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A main challenge in studying China is that different views clash. A more serious challenge is that studies that are critical of or dissent from the Chinese government policies are labeled “anti-China” by the Chinese authorities, affecting the free academic exchange of ideas on China. This article discusses this issue and proposes a long-term solution.

This is a perspective study and uses the qualitative approach to develop the authors’ arguments.

The authors argue that the contention in China-related studies is derived primarily from the different perspectives that scholars use. This study identifies two main perspectives: the China-centric view and the rest of the world’s view. The combination of the clash of perspectives and the interference of the Chinese state hinders the development of our knowledge regarding China. Using Rawls’ theory of justice and the veil of ignorance, the authors propose to build common ground for the China study community based on academic freedom, equality and the rule of law. This study further shows that building the common ground is feasible.

The authors’ proposed common ground will help create a free environment for meaningful exchange between different perspectives and reduce the risks in China studies.

The authors’ angle to examine the contentiousness and riskiness of China studies is new. It is the first time that different perspectives on China studies are delineated and compared, the costs of the contentiousness and riskiness are assessed, and the long-term consequences of different paths are examined.

This study first aims to survey the state of user innovation in Iran and then identified barriers and incentives for user innovation in Iran.

In this study, a questionnaire (through 1,360 adults from Iran) prepared by De Jong (2016) was used to survey user innovation.

The results showed: the percentage of user innovators is high in Iran, there is no linear relationship between the income of a country and the percentage of the user innovators, there is a positive relationship between the education level and the percentage of user innovators in Iran, there is no linear relationship between the number of people educated in the scientific and technical fields and the percentage of user innovators. Finally, based on surveying users opinion in questionnaire, four incentives and five barriers in user innovation were identified that can help policymakers to improve their innovation policies.

Literature review in this field showed it was found that in a number of developed countries, the issue of user innovation has been addressed, but in Iran as a developing country, no such research has been conducted so far. In addition, it was found that so far, no comprehensive research has identified barriers and incentives for user innovation, so this study, first surveyed the state of user innovation in Iran and then identified barriers and incentives for user innovation in Iran.