Xianjun Liu, Shuguang WeiHuazhong University of Science and Technology

May 9, 2014Tsinghua University, Beijing

Institutionalized Mutuality in CCMEP: A Case Study of Linkage Between HUST and UT

Outline

1 Conceptual framework 2 Methodology 3 An Overview of Mutuality Development Process Background of CCMEP Donor-recipient: the formation of mutuality Genuine partnership: the maturation of mutuality

4 Institutional Analysis of Mutuality Development The Macro-Framework of Mutuality Development The Interactive and Collective Negotiation of Mutuality Development The Micro-Foundations of Mutuality Development

5 Conclusions

2

Background information

Management education was in an urgent need to serve the Reform and Opening Up Policy after 1978

MOE held major/program adjusting meeting in 1979 and HUST was one of the six meeting attendances

MOE persuaded Ministry of Foreign Trade and Economic Cooperation(MOFTEC) to promote management education as a focus

After MOFTEC and CIDA’s negotiation, financial aid was provided to 8 institutions in China

Background information (Cont.)

CCMEP was Funded by CIDA (Canadian International Development Agency)

Huazhong University of Science and Technology (HUST) and University of Toronto (UT) Phase 1: early 1983 to late 1989

Phase 2: early 1990 to late 1994

CIDA provided to HUST Canadian $4,355,164

CCMEP had a particularly important role in HUST management education.

Letter from Dr. Ruth Hayhoe and Julia Pan

‘We really would love to see a paper submitted to our conference about the collaboration between HUST and UT in management’.

‘We are particularly interested in understanding the long-term impact and contribution of this collaboration to the teaching and research in Management.’

‘We are also interested in how far this collaboration was characterized by mutuality and mutual benefit or not.’

Research Questions

How was the mutuality formed during the linkage?

What is the long-term impact of CCMEP on HUST management teaching and research?

6

1 Conceptual Framework

Johan Galtung’s(1980) concept of mutuality: equality, autonomy, solidarity and participation

Focus on deep-rooted culture and political values and not limit to efficiency, effectiveness and impact of pure techniques

Four parameters of mutuality (Hayhoe,1989)

Equity: aims and forms of organization that are reached through full mutual agreement

Autonomy: respect for theoretical perspectives rooted in peripheral culture that would require center participants to gain a thorough knowledge of this culture

Solidarity: forms of organization that encourage maximum interactionamong peripheral participants and growing links between them and their fellow researchers

Participation: an approach to knowledge that does not stratify in a hierarchical way but assumes the possibility of a creative peripheral contribution from the very beginning

Four parameters of mutuality (Leng & Pan, 2013)

Equity: aims and forms of international programs were mutually reached

Autonomy: both were willing to learn about and show respect for each other’s culture, values, system of knowledge and belief system

Solidarity: Chinese universities, faculty and researchers were connected with one another within and outside their own institutions, and gained institutional, local and national government support

Participation: Chinese faculty, researchers and administrators participated fully in all activities and contributed to knowledge production on an equal basis

9

Conceptual Framework (cont.)

Richard Scott’s concept of institution. Three pillars or levels of institution: regulative systems, normative systems and cultural-cognitive systems

We consider mutuality as institutional arrangement and study the process of this institutional development.

Analytical Framework

Four parameters of mutuality

Equality Autonomy Solidarity Participation

Three levels of institution

Regulative

Normative

Cultural-cognitive

2 Methodology

This study follows a qualitative research method Data source 1: semi-structured interviews including

three retired deans and two scholars (one got his Ph.D. in UT, one got his MBA in UT)

Data source 2: historical literature about CCMEP, including proposals, initial plans, modified plans, summaries, documents from MOE and faxes UT sent to HUST

3 An Overview of Mutuality Development Process

Donor-recipient: the formation of mutuality

Genuine partnership: the maturation of mutuality

Donor-recipient: the formation of mutuality

In 1982, a draft agreement was signed In February 1983, a formal agreement was reached

and signed In late 1983, Toronto made a special arrangement

for the personal exchange and use of funding In April 1994, partial adjustment was made during

Andrew J. Szonyi’s visit to HUST In this phase, CIDA provided Canadian $1,388,060

to HUST

Progress of the first phase

Phase Ⅰ: early 1983 to late 1989

Progress in the first two years was rather slow

The actual plan was not fulfilled until 1987

People sent to Toronto exceeded the number set in the initial plan. 30 were sent to Toronto but only 9 returned.

Teachers and graduate students of HUST sent to UT (By November 1988)

Degree Sought and Capacity

Planned Number of

People

Actual Number of

PeopleRemarks

MBA 10 16

Ph.D. 8 10Of whom 6 transferred from master, 2from visiting scholars, 2 were pursuingPh.D. 5 began Ph.D. in 1988

Visiting Scholar 6 12

Short-Term Visitor

6 4The remaining funding can be used tosend 2 persons to UT in phase Ⅱ

Total (time) 30 44

Total (person) 23 30 9 returned

Toronto faculty sent to HUST

Planned number: 8; Actual number: 11

Courses taught by Toronto faculty are all the great needs of HUST but in which HUST lacked experience.

A total of 421 people attended these courses; 5 classes of graduate students attended these courses.

Equipments and books provided by Toronto

2 IBM-PCXT personal computers, 2 photocopiers, 2 electric typewriters, 1 projector, 1 TV video orders and 514 volumes of books and some computer program software

The personal computers were used alongside other computers for teaching purposes.

The reference books were helpful to HUST faculty for their preparations for a class and to the graduate students in completing their thesis

Impact on HUST management teaching

Among these 9 people who returned from UT, 7 had gave new courses within their programs

e.g. ‘Enterprise Production Management System’ taught by Rongqiu Chen was well received by students because he combined the advanced experience of western countries with actual conditions of China

e.g. Chen won the ‘1999 CASA/SME University Lead Award’ and then became a famous academic leader in production and operations management field

Impact on HUST management education enrollment

HUST management education enrollment change (1982 to 1987)

1982 1987

Number of Undergraduate Students 270 604

Number of Trainees in In-service Personnel Program 120 550

Number of Graduate Students 16 110

Total Number 406 1268

Limits or problems in CCMEP Ⅰ

HUST felt time for Ph.D. was too long and master courses was a prerequisite before Ph.D. The result is that for the first phase no Ph.D. students returned.

Few contacts between two institutions and few opportunities for scholars of both sides to exchange

Necessary and effective policies and measures were needed to promote returning rate.

Summary of phase Ⅰ

Some successes were achieved in phase Ⅰand mutuality was initially formed,

but Toronto and HUST were still in a donor-recipient relationship.

Genuine Partnership: The Maturation of Mutuality

Phase 2: early 1990 to late 1994

New change: two institutions added to each side. Myron J. Gordon acted as the program director since June 1986.

More connections because of Gordon. Only in 1986-1988, both sides had already negotiated for about 6 times and modified the initial plan according to HUST needs.

Gordon was very understanding about and respected HUST needs. The biggest adjustment: both agreed not to send MBA students since 1992 based on the fact that most of the MBA student didn’t return on time.

Outcomes of phase Ⅱ

Joint MBA training: Initial plan was 2-3 classes with 100 enrollment. In fact 6 classes were held with 137 MBAs. 24 courses were taught.

Joint research: 6 Canadian professors came to China and 5 Chinese professors came to Canada.

Visiting scholars’ exchange: 36 Chinese senior visiting scholars were sent to Canada, most returned except 9 long-term scholars sent out before 1990. 18 Canadian professors came to China.

Outcomes of phase Ⅱ (cont.)

Joint workshops: Equipment Management Workshop, Financial Management Workshop and Tax Management Workshop

Equipments and books provided by Canada: a 48-sit voice laboratory, a computer-aided teaching room, a Human Factors Engineering laboratory, and some advanced computers. 400 textbook and some reference books

Ⅱ

Limits or problems in phase Ⅱ

Chinese side did not have enough voice on funding decisions because it was in CIDA’s charge. E.g. the remaining funding for training MBA and Ph.D. can’t be used to send visiting scholars. The Chinese side had no right to audit the use of funds.

Some reasonable needs of Chinese side about teaching and training were not met.

Summary of phase Ⅱ

HUST benefiting more in phase Ⅱ than in phase Ⅰwas mostly due to Gordon's understanding about HUST and mature mutuality between the two sides.

Toronto and HUST in phase Ⅱ was genuine partnership rather than donor-receipt relationship.

4. Institutional Analysis of Mutuality Development

The Macro-Framework of Mutuality Development

The Interactive and Collective Negotiation of Mutuality

Development

The Micro-Foundations of Mutuality Development

4.1 The Macro-Framework of Mutuality Development

The regulative level of institution emphasizes the regulative process of law, rule and monitoring activities.

The regulative process includes the establishment of rules, supervision, rewards and punishments in an attempt to influence future behavior.

We consider the signed agreements, regulations or memorandum as some kinds of regulative systems.

Equality

CIDA would not sign contract about program implementation with any universities in Canada. Universities in China and Canadian will sign the preliminary contract directly. CIDA and Canadian universities would only sign contract about program funding. (Michael Oliver. Guiding Principles for CCMEP Plan. October 1982)

This gave universities more freedom to meet their own needs, make good use of funding and get rid of trivial aspects of supervision from CIDA.

Autonomy

Purpose of CCMEP: (1) help faculties from 8 institutions master scientific knowledge of modern management and enhance their teaching and research capability; (2) promote mutuality and friendship between the two sides through cooperation. (Memorandum of China-Canadian Management Education Linkage Program, January 28, 1984)

measurable benefits or outcomes & mutuality and friendship in cultural level

Solidarity

In order to expand the benefits to more institutions, both sides agreed to increase the linkage institutions. It could be led by the institution(s) in phase Ⅰ. (Notice about the increase of CCMEP linkage institutions, MOE of China, January 22, 1987)

China: South China University of Technology (SCUT) and Zhejiang University. Canada: the University of Ottawa and Wifrid Laurier University

MOE of China was in charge of the overall design, coordination and external negotiations of CCMEP. This reflected the support of Chinese government.

Participation

There are two levels of cooperation including the university level and the national level. (Memorandum between the Chinese and Canadian government, March 1987)

university level: train MBA and Ph.D. students in Canada and exchanging visiting scholars to conduct collaborative research

national level: collaborative site visits, held national and international conferences

It was paid more attention to top designs, including cooperation objectives, planning and implementation. (Interview with one of retired deans of HUST School of Management, December 2013)

These top designs were mostly ensured by the agreement or memorandum between the two governments.

4.2 The Interactive and Collective Negotiation of Mutuality Development

Some descriptive, evaluative and responsible institutions in our social life are called normative rules. Normative system includes values and norms.

Normative systems not only give rights to actors but also impose responsibilities to actors. (Scott)

We consider consultation, negotiation, visits and intercollegiate exchanges as normative institutions.

Equality

‘We were excited to hear that there was such a great program, hoping to learn how to develop management education from UT. HUST president Mr. Jiusi Zhu paid great attention and attempted to learn from UT how to develop management education and how to made HUST to be a comprehensive university.’

‘In phase one we always felt we were the recipient and UT was the donor. But in phase two we felt we were genuine partners.’ (Interview with one retired dean)

Autonomy

China proposed to reduce MBA and Ph.D. students and increase visiting scholars. Gordon suggested the remaining funding in phase one could be used for the increased visiting scholars but not included in phase two.

Gordon agreed not to send graduate student to Canada since 1992 but increase visiting scholars because of bad returning rate in the first two years of phase two.

Solidarity

In phase two, SCUT sent 2 graduate students and 2 visiting scholars. Zhejiang University sent 4 visiting scholars and 1 joint training doctoral student.

Support from the China government: ask for MOE’s help to negotiate with Canada

Support from the university level: direct leadership of the vice president for external affairs, external affairs office

Participation

Faculties, project managers and researchers in China participated in various activities to promote the creation of knowledge equally.

Short-term visiting team: including one senior campus leader, one external affairs office staff and the dean

Females’ participation: 1/5 of joint-training doctoral students, 1/5 of visiting team members, 4 female (senior) visiting scholars sent from SCUT and Zhejiang University

4.3 The Micro-Foundations of Mutuality Development

We consider attitudes, understandings, values and beliefs in program directors’ minds as the cultural-cognitive system. Program directors promoted cooperation based on their cultural framework.

This adds a rich and deep meaning in the cultural level rather than merely reflects efficiency or technical level.

Equality

Gordon took some practical measures to increase returning rate—cut funding for those not returning to China but much appreciated those returning to China on time.

‘Gordon was very excited to hear my decision to go home.’ He sometimes bought tickets for those returning students. (interview with one scholar getting his Ph.D. in Toronto)

Autonomy

‘I fully understand and support your views on not employing Chinese students as part of the Canadian faculty we sent over to China. I would also very much like to see them return to render service to HUST and I sympathize with your colleagues and your views in this regard. In fact if I were in your position I would make the same decision as you made.’ (a fax from Gordon in 1991)

Solidarity

‘When Christmas and New Year approached, department managers jointly sent greeting cards to students in Canada and eagerly expected them to return early’. (1991 Annual Summary)

‘When HUST delegation visited UT, the vice president, external affairs officer and dean specially met all students and scholars studying in Canada— introducing domestic situation to them, exchanging ideas with them.’ (1990 Annual Summary)

Participation

Cai of HUST program director visited UT in 1983, 1986, 1988 and 1992 successively. Cai also conducted collaborative research with Gordon on China's technology import policy and strategy.

Faculties returning to HUST contributed greatly to management education and discipline. E.g. Jianqiao Liao and Zhilong Tian

5 Conclusions

CCMEP was the largest, best-managed and the most productive international cooperation project in HUST management education.

HUST added some teaching equipments; trained nearly all the young teachers; trained a large number of graduate students; learned some scientific knowledge of management; and enhanced the teaching and research capabilities of HUST management.

Conclusions (cont.)

Mutuality in CCMEP was gradually established. The national macro-level framework, interactions between HUST and Toronto, and the increased understanding about HUST’s needs and culture constitute the three levels of institutionalized mutuality in CCMEP.

Canadian program directors’ understanding about Chinese culture, values and beliefs was the key to the success of CCMEP.

Conclusions (cont.)

The modified definition of mutuality by Ruth Hayhoe borrowed from Galtung was particularly suitable for the analysis of international academic assistance projects.

Among the four parameters of mutuality, the second parameter ‘autonomy’ is the core parameter of mutuality.

There are some coincidences between the four parameters of mutuality, which need further definition in future studies.

We want to express our gratitude to Dr. Ruth Hayhoe and Julia Pan for your invitation,

useful literatures sent to us and helpful suggestions to our research.

Thanks for your learning!

Xianjun Liu, Shuguang Weiliuxj@hust.edu.cn, weishuguang@hust.edu.cn

Huazhong University of Science and Technology