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COMPARATIVE ECONOMIC SYSTEMS B
| Subtitle | The Chinese Economic System |
|---|---|
| Lecturer(s) | ITO, ASEI |
| Credit(s) | 2 |
| Academic Year/Semester | 2026 Fall |
| Day/Period | Tue.1 |
| Campus | Mita |
| Class Format | Face-to-face classes (conducted mainly in-person) |
| Registration Number | 10627 |
| Faculty/Graduate School | ECONOMICS |
| Department/Major | ECONOMICS Type A, B |
| Year Level | 3, 4 |
| Field | MAJOR SUBJECTS |
| Grade Type | This item will appear when you log in (Keio ID required). |
| Course Description | This course is a core subject within the specialized areas of economics. Building on the Basic Education Courses and Basic Courses for Specialized Education in the first and second years, students cultivate a deep analytical ability in a specific area of economics. |
| K-Number | FEC-EC-34162-211-07 |
| Course Administrator | Faculty/Graduate School | FEC | ECONOMICS |
|---|---|---|---|
| Department/Major | EC | ECONOMICS | |
| Main Course Number | Level | 3 | Third-year level coursework |
| Major Classification | 4 | Major Subjects Course- Core Course | |
| Minor Classification | 16 | Lecture - Modern Economy | |
| Subject Type | 2 | Elective required subject | |
| Supplemental Course Information | Class Classification | 2 | Lecture |
| Class Format | 1 | Face-to-face classes (conducted mainly in-person) | |
| Language of Instruction | 1 | Japanese | |
| Academic Discipline | 07 | Economics, business administration, and related fields | |
Course Contents/Objectives/Teaching Method/Intended Learning Outcome
In the second (winter) term, this course examines the relationship between institutions, economic systems, and economic development through the case of China. China provides exceptionally rich historical and contemporary material for considering how institutions shape economic outcomes. Some of the most significant questions in the social sciences are directly tied to the Chinese experience. For example, the “Needham Question” asks why China—technologically the most advanced civilization until the medieval period—fell behind in the modern era. Similarly, although many theories argue that economic growth and innovation are difficult under authoritarian rule, contemporary China is emerging as a “large and notable exception.”
In the first half of the course, we follow a historical timeline to explore major institutional changes and their economic implications. In the second half, we shift our focus to contemporary China and review key findings from recent research.
Through this course, students will aim to understand and explain: 1) the relationship between historical institutional evolution and economic development in China; and 2) major contemporary debates and research findings related to the Chinese economy.
In the first half of the course, we follow a historical timeline to explore major institutional changes and their economic implications. In the second half, we shift our focus to contemporary China and review key findings from recent research.
Through this course, students will aim to understand and explain: 1) the relationship between historical institutional evolution and economic development in China; and 2) major contemporary debates and research findings related to the Chinese economy.
Course Taught by Faculty Member with Professional Experience
Not applicable
Active Learning MethodsDescription
Not applicable
Preparatory Study
It is desirable for students to have read the relevant references in advance.
Course Plan
Lesson 1
Introduction: Institutions, Economic Development, and the Case of China
Lesson 2
Ancient to Medieval China: The Formation of Dynasties and the Bureaucratic System
Lesson 3
Early Modern to Modern China: Western Impact, Semi-Colonialism, and the Formation of the Modern State
Lesson 4
Contemporary China I: The Cold War and the Socialist Planned Economy
Lesson 5
Contemporary China II: Reform and Opening, Marketization, and Decentralization
Lesson 6
Contemporary China III: Governance under Xi Jinping and U.S.–China Strategic Rivalry
Lesson 7
Midterm Examination
Lesson 8
Promotion Tournament Model: Incentive Design for Bureaucrats
Lesson 9
State Capitalism: State-Owned Enterprises, Power, and Corruption
Lesson 10
Information Autocrats: Propaganda, Censorship, and Big-Data Governance
Lesson 11
The“China Effect: The Global Impact of China’s Rise
Lesson 12
U.S.–China Rivalry: Decoupling and the Restructuring of the Global Economy
Lesson 13
Political Economy of the Xi Jinping Era: Reconfiguring Party, State, and Market
Lesson 14
Sino-Japan Relations and Course Review
Other
Summary of course and final examination
Method of Evaluation
Students will be evaluated based on weekly response sheets, a midterm exam, and a final exam.
Generative AI Policy for Classes
In this course, the use of generative AI is permitted in limited ways. Specifically, students may use AI in the following situations:
- Assisting with idea generation and the conceptualization stage
- Developing outlines or structural plans for assignments
- Supplementary support for research (however, students are responsible for verifying the accuracy of all information)
Please follow the following guidelines:
- If you use AI, you must clearly indicate this in your submission (e.g., “Outline created with Gemini”).
- Unauthorized reproduction of AI-generated text or the use of information without identifiable sources may be considered academic misconduct.
- For the actual writing of reports and assignments, independent thinking is required, and the use of AI is prohibited.
- Assisting with idea generation and the conceptualization stage
- Developing outlines or structural plans for assignments
- Supplementary support for research (however, students are responsible for verifying the accuracy of all information)
Please follow the following guidelines:
- If you use AI, you must clearly indicate this in your submission (e.g., “Outline created with Gemini”).
- Unauthorized reproduction of AI-generated text or the use of information without identifiable sources may be considered academic misconduct.
- For the actual writing of reports and assignments, independent thinking is required, and the use of AI is prohibited.
Textbooks
None.
Core reference
Brandt, L., Ma, D., & Rawski, T. G. (2014). From divergence to convergence: reevaluating the history behind China's economic boom. American Economic Journal: Journal of Economic Literature, 52(1), 45-123.
Naughton, Barry (2018). The Chinese Economy: Adaptation and Growth (Second Edition), The MIT Press.
Vogel, Ezra. 2011. Deng Xiaoping and the transformation of China. Cambridge, MA: Harvard University Press. [邦訳あり『鄧小平』]
Yang, D. Y. (2024). China: Autocracy 2.0 (No. w32993). National Bureau of Economic Research. https://www.nber.org/system/files/working_papers/w32993/w32993.pdf
Core reference
Brandt, L., Ma, D., & Rawski, T. G. (2014). From divergence to convergence: reevaluating the history behind China's economic boom. American Economic Journal: Journal of Economic Literature, 52(1), 45-123.
Naughton, Barry (2018). The Chinese Economy: Adaptation and Growth (Second Edition), The MIT Press.
Vogel, Ezra. 2011. Deng Xiaoping and the transformation of China. Cambridge, MA: Harvard University Press. [邦訳あり『鄧小平』]
Yang, D. Y. (2024). China: Autocracy 2.0 (No. w32993). National Bureau of Economic Research. https://www.nber.org/system/files/working_papers/w32993/w32993.pdf
Reference Books
A complete list of references for the course will be distributed later in PDF format.
References for Topics up to the Medieval Period
Joseph Needham (2009), The Needham Collection, Chikuma Gakugei Bunko.
(Originally Clerks and Craftsmen in China and the West, Cambridge University Press, 1970.)
Xu, C. (2011). “The fundamental institutions of China’s reforms and development.” Journal of Economic Literature, 49(4), 1076–1151.
Huang, Y. (2023). The Rise and Fall of the EAST: How Exams, Autocracy, Stability, and Technology Brought China Success, and Why They Might Lead to Its Decline. Yale University Press, p. 230.
Talhelm, T., Zhang, X., Oishi, S., Shimin, C., Duan, D., Lan, X., & Kitayama, S. (2014). “Large-scale psychological differences within China explained by rice versus wheat agriculture.” Science, 344(6184), 603–608.
References for the Early Modern and Modern Period
Keller, W., Shiue, C. H., & Yan, S. (2024). Mining Chinese Historical Sources at Scale: A Machine-Learning Approach to Qing State Capacity (NBER Working Paper No. 32982). National Bureau of Economic Research.
Bai, Y., Jia, R., & Yang, J. (2024). Knowledge Suppression and Resilience under Censorship: Three-Century Book Publications in China (NBER Working Paper No. 33258). NBER.
References for Topics up to the Medieval Period
Joseph Needham (2009), The Needham Collection, Chikuma Gakugei Bunko.
(Originally Clerks and Craftsmen in China and the West, Cambridge University Press, 1970.)
Xu, C. (2011). “The fundamental institutions of China’s reforms and development.” Journal of Economic Literature, 49(4), 1076–1151.
Huang, Y. (2023). The Rise and Fall of the EAST: How Exams, Autocracy, Stability, and Technology Brought China Success, and Why They Might Lead to Its Decline. Yale University Press, p. 230.
Talhelm, T., Zhang, X., Oishi, S., Shimin, C., Duan, D., Lan, X., & Kitayama, S. (2014). “Large-scale psychological differences within China explained by rice versus wheat agriculture.” Science, 344(6184), 603–608.
References for the Early Modern and Modern Period
Keller, W., Shiue, C. H., & Yan, S. (2024). Mining Chinese Historical Sources at Scale: A Machine-Learning Approach to Qing State Capacity (NBER Working Paper No. 32982). National Bureau of Economic Research.
Bai, Y., Jia, R., & Yang, J. (2024). Knowledge Suppression and Resilience under Censorship: Three-Century Book Publications in China (NBER Working Paper No. 33258). NBER.
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