"Academic Elitism Should Disappear, But..." 7 Out of 10 Say "A Good Academic Background Is Necessary in Korea"

With the advancement of artificial intelligence (AI) technology and the growing emphasis on job competency over qualifications in the recruitment market, there is widespread agreement that a 'good academic background' does not guarantee individual ability. Nevertheless, a recent survey found that many people still perceive academic credentials as having a significant influence in Korean society.

According to a survey conducted by the market research firm Embrain Trend Monitor from September 8 to 11 with 1,000 men and women aged 13 to 59 nationwide on perceptions surrounding educational background in Korean society, 68.0% of respondents said that having a 'good academic credential,' such as graduating from a prestigious university, is necessary in Korea. This sentiment was particularly strong among graduate students and degree holders (82.8%) and those currently attending or who graduated from four-year universities in Seoul (76.3%).

The most common reason given for the necessity of strong academic credentials was that 'it can provide more opportunities for employment and promotion,' cited by 61.1% of respondents (multiple responses allowed), followed by 'because society discriminates strongly based on academic background' (52.9%) and 'because it can set you apart from others in résumés and qualifications' (49.3%).

Quite a few respondents also cited 'the ability to form better networks' (46.4%) and 'having an advantage in salary negotiations' (45.5%) as reasons. This indicates that academic background is seen less as a reflection of personal knowledge or capability and more as a foundation for securing additional options and opportunities in professional and social life.

The perceived influence of academic background in Korean society was also high. Overall, 81.1% of respondents assessed that “there is a strong tendency in Korean society to give preferential treatment to those with good academic backgrounds, such as graduates from prestigious universities.” In addition, 75.6% said that “there is a tendency to discriminate against people based on academic background,” and 74.2% felt that “people tend to be evaluated more by their academic background than their actual abilities.”

When asked in what areas academic background has the most influence, employment was cited most frequently (68.6%, multiple responses allowed), followed by personal networks (56.2%), salary negotiations (47.0%), and personnel evaluations or performance reviews at work (45.4%). This demonstrates the perception that academic background impacts not only the hiring process but also subsequent rewards and evaluations in the workplace.

However, there was a clear divergence from the view that a 'good academic background' equates to 'individual competence.' Among those who rated the necessity of good academic credentials lower, the main reasons included 'there is no guarantee of success just because you have a good academic background' (54.1%, multiple responses allowed), 'a good academic background does not guarantee employment' (48.4%), and 'practical job competencies and academic background are separate matters' (41.3%).

Embrain interpreted these results as, "While people recognize that academic background provides practical advantages, there is also a strong awareness that it is not a standard for verifying individual ability."

In fact, only 36.2% of all respondents agreed with the statement, “People who have good academic backgrounds, such as graduates of prestigious universities, are usually good at their jobs.”

Despite acutely perceiving the influence of academic background, attitudes toward an academic background-centered society were largely negative. Among all respondents, 56.9% asserted that "academic elitism should be eradicated" in our society, and about half (50.7%) agreed that "academic elitism is unfair." Furthermore, 64.2% responded that "these days, academic background is determined more by parents' economic status or family environment than by individual effort."

Nevertheless, the majority predicted that it would not be easy to escape the influence of academic background. A high level of consensus was observed on the statement, "No matter how much the times change, academic elitism will not disappear easily" (74.9% agreed), while 57.2% said that "academic background is of the utmost importance in Korean society," and 59.2% believed that those with good academic backgrounds, such as graduates of prestigious universities, are more likely to succeed.

This contradiction was even more prominent regarding respondents’ views on their children’s academic background. 65.0% said, "I want my child to attend a prestigious university and have a strong academic background," while 63.9% stated, "Even if my own academic career is not impressive, I hope at least my child can have a good academic background."

Meanwhile, with the spread of AI, changes in attitudes toward academic background are beginning to emerge. 45.9% of respondents said they felt that, due to AI, the importance of education and academic credentials in society is declining compared to before, while only 14.4% said it is increasing.

Notably, 60.6% of respondents replied that "it is more important to acquire practical skills than attend university."

Even in hypothetical educational scenarios, there was a tendency to prioritize employment prospects over the reputation of the school.

For example, given the choice between "graduating from a regional two- or three-year college with nearly 100% probability of employment," the largest share of respondents chose this option (32.2%), while the percentage who chose a "top-tier domestic university (SKY) with uncertain employment prospects" or an "elite Ivy League-level university overseas" was only 11.8% and 14.0%, respectively. This reveals a clear tendency to value concrete employment outcomes over the symbolic value of a prestigious academic background.

As for what will become most important in the era of AI, the ability to use AI (43.4%, multiple responses allowed) and problem-solving skills (42.8%) were cited most frequently. Creativity and idea generation skills (35.2%) and data analysis and utilization skills (35.0%) followed. The academic disciplines anticipated to have the greatest future competitiveness were advanced fields such as AI and IT (67.4%, multiple responses allowed) and engineering (54.9%).

This content was produced with the assistance of AI translation services.