• Knowledge Management Research
• /
• v.16 no.2
• /
• pp.193-212
• /
• 2015

A corporate university (CU) is an educational institution established by an organization whose primary purpose is not education. Traditionally, a CU is considered a training facility to improve organizational performance. However, the proliferation of the CU has engendered its diverse purposes, roles, and forms. This study attempts to identify three types of the existing CUs: (a) a CU to improve organizational performance; (b) a CU to satisfy employees' learning needs; and (c) a CU to develop a competent national workforce. Also, this study suggests a holistic CU model including the three CU types. In order to transform a CU to a multifunctional CU embracing all three types of CU, organizations should (a) provide communication and collaboration channels, (b) present clear organizational goals, (c) establish organizational policies/systems to encourage learning in CUs, and (d) devise an effective approach to evaluate the impact of CUs. Organization' s critical roles in the development of CUs can assist CUs in becoming the core of knowledge management.

• Journal of The Korean Association of Information Education
• /
• v.10 no.1
• /
• pp.143-152
• /
• 2006

The aim of this study was to analyze effects of a blended learning program based on case study approach and to suggest implications in appropriately evaluating blended learning in practices for corporate education and training. In order to achieve the goal, issues such as the ones related to blended learning including development and status quo of blended learning programs in the field of corporate education and training and operation models for the blended learning were reviewed. Then, the outcomes of a blended learning program were completely analyzed through systems approach. The methodology of the study was a mixed research method which was comprised of quantitative and qualitative approaches. The results of quantitative analysis showed that blended learning itself seemed to have significant effects on the leadership capability in general assessment and self assessment. The most viable effects of blended learning in leadership training are said to be actual change of actions and activities in leadership capability of the participants followed by changes in their job tasks contributing to improving the managerial performance of the company, good transfer to current job tasks, and implementation of the practice plans.

• Journal of Digital Convergence
• /
• v.15 no.11
• /
• pp.97-105
• /
• 2017

In this study, we investigate how organizational learning affects corporate performance through the medium of intangible assets. And based on the relationship, we tried to empirically analyze organizational learning and intangible assets typified by purpose. Although trianing on the business performance method affects positively on product / service improvement and market dominance expansion, training on the knowledge management method has a positive effect only on product / service improvement, Respectively. As a result of analyzing the mediating effects, it was found that the training on the business performance method was mediating only to the expansion of market dominance, and trianing on the knowledge management method and the cost of organizational learning was not mediated. Therefore, it is found that the operation of organizational learning and the acquisition of intangible assets are essential to improve corporate performance.

• Journal of Digital Convergence
• /
• v.20 no.5
• /
• pp.897-908
• /
• 2022

The purpose of this study is to prove the hypothesis that the learning transfer climate, such as individual learning self-efficacy and corporate innovative knowledge transfer, will play a mediating role in the relationship between design competency strengthening education and individual performance considering the designer's characteristics. This is meaningful in expanding the meaning of design education and training by quantitatively analyzing the learning transfer climate that affects learning self-efficacy and organizational culture according to the characteristics of designers, unlike existing studies that simply investigate the satisfaction of education. Specifically, this study set up seven hypotheses, and as a result, it was found that design capacity building education for designers, learning self-efficacy, and learning transfer climate of companies had a significant effect on individual performance.

• Management & Information Systems Review
• /
• v.32 no.3
• /
• pp.173-188
• /
• 2013

I guess that e-learning buying behaviors have some selection criteria which are interactivity, contents quality, perceived usefulness, and corporate reputation. And I propose that the effects of selection criteria on adaptation intention are moderated by buyer-user status. To accomplish research purpose, I conducted a field survey with a self-administered questionnaire in both user-buyer and analysed the causal relations among the variables by regression analysis. Findings are these. In all of the customer, interactivity, perceived usefulness, and corporate reputation had positive effects on re-attending intention to another e-learning class. In case of users(students), interactivity, contents quality, and perceived usefulness had positive effects, but buyer(parents) showed both perceived usefulness and corporate reputation had positive effects on re-attending intention.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.20 no.44
• /
• pp.425-446
• /
• 1997

In recent years, a scholars and a managers in business have taken a more interest on the effects of corporate culture on the organization effectiveness. The corporate culture has been recognized as one of the way to promote the organization performance and cope with the changes of the business environment. Edgar H. Shein defins the corporate culture as the that the pattern of basic assumptions that a given group has invented, discovered or developed in learning to cope with its problems of external adaptation and internal integration. The organization effectiveness is differently defined as the job satisfaction, job involvement, organizational commitment, organizational performance etc. The business culture help the employee (1) understand the values, the tradition, and the different management systems(decision-making basis, promotion, reward, behavior etc.) of the company, (2) make the performance-oriented decison and doings. Consequently, the excellent corporate culture would improve the organizational effectiveness. The purpose of this study is (1) to examine theoretically the content on the corporate culture and the organizational effectiveness, (2) to suggest the direction of the corporate culture management for both the management md the scholars.

• Information Systems Review
• /
• v.5 no.1
• /
• pp.33-48
• /
• 2003

The increasing demand for the distance learning has created a need to explore the implications of the emerging paradigm shift in the learning environment. For the use of information technology to improve learning processes, the pedagogical assumptions underlying the design of information technology for educational purposes must be understood. However, little theoretical development or empirical research has examined learning effectiveness in web-based distance learning. Thus, this paper reviews from research in management communications, education, social psychology, and information systems literatures to develop an conceptual model of influences on web-based corporate education outcomes. The hypotheses empirically examined using survey data from 152 students of 'L' company. The data support the validity and reliability of our constructs. And the hypotheses of this study get partially significant support. Finally, the implications of this survey results are discussed in terms of learning performance.

• Journal of Digital Convergence
• /
• v.17 no.2
• /
• pp.47-57
• /
• 2019

This study analyze whether the organizational learning culture affects the firm's dynamic capacity and whether the dynamic capacity mediates the relationship between organizational learning culture and management performance. Respectively. First, "The more organizational structure is organic, the higher the integrated relocation capacity and learning capacity. Organizations with organic organizational structures were found to have the ability to successfully adapt to external changes because there is a practice that is not tied to formal processing or procedures. Second, it can be seen that there is a positive (+) influence on the relocation capacity among the dynamic competence of the learning culture of the corporate organization. Third, both sub-factors of dynamic competence have positive (+) influence on business performance. Also, there was no mediating effect of dynamic competence related to learning culture.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.4 no.2
• /
• pp.81-92
• /
• 2008

With the increasing prevalence of e-learning courses in human resource development of Enterprise, it is important to investigate which courses are better economic performance. In this study, we proposed the framework for the cost-benefit analysis of e-learning, and attempted to identify cost and benefits factors. In order to achieve the research goal, we firstly tries to analyze the current IT adoption performance framework and e-learning staged performance model. The methodology adopted in the research was mainly that relevant materials, literatures were collected and analyzed to draw a comprehensive picture of the current situation and problems.

• Journal of Fisheries and Marine Sciences Education
• /
• v.26 no.2
• /
• pp.284-295
• /
• 2014

The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.