GE2210 China: a Socio-Political Transformation

Part I Course Duration : One Semester Area: Study of Societies, Social and Business Organizations Credit Units:3 Level: B2/A2 Medium of Instruction: English Prerequisite(s) :None Precursors(s) :None Equivalent Course(s) :None Exclusive Course(s) : SA2702 The People’s Republic of China; SA2974 Understanding Contemporary China; GE2209 Market Developments in China. Part II Course Aims: This course aims to help students formulate original knowledge and creative skills needed to excel in meeting the major challenges and opportunities arising from China’s modernisation during the age of globalisation. It will broaden the horizons of students beyond their professional contexts by facilitating them to construct new multi-disciplinary perspectives on the crucial linkages among the social, economic and political aspects of a transforming China. It will also enable students from different disciplines to use their knowledge of the Chinese systems to construct new knowledge in their field of study and design original career goals for themselves in the context of China’s current and future development. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No. CILOs Weighting (if applicable) 1. Evaluate the major challenges and opportunities arising from China’s modernisation during the age of globalisation. 30% 2. Construct new multi-disciplinary perspectives on the crucial linkages among the social, economic and political aspects of a transforming China. 40% 3. Construct new knowledge in their field of study and design original career goals for themselves in the context of China’s current and future development. 30% Teaching and Learning Activities (TLAs) (Indicative of likely activities and tasks designed to facilitate students’ achievement of the CILOs. Final details will be provided to students in their first week of attendance in this course) CILO No. TLAs Hours/week (if applicable) CILO 1 Extracts from local, mainland, and overseas video documentaries will be selected and employed to help students evaluate the major challenges and opportunities arising from China’s modernisation during the age of globalisation. The selected video extracts will let the students visually see China from diverse angles like the twist and turn in its modernisation process, success and failure in its reform effort, back and fore in its steps towards globalisation, to and fro in its search for sustainable development, rise and fall of its state leaders, pleasure and pain of its people, dream and woe of its new generation, challenges and opportunities for its citizens and neighbours, as portrayed by different producers from diverse perspectives. The strengths and limitations of different viewpoints will be compared and contrasted. The comments presented in the video extracts will be confronted and related to the students’ concerns for a broader discussion. Showing the video extracts in class promotes optimal learning effects when all class members together discern the records of China in a dynamic ambience with the teacher facilitating a cross-disciplinary discussion among students from different backgrounds. The video show will not exceed 20% of the overall teaching and learning activities or half an hour out of a 3 hours class meeting per week. Sources of the video extracts, whether from private or library collections, will be explained to the students so that they can review the videos in full after class. Essential readings explaining major issues related to China’s society, economy and political system will also be assigned to students for self study and follow-up in class discussions. The readings will cover topics like the changing Chinese society and new forms of social dilemmas, the rising market economy as compared to the entrenched state economy, the spread of state power and extent of private autonomy, impacts of globalisation on the Chinese economy and industries, reasons and difficulties for China’s integration with Asia-Pacific and western countries, the latest legal framework for the conduct of life and work in China, etc. Two hours of self-study on the assigned readings will be required every week.   CILO 2 Lectures will summarise and demonstrate the social, economic and political aspects of a transforming China. Crucial linkages among the three aspects will also be explained. Student-teacher interactions will frequently take place in the form of class debate and discussion for the construction of new multi-disciplinary perspectives. Topics in the lectures will include rise of civil society and individual liberty in China, changing social structure and evolving constraints on the citizens, post-reform economic predicaments and opportunities, the roles and impacts of China in regional and international integration, challenges and opportunities after entry to WTO, appeals and snares in the Chinese workplace, practices and limits in dealing with politics of the communist state, cooperation and clash between one country and two systems, etc. The related theoretical models and experiences of other countries will be contrasted wherever appropriate to bring in a comparative perspective.   CILO 3 Small group discussions among students from different disciplines during class meetings will critically review and assess the implications of current developments in China for the construction of new knowledge in the students’ fields of study. Students will be asked to express individual opinions and expand the discussion beyond personal perspective through active exchange of views with students from other disciplines. Group representatives will be invited to share their conclusions with the rest of the class so as to facilitate an even broader exchange of views and original knowledge. Guided research will underpin a written term paper to help students apply their knowledge of the Chinese systems in an organized and disciplined manner. The term paper focuses on helping the students to reflect upon the relation between the Chinese systems and their professional education as well as to design original career goals for themselves in the context of China’s current and future development.   Assessment Tasks/Activities (Indicative of likely activities and tasks designed to assess how well the students achieve the CILOs. Final details will be provided to students in their first week of attendance in this course) CILO No. Type of Assessment Tasks/Activities Weighting (if applicable) Remarks CILO 1 Five pieces of one-page reflective commentary on the essential readings that discuss five different topics surrounding China’s society, economy and political system chosen by the students according to their interests and professional needs. The assessment criteria include the abilities to summarize the contents, select the key points, organize the materials, and present personal opinions effectively. 25% Submission via Blackboard. Assessment by teacher. CILO 2 Attendance in the lectures and interaction with the teachers in class debates and discussions. The assessment criteria include attendance in classes and the abilities to present original ideas in a clear manner, analyze the subject matters with sound logic, relate the issues to personal experience and professional education, and construct new multi-disciplinary perspectives. 15% Assessment by teacher. CILO 3 Group presentations focusing on a specific topic about the implications of current developments in China. This should be based on the group consensus after a focused discussion among students from different professional backgrounds. The assessment criteria include the abilities to expand the discussion beyond personal perspective, coordinate different opinions for a group consensus, interact with other students in the class, and construction of new knowledge in the students’ fields of study. A single authored 1,500 words term paper. The paper focuses on helping the students to reflect upon the relation between the Chinese systems and their professional education as well as to design original career goals for themselves in the context of China’s current and future development. 25% 35% Assessment by teacher. Submission via Blackboard. Assessment by teacher. Grading of Student Achievement : Refer to Grading of Courses in the Academic Regulations A+AA-…F are to be used. Grading is based on student performance in assessment tasks/activities and on their achievement of the CILOs according to the following defined grading criteria. Five pieces of one-page reflective commentary on selected readings: Letter Grade Grade Point Grade Definitions Student Achievement of CILO1 A+ A A- 4.3 4.0 3.7 Excellent: Major ideas in the selected readings are clearly summed up in the student’s own words with an awareness of the hierarchy of the ideas. The key points are concisely and precisely presented. The ideas and arguments in the selected readings are effectively applied to the student’s personal experience and professional education for personal growth. B+ B B- 3.3 3.0 2.7 Good: Major ideas in the selected readings are summed up in the student’s own words but a better awareness of the hierarchy of the ideas can be illustrated. The key points are presented in a structured manner. The ideas and arguments in the selected readings are fairly well applied to the student’s personal experience and professional education for personal growth. C+ C C- 2.3 2.0 1.7 Adequate: Major ideas in the selected readings are not very effectively summed up in the student’s own words and a better awareness of the hierarchy of the ideas needs to be demonstrated. Most of the key points are presented in a structured manner. The ideas and arguments in the selected readings are not well applied to the student’s personal experience and professional education for personal growth. D 1.0 Marginal: Major ideas in the selected readings are not well summed up and a better awareness of the hierarchy of the ideas needs to be demonstrated. Presentation of the key points needs further improvement. The ideas and arguments are not well applied to the student’s personal experience and professional education for personal growth. F 0.0 Failure: Major ideas in the selected readings are poorly summed up and a good awareness of the hierarchy of the ideas is not demonstrated. Presentation of the key points is not clear. The ideas and arguments are not applied to the student’s personal experience and professional education for personal growth. Attendance in lectures and interaction with teachers in class discussions: Letter Grade Grade Point Grade Definitions Student Achievement of CILO2 A+ A A- 4.3 4.0 3.7 Excellent: 90-100% attendance in classes. Original ideas about the social, economic or political aspects of a transforming China are clearly presented, with new multi-disciplinary perspectives, strong logic and relevance to the student’s personal experience and professional education. B+ B B- 3.3 3.0 2.7 Good: 75-89% attendance in classes. Some good ideas about the social, economic or political aspects of a transforming China are presented, with some new multi-disciplinary perspectives, good logic and relevance to the student’s personal experience and professional education. C+ C C- 2.3 2.0 1.7 Adequate: 60-74% attendance in classes. Some ideas about the social, economic or political aspects of a transforming China are presented but improvement is needed and can be better related to the student’s personal experience and professional education. Little construction of new multi-disciplinary perspectives, D 1.0 Marginal: 40-59% attendance in classes. Limited ideas and comments about the social, economic or political aspects of a transforming China are presented. Limited relevance to the student’s personal experience and professional education. No construction of new multi-disciplinary perspectives, F 0.0 Failure: Below 40% attendance in classes. No idea or comment about the social, economic or political aspects of a transforming China is presented. No construction of new multi-disciplinary perspectives, Group presentations on the implications of current developments in China: Letter Grade Grade Point Grade Definitions Student Achievement of CILO3 A+ A A- 4.3 4.0 3.7 Excellent: The abilities to construct new knowledge in the students’ fields of study, expand the discussion beyond personal perspective, coordinate different opinions for a group consensus, and interact with other students in the class are effectively and clearly displayed in the group presentation. B+ B B- 3.3 3.0 2.7 Good: The abilities to construct new knowledge in the students’ fields of study, expand the discussion beyond personal perspective, coordinate different opinions for a group consensus, and interact with other students in the class are quite well displayed in the group presentation. C+ C C- 2.3 2.0 1.7 Adequate: The group presentation can report different members’ opinions but is weak in constructing new knowledge in the students’ fields of study and demonstrating an expanded discussion. Can adequately interact with other students in the class. D 1.0 Marginal: The group presentation constructs no new knowledge in the students’ fields of study, combines limited perspectives, embodies a limited group consensus, and obtains limited interaction with other students in the class. F 0.0 Failure: The abilities to construct new knowledge in the students’ fields of study, expand the discussion beyond personal perspective, coordinate different opinions for a group consensus, and interact with other students in the class are not demonstrated in the group presentation. One single authored 1,500 words term paper: Letter Grade Grade Point Grade Definitions Student Achievement of CILO4 A+ A A- 4.3 4.0 3.7 Excellent: Knowledge of the Chinese systems is well applied to real life situation and effectively related to the student’s personal experience and professional education. The student’s original career goal is clearly illustrated in the context of China’s current and future development. B+ B B- 3.3 3.0 2.7 Good: Knowledge of the Chinese systems is fairly well related to the student’s personal experience and professional education but can be better applied to real life situation. The student’s original career goal is clearly illustrated in the context of China’s current and future development but the topic can be better evaluated for personal growth. C+ C C- 2.3 2.0 1.7 Adequate: Knowledge of the Chinese systems is not very effectively related to the student’s personal experience and professional education. Application to real life situation is limited. Evaluation of the topic is also weak. The student’s future career goal is only vaguely identified. D 1.0 Marginal: Obvious limitation in relating knowledge of the Chinese systems to the student’s personal experience and professional education. Evaluation of the topic is insufficient. The discussion contains irrelevant materials and cannot really help the student identify future career goal. F 0.0 Failure: Knowledge of the Chinese systems is not applied to real life situation and not related to the student’s personal experience and professional education. Evaluation of the topic is lacking. The student’s future career goal is not identified. Personal growth is not achieved in discussion of the topic.