• Cartoon and Animation Studies
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• s.46
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• pp.1-22
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• 2017

The practical learning requires the new paradigm in its content of education and environment along with the rapid development of information communication technology and the expansion of digital content industry. Especially, the animation education, core area of digital content industry, has attempted to improve the content and method of education by focusing on creativity, convergence and practical education. However, education environment in the previous form of computer laboratory has not been reflected the characteristics of animation education. In the light of this, this research would suggests the effective education environment implemented animation job competency and the characteristics of animation production. Firstly, the problem of previous educational environment will be explored through looking at computer rooms of domestic Universities. The characteristics of animation production consisted of Pre-production, Main-production, Post-production and elements of animation job competency will be reviewed by focusing on three phases of production, Pre-production, Main-production and Post-production, and six particular jobs, concept art, modeling & texturing, animating, lighting, VFX and compositing. Secondly, 6 types of space adapted from space syntax, possibly explored the embedded meaning of the structure of space and environment, will be reviewed by focusing on integration, separation and interaction. Thirdly, based on the characteristics of animation production, the element of animation job competency, 6 types of space, analytical tools about animation project education will be deducted, and the case study regarding animation studio, Walt Disney studio, will be processed by focusing on its production environment and spatial composition by focusing on Pre-production, Main-production, Post-production. Fifthly, the effective spatial composition for animation project education will be explored based on the interpretation of literature reviews and case study. In regard to this, the research addresses the spatial composition reflected the characteristics of practical learning and job competency in animation education, which differs from the previous form of standardized education spaces.

• Asia pacific journal of information systems
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• v.18 no.1
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• pp.53-77
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• 2008

In recent years, although numbers of corporations are bringing in PMO, they seem to be indifferent to PMO performance measurement. This demonstrates that there are also other reasons beside performance measurement of information systems (IS) project being ambiguous by introducing PMO; the lack of acknowledging the concrete function of PMO, and the scarcity of empirical study about the effect of PMO on the project members and project performance. In this sense, this study is aimed at proposing a new research model in which project success factors (i.e., standardization, management advocacy, and staff expertise) affect PMO capability (i.e., knowledge management, resources management, and problem solving competency) positively, leading to project performance (i.e., task outcomes, psychological outcomes, and organizational outcomes) eventually. To empirically test the research model, data are surveyed from PMO department and IS department. To prove the validity of the proposed research model, PLS analysis is applied with valid 132 questionnaires. By employing PLS technique, the measurement reliability and validity of research variables are tested and the path analysis is conducted to do the hypothesis testing. The path analysis results can be organized into 7 ways in large scale. First, standardization of project success factors has a positive association with knowledge management, resources management, and problem solving competency of PMO capabilities. The findings of this result indicate that the multiple or single project management should satisfy standardization in order to operate an effective PMO. Second, management advocacy of project success factors has a positive association with knowledge management, resources management, and problem solving competency. Management advocacy refers to the willingness of management to provide the required resources and authority for project success. There is agreement among researchers regarding the importance of management advocacy for favorable PMO capability. Third, staff expertise of project success factors has a positive association with knowledge management, resources management, and problem solving competency. The findings of this result indicate that the formation of an exceptional consultant or members with a proficient knowledge for staff expertise of project member is the key factor to elevate the PMO capability. Past research suggests that experience and knowledge and the resultant familiarity with the problem faced can be an important determinant of PMO capability. A capable project with appropriate staff expertise means that it enjoys a diversity of abilities and experiences. Fourth, knowledge management competency of PMO capabilities has a positive impact on psychological outcomes but has no direct effect on task outcomes and organizational outcomes. In domestic case of S. Korea, PMO was finally introduced to many other corporations in 2005 though it started bringing in 2000. Therefore, it had neither a significant impact on the task outcomes nor organizational outcomes by lacking the contents and the infrastructure of the knowledge management because the knowledge consolidation and management period of PMO is comparatively shorter by terms than other foreign nations. Fifth, resources management competency of PMO capabilities has a positive association with task outcomes, psychological outcomes, and organizational outcomes. In addition, problem solving competency of PMO capabilities has a positive association with task outcomes, psychological outcomes, and organizational outcomes. Therefore, the findings of this results stress that PMO capabilities has a positive impact on project performance. Sixth, according to the path analysis of the hypothesis, which suggested in this research, problem solving competency is the PMO capability which is the key success factor for task, psychological, and organizational outcomes as an integrated performance model. Further, the analysis reveals that problem solving competency is an important factor for integrated performance model. The finding is in line with past IS research, which affirms that the work of IS projects is essentially a problem solving endeavor. Seventh, in the path analysis of the hypothesis in this research, the path of the management advocacy $\rightarrow$ problem solving competency $\rightarrow$ organizational outcomes appears to be the most important and strongest path. In brief, the finding of this study suggests that project success factors influence PMO capability positively, and project performance as well. From the results, it can be concluded that PMO helped great improve the project success rate and project performance. This study advances research on PMO capability in three important aspects. First, the findings of our study have implications for IS theory and future research. Our study contributes to IS theory by synthesizing concepts from PMO research and project management research with those in IS research. We proposed and tested PMO capability of IS projects and the findings of our investigation provided some preliminary answers to some of the questions raised. Secondly, this thesis does not only help depicting the concept of IT governance but also approaches empirically. It makes a gradual approach to the main content, step by step, in contrary of simple standard, scholastic way of thinking. Finally, we argued that this task-oriented(technical) view is not sufficient to adequately conceptualize IS project performance. Hence, we applied that the research on organization teams, which provides a flip viewpoint to that of project management research in that it gives more weight for psychological outcomes of organizational work groups, can be very helpful in reconceptualizing the IS project performance construct. The limitations of this study are also discussed to provide research directions for future research.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.211-219
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• 2021

This study examines the determinant influence of competence: motives, traits, self-concept, knowledge, and skills on work behavior and work effectiveness in government officials. The research was conducted on government officials in the province of South Kalimantan, Indonesia. This research is qualitative in nature, including the population of government apparatus in regencies and municipalities in the South Kalimantan province of Indonesia. The number of respondents in this study was 250 people. The sampling technique used purposive sampling, and Data analysis has been done using Structural Equation Model (SEM). The results showed a significant and positive influence on the determinants of competence, namely motives, traits, self-concept, knowledge, and skills on work behavior and work effectiveness of government officials; the determinant influence of competence showed a direct and indirect effect. This study also shows a mediating effect of work behavior between the determinants of competence (motives, traits, self-concept, knowledge, and skills) on the work effectiveness of government officials. This study's results are expected to provide suggestions to local governments in the South Kalimantan province of Indonesia to conduct performance appraisals for government officials apart from the performance appraisal methods that have been implemented.

• Journal of the Korea Safety Management & Science
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• v.24 no.2
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• pp.135-142
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• 2022

The smart factory is an important system that can reduce defects, maximize productivity, and respond to customer needs, from the labor-intensive era of traditional small and medium-sized manufacturing companies through the automation era to CPS using ICT. However, small and medium-sized manufacturers often fall short of the basic stage due to economic and environmental constraints, and there are many companies that do not even recognize the concept of a smart factory. In this situation, to expand the smart factory of small and medium-sized enterprises, the project to support the establishment of a smart factory for the win-win between large and small enterprises. The win-win smart factory construction support project provides a customized differentiation program support project according to the size and level of the company for all domestic manufacturing SMEs regardless of whether or not they are dealing with Samsung. In this study, we analyze the construction status and introduction performance of companies participating in the win-win smart factory support project to find out whether they have been helpful in management and to find efficient ways to improve support policies, and to suggest the direction of continuous support projects to improve the manufacturing competitiveness of SMEs in the future.

• Journal of the Korea Society of Computer and Information
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• v.28 no.7
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• pp.39-46
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• 2023

The purpose of this study is to design and develop the test standard to measure AI literacy abilities. First, we selected key areas of AI literacy through the related studies and expert FGI and designed detailed standard. The area of the test standard is divided into three categories: AI concept, practice, and impact. In order to confirm the validity of the test standard, we conducted twice expert validity tests and then modified and supplemented the test index. To confirm the validity of the test standard, we conducted an expert validity test twice and then modified and supplemented the test standard. The final AI literacy test standard consisted of a total of 30 questions. The AI literacy test standard developed in this study can be an important tool for developing self-checklists or AI competency test questions for measuring AI literacy ability.

• Journal of Korean Academy of Nursing
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• v.31 no.5
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• pp.781-792
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• 2001

Professional nurse Autonomy is an essential attribute of a discipline striving for full professional status. Purpose: This study was to clarify the concept of professional nurse autonomy to provide basic data needed for development of professional autonomy enhancing strategies. Method: This study use the process of Walker & Avante's concept analysis based on Wade's research (1999), and field data of 21 nurses. Results: Professional nurse autonomy is defined as competency and creative performance of the professional nurse in practice, to decide independently or interdependently nursing activities and to be had accountable for results of decisions, that reflect advocacy and caring. It was identified that critical attributes include responsible discretionary decision making, collegial interdependence, initiative, creativity, and caring, advocacy, cooperative relationship with clients, receptive capacity to others, activeness, self confidence, and devotion and responsibility to their profession. Antecedents include personal characteristics, educational background, experience and structural characteristics that enhance professional nurse autonomy. Consequences of professional nurse autonomy are feelings of self-efficacy, empowerment, job satisfaction, reduction of intention to leave their job. Conclusion: According to these results, it is recommended that the curriculum provides an environment for learning professional nurse autonomy, and that is used as basic data to develope strategies to enhance professional autonomy of nurse in practice and it's effects

• Journal of the Korea Society of Computer and Information
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• v.27 no.12
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• pp.285-292
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• 2022

This study examined the effects of professionalism and critical thinking disposition on job competency in nursing service workers. Furthermore, we explored the interactive impact of critical thinking disposition in terms of component factors in the relationship between the influence of professionalism on job performance. Our research results were as follows. First, we found that the self-concept of the profession and originality of the job in the professional view has a significant effect on job performance. Second, we discovered that systematicity and objectivity in the critical thinking disposition significantly affect job performance. Third, we found an interaction effect between each component of professionalism and critical thinking disposition. This study is significant because it is approached from the perspective of components of professionalism and the critical thinking disposition to improve job performance. In addition, the results of this study will contribute to the management of professionalism and essential dispositions of thinking to enhance nursing service workers' job performance.

• Journal of the Korea Convergence Society
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• v.11 no.4
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• pp.221-231
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• 2020

In Korea's national competency standards, competency is defined as a concept that includes the common skills required to be a member of an organization, the knowledge, skills, attitudes, and values necessary to perform the task, in addition to the skills necessary to perform the task in the field. This study examines the recently published NCS-related paper, and summarizes the key findings in the areas of the design and operation of NCS-based curriculum, key factors that should be included in the design of each individual NCS-based curriculum, positive effects and negative effects of NCS-based education and training processes. Based on these findings and educational implications, the feasibility of expanding the NCS-based curriculum in junior colleges is discussed. In addition, the roles of Human Resources Development Service of Korea and NCS web site are discussed and some suggestions concerning their roles are provided.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• Journal of Internet Computing and Services
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• v.22 no.4
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• pp.51-63
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• 2021

Recently, virtual communication has become a standard tool due to the outbreak of COVID-19. Likewise online communication is emerging as an essential competency. In this study, we aimed to develop a comprehensive and systematic digital literacy measurement tool reflecting the changes and needs of society. Construct variables were drawn by characterizing existing digital literacy measurement tools. Thirty-four items corresponding to the concept of each variable were developed. The developed measurement tool was then evaluated in the form of surveys from university students belonging to the digital native generation, and the reliability and validity were performed through exploratory and confirmatory factor analysis. The digital literacy measurement tool contained five sub-factors and twenty-five questions. In addition, hierarchical regression analysis was performed to verify the predictive validity of digital literacy sub-factors. Based on these findings, the implication of future research is discussed.