Editorial credits
Thank you to all our staff, students and alumni who have contributed to this publication
Editorial team: Professor Steve Mithen, Kirsti Wilson,
Anna Colquhoun-Alberts and Rebecca Zhi Herbert .
Photography: DIEM photography, CSSA, Shi Xinyun
Design: Ashley Smith, Design & Print Studio,
University of Reading
‘As Vice-Chancellor of the University of Reading,
I am proud that we are a University of choice for so many Chinese students who are seeking a world class education. I am equally proud that the most prestigious Chinese universities select
Reading as a partner for developing teaching and research collaborations. My commitment is to ensure that Reading continues to be a university in which outstanding teaching takes place and where globally significant research is conducted. In doing so, we will meet the highest expectations of not only our Chinese students but those from the UK and throughout the world. Through our work, those who need to know about and, ideally, experience China as an integral part of their education will be able to do so.
This publication provides a snapshot of Reading’s engagement with China as of Autumn 2012. I hope you enjoy learning more about our China-related teaching and research activities. You will learn about the outstanding facilities and degree courses we provide for Chinese students and the opportunities we provide for our UK students to learn about and ideally experience China.
Overall, I hope that you will appreciate the University of Reading’s commitment to working in an ever closer partnership with our Chinese colleagues, enriching ourselves and the lives of many others as we do so.’
Sir David Bell, Vice-Chancellor
3

6 Welcome
8 The University of Reading
10 In conversation with Mr Shen
14 Meet the regional team for China
15 Understanding global climate and weather
16 Food Biosciences
17 Chemistry partnerships with NUIST
18 Partners in law
20 Training courses for Chinese academics at the ISLC
21 Professional development for Chinese teachers and administrators at the National Centre for Language and Literacy (NCLL)
22 Working together to deliver world-class green buildings and eco-cities
24 The School of Systems Engineering in China
25 The Informatics Research Centre and Beijing Institute of Technology
26 ICMA Centre
28 Crop research in China
29 Staff profile: Dr Ashley Thorpe
31 Mandarin within the Institution
Wide Language Programme
32 Archaeologists at Reading looking towards China
34 Educational programmes at Reading
36 Student profile: Weishun Jiang
38 The Annual Fund changing students’ lives
40 Our Chinese alumni
42 Chinese Students and Scholars Association (CSSA)
43 An award winning recent alumnus writes
45 Employability
46 Our partners in China

6
Today we have almost 18,000 students of which 592 are from China. Almost 2,000
Chinese students have graduated from our degree courses and now work within business, government and academia, often in the most senior positions. We have developed many research and teaching collaborations with Chinese universities. As these continue to flourish, we are seeking to further extend our engagement with China as part of our expansion as a global university.
The remarkable achievements of
Chinese Science and Civilisation were first made accessible to the West via the publications of Joseph Needham
(1990–1995). His Science and Civilisation in China has now amounted to 27 books within seven volumes and is itself an astonishing academic achievement.
It was from those volumes that many learned about not only the ‘four great’ inventions of China – the compass, gunpowder, paper making and printing – but also China’s immense achievements in all areas of science and technology, especially between the seventh and 17th centuries AD, China’s so-called ‘Golden
Age’. This led to the famous Needham question: why, despite its great successes, was China overtaken by the West? As we now observe China’s unrelenting economic growth, the expansion of its education system and its development of world class universities, the Needham question looks redundant. An alternative appears more pertinent: when will China overtake the West?
Such language of competition between
East and West should itself be redundant.
We are members of an interconnected world and participate in an integrated global economy. While we may work within different political systems, we are dependent upon each other for securing economic growth and the well-being of our populations. And nowhere are the values of cooperation and collaboration more keenly required than in Higher Education.
With regard to research, the global challenges we face have no respect for the East and West, let alone national boundaries. How do we ensure food security in a world of seven billion people, 20% of whom are in China? How can we secure both economic growth and environmental sustainability?
How do we manage the health and social needs of an ageing population?
Neither do these questions have any respect for the traditional ways in which universities are organised into faculties and departments – the global challenges cut across those boundaries requiring scientists and social scientists from many disciplines to work together, fully engaged with those from the humanities.
To address the global challenges we need to put the best minds and the best universities together from wherever they come from in the world.
Chinese and UK universities share aspirations about delivering excellent teaching and preparing students to live and work in a globalised world. This is what both governments require to keep their countries globally competitive.
Employers – wherever they are based – need graduates with abilities to work in real and virtual multi-cultural settings.
They need graduates who have engaged with business and industry as an integral part of their studies and can bring both technical skills and critical thinking to the workplace. Here too, therefore, collaboration between UK and Chinese universities is essential with regard to the provision of summer schools, student exchanges and teaching partnerships.
We have much to learn from each other and can deliver more by working together than we can apart.
7

In focus University of Reading In focus
8
A world-class university
The University of Reading has recently been placed in the top 200 of the world’s
9,000 universities, a reflection of our continued commitment to producing world-class research and a true global student experience.
A popular, cosmopolitan institution
Reading is a very popular university choice and currently attracts over six applications per place. We have almost
18,000 students in total. This may sound a large number, but we are a medium-sized
UK university, big enough to offer a lively atmosphere but small enough for our students and staff to feel part of a close community. 3,000 of our students are international, from 125 different countries across the world.
World-leading research
Nearly 90% of Reading’s research was rated world-class in the latest national
Research Assessment Exercise – the survey of research quality in UK universities. This is a reflection of our outstanding, vibrant and supportive research environment which helps us to attract staff and research students of the highest calibre and ensures that our teaching is research-informed and meets the needs of society.
Satisfied students
University of Reading students reported very high levels of satisfaction in the latest National Student
Survey (2011), placing us in the top
20 UK universities. We are also highly recommended by our international students who placed us in the top 20 of UK institutions for students’ satisfaction with their learning experience (as assessed by the
International Student Barometer survey), and received a 90% satisfaction rate for assessment and marking criteria.
A stunningly beautiful learning environment
At Reading, we are understandably proud of our campus which is one of the most beautiful in the UK. Giving a relaxed feel to the University, our 320 acres of green parkland surround a central hub of buildings which form the heart of the University.
All development is managed in a green and sustainable way to ensure that our beautiful environment is preserved for everyone to enjoy.
www.reading.ac.uk
Linked in: work and study
Reading is at the heart of the south east economy, one of the most dynamic in the
UK. It has been named one of the five most recession-resilient ‘cities’ in the UK* and is home to 13 of the world’s top 30 global brands, including Vodafone and Microsoft.
* Centre for Cities
London
READING
Professor Tony Downes
Deputy Vice-Chancellor
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9

10
In focus
Shen Yang was appointed Minister
Counsellor for Education at the
Chinese Embassy in London in 2012.
He was recruited by the Ministry of
Education in 1983 and has worked in the area of international cooperation and exchanges in education for 25 years. He served as Deputy Director of the European Division of Department of Overseas Studies of State Education
Commitment (1992–93), and was appointed in 1997 Director of European
Division of the Department of Foreign
Affairs. In 2000, he was appointed
Deputy Secretary-General of the China
Scholarship Council. He was Second
Secretary and then First Secretary in the Education Office of the Chinese
Embassy in Washington DC (1993–97); and he served as Chief Education
Consul (Education Counsellor) in the
Chinese Consulate General in San
Francisco (2003–08). Mr Shen holds a
Master’s Degree in Higher Education
Administration and Management from the University of Manchester.
SM: Please start by telling us what your role involves. What does the Minister
Counsellor for Education actually do at the Embassy?
SY: The Minister Counsellor for Education is the head of education in the embassy.
My primary responsibility is the promotion of students’ mobility. We have a large number of Chinese students studying in the UK, around 120,000, and must look after their well being as far as we can. Secondly, we are also here to promote study in China. We welcome, very much welcome, British students going to study in China. At present we have over 3,000 of them going every year, but want to see many, many more from the UK. We are delighted that Reading has indicated an interest in sending more British students to China. Thirdly, we are here also to promote Chinese language teaching, in a similar manner to how the British Council in China promotes English language teaching. We are delighted to see many British schools and universities teaching Mandarin.
At the moment we have 20 Confucius
Institutes jointly established by UK host universities, education establishments and Chinese partners, and there are also
64 Confucius classrooms all over the UK.
The UK is leading in Europe in this regard, and one part of my job is to continue this development and the promotion of
Chinese language studies.
SM: What about building academic links between UK and Chinese universities?
SY: Yes, of course. We are also here to promote or facilitate academic links between the higher education institutions. Reading has a wonderful track record of working with its Chinese partners, your visits to China have been very fruitful and I certainly hope that you will be able to visit more of our universities on future trips. In April this
In focus year, our two governments officially launched a new high level People to
People dialogue. This is a new platform intended to boost collaborations in education, science and technology, culture, sports, media and youth affairs.
With this umbrella platform for the
UK, we hope to raise the profile of existing collaborations. So we think it’s a wonderful opportunity for both countries’ academic institutions to grasp.
SM: Universities will certainly benefit from governments’ support in developing teaching partnerships and research collaborations because these are demanding to develop and highlevel guidance is always appreciated.
But let me ask you about developments in higher education in China. I know there has been both medium and long term reform of its education system.
What do you think are the main challenges that China is facing and what are its biggest opportunities?
SY: Well, the challenges are many. The
National Outline was released in 2010 in July after serious engagement with the public, involving solicitation of opinions and online consultations. It is a comprehensive blueprint or roadmap of education reform and development for the 10 year period between 2010 and
2020. It covers all sectors of education.
SM: All the way from primary?
SY: Not only primary, we are talking about all the way from kindergarten to postgraduate education and even further.
Three strategic objectives have been identified. One is to basically modernise
China’s education. Second is to form a lifelong learning society in China. Third, the intention is to build China into a nation strong in human resources, talents and so on. There are a number of core missions being identified, two of the key objectives are to achieve quality and equity.
SM: What do you mean by ‘modernising’ education in China? How does the
Chinese higher education system need to develop to become modern?
SY: A further opening up is important.
In fact, the National Outline devoted a full chapter to describing a further opening up of China’s education, internationalisation if you like. In my view, this means a further integration into the international community.
We have been learning from overseas countries for over 30 years now and are still doing so. We consider ourselves huge beneficiaries from the process of reform and development and modernisation.
SM: I think we can all see ourselves as beneficiaries of each other. When I go to China I find the ambition of Chinese universities inspirational. There is an immense eagerness for growth – I think we in the UK have got a lot to learn from the Chinese universities
SY: Well thank you. I do hope that the
Chinese universities have something to contribute as well as drawing on the international community. We have a fairly large number of Chinese students, studying in the UK. That is a great benefit to them, but we hope that they also contribute to the development of Britain.

In focus
SM: Oh, they certainly do so. At Reading we think it is absolutely essential that our students are part of a cosmopolitan community, rubbing shoulders, ideas and experience with students from all over the world. I want all of our students to learn about China and part of that must come from getting to know Chinese students. That is also why I want to ensure many more of our Reading students can go and study in China.
Let me now ask you about Eastern and
Western China. I understand most of the economic growth and most of the enhancements of higher education has been in the east of China. Is there similar commitment to developing the west, in areas such as Chongqing and Chengdu?
SY: Oh yes. The economic and social development of the country is vastly uneven at present. There is a huge concentration of effort to boost educational development in the west.
We think it is important to close the gap for disparity, otherwise we will have the eastern coastal region being well developed and the vast western region being neglected. That is certainly not the government policy, so we’re making efforts in this territory. It has already been going on for decades.
In fact when we were making the effort to universalise our nine year compulsory education the greatest challenge was to achieve this in the western part of China
- in the rural regions, in the desert and mountainous regions and in the ethnic minority areas. We have many policies to develop the west including transfer payments, popularising the nine year compulsory education and to eliminate adult illiteracy, which we effectively achieved in 2010.
SM: Well, Reading has had the pleasure of receiving groups of school teachers from Western China for many years, who come to enhance their
English language. And that’s clearly an example of the positive affirmative action that has been taken to develop the English Language teaching in the west. This has been a great privilege for Reading. The teachers have come from many different minorities so it has been a very interesting experience for us to meet them and learn about their backgrounds.
Let me ask you about collaborations between Chinese and British universities. These can take various forms, including teaching partnerships, joint campuses and research projects.
Do you have any views as to what are the most promising for future collaborations, where do you see the most important developments might be?
SY: The China/UK education collaboration can be traced back decades. It is well developed, very mature, and ranges from the central governments in both countries to higher education and schools. So it covers a full spectrum for the education sector.
As far as university collaborations are concerned, we started from the exchange of faculty members which then led to joint research activities and exchange of students. Now we have joint campuses.
With regard to future opportunities,
I think first of all we must ensure a further consolidation of the existing relations between our academic institutions. I wish to encourage further enhancement of inter-university links because these can lead to all forms of exchange activities and collaborations.
I would especially like to see the further establishment of joint research facilities
12
In focus to deepen our existing joint research activities. We certainly want to encourage more academic institutions to explore the kind of arrangement that we see in the joint Tsinghua University, Cambridge
University and MIT Low Carbon Studies,
Technology Study Centre.
SM: Yes, it’s not so much a partnership between two institutions but building academic networks that can draw on expertise from throughout the world.
Are there particular topics in research that you think are especially important for China to develop in collaboration with the west? What are the hot topics for research in China at the moment?
SY: I think the hot topics are universal including climate change, energy and food security. We have interests in all forms of research activities, and not only in science and technology. The social sciences are very important for China because we want countries to learn from and study each other in depth rather than in a superficial way.
SM: That is very encouraging to hear because some people have the misapprehension that collaboration is only about developing new technology, and for immediate economic growth, as opposed to also learning about each other’s cultures and languages which has got to be the foundations for longterm collaboration and understanding.
SY: I think that it is important that nations have better understanding of each other and have better appreciation of each other’s special way of living or culture.
That’s really why we have established the high level People to People dialogue. We consider that although it also embraces science and technology it’s much broader than that. And I think now the UK and
China have established this kind of platform, we should make the full use of it for the benefit of both countries.
SM: One of the challenges I have is persuading more of our Reading students to go and spend time in
China. Some of them are keen to go, some of them can’t go because there’s funding issues, and some of them appear uninterested. What message do you think I should give them to persuade them that this would be good for their long term career, employment, education? What should I be telling them?
SY: I was very encouraged to learn that the CBI publishes an index every year that indicates employers are especially interested in graduates with foreign language skills. I have noticed that the wish for graduates with some knowledge of Chinese has been rising very fast. I think it is important that UK universities build in to their degrees a certain requirement of acquiring a foreign language or a component of studying abroad.
I certainly want to welcome more
Reading students to come to China.
The Chinese government has been encouraging our academic institutions to make further efforts to facilitate international students’ presence in
China. We want them to introduce more relevant courses about modern China, about the study of China as a whole. And of course we want more of our university teachers to be able to conduct courses in English, while of course we welcome the international students in China to continue to learn some Chinese as well.
SM: I think that is important because if there are courses taught in English it will help boost the confidence of students to go to China. But I think it is also absolutely critical that if they do go there is a requirement for them to learn some Chinese. Our Mandarin language courses at Reading are rapidly growing in popularity – that must bode well for the future of student travel to China.
SY: But I think that arrangements between universities also need to be made because there are many challenges to overcome. Asking Reading students to spend a full year in China is very demanding for them. Providing an arrangement for one semester visits or even for a shorter period of study would be encouraging to the students in my view. And of course there will be questions about available scholarships.
SM: Finally, I understand that you are returning to London having once been here as a student.
SY: I’m newly based in London, but I was once a student in the UK. I spent a total of three years on two occasions as a student.
Starting well over 30 years ago, I was at the Polytechnic of Central London, now the University of Westminster, and then I spent a year in Durham. The second time I was here was the end of the 1980s. I spent a year in Manchester doing my Masters degree. But I have been away for more than ten years while I have been based in North America.
SM: Well, I am delighted you have now returned to London, especially in such an exciting year with the
Queen’s Diamond Jubilee and the
Olympics. I do hope that we can enjoy a visit from you to the University of Reading in the near future.
SY: Thank you, I very much look forward to that. I am sure that the excellent working relationship between the Chinese Embassy and the University of Reading that developed under my predecessor will continue.
13

Partnerships in China In focus
Our academics are often leaders in their fields and have a great deal to offer
Chinese Universities, not only their own expertise, but also the courses they devise and teach. All of our partnerships are designed to be mutually beneficial, supporting the modernisation of
Chinese universities and providing new opportunities for our own staff and students. We are fortunate to receive tremendous support from external organisations, including the British
Council in China, the Chinese Embassy and the China Scholarship Council. It is fantastic to work for a University that is so highly regarded in China.
We support all of the new Chinese students who come to Reading. Our
Chinese community is active, friendly and welcoming, while we can provide everything any student needs to know about accommodation, money-matters, visas, travel, sports clubs and so forth.
We continue supporting our students after they graduate and become our alumni – once part of Reading always part of Reading!
We love working for the University of Reading. Our jobs are demanding because the university has an ambitious internationalisation agenda, and so we are also being asked to undertake additional visits to China, find new opportunities for Reading students and new partner universities. It is hard work but great fun!
If you would like to learn more about the University of Reading, whether as a place to study or to develop an academic partnership, please contact:
International Office
University of Reading
Blandford Lodge
Whiteknights
Reading, RG6 6AB
United Kingdom international@reading.ac.uk
+44 118 378 6899 www.reading.ac.uk/international
Reading’s Department of Meteorology is internationally renowned for its excellent teaching and research in atmospheric, oceanic and climate science, providing a thriving community of over 200 research scientists. Its range of undergraduate and postgraduate courses in meteorology is unique for the UK while its pioneering research on the fundamental dynamics and physics of weather and climate has gained recognition throughout the world. The
Department tackles some of the most critical environmental issues facing society today, aiming to understand and improve predictions of climate change, hazardous weather and air pollution – issues of enormous concern for China.
By definition this research requires a global perspective and collaboration with meteorologists throughout the world. One of Reading’s key international partnerships currently undergoing development is with Nanjing University of Science and Technology (NUIST).
This is one of the leading institutions in
China for climate-related research and teaching, encompassing a centre of the
World Meteorological Organisation. One of the collaborative research projects being developed concerns the East Asia
Summer Monsoon in which the computer modelling expertise at Reading will combine with the local knowledge of the monsoon at NUIST to enhance our ability at predicting this event. A teaching partnership is also being developed, involving a 3+1 programme whereby
NUIST meteorology students attend their final year at Reading, leading to a joint award, and a 3+1+1 link, leading from the undergraduate award on to one of the
Reading’s MSc programmes.
Another key partnership is being developed with the College of
Atmospheric Sciences of Lanzhou
University. Students from Lanzhou are planning to take taught modules at
Reading as part of a Study Abroad Scheme, as the first step on developing another
3+1 teaching partnership.
Reading’s Department of Meteorology has long been recognised as one of the leading centres in the world for studying climate and weather. Expanding its collaboration with Chinese scientists via these teaching and research partnerships will help maintain that status while also making a major contribution to tackling those key issues about climate change, hazardous weather and air pollution of considerable benefit to, among others, the Chinese.
Dr Buwen Dong
Buwen Dong’s research is broadly in the area of understanding mechanisms of seasonal to decadal climate variability and anthropogenic (human made) climate change. Most of his recent work is investigating past events
(hindcasts) to identify model errors, and understand the nature and causes of observed changes in climate on decadal timescales.
He has close collaborations with colleagues from China to study
Asian monsoon variability and to understand the role of
Atlantic influence.
For more information, visit www.met.reading.ac.uk
15

16
Partnerships in China
Collaboration between the Department of Food and Nutritional Sciences and
Henan University of Technology (HAUT) has developed into a strong link since
2001. Dr Li Weili, then a post doctoral researcher in the School of Food
Biosciences (currently Senior Lecturer,
Manchester Metropolitan University) approached the Head, Professor Dave
Ledward, and suggested that the School should consider recruiting students from China, recognising the country was rapidly growing in economic terms, and a number of students were seeking opportunities to study abroad.
Dr Li Weili’s background as a member of the academic staff of the Zhengzhou
Institute of Technology in Henan province prior to starting her PhD in Reading encouraged her to propose a link between Reading and the Institute.
In 2002, a delegation from Zhengzhou visited Reading and after receiving formal permission from the Chinese government, recruitment of students to a newly formed
International College commenced in
Zhengzhou. The Institute in Zhengzhou merged with other local institutions to form the Henan University of Technology
(HAUT), and the first formal agreement with HAUT was signed in April 2003.
Professor Keshavan Niranjan visited
Zhengzhou in 2004 with Dr Li Weili, and a fresh approach was taken to foster links with HAUT, which included the appointment of an International Student
Tutor in the School of Food Biosciences
(now Department of Food and Nutritional
Sciences) at Reading to support international links in 2006.
Since 2005, a number of students from
HAUT have transferred each year under a 2+2 agreement to spend 2 years in
Reading, and register for BSc Food
Science, BSc Biotechnology, and BSc Food
Technology with Bioprocessing. Under another agreement (4 + 1) to spend a year in Reading, students register for MSc Food
Science, MSc Food Technology – Quality
Assurance and MSc Nutrition and Food
Science. Between 2005 and 2011, 101 students entered BSc programmes and
21 students entered MSc programmes at
Reading, an overwhelming majority (95%) graduating and moving on to do very well in their career.
During their registration with University of Reading, some undergraduate students spend an additional year on an industrial placement, so that they can graduate with
BSc degrees with Industrial Training. Some of the HAUT students have been able to take an industrial training placement, and the development of a partnership between University of Reading and Nestle in Shanghai has allowed students to take placements in that company in China, and
2 students are currently working under that arrangement. Other students take placements in the UK.
Students graduating from the degree programmes normally progress to work in the food industry or to further study on MSc or PhD programmes.
5 Graduates are working with Nestle in Shanghai, 3 graduates have fully funded PhD studentships in Europe, two graduates have fully funded PhD studentships outside Europe in Canada and New Zealand, and several students are funding their own PhD studies.
To find out more, visit www.reading.ac.uk/food
Student Shiyu Yin (a part 2 student) spent Christmas with a host family
Partnerships in China
In 2009, a memorandum of understanding was signed between
NUIST and the University of Reading which led to the creation of a teaching partnership with Chemistry, where graduates from NUIST enrol in Reading on the MSc in Chemical Research.
After the successful establishment of this programme, NUIST was keen to explore a similar partnership for undergraduate students. The 3+1 BSc Programme which was subsequently developed in Applied
Chemistry involves NUIST students studying in China for their first 3 years.
After this, successful students can transfer to Reading for their final year.
This arrangement between NUIST and the University of Reading is one of only 17 such partnerships approved by the Chinese Ministry of Education in 2010 allowing NUIST to recruit students from across the whole of China.
During their 3 years in China, students take a mixture of modules, a core of which are taught in English and have been developed with input from Reading staff. Students then transfer to Reading for the final year of their Chemistry degree and receive a dual award from both Reading and NUIST.
The first cohort of 3+1 NUIST students enrolled on the programme in
September 2011, and in May 2012 a small party comprising Dr Elizabeth Page, the Programme Director, Dr Matthew
Almond and Dr John McKendrick spent some time in NUIST teaching first year classes in chemistry and ran a practical class in the new laboratory of the
School of Environmental Science and
Engineering. The visit was very successful for strengthening links between Reading and NUIST and the party were treated to a visit to a famous nearby mausoleum. Two fourth year students who are to study at
Reading next year hosted the visit.
To find out more, visit www.reading.ac.uk/chemistry

Partnerships in China Partnerships in China
The University’s Law School is one of the best in the UK. It is ranked 7th in the UK for its research quality, and in the top 10
UK Law schools in a number of rankings.
In the Financial Times Innovative
Law Schools report (28th November
2011), the University of Reading’s Law
School is the only UK university featuring in two articles: LLM courses 2011: Growth area on.ft.com/PdaIzq and Law and business: A marriage of convenience on.ft.com/M7aHHZ .
Our commercial LLM programmes –
LLM International Commercial Law, LLM
International Corporate Finance and
LLM International Financial Regulation
- are an indication of our pragmatic and market oriented initiatives. These LLM programs are provided by the Law School in conjunction with the ICMA Centre of Henley Business School. Students take core and optional modules from both Schools, providing them with an invaluable opportunity to acquire a unique legal and financial perspective of commercial and corporate law issues.
Collaboration on these programmes has constituted the basis of our partnerships as it is evident that commercial and corporate law issues are irrevocably linked to financial issues across the globe and not restricted to any particular jurisdiction. The commercial LLM programmes equip students with the knowledge, skills and practical tools needed to gain a thorough understanding of how the global economy and finance is regulated by law.
We are the only Law School in the UK providing LLM programmes that are so intertwined with business, where students take core and optional modules from both schools and become accustomed to business thinking and mentality.
We have been establishing different types of collaboration with our partners, the most important of which are:
Postgraduate Collaboration: our partner university LLM, Juris Master, and PhD students spend one year at the home institution and one year at the University of Reading’s Law School to follow one of the Reading LLM programmes. At the end of the duration of the relevant degree in their home institution, students will be awarded degrees from both institutions.
Joint Research Conferences: The Law
School and our partners organise research conferences in China and the UK. With our partners, we identify possible topics that are relevant for China and UK/EU, and address the implications of these issues for the different legal regimes and jurisdictions.
For more information about postgraduate programmes at the Law School:
Centre for Commercial law and financial regulation: www.reading.ac.uk/cclfr
Professor Wang (Peking University) and Professor Kokkoris (Reading) share a mutual interest in corporate finance law and competition law and are planning to run a conference on competition law, allowing for their faculties to identify shared research interests.

Partnerships in China
The International
Language and
Study Centre (ISLC) at the University of Reading creates and delivers professional development packages for academics from China.
These courses are designed to enhance the ability to undertake teaching and research in an English language environment, as well as building subject area expertise. The programme also develops an understanding of the culture of higher education in the
UK. Chinese academics from Sciences,
Social Sciences and Humanities have all benefitted from this programme.
The programme involves participation in modules in the lecturer’s subject area, including lectures, seminars and tutorials.
There are opportunities for discussions with academic staff regarding course syllabi, delivery, and assessment. This close contact with staff at Reading provides opportunities to develop teaching and collaborative research initiatives.
Participants have access to a range of professional development workshops on various aspects of academic work provided by the University’s Centre for
Staff Training and Development. They also become familiar with the University’s teaching and learning quality assurance processes and procedures, and review the development of higher education, research and teaching within the UK.
Participants benefit from
English language provision, to support and facilitate participation in the programme. Participants have the opportunity to improve a particular aspect of their English language delivery, such as academic writing and reading for research publication, giving lectures and making presentations.
Regular tutorials with experienced
English language tutors allow for individualised support and feedback on spoken and written work.
Opportunities are also available for participants to lecture to a group of
University of Reading students, using techniques and methodology discussed and observed during the course. www.reading.ac.uk/islc
About the International
Study and Language Centre
The International Study and Language
Centre (ISLC) at the University of
Reading specialises in the provision of academic and language programmes designed both for international students and the wider University community. The programmes, courses and facilities available through the
ISLC have a long established reputation for academic excellence and student support.
The University’s ongoing investment in this sector acknowledges the ever-increasing importance of internationally-focused education, communication and understanding.
In line with the University’s international reputation for quality, the ISLC is fully staffed and managed by highly qualified and experienced
University tutors and lecturers.
Chinese academics on a study visit to ISLC with course tutors
Colin Campbell and Sebastian Watkins, November 2011
20
Partnerships in China
Links between the National Centre for Language and Literacy (NCLL) and China date back to 1998 when a visiting scholar requested help in twinning Reading schools with schools in Wenzhou. Five local schools were brought on board and staff exchanges organised. This was just the start of warm and enduring relationships with educators across China.
The following year saw the launch of the first one-month summer course for secondary teachers of English from the
Wenzhou Education Bureau, something which has been a regular fixture ever since. Other initiatives have followed, including courses for university teachers of English, head teachers and advanced teachers charged with curriculum reform.
The pioneering work of NCLL from the late 1990s attracted the attention of the China Scholarship Council, leading to an invitation to develop a new threemonth programme for secondary school teachers of English as part of China’s Great
Western Development Strategy.
Since the launch of these courses in
2003, almost 800 teachers have been trained in Reading. Participants come from six provinces (Gansu, Guizhou,
Qinghai, Shaanxi, Sichuan, and Yunnan), five autonomous regions (Guangxi, Inner
Mongolia, Ningxia, Tibet, and Xinjiang), and one municipality (Chongqing).
The relationship with local teachers has remained a key element in the courses: a one week placement in partner schools is a highlight. Chinese teachers are able to observe classes across the curriculum, as well as learning about aspects of school organisation. In return, they offer staff and students the chance to learn about life in China through activities such as taster classes in Mandarin and demonstrations of music, dance, cookery, calligraphy and martial arts.
But the benefits for participants extend well beyond the classroom.
Accommodation with local families means they have the opportunity to experience British culture at first hand, at the same time as practising their
English. One long-standing host commented: ‘We find that the experience enriches us; it opens your mind to other cultures. Their guest added her perspective: ‘My English has improved enormously. They have both been very patient and this has helped my studies and I’m very grateful for that’.
Following an invitation from the CSC and the Ministry of Education to develop a new national programme to strengthen student guidance and support in higher education (HE), administrators regarded as ‘rising stars’ in their respective institutions have been selected to take part from universities across China.
Topics and themes range from recent
UK developments, such as widening participation and internationalisation to, other aspects of student welfare and academic support.
14 years experience has allowed NCLL to identify the main ingredients of quality programmes for Chinese course participants: a good balance between sound academic content and good cultural exposure, ensured by the active involvement of both British and Chinese colleagues in the planning and delivery.
www.ncll.reading.ac.uk
Dr Daguo Li
In August 2011, Suzanne Graham of the Institute of Education gave a paper (with Denise Santos) at the World Congress of the International
Association of Applied Linguistics (AILA), held at the Beijing Foreign
Studies University, China, entitled: ‘Foreign language listening comprehension in England: from current practice to improved pedagogy’.
The paper reported findings from her on-going research project funded by the Esmée Fairbairn Foundation. This was followed by a four-day visit to
Harbin Institute of Technology, School of Foreign Languages.
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22
Partnerships in China Partnerships in China
Continued urbanisation in China will influence global climate change, resource and energy security, and environmental sustainability. By 2011, the total floor area of the existing building stock had already exceeded
44 billion m 2 . The annual amount of floor space added each year in
China is approximately 2 billion m 2
The Chinese construction industry has become a pillar of Chinese economic development.
, accounting for 50% of the world’s total.
The School of Construction Management and Engineering has a long standing working relationship with China in education and research. In recent years, this has been further enhanced by a number of collaborative projects funded by the UK Foreign and Commonwealth
Office (FCO), Royal Institution of Chartered
Surveyors (RICS) Education Trust,
European Commission Asia-Link (EC-Asia-
Link), British Council, Chinese Natural
Science Foundation, Ministry of Science and Technology (MOST), and Ministry of
Housing and Urban-Rural Development
(MOHURD). The collaborations are focused on joint research, academic exchange and a postgraduate programme.
Current research projects include:
1 ‘Progressing Eco-city Policies into
Mainstream Practice’. This project aims to provide advice to the Chinese ecocity development including energy policy, sustainable indicator systems, urban planning and finance /business models. The project involves UK and
China construction companies working together to deliver world-class green buildings & eco-cities.
2 ‘A survey of urban micro climates and modelling an urban heat island for Chongqing, China.’ This project is investigating the microclimate changes due to the Three Gorges Reservoir on the Yangtze River. The project will simulate the urban heat island in Chongqing and analyse its impact on energy consumption in buildings.
The output will be a revised guide for building design in the region.
Joint research with Chinese partners has influenced China’s green and energy efficient building policymaking, with the results being cited in the national standards, and included in the indoor environment code and energy efficient labelling systems.
The University’s reputation in China has been enhanced through exchange programmes, visits and networking between UK and Chinese universities and research institutions. A number of the
School staff are visiting professors, and the recently-established UK–China Low
Carbon Green Building Eco-City network involves collaboration with a number of
UK universities and Chongqing University,
Chongqing Green Building Council,
China Academy of Building Research and Tsinghua University. The network aims to stimulate research exchanges in sustainable built environments between
UK and China. The School has established partnerships with several leading Chinese universities including Tsinghua, Chongqing,
Tongji, Xi’an Architecture and Technology,
Xinan Jiaotong universities.
For more information about The School of
Construction Management and Engineering, visit: www.reading.ac.uk/cme
Dr Yao (centre, first row) signing the memorandum at the China Academic
Mission workshop
Dr Runming Yao is a Reader in
Sustainable Built Environments at the School of Construction Management and Engineering. She is currently a Guest
Professor of Chongqing University and has engaged in a number of projects with colleagues from Chongqing University, and industrial colleagues from the built environment in Chongqing. In the autumn of 2011, she attended the UK
China Academic Mission workshop, during which the attendees formed a
China UK low carbon, green building and eco-city network with Chongqing
University and Chongqing green
Building Council.
www.reading.ac.uk/CME/r-yao.aspx
Professor Stuart Green
Professor Green is Head of the
School of Construction Management and Engineering and Director and
Principal Investigator of the Innovative
Construction Research Centre (ICRC).
He is also professor of construction management, a chartered civil engineer and a chartered builder, and sits on the
Commission for a Sustainable London
2012, set up to independently monitor
London’s pledge to host the most sustainable and greenest Olympic
Games to date.
Professor Green was recently appointed to Chongqing University as a Guest Professor.
23

Partnerships in China
24
The School of Systems Engineering
(SSE) at the University of Reading brings together a unique mix of three major technical areas and degree programmes: Electronic Engineering,
Cybernetics, and Computer science.
Its mission is to conduct outstanding research and provide quality education, whilst working closely with business and international partners.
The school’s research groups maintain a worldwide reputation in a wide range of computing and engineering specialities and constantly seeks collaborations that allow them to apply their understanding to aspects of Digital Society, Security,
Health Technology, as well as Energy and
Environment.
SSE’s graduates are readily employable and enjoy an enviable reputation with local industry in the heart of the UK’s
Silicon Valley. At postgraduate level, the school offers Masters programmes in Digital Signal Processing and
Communications, Cybernetics, and
Advanced Computing, as well as PhD supervision in a range of speciality areas.
Much of the research and teaching involves close links with industry. For instance, Reading is one of the very best
UK providers of Knowledge Transfer
Partnership (KTP) research programmes and have close links with multinational companies such as CISCO and CSC in the curriculum. Most undergraduate students can also opt for a one-year paid placement in industry, enormously benefiting their career prospect.
Internationally, the school has teaching and research partnership arrangements with universities in Europe, China,
Americas, and Africa.
For more information, please visit www.reading.ac.uk/sse
The School of Systems Engineering at Reading has had a long history of collaborating with universities in China, both in teaching and in research. Some of its partners and programmes are listed below.
Beijing Jiao Tong
University (BJTU) , Beijing:
‘2+2’ and ‘3+2’ double degree programmes for undergraduate students with the School of
Electronic and Information
Engineering and the School of Computer and Information
Technology, and
‘0+1+2’ for Masters students with the School of Electronic and
Information Engineering.
University of Electronic
Science and Technology of China (UESTC), Chengdu:
‘0+1+2’ for Masters students with the School of Computer Science and Engineering.
Research collaboration with several
Schools and Laboratories
Beijing Foreign Studies
University (BFSU) , Beijing:
Student exchange programme for undergraduate students (1 -2 terms).
Henan University of Technology
(HAUT), Zhengzhou:
‘2+2’ programmes for undergraduate students with the
School of Information Science and
Engineering.
Harbin Institute of Technology:
Research collaboration with the
Communications Research Centre,
Department of Communications
Engineering.
Partnerships in China
The Informatics Research Centre (IRC) , part of Henley Business School at the
University of Reading, has offered an innovative and highly appraised MSc programme in collaboration with Beijing
Institute of Technology (BIT) since 2007.
Students experience 18 months of extensive study and learning experiences with the combined world class expertise from the University of Reading and
Beijing Institute of Technology.
A survey for student satisfaction, conducted in 2011, found that 100% of students taking part in the survey were satisfied or very satisfied with this programme. The survey also found that the special culture within IRC, excellent teaching quality, stimulating teaching and
learning environment, and administrative support were all proven to be a unique experience for the students who have completed this programme.
The students have supervised precourse preparation by BIT academic staff followed by an intensive 4-day lecture schedule from lecturers at the University of Reading. This is completed by revision sessions from BIT staff. Students have found the programme structure to be highly effective in providing a dual perspective from both Reading and BIT expertise. Since 2007, 57 students have attended or are currently attending the programme. Among them, 35 have successfully completed and graduated with MSc degrees. The remaining 22 are still studying with the majority of them expected to complete in early 2013.
The programme is approved by the
Chinese Ministry of Education and the degree is also recognised by the Chinese authorities. Over 90% of graduates have found satisfactory employment within
6 months of graduating.
Henley Business School and the
University of Reading highly value the fruitful and positive collaboration with BIT. Further initiatives are under discussion aiming to develop and improve the learning experiences for students with a wider choice of modules and more flexible delivery and learning support mechanisms. www.henley.ac.uk/irc
Dr Yinshan Tang
Business, Informatics,
Systems and Accounting
Senior Lecturer of Business Informatics and
Deputy Director of Informatics Research Centre
Dr Yinshan Tang is a lecture at Henley Business
School who has been teaching IT Project Management, Research
Methods, Applied Informatics, Organisation Design and
Performance Management at MSc level for nearly 8 years.
He worked as a Business Unit Manager for a business consulting firm for several years before joining Reading.
Dr Tang is also the Director of Internationalisation of
Business Informatics, Systems and Accounting. As a Director of internationalisation, he has developed links with various
Chinese universities on collaborative provision of degrees at
BSc, MSc and PhD levels, which gives him the opportunity to visit China frequently.
He holds visiting Professorships at Beijing Institute of
Technology, Northwest Agriculture and Forestry University and
Nanjing University of Information Technology and Science.
Professor Kecheng Liu
Dr. Kecheng Liu, Fellow of British Computer
Society and professor of Informatics, is Head of School of Business Informatics, Systems and Accounting, Henley Business School. He is also the Director of Informatics Research
Centre, and is Deputy Director of Technologies for Sustainable
Built Environments, both being multidisciplinary research centres within the University of Reading. He has published over 200 papers in conferences and journals, and also 7 books.
His research work spans from organisational semiotics, requirements studies, enterprise information systems management and engineering, business processing modelling, alignment of business and IT strategies, co-design of business and IT systems, healthcare informatics, pervasive informatics and intelligent spaces for working and living.
As a world leading expert, Prof. Liu serves in several journal editorial boards, and is the convenor of the International Forum of Organisational Semiotics. In various capacities such as senior advisor, consultant and academic lead, he has contributed to UK and international industrial sectors such as intelligent buildings,
IT and business consulting, national police IT organisations, and healthcare providers.
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26
Partnerships in China
Part of the triple-accredited Henley
Business School, the International Capital
Market Association (ICMA) Centre is the product of the first active collaboration between the securities industry and a university finance department.
The Centre has a global reputation for its excellence in undergraduate, postgraduate and executive education, as well as professional and policy development research and consultancy.
The practical application of finance theory is one of the ICMA Centre’s key advantages and is why students and financial institutions alike choose the Centre for their education and training needs.
This integration of theory with practice is achieved through the use of the
Centre’s three state-of-the-art dealing rooms. All equipped by Thomson
Reuters, the terminals run the latest industry simulation software as well as the Centre’s own simulation software platforms; ICTrader and StockTrak.
Now in its 21st year, there are a number of reasons the centre continues to go from strength to strength:
• The integration of applied finance theory and industry specific education
• Innovative teaching by world renowned academics and industry practitioners
• Strong links with banks, trade bodies and other financial institutions
• The largest and best equipped dealing rooms in any European business school
• Excellent employment rate facilitated by our dedicated
Career Development service.
Find out more at: www.icmacentre.ac.uk
Partnerships in China
In May 2012, the ICMA Centre hosted 37 delegates from the Securities Association of
China for a 3 week course on Asset Management studies. The students represented various members of the Securities Association of China and came from across the nation. During their last week at Reading, the delegates were treated to a special evening at the Greenlands campus of Henley Business School where they were presented with their certificates and treated to a barbecue on the lawns overlooking the Thames.
‘The visit has been a very positive experience for both the delegates and the teaching staff,’ says Professor Adrian Bell of the ICMA Centre,
‘Not only have the members of the Securities
Association learnt a lot that will help them as they move forward in their careers, but they have also had a chance to forge exciting new networks across their home country and here in the UK.’
‘The ICMA Centre is one of the few places in the UK offering a tailored finance course for those who aim to break into the financial industry. In such a highly competitive environment and with the ever-changing financial markets, I believe financial knowledge is of utmost importance to differentiate oneself from others.
The facilities supporting the Centre are fantastic, such as the dealing rooms, which are the trademark of the ICMA Centre.
The quality of the lectures is good and some lecturers are currently working in the industry and have hands-on experience.
The course is well structured and covers a diversity of topics enabling you to work in a variety of areas in the financial markets.
I like the fact that we started studying topics such as exchange traded funds (ETF), options and trading simulation in the first year.
One of the other main attractions is that Reading is close to
London – it only takes 30 minutes by train. The campus is great,
Henley Business School and the ICMA Centre are pretty new and everything is in walking distance.’
‘I chose the ICMA Centre because it has an international reputation in the global financial markets industry and it possesses experienced industry experts and professionals as lecturers. The accessible facilities are excellent, especially with its fully equipped dealing rooms, which are the largest among all European business schools. Another important factor that I considered is that most graduates have found good jobs in the finance industry, either in investment banks, securities companies or other financial institutions in the UK and worldwide. I am sure that ICMA Centre graduates have brilliant future career paths.
Unlike many other courses at universities, which may focus more specifically on the theory, the courses in the ICMA Centre allow us to put theory into practice and as a result, we are better prepared. The course I chose was the MSc International Securities,
Investment and Banking, which has the longest history among all the MSc courses. The course was demanding but very interesting and satisfying. It was also flexible, I was provided with a wide range of elective courses in the second term that I could choose according to my preference; thanks to that, my knowledge of finance has been diversified and sophisticated.’

28
Partnerships in China
Considerable attention has recently focused on how the global food system can cope with on-going increases in the human population, changes in diet, and greater demands on energy and water resources.
China has seen a remarkable transformation of its agricultural sector over the last 30–40 years towards a highly productive, modern production system. However, climate change is expected to bring warmer temperatures, changes to rainfall patterns and increased frequency of extreme weather to the main agricultural regions of China. How will these changes impact on food crops and how confident can we be that crop production in a changing climate can meet future demands?
Over the last 12 years or so, the Crops and Climate Group of the Walker Institute has developed a crop forecasting system that simulates the impacts of climate variability and change on the productivity (yield) of crops.
We trained senior scientists from the Chinese Academy of Agricultural
Sciences to use this forecasting model and adapted it to predict wheat yields across China, under current climate conditions and future climate change.
By combining our model with the output of numerical climate models, we can examine where crop yields could decline under climate change, where we could see benefits, and how yields may change across China in the future.
More recently we have linked mathematical models of the river flows in the Yellow River Basin to models of the wheat crops that cover 65% of the catchment to study the interactions between climate, water resources and crops. Worldwide, agriculture uses 75% of the world’s fresh water, so these links are crucial to the sustainability of food systems, particularly for a catchment of the importance of the Yellow River Basin.
The impacts of climate change on agriculture and food will vary from one part of China to another, and change over time. Local context within the large-scale global trends is important for providing information to farmers and their advisers seeking to adapt to these new challenges. We have also been working with the Chinese Academy of Agricultural
Science to understand how farmers in Inner Mongolia and Anhui province recognise and adapt to changes to their environment, and how climate impacts on their livelihoods. This information was used to develop small-scale climate adaptation plans and advice for local and regional policy-makers. Novel ways of communicating climate advice to farmers were developed, including playing cards with agricultural themes.
For more information, visit www.walker-institute.ac.uk
Partnerships in China
Over the last 10 years, Dr Thorpe has been researching into the practice of traditional Chinese theatre, specifically
Beijing Opera. Perhaps more than any other genre of China’s performing arts, Beijing Opera is recognised internationally as a distinctly
Chinese art form, and it remains an important part of China’s living theatrical heritage.
Researching the practice of Chinese theatre is a surprisingly rare phenomenon in Western Universities. Emphasis is often placed on the text, particularly its relevance to Chinese society, as well as its translation into Western languages.
Whilst Dr Thorpe’s research also draws upon these approaches, it focuses specifically on the event of performance, including an analysis of performance technique and directorial interpretation evident in a given production. This research is underpinned by practical experience of the form: Dr Thorpe has undertaken actor training in Beijing
Opera in Beijing and Shanghai, and participated in performances of
Beijing Opera in the UK.
Dr Thorpe’s cultural position as a
Western European academic studying
Beijing Opera has become central to his research. In particular, he is concerned with the internationalisation of Beijing
Opera and the dialogue practitioners have developed with Western performing arts to attract new audiences. The use of multimedia in performance, musical structures derived from Western symphonies, and newly written plays based upon canonical Western texts, are all a focus of his investigations.
He is also interested in the ways in which
Beijing Opera has been received in the
West, especially in Britain. This research ranges from an examination of Beijing
Opera troupes based in Britain, to a practical exploration of intercultural texts that combine Western and Chinese performance techniques. Most recently, he directed Xiong Shiyi’s Lady Precious
Stream, an English-language adaptation of Wang Bao Chuan, which was the first play to be written and co-directed by a
Chinese Director in London’s West-End in 1934.
For more information, visit www.reading.ac.uk/ftt
Photo by Shi Xinyun of ‘The White Snake
Goddess’, a multimedia piece of Beijing Opera performed in Shanghai in 2009.
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30
Partnerships in China
Any member of the University community has the opportunity to learn
Mandarin Chinese with the Institution-
Wide Language Programme (IWLP), which offers courses from beginner to intermediate levels as part of its wider language portfolio. Undergraduates can take Mandarin Chinese as part of their degree or as additional study.
Postgraduates and staff can also enrol.
As with the other languages within IWLP, the focus is on communication. From day one students learn Mandarin Chinese by using in it in real situations. At beginner level the attention is on the language for every-day situations, especially those encountered when travelling to China.
Mandarin Chinese was introduced into the programme in 2008 and its popularity has grown over the years, reaching a record of 60 beginner students this year.
They have been introduced to the subtle differences of tonal pronunciation and the basic of Pinyin – a system of writing
Mandarin Chinese using the Latin alphabet – before moving on to learning
Chinese characters.
‘Unlike an alphabet which represents only sounds, each Chinese character has a unique meaning’ explains
Ms Con Xia Li, who, together with Dr
Rebekah Zhao, forms
the team of enthusiastic and experienced teachers leading the courses.
The student experience seemed very positive. A recent student said: ‘After growing up speaking a few European languages, I wanted to try something new and daring. Something that would challenge me … I fell in love with the rich and wonderful Chinese culture and the complexity and beauty of the language’. A student course evaluation reads: ‘The tutor’s passion for the subject was manifested. An awesome teacher, both inspiring and
dedicated’.
To maximise the opportunities for students to explore the language and culture further, a number of extra activities take place around the language courses. This year there have been Mandarin conversation groups, facilitated by the Chinese visiting academics and workshops on Chinese calligraphy, painting and crafts.
For more information, visit www.reading.ac.uk/islc
31

Partnerships in China
The University of Reading is proud to have one of the most distinguished
Departments of Archaeology in the
UK, one that is ranked above those of
Oxford and Cambridge in the quantity and quality of its world class research.
During the last decade, the interests of the Department have become international, with a particular focus on the Middle East and North Africa with research projects in Iran, Turkey, Egypt,
Sudan and Jordan. As the Department continues to grow in size and reputation, the global reach of its research will also extend and has already started to include China.
The archaeology of China still remains relatively unknown in the west. This is slowly changing as new research projects with international collaborators and English-language publications are revealing a suite of remarkable discoveries of global significance.
These include the oldest pottery in the world at 20,000 years old and some of the earliest farming communities, adding to the world famous terracotta soldiers and monuments such as the Great Wall.
Steve Mithen, a Professor of Archaeology at Reading as well as Pro-Vice-Chancellor, is especially interested in the archaeology of water management in Ancient China. As he has explained in his recent book Thirst:
Water & Power in the Ancient World , all of the ancient civilisations – the Greeks,
Romans, Egyptians, Incas and others – engaged in hydraulic engineering, but none of these civilisations did so in such a grand and sophisticated manner as the
Ancient Chinese. The most magnificent of their many hydraulic engineering achievements was the scheme at
Dujiangyan, originally constructed by
Li Bing in 256 BC and still functioning perfectly today to irrigate the Sichuan
Basin. Equally impressive was the Grand
Canal completed in the seventh century
AD that ran from Hangzhou to Luoyang, and later extend to Peking. At almost
1800 kilometres this is the largest artificial waterway ever made, covering a distance equal to that between Florida and New York.
Reading’s knowledge and interest in the archaeology of China will be extended in 2012 by a joint research symposium with Nanjing Agricultural
Steve Mithen on the Yangtze River
University. This will compare the origin of farming in Middle East – about which
Reading has considerable expertise – and that in China – about which Reading still has much to learn. We hope that this workshop might lead to a joint excavation project in China and welcome approaches from potential collaborators.
For more information about archaeology at Reading, visit www.reading.ac.uk/archaeology
32
The Dujiangyan irrigation system constructed in 256BC by Li Bing. This has irrigated the
Sichuan Basin for the last 2,000 years
33

Our students and Alumni Our students and Alumni
Applied Computer Science and Cybernetics
Reading offers an excellent educational experience, earning an international reputation as a centre of research excellence, which informs and enhances our teaching and learning.
The most popular programmes chosen by our Chinese students:
Information Technology with Management
Food Technology with Bio-processing Statistics
Politics and International Relations
Politics and Economics
Chemistry Accounting
Science
Art and Psychology
Film, Theatre & Television
Mathematics and Applied Statistics
International Corporate Finance
International Business
Speech and Language Therapy
Agricultural Economics
Film & Theatre
Robotics
Art
Soils and Environmental Pollution
Educational Studies with Music
Food Technology with Industrial Training
Speech and Language Therapy
Geography and Economics
Graphic Communication
Construction Management
Environmental Science
Project Management
Law with Legal Studies in Europe
Land Management
Finance and Real Estate
Economics
Applied Ecology and Conservation Applied Information Technology
Food Science with Business with Industrial Training
Artificial Intelligence and Cybernetics
War Peace and International Relations
Horticulture and Environmental Management
Applied Electronic Engineering and Computer Science
Nutrition and Food Science with Professional Training
Mathematics and Statistics
Biochemistry
Biomedical Sciences
Classical Studies
International Finance and
Economic Development
Banking and Financial Systems in the Global Economy
Building Construction and Management
Real Estate Finance
Business Information Technology
Development Finance
Business Informatics
Climate Change and Development
Strategic Studies
34
Instrumental Teaching
Network and e-Business
Centred Computing
Agricultural Development Economics
Social Development &
Sustainable Livelihoods
Renewable Energy: Technology
& Sustainability
Economics of International
Business and Finance
Development Planning and Research
International Economic Development Applied and Modern Optics
International Business and Economic Development
Business Technology Consulting
Economic Development in Emerging Markets
Business Information
Management
Chemical Research
Horticulture
International Accounting and Financial Management
Fine Art
Construction Cost Management
International Accounting
& Strategy Consulting
Applied Linguistics
Applied Management
Management
Agriculture Electronic Engineering
Animal and Microbial Sciences
International Securities Markets Association
International Business and Strategy
Biological Sciences
Real Estate and Planning
Psychology
Chemistry
Linguistics and Applied Language Studies
Environmental Management
Key
Undergraduate programmes
Postgraduate teaching programmes
Postgraduate research programmes
Other programmes
For more information
For more information and to discuss what
Reading could offer you, please contact:
Reading International Office international@reading.ac.uk
International Commercial Law
+44 (0) 118 378 6982 www.reading.ac.uk/international
35

Our students and Alumni
36
What attracted you to the University of Reading?
Why did you decide to do your course?
The location of Reading is what attracted me to the
University. I chose my course because I wanted to continue studying Economics. Reading is a good place to study and I love the environment.
What do / did you enjoy most about living in Reading itself?
It’s a small town, its quiet and the people are nice. Its also convenient for travelling to other parts of the country.
What have you enjoyed about studying and living in Reading?
Everything has gone well during this year. I really appreciate the efforts that the University has made.
Is there anything else you would like to share with future students? What are you planning to do when you finish your course?
I have found that the lecturers are good and are motivating. I hope to find work in the Asia region after I graduate from the University of Reading.
What were you doing before you started your course?
What are you hoping to do after you have completed your postgraduate course?
I studied a bachelor’s degree at the University of Greenwich before coming to Reading. I chose a postgraduate course at Reading because I hope that it will make me a more competitive candidate in the future. And it will also broaden my horizons.
37

38
Our students and Alumni
‘I heard about the Annual fund through my friend, she knew that
I would struggle to go on this trip without a bit of support. It meant that I could go away to China for 2 weeks, and study an art form which
I have a passionate interest in. The money was put towards the classes
I was taking whilst I was out there.
It meant that I could learn all the techniques in Beijing Opera, and it paid for us to get dressed in full
Chinese theatre costumes, as well as having the make-up and wigs applied by professionals. Thank you for helping me to have the experience of a lifetime!’
‘A massive thank you to the donors for providing this Fund, which has fulfilled a long time desire of mine to visit China. As
I would never have been able to afford paying the costs on my own, the donors have greatly contributed to a beneficial, educational and enjoyable trip which I will never forget.’
Our students and Alumni
The Annual fund provides an opportunity for alumni, staff and friends of the University to make a significant difference to the lives of our students. Since the annual fund was established in 2004, more than
6,000 donors have helped to raise over
£3 million to enhance the student experience.
From funding various academic and extracurricular projects across campus, to helping hundreds of students in financial need, the generosity of our donors continues to provide invaluable support to our students.
Find out more at www.reading.ac.uk/ alu-support-annualfund.aspx
Facts
We have over 2,000 alumni from China
We have over 6,000 donors from
70 countries across the world
The annual fund has supported nearly 100 projects to date.
The annual fund supports the international hardship fund and international masters bursaries each year.
‘The Annual fund has helped me in relation to my Chinese Theatre course which allowed me to travel to China. The trip was intended to give me an overall greater understanding of Eastern theatre and its elements as well as the rich culture of China. Furthermore, learning such ideas would greatly help me in my final performance in Chinese theatre.
With the aid of the Donor Study and Travel Fund, I was given the opportunity to meet professional teachers skilled in Chinese Theatre and physically participate in the singing and choreography that is closely associated with Beijing
Opera. I had the chance to dress in traditional Chinese costume and make-up and do a performance. It was an amazing experience and I think everyone of us who travelled to China was extremely grateful that the Travel Fund could support us. It was definitely a once in a lifetime experience that we all thoroughly enjoyed.’
‘If I met one of the donors
I couldn’t do a lot but give them hundreds of Thank Yous.
Going to China was such a great opportunity which I’m so grateful to have experienced. I learnt so much about Beijing Opera and got given a chance to get dressed up in full make-up and costume.
So if they got bored of the Thank
Yous, I would happily perform what I learnt because it was so much fun learning about it.’
39

Our students and Alumni
The University of Reading is proud of its long history of welcoming students from China, the first being from Shantung in
1924. Over 2,000 Chinese alumni have graduated from Reading in a variety of subjects, and have gone on to forge successful careers in the food industry, leading universities, as well as prominent business and financial organisations.
Our alumni tell us that networking and contacts are crucial to their careers, so in recent years we have hosted events in China in order to facilitate this. The most recent of these was held at the British Council in Beijing and was attended by around 80 enthusiastic alumni, keen to reconnect with each other and the University. In order to continue to support our alumni in China, activities such as these will only increase in the future.
For more information about our alumni, visit www.reading.ac.uk/alumni
Our students and Alumni
I had worked in accounting for seven years in China before I arrived at the University of Reading to study
Multinational Accounting and Financial Management in 2002. After graduation in 2003, I took up the position of Financial Manager in a joint venture and obtained the
Advanced Level of Qualification Certificate of Specialty and Technology. In 2007, I joined Crowcon Detective
Company Ltd of British Halma Group in Beijing as the
Financial Controller and am still enjoying this role.
Why did you choose to study at the University of Reading?
I compared the courses offered by a few different universities, but my top choice was the Multinational
Accounting and Financial Management offered at Reading because it was very practical. Furthermore, I really liked the campus and Whiteknights Lake in particular – I was completely obsessed with it when I was first there.
What was the best bit about living and studying in Reading?
I really liked the fact that Reading was a small, quiet town but if you wanted to go to London to experience the metropolis culture, you could do so very easily.
Reading gives you the best of both worlds.
What top tips would you give to students who are beginning their studies?
Study hard but make an effort to make new friends, have a good time and make the most of your time at the
University. Study hard, play hard and enjoy campus walks!
What are you up to now? How did you get there?
I am now a Financial Controller in a global group. I believe educational background, experience and networking through friends, particularly the friends I made during my studies, helped me get to where I am today.
How has the University of Reading helped in your chosen career path?
The Multinational Accounting and Financial Management
MSc was excellent and practical. After graduation, my career prospects increased significantly and more opportunities came up for me in Accounting and Finance.
What does the University mean to you and what is your favourite memory?
I made some really good friends at Reading and we still keep in touch nearly ten years after graduation, despite living in different countries around the globe. There is normally an alumni get together every few years in Beijing, which makes me feel connected to the University.
Around 80 alumni attended our event in Beijing in 2011, and we now hope to hold annual events.

Our students and Alumni Our students and Alumni
42
Chinese New Year was celebrated with many VIP guests including the Vice-Chancellor,
Sir David Bell, the Mayor of Reading, the
President of the CSSA, an officer from the
Chinese Embassy Education Section, the
Director of the University’s International
Office and representatives from the
Student Services Centre.
Under the guidance of Education
Section, Embassy of the People’s
Republic of China in the United
Kingdom of Great Britain and
Northern Ireland, Chinese Students and Scholars Association, Reading, is one of the largest Chinese communities in Reading.
CSSA Reading is a non-political, nonreligious and non-profit organisation, which organises, sponsors, and supports various social and cultural activities among Chinese students and scholars in
Reading. The association also maintains close connections with other CSSA organisations across the UK.
CSSA Reading is committed to developing unique and attractive programs and activities locally. This enables Chinese students and scholars in Reading, and all other individuals who are interested in
China and Chinese culture to experience and enjoy a richer, fuller, and more successful life in Reading.
CSSA Reading is led by a President, which is elected by CSSA committee at our annual general meeting, together with a group of Vice Presidents, supervised by a group of consultants. CSSA Reading has
10 divisions- Secretary, Finance, Public
Relation, Media & Press, Human Resource,
Academic & Career, Entertainments
& Sports, Travelling Activities, Life &
Leisure, Science & Technique.
CSSA Reading has two annual events – Mid-Autumn Day, National
Day & Freshers’ Welcome Event and
Traditional Spring Festival Gala. These two are the biggest and the most influential Chinese activities in Reading.
Shuojing Wang, President of the Chinese
Students and Scholars Association
Find out more at www.cssareading.com
Renren Page: page.renren.com/601065148
Weibo Page: www.weibo.com/cssareading
About the award
The Chinese Government Award for
Outstanding Self-funded Students
Abroad for 2012 was given to
495 Chinese students doing PhD research in more than 20 countries.
More information about the
Chinese Scholarship Council (CSC) can be found here: www.csc.edu.cn
I made an excellent decision by choosing to conduct my PhD research at the University of Reading.
First of all, I am most grateful to the
University for giving me the opportunity to study in the UK by offering me a
Postgraduate Studentship (Overseas).
The generous provision of financial support enabled me to concentrate on my research project.
Secondly, the University offers unparalleled facilities and support to its students. Whenever you have any difficulties (either in your studying or daily life), you can always find professional guidance and kind help either from your own school or from other relevant university departments, such as the library or student services centre. What’s more, the city of Reading itself is truly international, dynamic and vibrant
– an ideal place to live.
All in all, as an international student, you will not feel lonely or isolated in Reading, but have a sense of being encouraged, motivated and cherished.
A few months before my graduation, I was granted the ‘2011 Chinese Government
Award for Outstanding Self-financed
Students Abroad’ which serves the best testimony to the fruitful time I have spent in Reading. The four years in Reading have been the most rewarding and memorable time in my life. They not only empowered me with new knowledge, but also enriched my life with an international perspective.
Personally, I regard this award as recognition for the University’s research excellence in language studies, and exceptional support for international students.
Now I am teaching linguistic subjects at Shanghai Jiao Tong University.
I am sure that my learning experience at Reading will prepare me for any challenges in my future life.
43

44
Our students and Alumni
Now that every undergraduate course has an accredited placement option available, the Careers, Placement and
Experience Centre can also help students find relevant placement providers across the globe as part of their studies, not only to enrich their academic and cultural experience but also to enhance their employment prospects.
Students wishing to explore the possibility of an international placement can do so through schemes advertised by the Centre or, they can be supported by our careers and placement staff in finding opportunities they’d prefer to explore independently. Our online vacancies database, TARGET Connect profiles a large number of international placement providers specifically targeting University of Reading students.
The Centre is also currently working on two projects which we hope will increase our student’s appetite for gaining experience overseas. The first is our ‘Link-China internship scheme’, an exciting initiative aiming to establish placements in China. The Centre and
Reading International Office are working with partners, Thames Valley’s Chambers of Commerce and various educational providers in China itself, to get the scheme off the ground by summer 2013.
Our second project is managed by our new Postgraduate Employability Projects
Officer, who is investigating the potential for placements at home and abroad specifically for postgraduate students.
For more information, please see: www.reading.ac.uk/careers
45

In focus
46
Reading has a long history of working in partnership with China’s best universities as academic collaborations have grown from shared research interests in the fields of Meteorology, Food Science, Agriculture and Theatre
(to name just a few) in to sustained teaching and research collaborations.
1
Beijing
Peking University
Tsinghua University
Renmin, University of China
Beijing Institute of Technology
Beijing Language & Culture University
Beijing Foreign Studies University
2
Shanghai
Shanghai University
East China Normal University
East China University of
Political Science and Law
Shanghai Theatre Academy
3
4
5
6
Chongqing,
Chongqing University
Gansu Province,
Lanzhou University
Guangdong Province,
Sun Yat Sen
Henan Province,
Henan University of Technology (HAUT)
7
Jiangsu Province
Nanjing University of Information
Science and Technology (NUIST)
Nanjing Agricultural University (NAU)
Jiangnan University
8
Liaoning Province,
Dalian Maritime University
9
Shaanxi Province
Northwest Agricultural
Forestry University
10
Sichuan Province
University of Electronic Science and Technology of China (UESTC)
Southwestern University of
Finance and Economics (SWUFE)
11
Zhejiang Province,
Zhejiang University
4
10
3
8
9
6
1
7
11
2
5
Hong Kong
47

Our students and Alumni
Please contact the
International Office if you would like to learn more about working in partnership with the University of Reading:
International Office
University of Reading
Blandford Lodge
Whiteknights
Reading, RG6 6AB
United Kingdom international@reading.ac.uk
Tel +44 188 378 6899 www.reading.ac.uk