Joon Nak Choi will be the 2015-16 Koret Fellow in the Korea Program at Stanford University’s Walter H. Shorenstein Asia-Pacific Research Center (APARC), effective Jan. 1, 2016.

A sociologist by training, Choi is an assistant professor at Hong Kong University of Science and Technology. His research and teaching areas include economic development, social networks, organizational theory, and global and transnational sociology, within the Korean context.

Choi, a Stanford graduate, has worked jointly with Stanford professor Gi-Wook Shin to analyze the transnational bridges linking Asia and the United States. The research project explores how economic development links to foreign skilled workers and diaspora communities.

Most recently, Choi coauthored Global Talent: Skilled Labor as Social Capital in Korea with Shin, who is also the director of the Korea Program. From 2010-11, Choi developed the manuscript while he was a postdoctoral fellow at Shorenstein APARC.

Mark Granovetter, a professor and chair of Stanford’s sociology department, praised Choi for his work in academia.

“Joon Nak’s dissertation on social influences on hedge fund managers’ success broke important ground in our understanding of financial markets. His recent book Global Talent sheds critical new light on the challenges of Korea and other economies facing high-level labor shortages, and the potential of foreign workers to meet them. As the 2015-16 Koret Fellow, he will bring his considerable talents to bear on the study of Korean society,” Granovetter said.

During his fellowship, Choi will study the challenges of diversity in South Korea and teach a class for Stanford students. Choi’s research will buttress efforts to understand the shifting social and economic patterns in Korea, a now democratic nation seeking to join the ranks of the world’s most advanced countries.

Supported by the Koret Foundation, the fellowship brings leading professionals to Stanford to conduct research on contemporary Korean affairs with the broad aim of strengthening ties between the United States and Korea. The fellowship has expanded its focus to include social, cultural and educational issues in Korea, and aims to identify young promising scholars working on these areas.

“It will be my pleasure and honor to spend the next year at Shorenstein APARC, and have the opportunity to engage in the vibrant research community there," Choi said.

Choi holds a bachelor’s degree in economics, international relations and urban studies from Brown University, and a master’s degree and doctorate in sociology from Stanford University.

This week the World Education Forum convenes in Incheon, South Korea. Drawing leaders from UNESCO member states and heads of international organizations and NGOs, the 4-day gathering will examine global education priorities and discuss a framework for action and implementation of shared goals and targets.

The Forum, which last met in Dakar in 2000, will explore five major themes: equity, inclusion, quality education and lifelong learning, and also set out an agenda on global citizenship education—how to cultivate in youth the attitudes, values and skills needed in today’s world.

As the Forum approaches, the Walter H. Shorenstein Asia-Pacific Research Center asked Stanford professor Gi-Wook Shin to offer his perspectives on global education and his vision for South Korea. He is Korean and an expert on South Korea’s higher-education system, politics and society. He also advises some universities in Asia such as the Center for Asia-Pacific Future Studies at Kyushu University in Japan.

Shin leads two multi-year research projects—one focused on diversity and tolerance in Asia, and another on global social capital, delving into the linkages between innovation, economic globalization and diaspora communities. He recently published key findings in Global Talent with coauthor Joon Nak Choi, a Stanford graduate now professor at Hong Kong University of Science and Technology.

Education has played an important role in the social and economic development of South Korea. Can you explain?

Over the past fifty years, South Korea has gone from being one of the least developed countries to one of the most developed—an “economic miracle,” as it is often referred. The country rose from periods of wartime, poverty and social unrest to become a stable high-income developed country, all in an incredibly short time span. Education has played a substantial role in South Korea’s emergence. Nearly 70 percent of Koreans between the ages of 25 and 34 years of age hold an equivalent of a bachelors degree. This is the highest ranking in all Organization for Economic Co-operation and Development (OECD) countries. Investment in its own people, as well as areas of technology and the sciences, catapulted South Korea toward such success. Its education system is lauded globally. President Obama has referred to its system on multiple occasions, saying the respect and level of support given to teachers there helps to empower student learning. Teaching is a very highly respected profession in South Korea.

In pursuit of the “creative economy,” South Korea has sought to capitalize on the knowledge value of its population. How does diversity fit into this context?

South Korea, like many advanced nations, is driving toward a “creative economy,” a policy objective that President Park Geun-hye set out in Feb. 2013. It’s a strategy to move South Korea away from its manufacturing past toward a future of a service-oriented economy. The latter requires greater creative thinking, and human and social capital are necessary ingredients in that process. Many people look to Silicon Valley as a model of success, a place that continues to harness ideas and investment in those ideas. As I say, there is one known “secret” that has contributed to Silicon Valley’s success, and that’s cultural diversity. In fact Japanese Prime Minister Shinzo Abe visited Stanford recently on his state visit to the United States in a bid to underscore his commitment to building a creative economy in Japan. He convened with leaders of major technology firms like Apple and Twitter, and one of the main messages shared with Abe was the scale to which immigrants contributed to the workforce here. So, South Korea, like many Asian nations, would benefit from recognizing the connection between diversity and the economy, and take it one step further and actively encourage a society who accepts foreigners—this, of course, comes with inherent hurdles in any ethnically homogeneous country like South Korea.

How can a society cultivate globally responsible citizens?

Shifting a society to truly respect and value diversity can be an especially difficult task for countries steeped in nationalism and traditional values. In the case of South Korea, policies supporting values of diversity are just starting to appear, but full social integration of minorities remains a distant future. If the government acts to support diversity over the long-term, though, hopefully change is in the closer future. The challenge is for South Korea to strike the right balance between embracing the nation’s historical legacy, while also recognizing what it means to be a “global citizen” in today’s world. I’ve been working with Rennie Moon, a professor at Yonsei University, on this research question. Teachers play a definitive role in the development of students. Providing curriculum that is balanced is an important factor. This means teaching materials—from textbooks to videos—must provide a neutral stance, or even better, show information in a comparative perspective. Teachers themselves must also commit to being facilitators. Encouraging pride in one’s own country, while also showing respect and value toward others’ is a key message that teachers can help reinforce.

Why do foreign students in Korea matter? And, what role can Korean students have when abroad?

Foreign students in Korea represent a positive-sum game. For one, foreign students diversify Korea, and also help fill the national labor shortfall. In my study with Choi, we found that three groups of students prove to be more beneficial to Korean society. “Focused instrumentalists,” students who are pursuing advanced degrees in technical subjects, “focused Koreaphiles,” students who view Korea as special but focus mainly on their studies, and “youthful Koreaphiles,” students who view Korea as special but focus mainly on exploring their social environments. Instrumentalists grow an affinity to Korea by likely working for a firm in Korea upon graduation. Someone who is a Koreaphile will show affinity for Korea because of an admiration for pop culture and other aspects of Korean society—K-pop, hallyu, Korean dramas and so forth.

Increasingly, Korean students are choosing to study abroad. Just over 123,000 Korean students pursued an undergraduate degree abroad in year 2011; 29% of whom studied in the United States. We see chogi yuhak, a trend of Koreans sending their children overseas to avoid the secondary education system, which is often cited for its rigor and stressful entrance exams. Yet, even if Korean students do not return home, they still have an opportunity to contribute back to South Korea. They form a global network and serve as “transnational bridges” between South Korea and their host countries. As a result, information, innovation and other opportunities bounce between and among people on both sides. This same lesson could be applied to any country really.

What policy implications will transnational bridges have in South Korea?

The affects on policy are largely two-fold. First, South Korean universities, companies and the government must seek to promote values of diversity. The Korean government has taken steps to recognize the strategic value of recruiting foreigners. But, the push isn’t big enough yet. For example, we hosted former Seoul National University President Yeon-Cheon Oh as a visiting fellow this year. He voiced that while Korean universities are orienting some of their policies toward ‘internationalization,’ they still aren’t totally committed to the idea. Better support systems should be developed for foreign students, and tenure should be more accessible to foreign faculty members. Second, for Koreans overseas, diaspora networks could be strengthened. About 10 percent of all ethnic Koreans live outside the Korean Peninsula. Creating codified social and cultural forums for diasporans will help instill a sense of the homeland, so that they want to stay engaged.

Are aspects of South Korea’s model translatable in neighboring countries in Asia and elsewhere?

The Korean model is relevant in other developed, nonimmigrant societies. Different from settler societies like the United States or Canada, for instance, who have heterogeneous populations. Germany and Japan provide the closest comparison study; both their national identities are based on shared ethnicity. Japan has in many ways successfully leveraged its diaspora. Ethnic Japanese who left have been recruited back, and foreign unskilled workers, particularly from Asia, infuse the labor market. A large number of foreign students study in Japan. Germany also sees an substantial amount of foreign students each year. Japan now allows students to stay up to one year to search for a job after graduation, and in Germany, the same for six months. But both countries have trouble retaining graduates. Applying the case of South Korea, seeking benefits from transnational bridges could also benefit both societies. Assimilation of diasporans—like ethnic Koreans in Japan and Turkish people in Germany—should be a long-term goal.

Gi-Wook Shin wrote in Nikkei Asian Review about aspects of Silicon Valley that Asian countries should consider adopting to emulate its success, and how foreign skilled workers can provide social capital. He also contributed a post to Stanford University Press blog about steps South Korea could take to counter the "brain drain" phenomenon. Later, Shin and Rennie Moon wrote a piece for The Conversation, expanding upon the challenges that foreign faculty and students face in South Korea and other Asian nations.

The city of Cupertino, California, is only about 15km from Stanford University, where I teach and live. It is home to the headquarters of Apple, a global leader in the computer and smartphone industries. It is also home to many Indian and Chinese engineers who are essential to Silicon Valley's technological innovation. One can easily find a variety of Asian restaurants and shops along the palm tree-lined streets -- an interesting Californian scene with a distinctly Asian flavor.

Many Asians -- businesspeople, officials and experts -- visit Silicon Valley hoping to unlock its secrets, to learn why it is such a hotbed of innovation. One known "secret" here, often overlooked by Asian visitors, is the importance of cultural diversity. More than half of the area's startups, including Intel, Yahoo, eBay and Google, were established by immigrants, and these companies owe much of their success to the contributions of Chinese and Indian engineers. Cultural diversity can be found throughout the schools, stores and streets, as well as the enterprises, there.

In Israel, too

The circumstances are quite similar in Israel, another economy known for technological innovation. Following the collapse of the Soviet Union in the early 1990s, Israel admitted about 850,000 immigrants. More than 40 percent of the new arrivals were college professors, scientists and engineers, many of whom had abundant experience in research and development. These people played a critical role in promoting economic development and scientific and technological innovation in Israel. Many languages besides Hebrew can be heard on the streets of Tel Aviv, one of the country's largest cities.

It is no accident that Silicon Valley and Israel have become global high-tech centers. They opened their doors to a wide range of talented immigrants. Above all, an atypical sociocultural ecosystem -- a culture that respects and promotes the value of diversity -- is alive in both places.

In the United States, diversity is a key criterion in college admissions and faculty recruitment. Although "affirmative action" has disappeared in many parts of the country, diversity has come to play a key role in American university policies. Most American colleges, including Stanford, have a "diversity office" to promote diversity among students, faculty and staff. At Stanford, white students constitute less than 40 percent of the student body, and almost a quarter of the faculty come from minority groups. Similarly, only five of the 16 staff members at our Shorenstein Asia-Pacific Research Center are Caucasian, with the rest from ethnic and national minorities.

 The same can be said of leading American corporations, many of which have institutionalized "diversity management" to capitalize on the range of individual differences and talents to increase organizational effectiveness. Of course, basic knowledge and skills are prerequisites. But Americans seem to firmly believe that having a variety of backgrounds and experiences can help hatch new ideas and innovative technologies. Perhaps this is why they say that culture accounts for 90 percent of the innovation in products from Silicon Valley, with technology claiming only 10 percent.

The power of diversity

Scott E. Page, professor of complex systems, political science and economics at the University of Michigan, shows in his book "The Difference" how "the power of diversity creates better groups, firms, schools, and societies." In his view, collections of people with diverse perspectives and heuristics outperform collections of people who rely on homogeneous ones, and the key to optimizing efficiency in a group is diversity. In this work, Page pays particular attention to the importance of "identity diversity," that is, differences in race, ethnicity, gender, social status and the like.

To be sure, Asian countries such as Japan and South Korea are different from settler societies such as the U.S. With the influx of foreigners, however, even such ethnically homogeneous Asian societies are becoming multiethnic. In addition to unskilled labor and foreign brides, the number of overseas students and professors is rising at Japanese and South Korean universities, while Japanese and South Korean companies are actively hiring foreign professionals. Both countries are opening their doors to foreigners, though in limited numbers, and have made multiculturalism a key policy objective.

Still, they fall far short of recognizing the value of diversity. While Japanese and South Korean institutes of higher learning have been trying to attract more foreign students, they have been doing so mainly to make up for the declining student population at home and because university ranking agencies use the ratio of foreign students and professors as a key yardstick for measuring internationalization. The approaches of these two countries to multiculturalism are also largely focused on assimilating foreigners into their own cultures and systems. People from abroad are seldom accepted as "permanent" members of their societies or regarded as valuable assets. Japan and South Korea may have become multiethnic, but they are not multicultural.

One of the biggest challenges facing foreign residents in Japan and South Korea is the lack of understanding of their religious and cultural beliefs. Indian engineers working in South Korea complain of the poor acceptance of Indians by the local population, and of an especially poor understanding of their religion and culture. Foreign professors teaching at Japanese universities tell me they live as "foreigners," never accepted into the "inner" circles. It is unlikely that these talented people would like to work long term for universities and enterprises that are unable to embrace differences in skin color and culture. Under these circumstances, even if some foreign professionals happen to be hired, they may not be able to realize the full potential of their abilities, let alone bring about innovation.

All these people with different ethnic and national backgrounds should no longer be regarded simply as "temporary" residents to fill particular needs. Rather, by promoting the cultural diversity of Japanese and South Korean society, they should be viewed as important assets and potential sources of innovation. It is an urgent but difficult task to institutionalize the value of diversity in societies long accustomed to the notion of a single-race nation.

Born on campuses

A country's global competitiveness can hardly be improved if its society is reluctant to respect differences and understand other groups. Universities, in particular, should help their students experience diversity through the regular curriculum and extracurricular activities. Foreign students can serve as excellent resources for promoting diversity. Universities are ideal settings for various groups of students to meet, generate new ideas and interact with one another. It is no accident that many of the innovative ideas associated with Microsoft, Yahoo, Google and Facebook were all born on American university campuses, where diversity is embraced.

Empirical research should be carried out to examine how cultural diversity can bring about technological innovation in Japanese and South Korean society. Based on such studies, governments and private enterprises should take into account diversity in personnel hiring, training, management and evaluation. These same institutions should also systematically work to create and support an organizational culture that values diversity.

Could those Indian and Chinese engineers working in Silicon Valley have brought about the same kind of technological innovation if they had remained in their own countries? Could they accomplish the same feat in Japan and South Korea? How can Asian countries create the kind of ecosystem necessary for promoting a flexible culture of accommodating a broad spectrum of talents? We first need to reflect deeply on these questions before trying to emulate the success of Silicon Valley.

Shin recently coauthored the paper, "Embracing Diversity in Higher Education: Comparing Discourses in the U.S., Europe, and Asia" with Yonsei University Professor Rennie J. Moon. It is one outcome of their research project, Diversity and Tolerance in Korea and Asia. This Nikkei Asian Review article was originally carried on Nov. 20 and reposted with permission.

"The INSEAD's Global Talent Competitiveness Index ranked Korea 66th in the degree of openness to minorities and immigrants. Korea needs a government policy to attract high-quality human capital," says Gi-Wook Shin.