• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.714-729
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• 2016

National citizenship has been empathized by nation-state since modern times. But with recent wave of globalization, the force of national citizenship is gradually reducing. Globalization requires citizens of global citizenship needed in the global village on the one hand, and of cultural citizenship suited in multicultural society on the other hand. The trend shows that the geographical focus of citizenship is shifted or expanded from the political domain to the social and cultural domain. Moreover, with concerns of personal everyday life citizenship is extended from standard personality by Western view to inclusion and exclusion in micro everyday space, non-Western view based on social difference of gender, class, ethnicity etc. New spaces of citizenship, cultural citizenship and everyday citizenship which empathizes personal right and difference is emerging instead of national citizenship based on personal allegiance and duty of the state. This means that the state has not only a task of establishment of common national citizenship, but also a challenge to recognize of diversity of citizens.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.181-203
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• 2011

Transformation towards multicultural society requires discussion on new concepts of citizenship which would overcome some limits of national citizenship developed on the basis of the nation-state. Citizenship can be defined as a relationship between individuals and their community, and conceptualized in a relation with identity. Citizenship also includes its spatial elements such as site and movement, place and public/private space, boundary and territory, flow and network, level and scale, etc. and in particular implies a multi-scalability of local, national, and global level. A new discussion on citizenship has emerged in Japan in shift to multicultural society, especially focusing on activities of local governments and grassroots social movements to support and ensure welfare services to and human rights of foreign immigrants in local communities, hence develops a concept of local citizenship. This concept seems to be highly significant for both foreign immigrants and Japanese dwellers for multicultural coexistence, but raises serious problems of separating local citizenship from formal national citizenship and from universal global citizenship. In order to resolve these problems, a new multiscalar concept of glocal citizenship which links interrelationally local, national and global citizenship. The concept of glocal citizenship is suggested to lead academically a new version of cosmopolitanism which embraces the universal and the particular in a dialectic manner, and to give strategically an alternative to multicultural coexistence policy and discourse and local citizenship discussion in Japan.

• Journal of Digital Convergence
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• v.17 no.10
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• pp.199-207
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• 2019

This study utilized one of Hofstede's cultural dimension, collective dimension and validated its influence on individual's change oriented organizational citizenship behavior(COCB hereafter) with mediation of emotional regulation. Previous research on Hofstede's cultural dimensions were mostly conducted at national levels. However, in this study, Yoo's CVSCALE was used to analyze collectivistic tendencies at individual levels and its influence on emotional regulation and COCB were measured. The study distributed 200 paper based self administered surveys to employees of Fortune 500 electronic company in Korea for two weeks period. Findings indicated individual's collectivistic dimension positively influenced COCB and emotional regulation mediated between collectivism and COCB. In conclusion and application, the significance of this research lies in indicating collectivistic culture's positive influence on COCB and emotional regulation as possible antecedents of Change oriented Organizational Citizenship Behavior.

• Journal of Convergence for Information Technology
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• v.9 no.9
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• pp.108-116
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• 2019

This study is a descriptive survey study intended to analyze the relationship between multicultural acceptability, empathy, and global citizenship of nursing students and identify the factors influencing global citizenship. The data was collected targeting 187 nursing students at universities located in the cities of B, U, and S. The collected data was analyzed using t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression analysis. The results were as follows: global citizenship of nursing students was positively correlated with multicultural acceptability and empathy. Factors influencing the level of global citizenship were empathy, multicultural acceptability, which together explained 40.0% of the total variance in global citizenship. Consequently, this study raises the need for the development and application of steady practical programs and various learning methods for the enhancement of global citizenship, which is required in the fields of nursing education where global competence is considered to be important.

• Korean Association of Arts Management
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• no.56
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• pp.119-144
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• 2020

Not only the government, but private corporations have contributed a lot to growth and development of culture. Corporations have mainly made charitable, dispensational Macenat activities which are separate from their business activities. Such an one-sided and charitable method of supporting culture cannot last long - Part of the reason why the number of corporations supporting culture is decreasing lies in it. In order to have sustainable partnership with culture, first, corporations should figure out needs of the other party. Second, the activities of corporations to support culture should be corporate citizenship activities which are linked to their business activities. In particular, the existing concepts of CSR and CSV have some limits. CSR separates business activities of corporations and their social contribution activities, and CSV mainly assumes corporate social activities helpful to their business activities. But, the concept of corporate citizenship suggested in this study assumes corporate activities where corporations do their best not only in their business activities, but in solution of social problems. Accordingly, searching for the ways to practice corporate citizenship, this study analyzed global agendas of UN, UNESCO, and UCLG which suggest sustainable development with culture and corporate citizenship activities related with culture among corporations in Korea and other countries. The findings and hints of the analysis are as follows. First, corporate citizenship activities can contribute to building of unique images of corporations and improvement of brand identities. Second, such activities can help corporations to be born again as life style companies by using local cultures and their attractiveness. Third, corporations should have partnership with cultural associations creating shared values and provide them with continuous and stable support. And, cultural associations should try to grow with corporations through efforts to develop attractive contents and programs harmonious with management purposes of corporations.

• KLA journal
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• v.11 no.9
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• pp.8-12
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• 1970

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.722-731
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• 2016

Previous findings on Organizational Citizenship Behaviors is a useful index for effectiveness of the organization. Also, it is a factor that explains the relation between its member's attitude and behavior as organizational commitment had been stabilized. Since autonomy and rapidity has become more important in increasing the efficiency of the organization, this means Organizational Citizenship Behaviors has become important in it. Organizational Citizenship Behaviors of the members occurs only when discretion and autonomy are given to its members. Therefore, this study aimed at measuring the effects of police officer's personal dispositions on organizational citizenship behaviors, exploring the moderation effect of organization culture, and providing the basis with implications to promote the Organizational Citizenship Behaviors in the police Organization. By reviewing previous finding, Police Officer's Personal Dispositions were selected as independent variables, Organizational Citizenship Behaviors was selected as dependent variable. and Organizational Culture was selected as moderation variable. The result of analysis showed that The belief & The Norm influenced in Organizational Citizenship Behaviors(positive), and The Value in Organizational Citizenship Behaviors(negative). And The moderation effect was tested: The Value${\rightarrow}$Hierarchical Culture${\rightarrow}$Organizational Citizenship Behaviors(negative), The belief${\rightarrow}$Rational Culture${\rightarrow}$Organizational Citizenship Behaviors(negative)

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.33-40
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• 2024

The Ministry of Education announced the main points of the 2022 revised curriculum on November 24, 2021. Democratic citizenship education to foster citizenship appears as one of the detailed tasks among the key tasks of the 2022 revised curriculum. We are promoting democratic citizenship education to foster citizenship. Therefore, what does democratic citizenship education specifically mean and what does it consist of? There is a need to look into what methods this should be used for. The purpose of this study is to explore the meaning of democratic citizenship education revealed in the 2022 revised curriculum. The contents of democratic citizenship education for the cultivation of citizenship revealed in the general discussion of the 2022 revised curriculum are analyzed as follows. First, it means education related to democracy and social issues. The specific contents of democracy and social issues are ① peace, ② human rights, ③ gender equality, and ④ cultural diversity. Second, critical thinking education. Third, media literacy education is necessary because democratic citizenship education must respond appropriately to the times in line with social changes such as the emergence of Chat GPT. Fourth, while emphasizing democratic decision-making education, it includes social empathy and communication education. Fifth, it contains local and national community participation and practical education as a method for citizen participation and practice. As described above, democratic citizenship education was specified in the general introduction of the 2022 revised curriculum. In order to carry out such democratic citizenship education systematically, it is necessary to establish the principles of democratic citizenship education.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.489-495
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• 2024

This study identifies the factors affecting the morality of university students in Mongolia. A cross-sectional study was used. The participants include 200 university students from 1 March 2020 to 30. A self- report question through Google survey was done. Religion was the variable that showed a significant difference in citizenship, sociality, and morality of the participants, and there was a positive correlation between citizenship and morality in society. The factors affecting morality were sociality(β=.45, p<.001) and citizenship(β =.39, p<.001), and the explanatory power was 57.1%(F=.571, p<.001).