A recent review published in International Migration Review (IMR) lauded “Global Talent: Skilled Labor as Social Capital in Korea,” by Stanford professor Gi-Wook Shin and Joon Nak Choi. IMR reviewer Keumjae Park said the book makes an important contribution to the literature on foreign skilled workers and the problems that countries like South Korea face with demographic and economic change.

Park said the book “offers provocative policy questions” about how South Korea can encourage the development of social and cultural ties in its highly skilled labor markets, which in turn, support local and transnational markets through spread of information, innovation and trust.

Park also highlights the book’s approachability, saying it “offers theoretical lessons for general research” while it “invites attention of policy makers and business strategists.”

“Global Talent” is a part of Korea’s Global Talent, an ongoing research project at the Shorenstein Asia-Pacific Research Center. The project analyzes the potential benefits of transnational bridges between South Korea and the United States, and aims to provide insights that could be applied to other Asian countries.

Read the full review below and on the IMR website.

Seventeen faculty members and researchers from Stanford’s Freeman Spogli Institute for International Studies were hosted at U.S. Pacific Command (USPACOM) Headquarters in Hawaii for an intensive orientation on Feb. 4-5. The visit aimed to advance collaboration and to offer a deeper understanding of USPACOM’s operations to Stanford scholars who study international security and Asia.

Admiral Harry B. Harris, Jr., Commander of USPACOM, together with his commanders and staff, welcomed the delegation. Harris’s meeting with Stanford faculty is the second in recent months. The USPACOM visit and earlier speech at Stanford Center at Peking University are part of a series of activities driven by the U.S.-Asia Security Initiative. Led by Ambassador Karl Eikenberry, the Initiative seeks to provide constructive interaction between academic and governmental experts on the many and diverse security challenges facing the Asia-Pacific region.

“Engaging deeply in conversations with those who are on the frontlines is incredibly valuable,” said trip participant Coit Blacker, FSI senior fellow and professor of international studies. “This is especially true for academics who focus much of their attention thinking about the prospects for international peace and security but not necessarily considering their direct application on a military-level.”

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Top: (Left) The Stanford delegation watches a demonstration of a 2-minute drill. / (Right) Karen Eggleston boards a UH-60 Blackhawk helpcopter enroute to the Lightning Academy with her colleagues. Bottom: The delegation takes a group photo on-site.

On the first day, FSI scholars spoke with military officers about the command’s strategies and challenges it faces, such as population aging and sovereignty disputes over the South China Sea. Discussions were followed with a tour of USS Michael Murphy, a guided missile destroyer which routinely conducts operations in the Western Pacific including the South China Sea.

Karen Eggleston, FSI senior fellow and director of the Asia Health Policy Program, was one of the discussants on the USPACOM trip. Her research focuses on health policy in Asia, specifically the effects of demographic change and urbanization.

“As a health economist, the visit yielded for me a behind-the-scenes sense of how members of the military respond to pandemics and humanitarian situations, and of the ongoing dialogue with their counterparts in Asian nations,” Eggleston said. “I think that kind of military-to-military engagement provides an area rich with questions and best practices that could in some ways be shared as a model among other nations.”

Other activities on the first day included a briefing by the U.S. Pacific Fleet command, informal presentations and dialogue between the Stanford participants and the USPACOM staff, and working with senior leaders of the U.S. Pacific Air Forces command.

On the second day, the group visited the U.S. Army’s installation at Schofield Barracks. There, they observed a command post simulation and field exercise including units of the 25^th Infantry Division. Graduates from the U.S. Army’s jungle survival training school also shared their impressions of applying lessons in the field. Researchers from the Asia-Pacific Center for Strategic Studies (APCSS) joined the Stanford delegation later in the day. Both sides discussed research outcomes and avenues for future exchanges. The day concluded with an extensive tour of USS Mississippi, a Virginia-class attack submarine. FSI has long engaged military officers through a senior military fellows program. Started in 2009 by the Center for International Security and Cooperation, the program remains active today with five fellows conducting research at Stanford.

Lt. Col. Jose Sumangil, a 2015-16 U.S. Air Force Senior Military Fellow, participated in the Stanford delegation at USPACOM.

“The trip was an excellent opportunity to showcase how the U.S. ‘rebalance to Asia’ strategy is implemented on a day-to-day basis – for example, providing a look into the decision-making process that could occur should a situation arise in the South China Sea,” Sumangil said. “It’s incredibly important to build this kind of understanding among experts studying Asia, and I think we helped do that here.”

USPACOM is one of the largest U.S. military commands with four major service components (U.S. Pacific Fleet, U.S. Pacific Air Forces, U.S. Army Pacific, U.S. Marine Forces); it is tasked with protecting U.S. people and interests, and enhancing stability in the Asia-Pacific Region.

South Korea and the United States are “completely aligned” on North Korea strategy, the chief American diplomat in South Korea said to a Stanford audience on Monday.

Mark Lippert, who assumed the role of U.S. ambassador to the Republic of Korea in 2014, delivered remarks at a public seminar, “Perspectives on the U.S.-Korea Alliance,” organized by the Korea Program at the Walter H. Shorenstein Asia-Pacific Research Center.

Arriving from the Washington summit of President Obama and Korean President Park Geun-hye, Lippert spoke of the success of the state visit. The U.S.-Korea relationship is in “as good a shape as it’s ever been,” and that secure foundation is allowing the two countries to forge ahead on shared challenges, including North Korea, trade and global health.

Mark Lippert expressed optimism about the U.S.-ROK alliance at a Stanford talk on Oct. 19, 2015.

He said the United States and South Korea are invested in getting to a place where the North Koreans will “come back to the table” for discussions on ending their nuclear program, noting the continuing viability of the Six Party Talks mechanism which has been stalled for more than five years.

Lippert also cited U.S.-Korea strategic cooperation on sanctions against North Korea, and defense capabilities aimed to deter the threat of a North Korea with nuclear and long-range missile capacity.

Looking ahead, “The United States strongly supports calls for reunification of the Korean Peninsula,” he said. Human rights, a free economy and a democratically elected government in the North would be a priority in that pursuit.

Lippert said the United States is supportive of inter-Korean talks and reunions for families separated by the Korean War, both announced earlier this year. On Tuesday, hundreds of South Koreans crossed the border to meet with North Korean relatives, who have been separated for more than six decades.

Partnering on the economic level was another key aspect of the summit, Lippert said, and the Trans-Pacific Partnership (TPP) was among items discussed. The United States, as one of 12 TPP member nations, would welcome an application from South Korea should they choose to pursue it, he said.

Lippert acknowledged that South Korea already has bilateral trade agreements with 10 out of the 12 TPP member nations, including one with the United States. The U.S.-Korea Free Trade Agreement (KORUS) came into force in 2012 and is moving toward full implementation, he said. The United States’ sixth largest trading partner is South Korea.

Following his formal remarks, Lippert took questions from the audience.

Michael Armacost, a Shorenstein Distinguished Fellow, asked Lippert how Japan and China figured into the summit discussions following recent developments. In September, President Park attended a military parade in Beijing that marked the 70^th anniversary of the end of World War II. She was the only leader from a democratic country at the event.

Responding on China, Lippert said the United States is supportive of South Korea engaging with China. “We don’t view this as a zero-sum game,” he said, likening South Korea’s regional relationships to a situation where “all boats rise” together.

Dafna Zur, a professor of Korean culture and literature, asked Lippert to talk about how his education informed his career in public service.

Lippert attended Stanford and studied political science and international policy studies.

His education, he said, was invaluable in preparing him for the diverse situations and people that a diplomatic career brings.

Lippert encouraged students to savor conversation and debate in the classroom. Participating in that kind of forum not only “makes you a more informed person” but also “sharpens your analytic skills,” he said.

Prior to becoming ambassador, Lippert held senior positions in the Department of Defense and the White House and served in the U.S. Navy.

Following the event, Lippert met with faculty members of Shorenstein APARC and the Freeman Spogli Institute for International Studies for a roundtable discussion, chaired by Kathleen Stephens, a distinguished fellow at Shorenstein APARC and former U.S. ambassador to the Republic of Korea (2008-11).

Embedded photo: Mark Lippert speaks at Stanford on Oct. 19, 2015. Photo credit: Heather Ahn.

Thirty U.S. secondary school teachers, representing 11 states and multiple subject areas, came to Stanford for a three-day professional development conference that seeks to help teachers better incorporate Korean studies in the classroom.

Korea is arguably one of the most stable democracies in the world and its economic model often praised. Yet Korea-focused curriculum in the United States rarely covers much outside of the Korean War context, leaving a potential gap in students’ understanding of the Pacific nation. The Hana–Stanford Conference on Korea seeks to change that reality.

In its fourth year, the conference offers a venue for specialists on Korea to share knowledge with secondary school educators and creates an opportunity for educators to form a cross-cultural professional network toward the vision of enhancing their curriculum with Korean studies. 

For three days, scholars from Stanford and peer institutions taught the U.S. teachers about Korean history, economy, culture and the nation's regional and global relations. Speakers included economist Yong Lee and career diplomat David Straub, both scholars at the Walter H. Shorenstein Asia-Pacific Research Center (APARC), as well as Middlebury professor Rachael Miyung Joo, also a Stanford alum. Teachers and students from Hana Academy Seoul, a private high school in Korea, also shared perspectives with the American teachers. The full agenda is viewable here.

Supported by the Hana Financial Group, the conference is organized by Shorenstein APARC and the Stanford Program on International and Cross-Cultural Education (SPICE), a program that makes globally focused Stanford research accessible to K–12 grade levels.

SPICE’s Jonas Edman and Rylan Sekiguchi followed the lectures with curriculum demonstrations. Each teacher left the conference with a set of comprehensive lesson plans and strategies for putting the curriculum into practice.

Shorenstein APARC caught up with a few of the teachers (pictured below from right to left): Anne Schaefer from San Jose Middle School (Novato, CA), Orah Bilmes from Alvarez High School (Providence, RI), and Jeffrey Scharfen and Graham Rutherford from Cardinal Newman High School (Santa Rosa, CA). An abridged version of the conversation is below.

What has surprised you about Korea?

Anne: The process it took for Korea to have such strong economic growth—so quickly—and to understand all of the components that led to that growth really surprised me. Moving from an autocratic regime through many stages to where it is today, and the interesting role that education played in its development. Education really became a motivating factor for everybody. I found that a very unique, complex phenomenon.

Jeffrey: Hearing from scholars from both Korea and the United States about the Korean experience has given me a better sense of history. For instance, the Korean-American experience in Los Angeles during the 1992 Rodney King riots. I remember being there during those riots. For me, they were defining moments, but on the other hand, I never truly had a sense of the powerful impact it had on the Korean community.

What Korean cultural themes can U.S. students most relate to? Do your students consume Korean culture?

Orah: I teach many students from the Dominican Republic. One of the presentations gave me ideas for putting together activities for students to compare baseball in the Dominican Republic with baseball in Korea. When comparing cultures, starting with something that’s accessible allows students to develop the vocabulary needed to jump into higher-level discussions.

Jeffrey: My students are very connected to Korean pop themes. My own awareness actually comes from my own children and a student that I’ve taught who was adopted from Korea. For that student, Korean pop culture gave her a sense of identity and her interests emanated, so there was a multiplying factor and her friends became interested too.

Kimchi…you learned how to make the dish and sampled it, too. How’d it go?

Graham: I enjoyed watching and seeing how kimchi is made. It’s more than a name, it has this place in society. I’ve had kimchi before but it was neat to see and hear about its background. The variety of styles was surprising. And it was really good with rice.

Jeffrey: I love kimchi. I think I was first introduced to kimchi in 1973 and I’ve been eating it regularly since then. It’s one of those culinary pleasures that breaks down barriers and gives you an entrée into other relationships. In a way, it’s a kind of diplomacy.

Anne: The culture of kimchi as a family thing – having one’s own set of tastes and different ingredients depending on family history was fun to learn about. The conference made apparent that culinary history is important and creates an understanding of a culture.

What’s one lesson from the conference you’d share with other teachers?

Orah: I teach many immigrant and refugee students. For some, they left behind very poor countries. The information on Korea’s economic policies and history has my head spinning to have students try to “apply” the Korean economic approach to their home countries, analyze its strengths and weaknesses, and decide if one country’s approach can also work for another.

Anne: One of the tangential themes was that, despite all the talk of globalization, culture continues to exist in Korea and other countries. The Internet connects everyone, but I go to “this place” and it’s still “this place.” Culture—and the fact that we can still retain it even in today’s globalized world—is truly beautiful.

Graham: I try to get my students to not just look back at the problems they are studying but to also put themselves back into the time period—to realize that the decisions made then have to be understood in that moment in time. North Korea can be examined through that lens. And while it’s easy to look back and see the problems, it’s also worth encouraging students to look ahead and consider how the Korean divide could be solved.

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Japan has been actively pursuing internationalization of its higher education, and recruiting foreign students has been a major part of this endeavor. In 1983, Japan announced its plan to recruit 100,000 foreign students by the year 2000, and in 2008 instituted a plan to recruit 300,000 foreign students by 2020. Subsequent government-led projects such as the Global 30 (2009-2014) and the Top Global University (2014-2023) projects have also stipulated international student recruitment as a major requirement.

As a result, the number of foreign students in Japanese universities has increased significantly from 10,428 in 1983 to 139,185 in 2014. Likewise, foreign faculty numbers have grown from just 418 (0.8% of total faculty) in 1994 to 6,034 (6.8%) in 2014. Although the figures are still relatively low compared with those in Europe and North America, they bring a potentially powerful force for social change to a country marked by high ethnic homogeneity.

In particular, the influx of foreign students and faculty to Japanese universities creates more culturally diverse campuses, often cited as a desirable result of and a key motive for pursuing internationalization. In the U.S. and Europe, such changes have led to significant discursive and programmatic efforts to create a culture of respect for diversity and inclusion. For example, Europe has, despite its critics, consistently articulated the value of "interculturality," diversity, and respect for cultural differences as a broader discourse for European higher education.

However, this is not the case with Japan and most other Asian nations. One major reason is that Japanese universities primarily attract foreign students as a means to particular ends, such as enhancing university prestige, creating "education hubs," filling the gap in the declining college student population and improving international higher education rankings. As a result, Japanese campuses have become much more diverse than in the past. However, appreciation of the intrinsic educational value of a culturally diverse student and faculty body has not been embraced.

Our study shows a noticeable disjuncture between structural, educational and interpersonal levels of diversity. That is, Japanese universities have accepted more and more students of varying racial and ethnic backgrounds (structural diversity), but the curriculum still offers limited opportunities for students to think more deeply about assumptions concerning race, ethnicity and other individual/group differences (educational diversity).

However, despite the politeness of the Japanese, many of the respondents indicated that making friends with Japanese students is difficult, with some pointing this out to be "the hardest part about being in Japan." One foreign student seemed puzzled: "Making real friends is hard. But I don't know why." One South Korean student we interviewed provided a clue: "People here are very individualistic and very independent, I think. In my laboratory, I will be the one who will approach my lab mates, especially the Japanese. They are very helpful but I have to be the one who starts the conversation."

The Japanese government and universities have worked closely to attract foreign students but due to the lack of interpersonal interaction between Japanese and foreign students, Japan is missing out on crucial opportunities in its higher education internationalization efforts.

First, international students gain many opportunities to interact with each other and learn intercultural skills for global citizenship while Japanese students much less so. As one foreign student said, "It's a very diverse environment because we all come from different countries. We can communicate different ways of thinking and share different ideas." Yet, most Japanese students are hesitant to interact with foreign students, missing the chance to learn intercultural skills. As the number of young Japanese going abroad to study has been on the decline in recent years (82,945 in 2004 to 60,138 in 2012), the contribution of foreign students to global education in Japanese colleges will be all the more important.

Second, diversity is instrumental in promoting innovation, and Japan should take advantage of the diversity that foreign students bring to its society. Much research demonstrates the positive effects of diversity on various academic and social outcomes (ability to form out-group friendship networks, increased cultural awareness, acquiring global citizenship skills, improving the campus climate, innovation, etc.). Facilitating diversity and recognizing their long-term effects for innovation and development should be a major goal of higher education in Japan.

Finally, foreign students can be valuable social capital for Japan, especially playing the role of transnational bridges between Japan and their home countries. Many come to Japan to learn about Japanese society and economy, with plans to become a bridge between Japan and their home countries after graduation. However, due to the lack of interpersonal interaction with Japanese students, foreign students often end up interacting primarily among themselves. Thus, they are also likely to bridge among themselves, rather than with Japanese, and that is a loss, given that Japan has invested so much in attracting foreign students.

Japan wants to make its top universities "super global," but they should first realize that this requires more than simply recruiting foreigners. What is most urgent is producing "global citizens" with inter-cultural skills and that can be achieved through the creation of a campus environment and culture that appreciates and respects diversity. It should also better appreciate the value of foreign students as transnational bridges with Japan.

To achieve such goals, Japanese universities need to establish institutional frameworks or programs to promote interaction between Japanese and foreign students. For example, they should offer more courses that both Japanese and foreign students can take together. Rather than just focusing on teaching Japanese languages and cultures to foreign students, Japanese students should be encouraged to take more courses in English and also those on other cultures and societies, ideally together with foreign students. These courses can instill values of cultural diversity in higher education in Japan. Japanese universities also need to ensure that structural segregation, either between programs, courses, dormitories and campuses, isn't an obstacle for promoting greater interaction between foreign and local students.

Our focus group interviews with Japanese students show that foreign and Japanese students misunderstand each other to a great extent. Foreign students are disappointed that not many Japanese are willing to approach them, but Japanese students are afraid to inconvenience their foreign visitors with their "poor" English. Foreign students are tired from guessing what their Japanese counterparts really feel and think, or their honne, but Japanese students think it is impolite to be too frank and direct even with other Japanese, let alone towards foreign students. To reduce these and other misgivings and gaps in cultural understanding, Japanese universities need to put in place more cross-cultural programs and opportunities for both sides to come into natural contact.

In short, internationalization efforts by Japanese universities should not stop at recruiting foreigners to their campuses. Rather, fostering a tolerant, inclusive university culture where foreigners are considered full, valued members should be considered an important step toward making Japanese universities truly international.

Stanford professor Gi-Wook Shin and Yonsei University professor Rennie J. Moon lead the research project, Diversity and Tolerance in Korea and Asia. This Nikkei Asian Review article was originally carried on July 16 and reposted with permission.

The Washington Post's Anna Fifield reviewed Crossing Heaven's Border (Shorenstein APARC, 2015), a book by author and journalist Hark Joon Lee. The book details the challenges facing North Korean defectors -- their perilous escapes, the repressive regime that they seek to flee from, and for some, what life looks like on the other side.

"Lee’s book is compelling because it offers a fresh perspective on the puzzle that is North Korea. He writes about the challenges he faced in reporting on this story and the ethical questions he encountered, and the toll it took on him as a person," Fifield writes.

Sensationalist stories about North Korea often swirl in news headlines, but Lee chronicles their hardships as a firsthand witness who embedded with defectors from 2007 to 2011. 

Lee, reporting for the Korean newspaper Chosun Ilbo, initially published the stories as articles, and later as a documentary on the Public Broadcasting Service in 2009. Lee's account focuses on the lives of ordinary North Koreans.

"He writes about the tenderness he sees between a middle-aged couple from different social backgrounds who fled so they could be together; Soo-ryun, who had a difficult escape but found love and had a baby, only to be struck down by stomach cancer; pretty Young-mi, who dreamed of going to the United States but then found she couldn’t even understand the English that South Koreans use," Fifield writes.

The review and a Q&A with Lee is available on the Washington Post website.