• The Journal of Information Systems
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• v.28 no.4
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• pp.105-129
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• 2019

Purpose Issues related to information security have been a crucial topic of interest to researchers and practitioners in the IT/IS field. This study develops a research model based on a Structure-Conduct-Outcome (SCO) framework for the social exchange relationship between employees and organizations regarding information security. Design/methodology/approach In applying an SCO framework to information security, structure and conduct are activities imposed on employees within an organizational context; outcomes are activities that protect information security from an employee. Data were collected from 438 employees working in manufacturing and service firms currently implementing an information security policy in South Korea. Structural equation modeling (SEM) with AMOS 22.0 is used to test the validation of the measurement model and the proposed casual relationships in the research model. Findings The results demonstrate support for the relationships between predicting variables in organization structure (security policy and physical security system) and the outcome variables in organization conduct (top management support, security education program, and security visibility). Results confirm that the three variables in organization conduct had a positive effect on individual outcome (security knowledge and compliance intention).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2528-2539
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• 2012

In the 21st century, knowledge is an important asset to improve productivity in the business world. In today's rapidly changing business environment, companies have rigorously brought in knowledge management system in order to secure the sustainable competitiveness and effective knowledge management. Knowledge management has now become mandatory, not optional. Today many companies which have built knowledge management on top of information technology and hardware-based infrastructure are having a difficulty in creating organizational culture in knowledge management. Even though companies have invested substantial time and money in knowledge management, the performances have not met their expectations. To solve this problem, software oriented strategy for knowledge management such as education and networking is more needed rather than hardware oriented strategy such as information technology systems. Though the knowledge management framework suggested in this study is exploratory, this study contributes to the clarification of the critical elements that companies which are about to build knowledge management should take in account.

• Knowledge Management Research
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• v.7 no.2
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• pp.53-68
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• 2006

Knowledge has become an important resource for organization. The manufacturing industry is usually operated on the basis of business processes, and most workers are familiar with their own processes. The process-based approach, therefore, can provide an efficient way to capture and navigate knowledge. In this study, we focus on knowledge which may be missed during knowledge transfer among workers. For this, we propose a method for analyzing knowledge flow, which is passed among business processes. We propose a process-based knowledge management framework for analyzing knowledge flow, which employs a two-phase analysis: process analysis and knowledge flow analysis. A knowledge flow model, represented by Knowledge Flow Diagram, is proposed as a tool for representing knowledge. We formulate several semantics for knowledge flow modeling. We build the three-level schema: conceptual, logical, and physical in order to automate the knowledge model adaptive to knowledge management systems. The proposed approach is verified and illustrated through a case study on the manufacturing process of A Company.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.113-135
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• 2017

The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.123-142
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• 2011

Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.

• Journal of Korea Society of Industrial Information Systems
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• v.19 no.6
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• pp.97-106
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• 2014

A company regards knowledge shared and used within a corporate organization as intellectual capital linked to corporate competences. A great deal of research has been conducted in the past to identify knowledge sharing among knowledge workers. Some papers focus on information technology for automated, efficient, and explicit knowledge sharing. Other papers emphasize the role of social networks to identify the flow of tacit knowledge. Though the role of CoP(Community of Practice) is emphasized to facilitate knowledge management among workers, it is not an easy task to identify the potential members of CoP without voluntary participation of the workers. In this study we adopt a social network approach to analyze knowledge propagation and to identify the potential members of CoP. We suggest a framework for classifying knowledge workers and the result of feasibility study.

• STI Policy Review
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• v.8 no.2
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• pp.23-48
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• 2017

This article advocates for a Mode 3 science policy. Compared to the university research-based Mode 1 knowledge production system and the knowledge application-centric Mode 2 innovation system, Mode 3 can be defined as a system that integrates both Mode 1 and Mode 2-type knowledge production models. In this article, based on the major characteristics of the Mode 3 scientific knowledge production system, I agree with the advocates of Mode 3 that constructing a knowledge society requires an inclusive form of knowledge production and innovation system through the democratization of knowledge production as well as the promotion of social values. Moreover, the mechanisms for creating accountable innovation in the Mode 3 system should be given more attention from the science research and policy communities to make public policy for scientific and technological innovation more reflective of social changes. Similar to the ways that the Mode 1 and Mode 2 scientific knowledge production approaches have influenced the development of science policy models, the Mode 3 scientific knowledge production approach, or Mode 3 science, also has the potential to shape a new science policy model. I will refer to this as Mode 3 science policy. In an effort to conceptualize the democracy- and society-centric Mode 3 science policy model, I will articulate science policy strategies in four science policy domains in South Korea from the context of the Mode 3 science approach. These include (1) evaluation of publicly-funded research activities, (2) valorization of scientific knowledge (that is, enhancement of the value of scientific knowledge through governmental action), (3) development of a science policy decision-making support system, and (4) anticipatory foresight of science, technology and society. When adopting and implementing a Mode 3 science framework, one progressive change is to increase socially desirable innovation such as responsible innovation.

• Journal of Computing Science and Engineering
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• v.6 no.4
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• pp.243-256
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• 2012

In this paper we present a framework for a novel kind of context-aware preference query composition whereby queries for the Preference SQL system are created. We choose a commercial e-business platform for outdoor activities as a use case and develop a context model for this domain within our framework. The suggested model considers explicit user input, domain-specific knowledge, contextual knowledge and location-based sensor data in a comprehensive approach. Aside from the theoretical background of preferences, the optimization of preference queries and our novel generator based model we give special attention to the aspects of the implementation and the practical experiences. We provide a sketch of the implementation and summarize our user studies which have been done in a joint project with an industrial partner.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.357-377
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• 2002

This study is for better understanding about the process of students' conceptual change. As a starting point, it is assumed that the process of students' conceptual change can be viewed as the process of the successive refinement and articulation of students' conceptual framework. Based on the theoretical review of conceptual change literature, various processes, which can be involved in the above assumed process, can be found. And also, by analyzing the process of development of scientific knowledge about Planck's blackbody radiation law and Bohr's atom, six types of processes of refinement and articulation of scientific knowledge can be found. It is hoped that these theoretical discussions can guide the direction for obtaining and interpreting the students' real responses during the process of conceptual change.

• Nuclear Engineering and Technology
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• v.46 no.1
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• pp.11-26
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• 2014

The analyses carried out within the Seismic Probabilistic Risk Assessments (SPRAs) of Nuclear Power Plants (NPPs) are affected by significant aleatory and epistemic uncertainties. These uncertainties have to be represented and quantified coherently with the data, information and knowledge available, to provide reasonable assurance that related decisions can be taken robustly and with confidence. The amount of data, information and knowledge available for seismic risk assessment is typically limited, so that the analysis must strongly rely on expert judgments. In this paper, a Dempster-Shafer Theory (DST) framework for handling uncertainties in NPP SPRAs is proposed and applied to an example case study. The main contributions of this paper are two: (i) applying the complete DST framework to SPRA models, showing how to build the Dempster-Shafer structures of the uncertainty parameters based on industry generic data, and (ii) embedding Bayesian updating based on plant specific data into the framework. The results of the application to a case study show that the approach is feasible and effective in (i) describing and jointly propagating aleatory and epistemic uncertainties in SPRA models and (ii) providing 'conservative' bounds on the safety quantities of interest (i.e. Core Damage Frequency, CDF) that reflect the (limited) state of knowledge of the experts about the system of interest.