Moon Suk Hong
I work as the head of the International Development and Cooperation Major, School of Social Science, as well as the Graduate School for Multiculturalism and Migration at Busan University of Foreign Studies (BUFS). Prior to Busan, I taught Southeast Asian studies, global development and education theories and methodology at Seoul National University. Also, I worked as an adjunct professor at the Graduate School of Pan-Pacific International Studies, Kyung Hee University and a visiting professor at the department of anthropology at University of Yangon.
Holding a Ph.D. in global education at the Seoul National University (SNU), and an M.A. in anthropology and development at the Australian National University (ANU), I have extensively worked in East and Southeast Asia in the areas of international development and education for more than fifteen years.
For Korea’s international studies community, I currently serve as a policy advisor of the Evaluation Committee for the Prime Minister Office’s Committee for International Development Cooperation and KOICA(Korea International Cooperation Agency), as well as members at the various academic associations including Korean Association of International Development and Cooperation (KAIDEC) and Korean Association of Southeast Asian Studies(KASEAS).
Holding a Ph.D. in global education at the Seoul National University (SNU), and an M.A. in anthropology and development at the Australian National University (ANU), I have extensively worked in East and Southeast Asia in the areas of international development and education for more than fifteen years.
For Korea’s international studies community, I currently serve as a policy advisor of the Evaluation Committee for the Prime Minister Office’s Committee for International Development Cooperation and KOICA(Korea International Cooperation Agency), as well as members at the various academic associations including Korean Association of International Development and Cooperation (KAIDEC) and Korean Association of Southeast Asian Studies(KASEAS).
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Papers by Moon Suk Hong
education' by converging the fields of education, 'contributing to the reduction of greenhouse gases through sustainable energy' in the energy field in Tanzania in sub-Saharan Africa.
Methodologically, this study is based on the theory of change approach, which is a representative result-based management and evaluation method of constructivist and post-constructivist evaluation. Outcome Harvesting, Theory of Change Analysis (TOCA), in-depth interviews in Tanzania and Korea, and remote on-site survey methods are comprehensively applied as research methods. In considering the context of Korean development cooperation, the analysis of Creative Technology Solution (CTS)’s case study in Tanzania is analyzed based on the ‘Big T approach’ and ‘The small T approach. The results suggest the importance of a broader and a more comprehensive understanding of the program theory, which reveals the importance of external political, legal, and economic aspects (using PESTEL Model) and complex dynamics
between education and technology (solar cow in this project) as well as related assumptions and risks in conceptualizing various ’theories of change’ for the Tanzania solar battery education initiatives.
Seoul Natioanl University
Diversity and Justice: opportunities and challenges in youth civic engagement in post 2021 Myanmar (In Korean Langaue)
By providing recent data regarding the dramatic international-national development power-policy changes, the article highlights that Myanmar become one of the five major donor countries after Cambodia and Lao PDR by 2018. In the course of expanding international engagement between 2011 and 2017, Myanmar’s policy discourse on the subject of economic and social development by both military regime led-USDP and civilian-led NLD governments in its new economic and social development policy discourse resulted in the active participation of international donors working groups as policy knowledge intermediaries.
However, unlike the NLD’s expectations for further expanding international development engagement for boosting economic and social development, the major western donors made withdrawals or partial pending on loan and grant assistance due to the Aung San Suu Kyi and NLD government human rights abuse of Rohingya peoples. This challenging situation sparked a critical turn in Aung San Suu Kyi’s international engagement to “look East”, thus resulting in an impact on the increasing economic cooperation with non-DAC members and reducing influences of ‘hard-liners’ that have emphasized normative perspectives on peace and human rights agenda in development policy
The multilayered political dynamics that come together to shape the content and directions of policies in a certain national context should be taken into account in the process of policy-making. Such recontextualization would provide a better understanding of the underlying dynamics that lead to certain consequences of and challenges in translating higher education policy into practice, especially for those who face the challenge of balancing between state-driven policies and ever-diversifying needs and demands of HEIs.
As there is a lack of understanding of the critical context of the knowledge–policy–power interface despite the significant influence of political dynamics in the process of internationalization, this research reexamined the internationalization of HEIs in Korea by providing a better understanding of the political dynamics between knowledge and power that influence the directions and contents of policy dialogues and documents.
ToC as the 'Big T' and 'Small T' approaches suggested in this paper offers various conceptual and practical strengths to be applied to the policies, strategies, guidelines, and methodologies as new development cooperation for Korea’s international development. In order for the ToC approach to be applied in Korea's development cooperation as a new approach and method, active conceptual and methodological discussion in a critical manner is needed at the beginning of such adaptation. It is hoped that this approach will not be institutionalized in a hurry by limiting it to new tools. It will be developed into a method suitable for Korea's development cooperation as a means and end for social change through joint learning and communication between various development partners and peoples.
https://doi.org/10.1111/polp.12435
Much-hyped discussion regarding Information Communication Technology (ICT) in Korea’s higher education is not new. [...] Surprisingly, it is not the technological applications in higher education, but the world pandemic – COVID 19 – that has pushed higher education institutions and actors to rethink the existing epistemological assumptions of contemporary higher education and learning in Korea. The successes and many challenges amid the pandemic have sparked three sets of multi-layered debates.
https://doi.org/10.1007/s12564-020-09649-7
https://doi.org/10.1007/s12564-019-09593-1
In an era in which the assumptions of colonialism are no longer accepted, it is important to consider how these assumptions continue to shape our thinking about issues of democracy, development and social justice in education, and how they might be abandoned and displaced culturally, epistemically and politically. The question of how the idea of development, for example, might be re-imagined in decolonial terms is especially important in education to assess and create the possibilities of reform and to overcome the obstacles that are inherent in attempts to translate them into effective practice. These attempts invariably involve not only technical solutions but more fundamentally issues of ethics and politics.
The main findings are; first, by using this framework, the core areas of the education programs are more clearly re-categorized; second, the wide and ambitious scope of the program was re-organized; third, hosting a series of participatory Theory of Change Workshops provided opportunities for various stakeholder to learn new development methods and to gain a better understandings of vastly different perceptions on goals and outcomes. In this context, it is fair to say the application of ToC in the process of program strategy includes ‘reconcile dilemma between ’accountability’ and ‘learning’.
The adaption of the ToC successfully served its role as an analysis tool to understand the motivations of the stakeholders on a more multi-layered, multi-disciplinary, and cross-country knowledge on strategic community and education program’s planning, monitoring, and evaluation processes were deepened. However, the strong result-oriented approaches, emphasized throughout the planning process may lead to a problematic ‘trade-off’ relations between accountability and learning in the actual field implementation in the future.
education' by converging the fields of education, 'contributing to the reduction of greenhouse gases through sustainable energy' in the energy field in Tanzania in sub-Saharan Africa.
Methodologically, this study is based on the theory of change approach, which is a representative result-based management and evaluation method of constructivist and post-constructivist evaluation. Outcome Harvesting, Theory of Change Analysis (TOCA), in-depth interviews in Tanzania and Korea, and remote on-site survey methods are comprehensively applied as research methods. In considering the context of Korean development cooperation, the analysis of Creative Technology Solution (CTS)’s case study in Tanzania is analyzed based on the ‘Big T approach’ and ‘The small T approach. The results suggest the importance of a broader and a more comprehensive understanding of the program theory, which reveals the importance of external political, legal, and economic aspects (using PESTEL Model) and complex dynamics
between education and technology (solar cow in this project) as well as related assumptions and risks in conceptualizing various ’theories of change’ for the Tanzania solar battery education initiatives.
Seoul Natioanl University
Diversity and Justice: opportunities and challenges in youth civic engagement in post 2021 Myanmar (In Korean Langaue)
By providing recent data regarding the dramatic international-national development power-policy changes, the article highlights that Myanmar become one of the five major donor countries after Cambodia and Lao PDR by 2018. In the course of expanding international engagement between 2011 and 2017, Myanmar’s policy discourse on the subject of economic and social development by both military regime led-USDP and civilian-led NLD governments in its new economic and social development policy discourse resulted in the active participation of international donors working groups as policy knowledge intermediaries.
However, unlike the NLD’s expectations for further expanding international development engagement for boosting economic and social development, the major western donors made withdrawals or partial pending on loan and grant assistance due to the Aung San Suu Kyi and NLD government human rights abuse of Rohingya peoples. This challenging situation sparked a critical turn in Aung San Suu Kyi’s international engagement to “look East”, thus resulting in an impact on the increasing economic cooperation with non-DAC members and reducing influences of ‘hard-liners’ that have emphasized normative perspectives on peace and human rights agenda in development policy
The multilayered political dynamics that come together to shape the content and directions of policies in a certain national context should be taken into account in the process of policy-making. Such recontextualization would provide a better understanding of the underlying dynamics that lead to certain consequences of and challenges in translating higher education policy into practice, especially for those who face the challenge of balancing between state-driven policies and ever-diversifying needs and demands of HEIs.
As there is a lack of understanding of the critical context of the knowledge–policy–power interface despite the significant influence of political dynamics in the process of internationalization, this research reexamined the internationalization of HEIs in Korea by providing a better understanding of the political dynamics between knowledge and power that influence the directions and contents of policy dialogues and documents.
ToC as the 'Big T' and 'Small T' approaches suggested in this paper offers various conceptual and practical strengths to be applied to the policies, strategies, guidelines, and methodologies as new development cooperation for Korea’s international development. In order for the ToC approach to be applied in Korea's development cooperation as a new approach and method, active conceptual and methodological discussion in a critical manner is needed at the beginning of such adaptation. It is hoped that this approach will not be institutionalized in a hurry by limiting it to new tools. It will be developed into a method suitable for Korea's development cooperation as a means and end for social change through joint learning and communication between various development partners and peoples.
https://doi.org/10.1111/polp.12435
Much-hyped discussion regarding Information Communication Technology (ICT) in Korea’s higher education is not new. [...] Surprisingly, it is not the technological applications in higher education, but the world pandemic – COVID 19 – that has pushed higher education institutions and actors to rethink the existing epistemological assumptions of contemporary higher education and learning in Korea. The successes and many challenges amid the pandemic have sparked three sets of multi-layered debates.
https://doi.org/10.1007/s12564-020-09649-7
https://doi.org/10.1007/s12564-019-09593-1
In an era in which the assumptions of colonialism are no longer accepted, it is important to consider how these assumptions continue to shape our thinking about issues of democracy, development and social justice in education, and how they might be abandoned and displaced culturally, epistemically and politically. The question of how the idea of development, for example, might be re-imagined in decolonial terms is especially important in education to assess and create the possibilities of reform and to overcome the obstacles that are inherent in attempts to translate them into effective practice. These attempts invariably involve not only technical solutions but more fundamentally issues of ethics and politics.
The main findings are; first, by using this framework, the core areas of the education programs are more clearly re-categorized; second, the wide and ambitious scope of the program was re-organized; third, hosting a series of participatory Theory of Change Workshops provided opportunities for various stakeholder to learn new development methods and to gain a better understandings of vastly different perceptions on goals and outcomes. In this context, it is fair to say the application of ToC in the process of program strategy includes ‘reconcile dilemma between ’accountability’ and ‘learning’.
The adaption of the ToC successfully served its role as an analysis tool to understand the motivations of the stakeholders on a more multi-layered, multi-disciplinary, and cross-country knowledge on strategic community and education program’s planning, monitoring, and evaluation processes were deepened. However, the strong result-oriented approaches, emphasized throughout the planning process may lead to a problematic ‘trade-off’ relations between accountability and learning in the actual field implementation in the future.
The New Southern Policy (hereinafter NSP), pursues the three pillars of People, Peace, and Prosperity as a common foundation to realize its vision. ‘People’ aims to make safer, better lives and greater interaction in the NSP region, that is, ASEAN member states and India. ‘Peace’ seeks a community where all are free from fear or threat. The goal of ‘Prosperity’ aims to create mutually beneficial and future-oriented economic cooperation. The number of visitors, trade volume, and investment between Korea and the NSP region has unprecedently increased with the help of NSP partners’ policies. The chapter, focuses on "Education and Human Resource Development of Korea’s New Southern Policy". The PDF for the book is available on KIEP's Publication website.
(see https://www.kiep.go.kr/gallery.es?mid=a20301000000&bid=0001&list_no=9932&act=view)