• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.649-665
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• 2018

In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.

• Korean Association of Arts Management
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• no.58
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• pp.5-47
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• 2021

This paper is a story about five middle-aged men in their 50s who suddenly began their photographic activities as they reached middle age. In the perspective of Borudieu's cultural capital theory, this study observes five men in their 50s by implementing in-depth interviews about the motivation behind taking photographs, the experience of photography activities, and the rewards of these activities. The theory has undergone a theoretical revision with the criticism that factors other than the class can be influential. Based on these ideas, I have proceeded my study by preferentially grasping the notion of the 'field' in accordance with the specific history of Korean society. Therefore, this study sought to more specifically understand the various photographic activities of middle-class men in their 50s by referring Coskuner-Balli and Thompson's argument(2013), which revised 2018's cultural captial theory and proposed the concept of 'subordinate cultural capital' and 'leisure capital' who proposed by Backlund, E. A. & Kuentzel, W. F.(2013). As a middle-class men in their 50s, research participants have grown up and worked in a social atmosphere where economic capital is recognized as an individual's ability. However, they are faced with the value that the knowledge and taste towards culture and arts is one's identity. In addition to the subjective deprivation that arises from this situation, the lifespan characteristic of their age that it is on the brink of the old age appeared to have influenced them to put their psychological motivation immediately into practice. Economic capital was the main conversion terms to move form interest to practice, which includes 'time' as a resource as well as money. With the cultural practices being expanded since their creation of photographs, the reason that these expansions can be maintained more actively lies in their identity as 'cultural artist' that is consolidated in new relationships in the sharing of photographic activities. In this way, photographic activities grant a symbolic status of 'a middle-aged man who actively builds and expresses his identity' through the conversion of accumulating cultural capital and the conversion into social capital. Furthermore, the recognized scope of the symbolic capital acquired by the research participants is in the domain of the private life that is family and acquaintance. Especially, they were gaining a great psychological reward from their children's recognition that they are not just a 'breadwinner' but 'dad who cultivates himself with a culture and arts'. Accordingly, by considering that 'generation' other than class can be a meaningful discussion point when understanding Korea society from the perspective of cultural theory, this study is meaningful that a more flexible understanding of cultural theory can give a glimpse into the possibility of a more specific and diverse approach that will arise in the discussion of culture and arts education.

• Asia pacific journal of information systems
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• v.19 no.2
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• pp.179-193
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• 2009

As the common saying attests, a publish-or-perish world, publishing is absolutely critical for academic researchers' successful careers. It is the most objectively-accepted academic performance criteria and the most viable way to attain public and academic recognition. Asia Pacific Journal of Information Systems(APJIS) has been recognized as the most influential domestic journal in Korean MIS field since July, 1991. Therefore, publishing in APJIS means your research is original, valid, and contributive. While most researchers learn how to publish an article in APJIS through a repetitive review process, thereby improving their chance of the' accepted' through their personal trial and error experiences, such valuable lessons and know-how tend to be kept personally and rarely shared. However, useful insights into research and publication skills could be also gained from sharing others' errors, neglect, and misjudgments which are equally critical in improving researchers' knowledge in the field (Murthy and Wiggins, 2002). For this reason, other academic disciplines make systematic efforts to examine the paper review process of major journals and share the findings from these studies with the rest of the research community members (Beyer et al., 1995; Cummings et al, 1985; Daft, 1995; Jauch and Wall, 1989; Murthy and Wiggins, 2002). Recognizing the urgent need to provide such type of information to MIS research community in Korea, we have chosen the most influential academic journal, APJIS with an intention to share the answer to the following research question: "What are the common problems found in the manuscripts either 'rejected' or 'required a major revision' by APJIS reviewers?" This study analyzes the review results of manuscripts submitted to APJIS (from January, 2006 to October, 2008), particularly those that were 'rejected' or required a 'major revision' at the first round. Based on Daft's(1995) study, twelve most-likelihood problems were defined and used to analyze the reviews. The twelve criteria for classification, or "twelve problems", are as follows: No theory, Concepts and operationalization not in alignment, Insufficient definition--theory, Insufficient rationale--design, Macrostructure--organization and flow, Amateur style and tone, Inadequate research design, Not relevant to the field, Overengineering, Conclusions not in alignment, Cutting up the data, and Poor editorial practice. Upon the approval of the editorial board of APJIS, the total 252 reviews, including 11 cases of 2005 and 241 cases from July, 2006 to October, 2008, were received without any information about manuscripts, authors, or reviewers. Eleven cases of 2005 were used in the pilot test because the data of 2005 were not in complete enumeration, and the 241 reviews (113 cases of 'rejection' and 128 ones of 'major revision') of 2006, 2007, and 2008 were examined in this study. Our findings show that insufficient rationale-design(20.25%), no theory(18.45%), and insufficient definition--theory(15.69%) were the three leading reasons of 'rejection' and 'major revision.' Between these two results, the former followed the same order of three major reasons as an overall analysis (insufficient rationale-design, no theory, and insufficient definition-theory), but the latter followed the order of insufficient rationale--design, insufficient definition--theory, and no theory. Using Daft's three major skills-- 'theory skills', 'design skills', and 'communication skills'-- twelve criteria were reclassified into 'theory problems', 'design problems', and 'communication problems' to derive more practical implications of our findings. Our findings show that 'theory problems' occupied 43.48%, 'design problems' were 30.86%, and 'communication problems' were 25.86%. In general, the APJIS reviewers weigh each of these three problem areas almost equally. Comparing to other disciplines like management field shown in Daft's study, the portion of 'design problems' and 'communication problems' are much higher in manuscripts submitted to the APJIS than in those of Administrative Science Quarterly and Academy of Management Journal even though 'theory problems' are the most predominant in both disciplines.

• International Commerce and Information Review
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• v.15 no.1
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• pp.35-65
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• 2013

In December 2012, the Ministry of Land, Transport and Maritime Affairs and Ministry of Knowledge Economy held a commission and distributed a standardized logistics contract between the shipper and the logistics companies in order to spread and to promote contract standardization. With such background in place, this study examines the leading research on different types and attributions in present logistics contracts in order to propose guidelines for creating contract clauses that would lead to a win-win relationship among the parties involved in the logistics outsourcing relationships. This study further compares and contrasts the concreteness of local and international logistics contracts through case studies, and provides practical thought-provoking points on concretization of clauses on potential risks and additional expenses for local logistics companies when signing logistics contracts. Firstly, the composition and contents of both local and international logistics contracts are similar in the way that both deal with the basic principles between the concerned parties such as the following: contract terms, validity, scope of work, operational procedures, payment terms, and dispute resolutions. Secondly, for flexibility of potential dispute resolution, both logistics contracts define the definition of dispute and follow the classical contractual approach of dispute resolution through third-party arbitration. Thirdly, compared to local contracts, international logistics contracts provide more concretized and specific clauses on the occurrence of potential risks and hazards; on the other hand, compared to international logistics contracts, it seemed that local contracts contained more clauses in favor of the shipper. This research then suggests ideas to eliminate the classic tradition - logistics companies enduring the damages that occur as a result of the structural differences between the shipper and the logistics companies - through efforts to actively negotiate in advance the predictable problems and risks and by reflecting the mutually agreed points in the contract, and further offers guidelines on contract concretization for distribution of standardized logistics contracts in the future.