Eric A. Hanushek
Senior Fellow at the Hoover Institution of Stanford University
Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is a recognized leader in the economic analysis of education issues, and his research has had broad influence on education policy in both developed and developing countries. He is the author of numerous widely-cited studies on the effects of class size reduction, school accountability, teacher effectiveness, and other topics. He was the first to research teacher effectiveness by measuring students’ learning gains. This approach formed the conceptual basis for using value-added measures to evaluate teachers and schools, now a widely adopted practice in many countries. His recent book, The Knowledge Capital of Nations: Education and the Economics of Growth summarizes his research establishing the close links between countries’ long-term rates of economic growth and the skill levels of their populations. On-going research focuses on international variations in student performance and considers what differences in schooling systems lead to country-differences in the skills of people. He has authored or edited twenty-four books along with over 250 articles. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology.
Director of Partnerships at the Yidan Prize Foundation
Dr Christopher Thomas is the Director of Partnerships at the Yidan Prize Foundation and Social Entrepreneur in Residence at Stanford University’s Graduate School of Education. He has served in a range of corporate strategy and management roles at the World Bank Group, including Lead Strategy Officer, Advisor to the Managing Director, and Manager of human development programs in Asia and Africa. Dr Thomas played a key role in forging the World Bank’s contributions to the Sustainable Development Goals, United Nations agreements on Financing for Development, and partnerships with the IMF and multilateral development banks. Dr Thomas holds an M.A. in International Affairs from Johns Hopkins University and a Ph.D. in Education from Stanford University.
Yoon Soo Park
Associate Professor at Harvard Medical School
Yoon Soo Park is Associate Professor at Harvard University and Vice President of the American Educational Research Association, the flagship international education research organization. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Park’s experiences include both academic and industry settings, with research interests and experiences across multiple disciplines in assessment, learning, behavioral sciences, and statistics. He has published widely in education, psychometrics, and medicine. Park is active in international collaborations by leading partnerships with researchers and institutions globally.
Associate Professor at KAIST College of Business
Dr. Minki Kim is an Associate Professor at Korea Advanced Institute of Science and Technology (KAIST). He joined KAIST College of Business after receiving his Ph.D. in economics from the University of Chicago in 2011. Having been trained as an empirical IO (industrial organization) economist with a keen interest in big data analytics, he has research interests in the changing nature of innovation (e.g., mobile technologies, AI-mediated communication) and its strategic use in the market.
He has been communicating and working with scientists and engineers through research projects interconnected in terms of data sources and empirical methodology and therefore he naturally paid attention to collaboration and task delegation between human workers and artificial intelligence (AI) agents as well as their effect on market outcome. Over the past few years, in particular, he has collaborated with EdTech firms which introduced technology-based services aimed at shifting the educational landscape. Specifically, he has investigated whether AI can transform the teacher’s role by delivering personalized learning and reading to each individual student. He finds that technology overload could undermine teachers’ effective use of such AI-based program despite its highly accurate diagnostic ability and ready availability. From an additional randomized controlled trial utilizing the AI-based tutoring service, he finds that tasks involving direct interaction with students may not be effectively delegated to AI because of teachers’ underestimation of the AI agent’s competence. Because teachers insufficiently delegate such tasks, however, students’ functional needs (i.e., test scores) are incompletely satisfied. On the other hand, delegation of such tasks to AI agents, which are relatively less capable of satisfying students’ emotional needs (i.e., human touch), can reduce students’ satisfaction. This shows the importance of building emotional connections and relationships with students who directly face AI-mediated communications.
His research works have been acclaimed in several disciplines, and he has had twenty-seven papers published in peer-reviewed journals.
Ph.D., M.A. in Economics, The University of Chicago, U.S.A.
B.A. in Economics, Seoul National University, Korea
Adviser in the Office of the Global Director of the Education Global Practice at the World Bank
Dr. Sajitha Bashir is Adviser in the Office of the Global Director of the Education Practice in the World Bank. She currently leads the work on digital skills as part of the Digital Economy initiatives of the World Bank and on using technology for accelerating human capital outcomes in South Asia. Formerly, she was Education Practice Manager responsible for over 20 countries in Africa. She pioneered the World Bank’s support for science and technology in Africa. Her initiatives include financing the Africa Centres of Excellence regional project and establishing the first pan-African science fund, with contributions from African governments, the World Bank, donors and private sector (the PASET Regional Scholarship and Innovation Fund). She is the co-author of Facing Forward: Schooling for Learning in Africa, a flagship study of the World Bank on the quality of basic education in Africa. She has worked on Africa, Latin America, South Asia and the Middle East and holds a Ph.D in economics from the London School of Economics.