• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.5
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• pp.133-150
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• 2022

The purpose of this study was to develop a female entrepreneurial competency model. For the purpose, two Focus Group Interviews (FGI) were conducted with seven outstanding female entrepreneurs, and three expert reviews were conducted. In addition, in order to verify the validity of the provisional female entrepreneur competency model derived from the FGI and competency modeling expert review, the female entrepreneur competency model was finally confirmed through a survey of 442 female entrepreneurs. The results were as follows. First, a female entrepreneur competency model consisting of 6 competency groups and 25 competencies of entrepreneurship, emotion, business management, relationship management, strategic management, and multitasking, and 75 behavioral indicators describing each competency was developed. Second, sensibility and multitasking are competencies that reflect the characteristics of female entrepreneurs. In particular, 'social sense', which is the ability to be considerate of others in the emotional competency group and the ability to respond well to subtle nuances, and the multitasking competency group's unique strengths are women's ability to perform various tasks at the same time. The 'work-family control ability' of a female entrepreneur who maintains a balance between 'multi-tasking' and work and family is a representative competency of only female entrepreneurs. Third, the developed female entrepreneurship competency model is meaningful in that it not only increases female entrepreneurial competency so that prospective female entrepreneurs can successfully run a business through entrepreneurship education, but it also makes it easy for existing female entrepreneurs to reflect and improve their competencies. If we provide appropriate training programs to female entrepreneurs based on their competency, it will be possible to effectively enhance the entrepreneurial competency, which is the key to strengthening the competitiveness of female entrepreneurs. The female entrepreneur competency model developed through this study can provide a basis for future research on competency diagnosis and education needs analysis.

• International Commerce and Information Review
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• v.2 no.2
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• pp.135-154
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• 2000

1990년대 비즈니스 리엔지니어링이 기업 내부의 핵심역량을 기반으로 고객과 연결되는 가치체인(value chain)을 설계하는 것이었다면, 21세기 E-비즈니스 시스템은 고객의 요구를 우선 분석하고, 이를 만족시키기 위해 인프라 및 프로세스 혁신에 기반한 내부 핵심역량을 최종 정의하는 가치체인을 설계하는 것이다. 이에 본 연구에서는 향후 기업간 전자상거래를 진일보 발전시키는 최적 대안으로 받아들여지고 있는 XML/ EDI의 구조와 특징을 이해하고, XML 기반 B-to-B 전자상거래 관련 표준과 구축모델을 살펴본 후, 컴포넌트식 시스템 구성에 입각하여 B-to-B 전자상거래 지원을 위한 XML/ EDI 시스템 모형을 설계한다.

• 한국IT서비스학회:학술대회논문집
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• 2008.05a
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• pp.546-551
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• 2008

기업들 간의 경쟁이 치열해짐에 따라 기업들은 최종 제품뿐만 아니라 최종 제품을 생산하는 프로세스에 대한 효율에 관심을 갖기 시작하였다. 또한 기업들은 자사의 핵심 역량을 중심으로 기업 구조를 재편하고, 핵심 역량 이외의 부분은 아웃소싱을 맡기고 있다. 이러한 상황에서 기업은 다양한 파트너들과 비즈니스 프로세스를 공유하고, 결합 관계에 따라 유연하게 구성할 수 있어야 한다. 기업의 비즈니스 프로세스에 대한 중요성을 일찍 깨닫고 많은 기업들이 프로세스 혁신 작업을 수행하였다. 몇몇 기업은 주목할만한 큰 성공을 거두었음에도 불구하고 기대했던 성과를 거두지 못한 체 많은 비용만 소모한 기업도 존재한다. 이와 같은 일들은 비즈니스 프로세스 디자인을 위한 방법에 대한 개선이 필요함을 시사한다. 하지만 대부분의 방법은 프로세스 디자인을 시각화하고, 평가하는데 중점을 둔 분석 도구의 기능에 편중되어 있으며, 여전히 프로세스의 실제 디자인을 지원하는 형식적인 모델링에 대한 연구는 여전히 부족한 실정이다. 따라서 본 논문에서는 비즈니스 프로세스의 모델링의 응용 분야로 기업 어플리케이션 통합으로 각광받고 있는 웹 서비스를 선택, 웹 서비스로 이루어진 프로세스의 최적화된 디자인을 지원하는 수리 모델을 제시하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.771-796
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• 2013

The purpose of the study is to analyze the phenomenon of private education and to get the countermeasures of it. To do this, we approached the phenomenon of private education from the game theory, which is famous in economics. As result, we could make the mathematical model. One is a model consisted of two-person. This is a mathematical model simplifying the competition within the school. The problem of private education can be solved by the disconnection with private education and exam of school in this model. The other is a model consisted of three-person. This is a mathematical model simplifying the interscholastic competition. The problem of private education can not only be solved by the disconnection with private education and exam of school, but can be also solved by the specificity of school education in this model. We will hope that our study can give an aid in deciding an educational policy.

• Information and Communications Magazine
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• v.30 no.9
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• pp.13-18
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• 2013

본 고에서는 n-Screen을 이용한 클라우드 기반 서비스들이 활용하는 대표적인 비즈니스 모델의 패턴을 살펴보고, 통신/방송 사업자, 단말 사업자, 서비스 사업자 및 OS 사업자별로 어떤 부분을 특화하여 비즈니스모델을 구성하고 있는지를 분석하여 정리하였다. 본 연구는 그 동안 n-Screen에 대한 기술적 측면과 서비스 측면에 대한 논의는 많이 있어왔지만 본격적으로 이와 관련된 비즈니스모델 측면의 검토를 했다는 것에 가치가 존재한다. 본 연구를 위해 비즈니스모델 젠1)에 포함된 툴킷 중 하나인 4by4 비즈니스 모델 매트릭스를 활용하였다. 이를 통해 n-Screen을 이용한 클라우드 서비스들이 주로 상품 측면에서는 번들링, 교차보조금 방식을 채택하고 있고, 채널 측면에서는 채널통합과 채널분화, 수익모델 측면에서는 프리미엄과 구독을 주로 활용함을 알 수 있었다. 이는 각 사업자별로 조금씩 다르게 특화되어 활용되고 있는데 이러한 차이를 유발하는 가장 큰 요인은 각 사업자들의 근거하고 있는 주요 수익원과 핵심역량의 차이에 기인한다. 결론적으로 n-Screen을 이용한 클라우드 서비스를 제공하려는 기업들은 먼저 비즈니스 모델을 이해하고 자사의 고유역량을 극대화하여 수익원을 강화하고, 부가 수익을 창출하는 방향으로 기본전략을 잡아야 할 것으로 보인다. 본 연구를 통해 기존에 n-Screen을 사업에 활용하던 기업이나 신규로 n-Screen 사업을 시작하려고 하는 기업에게 비즈니스모델 측면에서의 인사이트를 제공하고 이를 기반으로 사업을 기획하는데 활용할 수 있을 것으로 기대한다.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.649-665
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• 2018

In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.1-12
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• 2018

In this study, we introduce the background and model for the Test of Practical Competency in ICT(TOPCIT), which is designed to diagnose and assess the competency of ICT industry related workers and software(SW) developers, and also attempt to derive meaningful policy implications for developing a global level of ICT SW competency evaluation system across the different cases in domestic and foreign countries with regard to the application and dissemination of the TOPCIT. First, we analyze the test results from surveys conducted a preliminary test (or a pilot test) for the process of global dissemination of the TOPCIT in 2015. Then, we attempt to compare the results with the domestic test results. The findings show that the average score between domestic and foreign test takers was similar, but in the highest score group, the number of domestic test takers was relatively higher than the number of foreign test takers. Moreover, the average score can be varied by the language ability, especially fluent in English, of test takers. Therefore, the findings suggest that the localization is one of the key components for building upon the global TOPCIT system.

• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.335-344
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• 2021

The purpose of this paper is the development of course data models and learning achievement computation algorithms for enabling the course-embedded assessment(CEA), which is essential of competency-based education in higher education. The previous works related CEA have weakness in the development of the systematic solution for CEA computation. In this paper, we propose data models and algorithms to implement competency-based assessment system. Our data models are composed of a layered architecture of learning outcomes, learning modules and activities, and an associative matrix of learning outcomes and activities. The proposed methods can be applied to the development of the course-embedded assessment system as core modules. We evaluated the effectiveness of our proposed models through applying the models to a practical course, Java Programing. From the result of the experiments we found that our models can be used in the assessment system as a core module.

• The Journal of Society for e-Business Studies
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• v.18 no.3
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• pp.177-193
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• 2013

The study investigated how did Credu pioneer Korean e-Learning market and reinforce their core competencies and how did they promote business diversification analyzing type of learning motives and examining Credu real cases. Under the fierce competition in the current e-Learning market, Credu has maintained their core competencies and strengthened an active communication channels with customers with focusing on investment to core businesses. Credu has introduced more adventurous and challenging products and services with creating a new model for the types of learning motives. This study could introduce the new perspective about the type of learning motives in e-Learning area. Also, the case study of successful e-Learning company, Credu, could contribute to make more spread e-Learning market techniques in this field in practice.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.353-370
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• 2012

The observation and recommendation system was recently introduced for selecting gifted-students in science, and it has required to arrange the reliable and valid selection criteria that could identify the high potential competency of them. In this study, we explored the competencies that could help to discriminate gifted-students' inner properties, and also developed the dictionary based on them. The competencies were extracted from the proven previous competency dictionaries/models and examined by the structured survey and the focus group interview in order to ascertain the competencies of the science-gifted students. The results revealed that there were two competency clusters such as cognitive and affective domains. The cognitive cluster consisted of 6 competencies as follows: goal suggestion, planning, information collection and analysis, problem solving, higher-order thinking, and expertise and self-development competency. The affective cluster consisted of 3 competencies: confidence, achievement orientation, and curiosity competency. The dictionary categorized by the names, definitions, key elements, and behavioral indicators and their levels of the derived competencies was developed. Findings were expected to provide the implications on the selection criteria of the potential science-gifted students through the observation and recommendation system.