DOUBLE DIPLOMATION

DOUBLE DIPLOMATION

PROCESSUS DE MISE EN PLACE DES PROGRAMMES EN CHINE ET AU VIETNAM

CO-DIPLOMATION

IMPLEMENTATION PROCESS FOR PROGRAMS IN CHINA AND VIETNAM

CO-DIPLOMATION

•In 2002, CEGEP Marie-Victorin developed its first partnership in China;•The CEGEP’s first teachers were sent to China in 2006;•1st partner – Kaifeng University; program in accounting and management techniques;

CO-DIPLOMATION

• 1st Year: 60 students•Now: about 400 students.•New agreements:

•Binzhou Polytechnic•Nanchang Institute of Technology •Zhenjiang Technical College •Ho Chi Minh City University of Technology – Vietnam;

CO-DIPLOMATION

• Development partnerships•Xi’an University of Technology – China;

•Liaocheng Vocational and Technical College – China;•Jinan Technical College – China;•Foreign Trade University – Ho Chi Minh City, Vietnam;•Western Saigon Technology University – Ho Chi Minh City, Vietnam

CO-DIPLOMATION

•Partnership development process:•Identification of potential partners;•Exchange of documents and preliminary information;•1st Visit:

•General discussions;•Agreements about the program and type of collaboration;•Agreement about sharing resources

CO-DIPLOMATION

•Partnership development process:•Sharing course lists

•Examine the foreign study program, verify the similarity of course titles and select the courses that could be paired;•Integrate the two programs in one course list.

management AND accounting– BXYZPolytechnic (China) April 15, 2008

SESSION 1

604-111-MV

604-112-MV 412-410-MV 410-112-MV 410-212-MV 410-213-MV 410-314-MV 410-313-MV

English Update I

English Update II

Office Systems Accounting I Accounting II Cash Flow and

Budget Management

Supply and Inventory

Management

Research and Processing of Management Information

breakdown 2.1.3 2.1.3 1.2.2 2.2.2 2.2.3 1.2.2 2.3.3 1.2.2

hours 45 45 45 60 60 45 75 45

Credits 2,00 2,00 1,66 2,00 2,33 1,66 2,33 1,66

SESSION 2

604-113-MV

604-114-MV 410-312-MV 410-401-MV 410-413-MV 410-515-MV 410-512-MV 410-516-MV

English Accounting

I

English Accounting II

Accounting III Business Law

Budget Management

and Benchmarking

Computerized Information Systems

Cost Production Accounting

Customer Service and Technical

Support

breakdown 2.1.3 2.1.3 2.2.3 2.1.2 2.2.2 1.2.2 2.2.2 2.2.2

hours 45 45 60 45 60 45 60 60

credits 2,00 2,00 2,33 1,66 2,00 1,66 2,00 2,00

SESSION 3

604-115-MV

604-116-MV 410-613-MV 410-616-MV 410-615-MV 410-511-MV 410-614-MV

Business English I

Business English II

International Trade

Transactions

Project Management

Total Quality Management

Business Start-up

Job Market Integration

breakdown 2.1.3 2.1.3 2.2.2 0.6.3 1.2.2 1.2.2 1-4-4

hours 45 45 60 90 45 45 30

credits 2,00 2,00 2,00 3,00 1,66 1,66 3,00

SESSION 4

410-617-MV

Job Market Integration

breakdown 2.12.2

hours 180credits 5,33

•GRILLE DE COURS AEC EN COMPTABILITÉ ET GESTION EN ANGLAIS LANGUE SECONDE Cégep Marie-Victorin

Accounting and Management– XYZ Polytechnic (China) and Marie-Victorin College - March 24, 2011

IN BLUE ARE COURSES THAT APPEAR IN BOTH THE CHINESE AND THE CANADIAN PROGRAMSIN GREEN ARE COURSES FROM THE CANADIAN PROGRAM


Exemple de notes envoyées au partenaire avec la grille

Explanation of changes proposed:•The courses in white in the grid are those I did not change. They will be given by XYZ teachers toward the Chinese program, and Marie-Victorin College will not credit them. •The courses in blue in the grid are courses that would be given by the XYZ teachers; however, Marie-Victorin College will credit them toward our Canadian diploma. Marie-Victorin may request some changes in courses or course contents.

Accounting I: We do not request any change. We will give students the credits attached to our own Accounting I course. Computer: We are ready to recognise two of our own courses for this one course from the Chinese curriculum. However, we would like the XYZ teacher to integrate some of our content into the course. I will be visiting our partners sometime this year, and I will ask to meet the teachers of the courses we recognise.


Explanation of changes proposed:•Accounting 2: We do not request any change. We will recognise this one as equivalent to our own course.•Cooperating Capability: We would request that this course be changed for Cash Flow and Budget Management. We feel that the financing courses do not meet the requirements of our program about budget management. This course is in blue because we would provide XYZ with course material and let them choose one of their own teachers to give this class. •Human Resources Development and Management: We are willing to change our Customer Service and Technical Support course for this course in the Chinese program.


Explanation of changes proposed:

•Financial Cost Management: We would request that this course be changed for Budget Management and Benchmarking for the same reasons as before. This course is in blue because we would provide XYZ with course material and let them choose one of their own teachers to give this class. •International Trade: We also have an International Trade course in our program. Our course is 60 hours and focused on International Transactions, so we would like to request your course be replaced by our International Trade Transactions course. Once again, we would provide the additional material to the XYZ teacher who usually teaches this course.


Explanation of changes proposed:•Business Start-Up: This course is not part of the XYZ curriculum, and we would request its addition. However, the resources and regulations governing the start-up of a business are very different in China than in Canada. Marie-Victorin proposes to give the course material and academic support for XYZ to adapt this course content to the Chinese reality.

The courses in green in the grid are courses given by Marie-Victorin teachers. We are requesting to take charge of four courses from the XYZ curriculum to make sure that our learning objectives are met.

•Contract Law: The Marie-Victorin curriculum also has a course with similar content. Our Business Law course counts more hours, so we would request that the Marie-Victorin course replaces the existing Contract Law course.


•Accounting 3: We believe it is important that we share in the accounting training of our students, and the students will have had several English courses by the time we send a Canadian teacher to teach them Accounting 3. •Accounting 3 (second one): Our program is focused on the management of production facilities, among other things, and we feel it is important for them to learn Cost Production Accounting. We would request that your second Accounting 3 course be replaced by our Cost Production Accounting course. •Auditing: The Chinese program counts two Auditing courses of 90 hours. We would like to propose the replacement of the second one with our Total Quality Management course which, once again, is tied to the reality of a production facility.


The Marie-Victorin courses: Those nine courses have no equivalent in the XYZ program, so our College proposes to send our teachers in the third, fourth and fifth semesters. The courses are the following:

Research and Processing of Management InformationEnglish Update 1English Update 2Supply and Inventory ManagementEnglish in Accounting 1 (technical language course)English in Accounting 2 (technical language course)Project ManagementBusiness English 1Business English 2

CO-DIPLOMATION

•Get plans and descriptions of courses that could be paired;•Compare the educational goals of similar courses from the two programs;•Select the courses from the foreign program that could be accredited in the Canadian program and vice versa (course to suggest to partner);

CO-DIPLOMATION

•Reorganize the joint program’s course list to eliminate duplications and maintain consistency in the learning sequence.


CO-DIPLOMATION

•If necessary, rebalance the course list in terms of number of hours in class per session.


CO-DIPLOMATION

Do a financial analysis according to the number of courses the Quebec teachers offer and the number of courses the foreign teachers offer;Suggest a financial agreement to the partner, taking into account program costs, establishing a minimum threshold for the number of students;Negotiate and sign the financial agreement, specifying how program revenues are shared.

CO-DIPLOMATION

Recruiting students;Registering;Hiring teachers;Preparing teachers according to the specific teaching context (different clientele, level of understanding the language, adaptation to a new culture, very intensive method);Annual evaluations and adjustments if necessary.

CO-DIPLOMATION

Keys to success: •College leaders’ vision;•Administration’s approval;•Openness and flexibility with respect to modifying regular programs;•Development of a trusting relationship with partners;•Patience and perseverance;•Staff that is motivated and available.

Documents

DOUBLE DIPLOMATION