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My Vision for Global Higher Education: A Professional Manifesto

This statement encapsulates my philosophy, mission, vision, principles, and mindset as a professional in global higher education. It begins with a brief overview of my career, followed by an exploration of my ontological and epistemological perspectives, and concludes with a synthesis of my professional identity through key descriptors. Philosophical Underpinnings My experiences across diverse educational settings have solidified my philosophical stance in critical realism, which contends that although reality in quasi-closed systems is mediated through our experiences and judgmental rationality, an objective reality still persists independently. This philosophy, refuting both naïve empiricism and radical constructivism, directs my recognition of the multifaceted realities of higher education, each molded by distinct social, cultural, and institutional processes. Nonetheless, I endeavor to discern the underlying structures governing these realities, thereby deepening my understanding o
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Recent posts

Ripple Effects of TAMU's Qatar Closure: The Journey and Promise of Incheon Global Campus

The Texas A&M University (TAMU) System Board's decision to close its Qatar branch campus has become a focal point in global higher education discourse this year. The announcement regarding the cessation of TAMU's Qatar operations, previously lauded as a paradigm of Transnational Higher Education (TNHE), has left many in the sector bewildered. The withdrawal of an institution that benefited from substantial financial backing from the Qatar Foundation, estimated in the range of hundreds of millions to over a billion dollars, after more than two decades, undeniably marks a significant moment. This decision does not precipitate an immediate cessation of ongoing educational programs or administrative services. A structured withdrawal, as stipulated in the agreement with the Qatar Foundation, is slated over the next four years. The university has pledged to continue supporting educational and faculty activities, despite emerging reports of student departures. TAMU’s faculty counc
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What Explains Resilient Prestige of U.S. Higher Education in South Korea?

Over recent months, a strong sense of elation has permeated social media platforms among professionals in higher education, spurred by the United States' remarkable surge in the influx of international students. This wave of enthusiasm primarily stems from the insights revealed in the Open Doors report. This comprehensive study has highlighted that the U.S. has made significant strides in its educational outreach, educating over a million international students—a substantial increase of 11.5% from the 2021/22 academic year. This figure accounts for 5.6% of the total higher education enrollment in the U.S., marking a noteworthy achievement in international student integration. A prime illustration of this triumph was observed in a post by EducationUSA, which extended commendations to the U.S. higher education system for its unprecedented recovery in attracting international students, particularly in the post-pandemic landscape. Simultaneously, South Korea's contribution to U.S.
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Beyond the Public-Private Dichotomy: A Path Forward for Education in South Korea

In the summer of 2023, the educational discourse in South Korea was predominantly shaped by two terms: "CSAT killer questions" and "private education cartel." As time has progressed, we now approach the final stages of the 2024 university entrance exam cycle. The CSAT results unveiled a singular perfect score, sparking a spectrum of reactions ranging from criticism of the educational authorities’ obsession with eliminating challenging questions and their consequent failure in difficulty adjustment, to predictions of an inevitable increase in private education. Reflecting on the past eight months, the discourse initiated by concerns over killer questions was quickly amplified by the stigmatization associated with the term "cartel," effectively casting private education in a negative light. This adversarial perspective was well exemplified in a recent column titled "Creating a South Korea Without Private Education," penned by the director of an edu
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Analysis of International Branch Campuses in Korea and Japan: Exploring Success Factors

In my recent publication " Analysis of International Branch Campuses in Korea and Japan: Exploring Success Factors " in the Journal of Comparative and International Higher Education, my colleague Yiru Ke and I explored the dynamics of International Branch Campuses in South Korea and Japan by incorporating the Hickey and Davies' framework. However, this isn't just research; it's a journey through the intricate dance of building successful academic outposts abroad, guided by a methodology that blends the nuanced insights of the Modified Grounded Theory Approach with a series of in-depth conversations from over twenty leaders at the IBCs across these two nations. What emerges from this exploration are not just findings, but vivid stories of what it takes to thrive in the competitive arena of international higher education. It's about the art of fostering enduring partnerships, the steadfast support from parent institutions, the mastery of communication that build
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Why Not South Korea Follows the Global TNE Movement to India?

In the arena of transnational higher education, South Korea has historically been more of an importer than an exporter. This is exemplified by the array of international branch campuses at the Incheon Global Campus in Songdo International City. However, South Korea's foray into establishing a global presence for its higher education institutions has been relatively recent, commencing in earnest only after 1995, when the concept of ‘education as a service’ was formalised following the General Agreement on Trade in Services. Since 2006, the South Korean government has pursued policies to elevate the global standing of its higher education sector. Initial efforts were centred around exporting higher education services and supporting the establishment of overseas branch campuses, coupled with regulatory adjustments to aid these expansions. These policies have evolved over the years, embodying a more dynamic and versatile approach to global education, and South Korean universities have
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Reflection on Infocracy’s Far-Reaching Implications for Global Higher Education

In an interconnected world suffused with digital media, the framework of governance has shifted, morphing into what is termed as "Infocracy." This concept has not only redefined the shape and form of democratic governance but also extended its reach to the sphere of international higher education.  In his book “Infokratie”, Byung-Chul Han, a well-known South Korean-born philosopher, argues that Infocracy represents a new form of governance in the context of modern informational capitalism. Unlike industrial capitalism, which exerts control through force and oppression, Infocracy manipulates freedom for control. While we perceive ourselves to be free in this world, awash with accessible information, the reality is that our lives are being meticulously documented, making us susceptible to institutional control. It is an insightful paradox that, under a neoliberal information system, power mechanisms operate not because people are aware of constant surveillance, but because they
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