The Korea Program at Stanford’s Walter H. Shorenstein Asia-Pacific Research Center is soliciting papers for the Koret Workshop on Globalization, Innovation and Culture in Korea at Stanford University.

South Korea has become an economic powerhouse, but faces multiple challenges. To maintain its dynamism and growth in the increasingly innovation-driven global knowledge economy, Korea needs to turn its attention to the more social, cultural and educational aspects of development.

Of paramount importance is the ability to welcome and embrace difference and creativity, upgrade pertinent social values of cultural diversity and social tolerance, promote innovation and effectively reflect and transmit such values through institutions. The conference will be interdisciplinary, problem-oriented and policy-relevant. A broad range of questions and approaches are welcomed, particularly those that address main challenges Korea will face going forward.

Possible research topics include:

• Higher education, cultural diversity and development.

• Social cohesion beyond nationalism and multiculturalism.

• Entrepreneurial culture and innovation.

• Causes and consequences of rising inequality.

• Demographic changes, skilled foreign labor and education/work culture.

The conference will be held on April 22, 2016 at Stanford University. Beyond research presentations, the conference also aims to foster connections among scholars with common interests. Travel (domestic or international economy class) and hotel costs as well as a modest honorarium will be covered for the presenters.

Papers may be submitted for consideration in a PDF file (6,000-8,000 words) to Yong Suk Lee by email at yongslee@stanford.edu. The submission deadline is Jan. 31, 2016.

The Koret Workshop is organized by the Korea Program to bring together an international panel of experts in Korean affairs. The Korea Program established the Koret Fellowship in 2008 with generous funding from the Koret Foundation. 

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.

Japan must transform its economy in a way that mirrors the innovation ethos in places like Silicon Valley and Stanford University, Japanese Prime Minister Shinzo Abe said Thursday during a speech on campus.

As an example of how to encourage such creativity, Abe hailed a new partnership starting this fall with Stanford that will train the next generation of biomedical experts. In doing so, he urged a "fundamental change" in how Japanese society views the process of innovation, from how ideas originate to competition in the marketplace.

Japan Biodesign will be launched in collaboration with the Stanford Biodesign program and five higher education and research institutions in Japan. Faculty members will work together to create new interdisciplinary systems based on Stanford Biodesign. Stanford leaders will train and mentor their Japanese colleagues.

Abe, who is the first Japanese prime minister to visit Stanford, marveled at how the tech sector in the United States has "consistently evolved at top speed."

He said, "I want the best and brightest Japanese talent" to learn about Silicon Valley.

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Abe shared the Bing Concert Hall stage with Stanford President John Hennessy and George Shultz, the former U.S. Secretary of State and distinguished fellow at the Hoover Institution. Abe's talk, titled "Innovation, Japan and Silicon Valley Symposium," included an introduction and remarks by Hennessy and Shultz. The event drew a full house of invited guests and members of the Stanford community.

"It is a great honor" to be at Stanford, Abe said in beginning his remarks.

He noted that Japan is revisiting its regulatory and tax systems in order to encourage more economic dynamism and competition. "The Japanese people will benefit from innovation," he said.

The challenge, he acknowledged, has been the slow pace of innovation in Japan. Today, however, the Internet economy and big data are creating "enormous changes" in his country's economic approach, he said. "We have to catch up, or otherwise Japan will lose vitality," Abe added.

Cultural connections

In his introduction of Abe, Hennessy chronicled Stanford's long history and friendship with Japan and its people.

Japan, he said, is home to more Stanford alumni than any other Asian country, and when the university's doors first opened in 1891, the pioneer class included a Japanese student. Currently, 139 students from Japan are enrolled at Stanford.

Hennessey described Abe as focused on revitalizing Japan's economy and stewarding it toward a greater global role.

Shultz, who knew Abe's parents, shared recollections of poignant moments between Abe's politically prominent family and his own.

Abe joined a roundtable discussion after his speech with Michael McFaul, director of the Freeman Spogli Institute for International Studies; Stanford Board of Trustees Chair Steve Denning; Stanford School of Medicine Dean Lloyd Minor; Stanford political science Professor Emeritus Daniel Okimoto; Yahoo co-founder Jerry Yang; and Twitter co-founder Jack Dorsey, among other scholars and dignitaries. He also met with Stanford students before leaving campus.

Afterward, McFaul wrote in an email, "I think it is fantastic that Prime Minister Abe came to Stanford and Silicon Valley after his very successful visit to Washington. He demonstrated that deepening U.S.-Japanese relations requires not only strong government-to-government ties, but also deepening ties between our societies, including educational institutions like Stanford."

Abe's state visit to the United States this week included the first address by a Japanese leader to a joint session of Congress. Abe served as prime minister of Japan in 2006-07 and returned to the position in 2012.

'Working together'

On Tuesday, U.S. President Barack Obama said after a meeting with Abe that the two countries had made progress in trade talks on a massive 12-nation trade deal that would open markets around the Pacific Rim to U.S. exports. Both nations face domestic political obstacles to concluding the Trans-Pacific Partnership agreement.

"This agreement would expand the coverage of the free trade agreements for both Japan and the U.S. substantially," said Stanford economist Takeo Hoshi, director of the Japan Program at the Shorenstein Asia-Pacific Research Center, in an interview. "The U.S. and Japan have been working together to maintain peace and sustain economic growth in the Pacific Asia."

Hoshi said that Abe's visit to the Silicon Valley confirms that Japan is serious about transforming its economy from one based on exports to one focused on innovations.

"Going forward, we can learn a lot from Japanese experience and their reform attempts," said Hoshi, who is also a senior fellow at the Freeman Spogli Institute.

Hoshi spoke with The Associated Press just before Abe’s arrival to California, citing Silicon Valley as the ideal place for Japan to learn about innovation. He also joined KQED’s Forum to discuss the current state of the U.S.-Japan alliance. Later, he was interviewed by BBC Business about Abe's visit to Stanford.

Stanford Biodesign

Founded in 2001, Stanford Biodesign has pioneered a new training methodology in which interdisciplinary teams of engineers and physicians go through a rigorous process of carefully characterizing unsolved clinical needs before jumping to technology solutions.

For the Japan Biodesign program, the bulk of the educational activities will take place at the campuses of the partner Japanese universities.

Clifton Parker is a writer for the Stanford News Service.