• International Journal of CAD/CAM
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• v.5 no.1
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• pp.99-109
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• 2005

This paper introduces an approach to an ontology-based multi-level knowledge framework for a knowledge management system for discrete-product development. Participants in a product life cycle want to share comprehensive product knowledge without any ambiguity and heterogeneity. However, previous knowledge management approaches are limited in providing those aspects: therefore, we suggest an ontology-based multi-level knowledge framework (OBMKF). The bottom level, the axiom, specifies the semantics of concepts and relations of knowledge so ambiguity can be alleviated. The middle level is a product development knowledge map; it defines the concepts and the relations of the product domain knowledge and guides the engineer to process their engineering decisions. The middle level is then classified further into more detailed levels, such as generic product level, specific product level, product version level, and manufactured item level, according to the various viewpoints. The top level is specialized knowledge for a specific domain that gives the solution of a specific task or problem. It is classified into three knowledge types: expert knowledge, engineering function knowledge, and data-analysis-based knowledge. This proposed framework is based on ontology to accommodate a comprehensive range of knowledge and is represented with first-order logic to maintain a uniform representation.

• Journal of the Korean Society for Precision Engineering
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• v.23 no.3 s.180
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• pp.22-31
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• 2006

This paper introduces an approach to an ontology-based knowledge framework for product life cycle management (PLM). Participants in a product life cycle want to share comprehensive product knowledge without any ambiguity and heterogeneity. However, previous knowledge management approaches are limited in providing those aspects. Therefore, we suggest an ontology-based knowledge framework including knowledge maps, axioms and specific knowledge far domain. The bottom level, the axiom, specifies the semantics of concepts and relations of knowledge so that ambiguity of the semantics can be alleviated. The middle level is a product development knowledge map; it defines the concepts and the relations of the product domain common knowledge and guides engineers to process their engineering decisions. The middle level is then classified further into more detailed levels, such as generic product level, specific product level, product version level, and product item level for PLM. The top level is specialized knowledge fer a specific domain that gives the solution of a specific task or problem. It is classified into three knowledge types: expert knowledge, engineering function knowledge, and data-analysis-based knowledge. This proposed framework is based on ontology to accommodate a comprehensive range of unambiguous knowledge for PLM and is represented with first-order logic to maintain a uniform representation.

• Human Ecology Research
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• v.58 no.4
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• pp.463-481
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• 2020

This study examines the level of consumer knowledge regarding the concept and characteristics of the sharing economy along with the role of the three economic players in the sharing economy. This study develops scales for measuring a consumer's knowledge level and the knowledge level using these scales as well as analyzes the impact of knowledge levels, socio-demographic variables, social capital, and knowledge sharing on participation in the sharing economy. The scales measuring the level of knowledge in the sharing economy were composed of 22 questions for the concept, 30 questions for the characteristics, and 15 questions for the role of the economic parties. Consumer's knowledge level regarding the concept and characteristics of the sharing economy and the role of the economic players was very low. In particular, the knowledge on the concept was insufficient. Women's knowledge on the sharing economy showed higher scores than men. Consumers with higher scores in social capital and knowledge sharing showed higher scores of the knowledge level on the sharing economy than those behind in these two variables. A higher knowledge level of the sharing economy resulted in higher participation in the sharing economy. Issues and directions for future studies on the sharing economy were proposed.

• The Journal of Information Systems
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• v.24 no.1
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• pp.45-66
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• 2015

This study empirically investigated the relationships among organizational culture, target costing, knowledge management activities, and corporate innovations. The results of this study showed that innovative and supportive culture positively affects the adoption degrees of target costing. According to the results, it was observed that target costing as well as innovative and supportive culture have a positive impact on levels of knowledge management activities(i.e., knowledge creation, sharing, storage, and application). It was also demonstrated that organizational culture has an indirect effect on activation of knowledge management activities through target costing. Thus, to enhance knowledge management activities, target costing must be aligned with appropriate types of organizational culture. In examining the impact of knowledge management activities on the frequencies of product and process innovations, no significant effect was found. Additional analyses that compare across three groups(i.e., low level group, middle level group and high level group in knowledge management activities) and between two groups(i.e., between high level group and middle level group or between high level group and low level group) were performed. The results of comparison showed that the degrees of product and process innovations are highest in high level group, but no significant differences are found in the degrees of innovations between middle level group and low level group.

• Korean Journal of Adult Nursing
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• v.12 no.4
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• pp.619-628
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• 2000

The purpose of this study was to evaluate the knowledge level of pressure ulcer among hospital nurses through a cross-sectional survey by using the pressure ulcer knowledge assessment tool of Beitz et al.(1998). The total of subjects was 160 voluntary participants (60 were from Hospital A and 100 were from Hospital B) working at adult patients' units in two university hospitals located in the same city. None of the hospitals had expert nurses of pressure ulcer nor provided a regular pressure ulcer education program during the past one year. The survey tool consisted of 32 true-false items which were grouped into the risk factors knowledge category(13 items), the wound assessment knowledge category(4 items), and the treatment methods knowledge category(15 items). An internal consistency reliability test of the tool yielded an overall coefficient of 0.72; the coefficient for the risk factors knowledge category was 0.40, that for the wound assessment knowledge category was 0.33; that for the treatment knowledge category was 0.54. The main findings of the study are as follows. 1) Demographic characteristics of the two hospital nurses were similar except for the educational level(p=0.029) and the work units(p=0.001). These observations were maintained even if Hospital A and B were separately compared. 2) The knowledge level of the subjects about pressure ulcer in general was low as indicated by 53.3 points(of 100 possible points) on average. The knowledge level about treatment methods of pressure ulcer was the lowest as indicated by 47.0 points on average. 3) No correlation between the knowledge level of the pressure ulcer and the demographic characteristics of nurses was found except that the knowledge level of I.C.U. nurses was significantly higher(p=0.0003) than that of nurses in other units(p=0.2926) in the case of Hospital A. 4) The knowledge level of nurses in Hospital B was higher than for nurses in Hospital A. The reason was not identified, but it seems that it is related to the role of the I.C.U. or some other factors. The study results confirmed the existing literature that knowledge level of nurses about pressure ulcer is low regardless of age, educational level, or work experience. However, the working place(unit) affected the knowledge level. Further research on the exact reason for the differences in the knowledge level is needed in the future.

• Journal of Korean Academy of Nursing
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• v.51 no.4
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• pp.454-464
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• 2021

Purpose: This study aimed to identify the level of complete knowledge about hand hygiene indications among nurses working at integrated nursing care service wards. Methods: A total of 127 nurses in eight integrated nursing care service wards completed structured sheets while observing a video based on six scenarios developed by the research team. Complete knowledge level was calculated as the percentage (%) of participants who responded correctly to all questions among participants. Complete knowledge levels according to the scenarios were calculated and compared according to general characteristics using the chi-squared test or Wilcoxon rank-sum test. Results: The complete knowledge level for each scenario ranged from 7.9% (scenario 6) to 42.5% (scenarios 4 and 5), and no one had complete knowledge of all scenarios. Only 3.1% of participants demonstrated complete knowledge in more than four scenarios, and 26.0% had complete knowledge of four or more hand hygiene moments. Complete knowledge level per scenario did not differ depending on work experience at hospitals and study wards, or prior hand hygiene training in the last year. Conclusion: As the complete knowledge level regarding hand hygiene moment is very low, it is suggested that regular hand hygiene training should be provided to nurses using video media that reflect real nursing tasks. Thus, they can acquire complete knowledge of when hand hygiene is needed or not during complex nursing work situations.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• Asia pacific journal of information systems
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• v.22 no.3
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• pp.75-97
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• 2012

Knowledge residing in the heads of employees has always been regarded as one of the most critical resources within a firm. However, many tries to facilitate knowledge transfer among employees has been unsuccessful because of the motivational and cognitive problems between the knowledge source and the recipient. Social capital, which is defined as "the sum of the actual and potential resources embedded within, available through, derived from the network of relationships possessed by an individual or social unit [Nahapiet and Ghoshal, 1998]," is suggested to resolve these motivational and cognitive problems of knowledge transfer. In Social capital theory, there are two research streams. One insists that social capital strengthens group solidarity and brings up cooperative behaviors among group members, such as voluntary help to colleagues. Therefore, social capital can motivate an expert to transfer his/her knowledge to a colleague in need without any direct reward. The other stream insists that social capital provides an access to various resources that the owner of social capital doesn't possess directly. In knowledge transfer context, an employee with social capital can access and learn much knowledge from his/her colleagues. Therefore, social capital provides benefits to both the knowledge source and the recipient in different ways. However, prior research on knowledge transfer and social capital is mostly limited to either of the research stream of social capital and covered only the knowledge source's or the knowledge recipient's perspective. Social network theory which focuses on the structural dimension of social capital provides clear explanation about the in-depth mechanisms of social capital's two different benefits. 'Strong tie' builds up identification, trust, and emotional attachment between the knowledge source and the recipient; therefore, it motivates the knowledge source to transfer his/her knowledge to the recipient. On the other hand, 'weak tie' easily expands to 'diverse' knowledge sources because it does not take much effort to manage. Therefore, the real value of 'weak tie' comes from the 'diverse network structure,' not the 'weak tie' itself. It implies that the two different perspectives on strength of ties can co-exist. For example, an extroverted employee can manage many 'strong' ties with 'various' colleagues. In this regards, the individual-level structure of one's relationships as well as the dyadic-level relationship should be considered together to provide a holistic view of social capital. In addition, interaction effect between individual-level characteristics and dyadic-level characteristics can be examined, too. Based on these arguments, this study has following research questions. (1) How does the social capital of the knowledge source and the recipient influence knowledge transfer respectively? (2) How does the strength of ties between the knowledge source and the recipient influence knowledge transfer? (3) How does the social capital of the knowledge source and the recipient influence the effect of the strength of ties between the knowledge source and the recipient on knowledge transfer? Based on Social capital theory and Social network theory, a multi-level research model is developed to consider both the individual-level social capital of the knowledge source and the recipient and the dyadic-level strength of relationship between the knowledge source and the recipient. 'Cross-classified random effect model,' one of the multi-level analysis methods, is adopted to analyze the survey responses from 337 R&D employees. The results of analysis provide several findings. First, among three dimensions of the knowledge source's social capital, network centrality (i.e., structural dimension) shows the significant direct effect on knowledge transfer. On the other hand, the knowledge recipient's network centrality is not influential. Instead, it strengthens the influence of the strength of ties between the knowledge source and the recipient on knowledge transfer. It means that the knowledge source's network centrality does not directly increase knowledge transfer. Instead, by providing access to various knowledge sources, the network centrality provides only the context where the strong tie between the knowledge source and the recipient leads to effective knowledge transfer. In short, network centrality has indirect effect on knowledge transfer from the knowledge recipient's perspective, while it has direct effect from the knowledge source's perspective. This is the most important contribution of this research. In addition, contrary to the research hypothesis, company tenure of the knowledge recipient negatively influences knowledge transfer. It means that experienced employees do not look for new knowledge and stick to their own knowledge. This is also an interesting result. One of the possible reasons is the hierarchical culture of Korea, such as a fear of losing face in front of subordinates. In a research methodology perspective, multi-level analysis adopted in this study seems to be very promising in management research area which has a multi-level data structure, such as employee-team-department-company. In addition, social network analysis is also a promising research approach with an exploding availability of online social network data.

• Research in Mathematical Education
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• v.16 no.1
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• pp.51-66
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• 2012

This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.

• Korean Journal of Human Ecology
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• v.20 no.2
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• pp.439-448
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• 2011

The purpose of this study was to investigate the influence of knowledge level on the perceptions and attitudes toward BSE(Bovine Spongiform Encephalopathy) and American beef. A survey was conducted with university students in a metropolitan area. Out of 590 questionnaires distributed, 481 were analyzed(81.5% response rate). The data was analyzed using SPSS windows(ver. 14.0). In evaluation of the BSE-related knowledge level, the average correct answer rate was 42.6%(the lowest 21.0% ~ the highest 64.9%). There were significant differences in perception and attitude based on the BSE-related knowledge level. In three groups of knowledge levels(top, middle, bottom), the bottom level group tended to be more concerned regarding the origin of beef than the top and middle level groups. Moreover, as the level of knowledge increased, people tended to consider American beef safe. In their attitude toward the government's move to re-import American beef, the top level group tended to think positively. On the other hand, the top level group had negative attitudes toward the media coverage of American beef. As the level of knowledge decreased, the rate of menu selectivity was higher. This research suggests that people need to be educated in BSE-related knowledge. Through the education of BSE-related knowledge, people will gain a more correct understanding and attitude towards American beef, which will help livestock and food service industries grow.