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Decoupling in science and education: A collateral damage beyond deteriorating US–China relations

Author

Listed:
  • Li Tang
  • Cong Cao
  • Zheng Wang
  • Zhuo Zhou

Abstract

Deteriorating relations between the USA and China since 2018 have extended to education and scientific research arenas. We put the US–China science and education in a historical perspective and describe the win–win situation when both countries collaborated. We discuss an ongoing loss–loss scenario of the decoupling and speculate its far-reaching adverse impacts beyond bilateral territories. We call for actions to be taken for a brighter future by the leaderships in both countries.

Suggested Citation

  • Li Tang & Cong Cao & Zheng Wang & Zhuo Zhou, 2021. "Decoupling in science and education: A collateral damage beyond deteriorating US–China relations," Science and Public Policy, Oxford University Press, vol. 48(5), pages 630-634.
    • Handle: RePEc:oup:scippl:v:48:y:2021:i:5:p:630-634.
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    File URL: http://hdl.handle.net/10.1093/scipol/scab035
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    Citations

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    Cited by:

    1. Ronald Rousseau & Lin Zhang & Gunnar Sivertsen, 2023. "Using the weighted Lorenz curve to represent balance in collaborations: the BIC indicator," Scientometrics, Springer;Akadémiai Kiadó, vol. 128(1), pages 609-622, January.
    2. Tang, Li, 2024. "Halt the ongoing decoupling and reboot US-China scientific collaboration," Journal of Informetrics, Elsevier, vol. 18(2).
    3. Hui Geng & Yanrui Wu & Xing Shi, 2022. "International Collaboration and Research Organization Performance: Evidence from China," Economics Discussion / Working Papers 22-11, The University of Western Australia, Department of Economics.
    4. Yutao Sun & Cong Cao, 2021. "Planning for science: China’s “grand experiment” and global implications," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-9, December.

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