KS's Global Insights into Higher Education

In August, controversy erupted over merchandise produced by a university. Items emblazoned with the English phrase, “I am a proud parent of a student at S University”, intended to foster alumni loyalty and raise funds, drew criticism for promoting vanity and “vulgar academic elitism.” The issue escalated to the point where a civic organization filed a complaint with the National Human Rights Commission of Korea. In defense, some argued that such practices are commonplace at American universities. Indeed, during a recent visit to the gift shop of the prestigious N University in the Midwest, I observed a wide variety of merchandise catering to members, alumni, and even local residents who proudly identify with the university. On the same day, I saw many community members casually sporting N University merchandise at a college football game, showcasing their connection to the institution. The Premise That Universities Guarantee Life My own college years overlap with the late 1990s and ear...

South Korea's international higher education landscape in 2025 is set to be shaped by a combination of policy-driven strategies and evolving global trends. One prominent trend is the national push towards the “Study Korea 300K” project, which aims to attract 300,000 international students by 2027. It emphasizes structured support systems and strategic engagement with high-demand regions such as Southeast Asia and Central Asia. This initiative aligns with policies like the Digital TOPIK (Test of Proficiency in Korean) platform and enhanced scholarship programs under the Global Korea Scholarship.  Such measures aim to bolster Korea's appeal by addressing language barriers, providing digital resources for Korean language acquisition, and increasing opportunities for STEM-related academic pursuits. This focus on inclusivity and academic excellence is likely to position Korea as a more competitive destination for higher education in East Asia, attracting a broader range of students ...

The recent intense conflict between students and the administration at Dongduk Women’s University illustrates this complexity. According to media reports , the issue began when the university administration pushed forward plans to transition to a coeducational system without sufficient prior discussion with students. The situation escalated as students attempted to physically block the initiative, leading to additional disputes over property damage and financial compensation. The opposition, rooted in the argument that allowing male access to a university established to promote women’s education and rights was unacceptable, further intensified the conflict. This incident, like many others, invites a variety of perspectives. Understanding it accurately requires insights from sociology, gender studies, political science, and communication studies. However, I believe that perspectives from higher education administration and international education are equally indispensable. One of the ke...

US students are choosing South Korea. This marks a new milestone for the country, which over the past decade has been receiving spotlight as a popular study abroad destination for international students globally.  The data from the Institute of International Education (USA) and Korea’s Ministry of Justice corroborate the shift in mobility patterns. In 2002/03, a small margin of internationally mobile US students was found in Korea, 834 or about 0.4% (739 of 174,629). Since then, inbound numbers have grown eight-fold (to 5,909) in 2022/23, representing a dramatic increase in the shares of total US students found globally. The ratio of US students in Korea to global numbers stood at 2.1% for the 2022/23 academic year while pandemic levels were even higher with US students in Korea representing nearly 7 percent of the global US study abroad population (977 out of 14,549). Notably, Korea is exemplary for having not only the highest rate of growth in recent years, but also fast rebound ...

Motivation to Apply for the Fulbright Program  In 2012, I embarked on a pivotal journey as a Fulbright scholar in the Korea International Education Administrator (IEA) Program. My decision to apply was rooted in a deep-seated desire to bridge the gap between South Korea’s higher education system and the global landscape. As a professional navigating the intricacies of international education, I recognized the need to expand my understanding of global best practices, forge meaningful partnerships, and cultivate innovative strategies that could elevate the institutions I served.  South Korea’s higher education sector, while robust in its academic rigor, faced challenges in adapting to the demands of globalization. I believed that participating in the Fulbright program would provide me with unparalleled exposure to diverse educational models and strategic frameworks employed by U.S. institutions. Fulbright’s mission of fostering mutual understanding and collaboration across cultu...

In a recent podcast interview with Fabrizio , I shared insights into my professional journey in international education, reflecting on pivotal experiences, challenges, and the evolving trends shaping the field. For the entire recording, please visit HERE . "Kyuseok Kim, Center Director at IES Abroad Seoul, tells us how his interest in international education began when as a teaching assistant at an international summer school program in South Korea, where he worked closely with a broad range of international faculty and students, and experience that contributed to his decision to work in the international education sector, including eventually at Suny Korea, the first and the largest US campus in South Korea, operating within Incheon Global Campus education hub. KS shares his passion for facilitating transformative international education experiences for students, and how he has been able to put this passion into practice in his current work as the inaugural Director of IES Abroad...

 "Competence is inversely rewarded." This was what a staff member at T University told me in a casual conversation about two years ago. At first, it struck me as an exaggeration, perhaps even a contradiction. Surely it couldn’t be that bad, I thought. But as we continued our discussion, I began to see his point. What seemed like a cynical remark was, in fact, a reflection of the frustrations stemming from the structural and inherent limitations in the system. His comment also made me realize that the atmosphere was quite different from what I had experienced at S University, where staff capabilities, pride, and commitment as agents of university innovation were strongly emphasized. After transitioning from S University to N University (a U.S. campus located in Songdo International City), one question I frequently received from former colleagues was, "How far can you advance over there?" While becoming a university president seemed out of reach, they were curious abo...