• Journal of Distribution Research
• /
• v.16 no.3
• /
• pp.1-32
• /
• 2011

I. Introduction: In Chinese electronics industry, the local wholesalers are still dominant but power is rapidly swifting from wholesalers to retailers because in recent foreign big retailers and local mass merchandisers are growing fast. During such transient period, conflicts among channel members emerge important issues. For example, when wholesalers who have more power exercise influence strategies to maintain status, conflicts among manufacturer, wholesaler, and retailer will be intensified. Korean electronics companies in China need differentiated channel strategies by dealing with wholesalers and retailers simultaneously to sell more Korean products in competition with foreign firms. For example, Korean electronics firms should utilize 'guanxi' or relational quality to form long-term relationships with whloesalers instead of power and conflict issues. The major purpose of this study is to investigate the impact of conflict, dependency, and influence strategies between local Korean-products-selling retailers and wholesalers on performance in Chinese electronics distribution channels. In particular, this paper proposes effective distribution strategies for Korean electronics companies in China by analyzing moderating effects of 'Guanxi'. II. Literature Review and Hypotheses: The specific purposes of this study are as follows. First, causes of conflicts between local Korean-products-selling retailers and wholesalers are examined from the perspectives of goal incongruence and role ambiguity and then effects of these causes are found out on perceived conflicts of local retailers. Second, the effects of dependency of local retailers upon wholesalers are investigated on local retailers' perceived conflicts. Third, the effects of non-coercive influence strategies such as information exchange and recommendation and coercive strategies such as threats and legalistic pleas exercised by wholesalers are explored on perceived conflicts by local retailers. Fourth, the effects of level of conflicts perceived by local retailers are verified on local retailers' financial performance and satisfaction. Fifth, moderating effects of relational qualities, say, 'quanxi' between wholesalers and retailers are analyzed on the impact of wholesalers' influence strategies on retailers' performances. Finally, moderating effects of relational qualities are examined on the relationship between conflicts and performance. To accomplish above-mentioned research objectives, Figure 1 and the following research hypotheses are proposed and verified. III. Measurement and Data Analysis: To verify the proposed research model and hypotheses, data were collected from 97 retailers who are selling Korean electronic products located around Central and Southern regions in China. Covariance analysis and moderated regression analysis were employed to validate hypotheses. IV. Conclusion: The following results were drawn using structural equation modeling and hierarchical moderated regression. First, goal incongruence perceived by local retailers significantly affected conflict but role ambiguity did not. Second, consistent with conflict spiral theory, the level of conflict decreased when retailers' dependency increased toward wholesalers. Third, noncoercive influence strategies such as information exchange and recommendation implemented by wholesalers had significant effects on retailers' performance such as sales and satisfaction without conflict. On the other hand, coercive influence strategies such as threat and legalistic plea had insignificant effects on performance in spite of increasing the level of conflict. Fourth, 'guanxi', namely, relational quality between local retailers and wholesalers showed unique effects on performance. In case of noncoercive influence strategies, 'guanxi' did not play a role of moderator. Rather, relational quality and noncoercive influence strategies can serve as independent variables to enhance performance. On the other hand, when 'guanxi' was well built due to mutual trust and commitment, relational quality as a moderator can positively function to improve performance even though hostile, coercive influence strategies were implemented. Fifth, 'guanxi' significantly moderated the effects of conflict on performance. Even if conflict arises, local retailers who form solid relational quality can increase performance by dealing with dysfunctional conflict synergistically compared with low 'quanxi' retailers. In conclusion, this study verified the importance of relational quality via 'quanxi' between local retailers and wholesalers in Chinese electronic industry because relational quality could cross out the adverse effects of coercive influence strategies and conflict on performance.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.18 no.4
• /
• pp.207-222
• /
• 2023

In order to improve employment rates, most universities operate programs to strengthen students' employment and entrepreneurship, regardless of whether they are selected as the Leading Industry-Innovative University (LINC) or not. In particular, in the case of non-metropolitan universities are risking their lives to improve employment rates. In order to overcome the limitations of university establishment type and university location, which absolutely affect the employment rate, we are operating a startup education & startup support program in order to strengthen employment and entrepreneurship, and capstone design & field training as industry-academia-linked education programs are always available. Although there are studies on effectiveness verification centered on LINC (Leaders in Industry-University Cooperation) in previous studies, but a longitudinal study was conducted on all factors of university factors, startup education & startup support, and capstone design & field training as industry-university-linked education programs as factors affecting the employment rate based on public disclosure indicators. No cases of longitudinal studies were reported. This study targets 116 universities that satisfy the conditions based on university disclosure indicators from 2018 to 2020 that were recently released on university factors, startup education & startup support, and capstone design & field training as industry-academia-linked education programs as factors affecting the employment rate. We analyzed the differences between the LINC (Leaders in Industry-University Cooperation) 51 participating universities and 64 non-participating universities. In addition, considering that there is no historical information on the overlapping participation of participating students due to the limitations of public indicators, the Exposure Effect theory states that long-term exposure to employment and entrepreneurship competency enhancement programs will affect the employment rate through competency enhancement. Based on this, the effectiveness of the 2nd LINC+ (socially customized Leaders in Industry-University Cooperation) was verified from 2017 to 2021 through a longitudinal causal relationship analysis. As a result of the study, it was found that the startup education & startup support and capstone design & field training as industry-academia-linked education programs of the 2nd LINC+ (socially customized Leaders in Industry-University Cooperation) did not affect the employment rate. As a result of the longitudinal causal relationship analysis, it was reconfirmed that universities in metropolitan areas still have higher employment rates than universities in non-metropolitan areas due to existing university factors, and that private universities have higher employment rates than national universities. Among employment and entrepreneurship competency strengthening programs, the number of people who complete entrepreneurship courses, the number of people who complete capstone design, the amount of capstone design payment, and the number of dedicated faculty members partially affect the employment rate by year, while field training has no effect at all by year. It was confirmed that long-term exposure to the entrepreneurship capacity building program did not affect the employment rate. Therefore, it was reconfirmed that in order to improve the employment rate of universities, the limitations of non-metropolitan areas and national and public universities must be overcome. To overcome this, as a program to strengthen employment and entrepreneurship capabilities, it is important to strengthen entrepreneurship through participation in entrepreneurship lectures and actively introduce and be confident in the capstone design program that strengthens the concept of PBL (Problem Based Learning), and the field training program improves the employment rate. In order for actually field training affect of the employment rate, it is necessary to proceed with a substantial program through reorganization of the overall academic system and organization.

• 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).