Min Zin is a Burmese journalist, and a regular contributor to The Foreign Policy’s Transition. He also serves as Burma’s country analyst for several research foundations including Freedom House. He took part in Burma’s democracy movement in 1988 as a high school student activist, and went into hiding in 1989 to avoid arrest by the junta. His underground activist-cum-writer life lasted for nine years until he fled to the Thai-Burma border in August 1997. His writings appear in The Journal of Democracy, The Foreign Policy, The Irrawaddy, The Bangkok Post, Far Eastern Economic Review, Wall Street Journal, and other publications. He is now  pursuing a PhD in the political science department at UC Berkeley.

Larry Diamond is a senior fellow at the Hoover Institution and at the Freeman Spogli Institute for International Studies, where he directs the Center on Democracy, Development, and the Rule of Law. Diamond also serves as the Peter E. Haas Faculty Co-Director of the Haas Center for Public Service at Stanford. He is the founding co-editor of the Journal of Democracy and also serves as Senior Consultant (and previously was co-director) at the International Forum for Democratic Studies of the National Endowment for Democracy. During 2002-3, he served as a consultant to the U.S. Agency for International Development (USAID) and was a contributing author of its report Foreign Aid in the National Interest. He has also advised and lectured to the World Bank, the United Nations, the State Department, and other governmental and nongovernmental agencies dealing with governance and development. His latest book, The Spirit of Democracy: The Struggle to Build Free Societies Throughout the World (Times Books, 2008), explores the sources of global democratic progress and stress and the prospects for future democratic expansion.

At Stanford University, Diamond is also professor by courtesy of political science and sociology. He teaches courses on comparative democratic development and post-conflict democracy building, and advises many Stanford students. In May 2007, he was named "Teacher of the Year" by the Associated Students of Stanford University for teaching that "transcends political and ideological barriers." At the June 2007 Commencement ceremony, Diamond was honored by Stanford University with the Dinkelspiel Award for Distinctive Contributions to Undergraduate Education. He was cited, inter alia, for fostering dialogue between Jewish and Muslim students; for "his inspired teaching and commitment to undergraduate education; for the example he sets as a scholar and public intellectual, sharing his passion for democratization, peaceful transitions, and the idea that each of us can contribute to making the world a better place; and for helping make Stanford an ideal place for undergraduates."

During the first three months of 2004, Diamond served as a senior adviser on governance to the Coalition Provisional Authority in Baghdad. Since then, he has lectured and written extensively on U.S. policy in Iraq and the wider challenges of post-conflict stabilization and reconstruction, and was one of the advisors to the Iraq Study Group. His 2005 book, Squandered Victory: The American Occupation and the Bungled Effort to Bring Democracy to Iraq, was one of the first books to critically analyze America's postwar engagement in Iraq. He has also participated in several working groups on the Middle East. During 2004-5, was a member of the Council on Foreign Relations' Independent Task Force on United States Policy toward Arab Reform. With Abbas Milani, he coordinates the Hoover Institution Project on Democracy in Iran.

Education has provided the critical foundation for Asia’s rapid economic growth. However, in an increasingly globalized and digital world, higher education faces an array of new challenges. While the current strengths and weaknesses of educational systems across Asia differ considerably, they share many of the same fundamental challenges and dilemmas.

The fourth annual Stanford Kyoto Trans-Asian Dialogue examined challenges and opportunities in reforming higher education in Asia. At its core, the challenge facing every country is how to cultivate relatively immobile assets—national populations—to capture increasingly mobile jobs with transforming skill requirements. This raises fundamental questions about skills needed for fast-paced change, domestic inequality, the role of government, and choices of resource allocations.

Scholars and top-level administrators from Stanford University and universities across Asia, as well as policymakers, journalists, and business professionals, met in Kyoto on September 6 and 7, 2012, to discuss questions that address vital themes related to Asia’s higher education systems. These included:

• Can higher education meet the challenges of economic transformations?
  As skill requirements change with the increasing use of IT tools that enable manufacturing and service tasks to be broken apart and moved around, how can higher education systems cope? How can education systems address the increasing need for global coordination across languages and cultures? How can countries deal with demographic challenges, with developed countries facing overcapacity and developing countries with younger populations facing an undercapacity of educational resources?

• How are higher education systems globalizing?
  What are the strategies for the globalization of higher education itself? How are universities positioning themselves to attract top talent from around the world, and what are their relative successes in achieving this? What are the considerations when building university campuses abroad? Conversely, what are the issues surrounding allowing foreign universities to build within one’s own country?

• How can higher education play a greater role in innovation?
  What is the interplay between private and public institutions and research funding across countries, and what are the opportunities and constraints facing each? What is the role of national champion research initiatives? For developed East Asian countries, a focus on producing engineers raised the economic base, but many are discovering that they are still not at the leading edge of innovation. What are ways to address this dilemma? For developing countries, the challenge is how to improve basic education from the level of training basic factory workers to creating knowledge workers. How might this be accomplished? Is there room for a liberal arts college model?

• What are the challenges and opportunities in reforming higher education?
  What are effective ways of overcoming organizational inertia, policy impediments, and political processes that hinder reform? What are the debates and issues surrounding ownership, governance, and financing of higher education?

The Walter H. Shorenstein Asia-Pacific Research Center (Shorenstein APARC) established the Stanford Kyoto Trans-Asian Dialogue in 2009 to facilitate conversation about current Asia-Pacific issues with far-reaching global implications. Scholars from Stanford University and various Asian countries start each session of the two-day event with stimulating, brief presentations, which are followed by engaging, off-the-record discussion. Each Dialogue closes with a public symposium and reception, and a final report is published on the Shorenstein APARC website.

Previous Dialogues have brought together a diverse range of experts and opinion leaders from Japan, South Korea, China, Vietnam, Thailand, Indonesia, Singapore, India, Australia, and the United States. Participants have explored issues such as the global environmental and economic impacts of energy usage in Asia and the United States; the question of building an East Asian regional organization; and addressing the dramatic demographic shift that is taking place in Asia.

The annual Stanford Kyoto Trans-Asian Dialogue is made possible through the generosity of the City of Kyoto, the Freeman Spogli Institute for International Studies at Stanford University, and Yumi and Yasunori Kaneko.

Population aging in Asian societies is accompanied by changes in intergenerational living arrangements, which can have substantial health and economic implications for the elderly parents and their adult children. Dr. Young Kyung Do will present some of his recent works related to elderly living arrangements in South Korea. These works include the effect of coresidence with an adult child on depressive symptoms among older widowed women; the relationship between adult children's coresidence with parents and their labor force participation; and interrelations between expectations about bequests and informal care with special emphasis on the role of intergenerational coresidence. In these studies, Dr. Do attempted to account for a common methodological issue: living arrangements are not always randomly assigned but may be jointly decided with the outcome of interest taken into account by either the elderly parents or their adult children. While this seminar will focus on the South Korean context, the significance and implications apply to many other Asian societies undergoing population aging and marked transitions in elderly living arrangements.

Dr. Young Kyung Do is an assistant professor at the Duke-National University of Singapore Graduate Medical School (Duke-NUS), Program in Health Services and Systems Research. His research interests include the economic and health system impact of population aging and noncommunicable disease; interactions between self-care, informal care, and formal care interfaces; and health, education, and labor market outcomes over the life course. He received his MD (1997) and master of public health (2003) degrees from Seoul National University, subsequently completing his PhD in Health Policy and Management (2008) at the University of North Carolina at Chapel Hill. He was the inaugural Asia Health Policy postdoctoral fellow at the Shorenstein Asia-Pacific Research Center,(2008−9).