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Globalization and South Korean Educational Reform in the Mid-1990s
Title
Globalization and South Korean Educational Reform in the Mid-1990s.
Creator
Lee, Dongjin, Thomas, Hollie B., Kim, HeeMin, Bower, Beverly, MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description
In the mid-1990s, South Korea's government provided its educational system with more support for educational reform than ever before. South Korean President, Kim Young-Sam, with a civilian background, proclaimed that he would show a resolute determination to become an "Education President." Moreover, President Kim created national policies and constructed an educational system to meet the demands of an increasingly global society. This became a key purpose of educational reform in the 1990s....
Show moreIn the mid-1990s, South Korea's government provided its educational system with more support for educational reform than ever before. South Korean President, Kim Young-Sam, with a civilian background, proclaimed that he would show a resolute determination to become an "Education President." Moreover, President Kim created national policies and constructed an educational system to meet the demands of an increasingly global society. This became a key purpose of educational reform in the 1990s. From 1995 to 1997, the Presidential Commission on Education Reform set up by President Kim's government announced four educational reform agendas, reflecting an emphasis on globalization: •May 31, 1995, 48 educational reforms; •February 9, 1996, 30 new educational reforms; •August 20, 1996, 24 reforms; and •June 2, 1997, 18 reforms. This study represents a historical case analysis to the initiation, development, and characteristics of the mid-1990s Korean educational reforms in terms of the government's desire to create an educational system prepared to meet the worldwide trend toward globalization. The research questions are (a) "What were the major factors leading to the initiation of the mid-1990s educational reforms?"; (b) "By what process was the educational reform blueprint of the mid-1990s developed?"; (c) "What were the goals and key components of the mid-1990s education reforms?"; (d) "How are the characteristics of the mid-1990s educational reforms compared with the globalization phenomenon of education and the previous educational policies or reforms of Korea?"; and (e) "What are the implications of the mid-1990s educational reforms on Korea's educational system?" President Kim, the Presidential Commission on Education Reform, and the political motives of President Kim and his followers to attract people's support by satisfying the needs of people were key factors in initiating and developing the mid-1990s educational reforms. The global trend of educational reforms and the mid-1990s educational reforms of Korea have similar characteristics in that both emphasized the decentralization of educational system and education for English and information technology, increased higher education opportunities including women, and enhanced the accountability of schools and the cooperation of education and industry. The global and Korean trends of educational reforms differed in that the global trend emphasized the efficiency and reduction of public educational funding, math and science education, and standardized testing while the mid-1990s trend of Korea emphasized an advanced democratic educational system, increased public educational funding, with little emphasis on math and science education and standardized testing.
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Date Issued
2006
Identifier
FSU_migr_etd-3197
Format
Thesis
Historical Development of the Student Government Association as a Student Sub-Culture at the Florida State University
Title
The Historical Development of the Student Government Association as a Student Sub-Culture at the Florida State University: 1946-1976.
Creator
Crume, Allison Hawkins, Schwartz, Robert A., Conner, Valerie J., Gaston-Gayles, Joy L., MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies,...
Show moreCrume, Allison Hawkins, Schwartz, Robert A., Conner, Valerie J., Gaston-Gayles, Joy L., MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description
The focus of this study examines the Student Government Association (SGA) at Florida State University (FSU) from 1946 – 1976. This time period is critical because it covers dramatic and important transitions both at the institutional and state and national levels of educational and social history. The primary research question to be answered in this study was: How has the student government at Florida State University developed as a student organization over the time period, 1946 – 1976? Sub...
Show moreThe focus of this study examines the Student Government Association (SGA) at Florida State University (FSU) from 1946 – 1976. This time period is critical because it covers dramatic and important transitions both at the institutional and state and national levels of educational and social history. The primary research question to be answered in this study was: How has the student government at Florida State University developed as a student organization over the time period, 1946 – 1976? Sub-questions addressed in the course of the study included: How and in what ways did external changes in society between 1946 – 1976 affect the student government as an organization and its members? How and in what ways did internal changes at Florida State University affect the student government as an organization and its members? Is there a discernable student sub-culture within student government at FSU? If so, what are some of the roles, behaviors, rites, rituals, and ceremonies that mark this subculture and how did they develop historically? The time period, 1946-1976 was broken into discrete periods, roughly one decade per period. Oral histories were gathered from individuals representing each time period, for a total of 17 oral histories covering the time period, 1932-2000. Content analysis was used to analyze the data. Historical documents, oral history transcripts, and fieldnotes were used to assist in identifying themes and categories. Some of the issues resonated with each group of participants. The time period of 1946 – 1976 provided a wealth of information to study the transformation of campus governance at FSU. Participants from more recent years proved less likely to be as open and forthright with their experiences whereas older alumni provided valuable insights into the SGA structure. Students involved in student government were part of a sub-culture on the FSU campus. They were the ambassadors of the institution and were responsible for representing FSU to the university community. Student government was more than just a microcosm of the state and national government. SGA provided a collegial environment for students to try new things and solve practical problems.
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Date Issued
2004
Identifier
FSU_migr_etd-2977
Format
Thesis
Perceptions of Career Advancement Factors Held by Black Student Affairs Administrators
Title
Perceptions of Career Advancement Factors Held by Black Student Affairs Administrators: A Gender Comparison.
Creator
Belk, Adria, Schwartz, Robert A., Jones, Maxine D., Bower, Beverly L., MacDonald, Victoria-Maria, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description
This study examined the impact of gender, institutional characteristics, years of professional experience in higher education, and highest earned degree on perceptions of career advancement factors held by midlevel Black female and male student affairs administrators. Midlevel Black female student affairs administrators were more likely than their Black male counterparts to perceive disparities related to career advancement factors. They perceived elevated professional standards, gender...
Show moreThis study examined the impact of gender, institutional characteristics, years of professional experience in higher education, and highest earned degree on perceptions of career advancement factors held by midlevel Black female and male student affairs administrators. Midlevel Black female student affairs administrators were more likely than their Black male counterparts to perceive disparities related to career advancement factors. They perceived elevated professional standards, gender discrimination, underutilization of their skills, and negative societal attitudes regarding Black women. Although women were more likely to perceive disparities in career advancement factors, women at medium institutions were less likely than men at medium institutions to perceive that they are subjected to negative societal attitudes about Black people of their gender group. When gender was removed from the analysis, all administrators at medium institutions were more likely than their counterparts at small institutions to perceive that they are included in decision-making processes. Additional findings beyond the scope of the original research questions indicate that years of experience and highest earned degree also impact the career advancement perceptions held by all of the participants in this study. The sample population for this study were members of College Student Educators International (ACPA), the National Association of Student Affairs Professionals (NASAP), and the National Association of Student Personnel Administrators (NASPA). Data was collected using an electronic version of the "Perceptions of Career Advancement Survey" adapted from Coleman's (2002) "African American Student Affairs Administrator Survey".
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Date Issued
2006
Identifier
FSU_migr_etd-1304
Format
Thesis
Race to Educate
Title
The Race to Educate: African American Resistance to Educational Segregation in Kentucky, 1865-1910.
Creator
Bradley, Tashia Levanga, Milligan, Jeffrey, MacDonald, Victoria-Maria, Gallard, Alejandro, Cohen-Vogel, Lora, Department of Educational Leadership and Policy Studies, Florida...
Show moreBradley, Tashia Levanga, Milligan, Jeffrey, MacDonald, Victoria-Maria, Gallard, Alejandro, Cohen-Vogel, Lora, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description
The Race to Educate is an exploration of Black resistance to educational segregation in Kentucky, 1865-1910. Set in Kentucky, this dissertation examines the ways in which Blacks struggled to address and mitigate the impact of U.S. segregation, especially as it related to education. Through the experiences of Blacks who resisted efforts to undermine their freedom, this dissertation challenges presumptions that segregation was an effort that Blacks did not try to address in its earliest forms....
Show moreThe Race to Educate is an exploration of Black resistance to educational segregation in Kentucky, 1865-1910. Set in Kentucky, this dissertation examines the ways in which Blacks struggled to address and mitigate the impact of U.S. segregation, especially as it related to education. Through the experiences of Blacks who resisted efforts to undermine their freedom, this dissertation challenges presumptions that segregation was an effort that Blacks did not try to address in its earliest forms. Additionally, this dissertation identifies individuals who participated in these efforts and investigates the relationship between oppression and segregation. Finally, this dissertation identifies such results of resistance as Kentucky State University and Lincoln Institute. The Race to Educate challenges the reader to recognize Blacks as active, engaged, and significant participants in their educational journey and thus their quest for freedom.
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Date Issued
2010
Identifier
FSU_migr_etd-3410
Format
Thesis