• Knowledge Management Research
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• v.1 no.1
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• pp.1-18
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• 2000

Knowledge management has recently emerged as an appealing subject in management literature. Although its history is short, it can benefit greatly from the long history of other related disciplines in building its theories. Innovation, organizational learning, knowledge creation, organizational capability building, technology transfer and network, information technology, organizational behavior, and intellectual capital are the disciplines that have accumulated theories related to knowledge management. This paper first presents a conceptual framework that integrates three dimensions: the characteristics of knowledge (tacit and explicit), knowledge process (acquisition, creation, diffusion, storing, measurement, and application of knowledge), and the unit of analysis (individual, organization, sector, and nation). The conceptual framework produces a number of cells that need to be filled by new theories in order to understand knowledge management better. It then reviews existing theories available in the related disciplines that may be used as building blocks in constructing new theories for these cells. Finally, based on the theories available in other disciplines, the paper suggests a set of future research directions for knowledge management at the level of individual, organization, sector, and nation.

• Knowledge Management Research
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• v.2 no.1
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• pp.109-132
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• 2001

The purpose of this article is to develop a dynamic model of organizational capabilities and knowledge creation, and at the same time identify the organizational capability factors for effective knowledge creation, by empirically analyzing the history of new Quinolone antibacterial drug compound (LB20304a) discovery process at LG, as a case in point. Major findings of this study are as follows. First, in a science-based area such as drug development, the core of successful knowledge creation lies in creative combination of different bodies of scientific explicit knowledge. Second, the greater the difficulty of learning external knowledge, the more tacit knowledge is needed for the recipient firm to effectively exploit that knowledge. Third, in science-based sector such as pharmaceutical industry, the key for successful knowledge creation lies in the capability of recruiting and retaining star scientists. Finally, for effective knowledge creation, a firm must keep its balance among three dimensions of organizational capabilities: local, process, architectural capabilities.

• Knowledge Management Research
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• v.2 no.1
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• pp.1-23
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• 2001

The ability to share knowledge internally is critical to a firm's capability to gain competitive advantage through the leveraging of a firm's competencies, which are often "imprisoned" and dispersed across it's multiple businesses. The purpose of this paper is to propose knowledge sharing related factors which focus on variables regarding the success of knowledge sharing. To attain this purpose, this paper is structured in four main sections. We examined various concepts of knowledge sharing in the past research. We then briefly discuss about trends of methodological approach from the review of the existing studies. We go on to identify the factors that facilitate or hinder knowledge sharing within the firm. Factors regarding knowledge sharing were identified, analyzed, and summarized. Those factors could be categorize into three dimensions (structural, relational, and knowledge characteristics). Finally, we suggested areas for future research. Implications for the study on knowledge sharing were provided.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.183-193
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• 2015

Teacher guidebooks are practical and commonly used resources for teachers to deliver the goals and contents of science curriculum in classroom teaching. Thus, the alignment of teacher guidebooks and science curriculum could be critical to undertake the effectiveness of curriculum implication in science classrooms. This study is to investigate how the learning objectives of science curriculum are implicated in teacher guidebooks by analyzing the dimensions of knowledge and cognitive process in learning objectives in both documents. Grade 3~4 learning objectives (82 objectives in the curriculum, 459 in the teacher guidebook, 541 in total) in 2009 Revised science curriculum and teacher guidebooks were coded and analyzed based on the Revised Bloom's Taxonomy. The analysis focused on how the knowledge dimensions and cognitive processes of the curriculum were emphasized and restructured in the teacher guidebooks to examine the coalition between the two important documents. The study found: 1) the learning objectives in Grade 3~4 in both documents were skewed to certain knowledge dimension (conceptual) and cognitive process (understand); 2) there was a high coalition between unit objectives and lesson objectives in the teacher guidebooks, however, relatively low coalition between the curriculum and the teacher guidebooks; and 3) learning objectives in the curriculum were delivered in teacher guidebooks in various patterns (similar, detailed, additional, in portion, and the same), and 'detailed' and 'additional' were frequently shown. There also appeared new objectives in the teacher guidebooks, which were not present in the curriculum. The findings in this study could provide some suggestions to the current project of developing 2015 Science Curriculum in regard to understanding the dimensions of knowledge and cognitive process of learning objectives and their alignments with textbooks and teacher guidebooks.

• Knowledge Management Research
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• v.6 no.2
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• pp.149-168
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• 2005

Owing to the limits of IT System-driven knowledge management(KM) for innovation processes, alternative KM methods has been suggested such as: (1) the knowledge network of experts or (2) communities-of-practice. This study analyzes two cases in terms of on-line expert knowledge networks for problem-solving, with the dimensions of analysis based on a theoretical framework. By analyzing the cases of S company's expert network and Naver's Ji-sik-iN, we found that system quality(e.g., ease of use, accessibility, and searching function), information/knowledge quality(e.g., usefulness, accuracy, and timeliness), knowledge-sharing culture, social capital and relevant reward systems are important for stimulating a Q&A-based problem-solving knowledge network. Implications of the findings and future research directions are discussed.

• Korean Journal of Computational Design and Engineering
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• v.1 no.2
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• pp.97-106
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• 1996

Existing CAD systems do not provide advanced functions for automatic checking design and drafting errors in mechanical drawings. If the knowledge of checking in mechanical ddrsfting can be implemented into computers, CAD systems could automatically check for design and drafting errors. This paper describes a method for systematic checking of dimension errors. such as deficiency and/or redundancy of dimension input-errors in dimension figures and symbols, etc. The logic for finding dimensional errors is written by using a proccedural language. A geometric model and a topological-graph model are used in this method. Checking for deficiency and redundancy of dimensions is based upon graph Theory.

• Proceedings of the ESK Conference
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• 1994.04a
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• pp.85-85
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• 1994

It is important to provide the opportunity and means to change body posture frequently during the work period. Maintaining a given posture, even if it appears comfortable in the beginning, becomes stressful as time goes on. In order to design most products some knowledge of the dimensions of the human body is required. Data concerning human body dimensions are referred to as anthropometric data. Anthropometric data are used to establish many product dimensions such as the heights of work surfaces, minimum size for access openings, spacing between controls, mounting angles for displays, distance between user and controls, and so forth. The usual procedure is to design to accommodate 90% of the population of anticipated product users. In sosme instances it is necessary to provide a method for adjusting because it allows users to alter the produst's dimensions to meet their individual needs. When the user makes the proper adjustments, the product will be easier to use (e.g., the seat and rearview mirror adjustment mechanisms on automobiles) or more comfortable (e.g., office chairs and stereo headphones).

• Knowledge Management Research
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• v.7 no.2
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• pp.97-122
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• 2006

The purpose of this study is to investigate the relationships between knowledge sharing antecedents and knowledge sharing intention in a financial institute and knowledge sharing behavior, knowledge sharing behavior and knowledge sharing performance. This paper first reviews the influencing factors of knowledge sharing and presents the research framework on knowledge sharing with categorized four factors such as structural factors, relational factors, personal and task characteristics. Based on a research framework, survey analysis was conducted with financial institution members. This paper examined the relationship between antecedents of knowledge sharing and knowledge sharing intention, knowledge sharing intention and knowledge sharing behavior. Also it analyzed the relationship between knowledge sharing behavior and the knowledge sharing performance. As a result, the paper suggested that the knowledge sharing intention consist of two dimensions. The first is voluntary knowledge sharing intention. The second is solicited knowledge sharing intention. The former has a significant positive relationship with the innovativeness, communication, personal creative propensity and perception of the knowledge sharing. The later has a significant positive relationship with the task interdependence but has a significant negative relationship with the knowledge sharing evaluation system. Knowledge sharing intention has a significant positive relationship with the knowledge sharing behavior. Also knowledge sharing behavior has a significant positive relationship with the knowledge sharing performance. Finally, the implications and limitations of the study are discussed.

• Knowledge Management Research
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• v.15 no.3
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• pp.121-140
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• 2014

Many firms have been utilizing SNSs such as Facebook and Twitter actively in order to boost interactions with customers that promote product and service innovations and effective marketing. Although positive outcomes of the customer interactions in SNSs are expected, there exist few studies on the effects of interactions between customers and firms in the SNS context. This study empirically examines how customer experiences in multi-dimensional interactions (i.e., pragmatic, sociability, usability, and hedonic interaction) in corporate SNSs influence customer trust in the firm, and how customer learning benefits are associated with firm benefits such as gaining customer trust. The results indicate that all four dimensions of customer interactions in SNSs have significant effects on customer learning benefits, which in turn significantly influence customer trust in the firm. Meanwhile, the results reveal that there are also direct relationships between specific dimensions of customer interactions in SNSs and the two dimensions of customer trust (i.e., ability-based and benevolence/integrity-based). Based on the findings, this study diagnoses the status of corporate SNSs in terms of collaboration with customers and provides practical implications for firms which attempt to capitalize on the multi-dimensional customer interactions in SNSs and to facilitate innovative activities with customers.

• International Journal of Knowledge Content Development & Technology
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• v.8 no.3
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• pp.5-28
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• 2018

Socialization of doctoral students refers to the process through which they acquire various types of information about their work, department, university, and discipline for their future careers. This study aims to investigate information behaviors, with emphasis on identifying types of information exchanged in mentoring between faculty advisors and their doctoral students in library and information science (LIS). As a first step to developing a content framework for LIS doctoral mentoring, the author interviewed ten LIS doctoral students from nine U.S. universities. Based on data from these interviews, the author identified sixteen types of information exchanged: language, history, coursework, research, skills, teaching, networking, structure, politics, goals, strategies, values, norms/tradition, rules/policies, benefits, and personal life. In comparison with a content framework used, four dimensions were newly added. In addition to the identification of content dimensions, the author observed four meaningful contextual levels to which the content types can be applied: work, department/school, university, and discipline. The qualitative data also showed that interpersonal factors of advisees/advisors and contextual factors might relate to information exchange in doctoral mentoring. In a following paper, the author will present the results of a follow-up survey that tests and generalizes the findings of this study.