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1、上海交通大学本科毕业论文The Role of Business English in the international Logistics 学生：学号：专业：英语（商务）导师：学校代码：上海交通大学网络教育学院二一三年八月第 II 页 共 28 页ACKNOWLEDGEMENTS This thesis has been written with the help and support of a long list of people to whom I am most grateful. It is to them that I dedicate this thesis. First
2、and foremost, I owe a great debt of gratitude to my supervisor Professor Li Yuanyuan for her well-informed guidance and great patience in introducing me to the wonderful realm of linguistics and literature over the past two and a half years of my study at Shanghai Jiao Tong University. Had it not be
3、en for his insightful advice and his constructive comments, especially her painstaking revisions of every draft of each chapter of this thesis, it would never have taken the present form. Last but not least, I must mention some of those people for whom I come to realize how lucky I am. I am indebted
4、 with the greatest gratitude to my parents and my husband, without whose continuous spiritual and financial support it would have been hard for me to pursue my academic study. I cannot forget my best friends Ms. Wu for always being there for me with much tolerance and no demand of me ever since we f
5、irst met five and a half years ago, and Ms. Wu for sharing my joys and sorrows. 第 III 页 共 28 页摘要进入 21 世纪以来，全球经济高速发展，市场全球化趋势日益明显，国际物流作为国际贸易的纽带， 将直接参与到国际贸易中， 直接影响国际贸易的发展。 而商务英语作为国际物流不可或缺的重要沟通工具，如何使其深入国际物流的发展中，更好的持续国际物流的稳定发展，成为需要我们认真研究的问题，本文将以国际物流的发展为背景， 分析国际物流在国际发展中的作用和地位，并且对如何使商务英语更好的促进国际物流的发展提出建议。关键
6、词： 国际物流商务英语作用 发展第 IV 页 共 28 页ABSTRACT With the booming development and expansion of Chinese-Foreign joint education projects in running schools, many higher education institutions in China launch bilateral programs cooperated with world-leading and prestigious education providers abroad. This collab
7、oration provides more Chinese students with foreign educational resources of high quality without studying abroad. This experience enriches deep insight and teaching content as well as improving productive effect of teaching. This thesis aims at analyzing delivery of joint program as Bachelor of Bus
8、iness provided by Central Queensland University Australia and Raffles Design Institute Shanghai affiliated to Donghua University on the basis of comprehensive interrelation and integration in running local school. It specifically illustrates and elucidates different aspects in admissions and enrollm
9、ent, quality control system, course and teaching management, professional development and further training of faculty, teaching methodology, course introduction and framework, site support as well as marketing and advertising and so on to well illuminate bilateral advantages and existent shortcoming
10、s by demonstrating and verifying the paper. Based on actual situation of the college, we will develop this integrative and innovative strategy to our routine teaching and management in near future to optimize our placement and allocation. How to further develop comprehensive programs mentioned above
11、 by intercommunication and guidance between two schools in the way we extract. To further improve teaching quality and levels in running schools, we need to booth progressive revolution of teaching by summarization and consolidation we have found through problems in confrontation with us to ensure C
12、hinese-Foreign Cooperation in Running Schools are going healthy and sustainable development. KEY WORDS: Chinese-Foreign Cooperation in Running Schools, Admissions and Enrollment, Quality Control System, Course and Teaching Management 第 V 页 共 28 页Case Analysis on Sino-Foreign Cooperation in Running S
13、chools at Raffles Design Institute TABLE OF CONTENTS DECLARATION.I ACKNOWLEDGEMENTS. .IIABSTRACT IN CHINESE . .IIIABSTRACT IN ENGLISH. IV Chapter 1 Introduction1.1 Introduction to Schools.1 1.2 Briefings on Cooperation between CQU and RDI.2 1.3 Glossary of Terms.7 Chapter 2 Admissions and Enrollment
14、2.1 Application Process.9 2.2 Applying for Advanced Standing in a Program.10 2.3 Accepting an Offer of Admission.11 2.4 Review of Enrolled Student Number.11 Chapter 3 Quality Control System3.1 Quality Control.11 3.2 Qualification of Faculty.13 3.3 Quality Management of AQAA.15 Chapter 4 Course and T
15、eaching Management4.1 Transferring Campus.15 4.2 ID Cards.15 4.3 Course and Teaching Methodology.16 4.4 Course and Module Design.16 4.5 Course and Teaching Evaluation.17 Chapter 5 Benefits and Prospects5.1 Features and Development of Joint Program in RDI .20 5.2 Features of Teachers.20 5.3 Benefits
16、of Students.20 Chapter 6 Conclusion.21 第 VI 页 共 28 页REFERENCES.25 APPENDIX.26 第 1 页 共 28 页Chapter 1 Introduction 1.1The purpose and significance of the Thesis. 进入 21 世纪以来，中国的经济的发展以及经济结构的调整促进了中国物流业的发展，随着经济全球化步伐的加快，国际物流在国际商务中的影响力之大越来越得到业内人士的认可，而在国际物流的发展中，商务英语则扮演着不可或缺的重要角色，并推动着国际物流的不断前进。为了明确商务英语在国际物流中的
17、作用及如何更好的运用商务英语来提高中国物流业的竞争力是本文研究的问题。1.2 The structure of the Thesis. 第 2 页 共 28 页Chapter 2 The status of logistics industry in China and its globalization 2.1 The status of China s Logistics. 我国于 2001 发布的物流术语中给物流的定义式是：物品从供应地到接收地的实体流动过程，根据实际需要，将运输、储存、装卸、搬运、包装、流通加工、配送、信息处理等基本功能实施有机结合。日本给物流的定义是：物流是指为了满足
18、客户的需要，以最低的成本，通过运输、保管、配送等方式，实现原材料、半成品、成品及相关信息由商品的产地到商品的消费地所进行的计划、实施和管理的全过程。美国关于物流的定义：物流是为满足客户需要，对商品、服务及相关信息在源头与消费点之间的高效（高效率、高效益）正向及反向流动与储存进行的计划、实施与控制的过程。（目前国际普遍接受的）2.2 Applying for Advanced Standing in a Program RDI students may be assessed for advanced standing at the time of application for entry i
19、nto a program. For the Bachelor of Business, a block transfer on successful completion of Raffles Advanced Diploma in Business Administration will be granted 96 credit points as credit transfer in terms of total 144 credit points required. It is significant for RDI staff to ensure that all documenta
20、ry evidence is attached to the application and steps are facilitated. 2.3 Accepting an Offer of Admission RDI staff must be aware of the tight timeframes for students when they first receive their Letter of Offer. Once the student accepts Letter of Offer and signs the Student Contract, Student Admin
21、istration had better immediately help students accept or reject offer via e.rolment online student management system. This action must be finished prior to the orientation day of the term. There are four simple steps that a student must follow in order to matriculate. (宋嘉扬 , 2003)STEP1 Accepting Off
22、er STEP 2 Allowing overnight processing 第 3 页 共 28 页STEP 3 Registering enrollment STEP 4 Adding correct courses for upcoming term 2.4Review of Enrolled Student Number RDI Student Number in Third Year Course35701582020100200300Year 2002Year 2003Year 2004Year 2005Bachelor of Business Accredited by CQU
23、Number of Students Transferring CQUCampus in Third Year23350246810Year 2002Year 2003Year 2004Year 2005第 4 页 共 28 页Chapter 3 Quality Control System 3.1 Quality Control Quality Control is an essential and indispensable body for both parties in creating student outcome and in jointly running school. As
24、 demonstrated below, both have set up comprehensive and logical system to ensure running standard and quality are consistently exalted. 3.1.1 Quality Management System of CQU CQU is in the long term providing exceptional quality of education and training programs in Queensland, Australia for over do
25、zens of years and is proud of its achievement. As backed up by Australian government, AQAA (Australian Quality Assurance Association) possesses the abundant resources and information including financial, people, equipment support and capacity to ensure commitment of quality offered. As a member of C
26、QU, AQAA has the eligibility and accountability to monitor and manage the educational quality and service launched by CQU. In order to inspect CQUs operation home and abroad and ensure same delivery, AQAA makes use of various methods to evaluate quality control especially joint program in other coun
27、tries. AQAA periodically sends observer and inspector to RDI in the hope of visiting and filtering appropriate and suitable procedures to be executed. Moreover, experienced and qualified teachers are encouraged to report their teaching and research progress according to prescribed curriculum and tea
28、ching syllabus for regularization and standardization. Aside from these, AQAA develops quality control surface that organizes and manages major operation of joint program to record merits and demerits. This surface conforms with international standard of ISO9001. (姜吉林 , 2003)CQU s Comprehensive Qual
29、ity Management System Course Information System Course, Module, Evaluation Documentation, Enrollment Registration Information Course Completion, Following Up, Credit Transfer, Qualification of Teachers Australian Quality Assurance Association Framework Student Study Record and Report System Student
30、Admissions and Enrollment Evaluation Outcome and Record System Student Progress Profile Course Completion Requirement Testamur Inspection and Accreditation 第 5 页 共 28 页3.1.2 Quality Management System of RDI In liaison with quality management system of RDI, it still maintains to the traditional and s
31、pecialized pattern on hierarchical basis. It ensures exact implementation of orders from top to bottom. Catering to CQUs needs, it gears to fit flexibility and innovation of joint running. Effective communication and updated feedback are up to guarantee smooth operation and periodical supervision. (
32、黄禄善，刘培骧 , 1997)Quality Management of CQU s Organizational Operation Operational Facilitation and Procedures between CQU and RDIManagement and Implement of FacultyOrganizational Structure of Faculty CommitteeRegistration and Certification of Australian Quality Assurance Recognition and Awareness of E
33、ducational System in Australia Management and Arrangement of Faculty Allocating Teachers to Classes Allocating Classrooms, Laboratories, Auditoriums and Workshops Avoiding Clashes in Timetabling Administration of Course and Teaching Management Arrangement of Teaching and Research for Teachers Arrang
34、ement of Case Study for Teachers and Students Quality Control 第 6 页 共 28 页3.2 Qualification of Faculty CQU and RDI place great attention and emphasis on opting teachers in conjunction with running of joint program in Shanghai. Therefore, it sets up doctrine and distinguished rules for the qualificat
35、ion of teachers. To meet needs of quality control and management, full time lecturers must have four or five years of practical working experience preferred in managerial role and teaching certificate prescribed by the country except for the general and universal request of educational request of ed
36、ucational expertise and corresponding background. Master and doctor degree are in minimum requirements and titled professors are extremely popular. Due to primary teaching in English, language proficiency and expression for teachers have been enormously focused on. Furthermore, quality management sy
37、stem will also trace competency of faculty. 3.2.1 Job Requirements of Lecturer a)Mastering outstanding and advanced theory in particular field and knowledgeable rudiment and manipulating disciplinary development tendency in Business Administration. Being competent in exploring academic and practicab
38、le expertise and potential to become leader of specialized subject. b)Making contributions in cultivating talents, compiling textbook and bringing up qualified 课程管理课程设置课程主任教学管理讲师教学主任工商管理系主任行政办公室质量管理办公室行政处教务办公室综合评估办公室教务处工商管理系行政主任教学总监副院长院长第 7 页 共 28 页students. Possessing national accredited qualificat
39、ion of teacher is a minimum. c)Proficient in English in regular teaching environment d)Skillfully applying modern teaching equipments e)Above Master s degrees with five years teaching experience f)Tracking record in teaching above two main subjects approved by academic committee is critical during t
40、he teaching performance g)Above four or five practical working experience in real industry h)Possessing professional teaching background and ability 3.2.2 Teacher Evaluation CQU and RDI pay great attention to the significance of teacher evaluation, which is an integral and indispensable part of qual
41、ity control system. The first assessment derives from relevant students showing advices and feedbacks are being processed. Students are encouraged to directly and effectively communicate with their lecturers for the purpose of solving problems. If any feedback is not expected and invalid, students c
42、an report to the committee of student even program director for further clarification and satisfaction. As a matter of fact, teachers in joint program need to work hard in order to improve the level of guidance and teaching quality. Meanwhile, program director will observe the class and listen to th
43、e feedback. On the other hand, RDI has consolidated unique performance appraisal system focusing on teaching quality. The appraisal evidence comes from the following two criteria. (Springer, 2001)Four evaluation forms traced from students, program director, colleague and self-evaluation General evid
44、ence captured from school executive, teaching authorities and routine supervision by academic administrators The outcome categorized from A to E. namely from Excellence to Failed in sequence. Corresponding measures are to be taken subsequently in line with appraisal grades to ensure fairness and equ
45、ality in education. 3.2.3 Norms of Teacher Evaluation a. Building rapport between teachers and students to match teaching task with each other a)Having sound understanding and interrelated rapport between teachers and studentsb)Being good at knowing students feeling and growth in order to make use o
46、f strategy to promote their learning第 8 页 共 28 页c)Sensitively probing students needs and adjusting teaching agenda timelyb. The ability for teachers to sparkle students to join regular teaching process a)Encouraging students to put their ideas and differently acceptingb)Frequently providing feedback
47、 for students and anticipating their progressc)Organizing students in participating various teaching activitiesc.The ability to convey own thinking and insight in the classroom a)Clear thinking and logical analysisb)Perceptive and cognitive teaching language and vivid gestured. The ability to maximi
48、ze relevant teaching resources a)Manipulating assorted modern teaching equipmentsb)Being able to effectively make use of multi information resources in order to know current academic development in professional fieldc)Being able to facilitate resources and assist students in conducting activitiese.
49、The ability to judge and adapt new circumstances a)Timely seeking out drawbacks of teachers and adjusting knowledge and aptitude structure in terms of teaching changeb)Adjusting teaching thinking and key points by means of bilateral needsc)Digging out hints needed to be improved in teachin g through
50、 students learning process3.3 Quality Management of AQAA As official evaluation institution of local Queensland government in Australia, AQAA puts definite emphasis on joint program between CQU and RDI based at Shanghai. (Varvogli, 2001) Inspectors from AQAA will come to proceed and conduct comprehe
51、nsive and all rounded assessment every October and make record details of cooperation through communication with staff. Inspectors comprise of professionals from other Australian universities. Under the guidance and supervision of AQAA, efforts have been implemented to ensure collaboration between C
52、QU and RDI is satisfying Chinese and Australian criteria of quality control system in the long run. 第 9 页 共 28 页Chapter 4 Course and Teaching Management 4.1 Transferring Campus 4.1.1 Transferring Campus to Distance Mode Enrolled students wishing to transfer campus , to and from Shanghai, or to dista
53、nce mode must have successfully completed at least one term of study before their being eligible to apply for a Campus Transfer. Students are required to settle any debt and academic record at Shanghai site prior to becoming valid for a Campus Transfer. Necessary documentation are needed to be sent
54、by RDI or received from CQU Australian International Campus. Transfer of Campus form completed Student s ProfileUnofficial Academic Transcript Tuition Fee Payment Status 4.1.2 Offshore Student Transferring to Australia An offshore student wishing to transfer to Australia must fill in a Transfer of C
55、ampus Form. RDI should forward all documentation mentioned above to CQU campus. The Admissions staff at the campus is in need of reassessing the student s submission to ensure they meet entry requirements including English Language Proficiency. Then they will advise and send either an Offer or rejec
56、tion letter. After paying fees, the appropriate student will obtain a Confirmation of Enrollment, which allows the student to apply for a visa to study in Australia. Student must comply with timeframe ruled by the university. 4.1.3 CQU Australian International Campus Student Transferring to RDI The
57、required student completes the Transfer of Campus Form and ensures all other requirements for transferring to be meted. The application form should be forwarded to the Faculty Administration at CQU, together with student s profile. Afterwards, the faculty administration is going to advise RDI staff
58、by email whether the transfer is successful or not. If successful, they will issue a Letter of Offer to the student and go through RDI accordingly. 4.2 ID Cards 第 10 页 共 28 页Successful students enrolled in joint program will have two ID cards generated by CQU and RDI separately. A Student Identifica
59、tion Card is essential and crucial for students gain entry to examination venues, and may be required for online library surfing and lending. Once enrollment procedures are completed, CQU will mail cards to RDI for dissemination. 4.3 Course and Teaching Methodology The joint program curriculum activ
60、ates the multi teaching methods to avoid traditional and over theoretical oriented teaching leading to impact of losing study passion through the student. To achieve overall outcome of interactive learning and teaching, lecturers may enters the workshop or studio if students request is really helpfu
61、l and constructive. Moreover, field trip and mentorship are also applied to help the student solve the problem and cultivate their tackling skills in real environment devoted to business sectors. As a result of this, both sides have poured a large amount of funds to establish advanced and practicabl
62、e base such as auditorium, ladder room and others in order to enliven class atmosphere and effectiveness with realistic working scenarios anticipated in their future career and business as well as facilitate learning equipment. Besides, RDI usually invites distinguished guest speakers and experts ou
63、tside to deliver and speech and seminar, workshop for students in the hope of enlarging their scope of knowledge and broadening extra curricular activities. Teachers together with students visit the company and factory to understand more functional running and operation in business so that they can
64、put learned theory into real practice, and have sensible and sensitive attraction. Group discussion, tutorial, case study, interactive session are all concrete forms and teaching method to meet personalized needs of students. Multimedia used in teaching prevails in all learned subjects. Its applicat
65、ion is integration of traditional teaching method and information technology. Students are expected to benefit from multi teaching ways and synthesizing their capacity and aptitude. 4.4 Course and Module Design By virtue of cooperation in running school, students in third year are required to finali
66、ze last eight subjects scheduled by CQU. Eligible students complete thesis writing and dissertation after passing eight modules in order to obtain degree honors. 第 11 页 共 28 页Strategic Management Business Finance Management Accounting Human Resource in Organizations Work in the 21st Century Internat
67、ional Marketing Entrepreneur Innovation Applied Business Research Above are eight compulsory modules for third year students to undergo. As far as course and module design are concerned, both launches these on the basis of student interest and market-oriented. Australian Education Ministry empowers
68、local government and universities to initiate and establish programs and courses committed to be in conjunction with theory and real practice and to meet the following coherence. The course is needed to fit the jot market. The course is to activate and motivate students. The course is in consistent
69、with competence and accommodation of the school. The course is approved by government and authority. Course and module design is on the basis of bilateral research and exploration. Not only do they meet CQU s academic requirement, but also benefit with RDIs students.4.5 Course and Teaching Evaluatio
70、n 4.5.1 Significance of Course and Teaching Evaluation Good teaching encourages student learning in high and efficient way and motivates active engagement in the subject. Evaluation is about course and teaching. It is a process by us to collect information and evidence about teacher s work and make
71、appropriate judgment. A fundamental responsibility of all academic staff is that of course and teaching. Course and teaching are defined to include not only classroom performance but also contains the design and implementation of the curriculum and course. Student feedbacks are one of key source dat
72、a to evaluate course and teaching. Evaluation between CQU and RDI can be used for two purposes. a)To identify and clarify weakness or other drawbacks in course and teaching wit an observation 第 12 页 共 28 页to the development, remediation and improvement in course and teaching area. b)To make judiciou
73、s conclusion about the quality of course and teaching for demonstrating evidence of promotion and career development. 4.5.2 Research Scope and Target Respondent The target respondents are RDIs third year degree students in joint program of CQU. Research scope is containing six categories of hypothes
74、is and investigation. The first is to focus on clear course objective and criteria. The second is to explore suitable learning burden and task given to students. The third is to investigate correct course and performance assessment. The fourth is to survey sound implementation of good teaching. The
75、fifth is to know regular teaching method. The sixth is to probe cognitive circumstance of teaching module. 4.5.3 Research Method and Evaluation Design Course and teaching evaluation of CQU and RDI is to adopt questionnaire investigation for the purpose of collecting student feedback data. Simultaneo
76、usly, individual interview and consultation to related material and literature are also applied to sort out and analyze. Taking course and teaching evaluation in academic year 2005 for example, evaluation staff of RDI distributed 202 pieces of questionnaire and retrieved valid 200. In accordance wit
77、h principles of effectiveness and comprehensiveness, we design questions covering clear goal and criteria, good teaching, correct assessment, learning strategy, learning resource, appropriate course framework and structure, individual effort and other facets to collect evidence and make scientific p
78、robe and research. Staff printed out about 202 pieces of questionnaire after completing design and compiling sequence of questions. Meantime, special statistical processing network and software, appropriate equipment was setting up for usage. 4.5.4 Research Data and Outcome The following charts eluc
79、idate research data and outcome of evaluation jointly conducted by CQU and RDI in 2005. The statistical software comprehensively analyzed the data and generated 第 13 页 共 28 页evaluation result by the system. (李孟媛 , 2005)Chart 1 Clear Course Objective and Criteria Statistics (202 students) Clear Cours
80、e Objective and Criteria Statistics surveyed questions Evaluation Survey （percentage of specimen）agree strongly agree neutral disagree disagree strongly Does not apply The aims and objectives of this course were clearly identified in the course profile. 35% 30% 20% 8% 2% 5% This course encouraged pe
81、ople to respect one another value and beliefs. 40% 38% 12% 2% 1% 7% The course content was structured and delivered in ways which assisted, my learning. 38% 37% 15% 7% 3% 5% Chart 2 Suitable Learning Burden and Task Given to Students Statistics (202 students) Suitable Learning Burden and Task Given
82、to Students Statistics surveyed questions Evaluation Survey （percentage of specimen）agree strongly agree neutral disagree disagree strongly Does not apply I was generally given enough time to understand the things I had to learn. 25% 40% 20% 10% 4% 1% My course helped me to develop the ability to pl
83、an my own work. 22% 39% 21% 15% 2% 1% Chart 3 Correct Course and Performance Assessment Statistics (202 students) 第 14 页 共 28 页Correct Course and Performance Assessment Statistics surveyed questions Evaluation Survey （percentage of specimen）agree strongly agree neutral disagree disagree strongly Doe
84、s not apply Feedback from assessment tasks performed was appropriate and helpful. 33% 25% 22% 8% 2% 10% As a result of this course, I feel confident about tackling unfamiliar problems. 20% 32% 25% 8% 7% 8% I rate the great effort I put into this course. 41% 29% 20% 5% 3% 2% I found my studies intell
85、ectually stimulating. 50% 30% 15% 4% 1% 0% Chart 4 Sound Implementation of Good Teaching Statistics (202 students) Sound Implementation of Good Teaching Statistics survey questions Evaluation Survey （percentage of specimen）agree strongly agree neutral disagree disagree strongly Does not apply I usua
86、lly had a clear idea of where I was going and what was expected of me in this course. 20% 20% 35% 18% 5% 2% The accessibility of resources (library, computing) offered by my university met my needs. 15% 21% 29% 20% 10% 5% Teaching staff were available or returned my calls, emails, forum questions wi
87、thin a suitable timeframe. 18% 22% 20% 25% 8% 7% 第 15 页 共 28 页The teaching staff marked assessment tasks fairly. 30% 15% 25% 20% 3% 7% Where it was used, the information technology in teaching and learning was effective. 20% 30% 14% 25% 7% 4% Chart 5 Regular Teaching Method Statistics (202 students)
88、 Regular Teaching Method Statistics surveyed questions Evaluation Survey （percentage of specimen）agree strongly agree neutral disagree disagree strongly Does not apply Teaching staff in this course motivated me to do my best work. 18% 34% 38% 7% 2% 1% The teaching staff gave sufficient opportunities
89、 for consultation outside class times. 15% 20% 35% 20% 8% 2% The teaching staff was good at explaining things. 20% 24% 26% 20% 5% 5% During the term I received feedback in sufficient time for it to be useful. 20% 25% 20% 17% 15% 3% 第 16 页 共 28 页Chart 6 Cognitive Circumstances of Teaching Module Stat
90、istics (202 students) Cognitive Circumstances of Teaching Module Statistics surveyed questions Evaluation Survey （percentage of specimen）agree strongly agree neutral disagree disagree strongly Does not apply I felt I belonged to the university community of learners. 35% 30% 25% 5% 3% 2% Overall, I w
91、as satisfied with the quality of this course. 27% 29% 23% 10% 8% 3% (source ：Herzogenrath, 1999, p7 ）第 17 页 共 28 页Chapter 5 Benefits and Prospects 5.1 Features and Development of Joint Program in RDI With the introduction of joint program running at RDI, CQU and RDI cooperation in educational operat
92、ion ahs achieved unprecedented and overwhelming success in different functions. Sino-foreign cooperation at RDI is an outstanding pattern and active exploration, is new development trend in educational industry and is meaningful trial and communication for other possible launching joint program in n
93、ear future. During the session of Sino-foreign cooperation in running school at RDI, school, teacher and student benefit from its productive fruit to improve positive marching to Sino-foreign collaboration in operation. Depending on the school is considered, RDI gradually concentrates on running phi
94、losophy based on student oriented and teaching methods including module design, course profile, teaching administration to meet student s practical needs by introducing high quality teaching module and running ways abroad. Effective teaching stresses on offering students more space for brainstorm an
95、d group discussion. Quality and innovation are implementing through regular teaching and running. RDI is worthwhile absorbing advanced managerial and operating expertise from CQU on its affluent experience. It is enlightening that school executive knows how to integrate teaching resources and optimi
96、ze its achievement. 5.2 Features of Teachers As far as the teacher is concerned, RDI hired foreign lecturers to work with local teachers during the period in collaboration with CQU. It is visible that recruitment of foreign lecturers and experts intensify the improvement of teaching quality and meth
97、od in RDI. Professional development of teachers is illuminating ways to motivate enthusiasm and passion teachers devoted to their works. Course and teaching evaluation was conducted to assess scientific evidence of performance and help them better know their career goals and prospects. 5.3 Benefits
98、and Students Students are most beneficiary through joint program cooperated by CQU and RDI. Students get involved in high quality education resources abroad and interactive learning in English teaching environment. Not only do they obtain two degrees from both CQU and RDI but also be respired 第 18 页
99、 共 28 页with updated knowledge and business skills to fit their future needs. Acquiring global insight and prospect are the ultimate goal of Sino-foreign cooperation in running school at RDI. The graduates enjoy multi-learning rejoice and surf competent in job market by terms of their fluent language
100、 ability and diversification of modernization and internationalization. 第 19 页 共 28 页Chapter 6 Conclusion Based on the case analysis abovementioned, it provides constructive illumination towards the development of Chinese higher institutions by introducing Sino-foreign cooperation in running school
101、as RDI. This is worthy and hot issue for us to jointly discuss and conduct research. Firstly, domestic higher institutions should normalize its discipline and legitimacy under no circumstances. Getting to know its features, universities integrate own educational resources by importing international
102、advantages in running school. Secondly, it is expected that how to combine both characteristics of national and international running operation. Under current situation, Sino-foreign cooperation is not only to promote its market and business functions in running school, but also to enable this model
103、 facilitate Chinese features without breaching the balance. Thirdly, we encourage Chinese universities to communicate on international level on the basis of equality and bilateral benefits. By elucidating the successful cases of Sino-foreign cooperation, local is dedicated to enhancing their competi
104、tiveness and edging the drawbacks gradually. Active participation and communication abroad are critical to the solutions. Fourthly, domestic universities are due to establish the sophisticated and advanced teaching and managerial system focusing on student-oriented direction. Module design, curricul
105、um schedule and teaching administration are customer tailored in accordance with students identity and value. To assist students in improving the comprehensive quality is tentative development we learned from Sino-foreign cooperation in running school. All in all, local university has suffered great
106、 impact since having launched joint program in Sino-foreign cooperation. It is foreseeable that competition between local and Sino-foreign are more and fiercer in national education industry. Eventually, students will gain more benefits among the influence and reformation. 第 20 页 共 28 页REFERENCES Ha
107、ndler, Nina. Drawn into the Circle of Its Repetitions: Paul Austers New York Trilogy . San Barnardino, CA: Borgo P, 1996. Herzogenrath, Bernd. An Art of Desire: Reading Paul Auster . Amsterdam: Rodopi. 1999. Holzapfel, Anne M. The New York Trilogy : Whodunit? Tracing the Structure of Paul Austers An
108、ti-Detective Novels. Frankfurt/M.: Lang, 1996. Springer, Carsten. A Paul Auster Sourcebook. New York et al: Lang, 2001. Varvogli, Aliki. The World that Is the Book: Paul Austers Fiction. Liverpool: Liverpool U P, 2001. 黄禄善： 美国通俗小说史，南京：译林出版社， 2003。黄禄善，刘培骧：英美通俗小说概述，上海：上海大学出版社，1997。姜吉林：浅论爱伦坡侦探小说的叙事模式，鲁
109、行经院学报，2003年 02 期，114-115。李孟媛： 欧美侦探小说的叙事学研究 ，硕士论文。苏州大学， 2005。宋嘉扬：论克里斯蒂侦探小说的构思技巧，重庆师范大学学报，2003年 02 期，52-55。第 21 页 共 28 页APPENDIX Central Queensland University and Raffles Design Institute 2005 Course and Teaching Evaluation Questionnaire for Third Year Students Course: Serial No: Campus: Date: October
110、 16, 2005 Instructions Mark your responses by complying with the instruction on the response form.Please remember to enter the course number from the questionnaire in order to allow us to match your answers to the right response sheet.Enter one response to each item. To ensure that each is entered i
111、n the correct row.If, for any item, you are unable to give an opinion leave it to that item blank.Please comment thoughtful answers and your responses are valued. Lecturers particularly value your written suggestions.Response sheets will not be returned to lecturers until after the examination sessi
112、on.Please use blue or blank pen or pencil.Please mark your preferred response.Do not write on the back of this sheet.Do not use red pen.1 The aims and objectives of this course were clearly identified in the course profile. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does no
113、t apply 2 Teaching staff in this course motivated my to do my best work. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 3 Feedback from assessment tasks performed was appropriate and helpful. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）do
114、es not apply 4 I usually had a clear idea of where I was going and what was expected of me in this course. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 第 22 页 共 28 页5 My course helped me to develop the ability to plan my own work. 1）agree strongly 2） agree 3）ne
115、utral 4）disagree 5）disagree strongly 6）does not apply 6 The accessibility of resources (library, computing) offered by my university met my needs. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 7 During the term I received feedback in sufficient time for it to be
116、 useful. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 8 I was generally given enough time to understand the things I had to learn. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 9 As a result of this course, I feel confident
117、 about tackling unfamiliar problems. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 10I rate the great effort I put into this course. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 11I felt I belonged to the university communi
118、ty of learners. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 12Overall, I was satisfied with quality of this course. 1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 13Teaching staff were available or returned my calls, emails
119、, forum questions within a suitable timeframe.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 14The teaching staff gave sufficient opportunities for consultation outside class times.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not appl
120、y 15This course encouraged people to respect one anothers values and beliefs.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 16The teaching staff were good at explaining things.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 17T
121、he course content was structured and delivered in ways which assisted my learning.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 18The teaching staff marked assessment tasks fairly.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not appl
122、y 19Where it was used, the information technology in teaching and learning was effective.第 23 页 共 28 页1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply 20I found my studies intellectually stimulating.1）agree strongly 2） agree 3）neutral 4）disagree 5）disagree strongly 6）does not apply
