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上海交通大学本科毕业论文
The Role of Business English in the international Logistics
学生：宋晓芳
学号：711904010017
专业：英语（商务）
导师：李园园
学校代码：10248
上海交通大学网络教育学院
二Ｏ一三年八月
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作者签名：宋晓芳日期：二Ｏ一三年八月七日
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 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 been 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 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 first met five and a half years ago, and Ms. Wu for sharing my joys and sorrows.
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。

关键词：国际物流商务英语作用发展
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)
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.
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 into 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 documentary 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 Administration 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 Offer
STEP 2 Allowing overnight processing
STEP 3 Registering enrollment
STEP 4 Adding correct courses for upcoming term
2.4 Review of Enrolled Student Number RDI Student Number in Third Year Course
35701582020
100
200
300
Year 2002Year 2003Year 2004Year 2005
Bachelor of Business Accredited by CQU
Number of Students Transferring CQU
Campus in Third Year
2335
2
4
6
8
10
Year 2002Year 2003Year 2004Year 2005
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 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 dozens 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 CQU, AQAA has the eligibility and accountability to monitor and manage the educational quality and service launched by CQU.
In order to inspect CQU’s operation home and abroad and ensure same delivery, AQAA makes use of various methods to evaluate quality control especially joint program in other countries. 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 teaching 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 Quality 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 Admissions and Enrollment Evaluation Outcome and Record System
Student Progress Profile
Course Completion Requirement
Testamur Inspection and Accreditation
3.1.2 Quality Management System of RDI
In liaison with quality management system of RDI, it still maintains to the traditional and
specialized pattern on hierarchical basis. It ensures exact implementation of orders from top to
bottom. Catering to CQU’s 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. (黄禄善，刘培骧, 1997) Quality Management of CQU’s Organizational Operation Operational Facilitation and Procedures between CQU and RDI Management and Implement of Faculty Organizational Structure of Faculty Committee Registration and Certification of Australian Quality Assurance Recognition and Awareness of Educational 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 Arrangement of Case Study for Teachers and Students
Quality Control
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
qualification 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 educational 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 system 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 practicable 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
students. Possessing national accredited qualification 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 e xperience
f)Tracking record in teaching above two main subjects approved by academic committee is
critical during the 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 quality 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 can 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 the 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 evidence 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 equality 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 students
b)Being good at knowing students’ feeling and growth in order to make use of strategy to promote
their learning
c)Sensitively probing students’ needs and adjusting teaching agenda timely
b.The ability for teachers to sparkle students to join regular teaching process
a)Encouraging students to put their ideas and differently accepting
b)Frequently providing feedback for students and anticipating their progress
c)Organizing students in participating various teaching activities
c.The ability to convey own thinking and insight in the classroom
a)Clear thinking and logical analysis
b)Perceptive and cognitive teaching language and vivid gesture
d.The ability to maximize relevant teaching resources
a)Manipulating assorted modern teaching equipments
b)Being able to effectively make use of multi information resources in order to know current
academic development in professional field
c)Being able to facilitate resources and assist students in conducting activities
e.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 change
b)Adjusting teaching thinking and key points by means of bilateral needs
c)Digging out hints needed to be improved in teachin g through students’ learning process
3.3 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 comprehensive 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 CQU and RDI is satisfying Chinese and Australian criteria of quality control system in the long run.
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 distance 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 by RDI or received from CQU Australian International Campus.
●Transfer of Campus form completed
●Student’s Profile
●Unofficial 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 Campus 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 rejection 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 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 Administrat ion at CQU, together with student’s profile. Afterwards, the faculty administration is going to advise RDI staff 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
Successful students enrolled in joint program will have two ID cards generated by CQU and RDI separately. A Student Identification 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 activates 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 student’s request is really helpful 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 practicable 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 outside 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 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 application 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 finalize last eight subjects scheduled by CQU. Eligible students complete thesis writing and dissertation after passing eight modules in order to obtain degree honors.
●Strategic Management
●Business Finance
●Management Accounting
●Human Resource in Organizations
●Work in the 21st Century
●International 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 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 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 RDI’s students.
4.5 Course and Teaching Evaluation
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 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 data 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
to the development, remediation and improvement in course and teaching area.
b)To make judicious 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 RDI’s third year degree students in joint program of CQU. Research scope is containing six categories of hypothesis 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 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. Simultaneously, 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 with 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 probe 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 elucidate research data and outcome of evaluation jointly conducted by CQU and RDI in 2005. The statistical software comprehensively analyzed the data and generated
evaluation result by the system. (李孟媛, 2005)
Chart 1 Clear Course Objective and Criteria Statistics (202 students)
Clear Course 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 people 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 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 plan my own work.
22% 39% 21% 15% 2% 1% Chart 3 Correct Course and Performance Assessment Statistics (202 students)
Correct Course and Performance
Assessment
Statistics
surveyed questions
Evaluation Survey（percentage of specimen）
agree
strongly
agree neutral disagree disagree
strongly
Does 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 intellectually
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 usually 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 within a suitable
timeframe.
18% 22% 20% 25% 8% 7%
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)
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 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%
Chart 6 Cognitive Circumstances of Teaching Module Statistics (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 was satisfied with the
quality of this course.
27% 29% 23% 10% 8% 3%
(source：Herzogenrath, 1999, p7）。