PROGRAM SPECIFICATION - GENERAL BUSINESS ADMINISTRATION

I.            THE TRAINING PROGRAM IN SUMMARY

1.                  A brief overview of the training program

The Undergraduate Program in Business Administration, specializing in General Business Administration was established in 1992 with the aim of equipping learners with the knowledge and skills to understand and participate in the modern world of business and management.

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 General Business Administration ensures learners gain a solid foundation so that they can graduate from university to work in functional management positions and understand opportunities for advancement to senior management positions in a rapidly changing business environment. Graduates of this program are likely to have the capabilities for entrepreneurship and management goals to create and ensure sustainable business growth.

This training program stands out for its up-to-date knowledge of the functions that different managers perform in the management process. The success of the training program is also attributed to the attractive extracurricular activities for students to adapt to the rapidly changing business environment. In addition, students have great opportunities to get exchange scholarships to study in developed countries such as The United Kingdom, Germany, Spain, Ireland ...

2.                  General information about the training program

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

Vision

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.

Mission

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.

Values

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

II.            PROGRAM SPECIFICATION

1.                  Program Objectives (POs)

The Business Administration major, speacializing in General Business Administration equips students with the necessary competencies to enter the modern world of business and management. The program is designed to achieve the following objectives:

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

- To have the capability of making decisions, implementing and controlling plans in functional areas: production, quality, marketing, human resources, finance... of an enterprise from the operational to the strategic level effectively and efficiently (PO2).

- To have the capability of starting and running a small and medium-sized business in different fields (PO3).

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

2.                  Program learning outcomes (PLOs)

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

3.                  Career opportunities

Bachelors of Business Administration, specializing in General Business Administration can work in business organizations of all economic sectors, government agencies and non-profit organizations with groups of possible positions:

• Sales specialist: Salesperson, Retail Store Manager, Regional/Regional Sales Manager
• Analyst and business administration consultant: Assistant to analyze and synthesize reports on business environment; financial planning, production, human resources; Assistant to develop and execute business strategy
• Operational level managers in different functional departments: Production supervision; Small workshop manager; Managers of marketing, human resources, materials, and quality departments.
• Senior management: Factory director; Branch/regional executive director, director/general director of an enterprise, organization/group.
• Self-employed as the owner and executive of the company.

After graduation, Bachelors of Business Administration, specializing in General Business Administration can apply for any job positions subject to the individual’s abilities. The career path is as follows:

- During the first 4 years after graduation, Bachelors of Business Administration, specializing in General Business Administration can work at a position or rotate between positions in many departments; middle managers; operational managers in different functional areas and start up their own businesses. Specifically, they may be:

• Salesman
• Operational staffs/managers in the functional areas: marketing, manufacturing, sales, human resources, project, quality, materials supply
• Sales manager assistant
• Project assistant
• Business analyst and consultant
• Owners of private enterprises, small businesses

- In 5-10 years, Bachelors of Business Administration, specializing in General Business Administration can advance to the following positions:

• Head of a branch: retail store manager, branch manager, regional representative
• Regional manager
• Small and medium-sized business owners

- After 10 years, with the knowledge and skills accumulated from management and administration activities of various functions and general management in organizations, the career culmination of Bachelors of Business Administration, specializing in General Business Administration is:

• Business manager
• Company/Corporation director
• Owner of a sustainable business

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 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.

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 issues.
• 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 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 block helps students build in-depth management competencies, including decision-making capacity; organizational design; leadership capability in creating, maintaining, developing as well as changing organizational culture; controlling the implementation of the strategy and continuously improving the performance to create a sustainable competitive advantage on the basis of focusing on human resource management, production, quality to add value to customers. The specialized knowledge block also aims to provide the capacity to start and run a small and medium-sized enterprise in general. Besides, the specialized knowledge block provides students with business administration knowledge to adapt to the digital technology context such as knowledge of digital transformation, digital marketing, innovation management...