ERG SES C 02, PechaKucha Poster Session
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.
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.
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