• Korean Business Review
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• v.14
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• pp.63-76
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• 2001

The purchase of business services is a growing activity among finns but with little appreciation that the purchase of a service requires a modification of the decision process developed for the purchase of material goods. A taxonomy for purchasing business services is developed to create a matrix with company involvement and focus of service as dimensions. Business services are classified according to their focus on three aspects of the finn: property, people, and core business. Business services are also classified according to the degree of company involvement: high company involvement and low company involvement. A number of propositions are formulated based on insights derived from this taxonomy. The taxonomy results in six business service cells: facility support, equipment support, employee support, employee development, core business facilitator, and professional. Implications for managers considering a purchase in each category are explored. This study tests the research hypotheses delineated from the classification model and the purchasing process of business services. The strategic implications are suggested based on the findings for each cell of the classification model. This study concludes with a research agenda for further studies.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.367-373
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• 2014

The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students' gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students' science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students' science anxiety in classes based on results.

• Child Health Nursing Research
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• v.10 no.4
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• pp.395-405
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• 2004

Purpose: The purpose of this research was to evaluate the application of the Problem-Based Learning(PBL) in nursing with regard to the learning process and learning outcomes. Method: PBL modules were provided to the students so that they could identify the nursing problems related to nutrition, regulation, and elimination, and implement appropriate nursing interventions according to the problems. PBL was also used to develop ability to use self-evaluation for nursing intervention outcomes. The modules were developed by the authors for the course, Nursing 1(3 credits) at Y university, and used during one semester, March to June 2003. Evaluation of the learning process and learning outcomes was done by self-report questionnaires and a semi-structured self -report developed by the authors. Result: The PBL evaluation included role of the facilitators, group work process, and self-directed learning attitude. The students evaluated the facilitator's role positively in fostering positive interactions and cooperative study among students and stimulating students to apply various problem-solving strategies. Students evaluated their own group work performances as a good opportunity to improve their group work participation, contribution, cooperation, and leadership through the PBL session. Their responsibility for their own learning and develop self-directed learning attitudes to connect present learning to long-term goals. Conclusion: Critical thinking, problem solving skills, self-directed learning and group work accomplishments in undergraduate student nurses were fostered and improved through the PBL program.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.1
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• pp.43-53
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• 2014

In order to communicate each other we need both a system and contexts. Generally a system is called language and contexts are a common sense with a culture. If there is an absence of one of them it is impossible to understand each other. The concept of UPDP(User participating Design Process) is very similar to a communication. There must need both a system(formal tools) and a process to make consensus. Even though we already have two systems(KEBDI and PDAT) being developed by government affiliated research institutes these have not intimately related to a process to make consensus so far. In this respect the UPDP with using DQIfS of U.K. for a remodelling of Noryangjin elementary school(2013) is the most valuable because it is the first trying to communicate between laymen and professionals by menas both of a qualified system and of facilitations which have been developed from Namhansan UPDP(2001) in korea. The paper shows the process of UPDP including how to organise the members, detailed facilitation methods and the result of DQIfS analysis in U.K. Above all for the successful result the most important thing is the intimate relationship between the tool and facilitations at the beginning and user's will to build up.

• Human Ecology Research
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• v.53 no.6
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• pp.605-617
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• 2015

This study verifies the effectiveness of developing and implementing a leadership educational program specifically customized to improve of leadership competencies among members of multicultural family support centers and healthy family support centers. This program refers to Triangle Leadership that consists of three categories: finding individual strengths and self-esteem to enhance self-leadership, constructing a vision and roadmap to develop transformational leadership, and stress and teamwork management for competent servant leadership. In order to improve its completeness, focus group interview was adopted for 10 employees in the center and supervised by two professionals. The program was also conducted twice for 142 members of multicultural family support centers and healthy family support centers across the Korea. The result of implementation (with regard to the satisfaction level for the contents of the program) showed that both first and second rounds had improvement in all three categories compared to what was expected before taking the education program. The level of satisfaction for instructor and program operation was more enhanced (as well for the second time) compared to the first round. The evidence of program effectiveness indicates that there is a high anticipation for another approach that suits for the circumstances and requirement of centers and facilitator training.

• The KIPS Transactions:PartA
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• v.12A no.6 s.96
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• pp.547-556
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• 2005

Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.

• Journal of Engineering Education Research
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• v.15 no.2
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• pp.10-19
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• 2012

The purpose of this study was to analyze job of e-learning quality managers based on the DACUM(Developing A Curriculum) method and to construct a task model of e-learning quality managers. A DACUM committee was composed to analyze job of e-learning quality managers and the committee members were total 12, those are one facilitator, 9 panel members, one recorder and one coordinator. The major findings of this study were as the followings; first, the number of job duty of e-learning quality managers were total 7, which were service planing, infrastructure building, of content developing, service evaluating, administration for quality managing, self-improvement. And total tasks of job of e-learning quality managers were 61. Second, 14 knowledge, 21 skill, 19 attitudes for e-learning quality managers were analyzed. Third, a task model of e-learning quality managers was constructed based on the results of DACUM job analysis.

• The Korean Journal of Archival Studies
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• no.65
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• pp.253-319
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• 2020

Hongdong Herstory in an narrative-based archival activities. This Herstory Workshop designed by a facilitator who is using her love for language and storytelling to empower all voices. Herstory Workshop has been opened at winter every year for a month. The place where the workshop opened is located at farming area. Hongdong Herstory Workshop has been the field where the members of the community having a talk together. 20 women have been participated at the Herstory Workshop. Herstory projects have been published every year. This essay is an trial for rearchiving the herstory projects. This essay focused on the narrative function of archives.

• Journal of Korea Technology Innovation Society
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• v.20 no.4
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• pp.888-914
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• 2017

The main aim of this study is a meta-theoretical investigation to explain the current theoretical landscape of social innovation theories and researches. First of all, this paper makes a typology of social innovation based on concepts and sectors of social innovation. Second, in terms of societal innovation, which it is a kind of social innovation systematic approach, this paper draws some implications for social innovation policy. My key argument is that social innovation could be specified in three different sectors, public innovation, market innovation, and social economy innovation. However, all of them have attention to such as improving a quality of life and making society more sustainable, so it can be argued that those different sectors are structured on social innovation altogether with common goals. Finally, in order to activate the social innovation ecosystem, the government has to play a key role as a facilitator to make sustainable networks and a governance of social innovation that is needed to coordinate between different features and roles of social innovation sectors.

• Journal of Fisheries and Marine Sciences Education
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• v.10 no.1
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• pp.100-113
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• 1998

The information society is characterized by rapidly increasing and changing information. Traditional models of learning and instruct on have emphasized forms of mastering the information in content domains. Storing information and being able to recall it has been central to formal education. But it is no longer possible to master content domains. This paper discusses constructivism as a shifting paradigm for educational research and practice in information society. Constructivism provides an alternative epistemological base to the objectivist tradition. Constructivism holds that there is a real world that we experience. However, the argument is that meaning is imposed on the world by us, rather than existing in the world independently of us. Meaning is seen as rooted in experience. The experience in which an idea is embedded is critical to the individual's understanding of that idea. From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction. Problems are not solved by the retrieval of rote-learned right answers. The effective motivation to continue learning can be fostered by leading students to experience the pleasure that is inherent in solving problems chosen as one's own. Constructivism requires the change of the teacher's role from a knowledge transmitter to a coach or facilitator of student's understanding. Constructivist teachers inquire about students' understanding of concepts before sharing their own understandings of those concepts, and encourage students to engage in dialogue, both with them arid with one another. In Korea, the educational reform called open education has been spreading through out the country. There should be a paradigm shift in learning and instruction from objectivism to constructivism for better educational reform in Korea.