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The Ambiguous Belonging of International Students in South Korea’s Higher Education System

김현미|나태준
한국학중앙연구원 (The Academy of Korean Studies)|2022.12|Korea Journal|제62권 제4호|pp. 196-225|DOI 10.25024/kj.2022.62.4.196

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South Koreahigher educationK-popeducation policystudent mobilityinternational student
주제분류한국어와문학

초록

This article analyzes the specific nature of South Korea’s policy on the globalization of higher education, which structures the ambiguous status of international students in terms of access to the benefits of achieving academic skills, international experience, and careers. Until 2000, South Korea was a sending country for students in the international education market. However, the country has become an educational destination for international students due to strategic programs such as the Study in Korea project and the Global Korea Scholarship. A substantial portion of the students who come to South Korea engages in cultural migration, often influenced by South Korean pop music (K-pop). These students’ educational experiences are greatly influenced by South Korea’s international student policy and the academic environments of their universities. The South Korean government has largely achieved its goal of increasing international students, but problems involving language, employment, and culture are now emerging around global education. This article endeavors to clarify how the historical development and orientation of the South Korean government’s international student policies contribute to international students’ often contradictory educational experiences.

Abstract

This article analyzes the specific nature of South Korea’s policy on the globalization of higher education, which structures the ambiguous status of international students in terms of access to the benefits of achieving academic skills, international experience, and careers. Until 2000, South Korea was a sending country for students in the international education market. However, the country has become an educational destination for international students due to strategic programs such as the Study in Korea project and the Global Korea Scholarship. A substantial portion of the students who come to South Korea engages in cultural migration, often influenced by South Korean pop music (K-pop). These students’ educational experiences are greatly influenced by South Korea’s international student policy and the academic environments of their universities. The South Korean government has largely achieved its goal of increasing international students, but problems involving language, employment, and culture are now emerging around global education. This article endeavors to clarify how the historical development and orientation of the South Korean government’s international student policies contribute to international students’ often contradictory educational experiences.

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