British Inter-university China Centre: Phase 3

对英国大学间中国中心（BICC）的投资仍然具有至关重要的国家意义。我们必须战略性地向前看，迅速而适当地调整英国的优先事项，以满足中国崛起所带来的研究和教育需求，因为今天许多人称之为“中国世纪”正在展开。英国外交和联邦事务部2010年的战略文件《英国和中国：合作框架》（The UK and China：A Framework for Commonement）直言不讳地指出：“中国对英国利益的影响已经至关重要，而且还在不断增长。“它为塑造英国的反应设定的目标之一是“通过更好地了解中国和更好的中文技能，并通过“加强大学，研究机构，学院和学校之间在机构层面的教育和科学联系，以及学生，学者和研究人员的双向流动”，使英国人民能够抓住中国的机遇。在BICC，布里斯托、曼彻斯特和牛津大学联合起来，建立了英国首屈一指的中国问题教学和研究机构。三个合作机构都在这一领域进行了重大投资，从而充分利用了赠款的长期影响。在第二阶段，BICC突出了与非学术组织建立新的知识交流伙伴关系，并启动新的国际研究网络，其中将嵌入知识交流活动，所有这些活动都以语言专业知识为基础，并由一项为大学及非大学的中国研究人员而设的新语文训练计划提供支援。在第三阶段，新的活动计划保持了已经完成的工作的动力，重点是人文和语言领域以及知识交流和伙伴关系活动。嵌入在每个合作伙伴的更广泛的机构背景下，它继续有助于塑造辩论和告知政策关注的关键领域，包括人权，自然灾害，多元文化和国际外交，以及与创意部门中小企业或其他公共或第三部门文化或公民组织的文化参与。它涉及提供新的工具，以促进这种参与，包括与国际合作伙伴，为早期职业研究人员提供机会，并扩大BICC与英国和国际合作伙伴的接触范围。活动将不限于已经在BICC轨道内的研究人员和学生，也不限于BICC伙伴机构的研究人员和学生。KE一直是中央BICC的活动，因为它的业务开始，虽然我们的许多研究人员和学生最初专注于学术生涯的发展：博士研究，学术网络和出版。在这个后续的资金阶段，我们能够将KE置于我们结构化新活动的核心，并以这种方式在他们发展的早期阶段为早期职业研究人员提供经验和接触高等院校以外的关系和互动。

Investment in the British Inter-university China Centre (BICC) remains of vital national importance. We must look ahead strategically and adapt the UK's priorities swiftly and appropriately to address the research and educational demands arising from China's emergence, as what many today are calling "the Chinese century" unfolds. The UK Foreign & Commonwealth Office's 2010 strategy document, 'The UK and China: A framework for engagement', stated bluntly that "China's impact on UK interests is already critical, and it is growing." One of the aims it set out for shaping the UK's response was 'equipping the British people to seize the China opportunity through better understanding of China and better Chinese language skills', and through 'increased educational and scientific links at institutional level between universities, research bodies, colleges and schools, and a greater two way flow of students, academics and researchers'. The objective of BICC's programme of activity remains as it was in the current phase: to inform and contribute to these strategically vital processes.In BICC the universities of Bristol, Manchester and Oxford combined forces to develop the UK's premier teaching and research facility on China. Each of the three partner institutions had embarked on a major investment in this area, thus leveraging the long-term impact that the grant will have.In its second phase, BICC foregrounded the building of new knowledge exchange partnerships with non-academic organisations, and the inauguration of new international research networks, in which knowledge exchange activities will be embedded, all of this activity being grounded in language expertise, and supported by a new programme of language training for university and non-university researchers in Chinese studies. In its third phase the programme of new activity maintains the impetus of the work already delivered, focussing on the humanities and languages areas and on knowledge exchange [KE] and partnership activity. Embedded in the wider institutional context of each partner, it continues to contribute to shaping debates and informing practice in key areas of policy concern including human rights, natural disasters, multiculturalism, and international diplomacy, as well as cultural engagement with creative sector SMEs, or other public or third sector cultural or civic organisations. It involves providing new vehicles for facilitating such engagement, including with international partners, providing opportunities for early career researchers, and extending the reach of BICC's engagement with UK and international partners. Activities will not be restricted to researchers and students already within the BICC orbit, nor to those at BICC partner institutions. KE has been central to BICC activities since the start of its operations, although many of our researchers and students have initially focused on academic career development: PhD research, academic networking, and publication. In this follow-on funding phase we are able to place KE at the heart of our structured new activity, and that way to provide early career researchers at an early stage in their development with experience and exposure to relationships and interactions outside the HEIs.