This talk will be based on Professor Lin's new book, Taiwan's China Dilemma: Contested Identities and Multiple Interests in Taiwan's Cross-Strait Economic Policy, Stanford University Press (2016). 

Abstract

China and Taiwan share one of the world's most complex international relationships. Although their similar cultures and complementary economies promoted an explosion of commercial ties since the late 1980s, they have not led to a stable political relationship, let alone progress toward the unification that both governments once claimed to seek. In addition, Taiwan’s economic policy toward China has alternated between liberalization and restriction. Most recently, Taiwan's Sunflower Movement succeeded in obstructing deeper economic ties with China. Why has Taiwan's policy toward China been so controversial and inconsistent?

Author Syaru Shirley Lin explains the divergence between the development of economic and political relations across the Taiwan Strait and the oscillation of Taiwan’s cross-Strait economic policy through the interplay of national identity and economic interests. She shows how the debate over Taiwanese national identity has been intimately linked to Taiwan’s economic policy during a turbulent time in cross-Strait relations. Using primary sources, opinion surveys, and interviews with Taiwanese opinion leaders, she paints a vivid picture of one of the most unsettled and dangerous relationships in the contemporary world.

As Taiwan grapples with the growing importance of the Chinese economy, it also experiences the uneven socio-economic consequences of globalization. This has produced a reconsideration of the desired degree of further integration with China, especially among the younger generations. Taiwan’s China Dilemma illustrates the growing backlash against economic liberalization and regional economic integration around the world.

Biography

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Syaru Shirley Lin teaches political science at the University of Virginia and is a member of the founding faculty of the master’s program in global political economy at the Chinese University of Hong Kong. Her book, Taiwan’s China Dilemma: Contested Identities and Multiple Interests in Taiwan's Cross-Strait Economic Policy, was published by Stanford University Press in 2016. She graduated from Harvard College and earned her masters and Ph.D. from the University of Hong Kong. Before starting her academic career, Prof. Lin was a partner at Goldman Sachs, where she was responsible for direct investment in Asia and spearheaded the firm’s investments in many technology start-ups such as Alibaba and Semiconductor Manufacturing International Corp. Previously, she specialized in the privatization of state-owned enterprises in Singapore and China. Prof. Lin’s present board service includes Goldman Sachs Asia Bank, Langham Hospitality Investments and Mercuries Life Insurance. She also advises Crestview Partners and the Focused Ultrasound Foundation and is a member of the Hong Kong Committee for Pacific Economic Cooperation.

This event is sponsored by the Taiwan Democracy Project in the Center on Democracy, Development, and the Rule of Law. It is free and open to the public, and lunch will be served. Please RSVP by October 17.

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Melanie Morten is an Assistant Professor of Economics at Stanford University. Her research focuses on migration in developing countries, including analyzing how migration changes informal financial safety nets and understanding the costs and potential productivity benefits of migration. She has worked on projects in India, Brazil, and Indonesia. She has a PhD in economics from Yale University.

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American government is incapable of dealing effectively with the challenges of modern society. Why the dysfunction? The usual suspects include polarization and the rise in campaign spending. But William Howell and Terry Moe argue—in their new book, Relic—that the roots of dysfunction go much deeper: to the Constitution itself. The framers designed the Constitution some 225 years ago for a simple agrarian society. But the government they created, a separation of powers system with a parochial Congress at its center, is ill-equipped to address the serious social problems that inevitably arise in a complex post-industrial nation. We are prisoners of the past. The solution is to update the Constitution for modern times. A promising step forward, the authors argue, is a simple reform that pushes Congress and its pathologies to the periphery of policymaking, and brings presidents to center stage.

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Does the perceived provision of security affect the empirical legitimacy attributed to ISAF in Afghanistan, and vice versa? By asking this question, the paper generates new insight on the relationship between effective and legitimate governance for Afghanistan as an area of limited statehood. The study applies multilevel analysis to an empirical foundation of newly assembled survey data from Northeast Afghanistan for 2009–2013. It thereby contributes evidence to a debate where empirical results remain scant and sheds light on several open questions. People who attributed their security to ISAF were more likely to view ISAF as legitimate. Afghans who viewed ISAF as legitimate were also more likely to feel secure. Nevertheless, the results partly challenge established assumptions on the relationship between effective and legitimate governance. Additionally, factors such as respondents’ liberal values and foreign aid deserve attention when analyzing ISAF’s legitimacy and security perceptions in Afghanistan.

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Sunil Khilnani’s new book, Incarnations, tells India’s history through 50 biographical essays, ranging from the Buddha to a contemporary billionaire. Building on rich recent scholarship about Indian history and culture, Khilnani’s work ventures to integrate the fragmented character of disciplinary knowledge of India, and to suggest an alternative to both popular religious and secular nationalist accounts of India’s past. Recovering the stories of remarkable individuals, his talk will highlight experiments in living and radical, dissenting ideas as drivers of Indian history, and contend that many of India’s choices about its future depend on which historical lessons get drawn from its past.

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Sunil Khilnani is currently Avantha Professor and Director of the India Institute, established by him at King’s College London in 2011. From 2002 to 2011 he was Starr Foundation Professor and Director of South Asia Studies at the Nitze School of Advanced International Studies, Johns Hopkins University, in Washington D.C.; and before that, Professor of Politics at Birkbeck College, University of London. He received his BA and PhD from the University of Cambridge, and he has been a Fellow of Christ’s College Cambridge; the Woodrow Wilson International Center for Scholars; the Institute for Advanced Study in Berlin; and the American Academy in Berlin, as well as holding a Leverhulme Fellowship.

His publications include: Arguing Revolution: The Intellectual Left in Postwar France (Yale, 1993), The Idea of India (Penguin/FSG, 7th edn. 2016), and several collaborative volumes, including: Civil Society: History and Possibilities (Cambridge, 2000); NonAlignment 2.0: a Foreign Policy for India in the 21st Century (Penguin, 2013); An Indian Social Democracy (Academic, 2013); and Comparative Constitutionalism in South Asia (Oxford, 2013). His most recent book is Incarnations: A History of India in Fifty Lives (Penguin/FSG 2016), accompanied by his 50-part BBC radio and podcast and radio series.

Co-sponsor by Stanford in Government (SIG)

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China's government alternately appears in western scholarship as an idealized meritocracy or a corrupt cohort of venal officials. Yet empirical attempts to place China's government in comparative perspective are limited. We develop and exploit a new empirical source--survey testimony from political insiders--to measure three Weberian qualities of Chinese bureaucracy: meritocracy, autonomy, and morale. By translating questions from a major survey of U.S. officials, we place the responses of Chinese officials in comparative perspective. In contrast to claims that political connections dominate official promotions in China, Chinese bureaucrats are markedly more likely than U.S. bureaucrats to report that their agencies recruit people with the right skills and promote people based on performance. Responses from municipal governments in China resemble those of high-performing federal bureaucracies in the United States, such as NASA and the Nuclear Regulatory Commission. However, the Chinese advantage shrinks in autonomy and nearly disappears in workplace morale.

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Francis Fukuyama is the Olivier Nomellini Senior Fellow at the Freeman Spogli Institute for International Studies (FSI) and the Mosbacher Director of FSI's Center on Democracy, Development, and the Rule of Law (CDDRL).  He is also a professor by courtesy in the Department of Political Science. He was previously at the Paul H. Nitze School of Advanced International Studies (SAIS) of Johns Hopkins University, where he was the Bernard L. Schwartz Professor of International Political Economy and director of SAIS' International Development program.

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Greg Distelhorst is the Mitsubishi Career Development Professor and an Assistant Professor of Global Economics and Management at the MIT Sloan School of Management. He studies contemporary Chinese politics and public policy, as well as the social impacts of multinational business. He was a CDDRL Predoctoral Fellow in 2012-2013.

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Margaret Boittin is Assistant Professor at Osgoode Hall Law School, York University, Canada. She studies Chinese law and politics. She was a predoctoral and postdoctoral fellow at CDDRL (2012-2015).

This workshop course is designed to develop skills that faculty in policy-focused universities and training institutions can use both to develop interactive and participant-centered teaching styles and to help faculty develop skills in case writing.

The first two days mostly involve "how to" lessons on both teaching and writing, interspersed with activities where the participants work in teams to prepare case teaching plans and class openings that they present to all of the participants. The initial emphasis is on case teaching, since before participants can write a successful case, they must understand how learning in a case-oriented classroom takes place.  The workshop includes case discussions on several existing cases, combined with a “post-mortem” of what worked and what did not in both the written case and the case discussion. We discuss core teaching strategies including development of time management plans, whiteboard management plans, how to pose opening questions, “cold-calling” versus “warm calling,” and how to close a case-discussion class with “Take-Aways.”