An Analysis on Institutionalization process of Internationalization of HE in ASEAN+3 Region

Author(s):

Seyoung Hong(presenting / submitting)

Conference:

ECER 2016

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Poster

Session Information

ERG SES C 02, PechaKucha Poster Session

Poster Session

Time:

2016-08-22

11:00-12:30

Room:

OB-H1.49 (ALE 2)

Chair:

Patrícia Fidalgo

Contribution

The main purpose of this study is to analyze the development process of AIMS(ASEAN International Mobility for Students) programme in ASEAN+3(ASEAN countries and Korea, China, and Japan) region and draw out several implications, especially focusing on Korean case, based on the experience of Erasmus Mundus programme and Bologna Process in EU.

Amid the globalization today, building and developing regional blocks are increasingly important. As for Europe, it built the mutual understanding among different nations through Erasmus student exchange programme (aka Erasmus programme). It paved the way for developing into EU, a political and economic community of Europe. East Asian countries also see the need for academic and cultural exchanges for building and developing regional blocks. Thus, Malaysia, Indonesia, and Thailand created a college student exchange programme (M-I-T programme) in 2010. It was established by emulating the Erasmus programme of EU. Since 2012, the participating nations have expanded to all areas of ASEAN. In 2013, AIMS (ASEAN International Mobility for Students) was created. It was joined by Japan, which is outside of ASEAN. Given the trend, Korea should join the AIMS as well.

The framework used to analyze the development process of AIMS is sociological institutionalism, which is one kind of new-institutionalism. Especially, this study borrows the concept of isomorphism to illustrate how AIMS has been developed and modeled after Eramus Programme and Bologna Process.

DiMaggio & Powell (1983) defined isomorphism as a constraining process that forces one unit in a population to resemble other units that face the same set of environmental conditions. Institutional isomorphic change occurs by three mechanisms: coercive isomorphism, mimetic processes, and normative pressures. Coercive Isomorphism means that pressures from other organizations in which they are dependent upon act by cultural expectations from society. According to mimetic processes, uncertainty encourages imitation. Normative isomorphism is brought about by professions.

Method

The methodology of this study is mainly literature review and case study focusing on Korea's participation in AIMS and Erasmus programme. The analytical framework is sociological institutionalism, especially the concept of isomorphism developed by DiMaggio & Powell(1983). The data source used in this study are preceding articles, government figures, report on AIMS and/or Erasmus programme, and interview data with university faculties having experience with AIMS or Erasmus programme.

Expected Outcomes

The tentative result of this study shows that the development process of AIMS can be explained by three mechanisms of isomorphism. First, AIMS programme is administered by guidelines made by ASEAN leaders. Most countries in ASEAN region should follow the guideline based on ‘Asia-Pacific Regional Convention on the Recognition of Qualification in Higher Education’ adopted in 2011. Second, in the uncertain circumstances, many ASEAN countries and universities modeled after Erasmus programme and Bologna process. Inevitably, the followed countries imitate the process of adopting and diffusing the AIMS. It can be explained as Mimetic Processes. Third, as professors and officials contact with worldwide scholars and officials, they adopt the rationale and process of Bologna process in EU and transplant it in ASEAN+3. In this respect, several problems could be drawn out from the institutional process of AIMS programme considering EU. First, the regional, cultural, political context of EU is very different with ASEAN+3. Thus, there might be side-effects if the programme is simply transplanted without deep consideration. Second, unlike EU, there is no unified currency system in ASEAN+3. Therefore, some difficulties regarding scholarship or financial aid can occur.

References

DiMaggio & Powell(1983). The iron cage revisited: Collective rationality and institutional isomorphism in organizational fields. American Sociological Review. Heinze & Knill (2008). Analysing the differential impact of the Bologna Process: Theoretical considerations on national conditions for international policy convergence. Higher education. Park & Ko(2014). An Analysis of the institutionalization process and institutional characteristic of the Bologna Process. Korean Journal of Sociology of Education.

Author Information

Seyoung Hong (presenting / submitting)

Korea University

Department of Education

Seoul

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