Ongoing Works 

• The Chinese Developmental State: Conventional Wisdom and New Characteristics 

Abstract:  To what extent can the theory of developmental state (DS) illuminate understanding of China’s development? This paper argues that the Chinese state embraces the standard accounts of the DS, but the conventional wisdom of the DS alone cannot comprehensively capture the features of the Chinese way of development. In all aspects of the standard accounts of the DS, China’s development embodies new characteristics. It is the Chinese developmental state with these new characteristics that has brought China’s economic success. Consequently, the Chinese DS broadens the traditional concept of the DS and explores a new way for the development of some developing countries

• Bring Motivation Back: Integrative Foreign Policy Analysis and A Two-Stage Model

Abstract: Foreign Policy Analysis (FPA) has constructed a relatively “rigorous core” of explanans and a “messy perimeter” of explanandum. The rigorous core, which largely focuses on foreign policy processes and resultants, is further completed here by adding IR theorization on motivation of state behaviors. The messy perimeter is sorted out by distinguishing “generic factors” that mainly exert influence on foreign policy motivation in the medium and long term from “specific factors” that constrain specific decision-making processes in the short term. Consequently, this paper proposes a heuristic way—a two-stage model—to integrate FPA from the perspectives of both ontology and epistemology. 

• Reflections on National Interests: A Chinese Perspective 
  

Abstract: National interest has long been a crucial term in explaining motivation of state policies and behaviors in both Western and Chinese International Relations (IR) studies. However, definitions of national interest in both sides vary and tend to simplify the motivation. Consequently, they risk losing details and leverage in specific analyses and overlooking origins and the formation of this national driving force. The more noteworthy difference is that national interest in Chinese studies has more rhetorical functions than analytical ones. Therefore, this paper highlights a Chinese term Guojia Liyi (国家利益，interests and preference of China) to solve these problems and provide a richer explanatory account for explaining China’s policies and behaviours. 
 

• China, Global Governance and Power Transition: Strategic Action or Pragmatism?    
  

Through examining and comparing China's specific policy-making mechanisms and stances in various fields of global governance, such as trade, environment, finance and human rights, this project aims to explore the great power relations between China and the US and the potential hegemonic power transition between the two from the perspective of global governance. This project will end up with answering a core question: is China a purposeful challenger to the US superpower or a pragmatist power solving problems and making foreign policy in a practical and matter-of-fact way in major fields of global governance, such as finance, trade, environment and human right? It finally comes into a prediction or conclusion on the likelihood and ways (peaceful, complex or unpeaceful) of the potential US-China power transition in the foreseeable future from a Chinese perspective.

• Disciplinary and Pedagogical Characteristics of China’s International Relations Teaching

What are disciplinary and pedagogical characteristics of China’s international relations (IR) teaching? This is a core question of this research proposal and the subsequent research based on it. The existed literatures in English and Chinese have delved into this question to different extents. Regarding disciplinary characteristics, there are both English and Chinese literatures.  A common argument is that China’s IR characterizes politics-directed, ideology-laden and Western theory-dominated. This conclusion is made mainly from the perspective of institutional development of China’s IR discipline, rather than from the perspective of teaching. As to pedagogical characteristics, most relevant literatures are Chinese and there are very few English literatures on this topic. A plausible view is that China’s IR teaching is teacher-centered rather than student-focused due to the significant and lasting influence of the traditional Chinese teaching philosophy that emphasizes the central position of teachers. Therefore, two literature gaps are found. The first gap is studies on the disciplinary characteristics of China’s IR from a teaching perspective, while the second one is English literatures on the pedagogic characteristics of China’s IR teaching. Contributing to bridging these gaps, this research aims to test (verify or falsify) two plausible views respectively on the disciplinary and pedagogical characteristics of China’s IR from the perspective of teaching. These two plausible views are: first, China’s IR characterizes politics-directed, ideology-laden and Western theory-dominated; second, China’s IR teaching is more teacher-centered. 

• Stocktaking International Financial Governance Reforms in the Post-crisis Era: A Safer Global Financial World?