The Value of a Master’s in Chinese Economics
In a recent post entitled Why China for Grad School? I opined:
> Aside from reduced cost, there is one main reason a westerner might choose to go to grad school in China over a western country: because one’s object of study is inherently Chinese. This includes Chinese history, Chinese art, Chinese language, etc.
There are definitely foreigners in Shanghai that have elected to earn their advanced degrees in China, but in fields other than those mentioned above. Curious about how they see their education, I’ve decided to interview a few. The following is an interview with American Zachary Franklin, a writer who also maintains the blog Writer’s Block on his website, DeluxZilla.
John: Can you tell me what graduate degree you’re working on?
Zachary: I am currently a first-year master’s student working toward an M.A. in Chinese Economics from Fudan University, a two year degree program taught through the School of Economics.
John: So what kind of program is it? Is it meant for foreigners, or is it all Chinese?
Zachary: It is an English-taught, M.A. program, focusing on both economics and the Chinese economy in the context of the past 30 years of development and where the Chinese economy is heading in the coming decades.
It is meant for foreigners. My class has 15 other students from around the world, including countries such as Korea, Singapore, Malaysia, Hungary, Norway, Italy and the United States. This specific degree program has been around since 2006.
The difference between myself and the other 15 students is they are taking the degree completely in English, whereas I am taking half the degree in Chinese.
Both Fudan University and the Economics School have been extremely supportive and encouraging in allowing me to split my degree. What ends up happening is I take core economics classes — microeconomics, macroeconomics and econometrics — in English, learning theory and mathematical formulas, while getting to take more discussion-oriented classes in Mandarin. Last semester I took “World Economies” in Chinese, and this semester I am taking both “Regional Economics,” which focuses on why Chinese provinces have developed the way they have over the past 15 years, and “Chinese Dynastic Economic Thought.”
John: I mentioned in a recent blog post that I thought it mostly only makes sense to earn a graduate degree in China if the subject matter is inherently Chinese. I guess you would take issue with that statement?
Zachary: I don’t take issue with your statement so much as it is going to be a moot point. The invasion is coming. In the next 10 years there will be masses of foreigners from all corners of the globe coming to China to study in universities, in numbers far greater than what China has seen previously. In the United States alone, President Barack Obama said back in Nov. 2009 he wants to send 100,000 American students to study in China over the next four years. Even if you feel universities here need to change their methods and improve their standards, it won’t matter. The increased demand will naturally change the system. It has to.
Will foreigners be coming to China to study subjects such as Russian literature or peace and conflict studies in the Middle East? I don’t know, but it seems there are already several other universities around the world that have those programs and are more well-known for those degrees.
Instead, what we’re going to see is many coming to China to learn the language, but many more who already have a very accomplished level of Mandarin. To cope with increased overall demand, universities around China will have to adapt to handling a higher percentage of foreigners. They’re going to have to meet demands, change standards where necessary and offer a more diverse curriculum.
John: You almost make it sound as if the subject matter is only secondary, and the important thing is getting in with the Chinese before “the invasion.”
Zachary: Of course the subject matter is important, but as I am in China and studying economics, it is important to take stock in the economic changes happening all around and apply what I’ve learned in the classroom accordingly.
So, in terms of value, how do you see your M.A. in Economics from Fudan?
Zachary: I see an M.A. in Chinese economics from Fudan University to be three degrees — though I am certain I will only receive one of them from the school.
There is the obvious, the economics degree. There is also what I feel will be my completion of Mandarin. I spent 18 months in Beijing before coming to Fudan, reading, writing and speaking Chinese six hours a day, five days a week, in an intense program at a private language institution. Trying to earn a master’s degree utilizing my Mandarin was simply the next logical step.
The last degree is the least obvious, but nonetheless one that is of great importance. I feel my time as a student at a Chinese university allows me to understand the educational system in this country. For the majority of Chinese students graduating, what they study at school goes to the industry where they will eventually begin work. Understanding why they’ve chosen a particular major to continue their education, what their classroom activities are doing to prepare them for the real world, where they hope to see themselves in five or 10 years; all this contributes to understanding the people around. And 10 years from now, who knows where my former classmates will be and what field they will be working in.
John: How do you see your M.A. in Economics from Fudan compared to one you might get from an American university? What are the trade-offs?
Zachary: Economics is economics regardless of where one is studying. There are core principles everyone is taught and everyone understands. The differences come when one considers where I am located and the language I am using to obtain my degree.
I am studying economics in China, and I’m using another language for part of the degree. Physically being here is priceless in terms of the perspective I am being exposed to. You cannot compare studying economics in Shanghai — with so much going on around — and studying economics 9,000 miles away in the United States. I step out my front door every morning and see everything Americans can only read about in the New York Times. In my mind, there are no trade-offs when you think about it like that.
You can follow Zachary’s progress in his M.A. on Writer’s Block.