After 20 years, Luksic Scholars has now become a foundation: with a total of 25 programs to date, more than 1,500 beneficiaries of scholarships and programs, and the establishment of four foreign university centers in Chile.

The Luksic Scholars initiative has become the “Luksic Scholars Foundation”, recognizing this way 20 years of the Luksic family support of scholarships and programs for more than 1,500 beneficiaries in Chile and Latin America, the United States, China, Croatia, and the United Kingdom.

Luksic Scholars promotes academic development, collaboration, and internationalization through programs dedicated to educating, inspiring, and connecting people around the world, in partnership with a dozen global universities for undergraduate and graduate studies for students, professionals, academics, and leaders.

Additionally, Luksic Scholars  has facilitated the establishment of four foreign university regional centers in Chile, including Harvard, Columbia, MIT, and Tsinghua University.

The Luksic family began this journey at the end of the ’90s, seeking to connect people, talent, education, and leadership.

The Luksic Scholars Foundation is part of the Luksic Foundation; the first and oldest of the Luksic family foundations that brings together and supports much of the philanthropy carried out by the Luksic family. The Luksic Foundation began its activities in the late 1960s and since 2005, has been chaired by Paola Luksic Fontbona, daughter of the foundation’s founder, Andrónico Luksic Abaroa.

Last Friday was the first time Luksic Scholars has collaborated with ChileMass Alliance with a webinar that rendered an intriguing conversation about the challenges of urban micro-mobility and new technologies that connect Chile and the Commonwealth of Massachusetts in the United States.

Have you ever thought about reimagining new neighborhoods or what the future of mobility will look like, and what those challenges might be? This was the topic of discussion during last week’s virtual conversation, organized by Luksic Scholars and ChileMass, in which two Luksic scholars were featured: Isabel Brain (Urban Sociologist, Ph.D. (c) in Urban Planning from University College of London) and Luis Valenzuela (Doctor of Design from Harvard University Graduate School of Design).

Pablo Allard, Dean of the Faculty of Architecture and Arts, Universidad del Desarrollo, moderated the event and started us off by introducing us to the first speaker: Michael Lin (Ph.D (c) and Master of Science from the MIT, research lead for mobility projects at the MIT Media Lab City Science GroupMedia).

INNOVATION & THE FUTURE: Michael showcased how transportation innovations will re-shape our future mobility landscape and will help solve problems like pollution and parking in big cities. Some of these concepts include CityCar, MIT RoboScooter, GreenWheel (a wheel that can easily turn a bike into a motor device), a self-driving car (announced by Google), and most notably, the MIT PEV (Persuasive Electric Vehicle). PEV is an electric tricycle invented by Michael himself, alongside his team at MIT; it aims to solve last-mile transportation and improve mobility system efficiency and roadside safety [reference image below].

Through this extensive research, Michael hopes that we all are provided with the right tools and knowledge so we can build and contribute to our own auto-mobility as we move forward; merging ideas of affordability, autonomy, and mobility.

WHAT ARE THE CHALLENGES? Isabel took a different spin by presenting a realistic picture of what the here-in-the-now looks like for cities and mobility with a case study of Santiago, Chile.

She acknowledged the current COVID situation and how this has produced a window of opportunity to introduce long, overdue changes to cities but now with a certain urgency. And although this may be an opportunity, it certainly comes with its challenges. How do we find the middle ground between a large city/population and social distancing?

In most LATAM cities, there are dense inner-city areas mixed with a high dependency on public transportation and extreme social segregation – and Santiago is no exception. Isabel proposed to invest in a city-wide network of cycling paths, distribute shared bikes and scooters, widen sidewalks, and incorporate more social spaces where people can meet safely, such as parks and public libraries.

HERE ARE THE FACTS – THE “FIRST MILE”: While Michael talked about technology, innovation, and robots, and Isabel discussed the density of neighborhoods and its challenges, Luis wanted to hit on a third point which is “what do you need?”

His all-encompassing presentation was titled “Only 9%,” during which he referenced what Michael was remarking about the “last mile” and said, “let’s talk about the first mile: what do we have at our doorsteps? What is the proximity you’re looking for when you think about walking your dog, going to sports practices, doctor’s appointments…?”.

Luis revealed an astonishing fact: only 9% of Santiago’s municipal population is within 15 minutes walking to public and private amenities and services. A 15-minute walk is approximately 1 km or 1 mile in distance, thus where the “first mile” comes into play. In other words, only 9% (of a population of about 7 million people) can access their basic needs within a one-kilometer radius. Luis said, “this is a failure to our neighborhoods and to having abandoned one of the most needed networks in this context of what our livelihood is.”

THOUGHT-PROVOKING Q&A: This led to a nice transition to the finale of the event: a thought-provoking Q&A during which the panelists and webinar participants discussed potential solutions for urban mobility, delving deeper into the challenges we’re going to face, and contemplating whether or not COVID is ultimately going to be a burden or lead to more opportunities within this context.

In March, Luksic Scholars, driven by the Luksic family, established four new scholarship funds at Stanford University that will allow mainly Chilean students and professionals to access financial aid in order to carry out their studies at this world-class educational institution.

This support is the first that Luksic Scholars has established on the west coast of the United States (specifically in the heart of Silicon Valley), and will be distributed to people with varying levels of experience, providing scholarships for undergraduates, postgraduates, and professionals and academics with Ph.Ds.

The first fund, Stanford International Undergraduate Luksic Family Scholarship, is intended for international undergraduate students who have been admitted to Stanford and are in need of financial support in order to complete their studies. This fund is available to students from any of Stanford’s schools and covers 65 major fields of study.

Another, the Stanford Graduate School of Business Luksic Fellowship, will award up to two scholarships per year to Chilean students admitted to the MBA, MsX, or Ph.D. programs held at the Stanford Graduate School of Business.

Following suit, another opportunity at Stanford is at the Stanford Law School (SLS) through the Luksic Family Stanford Law School Fund. In this case, Chilean students who have been admitted to the SLS are eligible for financial aid in order to obtain their degree in the selective Doctor of the Science of Law (JSD) program, designed for those interested in becoming academics and teachers of law and social sciences.

Finally, the Luksic Visiting Scholars & Fellows Program at Stanford Center for Latin American Studies represents an unparalleled opportunity for distinguished academics from Chile, of any discipline, to conduct their research during a full term at the Stanford, California campus; being able to access a wide range of expert professionals, libraries and other resources, through the institution’s Center for Latin American Studies.

Jeff Swiryn, Executive Director of Luksic Scholars, notes that “Stanford University will exclusively and independently determine the admission and financial aid decisions for these Luksic Scholarship programs.”

Verónica Figueroa Huencho, our current beneficiary of the Luksic Visiting Scholars program at Harvard University’s David Rockefeller Center for Latin American Studies, is a public administrator at the University of Chile, Ph.D. in Management Sciences (ESADE-Universidad Ramón Lull), Postdoctoral Officer at Stanford University’s Center for Latin American Studies.

Verónica has extensive experience in the academic field, in gender issues, and above all, in the search for the inclusion of indigenous people in Chile within public spheres and their access to better representation.

Her fundamental field of study elaborates on the formulation and implementation of indigenous public policies within contexts of diversity. She has publications in ISI indexed journals as well as books and chapters of books in both national and international publishing.

We sat down and talked with her to delve more into her main line of research and to understand the context in which we find ourselves in Chile.

What are the main challenges in terms of diversity and representation?

As for the representation of indigenous people, one of the greatest limitations that exists today, in Chile and the rest of Latin America, is that most states have taken on the nation-state model. Therefore, it is understood that when a state governs a territory it is done so in a homogeneous manner. This also has to do with the fact that when the Latin American states were created, the State of Chile in particular, there was this idea of what it would be like to form an ideal nation that was not going to relate to pre-existing nations (given that they were not contributing to development). Indigenous people were considered barbaric, savage beings, and the idea was to create a modern state; a state reflecting European society, therefore, making it a Nation-State -a group of people who share the same language, etc.- the State would being created on the basis of denial… That always, of course, has been a hindrance for indigenous people to be able to move towards more effective systems of representation.

These types of very complex problems are not going to be solved from a single point of view. I suggest we try identifying, within the State of Chile for example, what the main dimensions or variables are that would change the rules of the game, and ultimately, favor the participation of the indigenous. This would lead to the construction of a more inclusive, diverse society; a society in which indigenous people are not seen as folkloric or annexed, but rather as people that enrich the Chilean nation and who have rights. These rights, moreover, have been progressively recognized within the international framework and the State of Chile has ratified these through various covenants and agreements, but its institutional adaptations have not been enough.

The big question for me is what model of governance should be implemented in Chile in order to consider the rights of indigenous people as political subjects and to favor, of course, a better coexistence which – I believe – is what we all hope for.

So, what is the main challenge with representation? It has to do with this logic between Western thought and non-Western thought, and therefore, the way in which the indigenous thinking is represented.

Perhaps the need for a cultural and mental change is also another element. As long as those who make decisions are only validating one way of thinking, it is more likely that their relationship with indigenous people will be established in a hierarchical, subordinate way, viewing them as possessors of alternative knowledge. Therefore, it seems to me that a cultural change, in terms of status, is also needed in order to equalize the value of knowledge that comes from indigenous people.

How do you think the issues related to equality and inclusion in Chile have evolved over the past decade?

“Representation of indigenous rights” is one of the most precarious terms and, compared to other Latin American countries and other countries worldwide such as New Zealand, Canada, and Australia, what we clearly see here is that states have ceded the spaces of rights for a representation of multiculturalism. We, as indigenous people, speak of the need for interculturality because within one territory there coexist different groups and these, of course, have distinct cultures. However, the rules of this hegemonic-culture-game have obviously incentivized the use of a single language and a single way of dressing. This has led the indigenous people to take our culture into the private sphere, mainly into the family realm and, therefore, leaving the public, educational, and decision-making spaces.

The indigenous do not have any specific system of representation in the institutional structure of the State nor in any of its powers. The law, in a rather limited way, refers to the existence of ethnic groups in the territory of Chile, which limits the effective exercise of rights that we have as a nation. It is a different legal concept by a different standard; a different status.

What can you tell us about “cohabiting and multicultural management”?

When speaking of coexistence and multicultural management in the here-and-the-now, we cannot avoid the approach to rights. This has been very powerful in being able to situate the demands of the indigenous people; to have them no longer seen as mere peasants or poor citizens of a territory, but rather, as subjects of differentiated rights and, therefore, with the right to have systems of differentiated representation.

Today, what we do not want happening is the idea that “indigenous” becomes associated with pre-modernity and, therefore, implying that we do not have anything to contribute to development. I believe very powerful ideas have emerged from indigenous knowledge surrounding flora and fauna, the management of territorial spaces, and other environmental contributions. This can become a means of improvement. We cannot allow our own developmental possibilities to be limited because we are incapable of valuing knowledge that comes from other spaces, such as those of the indigenous. We want to contribute, but not from a residual, subsidiary vision, but rather as key actors.

In today’s world and within this context, what makes a good citizen?

The ability to recognize intercultural diversity because there is no one single type of citizen, there is no one common good, rather there exists the same objective which is to create a good coexistence and have multiple ways of obtaining this. It has to do with the representation and participation of indigenous people; it has to do with a good citizen being an intercultural citizen.

According to your vision and experience, is there a lack of support networks and spaces for discussion in Latin America for people of indigenous descent?

Yes, there is [a lack]. What we are suggesting here is that the State’s paternalistic-welfare logic used toward our people has been quite harmful because it has generated an idea of dependency (this is how Chilean citizens and the Western society see us).

It is important to consider that there are indigenous people today who have the ability and the knowledge to participate in forming policies and to better identify public policies with new visions and thus, improving the implementation of these policies.

It is very important to incorporate other actors as well and to understand that we are not asking for assistance; rather, we are asking for our legitimate right to participate and represent our people because we have the ability to do so. This requires communication with other actors, and the business world is fundamental; society itself is fundamental, as well as NGOs, in order to make progress in governance.

As a Mapuche scholar, what do you feel is your greatest contribution toward the debate surrounding the demands of the Mapuche people?

It seems to me that an opportunity like this [to be at Harvard University] has to do with decolonization and how one can contribute from such an elite and powerful space such as the one formed at this university. I think my main role is to provide arguments and information so that indigenous people, in this case the Mapuche people, have better tools to discuss, to argue, and to be represented before the State, before companies, and before different actors of power. It seems to me that this is where I can make an important contribution.

Professor Gloria Tapia, who currently works at the Instituto Agrícola Pascual Baburizza, in the city of Los Andes, Chile, was part of the first experience of the ChileMass Teachers program, with the support of Luksic Scholars.

ChileMass Teachers is an initiative through which teachers working in public education in Chile have the chance to take English courses and internships in public schools in Massachusetts, with the goal of observing how the classes are conducted in schools in Framingham, along with actively participating as students of the “English Language Studies” program at Framingham State University.

ChileMass is a non-profit organization that seeks to maximize social impact and the transfer of knowledge between Chile and Massachussets.
Gloria Tapia, having returned to Chile after her experience in the United States, shares the following about her experience:

“At Middle Walsh School I did class observation twice a week for two hours each day. My personal observation consisted in “observing” the methodology applied by the teacher in a certain subject. For this purpose, I took notes on the pedagogical aspects that were significant and/or “profound” in the teaching-learning process of the students, such as the clear and visible presentation of the learning objective(s), the three phases of a class (start, development and closing), how the use of technology positively impacts, or vice versa, the educational process, the role of the teacher who focuses its class on students and not on itself, student projects, the teacher-student relationship, the coordination of the directors with the teachers and the curricular proposal of the school.

During the last three weeks at the school I gave Chilean history and geography classes to the students.

As a student in the university’s ESL program, I underwent a written and oral exam to assess my level of English to decide which course was for me. I participated in the advanced course in which I had classes every day from 8:30 am to 1:30 pm. Its aim was to improve English through public speaking, grammar, vocabulary, writing techniques and how to write an essay, and phonetics. In addition, we had to participate in tutorial classes once a week. The classes were made up of a maximum of 10 students from different nationalities, such as Brazilians, Salvadorans, Japanese, Chinese, Taiwanese, and Italians.

I lived in the university’s international building, which facilitated me with access not only to classes, but also to all cultural events held at and near the university. Having lived in that building gave me the opportunity to share with students from different cultures and nationalities, and there was a healthy coexistence of respect and true interest on knowing other ways of life.

I also participated as an observer-doer teacher at Middle Walsh School, and I had the possibility to become a student again, thing that filled me with energy and sharpened my senses in how all students should be taught respecting their personal learning rhythm, their strengths, weaknesses and emotions, aspects that together are relevant when learning.

As a student, I enjoyed each class with a participatory attitude in each of them. It was an instance to generate friendship bonds with my colleagues. And the fact of being an English teacher increased the demand for me, so I really prepared myself so as to give credit to the University of Chile, where I studied, and the IAPB school as well.

This experience enriched me in my methodological approaches, which was the primary objective, and will allow me to put them into practice at school. Personally, there was also a significant personal growth, since sometimes it is necessary to make a stop in the daily routine… And I did it in the state of Massachusetts! One of the teachers in the United States, Karen, even gave me the opportunity to teach my classmates Phonetics and Grammar, and that made me immensely happy!

My experience as a teacher/student was highly significant and I recommend living it, mainly because it is imperative to improve our educational practices having in mind the 21st century education, for it is characterized for being for a generation highly gifted in technology and we, as guides and teachers, must know how to get directly involved with it in order to achieve all the advantages that it can generate for all of us.”

In February, six students from the Faculty of Economics and Business of Universidad de Chile will fulfill their dream, and of many, of traveling and studying abroad, thanks to the “Luksic Scholarship for Chile-China Undergraduate Exchange” program.

These young students will travel to China for what is, perhaps, their first great adventure: getting used to another culture, language, big cities and, probably most challenging, to know themselves.

These scholarship recipients are Francisca Valenzuela Quezada, Rodrigo Delgado Finaldi, Vicente Alarcón Ávila, Marcelo Gómez Rojas, Constanza Castillo Durán and Catalina Gaueca Carrillo . The students, who are between 21 and 24 years, will be distributed in two destinations, three of them going to the Guanghua School of Management of Peking University, in Beijing, and three to Fudan University’s School of Management, in Shanghai. Both are globally recognized universities for their academic level and, together, have almost 70,000 students.

Luksic Scholars talked to the awarded students, who join 20 other young students who have obtained this scholarship in the past, to learn about their experience before they begin this incredible journey.

Vicente says:

“The Luksic Scholarship is not like any other scholarship. Unlike other traditional opportunities, it doesn’t merely focus on academics, since it requires a fairly attainable grades average. However, it has a high level of requirement in extracurricular aspects, evaluating how the student’s performance is in our personal development. It’s highly valuable that the scholarship rewards people for their cultural development, participation in student organizations and/or commitment to social matters. I hope this selection process remains as it is to continue giving the opportunity to cases like mine.”

Constanza points out:

“My application process started from the moment I entered university, because I always knew that studying abroad was a learning experience that I had to go through. However, many times I found limitations, such as having the resources or speaking the language. I knew that I had to build my path to that dream step by step and that, despite it was going to take time to fulfill it, I was definitely going to do it.

After I got over all those limitations, I realized that the problem was actually me, because I always told myself: “When I’m ready, I’ll do it”; “I still have to master this, and this too…” So, there was always something else that should be improved, until one day I wondered “Why not now? What prevents me from doing it?” I was studying English, I had the option of the scholarship, which facilitated my resources problem, and I fulfilled several of the requirements. At that moment, I stopped limiting myself and believing that everything should be perfect to just take the next step.

In particular, I was interested in the destination because for me it’s really incredible, something totally new and challenging. This, along with my fascination for Asian culture.

Even during the selection process I didn’t realize I was at the precise moment that I’ve always dreamed of since I first started college, considering that for me it was a dream difficult to achieve, because when you are used to certain living realities, sometimes, you don’t dream big, or try to adapt the parameters to your reality. Now that I’ve come to this point, I don’t have much to say more than thank you for believing in me and in my abilities. I hope to represent the university well so that many more other students have this possibility that is given to me today.”

This generation of Luksic Scholarship recipients share a common value as the most relevant part of the exchange: giving the opportunity not only to talented students, who will be future great professionals, but people with unique vision and effort, interested in intercultural development and who will definitely contribute to build a better Chile and a better world.

Recently, 20 students from the Guanghua School of Management at Peking University visited Chile in the framework of the Chilean Immersion Program for China. This is the second time that a group of undergraduates from a Chinese business school has come to Chile thanks to a scholarship funded by the Luksic family, in partnership with the University of Chile.

This trip represents a milestone for Guanghua, since it is the first time the school has sent undergraduate students to South America for a study tour, thus strengthening the growing academic bond between China and Chile.

The 20 young students had the opportunity to meet with their Chilean peers and other Latin Americans during their stay in Santiago, where they also took business classes and Spanish in the Faculty of Economics and Business at the University of Chile.

Likewise, this group made visits to relevant companies from various sectors, such as Banco de Chile and its innovation center, Viña Tarapacá, and more.

They also experienced cultural and touristic highlights such as the gastronomic offerings of Santiago, and the picturesque architecture of Valparaíso.

Congratulations to these young Chinese students for their interest and desire to venture across the world to learn more about Chile, its culture, its landscapes, and its people!

The last week of June, five Chilean professors had the opportunity to attend an academic development seminar in the prestigious French university Sciences Po, under the Faculty Seminar at Sciences Po scholarship program.

The workshop, entitled “Integrating Pedagogical Diversity: Blended Learning and Educational Impact” encouraged the sharing of teaching and learning practices and thoughts with other professors from Harvard, LSE, King’s College and universities in Asia and Africa. In addition, Sciences Po designed a customized program for the Chilean faculty, through which they were presented with various divisions of that institution dedicated to pedagogical innovation.

We talked about education with the five Luksic Scholars who participated in the seminar and shared some of their thoughts below:

Manuel Gárate (Pontificia Universidad Católica)

• How do you see the educational situation in Chile?

The educational situation is quite agitated due to various reforms that have been added in recent years without consolidating them and with financing problems as well. Educational policies at the school and university level should be a long-term national issue, and the result of important consensus. However, at the same time we see that for the first time we have so many people receiving education at all levels and therefore the country will change rapidly. If we add to that technological change, we face enormous challenges in education and the possibilities of adapting to that.

Magdalena Claro (Pontificia Universidad Católica)

• What could you say that Chile needs to improve in academic and pedagogical fields?

I think it is essential to transform the way we organize the relationship with knowledge and pedagogical experience that we offer to students. Educational institutions should be spaces where students acquire knowledge and tools to contribute creatively and critically to the development of knowledge and the design of solutions to the problems of our society. For this, it is essential that we review the fragmented organization in departments and disciplines independent of educational institutions, to offer a more integrated and organized training around problems and experiences.

César Albornoz (Pontificia Universidad Católica)

• What was the experience of the seminar for you? What has it left you with personally and professionally?

First of all, it seems pertinent to explain the place from where I will answer this question. This place is of a Ph.D. in history who works as a university professor, an academic for more than 25 years in Chilean higher education, with a semester load of at least four different chairs, which implies a direct relationship with at least 300 students per year.

From that base, the seminar experience was particularly significant. I cannot, therefore, separate the personal from the professional. Yes, instead, I would distinguish some causes that explain the significance of the experience.

First, for having just incorporated a figure like me: professor. Many times these instances lack fundamental agents in the process that is being studied, and this was not the case.  Sharing ideas, concepts, and experiences with different actors in higher education was particularly constructive. Second, the excellence of the academic conference was remarkable. The intensity of the work and the power of the content, speaks to the prestige of Sciences Po and its faculty. Third, sharing with a team – Chilean and European – of high excellence gives consistency and strength to the work week. The lessons learned and shared are unforgettable.

Norma Muñoz del Campo (Universidad de Santiago de Chile)

• What could be the impact of such a seminar, given the knowledge exchanged, for education/teaching in Chile?

Globally there is a debate about pedagogical innovation that implies, in general terms, what it is to learn and what it is to teach today in a global world invaded by new technologies. “The professionals that the world needs are not those of before” is a quote that is repeated a lot and its response is much less obvious. The example is obvious and is revealed by all: universities continue teaching in the same way they did at the beginning of the 20th century.
Pedagogical innovation reflects on the dynamics of the teaching-learning processes.
The complex thing is that it is a field under construction, which is not necessarily learned in books but in sharing experiences, in talking together and sharing together.

Finally, I work in the field of public policy, an area where there is much to do in terms of teaching innovation, because innovation in public policy is associated with the development of skills and attitudes that lead to innovation, a challenge that has to be added to the previous ones, so there is much to do!

Roberto Pardo (Universidad Adolfo Ibáñez)

• To sum up, what could you add?

In Chile we want to face complex problems, diversity, and the uncertainty of trying to do better what we have been doing. Precisely, Sciences Po recently undertook deep changes, innovating what they had been doing for 150 years, under the premise that we are facing a “world in full mutation”, “an unprecedented crisis.” Simply put, we have to make more radical changes in education.

Recently we caught up with the two Luksic Scholars at Schwarzman College at Tsinghua University in Beijing: Hugo Wood from Panama who graduated last month, and Felipe Flores the incoming Chilean who is starting his studies now. Both have been granted the Schwarzman College Luksic Fellowship.

Although the academic backgrounds of these young scholars differ, they both entered a world in which both humanities and natural and exact sciences are welcome and can even thrive together.

Hugo, a lawyer, social entrepreneur and human development advocate, tell us what it was like to live and study for a year in Beijing, China.

Felipe, with his degree in human developmental and regenerative biology, and physics, tells us what he expects from the demanding course at Schwarzman College.

Experience vs. Expectation

Here you can read our conversation with Hugo Wood and, below, with Felipe Flores:

What is the impact for you, professionally and personally, of having studied at Schwarzman College?

After living for a year in China and studying at Schwarzman College, I can say that my general understanding of China, its history, culture, people, politics, economy, etc., has increased considerably. Now, more than being able to communicate in Mandarin, or see the differences between the diverse regions of the country, I began to understand many dynamics about how China operates which, without living in it, would have been very difficult to capture. Undoubtedly, the main impact was to understand how much you have to study China and how little is known in Latin America. We are very far from Asia and the continuous exchange between people to reduce the existing gaps is imperative.

What was it like to live in China?

I could describe my experiences in China in many pages, but I can summarize it as an experience of love and anguish and sometimes a mixture of both feelings. The Chinese culture as a whole is probably the furthest from the west. In the language, customs and the way of seeing life in general are complex and adaptation can be difficult. The language is a barrier, however, China offers wonders from exquisite gastronomic selections, to the easy and efficient electronic payment system, and ultramodern applications like WeChat that combine Facebook, WhatsApp and Instagram in one or Taobao which is an Amazon on steroids!

I had the opportunity to travel and enjoy the most extensive and modern railway network in the world, as well as explore the incredible development of cities such as Shenzhen, Chengdu or Hangzhou, which until recently were unknown and are now examples of economic and social development. In China you can also enjoy a great cultural experience, due to an ancient civilization that since it opened in 1978, has become a destination with much to offer to the world.

Main challenges of studying and living in the one place

Of the main challenges was being tempted to stay inside the building and stop exploring or exposing myself to the rest of the university campus, Beijing, and China in general. Also, sometimes you can lose perspective of the reality of student life because in our complex many amenities are offered that are unthinkable in China and even in the world.

What was the best lesson you learned at Schwarzman College?

That, despite the diversity of the world, it is much more what unites us than what separates us. I reaffirmed my conviction of the importance of being part of a global community and of understanding several of the most important challenges of our era, from a broader perspective. Programs like Schwarzman connect and bring together very diverse people, but with great potential and after experiencing it, I can say that these platforms will make a difference in the future between a more united or polarized world.

Tips or recommendations for other Scholars

My main recommendation is to leave your comfort zone and challenge your convictions. In China everything looks different and you must be open to understanding different points of view to truly take advantage of the experience and grow. I would add that no matter where you are from, small or large country, with a large or small economy, be proud of your identity and participate without fear sharing your experiences and questions, even though it may be overwhelming at times. I would invite you to travel through China and Asia, the urban, the rural, the civilized and underdeveloped, the temples and the skyscrapers, and to constantly interact with people, locals and foreigners to better understand the country and the region.

What are your next steps?

I will be moving to London to study public policy with an emphasis on quantitative methods at the London School of Economics and Political Science, as a Chevening Scholar.

Do you think that more Latin Americans should have this same opportunity? Why?

Latin America is, together with Africa, the most underrepresented region at Schwarzman College. It is a region that has historically been far from China and therefore we have a great capacity to cooperate, learn and increase the level of interaction with the country. As Steve Schwarzman points out, China is no longer an elective subject – it has become mandatory to be able to effectively lead or participate globally. Asia in general has much to contribute to our region, the most unequal in the world, and we must look carefully at what is happening there and its interesting success stories in countries such as Vietnam, Singapore or China that have greatly improved the quality of life of their population. The more Latinos can be prepared to face the challenges of the region having a look towards Asia, the more capacity we will have to look with long lights to the future.

Something you would like to add or highlight?

I would like to highlight and applaud the vision of programs such as Luksic Scholars, which, objectively, aim to invest and develop the potential of young people interested in improving the state of their community. On the shoulders of present and future generations will be the historical ability to face challenges that will redefine the world such as the IV Industrial Revolution, climate change and the growing world population.

Felipe Flores, meanwhile, shares with us enthusiastically:

What are your expectations regarding going to Schwarzman College?

I would say there are two great expectations. First, and above all, I really want to meet people with interests or aspirations similar to mine. From the moment of the interview it was noted that the candidates are very diverse people with big dreams. I have them too and I’m excited to share them. Second, I hope that living in China is a great thing. It is a country rich in culture and opportunities and clearly the future leader of the world economy. Being part of all that living there and learning to communicate in Mandarin is seen as a great opportunity for my future.

What do you think could be the impact of studying there, both for your personal and professional life?

From my perspective, the program opens the doors of the world. Among the people I will meet there are surely future CEOs, activists, diplomats, ministers. Who knows what else! That means that I will have friendships and professional connections all over the world, in addition to the friendships I bring with me from Harvard. As always, I hope to be a good “ambassador” of my country and make my fellow Schwarzman Scholars feel that they have a friend and home in Chile if they ever wish to visit.

What do you think of China?

Honestly it is still quite mysterious for me and I think for the whole west in general. Both the language barrier and cultural differences distance us from China. What we hear about the country, normally we receive from other people with their own opinions, so it is difficult to get an idea of ​​our own without having been there. However, I believe that as a global society we must take seriously the great economic and cultural influence that China will represent for the rest of this century. I would not be surprised if in the future people try to learn Mandarin in the same way that today is all about learning English. That said, it seems an extraordinary place to train academically and professionally.

What do you think you will do once the program is over? What are your future plans, if any?

It is a bit undetermined, but in a good way. I have several avenues to evaluate, including doctoral studies, entrepreneurship or the private sector. If it is undefined it is because they all sound very attractive and within my reach. I plan to determine which one fits best with me during my stay in China.

Leave a message for the Felipe of the future, who will have finished his studies at Schwarzman…

“Always look up, buddy. You are capable of what you can think of and now you have the tools. Hit it! ”

In the end, we can say that these two students not only have in common the fact that they are both Luksic Scholars from Schwarzman College, but they truly have plans to be agents of change for Latin America.

During the first days of July, five undergraduate students from Fudan School of Management in Shanghai arrived to Chile thanks to an exchange program with the Facultad de Economía y Negocios of Universidad de Chile in the context of the Chilean Immersion Program for China, sponsored by the Luksic family.

The program, which lasts two weeks, allows students not only to take business and Spanish classes, but also to visit local companies and sites, promising a complete immersion experience in the Chilean culture.

We had tha chance to talk to these five Chinese students: Jiaming (Gavin) Wu, Zhouchen (Yolanda) Xu, Yi (Eve) Zhang, Yue (Ewan) Zhang, Yifan (Ivan) Zhang who told us their experiences.

Ewan describes his stay as follows: “I think everything here in Chile is quite amazing, the food, the landscapes and the people. The wine is wonderful and since there are a lot of exports to China, I hope to try it there. I want to know more about Chile, to travel. “

Ivan adds: “It was a long trip, but it’s worth it! The Facultad de Economía y Negocios is very good, the classes are interesting, especially Spanish, in addition to the other activities they organized. I have learned a lot. I think I’ll come to Chile for a second time, it’s a great country. “

Eve comments: “It’s a pleasure to come to this wonderful country, it’s far from my hometown, but really worth it. The faculty offers excellent Spanish classes. The professor who teaches business in Latin America is well known and has given us many insights into the economic landscape. I have loved visits to companies, especially the vineyard. I hope to be able to come back to Chile, maybe in a few more years. “

Yolanda says: “It’s my first time in Latin America and it’s a wonderful experience for me that has given me the opportunity to explore the world, to experience more possibilities about how it can be.”

Finally, Gavin adds regarding the experience itself: “I really feel it’s fantastic; In classes we have learned many things about Latin America, such as its history, economy and business. It’s a place in development with very interesting cities and with people from whom I have learned a lot. The truth is that coming to Chile has been very useful, despite the 30 hours of flight that took us to come here” (between laughs).