Chapter VI Conclusion
6.2 Answers to the research questions
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view China as a competitor and express their low levels of trust toward the Chinese government. The American assessment of Chinese culture is much less positive than what Beijing has hoped for. Over 70% do not think Chinese popular culture is appealing.
China’s soft power, as embodied in the CI project, has not contributed much to improving China’s image. China has encountered difficulty in translating its soft power into desired outcomes in the U.S.
6.2 Answers to the research questions
This dissertation asks two central questions. The followings are the answers to the questions:
The first question is, what are the positive and negative views on the Confucius Institutes in the United States? The answer is that the CIs in the U.S. are seen with a considerable degree of ambivalence. The supporters claim that knowledge and skill gained at a CI will equip students to be more employable. The CI is not only a platform for learning language but also a platform for professionals in arts to polish their skills in communicating with China. Some of the U.S. scholars describe the fears regarding CIs as unfounded. To critics, the CIs are situated at campuses serving the interests of the Chinese Communists. They are concerned that the CIs’ presence on campuses would interfere with academic freedom. Their concerns are listed as: the CI-imposed discriminations in hiring practices are contrary to the Western democracy; the CIs are about propaganda; their programming arrangements are influenced by the Chinese government.
The second question is, how effective are the CI’s project in shaping China’s image?
Here the answer is not very effective. For CI students, the vocabulary they used to describe China has changed from the negative (boredom, alien, foot-binding, and communism) to the positive terms (advanced, amazing, cool, and diligent). The
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proportion of those with “very positive” views of China moves up, and those with
“negative” or “slightly negative” views go down. The CI has received positive comments mostly from the CIs’ students because they learn the skills of the Chinese language and culture from the Institute. However, average Americans know very little about CI. Even when they hear about CI, most Americans are suspicious about Beijing’s intention to set up the Institute. In view of negative views from media and scholars, many Americans do not trust CI and hold a pessimistic view on China. The CI is not a very useful platform to persuade Americans to a more positive view toward China.
6.3 Summary
The CI project has become an important means for China to demonstrate its cultural power and to introduce the modern China to the outside world. To the students and participants of the CI, its language courses and cultural activities seem to be very effective. Most of them have a better opinion of China after participating in the programs.
However, most Americans are suspicious or do not trust CI. They think that CI is only a Chinese government tool for propaganda and self-interests. Thus the CI’s contributing to China’s image in the U.S. is very limited.
The CI project is like “feeling for stones to cross the river” (Deng Xiao-ping) as China has no experience in managing language Institute worldwide. China has utilized cultural diplomacy to obtain national interests. However, China’s lack of democracy, rampant corruption, and political oppression has undermined its soft power credibility.
That is why the CI project can do very little to relieve the fear of the China threat. Fear of the China is inevitable because as a rising power, it is likely to challenge the U.S. status in the world. The CI project can hardly bring about broader intended outcomes. The results of the soft power attempted through the CI reveal that China’s cultural diplomacy still has a long way ahead. The future of CI development in the U.S. will remain slow but steady.
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The main theme of the study is that China’s cultural soft power has gathered limited momentum in the United States through the Confucius Institutes. Although the improvement of China’s image in the United States can’t be achieved by Confucius Institutes alone, they have made some initial contributions to lay a basic foundation for smoother relations between the both countries.
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Appendix I
Interview Guides For directors:
1. What are the main reasons for this university setting up CI? And what are the missions of this Institute intended to achieve?
2. What are your roles and responsibilities in this Institute?
3. What kinds of role does this CI play in this university?
4. Could you elaborate the relations between Hanban and CI?
5. Do you receive any instruction from Hanban? If yes, could you elaborate these instructions?
6. Could you introduce the language programs and cultural activities of this institute? And which of them are well-received by attendants?
7. Do you think students attending the CI’s language courses and cultural activities help improve their image on China?
8. Some scholars claimed that CIs have been used by the Chinese government as a platform for propaganda? What are your takes on these claims?
9. What major challenges has this institute been facing?
10. What are the future goals of this CI?
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For teachers
1. Could you elaborate the main reasons of your students to come to the CI?
2. Do you think China has utilized the cultural soft power through the CIs?
3. What kind of language courses and cultural activities are being held by CI? And which of them are popular among attendants?
4. Do you think language education and cultural programs provided by this CI will be beneficial for students to change China’s image?
5. Are your students become more interested in Chinese culture after taking language courses and participating cultural programs?
6. Is your teaching being guided by the Institute? If yes, what are they?
7. Do you attend any teaching training programs? If you participate in any, what are the contents of these programs and are they beneficial for your teachings?
8. What challenges or problems have you come across at work and teaching?
9. What feedbacks have you heard from students about the Chinese language program in your Institute?
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For administrative staff
1. What kinds of programs does this CI arrange?
2. Can you explain services that the CI offers to the university and community?
3. How is the annual tendency of enrolment in CI since its establishment?
4. What are the motives for students come to CIs?
5. What kinds of language courses and cultural activities are most welcomed by participants?
6. Do you think people image about China is improved through the CI language courses and cultural activities?
7. Are there any teacher development programs in CI? How useful are these programs in improving teachers’ teaching capabilities?
8. Are there any education cooperation and academic exchange program?
9. What kinds of cultural activities are provided by the CIs to introduce Chinese culture?
Are they well-received by students in CIs?
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For students
1. Why are you interested in studying in CI?
2. Where do you get the information about CI?
3. What do you think of the service CIs offer? And are you satisfied with the language programs and teachers?
4. Besides Chinese language classes, what kind of cultural activities have you attended? If you attended any, how do you feel about these activities?
5. After you finish the current program in CI, would you like to proceed into the next level?
6. Have you participated in any education exchanges or academic research program hold by CI? Are you interested in those programs?
7. How do you think the language program design fits your learning need?
8. What other programs are you anticipating that the CI will offer?
9. What else would you like to share not covered in this interview?
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Appendix II
The Basic Background of the Interviewees
Number Gender Nationality Position
1 Male The PRC Professor
2 Female The U.S. CI director
3 Female South Korea Assistant Director
4 Male The PRC Assistant Professor
5 Female The PRC Director of Language Resource Center
6 Male The U.S. Professor
7 Male The U.S.
Assistant Director for International Education
8 Female The U.S.
Executive Director, Center for International Education
9 Female The U.S. The former CI director
10 Female The U.S. CI director
11 Female The PRC CI vice director
12 Female The U.S. CI director
13 Male The U.S. Professor
14 Male The PRC CI teacher
15 Female The PRC CI teacher
16 Female The PRC CI teacher
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17 Female The PRC Professor
18 Male The U.S. Pastor
19 Male The U.S. Professor
20 Female The PRC CI teacher
21 Male The U.S. CI student
22 Male The U.S. CI student
23 Female The U.S. CI student
24 Female The U.S. CI student
25 Male The U.S. Professor
26 Male The U.S. Professor
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Appendix III
Constitution and By-Laws of the Confucius Institutes
Source: Hanban, “Constitution and By-Laws of the Confucius Institutes,” Hanban Website,
<http://english.hanban.org/node_7880.htm>(accessed March 2, 2016).
Chapter 1: General Principles
1. Confucius Institutes devote themselves to satisfying the demands of people from different countries and regions in the world who learn the Chinese language, to enhancing understanding of the Chinese language and culture by these peoples, to strengthening educational and cultural exchange and cooperation between China and other countries, to deepening friendly relationships with other nations, to promoting the development of multi-culturalism, and to construct a harmonious world.
2. This Constitution and By-Laws is applicable to all Confucius Institutes worldwide.
3. In any other language, the name chosen to represent the Confucius Institutes must be equivalent in connotation and meaning to that of the head institute in Chinese.
4. The Confucius Institutes are non-profit educational institutions.
5. Adhering to the principles of mutual respect, friendly negotiations, and mutual benefit, the Confucius Institutes shall develop and facilitate the teaching of the Chinese language overseas and promote educational and cultural exchange and cooperation between China and other international communities.
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6. The Confucius Institutes shall abide by the laws and regulations of the countries in which they are located, respect local cultural and educational traditions and social customs, and they shall not contravene concerning the laws and regulations of China.
7. The Confucius Institutes shall not involve or participate in any activities that are not consistent with the missions of Confucius Institutes.
8. A Confucius Institute can be established in various ways, with the flexibility to respond to the specific circumstances and requirements found in different countries.
9. Any corporate entity outside of China capable of facilitating language instruction, conducting educational and cultural exchange activities, and meeting the requirements for application as stated in this Constitution and By-Laws may apply to the Confucius Institute Headquarters for the permission to establish a Confucius Institute.
10. The Confucius Institutes conduct Chinese language instructions in Mandarin, using Standard Chinese Characters.
Chapter 2: Business Service
11. The Confucius Institutes shall provide the following services: a. Chinese language teaching; b. Training Chinese language instructors and providing Chinese language teaching resources; c. Holding the HSK examination (Chinese Proficiency Test) and tests for the Certification of the Chinese Language Teachers; d. Providing information and consultative services concerning China's education, culture, and so forth; e.
Conducting language and cultural exchange activities between China and other countries.
Chapter 3: The Headquarters
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12. The Confucius Institute Headquarters is a non-profit organization that has the independent status of a corporate body. It owns the proprietorship of the name, logo and brand of the Confucius Institutes. The Headquarters is the regulatory body that provides guidelines to the Confucius Institutes worldwide. The Headquarters is located in Beijing in the People’s Republic of China.
13. The Confucius Institute Headquarters shall be governed by the Council. The Council shall consist of the Chair, the Vice Chairs, the Executive Council Members, and the Council Members. Candidates for the Chair, several Vice Chairs and the Executive Council Members shall be recommended by the education administrative agency of the Chinese State Council and approved by the State Council. Among the fifteen Council Members, ten shall be the Heads of the Board of Directors of Confucius Institutes overseas. These ten members of the First Council are appointed by the Headquarters, while members of following Councils shall be elected or rotate service on the basis of the founding dates of Confucius Institutes. The other five Council Members shall be representatives of Chinese partner institutions, appointed directly by the Headquarters.
The term of service of Council Members is two years. They can pursue reappointment for one term. During their tenure of office, Council Members shall not receive any payment from the Confucius Institute Headquarters. The Council shall establish positions of the Chief Executive and Deputy Chief Executives. The Chief Executive, who shall also be an Executive Council Member, is the legal representative of the Headquarters.
14. The duties of the Council include: Formulating and amending the Constitution and By-Laws of the Confucius Institutes, examining and approving the development
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strategies and plans of global Confucius Institutes, examining and approving annual reports and working plans of the Headquarters, and discussing issues of significance concerning the development of Confucius Institutes.
15. The Council shall assemble once a year, called by the Chair. When needed, the Chair may decide to call for provisional Council Meetings or Executive Council Member Meetings.
16. Under the leadership of the Council, the Confucius Institute Headquarters carries out its own daily operations. The duties include: a. Formulating development plans, criteria for the establishment of Confucius Institutes, and assessment standards for the Confucius Institutes; b. Examining and approving applications for the establishment of new Confucius Institutes; c. Examining and approving the implementation plans of annual projects, annual budgetary items, and final financial accounts of individual Confucius Institutes; d. Providing guidelines and making assessments to activities carried out by Confucius Institutes, supervising their operations and doing quality assurance management; e. Providing support and teaching resources to individual Confucius Institutes; f. Selecting and appointing directors and faculties from the Chinese side for individual Confucius Institutes, and training administrative personnel and instructors for these Confucius Institutes; g. Organizing Confucius Institutes Conferences annually; h.
Constituting regulations and institutions for the management of the Chinese funds.
17. The Headquarters shall establish Special Working Committees that can provide consultative suggestions to the Headquarters. Members of the Committees shall be appointed by the Headquarters.
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18. The Headquarters shall invite well-known leaders and visionaries of both China and abroad to be Senior Consultants.
Chapter 4: Establishment
19. An application for the permission to establish a Confucius Institute must satisfactorily demonstrate the following: a. That the applicant is a legally registered organization or corporation at the place where it is located with resources to conduct teaching, educational and cultural exchanges, and public service; b. That there is a demand for learning the Chinese language and culture at the applicant’s location; c. That the personnel, space, facilities, and equipments required for language and culture instruction are available; d. That the capital for the establishment is in place, and that the source of funds for operation is stable.
20. An applicant for the permission to establish a Confucius Institute shall submit an application package to the Confucius Institute Headquarters. This package shall include: a.
An application letter signed by the principal or president; b. An introduction of the applicant site, its registration certificate, and the principal or president; c. A floor plan for the required instructional space, and lists of the relevant equipment and facilities available for the proposed Confucius Institute; d. A projection of market demand, managerial structure, and operational plans for the proposed Confucius Institute; e. A statement detailing the source, regulation, and management of the funds for the proposed Confucius Institute; f. Other materials required by the Confucius Institute Headquarters.
21. The Confucius Institute Headquarters will assess the application package submitted by the applicant. The assessment may include verification of the document
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materials, debriefings and interviews, on-site verification, and consultation with experts.
22. Upon the approval of an application, the Confucius Institute Headquarters will sign an agreement with the applicant, thus conferring the permission for establishment and the official Confucius Institute Plaque upon that applicant.
Chapter 5: Funds
23. A newly established Confucius Institute will receive aid to its initial operation in the form of a set amount of funds provided by the Chinese Parties. The funds for its annual projects shall be raised by individual Confucius Institutes and the Chinese Parties together in a ratio of approximately 1:1 commitment in general.
24. The aforementioned funds provided by the Chinese Parties will be managed through project management measures. Detailed measures are stipulated in Regulations for Administering the Chinese Funds for the Confucius Institutes.
Chapter 6: Administration
25. An individual Confucius Institute shall establish a Board of Directors. A Confucius Institute established under joint venture between Chinese and overseas partners shall form a Board of Directors consisting of members from both sides. The total number of members and the component ratio of the Board shall be determined through consultation.
26. The Board of Directors shall be responsible for assessing and approving the Confucius Institute's development plans, annual plans, annual reports, project implementation schemes, budget proposals, and final financial accounts. The Board shall
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also be responsible for appointing and dismissing Directors and Deputy Directors of the Confucius Institute. Appointments and dismissals of Directors and Deputy Directors shall be put on records at the Headquarters. The appointments of Directors and Deputy Directors for joint venture Confucius Institutes shall be decided upon negotiations between the Chinese and overseas partners.
27. An individual Confucius Institute shall adopt a system in which the Director, under the leadership of the Board of Directors, shall assume the main responsibility for the Institute's daily operation and administration.
28. The Director of a Confucius Institute shall have in-depth comprehension of Chinese current national issues, a skillful command of the language of the country in which the Institute is located, suitable administrative experiences in this position, and a strong ability to promote public affiliation and market potential.
29. Instructors appointed by Confucius Institutes shall have professional knowledge and teaching competence required by such positions as teachers.
30. An individual Confucius Institute, in the allotted time, shall draw up executable plans for annual projects and budget proposals, summarizing the implemental efficacy reports of annual projects and final financial accounts, and submit them to the Headquarters for examination and approval. Changes and dispositions made to the assets on the Chinese side shall be reported to the Headquarters for examination and approval.
Individual Confucius Institutes shall also submit the working schedules and summaries of their annual projects to the Headquarters for archiving purposes.