• International Commerce and Information Review
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• v.15 no.2
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• pp.189-206
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• 2013

In this paper, we investigate if the new merchant fee system has problems. The fee was fixed by government policies and there were no processes of listening to market participants. Therefore, we suggest improvements as follows. First, large-sized stores take burdens for the rest of stores so credit card companies and the government should try to minimize the increasing rate for large-sized stores. Second, credit card firms need to give VAN companies roles of stabilizing authorizing processes. Third, periodic update requires because of credibility. Fourth, contents of merchant fee should be disclosed to merchants. Fifth, there needs discussions for merchant fees of debit cards.

• Journal of International Area Studies (JIAS)
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• v.13 no.4
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• pp.467-490
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• 2010

This paper compared the cases of Korea and Japan on the basis of three research goals as follows. Above all, this paper tries to illuminate differences in logistics policies for China in Korea and Japan at governmental levels after understanding their distinct features. Then, after investigating investments of Korean and Japanese firms in China and their specific cases at corporate levels, this paper tries to illuminate similarities and differences of corporate strategies in Korean and Japanese logistics firms. Finally, this paper attempts to derive implications for Korean governments and firms through the comparative study. Main results of this study are as follows. First, even though logistics policies of Korean and Japanese government are similar in admitting the significance of China, Japanese policies are broader by admitting the significance of cooperating with ASEAN nations. Second, Japanese firms provide more diverse entire logistics services and also retained wider logistics networks than Korean counterparts in Chinese logistics markets. Thus, Korean logistics firms need to pursue to establish strategic cooperation with other foreign firms in China.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.

• Journal of Nutrition and Health
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• v.42 no.4
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• pp.386-396
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• 2009

The purpose of this study was to analyze the effect of push, pull and push-pull interactive factors for CFMC (Contract Foodservice Management Company)'s internationalization. The study was a quantitative study part in mixed methods (QUAL ${\rightarrow}$ quan) which was mainly qualitative study and quantitative study. Mail survey was carried out for quantitative study. For study subjects, 1,281 persons who completed 'Food Service Management Professional Program' of 'Y' University were selected as a population because the program was mainly for CFMC's workers. The analysis methods used in this study were frequency analysis, factor analysis, correlation analysis and multiple regression analysis with SPSS 17.0. Push factors had the saturation in domestic market and the manager's purpose (fac.1) and the investment for internationalization (fac.2). Pull factors had the company's external environment for internationalization (fac.3) and the global network and spread of culture (fac.4). Push-pull interactive factors had the information about foreign market (fac.5), the procedure and budget of overseas expansion (fac.6) and the national network and size of domestic market (fac.7). Internal dynamics factors had the deterrents for internationalization (fac.8) and the enablers for internationalization (fac.9). The result showed that the company's external environment in pull factors had positive effects on the deterrents for internationalization. The global network and the spread of culture had positive effects on the enablers for internationalization. The information about foreign market in push-pull interactive factors had positive effects on the deterrents and enablers for internationalization. The national network and the size of domestic market had positive effects on the enablers for internationalization. The deterrents and enablers for internationalization had positive effects on the level of internationalization, and the deterrents had more effects on the level of internationalization than the enablers did (${\beta}$= .492 > .177).

• Proceedings of the Korean Association for Survey Research Conference
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• 2007.11a
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• pp.211-212
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• 2007

• Journal of Arbitration Studies
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• v.7 no.1
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• pp.361-390
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• 1997

• Science & Technology Policy
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• v.12 no.5 s.137
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• pp.97-102
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• 2002

• Korean Journal of Heritage: History & Science
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• v.32
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• pp.31-36
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• 1999

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.501-506
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• 1999

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.149-160
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• 2022

Comparative studies using large-scale data such as TIMSS, PIRLS, and PISA inform us of the effectiveness of each educational system. Even though samples in the large-scale studies were representative, admitting potential discrepancy when applying the findings of the large-scale studies to local educational system is still needed. This study examines the structural relationship among students' attitude towards science, learning support from teachers, school life, and science academic achievement with both large-scale data and local comparative study data utilizing same variables. Responses on the TIMSS 2019 of 5,554 Korean seventh-grade students and National Assessment of Educational Achievement (NAEA) 2019 of 6,365 third-grade middle school students were used. The results indicate that: a) school life did not affect the science achievements in both data. However, in NAEA 2019, students' attitude mediated the relationship between school life and science achievement; b) learning support from teachers had a significant impact on TIMSS science achievements, and also had positive effect on achievement through students' attitude in TIMSS. On the other hand, learning support had a positive effect on achievement only when student's attitude mediated the relationship in NAEA; c) students 'attitude toward science had positive effect on science achievement on both data; d) the impact of gender was different on school life, academic achievement, students 'attitude towards science, and learning support from teachers on both data; and e) the impact of the number of books differed as well. There were differences in results between the international and domestic research, which inform us that we need to pay attention when interpreting the domestic environment through the results of international research.