The University of Economics and Business - VNU (UEB-VNU) has joined and become a member of ACBSP since 2020 - a strategic step to affirm the quality of education and enhance the position of the University in the international arena. Since then, UEB has seriously and urgently implemented and completed the standards for accreditation. Let's review the key activities associated with specific goals in the ACBSP accreditation process that the University has implemented in the first quarter of 2024.

With the vision of becoming an applied research-oriented university ranked on par with advanced universities in the world, in addition to meeting domestic accreditation standards as prescribed by the Ministry of Education and Training, UEB is also completing the process of educational quality accreditation according to ACBSP (Accreditation Council for Business Schools and Programs) standards - Accreditation Council for Business Schools and Programs, recognized by CHEA (Council for Higher Education Accreditation), USA. ACBSP is also a global business education accreditation agency and the first organization to provide accreditation for all levels of business education degree programs at universities from college to doctorate.

ACBSP accreditation will recognize excellence in teaching and training quality, world-class learning environment, not only bringing direct benefits to students and lecturers through updating knowledge, skills and advanced teaching methods, but also expanding opportunities for international cooperation and exchange, thereby creating conditions for students to access wide-open career opportunities after graduation. With each step of realizing the internationalization strategy of education through ACBSP accreditation, UEB is affirming its determination and ability to adapt to global educational standards, and at the same time is a solid stepping stone for the University to continuously develop, bringing sustainable academic values ​​to students and lecturers. In the first quarter of 2024, the University of Economics has implemented activities in the accreditation process associated with specific goals, gradually moving towards achieving ACBSP accreditation certification, including:

1. Assessing students' learning outcomes in the final exam of the first semester of the 2023-2024 school year according to the rubrics assessment form that meets ACBSP standards on knowledge and skills according to the output standards of the Training Program (CTĐT)

Implementing rubric-based assessment is a systematic and comprehensive approach to assessing students' learning outcomes. It promotes clarity, consistency and accountability in the assessment process, thereby contributing to improving the quality of teaching and learning at educational institutions. In a highly international educational environment like UEB, assessment based on output standards is an important tool to evaluate the effectiveness of the teaching and learning process. Rubrics provide a structured framework for assessing student achievement based on predetermined learning outcomes or criteria.

UEB lecturers train and guide students to take the Peregrine exam
Objective of the activity: In the educational environment, learning outcomes-based assessment is an important tool for evaluating the effectiveness of the teaching and learning process. This activity aims to develop training programs through assessing the learning outcomes of learners.

Implementation process: The process usually begins with identifying and clearly expressing learning outcomes for a specific program or course. These learning outcomes are the foundation for building rubrics. Rubrics are then developed to clearly describe the criteria and levels of achievement of the learning outcomes. These criteria often include various aspects of student learning outcomes such as knowledge, critical thinking, communication skills and problem-solving ability. Once rubrics are created, they are used to systematically assess student work. Instructors can use rubrics to assess written exams, assignments, projects, presentations, or any other form of student performance assessment. By using a consistent and transparent assessment tool such as a rubric, instructors can provide clear feedback to students and effectively guide them on how to develop their competencies. Furthermore, rubrics facilitate standardization of assessment practices across instructors, courses, or institutions. They ensure fairness and objectivity in the assessment process, giving stakeholders confidence in the reliability and validity of assessment results.

In addition, data collected through rubric-based assessment can inform instructional decision-making and curriculum improvement efforts. By analyzing student performance and identifying areas of strength or weakness, instructors can adjust teaching strategies and course content to better meet student needs.

Results of the activity: This assessment helps students understand the expectations of lecturers on output standards, identify strengths and weaknesses in the learning process, thereby building plans and ways to improve

UEB students are trained and fostered with knowledge to participate in the Peregrine exam

2. Online discussion: "Building a training program monitoring system for programs participating in ACBSP accreditation"

Objective of the discussion: The discussion aims to build a training monitoring system and synchronously deploy annual monitoring reports for training programs.

Results of the discussion: The training monitoring system, when completed, will especially effectively support the training management software, human resource management software, and student management software of the University, while helping these software to update and supplement information and data to serve the activities of ensuring training quality approaching the international accreditation standards of ACBSP.

Technical support session on the training program monitoring system of the PHER Project (Partnership for Higher Education Reform, a project funded by the United States Agency for International Development (USAID) in the form of non-refundable technical assistance and assigned to Indiana University, USA as the implementing unit)
3. Live training workshop: "Building annual training program evaluation reports"

Objective of the workshop: Towards building evidence libraries for annual monitoring and updating. This activity is based on the Academic Monitoring System - a platform designed to track, monitor, and manage the learning process of students. The main goal of this system is to help educational institutions, teachers, and stakeholders have a comprehensive view of the learning progress and achievements of students, from which timely support and improvement measures can be taken. Below are the main features of an Academic Monitoring System techniques:

- Collect learning outcomes data: The system collects data on the achievement of learning outcomes, including scores, test outcomes, assignments, class participation, and other indicators related to learning activities.

- Analyze and evaluate: The system is capable of analyzing data to identify trends or potential problems, allowing teachers and educational administrators to make assessments of student learning performance.

- Provide feedback: The system can provide feedback to students and teachers on areas for improvement or skills that need strengthening. This can help guide the learning and teaching process.

- Support personalization: By tracking individual performance, the system can support personalization of education, helping teachers adjust teaching methods based on the specific needs of each student.

- Interaction and communication: AMS - Academic Monitoring System often has interactive tools, allowing teachers, students, and parents to communicate and share information related to learning.

- Reporting and progress monitoring: The system can generate detailed reports on learning progress, helping to track student development over time and provide appropriate action plans.

Units meet to implement a plan to develop an annual training program evaluation report to serve ACBSP accreditation activities
Results of the workshop: Units grasp the process and make adjustments to the detailed implementation plan to suit the completion of the training monitoring system, serving the annual training program monitoring report and the quality accreditation of training programs according to ACBSP standards.

4. Training on writing reports (Self-study) for Faculties/Institutes implementing the quality assessment of training programs according to ACBSP standards

Objective of the activity: The training session helps Faculties/Institutes understand the process of completing reports to achieve ACBSP accreditation

Results of the activity: Through the training, the units have mastered the requirements of the quality assessment of training programs according to ACBSP standards for each accreditation standard and criteria, at the same time, deploying and completing the necessary data set of information and evidence for the implementation of training programs to meet the development strategies of the School, towards achieving ACBSP accreditation.

Prof. Christopher S. Cook, CPA, CGMA - Senior Lecturer, Department of Accounting - an educational accreditation expert from Kelley School of Business (Indiana University), USA, came to consult on the training accreditation process according to ACBSP standards for UEB lecturers

UEB lecturers were trained to write reports (Self-study) to conduct quality accreditation of training programs according to ACBSP standards
The University of Economics - VNU is making continuous efforts to continue to effectively implement activities, aiming to achieve quality accreditation according to ACBSP accreditation standards in the coming time, a testament to the University's commitment to ensuring the quality of education meets international standards. Thereby, UEB not only enhances the training value for teachers and learners, but also actively contributes to the sustainable development of the University, affirming its position and influence on the global education map