“Strict Yet Kind”: Professor Jongsoo Kim on His Teaching Philosophy and Seoktap Award      Professor Jongsoo Kim, recipient of the Seoktap Teaching Award for the second semester of 2024, is a faculty member in the field of Management and Strategy. He teaches the undergraduate course Business Strategy and the graduate course Strategic Management Methodology, fostering deep engagement with students and emphasizing foundational knowledge. Appointed as a new faculty member in September 2024, Professor Kim actively conducts research in innovation, mergers and acquisitions (M&A), and human capital. Despite it being his very first semester of teaching, he was honored with the Seoktap Teaching Award in recognition of his exceptional instructional skills. KUBS Weekly spoke with Professor Kim to learn more about his teaching philosophy, classroom approach, and aspirations for the future.    Q1. Please briefly introduce yourself.  A1. My name is Jongsoo Kim, and I joined Korea University in September of last year. I’m in the Management and Strategy area, and my main research interests include innovation, mergers and acquisitions (M&A), and human capital. I currently teach Business Strategy at the undergraduate level and Strategic Management Methodology for graduate students.    Q2. What are your thoughts on receiving the Seoktap Teaching Award?  A2. As a Korea University alumnus, I used to look up to professors who received this award and thought to myself, “If I ever become a professor, I’d love to win that someday.” So it’s truly an honor to actually receive it. I hope to keep working hard and, hopefully, earn more awards in the future.    Q3. What values do you prioritize most in your teaching?  A3. My teaching philosophy is: “Be strict but kind.” In fact, it’s a personal principle I try to apply not only in the classroom but in all areas of life. When students have questions or are facing difficulties, I do my best to respond kindly. I also make it a rule to reply to emails or messages within two hours.    Q4. Is there anything you particularly focus on in communicating with students?  A4. Some students may sometimes feel that the pace of the course is slow, but I believe it’s important to repeatedly explain the core structure and logic. Once that foundation is solid, it becomes much easier for them to understand new material. I also make a constant effort to communicate openly and without barriers with my students.    Q5. Do you have any memorable classes or students?  A5. Since I assign fixed seats in my classes, I’ve come to remember the expressions and eye contact of students who react to my explanations. When I see students looking at me attentively, it makes me reflect—“Am I teaching well right now?” That eye contact gives me a lot of encouragement.    Q6. Do you have any special methods or routines for preparing your classes?  A6. Before the first class of each week, I always check the latest business or economic news. I choose one story and use it to illustrate a concept from the course. For example, I recently used the NewJeans case to explain equity structure and why conflicts can arise from it. Students found it highly engaging, and their level of focus increased noticeably.    Q7. Outside of class, is there any advice you'd like to share with students—on careers, life, attitude, or anything else?  A7. These days, I often see students writing emails as if they were instant messages. That’s why I take time during class to teach proper email etiquette. It’s not just a technical skill—it reflects your basic attitude toward communication in professional settings. One message I always emphasize is: “Attitude over brains.” The fact that you’re at Korea University already proves you're smart enough. From that point on, attitude becomes even more important. Of course, skills matter—but in the long run, people with a good attitude and humility tend to earn better opportunities and go farther. And I believe it’s especially important to treat those in more difficult positions with kindness. Once you're out in the real world, people are more likely to remember your attitude than your ability.    Q8. What are your future plans or goals?  A8. In a course evaluation, one student wrote, “Professor Kim’s Business Strategy course could become a signature course for KUBS.” I was deeply encouraged by that comment, and I’d really like to live up to it and make that vision a reality.    Q9. Lastly, is there anything you’d like to say to KU Business Journal readers and the KUBS community?  A9. Just yesterday, I went for a walk with my five-year-old daughter and bought her some ice cream. That small moment felt incredibly precious. With the weather being so hot and everyone caught up in their busy routines, I hope you can find a brief moment to pause and enjoy something simple—like sharing an ice cream. Whether you’re a professor or a student, I know you’re all doing your best in your own way. But sometimes, it’s those small, quiet moments that bring the greatest comfort. I hope you won’t forget to make space for them.   

“I Prefer Wrong Answers” – Why Professor Minjung Kim’s Class Is Special      Professor Minjung Kim, recipient of the 2024 Fall Semester Seok-Top Excellence in Teaching Award, is a faculty member specializing in Business Strategy, Technological Innovation, and Global Strategy. She teaches “International Business” and “Strategic Management,” leading courses that emphasize critical thinking and open communication. After earning her undergraduate and master’s degrees at Korea University, Professor Kim obtained her Ph.D. overseas and taught abroad before returning to her alma mater. In her very first semester back, she was met with enthusiastic praise from students, ultimately earning her this distinguished award. With her classes characterized by rigorous discussions, sincere attention to each individual student, and a strong focus on critical thinking, Professor Kim’s teaching goes far beyond simple knowledge transmission—creating an environment that fosters student growth and development. The KU Business Journal sat down with Professor Minjung Kim to hear about her educational philosophy, what shapes her classes, and her vision for the future.      Q1. Please briefly introduce yourself.  A1. I’m Professor Minjung Kim, with a focus on Business Strategy, Technological Innovation, and Global Strategy. At the moment, I teach “International Business” and “Strategic Management.”    Q2. How did you feel about receiving the Seok-Top Excellence in Teaching Award?  A2. I was truly surprised and delighted to receive this award for the very first semester I taught after returning to my alma mater. I still vividly remember taking classes in LG-POSCO Hall as a student, and now, being able to teach in that same place feels incredibly special and meaningful.  I’m sincerely grateful to the students for their positive feedback, which made this recognition possible. I often reflect on the inspiring guidance I received from my professors during my undergraduate and master’s years, and I teach with the hope of becoming a professor who can have the same kind of positive impact on my students.    Q3. What do you value most in your teaching?  A3. I place great importance on cultivating students’ critical and logical thinking. Rather than simply memorizing facts, I encourage them to ask questions like “Why is that?” or “Is there another perspective?” My classes are discussion-oriented, where students are encouraged to exchange diverse viewpoints. I believe this process helps them develop the kind of thinking that can be applied meaningfully in real-world contexts.    Q4. Is there anything you pay particular attention to when communicating with students?  A4. I make a conscious effort to remain approachable so that students feel comfortable coming to me without hesitation. I often tell them, “I actually prefer wrong answers,” because an incorrect answer doesn’t necessarily mean the thinking behind it is wrong. By sharing different perspectives and refining our ideas together, we often arrive at a much deeper understanding. I’m grateful that students seem to respond positively to this approach.    Q5. Do you have a memorable class or student?  A5. One student once shared that when they opened their textbook to prepare for an exam, they were surprised to find that they already understood most of the material. That truly made me happy, as it meant the class itself had already helped them internalize the content. Another student started a small bungeoppang (fish-shaped pastry) business and, out of respect for local vendors, chose to open only after 9 p.m. I was so impressed by their sense of initiative and responsibility that I went out at that hour to cheer them on. Later, the student sent me a message saying they were touched by how close they felt to a professor. That experience reminded me how important it is to stay connected with students and to create more opportunities to support and encourage them up close.      Q6. Do you have any personal know-how when it comes to preparing lectures or conducting classes?  A6. I place great emphasis on ensuring students truly understand the material. I constantly try to anticipate where they might struggle and design my lectures to address those points. Since not all students are comfortable asking questions, I proactively clarify concepts that may be confusing. I also continuously refine my teaching materials to better support this approach.    Q7. Do you have any advice for students outside of class?  A7. These days, many students tend to pursue safe paths in the face of uncertainty and competition. But I encourage them to take on challenges—even the smallest ones. Small steps in everyday life can lead to meaningful discoveries about what they truly enjoy and where their strengths lie. Rather than fearing failure, I hope they cherish the learning and growth that come from the process.      Q8. What are your goals for future research and teaching?  A8. Although I’m now in my fifth year as a professor, I still consider myself a learner—continuously working to create better and more engaging classes. I’m committed to contributing through both teaching and research to help Korea University students become globally minded leaders.  In terms of research, while I’ve mainly focused on U.S.-based cases so far, I plan to shift my attention toward exploring concrete strategies that can strengthen innovation performance among Korean companies.      Q9. Finally, do you have any words for readers of The Business Review and members of the Business School?  A9. Korea University holds a truly special place in my heart. Even while I was pursuing my Ph.D. and teaching at other institutions, the strong sense of connection and community at KU never left me. Since returning, I’ve come to appreciate that even more deeply. I hope to continue growing—as both a professor and a proud alum—so that I can give back meaningfully to this remarkable community. 

[Interview] IBRE Research Award Winner – Professor Jongsoo Kim       In 2025, Professor Jongsoo Kim of Korea University Business School was honored with the IBRE Research Award for his co-authored paper titled "Female Entrepreneurs and International Entry Mode Choice: Evidence from Entrepreneurial Firms in China" (co-authors: Anthony Kim, L.Q. Wei, G. Zhou), published in the international journal Journal of World Business. This empirical study analyzed how two key factors—political networks and family support—influence female entrepreneurs' decisions to adopt high-risk entry strategies when expanding into foreign markets. Notably, the study found that political networks encourage risk-taking by mitigating financial constraints, whereas family support can suppress risk-taking in financially constrained situations. The findings have drawn significant academic attention.    Q1. First of all, congratulations on winning the IBRE Award. Could you share how you feel about receiving this honor?  A1. I’m deeply honored to receive such a prestigious award, especially right after joining my alma mater. I’m truly grateful for this recognition, and I see it as motivation to continue my research with consistency and passion, and to strive for even greater achievements going forward.     Q2. Could you briefly introduce the research that earned this award?  A2. This paper examines how political networks and family support influence the international entry strategies of female entrepreneurs. While previous studies often suggest that women tend to be more risk-averse than men, our findings offer a different perspective. We found that when female entrepreneurs have strong political ties within their home countries, they are more likely to pursue high-risk entry modes in foreign markets.  Interestingly, family involvement also increases risk-taking tendencies. However, the study reveals a nuanced dynamic: political support encourages risk-taking even under financial constraints, whereas family support, under similar constraints, tends to discourage high-risk decisions. These findings contribute to a more nuanced understanding of how institutional and familial factors shape female entrepreneurship in global contexts.    Q3. What inspired you to pursue this particular research topic?  A3. Business research has long focused primarily on male CEOs and founders, but in recent years, there has been growing interest in female entrepreneurship. Female entrepreneurs often face additional challenges in areas such as securing funding or taking strategic risks, due to various external constraints.  This research began with a fundamental question: How can we improve the likelihood of success for female entrepreneurs? I was especially interested in whether political networks, opportunities for contact with high-ranking officials, or policy support for women balancing entrepreneurship and childcare could make a meaningful difference.    Q4. What impact do you think your research could have on society or industry?  A4. The success of female entrepreneurs is not solely a matter of individual effort—it also depends on institutional and societal support. For example, implementing systems that provide reliable childcare or offering additional financial assistance to women entrepreneurs with children could be highly effective measures.  This is not about disadvantaging men, but about acknowledging that women often begin their entrepreneurial journeys under structurally unequal conditions—and making efforts to address and correct those imbalances.    Q5. Do you have any ongoing or future research projects you'd like to share?  A5. I’m currently working on a range of research topics. One area I’ve been particularly interested in is the relationship between age and technology adoption. While it is commonly assumed that younger generations adapt more readily to emerging technologies like big data and AI, my research suggests otherwise. With sufficient access to data, older individuals—leveraging their accumulated experience—can in fact outperform younger users in certain contexts. I plan to continue exploring this intersection between age, experience, and digital technologies.    Q6. Do you have any advice you'd like to share with students?  A6. To graduate students in particular, I’d like to say that good research often begins with everyday observations. For instance, when kiosks were first introduced, I noticed older people hesitating in front of the machines. That made me ask: Why do older adults struggle to adapt to new technologies? That simple question became the starting point of a broader research project.  I encourage students to pay close attention to small but meaningful phenomena in their daily lives—whether from their own experiences, or those of family and friends. Often, the most compelling research questions arise from these very moments.    Summary of the Paper:  "Female Entrepreneurs and International Entry Mode Choice: Evidence from Entrepreneurial Firms in China"  This study investigates how two types of external resources—political involvement and family support—affect the international entry mode choices of female entrepreneurs. Drawing on survey data from entrepreneurial firms in China, the analysis reveals a clear association between these factors and a greater likelihood of adopting high-risk entry strategies.  Specifically, female entrepreneurs with strong political ties are more inclined to pursue riskier modes of entry, and similar tendencies are observed when there is substantial family involvement. However, the interaction between these external and internal factors and financial constraints presents a more complex picture: political connections tend to compensate for limited financial resources and enable greater risk-taking, whereas family support appears to inhibit high-risk entry when financial resources are lacking.  By highlighting how various resources—individually and in combination—influence internationalization decisions, this study contributes to a deeper understanding of the strategic behavior of female entrepreneurs. It sheds light on the unique challenges they face and the dynamics of entrepreneurial internationalization in emerging economies. 

The World Met at K-CLUB: Discussing Global Leadership at Korea University Business School  On Friday, July 4, Korea University Business School (KUBS) successfully hosted the K-Club World Conference, a global platform for academic exchange that featured diverse academic sessions and a dinner with distinguished scholars from both Korea and abroad. Gathering researchers and experts from around the world, the conference provided a valuable opportunity to share academic insights and explore avenues for collaboration toward a sustainable future.  In his welcoming remarks, Dean Eonsoo Kim of Korea University Business School stated,  “The year 2025 marks the 120th anniversary of Korea University’s founding and a pivotal moment for the K-CLUB program to enter a new phase of advancement.” He added, “Through active engagement with scholars from the Global South who are achieving remarkable research outcomes, Korea University aims to solidify its role as a key hub in the global research collaboration network.”  One of the highlights of the event was Theme 9: Insight and Foresight of Business & Industry, held in Room 312 of the SK Future Hall. This session brought together global scholars from various fields of business for an in-depth discussion on the future of industries and sustainable management. Prof. Jay Hyuk Rhee, Director of the ESG Research Center, served as the session chair and led the discussions, while the presenters contributed diverse perspectives on the key challenges confronting contemporary business and management practices, facilitating vibrant academic exchange.  In Session 1, Professor Darjan Karabašević delivered a presentation on the application of Multi-Criteria Decision-Making (MCDM) techniques in business and management. Professor Mustafa Tevfik Kartal examined the impact of environmental changes on sustainability. Professor Umair Akram explored the relationship between artificial intelligence and consumer behavior, while Professor Sunil Kumar proposed disruptive innovation as a strategy for achieving sustainable development.  Session 2 began with a presentation by Professor Ender Demir on strategic responses in an uncertain financial environment. Professor Mahmood Ahmad explored the potential of green finance and ecological innovation in overcoming the resource curse. Professor Gurmeet Singh reflected on his scholarly journey, sharing professional insights and experience. Professor Keng Boon Ooi introduced case studies highlighting innovation in industrial management through information systems. Lastly, Professor Justin Paul offered practical guidance on writing high-quality review papers, providing valuable research know-how.  After the sessions, participants were taken on a campus tour led by KUBE, the student ambassadors of Korea University Business School. The tour began at the KUBS Main Building, where they visited the KUBS Wall of Honor and reflected on the significance of major donors' names and their dedicated contributions to the school's advancement. They then moved to the Startup Station, where they explored the hands-on environment that supports student entrepreneurship, along with the innovative educational programs offered there. At the Hyundai Motor Hall, participants observed how the donor names engraved on the staircase wall embody a culture of voluntary giving that sustains the school’s long-term growth. Finally, at the LG-POSCO Hall, they learned that the building was designed by the same architect behind the Shilla Hotel, and experienced first-hand how its hotel-quality spatial design expresses the school’s educational philosophy and identity. The tour received a highly positive response as it allowed participants to experience the school’s rich heritage, future-oriented vision, and the symbolic values embedded in its architecture and spaces.  In the evening, the Dean’s Dinner, held at Cuckoo Hall, brought together domestic and international faculty members for a warm and meaningful gathering that extended beyond academic exchange, fostering a sense of camaraderie and friendship. The dinner provided a relaxed and welcoming setting for scholars from diverse cultural backgrounds to engage in dialogue, with vibrant discussions on potential joint research and ongoing collaboration.  The K-Club World Conference served as a symbolic event that encapsulated Korea University Business School’s commitment to global leadership, sustainability-driven scholarship, and knowledge-based international cooperation. It reaffirmed KUBS’s status as a knowledge hub that bridges academia and practice, and connects Korea with the global community. Looking ahead, KUBS will continue to expand its foundation for sustainable growth and international collaboration in an evolving global landscape, striving to become a leading global platform for education and research for future generations. 

[Interview] Professor Baek Jung Kim Wins the SK Research Award     In 2025, Professor Baek Jung Kim of Korea University Business School received the prestigious SK Research Award for his co-authored paper, “The Closing-the-Gap Effect: Joint Evaluation Leads Donors to Help Charities Farther from Their Goal” (co-authors: Rishad Habib, David J. Hardisty, Katherine White), published in the Journal of Marketing Research. This study empirically demonstrated that when donors evaluate multiple charities together, they perceive relative need more clearly based on how close each organization is to its fundraising goal. As a result, donors tend to give more to charities that are farther from reaching their target. However, when organizations are evaluated individually, this effect diminishes or even reverses. The pattern also holds when the differences between organizations are small or when for-profit entities are included. Using 13 experiments and over 10,000 real crowdfunding records, the research provides practical insights for donation strategies and fundraising platform design.    Q1. First of all, congratulations on winning the SK Award! How do you feel about receiving this honor?  A1. I am honored to receive the SK Award. It’s particularly meaningful to be recognized for a collaborative project with such outstanding behavioral researchers. This award also serves as a reminder of my responsibility to continue pursuing impactful research in the future.    Q2. Could you briefly introduce your award-winning research?  A2. This paper demonstrates that when donors evaluate multiple charities or nonprofit organizations in a joint context, the relative level of need—measured by how close each organization is to reaching its fundraising goal—becomes more salient. In such comparative contexts, donors tend to donate more to organizations that are further from meeting their goal.  Interestingly, however, when organizations are evaluated separately, this perceived relative need is less salient , and the effect becomes insignificant. These findings offer insights into how charitable giving is shaped by the context in which donors assess organizations.    Q3. What led you to pursue this line of research?  A3. This project was especially meaningful to me because it was a collaborative study conducted with fellow professors in the field of consumer behavior. By combining experimental methods with real-world donation data, we had a valuable opportunity to gain a deeper understanding of charitable giving to nonprofit organizations. I was particularly happy by how this approach allowed us to draw causal insights into donation behavior.    Q4. What kind of social or industry impact do you think your research could have?  A4. As mentioned earlier, I believe this study is particularly meaningful in that it offers new insights into charitable giving—insights that have not been sufficiently addressed in previous research—by employing a combination of diverse research methodologies. These findings have the potential to make practical contributions in real-world contexts, such as informing donation strategies or guiding the design of crowdfunding platforms and other tools used by nonprofit organizations and social enterprises.    Q5. Could you share your future research interests or upcoming plans?  A5. I have maintained a strong interest in the diverse behavioral patterns that emerge when consumers adopt and continue to use online platforms. Building on this line of inquiry, I intend to conduct research that quantitatively analyzes consumer behavior—particularly by employing a variety of methodological approaches—to better understand how these behaviors evolve over time.    Q6. Do you have a message for junior researchers or students?  A6. I believe it is essential to cultivate the ability to think deeply and independently about any topic. Whether you’re reading a news article, a book, or an academic paper, I encourage you to keep engaging with topics that spark your curiosity and to reflect on them with persistence. This kind of sustained intellectual effort can serve as the starting point for meaningful research and ultimately help you form your own unique perspective.    Below is a summary of Professor Baekjung Kim’s paper “The Closing-the-Gap Effect: Joint Evaluation Leads Donors to Help Charities Farther from Their Goal”  This research investigates how donors make charitable decisions, particularly when they evaluate charities or nonprofit organizations in a joint context. The findings suggest that in such joint evaluations, the relative difference in how close each charity is to reaching its fundraising goal becomes more salient. As a result, donors tend to contribute more to charities that are farther from their fundraising goal, as they appear to be in greater need.  In contrast, when charities are evaluated individually, where donors assess one charity at a time, this comparative context is absent, and the effect either disappears or reverses. The same holds true when differences in fundraising progress are minimal or when for-profit organizations are included—both cases where relative need becomes less salient, leading to different giving patterns.  The study is supported by six pre-registered experiments, seven follow-up studies, and an analysis of over 10,000 real-world crowdfunding donation records, providing robust empirical support. These insights offer practical implications for developing more effective fundraising strategies and designing donation platforms that can better encourage charitable giving. 

[Interview] “Finding Answers in Students’ Eyes” – Professor Viacheslav Savitskiy’s Communication-Centered Teaching Method      Professor Viacheslav Savitskiy, winner of the 2024 second semester Seoktop Teaching Award, is a faculty member in the Global Business program at Korea University Business School. He teaches the English-taught course “Economics of Enterprise,” leading a communication-centered class with students. Appointed as a new faculty member in September 2024, he is a researcher who has conducted international comparative studies based on cultural economics. He received this prestigious award for his excellent teaching in his very first official course as a professor. KUBS Journal sat down with Professor Savitskiy to hear more about his teaching philosophy and future plans.    Q1. Could you briefly introduce yourself?  Hello, I’m Viacheslav Savitskiy. I’m currently teaching in the Global Business program at Korea University Business School, and this is my second semester as a professor. My original field of study is economics, and now I’m conducting research on the interaction between culture and the economy. This is often called cultural economics, or more broadly, international comparative research that analyzes how different cultural characteristics influence economic outcomes. This research background naturally led me to the field of global business.    Q2. How did you feel about receiving the Seoktop Teaching Award?  Since this was my first official course as a professor, I was truly surprised. During my doctoral program, I participated in classes as a teaching assistant, but this was the first time I was solely responsible for teaching a course. So when I heard about the award, I was both astonished and deeply honored. This award means even more to me because it represents recognition of my efforts by both the students and the university at this excellent academic institution, Korea University. I was especially happy that students gave such positive feedback about my class, and it will remain a very memorable and meaningful experience for me.    Q3. What is the most important value you hold when teaching? Do you have a personal educational philosophy or principle?  My teaching philosophy centers on actively engaging students in the learning process. On one hand, I think it’s essential to build a solid theoretical foundation, and on the other, it’s just as important to connect theory with real-world situations through practical examples and case studies. I try to avoid focusing solely on theory and instead make an effort to present material in a relevant and realistic context. I also work to create an atmosphere where students feel comfortable asking questions. Maintaining an open attitude so that students feel free to approach and talk to me is something I consider very important.    Q4. Is there anything you pay special attention to when communicating with students?  I always try to observe whether students are truly understanding during lectures. I assess whether they are following along well by looking at their eyes and facial expressions and adjust my teaching style accordingly. The moment I see in a student’s eyes that they’ve understood — that’s the most rewarding moment as a professor, and I take it as a sign that I’m going in the right direction.    Q5. Is there a particular class or student that stands out in your memory?  Rather than pointing out a specific student, I’ve been deeply impressed by Korea University students overall — their dedication to assignments, their approach to problem-solving, and their level of understanding in class are all very high. One memorable episode was the final exam last semester. Since the exam was around Christmas time, I wanted to reduce students’ stress even a little, so I brought donuts and coffee to the classroom. The students appreciated the small but warm gesture, and it remains a very pleasant memory for me.    Q6. Do you have any special know-how when it comes to preparing or conducting your classes?  Since I haven’t been teaching for very long, I’m still learning myself. But if I had to name one principle, I’d say I prepare about 95% of the class in advance and leave the remaining 5% flexible to adjust based on the flow of the day or students’ reactions. Sometimes, discussing a spontaneously emerging topic can spark students’ interest more effectively and help make the class feel more dynamic and engaging.    Q7. Do you have any advice for students beyond the classroom?  Personally, I’ve always chosen my path based on what truly excites me. When deciding on a company or a job, I believe it’s more important to consider whether the work brings you joy rather than focusing solely on prestige or salary. When your work aligns with your passions, it often feels more like a hobby, which in turn leads to better performance. This approach has always worked well for me, and I encourage  students to shape their path in life using similar values.    Q8. What are your plans or goals for the future?  One of my primary goals as a professor is to develop a new course that reflects my research interests. I’m currently planning a class that explores the intersection of culture and the economy, which I believe will offer valuable insights for students in the Global Business program. As a researcher, I’m involved in several projects and intent to continue exploring engaging and meaningful topics. As an educator, I hope to design original courses and foster rich academic exchanges with my students.    Q9. Lastly, is there anything you’d like to say to the readers of KUBS Journal and members of the Business School?  Above all, I’d like to take this opportunity to sincerely thank all the members of the Business School who have so warmly welcomed me over the past two semesters. I’m truly grateful to the professors, staff, and students who made me feel at home. Thanks to their kindness and support, I’ve had the pleasure of enjoying a wonderful start to my first teaching position in Korea. I’m proud to be part of this community and look forward to continuing to grow and contribute together in the future.