approving the exam
texts. Lecturers have to submit the exam texts at least 03 days before the
Page | 35

test date. Each proposed exam has to be approved by the Dean of the School
to ensure the learning outcome of the course. The approved exam is copied
confidentially for each student and all copies along with the original are
stored at School [Exh.6.07. Midterm Exam Paper; Exh.6.08.Final Exam Paper].
Laboratory Report
Assessment for each lab is carefully constructed by instructors. After
practicing the lab, students have to record the results into the laboratory
report

[Exh.6.10.

Laboratory

Report].

Each

assessment

is

based

on

attendance check, pre-laboratory activities, lab activities and marking of

submitted laboratory report. Students also have to take the final exam for
laboratory course. The grading scheme is set by IU-VNU as follow:

Laboratory report

: from 70% to 80%

Final examination : from 20% to 30%

Assignment Report and Presentation

At IU-VNU, most courses have quiz and homework assignments. Each
assignment has to be documented and submitted to the instructors.
Depending on the instructors requirement, the result of assignment can be
presented in front of the class.
Thesis Defense
A thesis committee is set up by the Dean of School and approved by the
Rector of IU VNU [Exh.3.07.Thesis Committee].For each thesis, an assigned
reviewer carefully reviews the report and discusses the result of the thesis
with the students. At the defense date, student(s) presents the results in the
present of Thesis Committee, which are assigned by the university, for
around 20 minutes. The Thesis Defense Committee members ask questions
to clarify the results of students research and evaluate students insight of
the thesis. Then, thesis advisor and reviewer publicly inform their evaluation
reports. These evaluations contribute equally as the assessment of each
member from the Thesis Committee to the final grade. The defense ends with
marking done by the committee members [Exh.3.09. Thesis Evaluation]. The
final grade is the average of all committee members, thesis advisor and
Page | 36

reviewer grades. The student has to earn at least 50/100 for passing the
thesis defense.
Graduation Assessment
University Graduation Committee is form to evaluate students for graduation.
Normally, it consists of the Rector of IU-VNU, Dean of SEE and Head of
Academic Affair. The studying process of each student is carefully checked
along with the requirements of the program. The conditional graduation of
students is based on the fulfillment of at least 144 credits. Course
equivalences are also taken into account. Exceptional cases have to be
approved by this committee. Here, the committee will determine whether a
student has completed all required subjects with satisfactory performance
and thus is eligible for the degree award [Exh.6.11. Graduate Student
Decision].

Page | 37

7. Staff quality
Recruitment process
All engineering programs in IU-VNU which refers to ABET criteria, benchmark
to prominent universities in USA, England, Australia and taught in English.
Thus, to ensure a high-quality human resource to develop these programs, IUVNU has a strict regulation for recruiting new lecturer [Exh.7.01. Recruitment
Criteria]. The competence and qualification of the lecturer candidates are
measured based on six components: [Exh.7.02. Recruitment Procedure;
Exh.7.03.Recruitment Evaluation Form]

Academic qualification

Place of training

Teaching experience

Teaching methodology

English ability

Professional experiences

The recruitment is done regularly by announcing on the Universitys website,

newspaper and recruiting sites. The first requirement to be recruited as a
lecturer is that candidate at least holds a Master degree in Science or
Engineering. A University Recruitment Committee that is formed to consider
candidate applications consists of the Rector, Head of Personal Office, Head
of Academic Affair and Dean of SEE. In addition to teaching competence,
previously conducted research and publication, industrial experience and
academic standing are used to assess the applicants qualification. In the
recruiting process, an applicants competence to teach is assessed based on
a teaching demonstration in front of the recruiting committee. During the
demonstration, the applicants teaching and English skills, mastery of the
subject, classroom management, and student-teacher communication are
evaluated [Exh.7.04. Teaching Demonstration Evaluation Form].As a result of
this strict process, SEE has successfully recruited high-quality lecturers.
Almost of the lectures in the School are trained in foreign universities. While
Page | 38

international characteristic is seen as the main characteristic of IU-VNU, SEE

gives the first priority for international recruitment. As a result, SEE has three
foreign lecturers (two Americans and one Germans).

Page | 39

Quality of Academic Staf

SEE has 13 permanent lecturers currently working at IU-VNU (07 of them with
PhD degrees and 06 with master degrees) [Exh.7.19. SEE Faculty CV], 01
researcher,04 teaching assistants, and another 04 faculty members have
been working towards their PhD degree in developed countries [Exh.7.08.
Decision for SEE faculty study abroad].The main characteristics of SEE
lecturers are enthusiastic, creative and experienced in teaching and research.
[Exh.7.05. List of SEE faculty publications]
Table 5. List of lecturers of SEE

No
.

Experience
Full Name

Degree

Tran Van Su

Master

Bui Pham Lan

Master

Phuong
Udo Klein

Doctora
te

Tran XuanPhuoc

Doctora
te

Nguyen DinhUyen

Doctora
te

Hoang Tuan Anh

Doctora
te

Mai Linh

Doctora
te

in teaching
(in year)

Age

Nguyen Tuan Duc

Doctora
te

48

24

32

06

51

09

58

12

43

13

35

08

39

06

30

02

Number
of
publicatio

Position

ns
08

Dean

03

Vice
Dean

46

Lecturer

10

Lecturer

07

Lecturer

15

Lecturer

62

Lecturer

12

Lecturer

Page | 40

Nguyen Binh

Doctora

20

Lecturer

Duong

te

10

KieuTrungLiem

04

02

Lecturer

11

28

02

04

Lecturer

Master

33

09

Lecturer

Master

36

14

02

Lecturer

35

03

Master

34

Nguyen Quy Ha

Master

12

Dao Thi Phuong

13

Vo Minh Thanh

According to the nature of the subjects in EE program, lecturers are grouped

into three divisions: Communications, Electronics and Signal Processing (Table
6). In order to create a scientific communicative environment for SEE
lecturers, SEE has invited visiting experienced lecturers from well-known
Vietnamese and oversea universities. Visiting lecturers also have to pass the
strict recruitment process as mentioned above.
Table 6. Distribution of lecturers in divisions
Division

Communicati

Electroni

Signal

ons

cs

Processing

Visiting lecturer

Total

Permanent
lecturers

Table 7. Distribution of lecturers in degree

Majors

Professo

Doct

Mast

rs

or

er

Visiting lecturer

Total

Permanent
lecturers

Page | 41

It can be seen that the distribution of lecturers at SEE is balanced in term of

major, certificate, experience and work status.
Students and teachers ratio
Quality of teaching and learning is affected by the ratio between the number
of students and lecturers. According to the regulation of Vietnam Ministry of
Education and Training, the ratio between students and lecturers in university
in Vietnam is 25. SEE has the ratio between students and lecturers shown in
Table 7, which can be seen as an ideal condition for university education.
Table 8. The ratio between EE students and teachers

2008

2009

2010

2011

10

12

14

15

Visiting lecturer

Number of students

192

181

200

197

Students/permanen

19.2

15.1

14.3

13.1

12.8

11.3

11.8

10.9

Permanent
lecturers

t lecturers
Students/permanen
t

and

visiting

lecturers

Teachers development strategies

To remain the high-quality human resource, SEE makes a commitment in
developing its human resources by several activities:

Maintaining of connections with current Vietnamese PhD students in

well-known overseas universities, especially VEF fellowships, to
recruit talented lecturers in the future.

Cooperate with the Personnel Office to continuously recruit new

lecturers to the number of 18 in year 2012.

Page | 42

There is a strategic plan to improve the didactic pedagogic competence of

lecturers. There are two types of training which are provided to teachers
every year:
(1) Seminars provided by IU-VNU [Exh.7.06. Training Certificate]
(2) Training program: each year, IU-VNU sends one lecturer from SEE to
partner universities for one semester. The objectives of this
program are to improve the teaching methodology and to exchange
research topics. [Exh.7.07. Decision for lecturertraining at partner
universities]
Table 9.List of training courses and seminars
Seminar
2009

Short Training

Seminar by Prof. Cam

LabView Tutorial;

Nguyen, Texas A&M, USA.

Laboratory Equipment
Uses and Management, by
Dr. Christopher Schmitz,
UIUC [Exh.7.09 ]

2010

Digital Communications,

Training by Prof. Minh Do,

by Prof. Le Ngoc Tho,

UIUC.

McGill University, Canada

Seminar from TI, by Dr.
Thanh Tran and Franz Bio,
USA. [Exh.10.09]
2011

Digital Signal

Agilent Training on ADS

Processing, by Prof.

[Exh.7.10]

SanjitMitra, USC, USA.

To improve the quality of lecturer, IU-VNU and SEE strongly encourages

lecturers to attempt PhD program in high-quality universities in Vietnam or
abroad [Exh.7.08. Decision for SEE faculty study abroad].
Workload and duty of teachers

Page | 43

In the SEE, workload distribution refer to competency and total load

(teaching,

research

and

administration/community

work)

and

balance

distribution among lecturers. [Exh.7.11. IU Internal Expenditure Regulation;

Exh.7.12.Faculty Evaluation Form; Exh.7.13.Teaching Plan 2008 2011;
Exh.7.14.SEE Research Project 2008 2011; Exh.7.15. List of Academic
Advisors; Exh.7.16. EE Teaching Workload]
Lecturers are assigned to teach a course corresponding to their expertise.
Each full-time lecturer who holds Master degree is required to cover 240
teaching periods per year for lectures. It is about 180 teaching periods for
researchers and 225 teach periods per year for full-time lecturers with
Doctoral degree. For the faculty in a management role, the requirement of
teaching periods is reduced a half. Each theory credit course is equivalent to
15 teaching periods (one teaching period is equivalent to 50 minutes). One
lab period is considered equivalent to a half of a standard period, and
equivalent to 30 45 laboratory hours [Exh.7.11. IU Internal Expenditure
Regulation].
In running the program, the average number of opened courses in one
semester at SEE is around 20courses; each course is organized in one or two
classes [Exh.7.17.School Schedule]. Thus, each lecturer of SEE is only
required to teach maximum two classes and supervise one or two students to
do research thesis per semester. Each course is equivalent to 3 credits (45
period hours) in general and the workload for one research thesis is 10 period
hours. The workload of each lecturer is from 75 110 period hours per
semester. With this reasonable workload, lecturers still have enough energy
and time for research and administration/community services.
The organization diagram of the school is shown in Figure 4.

Page | 44

Figure 4. The organization diagram of SEE

Page | 45

School members have different duties depending on their roles. The roles of
school faculty with their duties are summarized in Table 10.
Table 10.Staf members roles.
Roles
Teaching

Resear

Academic

Lectu

Lab

ch

advisor

re

sessions

Researcher

Laboratory

Faculty

manager
Workshop
supervisor
Staff

support students

The description for each position is shown in the Table11.

Table 11. The description for positions in SEE
No

Position

Description

.
1

Dean/Vice Dean

Manage and control activities involving staffs and

faculties in schools.

2
3

Plan and develop operations in school.

Do training activities.

Lecturer

o
o

Look for research fund from industrial areas

Do teaching and research

Researcher

o
o

Take duties of academic advisor

Support student as Lab instructor

Do research
Page | 46

Laboratory

o
o

Take duties of academic advisor

Manage devices (hardware and software)

manager

Support activities for studying and teaching

Maintain devices and network systems

Repair, re-install and fix all problems of laboratories.

supervisor

Support student for doing hardware

Staff

Support the Dean to manage materials involving

Workshop

students, training, administrative works.

With small number of 20 staffs, the closed contact between faculty members
is easy to create and it forms a good environment for cooperation between
faculty members. Each faculty members can contact to discuss with the Dean
and Vice Dean of SEE about the issues of their work whenever needed.
Duties allocated are appropriate to qualifications, experience and skills. Two
months before each semester, the Dean and Vice Dean of SEE plan the list of
courses for the next semester [Exh.7.13. Teaching Plan]. Based on this list of
opened courses and the expertise of the permanent faculties, the Dean
assigns appropriate courses for available faculties. If there are some courses
left without lecturers, visiting lecturers will be invited. Visiting lecturers with
teaching experience, lecturers with industrial experience and foreign
lecturers will be considered first.
Time management and incentive systems are designed to support
the quality of teaching and learning.
Faculties and researchers normally teach from 2 to 4 classes per week. The
labs begin after the first three weeks of theoretical lectures. In the lab, the
instructors help students to apply knowledge from the lectures. Beside the
class time, students can meet the lecturers and instructors at the office and
ask about anything involving his or her lectures. Students can find the office
hours of faculties on the notice board or in the first lecture. They can also see
teaching assistance whenever needed.

Page | 47

Teaching

assistants

support

lecturers

to

review

basic

knowledge

or

complement the background for the students. For classes with large numbers
of students, lecturers can have one or two teaching assistants who are senior
or master students who have good knowledge about those courses.
To support students in their study, the academic advisor system is
established

[Exh.7.15.

List

of

Academic

Advisors].

All

lecturers

and

researchers are expected to be academic advisors for around 80 students.

The academic advisors are responsible for helping students to understand the
major they are learning, for advising students on choosing and registering
their courses.
In support of teaching, an assessment system is also used. At the end of each
course, student feedback is taken [Exh.4.02. Course Evaluation]. The
feedback result will be sent to the Dean of the School and he will privately
work with each lecturer to improve his/her teaching methodology.
Accountability for staf members is well defined
The accountability rules for all staff members are clearly defined. There are
four groups: faculties, researchers, teaching assistants and administrative
staff. Faculties are recruited to be lecturers. Their responsibility is doing
research,

teaching,

being

thesis

supervisor

and

academic

advisor.

Researchers are recruited to be lab instructors. Their responsibility is doing

research, helping students to do lab sessions, being thesis supervisor and
academic advisor. Teaching assistants assist lecturers in class, and help
students whenever for academic issues. When students have any problems
with administrative formalities, they can ask the administrative staff for help.
Provision for review, consultation and deployment
After each semester, faculties are evaluated by the management and the
students. Full-time faculties who have missed classes have to conduct makeup classes, and those with low students evaluations are asked to improve
their teaching methodology. Contracts of part-time or visiting lecturers that

Page | 48

have attendance or teaching problems are not renewed for the next
semester.
The faculties are also assigned to teach many different courses to improve
their major knowledge, and trained in teaching methodologies at foreign
universities. There is also a system of reviews and proposals for potential
candidates to be nominated or arranged in suitable positions.
Termination, retirement and social benefits are planed and well
implemented
The IU-VNU manual specifies all possible reasons for termination of faculty
members. The IU-VNU ensures that there is a due process in such cases, so
the board of rectors and the recruitment group review the cause of
termination. The IU-VNU provides the faculty members with the following
benefits: health care plan, maternity/paternity leaves, service leave, research
incentive, longevity benefits, sick leave, disability benefit, death benefit,
faculty development, and other benefits as mandated by law.
The IU-VNU provides faculty members with a financial retirement package
that is specified in the University Manual. Furthermore, retired faculty
members still enjoy access to the university library, sports facilities, clinic and
computer facilities. They are still invited to teach classes, research and other
activities.
The efficient appraisal system
Annually, the Appraisal Committee considers and selects the outstanding
candidates and school to receive the awards such as: Lecturer of the year,
the Academic Unit of the Year, etc. Beside these awards, the faculties will be
evaluated once every semester for a raise or reduction of the salary
[Exh.7.18. SEE Awards].

Page | 49

8. Quality of support staff

Library Staf. The number of library staff is 05 and they support for the
whole university. IU-VNU also hires part-time students for library service.
Computer Facility Staf. At the school level, all lecturers have been
facilitated by in-connected PC. Maintaining the IT system is assigned for staffs
of Computing Service Center and staffs of Office of Facilities Management
[Exh.8.01. Report of Facilities].
Administrative Staf.The function of administrative staff in the school level
is to plan short term and long term programs of the school. It has the role of
organizing, conducting, carrying out, supervising and supporting all the
teaching and studying work. Total of the supporting staff of SEE are 6.
Moreover, the administrative supported staffs should be counted from Office
of Academic Affair, who is responsible for coordinating with SEE to help
students in academic issues, organize teaching schedule, register testing and
evaluating studying results. Total of the supporting staff are approximated 4
(in total of 19 staffs support 4 schools and 6 departments).
Technicians.The tasks of technician are to maintain equipments and tools in
a good condition and assist laboratory services, including research by
students or lecturers. There are 2 technicians working at 2 (two) laboratories
and 1 technician working at electrical workshop.
The relationship between SEE and other schools/ offices are presented in
Figure 5.
Office of
Finance

Office of
Personal
administration

School of
Computer
Science and
Engineering

Office of
Academic affairs

School
School
Electrical
Electrical
Engineeri
Engineeri
ng
ng

Departme
nt
of English

Departme
nt
of Physics

Office of
Facilities
management

Center of
quality
management
Page | 50
Departmen
t
of
Mathemati

Figure 5. The relationship between SEE and other schools/offices at IU-VNU

Page | 51

9. Student quality
Student Number
The number of students of SEE in last five years is shown in Table 12 and
Table 13.
Table 12. Intake of first year students
Academic Year

Full Time Students

Male

Female

Total

2005

83

89

2006

46

51

2007

59

65

2008

48

51

2009

46

51

2010

27

30

Table 13. Total Number of Full Time Students (last 6 academic years)
Acade

# student

# student

# student

mic

applicants

student

graduated

remaining

dropout/withdra

Year

into SEE

enroll in

in SEE

SEE in 2011

wal

SEE
2005

79

89

56

08

25

2006

95

51

23

13

15

2007

94

65

46

19

2008

76

51

46

05

2009

79

51

48

03

2010

51

30

29

01

The school has produced 79 Bachelors of Engineering until September 2010.

Page | 52

The number of student intake is decreasing for EE major in recent years.

There are three possible reasons which can cause this problem as follows:
(1) In 2010, when the economic and financial crisis have many negative
effects on Vietnamese families incomes, the Electrical Engineering
programs at IU-VNU with its tuition fees is about six times greater than
those of other public universities could not become the first choice of
Vietnamese students.
(2) In recent years, business and financial programs in higher education
have a strong attraction to Vietnamese students. That caused the
decreasing number and quality of candidates for other programs
including engineering programs.
(3) The IU-VNU is located in Thu Duc District, which is 30 km far from the
center of HCM City. Meanwhile, the transportation system from the
center of HCM City to Thu Duc District is overloading, students tend to
save their time to go to school by choosing universities which locate in
the center of HCM City instead of IU-VNU.
This situation leads IU-VNU and SEE to have many efforts to introduce the EE
program

to

applicants

[Exh.9.01.

Student

RecruitmentInformation

Exh.9.02.EE Leaflet]. To increase the quality of students, the IU-VNU annual

scholarship program which aims to attract the best new students to IU-VNU
and nurtured IU-VNU gifted students are published. [Exh.9.03. Scholarship for
freshmen; Exh.9.04.Scholarship for IU students; Exh.9.05.Scholarship for
engineering students; Exh.9.06. IU Scholarship Policy]
Besides, the university and SEE continuously improve the quality of
lecturers/staffs, academic facilities and student services. In addition, SEE puts
many efforts to innovate the EE curriculum to meet the demands of industry
and society in order to increase good job opportunities for graduates.
Accreditation according to AUN and ABET criteria become educational
objectives to be achieved by SEE in order to insist on providing students with
the high quality education.
Selection of the students for EE program

Page | 53

For the EE program admission, two sets of criteria are applied as follows:
(1) If the applicant is a graduate from Vietnamese high schools education,
he/she has to register for the EE program at IU-VNU and pass the national
university entrance examination that is organized by the Ministry of
Education and Training (MoET) in July annually. To prepare for the exam,
the university provides the information of training degrees in the
handbook that is delivered to each high-school student. Besides, IU-VNU
also opens campaigns that are organized in well-known high schools, to
introduce the university to students [Exh.6.02. Student Recruitment Plan].
This plan aims to attract bright applicants to apply to the university. As a
result of this, students from all over the country can know about and apply
to IU-VNU. Only applicants with higher mark than the pass mark, which is
set by the Student Recruiting Committee, can get an entry to the
university.
(2) If the applicant has international high-school certificate, he/she has
submitted the application to the university. The Student Recruiting
Committee

considers

case-by-case

and

selects

applicants

whose

academic ability is relevant to the EE program to interview. Only

applicants who pass the interview can get an entry to the university.
Students, who have passed the entrance exam, will be arranged into different
classes according to their English levels. Students who do not have any
English certifications (TOEFL or IELTS) required by IU-VNU will take an English
examination for class classification. This exam is similar to the TOEFL. Three
levels are considered [Exh.1.14. Student Handbook]:

Score < 430: Students cannot study any courses of the academic
curriculum immediately. They have to take the intensive English
classes at IU-VNU or they can learn English at any English center
outside until their TOEFL score reach 500 or equivalent.

430 Score < 500: Students can only register for few general
courses of the academic curriculum and have to take the

Page | 54

intensive English classes at IU-VNU until their TOEFL score reach

500 or equivalent.

Score 500: Students can study courses of the academic

curriculum immediately.

Intake policy
There is a quota set for IU-VNU by MoET. This means that the number of
students who get entry to the HCMIU every year is limited by this quota.
Based on this quota and the result of the university entrance examination,
the Student Recruiting Committee decides the pass mark for each program at
IU-VNU. The quota for SEE program is 60 students per year.
Quality of incoming students playsa very important role in the educational
process. Logically, with better incoming students, the University would able
to produce the better graduates.
The pass mark (for SEE) and the base mark (set by MoET) from 2005 to 2010
are shown in Table 14. The base mark is the minimum mark for degrees using
Group A (Mathematics, Physics, Chemistry) in the university entrance
examination as their test. These marks are varied dependent on the difficulty
of the university entrance examination. From this table, the pass mark of SEE
is always higher than the based mark of MoET. This means that SEE only
recruits the upper tier of high school applicants.
Table 14. Pass mark and base mark for entry of SEE

Year
Grade
Pass mark (for
SEE)

200

200

200

200

200

16

14

15

13

18

15.
5

201
0

14.

14.

13

13

Base mark
15

13

(set by MoET)

Page | 55

From Table 14, in the years of 2008, 2009, and 2010, the quality of incoming
students decreased. However, this decreasing trend is common in most
engineering programs of Vietnam higher education.
Based on the admission score, the number of students passing the entrance
exam of SEE programs is presented in Figure 6.

Figure 6. The number of applicants and students passing the entrance

exam vs. years
All undergraduate students are full-time. The number of intake students is
taken each year based on the quality of students and the available lecturers
at the time.
Credit point system
Undergraduate programs in IU-VNU use an American-based credit-based
system indicating the students program of study. One credit is generally
equal to 15 theoretical periods or 30-45 practical periods in laboratory. Each
course is assigned a number of credits based on its study load. The breadth
Page | 56

of the subject covered and the course requirements are also used as bases
for assigned credit units. All details about teaching and studying are in
document Academic Regulation under Credit System, published by the
HCMIU

in

06/01/2005.[Exh.6.01.

IU

Academic

Regulations;

Exh.9.08.

Regulations for course registration]

Study load
The educational program in the SEE follows the program managed by the IUVNU. The study load of each student is measured in credit. The accumulation
credit is clearly declared in academic handbook [Exh.9.07. Academic
regulation under credit system] or student handbook [Exh.1.14.Student
Handbook]. It is also explained to the first year students during the
orientation programs of OAA and SEE, as well.
For the bachelor of engineering degree, study load is converted into credit
with total of 144 credits distributed in 8 academic semesters.
Electrical engineering students can choose one of these three majors:
Communications, Electronics and Signal processing. All three programs have
144 credits. A student is allowed to learn a minimum of 14 credits and a
maximum of 24 credits per semester [Exh.9.07. Academic regulation under
credit system].The study load of a course is designed based on the academic
demands of the course and credit system. To learn one period hour in class, a
student has to work 3-4 period hours at home for materials preparation and
homework. According to this rule, the program administrators allocate
appropriate and balance study load for students on semesters. If a student
has difficulty in learning including complying with the credit requirements for
a semester, his/her advisor will provide him/her with relevant counseling until
he/she goes over the challenges or at least can cope with his/her situation.
Students can drop or add courses in the first weeks of the semester. During
this week, they can come to the classes freely, listen to the content and
requirements of the course, and decide which courses they want to take in
the semester.

Page | 57

Evaluation of the ongoing course in a semester is done by fill out in a series

of open questionnaires for students [Exh.4.02.Course Evaluation Form].
Regularly, this process is carried out within the last week of the course. The
course evaluation gives chance to students to give feedback of the ongoing
teaching and learning activities in the SEE in particular and at IU-VNU in
general. Therefore it helps SEE and IU-VNU enhance the quality of students
learning.

Page | 58

10.

Student advice and support

10.1. Student Counseling
Student Academic Counseling
To guide and assist student during their studying, several lecturers of SEE
have been assigned as academic advisors [Exh.7.15. List of academic
advisor; Exh.1.14.Student Handbook]. Those advisors are responsible to
explain curriculum and help student in any academic issues such as study
plan or course selection, etc. or any problem that student may have during
they study at SEE until they graduate. In SEE, all advisors have to have
schedule for meeting student weekly. They also have to organize at least one
meeting with his/her students group in every semester during academic
plan. Besides, students are freely to meet their advisor whenever he/she
needs advice by making appointment or via telephone or email systems.
Student Association and Youth Union
With these two societies, the students would be able to get better care during
their study in the University. Whether student is a member of these two
societies, he/she can take part any activity [Exh.10.01 Exh.10.07. Student
Activities] opened by the societies. In other hand, students with problem will
be helped by mentioned societies. In case of students who have specific
problems often find difficulties to continue their study, these societies could
help them to solve problems in the smart ways.
10.2. Students Academic Progress
Student academic progress is recorded and fully administrated through webbase academic information system called EduSoft managed by the Office of
Academic Affairs (OAA). Before each semester, the school will announce the
list of opened courses. Thus, a student can consult the program checklist to
identify which subjects are available the following semester and can check
the required pre-requisites. A student who has not studied a prerequisite
course will not be allowed to enroll in a downstream subject. Therefore,
Page | 59

academic advisors play an important role in helping student in course

registration. Student progress through their program of study is monitored by
the OAA. Students can obtain their printed studying result at any time.
At the end of each semester, each faculty submits the subjects grades to the
secretary of SEE and the secretary records and sends it to the OAA. Finally,
the scores in each subject are announced to the students.
10.3. Feedback on students performance
Students can sign in website http://ee.hcmiu.edu.vn, managed by the
Computing Center, to see their studying result and manage their progress.
Besides, the university sends the official student performance to their family
once a year. Student advisors also track the progress of each student and
contact the parents if necessary.
10.4. Coaching of the first-year students
The system of academic advisor is established to support students during the
time they study at the university. Therefore, in the first semester of the first
year, the new students can get advice how to study and keep up with the
academic advisors. Moreover, the seminars are opened for students before
beginning of the first semester [Exh.10.08. Agenda of welcome new
students]. Seminars consist of orientation on studying in university,
orientation about majors and some sample solutions or suggestions to help
student to be able to response to certain problems in the society using
various knowledge in the future.
10.5. Scholarship
Scholarship is available through various schemes and varies sources of fund
and distributed to the University or directly to Faculty. The sources of funding
are from the University, foundations and industries. The scholarship is based
on academic and covers wholly or partially the living costs, tuition fees, and
final project research fund [Exh.9.06. IU Scholarship Policy].
10.6. Labor Market Information

Page | 60

SEE, Student Association and Youth Union that together help students in their
career planning. Via these helps, SEEs students having many chances to
interact with industries [Exh.10.10. Exh.10.12. Industrial Relations]. SEE or
Student Association or Youth Union may invite companies to introduce their
line of business as well as to recruit graduates [Exh.10.09. Industrial relations
TI seminar]. Especially, SEE has developed a good relationship with the
industry by organizing Alumni Meeting and industry involvement in SEEs
activities. Those help students to familiarize themselves with the labor
market. Other effort is sending students to take internship/practical training
course program, both at national and international levels.

Page | 61

11.Facilities and infrastructure

Teaching Rooms. Class-rooms are managed by the University and shared
among 4 (four) schools and 6 (six) departments. Capacity of class room is
varied from small classes of 29 m2 for 17 students and big classes of 395 m2
for 150 students. The building is a 7-storey building where 1 st and 7th floors
are used for library and university headquarters. The rest are for school office
and class-rooms. Currently, IU-VNU has total of 6550 m 2 for classrooms and
laboratories. The ratio of classroom area to the student body is about 2.78
m2/ student.
Lectures are scheduled from 08.00 to 16.00 for five days per week. Depend
on number of credits, session is 135 and 180 minutes for 3 credits and 4
credits subject respectively. The department of Electrical Engineering runs
about more than 20 subjects for each semester .Class-room and lectures
schedule centrally managed by the OAA.
Computer Centre & IT. The main function of Computer Centre is to manage
IT system and to serve courses that require computer facility and also as
supporting facilities for students. Courses in Electrical Engineering Study
Program that use computers are Introduction to Computer for Engineers,
Programming for Engineers and many software-used laboratories. The
Computer Center also serves the school activities related to IT development,
lecturing, researches and academic administration. EE have been provided
internet and local networks within the school with network capacity up to 100
Mbps. Wi-Fi points are also available for internet access at 2 different
locations in the school area and can be accessed 24 hours. The SEE shares 05
computer laboratories with other schools/departments with total 200
computers and has its two own laboratories equipped with computers and
other equipments (Lab601 and Lab602).
Didactic Aids & Tools. All teaching rooms are equipped with PC, LCD
projector, loud speaker, blackboard and air conditioner. The Blackboard

Page | 62

system and internet can always be accessed from class, which support
lecturer and student a lot in teaching and learning.
Laboratories & Workshop. The 2 Laboratories in Electrical Engineering
Department are: Electronics and Communications Laboratories which have
been invested more than 1.5 millions USD from World Bank.
The Electronics laboratory has 3 modules [Exh.11.01. List of equipments in
Electronics Lab]:

Equipment for fundamental training

Equipment for advanced training such as ASIC, FPGA & DSP modules

Equipment for embedded system and computer architectures modules

The communications laboratory has 5 modules [Exh.11.02. List of Equipment

in Communications Lab]:

Modelling& simulation

Modulation and transmission

Signal generating and analyzing

Mobile wireless communications

Microwave techniques and optical communications

The laboratories are mainly used for: laboratory works of electrical

engineering bachelor degree program, final project and academic researches.
Library.There are two related Library available:
(1) Central Library is under the management of the Vietnam National
University HCM city
(2) IU Library
The collection of books and journals are considered satisfactory for bachelor
and master but not for doctoral program. At IU library, to serve school of
Page | 63

Electrical Engineering, there are total 1078 book titles with 2158 copies. The
library adds more collections every semester based on the study program
proposals [Exh.11.03. Annually Textbook Purchase Plan]. In addition, study
programs also regularly spend some funds for books and journal and keep
some of them under the study program collections.
Types of services provided by the Library:
Circulation; loan, return and loan extension of library collection for members
References: like dictionaries, encyclopedias, manuals, annual books and
others teaching materials
Final Project reports and Theses can only be read by members
Research Reports by lecturers (842 items)
Magazines and Journals which can only be read or copied at the library
Field Work Reports and Seminar Reports
The Library is open five days a week from 8 am to 4 pm. Service facility from
the

library

can

be

accessed

http://csc.hcmiu.edu.vn/TraCuuSachEN.aspx .

though

the

website:

Instead of using the Faculty

Library, students can also go to the Central Library, during working days at 8
am 4 pm. Students can visit the website of the Central Library at
http://www.vnulib.edu.vn and access books, final project reports, theses and
others.
Dormitory. IU students can use Dorm system managed by Vietnam National
University HCM city. Currently, there are 25 students of school of Electrical
Engineering living in Dorm.
Sport & Arts Centre.IU is so young and on developing process. As the
result, there are not much sport facilities available at this moment. As per
April 2011, there are 1 table tennis room with an area of 200 m2 in 4th floor,
1 standard volley ball and 1 standard basket ball yard provided free of
charge.
Page | 64

Beside, IU students can hire sport facilities from University of Sport which
take about 10 minutes walk from IU. Some EEs lectures and staffs organize
football match weekly and encourage student to attend. To enhance and
promote sportsmanship, 2 compulsory subjects of 3 credits on Physical
Training are offered as part of curriculum. Students may choose type of sport
on their interest.
Student Activity Centre. To facilitate various students activities, the
University provide a center named Student Affair in 2 nd floor and Youth Union
office in 1st floor.
Cafeteria. Student Cafeteria or canteen is available at the University and all
other faculties within IU at affordable prices. New canteen with an area of
1071 m2 with 432 seats hasbeen serving to students and staff since 2010.
Besides, there is a coffee shop with an area of 200 m 2 in 2nd floor. IU-VNU also
provided with drinking water machines for free in every floor. [Exh.11.04.
Canteen Contract]
Books Stores. Book store (200 m2) is in the 3rdfloor.It sells not only books
but also offers other services, such as photocopied- and binding services.
Shuttle Campus Buses. Shuttle buses are provided to serve all university
members between campus area and downtown. The total number of shuttle
bus is 45 with air-condition. Operational hours are from 5:35 to 17:35 from
Monday to Friday, and from 07.00 to 14.00 on Saturdays. Bus timetable is
designed to meet students need and the interval of services is approximately
15 minutes during normal hours [Exh.11.05. Bus Schedule].

Page | 65

12.

Quality assurance of the teaching/learning process

Curriculum is designed based on (1) MOET accredited criteria [Exh.12.01.
MOET

Engineering

Program

Framework],

(2)

ABET-accredited

criteria

[Exh.4.05. ABET Criteria], (3) reference from top ranking US universities

[Exh.4.06. EE Curriculum Comparison], and (4) Vietnamese industry needs.
The curriculum is constructed by all members of the School, reviewed by
external examiners, approved by the Academic Committee of HCMIU and the
VNU-HCM. It is periodically updated based on the feedback of faculty,
student, alumni, and industry and professional organizations. After being
approved, it is printed as an official document, published on the School
website and handbook for students [Exh.1.14.Student Handbook].
All lecturers have a clear understanding of the syllabus and have to follow its
content in teaching. All course teaching is carefully checked by different ways
including discussion with lecturer and students, class attend and course
evaluation.
Students can report direct to the Dean for any opinions related to the course.
The auditor system from Office of Academic Affairs frequently checked for
class regulation. Any issue related to the class will be reported to the Dean
for correction.
All the mid-term and final examination topics have to be approved by
Dean[Exh.6.07. Midterm Exam Paper; Exh.6.08.Final Exam Paper].All the
original test topics are stored in the Office of Academic Affairs and School for
further reference. The examinations are strictly organized by the Office of
Academic Affairs. Examination papers, after being marked, are stored in the
School office. If students have questions about grading, they can submit the
re-evaluation form [Exh.12.02.Exam Re-evaluation Form]to the School. The
re-marking of examination papers is carefully carried out by the lecturers and
approved by the Dean.
International University has the Quality Assurance Center [Exh.12.03.
Decision

of

Establishment

of

QAC]

working

independently

with

Page | 66

school/departments to improve the quality of teaching and services. The

center can access to all corners of teaching and learning to ensure the
highest quality.

13.

Student evaluation
Frequently, students are given a chance to participate in teaching-learning
evaluation processes at the end of every course, right before the final
examination [Exh.4.02.Course Evaluation Form]. Students are asked to write
their overall feedback towards any aspects of the course that they would like
to comment feedback as well as recommend further development of the
course. The results of course evaluation will be used for improving the course
and evaluate the performance of lectures. Since it is anonymous, the
lecturers may receive clearer description on positive and negative points of
their performance and then figure out the way how to improve for the next
time. Furthermore, students also are required to assess the training activities
of the School such as services and facilities. The feedbacks of student
provided through evaluation become the basic process of reviewing and
improving curriculum.
The forms are designed by HCMIU including 12 criteria. These criteria can be
grouped into three components: (A) Teaching materials, (B) Teaching
methods, and (C) teaching evaluation system. The result of evaluation is
ranked into five levels with the scale of 1-5. Since Academic Year 2009-2010,
the result of student evaluation from previous semester is currently used as
one of parameters to determine variable allowance for lecturers to continue
collaboration with school on the next semester.
All evaluation and comments are delivered to corresponding destination
[Exh.13.01. Reports on Course Evaluation ]:

Evaluating in lectures and curriculum are sent to the Dean of

School

Page | 67

Facilities ratings are sent to the Facility Management Office

Quality of services rate are sent to the Office of Academic Affair

Page | 68

14.

Curriculum design
The program is built with the contribution of the all lectures of SEE [Exh.4.09.
MOM Annually Academic Panel 2006; Exh.4.10.MOM Annually Academic
Panel 2007; Exh.4.13.MOM Annually Academic Panel - 2009]. The
lecturers, managers, and enterprises are invited to review to ensure that
training program satisfying the demand of workforce. During the curriculum
design, the evaluation of the training program is sentto stakeholders such as
scientific council of the university, students, and enterprises [Exh.4.03.
Alumni Feedback Form; Exh.4.04. Industry Feedback Form].The end of
academic year, all feedbacks will be collected to improve the curriculum by
Academic Committee.
The scheme of curriculum design and development is shown in following
figure.

Page | 69

SEEMISSION, VISION

5 YEARS
SEE EDUCATIONAL GOALS, AIMS

3 YEARS

STUDENTCENTERED
POINT OF VIEW

EE PROGRAM EDUCATIONAL
OBJECTIVES

BLOOMS TAXONOMY
EE PROGRAM EXPECTED LEARNING OUTCOMES

ABET CRITERIA

ANUAL
INSTRUCTION

ASSESSMENT

LECTURER
DIRECT
MEASUREMENT

INDIRECT

LAB
MEASUREMENT
ORAL TEST
EXIT SURVEY
PROBLEM BASED
LEARNING

LAB REPORT
ENTRY SURVEY

CO-OP & INTERSHIP

EXTRA CURRICULUM
ACTIVITIES

STUDENT
PAPER

FACULTY SELF
ASSESSMENT

STUDENT
PRESENTATION
STUDENT
EVALUATION
CO-OP & INTERSHIP
EVALUATION

ALUMNI
ACTIVITIES
REPORT
RECOMMENDATIONS (Updates to program
outcomes, Updates to curriculum, courses, lab
facilities, students activities)

EMPLOYER
EVALUATION

EXAMS
ADVISOR EVALUATION

THESIS
STRENGHTS & WEAKNESS

SEE ACADEMIC COMMITTY

ACCREDITATION

DATA ANALYSIS, INTERPRETATION, REVISION & MODIFICATION

Figure 7. Scheme of curriculum design and development

Page | 70

15.

Staff development activities

New faculties have to undergo training on teaching for at least one semester.
They can audit some courses, take part in lab sessions, prepare lectures for
the next semester, and research as well. As a result of the training, new
faculties master the teaching methodologies and standards to become a true
sense of lecturers.
In order to keep up with the new developments in their field of expertise, the
faculties are encouraged to attend seminars and conferences locally and
internationally. Some awards are given for the faculties having papers or
articles annually. There are promotions (such as promotions in salary,
tenured-track, and professorship) and training in teaching methodologies.
Moreover, all faculties with only Master of Science or Engineering are
encouraged to obtain PhD degree (currently, 04 lecturers are studying
abroad) [Exh.7.08. Decision for SEE faculty study abroad].The faculties with
doctorate degrees are considered for the title of Associate/Full Professor (by
the Ministry).
All faculties with teaching experience can be considered for Senior Lecturers
positions (by the National University) or manager (Dean or Vice Dean) of the
school (by the Board of rectors).
To update with emerging technologies and encourage research, the school
also organizes many seminars for students and faculties (see Table 15)
Table 15. List of seminars
No

Content

.
1

Date

Address

200

InternationalUnive

ar

rsity

Semin

201

InternationalUnive

ar

rsity

Semin

200

InternationalUnive

ar

rsity

ar
(by Prof. Nguyen Cam, Texas Semin
A&M, USA)

Semin

(by Prof. Minh Do, UIUC, USA)

(by Dr. Smith, UIUC, USA)

Page | 71

(by

Gene

Frank,

Semin

201

InternationalUnive

Dr.TranThanh,TI, USA)

ar

rsity

Agilent, Labview, Arm, AWR

Semin

201

InternationalUnive

ar

rsity

Page | 72

16.

Feedback stakeholders
Feedback from stakeholder is conducted through student progress and alumni
evaluation and labor market.
Student feedback [Exh.4.02. Course Evaluation]: Student evaluations of
courses are organized by the Academic Affair Office in the end of the course.
There are also some various channels where students can voice their
concerns about teaching and learning, such as report to the Dean or the
Rector, make an official comment to the School or Academic Affair offices,
and Rector Board.
Feedback

from

labor

market

[Exh.4.04.

Industry

Feedback

Form]:

Stakeholders feedbacksare necessary for improving the quality of teaching

and learning activities. The stakeholder is representatives from companies
such as training and recruitment department. Discussion and meetings with
representatives from companies and associations give illustration on the
quality of graduates and expected competences.
Feedback from employers and professional associations are usually done in
the revision of curriculum in an each year period by labor markets feedback
form.
Feedback from Alumni [Exh.4.03. Alumni Feedback Form]: Feedbacks from
alumni are obtained from survey annually by summer time. Method to obtain
feedback is done by sending the alumni rating form to each. This survey
consists of facilities and services requirements, evaluation of the level of
stability of the job within the 3 next years.
Some suggestions raised are the content and the richness of subject thought,
relevance of knowledge and information during study and real word of civil
engineering industries and profession.

Page | 73

17.

Output
17.1 Achieved Outcomes (graduates)/ Graduate Profile
The first class of Electrical Engineering Program is class of 2005 and the first
graduate batch is graduated in 2009. At the moment, the SEE has total of 79
graduates [Exh.6.11. Graduate Student Decision]. The specific number was
shown in Table 12.
Table 16. Profile of graduate students

Academic year
2008-2009
2009-2010

Enter year 2005

31
25

Enter year 2006

X
23

Enter year 2007

X
X

17.2 Pass Rate and Drop out Rate

The average percentage of subject pass rate in each semester is presented
in Table 17 (data were collected from EduSoft)
Table 17. Average Subject Pass Rate
Academic Year
2005/2006
2005/2006
2006/2007
2006/2007
2007/2008
2007/2008
2008/2009
2008/2009
2009/2010

Semester
Semester
Semester
Semester
Semester
Semester
Semester
Semester
Semester

1
2
1
2
1
2
1
2
1

Average Pass Rate

Percentage
72.1
70.6
69.9
71.1
69.5
70.8
71.3
72.2
70.4

Table 18. Graduate-rate and drop-out rate in the last 05 years

Academi

Size

c year

Cohor

% first degree after

% dropout after

t
3

>

4 1

>

3
Page | 74

2005/20

89

years
X

years
31

years
25

year
15

years
8

years
2

years
0

06
2006/20

51

23

07
2007/20

65

10

08
2008/20

51

09
2009/20

51

10
2010/20

30

11

Graduate-rate and drop-out rate in the last 05 years is shown in Table 18.
Student is declared as drop out from university because of two reasons:
(1) Poor academic performance
(2) Administrative reasons
17.3 Average time to degree
As shown in Table 16, the graduates in each semester come from different
batches. The average time to degree for the last 02 years is between 08 to
09 Semester. It is expected that 08 semester would be the closest target to
be achieved. The shortest is 8 semesters and the longest time to graduate is
12 semesters.

Page | 75

18.

Stakeholder satisfaction
One of the main jobs of School of Electrical Engineering is to assure high
quality of graduates that satisfied stakeholders as much as possible. Hence
the SEE try its best to develop and improve its academic quality. Generally,
stakeholder is the combination of students, alumni, public and industries.
There are two keys factors that are used for measuring the level of
stakeholder satisfaction: the process and the outcomes of the educational
activities.
18.1. Opinion Students
Students satisfaction is recorded through their educational process that
consists of learning, teaching, academic services, and social activities
happened during their study. In SEE, all the lecturers are evaluated their level
of performance by students. In other hand, students are required to evaluate
the lecturers, teaching and learning methods, course materials, etc. in every
semester. The evaluation forms provide a menu of choices, such as a
satisfaction rating scale including the options 1 : strongly disagree; 2 :
disagree; 3 : uncertain; 4 : agree; and 5 : strongly agree. In addition,
these forms also allow students to write down their views through free
comments
Table 19. Teaching method and lecturers evaluated by the students
Option

Content

Criteri

0%

0%

24.2%

57.6%

18.2%

0%

9.1%

18.2%

66.7%

6.1%

a
Lecturers
make

delivering

the

course

interesting
Lecturer

encourages

student

to

method
more
the

outperform

themselves

Page | 76

Lecturer

spends

time

on

correcting and commenting on

students homework
Lecturer gives necessary and
timely feedback to students
Lecturer
has
profound
knowledge on the courses
Lecturer conveys the content of
the course clearly and easy-to-

0%

6.1%

45.5%

39.4%

9.1%

0%

6.1%

33.3%

57.6%

3%

0%

0%

15.2%

66.7%

18.2%

0%

6.1%

33.3%

45.5%

15.2%

understand

Table 19 shows the average evaluation of teaching method of EE students in

the time from 2006 to 2010. In general, the highest percentage of student
selected the option 4 : agree. As a result, the teaching delivery method get
the average above 3 and most of lecturers get the score above 4.
The figure 8shows the course materials satisfaction of EE students in the
time from 2006 to 2010. Here, the criteria number 1 is The textbooks are upto-date and appropriate to the course and 2 is The content of the courses
requires student to think independently, not just memorizing. Evidently, the
largest student number decided to give score 4.

Page | 77

Figure 8. Course materials satisfaction

An other satisfaction parameter evaluated by the students is extracurricular
activity of student during period 2006 2010, as shown in table 20.
According to the collection data, the percentage of students give the scores
of 3 and 4 for criteria 16, 17, and 19 seem equal each other. 54.5% student
highly sastified with those extracurricular activities during those years.
Table 20. Extracurricular activity evaluation
Option
Content

Criteri
a

The extracurricular activities

are

announced

widely

to

16

3%

9.1%

36.4

39.4

12.1

39.4

39.4

9.1%

students
The extracurricular activities
are regularly organized and
best-fit

with

student

17

3%

9.1%

curriculum
Page | 78

The

extracurricular

activity

meets students need

The
helps

extracurricular

activity

students

develop

18

19

3%

9.1%

3%

9.1%

27.3

54.5

12.1

9.1%

9.1%

9.1%

personal skills.

18.2.Opinion Alumni
The alumni are an important bridge that connects students and fresh
graduates to the industry. Thus, SEE considers relationship with the alumni as
an important part of its educational program. The School regularly contacts
with alumni in several ways such as sending the survey forms, meeting
events and so onFrom those contacts, SEE could get from alumnis views
and also suggestions about the curriculum. The data collected from alumnis
feedback includes the waiting time to get the first job after they graduate
(Figure 9), the evaluation about the job orientation activities opened by
University as well as the evaluations of the job consulting and supporting
activities after graduation. Besides, the satisfaction of trained soft-skills for
student during 2006-2010 that are useful for student after graduate is also
collected and tabulated in table 21.

Page | 79

Figure 9. Waiting time versus percentage number of student get

the first job after graduation
Table 21. Soft-skills of students evaluation
Option
Content

Criteri

Evaluationof

the

orientation

a
job 25

0%

12.1%

18.2%

63.6%

6.1%

6.1%

6.1%

30.3%

51.5%

6.1%

activities

opened by University
Evalutation

of

the

job

26

consulting and supporting

activities after graduation.

18.3. Opinion Labor Market

In order to receive opinions from the labor markets, SEE has selected several
companies employing the EE graduatesOf course, these companies are very
well-known in electrical engineering field. Consequently, the companies
feedbacks are considered as industry general opinion. The feedback data was

Page | 80

gathered by sending the Labor Markets Feedback Form directly to the

selected companies.
18.4 Opinion Society
Another method to have opinions from society regarding the quality of
education in the program is by recognizing from media highlights. Various
articles[Exh.18.01. News about SEE] in the media have highlighted the role of
SEEs students/ lecturers concerning their contribution to the environment in
the societies.
Opinion about the students/lecturers from society or public is one of
important parameter that reflects the educational quality conducted by the
School. However, because of very young University, the SEE has not yet set a
systematic method to gather general view and perception from the society.
Nevertheless, at present, the School has taking seriously consideration that
any achievements of the students/lecturers would gain some insight of the
opinions when exposed to the public.

Page | 81

Part 3: Strengths and Weaknesses Analysis

Page | 82

Goals and Objectives; Expected Learning Outcomes

The IU-VNU has a clearly formulated mission statement for its academic training,
research activities and role in society. These are published on website and other
documents such as brochure and student handbook. Consistent with the stated
mission and vision of IU-VNU, the goal and objectives of EE program are clearly
stated and translated into the curriculum.
The program also has clearly learning outcomes which inline with outcome set by
ABET. The expected learning outcomes cover appropriate both skills and academic
knowledge and they are based on the contribution make by each course.
Program Specifications
The program specifications are published formally in website, hand book, curriculum
and leaflet. It is informative for students and stakeholders.
Program Content (Curriculum)
The curriculum reflects the mission and vision of IU-VNU and SEE. Curriculum is upto-dated and compatible with EE curriculum of well-known universities. EE
curriculum is articulated and approved by all partner universities. 22 courses of the
curriculum is used in ACTS (Asian Credits Transfer System).
The content of the program is balanced between general and specific skills and
knowledge. It clearly shows the basic courses, intermediate courses, specialist
course and the final thesis activities.
Program Organization
The program organization is clearly stated and introduced to all students at the
beginning. Based on this organization, especially the difference between English
levels, students can prepare for their study plan.
The relationship between courses as well as the pre-requisites is clearly shown in
the network program, which leads students to choose the appropriate courses with
their levels.
Page | 83

Didactic Concept and Teaching/Learning Strategy

Various didactic concepts such as lectures, tutorials, laboratory etc. are being used
for teaching and learning. The student centered approach is emphasized for lecture
hours. However, it takes times for new student to be acquainted with these methods
since they are different from the high school teaching methodology. The SEE will
organize more seminars on didactic methods for students.
Student Assessment
Various student assessment methods are being used such as quizzes, homework,
project, mid-term and final exams. Assessment criteria are clearly stated in course
syllabus and introduce to students at the beginning of the course.
Staf Quality
Full-time faculty staffs graduated with outstanding ranking from well-recognized
universities from all over the world. Visiting professors are well-known and
experience in the EE area from top university in Vietnam as well as overseas.
The staffs can balance between teaching and research workload as well as
contribute to the schools activities.
Quality of Support Staf
The SEE have a good number of support staff who are dedicated and efficiently help
students in academic and administration activities. Besides, students also get
support from Office of Academic Affairs and other students services such as
student youth union, computing center and library.
Number of technician is adequate for laboratory.
However, the supporting services are offered during office hours. SEE will make plan
to provide service to students later and over weekend if needed.
Student Quality
All students have to pass the National entrance exam or the University interview to
be admitted to the program. However, the pass grade and number of enrolled
Page | 84

student is not as expected. The SEE is planning for more promotion activities to
attract students.
The English levels are diverse among students; as a result, students with lower
English level need more efforts to be with the program. The intense English is being
focus at IU-VNU in order to help these students when entering the program.
Student Advice and Support
Every student has academic advisor who accompany with them during their study
at SEE. Various students activities are organized such as sport competition,
academic games, youth union and student associations activities.
However, the students facilities need to be developed such as dormitory, sport
center and bus route.
Facilities and Infrastructure
The

university has

modern

infrastructure

and

well-equipped

facilities.

The

laboratories are very well-equipped, up-to-dated and highly utilized for internal uses
and also for members of VNU.
The library has many textbooks and reference books with new edition. However, the
online magazines and journals are not rich.
Quality Assurance of the Teaching/Learning Process
Quality assurance is considered as an important factor of SEE. Academic board is
available to evaluate the implementation of the curriculum. However, it is recently
established and not fully functions as expected.
Student Evaluation
Student evaluation of teaching activities is carried out regularly every semester
through Center of Quality Assurance. Data from this evaluation are used for
curriculum development and staff evaluation. The satisfaction of students keeps
increasing by semesters.
Curriculum Design
Page | 85

The curriculum is reviewed annually and follows the Curriculum design and
improvement scheme. The improvement considered the demands of stakeholders.
Staf Development Activities
Various trainings such as English improvement, didactic method, etc. are provided
for staff development. Faculty staffs are encouraged to collaborate with partner
universities for research and have change to go to overseas universities one
semester for exchange research and teaching methodology. IU-VNU also has merit
award for best academic and support staff annually.
Feedback Stakeholders
The feedbacks of stakeholders are taking annually by the end of academic year. The
results are used for curriculum development. However, since the SEE just has few
graduated batches and number of graduate student, the information from
employers is not rich.
Output
Graduates have good jobs and can apply to graduate program from abroad
universities.
Stakeholder Satisfaction
The stakeholders are satisfied with the program in general. However, the SEE needs
to do more survey regarding this criterion.

Page | 86

Completed checklist
Criteria

1 2 3 4 5 6 7

1. Goals and Objectives; Expected Learning Outcomes

1.1

The

program

has

clearly

formulated

learning

1.2 The program promotes learning to learn and life -

outcomes

long learning
1.3 The expected learning outcomes cover generic skills

and knowledge as well as specific skills and knowledge

1.4 The expected learning outcomes clearly reflect the

requirements of the stakeholders

Overall Opinion

5.0

2. Program Content
2.1 The program content shows a good balance between

general and specific skills and knowledge

2.2 The program reflects the vision and mission of the

university
2.3 The expected learning outcomes have been adequately

translated into the program

2.4 The contribution made by each course to achieving the

learning outcomes is clear

Overall Opinion

5.0

3. Program Specification
3.1 The university uses program specifications

3.2 The program specification shows the expected learning

outcomes

Page | 87

3.3

The

program

specification

is

informative

for

the

stakeholders
Overall Opinion

5.0

4. Program Organization
4.1 The curriculum is coherent and all subjects and courses

have been integrated

4.2 The curriculum shows breadth and depth
4.3

The

curriculum

clearly

shows

the

X
basic

courses,

intermediate courses, specialist courses and the final project

(thesis, etc.) activities
4.4 The curriculum is up-to-date
Overall Opinion

X
5.0

5. Didactic Concept/Teaching/Learning Strategy

5.1 The staff have a clear teaching/learning strategy

5.2 The teaching/learning strategy enables students to acquire

and manipulate knowledge academically

5.3 The teaching/learning strategy is student oriented and

stimulates quality learning

5.4 The curriculum stimulates action learning

5.5 The curriculum stimulates active learning and facilitates

learning to learn
Overall Opinion

5.0

6. Student Assessment
6.1 Student assessment considers student entrance, student

progress and exit tests

6.2 The assessment is criterion referenced

6.3 Student assessment uses a variety of methods

6.4 The assessments reflect the expected learning outcomes

and the content of the program

Page | 88

6.5 The criteria for assessment are explicit and well-known

6.6 The assessment arrangements cover the objectives of the

curriculum
6.7 The standards applied in the assessment are explicit and

consistent
6.8 The assessment schemes, the assessment methods and

the assessment itself are always subject to quality assurance

and scrutiny.
Overall Opinion

5.0

7. Staf Quality
7.1 The staff are competent for their task and able to fulfill the

requirements of criterion 7.1

7.2 The staff are sufficient to deliver the curriculum adequately

7.3 Recruitment and promotion are based on academic merits

7.4 The roles and relationship of staff members are well

defined and understood

7.5

Duties

allocated

are

appropriate

to

qualifications,

7.6 Time management and incentive systems are designed to

experience and skills

support the quality of teaching and learning

7.7 Accountability of the staff members is well regulated
7.8

There

are

provisions

for

review,

consultation,

X
and

7.9 Termination, retirement and social benefits are planned and

redeployment

well implemented
7.10 There is an efficient appraisal system
Overall Opinion

X
5.0

8. Quality of the Support Staf

8.1 There are adequate support staff for the libraries

Page | 89

8.2 There are adequate support staff for the laboratories

8.3 There are adequate support staff for computer facilities

8.4 There are adequate support staff for the student services

Overall Opinion

5.0

9.Student Quality
9.1 The selection of entering students (if there is selection) is

adequate
9.2 There is an adequate intake policy

9.3 There is an adequate credit points system

9.4 The actual study load is in line with the calculated load

Overall Opinion

5.0

10. Student Advice and Support

10.1 There is an adequate student progress system

10.2 Students get adequate feedback on their performance

10.3 Coaching for first-year students is adequate

10.4 The physical and material environment for the student is

satisfactory
10.5 The social and psychological environment for the student

is satisfactory
Overall Opinion

5.0

11. Facilities and Infrastructure

11.1 The lecture facilities (lecture halls, small course rooms)

are adequate
11.2 The library is adequate and up-to-date

11.3 The laboratories are adequate and up-to-date

11.4 The computer facilities are adequate and up-to-date

11.5 Environmental health and safety standards should meet

the local requirements in all respects

Page | 90

Overall Opinion

5.0

12. Quality Assurance

12.1 The curriculum is regularly evaluated

12.2 Revision of the curriculum takes place at reasonable time

period
12.3 Quality assurance of the curriculum is adequate

12.4 Quality assurance of the assessments/examinations is

adequate
Overall Opinion

5.0

13. Student Evaluation

13.1 Courses and curriculum are subject to structured student

evaluation
13.2 Student feedback is used for improvement
Overall Opinion

X
5.0

14. Curriculum Design

14.1 The curriculum was developed as a joint enterprise by all

the staff members

14.2 Students are involved in the curriculum design

14.3 The labor market is involved in the curriculum design

Overall Opinion

5.0

15. Staf Development Activities

15.1 There is a clear vision on the needs for staff development

15.2 The staff development activities are adequate to the

needs
Overall Opinion

5.0

16. Feedback Stakeholders

16.1 There is adequate structured feedback from the labor

market (employers)

Page | 91

16.2 There is adequate structured feedback from the alumni

Overall Opinion

X
5.0

17. Output
17.1 The pass rate is satisfactory

17.2 The level of the graduates is satisfactory

Overall Opinion

4.0

18. Stakeholder Satisfaction

5.0

18.1 The university has a structural method for obtaining

feedback on the level of satisfaction from stakeholders:
students, alumni and graduates, employers and the general
public
Final Opinion

4.94

HCM City, May 16, 2011

Dean

Page | 92

Part 4: Appendices
Glossary
IU VNU

The International University Vietnam National University, Ho

Chi Minh City.

SEE

School of Electrical Engineering

MoET

Ministry of Education and Training

NEE

National Entrance Examination

DA

Direct Apply

OAA

Office of Academic Administration

Page | 93

Supporting documents and evidences

No. Title of evidences

Category

Criteri

Code

a
1

Decision

No.

472001

University

Decision

Exh.1.01

Exh.1.02

Exh.1.03

Establishment
2

IU Website www.hcmiu.edu.vn

IU Academic Panel

Agreement with Nottingham

Exh.1.04

Agreement with West of England

Exh.1.05

Agreement with New South Wales

Exh.1.06

Agreement with Rutgers

Exh.1.07

Agreement with Binghamton

Exh.1.08

Agreement with AIT

Exh.1.09

10

Agreement with Auckland

Exh.1.10

11

Agreement with CUA

Exh.1.11

12

Agreement with UIUC

Exh.1.12

13

AUN SAR Committee

Exh.1.13

14

Student Handbook

Exh.1.14

15

EE Academic Curriculum

Exh.1.15

16

Academic Calendar

Exh.2.01

17

EE Academic Panel

Exh.2.02

18

Conditions to choose majors

Exh.2.03

19

EE Industrial Advisory Board

Exh.2.04

20

Political Education

Exh.2.05

Decision

Decision

Decision

Decision

Page | 94

21

Student Internship

Exh.3.01

22

Internship Evaluation

Form

Exh.3.02

23

Internship Report

Sample

Exh.3.03

24

Senior Project Evaluation

Form

Exh.3.04

25

Senior Project Report

Sample

Exh.3.05

26

Thesis Students

Decision

Exh.3.06

27

Thesis Committee

Decision

Exh.3.07

28

Thesis Schedule

Exh.3.08

29

Thesis Evaluation

Form

Exh.3.09

30

Thesis Report

Sample

Exh.3.10

31

Thesis Procedure

Exh.3.11

32

Senior and Thesis Plan

Exh.3.12

33

Course vs. Learning Outcomes

Exh.4.01

34

Course Evaluation

Form

Exh.4.02

35

Alumni Feedback Form

Form

Exh.4.03

36

Industry Feedback Form

Form

Exh.4.04

37

ABET Criteria

Exh.4.05

38

EE Curriculum Comparison

Exh.4.06

39

EE

Exh.4.07

Exh.4.08

Scheme

of

Curriculum

Design

and

Improvement
40

Decision for EE program

41

MOM Annually Academic Panel 2006

Exh.4.09

42

MOM Annually Academic Panel 2007

Exh.4.10

43

EE Curriculum Improvement Panel

Decision

Exh.4.11

44

Updated Curriculum 2008

Decision

Exh.4.12

45

MOM Annually Academic Panel 2009

Exh.4.13

46

English Outcome Requirement

Exh.4.14

47

Procedure

Exh.4.15

for

Annually

Decision

Decision
Curriculum

Page | 95

Development
48

Student Lists of Typical Classes

49

Exh.5.01

Critical Thinking Syllabus

Exh.5.02

50

IU Academic Regulations

Exh.6.01

51

Student Recruitment Plan

Exh.6.02

52

Student Recruitment Board

Exh.6.03

53

Student Recruitment Process

Exh.6.04

54

Transfer Students Application Form

Form

Exh.6.05

55

Transfer Students Profile

Sample

Exh.6.06

56

Midterm Exam Paper

Sample

Exh.6.07

57

Final Exam Paper

Sample

Exh.6.08

58

List of courses and instructors in charge

Exh.6.09

59

Laboratory Report

Sample

Exh.6.10

60

Graduate Student Decision

Decision

Exh.6.11

61

Recruitment Criteria

Exh.7.01

62

Recruitment Procedure

Exh.7.02

63

Recruitment Evaluation Form

Form

Exh.7.03

64

Teaching Demonstration Evaluation Form

Form

Exh.7.04

65

List of SEE faculty publications

Exh.7.05

66

Training Certificate

Sample

Exh.7.06

67

Decision

Sample

Exh.7.07

Decision

Exh.7.08

for

lecturer

training

Sample

at

partner

universities
68

Decision for SEE faculty study abroad

69

Training Report 2009

Exh.7.09

70

Agilent Training Certificate 2011

Exh.7.10

71

IU Internal Expenditure Regulation

Exh.7.11

72

Faculty Evaluation Form

Exh.7.12

73

Teaching Plan 2009 2011

Exh.7.13

Form

Page | 96

74

SEE Research Project 2008 2011

Exh.7.14

75

List of Academic Advisors

Exh.7.15

76

EE Teaching Workload

Exh.7.16

77

School Schedule

Exh.7.17

78

SEE Awards

Exh.7.18

79

SEE Faculty CV

Exh.7.19

80

Research Funding 2010

Exh.7.20

81

Procedure for Staff Evaluation

Exh.7.21

82

Teaching Regulation

Exh.7.22

83

Report of Facilities

Exh.8.01

84

Evaluation of Supporting Staff

Exh.8.02

85

Student Recruitment Information

Exh.9.01

86

EE Leaflet

Exh.9.02

87

Scholarship for freshmen

Exh.9.03

88

Scholarship for IU students

Exh.9.04

89

Scholarship for engineering student

Exh.9.05

90

IU Scholarship Policy

Exh.9.06

91

IU Student Regulation

Exh.9.07

92

Regulations for Course Registration

Exh.9.08

93

Regulation on Evaluation of Student Sefl-

Exh.9.09

Development
94

Student Activity Football League

10

Exh.10.0
1

95

Student Activity EE Camping Trip

10

Exh.10.0
2

96

Student Activity Robocon Competition

10

Exh.10.0
3

97

Student Activity Eggdrop Competition

10

Exh.10.0
4

98

Student Activity Car Racing Competition

10

Exh.10.0
Page | 97

5
99

Student

Activity

Seminar

on

Career

10

Exh.10.0
6

100 Student Activity Student Research Project

10

Exh.10.0
7

101 Agenda of welcome new students

10

Exh.10.0
8

102 Industrial Relations TI Seminar

10

Exh.10.0
9

103 Industrial Relations Seahorse Company Trip

10

Exh.10.1
0

104 Industrial Relations Sonion and SHTP Lab

10

Exh.10.1
1

105 Industrial Relations Renesas Visit

10

Exh.10.1
2

106 Student Scientific Research Announcement

10

Exh.10.1
3

107 Regulation for Academic Advisors

10

Exh.10.1
4

108 Regulation on Student Services

10

Exh.10.1
5

109 Student Request Process

10

Exh.10.1
6

110 List of Equipment in Electronics Lab

11

Exh.11.0
1

111 List of Equipment in Communications Lab

11

Exh.11.0
2

112 Annually Textbook Purchase Plan

11

Exh.11.0
3

113 Canteen Contract

11

Exh.11.0
4

114 Bus Schedule

11

Exh.11.0
5

Orientation

Visit

Page | 98

115 MOET Engineering Program Framework

12

Exh.12.0
1

116 Exam Re-evaluation Form

12

Exh.12.0
2

117 Decision of Establishment of QAC

12

Exh.12.0
3

118 Report on Course Evaluation

Sample

13

Exh.13.0
1

119 Faculty Feedback

Sample

14

Exh.14.0
1

120 Training Course for SEE Faculty

15

Exh.15.0
1

121 Feedback from Industry

16

Exh.16.0
1

122 Feedback from Alumni

16

Exh.16.0
2

123 News about SEE

18

Exh.18.0
1

124 Technology Transfer

18

Exh.18.0
2

Page | 99