Faculty in the Diederich College of Communication are well-known for combining high levels of expertise in their fields with a passion for student learning. Dr. Young Kim, associate professor of strategic communication, exemplifies the intersection of teaching and research that make the teacher-scholar model so impactful.
Kim has been recognized as one of the top 2% of scientists in the latest World’s Top 2% Scientists list, published by Stanford University and Elsevier. In this Q&A, Kim reflects on his work and the ways in which his personal background has shaped him into the scholar he is today.
Did you always know you wanted to be a researcher? Was there a moment where you realized this was the right career path for you?
I did not always know that I wanted to be a researcher. It was not until my senior year of college, while working as a research assistant for my professor, that I first recognized my passion for research. My interest was reinforced when I worked as a public affairs officer (PAO) for the Korean Army, a role that taught me a great deal about the principles and theories of crisis communication. Over time, several other moments have convinced me that I have chosen the right path, especially times when I have received positive feedback from students and colleagues who find my research insightful, inspiring for their own work, and professionally beneficial.
How did you choose your research focus?
From 2002 to 2008, I worked as a PAO, primarily in media relations and crisis communication. During that time, when trying to identify and develop effective strategies for crisis communication, I frequently relied on my intuition and past experience. For that reason, I sometimes struggled to fully understand the different outcomes that my strategies had for the organization. My struggles deepened my desire to improve my understanding of crisis communication, especially by learning effective strategies based on the principles and recommendations of researchers and professionals in the field.
What does it mean to you to be recognized as being in the top 2% of researchers?
Being ranked within the top 2% of researchers is an absolute honor for me. To me, the recognition reflects the meaningful impact of my research on the academic community and beyond. Furthermore, it inspires me to remain dedicated to incorporating innovative approaches into my work. In the past decade, I have conducted numerous studies that seek to bridge the gap between theory and practice in strategic communication and that have required me to expand my knowledge and embrace innovative approaches, all of which has consistently challenged me to step out of my comfort zone. My recognition as a researcher not only boosts my confidence in the perspectives that I have taken in my research projects so far, but it also motivates me to guide students and mentees in the right directions in their own research.
What is an upcoming project that you are excited about?
I am very excited about an upcoming research project regarding artificial intelligence and crisis communication. In this project, I will specifically examine the effects of accuracy-nudge intervention and the roles of generative AI for effective crisis communication in the context of AI-deepfake crises. Deepfakes have emerged as a significant risk for contemporary businesses, with cybercrimes involving fake customer testimonials or deepfake videos and images of defective products posing threats not only to brand reputations but also to market standing and the broader economy. To address these risks, scholars have emphasized the need for organizations and communication professionals to be prepared to counter AI-generated misinformation by implementing effective intervention strategies against the spread of AI-deepfake content.
What advice do you have for students who want to follow in your footsteps?
Please try to maintain your intellectual curiosity about real-world situations! Strategic communication, especially in public relations and in terms of crisis, is an applied social science that requires both a solid foundation in scholarly knowledge and the ability to demonstrate the practical applicability of research findings. Keeping “why” questions in mind can help scholars consistently discover existing theories and principles, explore new approaches, and ultimately “make a difference” in both your scholarly community and professional practice. That is how I have learned to step out of my comfort zone to achieve the most effective learning in my life.
How did you come to Marquette?
While reviewing the university’s homepage, I realized that the trajectories of my research and teaching align with Marquette’s mission. That is why I believed that Marquette is the best place for me to further explore how I can enhance students’ knowledge and enrich their experience as they prepare for intellectual, artistic, professional and ethical leadership but also apply my research, teaching and service to contribute to the community and improve the lives of its members. To take a step forward to “Be The Difference” in both my life and the lives of my future students, I decided to come to Marquette.
