1.                  A brief overview of the training program

The Undergraduate Program in Business Administration, specializing in Logistics & Supply Chain Management was established in 2014 with the aim of equipping learners with the necessary knowledge, skills and appropriate attitudes to work in Logistics & Supply Chain Management positions in all types of businesses or in logistics service providers.

This program is applied by a credit training system with 134 credits including general knowledge blocks, business knowledge blocks and specialized knowledge blocks. The curriculum is designed according to a flexible pathway that allows students to plan their own study and complete the program during 3 to 6 years.                     

The Bachelor of Business Administration, specializing in Logistics & Supply Chain Management provides learners with general basic knowledge of business management and in-depth knowledge of Logistics & Supply Chain Management. Graduates will have the ability of planning in the field of supply chain and logistics, from the strategic level to the operational plans, and also have the ability of organizing, leading and controlling the implementation of various types of plans in the logistics and supply chain function effectively and efficiently.

This training program stands out for its up-to-date, modern knowledge, compatible with that of many countries around the world. Besides providing modern and updated knowledge, our program is also implemented with many modern teaching and learning methods, in order to provide learners with a number of important job-related skills such as: negotiation skills, English skills, especially skills related to the application of digital technology, Industry 4.0 to supply chain management and logistics. Moreover, our program involves many extra-curricular activities and internship programs, in order to provide opportunities for learners to interact with businesses and the real world.

2.                  General information about the training program


Business Administration

Major Code:


Field of study:

Supply Chain Management&Logistics

Field of study Code:


Level of Training:




Type of Training:


Time of Training:

4 years

Total credits:

134 credits (excluding Physical Education and Military Education modules)

3.                   Educational philosophy of University of Economics

            We believe that higher education plays a pivotal role in “the creation of our future society.” As a university, we utilize a liberal education philosophy that focuses on the betterment of humanity, scientific spirit, and the fostering of lifelong learners, who work towards building a progressive and prosperous society.  

The three pillars of our educational mission are:

“Liberal Arts - Self-initiative - Pragmatism”

- Liberal Arts Education: We believe that our educational mission allows for a transformative experience that allows individuals to engage in self-discovery through the transference of ideas and knowledge that lead to social action. This concept helps students become active participants in the building of a better world. Higher education plays a significant role in the facilitation of conditions that steer individuals towards the development of themselves and their values, which builds their capabilities to contribute towards social progress.

- Self-initiative Education: At the core of higher-education lies a need for the creation of self-discipline. Our educational philosophy seeks to motivate students to take self-initiative in training themselves, bettering themselves and engaging in the act of self-reflection.

- Pragmatism: We have determined that the accumulation of knowledge and creativity in higher education must be of practical value and of service to social progress. Thus, our education focuses on the implementation of pragmatism and ethics in research, training, and development cooperation.

4.                  Mission and vision and values of University of Economics


University of Economics – the University of Danang is envisioned as a leading research university in Vietnam, significantly contributing to the prosperity of ASEAN community and human knowledge.


As a research-oriented university, we create a humanistic and innovative academic environment to accelerate knowledge discovery, application, and transfer of scientific knowledge in economics and management; ensure a successful foundation and lifelong learning capacity for learners; nurture and develop talents; tackle the socio-economic challenges; and serve the prosperous development of the community.


  • Integrity
  • Creativity
  • Co-operation
  • Sympathy
  • Respect


1.                  Program objectives (POs)

The Business Administration major, speacializing in Logistics & Supply Chain Management equips students with the necessary competencies to become the suply chain & logistics managers in all types of businesses or become the managers in Logistics enterprises. The program is designed to achieve the following objectives:

1. To acquire basic knowledge and skills of a manager including: Planning, Organizing, Leading and Controlling (PO1)

2. To gain specialized knowledge and skills of a manager in Supply Chain Management & Logistics (PO2)

3. To understand ethical standards and social responsibility in business in the era of digitalization and globalization (PO3)

2.                  Program learning outcomes (PLOs)

On the successful completion of the Logistics & Supply Chain Management  training program, graduates will be equipped to:






Apply basic economic, political, social and legal knowledge to solve problems incurring in business and management activities.



Identify the business strategy and the contribution of functional strategies to the execution of an organization's business strategy



Analyze the basic areas of supply chain and supply chain strategy in implementing business strategy of enterprises.



Implement basic supply chain management decisions such as supplier selection decisions, inventory and warehousing decisions, production and sales planning decisions, logistics decisions and carriage...



Design a supply chain network in line with business strategy



Communicate effectively (in speech and writing) in negotiating and resolving business administration issues



Communicate effectively in English (in speech and writing) in a global business environment



Apply the technology of Industry 4.0 in business management and administration



Comply with ethical standards and practice social responsibility in business

3.                  Career opportunities

Bachelors of Business Administration, specializing in Logistics & Supply Chain Management can work in domestic and foreign corporations and companies operating in the field of Logistics, transportation, forwarding, warehousing, import and export business, production, distribution, commerce...

Specifically, Bachelors of Business Administration, specializing in Logistics & Supply Chain Management can apply the following job positions:

- During the first 4 years after graduation, Bachelors of Business Administration, specializing in Logistics & Supply Chain Management can work at a postion or rotate between positions in many departments such as customer service, logistics, material supply, accounting, international business, marketing, operations, planning... Specifically, they can be:

  • Analyst, demand planner, production planner
  • Import-Export staff
  • Import and export sales staff
  • Purchasing staff
  • Documentary Officer
  • Transport operations manager
  • International Payment Officer
  • Logistics sales staff
  • Delivery staff
  • Warehouse operator
  • Field staff
  • Customs officer
  • Customer service staff
  • Supply Chain Analyst and Consultant

- In 5-10 years, Bachelors of Business Administration, specializing in Logistics & Supply Chain Management can advance to higher positions:

  • Supply manager
  • Logistics manager
  • Project manager
  • Chain information manager 
  • Head of production, transportation, logistics, purchasing, supply, import and export…
  • Head of sales and customer service department in Logistics enterprises
  • Regional manager

- After 10 years, with the knowledge and skills accumulated from management activities in many different functions and general management in organizations, the career culmination of Bachelors of Business Administration, specializing in Logistics & Supply Chain Management is:

  • Supply Chain/Logistics Director
  • Director, Deputy director of a Logistics enterprise.

4.                  Entrance Criteria, academic training process, graduation requirement

Entrance Criteria:

According to the university enrollment regulations of the Ministry of Education and Training and the regular university enrollment scheme of University of Economics.

Academic training process

The training process complies with the regulations of the Ministry of Education and Training, the University of Danang and University of Economics. The curriculum is built on a credit unit system that allows students flexibility in their individual study plans. This program is designed as a four-year program, and depending on the ability and learning conditions, students can shorten to 3 years or extend to a maximum of up to 6 years.

The training program consists of 134 credits (excluding Physical Education and Military Education modules). Each academic year has two main semesters (starting from mid-August to the end of June) and one summer semester (starting from early July to mid-August). According to the training schedule, students will study modules in the general courses (46 credits) in the first 3 semesters; modules under the fundamental courses (30 credits) in the 2nd year, at the beginning of the 3rd year; finally, the modules in the specialized courses will be studied at the end of the 2nd year onwards. Students will do an internship in the last semester of the program and choose one of two forms: internship and supplementary study of at least 6 credits selected from elective modules or graduation thesis (provided that the student must take the course "Research Methodology", have a cumulative GPA greater than the prescribed level of the University and be approved by the faculty to do graduation thesis). 

Graduation Requirements

Students who wish to be considered for graduating must meet the following requirements:

-           Until the time of graduation, they shall not be examined for penal liability or shall not be subject to disciplinary suspension at the level of studying suspension.

-           Accumulated number of credits and volume of the programme stipulated.

-           The cumulative GPA of the entire program meets the minimum of 2.00 or higher.

-           Satisfying some of the requirements for academic achievement for the main curriculum and other conditions determined by the Rector.

-           Having Physical Education and Military Education Certificates.

-           Having a foreign language certificate (TOEIC 450 or equivalent).

-           Possessing an informatics certificate (Advanced Informatics or equivalent).

-           Submitting an application to the Academic Affairs Department to be considered in the case of early or late graduation compared to the pre-designed time of the program.

Graduation conditions can be updated according to the current Training Regulations.

5.                  Scoring system: According to current credit training regulations.

6.                  Teaching-learning strategies

 Direct Instruction Strategies

Direct instruction strategies are used in a structured environment that is directed by the teacher/group leader. In which information is conveyed to the students in a direct way: lecturers give lectures and students listen. These strategies are used in all courses at a certain rate to provide students the basic information or explain a new skill.

Direct instruction strategies applied to the general BA program include explicit teaching, lectures, and guest speakers.

  • Explicit Teaching (TLM1): This is a method of direct instruction strategies in which lecturers guide and explain the specifics of the content related to lessons, helping students achieve the target teaching about knowledge and skills.
  • Lecture (TLM2): Lecturers present the lesson and explain the content of lectures. The teacher is a presenter to explain in detail. Students are responsible for listening and taking appropriate notes to gain the knowledge that the teacher communicate.
  • Guest Speaker (TLM3): Under this method, students are taking part in the courses with presenters who are not lecturers. These guest speakers are entrepreneurs, alumni with extensive experience in business activities and administration from all types of businesses and organizations. They are experts with extensive experience in business administration, digital business from successful business enterprises, state management agencies related to startup support programs. This method is used for major modules and is carried out in association with the extracurricular activities of the training program.

Thinking Skills Strategies

Thinking Skills Strategies develop critical thinking, questioning skills, analyzing skills and reflective practice in students learning approach. These strategies are also designed to foster creative and independent thinking and learning, including problem solving, brainstorming, and case study.

  • Problem Solving (TLM4): Problem solving is a process in which students apply critical and logical thinking to perceive and resolve the gap between a present situation and a desired goal. Through the process, students are laid out and acquire new knowledge through facing problems and solving them.
  • Brainstorming (TLM5): Brainstorming is a group process for generating questions, ideas, and examples and is used to illustrate, expand, or explore a central idea or topic. Each member of the group is encouraged to put forth ideas that do not concern the feasibility. It stimulates students to think flexibly and can expand problem- solving and problem-finding skills. Brainstorming is used in courses to stimulate the development of creative thinking, seeking ideas and business solutions.
  • Case Study (TLM6): This is a method of teaching approach towards learner-centered, helping students develop critical thinking and communication skills. Specifically, the lecturer designs task requirements and sets timelines based on situations, problems, or challenges in practice. Students are asked to identify problems and analyzing problems which help them improve problem solving skills, decision-making skills as well as studying skills.

Activity-Based Strategies

This strategy encourages students to study through practical activities. These activities provide students with the opportunity of experiencing practice, which will motivate them to make discoveries, make decisions, solve problems, and interact with other people on their own.

  • Role play (TLM7): The strategy in which students assume distinct roles in a studying situation to interact with each other.
  • Game (TLM8): Games are seen as interactive activities, which can create mutual support between lecturers - students or class members, help systematize knowledge and increase students' confidence. Games can be given by the lecturer at the beginning or end of the lesson. Games can also be given by a group of students from the lecturer's encouragement during group work to the beginning or end of the group's presentation.
  • Field Trip (TLM9): Visiting factories and companies helps students experience the real working environment of their major; providing chances of exploring and studying the technology applied to their job; building up working skills and working customs. This method is used for major modules and is carried out in association with extracurricular activities of the training program.
  • Debates (TLM10): A strategy in which lecturers raise an issue related to the lesson, and students, with different opinions, will analyse, explain andconvince others to agree with their point of view. Through debates, students can get useful skills such as critical thinking, negotiation, decision making, and public speaking.

Cooperative Strategies

Cooperative Strategies help students become dynamic, responsible, and thoughtful, thanks to the positive and cooperative interaction in groups. Besides, students can practice the listening skills, respecting and considering two sides of one problem. These strategies focus on how to make students interact with each other, and then put these skills into practice.

  • Discussion (TLM11): A strategy in which students are divided into groups and give opinions on an issue shown by lecturers. This strategy encourages students to analyze the definitions, ideas, and data about a topic, and then by discussion with lecturers, they can link the ideas to show the meaning of the issue.
  • Teamwork Learning (TLM12): Students are divided into small groups to solve the given problems and show the results by reporting or presenting. In this curriculum, students have been provided with basic knowledge and skills in group work since the first year. Then, they will practice this method in a wide variety of courses at distinct levels.
  • Inquiry (TLM13): In the process of teaching, lecturers use open questions or issues, and instruct students to answer them step by step. Students can discuss in groups to solve the problems.

Independent Learning Strategies

  • Research project (TLM14): This method is to develop the ability of students in the planning, organization, discovery, and communication for a topic independently and more, under the guidance of faculty members. It also strengthens the motivation to learn and active engagement in learning because students are allowed to select the documents they want to present. DBA and UE-UD have a wide range of textbooks and up-to-date reference materials that are  helpful for students’ self-study.
  • Learning online (TBA) (TLM15): Teachers and students use online tools to support the process of teaching and learning.
  • Homework (TLM16): Students are assigned to work at home with the content and the requirements given by the lecturer. Through the completion of the tasks at home, students learn how to learn by themselves, as well as gain knowledge and skills upon request.
  • Other (TLM17): Other methods.

7.                  Methods of assessment

Student performance evaluation is the process of recording, storing, and providing information about the students' learning process. The evaluation ensures a clear, accurate, objective, regular and continuous principle. Assessment information is provided and shared in a timely manner to stakeholders including the lecturers, students, parents, and administrators. Since then, there have been timely adjustments in teaching activities in order to achieve teaching goals. The requirements and criteria of each assessment method of each module are designed in detail by the lecturers in charge of that course and informed to students on the first day of the class.

The following are the assessment methods applied in the general BA training program:

Attendance Check (AM1)

In addition to self-study, regular attendance by students as well as student contributions during the course also reflects their attitudes towards the course.

Work Assignment (AM2)

Students are required to do assignments related to the lesson during class or after class. These exercises can be done by individuals or groups and are evaluated according to the specific criteria that have been previously announced to students.

Oral Presentation (AM3)

Students are required to do some work related to presentation activities during or after class hours. These activities are carried out by individuals or groups and are assessed against specific criteria (rubrics).

Performance test (AM4)

The student is required to perform several specific operations, techniques according to the requirements for subject knowledge and skills.

Journal and blogs (AM5)

Students write journals and blogs throughout the practice to reflect performance and experience during the learning period. This is the main method to assess students in internship course.

Essay Examination (AM6)

According to this assessment method, students are asked to answer several questions, exercises or individual opinions about questions related to the standardized requirements of the course.

Multiple choice exam (AM7)

This method of assessment is like the written test method, where students are asked to answer relevant questions based on the questions given. A different point is that in this assessment method, students are asked to choose the correct one(s) among the suggested answers which are designed and printed in the test.

Oral Examination (AM8)

In this assessment method, students are assessed through interviews, direct questions, and answers. This method is used in several management courses to assess the student's overall competency including knowledge and presentation skills. All courses applying for Oral Examination have rubrics for assessment and they are published in syllabus.

Written Report (AM9)

Students are assessed through student report products, including the content presented in the report, the manner of presentation, drawings / images in the report.

Oral Presentation (Individual) (AM10)

This evaluation method is like the oral presentation assessment method, but this method is used for summative assessment which is performed periodically (mid-term, end-of-term, or post-course).

Peer Assessment (AM11)

Group work assessments are used when implementing group teaching activities and are used to evaluate students' group work skills. Rubrics and assessment criteria are published in syllabus.

Graduation Thesis / Report (AM12)

In this assessment method, students are evaluated through a report to the Evaluation Council established by the university based on the proposal of the faculty. Students who are eligible to defend the thesis in accordance with regulations present their thesis report to the council and the reviewers. After that, the council members comment and raise questions. Students answer questions directly at the thesis defense. This assessment method is used during the internship to assess the overall capacity of students including knowledge, skills, and attitudes. The council will mark a score according to the rubric provided by the Faculty/Department. Graduation thesis evaluation score is the average score of council members and is decided by the council.

8.                  Academic training structure

Curriculum structure









General courses





Fundamental courses





Specialized and major courses





Specialized courses





Major courses














General Courses provide students with basic knowledge of the business environment such as economies, politics, society, and law..., as well as basic knowledge of economics, management, and basic skills that a manager should have such as communication skills, foreign languages, and informatics. These general courses serve as a premise for the modules of the business, management and major in the future training program framework, and at the same time, it is also the premise for lifelong learning, contributing to the improvement of students' qualifications after university graduation.

Fundamental courses provide the foundational knowledge and skills of business and management, including the fundamental knowledge of accounting, finance, marketing, statistics, information management system.... This knowledge block will serve as a prerequisite for industry and major courses in the training program later.

Specialized courses helps to provide basic knowledge and skills of Business Administration major, including strategic knowledge and knowledge related to some basic functions of an organization such as production, finance, supply chain, marketing... as well as the knowledge and skills that managers need in the Industry 4.0 era such as knowledge of data analysis in business, knowledge of electronic payments... or soft skills such as negotiation skills, negotiation skills, teamwork skills....

The specialized knowledge courses help students build in-depth competencies in the field of Logistics and Supply Chain Management, ranging from the expertise and skills related to analyzing the suitability of supply chain strategies with business strategies, as well as knowledge and skills related to supply chain network design, to fundamental decision-making in areas of supply chain management such as supplier selection decisions, inventory and warehousing decisions, production and sales planning decisions, logistics and transportation decisions, etc.