英语论文格式参考.doc

上海交通大学本科毕业论文 Case Analysis on Sino-Foreign Cooperation in Running Schools at Raffles Design Institute

上海交通大学本科毕业论文

Case Analysis on Sino-Foreign Cooperation in Running Schools at Raffles Design Institute

学 生：
学 号：
专 业：英语（商务）
导 师：
学校代码：10248

上海交通大学网络教育学院
二ＯＯ七年三月

第 I 页 共28页
毕业论文声明

本人郑重声明：

1、此毕业论文是本人在指导教师指导下独立进行研究取得的成果。除了特别加以标注和致谢的地方外，本文不包含其他人或其它机构已经发表或撰写过的研究成果。对本文研究做出重要贡献的个人与集体均已在文中作了明确标明。本人完全意识到本声明的法律结果由本人承担。
2、本人完全了解学校、学院有关保留、使用学位论文的规定，同意学校与学院保留并向国家有关部门或机构送交此论文的复印件和电子版，允许此文被查阅和借阅。本人授权上海交通大学网络教育学院可以将此文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本文。
3、若在上海交通大学网络教育学院毕业论文审查小组复审中，发现本文有抄袭，一切后果均由本人承担（包括接受毕业论文成绩不及格、缴纳毕业论文重新学习费、不能按时获得毕业证书等），与毕业论文指导老师无关。

作者签名： 日期： 二ＯＯ七年三月一日

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 and foremost, I owe a great debt of gratitude to my supervisor Professor XX for his 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 in the M.A. program at Shanghai Jiao Tong University. Had it not been for his insightful advice and his constructive comments, especially his painstaking scrutinizations and revisions of every draft of each chapter of this thesis, it would never have taken the present form.
Moreover, I would say thanks to the teachers who are in charge of the joint program between CQU and RDI in Sino-foreign cooperation. They have provided very important data as well as reference materials.
Last but not least, I must mention some of those people for whom I come to realize how lucky I am. I am indebted with the greatest gratitude to my parents and my younger brother, 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 Mr. Xiao for always being there for me with much tolerance and no demand of me ever since we first met five and a half years ago, and Ms. Wu for sharing my joys and sorrows.
摘 要

随着中外合作办学的蓬勃发展和推广，国内的不少高校都与世界知名学府和教育机构开展联合办学，从而使更多的中国学生不出国门就能享受双方的优质教育资源，丰富了教学的内涵同时也提升了教学的成效。
作者从分析澳大利亚国立中央昆士兰大学和东华大学拉萨尔国际设计学院合作开展的工商管理专业本科学位课程的互相性和综合性的办学入手，详细地阐述了双方在报名入学和注册﹑质量控制体系﹑课程教学管理﹑教师专业发展﹑教学方式﹑课程设置﹑站点支持﹑市场推广和宣传等各方面的论述，说明双方合作办学的优点以及存在的不足，以便将来结合本校的实际情况，将双方呈现的互相整合的优势和创新运用在学校的日常教学和管理中进行优化配置。如何通过两校间的互相交流和借鉴，把上述方方面面的优势加以发展，发现的问题加以总结和归纳，从而进行教学改革的推动，进一步提高教学质量和办学水平，促进中外合作办学健康持续地发展。

关键词：中外合作办学；入学注册；质量控制体系；课程教学管理

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 collaboration 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 Business 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 enrollment, 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 shortcomings 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 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 Chinese-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

Case Analysis on Sino-Foreign Cooperation in Running Schools at Raffles Design Institute
TABLE OF CONTENTS
DECLARATION...............................................................................................................................I
ACKNOWLEDGEMENTS................................................................................................................II
ABSTRACT IN CHINESE ..............................................................................................................III
ABSTRACT IN ENGLISH...............................................................................................................IV

Chapter 1
Introduction
1.1 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
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 System
3.1 Quality Control...................................................................................................................11
3.2 Qualification of Faculty......................................................................................................13
3.3 Quality Management of AQAA.........................................................................................15

Chapter 4
Course and Teaching Management
4.1 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 Prospects
5.1 Features and Development of Joint Program in RDI……………..….................................20
5.2 Features of Teachers..............................................................................................................20
5.3 Benefits of Students...............................................................................................................20

Chapter 6
Conclusion.................................................................................................................................21

REFERENCES.............................................................................................................................25
APPENDIX....................................................................................................................................26

第 28 页 共28页
Chapter 1 Introduction

1.1 Introduction to Schools
1.1.1 Central Queensland University Australia (CQU)
Central Queensland University Australia is a national recognized higher education provider and institution with its comprehension and diversification under the framework of local government of Queensland as well as Ministry of Education and Science Australia. Central Queensland University is simplified CQU as its acronym in the following content. The main campus of CQU is located at Rockhampton, Queensland, Australia. Current students are 50,000 including 15,000 international students ranging from different campuses and international sites. (Handler, 1996) Beside from main campus, CQU covers other cities such as Melbourne, Golden Coast, Sydney in Australia and delivery sites in Singapore, Fuji, Hong Kong, Shanghai and other cities in Asia Pacific region. (Handler, 1996) CQU is committed to delivering diversified courses and honors containing levels of foundation, diploma, undergraduate, postgraduate and other academic courses categorizing arts, history, science, philosophy, business, pedagogy in different areas of study and research field it its intensification. Job employment rate and starting salary of its graduated students pop us compared with other universities in Australia. CQU has consolidated and accumulated experiences of successful and mature exploration and operation in cross-regional joint program in conjunction with other educational institution because of its decades of running schools particularly in cooperating with schools abroad and administration with international students. All of these have rendered CQU enjoying prestigious and longstanding reputation.

1.1.2 Raffles Design Institute Shanghai (RDI)
Affiliated to secondary schools of Donghua University Shanghai, Raffles Design Institute is Sino-foreign joint venture running higher institute between Raffles Design Institute Singapore and Donghua University. Raffles Design Institute is simplified RDI as its acronym in the following content. RDI is renowned for its excellence in providing design and business courses with its teaching location at campus of Donghua University. Founded in 1994, RDI irrigates and cultivates design creativity and business expertise in degree honor for its potential and perspective calibers. Current students are over 2,600 and teachers are foreign lecturers exceeding 150 in different foreign countries worldwide. English learning environment has enable students mastering English proficiency while studying professional and prominent courses. (黄禄善, 2003) Except school in Shanghai, Raffles Design Institute has established schools in Beijing, Changchun, Ningbo, Guangzhou as well as Singapore, Sydney and others situated at Asia Pacific region. It dominates leading and reputable influence in the field involving design and business in industries.

1.2 Briefings on Cooperation between CQU and RDI
1.2.1 Joint Program between CQU and RDI
Since 2002, CQU has initiated to offer third year degree course in Bachelor of Business for RDI’s students at final level from Business Administration department. Students have opportunities to successfully apply for degree place and continue CQU’s third year program on completion of two years diploma of Business Administration from Raffles Design Institute. Once completing eight subjects and thesis dissertation from CQU program, eligible students are honorably to obtain degree testamur accredited by Central Queensland University and Raffles College. Thanks to this bridging program, Chinese students are experiencing peculiar and unique education resources and fruits from famous Australian university without going abroad. Both parties considerably deem bilateral cooperation as outstanding example of Sino-foreign jointly educational project. While running the collaboration, they greatly focus on aspects of student admissions and enrollment, course and teaching management, professional development of faculty, teaching methodology, course and module design and others in order to heighten the leverage of running school and quality of educational within the scope. This program is developing on the basis of student oriented. Students benefit from Chinese-foreign cooperation in running school. Meanwhile, CQU and RDI have strengthened their effectiveness of running school and broadened influence in educational industry within national cycle around.

1.2.2 Scope of Joint Program
As offshore delivery partner of CQU, RDI accepts joint operation in solicited and comprehensive ways prescribed to CQU. Central Queensland University is a self-accrediting university under the Central Queensland University Act 1998. In Australia, they operate in compliance with the Education Services for Overseas Students Act 2000, government legislation governing the provision of education to international students. (Holzapfel, 1996) Offshore, their programs are registered with the relevant ministry in-country as offering identical and legitimate degree programs to those offered at CQU campuses in Australia as well as the same delivery to those studies in offshore sites of CQU framework such as joint program at RDI.
Students recruited by RDI are enrolled as CQU students in CQU programs, and as such are subject to the same rights and responsibilities as a CQU student in Australia, including all university policy. Access to these policies can be found at http://www.cqu.edu.au/policy/.
RDI and CQU operate in a contractual framework and infrastructure to provide specified undergraduate programs or even more to qualified RDI students in the near future based on suitability and availability. Currently CQU is committed to offering the third year degree course at Bachelor of Business honor.
Programs of study are offered in the supported distance mode, with both partners using defined procedures and schedules to underline and administer the specific programs launched. All degree programs are operated by the rules found in the handbook at http://handbook.cqu.edu.au.

1.2.3 Academic Terms and Sessions
According to bilateral teaching calendar, the academic structure of Central Queensland University is based upon a multi-term year to cater to the needs of RDI as recognized by both partners. The names of the terms are Term 1, Term 2, Term 3, as per table below. CQU International, together with faculties and students administration, will personally develop an offshore calendar of key dates for RDI before the end of each year for the purpose of using in the next year thoroughly and friendly communicat