http://www.atimes.com/atimes/China_Business/HB18Cb05.html
China hunts abroad for academic talent
By Pallavi Aiyar
BEIJING - Having already impressed the world with the creation of its glittering, international-quality infrastructure, the erstwhile Middle Kingdom has now turned its attention to transforming its universities into world-class institutions.
"Our government realizes the connection between a nation's overall power and the quality of its higher education," said Dr Weiying Zhang, assistant president of Peking University.
In this latest bid to raise the country's global prestige, Chinese universities backed by massive injections of governmental funding
are spending billions of dollars to attract top foreign-educated and overseas-born Chinese, building cutting-edge research centers, partnering with the world's best educational institutions, and developing new programs taught in the international lingua franca - English.
Under a central government program started in 1998 called the 985 Project, 10 of China's leading universities were given special three-year grants in excess of 1 billion yuan (US$124 million) for quality improvements. Peking and Tsinghua universities, the top two ranked institutions in mainland China, each received 1.8 billion yuan. These grants were awarded in addition to special financial support provided by the 211 Project, a separate program aimed at developing 100 quality universities for the 21st century.
In 2004, the second phase of the 985 Project was launched and the number of universities under its purview was enlarged to 30. Included in this second phase of special funding was Beijing Normal University (BNU), ranked 15th in the country. Its special "international department" alone receives some 16 million yuan annually from the center.
Han Bing, deputy director of the international department, explained that the funds are used to hold international conferences, attract world-renowned academics as faculty, and support BNU scholars in attending conferences abroad.
Han said BNU hosts 30-40 scholars from leading Western universities annually. While most of these join the university faculty as guest lecturers and researchers for a semester, those who are hired as full-time faculty can expect $40,000 a year.
The positions are open to all nationalities, although cultural affinities and language requirements have meant that so far only ethnic Chinese have been recruited by BNU as full-time staff. "We hope to get a more international academic mix in the future," said Han.
At Peking University's Guanghua School of Management, of which Zhang is the executive dean, full professors with PhDs from prestigious universities abroad can expect $60,000 a year. Such pay levels are reasonably attractive to overseas academics, comparable to US pay levels of anywhere from $30,000 to $300,000 and up (depending on the institution and the prominence and seniority of the individual involved). This year the school recruited its first non-ethnic-Chinese faculty member, a Canadian national and former associate dean of the University of Victoria. The ability to offer internationally competitive salaries is key to attracting quality academics, said Zhang.
The official national salary given to a full professor in China today as set by the Ministry of Education (MOE) is a mere 4,000 yuan per month. But for the past few years, the government has permitted individual academic departments to supplement official salaries with private funds that the departments raise through fees, consultancies and commercial spinoffs. Thus the Guanghua School of Management makes up the difference between official and actual salaries through the revenue it gains from its executive MBA (master of business administration) program, for which it charges a hefty $35,000 per year.
BNU in its turn supplements salaries with the money it generates from the $2,700 a year paid by foreign students learning Mandarin in its language programs. The university has more than 2,000 foreign students enrolled in various courses, and has academic agreements with 153 universities abroad, including Princeton University, which holds an annual summer-school program at the BNU campus.
As a result of its improved pay scales, the Guanghua school currently boasts some 50 "returned scholars" (Chinese nationals who return to the mainland after studying abroad) and more than half of the faculty hold foreign PhDs. "These are not PhDs from any old university," said Zhang, himself a DPhil from Oxford. "We only look at Ivy League or Oxbridge-educated talent."
In fact several of the research institutes at China's better universities have a minimum requirement of a foreign PhD for faculty members. The first such center, called the China Center for Economic Research (CCER), was established in 1995 at Peking University. One of CCER's earliest staff members, Professor Feng Lu, recalled the Herculean efforts required to persuade quality academics to return to China a decade ago. In contrast, he said, there are now more than 50 applications for every vacancy advertised at the center.
Examples of world-renowned academics choosing China as their new home abound. In 2004, Princeton Professor Andrew Chi-chih Yao, one of America's leading computer scientists, took up a place at Beijing's Tsinghua University to lead an advanced computer-studies program. Though born in Shanghai, Yao is a US national. Peking University in its turn successfully wooed Tian Gang, a leading mathematician from the Massachusetts Institute of Technology (MIT), to return to his native China and set up an international research center for mathematics.
"For a world-class university, it's necessary to attract the best students and faculty internationally. Eventually we don't just want the best Chinese students, but the best from around the world," said Zhang. As a result, Chinese universities are increasingly offering courses wholly taught in English and in collaboration with internationally recognized partners. The Guanghua School of Management offers a dual-degree program in English with the National University of Singapore. In addition, undergraduate courses and an MBA program in English wholly administered by Guanghua are on offer.
Dual-degree programs are becoming increasingly common as foreign universities are lured by China's potential. CCER's MBA (called BiMBA), for example, is jointly offered with Fordham University in New York City, which contributes both faculty and curriculum. Similarly, Tsinghua University's International MBA is jointly taught with MIT's Sloan School of Management.
In September 2004, the University of Nottingham, Ningbo, China (UNNC) began its first intake of students. The school is a branch of the United Kingdom's Nottingham University and is China's first joint-venture university with an independent campus (there are, however, more than 700 foreign-affiliated colleges in mainland China). At UNCC, all students are required to speak only English during study and even while socializing.
The net result of all these joint-venture projects is that it increasingly makes sense for Chinese students to stay at home, rather than seek more expensive but largely similar degrees in the West. However, Zhang pointed out that collaboration with Western partners and the promotion of English cannot in itself fundamentally close the gaps in China's current educational system. For him, one of the most significant reforms pioneered at Peking University and promoted by himself has in fact been the end to lifetime tenure, for decades a defining characteristic of Chinese universities.
Since 2003, professors at Peking University are no longer promoted on the basis of seniority but with an eye to their research and publication records. If a new lecturer cannot make it to associate professor within six years, he or she is asked to leave. "This was the only way to change the orientation of our faculty towards academic research," explained Zhang.
The combined results of these efforts are already paying off. Despite the common perception that Indian higher education, with such renowned institutions as the Indian Institute of Technology and the Indian Institute of Management, is superior to its Chinese counterpart, China's universities in fact beat India's in almost every international ranking.
According to the well-regarded Shanghai Jiaotong University (SJTU) Academic Ranking of World Universities, mainland China has two universities in the top 300, while India has none. Mainland China features eight times in the top 500, India only three. The SJTU rankings are compiled on the basis of university alumni and staff winning major academic prizes, the publication of highly cited research articles published in prestigious academic journals, and articles indexed in major citation indices.
According to Dr Subarno Chatterji, an English-literature professor at Delhi University with a DPhil from Oxford, there are no special incentives in India to attract top-quality academics from abroad. Salaries remain fixed at government-funded institutions by the University Grants Commission at Rs50,000 (US$1,130) per month for full professors, and there is "little concerted or organized interface between academia and the corporate world". Chatterji himself is contemplating leaving India to teach at Miyazaki University in Japan. "They pay their academics very well," he said wryly.
Calla Weimer, a fellow at the economics department of the National University of Singapore, said, "The NUS economics department increasingly sees China as a competitor in attracting and retaining good faculty, but the same does not hold for India." She added: "While Chinese economists are being lured back to universities in their home country, Indians seem more content to remain in Singapore."
The long strides China has taken toward literacy and basic education have put India to shame for years. For example in 2000, only 47% of all children in India had managed to complete Grade 5 of elementary schooling, as opposed to 98% of Chinese children. But China's remarkable recent renaissance in higher education means that even elite education in India is falling behind the standards being set to the north of the Himalayas.
In 1978, only about 1.4% of the Chinese population was enrolled in higher education, or held a university degree of some type. Today the figure is close to 20%. Currently, some 20 million students are studying in various kinds of higher educational institutions in mainland China.
However, China still has a considerable distance to go before its aspirations to create truly world-class universities become a reality. According to the SJTU rankings, the United States had more than 50 universities in the top 100, compared with zero for China.
The absence of critical thinking and freedom of expression in university classrooms - the result of China's authoritarian political system - hampers the development of academic debate. Michael Pettis, a professor at the Guanghua School of Management and former adjunct professor at Columbia University, said "the fundamental problems with Chinese education - an intensive focus on rote learning and an inability to develop arguments" - remain, despite the large inflows of university funding from the central government.
Zhang said, "We still suffer from too much governmental control and have little leeway to implement reforms without cumbersome permissions and procedures." Chinese universities are unable, for example, to develop new programs or curricula without prior governmental approval. "To do something good and experimental invariably means violating government rules," rued Zhang. He added that university presidents in China remain government appointees and are rarely academics.
Thus, despite having the funds available to make the cream of international academia fairly lucrative offers, even China's leading universities have so far only been able to recruit China-born or ethnic-Chinese scholars in any significant numbers.
"We have been able to improve our hardware considerably," said BNU's Han. "But as is always the case in China, the software takes longer."
Pallavi Aiyar is the Beijing correspondent for the Indian Express newspaper.
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