UC Berkeley, long known as one of the leading public universities in both the U.S. and the world, has seen turbulent times recently. While student enrollment and costs have increased steadily in recent years, the school, which has been fiercely proud of its public mission, received ever diminished funding from the State of California. Although Berkeley survived the financial crisis of 2008 under the leadership of Chancellor Robert Birgeneau, new Chancellor Nicholas Dirks inherited an ongoing structural deficit and a divided faculty. New controversies arose over the process of strategic planning, the building of a "Global Campus" in neighboring Richmond Bay, and allegations of sexual misconduct on the part of faculty and administrators. Can Berkeley overcome these challenges and maintain its distinguished reputation with its current governance structure and status as a privately funded public university?

In the early 20th century, the University of Hong Kong (HKU) was established in order to serve as a bridge between Mainland China and the British Empire. As an elite institution in the 21st century, HKU continued in its role as a bridge, connecting Mainland China, Hong Kong, and the world, but in a very different global context. President Peter Mathieson believed that HKU still had an important role to play, but knew that HKU needed to adapt to China's growing global presence and the increasing influence of Mainland Chinese universities. Mathieson needed to break through institutional complacency and unite HKU's oft-divided students, faculty, and administration behind a plan that would allow HKU to thrive in a landscape in which it competed not only with other institutions in Hong Kong, but also with the increasingly strong key universities in China, and with leading institutions around the world. Would HKU be able to maintain its position as a top institution linking East and West in an increasingly connected and complex global society?

In 1861, the Heard brothers faced a decision: should they continue their family firm's business model that had made them a successful commission house in China, or was it time to make fundamental adjustments to their work? This case reveals that the brothers decided to maintain the status quo, primarily because of a lack of decision-making mechanism amongst the brothers. The firm rapidly went downhill, before declaring bankruptcy in 1875.

Augustine Heard Sr. founded Augustine Heard & Company, a commission house focused on trade between China and the United States, in 1840. He welcomed his four nephews into the family business as it expanded in the increasingly complex economic and political environment of 19th century China. By 1861, the business had been flourishing for many years, but the context for foreign trade in China was changing. The four nephews, all having been made partners in the business, faced a decision. Should (and could) they alter the business model that had served their uncle so well for two decades? How could they best take advantage of the changing environment in China? Most importantly, how could they navigate their relationships as both brothers and partners?

By 2015, the HNA Group had grown from its roots as Hainan Airlines, a small airline founded in 1993 into a global conglomerate that ranked #464 in the Global 500. Much of this success it had achieved by cross-industry expansion within China, but since 2008, it had increasingly looked to expand globally. The HNA Group in general and Hainan Airlines in particular were recognized for their quality of service within China. However, this high reputation had yet to be translated across borders. Would HNA Group be able to bring its unique characteristics that made it successful within China to bear on the global marketplace?

Tsinghua University is one of the most prominent universities in China, and, increasingly, in the world. Its evolution to this position reflects the major developments in Chinese history--outward looking internationalism in the 1920s and 1930s, creative survival in the 1940s, Sovietization in the 1950s and 1960s, chaos in the 1970s, rebuilding in the 1980s, and, since the 1990s, a laser focus on becoming one of the best higher education institutions in the world. This case study traces this institutional history and then examines Tsinghua University's recent attempts at reform in faculty governance, curriculum, and funding as it seeks "world-class" status.

CEO and founder of Uber Technologies, Travis Kalanick, had made clear to investors and the public that expansion into China was one of his company's major priorities for 2016. Uber had already demonstrated remarkable capacity for rapid, global scaling and for operating despite its unclear legal status in many markets. But the China market, while offering Uber unprecedented opportunity in terms of customer demand, presented Uber with a host of new challenges, including a murky regulatory framework and a strong, native incumbent, Didi-Kuaidi, that boasted the lion's share of the ride-hailing market. Could Uber overcome these obstacles and thrive in the China market?

The rapid growth in quantity and quality of universities in China since 1978 is the most recent evolution in a long history of higher education. From as early as the Tang Dynasty, academies existed to prepare scholars for the civil service examination, but by the Republican period, higher learning was dominated by a host of well-regarded, cosmopolitan, comprehensive universities. In 1952, these institutions were reorganized according to the Soviet model, and remained highly specialized until the resurgence of comprehensive institutions after 1978. This background note describes this history and then elaborates on the system of higher education since 2000, focusing on university governance, funding, faculty policy, admissions systems, and internationalization. It concludes by looking at the tightening of ideological control in universities in 2013 and 2014, and reflects on the potential for China to establish "world-class" universities.

Discussions of "world-class" universities have become an academic cottage industry in the 21st century, and definitions of the term are complex and at times contradictory. This background note traces the origins of university ranking systems and their evolution from a by-product of lists of great men in the United States to a global phenomenon that has a strong influence on the development of higher education. Then, it examines commonalities across various conceptions of "world-class", including productive faculty, excellent students, flexible administration, plentiful funding, and international engagement.