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Teaching Public AdministrationAs a Fulbright Scholar In China:Analysis and ReflectionsDonna Lind InfeldGeorge Washington UniversityLI WenzhaoRenmin University of ChinaABSTRACTAfter spending fall semester, 2007, on a Fulbright Scholarship at RenminUniversity of China, Dr. Infeld examines her experiences in light of the literatureabout teaching in China. Six aspects of teaching in China are discussed,including (1) Chinese students’ English and academic listening, (2) teachingwith cases, (3) the “good” teacher, (4) “the “good” student, (5) Chineseconceptions of teaching, and (6) questioning. Descriptive examples are used toexplore differences between teaching public administration to first-semestergraduate students in China and in the U.S. The “Lessons on American TeachingStyle,” developed by Dr. LI Wenzhao, a junior faculty member who assistedInfeld in her classes, are shared to provide insight from a Chinese perspective onthe difference in teaching styles. A secondary objective of the paper is toencourage public administration scholars to apply for Fulbright Scholarships toteach in China, or elsewhere around the world.TEACHING PUBLIC ADMINISTRATION AS A FULBRIGHT SCHOLAR IN CHINAIn fall, 2007, I had the honor and privilege of teaching Public Administrationas a Fulbright Scholar at Renmin University of China in Beijing. The goal ofthis paper is to share my experiences as they relate to the literature aboutteaching in China. Its secondary objective is to encourage other publicadministration scholars to apply for Fulbright Scholarships to teach in China, orelsewhere around the world.FULBRIGHT PROGRAMThe Fulbright Program was instituted to “increase mutual understandingbetween the people of the United States and the people of other countries.”JPAE 15(3): 333–347 Journal of Public Affairs Education 333
Teaching Public Administration As a Fulbright Scholar In China:Analysis and Reflections(U.S. Department of State, n.d.) With this goal in mind, I went to Beijing inthe fall of 2007 with my husband and 11-year-old daughter. We applied to goto China for two reasons: Our daughter was adopted from China, and it waspossible to teach in English.Fulbright in ChinaBased on an agreement in 1947, China was one of the first countries toparticipate in the Fulbright program. However, in 1949, the program wassuspended with the establishment of the People’s Republic. Fulbright exchangeswere renewed with normalization in 1979. From Academic Year 1983-84 to AY1988-89, approximately 21 scholars per year traveled to China under theFulbright Program. Then, in 1989, China suspended exchanges as a reaction toAmerica’s criticism of its military crackdown (New York Times, March 6, 1990).Participation resumed in 1990/91, and in 2008/09 there were 21 granteesteaching in China. (See Figure 1.)Participating countries select the academic disciplines from which scholars arerecruited. Initially, China gave priority to those lecturing on English as alanguage, American literature, and history, in order to help the country movetoward modernization. Since 1983, the focus has been on American history,literature, law, journalism, business, economics, political science, sociology,philosophy, and international relations (U.S. Department of State, n.d.). Onlysix public administration faculty members have been Fulbright Scholars inChina since 1999. 1 (See Figure 2.)Since the MPA was approved as an official degree in China in 2001, nearly100 programs have been established there. The MPA degree is one componentof increasing the professionalization of administration and civil service in China.Figure 1.Number of Fulbright lecturers and lecturer/researchers in Chinasince normalization (all fields)NumberAcademic YearNote: From the Council for International Exchange of Scholars, “Fulbright Scholar Program – ScholarDirectories,” retrieved February 21, 2009, from http://www.cies.org/schlr_directories/.334 Journal of Public Affairs Education
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