Cambridge, MA: The MIT Press, 2023, xiii, 212 pp. (Tables, graphs, figures). US$40.00, paper, ISBN 9780262545143.
Constructing Student Mobility by Stephanie K. Kim is a timely and compelling work that delves into the intricate dynamics of international student mobility, with a specific focus on South Korean students’ experiences between the US and South Korea. A central theme that distinguishes this book is its unique perspective on universities as pivotal actors, surpassing even the students themselves, in shaping the pathways of international education. Kim, the author, skillfully weaves together ethnographic materials, including student narratives and her own international student and educational background, with a broad analysis of institutional changes and social contexts.
As South Korea and Seoul become increasingly favoured destinations for international students, Kim’s meticulous focus on South Korean students’ mobility and the evolving educational landscape in the country is both timely and illuminating. Her investigation into innovative pathways and key points in international student migration within the context of neoliberal globalization brings a nuanced dimension to the rapidly growing field of international education studies. In this regard, the book not only bridges the understanding gap for English-speaking readers seeking insights into South Korean contexts but also provides non-American readers with valuable perspectives on American backgrounds. This two-fold approach fosters mutual comprehension across diverse cultural and educational landscapes.
As an introduction, chapter 1 foregrounds the main argument by advocating the notion of flexible universities over the notion of choice by students. By challenging a stereotype of flexible and rich international students, this book attempts to offer “an intimate and complicated portrayal of students from South Korea whose global aspirations are capitalized upon by the universities that they attend” (4–5). By insinuating student choice is illusory, this book boldly argues that flexible universities shape the pathways of international student mobility.
Chapters 2 and 3 reinforce the book’s core arguments through individual student narratives and in-depth analyses of societal and institutional contexts surrounding student mobility to and from Berkeley, in the US, and Seoul, South Korea. Chapter 2 reveals how California universities have capitalized on the global ambitions of South Korean students following changes in the state’s higher education system. Through comparing the narratives of freshman students and transfer students among South Korean international students, Kim unveils how the first group internalizes and transposes the racialized discourses and portrayals of international students against the latter. In chapter 3, the spotlight shifts to Seoul universities adopting features of an American-style liberal arts education to cater to South Korean students’ global aspirations. By focusing on South Korean students at the prestigious Underwood International College of Yonsei University, Kim shows how Korean universities shape South Korean students, who are driven and pushed by the country’s high-pressure college admission system.
In chapters 4 and 5, Kim intertwines individual experiences with the structural dimensions of international student mobility. With thought-provoking material, chapter 4 challenges conventional notions of choice in students’ decision-making and the paths they take. Kim compellingly posits that “the pursuit of higher learning abroad or at home is not necessarily a proactive choice but rather an accumulation of life circumstances and calculations upon which universities capitalize” (88). Building on this foundation, chapter 5 delves into the intricate network of stakeholders shaping international student mobility, ranging from education agents and recruiters to college admissions and governmental bodies. Kim adeptly attributes the driving force behind this system to market-driven incentives and monetary compensation, which serve as the primary engines propelling its operation. This astute analysis leads Kim to the incisive conclusion that this system essentially reinforces the global student supply chain, functioning as an extension of universities’ flexible outreach to capitalize further on students’ global aspirations.
The book significantly enhances our comprehension of transpacific mobility among South Korean students and the intricate institutional framework enveloping them. Its distinctiveness is evident not only in its shift of focus from students’ choices to the paramount role of flexible universities but also in its skillful integration of students’ personal narratives into the broader context of universities’ structural transformations and strategies. Kim adeptly places students’ thoughts, experiences, and emotions within the evolving institutional landscape, refining her argument that universities’ recruitment endeavours not only influence but also mold students’ trajectories.
However, amidst its merits, the book does have its limitations. It occasionally simplifies the complex roles of diverse actors in international student mobility, reducing multifaceted interactions to a couple of overarching conclusions: that universities dictate students’ international mobility and financial decisions propel the global student supply chain. This approach tends to oversimplify the intricate web of routes, outcomes, and negotiations involving diverse and often contradictory voices, including students, education agents, universities, and even governmental entities. This oversimplification is also evident in the constraints imposed on Kim’s own experiences as an international student and university educator, as well as on the diverse voices and stories of the students she interviewed. Given that the book’s primary focus is on universities rather than students, these limitations might be inherent.
On the whole, however, this book makes a significant and timely contribution to enriching our nuanced understanding of the ebb and flow of South Korean student mobility across the Pacific region. It also sheds light on the limitations of students’ choices and the complexities of interactions among international students. Addressing the aforementioned shortcomings could pave the way for Kim’s future projects, which could delve into the intricate dynamics between students and universities, students’ motivations to “escape” their circumstances and “earn” their positions, and the variations within seemingly homogenous ethnic groups such as South Korean students. For now, the author’s prolonged research efforts and her successful integration of individual narratives into institutional analysis are poised to capture the attention of scholars and students engaged in international education studies and area studies.
Younghan Cho
Hankuk University of Foreign Studies, Seoul