• Asia Marketing Journal
• /
• v.11 no.4
• /
• pp.95-119
• /
• 2010

Although there have been many studies regarding the inconsistency between consumers' attitudes and behavior, prior research has almost exclusively focused on the relationship between the attitude before behavior and the initial behavior. Relatively little research has been conducted on consumer satisfaction after purchase and post-purchase behavior. This research proposed that the relationship between satisfaction and post-purchase behavior is moderated by consumers' psychological characteristics such as need for cognitive closure(NCC) and temporal self-construal(SC). The need for cognitive closure refers to individuals' desire for a firm answer to a question and an aversion toward ambiguity. We assumed the need for cognitive closure as a major moderating variable because it is judged that the requirement for cognition clearly varies between when a consumer repurchases the same product and seeks a new alternative. Individuals who tend to end cognition due to time constraints or inappropriate conditions may display considerable cognitive impatience or impulsivity and has a higher probability in repurchasing the same product than a consumer without such limitations. They would avoid further consideration for new alternatives and the likelihood of the repurchase for prior alternative would increase. As hypothesized, significant moderating effect of the NCC was confirmed. This result gives a significant implication for a corporate to establish effective marketing strategies. For a corporate or product brand that has been occupying the market after entering the market earlier, it would be effective to maintain need for cognitive closure high in the existing consumers and thereby preventing the consumers from being interested in the new alternatives. On the other hand, new brands that have just entered the market need to lower the potential consumers' need for cognitive closure so that the consumers can be interested in new alternatives. Along with need for cognitive closure, temporal self-construal also turned out to moderate the satisfaction-repurchase. temporal SC reflects the extent to which individuals view themselves either as an individuated entity or in relation to others. Consumers under a temporarily independent SC would repurchase former alternative again according to their prior satisfaction and evaluation. In contrast, consumers in temporal interdependent SC tended to switch to a new alternative because they value interpersonal relationships above anything else and have a tendency to rely heavily on in-group opinions. When they are confronted with additional opinions, it is highly probable that he/she will choose a new product as an alternative. By proving the impact that temporal self-construal has on repurchasing behavior, this study is providing the marketers with new standards for establishing successful promotional strategies. For example, if the buyer and the user is the same for a product, it would be effective for the seller to convince the consumer to make decision subjectively by encouraging temporal independent self-construal. On the contrary, in the case where the purchase is made by an individual but the product is consumed by a group of people. For example, a housewife is more likely to choose the products or brands that her husband or children prefer rather than the ones that she likes by herself. In that case, emphasizing how the whole family can be satisfied and happy about the product would be effective for promoting repurchase.

• Journal of Venture Innovation
• /
• v.7 no.3
• /
• pp.183-228
• /
• 2024

This study aimed to develop a competency evaluation scale tailored to the specific needs of key talent in the ICT startup sector. Existing competency assessment tools are mostly designed for environments in large corporations or traditional small and medium-sized enterprises, failing to adequately reflect the dynamic requirements of rapidly evolving startups. For startups, where a small number of individuals directly impact company success, key talent is a critical asset. Accordingly, this study sought to create a scale that measures the competencies suited to the challenges and opportunities faced by startups, helping domestic startups establish more effective talent management strategies. The research initially selected 71 items through a literature review and in-depth interviews. Based on expert feedback that emphasized the need for more precise and clear descriptions, the item descriptions were revised, and a total of 65 items were developed through four rounds of content validation. Following preliminary and main surveys, a final set of 58 items was developed. The main survey conducted further factor analysis based on the three broad competency factors?knowledge, skills, and attitude?identified in the preliminary survey. As a result, 10 latent factors emerged: 6 items for task comprehension, 6 items for practical experience (tacit knowledge), 6 items for collaboration, 9 items for management and problem-solving, 9 items for practical skills, 4 items for self-direction, 5 items for goal orientation, 5 items for adaptability, 5 items for relationship orientation, and 3 items for organizational loyalty. The developed scale comprehensively covers the multifaceted nature of competencies, allowing for a thorough evaluation of essential skills such as technical ability, teamwork, innovation, and leadership, which are critical for startups. Therefore, the scale provides a tool that helps startup managers objectively and accurately assess candidates' competencies. It also supports the growth of employees within startups, maximizing the overall organizational performance. By utilizing this tool, startups can build a strong internal talent pool and continuously enhance employees' competencies, thereby strengthening organizational competitiveness. In conclusion, the competency evaluation scale developed in this study is a customized tool that aligns with the characteristics of startups and plays a crucial role in securing sustainable competitiveness in rapidly changing market environments. Additionally, it offers practical guidance to support the successful growth of domestic startups and help them maintain their competitive edge in the market, contributing to the development of the startup ecosystem and the growth of the national economy.

• Journal of Korea Port Economic Association
• /
• v.40 no.2
• /
• pp.65-78
• /
• 2024

This study investigates the correlation between financial constraints and investment activities in Korean logistics firms. A sample of 340 companies engaged in the transportation sector, as per the 2021 KSIC, was selected for analysis. Financial data obtained from the DART were used to compile a panel dataset spanning from 1996 to 2021, totaling 6,155 observations. The research model was validated, and tests for heteroscedasticity and autocorrelation in the error terms were conducted considering the panel data structure. The relationship between investment activities in the previous period and current investment activities was analyzed using panel Generalized Method of Moments(GMM). The validation results of the research indicate that Korean logistics firms tend to increase investment activities as their level of financial constraints improves. Specifically, a positive relationship between the level of financial constraints and investment activities was consistently observed across all models. These findings suggest that investment decision-making varies based on the financial constraints faced by companies, aligning with previous research indicating that investment activities of constrained firms are subdued. Moreover, while the results from the model examining whether investment activities in the previous period affect current investment activities indicated an influence of investment activities from the previous period on current investment activities, the investment activities from two periods ago did not show a significant relationship with current investment activities. Among the control variables, firm size and cash flow variables exhibited positive relationships, while debt size and asset diversification variables showed negative relationships. Thus, larger firm size and smoother cash flows were associated with more proactive investment activities, while high debt levels and extensive asset diversification appeared to constrain investment activities in logistics companies. These results interpret that under financial constraints, internal funding sources such as cash flows exhibit positive relationships, whereas external capital sources such as debt demonstrate negative relationships, consistent with empirical findings from previous research.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.2
• /
• pp.117-134
• /
• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).