• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.111-123
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• 2006

This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.6
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• pp.543-552
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• 2021

The study examines how foreign capital inflows affect stock market development in Pakistan for the period from July 2008 to June 2018. Several components of foreign capital inflows were used for empirical analysis, namely, foreign direct investment, foreign portfolio investment, and remittances. Further, market capitalization was used as a proxy for stock market development. The study uses an ARDL model for examining the long-run and short-run relationships between variables. We also analyze the bi-directional causality between the variables through the Granger causality test. Further, the presence of structural breaks was analyzed through the CUSUM and CUSUM Square test. The results suggest that in the long run, remittances have a positive and significant relationship with stock market development. However, foreign direct investment, foreign portfolio investment, and USD-PKR exchange rate do not have a significant impact on stock market development. The results also suggest that in the short run there is a negative relationship between FDI, USD-PKR exchange rate and market capitalization. Contrarily, we found a positive relationship between FPI and market capitalization. The results of Granger causality test suggest that remittances and USD-PKR exchange rate have a causal relationship with stock market development. Finally, we found no evidence of structural breaks in the dataset.

• The Southeast Asian review
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• v.22 no.2
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• pp.43-93
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• 2012

This paper examines the performances of economics for Southeast Asian studies and finds the relationship between economics and Southeast Asian studies in Korea. Based on this we try to find the direction and the way how economics contributes to Southeast Asian studies. First of all, we look into several journals on area studies, such as Review of Southeast Asia, and find out that economics researches on Southeast Asia are much fewer than expected. This shows that Korean economists are not much interested in the issue of Southeast Asia and reflects the academic differences as discipline in economics and interdisciplinary Southeast Asian studies. However, we could find the common area that economics and Southeast Asian studies can share. Also, we suggest some points that economics contributes to development of Southeast Asian studies toward a independent academic discipline. It includes the theory and methodology of international, and development economics. The rapid development of information and communication technology and the economic integration by globalization needs new and modified economic theory and methodology for research on Southeast Asia. Adopting the objective and statistical methodology of economics could level up Southeast Asian studies as social science. Also, Southeast Asian studies need to recruit more actively economics research topics and methodology. Economics could attribute to the development of Korean Southeast Asian studies.

• Journal of Distribution Science
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• v.17 no.7
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• pp.15-25
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• 2019

Purpose - e-Commerce is now one of the alternatives in shopping. Ease of Use and convenience aspects are the main supporting reasons that e-commerce is a trend for most people today. This study examines the relationship between the theory of technology to consumer behavior in using e-commerce applications. Research design, data, and methodology - The number of samples in this study was 600 samples from four major e-commerce made in Indonesia. The research method of this study Structural Equation Model (SEM) with AMOS and SPSS applications as analysis tools. Results - The results of this study state that most hypotheses support prior research and grand theory. On the other hand, the components of technology acceptance theory are mostly able to moderate variable consumer behavior in the digital era. Conclusions - The combination of essential elements of technology theory are oriented to the fundamental aspects of human beings as social beings. The most important thing for the development of the e-commerce industry to develop and be sustainable is the obligation to increase consumer confidence. The combination of components of technology theory and CCT can be a comprehensive marketing strategy and innovation to competitive advantage in the future.

• The Journal of Economics, Marketing and Management
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• v.5 no.4
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• pp.10-18
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• 2017

Technology and knowledge are emerging as core elements of competitiveness for businesses. SMEs lack technology and knowledge, and are also limited in their ability to absorb external knowledge. The government is supporting SMEs' absorption of external knowledge by utilizing retired scientists and engineers, but related research is insufficient. Thus, this study conducted an empirical analysis on the effects of support by retired scientists and engineers at SMEs. Specifically, the study confirmed the effects of company competitiveness and technology development capacities at each stage of technology commercialization. Results of the study confirmed that in an environment where technology competitiveness of SMEs are emphasized, the support of retired scientists and engineers has some effect on the competitiveness of SMEs and their technology development capacity. Therefore, this study suggests important implications for future policy development and execution of related projects.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.1
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• pp.495-505
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• 2021

In the current Covid-19 pandemic, technology's role is important; with technology, all activities can carry on. This study explains that technology, organizational culture, and job satisfaction at rural banks in Bali can be a motivation for improving performance, especially during a pandemic. A questionnaire is distributed online using Google Form to a total of 350 employees; the data is collected from a sample of employees from rural banks in Denpasar, Bali. Respondents had to meet the following criteria: a minimum work period of one year and a minimum high school education or equivalent. With these criteria, 100 samples were obtained. The dependent variable is employee performance; the independent variables are organizational culture, technology, and job satisfaction; the intervening variable is work motivation. This study uses Structural Equation Modeling with a variance-based or component-based approach with Partial Least Square. The study results show that organizational culture, job satisfaction, and technology provide motivation and have a significant positive effect on employee performance. However, organizational culture does not have a positive or direct impact on employee performance. The study results can be used as a basis for designing business strategies to improve employee performance in a competitive environment to advance the credibility of a bank.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2015.05a
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• pp.105-112
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• 2015

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.15-34
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• 2020

The purpose of this study was to examine the secondary school technology and home economics teachers' perception of the school curriculum organization and high school credit system. For this purpose, the questionnaire data of 345 secondary technology and home economics teachers nationwide were analyzed through descriptive statistics, t-test, and F-test with SPSS 24. The research results were as follows. First, technology and home economics teachers recognized that current schools lacked the time to organize technology and home economics curriculum (61.1%) and the number of teachers (53%). Most of them have participated (62.0%) and were very willing to participate in the school curriculum organization (4.47, 89.9%). Second, technology and home economics teachers were aware of the high school credit system more than the average (3.34), and more negative (52.8%) than positive (37.7%). As a positive influence, students recognized career choices (3.88) and deepened professional content in their major fields (3.81). On the other hand, the negative impact was the decrease in choice due to non-entry subjects (3.90) and the difficulty in moving teachers to school (3.57). Third, in order to stably respond to the introduction of high school credit system, technology and home economics teachers recognized the importance of coordinating career elective courses (4.51), developing and disseminating teaching and learning materials for elective courses (4.46), separating technology and home economics (4.45), and providing training on evaluation methods and applications (4.44). This study would be useful to provide the basic information and data for the future development of technology and home economics curriculum at the national level based on high school credit system.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.107-121
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• 2009

The purposes of this study is to find the differences in middle school students' need and application of resources management and environment according objective and subjective variables. The samples are 415 middle school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's $\alpha$ coefficient, one way ANOVA, t-test, Duncan Multiple Range's Test were calculated. The results of this study are summarized follows; 1) Middle school students' need of Resources Management and Environment is relatively high, but application is relatively low. 2) Variables that affect middle school students' need of Resources Management and Environment are education of mother, degree of interest in Technology-Home Economics, degree of recognition of Technology-Home Economics and degree of preference for Technology-Home Economics. 3) Variables that affect middle school students' application of Resources Management and Environment are age of father, degree of interest in Technology-Home Economics, degree of recognition of Technology-Home Economics and degree of preference for Technology-Home Economics. 4) Relationship of middle school students' need and application of Resources Management and Environment are positive.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.55-75
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• 2010

The purpose of this study is to analyze how the emphasis of the 2007 curriculum revision is reflected on the units of 'Adolescence Self-Management' and 'Adolescence Consumption life' in the Technology·Home Economics textbooks that are used in middle school from this year. The entry style of large, middle, and small units, the objectives statements, the main contents, the activities, illustrations/tables/pictures, the supplemental materials, and the ending style of middle and large units of 12 Technology·Home Economics textbooks were analyzed. Among the several specific emphasis in the 2007 curriculum revision, 3 major emphasis were selected. The 3 major emphasis that were selected were: practical reasoning process, sustainable consumption life, and career education. How these 3 emphasis were reflected in the various parts of the 12 textbooks were analyzed using the criteria found in the literature. The purpose of this study is to analyze how the emphasis of the 2007 curriculum revision is reflected on the units of 'Adolescence Self-Management' and 'Adolescence Consumption life' in the Technology·Home Economics textbooks that are used in middle school from this year. The entry style of large, middle, and small units, the objectives statements, the main contents, the activities, illustrations/tables/pictures, the supplemental materials, and the ending style of middle and large units of 12 Technology·Home Economics textbooks were analyzed. Among the several specific emphasis in the 2007 curriculum revision, 3 major emphasis were selected. The 3 major emphasis that were selected were: practical reasoning process, sustainable consumption life, and career education. How these 3 emphasis were reflected in the various parts of the 12 textbooks were analyzed using the criteria found in the literature.