A. Course Information
1) General Information
This course prepares graduate students and academic managers to design, operate, and improve language training centers and language programs. It integrates (i) practical administration (operations, HR, finance, admissions), (ii) quality assurance and evaluation, and (iii) language testing/assessment standards. Students work with real-world cases and develop a set of Standard Operating Procedures (SOPs) applicable to language centers in Vietnam and comparable contexts.
2) Learning Outcomes
· Explain key principles of managing language training centers and language programs (governance, stakeholders, service model).
· Design operational plans and KPI dashboards for recruitment, retention, teaching quality, and learner outcomes.
· Build basic finance/pricing models and refund policies for language courses.
· Develop HR systems (recruitment, onboarding, CPD, mentoring, lesson observation) aligned with quality assurance.
· Design admission and placement workflows, including transparency and appeals.
· Apply good-practice guidelines for language testing, assessment, and exam security.
· Implement a QA cycle and program evaluation plan using evidence-based decision making.
· Lead change and innovation projects (curriculum updates, technology adoption, process redesign).
· Produce an SOP portfolio and a final capstone plan using APA 7 academic writing and documentation standards.
3) Course Assessment (suggested weights)
· Participation + weekly reading/application notes: 20%
· Mid-term seminar presentation (case analysis + SOP draft): 30%
· Final project (SOP portfolio + center management plan / final paper): 50%
4) Final Project Options (choose ONE format)
Students may submit the final project in one of the following formats (APA 7 required where applicable):
· Option 1 – SOP Portfolio + Center Management Plan (recommended for practitioners).
· Option 2 – Literature Review Paper on language program/center management (for research-oriented students).
· Option 3 – Book Review (academic review + critique) of one relevant book in language program administration/ELT management.
· Option 4 – Mini-Research (optional): a small-scale study related to center operations, QA, assessment, or learner services.
5) APA 7 Requirements (summary)
· APA 7 student title page, page numbers, double spacing, 1-inch margins.
· Clear APA headings; in-text citations that match the reference list.
· Use DOI links when available; prioritize credible academic and institutional sources.
· Ethics and confidentiality for any participant or internal center data.
B. Open-Access Required Readings (Download Links)
Copy/paste the links below to download the open-access core readings:
· CERCLL (University of Arizona) – LPDA Handbook Webinar (PDF)
https://cercll.arizona.edu/wp-content/uploads/sites/19/2024/12/LPDA_Handbook.CERCLL-Webinar.pdf
· British Council – Managing Change in English Language Teaching (PDF)
https://www.britishcouncil.in/sites/default/files/managing_change_-_christopher_tribble.pdf
· British Council – Accreditation UK Handbook (PDF)
https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
· English UK / AccessTEFL – Guide for language centres (PDF)
https://www.englishuk.com/uploads/assets/training/qualifications/access_tefl/AccessTEFL_Guide_for_language_centres_WEB.pdf
· EALTA – Guidelines for Good Practice in Language Testing and Assessment (PDF)
https://ealta.eu/documents/archive/guidelines/English.pdf
· Cambridge English – Principles of Good Practice (PDF)
https://www.cambridgeenglish.org/Images/22695-principles-of-good-practice.pdf
· ECML/ALTE – Manual for Language Test Development and Examining (PDF)
https://www.ecml.at/Portals/1/documents/CoE-documents/ManualLanguageTest-Alte2011_EN.pdf
· LRCnet – Language Resource Centre Handbook (PDF)
https://www.lrcnet.org/html/en/EN.pdf
· Community Languages Australia – Quality Assurance Framework (PDF)
https://www.communitylanguagesaustralia.org.au/uploads/default/source/2014/08/bce0d.Update-QA-Framework-2008.pdf
· BYU ScholarsArchive – Placement Testing chapter (PDF)
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8957&context=facpub
· ALTE – Materials/Resources page (official)
https://www.alte.org/Materials
· SIL International – Managing Language Programs (PDF)
https://www.sil.org/system/files/reapdata/10/83/80/10838048101837316296690888326819215215/silebook085_Managing_Language_Programs_Marmor_Bartels.pdf
C. Textbook Framework (12 Chapters) – Learning Outcomes, Required Readings, Cases, SOP Outputs
Each chapter includes: (i) learning outcomes, (ii) required readings from the open-access PDFs above, (iii) an applied case task, and (iv) an SOP/template deliverable.
Chapter 1. Foundations of Language Center Management (Mission–Model–Stakeholders)
Learning outcomes:
· Differentiate language center / language program / language services models.
· Create mission–vision–values and stakeholder map.
· Draft a basic governance structure and decision flow.
Required readings (open-access PDFs):
· CERCLL LPDA Handbook (PDF): https://cercll.arizona.edu/wp-content/uploads/sites/19/2024/12/LPDA_Handbook.CERCLL-Webinar.pdf
· LRC Handbook (PDF): https://www.lrcnet.org/html/en/EN.pdf
Applied case task:
· Design a stakeholder map and a 6‑month KPI set for a new university-based language center.
SOP/template output:
· SOP-01: Mission–Vision–Values + Stakeholder Map + RACI (1–2 pages).
Chapter 2. Strategy, Operations Planning, and Risk Management
Learning outcomes:
· Develop an annual operational plan and quarterly implementation roadmap.
· Define measurable KPIs (enrollment, retention, quality, learner outcomes).
· Build a risk register and mitigation plan.
Required readings (open-access PDFs):
· Managing Change in ELT (BC) (PDF): https://www.britishcouncil.in/sites/default/files/managing_change_-_christopher_tribble.pdf
· Accreditation UK Handbook (BC) (PDF): https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
Applied case task:
· Enrollment drops by 25%. Produce an 8‑week recovery plan with indicators and owner roles.
SOP/template output:
· SOP-02: Annual Operational Plan + KPI Dashboard + Risk Register.
Chapter 3. Finance, Budgeting, Pricing, and Refund Policies
Learning outcomes:
· Create course-level budgets and break-even calculations.
· Design pricing models and cost control measures.
· Draft transparent fee/refund policies.
Required readings (open-access PDFs):
· Accreditation UK Handbook (BC) (PDF): https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
· Managing Language Programs (SIL) (PDF): https://www.sil.org/system/files/reapdata/10/83/80/10838048101837316296690888326819215215/silebook085_Managing_Language_Programs_Marmor_Bartels.pdf
Applied case task:
· Plan a 10‑week IELTS course budget and pricing options for three class sizes.
SOP/template output:
· SOP-03: Course Budget & Pricing Sheet + Fee/Refund Policy (1 page).
Chapter 4. Human Resources: Recruitment, Onboarding, CPD, and Performance Support
Learning outcomes:
· Design recruitment and onboarding workflows for teachers and staff.
· Develop CPD and mentoring plans aligned with QA.
· Implement a fair lesson observation and feedback cycle.
Required readings (open-access PDFs):
· AccessTEFL Guide (English UK) (PDF): https://www.englishuk.com/uploads/assets/training/qualifications/access_tefl/AccessTEFL_Guide_for_language_centres_WEB.pdf
· Accreditation UK Handbook (BC) (PDF): https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
Applied case task:
· A teacher resists observation. Redesign the observation policy to emphasize development and transparency.
SOP/template output:
· SOP-04: Teacher Recruitment & Onboarding; SOP-05: Lesson Observation & Feedback Cycle.
Chapter 5. Student Journey, Services, and Complaint Handling
Learning outcomes:
· Map the student journey from inquiry to completion.
· Design support services and complaint-handling procedures.
· Use satisfaction data to drive service improvement.
Required readings (open-access PDFs):
· Accreditation UK Handbook (BC) (PDF): https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
· QA Framework (Community Languages Australia) (PDF): https://www.communitylanguagesaustralia.org.au/uploads/default/source/2014/08/bce0d.Update-QA-Framework-2008.pdf
Applied case task:
· A student requests a refund due to schedule changes. Apply policy and produce a risk-aware response.
SOP/template output:
· SOP-06: Student Support & Complaint Handling + Survey-to-Action template.
Chapter 6. Curriculum and Materials Management (Syllabus–Course Pack–Version Control)
Learning outcomes:
· Design program structure across levels (e.g., CEFR-aligned).
· Set a policy for selecting/adapting textbooks and internal materials.
· Implement materials approval and version control.
Required readings (open-access PDFs):
· LRC Handbook (PDF): https://www.lrcnet.org/html/en/EN.pdf
· Managing Change in ELT (BC) (PDF): https://www.britishcouncil.in/sites/default/files/managing_change_-_christopher_tribble.pdf
Applied case task:
· Transition to a new textbook series in 6 weeks—create rollout and training plan.
SOP/template output:
· SOP-07: Materials Selection & Version Control + Course Outline template.
Chapter 7. Admissions, Placement Testing, and Class Formation Rules
Learning outcomes:
· Design a transparent placement workflow and appeals pathway.
· Set rules for class opening/merging/level changes.
· Communicate placement results ethically and clearly.
Required readings (open-access PDFs):
· EALTA Guidelines (PDF): https://ealta.eu/documents/archive/guidelines/English.pdf
· Cambridge Principles of Good Practice (PDF): https://www.cambridgeenglish.org/Images/22695-principles-of-good-practice.pdf
· Placement Testing chapter (BYU) (PDF): https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8957&context=facpub
Applied case task:
· A student disputes their placement level. Create a review procedure and communication scripts.
SOP/template output:
· SOP-08: Placement Testing & Placement Review + Placement Result Report template.
Chapter 8. Test Development, Item Bank Management, and Exam Security
Learning outcomes:
· Create test specifications (blueprints) aligned with course outcomes.
· Design a basic item writing and review workflow.
· Implement exam security and incident response.
Required readings (open-access PDFs):
· ECML/ALTE Manual (PDF): https://www.ecml.at/Portals/1/documents/CoE-documents/ManualLanguageTest-Alte2011_EN.pdf
· Cambridge Principles (PDF): https://www.cambridgeenglish.org/Images/22695-principles-of-good-practice.pdf
· ALTE materials page: https://www.alte.org/Materials
Applied case task:
· A leak is suspected. Draft an incident response plan (containment, replacement, communication).
SOP/template output:
· SOP-09: Test Development & Review Workflow; SOP-10: Exam Security & Incident Response.
Chapter 9. Teaching Quality Assurance (Standards–Moderation–Standardization)
Learning outcomes:
· Build a QA cycle: standards → implementation → evidence → improvement.
· Design moderation and standardization practices for multi-teacher programs.
· Use observation and learner data to improve teaching quality.
Required readings (open-access PDFs):
· QA Framework (Community Languages Australia) (PDF): https://www.communitylanguagesaustralia.org.au/uploads/default/source/2014/08/bce0d.Update-QA-Framework-2008.pdf
· Accreditation UK Handbook (BC) (PDF): https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
Applied case task:
· Quality varies across classes. Propose a standardization plan (coaching + moderation + evidence).
SOP/template output:
· SOP-11: Teaching QA Cycle + Teaching Standards & Evidence Checklist.
Chapter 10. Program Evaluation, Evidence Systems, and Stakeholder Reporting
Learning outcomes:
· Differentiate learner assessment vs program evaluation.
· Design an evaluation plan (questions, data sources, timeline).
· Write an actionable evaluation report for stakeholders.
Required readings (open-access PDFs):
· CERCLL LPDA Handbook (PDF): https://cercll.arizona.edu/wp-content/uploads/sites/19/2024/12/LPDA_Handbook.CERCLL-Webinar.pdf
· QA Framework (Community Languages Australia) (PDF): https://www.communitylanguagesaustralia.org.au/uploads/default/source/2014/08/bce0d.Update-QA-Framework-2008.pdf
Applied case task:
· Course completion rates decline. Draft a 4‑week evaluation plan and improvement actions.
SOP/template output:
· SOP-12: Program Evaluation Plan (questions–data–analysis–reporting).
Chapter 11. Change Leadership and Innovation Projects (Curriculum/Tech/Process)
Learning outcomes:
· Apply change-management principles to ELT projects.
· Plan communication, training, and adoption supports.
· Manage scope, timeline, roles, risks, and post-implementation review.
Required readings (open-access PDFs):
· Managing Change in ELT (BC) (PDF): https://www.britishcouncil.in/sites/default/files/managing_change_-_christopher_tribble.pdf
· AccessTEFL Guide (English UK) (PDF): https://www.englishuk.com/uploads/assets/training/qualifications/access_tefl/AccessTEFL_Guide_for_language_centres_WEB.pdf
Applied case task:
· Implement a new LMS. Create a rollout plan (scope, timeline, training, risks, metrics).
SOP/template output:
· SOP-13: Change Request & Implementation Plan (CR form + rollout checklist).
Chapter 12. Facilities, Language Resource Center (LRC), Technology, and Data Governance
Learning outcomes:
· Design policies for facilities and learning resources (including self-access/LRC).
· Set booking, maintenance, and technical support procedures.
· Establish basic data governance (roles, access levels, reporting).
Required readings (open-access PDFs):
· LRC Handbook (PDF): https://www.lrcnet.org/html/en/EN.pdf
· Accreditation UK Handbook (BC) (PDF): https://www.britishcouncil.org/sites/default/files/accreditation_uk_handbook.pdf
Applied case task:
· Room shortages and schedule conflicts—draft rules and a blended delivery contingency plan.
SOP/template output:
· SOP-14: Facilities & Resource Booking + Maintenance; SOP-15: Data Access & Reporting Protocol.
D. SOP Portfolio (Appendix Pack) – Minimum Set
· SOP-01: Mission–Vision–Values + Stakeholder Map + RACI
· SOP-02: Annual Operational Plan + KPI Dashboard + Risk Register
· SOP-03: Course Budget & Pricing Sheet + Fee/Refund Policy
· SOP-04: Teacher Recruitment & Onboarding
· SOP-05: Lesson Observation & Feedback Cycle
· SOP-06: Student Support & Complaint Handling + Survey-to-Action
· SOP-07: Materials Selection & Version Control + Course Outline
· SOP-08: Placement Testing & Placement Review + Placement Result Report
· SOP-09: Test Development & Review Workflow
· SOP-10: Exam Security & Incident Response
· SOP-11: Teaching QA Cycle + Teaching Standards Checklist
· SOP-12: Program Evaluation Plan
· SOP-13: Change Request & Implementation Plan
· SOP-14: Facilities & Resource Booking + Maintenance
· SOP-15: Data Access & Reporting Protocol
E. Delivery Options
Option A (12 Chapters | 12–14 Weeks)
· One chapter per week, followed by a dedicated workshop session focused on SOP development and/or case-based problem solving.
· Recommended pacing: 12 teaching weeks + 1–2 weeks for presentations and final project completion.
Option B (10 Chapters | condensed)
· Merge Chapters 11–12 into a combined unit: Digital Operations + Change Management.
· Merge Chapters 7–8 into a combined unit: Assessment System (Placement → Test Development → Security).
Mid-term and Final Submission
- Presentation files: Submit HERE
- Final assignment guideline: dowload HERE
- Final Assignment Submission files: Submit HERE