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Dr. Chihmao Hsieh’s contribution to the Maeil Business Newspaper How can forthcoming changes in Korean educational policy serve a meaningful worklife? Written by two authors: Chihmao Hsieh, Associate Professor of Entrepreneurship, SUNY Korea Karl Wennberg, Professor of Education and Entrepreneurship, Stockholm School of Economics Education has been a focus in policy-making recently, as experts have called for a shift in the educational system amid forthcoming demographic changes and the “fourth industrial revolution”. This past summer, the Education Committee of Korea’s National Assembly approved a bill to install a new body tentatively called the ‘National Education Commission’ (국가교육위원회). The commission, scheduled to be launched next year, would be responsible for taking the lead in establishing a non-partisan long-term educational policy, while the Ministry of Education would carry out the policy’s goals and make any short-term administrative adjustments. Although education in Korea is culturally tied to anticipated job security and life satisfaction, this renewed focus on Korean education comes at a time when job satisfaction in Korea remains dubious. Between July-October 2020, the JoongAng Ilbo and Teamblind interviewed roughly 72,109 office workers from 9,371 local companies about their work, asking them about their welfare benefits, relationships with colleagues, trust among team members, and work autonomy. Seven out of ten workers in Korea suffered burnout over the preceding one-year period. While it is unsurprising that Korea still has one of the lowest worker productivities among the G20 countries, the data revealed that the two most important factors directly linked to the level of job satisfaction were the meaningfulness of work and the quality of relationships with bosses. We believe that any major educational reform should be designed this time for the long-run purpose of fostering job satisfaction. Ideally the government panel mentioned above will include businesspeople who respect education, alongside educators that respect organizational ‘best practices’ and the economy. Yet we still envision some tactics for educational reform that can support future job satisfaction in Korea. In order to develop a workforce that is more innovative and passionate for re-learning throughout working life, more effort should be put into combining critical thinking with transdisciplinary education. Such a prescription opens the door for unstructured problem-solving, and unfortunately, that’s when student performance assessment starts to become prohibitively subjective by Korean standards. One possible solution is to enlist high-tech companies with their expertise in Big Data and AI to help with assessment. For years, the ‘EdTech’ industry has worked on digital tools that assess knowledge, and these systems are not easy for students to ‘game’ and cheat on. Most importantly, these high-tech companies and educational providers must convince students’ parents that their assessment systems are legitimate. Even today, the meaningfulness of learning via concept acquisition is still emphasized less than rote memorization and standardized test taking. There could be more interaction between EdTech companies and parts of the educational system, designed to address students’ and parents’ potential concern. For example, some of our Swedish university students created a startup called ‘Sqore’ which was briefly the largest in the world for holding student talent competitions, later pivoting into an assessment/student selection service for graduate school programs and companies. Those organizations contracted with Sqore because they saw problem-solving competitions as a good way not only to assess “soft” skills like creativity and interdisciplinarity, but also as a way to market their company in recruiting the most talented students. Korea’s conglomerates could be enlisted to create more problem-solving competitions where winners are awarded with month-long or summer internships. Many large US-based companies as well as NASA have successfully used such ‘innovation competitions’ to attract talented and interested new employees. Such initiatives would send strong messages to both students and parents alike that grades should not be the sole obsession, and that the business world cares about critical and innovative thinking at all decision-making levels. Ideally, such competitions should focus less on narrowly specifying ‘ideal solutions’ or deliverables involving intellectual property, and more about assessing complementary measures of ability (e.g. creativity, interdisciplinary thinking, and communication skills). Lastly, students should be exposed to greater amounts of teamwork at all levels of Korean education, instead of excessive competition and rivalry. Transdisciplinary education ideally should involve combining instructors and students from multiple disciplines into a single classroom environment, and forming teams. Students are then exposed to teamwork environments which include unfamiliar situations, requiring them to develop curiosity. They would also learn about trust and trustworthiness, which are important for effective collaboration and team innovativeness. Of course, team-teaching is risky in Korean education if the instructors end up antagonizing each other’s authority in front of students during class. Teachers should instead take the opportunity to enhance their own learning and building interpersonal trust when interacting with each other. It is here where an instructor’s humility can be promoted to impress students. Certainly, there is no single ‘silver bullet’ for simultaneously improving student outcomes and job satisfaction in Korea. But we see these two as correlated objectives. Improving the educational system to allow for reputable AI-driven assessment solutions; showing parents and students that businesses care about critical thinking skill over test scores; and introducing transdisciplinary teamwork to students, can all naturally lead to a more meaningful, entrepreneurial, dynamic, and exciting career development experiences. Perhaps these three tactics could even be combined synergistically; for example, Korean EdTech companies could host transdisciplinary problem-solving team competitions. Overall, shouldn’t the focus be less about educational and training policy, and more about a broader learning policy? Read More
2021.11.12 Hits 21976
Prof. Jinsang Lee delivered a speech at 2021 GGGF conference “The future of a global economy depends on technological innovation and the people who lead it.” SUNY Korea Professor Lee Jin Sang voiced his opinion that the development of technological innovation should be accelerated in this era of great transformation around the world. He was speaking at the '13th Good Growth Global Forum (2021 GGGF)', held at the international conference hall of the Chamber of Commerce and Industry in Junggu on September 9th. He emphasized that “The future direction of the global economy will depend on this field. In order to lead technological innovation in the relevant field, it is necessary to invest in R&D and secure human resources.”
2021.09.14 Hits 17316
SUNY Korea Admission Briefing Session “It Was Almost Like a Press Conference” … SUNY Korea Admission Briefing Session Attracted Many Prospective Students and Their Parents Despite the COVID19 Situation The SUNY Korea Admission Briefing Session for the Fall 2021 and Spring 2022 semester entry was held at Shilla Stay Samsung in Seoul on the 24th. Students and parents who attended the briefing session showed high interest in—and continued to ask questions even after the event—on the merits of each major and career path after graduation, rather than inquiring about the university itself. The briefing session was held in English and Korean respectively in the morning and afternoon, with around 10 participants in the morning and 70 participants in the afternoon. Although the number of participants per session was limited to 50 people due to the COVID19 pandemic, the afternoon session was so eagerly anticipated that more than 20 people attended additionally without prior registration. The briefing session was conducted in accordance with the government’s COVID19 prevention rules. As for the reasons for developing their interest in SUNY Korea, students and parents mentioned the advantage of receiving a foreign university degree without studying abroad and the opportunity of rapid improvement in English language proficiency. "While planning for the admission of universities in the US, I got to learn about SUNY Korea and prepared for its admission at the same time. I was attracted to the fact that I can improve my English skills with 100% English lectures as the university provides the same curriculum as in the US while staying in Korea. I think it is also a benefit that I get to meet foreign friends and learn different languages from various countries," said Kim Min-Ji, a senior student at a local high school. Jeong Hyo-Jung, a parent who came with Kim Min-Ji, said, "My daughter wanted to study in a foreign country, so we sent her abroad last year. However, she had to come back earlier because of the COVID19 pandemic, and the situation has not gotten any better for her to leave the country again. Thus, we considered an option of applying for SUNY Korea." Among the participants, there were several transfer students as well. Yang Hyun-Sik, a graduate of a 2-year college, said, "I realized that having a degree from a four-year university is necessary to have a competency in a job market, and transferring to a domestic university was already a red ocean for me," adding, "My brother is currently studying in the State University of New York, and I was always jealous about his English ability. I am interested in SUNY Korea because I wish to improve my English skills along with having an opportunity to study at the Stony Brook New York campus for a year. Kim Kyu-Seok, the team leader of the admissions team at SUNY Korea, said, "The change in students’ perception about university admission due to the evolving atmospheres in education, such as a decrease in the number of school-age populations, and the emergence of various higher education alternatives, was evident throughout the session. As students’ awareness about SUNY Korea has been enhanced, I received many constructive questions about its programs rather than simple questions about the university itself. It was as if I was at a press conference. The briefing session was substantial because students brought questions which reflect their individual circumstances." At the briefing session, not only were the university and its seven different majors introduced, but also an analysis of admission trends and admitted student portfolios was conducted. In particular, the session provided detailed explanations of the admission process that is not included in the number of times that one can apply to domestic universities during early and regular admission. Also, an analysis of admitted students’ high school GPA and tips for acceptance was given. Shin Hye-Mi, the assistant manager of the admissions team, noted that, "Even if students are not confident with their high school GPA, they can submit other supplementary documents such as SAT scores, essays, awards, and certifications. The genuine interest in the major and thorough preparation for admission are the basis of successful applications. The admission process is based on 100% document screening, but some students can be invited to an interview and this can be an opportunity for them to make a good impression.” Meanwhile, Stony Brook University (SBU) of SUNY Korea is recruiting 260 students this year. The Fall 2021 admission deadline for early applications is April 30th, and for regular applications is July 16th. The required application documents include an English high school transcript, English cover letter, English or Korean recommendation letter, and official English proficiency test scores (TOEFL iBT 80 or higher/ IELTS Academic 6.5 or higher/ New SAT ERW 480 or higher/ ACT English 19 or higher/ Duolingo English Test 105 or higher). SUNY Korea FIT (Fashion Institute of Technology) is recruiting 105 students this year. The deadline for regular applications is April 30th. The required application documents include an English high school transcript, English cover letter, and official English proficiency test scores (TOEFL iBT 80 or higher/ IELTS Academic 6.5 or higher/ PTE 53 or higher/ Duolingo English Test 105 or higher). Note that the English proficiency test score requirement for FIT is different from that of SBU. For more information, students can visit SUNY Korea's official website. Additionally, the second admission briefing session will be held on June 5th. Click here to read the original article
2021.04.27 Hits 18574