• Journal of the Korean Institute of Landscape Architecture
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• v.38 no.4
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• pp.75-83
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• 2010

College campus landscape plans once focused mainly on campus functionality and aesthetically pleasing buildings. Yet now, after the rise of greater emphasis on afforestation and eco-friendly planning, building spaces for the local culture and community has become the core of the plan. This study analyzed the design strategies and details of the landscape plan that was selected through the contest to select a design plan for the cultural park at Sunchon National University. The key considerations for the landscape Design for the cultural space at Sunchon National University areas follows. First, the design plan sought ways to reach out to the local community, going one step beyond just opening up campus facilities. This means more than just the opening of physical facilities and environments. It was designed to serve as a base to organize diversified programs by generations and groups with an aim to share the history and culture of the college, the local community and the region. Second, shapes and colors were designed to establish a unified image between buildings and outdoor facilities. "Three Books" was selected as the key motif as books were believed to be the most representative symbol of colleges while 6 straight lines, hexagons and circles inspired by the shape of three books were used in the design. In terms of colors, reddish-brown was used for buildings to enhance visibility along with harmony and esthetic appreciation. For facilities, black and blue were used as dominant colors and white and yellow as point colors to promote the image of Sunchon City. Third, with an aim to overcome the limitation of the overall college campus as a closed space, it was designed to be a barrier-free space, remaining open to everyone and encouraging visits and experiences for active communication with the local community.

• Science of Emotion and Sensibility
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• v.25 no.1
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• pp.129-142
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• 2022

This study evaluates a program developed for a high school-university linked class. The program combines maker education and smart clothing technology, which has great potential. First, in the preparation stage, the dyeing design course incorporates the contents of previous studies on smart clothing and maker education. Second, in the development stage, a program was developed to make emotional eco-bags by applying the transfer dyeing technique using transfer paper for inkjet printers and smart clothing technology using conductivity thread and LED bulbs. Third, in the implementation stage, the class was offered to 17 high school students who want to major in clothing and textiles. Lastly, the class was evaluated. The program had a 4.95 satisfaction level as measures on a five-point scale. Furthermore, this paper suggested an advanced program with Lilypad Arduino. In conclusion, through this study, it was confirmed that the emotional eco-bag development program applied with conductive yarn and transfer dye could more easily produce smart clothing technology, thereby expanding the thinking of high school students regarding the clothing major.

• The Journal of Small Business Innovation
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• v.19 no.2
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• pp.53-68
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• 2016

Motivation and activities for technological learning, entrepreneurship, innovation, and creativity are driving forces of economic development in Asian countries. In the early stages of technological development, technological learning and entrepreneurship are efficient ways in which to catch up with advanced countries because firms can accumulate skills and knowledge quickly at relatively low risk. In the later stages of technological development, however, innovation and creativity become more important. This study aims to identify a) the factors (learning capabilities) that influence technological learning performance and b) barriers to enhancing innovation capabilities for the creative economy and organizations. The major part of this study is related to learning capabilities in the post-catch-up era. Based on a literature review and observations from Korean experiences, this study proposes a technological learning model composed of various influencing factors on technological learning. Three hypotheses are derived, and data are collected from Korean machine tool manufacturers. Intense interviews with CEOs and R&D directors are conducted using structured questionnaires. Statistical analysis, such as correlation and ANOVA are then carried out. Furthermore, this study addresses how to enhance innovation capabilities to move forward. Innovation enablers and barriers are identified by case studies and policy analysis. The results of the empirical study identify several levels of firms' learning capabilities and activities such as a) stock of technology, b) potential of technical labor, c) explicit technological efforts, d) readiness to learn, e) top management support, f) a formal technological learning system, g) high learning motivation, h) appropriate technology choice, and i) specific goal setting. These learning capabilities determine firms' learning performance, especially in the early stages of development. Furthermore, it is found that the critical factors for successful technological learning vary along the stages of technology development. Throughout the statistical and policy analyses, this study confirms that technological learning can be understood as an intrinsic principle of the technology development process. Firms perform proactive and creative learning in the late stages, while reactive and imitative learning prevails in the early stages. In addition, this study identifies the driving forces or facilitating factors enhancing innovation performance in the post catch-up era. The results of the preliminary case studies and policy analysis show some facilitating factors such as a) the strategic intent of the CEO and corporate culture, b) leadership and change agents, c) design principles and routines, d) ecosystem and collaboration with partners, and e) intensive R&D investment.