It is the birthplace of artificial intelligence and the vane of global scientific and technological innovation.

It is rich in history and culture, with charming natural scenery and gentlemanly culture.

This is the terminal of the Chinese international overseas study tour in April 2024 - the country where modernity and tradition are integrated: the United Kingdom.

So far, the 6-day "British Centennial Heritage and Innovation Tour" has finally come to a perfect end!

More than 40 students from the Chinese International Group have walked into Cambridge and Oxford universities to experience the original university campus life. On the paddle and sparkling Cam River, on the most beautiful country road, in the Rothschild estate, feel the inheritance and innovation of British and global human civilization; In the experience of the roaring tank of ironclad, it inspires courage and gathers team strength; In face-to-face exchanges with scholars and professors, we discussed the possibility of innovative education in the future and the international brand path of Chinese enterprises.

Oxbridge Master Class

Experience an authentic British education

*The University of Cambridge is the same as the University of Oxford, both of which are two excellent universities in the UK and a world research university.

1 University of Oxford

The University of Oxford is the oldest university in the English-speaking world and the second oldest surviving university in the world. It is known as the "cradle of genius and prime minister". Oxford has produced 6 British kings, 26 British prime ministers (including Gladstone, Attlee, Margaret Thatcher and Blair), many foreign heads of government (such as former US President Clinton), 72 Nobel laureates and a large number of famous scientists, such as the economist Adam Smith, the philosopher Bacon, the poet Shelley, the writer Greene, the chemist Robert Boyle, and the astronomer Halley. The University of Oxford has made significant contributions to the development and progress of human civilization.

2 University of Cambridge

After Oxford, the University of Cambridge is the second oldest university in the English-speaking world, and in the past 800 years, a number of leading scientific giants such as Newton and Darwin have emerged, and scholars of literature and history such as Bacon and Keynes have made outstanding contributions, and 15 British prime ministers, 120 Nobel Prize winners, 11 Fields Medals and 7 Turing Award winners have emerged.

As the "pillars of the nation" of the United Kingdom, both are ancient, but at every historical juncture, they have always been young and energetic. In the new wave of scientific and technological innovation, Oxbridge is still at the forefront of future science and technology fields such as big data, artificial intelligence, new materials, and life sciences.

In this 6-day course, we invited well-known scholars and professors from Oxford and Cambridge universities to tailor courses such as business and management for students. Classes are taught entirely in English and students are encouraged to interact with each other through group discussions, presentations, debates and other forms to experience an authentic British education.

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The little Cambridge contributes 15.8% of the UK's GDP because we insist on one thing......

Cambridge is a very special place, with 17 technology parks covering a wide range of industries, more than 26,000 companies and more than 20,000 postdoctoral fellows working here, accounting for 15.8% of the UK's GDP.

Cambridge's achievements are inextricably linked to its unique and innovative teaching model. University education at Cambridge is divided into three areas: first, Desirability. For sports, arts, humanities and other fields, we focus on cultivating emotions. The second is Feasibility. In the field of engineering and science, university students are encouraged to actively explore the feasibility and operational logic of events. The third is Viability. For the business and economic sector, we focus on business substance and productivity. For actual projects, only the collaboration of the three can enhance the possibility of innovation, forming a virtuous circle of "demand-investment-technological improvement (cost reduction)".

The key to innovation is to find new technologies, but there is still a gap between technology research and development and technology application. We encourage university students to start their own businesses and set up business clubs for graduates to lower barriers to innovation. Secondly, we carry out flexible collaboration and establish in-depth cooperation with enterprises, laboratories and scientific research institutions.

We believe that this is the era of new technologies, and that innovation can only be brought to life if we are strategically focused and build strong partnerships with our stakeholders.

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In the second session in Cambridge, we had an in-depth exchange with Professor Chris. The professor not only shared his entrepreneurial experience in the 90s, but also combined with his in-depth research on innovation and entrepreneurship after the MBA degree, bringing us unique insights on corporate sustainability, profitability and business model transformation.

Professor Chris's opening remarks were impressive: "The rich experience of entrepreneurship is a solid foundation for me to move towards academic research." His experience tells us that the combination of theory and practice is the key to understanding the whole picture of entrepreneurship.

When discussing how to keep the company sustainable and profitable, the professor proposed a series of strategies, including but not limited to innovation, cost control, and market positioning. "Consistent profitability is not just a numbers game, it's a strategic thinking," he stressed.

The professor also delved into how to turn entrepreneurial ideas into viable business models, saying, "Business model innovation is the key for companies to adapt to market changes and achieve growth. ”

In analysing the management strategies of CEOs of successful companies, Professor Chris emphasised the importance of change: "Change plays a central role in driving business growth. Through case studies, he demonstrated the importance of being flexible and adapting to changes in the market.

The students actively interacted with each other in the exchange meeting, and said that the professor's sharing gave them a deeper understanding of entrepreneurship. One of the participants shared his insights: "Today's exchange made me realize that entrepreneurship is not only about pursuing short-term profits, but also about how to build a long-term profitable and sustainable business model. ”

In a place like Cambridge, which is full of history and academic atmosphere, we not only learned knowledge, but also felt the inheritance and innovation of the entrepreneurial spirit. The professor's lecture sparked our passion for entrepreneurship and also pointed us in the way forward.

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How many of your clients have made your brand symbol into tattoos on their bodies...

Changes, shocks, cycles, we are in a "turbulent era" full of uncertainty and change. In the face of an increasingly complex business environment, enterprises can no longer use traditional ideas for brand marketing. To build a strong brand, brand strategy must rise to the level of organizational strategy.

On the second day of our arrival in Cambridge, we listened to Dr. Eden, Department of Marketing, Judge Business School, University of Cambridge, UK.

Dr. Eden's teaching style is different from the previous two teachers, after explaining the requirements and tasks, the students have their own group discussions, consult the teacher with questions, and then explain in a unified manner.

The new teaching mode made the students a little uncomfortable at the beginning, but as the process progressed, the students who gradually understood this way of learning showed full enthusiasm and interest, and finally successfully completed the off-script speech with the continuous communication and discussion with the teacher and the cooperation of the group students, which was highly recognized and praised by the teachers present.

Dr. Eden shared in a timely panel discussion, "Brands are the energy in users' minds that drive their purchases. The higher the brand energy, the higher the potential energy, and the stronger the brand, so as to cross the cycle and achieve long-term healthy development. A high-potential brand also has high resilience, and behind a high-resilience brand is a high-resilience organization. Essentially, building a brand is about building the organizational capacity of a business. ”

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Disruptive innovation refers to the transformation from the original model to a new model and a new value chain on the basis of traditional innovation, disruptive innovation and micro-innovation, from quantitative change to qualitative change, from gradual change to final subversion.

For example, the development history of computers from large volumes to the present laptops; The annual iterative update of Apple's mobile phone is a good example of continuous innovation, which provides a continuous impetus for the development and improvement of products and services. Taking the social management of the Chinese government as an example, the professor said that in China's reform and opening up, it concentrated its efforts on doing big things, and developed plans and markets at the same time, creating a unique path for the development of the world economy in terms of efficiency innovation.

Professor John drew inspiration on the impact of disruptive innovation on the world banking industry and gave inspirational guidance on how to enable people to develop new business models. At the same time, the professor is very optimistic about China's prospects, and he believes that China's perfect basic education will play an advantage in the future, leading a new generation of entrepreneurs to continuously break through the technical barriers of developed countries, subvert their thinking in the business field, revolutionize themselves, and turn complex and expensive products and services into cheap and simple.

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Professor Alan is not only Director of the Leadership and Public Policy Programme at the University of Oxford's Department of Further Education and a member of the Royal Society of Arts, but his courses are full of insights and practical guidance.

At the beginning of the course, Professor Alan asked questions about globalization, exploring key topics such as the role of the media and the nature of trust and leadership. Professors distinguish between multiple dimensions of leadership: as a position, as a personal trait, as an outcome, and as a process. In particular, leadership is not just a relational concept, and should not be seen as possession.

In discussing the different aspects of leadership, the professor emphasized the difference between a leader and a manager or boss and introduced the concept of "collective leadership", emphasizing the importance of collective decision-making such as cabinet accountability and the Politburo. At the same time, the charisma and emotional connection of leadership, as well as the importance of standing on the shoulders of those who came before him, were also mentioned.

The course also delves into the practice of leadership, including leadership styles (such as authoritarian, laissez-faire, and democratic), as well as the characteristics of transformative leadership. The professor uses real-world examples such as acceptance surveys at nuclear waste disposal sites to demonstrate the real-world application of leadership.

In addition, the course addresses the rise of AI and its challenges to leadership, including its potential misuse and impact on human society. The professor proposes reflections on the structure of future society, including concepts such as fatalism, hierarchy, militarization, egalitarianism, etc.

In discussing leadership in crisis, the professor emphasized the nature of authority and how to build trust in a 21st-century society. Quoting Hannah Arendt, he discusses the difference between authority and coercion and persuasion, and emphasizes that authority must be earned, not exercised solely through rules and procedures.

In addition, the curriculum emphasizes the importance of communicative leadership, noting that leadership is a virtue acquired through leadership practice and learning from experience, rather than just skills training. The professor mentioned the importance of the art of communication and how to build a leadership presence through belief, commitment, and responsibility.

Through this course, participants will be able to gain a deep understanding of the complexities and challenges of leadership in the 21st century, and learn how to be effective leaders in a rapidly changing world. The Chinese international students were inspired by Professor Alan's valuable knowledge and discussed how these ideas can be applied to their own leadership practices.

During this period, the participants also went to the UK's largest tank driving experience school for a leadership team building course, which is the only school in the UK to offer a full day of tank driving experience and activities, with nearly 30 years of industry experience and more than 150 vehiclesTanks and military vehicles!  

At the beginning of the event, we were divided into three groups according to the plan, and each team showed a high level of team spirit. In the intense preparation stage, the team members actively communicated and worked together to formulate strategies, and everyone contributed their own strength to the victory of the team.

In the tank driving competition, the trainees showed excellent handling skills and quick understanding of tactics. The frisbee session tested everyone's accuracy and reaction speed. Every successful hit is a perfect combination of teamwork and individual skills. The dismantling and loading of the gun pushed the activity to a climax. Here, speed is just as important as accuracy. The trainees race against time to complete the disassembly and loading of the guns as quickly as possible, and the attention to detail and proficiency in this process are particularly crucial. 

After fierce competition, we finally competed for the championship, second and third place. Every participant was fully engaged and showed great strength and team spirit. In addition, the tank school awarded certificates to the winning teams for their good performance.

In the "British Centennial Heritage and Innovation Tour" of Chinese International, in addition to the high-value Oxbridge master class and the exciting tank leadership team building activities, we were also immersed in a rich cultural experience.

At the University of Cambridge, we had the privilege of experiencing the traditional High Table Dinner, which was not only a feast for the palate, but also an opportunity to delve into Cambridge's academic traditions and social etiquette. At the dinner, we followed the ancient tradition, dressed in formal attire, experienced the formal and solemn dining atmosphere, and felt the solemnity and honor of the academic palace.

Oxbridge is full of wisdom, and dine at the Eagle Pub near Cambridge University, where the mottled walls are covered with photographs from different periods, showing the pub's thick and proud past.

A metal plaque on one of the walls reads: "On February 28, 1953, Crick and Watson announced here that they had discovered the secret of life, the DNA double helix." More than 70 years ago today, on February 28, 1953, two young scientists from the University of Cambridge, Watson and Crick, walked into the Eagle Bar and announced that they had discovered the "mystery of life." The discovery of the double helix structure of DNA is arguably the most important achievement of biology in the 20th century, marking the birth of molecular biology. Both of them were awarded the Nobel Prize in Physiology or Medicine in 1962 for their discovery.

We visited the historic Rothschild estate, which is home to spectacular architecture and a fine art collection, as well as the rise and fall of a financial empire. Walking through the estate, we have a deeper understanding of the history and culture of Europe.

These cultural experiences not only enriched our itinerary, but also broadened our horizons and gave us a deeper understanding and appreciation of British and European culture. 

The tour then ended with a graduation ceremony in a pleasant atmosphere! During this study trip, the Chinese international students also received certificates from the University of Cambridge and the University of Oxford. I hope that much later, when we look back on the past, we will still feel that this period of time is sparkling and irreplaceable.