Deploying the Chinese Knowledge Diaspora: A Case Study of the 111 Project at Peking University

1. 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

2. Outline • 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

3. The Chinese Knowledge Diaspora • 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.

4. The Chinese Knowledge Diaspora Stay Rates of Foreign Doctorate Recipients from US Universities • 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.

5. China’s Endeavours to Build World-Class Universities • 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.

6. The Programme of Introducing Discipline-based Talent to Universities (the 111 Project ) • Jointly launched by the State Administration of Foreign Experts Affairs of the People’s Republic of China (SAFEA) and the MOE. • Based on the existing state, provincial, and ministry key scientific and technological centres in the leading universities • 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).

7. Distribution of the Innovation Bases by Discipline 126 innovation bases are located in 69 universities that are all 211 universities. The disciplines of most innovation bases are S&E.

8. 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)

9. The 111 Project at PKU Profile of Overseas Scholars by Background, Gender, Academic Rank, Age, and Length of Staying Overseas

10. The 111 Project at PKU Profile of Domestic Scholars by Gender, Academic Rank, Age, and Highest Degree

11. Research Methodology • Primary method: interview + PKU website, 111 Project proposals, annual reports, and personal communication with the interviewees. • Selection of the 15 interviewees

12. Key FindingsThe Recruitment of Overseas Scholars • 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

13. Key FindingsContribution of the Overseas Chinese Scholars • 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 • Defining World-Class - the Issue of Standards • 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.

14. Key FindingsImpediments and Problems • 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 • Funding of the 111 Project • Resentment of domestic scholars • Attitude of some of the home institutions of the overseas scholars

15. Key FindingsResults of Collaboration • 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. • Apply for the NSFC grant application with PKU collaborators. • Overseas scholars also benefit from the collaboration.

16. Key FindingsDecision 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).

17. Conclusion • 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!

18. Thank you! My E-mail: hongxing.cai@sydney.edu.au