Interview with a Leader and Scholar, Part II

What follows is Part II of the interview with Fang, a student leader and scholar from China now enrolled in graduate school at a major research university. She served as president of her high school class and then decided to run for the top office of her University, Beida (also known as Peking University in the West), the most prestigious  university in China.

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Fang visiting LibertyBell in Philadelphia

At Beida you again decided to run for the leadership position of the entire student body. What was that like?

It was challenging and exciting. I had to network with many people to put forward my platform. I listened to the students’ interests and concerns and shaped my goals for the position based upon what I was told.  I had to talk with many people in order to convince them that I was the best person for the job. It took quite a bit of time, but I learned how to campaign, strategize, and use my communication skills.

Once elected, I found that there were many large issues about which the students were concerned. Working with my other union members we made strategic decisions. There were far too many issues; therefore, we need to create a priority list and then move forward on several of the most important issues. Once again, I found out ways of being a leader who uses the resources of the university, but most importantly the resources of my fellow students. I helped form a bridge between the students and the administration.

What are some of things you and your fellow leaders did that you are proud of?

One of the biggest concerns students had been the lack of a facility that was dedicated to student activities. In the US these structures are often called student union buildings. Groups can meet there to discuss plans and activities. We put forward a proposal and I am happy to say the leadership of the University listened to us and they have now built this facility. It will be a lasting legacy.  We also brought forth some issues that improved the day-to-day lives of students. It used to be we had to carry 2 different key cards, one a student ID and the other for entry into our dormitories. We proposed creating a card that would do both and this too was adopted. This may sound easy but we had to conduct surveys, write reports, and then make formal presentations. These tasks are actually skills I will now use throughout my life. Finally, we also met with the President of the University. These meetings allowed us to voice student issues directly to the leadership. It was a great honor to be given the responsibility to create a meaningful exchange between the students and the highest-ranking university officials.

I am a bit hesitant to raise a delicate topic, but I do want to know about whether you thought the administration was ever concerned about the political beliefs of the students. As you know, much of the student leadership surrounding the events at Tiananmen was student leaders like you. Did you get any sense that thee were any concerns about student unrest?

The only time the administration was concerned about students’ reaction to a political event happened after the seizure of a Chinese fishing boat by Japan near the disputed island Diaoyu Dao in 2010. The administration encouraged us to let students know that protests against the Japan’s government’s embassy located in Beijing should not turn into anything that would bring negative coverage from outside media. Students love their country and wanted to show support but sometimes such protest would not be interpreted in some laces around the world as true patriotism and love of country. The administration wanted us to be able to vent our emotions and anger in a way that would be if not productive then at least not harmful. The administration seemed then and throughout my time as a student leader to be genuinely interested in the well being of the students. They were supportive of creating a BBS system through which students could voice concerns to a large audience.  Finally. Some of the small academic departments within the university wished student who were in them to advocate for greater support. As student leaders we helped to raise awareness of the importance of these departments to the administration. This helped to create more economic and administrative support for these majors and programs.

You have now enrolled in a prestigious PhD. Program in the US. Can you describe the learning curve you had to undergo academically and socially since you have arrived?

I think the change not only comes from the change from China to the US but also from an undergraduate life to a graduate life. As a graduate, I focus more on my study and try to make my own contribution to the world. And I have to say it is more intense and more inspiring study experience here.

I would say the life here is rather a gate to the world than only the US. Our department is quite exposed to academia around the world inviting speakers from different countries and sending us to different opportunities in different countries. My professors are from different places and my colleagues here are from Turkey, Russia, South Africa, Korea, and many countries. It’s a great opportunity for me to get to know the world that is not an experience I can have in China.

How do you like teaching economics to a diverse group of undergraduates?

I love to teach. I find that I can interact well with the students. When they discover a solution to a problem we high five and celebrate. Most of the students are quite good. They seem to care about doing well but also about getting an education outside of class through activities and I can understand this as I have done so myself. The only bad moment I have had teaching is when I heard a couple of students express disappointment that their teacher (me) was Chinese. I think there are stereotypes about what Chinese teachers and students are like so they judged me before the class even started. But the students I have had in my classes have given me very positive feedback and I think that I am committed to teaching well. In China, teachers are held in great respect, and I consider it my duty to provide the best approaches to active learning from the students.

Where do you see yourself once you have completed your PhD?

I have become quite interested in industry and have focused on this in some of my research. There are many issues surrounding how to improve productivity and how to ensure that companies create wealth for the employees and shareholders. I believe I can bring my intellectual expertise to a large company, but I also can bring my leadership skills to become a senior member to help the business grow and adapt to the inevitable changes and challenges that are always out there.

First, I would like to thank Fang for her time and insights. Her willingness to share her words in an effort to inspire and educate others underscores her commitment to participate in a community of learning.  As with a number of students from China I have known and posted about, Fang does not fit into the typical stereotype that many people have about Chinese students. I was a little surprised that Fang did not even hesitate to answer some questions about politics in China. In other words, I too have some assumptions about the country and the students that need some updating.

Her self-confidence is not flashy, but comes across in the way she talks and presents herself. She is eager to share her knowledge with others. So too her desire to help others. She loves her country and she loves the opportunities she has had to study in the US. Her global view makes her much more marketable anywhere in the world.

Just recently on the Beida homepage I saw that a former Beida student union president just become the youngest ever leader of an entire province in China. I think if Fang wanted to, she might have a good chance to set a new record in the not too distant future.

Lu Hao, youngest  ever head of Province in China