KS's Global Insights into Higher Education

In recent times, it has become increasingly difficult to find a term as frequently mentioned in South Korean universities as "international students." About a year ago, a plan was announced to attract 300,000 international students by 2027, but efforts to recruit students from abroad have intensified unprecedentedly for several years now. The objective of 'internationalization'—far from being a mere emulation of others or a lofty goal—has transformed into a fierce struggle for survival, a stark contrast to the situation before 2010. The Rapid Rise of Diversity in South Korea Around the turn of the millennium, the number of international students in South Korea began to significantly manifest, with the Ministry of Education reporting 180,000 and the Ministry of Justice over 230,000. It has been about three years since South Korea transitioned into a 'receiving country,' where the number of students coming from abroad surpasses those leaving for studies overseas...

My recent article discusses the impact of financial pressures and policy decisions on higher education in South Korea and Japan, focusing on the challenges posed by tuition fee regulations. In South Korea, universities have struggled financially due to a long-standing tuition fee freeze, which has been in place since 2009. This freeze has limited their ability to upgrade facilities, attract top faculty, and invest in research, leading some private universities to increase fees in 2023 out of necessity. In Japan, there is controversy over the University of Tokyo's proposal to raise tuition fees, which critics argue could exacerbate educational inequalities. Both countries face similar challenges with government control over university policies, demographic shifts, and competitive academic environments. These factors combine to create significant financial and operational difficulties for universities, affecting their global competitiveness and long-term sustainability. The article s...

Have you read the book “College Admission Systems: A Status System or an Educational System?” by former Minister of Education Nam-Soo Seo and Professor Sang-Hoon Bae of Sungkyunkwan University, published in 2022? This masterpiece is a must-read for anyone involved in or affected by South Korea’s college admission system. It delves into the history and evolution of the college admission system, theoretical and value-based issues, major components of the admission process, and policy design processes related to the curriculum.  It even includes intriguing anecdotes such as efforts to halt flights on the day of the national college entrance exam. Following the struggles and efforts of elite government officers to contribute to the improvement of South Korea’s education system, readers are deeply impressed by their practical knowledge, skills, political sense, agility, and academic depth and breadth. Misguided Reforms and the “Apology” About a third into the over 300-page book, a line ...

Over the past two decades, South Korea, Japan, and China have primarily been importers of transnational education (TNE), with numerous Western universities, particularly from the United States and the United Kingdom, establishing campuses in these countries. Collectively, these three countries have imported nearly 60 educational enterprises while exporting only about 15 branch campuses. This stands in stark contrast to the US, UK, and Australia, which account for nearly half of the over 330 international branch campuses (IBCs) worldwide while hosting around 20 foreign campuses. Japan was the first to experience this influx, with American universities attempting to establish branches since the 1980s. While many endeavors failed, some, like Temple University Japan, have persisted. China hosts the largest number of branch campuses globally, with nearly 50 since 2004, leveraging strategic locations like Hainan’s Yangpu Economic Development Zone. South Korea has also been active in this are...

Transnational Education (TNE) has been a significant strategy for UK universities aiming to expand their global reach. According to The Cross-Border Education Research Team, the UK has 46 branch campuses in 19 countries as of 2023, with Asia hosting the most significant number, including nine in China, six in Malaysia, and two in Singapore. However, past attempts to establish TNE programs in South Korea, such as those by the University of Aberdeen and Lancaster University, have faced numerous challenges and resulted in high-profile failures. The University of Aberdeen's Hadong project, announced in 2015, aimed to focus on engineering for the offshore oil and gas industry. Despite initial support and funding, financial and logistical issues delayed the opening, and the global downturn in the oil and gas industry further complicated the project, leading to its eventual abandonment in 2018. Similarly, Lancaster University’s attempt to establish a campus in Busan began in 2014 but face...

The "Minerva University Effect," which once stirred considerable discourse in South Korea's higher education, is witnessing a resurgence. This renewed interest follows the recent announcement of a partnership between Handong Global University and Minerva, drawing significant attention to the potential synergies between these two institutions. Handong, renowned for its distinctive undergraduate education, has consistently been recognized as a leading institution in delivering high-quality teaching since the early 2010s. Minerva, a university known for its rigorous focus on education, has revolutionized the learning paradigm with its hybrid model that combines cutting-edge digital technology through its "Active Learning Forum" and experiential learning via its "city rotation" concept. Could the union of Handong and Minerva herald a new era for higher education in South Korea? "Minerva Effect" in South Korean Education and Beyond The impact of ...

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...