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China’s economic transformation of the last few decades has depended on an unskilled and poorly educated workforce; what will happen if the demands of the changing economic environment require better education and greater skills?
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Retired American diplomats Susan Thornton and Beatrice Camp reflected on the role of diplomacy in the escalating war of words between the United States and China.
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Professor David Zweig examined China’s efforts to promote “reverse migration,” focusing on the Thousand Talents Plan, and discussed American responses.
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What does the future hold for Hong Kong? Will it become just another Chinese city that makes up the Greater Bay Area? The speakers, who have been tracking issues relating to higher education, journalism, protest, and the arts, address Hong Kong's future under Chinese rule.
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Dr. Weijian Shan recounts his life story, which took him from a childhood in Beijing to a decade in Inner Mongolia during the Cultural Revolution, and then on to graduate school in the United States, in an extraordinary new memoir.
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Professors Rory Truex and Benjamin Liebman discuss challenges faced by American China scholars amid allegations of censorship and self-censorship.
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Peggy Blumenthal and David Zweig discuss the impact of Chinese students on American academic institutions and what happens when the students return to China.
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Gerard Postiglione discusses China's higher education model and its global ambitions in the Belt and Road era.
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Mary Brown Bullock, founding executive vice chancellor of DKU, discussed Duke Kunshan University in the context of the globalization of higher education.
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Some 130,000 students from China now study a variety of fields in colleges and universities around the United States. What about the first Chinese students in this country? In a lecture and discussion at the Luce Foundation offices in New York, Edward Rhoads shared stories and research from his new book Stepping Forth into the World: The Chinese Educational Mission to the United States, 1872-81, which examines the individual and collective histories of the first 120 Chinese students in the United States.