Sheena Yeom

Higher Education Reform in South Korea: New University for Regional Innovation (NURI): 

Higher Education Reform in South Korea: New University for Regional Innovation (NURI) Sheena Choi Indiana U. – Purdue U. Ft. Wayne Minho Yoem Chonnam National University

NURI: 

NURI MOEHRD’s (Ministry of Education and Human Resources Development) key project Aim: strengthens regional universities and promotes balanced development Investing 1.4 trillion Won (USD 1.4 billion) over 5 year period beginning in 2004. Supports regional universities by encouraging the development of areas of specialization – regional universities raise their competitive edge, developing local man-power needs that will lead to greater employment opportunities for the students upon graduation (by 10%) Undergraduate focus (contrast to BK21) Facilitate exchange and collaboration between universities, industries, research institutes, and local government – cluster formation

STRUCTURE: 

STRUCTURE Consortiums: 13 cities and provinces, except the capital area Size: Small; Medium; Large 2005, 122 NURI Project teams (32 large size; 29 medium size; 61 small size) -240 billion Won (USD 261 million)

BACKGROUND:International/global context: 

BACKGROUND: International/global context Rise of the knowledge economy increasingly link the economic prosperity of a region and nation with higher education. OECD – identified the knowledge-based economy as creation, utilization, and dissemination of knowledge and information are vital to the economic growth strategy (1996). Trend – growing number of industrialized nations linking university to regional/national development. The Economist – 'portrays the university not just as a creator of knowledge, a trainer of young minds and a transmitter of culture, but also as a major agent of economic growth: the knowledge factory, as it were, at the centre of the knowledge economy' (David 1997: 54 quoted in Wolf 2006: 167)

REGIONAL DEVELOPMENT IN KOREAN CONTEXT: 

REGIONAL DEVELOPMENT IN KOREAN CONTEXT 11th largest economy in the world Hyper-development of the capital (Seoul) -- 'Single magnet' 'Vortex of Centralism' (Gregory Henderson 1968) – concentration of power, fame, and $$$ Population: Seoul – special status as nation’s only tul’buyl’shi (Special City) – 10 million within city limits (nearly 20 % of nation’s population) in 1.8 percent of national territory. Soo’dokwon area (Greater Seoul Metropolitan Area and Commuter Belt) – 23 million – 50 % of nation’s population Politically: Seat of all government offices/agencies Economically: 89% of 30 biggest companies’ headquarters 77% of IT firms; 80% of income tax

Cont’: 

Cont’ Higher Education***(gate keeper to elite occupations and future income): 22% of nation’s HE institutions 25% of nation’s college student population ***Institutional prestige*** ***Employment upon graduation*** Students from Seoul - More then 80% in administrative and foreign service examination (In 2003, only 57.6% of regional universities’ graduates found jobs) More than 25% of regional HE students are preparing for transfer to universities in capital area ***imbalance in opportunity structure

CRITICAL AND PRESSING SOCIAL ISSUE: 

CRITICAL AND PRESSING SOCIAL ISSUE Stratification : Widened gap between the cities and provinces vis-à-vis capital (negative impact on social mobility)

Literature : 

Literature Role of Universities and Knowledge-Based Economy Universities came under increasing pressure to expand their traditional role (teaching, research, service) – more applied research activities that would lead to the formation of university-industry partnerships 'Universities are now expected to generate more applied knowledge of greater relevance to industry, to disseminate knowledge, and to provide technical support to industry' (Wolfe 2006:171) The U. S. examples: Stanford University and Silicon Valley; MIT and the development of Route 128 Social process of innovation process in a knowledge-based economy – spatial proximity is critical (codified and tacit dimensions of knowledge)

Cont’: 

Cont’ Differentiation and Diversification of Higher Education The complexity of contemporary society - broad range of needs cannot e fulfilled by one type of institutions 'Because of the growing complexity of bodies of knowledge and related tasks, the division of academic labor is increasingly characterized by fragmentation within and among universities, colleges, and institutions' (Clark 1978:70) U. S. trend – preserving and enhancing diversity of higher education institutions (emergence of differentiated systems capable of dealing these multifaceted needs) 'a certain amount of institutional diversity is a necessary condition for a flexible, adaptive, and responsive higher education system' (Huisman 1998:75)

Cont’: 

Cont’ Higher Education and Society HE occupied a special place and society (Newman andamp; Courturier 2002:6) General public – limited understanding of HE beyond individual and economic terms 'without determined effort higher education may soon forfeit its ability to be a major force in shaping the future' (Chambers 2005:4) Requires a collective reshaping of the ways (focus more on public and social issues of higher education rather than on economic or market concern) New movement (social and public orientation) -- Derek Bok; Ernest Boyer; Donald Kennedy Public/social engagement; curriculum; cooperation with community)

Social and Political Theories: 

Social and Political Theories Decent Society Avishai Margalit The Decent Society (1996) – expansion of Rawl’s Just society??? 'A civilized society is one whose members do not humiliate one another while a decent society is one in which the institutions do not humiliate people' (Margalit 1996:1) A society can be civilized w/o being decent and vise versa Humiliation is 'any sort of behavior or condition that constitutes a sound reason for a person to consider his or her self-respect is injured' (1996:9)

Cont’: 

Cont’ T. H. Marshall – Citizenship (civil, political, and social) – historical development of nation state Social – health, education, culture, employment, and social security) Criticism about social citizenship – does not include a comprehensive social component of second-class citizenship 'Members of classes lacking economic and social power are not full citizens even in the legal and political senses' 'They are not equal before the law, and their chances of being elected for political office are slim' (Margalit 1996:157) Economic have-not portion of citizens often manifests social alienation in ranging from apathy to belligerence Growing consensus – social citizenship is a public good meant to be enjoyed by everyone and it is a state must be instrumental in 'great equalizer'

Justice as Fairness: 

Justice as Fairness Political philosophy -Social contract Main political and social institutions regulate the division of benefits arising from social cooperation and allot the burdens necessary to sustain these basic rights and duties. Sanctioning inequalities in wealth and income that would be to the advantage to the deprived (Rawls) Social cooperation Guided by 'publicly recognized rules and procedures which those cooperating accept as appropriate their conduct' Fair terms of cooperation (reciprocity/mutuality to agreed upon standard) Those engaged in cooperation are seeking to advance from the standpoint of their own (Rawls 2001)

Research Site – Kwangju (Chonnam National University): 

Research Site – Kwangju (Chonnam National University) Projects: Human Resources for Photo Electronic Compartment Training Project; Human Resources for Electronics; Information; Consumer Electronics Industry Aims: 3 Highs ( High innovation; high production; and high technology) The university was supported with 7.5 billion Won in 2004, and a total of 37.5 billion Won over 5 years

Research Site: 

Research Site

Methodology & Research Questions : 

Methodology andamp; Research Questions Methodology: case study: (open-ended interviews (8 faculty/administrators; 2 students) and document analysis) Research Questions: How do you define the NURI project? What is your perception of the quality of the project? What is your rationales for you to participate in NURI project? What is your personal benefit in participating in NURI project? What is your professional benefit in participating in NURI project? What barriers prevents individuals form participating in the NURI project? What barriers interfered with an institution’s ability to develop a successful NURI project? What important strategies is the institution capitalizing?

Findings and Discussion: 

Findings and Discussion How do you define the NURI project? Clear understanding and support for project goal: 'first government project for supporting regional university' 'a good project with clear purpose' What is your perception of the quality of the project? Varies by project but overall good Student quality improved (academic, participation) What is your rationales for you to participate in NURI project? Personal satisfaction; Want to provide a good learning environment for students Able to purchase equipment and provide scholarship to students

Slide18: 

What is your personal benefit in participating in NURI project? FEW financial incentives (course release, stipend etc) – but not equal to their time/efforts Less time for own research More relying on personal satisfaction and good will of faculty Want to provide a good learning environment for students Able to purchase equipment and provide scholarship to students Rational: faculty are university employs anyway (thus, additional pay is redundant compensation) ***Point to reconsider*** What is your professional benefit in participating in NURI project? SERVICE Not clearly related to professional development

Slide19: 

What barriers prevents individuals form participating in the NURI project? Cumbersome administrative procedure and control (More so than BK 21) Fiscal calendar not coincide with academic calendar Vague assessment criterions (differ by assessors-specialization of assessors) Frequent change of assessors (specialization of assessors) Too much emphasis on student job placement (report dates not take account of licensing exam etc.) not take account of different field (some are more applicable/job oriented while some fields are more academic orientation) graduate study (penalized, not counted as employment) What barriers interfered with an institution’s ability to develop a successful NURI project? Fortunate about the size of the projects CNU was awarded. What important strategies is the institution capitalizing? Being a part or leader in establishing consortium with other regional universities

Discussions: 

Discussions Heavy reliance on personal satisfaction/scarifies (willing to serve) of faculty – not effective incentives Too much focus on occupational training – academic, interdisciplinary is given secondary importance Criticism about student preference for employment in the capital/large co operations as oppose to regional medium size industries – continuing the capital v. regional imbalance? Too much focus on local – forward looking nationally and globally Reproduction of regional universities as second tier institutions ???

Conclusion: 

Conclusion Government plays a pivotal role; There is serious stratification in Korean society and Korean HE; The goal of NURI is to promote balanced development of the country; Encouraging first step – generating optimistic energy (could make small changes) However… The project may cause further stratification of regional university by coupling the HE with region’s econ. development (too much focus on occup. Training and also employment in the region as opp. Academic training and national and global.) Reflecting to lits on social citizenship/decent society/justice as fairness World 11th eco can afford to be more magnanimous and decent society More substential and sustained support Structural adjustment to bridge the gap between region and the capital that is taking place in form of a new social contract (instrument in HE as great 'equalizer')

Slide22: 

Considering an alternate development New movement (social and public orientation) -- Derek Bok; Ernest Boyer; Donald Kennedy Public/social engagement; curriculum; cooperation with community)