1.1. Contents
1.1.1. Logic and conceptual coherence*
The bachelor’s programme of Business English is designed for 7 semesters lasting 3.5 years of study with 125 credits with its curriculum on the perspectives of stakeholders (e.g. lecturers, experts, students, alumni, and employers) and academic regulations (e.g. documents issued by the Ministry of Education and Training (MoET), the vision and missions of the University of Economics Ho Chi Minh City)[1].
Students in the programme are equipped to achieve all the programme objectives mentioned in section 1.1 by completing six blocks of knowledge which are described as follows.
- Block 1 – General Knowledge (50 credits) covers a diverse range of subjects, encompassing economics, history, language, culture, and more. Courses in English language skills are a crucial component. Besides, students also take a course in Advanced Grammar. Beyond academics, this block also highlights the importance of soft skills, entrepreneurship, and the role of informatics in business. Upon completion of this knowledge block, students will be adequately prepared for their studies in the upcoming semester.
- Block 2- English Language Major Knowledge (27 credits) offers a comprehensive exploration of English language studies, covering various aspects of linguistics, language skills, and cultural understanding. Additionally, students can refine their communication skills through Public Speaking. The academic aspect is enriched by Research Methodology in Applied Linguistics, which equips students with fundamental techniques for conducting research in the field. To provide a broader context, this block also includes the study of British-American Cultures or British-American Literature, offering insights into the societal and literary aspects of these two countries.
- Block 3 – Supplementary Specialised Knowledge (12 credits) serves as a foundational preparation for students embarking on their minor in Business English. It comprises a comprehensive range of courses that lay the groundwork for a deeper understanding of business principles and practices. Specifically, with these courses, students can gain more insights into fundamental marketing strategies and tactics, explore the complexities of global business operations, and get to know about the legal framework within which businesses operate. Meanwhile, students also have the option to enrol in either the Human Resource Management course to learn about effective personnel management or the Import-Export Management course to acquire knowledge in international trade. Collectively, these courses establish a strong foundation, equipping students with the essential knowledge and skills required for their minor in Business English.
- Block 4 – Compulsory Specialised Knowledge (17 credits) serves as the cornerstone for students pursuing a minor in Business English. It comprises a diverse range of courses that collectively prepare students with a well-rounded skill set tailored to the specific needs of their chosen field. They will be equipped with the essential skills to navigate diverse business cultures and effectively communicate in a globalised world, improve their linguistic abilities for professional contexts, and gain foundational knowledge in organisational management and insights into human behaviour in business. Most importantly, students can benefit a lot from the three recently introduced courses: “Introduction to Psychology”, “Sustainable Development”, and “Design Thinking”. They have a good chance to learn about human psychology, understand sustainable practices, and foster their creative problem-solving skills. Together, all courses in this block form a comprehensive foundation, providing students with the knowledge needed to perform well in their minor and bridging the domains of language, culture, and business effectively.
- Block 5 – Elective Specialised Knowledge (09 credits) further provides students with a specialised set of skills and knowledge directly relevant to their field of interest. While “English for Business Studies” explores the language and terminology used in business studies and equips students with effective communication skills, “English for Management” focuses on management-related language and concepts. In addition to these two courses, students can choose another course from this block out of two options: (1) English for Logistics, which helps sharpen students’ language abilities in the logistics field and prepares them for careers in supply chain management, transportation, and distribution; or (2) English for Tourism and Hospitality, which empowers students to perform well in roles related to tourism management, hotel management, and the broader hospitality sector.
- Block 6 – Internship Report/ Graduation Paper/ Enterprise Semester (10 credits). In their final year of study, students have three options: doing an internship, writing a graduation paper, or participating in Enterprise Semester. Both the internship report and the graduation paper must be written in English. Meanwhile, for the Enterprise Semester, students are required to submit weekly diaries documenting their work activities in chronological order. These diaries must be written in Vietnamese. In addition to the diaries, students also need to prepare an English report on their workplace experiences. Detailed instructions for each approach are provided to students to ensure the clarity of requirements.
The programme is designed for 7 semesters (see Figure 3.1). The relationship between these blocks of knowledge and a summary of all courses in the programme are presented in Appendix 11 and Appendix 12 respectively.
The contents of the courses are closely linked to the programme’s learning outcomes which involve not only in-depth knowledge transfer but also practical use of knowledge.
The bachelor of Business English (BBE) programme is specifically designed to meet the demands of the job market. It focuses on aligning with industry trends, fostering core skills, providing practical experience, offering tailored electives, and emphasizing adaptability and lifelong learning. All courses and learning outcomes are developed in consultation with employers to ensure they meet real-world job market needs [3.1.1.01].
Furthermore, graduates of the program are encouraged to regularly give feedback on the learning outcomes. This ensures that students acquire the necessary and up-to-date professional skills required to thrive in the job market [3.1.1.02]. Consequently, graduates exit the program well-prepared and highly employable, ready to succeed in various careers related to English language studies and beyond.
Figure 3.1: The Bachelor of Business English programme’s mapping[2]
1.1.2. Rationale for degree and programme name
The programme name is Business English, and the awarded degree is a bachelor’s degree in English Language. The name of the study programme and awarded degree is under Circular No. 24/2017/TT-BGDĐT issued by MoET on the regulations on training at the undergraduate level [3.1.2.01]. Moreover, the contents of the curriculum and the programme objectives strongly focus on offering students knowledge, skills, and other competences related to the field of Business English minor within the English Language major, which closely corresponds to the degree and programme name. Besides, the programme also meets all the requirements for the undergraduate level of the Vietnam National Qualifications Framework (VQF) (see Appendix 6).
Specifically, for the major of Business English, the curriculum encompasses a comprehensive range of subjects. Core courses typically cover English literature, linguistics, grammar, language skills, and communication skills through Public Speaking. Additionally, specialized areas such as British–American Cultures and Research Methodology in Applied Linguistics are also included. Practical components often involve language proficiency development, translation, and interpretation. On the other hand, a minor in Business English typically includes a blend of language-focused and business-oriented courses. Language-specific subjects might involve advanced grammar, vocabulary, and writing tailored for business contexts. In the business realm, courses usually encompass business communication, professional writing, international business practices, and intercultural communication. Moreover, subjects related to business studies, logistics, tourism and hospitality, or management might be part of the minor to provide a solid foundation in business principles. The goal is to equip students with language skills specifically tailored for professional business settings and an understanding of business practices within an international context. All of these contents correspond to the degree and the programme names.
1.1.3. Integration of theory and practice*
The programme places a strong emphasis on linking theoretical and practical content to provide students with a well-rounded and applicable education. This integration of theory and practice is essential for preparing students to excel in both academic and real-world settings. To achieve this, the programme develops courses that connect theoretical knowledge and its practical use.
To offer students a comprehensive education that integrates theoretical understanding with practical application, the program adopts a balanced approach to ensure the acquisition of both knowledge and skills pertinent to the field of Business English. Approximately 30-40% of the curriculum is dedicated to theoretical courses in linguistics and linguistics-related areas, complemented by an equivalent percentage devoted to practical courses. The remaining 20-40% is allocated to integrated courses and capstone projects, internships and field experiences, and select elective courses. This holistic approach aims to equip students with a well-rounded skill set and knowledge base, preparing them for success in the dynamic field of Business English.
In terms of applied linguistics and language proficiency, the programme begins with foundational courses in linguistics, where students acquire a solid theoretical understanding of language structure, syntax, phonetics, and semantics. This theoretical knowledge forms the basis for understanding language at a deeper level. Courses in practical language skills run concurrently, allowing students to immediately apply the theoretical concepts they learn. For example, while learning the theories of phonetics, students engage in practical exercises to improve their pronunciation and phonemic awareness [3.1.3.01]. Additionally, students also have opportunities to participate in monthly language learning workshops co-hosted by the School and the Department of Student Affairs to practise their skills and knowledge with the guidance of guest speakers who are experts in English language teaching and learning.
Regarding business studies, the courses in English for Specific Purposes (Accounting, Management, Tourism, Logistics) introduce students to critical theories and frameworks for analysing business concepts and business-related situations by way of various case studies in business settings. Practical components of these courses involve the analysis and interpretation of texts, case studies, as well as videos. Students engage in discussions, write critical essays, and participate in simulations, scenarios or role-play activities to apply their theoretical knowledge to practical contexts. More importantly, students must undertake a ten-week Enterprise Semester to experience a real work environment. Students have to solve a specific problem using their knowledge and skills with the guidance of instructors and supervisors from businesses during these ten weeks.
In the recently revised programme, the course in research methodology provides students with the theoretical knowledge and skills needed to design and conduct academic research. They learn about research paradigms, data collection methods, and statistical analysis. To apply their theoretical understanding of research, students engage in research projects. These projects involve collecting and analysing linguistic data, conducting literary analyses, or investigating cultural phenomena. They work under the guidance of faculty mentors to gain practical research experience. Moreover, students are always encouraged to participate in research competitions organized by the School such as SFL Student Research Festival [3.1.3.02] or by the university such as UEH 500, Young student researchers, and Eure’ka [3.1.3.03].
More importantly, the programme integrates internships and experiential learning opportunities in various fields related to English language studies. Students gain practical experience in settings such as publishing, translation, communication, and cultural organisations. Students are encouraged to reflect on their internship experiences, linking their real-world observations and challenges back to the theoretical knowledge they have gained in their coursework. This reflective practice enhances their understanding of how theory informs practice.
By linking theoretical and practical contents in a coherent manner, the programme equips students with a comprehensive skill set that allows them to excel academically and thrive in a wide range of professional contexts. This integrated approach prepares graduates to effectively bridge the gap between theory and practice, making them valuable contributors in their chosen careers.
1.1.4. Interdisciplinary thinking
Preparing students for interdisciplinary thinking is a valuable aspect of the programme. Interdisciplinary thinking equips students with the ability to draw from various fields of knowledge to solve complex problems and gain a deeper understanding of issues (this aspect can be displayed in PLO1.2 and PLO1.3). In particular, from the general knowledge education block, students are equipped with multidisciplinary knowledge and the ability to adapt to changes. They are provided with basic knowledge of management, psychology, information technology, marketing, etc., through Management, Introduction to Psychology, Informatics in Business, Principles of Marketing, etc. In addition, students are also prepared with knowledge for starting a business in Entrepreneurship course and the skills required for the 21st century in the course of Soft Skills [3.1.4.01].
The programme offers interdisciplinary courses that explore the intersections of English language, culture, business practices and other disciplines. For instance, in the courses of English for Specific Purposes including English for Banking, English for Management, or English for Tourism and Hotels, students learn how linguistics choices impact international business negotiations and cultural nuances in communication in various business-related settings. Students are exposed to real-world business scenarios, such as analysing business reports, creating marketing materials, or simulating business meetings. This integration of business concepts within language courses encourages students to apply linguistic skills to practical business situations.
Moreover, courses in intercultural business communication encourage students to explore how language, culture, and business practices intersect. They analyse case studies of international business negotiations and explore cross-cultural communication challenges in business. Analysis of real-world scenarios involving cross-border business deals allows students to understand the complexities and challenges faced in these negotiations due to cultural differences. Students critically analyse business discourse, including corporate reports, financial documents, and marketing materials, to evaluate the effectiveness of linguistic and rhetorical strategies in business communication.
The programme invites visiting lecturers and experts from diverse fields to conduct workshops or seminars. These sessions aim to expose students to different perspectives and approaches. Typically, the programme offers workshops on business communication which include mock business negotiations, client presentations, or strategies for writing business proposals [3.1.4.02]. Students learn to apply their language skills in professional contexts, bridging the gap between theory and practice. Besides, visiting lecturers from a multinational corporation might discuss the importance of effective communication in international business, providing real-world perspectives [3.1.4.03]. In addition, students can apply their language skills during their internships in business environments. These internships require students to navigate professional settings, communicate with colleagues and clients, and adapt their language to meet specific business needs [3.1.4.04].
By emphasising Business English within the programme and integrating it with various interdisciplinary elements, the programme enables students to be well-prepared for critical and creative thinking that extends across linguistic, cultural, and business domains. This interdisciplinary approach equips graduates with the skills to perform well in business and related fields, where effective communication and interdisciplinary thinking are highly valued.
1.1.5. Ethical aspects
At UEH, students are required to ensure integrity, professionalism, and respect for themselves and others throughout the learning and training process in and out of the classroom. After admission, Department of Students Affairs offers the annual Political Education Week providing students with necessary political information to help them perform better in the new educational environment. Ethical considerations are a pivotal component of the program. Typically, the programme’s objectives underscore the emphasis on nurturing students’ professional ethics and integrity in their academic endeavours, research pursuits, and community engagements. Specifically, PLO3.1 on Autonomy and Responsibility outlines the requisite capability for students to work with professionalism and ethical awareness upon completing the programme. As such, the programme implements an ethics policy or code of conduct that students are obliged to adhere to. This policy serves to underscore and uphold the significance of ethical behaviour throughout the entirety of the programme.
Ethical considerations in language use, such as avoiding plagiarism, respecting intellectual property rights, and promoting clear and respectful communication, are explicitly addressed in courses. For instance, students learn about citation styles and the importance of crediting sources in academic writing [3.1.5.01]. Courses related to professional communication, business English, and cross-cultural communication emphasise ethical behaviour in various professional contexts. Students learn the importance of honesty, transparency, and cultural sensitivity in workplace communication.
Students are introduced to research ethics, including principles related to obtaining informed consent, protecting participants’ privacy, and conducting research with integrity. They learn how to adhere to ethical guidelines when designing and conducting research projects [3.1.5.01]. Meanwhile, courses on cross-cultural communication explore ethical issues related to cultural sensitivity, stereotyping, and respecting cultural differences. Students learn to communicate and interact with individuals from diverse backgrounds in an ethical and respectful manner.
The programme invites guest speakers who are experts in ethics, especially in the fields of language and communication. These experts can provide insights into real-world ethical challenges and dilemmas [3.1.5.02].
By incorporating these elements into the curriculum and educational environment, the programme ensures that ethical aspects are effectively communicated and integrated into students’ learning experiences. This preparation equips graduates with the ethical awareness and skills needed to navigate language, communication, and research in a responsible and ethical manner in their academic and professional endeavours.
1.1.6. Methods and scientific practice*
The PLO1.6 specifies the essential competence of applying “knowledge of linguistics, language cultures, statistics and data analysis in making decisions and doing research to explore new knowledge’. As such, the acquisition of methodological competences and the ability to engage in scientific work are essential components of the programme. These skills are crucial for conducting research, critically analysing information, and contributing to the field of English language studies.
In both original and revised programmes, Academic Writing is one of the core courses, which equip students with the skills and knowledge necessary to grasp the structure and format specific to academic writing, construct well-organized and well-supported arguments, and contribute to scholarly conversations in their respective fields of study. The course also focuses on refining language skills for scholarly writing, emphasizing clarity, precision, and appropriate vocabulary and tone, which prepares students for the writing of research papers or internship reports. Moreover, the revised programme offers a dedicated course in Research Methodology, which provides students with a structured and comprehensive understanding of research processes, methods, and techniques. Students engage in practical exercises and projects within the course, allowing them to apply various research methods. They learn how to formulate research questions, design experiments or studies, collect data, and analyse findings [3.1.5.01].
Faculty members serve as mentors and advisors, guiding students in the development of their research skills. They provide one-on-one support and feedback throughout the research process, from identifying research topics to analysing data and writing research papers. Students have opportunities to collaborate with faculty members on ongoing research projects. This collaborative experience exposes them to advanced research techniques and fosters a research-oriented mindset.
Depending on the research focus, students are introduced to statistical software packages such as SPSS or qualitative data analysis tools like NVivo. These tools enable them to analyse and interpret research data effectively. Students adhere to ethical research practices, including obtaining informed consent, protecting participants’ privacy, and ensuring the responsible handling of data. Ethical considerations are integrated into the research methodology course.
Students are encouraged to present their research findings at academic conferences or symposia [3.1.6.01]. This experience helps them communicate their research to a broader academic audience and gain valuable presentation skills. Besides, students have access to a wide range of research resources, including libraries, digital databases, and online journals. This access facilitates them to conduct thorough literature reviews and access relevant research materials. Furthermore, students are encouraged and facilitated to take part in research competitions or festivals organized by the university or schools, such as UEH 500 and UEH Young Researchers. This engagement provides students with valuable opportunities to showcase their research skills, fostering a culture of academic exploration and innovation within the university community [3.1.3.03]. By incorporating these elements into the curriculum and educational environment, the programme ensures that students acquire strong methodological competencies and the ability to conduct scientific research. Graduates are equipped with the skills needed to engage in scholarly activities, contribute to the field of English language studies, and pursue further academic or professional research endeavours.
1.1.7. Examination and final thesis*
In the programme, examinations and the final thesis adhere to rigorous standards to ascertain the intended learning outcomes and meet the desired qualification level. The programme places a strong emphasis on diverse test formats, well-defined criteria, and the application of scientific methods which are informed to students before each course and specifically indicated in each syllabus about the assessment scheme of the course.
Examinations within courses employ a variety of formats to assess students’ understanding and skills. These formats include multiple-choice tests, essay questions, short-answer questions, oral examinations, presentations, and practical assessments. Each examination is carefully designed to align with the defined learning outcomes of the respective course. Questions and tasks are crafted to assess students’ knowledge, skills, and abilities in line with the specific outcomes [3.1.7.01].
Examination difficulty levels are consistent with the desired qualification level for a bachelor’s programme. Assessments, including Midterm and Final Examinations, are structured to progressively challenge students as they advance through the programme, reflecting higher-order thinking skills. Midterm examinations typically occur halfway through the semester and assess students’ grasp of knowledge and skills covered up to that point. At the end of each semester, final examinations test students on the entire semester’s coursework. These exams are comprehensive and cover a wide range of topics. Besides, the programme also offers courses in speaking skills which are assessed by the oral tests [3.1.7.02]. The Department of Training and Planning and Examination is responsible for planning and organizing these exams which are managed and controlled based on some UEH decisions such as Decision 3816 promulgating regulations on examination operation, assessing and evaluating in final and graduation exams; Decision 2902 regulations on Question bank and Decision 1843 regulation on organization of exams in the form of online exams at UEH [3.1.7.03].
In the last semester, students are mandated to enrol in a 10-credit graduation module, wherein they have the option to choose one of three pathways: the graduation paper, internship, or Enterprise Semester [3.1.4.04].
Graduation papers undergo rigorous evaluation, guided by clearly defined criteria communicated to students well in advance. These criteria typically encompass aspects such as research quality, originality, depth of analysis, methodology, and communication [3.1.7.04]. It is expected that students demonstrate their proficiency in conducting scientific work through their final theses or projects. This entails the application of appropriate research methods, comprehensive data collection and analysis, a thorough literature review, and unwavering adherence to ethical research practices. These graduation papers are meticulously aligned with the qualification objectives of the study program, and structured to effectively showcase the achievement of these objectives. This alignment underscores the program’s dedication to fostering scientific inquiry and critical thinking among its students. In their theses or projects, students are required to engage deeply with scientific problems, involving the application of pertinent theories and concepts, a critical evaluation of existing research, and the provision of thoughtful insights or solutions to identified issues. Faculty members, possessing expertise in the field, undertake the assessment of students’ work. This process includes the provision of feedback, highlighting strengths and areas for improvement, which serves as a valuable tool for students’ academic and research development.
Conversely, for students opting to undertake an internship or embark on the Enterprise Semester, the requirement is to submit a comprehensive final report. These internship reports are subject to evaluation based on well-defined criteria established and communicated to students in advance. Teacher supervisors evaluate students’ reports, considering feedback from students’ mentors at their respective internship organisations [3.1.7.05]. In the case of the Enterprise Semester, both their supervisors and mentors will assess students’ reports and final results. The assessment rubrics are established and shared with students ahead of time to ensure transparency and clarity in the evaluation process [3.1.7.04].
In summary, examinations and final theses in the programme are carefully designed and evaluated to assess students’ knowledge, skills, and scientific abilities following the programme’s qualification objectives. The focus on diverse test formats, clear evaluation criteria, scientific methodology, deep reflection, and alignment with international standards ensures that students are well-prepared to excel in academic and research contexts.
1.2. Structure
1.2.1. Modular structure of the study programme*
As can be seen from Table 3.1 below, for students majoring in Business English, the programme spans 3.5 academic years with 7 semesters in total. To complete the programme, students need to accumulate 125 Credit Points (CPs) which are distributed across semesters. Each CP is equivalent to 1.8 ECTS credits. The workload per CP is structured as 50 hours of study, comprising 15 hours for in-class instruction and 35 hours for self-study. This programme is organised into 6 knowledge blocks, offering a total of 43 courses. The programme’s structure aids in the effective execution of the curriculum and enables students to achieve the specified learning objectives.
Table 3.1. An Overview of Business English Programme
|
Projected study time |
3.5 academic years (7 semesters) |
|
Number of Credit Points (CP) |
125 CP (225 ECTS credits) (1 Vietnamese credit = 1.8 ECTS credits) [3.2.1.01] |
|
Workload per CP |
50 hours of study (15 hours in class, plus 35 hours for self-study)0 |
|
Number of blocks of knowledge |
6 |
|
Number of courses |
44 (including elective courses) |
|
Time required for processing the graduation paper/ internship report/ Enterprise Semester, and awarded CP |
3 months Awarded CP: 10 CP |
|
Number of contact hours |
1,875 hours (= 125 CP x 15 hours) |
|
Workload allocated for each semester |
Semester 1: 19 CPs Semester 2: 20 CPs Semester 3: 20 CPs Semester 4: 20 CPs Semester 5: 20 CPs Semester 6: 16 CPs Semester 7: 10 CPs |
The program’s structure effectively maintains a well-balanced framework comprising six knowledge blocks and lasting in seven semesters (see Appendix 14 – List of courses divided by semester), aligning with the programme’s vision, mission, and expected learning outcomes. This design for the programme facilitates the smooth execution of the curriculum, enabling students to effectively attain the specified learning objectives. Furthermore, the programme incorporates a range of courses with each course being assigned a number of Credit Points (CP) based on the requisite student workload.
The study programme exhibits an integration of courses that effectively capture its breadth, depth, and progressive nature. Furthermore, we consistently update our training programmes to remain relevant in a dynamic educational landscape. We attempt to foster interactions, connections, and a spirit of creativity within the field of lifelong learning for our students.
The entire course structure of the programme has been arranged in a logical sequence. The sequence is designed to gradually increase the level of difficulty and complexity as students progress through each course. Importantly, as students advance, the later courses complement and build upon the knowledge acquired in earlier subjects. This approach ensures a cohesive learning experience without any overlapping content across courses.
1.2.2. Study and exam regulations*
SFL follows UEH’s guidelines for organizing study and exam activities in accordance with UEH’s regulations on the implementation of training and examination management according to the Credit System [3.2.2.01]. These regulations involve various key aspects, including study objectives, program duration, the learning process, assessment of learning outcomes, academic procedures and conditions for continuing education, graduation recognition, and other relevant issues such as the criteria for enrolling in a dual degree program and for transitioning to different educational institutions.
UEH also formulates and promulgates regulations regarding the mutual recognition of training regulations, curriculum content, and credit value. These serve as the foundation, enabling students enrolled in this program to pursue certain modules at alternative educational facilities and vice versa. Decision 151/QĐ-ĐHKT-ĐT outlines the conditions for student exchanges, collaboration, recognition of learning achievements, and credit conversions within educational programs [3.2.2.02]. Based on mutual evaluation and recognition, students from one educational institution may enrol in select courses offered by another institution, subject to approval by both institutions’ administrators. However, the cumulative credits attained from other institutions should not exceed 25% of the total program volume.
These regulations are thoroughly communicated to students upon admission and are also posted on the website of the Department of Undergraduate Training, ensuring that students are aware of their rights and obligations. UEH students are entitled to their rights while simultaneously being required to adhere to these regulations during their academic journey. Once students meet the graduation criteria, UEH will acknowledge their graduation.
The undergraduate program at SFL is administered collaboratively by the Department of Undergraduate Training and SFL. Moreover, all program regulations strictly adhere to the guidelines set forth by the Ministry of Education and Training.
In cooperation with other departments such as the Department of Scheduling and Testing, the Department of Undergraduate Training ensures that students receive comprehensive information about various aspects of their academic journey. This includes details about the academic calendar, class schedules, guidelines for assignments and their submissions [3.2.2.03]. Additionally, students are informed about the availability of online learning resources [3.1.3.01] and are provided with essential information about the Graduation and Examination Regulations [3.2.2.04].
The assessment and grading process is detailed in the regulations on examination management. To ensure a comprehensive assessment, each course typically involves a minimum of two components, mid-term assessment and final assessment [3.2.2.01]. These components vary based on the specific objectives of the course with corresponding types of exams and tests.
The Cumulative GPA is assessed on a semester basis, on a yearly basis, or from the beginning of the programme. It serves as a fundamental metric for the overall evaluation of students’ academic progress and performance (see Appendix 13).
To complete a specific course, students are typically required to (1) attain a minimum of 5/10 marks for the final course result, and (2) fulfil all assessment components. Generally, SFL employs both collective and individual assessments for each course, aiming to evaluate students and facilitate their achievement of learning objectives. Information about assessments and examination regulations can be found in the syllabus for each course.
1.2.3. Feasibility of study workload*
In accordance with UEH’s commitment to innovation and growth, SFL’s undergraduate program has also undergone multiple reviews and adjustments to enable students to complete it efficiently. Thanks to the program’s adaptable nature, students have the flexibility to distribute their workload according to their requirements. Students can seek advice or guidance from their academic advisors or the Department of Student Affairs regarding their appropriate study workload. Students can actively reduce their workload by adjusting their course registrations through the registration system. The management and supervision of student workloads are facilitated by the training management system of the Department of Undergraduate Training [3.2.2.01].
The feasibility of the study program’s workload is ensured through a suitable curriculum design, realistic workload calculations, and an appropriate allocation of credit points. Typically, students complete SFL’s study program in approximately 3 years and 5 months. To successfully graduate, students are required to accumulate a total of 125 Credit Points (CPs). Each credit point corresponds to 50 hours of workload, including both classroom instruction and independent study [3.2.2.01]. The study plan at UEH is provided every year, with an average duration of 30 to 36 weeks for the two main semesters each year [3.2.2.01]. The students of the Business English programme take from 19 to 20 credits in their first five semesters whereas only 16 credits in the 6th semester they take. In other words, they need to spend around 40 hours on average studying including in-class studying and studying on their own. Importantly, students only need to complete 10 credits of internship and report which is considered to be beneficial for them to have more time to seek jobs (see Appendix 14).
In addition, students can enrol in more courses than scheduled at the beginning of a semester to soon complete the programme. Furthermore, students can enrol on courses which are open for them in summer semesters. However, the student workload should satisfy the regulations of UEH and the MoET as follows.
- a) The minimum workload should not be less than 2/3 of the average workload for a standard semester study plan.
- b) The maximum workload should not exceed 3/2 of the average workload for a standard semester study plan [2.2.01].
1.2.4. Equality of opportunity
SFL is committed to upholding principles of gender equality and non-discrimination throughout its programmes. Equal education opportunities are provided in strict accordance with UEH’s established regulations governing admissions, scholarships, and support for students with special needs. Specifically, the school prioritises services and facilities for students with disabilities and those belonging to ethnic minority groups. SFL embraces students from diverse backgrounds and identities, irrespective of race, gender, religion, disability, or any other aspects, provided they are qualified to be in the program.
UEH adheres to Ministry of Education and Training’s guidelines on direct admission, catering to various categories of candidates, including (i) those who have demonstrated outstanding academic or professional achievements, (ii) those previously enrolled at UEH but interrupted their studies for military service, (iii) those with significant disabilities, (iv) those who are foreigners wishing to study in Vietnam, and (v) those living in economically disadvantaged regions or belonging to ethnic minority groups [3.2.4.01]. UEH’s functional departments will assess each case to determine the most suitable form of assistance for students during their academic journey, with a particular focus on accommodating students with disabilities. UEH provides a range of financial support to aid learners with disabilities in their education [3.2.4.02]. This includes waiving tuition fees for eligible students and offering 100% and 50% scholarships to those with severe and mild disabilities, respectively. UEH invests in modern infrastructure and equipment, such as elevators, specially designed aisles, and specialised equipment. The university focuses not only on academic and physical support but also on the overall well-being of learners with disabilities. Modifications to the curriculum, flexible exam options, and mental health support are provided. UEH promotes the inclusion of students with disabilities in extracurricular activities, aiming to create an inclusive environment. The support team at UEH offers various forms of assistance. These policies and activities are designed to encourage learners with disabilities and contribute to UEH’s sustainable development. Department of Undergraduate Training, Department of Scheduling-Testing, Department of Student Affairs, and SFL proactively maintain up-to-date information and are open to receiving feedback from students to offer optimal support and guidance [3.2.4.03].
In addition, UEH offers scholarships to students who excel in their academic performance as well as those facing disabilities or challenging family circumstances. The scholarship awarding process complies with regulations established by UEH. These regulations outline the various scholarship categories, the sources of the scholarship funds, the criteria for scholarship eligibility, and the guiding principles for awarding scholarships [3.2.4.04].
1.3. Didactical concept
1.3.1. Logic and plausibility of the didactical concept*
The Bachelor of Arts in Business English programme implements a wide range of teaching and learning methods via two major modalities, i.e., face-to-face and blended to meet the program objectives [3.1.3.01]. In terms of teaching and learning methods, we usually adjust methods of teaching after receiving feedback from students by the end of each semester to suit the course and students’ needs. The communicative approach plays its role in fostering students’ critical thinking and problem-solving skills. We offer students the freedom and proper guidance to explore and develop their potential creativity via such activities as pairwork, group work, case studies, presentations, projects, essays, reports, and theses [3.1.3.01]. Lectures are moderately delivered and normally combined with communicative instructional activities to engage students and provide them with ample opportunities to construct their own learning momentum and motivation. Regarding the delivery modalities, classes are mostly held face-to-face in brick-and-mortar classrooms for optimal interactions among students, lecturers, and instructional materials. Additionally, the school’s Moodle site is utilised to host course materials and quizzes for the online portions of those face-to-face courses [3.3.1.01]. Overall, the program is operated on a blended basis with approximately two-thirds delivered in person and the rest via learning management systems. Both teaching/learning methods and delivery modalities are systematically aligned with the program and course learning objectives, reflected via the curriculum and syllabi of the program.
1.3.2. Course materials*
The instructional materials are mainly selected from credible publishing houses including Oxford University Press, Pearson Education, and Cambridge University Press based on the learning outcomes of the courses and the program as a whole [3.1.3.01]. The materials are mostly updated and could be accessible to students at the bookstores or stored in the school’s library and available for borrowing. The textbooks consist of task-based activities providing students with many opportunities to participate in not only in-class activities but also take-home projects, reports and other types of self-studied tasks. In addition to the logical and seamless course materials from the textbooks, students are also offered supplementary readings and exercises designed and developed by the school. These are fundamentally tailored materials that assist students in fulfilling what is missing from the textbooks. Instructional materials comprise a significant number of collaborative activities, allowing students to develop their curiosity, creativity, problem-solving strategies and English language skills altogether. Digital materials are the online portions attached with textbooks and the additional quizzes and materials on the school’s learning management system, mostly in the form of the SCORM packages [3.3.1.01].
1.3.3. Visiting lecturers
Visiting lecturers are mostly lecturers of the same English Language Teaching field from neighbouring universities in Ho Chi Minh City. They have expertise in linguistics, translation, interpretation, and business English and have greatly contributed to the enhancement of teaching quality [3.3.3.01]. Some international visiting lecturers and research fellows have recently been added to the teaching and research force (see Appendix 15). These professionals are renowned scholars, professors, teachers, and exchange visitors from New Zealand, the Philippines, and the United States [3.3.3.02]. They have been assisting full-time lecturers in further developing the pedagogy and enriching students’ cultural perspectives and insights into their respective academic areas of interest. All visiting lecturers and scholars are invited in accordance with the school’s policies on their professional qualifications, the working relationships between them and the SFL, the visiting expenses, and the regulations of UEH [3.3.3.03] [3.3.3.04]. The list of visiting lecturers for the programme is around 20, but this number is not fixed according to the demands of each semester (see CVs of the visiting lecturers).
1.3.4. Lecturing tutors
Due to budgetary and academic considerations, the SFL has not included the position of lecturing tutor within its structure. Consequently, much of the support provided to students concerning their studies which involves assistance with specific modules, falls under the purview of the lecturers themselves. In addition to their classroom teaching responsibilities, lecturers also undertake various other tasks (1) managing the modules they teach, (2) seeking and curating relevant learning materials and information to enhance the educational experience, (3) offering guidance that can help students find the suitable solutions.
Besides lecturers, a designated student monitor, who serves as the representative of the entire class, acts as a liaison between students and lecturers, staff, and various support services [3.3.4.01]. This role ensures effective communication and coordination, enhancing the overall connectivity within the academic community. UEH also assigns personnel to serve as academic advisors for student classes and counsellors within schools and institutes. These advisors offer guidance and support to students in matters related to their academic pursuits, scientific research, and daily activities [3.3.4.02]. The Department of Student Affairs is responsible for planning and organising class activities at the commencement and conclusion of each semester. During these class activities, academic advisors disseminate information about training, academics, and management. They also address students’ queries. Furthermore, students have the option to contact their academic advisor via email or visit their office to seek advice tailored to their specific needs and requirements.
1.4. Internationality
1.4.1. International contents and intercultural aspects*
The incorporation of international and intercultural aspects is a fundamental element of the programme. These components are integrated into the curriculum to provide students with a comprehensive understanding of global perspectives, cross-cultural communication, and international contexts as can be seen in PLO1.2, PLO1.3, and PLO2.2.
The programme offers cultural studies courses examining the intersection of culture, identity, and society. Students analyse cultural phenomena from an international perspective, exploring topics such as multiculturalism, globalisation, and the impact of culture on daily life. Some courses incorporate international history and politics to provide students with a context for understanding global issues. They examine historical events, international relations, and geopolitical developments [3.1.3.01].
The programme has a diverse faculty with members who are fluent in multiple languages. This diversity enriches the linguistic and cultural perspectives available to students. Language proficiency courses often encourage students to explore the richness of linguistic diversity. They include the study of regional accents, dialects, and linguistic variations to promote an appreciation of linguistic diversity [3.1.3.01].
Courses in cross-cultural communication teach students how to navigate intercultural interactions effectively. They explore cultural differences in communication styles, norms, and nonverbal cues. Students receive training in intercultural competence, which includes the ability to communicate, collaborate, and adapt in multicultural settings. They learn to appreciate different worldviews and perspectives. Courses emphasise cultural sensitivity and the avoidance of stereotypes. Students are encouraged to approach cultural differences with curiosity and respect.
Guest speakers, including scholars, diplomats, and experts in international fields contribute to a broader understanding of global issues and intercultural dynamics through workshops or seminars. These events focus on global issues such as climate change, human rights, and social justice [3.1.4.02]. Students are encouraged to critically engage with these topics from an international perspective.
The programme organises or encourages participation in cultural events, festivals, and activities that celebrate the diversity of languages and cultures. Students have opportunities to engage with international communities [3.4.1.01].
By incorporating international content and intercultural aspects throughout the curriculum, the programme equips students with the knowledge, skills, and attitudes needed to engage with a globalised world. Graduates emerge with a deep appreciation for cultural diversity, enhanced cross-cultural communication skills, and a global perspective that prepares them for success in a wide range of academic and professional contexts.
1.4.2. Internationality of the student body
The international composition of the student body in the programme is strategically aligned with the programme’s objectives. The programme aims to cultivate a diverse and globally-minded student body to enrich the educational experience and prepare students for success in a globalized world.
The programme hosts various cultural events and activities where students can share and celebrate their cultures. These events promote intercultural understanding and foster a sense of belonging. Language exchange programmes encourage students to interact with peers who speak different languages. This helps improve language skills and cultural awareness [3.4.1.01]. Inviting visiting scholars and experts from international institutions enhances academic discourse and exposes students to a global network of academic resources [3.1.4.02].
1.4.3. Internationality of faculty
Promoting the internationality of the faculty is an essential aspect of the programme. The faculty members with diverse international backgrounds and experiences (see CVs of the full-time lecturers) contribute significantly to the programme’s global perspective and enrich the education provided to students. In recent years, some school lecturers have collaborated with foreign scholars in research or have been invited to be keynote speakers at some international conferences. They are also encouraged to participate in international conferences, workshops, and seminars to catch up with global academic trends, giving the faculty more experience in working with international stakeholders [3.4.3.01]. Moreover, the collaboration of the programme’s lecturers with colleagues from other countries on research projects and book chapters enhances their experience in international contexts which will be valuable for their profession [3.4.3.02].
Although English is the primary language of instruction, the proficiency in additional languages is still highly valued, as it enhances the international and multilingual character of the programme. Hence, it is not surprising to meet some of the lecturers in the SFL who can fluently communicate in other foreign languages besides English and Vietnamese (see CVs of the school’s lecturers).
Through these academic activities and research projects, the faculty members are more likely to be internationally oriented, well-prepared to teach in a globalised context, and to be able to internationalise the curriculum of the programme. This internationality among the faculty aligns with the programme’s concept and objectives, providing students with a diverse and globally informed educational experience.
1.4.4. Foreign language contents
As the programme is Business English, 80 per cent of the courses of the programme are completely delivered in English [3.1.3.01]. In addition to English, upon graduation, graduates of Business English are required to be able to use another foreign language such as Russian, French, German, Chinese, Japanese or Korean at B1 or 3/6 level of Common European Framework of Reference (CEFR) (PLO2.6). The students of Business English submit a B1 certificate in one of the six languages mentioned or take courses offered by UEH in one of these languages with total studying hours of 12 credits [2.4.01]. The inclusion of courses in another foreign language apart from English enriches the curriculum and broadens students’ linguistic and cultural horizons. It aligns with the programme’s objectives to prepare students for a globalised world where multilingualism and cross-cultural competence are highly valued. By offering a well-rounded language component, the programme equips graduates with valuable language skills and intercultural awareness that can enhance their academic and professional endeavours.
1.5. Multidisciplinary competencies and skills*
The students of the BBE programme are expected to work in different sectors where English is used, so they are trained to enhance both their English language skills and specialised knowledge including Marketing, Legal Environment of Business, International Business, and Human Resource Management. Moreover, the programme also provides elective courses such as English for business studies, English for management, English for Logistics and English for Tourism and Hospitality which are relevant to their field of interest or field of prospective jobs.
Apart from the hard skills, transferable skills and soft skills are also given considerable attention in the programme, namely problem-solving, critical thinking, project management, etc. (PLO2.2 & PLO2.3)
1.6. Skills for employment/ Employability*
Unlike other programmes in English language studies at other higher educational institutions, the BBE programme of UEH not only develops linguistic competence but also focuses on a number of practical skills which offer more job opportunities for the graduates. It is proven by the fact that the alumni now take over diverse positions at local and foreign enterprises (see Table 1.4). Also, the reports taken from official meetings with enterprises, and evaluation reports from the businesses where the students do an internship or perform during Enterprise Semester have demonstrated their excellent English competence and professional working styles were highly appreciated [3.6.01] [3.6.02].
[1] https://www.ueh.edu.vn/en/about-us/mission-vision
[2] (V): Taught in Vietnamese
Management Courses (Elective): Human Resource Management; Import & Export Management
ESP Courses (Elective): English for Accounting; English for Banking; English for Logistics; English for Tourism and Hospitality; English for Law.