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In this article, I analyze constructions of and responses to vulnerability in the US government and a now-prominent evangelical aid organization, World Vision, during the 1950s and 1960s in Korea and Vietnam. World Vision was founded as the “development discourse,” Cold War rhetoric, and the neo-evangelical movement were all rising to prominence in the United States. World Vision’s early understandings of vulnerability resonated with Cold War and modernization theory rhetoric in certain ways; however, its approaches to remake vulnerable Asians were often distinct. World Vision evangelical Christians looked to private voluntary organizations and individual conversions in a free society to remake individuals and nations, notions not so different from neoliberal development approaches today. US foreign aid approaches were rooted in nation-building for centralized, planned government institutions and economies to modernize “traditional” people. This article examines the complex relationships between missionaries, evangelists, US foreign aid experts and the military in American constructions of vulnerable traditional Asians and interventions to modernize and Christianize them. In examining roots of faith-based development models through the case of World Vision and notions of vulnerability, historical threads and lineages emerge for understanding the relationship of religion and the state in modernizing projects, and faith-based and neoliberal development models.

There is no clear understanding on the terms and concepts of development, both in the academic literature of tourism and in general. What constitutes “growth”, and what is “development”? The emphasis on mathematical modeling has favored the use of simplifying hypothesis, with dubious practical results for the real problems of development. This chapter discusses the most relevant aspects of theories of development, enunciated at different times in the course of the last two centuries, with the purpose of illuminating different theoretical approaches to analysis and policy formulation that may support actual strategy and practice in tourism.

Korea is a highly centralized country where most administrative functions are carried out by the central government in Seoul. Increasingly, however, local governments have been given greater autonomy in their operations. This chapter examines how the ideal values of political decentralization have interacted with the country’s local bureaucracy, which inherently has dark side in itself. The focus is on how local government employees have contributed, or responded, to the democratic change of their communities, particularly since the 1980s. At the outset, the experiences of Korea’s decentralization and local autonomy are briefly reviewed. It is then examined how the bureaucrats have played in the process of democratization in terms of three features: bureaucratic power, scope, and culture. Institutionalizing competitive local bureaucracy contributed to reduce the disparity between capital regions (Seoul and its surrounded area) and noncapital regions (locals). Empowering local bureaucracy to allow own localized decision-making process was the first move of Korean governance.

Increasing income inequality particularly since the economic crisis of 1997 has called attention to the issue of growing educational inequality in South Korea. Although much recent research has been directed at understanding the socioeconomic gap in academic achievement, few studies have empirically examined how this gap has changed over time during the past decade in South Korea. Using nationally representative data for the most recent three cohorts (1999, 2003, and 2007) of eighth-grade South Korean students from Trends in International Mathematics and Science Study (TIMSS), this study examines trends in the relationship between socioeconomic background and student achievement. The eighth-grade TIMSS data demonstrate that the influence of socioeconomic background on student achievement has increased over time during the past decade, offering evidence of growing educational inequality in South Korea. Various factors may contribute to higher educational inequality, including the widening income gap and recent educational transformations geared toward school choice and tracking.

In Hong Kong higher education, students' learning outcomes are increasingly treated as evidence to inform course and teaching improvement. Therefore, outcome-based teaching and learning (OBTL) has been encouraged by the University Grants Committee (UGC) since 2007. OBTL has gradually been implemented by Hong Kong higher education institutions (HEIs) to enhance student learning outcomes. Relating OBTL to the social cohesion/regulation matrix, this chapter aims at analyzing how OBTL is being implemented by the HEIs in Hong Kong. Given the high institutional autonomy and academic freedom afforded to individual HEIs, each university has established its own systematic framework for integrating outcome-based approaches into its teaching, learning, and assessment. Unlike other higher education systems in Asia with strong government supervision, the government in Hong Kong acts as an enabler and facilitator, leaving the UGC to invite international experts as an independent audit body to assure the quality of student learning. As a result, this chapter chooses the eight UGC-funded universities to investigate how they engage their faculty members in OBTL, and what the enabling and hindering factors are. Based upon the social cohesion/regulation matrix, the Hong Kong higher education system is featured by the individualist way of promoting OBTL. Nonetheless, while universities are empowered with institutional autonomy to decide upon teaching, and student learning matters, their strong orientation with OBTL means they cannot simply do whatever they like. Adopting a robust quality assurance mechanism in evaluating university performance through University Accountability Agreements, the institutional autonomy that universities enjoy rests heavily upon their performance in teaching and student learning, which is assessed through rigorous international benchmarking via the Quality Assurance Audit conducted by the UGC and research performance through the Research Assessment Exercise. This chapter discusses the unique university governance of Hong Kong through the critical review of OBTL being adopted in teaching and learning in Hong Kong universities.

“Trading up” is the phenomenon that describes consumers’ willingness to pay premiums on goods that are emotionally meaningful to them. The meaning of a good is reliant on an individual's consumption values. The purpose of this study was to examine the phenomenon of trading up among Korean university students. A total of 223 usable surveys were analyzed. Fifty-one product categories were reported for trading up, and divided into four classifications: clothes, fashion accessories, small electronics, and other appliances. These four classifications were significantly associated with brand types, retailing formats, and information sources. Finally, respondents were classified into three groups according to consumption values and each group exhibited different relationships with the marketing mix variables.