Self-Assessment of undergraduate programmes under the AUN-QA framework: A study of the current situation at the University of Education, Hue University

Abstract

This study examines the current situation of self-assessment activities for undergraduate programmes under the AUN-QA framework at the University of Education, Hue University. It focuses on six components: objectives, content aligned with the eight AUN-QA standards, methods and organisational forms, participating groups, supporting conditions, and evaluation of implementation results. A descriptive survey design was employed, with quantitative data as the primary source and semi-structured interviews with 15 participants (five administrators, five lecturers, and five professional staff members) used to supplement, triangulate, and explain the quantitative findings. Data collected from 156 administrators, lecturers, and professional staff members were analysed using descriptive statistics, and the internal consistency of the questionnaire scales was examined using Cronbach’s alpha. The findings show that programme self-assessment activities were conducted regularly, while their outcomes were rated at a fairly good level; the group mean scores ranged from 3,72 to 4,06. The comparatively stronger components were the content of self-assessment aligned with the eight AUN-QA standards, the participation of relevant groups, and the evaluation of implementation outcomes. However, several issues still require improvement, including identifying the full extent of compliance across all eight standards and 53 criteria, ensuring substantive participation by external stakeholders, strengthening benchmarking, standardising data and evidence, improving learning resources and digital infrastructure, and using self-assessment results more effectively for programme improvement. The paper suggests directions for enhancing evidence management, stakeholder engagement, supporting conditions, and the use of self-assessment results for continuous programme improvement.