1.                  General information about the training program


Business Administration

Major code:


Field of study:

Digital Business

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)

2.                  Program Objectives (POs)

               Digital Business is a bachelor’s degree program in business administration which provides the labor market with executives having general knowledge of business administration, in-depth knowledge of digital business and other knowledge related to the digital application of Industry 4.0 in business and management. Bachelor of Business Administration, specializing in Digital Business will have the professional competence in building digital business strategies, deploying digital business strategies into functional strategies such as production, finance, marketing strategies, etc., planning, organizing, and implementing digital transformation projects in enterprises. Furthermore, Bachelor of Business Administration, specializing in Digital Business will be able to identify digital business opportunities, develop digital business models and set up digital start-up projects. In addition to professional knowledge in Business Administration and Digital Business, Bachelor of Business Administration, specializing in Digital Business will be well equipped with Vietnamese and English communication skills to adapt to the context of globalization and international integration, as well as knowledge of business ethics and social responsibility in the digital environment. Specifically, the program is built with the following objectives:

- PO1: To acquire basic knowledge and skills of a manager related to planning, organizing, leading, controlling

- PO2: To have in-depth knowledge of digital business ranging from identifying digital business opportunities to implementing plans from strategic to operational levels in numerous functional areas: production, finance, human resources, marketing, project management… of a digital enterprise

- PO3: To have the capability of starting and running a digital business and managing digital transformation projects of all types of businesses, economic, political, and social organizations.

- PO4: To understand ethical standards and social responsibility in business in the era of digitalization and globalization

3.                  Program Learning Outcomes (PLOs)

On the successful completion of the Digital Business training program, graduates will be equipped to:






Apply basic economics, political, social, and legal knowledge to solve problems arising 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 integration of basic management functions in digital enterprises, digital business strategies and create and manage digital transformation projects of enterprises



Implement basic decisions in digital business administration, such as decisions on production, finance, human resources, marketing...



Identify digital business opportunities and Create digital business models, digital start-up projects



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 technologies of Industry 4.0 in business management and administration



Comply with ethical standards and practice social responsibility in business

4.                  Career Opportunities

Bachelors of Business Administration, specializing in Digital Business can work in domestic and foreign corporations and companies operating in the field of Digital Business or enterprises having digital transformation departments ... Specifically, Bachelors of Business Administration, specializing in Digital Business can apply the following job positions:

During the first 4 years after graduation, Bachelors of Business Administration, specializing in Digital Business can work at a position or rotate between positions in many departments in digital businesses.... Specifically, they can be:

-Sales staff, business data analyst

-Customer service staff, product development staff, market development staff

-Digital marketing staff, distribution channel managers

-E-commerce department staff

-Staff in digital product development projects

Or work as an employee in the digital transformation departments of any organization, any business.

In 5-10 years, Bachelors of Business Administration, specializing in Digital Business can advance to higher positions in digital enterprises:

-Head or deputy head of sales department, business data analysis department

-Head or deputy head of customer service department

-Head or deputy head of distribution channel and network management,

-Head or deputy head of e-commerce department

-Head or deputy head of digital product development project

-Head or deputy head of branch or area manager, regional manager

Or be the head or deputy head of the digital transformation department of any organization, any business

After 10 years, with the knowledge and skills accumulated from management and administration activities of many different functions and general management of small units, the career culmination of Bachelors of Business Administration, specializing in Digital Business is:

-Director or deputy director of a digital business enterprise

-Owner of a digital business

5.                  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 optional 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.

6.                  Scoring system

According to current credit training regulations.

7.                  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

  • Learning online (TLM14): Teachers and students use online tools to support the process of teaching and learning.
  • Work Assigment (TLM15): 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..

8.                  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:

Attendence 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 Assigment (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)..

Multiple choice exam (AM4)

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.

Essay (AM5)

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.

Journal and blogs (AM6)

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.

Internship Report (AM7)

In this method, students who are not eligible to defend the thesis in accordance with regulations are assessed through a report to the lecturer assigned by the Faculty based on the proposal of the division. Students receive questions from the lecturer and answer them directly at the internship report session. This method is used during the internship period to assess the overall capacity of students including knowledge, skills and attitudes. Lecturers assigned to the assessment will assign scores according to the Rubric provided by the division. The assessment score for the internship report is decided by the lecturer assigned to evaluate it.

Graduation Thesis/ Report (AM8)

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.

9.                  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.

Major 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 block helps students build specialized competencies in digital business, including the capacity to implement digital transformation projects of the organization and the ability to identify digital business opportunities, develop business models and set up digital start-up projects. In addition, the specialized knowledge block provides students with knowledge and skills to implement basic decisions in digital business administration, such as decisions on production, finance, human resources, and marketing…