• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.1
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• pp.73-87
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• 2018

Creativity, entrepreneurship, and technological innovation orientation are key factors for technological innovation. The main driver of technological innovation in the enterprise is the executives of the firm. According to the Upper Echelons Theory of D.C. Hambrick(2007), the creativity of the managerial individual will be put into various aspects within the organization's innovation system. The organizational innovation system is positively influenced by the creativity of the executives, and is achieved by manifesting innovation orientation and technological innovation orientation with innovative performances. The purpose of this study is to investigate using Structural Equation Modeling(SEM), whether individual creativity of executives of 132 companies with research organizations among domestic semiconductor companies in Korea influences innovation performance of firms through entrepreneurship orientation and technology innovation orientation. We applied the personal creativity level measurement index, the entrepreneurial orientation measurement factor, and the technology innovation orientation measurement factor identified in the previous research literature. The results of the Structural Equation Modeling analysis show that the creativity of executives have a positive (+) relationship with the innovation performance of firms when they are only mediated by technological innovation orientation, and entrepreneurial orientation. On the other hand, the results of the SEM shows the direct effects between the creativity of executives and innovation performance are not statistically valid. As a result, the individual creativity of executives who lead the innovation of the firm, entrepreneurial orientation, and technological innovation orientation of the researcher organization are very important factors and an inseparable relationship for the successful innovation of the firms.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.50-57
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• 2017

The purpose of this study was verify the effect of an engineering-technology program on high school students' technological thinking disposition and engineering attitude. To achieve this purpose, the question were as follows. 1) How does the engineering-technology program affect high school students' technological thinking disposition? 2) How does the engineering-technology program affect high school students' engineering attitude? For this study, the program was progressed from May to Aug in 2016. The data were collected from 138 D high school students which is located in Daejeon, Korea. For the statistical treatment of data, a Window SPSS-22 are used and significance level of .05 was established prior to data treatment. The results of this study were as follows: First, after participate in engineering-technology program was significant effect on the technological curiosity disposition, technological creativity and expression disposition, technological operating disposition, technological planning and reflecting disposition but no significant effect on the technological analyze disposition, technological problem identifying resolving disposition. Second, after participate in engineering-technology program, there was significant effect on the interests in engineering, the perceptions of creativity in engineering but no significant effect on the perceptions of importance in engineering.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.341-350
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• 2005

In this increasingly technological world, the creativity development has been highlighted much in many countries. In this paper, two mathematical activities with Chinese characteristics are presented to illustrate how to integrate algorithmic teaching into mathematical activities to develop students' creativity. Case studies show that the learning of algorithm can be transferred into creative learning when students construct their own algorithms in Logo environment rather than being indoctrinated the existing algorithms. Creativity development in different stages of mathematical activities and creativity development in programming are also discussed.

• Proceedings of the Korean Society for the Gifted Conference
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• 2005.11a
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• pp.33-49
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• 2005

Creativity since 1950 has become an increasing appealing component of education. This is especially true in many Asian countries including Singapore. Creativity is a necessary but not a sufficient component ofholistic education. Beginning with creativity for the talented, the gifted, and people with high abilities, creativity has gradually become a phenomenon of every society, and a potential competence of every person. This paper presents my views on the evolving trends of creativity in education and challenges my thoughts on who should be given the opportunity to become creative. Is creativity merely meant for the gifted or for all? Some reflective points with regard to answering this question areelicited with reference to the development of Singapore's education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.2
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• pp.717-724
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• 2014

Although team cohesion can be a double-edged sword, empirical studies have focused positive effect of team cohesion. This study claims that team cohesion can be divided social task cohesion, so we can investigate positive effect of social cohesion and negative effect of task cohesion on technological innovation. Cohesion emphasize homogeneity, thus creativity supporting team climate alleviate negative effect of social cohesion and increase positive effect of task cohesion. This study has used materials collected from 205 NPD teams The results show negative effect of social cohesion(${\beta}$=-.19, p<.01), positive effect of task cohesion(${\beta}$ =.18, p<.05), positive interactive effect between social cohesion and creativity supporting team climate(${\beta}$=.14, p<.10) and positive interactive effect between task cohesion and creativity supporting team climate(${\beta}$=.16, p<.05) on technological innovation.

• Journal of Korea Technology Innovation Society
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• v.14 no.1
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• pp.109-138
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• 2011

Recently, the rapid change in the technical environment and under global competition, there has been an increasing attention to the creativity among core competency of organization. Particularly, creativity is an initiative for technological innovations and a primary key factor to the success. Systematic understanding towards creativity is required to derive sophisticated creativity. However, previous researches involved in only one or two elements of creativity made it difficult to understand the holistic relations. Furthermore, the objective measurement tool of creativity is insufficient. Therefore, this study analyzes creativity from each level and clarifies the elements that can coordinately measure that. First, the study suggests three levels that compose creativity. Second, the study not only clarifies the factors influencing creativity from each level but also develops the evaluation index. The creativity level assessment model proposed in the study is capable of providing a guide-line that evaluates, and therefore enhance, the organization's competencies and potentials of creativity.

• Research in Mathematical Education
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• v.14 no.1
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• pp.51-65
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• 2010

Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.

• Archives of design research
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• v.16 no.4
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• pp.335-344
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• 2003

Creativity has become a buzzword in the 21s1 century to the extent that it is considered as one of the criteria for a nation's competitiveness. In the cultural industry, one of the industries with the highest growth potential, creativity is the decisive factor Nevertheless, we have to admit that there is a serious lack of this quality in the planning area. Everyone is born with creativity and creative way of looking at things can be developed through training and education. Most of universities now classify digital contents within the realm of design, therefore, emphasizing only the formal or the artistic side of it. However, the study of digital contents requires creative thinking processes that are oriented to problem-solving, for which one needs to put together his/her planning (socio-cultural), expressive (artistic) and technological (scientific) capabilities at the same time. Also, the education of digital contents should be focused not only on acquiring the knowledge and skills, but also on developing individual creativity and learning to increase one's creativity working in a team of an organization. For the environmental aspect, education for creativity should take into account social and cultural specificities of Korea. Therefore, continuous studies must be done to explore more concrete ways of developing creativity on the individual, organizational and environmental levels.

• STI Policy Review
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• v.1 no.1
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• pp.93-109
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• 2010

Over the last decade, some Korean enterprises have emerged to become global players in their specialized products. How have they achieved such tremendous technological progress in a short period of time? This paper explores that question by examining the characteristics of technological innovation activities at major Korean enterprises. The paper begins with a brief review of the stages of economic growth and science and technology development in Korea. Then, the existing literature, explaining the Korean innovation model, is analyzed in order to establish a new framework for the Korean innovation model. Specifically, Korean firms have experienced three sequential phases, and thus, the Korean model, at the firm level, can be coined as "path-following," "path-revealing," and "path-creating." Then, the stylized facts in the first phase (path-following) and the second phase (path-revealing) are discussed, in the context of empirical evidence from the areas of memory chips, automobiles, shipbuilding, and steel. In terms of technology development, the Korean model has evolved as "collective learning" in the first phase, "collective recombination" of existing knowledge and technology in the second phase, and is assumed as "collective creativity" in the third phase. Ultimately, all three can be classified as "collective creation". Korean firms now face a transition in the modes of technological innovation in order to efficiently implement the third phase. To achieve remarkable progress again, as they did in the past, and to sustain the growth momentum, Korean firms should challenge new dimensions such as creative technological ideas, distinctive technological capabilities, and unique innovation systems -- all of which connote 'uniqueness'. Finally, some lessons from the Korean technological innovation experience are addressed.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.