Category Archives: education

For Chinese students, history is personal

Posted on by
Reply

“I have a sister who is eleven years older than I. Actually, I heard from my mother that I should have another sister who is just one year old than I. I asked my parents and grandparents a lot times about where did she go or did she die. From my mother’s mood, I guess she didn’t die but she was abandoned by my parents. Why? Because at that time, my family was so poor to afford three children, and boys mean more than girls to a family which I completely disagree with. Thus, I have never seen her in my life. I wish she would live better than I and we could meet each other again. I am looking for her, I hope I can find her.”

Their stories, like China’s history for the last three generations (and longer), are remarkable. Some are heartbreaking. Others are heartwarming. Still others, like those of many of my students in Nebraska, are surprisingly upbeat. The variety in their life stories – again, as is also true of my students in Nebraska – is stunning.

My students in a summer course at the Shanghai University of Finance and Economics shared their brief autobiographies as an initial assignment. I assign the task to get a sense of their writing skills and to get to know them a bit. I ask where they hope their studies will take them and what they want to get out of the course. As in Nebraska, I find a blend of young-adult idealism, hopefulness and candor in their work.

Some of their stories are extraordinary, though, and they open a window onto China’s recent history:

“All of the members in my entire family are born in Shanghai, and my grand grandparents and grandparents, they came through the Cultural Revolution, which is also mentioned in the yesterday’s Ted video. During that ten years, it seems like nobody need to work, according to what my grandfather have told me, and the national economy backed off. National income lost about 500 billion yuan, according to the online statistics, and people’s living standards and personal education has been destroyed. While my grandparents suffered a lot because of the chaos in the upper politics, my parents and I have already got the great benefit from the reform and opening policy. All of us are well-educated and have more working opportunities than ever no matter how fierce the competition is in today’s job market. Those who are about the similar ages as me, which are also called millennials professionally, actually enjoy the fruits that the great development in China has brought us.”

Their tales also shed light on China’s present and future:

“I was born in a little village in Zhejiang province. My mother and my father are all local residents in this village, but they came to Shanghai to set up their own business when I was about two … My mother and my father are retailers selling glasses in Shanghai. Their business is successful now. They have expanded their business to eight chain stores now which was unimaginable at the beginning of the business, because my grandfather and grandmother are all farmers with little income and they had little money for the business when they first came to Shanghai, a city full of opportunities and attractiveness to them at that time.

‘My parents lived a tough life at the beginning of their business. My father was once time cheated by his fellow-villager when his business just started to improve, who suddenly disappeared with all my father’s savings… I really admire them for setting up their own business so successfully…. But things aren’t going well these years. The industry has been going downhill since the rise of E-business in Chinese. One of the chain stores has been shut down because it wasn’t able to earn profit. I was asked to help at the day the store was shut down .The store was decorated beautifully and it cost a lot, but at that day they had to be moved out of that store … My parents told me that it was harder and harder to run a business nowadays…. They plan to shrink their business and end it when they retire. This arises my interest in business and economics, and that is why I chose to enter Shanghai University of Finance and Economics.”

Some come from very modest backgrounds, as the children of farmers:

“I know how many people in China are still in poor today, cause I know how many people are still struggling for a better life. Chinese people, especially the farmers, are trying their best to fight against corruption of the government, discrimination of the citizen, destruction of the bad weather, low price of agricultural products, low pay in the factories, the inequality of education.

“There are too many things we need to do, and I want to contribute to the positive changes of my family, my homeland, and my country. I got much help from the society, and I want to do something helpful to society, that’s where my worth lies… I want to get a wider vision. I want to know more about the world I used to hate business as I think that it is just a chase for money, but now I think that only through business can our people get wealthy, so I want to know more about the business world, what’s it like, how does it work, how can we work in the process and make people get wealth through the process.”

Others, hailing from comfortable backgrounds, expect to do even better than their parents in life:

“I come from a well-off family. My father is a salesperson who lacks high-level education but is pretty experienced in marketing in the environmental protection industry. I am very proud of him and he is my hero who built up from nothing and made every effort to offer the best to my family. My mother is the woman who stands at the back of him. She works more than a housewife would do and takes good care of both my father and me. Since I was little, I have travelled a lot with my parents around the country partly thanks to the requirement of my father’s job. In the rest of my life, I would love to walk farther, enjoy more beautiful sceneries and accompany my parents to travel all over the world with the gratitude they brought to me in my childhood. To be a better one, man needs to experience more.”

Their powerful stories make me want to serve them better as a teacher, even of a short-term course. If I can provide some insights into economics and business, I may give them something that helps them long after their school days end. Such is my hope and ambition anyway.

 

Is the Internet making college kids dumber?

Posted on by
Reply

Kids say the darndest things, don’t they? Certainly, college kids do on weekly current events and readings quizzes.

You may think, for instance, that the CPI is the Consumer Price Index. And you would be sure of that if you just read it in a text assigned for the day’s class.

But to one of my 28 students in Reporting I, it is the Corporal Payment Index. To another, it’s the Compared Probability Index. To a third, it’s the Current Percentage Index.

One of my favorites, though, is the College Placement Index. Problem is, I’m not sure where the author of that one would place. Still, we must give her and the others points for inventiveness, no?

Indeed, it may be that these kids, mostly freshmen and sophomores, have been getting points for inventiveness for years. They had to make decent grades to get through high school and into a Big Ten university after all. It just appears that their high school teachers didn’t make them work too hard for those grades. Certainly, the kids didn’t learn how to give the text, say, a quick scan before a quiz.

Do I sound exasperated? Well, these kids plan to go into journalism and you wouldn’t know that from the acquaintance some have with current affairs. It’s not just that one of the most common measures of the economy eludes them. It’s that they don’t appear to read the news much, even when they know they will be asked about it each week.

It wasn’t Egypt that defied the U.S., for instance, by saying it would put 19 Americans on trial in an investigation on nonprofits. No. According to one of my students, it was Canada. Canada! For another, it was – stunningly – “Newt.” To a third it was “Obama.” Did they even read the question?

Who is the Palestinian president? Okay, so maybe an answer like “Muhamed” or “Hussein” is conceivable. But “Gadafi?” “Addis Abba?” “Aasad?” “Hafnet?” And, my favorite, “Netanyahu” (courtesy of two students).

Yes, kids in or barely out of their teens may be forgiven for not knowing the names of leaders of places they have no connection to. But not when those names are on the front page of the New York Times a day or two before a quiz drawn from that page. The paper is free on campus, including just two floors down in the J School, not to mention available online. They know where the answers are before walking in every week. They don’t have to look much beyond the headlines.

I should be able to shrug this all off. Chalk it up to high school teachers who themselves may not even read newspapers anymore – it’s a generational thing, isn’t it? These kids have Facebook, YouTube, ESPN and Entertainment Tonight instead of newspapers. And nitty-gritty stuff like the names of national leaders just washes over them.

But because they do have such a wealth of information, they should be the most well-informed generation ever. They have a zillion free news sources on their computers. They have Jon Stewart. They have TV and radio everywhere, including on their computers.

And yet some say Israel blamed “Palestine” or Iraq or Syria (two students) for bombing Israeli personnel in the capitals of India and Georgia. We may be at war with Iran before the year ends and these kids won’t have clue about what led up to it.

It’s as if the information glut has made them dumber. All those warring countries just blend together in some kind of mashup. The kids don’t need to separate it out or know anything because they can Google it. Their heads can remain blissfully empty, undisturbed by the information overload.

Chinese vice president Xi Jinping in Iowa

But what about common sense? Is it sensible to say the vice president and likely future leader of “The Senate” arrived in the U.S. on Tuesday, Feb. 14? How about “Congress?” Or, “Syria?” And could Johnson and Johnson be selling “shoe” implants abroad even after the FDA rejected sales in the U.S.?

With answers like that, can they wind up among the leaders of journalism tomorrow? Sadly, unemployment may be their more likely fate. But they won’t be counted among the ranks of “discouraged” workers. At least four say it is “lazy” workers the government doesn’t count as jobless because they’ve stopped searching.

Yes, I try to put myself back into the head of a 19- or 20-year-old as I work with these kids. All these annoying little things on quizzes, I know, may take a backseat to getting through Spanish or getting into the right sorority or, as is true for many kids, working too many hours a week to study. Maybe fights with girlfriends or boyfriends keep them from focusing on school. Or maybe there are real problems at home that plague them.

But, really now, can the CPI be the Calculated Projected Index, the Central Population Index or the Chief Production Index? No points for inventiveness, I’m sorry to say. Instead, they need to read the papers and crack those books to get through my class. They have their work cut out for them, and so do I.

Making business journalism sexy (almost)

Posted on by
1

Looking for ways to make business journalism come alive for students? How about creating scavenger hunts for juicy tidbits in corporate government filings? What about mock press conferences that play PR and journalism students against one another? Then there are some sure bets – awarding $50 gift cards to local bars for mock stock-portfolio performances and showing students how to find the homes and salaries of university officials and other professors – including yourself — on the Net.

These were among the ideas savvy veteran instructors offered at the Business Journalism Professors Seminar last week at Arizona State University. The program, offered by the Donald W. Reynolds National Center for Business Journalism, brought together as fellows 15 profs from such universities as Columbia, Kansas State, Duquesne and Troy, as well as a couple schools in Beijing, the Central University of Finance & Economics and the University of International Business and Economics. I was privileged to be among those talented folks for the week.

We bandied about ideas for getting 20-year-olds (as well as fellow faculty and deans) excited about business journalism in the first place. The main answer was, of course, jobs. If they’d like good careers in journalism that pay well, offer lots of room to grow and that can be as challenging at age 45 as at 20, there really are few spots in the field to match. These days, with so much contraction in the field, business and economic coverage is one of the few bright spots, with opportunity rich at places such as Reuters, Bloomberg News, Dow Jones and the many Net places popping up.

The key, of course, is to persuade kids crazy for sports and entertainment that biz-econ coverage can be fun. The challenge is that many of them likely have never picked up the Wall Street Journal or done more than pass over the local rag’s biz page. The best counsel, offered by folks such as UNC Prof. Chris Roush, Ohio University’s Mark W. Tatge, Washington & Lee’s Pamela K. Luecke and Reynolds Center president Andrew Leckey, was to make the classes engaging, involve students through smart classroom techniques and thus build a following. Some folks, such as the University of Kansas’ James K. Gentry, even suggest sneaking economics and (shudder) math in by building in novel exercises with balance sheets and income statements.

Once you have the kids, these folks offered some cool ideas for keeping their interest:

— discuss stories on people the students can relate to, such as the recent Time cover on Mark Zuckerberg or the May 2003 piece in Fortune on Sheryl Crow and Steve Jobs, and make sure to flash them on the screen (at the risk of offending the more conservative kids, I might add the seminude photo BW ran of Richard Branson in 1998)

— scavenger hunts. Find nuggets of intriguing stuff in 10Ks or quarterly filings by local companies or familiar outfits such as Apple, Google, Coca-Cola, Buffalo Wild Wings, Hot Topic, The Buckle, Kellogg, etc., and craft a quiz of 20 or so questions to which the students must find the answers

— run contests in class to see who can guess a forthcoming unemployment rate, corporate quarterly EPS figure or inflation rate

— compare a local CEO’s pay with that of university professors, presidents or coaches, using proxy statements and Guidestar filings to find figures

— conduct field trips to local brokerage firm offices, businesses or, if possible, Fed facilities

— have student invest in mock stock portfolios and present a valuable prize at the end, such as a gift certificate or a subscription to The Economist (a bar gift card might be a bit more exciting to undergrads, I’d wager)

— follow economists’ blogs, such as Marginal Revolution and Economists Do It With Models, and get discussions going about opposing viewpoints

— turn students onto sites such as businessjournalism.org, Talking Biz News, and the College Business Journalism Consortium

— have students interview regular working people about their lives on the job

— discuss ethical problems that concern business reporters, using transgressors such as R. Foster Winans as examples. Other topics for ethical discussions might include questions about taking a thank-you bouquet of flowers from a CEO or traveling on company-paid trips, as well dating sources or questions about who pays for lunch

— discuss business journalism celebs, such as Lou Dobbs and Dan Dorfman

— discuss scandals such as the Chiquita International scandal (Cincinnati Enquirer paid $10 m and fired a reporter after he used stolen voicemails)

— use films such as “The Insider,” “Wall Street,” and “Social Network” to discuss business issues

— use short clips from various films to foster discussions of how businesses operate. Good example: “The Corporation”

— team up with PR instructors to stage a mock news conference competition pitting company execs in a crisis against journalism students. Great opportunity for both sides to strut their stuff.

We also heard helpful suggestions from employers, particularly Jodi Schneider of Bloomberg News and Ilana Lowery of the Phoenix Business Journal, along with handy ideas from Leckey and Reynolds executive director Linda Austin, a former business editor at the Philadelphia Inquirer. My biggest takeaway: run some mock job interviews with students and teach them to send handwritten thank-you notes.

And we were treated to some smart presentations by journalists Diana B. Henriques of the New York Times about the art of investigative work (look for her new Madoff book), the University of Nevada’s Alan Deutschman about the peculiar psychologies of CEOs (narcissists and psychopaths are not uncommon), the University of Missouri’s Randall Smith’s view of the future for business journalists (it’s raining everywhere but less on business areas). We got some fresh takes on computer-aided reporting, too, by Steve Doig of the ASU Walter Cronkite School of Journalism and Mass Communication as well as on social media by the Reynolds Center’s Robin J. Phillips.

For anyone interested in journalism, especially biz journalism, it was a great week. As I take the lessons from ASU to heart, my students will be better off. My thanks to the folks there.

The Google Challenge

Posted on by
Reply


Illegal immigrants live in the shadows. But now that one of our journalism students has put a spotlight on one of them, a hard-working UNL sophomore who has been in the U.S. since age 2, the glare is turning out to be too bright.

The result is something of an ethical dilemma for us at the J School. It is also a powerful illustration of how Google makes it impossible to pull a story back once it’s gone public. All in all, the case is rife with lessons for student journalists, a potent teachable moment.

The immigrant at the center of this tale, a promising young psychology major who hails originally from Mexico, willingly talked with our student journalist. She sat for photos. But after the story went out on our Web site, NewsNetNebraska, she phoned our student journalist to ask us to take her name out of it and to strip it of any photos or other identifying information. Essentially, she asked that the piece be killed.

The young woman suggested she didn’t understand the piece would go beyond a class exercise. This was the case, it seems, even though our student journalist maintained it was made clear to her that the information would be published. What’s more, the photo session alone should have brought this home to the woman.

Out of compassion, and a sense that some important questions need to be pursued, however, my colleague opted to yank the piece off our Web site — for now. He left open the possibility that it may be restored in coming days, with more details, once he and our student journalist can get answers to some crucial questions.

Problem and lesson No. 1, though, is that the piece hasn’t really gone away. True, it’s no longer on our site, and visitors get a message to that effect. But Google caches such pieces, it seems, and it remains available at the click of a computer button. As we’ve learned, once something is out on the Net, it’s out for good.

Lesson No. 2: politicians can make people very nervous. This story is playing out against a worrisome Legislative backdrop. Charlie Janssen, a senator in the Nebraska Legislature, is pushing to repeal a two-year-old state law that permits some illegals to pay in-state tuition rates. As a result, the student our journalist wrote about could be at risk if someone in the Capitol pokes around a bit. So, too, could the UNL Admissions folks who let her into school, perhaps especially because University leaders are trying to shoot down Janssen’s effort.

In short, the student could be tossed about like a political football.

From a journalistic standpoint, however, the situation raises a host of questions:

— did she really not understand that the information about her would be published? If not, why would she sit for photos?
— was it proper for her to be admitted to the University in the first place? It seems she was not permitted in under the embattled two-year-old law, the so-called DREAM Act, but rather just came in without a Social Security number.

Our students will be looking further to see if a follow-up is merited, and if the piece ought to be restored to our site. For now, however, it’s already providing a remarkable case study.