Transcript QUESTIONNAIRES

Deploying the Chinese Knowledge Diaspora:
A Case Study of the 111 Project at
Peking University
蔡红星
Hongxing Cai
Competition and Cooperation among Universities in the Age of Internationalization
The Academic Consortium 21 (AC21) International Forum
Shanghai Jiao Tong University, October 19, 2010
Outline
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Background
- The Chinese Knowledge Diaspora
- China’s Endeavours to Build World-Class Universities
Case Study of the 111 Project at Peking University
- Introduction of the 111 Project at PKU
- Research Methodology
- Key Findings
Conclusion
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The Chinese Knowledge Diaspora
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Over 35 million Chinese diaspora worldwide.
After China’s ‘opening’, from 1978 to 2009, 1.62 million students
went abroad, of whom about 497,000 have returned.
250000
50%
200000
Returned Students
45%
Students Went abroad
40%
Return Rate
35%
150000
30%
25%
100000
20%
15%
50000
10%
5%
0
0%
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
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The Chinese Knowledge Diaspora
Stay Rates of Foreign Doctorate
Recipients from US Universities
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In 2007, Chinese accounted for 4,526, or
almost one-third, of the 15,246 foreign
doctorate recipients in the US.
In 2007/08, Chinese accounted for 22 percent
of foreign scholars in the US higher education
institutions.
“Huiguo fuwu” (return and serve the
homeland) to “weiguo fuwu” (serve the
homeland).
Brain drain to brain gain and brain circulation.
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China’s Endeavours
to Build World-Class Universities
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211 Project and 985 Project
211 Universities
- 96% of state key labs
- 85% of state key disciplines
- 70% of government-funded research programs
- 80% PhD students, 67% masters
22 Chinese universities were ranked among the top 500 universities in ARWU
2010, eight in 2003. Three universities were in the top 100 universities worldwide
in Times Higher Education World University Rankings 2010-2011.
China’s share of world scientific publications rose from 2% to 7.4% over the
decade ending in 2006 and it was ranked second only to the USA by 2007,
although there is concern about the growth in quantitative than qualitative terms.
These achievements are largely attributable to its universities.
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The Programme of Introducing Discipline-based Talent
to Universities (the 111 Project )
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Jointly launched by the State Administration of Foreign Experts Affairs of the
People’s Republic of China (SAFEA) and the MOE.
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Based on the existing state, provincial, and ministry key scientific and
technological centres in the leading universities
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Aims to
- invite high-calibre foreign talent to collaborate with domestic scholars;
- establish 100 innovation bases in 985 and 211 Project universities by
gathering 1,000 overseas talents from the top 100 universities and research
institutes worldwide;
- enhance innovation capacity, and deepen talent cultivation in key universities.
Each innovation base has RMB 9 million (US$ 1.3 million) for consecutive 5 years.
Total funding is RMB 600 million (US$ 88 million).
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Distribution of the Innovation Bases by Discipline
Medical Science,
8
Agriculture, 13
Social Science, 4
Science, 24
Engineering
Science
Social Science
Agriculture
Medical Science
Engineering, 77
126 innovation bases are located in 69 universities that are all 211
universities. The disciplines of most innovation bases are S&E.
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The 111 Project at PKU
Three innovation bases are located in:
- the School of Life Sciences (2006)
- Peking University Health Science Centre (PUHSC) (2007)
- the College of Chemistry and Molecular Engineering (CCME)
(2008)
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The 111 Project at PKU
Profile of Overseas Scholars by Background, Gender, Academic Rank,
Age, and Length of Staying Overseas
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The 111 Project at PKU
Profile of Domestic Scholars by Gender, Academic Rank, Age, and Highest Degree
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Research Methodology
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Primary method: interview
+ PKU website, 111 Project proposals, annual reports, and
personal communication with the interviewees.
Selection of the 15 interviewees
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Key Findings
The Recruitment of Overseas Scholars
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How to Get Connected and Previous Collaboration
- Direct, haphazard, and relational
Motivation for Returning
- Obligation to help China develop
- Unique standing of PKU
- Government’s overseas talent recruitment programmes
Characteristics (Advantages) of Overseas Chinese
- Chinese identity (being Chinese and a sense of belonging to
Chinese civilization)
- Familiar with the research system and culture of both sides
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Key Findings
Contribution of the Overseas Chinese Scholars
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Role of Qiao (Bridge)
- Bring China’s scientists and their researches to the world stage
- Promote the profile of the domestic scientists and their work
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Defining World-Class - the Issue of Standards
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Training Postgraduates
Recruiting some star scientists may have immediate effect if it’s
organised very well. However, in the long term, sustainable education
and research lie with the education of undergraduate and postgraduate.
My own capacity is limited, and therefore the best way I believe is to
educate the younger generation with my own experience, so that one
day they could become better.
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Key Findings
Impediments and Problems
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Time that the overseas Chinese scholars spent at Beida
Not only focus on inviting world-renowned scientists but need to
recruit people who can make real difference
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Funding of the 111 Project
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Resentment of domestic scholars
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Attitude of some of the home institutions of the overseas scholars
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Key Findings
Results of Collaboration
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By the end of 2009, the 111 Project has recruited 39 Nobel Prize winners, 591
academicians from different countries around the world.
These innovation bases have implemented 1192 projects, published 21,724
SCI and EI papers, applied for 3434 patents, cultivated 21,309 postgraduate
students and won 182 national awards.
In 2008 and 2009, over 200 overseas experts visited the CCME and gave 170
lectures; the CCME hosted 16 international and bilateral conferences; over 20
faculty members visited foreign universities and institutions; the CCME faculty
members and their overseas collaborators published over 50 papers in
international journals.
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Apply for the NSFC grant application with PKU collaborators.
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Overseas scholars also benefit from the collaboration.
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Key Findings
Decision on whether to Return Permanently
Most still prefer to stay overseas
- Domestic academic environment (China hasn’t had the overall
infrastructure in place for doing research)
- Economic factor
- Personal factors (family, children’s education, and etc)
- Complicated guanxi (personal relationships)
Certainly I have some things to consider concerning going back, but this is
not an easy decision to make. I’ve noticed there are new opportunities and
favourable policies for us in China, which, nonetheless, needs thorough
review. The policy itself is very general and therefore we need to further
understand and explore the possibility and feasibility of working in China,
what exactly we can do and where we will settle. I am not saying I haven’t
ever thought about an offer so far. I just haven’t found an opportunity that
could make me give up everything I have here (in the US).
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Conclusion
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The vast size of the Chinese diaspora, its increasingly high-skilled character,
and the strong and persistent sense of Chinese identity provide a solid
platform for scientific collaboration.
By deploying their unique advantages, overseas Chinese scholars have
played a key bridging role, linking PKU to the international scholarly
community and formed a substantial resource for the development of PKU.
Despite the barriers to effective collaboration, the 111 Project has certainly
helped to boost PKU’s ambition to build world-class university, drawing on
the active participation of both the knowledge diaspora and leading
domestic scholars.
As an overseas Chinese scholar commented with optimism:
There is no doubt some distance between Beida and the world-class universities. We,
however, have seen great efforts from the government and Beida itself and promising
changes happening there. Despite enormous impediments to conquer, Beida has been
on the right track!
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Thank you!
My E-mail:
[email protected]