Dr. Phylis Lan Lin: Meet the Founder Compendium (2020)

DR. PHYLIS LAN LIN

(藍采風)

MEET THE FOUNDER COMPENDIUM Compiler: Phylis Lan Lin, PhD Editor: Caterina Cregor Blitzer

2020, Indianapolis, Indiana, USA

Cover painting: “The Beauty of the Sunset” ( 夕陽無限好「幸在日未斜。」)

by Yun-teng Lan, 1989

DR. PHYLIS LAN LIN (藍采風)

MEET THE FOUNDER COMPENDIUM Compiler: Phylis Lan Lin, PhD Editor: Caterina Cregor Blitzer

2020 Indianapolis, Indiana USA

Dr. Phylis Lan Lin, Meet the Founder Compendium Copyright Š by Phylis Lan Lin, 2020 Compilation: Dr. Phylis Lan Lin Editing: Cathy Cregor Blitzer Indexing: Marilyn Augst Layout and Cover Design: Dr. Edgar Huang All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from Phylis Lan Lin. This compendium is not for sale.

Contact: lin@uindy.edu for complimentary copies

“As an immigrant woman, I think education is my best asset; family is my best anchor; work is my best identity; service is my spirit; and most of all, my cultural heritage is my soul.”

—Phylis Lan Lin (2005)

To My Parents and University of Indianapolis

“There is a twofold purpose to this Compendium: share my story with friends, colleagues, alumni, and students through original writings and, more importantly, highlight how profoundly I have enjoyed my lifetime of work at UIndy. It is through my teaching and administrative experiences at UIndy that I developed my concepts of service and leadership which my parents have nourished and nurtured in me since I was young.”—Phylis Lan Lin

PREFACE Dear Readers, This compendium is a compilation of material gathered over the course of five decades and continuing through 2020. The collection includes texts in English and in both Traditional and Simplified Chinese characters. Published articles from varied and different sources are included. The sources are listed but please note that this is not intended to be a scholarly publication, therefore, source reference formats vary.

Dr. Phylis Lan Lin, founder of the Phylis Lan Lin Department of Social Work at the University of Indianapolis provides this compilation of materials as a reference for colleagues, students, family, and friends who share her interest in the multiplicity of topics and issues that impact our lives, now and in the future. The Compendium accompanies Meet the Founder, in print and online at uindy.edu//phylislanlin.

Caterina Cregor Blitzer, Editor

ACKNOWLEDGEMENTS Career is a long journey and I had a wonderful long journey. I was very fortunate to have so many people who paved the way for me. I am indebted to all my colleagues (Presidents, Provosts, Deans, Chairs, Faculty, and Staff).

I am indebted to colleagues at the University of Indianapolis. They have made my 45 years of teaching and administrative career most rewarding and enjoyable. I am so fortunate to have had so many devoted students, including (especially) Chinese students in the joint program and international students in the OD PhD program in Thailand, they are all my “extended family.” They have enriched my life.

A special thanks to my friends and colleagues who have devoted time to interviewing me: Kristene Ruddle, Bonnie Kwan Huo, Sarah Hunker, Sara Galer, Don Frick, and Tang Kai for spending time interviewing me and for their kind words. They have enlightened me in many ways during the interviews and through our long friendships. Also, my deepest appreciation to Nicole Martinez-LeGrand, Multicultural Collections Coordinator for including me in the Indiana Historical Society’s Asian History Project in 2019.

And most of all, my deepest gratitude to my parents, siblings, husband, daughter, son-in-law, grandchildren, and the rest of my extended family in Taiwan, United States, and Hong Kong. They have fulfilled my life. I am thankful and I am blessed.

My collaborator Caterina Cregor Blitzer and I embarked on a project to record the History of the Phylis Lan Lin Department of Social Work in 2019. In the process, we gathered documentation spanning almost five decades of learning, teaching, and leadership at the University of Indianapolis and beyond. The first part of our project, Meet the Founder, is available in print and online, thanks to the terrific collaboration of Kaye McClendon, UIndy.

The second part is this Compendium, a collection of the original articles, interviews, speeches, prefaces, and tributes that together tell my story.

I am indebted to Caterina Cregor Blitzer, my mentor and best friend, for her encouragement and support over the years. I have learned so much from her on writing, communication, and collaboration skills, cross-cultural understanding, and much more.

xii

Dr. Phylis Lan Lin: Meet the Founder Compendium

In unique and special ways Cathy has given me insights and encouragement to bring this Compendium to fruition. I am glad we did it and did it together.

I would also like to thank many friends in Taiwan, China, Hong Kong, America, and around the world, high school and college classmates, and associates at the American Association for Chinese Studies for their support and encouragement. Most of all, I am indebted to my senior mentor for over 30 years, Dr. Winberg Chai, for his encouragement for me to compile this collection of my lifetime of work.

Every project owes a debt to a wide array of people. Given the nature of this project (Meet the Founder and the Compendium to Meet the Founder), the debt extends to nearly everyone I have ever worked and collaborated with in the last few decades. I would like to take this opportunity to thank many musicians and artists, including Master Au Ho-nien, Bonnie Kwan Huo, Carol Ng Yuet Lau, Emily Ho, Nigel Szeto, Chan-han Liu, Richard Ratliff, Jerry Young, Kathy Hacker, Lin Shen, Sophia Xian Zhao, Lauren Cregor, Claire Yi Weng, Sesin Jong, Oliver Shon, among others, who have visited UIndy from abroad and from across America to collaborate with Asian Programs on West Meets East artistic programs (Concerts and Art Exhibits). They have enriched the UIndy campus culturally and artistically.

I have been so fortunate to have the collaboration of the best indexer, Marilyn Augst, and layout and cover designer, Dr. Edgar Huang, to complete the preparation of this Compendium. I have been working with them for over a decade on almost all the books published by the University of Indianapolis Press. They are simply the best.

Finally, American education has transformed me into a modern person and my Chinese heritage provides a valuable foundation on how to become a human being. I have lived in the best of both worlds. I am grateful to all whose collaboration and support contributed to my becoming the Founder of the Phylis Lan Lin Department of Social Work at the University of Indianapolis. Congratulations to all who will celebrate the 25th Anniversary of our Department in 2021!

This Compendium was compiled during the peak of the COVID—19 Pandemic. This pandemic is a new “megatrend” which will prompt us to rethink the meaning of work, and how we approach challenges in higher education, healthcare, social services, and economic and health disparities. I echo Dr. Rajiv J. Shah’s pleas for recognizing that this is a most devastating challenge in all aspects of our lives in the US and elsewhere: “We’re living through a pandemic of devastating speed, scale, and severity.

Meeting this moment will take all of us working together to overcome the crisis and resolve the deeper inequalities it has exposed.” — Rajiv J. Shah, President, The Rockefeller Foundation

xiii Social workers and medical sociologists are needed more than ever to work alongside the front line medical worker heroes of today and for many years ahead to truly help lift vulnerable people beyond this crisis. Leaders at the University of Indianapolis and around our nation and the world are addressing racial injustices, one of the most pressing issues of our times. Social workers have a strong commitment to equity and social justice. May the faculty, staff, students, and alumni of the Phylis Lan Lin Department of Social Work feel needed and valued as they strive to live, lead, and work with Vision, Integrity, and Passion (VIP). They are so sorely needed at this perilous time and always. Phylis Lan Lin June, 2020

TABLE OF CONTENTS Preface ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ix Acknowledgements ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ xi

Part One: Meet the Founder, Dr. Phylis Lan Lin ∙∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 1 1. “Phylis Lan Lin, A Verb” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 3

by Don Frick (1979)

2. “Program in Social Work Accredited and Named in Honor of Professor Phylis Lan Lin” (1997) ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 5

by University Intercom & Phylis Lan Lin

3. “Tsai-Fong: ‘When the Wind Blows, the Grass Bends’” Dr. Phylis Lan Lin” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 7

by Kristene Ruddle (2007)

4. “Professor Receives Living Legend Award” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 17

by Sarah Hunker (2014)

5. “Dr. Phylis Lan Lin’s Remarks at the Retirement Celebration” ∙ ∙ ∙ ∙ ∙ ∙ 19

by Phylis Lan Lin (2018)

6. “Phylis Lan Lin Receives Meritorious Award Upon Her Retirement” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 23

by Sara Galer (2018)

7. “Interview with Professor Phylis Lan Lin: Self-Understanding Without Self-Centeredness” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 27

by Xu Yali (2016 )

8. “About Phylis Lan Lin” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 31

by Bonnie Kwan Huo (2007)

9. “Interview with Dr. Phylis Lan Lin—

A Professor Who Never Tires” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 37

by Tang Kai (2016)

Dr. Phylis Lan Lin: Meet the Founder Compendium

xvi

Part Two: Higher Education and the Future of Work ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 39

1. “Beyond 2018: Challenges of America’s Higher Education” ∙ ∙ ∙ ∙ ∙ ∙ ∙ 41

by Phylis Lan Lin (2019)

2. Trends of Internationalization in China’s Higher Education: Opportunities and Challenges ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 55

by Phylis Lan Lin

3. “Megatrends and the Future of Work: Implications for Organizational Development Leadership—Workshop” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 83

by Phylis Lan Lin (2019)

4. “Megatrends and the Future of Work: Implications for Organizational Development Leadership—Workshop” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 99

by Phylis Lan Lin

5. “Leadership in Socio-Cultural-Political Realities, Cultural Diversity, Belief Systems, and Social Equality—Workshop” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 119

by Phylis Lan Lin (2019)

6. “Integrated Women: A Conceptual Framework (for the Study of College Women)” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 131

by Phylis Lan Lin & Mary Moore (1997)

Part Three: On Leadership and Organizational Development ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 135 1. “Embracing and Cultivating Humility” Speech ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 137

by Phylis Lan Lin (2016)

2. “On Becoming a Champion” Speech ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙∙ 143

by Phylis Lan Lin (2016)

3. “On Leadership” Speech ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 149

by Phylis Lan Lin (2004)

4. “We Build It Together” Speech ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 155

by Phylis Lan Lin (2018)

Part Four : On Art and Folk Art ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 159

1. “Dragon Legend in Chinese Culture and Art Motifs (Jade, Bronze, Porcelain, and Folk Arts)—Outline” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 161

by Christi Lan Lin & Phylis Lan Lin) (2000, 2010, 2012, 2020)

xvii 2. “Symbolism in Chinese Children’s Hats and Baby Carriers: Folklore, Bonding, and Mother’s Affectionate Embrace—Outline” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 191

by Phylis Lan Lin (2007)

3. “Journey with Art Afar: The Art of Master Au Ho-nien” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 195

by Phylis Lan Lin (2019; 2020)

4. “The Characteristics and Spirit of Chinese Painting” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙∙ 219

by Au Ho-nien, translated by Phylis Lan Lin (2004)

Part Five: Inter-Cultural and Cross-Cultural Studies ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 223

1. “Education and Work Life: A Chinese Immigrant’s Experience” ∙ ∙ ∙ 225

by Phylis Lan Lin

2. Opening Remarks at the “Chinese American Women in History Conference” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 231

by Phylis Lan Lin (October 25, 2019)

3. “The Five Fs/Hs of Successful Aging, the Proactivity Model, Stress Management, and Quality of Later Life: Conceptualization” ∙ ∙ ∙ ∙ ∙ ∙ 233

by Phylis Lan Lin (2016, 2018)

4. “National Conference on U.S.–Saudi Relations: Conference Summary “ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 235

by Phylis Lan Lin (2011)

5. “How to Decrease Islamophobia on U.S. Campuses? Implications for the Future of U.S.–Saudi Educational Exchanges” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙245

by Phylis Lan Lin

6. “Characteristics of a Healthy Family” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 259

by Phylis Lan Lin (1994)

Part Six: Convener of International Symposia & Forums ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 271 1. “The Second International Symposium on Families: East and West—History and Purpose of the Symposium” ∙ ∙ ∙ ∙ ∙ ∙ ∙ 273

by Phylis Lan Lin (1993)

2. “The Fifth International Symposium on China: Purpose of the Symposium” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 279

by Phylis Lan Lin (1990)

Dr. Phylis Lan Lin: Meet the Founder Compendium

xviii

3. “The International Symposium on Service-Learning” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 283

by Phylis Lan Lin (2009)

4. “The Third International Symposium on Service-Learning

Proceedings: Background, Acknowledgements, and Welcome” ∙ ∙ ∙ 285

by Phylis Lan Lin (2009)

5. “Forum on Images of Chinese Muslims and Cultural Integration Proceedings: Preface and Acknowledgements” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 293

by Phylis Lan Lin (2015)

6. “University of Indianapolis Press and Service-Learning: Innovative and Cutting-Edge Practice” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 299

by Phylis Lan Lin and Mark Wiegand (2014)

Part Seven: Commencement Speeches and the International Joint Program ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 307 1. “The Success of the NIT-UIndy Joint Program” ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 309

by Phylis Lan Lin (2011)

2. “The VIP—Vision, Integrity, and Passion Model for International Collaboration”—Commencement Speech at NIT ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 317

by Phylis Lan Lin (2009)

3. “Learn to Embrace Cultural Relativism”— Commencement Speech at NIT ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 327

by Phylis Lan Lin (2010)

4. “Truth, Goodness, and Beauty”—

Commencement Speech at NIT ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 339

by Phylis Lan Lin (2011)

5. “On Becoming a Champion”—Commencement Speech at NIT ∙ ∙ ∙ 347

by Phylis Lan Lin (2012)

6. “Be Prepared for the Future of Work”—Commencement Address

by Dr. Robert L. Manuel, President, University of Indianapolis ∙ ∙ ∙ ∙ 357 Delivered by Phylis Lan Lin (2014)

7. “Purposes of Higher Education”—Commencement Speech ∙ ∙ ∙ ∙ ∙ ∙ 363

by Phylis Lan Lin (2015)

xix 8. “ Transformed by International Education”— Commencement Speech ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 371

by Phylis Lan Lin (2016)

9. “Humility and Higher Education“— Commencement Speech at NIT ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 383

by Phylis Lan Lin (2017)

About the Editor ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 391 About the Indexer ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 392 About the Designer ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 393

About the Compiler ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 394

Index ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙ 395

PART ONE MEET THE FOUNDER: DR. PHYLIS LAN LIN

1.

“PHYLIS LAN LIN, A VERB”

by Don Frick ICU Alumni News, Winter 1979, pp. 20-21

If people were words, Phylis Lan Lin would be a verb.

Consider: Dr. Lin, Chairperson of ICU’s Behavioral Sciences department, has published three books in the last few years; and a fourth is ready for release. She cannot simply type her books, since her works are written in Chinese. Her numerous articles include the topics of drug abuse, halfway houses, bioethics, family and marriage counseling, and the list goes on. Local community services often benefit from her personal interest and research in matters sociological. Her classroom obligations average 12 credit hours per semester, and to top it all off, Dr. Lin gave birth to a daughter, Toni, last summer!

Dr. Phylis Lan Lin, from Taichung, Taiwan, came to the United States and Montana State University in 1966. She was awarded a fellowship from the Department of Health, Education, and Welfare to pursue Medical Sociology at the University of Missouri, and was the first to receive a doctorate in that program. Her classic sociological study of chiropractors in Missouri is widely quoted, and is considered one of the authoritative works in the field.

Perhaps the key to Dr. Lin’s thought and energy is her Chinese heritage, a heritage which stresses a holistic approach to life and art, to people and institutions.

Rather than rigidly categorizing experiences as Western thought tends to do, an Eastern approach more often recognizes overlapping boundaries between disciplines.

For example, Dr. Lan Lin’s Fleximester course on Chinese art next spring will include discussion of “Porcelain and the Cultural Diffusion,” “Bronze and the Ritual,” “Painting and Chinese Ideology.” An Eastern heritage becomes an even stronger asset for a sociologist investigating the fluid boundaries between language and reality, thought, and culture.

This holistic approach is evident in Dr. Lin’s work. As a sociologist, she could be called a “linking verb,” if we may push our word analogy a bit. She forges lines between

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Dr. Phylis Lan Lin: Meet the Founder Compendium

disciplines, ferrets out relationships between culture and social systems, between health and institutions. Her book, The Field of Medical Sociology, which has been adopted by several universities in Taiwan, offers sociological interpretations of illness behavior. She notes that “Diseases are closely associated with social structures and behavior. If we can understand the health care system, we may be taking steps toward understanding ourselves and where we are going in society.” The book introduces approaches to the study of health care systems, health professionals, and illness behaviors from the stance of a scientist interested in theoretical matters, and a human being looking at very human issues of life, death, and the quality of life.

Her books Social Aspects of Drug Use and Child Welfare—Foster Care Services and Social Work take a similar integrated approach, relating social and cultural factors to the human situation. Obviously, different conclusions may be drawn about such matters depending on the culture involved. For this reason, Dr. Lin employs a graduate research assistant in Taiwan to keep up-to-date on that culture. She also returns every two years for personal research and study.

One may wonder why Phylis Lin does it. Why the prolific writing and activity? The answer, in a word, is commitment. Dr. Lin feels a strong commitment to students in Taiwan and other Chinese speaking colleagues and readers. Even more importantly, her commitment to student education at ICU inspires her to integrate published material into lecture notes and vice versa. She speaks of a strong desire to “organize and make sense of the total enterprise of sociology.” There is a commitment to test innovative programs in the Department of Behavioral Science to link up with programs in volunteer supervision, aging, and clinical psychology.

Now that the first volume of Crisis Intervention: Theory and Application is ready for release, Dr. Phylis Lan Lin may relax a bit. But don’t bet on it. This ICU professor knows there is always a volume two. Besides, she is an active, not a passive verb.

2.

“PROGRAM IN SOCIAL WORK ACCREDITED AND NAMED IN HONOR OF PROFESSOR PHYLIS LAN LIN”

By University Intercom & Phylis Lan Lin University of Indianapolis Community Intercom, Volume 32, Number 23, April 11, 1997

The university’s baccalaureate program in social work has been accredited by the National Council on Social Work in Education (CSWE). The program was dedicated at a reception last Wednesday evening by President Lantz and named “The Phylis Lan Lin Program in Social Work,” in honor of the longtime sociology professor. Plans for a program in social work seriously began in the late 1970s, although the university has offered social welfare courses since the early 1950s. A preliminary program was established by Dr. Lin within the Department of Behavioral Sciences, and the first three graduates were matriculated in 1982.

By the mid-1980s, the program had clearly established itself as a viable major and the formal accreditation process began. Robert Vernon, named director of the program in 1991, recognized Dr. Darlene Lynch, director of social work at Aurora University, in Aurora, IL for her role as mentor and consultant to the program. President Lantz presented a plaque to Vernon on behalf of his students “in sincere appreciation of his dedicated work for accreditation.”

The program’s principle mission is to prepare qualified undergraduates for general practice in social work, working with diverse peoples and systems in a variety of settings and contexts. The program’s mission is a good fit with the university’s overall mission, part of which is to provide education for service. The social work program is a direct extension of this core value.

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Dr. Phylis Lan Lin: Meet the Founder Compendium

IN ACCEPTING THE HONOR, PHYLIS DELIVERED THE FOLLOWING ACCEPTANCE SPEECH AT THE RECOGNITION BANQUET: “President Lantz, Dr. Vernon, colleagues, students, and distinguished guests: Thanks for your kind introduction, I am extremely overwhelmed, and truly honored.

When the President informed me of this honor a few days ago, the very first thing that came to my mind was that we have to thank many colleagues and students for working so hard over the last few years, for making this program come true. I share this honor with them.

I would like to take the privilege of this occasion to express three words as a token of accepting tonight’s honor. The three words are represented by the letters VIP. Yes, all of you are very import persons to us. It was through your support that we were able to have this program accredited. I also want to especially recognize our alumni. Many of them are here tonight. For fifteen years, we have graduated many high caliber students. They serve their community well. Many of them are movers and shakers of this community. Long before the accreditation, we provided the highest quality education for our students, I want to salute our faculty in social work as well as our fellow students who are serving humanity.

Yes, this is a Very Important Program. This Program is one of the best in Indiana.

But, tonight I would like to take the opportunity to put a twist on and offer a new meaning for the acronym VIP. It stands for Vision, Integrity, and Passion. We will build this program with a vision of the future, to be able to serve not only the needy, but also the emerging community needs in areas of health, family, business, and immigrants.

We will build a program not only to serve the locals but also serve the distant. We will build a program with not only national characteristics, but also with the characteristics of a global village. We will be connected nationally and internationally.

Then we will have integrity. We must be trusted by our students, their parents, and our community. We will continue to build a high quality program. We trust and believe in ourselves and we will be trusted. Finally, we are passionate, we are committed, and we are engaged. We are ready to educate a new breed of social workers.

With privilege, I would like to pledge the VIP acronym as our program’s motto.

We will build a program with Vision, Integrity, and Passion. We are resourceful and our program is full of promise. Together, our dream will come true.

Finally, my dear colleagues and fellow students, now that our child has a name, I trust in God to give me another 20 years of life, so I have a chance to see this child’s growth, maturity, and success. God bless us, and thank you.

Phylis Lan Lin April 2, 1997

3.

“TSAI-FONG: ‘WHEN THE WIND BLOWS, THE GRASS BENDS’”

By Kristene Ruddle 2007 In 1997 the baccalaureate program in social work at the University of Indianapolis was accredited and appropriately named “The Phylis Lan Lin Program in Social Work.”

Since beginning her career with UIndy in 1973, Dr. Lin has served under four “excellent” University presidents. She has been the driving force behind the development of the Phylis Lan Lin Program in Social Work, Asian Programs, and University of Indianapolis Press.1 Her career reaches far beyond the University of Indianapolis. In 1996, Mayor William Hudnut III proclaimed July 26, 1991, as “Dr. Phylis Lan Lin day” to honor her contributions in strengthening the family unit all over the world. In November 2001, Dr. Lin was designated a member of the “good old girls” in the Indianapolis Business Journal’s issue on Women in Business, which named her as one of the 33 most influential women in the city of Indianapolis. She was highlighted in the March 2003 Indianapolis Woman as a person of inspiration because of her survival of breast cancer. If you do an Internet search, you will find hundreds of “hits” on Google, recording her many accomplishments. 2 Dr. Lin is much more than her accomplishments. She is a mixture of modesty, humility, passion, energy, dedication, vision, and humor. She tells you that she was born in Taiwan to a “modest family.” Modest, maybe! She is also, interesting, caring, civic minded, and full of life.

EARLY INFLUENCES: Dr. Lin was born on Dec. 15, 1942, the first-born of five children— four girls and one boy—to Yun-teng Lan and Dr. Yu-chiao Liu. Her father gave her a beautiful Chinese name, “Tsai-Fong,” which means, “When the wind blows, the grass bends.” Dr. Lin’s father, an artist and philosopher, did his painting even at age 87. Dr. Lin describes her mother as a

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Dr. Phylis Lan Lin: Meet the Founder Compendium

strong female role model. Dr. Yu-chiao Liu Lan maintained her career and marriage while raising five children. Yun-teng Lan and Dr. Yu-chiao Liu Lan were married for 56 years.

Her mother was an ophthalmologist, and her father owned a pharmaceutical company. Her father and mother worked together to develop an eye medicine to cure an eye disease prevalent in Chinese children. The medication was patented and produced for free use in Taiwan through her mother’s volunteer services for school children for many years. Humanitarianism was imprinted in Dr. Lin at a young age through observing her parents on “free clinic” days when they dispensed the eye medication to children at no charge. She learned about the importance of giving to others from her parents, a lesson which is still part of her life.3 Her parents gave Dr. Lin a strong foundation in the areas of education, civic engagement, and art. Education was important to her parents and to Dr. Lin. She struggled as a student in her early years. In the fourth grade, she became ill and was considered “too fragile” to go to school. She repeated the fourth grade and took remedial classes every summer. In her educational pursuits, Dr. Lin was a slow learner, yet she strived to succeed. She persevered and graduated after five years from Tunghai University (a Methodist, private, and liberal arts university) in 1966 with a degree in sociology, and minors in social work and psychology.

Dr. Lin describes herself as a “rebellious” student. Ten percent of the faculty at Tunghai were American. She found some of the Americans to be kind and others to be somewhat ethnocentric. She recalls having to sign a paper, requested by a British instructor to all students, at the end of taking a test, stating they had not cheated. She had not cheated, but she did not want to sign the paper. She thought this international teacher was insulting Chinese students by not trusting their honesty. She learned from those who were ethnocentric to be objective and respectful, and from those who only half-taught to always put her whole heart into every lecture as a professor. She was greatly influenced by a quiet, gentle American, Paul Alexander ’49, a graduate of Indiana Central College (now UIndy), who taught biology, and his wife, Lucille ’49. The Alexanders, Christian missionaries, loved their Chinese students at Tunghai. The Alexanders adopted Asian children. Dr. Lin saw their kindness to people of different races. Observing the Alexanders’ faith in action, Dr. Lin defines the meaning of “being Christian” in her own way. Dr. Lin emulated the Alexanders’ compassion and empathy. Dr. Lin embraces the same life orientation from her native culture, the teaching of the goddess of Mercy (Guanyin).

Initially, Dr. Lin began her college courses with a major in biology. However, her involvement in community service led her to change her major. She participated

9 in work camps on the weekends: digging ditches and cleaning up neighborhoods. As a sophomore, she took a summer job through the Christian Children’s Fund, receiving $20 USD, for interviewing 200 indigent families applying for financial aid. As a result of her experiences in the community, sociology and social work became her passion and lifetime commitment.

Dr. Lin wanted to pursue a graduate degree in applied sociology. Her parents wanted her to see the real world and encouraged her to go to the United States. Her father used to tell her, “We live on a small island just like a frog that lives in a well. You only see that much of the sky. You must jump out of the well and go to America to see the big sky country.” She went to Montana where even the sun and the moon looked much bigger. An American host family opened their home to her, and she has determined to reciprocate the kindness she had received from this American family to Americans whom she has encountered. She graduated from Montana State University in 1968 and went on to earn her PhD. in sociology from the University of Missouri–Columbia in 1972.4 CAREER Dr. Lin’s first teaching job was at Missouri Southeast State University. She and her husband, Dr. Leon Lin, an aerospace engineer, graduated together. He took a position with General Motors in Indianapolis. When Dr. Lin finished her first year at MSSU, she looked at colleges in the Indianapolis area. Her reason for applying for a teaching position at what was then known as Indiana Central College demonstrates her sense of humor and her practicality. When asked why she chose ICC, she replied, “I did not want to drive on the interstate, and I wanted to relocate with my husband.”

She interviewed with the president of the University. By the end of the interview, she was offered a teaching position. Since beginning her teaching at UIndy in 1973, Dr. Lin has worked an average of 10 hours a day, 6 days a week. She believes that education and hard work will lead you somewhere whether you are American or Chinese. Dr. Lin became an American citizen in 1975.

She calls herself a Chinese-American, dressing in Chinese outfits 95% of the time, eating both Chinese and American food. She says this has caused her to gain 30 pounds since arriving in America! Throughout her career at UIndy, Dr. Lin has brought a greater awareness of the two cultures together for students, faculty and community members.5 Dr. Lin worked full-time while raising her daughter, Toni, who is an orthopedic surgeon resident. Dr. Lin says that she is proud of two women in her life, her mother and her daughter, and both of them are medical doctors. Dr. Lin considers herself fortunate

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Dr. Phylis Lan Lin: Meet the Founder Compendium

to have been able to combine motherhood and career. She believes this is because of her supportive husband. She says that the number one secret for a married professional woman to balance work and family is to have a supportive spouse.

Dr. Lin is as full of energy and zest today as she was when she first began teaching 34 years ago. She believes in providing the best quality education for students. She brings her cultural heritage to her students, to the faculty and to the larger community through her work as an educator. She considers her cultural heritage her best collateral. She stays abreast of the societal-political changes in Taiwan and mainland China, traveling to Taiwan and China frequently. She has reached out to the university and to the community and brought opportunities for others to reach out as well. At the fifth International Symposium on China, Dr. Phylis Lan Lin observed, “My whole idea of education is service.

We not only try to serve our university community, but we try to serve the real community of Indianapolis and Indiana. I try to bring my part of the world to Indiana... through the promotion of cultural understanding, we will realize more about our humanity” (Indianapolis Star, September 28, 1995).6 You do not have to look far to know how much she has accomplished during her career as a sociologist and a college professor. She has done research in the general areas of work, stress, marriage, and the family. This has led her to write many articles and books and to lead workshops and lectures since beginning her career in 1972. A prolific writer in various subjects, she is the author and co-author of many books (in both Chinese and English). She has presented at over 60 conferences in the United States, Taiwan, Mainland China, Europe and South Africa. She is a member of the North America Chinese Social Scientists Association, the North American Chinese Sociological Association, the Western Social Science Association, Indiana Council on Family Relations, Interuniversity Consortium for International Social Development, and more. She serves as a member of the board of directors for several community and professional organizations, including the International Center of Indianapolis and the American Association for Chinese Studies.7 In 1997, Dr. Lin was diagnosed with breast cancer. In keeping with her “take charge” approach to life, Dr. Lin was proactive in her fight to turn it into the most positive experience possible. She fortunately has had a full recovery. She broke through cultural norms and shared her experiences with others. Recognizing the reluctance of Asian women to talk about such things, she wrote “dance with Cancer” to encourage other women to be proactive in their fight against cancer. Her fight with cancer did not slow her down. She was in the midst of treatment when she was the speaker at the inauguration of the Phylis Lan Lin Social Work Program in 1997.8

11 Dr. Mary Moore, Vice President for Research, Planning, & Strategic Partnerships describes Dr. Lin as an ambassador for the university. Through her tireless work, Dr. Lin has drawn positive recognition to the university and the community. As a “benefactor,” she creates forums for her colleagues to be involved and recognized. Dr. Lin’s work is much more than teaching, writing, research, and all that goes with higher education.

Few know about the many ways in which she reaches out to students, both American and international. She has a special affinity for the international students, understanding the challenges of being away from home and learning to use a second language. She welcomes students into her life and into her home. She has dinners at her home for students at least twice a year. She mentors students and challenges them to think analytically and grow in their desire to learn. She gives generously of herself and her resources to help individuals and programs.

Dr. Moore emphasizes that Dr. Lin has chosen to stay at the university and in so doing has enriched the lives of many. Dr. Lin’s approach to life and work reflects the paradox of who she is: humble, yet visionary, practical, yet generous, scholarly, yet humorous. Dr. Lin has a strong desire to be recognized, not for herself, but for the strength and value of what she believes in. Her values are reflected in the programs she has implemented, the beauty she has brought to the physical environment of the campus, and through her mentoring role with students and faculty.9 CIVIC ENGAGEMENT AND ART With the strong foundation formed in her childhood, it was inevitable that Dr. Lin would use her position as an educator, and her love of art and music, to enrich the cultural lives of her university and her city. One way Dr. Lin brought together her love of America and China was by offering her services to the International Center of Indianapolis. In 1995, Dr. Lin sought out Cathy Blitzer, executive director for the International Center. Dr. Blitzer welcomed Dr. Lin’s offer to help and considers Dr. Lin her “sister.” There was an immediate feeling of kinship and sense of focus. Dr. Blitzer shared how Dr. Lin “pushes people beyond the brink.” Dr. Lin invited Dr. Blitzer to be the keynote speaker at the 2000 Annual Meeting for Chinese-Americans. Dr. Lin challenged Dr. Blitzer to not only speak, but to publish her speech. Dr. Blitzer admits that without the push from Dr. Lin she would never have attempted this, but grew through the experience and values the lessons she learned. Dr. Lin is often called upon to act as a hostess for families or individuals from other countries. Dr. Blitzer knows that she can call upon Dr. Lin at any time, and she will make time to share the city of Indianapolis with visitors from other countries.10

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Dr. Phylis Lan Lin: Meet the Founder Compendium

Dr. Lin continues to seek ways to enrich the cultural lives of her community and university. In 2003, Dr. Lin arranged for Bonnie Kwan Huo, a Chinese artist, to have a 3-week solo exhibition at the Christel DeHaan Fine Arts Center. Dr. Lin arranged for Bonnie to lecture on “Tea in Chinese Culture.” In Bonnie’s own words, Dr. Lin “makes people think, work hard, and expand horizons.”

In 2004, Dr. Lin realized her dream to have a Chinese art museum at the University of Indianapolis. Through her twenty-year friendship with Master artist, Au Ho-nien, and the University of Indianapolis now hosts a museum of Master Au’s art. One of the greatest living Chinese artists, Master Au Ho-nien epitomizes the very best of the traditional Chinese scholar: master calligrapher, skilled seal carver, connoisseur and collector of the arts, cultivated expert on Chinese classic literature. Scholars of Master Au’s level of refinement were all but wiped out during China’s upheavals of the 1950s, 1960s, and 1970s.

Students, faculty, staff, visitors, and community members are able to view the collection free of charge, reinforcing Dr. Lin’s and the University of Indianapolis’ commitment to promote awareness of cultural diversity.11 Her latest endeavors have included bringing opera and art together through collaboration with Indianapolis Opera. Dr. Michael Sells, from Butler University, discussed Puccini’s “Turandot” and the principal cast members of Indianapolis Opera production performed selections from the opera at an event held in the Au Ho-nien Museum, hosted

by Dr. Lin. After 33 years with the University of Indianapolis, Dr. Lin shows no signs of slowing down in enriching the lives of those around her.

PERSONAL PHILOSOPHY At any given time, Dr. Lin is involved in countless organizations and is elbow deep in a variety of projects. One might wonder if there is any connection between the seemingly unrelated events that consume her precious time. Dr. Lin says her greatest joy comes from serving others. When considering how to spend her time, she always asks if and how many people will benefit from it. If she can do one thing that will positively affect a large number of people, then she knows she has spent her time wisely. Her greatest sense of accomplishment comes not from awards and recognition, but from the feedback of students and others that have been positively affected by her efforts.

With so many accomplishments under her belt, and so many years of experience, it is conceivable that Dr. Lin would always find herself in a teaching position, but this is not true. In keeping with her humble spirit, she always strives to learn from others in any way she can whether it is using the latest technology or handling university policy or working

13 with students or administrators. When she is met with objection or criticism, she tries to seriously look at what she can do to understand what the issue is and uses personal reflection to consider what is right and what needs to be done. She unselfishly speaks out for the greater good with honesty and conviction.

Dr. Lin’s Chinese name seems to describe her way of life. While others only daydream of the things they want to accomplish, Dr. Lin works tirelessly until her goals are accomplished. Her resourcefulness is astounding on account of the fact that she builds and maintains professional and personal relationships with such a variety of prestigious individuals and organizations all over the world. In her endeavors, she sparks inspiration in almost everyone she comes into contact with. Through her intense focus and unmatched work ethic, she is certain to have a great impact in any way she is inclined. “When the wind blows, the grass bends,” and Dr. Lin is the wind.12 ENDNOTES: 1. See “The Legacy of Dr. Phylis Lan Lin” by Kris Ruddle in Social Work Newsletter (Fall 2003), p. 4 2. Interview with Dr. Phylis Lan Lin, July 2003 3. Interview with Dr. Phylis Lan Lin, April 2006 4. Interview with Dr. Phylis Lan Lin, April 2006 5. Phylis Lan Lin, “Education and Work Life” speech given at the Northwood Women’s Salon Connecting Cultures Seminar, Sept. 29, 2005 6. Caterina Cregor Blitzer, “Images of Chinese Americans in Central Indiana,” publication of speech by IACA, given at Joint Annual Meeting, Nov. 18, 2000, p. 6 7. Interview with Dr. Phylis Lan Lin, April 2006 8. See article “2003 Breast Cancer Handbook” in Indianapolis Women’s Monthly, March 2003, p. 60 9. Interview with Dr. Mary Moore, University of Indianapolis, May 2006 10. Interview with Caterina Cregor Blitzer, Executive Director of International Center of Indianapolis, May 2006 11. For more information on Au Ho-nien Museum check the website, www.uindy. edu 12. Interview with Dr. Phylis Lan Lin, May 2006

Dr. Phylis Lan Lin: Meet the Founder Compendium

14 PHOTOGRAPHS

A. Phylis Lan Lin with UIndy faculty and staff: Charlotte Templin, Cam Flora, Steve Maple, Jeff Adams on their visit to China (2004.) Personal photograph used with the permission of Dr. Phylis Lan Lin. B. Dr. Lin at five months old with Mom. C. Statue of the Goddess of Mercy, a Buddhist image that has inspired Dr. Phylis Lan Lin’s involvement in service at UIndy over the past three decades. Personal photograph used with the permission of Dr. Phylis Lan Lin. D. Dr. Phylis Lan Lin and Master Artist Au Ho-nien at the opening of the museum on the lower level of the Schwitzer Student Center at the University of Indianapolis (2004) Personal photograph used with the permission of Dr. Phylis Lan Lin. E. Dr. Phylis Lan Lin speaking at the Christel DeHaan School in South Africa (2005). Personal photograph used with the permission of Dr. Phylis Lan Lin. F. Phylis with Chinese Muslim woman, an example of her work as International Ambassador for the University of Indianapolis. Personal photograph used with the permission of Dr. Phylis Lan Lin. G. Dr. Lin with daughter Dr. Toni Lin and husband Dr. Leon Lin.

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D

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4.

“PROFESSOR RECEIVES LIVING LEGEND AWARD”

By Sarah Hunker | Staff Writer, Reflector 2014 Posted on 10.08.2014

Vision, integrity and passion. That is the principle that Professor Phylis Lan Lin lives by, according to her daughter Toni Lin at the 10th anniversary gala of the Indy Asian American Times newspaper, where her mother received the Living Legends award. Toni gave the speech on her mother’s behalf on Aug. 23 for all the work she has done for the University of Indianapolis.

The gala was held at the Lilly Hall of the Indiana Historical Society. UIndy also sponsored a table there. The awards were given to individuals who impacted society and made major contributions that have impacted the lives of many. Lin was proudly among them.

Lin moved from Taiwan to Montana and eventually ended up in Indianapolis. She has served in a multitude of capacities at UIndy, including associate vice president for International Partnerships, executive director of the University of Indianapolis press and director of Asian Programs. She has been a professor for more than 40 years at the university.

Former Indianapolis Mayor William Hudnut also declared a Phylis Lan Lin Day, according to Director of the International Division Mimi Chase.

Upon receiving the award, Lin said she felt honored and humbled. Lin said she has many supporters, and she used the word guiren, which in Chinese means someone who has supported you, or your mentor.

“If it weren’t for my colleagues and students, I would not have stayed at UIndy for almost 42 years,” Lin said.

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Dr. Phylis Lan Lin: Meet the Founder Compendium

Lin said she has a huge support system that has helped her to achieve her goals and dreams.

“Of course, my biggest support in my life is my family—my parents, siblings, daughter and husband,” Lin said.

A number of individuals at the gala were recognized for their achievements within their lifetimes and for the community. Among Lin’s accomplishments, she also has acquired many hobbies that include collecting paintings. Lin has published more than 30 books and has many of her painting collections currently hanging in the UIndy buildings.

One of her paintings, “The Blues Singer,” is hanging in the Christel DeHaan Fine Arts Center, and there are also multiple Chinese paintings in Esch Hall.

Lin also will make a keynote presentation in Shanghai on Oct. 24 at an international conference on aging. “I am 72 now, and I am over the hump,” Lin said. “My topic [for my presentation] is ‘Successful Aging: Conceptualization.’”

Lin reflected on her accomplishments at UIndy and how she feels about winning such a prestigious reward.

“I started teaching at UIndy in 1973. There is no way for me to share all the joyful information I have had with students and colleagues over the years,” Lin said. “It takes a village to raise a child, and it takes a village to create a legend.”

Article printed from The Online Reflector: http://reflector.uindy.edu/2014/10/08/ professor-receives-living-legend-award

5.

“DR. PHYLIS LAN LIN’S REMARKS AT THE RETIREMENT CELEBRATION”

by Phylis Lan Lin 2018

Thank you Rob for your kind words.

Hollo, Everyone: Thank you for sharing this celebration dinner with me. I am thankful. Today is a special occasion for me to express my heartfelt gratitude to many people who have supported me over the years.

First, thanks to my family and special friends who are sitting at the same table with me tonight. My daughter, Dr. Toni Lin, son-in-law, Sean Ash of Channel 13, and my three grandchildren (8 and 4). And of course my husband of 49 years, Leon. And my deepest thanks to my mentor and best friend for 30 years, Cathy Blitzer, and her husband Herb.

I also would like to give special thanks to many close colleagues who are sitting at the next table. And to all of you for your support, especially during the last two years of my service at UIndy. Retirement was a very hard decision for me. I want to recognize and give special thanks to a long-time superior and my closest friend, Dr. Mary Moore. In fact, she was the one who shared a special perspective. I am indebted to her wise advice and guidance. Another special thanks goes to my valued associate, Professor Patricia Cabrera, who worked with me for many years on several big projects, including summer programs for NIT students, International Symposium on Service-Learning, and University of Indianapolis Press publications, before she joined the Department of Modern Languages.

Thank you, Patricia.

I have always been embraced by my dear colleagues in the Sociology Department.

Even after my retirement, I feel like I have never left UIndy. Sociology is my home-base at UIndy now. Thank you, Amanda, Colleen, Brandon, Tim, and Jim, among others, for

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Dr. Phylis Lan Lin: Meet the Founder Compendium

making me feel so at home in Good Hall. In 45 years, I have taught Sociology 101 for about 175 times. I have learned from teaching and taught from learning. My fellow students and I learned from each other and we grew together. I will miss them a lot as I move into another milestone in my life.

I would not be here today if President Gene Sease had not interviewed and hired me on a clear day on January 4, 1973. I have a brief story to tell you about the hiring. At the end of the day of my job interview, President Sease made me an offer. I was thrilled, but, I said softly, “President Sease, I think you may want to consider raising my salary by $2,000. My salary should be comparable to my male counterpart and, furthermore, I cannot make less than what I am already making at another university. Trust me, you will be pleased with my performance and dedication to my work.” Guess what, without any hesitation, President Sease replied, “Done!” That’s it.

That sealed my commitment to this university. It was President Sease’s charisma and leadership that had impressed me at the job interview and was one of the major factors motivating me to bring my dedicated work ethic to this university. Thinking back, I do not know how I had the guts to negotiate with someone who was bigger than life. President Sease, I am thankful for your trust in me. Thank you for giving me a job and creating a career for me.

I have served five presidents, President Sease, President Lantz, President Israel, President Pitts, and President Manuel. I have had the joy of working with them and traveling to China with them. They have all been very supportive of our international programs in China and Taiwan.

I have also worked under the leadership of many provosts. For example, our former Provost, Dr. Deb Balogh, led us through the most difficult negotiations with our strategic partner, NIT in China, which in turn has assured our continuation of the partnership with NIT. We signed a new Agreement with NIT three years ago and that is why NIT is sending more than 65 students to UIndy this fall. It takes many years of hard work and concerted efforts to establish an international partnership. I must also express my deepest thanks to our international partnership team, and especially to Dr. Bill Dynes, among others, who worked with me tirelessly for so many years. Together, we have left a legacy for UIndy. By the way, I have just published a lengthy paper in US-China Educational Review, entitled “Trends of Internationalization of Higher Education in China: Opportunities and Challenges.” The paper is also a summation of our experiences with our international partnerships in China. It has been well received and widely read, worldwide.

21 At this juncture, I would like to express a heartfelt thanks to Provost Dr. Stephen Kolison for his genuine and sincere support of my work on the international partnerships right on the eve of my retirement.

On August 31, 2018 at 4:30 pm, I walked from my office to President Manuel’s office to say goodbye to him. I said, “Rob, this is the last day of my work at UIndy. I am leaving.”

Rob said, “Oh, Phylis, we don’t want to lose you.” I stepped forward and gave Rob a big hug. As I left his office, my eyes turned red. I did not say a word, because I had such mixed feelings. Now all I want to remember is the day I left President Sease’s office, after the job interview, full of excitement, promise, and dreams. Looking back, I feel so blessed to have been able to devote 45 years of my life to my beloved UIndy. I trust UIndy will continue to thrive. Rob, “You will never lose me!” Because I will continue to devote myself to UIndy in whatever capacity I can. I want to wish UIndy the best and thank all of you again for your support and friendship. UIndy is my second family. I love you all.

6.

“PHYLIS LAN LIN RECEIVES MERITORIOUS AWARD UPON HER RETIREMENT”

By Sara Galer August 31, 2018

Phylis Lan Lin, associate vice president for international partnerships, was honored with the Meritorious Award by the Office of the Provost during the 2018 Faculty-Staff Institute luncheon for her outstanding leadership during 45 years of service to the University. Dr. Lin retires Aug. 31 and will assume the title of professor emerita.

Dr. Lin has published or edited more than 30 books in Chinese and English on topics ranging from medical sociology, marriage and the family, stress management, service-

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Dr. Phylis Lan Lin: Meet the Founder Compendium

learning and organizational behavior. Her servant leadership, passion for teaching and dedication to students have made her a beloved member of the UIndy family.

“Her accomplishments and contributions to the University of Indianapolis are too many to mention,” said Stephen Kolison, Jr., executive vice president and provost. “She is a prolific scholar and a great mentor to young faculty. For 45 years, she has dedicated her talent and knowledge to the advancement of this University.”

Dr. Lin was recognized at both the Zhejiang Yuexiu Foreign Languages University (ZYU) and Ningbo Institute of Technology (NIT) 2018 commencements for outstanding service.

As she closes the long and remarkable UIndy

Phylis Lan Lin with her husband, Leon Lin

chapter of her career, Dr. Lin is starting several exciting new opportunities that reflect her commitment to building international relationships.

At the Chinese American Museum in Washington, D.C., Dr. Lin serves as the chair of the Academic Advisory Board that is designing a scholarship program for students.

The museum is slated to open in phases during 2019 and 2020, with a gala planned for November 2018.

“The Chinese American Museum is a mission-driven project that will become a reservoir for Chinese-American culture,” Dr. Lin explained. “We’re promoting the concept of how we can work with all races and nationalities and together build a good country.

The more we include other people of different backgrounds, the richer we become.

Diversification is a power in itself.”

Dr. Lin noted that while she hadn’t planned on these opportunities, she decided to embark on a new journey when the offers began pouring in after her retirement announcement. She will also serve as the honorary president of the Everbright Academy of Film Arts in Ningbo, China, and as Director of the Center for Research and Planning at Assumption University in Bangkok, Thailand. She will continue teaching an applied sociology course at the graduate level as a part-time adjunct professor at the University of Indianapolis.

“After retirement, my base remains in Indianapolis, albeit my international and national engagements, so I can be a frequent visitor to UIndy,” she said.

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REMARKABLE LEGACY Dr. Lin joined the University faculty in 1973 with a passion for enhancing diversity and internationalization on campus. Her many responsibilities have included serving as executive director of the University of Indianapolis Press, director of Asian Programs and associate vice president for International Partnerships. She played an integral role in forming accredited partnerships with Chinese institutions and establishing the Chinese Student Alumni Association, making frequent trips overseas to forge new relationships.

She also spearheaded the establishment of the school’s social work program, which is now an academic department that bears her name.

The Phylis Lan Lin Scholarship in Social Work, which supports social work students from traditionally underrepresented groups who have a commitment to social work and social justice, is another important facet of Dr. Lin’s legacy. Four scholarships of $5,000 each are awarded annually to students enrolled in either the bachelor’s or master’s of social work program at the University of Indianapolis.

“UIndy is thriving, and I want to be part of that growth. In that way, I don’t really want to retire!” Dr. Lin said. “But it’s good timing, because UIndy is entering a new phase

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in our international partnerships. We need the new leadership. I have built the foundation but there will be more challenges. It’s time to pass the torch.”

“We are incredibly proud of Dr. Lin’s achievements. She is one of the hardest working members of our department and an integral part of our team. We are grateful for her fantastic 45 years of service,” said Amanda Miller, chair of sociology.

Mary Moore, professor of sociology and associate vice president of accreditation, echoed those sentiments: “Over 30 years ago, I was hired as a new faculty member at the University of Indianapolis by Dr. Phylis Lan Lin, and since that time she has served as a mentor and colleague. Throughout her career, Phylis has looked for ways to engage junior colleagues in collaborative projects that have served to advance to her colleagues’ careers.

Her vision, which is to imagine in grand ways, is the opposite of her personal philosophy where she always puts others before herself.”

Dr. Lin follows a dual leadership philosophy of being a “V.I.P.” – a person with vision, integrity and passion, and also embodies the 4 “H’s” – humanism, humility, holism and happiness. She appreciates the collegial atmosphere at the University of Indianapolis as well as the support it provides for international programs.

“It is so hard for me to leave my beloved institution after serving thousands of students and working closely with hundreds of faculty and staff in the last 45 years.

Together, we make good things happen and we transform lives. I am gratified, humbled, and blessed. UIndy is thriving and the best is yet to come,” Dr. Lin said.

7.

“INTERVIEW WITH PROFESSOR PHYLIS LAN LIN: SELF-UNDERSTANDING WITHOUT SELFCENTEREDNESS” 2014

Written by XU Yali, Youth Literary (pp47-49), November 2014 (Translated by Linda Gao, September 6, 2016)

Stress research is not so much guesswork as adventure. From personal understanding of stress to social concern over it, Professor Phylis Lan Lin embarks on a series of books on stress management. Some of her books include: Stress Management: A Total Approach Marriage and Family Stress Management: Improving the Quality of Life At 8 AM at the Taipei Main Train Station, I am supposed to meet up with Dr. Phylis Lan Lin. I assume she must be completely worn out since she just returned to Taiwan from the United States a few days ago and now comes right away on a northward high speed train to be interviewed. Out of my expectation, I am greeted with a smile sunnier than the shining sun from Dr. Lin. With her luggage at hand, Dr. Lin is not travel-weary at all.

Wow! Dr. Lin is indeed a warm and approachable “stress management guru!”

Dr. Phylis Lan Lin is the Associate Vice President for International Partnerships of the University of Indianapolis. Upon graduation from the Department of Sociology at Tunghai University in Taiwan, Dr. Lin furthered her doctoral study in the United States and started her teaching there, not only as professor of sociology in the Department of Behavioral Sciences, but also as the founder of “The Phylis Lan Lin Program in Social Work,” now known as “The Phylis Lan Lin Department of Social Work” in 2014.

Besides granting scholarships, it also awards bachelor’s and graduate degrees for social

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work majors. To honor her contributions in strengthening family ties via organizing international conferences, Mayor William Hudnut III proclaimed July 26, 1991, as the “Dr. Phylis Lan Lin Day.” In 2001, Dr. Lin was named as one of the 33 most influential women in the city of Indianapolis in the Indianapolis Business Journal’s issue on Women in Business. She was the only Asian to be included in the selection.

What is stress? Hunan cuisine has the answer. People have different response to the hot and spicy Hunan food.

Talking about the origin of her research on stress, Dr. Phylis Lan Lin says it can be traced back to her mother’s expectation of her going to medical school. Though going against her mother’s will, Dr. Lin finds herself assisting doctors in better understanding patients based on her studies in Medical Sociology. People with medical history, especially those who have chronic diseases and need constant care, know quite well the overwhelming impact of their mindset on their conditions. Though not a practitioner of medicine, Dr. Lin explores her studies on social psychological aspects of illness behavior. She had given workshops to interns in Family Medicine and workshops to social work practitioners on foster care in the 1980s in Taiwan.

Unlike puzzle-solving in which all the problems are solved once you have the clue, stress management is more like an exploration in which Dr. Lin devoted herself to research and literature reviews and bringing in new insights to the field of sociology and social psychology of stress. In her first book on stress, Stress and Adaptation, Dr. Lin focuses on the adaptation and adjustment of stress. “Just like when women marry into new families, they need to be adapted to new routines in life. However, this kind of adaptation is passive.” In her second book, Stress Management: A Total Approach, Dr. Lin turns her stress management strategy from passive to active, by discussing comprehensively how to manage and deal with stress. In her latest publication this year, Stress Management: Improving the Quality of Life, Dr. Lin no longer views stress purely as an alien intruder, but a possible component of quality life once effectively managed and positively converted.

However, what is stress anyway? To illustrate her point, Dr. Lin makes an ingenious analogy between the relationship among stress, people and life and Hunan cuisine which is renowned for its spiciness. People have different toleration for spicy food. Spicy food lovers find spiciness to their heart’s content, whereas others may dread the burn to their taste buds and the consequent stomachache. Similarly, stress is also personal. The same thing can trigger different levels of response to stressors with different people. As a result, the way to adapt to and manage stress varies from person to person. In the process of trying and practicing stress management methods, a new lifestyle is gradually formed, and

29 better quality of life achieved. Recently, Dr. Lin has explored her interest in linking stress management and successful aging. She had presented her model on successful aging at the international conference and special lectures in Taiwan and on mainland China.

What is stress management? Start with self-understanding and self-awareness, said Dr. Lin. Since stress is a personal matter, it is of great importance to learn oneself first. Dr. Lin writes down the character “I” in Chinese on a piece of paper. This Chinese character seems to comprise two dagger-axes (weapon in ancient China) back-to-back. It indicates that men are prone to belittle themselves due to self-contradiction. Stress management starts with the journey of discovering one’s strengths and weaknesses, making good use of one’s advantages and expressing oneself appropriately, instead of being bothered and programmed by others’ opinions. Hence, by setting up the goals, having all the resources at your disposal, and setting up a support network (including phone number, car, friend and relative, or partner) people can manage stress and turn crises into opportunities. “If you cannot pull at the reins and keep stress under control, you will be reduced to being its slave and lose control.” Dr. Lin adds a finishing touch to stress management with an insightful metaphor.

Since the influence of stress is so critical, it is quite necessary to cultivate psychological hardiness to cope with stressor. Psychology professor Suzanne C. Kobasa uses 3 C’s to describe this personality, i.e. commitment, control and challenge. Apart from valuing commitment, keeping the situation under control and rising to challenges, Dr. Lin adds “change” and “charge” to it. Change means remain calm in face of changes, while charge suggests shouldering responsibilities when called to and knowing when to move forward and backward. After knowing oneself, people can develop an ideal personality, free from stress, if they try to work on their own will.

Meanwhile, stress is not restricted to the personal domain. Instead, it is prevalent at workplaces nationwide. Taking her university teaching as an example, Dr. Lin says, “Realize one’s inadequacy in knowledge after learning, and acknowledge one’s perplexities of knowledge after teaching.” Besides the stress of self-improvement and further study, faculty may find themselves stressed by things ranging from yearly reports to teaching materials selection. “At this time, it is important for teachers to know why they are doing these things.” Motivation affects stress. Being an educator in the hope of educating or solely making a living makes all the difference. People’s different attitudes will be reflected through the mirror of stress and by how one responds to stressors. As a result, stress is either relieved or heightened.

Similarly, stress exists on a national or even international level, and thus the harmony of a society lies in its response to stressors (sources of stress). For example, both

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Dr. Phylis Lan Lin: Meet the Founder Compendium

Martin Luther King, Jr. and Mohandas Gandhi adopted non-violent approaches to tackle racial inequalities and imperial injustices, and eventually gained success for social justice.

In contrast, today’s ages-long Israeli–Palestinian conflict only worsens and deteriorates with the passage of time under the multiplication of stress.

At present, Dr. Lin’s research has entered a new phase, targeting the global aging issue, and exploring “Successful Aging.” High-quality aging is more about the relationship between the elderly and stress than the prolongation of human life. Research found that because of stress, DNA at the end of chromosomes would be shortened with cell division.

When chromosomes are too short to be shortened and cells too small to be further divided, life comes to an end. Once again, with “Successful Aging,” Dr. Lin underscores the interdisciplinary nature of stress, including not only sociology, but also all the possible links, embodying cytology, immunology, biotech, medical aspects, and social welfare.

The quality of life for the entire human race can be improved provided that we pay close attention to our environment, understand ourselves without being self-centered, that we be loving and wise, and make individual and joint efforts together.

It is nearly noon when the interview with Dr. Lin ends, and she is on the go again to her next stop. Seeing her off, I now understand that the forever energized Dr. Lin is not stress-free herself. Instead, she is a magician who turns stress into the strengths (power) that light up her life, something as sunny as today’s sunshine.

8.

“ABOUT PHYLIS LAN LIN”

by Bonnie Kwan Huo 2007

With the far distance and the occasional encounters, my input can only account for a tiny fraction of Phylis’s achievements and influence. The following is intended to be like a telephone conversation in which I tried put my thoughts and facts together. It is not a polished essay. Please feel free to use any part of it like data information only.

Phylis is such a muti-faceted person, it is difficult to do a portrait of her. Here I am only attempting a rough sketch. The best way I would suggest for anyone is to actually experience her. Her dynamism simply sparkles.

• I met her in Jan 2000 at Master Au Ho-nien’s Exhibition in Hong Kong. I remembered she wore a Chinese red silk jacket and was helping out quietly at the reception table as the guests were signing in. Little did I know when the Opening Ceremony began that she was one of the Officiating Guests.

—So accomplished, yet so humble.

• Some months later, she took the then University of Indianapolis President Dr. & Mrs. Jerry Israel to Hong Kong for their first visit. Unfortunately, when they checked in, the hotel double-booked and did not have rooms for them. She called me and another artist Carol Ng to come in to assist them right away. We went immediately, but by the time we arrived, the hotel problem was solved, and they were given rooms. Carol Israel was surprised to learn that she only knew us just from her previous trip. ­—Ability to move people to do things for her, whether they are old or new, young or old friends.

• I was invited to do a one-woman exhibition “Lyrical Romance” in San Francisco at the World Journal Art Gallery in the fall of 2000. Au Ho-nien, who was one of my art mentors, arranged for that exhibition, and on his behalf, Phylis and Carol

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Dr. Phylis Lan Lin: Meet the Founder Compendium Israel flew in from Indianapolis to do the ribbon cutting ceremony for me. Phylis also bought two of my paintings, one of which she later made into a University of Indianapolis poster. At that exhibition, I met her mother, Mrs. Lan, a retired ophthalmologist, and her sister Christi, a very artistic lady, author of several Chinese culture books. Phylis often talked fondly of her trophy medical student daughter Toni and her space scientist husband Leon. Later, I heard from her that the family held a much publicized grand exhibition of her late father artist Yun-Teng Lan’s oil paintings in Taiwan. They also published a beautiful album which she mailed to me, and by reading the essays in that album, one can savor.

—the Family’s close bonding, kindness, intelligence, respect for each other, and passion for art.

• In the following year, Phylis invited me to give several lectures at the University and also for the Indiana Artist Craftsmen on the topic “The Beauty of Chinese Women through the Dynasties.” It was by Phylis’ introduction that I became a Visiting Artist at the University and taught several 5-Day Chinese Watercolor Workshops at the Art Department. Phylis extended her generous hospitality further by inviting me to stay at her home. During that time, I was able to see her busy schedule. She woke up each day before dawn and worked until late at night.

Students dropped by her home frequently, some just hopped in to say “hi,” while others shared their academic or even intimate problems. Her home was a homeaway-from-home for many foreign students, and a gathering place for them at festivities. I met one mother from Ukraine that came in with her daughter to thank Phylis for all the things she did for that student. It was so genuine and touching that I felt almost embarrassed to be there. Each morning Phylis drove me to class, and she showed me the different buildings on campus with pride.

She told me she worked through 3 presidential reigns of the University and had invested almost her entire professional life in this beloved institution of hers. She was excited like a child as she described the different social programs that she founded, funded and was still actively involved in. Her eyes glistened as she told me she wanted the Asian Programs to be known as being at the cutting edge of Chinese Art in American Culture and Education. She wanted to spearhead this area to make the University of Indianapolis famous. She had so many dreams, even mentioned a Museum of Chinese Art. I thought it was only a dream, but now in hindsight, I was wrong. —Hardworking, compassionate, hospitable, popular, thoughtful, loyal, generous, idealistic.

33 • Staying in her home gave me a chance to roam through her voluminous collection of books, awards and photos. Not only was she a prolific writer with many books and papers credited to her name, her awards and memorabilia photos included those that she received at the Presidential Palace in Taiwan, taken with the President of Taiwan.—Perfect example of a successful high achiever.

• She loves tea. No matter how hectic the day was, she always found time for a relaxing brew to clear the head and wash away the day’s tension. Operatic music was often in the air at this time. I must mention her vast art collection, which ranged from ceramics to paintings, from teapots to inkstones, with a major emphasis on Au Ho-nien’s paintings, which graced many of her walls. —Her art of living included tea, music, and art collection.

• In September 2001, Phylis presented the event “Art Talk” at the Pacific Heritage Museum in San Francisco, in which she invited Au Ho-nien and me to be the speakers. She even brought along a publicist to help out. —Attention to details, make all efforts to excel.

• In 2003, Phylis arranged for me to have a 3-week Solo Exhibition at the Christel DeHaan Arts Center, as part of my Touring Exhibition “Chromatic Concerto,” and she requested that I do lectures on “Tea in Chinese Culture” as she knew my ancestors were tea merchants and my father wrote a popular sold-out book “Tea Appreciation.” She also collaborated with the Music Department for an evening event “An Eastern Harmony of Music and Art” in which Japanese Composer Takeshi Saito and I did a talk show together. Extending art to tea and music were my first attempts, and if it was not Phylis’ creative idea or assignment, I would not have enriched my experience in these directions. —She makes people think, work hard, and expand horizons.

• For that same visit, she asked me to do demonstrations for the Indiana Committee for Women Artists at the Indianapolis Art Center, and I was happy to meet famous American artists like Mary Massey and others. Phylis later also invited artists Carol Ng and Nigel Szeto from Hong Kong to do demonstrations the following years. —She puts people together, a bridge between cultures, a catalyst for exchange and understanding.

• By the time I met Phylis, she had already fully recovered from her breast cancer ordeal. Not only was she not shy in sharing her experience, she used it as an encouragement lesson for others to face challenges in life. However, during the time I was there, she had other problems. Her teeth and gums gave her a lot

Dr. Phylis Lan Lin: Meet the Founder Compendium

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of pain. She bought the strongest pain-killers in order not to let the pain slow her down. I am relieved now that she has this problem dealt with after having gone through lengthy uncomfortable procedures and visits to the dentists. — Always thinks of others first before herself. A tough cookie, a cancer champion!

• Voila! In 2004, she e-mailed me that her dream of the Au Ho-nien Museum had finally come true! Previous to this, e-mails were about the worries and hiccups from the framing to the lighting, from the invitation to the catalogue, which met the deadline by only the skin of the teeth at the Opening Ceremony. —Dream realized by this wonder woman with a magic wand of blood, sweat and maybe a few tears?

• Phylis is a devoted friend of Au Ho-nien. I have not known any friendship purer and deeper than theirs. She was the one who visualized and realized the Museum for him, acts as the Curator of his Museum, and promotes him worldwide – from China to Athens, from Central America to recently the Chicago Art Institute. She does not do it for a profit, but for passion, and oftentimes, even has to contribute to the expenses. I respect these two minds greatly, and marvel at the astonishing achievements they have made together in the global promotion of Chinese art.

— An ambassador of art and friendship.

• From her last trip to Hong in the fall of 2005, Phylis was presented the draft of artist Chau Hang’s book on teaching Chinese painting in a fun way. Chau Hang is the grandson of the late Chinese art grandmaster Chao Shao-an, teacher of master Au Ho-nien. Immediately Phylis offered to publish this book in a bilingual format. I was asked to be one of the translators. With her efficient University of Indianapolis Press team behind her, I get to know more of her leadership style in giving a lot of freehand with just enough control, expecting the pursuit of excellence by using commands like “read at least 3 times.” Her sensitivity to suggestions, immediate responses, quick and good decisions are amazing and wonderful to work with. All of us on this front have learned so much from her without realizing that it was learning. —A born leader and teacher who sets high standards.

• Like most women, Phylis loves to shop. Every time she comes to Hong Kong, she likes to visit the Chinese Emporium. Her sharp eyes took her from buying almost the whole shop out to buying nothing at all. With her good taste and a special favor for Chinese style clothing, she has made herself a Chinese fashion icon.

35 Her jade and macramé accessories always complement perfectly well in a subtle, sophisticated manner. She is very generous in giving gifts to family and friends and is amazingly up-to-date on her high-tech gadgets, from digital cameras to laptops. I often wonder how she can manage to cover so many places and do so many things with only 24 hours in a day. Her footprints cover not only the Americas, but also Asia, Europe and Africa! God really blesses her with little jet-lag. Besides shopping, she can even schedule time for movies and concerts every now and then. —A Chinese fashion icon, whose generosity with time, energy, money, resources and love of life make her richer than a queen.

• To conclude, I am really fortunate to get to know Phylis, who has opened doors and widened career frontiers for some lucky Chinese artists, with me included —A lady with a big heart, deep compassion, high spirit, far vision, overwhelming energy, unfathomable generosity, and worldwide influence. A woman who gives all of herself and engages in life fully to make a difference in everything she does. To me, knowing her is not only seeing “education in service” in action, but an artistic experience all by itself.

图一：藍采風和丈夫、女儿、女婿在一起

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Dr. Phylis Lan Lin: Meet the Founder Compendium

图二：藍采風在浙江大学宁波理工学院与学生座谈

图三：与印第安纳波利斯市长夫妇等人在中国节活动现场 Source: Xu, ZC (ed.). Chinese Hoosiers (印第安那的中国人), China: Sun Yat-sen University Press (中山大学出版社), 2016, pp. 122-128.

9. 藍采風：永不言倦的教育者 “INTERVIEW WITH DR. PHYLIS LAN LIN—A PROFESSOR WHO NEVER TIRES” by 覃凯 Tang Kai 2016

藍采風，印第安纳波利斯大学国际计划协理副校长、社会学教授，及亚洲计划主任，

由她创办的该系以她的名字命名为“藍采風社会工作系”。曾被《印第安纳波利斯商业周 刊》评选为“本城最有影响力的33位女性”之一。

岁月如梭。掐指算来，来自台湾的藍采風教授已经在印第安纳波利斯生活了四十多

年。更难得的是，她像一棵铁下心扎了根的大树一样，一直都在印第安纳波利斯大学工作。

1973年藍采風移居印第安纳波利斯的直接原因，是出于兼顾家庭的考虑。她在密苏里

大学哥伦比亚分校读博士的时候跟后来成为其丈夫的航太工程师Leon Lin（林子洋博士） 认识。1972年两人同时毕业，藍采風在东南密苏里州立大学获得教职，而其夫则来到印第 安纳波利斯为通用汽车工作。一年之博士后，为结束两地分居的状况，藍采風选择了到位

于印第安纳波利斯的Indiana Central College教书，这个学校正是印第安纳波利斯大学的前 身。

藍采風对于印第安纳波利斯的评价相当精辟，她认为这个城市的好处在于“它不大也

不小”，该有的都有，但又避免了人口过多、交通拥挤等大城市通病，因此在这里生活总

体来说比较舒适。而且她对于中西部的特质很认同，觉得“特别踏实、扎实”。结合以上各 种因素，以及印第安纳波利斯大学作为一所处于蓬勃发展的一流大学，让她确信在此城安

家立业是一个相对不错的选择。这些年来让藍采風欣慰且自豪的是：这个州一直在成长， 无论是在经济还是社会文化等方面，你都能感受到其日新月异的繁荣。

谈及对事业的追求，藍采風说她自己在1990年代总结出一个名为“VIP”的理念：V指

vision（视野），I是integrity（廉诚） P则代表passion（热情）——有了这三个要素，一个 人便可以为自己所坚信的事业而努力奋斗，并且永不言倦。无论是对于她所选择的社会学

专业，还是为自己所定位的教育者的身份，藍采風的成长历程都体现这个VIP原则。

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藍采風对于自己的核心定位非常明确，就是一个教育者。正如她所言：“我对于教育

的整个想法就是服务。我们不只是试图服务我们的大学，也试图服务印第安纳波利斯以及

印第安纳州的周围大小社区。我试着把我的另一部分的世界带给印第安纳......通过倡导对 于不同文化的理解，我们会对人性及生命有更多的认知。”

而作为国际计划协理副校长的藍采風，则被同行称之为“印第安纳波利斯大学校长特

使”。她将这所拥有一百多年历史却不太被中国人所了解的大学介绍给世界，推动它跟不 同的国家开展不同层面的交流与互动。例如目前印第安纳波利斯大学跟浙江大学宁波理工 学院和浙江越秀外国语学院都有关于联合培养学生的合作。对于那些被她从中国招到印

第安纳波利斯大学念书的国际学生，藍采風可谓尽心尽力。她不仅毫无保留地教给他们知 识，而且投入了大量的时间与精力，悉心引导这些国际学生融入新的环境以及帮助他们设 计个人发展道路。藍采風教授深信若能好好培育年轻的一代中国人，他们将会对中国、亚 洲以及世界的和平与经济发展产生正面的影响力。

在这个学校服务了42年之后，藍采風依然神采奕奕地活跃在教学以及管理的第一线。

因为负责国际合作项目，所以蓝教授每年必须前往亚洲数次。其中与浙江大学宁波理工学 院的双学位合作已有十余年的历史，来印第安纳州完成高等教育的学生逾千人。很难想象 她已经73岁高龄，而且在1997年还曾经罹患乳腺癌。提起何时退休的话题，藍采風说她只 有在三种情况下才会考虑退休：如果有一天她走不动，进不了教室了；抑或口齿不再清 晰，无法继续讲课；再或者，当她自己觉得已老朽到没有创新能力。

藍采風多年来以她热爱工作的情怀，数十年如一日的工作精神赢得了人们的敬重以及

社会的认可。这不仅仅是对她个人的认可，也包括了对她所代表的大学、出生在台湾的华

裔身份、以及华裔女性身份的认可。印第安纳波利斯市市长William Hudnut III曾在1991年

定7月26号为“藍采風日”，以表彰她所策的“东西方家庭研讨会”对于东西方家庭国际学术会 议，以及促进健康家庭所做出的贡献。此后，她亦陆续策划了在印第安纳波利斯举办的各 种（家庭，中国问题，服务学习，及美国—沙地阿拉伯关系等议题）的国际会议多达十余 次。她所扮演的国际桥梁角色不但将印州的社会文化带向国际，而且将国际的社会文化带

入了印州。此外，她也曾多次邀请亚洲的艺术家前来印第安纳波利斯开展特别讲座及举办

音乐会。在2001年她被《印第安纳波利斯商业周刊》评选为“本城最有影响力的33位女性”

之一；由她在1990年代创办的印第安纳波利斯大学社会工作项目于2014年以她的名字命名 为“藍采風社会工作系”，同年她还当选为“印第安纳华裔社区的传奇人物”之一。

藍采風所扮演的国际桥梁角色似乎没有终止符。藍采風教授不仅不遗余力地推动着国

际高等教育合作项目，而且在2004年于UIndy校园所设欧豪年美术馆之后，多年来又数次 借由音乐会与艺术展览等相关活动继续推动东西方文化的交流。今年十月，她将邀请两位 来自上海的音乐家到UIndy与该校两位音乐教授合演—“西方与东方相逢”音乐会。真不愧 校方授予她“校长的国际大使”头衔。

PART TWO ON HIGHER EDUCATION AND THE FUTURE OF WORK

1.

BEYOND 2018: CHALLENGES OF AMERICA’S HIGHER EDUCATION Phylis Lan Lin Professor Emerita, University of Indianapolis, Indianapolis, USA Visiting Professor, Assumption University, Bangkok, Thailand

It is a known fact that the world is ever changing, and as higher education is consistently faced with new challenges, institutions have the option to become active in changing and proactive in responding to changes and new trends. Higher education must respond to many new demands beyond 2018. The purpose of this presentation is to delineate major challenges which colleges and universities in America are facing today.

These challenges are: to control the increasing college costs, to prepare for the skills for the 21st century, to increase retention and graduation rates, to establish strategic international partnerships, and to develop sustainable financial paths and development.

The presentation also recommends four major tasks which higher learning institutions must confront: making college affordable, keeping high retention and graduation rates, internationalizing higher education, and enhancing meaningful learning environments and life-long learning.

Keywords: higher education, challenges, international education, goals CHALLENGES It is a known fact that the world is ever-changing, and as higher education is consistently faced with new challenges, institutions have the option to become active in changing and proactive in responding to changes and new trends. Higher education must respond to many new demands beyond 2016 (Lin, 2016b). Areas calling for some of these proactive responses include: (1) global challenges in economic, political, and social development; (2) changes in the enrollment landscape increasing diversity (age, gender, and ethnicity) for

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both students and faculty (issue of inclusion); (3) workforce development and new skill demands in the 21st century; (4) the emerging business model in higher education; (5) the competitive edge in human, capital, and physical resources; (6) increasing globalization and internationalization in higher education through international partnerships; (7) the “innovative disruption� model of quality education delivery in higher education in the Internet+ era; and (8) some controversial issues, such as race and free speech dilemmas, campus safety, the STEM (Science, Technology, Engineering, and Mathematics) vs. humanities debate, and sexual assault on campus (Gardner, 2018). These are some of the pressing issues that higher education leaders must face and find solutions for.

Higher education institutions exist, in part, to encourage people to embrace the idea of change, and students are required to embrace the ever-changing world around them if they want to have any effect on their campus, their community, and the world. With so many challenges in American universities, including limited resources, affordability, new technology, and diversity/inclusion, just to name a few, it is imperative that American universities clearly identify the goals and challenges of the higher educational system.

Only then, can we work collaboratively and efficiently to react to the growing needs, especially in the era of Internet, and the desired skill base required for students in the 21st century, not only to cultivate them to become global citizens, but also to influence and prepare them for career success.

As the world is ever changing, our educational system must be willing to identify and adapt. It is obvious that there are specific 21st century skills necessary for students to acquire, therefore, we must begin now to look beyond 2018 to identify challenges, both nationally and internationally, for the higher education system in both the present and the future.

The first challenge is to control increasing college costs. This issue is closely linked with the notion of promoting social equality and opportunity. Unaffordability may deter some talented students from receiving formal higher education. The high cost of American college tuition has prevented not only domestic students but also many high-caliber international students, especially students from the developing countries in recent years, from studying in America. Cost has appeared to be one of the key reasons for discouraging joint-degree program students from transferring to their partner universities in the U.S. despite handsome scholarship offers for international students from their partner universities in the U.S. For those who really want to study abroad and do not care about the quality of education they receive, tuition cost would be the priority consideration in choosing a foreign university abroad. The affordability of attending colleges and universities is a top challenge for both domestic and international students.

43 In addition, about 30-45% of college students are first-generation college students.

Higher learning institutions have a special challenge to educate students who have no family history of college-educated professionals. We must let families and students realize that college is an investment that pays off.

The second challenge is how to prepare students with the skills to meet future work demands; students must become technology savvy. The Internet of Things (IoT) and the technologies that drive it have shown tremendous impact and disruptions on higher education that we never experienced two decades ago. In this age of big data and endless information, every educational institution must rethink innovative teaching and learning experiences for both faculty and students. Colleges and universities must continue to embrace technology and new ways of teaching and learning if we hope to engage students.

The IoT is not only a skill set or a stream of technology or devices; it is also a mindset. It is a set of resource integration and methodology. The IoT paves the way for creativity. We will soon live in the world of the “smarts”—smart phone, smart home, smart city, and of course, smart students. Combining education with technology is not just about bringing learning resources to students, but also about leading us to design new ways to evaluate students’ learning experiences and outcomes. Traditional measurement may become obsolete. Educational reform should focus not only on revamping the curriculum, but also on how to measure the “smart-learning” outcome.

Institutions must be accountable for the overall quality of education they provide.

The value of higher education must be reexamined, and students’ learning outcomes must be assessed with valid and reliable tools (Keller, 2014).

The third challenge is how to increase retention and graduation rates. Universities and colleges must devise new programs and efforts to assist students to succeed and graduate in a timely manner. It is interesting that international students have a higher average of graduation rates than do domestic American students. It is apparent that motivation for and commitment to higher learning might be one of the key factors for the above-average academic performance among the majority of international students.

There are a number of key reasons for students dropping out after one semester or one year of study in college. The reason could be only one, but more often than not, it is a combination of reasons, including financial, academic, social, and family.

Internationalization is the fourth challenge. Universities and colleges must establish strategic international partners to bring international students to campus.

Internationalization will not only enrich a diversified campus culture but also increase substantial revenue, as most international students pay full tuition—This is especially

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true for Saudi Arabian students who study in America under King Abdullah’s scholarship program (Lin, 2015). Today, almost all universities have an International Partnerships (Strategy) Office to work with academic units, admissions, registrar offices, the International Division, and so on, to promote engagements with countries in different regions and to explore opportunities for establishing strategic international partnerships, to coordinate international collaborations in research and education, to assist students in their experience abroad, and to work on strategies to recruit international students.

In addition to enhancing campus diversity with the presence of international students, the tuition revenue from international students in many cases has assisted universities’ business models. Recruiting international students presents a different kind of challenge to the Admissions Office. By and large, international students look for two factors: ranking and tuition costs. We need to convince international students (and more often than not, their parents) that a good match, quality education, and positive learning environment should be their choice path (Sutton & Obst, 2011).

The fifth challenge stresses that higher education institutions must maintain or develop sustainable financial paths and grow, especially in light of budget cuts in state and federal funding. Universities and colleges must find new ways to promote institutional advancement and adopt a business and accounting model in managing operational funds.

Since this financial and budgetary issue is complicated and is also beyond the scope of this paper, a detailed discussion about it will be deferred to a separate paper (Keller, 2014).

STRATEGIES 1. MAKING COLLEGE AFFORDABLE It is undeniable that higher education faces many global challenges, including economic, political, and social. With diminished affordability, students have less access to higher education. The leaders in higher education are aware of shifting student demographics. As the student population is reduced to those who can afford tuition or are given scholarships from individuals or organizations outside their families, the system of higher education must create new strategies to reflect these new realities.

Many students who would not typically have the opportunity to afford college have, in the past, been able to rely on state funding to help counter the increasing costs of education in the United States. This is no longer as much of a viable option for students because the funding for higher education from states is shrinking. Universities must find ways to assist students in making their educational aspirations attainable: privatizing student loans, procuring subsidies from state and federal governments, and seeking

45 private funding. There must be a focus on opening the doors to students who would previously have relied on state funding. It is not right that only a limited number of people in the U.S. have access to higher education, and universities need to focus on creating opportunities for all students. Higher education systems need to proactively engage in advancing endowments, building overall philanthropy, and creating partnerships with savvy donors. The more the universities can use scholarships and grants, not loans, to help low-income families, the less the families and their children will have to carry loans while in college and carry the debt well into their work life upon graduation. With the new tax law introduced by President Trump in 2018, it is estimated that nationwide charitable giving may drop by $13 billion. It has been one of the major financial concerns for college presidents (Eric Kelderman & Adam Harris, 2018).

Because of the ebb and flow of finances, universities must now and in the future expect and be prepared for constantly changing costs and revenues. They must begin incorporating the business model. Although it is possible for universities to decrease student costs, it may be at the risk of decreasing revenue. Institutions will need to be intentional about cutting costs while still creating budgets that will lead to both shortand long- term viability. Following a business model will allow a university to maintain a sustainable and growing financial path. Inside this business model, universities will also need to be proactive about creating the possibility of transferability between universities, allowing students to move course credits more freely among institutions.

To make college an equity issue in American society, President Barack Obama has brought higher education to the fore over the course of his presidency. Some of his efforts include promoting college attainment, shifting to direct lending, holding for-profit colleges accountable, creating a college scorecard, taking a hard line on sexual assault, and promoting “free” college (Stripling, 2016). These efforts aimed to make higher education “accountable.”

Another issue related to affordability is the transferability of credits between universities within the United States and with foreign universities. As the transferability between universities increases, so do the options that students have as they pursue their goals and dreams. The pros of this transferability far outweigh the possible cons. Universities need not think only of their institutions’ success but also of the successes of the individual students. As their focus changes from isolation to collaboration, universities need not operate with one goal in mind but operate together as a corporation to overcome the many global challenges they are facing. For example, the shifting and declining number of certain international-student segments (i.e., students from Saudi Arabia and from EU countries) to the U.S. will definitely affect tuition revenue for many universities in the U.S. (Lin, 2015).

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Dr. Phylis Lan Lin: Meet the Founder Compendium 2. KEEPING HIGH RETENTION AND GRADUATION RATES

The next strategy for higher education institutions in America is to find the best methods to keep retention rates high. Because of the challenges the changing world places on the educational system as a whole, it is imperative that the system be proactive in creating solutions to attract students. As students enter the higher educational system, however, it is necessary that universities work together on their retention efforts. Even as students enter the university, their desire to stay for the future should increase. It is not enough just to get a student into the classroom— The need is much deeper. Again, the higher educational system must be proactive in creating an atmosphere that leads students to success and keeps them coming back day after day and year after year. It is a tragedy if a student enters higher education only to become discouraged and find that his/her needs are not being met. The rate at which students are dropping out of college is alarming, but it is also preventable, if the leaders of the higher educational system are intentional about creating a positive, relevant, and engaging environment.

As universities strive to create a climate of retention, one of the most obvious things for them to focus on is enriching campus life. The positive changes that students are faced with on campus will then transfer into the community, and as connections are made both on and off campus, students are more strongly tied to the university, where they are growing, creating meaningful relationships, and actively taking part in making the world around them a little better. It is part of human nature to desire to be valued, to be meaningful, and to make a difference. This student-oriented learning environment is the added value for pursuing a higher education. When students are automatically placed in an environment where this is all possible, the likelihood of their pushing through any adversity they face in the college setting will dramatically increase. With these connections, students are then pushed to different interests and the need for interdisciplinary learning increases. Students will be “educated” to become well-rounded and to be able to continue their intellectual lives even after graduation. The statement universities should strive to make is that “a college’s graduation rate is obviously important—but so is what one learns on the path to graduation” (Roth, 2016, p. B3). In the digital era, almost every institution is making great strides in using big data, including higher education institutions. Universities and colleges must have some database to understand the state of the institution. Big data such as student performance data will be a good reference for retention rates and for identifying and helping at-risk students. Big data can also be used to implement adaptive learning techniques so the failure rates can be reduced. Finally, big data will also be an asset for understanding whether hybrid learning will be a better way to meet student needs.

47 3. INTERNATIONALIZING OF HIGHER EDUCATION Quality of higher education is a key to national economic growth and social development, and it has been one of the major national trends and governmental agendas in many emerging countries in the past few years. International education is transformative, and it literally changes lives (Lin, 2016b).

Furthermore, education and technology are coming together. We need to change our way of working and thinking. Education is an important national export. Distance learning (with technology as the major dimension) promotes internationalization of higher education. Almost all higher education institutions in America are engaged in some form and scope of international collaboration. Institutions of higher education must have complete commitment to a global strategy to recruit international students and to find long-term, sustainable success with their international partnership programs (Lin, 2015; 2016b). Higher education institutions must embrace the culture of inclusion and diversity, not limiting themselves to the inclusion of the local diversified student population but also embracing students from all nationalities and ethnic backgrounds. We must make the campus a welcoming and supportive place for faculty and students of all backgrounds.

Furthermore, we must ask what colleges and universities can do to diversify their curricula.

Courses that deal with global cultures and inequality should be integrated into the general education core. Courses, such as Gender in the Workplace, Racism in America, Leadership across Cultures, and Civic Engagement should be considered part of the multicultural curricula. Internationalization and globalization in higher education go hand in hand. It takes a concerted effort (teamwork) to plan, implement, and assess an international project (in most cases, the joint project). Internationalization of higher education is closely linked with interdisciplinary studies and cross-cultural studies. Both studies focus on cultural and global competency. These studies can well be part of the pursuit of campus intellectual life.

Students at the university level will become engaged with the community and their campus, and their academic passions will grow. With this growth comes the possibility of the internationalization of campuses. With this opportunity available, and joined by transferability between universities, students from all demographics are given more opportunity to succeed in following their passions and their dreams to make this world a better place.

4. ENHANCING MEANINGFUL LEARNING ENVIRONMENTS AND LIFE-LONG EDUCATION Universities must intentionally create the possibility for interdisciplinary learning, as this is the main way to engage students, create an atmosphere of innovation, and push others toward change.

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With the purpose of higher education being to prepare students for their future endeavors and for them to become global citizens, students in the university setting should also be given opportunities to innovate and become lifelong learners—not just in their specific fields of study but in any topic that could be of interest to them. Students should be given the skills necessary to expand their goals and interests, so they can be innovative and adapt as viable citizens in this changing world. Universities need to strengthen their career-preparation curricula, so students are better prepared for the world they will soon be completely immersed in.

Their careers as learners should not stop once they walk down the aisle and receive their diplomas. The goal of America’s higher education should be to create innovative lifelong learners who have the skills and capacity to thrive in meeting the demands of their future work (Lin, 2016a). Though some may say that once students walk out the door, it is those students’ responsibility to stay connected to their alma mater, the truth is that the goal of higher education should be to engage all students before, during, and after their time on campus. Universities should maintain the goal of creating and sustaining partnerships with alumni. They should offer curriculum for alumni. The Chinese proverb, “Living to old age, learning to old age” points to the essence of lifelong learning and continuing education. The university should have an open-door policy to welcome alumni to be on campus, not just on homecoming day but also throughout the semester.

One of the megatrends in the 21st century is high technology advancement; we live in the world of the IoT. We are working with the digital-device generation (Lin, 2016a).

Higher education must adapt to the changing learning environment and the new culture of technology. We must be prepared for the IoT in higher education. The Internet+ education is based on big-data network resources and change from passive acceptance to active hunting, breaking the boundaries of the traditional higher education time model, geographical boundaries, and psychological boundaries. From curriculum revision to the delivery of the Massive Open Online Courses (MOOCs), the learning process is no longer limited to the physical classroom space; the open-university concept, lifelong learning, and international collaboration have been around for decades, and they will continue. A successful transformation to a digital classroom involves more interaction, conversation, problem-based lessons, and project-based learning. Colleges and universities must continue to embrace technology and new ways of teaching if they hope to engage students and to make the higher education enterprise more efficient.

Students’ cultivation for global citizenship in this world continues long after they leave higher education. When students become alumni of a university, the institution

49 needs to be intentional in connecting with them. This builds rapport, and with this positive overall rapport built among past and present students, the meaning of receiving higher education will become evident, which should be a main focus of higher education.

Who knows what jobs will be born one decade or two decades from now? The world is changing, and the speed of change is going faster and faster. The changes will affect all walks of life. Some predictable social forces (megatrends)—including globalization, technological developments, demographic changes, environmental crisis and low-carbon developments, urbanization, the rise of the middle class, and individualization—will create a new economic order, opportunities, and challenges for all of us, especially for Millennials (Generation Y). Educators must understand Millennials’ subculture (Lin, 2016a).

In Colleges That Change Lives, Pope (2006) pointed out that “America’s educational system, the envy of the world, is the only one that enables everyone to realize his or her potential” (p. xiii). Pope, through personal interviews with students, alumni, professors, deans, and administrators in 40 colleges, compiled profiles of these “life-changing” colleges. Here are some students’ reasons showing us why these colleges are life-changing for them: 1. Professors become friends as well as mentors; learning is collaborative instead of competitive; 2. Provided me a job in my field; provided me with valuable life skills; 3. I have the ability to adapt and thrive; 4. I have an integrated sense of where I fit in; 5. You are learning how to become confident in your own ability to take control of your experiences; 6. Students are on committees with faculty, and they listen; and they are on the Academic Affairs Committee; 7. The curriculum reflects both the interrelatedness of world issues, and the fact that international education is not just for the few specializing in international studies, nor just those studying off campus, but for all who wish to be educated in the broadest sense for life in the 21st century; 8. On race relations, there are some separate interests, but everybody is ready to accept everybody else. It is something we are taught. Consensus is acceptance of differences; 9. There is a wonderful sense of community; 10. The honors program has a special curriculum and tutorials;

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11. This university has shown me that accountability, honesty, and hard work are the most important values one can have. It changed my life by making me realize and accept what my gifts were.

These comments and reflections from students truly tell us what the real goals of higher learning are. It is not the college per se, but the type of education a college can provide students that counts.

The reality is that our world is rapidly changing all the time. Higher education institutions must change with it. As we adapt and are intentional about setting goals for 2018 and beyond, we must create learners who will have the capacity to effect great change in the world around them and to appreciate the true and added values of higher education. It is imperative that institutions of higher education be proactive in identifying those challenges, and also in developing strategic plans to cope with and overcome them.

To do so, we must ask, “What should the university have in place to help students succeed? How can colleges and universities change students’ lives?” (Pope, 2006).

That question must be followed with “How can we ensure that there are action steps in place to make this a reality?” and “Are we preparing students for the workforce?”

Many faculties are asking whether the university should be research- or teachingoriented, because a university’s orientation will affect teaching load, resource allocation, curriculum design, and so on. The author argues that regardless of whether a university is focused on research or teaching, the question that should be addressed is regarding the fundamental mission of higher learning, i.e., whether the university is providing the most meaningful learning environment and experience that it can for its students. It is, fundamentally, the learning process that shall count for the purpose of education.

An annual report, from a nationwide study of more than 100,000 higher school students by Eduventures identified seven things students think about when choosing a college. These are: affordability, availability of a desired program, reputation/academic quality, career outcome/job opportunities, value of education for cost, feeling of fit, and proximity to home (Wyllie, 2018). Tony Blair, former prime minister of Great Britain, addressed the Future of State Universities Conference in Dallas, Texas, on November 19, 2012. Blair made a most insightful statement about the status of higher education: “How do we educate people? Education is absolutely central. There are challenges within the educational system itself. Making change is tough. In education, we really have many difficulties: new structures (new types of school), new ways of working, new skill sets, and new ways of funding, etc.” (Blair, 2012, p. 2)

51 But challenges will also bring new sets of solutions. In other words, universities and colleges must map out strategies to deal and cope with three interrelated aspects of student success in higher education. We must deal with the increasing costs of education attainment. We must find ways to assist students to stay in and finish school, and to assist them with their career plans and to become life-long learners. These strategies are related to the overall reexamination of the learning process, to learning goals, and to the integration of career preparation as part of learning. Table 1 lists areas for strategic planning for each facet in higher education in 2018 and beyond.

Proactive: 1. Respond to global challenges (economic, political, and social); 2. Respond to diversity (gender, age, and ethnicity) in academe; 3. Respond to quality education and lifelong learning; 4. Respond to workforce development; 5. Respond to emerging business model in higher education; 6. Respond to “innovative disruption� in higher education; 7. Respond to increasing internationalization in universities and colleges; 8. Respond to competitive edge (human, capital, and physical resources) Challenges: 1. To control increasing college costs; 2. To prepare students with skills to meet future work demands; 3. To be accountable for overall quality education; 4. To increase retention and graduation rates; 5. To maintain sustainable financial paths and growth; 6. To prepare students to become life-long learners and global citizens.

Increase affordability Increase access (educational attainment) Reduce student indebtedness Online classes Cost-cutting scholarships Respond to shifting student demographics Create new strategies for recruitment (domestic and international) Respond to shrinking state funding (through privatizing student loans; subsidies from state and federal governments & seeking private funding by working with savvy donors; advancing endowment and philanthropy); Adopt business model. While cutting costs will reduce revenue, higher education has to balance the budget.

Align with university’s strategic planning (e.g., Vision 2030; Stanford 2015) Increase transferability between universities.

Cost (economic, opportunity, & social justice issues)

Table 1 Challenges and Strategies Career preparation Meet demands for the future of work (skills necessary to succeed in a rapidly changing global economy) Connect with alumni Assess the value of higher education Increase graduation rates Strengthen career preparation and services for students (e.g., promote industry partnerships to foster career readiness) Prepare for pathways for graduate (advanced) students

Learning process and learning goals Increase retention (e.g., strengthen academic success programs for students; include financial and classroom performance, personal issues, etc. in student advising) Enrich campus life Reemphasize effective learning Respond to new modes of learning (e.g., MOOCs, Online 1.3, Online 2.0, hybrid model, and competency-based education) Introduce interdisciplinary programs Create a new learning environment to cultivate students to become innovators (applied researchers) Measure learning outcomes— assess progress and learning goals (creativity, critical thinking, adaptability to change, being good citizens with high civic engagement) Connect with the community Internationalize campus (create innovative curricula, create strategic international partnerships, welcome international students) Restructure of faculty role in forprofit in colleges and universities

52 Dr. Phylis Lan Lin: Meet the Founder Compendium

53 REFERENCES Blair, T. (2012, November 19). Internationalization of higher education. Presentation at The Future of State Universities Conference, Dallas, TX. Gardner, L. (2018, January 5). Enrollment in a troubled locale. The Chronicle of Higher Education, pp. A9-10.

Kelderman, E., & Harris, A. (2018, January 5). What colleges need to know about the tax overhaul. The Chronicle of Higher Education, A24.

Keller, G. (2014). Transforming a college. Baltimore: Johns Hopkins University Press.

Lin, P. L. (2015, June 5). How to decrease Islam phobia on U.S. campuses? Implications for the future of U.S.―Saudi educational exchanges. Keynote speech presented at The People to People Association 5th Annual Conference, Chicago, IL. Lin, P. L. (2016a, April). Megatrends and the future of work. Presentation made at the National Zhongshang University, Kaohsiung, Taiwan.

Lin, P. L. (2016b, October). Trends of internationalization of higher education in China: Challenges and opportunities. Paper presented at The International Sino-Foreign Presidents Forum, Shaoxing, China.

Pope, L. (2006). Colleges that change lives. London: Penguin Books.

Roth, M. S. (2016, September 30). Barack Obama’s imprint on higher education. The Chronicle Review, pp. B3-B5.

Stripling, J. (2016, September 30). Obama’s legacy: An unlikely hawk on higher education.

The Chronicle of Higher Education, pp. A20-A25.

Sutton, S. B., & Obst, D. (2011). Developing strategic international partnerships: Models for initiating and sustaining innovative institutional linkages. New York, N.Y.: Institute of International Education.

Wyllie, J. (2018, February 23). The 7 things students think about when choosing a college.

The Chronicle of Higher Education, p. A19 Paper to be presented at the International Conference on Education, Psychology, and Society, July 10-12, 2018, Tokyo, Japan (Paper ID: ICEPS0111).

Publication: US- China Education Review A, May 2018, Vol. 8, No. 5, 217-225 doi: 10.17265/2161-623X/2018.05.004

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“TRENDS OF INTERNATIONALIZATION IN CHINA’S HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES” Phylis Lan Lin University of Indianapolis, Indianapolis, USA; Assumption University, Bangkok, Thailand 2016 & 2019 Quality of higher education is a key to national economic growth and social development. Internationalization of higher education has been one of the major national trends and governmental agendas in many emerging countries in the past few years.

International education is transformative. With globalization and the development of the Internet of Things, internationalization of higher education has become an important national goal in China. The purpose of this paper is threefold: (a) to describe a brief history of internationalization of higher education in China; (b) to conceptualize the dualism of internationalization of higher education, the role of the government, and China’s 13th Five Year Plan in China; and (c) to delineate the challenges and opportunities of international collaborations, especially in the dual-degree model under international partnership programs between China and the United States.

Keywords: internationalization, higher education, China, dual degree, one belt, one road, University of Indianapolis, international partnership, international education

INTRODUCTION: THE IMPORTANCE OF INTERNATIONALIZATION IN HIGHER EDUCATION Quality of higher education is a key to national economic growth and social development. Internationalization of higher education has been one of the major national trends and governmental agendas in many emerging countries in the past few

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years. “Internationalization of education is the process of integrating an international/ intercultural dimension into the teaching, research, and service functions of the institutions” (Knight, 1997, p. 8). International education is transformative; it literally changes lives. This is why people work so hard to become educated—and educated internationally—and this is especially true for Chinese society (Lin, 2016a; 2018). The following conversation with University of Indianapolis joint program students’ parents illustrates one of the implicit goals of international education: “I have met many parents who came to UIndy for their children’s graduation ceremony. When I met them, quite often, the very first thing they told me was how their children had grown and changed. “Professor Lan, my child has been transformed. Her qizhi (character) has been changed. She has a different way of looking at things; she is becoming more independent and self-confident.” I smiled and replied gently, “That is what international education is all about.” (Lin, 2016a) China is the world’s second largest economy. The development of the Chinese economy and globalization means that internationalization is becoming increasingly important to Chinese universities, especially for research and teaching collaborations. The digital era makes the world ever more interconnected and interdependent. International education enables us to produce global citizens and is able to more effectively engage people across borders. The era of the Internet of Things maximizes the process and the outcomes for the internationalization of higher education.

Higher education is becoming transnational in character. The internationalization process involves change, curriculum reform, knowledge delivery, university structure modification, strategic planning, development of cross-cultural management skills and competencies, implementation of national policies, and a new mindset. The process and outcome of internationalization will be shaped by the national higher education environment and the policy and funding frameworks within which it operates (Xue, 2015; Cheng, 2016, Ministry of Education [MOE] of the People’s Republic of China, 2013; Chen, 2011; Fu, 2008; Jin, 2012; Li, 2010; Ma, 2003; Ma & Yue, 2015; International Association of Universities, 2016).

Former prime minister of Britain Tony Blair, who saw the importance of internationalization of higher education, pointed out in a speech that “in international education, we are not only bringing in a different type of person and culture, we also promote globalization. Globalization and international education go hand in hand.

Education is the most important measure of a nation’s prosperity.” Furthermore, he said that, “If democracy is attitude of mind, internationalization of higher education is the incubator for the new mindset” (Blair, 2012).

57 Internationalization of higher education promotes diversity and inclusiveness on campus. Comprehensive internationalization affects not only all of campus life, but also the institution’s external frames of reference, partnerships, and relations. The global reconfiguration of economies, systems of trade, research, and communication, as well as the impact of global forces on local life, dramatically expand the need for comprehensive internationalization and the motivations and purposes driving it (Hudzik, 2011).

DEFINING INTERNATIONALIZATION OF HIGHER EDUCATION Jane Knight (1997) clearly defined internationalization of education as “the process of integrating an international/intercultural dimension into the teaching, research, and service functions or delivery of the institutions” (p. 8). Furthermore, internationalization at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural, or global dimension into the purpose, functions, or delivery of (postsecondary) education (Knight, 2003). It is evident that there are at least four international dimensions for education: the flow of students, the flow of staff, institutional collaboration, and the flow of ideas (Knight, 2003; 2004; 2006). The intentional process of integrating an international, intercultural, or global dimension into the purpose, functions, and delivery of postsecondary education is to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society (de Wit, 2002; 2009). In sum, the internationalization of higher education is important as: (a) part of national economic development; (b) an incubator for innovation and campus intellectual life; (c) a venue to promote interconnectedness and interdependence in education and research; (d) a tool to cultivate global citizenship; (e) a means for globalization; and (f) a mechanism to enhance cultural diversity and global competence.

STATISTICS ON THE INTERNATIONALIZATION OF HIGHER EDUCATION IN CHINA Statistics show that China imports and exports students as a means of promoting internationalization of education. As of July 9, 2014, China had 2,542 colleges and universities (not including independent colleges). To be specific, there were 2,246 regular colleges and universities (including 444 non-public ones) and 296 colleges and universities for adults (including 1 non-public one) (MOE, 2014). In 2010, China had 121,500 scientific publications listed by the Science Citation Index, of which only 2.41% were in social sciences. From 1978 to 2014, 459,800 Chinese students have studied overseas, which ranks China above all other countries in the world. America is the most popular destination (MOE, 2014). Data show that the highest numbers of international students

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in the US are from China. Chinese students constitute 31.2% of the total international students in America in 2015, and the number continues to grow (Institute of International Education, Open Door Report, 2015). Meanwhile, 356,499 international students from 200 countries studied in Chinese institutions of higher education in 2013. Most recently, the Chinese government announced its goal of increasing the number of international students studying in China to be tripled within the next five years.

BRIEF HISTORY OF INTERNATIONALIZATION OF HIGHER EDUCATION IN CHINA Education has been one of the most important national agendas in China since Confucius’s time. Education has been the key factor for social mobility and for the promotion of social equality in Chinese society. In modern Chinese history, with the impact of the western world, China began to absorb western culture, including western-style education.

The first modern university was founded by Americans in 1879 in Shanghai. Shanghai Saint John’s University (1879-1952) is an example of an early attempt at internationalization.

Before 1949, church-funded universities were most evident in transplanting the western educational system to China. Chinese national and private universities were reformed according to the model of western universities, but also included strong localized features, with the teaching of Chinese classics retained in the curriculum and the practice of the traditional instructional method (i.e., relatively authoritative and indoctrinated).

Immediately after the founding of the People’s Republic of China in 1949, China had good relations with the Soviet Union. China sent students to the Soviet Union for “western” education, and many educators visited China as teachers and consultants.

During this period, Chinese university management structures adopted Russian models.

More than 10,000 Chinese students in medicine, engineering, and related fields studied abroad in the Soviet Union and Eastern Europe. The period of 1950-1965 marked a strong impact by the Soviet Union, and Russian was one of the most popular foreign languages, next to English. Russian-Chinese higher education collaborations continue to the present, and the fields of study have expanded, for example, to music and art.

China’s Cultural Revolution from 1966 to 1976 interrupted many aspects of social order, including the educational system. From the late 1970s onward, China struggled to align higher education with other dramatic changes in society. These efforts were very much motivated by the desire to realize Deng Xiaoping’s “Four Modernizations”— industry, agriculture, science, and technology—through economic reform. Deng, a great statesman, promoted and designed China’s economic reform. He proclaimed that China should remain as a socialist country while promoting internationalization with

59 Chinese characteristics (i.e., learn modernization from the west yet maintain Chinese characteristics, meaning the planned economy). The process of internationalization took off after the Chinese government implemented the Open Door Policy in 1978. Deng urged Chinese universities to learn from the west, but to keep China’s socialist socio-political system. Governmental intervention in various forms, tangible and intangible, can be found in many aspects of the daily operation of Chinese institutions, including higher education institutions. Some courses were reformed according to the practices of universities in the US, the UK, and other developed countries.

The UK established Open University in 1969, and the Open University of China was established in Beijing in 1979. Its old name was China Central Radio and TV University (this is still the Chinese name), which reflects its heritage of providing a system of higher education through radio and television. The Open University can also be considered the forerunner of the concept and operation of distance learning.

As Li (2016) pointed out, during the 1980s and 1990s, the government tightly controlled teacher exchanges, foreign student enrollments, and all types of collaboration with foreign institutions; governmental approval was a requirement. Since 2000, socio-economic development in China has prompted the Chinese government to begin to allow institutions to have more autonomy as well as to speed up the process of internationalization (Li, 2016). Now, Chinese universities are launching full-fledged internationalization, including implementing exchange programs, admitting foreign students, offering courses taught in English, and developing joint research programs and joint degree programs. For example, the University of Indianapolis started a dualdegree joint program with Ningbo Institute of Technology, Zhejiang University in 2004 and also jointly established the International College with Zhejiang Yuexiu Foreign Languages in 2011. The international collaborations have also been focused on R&D in recent years. For example, Shanghai Science and Technology, Beijing Institute of Technology, and a number of technology institutes have established joint projects or China-based joint campuses to further promote the internationalization of higher education in China. Currently, more than 2,600 universities in China have, in one form or another, collaborations with foreign universities. One major force behind the drive for full-fledged and speedy internationalization of higher education is attributable to the role of the Chinese government.

There is yet another special way for the Chinese government to introduce Chinese culture to foreign countries. This is the so-called exporting of internationalization. Chinese Confucius Institute (CCI) was established in 2004, and by 2014, there were 851 CCIs in 126

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countries. It was estimated that about 3.5 million people had registered in CCI’s Chineselanguage and cultural programs. As reported in the Wall Street Journal and elsewhere, Painter (2014) pointed out that “while many view the growth of CCIs as a bridge to internationalization and as a contribution to the enhancement of mutual understanding and friendship among all … people, they have also recently served as a source of negative critique focused on what is viewed as the possible hegemonic character of their instruction.” The effects of the exporting of internationalization are yet to be fully evaluated. Nevertheless, there is no sign that the Chinese government will not continue to establish CCIs around the world (Yang, 2010). It is one of the ways to introducing Chinese culture to the world and is, hence, a “special” means of internationalizing higher education.

CONCEPTUALIZATION OF INTERNATIONALIZATION OF HIGHER EDUCATION IN CHINA: DUALISM IN INTERNATIONALIZATION, THE ROLE OF THE GOVERNMENT, AND CHINA’S 13TH FIVE-YEAR PLAN DUALISM IN INTERNATIONALIZATION In some regards, China’s formal efforts to promote internationalization in higher education may be regarded as dualism. Dualism may refer to a two-way process and may sometimes be paradoxical. Here are some of the characteristics of dualism in the internationalization of higher education in China: 1. Study abroad for Chinese students and study abroad for international students in China (import and export students); 2. Curriculum transformation (adapting western curricula and retaining Chinese educational characteristics); 3. Internationalization of faculty (import international faculty and export Chinese faculty as visiting scholars); 4. Studying in China and transferring to partner universities abroad for the dualdegree program (having both a Chinese and an American education); 5. Chinese government pouring money into higher education to try to make its system globally competitive and also tightening the reins on international programs (government’s dual roles: support and control); 6. Difference between China and western countries (the US) (A critical distinction is that the Chinese institutions are both academic entities and government institutions that implement government policies and goals [Li, 2015]) (dual roles of the Chinese higher education institution); 7. Internationalization of higher education as a national agenda: The Chinese government welcomes international collaboration but regulates the collaboration

61 (dual-roles of the Chinese government). While, on the one hand, China welcomes the provision of higher education institutions from foreign countries (especially from highly reputable institutions), on the other hand, governmental regulations insist on a direct measure of control that is normally absent in such arrangements in other countries (Lin, 2015, 2016b; Neubauer & Zhang, 2013).

THE ROLE OF THE GOVERNMENT IN HIGHER EDUCATION The globalization of the Chinese economy has a positive impact on the government’s role to internationalize higher education. The Chinese government spent heavily on around 100 elite schools, leaving other schools underfunded. Colleges and universities in China are ranked in three tiers. More and more, the government prefers Chinese universities and research institutes to collaborate with world-ranked counterparts in the west. It is unfortunate that the “ranking” has been placed as the priority preference for the partnership choice. Many smaller universities that provide not only quality education, but also added value for international students are often not on the partnership choice list or are not encouraged by MOE, because they are not so-called “nationally or internationally ranked universities.”

The 211 project and 985 so-called “world-class” universities identified by the MOE have received significant additional funding intended largely to enhance their international standing. These universities have, overall, a much higher international reputation than those that must operate outside these programs (Holsinger & Jacob, 2008). These universities prefer to collaborate with “world-class” universities in the US, including Harvard University, Stanford University, MIT, and others. The Chinese government is determined to bring “world-class” higher education to China and make China’s higher education one of the best in the world. The internationalization of higher education in China, perhaps, is one of the best means for China’s modernization and globalization.

From the above brief discussion of the history of the internationalization of higher education in China, we may summarize the three major roles that the Chinese government plays in internationalizing higher education: (a) national strategy designer and program planner; (b) major funding provider; and (c) regulator and supervisor. In other words, common practice in China is for the government to provide direction and guidelines for teaching and research and for the higher education institutions to implement the government’s policies, plans, and national goals. Recently, China’s education ministry told the Wall Street Journal (WSJ) that “it supports students going abroad and is working to increase the international competitiveness of its schools.” It also said that it was “actively encouraging study-abroad

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students to return home and serve the nation.” Regarding employment challenges, it said that it is encouraging more students to pursue entrepreneurship (WSJ, 2016).

CHINA’S 13TH FIVE-YEAR PLAN The official commitment to and support for the internationalization of higher education by the government are further reinforced by the most recent national blueprint. The ruling Communist Party of China (CPC) adopted the blueprint for the 13th Five-Year Plan (13th FYP), on national economic and social development, for 2016-2020, at its Fifth Plenary Session of the 18th CPC Central Committee, which ended in Beijing on October 29, 2015.

For its goal of economic development (e.g., double its 2010 GDP by 2020), the government spelled out five guiding principles—innovation, coordination, green development, opening up, and sharing—and the promotion of internationalization of education is listed as one of the 11 sector-specific development plans. These sectors are: promotion of innovation and technological advancement; enhancement of environmental protection and green growth; energy revolution; reform of state-owned enterprises; urbanization and infrastructure investment; promotion of the development of culture; improvement of people’s health, education and livelihood; foreign trade and investment; financial reform and RMB (Chinese currency) internationalization; and promotion of global collaboration. More precisely, the government has set forth development plans for education: 1. To improve the quality of education by bridging the urban-rural quality gap, subsidizing education for the poor and enforcing nine-year compulsory education; 2. To improve the quality of higher education by looking up to and look like the topranking global universities; 3. To encourage the private sector to invest in and provide diversified education services (Higher Education Development in China Research Report, 2015).

It is clear that there are two national agendas for education: equity and quality.

These two goals are similar to the goals of higher education in the US (Lin, 2014; 2018).

Furthermore, the most recent “Belt and Road” initiative, which refers to the Silk Road Economic Belt and the 21st century, in an indirect way, shall be seen as an additional venue for the government to promote internationalization in economics as well as in education.

The Maritime Silk Road, proposed by President Xi Jinping in 2013, aims to revitalize trade and investment links between Asia and Europe. The network passes through more than 60 countries and regions with a total population of 4.4 billion (PWC, 2015; Li, Lin, & Zhen, 2015). The “Belt and Road” will enhance opportunities for international collaborations in

63 education, science and technology, culture, and many other areas. Cultural diffusion will happen with people of countries and regions along the route.

CHALLENGES OF INTERNATIONALIZING HIGHER EDUCATION IN CHINA I have been engaged in Sino-US joint programs for more than 15 years. During these years, I have witnessed the fulfillment of the importance and goals of international collaborations as described in the previous sections. (Lin, 2011; 2016b) The accomplishments of these programs did not come without challenges, crisis or crises, and frustrations. However, this section describes the major challenges we have encountered in the operation of the joint program. The major challenges are in three major areas: language skills, policy implementations based on the requirements from the Higher Learning Commissions in the US and the MOE in China regarding the quality of education and communication issues between the partners because of cultural and personality differences.

LANGUAGE AND CULTURAL CHALLENGES The number-one challenge for the dual-degree joint program is language proficiency.

Chinese universities have tried effective approaches to improving international students’ Chinese language skills. US colleges welcome Chinese students (and other international students), but language and cultural barriers make assimilation a struggle and lead to what is known as the voluntary-segregation phenomenon or the integration challenge. It is difficult to improve on-campus interactions between international and native students (Lin, 2015).

Closely related to the language issue is intercultural competence. With the rapid development of Sino-US cooperation in higher education, intercultural competence is becoming a necessary skill for talented people in the 21st century, in addition to language proficiency.

Intercultural competence and cultural awareness courses or workshops must, therefore, be a component in language classes. With the concern for students’ language skills, a big challenge for courses offered in China by US universities is how to maintain quality of education while offering joint programs in China. English-only teaching is not always successful in efforts to internationalize Chinese students. Adapting English textbooks, team-teaching faculty from the partner school in China, and bilingual teaching may assist students’ comprehension of the course material, class participation, and performance. The University of Indianapolis and its partner schools in China have recommended and implemented a number of language-enhancement programs in the past (Lin, 2016b). These programs’ outcomes will need to be systematically assessed.

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The issues of “educational sovereignty” and “quality assurance” are at the core of program assessment (Moore, 2011). Different governmental roles (political context) and accreditation systems make curriculum alignment and, hence, meeting the dual-degree requirements difficult. The overlapping issue of political context and cultural differences has often become a stumbling block in international collaboration. Effective communication and mutual respect is the key to the success of the program. In addition, it is a real challenge for American universities who are in the joint programs to cope with the Chinese MOE’s policies for international collaboration (as with the so-called 4 1/3 policy). It is almost impossible for American universities to send 6-8 faculties annually to China to offer direct-credit courses.

It is not only financially unfeasible but also extremely difficult for US universities to have pools of qualified faculty to be dispatched to China. A team-teaching approach may be a desirable alternative instructional approach to meet the MOE’s requirement.

HIGHER EDUCATION INSTITUTIONAL CHALLENGES (SOCIAL-CULTURALFINANCIAL CHALLENGES) In addition to the above-mentioned issues are the additional social-culturalfinancial challenges that partner universities must cope with. Following are some of these challenges from both Chinese and American perspectives: THE CHINESE PERSPECTIVE 1. The Chinese government focuses on funding elite universities, ranking has become the priority selection of partners, and tuition is fixed by the government; 2. There is a lower degree of academic freedom in China; 3. The tuition of world-class foreign universities is relatively high compared to Chinese standards. It has become a deterrent for some Chinese students wanting to study abroad; 4. It is difficult to find the same educational standards between partners; 5. Increasing numbers of Chinese students who have studied abroad and want to stay abroad have difficulties securing jobs in America; 6. Many good students cannot study abroad because of various obstacles (e.g., high tuition fees).

THE AMERICAN PERSPECTIVE 1. Very few foreign teachers are willing to stay for more than one year in China; the US overemphasizes the revenue-driven partnership; American universities emphasize a business model for any kind of international collaboration;

65 2. An ethnocentric mentality affects cross-cultural communication; 3. Possible political and financial risks (macro and micro) with international partners may include the freezing of assets at the partnership site, currency devaluation, limits placed on the remittance of profits or capital, industrial piracy, unforeseeable social or political turmoil, stiff government policies and regulations, and tax issues; 4. Some government (MOE) policies discourage exporting students (sending students to study abroad) for more than one year in the US (for example, move from 2+2 to 3+1 joint-program model to 4+0 model); 5. The teach-out commitment creates additional financial burden for American partners; 6. Most faculty and administrators in joint-program teams do not speak Chinese.

General cross-cultural and communication issues remain as the core challenge for any international collaboration. It is imperative that partners include cultural and global competency programs, including Chinese language classes, and international cultural events for students and the team (various academic and nonacademic units on campus) to enhance mutual understanding and effective communication.

OPPORTUNITIES AND TRENDS OF INTERNATIONALIZATION Although there are many challenges in international collaboration, with the support of the Chinese government and American higher education institutions, internationalization of higher education in China will continue to develop and expand. There are ample opportunities for the internationalization trend. A few factors point to this: Chinese students are eager to study abroad. As mentioned in the opening of this paper, the number of Chinese students studying in America has been increasing drastically in the past 20 years, and the trend will continue. There are a number of reasons for Chinese students being eager to study abroad. As the Wall Street Journal pointed out, “They’re eager to escape flawed education systems back home, where low standards are leaving many ill-prepared for a global economy” (WSJ, 2016). Some students said that “most Chinese universities are uninspiring.” There is fierce competition for the Gaokao entrance examination. There is a general belief that western universities provide a higher quality of education; many Chinese students and their parents are not satisfied with the quality of education in China; individual students and their parents are increasingly discontent with the education system and its underlying philosophy and quality. There is also a hidden agenda among the Chinese students who are eager to study abroad: Students are longing

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for “academic and social freedom” in the US, and government support (i.e., funding of studying abroad) has provided a strong incentive for students to look for advanced study abroad. Additionally, America and other western countries continue to welcome talented international students to be enrolled in graduate studies. For China’s international partners, the influx of Chinese students means tuition revenue as well as a venue for campus social and cultural diversification.

The Chinese government wants to make Chinese universities world-class. The 211 project is a government initiative to strengthen about 100 higher education institutions and major discipline areas. Government funding promotes available resources for the “elite” universities in China to become world-ranked universities. This represents the “dualism” of internationalization, i.e., exporting students and importing western educational resources to China. We should applaud the Chinese government’s goals and support for the internationalization of its higher education. The quality of the educational system is the best means to modernize China and for China to continue its economic and, hence, national development.

• The size of the Chinese market has attracted many foreign universities to China.

Entering the Chinese education market is benefiting overseas universities and schools in three ways: generating revenue, recruiting academic talent, and enhancing campus diversity.

• The Chinese government recognizes the importance of the English language as part of its internationalization strategy. English language is required in higher education, and in many universities, the required hours of English classes have been increased. The Chinese government provides funding for the language programs, including the English as a second language (ESL) program.

• The Chinese government wants to increase diversity programs in higher education, including curriculum reform and sponsoring of international research projects. There are quite a number of government programs to fund the internationalization of higher education. For example, the Chinese Scholarship Council, established in 1996 under the MOE, has been administering various types of scholarships to fund staff/faculty (i.e., visiting scholar program) and students from Chinese public institutions to study abroad and to provide support to foreigners to study in Chinese public institutions. In the CPC’s FYP, the government “encourages Chinese research institutions to conduct cutting-edge research and places significant value on subversive technological breakthroughs.”

The government policy also aims to “implement the Internet+ Action Plan to

67 develop application technologies for the Internet of Things.” Most encouraging is to “give universities and research institutes the liberty to become innovation leaders with greater powers in making decisions on research funding.”

• The Internet of Things (Internet+) has transformed and will continue to transform higher education in China and the world. The Chinese government will lead the Internet+ to bring education reform (a new sense of new knowledge).

The new technology makes distance learning and the Open University possible.

World universities and educational systems will move from connectivity to hyper-connectivity and from independent to interdependent.

• Perhaps, the most prominent and direct change in the effort to develop internationalization in recent years is a shift in how China views and affects student populations, moving from an initial and continued emphasis on exporting students for international education to actively recruiting incoming foreign students. The Chinese government wants to send Chinese students to study abroad and also sees the importance of importing international students. A strategic plan has been made to promote international students’ mobility (500,000 international students to China by 2020) (State Department News Bureau, 2012).

• Many Massive Open Online Courses (MOOCs) have been available in China since 2012; the offerings of online MOOCs are closely related to the adaptation and application of the Cloud and of data-analytics technologies.

The UIndy-ZYUFL (University of Indianapolis—Zhejiang Yuexiao University of Foreign Languages and UIndy-ZJNIT (University of Indianapolis—Zhejiang University Ningbo Institute of Technology) joint programs use four benchmarks to measure the success of the programs: graduation rate, graduate school application acceptance rate, employment rate, and dean’s list and honor roll.

The joint programs have designed several programs and events to enhance students’ learning experience on the UIndy campus. For example, the English Corner and the Center for Business Partnership to assist students with internship placements, Orientation Week for joint-program students at the UIndy campus, monthly meetings and an ongoing informal conversation group with joint-program students, expanded food selections in the dining services on campus for joint-program students, private tutorial sessions, making ZYUFL and ZJNIT key study-abroad sites for UIndy’s American students, programs to enhance interaction between American and Chinese students, the visiting scholar program, the Joint-Program Center on ZYUFL and ZJNIT campuses, and the annual UIndy Day at ZYUFL and ZJNIT. These activities and events are meant to

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enhance students’ language skills, interactions between American and Chinese students, and UIndy’s visibility at the joint-program sites among other things (Lin, 2016b).

CONCLUSIONS The internationalization of higher education in China is one of China’s national goals, and the process is still developing. The government guides the strategic planning and the priority of internationalization of higher education to meet its national goals, for Chinese universities to be world-class. The role of exchange and collaboration (research, teaching, and dual-degree programs) with other countries is likely to continue. Those students who return to China will have a profound impact on China’s modernization and globalization. There is an increasing emphasis on developing a distinctly Chinese approach to internationalization. The focus will be on both the quality of individual institutions and the overall quality of the higher education system. The Chinese government is eager to bring (import) western resources (“引进”) to China. A case in point is that the new policy requests western partner universities to send more faculty to China.

Our experience has shown us that for successful international collaboration in higher education, the program must focus on efforts including, among other efforts: • emphasis on careful planning and going through the process (for example, the Life Cycle of International Partnerships proposed by Lin, 2013; 2018), including planning for the scope, depth, duration, and the type of collaboration; • setup of the International Sites Academic Oversight Committee, a Faculty Senate subcommittee to oversee the process and operation of the international partnership; • deliberate action regarding team efforts (engage all relevant units, including academic and student life); • attention to quality, depth, and sustainability; • best practices with cross-cultural understanding and mutual respect. It takes a concerted effort (teamwork) to plan, implement, and assess an international project.

Open communication between partners is crucial for the success of the collaboration.

In conclusion, we may want to quote former British Prime Minister Tony Blair at an international conference about the internationalization of higher education: “How are we educating people?

“Education is absolutely central. There are challenges within the educational system itself. Making change is tough. In education, we really have many difficulties: new structure (new types of schools), new ways of working, new skill set, and new ways of funding, etc.

69 But challenges will also bring new sets of solutions” (Blair, 2012). The following reflection from one of our graduates in the Sino-US dual-degree program epitomizes the essence of internationalization of higher education: “I got to know myself better in a totally different environment. It had inspired my potential. Interestingly, I got to know more about China after I came to America. I had learned to be more objective in judging different behaviors. I am in China now.

UIndy taught me more (than) just finance theories; it has taught me a new way of looking at things” (Lin, 2016a).

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中国高等教育国际化趋势：挑战与机遇 Phylis Lan Lin （藍采風） Associate Vice President for International Partnerships, University of Indianapolis (UIndy), USA & Senior Vice President, UIndy–ZYUFL International College, Shaoxing, Zhejiang, China 论文发表于中外大学校长论坛，2016年10月28 - 30日，中国绍兴

摘要 高等教育的品质是国民经济增长和社会发展的关键。在过去几年里，高等教育的国际

化一直是许多新兴国家的主要社会发展趋势以及政府议程之一。教育国际化是将国际/跨

文化因素融入到各机构的教学、研究和服务功能的过程”（Knight, 1997, p. 8）。国际教育 是变革性的。随着全球化和物联网的发展，高等教育的国际化已成为中国重要的国家目标

之一。本次演讲主要有三个目的：（1）描述中国高等教育国际化的简史；（2）概念化高 等教育国际化的二元论，政府在高教国际化的功能和中国的“十三五”规划；（3）以中美 国际合作双学位项目来讨论国际合作的挑战和机遇。 I. 引言：国际化在高等教育中的重要性 高等教育的品质是国民经济增长和社会发展的关键。在过去几年里，高等教育的国际

化一直是许多新兴国家的主要社会发展趋势和政府议程之一。国际教育是变革性的；它改 变了我们的生活。这就是为什么人们如此努力地接受教育—国际教育—这对中国社会尤其 如此（Lin/藍采風，2016a）。下面与中美班学生家长的对话说明了国际教育的主旨之一：

我遇到了许多来UIndy参加他们（中美班）孩子的毕业典礼的父母。很多时候，

当我遇见他们，他们告诉我的第一件事情就是他们的孩子们是如何在美国这两年内 成长和改变的。“蓝教授，我的孩子已经变了。她的气质改变了。她用不同的方式看

事情；她变得更加独立和自信。”我微笑着回答，“这就是国际教育的主旨和影响。” (Lin/藍采風,2016a)

中国是世界第二大经济体。中国经济和全球化的发展意味着国际化对中国大学越来越

重要，特别是对于研究和教学合作。数字时代使整个世界变得更加密不可分。国际教育使

74

Dr. Phylis Lan Lin: Meet the Founder Compendium

我们更有效地吸引学生跨越国界，并且塑造他们成为世界公民。物联网时代把高等教育国 际化的过程和结果最大化。高等教育的性质是跨越国界的。国际化进程涉及改变、课程改 革、知识传递、大学结构修改、策略规划、跨文化管理和能力发展，国家政策的实施以及 新思维方式的运用。国际化的过程和成果将受国家高等教育环境、政策及其运作的资金框

架等的影响。(薛卫洋, 2015; 成丽, 2016, 中华人民共和国教育部, 2013; Chen, 2011; Fu, 2008; Jin, 2012; Li, 2010; Ma, 2003; Ma & Yue, 2015; International Association of Universities, 2016)

英国前首相Tony Blair在一篇演讲中指出高等教育国际化的重要性：“在国际教育中，

我们不仅塑造了不同类型的人才和文化，我们也促进了全球化。全球化和国际教育相辅相

成。教育是国家繁荣的最重要的衡量标准。”此外，他还指出，“如果说民主是心态，那么 高等教育的国际化便是新思维的孵化器” (Blair, 2012)。

高等教育的国际化促进了校园多样性和兼容性的发展。国际化不仅影响所有的校园生

活的多元化与对各族群的包容，而且还影响机构各层面的运作与对外交往的模式。世界经 济结构变迁，贸易、研究和交流的系统，以及全球化对当地生活的影响，急剧地加大了对 高等教育国际化的需求、动机和目的 (Hudzik, 2011)。 II. 定义高等教育国际化

Jane Knight明确将教育国际化定义为“将国际/跨文化层面与机构的教学、研究和服务

功能或交付融为一体的过程” (Knight, 1997, p. 8)。此外，国家、部门和制度层面的国际化 被定义为将国际、跨文化或世界层面融入（高等教育）教育的目的、职能或交付的过程

（Knight 2003）。显然，高等教育的国际化至少有四个国际层面：学生流动、员工流动、

机构合作和思想流动（Knight, 2003, 2004, 2006）。把国际、跨文化或世界层面和高等教育 的目的、职能和实施融为一体的意识可以提高所有学生和教职员工的教育和研究品质，以

及为社会做出有意义的贡献（de Wit, 2002, 2009）。总之，高等教育国际化可略归纳为： （1）国民经济发展的一部分，（2）创新和校园精神生活的孵化器，（3）促进教育与研

究的相互联系和相互依存的场所，（4）培养“世界公民”的工具，（5）全球化途径，以及 （6）加强文化多样性和国际竞争力的机制。 III. 中国高等教育国际化统计 统计数据显示，中国进出口学生是促进教育国际化的一种途径。截至2014年7月9日，

中国有2542所高校（不包括独立学院）。具体来说，有2246所正规学院和大学（包括444所 非公立学校）和296所成人大学（包括1所非公立大学）（MOE,

2014）。2010年，中国科

学引文索引列出121,500篇科学出版物，其中社会科学领域的只占2.41％。从1978年到2014

年，有459,800名中国学生在海外留学，这数据使得中国留学生的数量排名世界之首。美

国是最受欢迎的目的地（MOE, 2014）。数据显示，在美的中国学生占美国国际学生的最

大比例。2015年，中国学生占美国国际学生总数的31.2％，而且数量持续增长（Institute of

75 International Education, Open Door Report, 2015）。与此同时，在2013年，来自200个国家

的356,499名国际学生在中国高等教育机构学习。最近，中国政府宣布其目标是在未来五年 内将在中国学习的国际学生人数增加三倍。 IV. 中国高等教育国际化简史 自古以來，教育一直是中国最重要的国家议程之一。教育一直是社会流动和促进中国

社会平等的关键因素。在现代中国历史上，随着西方世界的影响，中国开始吸收西方文

化，包括西方式的教育。中国的第一个现代大学是由美国人在1879年创立的，位于上海—

上海圣约翰大学（1879-1952），它是早期尝试国际化的一个例子。1949年前，由教会资助 的大学是将西方教育系统移植到中国方面最为明显的例子。中国国立和私立大学根据西方 大学的模式进行了改革，但保留了课程中的中国传统教学方法（即较权威式的灌输），此 强调了本地化的特色。

1949年中华人民共和国成立后，中国与苏联建立了良好的关系。中国派学生到苏联进

行“西方”教育，许多苏联教育工作者以教师和顾问的身份访问中国。在此期间，中国大学

将俄罗斯模型运用在管理结构中。10,000多名中国学生到苏联和东欧进修医学、工程和其 他相关学科。苏联在1950 - 1965年期间对中国高等教育有强烈的影响，俄语成为最受欢迎 的外语之一，仅次于英语​​。俄-中高等教育合作持续到现在，而且学习领域一直在扩展， 例如音乐和艺术。

1966年至1976年间的中国文化大革命中断了社会秩序的许多方面，包括教育制度。从

20世纪70年代末起，中国高等教育的变革程度与其余社会变革的程度一样巨大。这些努力

主要是由经济改革实现邓小平“四个现代化”—工业、农业、科学和技术的愿望推动的。邓 小平是一位伟大的政治家，他推动和规划了中国经济改革。中国高等教育也在改革计划

中。他提倡，“中国在促进中国特色的国际化的同时应该保持社会主义国家的性质”（即从 西方学习现代化的同时保持中国特色，也就是计划经济）。在1978年中国政府实施开放政 策之后，国际化进程突飞猛进。邓小平敦促中国大学从西方学习，但仍要保持中国的社会 主义政治制度。在中国的经济发展过程中，政府干预各种机构制度的运行，包括对高等教 育的关注与监督。部分课程根据美国、英国和其他发达国家的大学的实践进行了改革。

英国在1969年建立了开放大学。位于北京的国家开放大学在1979年成立。它的旧称是

中央广播电视大学，反映了它通过广播和电视提供高等教育的传统。开放大学也可以被认 为是远程学习的概念和操作的先驱。远程学习也是高等教育国际化途径之一。

正如Li（2016）指出，在80年代和90年代，中国政府严格控制教师交流、外国学生招

生以及与外国机构的各种合作；政府批准是必要条件。自2000年以来，中国的社会经济发

展促使中国政府开始允许机构拥有更大的自主权，加快国际化进程（Li, 2016）。现在中国 大学正在推行全面的国际化，包括实施交流计划、招收外国学生、提供英语课以及开展联

合研究项目和联合双学位课程。例如，美国印第安纳波利斯大学(University of Indianapolis)

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于2004年开始与浙江大学宁波理工学院进行双学位联合项目，并于2011年与浙江越秀外语 学院合办了国际学院。近几年，中国许多高校的国际合作也集中在科研开发上。例如，上 海科技、北京理工大学和部分技术学院已经建立国际联合项目或中国联合校区，以进一

步促进中国高等教育的国际化。目前，中国已有2600多所大学以不同的形式与国外大学合 作。中国政府是推动高等教育国际化快速全面发展的主导力。

中国政府还有一个独特的方式来向外国介绍中国文化，这就是所谓的国际化出口。

中国孔子学院（CCI）成立于2004年。到2014年为止，世界126个国家共有851个CCI。据

估计，约有350万人在CCI的汉语和文化项目中注册。正如“华尔街日报”和其他杂志所报 道的，Painter（2014）指出，“虽然许多人认为CCI的发展是国际化的桥梁，并且能够增 进人与人之间的相互理解和友情，但是最近他们也受到一些负面批评。评论者认为孔子

学院侧重于他们对教学内容的垄断。”这所谓的“出口国际化”的正负面仍待进一步的评估 （Yang，2010）。然而，没有迹象表明中国政府不会继续在世界各地建立CCI。它是将中 国文化引入世界的方法之一，因此，也是高等教育国际化“出口”的一种途径。

V. 高等教育国际化的概念化：国际化的二元论，政府在高教国际化的作用和中国的“十三 五”规划 国际化中的二元论。在某些方面，中国促进高等教育国际化的正式工作可说是一种“ 二元论”。二元论可以指双向过程，并且有时二元可能是矛盾的。以下是中国高等教育国 际化中二元论的一些特点：

1. 出国留学的中国学生以及在中国留学的国际学生（进出口学生） 2. 课程改造（适应西方课程和保留中国教育特色）

3. 教师国际化（以访问学者的形式引入国际教师和中国教师到国外访学）

4. 学生在中国学习并交换到国外的合作大学进修双学位课程（拥有中美两国的教 育）

5. 中国政府将资金投入高等教育，试图使其系统在世界范围内具有竞争力，同时也 加大了对国际项目的监督力度（政府的双重作用：支持和控制）

6. 中国和西方国家（美国）的区别[关键的区别在于：中国院校既是学术实体，也 是执行政府政策的教育机构（Li, 2015）。]（中国高等教育机构的双重角色）

7. 高等教育国际化作为一个国家议程：中国政府欢迎国际合作，但需要监管协作（

中国政府的双重角色）。一方面，中国欢迎由外来国家提供的高等教育机构（特 别是来自声誉十分良好的机构）；另一方面，政府法规坚持直接控制。（Lin/藍 采風，2015, 2016b；Neubauer & Zhang, 2013）。

政府在高等教育中的作用。中国经济的全球化对政府高等教育国际化的作用产生了积 极的影响。中国政府大量投资于大约100所精英学校，然而其他学校则出现经费不足的现

象。中国的学院和大学分为三本（层次）。越来越多的政府倾向于中国大学和研究机构与

77 西方世界排名性的同行合作。不幸的是，“排名”被作为合作伙伴选择的优先偏好。许多不 仅提供优质教育，而且为国际学生加值的小型国外大学通常不在合作伙伴的选择名单上， 或不受教育部（MOE）的鼓励，因为他们不是所谓的全国排名大学或所谓的“一本大学”。

由教育部认同的211和985项目，陆续接到政府庞大的财源以资助它们成为世界一流的

学府（Holsinger＆Jacob，2008）。这些大学倾向于与美国的“世界级”大学合作，包括哈佛 大学、斯坦福大学和麻省理工学院等。中国政府决心将世界一流的高等教育带给中国，使 中国的高等教育成为世界上最好的高等教育之一。中国高等教育的国际化也许是中国现代 化和全球化的最好途径。

从上述关于中国高等教育国际化历史的简要讨论，我们可以总结中国政府在国际化

高等教育中所起的三个主要作用：（1）国家战略设计师和策划分析师，（2）主要资金 提供者，和（3）监管者。换句话说，中国政府的普遍做法是为教学和研究，以及高等教

育机构实施政府的政策、计划和国家目标提供方向和指导方针。最近，中国教育部对“华 尔街日报”说，“它支持学生出国，并努力提高学校的国际竞争力”。它还表示，“积极鼓

励留学生返回家园，为国家服务。关于就业挑战，它说，这是鼓励更多的学生追求创业 （WSJ，2016）。

中国“十三五”规划。最新的国家蓝图进一步加强了政府对高等教育国际化的官方承诺

和支持。2015年10月29日，中国共产党(CPC)在北京结束了第十八届五中全会，并且通过 了“十三五”国民经济和社会发展纲要（2016-2020年）。

为了实现经济发展目标（例如，到2020年将2010年的GDP翻倍），政府制定了五项指

导原则 - 创新、协调、绿色发展、开放和共享 – 以及促进作为11个部门具体发展计划之 一的教育国际化。这些领域包括促进创新和技术进步，加强环境保护和绿色增长，能源 革命，国有企业改革，城市化和基础设施投资，促进文化发展，改善人民健康、教育和

生活，外国贸易和投资，金融改革和人民币国际化，以及促进世界合作。更确切地说，政

府制定了教育发展规划：（1）通过缩小城乡之间的品质差距，以及补贴贫困人口的教育 和实施九年制义务教育来提高教育品质;（2）看齐世界一流大学，提高高等教育的品质;和 （3）鼓励私营部门对教育的投资并提供多元化教育服务（《2015中国高等教育国际化发

展状况调查报告》China International Education Conference, October 23-25, 2015）。由中 国“十三五”规划可看出中国政府对高等教育有两个议程：公平与品质。这两个目标与美国 高等教育的目标相仿（Lin/藍采風, 2014）。

此外，最近提及丝绸之路经济带和二十一世纪的“一带一路”的倡议，以间接方式被视

为政府促进经济和教育国际化的附加途径。2013年习近平主席提出的“海上丝绸之路”旨在 振兴亚欧之间的贸易和投资联系。该组织网络遍布60多个国家和地区，总人口数达44亿人

（PWC, 2015；历以宁，林毅夫，郑永年等著，“读懂一带一路”， 2015）。“一带一路”将提 供并加强在教育、科技、文化等诸多领域的国际合作机会。中国文化将在沿线国家和地区 的人群中传播。

Dr. Phylis Lan Lin: Meet the Founder Compendium

78 VI. 中国高等教育国际化的挑战

我从事中美联合项目已有10多年。在这些年中，我已经目睹了前面章节所描述的国际

合作的重要性和目标的实现（Lin/藍采風， 2011， 2016）。然而，这些项目的成功离不开 挑战、危机和挫折。本节描述了我们在联合项目的运作中遇到的主要挑战。主要挑战包括 三个主要领域：语言技能，基于美国高等学习委员会和中国教育部关于教育品质的要求的 政策实施，以及由于文化和个性差异而导致的合作伙伴之间的沟通问题。

语言和文化挑战。双学位联合项目面临的首要挑战是学生的外语能力。中国大学

尝试了有效的方法来提高国际学生的汉语技能。美国学院欢迎中国学生（和其他国际 学生），但语言和文化障碍限制了中国留学生融入美国的社会与文化，并导致所谓的

自愿隔离或自我孤立现象。这很难改善校园内的国际学生和本土学生的互动（Lin/藍采 風，2015）。

跨文化沟通能力与语言问题密切相关。随着中美高等教育合作的快速发展，跨文化沟

通能力正在成为除了语言能力之外21世纪人才必备的技能。因此，跨文化沟通能力和文化 意识课程或讲习班是语言课程的必要内涵。随着对学生语言技能的关注，美国大学在联合 项目中面临的巨大挑战是如何保持向中国提供的课程的教育品质。只有英语的教学并不总 能成功地使中国学生国际化。适应英语教科书，中国合作学校的教学团队以及双语教学可 以帮助学生理解课程材料、改善课堂参与和表现。印第安纳波利斯大学及其在中国的合作

学校在过去建议并实施了一些语言增强项目（Lin/藍采風， 2016b）。一般的跨文化和交 流问题仍然是所有国际合作的核心挑战。合作伙伴必须为学生和团队（校内各学术和非学 术单位）提供文化和世界竞争力项目，其中包括汉语课程和国际文化活动，以此来增强相 互理解和有效沟通。这些项目的成果将需要系统性的评估。

政府的角色挑战。“教育自主权”和“品质保证”的问题是项目评估的核心（Moore，2011

）。不同的政府角色（政治背景）和认证体系使课程保持一致，因此难以满足双重要求。 政治环境和文化差异的重叠问题常常成为国际合作中的一个困境。有效的沟通和相互尊重 是项目成功的关键。此外，美国大学在联合项目中如何应对中国教育部制定的关于国际合

作的政策（如所谓“三分之一”政策）是一个真正的挑战。每年派遣6-8名教师到中国教授美 方课程对美国大学来说几乎是不可能的。这不仅在财政上不可行，而且对于美国大学来说 招募一大批合格的教师团队派遣到中国是极难的。团队教学方法（美方团队和中美组合的 团队）在满足教育部要求的层面上可能是理想的替代教学方法。

高等教育机构挑战（社会-文化-财政的挑战）。除了上述问题之外，合作大学必须应

对额外的社会-文化-财政的挑战。以下是来自中国和美国的一些挑战： (1) 中国视角

• 中国政府专注于资助精英大学；排名已成为合作伙伴的优先选择；学费由政府决 定。

• 中国的学术自由度比美国的低。

79 • 世界级的国外大学的学费对于中国标准学费来说相对较高。这对一些想出国留学 的中国学生已经成为一种威慑。

• 在合作伙伴之间很难找到相同的教育标准。

• 越来越多想要留美的中国学生很难在美国获得工作机会。

• 许多优秀的学生因为各种障碍（例如高额费用）而无法出国留学。

(2) 美国视角

• 很少外籍教师愿意在中国逗留一年以上（而且中国的工作签证的批准率较低）。

• 美国过分强调以收入为导向的伙伴关系；美国大学强调任何种类国际合作均需以 商业模式为定，即，合作项目不能亏损。

• 一种基于种族中心的心态影响跨文化沟通。

• 国际合作伙伴可能带来政治和财政风险（宏观和微观），其中可能包括从合作网 站冻结资产，货币贬值，对利润或资本汇兑的限制，知识产权被侵犯，不可预见 的社会或政治动乱，僵硬的政府政策法规和税务问题等。

• 一些教育部（MOE）的政策不鼓励学生在大二念完之后就出国留学，在国外完 成本科学位（例如，从2 + 2到3 + 1联合项目模式）。

• 必须派遣大批教授去中国易给美国合作伙伴带来额外的财政负担。 • 联合计划团队中的大多数教师和管理员不会说中文。 VII. 国际化的机遇和趋势 虽然国际合作面临诸多挑战，但是在中国政府和美国高等教育机构的支持下，中国高

等教育的国际化将持续发展。国际化有充分的机会发展，以下几个因素反应了这一点：

1. 中国学生渴望出国留学。正如本文开头所提到的，在过去20年中，在美中国留 学生人数急剧增加，这一趋势还会持续。中国学生渴望留学的原因有很多。正

如“华尔街日报”指出的，“他们渴望逃离有缺陷的教育体系，原有的低标准的

教育体系不能应对世界经济发展的需求”（WSJ, 2016）。有些学生说，“中国的

大学无法勾起他们的兴趣。”高考考试的竞争很激烈。有一个普遍的信念，西 方大学能够提供更高的教育品质；许多中国学生及其家长对中国的教育品质不 满意，其中包括对教育制度及其基本经营理念和品质的不满。在渴望出国留学 的中国学生中也有一个隐藏的议程：学生渴望美国的“学术和社会自由”，加上

政府支持（即出国留学资金）使学生出国留学有了更强烈的动机。此外，美国 和其他西方国家依然欢迎有才华的国际学生参加研究生学习。对于中国的国际 合作伙伴来说，中国学生的涌入意味着学费收入以及促进校园社会和文化多元 化。

2. 中国政府希望中国的大学能够成为世界级的大学。211项目是一项政府倡议，旨 在加强大约100所高等教育机构和主要学科领域。政府的资助为中国“精英”大学成

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为世界排名大学提供了资源。这代表了国际化的“二元论”，即出口学生和进口西

方教育资源到中国。我们应该赞扬中国政府的目标和对高等教育国际化的支持。 我坚信，品质和良好的教育制度是实现中国现代化和中国经济维持，从而实现国 家发展的最佳途径。

3. 中国市场的规模吸引了许多外国大学。进入中国教育市场使海外大学和学校受益 的方面有三个：创造收入，招聘学术人才，提高校园多样性。

4. 中国政府认识到英语作为国际化战略之一的重要性。高等教育需要英语，许多大 学增加了英语课的时间。中国政府为语言课程提供资金，其中包括ESL项目。

5. 中国政府希望增加高等教育的多元化项目，包括课程改革和赞助国际研究项目。 政府开设了大量的项目来资助高等教育的国际化。例如，1996年在教育部设立的

中国奖学金委员会一直在管理各种类型的奖学金，以资助工作人员/教师（即访

问学者项目）和中国公共机构的学生出国留学，并向外国人在中国公共机构中学 习提供支持。在中国共产党的“五年计划”中，政府“鼓励中国研究机构开展前沿研

究，并肯定颠覆性技术突破具有重要价值”。政府政策还旨在“实施互联网+行动

计划，开发物联网应用技术”。最鼓舞人心的是“使大学和研究机构成为在研究资

金方面拥有更大许可权利的创新领导者”。

6. 物联网（互联网+）已经改变并将继续改变中国和世界的高等教育。中国政府将 领导互联网+来推动教育改革（新的知识技能）（People’s Daily, 2016）。新技术

可能促进远程学习和开放大学的进程。世界大学和教育系统将从连通性到超连通 性，从独立到互相依存。

7. 近年来，努力发展国际化最突出和最直接的变化可能是中国如何看待和影响学生 人口数，从最初一直强调鼓励学生出国接受国际教育到现在积极招收外国学生。 中国政府希望派遣中国学生出国留学，同时也认识到进口国际学生的重要性。中 国政府已经制定了一个促进国际学生流动性的战略计划来招募更多的国际学生到 中国。(500,000 international students to China by 2020) (“国家中长期教育改革和发 展规划纲要， 2010–2020”)。

8. 自2012年以来，中国出现了许多MOOCs（大规模在线课程）；在线MOOCs的开 设与网络云和数据分析技术的适应和应用密切相关。

9. UIndy-ZYUFL和UIndy-ZJNIT联合项目使用四个指标来衡量项目的成功与否：毕

业率，研究生院申请接受率，就业率以及学院优异生荣誉。这些指标都显示了令 人愉悦的结果。

10. 联合项目为了提高学生在UIndy的学习经验设计了几项活动方案。例如，英语角 和商业合作中心对学生的帮助,其中包括：协助学生的实习工作，对UIndy联合项 目的学生开展的迎新周，每月会议，非正式聊天中心，学校餐饮的多项选择，

私人辅导课程；为UIndy的美国学生提供的ZYUFL和ZJNIT主要学习网站，加强

81 中美学生之间互动的项目，访问学者项目，ZYUFL联合计划中心和ZJNIT校区，

以及ZYUFL和ZJNIT的年度“UIndy日”。这些活动和项目旨在提高学生的语言技 能，中美学生之间的互动以及UIndy在联合项目网站上知名度等（Lin/藍采風, 2016b）。 VIII. 结论 中国高等教育的国际化是中国的国家目标之一，这个建设过程仍处于发展中。中国政

府通过规划高等教育国际化的战略计划和优先级来实现其让中国大学成为世界级大学的国 家目标。中国可能会继续扮演与其他国家之间交流和合作（研究、教学和双学位课程）的 角色。回国的中国留学生将对中国的现代化建设和全球化产生深远的影响。中国越来越重 视其国际化的发展，重点将分别放在各个机构以及整个高等教育系统的品质上。中国政府

渴望将西方资源“引进”中国。中国要求西方合作院校向中国派遣更多教师的新政策就是一 个例子。

我们的经验告诉我们成功的高等教育的国际合作必须注重工作力度：（1）强调规划

和贯彻，包括规划的范围、深度、持续时间和合作的类型;（2）设立负责监督国际合作计 划运行的国际网站学术监督委员会（3）有关团队工作的慎重行动（所有相关活动，包括

学术和学生生活）;（4）注重品质，深度和可持续性；和（5）具有跨文化理解和相互尊 重的最佳实践。需要共同努力（团队合作）来计划、实施和评估一个国际项目。合作伙伴 之间的开放沟通对于合作的成功至关重要。最后，我们可以引用前英国首相Tony

Blair在

关于高等教育国际化的国际会议上的发表：“我们如何教育人民？教育绝对是核心。教育 系统本身存在挑战，改变是艰难的。在教育方面，我们确实有很多困难：新结构（新型学

校），新的工作方式，新的技能集合和新的融资方式等，但挑战也将带来新的解决方案”

（Blair，2012）。以下是来自中美双学位毕业生的反思体现了高等教育国际化的本质的反 响：“我在一个完全不同的环境中更好地了解自己，它激发了我的潜力。有趣的是，在我

来到美国后，我更多地了解中国。我学会了更客观地判断不同的行为。UIndy教我不仅仅 是金融理论；它也教给我用一种新的方式看事情” (Lin/藍采風，2016a)。 翻译：房思汶

3.

“MEGATRENDS AND THE FUTURE OF WORK: IMPLICATIONS FOR ORGANIZATIONAL DEVELOPMENT LEADERSHIP” Workshop Facilitator and Speaker: Dr. Phylis Lan Lin University of Indianapolis, USA & Faculty, Graduate School of Business, Assumption University, Thailand February 18, 2019

Sponsored by: Graduate School of Business, Assumption University, Thailand

CONTENTS I.

Workshop Theme and PPT Presentation

II. Quotes from Great Thinkers III. Background (Food for Thought) for Workshop Questions and Discussions: Key Questions Women in Leadership and Career Development for Group Discussion IV. Skills for the Future Workforce (The Institute for the Future, IFTF [for details, see PPT presentation]) V. The Meaning of Work and the Meaning of Life (Managing Yourself) VI. References for Further Discussion and Research I. WORKSHOP THEME AND PPT PRESENTATION “The best way to predict your future is to create it.” —Abraham Lincoln Who knows what jobs will be born one decade or two decades from now? The world is changing, and the speed of change is going faster and faster or accelerating.

The changes will affect all walks of life. Some predictable social forces (megatrends)—

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include globalization, digitization, technological developments, demographic changes, environmental crises and low-carbon developments, urbanization, the rise of the middle class, and individualization—will create new economic opportunities, challenges, and disruptions for all of us, especially for Millennials (Generation Y). Social technologies drive new forms of production and value creation. Furthermore, increased global interconnectivity and collaboration put diversity and adaptability at the center of organizational operations.

The purpose of this presentation is to identify some of those megatrends and to analyze how these megatrends will affect the meaning of work and the future of work with a multigenerational and diverse workforce. The presentation will first illustrate how these megatrends may shape the nature of work patterns and work demands (jobs and skills) in the future. Secondly, the presentation will shed light on how to prepare Millennials for future challenges at work. Finally, the presentation will engage participants in a discussion of new technologies and other megatrends’ implications on organizational development leadership.

Key References for the Workshop Framework 1. The 2017 Fortune Global Forum Overview (Note: The theme for the 2017 Fortune Global Forum has provided and stimulated our thoughts on how today’s leaders would respond to the era of innovation prompted by the introduction of new technologies and other social forces.)

Openness and Innovation: Shaping the Global Economy “THE FORTUNE GLOBAL FORUM will focus on the key issues facing multinational companies at a crucial time of change in China and the global economy. With unprecedented speed, a new innovation revolution is building in the digital era. Industries are being transformed by breakthroughs in artificial intelligence, biotechnology, drones, robotics, the Internet of Things, autonomous vehicles, nanotechnology, 3-D printing, and other fields. Lives on every continent will be improved…and disrupted. Entire industries will become smarter…and potentially less secure. At the same time, globalization—long taken for granted—is being challenged by a backlash against trade and immigration in many parts of the world. These forces are colliding to produce complex challenges for today’s global business leaders.

This year’s Fortune Global Forum will explore these trends, both in China and throughout the world, providing clarity for decision-makers as they seek more opportunity, with less risk, in the emerging innovation revolution. Nowhere in the world will this

85 revolution be more profoundly felt than in China—with its new and burgeoning middle class, accelerating urbanization, and expanding digital technologies.

From manufacturing and health care to mobility and finance, we’ll explore global competitive advantage in the age of technology as well as the critical role corporate leadership plays in building more inclusive economies.” (https://www. fortuneconferences.com/global-forum-2017/) 2. Leadership 2030: The Six Megatrends You Need to Understand to Lead Your Company into the Future by Georg Vielmetter and Yvonne Sell “The tumultuous changes of the past decade, including China’s economic rise and the financial meltdown, were just the beginning. The next cataclysmic wave is surging relentlessly ahead, demanding leaders who can steer their companies through complexity and change.

Drawn from original research conducted jointly with foresight company Z-Punkt and further analyzed by Hay Group, Leadership 2030 uncovers six megatrends that will dramatically impact organizations’ markets, cultures, systems, and processes: 1. Globalization 2.0: Asia dominates the global economy.

2. Climate change: Sustainability becomes imperative.

3. Individualism: Freedom of choice erodes loyalty.

4. Digitization: Boundaries blur between private and working lives.

5. Demographic changes: Aging populations intensify the talent war.

6. Converging technologies: The sharpest tech shift in history is around the corner.

Research findings and case studies provide compelling evidence of each megatrend and highlight the skills, capabilities, and attitudes leaders must cultivate, such as adaptability, collaboration, cultural sensitivity, strategic thinking, meaning creation, and more. In the rush to produce quarterly profits in chaotic conditions, the longer view is often obscured. This forward-thinking book helps businesses everywhere prepare for the seismic changes on the horizon.” (https://www.amazon.co.uk/Leadership-2030Megatrends-Understand-Company/dp/0814432751) Leadership in 2030 will call for individuals who choose not to see themselves as heroes, as headlines or as patrons and who do not put their egos first. The leaders of the future will be altrocentric. Ideal behavioral competencies of the altrocentric leaders are: inner strengths (ego-maturity, intellectual curiosity and emotional openness, and empathy), values (ethical standards, concern for diversity), strategic business thinking (contextual awareness, stakeholder recognition), stakeholder interaction

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(meaning-making, cross-boundary partnering), and execution (bounded autonomy, senior team leadership) (Vielmetter & Sell, 2014).

II. QUOTES FROM GREAT THINKERS “Leaders will have to be multilingual, flexible, internationally mobile and adaptable.

But, most crucial of all, they must be highly collaborative and have strong conceptual and strategic thinking skills.” —Hay Group, 2014 “Despite their lack of detailed knowledge, leaders must be open to—and advocates of—visionary ideas, encourage innovation and collaboration and act as orchestrators of expertise from within and outside the organization in order to harness the potential of converging technologies.”—Georg Vielmetter & Yvonne Sell “Technology has always been a double-edged sword” —Ray Kurzweil, futurist “We can’t solve problems within the same mindset that created them.” —Albert Einstein “The most important task of an organization’s leader is to anticipate crisis. That is called innovation, constant renewal.” —Peter Drucker “Everyone thinks of changing the world, but no one thinks of changing himself.”

—Leo Tolstoy “To become a leader, you must become yourself; become the maker of your own life. All leaders must seek self-knowledge.” —Warren Bennis “The art of leading well is not based on quick formulas for moving people. It flows from becoming an integrated person, one who is able to discover and define—and redefine—oneself in the face of surprises and challenges.” —Warren Bennis “Most leaders I’ve seen were neither born nor made. They were self-made.

Developing yourself begins by serving.” —Peter Drucker The great leader is seen as servant first, and that simple fact is the key to the leader’s greatness.” —Robert Greenleaf “Market-driven simply means looking for targets of opportunity.” —Frances Hesselbein “Think through priorities because if you don’t concentrate your institution’s resources, you are not going to get results.” —Peter Drucker “The purpose of a team is to make the strengths of each person effective, and his or her weaknesses irrelevant.” —Peter Drucker “Credibility is the foundation of leadership. People have to believe in their leaders before they will willingly follow them; serving others is the most glorious and rewarding of all leadership tasks.” —James M. Kouzes & Barry Z. Posner

87 “Leadership development is not simply about skill development. It’s also about character development.” —James M. Kouzes & Barry Z. Posner “This is a world of process, the process of connecting, where ‘things’ come into temporary existence because of relationships.” —Margaret Wheatley “If you take the time to figure out your purpose in life, I promise that you will look back on it as the most important thing you will have ever learned.” —Clayton M. Christensen “Adopting a blue ocean mindset also includes embracing the concept of ‘humanness.’

Building this concept into the process of a blue ocean shift inspires your people, gives them confidence, and allows them to drive the process of change. Humanness brings out people’s emotional engagement so that they have the confidence to act.” —W. Chan Kim & Renee Mauborgne “In smart organizations, people know that, although excellence might not be everywhere, it can start and spread from anywhere.” —Robert I. Sutton & Huggy Rao “Hire people whom you respect and who bring new thinking to the organization; whether you like them should be secondary. ... Diversity of style, thought, and culture can sometimes generate friction. But if it is productive friction, and if your team frames it that way, it can help build resilience.” —Robert I. Sutton & Huggy Rao “The search for diverse talents helps bring about a diverse organization, to its great benefit. … I’m very optimistic about the future of equality in the business world.”

—Condoleezza Rice III. BACKGROUND (FOOD FOR THOUGHT) FOR WORKSHOP QUESTIONS AND DISCUSSIONS: KEY QUESTIONS RELATED TO MEGATRENDS, AND LEADERSHIP IMPLICATIONS FOR GROUP DISCUSSION • Are those megatrends in global society that have been presented in this workshop able to be witnessed in Southeast Asia?

• How would those megatrends, especially the new technologies affect your organization?

• How can leaders use technology to make complex decisions?

• Why will leaders need to pay special attention to diversity of employees and consumers?

• What is the demographic structure in your organization? Do you see an increased number of Y Generation in your organization? What are the leadership implications of working with Generation Y? If individualism and democracy in emerging societies is a new trend, how can leaders advocate shared governance and shared values?

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• How will it be possible to lead a multinational organization with the awareness of glocalization and the rise of the new middle class in emerging nations in Asia such as Thailand, Myanmar, Vietnam, and Cambodia? The demand for glocalization (regional markets) may require more agile organizational structures. How will you implement the new structures and new work patterns in your organization? What new challenges may you encounter in the process of transformation?

• As business becomes more globalized, leaders must acquire cultural competencies to become effective global leaders. Today’s global leaders build partnerships.

Building partnerships is one of the most important competencies for global leaders of the future. How can you overcome cultural barriers and build trusting relationships with your global partners?

• Environmental crisis is inevitable. Global warming and a growing scarcity of natural resources, such as oil, water, and rare earth minerals, require leaders to exercise transformational thinking and new forms of collaboration. How can leaders convert potential competitors into prospective collaborators?

• Digitization is a worldwide phenomenon. It has changed our communication modes and hence has changed interpersonal relations. People can work anywhere and at any time. How can leaders prepare themselves for “remote leadership” with virtual working patterns? How can leaders prepare themselves to encounter and comprehend big data and data analytics?

• Demographic change is primarily a combination of three factors: birth (population growth), death (aging societies), and migration (international mobility). Southeast Asian countries are experiencing an influx of migration from neighboring countries. How can leaders prepare themselves to work with the increasingly complex diverse workforce due to migration (migrant workers)?

How can leaders manage diverse teams (gender, age, and ethnicity/religion)?

• Technological breakthroughs have brought new scientific and technological fields such as nanotechnology, biotechnology, IT, cognitive science, robotics, and artificial intelligence (AI). These fields will prompt innovations in other areas, including healthcare, logistics, nutrition, senior care industrial production, and more. How can leaders prepare themselves to comprehend complicated data, to commit funds for R&D, and to deal with new ethical dilemmas concomitant with technological advancement?

• How can we share the latest thinking and trends in how technology can

89 facilitate modern work practices? How can we connect technology and forward thinking in higher education?

• What is the meaning of work in your career? How will you measure your life?

• How may we apply Dr. Lin’s VIP (Vision, Integrity, and Passion) Model of Leadership to OD leadership?

1. New Technology and Organizational Change We are living in global, increasingly interconnected, economic and social environments. New technologies are changing fundamental relationships and behaviors at an ever-accelerating pace. The developing world is becoming more a part of the developed world. Enabled by technology, developing nations are able to transform themselves over the course of a few years into productive members of the international commercial society (Freeman, 2016; Hoque & Baer, 2014). Workplace automation, robotics, sensors, 3D printing, augmented reality, and artificial intelligence (AI) will change the way workers communicate, collaborate, and perform work. It is apparent that advancements in technology will change or have already changed the types of skills that employers require. Concern about new and emerging (economic) competition is another important factor for change. For example, automation means it costs less to have the work done.

Although certain jobs (such as jobs that involve managing people, applying expertise, and performing social interactions, including the child-care industry) may be less affected by automation, it is predicted that at least 30% of work will be affected by technology by 2030. Technology is transforming the nature of work and is touching businesses in nearly every sector. Efficiency is a buzzword, and the primary driver for change is the nature of work in the future. Studies show that industries most likely to cite efficiency (including cost effectiveness) as a driver of change in the nature of work include professional and financial services, healthcare, and construction.

“Work is changing. Digital communications have made remote work commonplace.

The gig economy is growing. And advances in AI and robotics could upend the conventional workplace. At least 30 percent of the activities associated with the majority of occupations in the United States could be automated, including knowledge tasks previously thought immune” (“Harnessing automation for a future that works,” McKinsey Global Institute, January 2017, McKinsey.com). The number of employees who are operating in more nonstandard, complex jobs will increase, and less complex work will be increasingly automated. Many societies have underinvested in education and training for older workers. Without highly effective education, workforce-development systems,

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and lifelong learning programs, many employees will fall behind. Work will increasingly require adaptive challenges and growth mindsets. To survive, today’s and tomorrow’s employees must adapt with some qualitative shifts in self-growth, including developing new mindsets and new skills. Then, what is the new meaning of work? What does “challenge” mean to you and your coworkers? Although new technology increases work efficiency, it also disrupts the workplace. What will the company (organization) of the future look like? How can we prepare a future workforce that will be more productive, skilled, and engaged?

As technology (from automobiles, computers, and artificial intelligence, to cyberspace) wraps itself around us, transforming society, culture, organizations, and our everyday lives, we confront these primary issues: 1. What type of future will technology lead us to? What are the implications for organizational development?

2. What impact will automation have on work? Will there be enough work in the future?

3. How do we make AI part of the team rather than a competitive threat?

4. Will technology create, perpetuate, or diminish social inequality in communities and among nations?

5. Will the new technology create a new type of world war? Should world powers militarize space? Is space superiority a new way of fighting?

6. What type of new regulatory guidelines (quality and quantity of labor, associated wages, social acceptance, etc.) should be applied to automation?

7. How do we retrain or relocate workers (i.e., machinery operators and fast-food preparation workers) displaced by automation?

8. How do we prepare professionals to meet the new global labor demand in emerging economies (rising incomes, growing healthcare spending for aging populations, stepped-up investments in IT technology, infrastructure and buildings, and energy, etc.?)

9. China, among other traditional agriculture countries, will continue to move agriculture laborers from rural to urban areas. These “migrant workers” must be reemployed quickly to avoid rising unemployment and possible social upheavals.

How can we assist this new group of the workforce to have the necessary skills to find new jobs?

10. It is evident that the fastest rate of global job growth will be for occupations currently requiring a college or advanced degree. How will institutions of higher

91 learning prepare themselves to educate non-traditional students to move into the new labor market in the near future?

11. What would be the most effective on-the-job training programs to prepare or retrain midcareer employees for successful career changes?

12. Finally, with the upcoming changes in the workforce, there is a need to make transitions smoothly, what role would OD play? What are the implications for leaders to be ready for organizational development and change?

2. The Sociological Significance of Technology: How Technology Changes Social Life (Henslin, 2017) When a technology is introduced into a society, it forces other parts of society to give way (a systems thinking). New technology can reshape society. There are many ways that technology changes social life: 1. Changes in Production Technology changes how people organize themselves. In the past, most people worked in factories. Everyone made most of the entire item. Then it was discovered that production increased if each worker performed only a specific task. Henry Ford developed the assembly line based on this assumption: Instead of workers moving to the parts, machines moved the parts to the workers. In addition, the parts were made interchangeable and easy to attach.

2. Changes in Worker-Owner Relations Karl Marx noted that before factories came on the scene, workers owned their own tools, which made them independent. If the workers did not enjoy their current work, they could pack their tools and move somewhere else. The factory brought fundamental change, however: The capitalists now owned the tools and machinery.

This ownership transferred power to the capitalists. The workers had to submit because desperate unemployed workers were lined up, eager to take the place of anyone who left. The consequence is that the workers gradually became alienated.

(Alienation refers to a sense of powerlessness, meaninglessness, helplessness, and self-estrangement). Alienation breeds dissatisfaction and unrest.

3. Changes in Ideology Marxist ideology sees profit as coming from exploiting workers: Workers are the true owners of society’s resources, and their labor produces profits.

Exploitation may cause workers to revolt.

4. Changes in Conspicuous Consumption

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With technology changes, Americans and Asians have been longing for namebrand clothing and accessories. The particular materials that the super-rich display depends on the state of technology.

5. Changes in Family Relationships Technology changes how people relate to one another. Technology may increase the divorce rate but can also reduce the divorce rate.

6. Changes in Cities (Urbanization and Suburbanization) Automobile-stimulated suburbanization changes the way of life and perpetuates inequality. Technology also prompts the creation of smart cities.

7. Changes in Architecture The automobiles have had an effect on commercial architecture, including the creation of huge parking lots as well as drive-up windows at banks and fast-food restaurants. Homes are built with attached garages. Now, with the advancement of digital technology, modern cities, such as Singapore, are developing “smart city� architecture.

8. Changed Courtship Customs and Sexual Norms Automobiles also change courtship and dating patterns.

9. Effects on Women’s Roles New technology, including automobiles, provides higher social mobility for women. Women can work outside of the home and can also do the shopping more freely. Electric home appliances make family daily chores much more convenient and time-saving for housewives.

10. Changes in Education from Computers Computers change the format and content of learning. Distance learning and Massive Open Online Courses (MOOCs) transform the learning format and process.

11. Changes in Business and Finance Because of online banking, digitized money can be transferred from the United States internationally. National borders are rendered meaningless as computers instantaneously transfer billions of dollars from one country to another.

12. Changes in International Conflict with Computers Computers have a major impact on war. Drones and space warfare create new types of warfare.

13. Cyberspace Changes in Social Inequality

93 The offspring of the microchip—from computers to cell phones—offer access to vast amounts of information and efficiency of communication, manufacturing, and transportation. These fundamental changes may bring greater inequality to nations. Computer technology could perpetuate our current inequalities: the haves vs. the have-nots.

Here are a few questions about the sociological significance of technological change: 1. How does new technology affect your society (Myanmar)?

2. What are the environmental problems of most industrialized nations? What are those of developing countries?

3. How can we achieve harmony between technology and the environment?

4. Do you think that a sustainable environment should be a goal of the world’s societies? As a leader, how would you make your organization’s products sustainable? What measures has your organization taken to deal with the issue of sustainability?

3. Agility and Talent Management Work on-demand: Agility and talent management are becoming critical to business success. The shift to a more agile workforce is becoming a new norm in meeting the new needs in organizations of all sizes and industries. Work arrangements and the workforce are becoming on-demand, as seasonal or temporary labor. Agility has become a new survival game for many organizations. In their book, Agile Talent, Jon Younger and Norm Smallwood explain how to align organizations with the needs and expectations of a workforce that is increasingly external, project-based, and flexible (Harvard Business Review, “Talent Management,” February 11, 2016). A recent study reports that among firms with at least 1,000 employees, 28% anticipate an increase in their agile workforce in the next five years; among firms with 5–49 employees an 18% increase is expected.

Industries most likely to expect an increase in their agile workforces in the next five years are technology, hospitality, construction, and retail (The Fifth Annual Guardian Workplace Benefits Study, 2017). Americans increasingly prefer telecommuting, flexible work schedules, and contingent or freelance arrangements to the more traditional career models. The growing “gig economy” in the U.S. is estimated to be nearly 40 million strong, or nearly 25% of the total working population.

Managers in many companies (e.g., Google, Intel, and McKesson) understand that agile, fast, and lean strategies require that they think in new ways about accessing and

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leveraging key strategic talent and filling critical gaps in strategic capabilities. International consulting firm Deloitte estimated that 30–40% of corporate full-time employees are supplied by external resources. And in a particularly interesting study, Freelancers Union, a U.S.-based organization, reported that a quarter of the U.S. workforce were projectbased independents working for more than one organization (HBR, November 16, 2016).

The agile workforce prompts organizations to look into specific talent pools to be their agile workforce.

Demographic change is one of the worldwide megatrends. In addition to the aging population, women are big business drivers, as both consumers and workforce talent (Yi, 2011). Asian companies need to keep this in mind as they map out their growth strategies (Bellstrom, 2017). Talented women, along with the increasingly diversified ethnic workforce, should not be ignored by today’s leaders who are leading multinational and global corporations. Talent search and management have become new challenges for organizational development and management, and a number of new issues have surfaced. Authors Younger and Smallwood have raised four areas (strategic, performance, relationship, and administrative) in which organizations need to realign themselves in for this new era when organizations are facing challenges in managing a talented agile workforce. Such organizations should ask themselves the following: 1. How do we train leaders to manage higher-skilled and talented workers?

2. Will the hiring of the most talented specialists locally and internationally create certain legal (e.g., tax and benefit) issues for the organization?

3. Will the well- and specifically-trained external workers compete with the internal workers in knowledge and skills?

4. Would the external experts clash with the internal employees who tend to have a more traditional work style (slower, more bureaucratic, dealing with simpler tasks, etc.)? In other words, would there be an organizational culture clash or a problem in the quality of the relationships between the external and internal workers? How could the organization create a “separate but equal” new culture in the organization, since there will be an inevitable challenge while “importing” external workers for specific new projects?

IV. SKILLS FOR THE WORKFORCE OF THE FUTURE (THE INSTITUTE FOR THE FUTURE, IFTF [FOR DETAILS, SEE PPT PRESENTATION]) 1. Sense-Making Skills 2. Social Intelligence

95 3. Novel and Adaptive Thinking 4. Cross-Cultural Competency 5. Computational Thinking 6. New Media Literacy 7. Transdisciplinary 8. Digital Mind-set 9. Cognitive-Load Management 10. Virtual Collaboration V. THE MEANING OF WORK AND THE MEANING OF LIFE (MANAGING YOURSELF) 1. Steve Jobs’s Most Inspiring Speech https://www.ted.com/talks/steve_jobs_how_to_live_before_you_die (At his Stanford University commencement speech, Steve Jobs, CEO and co-founder of Apple and Pixar, urges us to pursue our dreams and see the opportunities in life’s setbacks—including death.)

“When I was 17, I read a quote that went something like: “If you live each day as if it was your last, someday you’ll most certainly be right.” It made an impression on me, and since then, for the past 33 years, I have looked in the mirror every morning and asked myself: “If today were the last day of my life, would I want to do what I am about to do today?” And whenever the answer has been “No” for too many days in a row, I know I need to change something. Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make the big choices in life. Because almost everything—all external expectations, all pride, all fear of embarrassment or failure—these things just fall away in the face of death, leaving only what is truly important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart.” Steve Jobs’ most inspiring Speech ever!!

2. How Will You Measure Your Life? https://www.youtube.com/results?search_query=how+will+you+measure+your+l ife+by+clayton+m.+christensen Harvard Business School’s Christensen teaches aspiring MBAs how to apply management and innovation theories to build stronger companies. But he also believes that these models can help people lead better lives. In this article, he explains how, exploring questions everyone needs to ask: How can I be happy in my career? How can I

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be sure that my relationship with my family is an enduring source of happiness? And how can I live my life with integrity? The answer to the first question comes from Frederick Herzberg’s assertion that the most powerful motivator isn’t money; it’s the opportunity to learn, grow in responsibilities, contribute, and be recognized. That’s why management, if practiced well, can be the noblest of occupations; no others offer as many ways to help people find those opportunities. It isn’t about buying, selling, and investing in companies, as many think.

The principles of resource allocation can help people attain happiness at home. If not managed masterfully, what emerges from a firm’s resource allocation process can be very different from the strategy management intended to follow. That’s true in life too: If you’re not guided by a clear sense of purpose, you’re likely to fritter away your time and energy on obtaining the most tangible, short-term signs of achievement, not what’s really important to you.

Just as a focus on marginal costs can cause bad corporate decisions, it can lead people astray. The marginal cost of doing something wrong “just this once” always seems alluringly low. You don’t see the end result to which that path leads. The key is to define what you stand for and draw the line in a safe place. (https://hbr.org/2010/07/how-willyou-measure-your-life) In 2010 world-renowned innovation expert Clayton M. Christensen gave a powerful speech to the Harvard Business School’s graduating class. Drawing upon his business research, he offered a series of guidelines for finding meaning and happiness in life. He used examples from his own experiences to explain how high achievers can all too often fall into traps that lead to unhappiness.

The speech was memorable not only because it was deeply revealing but also because it came at a time of intense personal reflection: Christensen had just overcome the same type of cancer that had taken his father’s life. As Christensen struggled with the disease, the question “How do you measure your life?” became more urgent and poignant, and he began to share his insights more widely with family, friends, and students.

How Will You Measure Your Life? is full of inspiration and wisdom, and will help students, midcareer professionals, and parents alike forge their own paths to fulfillment. (https://www.goodreads.com/book/show/13425570-how-will-you-measure-your-life) VI. REFERENCES FOR FURTHER DISCUSSION AND RESEARCH 1. Leadership Styles of Civil Society Organizations in Myanmar—Local Resource Center, 2012“

97 2. Leadership style vs. productivity”—Khin Maung Aye (Global New Light of Myanmar), September 10, 2016 3. “Leadership Styles of Civil-Societies in Rakhine State, Western Myanmar.”— U Pannalinkara, 2016 4. “Technology, jobs, and the future of work”—McKinsey, 2016 5. The Fifth Annual Guardian Workplace Benefits Study, 2017 6. “Decoding leadership: What really matters”—McKinsey Quarterly, January 2015 7. What the future of work will mean for jobs, skills, and wages—McKinsey Global Institute Report, November 2017 8. Leadership Gold—John C. Maxwell, 2008 9. “Most Powerful Women Summit in Washington, DC”—Fortune, October 10, 2017 10. “The 50 most powerful women”—Fortune.com, October 1, 2017 11. The Shift: The Future of Work Is Already Here—Lynda Gratton, 2011 12. Global Trends 2030: Alternative Worlds—National Intelligence Council, 2012 13. Leadership 2030: The Six Megatrends You Need to Understand to Lead Your Company into the Future—George Vielmetter & Yvonne Sell, 2014 14. Leadership Challenge—James M. Kouzes & Barry Z. Posner, 2007 15. Megatrends—John Neisbeit & Patricia Aburdene, 1982 16. Blue Ocean Shift: Beyond Competing—Proven Steps to Inspire Confidence and Seize New Growth—W. Chan Kim & Renee Mauborgne, 2017 17. Credibility: How Leaders Gain and Lose It, Why People Demand It—James M. Kouzes & Barry Z. Posner, 2011 18. High Altitude Leadership: What the World’s Most Forbidding Peaks Teach Us About Success—Chris Warner & Don Schmincke, 2009 19. Everything Connects—Faisal Hoque with Drake Baer, 2014 20. Fortune Makers: The Leaders Creating China’s Great Global Companies— Michael Useem, Harbir Singh, Neng Liang, & Peter Cappelli, 2017 21. “Mind the gap: Half of Asia’s boards have no women, a risky position for governance and growth”—Alicia Yi, Korn/Ferry Institute, July 2011 22. “The most powerful women” —Kristen Bellstrom et al., Fortune, October 1, 2017 23. Leadership and the New Science: Discovering Order in a Chaotic World (Third Edition)—Margaret Wheatley, 2011 24. Still Surprised—Warren Bennis with Patricia Ward Biederman, 2010

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25. How Will You Measure Your Life?—Clayton M. Christensen, James Allworth, & Karen Dillon, 2012 26. Scaling Up Excellence: Getting to More Without Settling for Less—Robert I. Sutton & Huggy Rao, 2014 27. Agile Talent, Jon Younger and Norm Smallwood, Boston: Harvard Business Review Press, 2016

4.

“MEGATRENDS AND THE FUTURE OF WORK: IMPLICATIONS FOR ORGANIZATIONAL DEVELOPMENT LEADERSHIP—WORKSHOP” Dr. Phylis Lan Lin （藍采風博士） 2018

(Workshop PPT short form) PART I INTRODUCTION: FOUR LEARNING GOALS IN HIGHER EDUCATION (AT UINDY) 1. Critical Thinking - Students will be able to employ the use of reason or criteria in order to make a judgment.

2. Creativity - Students will be able to develop or apply something new, innovative, imaginative or divergent.

3. Social Responsibility - Students will develop the self, moral consciousness, and responsiveness to others.

4. Performance - Students will be able to convey the expression, demonstration, exhibition, or enactment of meaning (http://www.aqip.uindy.edu/learning_ goals.php) 1. Objectivity: To become an intellectual, you must know how to think critically and objectively.

2. Creativity: To adapt to change, you must create and innovate.

3. Performance: To be outstanding, you must know how to present yourself in everyday life.

4. Social Responsibility: And most of all, to have a fulfilling and purposeful life, you must exercise your social responsibility by service and devotion to the

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society where you came from and where you spend your life. (From 2016 NIT Commencement Speech by Phylis Lan Lin) PART II THE MEANING OF WORK: WORK IS UNIVERSAL • What is your concept of work?

• Does work create the future? Does work bring you happiness? Self-fulfillment?

• How do we define “paid work?”

• What kind of skills will you need if you are going to be a robot supervisor?

• The three dimensions of the meaning of work: Money, Vision, and Individual pursuit THE MEANING OF WORK (工作的意义 BY 藍采風, 1994) • (二十一世纪）工作不再是只有养活自己的工具，工作其实代表一个人的自我价 值，还有自我的升华。

• 如何达到工作能成为自我的一部分，第一步必须对工作有热情，对工作能够全心 全意的投入，工作不仅反射一个人的价值观，也包括个人的道德准则。

• 工作的智慧是人类社会智慧的根基。工作不仅涵盖工作与技能，而且涉及社会奖 惩的认定。个人必须决定那些事是值得做的，个人愿意付出何种承诺（时间与精 力）以及期待何种结果。也因此，我们对工作的了解---包括工作的知识、技能、

场所与机关、时间的安排、立法的程序、人际关系、以及个人工作生活的进展情 形（即「生涯」）等，亦即是对人类情境的了解。

• 工作代表个人的生命，但是，此生命也仅有在群体或社会的范畴内方能有所发

挥。当个人失去了工作，个人将失去生命的一部分。自我与工作是一起成长、一 起变迁的.

工作与自我 (WORK AND SELF) (藍采風, 1994) 「工作」不仅提供个人的生计，并且提供个人满足与喜悦、或挫折与压力的泉源，及

建立个人之自我形象与意识。

当代人所追求的乃是工作中的自我成就感及自我实现的机会。因此，真正好的工作是

能够有机会表现自我的工作。

• The future of work is always trying to do something for someone else, instead of doing something for yourself.

• “You can only find happiness at work if you are passionate about your work”— Phylis Lan Lin • The future of work is always learning.

• “當你觉覺得有股力量正在引導你走对方向時，你的工作就有了新意义， 否则， 工作就只是工作而已。”—Apple CEO Cook

101 • “在Apple， 我们相信，工作不只是為了改善自己，也是改善其他人的生活。” • “無論选選擇那种工作， 你都有可能為人類带来偉大的進步。”

• The future of work focuses on connecting people and creating relationships at work..

• The future of work stresses collaboration, teamwork, and work autonomy.

• Jobs change at a much faster rate.

PART III: MEGATRENDS AND THE FUTURE OF WORK The Future of Work: VUCA (volatility, uncertainty, complexity and ambiguity) https://whatis.techtarget.com/definition/VUCA-volatility-uncertainty-complexityand-ambiguity QUESTIONS 1. What kind of jobs will be filled by 2020? (There are already 750,000 green jobs in the U.S.) 2. Am I ready for these jobs?

3. We need to start thinking about what is going to happen in the future of work.

4. How often does the organization think about how workplaces are changing, including demographic changes in the work force, globalization and the new definition of work schedules and the global marketplace norms for the rising entrepreneurship?

5. What are the pressures from the environmental crisis?

6. In the digital future, many things are becoming mobile. Are we ready for the innovation of new technologies and the challenge of devices?

7. How do you plan your career in an era with strong emphasis on individualization?

8. Are we ready for the technological convergence?

DEMOGRAPHIC CHANGES: WORK FORCE DIVERSITY AND THE AGING SOCIETY • Five Generations in the Workplace • Traditionalist (born before 1946) • Baby Boomer Generation (Born between 1946-1964) • Generation X (Born 1965-1982) • Generation Y (Born 1983-1994), the Millennials, or the Entitled Generation • Generation Z or the Linksters (Born after 1995) • Pressure on social structures and companies

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• Work long past traditional retirement age • Older consumers DEMOGRAPHIC CHANGE: DIVERSE WORKFORCE • Allows companies to utilize maximum talent. Men and women of all ages and backgrounds bring diversified skillsets into the workplace.

• We must accept inclusion and diversity in the new workplace and learn how to manage diversity.

• We need to focus on the core leadership quality: the ability to display sensitivity to employee needs and abilities. This helps build loyalty ◊ We can create a better future for all because we have a choice given that the new workforce is rapidly evolving. ◊ Technology and automation are transforming — and even eliminating jobs. Workforce motivators are changing. ◊ Everything we take for granted about work — what we expect from our work, where we work, how we work, when we work and with whom we work — is being disrupted. ◊ Workers of all generations and cultures will increasingly come to expect a workplace that mirrors their personal lives, one that is transparent, connected, personalized, and offers choices.

WAR FOR TALENT SEARCH Higher competition and more specialized skills will be required in the work force.

The need for more effective leaders will be at its highest MINDSET “We can’t solve problems within the same mindset that created them”—Albert Einstein “Nothing ever happens to us except what happens in our minds.” –Eleanor Roosevelt Read more http://womensleadership.com/what-is-contextual-leadership/ A HOLISTIC APPROACH The essence of the future workplace experience is to integrate all the elements of work — the emotional, the intellectual, the physical, the technological, and the cultural — into one seamless experience for the employee.

103 ASK YOUR EMPLOYEES WHERE THEY CHOOSE TO WORK AND WHY? • Where do you go to do your best work?

• Where do you go to avoid meeting or working?

• Where do you go to recharge?

THE CONCEPT OF DISRUPTION • the “Uber of...” phenomenon as a convenience to a true disruption, because that’s what it really is. (Uber vs. Taxi; Email vs. Snail Mail) • Multitasking and task switching (PC, email, etc.)

• “Life is inherently disruptive. You just have to adapt.”

• “I want to work from home, so I won’t be interrupted.”

• Example: Automatic driving—no driver; creates new insurance issue • Example: Gun made by 3 D technology; creates new ethical issue • Example: Cirque Du Soleil creates a new form of circus for both adults and children; they extended the market for circus goers.

• Example: The smartphone disrupted less sophisticated cellular phones, but also expanded the market by enabling new mobile experiences.

CHANGES AT THE WORKPLACE 1. Used to be top down; now it is bottom up; employees are sharing their own ideas; new concept of equality.

2. The future of work: Challenging Convention; Disruptions 3. The organization must create an environment, so people like to work there. The organization may develop a new organizational culture and new leadership style 4. However, focusing only on disruption gives a misleadingly incomplete picture of market creation. For example, the children’s show Sesame Street created a new market for preschool edutainment, without destroying or disrupting any other aspect of early childhood education. This is an example of nondisruptive creation.

Thank You for Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations by Thomas Friedman (2016) • Friedman concludes that nations and individuals must learn to be fast (innovative and quick to adapt), fair (prepared to help address the casualties of change), and slow (adept at shutting out the noise and accessing their deepest values).

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• His thesis: to understand the twenty-first century, you need to understand that the planet’s three largest forces—Moore’s law (technology); the Market (globalization); and Mother Nature (climate change and biodiversity loss)—are accelerating all at once. These accelerations are transforming five key realms: the workplace, politics, geopolitics, ethics, and community.

THE GIG ECONOMY • The workforce of the future won’t be all full-time employees. It will be employees and other independent workers made up of consultants, contractors, freelancers, part-timers collectively known as the gig economy. By the year 2020, Intuit predicts 43 percent of the U.S. workforce—or 60 million people—will be gig economy workers.

• In a gig economy, businesses save resources in terms of benefits, office space, and training. They also can contract with experts for specific projects who might be too high-priced to maintain on staff. From the perspective of the freelancer, a gig economy can improve work-life balance over what is possible in most jobs.

“ON DEMAND” • Uber of food, Uber of pets, Uber of shipping, Uber of...whatever.

• Pay online—carry no cash; One smart phone does it • On Demand (Programs on TV of your choice anytime you want) • We are all willing to pay for access to things and services because of the level of convenience it offers us and the amount of time and frustration it saves us • Who controls whom?

• Whose needs?

QUESTIONS FOR THE ON-DEMAND WORLD: 1. How does this impact the employees at your organization?

2. Is there anything you can learn from the “Uber of” model that you can offer your people?

3. How will this impact your business model or your offerings?

4. Do you have on-demand options for your customers to interact and engage with your brand?

5. What new business opportunities does this open up for you or what threats does it uncover?

6. How would the on-demand world affect higher education?

105 MEGATRENDS: CONCEPT AND DEFINITION “A megatrend is a long-term, transformational process with global reach, broad scope, and a fundamental and dramatic implication.” (Vielmetter & Sell, 2014, p. 6) THREE DIMENSIONS THAT DEFINE A MEGATREND: • Time: long term (projected at least 15 years into the future); Predictable; Possible; Preferred • Reach: transformational process with global reach, broad scope (affects all regions, stakeholders, and institutions) • Impact: a fundamental and dramatic impact on society, policies, and the economy; Large; Transformative Global Forces; Define the Future YOUR IMAGINATION ABOUT THE FUTURE 1. “Autonomous vehicles will displace millions of drivers” When? Timeframe?

2. Living on Mars?

3. Humans marrying robots?

4. Teleporting to another part of earth?

5. Transferring human consciousness to a robot the size of an ant?

COMMONLY LISTED MEGATRENDS Information and Communications Technology; Aging and Implications of An Aging Society; Increased Energy Needs and Supply; Climate Change; Water & Food Scarcity; Urbanization / Mega-cities/Environmental changes; Power Shift from West to East; Globalization; Demographic Change; Individualization; Growth of the Middle Class; Crisis in World Economies; Pandemic THE FORTH INDUSTRIAL REVOLUTION First Industrial

Revolution

was

characterized

by

steam

and

water.

Second Industrial Revolution was the introduction of electricity to mass produce things. Third Industrial Revolution is characterized by the internet, communication technologies, and the digitalization of everything. Fourth Industrial Revolution is the concept of blurring the real world with the technological world. (CPY—Cyber Physical System)

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CONCEPTUALIZATION: MEGATRENDS AND ORGANIZATIONAL DEVELOPMENT • To be future ready, companies need to embrace a new type of culture that empowers employees to find innovative ways to drive impact—Brad Smith, President and CEO, Intuit • With markets shifting along social, economic and technological lines, organizations and leaders need new strategies to inspire and motivate their most valuable asset—their people.—John Veihmeyer, Global Chairman, KPMG International • Workplace culture is getting renewed executive attention for a variety of reasons.

The Millennial generation, raised as digital natives, is becoming the mainstay of the workforce and challenging established notions about employee identity.

WOMEN WILL RULE BUSINESS • Catalyst studied 353 Fortune 500 companies and found that those with the most women in senior management had a higher return on equities—by more than a third.

• Women focus on the long term; men thrive on risk.

(Fortune: 50 Most Powerful Women) 50 MOST POWERFUL WOMEN (FORTUNE, OCTOBER 2017) INDRA NOOYI • “…But you don’t just worry about it—you partner with them. When a disrupter comes in, don’t look at it as, here’s someone who’s going to kill your business.

Think of how they’re going to aid your business. When the dollar stores came in, we all said, “Oh, my god, the dollar stores.” Now we have great business with them.

(Fortune.com, October 1, 17, p. 73) THERE WILL BE NO SO-CALLED “MEN’S JOB VS. WOMEN’S JOB” • Women are less competitive, in a good way.

• How to create a female friendly working environment?

• Breaking the glass ceiling • The problem remains: “Glass Escalator” and “Glass Ceiling” THREE MODELS FOR GENDER EQUALITY AT WORK 1. Separate but Equal Model; 2. Assimilation Model; 3. Androgynous Model

107 AGING POPULATION • People work longer and live longer • Not just physical fitness; but also brain fitness • In 2051, three working adults support one retiree • Aging Industry: Health Care; Home Service MILLENNIALS (GENERATION Y): BORN 1983-1994 (23-34 YEARS OLD) • Internet; Social Media; Portable Computing • Technologically savvy; love their devices (“big data plus big emotion” • Goal and achievement oriented MILLENNIALS (GENERATION Y ) 2020 50%; 2025 75% OF THE WORKFORCE • New Meaning of Work; Different Work Stress; Make Money, Spend Money; • Ambitious; Teamwork and Individualism; Know how to integrate resources; • New attitudes, expectation, behaviors; Flexible work; • The future employee is not how old you are; it only matters how you want to get your job done! ?

FIVE THINGS YOU CAN DO TO ATTRACT MILLENNIAL TALENT (FORTUNE, 3-15, 2016, PP. 182-183) 1. Forget the 9-5 schedule (Flexibility) 2. If you want them to stay, offer training resources (Leadership Development) 3. Don’t wait for the next annual review for feedback (Checkpoint system at IMB; short term goals) 4. Give them purpose beyond the bottom line (The Meaning of Work) 5. The perks matter too (nap room, free food, pet-friendly policies; supportive culture) I. GLOBALIZATION 2.0 • Globalization is the process of international integration arising from the interchange and interaction of different ideas, products, services and other aspects of economies of the present world. Developments in transportation and telecommunications infrastructure, including the evolution of the Internet, are major factors of globalization which made the world a global village.

• Eastern progression: Multiple directional flow of goods, just as much East to West as it has been West to East.

• International trade war

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• Also the enormous market in China and Southeast Asia • Glocalization (Localization; emergence of the new middle class); Think Global, Act Local • New middle class, new consumer demands. More connections with external partners to enter local markets. It requires multiple operating models.

• Stiff competition (“Blue Ocean Strategy”) • Ongoing & lifelong learning and development • Global interdependence through trade, investment, and financial system linkages, there is a need for stronger global policy • Work becomes more and more knowledge and skills based; we are encountering war for talent • Globalization prompts new definition of work schedule and work norms • With Smart Phones, we define new working hours not from 8 to 5, but around the clock; Boundary breaking (When are you working? 24 hours a day? In the middle of the night? 9 to 5 is disappearing) • Globalization and internationalization create multicultural organizations.

• How do we balance our work life (Technology disrupts our family life.)

• Globalization also means high mobility.

• Mobile and Smart phones in the world; even a farmer in a remote area in China uses an iPhone in the rice field!

• Mobile phones in the world prompt us to redefine “boundaries; the whole world is becoming a giant city • New styles of hotels (business hotel; theme hotel) are designed to attract business travelers and families with young children.

• Increasing mobility of work prompts us to have the new definition of the “office.”

It also affects new designs for “offices.” What we do in the office? Do we need desks? How about wi-fi, cloud? We go to the office to meet people. Or to work?

• One more issue with Globalization 2.0 • Significant cultural differences and unique local preference will drive demand for different products and services in each local market.

• How can we translate challenges to new business opportunities?

• Geopolitics provides sensitive issues on regional politics.

• What is the impact of “China’s One Belt, One Road” (2013- ) strategy on geopolitics and international trade and regional dominance?

109 II. URBANIZATION • It will create a global middle class by 2030; 2.2 billion consumers; 1.2 million a week move from rural to urban China •

Resource scarcity (water, energy, & food)

•

Organizations have a higher purpose: Make lots of money but also have social responsibility.

• We must undertake planning to sustain infrastructures: Railroads; Highways; Bridges; Ports; Airports; Water; Power; Energy; Telecommunications; etc.

• Increased complexity: Higher level of thinking for leaders; increased cognitive, conceptual and strategic demands.

• Contextual awareness: Encouragement of diversity to ensure two-way communications. Adaptation to the demands of different markets.

Two key points: (1) the shift in the economic balance of power to Asia (2) The rapid expansion of the middle class in emerging nations • Emerging Markets (McKinsey & Co.; Dominic Barton, 2014): The BRICS countries (Brazil, Russia, India, China, and South Africa) • Cities in emerging economies will be the new leading markets.

• Push backs: trade and currency protectionism; the imposition of sanctions to achieve political aims; strengthening of nationalistic, religious, and ethnic movements around the world • We must develop effective policies to meet the challenges that cities face.

III. CLIMATE CHANGE (SUSTAINABILITY; ENERGY SAVING) • Poverty in rural and urban areas (“A tale of two cities” in Southeast Asia) • Over-crowding and other housing issues • Emerging city cultures (Smart City; new urban culture) IV. THE RISE OF THE MIDDLE CLASS AND THE NEW RICH IN ASIA • Two-thirds of the global middle class will be Asia-Pacific residents by 2030, up from just under one-third in 2009.

• Trading gold bars; selling gems, jade, diamonds on the street (Myanmar) • No checks or cash; pay everything by Smart Phone

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V. DIGITALIZATION: THE INNOVATION OF NEW TECHNOLOGY AND THE CHALLENGE OF DEVICES NEW WORKPLACE DESIGN REQUIRES NEW MANAGEMENT DESIGN • New ways to design their physical space; flexible work arrangement; 24 hours on call; communication and collaboration happens all the time • New style of management: Distance Management; “remote control”; conference call • Flatter organizational structure • How do we create collaboration in the office?

• Any options? Working from home? What special skills will you need if you work from home? connectivity, company?

• Cloud technology and Google Drive create the concept of “Sharing.”

• The key is choice. What is the most efficient way of getting things done?

• Although home is still the most common location, there are millions of virtual team members who work from just about anywhere.

• In the future, location will not matter. Face to face is becoming a luxury.

• Physical presence is important for collaborating (seeing people physically) • BUT, Asian Culture prefers face-to-face communication and business transactions.

THE NEW DEFINITION OF “DISTANCE.” (SO CLOSE AND SO FAR APART) • iPhone is more important than car or “spouse.”

• We have become the slaves of the Internet.

• But who do you trust? Someone you met in the social media or in your office?

Who is your real friend? Social media changes human relations.

• Competitive; Outsourcing How to make your work more productive?

• Manage access to networks (Take me to the cloud!)

• Open social networking • Define boundaries with HR • What kind of device? Huawei fitness bend, Google watch; using iPhone, desktop, iPad at the same time One size does not fit all!! On Demand A digital transformation leverages the opportunities presented by technology – from IT to advanced analytics, sensors, robotics and 3D printing – to drive business forward.

111 The entire ecosystem of the company is affected, including employees, customers, suppliers and partners.

WE ALL SEE CHANGES IN ORGANIZATIONS AND PERSONAL LIVES. BECAUSE WE LIVE IN: 1. a connected world; (technology) 2. the speed of change is so fast; (technology) 3. disruption (We all are at risk for disruption.) (technology) 4. Fast and Faster!

NEW BEHAVIORS BEING SHAPED BY SOCIAL TECHNOLOGIES • We share our company history and resumes on LinkedIn • We write blogs for the world to read on WordPress • We build communities on Yelp; WeChat; Weibo • We tell people where we are on Foursquare • We can instantly find anything we are looking for on Google MORE ISSUES FOR THE DIGITAL FUTURE • New Competition; Changing Customer Engagement • Changing Business Models (i.e., online banking) • Unprecedented Transparency; Privacy Concerns; • Issues on Cybersecurity • Develop “You will solve problems and identify opportunities as they arise” mentality.

• Internet of Things: 50 billion connected devices around the world • How fast is data growing in 2020? 30 times that amount of data; big data • Smart World: How fast is technology changing?

• Robots and automation: Fast Company; we go to machines all the time now.

• Collective intelligence will transform learning processes.

• Customer behavior has dramatically changed in recent years. Consumers want everything, anywhere, anytime.

In 2016, 83 percent of consumers possessed a smartphone —the same number as those who own a home computer.

• There is no one-size-fits-all policy toward becoming a digital company. The road depends on a company’s current level of digital experience.

• Digitization isn’t just about restructuring the organization. Above all, it’s about

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establishing a new mindset: teams instead of hierarchies, pace over perfection and learning from customers.

WHERE MACHINES COULD REPLACE HUMANS—AND WHERE THEY CAN’T YET

By Michael Chui, James Manyika, and Mehdi Miremadi, McKinsey July 2016 CONSIDER TECHNOLOGY AN ENABLER AND DISRUPTOR • Enabler. How do we enable our workflow?

• Enhancer. How do we enhance our capabilities?

• Advisor. How can we make better decisions?

• Disruptor. What roles will be disrupted and automated?

ENVIRONMENTAL CRISIS AND RESOURCE SCARCITY: • The continue rise of emerging markets will further strain global resources to an unprecedented level (Source: Dominic Barton interview, 2014) • Water : -40% gap between supply and demand by 2030 • Energy : increasing gap between demand and supply of fossil fuels; e.g., by 2030, 25% gap for oil; 30% gap for gas • Food: Food prices will increase up to 40% in the next decade due to rising demand.

• R: Reduce; Reuse; Recycle CASE STUDY: PEPSICO • Three Pillars of sustainable Growth: • 1. Helping to improve health and well-being through the products it sells • 2. Protecting our planet • 3. Empowering people around the world VI. TECHNOLOGICAL CONVERGENCE • Progress and Innovations: To improve major areas such as healthcare, logistics, and nutrition • Convergence: Transforming and adapting industries into new product markets • Research and Development • Ethical Issues • Collaboration: Necessary for sharing knowledge • Leaders must: Learn to live with uncertainty, foster new collaborations, and to innovate ethically

113 • Competition for rare materials: Graphene (石墨烯）(thinnest and hardest material) • Examples: 3D, robot, on demand order, surgery by mechanical arms; touch Screen; etc.

• Technological convergence prompts technological integration and integration of wisdom and knowledge from different field; it requires us to learn: uncertainty and to establish new collaboration format, and stick with ethical guidelines.

VII. INDIVIDUALIZATION AND THE NEW MEANING OF WORK 1. Individualization is the growing freedom of choice 2. Workers and employers are not located in the same location; You work: anywhere, anytime, anyway 3. Higher demands and needs from the individualized generation 4. multiple generations working together creates generational gap; ”reverse mentorship” between younger and older generations 5. Development of new work ethics; the issues of royalty and trust; Individualism: more demands, high expectation 6. How to measure performance and job satisfaction?

7. Careers play an increasingly important self-actualization role.

8. Autonomy but Team Spirit 9. The new meaning of work for individuals: work/life balance; personal/ professional goals integration; in search of self-actualization, self-expression and personal development; world view; It is not just pay, but to find meaningful work; diversified value orientation 10. C to C; social media; LinkedIn; BuzzFeed.com; Blog; APP; 成长駭客行销 (Growth Hacker Marketing); Online; Locationization; Shared Economy; etc.

11. Search for Global Talent The future of work: Transparent; Flat; Competitive; On Demand; Flexible; Age Diversity; Awareness; “Reverse Mentorship”; Freedom of Choice; Look for Global Talent; Globalization; Multiculturalism; Work/Life Balance; Change Your Mindset; Change Your Behavior; Technologies are only part of the solution; Our behavior is the real driving force behind changes; Success will no longer be defined by just money; New Leadership: Innovative

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114 ARE YOU PREPARED?

• What skills will you need for your future work?

• Analytics; systematic analysis; data sorting • Robots may replace routine work jobs • What new skills will be required in higher education?

• online courses, ACE, PPT, etc.

WE ALL SEE CHANGE IN ORGANIZATIONS AND PERSONAL LIVES. BECAUSE WE LIVE IN: 1. A connected world; (technology) 2. the speed of change is so fast; (technology) 3. disruption (We all at risk for disruption.) (technology) NEW BEHAVIORS BEING SHAPED BY SOCIAL TECHNOLOGIES • We share our company history and resumes on LinkedIn • We write blogs for the world to read on WordPress • We build communities on Yelp; WeChat; Weibo; LINE; SKYPE • We tell people where we are on Foursquare and Facebook • We can instantly find anything we are looking for on Google ELIMINATION OF TRADITIONAL BOUNDARIES • Internet and mobile devices allow constant connection to anywhere. Borderless concept Workers must possess both technological and intrapersonal skills (IQ+EQ) • Generational differences among workers show variations in necessary skills.

Virtualization • Give unlimited choice and allow individuals to trade amongst themselves rather than through organizations. (p2p; online trade) • Crowdfunding (群衆募资) • On demand and Custom made • Internet of Things; 50 billion connected devices around the world • How data is growing in 2020? 30 times that amount of data; big data • Smart World: How fast technology is changing • Robots and automation: Fast Company: we go to machines all the time now.

• Collective intelligence will transfer learning process.

• You will continually learn from your network.

115 • Issues for the Digital Future: New Competition; Changing Customer Engagement; Changing Business Models; Unprecedented Transparency; Privacy Concerns; Cybersecurity; You will solve problems and identify opportunities as they arise.

PART V. LIST OF SKILLS FOR THE FUTURE WORKFORCE IN THE INDUSTRIALIZED WORLD (THE INSTITUTE FOR THE FUTURE, IFTF) 1. Sense-Making (Critical Thinking Skill) (Ability to determine the deeper meaning or significance of what is being expressed) 2. Social Intelligence ◊ (Ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions) ◊ Robots can display very limited social skills and emotions. ◊ Robots still have very limited skills for relationship building, e.g. trust. ◊ IQ or EQ? 3. Novel and Adaptive Thinking ◊ (Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based) ◊ Be able to concentrate; long attention span; critical thinking skills; ability to notice details ◊ High-skill jobs: need abstract tasks ◊ Low-skill jobs: need manual tasks 4. Cross-cultural Competency ◊ (Ability to operate in different cultural settings) ◊ Be able to operate in whatever environment ◊ Having multilingual skills ◊ Be able to adapt to changing circumstances and be able to sense and respond to new contexts ◊ Diverse team; diversity 5. Computational Thinking （數據和人腦智慧的結合）

◊ (Ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning) ◊ Be able to make sense of the large amounts of information (data) ◊ Simulation & Research skills ◊ It is not the big data per se; it is your ability to comprehend the data and to draw conclusions from the complex data set.

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116 6. New-Media Literacy

◊ (Ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication) ◊ Videos, blogs, podcasts, etc. in social lives ◊

PowerPoint; Google Drive; Cloud

◊

Be able to comprehend videos, not just printed papers

7. Transdisciplinary ◊ (Literacy in and ability to understand concepts across multiple disciplines) ◊ Multifaceted problems require transdisciplinary solutions. ◊ Nanotechnology blends molecular biology, biochemistry, protein chemistry, and other specialties.

8. Design Mindset ◊

(Ability to represent and develop tasks and work processes for desired outcomes)

◊

The sensors, communication tools and processing power of the computational world; future of work

◊ Ceiling height can encourage open, expansive thinking! ◊ “Change the environment, change the brain, change the behavior”—Fred Gage, a neurobiologist ◊ Engineering and design mindset ◊ “Café Domo” 咖啡逗 (ZYU Campus); Theme Hotel (Ningbo, Bangkok)

9. Cognitive Load Management (認知運算系统以分析资料)

◊ (Ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques); IBM—Watson ◊ 推理判断的能力 （人工智慧 AT) ◊ Problem: cognitive overload ◊ How to solve it? ◊ Stockbrokers overwhelmed by a stream of financial data! ◊

“未来的世界， 不会是 ‘人vs.机器”的对立關係；而是’人加机器’ 的相加關

係“—IMB CEO Virginia Rometty

10. Virtual Collaboration

◊ (Ability to work productively, drive engagement, and demonstrate presence as a member of the virtual team)

117 PART VI. EPILOGUE: MY MESSAGE TO YOU • High-Speed; High-flexibility; High-stress; Cross-generation; Cross-discipline (Inter-discipline); • Cross-cultural leadership • “The Shift” (Lynda Grattan, 2011) What should we do? Be aware of the Impact on Organizations The future of work: Transparent （透明化）; Flat （较無階層化）; Competitive

（競争高）; On Demand （量身定做）; Flexible （有彈性）; Age Diversity Awareness;

“Reverse Mentorship” （不耻下问）; Freedom of Choice; Look for Global Talent; Tomorrow Starts Today

• “The future is not something we enter. The future is something we create.”— Leonard I. Sweet, writer, teacher & preacher • “Developing business is all about understanding people.”—Wilhelm Douglas, Business Development Manager—Corporate Clients EMEA, ISS • In every situation, there are challenges and opportunities.

• Learn how to slow down!

• “Everyone thinks of changing the world, but no one thinks of changing himself.”— Leo Tolstoy • “预测未来的最好的方法就是自己创造未来。”—Abraham Lincoln • 掌握天时、地利、人和的机会 • Building the New Leader:

“Leaders will have to be multilingual, flexible, internationally mobile and adaptable. But, most crucial of all, they must be highly collaborative and have strong conceptual and strategic thinking skills.” (Hay Group, 2014) Future Leader: Altrocentric Leader Competencies possessed by these leaders: Inner strengths; Values; Strategic business thinking; “少为自己着想；但不小看自己” “不自我中心”

Phylis Lan Lin’s model: VIP (Vision, Integrity, Vision) • You need to have a strong sense of purpose and a clear Vision. (Ambition, Discipline, and Purpose) • Whatever you do, throw yourself into it (Passion) • To have a sense of calling for your job (Integrity, Ethics, and Trust)

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• The world is getting smaller, smarter, and faster; use your wisdom and ability to help others (“厚生”); • Business models will change; Leadership and organizational development modes will change as well.

5.

“LEADERSHIP IN SOCIO-CULTURALPOLITICAL REALITIES, CULTURAL DIVERSITY, BELIEF SYSTEMS, AND SOCIAL EQUALITY” A WORKSHOP Phylis Lan Lin, PhD, Professor, OD PhD Program, Assumption University; Professor Emerita, University of Indianapolis 2019

“Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.” —Peter G. Northouse “Leadership involves values. Because leadership has a moral dimension, being a leader demands awareness on our part of the way our ethics define our leadership.” — Peter G. Northouse (2019, p. 354) “Leaders will have to be multilingual, flexible, internationally mobile and adaptable.

But, most crucial of all, they must be highly collaborative and have strong conceptual and strategic thinking skills.” —Hay Group, 2014 “Leadership is not about position or title. Leadership is about relationships, credibility, and what you do.” (Leadership Challenge, by James M. Kouzes & Barry Z. Posner, 2007) “Resiliency—the ability to adapt to life’s changes and crises—is key to a healthy, productive life.” (The Resiliency Advantage, by Al Siebert, 2014) “The great leader is seen as servant first, and that simple fact is the key to the leader’s greatness.” —Robert Greenleaf “To become a leader you must become yourself, become the maker of your own life.” — Warren G. Bennis “We can’t solve problems by using the same kind of thinking we used when we created them.” (Albert Einstein)

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“Organizations are the products of choices.” (Craig E. Johnson) “Systems thinking is the cornerstone of how adaptive organizations think about the world.” (Joanna Beltowska & Amy Rae) “Leadership is not about position or title. Leadership is about relationships, credibility, and what you do.” (Leadership Challenge, by James M. Kouzes & Barry Z. Posner, 2007) “Trust cannot be bought; it has to be won over time. Integrity, honesty, and openness are the result of the way people interact within an enterprise.” (Charles M. Savage) “Good leaders make people feel that they’re at the very heart of things, not at the periphery. Everyone feels that he or she makes a difference to the success of the organization. When that happens people feel centered and that gives their work meaning.” - Warren G. Bennis The central role of leadership is in dealing or is to deal with adaptive issues and challenges with socio-cultural-political dimensions such as conflicting realities, realities of cultural diversity in global/local societies and in multi/national, national and local corporations, underlying belief systems that define the perspectives and influence the behaviors of systems as well as the value of social equality in leading and managing change.

The students are expected to take a look at their own organization from these perspectives and assess the challenges of their own leadership under such conditions.

I. A WORKSHOP ON LEADERSHIP AND ORGANIZATIONAL DEVELOPMENT Leadership is the ability to influence a group of people towards a goal. Leadership is a process and relationships. In this course we will increase our own leadership capacities and understand leadership challenges in the 21st century through readings, group discussions, PPT presentations, self-reflection, case studies, videos on leadership, and leadership instruments (leadership questionnaires and practice—leadership development).

More specifically, we will focus on a few socio-economic-political issues in today’s work world—diversity, belief systems, social equality, digitalization, demographic shift, women in leadership, etc. in your organization, organizations locally, and globally. We will explore the skills, values, knowledge, abilities, cultural competency, etc. that the leader of the future will need to possess. Leadership should be viewed as art, philosophy, social science, science, and somewhat as a lifestyle choice. We will review several theories of leadership and encourage you to actively apply them (and even experiment with more than one approach) to scenarios - designed to challenge you - that exemplify organizational dynamics in your professions.

121 Leadership development is a broad concept with many varying interpretations. In our brief time together we will look at our own attributes and what each of us possesses that can be used to make us more effective leaders. This self-knowledge and selfawareness will be used to better understand some of the more common theories of leadership and leadership development.

Leadership is not only about leading, but also about managing and sometimes following. This workshop will present, and allow you as a cohort group, to discuss, the major theories of leading and managing people and organizations. You will gain a better understanding of your own personality and that of your followers. (Leaders can’t exist without followers). We will explore the central role followers play in the leadership process, e.g., the followership.

We will also examine the structure of your organizations and what those organizations might look like in the future. The social-cultural-political dimensions of organizational realities will be discussed. We will explore forces for social change (megatrends) and their impact on the future of work. The megatrends will definitely affect leadership practice. Are the leaders of tomorrow ready for the future of work and the new generation of workers? What new leadership qualities and capabilities are most needed now and in 2030? How can you become an effective leader in meeting new and old challenges in organizations?

Interest in the nature of ethical leadership has continued to grow, particularly because of many recent scandals in both Eastern and Western corporations and political arenas. As stated by Northouse (2019, p. 342), “Ethics is central to leadership, and leaders help to establish and reinforce organizational values.” We will examine the interrelationship of ethical leadership to the value system in an organization To understand leaders, followers, and the situations they encounter, we will explore a range of classical (e.g., trait theory, skills theory, situational theory, path-goal theory, etc.) and contemporary theories (e.g., transactional leadership, transformational leadership, servant leadership, authentic leadership, adaptive leadership, etc.) and models (team leadership, followership, women in power, etc.). We will also explore special topics related to the social-cultural-political realities of leadership, i.e., change process, leadership ethics, team leadership, gender and leadership, and cultural competency and leadership. The workshop will address the need to embrace equality and diversity. Competing in the new global economy calls for the full use of all human potential in organizations. Increasingly, women and people of diverse backgrounds will be constructively impacting the workforce and direction of leadership.

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In short, this workshop offers a comprehensive review of contemporary issues (socio-cultural-political realities, equality, diversity, value systems, etc.) and perspectives (theories and models) on leadership, including multidisciplinary and systems approaches moving to the examination of evolving megatrends and characteristics of the future of work. The emphasis is on application of concepts in actual leadership settings and situations. Through a process of readings, self-discovery, group discussions, leadership instruments (questionnaires), and case studies, you will identify, observe, analyze, and apply leadership behaviors.

WORKSHOP OBJECTIVES By the end of this workshop, you will have opportunities to: • Develop an understanding of leadership and organizational development issues in contemporary organizations.

• Understand what leadership is and is not; by analyzing real life cases from diverse contexts, you should be able to gain a better idea of the scope and limitations of leadership.

• Become aware of classical and current leadership literature; describe, analyze, synthesize, and evaluate various leadership theories and models discussed in the readings and class discussions and describe how they play a part in your personal definition of leadership.

• Recognize and understand the socio-cultural-political realities and social issues such as gender and ethnic equality, cultural diversity in the workforce, ethical dilemmas, etc. in organizations and society at large and their challenges for leadership. In other words, you will gain and demonstrate an awareness of the impact of gender, ethnicity, and cultural issues in the development of leadership and social equality.

• Develop a personal agenda for successful integration of leadership concepts into your work/life and your career goals.

• Develop an understanding of the potential of leadership to transform individuals, organizations, and society by analyzing, criticizing, and constructing arguments using critical thinking skills.

• Analyze your own organization by using leadership perspectives discussed in class and discuss possible means to transform your organization to better cope with changes and challenges. Its value systems and organizational culture will be discussed.

123 • Prepare an action plan to enhance and polish the individual’s leadership skills and also prepare a road map for your future career with effective leadership in mind.

• In sum, the workshop aims to prepare you for effective leadership in the 21st century.

II. GENERAL LEARNING OUTCOMES Knowledge: You will gain an in-depth knowledge of the concept of leading in a socio-culturally diversified environment. This will entail knowing that new technology has a profound impact on individual and organizational wealth, thought processes, and new ways of producing and processing in the workplace. Students will acquire knowledge relevant to the new challenges which may face organizations between now and 2030.

Skills: Your skills of analysis and communications (both oral and written) will be developed throughout the workshop, individually and in teams. You will be challenged to apply your knowledge base in analyzing business problems/opportunities and to recommend and defend proposed courses of action for leadership development.

Competency skills (adaptability, effective communication, learning ability, and multicultural awareness) are essential for leadership development.

Attitude: You will develop an appreciation of the complexity and importance of a social systems approach and increased confidence in your abilities to lead in an increasingly diversified and changing business environment. The two basic attitudes for an effective leader are: innovation and readiness to tackle change.

Active Learning and General Intellectual Skills: Active learning on the part of each individual is an essential component of this valuable experience. You engage to participate in the critical reflection of readings and class discussions, question unclear concepts and ideas, formulate individual perspectives on the issues raised in the workshop, and actively participate in the exchange of ideas with peers. Those who participate actively in the class will likely develop a number of academic and scholarly skills, including gains in critical thinking, ethical thought, writing and communication, information search and retrieval, technological skills, and study skills.

III. TEXTBOOK Northouse, P. G. (2019). Leadership: Theory and practice. (8th Edition). Los Angeles: Sage Publications

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IV. HANDOUTS AND SELECTED PPT PRESENTATIONS BY PHYLIS LAN LIN 1. (1982, 2018). Institutional Process and Systems Approach (PPT Presentation) 2. (2004). On leadership. Speech made at the School for Adult Learning Women’s Leadership Seminar 3. (2005). Education and work life: A Chinese immigrant’s experience. Speech made at the Northwood Women’s Salon Connecting Cultures Seminar.

4. (2010). Learn to embrace cultural relativism. Commencement speech made at NIT Commencement, Ningbo, China 5.

(2013).

“Innovation

and

Innovation

Management/Leadership”

(PPT

Presentation) 6.

(2015; 2019). “Leadership in Socio-Cultural Technical Systems” (PPT Presentation)

7. (2015). Breaking the glass ceiling, Presentation made at the Women’s Forum at Indiana State University, Terra Haute, Indiana. (PPT Presentation) 8. (2016). Beyond success, on championship. Keynote speech made at the Across Straights Elite EMBA Alumni Submit in Taipei.

9. (2016). Embracing and cultivating humility. Opening remarks made at the AODN Summit in Shanghai, China.

10. (2016). AODN Summit presentation in Shanghai, China: “Exploring the Dynamics of Change” (PPT Presentation) 11. (2018). Organizational Effectiveness and Organizational Behavior (Effective Organizational Behavior and Organizational Analysis (Level of Analysis: the organization, its employees, and its environment) Flow Chart 12. (2018). Megatrends and the future of work: Implications for organizational development leadership 2030. Presentation (February 26, 2018) made at Assumption University, Yangon, Myanmar Plaza; Participants: PhD OD students; alumni priority; and other ABAC students, alumni, and guests (Handout and PPT Presentation).

Following are a few key questions to be addressed: How is the future of work likely to evolve? ◊ What social forces will affect the future of work? ◊ How do leaders prepare for the future of work? ◊ How will today’s employees be transformed in the age of technology and globalization we are entering? ◊ What is the meaning of work? (work and self)

125 ◊ PWC Work Force of the Future the competing forces shaping 2030. Retrieve from

file:///F:/Future%20of%20work%20an%20dleadership%202-19-

2018/workforce-of-the-future-the-competing-forces-shaping-2030-pwc. pdf 13. (2018, May). Beyond 2018: Challenges of America’s higher education. US-China Education Review A, (8)5, 217-225. Doi: 10.17265/2161-623X/2018.05.00 14. (2019, January). Trends of internationalization of higher education in China: Opportunities and challenges. US-China Education Review A. (9)1, 1-12. Doe: 10.17265/2161-623X/2019.01.00 15. (2019). 21st Century Leadership Flow Chart 16. Harvard Business School (2018). Great American business leaders of the 20th century. (data base) Retrieved from https://www.hbs.edu/leadership/20thcentury-leaders/Pages/default.aspx 17. National Clearing House for Leadership Programs (2018). Retrieved from http://nclp.umd.edu/resources/syllabi 18. https://www.theartof.com/ (Good video programs related to Leadership and OD.) 19. Thinkers50 2018, https://www.thegeniusworks.com/2017/11/thinkers50-global-awards-2018worlds-influential-business-thinker/ V. HIGHLY RECOMMENDED READERS AND PROGRAMS 1. Baccei, M. A. (2015). Understanding college student leadership development: A longitudinal examination of the impact of campus-based leadership trainings (gender and race). Unpublished dissertation. University of Iowa.

2. Bennis, W. (1989). On becoming a leader. Reading, MA: Addison-Wesley Publishing Company, Inc. 3. Bennis, W., Goleman, D., O’Toole, J., & Biederman, P. W. (2018). Transparency: How leaders create a culture of candor. San Francisco, CA: Jossey-Bass.

4. Bennis, W. G., & Nanus, B. (1985). Leaders: The Strategies for Taking Charge.

New York: Harper & Row. 5. Bueno, C. M., Antolin, G., & Tubbs, S. L. (2004, September). “Identifying global leadership competencies: An exploratory study.” The Journal of American Academy of Business, 80-87.

6. Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.

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7. Cilente, K. (2009). An overview of the social change model of leadership. In S. R. Komives & W. Wagner (Eds.). Leadership for a better world: Understanding the social change model of leadership development (pp.43-77). San Francisco, CA: Jossey-Bass.

8. Drucker, P. F. (1990). Managing the nonprofit organization: Principles and practices. New York: Harper.

9. Dugan, J. P., & Komives, S. R. (2010). Influences on college students’ capacities for socially responsible leadership. Journal of College Student Leadership Development, 51(5), 525-549.

10. Goleman, D. (2004, January). “What makes a leader?” Harvard Business Review. 76(6), 93-102. http://hbr.org/2004/01/what-makes-a-leader/1 11. George, B., Sims, P., McLea, A. N., & Mayer, D. (2007, February). “Discovering your authentic leadership.” Harvard Business Review. Reprint R0702H Groswe, J. B., & Jennings, B. (2009). The Adversity Paradox. St. Martin Press.

12. Gratton, L. (2011). The shift: The future of work is already here. Bishopbriggs, UK: HaperCollins Publishers.

13. Greenleaf, R. K. (2008). The servant as leader. Indianapolis, IN: The Robert K. Greenleaf Center.

14. Green, M. T., Rodriguez, R. A., Wheeler, C. A., & Baggerly-Hinojosa, B. (2015).

Servant leadership: A quantitative review of instruments and related findings.

Servant leadership: Theory and practice, (2)2, 76-96.

15. Heider, J. (1985). The Tao of leadership: Leadership strategies for a new age.

Atlantic, GA: Humanics Limited.

16. Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership. Boston, MA: Harvard Business School Press.

17. Higher Education Research Institute (HWRI) (1996). A social change model of leadership development (3rd Ed.). Los Angeles, CA: Higher Education Research Institute.

18. https://europe.thinkers50.com/european-business-forum-2018 19. Kellerman, B. (2008). Followership: How followers are creating change and changing leaders. Boston, MA: Harvard Business Press.

20. Kets de Vries, M. F. R. (2014, August 13). “First know yourself, then your team.” INSEAD. Retrieved from http://knowledge.insead.edu/leadershipmanagement/first-know-you...

127 21. Kim, W. C., & Mauborgne, R (2014, September 23). “The four pillars of blue ocean leadership). INSEAD. Retrieved from http://knowledge.insead.edu/ leadership-management/the-four-illars...

22. Komives, D. R., Dugan, J. P., Owen, J. E., Slack, C., & Wagner, W. (Eds.). (2011).

Handbook for student leadership development (2nd Ed.). San Francisco, CA: Jossey-Bass.

23. Kotter, J. P. (1990). A force for change: How leadership differs from management. New York: Free Press.

24. Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary thing happen in organizations. (6th Ed.). San Francisco, CA: Jossey-Bass.

25. Maxwell, J. C. (2008). Leadership Gold: Lessons I’ve learned from a Lifetime of Leading. Nashville, TN: Thomas Nelson.

26. Maxwell, J. C. (2012). The 5 levels of leadership: Proven steps to maximize your potential. New York: Hachette Book Group, Inc. (For additional information on the author, go to JohnMaxwellOnLeadership.com.)

27. McGovern, M. (2017). Thriving in the gig economy: How to capitalize and compete in the new world of work. Wayne, NJ: The Career Press.

28. McFarland, L. J., Senn, L. E., & Childress, J. R. (1994). 21st Century Leadership.

LA, CA: The Leadership Press.

29. Meyer, E. (2012, April 6). “Managing confrontation in multicultural teams.”

HBR Blog Network (Retrieved from http://hbr.org/special-collections/insight/ the-secrets-of-great-teams) 30. Multi-Institutional Study of Leadership (MSL) (2009). Multi-Institutional Study of Leadership, Retrieved from http://leadershipstudy.net/ 31. Nastase, M. & Roja, A. (2013). Leadership in virtual organizations. Proceedings of the 7th International management conference “New management for the new economy.” Bucharest, Romania.

32. National Clearinghouse for Leadership Programs (2008). National Clearinghouse for Leadership Programs Retrieved September 22, 2018, Retrieved from http:// nelp.umd.edu/ A. 33. Newman, A. (2018). Building Leadership Character. LA, CA: Sage.

34. Packard, T. (2011) Leadership and performance in human services organizations (Chapter 7). Retrieved from https://pdfs.semanticscholar.org/fab2/2334fc3093 aac5af2c11aa3e16660940638f.pdf

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35. Performance Assessment Network (2000). “WPQ emotional intelligence questionnaire v3 Report.” HOGREFE the Test Agency, Society for Human Resource Management (SHRM).

36. Performance Assessment Network (2008, May 7). “Work profile questionnaireemotional intelligence version (WPQei). HOGREFE Test Agency, Society for Human Resource Management (SHRM). Retrieved from http://shrm.org/ templatestools/assessmentresources/shrmtestin...

37. Vielmetter, G., & Sell, Y. (2014). Leadership 2030: The six megatrends you need to understand to lead your company into the future. New York: American Management Association (AMACOM). ISBN-13:978-0-8144-3275-4 A major Assignment: Leadership and Effective Organizational Analysis (Group discussion) This group assignment is on some aspects of leadership in the 21st century. Select an organization, including your organization, any local or multinational corporation, of your team’s selection and use the Organizational Analysis and 21st Century Leadership flow charts (created by Dr. Phylis Lan Lin) discussed in the workshop to elaborate on the subject of how to lead for organizational effectiveness. A few questions to assist you in considering organizational development and leadership: • What are the most important variables for an effective organization?

• How can leaders best prepare for these developments to continue to lead an effective organization?

• Explain why organizational culture is one of the key factors to promote equality and diversity (gender, race, ethnicity, and sexual orientation) in an organization.

• What have we learned from this course which might assist us to focus our attention on leadership challenges and issues, and on the best use of available resources for organizational effectiveness?

• Based on the flow charts provided by Lin, modify it by or within your team.

The team should present to the class the updated 21st Century Leadership flow chart. (Change, Values, Belief Systems, Political Realities) How is your field or industry changing? Is your organization changing fast enough to ensure its competitiveness for the future? What are your organization’s belief system, values, and mission? If you were going to stay in this organization for another 2-5 years, what changes do you see coming that will require your response as part of the challenges of being a leader? Do you see change in your organization as an opportunity or a threat?

• What would be an ideal leadership style for your organization? Why?

129 A major Assignment: Final Paper—Leadership Theory and Practice (Overview of the Course, Self-Assessment, and Career Road Map) This assignment is designed to provide you with an opportunity to synthesize the diverse issues of leadership addressed in this workshop and create a concise document that articulates your personal philosophy of leadership. The process of developing a personal leadership statement will help you clarify the core principles that guide your actions and establish a self-portrait of the leader you hope to become. This report will have four parts: Part 1: One of the best ways to study leadership is through case studies of individuals.

Each of you will choose one leader and write a review and analysis of the individual’s accomplishments, leadership style and philosophy, leadership impact, situational factors, and career influences. You may choose a historical figure or a contemporary leader. You may gather this information from published works or from first-person interviews. In the paper, you must indicate how you gathered the information. Think about how the individual probably experienced his/her own leadership as well as how those around the individual portrayed him/her. Why did you find this person compelling enough to study?

In other words, would you emulate this leader? What did you learn about leadership from this leader’s profile? Does this person’s story reflect some of the leadership concepts discussed in this workshop or in your readings?

Part 2: You will provide the most important insights or learning points on leadership you believe you have gained from the workshop; you should also explain why you found them personally meaningful to you. This part will pertain to leadership ethics, value systems, critical issues, including inequality, gender and diversity issues, in your organization or an organization you may be interested in working for. It is important to establish and articulate your own leadership ethics philosophy about how you operate as a leader, regardless of the particular circumstances of your position in your organization.

You should incorporate the assigned readings, workshop activities, and feedback from the instructor and classmates. As you prepare this statement, consider the following sample questions: • Have you gained any new knowledge or skill?

• Which leadership theory(ies) or model(s) is/are most applicable to your organization?

• How do you relate megatrends to the future of leadership?

• Define leadership?

• What has influenced your thoughts?

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• Note that your organization may have its own leadership model. What is your take on that model?

• What key leadership experiences have affected your thinking?

• Do you believe that leadership is positional? Why or why not?

• When do you share your vision as a leader?

• Under what circumstances are you willing to take risks?

• What personal principles are you not willing to violate?

• How do you make decisions? Are they based on evidence or intuition?

• Which decisions do you make individually, and which do you make collectively?

• How do your personal beliefs (e.g. religion, inclusiveness, etc.) affect your leadership ethics?

• How do you respond when your leadership beliefs or practices are challenged?

• Have you ever encountered an equality issue in your organization? Please briefly describe and explain how your organization handled the issue?

Part 3: This part will assist you to do further self-reflection and self-awareness.

We hope that you will provide a factual description and a critical self-assessment and analysis of important leadership challenges, opportunities and dilemmas your career/life has thrown at you so far; the specific ways you responded in those situations; and the overall success or failure of those outcomes. What are your strengths? You should then use these experiences to arrive at a list of the top five or so aspects about your personality traits that, you believe, exemplify your successful leadership qualities. Please also mention what situations you found to be the most helpful in letting you blossom as a leader. What are your weaknesses? Have you encountered any obstacles? You should also use these experiences to build a list of the top five or so aspects about you that, you believe, prevent you from fully realizing your leadership potential. Please also mention what specific environments or situations have typically hindered your growth as a leader.

Part 4: You should outline, in specific details, a career progression road map for the next five to ten years or so. This part should also explain how such a road map will help you leverage the leadership skills you already possess and help you acquire the ones you don’t have but need, as identified in Part 2 and Part 3 above. Finally, you will also discuss in what way(s) this workshop has stimulated or inspired you to consider how your dissertation research topic will be related to leadership studies.

Overall, this report will be assessed in terms of how well you have integrated insights gained, and workshop materials discussed; how realistic, creative, and insightful your roadmap is; and the passion, conviction and intellectual rigor with which you provide the analysis.

6.

“INTEGRATED WOMEN: A CONCEPTUAL FRAMEWORK” Phylis Lan Lin & Mary Moore 1997

The concept of integrated women refers to an ideal type woman who is a woman who is conscious of different alternatives—feminist, traditionalist, and androgynous— and who has the autonomy to integrate these alternatives within a chosen lifestyle. An integrated woman is a career woman who has the opportunity to interweave aspects that are feminist, traditionalist or androgynous within her life by combining behaviors and attitudes from different orientations.

The concept of integrated women enables researchers to break through the limitations encountered in the labeling of women. It recognizes that while role strain has been the focus of research (Houseknecht & Mackle, 1981; Patelius, 1997), there is also a need for research that explores the complementarities of roles.

Current research focuses upon the dynamic interplay of the multiplicity of roles that a woman plays in contemporary society (Lin, 1990). An increasing number of college-educated women are attempting to combine a professional career with marriage and family roles. Recent studies are not only documenting the interest of college women in attaining or pursuing a career but moving beyond this to examine the motivation and the meaning of work and family to women workers. There seems to be a consensus among college students today that their jobs in the future will not interfere with the wellbeing of their families. Marriage continues to be overwhelmingly favored as a way of life, and motherhood continues to be a primary concern to working women. A majority of women students prefer a dual-career and egalitarian family pattern (Lin and Moore, 1985).

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Specifically, the concept of integrated women has been developed along three dimensions: attitudinal, behavioral, and cognitive (Lin & Moore, 1983). The attitudinal dimension for integrated women has been analyzed on the basis of (1) identification with the Women’s Movement; (2) the expectation of dual-career equality; (3) the expectation of sharing housework; and (4) the expectation of combining marriage, family, and career.

The behavioral dimension has been analyzed by how women modify their roles. This dimension has been measured by (1) women’s handling of financial needs and work situations; (2) women’s responsibilities in household chores and participation in childrearing; (3) women’s response to career interruption; and (4) women’s involvement in putting their husband through school. The cognitive dimension for integrated women has been related to (1) perceptions of men’s social status; (2) perceptions of women’s status at work; (3) perceptions of women’s status on loan and credit applications; and (4) perceptions of women’s marital, social, economic, and educational statuses.

College women today have positive attitudes toward combining marriage, family, and career. Since the 1960s the challenge of arriving at a definition of the new sex roles for women has been concentrated in two major directions: the ideologies of free choice and equality.

The idea of equality has dominated American values since the birth of this nation.

Today, women expect to be treated equally in all aspects of their lives. Outside the home, women expect to receive equal pay for equal work; on the job, women expect to achieve equal opportunity for promotion and recognition. Inside the home, women expect to achieve equal conjugal power; women expect to share equally in family responsibilities.

Today’s integrated women expect to have the option of either pursuing a career or playing their traditional homemakers’ roles. They expect to have the option of being married or remaining single, of bearing children or remaining childfree. They also expect to have opportunities to combine family, marriage, and career.

Women’s attitudes need to be studied in relation to their behavior since research shows that there may be a greater range in acceptable behavior than attitudinal reports reflect (Yogev, 1981). Studies of the behavioral dimension examine the range of women’s work and family roles. Studies found that women will develop mechanisms for coping with role strain when combining work and family (Voydanoff, 1987). According to Cummings (1977) there is a gap between what is tolerable and the consensual ideal, or, stated differently, there is a possible range of acceptable outcomes rather than only one. It may be in those situations defined as “acceptable” that researchers can locate three ways in which ideals are stretched or worked out in life. For example, women who work stress

133 the positive effect on families when both parents are working (Baruch et al, 1987). In their study of dual career families Johnson and Johnson (1980) found that among upperand middle-class families, almost all mothers rationalized their busy schedules with the phrase, “It’s the quality of the time spent with children that counts and not the quantity.”

At the same time that values are stretched in situations, the expectation to integrate marriage, family, and career has an influence upon levels of tolerance for situations that would be defined as acceptable. For example, when expectations for integration or rolesharing are higher, tolerance for career interruption decreases (Lin & Moore, 1989).

Research on the attitudes and behaviors of contemporary women needs to include an understanding of the cognitive dimension. What do women perceive as the structural constraints and opportunities facing them today? A study of college women found that a discrepancy exists between female students’ career aspirations and their views on sex discrimination at work. The female students continued to aspire to high- or middle-status professions (Ferree, 1987; Lin & Moore, 1985). One factor that may explain the findings of high aspirations coupled with the awareness of sex discrimination is the involvement of greater numbers of women in higher education. Women with a college education have always had higher rates of participation in the labor force than women with less education (Cumming, 1977). Research shows that women’s higher achievements in education do not result in equal compensation in the labor market.

For most women work is both a choice and necessity: it is a source of financial security or independence, of personal accomplishment and fulfillment, and of professional growth and development. On the whole, this commitment to a career is accompanied by women’s belief that their jobs will not interfere with the well-being of their families even though women show a moderate willingness to modify family roles to meet career demands. A sense of personal integration is found through the stretch between what is expected and what will be accepted in any particular situation. Instead of stopping at the crossroad of career versus family and marriage, integrated women have the ability and opportunity to combine career, family, and marriage. They are career oriented without rejecting marriage.

REFERENCES Baruch, G. K., Beiner, L., & Barnett, R. C. (1987). Women and gender in research on work and family stress. American Psychologist, 42130-136.

Cummings, L. D. (1977). Value stretch in definitions of career among college women: Horatio Alger as feminist model. Social Problems, 25, 65-74.

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Ferree, M. M. (1987). She works hard for a living: Gender and class on the job. In B. B. Hess Ferree (Eds.), Analyzing gender: A handbook of social science research, pp. 325-347.

Newbury Park. CA: Sage.

Houseknect, S. K. & Macke, A. S. (1981). Combining marriage and career: The marital adjustment of professional women. Journal of Marriage and Family, 43, 651-660.

Johnson, C. I, & Johnson, F. A. (1980). Parenthood, marriage, and career: Situational constraints and role strain. In F. Pepitone-Rockwell (Ed.), Dual-Career couples, pp. 143-161.

Newbury Park, CA: Sage.

Lin, P. L. (1990). Working women in America: Choice and challenge. Proceedings of the International Symposium on Women Human Resources, pp. 15-60. Taipei, Taiwan: Bureau of Labor, Taiwan Government.

Lin, P. L., & Moore, M. C. (1983). Integrated women: College students’ view on marriage, family, and career. Unpublished monograph. Indianapolis, IN: University of Indianapolis.

Lin, P. L., & Moore, M. C. (1985). Integrated women: A study of college women’s views on combining marriage, family, and career. Proceedings of the Indiana Academy of the Social Sciences, 19, 146-152.

Parelius, A. P. (1975). Emerging sex-role attitudes, expectations and strains among college women. Journal of Marriage and the Family, 37, 146-153.

Voydanoff, P. (1987). Work and family life. Newbury Park, CA.: Sage.

Voydanoff, P. (1988). Work role characteristics, family structure demands, and work/ family conflict. Journal of Marriage and the Family, 50, 749-61.

Yogev, S. (1981). Do professional women have egalitarian marriage relationships? Journal of Marriage and the Family, 43, 865-71.

PUBLICATION: Lin, P. L., & Moore, C, M. (1996). Integrated Women: A Conceptual Framework. Women and Work: A Reader, P. J. Dubeck & K. Borman, 128-131. New Brunswick, N.J. : Rutgers University Press.

PART THREE ON LEADERSHIP AND ORGANIZATIONAL DEVELOPMENT

1.

“EMBRACING AND CULTIVATING HUMILITY” AODN SUMMIT SEPTEMBER 23–26, 2016 SHANGHAI, CHINA

Opening Remarks: Phylis Lan Lin, PhD University of Indianapolis, USA

Good morning. In view of the distinguished guests of honor here today, I am particularly honored to be invited to make opening remarks. I am humbled because it is my first attendance at the AODN (Asian Organization Development Network) summit and also because I am a layperson in the field of organizational development. I told Dr. Lee Lu that I am a bystander, but I am standing by at your command.

I deeply appreciate Dr. Lu’s faith in me in asking me to speak this morning. I also appreciate Dr. Perla Rizalna M. Tayko’s kind invitation for me to be engaged in the China cohort in last year’s Assumption University OD (Organization Development) PhD program. I had the privilege of working with 16 PhD candidates in China last fall. I am also delighted to meet many promising OD PhD candidates from many Asian countries. They will be the movers and shakers in Asia in the years to come. I also have had opportunities to deliver keynote speeches and special lectures related to OD to MBA and business students at a number of universities and international conferences in Taiwan and Mainland China in the last few years on topics related to OD. Since I am new to AODN, if I may, I’ll take a few minutes to introduce myself. My doctoral degree was in Sociology, with two concentrations—Social Organization and Sociology of Work. I have been working at the University of Indianapolis in Indiana, United States, since 1973. I was the chair of the Behavioral Sciences Department for eight years and the cofounder of the Graduate Applied Sociology Program. I also established the social work program there in the 1980s. After the program became accredited in

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1997, the program name was changed to the Phylis Lan Lin Department of Social Work, and the department is now housed in the College of Applied Behavior Sciences. My work experience, interest, and academic training have prepared me to devote myself to organizational development, an applied behavioral science, over the last few decades. I have also been serving in a variety of administrative roles as Director of the Graduate Applied Sociology Program, Director of Asian Programs, Executive Director of University of Indianapolis Press, and Associate Vice President for International Partnerships for many years.

Let me introduce to you the organization where I have worked for almost half a century. The University of Indianapolis (known informally as UIndy) has provided me, as a worker, with opportunities to grow, learn, and actualize my vision, and has offered space for me to indulge my passion for teaching, scholarship and service. UIndy embraces four learning goals: creativity, critical thinking, performance, and social responsibility. The values and organizational culture of my university explain why this 114-year-old higher education institution continues to educate and prepare students to become future leaders.

I might mention that my work experience there has convinced me that no one can create or establish any program or project alone. The world is becoming ever more interconnected and interdependent; loners will become a rare species.

My university has strong links in Asia, with exchange programs and joint initiatives in China and Taiwan. We have learned much from our partners. We have gone through drastic changes in the last few years. We have experienced tremendous growing pains.

I have been fortunate to work in an institution where innovation and creativity are encouraged. These qualities are key for any thriving organization; however, innovation and creativity also imply room for failure. A successful organization must embrace the possibility of failure and see failure as an opportunity for growth.

In the last few years, my professional focuses and interests have been primarily on leadership development, organizational change, intercultural and global cultural competence, work–life balance, systems studies, and megatrends and the future of work.

I will do a workshop, Exploring the Dynamics of Change in Organizations, this afternoon.

Organizational change focuses on what is happening inside existing organizations and in their environments. Organizational change means realizing the need to change by altering patterns of organizational behavior. Change and challenges are inevitable and have become norms in most organizations. As we all know very well, change is a process, not an event. Change is always linked with challenges and opportunities; it is about people and organizational culture, and ultimately, about leadership.

139 I am not bragging about my accomplishments. In fact, I am revealing to you how limited my work experience is, for I have limited myself only to the world of higher education, apart from the world of diversified industries.

It has been more than 20 years since I coauthored the book Organizational Behavior, published in Taiwan. The book has been adopted by several universities there as a foundational textbook. While I have grown through all the activities I have been engaged in, nothing is more exciting and engaging than participating in today’s conference. I thoroughly enjoyed the presentations by OD specialists and leaders, Dr. John J. Scherer and Dr. Roland Sullivan yesterday. Their teaching and presentations were awesome, and the participants were the greatest audience I have ever encountered. They were awesome too.

There are five tracks scheduled for this conference’s afternoon workshops: • Developing Leadership in Asia • Exploring the Dynamics of Change in Organizations, Community, and Society • Transforming Organizations in Asia • Building on Diversity, Respecting Culture • Creating a New OD in Asia These are the most prominent issues in OD in Asia. These five topics, in fact, are interrelated and intertwined. The major emerging markets are found in Asia. Asian organizations, enterprises, and higher education institutions are thriving and adapting to the fast-changing world.

OD is an emerging professional field with a body of knowledge and practice to prepare all of us in this room to enhance organizational performance, efficiency, and even having fun at work. OD practitioners have been serving as consultants, working closely with human resource professionals to assist organizations and institutions to cooperate with organization leaders and teams in such areas as strategic planning, organization design, leadership training, career development, team building, and work-life balance. I would like to take this opportunity to congratulate the organizers of this conference on bringing us together to brainstorm ways we can bring new insights, intervention methodologies, and action research to the OD field.

There are countless books and publications about leadership and change. A few writers have pointed out that a very important attribute of effective leadership, whether in Asia or America, is humility. Although the concept of humility has been rooted in Asian teachings by the great philosopher Confucius and his followers, by Buddha’s teaching, and by other world religions including Christianity and Islam, humility is seldom included in leadership training or OD discussions.

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A few recent studies (Au, 2014; Collins, 2001; Prime & Salib, 2014) have revealed the importance of leadership’s humility in fostering workers’ motivation, sense of belonging, inclusive culture, capacity for learning, self-awareness, opportunities for employees’ growth, awareness of our own and organizational limitations, and so on.

I would like to make a few remarks on humility and leadership that I hope will further elaborate on and tie in with the five workshop topics at this conference.

First of all, being Chinese, I could not help but quote Confucius: “Humility is the basic foundation of all virtues; admitting what you don’t know is knowing.” This suggests that the best leaders are humble leaders. In our Asian teaching, self-growth must be instilled first by self-cultivation and self-awareness. All great leaders possess humility in their actions and deeds. Mahatma Gandhi’s advice should be well taken by us: “It is unwise to be too sure of one’s own wisdom. Nonviolence is impossible without humility.”

Leaders may not have answers for all the problems that confront them, yet the exercise of humility has often brought effective outcomes in organizations. The exercise of humility can be reflected and exemplified in many ways in a leader’s behavior. For example: eliciting feedback and listening to others’ opinions and ideas with sincerity, focusing on the needs of other people, admitting mistakes and taking responsibility for adverse or undesirable outcomes, engaging in conscious self-reflection, empowering others and creating leaders, supporting the team instrumentally, delegating and empowering subordinates, acknowledging thankfulness and appreciating being blessed. Humility is relationship-building; it is not about self. Only through the practice of humility can one really become an authentic and servant leader. Jim Collins, in his best seller Good to Great (2001), found that Level 5 executives built enduring greatness through a paradoxical blend of personal humility and professional will. They were able to put their companies before themselves, and that was the foundation to create a great company or to move the company from “good to great.”

Over the years, I have come to believe that practicing humility does not mean belittling yourself; rather, it fosters inner strength. Ultimately, practicing humility means having the ability to recognize who you are and to make yourself an instrument for change. I would like to conclude with a pair of quotations. The first is from C. S. Lewis and is one that I have shared with my students often: “Humility is not thinking less of yourself; it’s thinking of yourself less.” Although the teaching of humility is ingrained in our Asian societies, the development of humility requires self-enlightenment and self-cultivation. In this fastchanging world, before we speak of organizational change or organizational development, we must remind ourselves of this. We must grasp the essence of humility and embrace it.

141 The second quotation is from one of the most admired ancient Chinese philosophers, Lao-tzu: “A leader is best when people barely know he exists. When his work is done, his aim fulfilled, they will say, ‘We did it ourselves.’”

I look forward to attending this conference. I wish to congratulate the success of the members of AODN. You are the transformers and miracle makers. We applaud your accomplishments in the past and more so in the future.

With my best regards and on behalf of my university, University of Indianapolis (UIndy), I humbly presented to you my humble opening remarks.

REFERENCES Au, A. (2014, October 22). The power of the humble CEO. Retrieved from http:// thinkbusiness.nus.edu/cn/item/258-the-power-of-humble-ceo Collins, J. (2001). Good to great. New York: Harper Business.

Prime, J., & Salib, E. (2014, May 12). The best leaders are humble leaders. Harvard Business Review. Retrieved from https://hbr.org/2014/05/the-best-leaders-arehumble-leaders

2.

“ON BECOMING A CHAMPION,” Speech by Phylis Lan Lin

“成为冠军，超越成功” 海峡两岸EMBA校友菁英论坛会 台北科技大学 主讲人：藍采風博士（Phylis Lan Lin, PhD） 美国印第安纳波里斯大学国际计划协理副校长 2016年9月29日

各位贵宾好。一个月前，吕教授到敝校访问时，他邀请我来当今天大会的主讲人，谢

谢。我很荣幸。因为我是念社会学的，并没有企业管理的背景，能以外行人的身分和各位 分享自己的人生经验和学习心得，非常荣幸，也真的非常不安。但话说回来，社会学与企

业管理有许多共同的学术领域。我以前也曾在敝校的商学​​院企业管理硕士班开办进阶「组 织行为学」的课程。1994年在台湾的三民书局出版了《组织行为学》一书。听说至今有些 院校仍然采用它为教科书。总的来说，面对来自两岸EMBA菁英校友讲话，不仅令人兴奋 也颇具挑战。各位都是两岸名校EMBA课程的高材生，在各自的领域都是成功者，都是佼 佼者。我今天想与各位分享的是「如何超越成功」，以个人的浅见，讨论如何永续目前已 拥有的非凡成就与成功。

既然谈成功，就会有一个避不开的话题，那就是「成功的定义是什么？」、「什么叫

作成功？」。尽管每个人的人生目标不同，评价事物的价值标准也各不相同，但对成功也 有共通的认识：成功不是静态的，而是一种过程，一个旅途。它不是终点站，而是一个终 点的起点。各位已掌握到的成功，如成功的完成了EMBA及MBA的学位、成功的找到一份

理想的工作、成功的晋升、成功的创业。从毕业到今，已经缔造许多辉煌的成就了，那么 下一步的人生目标是什么呢？您们如何能够超越成功呢？有一次吕教授邀请我到他在沈阳

的EMBA班上谈「目标设立与组织分析」这堂课时，吕教授说：「这些学生中有许多都是 公司的董事长、都是亿万富翁呀！」

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是的，各位都是很成功的企业家，都是各领域的冠军。各位是否曾经在不断追求成

功之际，静坐下来认识一个崭新的自我吗？曾经想过去创造一个新的组织、一个新的世界 吗？遨游在继续冠军（成功）之旅时，是否获得哪些启发？亿万的财富能够带来幸福吗？

我们有良好的人际关系来维持社会关系吗？中国社会靠五个「F」来维系人际关系：Face（ 面子）、Family（家庭）、Friend（朋友）、Fate（命运）及Favor（利害关系）。而人际关

系的运行是非常奥妙的。关系的运行要恰到好处，否则会弄巧成拙，甚至惹来杀身之祸。 另外，若希望透过财富带来幸福，我们需要有健康的身体才能具备日理万机的精力。

成功可以用不同的领域来衡量，例如：事业、财富、家庭生活与人际关系。我们可能

在某一方面成功，另一方面落在人之后。成功是一个旅途，它有许多山峰让我们去攀登。 但是成功并没有一个特定的顶点。成功是累积的，当我们达到了某个想要征服的山顶时， 我们还想继续去追求另一个更高的山峰，去追求另一个山顶。我们永无止息的去追求成 功，追求顶点，成为冠军。

苏东坡有诗云：「横看成岭侧成峰，远近高低各不同，不识庐山真面目，只缘身在此

山中。」世上的事是多角度的，并无绝对的观点。究竟是「峰」抑是「岭」？全以观者角 度而定。人走到山顶时，俯瞰天下，更要客观，要用相对的角度来观察一切，并拟定如何 踏上下一步（藍采風，2003，页257）。

今天我们生活在充满挑战和矛盾的世界舞台。当今科技迅猛发展，有的国家正处于内

战，全球经济呈现衰退趋势，众多国家步向民主化进程，但是还有一些国家仍然缺乏自由 的气息，各国竞相建设超高大楼，失业率却居高不下。我们所生活的世界，就像狄更斯小 说《双城记》描述的一般：「这是最好的时代，也是最坏的时代；这是智慧的时代，也是 愚蠢的时代；这是光明的時代，也是黑暗的時代。」

在这种充满变化也充满愿景的环境下，我们不得不做一些严肃与批判性的思考，首

先，什么样的人才是真正成功的人？什么样的人才是真正的冠军？我们如何去超越成功？ 第一，超越成功的人能知己知彼，百战百胜；养生修性；终生学习

成功者能够掌控自己的人生（包括自己的信念、感情与行动），尽自己所能，满怀热

情的去做事，并为自己取得的成绩感到自豪。成功者在更多的时候是与自己竞争，而不是 与他人竞争。要成为冠军，未必一定要当第一名，但一定要按照自己的标准和期望，成为 最好的。「最好的」这一衡量尺度不是由裁判设定的，而是由我们自己设定的。只有我们 最清楚自己的优势所在，只有信任自己，才能充分发挥我们的优势。

没有人生来就能当冠军。冠军是后天造就的，甚至在逆境中坚强成长。这些逆境包

括身体问题、心理问题、突发问题、资源短缺等。在战胜这些逆境，付出艰辛和代价之

后，人的性格和力量都获得了提升。冠军的人格是刚毅性的，即：（一）他们能面对挑战 （Challenge），拿得起，放得下，不屈不挠；（二）能控制情境（Control），了解情境

的主观与客观面，掌握局势；（三）能下承诺（Commitment），说到做到，诚信务实； （四）能应对时局及大环境的变迁（Change），能以不变应万变；有弹性，有韧性，面

对危机，处之泰然；（五）能承担责任（Charge），敢做敢当，进退自如。因此，我们必

145 须下定决心，争取达到想要的结果，这会给我们带来自豪感。成功者具有很强的自尊心， 但不会妄自尊大。成功者（或冠军者）不断培养内在的精神力量，他们不仅需要健全的身 体，更需要健全的心智。正如马拉松运动员要同时兼备良好的体力和心智，才能跑到终 点。他们了解自己的局限，但不为之所限。他们有勇气超越局限，打破自己的纪录。

成功者了解大环境，并能善用大环境的优势。佛里曼（Thomas Friedman）在他的新

书《我们曾经辉煌：美国在新世界生存的关键》描述美国最成功的企业家之一――巴菲

特的成功之道，他说：「巴菲特提到自己成就非凡事业时，总是一再强调，他能以投资人 的身分赚到数十亿美元，大部分要归功于美国的环境，因为这个国家的弹性制度、自由市

场、法制规范，以及繁荣方程式。」（佛里曼，2012，页81-82）。所以，巴菲特不仅成 功，而且更超越成功。因为他能洞察大环境的优势，去利用、去把握机会。

成功者会接受别人的赞扬，但是不会被赞扬所蒙蔽，也不会因赞扬而沾沾自喜，不

求上进。成功者珍惜他人对于其目前成绩给予的赞扬、奖励或回报，并会把这些作为动

力，作为新基准，以便以后更稳健的走向成功。我的学校与中国大陆有合作课程，我常向 应届毕业生说：「你们中有很多人为申请研究生学习或工作而拿到了教授的推荐信，你们 不要只是谦卑的接受别人给予的认可，特别是来自写推荐信的人。在阅读有关你的推荐信 时，不必感到羞怯，你应该问你自己：『我真有信里写的那么好吗？我是否真的发挥了我 的潜力？』这些推荐信将促使你更好的展示自己。你一定要继续努力，不断奋斗，追求卓 越。」愈是成功的人，愈是要静心的认识一个崭新的自己。许多奥运冠军拿了金牌后，反 而踌躇在人生的十字路口：我是否要在下届奥运会卷土重来，以确保我冠军的头衔？我已 经走到了山顶，我是否要往下走了，或再去寻觅一个更高的山顶再往上爬呢？当奥运闭幕 之后，是否曾想到与我竞争的对手其实不是其他的运动员，而是自我？我就是我的竞争对 手。冠军的真正对手是自己。我们要无时无刻检视并反省自己的本质与潜能。

微软亚洲研究院创办人李开复常受邀为大学生演讲，并鼓励青年人琢磨、启发有用的

创新。他的一句箴言：「挫折不是惩罚，而是学习的机会。」是的，有时候冠军要能够接 受失败。从未尝过失败滋味的人，是那些无所事事的人。为了有最佳表现，我们必须要愿 意承担风险、压力以及失败的可能。要成为成功者，就必须有面对失败的勇气。成功者是

愿意不断学习，不断完善自我，吸取以往经验教训，虚心向他人学习​​的人。成功者还会接 受额外培训，博览群书，听取良师益友的建议。许多教练会在一场比赛开始前和结束后， 让他的队员彻底研究他们的对手。透过研究，可以了解对手取胜的原因，得到启发，这就

是「知己知彼，百战百胜」的取向。冠军最善于学习，他们不仅学习技能，而且学习​​规 则、态度、道德准则和责任。冠军为人谦卑，他们愿意向其他冠军学习，并听取良师益友 的建议。世上真正的冠军不计其数，林肯、甘地、马丁．路德．金、爱因斯坦、柴契尔夫 人……，这些鼓舞人心的例子中的英雄无一不是能面对失败，虚心学习的人。新东方教育 科技集团创始人俞敏洪曾提出「水的精神」。他说：「不管你现在的生命是怎么样的，一 定要有水的精神：像水一样不断积蓄自己的力量，不断冲破障碍。」俞敏洪以他的成功经 验，勉励一些到新东方学习英语或学习如何考GMAT的学生一句名言：「采用一种方法并

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进行尝试，是一种常识。如果失败了，就坦然的承认并尝试另外的方法。」（文章〈成功 人的特质〉，2012）。

有眼光、敢冒险与梦想，使成功者对未来挑战，也对现状挑战。成功者都有明确的目

标、振作的精神，他们锲而不舍，败而不馁，相信自己是个无可限量的人。失败时不耻下 问，以前车为鉴。将重点置于个人的长处，而对那些不伤大雅、不碍全域的短处则「一笑

置之」。管理大师彼得．杜拉克（Peter Drucker）认为：「未来的基础经济来源，不再是 资本或天然资源，也不是劳力，而是知识。」国际知名趋势大师大前研一指出：

「愈是在这种没有中心思想的混沌时代，是否具备新知识和新视野，就成为工作表 现上的关键影响力。」（大前研一与柳井正合着，《放胆去闯：大前研一和柳井正 给你走到哪都能生存的大能力》，2010）。

因此，成功者与成功者的企业必须投资在增进知识与获取技巧。二十一世纪的观念

是：「知识是力量，分享知识即是授权。」

成功者虽然向别人学习，但是，最重要的是铸造自我，而不是被别人铸造；创造自

己，而不是模仿别人，拷贝别人；敢作敢当，拿得起，放得下；敢冒险，敢尝试。根据领

导学大师华伦．班尼斯（Warren Bennis, 1981），「领导者（成功者）不仅出生一次，而 且要出生第二次」。要成功，你必须先成为你自己，成为制造你自己生命的创造者。你必 须先自我实现，方能「知己知彼，百战百胜」。成功者最大的共同点是「他们都知道自己 的人生方向，全力以赴」。

第二，超越成功的人有使命感，热爱工作与服务众生

有不少学生常问我：「蓝教授，你也是上了年纪的人了，为何总是那么精力充沛，不

知疲倦呢？」我的回答是：「我热爱我所从事的工作，工作是我的生命。」事实上，我热

中于自己所选择的使命。麻省理工学院资深教师乔纳森．伯恩斯（Jonathan Byrnes）曾说 过：「热情是产生变革的必备因素之一。」他说：「首先，你要有一种热情，要把事情做 得更好，实施变革是一个繁重而累人的过程，热情会助你坚持到底。」

成为成功者，就要成为一个有最佳表现的人。你必须要有使命感，它会激发你的热情

和责任感。知道你想要什么，然后尽力为之奋斗。做自己喜欢的事，享受自己做的事。不 要担心成败，你应该为自己没有全力以赴而担心害怕。别人可以鼓励你，支援你，但只有 你才能到达终点。成功者必须有计画的去冒险，盲目冒险是不明智的。当你有计画的去冒 险时，你就会掌控全域。

几年前，有个应用社会学系的学生克里丝汀．拉得尔采访过我，她问：「您给您的学

生传递什么样的资讯？」各位朋友，在此请允许我重复一下我对她说的话：「以你自己为 荣。你要先相信自己，别人才会相信你。你所从事的都是最重要的。你的所为可能影响某 一人，而他可以影响更多的其他人。要热中于你的所为，珍爱你的工作，全心投入。你塑 造个人，而个人继而影响社会，成为一个全面发展的人。活到老，学到老。不论个人的社 会经济地位如何，不论个人从事何种职业，我们都应客观平等对待。」

147 克里丝汀接着再问：「那么你的教育理念是什么？」我说：「我的教学目标是希望学

生培养成：（一）有创新的能力；（二）有批判性思维的能力；（三）有出色的执行力； （四）有强烈社会责任感的人。我告诉毕业生，你们已经达到了这个目标。」我也期许我 的学生：「希望你们能开始将所学到的心得、专业技巧与知识，切实的运用，它们将成为 你们以后的生存工具。拥有这些工具，不仅会对你们今后的生活产生影响，同时将造福于 你们所居住的地区、所工作的单位，或一般的周围环境。当你们获取新的知识、技能，特 别是这两年中所学习的或曾经再加强的一些传统价值观时，你们一定会问一个问题：『我 怎样可以创造一个更好的居住环境与工作环境？』」

「能对你的社会产生影响」这句话已经被引用许多次，但是这句话的真谛是什么？一

个人如何能对社会产生积极影响？帮助弱者，贡献自己的心力给那些需要帮助的人。服

务社区不是浮夸表面的举动，而是对社区的人产生实在的帮助和正面的影响，它们比那些 只为赢得一些虚名的行为更重要。往大处讲，真正成功的人对国家承担着责任；而从小处 讲，承担着对居住在我们身边的人的责任。这些责任不仅提供人们衣食住行的需求，也包 括道德意识提升，例如环保的意识以及各种商业道德的遵行。

美国二十世纪六○年代的总统约翰．甘迺迪（John Kennedy）曾经说过：「不要去问

你的国家能为你做什么，而是去问你能为这个国家做什么。」真正成功的人是要对社会与 国家作出贡献的。人类历史上首位登陆月球的太空人尼尔．阿姆斯壮（Neil

Armstrong）

于2012年去世时，美国总统欧巴马（Barack Obama）盛赞他是真正的美国英雄。欧巴马表 示，「阿姆斯壮勇于接受看似不可能的任务，并一一完成。」另一位登陆月球的太空人伯

兹．艾德林（Buzz Aldrin）则赞扬阿姆斯壮「能力卓越，具有奉献和无私精神」。阿姆斯 壮是永远的冠军，他超越成功。

当今，有一个全球性的问题摆在我们年轻人的面前。在中国和美国，我们称大学生这

一代人为「自我中心的一代」。青年人有着强烈的自我意识，更关注自己，倾向于以自我 为中心。其实，我们应该寻求关心他人，以服务他人的价值观取代自我为中心的思想。替 他人着想，并致力于提高他人的生活水准，对一个现代文明社会的发展与成长是至关重要 的，这也是我们对当代知识分子的期待。在这个竞争激烈的社会，我们会不可避免的偏重 自我。但是今天，我想与各位分享一句人生哲学的名言：「总是少考虑自己一点，但是不

要看轻你自己。」英文的说法是：「Always think yourself less, but never think less of yourself. 」但是最重要的是要做一个有智慧的人。证严上人在《自在的心灵》（1991，页119）书

中提到：「每个人心底都有一股清净泉流，都有一块福田，不要计较。不要计较，就没有 心事，没心事，你自然就有智慧。」

从塑胶工业到全球华人首富，香港的李嘉诚先生谈「做人，做事，做生意」（2011）

说：「成功并非一步登天，而是坚持不懈，勤学而来。」他强调成功之道之一是「要有助 人为乐的强烈道德感，要以服务为目的，不可以自我为中心」（页95-97）。曾被《时代》

杂志评为2011年度全世界最具影响力的一百人之一的台湾佛学大师证严上人曾经说过：「 带着一颗真诚的心去无私奉献才是『真』，无条件的帮助别人是『善』。当一个人拥有『

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真』和『善』，那么就散发着『美』。」圣严法师也说：「人的心念意境，如能时常保持 开朗清明，则展现于周遭的环境，都将是美而善的。」

享誉国际的台湾编舞家林怀民，他的艺术生涯曾经历了不少挫折，但他说：「希望几

十年后，我不在了，我的名字记不记住不重要，但还有一个舞台，老百姓还有东西可以

看，年轻人可以来玩」（采访，〈林怀民：挑舞者入团就像结婚〉，2009）。林怀民在艺 术界所留下的足迹正是「真善美」的最好写照。德国哲学家史怀哲（Albert

Schweitzer）

说：「你将永远幸福快乐，如果你试着去寻求并找到如何服务人群的方法。」 第三，超越成功的人能成为挑战压力的选手，不断的追求生活的品质

压力是现代社会的副产品。我们有太少的时间、太少的资源，以及太少对大部分事情

有控制的能力。压力会对身心带来许多不良的后果与影响。我们能够对压力有所了解以及 学习如何去适应压力，便能提升生活的品质，而且能成为更有效率的人。现代人学习适应 压力，必须先免去「匆忙」与忙碌的疾病。一位成功的人必须懂得将每日急速的生活步伐 放慢下来，抽出时间以宁静的心性去享受优闲与大自然。要活得悠然自得，无忧无虑。庄 子说「圣人之心静乎」，与大自然为伍能令人心静。孟子说「养天地浩然之气」，超越成 功的人，必须有辽阔的视野，能忙里偷闲，享受游山玩水之乐，居高临下，大开眼界，陶 冶与大自然浩然之气，秉持天人合一的哲理。

现代人在每日匆忙的生活中，最需要的是要能以生活的情趣来陶冶心性，来调节紧张

的生活步调。品茗、聆听优美的音乐、观赏艺术，以陶冶君子之优雅品德。

现代人忙碌的追求物质与金钱，而容易忘了精神上的寄托，容易失去内心的和平。达

赖喇嘛在接受诺贝尔奖时，提到内心和平的真谛。他说：

「内在和平气氛由我所创，然后扩及家庭、社区以及全地球。」

达赖喇嘛这番话正与我们中国的「齐家治国平天下」的理念相符合。

总而言之，高尚的生活品质是指个人能够修身养性，能心静且平和，忙碌中求优闲，

精神有寄托，不断的追求与创造个人，家庭与社会的福祉。

我在美国住了将近50年，愈来愈感受到文学大师林语堂在其《生活的艺术》一书中所

说的中国人最懂得生活的情趣。我在1970年初完成了博士学位，又晋升到正教授的职位， 但是这40年来，我所追求的不是名与利，而是中国人「心念的种子。」我的父亲在1966年

我大学毕业后到美国留学时给我一句弘一法师的格言：「度量如海涵春育；持身如玉洁冰 清；襟袍如光风斋月；气概如乔岳泰山。」这就是我留学异乡，数十年如一日，惦记在心 上的座右铭。家父也告诉我真善美的哲理：「儒家教人心安理得，道家教人心平气和；儒 家以善为美，道家以美为善。」

各位海峡两岸的菁英们，今天我以个人在美国生活的体验与您们分享浅见。希望我们

都能够提升我们的生活品质，成为人上人，超越成功。最后，敬祝各位身心健康、幸福、 并敬祝大会圆满成功。

3.

“ON LEADERSHIP”

by Phylis Lan Lin 1-9-2004

I would like to thank the School for Adult Learning for hosting the Women’s Leadership seminar. I have attended a few sessions and I have learned much from many presenters. I also want to thank Kaye for her kind introduction. Thank you for giving me an opportunity to take an ego trip. Today’s session is called “Natural-Born Leader?” In fact, if I were willing to take an ego trip, I am not qualified to be a leader. Kaye wants me to use my childhood experience to talk about how I became a leader, so I will share with you a little bit of my life experience. First of all, I am still in the learning process of becoming a leader. In fact, in my mind, I have never planned to become a “leader.” I only know that I am committed to my family and my work. Although many people think a leader is born, I have a different idea. I think leaders are made, and they make themselves. We learn to become leaders. Biological predisposition may be a factor, but I think the important thing is not to discuss whether a leader is born or not. We can always argue about “nature vs. nurture.” I think the important point I want to make is that we need to discuss how nature and nurture interact so that a leader is created. I am much geared toward the creation of a leader. That is why I did not say, “How a leader is born.” I said, “How a leader was created.” There are so many leadershiptraining courses and seminars. However, I think leaders cannot be taught; leaders have to learn to be leaders. Three foundations are necessary for a leader to be created: 1. THE TIMING OR THE SOCIAL ENVIRONMENT. A leader arises at a time of enormous challenge, difficulty, and need. Sometimes, a leader rises up when an organization or nation is in crisis. I think there would have been no Chairman Mao in China or Churchill in England if there had been no social chaos or war during their times.

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If we insist that a leader is born, birth order may create a social condition (environment) for the first-born. The first-born child tends to be more prone to become a leader. I was the first-born in my family. My parents had hoped to have many children.

My father gave me a Chinese name, Tsai-fong. “Tsai” means grass or the mass, and “Fong” means wind, or the leader. My father felt since I was the first-born, I would serve as a leader to my younger siblings.

“When the wind blows, the grass bends.” It was a quotation from the Confucian classic, the Book of Poetry. From a sociological point of view, this is what we say about “role expectation” and “role model.” Ever since I was young, my parents expected me to “lead” and to be the role model for my younger brother and sisters. It was during my early childhood family socialization that I told myself that I should be a good person, because my younger siblings would pattern themselves after me. I have three younger sisters and one younger brother. They all respect me highly. They respect me because I have been a good role model for them. I love them and I would do anything for them. I am very blessed that I have a good sibling team and I am a very good team player. We all get along well and we think about each other’s welfare and ultimately, our family’s welfare comes first.

This idea has been imprinted in me. I always think my organization’s welfare comes first.

2. INTEGRITY My family members respect me, and they trust my integrity. Even though they are my followers, I listen to them carefully. In fact, I am their follower, too. I listen to their needs and I ask for their advice. To be a good leader one must first be a good listener and a good follower. I have learned a few qualities of a leader in my childhood experience. My childhood provided me opportunities to learn a leader’s qualities, including being a role model, trustworthiness, love, and royalty. My mother is one of the most successful women physicians in Taiwan. I remember she said to us once, “I am the crab. All my nurses are my legs. We must work together in order for the crab to move forward.” This statement has been imprinted in my mind since I was young. I learned that a leader must be a team player, and a leader must work harmoniously with his or her co-workers. My mother treated her nurses just like her daughters. It was a family concept. I have extended this idea of “family” to my work team, and to my students since I started my teaching career 31 years ago. The second foundation for leadership is good morals, ethics, and humanity.

Another quote from Confucius says, “A king cannot be a king unless he is virtuous.”

There is a distinction between a tyrant and a true leader. We can easily see the distinction between Hitler and Gandhi or Saddam Hussein and Martin Luther King, Jr.

151 Integrity is one of the most important characteristics of a leader. Successful leaders are individuals with strong ethical standards, people who know what they stand for, people of integrity. Once again my Chinese upbringing gives me a fundamental Confucian teaching—the teaching of ethics. In class, I always told my students, “I mean what I say, and I say what I mean.” I told them, “I am tough, but I am fair.” There are many students.

Each is unique. But my teaching philosophy is that education should be for all, regardless of their backgrounds.

I think that to be a good teacher is to be a good leader. I often classify three levels of teachers. First are those who present and only describe social facts to students. I call this group of teachers “so-so teachers.” Second are those teachers who interpret social facts. I call this group “fine teachers.” And third are those teachers who inspire students—they are the “great teachers” or the leaders.

3. ABILITY TO MOTIVATE AND TO INSTILL MUTUAL TRUST A good leader is someone who has the ability to motivate, to inspire individuals to greatness far beyond what they could ever have imagined was possible. Oftentimes, students think I challenge them. But I work with them. I tell them I will work with them if they will work as hard as they can. Quite often students say, “Dr. Lin, you work our tails off!” But most of them who stick with me to the end of the semester would say, “Gee, I didn’t know I could come up with such a good paper.” They were happy that they made it.

Someone was quoting a story about Napoleon. About his victory in Italy, he was asked how he forced his army over the Alps. His answer: “One does not make a French army cross the Alps; one leads it across.” Those who have taken a Social Research class or who have done a thesis with me would understand Napoleon’s statement.

A good leader exercises mutual trust. A good leader does not micromanage. I have had many student assistants over the years. (By the way, I am still at the bottom of the scale at this university. I have been working here for thirty years and I am a director of Asian Programs and I am the executive director of the University of Indianapolis Press and I don’t even have an administrative assistant or a secretary. Whose problem? I will not get into it. I rely on what I call “volunteers” and student helpers.) When I work with my student helpers, I tell them to keep their own time sheets. When I give them a job assignment, I give them enough information for them to proceed. I don’t care whether they do their jobs in my office, in the library, in their dorm, or in front of me or not. As long as they get the work done in time, that is fine. I often give them enough room to create and innovate. I have been very fortunate to have many good helpers. Many of them are

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volunteers. I have organized six international symposia and I have worked on countless projects. Who helped me? Mostly, it was volunteers. I remember one volunteer, who is in his seventies, said to me one day, “Phylis, you are the only one who takes my retirement seriously. I want to thank you for providing me opportunities to prove myself as still being useful.” True leaders motivate people to pursue worthwhile objectives.

I have so many volunteers working with me on different projects. They believe in me.

And I believe in myself first.

4. KNOWING YOURSELF AND BE AN UNSELFISH PERSON This leads me to talk about the fourth foundation of leadership: Know yourself and be an unselfish person. A leader must “think less of himself or herself, but not think himself or herself less.”

A leader must be competent. Competence and confidence are interrelated.

Competence comes from years of experience and endless learning. Whenever I do a lecture in class, I ask myself whether I would be able to discuss the subject matter for at least three hours without my notebook. If I couldn’t, I would feel I was not prepared or not competent on the subject. I prepared myself well before any class. If we are well prepared for any task, we will have no fear. We will have confidence.

Warren Bennis, a distinguished professor of Business Administration at the University of Southern California, said, “Only when we know what we are made of and what we want to make of it can we begin our lives.” We play many roles in everyday life.

We are a product of our role set. I am a woman, professor, daughter, wife, friend, sister, director, Chinese, senior citizen, consumer, etc. Every role we play is a part of ourselves.

We must discover our strengths and our ability to learn.

We can learn anything we want to learn. I visit Best Buy, Circuit City, and Lowe’s quite often. You will laugh at me. I went to these stores to look for new products in computer accessories, new models in digital cameras, or new building products. Last year, when I went to Best Buy to look for an MP3 player, the salesman almost laughed at me. He did not think this short Chinese lady with gray hair would be interested in buying an MP3.

But I have a passion for learning new things. In teaching, I always bring new material that I just learned a week prior to the lecture.

Through learning, I develop myself. Warren Bennis considers one of the basic ingredients of leadership a passion for the promises of life; the key to realizing the promise is the full deployment of yourself, and full deployment is simply another way of defining learning. Learning new things prompts me to take challenges. Last August, I took on a new

153 challenge—to be in charge of the University of Indianapolis Press. Everybody knows that the whole publishing business is in trouble, and the worst case is the university press. I took the challenge and I took the risk, but I was determined. First, I organized a very wonderful working team—I called it the Advisory Board. They are my right and left hands. We have been working together for almost six months now. They trust me and we have a common goal.

I learned so many things these last six months, including acquisitions, editing, marketing, design, layout, contracts, barcodes, ISBN applications, distribution, InDesign software, etc.

Guess what? We will produce a few books this year, because I am willing to learn, I am a good team player, I am a selfless individual, and I know how to make the best use of the limited resources with perseverance. I am not afraid of failure. I deploy myself, strike hard, and work as hard as I can. When I am in doubt, I ask for advice. I am blending both the academic and business models together. The Press must have academic integrity and it must have a business mind as well. I have every confidence that the University of Indianapolis Press will prevail.

I deploy myself, strike hard, and try everything. I am a visionary. I have a sense of where I want to go and what I want to accomplish. I remember a story I read in the book Working by Studs Turkel. He told a story about three bricklayers. Asked by a bystander what they were doing, the first bricklayer said he was laying bricks. The second bricklayer replied, “I need to lay 500 bricks every day because I am making a living.” And the third bricklayer said, proudly, “I am building a cathedral.” That vision or sense of purpose is an essential ingredient of leadership. I had a vision years ago when I founded the Social Work program at this university. I proposed to build a program with a vision of the future; to be able to serve not only the needy, but also the emerging community needs in areas of health, family, business, and immigrant populations. We want to build a program not only to serve the locals but also to serve the distant. We hope to build a program with not only national characteristics, but also with the characteristics of a global village. We hope to be connected nationally and internationally.

To be a leader one must think everybody’s important. To me, I think the person who invented the flush toilet, or the corkscrew is just as important as an astronaut who flies to the moon. A leader must recognize everybody on the team. A leader must have the ability to make the best use of limited resources. I founded Asian Programs. I have an extremely limited budget. I rely on volunteers and networking strategies. I have the ability to mobilize the available resources and maximize their usage.

I think about how I can serve more people every day of my life. I am a serviceoriented person. I often think less of myself, but I never think myself less. I learn how to

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be assertive but not to be aggressive. I have a few great mentors and a few good friends.

I am supported by life-long friendships. I am blessed by having a good family. They form the pillars of my life. Most of all, my parents taught me the importance of humanity. My father left me three words: truthfulness, beauty, and kindness. He taught me the essence of humanity and integrity.

I hope I have shared with you facets of my life (I said “facets� because there are other parts of my life experiences, such as being a cancer survivor, the founder of Asian Programs and the Social Work Program at this university, a member of a minority in America and at the workplace, the daughter of a very successful woman physician, etc.). All of these life experiences help me to develop certain ingredients for leadership: inner strengths, vision, passion, integrity, perseverance, verbal assertiveness, courage, decisiveness, the art of compromise, optimism, and humanism.

Leadership is a continuous learning process. Leadership is like a Chinese painting. You don’t know how to describe it but when you see it, you know what it is. Thank You

4.

“WE BUILD IT TOGETHER” Remarks by Phylis Lan Lin Chinese American Museum in DC Gala Event November 8, 2018 Willard Intercontinental Hotel, DC

David, thank you for your kind words. Good evening.

Good evening. I would like to take this special opportunity to say a big “Thank You” to the Chinese American Museum in DC Founder, Mr. Philip Qiu and to the Museum Foundation Vice President, Ms. Jenny Liu, for their vision and for their devotion to the establishment of this, the first Chinese American Museum in Washington, DC. Please join me in a big round of applause. Thank you, and on behalf of the museum’s Academic Advisory Board I would like to express a heart-felt appreciation to Dr. Sesin Jong, who flew in from Shanghai and will leave for Taipei tonight. Dr. Jong, a prominent medical doctor from New York, gave us a special demonstration of his Chinese ink brush painting last night at our museum. His work is absolutely inspirational. Thank you, Dr. Jong, for showing us the truthfulness, humanism, and beauty in your Chinese ink brush painting.

I arrived in DC two nights ago from the heartland of America, Indianapolis, Indiana.

It is always a breath taking and eye opening experience to see this great city with its monumental capital buildings and some of the grandest museums in the world.

I was born in Taiwan 76 years ago. I am a Hakka with Chinese heritage. The Chinese characters for Hakka literally means “guest families.” It is estimated that there are about 80 million Hakka Chinese scattered in almost every corner of the world, including more than 50,000 in the United States. I speak some Hakka, Taiwanese, Mandarin Chinese, and English. So my upbringing introduced me to a mixture of many languages and cultures.

Ever since I was little, my dad always whispered to me, “Phylis, we live on this small island, just like frogs living in a well. You only see that much of the sky. You must jump out

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of the well and go to America to see the big sky.” Without hesitation, upon my graduation from Tunghai University, a Christian university founded by the United Methodist Church of America, I packed a suitcase full of dreams and started my long journey to America.

Before I left, my grandmother, who was in her 90s, gave me an outfit like this one (I wore out the one she gave me, which was almost 100 years old, and I had this identical Hakka outfit made 30 years ago). Grandma said, “O Sen Jiang (My Japanese name, because Taiwan was occupied by Japan for 50 years. Everyone on the island was forced to adopt a Japanese name or be jailed), please take this outfit with you and please always remember, don’t marry a high nosed, red haired, white skinned person in America.” Grandma was not one of those “crazy rich Asians” but she saw a big difference between the Chinese and the Americans. My husband is also from Taiwan, but my daughter is married to an American.

Yes, my son-in law has “high nose, red hair” and white skin. However, he is a good hearted person. He is the best son-in-law any mother can have. You see, it is not our outer physical traits, it is our “inner heart,” and it is what we do, that counts.

One day my daughter, an orthopedic surgeon, wrote me after she checked into the hotel in Disney World with her family, “Mom, can you imagine my kids, who are only 3, flew first class and they are staying at the Ritz Carlton!” I answered, “Great! You know, Dad and I flew economy class and we stayed at the Holiday Inn. But don’t feel guilty, I bet your kids will fly their own private jets when they grow up.” I am so happy because our next generation and future generations are making good progress in this great land.

This is what immigrants’ American dream is all about. Progress is the key word.

We come to America, we integrate, and we become part of the American fabric. I hope my grandchildren will grow up bilingual and embrace multiculturalism. There are a few second and third generation Chinese American guests here tonight. We can’t wait to hear their stories. We are building a Chinese American Museum in DC as a platform for future generations to share with us their rich American experiences.

Their stories are our American stories! They are, we are, more than ever, part of America’s mainstream. “Build it together” is our motto. We need everyone’s help to promote our good cause and noble mission. The opening of this museum is timely and exciting. It represents the best of Chinese and American values and work ethic and signals the importance of valuing and understanding diverse heritages in our globalized society.

Time flies, I have lived in America for 52 years. I am very clear about my identity.

Who am I? Chinese? American? Neither. I am a Chinese-American. In me, I have the best of these two worlds. My Asian heritage cultivates my Confucian values (humanism and humility) and moral teachings (work ethics, filial piety, and loyalty), and my assimilation

157 to American culture cultivates my scientific mind (critical thinking and research skills), democratic orientation (leadership style and civic engagement), and volunteerism (community service and social responsibility).

I am able to grasp the best of both worlds and maintain an integrated yet balanced framework between the east and the west. I am a Chinese/Taiwanese/Hakka and I am a naturalized American citizen. Culturally, I am a Chinese-American. I came to America, I integrated, and I am part of the American fabric.

I am often asked this question —“Phylis, have you ever been discriminated against?”

I do not reply with a “yes” or a “no.” The answer is obvious. You see, I am short, I am a woman, and I am an Asian. But I always walk tall, I exercise women’s soft power, and I can speak Chinese, Taiwanese, Hakka, and English. My three disadvantages are my three strengths. I am proud of my heritage and I am proud to be an American. Asia is my mother and America is my husband. I love them both. I am glad to be here.

When I came to America in 1966, I received a scholarship from the Zonta Club, an American international women’s professional organization. They granted me a scholarship for my graduate study in Montana. What came to my mind at that time was, “Someday, I will create a scholarship that is 1,000 times larger and for American students as my token of appreciation to the Zonta ladies and to America!” I approached that goal when I established a scholarship in 2000 for social work students. And, yes, I will be able to reach that goal—a 1,000 times larger scholarship, in the near future. This is my American dream. I taught for 45 years at the University of Indianapolis before I retired 10 weeks ago. I have devoted almost half a century to educating American students. This teaching career in America was not what I had planned when I set foot in America. I was planning to come, to get my graduate education and return to Taiwan to teach there, to teach “my people!” Well, I came, and I stayed, and I became one of you. I have served and I hope to continue to serve.

“Build it together,” ladies and gentlemen, our Chinese American Museum in DC is a great and promising platform for our good cause and noble mission. We will have events and programs to tell the world our Chinese American stories; we will pay tribute to the many and transformational accomplishments of Chinese Americans; stories about their spirit, resilience, and contributions, from the turn of the last century to the present and beyond. We aim to foster appreciation of Chinese culture. We also wish to advance global learning and cultivate deeper understanding of the history and accomplishments of Chinese Americans in both the historical context and in contemporary life. The Chinese American Museum in DC is not only meant to provide a compelling exhibit space, but to

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be a center for educational, academic, and art programs. The Chinese American Museum in DC is a museum for all audiences, regardless of their heritage. We want to showcase how America is a land of immigrants. Just like immigrants of many different heritages, Chinese Americans have been, and will continue to be working alongside all peoples in this land. We trust we can “Build it together.� We came, we integrated, and we are among the movers and shakers of this great nation. Ladies and gentlemen, please enjoy our stories.

Chinese American stories are American stories. We need your support and guidance and we thank you for coming. Thank you.

PART FOUR ON ART AND FOLK ART

1.

“DRAGON LEGEND IN CHINESE CULTURE AND ART MOTIFS (JADE, BRONZE, PORCELAIN), AND FOLK ARTS— OUTLINE” Christi Lan Lin les enphants Co. Ltd, Taipei, Taiwan

Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis 2000, 2002, 2010, 2020 To understand Chinese dragon culture is to understand the mind and soul of the Chinese.

The cultural significance of the dragon in China has made it one of the most wonderful subjects in Chinese art since the Neolithic period. The Chinese dragon is the most distinctive cultural and mythical creature in world civilization. The Chinese dragon image is abstract and concrete; it is a belief and a myth; it has a rooted traditional symbolic meaning and a broader contemporary social interpretation; it has affected the political, social, and economic lives of the Chinese for centuries, and it currently affects art creativity and daily life consumptions. Therefore, the dragon legend is the reflection of Chinese culture and civilization. Dragon culture is one of the most significant representations in Chinese culture and in its art creation. To understand the dragon legend (the origin, images, and the cultural contents) in China is to understand the soul of Chinese civilization and the evolution of Chinese art motifs.

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The purpose of this presentation is to depict the evolution of dragon images in various art forms (jade, porcelain, bronze, and folk art) and the interpretation of its symbolism in the cultural context.

Christi Lan Lin, a former senior volunteer docent at the National Palace Museum in Taipei was invited to do two presentations in America—a presentation for the Lecture & Performance Series, University of Indianapolis on March 30, 2000, and a second presentation at the Indiana Chinese Professional Association Lecture Series in Indianapolis on April 1, 2000. The presentations by Phylis Lan Lin, hosted by the Chicago Taiwan Association in Chicago in 2002 and the Chinese American Academic and Professional Association’s Annual Conference in Minneapolis, Minnesota in 2010, were based on a paper (“The Dragon Legend in China”) prepared by Christi Lan Lin in 2000 and the revised Power Point (201 slides) prepared by Phylis Lan Lin in 2002 and 2010.

The following is a summary and outline of our presentations. Due to limited space, only a small number of images are included here.

QUESTIONS ABOUT THE DRAGON LEGEND IN CHINA • What are the interpretations of “Long,” the Chinese character for dragon?

• Who were the creators of the Chinese (“Dragon”) race? Why do the Chinese call themselves the descendants of dragons?

• What does China’s “first” dragon look like?

• Why does the dragon have the image of combined animals?

• What was the earliest dragon’s image in ancient China? Does that image remain the same today?

• What are the similarities and differences between the concepts and images of the dragon in the East and West?

• What is the evolution of the Chinese character for dragon?

• Which animals are associated with primitive forms of the Chinese dragon?

• What is “nine resemblances three turns?”

• What are some of the characters of the ancient dragon?

• What is “jade dragon?” What is its religious significance?

• How did the associations between the dragon and natural phenomena, such as clouds, lightning, and tornadoes, develop?

• What is the association between the character “deaf” and “dragon”?

• Why is the number “nine” an auspicious number?

• What does a dragon robe look like? What is the symbolism for the dragon robe?

163 • How many types of dragons are there? What does a walking dragon look like?

What does a female dragon look like?

• How was the dragon image portrayed in ancient bronze during Shang, Zhou, Spring and Autumn, and Warring States Periods (Dynasties)?

• What is the symbolic meaning for dragon and phoenix?

• Explain the folk religion portrayed in the T-shape silk painting found in the tomb of the Mawangdui in Han Dynasty. How are the dragon images depicted in the painting?

• What is the function of the “Green Dragon” in the Chinese belief system?

• Why is the dragon a cultural/mystical/legendary animal in Chinese society?

• Who is the king of sea?

• What is the major difference in the dragon image between Song and earlier (Han and Tang) dynasties?

• What are the distinctive characteristics of the dragon images during Ming (13681644) and Qing (1644-1911) Dynasties?

• What is the meaning of the “five claw” dragon?

INTRODUCTION TO DRAGON IN CHINESE CULTURE: KEY CONCEPTS • The dragon in China is a cultural and mythical animal, not a natural animal.

• Dragon motifs are found in all kinds of artifacts since antiquity. The dragon image of Zhou Dynasty takes after Shang, and creates a cultural continuity in Chinese history.

• The image of the dragon may have been originally derived from scaly reptiles such as snakes, lizards or alligators and has evolved through the combination of its features with other animals.

• Chinese people believe that the dragon is a powerful and auspicious being.

• The Jade dragon is used to pray for rain during drought; this rite started about three thousand years ago.

• The Dragon is deified and is considered to be a spiritual and supernatural creature.

• The symbolic value of the dragon portrays the assignment of social power and status in Chinese society.

• Dragon culture reflects cultural integration and assimilation among ancient clans in China.

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• Dragon culture enhances our understanding of the evolution of Chinese art history and written language.

• The dragon has been a symbol of the upper class for thousands of years in China and has remained the exclusive emblem of the royal families throughout the dynasties, particularly the Ming and Qing.

• The multifold types and variations of dragons in ancient Chinese art are representative of different forces of nature and deities. The religious conceptions lead to the creation of dragon motifs in Chinese art. Hence, dragon culture in China is closely related to art (jade, bronze, porcelain, painting, and folk-art) and religion (Taoism and Buddhism).

• The Chinese calendar runs in a sixty year cycle; each year is named for a constellation and for one of the twelve animals connected to the Chinese zodiac; the dragon is listed as the fifth creature in the Chinese zodiac. So if a child is born in the year of 1988, 2000, 2012, 2024 the child is called “the dragon child.” It is a good year to be born in, especially for sons (“the dragon son”).

• The dragon plays a very important role in the minds of the Chinese people.

They carry themselves with pride, being the descendants of the dragon, and for centuries, the dragon has been an auspicious sign and symbol related to animal deification and royalty in China.

• Specific dragon designs and patterns have been used to decorate only the highestranking objects; the dragon has been given a significant position in religion, the universe, nature, politics, community life, literature, fine arts, and customs.

• The Chinese dragon brought rain to the earth, necessary for the good of all, especially in an agricultural society.

• The dragon was also a symbol of the good emperor, whose wisdom and divine authority ensured the well-being of his subjects.

• For commoners, the dragon was seen as the sign of a special protector.

• One may say that the dragon is the most important spiritual totem for all Chinese people (Aero, 1980; Cartwright, 2020; Lin, Lin & Liu, 2002; Lin & Lin, 1996; Thorp, 1988; & Williams, 1976).

THE ORIGIN OF THE WORD “DRAGON” • Greek “Drakon”=huge serpent • Latin “Draco=a number of species of lizards found in the Indo-Malayan region

165 • In the Book of Revelation of the New Testament, a type of “dragon” is described as having seven heads and ten horns. This beast has the ability to deceive people and lead them down a path of evil • Images of the dragon outside of China • Middle Eastern World: symbol of evil • Ex. Egyptian god: Apepi (Ipepi) • Greeks and Romans: Evil power • “Drakontes”: Sharp eyed dwellers in the inner part of the world • Christianity: Symbol of sin and paganism • Malevolent figure • Symbol of Satan WHAT DOES THE DRAGON LOOK LIKE (OUTSIDE OF CHINA?) • Middle Eastern World: Dragon has four legs, a scaly body, and wings • Biblical dragon of revelation: Many headed old serpent looks like Greek’s “Hydra.”

• Dragons are used as war like emblems: Homer’s Iliad • Symbolic Values: 2012 The Year of Dragon (Ren Zhen Nien) • The symbol (5-clawed dragon) of the Emperor of China • “Hoping one’s son will become a dragon,” i.e. be as a dragon (望子成龍) • Chinese dragons are imaginary creatures in Chinese mythology and folklore.

• Chinese dragons traditionally symbolize potent and auspicious powers, particularly control over water, rainfall, hurricane, and floods.

• The dragon is also a symbol of power, strength, and good luck.

IMAGES OF DRAGON IN CHINESE CULTURE • The origin of the Chinese dragon is unknown but certainly predates the written history. Sou Wen (說文), the earliest Chinese dictionary, was written during the Eastern Han Dynasty (25-220AD). Though the dictionary was 2000 years old, it gathered its information from much earlier legends or statements.

• “Dragon is the chief of the 369 species of scaly creatures such as fishes, snakes, lizards, and crocodiles. It has the power of transformation and the gift of rendering itself visible or invisible. The dragon is able to change its form from one to another in a few seconds; it can reduce to the size of a silkworm and become swollen till it fills the space of heaven and earth. In spring, it rises to

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heaven and from the sky it announces the return of nature’s energy by calling for rain and clouds to awaken all living forms. So the dragon naturally became the symbol of the productive force of the spring.” (Sou Wen, 200 AD) • Dragon has nine similar features (the nine resemblances) with other creatures.

• Dragon possesses the power of transformation.

• Dragon has the power of calling for rain, cloud, and thunder.

• Dragon is associated with the number “nine.“ • “聋or聾 deaf“ and “Long龍” have the same pronunciation in the Chinese language. So the dragon is assumed to be deaf.

• “霳thunder sound and “Long龍” have the same pronunciation in Chinese language. So dragon is assumed to have the loud noise of the rumbling long thunder.

• Legend says that the breath from a dragon’s mouth forced out clouds, rain, and even fire, and its voice sounded like the beating of copper pans. People feel its power to “split the sky and shake the earth.”

• Dragon’s body: three parts or joints (Three Turns) 1. the head and shoulders 2. the shoulders and breast 3. the breast and tails bear the same distance (length) from each other. The Chinese use “nine resemblances, three stops” to describe the dragon’s physical attributes.

• “Nine Resemblances and Three Turns” (九似三停） 1. the head of a camel （头似驼） 2. the horns of a deer (角似鹿)

3. the eyes of a demon （眼似鬼） 4. the ears of a cow （耳似牛） 5. the neck of a snake（顶似蛇） 6. the belly of a frog （腹似蛟） 7. the scales of a carp （鳞似鲤） 8. the claws of a hawk （似鹰）

9. the paws of a tiger（掌似虎） The ancient texts also mentioned that the dragon also has the viscera (internal organs) of a tortoise.

WHY DOES THE DRAGON HAVE THE IMAGE OF COMBINED ANIMALS? • Theory one: the totem of the clan (snake, tiger, or hawk); Theory two: observation of the natural phenomenon

167 • One theory says that the original form of the dragon may have been a snake used as the totem by a powerful clan. This clan conquered weaker clans, whose totems may have been a tiger or a hawk. The winning clan then takes the snake as the main body and combines one of the features of the conquered clan’s totem and develops an image that eventually looks like a dragon. Apparently, frequent social interaction and cultural assimilation, including racial amalgamation among clans, took place in ancient China, and the development of a common dragon image served as a symbol of the great unity of the Chinese nation for thousands of years.

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Another theory says that men observed natural phenomena such as the migration of birds and fishes, metamorphosis of amphibians and insects, skin shedding and hibernation of snakes, and in particular, the habit of reptiles and insects to crawl from their dwellings to seek safer shelter before a flood or earthquake. The ancient people marveled at these changes and were filled with awe and respect for the animals’ ability to predict events; this is why they combined parts of different creatures into an image that eventually evolved into the dragon as a magnificent creature for worshipping.

• Cultural References: Number Nine The number nine is special in China as it is the largest possible single digit, and Chinese dragons are frequently connected with it. For example, a Chinese dragon is normally described in terms of nine attributes and usually has 117 (9x13) scales - 81 (9x9) Yang and 36 (9x4) Yin. This is also why there are nine forms of the dragon and the dragon has nine sons. The “Nine Dragon Wall” is a screen wall with images of nine different dragons, and is found in imperial Chinese palaces and gardens.

There are a number of places in China called “Nine Dragons,” the most famous being Kowloon (in Cantonese) in Hong Kong. The part of the Mekon River in Vietnam is known as Cu’u Long, with the same meaning.

DRAGON’S NINE SONS Each of the dragon sons has a strong personality and unique appearance and the ability to guard against intruders or evils in the mundane world: 1. The qiú niú 囚牛, (Form of dragon) a creature that likes music, is used to adorn musical instruments.

2. The yá zì 睚眦, (Hybrid of wolf and dragon) a creature that likes to fight, is aggressive and is normally found on cross-guards on swords as ornaments.

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3. The cháo fēng 嘲風, (Resembles a Phoenix and dragon) a creature that likes adventure. They are typically placed on the four corners of roofs.

4. The pú láo 蒲牢, (Four leg small form dragon class) a creature that likes to scream, and are represented on the tops of bells, used as handles.

5. The suān ní 狻猊, (Hybrid of lion and dragon) a creature that likes to sit down, are represented upon the bases of Buddhist idols (under the Buddhas’ or Bodhisattvas’ feet).

6. The bì xì 贔屭, also known as bà xià 霸下 (Hybrid of turtle and dragon) a creature with a large shell able to carry heavy objects, and are normally found on or under grave-monuments.

7. The bì àn 狴犴, (Hybrid of tiger and dragon) a creature that likes litigation, are placed over prison gates (in order to keep guard).

8. The bā xià 霸下, (Hybrid of reptilia animal and dragon) a creature that likes to drink water, and is typically used on bridge structures.

9. The chī wěn 蚩吻, (Hybrid of fish and dragon) a creature that likes swallowing, are placed on both ends of the ridgepoles of roofs (to swallow all evil influences).

10. https://en.wikipedia.org/wiki/Nine_sons_of_the_dragon

https://www.chinahighlights.com/travelguide/article-chinese-dragons.htm WHY DO THE CHINESE CALL THEMSELVES THE DESCENDANTS OF DRAGONS? • In the dragon legend, Nüwa (女媧 or 女娲; nǚwā, also Nü Gua or Nügua)is the

creator of humans. She mixes up yellow clays to make Chinese people. Nüwa is a dragon goddess in ancient Chinese mythology best known for creating mankind and repairing the wall of heaven.

169 • A legendary emperor, Fu-Shi (Fu-Xi), helps men in developing their wisdom and talent; he shows men the survival skills of fishing, plowing, and raising livestock.

He also constructs eight diagrams, which are later developed into a system of Chinese philosophy toward life. Fu-Shi and his wife Niu-Kwaors, the two ancestors of the Chinese, are often depicted together, both with human heads and snake bodies, their bodies coiled together as if they are mating. This is one of the reasons that the Chinese called themselves the descendants of Dragon.

• In addition, many legends draw connections between the dragon and the emperor. Some emperors even claimed to have descended from the dragon.

According to Chinese legend, the earliest Emperor Huangdi, was closely related to ‘Long’ (Chinese Dragon). At the end of his reign, he was said to have been immortalized into a dragon that resembled his emblem, and ascended to Heaven.

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Since the Chinese consider Huangdi as their ancestor, they sometimes refer to themselves as “the descendants of the dragon.”

This legend also contributed towards the use of the Chinese dragon as a symbol of imperial power.

DRAGON AS THE RULER OF WEATHER AND WATER • Chinese dragons are strongly associated with water in popular belief. They are believed to be the rulers of moving water, such as waterfalls, rivers, or seas.

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• Because of this association, they are seen as “in charge” of water-related weather phenomenon. In pre-modern times, many Chinese villages (especially those close to rivers and seas) had temples dedicated to their local “sea dragon king.” In times of drought or flooding, it was customary for the local gentry and government officials to lead the community in offering sacrifices and conducting other religious rites to appease the dragon, either to ask for rain or a cessation thereof.

• Long is believed to possess the power to call for rain and clouds. Long also represents maleness in the Yin-Yang of the Chinese cosmology. As early as 2000 years ago, in the Han Dynasty, Long had been established as the emblem for the imperial family.

• Huang: It is a semicircular tablet with the dragonhead on both sides. The design is inspired by the rainbow and it is a symbol of rain.

LONG AND DAOISM • In the classic of Li and also in Daoism, Long is considered one of the deified forces of nature.

• In Daoism, Long is the spiritual creature for the direction of the east, colored blue; the vermilion bird is for the south; the white tiger is for the west; and the black tortoise is for the north. They are called the four Supernatural Creatures in Daoism.

THE EVOLUTION OF THE CHINESE CHARACTER, LONG（龍 OR龙 ） • The dragon images of the Shang Dynasty have a strong link with the written word Long.

• The written form of Long has at least some variation on the inscription on the oracle bones, which were discovered in the burial chamber of the Shang Dynasty’s royal tombs.

• At least 30 variations for the character Long were found on the oracle bones, but each one of them had a basic composition for the Long image.

• We can definitely pick up the morphological similarities between the oracle bones’ inscription and the jade Long of the Shang dynasty.

171 • The written form of Long on the oracle bone evolved from the pictographic image of the primitive Long and later settled down as the calligraphic Long character, which we use today. In sum, the written character for Long is, in effect, a symbolic representation of the image of dragon.

• The dragon images of the Shang dynasty have strong linkage with the written character “Long.”

Chinese Character for dragon in different scripts DRAGON AND PHOENIX IN CHINESE CHILDREN’S HATS • The dragon motif appears in various types of Chinese folk arts. In our book, Stories of Chinese Children’s Hats: Symbolism and Folklore (1996), we describe the symbolism of dragons on Chinese children’s hats:

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The dragon is linked with mythology. It is considered by the Chinese to be the largest godly creature on earth. For centuries, the dragon has always been a part of Chinese daily life. Dragon is a very powerful word for the Chinese. In China, the dragon refers to almost everything good: wisdom, justice, strength, dignity, harmony, good luck, and even magical power (p. 10).

• Internationally-renowned Chinese textile connoisseur Christi Lan Lin used her Chinese baby carrier collection to describe the dragon image for happiness in the Chinese Miao minority’s embroidery: The tradition of worshipping the dragon is at least as long as the history of minority nationalities in China. In minority’s cultures, the image of the dragon used today is still the same image that was used thousands of years ago….[ ] The Miao’s dragon does not live separately from the people; instead, their dragon lives amongst the people and is a part of the people’s everyday lives. For them, dragon is a symbol of happiness and a representation for people’s hopes and dreams (Lan, Lin, and Lin, 2001, p. 145) THE DRAGON LEGEND IN CHINESE HISTORY (THE DRAGON IMAGES IN JADE, BRONZE, AND PORCELAIN) • Dragon motifs and patterns have been found in jades and earthenware in several distinct ancient Chinese culture sites such as the Horn Shang Culture in Inner Mongolia and the Liang Zhu Culture in Zhejiang. The earliest image of the Chinese dragon shows a mixture of a fish pattern with a big mouth or a beast pattern with running legs. The creation of the dragon image could have been derived from the observation of the fish or the beast combined with the creative imagination of the Chinese.

• From the excavation of the earliest culture remnants found, many feel beyond doubt that the earliest appearance of Long takes the body of a reptile: snake, alligator, or lizard.

• The Chinese have a high respect for the snake because they see the snake as a symbol of rebirth. Because the snake crawls on the earth, it is also connected to feng-shui, the Chinese art of placement. If someone finds a snake’s nest in a burial site, it is a very good omen for the family; the site is called a “dragon cave;” and it is a symbol of prosperity.

• Because Long can take the shape of a snake, snake and dragon have been considered the same species since ancient times.

173 • The Long cave: symbol of prosperity.

• In Chinese art, dragons in ancient times are typically portrayed as long, scaled, serpentine creatures with four legs.

TYPES OF DRAGONS IN SHANG BRONZE AND JADE • Tianlong (天龙 “heavenly dragon”): celestial dragon that guards heavenly palaces and pulls divine chariots.

• Shenlong (神龙): thunder god that controls the weather, appearance of a human head, dragon’s body, and drum-like stomach; rain dragon.

• Yinglong (应龙): winged dragon associated with rains and floods, used by Huangdi to kill Chi You. • Jiaolong（蛟龙 “crocodile dragon）: hornless or scaled dragon, leader of all aquatic animals.

• Panlong （蟠龙 “coiled dragon”）: male dragon that has not ascended to heaven.

• Feilong (飞龙 “flying dragon”): winged dragon that rides on clouds and mist.

• Qinglong （青龙 “Azure Dragon”）: the animal associated with the East on the Chinese ‘Four Symbols’, mythological creatures in the Chinese constellations; spirits, most compassionate kings.

• Qiulong （虬龙”curling dragon”）: contradictorily defined as both “horned dragon” and “hornless dragon.”

A BRIEF DISCUSSION OF THE DRAGON LEGEND (THE EVOLUTION OF THE DRAGON IMAGES) IN CHINESE HISTORY: DRAGON IN THE NEOLITHIC PERIOD • Yangshao Culture (north China) Ca. 5000-Ca. 3000 BC • Hongshan Culture (north eastern china) Ca. 3600-2000 BC

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• Longshan Culture (eastern China) Ca. 3000-1700 BC • This image is a decoration on a piece of pottery from the Banpo Yangshao Culture site in Shensi province (dating to about 6800 to 6000 years ago); it may be one of the earliest “dragons” in Chinese art. It looks like a serpent, yet it appears quite distinct from a snake. Two fin-like forms appear on either side of the head and also along the curving body. The upper and lower parts of the body are differentiated, and the end of the tail is divided into three fin-like lobes.

• The “dragon” appears as decoration on a piece of painted pottery excavated from a Miao-ti-kou Yangshao Culture site in Kansu Province and dates to about 5500 years ago. Measuring 38.4 cm tall, this abstracted animal image has a round head, ringed neck, from legs, and hatch marks on the body perhaps representing scales. With eyes and claws simply rendered, it seems to be biting onto the tail. (http://shift.merriweb.com.au/picatrix/menagerie/China/m-c-dragons.html; October 21, 1999).

Colored Earthenware Vase Unearthed from Gansu Province • This sculpture of a “dragon” composed of oyster shells was unearthed at a Houkang Yangshao Culture site in Henan Province and dates to about 6460 years ago.

This beast has an open mouth and long tongue, sinuous neck and body, and a mane

175 and five claws for each paw. The tail of this beast also appears be divided at the end, sharing much in common with later representations of dragons. (Neolithic Age)

• Further discoveries have found jade pieces with various dragon-like images from the Hongshan culture in northeastern China. The Hongshan culture (simplified Chinese: 红山文化; traditional Chinese: 紅山文化; pinyin: Hóngshān wénhuà) was a Neolithic culture in the Liao river basin. Hongshan sites have been found

in an area stretching from Inner Mongolia to Liaoning, and date from about 4700 to 2900 BC. Below is an interesting piece that has the head of a pig with a curledup body. This pig-dragon jade is ring-shaped. The creature has an expanded head, pointed ears, slightly raised eyes, a protruded snout, and a slightly opened mouth that resembles a pig. The pig-dragon has wrinkles inscribed on the nose between the eyes. There is also a hole to insert string.

Jade coiled dragon (瓏), Hongshan Culture (c. 4700-2920 B.C. • Also from the Hongshan Culture, a green piece of jade carved into a dragon that has a long nose, a neck with long mane, and a C-shape curved body. On a piglike or horse-like head, the snout protrudes and turns slightly upward, a pair of nostrils can be seen, and the eyes become slanted and turn up at the end. Both the lower jaw and the surface of the snout are decorated with a net-like design.

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Dragon Image 4,000 Years Ago: Sheaf, Dragon, Leaf, Agriculture, and Rain

The C-shaped jade totem of Hongshan Culture, 4700-2900 BC; The green dragon represents the direction east. (青龙); Hongshan Culture site in Inner Mongolia); Liaoning Provincial Institute of Archaeology, Shenyang.

• All of these ancient cultures were dispersed in different regions of China between the sixth-to second-centuries BC. While they all demonstrated dragon images in their own cultures they shared common characteristics of an image that probably derived originally from the snake or reptile and the primitive dragon image.

• The common image was inspired by nature, and these Neolithic-prototyped dragons carried a rather simple structure: the detailed features of different parts of the body may not have been well developed to form the dragon image we are familiar with, but they gave a wonderful sense of vitality simplicity, and vigor.

Xia (2100-1600 BC ) Dynasty • Xia is the period connecting the prehistoric Neolithic culture with the Shang culture.

In the relics of the Xia palace, dragon motifs are found on broken pottery pieces.

The motifs show a development from the Neolithic dragon image: two-headed, onebodied dragon. This image is repeatedly shown in the Shang and Zhou Dynasties.

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Shang Bronze: Two-heads-one body dragon Shang Dynasty (Ca. 1600–Ca. 1100 BC) • Influence from the Hong-Shang Culture; Influence from the Yang-Shao Culture; Kuei, Pan, Chi, and Giao Long images in bronze and jade; Jade Long: ceremonial jade in the shape of a dragon; The evolution of the character Long.

• The dragon image of the Shang Dynasty is mainly presented in jade and ritual bronzes. The expression of the dragon is far more delicate and refined than in previous periods. The Shang dragon gives or evokes solemn and mystical

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impressions. Horns show up on the head, which is an important and significant development of the Long because the horns looks like the ancient character “ancestor” (祖) on oracle bones. Horns represent dignity and nobility, as the Chinese always worship their ancestors. The horns most often seen are a pair of post-shaped horns. This also explains to us that animals with horns or antlers are now included in the morph of a dragon.

The Dragon Race and the Ancestor Worship: The character “ancestor” (祖) Dragon Pattern in Jade; Shang Dynasty (1600-1100 BC) • Dragon horn and the character “ancestor”; Influence from Honghan culture; Influence from Yangsho culture; Ceremonial jade in the Shang dragon (Guei, Pan, Ghi, Jiao Long) • Because the dragon has long been associated with spring rains, jade carved in the shape of a dragon was used in the ceremonial rite in praying for rain. This carving is called “jade Long” (瓏). The character is composed of the classifier, yu (jade), and the complement, long (dragon). Because the objects were used during religious ceremonies, the dragon, when invoked for rain as the embodiment of the fertilizing power of water, thus became a veritable deity.

Late Shang Jade Dragon

179 • The practice was established at least in the Shang Dynasty and became even more popular in the Warring State period. However, we must make a notation here. The jade carvings of Long came into existence as late as the Han period; they are not mentioned in the Zhou Li (or Li Zhi). Later during the Tang Dynasty, dragons were often painted on the walls of temples for the same purpose.

• In Yin and Yang terminology, a dragon is yang and complements a yin Fenghuang (“Chinese phoenix”); Pei, Archaic Jade pendent; Shang Dynasty (1766-1122 BC) Zhou and Western Zhou (Ca. 1100–250 BC) • Horns take cloud shape or ear-like morphology; Double headed dragon, one head/double bodies; Body begins to show flexibility; Dragon image becomes clear during Western Zhou; Dragon body resembles a snake; but the walking dragon image begins to show up.

• The era of the Shang and the Zhou dynasties is generally known as the Bronze Age of China, because bronze, an alloy of copper and tin, used to fashion weapons, parts of chariots, and ritual vessels, played an important role in the material culture of the time.

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• The dragon image of the Zhou dynasty takes after that in the Shang, creating cultural continuity in Chinese history.

• Nevertheless, there are some evolutions, taking bronzes for example, we see a shift from straight lines to curved lines.

• The representation appears to have changed from a rigid and solemn impression into the moving and powerful expression; from a dignified, stately atmosphere into a lively rhythmic situation.

• The dragon pattern on a green bronze in the Western Zhou period shows that the body remains or retains the image of a snake image, but it also shows a walking beast image.

Bronze covered Lei with Kuei Dragons an Interlaced Dragon; Western Zhou Dynasty; Liangling Provincial Museum; Wine vessel Hu with dragons, Zhou Dynasty; http://www.comuseum.com/wp-content/uploads/2015/09/bronzes_ panlong-fanghu-300x400.jpg Spring, Autumn and Warring States (770–556 BC) • S shape; Grains or cloud patterns decorate the body of the dragon in jade; The Chinese character for Jade Dragon (Long); Three dimensional and one dimensional motif; Belief that the dragon can swim; Dragon and phoenix pair • During this period, the dragon image makes a drastic change. The design of the dragon is even more lively and vivid. The body becomes elongated and has more curvatures, sometimes in the shape of an S. Furthermore, the portrayal of the dragon image is not limited to a one-dimensional flat pattern but now includes a three-dimensional, solid motif.

181 • A few characteristics of the dragon image during this period of time must be identified: 1. The upper lip is always longer than the lower lip. This is the differentiating characteristic of the Warring State dragon.

2. In addition to the grain- or rope-pattern mat, cloud patterns are also very popular.

3. The winged and horse-headed dragons begin appearing in this period.

4. Phoenix and Dragon as the pair remain a popular theme in the Warring State period.

5. Switching from the reptile image to quadrupeds is another characteristic of this period. Also, we begin to see the walking dragon.

Double-Headed Dragon (Warring States, 475-221 BC)

Jade with three dragons; Warring State

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Dragon Motif Pei (Dragon-Shaped Girdle-Pendant of White Jade); Warring State Western Han Dynasty (206 BC-AD 25) & Eastern Han Dynasty (25-220) • The story of Liuban; applications of dragon images have broadened to painting, lacquerware, mirrors, bricks, seals, etc.; T-shaped silk painting at Ma Wang Dui; walking beast motif. He came from a very humble family background. When he became victorious over rivals of the crumbling Qin dynasty and become emperor, he made up a story that his mother had dreamt of mating with a dragon. When she had awakened, she found she was pregnant. Liuban used the story to legitimize his royalty status in that he was the descendant of the dragon. • In addition to the jade and bronze-quilted technique, the application of the dragon has broadened to paintings, lacquerware, mirrors, inlaid technique, silk brocades, bricks, and seals. As mentioned earlier, the dragon is often presented as one of the four spiritual animals in Daoism. • The funerary banner is one of the most famous paintings in the study of the excavated artifacts from Ma Wang dui. This painting is divided into three parts: the heavens, the mundane, and the underworld. In Chinese folk religion, different types of dragons, birds, and tiger motifs, as seen in this painting, guard each world. This painting helps us to understand the essence of Chinese folk religion in that it portrays the hierarchy of the worlds and the significance of the green dragon in that hierarchy. The two dragons not only have been seen as the guardians of the divine world, but they also connect the three worlds. The green dragon, as the guardian of the east, has been for centuries the most important supernatural beast in Daoist practice. The image of the dragon in this painting elicits just such an awe-inspiring and energetic effect.

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Funerary banner with the portrait of Lady Dai, ink and color on silk, from Mawangdui Tomb 1 in Changsha, Hunan Province, early 2d century B.C. 205x92 cm

Gilded-bronze handle in the shape of a dragon’s head and neck, made during the Eastern Han Period (25–220 AD) Southern/Six Dynasties (Period of Disunity 220–589 AD) and Northern Dynasties (265-581 AD) • Influence of Buddhism and Daoism; Folklore; The Sea Dragon King; Lofty and graceful dragon image • During the Six Dynasties period, Buddhism was the leading religion in China.

In this religion, there is one deified creature, which resembles the snake called Nahchi who possesses the power of turning drops of water into a torrent. Because its power is similar to the Chinese dragon, it is also called Long in China. Nahchi

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is the king of the sea and leads its marine troops to listen to Buddha’s preaching.

From this period forward, Long is often presented as roaming in the water and in the sky. In addition, with the strong impact of Daoism, pictures of Daoist deities riding dragons through the sky are commonly seen.

An exceptional gilt-bronze dragon, Six Dynasties (220-589)

Dragon, Gild Bronze. Six Dynasties Sui (581-619 AD), Tang (618-906 AD) and Five Dynasties (907-960 AD) • Dragons are made into gold and silver; Influence from the Middle East; Court dragon paintings with glorified, robust, and vigorous image; Horn, hairs, and scales; Fast walking image • During Tang Dynasty, dragons were made in gold and silver and were also painted on the surface of pottery as decorations.

• In China, three-clawed dragons were popularly used on robes during the Tang Dynasty. The usage of the dragon motif was codified during the Yuan dynasty, and the five-clawed dragons became reserved for use by the emperor while the princes used four-clawed dragons.

• The dragon motif on the emperor’s robe reflects the glorifying nature of the dragon in the Tang Dynasty. It also enforces the emblem of the emperor’s authority. The emperor’s dragon robes in the Ming and Qing Dynasties are most magnificent.

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Emperor Tang Taizhong Dragon robe in the Ming Dynasty

Gold-gilded bronze dragon of the Tang Dynasty (618-907) Song Dynasty (920–1279 AD) • Different images of dragons (official image vs. folk art); Numbers of the dragon’s claws vary; Return to snake image; The dragon image of the Song Dynasty looks closest to the dragon of today; The dragon wings disappeared; Prototype dragon image • The dragon of the Song Dynasty most closely resembles the dragon today. It has a bumpy and elevated forehead with horns branching out like a deer’s from the

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back of his head. The body of the dragon is much longer, resembling a serpent or boa.

• The number of claws varies: some have three, and some have four claws. The head, body, and limbs are well proportioned, and the dragon wings have disappeared.

• The dragon in the Song dynasty replaces the Han and Tang’s walking beast image and returns to the pre-Qin snake image.

• The new dragon image has become the prototype dragon of the dynasties to follow and in modern China.

Floral or cloud patterns are often combined with the dragon in tapestry and porcelain. Before the Song Dynasty, the claws of the dragon seldom numbered more than three. It is after Song that we see four- or five-clawed dragons. Song dragons, compared to previous dynasties, were more complete in features based on Shou Wen’s description of the dragon; they always look powerful.

Stone Carved Dragon (Song Dynasty)

Archaic Jade Kuang in Coiled Lizard-like Serpentine Motif; Song Dynasty (9601279)

187 Yuan (1279-1368) • Clear rules set out to forbid the commoners to use dragon motifs; Regulations for the number of claws of the dragon; Small head.

• By law, it was decreed that five-clawed dragons were exclusively for the royal family, four-clawed for the high court officers, and three-clawed for the next highest rank.

• Since the dragon was so popular the Yuan court could not totally ban the usage of dragon motifs by the commoners.

• Yuan dragons have a rather small head that takes after the paintings of the Han Dynasty.

• When observing the slender neck and powerful forelimbs, one begins to see the movement of the dragon.

Temple Vase, 1351, porcelain, Yuan dynasty. This vase is an early example of the famous cobalt “blue and white” ware that would eventually be exported to the west. Dragons and Phoenixes, symbols of male and female energy, respectively, are the major motifs.

Ming (1368–1644) • The spirit or the vitality of the dragon image is often synchronized with the strength of different reigns: Yonglo (1407–1424), Xuande (1426–1435), Chenghua (1465–1487), Jiajing (1522–1566) & Wanli (1573–1620); Dragon’s head and body turn or become bigger than that of Yuan; good proportion of the overall image; Hair and mane pulled back to show movement; It is in Xuande that five claws are set as the official standard for the royal dragon; Notice other characteristics during different reigns in the Ming Dynasty.

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• The technique of under glazed blue and white mature during the Ming Dynasty.

Many of the Ming blue and white wares are adorned with vigorous dragons, lotus scrolls, and clouds.

• The spirit or the vitality of the dragon often synchronizes with the strength of different reigns. (For more detailed discussion see “Dragon in Chinese Culture”

by Christi Lan Lin and Phylis Lan Lin, 2002, pp.21-23.

Pilgrim Bottle with Design of Clouds and Dragons in Underglaze Blue (Ming Dynasty, Xuan-de & Yungle imperial ware, National Palace Museum, Taipei; Flying dragon and clouds in sumali blue

Iron-red Saucer-Dish (Yongzheng Period) Qing Dynasty (1644-1911) • Dragon images of the early reigns of Qing: Kangxi (1662-1722), Yongzheng (17231735), and Qianlong (1736-1795); Generally speaking, Qing dragon looks older, never the less, Qing dragon conveys energy, dignity, and force; Full forehead

189 with bump on it, bulging eyes, horns stretched apart, distinctive nose shaped like a lion’s; Circular mane; Thumb claw separates from the rest of the four claws to form a 180 degree angle; Powerful and twisted body; Well defined scales and fins or ridges; Emperor’s seal, furniture, dragon robes.

• With the transition to the Qing dynasty, the dragon resumes its powerful image, particularly during the first three reigns of Kangxi, Yongzheng, and Qianlong.

• The Qing court also produces many emperors’ stationary items, which are made of jade with dragon motifs. Other important items include the emperor’s seal, furniture, and dragon robes.

• During the later Qing period, because of the excess application of the dragon motif, it becomes a merely decorative motif, and often times loses its flexibility and vibrant impression.

Dish with dragons dragging chasing flaming pearl, Qing Dynasty “Dragon” in Modern Day Usage • Even in modern days, the Chinese use many expressions pertaining to dragons to lend auspicious or dignified meaning to otherwise ordinary things: • The vivid and vigorous flourishing style in calligraphy or of swift movement of dancing is described as 龍飛鳳舞, meaning “like dragon flying and phoenix dancing.”

• The leader of a sect or club is called 龍頭, the dragon’s head.

• Great handsome appearance 龍章鳳姿 • Lobster 龍蝦

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• Longgu 龍骨 is (1) teeth and bones of ancient animals used as medicine or (2) main beam, prow to stern, of a boat.

• Dragon as symbol of emperor (imperial robe) 龍袍 • Compliment to someone having outstanding sons and daughters 龍生龍鳳生鳳 • The “dragon among men” 人中龍 Finally, Chinese people celebrate the Dragon Boat Festival on the fifth day of the fifth lunar month and perform the dragon dance, lantern lit from within at night, for the Chinese New Year. Both of these traditions have been carried on for thousands of years and continue to this date. The dragon is deeply rooted in Chinese people’s lives and will continue to be so since dragon culture is linked with Chinese mythology, art, and most of all, the Chinese belief system.

BIBLIOGRAPHY Aero, R. (1980). Things Chinese. Garden City, New York: Dolphin Books.

Cartwright, M. (2020). The dragon in ancient China. Ancient History Encyclopedia.

Retrieved from https://www.ancient.eu/article/1125/the-dragon-in-ancient-china/ on April 23, 2020.

Lin, C. (藍采如), Lin, b. (林柏薇), Lan, Y. C. Lan （藍劉玉嬌）. (2001). Bonding via baby carrier: The art and soul of the Miao & Dong people. Taipei, Taiwan: les enphants, Co. Ltd. Lin, C. (藍采如) & Lin, P. L. (藍采風) (1996). Chinese children’s hats: Symbolism & folklore. Indianapolis, IN: University of Indianapolis Press.

Thorp, R. L. (1988). Seattle, WA: Son of Heaven Press.

Williams, C. A. S. (1976). Outlines of Chinese symbolism & art motives. New York: Dover Publications, Inc.

2.

“SYMBOLISM IN CHINESE CHILDREN’S

HATS AND BABY CARRIERS: FOLKLORE,

BONDING, AND MOTHER’S AFFECTIONATE EMBRACE—AN OUTLINE” Phylis Lan Lin Presentation at the American Association for Chinese Studies Annual Meeting University of Richmond, Richmond, Virginia October 6, 2007

THE SOCIOLOGY OF FOLK ART • Folk art is the people’s art. It is the collective social and psychological expression of ordinary people’s daily lifestyle and attitudes toward life.

• Folk art is an important vehicle for socialization and transmitting of moral teachings and values.

• Folk art is anonymity.

• Folk art enhances community and tribal identity.

• Story-telling is a vehicle for transmitting cultural heritage to children.

• Folk art is produced for practical purposes and it is closely related to the locality. ◊ In China, many of the symbols used in folk art are derived from traditional moral teachings and legends that have been passed down from generation to generation. ◊ Symbolism and cultural connections are at the core of Chinese folk art.

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CHARACTERISTICS OF CHINESE EMBROIDERY (FOLK ART) FOR CHILDREN’S WARE • Folk Art and Chinese Culture • Four basic symbols for a happy life are luck (fu), wealth or officialdom (lu) longevity (shou), and happiness (xi).

• People always believed that the death of a child was due to the effect of evil.

Therefore, children’s ware is always decorated with auspicious designs (symbols) to portray the presence of supernatural powers to ward off the evils and further the attainment for the four elements for a happy life.

• Five cardinal virtues for the Chinese are: good morals, propriety (good behavior), justice, benevolence (humanity) and trust.

POPULAR LEGENDS AND FOLKTALES IN CHINESE FOLK ART ARE: • Shelter in the Mulberry Garden • Liuhai Fishes for the Three-legged Toad • Picking up the Jade Bracelet • Journey to the West • Ma Gu Presents Gift for Longevity • Men Are Brothers • The Fairy Spouse • Rendezvous at Mulberry Garden GROUPING OF SYMBOLS • The three friends in winter: the plum, pine, and bamboo • The three lucky fruits: peach, pomegranate, and Buddha’s hand (It is an unusually shaped citrus variety whose fruit is segmented into finger-like sections, resembling those seen on representations of Buddha.)

• The three noble flowers: plum blossom for winter, magnolia or orchid for spring, peony or lotus for summer, and chrysanthemum for autumn • The four attributes of the scholar: books, scroll paintings, lute, and chessboard • The four treasures in the scholar’s study: brush, ink slab, ink stone, and paper • Five poisons (Five evil creatures): snake, three-legged toad, scorpion, spider, and centipede • The longevity symbols: bamboo, butterfly clouds, mountains, peach, pine and plum blossom, sacred fungus, shou, shouxing, and wan

193 • Twelve animals of the zodiac: rat, ox, tiger, hare, dragon, snake, horse, goat, monkey, cockerel, dog, and pig (2007 is the year of the pig and 2020 is the year of the rat).

• The three happinesses in life: fu, lu, and shou • The heavenly twins: hehe (These two little boys are symbols of peace and harmony.)

• The eight Daoist immortals: Each immortal* represents a different condition in life (poverty, wealth, aristocracy, plebeianism, youth, age, masculinity, and femininity); the eight Daoist emblems are: fan, sword, gourd, castanet, flute, flower basket, bamboo tube and rods, and lotus; and the eight Buddhist emblems (auspicious symbols) are: wheel of the law (Dharma wheel), right-coiled conch shell, precious umbrella, canopy (the parasol). lotus, treasure vase, pair of golden fish, victory banner, and endless knot. *The Eight Immortals (Chinese: 八仙; pinyin: Bāxiān; Wade–Giles: Pa¹hsien¹) are a group of legendary xian (“immortals”) in Chinese mythology. Each immortal’s power can be transferred to a vessel (法器) that can bestow life or destroy evil. Together, these eight vessels are called the “Covert Eight Immortals” (暗八仙). Most of them are said to have been born in the Tang or Shang Dynasty.

They are revered by the Taoists and are also a popular element in secular Chinese culture. They are said to live on a group of five islands in the Bohai Sea, which includes Mount Penglai.

The Immortals are: • Cao Guojiu (曹國舅), a princely actor among the eight.

• Li Tieguai (李鐵拐), he is considered to be a male immortal who is also mentally disturbed.

• Lan Caihe (藍采和), this particular immortal and their gender is considered to be ambiguous.

• Lü Dongbin (呂洞賓), he is considered to be their leader.

• Han Xiangzi (韓湘子), he is a flute artist among the eight.

• Zhang Guolao (張果老), he is associated with old age.

• Zhongli Quan (鍾離權), he is associated with death.

• He Xiangu (何仙姑), this particular immortal is considered female.

• (https://en.wikipedia.org/wiki/Eight_Immortals)

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SELECTED REFERENCES Lin. C. L. (藍采如) & Lin, P. L. （藍采風） (1996). Chinese children’s hats: Symbolism and folklore. Indianapolis: University of Indianapolis Press.

Lin, C. L. (藍采如) (2001). Bonding via baby carriers: The art & soul of the Miao and Dong People. Taipei: les enphants Co. Ltd. (In English, Chinese, and Japanese) Lin, C. L. (藍采如) (2006). Symbolism of chinese children’s bib: A mother’s affectionate embrace (English and Japanese translations by Yu- Chiao Liu Lan (藍劉玉嬌) and brenda Lin 林柏薇). Taipei: les enphants Co. Ltd.

3.

JOURNEY WITH ART AFAR: THE ART OF MASTER AU HO-NIEN Phylis Lan Lin Professor Emerita, University of Indianapolis, USA A special lecture and demonstration, “Calligraphy and Poetry in Chinese Painting,” by Master Au Ho-nien (Master Au’s comments appear in italics.)

Au Ho-nien Museum, University of Indianapolis Opening Celebration, August 26, 2004 Revised 2020

“Journey with Art Afar” a famous verse written by ancient artist Su Dongpuo, works as the best footnote for the long artistic career of Chinese painter Master Au Ho-nien.

Let’s begin by entering Master Au’s ink-painting world by looking at how he painted Mt. Hua in mainland China. Master Au goes along the trails from the North Peak side to Peak Canglong, looks over to the West Peak, and draws this mountain-and-water painting.

First, he draws the pine tree nearest him. Because the emphasis of the painting is to be placed on the mountain, Master Au draws the contour of the pine tree with large, rough strokes instead of using smaller, more detailed strokes. He makes brief brush movements, without much thought. The pine tree trunk is immediately shaped.

The construction of Chinese painting should be directed by Chinese humanistic spirit.

From Chinese philosophy, literature, and poetry, we can touch the Chinese humanistic spirit and melt it into the production of Chinese watercolor paintings.

Master Au Ho-nien was born to an intellectual family in Guangdong Province in 1935. He received a solid education in Chinese culture when he was young, which laid a solid foundation for his literature and art career.

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I have loved nature since I was young. Because of (my) family, I had the opportunity to be exposed both to Chinese and Western culture. I was very interested in Chinese culture.

Whenever I could see the family-collected Chinese paintings, I would spend a lot of time finding out from which dynasty a painting was and what trends were shown in paintings from different dynasties.

Master Au uses scattering strokes to create loosely scattered dots for a rough view of pine needles. At the same time, he draws rocks with light ink and large strokes. In ancient times, trees were described as autumn fur, winter bone, summer shade, and spring blossom; with his conceptual painting method, Master Au expresses the uprightness, toughness, and strength of the pine trees on Mt. Hua that have been baptized by wind, frost, snow, and rain.

Since I make frequent trips to Mt. Hua, I incorporate new scenes, new ideas, and new feelings into my paintings. Therefore, the paintings are not static. Every time I paint, I am filled with ideas and I paint in a free and natural way.

When he was 17 years old, Master Au studied art with Chao Shao-an, Master of the Lingnan School of Painting in Hong Kong. Under the guidance of this famous artist and with his own persistent effort, Master Au soon showed his excellence in painting. From the age of 20, he has been invited to show his paintings around the world. He became a young star and attracted attention in the painting world.

After the pine tree is complete, Master Au draws scenes in the medium distance.

He starts with the mountaintop in light ink. Then he draws steep mountain slopes with straight-dragging strokes. Stroke by stroke, the shape of the mountain is revealed. Here, Master Au drags the dry brush to shape the mountain while using charcoal-black strokes to show the toughness and strength of the rocks. Master Au’s fluent brush movements hint at the time that he has invested in painting through the years.

Because this painting is done on site, Master Au is familiar with the characteristics of the mountain.

Extensive traveling to famous mountains and rivers can sharpen our eyes, make us broad-minded, give us production impetus, and solidify our paintings.

After drawing the mountain shape with watery strokes and light ink, Master Au draws valleys and rocks with dark ink and more dragging strokes. The unique combination of wet and dry strokes with free brush movements will reveal the fogginess as well as the magnitude of Mt. Hua. Master Au also draws a winding and narrow staircase among the rocks and draws bushes with dark ink.

197 “When we draw, we need to emphasize what is important, deemphasize the minor parts, and let the important and the minor scenes be united into a coherent one.”

When he was 35 years old, Master Au was invited to teach at the Fine Arts Department of the National Chinese Culture University in Taiwan. He began his teaching career and was involved many times in the preparation of and as an evaluator for national art exhibitions. In the past 46 years, Master Au has stepped on four continents—Africa, America, Asia, and Europe—and given individual exhibitions at the invitation of museums and universities from several countries. He received an Honorary Doctor of Philosophy degree from the Wonkwang University in Korea in 1994, an Honorary Doctor of Arts degree from the University of Indianapolis in 1995, an Honorary Doctor of Philosophy degree from National Chung Hsing in Taiwan in 2013, and an Honorary Doctor of Art degree from the Chinese University of Hong Kong in Hong Kong in 2016. In 1990, Master Au received the International Communication Service Award from the Government Information Office as thanks for his substantial contributions in introducing Chinese inkbrush painting to other countries. Master Au is also the first Chinese artist to receive a Special Award granted by the French National Society of Fine Arts at the Grand Palais Museum of Paris.

Art can best reveal a person’s personality and subjective world. My art reveals my persistent love of nature, the effort of embracing nature, and my personal understanding of nature.

After a winding and narrow staircase appears in the painting, Master Au temporarily stops drawing the medium-distance scenes. He moves to the top of the painting to quickly create the rough shape of the mountain in the far distance with light ink and straightdragging strokes. Then, he uses turning and rolling strokes to show the waving shapes of Peak Canglong. Master Au’s masterful dragging and dry strokes reveal the magnificent power of the mountain. His determined and quick drawing of contours together with brief decorations presents precisely the characteristics of the nature that he is painting.

The Book of Mountains and Waters has a record of Mt. Hua. The book describes it as “square as a lotus.” This is a very creative understanding. Facing real mountains and waters, we should think about why ancient people described and praised them the way they did.

The addition of the mountain in the distance brings the painting alive. However, more interesting is that Master Au uses a wide brush fully soaked with watery ink to quickly spread the ink over the painting. As a result, the originally sharp lines seen on the

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mountain become blurry and the painting becomes foggy, from which viewers can sense the beauty of the nature expressed by the ancient poets.

Art production should be the specific presentation of an artist’s subjective feeling.

Chinese paintings, of course, are such a presentation made by Chinese artists.

Chinese paintings carry the spirit of Chinese literature and philosophy left over through hundreds of years. We Chinese artists grow in such a humanistic spirit. As a matter of fact, artists from different generations have all been working toward this direction of endeavor. Water and ink are the media for creating a watercolor.The use of water should not be neglected.

By looking at Master Au’s way of composing the painting by using dragging strokes as we are seeing now and his way of coloring with watery strokes, we can see his precise control of the amount of water and his experienced brush movements. By using different tones, Master Au has very effective control of the empty space. Therefore, his painting is vivid and leaves room for imagination.

As a matter of fact, space with no ink deserves equal attention so that space with and without ink can have a close interplay. This is exactly what we see in one of the oldest Chinese drawings—TaiJi. Here, the tangible and intangible, black and white, tightly embrace each other. The control of empty space is what all artists should pay attention to when painting.

By now, the painting is nearly complete. Master Au comes back to the pine tree in the foreground and, with a small brush and skinny lines, draws two people facing one another.

This pale corner suddenly gains weight. Adding two people also implies the magnitude of the high mountain and makes the painting come alive in addition to bringing a humanistic atmosphere to the painting, making viewers think of the pleasure of traveling in mountains and forests. The painting contains a very good interplay between strong and dark strokes and light and weak strokes.

Finally, Master Au writes a poem for the painting to end the process: “Clouds float at dusk in the mountain as square as a lotus. I watch the Mt. Hua of the fall season from my hotel.

After visiting the temples and gods in the mountain, I am reproducing them on this paper with ink.”

The painting expresses well what The Book of Mountains and Waters recorded: This mountain looks as square as a lotus. When we look closely at this painting, we would agree with Master Daqian Zhang’s comment: “Once Ho-nien wields his brush, he seems to have the power of a creator in control of all the manifestations of nature.” The composition and the tones of the painting leave us a visual image of the magnificent mountain and convey

199 a sense of poetry and the conceptual empty world of Zhuang Zi. The painting shows a harmonic coexistence of humans and nature.

We should melt the world in our mind into the real mountains and rivers through strong and weak strokes to create a perfect picture. This picture should not only depict the real world but also the world in the artist’s mind. This is the essence of Chinese painting.

Japanese critic Zhiying Qiandai said, “Au’s work has well expressed Chinese people’s pride and dignity in recent history.”

REVIEWING A MASTERPIECE A Picture of a Recluse Living on a Mountain is one of Master Au’s favorite mountainand-water paintings, in which he revealed his natural feeling when he drew it. When we look more closely at it, we can discover the realization of Master Au’s intention.

It is mandatory that an artist guide the viewer’s eyesight to the center of visual interest in every piece of art. This most important part could appear in the foreground, medium distance, or in any corner. If an artist can adequately control the application of strokes and ink, he can guide the viewer’s eyesight to the center of visual interest with the hint of strokes and ink and dexterous composition, no matter where the viewer starts viewing the painting.

Take this painting as an example. I used very strong strokes and dense ink to show in the foreground an old tree leaning toward the center of the painting. The way the tree root climbs, the direction the treetop points toward, and the artist’s use of strokes and ink have all made the viewer move his eyesight up left so long as he starts viewing the painting from this part. If you start viewing the painting from this rock, the shape of the rock that leans forward would also guide your eyesight to move to the left. Suppose a viewer starts viewing the painting from this steep mountain slope; the sliding line of slope would naturally lead the eyesight down to the center.

If a viewer starts viewing it from the top part, the high mountain seems to have a sense of bowing forward and would make you, in a way, look at the scenes close to you. Even if you look at the empty space, you probably feel its power. The empty space seems to be tightly connected to the places where there are strokes and ink.

Through the cooking smoke, the viewer’s eyesight would be naturally led from the empty space to the central part. If a viewer starts viewing from this part, there seems to be a road on which you can walk toward the center. What is the center of visual interest of this painting? A recluse living on a mountain. This person is sitting there quietly. Viewers, then, would naturally cast their eyesight toward him to get a sense of what being a recluse is like. This is why I have painted this painting.

Apart from painting with brush and ink, an artist could also incorporate a poem— either your own poem or an ancient poem—into a painting so that the viewer can better understand the meaning of the painting via what is revealed in the poem. This painting contains a poem of my own:

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“The only thing I want to do on the mountain is be a recluse. What else can I do?

I enjoy the quietness of living on the mountain, And the slow cooking smokes climbing up in the dense forest. I hold my knees by the window, Trying to compose a good poem while looking at the valley. I am tired of the life in the crowded city, And I have already got silver hair.”

A CONCLUDING REMARK “Master Au’s landscape paintings depict nature in reality with diversified Chinese ink wash methods and express the humanistic spirit in art. A poet, calligrapher, and painter, Master Au assimilates ancient and modern arts, integrates Eastern and Western philosophies, and paves a way for future generations of artists in Chinese painting. It is our distinct honor that the University of Indianapolis is closely associated with Master Au and has his presence on our campus.”

Phylis Lan Lin (藍采風), PhD. Curator of Au Ho-nien Museum & Associate Vice President for International Partnerships, University of Indianapolis. lin@uindy.edu / (317) 7971110 Video Production: Lee and Lee Communications Ltd., Taipei, Taiwan Program Design: Au Ho-nien Museum, University of Indianapolis Journey with Art Afar from Taiwan to America—Enhancing Cultural Understanding via Art*

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The following paper was presented at the CAPS International Conference How to Strengthen U.S.—Taiwan Relations October 28-29, 2007, California, USA. (*The original paper was revised from a keynote speech presented by the author at the International Conference “One Hundred Years of Chinese Painting and Calligraphy” at the National Chinese Cultural University in Taipei, Taiwan, on May 22, 2007.)

The paper was updated on December 1, 2016.

INTRODUCTION It is the author’s privilege and honor to be invited to attend this international conference on how to strengthen U.S.—Taiwan relations. Art has no international boundaries, and through art, we are able to bring people and cultures closer together. The purpose of this paper is not to describe the history of one hundred years of Chinese ink wash painting or to critique Chinese landscape painting. This paper aims to describe how we can strengthen U.S.—Taiwan relations via art.

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The author is speaking here as a layperson who is profoundly interested in Chinese art and on behalf of the Asian Programs at the University of Indianapolis, where the author has taught for 43 years. Since the establishment of Asian Programs in the early 1990s, the author has been promoting the idea of enhancing international understanding through art. Throughout the years, I have introduced art of various forms (Chinese painting, music, calligraphy, textiles, and ceramics) from both Taiwan and Mainland China to the University of Indianapolis; communities in Indianapolis, Chicago, San Francisco, and Washington, D.C., to both overseas Chinese and Americans. Today, I will single out the work of Master Au Ho-nien as an example to illustrate how we can promote cultural understanding between Taiwan and the U. S. through Chinese art.

I have known Master Au, an internationally renowned Chinese artist who resides in Taiwan, for more than 30 years, and he has become a good friend to me, my family, and the University of Indianapolis. Through Master Au’s numerous visits to the University of Indianapolis and my participation in many of Master Au’s art exhibits in China, Taiwan, Greece, Hong Kong, and America, I began to learn about Master Au as an artist, educator, person, and, most of all, a cultural ambassador through art.

The University of Indianapolis has been extremely fortunate to have Master Au as its closest friend from Asia. Master Au began his relationship with the university during the early nineties and received an honorary doctor of arts degree from the University of Indianapolis in 1995. It was an honor for our university when Master Au accepted our degree. Since 1991, I have had the privilege and honor of working with and serving Master Au as a friend, colleague, translator, student, and admirer of his art. This paper aims to summarize the projects we have endeavored to work together on in the past three decades.

With Master Au’s unselfishness, generosity, energy, and, most of all, vision of introducing the spirit of Chinese painting and the characteristics of the Lingnan School of Painting to the West, Americans in the U.S. are beginning to appreciate and enhance their understanding of the essence of Chinese ink painting and facets of Chinese culture and philosophy. It is Master Au’s journey with art a far that brought us, the East and West, together. His art has blessed us with a sense of humanity and an understanding of how the East and the West can be blended together through art.

ART EXHIBITION AS A MEDIUM TO SHARE LINGNAN SCHOOL OF PAINTING WITH U.S. COMMUNITIES While the author was accompanying our university’s former president, Dr. G. Benjamin Lantz Jr., to visit former president Yu-Sheng Chang of the Pacific Cultural Foundation in 1990, President Chang asked President Lantz and me if we would be interested in hosting an

203 exhibition tour of Master Au Ho-nien’s paintings in North America from April to June 1991.

With the knowledge that Master Au is one of the leading artists in Chinese painting today, we did not have any hesitation in accepting the invitation for the university to serve as one of the four locations for the exhibition tour (The other three locations were the National Arts Club in New York, New York; Boston University Arts Gallery in Boston, Massachusetts; and Holtzman Gallery, Towson State University in Towson, Maryland).

The two-week exhibition at the Leah Ransburg Gallery at the University of Indianapolis marked the beginning of our long and close friendship with Master Au and our commitment to bring Asian art to our campus, community, and region. The most acclaimed art critic of the Indianapolis Star newspaper, Steve Mannheimer, wrote, “Alternately bold and exquisite, energetic and demure—and always, somehow, both— Chinese art has remained for Westerners an endless source of awe, delight and allure.”

Two current shows (the other show was the Art of the Yixing Potters: The K. S. Lo Collection, Flagstaff House of Museum of Tea Ware, and Hong Kong at the Indianapolis Museum of Art) in Indianapolis demonstrate that grand attraction, as well as the subtle, perhaps inscrutable uses to which the artistic momentum of centuries can be applied to contemporary cultural diplomacy.” Mannheimer commented on Master Au’s work, Western eyes should have no trouble tuning in to Au’s mist-draped mountains, galloping horses, soaring eagles, flowering peonies, and historical characters, all rendered in tense calligraphy counter pointed by serene, soft spreads of ink stain” (May 5, 1991).

The former chair of the art department at the university and a highly recognized painter in the U.S., the late Dr. Gerry Boyce, sent me a note after the exhibit was over. He said, Thank you so much for the catalog of Au Ho-nien’s paintings. I visited the exhibit on three occasions and each visit was more rewarding than the one before … Thanks too for serving as a liaison in getting the materials to our campus. Hopefully that display will stimulate our faculty and friends to pursue aesthetic interests in the nonWestern traditions.

In 2005, Master Au joined the 10 most renowned contemporary Chinese artists in the world in an art exhibit in Shanghai. One of the most reputable Chinese art critics, Xie Chun-yan, called Master Au “the Treasure of the Lingnan School and someone who protects the essence, the key essentials of the Lingnan School.” Xie and Au traveled together to New York for Master Au’s joint art exhibit, the Huangshan Exhibition, in 2004. Xie wrote about his perception of Au’s work. According to Xie, the Lingnan School of Painting has

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consistently focused on reflecting real life, and “among Au Ho-nien’s sketches of real life, there are quite a few paintings that are filled with life, rather than with death. Nature will always be the artists’ strength, and cannot become our excuse for mediocrity.” Xie praised Au Ho-nien by saying, “Au Ho-nien is a well-rounded individual who enjoys poetry; he is diligent in his calligraphy, with impressive skills. His well-rounded nature has managed to eradicate any possible traces of mediocrity.”

The University of Indianapolis invited Master Au to have a follow-up solo art exhibit at the university’s new gallery. “It is an exceedingly high honor for our university to have this portfolio of exquisite paintings by Master Au Ho-nien exhibited on our campus at the Art Gallery of the Christel DeHaan Fine Arts Center, from April 15 to May 10, 1996,” said the exhibit catalog foreword by the former president, Dr. G. Benjamin Lantz Jr. “Because the works of Master Au have graced the very finest galleries of the world, we are especially delighted to share his magnificent paintings with our community, state, and nation.”

Viewers from Chicago, Minneapolis, Columbus, Kansas City, Louisville, and Indianapolis came to the opening reception. Admirers and Master Au’s former students in America would not miss the occasion to meet this great master and to have the opportunity to glance at the greatest works of the contemporary Lingnan School of Paintings. One of the well-known Lingnan artists in the Chicago area, Master Hoi-Chiu Chan, led an entourage of his students to Indianapolis to video the entire exhibit.

Former president Lantz further wrote, “As a teacher, scholar, and painter, Master Au has distinguished himself as a unique ambassador of cultural exchange by translating the rich heritage of China into an artistic language which relates to, but transcends, barriers of culture and nations.

His worldwide acclaim affirms the distinctive style of the Lingnan work which seeks to draw upon traditional Chinese themes and synthesizes them with the techniques of modern and Western painting to produce works of subtle but stunning appeal.”

Knowing that the University of Indianapolis has an international branch campus in Athens, Greece, an idea came to me. (The Athens campus was closed in 2013). I invited the Athens Municipal Cultural Center (via UIndy—Athens) and the ROC Taipei Economic and Culture Office (TECO) in Athens to cosponsor an art exhibit in 1998 with us. I shipped 25 of Master Au’s large framed paintings by air from Indianapolis to Athens. (Those paintings had been shipped to Indianapolis from Taipei.) Master Au joined me in Athens for the opening reception. After the Athens exhibit, the World Journal in Long Island planned to host Master Au’s exhibit, so I shipped the returned paintings from Athens to Indianapolis, and then to New York. At the end of the exhibit in New York, those paintings were shipped to Master Au’s residence in California.

205 To everyone’s surprise, Madame Kiang Kai-shek, at age 95, visited the exhibit in person with Master Au as her escort. Madame Kiang had admired Master Au’s work for almost half a century. Though the outing was a rare occasion considering her health and age, it was no surprise that Madame Kiang applauded Master Au once again just as she had praised him many years before. The following year, Master Au and Madame Kiang, along with two more artists, had a joint art exhibit at the Asian Art Museum in San Francisco. I was honored to visit the exhibit, and Master Au interpreted his work for me.

The World Journal senior reporter Huiling Chen, who had reported Master Au’s art exhibits over the years on more than 10 occasions, wrote, “Master Au stresses that artists are responsible for the future of our history and cultural heritage. Artists must share their accomplishments with society.” Master Au’s paintings have been collected and exhibited by at least ten prestigious museums in the East and West including the British Museum in England, the Hong Kong Heritage Museum in Hong Kong, the Asian Art Museum of San Francisco, the San Diego Museum, and the Beijing Chinese Museum, and the Macao Museum of Art. There is no way to figure out how many of Master Au’s paintings are in the homes of Western collectors. One collector in Rochester, New York, called me one day, saying, “Please let Master Au know that I have collected his paintings for more than twenty years.

Please keep me posted where and when his next art exhibit will be in America.” In 2001, the Millennium International Touring Exhibition of Lingnan Art included two locations in North America. One exhibit was at the Community Exhibition Hall, Confucius Plaza in New York City, and the second one was held at the Dr. Hin-Shiu Hung Art Gallery, Chinese Cultural Centre of Greater Toronto. Exhibiting artists from the U.S. included Fong Liz-Kang, Ng Fong Yuen, Steve Ng, Shin Pang Chiu, Shum Wuan Fung, Lee WaiLin, Eva Mun Wa Chau, Polly Kam Ping Chan, Chao Hua Huang, Guo Xiong Mak, Chiu Yuk Man, Leeann L. Hsu, and Kan Kwok Fan. Ho Pak-lee, Yip Kam Fong, Gan Siu-Mui, and Koo Mei of Canada were also featured. Master Au, Nigel N. C. Szeto, Ng Yuet Lau (Carol Chiu), Chau Hang, and Bonnie Kwan Huo, among others, represented the most prominent Lingnan artists from both Taiwan and Hong Kong. Since 2001, Master Au has had countless art exhibits in Taiwan, Hong Kong, and China, including a grand exhibit in 2015 in Taipei to celebrate his 80th birthday.

The Lingnan School of Painting truly has been embraced and recognized by art lovers not only in Asia but also in North America. Master Au has exhibited his artwork actively in the past 40 years on four continents—Africa, America, Asia, and Europe. The University of Indianapolis had the pleasure and honor to co-host Half a Century of Chinese Paintings

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by Au Ho-nien at the Pacific Heritage Museum of San Francisco from February 9, 2001, to February 9, 2002. Our university‘s former president Dr. Jerry Israel, his wife, Dr. Carol Israel, and I had the honor to participate in officiating at the opening of this magnificent art exhibit. In his preface to the exhibit catalog, Dr. Israel wrote, “The master’s dynamic calligraphy imparts still another important dimension to his work. In equal parts delicate and bold, they bespeak a lifetime of study and practice yet emerge with a natural and beautiful inevitability.”

One of the highlights of the exhibit at the Pacific Heritage Museum was a special event, Art Talk: Two Artists on Chinese Painting, sponsored by Asian Programs on September 8, 2001, at the Pacific Heritage Museum. Hong Kong’s famous artist Bonnie Kwan Huo addressed a comment she encounters frequently all over the world: “I love Chinese painting, but I really do not know much about it.” Master Au Ho-nien joined her at this special event, speaking on how an inspiration, image, or feeling translates onto paper and how an artistic idea is realized to become a successful work of art.

The museum auditorium was packed with Chinese, Americans, and international visitors in the Bay Area. Bonnie Kwan Huo quickly briefed them about the history of Chinese paintings from ancient times through the different dynasties to today. She also explained to the audience what to look for in a good Chinese painting; the importance of appreciating “brush and ink”; how brushwork has character, training, emotion, strength, and placement; and how ink has color, value, melody, and life. Bonnie Kwan Huo concluded her presentation by explaining how Chinese painting is seen as an experience with nature, the inner world, the spiritual state, visual enjoyment, and the global possibilities of Chinese paintings in the 21st century.

On the same stage, Master Au lectured (translated by Bonnie Kwan Huo) on the characteristics and spirit of Chinese paintings. Master Au concluded his presentation by saying, “What the artist tries to express in his painting is not something superficial or temporary, but something beyond image, something deep and soul-stirring, something as immortal as the humanistic spirit itself.”

In 2003, Asian Programs and the Art Department arranged for Bonnie Kwan Huo to include the University of Indianapolis as part of her touring exhibition Chromatic Concerto.

She came to campus not only for the solo art exhibit but also to give a special lecture on Tea in Chinese Culture. In addition, Bonnie collaborated with the music department for an evening event entitled An Eastern Harmony of Music and Art, in which Japanese composer Takeshi Saito of Miyazaki University, Japan, and Bonnie did a talk show on painting and music together. The campus was showered with Bonnie’s creative artworks

207 (a blend of the Lingnan ink wash shuimo and innovative modern Western watercolor), a fascinating presentation on tea-drinking culture in China, and the inspirational talk on Chinese painting. We were dipped in Bonnie’s Dreamscape, a painting with ink and color on paper. The blending of Shuimo from the East and watercolor from the West in a painting was simply amusing, amazing, and awesome. Viewing Bonnie’s art is like being embraced by the universe‘s affection; it is so grand and so deep.

The concept of the music of art continued. Subsequently, Asian Programs had a very successful Valentine’s Day concert on February 14, 2007, with the theme, which was given

by Bonnie, Plaisir d’Amour (Joy of Love). Artist Master Au, along with the Indianapolis Opera Ensemble (Nathan Bick, Angela Keeton, Samuel Spade, Jenny Searles, and Dana Jones Milan); Prof. Mei Wu and Prof. Yi Nou from Music College, Shanghai Normal University; and the University of Indianapolis faculty (soprano Kathleen Hacker, pianist Jacklyn Chan, and reader Billy Catchings) gave the audience an enchanted evening with the enriched music and painting from East and West.

THE AU HO-NIEN ART LECTURE SERIES AND PUBLICATION There are many ways to disseminate knowledge and scholarly information. In 2000, Asian Programs created the Au Ho-nien Art Lecture Series. It aimed to bring artists from Asia and other parts of the world to give special lectures on art. The program has been partially funded through the University’s Lecture and Performance Series Committee and Asian Programs. Artists including Chang Housing, Charles Liu, Nigel N. C. Szeto, Ng Yuet Lau (Carol Chiu), Bonnie Kwan Huo, Sesin Jong, and Master Au Ho-nien have visited the campus and the Indianapolis community since 2000. These renowned artists all have graciously taken the time and energy to fly across the Pacific Ocean to support Asian Programs’ mission of introducing Eastern art and philosophy to both the University of Indianapolis and the larger Indianapolis communities. The invited artists not only held demonstrations but also delivered special lectures: Chinese Ethnic Minority Oil Painting, Tea in Chinese Culture, the Beauty of Chinese Women through the Dynasties, the Spirit and Characteristics of Chinese Painting, Symbolism, Chinese Characters, and Chinese Painting. In 2008, the lecture series featured Dr. Sesin Jong’s ink and color calligraphy and painting with a special lecture, Huangshan Encounter (Happy Gathering at Mt. Huang) and the Use of Color in Chinese Painting.

Asian Programs not only hosts and organizes lectures and demonstrations on the university campus but also reaches out to the Indianapolis community and other major cities. In addition to the Art Talk: Two Artists on Chinese Paintings lecture event in San

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Francisco in 2002, Asian Programs collaborated with the Chicago Chinese Culture Center and the Art Institute of Chicago in 2006, and later with the National Museum of Natural History, Smithsonian Institute, and the Library of Congress in Washington, DC in the winter of 2007. The Director of the Culture Division of the Taipei Economic and Cultural Office in Washington, DC, Margaret Meng-yang Liu Li, was instrumental in making the contacts for us for the events in DC. We were graciously hosted at a state dinner in Master Au’s honor at the Twin Oaks mansion by the former representative from ROC to America (ambassador) Dr. David Lee. It was not to any guest‘s surprise that the ROC government hangs a large painting of Master Au’s White Plum Blossoms on his living room wall. It has been on that wall for almost 20 years.

I accompanied Master Au across the Indiana border to present special lectures on the “Chinese Written Characters and the Transformation to Painting.” (I served as the translator in all of Master Au’s demonstrations and lecture presentations in North America). Wherever Master Au demonstrates and speaks, he always receives standing ovations from both Chinese and Western audiences. Audiences of close to 400 at the Music in Art concert program on February 14, 2007, were impressed by Master Au’s genius strokes on a painting of a well-known Chinese folk tale. Master Au composed the painting while opera singers sang love songs from the East and West. Simply stated, “Master Au is a Master indeed!”

The greatness of Master Au is that he is admired not only by other artists but also by art students. Student Amanda Hanley said, “It was very interesting to see how Master Au creates his paintings. I am an art major, so it was very cool to be able to watch him and see how he paints. I thought it was very nice of him to actually show us how he paints and explain the process to us.” Another student, Sarah Luken, commented, “His intelligence and imagination are brought to the surface through his art. The ability he must correlate the Chinese symbols of words into these vast paintings is unprecedented. Although language can separate cultures, it can also bring them closer together, as in this situation. Master Au’s impeccable painting skills were a pleasure to enjoy. It is very rare to find and watch an artist in three qualities— calligraphy, painting, and poem—and I am overjoyed that I could have such a privilege.”

PUBLICATION The University of Indianapolis Press was established in 1991 and institutionalized in 2004. As stated on the University of Indianapolis Web site (Retrieved from http://www. uindy.edu/univeristypress):

209 The University Press Executive Director and the Board selected several appropriate symbols for potential use in the University Press logo. The Publications Office selected one of these and designed a logo for the Press. The logo incorporates an image of a pine tree in the form of a stylized detail from a work by world-renowned painter Master Au Ho-nien, a longtime friend of the University.

In many Asian cultures, the evergreen is symbolic of perseverance, wisdom, and rejuvenation. Because of the Press’s genesis in publishing material that focuses on Eastern cultures, the logo is particularly apt. Because trees are the source of the paper used by a press, the image is appropriate in Western cultures as well. The circle encompassing the tree image connotes unity in many cultures, and in a nod to the Press’s commitment to promotion of international understanding, it is meant to suggest the concept of a globe.

As the former executive director of the University of Indianapolis Press, I would like to express my sincere gratitude to Master Au for his generosity in granting the press the right to use the symbol of a pine tree from one of the paintings he has donated to the Au Honien Museum. Over the years, before the University Press was institutionalized, we have also had permission from Master Au to use his paintings for book covers. The University of Indianapolis Press distributes its publications both nationally and internationally.

We appreciate Master Au’s support for our publications and also acknowledge that this is another way of embracing Master Au’s work and the Lingnan School of Painting in a cultural setting different from where it originated.

In 2006, the University of Indianapolis Press had the privilege to publish an art book on Chinese painting entitled The Happy Brush. The author, Chau Hang, a Lingnan School of Painting artist himself, is the founder. He is the most prominent Lingnan School artist, as well as Professor Chao Shao-an’s grandson. Both Bonnie Kwan Huo and Master Au studied painting with Master Chao Shao-an in Hong Kong. Bonnie Kwan Huo, a renowned international Lingnan artist, did the English translation for the book. The book also included several articles by Master Au Ho-nien that were translated by both Bonnie and me. The publication of this book on teaching Chinese painting in a fun way is not only a celebration of Chau Hang’s accomplishments as an artist and an art educator but also is an extension for us to embrace Lingnan art in the West.

THE AU HO-NIEN MUSEUM: JOURNEY WITH ART AFAR The University of Indianapolis and its Asian Programs initiative were proud to announce the Au Ho-nien Museum in Schwitzer Student Center in 2004. The center serves as the vibrant heart of campus life, and the museum’s presence in this facility ensures

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maximum visibility of the works of the world-renowned artist, Master Au Ho-nien.

Students, faculty, staff, visitors, and community members are able to view the collection of forty-five of Master Au’s paintings free of charge, reinforcing the university’s commitment to promoting awareness of cultural diversity. The museum is set in the 6,000-square-foot lower level of Schwitzer Student Center with open seating areas and two large conference rooms. The uniqueness of this museum can be described in three words: open, free, and living. The museum is listed in the Indianapolis Star’s Sunday newspaper as one of the city’s museums for public enjoyment. I edited the colorful museum catalog, and it was published by the University of Indianapolis Press. Bonnie Kwan Huo translated the inscriptions and poems in each of the paintings in this collection. In the catalog, former president Dr. Jerry Israel acknowledged the following: It is a great honor for the University of Indianapolis and its Asian Programs initiative to bring the exquisite artwork of our good friend Master Au Ho-nien to our campus, which is now the home of the Master Au Ho-nien Museum. The collection graces the Schwitzer Student Center on the University campus. … It is a testament to the stunning quality and execution of his work that the subject matter and themes, though often thoroughly Chinese, are instantaneously translatable to viewers worldwide, in effect bridging East and West.

We have been most fortunate over the years in having had several opportunities to introduce this consummate artist to our campus family and to the community at large. My predecessor in the office of University President, Dr. G. Benjamin Lantz, and Dr. Phylis Lan-Lin, Director of Asian Programs and Presidential International Ambassador at the University, met Master Au in Taipei in 1990. Master Au has been invited for several art exhibits and special lectures on our campuses in Indianapolis and Athens, and Dr. Lin has been invited to attend numerous Chinese painting seminars in Taipei, Hong Kong, San Francisco, and Beijing, sponsored by the Au Ho-nien Foundation and other organizations.

She has also, on behalf of the University of Indianapolis, participated in the officiating of Master Au and other Lingnan artists’ art exhibit openings in Asia and San Francisco.

Further, Asian Programs established the Au Ho-nien Art Lecture Series in 2000, which brings artists to campus to present lectures on Chinese arts. I am grateful to Dr. Lin for her important role in making this museum happen.”

In an interview with Reflector staff writer Katy Yeiser in February 2004, former president Israel said: Any art’s purpose is aesthetic. It is part of the human experience to surround ourselves with the stimulation of beautiful pieces of art done by gifted and talented people. It lifts us up as human beings. It is hoped that our students and many viewers from other schools will be inspired by such beautiful artwork. Art is one of the very

211 important vehicles for expressions of ideas and thought. I hope the display of Master Au’s work will contribute to the liberal arts education at the university.

The museum serves many functions. It ties in with the university’s focus on international outreach and collaboration. As a senior faculty member at the university, teaching here since 1973, one of my dreams is to promote the idea of internationalization and globalization of the university. For years, I have put my efforts into bringing our students, faculty, and staff to the world and at the same time bringing the world to them.

After visiting the museum in 2006, student Amanda Wendlinger wrote, I realize now how lucky we are for the University of Indianapolis to be a home for Master Au-Ho-nien’s paintings. He has brought culture to our school. He has allowed us to learn from his talents. We should take his paintings and embrace the knowledge that we can learn from them.The impact of the museum on students is shown in different ways and on different levels.

Kristina Rodarte wrote as a freshman in 2006, My favorite painting was the tiger. I like this because the painting really stood out from the others. The tiger’s bright orange body demanded attention. The tiger shows pride, and seeing him at the top of the rock shows his power and embodiment of that pride. The painting was entitled Tiger Roar, and Master Au had inscribed, “The tiger dares to roar at the mountain and the moon.

Ms. Rodarte continued, Seeing the Au Ho-nien Museum for what it really is was quite the experience. I never had imagined the importance and cultural meaning of the paintings on the walls that I see every Thursday. Now, I know their significance not only to the world of art but also to the university. The culture behind the paintings shows our commitment to learning about others and being a diverse school.

In addition to the collection of Master Au’s paintings in the museum, reprint paintings from Master Au’s annual calendar were framed and hung in many offices. The university environment is blessed to embrace Master Au’s art. We have been cultivated by the beautiful paintings that surround us in our daily campus living. “For Au Ho-nien, the creation of the Museum is another step toward international understanding,” says S. L. Berry, the Arts and Entertainment writer of the Indianapolis Star. Master Au told Berry, in an interview assisted by my translation, In the last three centuries, the East looked to the West. But in the 21st century, it is time for the West to look to the East. If we can bring the two together, perhaps we can have a whole world.

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Interviewed by World Journal reporter Huiling Chen, Master Au also pointed out that in the 19th century the East was threatened by the military might of the West. The East tried to learn and pattern after the West. Although the East was profoundly affected by the sociopolitical concepts as well as science from the West, Master Au suggested that Easterners should not lose their ethnic confidence and Westerners should start looking toward the East.

Through my bridging, Master Au has had a relationship with the university for almost twenty years. Master Au and I began the idea of developing a museum at the university almost two decades ago. At the museum opening ceremony, Master Au noted, I am a farmer and I have reached the time for harvesting my produce. I need to find a farmhouse to store my harvest. I trust Dr. Lin, and I trust the University of Indianapolis. I have found the farmhouse for my storage.

In an interview with Reflector reporter Katy Yeiser, I stated: I think it is very desirable and appropriate. Schwitzer Student Center is the hub of our University and the Museum is accessible not only to students, University faculty and staff, but also to the community. The uniqueness of this museum is that it is an open museum. It is open to the public without charge. It is unique because it extends throughout classrooms and conference rooms in Schwitzer’s lower level and is exposed to community and student traffic.The police office is located on the lower level as well. It provides additional security for the collection.

It is unthinkable not to have a museum on campus. It can be used as a classroom for art education, it can be used as a classroom for our liberal arts education, and it can also be used for sheer appreciation of beauty. There are so many purposes that can be accomplished.

Vice President for Institutional Advancement Mike Ferin, who went to Taipei with me to participate in the opening of the Lingnan Museum at the Chinese Culture University in 2005, considered our museum “a breathing and living museum.” We both recognize that the museum reflects the various cultures represented by the international student body and the university‘s attention to cultural awareness.

In most of Master Au’s paintings, he includes his own poems, created either before or after the completion of the paintings. Several of those poems in many ways connect with his Confucian scholarship, with humanism, and with his love of nature. Master Au is a cultivated man, and he exemplifies this “man of literature” (literati) spirit in his painting.

In his paintings, Master Au strives to evoke visual harmony with nature by playing with delicate patterns and using a well-adjusted balance of light and shade. His paintings possess a personalized quality of liveliness, elegance, and sublimity. The late master of Chinese

213 painting Mr. Chang Ta-ch’ien (Zhang Daqian) said, “Once Ho-nien wields his brush, he seems to have the power of a creator in control of all the manifestations of nature.”

Indeed, the museum is part of the Asian Programs international and cultural initiative. Art is one of the best means for international communication. The museum will enforce our university’s commitment to cultural diversity. Most of all, the museum allows us to have the greatest opportunity to enjoy the Lingnan School of Painting, a school that claims to have integrated East and West through tradition and modern ideas of Chinese ink wash painting.

In the process of establishing the museum, I had to go through many channels and university committees to acquire space and permission. We also have prepared an agreement with the Au Ho-nien Foundation. I am a layperson in art. I have consulted with Master Au and art-installation specialists in every process in setting up the museum, including shipping, framing, hanging, cataloging, lighting, labeling for each painting, photography of the paintings, and preparing the poster and catalog. A bronze bust of Master Au was shipped by air from Guangzhou, where a well-known Chinese artist had sculpted it. A special wooden stand with marble top was custom-made to fit the height and weight of the bust. Museum brochures are available by the stand.

Asian Programs conducts guided tours of the museum on request. Visitors include school children, college students, artists from nearby cities, and the public at large. The museum has become a major attraction for thousands of visitors to the university’s campus every year. During the year, many workshops, meetings, and classes take place in the museum area. While engaging in activities of various sorts, the participants often indulge in viewing the museum collection, experiencing the enriched culture from the East. “Master Au is a cultural ambassador from Taiwan who has established so many friendships with American viewers through his very talented art expression.”

One of the most exciting and innovative events that has taken place in the museum area was the collaboration between the Indianapolis Opera and Asian Programs in April 2006. The event merged Chinese art and live opera, combining a presentation on Chinese painting with live selections from the production of Puccini’s Turandot, which was set in Beijing in ancient China. The Music of Art program began with my introduction to the museum. Next, Professor Michael Sells of Butler University discussed Turandot, and the principal cast members from the Indianapolis Opera performed selections from the opera, accompanied by Maestro James Caraher.

In the story, said the Indianapolis Opera flyer, set in ancient China, Princess Turandot has been promised by her father, the emperor, to the first suitor who can

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answer three riddles posed by her. Many have lost their heads in the attempt. Prince Calaf, in disguise, accepts the princess’s challenge and succeeds in his quest, but when Turandot is reluctant to fulfill her bargain, he poses his own challenge to her, leading to a thrilling climax.

The event was well received, and the idea of having a Music of Art Program was born. The follow-up event took place in February 2007. “Now, with the establishment of the Master Au Ho-nien Museum,” said former president Dr. Jerry Israel, “We have created great opportunities for art education, promoted the values of art and culture, reinforced the university’s commitment to diversity, and enhanced the aesthetic qualities of our campus.”

President Beverley Pitts of the University of Indianapolis was as supportive of the establishment of the museum as the two former presidents Israel and Lantz were.

President Pitts held a reception and dinner at her home to welcome Master Au when he paid his sixth visit to the university in 2006. Master Au did a demonstration, surrounded by community leaders, administrators, faculty, and staff, at President Pitts’s home after dinner. The audience held its breath while carefully observing as Master Au exercised his magic brush on rice paper. Their admiration for Master Au’s beautiful painting, Two Egrets under the Willow Trees, was beyond expression.

On February 8, 2007, I accompanied Master Au to the Library of Congress in Washington, DC for video interview sessions. The video materials were acquired by the Archive of Folk Culture in the American Folk Life Center. The four-hour interviews in the morning and afternoon focused on Master Au’s biography, the art and tradition of Chinese painting (origin and history, styles, and aesthetics), Master Au’s paintings, relationship of painting with other arts (poetry and calligraphy), and current appraisal (universities and programs, evaluation and pricing, authentication and forgery). At the end of the interview sessions, Master Au did a painting on Han Shan-Tze. Dr. Nora Yeh was the interviewer and I did the English translation.

The Library of Congress displayed Master Au’s publications, including those from the University of Indianapolis Press, in the library. The inclusion of the interview tapes in the Library of Congress archive is high recognition of Master Au’s esteemed career and his contributions to Asian art in America.

While in Washington, DC, Master Au was invited by the Asian Cultural History Program and Taiwan Heritage Project at the Smithsonian’s National Museum of Natural History to give a special lecture and demonstration on Chinese language and painting. It was titled “Twin Arts, One Origin” and held on February 9, 2007. A similar presentation was made at the Whittall Pavilion of the Library of Congress on February 8, 2007. Those

215 were Master Au’s first public appearances in the Washington, DC area, and he received standing ovations from both Chinese and Western audiences.

Finally, on a personal level, Bonnie Kwan Huo, my mentor, art consultant, and a Lingnan artist who knows Master Au well, wrote in 2006 about my professional relationship with Master Au: Phylis is a devoted friend of Au Ho-nien. I have not known any friendship purer and deeper than theirs. She was the one who visualized and realized the Museum for him, acts as the curator of his museum, and promotes him worldwide. She does not do it for a profit, but for passion, and oftentimes even has to contribute to the expenses.

I respect these two minds greatly, and marvel at the astonishing achievements they have made together in the global promotion of Chinese art—an ambassador of art and friendship.

I hope I have adequately conveyed the facets and stages of development in bringing an artist and his work from Taiwan. It was a “journey from afar.” Through Master Au’s work, we are able to bridge the East and the West and to enhance friendship between Taiwan and the U.S. through the medium of art. With support from all directions, our campus will continue to be graced by the beautiful paintings of Lingnan artists, and cities across the United States will forever appreciate the art of China. Such success was possible through the collaboration and support of artists, such as Master Au Ho-nien, Bonnie Kwan Huo, Carol Chiu, Nigel N. C. Szeto, Charles Liu, Hoi-Chiu Chan, Chau Hang, and community leaders, such as Paul Mao, Margaret Liu Li, and the University of Indianapolis sharing with me a common vision, that art brings us together. Friends from afar and from home make it possible for us to embrace a culture that makes all of us more human.

Since 1994, Master Au Ho-nien has received eight honorary doctoral degrees from universities in Korea, United States, Taiwan, Hong Kong, and China, and six Au Ho-nien art museums have been established in the United States, Taiwan, and China.

Indeed, Master Au Ho-nien is one of the most recognized, accomplished, and acclaimed Chinese artists and educators in the world. It is my privilege and honor to represent the University of Indianapolis in introducing Master Au and his art through this humble paper, “Journey With Art Afar.” In conclusion, I would like to reiterate the vision and mission of establishing Au Ho-nien Museum on a university campus: This museum is unique. It is in an open and public space in our student center, a hub of activity for the university. My vision for the museum is that it will become a focal point on campus, a regular stop for campus tours, a subject for student research and discussion, a location for symposia and other academic and social events, an inspiration to our faculty and staff, a place for conversation, a sanctuary for reflection and simply a source of enjoyment for all the community.

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It is a dream come true to establish the museum in concert and as a tribute to Master Au, a living legend who recognizes our vision at the University of Indianapolis of bridging the east and the west. This museum becomes an inviting, natural part of our campus life and of the fabric of our university.

Art knows no national boundaries. My hope is that the museum will serve as a bridge between our two cultures (Chinese and American), East and West, and an enticement for viewers to learn more about China’s rich and diverse heritage.

“I also hope that the university will host similar occasions in the future, opening its doors to other collections of art from Asia, Africa, Europe, the Americas, and any other ethnic or national tradition. I envision a day when the campus is bustling with events inspired and brought together by our collections (.…) a day when art and world culture are woven even more tightly into the fabric of the university campus” (Lin, 2004).

My simple assumption is that “to know Chinese painting is to know Chinese culture and one of the best ways to understand Chinese culture is through the appreciation of Chinese art in general, and painting in particular. Art is a medium for international cultural understand and relations”—Au Ho-nien Museum Opening Remarks by Phylis Lan Lin, 2004.

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Master Au Ho-nien (1935- ) Museums • Lingnan Museum of Art, Academia Sinica, Taipei, Taiwan • Au Ho-nien Art Center, Chinese Cultural University, Taipei, Taiwan • Au Ho-nien Art Museum, University of Indianapolis, Indianapolis, Indiana, U.S.A. • Au Ho-nien Art Museum, Anhui Museum, Anhui, China • Beijing Au Ho-nien Art Museum, Beijing, China • Shanghai Au Ho-nien Art Museum, Shanghai, China Honorary Doctoral Degrees Bestowed on Master Au • Honorary Doctor of Philosophy, Wonkwang University, Korea, 1994 • Honorary Doctor of Arts, University of Indianapolis, U.S.A., 1995 • Honorary Doctor of Philosophy, National Chung Hsing University, Taiwan, 2013 • Honorary Doctor of Literature, Fu Jen Catholic University, Taiwan, 2014 • Honorary Doctor of Arts, National Taiwan University of Arts, Taiwan, 2014 • Honorary Doctor of Literature, National Dong Hua University, Taiwan, 2016 • Honorary Doctor of Literature, Chinese University of Hong Kong, Hong Kong, 2016 • Honorary Doctor of Arts, National Chinese Cultural University, 2020 Publication: US-China Education Review B, July 2019, Vol. 9, No. 7, 201218 doi: 10.17265/2161-6248/2019.07.001

4. “THE CHARACTERISTICS AND SPIRIT OF CHINESE PAINTINGS�

Au Ho-nien (Translated by Phylis Lan Lin) Lecture Presented at the University of Indianapolis on August 25, 2004

There are roughly two cultural systems in the world: the Eastern system and the Western system. The Western system is currently a mainstream system. The Eastern system usually refers to the Far East, mainly China. China was one of the four ancient civilized countries; its culture has experienced five thousand years of development and has exerted great influence on the cultures of neighboring Asian countries since ancient times.

Fine art, as an important part of Chinese culture, started its brilliant history five thousand years ago along the Yellow River basin and gradually extended its development to the Yangtze River areas. Chinese painting is a system with unique characteristics and spirit.

Chinese people have long painted with brushes. In the earliest days of painting, they painted on tomb walls with paint, ash, ink, and pigment. Later, they painted on silk cloth and paper; Nu Shi Zhen Tu (pictures serving as adages for women living in the royal palace), one of the earliest Chinese paintings drawn by Gu Kaizhi from the East Jin Dynasty, was drawn on silk cloth. This painting is now in the collection of the British Museum. More Chinese paintings on silk cloth and paper from the Tang, Song, Yuan, Ming, and Qing Dynasties can be found in museums around the world, especially the Taipei National Palace Museum, a bonanza of Chinese fine arts.

Chinese paintings have acquired different characteristics after many generations of development. In general, two methods of using the brush exist: Gong Bi (fine strokes), that is, drawing details with fine strokes and rich colors, and Yi Bi (rough strokes), drawing

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with rough strokes and light colors. There are three things that we should notice in terms of composing methods.

1. Brushes. The greatest difference between Western paintings and Chinese paintings is that Chinese paintings are composed primarily of lines. This fact has to do with another fine art, calligraphy, which began to develop three thousand years ago. Calligraphy is an art of lines. The methods of drawing lines vary greatly from school to school. Roughly speaking, two types of lines exist: iron lines and leaf lines. Iron lines normally go straight without any changes in width. Characters carved on shells, bones, bells, and metal plates in early history used iron lines. Leaf lines are generated with varied strength, as seen in different styles of Chinese calligraphy.

Artists also study different touches such as swift dragging, slow turning, pivoting, and sudden stops in creating lines. Chinese painters prefer freestyle and curving lines than mechanical, straight lines. They get inspiration from their pursuit of calligraphy, especially cursive writings of different styles. For instance, shi means “spreading a brush with an intense power like an eagle flying up,” zhuan means “switching direction like a crane dancing,” zhe means “turning around like a scared snake,” and dun means “suddenly spreading the brush like dropping a mountain.”

2. Ink and Pigment. More than one thousand years ago, Chinese painters began to emphasize the importance of using ink. Black ink has been used as the key tone. No matter whether a drawing carries colors, dark black ink and the gray color created by light ink have been used to organize the entire drawing so as to make the drawing solid and stabilized. This practice is consistent with the Western color theory that black is the basic color of all colors.

3. Paper. Chinese painters painted mostly on water-resistant silk cloth. Now painters use water-absorbing cotton paper. In terms of composition, painters have used an increasing amount of rough and simple strokes rather than fine and complicated strokes. Calligraphers’ writing has become more and more cursive since ancient times and this has influenced contemporary ink painting.

In the past few decades, ink wash paintings have increasingly borrowed the calligraphers’ method of using ink.

Guided by their philosophical ideas, the Chinese people’s view of the universe, human beings, and moral code have evolved into a unique system. The humanistic spirit

221 promoted by this system is greatly different from the spirit of the West. Therefore, the empty images and solid images in Chinese painting are often compared to the concepts of emptiness and nothingness in the Confucian theory. Confucius regarded emptiness as the fullest and nothing the biggest. Such theory has governed art production in China through many generations. Another way of thinking unique to the Chinese is personifying scenes or subjects such as mountains, rivers, animals and plants in paintings so as to identify with the ethics and humanistic spirit revealed in the Confucian theory.

Confucius esteemed gentlemen, beautiful women, high-ranking officials and hermits, and all these people have their respective analogies. Also, painters create analogies using mountain peaks as longevity, the hollow inside (such as bamboo) as humbleness and integrity, the early blooming of flowers as loneliness and pride, the late withering of flowers as escaping, the tiger as king, and the crane as long life. Therefore, when we see a mountain in a Chinese painting, we should see not only the mountain but also the object that painters want to show respect to in their minds. Likewise, when we see running water, we should think of what the painters are expecting in their minds. Such analogies are often further emphasized in poems that painters write on their paintings. As such, painters express and develop the humanistic spirit in their own ways. If someone wanted to find traces of real life—such as the chairs the painters sat on today or the crossroads the painter walked through—in a Chinese painting, they would have missed the point, because painters pursue something that is soul-stirring, something long-lasting, and the reflection of the immortality in the Chinese humanistic spirit.

PART FIVE INTER-CULTURAL AND CROSS-CULTURAL STUDIES

1.

“EDUCATION AND WORK LIFE: A CHINESE IMMIGRANT’S EXPERIENCE” NORTHWOOD WOMEN’S SALON CONNECTING CULTURES SEMINAR Phylis Lan Lin University of Indianapolis Thursday, September 29, 2005

Good evening, Thank you, Cathy, for your kind introduction. It is my great pleasure to serve on the panel tonight.

I was born in Taiwan 62 years ago. I came to America in 1966 and I have lived in Indianapolis since 1973. I became an American citizen in 1975. I exercise my voting rights at the presidential elections, and I pay taxes just like the rest of America. However, people continue to see me as Chinese (Taiwanese), not American. I am a “marginal citizen.” I call myself a Chinese-American with a hyphen between Chinese and American. I wear Chinese outfits 90 percent of the time. It gives me my ethnic identity, but it is also the kind of the outfit I feel most comfortable in. I eat both Chinese and American food. So I have gained 30 pounds since I arrived in America 39 years ago.

Some people see a glass of water as half empty and others see it as half full. I have three distinct traits that I consider as my three assets and my three disadvantages.

First, I am short. My disadvantage is that I cannot reach things higher than 5 ft tall.

However, my height is also my asset because my physicality has never presented a threat to anyone. I can immediately put people at ease when I converse with them, especially if we are standing up.

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Second, I am a woman. My disadvantage is that, whether in America or in Taiwan, I may experience gender harassment or discrimination at work. However, being a woman, I am more expressive, gentle, objective, and possibly more intelligent than my male counterpart. I work hard and sometimes I use that “motherly instinct” at work. I get more things done than my male colleagues and I am able to exercise a special kind of leadership skill that encompasses vision (mothers know how to make plans), integrity (who doesn’t trust mothers?) and passion (mothers are the most affectionate people on earth). (In short, this is my leadership model—the VIP model).

Third, I am Chinese. My disadvantage is that, in America, I am seen as a minority and an outsider. I have been excluded from job and scholarship opportunities. However, being Chinese in America, I can make the best use of my Chinese heritage—5,000 years of a very rich cultural heritage. If nothing else, I speak Chinese, but most Americans don’t.

With my cultural heritage, I see myself as a cultivated, well-educated person who practices the highest degree of filial piety with a respect for the elderly, and I keep two canons in my daily life—humanism and humility. I enrich my American students in the classrooms with Confucianism and Chinese arts. I think I have accomplished a lot; however, I always think there is much more for me to do and to learn. My Chinese philosophy in life is that “I always think of myself less, but I never think less of myself.” Service is my motto. I used to be very selfish. When I first arrived in America I thought I would return to Taiwan someday and serve only “my people.” However, Indiana transformed me. Now I want to serve not just certain peoples but all peoples. My profound sense of service starts from my engagement with ICI. I am grateful that Cathy Blitzer has provided me a chance to serve our community by allowing me to join the board of the International Center of Indianapolis.

Being a board member, I am able to serve our community in various capacities, and most of all, to be able to bring our international and local communities closer together.

I am very conscious of my three traits. The day I stepped foot on American soil, I told myself: “I must turn my disadvantages into advantages and turn my weaknesses into strengths.” My attitude in a foreign country is, “When in Rome do as the Romans do.” I have lived in Indiana since 1973. I love it here and I speak Hoosier English with a Chinese accent! The longer I stay in Indianapolis, the more I think: “Taiwan is my mother and Indiana is my husband.” I love both dearly. I am part of them, and I am part of you.

Since I was little, my parents wanted me to sail across the Pacific Ocean to see the real world. Because Taiwan is small potatoes compared to America. My father used to tell me, “We live on such a small island, just like a frog that lives in a well. You only see that much of the sky. You must jump out of the well and go to America to see the big

227 sky country.” Sure enough, upon my graduation from college, I went to Montana for my graduate studies. I must tell you; I always enjoyed my life in Montana. Even the moon and the sun looked much bigger than what I had seen in Taiwan! I remember the saying, “You can take the boy out of the country, but you cannot take the country out of the boy.” I was that “boy.” After I received my master’s degree in a year and half, I left Montana to go to Missouri where I pursued my doctorate degree.

I had a job interview, at what was then Indiana Central College, in 1973. By the end of the interview, President Sease gave me an offer. I did not accept the offer. I negotiated. I simply said, “Although I am Asian and a woman, the fact that I have a doctoral degree and am a hard worker warrant more than your offer.” He gave me $2,000 more. For 32 years, I have worked my tail off. I am one of the hardest workers on campus. I work an average of 10 hours a day, almost six days a week. What I would like to share with you is that hard work and education will lead you somewhere, whether you are American or Chinese.

Unfortunately, a recent report indicated that Indiana ranks among the worst states in the US in the size of the gender earnings ratio. Census data showed that women employed in full-time, year- round jobs in Indiana earned only 68 percent of men’s earnings in 2003, while women in the US as a whole earned an average of 75 percent (78 percent in 2004).

Worst of all, Asian women only earned 63 percent of white men’s earnings in Indiana.

Gender pay inequity in Indiana is a major concern for many of us. Even if the governor appointed an Equal Pay Commission that can recommend pay equity policies for the state in both the public and private sectors, I think that the fundamental effort should be to encourage minority women to pursue higher education.

The data show that the gender pay gap is narrower at the higher education levels.

Providing scholarship funds to assist both minority and Asian women pursuing advanced degrees may be a starting point for us to look into. (There are many scholarships, workshops, and training for minority and female students; however, many of them are limited to US citizens, or national or permanent residents.) Also, the gender gap in compensation has been steadily decreasing in technology fields over the last 20 years.

However, young women, especially immigrants, have had relatively few role models to encourage their pursuit of scientific and technological adventures. It would be a good idea to invite Women’s Salon members to meet with our international female students and to provide them role models to nourish and mentor their talents and potential for a brighter future. If you happen to be a member of the 20 professional women associations (see list), you may propose that your associations establish scholarship funds and mentorship programs for young Hoosier immigrants. Locally, the American Chinese Professional

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Association and the Asian American Alliance Inc. have provided scholarships for minority teenagers. I will be happy to introduce you to the committee chairs of these associations to inquire about the scholarship applicants’ selection process.

Although I am well liked by my students, you cannot win them all. Some students who did not make good grades would put in the evaluation paper, “Oh, I don’t understand Dr. Lin.” As I have said, I speak Hoosier English with a Chinese accent. I have a hard time saying, “vanilla ice cream, bureaucratization, or entrepreneurship.” Nevertheless, by and large, I am understood. In order to deal with some difficult students, I have figured out an effective method of teaching. On the first day of class, I crack a joke (dirty or not) prior to the lecture, and everybody laughs. So I say, “Hi, guys, if you are laughing now, it means you understand what I am saying. Good!” Sometimes, I even use Chinese characters to explain some sociological concepts, such as gender role. (I will be happy to illustrate it if time permits later this evening.)

I enjoy teaching. Even after 32 years of teaching, I am still full of energy and zest for every class I encounter. However, there is one thing that has bothered me very much.

There are many students who address me as, “Phylis” instead of “Dr. Lin.” This is the American way! But I am still more comfortable with my Chinese way—to show great respect for your teacher! They can always call me “Phylis” upon graduation. You see, we have a little culture gap here!

Being a Chinese woman, “assertiveness” is not in my dictionary. It took me a while to learn how to present myself and to show my “muscles” “gracefully.” I remember that in 1977 I told my department chairperson, “Professor Henricks, I think it is about time for you to make a recommendation for my promotion. I have already prepared my dossier and you have witnessed my performance in the last few years. I think I can do even more for the department after promotion.” Professor Henricks did not say “yes” or “no.” I know that was his style. On a sunny day in July 1978, the provost called me in. He said, “Phylis, I would like to have you be the chairperson of the department.” I replied, “Can’t you see I am about to give birth next month?” My reply was irrelevant to my job performance, I thought later. But the provost replied, “You are Chinese; I know you can put motherhood and a career together.” Years later, he proved to be right in spite of his “positive discrimination.”

How did I do it? How did I combine motherhood and a career? I was very fortunate. I have a very supportive husband. But I have to tell you a story. In 1979, right before my inlaws visited us, my husband, an aerospace engineer, said to me, “Phylis, I will do anything for you, changing diapers and cooking dinners. But don’t you ever ask me to do these things while my parents are here. They will be shocked and sad to see their son is doing

229 household chores!” Well, for one week, my husband played the role of the traditional Chinese male—he did nothing in helping out. However, as soon as we came home from the airport after I said good-bye to his parents, he cleaned up the house, including the toilet.

I am very blessed. For any professional woman to be able to balance work and family, the number one secret is to have a very supportive spouse. Of course, if your husband is willing to help out, you must not make him a “second class citizen at home.” You must praise him for how he has helped. You should never say, “Oh, that is not the right way to hold the bottle; the baby will choke,” or “Oh, the dish has not been rinsed thoroughly; we will all get poisoned.” Just let it be—he is helping, isn’t he?

As I had said in my opening remarks, I must turn my deficit into a surplus. I must find a niche with my cultural heritage in America. I have designed, or, more precisely, “tailored,” a course I titled Chinese Culture and Society. It was designed in such a way that no other colleague would be able to teach the way I taught. Now a colleague from Jordan has patterned my course outline and introduced a course called Arabic Culture and Society. He has been teaching this course for several years and he is happy because he has a sense of empowerment with his ethnic background. Having said that, we must also recognize that at work, “No one is indispensable.” It is not about whether or not you have ethnic ideas in teaching; it is about whether you are providing the best-quality education for your students that matters the most.

Finally, I want to point out that we live in an era of hopes and opportunities. We must constantly be aware of the changing technology and the social forces that may break the glass ceiling, the affirmative action that may provide opportunities for minority hiring and college admission, and the social movement of diversity that may open doors for minorities and women to the fields that have never had a place for them before. And most of all, in our city, we have this very special organization—the International Center of Indianapolis—to assist all international citizens to share their talents with our local community. Teamed with you, ladies of the Women’s Salon Club, we can offer our city more than we think we are able to. We will be able to bring our international resources to our city for the purposes of cultural enrichment and to entrench ourselves as global citizens.

I would love to share with you many more stories about my educational experiences and my work-life adventures. But I have to sum it up here. As an immigrant and short woman, I think education is my best asset; family is my best anchor; work is my best identity; and most of all, my cultural heritage is my soul.

Thank you.

2.

OPENING REMARKS AT THE “CHINESE AMERICAN WOMEN IN HISTORY CONFERENCE” Phylis Lan Lin Professor Emerita, University of Indianapolis Chair, Academic Advisory Council, Chinese American Museum— DC October 25, 2019

Good Morning. Ted, thank you for your kind words. It is always good to visit DC. Women and men make history. Chinese American women have been an integral and indispensable part of the history of Chinese Americans in America. There are many fascinating stories about Chinese American women since they set foot on this great American soil in the 1800s. Their stories must be told and shared. It is CAMDC’s privilege to have the opportunity to collaborate with the 1882 Foundation, under the leadership of Ted Gong and Ali Smith, to organize this monumental conference about Chinese American Women in History. The planning committee has been working tirelessly and diligently over the course of the last 12 months to put the program together. On behalf of the CAMDC, I would like to first express our heartfelt thanks to the team members for their tremendous efforts in planning for the events on October 25 and 26. We also want to thank distinguished speakers and panelists for their wisdom and insights in introducing us to the many facets and remarkable stories of Chinese American women in America.

Chinese American women’s stories are not monolithic. They represent all walks of life as they represent the many roles women play in both past and present America. It only takes a look at the life experiences of many of our Chinese American women pioneers: participating in the women’s suffrage movement, service in the military, managers at the

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store front, teachers at all school levels, public service at the local, state, and national level, professional work in medicine, science, art, law, engineering, etc., and as the heroic immigrant matriarchs of our families to understand why we must pay homage to them.

Today’s conference on Chinese American Women in History is the first in a series of conferences to commemorate and recognize the valuable contributions of the Chinese American women in the past as well as in contemporary America. It will be CAMDC’s privilege to continue to host these conferences.

Since our announcement at an event last November, we have come a long way.

We are onto the next stage. We are very excited to witness the establishment of this unique museum in DC. There are two special exhibits—Safe Harbor: Shanghai (from a conference on Jews in Shanghai) and Portraits of Ten Chinese American Women in History, in conjunction with today’s conference. Many of you attended the reception at the Museum last night. Although the Museum is still in its development stage, we are proud to have been able to host special lectures, Chinese painting demonstrations, conferences and exhibitions since last November. We are guided by our mission and motto “Build It Together.” I hope you will enjoy today’s and tomorrow’s events and join us to move our mission forward. We will build it together and bring forth our vision to serve communities in DC and welcome visitors from around our nation and the world to enjoy fascinating and unforgettable stories: from how the early Chinese American immigrant laborers built the transatlantic railroads to how Chinese American men and women became part of the American fabric and mainstream along with all others, immigrants and native born or newcomers, in the 20th century, now, and onward to the next century. Thank you for your support for our endeavors and we will “Build It Together.”

3.

“THE FIVE FS/HS OF SUCCESSFUL AGING, THE PROACTIVITY MODEL, STRESS MANAGEMENT, AND QUALITY OF LATER LIFE: CONCEPTUALIZATION” Phylis Lan Lin, PhD Professor Emerita (Sociology) University of Indianapolis 2019

ABSTRACT Aging is a biological, social (social, economic, and cultural), psychological (mental and spiritual), and physical process and is therefore a multidimensional (cultural, social, biological, and adjustment) concept. Successful aging is not only about the maintenance of health but also about maximizing one’s social-psychological resources, financially independent, maintaining a positive attitude toward aging, and having a good social support system, physical fitness and health, and most of all, effective adaptation and management of life stressors.

Successful aging is a combination of static and dynamic concept. Successful aging entails self-efficacy and resilience in daily life experience. Successful aging is therefore closely related to an individual’s lifestyle choices and mastery of internal and external challenges in later life. Successful aging is linked with the subjective social-psychological well-being and objective quality of life.

Healthy and successful aging is possibly the most important research and social and public health policy issue related to aging since the 1980s. The purpose of this presentation is fivefold: (1) to conceptualize and define successful aging; (2) to discuss determinants and theories (Rowe & Kahn, 1987; Kelly-Moore, 2005; Lin, 1981, 2000, &

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2003; Fiocco & Yaffee, 2010; Rando, et al., 2012; Depp, Martin & Jeste, 2013; Johnston, 2013) of successful aging; (3) to discuss stressors and the impact of stress management on successful aging; (4) to delineate the Five Fs/Hs Model for successful aging; and (5) to discuss intervention strategies for successful aging and enhancing quality of life.

The presentation takes an interdisciplinary (sociological, psychological, health, stress management, aging industry, social policy, social work, etc.) approach. In sum, the presentation aims to synthesize theories and intervention strategies on successful aging with the following conceptualization framework: Life trajectories in life course | objective and subjective definitions of aging

|determinants of successful aging | the Five Fs/Hs Model (fitness, financial, family, fortitude, and faith, or physical health, financial health, social health, psychological/ mental health, and spiritual health) | effective stress management and Proactivity to Life Model | successful aging | intervention strategies | quality of life (see Successful Aging Conceptualization Flow Chart and PPT presentation slides, Phylis Lan Lin, 2014, 2015).

(PPT Presentation slides upon request)

4.

“NATIONAL CONFERENCE ON U.S.– SAUDI ARABIA RELATIONS: CONFERENCE SUMMARY” Phylis Lan Lin University of Indianapolis, Indianapolis, Indiana, U.S.A. Sponsors: Wang Yu-Fa Foundation and Asian Programs, University of Indianapolis (UIndy) October 21–22, 2011 Cochairs: Dr. Winberg Chai and Dr. Phylis Lan Lin

INTRODUCTION President Chai, speakers, and distinguished guests: It was my great honor and pleasure to cochair the First National Conference on U.S.– Saudi Arabia Relations, which was held at the University of Indianapolis (UIndy) on October 21–22, 2011. I would like to the take the opportunity to share with you the summary of the first conference.

About 100 participants attended the two-day conference, which was co-sponsored and co-organized by the Wang Yu-Fa Foundation and the University of Indianapolis’s Asian Programs in Indianapolis, Indiana. Faculty and students (both American and Saudi Arabian) from UIndy, IUPUIESL, Internexus (ESL); scholars from Missouri and Washington, DC; and community leaders were among the participants. The presenters were educators from the University of Indianapolis; the University of Wyoming; Thunderbird Graduate School of International Studies, Arizona; Governors State University, Illinois; Internexus (ESL); IUPUI ESL Program; and the International School of Indiana. The conference aimed to increase understanding and awareness about the background and the current state of U.S.–Saudi Arabia relations by bringing together scholars and participants from different universities and from many states across America.

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The Kingdom of Saudi Arabia, ruled by the Al Saud family since its founding in 1932, has become one of the largest economies in the Middle East. Saudi Arabia remained the largest U.S. trading partner in the Middle East in 2010. The Saudi government has been an important regional partner to the United States. The U.S. arms sales and related training programs have continued with congressional oversight (Congressional Research Service, “Saudi Arabia: Background and U.S. Relations,” March 10, 2011, report). The rapid national and social developments of Saudi Arabia cover many fields, such as green energy, emerging technologies, information technology, public health, transportation, and infrastructure.

Most of all, the country’s educational reform has affected not only human capital but also gender equality. Gary Locke, former secretary of the U.S. Department of Commerce, pointed out at a forum on U.S.–Saudi Arabia business opportunities in 2011 that “Today, Saudi Arabia is taking unprecedented steps to expand and diversify its economy into knowledgebased industries.” Unfortunately, the average American does not have a full picture of how strategic the alliance between the United States and Saudi Arabia is and how much the educational reform and the economic boom have transformed Saudi Arabia into a modern society where both new and old cultures can be witnessed hand in hand. The purpose of the conference was to encourage dialogue about U.S.–Saudi Arabia relations and to enhance our understanding of how the Kingdom has made the best use of its wealth from its oil reserves and oil exports to its country’s social and educational development.

The conference began with a reception, hosted by the conference co-chairs, Dr. Winberg Chai, President of Wa Yu-Fa Foundation, and Dr. Phylis Lan Lin, Associate Vice President of International Partnerships and the Director of Asian Programs, University of Indianapolis. The reception was held in the Board of Trustees Dining Room at UIndy on the evening of October A total of 26 guests, including keynote speakers, out-of-state guests, community leaders, and faculty and administrators of the university, attended the reception.

THE OPENING The conference program started at 9 a.m. and ended at 4 p.m. on October 22.

As the cochair and the co-organizer of the conference, I had the privilege to welcome the participants to this First National Conference on U.S.–Saudi Arabia Relations. I acknowledged that UIndy has many ties that promote cultural exchange and understanding between the Kingdom of Saudi Arabia and the United States and the State of Indiana. The university has many Saudi students, and the University of Indianapolis Press published a modern reader on Saudi Arabia in 2005. The book was edited by Dr. Winberg Chai. The

237 University’s Asian Programs has hosted several Saudi–Chinese student coffee hours to enhance the interaction between students from Saudi Arabia and China. It was interesting to note that at one coffee hour, I asked Saudi students the location of the Kingdom of Saudi Arabia, and they said, “In Asia.” I then, asked the same question about the location of China to the Chinese students, who replied, “In Asia.” So I said, “Great, then we are all in the same family!” At our university, we embrace all international students but with a special focus on students from Asia.

Our branch campus in Greece, University of Indianapolis–Athens, has a joint Executive MBA program with the Yanbu Industrial College in Yanbu Al-Siniayah, Kingdom of Saudi Arabia. There are plans for our university to continue to seek collaborations with universities in Saudi Arabia and to welcome Saudi students, both males and females, to study on our main campus in Indianapolis.

UIndy is very proud to have had the opportunity to host the conference and to provide a bridge to facilitate our understanding of the United States and Saudi Arabia’s long history of peaceful cooperation that began in the 1930s with the founding of the modern state known as the Kingdom of Saudi Arabia. Dr. Winberg Chai, President of the Wang Yu-Fa Foundation and the most prominent Chinese-American scholar on China and Middle Eastern studies, opened the conference with his welcome remarks. Dr. Chai thanked Dr. Phylis Lan Lin; Dr. Mary Moore, University of Indianapolis’s Vice President for Research, Planning and International Partnerships; and UIndy for cohosting the conference. He then welcomed a number of special participants who are renowned in their respective fields and who traveled some distance to attend the conference. Dr. Chai then introduced speakers (Dr. Marianne Kamp, Dr. Michael Brose, Dr. Martin Sours, and Dr. Roger K. Oden) for the morning session and expressed his wish that the conference would help Americans to learn more about Saudi Arabia in the interests of promoting peace. He noted that the United States has been involved in a number of wars and conflicts in the Middle East for many years now and that he hopes that this pattern will end and the United States in the years ahead will instead be involved in peaceful activities. Finally, Dr. Chai emphasized that the relationship between the United States and Saudi Arabia is mutually beneficial and should not be disrupted by special-interest groups.

Dr. Moore also brought a welcome message from the University of Indianapolis.

She spoke about why this national conference was important to the university’s strategy of maintaining strong international partnerships. The greatest challenge to international partnering comes from the continued need for knowledge about partner sites. She noted that the University of Indianapolis partners extensively with international sites, including

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a branch campus in Athens, two degree sites in China, and one degree site in Belize, with multiple sister-school relations around the world. This conference was highlighted as an important step in increasing the university’s knowledge about Saudi Arabia as a potential partner. With the inclusion of students from Saudi Arabia to the Indianapolis campus and the partnering through the University of Indianapolis–Athens with a higher-education institution in Saudi Arabia, the need for greater understanding was seen as pressing.

THE MORNING SESSION: AN AMERICAN CONVERSATION: WHY THE UNITED STATES NEEDS SAUDI ARABIA The morning session provided historical background on economic, political, strategic/military, and educational relations. Dr. Marianne Kamp, one of the most renowned scholars on Middle East studies, concisely and clearly reviewed the history of Saudi Arabia from 1945 to 1991—through the inception of the Saudi Arabian state and into the emergence and growth of Saudi Arabia’s oil sector and the involvement of the United States. Continuing the momentum for the second presentation, Dr. Martin Sours, Professor Emeritus of Global Business, the Thunderbird School of Global Management, and his colleague Dr. Robert Guffin gave an interesting military perspective on past and present U.S.–Saudi Arabia operations. Their explanation of the strategic alignment that naturally happened between the anti-Communist ideology of the United States and the anti-Communism of the theocracy of Saudi Arabia during the post–World War II era was superb. Although it is commonly known that the United States’ relationship with Saudi Arabia hinges on the exchange of oil for security, this second presentation and the conference as a whole undoubtedly shed light on several other important aspects of our relationship. In the third and fourth presentations, Dr. Roger Oden, President of the Third World Conference Foundation of Chicago, covered the need for strong economic ties with Saudi Arabia, and Dr. Winberg Chai, based on his discontent with trends in the U.S. higher-educational system, stressed how the U.S. government should now, in turn, follow Saudi Arabia’s current policies and put more money into education.

The above four presentations (papers) were included in Why the U.S. Needs Saudi Arabia, edited by Winberg Chai, published by the University of Indianapolis, 2011. The book was distributed at the conference to all participants. These four papers are listed below: 1. “U.S.–Saudi Relations to 1991: Oil and Security” by Michael Brose & Marianne Kamp 2. “U.S.–Saudi Arabia Political and Military Relations: The Importance and Centrality of the U.S.–Saudi Partnership in the Post-Global World” by Martin H. Sours

239 3. “Why the U.S. Needs Strong Economic Ties with Saudi Arabia” by Roger K. Oden 4. “What the U.S. Can Learn from Saudi Education” by Winberg Chai A recent review by the Midwest Book Review acknowledged, “Saudi Arabia is more than a source of oil of the United States. Why the U.S. Needs Saudi Arabia discusses American and Saudi Arabian relations, stating that America needs Saudi Arabia’s assistance in its international affairs and trade. Winberg Chai is a scholar with a focus on Saudi Arabia and offers a unique perspective on this partnership that has been both celebrated and denounced. Why the U.S. Needs Saudi Arabia is a fine pick for those studying international affairs, highly recommended.”

DISCUSSION Dr. Milind Thakar, the discussant for the morning session, pointed out that “the conference theme is an interesting subject—one that examines a relationship long taken for granted by most observers of international relations. The U.S.–Saudi relationship has existed for several decades and is now the fulcrum of U.S.–Arab policy, a given around which other policies are framed.” Dr. Thakar had reviewed the papers presented by the participants and heard them with much interest. In the interest of brevity, he posed the following questions to the presenters to explore further the questions that they have raised. Dr. Thakar began his discussion by addressing the conference organizers and put forth an existentialist question—namely, “What is the rationale of the book that was published in conjunction with the conference, Why the U.S. Needs Saudi Arabia? The framing of the title of the conference suggests that it is in response to a question about the U.S.–Saudi tie. Who questions this tie? Is there a body of literature that seeks to disparage this relationship? If so, it must be made somewhat clearer to drive home the point why this relationship is of tremendous strategic use to the United States.” Dr. Thakar moved on to discuss the morning presentations. Here is an excerpt of Dr. Thakar’s comments to the morning-session speakers: To Michael Brose and Marianne Kamp, first of all, I must commend you on distilling a half-century narrative into a condensed chapter that lays out the development of the U.S.–Saudi relationship historically. A follow-up question: How do you rank the two concerns—oil and security? Which figures more prominently in the U.S. strategic map, and why? Is there a possibility that the U.S. might find these concerns of less relevance in the future? For Martin Sours, thank you for a very interesting exposition of this strategic relationship in a globalized era. I am curious though, whether you would characterize the U.S. relationship with an undemocratic regime in the best long-term interests of the

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country? If so, what reasons may be advanced for doing so? Also, does this lead us to the idea that the U.S. might reconsider its relationship with Iran, also undemocratic, but a potentially important regional player?

Finally, as an academic, I applaud Dr. Chai’s litany of grievances about the current state of U.S. education. I am curious about how and what the U.S. can “learn” from Saudi education. What Saudi Arabia is planning to do appears to be more appositely titled the comprehensive Western European approach—or if this is a specifically Saudi idea, mention must be made of it clearly. In any debate about the U.S. learning from Saudi Arabia, one must beg the question of whether nontechnical education—in the liberal arts and social sciences—is of any use without academic freedom. Is this a concern in Saudi Arabia, or has the government allowed a different policy in academia?

THE LUNCH BREAK Presenters and participants alike contributed to making this conference a success.

It was evident that this objective was preliminarily accomplished during the lunch break, as Saudis and Americans intermingled throughout the room and engaged in lively discussions. After a formal gourmet lunch buffet prepared by Polk Food Service, the second session transitioned into presentations and conversations about global education competence. The session was chaired by Dr. Phylis Lan Lin. THE AFTERNOON SESSION: AN INTERNATIONAL CONVERSATION ON GLOBAL EDUCATION The afternoon session started with a presentation on K–12 education for the global knowledge economy. Presenter Caterina Cregor Blitzer, Vice President for Development and External Relations, International School of Indiana, used the International School of Indiana, as well as other programs, to discuss “Education for Global Competence: Examples of World-Class Programs.” Following is an excerpt of Blitzer’s presentation: Education, civic, and business leaders agree that new sets of skills are needed for the global knowledge economy: • The ability to act independently and solve problems on their own • Strong interpersonal written, oral, and social skills to collaborate with colleagues • Strong global literacy to understand people around the world • The ability to acquire the information they need to do the job • The ability to learn new skills as corporations change strategies to stay competitive.

Schools, teachers, and curricula will transform to achieve these outcomes. Schools will go from buildings to “nerve centers” connecting teachers, students, and the community

241 to the wealth of knowledge that exists in the world. Teachers will become orchestrators of learning to help students turn information into knowledge. The 21st-century curriculum is interdisciplinary, project-based, and research driven. It incorporates higher thinking skills, multiple intelligences, technology, and multimedia. High-performing systems in South Korea, Finland, and Singapore, as measured by scores on the Program for International Student Assessment (PISA), emphasize: 1. Lifelong learning 2. High value on education in the society 3. Schools as knowledge organizations and catalysts for learning and discovery Internationally, the International Baccalaureate Organization provides three programs for students aged 3 to 19 to help develop the intellectual, personal, emotional, and social skills to live, learn, and work in a rapidly globalizing world. There are more than 970,000 IB students at 3,290 schools in 141 countries. The Diploma Programme, offered in the last two years of high school, provides students with a globally recognized university entrance qualification. Worldwide, the average for passing scores on the IB Diploma Exam is 79%; in the Americas (Canada, U.S., Mexico, and Central and South America), it is 70%.

Education is at the forefront of political debate, and reformers are drawing examples of good practice from all over the world. In the U.S., a number of high schools are leading the way in teaching Science, Technology, Engineering, and Math (STEM) subjects, and U.S. News and World Report now ranks best high schools for math and science in response to industry’s dire workforce needs. Practices in education reform that steeply improving countries have in common include: • Funding schools adequately and equitably • Revising national standards and curricula to focus learning goals on higherorder thinking, inquiry, and innovation • Integrated technology throughout the curriculum • Developed national teaching policies that build strong teacher-education programs • Pursued consistent, long-term reforms to expand, equalize, and improve.

Blitzer concluded her presentation by quoting a question addressed by Sir Ken Robinson: “How do we prepare students for jobs that don’t yet exist and get them excited about industries not yet invented?” (http://edudemic.com/2011/10/studentsof-the-future/).

Moving from the issues on K–12 education, the next panel discussion focused on “The King Abdullah Foreign Scholarship Program and Its Implication for Saudi–U.S.

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Partnership in Higher Education.” As the session chair, I pointed out that according to the Institute of International Education (2010), in the 2009–2010 school year, there were over 15,000 Saudi students studying in U.S. institutions, a 25% increase over the previous school year. With the influx of students from Saudi Arabia, and given the recent King Abdullah Foreign Scholar Program, there is a likelihood of even more Saudi students on American campuses in coming years. It is therefore imperative for universities in America to develop ways of working more closely with these students to help them fulfill their particular academic, social, and cultural needs. It is also imperative to view the education of Saudi students within the broader context of other U.S. institutions of higher education that benefit immensely from including Saudi students among their student population.

Saudi students do more than merely increase international student enrollment numbers; they enhance campus diversity, help to break through cultural stereotypes, and lend a non-Western perspective to course discussions and assignments.

Session panelists were Dr. Karen Newman (ESL Instructor and University of Indianapolis Adjunct Faculty), Adele Tyson (Center Director of Interglobal Indiana), Joshua Simpson (International Student Advisor, IUPUI), and Mary Moore (VP for Research, Planning and International Partnerships, University of Indianapolis). The panelists addressed the issues related to students’ English proficiency levels and needs, cultural adjustment issues, American students’ misperceptions of Saudi students, and strategies for increasing Saudi and American interaction. The differences in students’ learning styles and patterns, the frequency of student and faculty interaction, and classroom culture differences between the Saudi (Middle Eastern) and American (Western) learning systems and expectations were discussed. Saudi students who participated in the conference were actively engaged in the dialogue exchange with the panelists. Saudi students’ input and the open discussion with the panelists assisted participants’ understanding of the difference between the cultural and religious practices of the Saudis and of the pedagogical issues involved in working with Saudi students. The discussions enhanced Americans’ awareness of stereotyping of the Saudi people. I am pleased to conclude that at this conference, educators from the K–12 level as well as college and university level were able to exchange information about their work experience with and research about U.S. and Saudi students and educational opportunities to learn about both cultures. The many college students who attended the conference were able to learn a new perspective about U.S.–Saudi Arabian relations and to mingle with the invited experts to ask questions and continue the discussion informally.

The King Abdullah Foreign Scholarship Program started in 1995 and is but one of the facets of the Saudi government’s endeavor to recognize the importance of the role of

243 education for economic and social developments. The Saudi government (the Ministry of Education) has acknowledged the urgency of promoting a knowledge-based economy (or “the third industrial revolution,” as it was termed by the Economist Special Report in its April 21, 2012, issue, page 1. by taking action in education reform at all levels, especially in higher education. The Saudi government not only invested billions of dollars in stateof-the-art modern infrastructure for the higher education campuses but also sees highereducation institutions as the best incubators for the knowledge-based labor force and also for Saudi society to promote the concept and social policy of gender equality in Saudi, a society that embraces both traditional and modernizing characteristics in the 21st century.

Today, women comprise close to 60% of Saudi Arabia’s college students, and more and more successful women professionals have been recognized in public, yet overall, women remain underrepresented in Saudi’s labor force and in the political arena.

EPILOGUE All conference participants agreed that the discussion on this important global relationship was only just beginning. Many participants expressed interest in a followup conference to explore more topics that had come up in the question-and-answer sessions and in the informal discussions after the panel presentations. Participants expressed interest in learning more about Saudi culture, including women’s educational achievements and the changing role of women in Saudi society, as well as the possibility for future collaborations between Saudi and U.S. universities and businesses.

On behalf of the First National Conference on U.S.–Saudi Arabia Relations, I would like to once again express our thanks to speakers for their insightful analyses of the subject and our heartfelt gratitude for the sponsorship from the Wang Yu-Fa Foundation. I give special thanks to May-lee Chai, Executive Director of Wang Yu-Fa Foundation, for her insightful suggestions for the preparation of the conference. Finally, we extend our thanks to Dr. Winberg Chai for his leadership, vision, commitment, and passion in making this conference a success.

5.

“HOW TO DECREASE ISLAMOPHOBIA ON U.S. CAMPUSES? IMPLICATIONS FOR THE FUTURE OF U.S.–SAUDI EDUCATIONAL EXCHANGES” Phylis Lan Lin, PhD Keynote Speech presented at the People to People Association 5th Annual Conference June 5, 2015 · Chicago ABSTRACT This paper summarizes and examines the impact of the cross-cultural relationship between the United States and Saudi Arabia. Exchange programs for international education, such as the King Abdullah Scholarship Program, are an excellent way to improve higher education for countries such as Saudi Arabia. This scholarship program is paid for by the Saudi government and allows students and their families to live in and pursue higher education in the United States. This exchange is bidirectional: Saudi students benefit from the opportunity to study and live in America, and the United States prospers culturally and financially. International education provides Saudi students with the skills to build relationships between people and communities as well as helps to foster cultural understanding between countries. This exchange is not without challenges. Many Saudi students experience problems adjusting to the new environment. Specifically, they experience difficulties in interacting with American students due to language and communication barriers, as well as living arrangements and limited food choices. It is important that American colleges and universities make an effort to better welcome and incorporate Saudi students into their campus communities. The U.S. depends on these Saudi students to continue paying (through the scholarship program) to attend American colleges and universities. Their contributions greatly affect the U.S. economy. Additionally,

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Saudi students’ presence on campus encourages cultural understanding and acceptance in communities. The conclusion of this paper is that the United States and Saudi Arabia both depend on each other.

FOCUS Americans should do more to take advantage of the strategic opportunity for educational exchange through programs in international education; the King Abdullah Scholarship Program, established in 2005, is a case in point. As Saudi student enrollment continues to grow on American campuses (and in language centers), the need to understand Saudi students’ experiences and their impact at the macro level is critical (Blanchard, 2014). The purpose of this presentation is to address the question “Why does the U.S. still need Saudi Arabia?” from the international higher education perspective.

Here, are a number of pertinent research questions that may prompt our thinking in the relationship between international higher education in the United States and its impact on U.S.–Saudi relations: (1) What are the benefits for American universities from the influx of Saudi students to America since 2005? (2) What are some of the academic, social, and cultural challenges that Saudi Arabian students face at U.S. universities? (3) Do Saudi female students in the scholarship program have a dramatically different experience than the male students do? (4) How do Saudi Arabian students cope with academic, social, and cultural challenges while studying in the United States? (5) What should Americans do to enrich Saudi students’ experiences in American universities, specifically, and in America, in general? (6) Will these Saudi students’ attitudes about America change upon their return to the Kingdom after their completion of studies in America?

INTRODUCTION: THE SURGE OF SAUDI STUDENTS INTO THE UNITED STATES AND THE KING ABDULLAH SCHOLARSHIP PROGRAM Saudi presence on American campuses has grown significantly over the past nine years (Anderson, 2014; Knickmeyer, 2012; Song, 2013). Saudis represent 6.1% of international students in the United States. In universities throughout the United States, there were 53,919 Saudi students in 2013–2014 and 44,566 in 2012–2013, which represents a 21% increase. Saudi students rank fourth in the number of international students in the United States (Open Doors, 2014; Open Doors Fact Sheet: Saudi Arabia, 2014).

The dramatic growth of Saudi students in the U.S. in recent years can be attributed to an educational agreement signed between former U.S. president George W. Bush and late Saudi King Abdullah bin Abdul-Aziz Al Saud in 2005 (Saudi Arabia Cultural Mission to the U.S., 2012). The agreement is known as the King Abdullah Scholarship Program

247 (KASP). The mission of the scholarship program is “to prepare and qualify Saudi human resources in an effective manner so that they will be able to compete on an international level in the labor market and the different areas of scientific research, and thereby become an important source of supply of highly qualified individuals for Saudi universities as well as the government and private sectors” (Saudi Arabia Cultural Mission to the U.S., 2012). The goals of the KASP include (1) sponsoring qualified Saudis for study in the best universities around the world; (2) bringing about a high level of academic and professional standards through the foreign scholarship program; (3) exchanging scientific, educational, and cultural experience with countries worldwide; (4) building up qualified and professional Saudi staff in the work environment; and (5) raising and developing the level of professionalism among Saudis. The KASP allows Saudi students to apply for studies at both undergraduate and graduate (master and doctorate) levels and for medical (and dentistry) fellowships/residency studies in the United States. Their chosen academic disciplines include medicine, medical sciences (radiology, medical laboratories, medical technology, physical therapy), nursing, pharmacy, engineering (civil, architectural, electric, mechanical, industrial, chemical, environmental and communications, equipment and machinery, and more), computers (computer engineering, computer science, networks, and the like), pure sciences (mathematics, physics, chemistry, biology, etc.), health sciences, law, accounting, e-commerce, finance, insurance and marketing, and more (Ministry of Education, Saudi Arabia, 2010).

Services and benefits provided to KASP students during their study-abroad period include (1) monthly stipend for the student and his or her spouse and children, (2) full academic tuition, (3) medical and dental coverage, (4) annual round-trip tickets for the student and his or her family, and (5) academic supervision. In addition, qualifying students receive (1) rewards for high GPA, (2) a scientific materials allowance, (3) private tutoring fees, and (4) special needs allowances. The KASP also funds 12–8 months of language training. Dependents of students also receive the same benefits (Ministry of Higher Education, Saudi Arabia, 2010; Taylor & Albasri, 2014). No other country in the world offers better services and benefits for international students to pursue higher learning.

The KASP is perhaps the best investment by the Saudi government in human capital.

It is apparent that King Abdullah understood that one of the key ways to modernize the country is through education and educational reform. In accordance with the vision of the KASP, “to prepare distinguished generations for a knowledge society built upon a knowledge based economy,” the KASP provides opportunities for training talented

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students in many fields, especially in science, engineering, and medical science. It is hoped that higher education in the United States and other advanced countries will provide Saudi Arabia with the education training needed by professionals to construct and reconstruct the nation. King Abdullah also understood that through international exchange programs, cross-cultural understanding between the host countries and the Kingdom can be promoted. King Abdullah’s successor, King Salman bin Al Saudi, has carried on the legacy of educational reform in higher education. The KASP has now been extended to 2020.

Saudi Arabia is a country whose government is investing heavily in scholarships for international studies to develop a globally competent workforce (Institute of International Education, 2014). The United States is the most popular destination for Saudi students to study abroad under the government’s scholarship program. There are several reasons why these students choose to study in the U.S., including recommendations from family members, the desire to be with relatives in the U.S., the prestige of American universities or the perceptions of the quality of education in America, the availability of the scholarship program, another family member receiving funding from the government, the student’s major field of studies aligning with the options designated by the scholarships program, approval by the Saudi Arabia Cultural Mission (SACM), and recommendations by friends who have returned to Saudi Arabia after studying in the United States.

THE VALUE OF INTERNATIONAL EDUCATION FOR SAUDI ARABIAN STUDENTS Overall Impact of Studying and Living in America. “International education is crucial to building relationships between people and communities in the United States and around the world,” said Evan M. Ryan, Assistant Secretary of State for Educational and Cultural Affairs, at the 2014 Open Doors Report, Institute for International Education. Ryan continued to remark, “It is through these relationships that together we can solve global challenges like climate change, the spread of pandemic disease, and combating violent extremism” (Open Doors, 2014, p. 2; https://www.youtube.com/ watch?v=rckS8AmMLJU, 2014). Former U.S. Ambassador to Saudi Arabia James Smith addressed the importance of the scholarship program to KASP students in America and the United States’ role in their education: “Their presence on our campuses has greatly increased mutual understanding and respect between our two countries. The role of international education cannot be ignored for national development.” Ryan (Open Doors, 2014) shared the same view, pointing out, “Only by engaging multiple perspectives within our societies can we all reap the numerous benefits of international education—increased

249 global competence, self-awareness and resiliency, and the ability to compete in the 21st century economy.”

The impact of international education is multifold. At a commencement speech, former U.S. Ambassador James Smith highlighted the expectations that the U.S. had for Saudi students upon their return from their studies in the U.S.: “This massive influx of Saudi students is bound to have an impact when they return home. Indeed, this population is seen by many in the Kingdom as a positive force that will inevitably catalyze change in the conservative society. … They have received a world-class education. As they now come home they will have the opportunity to shape the future development of the Kingdom and the future of the Saudi American friendship.” (Smith, 2013) The Saudi government also sees the value of international education for its youth: “Saudi Arabia is investing a quarter of its budget on education and training. It’s building colleges and universities at home and sending thousands of young Saudis abroad for schooling. It needs to ensure they are gaining employable skills. … If Saudi Arabia can get its education-employment-economy trajectory on the right path in the next half-decade, its long-term prospects—even in an unsteady region— are terrifically enhanced.” (Prince Faisal Bin Abdullah Al-Saud, 2013) Fostering Cultural Understanding between Countries. A number of studies addressed how the overall impact of Saudi students’ studying and living in America was positive. The participants from the two studies have reported that their experiences of living and studying in the United States, while challenging at first, were very beneficial (Heyn, 2013; Zhang, Fei & Lin, 2015). An earlier study by Al-Jasir (1993) also showed positive experience. Most students expressed that they had learned a lot about other people, themselves, and the United States. They had a deeper respect for other cultures and were more open-minded. Lastly, they expressed that they had acquired new skills.

Scholarships for Saudi students to study at U.S. universities foster and build greater tolerance, understanding, and perspective not only between the United States and Saudi Arabia but also between the West and the Islamic world (LeBaron & Hausheer, 2013).

As one student said, “I had misconceptions about America and Americans before I came here. The learning environment here is very safe. Also, I never thought I would make life-long friendships with Americans and international students from other countries” (Zhang, Fei & Lin, 2015).

Financial Gains for U.S. Colleges and Universities. The KASP also provides American colleges and universities (and language centers) with thousands of students who pay full tuition and whose expenses (tuition and fees, and living expenses such as housing,

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food, and transportation for themselves and their dependents) are covered entirely by the Saudi government. According to the Department of Commerce, international students brought $22.7 billion in 2011 to American universities and colleges, and the 886,052 international students and their families at universities and colleges across the country supported 340,000 jobs and contributed $26.8 billion during the 2013–2014 academic year to the U.S. economy (Gazette, 2014; NAFSA International Student Economic Value Tool; Taylor & Albasri, 2014). Saudi Arabian students in U.S. colleges and universities contributed at least $1.3 to 3.2 billion to the U.S. economy in 2014 (Institute for International Education, 2014; Saudi Gazete, 2014). It is clear that the continuing influx of international students to the U.S. for higher education has a significant positive economic impact on the United States, and especially for many colleges and universities (Open Doors Data, 2014)). Farooq Al-Kateeb, a former professor of economics at the King Abdul Aziz University and a financial analyst, told Arab News, “Saudi students in the U.S. play a big role in reviving the U.S. universities which are currently facing a financial crisis” (Arab News, 2014).

According to NAFSA International Student Economic Value Tool website: “Each year, NAFSA produces a detailed regional, state-by-state, and congressional district analysis on the economic benefits of spending by international students and their dependents to the U.S. economy. International students not only contribute economic value, they build bridges between the United States and other countries; bring global perspectives into U.S. classrooms and research labs; support U.S innovation through science and engineering coursework, making it possible for U.S. colleges and universities to offer these courses to U.S. students; and support programming and services on campus for all students by paying out-of-state tuition, funded largely by non-U.S. sources.” (NAFSA, 2015) Imagine if those U.S. universities and colleges were to no longer receive funds from international students, especially Saudi students. How would their infrastructure and other operational budgets be affected?

To promote Social Change and Social Reform. A latent function of international education is cultural transmission, in which the modernization concept is often instilled in the minds of those international students who arrived in the U.S. from more conservative societies, including Saudi Arabia. The KASP has especially empowered Saudi women. Women comprise 24% of the Saudis studying in the United States. Several studies reveal that the scholarship program has had an interesting impact on Saudi family and gender relations. For example, Richard LeBaron, a senior fellow at the Atlantic Council, and Stefanie A. Hausheer, a researcher on Gulf and Yemen, pointed

251 out that “through the King Abdullah scholarship program, young Saudi women are seizing new opportunities. Saudi family dynamics are changing, and there is potential for the emergence of a new cadre of leaders in Saudi society” (LeBaron & Hausheer, 2013, p. 1). The late king opened doors for Saudi women by establishing Princess Noor University, the country’s first female-only university. This was a good testimony for Saudi Arabia’s education reform in higher education, especially for women’s education.

Without good education for women, there is no way to discuss women’s status in society or breaking the glass ceiling in work organizations (Lin, 2015). Both female and male Saudi students often express that they have become more open-minded after studying abroad. Allowing women to study abroad is empowering. Most Saudi women who participated in the KASP considered themselves more independent and self-sufficient after their time in the United States. The present author has spoken to many Saudi female students. They have expressed their gratitude for their parents’ support and allowing them to study abroad. It is also interesting to note that many Saudi men said that they have changed their perceptions and values regarding Saudi women after living in the U.S. In fact, Saudi families allowing their daughters to study abroad is a mode of social change in Saudi society. It is a shifting of social norms. Because the KASP is only 10 years old, there is no hard evidence to show whether those who have studied abroad and returned to the Kingdom will be the movers and shakers in their society, but one can predict that higher education in the West will have a profound influence on the social reform movement in the Saudis’ home country.

Dr. Reneem Alselaimi, who was a recipient of the KASP, studied at Curtin Graduate School of Business in Australia. In her dissertation, “Increasing Saudi Women’s Participation in Professional Occupations: A Saudi Perspective,” she stated, “Saudi Arabia has seen extraordinary development through the last decade or so. Females are showing that, despite the misgivings of some, they are capable of handling both family and working responsibilities in various fields that were once male-dominated including law, business, and even industrial fields” (Alselaimi, 2014, p. 33). In an interview with the Washington, DC-based TV station KAS2 in 2011, Nouf Adi Al Sadig, an International Relations student at American University in Washington, DC, with the sponsorship from the KASP, expressed that she would return home and become a representative at the UN and wished to become an advocate for human rights. She said that studying in America had allowed her to better herself and learn how to better society back home.

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CHALLENGES Resilience and Strength. It is clear that the large number of Saudi students in American colleges and universities in recent years represents an unprecedented opportunity for cross-cultural interaction. In general, Saudi students in America have expressed that Americans are friendlier and American communities are safer than they had thought (Anson, 2011; Heyn, 2013; Jammaz, 1972; Pinkerton, 2006). An overwhelming majority of the Saudi students felt that America’s quality of education is higher than that of other countries’. Having said that, there are many outstanding Saudi students (for example, the recipients of the annual Awards for Saudi Students in the U.S.) in America who appreciate having chances to learn different cultures, different teaching styles, and different skills for handling classroom requirements. Saudi students have a high rate of acceptance into medical residency programs in the U.S. These medical doctors from Saudi Arabia appreciate the opportunities to participate in the most advanced medical training and evidence-based medical practice, and most of them plan to implement what they have learned in the U.S. into the Kingdom’s medical system upon their return to the Kingdom.

Just like international students from many other countries, Saudi students have faced challenges from the moment they landed on American soil. How do Saudi students adjust, adapt, and survive in the very different living environment and very competitive academic fields? Some of the Saudi students’ strengths and resilience that have led them to succeed include strong family bonds, support from peers, reliance on religion, support and service from the SACM, high motivation, resilience and intercultural competence, support from professors and teaching assistants, use of writing labs and tutors, and strong ties developed with other people from campus and community (Al-Sharideh & Goe, 1998; Hall, 2013; Shaw, 2009).

Recent studies show some negative perceptions about America prior to these students studying in the U.S. (Heyn, 2013; NAFSA, 2006). For example, students had concerns for their personal safety, of feeling unwelcome by Americans, about the high cost of higher education in America, and about the complexity and difficulties in the American educational system, among others. It is understandable that some may have concerns about not being accepted by Americans.

Adjustment Problems. Saudi students in America experience many of the same adjustment problems and culture shocks as other international students (CharlesToussaint & Crowson, 2010; Harbi, 2013; Heyn, 2013; Jammaz, 1972; Long & Maisel, 2010; Poyrazli & Lopez, 2007). A few of these include cross-cultural adjustment (many campuses do not offer Halal food; food culture is closely related to religious practice,

253 and since Islam is not a major religion in the U.S., finding Halal food on campuses may create a desire for Saudi students to want to live off campus); academic issues (language proficiency remains a major challenge for many Saudi students; Saudi students are not accustomed to the writing assignments required at American schools; American schools are more strict with tardiness and absenteeism than are Saudi schools); personal concerns (homesickness, loneliness, lack of social support networks, racial discrimination—real or imagined, interpersonal relationships, living arrangements, immigration regulations, financial issues, dealing with the guidelines and requirements for the scholarship program); health issues (depression, headaches, sleep problems, anxiety, stress, cold weather, sickness, physical well-being, psychological distress), culture shock (differences in language, communication style, gender relations, religious practices.); and challenges with the new social environment in America (the issue of “voluntary isolation” by interacting and associating primarily with Saudi students and their family members).

WHAT SHOULD WE DO TO ENHANCE SAUDI STUDENTS’ POSITIVE EXPERIENCE IN THE U.S.?

Saudi students enhance and strengthen campus diversity, multiculturalism, and cross-cultural exchange. Most of all, they have a profound economic impact on U.S. colleges, universities, and communities through the KASP. We must not only embrace Saudi students on our campuses but must also recognize the need to assist and enhance Saudi students’ positive experience in America. They will be the bridges and the cultural ambassadors upon their return to their home country. They will be the movers and shakers of Saudi society. These promising Saudi students will be an important brokerage for U.S.–Saudi relations. What should we do and what can we do to enhance Saudi students’ positive experience in America? We must work closely with the Saudi government agency (SACM) to offer thoughtful recommendations for improving the program with the goal of making the Kingdom’s human capital investment most successful.

Promote Cultural Understanding Exchange Events on Campus and in the Community. The success of international education is a two-way process. Both the host country and the international students must make efforts to understand each other’s cultures. With their ethnic and religious backgrounds so different from America’s, students must make extra efforts to encourage the notion of cultural relativism and to discourage ethnocentrism. Events and activities such as U.S.–Saudi Coffee Hour, Saudi Cultural Festival or Expo, Celebration of the Flags, Saudi Arabian Culture and Society classes, observation of Saudi National Day, and American Host Family Programs can be easily designed and implemented. NAFSA provides grants to help foster training in

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cross-cultural understanding. The program is geared toward training trainers. We need to have workshops to assist American teachers or educators in understanding Saudi Arabia’s educational system. In addition, more research on Saudi students’ experience in America must be carried out with the goals of understanding the cultural context from the Saudi perspective, Saudi students’ perceptions about America and Americans, gender roles and social norms in Saudi culture, and strengths and resilience of Saudi students in facing challenges and coping with new living and learning environments.

An orientation program upon students’ arrival can be a very helpful tool for the students. The orientation may include discussion of the general social, cultural, and academic issues such as dealing with racism, campus safety, self-esteem, English language skills enhancement, independent living challenges, transportation needs, health care issues, and the like. Last but not least, providing a prayer room for Saudi students for their religious practice will be deeply appreciated by the students.

Create Academic Success Programs on Campus. Alongside international student partnerships and transfer students’ orientation programs, Saudi students need access to more academic support on campus. Although the KASP also includes a stipend for tutoring, students often struggle to find adequate assistance, especially with issues related to language proficiency. Universities can offer academic success programs on campus that may include a writing lab or an Academic Success Center to offer all kinds of academic support to students (i.e., tutorial programs, remedial and tutorial workshops to assist Saudi students in being better prepared for the American educational system, and information on how to take notes and tests, communicate with professors, and write term papers).

A social area that frustrates many international students is the insufficient interaction with American students. Programs must be designed to engage and blend American students in with Saudi students on campus. It is evident that integrating Saudi students and other international students with American students is one of the best ways to learn English and to understand each other’s culture. Saudi students and other international students tend to voluntarily segregate themselves from the mainstream. Recommending Saudi students (and other international students) to live on campus might be a good starting point for better cultural and social integration.

In addition, a career service center may also assist students in preparing for career plans, job placement, and job-search preparation. Universities can work with KASP to set up specific career fairs and related workshops to assist Saudi graduates who are seeking employment in the Kingdom.

255 Connect International Alumni. An alumni association is an important organization to connect graduates with their alma mater. It is also a good source for networking among alumni in the job market and other social connections. American universities usually have an established alumni office that is often linked with the institutional advancement office. American universities should ensure long-term engagement and connections with Saudi alumni. Many universities in the U.S. today would have enough former international students to form alumni associations. Such an association can build databases and networks that will keep connections with the graduates after they return to the Kingdom. It would be beneficial for alumni to receive newsletters about the development and success of their alma mater. Many private universities rely heavily on alumni donations and established endowments; therefore, the alumni association is multipurpose. Finally, establishing international partnerships through connections with alumni can be very instrumental.

American universities should plan to send more administrators and faculty to visit their Saudi alumni. Building and sustaining long-term relationships with alumni will foster even stronger ties between the U.S. and Saudi Arabia.

From educational, cultural, social, and economic angles, U.S. higher education institutions should continue to work closely with the SACM and KASP. The KASP has proven to be an effective way to enhance mutual cultural understanding between the U.S. and Saudi Arabia. It also has provided one of the best means for the Kingdom to educate its promising and talented youth in many different fields. Last but not least, American universities and colleges have benefited from the program’s enormous economic contributions. Yes, from the higher education perspective, the U.S. still needs Saudi Arabia, and vice versa. Thank You. REFERENCES Alselaimi, R. (2014). Increasing Saudi women’s participation in professional occupations: A Saudi perspective. Unpublished dissertation. Curtin Graduate School of Business, Australia.

Anderson, N. (November 17, 2014). Chinese and Saudis lead foreign student surge at U.S. colleges and universities. Washington Post. Retrieved February 20, 2015, from http://www.washingtonpost.com/local/education/chinese-and-saudis-leadforeign-student-surge-at-us-colleges-and-universities/2014/11/17/c45303b2-6e6f11e4-8808-afaa1e3a33ef_story.htm Arab News (April 20, 2014). Number of Saudi students in US reaches 111,000. Retrieved January 5, 2015 from http://www.arabnews.com/news/558416

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Blanchard, C. M. (2014). Saudi Arabia: Background and U.S. Relations. Congressional Research Service, 7-5700, www.crs.gov. RL33533.

Hall, T. R. (2013). Saudi male perceptions of study in the United States: An analysis of King Abdullah Scholarship Program participants. Dissertation. Western Kentucky University. Retrieved January 20, 2015, from http://digitalcommons.wku.edu/ diss/50 Charles-Toussaint, G. C., & Crowson, H. M. (2010). Prejudice against international students: The role of threat perceptions and authoritarian dispositions in U.S. students. Journal of Psychology, 144(5), 413-328.

Garrette, R. (August 1, 2014). i-graduate analysis of IPEDS (Integrated Postsecondary Education Data System) Data. Retrieved January 18, 2015, from -graduate International

Insight:

http://igraduate.dev.ingelby.com/assets/Explaining-

Satisfaction-ISB-2014.pdf Harbi A. (October 19, 2013). Saudi students in US defy stereotypes. Arab News. Retrieved, January 20, 2015, from http://www.arabnews.com/print/468153 Hausheer, S. and LeBaron, R. (February 26, 2014). Not the Saudi Arabia you hear about: The students abroad factor. Retrieved March 1, 2015, from http://susris. com/2014/02/26/not-the-saudi-arabia-you-hear-about-the-students-abroadfactor-hausheer/ Heyn, M. E. (2013). Experiences of male Saudi Arabian international students in the United States. Dissertations. Paper 167.

Jami, A. (2009). Supporting Saudi students. Retrieved January 19, 2015, from http:// www.insidehighered.com/news/2007/2008/16/saudi Jammaz, A. I. (1972). Saudi students in the United States: A study of their adjustment problems. Dissertation Abstracts International, 33, 4879.

LeBaron, R. and Hausheer, S. A. (March 1, 2013). Americans must do more to welcome Saudi scholarship students. U. S. News & World Report. Retrieved February 20, 2015,

from

http://www.usnews.com/opinion/blogs/world-report/2013/03/01/

americans-must-do-more-to-welcome-saudi-scholarship-students Lin, P. L. (2015). Breaking the glass ceiling: A forum discussion on empowering Asian females in chosen fields. Sponsored by Asian & Pacific Islander Council, Indiana State University, April 17, 2015.

Ministry of Higher Education. (2010). King Abdullah Scholarship Program to continue for five years to come: Ministry Deputy for Scholarship Affairs in a statement. Retrieved January 5, 2015 from http://www.mohe.gov.sa/en/news?pages/an74.aspx

257 NAFSA (2015). The international student economic value tool. Retrieved April 1, 2015 from

http://www.nafsa.org/Explore_International_Education/Impact/Data_

And_Statistics/The_International_Student_Economic_Value_Tool/ Saudi Gazete (2014). Saudi students in U.S. university contribute $3.2 b to US economy.

Retrieved

January

19,

2015,

from

http://www.saudigazette.com.sa/index.

cfm?method=home.regcon&contenntid=20140604207390 Smith, J. (June 24, 2012). US Ambassador Salutes King Abdullah Scholar Program.

SUSRIS. Smith, J. (February 18, 2012). U.S. Ambassador Smith on entrepreneurship in Saudi Arabia. SUSRIS. Song, J. (November 24, 2013). More Saudi Arabians studying in the U.S. Los Angeles Times.

Retrieved

from

http://articles.latimes.com/2013/nov/24/local/la-me-

saudi-student-2...

Knickmeyer, E. (November 8, 2012). Saudi students flood in as U.S. reopens door. Wall Street Journal. Retrieved January 15, 2015, from http://online.wsj.com/news/ articles/SB1000142052702304830704...

Murshidi, G. A. (February 2014). Gulf region students’ coping strategies of their cultural challenges at U.S. universities. European Scientific Journal, 10(5), 99-116. ISSN 1857-7881(Print), e-ISSN1857-7431.

National Association for Foreign Student Affairs (NAFSA) Association of International Educators. (2007). Student perceptions abroad of the United States. Retrieved January 15, 2015, from http://www.nafsa.org/knolwedge_community_network. sec/international_student_/campus_andcommunity/practice_resources_16_ programs/student Open Doors, Institute for International Education (2014). Open doors fact sheet: Saudi Arabia. Washington, DC: IIE Public Affairs, U.S. Department of State’s Bureau of Educational and Cultural Affairs.

Open Doors, Institute for International Education (2014). Fall 2014 snapshot survey of international student enrollment: A brief report. Washington, DC: IIE Public Affairs, U.S. Department of State’s Bureau of Educational and Cultural Affairs.

Open Doors, Institute for International Education (2014). Open Doors 2014: International students in the United States and study abroad by American students are at alltime high. Washington, DC: IIE Public Affairs, U.S. Department of State’s Bureau of Educational and Cultural Affairs. Retrieved from http://www.iie.org/Who-We-Are/ News-and-Events/Press-Center/Pre...

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Poyrazli, S., & Lopez, M. D. (2007). An exploratory study of perceived discrimination and homesickness: A comparison of international students and American students. The Journal of Psychology, 141(3), 263-279.

Saudi Arabia Cultural Mission (SACM) in the United States (2012). History. Washington, DC: Royal Embassy of Saudi Arabia. Retrieved January 15, 2015, from http://www. sacm.org/AbpitSACM/History.aspx Saudi Arabia Cultural Mission in the United States (2011). Background educational system in Saudi Arabia. Retrieved January 15, 2015, from http://www.sacm.org/ Education.aspx Song, J. (November 24, 2013). More Saudi Arabians studying in the U.S. Los Angeles Times. Retrieved March 17, 2014 from http://articles.latimes.com/2013/nov/24/ local/la-me-saudi-student-2...

Taylor, C. and Albasri, W. (2014). The impact of Saudi Arabia King Abdulla’s Scholarship Program. Open Journal of Social Sciences, 2, 109-118. Retrieved January 15, 2015, from http://dx.doi.org/10.4236/jss.2014.210013 Zhang, G., Fei, F., Lin, P. L. (2015). Saudi students’ American experience at a mid-western university. A survey online questionnaire study. In progress.

Publication: In Why the U. S. Still Needs Saudi Arabia, Winberg Chai, Phylis Lan Lin, & Martin Sours (eds.), pp. 53-72. Laramie, WY: People to People Association.

6.

“CHARACTERISTICS OF A HEALTHY FAMILY” Phylis Lan Lin 1994

INTRODUCTION The family, a cultural universal, is considered the foundation of a society. We are born into families, grow up in families, and create new families for future generations. The family is the cornerstone for personal growth and national development.—Phylis Lan Lin The search for self-actualization and self-fulfillment has become one of the cultural mainstreams in modern societies. This has had profound influence on the quality of individual growth, family life, and community mental health. In addition, contemporary families have been affected by significant social, economic, and moral changes. We have evidenced increasing divorce rates, heartbreaking parent-child conflicts and worsening problems of juvenile delinquency. Many researchers have wished to delineate a typology of an ideal family and to identify the image of a healthy family. In other words, recent studies have switched the focus from identifying the characteristics of a dysfunctional and broken family to identifying and studying the characteristics of a healthy family in order to encourage and strengthen the family to move toward an enriched family life by using these characteristics as benchmarks. In today’s changing society, most families need to put forth extra efforts in order to just survive.

There are many words that have been used to describe the characteristics of a healthy family. “Family strengths” has been used to describe the family resource of adaptability and integration, which denotes a happy, successful and stable family. “Happy family” refers to a healthy, comfortable, intimate, harmonious, warm, and well-balanced family life. These two labels may be used interchangeably. “Healthy” is not limited to the narrow medical definition. Instead, it encompasses a much broader meaning regarding

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harmonious relations and successful functioning so that both the individual and the family’s needs can be met. Every family has problems, including healthy families, Those families who are able to cope and adjust well to the demands of daily life are termed “healthy families.” Therefore, the definition of a healthy family is not based solely on the structure of the family, hence, even a single parent family can be considered a healthy family as long as that family’s needs are met, and stresses are managed through positive mechanisms. A healthy family is a stress effective family in that such a family is able to function at its fullest capacity, and is able to cope with demands of daily life (Chen & Lin, 1991; Curran, 1983; Lin, 1987a, 1987b, 1992, 1993; Lin & Chen, 1987; Lin et al., 1992).

In the introduction to Building Family Strengths: Blueprints for Action, Nick Stinnett defined family strengths as “those relationship patterns, interpersonal skills and competencies, and social and psychological characteristics which create a sense of positive family identity, promote satisfying and fulfilling interacting among family members, encourage the development of the potential of the family’s stability to deal effectively with stress and crises” (Stinnett et al., 1979, p. 2). Therefore, “healthy family” is not only a concept, but can be operationalized, observed and measured; i.e., the positive dynamic human relations within a family (namely, characteristics of a healthy family) can be studied empirically. This concept focuses more on the interactions between and among family members than on the structure of the family.

A hundred years ago, Leo Tolstoy said, “Every happy family has similar characteristics; but all unhappy families have their own reasons” (Lin, 1987b). If this is so, what is the image of a healthy family? A few years ago, Professor Jeaw-mei Chen of the National Chengchi University in Taipei, Taiwan and I studied over 600 college students in Taiwan and the United States on the perception of a healthy family (Lin & Chen, 1987; the research paper is posted in Research Gate). Our findings supported the studies of Curren (1985), Stinnett (1985) and others.

The following section will integrate the findings of these studies, using the six characteristics of a healthy family delineated by Stinnett (1985) as the headings for further discussion on the essence of a healthy family.

COMMITMENT A family is like an organism, with life and vitality. It is made of many interdependent parts. For the family to survive, those interdependent parts (different roles in the family) must work together, coordinate, and be supportive of each other. Building a family is not

261 an easy chore. In addition to family members’ mutual support and cooperation, it is most important that family members have commitments to each other. They must put family life ahead of everything else, including sacrificing individual hobbies, reducing work hours, etc. in order to maintain family wellness (家庭至上). The Self is a miniature of the family. The Chinese denotes this spirit of self-sacrifice for the fulfillment of the family as “sacrificing the small self for the big self” （犧牲小我，完成大我） In a healthy family, members agree on family goals. It is most important that family members understand the meaning of those goals and how they might affect their family life.

The family is the smallest unit of a social organization. It must respond to the demands from within as well as from the outside environment. Through family members’ mutual commitment to each other, a solid foundation can be built. A healthy family’s goals are set with flexibility and room for modification. When family members have opportunities to participate in goal-setting and the implementation of family goals, those family members are interacting, coordinating and working together as a team. A longterm mutual support by team members is a special kind of commitment. Every successful family must make certain investments in time, energy, and compassion for each other.

There is another type of investment called commitment which simply says that marriage and the family receive top priority.

Healthy families focus on the long-term perspective. “Without a long-term perspective on marriage and family, we simply cannot endure or sustain the inevitable rigors, struggles, and challenges. With a long-term perspective, where there is a will, there is a way” (Covey, 1994, pp. 130-131). It takes a strong and lifetime commitment to develop a long-term perspective. After all, presumably, family relationships are lifelong relationships. Commitment also implies the transmission of family heritage and abiding by family rules and regulations. In a healthy family, members are proud of their family heritage and lineage.

In a healthy family, commitment and fidelity are closely related. The couple mutually respects and trusts each other, and is honest with each other. Trust and commitment are inseparable. If the trust is low, communication between family members is exhausting, ineffective, difficult, and the message become meaningless and in vain. In the occurrence of an extramarital affair, the individual demonstrates his or her lack of commitment to his or her marriage and family. Sometimes, there might have been “justifiable” reasons to have an extramarital relations, but an extramarital affair is a threat to the spouse’s selfesteem and dignity. It implies that the spouse can be replaced. In a happy marriage, both spouses see the other as “indispensable.”

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TOGETHERNESS Professor Stinnett asked 1,500 children, “What is a happy family?” They did not list money, car, or big house. What they really looked for was the family spending time together in such activities as playing games, taking family vacations, and celebrating birthdays together. This finding is in accordance with a study of elementary students in Taipei, Taiwan, who also emphasized how much they are longing for family togetherness.

Regardless of how busy its members are, a healthy family learns to control time and is not controlled by time. Most importantly, they know how to arrange family time together. Family togetherness does not take place incidentally. It must be planned to allow it to happen. Activities such as attending church, community potluck lunches, cooking, cleaning yards, family trips, playing games or shopping are frequently shared by healthy family members. What is important is not what you do, but doing it together.

Recently, Lucille B Alexander of the Family Wellness Center at Tunghai University in Taiwan designed the Appreciation Game. The game not only creates happy times, but also, through playing together, family members are able to interact in a nonthreatening atmosphere. Through playing together family members are able to share their values, thoughts, needs, and appreciation. Family games are becoming a very popular pastime in many families. I am intrigued by observing families as they play the game, recognizing their attachment to each other, and revealing more and more of themselves. They break through the traditional Chinese authoritarian parent-child relations in a relaxed environment. It also provides a good time for family socialization. A lot of family life education, including sharing of family values, takes place during mealtimes. Today many families “exploit” family togetherness by having meals while watching television, focusing their attention on the TV program instead of interacting with family members. Not long ago in Taiwan there was a “Daddy, come home for dinner!” campaign, broadcast on TV to promote the whole idea of family togetherness. A “modern” family is a busy family. Everyone is busy with his/ her life schedules. So it is even more challenging for families in contemporary society to make an effort to spend time together.

Family time provides a good opportunity to observe family dynamics. In some families, mealtime looks like “wartime,” with fussing and attacking each other. In other families, there is peace with expressions of mutual affection and caring. Mealtimes quite often reflect family traditions, such as respect for the elderly, good manners, and orderliness. In Japanese families, before meals they would say “Itadakimas”—please start your meal with appreciation for the service. In a healthy family, mealtimes are usually good times. In religious families, prayers before meals express mutual appreciation as

263 well as appreciation to the Creator. Healthy families use mealtime as a time for family togetherness and also to show appreciation to the providers, i.e., God, ancestors, the meal preparer, and the bread earners.

One of the foundations for a happy family is that family members admire and appreciate each other. Today, both parents and children are busy doing their own things.

It seems that everybody is always in a hurry. We don’t take time to really sit down and have a good meal together and have a good conversation.

How about the quality of time together? Healthy families know that their time together must be of high quality. However, providing adequate time together is important. It is hard to imagine providing a high quality of interaction in less than ten minutes of togetherness. (postscript in 2020: Fortunately modern technology could provide family “quality” time with “social distancing” through a “Zoom” online connection.) This argument of quality versus quantity of time together has created some ambiguities, particularly for working parents. In the case of a single parent, working mother, dual career, and commuter families, parents are hard put to have adequate time for themselves or for their children. Spending time together with the family really takes extra commitment to make it happen. There is always a debate of whether quantity and quality can be equated. We are sure that insufficient time makes it difficult to provide quality time. However, many parents make a strong commitment to their children even though they spend very little physical time together. Yet they appear to have a high degree of cohesiveness. For example, a very busy working mother tells her children, “In case of emergency, make sure to drag me out of my board meeting, whether it is an important meeting or not. I will be right back because you are more important than my job.”

This kind of reassurance for her children compensates for quantity of time. In case frequent face-to-face interaction with family members is impossible, for instance in a commuting marriage, commitment is crucial for family solidarity.

APPRECIATION One of the basic human needs is to be appreciated and admired by other human beings. Studies show that there is a high degree of mutual admiration and appreciation between members of healthy families. When parents kiss their children good night, it says to their child, “You have been a good kid and we love you very much.” This statement at bedtime is one of the best reassurances to the child of affirmation of their good behavior during the day. It is also a very subtle way for parents to express to the young child, “My goodness, thank God, you have been such a good kid.” In the traditional, relatively authoritarian Chinese family, it is very unusual for parents to express their appreciation

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to children. Chinese parents, by and large, have high expectations of their children’s academic achievements. When their children attain their parents’ expectations, many parents keep their joy and contentment inside and seldom express directly their pride and “appreciation” to their children for making good grades or other accomplishments.

Children want to be appreciated too! This is even more the case when children feel, “Mother and father, I am doing this for you!”

Chinese people are relatively reserved in expressing appreciation, and showing mutual affection in public is almost a taboo. Recently a number of Couple Growth workshops were introduced through family life education programs in Taiwan. Many participants responded that through this experiential training they realized that “Appreciation is the best lubricant for marriage” and “One can bring happiness through the spouses’ strength.”

Therefore, a happy couple would frequently say to each other, “I appreciate your hard work,” or simply say, “thank you.”

GOOD COMMUNICATION Good communication creates a sense of belonging, reduces frustration, and enhances marital-, as well as any human relations. One must deliberately practice good communication, including becoming a good listener. It takes practice. This is one of the most important units in family life education.

In a healthy family, communication avoids redundancy. If the same message has to be repeated, they try to use different phrases and words. Concentrating on listening to the other is an important self-discipline. In an unhealthy family, bad communication quite often has been equated with “tossing pearls before swine” or, as in the Chinese saying, “playing the huqing (Chinese musical instrument) to a cow （對牛彈琴）, or “go in from the right ear and out from the left ear” （右耳進左耳出）. This means that the listener is not paying attention to the speaker. The first step to becoming a good listener is to show respect and attentiveness to the speaker.

It does not mean that a healthy family does not have conflict, argument or rivalry. The difference between a healthy and unhealthy family is that the former’s solution to conflict is not to back the other into the corner. They would use creative or constructive solutions to their conflict. “Putting yourself in other people’s shoes” before the confrontation may be good advice. A healthy family does not attack, but focuses on the solution. Good communication is about problem solving not creating conflict.

A sense of humor is important to good communication. It engenders a relaxed atmosphere. It releases tensions arising in conflict. When a family enjoys humor together,

265 it reflects the family’s harmonious rapport and encourages a democratic spirit. A family’s communication style reflects the power structure in the family.

A healthy family stresses egalitarian relations between husband and wife. When we ask a child, “who is the boss?,” the child will reply, “sometimes my father makes decisions; sometimes my mother does.” In a healthy family, we tend to find the division of labor at home is more equal and the decision-making process is more rational and considerate. In some traditional families, we find the father is obviously the head of the household. However, if we do a more careful observation, it will not be too difficult to find that although the wife or the mother is not the commander, she, nevertheless, expresses her influence in a subtle way. “You are the boss, but do it my way,” is a witty message exchange. In a healthy family, the husband respects the wife, and accepts her opinion.

This is evident in many traditional healthy patriarchal families, where the father is the authority figure, but mother has her influence as well. There is a saying, “In the traditional Chinese family, father is on the throne, whereas mother is the power behind the throne.”

In fact, Chinese women might have more “power” in the family than they thought they had. Of course, conjugal power entails divisions of labor and decision making processes in the family. Negotiation is both an art and a form of communication.

Good communication does not only entail delivering the message, it also entails responding to a message. It includes verbal and nonverbal messages. Family members are free to express their emotions and feelings. Although “silent communications” （ 無聲勝有聲）may describe the love and affection in a couple’s heart, we must be aware that at times silence may also mean resentment, protest, or anger. In traditional Chinese families the approach is, “Children have ears but no mouth” （小孩有耳無嘴）In other words, children should listen without expressing their opinions. This traditional norm has its own merit. Yet, in dealing with adolescents, it is very important that parents should try to understand their grown up children’s feelings through direct expression.

Especially for Chinese American parents, open communication with their American born children is very important because they have to break two barriers: cultural and generational. In a health family, members are allowed to freely express their opinions and not to put down one another. In addition, a healthy family pays attention to clarifying messages. “What you said is not what I heard”（言者無心，聼者有意） is a sign of a communication problem. Feedback between interlocutors reconfirms the exchange of messages. Therefore, in addition to learning good communication skills, you must also learn good self-communication. Try to understand yourself before you try to understand others. A disciple asked the most popular and well-respected Buddhist Priestess in

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Taiwan, Priestess Cheng-Yen, “What is communication? How can I communicate? Can people with different backgrounds, habits, and levels of education communicate with each other?” She replied, “In reality, it will be easier for people with the same habits, goals, etc. to communicate. However, the individual is very important. One must listen well and not be afraid to express one’s own opinion. One should have the wisdom and humility to accept your interlocutor’s ideas. Therefore, do not ask others to communicate with you, instead, ask yourself to communicate with others. If you insist to put your opinion forward, that is not communication—that is persuasion. If I step back one step for you, that is communication” (Buddhist Priestess Cheng-Yen’s Meditations, 1990, 0. 256).

For those who are married or planning to be married, ask yourself this fundamental question: Do I want to marry myself? This question has several meanings. Before we try to communicate with others, we should first evaluate and know ourselves. In happy marriages, couples are relatively objective, and can listen and give feedback to the messages from the other. They are courteous to each other （相敬如賓）.

SPIRITUAL WELL-BEING We know that not all healthy families have religious beliefs. However, studies showed that high religiosity and happy family are positively correlated (Stinnett & Defrain, 1994).

High religiosity does not only mean actively participating in attending church or temple services. It refers to a spiritual aspect of the family life-style. When family members share a common faith, it reassures their mutual support. Religious families tend to be more patient, forgiving, and broadly accepting of each other. Our differences in faith create distance between us. Those couples who share a common religious faith (beliefs and activities) tend to have a higher degree of emotional intimacy. Spiritual well-being not only provides family members a common value orientation, but also provides similar life goals, mission, and meaning in life. A recent Gallup poll in America showed that 63% of the surveyed public indicated that religion strengthened their family relations. In many societies, including Western and Middle Eastern societies, religion becomes part of the social norm. Religion is a social force which binds people together. Many family traditions are transmitted through religious rituals. Faith promotes family members’ mutual dependency and cohesiveness; a common fate ties people together. The traditional Chinese Confucianism is a social and family religion. It binds people together and defines proper social conducts and interpersonal relations in the family through the practice of filial piety. Phrases such as “Do not do travel afar while your parents are still living” (父 母在不遠行); “Being a friendly older brother and a respectful younger brother (兄友弟恭)

267 “Obedience to your parents” (唯命是從); “Benevolence is the foundation of human nature

and to be human is to be benevolent” (仁者人也）illustrate common practices of filial piety in Chinese families. Intimately connected with the practice of filial piety is the “cult of ancestor worship” which ensures the stability of the family. Chai and Chai (1969, p. 84) pointed out that “Ancestor worship, which binds one to all the preceding generations, has been used by Confucianism as one of the means to integrate the kinship group. The secular function of ancestor worship is to cultivate kinship values, such as filial piety, family loyalty, and continuity of the family lineage.” The practices of filial piety and ancestor worship are the most significant Confucian teachings that are considered pillars of a healthy family and hence the foundation of a strong community. These practices and ideas also set the foundation for the family support system which is so important and rooted in enhancing resiliency among Chinese families.

Spiritual well-being does not necessarily mean active participation in religious activities. Volunteer work and any philanthropy, or humanitarian activities are included in the broad definition of spiritual well-being. Healthy families stress spiritual well-being and work toward a common mission. Healthy families know their family’s mission, values, what they are all about, and their reason for being. They are able to put their moral values into action. They are not only concerned about their own family’s well-being, but also the welfare of the community where they live.

COPING WITH CRISIS AND STRESS The Chinese have a saying: “Every family has complaints”（家家有本難念的經） The healthy family is no exception. Healthy families may face many problems as well.

The difference is that members of healthy families are able to face reality and creatively, systematically, and rationally overcome crises together. In certain difficult times, family members must depend on each other’s mutual trust and interdependence. However, they are able to solve their problems effectively and together, in fact, Curran (1985) calls a healthy family, the “crisis effective family.”

What are some of the coping mechanisms used by healthy families? In addition to effective use of general coping skills for stress (Lin, 1983; McCubbin et al., 1980), the following are some of the common coping strategies adopted by healthy families: • Make good use of your support systems, including seeking help from the extended family, friends, and community resources. In fact, regardless of the trend toward the nuclear family, the extended family support system is still very functional in Chinese society today.

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• Develop new family rules, such as prioritizing family budgets, taking turns doing family chores, and alternating family roles.

• Take a resilient and flexible attitude. Everyone in the family is willing to be “re-socialized” and adapt to a “paradigm shift” when necessary. They are not ashamed of lowering standards in household chores. For example, a family put a sign in the kitchen which read, “My house is clean enough to be healthy and dirty enough to be happy.”

• Develop and strengthen good communication skills.

• Focus on solutions rather than escalating conflicting issues.

• Reevaluate the congruence between expectations and commitment of both familial and marital roles.

• Recognize that stress in daily life is inevitable but surmountable and controllable.

• Avoid creating unnecessary stress for oneself or family members.

• Recognize each other’s special needs, especially teenager’s development needs.

• In summary, healthy families are able to effectively and efficiently manage a crisis situation. These families are able to discover problems early and are able to develop alternate strategies and very decisively take action to avoid larger crises.

In a healthy family, parents are willing to ask for help from professionals. They are not embarrassed to share their “family ugliness to outsiders” (家醜不可外揚). They do

not use sarcastic attitudes in analyzing the weaknesses of family members. Instead, with

objectivity, they are able to recognize and evaluate family strengths. The most important characteristic of a healthy family is its willingness to change and make changes. It does not mean healthy families do not have problems. Members of healthy families are able to endure their hardships together in hard times and enjoy happy hours in good times.

A recent public opinion poll in the United States reaffirms that, in times of economic depression, or other catastrophic situations, middle income families welcome their family as a real harbor. People are reaffirming the importance of family, whether in the West or the East. Family, indeed, is the most secure and stable source of strength for those who are facing challenges in their daily lives. According to insurance company’s 1980 survey, 42% of those studied believed that “Family is the foundation for transmitting basic values of society.” That percentage has increased to 84% in the 1990 survey. Those 1,200 surveyed indicated that the family, more than the government, schools, employers, or religious institutions, was able to transmit social cultural values. They recognized that only if we have a solid family can we create a solid community. Family life must be enriched for it is the cornerstone of any society.

269 REFERENCES Buddhist Priestess Cheng-Yen. (1990). Buddhist priestess Cheng-Yen’s meditations.

Taipei: Geou-ko Publishing Co. Chai, C., & Chai, W. (1969). The changing society of China. New York: Mentor Book.

Chen, J. M., & Lin, P. L. (1991). Daily life demands, stress. Social support and life satisfaction: A comparative study of working women and housewives in Taiwan.

In Selected papers of the conference on gender studies in Chinese societies (pp.

99-118). Hong Kong: Hong Kong Institute of Asia-Pacific Studies and the Chinese University of Hong Kong.

Covey, S. R. (1992). Principle-centered leadership. New York: Fireside.

Curran, D. (1983). Traits of a healthy family. San Francisco: Harper & Row. Curran, D. (1985). Stress and the healthy family. San Francisco: Harper & Row. Lin, P. L. (1985). Stress and coping. Taipei: Young Lion Publishing. (in Chinese) Lin, P. L. (1987a). Healthy family and family strengths. Taiwan: Training Center For Social Welfare Workers. Taiwan Provincial Government. (in Chinese) Lin, P. L. (1987b). Characteristics of a healthy family and family strengths: A cross-cultural study. In H. R. Lingren, L. Kimmons, P. Lee, G. Rowe, L. Rothmann & L. Schwab (Eds.), Family strengths 8-9: Pathways to well-being (pp. 143-164). Lincoln, Nebraska: University of Nebraska.

Lin, P. L. (1993, August). The modernization of family organization. Paper presented at the International Conference on China Modernization, Taiwan. (in Chinese).

Lin, P. L., Chao, W. Y., Johnson, T. L., Persell, J. J. & Tsang, A. (Eds.). (1992). Families: East and West. Indianapolis, IN: University of Indianapolis Press.

McCubbin, H., Joy, C, Cauble, A., Patterson, J., & Needle, R. (1980).Family stress and coping: A decade review. Journal of Marriage and the Family. 42, 855-871. Stinnett, N. (1985). Six qualities that make families strong. In G. Rekers (Ed.). Family building (pp. 35-50). Ventura, CA: Regal.

Stinnett, N., Chesser, B., & DeFrain, J. (Eds.). (1979). Building family strengths: Blueprints for action. Lincoln, NE: University of Nebraska.

Stinnett, N., & DeFrain, J. (1989). The healthy family: Is it possible? In M. Fine (Ed.),The second handbook on parent education (2nd ed., pp. 53-74). New York: Academic Press.

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NOTE A portion of this paper was derived from a speech made by the author at the 2nd Family Life Education Conference in Taiwan, on February 4, 1990. The title of the speech was “Roots of Family Life Education.� The speech was delivered in Chinese. The Chinese manuscript and videotape were published by the Family Wellness Center at Tunghai University in Taichung, Taiwan.

Publication: in Marriage and the Family in Chinese Societies, edited by Phylis Lan Lin, Ko-wang Mei, & Huai-chen Peng, Indianapolis, IN: University of Indianapolis Press, 9-24, 1994.

PART SIX CONVENER OF INTERNATIONAL SYMPOSIA & FORUMS

1.

“THE SECOND INTERNATIONAL SYMPOSIUM ON FAMILIES: EAST AND WEST: INTRODUCTION” Phylis Lan Lin, Symposium Chair Co-sponsored by University of Indianapolis, USA & Tunghai University, Taiwan August 22-24, 1993

HISTORY OF THE SYMPOSIUM The first International Symposium on Families: East and West was held on July 25-28, 1991 at the University of Indianapolis, in Indianapolis, Indiana, USA. The second symposium is being held at Tunghai University in Taichung, Taiwan. And the third symposium will be held in Taipei, Taiwan in 1995 at the National Chengchi University in Taipei, Taiwan. Over 100 participants from 16 countries attended the first conference.

The proceedings of the symposium have been compiled, edited, indexed, and published.

Volume 1 of Families: East and West consisting of 31 papers, in five parts and 241 pages was released in February 1992.

As set out in the first symposium: “The family, a cultural universal, is considered to be the foundation of a society. We are born into families, grow up in families, and create new families for future generations. The family is the cornerstone for personal growth and national development. Although the structure and the functions of the family vary from East to West, common characteristics of healthy or dysfunctional families are often identified.”

THE THEME Modernizing the Family is the theme we have set for this symposium. Modernization refers to a process involving all those social and cultural changes that accompany

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economic, social, and technological development. As a society modernizes, it moves from being a traditional, undeveloped society toward becoming an economically developing society. This transition from traditional to developing society involves a host of changes, including in the social structures of marriage and the family. Modernization does not discard time-honored practices and customs, but coalesces the traditional values with contemporary conditions. Traditions are not static although they can go through gradual evolution and drastic revolutionary changes. Like ships’ anchors that are used to keep the vessels from floundering, traditions are very necessary to maintain social stability.

Stability is to tradition as dynamism is to modernity.

For comparison purposes, East and West have been used traditionally to draw the distinction between the two parts of the Asiatic-European land mass even though geographically both are parts of the eastern hemisphere. When one travels easterly and the other westerly from the Greenwich meridian or zero degree longitude between the Arctic and Antarctic circles, starting at the same time and proceeding at the same rate of speed, they will both meet at the same place in the Pacific Ocean at 1800 East or West longitude or meridian or on the International Dateline; and if they continue further, they will meet again at where they both started. This is no extraordinary revelation as the traveling companions of Christopher Columbus learned more than five centuries ago that their ships could not fall off the edge of the ocean.

As we leave the American Century, a term coined by Henry Luce, we are now in the pre-dawn hours of the new Century of the Pacific where the above-mentioned travelers from the Greenwich Meridian and where East and West meet. By current estimate, over 50 percent of the world’s population lives in Asia. By the year 2000, less than seven years away, it will be about two-thirds.

When we examine the family, we look at where the bulk of the world’s people live.

Using the International Dateline as the datum, Asia would be at the western edge and California the eastern edge of the Pacific Rim. THE PURPOSE OF THE SYMPOSIUM The purpose of the International Symposium on Families: East and West is to bring together international scholars from the East and the West to share their research findings, clinical practices, and personal observations on marriage and family life in the East which in many ways resemble the trends in the West. Nevertheless, the ethical basis of the Chinese family has created one of the most distinctive and highly admired family systems in the world. Throughout Chinese history, the family has influenced the molding of individual

275 personality and ensured the perpetuation of Chinese cultural patterns. The West has been looking to the East in search of a frame of reference for the foundation of family strengths.

At the same time, the East is also searching for modern family lifestyles in the West.

Sometimes, modernization and westernization are seen or perceived as synonymous.

One of the major purposes of this symposium is to identify not only the basic core values but also the changing family values in the East and the West. This cross-cultural symposium will help us to recognize and understand the fundamental forces which affect the quality of family lives or family life and social forces which build national strengths, The symposium will also discuss sources of stress and coping strategies of modern families in the East and the West.

It is often said that the strength of a society lies in the physical, emotionalpsychological, economic, and social strengths of the families which make up the society.

Therefore, this symposium will also highlight social policies which might enhance the welfare of the family, and hence, the wellbeing of the individual and the nation. It is also said that the concepts of freedom and equality start at home. Therefore, the symposium will critically evaluate family dynamics, family economics, and gender roles (conjugal power structure and gender division of labor) in Eastern and Western societies. The scope of the discussion will focus on Chinese and American families, since they represent the major societal fabrics of the East and the West.

In brief, the symposium will include presentations of papers and panel discussions on families from East/West perspectives. The symposium hopes to compare the pattern and dynamics of the growth, choices, changes, and challenges of marriage and family relationships in modern societies.

OBJECTIVES The objectives of the symposium include: • To identify, from a cross-cultural perspective, specific factors which appear to contribute to family strengths (family security, stability, health, happiness, etc.)

• To discuss the Eastern and Western intervention and preventive strategies that are used to improve the quality of family life and family strengths.

• To discuss the impact of modernization on the structure and functions of developing societies.

• To compare marital, parental, and gender roles in Eastern and Western families.

• To describe the role of the family in developing sex role socialization and family values in the East and the West.

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• To describe the major causes of divorce and the demographic factors which appear to correlate with the recent high divorce rates in modern societies.

• To compare the politics of women’s social status in the East and West.

• To understand the role of women in the labor force and resultant effects on the family in the process of modernization in both industrial and post-industrial societies.

• To understand the dynamics of dual-career and commuter marriages/families in modern societies, • To understand the impacts of the global economy on family life.

• To explain the changes in family philosophy and emphasis the core values in the East and the West.

• To evaluate Confucianism and the Chinese family system in the 20th century.

CHARACTERISTICS OF THE SYMPOSIUM 1. It is one of the first symposia of this kind to be held in Taiwan.

2. It is a symposium with cross-cultural and interdisciplinary (sociological, psychological, political, anthropological, economic, health, and educational) perspectives.

3. The third symposium will be held in Taiwan and thereafter alternate between Taiwan, United States, and any other locations in both the East and the West.

4. The symposium is co-sponsored by a number of international institutions.

5. The symposium includes scholars from both sides of the Taiwan strait and the rest of the world.

6. The symposium puts forward academic, clinical, and policy implications.

ACKNOWLEDGEMENTS With rather limited resources, we have, once again, managed to put together an exciting program for the Second International Symposium on Families: East and West. We would like to take this opportunity to thank sponsors and supporters: Foundation for China Modernization Research, Taiwan; National Family Wellness Association, Taiwan; Tunghai University, Taiwan; Coordination Council for North American Affairs, Office in Chicago; and Inter-University Consortium for International Social Development, USA. This symposium is being cosponsored by two sister universities across the Pacific rim, the University of Indianapolis and Tunghai University. President G. Benjamin Lantz,

277 Jr., Dr. Ko-Wang Mei (former president of Tunghai University) and President Ta-Nien Yuan have been most supportive of this conference.

We also want to thank many colleagues from the co-sponsoring universities for their hard work and assistance in many ways.

As always, I am indebted to my husband, Leon, and daughter, Toni, for their understanding and support through the last few months in allowing me to immerse myself in this endeavor.

No one single conference can be accomplished without the contribution of its participants. It is a joyful reunion that there are many participants from two years ago who are back with their contributions. Our heartiest welcome to those who are joining this family on families. We hope to continue receiving your contribution towards expanding the horizon of this international endeavor.

ENDNOTE Three books were published by the University of Indianapolis Press from the collections of the peer reviewed papers from the (three) International Symposium on Families: East and West: 1. Families: East and West. Edited by Phylis Lan Lin. Winston Y. Chao, Terri L. Johnson, Joan Persell, & Alfred Tsang (31 papers; 241pp), 1992.

2. Marriage and the Family in Chinese Societies. Edited by Phylis Lan Lin, Kowang Mei, & Huai-chen Peng (23 papers, 371 pp), 1994.

3. Marriage and the Family: A Global Perspective. Edited by Phylis Lan Lin & Wen-hui Tsai (25 papers, 361 pp), 1995.

2.

“THE FIFTH INTERNATIONAL SYMPOSIUM ON CHINA: PURPOSE OF THE SYMPOSIUM” Phylis Lan Lin September 28-30, 2005 Cosponsored by University of Indianapolis and Franklin College

Much has happened since the first (1991) International Symposium on China. Only weeks ago, the United States and mainland China were at the brink of a trade war, which was averted in the eleventh hour, over a dispute on the protection of intellectual property rights. Beijing’s defense of intellectual property rights has created strain in recent ChinaUS relations. Months earlier, China was threatened with trade sanctions by the United States over human rights issues. On that issue, China stood her ground.

The Taiwan Relations Act has been amended. US Cabinet members are now permitted to visit Taiwan. This marks “a major milestone in the development of TaiwanUS foreign relations since the severance of the diplomatic tie between the two countries in 1979,” as the Free China Journal stated in an editorial on March 5, 1995. The Clinton administration granted Taiwan (ROC) President Lee Teng-hui a US visa to attend his Cornell University class reunion in June 1995. The visit was covered by more than 300 international reporters.

Unfortunately, China’s leaders considered that visit a serious insult to China-US relations. In fact, as Jeane Kirkpatrick, United States Ambassador to the United Nations under President Ronald Reagan, pointed out, “the US relationship with China has deteriorated for more complex reasons beginning with the disappearance of the Soviet Union” (Los Angeles Times Syndicate, August 6, 1995). Recent events such as the arrest and release of the US citizen Harry Wu by the Chinese government and China’s landing of missiles within a hundred miles of the Taiwan Strait in its military “exercises” have further complicated ‘China issues.’

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In less than two years from the time when this symposium convenes, partial reunification will occur with the return of Hong Kong, a major world finance and trade center, to the sovereignty of China, or PRC (People’s Republic of China). Pending the transfer of power, the ruling British hierarchy has attempted to establish a popularly elected legislative council, despite the strong opposition of the Beijing government.

Meanwhile, the reunification of Taiwan and Mainland China has been one of the most debated issues regarding China since the late 1970s. Today, the focus of this issue is centered around ways to enhance consensus between both sides. Taiwan Premier Lien Chan proposed a “forward-looking win-win approach, which means that if China is willing to reduce its interference in Taiwan’s global activities, it will only be of help and of no harm to China’s future reunification.” The January 30, 1995 speech by China’s President Jiang Zemin on cross-straits relations has brought forth high-level negotiations between the two sides, despite his continued blockage of Taiwan’s participation in international organizations. China’s reunification is a national affair as well as an international one.

The last two years have been a dramatic and traumatic period for the promotion of a peaceful reconciliation. One of the most apparent stumbling blocks to the promotion of goodwill between Taiwan and Mainland China lies in China’s preventing Taiwan from regaining her seat in the United Nations, from which it was expelled 24 years ago. Can Taiwan enjoy the benefits of and contribute to world stability and economic development without having to shoulder the burden of membership? Can Taiwan participate in the UN affiliates without a seat in the General Assembly? How will the international community miss out if they ignore such a vibrant and resourceful nation? Although China defeated Taiwan’s bid to rejoin UN on September 21, 1995, Taiwan is “too big to ignore,” as the New York Times stated in an editorial in 1990.

On the other hand, one should not ignore that Mainland China has become more open under Deng Xiaoping’s pragmatic national development policies. Special zones have been created for developing high-tech products and industrial goods in China. Prosperity and Westernization are seen in many cities in China. “Get rich quick” is the emerging mentality for the Chinese during the 1990s. Nevertheless, inflation, rising unemployment and crime rates, gender inequality, increased divorce rates, and wide-spread corruption at all levels have become acute in the past few years. The widening gap between urban and rural areas is evident. The stability of China is a major concern as it enters a critical stage in its economic and social developments. Meanwhile, the world is wondering about the effectiveness of Deng Xiaoping’s leadership of the socialist government of the PRC in his last days. Has the transition of leadership started? Where is China heading in the post-

281 Deng ear? And what is the aftermath of the devastating June 4 Tiananmen massacre of pro-democracy demonstrators in Beijing?

Across the straits, Taiwan is drafting blueprints for the 21st century. The government is determined to lay out concrete plans and actions to keep the nation and its people productive and prosperous while Taiwan transforms itself from a highly successful labor-intensive, export-oriented, industrial society into a high-tech center of quality enterprises at the forefront of scientific research and development. In the last decade, Taiwan’s economic prosperity has brought its per capita income to over US$12,000 in 1994. Taiwan has evidenced increased modernization, reformed social welfare programs, prolonged public education, enriched cultural lives, furthered privatization of government enterprises, instigated a massive construction of infrastructures, and instituted a national health policy on March 1, 1995. Since the 4th International Symposium on China, Taiwan has held elections in which candidates from competing political parties were elected to legislative and executive offices at all levels. Legislators now debate with an unrestrained physical zeal uncharacteristic of their life in Taiwan, even though there have been “mishaps” in its political arena. The “Lee Teng-hui” era in Taiwan is full of promises and resilience.

Nonetheless, like many post-industrial nations in the processes of democratization, modernization, and increasing prosperity, Taiwan is facing its share of certain social problems. The deterioration of public and personal security includes violence against women, child abuse, increasing juvenile delinquency rates, the highest divorce rate in Asia, increasing number of single parent families, worsening environmental pollution, and inflation, just to name a few. These are some of the most pressing headlines dominating the news media today. How to unite the public and private sectors and mobilize available human and capital resources in curtailing these social ills are the ultimate challenges that Taiwan faces in the wake of a “salute to the 21st century.”

The measurement of the quality of social life, the degree of political democracy, and the progress in the economic development of Taiwan and Mainland China becomes more objective and apparent on a comparative basis. Therefore, an international symposium on “Taiwan and Mainland China in Transition” is extremely timely. We are bringing scholars from the United States and abroad to generate a dialogue and common faith to enhance an ordered, healthy, and peaceful Pacific Basin.

The preparation and delivery of the Symposium is but one of the ways to fulfill our motto “Education for Service.” This is what a university community is all about. A special tribute must be paid to my longtime collaborator on various projects on China,

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Dr. Yu-long Ling at Franklin College. Without his wisdom and diplomacy, the Symposium could not have been executed in a “grandiose” style. Regardless of our idiosyncrasies, we complement each other as a team. It has been a privilege working with him and his colleagues at Franklin College.

No one can ever acknowledge all the persons who in one way or another have contributed to or influenced a significant conference. In addition to my deep appreciation to the participants (speakers from the American Association for Chinese Studies, discussants, presiders, panelists, and the audience) and sponsors. At this juncture, I would like to attribute a special thanks to my long time mentor and friend, Dr. Winberg Chai for his generous assistance, advice, and encouragement during the last few years.

Finally, The International Symposium on China has provided an opportunity for our students to stay abreast of the current social, economic, and political developments in Mainland China and Taiwan. The Symposium should provide a unique forum, in midAmerica, to address what rapidly is becoming a perplexing inquiry of a society rich in traditional culture while keeping abreast of modern values. A few years ago, NBC news anchorman Tom Brokaw made this remark from Beijing, “It is extremely difficult for us to understand why things are so difficult to get done here.” Well, we hope the Symposium will be able to provide our audience with some answers to his question. It is our hope that the Symposium serves as a means for our understanding of China issues in this era of increasing global interdependence.

Related Publication: China in Transition, Phylis Lan Lin & David Decker (Eds.).

Indianapolis, IN: University of Indianapolis Press, 1997.

3.

“INTERNATIONAL SYMPOSIUM ON SERVICE-LEARNING” Phylis Lan Lin 2009

The first international symposium on service-learning that was held in South Africa in November 2005 and hosted by Stellenbosch University and the University of Indianapolis brings back memories of a vibrant interaction between scholars from all over the world. This event illuminated the importance of such interaction in search for new knowledge about the theory and practice of service-learning. It brought to the fore the quality assurance, logistics, ethics, and many different aspects of institutionalizing service-learning that tend to lie on the periphery of the field. For Stellenbosch University it marked a new dispensation of positioning itself as an institution that made a paradigm shift towards academically-based service-learning within the approach of integrating teaching, research, and community interaction.

One of the highlights of the first symposium was when the University of Indianapolis’ delegation visited Christel House upon their arrival in Cape Town. The delegates had the opportunity to observe this vibrant community education program for a group of disadvantaged youth in South Africa. At the end of the symposium, participants acknowledged that service-learning is one of the most challenging yet powerful methods for both teaching and learning. Service-learning epitomizes the essence of the university’s role in the promotion of civic engagement for both the teachers and students. Traditional paradigms for service-learning were discussed and the new paradigms were explored.

The idea of having a follow-up symposium was born and the University of Indianapolis delegation was delighted to take the lead to organize and host the second symposium.

The University of Indianapolis and Stellenbosch University extended their invitation to Indiana Campus Compact to join them to take on the huge effort and months of

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planning for the second symposium to be held not only on University of Indianapolis campus but also at the university’s community sites in Indianapolis. Over one hundred participants from the United States, China, South Africa, Germany, Australia, and Cyprus, representing over 40 institutions of higher education and social agencies will present papers, workshops, and posters. The uniqueness of this symposium is the sessions in the community. Experiencing the exemplary partnership between the hosting university and its community partners will serve as a motivation for participants to replicate the activities in their own contexts.

Following the major themes from the first symposium, the second symposium continues to stress the importance of integrating practice and theory, university and community, and teaching and learning. The second symposium again brings many cultures and perspectives together in one venue. It will give opportunities to scholars to share their work, learn from others and make quantum leaps to new paradigms in servicelearning. The symposium, in many ways, symbolizes and signifies the strategic planning goals in international outreach and collaboration for the University of Indianapolis and Stellenbosch University.

The Organizing Committee would like to express gratitude to National City Bank for providing financial support for the rental of the luncheon facility on May 15th, and to the Ningbo Institute of Technology, Zhejiang University in China, for expressing a desire to host the 3rd International Service-Learning Symposium in 2008. We also wish to thank members of the organizing committee for working together diligently during the past 11 months to prepare for this event. The Organizing Committee has invited several singers and a pianist to present at the banquets and the performers’ contributions are deeply appreciated.

4.

“THE THIRD INTERNATIONAL SYMPOSIUM ON SERVICE-LEARNING PROCEEDINGS BACKGROUND, ACKNOWLEDGEMENTS, AND WELCOME— SYMPOSIUM BACKGROUND AND PURPOSE” Phylis Lan Lin 2009

Universities are increasingly embracing the notion of service-learning as a model to integrate research work, learning in the community, and civic engagement. Educators, communities, and students are working together to enhance relevant learning experiences outside of the traditional classroom setting. The essence of service-learning in higher learning must be assessed and reassessed. For example, the measurement of student outcomes, including the efforts to “identify and measure the outcomes of good practices” shall be an important part of the course evaluation (Gray, Ondaatje, & Zakaras, 1999). If we consider service-learning as a “social movement” or “social reform” in higher education, we must address a number of pertinent questions so that service-learning can be rooted in the fabric of higher education. The purpose of this symposium is to discuss and analyze these questions and, ultimately, the symposium aims to explore one of the strategic roles of higher education, i.e., the connections among educators, communities, and students.

Among the questions the conference will explore are: What is the future direction for service-learning in higher education?

Is service-learning a social movement or a social reform in higher education?

What is the best design for student-university-community as mutual beneficiaries?

Is there any alternative future for service-learning in higher education?

What can we bring from service-learning international sites to service-learning domestic (community) sites?

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Is service-learning at the expense of academic rigor?

How can service-learning courses be used as exemplars for an interdisciplinary approach in teaching and learning?

What are the new directions for Campus Compact for service-learning in higher education in terms of creating international partnerships?

How can we put theories and research into work? How can we use service-learning to test theories?

How can we get students to engage enthusiastically in service-learning projects?

Will service-learning replace traditional classroom learning or will it serve as a complementary tool? How do we assess the academic integrity of service-learning projects? Are the projects seen as an alternative method of learning and should not be assessed with the traditional evaluation tool?

How do institutions offering service-learning opportunities and those providing student volunteers work effectively together? How do service-learning programs work effectively with various institutional, governmental, and community partners?

In addition to student outcomes, what other kinds of outcomes should be measured?

INSPIRATIONAL QUOTES FROM UNIVERSITY OF INDIANAPOLIS PRESS PUBLICATIONS ON SERVICE-LEARNING “All three programs have provided opportunities for service-learning students that reach across disciplines of art, theater, music, dance, writing, and finally, occupational therapy.”–Marilyn Lake McElwain “Today’s teachers must prepare tomorrow’s students to successfully manage a myriad of complex challenges and dilemmas associated with life and professional practice.

Participation in service-learning experiences can provide valuable insights in the quest for authenticity in teaching and the facilitation of student knowledge and competency development for professional practice.”–Candace L. Beitman “Service-learning, which combines the best of the teaching and service sectors, has proved to be a powerful and practical methodology and tool with far-reaching implications.

Two separate yet interrelated goals—community engagement and student learning— set the nature and structure of a service-learning program in higher education.”–Mary Moore and Phylis Lan Lin “The world is currently changing at a rate that requires a radical rethinking and reshaping of every sector of society on an ongoing basis.... In South Africa, we might need to move faster and with more urgency than is necessary in developed countries.”–Mabel Erasmus “Through community partnerships and structural reflection activities, students will develop a sense of social responsibility and will critically evaluate and adjust their own values and perceptions as well as those of the profession.”–Berna Gerber “Reflection is a core to adult learning, and service-learning should include reflective activities to justify its theoretical foundations.”–Teresa Carmichael

287 “From a policy-planning and philanthropic perspective, we should know whether service-learner participation is distributed equitably across the nonprofit sector or is rather concentrated among certain agencies according to certain organizational characteristics.”–Beth Gazley and Laura Littlepage “The notion of community engagement in South African higher education is not new but currently has a far more intense focus as a national policy option and a criterion for auditing and scholarship development.”–C. J. Gerda Bender “From a teaching perspective, the interdisciplinary SL model provides fulfillment thorough knowing that we are increasingly better at preparing our students for their future as both employees and engaged citizens. From a community-partnership perspective, we are convinced that this model can be of great service to NPOs and their clients. From a student perspective, this experience was reported to be a powerful, meaningful, and memorable learning experience—and hence a meaningful teaching experience.”–Karrie Kalich and Michael Hanrahan “Service-learning is not only about the application of knowledge nor the development of skills but, at its core, is about the change of heart that takes place within the student.”– Blanche Pretorius and Juanita Bester “It is perhaps not surprising that service-learning both continues to make progress and encounters major forms of resistance. Given that service-learning is a very complex concept—cutting across issues of pedagogy, personal development, the nature and purpose of community, the nature and purpose of higher education, etc., and in terms of connectedness on (and off) campus, having links with an enormous range of diverse groups, interests, and perspectives—it resists reduction to algorithmic toolkits, at least at the level of the institution.” –John Pomery “Service-learning became an institutionalized part of higher education in the United States through a national social movement involving government, education, and civil society.” –Kenneth Colburn and Rona Newmark ACKNOWLEDGEMENTS There are many people who helped to make the first and the second symposia possible.

The planning process for the Third International Symposium on Service-Learning once again has been a tremendous undertaking and has involved the time, energy, and skills of many individuals. First of all, I would like to thank Bonnie Kwan Huo, an internationally renowned artist in Hong Kong, for providing us with special permission to use one of her paintings for the cover of the Proceedings. Bonnie Kwan Huo’s works are included in

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museums, corporate, and private collections around the world. Her generosity is deeply appreciated.

Next, let me begin by thanking members of the planning committee. My deepest thanks go to Candace L. Beitman, Vasilis Botopoulos, Asi Boubaliki, Daniel H. Briere, Jeffrey T. Bryant, Marianna Foulkrod, Julie Gahimer, Stephanie Kelly, Fengyi Kuo, Marilyn McElwain, Kevin McKelvey, Susie Michailidis, Mary C. Moore, Elizabeth Newman, Kristene Ruddle, Antoinette Smith-Tolken, Chen Ferguson, Daniel Hall, and Weimin Xu for making time in their busy schedules to attend committee meetings and offer invaluable suggestions for the organization of this symposium.

Many thanks to Asian Programs Coordinator Patricia Cabrera, whose patience in working with me, her handling of publicity (with Elizabeth Newman) and the registration process, and the set-up of the second drafts of two charts (with Julie Gahimer, Stephanie Kelly, and Celeste J. Freeman) have enhanced the organization of the presenters’ information.

It has been my special pleasure to work closely with two colleagues from the College of Health Sciences during the planning of this symposium. Stephanie Kelly and Julie Gahimer did a wonderful job in compiling the spreadsheet for the submissions from the Call for Papers, reviewing (with Candace Beitman) the abstract proposals, and working on the first (with Dan Briere) and second draft program. They worked with me on the third and the fourth draft program. I forwarded them countless e-mail messages I exchanged with participants during the course of preparation. They have been well-informed with every detail of the planning and have been working with me closely to solve any problems or concerns that we encountered in the planning process. They brought valuable experiences from the conferences they had attended in the science field. I took their advice without hesitation.

One of the reasons for selecting Athens as the conference site is my hope to work more closely with our colleagues at our Athens branch campus. I cannot give enough thanks to our colleagues there for their prompt replies to the many questions and requests we had for logistical arrangements (including transportation, technology, space allocation, hotel reservations, invitation letters for participants to apply for their visas, meal arrangements, planning for excursion trips, etc.). Without careful logistical preparations, the conference would not be in good order. Our deepest thanks go to the host at our Athens campus for providing resources in order to make the conference procedures move forward as smoothly as possible. Special thanks must be addressed to Marianna Foulkrod, who chairs the Logistics Committee, for her talent in organizing events, her communication skills, and her utmost willingness to work with me at every stage of the planning process.

289 Marianna, a promising young colleague, is the director of UIndy’s Community Programs Center, and her energy and devotion to service-learning projects has benefited students’ learning and the university’s recognition in the community. We are fortunate to have her serve on the symposium planning committee.

We also deeply appreciate the administrative support of Mary Moore, Vice President for Research, Planning, and International Partnerships. Vice President Moore is instrumental in providing funding to cover UIndy faculty registration fees. She has attended every planning committee meeting and has generously given the committee guidance and encouragement. Her opening keynote speech is inspiring and sets the tone for discussions for future direction of programs in service-learning in higher education at the symposium.

Organizing an international conference is extremely challenging. It requires many resources from all directions. We are very fortunate to have co-sponsors who have supported this conference not only in providing funds and grants, but also by sending delegations to attend the conference. We would like to express our deepest gratitude to the following symposium co-sponsors: Miami University Hamilton, Ohio, USA; Indiana Campus Compact, Indianapolis, USA; and Ningbo Institute of Technology, Zhejiang University, Ningbo, China. A special thanks goes to the University of Indianapolis– Athens for hosting the conference. The Cultural Center, the conference site, is located on the foothills of the most magnificent historical site in Athens—the Acropolis. From the roof garden of the Cultural Center, we are able to overlook the ruins of ancient Greece.

We are grateful to the University of Indianapolis–Athens for providing such a beautiful conference site. The site is not only enchanting but also intellectually stimulating. It adds so much to the success of this conference.

I have been working closely with Antoinette Smith-Tolken at Stellenbosch University, South Africa, since the first symposium. Antoinette is the co-founder and cochair of this international symposium. After the success of the first symposium, when the second symposium was held on the campus of the University of Indianapolis, Antoinette led a delegation from South Africa to attend the conference. I have relied heavily on her research and field experiences in service-learning as well as her leadership skills in chairing the international conference, and she continues to bring her valuable input to the third symposium. I would like to express my thanks for her collegiality and enthusiasm, even though her institution is not one of the co-sponsors.

I have been very fortunate to have good helpers. The two student assistants, Amelia Comer and Celeste J. Freeman, have been helpful in many ways. They have been working

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with me tirelessly and diligently for many months. I wish I could bring them to Athens with me. They have grown with me. I see them as my junior colleagues.

Last but not least, participants from eleven countries and more than sixty universities will fly to Athens from all over the world to present papers, exchange dialogues, or be a thoughtful and responsive audience. They will make this conference one of the most exciting and enriching international gatherings. They have been most cooperative in meeting the deadlines for submitting proposals and sending pre-registrations and will actively participate in discussions. It is most comforting and encouraging to point out that many of the participants have presented papers since the first symposium. We have become close friends and colleagues even though we are halfway across the world from each other. This national and international networking is made possible because all of us have a common mission—through service-learning we are able to broaden the horizon of higher education and create a program that we trust will enhance student learning and civic engagement and will cultivate them to make healthier and better communities.

That is what higher education is all about. If this conference is seen as a successful one, we must pay a great tribute to all participants—presenters and non-presenters—whose contributions and impacts are, indeed, beyond the scope of this conference.

Finally, on a more personal note, as Director of Asian Programs and Executive Director of University of Indianapolis Press, I took the privilege of providing resources and manpower for organizing this symposium and preparing the proceedings. As a means to support the symposium, the University of Indianapolis Press has published three books related to servicelearning in the past five years (2005–2009). I am pleased to announce that the University of Indianapolis Press has made plans to publish a fourth book, Service-Learning in Higher Education: Educators, Students, and Communities. The publication not only reflects one of the missions of the University Press—the emphasis on international titles—but also reflects a desire to enhance the symposium’s academic and research accountability. I hope these publications will provide colleagues a rich reference in the field of service-learning.

It has been a very rewarding experience working with all of you. On behalf of the symposium planning committee and the University of Indianapolis, I would like to salute the participants, co-sponsors, the host, and those who trust in us. Thank you.

Phylis Lan Lin Symposium Chair Associate Vice President for International Partnerships University of Indianapolis

291 SYMPOSIUM WELCOME MESSAGE The University of Indianapolis is privileged and honored to host the Third International Symposium on Service-Learning on our Athens campus. I am pleased and excited to learn that delegates from eleven countries, representing more than sixty institutions of higher education are attending the conference. This is a great opportunity for colleagues from so many parts of the world to share your experiences in teaching and learning all about an innovative concept, method, and practice—service-learning. More and more, higher education is aspiring to encourage students to embrace the importance of good citizenship and to cultivate in them values of social responsibility. Through this symposium, we hope to build and strengthen our international partnerships through intellectual exchange and resource sharing. I trust you will have a very productive conference and find ways to optimize the mutual benefits for universities, students, and communities via service-learning projects at both the local and international levels.

I congratulate your scholarship in research, devotion in teaching, and enthusiasm in engaging communities for the promotion of meaningful learning for students and for strengthening community quality of life. I welcome you to this most beautiful historical site—Athens, Greece.

Beverley Pitts, President University of Indianapolis

5.

“FORUM ON IMAGES OF CHINESE MUSLIMS AND CULTURAL INTEGRATION: PREFACE & ACKNOWLEDGEMENTS” Phylis Lan Lin Director of Asian Programs & Associate Vice President for International Partnerships 2015

PREFACE In late 1997, Dr. G. Benjamin Lantz Jr., former president of the University of Indianapolis (UIndy), commissioned me to edit Islam in America: Images and Challenges.

I was privileged and delighted to accept the challenge. Islam is one of the fastest growing religions in America, yet we seem to know very little about this religion. The book was designed for both academicians and the public at large. It is a collection of papers that aimed to provide insight into the history, images, intergroup and community relations, education, calendar development, marriage and family, enrichment, political agenda, and more of Islam in North America. Following is an excerpt from the book’s foreword by President Lantz, which further explained the purpose of the book, UIndy’s motto of the “Education for Service,” and the multiculturalism and diversity on campus.

“It gives me great pleasure to write the Foreword to this collection of papers delivered to the conference on Islam in America which was held on the campus of the University of Indianapolis in July 1997. The event was important for a number of reasons and to many constituencies, here and around the world. The event featured conversations within the Islamic community regarding the unique experience of the integration of that community into 20th-century life in the United States.

It is a process that, while it has progressed smoothly, has not been without difficulties and is not yet complete. Many of these papers insightfully address the issues involved in

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this transition, descriptively and with advice for the future for both the Islamic community and the rest of our society. Given the growth of Islam around the world, the dialogue that was commenced in the conference will be important as it relates to similar and dissimilar circumstances that are encountered and to other nations throughout the globe. Truly, we can learn to live in concert and with mutual benefit only when we enter into and remain in dialogue with one another, within and outside our respective faith communities. The conference, The Islamic Society of North America Annual Convention was important as an affirmation to the world regarding the posture of the University of Indianapolis as a vibrant center of open inquiry for truth and peace. With students and faculty from 70 nations assembled on our campus throughout the year, we are a microcosm for the global family, respecting, supporting, and informing each other in our common pursuit of a truly just and humane society for all people everywhere. We are pleased to have been part of this highly significant conference. I want to express my personal appreciation to all who made the conference possible, and particularly Dr. Phylis Lan Lin for her tireless effort in assembling and editing these papers for publication.” —G. Benjamin Lantz, Jr., President, University of Indianapolis February 10, 1998 The book, Islam in America: Images and Challenges, was published in the summer of 1998 by the University of Indianapolis Press. I have very little knowledge about Islam and Muslims in China. I continue to be interested in the sociological inquiries of Muslims of the world and Muslims in China, in particular. In 1998, I organized sessions on Muslims in China at the annual conferences of the Western Social Science Association and the American Association for Chinese Studies. Three major themes were conveyed in the sessions that I chaired at these two professional organizations’ annual meetings: first, the history of Muslims in China; second, the sociocultural aspects of Muslims in China; and third, the social integration of Muslim children in America through early childhood education. At one of the American Sociological Association’s annual meetings, I met an Italian professor, Dr. Chiara Betta, who specialized in modern history in China. She had also done intensive studies on two Chinese minorities: Chinese Jews and Chinese Muslims. Through our common interest, I invited her to write a brief history about Islam in China. The book, The Other Middle Kingdom: A Brief History of Muslims in China, was published by the University of Indianapolis Press in 2004. To serve a wider Chinese readership around the globe, Professor Betta’s book was translated into Chinese. I prepared the translation work in collaboration with Dr. Cheng Fang, a professor at Nanjing University and a visiting scholar at the University of Indianapolis during 2002–2003.

295 Moreover, I chaired the “Muslims in China” session of the American Association for Chinese Studies conference in Los Angeles in 2002, when I invited Mr. Anqi Liu, chairperson of the overseas Chinese Muslim Association in Los Angeles, to give a talk about American Muslims. His paper was also translated into Chinese and was included in the appendix in Professor Betta’s book. My journey with my interest in Chinese Muslims continues. In the early 1990s, I invited two prominent Muslim scholars, the late Mr. Shums Tao Chang Tung (仝道章) and his wife, Aliya Ma Lynn Tung (仝馬琳), to present special lectures, Muslims in China and Muslim Women, at the University of Indianapolis.

Their lectures were well received by students. Through my acquaintance with Aliya Ma Lynn Tung, I invited her to write a brief book about the cultural and social aspects of Chinese Muslims. In her mid-70s, Ms. Aliya Ma Lynn Tung graciously accepted my invitation. Following is an excerpt from the preface of her book, Muslims in China, that was published by the University of Indianapolis Press in 2004.

“How awkward I feel when people ask, “Are there Muslims in China?” There is so much to tell and let the world know about Muslims in China, but there is such scant literature, in English especially, to transmit the information. Therefore, when Dr. Phylis Lan Lin asked me to write a report on Muslims in China, both eagerness and excitement compelled me to work on it as soon as possible. In the fall of 2000, I made a trip to China and toured four northwestern provinces: Gansu, Ningxia, Qinghai, and Shaanxi. My scholarly friends offered me books, magazines, and journals to quench my thirst. They did help me present a more complete picture of Muslims in China in both the past and the present. (p. x) “Trade with Muslims from the Middle East brought Islam to China, and Muslims in China have had a powerful influence in many sectors of Chinese society.”

Aliya Ma Lynn Tung in Muslims in China explores the beginning of Islam in China, the assimilation of Muslims (Hui) into Chinese (Han) culture, the hardships they had to endure, the struggle of Muslims to keep their faith while dealing with pressure to conform, and how the advent of Islam altered the history of China. The Islamic identity is outlined to demonstrate how complete and separate it is from other identities and how Muslims in China have fought to keep this identity alive. Influential Muslims of China are mentioned in their detailed contributions. In particular, Admiral Zheng He and the advancements that his naval missions brought to China are discussed. His encounters with other Asian kingdoms often led to changes in the Asian world, so that his influence spread beyond the borders of China. In fact, he even negotiated a peace with all of the states in southeast and southwest Asia. His kindness and goodwill are still commemorated in many Asian countries. Many contributions have been made to China by Muslims, including the

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introduction of the cannon and a new Chinese calendar. There was even an Islamic dynasty in China—the Ming Dynasty—although history has often overlooked this fact. It is obvious through the many examples that the author offers that Muslims changed China and made many positive contributions to Chinese history. The author, Aliya Ma Lynn Tung, concludes with her opinion of Chinese Muslims: “They are a strong people. Through her discussion of persecuted but steadfast people, her opinion is well evidenced.” (excerpt from the back cover) Aliya Ma Lynn Tung’s manuscript was translated into Chinese by Dr. Cheng Fang and me. This bilingual book took four years to complete and when it was published it was able to reach a wide readership in China and America. In early 2014, a prominent scholar in global Islamic studies, Dr. Iqbal J. Unus, asked me if the University Press would be interested in publishing a book of a collection of papers about Muslims in America. After the peer review, the University Press accepted the manuscript, and the book, Muslim American Life: Reflections and Perspectives, was published in late 2014.

The renowned scholar Dr. Sulayman S. Nyang wrote the foreword for the book, which is excerpted briefly below.

“As many scholars increasingly pay more attention to Muslims and their activities in the United States of America, it is becoming worthwhile for all Americans to read and understand American Muslim opinions and attitudes towards assimilation and integration in the United States. In order for us to understand these processes in the conditions and circumstances that assemble historically to make the American Muslim condition real and attractive, we must go back in time and trace the emergence of leaders and those they led in the society… Through good faith and sincere efforts to build bridges on the opposite banks of the river of life, Dr. Unus’ edited volume now deserves our attention and reflection” (pp. xiii– xiv). The publication of this book and earlier mentioned books by the University of Indianapolis Press exemplified the university’s support for multiculturalism.

My journey to pursue the understanding of multiculturalism and diversity continues.

A few months ago, a longtime friend and prominent Chinese Muslim attorney in Chicago, Dr. Marian S. K. Ming, asked me if I would be interested in hosting an open forum on Chinese Muslims. Without hesitation, I planned the event A Forum on Chinese Muslim and Cultural Integration for February 11–12, 2015. I invited two Chinese Muslims from Phoenix—Ms. Aliya Ma Lynn Tung and Dr. Fawzia Mai Tung (仝買黛琪) —and Dr. Marian S. K. Ming from Chicago as the speakers for the event. They first presented their talks

in a Social Problems class on February 11 and again at the forum on February 12. Their presentations were well attended and well received. I have attached a number of reflections

297 in these proceedings. I appreciate Dr. Milind Thakar, Professor of Political Science, for serving as the discussant. His insightful remarks are included in the proceedings as well.

I hope this event and the forthcoming events, including the Chinese Cultural Expo, Saudi Arabian Students Coffee Hour, Survey on Saudi Arabian Students’ American Experience, Saudi Arabian and American Relations Conference, the East Meets West Concert, and more will continue enriching my and our journey to learning more about Muslims in China and America, global understanding, and cross-cultural studies as well as continue to embrace our commitment to multiculturalism and diversity on campus.

ACKNOWLEDGMENTS Many special thanks go to: • The Mohamed Sian Fan Ming & Aisha Dao Yun Tong Ming Memorial Fund for covering the major budget for the event. • Asian Programs, University of Indianapolis, for organizing and hosting the event. • The three speakers— Dr. Marian S. K. Ming, Ms. Aliya Ma Lynn Tung, and Dr. Fazia Mai Tung—and the discussant, Dr. Milind Thakar, whose insightful presentations made the event a success. • Ahmed Mitiche, President of UIndy Muslim Student Association, and Ahmed Almolhim, President of Saudi Students Club at University of Indianapolis (SSCI) for inviting Muslim students to attend the event. • Ms. Marianna Foulkrod, Instructor of Social Problems, for inviting the speakers to visit her class. • Many participants (students, professional staff, faculty, and community friends) for taking time to send in their reflections for the event.

• Photographer Dr. Vicky Ko for taking photos and video recording the event. • Reporter Dr. Henry Fu for interviewing the speakers and writing a feature article in Chinese on the event for the Indy Asian American Times. • Agnes Wolverton, President/Editor of the China Journal Indiana Inc. and Indy Asian American Times, for writing a feature article in English on the event for the Indy Asian American Times. For further information, please see the follow link: https://www.youtube.com/my_videos?o=U

6. “UNIVERSITY OF INDIANAPOLIS PRESS AND SERVICE-LEARNING: INNOVATIVE AND CUTTING-EDGE PRACTICE�

Phylis Lan Lin, PhD University of Indianapolis, Indianapolis, Indiana, USA Mark R. Wiegand, PhD Bellarmine University, Louisville, Kentucky, USA 2014 ABSTRACT The International Symposia on Service-Learning and their companion texts have provided insights on contemporary trends in service-learning since 2005. These books, published by the University of Indianapolis Press, have explored concepts of servicelearning in progressively more global contexts. With each publication, service-learning best practices, applications, theory, pedagogy, evaluation, and institutionalization have been advanced, and the scope has broadened from local to national to transnational and global experiences. The purpose of this chapter is to provide an overview of servicelearning in higher education over the past 10 years through the context of the 106 chapters in these five textbooks.

Key Words: service-learning; University of Indianapolis Press; international INTRODUCTION Over the past 30 years, service-learning has come to be recognized as a respected and effective pedagogy in higher education that provides tangible and intangible benefits to students, faculty, institutions, and communities. Developed from a rich

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historical tradition of the university, existing first in service to and then in partnership with the surrounding community, service-learning has grown from informal outreach of universities into the local community, to mission-driven, curricular-supported, and institutionalized teaching, learning, and scholarly engagement with ever-expanding concepts of community. Service-learning has more recently become transnational in scope, with substantial transformative power for all partners, which can significantly impact the development of students as global citizens with interconnected world views.

Furthermore, service-learning has fostered the globalization of higher education through institutional international discussions, collaborations, and partnerships. Driving the maturation of this collaborative, partnership-driven pedagogy has been an expanding body of literature that has described service-learning theory, best practice, curricular development, institutionalization, outcomes assessment, economic impact, and the development of intercultural understanding.

Since the early 1990s, the Indiana Campus Compact (ICC) and its many key collaborators have played a fundamental role in providing forums for discussion and dissemination of service-learning pedagogy, scholarship, and research. The ICC provided a centralized consortium of Indiana colleges and universities that responded to appeals for higher education to reconnect with the community through engaged activities, including scholarship and service-learning (Bringle, Games, Foos, Osgood, & Osborn, 2000/2005).

Key to this calling were the formation of national organizations promoting communityacademic partnerships (e.g., Campus Compact, Campus Outreach Opportunity League, Learn and Serve America) and Boyer’s seminal work on redefining the academy (1990) and its relationship with the community (1996). It was from these events that the ICC was established in the 1995–1996 academic year through a grant from the Corporation for National Service in 1995 (Bringle et al., 2000/2005). The goals of the ICC Faculty Fellows program were to develop a core of faculty across partnering institutions to serve as “informed and effective advocates for service-learning” in order to support others and contribute to the body of knowledge in service-learning effectiveness (Pomery & Bellner, 2005, p. 3).

THE UNIVERSITY OF INDIANAPOLIS PRESS AND SERVICE-LEARNING The University of Indianapolis Press has focused on the dissemination of current thought in service-learning since 2003 through a series of five books. These texts have contributed significantly to the expanded understanding of service-learning effectiveness in higher education curricula across multiple disciplines and through interprofessional

301 collaborations. This collection represents a body of work that grew from the ICC Faculty Fellows program and from subsequent symposia on service-learning that have assumed a progressively international focus. The first book in the series, ServiceLearning: Intercommunity & Interdisciplinary Explorations (Pomery & Bellner, 2005), documented the experiences, insights, development, implementation, and best practices in service-learning gained by the participants of the ICC Faculty Fellows program in 2000–2001. While unapologetically local in the extent of application and partnership development, the fellows contributing to this book dared to create a vision to expand and transform students’, faculties’, institutions’, and partners’ views of the world through service-learning. Later, Phylis Lan Lin of the University of Indianapolis in Indiana, USA, and Antoinette Smith-Tolken of Stellenbosch University in Stellenbosch, South Africa, met to explore the opportunities for an international symposium on service-learning through a collaborative partnership through which the International Symposium on Service-Learning was established. Five such symposia have since been held: the first in Stellenbosch, South Africa; the second in Indianapolis, Indiana, USA; the third in Athens, Greece (on the Athens campus of the University of Indianapolis); the fourth in Ningbo, China (in partnership with Ningbo Institute of Technology, Zhejiang University); and the fifth in Stellenbosch, South Africa. From each symposium, a companion book of conference papers has been issued by the University of Indianapolis Press. From these five books, there have been 106 chapters published that not only represent the broad scope of service-learning best practices but individually and collectively help to document the evolution of service-learning understanding in increasingly complex and diverse concepts of community. This sixth book, a product from the Fifth International Symposium on Service-Learning, held at Stellenbosch University in South Africa in November 2013, continues this legacy.

The 106 chapters contained in the previous five books recognize the contributions of scholars from 69 institutions representing seven countries. This text adds another 22 chapters from an additional 11 institutions and 1 country to the collection. A tapestry of professions, collaborations, organizations, institutions, and activities has been described, including projects and theory from such diverse disciplines as education, engineering, interior design, clothing design, health sciences, environmental sciences, art, accounting, business, biology, social work, sociology, psychology, medicine, history, and communications. Service-learning projects described have been from single disciplines or from multidisciplinary, interdisciplinary, and interprofessional collaborations, and have arisen from service-learning courses from a single institution to arising from alliances

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that were inter-institutional and international. The writings in this series have identified partnerships with a wide range of communities in locations from around the corner to around the world. Broadly considered, the chapters from these books can be categorized in the following topics: • Institutionalization of Service-Learning. Contributions in this category have explored the relationship between service-learning and institutional identity, mission, and character, and the impact of national culture and social influences on higher education institutional support for service-learning. Institutional best practices and theory that support the development, implementation, and sustainability of service-learning activities from local to national and international collaborations have been discussed, as well as institutional support for the development of service-learning courses and service-learning trips (faculty development) and faculty advancement through tenure and promotion.

• Curriculum Development. The development of course-specific and discipline/profession-wide curricula have been presented across many fields of study at both the graduate and undergraduate levels.

• Paradigms for Teaching, Learning, and Pedagogy in Higher Education. Colburn & Newmark (2007a) described a paradigm shift in higher education brought on by social, political, and academic changes that embraced the use of service-learning as an effective pedagogical strategy for student and community transformation. They stated, “Service-learning represents a new educational paradigm that conceives the mission of the university and the purpose of higher education in a profoundly new and creative way that emphasizes…integrative, transformative and communal roles” (p. 14). Chapters in this category provide a multitude of examples and best practices demonstrating creative and innovative approaches to student experiential learning that introduces the nuances and gradations of the application of the classroom to the “real-life” community.

• Community Engagement for Community Needs. Moore and Lin (2009b), as the editors of the third book in this series, Service Learning in Higher Education, Paradigms & Challenges, proposed three paradigms of servicelearning application based in part on models of service-learning in South Africa and the United States. The primary question in addressing each paradigm is “Who benefits?” In the South African model, identified as Community Engagement for Community Needs, the community is the primary entity that benefits from the

303 service-learning collaborative. This paradigm, driven by national accreditation dictates, allowed South African universities to play a transformational role in the outreach to underserved peoples and communities following dismantling of apartheid.

• Community Engagement for Student-Learning. The second paradigm described by Moore and Lin (2009a) shifted the focus of primary benefit from the community to that of student (the U.S. model) and placed the emphasis on student experiential learning during community-based activities. In this model, the transformational role of service-learning is directed more toward student attitudes and behaviors and less on community impact.

• Integrated Community Needs and Student Learning. The third paradigm described by Moore and Lin (2009a) balances the needs of the community and the student and is described as an integrated ideal model of service-learning. In this paradigm, the emphasis moves from “doing for” to “doing with” (Bringle, Jones & Pike, 2009).

• Intercommunity, International, and Interdisciplinary Collaborations.

Contributions to the development of collaborations within the local community, within the nation, and between nations abound across all the books of this series, with the contents becoming increasingly sophisticated and global with each new edition. As the level of collaborative relationship grows (e.g., from collaboration with local partners that enhance student intercultural appreciation, to a collaboration with international partners that enhance student cultural competence with a sense of place in the global community), the level of institutional support and adherence to mission expands. Moore and Lin (2009a) describe international and interdisciplinary collaborations and explorations in service-learning as a fourth paradigm. Described as “emerging” by Moore and Lin, the Third and Fourth International Symposia on Service-Learning validated their vision “for an authentic relationship with external communities [that] simultaneously broadens the university’s strategic planning to integrate an international/interdisciplinary dimension into the teaching, scholarship and service functions of the institution of higher education” (2009a, p. 12).

• Evaluating Outcomes of Service-Learning. Assessing the impact of service-learning on student learning, attitudes, and behaviors, and on the community is a difficult proposition at best; however, throughout these five texts, anecdotal, qualitative, and quantitative explorations of effectiveness have been described supporting the role of service-learning in the development of skills,

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attitudes, and behaviors for practice and for lifelong outreach to others. Over the past eight years and five books, a foundation of evaluation has been integral to these discussions on service-learning, preparing for the fifth symposium, which aimed to “strengthen scientific contributions on service-learning as a pedagogical tool to enhance local and global citizenship and the scholarship of engagement�

(Lin & Wiegand, 2013, p. 11).

A sixth book, Service-Learning: Theory and Practice in Higher Education, which was coauthored by Phylis Lan Lin and Weimin Xu (2011) and co-published by Zhejiang University Press in China, exemplifies further international collaboration in servicelearning. This book, written in Chinese for an Asian readership, is one of the first books on service-learning published in China. The purposes of the book are to introduce servicelearning as practiced in the U.S. to an Asian audience and to discuss the applicability of this pedagogical model to Chinese higher education institutions. The book includes a comprehensive and culturally relevant introduction on the development, implementation, and assessment of service-learning courses and provides case studies from servicelearning projects rendered in Europe, America, Asia, and South Africa. Also included is a discussion on western concepts of civic engagement and service-learning, as well as the Social Practice model sanctioned by the Ministry of Education in China.

Unique to this entire series are the exploration of the development and implementation of service-learning in response to significant cultural and governmental shifts in thought and need, and the responsibility of universities to respond to these historic developments. The expansion of service-learning application in the United States has been well documented in the literature and has been introduced to Chinese educators and administrators in higher education (e.g., Lin & Xu, 2011). Equally historic and transformative has been the growth of service-learning activities in response to new governmental structures rising from the dismantling of apartheid in South Africa (e.g., Colburn & Newmark, 2007; Moore & Lin, 2009a), or from the significant reform of higher education in China (Zhang & Lin, 2011). A much more recent case in point is that the Ministry of Education in China made plans in fall 2013 to develop a standard certification that every province or city will use as the benchmark for service-learning in higher education.

Through the collaborations and interactions of scholars, administrators, community partners, and institutions in the planning and holding of these international symposia, similarities and differences in the development and implementation of service-learning have been explored between the U.S. model of service-learning, and developing or

305 developed models of service-learning in other countries. Both complicating and enhancing the richness of these discussions and papers have been cultural parallels and intersecting concepts of volunteerism; experiential learning; internship and cooperative experiences; and overarching societal needs for literacy, training, and economic development. These events have provided an expanded opportunity for comparison and contrast of different models of service-learning and of the roles of culture, society, and government in the response of higher education to community needs. The University of Indianapolis Press, through this series of books, has provided a diverse forum for this discussion.

SUMMARY The past 30 years have witnessed tremendous growth in the application of servicelearning from local to international settings. For the past 10 years, the University of Indianapolis Press, as well as the partners that have been embraced, has been a significant contributor to the expanding body of knowledge that has supported and evaluated this form of pedagogy and experiential learning. Through carefully designed and implemented national and international partnerships, a vision for the role of service-learning in the international arena has developed that has aided the advancement of students’, faculties’ and partners’ world views furthering the globalization of higher education.

References will be provided upon request.

Publication: In Service-Learning in Higher Education: Building Community Across the Globe, edited by Phylis Lan Lin, Mark R. Wiegand, and Antoinette R. Smith-Tolken, Indianapolis, IN: University of Indianapolis, 2014, pp. 255-272

PART SEVEN COMMENCEMENT SPEECHES AND THE INTERNATIONAL JOINT PROGRAM

1.

THE SUCCESS OF THE NIT-UINDY JOINT PROGRAM 跨越东西合作办学的成功实践 Phylis Lan Lin 2011

和杭州大学建立了姐妹关系，后杭州大学并入新的浙江大学，并随着浙江大学宁波理

工学院的成立，原有的友好合作关系最终落户宁波。记得在2000年3月的一天，我到过尚

未开始建设的宁波理工学院校址，当时视线所及的成片农田，现已变成绿树成荫的美丽校 园。我有幸见证了宁波理工学院成立与发展的历程。

我校与宁波理工学院的合作办学项目于2004年正式启动。合作办学项运行，离不开我

校各个部门与同事们的密切配合与共同努力。亚洲计划处是我校合作办学项目的行政中 枢，是连结学校领导层、商学院、文理学院、国际部、入学办公室、注册组等部门的纽

带，也是联系宁波理工学院相关部门的桥梁。我们在学校各个相关教学单位及部门都设置 了专门的岗位来负责合作办学项目的日常管理。我们每年数次派遣主要负责人前往宁波理 工学院访问，商谈合作办学的具体问题。经过多年的发展，办学项目已经成为我校本科教 育国际合作领域的成功范式。

2010年我校亚洲计划处进行了一项“美国体验”调查，有103名宁波理工学院06和07级赴

美学生参加。调查结果显示，有86％的学生表示印第安那波利斯大学的教学达到了他们的 学习期望，并有91％的学生对教育质量表示满意。究其原因，我们时刻遵循以学生为中心 的原则，从教学大纲、课程设置到学生的衣食住行，面面俱到，务求为学生提供优质的教 学以及良好的生活环境。平日我对赴美学生照顾无微不至，将他们视如己出，是学生眼中

的“大家长”。我陪着这些学生一齐成长――完成学业、规划生涯。在这篇回忆文章中，我 将通过4个环节来展示我校以学生为中心的项目特色及成效。

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准备·启程 每年，我都会数次前往宁波理工学院看望合作办学项目的学生，有意为申请留学的学

生举办座谈会，介绍印第安那波利斯大学的相关政策及办学情况。到了七月，我在酷暑中 陪同他们到美国驻上海总领事馆做签证面谈。在宁波开往上海的大巴上，在下榻宾馆的的

座谈中，在梅陇镇广场八楼(指美国驻上海总领事馆签证处)，都留下了我与中美班学生们 一步步完成项目的脚印。回忆学生们签证成功、步出领事馆的欢喜笑容，目睹学生们迈向 他们人生新的里程碑，我倍感欣慰。

2006年至今，我校的优质教育持续吸引着合作项目学生赴美就读，特别是在国贸与金

融专业，07与08两个年级申请出国的学生比例达到了50％。在上述“美国体验”调查中，有 84%的学生表示会向宁波理工学院的同学推荐来印第安那波利斯大学学习。 适应·融合

对于赴美学生，留学既是一段难忘的人生经历，也是全新的挑战，欣喜与惊奇的同时

或多或少伴随着痛苦的磨合。合作项目的学生在印第安那波利斯体验到了全新的学习模式 与文化氛围，也面临着随之而来的语言障碍与文化冲击。为了帮助赴美学生能够迅速地适 应新的环境，我们仔细观察学生的表现并及时总结经验，采取了一系列前期措施，帮助学 生克服课业上及生活中的各种困难。

针对第一批学生在赴美初期的种种适应性不足问题，从2007年起，我们要求宁波理工

学院的学生在正式开学前提前20天到校，参加适应性培训。培训期间的食宿由我校免费提 供。在适应性培训中，我校教职员工为学生介绍学校的基本制度、留学生政策、校内设

施、周边环境，等等，并为学生提供英语强化训练。之后的几年里，我们又在培训内容中 增加了美国文化的阐释与理解部分，帮助学生更好地面对文化差异。

我们通过多种措施帮助学生顺利融入美国校园。学业上，我们尽量在选课中分散中国

学生群体，促使两国学生在课堂上能够互动交流、互相学习。与中国高校的教学模式不

同，美国大学的学业评价更多地是通过学期论文来体现。与英文为母语的美国学生相比， 合作项目学生在写作上不可避免地处于劣势。针对这一问题，我们单独为合作项目学生提 供了英文写作指导，帮助学生能够在课业中更展现自己的观点和水平。我们密切关注学生 的学业表现，并与相关任课教师保持联系，针对学习遇到困难的学生，及时发现并给予指 导。

我们的教育宗旨是，期待学生一方面保持中国传统的优良文化背景，二方面鼓励他们

也吸收美国的优良文化和生活习惯。我们鼓励学生住校并在申请宿舍时选择美国学生为室 友，鼓励学生积极参加校园文化活动，增进与美国师生、当地社区的互动交流。在帮助学 生理解美国文化的同时，我们尊重学生自身的生活习惯与文化传统，鼓励学生在春节举办 联欢会，登台展现中国传统文化，也邀请美国师生体会中国文化的魅力。我们在学校餐厅 的食谱中加入了中国菜式，帮助学生克服饮食上的不适。每逢中秋节，我们会准备月饼赠

311 送给学生，让他们感受传统节日的温暖与快乐。作为合作办学项目的中枢，亚洲计划处在

帮助学生融入美国校园方面发挥了巨大的作用。2005年，在亚洲计划处的支持与鼓励下， 合作项目赴美学生组建了印第安那波利斯大学中国学生会，旨在帮助中国学生更好地融入 美国环境，享受异国求学的乐趣。亚洲计划处及中国学生会每月为赴美学生举办各种交流 会传递学业和生活等方面的各种讯息；经常组织各类文化、体育及社会交流活动，锻炼学 生的活动能力；为学生举办各类求职及GMAT培训班，帮助学生申请就读研究生项目；关 心学生的实践活动，为他们提供赴当地公司实习的机会，等等。

亚洲计划处给予赴美学生无微不至的关怀，成为学生的“海外之家”（“home away from

home”），是中国学生的“避风港”。亚洲计划处的中国式陈设，使学生倍感熟悉和亲切。

学生遇到大大小小的问题，包括选课、住宿、兼职、考驾照、身体不适等，往往首先会想 到向亚洲计划处求助。 进步·成功 从2006年至今，我们欣喜地看到了合作项目学生在印第安那波利斯大学克服困难、不

断进步、取得认同。学生的成长是多方面的。首先体现在学业上，进入各类优秀学生名

单的学生人数逐年增长。2008年至今，共有5名赴美学生获得一等毕业荣誉（Summa Cum Laude），23人获得二等毕业荣誉（Magna Cum Laude），22人获得三等毕业荣誉（Cum

Laude）。此外，我校设有学期优秀名单与系主任优秀名单评选制度。2006－2007学年第 一学期，赴美学生中仅有6.7％分别入选学期优秀名单与系主任优秀名单。但在几届学生的 持续努力下，入选人数显著递增。到了2010-2011学年第一学期，入选学期优秀名单的学生 比例达到了40％，入选系主任优秀名单的比例达到了26.9％。

优秀的学业表现增强了学生的学习信心、激发了对更高学历层次的追求。2008—2010

的3年期间，平均每年有45.83%的赴美学生被国外各高校的研究生院录取。在2010年的赴 美学生调查中，有48.9%的学生表示计划将来申请攻读研究生学位。2011届的毕业生中， 已超过50％的学生得到美国及其他国家的研究生院入学许可。

在印第安那波利斯的留学经历，磨练出了学生的自信、毅力，以及开拓进取精神。除

了继续留在国外攻读研究生，其余学生选择回中国就业。突出的英语能力和国际性的视

野，使他们在工作中表现优异，得到雇主的赞赏与好评。毕业生的各种成就给母校宁波理 工学院带来了更多的校誉。

学生的成长，还体现在领导能力的展现与组织协调能力的发挥方面。这些学生组织能

力强，出现了不少青年领袖人才。经过几年发展，中国学生会已建起了完善的选举制度及 工作机制，经常配合亚洲计划处为合作办学项目学生提供各种指导和服务，影响力逐步扩

大。2011年中国学生会获得了印第安那波利斯大学学生组织头等奖，令人欢欣鼓舞。这些 学生们已超越了“留学生适应症”的挑战！

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作为学生会的辅导人，很容易地就让我观察到这些学生们在中国国内所受德智体教育

的成功。虽然有些学生也会偶尔触犯交通规则及其他小违规，但大体而言，95％以上的学 生都是优良的青年子弟。这些年来看到他们挑灯夜战、刻苦学习、参加假日美国到处游的 欢乐场景，我也有说不出的内心喜悦。今年4月访问宁波时，2位2004级的毕业生开了近3

个小时车程来宁波向我报告他们毕业后的情况。我们的相聚更进一步加深了师生的感情。 合作办学项目的学生们毕业后，不仅会怀念他们理工的母校，也怀念他们在美国的第二个 母校。

延伸·拓展 对于留在宁波理工学院继续项目第二阶段学习的学生，我们给予同样的重视与支持。

每学期我们都派遣教师赴宁波理工学院为学生授课，学生即使身处宁波也能够体验与美国 一样的教学模式。此外，我们与宁波理工学院协商，多次派遣评估小组赴宁波对相关课程 大纲及课堂组织评估，尽可能维持两个校园课程模式的连贯性与统一性。我们的海外教学

得到了高等教育委员会（Higher Learning Commission）的认可。2005年4月，高等教育委 员会正式将我校在宁波开展的合作办学教育纳入其质量认证范围。

在合作办学项目的发展过程中，我们不断拓宽思路，根据学生的特点与实际需求进行

灵活调整。例如，针对中国英语系学生的知识需求，我们减少了原有的传统文学比重，而 增强了实务英语技巧训练部分；在通识课程部分，我们新增了广面的美国文化课程，取代 原有的狭窄的某些特殊课程。

为了帮助中方教师学习美国的教学体系和授课模式，宁波理工学院启动了主要面向合

作项目授课教师的访问学者计划。亚洲计划处帮助这些访问学者与对口院系及教授开展交 流，安排课程观摩和学习。

此外，为了给非赴美学生提供在印第安那波利斯大学学习课程的机会，我们与宁波理

工学院合作举办暑假短学期项目“体验美国”。我们精心设计课程主题，邀请优秀的教师前 来授课，尽可能让学生在短时间内了解美国社会的方方面面并提升自己的英语沟通能力。

宁波理工学院是我校众多国际项目中最好的合作伙伴。两校有相同的教育质量理念。

为了合作办学项目及其内容的延伸，双方校领导每年都组团互访，透过连续不断的坦诚沟

通，我们共同克服了许多中美合作办学的挑战与障碍。我们可以很骄傲地说：“我们的项 目实在办得不错！” 愿景·感谢 美国高校非常重视在办学过程中实现国际化，促进教育的多样性。国际化的教育模式

能够帮助学生更好地应对全球化挑战，成为出色的国际公民。我们与宁波理工学院的合作 办学项目已经成为我校国际化的重要一环。通过这一合作项目，两校间的师生交流大大增 多，通过互相学习取长补短，促进了自身的提高。

313 合作办学项目取得了丰硕的成果，但是这并不意味着我们在今后的时间里可以放慢脚

步。我们需要更多的努力来维系成功，需要合作双方的战略性眼光、互相理解与宽容来保 障项目的可持续性发展。国际合作办学项目运行面临着诸多挑战，我们将与宁波理工学院 一起，把挑战化为前进的契机与动力，实现共赢与发展。

最后，我除了要感谢宁波理工学院各位领导者的支持，还要特别感谢我校研究、策

划及国际计划副校长玛莉·摩尔（Dr. Mary Moore）教授，她从项目开始的第一天就给予 全盘性及实质性的支持。我也要向宁波理工学院及我校国际合作项目各相关部门的主管 及实务操作者表示衷心的谢意。没有这些基础工作人员全年负责、不辞辛劳的工作精神 与态度，中美合作项目是无法达到今日的成就的。我祝愿两校的合作和友谊取得更加丰 硕的成果。

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NIT NEWS JUNE 2011 中国宁波理工学院-印第安纳波利斯大学中美联合班第四届毕业典礼于六月二十一日

在浙江省宁波市隆重举行。藍采風博士（印第安纳波利斯大学协理副校长），也

是该项目的负责人，专程到宁波代表印第安纳波利斯大学校长Dr. Beverley Pitts以“真‧

善‧美”为题给毕业生们致辞，并向所有毕业生们表达最衷心的祝福和最热烈的庆贺。

藍采風博士表示中美两方学校这些年紧密合作就是为了达成把中美班的合作项目办成

中国最优秀的合作项目之一的目标。同时，她承诺将与各位相关同仁“一起促进这个项目

的提升，并努力为联合培养班所有的学生提供所能想象的最优质的教育”。此外，今年五 月，宁波理工学院的院长金伟良先生也曾亲自率领代表团参加了在印第安纳波利斯大学举

行的毕业典礼及晚上的毕业生庆宴。期间，金院长表达了对宁波理工中美合作项目的支持 与肯定，并承诺将扩大两方学校的合作。藍采風博士说，“我们的合作项目在给予理工学 子优质教育方面具有非常重要的战略性的意义。”

接着，蓝博士鼓励学生们再接再厉，把在两所学校所学的知识与技能结合现代科学技

术的发展理念，充分利用所学到的东西方文化上的双重财富，发扬中华民族的优良传统，

从而适应这个日息万变的世界。她表示，“我们的教学目标是把你们培养成具有创新的能 力，批判性思维的能力，出色的执行力和强烈的社会责任感的人。你们已经达到了这个目

标，我们希望你们能开始将所学到的新的专业技巧与知识运用到实际中去。它们将成为你 们以后的生存工具。”。另外，通过服务学习这一理念，她希望学生能够在今后的道路上 对他人及社会产生积极的影响，追求与创造一个真‧善‧美的世界。“作为这个国家的公 民，特别是作为大学毕业生，我们对国家承担着责任，更重要的是，承担着对居住在我们

身边的人的责任。这些责任不仅提供人们衣食住行的需求，它也包括道德意识的提升.”同 时，她与同学们分享反映她的人生哲学的名言“总是少考虑自己一点，但是不要看轻你自 己”来勉励大家回馈社会，

另外，通过服务-学习这一理念，她希望学生能够在今后的道路上对他人及社会产生

积极的影响，追求与创造一个真‧善‧美的世界。“她在演讲上多次提到“能对你的社区产 生影响”。这句话的真谛是什么？一个人如何能对社会产生积极的影响？随后，她引用约 翰．肯尼迪总统的名言“不要去问你的国家能为你做什么—而是去问你能为这个国家做什

么‘’，强调大学毕业生对个人前途的专注，找到好的工作也承担着对居住在我们身边的人 的责任。这些责任不仅提供人们衣食住行的需求，它也包括道德意识的提升.例如：环保 的意识以及各种商业道德的尊行。她接着以个人的座右铭“总是少考虑自己一点，但是不

要看轻你自己”来勉励大家继续服务精神。蓝博士引用台湾佛教大师证严上人的话“带着一 颗真诚的心去无私奉献才是真。无条件地帮助别人是善。当一个人拥有“真”和“善”，那么 就散发着“美”。“来阐述真善美的真谛。 蓝协理副校长在盛典结束前表达了她的欣喜之情。她为第四届毕业生感到无比骄傲，

也表达祝福恭喜学生家长等。蓝博士还在积极筹划一个十年以后中美班同学会的聚餐，希 望届时能聆听毕业生的成就。

315 A BRIEF HISTORY OF THE UINDY-NITZU JOINT PROGRAM An Agreement for the Joint Program between Ningbo Institute of Technology, Zhejiang University (NITZU) and University of Indianapolis (UIndy) was signed by UIndy President Jerry Israel and NITZU President Yu Qingsen in 2004. A second Agreement was signed by both UIndy President Beverley Pitts and NITZU President Xu Weimin in 2009.

The third Agreement was signed by UIndy President Robert Manuel and NITZU President Weiliang Jin in 2006. The Agreements were approved by Zhejiang University and the Provincial Ministry of Education in China. The Agreements received subsequent internal approvals at both institutions, as well as external approvals, including the approval of the Higher Learning Commission of the North Central Association of Colleges and Schools, USA and the Ministry of Education, China.

The structure of the program stipulates that upon satisfactory completion of the joint program, students at NITZU may complete the requirements for a UIndy baccalaureate degree and a degree from NIT. Joint undergraduate programs were offered in Finance, International Business, and English. The English program was terminated after a few years of operation due to the enrollment. The joint program went from 2+2 to 3+1 format. Currently, students are required to spend their fourth year at UIndy to meet the UIndy degree requirement. UIndy and NITZU have maintained an excellent working relationship since the inception of the joint program in 2004. The two institutions have become strategic partners in international higher education.

2.

“VISION, INTEGRITY, PASSION”

THE SINO-AMERICAN JOINT PROGRAM COMMENCEMENT CEREMONY AT THE NINGBO INSTITUTE OF TECHNOLOGY (NIT), ZHEJIANG, CHINA

Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis 2009

President Xu, faculty, parents, friends, and, especially, graduates of University of Indianapolis-Ningbo Institute of Technology Joint Program cohort 5 (class of 2009): I am honored to bring greetings today on behalf of the president of the University of Indianapolis, Dr. Beverley Pitts, and on behalf of the University’s faculty. President Pitts offers her best wishes for a wonderful Commencement ceremony and expresses her eagerness to visit you again soon.

It is with great pride that I participate in this ceremony at NIT on this day of celebration. I am profoundly grateful for the great honor accorded me by President Beverly Pitts to deliver this commencement speech on her behalf. I am here today also for a very special reason: I am a member of the NIT family. I am not only a visiting professor of this institution but also an administrator of the Sino-American Joint Program, and, most importantly of all, I see myself as a parent to all the students in the Sino-American Joint Program. I therefore speak to the graduates today as a faculty member, an administrator, and a parent.

I have worked closely with you graduates in the past few years. I remember the first time I met you on campus four years ago: You all looked so young, uncertain, and skinny.

Today, you have grown, built confidence, and gained a little bit of weight.

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I remember the day I accompanied you to Shanghai for your visa interviews: Each one of you walked out the door of the American Embassy with joyful tears in your eyes because you knew your visa had been granted and you were about to journey to a new world for a challenging academic endeavor and to venture into an unfamiliar land to launch a new milestone in your lives. Those who decided to stay in Ningbo to finish their degrees also have undertaken new challenges in their academic lives because they have had to take courses taught by both Chinese and American professors at NIT and simultaneously follow two sets of university policies—Chinese and American. The challenges were no less than for those who went to Indianapolis. I want to applaud both groups today. You have accomplished what many students could not. You have spent many sleepless nights in the library and in the dorms. Your electronic dictionaries are worn out, and your book covers are tattered. There were times when I saw some of you run into an 8 o’clock class with your hair not combed and teeth not brushed because you had stayed up all night to get a paper done. Many of you had difficulties adjusting to the American system of weekly quizzes, because in China, you needed to worry only about the final exams.

At any rate, you have made it. I am proud of you, and you should be proud of yourselves. Remember, there are many people who are behind you and beside you. They work with you and they support you. We must express our deepest gratitude to your parents, teachers, and close friends. Without their assistance, caring, encouragement, and pressure, you would not be sitting here today. Thank you, parents, professors, and close friends of our graduates.

Delivering a commencement address in China is a great responsibility. I pondered for a few weeks as to what message I should deliver. Several themes came into my mind, including a discussion on how to position yourself in the midst of a worldwide financial crisis; how to become a change agent in a changing environment; how to become a global citizen now that you have received a global education; how to instill the responsibility we should have as individuals and as members of a collective group; and how we can make the best use of our American experience in a Chinese setting. The list goes on. But most of all, I want to answer a few interrelated questions that I have asked myself and been asked constantly since the inception of the Sino-American Joint Program. Answers to questions such as “Why do you think this is a good program? What are you trying to accomplish? Who will benefit from this program?” are not simple. Instead of dealing with the complexity of the program, I would like to take this opportunity to share with you the kind of the program we are creating—a model that I call “the VIP model.”

319 Do we understand what “VIP” stands for? The conventional definition for “VIP” is “very important person.” Yes, we want to make you a very important person in this world.

But today, I would like to take the opportunity to put a twist on the acronym and offer a new meaning for “VIP”: “Vision, Integrity, and Passion.”

We have been and will continue building this joint program with a vision of the future. We are training a new breed of work force and intellectuals for tomorrow’s China.

We want to train a group of young students who can foresee society’s needs and who will position themselves well with the skills and knowledge needed for their future careers.

Several NIT students were interviewed by the Reflector (the UIndy student newspaper) last year, and by the Indianapolis Star, the largest newspaper in Indiana, in April. Here is what you have told the reporters of the Reflector and the Star: “Maybe I will run a business by myself and trade between many countries.” “I want to be a financial analyst; the study here helps me to reach that goal.” “My father wanted to send me to study abroad.

I like the people here. They are very kind.” “I want to become a banker in China. I want to improve our banking system.” “I am an English major, but I want to do things in international relations.” “The American system is so different from the Chinese system.

It has been an eye-opening experience for me. I know what I want to do, and I know I will have the opportunity to practice it when I return to China.” It is a comfort and reassurance to see that you have a sense of what is possible for you in the near future. We are building this joint program with a vision that the graduates will be equipped with a sound foundation for them to realize their potential, to be able to find a niche in a most challenging environment. We want to help you to believe that you are part of something bigger than yourselves. Whether you stay in China or return to the U.S. to continue your graduate studies upon graduation, our goal is to help you to grasp the best of two cultures (Chinese and American), to become a global citizen, to become a change agent, and to strengthen the quality not just of your own lives but also of the world that surrounds you.

Trust is one of the most important ingredients of integrity. It is imperative to have mutual trust in the joint program. We have to be trusted by our students, their parents, and our educational institutions. A high-quality program is based on the integrity of leaders and the institutions where the program is delivered. We trust and believe in ourselves and believe that we will be trusted. Academic integrity must be reinforced. Oftentimes, the process requires violators to face painful consequences, which breaks the hearts of the enforcers. Some students might have learned this the hard way, but at the end, you are proud of yourselves because you know you are a graduate of a program that emphasizes the value of integrity.

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Integrity refers to values regarding work, productivity, matters of right and wrong, fairness, and relationships. Although integrity is a worthy universal virtue, differences between Chinese and American cultures sometimes make the implementation of certain policies more challenging than others. In the end, we are able to realize that rigidity and flexibility can actually complement each other; we learn that there are times when we have to agree to disagree. This possibility is based on one assumption: namely, that we trust each other and have a common goal. Today, we can proudly say to ourselves that this joint program is a program with quality and integrity.

Finally, we are passionate; we are committed, and we are engaged. We are ready to educate a new breed of Chinese college students. Several students have asked me, “Dr. Lin, why are you so energetic and tireless?” I reply, “I love what I am doing, and I am in love with what I want to do. In fact, I am passionate with the mission I gave myself.”

A senior lecturer at MIT, Jonathan Byrnes, said one of the essential characteristics to lead paradigmatic change is the capacity for passion. He said, “First and foremost, you need a burning drive to make things better. Change management is a grueling process, and passion will see you through it” (Harvard Business School “Working Knowledge” archive, 9-6-2005). Passion provides the motivation, energy, and commitment to do things rigorously. Whether you are planning to reach a specific life goal, reach a certain level of perfection in your work, make good money, fulfill or abide by your parents’ wishes, help people in crisis, or make a positive impact on your society, you must, first and foremost, have a clear vision and strong passion and practice your deeds with integrity. Only then will you become an effective leader with the moral character for your endeavor.

A few years ago, one of our students in Applied Sociology, Kristene Ruddle, interviewed me. She asked, “What do you pass on to your students?” My fellow graduates, allow me to repeat to you this morning what I said: “Take pride in yourself. What you do is important. You may affect one person, who then affects more. Be passionate about what you do. See your service, your work, as blessed. You are shaping individuals, and individuals shape society. Be well-rounded, be a lifelong learner, and approach every person as an individual, regardless of his or her socioeconomic status or occupation.”

My dear graduates, today’s ceremony is a rite of passage in your adult lives. I have high hopes for you. You are a product of the VIP model. I hope you will continue to cultivate it with your traditional Chinese values and practice some of the American values you have cherished since you enrolled in the joint program.

I congratulate your achievements, and I wish you a bright future in the days to come. It has been my privilege to know each one of you, and it is my pride to see your

321 accomplishments. No words can express how happy I am to stand before you today.

We have taken a journey together in the past four years; you will always be in my heart.

Whatever mountain you try to climb, whatever ocean you try to sail, and whatever organization you try to lead, please remember the spirit of the VIP model. Possess and practice vision, integrity, and passion in your new journeys.

You will be the movers and shakers and the promising leaders for modern China.

Lastly, remember, we may be apart, but we uphold the same sky and we stand on similar earth. No ocean will separate us. You are part of the UIndy family, and you are my “adopted� children. Together, we will make the world a better place for all of us.

Best wishes to you all. Thank you.

Dr. Phylis Lan Lin: Meet the Founder Compendium

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远见卓识 诚实笃信：热爱工作及众生 藍采風博士 印第安纳波利斯大学国际合作协理副校长 印第安纳波利斯大学与浙江大学宁波理工学院中美合作项目毕业典礼 中国 浙江 宁波 2009

尊敬的许院长，各位老师，各位家长，各位朋友，印第安纳波利斯大学与宁波理工学

院中美联合班05级的毕业生们，你们好!

今天，我很荣幸的受印第安纳波利斯大学校长碧薇莉.碧慈及全体同仁之托，向各位

致以亲切的问候。碧薇莉.碧慈校长表达了她对毕业典礼的美好祝愿，并希望在不久的将 来能再次拜访贵校。

今天在宁波理工参加毕业典礼紧握倍感荣幸。受碧薇莉.碧慈校长之托代表她在毕业

典礼上致辞的这份荣誉更使我充满感激之情。今天，我站在这里,还有一个特殊的原因： 我是理工这个大家庭的一员。我不仅是这个学院的客座教授，也是中美联合项目的负责

人。更为重要的是，我还自认为是中美班学的一家之长。所以，今天我是作为宁波理工的 一员，一个项目的负责人，一位家长站在这里与各位为共庆今天的毕业大典的。

在过去的几年里,我和大家密切合作。还记得四年前，我第一次在校园里见到你们。

你们是那么的年轻，对未来有点迷茫,看起来有点搜弱。今天，你们已经长大成人，充满 了自信,而且变高又变胖。

还记得去上海陪你们去签证的那一天：你们走出美国大使馆的大门的那一瞬间，个个

眼含激动与欣喜的泪水。因为你们直到签证已顺利通过，接下来将会步入另一个崭新的世 界，去接受学业上的挑战；将要跨入一个不熟悉的国度，在自己的人生旅途中，向另一个

里程碑迈进。选择留在理工完成学业的同学们，同样经理了来自学业上的极大挑战，他们

不仅要选学有中美两校教授们各自开设的课程，还要同时符合中美两国的学业要求。他们 的挑战一点也不比去印第安纳波里斯大学求学的同学来的轻松。

不论选择出国留学还是留在理工，我都想为你们击掌叫好。你们完成了其他诸多学生

无法程担的任务。这两年多的日子里，你们经历了多小个不眠之夜，你们在图书馆用功, 在寝室挑灯夜战；你们的电子词典已用烂，书皮头页磨损；多少次，我看见你们急急忙忙

323 赶到教室上早8点的课，看来好像头也没梳，牙也没刷，因为前一个晚上你们通宵达旦都

在准备论文。还有许多同学很难适应美国教学体制中一周一次的小考，因为在国内，你们 只有一个期末考试为之焦虑而已。

不管代价如何,你们都已顺利通过。我为你们感到骄傲,你们更应该为自己感到自豪。

要切记:有多少人在背后支持你，在旁边鼓励你。他们与你一起奋战,作你强大的后盾。

在此，让我们首先一同表达对他们—你的父母，你的老师,你的挚友的感激之情。没有他 们的支持、关爱、鼓励以及压力，今天你们不可能坐在这里。谢谢你们!各位毕业生的家 长、教授以及挚友。

在中国,一份毕业典礼致辞背负多大的责任之托呀。多少个日日夜夜,我都在想,我该说

什么呢?脑海中曾飘过这样几个主题：讲一讲在全球金融危机下如何定位自我？还是讲一 讲在日益多变的环境中如何成为顺势而上的强者？亦或讲一讲然大家接受了国际教育，那 如何成为一个放眼全球的世界公民？还有讲一讲作为个体与集体成员，自己应担负什么样 的责任与义务？以及如何使自己的美国经历在中国环境下发挥极大的效用？如此等等。

但是,首先，我想先回答几个相关的问题。这些问题自中美合作这个项目开办以来，

我就经常自问，也经常被问及。例如：“你为什么认为这是个有前途的项目?”“你想达到什

么样的效果?”“谁能从这个项目中获益?”可是，要回答诸如此类的问题并非易事。与其谈论 这个项目的复杂性，我不如趁此机会与大家分享一下我们开创这个项目的理念—一个我称 其为VIP模式的理念。

大家都知道VIP表示的是什么?传统的定义是”重要人士”。是的，我们希望将你们打

造成这个世界的重要人士。但是，今天，我愿借此机会赋予这三个首字母以新的含义。 即:“Vision”表示远见卓识、”Integrity”表示诚实笃信、”Passion”表示热爱工作及众生。

第一个理念：远见卓识。从一开始，我们这个联合办学的项目就充满了远见与愿景。

我们立足为明天的中国培养一支新型的劳动大军与知识分子。我们要培养一批年轻有为

的学生,他们能预见到社会的需要，从而用自己的技术与学识将自己定位于未来之需。去 年与今年四月，印第安纳波利斯学生校报《思》以及印第安纳州最大的日报《印第安纳之

星》曾分别采访几位理工的学生。请听他们是如何对记者们说的：“或许我会自己开公司, 做国际贸易。”“我想成为金融分析师；这里的学习助我实现我的梦想。”“我爸爸送我出国

学习。我喜欢这里的人。他们人都很好。”“我想成为一位银行家,希望能使中国的银行体系 更为完善。”“我是英语专业的，但我想从事国际关系方面的工作。”“美国的体制和中国的

体制有很大的不同。我来这里开阔了眼界。我现在清楚了我想要做什么，我相信回国以后 我会有机会把我的想法付诸实施。”

同学们对未来的这种憧憬让我们倍感欣慰,也让我们信心大增。我们推行这个合作项

目的宗旨就是要让我们的学生在就读时打下坚实的基础以使他们在毕业后能够在竞争激烈 的环境中发挥自己的潜能，找到适合自己的立足点。我们想培养你们相信自己的能力，有

一天你们必将超越自我。无论你们毕业后是在中国发展,还是到美国继续读研，我们的目

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标是帮助你们把握中美两种文化的精髓，成为国际化的人，成为促进和谐社会的有用之 才，不断完善自己,提升大家的生活品质。

第二个理念：诚实笃信。信任是诚信的重要因素之一。运行这个合作项目需要我们相

互信任。我们必须得到学生、学生家长以及国家教育机构的信任。对于一个高品质的项目

的实施,项目领导和机构间的诚信是不可或缺的。我们相信自己的品格，也期待他人对我 们的肯定。我们还必须更加强调在求学过程中要守规,在学术上要诚实。有时候,违背诚信 者会有痛苦的结局，这常常使我们这些项目负责人痛心不已。有的学生可能已经从教训中 成长。同学们，这四年的求学经历是极具挑战性的，但是最终，你们应该为自己骄傲，因 为你们已经在这么一个注重诚信的项目中成長。

诚信是指在工作岗位上或处理人际关系时判断是非、坚守公平应持有的价值观。虽然

诚信是公认的美德，但是由于中美文化的差异，有时候一些政策的实行会变得更具挑战

性。但最终，我们意识到刻板和灵活可以相辅相成;我们也意识到有时候可以求同存异、 殊途同归。这都是基于一个设想：我们相互信任,目标一致。今天，我们可以骄傲地对自 己说，在推行这个合作项目的过程中，我们一直奉行高品质、诚实笃信的理念。

我们要热爱工作,关爱学生。我们一直恪守承诺,坚持不懈。我们旨在培养新一代的

中国大学生。有不少同学曾问我：“蓝教授，你为何总是那么精力充沛，不知疲倦呢？” 我的回答是“我热爱我所从事的工作，工作是我的生命。事实上，我热衷于自己所选择的

使命。”麻省理工学院的一位高级讲师乔纳森伯恩斯曾说过热情是产生变革的必备因素之

一。他说：首先，你要有一种热情,要把事情做得更好。实施变革是一个繁重而累人的过 程，热情会助你坚持到底。(哈佛商学院Working

Knowledge期刊，9-6-2005)。热情使人充

满动力，干劲十足，全身心地投入到工作中。无论你是要实现哪一个特定的人生目标:在 工作中达到某一层面的完美；赚大钱：实现你父母的期望；帮助他人摆脱困境;或为社会 做出积极的贡献，你首先必须要有清晰的愿景和强烈的热情，并且以诚信处之。只有这 样，你才会成为一个拥有高尚品德的、具有影响力的领导者。

几年前，一个叫克莉斯汀.拉得尔的应用社会学系的学生采访过我。她问：您给您的

学生传递的是什么理念？亲爱的同学们，在此请允许我重复一下我对克莉斯汀所说过的

话：以自己为荣。你所从事的都是重要的。你的所为可能影响某一人，而他可以影响更多 的其他人。要热衷于你的所为。珍爱你的工作，全心投入。你塑造个人，而个人继而影响 社会。成为一个全面发展的人，活到老，学到老。不论个人的社会经济地位如何，不论个 人从事何种职业,我们都应客观平等待之。

各位同学，今天的典礼是你们成年后的一件大事。我对你们寄予厚望。你们是VIP模

式的结晶。我希望你们会继续运用中国传统价值观把VIP模式发扬光大，并且珍惜你们参 加了中美合作项目之后所体会到的一些美国价值观。

我祝贺你们的成就,也祝你们前程似锦。我熟悉你们中的每一位,我为你们的成就感到

骄傲。今天，我站在这里，喜悦之情难以言表。过去的四年,我们携手走过；以后我也会

325 常常惦记着你们。无论你们将翻越什么高山，跨越什么大洋；无论你们将领导什么团队， 请铭记VIP精神。在你新的人生旅途中明确愿景,恪守诚信，投入热情。

你们将会是中国未来的掌舵者、改革者和领导者。最后，请牢记,我们可能天各一

方，但是我们顶的是同样的天，踏是的类似的地。大洋不能将我们阻隔。你们是UIndy大 家庭中的成员，我将你们视如己出。让我们一起努力将这个世界建设得更加美好! 最后，谨祝各位身体健康、人生如意！谢谢大家！

3.

“LEARNING TO EMBRACE CULTURAL RELATIVISM” THE SINO-AMERICAN JOINT PROGRAM COMMENCEMENT CEREMONY AT THE NINGBO INSTITUTE OF TECHNOLOGY (NIT), ZHEJIANG, CHINA

Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis 2010

President Jin, Party Secretary Xu, Vice President Yang, distinguished faculty and staff, proud parents, and especially, the graduates of the University of IndianapolisNingbo Institute of Technology Joint Program cohort 6 (class of 2010): I am deeply honored to bring greetings today on behalf of the president of the University of Indianapolis, Dr. Beverley Pitts, and on behalf of the University’s faculty.

President Pitts offers her best wishes for a wonderful commencement ceremony and expresses her eagerness to visit you again soon. I am also honored to stand here next to my respected and dearest colleague, Dr. Mary Moore, Vice President for Research, Planning, and International Partnerships. Dr. Moore and I have been working closely at the University of Indianapolis (UIndy) for more than 20 years. She is my supervisor, coauthor, co-researcher, and best friend. On behalf of all of us, I would like to express our gratitude for her countless contributions and endless support since the inception of the UIndy-NIT joint program in 2004. Let’s give her a round of applause.

It is with great pride and a sense of privilege that I participate in this ceremony at NIT on this day of celebration. I am profoundly grateful for the opportunity to work closely with NIT leaders, faculty, and staff over the last few years in the pursuit of a common goal: making our Sino-American joint program one of the best in China. If you may forgive my non-humble Chinese expression this morning, I am proud to say aloud that, indeed, our

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program is one of the best in China. Being the best does not mean that we have already climbed to the top of the hill. It simply means that we have overcome many insurmountable challenges that we were able to deal with and conquer, even with frustration at times. Being the best also means we need to work even harder and smarter so that we can sustain our success and accomplishments in the long run. Sustaining a good program takes courage, mutual understanding, vision, and resilience. There is no such a thing as “perfection.”

There are only opportunities for us to make improvements and progress. Together, we will make great things happen on this campus and at the University of Indianapolis. Not long ago, the retired Party Secretary Sun Jinquain whispered to me, “Do you know that our joint program is becoming very well known in Zhejiang Province and many employers will hire graduates from this program with quality assurance and pleasure?” It was quite an encouraging message to receive. As you all know, the job competition for college graduates is pretty stiff in China nowadays. We are so proud to announce that the last two cohorts’ employment rate was almost 100% and many of Cohort 6 graduates here have already lined up good job prospects. Congratulations!

Many of our faculty who came to NIT to teach and those who teach NIT students on the University of Indianapolis campus have told me, “Phylis, thus far, this is the best group.”

Yes, Class of Cohort 6, you are the best. Congratulations on your academic achievements and successes in many endeavors, including the number of students who own cars, the number of students who have girlfriends and boyfriends, the number of students who have travelled extensively into many parts of America, the number of students who have been accepted by graduate schools, the number of students who have participated in social activities on and off campus; the list goes on. It is my great comfort to see your growth and maturity. Standing here, I am reminded of the time when we went to the Shanghai Embassy for your visa interviews two years ago. It was an amazing moment to see your cheerful faces when you walked out of the embassy. You looked as if you had already made it. You did not realize that the next two years would be a hard journey for you to take.

Many of you have said to me, “Professor Lan, I never thought that I would have to study this hard in America. I have never thought that I would have to write so many papers and take so many quizzes.” Well, you have really made it this morning. Congratulations on overcoming the challenges in both academic and social lives in America. For those of you who stayed at NIT to finish the degree requirements, your challenges are just as great as those who went to America. You have made it too.

While celebrating your achievements, we must remember that there are many people who are behind you and beside you. They work with you and they support you. We

329 must express our deepest gratitude to your parents, teachers, and close friends. Without their assistance, caring, and encouragement, you would not have accomplished what you have accomplished today. Let’s give your parents, professors, and friends three big bows (ketou).

Recently, we conducted an NIT Students American Experiences Survey. Most of you participated in this study. The purpose of the study was to understand NIT students’ social/cultural academic experiences at the University of Indianapolis (UIndy) and in America. I am pleased to report to you that a great majority (86%) of the NIT students who participated in the survey felt UIndy had met their learning goals and 91% of them felt they had received a good education at UIndy. Moreover, close to 90% of the students indicated that they had a clear understanding of goals and requirements for the SinoAmerican program. Clear goals and objectives are essential to realize one’s educational aspiration and career plans. We are very pleased with these positive findings. We have definitely made progress in managing and administering the Sino-American Program in the last few years because just a handful of students in the previous two cohorts appeared to have an idea about the goals and requirements of our Sino-American program.

However, your cohort appears to have a very good grasp of the full scope of the program.

We have learned a lot from this survey. My hope is to be able to use the survey findings to identify key factors that have challenged our students and try to find ways to assist our students to overcome these challenges. The survey showed that there were four key factors that have been attributed to the success of the program. These are (l) a clear understanding of the goals and requirements of the program, (2) close interpersonal relationships with professors and good social relations with the campus community, (3) ample opportunities to seek assistance for language skill improvements, and (4) a sense of belonging at UIndy. Apparently, the NIT students who studied at UIndy seemed to have a relatively positive experience in America in general and at UIndy in particular. Over three quarters (84%) would recommend NIT students to study at UIndy. These are very positive findings from the survey. However, in spite of the 83% of the students surveyed who felt they were welcome and accepted at UIndy, the research findings also told us that about one-third of our NIT students have encountered unpleasant experiences. Students did not identify what the specific “unpleasant experiences” they had encountered were.

Later, I asked them about it. They mentioned that, mostly, they were related to cultural misunderstandings or lack of understanding each other’s culture. We plan to address this and provide more cultural training for future cohorts and the UIndy community (students, faculty, and staff). We were amused to learn from the survey that almost all the

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NIT students felt Chinese food was far better than American food, and they wished to eat Chinese food every day while studying in America. And most of them would like to have more opportunities to communicate with American students.

These unexpected findings have prompted me to speak on a relevant topic “Learn to Embrace Cultural Relativism” to you all on this graduation day. It is my view that culture includes attitudes, beliefs, behaviors, values, ideas, norms, things we have created, communication styles, clothing, and, definitely, food. In a broad sense, all communication is cultural. We communicate within our cultural framework, and we interpret the communication within our social context. The point I am trying to make here is not to discuss or define culture per se, but to stress the importance of good communication, which must start with an understanding of cultural attitudes; that is, cultural relativism.

Because culture varies from one setting to another, the meaning of communication must be interpreted from the speaker’s cultural context. In sociology and anthropology, we define “cultural relativism” as “the idea that something can be understood and judged only in relationship to the cultural context in which it appears” (Anderson & Taylor, 2008, p. 57).

When we embrace the concept of cultural relativism, we are bound to become more objective in understanding the nature of our interactions with others, and we will become less ethnocentric: the attitude where one tends to think his or her cultural practice is the best among all. People who were raised in a culture with both a long history and superb technological advancement tend to be more ethnocentric. I think both Chinese and Americans are relatively ethnocentric. Although ethnocentrism can enhance patriotism and group loyalty, by and large, individuals with ethnocentric orientation tend to be less objective and more inclined to stereotype people of other cultures. Ethnocentrism, an opposite of cultural relativism, will hinder communication of all kinds. It can become a stumbling block for interpersonal relationships and, at a macro level, for international relations. Effective communication must start with an attitude that embraces cultural relativism.

My dear graduates, you are about ready to step onto your new life path. Whether you will engage in interpersonal relations, business transactions at work, or even in international politics, your culture and cultural beliefs will affect your behavior and decision-making process. You have received two years of American education at the University of Indianapolis or with American professors at NIT. Our educational goals have been to educate you to embrace creativity, critical thinking, performance, and social responsibility. I would like to add one more; namely, cultural relativism.

331 Let me share with you an excerpt from an essay written by a student from NIT. “I met some unpleasant things during my residence life in the dorm. One day, my RA (Residence Hall Assistant) came to me and told me that someone was upset with me that I have a terrible smelly bottle stored in the kitchen. They want me to put it away. I was puzzled. It turned out to be that it was a bottle of soy sauce. I felt so strange about that.

Now I understand the differences between American and Chinese cultures.” Speaking of food, one of the Japanese students wrote, “having friends from other cultural backgrounds makes you find new perspectives, which are another essential part of global awareness.

For example, one of the NIT students always tried to take us to Japanese and Chinese restaurants. One day, I asked her why. The Chinese student simply said that she thought that Japanese people would prefer Asian food because American food is unhealthy. It was a new perspective, because she spoke from her own stereotype.” I have received many interesting questions from NIT students about America and Americans. I must admit that I cannot find answers to many of the questions they have raised. Here are some of them: “Why do most Americans take a shower in the morning instead of at night?” “I think English is a very difficult language to learn. Why is there a ‘LIE’ in Believe? Why is there an “Over” in Lover?” “Why do Americans drink ice water with their meals?” Why do Chinese serve soup at the end of the meal whereas Americans serve soup at the beginning of the meal?”

You are a very privileged group for having the opportunity to receive both Chinese and American education. In fact, in our survey, 78% of you said, “I feel a sense of pride for having been able to study at UIndy.” Now that you are back in China, you will be the best student ambassadors for the University of Indianapolis, and even for the United States. China is the new superpower economically and politically. The world is watching where China is going. China depends on your generation to become a functional player on the world stage. As I have mentioned, China and America are two relatively ethnocentric countries, especially when it comes to issues of international relations. Joshua Cooper Ramo, the managing director of Kissinger Associates and author of The Age of the Unthinkable, wrote in a recent article, “How to Think about China” (Time, April 19, 2010, pp. 26-31): “So working with China in a way that can protect our interests is less about direct confrontation of the sort we remember from the Cold War when the U.S. knew it faced a very dangerous enemy and more about what we might call co-evolution. The phrase comes from biology and describes how some species work together to become stronger over time.” (p. 31)

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The truth is, whether the two nations are dealing with issues of currency, the environment, trade, public health, or even human rights, to be able to work together (coevolution) and to be able to become true partners, both nations must start from mutual trust and understanding. In any interpretation of the other side’s behavior that does not take into account so-called cultural relativism, the dialogue will become in vain or even create tension and detrimental confrontation. Cultural relativism means “looking at how the elements of a culture fit together, without judging those elements as superior or inferior, right or wrong�

(Henslin, 2009, p. 39).

Since you have had the opportunity to experience both cultures, I hope you will keep this sociological/anthropological concept in mind whenever you are working with an individual, a group of people, or even a nation that might have a different culture or subculture than yours. The principle of cultural relativism is the foundation of all harmonious human relations, at a micro or macro level.

Just like you, I had the opportunity to receive both Chinese and American education.

I was born in Taiwan and came to America after I finished my college. I became an American citizen in 1975, but I identify myself as Chinese-American. I am proud to be Chinese and I am also proud to be an American. My Chinese heritage cultivates my Confucian values (humanism and humility) and moral teachings (work ethic, filial piety, and royalty), and my assimilation to American culture cultivates my scientific mind (critical thinking and research skills) and democratic ideology. However, my service orientation seems to come from both Chinese and American teachings. I am happy and content because I am able to grasp the best of two worlds and keep an integrated yet balanced framework between East and West. I am blessed to have been socialized in both cultures, and I am not biased toward either Chinese or American culture. I know I still have a long way to go, but I try my best to absorb both cultures and see the goodness of both. I hope someday I can find my inner resilience to lead me to take charge in life; upholding self-confidence and being assertive, yet not aggressive; exercising intelligence, yet remaining eager to learn; indulging in cutting-edge knowledge and skills, yet remembering to practice old traditions; maintaining my strong Chinese heritage, yet adapting to the mainstream American modern society, abiding to my principles yet being able to agree to disagree. For those of us who have received both Chinese and American education, we shall embrace the best of the two cultures and not see either culture as better or worse than the other. Learn to embrace cultural relativism in your daily encounters.

You may be surprised to learn that by respecting different cultures, we may enrich our own lives as well. I have witnessed that understanding and respecting different

333 cultures can make us better people. Just like you, when I first came to America, I refused to try American food. But now, I think American food is just as good as Chinese food, although it tastes very different. Yes, different, but not better or worse! My mom used to tell me, “If everybody enjoys tasting something and you refuse to taste it, you lose one happiness.� So, I tasted everything, Chinese and American, and I am happy.

Today, I am not giving you advice but presenting a perspective that I have cherished when I interact with people from different parts of the world. I am seeing that we have something in common, hoping to use the concept of cultural relativism as a motto to encourage each other to enhance mutual understanding and self-cultivation in a global economy and the multicultural world where we reside.

Once again, what a great joy it is to be here with all of you, celebrating the great achievements of those who are graduating on this occasion. You will be the movers and shakers and the promising leaders in a society where you will encounter many cultures.

We have high hopes for you. As I have told many of you, we will plan a class reunion when I turn 80, which will be only a few years from now. When that time comes, you will share with me that you have embraced the best of two cultures, and you have put your knowledge to work. I am longing for that day to come.

Best wishes and warm congratulations to you all. Thank you.

Dr. Phylis Lan Lin: Meet the Founder Compendium

334

沟通与文化相对论 藍采風博士 印第安纳波利斯大学国际合作协理副校长 印第安纳波利斯大学与浙江大学宁波理工学院中美合作项目毕业典礼 中国 浙江 宁波 2010

藍采風博士，印第安纳波利斯大学副副校长，掌理国际合作计划2010年中国浙江宁波

理工学院中美联合班毕业典礼上的致辞演讲

尊敬的金院长、许书记、杨院长，尊敬的各位老师、各位家长、中美联合班06级的毕

业生们，你们好:

今天，我荣幸地带来印第安纳波利斯大学校长，碧薇莉.碧慈博士最诚挚的问候，她

祝愿我们的毕业典礼圆满成功，并表达了她渴望再次访问NIT的心愿。我也带来了印第安

纳波利斯大学全体教职员工的问候和祝福。我还要荣幸地介绍我身旁的这位女士----印第 安纳波利斯大学副校长，玛丽摩尔博士。我和摩尔博士一起在印第安纳波利斯大学(UIndy)

工作20多年。她负责科研、规划和国际合作，是我的上司，计划合作者与学术研究出版合 著者，同时也是我最要好的朋友之一。在这里，我提议，让我们用热烈的掌声对她自2004 年中美联合项目创建至今所做出的不懈努力、巨大贡献和鼎力支持表示衷心的感谢!

今天参加你们的毕业典礼，我感到非常自豪和荣幸。我庆幸有机会与NIT的领导，教

师以及许多部门同仁密切合作。过去几年里我们合力追求一个共同的目标:使我们的中美 联合班成为中国联合办学的最佳范例之一。今天请你们原谅我这位毫不谦虚的华人自豪

说，“尽管有时未免会遇到沮丧和挫折感。总体而言，我们的中美合作项目的的确确是中

国最好的联合办学项目之一。”做得好并不意味着我们已经爬到了山顶。它只是仅仅意味 着我们已经克服许多挑战。已经爬到山顶也意味着我们需要更加努力，更加明智。一个好 方案的可持续性需要勇气、相輔相成，以及远见和坚韧。世上没有“最好的”只有“更好的”

。我们要共同努力，不断地在宁波理工学院与印第安纳波利斯大学的校园里继续创造更加 成功的合作办学计划。

不久前，NIT退休的党委书记孙桂铨对我说，“我们的联合办学在浙江很有名气，很

多用人单位愿意录用我们培养出来的毕业生，因为学生素质高，他们很满意。这个消息，

335 你听说了吗?”这个消息的确振奋人心。众所周知，当今高校毕业生就业竞争是相当激烈

的。我可以很自豪地宣布，过去两届中美联合班毕业生的就业率几乎是100%，而许多06 级的毕业生现在已拥有良好的就业前景。可喜可贺。无论是从UIndy来NIT教学的，还是

在UIndy教NIT学生的老师都这样对我说，“菲利斯，我们对这一届的毕业生功课表现非常 得满意。”是的，你们是最优秀的。祝贺你们通过自己的多方努力，在学业方面有了好成

就，在其他方面也令人兴奋，这些包括:许多同学游览了美国的名山大川不少人也被研究 生院录取，还有许多人参加了社会活动，许许多多的留美经验，不胜枚举。看到你们的成 长和成熟，是我莫大的安慰。看着你们，我想起两年前我们去上海办签证时，你们快乐地 走出使馆的样子，好像你已经大功告成。你没有意识到，未来两年要面临人生一段艰难的

旅程。后来你们中许多人对我说，“篮教授，我从来没有想到在美国要如此努力地学习。

我从来没有想到我要写那么多文章，要参加那么多的考试。”今天我肯定你们已战胜了在

美国学习和生活上所遇到的各种挑战，我祝贺你们的成功。对于那些留在NIT完成学业并 拿到学位的同学，我也祝贺你们的成功，因为你们所经历的旅程同样充满艰辛和挑战。

今天在庆祝你们毕业的时候，我们必须要饮水思源。首先要感谢你们的父母，老师和

朋友们。没有他们的帮助、照顾，和鼓励，你们就不可能获得今天取得的成就。让我们一 起给你们的父母，老师，朋友们三鞠躬。

最近，我们进行了一项关于“NIT学生的美国经验”的调查。你们中的大多数人参加了

这项研究。研究的目的是了解NIT学生在印第安纳波利斯大学和在美国学习生活所获得的 社会、文化方面的感受和体验。我很高兴地向大家报告，大部分(86%)参与调查的学生非

常满意他们在UIndy的经历达到了他们所期待的学习目标。91%的学生认为他们在UIndy受 到了良好的教育。此外，接近90%的学生表示，他们非常清楚中美联合班的教学目标和要

求。因为明确的目标是实现人生愿望和职业规划的必要条件。我们很高兴看到这些积极的 结果。

我们从调查中了解到许多信息。可以肯定地讲，过去几年里我们在经营和管理中美联

合班的过程中，积累了经验、取得了进步。因为在前两届毕业生中有一小部分的学生对中 美联合班的目标和要求还存在模糊的认识。而你们这一届对联合班的培养目标和要求已有

全盘的了解。我们从这次调查了解到了许多。显然，在UIndy学习的NIT学生似乎已对美 国、特别是对UIndy有了积极的经验体会。超过四分之三(84%)被调查的学生们表示将极力

推荐NIT学生来UIndy学习。这些是非常积极的调查结果。但是，虽然83%的受访学生认为 他们受到了UIndy的接受和欢迎，研究结果也告诉我们，大约三分之一NIT的学生表示曾 经遭遇过不愉快的经历。学生并没有说明具体的“不愉快的经历”。后来，我问了学生们， 我了解到，这些所谓不愉快的经历大多数情况下是文化上的误解造成的。让我与你们分享

一段NIT学生的文章摘录“在住校期间，我在寝室里遇到了一些不愉快的事情。有一天，学 生宿舍的管理员来找我说，这里有人埋怨我在厨房中存放了气味难闻的瓶子。他们要我把 它扔掉。我迷惑不解，结果我发现原来他们指的是一个酱油瓶子。这件事使我明白了一件

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小事也能反映出美国和中国之间的文化差异。”这的确是我们需要解决的问题。我们计划

对未来UIndy学习的学生，教师和工作人员提供更多的跨文化方面的培训。调查中最有趣

的发现之一是，几乎所有的NIT学生都感到中国的食物远比美国食物好吃，他们希望在美 国学习期间每天都能吃上中国的食物。说到食品，一位日本学生写道:“具有不同文化背景

的朋友能使你视野拓宽，这种视野是全球意识的重要组成部分。例如，一位NIT的学生总 是说服我们去日本和中国餐馆用餐。一天，我问她为什么?这位中国学生随口就说，日本 人比较喜欢吃亚洲食物，因为美国食物对健康不利。对我而言，这是一个新的观点，因为 她是从她自己已有的观念看待问题的。”

大多数学生表示希望有更多的机会与美国学生交流。我从NIT学生那里得到许多关于

美国和美国人的有趣问题。我必须承认，我对他们所提出的许多问题还不能完全找出答

案。例如:学生问我:”为什么大多数的美国人是在‘早上’淋浴而不是在‘晚上’?””我认为英语学

起来很困难。为什么在‘相信’(believe)这个单词中还存在‘谎言’(lie)这个单词?为什么在情人

(lover)这个单词中还存在结束(over)这个单词?”为什么美国人在用餐时喜欢喝冰水?为什么中 国人在餐后用汤而美国人是在饭前?”

从这些调查结果，以及平日与NIT同学的密切接触，还有我在美国40多年来的片面生

活经验，促使我有了我今天想以“沟通与文化相对论”的主题发言。我认为文化包括态度、 信仰、行为、价值观、理念、规范，所有我们创造的东西、我们沟通的风格、我们的服饰 和食品。广义上讲，所有的沟通都是文化层面上的。我们常以文化模式沟通，以我们社会 背景理解我们的交流。我并非在这里讨论或定义文化本身，而是要强调良好的沟通是源于 客观的文化态度，即，文化相对论。由于不同环境存在不同文化，要寻求沟通必须要了解 说话人的文化背景。在社会学和人类学范畴内，我们将“文化相对论”界定为“表述的观点能 被理解和仅从呈现的文化背景关系方面进行判断”(《安德森&泰勒》，2008，第57页)。

当我们拥有了“文化相对论”的观点，我们会更加客观地了解与别人互动的实质，我们

会变得不那么种族优越感。态度决定一切。一个在历史悠久、技术精湛，文化进步的国度 中生活的人往往更容易产生种族优越感。我认为中国人和美国人都相对具有种族优越感。 虽然民族优越感可以加强爱国主义精神和个人对团队的尽忠，但总体上言，有种族中心主 义倾向的人往往不那么客观，更倾向于对其他文化排斥或鄙视。“种族中心主义”是“文化相

对论”的对立面，它妨碍各种沟通，成为人际关系的绊脚石。在宏观层面上，不利于良好 的国际关系的建立。有效的沟通来源于文化相对论，必须抱此态度。我亲爱的同学们，你 们即将踏上新生活的征途。无论你们是处理人际关系，还是进行商业交易，甚至是与国际 政治打交道，你们的文化和文化信仰会影响你们的行为和决策。你们已接受在印第安纳波 利斯大学(UIndy)的美国教育及在宁波理工学院(NIT)的中国教育。UIndy的教育目标是:鼓

励学生有创造力，批判性思维，良好的表现和社会责任。我想NIT的教育理念也同样是如 此。我想再补充一个，即，接纳文化相对论。

337 你们是一群很幸运的人，有机会获得中美两国的教育。事实上，在我们的调查结果

中，78%的同学说:“能够在UIndy学习，我感到自豪”。现在你们回到中国，你们就是印第 安纳波利斯大学的校友，也是印第安纳波利斯大学的“学生代表”。中国现在是经济上和政 治上的新的超级大国。世界都在注视着中国的发展方向。中国依靠你们这一代在世界舞台 上发挥作用。中国也依靠你们这一批学生作为中美双方友好邦交的桥梁。

正如我刚才已说过，中国和美国是两个相对拥有种族优越感的国家，特别是当涉及

到有关国际关系的问题时，就会显现更加明显。约书亚.库勃.拉模---基辛格协会的管理主 任以及《不可思议的时代》的作者----在最近的一篇名为“如何思考中国”(4月19日，2010

年，26-31页)的文章中写道，“⋯⋯ 所以，以一种方式与中国合作，这种方式可以使我们的 利益少受到直接的对抗，冷战时期的教训我们记忆犹新，美国明白了那种做法非常危险。 我们要多一些‘共同演变进化(Co-evolution)’，这个来自生物学的词汇告诉我们:一些不同物 种如何通过共同努力，并随着时间的推移变得更强盛”(第31页)。

事实上，不管是处理涉及货币、环境、贸易、公共卫生问题，还是人权问题，两国应

该携手共同演变进化(Co-evolution)，成为真正的伙伴。两国都应该从相互信任和相互了解

开始。如果没有考虑所谓的文化相对论(任何企图用自己的标准去理解对方文化行为)，其 结果都必将是徒劳的，甚至会导致紧张局势和不利双方的互相抗衡。文化相对性意味着应 该观察各种文化因素的相互融合，而不是根据我们自己的生活方式判断这些文化因素的孰

优孰劣，孰是孰非(哈斯林，2009，第39页)。既然你们有机会体验了两种文化，那么我希 望不管你们是与具有不同文化或次文化人、团体，乃至国家进行交往的时候，你们一定要 时刻铭记这个社会学的/人类学的思想观念。无论是从微观还是宏观层面来讲，文化相对 论是构建人际和谐关系的基石。

像你们一样，我有机会同时接受中国和美国教育。我出生在台湾，大学毕业后到美

国，于1975年成为美国公民，但我认为自己是一位美籍华人(Chinese American)。我既为自

己是一位中国人自豪，也为我的美国身份感到幸运。中华文化，培养了我的儒家价值观(

谦逊为本)和道德礼教(伦理、孝道、忠义)。美国文化，培养了我的科学头脑(批判性思维和 研究能力)和民主思想。可是我觉得我强烈的为人服务及以人为本的观念是来自中国文化 和美国文化共同陶冶和教诲的结果。我不断的尝试如何去掌握中美文化最优美的一面。获 取了我很幸运，因为我在两种文化認知上求平衡，我努力不怀偏见，从容地参与两种文化 的社交活动。我知道前边路还很长，但我会尽我所能汲取两种文化的熏陶，学习两种文化 的优点。

我真诚地希望有一天我能够运作我的内在毅力，能真正的做到自信但不自傲;热衷创

新但不忘传统，保留中华文化也融入美国主流社会;坚持原则，也学会让步。对于各位已 经接收了中美两种教育的学生应树立这样的观念---中美文化只有差异之别，没有优劣之

分。学会接受“文化相对论，”你可能会惊讶地发现，兼容不同的文化，可以丰富我们的生 活。当我第一次来到美国，像你们一样我拒绝了美国食品。但现在，我认为美国食品和

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中国食品一样好，只是味道很不同。我母亲曾经告诉我:“大家都喜欢品尝的东西，你却拒 绝，你就失去了一个口福。”今天，我同时接受了中美两种食品。我多了份口福。

今天，我不给你们提出任何建议，只是提出我的一个观点与你们共勉:在经济全球

化、文化多元化的当今世界，人们都希望以“文化相对论”为座右铭，彼此欣赏，加强相互 理解与自身修养。毕业不是学业的终点。今天我们将告别学生子生涯、走向社会。作为时 代的精英，大家都有独善其身、兼济天下的胸怀，在追求个人事业发展与成功时，还要承

担相应的社会责任。我对你们寄予厚望。有一件事我已经告诉很多同学了，我希望在我80 岁的时候能够在美国或中国参加你们的同学会，这个日子从现在算起来也不过几年时间而 已。届时，请你们与我一起分享你们事业順利發展上的各种成就。我盼望这一天的到来。

再次向你们表示热烈祝贺，我的祝福将永远陪伴着你们!我会经常在美国想念你们。祝你 们健康和愉快。谢谢大家。

4.

“TRUTH, GOODNESS, AND BEAUTY” THE SINO-AMERICAN JOINT PROGRAM COMMENCEMENT CEREMONY AT THE NINGBO INSTITUTE OF TECHNOLOGY (NIT), ZHEJIANG, CHINA Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis 2011

President Jin, Party Secretary Fei, Vice President Yang, distinguished faculty and staff, proud parents, and especially, the graduates of the University of Indianapolis-Ningbo Institute of Technology Joint Program Cohort 7, Class of 2011. I am deeply honored to bring greetings today on behalf of the president of the University of Indianapolis, Dr. Beverley Pitts, and on behalf of the University’s faculty. President Pitts offers her best wishes for a wonderful commencement ceremony and acknowledges her plan to visit your campus in September. I am also pleased to introduce Dr. John Langdon, Associate Dean of the College of Arts and Sciences. Dr. Langdon has been working closely with me on our joint program, and I am glad Dr. Langdon is here today.

This is our joint program’s fourth commencement. Again, it is with great pride and a sense of privilege that I participate in this ceremony at NIT on this day of celebration. I am profoundly grateful for the opportunity to work closely with NIT leaders, faculty, and staff over the last few years in the pursuit of a common goal: making our Sino-American joint program one of the best in China.

I especially would like to mention that I had the opportunity to work with President Jin on several occasions this year and I admire his vision and support for our international

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collaboration. We were much honored that he led the NIT delegation to attend the Commencement and the Senior Banquet held at the University of Indianapolis on May 7. He met many of our NIT joint program students, and he was very pleased with the way these students have been “transformed.” President Jin has pledged to expand our two universities’ collaboration. He has a good vision for the future of NIT, and he stressed that our joint program has played a very important strategic role in the delivery of high-quality education for the NIT students. On behalf of the University of Indianapolis, I also pledge to President Jin and all of you that we will rise to the occasion together. We will provide for our joint program students the best education anyone can imagine having.

I also have been working closely with Professor Xu Weimin, who has just retired from his distinguished posts at NIT as the former president and the party secretary in April. I was very fortunate to have opportunities to work with Professor Xu in the last few years on our joint program, and most recently, I was privileged to co-author a book with him on service-learning to be published by the esteemed Zhejiang University Press.

In addition, we will co-chair the Fourth International Symposium on Service-Learning, which will be held at NIT in September. I would like to take this opportunity to express my admiration for Professor Xu’s scholarship and leadership.

This is a very special year for NIT. It is the year of NIT’s 10th anniversary. Dear graduates, you are part of NIT’s growth and its success story. You should be proud of NIT, as NIT is proud of you.

While celebrating your graduation, we must remember that there are many people who are behind you and beside you. They work with you and they support you. We must express our deepest gratitude to your parents, teachers, and close friends. Without their assistance, caring, and encouragement, you would not have accomplished what you have accomplished today.

My dear graduates, you are ready to step onto your new life path. Whether you will continue to pursue your graduate studies, get married, or enter into the job market, you will always encounter change in your living environment. You have received two years of American education at the University of Indianapolis or with American professors at NIT. Our educational goals have been to educate you to embrace creativity, critical thinking, performance, and social responsibility. You have attained these goals, and we hope you can start putting your new tools to practical use. They will become your life tools. With these tools, you shall be able to make a difference, not only in your own life but also in the community where you live, where you work, and where you visit as a tourist. With your newly gained knowledge, skills, and most of all, the values that you have learned or

341 reinforced, you are bound to ask a question, “How can I make this a better place to live, to work, or to visit?”

People speak of going out and changing the world; this is silly. One person does not change the world. One person can, however, change the community where he or she lives: the small world in which a person operates. A person can easily have an effect on the local community, the town, the city, the neighborhood in which he or she resides. How can you make a difference? How can you improve the lives of those around you with the gifts that you have been given? These are some of the questions you should ask yourself.

There are many goals people have in life: graduating from college is one of them.

You have done this today. Getting a good job is another goal for many: this is something that many of you will strive to do in the coming months. A goal that is not shared by many, to society’s detriment, is striving to improve the community where you live. What is interesting is that these goals are linked inextricably. Students with college degrees get good jobs; people with good jobs have more resources available to make a difference in the community. You should not only be the locomotive but also the transformer of your community. Many of you experienced community-service projects while you were at UIndy. NIT also has started to launch these projects in the last few years. We hope you carry on the spirit of service even after graduation. Your community needs your expertise and experience in service.

The phrase “making a difference in the community” has been referenced multiple times already. What does this actually entail, though? How does one make a difference?

Help the needy, volunteer, recycle, and donate items to others in more need than you.

These are not grandiose actions, but they have the effect of making a difference in others’ lives, which is more important than an action that serves only to gain notoriety. John F. Kennedy, an American president in the 1960s, once stated, “Ask not what your country can do for you; ask what you can do for your country.” This is a powerful quotation; it signifies that we, as citizens of a country and especially as college graduates, have obligations to that country, and more importantly, to the other inhabitants that reside here with us.

There is a global problem with youth today. In America and in China, we call your generation the “me generation.” Young people care about themselves almost too much.

Young people tend to be self-oriented. Instead of this “me generation,” we should seek to be other and service-oriented. Thinking of others and acting to improve others’ lives is crucial to the development and growth of a modern society. In this competitive world, it is inevitable for your generation to become self-oriented. But today, I would like to share with you a quotation that reflects my life philosophy. It may prompt you to think deeply

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or puzzle you: “Always think of yourself less, but do not think less of yourself.” Dharma Master Cheng Yen (Tzu Chi), who was one of Time magazine’s 100 most influential people in the world in 2011, said, “To give selflessly with a genuine heart is to be true. To contribute to others unconditionally is to be good. When one is both true and good, beauty is radiated.” I hope you will be that “beautiful person” someday.

You are very fortunate to have received two kinds of education (Chinese and American) and to have received two sets of degrees (NIT and UIndy). You have the freedom to choose. What you have chosen today will become part of you tomorrow. We hope you will make the best use of your dual assets and continue on the path of greater learning, with a commitment to serving your community, and resilience in our ever-changing and challenging world.

Once again, what a great joy it is to be here with all of you, celebrating the great achievements of those who are graduating on this occasion. You will be the movers and shakers and the promising leaders in a society where you will encounter many things that you have learned on both campuses. We have high hopes for you.

As I have told many of you, we will plan a class reunion when I turn 80, which will be only ten years from now. When that time comes, you will prove to me that you have embraced the best from the two educational systems and that you have put your knowledge to work. You also will share with me what you have done for your community and how you have transformed your neighborhood into a better place to live. You will show me what you accomplished in these ten years.

I am longing for that day to come. I am simply so pleased to be part of your higher education journey. I am proud of you. Best wishes and warm congratulations to you all.

Thank you.

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真:善:美 藍采風博士 印第安纳波利斯大学国际合作协理副校长 印第安纳波利斯大学与浙江大学宁波理工学院中美合作项目毕业典礼 中国 浙江 宁波 2011

尊敬的金院长，费书记，杨副院长，各位杰出的教职员工，各位家长，尤其是各位宁

波理工学院-印第安纳波利斯大学中美联合班的07届毕业生同学们:

我今天非常荣幸地代表印第安纳波利斯大学校长Dr. Beverley Pitts和所有教师们向大家

致以最真挚的问候。Pitts校长忠心祝愿我们有一个隆重的毕业典礼，并且她计划于今年九 月访问宁波理工学院。另外，我非常荣幸地向大家介绍印第安纳波利斯大学文理学院副院

长Dr. John Langdon。他负责中美班的通识教育课程。很高兴Dr. Langdon 也远道陪我来参 加今天的毕业典礼。

今天是我们中美班第四届毕业典礼。能够参加今天的盛典，我感到非常荣幸和自豪。

我深深地感谢这些年能有机会与宁波理工的领导，教职工一起工作。我们紧密合作就是为 了一个共同的目标:把我们的中美合作项目办成中国最优秀的合作项目之一。

我特别要指出今年有幸与金院长进行了几次印象深刻的会谈，我非常崇拜他在高等教

育的远见与感谢他对我们两校合作的支持。金校长曾亲自率领宁波理工代表团参加了五月 七日在印第安纳波利斯大学举行的毕业典礼及晚上的毕业生庆宴。期间，金校长看望了来 自中美合作项目的学生，他对同学们在各方面的转变与成长感到非常满意。金院长承诺将 扩大两方学校的合作。他对宁波理工的未来寄予了厚望。并且强调，我们的合作项目在给 予理工学子优质教育方面具有非常重要的战略性的意义。在这里，我谨代表美国印第安纳 波利斯大学，也向金院长和各位承诺，我們共同促进这个项目的提升，并努力为联合培养 班所有的学生提供所能想象的最优质的教育。

我与刚刚在四月份退休的浙江大学宁波理工学院前院长和书记许为民教授也一直有密

切的工作关系，在过去的几年里，我非常有幸能与他一同致力于我们的合作项目，最近， 我与他合著的一本关于服务-学习的论著即将由颇有声望的浙江大学出版社出版。此外，

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我们将共同主持今年九月份在宁波理工学院举行的第四届服务-学习国际研讨会。我将借 此机会表达我对徐教授专业造诣以及领导能力的敬仰。

对于宁波理工来说，今年是非常特殊的一年，因为它是宁波理工成立十周年。亲爱的

毕业生同学们，你们是见证宁波理工不断成长并走向成功的一份子。你们应以理工为荣， 就像理工以你们为傲一般。

当欢腾地庆祝你们的毕业时，我们应该饮水思源。我们必须牢记有许多人站在你们后

面以及身边。他们的辛勤耕耘，他们的不懈努力造就了今天的你们。因此，我们必须向你 们的父母，老师，以及好友表达最真挚的感谢。如果没有他们的帮助，关心和鼓励，你们 将无法取得今天的成就。

我亲爱的毕业生同学们，你们将由此步入另一个崭新的人生阶段。无论你们是继续深

造，结婚，或是走入职场，你们将会遭遇生活环境的变化。你们已经接受了在印第安纳波 利斯大学的教育或者在宁波理工美方教授给予的学习指导。而我们的教学目标是把你们培 养成具有创新的能力，批判性思维的能力，出色的执行力和强烈的社会责任感的人。你们 已经达到了这个目标，我们希望你们能开始将所学到的新的专业技巧与知识运用到实际中 去。它们将成为你们以后的生存工具。拥有了这些工具，不仅会对你们今后的生活产生影 响，同时将造福于你们所居住的社区，所工作的单位，或一般的周围环境。当你们获取新 的知识，技能，特别是这两年中所学习的或曾经再加强的一些传统的价值观，你们一定会 问一个问题，“我怎样可以创造一个更好的居住，工作，或是一般的周围环境?”

当人们高谈阔论要去改变这个大世界，这似乎不是很脚踏实际的想法。一个人不能改

变整个大世界，但是可以改变他们生活中所能掌握的小世界。一个人比较容易地对其所生 活的社区、小镇、城市、街坊产生影响。也就是说，从小世界一点一滴地做起，然后再像

波涛一样向整个世界传播你想要改善大世界的理想。那么，你将怎样产生影响?你将怎样 利用所学改善周围人的生活呢?

人们会有许多人生目标，比如，从大学毕业是其中之一。你们今天已经完成了这一

步。找到一份好工作是许多同学的另一个目标，也是在接下来的几个月努力去做的事情。 努力改善所居住的社区既努力改善社会不正义的事情应该是你们各位年轻人所应有的公民 责任。有趣的是，这些目标其实是互相关联的。学生借着大学文凭找到了不错的工作，

有着不错工作的人们有更多的可利用资源去影响社区。你不仅应是社区的领头人，更应该 是一个改革者。你们当中的许多人在美国体验过社区服务学习，宁波理工也发起了类似项 目。我们希望你们在毕业后还能一直延续着服务精神。你们的社区需要你们在服务上的专 长与经验。

“能对你的社区产生影响”这句话已经被引用了多次。但是，这句话的真谛是什么?一个

人如何能对社会产生积极的影响?帮助弱者、自愿、循环利用并捐献一些物品给那些更需 要帮助的人。这不是浮夸表面的举动，它们将对别人的生活产生影响，它们比那些只是为

了赢得一些虚名的行为更重要。约翰.肯尼迪，一位二十世纪六十年代的美国总统，曾经

345 说过，“不要去问你的国家能为你做什么-而是去问你能为这个国家做什么。”这是一个很有

影响力的名言，它意味着，作为这个国家的公民，特别是作为大学毕业生，我们对国家承 担着责任，更重要的是，承担着对自己及我们身边的人的责任。这些责任不仅提供人们衣 食住行的需求，它也包括道德意识的提升，例如:环保的意识以及各种商业道德的尊行。

当今，有一个全球性的问题摆在我们年轻人的面前。在中国和美国，我们称你们这代

人为“自我中心的一代”。青年人有着强烈的自我意识，更关注自己，倾向于自我为中心。 我们应该寻求关心他人，服务他人的价值观，取代自我为中心的思想。替他人着想并致力 于提高他人的生活水平对一个现代文明社会的发展与成长是至关重要的，这也是我们对当 代知识分子的期待。在这个竞争激烈的社会，你们会不可避免地偏重自我。但是今天，我 想与你们分享一句反映我的人生哲学的名言。它可能促使你们深入思考也可能使你们感到

困惑，“总是少考虑自己一点，但是不要看轻你自己。”英文的说法是“Always think yourself less， but never think less of yourself!” 被时代杂志评为2011年度全世界最具影响力的一百人 之一的台湾佛教大师证严上人曾经说过“带着一颗真诚的心去无私奉献才是真。无条件地

帮助别人是善。当一个人拥有“真”和“善，"那么就散发着“美”。”我希望有一天你们会成为 那个“美”的人。成为一位追求真善美的人。这也是家父给我的座右铭。我今天与各位毕业 生同学们共享。

你们非常幸运能接受中美两种体系的教育并且取得了两所学校的学位证书。你们可以

自由地选择，而你们今天所选择的将成为你们未来的一部分。我希望你们要充分利用所拥 有的中美的双重无形财富，继续你们的求学深造和承诺服务社区的道路，从而适应这个日 息万变的世界，去追求与创造一个真.善.美的世界。

我还想说:和你们大家一起庆祝毕业生同学们所取得的成绩是一件多么愉快的事情

啊。你们将会成为社会发展的推动者，发起者，未来的领导，在这个社会中，你们将会遇 到许多挑战。也许你们会对在中美两国所学习的提出质疑。质疑我如何将所学习的回馈到 真实的社会。其实今天你们踏出校园之后将会遇到比在校期间所曾经遇到的挑战更艰难的 挑战。但是我相信，如果你们可以能够秉承真善美的理念的话，这些挑战都能够一一克服 的。我们对你们寄予厚望。

就像我曾经跟你们许多人说过的一样，再过十年，在我八十岁耄耋之年时，我们会策

划一个中美班的同学会聚餐。那时，你们将会证明给我看你们汲取这两种教育体系的精华 并将其运用到工作中去。你们同时也会和我分享你们为自己的社区做了什么以及如何把邻 近社区改造成一个更宜居住及生活的优美环境的许多故事。我迫不及待地来聆听你们未来 十年的成就。我会在美国彼岸天天为你们祈福。

我非常高兴成为你们接受中美高等教育旅程的伙伴与监护人。我为你们感到骄傲。再

次，向你们表达最衷心的祝福和最热烈的庆贺!记住，你们是有能力与毅力的，你们将以“ 真善美”的心灵与行动去创造一个更美好的社会。我期待那一天的来临。谢谢大家。

5.

“ON BECOMING A CHAMPION” THE SINO-AMERICAN JOINT PROGRAM COMMENCEMENT CEREMONY AT THE NINGBO INSTITUTE OF TECHNOLOGY (NIT), ZHEJIANG, CHINA Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis 2012

President Jin, Party Secretary Fei, Vice President Yang, distinguished faculty and staff, proud parents, and especially the graduates of the University of Indianapolis (UIndy)–Ningbo Institute of Technology (NIT) Joint Program Cohort 8, Class of 2012: I am deeply honored to deliver this commencement address on behalf of President Beverley Pitts and the university’s faculty. President Pitts, who will retire at the end of June, offers her best wishes for a wonderful commencement ceremony and acknowledges her and Vice President Mary Moore’s pleasant visit to NIT last September, when you celebrated your 10th anniversary. We are so honored to be part of NIT’s glorious history, and we cherish our partnership.

We have worked together to overcome many challenges in the past few years, and we have pledged to work even closer in the years to come to continue to make our joint program one of the best in China and the US. We are very proud of the success of our joint program. We have to attribute this success to everyone, including the staff and professional staff, the faculty, the administrative leaders who have been working together both as a team and as a big family, and especially the graduates—you have brought both NIT and UIndy recognition at the provincial, national, and international levels. We salute your graduation today: you are champions.

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We have a moral commitment to you. We must provide for you not just a good education but the best education any joint program can deliver. Your academic performance and positive life attitudes have assured us that our program goals and our guidance are on the right course. Your courage and hard work have placed our joint program on the map in China and in the US. To assess student learning outcomes, I have distributed survey questionnaires to NIT students since 2010. We are so pleased to learn that over 90 percent of you expressed in the 2012 NIT Students American Experience Survey that you “have a sense of pride in the Joint Program.” In addition, about the same percentage of students who participated in this biennial survey said that UIndy has provided them with a good education. I also asked you in the survey to list a few general achievements that you have had since you came to America. The most often-mentioned achievements include speaking much better English, learning to be independent, gaining a better understanding of America, and improving your driving skills.

Furthermore, I must share with your parents the following findings: when I asked you “Has the relationship between you and your family changed since you came to America?” you answered that it has, with “getting closer with each other,” “more appreciation for my parents,” “more communication with family members,” “fewer complaints to parents,” and “learn how to manage money.” What a wonderful byproduct from spending two years in America!

You have grown. We want to congratulate you on your maturity as well. I hope you are as proud of yourselves as your parents are of you. You have worked long and hard to arrive at this point— academic accomplishments and mental maturity. You are the champions. But remember, in any accomplishment in life, there are many hidden heroes, so my congratulations also go to all your parents, grandparents, and extended family members for their continuous support in the past four years. I often said that your hidden heroes deserve half of your diplomas!

As college graduates, you are about to enter the most challenging and paradoxical era in world history. With all the technological advancements, civil wars in certain parts of the world, the global economic recession, the progress in democratization in many countries, the construction of speed trains, the high unemployment rates, and so on, the world economy seems to be growing and declining at the same time, and the world political system seems to be becoming more democratic in certain countries even as other countries have less freedom. You are about to enter a world that Charles Dickens described in his book A Tale of Two Cities, written in 18th-century England; he said, “It was the best

349 of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the season of light, it was the season of darkness.”

Challenges lie ahead of you. Today, you are champions because you have achieved a difficult goal and are proud of that achievement, but today is just the beginning of an end.

You have accomplished your first dream—to get a college degree—but you have many more dreams you want to accomplish. How do you sustain your championship performance?

How do you prepare for and achieve the new set of goals in life, graduate school, or the work ahead of you? As you are ready to launch into a new journey and become lifetime champions, I hope I will be able to share some thoughts and shed some light on these questions.

First of all, what is a champion? A champion is someone who can take charge in life (including of one’s beliefs, feelings, and actions) and who has made the commitment to do something with passion, to do one’s best, and to be proud of what has been accomplished.

A champion is someone who competes with himself or herself more than with others. You don’t have to be number one to become a champion, but you have to be the best, according to your own standards and expectations, to become a champion. The measurement for the “best” is not set by a referee or a committee but by you. Only you know what your best is, and only if you trust and believe in yourself will you be able to reach your best.

No one is born a champion. A champion is made and thrives even in adversity in the form of situations, physical conditions, mental states, unexpected problems, shortages of resources, and so on. Strength and character are built after one overcomes such adversities.

Often, a champion has to learn the hard way, so you must have the determination to achieve an outcome that you desire and that will bring personal pride. A champion has high self-esteem but does not have a large ego. A champion continues to cultivate inner strength. A champion must have not only physical fitness but also mental fitness, as both physical and mental fitness will bring strength. Marathon runners will never reach the finish line unless they have both physical and mental fitness. They know their limits but are not defeated by their limits. They have the courage to thrive beyond those limits, often breaking their own records.

Champions will accept the praise given by other people, but champions are not blinded by praise, nor do they become too content to make improvements. Champions cherish praise, awards, or rewards for their current accomplishments, but they will use these incentives as new benchmarks from which to do something even better. Many of you have received recommendation letters from your professors while you were applying for graduate schools or jobs. Champions humbly accept recognition from others—especially

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from those who write recommendation letters! You should not be shy in reading these nice letters about you. You should ask yourself, “Am I really that good? Have I really fulfilled my potential?” These letters about you will lead you to the next higher level of performance. You must continue to thrive, strive, and excel.

Becoming a champion is about becoming a peak performer. You must develop a sense of mission that will prompt your passion and commitment. Know what you want, and go for it. Do what you enjoy and enjoy what you do. Don’t be afraid of losing or of winning; instead, be afraid of not putting forth your best effort. People can encourage and support you, but the person who will reach that finish line is you. A champion has to take calculated risks. Merely taking a risk may be ill-advised, but when you take a calculated risk, you will have control of the situation. You are in the driver’s seat.

It will take a lot of energy and commitment to excel, to become champions. You may have to make sacrifices at times. You will meet demands from all directions. You need to learn how to manage your time and set priorities. Time management is part of stress management. A higher level of time management skill is not just managing how to get things done in the time everyone has available—24 hours a day—but also being able to have fun while working hard. A champion knows how to take time out and relax a little bit.

Don’t feel guilty for taking a break. Taking a break is not withdrawing or retreating. Use your relaxation time wisely and see it as a chance to recharge your energy and reflect on your thoughts. I love watching movies. Regardless of how busy I am, I always manage to watch one or two movies each month. I especially like Chinese classic historical miniseries (中国 历史古装连续剧). But I don’t have the time to watch them all, so I watch a few chapters in the beginning, a few in the middle, and a few at the end. If I can’t connect

the entire story, I ask my husband. He is retired and has time to watch the DVD from the beginning to the end. Winston Churchill took catnaps daily, and he painted as his hobby.

He had good ways to revitalize himself. Champions have lives with a balance between work and family and between work and leisure.

Sometimes a champion must be willing to fail. Those who never fail are those who never attempt anything. To reach peak performance, you must be willing to accept the risks, the pressures, and, above all, the possibility that you may be defeated. Champions are willing to do continuous learning and to find ways to improve themselves, to learn from their own performance records, and to learn from others. Champions may choose to receive additional training, read books, or ask their mentors to provide them with advice.

Many coaches will ask their players to study the opposing team, inside out and outside in, before and after a game. Learning gives us new insights and clues into reasons why

351 the other team could do a better job than our team. Champions are the best learners.

Champions learn not only the skills but also rules, attitudes, ethical teachings, and responsibilities. Champions are humble persons because they are willing to learn from other champions and also to be influenced by role models or mentors. There are many real champions in the world. Some inspiring examples are Abraham Lincoln; Helen Keller; Mahatma Gandhi; Martin Luther King Jr.; Albert Einstein; Margaret Thatcher; Sun Yetsen; Jack Ma; the most recent basketball champion, Lin Shuhao (“Linsanity”); and many others whose lives are full of championship stories.

Build your support system. In China, we use the term “assisted by precious persons” (贵人相助) to describe one of the most important factors for success. Without these supporters, we could accomplish little. I have been very fortunate to have many of these precious persons surrounding me. I would never claim to have accomplished anything without thanking these “angels” first. Champions are good observers and listeners. The champion is like a “360-degree leader” in a company who is willing to take advice and feedback from all directions. There are many success stories in this world. Pick a few of these successful persons’ biographies—learn about their success philosophies. In daily encounters, champions value differences of opinions and lifestyles. When they notice the differences that others uphold, they will pause a minute and seek alternatives. Champions are firm with their principles but flexible enough to consider alternatives.

Our life goal is to accept challenges and to search for excellence. Champions set high standards for themselves. They seek methods of self-development. The word “impossible” is not in their dictionary. Champions set clear goals for themselves. They have dreams that they are determined to reach. They set the best strategies for getting the job done.

They focus on what they are trying to do. Learn to ignore what you can’t control, and learn to control what you can. The internationally renowned public speaker Anthony Robbins once said, “The amazing fact is that most events in your own life are within your control.”

The well-known Chinese ancient military strategist Suntze said, “Know yourself and your opponent well; you will always win.” (知己知彼, 百战百胜) Be honest with yourself,

set realistic goals, and work with the best team, and then you are one step closer to the realization of your dreams.

Nothing comes easily. You must try to persevere in all difficulties and challenges.

You must never give up. Becoming a champion is like climbing to the top of the Alps; there are hurdles and dangers you must encounter along the way. The Chinese phrase “the carp jumps over the dragon gate” (鲤鱼跳龙门) describes how the carp swims against the current and jumps over the dragon gate to reach the origin of the Yellow River. It implies

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that you have overcome all obstacles (against all the odds) to reach the destination or the highest point. A champion never quits. When you believe in yourself and your ability, you will be well prepared, and you will achieve your destiny.

Try to be a good and service-oriented person. You will encounter rapid social change, especially the process of globalization and the surge in information technology. Try to make a difference in business, in education, in politics, and in enhancing the quality of life not just for yourself but also for others. There is an ancient Chinese saying: “When you win, show no arrogance; when you lose, show no discouragement.” (位尊而不骄傲; 逆 境而而不 气馁) Your inner strength and self-cultivation shall make you a true champion.

I hope my message will inspire and encourage you to beat all odds, to fulfill your

potential, and to have a new life perspective. I salute you again, for you’re not only the champions of today but also the champions of tomorrow. Thank you for listening, and best wishes for you all.

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成为冠军 藍采風博士 印第安纳波利斯大学国际合作协理副校长 印第安纳波利斯大学与浙江大学宁波理工学院中美合作项目毕业典礼 中国 浙江 宁波 2012

尊敬的金院长、费书记、杨副院长、各位老师、家长以及印第安纳波利斯大学-浙江 大学宁波理工学院中美联合培养班2012届的毕业生们: 大家好!我很荣幸代表印第安纳波利斯大学校长比弗利·碧慈博士和全体教师在毕业 典礼上致辞。在去年9月理工学院十周年校庆之际，碧慈校长与玛丽·莫尔副校长一同非 常愉快的访问了贵校。匹茨校长将于今年6月底卸任校长一职，她衷心祝愿我们的毕业典 礼取得圆满成功。能够亲眼见证理工学院历史上的今天，我们深感荣幸。我们非常珍惜两 校间的合作关系。 在过去几年里，我们双方精诚合作，应对诸多挑战。展望未来，我们还将更加密切合 作，力争使我们的合作项目成为中国和美国最成功的项目之一。我们为合作项目的成功感 到骄傲。我们的成功应该归功于双方领导和教职员工的共同努力，大家作为大家庭的一份 子，通力合作，充分发扬团队精神。我们的成功应该特别归功于毕业生:正是你们，为浙 江大学宁波理工学院和印第安纳波利斯大学带来了省级、全国级甚至世界范围的认可。今 天，我们向你们致敬:你们是最优秀的;你们是冠军。 我们承担了道德上的义务。我们必须为你们提供优质的教育，提供合作项目所能提供

的最好的教育资源。你们的学习成绩和积极的人生态度使我们确信，我们项目确立的目标 和给予学生的指导是正确的。你们的勇气和勤奋使我们的项目在中国和美国为人所知。

为了保证我们的教学达到预定目标，自2010年以来，我每年向理工学院中美班学生发

放调查问卷。我们非常高兴地了解到，90%多的2012届中美班学生“对参与中美班怀有一种 自豪感”。而且，接受调查的学生中有90%多的学生认为印第安纳波利斯大学为他们提供了 良好的教育。在调查问卷中，我还请你们在座的2012届学生列出你们到美国以后在那些方 面有最大的进步，其中提到最多的是英语口语进步很大，学会了独立生活，加深了对美国 的了解，开车技术有提高，等等。

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在此，我必须与你们的家长分享问卷调查的如下结果:当问到“从你来到美国后你与家 人的关系有无变化”时，你们的回答是:“彼此间距离更近了，"“更加感激我的父母，"“学会 了理财”等。这是在美国留学两年内除了学业上的进步之外，这些真是最好的“副产品”了! 我们祝贺你们长大成人，走向成熟。我希望，就像你们的父母为你们骄傲一样，你们 应该为自己感到骄傲。你们一路拼搏，终于走到了这一步—学有所成，心理也日趋成熟。 你们是最优秀的;你们是冠军。 但是，请记住，在你成功的道路上，还有许多无名英雄。为此，我要向在座的你们的 家庭成员表示衷心的祝贺，他们在除了学业过去四年里一如既往地支持你们。要知道，你 们获得的学位有一半是你们身后这些无名英雄的功劳。 你们即将作为大学毕业生步入充满挑战和矛盾的历史舞台。当今科技迅猛发展，内战 还在有的国家进行，全球经济呈现衰退趋势，众多国家推进民主化进程，高速火车正在 加快建设，失业率居高不下，等等。在这样的背景下，世界经济同时呈现增长与衰退的趋 势，一些国家政治体制更趋民主，还有一些国家仍然缺乏自由。你们即将进入狄更斯小说 《双城记》所描述的世界。他这样写道，“这是最好的时代，这是最坏的时代，这是智慧 的时代，这是愚蠢的时代;这是光明的季节，这是黑暗的季节。” 挑战就在你们面前。今天，你们已经成为冠军，因为你们实现了艰难的目标，应该以 此而骄傲。但是，今天只是结束的开始。你们已经实现了人生的第一个梦想—拿到了大 学学位。然而，还有很多梦想等待你们去实现。你们如何才能保持冠军的状态?如何准备 并实现人生的一系列目标—是继续攻读研究生还是踏上工作岗位?在你们即将开始新的旅 程、继续冠军之旅时，我希望能够与你们分享我的一些思考，为你们回答这些问题带来一 些启示。 首先，什么样的人是冠军?冠军能够掌控自己的人生(包括自己的信念、感情与行动)， 尽自己的所能满怀激情去做事，并为自己取得的成绩感到自豪。冠军更多的时候是与自己 竞争，而不是与他人竞争。要成为冠军，未必一定要当第一名，但一定要按照自己的标准 和期望，成为最好的。“最好的”这一衡量尺度不是由裁判或委员会设定的，而是由你自己 设定的。只有你最清楚自己的优势所在，只有信任自己，才能充分发挥你的优势。 没有人生来就能当冠军。冠军是后天造就的，甚至能在逆境中顽强成长，这些逆境包 括身体问题、心理问题、突发问题、资源短缺等。在战胜这些逆境之后，人的性格和力量 均得到了提升。冠军常常需要付出艰辛和代价才能获得，因此，你必须下定决心，争取达 到想要的结果，这会给你带来自豪感。冠军具有很强的自尊心，但不会妄自尊大。冠军不 断培养内在的精神力量，他们不仅需要健全的身体，更需要健全的心智。马拉松运动员要 同时兼备良好的体力和心智，才能跑到终点。他们了解自己的局限，但不为之所限。他们 有勇气超越局限，打破自己的纪录。 冠军会接受别人的赞扬，但是，不会被赞扬所蒙蔽，也不会因赞扬而沾沾自喜，不 求上进。冠军珍惜他人对于其目前成绩给予的赞扬、奖励或回报，但他们会把这些作为动

355 力，作为新基准，以便今后更好地做事。你们中有很多人为申请研究生学习或工作而拿到 了教授的推荐信。冠军只是谦卑地接受别人给予的认可—特别是来自写推荐信的人。在阅 读有关你的推荐信时，不必感到羞怯，你应该问你自己，“我真有信里写的那么好吗?我是 否真的发挥了我的潜力?”这些推荐信将促使你更好地展示自己。你一定要继续努力，不断 奋斗，追求卓越。 成为冠军就是要成为一个有最佳表现的人。你必须要有使命感，它会激发你的热情和 责任感。知道你想要什么，然后尽力为之奋斗。做自己喜欢的事，享受自己做的事。不 要担心成败，你应该为自己没有全力以赴而担心害怕。别人可以鼓励你，支持你，但只有 你才能到达终点。冠军必须有计划地去冒险，盲目冒险是不明智的。当你有计划地去冒险 时，你就会掌控全局，你在掌舵。 想成为冠军，需要付出大量的精力，作出承诺，有时候还要作出牺牲。你要满足来自 方的面面的需求。你需要学会管理自己的时间，确定重点。时间管理是压力管理的一部 分。时间管理的更高技巧不只是在一天24小时里完成工作，而是在努力工作的同时保持愉 快的心情。冠军知道如何休息，如何放松自己。在休息时不必感到自责。休息并不是退 出。巧妙安排自己的休闲时间，并把它作为恢复体力和进行反思的机会。我喜欢看电影。 不管有多忙，每个月我都会看一到两部电影。我特别爱看中国历史古装连续剧，但没有时 间从头看到尾，于是，我就挑选开头、中间和结尾的几集看。如果这样看完后我还是无法 理解整个故事，我就问我先生。他已退休在家，完全有时间从头到尾看完碟片。温斯顿· 丘吉尔每天要小睡片刻，他把这个称作他的爱好。他找到了让自己恢复体力、精神饱满的 好方法。冠军要能够平衡工作和家庭、工作与休闲。

有时候，冠军要能够接受失败。从未尝过失败滋味的人，是那些无所事事的人。为了 有最佳表现，你们必须要愿意承担风险、压力以及失败的可能。冠军愿意不断学习，不 断完善自我，吸取以往经验教训，虚心向他人学习。冠军还会接受额外培训，博览群书， 听取良师益友的建议。许多教练会在一场比赛开始前和结束后，让他的队员研究他们的对 手，里里外外，透透彻彻。通过研究，可以了解对手取胜的原因，得到启发。冠军最善于 学习，他们不仅学习技能，而且学习规则、态度、道德准则和责任。冠军为人谦卑，他们 愿意向其他冠军学习，受榜样和良师益友的影响。世上真正的冠军不计其数，一些给人激 励的例子有:阿伯拉罕·林肯，海伦·凯勒，莫罕达斯·甘地，小马丁·路德·金，阿尔 伯特·爱因斯坦，玛格丽特·撒切尔，孙中山，马云，以及最近涌现的篮球冠军林书豪， 还有其他学多人拥有成功的故事。 建立你自己的支持系统。在中国，我们用“贵人相助”来说明这是成功最重要的因素之 一。没有贵人的支持，我们一事无成。我很幸运我的周围有很多这样的贵人。我所取得 的成绩，首先要感谢这些天使般的贵人。冠军善于观察，善于倾听。冠军就像公司的一 位“360度全方位领导，"博采众长。世上的成功故事不胜枚举，不妨挑选几位成功人士的 传记读读，学学他们的成功理念。冠军能在各种场合尊重不同的意见，不同的生活方式。

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当他们注意到差异存在时，他们会停顿片刻，以寻求其他解决方案。冠军坚持原则，但又 不乏灵活变通。 我们的人生目标是迎接挑战，追求卓越。冠军为自己设定高标准，找寻自我发展之

路。他们的词典里没有“不可能”这个词。他们为自己设定目标，他们有一心追寻的梦想。 工作时，他们做出最好的决策，并全力以赴。他们学会去忽略无法控制之事，学会去控制

所能控制之事。中国古代著名军事家孙子曾经说过，“知己知彼，百战不殆。”只要诚实待 己，设定可行目标，与最好的团队合作，你们就会离梦想的实现更近一步。

没有什么事情是唾手可得的。面临困境与挑战，你们必须坚持，永不言弃。冠军之路

就像阿尔卑斯山登顶之路，沿途充满屏障和危险。中国有句俗话“鲤鱼跳龙门，"讲述了鲤

鱼如何逆流跳过龙门最终到达黄河的源头。这个故事告诉我们，必须克服一切障碍才能到 达目的地，到达最高峰。冠军从不放弃。当你们相信自己，相信自己的能力时，你们就能 做好充分准备，实现自己的梦想。

要做一个善良的人，做一个有服务意识(助人为乐)的人。你们将会经历快速的社会变

革，特别是全球化进程和信息技术迅猛发展阶段。你们要为改进商务、教育、政治领域和 改善人们的生活质量而努力。你们这么做，不仅是为了自己，而且是为了他人。中国有句

古话:“位尊而不骄傲，逆境而不气馁。”你们的内在力量和修养使你们成为名符其实的冠 军。

希望我的这番话能给你们启示，激励你们去克服一切困难，发挥自身潜力，树立新的

人生观。在此，我再次向你们致敬，因为你们不仅是今天的冠军，还将是明天的冠军。谢 谢大家，并祝大家一切如意!

6.

“BE PREPARED FOR THE FUTURE OF WORK” Commencement Address by Dr. Robert L. Manuel, President, University of Indianapolis Delivered by Dr. Phylis Lan Lin, Associate Vice President for International Partnerships, University of Indianapolis The Sino-American Joint Program Commencement Ceremony at The Ningbo Institute of Technology (NIT), Zhejiang, China 2014

[PHYLIS] Hello from Indiana and the University of Indianapolis. I am proud to represent the President of the University, Dr. Robert L. Manuel, and to bring you his greetings on this august occasion.

First, I wish to apologize for not being able to join you in person today for your Commencement ceremony. But I know well the sacrifices you graduates have made in order to be here for this important event, and I applaud your accomplishment.

I wish, too, to congratulate NIT on its recent distinction. I was so pleased to learn recently that the Ningbo Institute of Technology has once more been ranked number one among China’s independent colleges. It is clear that such an achievement is a most difficult one to attain, and earning this distinction for a second consecutive year is even more impressive. The ranking makes this, the 10th anniversary of the joint program between NIT and the University of Indianapolis, even more special and significant, and brings honor to our institution as well.

Please allow me, on behalf of the University of Indianapolis, to acknowledge several individuals for their support. Thank you, President JIN Weiliang, Vice President YANG Jiangang, and Party Secretary General FEI Yingqin, for your crucial roles in ensuring the success of our joint program and of our students here today. Your tireless efforts are deeply appreciated. I am grateful, too, to the professional staff of the Foreign Affairs Office

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and Academic Affairs; to the academic units represented in the program; and to the UIndy faculty who teach at NIT. The success earned by this program in its first decade reflects the inspired leadership it has enjoyed, as well as the concerted efforts and dedication of many individuals and units on both campuses.

At this juncture, please allow me to acknowledge and thank Dr. Phylis Lan Lin, who is bringing you my greetings today. Dr. Lin, our Associate Vice President for International Partnerships, has been a champion of the joint program since its inception, and I know we are all most appreciative of her devotion to the enterprise and her continuing efforts on its behalf. I’d also like to thank Dr. Jen Drake, Dean of the College of Arts & Sciences at the University of Indianapolis. Dr. Drake has also made the journey to Ningbo in order to represent UIndy and take part in your ceremony today.

At every Commencement, we pause to consider all those who have helped to make possible the success of the students who are graduating. We would be remiss if we did not make special mention of the parents represented here today. Parents, your pride in your graduating students is justified, but that pride is surely matched by the gratitude your students feel for your financial and moral support over the years. Few of us are able to achieve our most ambitious goals and to excel without our support system, and achieving this milestone is indeed a testament to the generous support enjoyed by each of these graduates. Thank you.

Now allow me to turn to those who have achieved a most significant goal as of today, and whom we celebrate in this ceremony. Congratulations, graduates, on your accomplishment.

Congratulations, too, on your understanding of the importance of preparation, and on identifying and developing the tools you will rely on throughout your lives and careers.

Preparing for the future of work requires many skills. The diploma you receive today demonstrates your awareness of their importance. I would simply remind you that you must continue to develop these tools from this day forward.

What are these tools? They are many, but let me suggest just a few of them here.

Comprehending the importance of preparation, as I’ve just mentioned, is key. Your new diploma is evidence that you understand the need for discipline, another key tool. I encourage you to consider its role in your life and learning in your journey so far, and to affirm a continuing commitment to this mastery of the self. Through this discipline, you have developed a specialization with a crucial set of skills that prepares you for change and adaptability in the world of work ahead of you.

Further, as you embark on a career, continue to consider your own strengths and abilities. Evaluate carefully how those strengths set you apart from others, and how they

359 may be paired with the knowledge and abilities you have gained through your education.

These can contribute greatly to your life skills and be developed into a competitive advantage in your field.

Clearly, the need to be technologically savvy is crucial to the world of work, today and tomorrow. The pace of technological change, with all its ramifications for work systems and applications to every industry, is increasing at such a rate that we constantly run the risk of becoming obsolete ourselves; we must keep up with change or risk falling hopelessly behind. We must each cultivate creative and sophisticated technological solutions to problems, and continually reevaluate how technology might allow for both fundamental and incremental improvements in our products and processes.

Technology, especially with its many avenues for communication, is a major vehicle for another tool that is important to the future of work: international connectedness.

Literally every day, countries and cultures are becoming more intertwined, through countless billions of personal and business interactions and social and professional networks. Being adept in this environment of international connectedness is key, and no field is exempt.

Our joint program is a powerful example of such connectedness, and your presence here today demonstrates your appreciation of its benefits. Both of our cultures benefit as a result of such collaborations. I hope you treasure the opportunity to pair an American education with your traditional Chinese education. It is a great advantage as you strive toward becoming a truly global citizen.

A few years ago on the UIndy campus, we adopted four learning goals—the qualities and abilities we wished to impart to our students. One is critical thinking, so that students will be able to employ the use of reason in making judgments. Another is creativity, enabling students to be able to apply innovative thinking to the challenges they face. Still another is performance, with a focus on students being able to convey the expression and demonstration of meaning as they go about work and life. And the goal of social responsibility concerns students developing their moral consciousness and responsiveness to others. As you embark on your careers, I encourage you to give thought to each of these goals, too, and to consider how you might adopt them as your own—how you might cultivate and exemplify them in your own lives.

I hope that you will take great pride in being a graduate of the joint program, as we take great pride in you and your achievements. I hope, too, that you will consider both the Ningbo Institute of Technology and the University of Indianapolis as your alma maters. I thank you for allowing me to be a part of your celebration.

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为将来就业作好准备 印第安纳波利斯大学校长 Dr. Robert L. Manuel 致辞 印第安纳波利斯大学国际合作协理副校长藍采風博士宣读 印第安纳波利斯大学与浙江大学宁波理工学院中美合作项目毕业典礼 中国 浙江 宁波 2014

大家好！这是来自于美国印第安纳和印第安纳波利斯大学的问候！值此隆重的毕业典

礼之际，我非常荣幸地代表我们的校长先生，Robert L. Manuel 博士，带来他对大家的问 候。

首先，我要向大家道歉，因为我今天没能亲自来到典礼的现场。但我知道，在座每一

位毕业生都是费尽周折来到这里，共同来见证这一重大时刻，我要衷心祝贺你们学有所 成。

同时祝贺浙江大学宁波理工学院获得新的荣誉。得知贵校在中国独立院校的新近排名

中再次名列前茅，我甚感欣喜。众所周知，贵校上回排名第一已然不易，在第二个连续的 年度重摘桂冠更是难上加难。今年刚好迎来宁波理工

大学和印第安纳波利斯大学合作办学第10个年度，这一荣誉的取得对两校的合作有着

特殊而深远的意义，也为我校增光添彩。

请容许我代表印第安纳波利斯大学向如下人士的大力支持表达衷心的感谢。他们是：

校长金伟良，副校长杨建刚，党委书记费英勤，感谢你们不遗余力积极推进，确保合作项 目取得成功，确保在座的每位学生学有所成。你们花费了大量时间，投入了无穷精力，为 此我甚为感激。同时我还要感谢贵校外事办和教务处的工作人员；相关合作学院；以及在 贵校从事教学的我校教师。

俗话说，十年磨一剑。两校在坚持合作的第一个10年中有幸所取得的任何成就都离不

开双方校领导们的远见卓识，也是两校相关学院和教员们共同努力、无私奉献的见证。

值此之际，请容许我也向Phylis Lan Lin 博士致以谢意。她此刻正在替我转达对你们

的问候。蓝教授是我校国际合作计划协理副校长，自从合作办学项目全面启动以来，她 已然成为这一项目的领导者。一想到她十年前的大胆创举，目睹她十年如一日在自己的

361 岗位上兢兢业业、全心投入，我想我们中的每一位心怀的不只是钦佩还有感激！同时我

要感谢我校文理学院院长Dr. Jen Drake，今天他也代表我校来到现场参加同学们的毕业典 礼。

在每一届的毕业典礼上，我们都不得不停下来仔细想想，当届学生能够圆满毕业，究

竟还有谁的功劳？不特别提到今天在座的家长或者家长代表们，就是我们职责的疏忽。家 长们，请尽情地以自己的儿女为荣吧！因为，在你们心中有几多自豪，你们的儿女心中就 有几多感激！感谢你们多年来给予他们慷慨的经济援助，大力的精神支持。没有你们的援 助与支持，他们的雄心壮志可能已经成为泡影。如今，顺利完成学业，实现人生重大转折 不正是每一位儿女对家长慷慨解囊、全力支持的最好回报嘛！感谢每一位家长！

此刻，请容许我向在座的每位学生宣布：你们已经实现了人生的一个重大目标，今天

的典礼为你们而举办！祝贺你们学有所成，圆满完成学业！

我感到欣慰，因为你们已经意识到为就业作好准备的重要性，意识到必须逐渐确立、

培养起人生和事业所赖以生存的基本素养的必要性。要为将来打基础，没有实际的技能怎 么行？你们对此深有体会，才会一路求学，到今天终于获得了毕业文凭。但是，光有文凭 还不够，我对你们的期许是：从今天开始，你们仍然需要坚持、完善那些曾经给你们带来 成功的素养。

那么，究竟何谓素养？素养体现在很多方面，下面请听我来细数一二。如我之前所提

及的，意识到现在就应当开始为将来就业积极作准备、作规划，即是职业素养的一大关

键。你们刻苦学习，求得文凭，应该已经知晓自我克制的必要性，而自制力就是素养的另 一大关键。迄今为止，在你们的学习和生活中，自我约束到底有多重要，请务必仔细衡量 一番。你们不难发现，一个人要获得成功，自制力是必不可少的！将来你们也要加强自

律！唯有具备了强大的自律能力，你们才能逐渐掌握一系列的重要技能、某项专长，才能 在未来的职场上如鱼得水，灵活应对职场变化，及时作出自我调整。

接下来，即使你们已经身处职场，仍需不断地反省自身所具备的优势和能力。有哪些

优势助你一臂之力，使你从芸芸众生之中脱颖而出？你又应当怎样把它们跟所学的知识、 习得的才能结合起来，向下一个成功进阶？只有这样，你在职场的生存能力才会变强，竞 争优势才能尽显，你才能成为自己领域内的专家，引领他者。

众所周知，当今和未来的职场急需另一大职业素养：拥有精湛的技术。随着职业市场

的日益细分，随着技术在各行各业中的广泛应用，技术的变革日新月异。我们目不暇接， 唯有慨叹：自己怎么又落伍了？要想不被社会淘汰，我们必须适应新的变化！我们中的每 一个人都应该用创新的思维来探讨问题，用最先进的技术来解决问题，时时刻刻重新审视 还有什么新技术可以提高产品的质量，优化生产的流程。

技术，尤其是应用于交际领域内的技术，是未来职场又一大关键素养的主要媒介，掌

握了它，你就能跟国际接轨。事实上，每天在世界的各个角落，不计其数的人们利用网络 互相交流，积极互动，私人的，商务的，社交的，专业的。国与国之间的距离日渐缩小，

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不同的文化日趋融合，势不可挡。身处这样的环境，若你还能继续精通自己的领域，感觉 得心应手，那你就是赢家。各行各业，无一例外。

我们的合作办学项目正是与国际接轨的最好例证！今天，你们汇聚一堂，分享学有所

成的喜悦，感悟跟国际接轨的裨益，何等幸运！国际合作办学一定能带来双赢！我衷心希 望，大家能够珍惜这一难得的机会，将美式教育和中国传统教育完美地结合，扬长避短。 当你奋力把自己打造成一位名副其实的全球公民之后，你会发现，自己强大的竞争优势已

然尽显！好几年前，UIndy开始将以下四大学习目标拟为校训，引领并号召我们的每位学 生努力向其靠近。在UIndy学什么？怎样学？首先，要培养自己批判性的思维习惯，理性 分析问题，明智作出决策。其次，面对挑战时要打破陈规，勇于创新。再者，要及时采取 行动，着重培养自己在日常生活和工作实践中顺畅表述见解、阐明意义的能力。最后，要 具备社会责任感，树立社会道德意识，对他人有体恤之心。在此，我想向你们中的每一位 呼吁，哪怕你们已经毕业，踏上岗位，你们也要时时刻刻牢记这些校训，把它们作为自己 人生的准则—让它们引领你，鞭策你，完善你！

同学们，为自己有幸参与国际合作项目并学有所成而自豪吧！我们也为你们骄傲！浙

江大学宁波理工学院和印第安纳波利斯大学都是你们的母校，你们应该以之为荣！感谢大 家给予我这个机会，在此与你们共同见证、庆祝你们圆满毕业！

（此中文稿由上海师范大学外国语学院吴芳老师翻译自英文原稿。）

7.

“PURPOSES OF HIGHER EDUCATION” THE 2015 SINO-AMERICAN JOINT PROGRAM COMMENCEMENT CEREMONY AT THE NINGBO INSTITUTE OF TECHNOLOGY (NIT), ZHEJIANG, CHINA Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis June 14, 2015

Representatives from University of Indianapolis: Dr. Phylis Lan Lin, Associate Vice President for International Partnerships, Dr. William R. Dynes, Associate Dean of the Shaheen College of Arts and Sciences, Dr. Karen Newman, Professor of English, and Mr. Mark Akers, Professor of Business.

President Jin, Vice President Mei, distinguished faculty and staff, delegates from UIndy—Dr. Bill Dynes, Dr. Karen Newman, and Professor Mark Akers, proud parents, and especially, graduates of the University of Indianapolis-Ningbo Institute of Technology Joint Program Class of 2015. I am deeply privileged to have the opportunity to bring congratulations and best wishes from Dr. Robert Manuel, President of the University of Indianapolis, and all the faculty and administrators who share in your delight and excitement on this important day. The relationship between our universities is a warm and meaningful one, and it is appropriate that we take a few moments here today to recognize what you, the graduating seniors, have accomplished, and to send you forward with our support, our encouragement, and our pride.

That pride, I am sure, is a pale reflection of that felt by all of the parents, the families, and the friends of those who are graduating today, and I want to take this opportunity to

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express our gratitude for everything that you have done and all that you have given. I know that I speak for the graduates themselves, as well as for the faculty, staff, and administrators of both the Ningbo Institute of Technology and the University of Indianapolis when I say thank you for the support, the encouragement, the occasional threats, perhaps, and the confidence with which you have helped bring us to this day.

Although I have visited NIT about 38 times since 2000, each time I have visited here in Ningbo, I have come away increasingly impressed by the commitment of all whom I meet here, a commitment to a unique education that spans the globe. The international education that you graduates have pursued has imposed unusual burdens upon you, asking you to learn a new language, ask questions from new perspectives, collaborate with new people, and consider new values. In a world that technology is making increasingly smaller, you have been asked to broaden your horizons, and clearly you have responded to those challenges with rigor and determination.

It is appropriate, I think, to take this opportunity to reflect on the value of the kind of education you have worked so hard to pursue. An international education demonstrates the degree to which our two universities are looking to the future. In a world that often values familiar answers, you have learned to ask fresh questions and to seek unusual possibilities. In a world that too often programs us to repetitive patterns, you have learned to seek out a variety of experiences and to embrace challenges. And in a world that seems to celebrate familiarity, you have learned to appreciate the diversity of hopes, fears, and dreams that make us the complex and confusing individuals that we are.

For us, then, these are the three chief purposes of an international education: (1) we ask new questions, (2) we seek new experiences, and (3) we discern ourselves more clearly.

Our world is changing more rapidly than it ever has before. Familiar answers and time-tested methodologies leave us prepared for yesterday, but of course we are headed into tomorrow. This does not mean that we can forget history or that we should ignore the past; we know that we cannot build anything that will last without a solid foundation.

However, we also know that the world we are building together will require tools that have not yet been forged, systems that have not yet been developed, questions that have not yet been asked. Your international education has taught you to ask those questions and has prepared you to seek answers that right now we may not even be able to imagine.

Going beyond the familiar can be frightening, but it can also be exciting, and can take us to places that we never expected or understood. The second value of an international education, I believe, is that it encourages and prepares us for those adventures. You have

365 been introduced to people and ideas from all over the globe, and I hope that this has inspired you to see the whole world as yours. It is where you will do business, it is where you will continue the friendships you have begun here and where you will forge new ones, and it is where the consequences of the decisions that you make will be played out.

Such networks of homes, of families and communities, suggest the third important value of an international education, and that is the opportunity to understand ourselves more fully. The more we look beyond ourselves, the better equipped we are to look honestly and critically at ourselves. Valuing diversity does not mean that we surrender our individuality, and it does not mean that anyone’s ideas and beliefs are necessarily equivalent to anyone else’s. However, we can, on the other hand, appreciate the range of people whom we meet, in all the chaos of their different thoughts, feelings, beliefs, hopes, fears, and needs, because out of that chaos we may find new ways to articulate who we are, where our roots are, and where we hope to grow.

An international education, then, is a lens that permits us both to see beyond our familiar borders and deeply into ourselves. As students of the world, you have been encouraged to ask new questions, to pursue new experiences and opportunities, and to join new communities. But be aware you are not finished with these tasks. Graduating today, you have accomplished a meaningful and significant goal, but of course that simply means that there are more goals to come, more discoveries for you to make. Today is an opportunity for us to reflect upon what you have achieved, but it is also an opportunity for us to dream about what more lies before you.

Fortunately, the evidence is clear that your education has prepared you to pursue those dreams and opportunities. Around the world, when employers are surveyed about the kinds of people they prefer to hire, the same kinds of answers come back again and again. Employers are looking for people who know how to do critical thinking, know how to perform, know the importance of creativity and innovation, and have a sense of social justice in the workplace. They are looking for people who can accept new responsibilities and who can grow in their jobs as the workplace evolves. And they are looking for people who can interact effectively with a wide range of customers, clients, and collaborators.

Sound familiar? Employers are looking for people like you who have high IQ and EQ. However, it would be inappropriate for me to claim that your international education has been intended to prepare you simply to get a good job, or even to discover a rewarding career. Those goals are important. But the real work before you today is to continue building upon the foundations you have already created, becoming the best citizens, the best family members, and the best people you can be.

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My fellow graduates, you have received both Chinese and American education; you have experienced both Chinese and American cultures. I hope someday you will be able to contribute to your country from what you have learned in our joint program. China needs you. In fact, America needs you too. It is your generation who will transform the world into a better place for us to live. It is your generation who will have the ability to bring peace to the world. Today, I am not only proud of you, I am also having high expectations of you. You have learned three things from your education in the last four years: (1) you have learned how to be inquisitive; (2) you have learned new experiences, and (3) you have grown and matured emotionally, physically, and intellectually. Lastly, I must share with you my concerns about our joint program. We have been very successful with our joint program in the last 11 years. But we are launching into a new chapter in our joint program with new guidelines from the Ministry of Education. There are many new challenges in higher education in China and America. We must embrace innovative ideas and approaches in making our international education more productive, more comprehensive, and more integrative with resources from China and America. NIT and UIndy must work even closer with each other. There are new opportunities and promises for us to deliver an even more solid education so that our joint program students can continue to benefit from their education in both China and America. Our goal is to prepare you to be ready to meet the challenges of the future of work. You have come so far, and so much is before you. I hope that you will continue to consider the Ningbo Institute of Technology and the University of Indianapolis your alma maters.

Thank you for letting me be a small part in all that you accomplished, and for letting me share in this opportunity to celebrate you for all that you have achieved. Remember, our joint program cannot succeed unless you succeed. With that note, a big hug and a big congratulations to you all. I will miss you and I know Dr. Karen Newman, Professor Mark Akers, and Dr. Bill Dynes will miss you too. Please keep in touch. You know we are proud of you and we care about you very much. Thank you and Congratulations!

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高等教育的宗旨 藍采風博士 印第安纳波利斯大学国际合作协理副校长

印第安那波利斯大学沙欣文理学院副院长威廉·戴恩斯教授 印第安纳波利斯大学与浙江大学宁波理工学院中美 合作项目毕业典礼 中国 浙江 宁波 2015年6月14日

尊敬的费英勤书记、金伟良院长、杨建刚副院长、梅乐和副院长、全体教职工和学生

家长，2015届中美班的毕业生们。

我代表印第安那波利斯大学校长罗伯特·曼纽尔教授、全体教职工，向你们表示最诚

挚的祝贺与问候，我十分荣幸在今天这个重要的日子里，与你们一同分享兴奋与喜悦。我 们两校之间一直保持着友好、深厚的合作关系，所以今天在这里，我们将用一小段时间来 回顾在座的毕业生们所取得的成就，我们将一如既往地支持、鼓励你们继续往前走，为你 们感到自豪。

我知道，这种自豪不能与各位毕业生的家长、亲人、朋友的相比，但我还是想借此机

会表达我们的感谢，感谢你们所做的、所给予的一切。当我表达这份感谢时，我不仅代表 全体毕业生，还代表了中美两校的全体教职工和行政人员，各位家长的支持、鼓励、偶尔 的施压以及对我们的信心帮助我们走到今天。

每次造访宁波，我都对在这里碰到的每一个人所做出的奉献有着愈加深刻的印象。他

们奉献于一种遍布全球的独特教学，这种国际化教学是在座的全体毕业生所追求的教学模 式，恰恰是这样的教育模式使你们感受到非同寻常的压力，让你们学习一门新的语言，学 习从新视角提出问题，学习与新认识的人合作，思考新的价值观。科技使这个世界变得越 来越小，一直以来你们被要求去拓展视野，当然你们也带着这份对自己的苛求和决心，应 对着每一项挑战。

我认为今天是一个难得的机会来回顾一下你们所追求的这种教学的价值。即便在今

天，国际化教学也很少见，并且非同一般，它展示了两校对未来的期待。当今世界常常被

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标准答案和死记硬背所充斥，你们却学着提出新的问题，探寻不一样的可能性。当今世界 常常让我们重复着相同的模式，你们却学习收获更多的经验，迎接挑战。当今世界似乎更 加青睐于狭隘与相似的观点，你们却学习去欣赏不同的希望、恐惧、梦想，使我们这些复 杂、纠结的个体活出自己的风格。

对我们而言，国际化教学的三个主要目的便是：提出新的问题、探寻新的经历以及更

清晰地认识自己。

当今，任何一场毕业典礼都会提到的事实是，我们的世界以前所未有的速度飞快地变

化着。那些固定的答案和经时间筛选下来的方法论使我们不断为昨天做准备，当然，我们 迈向的却是明天。这并不代表我们就可以忘记历史或是无视过去，我们都知道，没有坚固 的基础，我们是不可能创造出任何会存留下来的事物。然而，我们也知道，我们共同创造 的世界所借助的工具尚未锻造出来、所需要的系统尚未开发出来、所面临的问题尚未提出 来。经过国际化教育的培养，你们已经学会了提问，并准备好寻找那些我们现在甚至无法 想象的答案。

离开熟知的环境着实令人生畏，但也能振奋人心，将把我们带去从未预料和毫不熟悉

的境地。我认为国际化教育的第二个重要性是鼓励我们，让我们为冒险做好准备。你已经 了解了世界各地的人和观念，我希望你将意识到整个世界都是你的，在那里你可以驰骋商 海，维系旧识、结交新友，你做出的选择终将会尘埃落定。我们不会忘记自己的家园，而 是学会在世界各地数百万家庭的大背景下洞悉人间百态。家园，家庭社区之间的纽带，揭 示了国际化教育的第三个重要性，即提供给我们一个充分了解自己的机会。我们越期待超 越自己，就越能用诚实和苛刻的眼光审视自己。重视多元化并不意味着我们要放弃自己的 个性，也不是每个人的思想和信仰都统一无异。但我们可以换个角度看，欣赏我们遇到的 人，他们有着不同的想法、感受、信念、希望、恐惧与需要，正因为得自这些，我们才能 发掘新的方式来表达我们是谁、来自何方和希望在何处成长。

国际化教育是一个透镜，可以使我们加深对自己的了解。作为现代的大学生，你们应

该去提出新的问题，追逐新的体验与机遇，加入新的群体。如果我没有指出你们尚未完成 这些任务，那将是我的疏忽。今天，你们毕业了；你们已经完成了一项意义重大的目标， 但是很显然对于你们而言，未来将会有更多的目标需要实现，更多的探索去完成。今天对 于你们，既是一个机会去回顾自己所取得的成就，也是一个新的起点去梦想未来的道路。

幸运的是，显然你们所接受的教育已准备好让你们去追逐梦想和机遇。在世界上，当

雇主被问到他们喜欢雇佣哪种类型的员工时，这些相同的特质被一再地重复。他们在寻找 那些能为企业贡献创新精神的人，那些有责任心并能随着企业的发展一同进步的人，那些 善于和各类消费者、客户和同事有效沟通的人。听起来是否非常耳熟？他们寻找的正是像 你们这样的人！

然而，如果我说国际化教育的目的仅仅是为了使你们有一个好的工作，或者找到一份

高收入的职业，那是不恰当的。是的，这些目标对你来说非常的重要，也许对于那些帮助 过你完成今天学业的父母、家人和朋友来说更为重要。但是在这之前，你更需要紧迫地去

369 完成的是巩固你的基础，努力成为一个好公民，一个好家人，一个最好的自己。你受教育 的意义就是能够使你不断地掌握新的本领，不断挑战自己，并且走向世界的前沿。如果

你受的教育真的有意义，那么它将让你发掘已经拥有的工具去探索新的事物，去挑战你自 己，去参加新的社团，建立延伸到世界的一种合作关系。相比较之前，你已经前进了这么 多，这么远。希望你们能够一直牢记你们的母校—浙江大学宁波理工学院与印第安那波利 斯大学。感谢你让我成为你们人生的一小部分，让我有机会一同分享和庆祝你们成长至今 所获得的成就。祝贺你们！ 藍采風致辞—

六月十四日，二零一五年

8.

“TRANSFORMED BY INTERNATIONAL EDUCATION” THE 2016 SINO-AMERICAN JOINT PROGRAM COMMENCEMENT CEREMONY AT THE NINGBO INSTITUTE OF TECHNOLOGY (NIT), ZHEJIANG, CHINA Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis June 19, 2016

President Jin, Vice President Mei, Dean Larry Belcher, distinguished faculty and professional staff from Ningbo Institute of Technology, Zhejiang University (ZJUNIT) and University of Indianapolis (UIndy), proud parents, and especially, the graduates of the UIndy—ZJUNIT Joint Program Cohort 2012 (class of 2016). I am deeply honored to bring greetings today on behalf of the President of the University of Indianapolis, Dr. Robert Manuel, and on behalf of the University’s faculty. President Robert Manuel and Executive Vice President and Provost Deborah Balogh offer their best wishes for a wonderful commencement ceremony and express their eagerness to visit NIT again soon.

It is with great pride and a sense of mission that I participate in this ceremony at ZJUNIT for the ninth time. I am grateful for the opportunity to work closely with ZJUNIT leaders, faculty, and professional staff in the last few years in the pursuit of a common goal: to provide Chinese students the best education in China and the U.S. Our Joint Program teams at ZJUNIT and UIndy have been working around the clock for several weeks to compile over 400 pages of bilingual documents to be presented to the Chinese

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Ministry of Education for the reassessment process. We are crossing our fingers that the reassessment will be approved by the MoE so that our Joint Program can continue as it has since 2004. Although our Joint Program is at the juncture of facing new demands from the government’s new policies and competition from the wider environment, we have witnessed the many accomplishments of our students, especially those who transferred to UIndy in their junior year over the last 10 years. The Joint Program at UIndy uses four benchmarks to measure the success of the program.

The first benchmark of success is Graduation Rates, which are excellent. For those who transferred to UIndy in their junior and senior years, graduation rates since 2006 have been maintained at 96-98%. The second benchmark is Graduate School Application Acceptance Rates, which are 100% for those who applied. Among the ZJUNIT graduates from the UIndy campus, about 71% pursue graduate studies in the US, China, the UK, Australia, and others. The third benchmark of success is Employment Rates. Here again, the results are excellent: within six months after graduation, the employment rate for Joint Program graduates is 90-100%.’The fourth benchmark is Dean’s List and Honor Roll, because GPA is another way to reflect student academic performance. Those NIT students who have transferred to UIndy have achieved above average Grade Point Averages (GPA).

The data show that over half of the NIT students were listed on the Dean’s List and Honor Roll.

I am sure that the Joint Program students who stayed in China to finish their dual degree have similar accomplishments. We simply are very proud of you all.

International education is transformative. It literally changes lives. This is why people work so hard to become educated, and educated internationally, in the 21st century.

It is so true for the Chinese society. I have met many of your parents, who came to UIndy for their sons’ and daughters’ graduation ceremony and the senior banquet. When I met them, quite often, the very first thing they told me was how their child had grown and changed. A typical conversation might begin with, “Professor Lan, my child has been transformed. Her qizhi (character) has been changed. She has a different way of looking at things; she is becoming more independent and self-confident.” I smile (in fact, I am extremely happy when we accomplish one of our missions for educating Chinese youths), and reply gently, “That is what international education is all about.”

Most recently, several Joint Program alumni wrote me about their experiences at UIndy. Most students had encountered four big challenges in studying in America: (1) the language barrier, (2) the difference in educational style and method in China and America, (3) knowing how to interact with Americans, and (4) American food, which is

373 not as tasty as Chinese food. Nevertheless, many of our Joint Program alumni had very positive experiences at UIndy. Here are a few quotes: I was a finance student in UIndy and I graduated in 2014. Now, I am a student in Master of Accounting at the University of Denver. I appreciate the program between NIT and UIndy. At UIndy, I adapted to the way of teaching and undergraduate education in America for two years. It has helped me tremendously to do well in the graduate school. I am a finance student, and there are a lot of professional words (in English) in finance and accounting. Studying at UIndy, I was familiar with these words so that I could improve my reading speed. At UIndy, I had mastered the way of calculating and analyzing data by excel, which helped me a lot in the graduate school. Most of all, it is easier to apply for a graduate school in the United States if you have some learning experiences in the USA. Another student said, One big difference is the culture shock. When we first came to UIndy, we lived in a dormitory with some domestic students or our classmates. There were so many things we had to learn, just like a baby. We had to learn how to cook, how to communicate with people on campus, and we had to find a way to buy some ingredients from the grocery store far away from us. Finally, we became really independent and felt like we could live by ourselves no matter where we were. Some of the classmates may not agree with me, but I believe everything you learn totally depends on your own attitude. If you really want to learn, you can learn a lot, but if you hesitate to try, then the difference may be minor. I still believe coming to UIndy is one of my best choices ever.

Another student wrote, At UIndy, I got to know myself better in a totally different environment. It had inspired my potential. Interestingly, I got to know more about China after I came to America. I had learned to be more objective in judging different behaviors. UIndy has a better academic environment. I must say that in America, as long as you work hard, you will make your dream come true. I am in China now. UIndy taught me many things about finance.

Another joint program alumna said, Going to America was an opportunity and it was a challenge for me too. Looking back, I am glad I made the decision and now I am back in China. I have a better competitive edge than many students who did not have an American study experience. Many companies are looking for someone with an international education background.

And one final quote: At UIndy, you are somebody. You are not just a number. Everyone is so nice and so willing to help. UIndy has changed me and changed my horizon.

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I echo what these alumni have said. I, too, had to make a hard decision 50 years ago when I graduated from college in Taiwan. I had to decide whether to stay in Taiwan or to come to America for an international education. I hesitated to study abroad because I was a slow learner. I repeated the fourth grade in elementary school, I had to attend summer school for remedial math classes when I was in high school and it took me five years to graduate from college. With my academic track record, I did not think I would be able to survive in America. However, with my parents’ encouragement, financial support, and knowing the great educational system there, I decided to go to America for my advanced study.

I had made the right decision. Early on, I realized that life is not about limitation; it’s about options and choices. American education has transformed me. I thought I was going to stay there for only a few years until I received my doctoral degree. I have been there for half a century. I excelled in America. I did so well in my graduate studies in America that I did not know whether my brain had finally blossomed or the American educational system had given me a proper learning environment. It must be a little bit of both. But there is something more. I would not call myself a success in the academic or the work world. I could only say that I did better here than when I was in Taiwan.

In America, I have failed at times, too. I learned from failure and adversity. I had frustrations. I learned from stresses and challenges. Looking back on my 50 years in America, I have a few pillars in my life that have sustained me and guided me to a very fulfilling life. I would like to take this opportunity to share some of them with you. I hope my life experience in America can provide you some perspectives for the milestone you are about to conquer. Some down-to-earth questions I ask myself often are, “How will you measure your life? What legacy do you want to leave for the next generation?”

Graduation is the end of a beginning. As you get ready to launch a new step, pause a minute to ask yourself—“What have I done in the last four years, and what will I accomplish in the years to come that makes a difference in my life and the lives of others?”

My fundamental pillar for life is to trust yourself, to be passionate about what you are doing and to have a sense of mission. And so we must take time to reflect, introspect, and visualize the road ahead of us. Again, we must ask ourselves a few basic questions: What do I want to be? How can I live a fulfilling and purposeful life?

What social responsibilities will I have once I join the workforce? Who am I, and what is my potential? What are my goals for the next 30 years? Am I prepared to not just take a job but also to lead a company?

There may be a big difference between what you want and what you’re able to do.

Knowing your potential and trusting yourself will become your driving force to fulfill your

375 dreams. We do not just believe in ourselves. We must have a perspective first, and that comes from the art of reflection, introspection, and resolution. College has prepared you to have a broad base of knowledge, and American education stresses liberal arts education.

It has provided you a good foundation for becoming a well-rounded person. And with that solid foundation, down the road, you must master the specialized field you have studied.

A true sense of mastery of the task at hand comes when you trust yourself first, then develop your competency based on your self-knowledge and articulation. Never stop your self-discovery and your search for self-knowledge. Believe in yourself, be passionate about what you do, and cultivate a sense of mission to do good things. Although you will encounter new challenges that earlier generations have never encountered before, we trust that a bright future lies before you.

My fellow graduates, many of you are about ready to find your first full-time job.

Regardless of the pay and position of your first job, as long as you bring passion to your work, it can lay a foundation for success. Not just success in your current job, but also success for every position you want to take on the company ladder. You may not be in love with your first job, but the attitude and the mindset you have towards it can play a pivotal role in your career. Passion comes from within you. It is your enthusiasm, your zeal, your drive and your motivation. No work can be accomplished without passion.

In addition, we hope our Joint Program has prepared you to become the leaders of tomorrow. There are hundreds of books and speeches on leadership. I was profoundly influenced by sociologist Warren Bennis’ work on leadership. In 1989, Bennis interviewed many young leaders and found them to have many things in common: broad education, boundless curiosity, boundless enthusiasm, belief in people and teamwork, willingness to take risks, devotion to long-term growth rather than short-term profit, commitment to excellence, readiness, virtue and vision. I subsequently formulated my “VIP (Vision, Integrity, and Passion)” model of leadership. The “VIP” concept has become my life philosophy. I hope these ideas can serve as pillars for you as you leave campus, and that they will serve you well in your future career.

Also, reflect on the four learning goals you have acquired in higher learning: creativity, critical thinking, performance, and social responsibility. Having worked with students at UIndy for more than four decades, I have embraced these learning goals. I hope that you have done so, also, and that they will become your values. To become an intellectual, you must know how to think critically and objectively. To adapt to change, you must create and innovate. To be outstanding, you must know how to present yourself in everyday life. And most of all, to have a really fulfilling and purposeful life, you must

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exercise your social responsibility through service and devotion to both the society where you came from, and the society where you spend your life.

Perhaps one of the most important pillars for your generation is that one must be prepared for global change—changes in economics, industries, culture, environment, and demography, here in China and around the world. You are the generation of the digital future. You will be affected by new technology, the rise of entrepreneurship, the shifting of the global market from west to east, the rise of the urban middle class, the growing demand for energy, and the ever-increasing global diversification of the workforce into one that is gender-balanced, multicultural, multiracial, and mobile. All these large and transformative forces will require new attitudes and skill sets. You must prepare yourself to meet the challenges of the megatrends if you want to survive and sustain in a very competitive world. You must prepare yourselves to become global strategists, innovators, and masters of technology. The spirit of collaboration is more important than the focus on competition.

In addition, one of the most important skills you must have in the 21st century is cross-cultural competency, which includes skills for multi-language and cross-cultural understanding. You must have the ability to understand people from different cultures and engage with them effectively. Cross-cultural competence is becoming ever more important in a globalized world. These new challenges will become opportunities for change, innovation, and progress. We do hope that your dual degree will become a competitive advantage for you since many of you have already been exposed to a crosscultural environment in our Joint Program.

My fellow graduates, half a century ago I was sitting where you are sitting now at Tunghai University in Taiwan. Although the word “retirement” is not in my dictionary, after 44 years of college teaching in America, I shall attend a significant ceremony of my own in a few years—the retirement banquet. I think I have lived a very fulfilling and purposeful life. American education has transformed me into a modern person and my Chinese heritage provides a valuable foundation on how to become a human being. I have lived in the best of both worlds. But you and I should encourage each other to think beyond “graduation” and “retirement.” For us, these ceremonies will mark a new page in our lives.

We should start thinking about how we can continue to do good things for ourselves and for the people who surround us. “Education for Service” is a motto for both ZJUNIT and UIndy. Service is the best way to complete one’s life. Please find your own pillar to pursue this most meaningful goal in life.

377 My fellow graduates, our Joint Program is not only a dual degree program; it is also, in a real sense, the blending of the American and Chinese educational and value systems. I hope you continue to grasp and absorb the best of the two cultures and the dual trainings you have received in the last four years. You are a very privileged group.

I hope you will become the pillars of China and America someday. In conclusion, I want to thank you, the graduates again, for giving me the opportunity to work with and serve you. I wish you the best.

Dr. Phylis Lan Lin: Meet the Founder Compendium

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在国际教育中成長 藍采風博士 印第安纳波利斯大学国际合作协理副校长 印第安纳波利斯大学与浙江大学宁波理工学院中美 合作项目毕业典礼 中国 浙江 宁波 2016年6月19日

尊敬的金院长、梅副院长、Larry Belcher院长，各位来自浙江大学宁波理工学院和印

第安纳波利斯大学的教职员工，尤其是两校中美合作项目2012级（2016届）毕业生和你们 的家长，大家好！今天，我很荣幸带来了印第安纳波利斯大学校长Robert Manuel博士及所

有的教职员工对大家的问候！Robert Manuel校长和执行副院长教务长Deborah Balogh也为 这场隆重的毕业典礼送上了他们最好的祝福，并表达了他们对近期将要来访理工学院的热 切渴望。

我是第九次参加浙大宁波理工学院的毕业典礼了，这是我的荣幸，也是我的使命。在

过去的几年里，非常感谢能有这样的机会与浙大宁波理工学院的领导、教职员工一起为

追求同一个共同的目标而努力，那就是为中国学生在中国和美国提供最优质的教育。印第 安纳波利斯大学与浙江大学宁波理工学院的中美合作项目团队，为了接受中国教育部的评 估，已经一齐忙碌了数个星期，准备了四百多页的双语文件。我们期待教育部的此次评估

肯定能够顺利通过，我们2004年签署的中美项目还能够继续下去。尽管由于政府新政策和 大环境的竞争，我们的合作项目正面临新的需求，我们已经见证了我们的学生取得的诸多 成就，尤其是在过去十年来那些通过此项目赴印第安纳波利斯大学就读的学生。我们是以 四个标准来检测该项目的成功。

第一个成功测评标准是毕业率，其结果非常喜人。自2006年至今，那些通过此项目赴

印第安纳波利斯大学就读的大三或者大四学生，其毕业率一直保持在百分之九十六到百分 之九十八。第二个标准是硕士申请录取率，其申请录取率达到百分之百。那些来自浙大宁 波理工学院，毕业于印第安纳波利斯大学校园的学生中有百分之七十一的学生选择申请美 国、中国、英国、澳大利亚或其它国家的研究生。第三个标准是就业率的成功，其结果同 样喜人：该项目的学生在毕业后六个月之内的就业率达到了百分之九十到百分之一百。第

四个标准是优秀学生名单和光荣榜，因为平均成绩点数（GPA）是另一种反映学生学术

379 表现的方法。那些赴印第安纳波利斯大学就读的浙大宁波理工学生都达到了平均成绩点数

（GPA）的要求。数据显示，超过半数的浙大宁波理工的学生都荣登了优秀学生名单和光 荣榜。我也确信那些留在中国继续完成学位的项目学生也会取得同样的成功，我们也同样 为你们所有人骄傲。

国际教育具有改变人的魔力，它真的能够改变人生。这就是为什么在二十一世纪，人

们注重教育及国际教育。中国社会见证了教育的重要。我遇到过你们很多人的父母。许

多父母曾到印第安纳波利斯大学参加自己儿女的毕业典礼和晚宴。当我遇到他们时，通常 他们告诉我的第一件事就是他们的孩子都有了哪些成长和改变。我们之间最典型的对话

是：“蓝教授，我的孩子变化真大，她的气质变了，看待事物的方法也变了。她变得更加 独立自信。”我笑着回答说：“这就是国际教育所要做的。”（事实上，我非常开心，因为我 们教育中国青年人的使命之一已经完成）

就在近期，几个合作项目的校友写信给我讲述他们在印第安纳波利斯大学的经历。大

多数学生在美国学习时，都遭遇过这四个巨大的挑战：（1）语言障碍，（2）中美不同的 教育体系和方法，（3）了解如何与美国人交流，（4）美国饮食，它没有中国美食那么好 吃。然而，我们很多合作项目的校友依然对印第安纳波利斯大学的经历抱有积极及正面的 态度。下面是对几位校友话语的引用：

“我是金融学专业的学生，2014年于印第安纳波利斯大学毕业。目前我在丹佛大学会

计学专业读研究生。感谢浙大宁波理工学院与印第安纳波利斯大学的这个项目。在 印第安纳波利斯大学，我用了两年的时间适应了这里的教学方式和本科生教育，这 对我的研究生学习帮助巨大。我是金融学的学生，在金融学和会计学领域有很多专 业词汇。在印第安纳波利斯大学学习期间，我熟悉了这些专业词汇，从而提高了我 的阅读速度。与此同时，我还掌握了通过excel统计和分析数据的方法，这对我的研

究生学习有很大帮助。最重要的是，如果你有一定的美国学习经历，会更容易申请 美国的研究生学习。” 另一个学生说： “一个最大的不同就是文化冲击。刚到印第安纳波利斯大学时，我们是和国内的同学 或者同班同学住在同一个宿舍里。就像是新生儿一样，我们有许多事情必须学习。我 们不得不学着做饭，学习如何在校园里与人交流，还要学会怎样在离我们较远的百货

商店里购买材料。最终，我们真的变得更加独立，也觉得无论我们在哪里都能依靠 自己生活下去。有些同学或许有不同意见，但我相信你的学习完全取决于你自己的态 度。如果你真的想学，你就能够学到很多。但是如果你犹豫着不愿尝试，那么这里对 你的改变不会很大。我依然相信，到印第安纳波利斯大学是我最好的选择之一。

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还有一个学生写道： “在印第安纳波利斯大学这样一个完全不同的环境里，我逐渐更好地了解自己，这激

发了我的潜能。有趣的是，到了美国之后，我才更多的了解中国。我学会了更加客 观地判断不同的行为。印第安纳波利斯大学有更好的学术氛围。我必须说的是，在 美国，只要你努力工作，你就能够实现自己的梦想。现在我在中国，印第安纳波利 斯大学教会了我金融学方面的很多东西。”还有一个合作项目的校友说：

“去美国，于我而言，既是一个机会也是一个挑战。回顾过去，我庆幸自己曾经的选

择，现在我已返回中国。比起那些没有美国学习经历的学生，我更具有竞争力。很 多公司都希望招聘那些具有海外教育背景的人才。” 最后一个引用： “在印第安纳波利斯大学，你不是无名之辈。你不仅仅是一个数字。这里的每个人都 很友善，愿意提供帮助。印第安纳波利斯大学改变了我，改变了我的视野。” 我对这些校友的说法感同身受。五十年前，当我从台湾的大学毕业时，我也不得不做

出艰难的抉择：究竟是留在台湾还是去美国接受国际教育。对于海外留学我有些迟疑，因 为我是一个学习较慢的人。小学四年级时，我留级了；高中时期，我不得不参加暑期数学 补习班；大学，我用了五年的时间才毕业。从我的学业成绩单来看，我不认为自己能在美 国生存下来。然而，父母的鼓励和经济资助，以及对美国教育体系的了解，我最终决定去 美国继续深造。

我做出了正确的抉择。早前，我就认识到生活是无限的，它充满了机遇和选择。美国

教育改变了我。我曾经以为我只会在美国呆几年攻读博士学位。然而，我在美国已经待

了半个世纪。我在那里成长进步良多。在研究院，我学习很好，成绩优越。我也不知道究 竟是我的大脑在美国才最终开花结果，还是美国的教育体系给我提供了更加合适的学习环 境。毫无疑问的是这两者都发挥了一定作用。还有一点，我并不认为自己在学术上或是工 作上取得了成功。我只能说，我在美国比在台湾学习成果更好。

在美国时，有时也会失败，但我从失败和逆境中领悟。有时也会受挫，但我在压力和

挑战中成长。回顾在美国的这50年，有几个我生命中的重要支柱支撑和引导我学习与工作 顺利。我乐于跟大家一起分享，并希望我的这些美国生活经历能带给大家一些不同的见

解，帮助你们征服生命中的一座座堡垒。我经常问自己一下现实的问题：“你怎么评价你

这一生？你想留给下一代什么？”毕业是一个结束但也是一个开端。当你准备迈出一段新 的旅程时，请停下脚步问一下自己—“在过去四年我做了些什么？在今后的几年我将会做 些什么来改变我的人生，影响别人的人生？”

我生命中最根本的支柱是信任自己、保持热情、有使命感，所以我们必须经常思考、

反省和想象前面的路。还必须再三地问自己一些基本的问题：“我想成为一个什么样的

381 人？怎么才能活得有意义？工作后我要担负起怎样的社会责任？我是谁，我有什么潜力？ 接下来的30年我的目标是什么？我是否准备好将来是否能够领导一家公司？”

你想做的和你所能做的，两者之间可能存在很大的差距。所以，了解自己和相信自己

将会成为实现你梦想的驱动力。我们不能光是盲目自信，必须先有想法，而想法来自于思 考、反省和决心。大学让你具备广博的知识，而美国高等教育又注重人文学科教育，这为 你成为一名全面型人才提供了良好的基础条件。具备了这个基础，在成功的道路上你需要 做的就是掌握及深入你的专业所学。

真正体会到掌握知识的成就感源自于首先建立对自己的信任，然后才是自我认识和表

达能力的提高。请记住，永远不要停下发掘自我能力和提升自我认识的脚步，信任自己、 保持热情、具备使命感。虽然你会碰到前人从未遇到过的挑战，但请相信美好的未来属于 你们。

亲爱的毕业生们，你们很多人已准备好接受你的人生第一份真正的工作。不管这份工

作的职位是什么，薪酬是多少，只要你拥有热情、全心投入、就是迈出了成功的第一步。 这一步不仅是通往第一份工作的成功，更是通往事业阶梯顶端的每一步的成功。你可能不 喜欢第一份工作，但你工作态度和心态在今后的事业中发挥至关重要的作用。热情来自于 自身。它包括了你对工作的热爱、热心、动力和积极性。没有热情就没有成功。

另外，我们希望我们的联合项目能让你成为未来的领导者。关于培养领导能力的书

和演讲成百上千，我就受到领导艺术之父华伦·班尼斯的著作的深刻影响。1989年时， 班尼斯采访了许多年轻的领导者，发现他们多处共同点：全面的教育、无穷的好奇心， 无限的热情、对人和团队的信任、愿意去冒险、致力于长期的成长而非短期的利益、追 求卓越、有准备、品德高尚、远见非凡。后来，我形成了自己的VIP（Vision,

Integrity,

and Passion）（远见、正直和热情）领导力模式。这个“VIP”理念成为了我的生活哲学。 我希望在你们离开校园时，这些理念能作为你们的支柱，相信它们对你们将来的工作有 帮助。

而且，这还反映出国际高等教育中获得的四个学习目标：创造力、批判思维、执行力

和社会责任感。和印第安纳波利斯大学的学生相处了40多年，我也以这些学习目标作教学 与自我学习的指引。我希望你们也如此，而且让它们成为你们的价值所在。想要成为一名 知识分子，必须懂得如何批判和客观地去思考。想要适应变化，必须学会创新和变革。想 要脱颖而出，必须知道如何在日常生活中展现自己。最重要的是，想要真正充实的有目的 的人生，必须履行社会责任，为你生存的社会服务和奉献。

或许这一代人最重要的支柱之一是必须有能力应对全球性的变化—在中国和世界范围

内的经济、工业、文化、环境和人口的变化与大趋势。你们是数字化未来的新一代，将受 到新科技、创业大发展、全球市场重心东移、城市中产阶级的崛起、能源需求的增长及不 断增长的全球劳动力多样化的影响，这种劳动力多样化趋向于性别均衡、跨文化和流动性 发展。所有这些巨大的变革力量都需要新的态度和技术技能。如果想在充满竞争的世界中

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生存，必须准备好迎接全球大趋势的挑战，必须准备好让自己成为全球策略家、改革者、 技术行家。具备合作作精神比注重竞争更为重要。

此外，21世纪另一个必须具备的最重要的技术之一是跨文化交际能力，包括多语言能

力和跨文化理解力。必须有能力理解来自不同文化的人，与他们有效地沟通互动。在当今 全球化的世界，跨文化交际能力正在变得越来越重要。这些新的挑战将会成为变化、革新 和进步的机遇。我们真诚希望双学位会成为你们极富竞争力的优势，因为你们很多人早已 在我们的联合项目中接触了跨文化环境。

我亲爱的毕业生们，半个世纪前，我跟你们一样，坐在台湾东海大学的毕业生典礼

上。虽然我的字典里没有“退休”两字，但经过44年的美国大学工作，几年后我也将迎来生 命中非常重要的一个典礼—退休晚宴。我觉得我的人生过得很充实、很有意义。美国教育 把我变成一个现代人，中国传统为我学会怎样做人奠定了可贵的基础。所以，我的生活 集合了两种不同文化的优点。不过，我们应该互相鼓励，去思考“毕业”和“退休”之外的事

情。对于我们，这些典礼标志着生命翻开了新的一页。我们应该开始思考如何继续为自己

和身边人做有意义的事。“教育服务社会”是浙江大学宁波理工学院和美国印第安纳波利斯 大学共同的校训理念。服务是让生命变得完整的最好方法。请你们找到自己的支柱去追求 这个最有意义的生活目标。

我亲爱的毕业生们，我们的联合项目不仅是一个双学位项目，也是中美教育和价值体

系真正意义上的结合。我希望你们继续吸收掌握两国文化的精华和过去四年所获得的双

元制教育。你们是得天独厚的一群人，我希望有一天你们会成为中美两国的中流砥柱。最 后，我想再次感谢你们，我亲爱的毕业生们，感谢你们给我这个机会和你们一起工作学 习，为你们服务。祝福你们！

9.

“HUMILITY AND HIGHER EDUCATION” THE 2017 UINDY—ZJUNIT PROGRAM COMMENCEMENT NINGBO, ZHEJIANG, CHINA Phylis Lan Lin, PhD Associate Vice President for International Partnerships University of Indianapolis USA June 18, 2017

President Jin, members of the administration, faculty members, parents and friends of the graduates, and graduates: Those of us representing the University of Indianapolis want to thank you for your friendship and generous hospitality on this most significant occasion. I am proud to represent the president of the university, Dr. Robert L. Manuel, and Executive Vice President and Provost, Dr. Stephen Kolison, and to bring you their greetings on this special occasion. I also wish to congratulate NIT on its recent distinction.

We were so pleased to learn recently that the Ningbo Institute of Technology has once more been ranked number one among China’s independent colleges, and now Ningbo Institute of Technology has been renamed Ningbo Institute of Technology, Zhejiang University– Ningbo. You have become one of the tier-one universities in China. Congratulations! It is clear that such an achievement is most difficult to attain, and earning this distinction within just a few years of your establishment is impressive. For this, we must also applaud President Jin’s leadership.

I would like to speak now to the 2017 graduates of the University of Indianapolis– Ningbo Institute of Technology, Zhejiang University, Joint Program.

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Milestones like today are remembered. The pictures, special dinners, and family gatherings are the traditional signals that something big has happened. You will always remember this event because it marks the culmination of years of study and preparation.

You have made many sacrifices as you have ascended this path to acquiring knowledge and skills, and you should be as proud, as we are, of your accomplishments.

Your parents and families also made great sacrifices for you. You, with their help, have accomplished something that few in the world accomplish—earning two degrees, one of which is in English, which is not your native language.

Twenty-seven of you flew over the Pacific Ocean two years ago to gain a new learning experience on the campus of the University of Indianapolis, and all of us are very proud of what you accomplished in a new learning environment. You have made it!

While all of you may feel as though you have climbed a mountain, I encourage you to remember that this milestone is not the summit. More than half of you have planned to continue your academic journey to graduate school. Some of you will start careers right away, and a few of you have decided to take a short break and attend graduate school in the near future. Whatever you may be moving toward, it is clear that you have set a new milestone in your lives.

I hope that your time in the joint program has nurtured your love of learning for learning’s sake and that you will remain devoted to your quest to know more. It’s my hope that you will continue on your intellectual journeys.

A university education opens a door. When you have a university degree and have studied at two great universities in two languages, you have created great opportunity for your future and for your family.

As we congratulate you on your accomplishments, my colleagues and I wear these traditional symbols of learning—the caps, gowns, and hoods that represent the long tradition of university learning—to remind you that you are our next generation of scholars and that we believe you will be the movers and shakers in both China and America in the years to come.

We charge you to use your gifts and talents wisely, to continue on the path of learning, and to remember that you come from the University of Indianapolis and the Zhejiang University in Ningbo, where education for service requires all of us to use our talents for the betterment of mankind.

We charge you to be the leaders who will help us learn that, as a global society, we depend on each other. The world has become ever more interconnected and interdependent. With your bilingual and bicultural education experience, your creative

385 and innovative minds and with the cross cultural competence you have acquired, you are indeed in a good position and well equipped for success. On this special occasion, I would like to charge you with cultivating an additional trait while you continue to nurture your leadership skills and knowledge for your future work and family life—that is, embracing and cultivating humility.

Although the concept of humility has been rooted in Asian teachings of the great philosopher Confucius and his followers, promoted by Buddha’s teaching, and by other world religions including Christianity and Islam, humility is seldom included in what is taught in higher education. We have taught you to be assertive, competitive, and to use advanced technology. We tend to forget that one of the most important concepts of humanity is humility. Confucius said, “Humility is the basic foundation of all virtues; admitting what you don’t know is knowing.” This suggests that the best leaders are humble leaders. In our Asian teaching, self-growth must be instilled first by self-cultivation and self-awareness. All great leaders possess humility in their action and deeds. Mahatma Gandhi has advised us: “It is unwise to be too sure of one’s own wisdom. Nonviolence is impossible without humility.” The exercise of humility can be reflected and exemplified in many ways in a leader’s behavior. For example, eliciting feedback and listening to others’ opinions and ideas with sincerity; focusing on the needs of other people; admitting mistakes and taking responsibility for undesirable outcomes; engaging in conscious selfreflection; empowering others and creating leaders; supporting the team instrumentally; delegating and empowering subordinates; acknowledging thankfulness; and appreciating being blessed. Humility is relationship-building; it is not about self. Only through the practice of humility can one really become an authentic and servant leader. Over the years, I have come to believe that practicing humility does not mean belittling yourself but fosters inner strength. To practice humility is ultimately to have the ability to recognize who you are and to make yourself an instrument for change.

Once you step outside of the college campus and into the real world, you will encounter many new challenges. Almost certainly, you may encounter adversities and failures. Please remember, adversities and failures are not losses; they are a matter of mindset. By having humility in your mindset, you will have new perspectives and will bounce back from your encounters with adversities and failures. Success is not power or money; success is built upon many pillars, including wisdom, hard work, service, and most importantly, a mindset of humility. Humility will lead you to be better and greater.

Once you practice and cultivate the virtue of humility, you will also arrive at a new concept of success.

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Today, we pause in your honor, and we wish you success. Commencement is such a special occasion because it enables us to take time out to mark your achievement with the pomp and circumstance it deserves. On a personal level, it is also a time for me to reflect on what I have learned from you. Working with you has reminded me to “Realize your inadequacy in knowledge after learning, and acknowledge your questions of knowledge after teaching” “(“教然後知困；學然後知不足”). Learning and teaching are intertwined and are reciprocal (“教學相長”). I have taught you a lot, and I have learned a lot from you as well. I am glad we have grown together. We have learned together to be wiser and older!

I am most happy to be here again at Ningbo Institute of Technology, our sister institution, to celebrate not only your graduation but also the strong program that we have built together and that has brought this opportunity to you and to the students who will follow in your footsteps.

You’ve shown yourselves to be dedicated, committed, persistent, engaging, passionate, resilient, and possessing of a positive attitude, integrity, vision, and dedication to service.

These are qualities of good leadership that our world desperately needs. I hope you will add the practice of humility to your skill set. These are qualities expected of graduates of our joint program. I hope that you will take great pride in being a graduate of the Joint Program, as we take great pride in you and your achievements. I hope, too, that you will consider both the Ningbo Institute of Technology and the University of Indianapolis as your alma maters. I thank you for allowing me to be part of your celebration. I wish you the best. Congratulations. I love you all. Thank you

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谦逊与高等教育 藍采風 印第安纳波利斯大学国际合作协理副校长 印第安纳波利斯大学与浙江大学宁波理工学院中美合作项目毕业典礼 中国 浙江 宁波 2017年6月18日

尊敬的金院长，尊敬的各位领导、教师、学生家长及亲朋好友们、亲爱的同学们： 大家好！

在今天这个普天同庆的日子里，我代表印第安纳波利斯大学的全体同仁，向你们致以

衷心的感谢，感谢你们的友谊，感谢你们的盛情款待。能够代表校长罗伯特·L·曼努埃

尔（Robert L. Manuel）博士、常务副校长兼教务长史蒂芬·考利森（Stephen Kolison）博 士在这个特别的时刻给大家带来诚挚的问候，我感到无比荣幸。

同时，我还要为宁波理工学院最近获得的成就表示衷心的祝贺。宁波理工学院再次在

中国的独立学院中一本學府，已正式成为浙江大学—宁波校区，将跻身于中国一流大学之 中。我们表示衷心的祝贺！毋容置疑，取得这样的成就是非常困难的，但是宁波理工学院 成立仅仅十几年后，就获得如此巨大的成功，实在是令人振奋。为此，我们应当为金院长 的领导才能致以热烈的掌声。

我很荣幸能够给印第安纳波利斯—浙江大学宁波理工学院中外合作办学项目2017届毕

业生致辞。

我们将铭记今天这个新里程碑的日子。拍照留念、毕业生晚宴和家庭聚会常常预示着

重大事件的到来。这一时刻将会铭记于心，因为它显示了着你们多年寒窗苦读的累积成

果。在这条求学求知的道路上，你们付出了许许多多的努力，你们应当为自己获得的成就 感到自豪，就像我们也为你们感到自豪一样。

这一路走来，你们的父母和家人也为你们做出了许许多多的牺牲。在他们的帮助下，

你们取得了少数人才能获得的巨大成就—毕业时获得中外双学位，其中一个是英语授课而 非母语授课。

388 两年前，你们一行27人飞越了太平洋，踏入了印第安纳波利斯大学，开启了新的求学

之旅。今天，你们已经在这新的学习环境中取得了巨大的成就，我们感到无比自豪。你们 成就了自己！

若你们觉得自己已经跨越了一座大山，我要鼓励你们，今天的里程碑并非顶峰。你们

之中半数以上的人将继续求学，完成研究生学业，而有的同学即将参加工作，开创自己的 事业，还有少部分同学打算先短暂休息，而后继续就读研究生。无论你们将要奔向何方， 请记住，你们的人生正朝着新的里程碑迈进。

我希望合作办学项目已经激发了你们对学习的热情，而且，求知若渴的性情能一路陪

伴你们，帮助你们在求知的道路上勇往直前。祝愿你们能继续观赏求知路上的怡人美景。

大学教育为你们打开了一扇门。当你们在两所优秀学府，在双语环境下获得了本科学

历时，你们就已经为你们的未来、家人的未来，奠定了坚实的基础。

在为你们表示祝贺之时，我和同事们都已穿上了传统的学士服—代表大学学习悠久传

统的帽子、长袍以及披肩—你们是未来的栋梁，我们相信你们将会成长为在中美两国都极 具影响力的专家学者。

我们要求你们能正确运用自己的禀赋与才能，继续奔跑在求知的道路上，并时刻铭记

自己是来自于印第安纳波利斯大学和浙江大学宁波理工学院的学生，来自这两所学校的所 有学生都应肩负尽己所能、造福人类的使命。

我们要求你们努力成为未来的年轻领导人。你们要了解在这个全球化的时代，我们是

相互依存的。世界各国的联系已经变得越来越紧密。凭借你们的双语能力、跨国学习经

历、创新思维和熟知两地文化传统，你们具有非常大的优势—为迎接成功做好了准备。在 今天这个特殊的时刻，我们要求你们为了今后的工作和家庭，在培养领导才能的同时，也 磨砺自己的品格—学会谦逊。

虽然谦逊早已植根于亚洲伟大的哲学家孔子及其学生的教学活动中，以及佛教的教化

中，以及其他世界宗教，包括基督教和伊斯兰教的传教中，但是在高等教育中却很少培

养学生谦逊的品格。我们已经培养你们自信以及不懈奋斗的品格，传授了你们高新技术知

识。但我们却忘了培养你们人类最重要的品格之一—谦逊。孔子曾说：“三人行，必有我

师。知之为知之，不知为不知，是知也。”这表明了优秀的领导者应具备谦逊的品格。在 亚洲的教学观念中，要实现自我成长，必先要有自我意识并提升自身修养。所有伟大的领

导人在行为举止上都处处透露着谦逊。圣雄甘地曾劝诫我们：“对自己的智慧过分自信是

不明智的，缺乏谦卑，以非暴力的抗议方式成功是无法实现的。”谦逊可以从领导者的行 为举止等多个方面中体现出来。例如，真诚地寻求他人的建议，聆听他人的意见和想法； 急人所急；勇于承认错误，主动承担责任；善于反省；任人唯贤；拥护并支持自己的团

队；信任下属，授权下属，让他们各尽所能；心怀感恩；对别人的祝福抱有感激之情等。 谦逊是需要培养的，而非人之本性。只有不断地培养、践行谦逊的品质，才能成为真正的

389 仆人领袖。多年来，我开始相信培养谦逊的品格并不意味贬低自己，而是培养自己的内在 力量。培养谦逊的品格，是为了认清自己，并实现自我蜕变。

一旦踏出校门，走进社会，你们将会面临许多新的挑战，其中，逆境和失败是难以避

免的。但请记住，逆境和失败实非损失，而只是一种心态。保持谦逊的态度，你们将会打 开全新的视角，并走出逆境，走出失败。金钱与权力并不意味着成功；获得成功需要许多 支撑条件，包括智慧、勤劳、服务，最重要的是保持谦逊的心态。谦逊能够让你们变得越

来越优秀，越来越伟大。一旦你们培养和践行了谦逊的美德，你们将达到更高境界的成功。

今天，我们驻足于此，为你们的荣誉喝彩，并预祝你们获得成功。毕业典礼是一个神

圣的时刻，因为我们从百忙之中抽出时间来见证你们的成就，但这一切都是值得的。就个

人而言，这是我们反思从你们身上学习到了什么的时刻。与你们一起成长，让我意识到“

教然后知困；学然后知不足”。教学相长。我教授了你们许多知识，但也从你们身上学习 到了很多。能与大家一起成长，我感到很开心，因为我们能够一起学习，一起变得睿智， 一起变成熟！

很高兴再次来到宁波理工学院，我们的姐妹院校，一起庆祝毕业典礼，一起庆祝我们

共同建立的合作办学项目。该项目为你们，以及你们的学弟学妹带来了难得的学习机会。

你们已经展现出了敬业、忠诚、执着、热情、坚韧、积极、诚信、富有远见、并致力

于为人民服务的良好风貌。这些都是世界各国迫切需要的优秀领导人应当具备的素质。我 希望你们会把谦逊也加入其中，这是我们对合作办学项目毕业生的期望。我希望你们会为 成为合作办学项目的毕业生而感到骄傲，因为你们是我们的骄傲。我还希望，你们会把宁 波理工学院和印第安纳波利斯大学都视为你们的母校。能参加你们的毕业典礼，我感到十 分高兴，衷心祝愿各位一切顺利！祝贺大家，我关怀你们。谢谢 End

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ABOUT THE EDITOR Caterina Cregor Blitzer, a multilingual native of Trieste, Italy, fluent in Italian, English, French, and German, is a graduate of Indiana University with a B.A. Honors in French, Italian and German and an M.A. from the University of Wisconsin in Comparative Literature and Linguistics. Caterina has applied multilingual skills and global competencies in public service, international business and community-based non-profit leadership.

She is the recipient of the 2016 Simon Award from the Central States Conference on the Teaching of Foreign Languages in recognition of her leadership in world language learning; honors include the Sagamore of the Wabash and the Torchbearer Award of the Indiana Commission for Women.

During her tenure as Global Education and World Languages Specialist at the Indiana Department of Education, she advocated for the adoption of a Seal of Bi-literacy and the launch of a $1million state-wide Dual Language Immersion Pilot Program Grant initiative for programs starting in K or grade 1. Previous leadership roles include: Assistant Director, Indiana Department of Commerce-International Trade Division; Deputy Mayor for Economic Development, City of Indianapolis; President, Campbell Communications International; Executive Director of the International Center of Indianapolis; and Vice President for Development and External Relations at the International School of Indiana.

She is the author of A Path Well Chosen the history of The Orchard School in Indianapolis and “A Point of Departure: Status of International Service Organizations” in 1989 for the Lilly Endowment, Inc. This analysis of local gaps in education and services for international economic development, resulted in the launch of the International Issues Task Force and founding of the International School of Indiana and other language immersion and international programs.

She is a free-lance translator and editor and collaborates on programs with the University of Indianapolis Phylis Lan Lin Department of Social Work, the Indianapolis Sister Cities Teacher and Student Outreach Committee and serves on the Butler University College of Education Dean’s Advisory Council.

Dr. Phylis Lan Lin: Meet the Founder Compendium

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ABOUT THE INDEXER Marilyn Augst has been honored to write back-of-the-book indexes for Dr. Lin at the University of Indianapolis Press. She started writing indexes for Dr. Lin and the Press in 2004, and during the next 10 years, wrote indexes for 18 books for Dr. Lin, including the series of 6 books on service-learning. During that span of time, Marilyn was very happy to be able to attend several Meet the Press luncheons, which Dr. Lin arranged to promote the UIndy Press. Marilyn was quite pleased to be called back to write the index for this book, Dr. Lin’s Compendium.

Marilyn has been a freelance indexer for over 20 years. She has written indexes for more than 90 books, for about 20 different publishers. Marilyn specializes in writing indexes in the topics of education, mathematics, engineering, physics, environmental science, biology, history, government, social studies, business, and economics.

Marilyn has been a member of the American Society for Indexing (ASI) since 1996. She served as a leader of her regional ASI group, the Heartland Chapter, holding all leadership positions in the chapter: from newsletter editor, secretary, treasurer, vice president, to president. She presented a workshop at the National ASI Conference in 2006, and authored an article published in Key Words, the National ASI newsletter.

Marilyn is a graduate of St. Olaf College, Northfield, Minnesota, with a B.A. in mathematics. Her first career was technical writing for computer companies in Minnesota and then in Indiana.

Marilyn and her husband, William Ansley, met at Control Data Corporation in Minnesota. In 1990, they moved to Indiana where they raised 3 creative, entrepreneurial daughters. Thirty years later, they have returned to Minnesota, settling in Red Wing, where they can watch trains and river boats while Marilyn reads a few chapters in her latest indexing project.

Marilyn’s indexing business is Prairie Moon Indexing. Her website is www. prairiemoonindexing.com.

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ABOUT THE DESIGNER Dr. Edgar Huang is an associate professor in the IUPUI School of Informatics.

His articles on healthcare new media, e-health interactive tools, new media education, media convergence, streaming media, DVD ripping, online imaging, documentary photography history, digital imaging manipulation and so on are seen in Journalism and Communication Monographs, International Journal of Healthcare Management, International Journal of Pharmaceutical and Healthcare Marketing, Convergence, Visual Communication Quarterly, e-Service, Newspaper Research Journal, Information Technology for Development, etc.

Huang won national awards for his multimedia productions. A documentary video on organ donation that three seniors in his Fall 2005 A451 Advanced Video class and he worked on won the 2007 AACN (American Association of Critical-Care Nurses) Media Award among about 1,000 entries. A research project “Searching for an Ideal Streaming Technology,” which he worked on with an undergraduate student in an independent study, won Judges’ Choice Award at the 2006 New Media Consortium Summer Conference. His 2017 documentary movie A Medical Educator in Republic of China - C.U. Lee, funded by IUPUI Arts and Humanities Internal Grant, documented a piece of forgotten history. In 2019, his Exploring IUPUI project, funded by two major grants from IUPUI, presented the IUPUI campus in 3D across a historical line.

Huang has taught more than 20 courses, including research in healthcare digital media, research methods, visual communication, photojournalism, video streaming, graphic design, media convergence, computer-assisted reporting, and news writing, since 1984.

In his spare time, Dr. Huang designed book covers and layout for 17 books for the University of Indianapolis Press from 2007 to 2017.

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ABOUT THE COMPILER Phylis Lan Lin, current titles: Professor Emerita,University of Indianapolis (2018- ) Chair, Academic Advisory Board, Chinese American Museum, DC (2018- ) Visiting Professor, OD PHD Program, School of Business, Assumption University, Thailand (2018- )

INDEX A accelerations, age of, 104 Adams, Jeff, 14–15 The Age of the Unthinkable (Ramo), 331 Agile Talent (Younger & Smallwood), 93–94 aging population, in workforce, 85, 88, 94, 101–102, 107 aging successfully, 18, 30, 233–234 Akers, Mark, 363, 366 Alexander, Lucille, 8, 262 Alexander, Paul, 8 Alselaimi, Reneem, 251 altrocentric leaders, 85–87, 117 alumni, 48–49, 255 ancestor worship, 178, 267 AODN (Asian Organization Development Network) summit, 137 art: Chinese paintings, characteristics of, 195–200, 219–221 Dr. Lin’s passion for, 11–12, 18, 31–34, 202 history of Chinese art, 206 lecture series, 207–208, 210 Lingnan School of Painting, Hong Kong, 196, 202–206, 209, 212–213 musicians and artists, xii, 33, 205, 207 See also museums.

Ash, Sean, 19 Asian Programs, UIndy: art and music programs, xii, 206–208, 209–210, 213 as conference sponsor, 235, 237, 288, 297 cultural understanding, 202 Dr. Lin as director of, 7, 17, 25, 32, 138, 151, 153–154, 202, 210, 236, 290, 293

Assumption University, Bangkok, Thailand, 24, 41, 55, 83, 119, 137 Athens. See University of Indianapolis– Athens.

Au Ho-nien (Master, Au Ho-Nien): art exhibitions, 31, 202–207, 210 art lecture series, 207–208, 210 bronze bust of, 213, 217 composing a painting, 195–200, 219–221 early life and career, 195–197 friendship with Dr. Lin, xii, 12, 34, 202 honorary degrees, 197, 202, 215, 217 Journey with Art Afar, 195–200, 209–216, 217 museums in U.S., Taiwan, & China, 215, 217 paintings by, 199, 208, 214 poetry of, 195, 198, 200, 212 UIndy Press logo, 208–209 Au Ho-nien Foundation, 210, 213 Au Ho-nien Museum, 12, 14–16, 32, 34, 209–216, 217 B baby carriers, 171–172, 191–194 Balogh, Deborah, 20, 371 Beltowska, Joanna, 120 Bennis, Warren, 86, 119, 120, 152, 375 Berry, S. L., 211 Betta, Chiara, 294 Blair, Tony, 50, 56, 68–69 Blitzer, Caterina (Cathy) Cregor (consultant), iv, xi–xii, 11, 19, 226, 240, 391 books and publications written or edited

by Dr. Lin, 10, 23, 33, 34 on behavioral sciences, 3–4 on Islam and China, 20, 294–296

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Dr. Phylis Lan Lin: Meet the Founder Compendium

on service-learning, 290, 299–305, 340 on stress management, 27, 28 Boyce, Gerry, 203 Brokaw, Tom, 282 Brose, Michael, 237, 238, 239 brushes, in Chinese paintings, 219–220 Buddhism, 183–184 Build It Together, 155–158, 232 Building Family Strengths: Blueprints for Action (Stinnett), 260 Bush, George W., 246 Byrnes, Jonathan, 320 C Cabrera, Patricia, 19, 288 calligraphy, 220 Caraher, James, 213 Chai, May-lee, 243 Chai, Winberg, xii, 235–243 champion, on becoming, 347–352 Chang Ta-ch’ien (Master, Zhang Daqian), 198, 213 Chao Shao-an (Master, Zhao Shao-an), 34, 196, 209 Chau Hang, 34, 205, 209 Chen, Huiling, 205, 212 Chen, Jeaw-mei, 260 Cheng-Yen (Tzu Chi, Dharma Master, Buddhist Priestess), 266, 342 children’s hats, folk art and symbolism in, 171–172, 191–194 China: Cultural Revolution, 58–59 dragon legend (See dragon legend in Chinese culture) dynasties (See dragons, evolution of images in history) education in (See China, internationalization of higher education) Five-Year Plan, 13th, 62–63 Four Modernizations, 58–59, 280 international symposium on, 10, 279–282 Ministry of Education (MOE), 61, 63–66, 372 Open Door Policy, 59 paintings and art (See art) 211 project, 61, 66

China, internationalization of higher education, 55–72 challenges of, 63–65 conclusions, 68–69 dualism in, 60–61 governmental role in, 61–62, 64 history of, 58–60 importance of, and definition of, 55–57 international students from and to China, 57–58, 65–67, 317–318, 328–331 opportunities and trends of, 65–68 China–U.S. relations, 279 Chinese American Museum, Washington, D.C., 24, 155–158, 231–232 Chinese American Women in History conference, 231–232 Chinese calendar, 164, 295 Chinese children’s hats, 171–172, 191–194 Chinese Confucius Institute (CCI), 59–60 Chinese Muslims, 293–297 Chinese paintings, characteristics and spirit of, 195–200, 219–221.

See also art.

Christel House, 14–15, 283 Christensen, Clayton M., 87, 95, 96 Christian Children’s Fund, 9 Churchill, Winston, 350 climate change, 85, 88, 104, 109 Colleges That Change Lives (Pope), 49 Collins, Jim, 140 commencement speeches at Ningbo by Dr. Lin: on becoming a champion (2012), 347–352 community service (2011), 339–342 cultural relativism (2010), 327–333 future of work (2014), 357–359 humility and higher education (2017), 383–386 purposes of higher education (2015), 363–366 transformations from international education (2016), 371–377 VIP model (2009), 317–321 community service, 339–342 Confucius, 139, 140, 150–151, 221, 266–267, 385 Covid-19, xii

397 Cregor, Lauren, xii cultural challenges for international students: Chinese, 63–64, 66, 329–330, 372 Saudi Arabian, 245, 252–253 cultural relativism, 327–333 culture: cross-cultural competence, 376 Lin’s experience as immigrant, 156–158, 225–229 two systems: Eastern and Western, 219 (See also East, and West) understanding through education between U.S. and Saudi Arabia, 249, 253–254 D Daoism, 170, 183–184, 193 demographic changes, 85, 88, 94, 101– 102, 107 Deng Xiaoping, 58–59, 280 Dickens, Charles, 348–349 digitalization, 85, 88, 110–112 discrimination, 157, 225–229 disruption, concept of, 103 distance, definition of, 110 distance learning, China Central Radio and TV University, 59 diversity: campus, 44, 66, 214, 242, 253, 293 cultural, 12, 119–130, 210, 213 future opportunities, 229 inclusion and, 47, 57 in value of international education, 365 in workforce, 94, 101–102 Douglas, Wilhelm, 117 dragon legend in Chinese culture, 161–190 about dragon, 161–165 children’s hats with dragon and phoenix, 171–172 descendants of dragons, 168–169 history of, 172–173 (See also dragons, evolution of images in history) images of dragon, 165–167, 172–173 Long and Daoism, 170–171, 183–184 (See also Long, Chinese character) nine sons of dragon, 167–168 as ruler of weather and water, 169–170

dragons, evolution of images in history, 173–190 Bronze Age of China, 179 Han Dynasties, 182–183 Ming Dynasty, 187–188 modern day, 189–190 Neolithic period, 173–176 Qing Dynasty, 188–189 Shang Dynasty, 173, 177–179 Song Dynasty, 185–186 Southern/Six and Northern Dynasties, 183–184 Spring, Autumn, and Warring States, 180–182 Sui, Tang, And Five Dynasties, 184–185 Xia Dynasty, 176–177 Yuan Dynasty, 187 Zhou and Western Zhou, 179–180 Drake, Jen, 358 Drucker, Peter, 86 dualism in internationalization, 60–61, 66 dynasties in China. See dragons, evolution of images in history.

Dynes, William R., 20, 363, 366 E East, and West: approaches to sociology, 3–4 bridging with art, 202, 211–212, 215–216 cultural systems, Eastern and Western, 219 international symposium on families, 273–277 education: alumni, 48–49, 255 business model for, 44, 45, 249–250 challenges in U.S., 41–53 in China (See China, internationalization of higher education) costs and tuition, 42, 44–45 international, students transformed, 371–377 internationalization of, 43–44, 47 (See also international partnerships) learning environments and life-long education, 43, 47–52

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Dr. Phylis Lan Lin: Meet the Founder Compendium

learning goals at UIndy, 99–100, 138, 329, 359, 375 purposes of higher education, 363–366 retention and graduation rates, 43, 46, 67, 372 transferability of credits, 45 in U.S. and in Saudi Arabia, 240–243, 245–255 Education for Service (UIndy’s motto), 5, 281, 293, 376 Eight Immortals, 193 Einstein, Albert, 86, 102, 119 environment, resource scarcity in, 88, 112 equality of gender, 107, 132 ethical leadership, 121, 151 ethnocentrism, 8, 330 F Faisal Bin Abdullah Al-Saud (Prince), 249 families, East and West, international symposium on, 273–277 family, characteristics of healthy, 259–270 appreciation, 263–264 commitment, 260–261 coping with crisis and stress, 267–268 good communication, 264–266 spiritual well-being, 266–267 togetherness, 262–263 Fang, Cheng, 294, 296 Fei Yingqin, 339, 347, 357 feng-shui, 172 Ferin, Mike, 212 Five Fs/Hs Model, 233–234 Flora, Cam, 14–15 folk art and symbolism in children’s hats, 171–172, 191–194 followership, 121 food: Chinese and American, 9, 28, 67, 225, 330, 331, 333, 372–373 Halal, 252–253 Ford, Henry, 91 Fortune Global Forum, 84–85 Foulkrod, Marianna, 288–289 Franklin College, 279, 282 Frick, Don, xi, 3 Friedman, Thomas, 104 Fu-Shi, 169

G Galer, Sara, xi, 23 Gandhi, Mahatma, 140, 385 Gao, Linda, 27 Gaokao entrance exam, 65 gender equality, 107, 132 gender pay gap, 20, 227 generations in population, 84, 101–102, 107 gig economy, 89, 93, 104 global change, 376 globalization, 85, 88, 107–109 glocalization (regional markets), 88 Goddess of Mercy, 8, 14–15 Gong, Ted, 231 Good to Great (Collins), 140 graduation rates of students, 43, 46, 67, 372 Grattan, Lynda, 117 Greenleaf, Robert, 86, 119 Guffin, Robert, 238 H Hacker, Kathy, xii Hakka, 155–156 Han SangTze (Au), 214 Hausheer, Stefanie, 250 Herzberg, Frederick, 95 Hesselbein, Frances, 86 Ho, Emily, xii Hoi-Chiu Chan (Master), 204 Hong Kong: Au Ho-nien’s Exhibition in, 31 fashion shopping in, 34–35 Lingnan School of Painting, 196, 202–206, 209, 212–213 return of, to China, 280 H’s (humanism, humility, holism, and happiness), 26 Huang, Edgar, xii, 393 Huangdi (Emperor), 169 Hudnut, William III, 7, 17, 28 humanism, 26, 155, 156 humility: and higher education, 383–386 in leadership and organizational development, 137–141

399 Hunker, Sarah, xi, 17 Huo, Bonnie Kwan, xi, xii, 12, 31–35, 205, 206–207, 209, 210, 215, 287–288 I immigrants, Chinese American, 156–158, 225–229, 232 Indiana Campus Compact (ICC), 283, 300–301 Indiana Central College (UIndy), 9, 227 individualization, 113 Industrial Revolutions, 105–106 ink and pigment, in Chinese paintings, 219–220 Institute for the Future (IFTF), 115–116 integrated women, 131–134 integrity, 150–151. See also VIP (vision, integrity, and passion).

International Baccalaureate Organization, 241 International Center of Indianapolis, 11, 226, 229, 391 international education: purposes of, 363–366 transformations by, 371–377 international partnerships, 23–26, 27, 44, 59, 67–68, 237–238. See also Saudi Arabia–U.S. educational exchanges; Saudi Arabia–U.S. relations, conference; UIndyNITZU Joint Program; U.S.– Taiwan relations. international symposia: on China, 10, 279–282, 293–297 on families, East and West, 273–277 on service-learning, 283–284, 285– 291, 299, 301, 303, 340 internationalization of higher education: challenges in U.S., 43–44, 47 in China (See China, internationalization of higher education) Internet of Things (IoT), 43, 48, 67 Islamophobia, 245 Israel, Carol, 31–32, 206 Israel, Jerry (UIndy president), 20, 31, 206, 210, 214, 315

J Jiang Zemin, 279 Jin Weiliang (NITZU president), 315, 327, 339, 340, 347, 357, 383 Jobs, Steve, 95 Johnson, Craig E., 120 Joint Program. See UIndy-NITZU Joint Program; UIndy-ZYUFL Joint Program.

Jong, Sesin, xii, 155, 207 Journey with Art Afar, 195–200, 209–216, 217 K Kamp, Marianne, 237, 238, 239 Al-Kateeb, Farooq, 250 Kennedy, John F., 341 Kiang Kai-shek, Madame, 205 Kim, W. Chan, 87 King Abdullah Foreign Scholarship Program, 44, 241–242, 245–255 Kirkpatrick, Jeane, 279 Knight, Jane, 57 Kobasa, Suzanne C., 29 Kolison, Stephen, 21, 24, 383 Kouzes, James M., 86–87, 119, 120 Kurzweil, Ray, 86 L Lan, Yun-teng (father), cover, 7–8, 9, 32, 150, 154, 155–156 Langdon, John, 339 language challenges for international students: Chinese, 63, 66, 372 Saudi Arabian, 245, 253, 254 Lantz, G. Benjamin (UIndy president), 20, 202, 204, 210, 276, 293, 294 Lao-tzu, 141 leadership: on becoming a leader, 149–154 and humility, 137–141 quotes from great thinkers, 86–87, 119–120 workshop, 119–130 See also organizational development leadership.

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Leadership 2030, 85–87 learning goals at UIndy, 99–100, 138, 329, 359, 375 LeBaron, Richard, 250 Lee, David, 208 Lee Teng-hui, 279 Lewis, C. S., 140 Library of Congress, 214–215 Lien Chan, 280 life-changing colleges, 49–50 Lin, Christi Lan (sister), 32, 161, 162, 172 Lin, Leon (husband), 9, 10, 16, 19, 32, 228–229, 350 Lin, Phylis Lan, career of, 9–11, 17, 227, 394 as associate vice president for International Partnerships, 17, 23, 25, 27, 138, 200, 236, 290, 358 as chair of Behavioral Sciences Department, 3–4, 5, 27, 137 as commencement speaker (See commencement speeches at Ningbo) as conference presenter, 10, 124–125 (See also international symposia) as director of Asian Programs, 7, 17, 25, 32, 138, 151, 153–154, 202, 210, 236, 290, 293 as director of Graduate Applied Sociology Program, 137–138 as executive director of UIndy Press, 7, 17, 25, 34, 138, 151, 153, 209, 290 as founder of Program in Social Work (now Department of), xi–xiii, 5–6, 7, 10, 25, 27, 137–138, 153, 154 hired at UIndy, 9, 20, 227 honors and awards, 5, 7, 17–18, 23–26, 33 love of UIndy, 19–21, 26, 32 as professor, 9, 17, 20, 24, 29, 151, 157, 228, 229 publications (See books and publications written or edited by Dr. Lin) retirement, 19–21, 23–26, 157, 376 as sociologist, 3–4, 9–10

students, relationships with, 11, 32, 151, 228, 237 Lin, Phylis Lan, personal life of: art and music, love of, 11–12, 18, 31–35, 202 assets and disadvantages, 157, 225– 229 on becoming a leader, 149–154 breast cancer, 7, 10, 33 civic engagement of, 8–9, 10, 11–12 clothing, fashion, and shopping, 9, 31, 34–35, 156, 225 early years, 3, 7–9, 150, 155–156, 225–227 heritage: Chinese/Taiwanese/Hakka, 3, 10, 155–156, 157, 225–226, 228, 332 higher education in America, 3, 9, 157, 227, 374 motherhood and career, 3, 10, 228– 229 name: Sen Jiang (Japanese), 156 name: Tsai-Fong (Chinese), 7, 13, 150 organizational involvements, 10, 24 personal philosophy, 12–13, 26, 150, 374–375 photos of, 14–16, 23–25, 35, 36 relaxation time, 35, 350 as role model for siblings, 150 Taiwan, connections to, 3–4, 10, 27 at Tunghai University, 8, 27, 156, 376 VIP model (See VIP (vision, integrity, and passion)) work ethic, 9, 32, 227 Lin, Toni (daughter), 3, 9, 16, 19, 32, 156 Lincoln, Abraham, 83 Ling, Yu-long, 282 Lingnan School of Painting, Hong Kong, 196, 202–206, 209, 212–213 Liu, Anqi, 294–295 Liu, Chan-han, xii Liu, Jenny, 155 Liu Li, Margaret Meng-yang, 208 Liu, Yu-chiao (mother), 7–8, 15, 32, 150 Liuban, 182 Living Legends Award, 17–18 Locke, Gary, 236 Long, Chinese character, 166, 169, 170– 171, 172–173, 177–180, 183–184

401 Lu, Lee, 137 Luce, Henry, 274 Lynch, Darlene, 5 M Ma Wang Dui, 182 Mannheimer, Steve, 203 Manuel, Robert (UIndy president), 20, 21, 315, 357–359, 363, 383 Maple, Steve, 14–15 Martinez-LeGrand, Nicole, xi Marx, Karl, 91 Massey, Mary, 33 Massive Open Online Courses (MOOCs), 48, 67 Mauborgne, Renee, 87 McClendon, Kaye, xi medical sociology, 3–4, 28 megatrends and future of work, 83–98, 99–118 about workshop, 83–86, 87–89 agility and talent management, 93–94, 102 demographic changes, diversity in work force, 85, 88, 101–102, 106–107 digitalization, 85, 88, 110–112 disruption concept, 103 distance, definition of, 110 environment, 112 gig economy, 89, 94, 104 globalization, 107–109 glocalization (regional markets), 88 industrial revolution, 105–106 learning goals in higher education, 99–100 meaning of work and of life, 95–96, 100–101, 113 megatrends, definition and dimensions, 105 middle class, rise of, 109 mindset, 102 on-demand world, 93–94, 104 organizational development, 106 quotes from great thinkers, 86–87, 102, 119–120 skills for workforce of future, 94–95, 115–116

technology (See technology) urbanization, 109 women in business, 94, 106 workforce generations, 107 workplace changes, 103 Mei, Ko-Wang, 277 Mei, Li-Ho, 363, 371 Meritorious Award, 23–26 middle class, rise of, 109 Millennials (generation Y), 84, 86, 102, 107 Miller, Amanda, 26 mindset, 102 Ming blue and white wares, 187–188 Ming, Marian S. K., 296 Missouri Southeast State University, 9 Montana State University, 3, 9, 157, 227 Moore, Mary, 11, 19, 26, 131, 237, 242, 289, 327, 347 motivation, from leader, 151–152 Mountains and Waters, 197–198 Mt. Hua, 195–200 museums: Au Ho-nien Museum, Uindy, 12, 14–16, 32, 34, 209–216, 217 Chinese American Museum, Washington, D.C., 24, 155–158, 231–232 Taipei National Palace Museum, 219 Music of Art Program, 12, 33, 206–207, 208, 213–214 Muslims: in Arabia (See Saudi Arabia) in China, 293–297 N NAFSA (National Association for Foreign Student Affairs), 250, 253–254 Nahchi, 183 Napoleon, 151 Newman, Karen, 242, 363, 366 Ng, Carol Yuet Lau, xii, 31, 33, 205 Nine Sons of Dragon, 167–168 Ningbo Institute of Technology (NIT), Zhejiang University: international service-learning symposium, 284, 301 joint program for higher education (See UIndy-NITZU Joint Program)

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UIndy partnership with, 20, 24, 59 NIT Students American Experiences Survey, 329, 348 Niu-Kwaors, 169 Northouse, Peter G., 119 Nu Shi Zhen Tu, 219 Nüwa, 168 Nyang, Sulayman, 296 O Obama, Barack, 45 Oden, Roger, 237, 238, 239 on-demand world, 93–94, 104 Open University of China, 59 opera, 12 Organizational Behavior (Lin), 139 organizational change, 138 organizational development leadership: humility in, 137–141 workshop, 119–130 See also megatrends and future of work.

P painting, Chinese: characteristics and spirit of, 219–221 Journey with Art Afar, 195–200, 209–216, 217 See also art. paper, in Chinese paintings, 219–220 passion. See VIP (vision, integrity, and passion).

People’s Republic of China (PRC). See China.

Phylis Lan Lin Day, 7, 17 Phylis Lan Lin Program in Social Work (now Department of), xi–xiii, 5–6, 7, 10, 25, 27, 137–138, 153, 154 A Picture of a Recluse Living on a Mountain (Au), 199 Pitts, Beverley (UIndy president), 20, 214, 291, 315, 317, 327, 339, 347 poetry of Master Au Ho-nien, 195, 198, 200, 212 population. See demographic changes; generations.

Posner, Barry Z., 86–87, 119, 120 Princess Noor University, 251 Proactivity to Life Model, 233–234 Q Qiu, Philip, 155 quotes: on future, 83 from Joint Program alumni, 56, 69, 373 on leadership, 86–87, 102, 119–120 on Master Au, 203, 204, 208, 210–211 on service-learning, 286–287 R Rae, Amy, 120 Ramo, Joshua Cooper, 331 Rao, Huggy, 87 Ratliff, Richard, xii religious beliefs, 266–267 retention of students, 43, 46 Rice, Condoleezza, 87 Robbins, Anthony, 351 Robinson, Ken, 241 Rodarte, Kristina, 211 Rometty, Virginia, 116 Roosevelt, Eleanor, 102 Ruddle, Kristeen, xi, 7, 320 Ryan, Evan M., 248 S Al Sadig, Nouf Adi, 251 Saito, Takeshi, 33, 206 Al Saud, Abdullah bin Abdul-Aziz (King of Saudi Arabia), 246–248 Saudi Arabia–U.S. educational exchanges, 245–258 challenges for students, 245, 252–253 enhancing Saudi students’ experience in U.S., 253–255 King Abdullah Scholarship Program, 44, 241–242, 245–255 social reform in Saudi Arabia, 250–251 value of international education, 248–251 Saudi Arabia–U.S. relations, conference, 235–243

403 global education, 240–243 reasons U.S. needs Saudi Arabia, 238–240 Al Saudi, Salman bin (King of Saudi Arabia), 248 Savage, Charles M., 120 Scherer, John J., 139 scholarships: Chinese Scholarship Council, 66 King Abdullah Foreign Scholarship Program, 44, 241–242, 245–255 Scholarship in Social Work, Phylis Lan Lin, 25, 157 for women and minorities, 227–228 Sease, Gene (UIndy president), 20, 21, 227 self-understanding without self-centeredness, 27–30 Sell, Yvonne, 85, 86 Sells, Michael, 12, 213 Sen Jiang (Dr. Lin’s Japanese name), 156 service-learning: international symposia on, 283–284, 285–291, 299, 301, 303, 340 UIndy publications on, 290, 299–305 Shah, Rajiv J., xii Shanghai Saint John’s University, 58 Shen, Lin, xii Shon, Oliver, xii Siebert, Al, 119 Simpson, Joshua, 242 Sino-American Joint Program. See UIndyNITZU Joint Program.

Smallwood, Norm, 93, 94 Smith, Ali, 231 Smith, Brad, 106 Smith, James, 248–249 Smith-Tolken, Antoinette, 289, 301 snakes, 172, 183 social work: publications by Dr. Lin, 3–4 Scholarship in Social Work, Phylis Lan Lin, 25, 157 See also Phylis Lan Lin Program in Social Work.

Sou Wen, Chinese dictionary, 165–166 Sours, Martin, 237, 238 Soviet Union, internationalization of higher education with China, 58

Stellenbosch University, South Africa, 283–284, 301 Stinnett, Nick, 260, 262 Stories of Chinese Children’s Hats (Lin and Lin), 171 stress management, 27–30, 267–268 students: graduation rates, 43, 46, 67, 372 international, from and to China, 57– 58, 65–67, 317–318, 328–331, 348, 372–373, 384 international, from Saudi Arabia, 242, 245–255 relationships with Dr. Lin, 11, 32, 151, 228, 237 See also commencement speeches at Ningbo.

Su Dongpuo, 195 Successful Aging, 18, 30, 233–234 Sullivan, Roland, 139 Sun Jinquain, 328 Suntze, 351 Sutton, Robert I., 87 Sweet, Leonard I., 117 Szeto, Nigel, xii, 33, 205 T TaiJi, 198 Taipei National Palace Museum, 219 Taiwan: Dr. Lin’s connections to, 3–4, 10, 27 relations with U.S., 201, 279 reunification with China, 280–282 Taiwan Relations Act, 279 A Tale of Two Cities (Dickens), 348–349 Tang Kai, xi, 37 Tayko, Perla Rizalna M., 137 tea in Chinese culture, 12, 33, 206–207 technology: convergence, 85, 88–89, 112–113 digitalization, 85, 88, 110–112 in future of work, 89–91, 359 social life changes, 91–93, 111, 114 Templin, Charlotte, 14–15 Thakar, Milind, 239, 296 Thank You for Being Late (Friedman), 104 Tolstoy, Leo, 86, 260 Trump, Donald, 45

404

Dr. Phylis Lan Lin: Meet the Founder Compendium

trust: in integrity, 6, 319 motivation and mutual trust, 151–152 in yourself, 374–375 Tsai-Fong (Dr. Lin’s Chinese name), 7, 13, 150 Tung, Aliya Ma Lynn, 295–296 Tung, Fawzia Mai, 296 Tung, Shums Tao Chang, 295 Tunghai University, Taiwan, 8, 27, 156, 270, 273, 276, 376 Turandot (Puccini), 12, 213–214 Turkel, Studs, 153 Two Egrets under the Willow Trees (Au), 214 Tyson, Adele, 242 U UIndy-NITZU Joint Program: commencement speeches (See commencement speeches) history of, 59, 315 success measurements, 67–68, 372 UIndy-ZYUFL Joint Program, 59, 67–68 University of Indianapolis (UIndy): Asian Programs (See Asian Programs, UIndy) Au Ho-nien Museum, 12, 14–16, 32, 34, 209–216, 217 Education for Service motto, 5, 281, 293, 376 as Indiana Central College, 9, 227 international partnerships / joint programs, 23–26, 27, 44, 59, 67–68, 237–238 learning goals, 99–100, 138, 329, 359, 375 presidents served under by Dr. Lin, 20–21 Social Work Department (See Phylis Lan Lin Program in Social Work) Sociology Department, 19–20, 137–138 University of Indianapolis Press: books on Islam and China, 294–296 Dr. Lin as executive director of, 7, 17, 25, 34, 138, 151, 153, 209, 290 logo, 208–209

service-learning publications, 299–305 See also books and publications written or edited by Dr. Lin. University of Indianapolis–Athens: joint program with Yanbu Industrial College, 237, 238 service-learning symposium, 204, 288–291, 301 university(ies) and colleges (other than UIndy): Assumption University, Bangkok, Thailand, 24, 41, 55, 83, 119, 137 China Central Radio and TV University, 59 Franklin College, 279, 282 Missouri Southeast State University, 9 Montana State University, 3, 9, 157, 227 Ningbo Institute of Technology (See Ningbo Institute of Technology (NIT), Zhejiang University) Open University of China, 59 Princess Noor University, 251 Shanghai Saint John’s University, 58 Stellenbosch University, South Africa, 283–284, 301 Tunghai University, Taiwan, 8, 27, 156, 270, 273, 276, 376 University of Missouri, 3, 9, 227 Yanbu Industrial College, Saudi Arabia, 237 Zhejiang Yuexiu Foreign Languages University (ZYUFL), 24, 59, 67–68, 72 Unus, Iqbal J., 296 urbanization, 109 U.S.–China relations, 279 U.S.–Saudi Arabia relations. See Saudi Arabia–U.S. educational exchanges; Saudi Arabia–U.S. relations, conference.

U.S.–Taiwan relations, 201, 279 V Veihmeyer, John, 106 Vernon, Robert, 5, 6 Vielmetter, Georg, 85, 86

405 VIP (vision, integrity, and passion): in commencement speeches, 317–321, 375 Dr. Lin’s principle, 17, 26 in future of work, 117–118 leadership skill, 226 motto for Program in Social Work, 6 W Wang Yu-Fa Foundation, 235, 243 Wendlinger, Amanda, 211 Weng, Claire Yi, xii West, and East. See East, and West.

Wheatley, Margaret, 87 White Plum Blossoms (Au), 208 Why the U.S. Needs Saudi Arabia (Chai), 238–239 Wiegand, Mark R., 299 women: in business, 94, 106 Chinese American Women in History conference, 231–232 integrated women, 131–134 in Saudi Arabian society, 243, 250–251 Women’s Salon connecting cultures seminar, 225–229 work: agility and talent management, 93–94, 102 future of work, 89–91, 357–359 meaning of work and meaning of life, 95–96, 100–101, 113 megatrends (See megatrends and future of work) Working (Turkel), 153 Wu, Harry, 279 X Xi Jinping, 62 Xie Chun-yan, 203–204 Xu Weimin (NITZU president), 304, 315, 317, 327, 340 Xu, Yali, 27 Y Yanbu Industrial College, Saudi Arabia, 237

Yang Jiangang (NITZU vice president), 327, 339, 347, 357 Yeiser, Katy, 210, 212 Yin-Yang, 170, 179 Young, Jerry, xii Younger, Jon, 93, 94 Yu Qingsen, 315 Yu-Sheng Chang, 202 Yuan, Ta-Nien, 277 Z Zhang, Daqian (Master, Chang Ta-ch’ien), 198, 213 Zhao Shao-an (Master). See Chao Shao-an.

Zhao, Sophia Xian, xii Zhejiang University, NIT. See Ningbo Institute of Technology (NIT), Zhejiang University.

Zhejiang University Press, 340 Zhejiang Yuexiu Foreign Languages University (ZYUFL), 24, 59, 67–68, 72 Zheng He, 295 Zhiying Qiandai, 199 Zonta Club scholarship, 157