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2024 SCCEI Summer Study Program group photo at Peking University.

In 2024, SCCEI launched its inaugural Summer Study Program, marking the center’s first intensive field excursion in China with Stanford undergraduate students. To gain a deeper understanding of China, program participants traveled across urban and rural China, embarking on field visits focusing on a wide cross-section of issue areas, including education, healthcare, retail technology, and manufacturing.

Under the guidance of SCCEI’s faculty directors Hongbin Li and Scott Rozelle, program participants explored the key issues, challenges, and opportunities that China faces today. Sixteen students participated in this year’s program and hailed from multidisciplinary backgrounds, including economics, international relations, electrical engineering and computer science. Each student exhibited a passion for gaining a nuanced understanding of China and its role on the global stage as the world’s second largest economy.  

On June 24, the student cohort gathered in Shanghai for the program’s kickoff. While in Shanghai, students toured the store and warehouse of the innovative grocery chain model, Freshippo. Next, students learned about cutting-edge environmental initiatives and spoke directly with young professionals at Ant Finance. The Shanghai leg of the trip also featured a tour of the Luckin Coffee factory, which is the largest roastary in Asia, and a networking dinner with local Stanford alumni.

“It was incredible talking to people in very high positions of power in these digital companies that we took tours of, for example, the Ant group or even some of the manufacturing companies we went to...that the core thesis of their drive for profit, it's underpinned by, ‘we need to be environmentally friendly.’” Arshia Mehta, a management science and engineering major going into consulting, reflected on these visits. 

It was incredible talking to people in very high positions of power in these digital companies that we took tours of.
Arshia Mehta

From Shanghai, students traveled to Deqing, a prosperous rural county in the Yangtze river delta region, where they explored a local health clinic and a pearl farm responsible for a sizable portion of global pearl production. From Deqing, students traveled to the nearby township of Tongxiang, where they dove into China’s dynamic manufacturing sector through informative conversations with factory personnel and tours of a conveyor belt factory and fiber glass company. 

The program cohort then traveled to Xi’an, where they had the opportunity to marvel at the Terracotta Warriors and explore the city’s Muslim Quarter. From urban Xi’an, students rode a bus through tunnels and over mountains towards the rural county of Ningshan, where they visited a local parenting center, rural agricultural communities, and local hospitals. Students also visited local households where they conversed with villagers and families to learn more about rural life in Ningshan.

“Everybody wanted their children to go to college, everybody wanted to see a better future and how to help for that future,” said first year political science major Garrett Molloy, “that reminds me – no matter how distant we seem politically, people are actually very similar.”

Finally, after traveling overnight on a sleeper train, students arrived in Beijing. While in China’s capital, the cohort toured the newly operational Xiaomi EV factory, engaged with students from Tsinghua University High School and Peking University, and spoke directly with the country’s stock market regulators. Students also joined the 4th of July celebration hosted by the U.S. Embassy, where they were greeted by the U.S. Ambassador to China, Nicholas Burns.

Reflecting on her conversation with the Ambassador, Amaya Marion, a junior studying international relations, said, “This trip makes me more certain that I do want to do something in the future with U.S.-China relations.”

The student cohort also had ample opportunity to explore China’s culture and history throughout the program. They visited a paleolithic archaeological site, learned to make traditional Chinese rice cakes, practiced the art of Chinese calligraphy, and visited the Zhujiajiao Water Town. The cohort also explored traditional indigo tye-dyeing practices and cloisonné, an ancient technique for decorating metalwork with colored enamel material.

This is a really remarkable opportunity to see parts of China that otherwise wouldn't be accessible to me.
Stella Meier

Students not only gained new insights from the cultural and business visits, they also learned from one another. Stella Meier, Stanford junior studying international relations, remarked, “this is a really remarkable opportunity to see parts of China that otherwise wouldn't be accessible to me.”

This trip has altered my perception in a way that's constructive, in a way that's helping me think more critically about the information that's being fed to me.
Rahul Ajmera

Having experienced urban and rural China firsthand over the course of two weeks, students walked away with a deeper and more nuanced understanding of China’s economy and people that, according to one student, “fundamentally reshaped my global perspective.” To continue facilitating transformative student exchanges with China, planning for SCCEI’s second annual Summer Program is already well underway.
 



Watch the Program Highlights 



Visit the program page for more program details and future program announcements.


 

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Under the guidance of SCCEI’s faculty directors, 16 students traveled across urban and rural China, embarking on field visits including education, healthcare, retail technology, and manufacturing to gain a deeper understanding of China’s economy.

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The evolving dynamics of technological leadership and the increasing strain on U.S.-China relations pose significant challenges for global innovation and economic stability, Craig Allen, President of the U.S.-China Business Council, told an audience at Stanford University on May 3, 2024. His speech delved into China's ambitious technological goals, the impact of U.S. export controls, and the future landscape of global innovation amidst rising geopolitical tensions.

Allen began with an anecdote about a conversation with the governor of one of China's poorest agricultural provinces. When asked about his economic priorities, the governor cited advanced technologies such as semiconductors and biotechnology, mirroring the sectors highlighted in the Made in China 2025 plan. This response underscored China's government's relentless focus on technological advancement across all levels of government, which Allen described as a "techno-utopian quest."

Allen traced the roots of China's techno-utopianism back over a century ago to the May 4th Movement, which called for a new culture based on science and democracy. He argued that this vision aligns perfectly with Marxist ideology and the Communist Party's current policies. "China’s leaders have long believed in the transformative power of technology," Allen noted, "a belief that is deeply embedded in their political and ideological fabric."

China’s leaders have long believed in the transformative power of technology, a belief that is deeply embedded in their political and ideological fabric.

Allen emphasized that China is not just an "innovation sponge" but has also become a leader in its own right. "China’s definition of innovation is tailored to its needs," he said, "differing significantly from the Silicon Valley model." He outlined five key points about the new productive forces that may distinguish Shenzhen from Silicon Valley:

  1. China recognizes that it is facing an acute labor shortage and is thus focusing on factory automation and efficient production in mature industries.
  2. China wants to spur innovation and create new industries at almost any cost.
  3. There is an overwhelming mandate for self-reliance and import substitution. 
  4. There is plenty of government money.  
  5. China plans to turn “data” into the “fifth factor of production”, behind – land, capital, labor, and entrepreneurship. 
     

China’s innovation is evident in its ambitious industrial policies, which are supported by substantial government funding and a strategic focus on self-reliance and import substitution.

Allen continued to discuss the implications of the U.S. export controls aimed at decoupling from China, highlighting the unintended consequences for American companies. He pointed out that unilateral export controls often harm U.S. firms more than their intended targets by reducing their customer base and long-term competitiveness. "We must recognize that these controls can backfire, hurting our own industries while China accelerates its push for technological independence," Allen warned.

We must recognize that these [export] controls can backfire, hurting our own industries while China accelerates its push for technological independence.

Another critical issue raised by Allen was the regulation of data flows. China's Cyber Administration has introduced stringent controls over cross-border data transfers. "The regulatory environment is becoming increasingly complex," Allen explained, "making it challenging for companies to maintain operational connectivity and compliance across borders."

From a corporate perspective, Allen urged companies to recognize the political realities and prepare for potential conflicts that could disrupt international trade. Many American firms are already scenario planning for severe sanctions, similar to those imposed on Russia, to ensure business continuity. "Strategic foresight is essential," he advised, "as geopolitical tensions between the U.S. and China show no signs of abating."

Craig Allen's remarks were a reminder of the far-reaching implications of the competition for technology leadership between the U.S. and China. His insights underscored the need for a nuanced understanding of China's ambitions and the strategic adjustments required for American businesses to navigate this complex landscape. As the world witnesses unprecedented techno-economic competition, the stakes for both nations and the global economy could not be higher.

All views Craig Allen shared are his own and do not reflect the positions of the US-China Business Council.
 



Watch the Recorded Event   



Discover more from the inaugural SCCEI China Conference which brought together over 20 expert panelists from around the world and from across Stanford’s schools and disciplines, as well as experts and business leaders from Silicon Valley and the Bay Area to share insights on China's economic prospects. 
 


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Lessons of History: The rise and fall of technology in Chinese history event on Thursday, 9/28/23 at 4:30pm with MIT prof. Yasheng Huang.
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Lessons of History: The Rise and Fall of Technology in Chinese History

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Craig Allen, the President of the U.S.-China Business Council, spoke on the evolving dynamics of technological leadership between the U.S. and China and their implications for the rest of the world.

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Despite the proliferation of education technologies (EdTech) in education, past reviews that examine their effectiveness in the context of low- and middle-income countries are few and rarely seek to include studies published in languages other than English. This systematic review investigates the effectiveness of educational technology on primary and secondary student learning outcomes in China via a systematic search of both English- and Chinese-language databases. Eighteen (18) unique studies in 21 manuscripts on the effectiveness of EdTech innovations in China met the eligibility criteria. The majority of these evaluate computer aided self-led learning software packages designed to improve student learning (computer assisted learning, CAL), while the rest evaluate the use of education technology to improve classroom instruction (ICI) and remote instruction (RI). The pooled effect size of all included studies indicates a small, positive effect on student learning (0.13 SD, 95% CI [0.10, 0.17]). CAL used a supplement to existing educational inputs – which made up the large majority of positive effect sizes – and RI programs consistently showed positive and significant effects on learning. Our findings indicate no significant differences or impacts on the overall effect based on moderating variables such as the type of implementation approach, contextual setting, or school subject area. Taken together, while there is evidence of the positive impacts of two kinds of EdTech (supplemental computer assisted learning and remote instruction) in China, more evidence is needed to determine the effectiveness of other approaches.

Journal Publisher
Computers and Education Open
Authors
Cody Abbey
Yue Ma
Muizz Akhtar
Dorien Emmers
Robert Fairlie
Ning Fu
Hannah Faith Johnstone
Prashant Loyalka
Prashant Loyalka
Scott Rozelle
Scott Rozelle
Hao Xue
Xinwu Zhang
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The objective of the current study is to examine the impact of an in-school computer-assisted learning (CAL) intervention on the math achievement of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin, and the factors associated with this impact. In order to achieve this, we conducted a cluster randomized controlled trial involving 1,840 fourth- and fifth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. While the Intention-To-Treat (ITT) analysis found that the CAL intervention had no significant impacts on student math achievement, the Local Average Treatment Effect (LATE) analysis revealed significant associations with the math performance of the most active 20% of students in the treatment group. LATE estimates suggest that using CAL for more than 20 minutes per week for ten weeks corresponds to higher math test scores, both in general (0.16 SD–0.22 SD), and for Xinzhumin students specifically (0.3 SD–0.34 SD). Teacher-level characteristics were associated with compliance rates.

Journal Publisher
Journal of Research on Educational Effectiveness
Authors
Xinwu Zhang
Cody Abbey
Derek Hu
Oliver Lee
Weiting Hung
Chiayuan Chang
Chyi-In Wu
Dimitris Friesen
Scott Rozelle
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Heather Rahimi
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On September 28, 2023 Yasheng Huang, International Program Professor in Chinese Economy and Business and Professor of Global Economics and Management at the MIT Sloan School of Management, joined SCCEI and Stanford Libraries as the guest lecturer for the 2023 Dr. Sam-Chung Hsieh Memorial Lecture. After introductions from Julie Sweetkind-Singer, Associate University Librarian, and Jennifer Choo, Strategic Policy Advisor at SCCEI, Professor Huang began his lecture speaking on the rise and fall of technology in Chinese history.

Professor Huang shared insights from his empirical study on inventiveness in Chinese history and its implications for today’s China. Using data from the Chinese Historical Invention Dataset (CHID), Huang identified three eras of technological inventiveness in China:

  1. The peak era: 4th century BCE to 6th century (1,000 years)
  2. The first decline: 6th century to 13th century (700 years)
  3. The second decline: 13th century to 20th century (700 years).


His findings support the storyline that China was once the most technologically advanced civilization in the world. China led Europe in metallurgy, ship construction, navigation techniques, and many other fields, often by several centuries. But China’s technological development stalled, stagnated, and eventually collapsed and its early technological leadership did not set the country on a modernization path. Huang devoted the rest of the lecture to looking at the reason for the peak and major decline of inventiveness in China.

Huang highlights the correlation between the political ideology and economic development during each era and the coordinating degree of inventiveness. His overarching argument is that, “China had vibrant technological development when China was more free, when there was more competition – ideological competition and political competition.” He found that Chinese technological decline was correlated, and potentially causally linked with, the rise of empires, political unitariness, and ideological conformity. Huang suggests that from the sixth century to present day, China has continued down a path of political unitariness and ideological conformity, thus hindering technological advancements in present day China.

China had vibrant technological development when China was more free, when there was more competition – ideological competition and political competition.
Yasheng Huang

Huang concluded his talk with some lessons from history. He proclaimed that economic and technological successes require both scale and scope. Scale being uniformity, such as government support, and scope being diversity and heterogeneity, such as competition and ideological freedom. China in history and today is most successful when both conditions are present. 
 



Watch the Recorded Lecture

If you are interested in  learning more from Professor Yasheng Huang and his study on technological achievements in China, read his book The Rise and Fall of the East and stay tuned for his forthcoming book focusing more specifically on technology in China. 

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Despite major advancements in China’s K-12 educational outcomes over the past several decades, large regional inequities in academic achievement still exist, a proximal cause of which are gaps in teaching quality. Although conventional approaches to improving teaching quality for disadvantaged populations have overall been unsuccessful in China (i.e., student relocation to better-resourced urban schools, attracting high-quality teachers to low-resource rural schools, and rural teacher training), technology-assisted instruction may play a role in bridging these gaps. This paper explores why conventional approaches to improving teaching have not been effective in rural China and then describes the potential applications of technology-assisted instruction based on the small but growing body of empirical literature evaluating such interventions in other low- and middle-income countries. The paper concludes that while other (non-tech) interventions have thus far been ineffective at raising teaching quality, China may be uniquely positioned to harness technology-assisted instruction due to a favorable ecosystem for the scaling of EdTech in rural areas, though much more experimental research is necessary to assess which approaches and technologies are most cost-effective and how to best scale them.

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Yue Ma
Guirong Li
Prashant Loyalka
Prashant Loyalka
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I. James Quillen Dean, Stanford Graduate School of Education
Nomellini & Olivier Professor of Educational Technology, Stanford Graduate School of Education
Faculty Affiliate at the Stanford Center on China's Economy and Institutions
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Daniel L. Schwartz is the I. James Quillen Dean and Nomellini & Olivier Professor of Educational Technology at Stanford Graduate School of Education. He leads Stanford’s Transforming Learning Accelerator, a major interdisciplinary initiative advancing the science and design of learning to bring effective and equitable solutions to the world. An expert in human learning and educational technology, Schwartz also oversees a laboratory that creates pedagogy, technology, and assessments that prepare students to continue learning and adapting throughout their lifetimes. He has taught math in rural Kenya, English in south-central Los Angeles and multiple subjects in Kaltag, Alaska. As co-host of the Stanford podcast and SiriusXM radio show School’s In, Schwartz discusses current topics in teaching and learning with an aim of helping educators and parents understand and use the latest research. He is author of The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them.

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China Chats with Stanford Faculty event header by the Stanford Center on China's Economy and Institutions

China Chats with Stanford Faculty 


Friday, May 13, 2022          6 - 7 PM Pacific Time 
Saturday, May 14, 2022    9 - 10 AM Beijing Time


From Education to World Development

Ensuring that every child in the world achieves basic skills is a key development goal emphasized in the UN's Sustainable Development Goals. But how far is the world away from reaching this goal? And what would achieving Sustainable Development Goal 4 mean for world development?  This talk will outline the development of an achievement data base for all of the countries of the world along with estimation of the economic gains from educational improvement. 

This Stanford alumni event will feature Eric Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He will be joined by Scott Rozelle, the Helen F. Farnsworth Senior Fellow and the co-director of Stanford Center on China's Economy and Institutions in the Freeman Spogli Institute for International Studies and Stanford Institute for Economic Policy Research at Stanford University, who will moderate a discussion about the major themes of the research. A question and answer session with the audience will follow the discussion.


About the Speakers
 

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Eric Hanushek
Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He has been a leader in the development of economic analysis of educational issues, and he was awarded the Yidan Prize for Education Research in 2021. His widely-cited research spans many policy-related education topics including the economic value of teacher quality, the finance of schools, and the role of education in economic growth. His latest book, The Knowledge Capital of Nations: Education and the Economics of Growth, identifies the close link between the skills of the people and the economic growth of the nation. He has authored or edited 24 books along with over 250 articles. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology. 
 

 

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Scott Rozelle
Scott Rozelle is the Helen F. Farnsworth Senior Fellow and the co-director of Stanford Center on China's Economy and Institutions in the Freeman Spogli Institute for International Studies and Stanford Institute for Economic Policy Research at Stanford University.  For the past 30 years, he has worked on the economics of poverty reduction. Currently, his work on poverty has its full focus on human capital, including issues of rural health, nutrition and education. For the past 20 year, Rozelle has been the chair of the International Advisory Board of the Center for Chinese Agricultural Policy, Chinese Academy of Sciences (CAS). Most recently, Rozelle's research focuses on the economics of poverty and inequality, with an emphasis on rural education, health and nutrition in China. In recognition of this work, Dr. Rozelle has received numerous honors and awards. Among them, he became a Yangtse Scholar (Changjiang Xuezhe) in Renmin University of China in 2008. In 2008 he also was awarded the Friendship Award by Premiere Wen Jiabao, the highest honor that can be bestowed on a foreigner.



Questions? Contact Debbie Aube at debbie.aube@stanford.edu


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Scott Rozelle

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Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution Stanford University
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China Chats with Stanford Faculty event header by the Stanford Center on China's Economy and Institutions

China Chats with Stanford Faculty 


Friday, March 4, 2022          5 - 6 PM Pacific Time 
Saturday, March 5, 2022    9 - 10 AM Beijing Time


Information Flow Between Global and Chinese Social Media

Despite the connectivity of social media, the Chinese government has been extremely successful in using controls such as firewalls and filtering to restrict the transnational flow of information into China. Does information from global social media flow into China? What types of information are transmitted and by whom? In this talk, Professor Jennifer Pan will share answers to these questions based on on-going research where she analyzed 14 million tweets to identify viral Twitter content pertaining to the COVID-19 outbreak and China during the first quarter of 2020. She developed a system that combines deep learning and human annotation to determine whether these viral tweets appear in a corpus of 8.3 million Weibo posts related to COVID-19 from the same period.

This Stanford alumni event features Stanford professor Jennifer Pan, Associate Professor of Communication, and Associate Professor, by courtesy, of Political Science and Sociology at Stanford University. She is joined by professor Hongbin Li, co-director of Stanford Center on China's Economy, and Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) and Freeman Spogli Institute for International Studies (FSI), who moderated a discussion about the major themes of the research. A question and answer session with the audience follows the discussion.


About the Speakers
 

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Headshot of Dr. Jennifer Pan

Jennifer Pan is an Associate Professor of Communication, and an Associate Professor, by courtesy, of Political Science and Sociology at Stanford University. Pan received her Ph.D. in Government from Harvard University and her A.B. from Princeton University's School of Public and International Affairs.

Her research resides at the intersection of political communication and comparative politics, showing how authoritarian governments try to control society in the digital age, how the public responds, and when and why each is successful. Her book, Welfare for Autocrats: How Social Assistance in China Cares for its Rulers (Oxford, 2020) shows how China’s pursuit of political order transformed the country’s main social assistance program, Dibao, for repressive purposes. Her work has appeared in peer reviewed publications such as the American Political Science Review, American Journal of Political Science, and Science. 

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Dr. Hongbin Li

Hongbin Li is the Co-Director of the Stanford Center on China's Economy and Institutions (SCCEI) and a Senior Fellow of Stanford Institute for Economic Policy Research (SIEPR). Hongbin obtained his Ph.D. in economics from Stanford University in 2001 and joined the economics department of the Chinese University of Hong Kong (CUHK), where he became full professor in 2007. He was also one of the two founding directors of the Institute of Economics and Finance at the CUHK. He taught at Tsinghua University in Beijing 2007-2016 and was C.V. Starr Chair Professor of Economics in the School of Economics and Management. He also founded and served as the Executive Associate Director of the China Social and Economic Data Center at Tsinghua University. He founded the Chinese College Student Survey (CCSS) in 2009 and the China Employer-Employee Survey (CEES) in 2014.

Hongbin’s research has been focused on the transition and development of the Chinese economy, and the evidence-based research results have been both widely covered by media outlets and well read by policy makers around the world. He is currently the co-editor of the Journal of Comparative Economics.


Questions? Contact Debbie Aube at debbie.aube@stanford.edu


Watch the recording:

Hongbin Li

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Jennifer Pan Associate Professor of Communication Stanford University
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