Science and Technology Governance and Ethics - A Global Perspective from Europe, India and China

This book analyzes the possibilities for effective global governance of science in Europe, India and China. Authors from the three regions join forces to explore how ethical concerns over new technologies can be incorporated into global science and technology policies. The first chapter introduces the topic, offering a global perspective on embedding ethics in science and technology policy. Chapter Two compares the institutionalization of ethical debates in science, technology and innovation policy in three important regions: Europe, India and China. The third chapter explores public perceptions of science and technology in these same three regions. Chapter Four discusses public engagement in the governance of science and technology, and Chapter Five reviews science and technology governance and European values. The sixth chapter describes and analyzes values demonstrated in the constitution of the People’s Republic of China. Chapter Seven describes emerging evidence from India on the uses of science and technology for socio-economic development, and the quest for inclusive growth. In Chapter Eight, the authors propose a comparative framework for studying global ethics in science and technology. The following three chapters offer case studies and analysis of three emerging industries in India, China and Europe: new food technologies, nanotechnology and synthetic biology. Chapter 12 gathers all these threads for a comprehensive discussion on incorporating ethics into science and technology policy. The analysis is undertaken against the backdrop of different value systems and varying levels of public perception of risks and benefits. The book introduces a common analytical framework for the comparative discussion of ethics at the international level. The authors offer policy recommendations for effective collaboration among the three regions, to promote responsible governance in science and technology and a common analytical perspective in ethics

Ethics and taxation : a cross-national comparison of UK and Turkish firms

This paper investigates responses to tax related ethical issues facing busines

Knowledge management, absorptive capacity and organisational culture: A case study from Chinese SMEs

Copyright © 2008 Inderscience Enterprises Ltd. This is the author's accepted manuscript. The final published article is available from the link below.Based on the analysis of an innovative medium sized enterprise from mainland China, this paper investigated the Knowledge Management (KM) issues by focusing on its KM enablers and process. This paper attempts to investigate how Chinese enterprises absorb knowledge from external sources; how they developed culture to facilitate Knowledge Management Processes (KMPs) and what major challenges they raise for the future by looking at the case study of a Chinese Small and Medium-sized Enterprises (SMEs). The case study indicates that Chinese enterprises emphasised knowledge acquisition and the capacities of knowledge absorption, application, creation, sharing and integration as vital to sustaining competitive advantage for these firms. Corporative organisational culture also has significant impact on the KM in those enterprises

Regional innovation and spillover effects of foreign direct investment in China: a threshold approach

Using a data set on twenty-nine Chinese provinces for the period 1985–2008, this paper establishes a threshold model to analyse the relationship between spillover effects of foreign direct investment (FDI) and regional innovation in China. There is clear evidence of double-threshold effects of regional innovation on productivity spillovers from FDI. Specifically, only when the level of regional innovation reaches the minimum innovation threshold will FDI in the region begin to produce positive productivity spillovers. Furthermore, positive productivity spillovers from FDI will be substantial only when the level of regional innovation attains a higher threshold. The double threshold divides Chinese provinces into three super-regions in terms of innovation, with most provinces positioned within the middle-level innovation super-region. Policy implications are discussed

When developing countries meet transnational universities: searching for complementarity and dealing with dual embeddedness

During the last two decades, a growing number of universities, mainly from developed countries, have established branch campuses in developing countries. From the developing country perspective, attracting foreign universities can help mitigate financial constraints and capacity shortages that impair the state’s ability to provide greater access to higher education, while also improving teaching and research in general. However, foreign universities may also be detrimental if they crowd-out their domestic counterparts. We explore different scenarios and policy options for developing countries aiming to attract foreign universities, building upon a review of four case studies from Chile, China, Kazakhstan and Malaysia. Our analysis illustrates how host countries can provide incentives to align incoming foreign universities to complement and strengthen the areas of weakness in their higher education systems. We also reflect on how policy-makers can deal with the challenges associated with the dual embeddedness of international branch campuses

Modeling Identity. The Financial Crisis and China’s International Status

Rozdział z: The Quandaries and Foreign Development, ed. D. Mierzejewski, “Contemporary Asian Studies Series

Upgrading of Symbolic and Synthetic Knowledge Bases: Analysis of the Architecture, Engineering and Construction industry and the Automotive Industry in China

The degree and the way of upgrading differ widely per industry. This article tries to give some new insights in these differences by linking the concept of upgrading to that of the knowledge base. Moreover, we try to identify barriers to upgrading as well as the appropriate spatial scale on which upgrading takes place, again for different knowledge bases. We support our argument by analysing the process of upgrading in two industries in China: the AEC industry (in Beijing and Shanghai) and the automotive industry (in Shanghai). Within these industries we focus on upgrading on two levels: within firms and within projects. Our findings for both industries suggest that the principal ways of upgrading of the symbolic knowledge base are joint brainstorming in internal and external project teams and labour mobility. Major factors that hinder the upgrading of symbolic knowledge include the development stage of China, the Chinese educational system and tensions about duplication of western designs. Upgrading of the synthetic knowledge base takes mainly place via inter-company training programmes of foreign firms, technology transfer and labour mobility on the long run. A possible barrier for upgrading of synthetic knowledge, especially in the automotive industry, is that foreign firms tend to keep certain engineering activities in their home base because of the risk of knowledge leakage. However, this is changing quickly as many foreign carmakers and their suppliers invest in engineering centres in China due to an increasing demand for cars, to governmental regulations and to intensifying competition.Urban development, upgrading, automotive industry, AEC industry, knowledge economy, China.

Cross-cultural collaboration with China

ASPIRE – Access, Scholarship, Partnership, Innovation, Respect and Employability comprises a value system and a series of norms that underpin many aspects of cross-cultural teaching, learning and research. Cross-cultural sensitivity and exchange is at the core of a global system of higher education (HE), where we can understand, respect, and learn from the strengths of HE in each nation. Collaboration with leading institutions in China over a period of four years has necessitated respect of and sensitivity to cultural differences, innovation in ideas of communication, and growing partnership networks, of crucial importance in developing pedagogy and research, and all areas of learning, from the arts and the creative industries to science and technology. Exchange is of paramount importance, to enhance understanding and respect, and for us to become both culture- and task-oriented

Workshop series on the role of institutions in East Asian development: Institutional foundations of innovation and competitiveness in East Asia

The discussion paper summarizes the results of a workshop that focussed on the institutional foundations of innovation and competitiveness in East Asia. The following papers are contained: 'Transitional Institutions, Institutional Complementarities and Economic Performance in China. A "Varieties of Capitalism" Approach', 'The Current State of Research on Networks in China's Business System', 'Recent Changes to Korea's Innovation Governance', 'Standardization and Institutional Complementarities in Japan - Empirical Results from SAP R/3 Implementations in Japanese Automotive Suppliers'. --East Asia,Japan,China,Korea,institutional change,competitiveness,innovation

The English Curriculum in the People's Republic of China

The status and role of English as a school subject in China has fluctuated wildly because of its desirable but sensitive connotations. English is the language of world trade and communications, which makes its study an important strategy in implementing internationally-oriented policies for "modernization", while its historical overtones of imperialism, capitalism and even barbarianism are unwelcome for those who prefer more self-reliant and isolationist approaches. This paper traces the career of the English curriculum in China since 1949, with particular reference to the junior secondary school curriculum, through an analysis of the national syllabus and textbooks. It identifies five distinct periods and analyses the major forces of curriculum change, the dynamics of curriculum design, and the principal features of models for change in each of the periods. It is argued that the overall process of policy-making, and curriculum development specifically, has been characterized by a complexity and pattern of development which is not adequately recognized in existing portrayals that have focused on the relationship between macro political shifts and educational policies, and have emphasized the role of the state