China - Academic freedom and creativity

The U.S.A. Government Accountability Office reviewed the contracts and policies of 12 U.S. universities who have branch campuses in China. The review concluded that academic freedom is generally supported in the agreements but that internet restrictions and self-censorship presented problems. Those universities granted independent legal status by the Chinese Ministry of Education were found to "share characteristics - such as campuses located away from their Chinese university partner's campus and extensive student life programs - that may be correlated with greater academic freedom and other key freedoms."

Writing for Times Higher Education, David Mathews indicated that studies and stereotypes about Chinese students characterize them as lacking creativity. One of the possible reasons noted for the lack of creativity is the intense focus on performance on entry examinations for the top universities in China, a phenomenon that reinforces rote learning rather than critical thinking and risk taking behavior.

Perhaps there is a link between the two articles referenced here - restricted academic freedom, whether imposed through policy/law or self-censorship, might contribute to students and faculty not seeing innovation and creativity as supported by their institutions or the government. Couple intellectual reticence as a result of censorship with hyper-focus on rote learning could easily establish habits of conformist thinking that reduces creative output.