A US scholar’s take on how shifts in US-China relations are felt in a Tsinghua classroom

In the summer of 2023, the US-China relationship is once again the focus of discussion in the classroom at Schwarzman College at Tsinghua University. Denis Simon, a veteran US-China technology and higher-education strategist, is teaching a course on China's science and technology policy and innovation strategy. He notes that the timing of recent US President Donald Trump's and Chinese President Xi Jinping's visits to China and the US respectively has given the course a "booster shot".

The students are more informed about the current state of affairs, with Simon describing the atmosphere in the classroom as "much more positive" since the leaders' meetings.

However, the relationship remains deeply contradictory. While leaders are rebuilding communication channels, they are also narrowing the space for technological and scientific links. Advanced chips, export controls, and AI development continue to be contentious issues. Simon's students are aware of these tensions and are becoming more cautious about expressing their true opinions due to concerns about political correctness.

They recognize the importance of American technology and capital, as well as Chinese markets, manufacturing capacity, infrastructure, and technology, but do not necessarily see technological alignment with either superpower as inevitable or desirable.

Simon uses a red-yellow-green framework to evaluate the security situation, with yellow representing the "really difficult category". This category involves proceeding with conditions, transparency, safeguards, or limits, as Washington often tends to turn yellow areas into red ones, making it challenging to determine where to draw the line between competition and collaboration.

The emergence of an AI channel between Washington and Beijing presents both opportunities and challenges, with Simon acknowledging the value of communication but warning that it may not be enough to prevent the tension from escalating.

The presence of non-American and non-Chinese students in the classroom adds an international dimension to the discussions. They are not simply acting as referees, but have their own interests to consider. They want American technology and capital, as well as Chinese markets, manufacturing capacity, and infrastructure. Nevertheless, they also question whether technological alignment with either superpower is inevitable or desirable.

Simon's course has evolved over the past three years, becoming more sophisticated as students raise more nuanced questions. He no longer views the technology relationship as a straightforward story of engagement followed by competition. Instead, he sees technology, economics, national security, industrial policy, scientific research, and geopolitics as deeply intertwined.

The old distinction between economic and security issues has largely disappeared. Nonetheless, Simon remains cautious about treating everything involving China and technology solely as a security issue. He believes that the technology relationship is too complex to be reduced to a binary choice between security and partnership.