The purpose of the course ‘Economic Development and Business in China’ is two-fold: 1) to understand China’s economic and political developments in the period of economic reforms (1978) up to the present day; 2) to understand China’s unique business and economic environments, with particular reference to major actors, processes and trends. In this light, consideration is given to important phases of China’s post-1978 development trajectory, including detailed analyses of important areas of policy-making, i.e., industrial development and enterprise reform, the financial sector, foreign trade and China’s growing role in the world economy. A key objective of the course is to understand the economic, political, social and cultural characteristics of contemporary China, with the intent to learn key business trends, industries, and sectors in order to provide students with insights on business opportunities and constraints of doing business in China.

Knowledge and understanding: The student will have acquired the necessary analytical tools to discuss the most relevant issues concerning political and economic development in post-1978 China. The student will also have acquired critical knowledge about the relevance and complexity of state-society relations in contemporary China; the working mechanisms of the private/state-owned business sectors; the implications at the global level of China’s economic rise. Capacity to apply knowledge and understanding: The student will be able to gradually apply the knowledge in relations to dynamics of China’s political and fast-changing business environment through the practical activities foreseen during on campus and online activities such as participation in working groups, classroom debates and seminars with guest speakers. Judgmental Autonomy: The student will be able to critically evaluate the impact of economic, political and societal changes brought about by important areas in contemporary China on different sectors (industry, finance, trade, E-commerce and digital) and how they contribute to China’s ascent role in the world economy. The student will also have developed: 1) the necessary critical awareness to understand major differences between Chinese and Western economic and business cultures; 2) specific awareness to how to deal with cross-cultural situations with a focus on China. Communication skills: The student will have gained the ability to communicate the notions learned thanks to the transversal skills (critical analysis skills, synthesis skills, ability to organize team work and team building) acquired during the course. Learning capacity: The student will be able to conduct his / her own activity by putting into practice the techniques acquired during the lectures and during regular on campus activities carried out individually, in the classroom and at home

The course is structured around three modules: the first module deals with key issues in contemporary Chinese politics and governance. In particular, it provides students with essential preliminary insights into the vast and multi-layered political context addressing China’s key actors and decision-making process; the second module is designed to provide students with a comprehensive overview of China’s economic development and reforms. The sessions in this module will examine topics such as the progress of economic reforms, China’s central banking system and its monetary policy, key business sectors and major trends; the third module assesses China’s role into the global economy. Thematic issues of this last session will address key topics of relevance to the contemporary foreign economic policy of the PRC; these include China’s growing involvement in international financial institutions, China’s role in the global digital economy; Sino-US relations, etc.

Required Readings: 1) Readings available on the MyLuiss platform 2) Appelbaum Richard P., Cao C., Han X., Parker R., Simon D., (eds.), 2018, Innovation in China: Challenging the Global Science and Technology System, Polity (China Today). Additional suggested readings/Bibliography: Kriz, A. and Keating, B. 2010. ‘Business relationships in China: lessons about deep trust’. Asia Pacific Business Review, Vol. 16, N. 3, 2010, pp. 299-318 Fewsmith, J. ‘Is Political Reform Ahead? – Beijing confronts problems facing society – and the CCP’, China Leadership Monitor, Hoover Institution, Issue 1, 2002, pp. 1-11 Bernstein, T.P. and Liu, X. ‘Taxation Without Representation: Peasants, the Central and the Local State in China’, The China Quarterly, Vol.163, 2000, pp. 742-763. Menegazzi, S. ‘Chinese Think Tanks and Public Diplomacy in the Xi Jinping Era’, Global Society, 2020. https://doi.org/10.1080/13600826.2020.1825067 Gao, P. ‘China’s 40 years of fiscal and tax reforms: a basic trajectory’, China and the World Economy, 2018, pp. 94-106 Song, J. ‘Does development of the financial markets help firm innovation? Evidence from China’, Economic and Political Studies, Vol. 6, Issue 2, 2018, pp. 194-208. Zhang, W. ‘China’s future growth depends on innovation entrepreneurs’, Journal of Chinese Economic and Business Studies, Vol.15, Issue 1, 2017, pp.19-40 Zhang, J. ‘Business Associations in China: two regional experiences’, Journal of Contemporary Asia, Vol.37, Issue 2, pp.209-231 Yang, S. and Chen, S., ‘The role of business and friendships on WeChat Business: an emerging business model in China’, Journal of Global Marketing, Issue 4, 2016, pp. 174-187 Yu, H. and Cui, L., ‘China’s E-Commerce: Empowering Rural Women?’, The China Quarterly, Vol.238, 2019, pp.418-437 Foot, R. ‘Power transitions and Great powers Management: three decades of China-Japan-US relations’, The Pacific Review, Vol.30, Issue 6, 2017, pp. 829-842 Stiglitz, J.E., ‘China: Towards a new model of development’, China Economic Journal, Vol.1, Issue 1, 2008, pp.33-52

Lectures: Lectures by the professor and external experts; support of audio-visual tools Approach: Inquiry-based learning; Problem-based learning; Peer education

The assessment of students will take place through the following methods: 1. Group project – 40% of the final grade 2. Midterm exam – multiple choice - 30% of the final grade 3. Final exam - open questions - 30% of the final grade

Active attendance; Quality of the proposed topic for the thesis Interest about contemporary China and its economic development