Terri Kim

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• BA, MA, PhD (London) PFHEA
• Visiting Professor at Yonsei University

This article critically interrogates East Asian academics’ positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-b...

Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many mor...

This article offers a reflexive analysis and discussion of the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of...

Academic mobility has existed since ancient times. Recently, however, academic mobility—the crossing of international borders by academics who then work ‘overseas’—has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge production. This...

This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at ‘the medieval period’ and then at the emergent colonial and nationalist periods, including the ways that institutions as well as aca...

Prof. Dr. Terri Kim_smmary CV May 2025

Terri Kim (PhD London; PFHEA) is Professor of Comparative Higher Education (Honorary Professor at UEL; Visiting Professor at Yonsei University, Seoul) and Honorary Senior Research Fellow at the UCL Institute of Education. Previously she was Academic Visitor (Senior Member) of St Antony's College, Oxford, Visiting Research Scholar in International R...

In comparative education, words like ‘culture’ and ‘foreign’ are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of ‘area expertise’. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially...

The modern history of Korea was hard, turbulent, and complex with multiple ‘transitologies’ from the long-standing Confucian ideology-based bureaucratic nation state (1392–1897) to a modern Korean ethnic nation (as a stateless nation) within the Japanese Empire (1910–1945) and then to two ideologically contrasting Korean nation-states (1948 to pres...

Comparative education has not given sufficient attention to the multiple trans-national and intercultural dimensions of educated identity. The article argues that 'major-ity' logic is embedded in comparative education, where the world is conceptualised as the 'international society of nation-states' rooted in the dominant Grotian worldview. It pres...

This paper considers both the macro and micro contexts of transnational academic research collaboration and co-authorship in HSS. It is argued that academic collaboration in the form of “co-authorship” in the fields of HSS may be intrinsically an oxymoron in nature. It suggests the structural dissonance in the process of knowledge creation in HSS –...

Purpose The purpose of this qualitative study is to explore how highly educated women respond to career chance events in a Korean context where traditional cultural values and male-dominated organizational culture coexist. Design/methodology/approach The authors conducted 50 semi-structured interviews with highly educated women operationalized as...

Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating ‘nation’ and ‘state’ and with a critical appropriation of diasporic subjectivity and institutions from a comparative historical perspective....

Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our co...

The increased movement of people coupled with the rise of communications technology has made it possible for ever larger groups of mobile people to maintain contact with their homelands over vast distances. The term 'diaspora' is increasingly employed to describe these relations and it is used widely by academics, policy-makers, and national and su...

The 2nd Forum on Diaspora and Internationalisation in Higher Education follows the 1st Forum held on May 10, 2019 at UCL London. The 1st Forum was co-convened by Annette Bamberger, Terri Kim, Paul Morris, and Fazal Rizvi. The 2nd Forum is put together by Annette Bamberger, Terri Kim and Paul Morris. Both events feature speakers of diverse backgroun...

Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulich, Lauwerys, Bereday). There are many more...

Funded by BAICE and co-hosted by UCL Institute of Education and University of East London, this Forum will explore the role of diaspora and how this intertwines with internationalisation in higher education. We aim to: examine diverse theoretical perspectives on diaspora and how they inform the theme of diaspora in internationalisation; critically...

Forum Programme 10 MAY 2019

This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a conce...

mobility? The international study of the Changing Academic Profession (CAP) - the United Kingdom part of which is led by CHERI - sheds some light on these issues, but further research is needed to fully illumCentre for Higher Education Research and Information, The Open University, London. inate the impact of transnational academic mobility on the...

This report draws on a substantial body of research undertaken by the Open University’s Centre for Higher Education Research and Information (CHERI) on the changing relationships between higher education and society. Higher education currently faces many changes, some externally driven by government policies and changing patterns of social and econ...

The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, ‘interculturality’ disappears and the other two – transnational academic mobility and internationalization – are both encl...

This chapter offers a critique of the Confucian legacies in East Asian modernities, knowledge and pedagogies. Specifi c examples are drawn from China, Korea and Japan for comparative analysis. The three countries in East Asia have all experienced the historical repetitions of discarding and then reviving the Confucian legacy at different times of m...

This chapter looks at the future of higher education policy in Japan and Korea in light of the rapid demographic changes, characterised by ageing populations, low birth rates, and the saturation of the higher education markets following the completion of universal higher education in the two countries. This comparative analysis of Japan and Korea p...

Ce chapitre se penche sur l’avenir de la politique de l’enseignement supérieur au Japon et en Corée, au vu d’une évolution démographique rapide qui se caractérise par une population vieillissante, un taux de natalité bas et la saturation des marchés de l’enseignement supérieur suite au succès de la politique d’enseignement supérieur universel dans...

This article analyses the policy and practices of restructuring higher education in South Korea in light of the distinctive characteristics of Korean higher education development and government–higher education relations. The role of government in the development of higher education in Korea has been typically as a direct regulator rather than a co...

This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer. These relations will be identified with different forms of the state: imperial, colonial, welfare and market sta...

This article may not exactly replicate the final version published in the Australian Journal of Education. It is not a copy of the record. The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education and academic identity are disturbed by the principles of inclusion and exclusion...

This paper considers the neo-liberal market state and the new terms of global trade in higher education which are emerging from the WTO/GATS negotiations. It has three arguments: First, that liberal economic principles were turned into economic practices by the British Empire in the eighteenth and nineteenth centuries, and that neo-liberal economic...

This thesis analyses the changing shape of the academic profession in (South) Korea and Malaya or Malaysia, and Singapore since the colonial period. The argument is that the shape of the academic profession which has emerged by the contemporary period is a reflection of both the inherited models of higher education and their redefinition after the...